SCOPE 4

Teacher’s Book

Sheila Dignen


08 Scope TB4 introduction.indd 1 23/04/2015 11:33
 
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08 Scope TB4 introduction.indd 2 27/06/2016 15:19

 Contents
Introduction

Introducing Scope 4
Components of the course 5
Teaching tips 12
Mixed ability 14
Introduction to project work 16
Introduction to extensive reading 16
The Common European Framework of Reference (CEFR) 17
Assessment and evaluation 18
Evaluation template 19

Teaching notes
Starter unit 20

Unit 1 26
Unit 2 34

Review 1–2 42

Unit 3 44
Unit 4 52

Review 3–4 60

Unit 5 62
Unit 6 70

Review 5–6 78

Unit 7 80
Unit 8 88

Review 7–8 96

Unit 9 98
Unit 10 106

Review 9–10 114

Focus on Grammar answer key 116

Focus on Writing answer key 118
Workbook answer key 120
Audioscripts 132
Lesson Plan templates 140

08 Scope TB4 introduction.indd 3 23/04/2015 11:33

 Introducing Scope
Scope is a four-level course that will give your students
all the skills they need to communicate with confidence
in English. The course introduces challenging
vocabulary and a comprehensive grammar syllabus in
a clear, uniform unit structure. The extensive Teacher’s
Toolkit resources enable you to bring variety and
challenge to your English classes, as well as tailoring
your lessons to the needs and interests of your students.
The three underlying principles which define Scope are:
• a teen-friendly topic-based approach, with topics
that really interest your students
• focus on reading and writing, as well as a strong focus
on vocabulary skills
• a strong emphasis on functional language, which
improves fluency and really enables students to
produce the language themselves.
Aims of the course
To develop students’ ability to learn new language and
apply grammar rules
• Scope presents new language both in context and in charts to
ensure that students fully understand usage as well as form.
Each new point is practised in a variety of challenging activities
to make students think and apply what they have learnt. There
is always a Rules section, which encourages students to think
about and complete language rules themselves.
• The Focus on Grammar section provides a comprehensive
grammar reference so that students can check the inductive
grammar rules and find further clarification.
• The Vocabulary Builder sections provide strategies to help
students acquire word-building skills.
• The Focus on Vocabulary section provides a list of target
language for students to learn. The Words to learn and
Vocabulary notebook sections in the Workbook can be used
to consolidate their vocabulary skills.
To develop effective reading, writing, listening and
speaking skills
• Scope places equal emphasis on the development of all four
skills. Each unit contains reading, writing, listening and speaking
sections. A step-by-step approach has been taken to speaking
and writing, which will ensure that students of all abilities will be
able to produce their own texts and conversations.
• There is extra support for developing writing skills in the Focus
on Writing section in the Student’s Book.
• The Reading to learn worksheets in the Teacher’s Toolkit provide
additional reading material with a variety of topics in a variety
of genres.
To teach natural, everyday English
• Students are more likely to learn and remember language and
improve in fluency and confidence if they are encouraged
to pick up ‘chunks’ of functional language and use them in
communicative contexts.
• The How to … sections set up communicative contexts for the
acquisition of useful situational language.
• Key phrases provide students with memorable chunks of
essential functional language and idiomatic English to use in
everyday life.
4 Introduction
08 Scope TB4 introduction.indd 4
• The Speaking pages offer carefully staged practice giving
students the tools they need to communicate effectively in a
wide variety of situations.
• The Think about it and Talk about it exercises at the end of
lessons encourage students to use English to talk or write about
their own ideas.
To keep students interested and involved
• Scope is a topic-based course and the themes have been
carefully chosen to maintain students’ interest and motivation.
The topics and texts aim to provoke opinions and the activities
are designed to engage students and encourage participation.
The Think about it activity is designed to encourage students
to develop their critical thinking skills.
To set goals and see outcomes
• Setting clear, achievable, short-term goals is a good way to
increase students’ motivation. Every unit starts with a list of
objectives and learning outcomes, which provide clear goals,
and every lesson ends with an I can … statement, so the aim is
always evident.
To cater for all learning needs
• Scope has been designed to be flexible, so that it can be used
in streamed school systems, mixed-ability classes, and with
varying teaching loads. With Scope you can choose the most
appropriate material for your class and for individual students.
• The Fast finishers activities challenge bright students who
complete activities more quickly, while the Focus on Grammar
and the Focus on Writing sections provide extra support for
weaker students.
• If you have a range of abilities in the class, you can make use
of extra practice from the Workbook, the Online Practice or
the Student’s CD-ROM as well as the Tests and Photocopiable
Resources on the Teacher’s Toolkit. Much of the material is graded,
so that you can select the right level of material for each student.
To make planning and preparation easy
• Each unit starts with a clear and detailed summary of the unit
contents, learning objectives and learning outcomes.
• Lesson plan templates are provided in the Teacher’s Book on
pages 140–144, and in the Teacher’s Toolkit as editable Word
documents.
• Each lesson in the book is designed to fit into one lesson in class,
and takes you through the stages of warming up, presenting
and exploiting the material, and allowing the students to
personalise and apply what they have learnt. Each lesson in the
teaching notes starts by clearly stating the aims of the lesson.
• See the More practice section at the end of each lesson in
the teaching notes for a clear guide to additional material to
support or extend your lesson. The Teacher’s Toolkit provides a
great variety of photocopiable resources as well as assessment
material. You can find worksheets for further grammar and
vocabulary practice, reading practice, CLIL worksheets and
communication pairwork activities.
23/04/2015 11:33
 Components of the course
The Student’s Book contains:
• a Starter unit to revise basic vocabulary
and grammar.
• ten teaching units; each unit has two
vocabulary sections and two or more
grammar presentations. There is practice
of the four skills throughout. In addition,
each unit has a whole page devoted
to speaking skills and a whole page
devoted to writing skills.
• five Review sections to provide revision
of all the language studied up to that
point in the book.
The Workbook contains:
• six pages of additional practice for
each of the Student’s Book units. This
comprises exercises for vocabulary,
grammar, reading and writing at three
levels of difficulty.
• a Self-evaluation page after every
unit with self-assessments and I can …
statements.
• five Project pages to provide a further
opportunity for consolidation and
collaborative work.
The Workbook Pack contains a Student’s CD-ROM or Online Practice:
The Student’s CD-ROM is an interactive The Online Practice is an online self-study
self-study resource with additional practice. resource with additional practice.
The CD-ROM can be used without access The Online Practice is compatible for
to the internet. use on computers or some tablets and
requires internet access.
The Teacher’s Book contains:
• an iintroduction
t d ti withith iinformation
f ti on
mixed ability, project work and
assessment and evaluation.
• Teaching notes and Answer keys for all
the Student’s Book and Workbook material.
• ideas for extra optional activities.
• grammar notes, background notes
and cultural information.
• Audioscripts.
• five Lesson plan templates to speed up
lesson planning.
08 Scope TB4 introduction.indd 5
• a Focus on Grammar section to provide
detailed grammar reference notes and
practice exercises.
• a Focus on Writing section to provide
extra support for developing writing skills.
• a Focus on Vocabulary section at the
back of the book which lists the key words
to learn for each unit.
• five Literature pages to provide
extensive reading practice.
• a Words to learn section with a unit-by-
unit Wordlist of target vocabulary from
the Student’s Book with definitions and
example sentences.
• a Vocabulary notebook section with
an alphabetical Wordlist of passive
vocabulary.
• an Irregular verbs list.
The Class Audio:
The Class Audio CDs contain all the
listening material for the Student’s Book.
Selected audio is also available for
students to download from
www.oup.com/elt/scope
The complete audio is available to
download from
www.oup.com/elt/teacher/scope
The Teacher’s Toolkit disc contains:
photocopiable worksheets and
tests, provided as printable PDFs
and editable Word documents.
The iTools provides:
classroom presentation software
for use with an interactive
whiteboard or a data projector.
There is a video clip for each unit.
Introduction 5
23/04/2015 11:33
 Student’s Book
There are ten units and a Starter unit in the Student’s Book. Each unit has seven lessons.
A Review is provided for every two units.
Each lesson provides material for one classroom lesson of approximately 45 minutes.

Reading
• The unit summary explains the language and skills
that students are going to study in the unit.
• The Start thinking questions encourage students to
start thinking about the unit topic.
• A reading text introduces the unit topic and
contextualises the vocabulary and grammatical
structures which students will study in the unit.
• The Study focus builds students’ study skills and
encourages autonomous learning.
• A Vocabulary section highlights key vocabulary from
the reading text.
• Think about it questions provide an opportunity for
students to relate the topic to their own experience
and develop their critical thinking skills.
• This lesson occupies two pages though it is still
designed for one lesson in class.
• Every lesson has an explicit learning objective,
beginning with I can … .
• Students can assess their own ability and tick the
emoticons: = I can do well. = I can do OK.
= I need more practice.

Vocabulary and Grammar

• A quiz, questionnaire or factfile contextualises the
first vocabulary set.
• A variety of comprehension exercises practise the
new vocabulary. Where relevant, a How to section
provides practice of the vocabulary in everyday
language for communication.
• The first grammar section presents and practises one
or more grammatical structures in a guided inductive
way. Students may be asked to complete sentences or
grammar charts using examples from the readings or
listenings. Then they develop rules or answer questions
about rules based on the example sentences.
• A reference to the Focus on Grammar section at the
end of the book shows students where they can find
a detailed explanation of the new grammar, together
with further practice activities.
• The grammar practice exercises are graded and are
often topic-based. Where relevant, a How to section
provides practice of the grammar in everyday language
for communication.
• A final Talk about it exercise allows students to use the
new language in a more productive, personalised or
creative way. This is the productive aim of the lesson as
described by the I can … statement.

6 Introduction

08 Scope TB4 introduction.indd 6 23/04/2015 11:33

 Vocabulary and listening, Grammar
• The second vocabulary set is presented and
practised.
• A variety of comprehension exercises practise
the vocabulary.
• One or more listening activities contextualise the
vocabulary and model grammatical structures which
students will study in the following lesson.
• The second grammar section presents and practises
one or more grammar structures. Where relevant, a
How to section provides practice of the grammar in
everyday language for communication.
• The Fast finishers activity provides support for mixed-
ability classes.

Speaking and Writing

• There is a double page of skills practice in every unit,
which further recycles and consolidates language
practised in the unit.
• A whole page is devoted to speaking skills with a
functional focus.
• The speaking model presents the target dialogue
and language.
• The Key phrases box highlights idiomatic,
communicative and functional language which
students can use in their own speaking conversation.
• Speaking activities lead students step-by-step
towards producing their own conversations. This
‘presentation, practice and production’ approach
is suitable for mixed-ability classes and offers
achievable goals.
• A whole page is devoted to writing skills.
• The lesson always begins by looking at a writing
model and studying the language, structure
and format.
• The Key phrases box highlights structures which
students can use in their own writing task.
• The Language focus presents and practises useful
writing skills and structures, such as punctuation
and paragraphs.
• A reference to the Focus on Writing section at the
end of the book shows students where they can
find a more detailed explanation of the Language
focus, together with further practice activities and a
paragraph plan with space for students to draft out
their writing.
• The Writing guide encourages students to think and
plan before writing a specific task.
• This supported approach increases students’
linguistic confidence.

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 Consolidation and review
• There is a Review lesson at the end of every two units.
• There are reading, vocabulary, grammar,
listening, speaking and writing activities on every
Review page.

• The Focus on Grammar section provides a page of

detailed grammar reference notes and a page of extra
grammar practice activities for each unit.

• The Focus on Writing section provides extra

support and practice activities to develop students’
writing skills.
• The Focus on Vocabulary section lists, unit-by-unit,
target language for easy reference. All Oxford 3000™
vocabulary items are highlighted with the symbol.

8 Introduction

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 Workbook
• The Workbook includes exercises in grammar,
vocabulary and skills, which mirror the language and
skills work in the Student’s Book pages.
• There are three levels of practice activities: one-
star activities provide basic revision and language
manipulation; two-star activities involve more
productive exercises; and three-star activities are more
open and offer more challenge.
• The Self-evaluation feature at the end of each
unit encourages students to think about their
progress. This type of activity is very helpful in
students’ development as it encourages them to take
responsibility for their own learning. The activities
check understanding of all the vocabulary, grammar
and skills presented in the unit. They also provide a
record of what has been learnt in the unit.
• Students can assess their own ability and tick the
emoticons: = I can do well. = I can do OK.
= I need more practice.
• Five pages of Extensive reading offer an opportunity
for further reading practice.
• Five pages of Project work offer an opportunity for
collaborative work.
• The Words to learn section provides a list of the
key vocabulary taught in the Student’s Book, with
pronunciations, definitions and example sentences.
• The Vocabulary notebook section provides a list of
the passive vocabulary with space for students to write
their own notes.
• A phonetic chart provides a summary of the
phonetic symbols.
• The Irregular verbs list provides a quick reference to
the past simple and past participles of irregular verbs
used in the Student’s Book.
• The Workbook Pack is provided either with Online
Practice or Student’s CD-ROM. The Online Practice
and the CD-ROM offer interactive self-study activities
designed to give students additional practice, support
and consolidation of the language and skills taught in
the Student’s Book.

Introduction 9

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 Teacher’s Toolkit
A bank of photocopiable resources designed
to provide further practice and assessment for
your students and to support your teaching.

Test centre
The Tests are supplied as printable PDFs or editable Word
documents for you to customise to your own requirements.
Diagnostic Skills test, a Diagnostic Grammar test and
a Diagnostic Vocabulary test to use at the beginning of
the year.
• End-of-unit Grammar tests at two levels: Standard
and Challenge.
• End-of-unit Vocabulary tests at two levels: Standard
and Challenge.
• End-of-unit Skills tests, including listening, reading,
speaking and writing activities at two levels: Standard
and Challenge.
• Mid-term Grammar test and a Mid-term
Vocabulary test
• Mid-term Skills test
• End-of-year Grammar test and an End-of-year
Vocabulary test
• End-of-year Skills test
• Notes on assessment and evaluation
• Evaluation template

Photocopiable worksheets
The Unit Grammar and Unit Vocabulary worksheets are
supplied as printable PDFs or editable Word documents
for you to customise to your own requirements.
• Unit Grammar worksheets: additional practice
activities to review or consolidate the grammar taught
in each unit. The worksheets are provided at two levels
of difficulty: Standard and Challenge.
• Unit Vocabulary worksheets: additional practice
activities to review or consolidate the vocabulary
taught in each unit. The worksheets are provided at
two levels of difficulty: Standard and Challenge.
The other photocopiable worksheets are supplied as
printable PDFs.
• Reading to learn worksheets: additional reading
material with a variety of topics in a variety of genres.
• CLIL worksheets: further reading practice focusing on
topics relating to curriculum subjects.
• Communication worksheets: additional
communicative pairwork practice for the
classroom.
• Oxford 3000™ wordlist
• Unit-by-unit wordlist

An audio CD element is included, with recordings

for all the listening tasks, which can be played on
a CD player.

10 Introduction

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 Scope iTools Expand and collapse
thumbnail menu
Add
bookmark
Close
menu
Launch an
activity

Toolbox
Oxford iTools is software that allows you to
present and manipulate course content, including
pages from one or multiple books, audio, video
and other resources, in an interactive way. iTools
is designed to be projected in class. To take full
advantage of its rich interactive content, it should Go to a
page
be used on an interactive whiteboard, but may
also be used with a computer connected to a
screen or a data projector.

Content in Scope iTools is organised into Select Content tabs

four tabs: Choose single or Toggle between Hide / show

double page view books screen
• Books
Navigate Go Hide / show Create / save Flip
• Resources through pages back annotations
Timer
Flipchart controls

• Bookmarks
• Flipcharts
Bookmark a page Close menu
Books
Scope iTools contains the complete content
of three books:
• Student’s Book
• Workbook Expand and collapse
• Teacher’s Book thumbnail menu

Once you select a book, you can click on a unit and then the page
you want to display on the screen. To move between pages, you Go to a page

can either use the arrows at the bottom of the screen, or just type
in the page number that you want to open.
The toggle button at the bottom of the screen will automatically
take you to a corresponding page in the Workbook and back again
to the Student’s Book.
Use the keypad to enter
a page number
In addition to the standard iTools functionality, the following
Click in the box to
features can be launched from Scope iTools by clicking the icons on launch the mini-keypad
the book pages:
Choose single or
double page view

Answer keys for the Student’s Book and Workbook Previous Next Back Toggle between books

Full audio content Resources

Videos to engage students’ interest in the topic,
to be used with the Video worksheets located in the
Resources tab
Fun and engaging games used to test and consolidate
students’ knowledge of the content at the end of each
double-page lesson. Play these with the whole class,
asking teams of students to compete for the correct
answers. A range of games are included: Connect the words,
Crossword, Letter pool, Match the sentence halves, Mine the
gold, Sort it, Swap the letters, and Win a million
Warm-up activities provide a visual stimulus to introduce
the topic of the unit which can be used with the whole
class at the beginning of each unit to stimulate students’
interest in the topic and assess their knowledge about it
Interactive grammar activities based on the Focus on
Grammar section, positioned at relevant points on the
Student’s Book pages
Page links to allow quick access to relevant sections of the
Focus on Grammar and Focus on Writing sections at the
back of the Student’s Book
In this tab, you will find a large amount of additional resources that
come with iTools. All documents are printable, and can also be
projected in class. They include the following additional material:
• Videos with accompanying worksheets, teaching notes and
transcripts
• Communication worksheets
• Lesson plan templates
• Extra resources which include an interactive phonetics chart
• Reference material from the Workbook
• Wordlists from the Workbook
Bookmarks
Bookmarks allow you to plan your lessons by selecting specific
pages, exercises or resources that you want to use in the lesson.
You can then save them in folders for use in future lessons. All
your folders are organised in the Bookmarks tab, where you can
manage and edit them.
Flipcharts
Flipcharts are blank pages for you to create and save your own
resources. The Flipcharts tab will allow you to organise and edit
your flipcharts.

Introduction 11

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 Teaching tips
Teaching vocabulary
Brainstorming Check to see what words students already know
before presenting the vocabulary set. After presentation, ask
students to think of or find more words for the set.
Modelling and drilling Students need opportunities to hear
and say words. Use the Class audio CD or model new vocabulary
yourself, and be positive about students’ efforts to repeat words.
Vary the way in which you drill new words: as a whisper, only boys,
only girls, four students together, half the class together.
Student-made exercises Ask students to make their own simple
exercises, which you can compile and copy. Use activities from the
Workbook as models, for example: odd-word-out activities, anagrams,
wordsearch puzzles and simple quiz clues, such as This is the opposite
of … / You can swim here. / French is the language here.
Mini-tests and memorisation Start or end a lesson by giving
students a quick test of ten words that they have learnt or
practised recently. Students can also test each other using the
Words to learn section in the Workbook.
Vocabulary notebooks Encourage students to record new words
in a notebook. They can group words according to the topic or by
part of speech. Encourage them to use a variety of ways to record
the meanings, e.g. definitions, translations, example sentences. The
Workbook has a Vocabulary notebook section which lists passive
vocabulary with space for students to write translations.
Collocations We often learn words in isolation, but a vocabulary
item can be more than one word, e.g. play computer games,
read magazines. Encourage students to record phrases as well as
individual words. You could help students practise this by asking
them to give examples of words which often combine with a
particular word. This can work well with common verbs like have,
go, play, read, etc.
go – shopping, swimming, to the cinema, etc.
have – a shower, breakfast, fun, etc.
Teaching grammar
Modelling and drilling Just as with vocabulary items, give a
clear spoken model of the structures and have the students repeat
after you. This allows the students to hear what the new language
sounds like and gives them confidence when they are asked to
produce it themselves.
Posters and photos Make posters with examples of different
structures to put on the walls of the class. You might like to take
photos of students acting out different situations to illustrate
the structures.
Personalised reference Encourage students to keep a list of
personalised grammar examples. For each new structure, they
should make a heading in their notebooks and think of two or
three examples which include information about themselves, their
family and friends and their home or home town. When you want
to revise a structure, start by asking several students for examples
from their personalised notes.
Spot-the-structure If you are revising before a test or exam, it
is always a good starting point to ask students to find or provide
examples of structures from a text or from their notebooks.
Substitution Write a sentence on the board and underline one or
two words which you want students to change. Let them work in
pairs or groups and accept a suggestion from a group if their new
sentence makes sense. Put the new sentence on the board and
underline one or two more words for students to change. When
you have five or six sentences on the board, erase some of the
words and ask students to write down the missing words.
12 Introduction
08 Scope TB4 introduction.indd 12
‘Open-book’ tests and self-correction For variety, give students
a test in which they can use their books. This will give them good
practice of using the grammar explanations in the Student’s Book and
the Focus on Grammar section. Similarly, you can ask students to
correct mistakes in their tests, if you indicate where the mistakes are.
Grammar games Games can offer invaluable grammar practice,
as well as increasing students’ motivation and enjoyment. Here are
a couple of games you can use:
• Bingo You can use grammar items such as prepositions of place,
superlative adjectives, interrogative pronouns, etc.
• Sentence sale Arrange students in pairs or groups, and give each
pair or group a credit of 50 points. Write sentences on the board,
each with a value in points. Some of the sentences should
have grammar mistakes. Look at each sentence in turn, and ask
students if they want to buy it. Then tell the students whether
the sentence is correct or not. If they buy a correct sentence,
they score its value in points. If they buy an incorrect sentence,
they lose the points. Every group must then try to correct a
sentence if it is incorrect.
Teaching listening
Prediction and preparation This is an important stage. Listening
to something ‘cold’ isn’t easy, so prepare the students well. Here are
some things you can do:
• Engage students by asking them to look at the pictures and
headings, and to predict content. Pre-teach vocabulary, and
record it on the board. Model it for students so they know in
advance how it’s pronounced.
• Make sure that students read and understand the questions
they have to answer before they start listening.
• Tell students how many people they’ll hear speaking, whether
they are male or female, adults or teenagers, and roughly what
they’ll be talking about.
Playing the recording It isn’t easy to listen, read the exercise
and write answers at the same time. Tell students you’ll play the
recording a number of times. You could insist that they don’t
write anything the first time they listen, to ensure that they listen
carefully to everything.
Using the audioscript As a follow-up activity, you may want to
prepare a photocopy of the audioscript for students to read while
listening. It may be useful to use parts of the audioscript to focus
on pronunciation (see below). If less able students are demotivated
by listening activities, you may occasionally want to give them the
audioscript at an earlier stage.
Teaching reading
Preparing and prediction Before starting a Reading section,
identify what vocabulary needs to be pre-taught and encourage
students to predict the content by asking questions in their own
language or in English. Elicit any information that students already
know about the topic.
Autonomy Encourage students to use a dictionary to check new
words and note their meanings in their vocabulary notebooks.
Memory game Ask students to work in pairs and write four
sentences about information in the reading text – two true and two
false. Then ask students to close their books and choose various
students to read their sentences. The rest of the class decides if the
sentences are true or false, and try to correct the false ones.
Exploiting the text further After completing a reading
comprehension exercise, leave the answers on the board. Ask students
to close their books and look at the board. Then work in pairs to
remember the questions, or read the text aloud to the students and
stop occasionally for them to give you the next word or phrase.
23/04/2015 11:34
 Teaching writing
Time and training Show students how they can use the model
text and preparation questions to help them with their own
piece of writing. During the first term, for example, you could
produce a collaborative piece of writing on the board, referring
to the model and using answers and ideas from the students. As
students become accustomed to the skills of brainstorming and
structuring, you will be able to devote less class time to developing
writing strategies.
Team effort After one or two sessions producing a collaborative
piece of writing on the board, ask students to write in pairs. This
means that they help each other and also makes it easier for you to
circulate round the class.
Correction There are various ways of assessing written work, but
always make it very clear to your students that you will correct and
mark it. This is important for students’ motivation. Also, make it
clear to students whether you are assessing them on accuracy or
on content. If you want students to self-correct, make sure that you
indicate clearly where they have made mistakes, and what type of
mistake they have made. You could use the following code to help
students identify the mistake:
indicates a spelling mistake
indicates a missing word
indicates a grammatical error
indicates an error of vocabulary
indicates incorrect word order
Teaching pronunciation
Revise Remind students of previous pronunciation points as
they go through the course. In particular, ask students to identify
word stress and to practise difficult sounds whenever there is
an opportunity.
Correction Pronunciation errors are best corrected quickly, but
without interrupting. Errors can be corrected by ‘echoing’ students
who mispronounce; in other words, say the word as they did, but
with a rising intonation so that they self-correct. Or simply say the
sound or word correctly, and ask them to repeat it again.
Mimicry and body language Encourage students to mimic
the intonation of the characters on the Class audio CD. It helps
to exaggerate intonation, and students who like acting out will
be happy to do this. Also encourage students to use gestures
– pointing, shrugging, frowning – when they are practising
dialogues. It will help them to express themselves better in English.
Reading aloud If students are having problems with
pronunciation, ask them to listen to a short piece of text at home,
and then to practise reading it aloud. This is a good exercise for
listening, speaking and confidence building. If your students are
not speaking in class, you could also include a reading aloud
exercise as part of an evaluation.
Further practice After completing each pronunciation point in
the Student’s Book, ask students to find more examples of words
or phrases with that particular point throughout the book. For
example, they could look for words that contain a particular sound
or stress pattern, or they could identify weak forms in a sentence.

Feedback and display Try to create an atmosphere of

appreciation, in which students are happy to hear you or others
read out a piece of written work. It is also very motivating to
display students’ written work on the walls.

Teaching speaking
Motivation Students may lack the language or confidence
to express themselves in English. It is important, therefore, to
ensure that the experience of speaking English is successful. Your
expectations should be both clear and realistic. You can encourage
students to speak by showing them that it is neither impossible
nor painful.
Preparation Students often need time to think about what they
are going to say. Many of the speaking activities in Scope are staged
and structured in such a way that students should be able to read
out answers or prepare a script if necessary. More able students
may need less support, and you can encourage them to memorise
lines or to look up from a script before speaking.
Modelling It may be helpful for students to have a model when
speaking. In Scope, the conversations on the Speaking pages
are recorded on the Class audio CD. For other speaking exercises,
model questions and answers with a strong student, or ask two
students to ask and answer while the rest of the class listens.
Correction Be careful not to correct students too frequently if
the activity they are doing is designed to improve fluency, such
as a discussion or role play. It is vital that students develop the
confidence to speak without interruption. A useful approach is to
make a note of errors that students make during the activity, and
only address them when they’ve finished.
Conversation There are many opportunities in this course for
‘free speaking’ in the form of short conversations or discussions.
Students can dedicate a section in their notebooks to ‘Everyday
phrases’ or ‘Conversation’, and gradually build up a stock of useful
phrases and idioms which they should memorise.

Introduction 13

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 Mixed ability
Introduction
To a certain extent, all classes are mixed ability. Students learn in
different ways and at different paces, and they are individuals with
different personalities and interests. Some may be quite extrovert
and enjoy working in groups, whereas others may be more
reserved and prefer to work on their own. One student may be
motivated by the topic of sport, while another may be interested
in art.
Studies have identified many different learning strategies. Varying
your techniques for presenting and practising language to match
students’ preferred learning styles can help to ensure they benefit
more from the lesson and therefore progress more quickly.
Practical issues
In some cases, teachers may be able to split the class according
to their level and have one group work with another teacher in a
different room. Another possibility is for different groups to work
in different areas of the classroom with material specially adapted
for their level. However, these options are not open to the vast
majority of teachers, who have to deal with both stronger and
weaker students at the same time.
One way of accommodating the needs of weaker students is
to encourage them to participate to the best of their ability.
Engage them in the class before they open their books by playing
a memory game to revise the grammar or vocabulary of the
previous class or by brainstorming the topic of the next unit. Make
sure students know classroom language in English, so that they
can ask questions using the correct English expression.
With stronger students, it is important to plan what fast finishers
can usefully do while they are waiting for other students to finish
an activity. You can also encourage them to participate actively
in the class by using them as a resource when other students
ask questions.
Below are more techniques you can use in the different areas of
an English class to deal with students both below and above the
average level of your class.
Mixed ability and Scope
Scope caters for mixed ability students in a number of
different ways:
• The Student’s Book contains Fast finisher activities.
• For students who need more revision of grammar, the Student’s
Book also contains clear explanations and further practice
exercises in the Focus on Grammar section.
• The Workbook has vocabulary, grammar, reading and writing
exercises at three levels: Basic, Standard and Challenge. One, two
or three star icons indicate the level of difficulty.
• The Teacher’s Book contains optional extra activities and tips
on how to adapt the Student’s Book activities for stronger or
weaker classes, and further tips on extending the exercises for
fast finishers.
• The Teacher’s Toolkit contains grammar and vocabulary
worksheets which provide extra practice for weaker students
and fillers for fast finishers. They are provided at two levels of
difficulty, Standard and Challenge, so that you can deliver the
right level of challenge to your students. Additional Reading,
CLIL and Communication worksheets can be used as extra
practice for fast finishers or as consolidation for weaker students.
• The Tests include end-of-unit, mid-term and end-of-year tests.
The Grammar and Vocabulary tests are also provided at two
levels of difficulty: Standard and Challenge.
14 Introduction
08 Scope TB4 introduction.indd 14
Students above the level
Grammar
• Do grammar exercises orally.
• Get students to write questions to ask the rest of the class using
the new grammar.
• Ask students to make up their own gap fills to exchange with
a partner.
• Give students plenty of opportunities to use the new structures
in freer practice activities.
Vocabulary
• Brainstorm vocabulary before getting students to open their
books. See how many words they can guess that will come up
later in the class.
• Do any vocabulary exercises orally, especially gap fills, and get
students to make a record of the new words. They could write
their own examples and share these with the rest of the class.
• Get students to make up their own activities, e.g. wordsearches
or puzzles, to exchange with a partner.
Pronunciation
• Teach students the phonetic symbols. Use phonetics to present
new vocabulary or revise new words from a previous class.
• Get students to organise vocabulary into groups of words with
the same sound.
Speaking
• Insist that stronger students always speak in English. If they
don’t, ask them to translate what they have said into English.
• Encourage students to use complete sentences when they
speak rather than one word answers.
• When stronger students finish a speaking activity, encourage
them to invent more questions or a similar dialogue.
• Allow students to chat about things unrelated to the class as
long as they are using English and not causing any disruption.
Reading
• Ask students to choose five new words and prepare example
sentences with them to write on the board.
• Get students to write some extra comprehension questions to
ask the rest of the class.
• Tell students to find something they agree with and something
they disagree with in the text.
• Encourage students to close their books and write a short
summary of the text.
Listening
• Adapt listening tasks to make them more challenging for
students. Ask Wh- questions instead of using true or false tasks.
• After listening once, get students to tell a partner what they
have understood.
• Ask students to make a note of five important words while
they’re listening, and afterwards get them to tell the class the
words and explain why they chose them.
• If the listening is an interview, students could write their own
questions on the subject and then act out a role play together.
23/04/2015 11:34
 Students below the level
Grammar
• Where possible, elicit an L1 translation of the new grammar
structure from students at the end of each presentation.
• Leave a model sentence on the board for weaker students to
refer to when practising grammar structures either orally or
in writing.
• Complete the first two sentences in a grammar exercise with the
whole class, so that students know exactly what they have to do
and feel more confident.
• Encourage students to see how many sentences they can
complete within a certain time limit, so that they don’t feel
obliged to complete the whole exercise.
• If there are several grammar exercises on one page, ask the
weaker students to do the easier ones and the stronger students
to do the harder ones.
• Allow students to compare their answers before you ask
for them.
• Let individual students correct their own mistakes by giving a
prompt to indicate the error.
• Encourage peer correction among all the students by using the
prompt: Can anyone help?
Vocabulary
• Make your vocabulary presentations as visual as possible by
using pictures from magazines or the internet.
• Make sure that students always make a note of new vocabulary,
with an L1 translation if appropriate.
• Leave the first few letters of new words on the board while
students are doing vocabulary exercises. Write blanks for the rest
of the letters.
Reading
• Read the article aloud with the class and ask them to underline
any new vocabulary. Stop after each paragraph and answer any
questions students have. Make sure that students ask about
vocabulary using appropriate expressions in English.
• Read through the reading task with students and make sure
they understand the questions and what they have to do.
• Encourage students to underline the part of the text which
contains the answers to the questions.
• Divide the class in two and ask one half to answer the first half
of the questions and the other to answer the second half of
the questions.
Listening
• Ask students to read the task and predict the answers before
listening to the text.
• Adapt listening tasks by writing sentences on the board as they
appear in the listening script with gaps added in.
• Elicit the sentences where the answers occur in the listening
text. Write part of the sentence on the board to help students.
• Give students two or three possibilities for the answers and ask
them to listen and tell you the correct answer.
• If students have to respond orally to questions on the CD, get
them to write down their responses first.
• After students have listened once for gist and a second time
for specific information, get them to listen a third time with the
audioscript, so that they can finish answering any questions
they find difficult.
• If you have enough CD players and copies of the CD, get
students to complete the listening task in groups. They can
listen to the text as often as they need and replay parts that they
find difficult.

Pronunciation
• Make a note of pronunciation mistakes and correct them as a
whole class after an activity has finished. First, model the correct
pronunciation yourself and then drill the word with the whole
class. Finally, ask individual students to say the word. Ask a
stronger student to go first. Then ensure that the student who
made the mistake also gets a turn.
• Be sensitive when correcting pronunciation. Focus on correcting
serious errors which would impede communication by
repeating the word correctly yourself and asking students to
repeat it.

Speaking
• Be prepared to accept one word answers from weaker students
as long as they are in English.
• If students have to interview each other, get them to interview
you first with the questions.
• Allow students to keep their books open during interviews,
so that they can see the questions when they ask and
answer them.
• When students have to answer questions about themselves, get
them to write their answers first.
• Elicit dialogue phrases and write them on the board and leave
some words on the board as prompts.

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 Introduction to project work
Scope Workbook contains five Project lessons, which encourage
your students to work in groups and extend their English language
learning in engaging and creative ways.
Project work is very motivating for students. It focuses on subjects
which they will know a lot about, or have a strong interest in –
their hobbies and interests, their families and communities, their
dreams, and their pasts and futures.
Benefits
In addition to being engaging, project work helps develop
students’ organisation and communication skills and their sense
of initiative and entrepreneurship. Starting with an idea, students
have to plan, organise, manage and present their work. They will
need to be self-disciplined and work collaboratively in groups.
Project work provides a very relevant outlet for students’ language
skills. Students will see that they can use English to communicate
with others about information which is important to them. They
will employ English more creatively and independently than in
some other classroom situations.
Another benefit of project work is the development of a
curriculum-wide range of key skills, such as:
• Researching
• Interviewing
• Conducting surveys
• Organising information
• Writing and editing texts
• Producing or sourcing visuals
• Using ICT
• Designing
Group work and mixed ability
Many projects are particularly suited to group work. Cooperative
behaviour within the group is essential to complete the work
effectively. Students will have to delegate tasks, negotiate and
come to agreements.
By dividing the class into groups there is an opportunity to create
groups which will benefit from a variety of individuals’ strengths.
Teachers may fear that weaker students will either be left behind
or ‘carried’ by the stronger ones and will therefore gain little from
the experience. However, given the diversity of tasks required,
the weaker students may have a different skill they can offer the
group, thereby encouraging them to participate confidently. Also,
while stronger students are working independently, the teacher
will be able to spend time with students who need more help
with their English.
Tips for project work
Planning
Decide when in the term you want students to do project
work and allow plenty of time for preparation: students will not
automatically know how to conduct their research, organise their
material and present well.
Initially you may need to show different examples of projects to
give students something to aim for. These might include:
• Posters
• Portfolios of work
• PowerPoint presentations
• Oral presentations
• Short films or audio clips
16 Introduction
08 Scope TB4 introduction.indd 16
Research
Next you need to explain how to research the chosen topic and
suggest resources to exploit. Set the collection of information
as homework well in advance of the planned production time.
Alternatively, provide resources in the classroom and allow lesson
time for students to do research. Suggested resources include:
• Internet
• Magazines in English and students’ own language
• Reference books in both languages
• Dictionaries and grammar references.
Students are likely to conduct some initial research in their own
language and, if working in groups, will probably not always use
English to discuss ideas. This is fine. Eventually they will have to
translate their work into English. In turn, this will show students
the relevance of their previous efforts in studying grammar
and vocabulary.
Presentation
Possible presentation materials include:
• Card and paper
• Scissors
• Glue
• Digital camera
• IT Design packages
• Audio and video equipment
• Portfolios
Once the project is finished, display or allow students to present
their work as appropriate. Ensure that students are able to take
pride in the final outcome.
Introduction to extensive
reading
Introducing extensive reading to your classroom has many
advantages. Increasingly, students will be required to cope with
large quantities of reading in their Further Education studies. By
starting the habit of extensive reading early, students will learn
strategies to help them learn the reading skills that they will need
to succeed in later life.
Students are also more engaged and motivated to read authentic
texts, such as they would read in their own language. They create
a habit for reading, and so improve their fluency and confidence.
In addition, by encouraging students to read for pleasure in their
own time, students develop independence and become more
autonomous learners.
Scope has five lessons dedicated to extensive reading in the
Workbook. These lessons feature short extracts from the Oxford
Bookworms and Dominoes graded readers series. Students may
wish to read the whole story independently once they have
studied the extract. There are useful background notes provided in
the Workbook answer key on pages 120–131.
The extensive reading lesson can be used for additional reading
and skills work either in class or as homework. The Oxford Teacher’s
Club website offers further guidance about how you can develop
your students’ extensive reading skills.
23/04/2015 11:34
 The Common European Framework Cambridge exams
of Reference (CEFR) • The Council of Europe’s Common European Framework of
Reference levels also apply to external exams which students
• In order to promote and encourage language learning, may decide to do. The Cambridge exams relate to CEFR levels
the Council of Europe published The Common European
as follows.
Framework of Reference (Strasbourg 1996, http://www.coe.int
– Education, culture and heritage, youth and sport – Language
CEFR Cambridge
Policies), which offers an authoritative and recognisable method
Level exams
of evaluating students’ ability in foreign languages leading to
greater transferability between European countries. A1 KET

• The CEFR is a description of linguistic competence and A2 KET

communicative skills. These are divided into three general levels,
each with two further sub-levels:
A1 Breakthrough
A Basic User
A2 Waystage
B1 Threshold
B Independent User
B2 Vantage
C1 Effectiveness
C Proficient User
C2 Mastery
• The complete Scope syllabus takes students from A1
Breakthrough level, through A2 Waystage and B1 Threshold
levels and into B2 Vantage level. In the CEFR, these levels are
described in further detail as follows:
A1 Breakthough – Can understand and use familiar
everyday expressions and very basic phrases aimed at the
satisfaction of needs of a concrete type. Can introduce
him / herself and others and can ask and answer questions
about details such as where he / she lives, people he / she
knows and things he / she has. Can interact in a simple way
provided the other person talks slowly and clearly and is
prepared to help.
B1 PET
B2 FCE
• Cambridge ESOL offer a series of exams, ranging from basic to
very advanced. They begin with the Key English Test (KET) and
the Preliminary English Test (PET and PET for Schools), followed
by the First Certificate Exam (FCE), the Cambridge Advanced
Exam (CAE), and finally the Cambridge Proficiency Exam (CPE).
• Scope helps prepare students for KET and PET exams by
providing regular practice in exam skills. Many task types for
reading, listening, speaking and writing replicate those in the
real exams. Scope also provides students with a lot of general
practice and consolidation of the language which is ideal for
exam preparation. Students are encouraged to develop their
learning skills with work on strategies for dealing with unfamiliar
structures and vocabulary, and for approaching different kinds
of listening task. Finally, the unit-by-unit Skills tests provided on
the Teacher’s Toolkit provide realistic exam practice of KET and
PET exam-style questions.
(For more information, visit the Cambridge ESOL website:
www.cambridgeenglish.org/exams/)

A2 Waystage – Can understand sentences and frequently

used expressions related to areas of most immediate relevance
(e.g. very basic personal and family information, shopping,
local geography, employment). Can communicate in simple
and routine tasks requiring a simple and direct exchange of
information on familiar and routine matters. Can describe
in simple terms aspects of his / her background, immediate
environment and matters in areas of immediate need.

B1 Threshold – Can understand the main points of clear

standard input on familiar matters regularly encountered in
work, school, leisure, etc. Can deal with most situations likely
to arise while travelling in an area where the language is
spoken. Can produce simple connected text on topics which
are familiar or of personal interest. Can describe experiences
and events, dreams, hopes and ambitions and briefly give
reasons and explanations for opinions and plans.

B2 Vantage – Can understand the main ideas of complex

texts on both concrete and abstract topics, including
technical discussions in his / her field of specialisation. Can
interact with a degree of fluency and spontaneity that makes
regular interaction with native speakers quite possible
without strain for either party. Can produce clear, detailed
text on a wide range of subjects and explain a viewpoint on
a topical issue giving the advantages and disadvantages of
various options.

Introduction 17

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 Assessment and evaluation • Student’s Book Review: students check their understanding of
the grammar and vocabulary after every two units. You may like
Scope provides a wide range of ways for you to check your to suggest that students use the Focus on Grammar and the
students’ progress. In addition, this course also takes into account Focus on Vocabulary sections at the back of the book to help
the fact that students in the same class learn at different rates, them revise before doing these exercises.
with some students needing more revision while others want
more challenging activities. The term ‘assessment’ covers a series • Workbook Self-evaluation: an opportunity for students
of procedures and tests, including informal assessment, self- and teachers to assess what grammar, vocabulary and
assessment and formal assessment. communication points for the unit students have already
mastered, and where more work needs to be done. These may
Informal assessment is where the teacher checks how well the
be set as homework or done in class.
students are learning using informal methods like observation,
questioning and correction, generally during lesson time. • Workbook Words to learn: an opportunity for students and
teachers to review the key vocabulary for each unit.
It should be noted that the teacher using this system of
assessment will also be evaluating not only the students’ learning,
but also the process of learning. In other words, not simply Formal assessment: Tests
awarding marks or deciding if something is correct or incorrect, The Scope Test Centre, available on the Teacher’s Toolkit, contains a
but also giving the students credit for positive learning strategies variety of material to evaluate your students, in which many of the
and motivating them to learn further. activities reflect external exam task types. Testing material includes
Self-assessment encourages the student to reflect upon and a Diagnostic Test, Unit Grammar Tests, Unit Vocabulary Tests
evaluate his or her own learning and learning strategies with a and Unit Skills Tests as well as summative Mid-term and
view to future improvement. End-of-year Tests. The range of material provided allows you
flexibility in your testing programme, enabling you to cater
Formal assessment is achieved through structured tests and
for the individual needs of your class. All of the Scope tests are
exams, which take place at set intervals during the year and with
photocopiable, and are supplied as either printable PDFs or
different purposes in mind. These also include diagnostic entry
editable Word documents for you to customise to meet your own
tests at the start of a course or exit tests at the end. On the one
requirements. All of the tests are supplied with answer keys. You
hand, test results must give an accurate picture of the students’
can use the Evaluation template on the following page to record
current level of knowledge and skills, but on the other hand, they
each student’s results.
should also encourage the students by concentrating on what
they can do, and not only on what they can’t. One of the main
aims of testing is diagnostic: in other words, to identify the need for Continuous assessment
revision, consolidation or extension. The Review pages after every In addition to using the test material provided, you may also
two units in the Student’s Book, and the Grammar and Vocabulary wish to assess your students’ progress on a more regular basis.
photocopiable material in the Teacher’s Toolkit provide useful This may be done by giving marks for students’ homework and
resources to consolidate, where extra work is needed. for their performance in class. There are various opportunities to
assess students’ progress as you are working through a unit. The
Self-assessment Speaking and Writing pages each require students to produce
a dialogue or text which could be used for assessment purposes.
Self-assessment plays an important role in the process of learning.
The Review pages in the Student’s Book could also be used for
It involves the language student in a process of reflection and
assessment purposes. The Focus on Vocabulary section at the
appraisal of their own competences and skills, whilst at the same
back of the Students’ Book gives a unit-by-unit list of key vocabulary
time training them in how to consolidate these competences.
and useful expressions which students can be tested on.
Scope deals with this important area in the following ways:
Make sure that your students know that you are marking their
• Student’s Book Unit objectives and Outcomes section and work, as they will respond more enthusiastically to productive tasks
‘I can …’ statements: students may be referred back to the if they know that it will influence their final grade.
learning objectives of the unit when they have completed it,
and asked to tick the ‘I can …’ statement at the end of every
lesson to assess how confident they are about what they have
learnt. The smiley face indicates that the student is very
confident and the sad face indicates that the student needs
extra practice.
• Student’s Book Grammar sections: students are required to look
back at the presentation material and form hypotheses about
the new language, checking their understanding of the form
and usage.
• Student’s Book Focus on Grammar section: students are
encouraged to reflect on the grammar of the unit and complete
exercises to check their grasp of the language.
• Student’s Book Study focus strategies: these encourage
consideration of how they might approach tasks more
effectively, increasing learner autonomy and improving
learning skills.
• Student’s Book Writing guide: in section C of the Writing guide,
students are encouraged to check the accuracy of their own
written work, promoting a process-writing approach which
should substantially improve students’ writing skills.

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 Date Vocabulary Grammar Listening Reading Writing Speaking Total / 100

Diagnostic

08 Scope TB4 introduction.indd 19

Starter

Unit 1
Evaluation template

Unit 2

Unit 3

Mid-term

Unit 4
Student

Unit 5

Unit 6

Mid-term

Unit 7

Unit 8

Unit 9

Unit 10
Class

Mid-term

End-of-year

Introduction
19

23/04/2015 11:34
 Starter A
Objectives
Vocabulary: Free time and interests
Grammar: Present and past simple
and continuous: review, Present
perfect simple: review
Communication: How to talk about
likes and preferences

Free time and interests page 4

Aim
Talk about my preferences and things
I’ve done

Warm-up
With books closed, ask individual students:
How much free time do you get each week?
Elicit a few answers, and then ask: What
do you like doing in your free time? Elicit
answers from individual students, and ask
follow-up questions to encourage them to
give more information, e.g. When do you
(play football)? Who do you (go swimming)
with? Why do you enjoy it? Encourage other
students to join in by asking: Who else (plays
football)? Encourage students to talk about
themselves and express their opinions.
1 $ 1•02 Students read the profile and
choose the correct words. Play the
audio for students to listen and check
their answers. Check answers, and
check that students understand all the
words and phrases. Ask who in the class
is similar to Ali and who is different,
and why.
ANSWERS
2 check 3 on 4 round 5 over
6 out 7 spend 8 do 9 having
10 lie

Talk about it
2 Read question 1 with the class. Students
work in pairs to discuss it. Ask some
students to tell the class which activities
they and their partner both do. Read out
question 2. Students work in pairs to list
as many free-time activities as they can.
Stop the activity after a minute, and
bring students’ ideas together on the
board. Check that students understand
all the activities. See which pair listed
the most activities.
ANSWERS
Students’ own answers
How to talk about likes and
preferences
3 $ 1•03 Play the audio for students to
listen to the Key phrases. Check they
understand all of them. Then play the
audio from exercise 1 (1•02) again for
them to hear the phrases in context in
Ali’s profile.
With weaker classes, you could pause
the audio after each phrase for students
to repeat. Ask students which of Ali’s
opinions they agree and disagree with,
and why.
ANSWERS
Students’ own answers
4 Students work in pairs to discuss what
they like and dislike doing in their free
time. Monitor and help while they are
working, and encourage them to use a
range of Key phrases. Ask some students
to tell the class something surprising or
interesting that they learnt about their
partner.
ANSWERS
Students’ own answers
Optional activity
Ask students to write four sentences
about their free-time activities using
the Key phrases. Tell them that three
sentences should be true, and one
should be false. Students work in small
groups. They read their sentences to
each other and guess which of the
sentences is false. Ask some groups to
tell the class how many false sentences
they guessed correctly.
More practice
Workbook page 3

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Grammar page 5
Present and past simple and
continuous: review
5 Read the examples and check that
students understand them. Students
find more examples in Ali’s profile.
Check these with the class. Then read
the rules and elicit the answers.
ANSWERS
(Possible answers)
present simple: think, speak, want
past simple: played, woke
present continuous: I’m studying, I’m looking
forward to hearing about you
past continuous: was still sleeping
Rules
1 simple 2 continuous 3 continuous
4506397 Scope TB4 SP.indb 21
Grammar note
The Focus on Grammar on page 100 has
information about simple and continuous
tenses. You could go through this now,
before students do the exercises.
To reinforce the grammar, focus on the
example sentences on page 5. Ask about
each example: Does it refer to a habit or
routine, or an action in progress? Does it
refer to an unchanging state? Discuss the
meaning of each example.
6 Students write the questions and
answers. Check answers.
ANSWERS
2 What are you doing right now?
I’m reading.
3 Is it raining at the moment? No, it isn’t
raining right now. The sun is shining.
4 Do you study English every night?
No, I don’t study all the time!
5 Which subjects are you studying this
year? I’m studying English and science.
Talk about it
7 Students ask and answer the questions
in exercise 6 using their own ideas.
Ask some students to tell the class
something about their partner.
ANSWERS
Students’ own answers
8 $ 1•04 Students complete the
conversation. Play the audio for them
to listen and check.
ANSWERS
2 was still writing 3 felt 4 took
5 was working 6 did you get up
7 were having
Present perfect simple:
review
9 Read the examples with the class.
Students find more examples in Ali’s
profile. Check these with the class. Then
read the rules and elicit the answers.
ANSWERS
(Possible answers) present perfect: I’ve lived
here, I’ve never seen
Rules 1 ever 2 never 3 past participle
Grammar note
The Focus on Grammar on page 100 has
information about the present perfect
simple. You could go through this now,
before students do the exercises.
10 Students complete the sentences with
the correct verb forms and their own
ideas. Ask some students to read out
their sentences. Correct any errors.
ANSWERS
1 have never tried 2 has happened
3 has always wanted 4 haven’t read,
have seen 5 has this day been
6 Have you ever been, Yes, I have / No,
I haven’t
11 Students write their questions. Ask
some students to read their questions
to the class. Correct any errors.
ANSWERS
Students’ own answers
Talk about it
12 Students ask and answer their questions
in pairs. Ask some students to tell the
class something about their partner.
Refer Fast finishers to the activity at the
bottom of the page.
ANSWERS
Students’ own answers
More practice
Focus on Grammar page 100
Workbook page 3
Starter 21
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 Starter B
Objectives
Vocabulary: Social responsibilities
Grammar: Modal verbs: review
Communication: How to make
suggestions, agree and disagree

Social responsibilities page 6

Aim
Discuss ways to be socially responsible

Warm-up
With books closed, write social responsibility
on the board and elicit the meaning
(= behaving in a way that shows you care
about other people). Ask: What examples
of socially responsible behaviour can you
think of? Elicit some ideas. If students are
struggling, give them some prompts,
e.g. What if an old person gets onto a bus
and there are no free seats? What about
choosing whether to drive into town or get
the bus? What is the socially responsible
thing to do? Why? Elicit a few more ideas,
and then ask: Why do you think some
people are more socially responsible than
others? Elicit a range of ideas.
1 Students read the questionnaire and
choose the correct words. Set a time
limit for the activity. Check answers, and
check that students understand all the
phrasal verbs. Students then answer
the questions in the questionnaire and
check their result in the key. Students
compare their results in pairs and say
whether they agree with the key. Ask
some students to tell the class what
results they got and whether they agree
with the key.
ANSWERS
2 off 3 up 4 down 5 up 6 away
7 out 8 away 9 out 10 out
2 Students work individually or in pairs to How to make suggestions, agree
Optional activity
read the situations and write sentences and disagree
about what people should or shouldn’t Play the audio from exercise 3 (1•05)
3 $ 1•05 Read through the Key phrases
do. Stronger students or fast finishers again and ask students to note down
with the class and check that students
can write one more sentence saying the Key phrases that they hear.
understand them all. Pre-teach
what people should or shouldn’t do, recyclable. Read out the questions. Then
using a phrasal verb from exercise 1. 4 Students work in small groups to
play the audio for students to listen and discuss the activities and suggest
When you have checked answers, ask answer the questions. Check answers.
fast finishers to read out their extra ways to encourage their school to do
Then ask: Who do you agree with? Why? them. Ask groups to note down their
sentences, omitting the phrasal verb. Elicit a range of answers.
See if other students can guess the suggestions. Monitor and help while
missing phrasal verbs. ANSWERS students are working. Then ask groups
Maya and Jenna agree that people in turn to tell the class their suggestions.
SUGGESTED ANSWERS should use the recycling bins properly, Discuss as a class which suggestions are
2 He should take up a sport. and they should pay money to the most likely to be effective.
3 He should tidy his books away. school if they throw away recyclable ANSWERS
4 She shouldn’t drop it on the street. things. Yasmin disagrees because she
She should throw it away in a bin. Students’ own answers
thinks it’s better to encourage people to
5 He should switch his computer off to recycle, rather than punishing them if More practice
save energy. they don’t. Workbook page 4
6 She should cut down on sweets.

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Grammar page 7
Modal verbs: review
Ability and possibility:
can, could, will be able to,
manage to
5 Read the examples. Then read the rules
and elicit the answers.
ANSWERS
1 could 2 managed to 3 can
4 be able to 5 could
Grammar note
The Focus on Grammar on page 101
has more information on modal verbs.
You could go through this now, before
students do the exercises.
4506397 Scope TB4 SP.indb 23
To reinforce the difference between could
and managed to, write on the board:
I swim really well when I was ten.
When the boat sank, the people swim
to safety.
Point to the two sentences and ask:
Which one is about a general ability?
Which one is about a difficult achievement?
Elicit the correct verbs to complete each
sentence. Ask students to translate the
sentences into their own language.
6 Read out the example answer and
ask: Is the sentence about the past or the
present? Elicit that it is about the past, so
couldn’t is the correct answer. Students
read the rest of the text and choose the
correct answers. With weaker classes,
do one or two more examples with the
class first. Check answers with the class.
ANSWERS
2 can 3 managed to 4 can 5 can
6 be able to 7 couldn’t 8 could
Talk about it
7 Allow students time to think about
their answers individually. Students
then work in pairs to ask and answer
the questions. Set a time limit for the
discussion, and tell students to note
down things they agree and disagree
about. Ask some students to tell the
class what they and their partner
agreed and disagreed on.
ANSWERS
Students’ own answers
Advice and obligation:
should, must, have to
8 Read the examples. Then read the rules
and elicit the answers.
ANSWERS
1 should, shouldn’t 2 mustn’t
3 must, have to 4 don’t have to
Grammar note
The Focus on Grammar on page 101
has more information on modal verbs.
You could go through this now, before
students do the exercises.
To reinforce the difference between
mustn’t and don’t have to, write on the
board:
You talk during exams.
I can hear you. You talk so loudly!
Point to the two sentences and ask:
Which one is about something you’re
not allowed to do? Which one is about
something that isn’t necessary? Elicit the
correct modal verbs to complete each
sentence. Ask students to translate the
sentences into their own language.
9 Students read the sentences and
choose the correct words. Check
answers, referring back to the rules as
necessary to explain the answers.
ANSWERS
2 should 3 mustn’t 4 have to
5 shouldn’t 6 don’t have to
10 Students complete the sentences so
they are true for them. With weaker
classes, students could work in pairs.
Monitor and help while they are
working. Ask some students to read
their sentences to the class. Correct
any errors. Refer Fast finishers to the
activity at the bottom of the page. Ask
some fast finishers to read out their
advice. Ask other students: Do you agree
with the advice? Why / Why not?
More practice
Focus on Grammar page 101
Workbook page 4
Starter 23
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 Starter C
Objectives
Vocabulary: Recording vocabulary
Grammar: Preparing for exams
Communication: How to talk about
your study goals

Recording vocabulary page 8

Aims
Talk about my study goals

Warm-up
With books closed, ask: How do you
usually record vocabulary? Do you have a
vocabulary notebook? How do you organise
the vocabulary in your notebook? Elicit a
range of ideas from individual students
and make notes on the board. Ask: Why is
it important to record vocabulary? How do
you learn and remember vocabulary? Elicit a
range of answers from individual students.

Study focus: Recording vocabulary

1 Read the information in the Study focus
box with the class. Ask students to
read My Vocabulary Notebook to
find out about the different ways of
recording vocabulary. Encourage
them to use their dictionaries to look
up words they don’t know. Students
work in pairs to discuss the questions.
Ask some students to tell the class
which methods they and their partner
already use, and which they would like
to try. Discuss as a class other possible
methods of recording vocabulary.
ANSWERS
Students’ own answers
2 Students follow one of the models
shown in My Vocabulary Notebook to
record vocabulary they learnt in the last
lesson. With weaker classes, you could
do this as a class activity. Brainstorm More practice
ideas and write them on the board. Optional activity
Workbook page 5
Then ask students to copy the model Ask: Is it better to record vocabulary
into their notebooks. in a paper notebook or on a tablet or
computer? Discuss the advantages and
ANSWERS
disadvantages of each method with
Students’ own answers
the class. Point out to students that on
3 Read through the categories with the a tablet or computer it is also possible
class and elicit a few possible words to record audio, so students can record
for each category. Students choose a the pronunciation of a word. It is also
category and record a vocabulary set, possible to search for words easily and
using their dictionaries to help. Monitor bring together words related to the same
and help while they are working. topic that are recorded at different times.
Students then exchange sets with Suggest to students that, as well as their
a partner and test each other. With vocabulary notebook that they use in
weaker classes, students could work class, they could set up a file for recording
in pairs to record a vocabulary set, and vocabulary on their tablet or computer.
then in groups of four to exchange sets Remind students that it is important to
and test each other. review vocabulary in their notebooks
ANSWERS regularly, so they don’t forget words and
Students’ own answers expressions that they have learnt.

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Grammar page 9
Preparing for exams
4 Read the four headings A–D with
the class and check that students
understand everything. Students read
the study tips and match the headings
with the sections 1–4. Check answers,
and ask: Which of the tips do you already
use? Which do you think you should try?
Why? Elicit answers from individual
students.
ANSWERS
1 A 2 D 3 B 4 C
5 $ 1•06 Read the question. Then play
the audio for students to listen and
answer the question. Check answers.
4506397 Scope TB4 SP.indb 25
ANSWERS
2 My goal this term is to …
3 One thing that I really want to work
on is …
4 Something that I find really
motivating is …
5 Another one of my aims is to …
7 Allow students time to think about
their answers individually. Students
then work in pairs to ask and answer
the questions. Monitor and help
while students are working. Ask some
students to tell the class something
they learnt about their partner.
Discuss as a class what other study tips
students would recommend and why.
Refer Fast finishers to the activity at
the bottom of the page. Suggest to
other students that they write a list of
study goals for the year as homework.
Remind them that the more time and
effort they put into their English studies
this year, the more successful they
will be.
ANSWERS
Students’ own answers
Optional activity
Set a date for a progress review, in three
or four weeks. Ask students to set some
study goals for that time. Then keep a
note of which study tips they use, and
how effective they find them. You could
ask them to keep a diary of how much
they study and learn outside class
during that time. When you conduct
the review, students can work in small
groups to discuss which tips they have
found useful, and what ways they have
found to study and learn outside class.
Ask groups in turn to tell the class about
the best ideas. Encourage students to
take on board suggestions from their
classmates and keep trying different
ways to improve their study skills.
More practice
ANSWERS
She mentions doing past papers, trying
Workbook page 5
to speak English as much as she can,
reading English articles outside class,
keeping her vocabulary notebook up-to-
date and having a revision schedule.
How to talk about your study goals
6 $ 1•06 Read through the Key phrases
with the class and check that students
understand them all. Play the audio again
for students to listen and note down the
order in which they hear the phrases.
Check answers. Then ask students to
complete the phrases with their own
ideas. Students can compare their
answers in pairs. Then ask some students
to read their sentences to the class. Ask if
other students have similar answers.
Starter 25
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 1 Life in
pictures
Objectives
Reading: A blog post
Vocabulary: First impressions:
compound adjectives, Life events
Grammar: Present tense: review,
Present perfect with adverbs,
Narrative tenses
Speaking: How to describe first
impressions, How to talk about the
weekend, How to compare pictures
Writing: How to write a biography

Learning outcomes
Compare and contrast images
and activities
Describe a person’s life and
achievements

Start thinking
Read each question in turn to the class.
Give an answer yourself if necessary.
Then elicit answers from individual
students. Encourage students to give
reasons for their answers. Then ask other
students: Do you agree? Why / Why not?

Photography and social

media pages 10 and 11
Aim
Understand a blog post about
social media

Warm-up
Point to the photos on page 11 and elicit
a description of each one. Ask: Where
might you see photos like these? Elicit the
term social media and ask: Do you upload
photos to social media? What kinds of
photos do you upload? How often? Do you
enjoy getting comments from friends? Why /
Why not? Encourage students to talk about
their own habits and experiences.
1 $ 1•07 Read out the question. Students
then listen and read and answer the
question. Check the answer with
the class, asking students to provide
evidence from the text for their answer.
ANSWER
C (She sometimes uses the camera
function on her phone at family get-
togethers.)
2 Allow students time to read the
statements. Check they understand
everything. Students then read the blog
again and decide which statements
Jameela would agree with. Encourage
them to provide evidence for their
answers.
With weaker classes, read out each
statement in turn and ask students to
read the relevant part of the blog and
decide whether Jameela would say this
or not.
ANSWERS
She would agree with 2 (I sometimes use
my phone to take photos) and 5 (If I lost
all my photos, I’d still have my memories).
3 Students read the blog again and
answer the questions. Encourage
stronger students to use full sentences
in their answers, and to use their own
words where possible.
ANSWERS
1 Jameela didn’t comment on Kate’s
photo because she couldn’t think of
anything to say.
2 Jameela is different from her friends
because she doesn’t take photos all
the time.
3 Jameela thinks it’s a bad idea to take
photos with a phone at concerts
because: 1 it’s uncomfortable to hold
up phones; 2 it’s annoying for shorter
fans; 3 the photos are blurry.
4 Jameela was concerned by Aziz’s
comment because she thinks
memories are in your heart and mind,
not in a photo.
5 Jameela thinks that people take
photography too seriously and she’s a
photosceptic.
Vocabulary
4 Students match the highlighted words
with the definitions in the Word check.
Check answers, and check that students
understand the words.

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 ANSWERS
do some damage, students’ own answers
make me think, students’ own answers
get in touch, students’ own answers

Think about it
7 Allow students time to think about
their answers individually. Students
then work in pairs to ask and answer
the questions. Set a time limit for the
discussion, and tell students to note
down things they agree and disagree
about. Ask some students to tell the
class what they and their partner
agreed and disagreed on.
Ask some students to read their
online comment to the class. Ask if
other students have written similar
comments.
If you are short of time, ask these
questions to the whole class and elicit
answers from individual students.
ANSWERS
Students’ own answers

Optional activity: Creativity

Divide the class in half. Tell one half that
they are photosceptics, and the other
that they are photofanatics. Explain that
they are going to try to persuade their
classmates that they are right. Students
work in pairs within their groups to
prepare their arguments. With weaker
classes, brainstorm some arguments for
each side before students work in pairs.
Students then work in new pairs,
made up of one photosceptic and one
photofanatic. Give students two or three
minutes to discuss their ideas and try to
persuade each other that their point of
view is correct. Ask some students to tell
the class how well their partner argued,
and if they were persuaded to change
their opinion. End with a show of hands
to see who is really a photofanatic and
who is a photosceptic.

WORD CHECK ANSWERS
2 the odd one out 3 blurry
4 despairing 5 prove 6 sympathy
7 photosceptic 8 check out
Students then complete the sentences.
Check answers. Stronger students
or fast finishers can write their own
example sentences for the remaining
two words in the Word check. Ask
them to read their sentences to the
class, omitting the target word. Other
students can guess the missing words.
ANSWERS
2 blurry 3 the odd one out
4 check out 5 prove 6 get-together
5 Students complete the expressions
with the correct verbs, and then check
their answers in the blog. With weaker
classes, write the three verbs do, make
and get on the board to help students
complete the sentences. Check answers
with the class and check that students
understand all the expressions.
ANSWERS
2 do 3 get 4 get 5 make 6 do
Study focus: Improving your
vocabulary
6 Read the Study focus box with the class.
Students find another expression with
do in the blog, and then add others
that they know. They then do the same
for make and get. Students could work
in pairs for this. Bring students’ ideas
together on the board, and check that
students understand all the expressions.
If you are short of time, students could
do this exercise for homework.
Optional activity: Critical
thinking
Ask: Why do you think some people post
a lot of photos online? Do you think some
people rely too much on photos to make
their memories? What other ways are
there of remembering important events
in our lives? Why do people enjoy looking
at other people’s photos? Discuss the
questions as a class, and encourage as
many students as possible to join in and
express their opinions.
More practice
Workbook page 6
Reading worksheet, Teacher’s Toolkit

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 Vocabulary page 12

Aim
Talk about appearance and personality

First impressions:
compound adjectives
Warm-up
With books closed, ask students to write
down three words to describe themselves.
The words can describe their appearance
or personality. Students compare their
words in pairs and explain why they chose
them. Ask some students to tell the class
which words they chose and why. Build
up a list of words on the board. As a class,
brainstorm other words for describing
people and add them to the board. Check
that students understand all the words on
the board.
1 Students complete the chart. They can
use their dictionaries to help. Check
answers, and discuss the meaning of
the compound adjectives. Ask: Which of
the compound adjectives would you use
to describe yourself? Why?
ANSWERS
appearance: broad-shouldered, fresh-
faced, good-looking, middle-aged,
old-fashioned, well-dressed
personality: easy-going, free-spirited,
fun-loving, self-confident, self-conscious
2 $ 1•08 Students read the text and
choose the correct adjectives. Play the
audio for them to listen and check.
ANSWERS
2 broad 3 middle 4 self 5 well
6 easy 7 old 8 free 9 fun 10 self
11 good 12 big
3 Students match the photos with the
descriptions. They can compare their
answers and discuss the questions in
pairs. Check answers. Then ask some
students to tell the class whether they
Vocabulary builder: Compound
agree with the analysis, and which Optional activity: Critical thinking
adjectives
photos they like and dislike. Look through the book yourself and find
5 Students match the adjectives with
ANSWERS an interesting photo of a person. Ask
the definitions. They can use their
2 B 3 C 4 A 5 E students to look at the photo quickly and
dictionaries to help. Check answers.
write down their first impressions of the
With weaker classes, do the exercise
How to describe first impressions person. Ask students in turn to tell the
with the class, reading out each
4 $ 1•09 Play the audio for students to class what they wrote. Make notes on the
adjective in turn and eliciting the
listen to the Key phrases. Check that board and discuss as a class how similar or
correct meaning.
they understand all of them. Allow different everyone’s first impressions were.
students time to look through their ANSWERS Ask: Can you trust your first impressions
books and find a photo. Students 2 b 3 c 4 a 5 e of a person? Why / Why not? Have you
discuss their chosen photos in pairs. 6 Students complete the sentences with ever changed your mind about someone
Ask some students to show the class the correct compound adjectives. Check when you got to know them better? Why?
the photos they chose and describe answers. Refer Fast finishers to the Discuss the questions with the class and
their first impressions. Ask other activity at the bottom of the page. Ask encourage as many students as possible
students if they agree or disagree. some students to read a few of their to join in and express their opinions.
With weaker classes, do the exercise sentences to the class. Correct any errors.
with the whole class. ANSWERS More practice
1 well off 2 stressed out 3 worn out Workbook page 7
ANSWERS
4 laid-back Vocabulary worksheet, Teacher’s Toolkit
Students’ own answers

28 Unit 1

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Grammar page 13
Aim
Discuss present and recent events
Present tense: review
Warm-up
Write on the board: You’ve been taking
photos for a long time. You’ve posted a lot of
crazy photos. You look like a relaxed person.
You’re hiding from people. Students can
check on page 12 if necessary. Underline
the verbs in the sentences and elicit the
names of the tenses.
1 Students can find more examples of the
tenses, or use the ones on the board
from the warm-up to match with the
uses. Check answers.
4506397 Scope TB4 SP.indb 29
ANSWERS
B 4 C 1 D 3
Grammar note
The Focus on Grammar on page 102 has
more information on the four tenses.
You could go through this now, before
students do the exercises.
To reinforce the grammar, write some
more simple example sentences on
the board and discuss the different
meanings of the tenses.
2 Students look at the examples again and
answer the question. Discuss the answer
with the class and elicit more examples of
stative verbs, e.g. hate, understand, belong.
ANSWERS
present continuous and present perfect
continuous
3 Students choose the correct verb forms.
Check answers, and then ask students
to complete the sentences with their
own ideas. Students can compare their
answers in pairs. Ask some students
to read their sentences to the class.
Correct any errors.
ANSWERS
2 ’ve written 3 ’m 4 is wearing
5 been dreaming
4 Students complete the questions with
the correct verb forms. Check answers,
and check that students understand all
the questions.
ANSWERS
2 have you been studying 3 do you go
4 Have you taken 5 is society becoming
Talk about it
5 Students ask and answer the questions
in pairs. Ask some students to tell the
class something about their partner.
Present perfect with adverbs
6 Students find the sentences in the text.
Read the rules and elicit the answers.
ANSWERS
1 ever, never 2 already 3 just 4 yet
5 still 6 for 7 since
Grammar note
The Focus on Grammar on page 102 has
more examples of the present perfect
with adverbs.
To reinforce the grammar, elicit an
example sentence with each of the
adverbs. Discuss the meaning of each
sentence.
7 Students complete the text with
the correct answers. Check answers,
referring back to the rules if necessary.
ANSWERS
2 for 3 yet 4 still 5 since 6 never
8 Students write their sentences.
Ask some students to read their
sentences to the class.
ANSWERS
Students’ own answers
Talk about it
9 Students work in pairs to read their
sentences to a partner and guess the
false ones. Ask some students to tell the
class something about their partner.
More practice
Workbook page 8
Grammar worksheet, Teacher’s Toolkit
Unit 1 29
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 Vocabulary and
listening page 14
Aim
Understand and talk about life events

Life events
Warm-up
Ask: What do you want to do when you
leave school? Elicit some answers. Then ask:
What important things do you think you will
do in your life? What will you do when you
are twenty, thirty, forty, etc? Elicit a range
of answers.
1 Read out the example. Ask: Which
happens first, childhood or birth? Confirm
the answer (birth). Ask students to write
1 for the first event and 2 for the second
event. Students look at the remaining
pairs of words and decide which life
event happens first. They can use their
dictionaries to help. Check answers,
and check that students understand all
the life events. With weaker classes, do
the exercise with the class, eliciting the
meaning of each word and discussing
which comes first in each pair.
ANSWERS
2 1 graduation, 2 employment
3 1 engagement, 2 wedding
4 1 promotion, 2 retirement
5 1 death, 2 funeral
2 Students complete the questions with
the correct words. Check answers, and
check that students understand all the
questions. Students ask and answer the
questions in pairs. Ask some students
to tell the class something about
their partner.
ANSWERS
2 graduation 3 employment
4 wedding 5 retirement 6 death
3 Refer students to the photos. Students
discuss the questions in pairs. Discuss Study focus: Approaching a 6 $ 1•10 Allow students time to read
the answers as a class. Refer Fast listening task the statements. Play the audio again
finishers to the activity at the bottom 4 Read the Study focus box with the class. for students to listen and match the
of the page. Ask some students to read Elicit other ideas, e.g. Don’t choose an statements with the speakers. Stronger
their descriptions to the class. answer just because you hear a word that students can match the statements
ANSWERS is in that answer. Listen to the speakers’ with the speakers from memory, and
Students’ own answers tone of voice as well as to what they say. It then listen again to check.
can tell you a lot about how they feel. ANSWERS
Optional activity: Game ANSWERS Speaker 2 a Speaker 3 e Speaker 4 c
If you have time, ask students to write Students’ own answers More practice
definitions of three of the words from
5 $ 1•10 Read the task. Play the audio Workbook page 9
exercise 1. Give an example first, e.g. It’s
for students to listen and match the Vocabulary worksheet, Teacher’s Toolkit
when you get a better job. (promotion)
speakers with the photos. Check
Allow students time to write their
answers with the class. Ask them to
definitions, and then ask them to close
explain their answers and recall ideas
their books. Students work in pairs.
from the audio.
They read their definitions to each other
and guess the words. Students can ANSWERS
repeat with a different partner. Ask who 2 A 3 B 4 D
guessed all the words correctly.

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Grammar page 15
Aim
Talk about past events in detail
Narrative tenses
Warm-up
Focus on the photos on page 14 again.
Ask: What had Emma changed? Who wasn’t
wearing a tie? Who worked in a shop? What
had the boy been doing in photo A? Write the
answers on the board: Emma had changed
her shoes. Dave wasn’t wearing a tie. James
worked in a shop. The boy had been crying.
Underline the verbs and elicit the tenses.
1 Students match the tenses with the
verbs in bold. Check answers. Then read
the rules and elicit the answers.
4506397 Scope TB4 SP.indb 31
ANSWERS
2 d 3 c 4 a 5 b
Rules 1 past simple 2 past continuous
3 past perfect simple 4 past perfect
continuous 5 present perfect simple
Grammar note
The Focus on Grammar on page 102 has
more examples of the narrative tenses.
To reinforce the grammar, draw some
timelines on the board to illustrate the
examples in exercise 1, e.g.:
| |
She came home He took the photo
He took the photo after she’d come home.
| | | ANSWERS
I’d been crying He took this
I’d been crying before he took this.
2 Students complete the factfile with the
correct verb forms. Check answers.
ANSWERS
2 took 3 has never taken 4 became
5 took 6 were flying 7 appeared
8 began 9 had posted 10 had taken
11 hadn’t been enjoying
3 Read out the example answer and elicit
the next answer. Students complete the
sentences with the correct verb forms.
Check answers. Then read out the first
sentence. Elicit some possible next
sentences. Students then write their
own next sentence for each one. With
weaker classes, students could work in
pairs. Stronger students or fast finishers
could choose one of the stories and
complete it. Ask some students to read
their sentences or completed stories to
the class. Correct any errors.
ANSWERS
1 changed 2 was having
3 had been dreaming 4 saw, was going
5 had been waiting, arrived
4 With weaker classes, briefly review
question formation in each of the
narrative tenses. Students complete the
questions with the correct verb forms.
Check answers.
ANSWERS
2 were you talking 3 did you do
4 have you always wanted
5 you had arrived
Pronunciation: Word stress
5 $ 1•11 Read the information on stress
with the class. Play the audio of the
first question and elicit which words
are stressed. Play the remaining audio
for students to listen and underline the
stressed words. Check answers. Students
then ask and answer the questions in
pairs, focusing on the intonation.
ANSWERS
1 photos, this week 2 talking, teacher
3 do, finished, homework, night
4 hobbies, always, try
5 where, go, arrived, afternoon
How to talk about the weekend
6 $ 1•12 Play the audio and check that
students understand the Key phrases.
Students ask and answer the questions
in pairs. Ask some students to tell the
class something about their partner.
Refer Fast finishers to the activity at
the bottom of the page. When you
have checked answers, ask fast finishers
to read out their paragraphs. Ask other
students to listen and note down the
different narrative tenses used.
Students’ own answers
More practice
Workbook page 10
Grammar worksheet, Teacher’s Toolkit
Unit 1 31
21/04/2015 14:57
 Speaking page 16

Aim
Make comparisons

How to compare pictures

Warm-up
Draw two stick people on the board, both
with long hair, but one taller than the
other, and one with a smiley face and the
other with a sad face. Label them Anna
and Marian. Ask: What are the differences
between Anna and Marian? Elicit sentences
comparing them and write them on the
board, e.g.: Anna is taller than Marian.
Marian isn’t as tall as Anna. Anna is more
cheerful than Marian. Point to their hair
and ask: Is it different or similar? Elicit the
sentences: Both of them have long hair.
Neither of them has short hair. Tell students
they are going to practise comparing
things in this lesson.
1 Read the question and elicit answers
from individual students.
ANSWERS
Students’ own answers
2 $ 1•13 Play the audio for students to
listen and read. Ask which of their ideas
from exercise 1 are mentioned.
ANSWERS
Students’ own answers
3 $ 1•14 Play the audio for students to
read and listen to the Key phrases. Ask
them to find the Key phrases in the text
in exercise 2. Check they understand
them all. You could play the audio
again and pause after each phrase for
students to repeat.
Ask two students to read out the
example dialogue. Students then
compare the things in pairs. Ask some
students to tell the class some of their
ideas. Ask other students: Do you agree?
Why / Why not?
Talk about it
ANSWERS Optional activity: Creativity
5 Students discuss the question in pairs.
Students’ own answers If you have time, ask students to
With weaker classes, brainstorm some
4 Read the task with the class. Reinforce imagine that they took one of the
ideas with the class first and write them
the point that students must compare photos and they are going to explain
on the board. Students then discuss the
and contrast their pair of photos, it to a partner. Ask them to prepare
question. Ask some pairs which photo
and then answer the question. Their answers to the following questions:
they decided on and why. Finish with a
partner must listen carefully and then 1 What were you doing when you took
class vote for the photo that should win.
offer their own opinion. With weaker the photo?
classes, brainstorm some ideas for ANSWERS 2 What had the person / people been
comparing and contrasting each Students’ own answers doing before you took the photo?
pair of photos. Make notes on the 3 What happened after you had taken
board. Students can refer to the notes the photo?
when they work in pairs. Encourage Allow students time to prepare their
students to use a range of Key phrases. answers. Students then work in pairs to
Encourage stronger students to talk for explain their photos to each other. Ask
1–2 minutes. Monitor while students some students to explain their photos
are working and correct any repeated to the class. Correct any errors in the
errors in a feedback session at the end. narrative tenses.
ANSWERS
Students’ own answers

32 Unit 1

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Writing page 17
Aim
Write a biography
How to write a biography
Warm-up
Ask: What do you know about your parents
and grandparents? Where were they born?
Where did they go to school? What jobs did
they do when they were younger? Students
work in pairs to tell each other about
their parents and grandparents. Allow
students to talk for a few minutes. Then ask
some students to tell the class something
interesting they learnt about their partner’s
family members. Ask: Do you think it is
important to know about your family history?
Why / Why not?
4506397 Scope TB4 SP.indb 33
2 Read the Key phrases. Ask students to
translate them into their own language,
to check they understand them. Allow
students time to complete the phrases
about five of their own relatives. Ask
some students to read their sentences
to the class. Correct any errors.
ANSWERS
Students’ own answers
Language focus: Time expressions
3 Read the sentences in the biography
in exercise 1 containing the time
expressions with the class and check
that students understand all the
expressions. Point out that:
• we use while + continuous tenses
and when + past simple or past
perfect.
• we use ago after the period of time:
three years ago NOT ago three years.
• we use At first and In the end at the
beginning of a sentence, followed by
a comma.
Students read the biography of Julia
Gillard and choose the correct answers.
Check answers.
ANSWERS
1 c 2 b 3 c 4 a 5 b 6 c 7 b
Writing guide
A Read the task with the class. With
weaker classes, do part A as a class,
brainstorming ideas and making notes
on the board. Students can then use the
notes to help with their writing.
The Focus on Writing on page 122 has
more information on time expressions,
and more help with the paragraph
plan. You could ask students to turn
to page 122 now and go through
the exercises in class. Students could
then complete the writing task
for homework.
B Students write their biography.
Encourage students to use the
Key phrases and time expressions.
1 Check that students understand Ask some students to read their
biography and Barbados. Students biographies to the class. Discuss
read the biography and answer the any errors as a class and encourage
questions. Check answers, and point
students to self-correct.
out to students that they should use a
C Encourage students to read through
range of different tenses in their writing.
their writing and check for language
ANSWERS errors. They complete the checklist in
1 Students’ own answers part C.
2 (Possible answers)
MODEL ANSWER
present simple: I feel very proud to be
See page 118 of the Teacher's Book.
Arthur’s granddaughter.
present continuous: He’s working in the More practice
photo. Workbook page 11
present perfect: He’s inspired me to
be brave.
Assessment
Grammar, Vocabulary and Skills Tests,
3 (Possible answers)
Teacher’s Toolkit
past simple: His life changed completely.
past continuous: While he was training to
be a bus driver …
present perfect: He’s the most fun-loving
person I’ve ever known.
Unit 1 33
21/04/2015 14:57
 2 Cities
Objectives
Reading: A magazine article
Vocabulary: Places and lifestyles:
adjectives, Excuses and explanations
Grammar: Modal verbs: advice and
obligation, permission and ability,
possibility and deduction, Modal verbs
in the past
Speaking: How to express opinions
and preferences, How to disagree
politely
Writing: How to write a visitor guide

Learning outcomes
Discuss and compare cities
Make a recommendation to tourists
visiting a city

Start thinking
Read each question in turn to the class.
Give an answer yourself if necessary,
and then elicit answers from individual
students. Encourage students to give
reasons where appropriate. Then ask
other students: Do you agree? Why /
Why not?

Exploring cities pages 18 and 19

Aim
Understand an article about urban
explorers

Warm-up
Read out the title of the text Urban Explorers
and check that students understand it.
Focus on the photos. Ask students to
describe what they can see in the photos.
Ask: What do you think an urban explorer is?
Where do you think they like to explore? Why?
Elicit a range of answers.

Study focus: Approaching a
reading task
1 $ 1•15 Read the Study focus box with
the class. Ask students to explain
the tips in their own words to check
understanding.
Allow students time to read the
question, and then play the audio.
Students listen and read the text.
Remind them to focus on the general
meaning at this stage, and not to try
and understand every word.
Students answer the question. Check
answers, asking them to justify their
answers.
ANSWERS
1 Ed: journalist
2 Jack: urban explorer
3 Gabriel: 13-year-old explorer who
died in Stockholm
2 Students read the article again and
choose the correct answers. Remind
students that they should find evidence
in the text to support their answers.
ANSWERS
1 b 2 a 3 c 4 b 5 a
3 Students read the article again and find
evidence that the statements are false.
Check answers.
ANSWERS
1 Jack takes me through a secret
side door.
2 There haven’t been any (trains) for
years.
3 We want to explore hidden and
unusual parts of the city.
4 The urban explorer’s motto is “take
only photographs, and leave only
footprints behind”.
Vocabulary
4 Students match the highlighted words
with the definitions in the Word check.
Check answers, and check that students
understand the words.
WORD CHECK ANSWERS
1 familiar 2 maturity 3 permit
4 spot 5 motto 6 donation
7 tragically 8 trespass
Students then complete the sentences.
Check answers. Stronger students
or fast finishers can write their own
example sentences for the remaining
two words in the Word check. Ask
them to read their sentences to the
class, omitting the target word. Other
students can guess the missing words.
ANSWERS
2 permit 3 familiar 4 trespass
5 spot 6 maturity

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5 Read through the list of words with
the class and check that students
understand them. Check that students
understand that an antonym is a word
with an opposite meaning. Students
then find antonyms for the words in the
article. Check answers with the class. If
you are short of time, students could do
this exercise for homework.
ANSWERS
2 special
3 urban
4 stupid
5 worried
6 exciting / inspiring / amazing
4506397 Scope TB4 SP.indb 35
Optional activity: Critical
thinking and Communication
If your students are interested in this
topic, ask them to research places that
urban explorers could visit in cities in
their country or other countries. They
should find the information quite easily
by searching for ‘urban exploration Paris’,
for example. Ask students to choose
one or two places they think would
be interesting to visit and prepare a
short presentation on the places they
have chosen. They may be able to
download photos to accompany their
presentation.
In the next class, students can work in
groups and give their presentations to
each other. Groups can discuss which
places would be the most interesting
to explore and why. Ask groups in turn
to report back to the class. Discuss as a
class which places students would most
like to explore and why. Encourage as
many students as possible to join in and
express their opinions.
More practice
Workbook page 14
Reading worksheet, Teacher’s Toolkit
CLIL 1 worksheet, Teacher's Toolkit
Think about it
6 Allow students time to think about
their answers individually. Students
then work in pairs to ask and answer
the questions. Set a time limit for the
discussion, and tell students to note
down their partner’s opinions, and any
good mottos they think of. Ask some
students to tell the class something
about their partner. Elicit mottos that
students thought of and discuss as a
class which are the best and why.
ANSWERS
Students’ own answers
Unit 2 35
21/04/2015 14:57
 Vocabulary page 20

Aim
Describe cities

Places and lifestyles:

adjectives
Warm-up
Ask: What big cities around the world can
you name? Elicit a few ideas. Give students
two minutes to write down as many as
they can. Bring their ideas together on the
board and see who wrote the most correct
answers. Ask: Which cities would you most
like to visit? Why? Elicit a range of answers.
1 $ 1•16 Students use their dictionaries
to check the meaning of the adjectives
and match them with their opposites.
Weaker classes could work in pairs for
this exercise. Play the audio for students
to listen and check their answers.
ANSWERS
2 compact 3 inner-city 4 ancient
5 bustling
2 Elicit or explain that a megacity is a
very big city. Students read about the
four cities and complete the text with
the correct adjectives. Check answers.
Refer Fast finishers to the activity at
the bottom of the page. Bring all the
adjectives they think of together on
the board and check that students
understand them all. As a class,
brainstorm more adjectives to describe
cities and the countryside.
ANSWERS
2 ancient 3 sprawling 4 run-down
5 peaceful 6 contemporary
7 compact 8 suburban
3 $ 1•17 Students work in pairs to read
the texts again and guess the megacities.
Elicit some ideas from students, but don’t
confirm the answers. Play the audio for
them to listen and check their answers. 4 close down that factory / close that
Vocabulary builder: Phrasal verbs
See who got the most answers right. factory down
ANSWERS Study focus: Separable and 5 make out anything / make anything out
1 Tokyo 2 Mumbai 3 New York inseparable phrasal verbs 6 left out a digit / left a digit out
4 London 5 Read the Study focus box with the class.
Point out that there is no rule to say Optional activity: Game
Talk about it which phrasal verbs are separable and Write on the board: popserrous. Say: It
4 Allow students time to prepare their inseparable, so students must learn this. means rich. Students guess the word
ideas individually. Students compare Students use their dictionaries to check (prosperous). Students work in pairs.
their ideas in pairs. Ask pairs in turn the meaning of the phrasal verbs and if Ask them to write three similar jumbled
which adjectives they both agreed on. they are separable or inseparable. words and clues, using the adjectives in
Discuss as a class which adjectives can exercise 1. Monitor and help while they
ANSWERS
describe the place where students live. are working. Ask students to close their
2 I 3 I 4 S 5 S 6 S
Stronger students could write a short books. Two pairs work in groups of four
paragraph about the place where they 6 Students replace the bold words with to test each other. Pairs get a point for
live, using some of the adjectives. With the correct phrasal verbs. Check answers. each word they guess correctly.
weaker classes, or if you are short of ANSWERS
time, you could do this exercise with 2 hand over her purse / hand her More practice
the whole class. purse over Workbook page 15
ANSWERS 3 came across Vocabulary worksheet, Teacher’s Toolkit
Students’ own answers

36 Unit 2

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Grammar page 21
Aim
Talk about things I’m allowed to do
and my abilities
Modal verbs of advice
and obligation
Warm-up
Ask: What advice does Jack give about urban
exploring? Do you have to get permission?
Should you go alone? Can you explore places
illegally? Write on the board: You have to
get permission. You shouldn’t go alone. You
mustn’t explore places illegally. Underline
the modal verbs and elicit the meanings.
1 Read the examples and complete the
rules.
4506397 Scope TB4 SP.indb 37
ANSWERS
1–3 should / shouldn’t / ought to
4–6 need to / have to / must
7–8 don’t need to / don’t have to
9 mustn’t
Grammar note
The Focus on Grammar on page 104 has
a detailed presentation on modal verbs
of advice and obligation.
To reinforce the difference between
mustn’t and don’t have to / don’t need to,
write on the board: No Parking and Free
Parking. Elicit the meaning of the two
signs: You mustn’t park here. You don’t
have to pay to park here.
To reinforce the difference between
must and should / ought to, write: Tickets
cheaper online and: Tickets only available
online. Elicit the meaning of each notice.
2 Check that students understand Tube
(the underground trains in London).
Students complete the sentences.
ANSWERS
2 should / ought to download
3 don’t have to / don’t need to offer
4 don’t have to / don’t need to travel
5 mustn’t smoke
6 shouldn’t play
3 Elicit one or two examples from the
class first. With weaker classes, students
could work in pairs. Ask some students
to read their sentences to the class.
Correct any errors.
ANSWERS
Students’ own answers
Modal verbs of permission
and ability
4 Read the rules with the class. Write the
examples on the board. Read the rules
again and elicit the answers.
ANSWERS
1 present 2 past 3 permission
4 ability 5 ability
Grammar note
The Focus on Grammar on page 104 has
a detailed presentation on modals of
permission and ability.
To reinforce the difference between
could and managed to, write on the
board: I could swim when I was five. and
I managed to swim to safety. Ask: Which
is a general ability? (could) Which is at a
specific time? (managed to)
5 Students choose the correct words.
Check answers. Then ask students
which sentences are true for them.
ANSWERS
2 could 3 allowed to 4 managed to
Pronunciation: silent letters
6 $ 1•18 Read out the information on
silent letters and the example answer.
Play the audio.
ANSWERS
2 mustn’t 3 ought 4 Wednesday
7 Students complete the sentences with
their own ideas. Ask some students
to read their sentences to the class.
Correct any errors.
ANSWERS
Students’ own answers
Talk about it
8 Students read their sentences to each
other in pairs and guess which are false.
Ask who guessed all the false sentences
correctly.
More practice
Workbook page 16
Grammar worksheet, Teacher’s Toolkit
Unit 2 37
21/04/2015 14:57
 Vocabulary and
listening page 22
Aim
Describe everyday problems

Excuses and explanations

Warm-up
With books closed, say: You forgot to do your
homework last night, and you don’t want
your teacher to be angry. What excuse or
explanation could you give? Elicit a few ideas.
Students then work in pairs. Ask them to
come up with the most amusing or creative
excuse they can. Ask students in turn to read
their excuses to the class. Discuss which are
the most amusing and creative.
1 Read out the questions and check
students understand everything.
Students match the questions with
the excuses and explanations. Check
answers, and check that students
understand all the excuses and
explanations. Ask: Which of these have
you used recently?
ANSWERS
2 D 3 B 4 A
2 Focus on the first photo and elicit a
possible question. Elicit one or two
possible replies. With weaker classes,
elicit some possible questions and
replies for all the photos. Students
work in pairs to act out conversations.
Ask some pairs to perform one of their
conversations for the class. The class
can listen and match the conversation
to the correct photo. Discuss who gave
the best excuses and explanations.
Stronger students or fast finishers
could invent their own situation and
practise another conversation.
ANSWERS
Students’ own answers
3 $ 1•19 Read the text and play the Talk about it
audio for students to listen and match
Optional activity: Game
5 Ask two students to read out the
the speakers with the photos. Point out Ask students to write down two more
example question and answer. With
that there is one photo the students imaginary problems, and two possible
weaker classes, elicit the questions
don't need to match. Check answers excuses or explanations they might give
students will ask for each photo.
and ask if the explanations the speakers for each problem. Students work in pairs
Students work in pairs to discuss the
gave were similar to the ones the and take turns to read their excuses to
problems in the photos. Ask some
students gave in exercise 2. each other. Their partner must guess
students to tell the class something
the problems. They get a point for each
ANSWERS they learnt about their partner. Refer
problem they guess correctly. Students
2 B 3 F 4 D 5 E Fast finishers to the activity at the
can swap partners and practise again.
4 $ 1•19 Allow students time to read bottom of the page. Ask some fast
See who has the most points at the end.
through the questions and answers. finishers to read their paragraph to the
Play the audio again for them to listen class. Ask other students: Has this ever
happened to you? What other problems More practice
and choose the correct answers.
have you had? Workbook page 17
Stronger students can choose the
Vocabulary worksheet, Teacher’s Toolkit
correct answers from memory, and ANSWERS
then listen again to check. Students’ own answers
ANSWERS
1 b 2 c 3 a 4 b 5 c

38 Unit 2

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Grammar page 23
Aim
Make deductions
Modal verbs of possibility
and deduction
Warm-up
Say: I can’t find my phone. Where might it be?
Elicit a few ideas and write them on the
board, e.g. It might be in your bag. It could be
at home. Underline the modal verbs and
elicit or explain that they express possibility
or deduction. Explain that students are
going to study these and other modal verbs.
1 Read the examples and check that
students understand them. Then read
the rules and elicit the answers.
4506397 Scope TB4 SP.indb 39
ANSWERS
2 can’t 3 may / might / could
4 may / might / could 5 can’t
6 must / may / might / could
Talk about it
3 Ask two students to read out the
example answer. Read out the remaining
situations and check that students
understand everything. Students work
in pairs to discuss the questions. Discuss
each situation as a class. Stronger
students or fast finishers can think of one
more situation and discuss it.
ANSWERS
Students’ own answers
Modal verbs in the past
4 Read the examples. Discuss the
meaning of each sentence. Then read
the rules and elicit the answers.
ANSWERS
1 might 2 can’t 3 must 4 should
Grammar note
The Focus on Grammar on page 104 has
a detailed presentation on modal verbs
in the past. You could go through this
now, before students do the exercises.
Use the examples to reinforce the form
of modal verbs in the past: modal verb
+ have + past participle.
Reinforce the point that we use can’t
have not mustn’t have if we believe
something was impossible: He can’t have
eaten all the cake! NOT He mustn’t have
eaten all the cake!
5 Read the example answer and elicit
another example. Students complete
the sentences. Check answers.
ANSWERS
2 must have slipped
3 should have charged
4 may / might / could have seen
5 shouldn’t have gone
ANSWERS
6 can’t have overslept
1–3 may / might / could 4 must
6 Read out the first situation and the
5 can’t
example deduction. Elicit one or two
Grammar note more example deductions for this
situation. Students read the remaining
The Focus on Grammar on page 104 has
situations and write deductions. With
a detailed presentation on modal verbs
of possibility and deduction. You could
weaker classes, students could work in
pairs. Ask some students to read their
go through this now, before students
deductions to the class. Correct any
do the exercises.
errors. Refer Fast finishers to the activity
Reinforce the point that we use may / at the bottom of the page. When you
might not, but not could not with this
have checked answers, ask fast finishers
meaning: We might / may not come to the to read out their sentences. Correct any
party. NOT We could not come to the party.
errors and ask other students: Do you
Also reinforce the point that we use can’t have any similar regrets?
not mustn’t if we believe something
ANSWERS
is impossible: That can’t be Tom’s sister.
Students’ own answers
NOT That mustn’t be Tom’s sister.
More practice
2 Students complete the text with the Workbook page 18
correct modal verbs. Check answers. Grammar worksheet, Teacher’s Toolkit
Unit 2 39
21/04/2015 14:57
 Speaking page 24

Aim
Express opinions and preferences

How to express opinions

and preferences
Warm-up
Ask: What cities have you visited? What did
you do while you were there? What kinds of
things can you do when you visit a city? Elicit
a range of ideas, e.g. go to museums, go
shopping, watch a show, go sightseeing.
Ask: What do you most enjoy doing when
you visit a city? Why? Elicit a range of ideas
and encourage students to talk about their
own experiences and preferences.
1 Read the questions. Then ask students
to read the webpage. Elicit the answers
to the questions.
ANSWERS
The website is a guide to events that are
currently on in London. You would visit
a website like this if you were looking for
things to do in London.
2 $ 1•20 Allow students time to read the
questions. Play the audio for students to
listen and answer the questions.
ANSWERS
1 b Chin Chin Labs
c London Dungeon Tour
d Night Safari
2 They agree to visit the London Eye.

Talk about it
3 $ 1•21 Play the audio for students to
listen to the Key phrases. Check they
understand them all. With weaker
classes, you could play the audio
again for students to listen and repeat.
Students work in pairs or groups to
discuss the activities and decide which
they would like to do. Ask the pairs or
groups which activity they agreed on.
See which activity is the most popular.
ANSWERS
Students’ own answers
How to disagree politely
4 $ 1•20 Students complete the Key
phrases with the words in the box. Play
the audio from exercise 2 again for them
to listen and check. Check answers,
and check students understand all the
phrases. Elicit what Sarah says about No
way! and Absolutely not!
ANSWERS
1 sorry 2 sounds 3 rather 4 idea
5 enjoy Sarah says that the phrases
aren’t very polite.
5 $ 1•22 Play the audio for students to
listen to the Key phrases. With weaker
classes, play the audio again for them to
listen and repeat. Read out the first idea
and ask students to disagree politely.
They then work in pairs and take it in
turns to read out the ideas and disagree
politely. Monitor while they are working
and note down any repeated errors to
correct in a feedback session.
ANSWERS
Students’ own answers
Talk about it
6 Read through the activities and check
that students understand them. They
work in pairs to discuss the activities and
agree which one they will do. Monitor
while they are working, and note down
any repeated errors to feed back on. Ask
some students to tell the class which
activity they agreed on and why.
ANSWERS
Students’ own answers
Optional activity: Creativity
For homework, ask students to
research activities in another city of
their choice and produce a ‘What’s
On’ page. Tell them they should give
a brief description of each activity.
Encourage them to make the activities
as interesting and exciting as possible.
In the next lesson, collect in the pages,
and then hand them around the class.
Students can work in pairs to discuss
the activities and agree what they
would like to do. Remind students to
use the Key phrases. Ask some pairs
which activities they agreed on. Discuss
as a class which cities it would be most
exciting to visit.
More practice
Communication 1 worksheet, Teacher's Toolkit

40 Unit 2

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Writing page 25
Aim
Write a visitor guide
How to write a visitor guide
Warm-up
Ask: What do you know about South Africa?
Elicit a range of answers and encourage
students to share their knowledge. Ask:
What do you know about Cape Town in
South Africa? Do you think it’s a good city
to visit? Why / Why not? Elicit a range of
answers. If students have access to the
internet, they could quickly search for
Cape Town and find a picture to share with
the class.
4506397 Scope TB4 SP.indb 41
1 Check that students understand
ostrich and sandboarding (a sport like
snowboarding, but on sand dunes).
Students read the recommendations
and answer the questions. Elicit answers
from individual students.
ANSWERS
1 Students’ own answers
2 You must try …, you might need to
drink some water, Adventurous diners
ought to visit …, You shouldn’t go
home till you’ve tried sandboarding,
The beach can get absolutely packed.
2 Read the Key phrases. Ask students to
translate them into their own language,
to check they understand them. Ask
students to write three recommendations
using the Key phrases. Students can
compare their ideas in pairs. Ask some
students to read their recommendations
to the class. Correct any errors. Then ask
other students: Do you agree with these
recommendations? Why / Why not?
ANSWERS
Students’ own answers
Language focus: Extreme adjectives
3 Read the Language focus box with the
class. Check that students understand
all the adjectives in exercise 3. Students
then match them with the extreme
adjectives in the visitor guide. Check
answers, and check that students
understand all the extreme adjectives.
Model pronunciation of the extreme
adjectives.
ANSWERS
2 scorching 3 stunning 4 filthy
5 unique 6 mouth-watering 7 packed
4 Students complete the sentences with
the correct extreme adjectives. Stronger
students or fast finishers can write
example sentences with the remaining
extreme adjectives. Check answers.
Then ask students to read out their
extra sentences omitting the extreme
adjectives. See if other students can
guess the missing adjectives.
ANSWERS
1 scorching 2 packed 3 filthy
4 stunning
Writing guide
A Read the task with the class. With
weaker classes, do part A as a class,
brainstorming ideas and making notes
on the board. Students can then use the
notes for their writing.
The Focus on Writing on page 123 has
more information on extreme adjectives,
and more help with the paragraph
plan. You could ask students to turn
to page 123 now and go through the
exercises in class. Students could then
complete the writing task for homework.
B Students write their City Guide using
their notes. They complete the checklist
in part C.
C Encourage students to read through
their writing to look for language errors.
Ask some students to read their visitor
guides to the class. Discuss any errors
as a class and encourage students to
self-correct. Alternatively, pin the visitor
guides around the class and allow
students to walk around and read them,
noting down any errors they spot.
Discuss the errors as a class.
MODEL ANSWER
See page 118 of the Teacher's Book.
More practice
Workbook page 19
Assessment
Grammar, Vocabulary and Skills Tests,
Teacher’s Toolkit
Unit 2 41
21/04/2015 14:57
 Review 1–2
Note
The Review pages bring together the
vocabulary, grammar, speaking and
writing practice from two units. They are
not intended to be a test, but an
opportunity to review and consolidate
language that students have studied.
Students can keep track of their score
for each exercise. Encourage them to
identify their own areas of weakness and
go back to the units to review language
that they have not understood yet.

Warm-up
Write the following headings on the board:
First impressions: compound adjectives, Life
events, Places and lifestyle: adjectives and
Excuses and explanations. Tell students that
these headings cover the vocabulary they
learnt in units 1 and 2. Give students two
minutes to look in their books and remind
themselves of the vocabulary. Then ask
them to close their books. Give them two
minutes to work individually and write
down as many words for each category
as they can. After two minutes, put them
into pairs to compare and combine their
lists. Bring students’ ideas together on
the board. See which group got the most
correct words.

Reading
1 Students read the text and decide if
the sentences are true or false. Ask
stronger students to correct the false
sentences.
ANSWERS
1 false 2 false 3 false 4 true
5 true
2 Students read the text again and
answer the questions. Ask stronger
students to answer in full sentences and
use their own words where possible. 4 Students complete the email with the
Check answers. With weaker classes,
Vocabulary
correct words. Check answers.
give two points for each correct answer.
Wordlists ANSWERS
With stronger classes, give one point
for each correct answer and a second The Words to learn on pages 86–93 of the 1 inner 2 peaceful 3 bustling
point for a correct sentence and using Workbook lists all the vocabulary that 4 fun 5 well 6 retirement
some of their own words. students learnt in units 1 and 2. Ask them 7 wedding 8 track 9 caught
to revise all the vocabulary for homework 10 over
ANSWERS before you do the review in class.
1 Tanya’s been taking photos of extreme
weather since she was 14 years old.
Grammar
3 With stronger classes, you could do this
2 Her photos are clear and not blurry. exercise as a test. Set a time limit, and Focus on Grammar
They’re amazing shots. don’t allow students to look at the main
3 She’s been interested in tornadoes The Focus on Grammar on pages 102
units. With weaker classes, encourage
since she was eight. and 104 reviews all the grammar that
students to look back at the units to find
4 She had to hide in her aunt and students have studied in units 1 and 2.
the correct words. Check answers.
uncle’s cellar because they heard a Encourage them to use those pages to
ANSWERS help them with the grammar exercises.
tornado warning.
1 self 2 easy-going 3 graduation When you check answers with the
5 You can see her photos at exhibitions
4 death 5 promotion 6 compact class, use the Focus on Grammar pages
and on her website.
7 contemporary 8 run-down to review grammar that students find
9 traffic 10 clue difficult.

42 Review 1–2

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5 Students complete the sentences with
the correct words. Check answers.
ANSWERS
1 don’t have 2 couldn't 3 should
4 need 5 able 6 managed 7 can't
8 mustn't 9 must 10 ought
6 With stronger classes, you could do
this exercise as a test. Set a time limit
and don’t allow students to refer to the
units or the Focus on Grammar. With
weaker classes, encourage students to
check the rules to help them complete
the email correctly.
ANSWERS
1 ’m sending 2 haven’t had
3 went 4 was studying
5 do you think 6 had been rowing
7 took 8 had stopped 9 know
10 has been calling
4506397 Scope TB4 SP.indb 43
Listening
7 $ 1•23 Allow students time to read the
questions. Then play the audio. Students
listen and answer the questions. Play the
audio again if necessary. Check answers.
ANSWERS
1 Sam wants to go on a city break.
His mum wants to go to the
countryside.
2 They could go for long walks, explore
the countryside and go swimming.
3 They could look at the ancient
buildings and go to museums.
4 The nearest town is 20 minutes away.
Sam could get there by bus.
5 There’s a surf school on the beach and
he could learn how to surf.
Speaking
8 Students complete the conversation
with the correct phrases. Check
answers. Then ask pairs in turn to
perform the conversation for the
class. Award five points for the correct
answers, and five points for students’
pronunciation and fluency.
ANSWERS
1 b 2 c 3 e 4 a 5 d
Writing
9 With stronger classes, do this as a timed
activity, and don’t allow students to refer
back to the units for help. With weaker
classes, encourage students to look back
at the units for help, and refer them to
the Focus on Writing on page 123. Collect
students’ work and give two marks for
each point below:
1 Email organised into three
paragraphs and includes opening
and closing phrases
2 Paragraph 1 gives details about the city
3 Paragraph 2 gives a description of
things he / she has done
4 Paragraph 3 describes plans
5 Uses present and perfect tenses
correctly
6 Uses narrative tenses correctly
7 Uses present and past modal verbs
correctly
8 Uses vocabulary from units 1 and 2
9 Uses extreme adjectives correctly
10 Uses grammar and spelling correctly
MODEL ANSWER
Hi Sarah,
How are things? I’m sending you some
photos of Paris. I’m spending the
weekend here with some friends. You
really should visit one day. It’s a bustling
modern city, and there are some beautiful
contemporary buildings, but there are
also some ancient parts to explore.
Anyway, have a look at the photos and
you’ll see some of the things we’ve done.
We’ve already been up to the top of the
Eiffel Tower – that was really cool! Then
we went on a boat trip on the river. The
only problem was that I was enjoying the
scenery so much that I took my eyes off
my bag. When I looked round, someone
had walked off with it. Can you believe it? I
really should have been more careful!
Tomorrow we’re planning to go shopping.
Paris is well-known for its fashions. You
see lots of really well-dressed people here!
Then we’re going to visit a museum – I’m
sure that’ll be interesting!
I must go now as my friends are ready to
go out for the evening. I’ll see you soon!
Amira
More practice
Grammar and Vocabulary worksheets,
Teacher’s Toolkit
Assessment
Grammar, Vocabulary and Skills Tests,
Teacher’s Toolkit
Review 1–2 43
21/04/2015 14:57
 3 The future
Objectives
Reading: A factual discussion article
Vocabulary: Opinion, belief and
prediction, Innovation verbs
Grammar: Future continuous,
Future perfect, Present simple and
continuous: future, Future forms:
review
Speaking: How to speculate about the
future, How to leave and take a message
Writing: How to write a formal email

Learning outcomes
Consider and speculate about the
future
Make enquiries about a summer course

Start thinking
Read each question in turn to the class.
Give an answer yourself if necessary,
and then elicit answers from individual
students. Encourage students to give
reasons where appropriate. Then ask
other students: Do you agree? Why /
Why not?

The future of the

planet pages 28 and 29
Aim
Understand an article about the future
of bees

Warm-up
Read out the title of the text What will the
future 'bee' like? and check that students
understand the play on words. Focus on
the photos. Ask: Why are bees important
to us? What problems are there with bees
at the moment? Are there more bees now
than in the past, or fewer? What problems
might this cause in the future? Elicit a range
ANSWERS ANSWERS
of answers. Use the discussion to teach
B They C Others, them D they 2 E (many plant species)
honeybee and pollinate.
E These F This 3 F (the prediction that honeybees will
1 Read through the topics with the class have disappeared for good)
3 $ 1•24 Ask students to read the first
and check that students understand 4 D (pesticides)
paragraph again and focus on the
everything. Students skimread the 5 C (honeybees)
example answer. Ask: What does the
article to identify the main topic. 6 B (research organisations)
pronoun ‘them’ refer to? (bees). Ask
You could set a time limit for this to
students to read the second paragraph 4 Students read the article again and
encourage students to read quickly.
and focus on the gap. Ask: What nouns answer the questions. Encourage
ANSWER are there in the sentence before the gap? stronger students to use full sentences
A (this process, many plant species). Ask in their answers, and use their own
students to read the options A–F and words rather than copying from the
Study focus: Understanding decide which one best fits the gap. (E) text. Check answers.
references Elicit that the pronoun these refers back
ANSWERS
2 Read the Study focus box with the to many plant species. Students then read
1 We usually just think of bees as
class. Students read the sentences and the rest of the text and complete the
annoying insects that make honey.
underline the pronouns. They could work gaps. Check answers, asking students
2 They are essential. They help plants
in pairs. Check answers with the class. to identify which nouns the underlined
that we eat, such as fruit trees, to
pronouns in A–F refer back to.
reproduce. They also pollinate crops
that we feed to animals.

44 Unit 3

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3 Modern pesticides may be dangerous,
global warming could be a problem
as bees struggle to survive in
changeable weather, mobile phone
signals might be confusing bees.
4 Other types of insects, such as
butterflies, can pollinate plants.
Engineers are working on creating
robot bees.
5 The writer thinks we’ll have to do
without honey for breakfast in the
future.
Vocabulary
5 Students match the highlighted words
with the definitions in the Word check.
Check answers, and check that students
understand the words.
4506397 Scope TB4 SP.indb 45
6 Students complete the phrasal verbs,
and then check their answers in
the article. Check answers with the
class. Elicit which phrasal verbs are
transitive (look on something and look
into something). Elicit that both these
phrasal verbs are inseparable, so the
object must come after the particle.
If you are short of time, students could
do this exercise for homework.
ANSWERS
2 out 3 into 4 up 5 ahead
Think about it
7 Allow students time to think about their
answers individually. Students then work
in pairs to ask and answer the questions.
Set a time limit for the discussion, and tell
students to note down ideas that they
agree on. Ask some students to tell the
class what they and their partner agree
on. Discuss as a class what problems there
might be in the future.
ANSWERS
Students’ own answers
Optional activity: Creativity and
Critical thinking
If your students are interested in this
topic, put them into pairs and ask
them to think of a catchy slogan for a
campaign to advertise the problems
that bees face. You could elicit a few
examples from the class first. Encourage
students to use a play on words in their
slogan, e.g. Bee kind to bees! Keep the
world buzzing with bees!
Elicit slogans from pairs in turn and
discuss as a class which would be
effective. Discuss as a class other things
that individuals can do to help tackle the
problems discussed in the article, e.g.
buy organic food, reduce energy use.
More practice
Workbook page 22
WORD CHECK ANSWERS Reading worksheet, Teacher’s Toolkit
1 reproduce 2 colonies 3 struggle
4 aggressive 5 factor 6 expert
7 pesticide 8 buzzing with
Students then complete the sentences.
Check answers. Stronger students
or fast finishers can write their own
example sentences for the remaining
two words in the Word check. Ask
them to read their sentences to the
class, omitting the target word. Other
students can guess the missing words.
ANSWERS
2 buzzing with 3 struggle
4 aggressive 5 factor 6 colonies
Unit 3 45
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 Vocabulary page 30

Aim
Make predictions about my future

Opinion, belief and

prediction
Warm-up
Ask: Where do you think you will be in ten
years’ time? What will your life be like? Do
you feel positive or negative about the future?
Elicit a few ideas. Then ask students to
write down three predictions about their
own future in ten years’ time. Students
can compare their ideas in pairs. Ask some
pairs to tell the class whose ideas about
the future are more positive.
1 Students use their dictionaries to check
the meaning of the verbs and answer
the question. Weaker classes could
work in pairs for this exercise. Check
the answer to the question, and check
that students understand all the verbs.
Model pronunciation of guess, doubt
and anticipate.
ANSWER
doubt
2 Read out the title of the quiz and check
that students understand it. Students
read the quiz and choose the correct
words. Check answers, and check that
students understand all the questions
in the quiz. Students then work in pairs
to do the quiz and read the key. Ask
for a show of hands to see how many
optimists, pessimists and realists there
are in the class. Ask some students to
tell the class if they agree with the key
or not, and encourage them to give
reasons for their answers.
ANSWERS
2 feel sure 3 realise 4 suspect
5 estimate 6 consider 7 doubt
8 predict 9 anticipate 10 guess
Vocabulary builder: Idioms ANSWERS
Talk about it 4 Students match the idioms with 2 out of the blue 3 right away
the meanings. Check answers. Ask 4 for good 5 on second thoughts
3 Read out the sentence beginnings and
students if there are idioms with similar 6 in the long run
check that students understand them.
Read out the first sentence beginning meanings in their language. Optional activity: Game
again and elicit a few possible endings. ANSWERS Give students two minutes to memorise
With weaker classes, elicit one or two 2 f 3 d 4 a 5 b 6 e the verbs in exercise 1. Then ask them to
examples for each sentence beginning. close their books. Ask students to work
5 Pre-teach emigrate. Ask students to
Students then complete the sentences in pairs and give them two minutes to
read the text through, ignoring the
with their own ideas. Stronger classes write as many of the verbs as they can.
gaps. Ask: Where is the family going
could add one or two more sentence Check answers, asking students to spell
to emigrate to? (Australia) Students
beginnings, using other verbs from each verb as they say it. Write the verbs
complete the text with the correct
exercise 1. Students compare their on the board. See which pair got the
idioms. Check answers. Refer Fast
answers in pairs. Ask pairs to decide most correct answers. Elicit an example
finishers to the activity at the bottom
which of them is more optimistic about sentence for each verb.
of the page. Ask some students to read
the future, based on their answers.
their sentences to the class. Elicit similar
Ask some pairs to read out their most
sentences from other students. More practice
optimistic and pessimistic answers.
Workbook page 23
ANSWERS Vocabulary worksheet, Teacher’s Toolkit
Students’ own answers

46 Unit 3

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Grammar page 31
Aim
Speculate about the future
Future continuous
Warm-up
Remind students about the article about
bees on page 29. Ask: What predictions
does the writer make about bees? What
about honey? Elicit some ideas. Then ask
students to read the final paragraph again
and find the two predictions. Write them
on the board. Ask: What form of the verb
do they include? Elicit a few ideas. Then ask
students to turn to page 31.
1 Read the examples. Then read the rule
and elicit the answer.
4506397 Scope TB4 SP.indb 47
ANSWER
an action in progress
Grammar note
The Focus on Grammar on page 106 has
a detailed presentation on the future
continuous. You could go through this
now, before students do the exercises.
To reinforce the difference between
the simple future and the future
continuous, draw a timeline on the
board and write the following examples:
7 p.m. 7.30 ➞ 8.30
| | | partner’s predictions they agree with.
get home have dinner
We will get home at 7 p.m.
At 8 p.m. we will be having dinner.
Ask: Which sentence describes an action
in progress? (future continuous) Which
describes a finished action? (future simple)
Study focus: Revising rules
2 Read through the Study focus box with
the class. Students read the Focus on
Grammar and complete the task.
ANSWERS
2 travelling 3 x 4 exploring 5 x
6 studying
3 Students read the text and complete it
with the correct verb forms.
ANSWERS
2 he'll be watching 3 will be taking
4 won’t be wearing 5 'll be running
6 won’t be 7 will feel
8 will be cheering
Future perfect
4 Read the examples with the class. Then
read the rule and elicit the answer.
ANSWER
completed
Grammar note
The Focus on Grammar on page 106 has
a detailed presentation on the future
perfect.
To reinforce the difference between the
future continuous and future perfect,
refer to the timeline on the board and
add the sentence: At 9 p.m. we will have
finished dinner. Reinforce the point that
the future perfect refers to an action that
is already finished at a time in the future.
5 Students complete the text with the
correct future perfect forms. If you are
short of time, students could do this
activity for homework.
ANSWERS
2 won’t have eaten 3 will have drunk
4 will have seen 5 will have taken
6 will have raised
Talk about it
6 Read out the questions and elicit some
sample answers. Students ask and
answer the questions in pairs. Ask some
students to tell the class something
about their partner.
ANSWERS
Students’ own answers
How to speculate about the future
7 $ 1•25 Play the audio for students
to read and listen to the Key phrases.
Check they understand all the phrases.
Students write five predictions. They
compare their ideas in pairs. Ask some
students to tell the class which of their
ANSWERS
Students’ own answers
More practice
Workbook page 24
Grammar worksheet, Teacher’s Toolkit
Unit 3 47
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 Vocabulary and
listening page 32
Aim
Understand and use innovation verbs

Innovation verbs
Warm-up
With books closed, say: Imagine life in 2050.
What things will be different? Elicit a few
ideas. Then write on the board: transport,
computers, education, medicine. Students
work in pairs and discuss what these
things will be like in 2050. Elicit ideas from
students, and discuss what new inventions
there might be. Use the opportunity to
revise the future continuous and future
perfect by asking questions, e.g. Will
scientists have invented a flying car? Will
students be learning at school or at home?
1 $ 1•26 Focus on the photos and elicit
what happens at a science fair (people
can see scientific innovations). Check
that students understand engineer.
Students read the advert and guess the
correct words. Play the audio for them
to listen and check. Check answers
with the class, and check that students
understand all the verbs.
ANSWERS
2 showcase 3 observe
4 demonstrate 5 devise 6 uncover
7 launch 8 simulate
2 Students match the verbs with the
definitions. With weaker classes, do
this activity with the whole class, using
the definitions to teach the meaning of
the verbs. With stronger classes, check
answers, and then ask students to write
some example sentences. Ask some
students to read their sentences to the
class, omitting the verb. Other students
can guess the missing verbs.
ANSWERS their paragraph to the class. Ask other
2 showcase 3 launch 4 demonstrate Optional activity: Creativity and
students: Do you think you would enjoy
5 uncover 6 observe 7 simulate going to the Big Bang Fair? Why / Why not?
Communication
8 engage Students work in groups. Ask them to
ANSWERS think of an exciting new innovation
3 $ 1•27 Play the audio for students
2 quarter to five they could launch at the Big Bang Fair.
to listen and note down the order in
3 engineering or science 4 driving Tell them to plan their idea, and prepare
which the events are mentioned.
5 at 11 6 British schoolchildren a presentation. Brainstorm a few ideas
ANSWERS
first if necessary, e.g. ‘smart clothes’ that
1 Tomorrow’s Engineers Talk about it
can change colour according to your
2 F1 For Schools 5 Read through the questions with the mood, new techniques for plugging
3 Think Digital class and check that students understand your brain into a computer. Monitor
4 $ 1•27 Allow students time to read everything. Allow students time to and help while students are working.
through the sentences. Play the audio prepare their answers. Then they work in Ask groups to present their innovation
again for students to listen and complete pairs to ask and answer the questions. Ask to the class. The class could vote for the
the sentences. Stronger students can some students to tell the class something best one overall.
complete the sentences from memory, they learnt about their partner.
and then listen again to check. Refer Fast ANSWERS More practice
finishers to the activity at the bottom of Students’ own answers Workbook page 25
the page. Ask some fast finishers to read
Vocabulary worksheet, Teacher’s Toolkit

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Present simple and present
continuous: future
Warm-up
Ask what students remember about
Hassan and Adam’s day at the Big Bang
Fair. Write on the board: quarter to five,
5 o’clock, 11 o’clock, 2.30. Ask: Why do they
mention these times? Elicit a few ideas. Then
play the audio (1•27) again for students
to listen and note down why the times
are mentioned. Elicit answers and write
sentences on the board:
We’re meeting our teacher at quarter to
five. Our bus leaves at 5 o’clock. Underline
the verbs and elicit what verb form they
are. Ask: Do they refer to the present or the
future? (future) Tell students they are going
to study these uses now.
4506397 Scope TB4 SP.indb 49
1 Read the examples. Then read the rules
and elicit the answers.
ANSWERS
1 present continuous 2 present simple
3 present simple 4 present continuous
Grammar note
The Focus on Grammar on page 106 has
a detailed presentation on the present
simple and present continuous for the
future.
Reinforce the point that we use the
present simple after when, as soon as,
etc.: I’ll call you when I get home. NOT
I’ll call you when I will get home.
Also reinforce the point that we use the
present simple, not will, for timetables
and schedules: The train leaves at 2. NOT
The train will leave at 2.
2 Students complete the conversation
with the correct verb forms.
ANSWERS
2 ‘m going 3 starts 4 ‘s coming
5 are 6 does the workshop last
7 finishes
3 Students complete the sentences with
their own ideas. Students can compare
their answers in pairs. Ask some students
to read their sentences to the class.
Correct any errors.
ANSWERS
Students’ own answers
Future forms: review
4 Students match the sentence halves.
Check answers and then elicit the
names of the future forms.
ANSWERS
2 b future perfect
3 d future simple / will
4 a future continuous
5 c present continuous
6 e be going to
Grammar note
The Focus on Grammar on page 106 has
a detailed presentation on all the future
forms.
To reinforce the grammar, ask students
to close their books. Write example
sentences from page 106 on the board in
a random order. Ask students to identify
the verb forms and explain why they are
used in the sentences.
5 Students choose the correct verb forms.
Check answers, referring back to the
rules to explain them. Ask students
what they think of the facts and
comments. Elicit a range of opinions.
ANSWERS
2 will be living 3 are going to die
4 trust, will know 5 will have spent
Talk about it
6 Students answer the questions
individually and then compare their
answers in pairs. Ask some students
to tell the class something they learnt
about their partner. Refer Fast finishers
to the activity at the bottom of the
page. When you have checked answers,
ask some fast finishers to read out their
sentences. Correct any errors.
ANSWERS
Students’ own answers
More practice
Workbook page 26
Grammar worksheet, Teacher’s Toolkit
Unit 3 49
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 Speaking page 34

Aim
Leave and take a phone message

How to leave and take

a message
Warm-up
Ask: How often do you use your phone each
day? What do you mainly use it for? Elicit a
few answers. Then ask: Who do you call the
most often? What do you do if the person
you want to speak to isn’t there? Elicit the
idea of leaving a message. Tell students
they are going to practise leaving and
taking phone messages.
1 Read the questions and elicit some
possible answers. Encourage students
to speculate and guess the answers.
ANSWERS
Students’ own answers
2 $ 1•28 Play the audio for students
to listen and check their answers to
exercise 1. Check answers. Then read out
the two questions. Elicit the answers.
ANSWERS
Lisa knows Cathy because Cathy is her
basketball coach. She is phoning her to
say that she won’t be able to come to
practice tonight.
1 Cathy has gone to the basketball court.
2 Lisa leaves a message to say that she
won’t be at practice tonight.
3 $ 1•28 Read through the Key phrases
with the class and check that students
understand everything. Ask which
phrases students remember Lisa saying.
Elicit a few answers. Then play the audio
again for students to listen and check.
ANSWERS
Could I speak to (Cathy), please? Can you
tell (her) that (I won’t be able to come to
practice tonight)?
correct intonation. Ask some students to ANSWERS
Pronunciation: Intonation
perform the conversation for the class. Students’ own answers
4 $ 1•29 Read the information on
intonation with the class. Play the first ANSWERS
Optional activity: Creativity
of the Key phrases and point out the 1 He’ll be back
Ask students to close their books.
intonation pattern. Use your hand, if 2 I take a message; Can you tell; I’ll let
Brainstorm some more arrangements
necessary, to demonstrate how the 3 Could I speak to; I ask who’s calling;
and reasons with the class, and write
intonation goes up or down. Play the Just a minute
them on the board. Put students into
rest of the audio for students to listen
Talk about it pairs to practise a new conversation.
and notice the intonation. Play the audio
With weaker classes, you could write
again for students to listen and repeat. 6 Read through the arrangements and
a few prompts from the Key phrases on
5 $ 1•30 Students read the phone reasons with the class and check that
the board to help students, e.g. speak
conversations and complete them with students understand everything.
to, afraid / out, leave / message. Stronger
the Key phrases. Play the audio for them Demonstrate the activity with a confident
students can role play the conversations
to listen and check their answers. With student. Take the role of the caller and
from memory. Ask some pairs to perform
weaker classes, play the audio again, act out a conversation in which you call
their conversations for the class.
pausing after the Key phrases and asking them and leave a message about one of
individual students to repeat. Students the arrangements. Students then work
then work in pairs to practise the in pairs to act out a phone conversation. More practice
They swap roles and practise with a Communication 2 worksheet, Teacher's Toolkit
conversations. Monitor while they are
working, and encourage them to use the different arrangement. Ask some pairs to
perform their conversations for the class.

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Writing page 35
Aim
Write a formal email
How to write a formal email
Warm-up
Ask: What do you usually do in the summer
holidays? Elicit a few answers. Then ask:
Have you ever been on a summer camp?
What do young people do on summer camps?
Elicit some answers, and explain that there
are different kinds of summer camps
offering different kinds of activities. Focus
on the advert and ask: What do you think
people do on this summer camp? Elicit a few
answers. Then ask students to skimread the
advert to check their ideas. Ask: What extra
information would you like to know about the
camp? Elicit a few answers.
4506397 Scope TB4 SP.indb 51
2 Read the Key phrases. Ask students to
translate them into their own language,
to check they understand them. Ask
students to prepare some questions to
ask you about next term’s English class.
Invite students in turn to ask you their
questions, and respond as appropriate.
ANSWERS
Students’ own answers
Language focus: Formal language
3 Read the Language focus box with
the class. Read out the first phrase in
exercise 3 and ask students to find
a more formal equivalent in Emma’s
email. Students then find more formal
ways of saying the other things.
Check answers and point out to
students that it is a good idea to learn
a range of formal phrases to use in
writing letters and emails.
ANSWERS
1 Dear Sir / Madam,
2 I am writing to enquire about …
3 I would be very grateful if you could
send me …
4 please could you tell me …
5 would it be possible to let me know …
6 Thanking you in advance for your help.
7 I look forward to hearing from you soon.
8 With very best wishes,
Writing guide
A Read the task with the class. With
weaker classes, do part A as a class,
brainstorming ideas and making notes
on the board. Students can then use
the notes for their writing.
The Focus on Writing on page 124 has
more information on formal language,
and more help with the paragraph
plan. You could ask students to turn
to page 124 now and go through
the exercises in class. Students could
then complete the writing task for
homework.
B Students write their formal email using
1 Check that students understand their notes. They complete the checklist
life-skills and day trip. Students read in part C.
the advert and email and answer the
questions. Elicit answers from individual
C Encourage students to read through
their writing to look for language errors.
students. If necessary, briefly revise the
Ask some students to read their emails
future forms and check that students
to the class. Discuss any errors as a class
understand their use.
and encourage students to self-correct.
ANSWERS
MODEL ANSWER
1 Emma asks about accommodation,
See page 118 of the Teacher's Book.
which languages she can study and
whether there are walking or cycling More practice
trips. Workbook page 27
2 (Possible answers) I am going to
study …, I hope you will be able to
Assessment
Grammar, Vocabulary and Skills Tests,
answer …, Will I be sharing a room?
Teacher’s Toolkit
I will have finished a beginners’
Mid-term Tests, Teacher's Toolkit
French course …
3 Emma uses full forms because it's a
formal email.
Unit 3 51
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 4 Buy, buy,
buy!
Objectives
Reading: A diary narrative
Vocabulary: Advertising,
Negative prefixes
Grammar: Zero and first conditional
with if, when, as soon as and unless,
First and second conditional,
Third conditional and mixed
conditionals, I wish / If only with past
simple or past perfect
Speaking: How to express regret,
How to explain what you want to buy
Writing: How to write a discussion
essay

Learning outcomes
Discuss ways of saving and
spending money
Consider positive and negative aspects
of advertising and consumerism

Start thinking
Read each question in turn to the class.
Give an answer yourself if necessary,
andthen elicit answers from individual
students. Encourage students to give
reasons where appropriate. Then ask
other students: Do you agree? Why /
Why not?

Spending and
saving pages 36 and 37
Aim
Understand a diary about saving money

Warm-up
Ask: How much money do you spend each
week? Give students a minute to write
down everything they have bought
over the last seven days, including an
approximate price. Ask individual students
to tell the class how much they have
spent. See which students have spent the
most and the least. Ask: Do you think you
spend too much money? Could you spend
less? Elicit a range of answers.
Study focus: Activating background
knowledge
1 Read the Study focus box with the class.
Students look at the blog and answer
the questions. Discuss the answers with
the class.
ANSWERS
Students' own answers
2 $ 2•02 Play the audio. Students read
and listen to the blog, and check their
answers to exercise 1.
ANSWERS
1 The main topic is an account of
undertaking a challenge to live for a
month without spending any money.
2 The text is a blog (an online diary). The
writer uses an informal, friendly style.
3 Read out the first sentence. Ask students
to read the first paragraph again and
decide if it is true or false, or if the text
doesn’t say. Discuss the answer with
the class, asking students to provide
evidence to support their answers.
Students read the blog again and
decide about the remaining sentences.
Check answers, asking students to
provide evidence from the blog.
ANSWERS
1 doesn't say 2 false 3 doesn't say
4 true 5 false 6 true
4 Students read the blog again and
answer the questions. Encourage
stronger students to use full sentences,
and use their own words rather than
copying from the text. Check answers.
ANSWERS
1 She wants to stop wasting money so
that she can afford driving lessons.
2 She finds gaming / playing video
games less enjoyable, so she revises
French instead.
3 She didn’t have any money, so
couldn’t buy a bus ticket. She had to
walk home instead.
4 Suzy thinks she might be arty and
should practise drawing.
5 She watched a documentary about
poverty and now realises that her
challenge is easy.
6 She’s saved money, is fitter, has got
better grades and has a new hobby.

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Vocabulary
5 Students match the highlighted words
with the definitions in the Word check.
Check answers, and check that students
understand the words.
WORD CHECK ANSWERS
1 poverty 2 treat 3 fortune 4 avid
5 the basics 6 reckon 7 persuade
8 boost
Students then complete the advert.
Check answers. Stronger students
or fast finishers can write their own
example sentences for the remaining
two words in the Word check. Ask
them to read their sentences to the
class, omitting the target word. Other
students can guess the missing words.
ANSWERS
2 the basics 3 fortune 4 Boost
5 treat 6 persuade
4506397 Scope TB4 SP.indb 53
7 Allow students time to think about
ANSWERS
Students’ own answers
6 Students find the words in the blog
and try to work out the meanings. With
weaker classes, students could work in
pairs for this exercise. Check answers,
and check that students understand the
words. If you are short of time, students
could do this exercise for homework.
SUGGESTED ANSWERS
2 very
3 got bored with
4 someone who doesn’t do any exercise
but spends a lot of time watching TV
5 quite / slightly
6 sad
Think about it
their answers individually. Students
then work in pairs and ask and answer
the questions. Set a time limit for the
discussion, and tell students to note
down ideas that they agree on. Ask
some students to tell the class what
they and their partner agree on.
Optional activity
Ask students to read the blog again and
find as many words and phrases as they
can to do with spending or saving money.
Bring students’ ideas together on
the board and brainstorm other
words related to the topic of money
(see suggested answers below).
Check that students understand all the
words and phrases, and ask students
to record them in their vocabulary
notebooks. Remind students that it is
important to use a range of different
vocabulary in their speaking and
writing tasks.
ANSWERS
From the text: spend a fortune, waste
money, cost money, save money, buy
things, treat yourself / someone to
something, make money, can’t afford
something
Suggested extra words and phrases: run
out of money, be broke, throw your
money away (= spend it foolishly),
splash out on something, go on a
spending spree, cost a fortune, be
worth a lot of money, economise, cut
down on something, scrimp and save
Optional activity: Creativity
Ask students to write Suzy’s final blog
entry, for 31 January. Ask them to
include information on whether she has
succeeded in her challenge, describe her
feelings and say what her plans are for
1 February, when her challenge is over.
Monitor and help while students are
working. Students can compare their blog
entries in small groups and choose one
to read to the class. Ask groups in turn to
read their chosen entry to the class.
Ask students which entries they enjoyed
listening to and why.
More practice
Workbook page 30
Reading worksheet, Teacher’s Toolkit
CLIL 2 worksheet, Teacher's Toolkit
Unit 4 53
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 Vocabulary page 38

Aim
Talk about advertising

Advertising
Warm-up
Ask: Do you like watching adverts on TV, or
do you find them annoying? Why? Elicit a
few ideas. Then ask: What’s your favourite
TV advert at the moment? Why? Which
adverts do you hate? Why? Encourage as
many students as possible to join in and
express their opinions. Ask: What makes a
good advert? Elicit a range of ideas.
1 Read through the chart with the class
and check that students understand
the headings. Students use their
dictionaries to check the meaning of
the words and complete the table.
Weaker classes could work in pairs for
this exercise. Check answers, and check
that students understand all the words.
Model pronunciation of commercials
and persuasive.
ANSWERS
2–3 billboards / pop-ups
4–6 brand / slogan / impact
7–8 advertisers / consumers
9–10 eye-catching / persuasive
2 $ 2•03 Students read the factfile and
choose the correct words. Play the
audio for them to listen and check their
answers. Check answers.
ANSWERS
2 advertisers 3 persuasive
4 brand name 5 slogan 6 impact
7 commercial 8 billboards
9 eye-catching

Talk about it
3 Students complete the questions with
the correct words. Check answers, and
check that students understand all the
questions. Stronger classes could add
one or two more questions, using other
words from exercise 1. Read out the
first question and elicit a few possible
answers. With weaker classes, elicit
one or two example answers for each
question. Students work in pairs to ask
and answer the questions. Ask some
students to tell the class something
about their partner.
ANSWERS
2 brand 3 consumers 4 commercials
5 pop-ups 6 billboards
Vocabulary builder: Word families
Study focus: Recording word families
4 Read the Study focus box with the class.
Read through the chart with the class
and check that students understand the
term agent noun. Elicit a few examples
of agent nouns to help students, e.g.
teach – teacher, run – runner. Students use
their dictionaries to find the related words
and add them to the chart. With stronger
classes, you could do this activity as a
race. Weaker classes could work in pairs.
Check answers, and check that students
understand all the words. Refer Fast
finishers to the activity at the bottom of
the page. They can use their dictionaries
to find the related words and add them
to the chart. Ask some fast finishers to
present the extra words to the class, and
ask all students to add them to their chart.
ANSWERS
2 advert 3 advertiser 4 consumer
5 challenge 6 challenger
7 challenging 8 promotion
9 promoter 10 promotable
11 achievement 12 achiever
13 achievable
5 Students complete the sentences with
the correct words. Check answers.
ANSWERS
2 challenging 3 achievable
4 promotion 5 advertising
Optional activity
Students work in pairs to prepare a
description of a current TV advert, using
words from exercises 1 and 4. Tell them
not to say the name of the product
it advertises. Ask pairs in turn to read
their descriptions to the class. Correct
any errors in the use of the vocabulary,
and see if other students can guess the
product.
More practice
Workbook page 31
Vocabulary worksheet, Teacher’s Toolkit

54 Unit 4

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Grammar page 39
Aim
Discuss likely and unlikely situations
and their consequences
Zero and first conditional with
if, when, as soon as and unless
Warm-up
With books closed, remind students about
Suzy’s challenge on page 37. Ask: What
things can’t Suzy do if she has no money?
Elicit some ideas. Then write on the board:
If I have no money, I can’t go out / my friends
won’t invite me out / I’ll be bored. Elicit that
these are conditional sentences.
1 Read the examples .Then read the rules
and elicit the answers.
4506397 Scope TB4 SP.indb 55
ANSWERS
1 present simple 2 present simple
3 present simple 4 will / won’t
Grammar note
The Focus on Grammar on page 108
has a detailed presentation on the
zero and first conditional. You could go
through this now, before students do
the exercises.
Write on the board: If I save all my money,
I will be rich one day. Underline the verb
save and ask: Does it refer to the present or
the future? (the future) Reinforce the point
that in first conditional sentences we use
the present simple, not will in the if clause,
even though it refers to the future.
2 Students complete the sentences.
Check answers and ask: Which sentences
are true for you?
ANSWERS
2 change 3 are 4 don’t mind
3 Students complete the slogans with the
correct verb forms. Check answers.
ANSWERS
2 won’t perform, drink
3 eat, will disappear 4 play, won’t want
5 will beat, wear
Talk about it
4 Read through the slogans with the class
and elicit one or two possible endings.
Students complete the slogans with
their own ideas. Stronger students
or fast finishers could write one more
slogan. Check answers and discuss
whose slogans are the best and why.
ANSWERS
Students’ own answers
First and second conditional
5 Read the examples and rules with the
class. Students decide if the examples
are first or second conditionals.
ANSWERS
B first C first D second
Grammar note
The Focus on Grammar on page 108 has
a detailed presentation on the second
conditional.
To reinforce the difference between the
first and second conditional, write on
the board: 1 If I don’t spend any money,
I’ll be rich. 2 If I didn’t spend any money,
I would be rich. Point to the sentences,
and ask: In which sentence is it possible the
person will be rich? (1) In which sentence
will the person never be rich? (2). Reinforce
the point that the second conditional
describes unlikely or unreal situations.
6 Ask students to read the sentences.
Discuss which option is more likely for
each person. Students complete the
sentences with the correct verb forms.
ANSWERS
1a (unlikely)
1b (likely) don’t get, will regret
2a (likely) have, will go
2b (unlikely) worked, wouldn’t want
Talk about it
7 Read out the question beginnings and
elicit some possible endings. Students
complete the questions with their
own ideas. Ask some students to read
out their questions. Correct any errors.
Students ask and answer their questions
in pairs. Ask some students to tell the
class something about their partner.
ANSWERS
Students’ own answers
More practice
Workbook page 32
Grammar worksheet, Teacher’s Toolkit
Unit 4 55
21/04/2015 14:57
 Vocabulary and
listening page 40
Aim
Discuss money saving ideas

Negative prefixes
Warm-up
Ask: How can you save money? Elicit a few
ideas, e.g. only buy things that you need,
buy things that are cheap. Write on the
board: Don’t buy things that are necessary.
Buy things that are expensive. Ask: Are these
good tips for saving money? (no) How can
you change the adjectives to make them
good tips? Elicit the negative forms of the
adjectives (unnecessary, inexpensive). Ask:
What other adjectives can you change in this
way? Elicit a few more examples.
1 Read through the words in the chart
with the class and check that students
understand them all. Students
complete the chart with the correct
prefixes. Weaker students could work
in pairs for this activity. Check answers
with the class, and check that students
understand all the negative words.
ANSWERS
2 il- 3 in- 4 dis- 5 ir- 6 im-
2 Students complete the sentences with
the correct words. Check answers with
the class. Refer Fast finishers to the
activity on the page. Ask some fast
finishers to read their sentences to the
class. Ask other students: Do you agree?
Is this sentence also true for you? Why /
Why not?
ANSWERS
2 illegible 3 unbelievable
4 disapprove 5 inaccurately
6 imperfections 7 inexpensively
8 impersonal

Pronunciation: Word stress

3 $ 2•04 Read the information on stress
with the class. Model pronunciation
of one or two words from exercise 1,
with and without the negative prefix, to
demonstrate the rule. Students read the
remaining negative words in exercise 1
and underline the main stress. Play the
audio for students to listen and check.
Play the audio again for students to
listen and repeat.
ANSWERS
unconventional, unbelievable, illegally,
illegible, inexpensively, inaccurately,
dissatisfied, disapprove, irrelevant,
irresistible, imperfection, impersonal
Talk about it
4 Allow students time to read through
the money saving ideas. Check they
understand everything. Allow students
time to prepare their answers. Then
they ask and answer the questions in
pairs. Ask some students to tell the
class something they learnt about
their partner.
ANSWERS
Students’ own answers
5 $ 2•05 Read the task with the class.
Play the audio for students to listen
and note down the ideas that are
mentioned. Check answers.
ANSWERS
2 E 3 D 4 A
6 $ 2•05 Allow students time to read
through the questions. Play the audio
again for students to listen and answer
the questions. Stronger students can
answer the questions from memory,
and then listen again to check.
ANSWERS
1 She bought a lot from the university
bookshop.
2 It was really impersonal.
3 She isn’t completely happy with her
room now because there’s an advert on
her wall of a chocolate bar that makes
her want one when she looks at it.
4 At first she was very unhealthy, but
now she takes a packed lunch with
her every day.
5 She worked at a football tournament.
She received a free ticket to watch a
match, but she doesn’t like football.
More practice
Workbook page 33
Vocabulary worksheet, Teacher’s Toolkit

56 Unit 4

4506397 Scope TB4 SP.indb 56 21/04/2015 14:57


Grammar page 41
Aim
Discuss imaginary past situations and
express regret
Third conditional and mixed
conditionals
Warm-up
Ask: How did Laila save money? Elicit a few
ideas. Then ask: What event did she work
at? How did she feel about it? Elicit that
she worked at a football event and then
regretted choosing it. Write on the board:
If she … (look) more closely, she … (choose)
a different event. Elicit a few ideas for the
correct verb forms. Don’t confirm the answer,
but leave the sentence on the board.
4506397 Scope TB4 SP.indb 57
1 Read the examples. Then read the rules
and elicit the answers. Ask students to
complete the sentence on the board.
ANSWERS
1 imaginary 2 present
Grammar note
The Focus on Grammar on page 108
has a detailed presentation on the third
conditional and mixed conditionals.
To reinforce the difference between
the third conditional and a mixed
conditional, write on the board: 1 If I
hadn’t lost my purse, I would have got
a taxi home. 2 If I hadn’t lost my purse,
I would have plenty of money.
Ask: Did she lose her purse? (yes) Did she
get a taxi home? (no) Has she got plenty
of money now? (no) Ask: Which sentence
refers to a past consequence? (1 – getting
a taxi home) Which one refers to a present
consequence? (2 – not having money)
2 Students complete the sentences with
the correct verb forms.
ANSWERS
2 would have cost, had booked
3 hadn’t wasted, would be
4 had told, would have used
5 had got, would have
3 Students write the sentences.
Check answers.
ANSWERS
If I’d bought a bus ticket, I wouldn’t have
walked home. If I hadn’t walked home, I
wouldn’t have met Samir. If I hadn’t met
Samir, he wouldn’t have invited me to
play football with him. If he hadn’t invited
me to play football with him, I would have
thought about my wallet all evening.
Talk about it
4 Read out the example and elicit one or
two more. Students write sentences,
and then discuss their answers in pairs.
Ask some students to read out their
sentences. Correct any errors.
ANSWERS
Students’ own answers
I wish / If only with past
simple or past perfect
5 Students match the examples with
the rules.
ANSWERS
a 2 b 1
Grammar note
The Focus on Grammar on page 108 has
a detailed presentation on I wish / If only.
Reinforce the point that we use the past
simple, not would, to talk about present
wishes: I wish I had lots of money.
NOT I wish I would have lots of money.
6 Students complete the sentences.
Check answers.
ANSWERS
Students’ own answers
How to express regret
7 $ 2•06 Play the audio and check that
students understand all the Key phrases.
Read out the first situation and elicit one
or two example sentences. Students write
regrets for the remaining people. Ask
some students to read their sentences to
the class. Correct any errors.
ANSWERS
Students’ own answers
More practice
Workbook page 34
Grammar worksheet, Teacher’s Toolkit
Unit 4 57
21/04/2015 14:57
 Speaking page 42

Aim
Explain what I want to buy in a café

How to explain what you

want to buy
Warm-up
Ask: Have you ever bought something
in a shop in a different country? Did you
speak the language? Was it difficult to
explain what you wanted? Elicit a few
answers. If students have experience of
this situation, encourage them to talk
about their experiences. If they don’t have
experience, say: Imagine you want to buy
a snack in a shop in the UK. How will you
explain what you want? Elicit a few ideas.
1 Read the questions and elicit some
possible answers.
ANSWERS
Students’ own answers
2 $ 2•07 Read out the questions, and
then play the audio for students to
listen and answer the questions. Check
answers and ask: Did the boys find it easy
or difficult to order their snacks?
ANSWERS
1 photo B
2 The first boy buys a cake from the top
shelf, with cream on top. The second
boy buys a biscuit from the bottom
shelf, with jam.
3 In the café.
4 They order tea to drink.
3 $ 2•08 Play the audio for students
to listen and read the Key phrases.
Check that students understand all the
phrases. If you have time, you could
play the audio from exercise 2 (2•07)
again, for students to listen and note
down which phrases each boy uses.
Students work in pairs to complete
the conversation with their own
Talk about it
ideas. Monitor and help while they Optional activity
are working. Students then practise 5 Read through the task with the class.
Before students move on to the final
their conversations in pairs. Ask some Students work in pairs to prepare and
task, you could refer them back to
students to perform their conversation practise their conversations. Monitor
the photo of the cakes in exercise 1.
for the class. and help while they are working. When
Students work in pairs. Ask them to
they have finished one conversation,
ANSWERS role play a conversation between a
they can swap roles and practise
Students’ own answers customer and the shop assistant. Ask
again. Encourage them to use different
them to include two questions from
4 Students read the questions and decide questions and Key phrases in their
exercise 4, and some of the Key phrases.
if they are said by a customer or an second conversation. Ask some pairs to
With weaker classes, you could play
assistant. Check answers, and check that perform their conversations for the class.
the audio from exercise 2 again, to
students understand all the questions.
give students ideas. Monitor and help More practice
ANSWERS while students are working. Then ask Communication 3 worksheet, Teacher's Toolkit
2 A 3 C 4 A 5 A 6 C them to practise their conversation in
pairs. Ask some pairs to perform their
conversation for the class.

58 Unit 4

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Writing page 43
Aim
Write a discussion essay
How to write a discussion
essay
Warm-up
Ask: Is there any advertising in your school?
Elicit a few answers. Then explain that in the
UK some schools agree to have advertising
in the school in return for money. Ask: What
kinds of products would companies advertise in
schools? Elicit a few ideas, e.g. soft drinks and
snacks. Ask: Do you think advertising in schools
would be a good idea? Elicit some possible
benefits of advertising, e.g. the school could
earn money to buy new equipment, and
some possible disadvantages.
4506397 Scope TB4 SP.indb 59
1 Check that students understand
arguments for and arguments against.
They read the notes and match them
with the paragraph plan. They then
read Will’s essay to check their answers.
Remind students that in a discussion
essay they should always present
arguments for and against the subject.
ANSWERS
1 ads very common in schools
2 pays for equipment, etc.; reflects the
real world
3 makes students feel bad; encourage
consumerism
4 my view – students decide?
2 Students read the essay again and find
examples of the language. Check answers
Remind students that they should use
a range of language structures in their
writing.
ANSWERS
1 second conditional: it would be better
for students today if we banned all
advertising first conditional: if students
go into town, watch TV or go online,
they will see adverts third conditional:
my school would have been unable to
afford new IT equipment if advertising
had not paid for it mixed conditional: if
there had been fewer adverts in the
past, maybe society would be less
consumerist today I wish: They wish
they could look or be like the people in
the adverts.
2 illegal, disagree, unable, disapprove,
irresponsible, unhealthy, irrational
3 Read the Key phrases. Students find the
phrases in Will’s essay. Check answers.
Language focus: Linkers of addition
and contrast
4 Focus attention on the first bold linker
(even though) and elicit that it is a linker
of contrast. Students find the remaining
linkers and categorise them. Check
answers, and check that students
understand all the linkers. Point out the
different sentence position of the linkers.
ANSWERS
even though C Nevertheless C
In addition A What’s more A
Despite this C
5 Students read the sentences and
complete them with the correct linkers.
Check answers.
ANSWERS
2 Nevertheless 3 Despite
4 Even though 5 What's more
Writing guide
Study focus: Approaching a
writing task
A Read the task with the class, and then
read the Study focus box with the class.
With weaker classes, do part A as a class,
brainstorming ideas for both topics and
making notes on the board. Students
can then use the notes for their writing.
The Focus on Writing on page 125 has
more information on linkers of addition
and contrast, and more help with the
paragraph plan. You could ask students
to turn to page 125 now and go through
the exercises in class. Students could then
complete the writing task for homework.
B Students write their discussion essay.
C Encourage students to read through
their writing to look for language errors
using the checklist.
MODEL ANSWER
See page 118 of the Teacher's Book.
More practice
Workbook page 35
Assessment
Grammar, Vocabulary and Skills Tests,
Teacher’s Toolkit
Unit 4 59
21/04/2015 14:57
 Review 3–4
Warm-up
Write the following headings on the
board: Opinion, belief and prediction;
Innovation verbs; Advertising; Negative
prefixes. Then write the following words
on the board: brand, devise, estimate,
slogan, suspect, unconventional. Ask: Which
vocabulary set do the words belong to? Elicit
the answers, and elicit some example
sentences with the words. Put students into
pairs and ask them to choose five words
from units 3 and 4 to test their classmates.
Students make their lists and then close
their books. Tell them they must make
sure they know how to use the words
they have chosen! Put pairs together into
groups of four. Pairs take turns to read out
one of their words. The other pair must say
which vocabulary set the word belongs to,
and must give an example sentence. Ask
which pairs managed to produce example
sentences for all the words.

Reading
1 Students read the text and decide
if the sentences are true or false.
Ask stronger students to correct the
false sentences.
ANSWERS
1 false 2 false 3 true 4 false
5 true
2 Students read the text again and
answer the questions. Ask stronger
students to answer in full sentences and
use their own words where possible.
Check answers. With weaker classes,
give two points for each correct answer.
With stronger classes, give one point
for each correct answer and a second
point for a correct sentence and using
some of their own words.
ANSWERS
1 Young people get into debt by
spending too much money on ANSWERS
You could ask students to revise and
credit cards. 1 estimate 2 commercials
learn all the vocabulary for homework,
2 They stay in debt for years because 3 unbelievable 4 doubt 5 devise
before you do the review in class.
they can’t afford to pay back very 6 disapprove 7 advertisers
Alternatively, you could allow students
much of their debt each month. 8 engage 9 persuasive 10 illegal
to refer to the wordlists to help them
3 It is useful to borrow money to pay with the exercises in class.
for expensive things such as a car or Grammar
university education. 3 With stronger classes, you could do
4 It will take 14 years. Focus on Grammar
this exercise as a test. Set a time limit,
5 No, you can’t borrow money if you and don’t allow students to look at The Focus on Grammar on pages 106
open a young person’s account the main units. With weaker classes, and 108 reviews all the grammar that
because you only have a debit card, encourage students to look back at the students have studied in units 3 and 4.
not a credit card. units to find the correct words. Encourage students to use those
pages to help them with the grammar
ANSWERS exercises. When you check answers with
Vocabulary 1 feel sure 2 predicted the class, use the Focus on Grammar
Wordlists 3 demonstrate 4 launch pages to review grammar that students
The Words to learn on pages 86–93 of 5 billboards 6 brand 7 impact find difficult.
the Workbook lists all the vocabulary 8 il- 9 irresistible 10 inexpensively
that students learnt in units 3 and 4. 4 Students complete the conversation 5 Students complete the sentences with
with the correct words. the correct words.

60 Review 3–4

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ANSWERS
1 going 2 'm 3 does 4 'll be walking
5 'll be 6 'll have had 7 'm going
8 'll 9 unless 10 as soon as
6 With stronger classes, you could do
this exercise as a test. Set a time limit
and don’t allow students to refer to the
units or the Focus on Grammar. With
weaker classes, encourage students to
check the rules to help them complete
the text correctly.
ANSWERS
1 didn’t feel 2 stayed
3 would perform 4 was / were
5 could 6 would be 7 have 8 feel
9 had known 10 would have chosen
Listening
7 $ 2•09 Allow students time to read
the sentences, and then play the
4506397 Scope TB4 SP.indb 61
audio. Students listen and complete
the sentences. Play the audio again if
necessary. Check answers.
ANSWERS
1 check her account from home and top
up her mobile phone online
2 for her phone
3 great for shopping online
4 it’s easy to get into debt if you use them
5 it’s easy to remember
Speaking
8 Students complete the conversations
with the correct phrases. Check answers.
Then students work in pairs to practise
the conversations. Ask pairs in turn
to perform the conversations for the
class. Award five points for the correct
answers, and five points for students’
pronunciation and fluency (1 = lots of
mistakes, very slow and hesitant, no
intonation; 5 = no mistakes, natural speed,
some use of intonation to express feeling).
ANSWERS
1 a 2 d 3 c 4 b 5 e
Writing
9 With stronger classes, do this as a
timed activity. With weaker classes,
encourage students to look back at the
units for help, and refer them to the
Focus on Writing on page 125.
Collect students’ work and give two
marks for each point below:
1 Email organised into three
paragraphs and includes opening
and closing phrases
2 Paragraph 1 gives details of what
he /she would like to buy
3 Paragraph 2 describes plans to save up
4 Paragraph 3 describes plans / feelings
when he / she has enough money
5 Uses future forms correctly
6 Uses conditionals correctly
7 Uses I wish and If only correctly
8 Uses vocabulary from units 3 and 4
9 Uses linkers of addition and contrast
correctly
10 Uses grammar and spelling correctly
MODEL ANSWER
Hi Kevin,
How are things with you? I’ve just got
back from the music shop and they’ve got
the most amazing electric guitar there.
It’s a Fender, which is a really good brand,
and it’s black with an eye-catching gold
pattern. Really cool! I’m starting a new
band with some friends, and it would be
perfect. It costs £240, but it’s definitely
worth it! I really wish I had enough money
to buy it. If I had enough money, I’d
definitely buy it right now!
I doubt my parents will pay that much for
a guitar for me, so I’m going to save up for
it myself. My mum says she’ll give me £10
a week if I do some chores for her – boring,
I know, but necessary! What’s more, my
grandma’s going to give me £5 a week if I
cut her grass. So don’t call me on Saturday
morning – I’ll be working in my grandma’s
garden!
With these two things, I’ll get £60 a month,
so if I’m careful with my money, it will soon
add up. I guess I’ll spend some of what
I earn. Still, I predict that in four months’
time I’ll have saved up enough money to
go and buy the guitar. It will be great to
use it on stage!
See you soon,
Sam
More practice
Grammar and Vocabulary worksheets,
Teacher’s Toolkit
Assessment
Grammar, Vocabulary and Skills Tests,
Teacher’s Toolkit
Review 3–4 61
21/04/2015 14:57
 5 News
Objectives
Reading: A website article
Vocabulary: News and media,
Reporting verbs
Grammar: Reported statements,
Reported questions, Reported requests
and orders, Reported speech: time and
place expressions, Reported speech:
transformations
Speaking: How to give and respond
to news
Writing: How to write a story for a
newsletter

Learning outcomes
Consider the way the media is changing
Discuss and respond to media stories
and personal news

Start thinking
Read each question in turn to the class.
Give an answer yourself if necessary,
and then elicit answers from individual
students. Encourage students to give
reasons where appropriate. Then ask
other students: Do you agree? Why /
Why not?

The media and

the public pages 46 and 47
Aim
Understand an article about
news reporting

Warm-up
Ask: Do you think that being a journalist is a
difficult job? Why / Why not? What qualities
do you need to be a good journalist? Elicit
a few answers. Then ask: Would you like to
be a journalist? Why / Why not? How could
you achieve this? What kinds of news would
2 $ 2•10 Allow students time to read ANSWERS
you like to write about? Why? Elicit a range
the questions and possible answers. 1 Citizen journalists’ stories often
of answers.
Remind students that for an answer to appear faster than those written by
Study focus: Dealing with be correct, it must be stated explicitly conventional journalists. They can
difficult texts in the text. Warn students not to also give a different viewpoint on a
be tempted to choose an answer national or global story.
1 Read the Study focus box with the class
because they believe it is true based 2 It has more emotional impact because
and check that students understand
on their own general knowledge. it’s dramatic and is written as the
everything. Ask students to read topics
Play the audio for students to read and event happens.
A–E first. Then read the article quickly
listen and choose the best answers. 3 Yes. Editors choose which stories
and match the paragraphs to the
Check answers, asking students to to publish, so they decide what we
topics. You could set a time limit for
provide evidence from the article. should see or read about.
this activity, to encourage students to
4 Citizen journalists’ stories appear more
read quickly for general understanding. ANSWERS
quickly and are easy to understand.
Check answers, and discuss what clues 1 c 2 c 3 c 4 a 5 b
Professional journalists can tell the
in the text students used to help them 3 Students read the article again and story from a different viewpoint and
do the matching. answer the questions. Encourage go into more depth. The writer thinks
ANSWERS students, especially stronger students, that the two forms of journalism can
B 5 C 2 D 1 E 3 to use full sentences in their answers, complement each other.
and use their own words rather than
copying from the text. Check answers.

62 Unit 5

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Vocabulary
4 Students match the highlighted words
with the definitions in the Word check.
Check answers, and check that students
understand the words.
WORD CHECK ANSWERS
1 know-how 2 in decline
3 the man on the street 4 objective
5 rant 6 burning issue 7 nonsense
8 complement
Students then complete the sentences.
Check answers. Stronger students
or fast finishers can write their own
example sentences for the remaining
two words in the Word check. Ask
them to read their sentences to the
class, omitting the target word. Other
students can guess the missing words.
4506397 Scope TB4 SP.indb 63
6 Allow students time to think about
ANSWERS
Students’ own answers
ANSWERS
2 burning issue 3 nonsense
4 know-how 5 the man on the street
6 rant
5 Students find phrases in the article to
match the definitions. With weaker
classes, students could work in pairs for
this exercise. Check answers, and check
that students understand the phrases. If
you are short of time, students could do
this exercise for homework.
ANSWERS
2 in decline
3 in favour of
4 in the limelight
5 in the early hours
6 in preference to
Think about it
their answers individually. Students
then work in pairs to ask and answer
the questions. Set a time limit for the
discussion, and tell students to note
down ideas that they agree on. Ask
some students to tell the class they and
their partner agree on. Discuss as a class
what the future of journalism might be.
Optional activity
Ask students to read paragraphs 1–3
again and note down all the different
collocations that are used with the
word news. Read out the first sentence
of the article to demonstrate, writing
on the board report the news and the
latest news. Allow students time to
find the collocations and bring them
together on the board, sorting them into
nouns, verbs and adjectives. Elicit other
possible collocations for each group (see
answers in brackets below). Check that
students understand all the collocations,
and encourage them to record them
in their vocabulary notebooks with
examples to help them remember them.
Remind students that learning typical
collocations can help them to produce
natural-sounding English.
ANSWERS
verbs: report the news, spread the
news (hear the news)
adjectives: the latest news, breaking
news (good / bad news, exciting news)
nouns: news reports, news stories,
news articles (news programme,
a news flash)
Optional activity: Creativity
and Communication
Refer students to the photos of the fire
and storm damage at the top of page 47.
Ask students to work in pairs and
imagine they are in one of the places,
watching the event. They prepare a short
citizen journalist report about what they
can see. Encourage them to make their
report as exciting as possible, and to use
their imagination to describe what is
happening around them.
Monitor and help while students are
working. Students can compare their
reports in small groups and choose one
to read to the class. Ask groups in turn to
read their chosen report to the class. Ask
students which reports capture the news
effectively and why.
More practice
Workbook page 38
Reading worksheet, Teacher’s Toolkit
CLIL 3 worksheet, Teacher's Toolkit
Unit 5 63
21/04/2015 14:57
 Vocabulary page 48

Aim
Discuss news and media

News and media

Warm-up
Ask: Did you watch the news on TV last night?
What stories are in the news at the moment?
What news stories have you read or heard
about recently? Elicit a few ideas. Then ask:
How often do you read or watch the news?
Do you think it’s important to know what
is happening in the world? Why / Why not?
Have a brief class discussion and encourage
as many students as possible to join in and
express their opinions.
1 $ 2•11 Focus on the photo and ask:
Who are the people? (a journalist and
a member of the public). Elicit that
the journalist is probably asking for
information, or for the person’s opinion.
Students use their dictionaries to check
the meaning of the words in the box and
complete the comments. Play the audio
for students to check their answers, and
check that students understand all the
compound nouns. With weaker classes,
read through the comments with the
class and use the context to elicit the
answers and teach the meaning of the
compound nouns. Then play the audio
for students to listen and check.
ANSWERS
2 in-depth 3 round-the-clock
4 breaking 5 eyewitness 6 editorial
7 vox 8 media
2 Students complete the definitions with
words from exercise 1.
ANSWERS
2 round-the-clock coverage
3 in-depth analysis 4 mass media
5 vox pops 6 breaking news

Talk about it
3 Read through the questions, and check
that students understand everything.
Read out the first question and elicit
a few possible answers. With weaker
classes, elicit one or two example
answers for each question. Stronger
classes could add one or two more
questions, using other compound
nouns from exercise 1. Students work in
pairs to ask and answer the questions.
Ask some students to tell the class
something about their partner.
ANSWERS
Students’ own answers
Vocabulary builder: Suffixes
4 $ 2•12 Elicit that we add suffixes to the
end of a word to form a new word. Read
through the suffixes and the example
answer, and elicit that these suffixes are
all used to form nouns. Students use
their dictionaries to help them complete
the words with the correct suffixes. With
stronger classes, you could do this
activity as a race. Weaker classes could
work in pairs. Play the audio for students
to check their answers. Check that
students understand all the words.
ANSWERS
2 scepticism 3 likelihood
4 professionalism 5 adulthood
6 censorship
5 Students complete the sentences with
the correct words. Check answers. Refer
Fast finishers to the activity at the
bottom of the page. They can use their
dictionaries to find the correct suffixes.
Ask some fast finishers to read their
example sentences.
ANSWERS
2 professionalism 3 readership
4 likelihood 5 censorship 6 scepticism
Optional activity
As a class, brainstorm some other
words that use the suffixes in exercise 4,
e.g. childhood, parenthood, optimism,
pessimism, journalism, ownership,
friendship. Write the words on the board.
Ask students to choose one of the words
and write a true sentence. Ask students
in turn to read out their sentence,
omitting the target word. See if other
students can guess the missing word.
More practice
Workbook page 39
Vocabulary worksheet, Teacher’s Toolkit

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Grammar page 49
Aim
Report what people have said
Reported statements
Warm-up
With books closed, remind students about
the article on citizen journalism on page 47.
Ask: What happened in Los Angeles? What
did the citizen journalist say? (The ground is
opening under my feet!) Write the direct
speech on the board, and then ask: How
did the newspapers report it later? Write: One
woman said that … Elicit some possible
endings to the sentence, but don’t confirm
them. Use the sentences to elicit or teach
the terms direct speech and reported speech.
4506397 Scope TB4 SP.indb 65
1 Read the examples. Then read the rules
and elicit the answers.
ANSWERS
1 past 2 back 3 Pronouns
4 adjectives
Grammar note
The Focus on Grammar on page 110
has a detailed presentation on reported
statements. You could go through this
now, before students do the exercises.
Write on the board: ‘I always watch the
news,’ he said. Elicit the reported speech
sentence. Change the sentence on
the board to different tenses, e.g. I’m
watching the news now. I watched the
news last night. I must watch the news.
Cover all the tenses in the Focus on
Grammar on page 110, and elicit the
reported speech sentence in each case.
2 Read out the example and elicit
another example. Students complete
the sentences. Check answers.
ANSWERS
2 they never looked 3 he couldn’t stand
4 she had to give them 5 we had been,
their 6 you would check, your
7 we had spoken
Talk about it
3 Read through the statement beginnings
and elicit some possible endings.
Students complete the statements with
their own ideas. Ask a confident student
to read out their first statement. Elicit how
to report it. Students then work in pairs to
report their statements. Monitor and help.
ANSWERS
Students’ own answers
Reported questions
4 Read the examples. Then read the rules
and elicit the answers.
ANSWERS
1 positive sentence 2 isn’t 3 if
Grammar note
The Focus on Grammar on page 110
has a detailed presentation on reported
questions.
Write a checklist on the board of things
students need to think about when
reporting questions: word order, tenses,
pronouns, if / whether. Write a range of
simple questions on the board using
different tenses. Elicit how to transform
them into reported questions, using the
checklist to help.
5 Read out the first question and the
example answer. Students read the
questions and correct the mistakes in
the summary. Check answers.
ANSWERS
2 I will I would 3 I knew if I knew
4 I found out I had found out
5 I was doing what I was doing
6 Read out the example answer and elicit
one more. Students report the questions.
Check answers. Refer Fast finishers to
the activity at the bottom of the page.
Ask some fast finishers to read their
summaries to the class.
ANSWERS
2 Salina asked Fatima if she had heard
the news that day.
3 Tanya’s friends asked Tanya where
they could find English articles online.
4 Max asked his friends if they would
like to visit China.
5 The teacher asked us if we had found
the exercise easy.
More practice
Workbook page 40
Grammar worksheet, Teacher’s Toolkit
Unit 5 65
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 Vocabulary and
listening page 50
Aim
Understand different reporting verbs

Reporting verbs
Warm-up
Write media on the board and elicit that
it includes newspapers, magazines, TV
and radio. Ask: What jobs can you do in
the media? Elicit a range of answers, e.g.
journalist, TV presenter, magazine editor,
sports commentator, DJ. Ask: Would you like
to work in the media? What job would you
like to do? Elicit a range of answers.
1 Focus on the photos and ask: What jobs
do you think the people have? Elicit a few
ideas. Students read the texts and check.
ANSWERS
A DJ B magazine editor
C journalist / reporter
2 Students use their dictionaries to check
the meaning of the verbs in the chart.
Check that students understand them
all. Then read through the chart and
point out the different verb patterns.
Elicit one or two examples of each
pattern, using the verbs in the chart.
Focus on the first reporting verb in
exercise 1. Elicit the meaning, and then
ask students to look at the pattern the
verb is used in. Elicit where it should be
added in the chart. Students check the
meaning of the other reporting verbs
in exercise 1, and decide where to add
them in the chart. Check answers, and
check that students understand all the
verbs. Read the Remember note with
the class. You could ask students to look
in their dictionaries again for homework
to find other patterns that each verb is
used with.
Refer Fast finishers to the activity at
Point out that students need to think ANSWERS
the bottom of the page. If students
need a bit of help with thinking of about choosing the word with the ambitious, determined, keen traveller
more verbs, write on the board: admit, correct meaning, and also the word 5 $ 2•14 Allow students time to read
confess to, confirm, offer, order, refuse, that fits the pattern in the sentence. the biography. Play the audio again for
remind, vote for. Students can use Elicit the first answer as an example. students to listen and complete the
their dictionaries to find the patterns Students then read the texts again biography. Stronger students can try to
for these verbs and add them to the and choose the correct words. Play the complete the biography from memory,
chart. Ask some fast finishers to tell the audio for students to listen and check and then listen again to check.
their answers.
class which verbs they added to the ANSWERS
chart and where. Check that students ANSWERS 2 1864 3 teacher 4 15
understand the meaning of the verbs, 1 c 2 b 3 a 4 b 5 b 6 b 7 c 8 a 5 newspaper 6 working women
and elicit some example sentences 4 $ 2•14 Focus on the photo of Nellie 7 food 8 fashion 9 1887 10 72
from the class. Ask all students to add Bly. Ask: When do you think she lived? 11 6 12 11
the verbs to the chart in the correct (the 19th century) Elicit a few ideas, and
place. then ask students to read through the
More practice
Workbook page 41
ANSWERS phrases in the box. Check that they
Vocabulary worksheet, Teacher’s Toolkit
1 announce 2 convince 3 beg understand them all. Play the audio for
4 promise 5 boast students to listen and choose the three
3 $ 2•13 Focus on the first gap in text B phrases that best describe her. Check
and read out the three possible words. answers, asking students to justify their
answers from the audio.

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Grammar page 51
Aim
Report what people have asked
and ordered
Reported requests and
orders
Warm-up
Ask: What can you remember about Nellie
Bly? What did the head teacher say to
her? Elicit some possible direct speech
sentences and write one on the board, e.g.
‘You must leave the school.’ Ask: How can
we put this into reported speech? Elicit a few
ideas, but don’t confirm them.
1 Read the examples. Then read the rule
and elicit the answers.
4506397 Scope TB4 SP.indb 67
ANSWERS
1 object 2 to
Grammar note
The Focus on Grammar on page 110 has
a presentation on reported requests
and orders.
Reinforce the point that we don’t use
that to report requests and orders: He
asked her to leave. NOT He asked her that
she leave. Also reinforce the point that
we use not + to for negative requests
and orders: They told us not to leave.
NOT They told us don’t leave.
2 Remind students to think about
pronoun changes. Students report the
requests and orders. Check answers.
ANSWERS
2 My dad told me to pass him the
newspaper.
3 The teacher told them to follow
their dreams.
4 She told the editor not to publish
the photo.
5 The DJ asked us not to miss the show.
Talk about it
3 Read out the first sentence beginning
and elicit some possible endings.
Students complete the sentences with
their own ideas. Students work in pairs to
compare their ideas. Ask some students
to read their sentences to the class.
ANSWERS
Students’ own answers
Reported speech: time and
place expressions
4 Read the reported speech with the
class. Focus on the chart and elicit the
correct expressions. Students check
their answers on page 110. If you have
time, you could elicit the head teacher’s
full speech and write it on the board.
ANSWERS
1 there 2 that 3 that day
4 the year before 5 the following year
Grammar note
The Focus on Grammar on page 110 has
a full list of time and place expressions
in direct speech and reported speech.
Point out to students that they should
learn the time and place expressions
that are used in reported speech.
5 Students complete the reported
speech. Check answers.
ANSWERS
2 hadn’t tweeted 3 that day
4 the day before 5 the week before
6 couldn’t speak 7 then 8 to come
9 the following day
Reported speech:
transformations
Study focus: Rewriting sentences
6 Read the Study focus box with the class.
Read out the example answer. Then
elicit another, using the checklist in the
Study focus box. Students then rewrite
the sentences. Check answers. Refer Fast
finishers to the activity at the bottom of
the page.
ANSWERS
2 him not to talk to the reporters
3 if he had seen any tweets from him
the day before
4 that he had created all the fuss
5 that he definitely wouldn't cause any
problems the following day
More practice
Workbook page 42
Grammar worksheet, Teacher’s Toolkit
Unit 5 67
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 Speaking page 52

Aim
Give and respond to news

How to give and respond

to news
Warm-up
Say: I’ve got some news to tell you. Tell
students a piece of news about yourself,
e.g. I’m going to buy a new car. Ask: What
news have you got? Elicit answers from a
range of students. Encourage as many
students as possible to join in and talk
about their own lives.
1 Read the questions and elicit some
possible news for each photo. Write the
ideas on the board.
ANSWERS
Students’ own answers
2 $ 2•15 Play the audio for students to
listen and match the conversations
to the photos. Check answers, and
compare them with the ideas on
the board.
ANSWERS
1 C 2 D 3 B
3 $ 2•16 Play the audio for students
to listen and read the Key phrases.
Check that students understand all the
phrases. If you have time, you could
play the audio from exercise 2 (2•15)
again, for students to listen and note
down which phrases each person uses.
Read out the first phrase. Ask: Do we use
this phrase to show surprise / respond to
good or bad news / give news? Elicit the
correct answer (give news). Students
then match the phrases with the
headings a–d. Check answers.
ANSWERS
1 c 2 d 3 b 4 a

Pronunciation: Intonation Stronger students or fast finishers Talk about it

4 $ 2•17 Read the information on
intonation with the class. Play the audio,
pausing after each phrase for students
to repeat. Encourage them to use lots of
intonation.
5 Demonstrate the activity by saying:
Something awful has happened!
Manchester United lost last night!
Elicit some responses from individual
students. Encourage them to use a
phrase to respond, and then ask you a
question, e.g. What was the score? / Who
were they playing against? Give more
information and elicit another response.
Students work in pairs and take turns to
give news and respond.
could add one or two more ideas of
their own. Ask some pairs to give and
respond to one of the pieces of news
for the class. Encourage students to use
lots of intonation.
ANSWERS
Students’ own answers
Optional activity
Before students move on to the
personalised practice, you could refer
them back to photo A. Ask them to
prepare and practise a conversation
about this photo, using some of the Key
phrases. Ask some pairs to perform their
conversation for the class.
6 Allow students time to think of three
ideas of their own. Students then work
in pairs and take turns to give their
news and respond to their partner’s
news. Encourage them to respond and
keep the conversation going by asking
for more information. Monitor and help
while they are working. Encourage
them to use different phrases from the
Key phrases box, and to use plenty of
intonation. Ask some pairs to perform
one of their conversations for the class.
More practice
Communication 4 worksheet, Teacher's Toolkit

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Writing page 53
Aim
Write a story for a newsletter
How to write a story for a
newsletter
Warm-up
Ask: Does your school produce a newsletter?
How often? What is in the newsletter? Elicit
a few answers. If students do have a
newsletter at their school, ask: Have you
ever written a story for the newsletter? What
kinds of things do students write about? If
students do not have a newsletter at their
school, ask: Would it be a good idea to have
a newsletter? What kind of news could it
include? Elicit a range of answers, e.g. news
about sports teams, exams, school trips.
4506397 Scope TB4 SP.indb 69
1 Students read the story and answer the
questions. Check answers.
ANSWERS
1 He felt sad because Mark’s parents
had died, but fortunate because his
own situation was better.
2 She said that she’d spent a whole day
cooking. He told me that education
meant ‘future’. He also informed me
that his parents had died.
3 said, told, asked, informed
2 Read the Key phrases. Students find the
phrases in the story. Check answers, and
ask students to translate the phrases
into their own language, to check they
understand them. Read through the
ideas in the box and check that students
understand them. Elicit one or two
sentences, and ask students to write their
own true sentences. Ask some students
to read their sentences to the class.
ANSWERS
Students’ own answers
Language focus: Avoiding
repetition
3 Read the information on repetition with
the class. Read out the first example
and point out that it refers to the school
in South Africa. Do another example
with the class. Then put students into
pairs to study the remaining examples
and decide what they refer to. Check
answers with the class.
ANSWERS
2 the huge banner 3 Comfort
4 the huge meal 5 the two classrooms
6 the two classrooms
7 a South African student 8 Mark
9 in South Africa 10 in June
4 Students read the paragraph and replace
the words with suitable reference words
and expressions. Check answers.
ANSWERS
2 them 3 They 4 then 5 him
Writing guide
A Read the task with the class and check
that students understand everything.
With weaker classes, do part A as a
class, brainstorming ideas for two or
three different stories and making notes
on the board. Students can then use
the notes for their writing. The Focus
on Writing on page 126 has more
information on avoiding repetition, and
more help with the paragraph plan. You
could ask students to turn to page 126
now and go through the exercises in
class. Students could then complete the
writing task for homework.
B Students write their story. Encourage
students to read through their writing
to look for language errors. Ask some
students to read their stories to the
class. Discuss any errors as a class and
encourage students to self-correct.
C Encourage students to read through
their writing again and complete the
checklist in part C.
MODEL ANSWER
See pages 118–119 of the Teacher's
Book.
More practice
Workbook page 43
Assessment
Grammar, Vocabulary and Skills Tests,
Teacher’s Toolkit
Unit 5 69
21/04/2015 14:57
 6 Culture
Objectives
Reading: A factual article
Vocabulary: The arts, Entertainment
Grammar: Defining relative clauses,
Defining and non-defining relative
clauses, Gerund and infinitive: review,
Verbs + gerund or infinitive
Speaking: How to make
recommendations
Writing: How to write a book review

Learning outcomes
Discuss and describe the arts and
entertainment
Critically review a book you’ve read

Start thinking
Read each question in turn to the class.
Give a few examples of resources for
learning, e.g. libraries, the internet,
and brainstorm others with the class.
Brainstorm things which represent
the students’ culture, e.g. types of
music, fashions, popular books and TV
programmes. Encourage students to
give their opinions, and to give reasons
where appropriate. Then ask other
students: Do you agree? Why / Why not?

The history
of books pages 54 and 55
Aim
Understand a text about the history
of books

Warm-up
Ask: What kinds of books do you enjoy
reading? Why? What was the last book you
read? Did you enjoy it? Why / Why not? Elicit
a few answers and then ask: Do you think
that books are still important nowadays?
Why / Why not? Would you rather read a
book or watch a film? Why? Elicit a range
of answers.
1 $ 2•18 Focus on the four photos and
elicit a description of each one. Use the
pictures to teach the words stylus (A),
e-book (B), clay tablet (C) and scroll (D).
Students number the photos in order
of age. Play the audio for students to
read and listen and check their answers.
Check answers.
ANSWERS
1 C 2 D 3 A 4 B
2 $ 2•18 Allow students time to read
the topics. Check they understand
everything. Play the audio again for
students to read and listen and decide
which topics are mentioned. Check
answers, asking students to provide
evidence from the article.
ANSWERS
1 ✓ (books are reasonably priced today,
but were very expensive in the past)
2 ✓ (clay tablets, scrolls and wax tablets
were all very early forms of books)
3 ✗
4 ✓ (when two tablets were fastened
together, they were called a codex)
5 ✓ (there was a spread of literacy after
the invention of the printing press)
6 ✗
3 Allow students time to read the
questions. Check they understand
everything. Students read the article
again and answer the questions.
Encourage students, especially
stronger students, to use full
sentences in their answers, and use
their own words rather than copying
from the text. Check answers.
ANSWERS
1 Gilgamesh was a mythical king. His
story dates from around 3000 BCE.
2 The Egyptians made the first books
from papyrus, a thick paper-like
material. They made them by gluing
scrolls together.
3 The Greeks and Romans invented the
codex. Because it had 'pages' fastened
together.
4 He invented the printing press.
5 Books became cheaper to produce
and consequently a means of learning
for ordinary people. Literacy spread
amongst the masses.
6 The main advantages of an e-reader
are that you can store a large number
of books on them, and it is cheaper to
buy e-books.
7 They like to read a 'proper' book
because they like the feel of it.

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 With weaker classes, students could
work in pairs for this exercise. Check
answers, and check that students
understand the compound adjectives. If
you are short of time, students could do
this exercise for homework.
ANSWERS
2 modern-day 3 space-saving
4 mass-produced 5 long-term
6 paper-like 7 regular-sized

Optional activity
Ask students to find another
hyphenated compound adjective in
the article (best-selling). You could do
this as a race, to motivate students.
Check answers, and check that students
understand the adjective.

Think about it
7 Allow students time to think about their
answers individually. Students then
work in pairs to ask and answer the
questions. Ask some students to tell the
class what they and their partner agree
on. Discuss as a class what the future of
e-books might be.
ANSWERS
Students’ own answers

Study focus: Reflecting on a text
4 Read the Study focus box with the class.
Allow students time to prepare their
answers individually. Then they work in
pairs to discuss their answers. Ask some
students to tell the class their opinion of
the text, and what else they would like
to know.
ANSWERS
Students’ own answers
Vocabulary
5 Students match the highlighted words
with the definitions in the Word check.
Check answers, and check that students
understand the words.
WORD CHECK ANSWERS
1 engrave 2 adopt 3 ensue
4 resemble 5 evolution 6 scroll
7 fasten 8 turning point
Students then complete the sentences.
Check answers. Stronger students
or fast finishers can write their own
example sentences for the remaining
two words in the Word check. Ask
them to read their sentences to the
class, omitting the target word. Other
students can guess the missing words.
ANSWERS
2 fasten 3 evolution 4 scroll
5 resemble 6 engrave
6 Read out the example answer and check
students understand that compound
adjectives are adjectives that are made
up of two words. Explain that the two
words can be joined together by a
hyphen, or they can be written as two
separate words Students find compound
adjectives in the article to match the
definitions.
Optional activity
To help students practise their scanning
skills, write the following numbers and
dates on the board:
1445 40 200 2400 1853 3000
Ask students to scan the article quickly
to find out what each number or date
refers to. You could do this as a race,
to motivate students. Remind them
that they shouldn’t read the whole
article again, but should just scan it to
find each number. Check answers, and
point out to students that scanning
is a very useful technique which they
should practise, to help them find useful
information in a text quickly.
ANSWERS
1445 the invention of the printing press
40 the length in metres of the scroll
telling the history of Ramses III
200 the approximate year (200 BCE)
when the Greeks and Romans
developed wax tablets
2400 the date (2400 BCE) of the oldest
surviving scrolls
1853 the date when clay tablet pieces
were discovered in Nineveh
3000 the approximate date (3000 BCE)
when clay tablets were first
engraved with words
More practice
Workbook page 46
Reading worksheet, Teacher’s Toolkit

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 Vocabulary page 56

Aim
Describe the arts

The arts
Warm-up
Read out the heading The arts and ask:
What do you understand by ‘The arts’? Elicit
a few ideas and explain that the term is
a general one, referring to things such
as art, literature, music, films and theatre.
Ask: Which forms of the arts are you most
interested in? Why? Elicit a few ideas then
ask: Do you think it’s important to learn
about the arts at school? Why / Why not?
Elicit a range of answers.
1 Students use their dictionaries to check
the meaning of the words in the box
and complete the chart. Check answers,
and check that students understand
all the words. With weaker classes, ask
students to find each word in turn and
discuss the meaning of each word as
students find it in their dictionaries.
ANSWERS
noun: blockbuster, masterpiece, smash hit
adjective: award-winning, best-selling,
chart-topping, fictional
2 $ 2•19 Students choose the correct
words in the quiz. Check answers.
ANSWERS
2 chart-topping, smash hit
3 masterpiece
4 Award-winning, blockbuster
5 fictional, best-selling
Students do the quiz in pairs. Play the
audio for students to listen and check
their answers. See which pair got the most
correct answers.
ANSWERS
1 b 2 b 3 b 4 c 5 a

Talk about it activity as a race. Weaker classes could ANSWERS

3 Students complete the questions with
the correct words. Check answers, and
check that students understand all the
questions. Stronger classes could add
one or two more questions, using other
words from exercise 1. Students work in
pairs to ask and answer the questions.
Ask some students to tell the class
something about their partner.
ANSWERS
2 smash hit 3 blockbuster
4 best-selling 5 masterpiece
Students’ own answers
Vocabulary builder: Expressions
related to books
4 Students use their dictionaries to find
the meaning of the expressions and
match them with the definitions. With
stronger classes, you could do this
work in pairs. Check answers, and
check that students understand all the
expressions. Discuss whether there are
any similar expressions related to books
in the students’ own language.
ANSWERS
2 e 3 c 4 d 5 b
5 Students complete the sentences with
the correct expressions. Check answers.
Refer Fast finishers to the activity at
the bottom of the page. They can use
their dictionaries to find the meaning
of the expression and write an example
sentence. Ask some fast finishers to
read their example sentences and
present the meaning of the expression
to the class. Point out that leaf in this
expression means the page of a book,
not part of a tree.
2 read you like a book
3 be in their good books
4 by the book
5 judge a book by its cover
Optional activity
As a class, brainstorm some compound
nouns beginning with book, e.g.
bookcase, bookshelf, bookshop, book token,
book club. Write the words on the board.
Ask students to choose one of the words
and write a true sentence. Ask students
in turn to read out their sentence,
omitting the target word. See if other
students can guess the missing word.
More practice
Workbook page 47
Vocabulary worksheet, Teacher’s Toolkit

72 Unit 6

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Grammar page 57
Aim
Use more complex sentences to
discuss the arts
Defining relative clauses
Warm-up
Ask what students can remember about
the history of books. Ask: What are
e-books? Who was Gutenberg? Write the
answers on the board: e-books are books
that you can read on electronic devices.
Gutenberg was the person who invented
the printing press. Underline the relative
clauses and elicit the term relative clause.
1 Read the examples. Then read rule 1
and elicit the answers.
4506397 Scope TB4 SP.indb 73
ANSWERS
1 which 2 that / who 3 who / that
4 where 5 when 6 whose
2 Read the examples. Point out that the
brackets in the first example show that
the relative pronoun can be omitted.
Read rule 2 and elicit the answer.
ANSWER
object
Grammar note
The Focus on Grammar on page 112 has
a presentation on defining relative clauses.
Write on the board: 1 He’s an author who
I like a lot. 2 He’s an author who writes
detective stories. Elicit that in sentence 1,
who is the object of the relative clause,
and in sentence 2 it is the subject. Elicit
which pronoun can be omitted.
Talk about it
3 Students complete the sentence
beginnings with the correct relative
pronouns. Check answers. Students
complete the sentences with their own
ideas. Students then compare their
ideas in pairs. Ask some students to
read out their completed sentences.
ANSWERS
2 whose 3 when 4 which / that
5 who / that 6 where 7 which / that
8 which / that
4 Discuss as a class which relative
pronouns can be omitted.
ANSWERS
5, 7 and 8
Defining and non-defining
relative clauses
5 Read the examples. Then read the rules
and elicit the answers. Students find
more examples in the reading text.
ANSWERS
1 a 2 b
Grammar note
The Focus on Grammar on page 112 has
a presentation on defining and non-
defining relative clauses.
Reinforce the point that we use who /
which in non-defining clauses, but not
that: Nineveh, which is in Iraq, was an
ancient city. NOT Nineveh, that is in Iraq,
was an ancient city.
6 Students join the sentences.
Check answers. With weaker classes,
do this exercise with the class.
ANSWERS
2 In 1445, which was a turning point in
history, he invented the printing press.
3 Gutenberg, whose invention changed
the world, wanted books to be
available to everyone.
4 Project Gutenberg, which has over
45,000 e-books to choose from, is an
online publisher.
5 The Egyptian Princess, which you can
download from Project Gutenberg,
is a historical novel.
Talk about it
7 Students complete the sentences
with the correct relative pronouns
and commas where necessary.
Check answers. Students discuss the
sentences in pairs. Ask some students
to tell the class which opinions they
agree with and why.
ANSWERS
2 whose 3 when 4 where
5 , which was written by Naguib Mahfouz,
More practice
Workbook page 48
Grammar worksheet, Teacher’s Toolkit
Unit 6 73
21/04/2015 14:58
 Vocabulary and
listening page 58
Aim
Talk about different forms of
entertainment

Entertainment
Warm-up
Write entertainment on the board and
elicit different forms of entertainment,
e.g. comedy shows, music, films. Ask:
What kinds of entertainment do you enjoy
watching on TV? What live entertainment
events have you been to recently? What
events would you like to attend? Why? Elicit a
range of answers.
1 Students use their dictionaries to
check the meaning of the words and
complete the chart. Check answers, and
check that students understand all the
words. Model pronunciation of words
that students might find difficult, e.g.
audience, busker.
ANSWERS
verb: perform, play host to, put on a show,
screen
person: acrobat, audience, busker,
stand-up comedian, storyteller
2 Students read the leaflet and choose
the correct words. Check answers. Ask:
Are there any similar festivals in your
country?
ANSWERS
2 screening 3 perform
4 put on a show 5 buskers
6 acrobats 7 stand-up comedians
8 storytellers 9 improvise
10 audience
3 $ 2•20 Read out the question. Then
play the audio for students to listen and
answer the question.
ANSWERS
The Edinburgh International Festival and 2 They often put on their shows in the to the activity at the bottom of the
the Edinburgh Festival Fringe street. page. Ask some fast finishers to read
3 You can rent a room at a university. It their adverts to the class.
Study focus: Listening won’t be very comfortable / luxurious.
ANSWERS
comprehension questions 4 We learn that the city centre is quite
Students’ own answers
small, and most of the festival events
4 $ 2•20 Read the Study focus box with
take place in the city centre. Optional activity
the class. Allow students time to read
5 The audience should arrive at least half
through the questions. Check they For homework, students could look
an hour before the show.
understand everything. Play the audio online and find information about
6 The performance lasted for six hours,
again for students to listen and answer another important arts festival. Students
it was in Arabic, English and French, it
the questions. Encourage students, could present their findings to each
wasn’t difficult to understand, it was
especially stronger students, to write other in small groups in the next class.
very good, it included Arabic music.
full sentences and use their own words Discuss as a class which festival students
in their answers. Check answers, asking Talk about it would most like to go to and why.
students to justify their answers from
5 Allow students time to read the
the audio. More practice
questions and think about their
ANSWERS answers. Students then work in pairs to Workbook page 49
1 They refer to August as ‘Festival Month’ ask and answer the questions. Ask some Vocabulary worksheet, Teacher’s Toolkit
because there are seven different students to tell the class something
festivals in the city in August. about their partner. Refer Fast finishers

74 Unit 6

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Grammar page 59
Aim
Discuss different forms of
entertainment in the past and present
Gerund and infinitive: review
Warm-up
With books closed, ask: What tips can
you remember for visiting the Edinburgh
Festival? Elicit some possible tips and write
sentences on the board using gerunds
or infinitives, e.g. Remember to book
accommodation early. Consider renting a
student room. It’s a good idea to get a map.
I recommend arriving early for performances.
Underline the gerunds and infinitives and
elicit the terms gerund and infinitive.
4506397 Scope TB4 SP.indb 75
1 Read the examples.Then read the rules
and elicit the answers.
ANSWERS
a 7 b 3 c 4 d 6 e 5 f 1 g 2
Grammar note
The Focus on Grammar on page 112
has a detailed review of gerunds and
infinitives. You could go through this
now, before students do the exercises.
Read through each example again and
the corresponding rule. Elicit other
examples of each rule, e.g. rule 1: I enjoy
going to festivals. I prefer watching films
at home; rule 2: What are the advantages
of booking early? We got cheap tickets by
buying them online.
2 Students complete the questions with
the correct verb forms. Check answers,
and check that students understand all
the questions. Ask students to add one
more question to each category. With
weaker classes, students could work
in pairs for this. Ask students in turn to
read out some of their own questions.
Correct any errors.
ANSWERS
2 to have 3 telling 4 to make
5 listening 6 Playing 7 Having
8 to learn
Talk about it
3 Allow students time to think about their
answers to the questions. Students then
work in pairs to ask and answer the
questions. Ask some students to tell the
class something about their partner.
ANSWERS
Students’ own answers
Verbs + gerund or infinitive
4 Read the examples with the class and
discuss the meaning of each sentence.
With sentences 2A and 2B ask: In which
sentence do I want to book a hotel in
the future? (A) In which sentence have
I already booked a hotel? (B) Read the
rules and elicit the answers.
ANSWERS
1 love 2 remember
Grammar note
The Focus on Grammar on page 112
has more information on verbs that
are followed by a gerund or infinitive.
You could go through this now, before
students do the exercises.
Point out to students that they should
try to learn verb patterns that are used
with common verbs.
5 Students complete the sentences with
the correct verb forms. Check answers
and check that students understand all
the sentences.
ANSWERS
2 A to go B going 3 A telling B to tell
4 A to buy B buying
6 Read out the sentence beginnings and
elicit a few example answers. Students
complete the sentences with their own
ideas. Ask some students to read their
sentences to the class. Correct any errors.
Refer Fast finishers to the activity at
the bottom of the page. When you have
checked answers, ask some fast finishers
to read out their paragraphs. Ask other
students about similar experiences.
ANSWERS
Students’ own answers
More practice
Workbook page 50
Grammar worksheet, Teacher’s Toolkit
Unit 6 75
21/04/2015 14:58
 Speaking page 60

Aim
Talk about memories and make
recommendations

How to make
recommendations
Warm-up
Ask: What places have you visited recently?
What did you do there? Did you enjoy it?
Elicit a range of answers, and encourage
students to talk about their own
experiences. Say: Imagine one of your
friends is going to this place. What activities
would you recommend? Elicit a few ideas.
1 Focus on the photo and ask the
questions. Elicit some possible answers,
but don’t confirm them at this stage.
2 $ 2•21 Play the audio for students to
listen and read and check their answers
to exercise 1. Check answers, and ask
who guessed correctly.
ANSWERS
The people are looking at the painting the
Mona Lisa in the Louvre Museum in Paris.
3 $ 2•21 Allow students time to read
through the questions. Check that they
understand everything. Play the audio
again for students to listen and answer
the questions. With stronger classes,
students could answer the questions
from memory, and then listen again
to check.
ANSWERS
1 Amy had to queue for ages to see
the painting.
2 She says it is smaller than she
imagined.
3 She went up the Eiffel Tower. Yes, she
enjoyed it a lot.
4 $ 2•22 Students complete the phrases
with the correct verb forms. Play the
audio for students to listen and check. Then play the audio again, pausing Talk about it
Check answers, and check that students after each phrase for students to repeat. 7 Ask two students to read out the
understand all the phrases. Elicit which Encourage them to use the correct example question and answer.
two phrases are recommendations. If word stress. Brainstorm some more questions that
you have time, you could play the audio students could ask, e.g. What did you
again, pausing after each phrase and ANSWERS
2 highlight 3 masterpiece do? What was it like? Was it fun? What
asking individual students to repeat. happened? Demonstrate the activity by
Encourage them to copy the intonation 4 unforgettable 5 experience
6 definitely asking a confident student where they
to sound enthusiastic. went for the weekend. Elicit their answer
6 As a class, brainstorm some possible
ANSWERS and ask more questions to find out
places for a weekend visit and some
1 Going 2 Seeing 3 waiting about their problem. Students then work
possible problems, e.g. the weather
4 believe 5 seeing 6 Going 7 go in pairs to have a conversation about
was terrible, a monument or museum
8 remember their weekend away. They then change
was closed. Make notes on the board roles and practise again. Monitor and
Phrases 2 and 7 are recommendations. to help students, and then allow them help while they are working. Encourage
time to prepare their ideas. Monitor and
Pronunciation: Word stress them to use different phrases from the
help while they are working. Key phrases box, and to use the correct
5 $ 2•23 Play the first word and point out
the stressed syllable. Play the remaining ANSWERS word stress. Ask some pairs to perform
words for students to underline the Students’ own answers one of their conversations for the class.
stressed syllables. Check answers. ANSWERS
Students’ own answers

76 Unit 6

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Writing page 61
Aim
Write a book review
How to write a book review
Warm-up
Ask: What book have you read recently?
What’s it about? Who are the main
characters? Did you enjoy it? Why / Why
not? Elicit a range of answers. Ask other
students: Have you read this book? Did
you enjoy it? Why / Why not? Encourage
students to join in and share their
experiences and opinions. Ask: Do you ever
read book reviews online? What information
do they give you about a book? Are they
useful? Why / Why not? Elicit a few answers.
4506397 Scope TB4 SP.indb 77
1 Students read the book review and
answer the questions. Check answers.
POSSIBLE ANSWERS
1 It’s about a boy at a detention centre
in Texas who decides to run away.
2 The writer thinks it’s very exciting.
3 Defining: It’s an adventure story for
teenagers which is set in a youth
detention centre in Texas.
Non-defining: Holes, which was
published in 1998, was written by
best-selling author Louis Sachar.
4 infinitives: They think it’s to punish
them; read it yourself to find out
gerunds: spend their time digging
holes; I’d recommend reading Holes
2 Read the Key phrases. Students find the
phrases in the book review and decide
what they would be used for. Check
answers, and ask students to translate
the phrases into their own language, to
check they understand them.
ANSWERS
a … was written by …,
It is a … which is set in …
b The story revolves around …,
The main character of the story is …
c I’d really recommend reading …,
What I particularly liked was / were …
Language focus: Linkers of reason
and purpose
3 Check that students understand reason
and purpose. Read out one or two of
the bold linkers in the review and elicit
whether they indicate a reason or
purpose. Students then complete the
chart. Check answers, and check that
students understand all the linkers.
ANSWERS
1–2 since / as 3 due to
4–5 to / in order to 6 so
4 Students complete the sentences with
the correct linkers. Stronger students
or fast finishers can write one more
sentence, using a different linker from
exercise 3. Check answers and ask
fast finishers to read out their extra
sentences. Correct any errors.
ANSWERS
2 because / since / as 3 due to
4 because / since / as 5 to / in order to
Writing guide
A Read the task with the class and check
that students understand everything.
With weaker classes, do part A as a class,
brainstorming ideas for books students
have read and making notes on the
board. Students can then use the notes
for their writing.
The Focus on Writing on page 127 has
more information on linkers of reason
and purpose, and more help with the
paragraph plan. You could ask students
to turn to page 127 now and go through
the exercises in class. Students could then
complete the writing task for homework.
B Students write their book review.
Encourage students to read through their
writing to look for language errors. Ask
some students to read their book reviews
to the class. Discuss any errors as a class
and encourage students to self-correct.
C Encourage students to read through their
writing again and complete the checklist
in part C.
MODEL ANSWER
See page 119 of the Teacher's Book.
More practice
Workbook page 51
Assessment
Grammar, Vocabulary and Skills Tests,
Teacher’s Toolkit
Mid-term Tests, Teacher's Toolkit
Unit 6 77
21/04/2015 14:58
 Review 5–6
Warm-up
Write the following headings on the board:
News and media, Reporting verbs, The arts,
Entertainment. Tell students that they are
going to test their classmates on one of the
categories. Students work individually to
choose a category and write five jumbled
words or expressions, e.g. yeewtisnes
(eyewitness). They can refer to their books
to help them. You could allocate different
headings to students, to make sure that not
all students choose the same vocabulary set.
When students are ready, put them into
pairs. Tell them to guess their partner’s words
and identify which vocabulary set they come
from. They get a point for each word they
identify correctly. Students can repeat the
activity with several different partners, to test
each other on all the vocabulary sets. See
who got the most answers correct overall.

Reading
1 Students read the text and match
the headings with the paragraphs.
Check answers.
ANSWERS
1 D 2 A 3 C 4 E 5 B
2 Students read the text again and answer
the questions. Ask stronger students to
answer in full sentences and use their
own words. Check answers. With weaker
classes, give two points for each correct
answer. With stronger classes, give one
point for each correct answer and a
second point for a correct sentence and
using some of their own words.
ANSWERS
1 Twitter was created in San Francisco
in 2006.
2 The tweets arrived in New York about 30
seconds before the earthquake.
3 Tweets are sent as signals along fibre-
optic cables.
4 The children were in danger in Japan, 3 With stronger classes, you could do Grammar
and an adult with them sent a text this exercise as a test. Set a time limit,
message to her son in London. He sent and don’t allow students to look at Focus on Grammar
a tweet asking for help, which the Vice the main units. With weaker classes, The Focus on Grammar on pages 110
Governor of Japan saw. He organised a encourage students to look back at the and 112 reviews all the grammar that
rescue helicopter for the children. units to find the correct words. Check students have studied in units 5 and 6.
5 There was a false tweet about an attack answers. Encourage students to use those
on the White House. ANSWERS pages to help them with the grammar
1 account 2 pops 3 for exercises. When you check answers with
Vocabulary 4 encouraged 5 anthology 6 chart the class, use the Focus on Grammar
7 masterpiece 8 storyteller 9 host pages to review grammar that students
Wordlists find difficult.
10 audience
The Words to learn on pages 86–93 of the
4 Students complete the conversation
Workbook lists all the vocabulary that 5 Students complete the sentences with
with the correct words. Check answers.
students learnt in units 5 and 6. You could the correct words. Check answers.
ask students to revise and learn all the ANSWERS
ANSWERS
vocabulary for homework, before you do 1 column 2 predict 3 blockbuster
4 insisted 5 fictional 6 put on 1 where 2 when 3 which / that
the review in class. Alternatively, you could
7 stand-up 8 award-winning 4 whose 5 which / that
allow students to refer to the wordlists to
9 promise 10 breaking 6 which / that 7 to download
help them with the exercises in class.
8 downloading 9 to go 10 going

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6 With stronger classes, you could do this
exercise as a test. With weaker classes,
encourage students to refer to the Focus
on Grammar to check the rules.
ANSWERS
1 not to forget to watch East News that
night
2 what was special about the programme
3 that he was going to be on it
4 that a reporter had interviewed some
students there the week before
5 if / whether he knew that their school
had got the best exam results in
the country
6 that he had always known that Max
was very clever
7 if Max would remember him when he
was rich and famous
8 him not to be silly
9 him to come round to his house that
evening
4506397 Scope TB4 SP.indb 79
10 they could watch the programme
together
Listening
7 $ 2•24 Allow students time to read the
sentences. Then play the audio. Students
listen and complete the sentences. Play the
audio again if necessary. Check answers.
ANSWERS
1 putting on a show
2 have enough to do 3 leave the club
4 perform better 5 come to the festival
Speaking
8 Students complete the conversation.
Check answers. Students work in pairs
to practise the conversation. Ask pairs
to perform the conversation. Award five
points for the correct answers, and five
points for pronunciation and fluency).
ANSWERS
1 d 2 c 3 a 4 e 5 b
Writing
9 With stronger classes, do this as a timed
activity. With weaker classes, encourage
students to look back at the units for help
with vocabulary and grammar, and refer
them to the Focus on Writing on page 126
for more help. Collect students’ work and
give two marks for each point below:
1 Email organised into three
paragraphs and includes opening
and closing phrases
2 Paragraph 1 gives details about who,
where and when
3 Paragraph 2 describes the news
4 Paragraph 3 explains how he / she
reacted
5 Uses reported statements, questions,
requests and orders correctly
6 Uses defining and non-defining
relative clauses correctly
7 Uses gerunds and infinitives correctly
8 Uses vocabulary from units 5 and 6
9 Uses pronouns correctly to avoid
repetition
10 Uses grammar and spelling correctly
MODEL ANSWER
Hi Laila,
I had to write and tell you this amazing
piece of news! I was waiting at the bus
stop this morning when Tim Newbold
came up. Do you remember him? He
used to be at our school, but he moved to
Leeds. Anyway, I started talking to him and
it seems he’s going to be in a Hollywood
blockbuster! Can you believe it?
He was on holiday in Malta last month and
they were filming a new action movie with
some award-winning actors. He spoke to
one of the actors, who was complaining
that there was a delay. It seems they
needed a skateboarder for one scene,
but the producer who was in charge of
organising the actors had forgotten to get
one. Tim’s a really good skateboarder, so
he begged them to let him take on the
role. They said yes! So he spent three days
filming with them, which is amazing!
I couldn’t believe it when he told me
all about it. I’d love to perform like that!
Anyway, he’s invited me to go to London
with him next month when they screen
the film for the first time. I’ll be there in
the audience with all the actors! I’m so
excited – and don’t worry, I’ll remember to
take some photos and send them to you!
Love,
Cathy
More practice
Grammar and Vocabulary worksheets,
Teacher’s Toolkit
Assessment
Grammar, Vocabulary and Skills Tests,
Teacher’s Toolkit
Review 5–6 79
21/04/2015 14:58
 7 Our
heritage
Objectives
Reading: Personal reviews
Vocabulary: History: people and
objects, Values
Grammar: The passive: statements,
The passive: transformations,
The passive: questions and short
answers, have / get something done
Speaking: How to describe a process,
How to give and ask for instructions
Writing: How to write an informal
article

Learning outcomes
Learn and describe how things
are made
Discuss and describe cultural icons

Start thinking
Read each question in turn to the class.
Give a few examples of important past
discoveries and inventions, e.g. the
telephone, computers and antibiotics,
and brainstorm others with the class.
Ask: Which discoveries and inventions
have changed our lives the most? Why?
Encourage students to give their
opinions, and to give reasons where
appropriate. Then ask other students:
Do you agree? Why / Why not?

Museums and
heritage pages 64 and 65
Aim
Understand museum reviews

Warm-up
Ask: What museums are there in your town
or region? What can you see there? Elicit a
few answers. Then ask: Do you like visiting
museums? Why / Why not? What museums
have you visited recently? What did you see?
What did you find most interesting? Elicit a
range of answers and encourage students
to talk about their own experiences and
opinions.
1 $ 2•25 Focus on the four reviews
and elicit that they are reviews of four
museums by teenagers. Check that
students understand sewer. Allow
students time to read the questions,
and then play the audio for them to
listen and answer the questions. Check
answers with the class.
ANSWERS
1 The Frietmuseum
2 The Paris Sewer Museum
3 The Museum of Bad Art
4 The Tareq Rajab Museum
2 Students read the reviews again and
answer the questions. Check answers,
asking students to provide evidence
from the reviews.
ANSWERS
2 Khalid 3 Emma 4 Sam 5 Sam
6 Amira 7 Emma 8 Khalid
3 Students read the reviews again and
decide if the sentences are true or false.
Ask stronger students to correct the
false sentences. Check answers, asking
students to provide evidence from
the reviews.
ANSWERS
1 False (it’s in a residential suburb)
2 True (it was informative)
3 False (it was a relief to get back into
the fresh air)
4 True (it was modernised)
5 True (they are ordinary people)
6 False (they had a quick look round)

80 Unit 7

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 SUGGESTED ANSWERS
2 too many to count
3 seeming to have no end
4 with no worth or value
5 slightly offensive
6 extremely valuable

Think about it
6 Allow students time to think about
their answers individually. Students
then work in pairs to ask and answer
the questions. Ask some students to tell
the class about one of the museums
they discussed. Discuss as a class what
makes a museum interesting and fun to
visit.
ANSWERS
Students’ own answers

Optional activity: Collaboration

and communication
Put students into small groups and ask
them to plan a new unusual museum
for their town or city. Brainstorm some
ideas with the class first, e.g. a museum
of computer games, cheese, toys, shoes.
Ask students to plan what will be
in their museum and how they will
make it interesting or fun for visitors,
e.g. through interactive or hands-on
exhibits. Monitor and help while they
are working. Ask groups in turn to
present their new museum to the class.
The class could vote for the museum
they would most like to visit.
ANSWERS
Students’ own answers

More practice
Workbook page 54
Reading worksheet, Teacher’s Toolkit
CLIL 4 worksheet, Teacher's Toolkit

Vocabulary Study focus: Guessing the meaning

4 Students match the highlighted words of words
with the definitions in the Word check. 5 Read the Study focus box with the class
Check answers, and check that students and check that students understand
understand the words. everything. Allow students time to find
WORD CHECK ANSWERS
the words in the reviews and work out
1 informative 2 subjective 3 insight the meanings. With weaker classes,
4 relief 5 exhibit 6 thoroughly students could work in pairs to do this.
7 substitute 8 founder Elicit what each word might mean,
and elicit the meaning of the suffix
Students then complete the sentences.
-less (= without something). Encourage
Check answers. Stronger students
students to guess the meaning of the
or fast finishers can write their own
words from the context, and then ask
example sentences for the remaining
them to look in their dictionaries to
two words in the Word check. Ask
check the meanings. Check answers,
them to read their sentences to the
and check that students understand
class, omitting the target word. Other
all the words.
students can guess the missing words.
ANSWERS
2 insight 3 relief 4 substitute
5 thoroughly 6 subjective

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 Vocabulary page 66

Aim
Talk about people and objects in history

History: people and objects

Warm-up
Ask: What do you know about the history
of your country? Where are the oldest
settlements? What was life like a thousand
years ago? How did life change in the
twentieth century? Who are the important
people in the history of your country? Elicit a
range of answers, and encourage students
to join in and share their knowledge. Ask:
How can people learn about life in the past?
Elicit the idea that we can use objects from
the past to learn about how people lived.
1 Students use their dictionaries to
check the meaning of the words and
complete the chart. Check answers,
and check that students understand all
the words. Say any of the words with
difficult pronunciation for students to
repeat.
ANSWERS
person: archaeologist, descendant,
historian
thing / object: artefact, coin, heirloom,
ornament, record, tool
2 $ 2•26 Pre-teach axe and porcelain.
Students choose the correct words
in the text. Then play the audio for
students to check their answers. Check
answers.
ANSWERS
2 artefacts 3 archaeologist 4 tool
5 ancestors 6 coins 7 record
8 ornaments 9 descendants
3 Ask students to match the objects
described with the photos.
ANSWERS
1 C 2 B 3 E 4 A
other words from exercise 1, e.g. Which ANSWERS
Optional activity objects from the present will be the most 2 a 3 e 4 b 5 d
Focus on the extra photo in exercise 2. interesting for our descendants? Students 6 Students complete the sentences with
Ask: What do you think this object is? work in pairs to ask and answer the the correct expressions. Check answers.
Where do you think it is from? How old questions. Ask some students to tell the Refer Fast finishers to the activity at
is it? What was it for? Students work in class something about their partner. the bottom of the page. Ask some fast
pairs to discuss the object and guess finishers to read their sentences to the
ANSWERS
the answers to the questions. Ask pairs class. Correct any errors. If you are short
Students’ own answers
in turn for their ideas, then explain of time, students could do this exercise
that the object is a roof tile from Korea, Vocabulary builder: Expressions for homework.
made in the eighth century. Roof tiles at with mind ANSWERS
this time often had images of monsters,
5 Students can find some of the 2 Bear in mind 3 come to mind
to protect the building from evil spirits.
expressions in the museum reviews. 4 keep an open mind
See if any students guessed correctly.
Encourage them to use the context to 5 speak your mind
guess the meaning of the expressions.
Talk about it They can use their dictionaries to find
More practice
Workbook page 55
4 Allow students time to read through the remaining meanings and match
Vocabulary worksheet, Teacher’s Toolkit
the questions. Check they understand them with the definitions. Weaker
everything. Stronger classes could classes could work in pairs. Check
add one or two more questions, using answers, and check that students
understand all the expressions.

82 Unit 7

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Grammar page 67
Aim
Discuss the history of important
cultural objects
The passive: statements
Warm-up
Refer students back to 100 Amazing Objects
on page 66. Ask them to cover the text,
then ask questions about the objects, e.g.
Where was this found? What’s it made of? As
students answer, write passive sentences on
the board, e.g. It was found in Africa. It is made
of gold. Students can read the texts again
quickly to see how well they remembered.
Underline the verbs in the sentences and
elicit that they are all in the passive form.
4506397 Scope TB4 SP.indb 83
1 Read the examples .Then read the rules
and elicit the answers. Ask students to
find more passive verbs in the text on
page 66. Discuss what tenses they are.
ANSWERS
1 be 2 by 3 be
Grammar note
The Focus on Grammar on page 114
has a detailed presentation on passive
statements.
Write a simple present passive
statement on the board, e.g. This coin
is made of gold. Elicit a similar sentence
using the past simple passive, e.g. It
was made 200 years ago. Elicit similar
sentences using different tenses, e.g.
A lot of new coins have been made
recently. Point out how each tense is
formed in the passive.
2 Ask students to read the text quickly,
ignoring the gaps. Ask: Which is the
oldest drink? (hot chocolate) Students
complete the text with the correct
passive verbs. Check answers.
ANSWERS
2 be drunk 3 has been grown
4 was made 5 are made 6 wasn’t
imported 7 is produced 8 be affected
3 Check that students understand
hibiscus. Students read the text and
complete it with the correct passive
verbs. Check answers.
ANSWERS
2 is made 3 has been drunk
4 isn’t served 5 be served
6 was used 7 is recommended
The passive: transformations
4 Study the example with the class,
pointing out how the subject and
object change places in the passive.
Read the rules and elicit the answers.
ANSWERS
1 object 2 subject (or 1 subject 2 agent)
3 agent
Grammar note
The Focus on Grammar on page 114 has
more information on transformations
from active to passive.
Write some simple active sentences on
the board, e.g. A museum bought the
painting. Use arrows as in exercise 4
to elicit the passive sentences. Discuss
whether by + agent is necessary.
5 Read out the example answer and
elicit another. Students transform the
sentences. Check answers.
ANSWERS
2 is used by artists 3 was invented
4 is going to be changed 5 has been
criticised by someone 6 weren’t painted
6 Ask students to read the text quickly.
Read out the example sentence and
elicit another. Students rewrite the text.
Check answers. Refer Fast finishers to
the activity at the bottom of the page. Ask
some fast finishers to read their sentences
to the class. Ask other students which
sentences they agree with and why.
ANSWERS
His huge collection of historic objects was
donated to the museum. These artefacts
had been collected throughout his life.
The Castle Museum is visited by over half
a million people every year. A new exhibit
will be seen next year – Kirk’s book of
medical notes. This family heirloom was
donated by some of his descendants in
Australia.
More practice
Workbook page 56
Grammar worksheet, Teacher’s Toolkit
Unit 7 83
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 Vocabulary and
listening page 68
Aim
Talk about values

Values
Warm-up
Ask: What was life like when your parents
and grandparents were younger? Was their
life easier or more difficult than teenagers’
lives now? What things were different? Elicit
a few ideas, then ask: What do older people
now say about modern teenagers? Do you
agree with their ideas? Why / Why not? Elicit
a range of ideas.
1 Read out the title values and check that
students understand it. Students read
the text and use their dictionaries to
check the meaning of the bold words.
Check that students understand all
the bold words, then discuss as a class
whether the stereotypes are true or false.
ANSWERS
Students’ own answers
2 Students read the sentences and
choose the correct words. Check
answers. Refer Fast finishers to the
activity at the bottom of the page.
Students use their dictionaries to find
the values connected to the adjectives
(helpfulness, loyalty, patience) and check
their meaning. Ask some fast finishers to
read their sentences to the class. Elicit
similar sentences from other students.
ANSWERS
2 humour 3 respect 4 compassion
5 wealth 6 creativity

Talk about it
3 Allow students time to think about their
answers. Students then work in pairs to
ask and answer the questions. Ask some
students to tell the class which values
they and their partner both think are
important and why.
ANSWERS
Students’ own answers
Study focus: Working out the
context
4 $ 2•27 Read the Study focus box with
the class. Point out to students that
they can use clues such as the tone of
voice and background sounds to help
them work out the context. Play the
audio for students to listen and answer
the questions.
ANSWERS
1 The speakers are a teenage boy, Tom,
and his grandfather.
2 They are exchanging views about life
now and in the past.
5 $ 2•27 Allow students time to read
With weaker classes, you could
through the questions and possible brainstorm four or five questions and
answers. Check they understand write them on the board for students
everything. Play the audio again for to use.
students to listen and choose the
Two pairs then work in groups of four
correct answers. Check answers, asking to ask and answer their questions. Ask
students to justify their answers from some pairs to tell the class something
the audio. they learnt about their classmates.
ANSWERS
1 b 2 c 3 c 4 a 5 c 6 b More practice
Workbook page 57
Optional activity Vocabulary worksheet, Teacher’s Toolkit
Put students into pairs and ask
them to write four questions to ask
their classmates using the words in
exercise 1. Brainstorm some possible
questions first, e.g. Which famous
people do you have a lot of respect
for? Why? Would you like to have more
independence? Why?

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Grammar page 69
Aim
Discuss things that I have / get done
The passive: questions and
short answers
Warm-up
With books closed, write on the board:
That photo was taken last year. Elicit that
it is in the past simple passive. Ask: How
can you make this into a question? Write on
the board: When …? Ask students to work
in pairs and write the passive question.
Students open their books to page 69 to
check their answers.
1 Read the examples. Then read the rules
and elicit the answers. Students then
4506397 Scope TB4 SP.indb 85
find more passive questions in the text
on page 68. Check answers, and discuss
what tenses the questions use.
ANSWERS
a 1 b 2
Grammar note
The Focus on Grammar on page 114 has
more information on passive questions
and short answers.
Write one or two more simple passive
statements on the board using different
tenses, and elicit how to transform them
into questions, e.g. History is taught in
schools. Is history taught in schools? Use
arrows to show how the form of be
moves before the subject.
2 Students complete the questions with
the passive verb forms. Check answers.
ANSWERS
2 Was … produced 3 Have … been built
4 Will … be taught
5 Are … being shown
3 Students write the passive questions
and find the answers in the unit. You
could do this as a race, to motivate
students. Check answers, and see who
answered the most questions correctly.
ANSWERS
2 was the Frietmuseum building built;
in the 14th century 3 are the paintings
displayed; in the basement of a cinema
4 was being developed; the main sewer
system 5 has hibiscus tea been drunk;
for thousands of years 6 has cacao been
grown; in the Americas
Talk about it
4 Students write four passive questions
about previous units. Ask some students
to read their questions to the class.
Students then work in pairs to ask
and answer their questions. Refer Fast
finishers to the activity at the bottom of
the page.
ANSWERS
Students’ own answers.
have / get something done
5 Read the examples. Then read the rules
and elicit the answers.
ANSWERS
1 object 2 past participle
Grammar note
The Focus on Grammar on page 114 has
a presentation on have / get something
done.
Write some simple ideas for actions
on the board, e.g. build a house. Elicit
how to say the ideas using have / get
something done: have a house built.
6 Students write the sentences.
Check answers.
ANSWERS
3 She’s had a description of the
heirlooms written.
4 She’s going to get the exhibition
advertised in the local newspaper.
5 She’s had the room cleaned.
6 She’s going to get some snacks made.
Talk about it
7 Students write their sentences. Ask some
students to read their sentences to the
class. Students work in pairs to discuss
their sentences. Ask some students to tell
the class something about their partner.
ANSWERS
Students’ own answers
More practice
Workbook page 58
Grammar worksheet, Teacher’s Toolkit
Unit 7 85
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 Speaking page 70

Aim
Describe a process

How to describe a process

Warm-up
With books closed, ask: What’s your favourite
hot drink? Elicit which students like tea,
coffee or drinking chocolate. Ask: How do
you make your favourite drink? Elicit a range
of answers, and encourage students to
describe the different stages involved in
making their favourite hot drink.
1 Focus on the photo and the website,
and ask the questions. Elicit a range of
answers. Point to the tea in the photo
and explain, if necessary, that most
British people add milk to their tea.
ANSWERS
Students' own answers
2 $ 2•28 Students read the stages and
put them in order. Play the audio for
students to check their answers.
ANSWERS
A 5 B 2 C 1 D 7 E 4 F 6 G 3
3 $ 2•29 Play the audio for students to
listen and study the Key phrases. Check
that students understand all the phrases,
and elicit that an imperative verb follows
each phrase. Students work in pairs to
take turns to say the stages.
ANSWERS
An imperative verb follows each Key
phrase.

Optional activity
Tell students they are going to try to
remember the stages of tea making. Give
students a minute to read the stages
again, then ask them to cover the text in
exercise 2. Students work in pairs to try
to remember the stages of tea making,
using the Key phrases as prompts.
Students can open their books and
check how well they remembered.
How to give and ask for instructions
4 $ 2•30 Read the instructions with the
class. Then play the audio for students
to listen and answer the questions.
ANSWERS
He asks Murat to pour the tea and cut
some cake.
5 $ 2•31 Students study the phrases and
decide which ones Andy and Murat
used. Play the audio for students to listen
and check their answers. Check that
students understand all the phrases.
ANSWERS
A: Not like that. Like this. You’ve got it.
Let me show you. Try doing it like this.
M: Does this look right? Can you show me
what you mean? Now what? Like this?
Pronunciation: Emphasis
6 $ 2•32 Read the information on
emphasis with the class. Play the audio
of the first phrase and elicit which words
are stressed. Play the remaining phrases
for students to listen and underline the
stressed words. Check answers. Then
play the audio again for students to
listen and repeat. Encourage them to
copy the intonation for emphasis.
ANSWERS
2 that, this 3 now 4 show 5 this
6 delicious
7 Students work in pairs to make notes on
how a traditional drink or dish is made.
You could brainstorm some ideas first.
Monitor while students are working.
ANSWERS
Students’ own answers
Talk about it
8 Demonstrate the activity by asking a
confident student to explain how to
make their drink or dish. Encourage them
to use Key phrases from exercises 3 and 5.
Play the role of a friend from another
country, and ask questions using Key
phrases from exercise 5. Students then
work in pairs and take turns to explain
their dish or drink. Monitor and help while
they are working. Encourage them to use
a range of Key phrases, and to use stress
for emphasis. Ask some pairs to perform
one of their conversations for the class.
ANSWERS
Students’ own answers

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Writing page 71
Aim
Write an informal article
How to write an informal
article
Warm-up
With books closed, ask: What do you think
of when you hear the word ‘Britain’? Elicit
a few answers, and make notes on the
board. If students need help, prompt them
with a few ideas, e.g. the Queen, the Houses
of Parliament, red London buses. Point to
the ideas on the board and teach the word
icon (= a symbol of a place).
4506397 Scope TB4 SP.indb 87
1 Students read the article and answer
the questions. Check answers.
POSSIBLE ANSWERS
1–2 Students’ own answers
3 was made, was first produced,
was named, was designed, is still
being produced, is eaten, is served
4 have their photo taken
2 Read the Key phrases. Ask students to
find the phrases in the article. Then
ask them to translate the phrases into
their own language, to check they
understand them. Elicit some examples
of iconic people, traditions or things
from the students’ own country.
Students write sentences using the Key
phrases. Ask some students to read their
sentences to the class. Correct any errors.
ANSWERS
Students’ own answers
Language focus: Punctuation
3 Students find the punctuation marks in
the paragraph about Big Ben and match
them with the definitions. Check answers,
and discuss any differences in the use of
the punctuation marks between English
and the students’ own language.
ANSWERS
1 speech marks 2 exclamation mark
3 semi-colon 4 dash
4 Students complete the text with the
correct punctuation. Check answers.
ANSWERS
2 ’ 3 ; 4 – 5 !
Optional activity
Ask students to close their books.
Dictate the following sentences, and tell
students to think about how they use
commas in the sentences:
1 We have a nickname for it – Big Ben,
which is actually the name for the bell.
2 It’s hard to choose one iconic British
dish, but roast beef is probably Britain’s
favourite meal.
3 It’s served with roast potatoes, vegetables,
gravy and a Yorkshire pudding.
Students can check their answers in the
text. Discuss how to use commas with
non-defining relative clauses, before
linkers such as but and in lists.
Writing guide
A Read the task with the class and check
that students understand everything.
With weaker classes, do part A as a
class, brainstorming ideas for icons and
making notes on the board. Students
can then use the notes for their writing.
The Focus on Writing on page 128 has
more information on punctuation, and
more help with the paragraph plan. You
could ask students to turn to page 128
now and go through the exercises in
class. Students could then complete the
writing task for homework.
B Students write their informal article.
Encourage students to read through
their writing to look for language errors.
Ask some students to read their articles
to the class. Discuss any errors as a class
and encourage students to self-correct.
C Encourage students to read through
their writing again and complete the
checklist in part C.
MODEL ANSWER
See page 119 of the Teacher's Book.
More practice
Workbook page 59
Assessment
Grammar, Vocabulary and Skills Tests,
Teacher’s Toolkit
Unit 7 87
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 8 Out and
about
Objectives
Reading: A narrative
Vocabulary: Landscape adjectives,
Tourism
Grammar: Inversion after negative
expressions, so / such … (that), used to
and would, used to and past simple,
be / get used to
Speaking: How to take turns
Writing: How to write an
informal email

Learning outcomes
Compare and discuss outdoor activities
Describe an exciting event using
dramatic language

Start thinking
Read each question in turn to the class.
Give an answer yourself if necessary,
and then elicit answers from individual
students. Encourage students to give
their opinions, and to give reasons
where appropriate. Then ask other
students: Do you agree? Why / Why not?

Survival stories pages 72 and 73

Aim
Understand two survival stories

Warm-up
Focus on the photos and read out the title:
Going to Extremes: True Stories. Ask: Where
do you think each story takes place? What
do you think happened to the people in
these stories? Elicit a range of answers and
encourage students to speculate. Use the
photos to teach Aborigine and Aboriginal,
fence, rope and summit.
Culture note
The story of Molly, Daisy and Gracie is
told in a book called Follow the Rabbit-
Proof Fence, written by Molly’s daughter,
Doris Pilkington. The book was made
into a film, Rabbit-Proof Fence, in 2002.
Joe Simpson wrote the story of his
amazing survival in a 1988 book entitled
Touching the Void. The book was made
into a documentary film with the same
name in 2003.
1 $ 3•02 Ask students to cover the
What happened next sections, and then
read out the questions. Play the audio
for students to listen and answer the
questions. Check answers.
ANSWERS
Molly, Daisy and Gracie are far from
home and want to return, but to do
so they have to travel 1600 kilometres
across an arid landscape. Joe is injured
on a mountain, and Simon has to make
the decision to cut the rope holding Joe
in order to save himself.
2 Students discuss the questions in pairs.
Ask some pairs to tell the class about
their discussions. Ask other students:
Do you agree? Why / Why not?
ANSWERS
Students’ own answers
3 $ 3•03 Allow students time to read
the sentences. Play the audio for
students to read and listen and decide
if the sentences are true or false.
Ask stronger students to correct the
false sentences. Check answers, asking
students to provide evidence from
the stories.
ANSWERS
1 True (they decided to attempt the
journey on foot)
2 True (they almost gave up)
3 False (Gracie got caught, but Molly
and Daisy got back to Jigalong)
4 True (the decision was extremely
difficult)
5 False (Joe realised that Simon had to
save himself )
6 True (Joe has always defended
Simon’s decision to cut the rope)

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Study focus: Thinking about
opinion and attitude
4 Read the Study focus box with the class
and check that students understand
everything. Read out the four possible
answers, and then allow students time
to read the stories again and choose
the correct answer. Discuss the answer
with the class, asking students to
provide evidence from the stories.
ANSWER
b The writer is admiring of what they
achieved (Never before had such
a remarkable feat been achieved;
Incredibly, he managed to crawl and
hop all the way back to camp with no
food and hardly any water).
4506397 Scope TB4 SP.indb 89
6 Students find the six phrasal verbs
in the stories. Discuss the meaning
of the phrasal verbs with the class,
encouraging students to use the
context to work out the meaning if
possible. Students then replace the
bold words in the sentences with the
correct phrasal verbs. Check answers.
ANSWERS
2 give up 3 split up 4 turn up
5 keep on 6 came round
Think about it
7 Allow students time to think about their
answers individually. Students then
work in pairs to ask and answer the
questions. Ask some students to tell the
class which film they would most like to
see and why.
ANSWERS
Students’ own answers
Optional activity: Creativity and
communication
Put students into pairs and ask them
to choose one of the stories. Ask them
to imagine either the moment when
Molly walked back into her house and
greeted her mother, or the moment
when Joe arrived back in the camp and
met Simon. Ask students to prepare
and practise a short conversation
between the two people they have
chosen. Monitor and help while they
are working. Ask some pairs to perform
their conversations to the class. Ask
other students which conversations
seem the most realistic and why.
More practice
Workbook page 62
Reading worksheet, Teacher’s Toolkit
Vocabulary
5 Students match the highlighted words
with the definitions in the Word check.
Check answers, and check that students
understand the words.
WORD CHECK ANSWERS
1 reluctant 2 crawl 3 feat 4 slope
5 shelter 6 homesick 7 melt
8 disorientated
Students then complete the text.
Check answers. Stronger students
or fast finishers can write their own
example sentences for the remaining
two words in the Word check. Ask
them to read their sentences to the
class, omitting the target word. Other
students can guess the missing words.
ANSWERS
2 slope 3 shelter 4 crawl 5 feat
6 reluctant
Unit 8 89
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 Vocabulary page 74

Aim
Describe different landscapes

Landscape adjectives
Warm-up
With books closed, ask students to close
their eyes and imagine a beautiful or
unusual landscape. Give them some ideas
if necessary, e.g. a mountain landscape,
desert, forest. Ask students to imagine
the details of their landscape carefully,
because they are going to describe it
to a partner. Ask more questions to give
them ideas, e.g. How far can you see? Is your
landscape empty, or are there buildings? Are
there trees and other plants? Can you see any
people or animals? Students then work in
pairs to describe their landscape to each
other. Ask some students to tell the class
about their landscape. Ask other students:
Can you see landscapes like this in your
country or region?
1 Check that students understand natural
wonders. Students read the factfile
quickly and match the bold words with
the definitions. Check answers, and check
that students understand all the words.
ANSWERS
2 scenic 3 mountainous 4 rugged
5 rolling 6 sheer 7 stunning
8 barren 9 unbroken 10 vast
2 Students read the factfile again and
match the photos with the descriptions.
Check answers.
ANSWERS
2 B 3 E 4 A 5 C

Optional activity
Ask students to cover exercise 1 and the
factfile, leaving just the photos visible.
Ask students to work in pairs and take
turns to choose a photo and describe
it to their partner, using some of the
words from exercise 1. You could write
the words from exercise 1 on the board,
to help students. Their partner must
guess the photo. Monitor and help while
students are working, and check they are
using the words from exercise 1 correctly.
Talk about it
3 Allow students time to read through
the questions. Check they understand
everything. Students work in pairs to
ask and answer the questions. Ask some
students to tell the class the other places
they would like to add to the list of
natural wonders of the world. Discuss as
a class which places should be added to
the list and why. Refer Fast finishers to
the activity at the bottom of the page.
Ask some fast finishers to read their 5 Students complete the sentences with
paragraphs to the class. Correct any errors. the correct adjectives. Check answers.
Stronger students or fast finishers could
ANSWERS
write one or two more sentences, using
Students’ own answers
adjectives from exercise 4. Ask some fast
finishers to read their sentences to the
Vocabulary builder: Forming
adjectives from nouns + -ful class, omitting the target adjective, but
giving the base word the adjective is
and -less
formed from. See if other students can
4 Read the information on forming
guess the missing adjectives. If you are
adjectives with the class. Students
short of time, students could do this
then complete the chart and use their
exercise for homework.
dictionaries to check the meaning of
ANSWERS
the words. Check answers, and check
2 doubtful 3 powerless 4 fearless
that students understand all the words.
5 harmful 6 helpless
ANSWERS
2 hopeful, hopeless More practice
3 harmful, harmless Workbook page 63
4 powerful, powerless Vocabulary worksheet, Teacher’s Toolkit
5 fearful, fearless
6 doubtful, doubtless

90 Unit 8

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Grammar page 75
Aim
Use emphasis to describe experiences
Inversion after negative
expressions
Warm-up
Ask what students can remember about
Molly’s story. Ask: How did the girls feel in
the school? Write on the board: The girls
were lonely and homesick, then write: Not
only … but also. Ask if students can rewrite
the sentence. Elicit some answers.
1 Read the examples. Then read the rules
and elicit the answers.
ANSWERS
1 changes 2 auxiliary 3 main
4506397 Scope TB4 SP.indb 91
Grammar note
The Focus on Grammar on page 116 has
a detailed presentation on inversion.
Ask students to close their books, then
write on the board: We seldom have
such a difficult decision to make. He didn’t
know that Joe was still alive. Write the
first word of each inverted sentence on
the board (Seldom … Little …) and, as
a class, recreate the inverted sentence.
Point out that if there is no auxiliary verb
in the original sentence, we need to add
one in the inverted sentence: We seldom
have … ➜ Seldom do we have.
2 Students complete the sentences with
the auxiliary verbs. Check answers.
ANSWERS
2 do 3 is 4 did 5 had 6 has
3 Students rewrite the sentences. With
weaker classes, students could work in
pairs. Check answers.
ANSWERS
2 Never before have I seen such a
stunning view.
3 Not only did he get to the summit, he
also did it with a sprained ankle.
4 No sooner had I started walking than
it started to rain.
5 Little did we know that he was a
famous climber.
6 Seldom did they go on holiday.
Talk about it
4 Read out the sentence beginnings
and elicit one or two possible endings.
Students write their own endings, and
then compare their answers in pairs. Ask
some students to read their sentences
to the class. Correct any errors.
ANSWERS
Students’ own answers
so / such … (that)
5 Study the examples with the class. Then
read the rules and elicit the answers.
ANSWERS
1 such 2 so 3 so / such 4 such / so
Grammar note
The Focus on Grammar on page 116 has
a detailed presentation on so and such.
Reinforce the point that we use such
before an adjective + noun: It was such a
tiring day. NOT It was so tiring day.
6 Students read the text and choose the
correct words. Check answers.
ANSWERS
2 so 3 that 4 such 5 such 6 that
Talk about it
7 Students write the questions. Ask some
students to read out their questions.
Students then ask and answer the
questions in pairs. Ask some students
to tell the class something about their
partner.
ANSWERS
2 Have you ever had such a good time
on holiday that you didn’t want to
go home?
3 Have you ever been so terrified that
you screamed?
4 Have you ever felt so happy that
you cried?
5 Have you ever had such a strange
experience that no one believed
your story?
More practice
Workbook page 46
Grammar worksheet, Teacher’s Toolkit
Unit 8 91
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 Vocabulary and
listening page 76
Aim
Talk about holidays

Tourism
Warm-up
With books closed, ask: Where do you
usually go on holiday? Where do you
usually stay? What kinds of activities do you
enjoy doing? Elicit a few ideas, then ask:
What’s the best holiday you’ve ever had?
Why? Put students into pairs to talk about
their best holidays. Ask some students
to tell the class about their partner’s
best holiday.
1 Students read the adverts, match the
words with the definitions and check
their meaning in their dictionaries.
Check answers, and check that students
understand all the words.
ANSWERS
1 all-inclusive
2 package holiday, eco-holiday
3 beach resort, tourist trap
4 guide
5 off the beaten track
2 Students read the sentences and
choose the correct words. Check
answers. Stronger students or fast
finishers could write one or two more
sentences, using words from exercise 1.
Ask some students to read their
sentences to the class, omitting the
target word. See if other students can
guess the missing words.
ANSWERS
2 all-inclusive 3 off the beaten track
4 guide 5 package holiday
6 tourist traps
3 $ 3•04 Focus on the three photos and
elicit a description of each one. Ask:
Where do you think they are? What kinds listen and decide if the answers are true ANSWERS
of holiday do you think they show? Read or false. Check answers, asking students Students’ own answers
out the questions, then play the audio to justify their answers from the audio.
for students to answer the questions. Optional activity: Collaboration
ANSWERS
and communication
ANSWERS 1 false 2 true 3 true 4 false
It’s about an eco-holiday in Egypt. 5 true 6 false Students work in small groups to plan
Accommodation B is mentioned. a two-week holiday which would
Talk about it appeal to their classmates. They should
Study focus: Preparing to listen 5 Allow students time to think about their plan where the holiday will be, what
to names answers individually. Students then the accommodation will be like, and
4 $ 3•04 Read the Study focus box with work in pairs to ask and answer the what activities there will be. Ask groups
the class. Allow students time to read questions. Ask students to note down in turn to present their holidays to
through the questions and pronounce their partner’s ideas and opinions. Ask the class. Encourage them to use
the names in their heads. Play the audio some students to tell the class some of vocabulary from exercise 1. Conduct a
again for students to listen and decide their partner’s ideas. Ask other students: class vote to choose the most popular
if the sentences are true or false. With Do you agree? Why / Why not? Refer Fast holiday (students must not vote for their
weaker classes, play the audio once finishers to the activity at the bottom own group’s holiday).
for students to listen and check the of the page. Ask some students to read
pronunciation of the names. Ask who their adverts to the class. Ask other More practice
predicted the pronunciations correctly. students: Would you like to go on this Workbook page 65
Play the audio again for students to holiday? Why / Why not? Vocabulary worksheet, Teacher’s Toolkit

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Grammar page 77
Aim
Talk about past habits and states
used to and would
Warm-up
Ask what students can remember about
the radio travel programme. Ask: What
was Majorca like before there were package
holidays? Elicit some answers, and write
some sentences with used to on the board,
e.g. It used to be peaceful. Underline the
verb and elicit that it refers to the past.
1 Read the examples. Then read the rules
and elicit the answers.
ANSWERS
1 used to 2 didn’t use to 3 Did
4 use to 5 habits 6 states
4506397 Scope TB4 SP.indb 93
Grammar note
The Focus on Grammar on page 116 has
a detailed presentation on used to and
would.
Reinforce the point that we use would
for past habits, but NOT for past states:
We would go to the beach every day.
NOT We would live by the sea.
Talk about it
2 Students complete the sentences
with the correct verb forms. Check
answers. Students discuss in pairs which
sentences are true for them. Ask some
students to tell the class something
about their partner.
ANSWERS
2 used to love 3 would study
4 would spend
3 Students write five questions to ask a
partner. Ask some students to read their
questions to the class. Correct any errors.
Students ask and answer the questions
in pairs. Ask some students to tell the
class something about their partner.
ANSWERS
Students’ own answers
used to and past simple
4 Read the examples. Then read the rules
and elicit the answers.
ANSWERS
a 1 b 2 c 1
Grammar note
The Focus on Grammar on page 116 has
more information on used to and the
past simple. You could go through this
now, before students do the exercises.
Reinforce the point that we cannot
use used to for something that only
happened once.
5 Students read the sentences and
choose the correct forms.
ANSWERS
1 both 2 both 3 invented 4 both
5 became
be / get used to
6 Read the examples. Then read the rules
and elicit the answers.
ANSWERS
1 be 2 get
Grammar note
The Focus on Grammar on page 116 has
more information on be / get used to.
Reinforce the point that be / get used to is
followed by a noun or an -ing form of a
verb, not an infinitive: I’m used to travelling
by bus. NOT I’m used to travel by bus.
7 Students complete the sentences with
the correct verb forms. Check answers.
Refer Fast finishers to the activity at
the bottom of the page. Ask some fast
finishers to read out their travel tips. Ask
other students which tips they agree with.
ANSWERS
2 is used to 3 'm not used to
4 'll get used to 5 'm not used to
8 Read out the example sentences
and elicit a few more. Students write
sentences about their own experiences.
Monitor and help while they are
working. Ask some students to read their
sentences to the class. Correct any errors.
ANSWERS
Students’ own answers
More practice
Workbook page 66
Grammar worksheet, Teacher’s Toolkit
Unit 8 93
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 Speaking page 78

Aim
Take turns in a discussion

How to take turns

Warm-up
With books closed, ask: What are the
advantages of going abroad on holiday?
What are the advantages of staying in your
own country? Elicit a range of ideas. Then
ask: What activities can you do on holiday in
your country? Elicit a range of answers.
1 Focus on the photos and check that
students understand all the activities.
Ask students to read the introduction
and answer the questions. Elicit answers
from individual students.
ANSWERS
Students’ own answers
2 $ 3•05 Read out the task and the
question. Remind students to think
about the pronunciation of the activity
words before they listen. Play the
audio for students to listen and answer
the question.
ANSWER
punting in Oxford, coasteering in
Cornwall, bat watching in the caves of
Cheddar Gorge
3 $ 3•06 Play the audio for students to
listen and study the Key phrases. Check
they understand all the phrases. Then
ask them to complete the phrases with
the correct punctuation. Point out
that phrases that are followed by an
exclamation mark will be pronounced
with more emphasis than those with a
full stop. Check answers.
ANSWERS
1 ? 2 . 3 ! 4 ? 5 ! 6 ? 7 .
8 ? 9 ?

Pronunciation: Intonation ANSWERS them to use a range of Key phrases, using

4 $ 3•07 Play the audio for students to
listen to the Key phrases. Read out the
questions, then play the audio again
for students to listen and answer the
questions. Discuss the answers with
the class. Then play the audio again for
them to listen and repeat. Encourage
them to copy the intonation.
ANSWERS
The speaker is not asking a real question.
She expects the other person to agree.
Study focus: Being a good listener
5 Read the information in the Study focus
box with the class. Students discuss the
questions in pairs. Play the audio from
exercise 2 (3•05) again if necessary, to
help students answer question 1.
1 Yes, they are good listeners.
They’re taking turns to speak, they’re
asking questions, they’re reacting to
ANSWERS
what the other person has said, and
Students’ own answers
they’re sounding interested.
2 Students’ own answers
Talk about it
6 Read the task with the class. With weaker
classes, brainstorm some ideas with
the class for why people might enjoy
each of the activities. Demonstrate the
activity by discussing two or three of the
activities with a confident student. Give
your opinion, and react to the student’s
opinion using some of the Key phrases.
Students then work in pairs to discuss
the activities and decide which two will
appeal to young people. Monitor and
help while they are working. Encourage
the correct intonation. Ask some pairs
which activities they agreed on and why.
Optional activity
Refer students back to the photos on
page 74. Tell students they are planning
a surprise holiday for a friend. Ask them
to discuss all the places and sights and
decide which two their friend would
most enjoy visiting. Monitor and help
while they are working, and encourage
them to use a range of Key phrases. Ask
some pairs to tell the class which places
they chose and why.
More practice
Communication 5 worksheet, Teacher's Toolkit

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Writing page 79
Aim
Write an informal email
How to write an informal
email
Warm-up
With books closed, ask: Do you ever write
emails? Who do you write to? What do
you write about? Elicit a few answers, and
elicit the idea of writing emails to friends
and family members. Ask: What kind of
language do you use when you write to
friends and family? (informal). Discuss as a
class the features of informal writing, e.g.
using contractions, informal phrases, etc.
4506397 Scope TB4 SP.indb 95
1 Students read the email and answer the
questions. Check answers.
POSSIBLE ANSWERS
1 kite surfing, having lunch on the
beach, going for a walk along the
Cliffs of Moher
2 inversion: Not only are they sheer,
they’re also stunning.
so / such: they’re also so stunning that
they’re often used in music videos,
because it's such a small place
3 you used to love 'regular' surfing,
you’d practise most of the time, kite
surfing is fun – once you get used to
it, It’s no problem – we’re used to it
4 sheer, stunning
2 Ask students to cover the email in
exercise 1 while they do this exercise.
Ask them to read the Key phrases and
number them in the order they would
usually be used in an email. They can
then check their answers in the email.
Check answers with the class and check
that students understand all the phrases.
ANSWERS
1 Hi there
2 Hope all’s well.
3 I’m just getting in touch with
(some ideas about your weekend).
4 Anyway, afterwards we could (go for a
walk)
5 Love from
Language focus: Quantifiers
3 Students look at the quantifiers in the
email and complete the rules with
the correct words. Check answers and
check that students understand all the
quantifiers.
ANSWERS
1 noun 2 of 3 noun
4 Students choose the correct words.
Check answers. Then ask students to
complete the sentences with their
own ideas. Students can compare their
sentences in pairs. Ask some students
to read their completed sentences to
the class. Ask other students: Do you
agree? Why / Why not?
ANSWERS
2 None of 3 few 4 no 5 all of
6 any
Writing guide
A Read the task with the class and check
that students understand everything.
With weaker classes, do part A as a
class, brainstorming ideas for natural
places in the students’ own region and
making notes on the board. Students
can then use the notes for their writing.
The Focus on Writing on page 129 has
more information on quantifiers, and
more help with the paragraph plan. You
could ask students to turn to page 129
now and go through the exercises in
class. Students could then complete the
writing task for homework.
B Students write their informal email.
Encourage students to read through
their writing to look for language errors.
Ask some students to read their emails
to the class. Discuss any errors as a class
and encourage students to self-correct.
C Encourage students to read through
their writing again and complete the
checklist in part C.
MODEL ANSWER
See page 119 of the Teacher's Book
More practice
Workbook page 67
Assessment
Grammar, Vocabulary and Skills Tests,
Teacher’s Toolkit
Unit 8 95
21/04/2015 14:58
 Review 7–8
Warm-up
Write the following headings on the board:
History: people and objects, Values, Landscape
adjectives, Tourism. Tell students that these
headings cover the vocabulary they learnt
in units 7 and 8.
Give students two minutes to look in
their books and remind themselves of the
vocabulary. Then ask them to close their
books. Give them two minutes to work
individually and write down as many words
for each category as they can. After two
minutes, put them into pairs to compare
and combine their lists. After two minutes,
put pairs together into groups of four to
compare and combine their lists. Bring
students’ ideas together on the board. See
which group got the most correct words.

Reading
1 Students read the article and
complete it with the correct words.
Check answers.
ANSWERS
1 in two minds 2 rugged 3 melted
4 sheer 5 archaeologists
2 Students read the text again and
answer the questions. Ask stronger
students to answer in full sentences and
use their own words where possible.
Check answers. With weaker classes,
give two points for each correct answer.
With stronger classes, give one point
for each correct answer and a second
point for a correct sentence and using
some of their own words.
ANSWERS
1 Some people doubt that it is natural
because it is so regular.
2 In old stories, a giant called Finn
McCool built it to get across the sea
from Ireland to Scotland.
3 You can see fossils of dinosaur
footprints on the Jurassic Coast. 3 With stronger classes, you could do Grammar
4 It was formed by melting glaciers at this exercise as a test. Set a time limit,
the end of the last Ice Age. and don’t allow students to look at Focus on Grammar
5 It is special because it is 9000 years the main units. With weaker classes, The Focus on Grammar on pages 114
old and is Britain’s oldest skeleton. encourage students to look back at and 116 reviews all the grammar that
A model of the original skeleton is the units to find the correct words. students have studied in units 7 and 8.
there now. Check answers. Encourage students to use those
ANSWERS pages to help them with the grammar
Vocabulary 1 heirloom 2 ancestors 3 integrity exercises. When you check answers with
4 responsibility 5 unbroken 6 vast the class, use the Focus on Grammar
Wordlists pages to review grammar that students
7 barren 8 guide 9 resort 10 self-
The Words to learn on pages 86–93 of the find difficult.
4 Students complete the postcard with
Workbook lists all the vocabulary that
the correct words. Check answers. 5 Students complete the sentences with
students learnt in units 7 and 8. You could
ask students to revise and learn all the ANSWERS the correct words. Check answers.
vocabulary for homework, before you do 1 eco-holiday 2 tourist traps ANSWERS
the review in class. Alternatively, you could 3 off the beaten track 4 scenic 1 Is 2 were 3 getting 4 Not only
allow students to refer to the wordlists to 5 mountainous 6 arid 7 stunning 5 No sooner 6 such 7 so 8 use to
help them with the exercises in class. 8 wealth 9 respect 10 artefacts 9 used to 10 get

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6 With stronger classes, you could do
this exercise as a test. Set a time limit
and don’t allow students to refer to the
units or the Focus on Grammar. With
weaker classes, encourage students to
check the rules to help them complete
the factfile correctly. Check answers.
ANSWERS
1 is thought 2 was formed
3 have been recorded 4 isn’t known
5 was reached 6 has been climbed
7 is left 8 be carried 9 are used
10 be seen
Listening
7 $ 3•08 Allow students time to read
the sentences, and then play the
audio. Students listen and correct
the sentences. Play the audio again if
necessary. Check answers.
4506397 Scope TB4 SP.indb 97
ANSWERS
1 Dan was told about the archaeological
dig by his history teacher.
2 The archaeologists were uncovering
an area in a field outside the city.
3 Dan found some pieces of tools that
were used by Roman farmers.
4 Dan took some of the artefacts to a
local museum.
5 The artefacts are tested by scientists
at the museum.
Speaking
8 Students complete the conversation
with the correct phrases. Check answers.
Then students work in pairs to practise
the conversation. Ask pairs in turn
to perform the conversation for the
class. Award five points for the correct
answers, and five points for students’
pronunciation and fluency.
ANSWERS
1 a 2 c 3 b 4 e 5 d
Writing
9 With stronger classes, do this as a
timed activity. With weaker classes,
encourage students to look back at
the units for help with vocabulary and
grammar, and refer them to the Focus
on Writing on page 128 for more help.
Collect students’ work and give two
marks for each point below:
1 Email organised into three paragraphs,
includes opening and closing phrases
2 Paragraph 1 gives details of the
museum
3 Paragraph 2 gives facts about some of
the exhibits
4 Paragraph 3 describes the highlight of
the visit
5 Uses the passive and have / get
something done correctly
6 Uses inversion after negative
expressions correctly
7 Uses so / such correctly
8 Uses used to and would correctly
9 Uses vocabulary from units 7 and 8
10 Uses punctuation, grammar and
spelling correctly
SUGGESTED ANSWER
Hi Tom,
Have you ever been to the British
Museum in London? They’ve got an
amazing collection of artefacts that have
been found by archaeologists all over
the world.
There are lots of fascinating things in the
museum. There’s an ancient skeleton,
that was buried in the sand in an arid
part of the world. Because it was so dry,
the skeleton is perfectly preserved! Not
only are there wonderful things from
other countries, but there are also things
from Britain. There’s a huge collection of
coins that were found by a member of
the public with a metal detector in a field
in England. As soon as he found them,
he had them sent to the British Museum
to be valued and cleaned. He must
have been so excited! I’d love to make a
discovery like that!
The highlight of the visit was hearing a
talk about life in Britain in Viking times.
I learnt a lot about how ordinary people
used to live. Not only were they very
skilled, they were also very creative. A
lot of the ornaments they made are still
considered beautiful today. I’m sending
you a few photos, and I’ll show you more
when I see you.
Phil
More practice
Grammar and Vocabulary worksheets,
Teacher’s Toolkit
Assessment
Grammar, Vocabulary and Skills Tests
Teacher’s Toolkit
Review 7–8 97
21/04/2015 14:58
 9 Getting
around
Objectives
Reading: A case study article
Vocabulary: Transport, Lost property
Grammar: Passive reporting verbs,
Reduced relative clauses, Indirect
questions
Speaking: How to give a presentation
Writing: How to write a report

Learning outcomes
Discuss the problems of transport
in cities
Compare and evaluate various means
of transport

Start thinking
Read each question in turn to the
class. Give an example answer yourself
if necessary, and then elicit answers
from individual students. Encourage
students to give their opinions, and to
give reasons where appropriate. Then
ask other students: Do you agree? Why /
Why not?

Cities without cars pages 82 and 83

Aim
Understand an article about car-free
places

Warm-up
Ask: How did you get to school this morning?
Elicit the different forms of transport
students used and write them on the
board. Ask: What other forms of transport
can you think of? Elicit a few ideas, and
then students work in pairs to think of as
many different forms of transport as they
can. They can use their dictionaries to
help. Bring students’ ideas together on the
board and check that students understand
all the words. Ask: Which forms of transport
are the best for getting around in a city?
Why? Elicit a range of answers.
ANSWERS
Students’ own answers
1 Read out the task. Students then work
in pairs to discuss. Ask some students
to share their ideas with the class, but
don’t confirm them at this stage.
ANSWERS
Students’ own answers
2 $ 3•09 Play the audio for students to
listen and read and check their answers
to exercise 1. Check the answer with
the class. Then read out the questions
in exercise 2 and elicit answers from
individual students.
ANSWERS
The places are in Morocco, Switzerland
and Italy.
What connects them is that they are all
car-free areas.
The writer is interested in whether it is
possible to have a car-free city.
The article is formal.
Full forms are used. There are a lot of
facts, but no personal opinions.
Study focus: Answering true / false
questions
3 Read the Study focus box with the class
and check that students understand
everything. Read out the first sentence
and point out the underlined qualifier.
Read out the second sentence and
elicit the qualifier (hardly any). Students
then read the remaining sentences and
underline the qualifiers. Check answers,
and check that students understand all
the sentences.
Read out the first sentence again and
ask students to find the relevant part
of the article in paragraph 1. Elicit that
the sentence is false. Students then
check the remaining facts and decide
if the sentences are true or false. Check
answers, asking students to provide
evidence from the article.

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ANSWERS
1 False (A lot of ≠ a fifth of )
2 True (Hardly any = a tiny number)
3 True (a lot of (good things) = many
advantages)
4 False (Everyone ≠ skiers)
5 True (more = increase)
6 False (only ≠ one of the)
4 Read out the first sentence and ask
students to find the relevant part of
case study 2 (to protect the spectacular
views from the possible side effects of
pollution). Students read the remaining
statements and match them with the
case studies. Check answers, asking
students to provide evidence from the
article.
ANSWERS
b 1 c 3 d 3 e 2 f 1
4506397 Scope TB4 SP.indb 99
ANSWERS
2 peace and quiet 3 district
4 carbon footprint 5 congested
6 exceed
6 Read out the information on suffixes.
Elicit or give a few examples, e.g. legal –
legalise, length – lengthen, pure – purify.
Students add suffixes to the words, and
then check their answers in the article.
Check answers, and check that students
understand all the verbs.
ANSWERS
2 pedestrianise 3 widen
4 characterise 5 simplify
Think about it
7 Allow students time to think about their
answers individually. Students then work
in pairs to ask and answer the questions.
Ask some students to tell the class
something about their partner.
ANSWERS
Students’ own answers
Optional activity: Critical
thinking and collaboration
Ask students to think about transport
in their own town or city. Write the
following questions on the board:
1 Which parts of your town / city could
be pedestrianised?
2 How could public transport be
improved?
3 How could people be encouraged to
walk and cycle more?
4 What effects would these changes have
on your town / city?
Students then work in small groups to
discuss the questions. Ask groups in
turn to present their ideas to the class.
Discuss as a class which are the best
ideas and why.
More practice
Workbook page 70
Reading worksheet, Teacher’s Toolkit
Vocabulary
5 Students match the highlighted words
with the definitions in the Word check.
Check answers, and check that students
understand the words.
WORD CHECK ANSWERS
1 peace and quiet 2 close-knit
3 exceed 4 carbon footprint
5 district 6 compatible 7 congested
8 combustion engine
Students then complete the text.
Check answers. Stronger students
or fast finishers can write their own
example sentences for the remaining
two words in the Word check. Ask
them to read their sentences to the
class, omitting the target word. Other
students can guess the missing words.
Unit 9 99
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 Vocabulary page 84

Aim
Talk about travel and transport

Transport
Warm-up
Focus on the photo and ask: Where do
you think this is? What problems does this
city have with transport? What do you think
it is like to drive in the city? Would you feel
safe cycling? Why / Why not? How easy do
you think it is to cross the road? Discuss the
questions with the class, then ask: In what
ways is your town / city similar? In what ways
is it different? Elicit a range of answers.

Culture
The city in the photo is Cairo, the capital
of Egypt and the largest city in the
Middle East. The population of the city
has grown rapidly in recent years, and
there are now around 19 million people
living in or just outside the city, many of
whom undertake a daily commute into
the city centre. The city is notorious for
its traffic congestion, and road accidents
are fairly common.

1 $ 3•10 Students read the survey

quickly and choose the correct words.
Students could use their dictionaries
to help, and in weaker classes,
students could work in pairs. Play the
audio for students to listen and check
their answers. Check that students
understand all the words.
ANSWERS
2 sustainable travel 3 traffic congestion
4 rush hour 5 carbon emissions
6 green vehicles 7 congestion charge
8 business commuters

Talk about it
2 Students do the survey individually,
then compare their answers in pairs.
Discuss the answers with the class.
Read out each question in turn and ask
individual students which answer they
chose and why. Ask other students:
Do you agree? Why / Why not? Encourage
as many students as possible to join in
and express their opinions. See which
answers the class agrees and disagrees
on, and discuss the reasons for this.
Check answers and ask: Would these
changes be a good idea in towns or cities
in your country? Why / Why not?
ANSWERS
2 congestion 3 charge 4 emissions
5 vehicle 6 travel
Vocabulary builder: Idioms
beginning with in
4 Students use their dictionaries to
ANSWERS
2 d 3 a 4 f 5 c 6 e
5 Students complete the sentences with
the correct idioms. Check answers. If
you are short of time, students could do
this exercise for homework. Refer Fast
finishers to the activity at the bottom of
the page. Ask some fast finishers to read
their sentences to the class. Correct any
errors.

ANSWERS
Students’ own answers
3 Ask students to read the text quickly,
ignoring the gaps. Ask: How much does
it cost to drive in central London now?
(£10 a day) How many public bikes are
there? (over 10,000) Students read the
text again and complete it with the
correct words.
check the meaning of the idioms and ANSWERS
match them with the definitions. You 2 in place of 3 in the course of
could ask students to note down any 4 in case of 5 in favour of
example sentences with the idioms in 6 in search of
their dictionaries. Check answers, and
check that students understand all the
More practice
Workbook page 71
idioms. If students have noted down
Vocabulary worksheet, Teacher’s Toolkit
any example sentences, ask them to
read them to the class and discuss the
meaning of the idioms in context.

100 Unit 9

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Grammar page 85
Aim
Use more complex sentences to report
and describe
Passive reporting verbs
Warm-up
With books closed, ask what students can
remember about Zermatt and Venice. Ask:
What do skiers say about Zermatt? What
do people say about Venice? Elicit some
answers, then write on the board: People
consider Zermatt to be a top ski resort. People
say that Venice is one of the most romantic
places in the world. Point to the sentences
on the board and ask: Can you make these
sentences passive? Elicit a few ideas, but
don’t confirm them.
4506397 Scope TB4 SP.indb 101
1 Read the examples. Then read the rules
and elicit the answers. Discuss whether
similar passive structures are used in the
students’ own language.
ANSWERS
1 infinitive 2 clause 3 past participle
Grammar note
The Focus on Grammar on page 118
has a detailed presentation on passive
reporting verbs.
Focus on the second example sentence.
Elicit a sentence beginning Venice …
(Venice is said to be one of the most
romantic places in the world). Then focus
on the third example sentence and elicit
a sentence beginning with It … (It is
thought that the policy has created a close-
knit community). Rewrite the sentences
with other verbs, e.g. believed, known.
2 Ask students to read the text quickly,
ignoring the gaps. Ask: What problems
does the Tokyo subway have? (It is very
busy.) Students read the text again and
complete it with the correct words.
Check answers.
ANSWERS
2 that 3 to be 4 that 5 to be
6 to have 7 to be
3 Read out the example and elicit one
more. Students rewrite the sentences.
With weaker classes, students could
work in pairs. Check answers. Refer Fast
finishers to the activity at the bottom of
the page. Ask some fast finishers to read
their sentences to the class.
ANSWERS
2 The green bus is expected to be
popular. It is expected that the green
bus will be popular.
3 It is believed that the building is 250
years old. The building is believed to
be 250 years old.
4 Combustion engines are understood
to cause pollution. It is understood that
combustion engines cause pollution.
Reduced relative clauses
4 Study the examples with the class. Then
read the rule and elicit the answers.
ANSWERS
1 present 2 past
Grammar note
The Focus on Grammar on page 118
has a detailed presentation on reduced
relative clauses.
Focus on the example sentences
again and elicit the full relative clauses
(people who enter the city …). Write the
sentences with full forms on the board
then demonstrate how to make them
reduced relative clauses.
5 Read out the example and elicit
another. Students then complete the
sentences with reduced relative clauses.
Check answers.
ANSWERS
2 travelling abroad
3 looking for peace and quiet
4 built hundreds of years ago
5 taken on a famous bridge in Venice
6 living in Tokyo
6 Ask students to read the text quickly,
ignoring the gaps. Ask: How many
different kinds of boat are mentioned? (3).
Students complete the text with the
correct verb forms. Check answers.
ANSWERS
2 called 3 constructed 4 serving
5 carrying 6 needed
More practice
Workbook page 72
Grammar worksheet, Teacher’s Toolkit
Unit 9 101
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 Vocabulary and
listening page 86
Aim
Talk about lost property items
and situations

Lost property
Warm-up
With books closed, ask: Do you ever travel
by bus or train? Do you ever leave things
on the bus or train by mistake? Elicit a few
ideas, then ask: What kinds of things do you
think people usually leave on buses or trains?
Elicit a range of ideas.

Culture note
London Transport’s Lost Property Office
deals with thousands of lost items each
year. These include around 35,000 books,
28,000 bags, 27,000 items of clothing and
over 20,000 mobile phones.

1 Students use their dictionaries if

necessary to match the words with the
items. Check answers, and check that
students understand all the words.
ANSWERS
2 F 3 H 4 E 5 A 6 B 7 I 8 J
9 D 10 C
2 $ 3•11 Students read the conversations
and complete them with the correct
words. Play the audio for students to
listen and check their answers. Ask pairs
of students to read out the completed
conversations.
ANSWERS
2 headphones 3 brolly 4 shin pads
5 cooler 6 holdall 7 false teeth
8 briefcase, folder 9 flip-flops

Optional activity
Say: They’re a kind of shoe. You wear them
in the summer. Ask students to guess the
word (flip-flops). Ask students to write
three similar definitions of words from
exercise 1. Monitor and help while they
are working, then ask them to close
their books. Ask students in turn to
read out one of their definitions. Other
students guess the words. You could
do this as a game, awarding a point to
the first student to guess each word.
Continue until all the vocabulary has
been practised.
3 $ 3•12 Read the questions, then play
the audio for students to listen and
answer the questions.
ANSWERS
Rob has left his lunch box and flask
on a bus. He’s calling the London Lost
Property Office.
4 $ 3•12 Allow students time to read
through the gapped sentences. Play
the audio again for students to listen
and complete the sentences. Stronger
students could complete some of the
sentences from memory, and then
listen to check and complete their
answers. Check answers.
ANSWERS
2 wedding dress 3 holdall
4 three months 5 near the back
6 phone again
Talk about it
5 Allow students time to think about
their answers individually. Students
then work in pairs to ask and answer
the questions. Ask some students to
tell the class something they learnt
about their partner.
ANSWERS
Students’ own answers
Optional activity:
Communication
Ask: What questions does the man ask
Rob? (his name, his phone number,
which bus he was travelling on, where he
was sitting, a description of the objects).
Ask students to work in pairs to prepare
a conversation between someone who
has lost one of the items in exercise 1
and someone at the Lost Property Office.
Monitor and help while they are working.
Then ask some pairs to perform their
conversation for the class.
More practice
Workbook page 73
Vocabulary worksheet, Teacher’s Toolkit

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Grammar page 87
Aim
Ask questions in a polite and formal
way
Indirect questions
Warm-up
With books closed, ask: Can you remember
the questions that the man at the Lost
Property Office asked Rob? Elicit some ideas,
then write on the board: Where were you
sitting? What brand is your flask? Point to
the questions and ask: Can you think of a
more polite way of asking these questions?
Elicit a few ideas, but don’t confirm or
reject them.
4506397 Scope TB4 SP.indb 103
1 Read the examples. Then read the rules
and elicit the answers.
ANSWERS
1 different from 2 don’t use
3 question word
Grammar note
The Focus on Grammar on page 118
has a detailed presentation on indirect
questions.
Write one or two simple direct questions
on the board, e.g. What time is it? Did
you get off the bus at the station? Write
beginnings for indirect questions on
the board: Can you tell me … ? Can
you remember … ? Elicit the indirect
questions and write them on the board,
demonstrating how the word order
changes and how we add if / whether if
there is no question word.
2 Read out the first direct question and
elicit the answer. Students then choose
the correct answers to complete the
indirect questions. Check answers,
referring back to the rules as necessary.
ANSWERS
1 b 2 a 3 b 4 a 5 b 6 a
3 Students rewrite the direct questions as
indirect questions. With weaker classes,
students could work in pairs for this.
Check answers, referring back to the
rules to explain the answers.
ANSWERS
2 how the congestion charge works
3 where you bought those shin pads
4 where your brolly is
5 how often people use the train
6 it’s OK to use headphones here
Pronunciation: Schwa
4 $ 3•13 Read the information on
the schwa with the class, and model
pronunciation of the sound. Play the
audio of the first question and elicit which
has the weak form of can, and which
has the strong form. Play the remaining
questions for students to identify the
weak and strong forms. Check answers,
playing the audio again for students to
hear the strong and weak forms.
ANSWERS
1 a strong, b weak 2 a strong, b weak
3 a weak, b strong 4 a strong, b weak
5 a weak, b strong
5 $ 3•14 Students work in pairs to
practise saying the indirect questions
with a weak form. With weaker classes,
read through each indirect question first
and elicit which word they should say
with the weak form. Monitor and help
while students are working. Then play
the audio for them to listen and check.
Talk about it
6 Read out the first direct question and
elicit some possible indirect questions.
Students then write the indirect
questions. Ask some students to read
their indirect questions to the class.
Correct any errors. Students then ask and
answer the questions in pairs. Monitor
and help while they are working, and
encourage them to use weak forms
correctly. Ask some students to tell the
class something they learnt about their
partner. Refer Fast finishers to the activity
at the bottom of the page. Ask some fast
finishers to read their indirect questions
to the class. Correct any errors and see if
anyone can answer the questions.
ANSWERS
Students’ own answers
More practice
Workbook page 74
Grammar worksheet, Teacher’s Toolkit
Unit 9 103
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 Speaking page 88

Aim
Prepare and give a presentation

How to give a presentation

Warm-up
Ask: Do you ever give presentations at school?
If students do give presentations, ask: How
do you feel about giving presentations? Do
you enjoy doing it, or do you feel very nervous?
How do you prepare? What tips would you
give on how to give a good presentation?
Elicit a range of answers. If students don’t
give presentations, ask them to think about
presentations that they listen to, from
teachers or other students. Ask: What makes
a presentation enjoyable to listen to? What
makes a presentation boring? What makes it
easy to follow? Elicit a range of answers.
1 Focus on the photo and ask the question.
Elicit answers from individual students.
ANSWERS
Students’ own answers
2 $ 3•15 Read out the task and the
questions. Play the audio for students to
listen, read and answer the question.
ANSWER
Her presentation is on traffic congestion.
She says ‘as you can see here …’ .

Optional activity
Ask students to look at the presentation
in exercise 2 again. Ask: How many
paragraphs are there? What is the topic/
function of each paragraph? Discuss the
questions as a class. Elicit that there
are four paragraphs: an introduction,
a paragraph on issues with traffic
congestion, a paragraph on solutions
and a conclusion. Explain to students
that they will use a similar structure for
their own presentation.

3 Students find the Key phrases in the
presentation and match them with
the descriptions. Check answers, and
check that students understand all the
phrases. You could play the audio for
exercise 2 (3•15) again, for students to
hear the Key phrases in context.
ANSWERS
b 5 c 4 d 1 e 8 f 3 g 6 h 2
4 Read through the word map with
the class, pointing out the two main
sections of issues and solutions. Students
complete the word map with the correct
points. Check answers, and check that
students understand all the points. Elicit
more points that could be relevant,
e.g. issues: too much traffic congestion,
buses too slow; solutions: introduce a
bus lane to speed up the buses.
ANSWERS to the class, or they could give their
issues: noisy and dirty; full at rush hour presentations to each other in small
solutions: buy green buses, such as groups. When students have finished,
electric ones; use more buses at the discuss how easy or difficult they found
busiest times the task, and what they learnt from it.
ANSWERS
Study focus: Making a good
Students’ own answers
presentation
5 Read the information in the Study
Optional activity
focus box with the class. Suggest to
If students would like more practice of
students that they plan the ideas for
preparing and giving presentations, you
their presentation first, then look at the
could ask them to give a presentation on
Key phrases again and decide where
cycling in their town or city, or a topic of
they can use some of the phrases.
their choice. They could prepare a word
With stronger classes, students can
map like the one in exercise 4, with issues
prepare their presentations individually.
and solutions, then prepare and give
With weaker classes, allow students to
their presentations either to the class or
work in pairs to prepare and plan their
in small groups. Discuss with students
presentation. Monitor and help while
whether this second presentation was
they are working. Students can either
easier or more difficult.
take turns to give their presentations

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Writing page 89
Aim
Write a report
How to write a report
Warm-up
With books closed, ask: Where can you
read reports? (in newspapers, magazines
and online). Elicit that a report can be
about any subject, and it usually includes
detailed factual information. Ask: Have
you read any interesting reports recently, or
listened to any on the TV? What were they
about? What did you learn from them? Elicit
a range of answers.
4506397 Scope TB4 SP.indb 105
1 Students read the report and answer
the questions. Check answers.
POSSIBLE ANSWERS
1 In the 1500s, the Dutch used ice skates
to travel on frozen canals. A Dutchman
adapted them to be used on land in
the 1700s. Rollerblades were then
invented in the US in the early 1980s.
They now have brakes, too.
2 It’s a good form of sustainable travel. It’s
faster than walking. It doesn’t create air
pollution or cause traffic congestion.
3 The origin of inline skates. The history
of skating. A description of the skates
and facts. The advantages of inline
skates. The report doesn’t contain any
phrases of opinion.
4 The report is written mainly in the
present tense. There are a lot of
passive reporting verbs.
2 Students find the Key phrases in the
report and use them to complete the
chart. Check answers, and check that
students understand all the phrases.
ANSWERS
to give examples: requires protective
equipment such as a helmet …
to present two points: As well as being a
popular recreational activity, inline skating
is a good form of sustainable travel.
to report beliefs / feelings: It is believed that
roller skating was invented in Holland.
The Dutch are known to have used ice
skates since the 1500s. Inline skating,
considered to be quite a dangerous
activity …
Language focus: Connectors
of purpose
3 Ask students to find the connectors in
the report. Check students understand
that connectors of purpose indicate the
purpose or reason why someone does
something. Read out the sentences with
the connectors and elicit the meanings.
You could ask students to translate the
sentences into their own language,
to check understanding. Elicit which
structure is used after each connector.
ANSWERS
2 base form 3 clause 4 base form
5 -ing
Writing guide
A Read the task with the class and check
that students understand everything.
With weaker classes, do part A as a
class, brainstorming ideas about electric
cars and making notes on the board.
Students can then use the notes for
their writing.
The Focus on Writing on page 130
has more information on connectors
of purpose, and more help with the
paragraph plan. You could ask students
to turn to page 130 now and go
through the exercises in class. Students
could then complete the writing task
for homework.
B Students write their report. Encourage
students to read through their writing
to look for language errors. Ask some
students to read their reports to the
class. Discuss any errors as a class and
encourage students to self-correct.
C Encourage students to read through
their writing again and complete the
checklist in part C.
MODEL ANSWER
See page 119 of the Teacher's Book.
More practice
Workbook page 75
Assessment
Grammar, Vocabulary and Skills Tests,
Teacher’s Toolkit
Unit 9 105
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 10 Success
Objectives
Reading: A website review
Vocabulary: Success: expressions and
idioms, Phrasal verbs: studying
Grammar: Tenses and verb forms:
review, Time expressions, pronouns
and linkers: review, Question forms:
review, Transformations: review
Speaking: How to give full answers,
How to give yourself time to think
Writing: How to write an opinion essay

Learning outcomes
Improve your exam techniques
Consider different types of success and
give your opinion

Start thinking
Read each question in turn to the class.
Give an answer yourself if necessary,
and then elicit answers from individual
students. Encourage students to give
their opinions, and to give reasons
where appropriate. Then ask other
students: Do you agree? Why / Why not?

High achievers pages 90 and 91

Aim
Understand two book reviews

Warm-up
Ask: What would you like to do when you
leave school? What would be your dream
job? Why? Elicit answers from individual
students and encourage them to talk
about their own hopes for the future.
Ask: Do you think you will succeed in getting
your dream job? Why / Why not? Do you
think everyone can achieve success if they
work hard enough? Why / Why not? Elicit a
range of answers.
ANSWERS
Students’ own answers
Study focus: Deducing genre
1 Read the Study focus box with the class
and check that students understand
everything. Students look at the layout
of the text and the headings, and
answer the questions in the Study focus
box. Discuss the answers as a class, but
don’t confirm or reject them.
ANSWERS
Students’ own answers
2 $ 3•16 Play the audio for students to
listen and read and check their answers
to exercise 1. Check answers.
ANSWERS
1 It’s a book review.
2 Description: outline of the book
Review 1: positive comments
Review 2: negative comments
3 Students read the web page again
and choose the best answers. Remind
students that for an answer to be
correct, it must be stated explicitly in
the text, but not necessarily using the
same words as in the answer. Check
answers, asking students to provide
evidence from the web page.
ANSWERS
1 d (paragraph 1) 2 c (paragraph 2)
3 c (paragraph 3) 4 a (paragraph 5)
5 b (paragraph 6)
4 Students read the web page again
and answer the questions. Encourage
students, especially stronger students,
to write full sentences and use their
own words, rather than copying
from the text. Check answers, asking
students to provide evidence from the
web page.
ANSWERS
1 Gladwell believes that family
background and where and when
you were born affect success.
2 According to Gladwell, older students
are bigger and stronger and develop
sporting skills more quickly than
younger students.
3 Read&Learn is sceptical. We know
because he only gives the book 3
stars, and by the language he uses.
4 Penicillin was discovered by accident.

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Vocabulary
5 Students match the highlighted words
with the definitions in the Word check.
Check answers, and check that students
understand the words.
WORD CHECK ANSWERS
1 readable 2 exception 3 suspicious
4 high achiever 5 hype 6 recipe for
7 colleague 8 extraordinary
Students then complete the text.
Check answers. Stronger students
or fast finishers can write their own
example sentences for the remaining
two words in the Word check. Ask
them to read their sentences to the
class, omitting the target word. Other
students can guess the missing words.
ANSWERS
2 colleague(s) 3 suspicious 4 hype
5 readable 6 recipe for
4506397 Scope TB4 SP.indb 107
ANSWERS
Students’ own answers
Culture note
Malcolm Gladwell (born 1963) is a
Canadian writer, journalist and public
speaker. His book Outliers, published
in 2008, discusses in detail why he
believes certain individuals go on to
become extremely successful in life.
Gladwell concludes that many factors
contribute to this success, including a
person’s background and environment,
the time and place of their birth, and
the amount of personal drive and
ambition that they have.
Optional activity: Critical
thinking and collaboration
Ask students to all write down their
goal or ambition in life. Students then
work in small groups and tell each other
about their ambitions. They discuss
what each person in their group should
do in order to give themselves the best
chance of achieving their ambitions,
e.g. what exams they should take,
how much they should practice, what
experience they should get. Monitor
and help while they are working. Ask
some students to tell the class about
some of the advice they received from
their classmates.
More practice
Workbook page 78
Reading worksheet, Teacher’s Toolkit
CLIL 5 worksheet, Teacher's Toolkit
6 Read out the task and elicit some
possible words meaning 'very good'
or 'very clever', e.g. amazing, intelligent.
Students find the words in the web
page. Check answers, and check that
students understand all the adjectives.
ANSWERS
2 bright 3–4 exceptional / outstanding
5–6 accomplished / brilliant
Think about it
7 Allow students time to think about
their answers individually. Students
then work in pairs to ask and answer
the questions. Ask some students to
tell the class something about their
partner. Discuss as a class what the
best recipe for success is. Encourage as
many students as possible to join in and
express their opinions.
Unit 10 107
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 Vocabulary page 92

Aim
Talk about success

Success: expressions and

idioms
Warm-up
With books closed, write the word
motivate on the board. Check that students
understand the meaning, then ask: What
things motivate you to do well? Elicit a few
answers, e.g. a desire to do well, get a good
job and earn lots of money. Ask: Are there
any sayings or slogans that help to motivate
you? Elicit a few ideas of sayings that
students know in their own language.
1 $ 3•17 Read the heading Motivational
slogans, and elicit that motivational is the
adjective related to the verb motivate.
Students read the slogans and choose
the correct words. Tell students they can
guess the correct words if they don’t
know them. Play the audio for students
to listen and check their answers. Check
that students understand all the slogans.
Ask if there are similar slogans in the
students’ own language.
ANSWERS
2 with 3 sail 4 get 5 make 6 get
7 have 8 come

Talk about it
2 Allow students time to think about
their answers individually. Students
then work in pairs to ask and answer
the questions. Ask some students to
tell the class which slogans they and
their partner both like, and which they
disagree with and why. See which
slogans are the most popular and least
popular overall.
ANSWERS
Students’ own answers
Vocabulary builder: Verbs with Ask some students to tell the class
3 Read through the problems with
prepositions something they learnt about their
the class and check that students
4 Students use their dictionaries to partner. Refer Fast finishers to the
understand everything. Ask two
complete the verbs with the correct activity at the bottom of the page.
students to read out the example
prepositions. Check answers, and point Ask some fast finishers to read their
dialogue. With weaker classes, read
out that a lot of verbs in English have slogans to the class. Discuss with the
through the problems again and elicit
collocating prepositions. Tell students class which are the best slogans, and
one or two pieces of encouragement
that dictionaries can help them if they elicit other possible slogans from other
or advice for each problem, using the
want to check which preposition to use students.
expressions from exercise 1. Students
then work in pairs, taking turns to with a verb, but they should also try to ANSWERS
explain their problems and give learn which prepositions are used with 2 describe as 3 succeed in
encouragement and advice. Monitor common verbs. 4 worry about 5 disagree with
and help while students are working. ANSWERS 6 depend on
Ask some students to tell the class 2 on 3 with 4 about 5 of 6 as
some useful advice or encouragement
More practice
Workbook page 79
that their partner gave them. Talk about it Vocabulary worksheet, Teacher’s Toolkit
ANSWERS 5 Students complete the questions with
Students’ own answers the correct verbs and prepositions.
Check answers. Put students into
pairs to ask and answer the questions.

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Grammar page 93
Aim
Talk about my dreams and future
career plans
Tenses and verb forms:
review
Warm-up
Write on the board: Our team wins the
game. In pairs, give students two minutes
to rewrite the sentence using different verb
forms. Tell them to think about future and
past forms, modal verbs and passive forms.
Elicit a few examples first, e.g. Our team won
the game. Bring students’ ideas together
on the board and elicit the names of the
different verb forms. See which pair wrote
the most correct sentences.
4506397 Scope TB4 SP.indb 109
1 Students find examples of the verb
forms. Check answers and discuss the
meaning of the different verb forms.
POSSIBLE ANSWERS
1 connects, played, were living, has made,
won’t succeed
2 putting, to enjoy
3 can
4 A good friend told me that I had to
read this.
5 have been described
6 If you work hard, you’ll develop better
skills. He would never have discovered
it if his colleagues had done the
washing-up.
Grammar note
The Focus on Grammar on pages
102–121 has information on all the
tenses and verb forms in this book.
2 Students complete the text with the
correct verb forms. Check answers.
ANSWERS
2 felt 3 Failing 4 can learn
5 think 6 will know 7 was learning
8 fell 9 would have happened
10 had given 11 have been inspired
12 to be 13 will be describing
3 Students complete the quotations with
the correct verb forms. Check answers,
and ask students which quotations they
like best and why.
ANSWERS
2 making 3 were / was, would stop
4 was / is made, will never be
5 have / 've had, had realised
Time expressions, pronouns
and linkers: review
4 Read through the categories and check
that students understand them. Students
match words on page 91 with the
categories. Check answers, and check that
students understand all the linkers.
ANSWERS
1 for, today, yet, still, Lastly, ago, tomorrow
2 who, when, whose, which
3 unless
4 because, so, whatever, Furthermore,
while, although, and
Grammar note
The Focus on Grammar on page 120 has
more information on linkers.
Remind students that there is also
information on linkers on some of the
Writing pages.
Talk about it
5 Students complete the sentences with
the correct words. Check answers.
Students discuss in pairs which
sentences are true for them.
ANSWERS
2 until 3 ago 4 while 5 since 6 yet
Students’ own answers
6 Students complete the sentences with
relative pronouns and decide if they
are defining or non-defining relative
clauses. Check answers.
ANSWERS
2 who (D) 3 whose (ND) 4 where (D)
5 when (ND)
7 Students complete the sentences.
Check answers.
ANSWERS
2 unless you try 3 although I tried hard
4 so I work hard
5 also read motivational books
More practice
Workbook page 80
Grammar worksheet, Teacher’s Toolkit
Unit 10 109
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 Vocabulary and
listening page 94
Aim
Understand phrasal verbs related to
studying

Phrasal verbs: studying

Warm-up
Ask: How do you usually prepare for exams?
Do you plan your revision in advance, or leave
it all until the last minute? Do you find it easy
or difficult to motivate yourself? Elicit a few
ideas. Students then work in pairs to tell
each other how they prepare for exams. Ask
some students to tell the class how similar
or different they and their partner are.
1 $ 3•18 Read through the headings
in the article and check that students
understand all the jobs. Ask students
to read the article quickly, ignoring the
gaps. Ask: Whose advice do you agree
with? Why? Students read the article
again and complete it with the correct
words. Play the audio for students to
listen and check their answers. Check
answers, and check that students
understand all the phrasal verbs.
ANSWERS
2 over 3 in 4 down 5 off 6 to
7 behind 8 with 9 with 10 out
11 down 12 up

Talk about it
2 Students choose the correct words
to complete the questions. Stronger
students or fast finishers can write one
more question using a phrasal verb
from exercise 1. Check answers, and
check that students understand all the
questions. Ask fast finishers to read out
some of their questions. Correct any
errors. Students ask and answer the
questions in pairs. Ask some students
to tell the class something they learnt 5 $ 3•19 Allow students time to read
Optional activity
about their partner. through the statements. Play the audio
again for students to listen and match Ask students to write a short paragraph
ANSWERS on a piece of paper about how they
the speakers to four of the statements.
1 sink 2 put, deal 3 stick, give Stronger students could attempt the usually spend the night before an exam.
4 fallen, work, catch 5 get, copying matching task from memory, then listen Tell them to include at least two phrasal
3 Focus attention on the posters, and to check and complete their answers. verbs from exercise 1. Collect in the
read out the questions. Students Check answers. papers, then distribute them around the
discuss the questions in pairs. Ask some class. Ask students in turn to read out
students to tell the class something ANSWERS the paragraph they have been given.
they learnt about their partner. Speaker 1 a Speaker 2 e Speaker 3 b See if students can guess who wrote
Speaker 4 c each paragraph. You could do this as
ANSWERS
a game, awarding a point to the first
Students’ own answers
student to guess correctly each time.
4 $ 3•19 Read the questions. Then play
the audio for students to listen and
answer the questions. Discuss the More practice
answers as a class. Workbook page 81
Vocabulary worksheet, Teacher’s Toolkit
ANSWERS
They are talking about the night before.

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Grammar page 95
Aim
Review and assess my progress in
grammar structures
Question forms: review
Warm-up
Write a selection of question beginnings
on the board, e.g. When … ? Why … ?
Do you … ? Have you … ? Are you … ?
Ask students, in pairs, to write questions
to ask their classmates, using a variety of
verb forms. Ask some students to read
their questions to the class. Don’t correct
errors at this stage, but note down errors
to deal with later in the lesson. Invite other
students to answer the questions.
4506397 Scope TB4 SP.indb 111
answers. Refer Fast finishers to the
activity at the bottom of the page. Ask
some fast finishers to read their tips to
the class. Correct any errors and discuss
as a class which tips are the most useful.
ANSWERS
2 Which exam seemed the easiest?
3 Who did you revise with?
4 Did you get down to a lot of revision?
5 Who will send us the results?
6 What are you most looking forward to
doing?
7 Have you done your homework yet?
8 Could you tell me where the bus
station is?
Talk about it
3 Students work in pairs and write four
questions about exams. Ask some
students to read their questions to the
class. Correct any errors. Students then
ask and answer their questions in pairs.
Ask some students to tell the class
something about their partner.
ANSWERS
Students’ own answers
Transformations: review
4 Read out the example, pointing out
the clue, and elicit another example.
Students rewrite the sentences. With
weaker classes, students could work in
pairs. Check answers.
ANSWERS
2 how she could improve her grades
3 've been studying maths for ten
4 had revised, wouldn't have failed all
my exams
5 was envouraged to study maths by
my uncle
6 not aiming higher in life
7 which is easy to learn, is my favourite
subject
Study focus: Assessing your progress
5 Read the Study focus box with the class
1 Read the examples. Then read the rules and check that students understand
and elicit the answers. everything. Students discuss the
questions in pairs. Discuss as a class
ANSWERS
which grammar points are tricky and
1 a 2 c 3 d 4 b
need careful revision. Discuss revision
strategies for grammar with the class.
Grammar note
The Focus on Grammar on page 120 has Grammar note
more information on question forms.
Remind students that there is
You could go through this now, before
students do the exercises.
information on all the grammar points
in exercise 4 in the relevant sections
Remind students that there is of the Focus on Grammar. Suggest to
information on question forms for
students that they go through the Focus
different tenses in the relevant sections on Grammar to review all the points.
of the Focus on Grammar. Suggest
that students go through the Focus on
Grammar to review all question forms.
ANSWERS
Students’ own answers
2 Students write the questions.
More practice
Check answers, referring back to Workbook page 82
the rules as necessary to explain the Grammar worksheet, Teacher’s Toolkit
Unit 10 111
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 Speaking page 96

Aim
Give full answers to questions

How to give full answers

Warm-up
Ask: What do you have to answer questions
about in your speaking exams? Elicit a few
answers, then ask: Do you find speaking
exams easy or difficult? Why? How well do
you usually do? Elicit a few answers, and
encourage students to talk about their
own experiences.
1 Students look at the photos and discuss
the questions in pairs. Discuss the
answers with the class.
ANSWERS
1 Photo A: The student is answering a
question in class.
Photo B: The student is in an exam.
2 It is important to give full answers in
class because it is a good opportunity
to practise your English.
2 $ 3•20 Allow students time to read the
questions in the Speaking Exam. Read
out the two questions, and then play
the audio for students to listen and
answer the questions.
ANSWERS
1 Ahmed. He gives full answers with
examples and a range of interesting
expressions.
2 Students’ own answers
3 $ 3•21 Play the audio for students to
listen and read the Key phrases. Students
decide on the function of each phrase.
Check answers.
ANSWERS
a 1, 3, 5 b 2, 4, 6
4 Demonstrate the activity by reading
out the first Key phrase, changing the
underlined part so that it is true for you,
e.g. My sister and I both love watching ANSWERS ANSWERS
films, so that's why we get on. Students I’ve never been asked that before. Students’ own answers
change the sentences so they are Let me see …
true for them. Students compare their That’s quite difficult to say. Optional activity
answers in pairs. Ask some students That’s a very interesting question. Allow students time to look at all the
to tell the class something they learnt Let me think about that … questions in the Speaking Exam again
about their partner. Well, I suppose (my favourite hobbies and think about their answers. Students
are sports). work in groups of three and take it in
ANSWERS
turns to ask and answer questions from
Students’ own answers Talk about it the Speaking Exam. The third student
How to give yourself time to think 6 Demonstrate the activity with a listens to the answer and gives feedback
confident student. Ask them one of the on how well the student managed to
5 $ 3•22 Read the information on needing
questions. Encourage them to use some give a full answer, and how they could
time to think in exams. Play the audio
of the Key phrases to give a full answer or improve next time. Students swap roles
of the first Key phrase and elicit which
when they need time to think. Students after each question, and continue until
syllables are stressed. Play the rest of
then work in pairs to ask and answer one they have asked and answered all the
the audio, pausing after each phrase
of the questions. Discuss with the class questions in the Speaking Exam. Ask
for students to underline the stressed
how easy or difficult students found the some students to tell the class which
syllables. Check answers. Play the audio
task. Discuss how they could improve questions their classmates answered
again, pausing for students to repeat
next time. well, and why.
each phrase. Encourage them to copy the
stress and intonation on the audio.

112 Unit 10

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Writing page 97
Aim
Write an opinion essay
How to write an opinion
essay
Warm-up
With books closed, ask: Do you think that
exams are the best way to test students?
Why / Why not? What are the advantages of
exams? What are the disadvantages? What
other ways could be used to test students?
Discuss the questions with the class.
Encourage as many students as possible
to join in and express their opinions.
Encourage them to give reasons for
their opinions.
4506397 Scope TB4 SP.indb 113
1 Students read the essay and answer the
questions. Check answers.
POSSIBLE ANSWERS
1 Adam doesn’t think that exams are
the best way to test students.
2 gerund: They shouldn’t spend all their
time working. modal verb: students
should have time to relax non-defining
relative clause: … they don’t sleep or eat
enough, which makes them unhappy
and ill. passive: work done in class
second conditional: it would be much
better if students were given a final
mark for all their homework …
2 Students find the Key phrases in
the essay, and find other phrases
for expressing their opinion.
Check answers, and check that
students understand all the phrases.
ANSWERS
Other phrases: It’s my view that …
I also believe that … I think …
I would say that …
Language focus: Error correction
3 Go through the code with the class and
make sure that students understand
everything. Elicit an example of each kind
of error. Students then correct the errors
in the essay. Check answers, and check
that students understand all the errors.
ANSWERS
1 take usually usually take
2 succeed success
3 sunny students sunny, students
4 realy really
5 will be benefitting will benefit
Optional activity
Ask students to look at the essay again
and find:
1 one phrase for introducing a reason
(For this reason)
2 two words or phrases to introduce
a contrast (However, Despite this)
3 a phrase used to introduce the
conclusion (All in all)
Check answers, and check that students
understand the words and phrases. Elicit
other words and phrases that could be
used with these functions (1 this is why
2 on the other hand 3 In conclusion).
Encourage students to use a range of
linkers and other phrases in their writing.
Writing guide
A Read the task with the class and check
that students understand everything.
With weaker classes, do part A as a class,
brainstorming ideas about success and
making notes on the board. Students
can then use the notes for their writing.
The Focus on Writing on page 131 has
more information on error correction,
and more help with the paragraph
plan. You could ask students to turn
to page 131 now and go through the
exercises in class. Students could then
complete the writing task for homework.
B Students write their essay. Encourage
students to read through their writing
to look for language errors. Ask some
students to read their essays to the
class. Discuss any errors as a class and
encourage students to self-correct.
C Encourage students to read through
their writing again and complete the
checklist in part C.
MODEL ANSWER
See page 119 of the Teacher's Book.
More practice
Workbook page 83
Assessment
Grammar, Vocabulary and Skills Tests,
Teacher’s Toolkit
Mid-term Tests, Teacher's Toolkit
Unit 10 113
21/04/2015 14:58
 Review 9–10
Warm-up
Write the following headings on the board:
Transport, Lost property, Success: expressions
and idioms, Phrasal verbs: studying. Tell
students that they are going to test their
classmates on one of the categories.
Students work individually to choose a
category and write five gapped words or
expressions, e.g. c n st n
(congestion). They can refer to their books
to help them. You could allocate different
headings to students, to make sure that not
all students choose the same vocabulary set.
When students are ready, put them into
pairs. Tell them to guess their partner’s words
and identify which vocabulary set they come
from. They get a point for each word they
identify correctly. Students can repeat the
activity with several different partners, to test
each other on all the vocabulary sets. See
who got the most answers correct overall.

Reading
1 Students read the article and write true,
false or doesn’t say. Check answers.
ANSWERS
1 doesn’t say 2 doesn’t say 3 true
4 false 5 doesn’t say
2 Students read the text again and
answer the questions. Ask stronger
students to answer in full sentences and
use their own words where possible.
Check answers. With weaker classes,
give two points for each correct answer.
With stronger classes, give one point
for each correct answer and a second
point for a correct sentence and using
some of their own words.
ANSWERS
1 According to the writer, it will be
easier to be successful if you are doing
something that you love.
2 She has been playing tennis since she
could first hold a racket. 3 With stronger classes, you could do Grammar
3 She won Junior Wimbledon. this exercise as a test. Set a time limit,
4 He first attracted attention when he and don’t allow students to look at Focus on Grammar
was four. the main units. With weaker classes, The Focus on Grammar on pages 118
5 According to Ben, young people need encourage students to look back at the and 120 reviews all the grammar that
persistence in order to be successful. units to find the correct words. Check students have studied in units 9 and 10.
answers. Encourage students to use those
Vocabulary ANSWERS pages to help them with the grammar
1 congestion 2 carbon exercises. When you check answers with
Wordlists the class, use the Focus on Grammar
3 walking stick 4 brolly
The Words to learn on pages 86–93 of 5 headphones 6 make 7 through pages to review grammar that students
the Workbook lists all the vocabulary 8 true 9 in 10 deal find difficult.
that students learnt in units 9 and 10.
4 Students complete the conversation 5 Students complete the sentences with
You could ask students to revise and
with the correct words. Check answers. the correct words. Check answers.
learn all the vocabulary for homework,
before you do the review in class. ANSWERS
ANSWERS
Alternatively, you could allow students 1 folder 2 traffic 3 rush 4 down 1 to have 2 It is 3 carrying 4 worn
to refer to the wordlists to help them 5 have 6 behind 7 out 8 with 5 whether 6 Do you 7 since
with the exercises in class. 9 pads 10 flops 8 unless 9 yet 10 Who did

114 Review 9–10

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6 With stronger classes, you could do this
exercise as a test. Set a time limit and
don’t allow students to refer to the units
or the Focus on Grammar. With weaker
classes, encourage students to check
the rules to help them complete the
conversation correctly. Check answers.
ANSWERS
1 'm falling 2 studying
3 'll have taken, had started
4 had started 5 to make 6 'd change
7 Have you devised 8 didn’t stick
9 will help 10 Was it posted
Listening
7 $ 3•23 Allow students time to read
the sentences, and then play the audio.
Students listen and choose the correct
alternatives. Play the audio again if
necessary. Check answers.
4506397 Scope TB4 SP.indb 115
ANSWERS
1 try to stay healthy 2 morning
3 silence 4 it’s a good idea to take
a break every 30 minutes 5 using
different colours for different topics
Speaking
8 Students complete the end of the
presentation with the correct phrases.
Check answers. Then students practise
the conversation in pairs. Ask pairs in turn
to perform the conversation for the class.
Award five points for the correct answers,
and five points for students’ pronunciation
and fluency (1 = lots of mistakes, very
slow and hesitant, no intonation; 5 =
no mistakes, natural speed, some use of
intonation to express feeling).
ANSWERS
1 d 2 a 3 b 4 c 5 e
Writing
9 With stronger classes, do this as a
timed activity. With weaker classes,
encourage students to look back at
the units for help with vocabulary and
grammar.
Collect students’ work and give two
marks for each point below:
1 Email organised into three
paragraphs and includes opening
and closing phrases
2 Paragraph 1 explains how failure can
be good
3 Paragraph 2 describes picking
yourself up after a failure
4 Paragraph 3 gives motivational tips
5 Uses passive reporting verbs
correctly
6 Uses reduced relative clauses
correctly
7 Uses indirect questions correctly
8 Uses a range of tenses, verb forms
and question forms correctly
9 Uses vocabulary from units 9 and 10
10 Uses grammar and spelling correctly
SUGGESTED ANSWER
Hi Lisa,
I’ve just spoken to Emma, and she told
me that you’d failed your music exam. I
know you’re probably feeling pretty upset
at the moment, but you must remember
that in general failure is believed to be a
positive thing. We don’t learn much from
situations where we’re successful. It’s our
failures that teach us how we need to
improve, and so help us to move forward.
I remember I was really upset when I
failed my driving test last year. I was
annoyed, too, because I’d spent ages
learning lots of facts about green vehicles
and carbon emissions. In the exam, I
wasn’t asked about those things at all, but
I made loads of stupid mistakes while I
was driving. When I thought about it later,
though, I realised that it was the right
result – I wasn’t ready to start driving. I
had some more lessons, and two months
later I took my test again and passed with
flying colours.
So don’t give up! Keep practising, and
I’m sure the extra time spent now will
eventually help you to achieve your
dream of getting into music college! By
the way, do you know what’s on at the
cinema this week? Maybe we could go
and watch a film later?
Jane
More practice
Grammar and Vocabulary worksheets,
Teacher’s Toolkit
Assessment
Grammar, Vocabulary and Skills Tests,
Teacher’s Toolkit
End-of-year tests, Teacher's Toolkit
Review 9–10 115
21/04/2015 14:58
 Focus on Grammar answer key
Unit 1
1 2 seem, ’ve been working
3 Have you seen, ’s writing
4 ’ve been reading, haven’t read
5 works, ’s (been) working
6 Have you heard, think
7 Are, ’re visiting
8 ’ve been studying, ’ve done
2 2 just 3 for 4 still 5 never
6 already 7 ever 8 since
3 2 a 3 b 4 a 5 b 6 b 7 a 8 b
4 2 haven’t had 3 arrived
4 ’ve ever seen 5 got 6 was coming
7 took 8 haven’t uploaded
9 ‘d left 10 had been looking
Unit 2
1 2 must 3 have to 4 ought to
5 don’t need to 6 don’t have to
7 mustn’t 8 need to
2 2 managed to 3 be able to 4 can’t
5 not able to 6 could 7 can
8 allowed
3 2 b can’t 3 a may not 4 b may
5 b could 6 c must 7 a might
8 c might
4 2 must have dropped
3 could have overslept
4 can’t have done
5 might have forgotten
6 must have left
7 might have given
8 shouldn’t have eaten
Unit 3
1 2 ’ll understand 3 ’ll be taking
4 won’t be travelling 5 will be
6 will be wearing 7 ’ll be studying
8 won’t be working
2 2 will have learnt 3 won’t have seen
4 ’ll have blown 5 ’ll have done
6 will have observed
7 ’ll have engaged 8 won’t ask
3 2 ’m meeting 3 starts
4 ’ll be studying 5 closes
6 ’m not doing 7 finishes 8 see
4 1 ’ll take
2 are you going to do, ’m going to work
3 will become, ’ll be
4 ’re going to visit, ’ll take
5 ’m not going to stay, I’ll get
Unit 4
1 2 advertise 3 ’s 4 will want
5 know 6 ’ll buy 7 designs
8 ’ll be 9 ’ll get 10 give
2 1 wouldn’t go
2 ’ll be, fails
3 finish, will give
4 ’ll get, spend
116 Answer Key
4506397 Scope TB4 SP.indb 116
5 ’d save, didn’t buy
6 don’t leave, ‘ll miss
7 wouldn’t get, spent
8 did, ’d tell
3 2 ’d have some money
3 wouldn’t be at the meeting
4 had cracked the screen
5 hadn’t taken your umbrella
6 would be on the plane
7 wouldn’t have known the brand
8 ’d felt better
4 2 I didn’t find chocolate irresistible
3 I hadn’t bought a really expensive
pair of shoes
4 I didn’t get annoying pop-ups on my
computer
5 I’d had enough money to get the bus
home
6 my writing wasn’t illegible
7 I could avoid TV commercials.
8 people had remembered the slogan
Unit 5
1 2 Rob said that he had written an
article for the school magazine.
3 The teacher said that the news
coverage of the event had been
excellent.
4 The editor said that reporters had to
avoid media bias.
5 Emma said that she wasn’t watching
the news.
6 The students said that they didn’t
like the scepticism in the article.
7 Aziz said that he would find the
information online.
8 Helen said that she really wanted a job
in the media.
2 2 who had written the editorial
column
3 if I had heard the latest news
4 if she had managed to finish her
essay
5 if he had to work on Sunday
6 where we were going on holiday
7 if his friends could come round
8 if they would have to take an exam
at the end of the course
3 2 Maya told me not to forget to buy a
newspaper.
3 I asked the taxi driver not to drive
so fast
4 Dad told us to wait for him at the
station.
5 Correct
6 The teacher told me / us / them , etc.
to write an essay about consumer
journalism.
7 Correct
8 The reporter asked me to do
a vox-pop.
4 2 who had left those books there
3 he hadn’t written his blog that day
4 that they were going to take lots
photos in Dubai the following week
5 that she was too busy to talk then
6 if everyone had enjoyed the trip to
the museum the week before
7 that he would like to retire the
following year
8 there had been a terrible earthquake
there the year before
Unit 6
1 2 who / that 3 where
4 which / that ✓ 5 which / that
6 who / that ✓ 7 when
8 which / that
2 2 who 3 when 4 where 5 where
6 that 7 which 8 when
3 2 to concentrate 3 to learn 4 to go
5 watching 6 to buy 7 performing
8 queuing
4 2 a tapping b to pick
3 a talking b to become
4 a locking b to post
5 a to announce b telling
6 a to do b seeing
Unit 7
1 2 have been adapted 3 is recognised
4 was released 5 have been produced
6 are made 7 are replaced
8 will be chosen
2 2 Social media is used all over the
world these days. ✓
3 A priceless painting was damaged
yesterday. ✓
4 A new album is going to be released
by Nadia next year.
5 A cure for all diseases hasn’t been
discovered by scientists yet.
6 The Great Wall of China can be seen
from space. ✓
7 New apps for our mobile phones are
being designed. ✓
8 The heirloom may be donated to a
museum by my father.
9 The castle museum was visited by
thousands of people last year.
10 Japanese porcelain has been
exported to Europe since
the 1800s. ✓
3 2 How long has English been taught at
this school?
3 How many cups of tea are drunk in
the UK every day?
4 Where can art be found?
5 Who was The Card Players painted by?
21/04/2015 14:58
 4 2 Has the masterpiece been sold yet?
Yes, it has.
3 Are the students going to be given a
test tomorrow? No, they aren’t.
4 Had all the food been eaten by the
time you arrived? Yes, it had.
5 Was that artefact discovered in your
town? No, it wasn’t.
5 2 have / get them tested
3 didn’t have / get it repaired
4 have / get it cut
5 have / get it published
6 had it made / got it made
Unit 8
1 2 do they go to tourist traps
3 have we seen such a vast landscape
4 did I realise that the hotel would be
fully booked
5 were we hungry, but we were
also thirsty
6 had he set off than his phone rang
2 2 that 3 so 4 such 5 such 6 so
7 that 8 such
3 2 both correct 3 didn’t use to
4 didn’t use to 5 both correct
6 did you use to 7 both correct
4 2 a didn’t eat b didn’t use to eat
3 a Did you use to go b Did you go
4 a had b used to have
5 2 been got 3 use used
4 being getting 5 gets is
6 get getting 7 use used
8 get got
Unit 10
1 2 b 3 a 4 h 5 f 6 i 7 d 8 j
9 e 10 c
2 2 How many people came to the play?
3 Why did he move to London?
4 How long have you been working
here? / When did you start
working here?
5 When will you have finished using
the computer?
6 Who do you usually sit next to in class?
7 Where did you go last Saturday?
8 Who lent you a pen?
3 2 I 3 S 4 I 5 S 6 S
4 2 try them on 3 tired her out
4 Think it over 5 pick us up
6 made it up
5 1 I don’t understand, but I’m sure I’ll
figure out it it out.
2 Everyone’s really looking forward the
holidays to to the holidays.
3 When you’ve done the dishes, could
you put away them put them away,
please?
4 Please switch them off switch off all
the lights.
5 This is a big project, and we need
people that are prepared to take
on it it on.
6 How do you deal all the stress with
with all the stress?

Unit 9
1 2 are thought to pay more to travel
3 is understood that rush hour is the
busiest time
4 is believed to be the fastest in
the world
5 is known that green vehicles are the
future of public transport
6 is said to be safer than driving
7 was said that the world’s climate
would get hotter
8 is believed to damage old buildings
2 2 to have been 3 left 4 became
5 to have rescued 6 suffered
7 delayed 8 to have accepted
3 2 known 3 opened 4 carrying
5 designed 6 taking 7 travelling
8 trapped
4 2 why you have brought a holdall with
you
3 how often Sam walks to school
4 if anyone has handed in a folder
5 when the last train to London left
6 how you get to the station
7 if this is the train to Paris
8 if there are any first class tickets
available

Answer Key 117

4506397 Scope TB4 SP.indb 117 21/04/2015 14:58

 Focus on Writing answer key
Unit 1
1 2 when 3 while 4 As soon as
5 In the end 6 After
2 1 ago 2 After 3 at first 4 while
5 As soon as 6 In the end
MODEL ANSWER
My grandfather, Paul Milik, was born in
Warsaw in 1938. He was the oldest of four
children. His early life was difficult because
it was wartime and his father died when he
was still young. The family didn’t have much
money and they often did not have enough
food to eat.
In 1945, after the war ended, he moved to
the UK with his mother. At first, he didn’t
know anyone here and he was very lonely.
However, Paul enjoyed going to school.
He was hard-working and he made some
good friends. After he’d left school, he got a
job as an apprentice in a small engineering
firm. He carried on studying in the evenings
while he was working. As soon as he passed
his exams, he got a well-paid job in a big
engineering firm called Metal Box.
In the end, Paul was very successful and
he became quite wealthy. By the time he
retired a few years ago he was a manager
at the firm. Thanks to Paul, my dad had
a comfortable childhood in a nice home
and he never had to worry about having
enough to eat. After his death last year, I felt
sad, but I was very proud, too. He was the
bravest and most determined person I’ve
ever known. Today, I feel that he’s inspired
me to be self-confident and to work hard to
achieve what I want in life.
Unit 2
1 huge, scorching, excellent, mouth-
watering, stunning
2 2 starving 3 fascinating 4 ancient
5 awful 6 brilliant
MODEL ANSWER
My guide to Oxford
Intro Welcome to Oxford! It’s one of the
most famous cities in England and there’s
loads to do here. What’s more, it’s the home
of the most famous university in the UK and
it’s full of beautiful old architecture.
Best shops? I’d highly recommend going
to the Covered Market. There are some
interesting food stalls there, but there are
also lots of trendy shops. You can buy a
huge range of things there, from a Thai
snack to a souvenir T-shirt.
Best food? If you ask me, the best place
to eat by far is Jamie’s Italian. It’s owned
by the famous chef Jamie Oliver. You must
try the pasta – it’s sensational. If you’re into
Chinese food, my top recommendation is
Paddyfields near the train station. You’ll find
lots of Chinese people eating there, so you
know it’s authentic.
118 Answer Key
4506397 Scope TB4 SP.indb 118
Best attraction? If I were you, I’d visit
the Pitt Rivers museum. Here you can see
a fascinating collection of objects from
around the world, including costumes,
instruments and much more. Many of the
exhibits were donated by early explorers
and anthropologists. It’s open every day
except Monday, and admission is free.
Best activity? You shouldn’t leave Oxford
till you’ve been up the Carfax Tower. You
can climb up 99 steps to the top of the
tower. It’s exhausting, but once you get to
the top you can see some stunning views.
Any bad points? I’d avoid visiting Oxford
by car. Parking is really expensive in the city
centre, so it’s better to use the Park and Ride
service; you park your car in the suburbs
and take a bus into the centre.
Unit 3
1 2 enquire 3 will be able to 4 let me
know 5 Thanking you 6 best wishes
2 1 c 2 a 3 e 4 f 5 d 6 b
MODEL ANSWER
From: d.green@ukmail.com
To: enquiries@gpc-students4peace.org
Dear Sir / Madam,
I am writing to enquire about the Global
Peace Camp in California this summer,
which I read about online. I am very
interested in conservation, so I am keen to
see the amazing nature in California. I am
also interested in attending the Survival
skills workshops in order to increase my
self-confidence and leadership skills.
I would be very grateful if you could send
me an application form for the Global Peace
Camp. I also have a few questions, which I
hope you will be able to answer.
First of all, please could you let me know
exactly where the Global Peace Camp will
take place? I would like to know which State
Park we would be visiting. Secondly, would
it be possible to give me more details about
the accommodation? Would we be staying
in tents, or would we need to build our own
accommodation? Thirdly, I would really like
to learn to recognise edible plants. Would
this skill be taught during the course?
Thanking you in advance for your help. I
look forward to hearing from you soon.
With best wishes, Dan
Unit 4
1 2 However 3 What’s more
4 Furthermore 5 Despite this
2 Students’ own answers
MODEL ANSWER
Advertising on social networking sites
Today, social networks are very popular,
especially with young people. Facebook has
1 billion registered users worldwide, with
699 million daily active users, and Twitter
has 271 million active users. In recent years,
the amount of money spent on internet
advertising has surpassed that spent on
newspaper advertising. Advertisers spent
$5.1 billion on social media advertising in
2013, and in 2014 Facebook earned almost
$7 billion from advertising.
On the one hand, social networks are
great for advertisers as the data supplied
in the user profiles means that advertisers
can target consumers who are likely to be
interested in their products. In addition, the
advantage is that the social network sites
do not charge their users because they earn
a lot of money from advertising on the site.
On the other hand, some people
disapprove of the social network providers
using their personal information for
marketing purposes. They feel that that this
is an invasion of their privacy. Furthermore,
they find the advertising annoying, and a
lot of people block pop-ups for this reason.
As far as I’m concerned, advertising is
everywhere. Even if it did not appear on
social network sites, we could not avoid
seeing it. Users need to be aware that these
sites can access their personal information.
What’s more, the sites need to explain this
much more clearly to their users.
Unit 5
1 2 It 3 there 4 him 5 Both 6 They
7 then
2 1 it 2 They 3 there 4 us 5 then
MODEL ANSWER
A day in the life of a doctor
Last month, I had the opportunity to
experience what it is really like to work as a
doctor. My uncle is a doctor in the Accident
and Emergency Department at a hospital
in Birmingham. He loves his job and he has
always encouraged me to also become
a doctor. Last month he managed to get
permission for me to accompany him to
work for a day.
When I arrived at the hospital, the first thing
I noticed was that it was really busy. There
were so many people waiting to see the
doctor. A baby was crying, a phone was
ringing and there were a lot of people in
uniforms rushing about. It felt quite scary!
The first patient was an old man who had
fallen over in the street and hit his head on
the pavement. He was very confused and
he kept saying that he wanted to go home.
My uncle spoke to him calmly and reassured
him. He explained that they would need to
give him a scan to check that everything
was OK. After that there was a small child
who was having difficulties breathing. And
then a woman who had pains in her chest.
The queue of patients never seemed to get
shorter. It just went on and on.
After four hours, my uncle finally had a break.
He had just ten minutes to eat a sandwich
21/04/2015 14:58
 and then he was back to work. I had no idea
that being a doctor would be such hard
work! I asked my uncle if this was normal and
he said that some days he didn’t get a break
at all. Doctors certainly need a lot of stamina!
In the end, my uncle had seen over 40
patients. I will never forget this experience.
For some of the patients this was probably
one of the worst days of their life, but
my uncle made it better for them. That’s
amazing! I certainly feel inspired to work
hard at my studies so that I can follow in his
footsteps and become a doctor.
Unit 6
1 2 in order to 3 since 4 so
5 because 6 as
2 Students’ own answers
MODEL ANSWER
Dead ends
Dead ends was written by Erin Lange and
it was published in 2013. It is set in the US
and tells the story of two boys and their
unusual friendship.
The main character of the story is a boy
called Dane Washington. He is an unlikely
hero because he is the school bully. But he
is no ordinary bully. The author is very skilful
because she makes us sympathise with him
and understand him, even though we don’t
always like him. When a new boy moves
in, he is very different from Dane. Billy has
Down’s Syndrome. But Dane and Billy turn
out to have something in common – both
their fathers are missing. The story revolves
around the relationship between the boys.
Over time they develop a strong friendship
as they go on a journey to reveal the truth
about what has happened to Billy’s father.
Do they find him? You’ll have to read it
yourself to find out!
I’d recommend reading Dead ends, because
it is really exciting. The issues it deals with
are difficult and at times it even made me
cry! What I particularly liked is how the
author makes us think about the subject of
bullying. This is a “must-read” for both boys
and girls from 13 upwards.
Unit 7
1 2 ’ 3 – 4 ! 5 ; 6 – 7 !
8 – 9 ‘ 10 ’
2 1 ‘Earl Grey’ 2 antioxidants;
3 grown – Darjeeling 4 all!
MODEL ANSWER
The Empire State Building One of the
most iconic things to see in New York is
the Empire State Building. It is a huge
skyscraper in the centre of New York. It
is 1454 feet (443 metres) high and it is
currently the tallest building in New York.
For many years it was the tallest building in
the world! You can take a lift to the top to
get a 360-degree view of the famous city.
Every year over 110 million people visit the
building and it’s easy to understand why –
the view from the 86th-floor observation
deck is breathtaking.
4506397 Scope TB4 SP.indb 119
Hamburgers When you think of American
food, you think of hamburgers. On average,
Americans eat three hamburgers a week.
That’s a total of nearly 50 billion burgers
per year! The ‘burger’ gets its name from
Hamburg in Germany, as it was thought
that the original ground beef ‘patty’ came
from there. In reality, people have been
eating ground meat for a very long time –
even the Ancient Egyptians ate ground
meat. But it was in America that the ground
meat was first put into a bun. Today, the
traditional American hamburger is one of
the popular foods around the world.
Super Bowl It’s hard to choose just one
sporting event, but probably the most
famous is the Super Bowl, the annual
championship game of the National
Football League. Most people watch the
Super Bowl on TV and it is frequently
the most watched American television
broadcast of the year. Traditionally, families
gather together around the TV to watch the
match and they eat a big meal – more food
is eaten in the US on Super Bowl Day than
any other day after Thanksgiving Day! The
Super Bowl has a special meaning for me
because I was born on Super Bowl Day. My
dad always says that he was annoyed that
he had to miss the match, but he’s forgiven
me now!
Unit 8
1 2 Some of 3 all of 4 None of
5 Some 6 a few
2 1 None of 2 Most of 3 A few
4 Some / A few 5 None of 6 All of
MODEL ANSWER
Hi there,
How’s it going? Hope all’s well. Are you
still coming to stay next weekend? I’m just
getting in touch with some ideas of things
we can do. Let me know what you think.
On Friday, I thought we could go to the
new mall. It’s just opened and I haven’t
been yet, but some of my friends have been
and they say that there are some amazing
shops. It’s so massive! Anyway, afterwards
we culd meet up with a few of my friends
at the food court. Apparently, there’s a
place that does homemade ice cream. I
remember you used to love ice cream!
On Saturday, we could hang around at
mine, or do you fancy going round to my
friend’s place? She’s really nice; I’m sure
you’d get on with her. And some of my
friends are meeting up in the evening to
celebrate the end of school. We’ll probably
watch a movie and eat loads of popcorn!
One more thing: don’t forget to bring
your swimming things. My friend’s got an
awesome pool! And let me know what time
you are planning to get to mine. Are you
still coming after lunch on Thursday?
Really looking forward to seeing you soon.
I can’t wait! It’s going to be such fun.
Love, Samira
Unit 9
1 2 so 3 as 4 to 5 for
2 Students’ own answers
MODEL ANSWER
The electric car
The electric car is a type of car that is
powered by electricity, rather than petrol.
It is said to have been invented by a
Hungarian man in 1828. Electric cars are
known to have become very popular at
the beginning of the 20th century in the
US. They became less popular in the 1920s,
but they became popular again in the
1960s and 1970s as a way to reduce carbon
emissions.
As well as being good for the environment,
they are also cheap to run.
However, the problem is that electric cars
take 6–8 hours to charge and they can only
be driven for 30–100 miles at a time. This
means that they are good for driving short
distances, such as in cities, but they aren’t
very suitable for driving long distances.
If more people drove electric cars, there
would be less air pollution. However, at
the moment electric cars are not very
convenient for travelling long distances.
Scientists need to develop cars which need
less time to charge and which can travel
further before they need re-charging.
Unit 10
1 2 connected (sp) 3 doesn’t (gr)
4 don’t always (wo) 5 , (p)
2 1 success (sp) 2 I feel strongly (wo)
3 I’d (gr) 4 successful (v) 5 ? (p)
MODEL ANSWER
What does ‘success’ mean to you?
Many people think that success means
passing a lot of exams and getting a
good, highly-paid job. For me, success is
something different.
It’s my view that not everyone can be clever
and get top marks, but it’s important to
work hard. My mum says that if I try my
best, then that is the best that I can do.
I agree with this philosophy. Even if you
don’t come top in the class, you will be
successful if you do the best that you can.
I also believe that success means having
good friends and a happy family life. Some
people think that it’s important to have a
lot of friends, but in my opinion the most
important thing is to have good friends.
I strongly feel that being kind to other
people and making them happy makes
you feel good. My family is really important
to me as well. We have a happy family and
we are all very close. We haven’t got a lot of
money, but we get together often and we
have fun together.
All in all, I would say that ‘success’ for me
means living a happy life. Money doesn’t
bring you happiness. It seems to me that
having good friends and a close family is
the most important thing.
by Tim Field
Answer Key 119
21/04/2015 14:58
 Workbook answer key
Page 3 Starter A
Vocabulary
1 2 e 3 a 4 h 5 f 6 c 7 d 8 g
2 2 have 3 head 4 do 5 have
6 check 7 post
3 Students’ own answers
Grammar
4 2 ’s having 3 don’t own
4 ’s staying 5 Did you see
6 was checking, arrived
5 2 has sung 3 has ever happened
4 ’ve often thought
5 ’ve never forgotten
6 haven’t been 7 ’ve been
8 ’s helped 9 ’ve had
6 Students’ own answers
Page 4 Starter B
Vocabulary
1 2 off 3 out 4 up 5 away / out
6 down
2 2 run out 3 tidy away 4 throw away
5 help out 6 turn off 7 cut down
3 Students’ own answers
Grammar
4 2 a 3 f 4 e 5 d 6 b
5 2 has 3 must 4 should 5 have
6 don’t have to
6 Students’ own answers
Page 5 Starter C
Vocabulary
1 2 f 3 a 4 c 5 d 6 e
2 2 synonym 3 antonym 4 mark
5 record 6 mind
3 ways to describe houses and homes:
2 cramped 3 gloomy / light
4 light / gloomy
different types (in any order):
5 bungalow 6 mobile home
7 studio
parts of a house or home (in any order):
8 balcony 9 entrance hall
10 staircase
people (in any order):
11 homeowner 12 landlord
Skills
4 2 to learn 3 Don’t 4 Do
5 to study 6 to
5 2 Leaving 3 doing 4 to improve
5 talking 6 to get 7 to come
6 Students’ own answers
Unit 1
Page 6 Reading
1 1 despairing 2 check out
3 sympathy 4 proved
2 a
3 1 false (He takes photos of news
stories.)
2 false (He was in a diner near the
bridge.)
3 true
4 false (He couldn’t send the photo
because he hadn’t asked for the
man’s address.)
5 false (He has thought about the man
a lot.)
4 A 2 B 4 C 7 D 1 E 5 F 6 G 3
5
MODEL ANSWERS
1 He said he didn’t have any money
because he thought that the man was
begging.
2 Perhaps the man did this because he
didn’t have a photo of himself.
3 He couldn’t stop thinking about the
man because he thought that he had
behaved badly.
4 In the future he might not judge
people by their appearance and he
might be more tolerant.
5 It’s made me think that we shouldn’t
judge people by their appearances.
Page 7 Vocabulary
1 2 h 3 a 4 g 5 d 6 c 7 b 8 f
2 2 fun-loving 3 big-headed
4 free-spirited 5 old-fashioned
6 fresh-faced 7 self-confident
3 2 well-dressed 3 old-fashioned
4 good-looking 5 easy-going
6 big-headed
4 2 well off 3 stressed out 4 hard up
5 laid-back
5 Students’ own answers
Page 8 Grammar
1 2 have been living 3 looks
4 We’ve been playing 5 ’m looking
6 have found 7 has been
2 2 ’re doing 3 Have, taken
4 ’ve been waiting 5 doesn’t get
6 Is, using 7 haven’t visited
8 Has, been working
3 2 a 3 b 4 d
4 2 since 3 still 4 for 5 already
6 yet 7 never 8 just
5 concerts. The author of the text,
MODEL ANSWERS
1 for three years.
2 ’ve already eaten two cakes
3 have just seen my best friend
4 has never been, Turkey
5 still haven’t finished, maths homework
6 ’ve already learnt about the Ancient
Romans
7 have lived, for 20 years
Page 9 Vocabulary
1 2 childhood 3 graduation
4 employment 5 retirement
6 death 7 funeral
2 2 engagement 3 promotion
4 birth 5 retirement
6 employment 7 wedding
8 funeral
3 2 birth 3 promotion 4 death
5 retirement 6 graduation
7 childhood 8 employment
4 Students’ own answers
Page 10 Grammar
1 1 b 2 c 3 a
2 1 had eaten
2 had stopped
3 were having lunch
4 told
5 didn’t look
6 had finished
7 had been making
3 2 had been walking 3 decided
4 hadn’t eaten 5 took 6 began
7 were cooking 8 heard 9 listened
10 had heard 11 picked up
12 saw 13 was walking 14 took
15 have never understood
4 Students’ own answers
Page 11 Writing
1 2 When 3 While 4 after
5 In the end
2 2 while 3 When 4 After 5 At first
6 in the end 7 As soon as
3 2 D 3 A 4 E 5 B
4 2 changed completely
3 inspired him 4 after 5 As soon
6 While 7 Thanks to 8 When
9 most important 10 ever
5 Students’ own answers
Page 12 Self-evaluation
Reading
1 1 yummy, delighted, hilarious
2 A person who posts a lot of photos
of their everyday life online. Kate.
3 A person who questions the idea
of recording their life in photos.
This person wouldn’t post everyday
photos online or take pictures at
Jameela.
4 He had lost all of the photos on his
laptop and he felt that he had lost all
of his memories.
5 Students’ own answers
Vocabulary
2 1 easy 2 fresh 3 free 4 self
5 middle 6 Students’ own answers
7 Students’ own answers

120 Answer Key

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 3 1 promotion 2 retirement
3 childhood 4 employment
5 graduation
6 Students’ own answers
7 Students’ own answers
Grammar
4 1 has already taken 2 usually has
3 has been working 4 aren’t talking
5 Students’ own answers
6 Students’ own answers
5 1 What did you do last weekend?
2 Sue had never met Phil before she
talked to him yesterday.
3 I have lived in six cities in my life, but
I prefer Cairo.
4 We saw Ed earlier when we were
shopping.
5 Students’ own answers
6 Students’ own answers
Speaking
6 1 both of 2 similar 3 better 4 as
5 neither 6 different
Page 13 Extensive reading
Far from the Madding
Crowd by Thomas
Hardy
About the author
Thomas Hardy was
born in 1840 in a
village in Dorset,
in the south of
England. His
experience living in
the countryside was
an important part of his childhood, and
inspired his later novels. Most of Hardy’s
novels are set in Dorset, and describe
farming techniques and country customs
in careful, loving detail.
Today, Hardy’s novels are admired for
their great themes of love and tragedy,
and their beautiful, nostalgic descriptions
of the English countryside. Far from the
Madding Crowd (published in 1874)
was an immediate best-seller and is still
Hardy’s best-loved novel, as it has less of
the darkness which can be found in some
of Hardy’s later novels.
Hardy died in 1928 and his ashes were laid
in Poet’s Corner in Westminster Abbey.
Background to the story
The story takes place in the quiet English
countryside. Bathsheba Everdene is
young, proud and beautiful. She owns
her own farm, which means that she is
independent and she can marry who she
chooses – if she chooses. In fact, she likes
her independence and she likes fighting
her own battles in a man’s world.
Gabriel Oak is a young shepherd, who has
saved hard to buy his flock of sheep and
stock his sheep farm. But unfortunately he
loses his flock and he falls on hard times.
4506397 Scope TB4 SP.indb 121
1 2 century 3 hero 4 farmer
5 disaster 6 money 7 job
2 1 Under a hay-rick.
2 He stands and stares at the flames.
3 Because they probably contain most
of the wheat produced on the farm
that year.
4 He takes control because the farm
workers are confused and they don’t
know what to do.
5 It is dangerous because the flames
are beginning to attack the top of
the wheat-rick.
3 Students’ own answers
4 1 maid 2 saved 3 message
4 work 5 woman
5 Students’ own answers
6 Page 15 Vocabulary
MODEL ANSWER
Stranger saves wheat crop!
Last night, a terrible fire broke out at a
local farm. The fire began among some of
the hay-ricks, but soon began to spread
to the precious wheat-ricks. The whole
year’s harvest was suddenly in extreme
danger.
In the confusion of the fire, the workers
on the farm weren’t sure what to do
at first and everybody just watched in
horror. Then suddenly, a strong, brave
stranger appeared and took control of
the situation.
The man put a big cloth over the wheat-
rick that was most in danger from the
spreading fire and encouraged the
farmworkers to put water on it. Then
he climbed onto the wheat-rick and
beat down the flames with a branch.
He worked tirelessly for a long time and
showed great bravery in the face of
difficult circumstances.
In the end, the stranger saved the entire
wheat harvest from certain destruction.
‘He put his own life in terrible danger!
And he saved our food for the coming
year!’ said one witness. ‘He worked for
hours without stopping, and he was
nearly badly burnt by the flames a
number of times,’ said another.
The one question on everybody’s lips
today is: ‘Who is this mysterious stranger
and how can we thank him?’
Unit 2
Page 14 Reading
1 2 familiar 3 trespass 4 permits
2 c
3 B 5 C 1 D 4 E 2
4 2 noise 3 foxes 4 zoologists
5 polluted 6 threat 7 easy
5 2 2 may / might / could 3 can’t 4 must
MODEL ANSWERS
1 You can find them in the suburban
areas and city centre of Chicago.
2 Berlin and London also have a problem
with wild animals that have come to
live in the city.
3 Two of the following reasons: The world’s
climate is changing. The animals
are losing their natural habitat. The
number of wild animals is increasing.
Cities are cleaner now, and so wild
animals are more interested in living
there. They don’t see humans as a
threat.
4 Wild animals might stop being afraid
of humans and they could start acting
aggressively.
5 The conclusion is pessimistic because
the writer thinks that it is going to be
hard to change the situation.
6 Students’ own answers
1 2 a 3 f 4 e 5 g 6 c 7 d
2 2 suburban 3 compact
4 sprawling 5 run-down
6 inner-city 7 ancient
3 2 run-down 3 peaceful
4 contemporary 5 bustling
6 ancient 7 compact
4 2 out 3 over 4 down 5 out
6 after
5 Students’ own answers
Page 16 Grammar
1 2 b 3 c 4 d 5 a 6 d 7 a 8 c
2 2 Do I need to show you my
student card?
3 You ought to use the buses – they’re
cheaper.
4 Should I get off the train at this
station?
5 Samir has / doesn’t have to get a
new passport.
6 She doesn’t need to buy a ticket.
3 2 should 3 must 4 ought 5 need
6 don’t have
4 2 managed to 3 can’t 4 couldn’t
5 managed to 6 can’t
7 won’t be allowed / able to 8 Can
5 Students’ own answers
Page 17 Vocabulary
1 2 E 3 D 4 B 5 C 6 A 7 H 8 G
2 2 had no time 3 went missing
4 ran out 5 walked off 6 overslept
3 2 slipped over 3 got stuck
4 had run out 5 get a signal
6 didn’t have a clue
4 Students’ own answers
Page 18 Grammar
1 2 can’t 3 could 4 may 5 must
6 can’t
5 may / might / could 6 can’t
3 2 should have 3 might have
4 can’t have 5 shouldn’t have
Answer Key 121
21/04/2015 14:58
 4 2 may / might / could have stayed
3 can’t have got
4 must have had
5 shouldn’t have gone,
should have done
6 must have caught
7 should have bought
5 Students’ own answers
Page 19 Writing
1 2 filthy 3 packed 4 stunning
5 unique 6 scorching
7 mouth-watering
2 2 crowded, stunning 3 packed
4 scorching 5 mouth-watering, filthy
3 2 In my opinion 3 I’d avoid
4 I’d highly recommend
5 if I were you, I would
4 2 E 3 D 4 B 5 A
5 Students’ own answers
Page 20 Self-evaluation
Reading
1 1 tunnel, deserted, cage
2 He goes on an urban exploration trip
to an old underground station.
3 You can get away from crowds
and explore hidden parts of the
city. It teaches you to respect your
surroundings.
4 It can be very dangerous – for
example, a Swedish teenager died
while doing it. If you don’t ask
permission, it is illegal.
5 Students’ own answers
Vocabulary
2 1 peaceful 2 sprawling
3 suburban 4 bustling
5 prosperous
6 Students’ own answers
3 1 time 2 clue 3 over 4 out
5 caught 6 oversleep
7 Students’ own answers
Grammar
4 1 can’t / mustn’t 2 don’t need to
3 have to 4 ’ll be able to
5 allowed to 6 managed to
7 mustn’t / can’t
8 Students’ own answers
5 1 He may / might / could have missed
the bus.
2 You can’t have eaten this before.
3 We shouldn’t have come here.
4 Students’ own answers
5 Students’ own answers
Speaking
6 1 laugh 2 honest 3 cup of tea
4 sure 5 enjoy 6 prefer
Page 21 Project
1 2 B 3 F 4 A 5 C 6 D
2 Students’ own answers
3 Students’ own answers
122 Answer Key
4506397 Scope TB4 SP.indb 122
Unit 3 Page 25 Vocabulary
Page 22 Reading 1 2 demonstrated 3 showcase
4 devise 5 observe 6 uncovered
1 2 experts 3 struggle
7 engage
4 buzzing with 5 factors
2 d 2 2 Scientists have uncovered an
interesting fact.
3 2 Arthur C. Clarke 3 Ken Olson 3 The students observed the
4 Albert Einstein 5 Arthur C. Clarke experiment.
4 2 device 3 individual 4 exception 4 They showcased the new product at
5 unwise 6 obtainable the event.
7 statement 8 well-known 5 Our computer can simulate the
5 conditions in space.
6 Our aim is to engage people in
MODEL ANSWERS
science.
1 He isn’t typical because he accurately
3 2 launch 3 demonstrate 4 engage
predicted a development in the future.
2 They were very certain because they 5 simulate 6 observe
all used the language of certainty. 4 Students’ own answers
For example, Lord Kelvin said ‘No
aeroplane…’, which indicates that Page 26 Grammar
he was very sure about what he was 1 2 d 3 a 4 f 5 b 6 e
saying. 2 1 We’re having
3 They were embarrassing because they 2 Are you going, speak
all came true in a relatively short period 3 does the train leave, ‘re meeting
after the person made the prediction 4 Is your brother going, helps
and also because the people were 5 does the film start, open,
experts in their field. doesn’t begin
4 Students’ own answers 6 Are your parents coming, have
5 Students’ own answers 7 Are you doing, doing, go
Page 23 Vocabulary 3 2 will live 3 takes off
1 2 d 3 a 4 c 5 f 6 b 4 ’ll be watching 5 ’s going to start
2 2 predict 3 anticipate 4 doubt 6 ’m meeting / ‘m going to meet
5 estimate 6 suspect 4 2 I won’t believe / I’m not going
to believe
3 2 feel sure 3 doubt 4 suspect
3 get
5 presume 6 realise
4 will send / correct
(NB Canberra is the capital of Australia,
not Sydney.) 5 ’s going to travel / will travel / will be
travelling
4 2 good 3 air 4 blue 5 run 6 will discover
6 second 7 open
5 Students’ own answers 8 correct
9 they’ll think
Page 24 Grammar
5 Students’ own answers
1 2 I’ll be playing basketball
3 I’ll be having dinner Page 27 Writing
4 I’ll be planning my history essay 1 2 d 3 e 4 a 5 b
5 I’ll be revising for the science test
6 I won’t be studying 2 2 would 3 grateful 4 few 5 hope
6 all 7 tell 8 Secondly 9 possible
2 2 will, be going 3 ’ll be celebrating 10 Finally 11 Thank 12 hearing
4 Will, be staying 5 ’ll be feeling
6 won’t be doing 7 ’ll be meeting 3
8 won’t be eating MODEL ANSWERS
3 2 Don’t go in. The show will have 2 would be very grateful if you could
send me
started.
3 which I hope you will be able to
3 We won’t have found the answer
4 please could you tell me what
by then.
5 or will I have a private room
4 What time will you have arrived
6 a private room
home by?
5 Yasmin won’t have left the house yet. 7 Secondly, would it be possible to let me
know how many students there will be
6 Will you have done the shopping
by 2.00? 8 finally, can you tell me if you organise
any excursions
4 2 won’t have finished 9 Thank you in advance for
3 will, have done, ’ll have passed,
’ll have attended
10 I look forward to hearing
4 Will, have read 4 Students’ own answers
5 will have run out
6 ’ll have arrived
5 Students’ own answers
21/04/2015 14:58
 Page 28 Self-evaluation Later he went on to write some of the to whisper clues to me when I couldn’t
most famous novels in English. They remember some of the answers.
Reading were all written as serials for monthly But of course, Mr Murdstone tried to stop
1 1 warning, nectar, disappear magazines, and published as books her as usual. He was always watching and
2 They are important because they later. Readers eagerly greeted each new waiting, ready for any excuse to tell me
pollinate plants, including food novel, and Dickens quickly became both off or shout at me. I can’t bear to look at
crops, which is essential for the successful and wealthy. him any longer – his angry face makes me
plants to reproduce. David Copperfield was published in forget everything that I have ever learnt
3 Without bee pollination many of the 1850. It is probably the most popular from my mother. I feel that I can’t do
plants we depend on might die, and of Dickens’ novels, and also the most anything right in his eyes.
we will have problems producing autobiographical. He seems to become more and more
enough food or cheap clothes for irritated with me every lesson. Sometimes
everyone. Background to the story
Young David Copperfield’s life is not easy. he lifts his hand suddenly in anger. I’m
4 Students’ own answers beginning to feel afraid that one day he
His father died before he was born, and
Vocabulary when he was eight, his mother married might become very violent and hit me.
2 1 feel sure 2 doubt 3 realise again. His stepfather, Mr Murdstone, is The atmosphere in our house is getting
4 consider 5 predict very strict and cruel. worse and worse. I caught Mr and
6 Students’ own answers As David grows up, he meets many more Miss Murdstone whispering about me
7 Students’ own answers unpleasant people, and he learns that life yesterday. I’m worried that they are
planning to send me away to a boarding
3 1 devised, launch 2 observe is full of trouble, misery and cruelty. But
school. But I can’t stand the thought
3 uncovered he also finds laughter and kindness, trust
of leaving my mother. What is going to
4 Students’ own answers and true friendship.
happen to me?
5 Students’ own answers 1 2 servant 3 happy 4 six 5 smile
6 holiday 7 married 8 control Unit 4
Grammar
2 1 He had nice lessons just with his Page 30 Reading
4 1 ’ll have finished
2 ’ll be having / won’t have had
mother and she taught him in a 1 2 reckon 3 a fortune 4 boost
3 Will, be doing
gentle way. 5 persuaded
2 David still has lessons with his 2 a
4 Will, have learnt
mother, but now Mr Murdstone and
5 Students’ own answers 3 A 4 B 3 C 1 D 2
his sister Miss Murdstone are there,
6 Students’ own answers 4 1 true
too. Mr Murdstone encourages
5 1 Please say goodbye before you go. his mother to be firm. David feels 2 false (Not all but most are bad at
2 One day, people will live in homes unhappy and anxious and he can’t saving money.)
under the sea. answer the questions. 3 true
3 By this point next year, I will 3 He thinks that Clara is making her 4 false (One in five teenagers does
have left school. son’s character worse. paid work.)
4 Don’t call Ann at 9.30. She will 4 Mr Murdstone has brought a stick 5 false (He predicts readers will not
be watching a film. into the lesson. David feels very agree.)
5 I have plans for tonight. I’m playing frightened and nervous of what 6 true
tennis with Ed. / I’m going to play might happen. 5 2 saying 3 dangerous 4 sensibly
tennis with Ed. 5 money 6 particular
3
6 Students’ own answers
7 Students’ own answers MODEL ANSWER 6 1 Teenagers would like to get money
1 Mr Murdstone is cold, hard, unkind and with no strings attached, but experts
Speaking unsympathetic. think that this is bad for them.
6 1 Could / Can 2 calling / speaking Clara is warm, kind and helpful, but 2 The author thinks that part-time
3 Just 4 out 5 message 6 tell rather weak. work is a good thing as it teaches
7 know David is shy, nervous and unconfident. teenagers the value of money and
2 Students’ own answers personal responsibility.
Page 29 Extensive reading 3 No, Jack and Rob don’t agree about
4 1 true
David Copperfield by pocket money. Jack doesn’t think
2 false (He bites Mr Murdstone.)
Charles Dickens that it should be free, while Rob
3 false (She doesn’t try to stop him.
About the author thinks that pocket money shouldn’t
She cries outside the door.)
Charles Dickens depend on what you do.
4 false (Miss Murdstone brings David
(1812–1870) was 4 Students’ own answers
food.)
born in Portsmouth, 5 true Page 31 Vocabulary
England, and for 1 2 billboard 3 pop-up
5 Students’ own answers
most of his life lived 4 commercial 5 brand 6 slogan
in or near London. 6
His family was poor, MODEL ANSWER
2 2 persuasive 3 slogan 4 advertiser
and he had to go out tto workk in
i a factory
f t 5 impact 6 brand
Monday
at the age of 12. Dickens never forgot I had another terrible lesson today with 3 2 impact 3 commercial 4 slogan
this difficult time, and many of his books Mother. As usual Mr Murdstone and Miss 5 brands 6 consumers
describe the problems of poor people. Murdstone were there, too. I tried very 4 2 achievement 3 challenging
When he was older, Dickens started hard to concentrate and answer all of the 4 consumes 5 advertisement
working for a newspaper, first as an office questions that Mother asked me. She was 5 Students’ own answers
boy and then after a time as a journalist. so kind and helpful and she even tried

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 Page 32 Grammar
1 2 when, e 3 Unless, a 4 unless, b
5 As soon as, d
2 2 gets 3 won’t have
4 won’t be able to 5 buy
6 ’ll send 7 don’t understand
3 2 ’ll 3 wouldn’t 4 ’ll 5 won’t
6 would
4 2 second; ’d make, were
3 first; won’t call, need
4 second; would you do, found
5 first; doesn’t rain, ’ll go
6 second; ’d visit, didn’t live
7 second; would you feel, took
8 first; will you be, leave
5 Students’ own answers
Page 33 Vocabulary
1 2 un- 3 dis- 4 ir- 5 in- 6 il-
2 2 That information is irrelevant.
3
This advertisement is illegible.
4
Her story was unbelievable.
5
Karen has unconventional ideas.
6
You can eat inexpensively in that
restaurant.
3 2 dissatisfied 3 inaccurately
4 inexpensively 5 illegally
6 disapprove
4 9 they can switch off the TV
10 sell their products if they didn’t
MODEL ANSWERS
1 I think that the new shopping centre is
11 shouldn’t watch adverts
impersonal because it’s so huge!
12 Despite
2 I find chocolate cakes very irresistible
13 should decide what their children see
because they’re so delicious.
3 I disapprove of smoking because it’s
bad for people’s health.
4 I thought that the last Batman film was
unbelievable because the story moved
suddenly from place to place.
5 I think that nowadays CDs are irrelevant
because I just download songs from
the internet.
6 I felt a bit dissatisfied with my maths
grades because they weren’t very good.
Page 34 Grammar
1 2 hadn’t, would have; student
3 would have, hadn’t; footballer
4 had, would never have; explorer
5 would have, hadn’t; shop assistant
6 hadn’t, would never have; actor
2 2 hadn’t studied, wouldn’t speak
3 would you have done, had seen
4 wouldn’t be, hadn’t woken
5 you had listened, would know
6 hadn’t seen, would never have
wanted
3 1 I would have gone shopping if I’d
had some money.
2 If the shop hadn’t been so / very
expensive, it would have had more
customers.
3 We would have visited the museum
if we hadn’t wasted all morning
shopping.
4 If you hadn’t persuaded me, I wouldn’t
have bought that sports bag.
124 Answer Key
4506397 Scope TB4 SP.indb 124
5 The product would have sold well if
they hadn’t advertised it badly.
4 1 If only people weren’t so
materialistic.
2 I wish I hadn’t forgotten to charge
my smartphone.
3 If only I had got that Saturday job.
4 I wish you didn’t always ask me for
money.
5 I wish all the tickets for the concerts
hadn’t already been sold.
5 Students’ own answers
Page 35 Writing
1 2 a 3 b 4 e 5 c
2 2 in addition 3 Nevertheless
4 What’s 5 Despite
3 Unit 5
MODEL ANSWERS
2 there is a big debate about this
3 are not sure if it’s a good idea
4 say that adverts for children are
harmful
5 they can become very
6 can’t resist the adverts
7 On the other
8 responsibility to control what their
children see
advertise
and not the government
4 Students’ own answers
Page 36 Self-evaluation
Reading
1 1 over-eat (over-ate), afford, memorise
2 Two of the following answers:
She stays at home and plays video
games. She takes a packed lunch to
school. She walks home. She doesn’t
buy her teacher a present; she makes
a card instead. She watches TV
instead of going to the cinema.
3 Socialising with friends.
4 Students’ own answers
Vocabulary
2 1 persuasive 2 consumers
3 commercial 4 Advertisers
5 catching 6 Students’ own answers
3 1 un 2 il 3 im 4 in 5 dis
6 Students’ own answers; ir
Grammar
4 1 ’ll meet, finishes; when
2 tell, know; as soon as
3 If; pass, ’ll drive
4 Students’ own answers
5 Students’ own answers
6 Students’ own answers
5 1 seen the advert, I wouldn’t have
bought the phone
2 have got a loaf of bread if we’d
walked past the shops
3 be hungry now if he’d eaten earlier
4 Students’ own answers
5 Students’ own answers
Speaking
6 1 What 2 like 3 Which
4 back / front / side 5 mean / want
6 that 7 called 8 it / right
Page 37 Project
1 Students’ own answers
2 1 3c 2 4b 3 1c 4 2a
3 Students’ own answers
Page 38 Reading
1 2 rant 3 objective 4 know-how
2 a
3 A 3 B 1 C 5 D 7 E 6 F 4 G 2
4 2 d 3 a 4 c 5 e 6 g 7 f
5 1 People should consider writing a
blog when they are very interested
in a particular subject.
2 She was inspired by a friend and she
wanted to forget about her exams.
3 At first, it was about different
subjects, but then she began to
focus just on shoes.
4 She changed the look of the blog
because she realised that it was
starting to become popular and
wanted to make it look more
appealing.
5 She has been in fashion shows and
she writes a regular column for a
magazine.
6 Students’ own answers
Page 39 Vocabulary
1 2 e 3 a 4 h 5 g 6 c 7 d 8 f
2 2 in-depth 3 editorial 4 coverage
5 bias 6 accounts
3 2 round-the-clock coverage
3 breaking news
4 eyewitness accounts
5 vox pops
6 in-depth analysis
4 2 scepticism 3 professionalism
4 likelihood 5 censorship
6 adulthood
5 Students’ own answers
Page 40 Grammar
1 2 said, would 3 said, had
4 she had 5 said, could 6 told, had
2 2 she wanted to say hello to all
her fans
3 his team that they had to find out
what really happened
4 the escaped prisoner couldn’t be
far away
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 5 people had suffered from pollution
for too long
6 the mayor that the fire had been
started by a cigarette
3 2 purpose of my visit was
3 could give them my address in the
US
4 how much money I had brought
5 if I had ever visited the US before
6 why I didn’t have a visa
4 2 I asked Khalid if his job was
interesting.
3 Fatima asked Maya where she
was going that summer.
4 I asked my brother if he had listened
to the eyewitness account.
10 the way I think about learning
5 The tourist asked us if we could
speak English.
6 Tom asked me how long it would
take me to cycle to his house.
5 Students’ own answers
Page 41 Vocabulary
1 2 a 3 f 4 e 5 c 6 b
2 2 convince 3 predict 4 invite
5 vlog 6 threaten 7 boast
3 2 have predicted 3 has apologised
4 has boasted 5 have complained
6 has invited
4 Students’ own answers
Page 42 Grammar
1 2 not to take 3 to give 4 not to be
5 told me 6 asked Nuran 7 told him
2 2 us not to forget the tomato plants.
3 told us not to worry about watering
the bushes.
4 They told us to look out for any
parcels on the front step.
5 They asked us to sweep the
front path.
6 They asked us not to leave the back
gate open.
3 2 the following day 3 those 4 that
5 the following year 6 the day before
4 1 I asked Jameela when she was
coming.
2 He told us to wait outside.
3 Asma said that she couldn’t answer
the question.
4 Ahmed asked me if I had found
the keys.
5 Suzy asked me if I had opened the
window. / Suzy asked me to open
the window.
5 1 Helen told Ann that she wanted to
speak to her that evening.
2 I asked my brother why he hadn’t
waited for me the day before.
3 Our teacher told us not to run in the
corridor.
4 Andy asked Tim if he would like to
use his e-reader.
5 Hannah asked Amy to tell her what
had happened in the film.
6 Students’ own answers
4506397 Scope TB4 SP.indb 125
Page 43 Writing
1 2 she 3 it 4 then 5 Both 6 this
2 2 there 3 it / one 5 that 6 It
3 About the author
MODEL ANSWERS
1 went to Béziers in south-west France to
play football
2 spoke English quite well
3 us to wear our school uniform
4 We all felt really
5 lots of people
6 win because the other team were
7 on interviewing me
8 disastrous
9 to say thank you to the host families
4 Students’ own answers
Page 44 Self-evaluation
Reading
1 1 upload, local, major
2 Two advantages from the following:
Citizen journalism:
– can give everyone a voice.
– spreads news about things we
might not hear about often.
– gives a local perspective.
– is good at telling people about
breaking news.
3 Two disadvantages from the following:
Citizen journalism is:
– often badly written.
– unedited and so it includes
uninteresting stories, etc.
– isn’t necessarily fair or objective.
– isn’t necessarily true or generally
trustworthy.
4 Students’ own answers
Vocabulary
2 1 clock 2 breaking 3 depth
4 account 5 media 6 column
7 Students’ own answers
3 1 predicted that 2 apologised for
3 encouraged to 4 threatened to
5 insisted on
6 Students’ own answers
Grammar
4 1 said that he had given Faisal the
article
2 told me that they had to leave at once
3 asked me if / whether I had ever been
on TV
4 asked Tim who the editor was
5 Students’ own answers
6 Students’ own answers
5 1 told me to get up
2 asked the interviewer to repeat
3 asked us to give
4 the following day
5 there
6 Students’ own answers
7 Students’ own answers
Speaking
6 1 I’ve got 2 tell 3 kidding / joking
4 way 5 Congratulations 6 so
Page 45 Extensive reading
The Great Gatsby by
F. Scott Fitzgerald
Francis Scott Key
Fitzgerald (1896–
1940) was born
in Minnesota, US.
His mother adored
him, made sure that
he had the best
possible education,
and encouraged him to write. His first
story was published when he was 13.
Inspiration for his work came directly
from his own life and his observations of
contemporary society. He said of one of
his novels: ‘To write it took three months,
to conceive it – three minutes; to collect
the data in it – all my life.’ He had an
extravagant lifestyle and he often found
himself in financial difficulties. He died
thinking himself a failure, because he had
only limited financial and critical success
in his lifetime.
Scott is now widely regarded as one of
the greatest American writers of the
20th century. The Great Gatsby, F. Scott
Fitzgerald’s masterpiece, is one of the
great American novels of the twentieth
century. Four film versions have
been made.
Background to the story
In the summer of 1922, Nick Carraway,
a Yale graduate and World War I veteran
from the Midwest, takes a job in New
York as a bond salesman. He rents a small
house on Long Island. His neighbour is
the young and mysterious millionaire, Jay
Gatsby, who lives in a fabulous mansion
overlooking the sea. The beautiful, the
wealthy and the famous drive out from
New York to attend his extravagant
parties. At first Nick is not invited to the
parties and he watches the action from
his garden, and wonders. However, as the
summer passes, Nick is drawn into the life
of Long Island.
1 2 countryside 3 neighbour 4 rich
5 mansion 6 invitation 7 meets
2 1 true
2 false (He invites him to go out in his
motorboat.)
3 false (He hasn’t seen the host.)
4 true
3 Students’ own answers
4 1 The description of his amazing smile.
2 When the smile disappeared, we
learn that he’s a fashionable man in
his early thirties.
3 Carraway is asking endless questions
about the mysterious Gatsby, just
like everybody else.
4 Jordan thinks he’s lied about being
an Oxford man.
5 He isn’t moving or laughing.
5 Students’ own answers
Answer Key 125
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 6 2 2 award-winning 3 best-selling
MODEL ANSWER
Jay Gatsby is a rich young man who lives
in a mansion in the countryside near New
York. He is around 30 years old and he is
fashionably-dressed. He seems generous
and sociable, as he is well-known for
the extravagant parties he holds and he
invites Carraway out on his motorboat.
Jay Gatsby is an intriguing character. The
narrator, Carraway, is invited to Gatsby’s
party, but doesn’t know who the host
is and Gatsby doesn’t introduce himself
when they meet. Jordan also says that
Gatsby was ‘an Oxford man’, but that she
doesn’t believe it. The reader is left with
the impression that Gatsby may have
made up stories about his own past, but
it isn’t clear why.
In addition, the physical description of
Gatsby makes him intriguing, too. We
learn that he has an extraordinary smile,
but then when it is switched off, he seems
more ordinary. This implies that he is a
changeable character who is difficult to
pin down.
The information that we learn about him
from key characters is also important.
Jordan implies that everybody asks
questions about him because he is so
mysterious. The narrator also seems
unsure what to make of Gatsby and
clearly states that he is intrigued by him
with the words:
‘This made me even more curious
than before.’
To sum up, Gatsby is an interesting and
intriguing character.
Unit 6
Page 46 Reading
1 2 ensued 3 adopt 4 resemble
5 evolution
2 d
3 B 4 C 3 D 5 E 2
4 1 true
2 false (They were brought by force to
be slaves.)
3 false (African Americans taught
white people to play the banjo.)
4 false (Blackface was banned.)
5 true
6 false (Jazz partly originated from
African American work songs.)
5 2 a 3 f 4 b 5 g 6 d 7 e
6 1 He was the first black president and
African Americans had suffered
centuries of oppression.
2 In politics their situation was very
weak, but in music they played an
important role.
3 Students’ own answers
4 They are similar because, like their
ancestors hundreds of years ago, they
are producing very good music.
Page 47 Vocabulary
1 2 a 3 e 4 b 5 f 6 d
126 Answer Key
4506397 Scope TB4 SP.indb 126
4 fictional 5 anthology
6 blockbuster 7 masterpiece
3 2 best-selling 3 fictional
4 smash hit 5 anthology
6 chart-topping 7 award-winning
4 2 good 3 like 4 leaf 5 judge
5 Students’ own answers
Page 48 Grammar
1 2 where 3 who 4 whose 5 that
6 which
2 2 when people could buy the first
e-readers
3 which / that Talib shared with me
4 whose books I like
5 where the beginning of the
blockbuster Skyfall was filmed
6 who my father would love to see in
concert
7 which have an exciting ending
3 2 Los Angeles, which is Leonardo
DiCaprio’s hometown, is in the west
of the US.
3 Arthur Conan Doyle, whose first
novel came out in 1887, is one of the
most popular authors in the world.
4 In 1973, when she was only nine,
Tatum O’Neal won an Academy
Award for her performance in the
film Paper Moon.
5 Edinburgh Festival, where
important actors appear every
year, is famous around the world.
6 Victoria Beckham, who’s married to
footballer David Beckham, designs
clothes and bags.
4 2 The town of Mainz, where Gutenberg
lived, is now in Germany.
3 Tunisia is a country which / that I
would like to visit.
4 2584 BCE was the year when the
Great Pyramid of Giza was begun.
5 That new stand-up comedian who I
like has just won an award.
6 I have never met anyone whose
favourite novel is the same as mine.
7 That French masterpiece, which is
very famous, was stolen last week.
5 Students’ own answers
Page 49 Vocabulary
1 2 acrobat 3 busker
4 stand-up comedian 5 storyteller
2 2 put on a show 3 screen
4 busker 5 audience 6 perform
7 play host to 8 storyteller
3 2 acrobats 3 show
4 stand-up comedians 5 perform
6 audience 7 improvise 8 screen
4
MODEL ANSWERS
1 a person who tells stories to another
person or group of people
2 a person who performs in the street,
usually for money
3 a person who stands on a stage and
tells jokes to make people laugh
4 a person who performs difficult acts
such as walking on a tight-rope
5 a group of people who watch a show
or a film
Page 50 Grammar
1 2 making 3 to become 4 to help
5 Listening 6 training 7 to go
8 performing 9 to improvise
2 2 to play 3 to have 4 playing
5 trying 6 to have 7 to come
8 to ask
3 2 getting up / to get up 3 losing
4 to buy 5 playing / to play
6 saying 7 to watch 8 putting
4 Students’ own answers
Page 51 Writing
1 2 because of 3 so 4 because
5 in order 6 as
2 2 due 3 as / because 4 so
5 order 6 as / because
7 because of
3 2 B 3 J 4 F 5 L 6 I 7 K 8 G
9 D 10 C 11 E 12 A
4 Students’ own answers
Page 52 Self-evaluation
Reading
1 1 available, mythical, affordable
2 Clay tablets, scrolls, wax tablets,
printed books and e-books.
3 Ordinary people could now buy
books because they were cheaper
and easier to produce quickly in
large numbers.
4 Students’ own answers
Vocabulary
2 1 best 2 winning 3 block 4 hit
5 master 6 Students’ own answers
7 Students’ own answers
3 1 busker 2 perform 3 storyteller
4 screen 5 plays host to
6 Students’ own answers
Grammar
4 1 This is the famous circus which has
amazing acrobats.
2 That film director, who is from my
hometown, lives in New York now.
3 Gutenberg was an inventor whose
ideas changed the world.
4 Students’ own answers
5 Students’ own answers
5 1 reading 2 to buy 3 Going
4 hearing 5 to give
6 Students’ own answers
7 Students’ own answers
Speaking
6 1 going 2 highlight 3 worth
4 forget 5 experience
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 Page 53 Project
1 2 a festival of music, theatre, dance,
circus and art
3 three weeks
4 May
5 the children’s parade
6 The Pirates of the Carabina circus,
a musical version of the famous
Shakespeare play The Tempest, the
Pitch Perfect outdoor music event
7 all over the city in the concert halls
and theatres, but also in the streets,
parks and public spaces
8 good access by train, coach and bus,
as well as bike-hire once you are in
the city
2 Students’ own answers
3 Students’ own answers
Unit 7
Page 54 Reading
1 2 exhibits 3 thoroughly 4 insight
2 A The Electric Cinema
B Roman amphitheatre
C The UK’s smallest police station
3 2 contemporary 3 a comfortable
4 just walk past 5 store
6 relatively recently 7 poor
4 2 g 3 a 4 b 5 d 6 c 7 f
5 1 They are not included in a typical
sightseeing tour.
2 You watch the films from a sofa or
a bed. Also, it is more elegant than
modern cinemas.
3 They don’t notice it because it’s
inside a street lamp.
4 It was secret because it was
underground.
5 Students’ own answers
6 Students’ own answers
Page 55 Vocabulary
1 2 a 3 e 4 f 5 d 6 c
2 2 record 3 historian 4 descendants
5 Archaeologists 6 heirloom
7 artefacts
3 2 records 3 tools 4 coin
5 archaeologist 6 coins
7 Historians
4 2 speak 3 bear 4 comes 5 be
6 speaks
5
MODEL ANSWERS
2 a person who looks for and studies
ancient things in the ground
3 a precious thing which has been
handed down from generation to
generation
4 an ancient object which can tell us
something about the past
5 a person who studies the past
6 an object which has been designed to
look beautiful
7 a small round piece of metal which
people use as money
4506397 Scope TB4 SP.indb 127
Page 56 Grammar
1 2 made 3 been 4 are 5 can’t be
6 being
2 2 are produced 3 wasn’t found
4 haven’t been discovered
5 will be held 6 is being repaired
7 be seen 8 will be finished
3 2 is grown 3 might be found
4 has been read 5 are being watched
6 will be built
4 2 London is visited by 30 million
people every year.
3 A window has been broken by
someone!
4 The cooker is going to be repaired
(by a technician) tomorrow.
5 The new shopping centre is being
opened by the mayor.
6 The planet Venus can be seen by
people in the morning.
5 2 These pictures were painted 2000
years ago.
3 That famous Egyptian vase is being
restored by experts.
4 Ancient artefacts can be destroyed
by water.
5 The rare gold coins might be stolen.
6 Students’ own answers
Page 57 Vocabulary
1 2 compassion 3 creativity
4 independence 5 responsibility
6 integrity
2 2 humour 3 independence
4 integrity 5 respect 6 compassion
3 2 responsibility 3 respect
4 creativity 5 independence
6 wealth
4
MODEL ANSWERS
1 Teenagers have more responsibility
now because they have to make many
choices in life.
2 Young people have more
independence now because their
parents let them go out more.
3 Teenagers are more interested
in wealth now because they see
advertisements for all the different
things that they can buy with money.
4 Young people have more compassion
for poorer people in other countries
now because they read about it on
the internet.
5 Teenagers have less respect for other
people now because they watch
films where people behave in a
disrespectful way.
6 Young people are more interested
in ideas and creativity now because
they can create things easily using
computers.
Page 58 Grammar
1 2 Yes, they are / No, they aren’t
3 Yes, they were / No, they weren’t
4 Yes, it will / No, it won’t
5 Yes, it has / No, it hasn’t
6 Yes, it would / No, it wouldn’t
7 Yes, I am / No, I’m not
2 2 Was, written 3 Will, be found
4 was, begun 5 be seen 6 be built
3 2 Where can the Northern Lights be
seen?
3 Who has been mentioned on the
national news?
4 How many languages are spoken in
New York?
5 What is being opened in the town
centre tomorrow?
4 2 have / get, renewed
3 have / get, taken
4 have / get, cut
5 have / get, repaired
5 2 have our teeth checked
3 ’m going to have it cleaned
4 ’re having our house painted
5 had his eyes tested
6 Students’ own answers
Page 59 Writing
1 2 There’s a nickname for New York – it’s
‘The Big Apple’.
3 Our town is an easy place to visit; it’s
also very cheap.
4 The London Underground is called
‘The Tube’.
5 Everybody knows the nickname
of that football team – they’re
‘The Tigers’.
6 The villages in this area are beautiful;
they’re very quiet, too.
7 London has a lot of parks and open
spaces. There are more than 3000
of them!
2 2 ‘’ 3 – 4 ! 5 – 6 ‘’
3 2 creating
3 300 buildings and bridges
4 architects around the world
5 Selimiye Mosque in Edirne
6 Süleymaniye Mosque
7 designed by his students
8 Taj Mahal
9 was built in the early 15th century
10 sand, mud and pieces of wood
11 Sahara Desert
12 strong winds and sandstorms
13 an important centre of learning
4 Students’ own answers
Page 60 Self-evaluation
Reading
1 1 spotless, private, fascinating
2 a Amira, Emma b Emma c Khalid
d Sam
3 Students’ own answers
Vocabulary
2 1 -ist 2 -fact 3 -or
4 -loom 5 -ant
6 Students’ own answers
7 Students’ own answers
Answer Key 127
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 3 1 creativity 2 responsibility
3 independence 4 respect
5 wealth 6 Students’ own answers
Grammar
4 1 A lot of historic buildings can be
found here.
2 The ancient pictures were found by a
local farmer.
3 This painting hasn’t always been
admired.
4 The coins weren’t discovered until
last year.
5 Students’ own answers
5 1 was it opened 2 can be seen
3 Were, designed
4 Students’ own answers
5 Students’ own answers
Speaking
6 1 started 2 first thing 3 ready
4 as 5 finished
Page 61 Extensive reading
The Riddle of the
Sands by Erskine
Childers
About the author
Robert Erskine
Childers was born
in 1870 in London.
He grew up in
Ireland, studied at
Cambridge, and
from 1895–1910 he worked as a clerk
at the House of Commons. During his
holidays he enjoyed sailing along the
coastlines of Holland, Denmark and
Germany. In 1903, his only novel, The
Riddle of the Sands, was published. The
novel is acknowledged to be the first great
modern spy story, and is still as exciting to
read today as it was a hundred years ago.
Background to the story
Arthur Davies is young, enthusiastic, and
a brave and skilful sailor. He takes great
delight in sailing his yacht, Dulcibella. He
invites his friend Carruthers to come out
from London and join him for a sailing
holiday.
When Carruthers joins his friend, he is
expecting a pleasant sailing holiday, but
the holiday soon turns into an adventure.
He and Davies find themselves sailing
in the stormy waters of the North Sea,
exploring the channels and sandbanks
around the German Frisian Islands. The
year is 1902 and the storm clouds of the
First World War are gathering. They are
looking for a secret that could mean great
danger for England.
1 1 false (He’s bored and depressed.)
2 true
3 false (It will be cold.)
4 true
5 false (He hasn’t seen him for a
long time.)
2 Students’ own answers
128 Answer Key
4506397 Scope TB4 SP.indb 128
3 1 By ferry and train. 4 Two of the following: The weather was
2 He thinks that there will be servants very difficult, which made it hard
on the boat to look after them and to progress. There were a lot of
the boat. dangerous animals. Juliane didn’t
3 He’s starting to realise that it won’t have any food.
be a luxurious trip. 5 She must have died since there were
4 He can see that Carruthers looks no other survivors.
unhappy with the situation. 6 Students’ own answers
5 He slips and one of his feet goes in
the water.
Page 63 Vocabulary
1 2 a sheer cliff 3 a mountainous region
4 Students’ own answers 4 a barren area 5 some rolling hills
5 6 a scenic view
MODEL ANSWER 2 2 vast 3 mountainous 4 scenic
Carruthers
5 stunning 6 rugged
I’m really not sure why I decided to come
3 2 mountainous 3 sheer 4 stunning
here. I was feeling bored with my job in
5 arid 6 unbroken
London and I felt jealous of my friends
having a good time in the countryside, 4 2 harmful 3 fearless 4 doubtful
but I can see now that it was a complete 5 powerless 6 hopeful
mistake. 5 Students’ own answers
The thing is, I don’t normally come on trips
like this. I’m not used to working on boats, Page 64 Grammar
and Davies has just told me that we’re 1 2 did I know 3 than 4 had we
going to do all the work ourselves! How 5 did we climb 6 have I had
7 did Emir realise
awful!
And as for his boat the Dulcibella, he says 2 2 is this, but, also
that ‘it’s quite a small yacht’, but also ‘very 3 had we left, than
comfortable’. I just know that it’s going to 4 does she go
be tiny and really uncomfortable! Why on 5 did we know
earth did I accept his invitation? 6 have I eaten
7 did they buy
Davies
Oh dear, Carruthers isn’t looking at all 3 Students’ own answers
happy. I’m not sure it was a good idea to 4 2 so, that 3 such a, that 4 so, that
invite him. The thing that I’m really worried 5 such a, that 6 so, that
about is whether he will like the Dulcibella 7 such, that 8 so, that
or not. I suppose if I’m honest with myself
it is rather a basic boat. 5 Students’ own answers
When Carruthers turned up here in smart
Page 65 Vocabulary
clothes, I started to wonder if he thought
1 2 a 3 e 4 g 5 c 6 d 7 f
he was going on a large yacht with
servants! Perhaps I should have made it 2 2 guide 3 Self-catering
4 off the beaten track
clearer when I wrote to him that we were
5 package holiday 6 all-inclusive
going to do everything ourselves.
To be honest, I’m beginning to realise that 7 tourist trap
I don’t know Carruthers that well. I wonder 3 2 package holiday 3 beach resort
how we’ll get on with each other in my 4 guide 5 self-catering
small, old boat in such cold weather! 6 all-inclusive
Unit 8 4
MODEL ANSWERS
Page 62 Reading 1 They should go on a package holiday
1 2 homesick 3 crawled 4 feat because a guide will meet them at the
2 b airport, take them to their hotel and tell
3 A 2 B 6 C 4 D 5 E 1 F 3 them all about the area.
2 They should go on a self-catering
4 2 made contact with holiday so they can easily make food
3 lost consciousness 4 optimistic
for the children when they are hungry.
5 continue 6 moving forward 3 They should go on an all-inclusive
5 1 She was on the flight in order to see holiday because they won’t need to
her father and to be with her family worry about cooking and they will be
for Christmas. well looked after.
2 She was very lucky because she 4 They should go on an adventure holiday
didn’t die after she had fallen from in a village that is off the beaten track.
the plane, and she was the only They can then enjoy being outdoors in a
person who survived the terrible wild and remote place.
accident. Also, she didn’t have any 5 They should go on an eco-holiday and
serious injuries. have a nice time without harming the
3 She had previously lived in the jungle environment.
for a year and a half with her parents.
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 Page 66 Grammar
1 2 would 3 didn’t use 4 use
5 would 6 visit
2 2 Hundreds of years ago, people used
to think that the Earth was flat.
3 The ancient people of this valley
used to have many different tools.
4 In the 19th century, rich British
people used to go on tours of
Europe.
5 (not possible)
3 2 ’ve 3 ’re 4 get 5 isn’t 6 got
4 2 ’m used to being / ’ve got used
to being
3 get used to going up
4 isn’t used to driving
5 is used to living
6 get used to hearing
5 Students’ own answers
Page 67 Writing
1 2 the resorts 3 Not all 4 Some
5 Very few 6 None
2 2 all of 3 Most 4 none of 5 all of
6 Most of 7 a few of
3 He mentions points 1, 4, 6 and 7.
4 2 getting in touch
3 once you get used to it
4 Anyway
5 do you fancy
6 the sort of thing I mean
7 One more thing
8 all’s well
9 Love from
5 Students’ own answers
Page 68 Self-evaluation
Reading
1 1 lonely, lower, hop
2 The Australian government separated
them because they thought that the
girls would have a better life with
white Australians. They decided to
walk 1600 km home.
3 He thought Joe was dead. He knew
that he would fall too if he didn’t cut
the rope.
4 They are both very determined and
physically strong.
5 Students’ own answers
Vocabulary
2 1 mountainous 2 scenic
3 unbroken 4 rolling 5 stunning
6 Students’ own answers
7 Students’ own answers
3 1 catering 2 all 3 tourist
4 holiday 5 track
6 Students’ own answers
Grammar
4 1 do I travel abroad
2 have we been on such a scenic road
3 such a, that
4 so, that
5 Students’ own answers
6 Students’ own answers
4506397 Scope TB4 SP.indb 129
5 1 started 2 used to be 3 get
4 Students’ own answers
5 Students’ own answers
Speaking
6 1 That’d 2 wouldn’t 3 It 4 nice
5 doesn’t 6 suggestion 7 shall
8 Is 9 think 10 quite
Page 69 Project
1 1 true 2 false 3 false 4 true
5 false
2 Students’ own answers
3 Students’ own answers
4 Students’ own answers
Unit 9
Page 70 Reading
1 2 congested 3 combustion engines
4 districts 5 close-knit
6 compatible 7 peace and quiet
2 b
3 2 a European traveller
3 largest
4 many little villages
5 not difficult
6 has all the things that a community
needs
4 2 e 3 a 4 b 5 c 6 g 7 f
5 1 It’s a series of villages which are built
over the water. It is also unusual
because it’s not old-fashioned, but a
thriving modern community.
2 Because it is a community on the
water just like Venice.
3 Because they can have a
combination of a peaceful historic
community with all the amenities
and facilities of modern life.
4 The advantages could be that it is
car-free, and it has a good sense of
community with all the amenities of
modern living. The disadvantages
could be that you might be very close
to your neighbours and the houses
might get damaged in storms or
strong winds.
5 Students’ own answers
Page 71 Vocabulary
1 2 traffic congestion
3 green vehicle
4 business commuter
5 congestion charge
6 rush hour
2 2 business commuter
3 rush hour
4 Traffic congestion
5 green vehicle
6 Carbon emissions
7 Sustainable travel
3 2 traffic congestion
3 congestion charge
4 sustainable travel
5 carbon emissions
6 business commuters
4 2 in case of 3 in favour of
4 in place of 5 In the light of
6 in search of
5 Students’ own answers
Page 72 Grammar
1 2 a 3 e 4 b 5 f 6 c
2 2 It is understood that
3 It is felt that
4 It is not thought that
5 It is said that
6 Is it known that
3 2 are expected to be a success
3 is thought to have begun 50 years ago
4 are believed to improve air quality
5 is known to have been terrible
6 are understood to cause problems in
the rush hour
4 2 located 3 walking 4 carrying
5 bought 6 crossing 7 admired
5 Students’ own answers
Page 73 Vocabulary
1 2 a 3 f 4 b 5 d 6 e
2 2 brolly 3 walking stick 4 holdall
5 shin pads 6 briefcase
7 false teeth 8 cooler
3 2 coolers 3 headphones 4 briefcase
5 folders 6 walking stick
4
MODEL ANSWERS
2 things you listen to music with
3 a type of bag which you carry work
things in
4 things which you use to protect your
legs when you play football
5 something which you use to help
you walk
6 things which you wear on your feet on
the beach
7 a thing which you use to keep yourself
dry when it rains
8 things which you eat with when you no
longer have teeth
9 a thing which you put your papers in
Page 74 Grammar
1 2 our train leaves 3 where I put
4 you are 5 you were
6 that cake costs 7 is free 8 we are
2 2 Would you mind telling me what
the time is?
3 Can you remember where I put my
briefcase?
4 Could you tell me how much these
maps are?
5 Do you know if I am going the
right way?
6 Have you got any idea if the boats
leave from here?
7 Can you explain where that famous
person lived?
8 I wonder if you could tell me the
price of the trip.
9 Could you possibly tell me which
platform it leaves from?
Answer Key 129
21/04/2015 14:58
 3 2 where I can buy a student travel pass Collins followed his own advice to the
3 what time the rush hour finishes novelist – ‘Make them laugh, make them
4 if I spoke to you about the tickets cry, make them wait’ – and his novels were
before enormously popular.
5 when the last train goes Background to the story
6 if the lost property office is far The woman first appears out of nowhere,
from here standing in the moonlight on a lonely
7 if I’m standing on the right platform heath near London. Walter Hartright is
4 Students’ own answers at first alarmed, but then sees that she is
frightened and confused, and needs his
Page 75 Writing help. He speaks kindly to her, walks with
1 2 d 3 a 4 e 5 c her to show her the right road, and soon
2 2 so as not 3 to 4 for 5 so that she disappears into the night again.
This strange meeting begins a chain of
3 B 4 C 1 D 5 E 3 events that bring together Walter, Marian
4 2 It is believed 3 were first used and her half-sister Laura, Sir Percival and
4 because 5 such as 6 so that his Italian friend Count Fosco in a mystery
7 Using 8 As well as being in which nothing is as it seems.
9 to stop 10 in order to
1 2 lives 3 job 4 leaves 5 sister
11 for transporting 6 suburb 7 walks 8 hand
5 Students’ own answers 2 1 white clothes 2 surprised
3 sad 4 trees
Page 76 Self-evaluation
3 Students’ own answers
Reading
1 1 cart, ambulance, run-down 4 1 Two of the following: Her voice
2 a Venice b Zermatt c Fes el Bali trembled. She looked nervously up
3 Students’ own answers and down the road. Her fear and
confusion were painful to see.
Vocabulary 2 It is late at night and very dark, but
2 1 congestion 2 network he is walking in a familiar place with
3 rush 4 commuters 5 green a strange and mysterious woman
6 Students’ own answers who is dressed in white.
3 1 head 2 brief 3 shin 4 walking 3 Because a baronet treated her badly.
5 hold 6 Students’ own answers 4 Because he has heard the name of
that place recently (he is going to
Grammar teach there).
4 1 expected that the new train system 5 1 Students’ own answers
will be fast 2 (Possible answers)
2 are thought to be efficient Who are you? Why are you walking
3 sitting, eating, made about dressed in white at this time
4 Students’ own answers of night?
5 1 if there is a station near here
2 when the last train goes 6 4 ‘With resignation’ means that you
3 Students’ own answers MODEL ANSWER
Something strange happened to me last
Speaking night. After I left you and Mother at about
6 1 presentation 2 look 3 begin midnight, I began to walk back across
4 outline 5 know 6 see 7 Firstly Hampstead Heath. As I was going past a
8 secondly 9 move 10 conclusion group of trees, I suddenly felt a hand on
my shoulder.
Page 77 Extensive reading
I looked round and saw a sad-looking
The Woman in White young woman all dressed in white. I was
by Wilkie Collins very surprised to see her walking alone at
About the author that time of night.
William Wilkie Collins She seemed very nervous and anxious,
was born in 1824 although I didn’t learn exactly why. I felt
in London, where a great sympathy for her and asked if I
he lived for most of could help her. She wanted me to find her
his life. Although he a cab, as she was trying to visit a friend in
trained as a lawyer, London but she didn’t seem to know the
he never practised, city at all.
preferring instead I walked along with her, and she told me
to write. He became good friends with something very surprising. She said that
Charles Dickens, and the two remained
she knows Cumberland and Limmeridge
close until Dickens’ death in 1870. His real
village. Of course, that is where I am
success came with the publication of his
going right now! She also mentioned
fifth novel, The Woman in White.
the names of some people who might
be related to the man that I am going
to work for. Isn’t this all a strange
130 Answer Key
4506397 Scope TB4 SP.indb 130
coincidence! Soon after she told me this,
a cab came along, so I didn’t learn any
more about her.
I can’t stop thinking about last night and
wondering who she is. Perhaps I will find
out one day.
With all the best
Walter
Unit 10
Page 78 Reading
1 2 extraordinary 3 suspicious
4 colleagues 5 exception
2 b
3 1 false (He said your perception of
your abilities is the most important
thing for success.)
2 false (Both groups had about the
same intelligence.)
3 false (They are suspicious of new
inventions and they think about the
potential problems.)
4 false (Almost everyone agrees that
computers have created more job
opportunities.)
5 true
4 2 d 3 b 4 f 5 c 6 e 7 a
5
MODEL ANSWERS
1 Attitude is important because if you
believe you can do something, you
are more likely to accomplish it than
if you doubt your abilities.
2 They lied to the teachers because
they wanted to see the effect of the
teachers’ attitudes on the pupils’
performance.
3 Pessimists always blame themselves
for their problems whereas optimists
think that their problems come from
external factors.
think that you are helpless to deal
with your problems. ‘As a challenge’
means that you see problems as an
opportunity to try harder.
5 Students’ own answers
Page 79 Vocabulary
1 2 F 3 A 4 C 5 D 6 E
2 2 true 3 high 4 better 5 go
6 through 7 it
3 2 He’s made it.
3 I passed the test with flying colours.
4 We’ve decided to aim high.
5 I’m working very hard to get ahead
in my job.
6 Yasmin is going to have another go.
4 2 about 3 of 4 on 5 in 6 as
5 Students’ own answers
Page 80 Grammar
1 2 has been 3 are we doing
4 had made 5 getting 6 work
7 have passed 8 got
9 have arrived 10 I must
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 2 2 would learn 3 watching
4 painted 5 hadn’t told 6 to put
7 was given 8 ’ll be sitting
3 2 to interview 3 asked
4 had been 5 (to) give up 6 keep
7 ’ll always manage 8 has
9 taking 10 would like 11 ’ve had
12 haven’t finished
4 2 This 3 when 4 because
5 whose 6 where
5 2 too 3 that 4 after 5 unless
6 already 7 it 8 of all 9 Then
10 where 11 This
6 Students’ own answers
Page 81 Vocabulary
1 2 off 3 out 4 behind 5 down
6 over 7 to 8 with
2 2 get down 3 sink in 4 go over
5 work, out 6 give up 7 copy, out
8 fall behind
3 2 catch up 3 give up 4 deal with
5 put off 6 stick to 7 go over
8 copy, out 9 get down
4 Students’ own answers
Page 82 Grammar
1 2 do 3 Did 4 Does 5 Are
6 Who 7 has 8 Do 9 Have
10 Is 11 Whose 12 is
2 2 What is Aziz going to study at
university?
3 When / What time does the lesson
start?
4 Will Lana and Maya be doing the
exam this time tomorrow?
5 Why was the lesson cancelled
yesterday?
6 How much progress has Abdullah
made in English?
7 Who checks your homework?
8 Where were you working yesterday
afternoon?
9 How did you get to school this
morning?
10 Will you come to the match later?
11 Could you tell me what the time is?
12 What happened in the kitchen?
3 2 My teacher asked me why I hadn’t
finished the project.
3 If Mike had worked hard(er), he
wouldn’t have failed the exam.
4 Hannah, who is in my class, lives
near me. / Hannah, who lives near
me, is in my class.
5 Jack can’t have been happy when he
saw his school report.
6 Why haven’t the exam results been
announced?
7 My friend advised me to stick to my
study plan.
8 I’ll never forget going on that
school trip.
9 Dictionaries will be given out at the
beginning of the exam.
4506397 Scope TB4 SP.indb 131
4 Grammar
MODEL ANSWERS 4 1 had been 2 is 3 to buy
1 I didn’t wake up early so I missed 4 have my teeth checked
the bus. 5 would 6 must have borrowed
If I’d woken up early, I wouldn’t have 7 have been told
missed the bus. (Possible answers:)
2 We began learning English six 8 already / just, history
years ago. 9 library, where, study
10 Although, singing
We’ve been learning English for
six years.
Speaking
3 It was a terrible idea for me to buy
5 1 interesting 2 never 3 before
that bike.
4 instance 5 both 6 quite 7 me
I shouldn’t have bought that bike.
8 suppose
4 Friends is a great TV series. I enjoy it a lot.
Friends is a great TV series which I enjoy Page 85 Project
a lot. 1 2 What happened in his early life?
5 My grandfather encourages me to
work hard.
3 What was his greatest achievement?
4 What characteristics helped him to
I’m encouraged by my grandfather to be successful?
work hard. / I’m encouraged to work 5 What difficulties did he overcome?
hard by my grandfather. 6 Why will people always remember
6 I really regret breaking my new camera. him?
I wish I hadn’t broken my new camera.
2 Students’ own answers
Page 83 Writing 3 Students’ own answers
1 2 Our school day is very long.
3 I like science a lot.
4 Our new teacher, Mr Hussein, is
very good.
5 Emir was sitting at the back of
the class.
6 Have you ever seen a better school?
2 2 studey study
3 language foreign foreign language
4 have are
5 for the at
6 they their
7 spend better be better spent
8 else else. (full stop at the end)
3 2 Despite 3 favour 4 view
5 think 6 doesn’t seem 7 to ask
8 sure 9 strongly 10 idea
11 advantages
4 1 b 2 b 3 b 4 a
5 Students own answers
Page 84 Self-evaluation
Reading
1 1 bright, figure, elsewhere
2 He thinks that people reach the top
by working extremely hard.
3 This person thinks that people
should get a copy of the book
because it is packed with fascinating
facts and it is very readable, too.
4 This person argues that you need to
have a lot of talent to succeed.
5 Students’ own answers
Vocabulary
2 1 colours 2 high 3 through
4 get 5 dreams
6 Students’ own answers
3 1 over 2 behind 3 up
4 out 5 up 6 in
7 Students’ own answers
Answer Key 131
21/04/2015 14:59
 Audioscripts
Two
Starter B Oh dear! I look really silly in this photo! Dad took it after Mum had
come home with my new baby brother, Jack. At first, I was a bit
Vocabulary page 6
upset when Jack was born because I’d really wanted a baby sister,
but I soon got used to the idea of having a brother. I’d been crying
Exercise 3 $ 1•05
just before Dad took this because I wanted to hold him, but I wasn’t
Maya What’s the matter, Jenna?
allowed to! They were worried I might drop him! I lay really still while
Jenna I’m upset because the students aren’t using the new recycling
Dad was taking the photo. Jack loves this photo of us. He found it in a
bins in the school canteen. They’re throwing recyclable things away
box last year and it’s been on his bedroom wall since then.
with the normal rubbish. I think it’s wrong, don’t you, Maya?
Three
Maya I completely agree. It’s really important to cut down on the
Ha, I love this! My sister got married in this beautiful, really long
amount of rubbish we throw away and to recycle as many things as
dress. And then, when she thought no one was looking, my brother
possible. I think people who throw away recyclable things like glass
took this photo of her! Apparently Emma had changed her shoes
and paper should pay a bit of money to the school … perhaps
because her feet were hurting. She was embarrassed by the photo
50 pence each time.
at first, but later she asked for her own copy! I think it shows my
Jenna You’re absolutely right. What do you think, Yasmin?
sister as she really is – fun-loving and free-spirited. I use it as the
Yasmin I’m not so sure about that. In my opinion, you can
screensaver on my phone. It reminds me not to take things too
encourage people to recycle more, but you shouldn’t ask them for
seriously myself!
money if they don’t. We could put up some posters in the canteen
Four
to tell them why recycling is important.
I think we’ve all got a copy of this photo in my family. My aunt was
so proud when she took it! And a bit embarrassed, too. She thinks
Starter C Dave, my uncle, looks badly-dressed because he wasn’t wearing a
tie! Mike – that was my cousin – well, he was the first person in my
family to go to university. He got a brilliant degree, and he was such
Grammar page 9
a fun-loving person. He was always laughing. Then, a few years later,
Exercises 5 and 6 $ 1•06 Mike suddenly became ill and died. Everyone was so upset; it was
I’m studying English because I hope to go to university one day. such a difficult time. So when I see this photo I’m happy, and I’m
I’ve got some really important English exams this year, and I need the opposite, all at once.
to get good marks. So I’ve asked my teacher for some past papers,
and I’ve studied them all very carefully. My goal this term is to do at
least three papers.
Unit 2 Cities
One thing that I really want to work on is my speaking skills. I didn’t
get very good marks in my speaking exam last year. I’m trying Vocabulary page 20
to speak English much more in class, but I’m finding it difficult.
I’m quite shy, and I get embarrassed when I make mistakes! But
Exercise 3 $ 1•17
One
my teacher is very kind. She says that no one is perfect, and that
Tokyo is the biggest megacity in the world. On a satellite image of
everyone makes mistakes when they’re learning. We need to make
the world at night, it is the brightest place you can see, thanks to all
mistakes so we can find out how to improve.
the lights!
Something that I find really motivating is reading English-language
Two
articles at home. Of course, I don’t understand every word, but I
Danny Boyle filmed Slumdog Millionaire in Mumbai in India.
can still understand a lot! I like being able to choose the topics
The Indian film industry, Bollywood, is also based in Mumbai.
that interest me the most, like sport. I love sport, but we don’t read
It produces more films than Hollywood!
many sports articles in class. At home, I can read what I like!
Three
I’m learning lots of new words while I’m reading, so I add to my
A huge number of films and TV shows are set in New York.
vocabulary notebook all the time. To help me stay focused, I’ve
It’s also inspired the settings for lots of video games.
made a vocabulary revision schedule. Another one of my aims is to
Four
learn five new words every day. That doesn’t sound too hard … I
Hampton Court, in the suburbs of London, was once the home of
hope! Wish me luck.
the English king Henry VIII. He built a tennis court there –
in 1528!
Unit 1 Life in pictures
Vocabulary and listening page 22

Vocabulary and listening page 14

Exercises 3 and 4 $ 1•19
Exercises 5 and 6 $ 1•10 One
One A This is so annoying. I’m trying to ring Karen, to tell her we might
This is a bit of a family treasure. I should really get my own copy one be late, but I can’t get a signal.
day. It’s my great-great-great-grandfather, James, in the shop where B Use my phone.
he worked. He didn’t own the shop, but he’d just had a promotion A Thanks … oh, it’s dead. You must have run out of battery.
to shop manager when this photo was taken. James died when he B Ugh! Well, we’ll just have to run there really fast … and try not to
was middle-aged, so this should be a sad photo, but it’s hard to feel slip over, like you did last time!
sad about someone you’ve never met. He was a really hard-working A Thanks for reminding me! We could get a taxi. Then we’d be
man, and I think he inspired lots of people in the family to work there in minutes.
hard, too. B We can’t afford one! Come on – quick!

132 Audioscripts

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 Two
A Excuse me. I’ve lost my bag, but I haven’t a clue where I left it.
B OK. Where have you been?
A Well, I wanted to see the new exhibition, but I got lost on the
way, so it can’t be there. I looked around the gift shop, so it may
be there … Oh, no! What if I left it there? Someone might have
walked off with it!
B Don’t panic. Someone may have handed it in. I’ll look. Was it
pink, with Disney characters on it?
A Er, no. I’m 15! It was an orange and grey sports bag. The kind
you’d take to the gym.
B Ah! This must be it! One of our guides found it on a chair near
the café.
A Yes, that’s it!
Three
A Dan! You’re late. You can’t have overslept again – I don’t believe it!
B I’m so sorry. I got up early, before the alarm went off. Honestly!
But then I couldn’t find my bus pass.
A What? You should have looked for it earlier.
B I know. So I had to borrow money for a ticket, and then I missed
my usual bus, and the next one got stuck in traffic, and …
A Well, don’t let it happen again.
Four
A Oof!
B Are you OK? Your leg … can you stand up?
A Thanks, I’m OK. See? I can stand up just fine. I can’t have broken
anything!
B Well, maybe not, but that must have hurt.
A I’m OK, honestly … I mean, yes, of course it hurts, but I’m more
embarrassed than anything else. I can’t believe I actually slipped
over on a wet floor!
B Someone should have cleaned that up. It’s terrible. You could
have broken something!
Five
Hi, Mum? It’s James. JAMES! Yes, I’m still in town. Listen, can you
come and pick me up from outside the sports centre? I’m soaking
wet, I got caught in the rain and … Yes, I know I shouldn’t have
stayed so late … No, I didn’t take your umbrella … Why? It’s got
flowers on it! … I know, I know, this isn’t the first time … but it
won’t happen again, I promise … Thanks, Mum. You’re the best!
Speaking page 24
Exercises 2 and 4 $ 1•20
Sarah Oh wow, there’s so much to choose from! What shall we do?
My guess is that the London Dungeon tour will be the best.
Mum Not for me, sorry. How about you, Phil?
Phil Hmm, it sounds good, but I’d prefer to go on the Night Safari.
It’s more … educational. Don’t you agree, Mum?
Mum Well, I suppose so, but I’m a bit tired of museums! I’d rather
do something different. Like the London Eye, or even better, Les
Misérables! Hmm …’
Sarah Hmm, that’s one idea, but …
Phil No way! Absolutely not!
Sarah Phil! That wasn’t very polite!
Phil Sorry! But, to be honest, musicals aren’t my cup of tea.
So, what’s left? Let’s see … What about eating ice cream at that
crazy-sounding café?
Dad Well, I’d prefer to do that, I think. Yes, that would be my top
choice. Don’t you agree?
Mum I’m not sure I’d enjoy that. And we’re trying to eat healthily,
remember? Why don’t we go on the London Eye? That might be
a laugh.
Sarah Sounds good to me. Do you feel the same, Phil?
Phil It might be a laugh. Dad? Dad?
Dad Huh? Sorry, still thinking about ice cream … Yes, the London
Eye. Let’s do that.
4506397 Scope TB4 SP.indb 133
Review 1–2 page 27
Exercise 7 $ 1•23
Mum I think we should go away for a week in July. How about
staying in a house in England?
Sam Good idea. Can we go to London? I really want to go to the
big sports shops on Oxford Street.
Mum Well, actually, I’ve just seen a lovely little cottage online. It’s on
a website that organises places to stay in the UK. Why don’t we rent
it and have a relaxing holiday in the countryside?
Sam A cottage? An old, English house? Where is it?
Mum It’s in a beautiful, small village on the coast. There’s a beach
and you can see the sea from the cottage.
Sam It sounds very quiet.
Mum Well, that’s the idea. A nice, quiet break in a peaceful, rural
area, far away from the bustling, polluted city.
Sam But what can we do there?
Mum We could go for long walks and explore the countryside. And
you’d be able to go swimming every day. The cottage is only five
minutes’ walk from the beach.
Sam Long walks aren’t really my cup of tea, Mum. Do we have to go
to the countryside? Can’t we have a city break instead?
Mum A city break? But we live in a city! London will be very similar.
The idea of a holiday is to go somewhere different!
Sam Yes, but we could go to a different city, like Oxford! We’d be
able to look at the ancient buildings and go to museums. You’d like
that!
Mum Hmm … I think your dad and I would rather get away from
cities for a while.
Sam But there might not be anything to do in the village.
Mum Oh, Sam! You don’t have to be in the village every day. You
could always go into town. Look, the nearest town is 20 minutes
away by bus. There’s a regular bus service from the village straight
to the town centre.
Sam That might be OK. Is there anything else in the village?
Mum Let’s see … There are a couple of small shops … There’s a park
and a café … and there’s a surf school on the beach.
Sam A surf school! I can learn how to surf! Well … maybe I could
manage to spend a week in the countryside after all …
Mum I’m glad to hear it! Shall I book it?
Sam Oh, go on, then!
Unit 3 The future
Vocabulary and listening page 32
Exercises 3 and 4 $ 1•27
Hassan Wow! This fair is huge!
Adam And it’s packed! Where shall we start?
Hassan I’m not sure. I’ll ask one of those guides over there. I’m sure
they’ll be able to give us some advice. Excuse me.
Guide Hi. How can I help you?
Hassan I didn’t anticipate the size of the event and I don’t really
know where to start. What do you reckon?
Guide It is a large event, but you’ll definitely be able to see
everything. Er, what time are you leaving?
Adam Er, we’re meeting our teacher at quarter to five and our bus
leaves at 5 o’clock.
Guide Well, you’ve got plenty of time, then. It’s only half past nine!
I’m sure you’ll have seen everything by the time you go.
Hassan We’ll have walked miles as well!
Guide Anyway, let’s have a look at the programme and I’ll give
you some tips on how to get the most out of your day. OK. This
map shows you where everything is at the fair and explains what’s
happening. For example, B45 is all about engineering.
Adam So, will there be actual engineers there?
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21/04/2015 14:59
 Guide Yeah, definitely. The people working here today are engineers
or scientists or computer programmers in real life. They’ve come
to the fair because they want to inspire people like you to work
in engineering or science, just like them. There’ll be interactive
activities so they can demonstrate how interesting their work is.
Hassan It sounds fun.
Adam Look, there’s a thing about Formula 1. I’m definitely going
to go to that … and it says they’re launching a competition. I’m
going to enter that. That’s what I hope that I’ll be doing in ten years’
time … designing F1 cars.
Hassan Well, I doubt you’ll be driving them! You’re a terrible driver
when you play that video game!
Guide OK. Another thing to look out for today are the workshops
where you can actually do experiments and things. They’re on at
different times in the day, but you can’t book them. You just turn
up. If I were you, I’d go early because they’re always really popular.
Hassan I fancy going to the digital workshop and having a go at
designing a game! What time does the first one start?
Guide I’ll just check. It starts at 11.
Hassan Brilliant. I’ll go there before I have lunch. We’re all meeting
for lunch in the café.
Guide The other thing I’d really recommend is the UK National Robot
Championship. It starts at 2.30 in the main hall. It showcases the robots
that British schoolchildren have designed and made. These robots
have all won their regional competitions. The winning one today will
qualify for the Robot World Championship in Los Angeles in the US!
Adam Wow!
Hassan Look out, Adam! You’re going to meet a robot!
Robot Excuse me, would you like a programme?
Adam Er, it’s OK, thanks. I’ve already got one!
Speaking page 34
Exercises 2 and 3 $ 1•28
Rob Hello?
Lisa Oh, hello. Um, could I speak to Cathy, please?
Rob Sure, I’ll see if she’s in … Um, can I ask who’s calling?
Lisa Oh, this is Lisa. From the basketball team. Cathy’s my coach.
Rob Hi, Lisa. Just a minute … Cathy! … Cathy! … I’m sorry, I’m afraid
she’s out. Apparently, she’s gone to the basketball courts. She’ll be
back this afternoon if you want to call again then.
Lisa Um …
Rob Or can I take a message?
Lisa That would be great, thanks! Can you tell her that I won’t be
able to come to practice tonight? I’m not feeling well.
Rob Sure, I’ll let her know.
Lisa Thanks.
Rob No problem. Bye, Lisa. I hope you feel better soon!
Unit 4 Buy, buy, buy!
Vocabulary and listening page 40
Exercises 5 and 6 $ 2•05
Laila Hi, Aunt Jenna.
Aunt Hi Laila, how’s life at university?
Laila It’s good, thanks. I’m really enjoying my course.
Aunt And what about money? Are you managing to live
inexpensively?
Laila Well, I am now, but I wasn’t at the beginning of term. I spent
a fortune on textbooks at first because whenever I went the library
to borrow a book, the one I needed was never there, so I ended up
buying a lot from the university bookshop. Anyway, I wish I hadn’t
bought them because then I found out that you can buy a lot of the
books from students who don’t need them anymore. There’s actually
a website where people advertise their books and they’re so much
cheaper. If I’d known that, I wouldn’t have spent so much money.
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Aunt Never mind. At least you know where to get books from in
the future! What else have you done to save money?
Laila Well, my room was really impersonal when I first got here. I
was going to go and buy some posters when I found a website
about decorating in an unconventional way.
Aunt Really? How?
Laila It recommends looking through old magazines that people
are throwing away. You can find some really cool pictures in them
to stick on your wall … and the best thing is, they’re free. So, now
I’ve got adverts on my wall and I’m not dissatisfied with my room
anymore! The only problem is that one of them is for a chocolate
bar that looks irresistible and it makes me want one whenever I
look at it!
Aunt Talking about food, do you spend a fortune on it?
Laila Well, once again, I’ve learnt my lesson. At first, I was very
unhealthy and I just ate crisps and sweets during the day!
Aunt Oh, Laila!
Laila I know you disapprove, but they were quick and easy to eat.
Anyway, then I found this brilliant website with lots of ideas for
cheap, nutritious meals. So now I take a packed lunch with me
every day.
Aunt Well, you’d have more money now if you hadn’t wasted so
much money on snacks.
Laila I know. If only I liked nuts. Another tip on the website is to
always have a bag of them with you just in case you get hungry. It
stops you buying crisps!
Aunt That’s a good idea. You could take some fruit instead of nuts.
Have you saved money in any other way?
Laila Yes, I read another website about volunteering at events in
order to get free tickets. I helped at a local football tournament last
week, so now I’ve got a free ticket to a match next month.
Aunt But you can’t stand football, Laila!
Laila I know! If I’d looked more carefully, I’d have chosen a different
event. I wish I’d chosen a tennis tournament! Anyway, Aunt Jenna, I
need to …
Speaking page 42
Exercise 2 $ 2•07
A Good morning. What would you like?
B Hello. I, uh, I’d like a pastry, please.
A Certainly. Do you mean one of these apple pastries?
B Um, er … actually, I’ve changed my mind! Sorry. Could I have a
little cake instead?
A Certainly. Which one do you mean?
B One of these cakes here, in the middle of the top shelf.
A The ones with cream on top?
B That’s it! Thanks.
A And for you?
C Oh, they all look good. What’s in these round, pink cakes on the
right, here?
A These? They’re made with strawberry and coconut …
C Oh dear. Sorry. Coconut isn’t my favourite. Could I have one of
these biscuits on the bottom shelf, please? They’ve got, uh … I
don’t know what it’s called in English, but it’s red.
A Strawberry jam?
C That’s it!
A There you go. Do you want them to eat in or take away?
B To eat in, please. And could we have two teas with those?
21/04/2015 14:59

Review 3–4 page 45
Exercise 7 $ 2•09
Cathy Mum, what do I need to open a bank account?
Mum You’ll need some ID. Your passport will be OK. And you’ll need
proof of your address. Have you got a letter with your name and
address on it?
Cathy Yes, I’ve got one from the school.
Mum That should be fine. Oh, and you’ll need some money to put
in your account.
Cathy I’ve got that! OK, I think I’m ready.
Mum Make sure you get an account with online banking. It’s really
useful. If you have online banking, you can check your bank account
from home and you can top up your mobile phone online too.
Cathy Ah, that’s a good idea. I hate queuing up to buy credit for my
mobile phone!
Mum Well, take your mobile phone details to the bank with you. You
can set up your mobile phone company as a payee on your account.
Cathy What’s a payee?
Mum A payee is a person you pay.
Cathy Oh yes, of course. Silly me!
Mum You can even ask the bank to set up a standing order to the
mobile phone company. A standing order is an amount of money
that you pay to someone every month. If you set up a standing order,
you can top up your mobile phone automatically every month.
Cathy Wow! That’s cool. I’m always forgetting to top up my phone!
Mum I know!
Cathy Do you think I should get a credit card, too?
Mum Hmm … I don’t know if that’s a good idea.
Cathy It would be great for shopping online.
Mum Yes, but it’s very easy to get in debt when you have a credit
card. I think it’s safer to use cash. The bank will give you a cash card
and a PIN number.
Cathy Can’t I choose my own PIN number?
Mum Not at first, but you can change it later.
Cathy Hmm. I think I’ll change mine so that it’s easy for me to remember.
Mum That’s a good idea. If you forget your PIN, you won’t be able
to use the cash machine. But don’t choose anything too obvious. If
you use your birthday, your PIN will be very easy to guess.
Cathy OK, I’m off to open my account! Having my own bank
account is going to be great!
Mum Yes, but remember, you can’t take money out of the bank
unless you put it into the bank first.
Cathy I know, I know! Thanks, Mum! See you later!
Unit 5 News
Vocabulary and listening page 50
Exercises 4 and 5 $ 2•14
Nellie Bly – pioneering investigative reporter
Nellie Bly was one of the first investigative reporters, preferring to
research stories herself before writing about them. Her articles became
famous around the world.
She was born in the US in 1864. Her family was poor, and she was
desperate to find a better life. At the age of 15, she started studying
to become a teacher, but the head teacher told her to leave after just
one term because she had no money. Nellie struggled to find work
after that because there were few jobs for women. In 1880, she read
an article in the local Pittsburgh newspaper that wasn’t in favour of
working women. Nellie wrote an angry letter to the editor. Impressed
by her style, he encouraged Nellie to join the team as a reporter.
Nellie was delighted. She was keen to write important news stories.
She even travelled to Mexico and wrote about the burning issues of
the day. But back in Pittsburgh, the editor asked her to write about
topics that he thought women would enjoy reading, like flower shows,
food and fashion! Frustrated, Nellie left to find work in New York.
4506397 Scope TB4 SP.indb 135
In 1887, when she was only 23, she wrote her first famous article,
about a home for mentally ill patients. Nellie pretended to be ill in
order to find out what the home was really like. She had a terrible time.
Staff didn’t treat the patients kindly, including Nellie. Nellie’s article
shocked people in the US, and the government promised to improve
conditions for the patients.
In her later career, Nellie insisted on writing about big issues, like
health, justice and poverty. But she also had a lighter, fun side!
In 1888, she begged her editor to allow her to travel around the
world, inspired by the novel Around the World in Eighty Days. When he
agreed, she announced that she was going to do it in less than eighty
days. In 1889, she broke the record by completing her journey in the
fastest ever time: 72 days, 6 hours and 11 minutes. Nowadays, we can
fly round the world in 80 hours. But Nellie travelled by boat, train, and
donkey! Adventurous Nellie even bought a monkey on the way as a
souvenir.
In 1895, Nellie got married, but she didn’t stop working. In addition
to journalism, she became a businesswoman and inventor, inventing
containers for milk and rubbish. She also worked for children’s charities.
Nellie died in 1922, aged 57, but her achievements live on. Becoming
a reporter is still a challenge today, but Nellie shows us how much is
possible if you’re determined enough.
Speaking page 52
Exercise 2 $ 2•15
One
Lisa Karen, it’s Lisa. Listen, I’ve got something to tell you.
Karen What’s up?
Lisa I’ve just opened my exam results and I’ve passed them all!
Karen No way!
Lisa Honestly. I did really well.
Karen Congratulations! That’s wonderful news. Do you fancy
getting together this afternoon?
Lisa I’ve got a driving lesson at 2, so maybe after that.
Karen OK.
Two
Rob Hi, Andy. I’m afraid I’ve got some bad news.
Andy What’s up?
Rob I can’t come round later. I’m in hospital with a broken arm.
Andy Are you kidding?
Rob No, I’m not. I broke it when I was playing in a rugby
tournament yesterday.
Andy Poor you! You must be feeling absolutely awful.
Rob Well, the only good thing is we won the tournament!
Three
Ann Sarah, I’ve got to talk to you. Something awful’s happened.
Sarah What?
Ann I’ve just failed my driving test.
Sarah Oh, I’m sorry to hear that. Tell me all about it.
Ann Well, you know I’ve been learning for months, and I thought
I drove really well in the test. I was really surprised when the
examiner told me that I needed a lot more practice..
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21/04/2015 14:59
 Dave There was one part in the show when I completely forgot
Unit 6 Culture my lines!
Tim Oh no! What happened?
Vocabulary and listening page 58
Dave I improvised until the director, Kevin, noticed and stopped the
rehearsal!
Exercises 3 and 4 $ 2•20
Tim Was he angry with you?
Welcome to our programme, Focus on Festivals. Every week we
Dave Not really. He just encouraged me to learn my lines a bit
talk about different locations around the world which play host
better before the next rehearsal! Anyway, at lunchtime there was
to festivals. If you joined us last week, you’ll remember hearing
another problem. One of the members of the drama club, Andy,
a report on the Muscat Festival in Oman, which celebrates the
complained that he didn’t have enough to do in the show. He
country’s cultural heritage. Today, we’re talking about somewhere
begged the director to give him a bigger part. He even threatened
that is a long way from the Middle East, and that’s Scotland, or
to leave the club if he didn’t get a different part.
Edinburgh, to be precise. August in the Scottish capital is definitely
Tim What did the director say about that?
‘festival month’, with seven festivals taking place at certain times
Dave Oh, he convinced Andy to stay. He said that we couldn’t
throughout the month. So many people visit that the population
change the parts around for this play because everyone had
of Edinburgh more than doubles to over one million people! We’re
already learnt their lines, but he promised to give him a better part
going to focus on two of the festivals in the programme today. The
next time.
first one, the International Festival, is the largest cultural festival
Tim Is your part in the show bigger than Andy’s?
in the world. A whole variety of British and international artists,
Dave Yes, it is. I’m one of the main performers this time.
from classical musicians, opera singers and dancers to actors are
Tim You should be careful. If you keep forgetting your lines, the
invited to perform at this important event. Around the same time
director might suggest that Andy has your part!
as this festival, another, more informal, festival, is taking place in
Dave No way! That won’t happen. I’ve promised to perform better at
Edinburgh, and that’s known as the Festival Fringe or just the
the practice next Saturday! Anyway, would you like to come to the
Fringe. This is particularly famous for its stand-up comedians and
festival next month? I get four free tickets through the drama club.
actors who improvise in the streets of the capital.
Tim Thanks, Dave. I’d really like that. I can’t wait to see your show!.
Now, visiting Edinburgh at festival time can be confusing, so I’ve
come up with a series of ‘top tips’.
Firstly, remember to book accommodation as far in advance as Unit 7 Our heritage
possible, especially if you want to avoid paying a fortune. There
are some hotels which cost £700 a night during the festival! If you
can’t afford to stay in a hotel, consider renting a room at one of Vocabulary and listening page 68

the universities. But don’t expect to have much luxury, because

Exercises 4 and 5 $ 2•27
students usually live there!
Tom Hello … it’s me, Tom. There you are.
Secondly, don’t forget to bring some warm clothes and an
Grandpa Hello, Tom. I didn’t expect to see you today.
umbrella! It might be hot and sunny in August where you come
Tom Well, I was on my way home from school and I thought I’d
from, but you definitely can’t expect to have all-day sun in Scotland!
come and see you. I can only stay for about half an hour, though,
If you come prepared for all kinds of weather, you’ll be able to enjoy
because I’ve got to revise tonight. My exams start in two days’ time.
all the events, especially since a lot of the Fringe events are outdoors.
Grandpa Well, I hope you do well, Tom. I’ve got a lot of respect for
Thirdly, it’s a good idea to get a free map of the city from the tourist
people like you. I know you spend a lot of time studying.
office in case you get lost. Edinburgh city centre, where most of the
Tom I’m sure you did the same when you were my age.
festival events happen, is quite small, but a map will make it easier to
Grandpa Not at all. Things were very different then. Look at this …
find your way around.
Tom Is that you?
I recommend arriving early at your chosen events. There are always
Grandpa Yes, it is.
very big audiences and if you want to get a good seat or a standing
Tom When was it taken?
position close to the performers, you definitely need to get there at
Grandpa In 1944! I was the same age as you are now, but I’d already
least half an hour before the show starts.
left school.
To save money, go and see the free street performances at the Fringe.
Tom Really? You were 15 in this photo?
You might not like everyone you see, but now and then you’ll come
Grandpa Yes, I was working in a porcelain factory then. I had to
across a busker who plays brilliantly, an acrobat who amazes you and
leave school and find a job, any job, because we were quite poor.
a stand-up comedian whose jokes are absolutely hilarious!
I was the oldest child in the family, so it was my responsibility to
Finally, be open-minded and try new things. One of the shows I
help my parents as much as possible.
enjoyed the most last year was a six-hour production of Arabic folk
Tom You must have been very selfless to do something like that. It
tales, One Thousand and One Nights, which was in Arabic, English and
shows a lot of compassion for your parents’ situation.
French. I thought it would be difficult to understand, but it wasn’t,
Grandpa Well, not really. That’s what young people did in those
and the performance was incredible. I love to listen to Arabic music
days. Life’s very different for teenagers today. There’s much more
anyway. I’ve even got my own Oud, which I love playing!
focus on getting a good education these days. A good education
Anyway, those are my top tips for enjoying two of the festivals
helps you to get a good, well-paid job. You have countless
in Edinburgh this summer. Perhaps you’ve got your own tips …
opportunities nowadays, and if you’re lucky, you’ll have a lot more
wealth than my family ever did.
Tom Money is quite important to me. I’d like to get a well-paid job.
Review 5–6 page 63
Grandpa And I’m sure you will. You’re getting good results and you
Exercise 7 $ 2•24 won that competition at school last month with your review of
Tim Hi, Dave. Did you have a good weekend? the art exhibition. I thought it was brilliant when I read it – your
Dave Yes, thanks, Tim. I spent all day Saturday at the drama club. descriptions of the artworks were so funny. I certainly didn’t have
Tim Really? Why? your creativity when I was young. Will it be printed in the school
Dave Well, we’re putting on a show at the festival in town next magazine?
month, so we were rehearsing for that. I definitely need to practise Tom Yes, it will. It’ll be in next month’s magazine. I’ll get you a copy.
a lot more! Grandpa Is the magazine produced by students, Tom?
Tim Why do you say that? Tom Yes, it is, including me!

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 Grandpa Are any teachers involved?
Tom Not really. One of the teachers checks it before it’s printed, but
it’s all our own work.
Grandpa So you have a lot of independence, then.
Tom Yes, we do. We think of the ideas, but it’s our responsibility to
get the magazine produced on time. Anyway, I’ve just had an idea
for an article about the difference between teenagers now and
their grandparents. Can I borrow that old photo, please?
Grandpa Of course you can. While you’re at it, can you have a photo
of yourself taken? I’d like one of you. But, do me a favour, Tom …
have your hair cut for it! Then you’ll look more like I did in 1944!
Tom Very funny …
Speaking page 70
Exercise 4 $ 2•30
Murat Thanks for inviting us, Andy. We’re looking forward to having
traditional English tea. Can I help with anything?
Andy Sure. Could you pour the tea?
Murat No problem. Hmm. Andy, how much milk should I add?
Does this look right?
Andy Hmm, it’s a bit milky. The perfect English tea is a dark orange-
brown colour … well, that’s what I think, anyway.
Murat Can you show me what you mean?
Andy OK, not like that. Like this … That’s it, you’ve got it. Perfect.
Murat OK. So, now what?
Andy Would you mind cutting some cake to go with it?
Murat Like this?
Andy Hang on, let me show you. Try doing it like this. Thinner slices.
Brilliant, thanks!
Murat Mmm, it looks delicious …
Unit 8 Out and about
Vocabulary and listening page 76
Exercises 3 and 4 $ 3•04
Hello and welcome to Well-travelled, your weekly travel programme.
Today, we’re looking at eco-holidays, which are becoming increasingly
popular with responsible travellers these days. So, what exactly is an
eco-holiday? It is one which involves visiting a natural area and doing
things there which aren’t harmful to the environment and which also
support the local community. This is very different from the traditional
package holiday.
The destination of the first ever package holiday abroad was Palma, a
city on the south coast of Majorca, one of the Balearic Islands in Spain.
That was in 1952. As package holidays became more common in
the 1960s, people would stay in the big hotels that were being built
along the coast. So, where there used to be peaceful fishing villages in
places like Malaga or Marbella, there were huge beach resorts instead
and the landscape changed for good. People didn’t use to consider the
negative impact of tourism in those days.
Many people today still want to go on all-inclusive holidays where they
rarely leave the hotel apart from to go to the beach, but nowadays
there’s a new type of tourist – the eco-tourist – who wants to go on an
interesting holiday that doesn’t harm the environment. These people
want to get off the beaten track, visiting remote locations in small
numbers. They want to experience the local way of life and do things
like taste the delicious regional food, enjoy the traditional music and
observe the local customs.
The first eco-holiday that we’re going to look at today is in the South
Sinai region of Egypt. A company here offers trekking holidays in this
rugged, but stunning, mountainous area. The treks are led by local
Bedouin guides who can speak several languages, including English
and German. During the treks, they’ll tell the participants interesting
things about the Bedouin culture, the geography and history of the
area, and also the native plants and animals.
4506397 Scope TB4 SP.indb 137
So, what makes this an eco-holiday? The company is owned and
operated by local people, so the profits from the treks stay in South
Sinai and help local Bedouin communities. The trekkers also support
local communities by staying in locally owned accommodation and
buying food and drink from local people. They also buy handicrafts –
things made by hand by the local people – as souvenirs. The
company also has its own ‘environmentally friendly’ accommodation
in buildings called eco-lodges. The trekkers are used to having
electricity and modern appliances at home, but they’ll have to get
used to living without them here. The eco-lodges don’t have any
electricity, and the showers are solar powered. They might be basic,
but they are still very comfortable! People soon get used to the
peace and quiet in the eco-lodges, too. If anyone is interested in
going trekking here, visit the website …
Speaking page 78
Exercise 2 $ 3•05
A I like the sound of punting in Oxford. It looks like a very relaxing
thing to do on a summer’s day. That’d be perfect, wouldn’t it?
B It does look nice, I agree. But maybe it’s a bit old-fashioned.
I think most people our age would prefer something more
adventurous, like coasteering.
A I’m not quite sure I understand what that is! In the photo,
he looks as though he’s jumping into the sea. Is that what
‘coasteering’ means – jumping into the sea?
B I think it’s a mixture of activities, like swimming, jumping and
climbing. It looks fun, doesn’t it?
A Yes, it does. Good suggestion! So, that’s our favourite so far.
B Definitely. So … what next?
A How about the bat watching?
B OK. Well, I’m not mad about bats myself, but I know lots of
people like animals.
A That’s true, and it’s quite an unusual activity to do. But, as
you said earlier, most people our age like adventures. Is this
adventurous enough, do you think?
B Actually, I think it is. I mean, you’re going down into caves, too.
That’s quite exciting, like a horror film! Don’t you reckon?
Review 7–8 page 81
Exercise 7 $ 3•08
Jack Hi Dan! I haven’t seen you all week. What have you been up to?
Dan Hi Jack. I’ve been working as a volunteer on an archaeological
dig for a few days.
Jack An archaeological dig? Wow! That’s amazing! How did you get
involved in that?
Dan Well, my history teacher belongs to an archaeological society
and he asked my class if any of us wanted to volunteer for a few
days’ work. A team of archaeologists are working on an ancient
Roman site near Chester and they needed people to help them.
Jack That sounds interesting. What did you have to do?
Dan Well, the area that was being uncovered was in a field outside
the city. The earth had to be removed really carefully, layer by layer,
because we didn’t want to break anything or miss any important
discoveries.
Jack Of course.
Dan We were told where to work by the archaeologists, and then
we carefully dug in the earth and looked for artefacts.
Jack And did you find anything interesting?
Dan Well, we mostly found small pieces of broken pots.
Jack Pots? Did they have pots in Roman times?
Dan Of course they did, Jack! Some beautiful ornaments and
amazing jewellery were found at the dig, too.
Jack Did you find any jewellery?
Dan No, I didn’t. I wish I had. But I found a few pieces of tools.
Jack What kind of tools?
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 Dan Well, the kind of tools that were used by farmers and builders
in those days. And a few people found some Roman coins. It was
incredible to think that they were holding things that were used by
people nearly two thousand years ago.
Jack Yeah, that is incredible … So, what happened to the things
you found? Were you allowed to keep anything?
Dan No, of course not! Nobody is allowed to take anything from an
archaeological site! All the artefacts are taken to the local museum.
They’re tested by scientists to find out exactly how old they are,
then they’re studied by historians and displayed in the museum.
Jack Cool. Maybe I’ll go to the museum and see the things you
found!
Dan I’m going next weekend. You can come with me if you like.
Jack Thanks! Maybe I will.
Unit 9 Getting around
Vocabulary and listening page 86
Exercises 3 and 4 $ 3•12
Man London Lost Property Office. How can I help you?
Rob Oh, hello, I’ve just got off the number 62 bus, but I’ve left my
lunch box and flask on the seat. Can you tell me if there is any way I
can get them back? They’re quite new, you see.
Man Well, you won’t be able to get them back today, but you could
try again later. All the lost property found on public transport in
London ends up here.
Rob Do you know how long it takes found items to get to the office?
Man It depends, but they can take a day or two to find their way
here. Then we have to log them on our computer system. So it
takes at least three days before we can return the items.
Rob OK, I see. Do you get a lot of lost property?
Man You wouldn’t believe the amount of stuff we get! We had
around 250,000 items last year!
Rob Honestly? So you get a lot of lunch boxes, then?
Man Yeah, we get a lot of ordinary stuff like that. Brollies are one
of the most common items – we had about 12,000 last year – and
we always get lots of keys, mobile phones, headphones and even
briefcases.
Rob Do you ever get any really unusual items?
Man Well, we sometimes get things that you wouldn’t expect
people to lose when they’re travelling, like false teeth, walking
sticks and flip-flops, but I think the most unusual thing that was
handed in was a wedding dress!
Rob Really? Was it new?
Man Yes, brand new. Anyway, fortunately, the owner got in touch
with us, so she managed to get it back in time for her wedding!
Rob Do people hand in money, too?
Man Yeah, they do. People in London are very honest and hand in
wallets and purses or just cash. Once, we even had a holdall full of
money – there was £10,000 in it!
Rob No way! Do you mind me asking how many people get their
lost property back?
Man Well, last year, over 52,000 people did. If items aren’t claimed
after three months, they’re sold and the money is given to charity
or the items are donated to people who need them, for example,
we donate shin pads and football boots to a youth club or a small
football club.
Rob That’s good.
Man Anyway, about your lunch box and flask … I need to take
some details from you … Would you mind telling me your name?
Rob It’s Rob Baker.
Man And could you tell me what your mobile number is?
Rob Yes, it’s 09211 482088.
Man OK. Now, you said it was the number 62 bus.
Rob That’s right.
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Man Can you remember where you were sitting on the bus?
Rob Yeah, I was sitting near the back.
Man And you left the items under the seat?
Rob No, I left them on the seat. I remembered to take my briefcase
with me, but not my lunch things. I don’t know why.
Man Can you describe the items?
Rob Yes, it was a dark blue lunch box and a red flask.
Man Have you got any idea what brand they are?
Rob I’m sorry, I don’t.
Man OK, Mr Baker, that’s all I need for now. Could you possibly
phone again in three days, so … that’s Thursday, and I’ll check
whether your items have been handed in?
Rob I’ll do that. Thanks for your help. …
Unit 10 Success
Vocabulary and listening page 94
Exercises 4 and 5 $ 3•19
One
Normally, I love gaming, so I miss it when I’m studying. It helps me
to relax, better than going for a walk in the park. Actually, gaming
a little the night before an exam probably wouldn’t be such a bad
idea. Instead, I go crazy and study like mad. Even though I start
revising weeks before, I convince myself I’ve fallen behind and I’ll
never catch up. I even go over my notes while I’m eating my dinner.
It’s just so hard to stop. I switch my phone off to stop friends from
calling or texting. I know that this doesn’t sound very supportive,
but I worry about wasting time. I also get my bag ready, so I don’t
spend time looking for things in the morning.
Two
I’m looking forward to finishing my exams and hanging out with
friends again. My mum thinks we just play games, but we support each
other, too. I often study with friends, which helps with my revision.
But the evening before an exam I can’t talk to anyone. I can’t deal with
hearing how stressed everyone else is! I don’t deal with stress well. I’m
so nervous that I find it really hard to stop eating biscuits! I know that if I
go over my notes, nothing will sink in, so I usually walk around the park
for a bit. That can help me to relax a little.
Three
Every year, I have these good ideas. Like, this time I’m not going to
spend any time gaming. This time, I’m going to stick to a revision
plan. And of course, the opposite happens, and I get down to my
revision the night before the French exam; I’m getting stressed,
because I don’t remember a thing. So then I’m on the phone to
a friend for advice, walking round and round the room, trying to
work out what to do. I don’t even eat sensibly – loads of junk – and
then, of course, I find it hard to sleep. But this time, it’s going to be
different. No, really, it is!
Four
The night before the exam, my room’s a mess. Books and notes I’ve
copied out, stuff everywhere. I can never find the things I need for
the morning, so most of the evening has usually gone by the time
I’ve done that, and then I feel cross and end up playing games just
to calm down, which is not the best idea. I know some of my friends
say they find it hard to eat before the exams, but the real issue for me
is boredom. I find it hard to concentrate on revision, so sometimes
I give up too early. I want to look at the next thing, go for a walk,
anything. Sometimes I go and chat to my mum for a bit of support..
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 Speaking page 96

Exercise 2 $ 3•20
Asma
How much time do I spend with my best friend? I’ve never been
asked that before. Let me see … Um, that’s quite difficult to say,
really. Um … quite a lot? And, I like spending time with her because
we’re very similar. For example, my best friend and I both love
music, so that’s why we get on.
Ahmed
That’s a very interesting question. OK, so I think I’ll probably use
English quite a lot in the future, because, uh, I want to travel. For
instance, I’d love to go to the US. I’d love to work for an international
company, so good English skills will be really useful there. And I’d
really like to read books in English, such as Oxford Bookworms. So,
what else? Let me see … Oh yes, I’ll probably need English for work,
too, as I want to be a journalist.
Jamal
Um, let me think about that … Well, I suppose my favourite
hobbies are sports, such as football and tennis. So, uh, you need to
be quite, uh, to be, uh. Oh no. I don’t know the word.

Review 9–10 page 99

Exercise 7 $ 3•23
Ed Hi, Omar. Hi, Mike. What are you up to? Revising?
Omar Hi Ed. Of course we’re revising. We never do anything else
these days!
Mike It’s true. I seem to spend my whole life trying to prepare for
exams at the moment.
Ed It isn’t much fun, is it? I don’t know about you, but I’m feeling
pretty stressed about the exams. How are you doing, Omar?
Omar I’m actually feeling quite calm. Getting stressed just means
that I can’t concentrate. How about you, Mike? Are you stressed?
Mike No, I’m OK. I’m feeling fairly calm, too. I read some good
advice in a magazine the other day: drink lots of water, eat a
healthy, balanced diet, get plenty of exercise and plenty of sleep. If
your body’s healthy, your mind will be healthy, too.
Ed That sounds sensible! I’ve made myself a revision timetable, but
I’m finding it hard to stick to it, to be honest. Most of my free time is
in the evening, but I’m usually too tired to concentrate by then.
Omar I know what you mean. I find it difficult to revise in the
afternoon or evening, so I’ve been getting up earlier than usual and
revising in the morning. I’m much better at working early in the
morning.
Mike Do you listen to music while you’re revising, Ed? I find it much
easier to concentrate if I put on some relaxing music.
Ed Oh no! Music really puts me off. I need complete silence when
I’m studying.
Omar Me too. And I have to take regular breaks as well.
Ed That’s good advice, Omar. Our brains can’t take in too much
information at once, so you should have a break every half an hour
or so. It gives you time to process everything you’ve read.
Mike How do you two revise your notes? I colour code my notes for
each subject.
Omar Do you mean using different colours to divide notes into
different topics, Mike? That’s not a bad idea. I prefer to sort my
notes into tables and diagrams, though. You should see my
bedroom wall! I’ve put up loads of diagrams to help me remember
things! What do you do, Ed?
Ed I find it easiest to remember my notes if I read them out loud. It
sounds silly, but it really helps me.
Omar Everyone has different ways of revising, don’t they? I think the
important thing is finding what works for you.
Mike Well, I hope all these clever ideas work for us! The exams start
next week!
Ed I’m sure we’ll all be fine. Come on. Let’s get back to work!

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 Teacher

Reading Lesson Plan Class

Unit Lesson
Date

Aims:
The lesson focuses on: • reading comprehension and reading comprehension skills
• presentation of the themes in the unit • discussion of the themes in the unit
• presentation of vocabulary and grammar in context • vocabulary practice and vocabulary building
Performance Objectives:
At the end of the lesson the students will be able to: • give their opinions on the themes of the unit and the reading
• understand the reading text text topic: [Write the topics the students will discuss including
• use the Study focus to improve their reading skills: [Write a language and vocabulary you expect them to use here]
summary of the study focus here] • recognise, write and use new vocabulary: [Write the target
vocabulary items here]

Steps:

Start thinking Production

• Use the Start thinking questions to encourage students to engage • Students discuss and reflect on the text and the ideas and themes of
with the topic of the unit: [Write the topic, additional questions you
might ask, and answers that you expect students to give]
Warm-up
• Ask students about the topic of the unit and brainstorm related
words: [Write the topic, the questions you will ask the students and
words you expect from the brainstorm here]
Presentation
• Before reading: prepare the students for the topic of the text and
pre-teach any vocabulary you think they will need: [Write the
vocabulary you will pre-teach here]
• Elicit the type of text it is, e.g. narrative, essay, magazine article,
etc. and elicit the topic of the text: [Write the topic, the text type
and questions you will ask the students to elicit these here]
• Focus students on the Study focus. Check that they understand
how to use the strategy described.
Practice
• Students answer the reading comprehension questions:
[Write the types of comprehension questions here, e.g. multiple-
choice, true / false, gist / detail]
• Students consolidate the target vocabulary in a matching exercise.
the unit using the questions in the Think about it exercise.
• The teacher follows up this activity with further questions on the
topic and themes: [Write other questions you will ask here]
Further practice
• Give students an extra activity from the Teacher’s Book: [Look in
the Teacher’s Book to see if there is an Optional Activity to do with the
students. Write the activity here]
Closure
• Give students the opportunity to feed back on how well they
have learnt the lesson.
• Ask students: If you feel you have done well, raise your hand. On the
scale of 1–10 how well have you done?
• Encourage them to complete the self-evaluation activity at
the foot of the Student Book page by ticking the appropriate
emoticon; Sad face: I must try this again, Neutral face: Quite good,
Happy face: Brilliant.
• Be sure to praise the students for their participation in the lesson.
Give yourselves a clap. You’ve worked really hard today. Well done.

Self-study / Homework:

Review Extension
[Tick if appropriate and write the task in more detail] [Tick if appropriate and write the task in more detail]
Workbook exercises Vocabulary research

Writing homework Dictionary research

Revision for unit test Topic research

Student’s CD-ROM or Online Practice

Extra worksheets from the Scope Teacher’s Toolkit

Differentiation:
Adapted the discussion to suit different abilities
Selected pairs / groups of students to benefit different abilities
Involved all students in different aspects of the class (no students not participating due to ability)
Differentiated expected outcomes from lesson for students of different abilities

140 Reading Lesson Plan © /8&/2$÷5.)6%23)49÷02%33 • PHOTOCOPIABLE

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 Teacher

Vocabulary Lesson Plan Class

Unit Lesson
Date

Aims:
The lesson focuses on: • vocabulary skills
• presentation of vocabulary • listening practice (some lessons)
• practice of vocabulary in context • listening skills (some lessons)
Performance Objectives:
At the end of the lesson the students will be able to: • use the Study focus to improve their listening / study skills (some
• recognise, write and use new vocabulary: [Write the target lessons): [Write the listening / study skills here, e.g. listening for gist]
vocabulary items here]

Steps:

Warm-up Functional phrases (some lessons)

• Focus students on the topic of the vocabulary set and ask them
a few check questions to see if they are familiar with any of them:
[Write the topic and the questions you will ask the students here]
Presentation
• Elicit the meanings of the vocabulary items you think they
know by asking concept questions and pre-teach any unfamiliar
vocabulary: [Write the vocabulary you expect them to know here]
Practice
• Students complete the tasks in the vocabulary exercise(s), there may
be one or more questions for each vocabulary set: [Write the types of
vocabulary exercise here, e.g. matching, gapfill]
Production
• Use the Talk about it exercise to get students to practise in a
personalised speaking activity: [Write the activity here]
Further practice
• Give students an extra activity from the Teacher’s Book: [Look in
the Teacher’s Book and choose the Optional Activity to do with the
students. Write the activity here]
Vocabulary building
• Use the Vocabulary builder exercise to get students to
understand how they can increase or improve their vocabulary
learning: [Write the vocabulary builder topic here, e.g. verb prefix un-]
• Use the How to exercise to focus on a speaking function and
encourage students to practise the function using Key phrases:
[Write the function and phrases here]
Listening (some lessons)
• Before listening: prepare the students for the topic of the text
and pre-teach any vocabulary you think they will need: [Write the
vocabulary you will pre-teach here]
• Focus students on the Study focus, if there is one. Check that they
understand how to use the strategy described.
• Students answer the listening comprehension questions:
[Write the types of comprehension questions here, e.g. multiple-
choice, true / false, gist / detail]
Closure
• Give students the opportunity to feed back on how well they
have learnt the vocabulary (and improved their listening skills).
Ask students: If you feel you have done well, raise your hand. On the
scale of 1–10 how well have you done?
• Encourage them to complete the self-evaluation activity at
the foot of the Student Book page by ticking the appropriate
emoticon; Sad face: I must try this again, Neutral face: Quite good,
Happy face: Brilliant.
• Be sure to praise the students for their participation in the lesson:
Give yourselves a clap. You’ve worked really hard today. Well done.

Self-study / Homework:

Review Extension
[Tick if appropriate and write the task in more detail] [Tick if appropriate and write the task in more detail]
Workbook exercises Vocabulary research

Writing homework Dictionary research

Revision for unit test Topic research

Student’s CD-ROM or Online Practice

Extra worksheets from the Scope Teacher’s Toolkit

Differentiation:
Adapted the discussion to suit different abilities
Selected pairs / groups of students to benefit different abilities
Involved all students in different aspects of the class (no students not participating due to ability)
Differentiated expected outcomes from lesson for students of different abilities

© /8&/2$÷5.)6%23)49÷02%33 • PHOTOCOPIABLE Vocabulary Lesson Plan 141

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 Teacher

Grammar Lesson Plan Class

Unit Lesson
Date

Aims:
The lesson focuses on: • grammar practice exercises
• formal presentation of grammar which students have already • skills: reading and speaking or writing
seen in context

Performance Objectives:
At the end of the lesson the students will be able to: • use the target grammar in a speaking or writing activity: [Write
• understand the meaning and use of the target grammar: the topic of the speaking or writing activity here]
[Write the target grammar items here]

Steps:

Warm-up Functional phrases (some lessons)

• Elicit or introduce some examples of the target grammar:
[Write the questions you will ask the students and words you expect
from the brainstorm here]
• Pre-teach any vocabulary you think they will need: [Write the
vocabulary you will pre-teach here]
Presentation
• Elicit what the students know about the target grammar: [Write
the target grammar items here]
• Students read the examples and answer the question given.
• Students complete the rules.
• Use the Focus on Grammar section to consolidate the grammar:
[Write the sections of the Focus on Grammar section that you will go
through in class]
• Use additional examples on the board to consolidate the grammar:
[Write the examples here. There are ideas in the Teacher’s Book]
Practice
• Students follow the exercises to practise the grammar in context:
[Write the types of exercises here, e.g. multiple-choice, error correction]
Production
Students use the grammar in a speaking or writing activity:
[Write the activity here]
• Use the How to exercise to focus on a speaking function and
encourage students to practise the function using Key phrases:
[Write the function and phrases here, e.g. How to say where things
are: Where’s the … ?]
Further practice
• Refer students to the Focus on Grammar and give them some
exercises from this section of the Student’s Book: [Write which
grammar points and exercises you give to the students here]
Closure
• Give students the opportunity to feed back on how well they
have learnt the grammar: If you feel you have done well, raise your
hand. On the scale of 1–10 how well have you done?
• Encourage them to complete the self-evaluation activity at
the foot of the Student Book page by ticking the appropriate
emoticon; Sad face: I must try this again, Neutral face: Quite good,
Happy face: Brilliant.
• Be sure to praise the students for their participation in the lesson:
Give yourselves a clap. You’ve worked really hard today. Well done.

Self-study / Homework:

Review Extension
[Tick if appropriate and write the task in more detail] [Tick if appropriate and write the task in more detail]
Workbook exercises Vocabulary research

Writing homework Dictionary research

Revision for unit test Topic research

Student’s CD-ROM or Online Practice

Extra worksheets from the Scope Teacher’s Toolkit

Differentiation:
Adapted the discussion to suit different abilities
Selected pairs / groups of students to benefit different abilities
Involved all students in different aspects of the class (no students not participating due to ability)
Differentiated expected outcomes from lesson for students of different abilities

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 Teacher

Speaking Lesson Plan Class

Unit Lesson
Date

Aims:
The lesson focuses on: • study of Key phrases
• presentation of speaking phrases in context • use of Key phrases in a speaking activity
Performance Objectives:
At the end of the lesson the students will be able to: • use the Key phrases in a speaking activity: [Write the topic of the
• recognise, write and use some functional Key phrases: [Write the speaking activity here]
Key phrases here]

Steps:

Warm-up Further practice

• Ask students about the topic of the page and brainstorm related • Give students an extra activity from the Teacher’s Book: [Look in
words: [Write the topic, the questions you will ask the students and the Teacher’s Book and see if there is an Optional Activity to do with
words you expect from the brainstorm here] the students. Write the activity here]
Presentation Closure
• Students focus on the picture and answer a question: [Write the • Give students the opportunity to feed back on how well they
responses you expect and any vocabulary you will pre-teach here] have learnt the grammar: If you feel you have done well, raise your
• Students read and listen to a conversation and answer the hand. On the scale of 1–10 how well have you done?
questions: [Write any difficulties you anticipate here] • Encourage them to complete the self-evaluation activity at
• Students study the Key phrases in context: check understanding the foot of the Student Book page by ticking the appropriate
of the phrases: [Write the way you will check understanding, e.g. emoticon; Sad face: I must try this again, Neutral face: Quite good,
questions you will ask] Happy face: Brilliant.
Practice • Be sure to praise the students for their participation in the lesson:
• Students complete the tasks in the exercises: [Write the exercise Give yourselves a clap. You’ve worked really hard today. Well done.
types here, e.g. asking and answering questions]
Task
• Students read the task in the Talk about it exercise. Check they
understand what to do.
• Students prepare to do the speaking activity: [Write how they will
prepare here, e.g. make notes, brainstorm]
• Students do the speaking activity: [Write the activity here]
• The teacher follows up this activity with further questions on the
topic and themes: [Write other questions you will ask here]

Self-study / Homework:

Review Extension
[Tick if appropriate and write the task in more detail] [Tick if appropriate and write the task in more detail]
Workbook exercises Vocabulary research

Writing homework Dictionary research

Revision for unit test Topic research

Student’s CD-ROM or Online Practice

Extra worksheets from the Scope Teacher’s Toolkit

Differentiation:
Adapted the discussion to suit different abilities
Selected pairs / groups of students to benefit different abilities
Involved all students in different aspects of the class (no students not participating due to ability)
Differentiated expected outcomes from lesson for students of different abilities

© /8&/2$÷5.)6%23)49÷02%33 • PHOTOCOPIABLE Speaking Lesson Plan 143

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 Teacher

Writing Lesson Plan Class

Unit Lesson
Date

Aims:
The lesson focuses on: • practice of the language in the unit
• presentation of a specific writing type • reading comprehension
• presentation of useful phrases for writing in context • skills: reading and writing
• presentation of language tips or study tips to help students
improve their writing

Performance Objectives:
At the end of the lesson the students will be able to:
• understand the model text
• use the Key phrases in context: [Write the specific phrases here]
• use the Language focus to improve their writing skills: [Write the
specific items here, e.g. when, while, as soon as]
• write a text of a specific type: [Write the text type here, e.g. email]
• recognise and use useful language for writing: [Write the specific
items here, e.g. linking words, time clauses, sequencing words]
• use the language from the unit in context: [Write the language
from the unit you expect them to use in the writing here]

Steps:

Warm-up
• Ask students to look at the text. Elicit the type of text it is, e.g.
email, narrative and elicit the topic of the text: [Write the topic, the
text type and questions you will ask the students here]
Presentation
• Students follow the reading exercises.
• Focus students on the Key phrases. Check that they understand
them: [Write the Key phrases here]
• Focus on the Language focus. Check that they understand it: [Write
a summary of the Language focus here, e.g. and, but, because]
Practice
• Students follow the practice exercises to practise using the useful
language for writing: [Write the specific writing language items and
exercises here]
• Use the Focus on Writing page: [Write how you will use this, e.g. work
through the exercises in class or set as a separate homework activity]
Production
• Focus students on the writing task. Check they understand what
to do by asking questions: [Write the questions you will ask here]
• Students plan their writing, using the prompts in the Writing guide
and the Paragraph plan in the Focus on Writing section: [Write how you
will help them, e.g. brainstorm, make notes on the board]
• Remind students of the grammar and vocabulary which has been
presented in the unit so that they can use it in their writing.
• Students do the writing activity: [Write the activity here]
• The teacher monitors during the writing stage and provides
feedback. There is a model answer and marking scheme in the
Teacher’s Book for reference.
Closure
• Give students the opportunity to feed back on how well they
have learnt the grammar: If you feel you have done well, raise your
hand. On the scale of 1–10 how well have you done?
• Encourage them to complete the self-evaluation activity at
the foot of the Student Book page by ticking the appropriate
emoticon; Sad face: I must try this again, Neutral face: Quite good,
Happy face: Brilliant.
• Be sure to praise the students for their participation in the lesson:
Give yourselves a clap. You’ve worked really hard today. Well done.

Self-study / Homework:

Review Extension
[Tick if appropriate and write the task in more detail] [Tick if appropriate and write the task in more detail]
Workbook exercises Vocabulary research

Writing homework Dictionary research

Revision for unit test Topic research

Student’s CD-ROM or Online Practice

Extra worksheets from the Scope Teacher’s Toolkit

Differentiation:

Adapted the discussion to suit different abilities

Selected pairs / groups of students to benefit different abilities
Involved all students in different aspects of the class (no students not participating due to ability)
Differentiated expected outcomes from lesson for students of different abilities

144 Writing Lesson Plan © /8&/2$÷5.)6%23)49÷02%33 • PHOTOCOPIABLE

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