SCOPE 4 TEACHER's BOOK

SCOPE 4
Teacher’s Book
Sheila Dignen

08 Scope TB4 introduction.indd 1 23/04/2015 11:33

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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

Introducing Scope
Scope is a four-level course that will give your students • The Speaking pages offer carefully staged practice giving
all the skills they need to communicate with confidence students the tools they need to communicate effectively in a
in English. The course introduces challenging wide variety of situations.
vocabulary and a comprehensive grammar syllabus in • The Think about it and Talk about it exercises at the end of
a clear, uniform unit structure. The extensive Teacher’s lessons encourage students to use English to talk or write about
Toolkit resources enable you to bring variety and their own ideas.
challenge to your English classes, as well as tailoring To keep students interested and involved
your lessons to the needs and interests of your students.
• Scope is a topic-based course and the themes have been
The three underlying principles which define Scope are: carefully chosen to maintain students’ interest and motivation.
• a teen-friendly topic-based approach, with topics The topics and texts aim to provoke opinions and the activities
that really interest your students are designed to engage students and encourage participation.
The Think about it activity is designed to encourage students
• focus on reading and writing, as well as a strong focus
to develop their critical thinking skills.
on vocabulary skills
• a strong emphasis on functional language, which To set goals and see outcomes
improves fluency and really enables students to • Setting clear, achievable, short-term goals is a good way to
produce the language themselves. increase students’ motivation. Every unit starts with a list of
objectives and learning outcomes, which provide clear goals,
Aims of the course and every lesson ends with an I can … statement, so the aim is
always evident.
To develop students’ ability to learn new language and
apply grammar rules To cater for all learning needs
• Scope presents new language both in context and in charts to • Scope has been designed to be flexible, so that it can be used
ensure that students fully understand usage as well as form. in streamed school systems, mixed-ability classes, and with
Each new point is practised in a variety of challenging activities varying teaching loads. With Scope you can choose the most
to make students think and apply what they have learnt. There appropriate material for your class and for individual students.
is always a Rules section, which encourages students to think • The Fast finishers activities challenge bright students who
about and complete language rules themselves. complete activities more quickly, while the Focus on Grammar
• The Focus on Grammar section provides a comprehensive and the Focus on Writing sections provide extra support for
grammar reference so that students can check the inductive weaker students.
grammar rules and find further clarification. • If you have a range of abilities in the class, you can make use
• The Vocabulary Builder sections provide strategies to help of extra practice from the Workbook, the Online Practice or
students acquire word-building skills. the Student’s CD-ROM as well as the Tests and Photocopiable
Resources on the Teacher’s Toolkit. Much of the material is graded,
• The Focus on Vocabulary section provides a list of target
so that you can select the right level of material for each student.
language for students to learn. The Words to learn and
Vocabulary notebook sections in the Workbook can be used To make planning and preparation easy
to consolidate their vocabulary skills.
• Each unit starts with a clear and detailed summary of the unit
To develop effective reading, writing, listening and contents, learning objectives and learning outcomes.
speaking skills • Lesson plan templates are provided in the Teacher’s Book on
• Scope places equal emphasis on the development of all four pages 140–144, and in the Teacher’s Toolkit as editable Word
skills. Each unit contains reading, writing, listening and speaking documents.
sections. A step-by-step approach has been taken to speaking • Each lesson in the book is designed to fit into one lesson in class,
and writing, which will ensure that students of all abilities will be and takes you through the stages of warming up, presenting
able to produce their own texts and conversations. and exploiting the material, and allowing the students to
• There is extra support for developing writing skills in the Focus personalise and apply what they have learnt. Each lesson in the
on Writing section in the Student’s Book. teaching notes starts by clearly stating the aims of the lesson.
• The Reading to learn worksheets in the Teacher’s Toolkit provide • See the More practice section at the end of each lesson in
additional reading material with a variety of topics in a variety the teaching notes for a clear guide to additional material to
of genres. support or extend your lesson. The Teacher’s Toolkit provides a
great variety of photocopiable resources as well as assessment
To teach natural, everyday English material. You can find worksheets for further grammar and
• Students are more likely to learn and remember language and vocabulary practice, reading practice, CLIL worksheets and
improve in fluency and confidence if they are encouraged communication pairwork activities.
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

Components of the course
The Student’s Book contains:
• a Starter unit to revise basic vocabulary • a Focus on Grammar section to provide

and grammar. detailed grammar reference notes and
• ten teaching units; each unit has two practice exercises.
vocabulary sections and two or more • a Focus on Writing section to provide
grammar presentations. There is practice extra support for developing writing skills.
of the four skills throughout. In addition, • a Focus on Vocabulary section at the
each unit has a whole page devoted back of the book which lists the key words
to speaking skills and a whole page to learn for each unit.
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 • five Literature pages to provide

each of the Student’s Book units. This extensive reading practice.
comprises exercises for vocabulary, • a Words to learn section with a unit-by-
grammar, reading and writing at three unit Wordlist of target vocabulary from
levels of difficulty. the Student’s Book with definitions and
• a Self-evaluation page after every example sentences.
unit with self-assessments and I can … • a Vocabulary notebook section with
statements. an alphabetical Wordlist of passive
• five Project pages to provide a further vocabulary.
opportunity for consolidation and • an Irregular verbs list.
collaborative work.
The Workbook Pack contains a Student’s CD-ROM or Online Practice: The Class Audio:
The Student’s CD-ROM is an interactive The Online Practice is an online self-study The Class Audio CDs contain all the
self-study resource with additional practice. resource with additional practice. listening material for the Student’s Book.
The CD-ROM can be used without access The Online Practice is compatible for Selected audio is also available for
to the internet. use on computers or some tablets and students to download from
requires internet access. www.oup.com/elt/scope
The complete audio is available to
download from
www.oup.com/elt/teacher/scope
The Teacher’s Book contains: The Teacher’s Toolkit disc contains:
• an iintroduction
t d ti withith iinformation
f ti on photocopiable worksheets and
mixed ability, project work and tests, provided as printable PDFs
assessment and evaluation. and editable Word documents.
• Teaching notes and Answer keys for all
the Student’s Book and Workbook material.
• ideas for extra optional activities. The iTools provides:
• grammar notes, background notes classroom presentation software
and cultural information. for use with an interactive
• Audioscripts. whiteboard or a data projector.
• five Lesson plan templates to speed up There is a video clip for each unit.
lesson planning.
Introduction 5

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

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.
Introduction 7

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

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

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

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

In this tab, you will find a large amount of additional resources that
Videos to engage students’ interest in the topic, come with iTools. All documents are printable, and can also be
to be used with the Video worksheets located in the projected in class. They include the following additional material:
Resources tab • Videos with accompanying worksheets, teaching notes and
transcripts
Fun and engaging games used to test and consolidate
• Communication worksheets
students’ knowledge of the content at the end of each
double-page lesson. Play these with the whole class, • Lesson plan templates
asking teams of students to compete for the correct • Extra resources which include an interactive phonetics chart
answers. A range of games are included: Connect the words, • Reference material from the Workbook
Crossword, Letter pool, Match the sentence halves, Mine the • Wordlists from the Workbook
gold, Sort it, Swap the letters, and Win a million
Bookmarks
Warm-up activities provide a visual stimulus to introduce Bookmarks allow you to plan your lessons by selecting specific
the topic of the unit which can be used with the whole pages, exercises or resources that you want to use in the lesson.
class at the beginning of each unit to stimulate students’ You can then save them in folders for use in future lessons. All
interest in the topic and assess their knowledge about it your folders are organised in the Bookmarks tab, where you can
Interactive grammar activities based on the Focus on manage and edit them.
Grammar section, positioned at relevant points on the
Flipcharts
Student’s Book pages
Flipcharts are blank pages for you to create and save your own
Page links to allow quick access to relevant sections of the resources. The Flipcharts tab will allow you to organise and edit
Focus on Grammar and Focus on Writing sections at the your flipcharts.
back of the Student’s Book
Introduction 11

Teaching tips
Teaching vocabulary ‘Open-book’ tests and self-correction For variety, give students
Brainstorming Check to see what words students already know a test in which they can use their books. This will give them good
before presenting the vocabulary set. After presentation, ask practice of using the grammar explanations in the Student’s Book and
students to think of or find more words for the set. the Focus on Grammar section. Similarly, you can ask students to
correct mistakes in their tests, if you indicate where the mistakes are.
Modelling and drilling Students need opportunities to hear
and say words. Use the Class audio CD or model new vocabulary Grammar games Games can offer invaluable grammar practice,
yourself, and be positive about students’ efforts to repeat words. as well as increasing students’ motivation and enjoyment. Here are
Vary the way in which you drill new words: as a whisper, only boys, a couple of games you can use:
only girls, four students together, half the class together. • Bingo You can use grammar items such as prepositions of place,
Student-made exercises Ask students to make their own simple superlative adjectives, interrogative pronouns, etc.
exercises, which you can compile and copy. Use activities from the • Sentence sale Arrange students in pairs or groups, and give each
Workbook as models, for example: odd-word-out activities, anagrams, pair or group a credit of 50 points. Write sentences on the board,
wordsearch puzzles and simple quiz clues, such as This is the opposite each with a value in points. Some of the sentences should
of … / You can swim here. / French is the language here. have grammar mistakes. Look at each sentence in turn, and ask
Mini-tests and memorisation Start or end a lesson by giving students if they want to buy it. Then tell the students whether
students a quick test of ten words that they have learnt or the sentence is correct or not. If they buy a correct sentence,
practised recently. Students can also test each other using the they score its value in points. If they buy an incorrect sentence,
Words to learn section in the Workbook. they lose the points. Every group must then try to correct a
sentence if it is incorrect.
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 Teaching listening
the meanings, e.g. definitions, translations, example sentences. The Prediction and preparation This is an important stage. Listening
Workbook has a Vocabulary notebook section which lists passive to something ‘cold’ isn’t easy, so prepare the students well. Here are
vocabulary with space for students to write translations. some things you can do:
Collocations We often learn words in isolation, but a vocabulary • Engage students by asking them to look at the pictures and
item can be more than one word, e.g. play computer games, headings, and to predict content. Pre-teach vocabulary, and
read magazines. Encourage students to record phrases as well as record it on the board. Model it for students so they know in
individual words. You could help students practise this by asking advance how it’s pronounced.
them to give examples of words which often combine with a • Make sure that students read and understand the questions
particular word. This can work well with common verbs like have, they have to answer before they start listening.
go, play, read, etc. • Tell students how many people they’ll hear speaking, whether
go – shopping, swimming, to the cinema, etc. they are male or female, adults or teenagers, and roughly what
have – a shower, breakfast, fun, etc. they’ll be talking about.
Playing the recording It isn’t easy to listen, read the exercise
Teaching grammar and write answers at the same time. Tell students you’ll play the
Modelling and drilling Just as with vocabulary items, give a recording a number of times. You could insist that they don’t
clear spoken model of the structures and have the students repeat write anything the first time they listen, to ensure that they listen
after you. This allows the students to hear what the new language carefully to everything.
sounds like and gives them confidence when they are asked to Using the audioscript As a follow-up activity, you may want to
produce it themselves. prepare a photocopy of the audioscript for students to read while
Posters and photos Make posters with examples of different listening. It may be useful to use parts of the audioscript to focus
structures to put on the walls of the class. You might like to take on pronunciation (see below). If less able students are demotivated
photos of students acting out different situations to illustrate by listening activities, you may occasionally want to give them the
the structures. audioscript at an earlier stage.
Personalised reference Encourage students to keep a list of
personalised grammar examples. For each new structure, they Teaching reading
should make a heading in their notebooks and think of two or Preparing and prediction Before starting a Reading section,
three examples which include information about themselves, their identify what vocabulary needs to be pre-taught and encourage
family and friends and their home or home town. When you want students to predict the content by asking questions in their own
to revise a structure, start by asking several students for examples language or in English. Elicit any information that students already
from their personalised notes. know about the topic.
Spot-the-structure If you are revising before a test or exam, it Autonomy Encourage students to use a dictionary to check new
is always a good starting point to ask students to find or provide words and note their meanings in their vocabulary notebooks.
examples of structures from a text or from their notebooks. Memory game Ask students to work in pairs and write four
Substitution Write a sentence on the board and underline one or sentences about information in the reading text – two true and two
two words which you want students to change. Let them work in false. Then ask students to close their books and choose various
pairs or groups and accept a suggestion from a group if their new students to read their sentences. The rest of the class decides if the
sentence makes sense. Put the new sentence on the board and sentences are true or false, and try to correct the false ones.
underline one or two more words for students to change. When Exploiting the text further After completing a reading
you have five or six sentences on the board, erase some of the comprehension exercise, leave the answers on the board. Ask students
words and ask students to write down the missing words. 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.
12 Introduction

Teaching writing Teaching pronunciation
Time and training Show students how they can use the model Revise Remind students of previous pronunciation points as
text and preparation questions to help them with their own they go through the course. In particular, ask students to identify
piece of writing. During the first term, for example, you could word stress and to practise difficult sounds whenever there is
produce a collaborative piece of writing on the board, referring an opportunity.
to the model and using answers and ideas from the students. As Correction Pronunciation errors are best corrected quickly, but
students become accustomed to the skills of brainstorming and without interrupting. Errors can be corrected by ‘echoing’ students
structuring, you will be able to devote less class time to developing who mispronounce; in other words, say the word as they did, but
writing strategies. with a rising intonation so that they self-correct. Or simply say the
Team effort After one or two sessions producing a collaborative sound or word correctly, and ask them to repeat it again.
piece of writing on the board, ask students to write in pairs. This Mimicry and body language Encourage students to mimic
means that they help each other and also makes it easier for you to the intonation of the characters on the Class audio CD. It helps
circulate round the class. to exaggerate intonation, and students who like acting out will
Correction There are various ways of assessing written work, but be happy to do this. Also encourage students to use gestures
always make it very clear to your students that you will correct and – pointing, shrugging, frowning – when they are practising
mark it. This is important for students’ motivation. Also, make it dialogues. It will help them to express themselves better in English.
clear to students whether you are assessing them on accuracy or Reading aloud If students are having problems with
on content. If you want students to self-correct, make sure that you pronunciation, ask them to listen to a short piece of text at home,
indicate clearly where they have made mistakes, and what type of and then to practise reading it aloud. This is a good exercise for
mistake they have made. You could use the following code to help listening, speaking and confidence building. If your students are
students identify the mistake: not speaking in class, you could also include a reading aloud
exercise as part of an evaluation.
indicates a spelling mistake
Further practice After completing each pronunciation point in
indicates a missing word the Student’s Book, ask students to find more examples of words
indicates a grammatical error or phrases with that particular point throughout the book. For
indicates an error of vocabulary example, they could look for words that contain a particular sound
indicates incorrect word order 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

Mixed ability
Introduction Students above the level
To a certain extent, all classes are mixed ability. Students learn in
different ways and at different paces, and they are individuals with Grammar
different personalities and interests. Some may be quite extrovert • Do grammar exercises orally.
and enjoy working in groups, whereas others may be more • Get students to write questions to ask the rest of the class using
reserved and prefer to work on their own. One student may be the new grammar.
motivated by the topic of sport, while another may be interested • Ask students to make up their own gap fills to exchange with
in art. a partner.
Studies have identified many different learning strategies. Varying • Give students plenty of opportunities to use the new structures
your techniques for presenting and practising language to match in freer practice activities.
students’ preferred learning styles can help to ensure they benefit
more from the lesson and therefore progress more quickly. Vocabulary
• Brainstorm vocabulary before getting students to open their
Practical issues books. See how many words they can guess that will come up
In some cases, teachers may be able to split the class according later in the class.
to their level and have one group work with another teacher in a • Do any vocabulary exercises orally, especially gap fills, and get
different room. Another possibility is for different groups to work students to make a record of the new words. They could write
in different areas of the classroom with material specially adapted their own examples and share these with the rest of the class.
for their level. However, these options are not open to the vast • Get students to make up their own activities, e.g. wordsearches
majority of teachers, who have to deal with both stronger and or puzzles, to exchange with a partner.
weaker students at the same time.
One way of accommodating the needs of weaker students is Pronunciation
to encourage them to participate to the best of their ability. • Teach students the phonetic symbols. Use phonetics to present
Engage them in the class before they open their books by playing new vocabulary or revise new words from a previous class.
a memory game to revise the grammar or vocabulary of the • Get students to organise vocabulary into groups of words with
previous class or by brainstorming the topic of the next unit. Make the same sound.
sure students know classroom language in English, so that they
can ask questions using the correct English expression. Speaking
With stronger students, it is important to plan what fast finishers • Insist that stronger students always speak in English. If they
can usefully do while they are waiting for other students to finish don’t, ask them to translate what they have said into English.
an activity. You can also encourage them to participate actively • Encourage students to use complete sentences when they
in the class by using them as a resource when other students speak rather than one word answers.
ask questions.
• When stronger students finish a speaking activity, encourage
Below are more techniques you can use in the different areas of them to invent more questions or a similar dialogue.
an English class to deal with students both below and above the
• Allow students to chat about things unrelated to the class as
average level of your class.
long as they are using English and not causing any disruption.
Mixed ability and Scope Reading

Scope caters for mixed ability students in a number of • Ask students to choose five new words and prepare example
different ways: sentences with them to write on the board.
• The Student’s Book contains Fast finisher activities. • Get students to write some extra comprehension questions to
• For students who need more revision of grammar, the Student’s ask the rest of the class.
Book also contains clear explanations and further practice • Tell students to find something they agree with and something
exercises in the Focus on Grammar section. they disagree with in the text.
• The Workbook has vocabulary, grammar, reading and writing • Encourage students to close their books and write a short
exercises at three levels: Basic, Standard and Challenge. One, two summary of the text.
or three star icons indicate the level of difficulty.
• The Teacher’s Book contains optional extra activities and tips Listening
on how to adapt the Student’s Book activities for stronger or • Adapt listening tasks to make them more challenging for
weaker classes, and further tips on extending the exercises for students. Ask Wh- questions instead of using true or false tasks.
fast finishers. • After listening once, get students to tell a partner what they
• The Teacher’s Toolkit contains grammar and vocabulary have understood.
worksheets which provide extra practice for weaker students • Ask students to make a note of five important words while
and fillers for fast finishers. They are provided at two levels of they’re listening, and afterwards get them to tell the class the
difficulty, Standard and Challenge, so that you can deliver the words and explain why they chose them.
right level of challenge to your students. Additional Reading, • If the listening is an interview, students could write their own
CLIL and Communication worksheets can be used as extra questions on the subject and then act out a role play together.
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

Students below the level Reading
• Read the article aloud with the class and ask them to underline
Grammar any new vocabulary. Stop after each paragraph and answer any
• Where possible, elicit an L1 translation of the new grammar questions students have. Make sure that students ask about
structure from students at the end of each presentation. vocabulary using appropriate expressions in English.
• Leave a model sentence on the board for weaker students to • Read through the reading task with students and make sure
refer to when practising grammar structures either orally or they understand the questions and what they have to do.
in writing. • Encourage students to underline the part of the text which
• Complete the first two sentences in a grammar exercise with the contains the answers to the questions.
whole class, so that students know exactly what they have to do • Divide the class in two and ask one half to answer the first half
and feel more confident. of the questions and the other to answer the second half of
• Encourage students to see how many sentences they can the questions.
complete within a certain time limit, so that they don’t feel
obliged to complete the whole exercise. Listening
• If there are several grammar exercises on one page, ask the • Ask students to read the task and predict the answers before
weaker students to do the easier ones and the stronger students listening to the text.
to do the harder ones. • Adapt listening tasks by writing sentences on the board as they
• Allow students to compare their answers before you ask appear in the listening script with gaps added in.
for them. • Elicit the sentences where the answers occur in the listening
• Let individual students correct their own mistakes by giving a text. Write part of the sentence on the board to help students.
prompt to indicate the error. • Give students two or three possibilities for the answers and ask
• Encourage peer correction among all the students by using the them to listen and tell you the correct answer.
prompt: Can anyone help? • If students have to respond orally to questions on the CD, get
them to write down their responses first.
Vocabulary • After students have listened once for gist and a second time
• Make your vocabulary presentations as visual as possible by for specific information, get them to listen a third time with the
using pictures from magazines or the internet. audioscript, so that they can finish answering any questions
• Make sure that students always make a note of new vocabulary, they find difficult.
with an L1 translation if appropriate. • If you have enough CD players and copies of the CD, get
• Leave the first few letters of new words on the board while students to complete the listening task in groups. They can
students are doing vocabulary exercises. Write blanks for the rest listen to the text as often as they need and replay parts that they
of the letters. 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.
Introduction 15

Introduction to project work
Scope Workbook contains five Project lessons, which encourage Research
your students to work in groups and extend their English language Next you need to explain how to research the chosen topic and
learning in engaging and creative ways. suggest resources to exploit. Set the collection of information
Project work is very motivating for students. It focuses on subjects as homework well in advance of the planned production time.
which they will know a lot about, or have a strong interest in – Alternatively, provide resources in the classroom and allow lesson
their hobbies and interests, their families and communities, their time for students to do research. Suggested resources include:
dreams, and their pasts and futures. • Internet
• Magazines in English and students’ own language
Benefits • Reference books in both languages
In addition to being engaging, project work helps develop • Dictionaries and grammar references.
students’ organisation and communication skills and their sense
Students are likely to conduct some initial research in their own
of initiative and entrepreneurship. Starting with an idea, students
language and, if working in groups, will probably not always use
have to plan, organise, manage and present their work. They will
English to discuss ideas. This is fine. Eventually they will have to
need to be self-disciplined and work collaboratively in groups.
translate their work into English. In turn, this will show students
Project work provides a very relevant outlet for students’ language the relevance of their previous efforts in studying grammar
skills. Students will see that they can use English to communicate and vocabulary.
with others about information which is important to them. They
will employ English more creatively and independently than in Presentation
some other classroom situations. Possible presentation materials include:
Another benefit of project work is the development of a • Card and paper
curriculum-wide range of key skills, such as:
• Scissors
• Researching
• Glue
• Interviewing
• Digital camera
• Conducting surveys
• IT Design packages
• Organising information
• Audio and video equipment
• Writing and editing texts
• Portfolios
• Producing or sourcing visuals
Once the project is finished, display or allow students to present
• Using ICT their work as appropriate. Ensure that students are able to take
• Designing pride in the final outcome.
Group work and mixed ability

Many projects are particularly suited to group work. Cooperative Introduction to extensive
behaviour within the group is essential to complete the work reading
effectively. Students will have to delegate tasks, negotiate and
come to agreements. Introducing extensive reading to your classroom has many
By dividing the class into groups there is an opportunity to create advantages. Increasingly, students will be required to cope with
groups which will benefit from a variety of individuals’ strengths. large quantities of reading in their Further Education studies. By
Teachers may fear that weaker students will either be left behind starting the habit of extensive reading early, students will learn
or ‘carried’ by the stronger ones and will therefore gain little from strategies to help them learn the reading skills that they will need
the experience. However, given the diversity of tasks required, to succeed in later life.
the weaker students may have a different skill they can offer the Students are also more engaged and motivated to read authentic
group, thereby encouraging them to participate confidently. Also, texts, such as they would read in their own language. They create
while stronger students are working independently, the teacher a habit for reading, and so improve their fluency and confidence.
will be able to spend time with students who need more help In addition, by encouraging students to read for pleasure in their
with their English. own time, students develop independence and become more
autonomous learners.
Tips for project work Scope has five lessons dedicated to extensive reading in the
Workbook. These lessons feature short extracts from the Oxford
Planning Bookworms and Dominoes graded readers series. Students may
Decide when in the term you want students to do project wish to read the whole story independently once they have
work and allow plenty of time for preparation: students will not studied the extract. There are useful background notes provided in
automatically know how to conduct their research, organise their the Workbook answer key on pages 120–131.
material and present well. The extensive reading lesson can be used for additional reading
Initially you may need to show different examples of projects to and skills work either in class or as homework. The Oxford Teacher’s
give students something to aim for. These might include: Club website offers further guidance about how you can develop
• Posters your students’ extensive reading skills.
• Portfolios of work
• PowerPoint presentations
• Oral presentations
• Short films or audio clips
16 Introduction

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

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.
18 Introduction

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 With weaker classes, you could pause
students to tell the class which activities Optional activity
the audio after each phrase for students
they and their partner both do. Read out to repeat. Ask students which of Ali’s Ask students to write four sentences
question 2. Students work in pairs to list opinions they agree and disagree with, about their free-time activities using
as many free-time activities as they can. and why. the Key phrases. Tell them that three
Stop the activity after a minute, and sentences should be true, and one
ANSWERS should be false. Students work in small
bring students’ ideas together on the
Students’ own answers groups. They read their sentences to
board. Check that students understand
all the activities. See which pair listed 4 Students work in pairs to discuss what each other and guess which of the
the most activities. they like and dislike doing in their free sentences is false. Ask some groups to
time. Monitor and help while they are tell the class how many false sentences
ANSWERS working, and encourage them to use a they guessed correctly.
Students’ own answers range of Key phrases. Ask some students
to tell the class something surprising or More practice
How to talk about likes and
interesting that they learnt about their Workbook page 3
preferences partner.
3 $ 1•03 Play the audio for students to
listen to the Key phrases. Check they ANSWERS
understand all of them. Then play the Students’ own answers
audio from exercise 1 (1•02) again for
them to hear the phrases in context in
Ali’s profile.
20 Starter
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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,
Grammar page 5 Grammar note I haven’t
The Focus on Grammar on page 100 has 11 Students write their questions. Ask
Present and past simple and information about simple and continuous some students to read their questions
continuous: review tenses. You could go through this now, to the class. Correct any errors.
5 Read the examples and check that before students do the exercises.
ANSWERS
students understand them. Students To reinforce the grammar, focus on the
find more examples in Ali’s profile. example sentences on page 5. Ask about
Check these with the class. Then read each example: Does it refer to a habit or Talk about it
the rules and elicit the answers. routine, or an action in progress? Does it
12 Students ask and answer their questions
refer to an unchanging state? Discuss the
ANSWERS in pairs. Ask some students to tell the
meaning of each example.
(Possible answers) class something about their partner.
present simple: think, speak, want Refer Fast finishers to the activity at the
6 Students write the questions and
past simple: played, woke bottom of the page.
answers. Check answers.
present continuous: I’m studying, I’m looking
ANSWERS
forward to hearing about you ANSWERS
2 What are you doing right now? Students’ own answers
past continuous: was still sleeping
Rules I’m reading. More practice
1 simple 2 continuous 3 continuous 3 Is it raining at the moment? No, it isn’t Focus on Grammar page 100
raining right now. The sun is shining. 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
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.
22 Starter
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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
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
Grammar page 7 To reinforce the difference between could necessary to explain the answers.
and managed to, write on the board: ANSWERS
Modal verbs: review I swim really well when I was ten. 2 should 3 mustn’t 4 have to
When the boat sank, the people swim 5 shouldn’t 6 don’t have to
Ability and possibility: to safety. 10 Students complete the sentences so
can, could, will be able to, Point to the two sentences and ask: they are true for them. With weaker
Which one is about a general ability? classes, students could work in pairs.
manage to
Which one is about a difficult achievement? Monitor and help while they are
5 Read the examples. Then read the rules Elicit the correct verbs to complete each working. Ask some students to read
and elicit the answers. sentence. Ask students to translate the their sentences to the class. Correct
ANSWERS sentences into their own language. any errors. Refer Fast finishers to the
1 could 2 managed to 3 can activity at the bottom of the page. Ask
4 be able to 5 could 6 Read out the example answer and some fast finishers to read out their
ask: Is the sentence about the past or the advice. Ask other students: Do you agree
Grammar note present? Elicit that it is about the past, so with the advice? Why / Why not?
The Focus on Grammar on page 101 couldn’t is the correct answer. Students
read the rest of the text and choose the More practice
has more information on modal verbs.
correct answers. With weaker classes, Focus on Grammar page 101
do one or two more examples with the Workbook page 4
class first. Check answers with the class.
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.
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
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
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.
24 Starter
4506397 Scope TB4 SP.indb 24 21/04/2015 14:57

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 …
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
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
Grammar page 9
She mentions doing past papers, trying
Workbook page 5
to speak English as much as she can,

Preparing for exams reading English articles outside class,
4 Read the four headings A–D with keeping her vocabulary notebook up-to-
the class and check that students date and having a revision schedule.
understand everything. Students read
the study tips and match the headings How to talk about your study goals
with the sections 1–4. Check answers, 6 $ 1•06 Read through the Key phrases
and ask: Which of the tips do you already with the class and check that students
use? Which do you think you should try? understand them all. Play the audio again
Why? Elicit answers from individual for students to listen and note down the
students. order in which they hear the phrases.
ANSWERS Check answers. Then ask students to
1 A 2 D 3 B 4 C complete the phrases with their own
ideas. Students can compare their
5 $ 1•06 Read the question. Then play
answers in pairs. Then ask some students
the audio for students to listen and
to read their sentences to the class. Ask if
answer the question. Check answers.
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 With weaker classes, read out each 2 Jameela is different from her friends
enjoy getting comments from friends? Why / statement in turn and ask students to because she doesn’t take photos all
Why not? Encourage students to talk about read the relevant part of the blog and the time.
their own habits and experiences. decide whether Jameela would say this 3 Jameela thinks it’s a bad idea to take
1 $ 1•07 Read out the question. Students or not. photos with a phone at concerts
then listen and read and answer the because: 1 it’s uncomfortable to hold
ANSWERS
question. Check the answer with up phones; 2 it’s annoying for shorter
She would agree with 2 (I sometimes use
the class, asking students to provide fans; 3 the photos are blurry.
my phone to take photos) and 5 (If I lost
evidence from the text for their answer. 4 Jameela was concerned by Aziz’s
all my photos, I’d still have my memories).
ANSWER
comment because she thinks
3 Students read the blog again and memories are in your heart and mind,
C (She sometimes uses the camera answer the questions. Encourage
function on her phone at family get- not in a photo.
stronger students to use full sentences 5 Jameela thinks that people take
togethers.) in their answers, and to use their own photography too seriously and she’s a
2 Allow students time to read the words where possible. photosceptic.
statements. Check they understand
ANSWERS
everything. Students then read the blog Vocabulary
again and decide which statements 1 Jameela didn’t comment on Kate’s
photo because she couldn’t think of 4 Students match the highlighted words
Jameela would agree with. Encourage
anything to say. with the definitions in the Word check.
them to provide evidence for their
Check answers, and check that students
answers.
understand the words.
26 Unit 1
4506397 Scope TB4 SP.indb 26 21/04/2015 14:57

ANSWERS
do some damage, students’ own answers
make me think, students’ own answers
get in touch, students’ own answers
Think about it
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
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 complete the sentences. Check answers Optional activity: Critical
2 the odd one out 3 blurry with the class and check that students thinking
4 despairing 5 prove 6 sympathy understand all the expressions.
Ask: Why do you think some people post
7 photosceptic 8 check out
ANSWERS a lot of photos online? Do you think some
Students then complete the sentences. 2 do 3 get 4 get 5 make 6 do people rely too much on photos to make
Check answers. Stronger students their memories? What other ways are
or fast finishers can write their own Study focus: Improving your there of remembering important events
example sentences for the remaining vocabulary in our lives? Why do people enjoy looking
two words in the Word check. Ask 6 Read the Study focus box with the class. at other people’s photos? Discuss the
them to read their sentences to the Students find another expression with questions as a class, and encourage as
class, omitting the target word. Other do in the blog, and then add others many students as possible to join in and
students can guess the missing words. that they know. They then do the same express their opinions.
ANSWERS for make and get. Students could work
2 blurry 3 the odd one out in pairs for this. Bring students’ ideas More practice
4 check out 5 prove 6 get-together together on the board, and check that Workbook page 6
5 Students complete the expressions students understand all the expressions. Reading worksheet, Teacher’s Toolkit
with the correct verbs, and then check If you are short of time, students could
their answers in the blog. With weaker do this exercise for homework.
classes, write the three verbs do, make
and get on the board to help students
Unit 1 27
4506397 Scope TB4 SP.indb 27 21/04/2015 14:57

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
28 Unit 1
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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
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.
ANSWERS Ask some students to read their
Grammar page 13 B 4 C 1 D 3 sentences to the class.
Aim Grammar note ANSWERS
Discuss present and recent events The Focus on Grammar on page 102 has Students’ own answers
more information on the four tenses.
Talk about it
Present tense: review students do the exercises. 9 Students work in pairs to read their
sentences to a partner and guess the
To reinforce the grammar, write some
Warm-up false ones. Ask some students to tell the
more simple example sentences on
Write on the board: You’ve been taking class something about their partner.
the board and discuss the different
photos for a long time. You’ve posted a lot of meanings of the tenses. More practice
crazy photos. You look like a relaxed person. Workbook page 8
You’re hiding from people. Students can 2 Students look at the examples again and Grammar worksheet, Teacher’s Toolkit
check on page 12 if necessary. Underline answer the question. Discuss the answer
the verbs in the sentences and elicit the with the class and elicit more examples of
names of the tenses. stative verbs, e.g. hate, understand, belong.
1 Students can find more examples of the
ANSWERS
tenses, or use the ones on the board
present continuous and present perfect
from the warm-up to match with the
continuous
uses. Check answers.
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,
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
the correct words. Check answers, and
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.
30 Unit 1
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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
ANSWERS
4 hobbies, always, try
Grammar page 15 2 d 3 c 4 a 5 b
5 where, go, arrived, afternoon
Rules 1 past simple 2 past continuous
Aim 3 past perfect simple 4 past perfect How to talk about the weekend
Talk about past events in detail continuous 5 present perfect simple
6 $ 1•12 Play the audio and check that
students understand the Key phrases.
Grammar note
Narrative tenses Students ask and answer the questions
The Focus on Grammar on page 102 has in pairs. Ask some students to tell the
more examples of the narrative tenses. class something about their partner.
Warm-up
To reinforce the grammar, draw some Refer Fast finishers to the activity at
Focus on the photos on page 14 again. timelines on the board to illustrate the
Ask: What had Emma changed? Who wasn’t the bottom of the page. When you
examples in exercise 1, e.g.: have checked answers, ask fast finishers
wearing a tie? Who worked in a shop? What
| | to read out their paragraphs. Ask other
had the boy been doing in photo A? Write the
answers on the board: Emma had changed She came home He took the photo students to listen and note down the
her shoes. Dave wasn’t wearing a tie. James He took the photo after she’d come home. different narrative tenses used.
worked in a shop. The boy had been crying. | | | ANSWERS
Underline the verbs and elicit the tenses. I’d been crying He took this Students’ own answers
1 Students match the tenses with the I’d been crying before he took this.
verbs in bold. Check answers. Then read
More practice
Workbook page 10
the rules and elicit the answers.
Grammar worksheet, Teacher’s Toolkit
Unit 1 31
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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
listen and read. Ask which of their ideas
from exercise 1 are mentioned.
ANSWERS
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
32 Unit 1
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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
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
Writing page 17 biography and Barbados. Students biographies to the class. Discuss
read the biography and answer the any errors as a class and encourage
Aim questions. Check answers, and point
Write a biography 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
How to write a biography ANSWERS errors. They complete the checklist in
1 Students’ own answers part C.
Warm-up 2 (Possible answers)
MODEL ANSWER
Ask: What do you know about your parents present simple: I feel very proud to be
See page 118 of the Teacher's Book.
and grandparents? Where were they born? Arthur’s granddaughter.
Where did they go to school? What jobs did present continuous: He’s working in the More practice
they do when they were younger? Students photo. Workbook page 11
work in pairs to tell each other about present perfect: He’s inspired me to
their parents and grandparents. Allow be brave.
Assessment
students to talk for a few minutes. Then ask Grammar, Vocabulary and Skills Tests,
3 (Possible answers)
some students to tell the class something Teacher’s Toolkit
past simple: His life changed completely.
interesting they learnt about their partner’s past continuous: While he was training to
family members. Ask: Do you think it is be a bus driver …
important to know about your family history? present perfect: He’s the most fun-loving
Why / Why not? person I’ve ever known.
Unit 1 33
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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
Give an answer yourself if necessary,
and then elicit answers from individual
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 2 Students read the article again and Vocabulary
reading task choose the correct answers. Remind 4 Students match the highlighted words
1 $ 1•15 Read the Study focus box with students that they should find evidence with the definitions in the Word check.
the class. Ask students to explain in the text to support their answers. Check answers, and check that students
the tips in their own words to check ANSWERS understand the words.
understanding. 1 b 2 a 3 c 4 b 5 a WORD CHECK ANSWERS
Allow students time to read the 3 Students read the article again and find 1 familiar 2 maturity 3 permit
question, and then play the audio. evidence that the statements are false. 4 spot 5 motto 6 donation
Students listen and read the text. Check answers. 7 tragically 8 trespass
Remind them to focus on the general
ANSWERS Students then complete the sentences.
meaning at this stage, and not to try
1 Jack takes me through a secret Check answers. Stronger students
and understand every word.
side door. or fast finishers can write their own
Students answer the question. Check
2 There haven’t been any (trains) for example sentences for the remaining
answers, asking them to justify their
years. two words in the Word check. Ask
answers.
3 We want to explore hidden and them to read their sentences to the
ANSWERS unusual parts of the city. class, omitting the target word. Other
1 Ed: journalist 4 The urban explorer’s motto is “take students can guess the missing words.
2 Jack: urban explorer only photographs, and leave only ANSWERS
3 Gabriel: 13-year-old explorer who footprints behind”. 2 permit 3 familiar 4 trespass
died in Stockholm
5 spot 6 maturity
34 Unit 2
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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
5 Read through the list of words with Think about it

the class and check that students 6 Allow students time to think about
understand them. Check that students their answers individually. Students
understand that an antonym is a word then work in pairs to ask and answer
with an opposite meaning. Students the questions. Set a time limit for the
then find antonyms for the words in the discussion, and tell students to note
article. Check answers with the class. If down their partner’s opinions, and any
you are short of time, students could do good mottos they think of. Ask some
this exercise for homework. students to tell the class something
ANSWERS about their partner. Elicit mottos that
2 special students thought of and discuss as a
3 urban class which are the best and why.
4 stupid ANSWERS
5 worried Students’ own answers
6 exciting / inspiring / amazing
Unit 2 35
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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.
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
36 Unit 2
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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
Correct any errors.
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
a detailed presentation on modals of
permission and ability.
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
ANSWERS silent letters and the example answer.
Grammar page 21 1–3 should / shouldn’t / ought to Play the audio.
4–6 need to / have to / must
Aim 7–8 don’t need to / don’t have to
ANSWERS
Talk about things I’m allowed to do 2 mustn’t 3 ought 4 Wednesday
9 mustn’t
and my abilities 7 Students complete the sentences with
Grammar note their own ideas. Ask some students
The Focus on Grammar on page 104 has to read their sentences to the class.
Modal verbs of advice a detailed presentation on modal verbs Correct any errors.
and obligation of advice and obligation. ANSWERS
To reinforce the difference between Students’ own answers
Warm-up
mustn’t and don’t have to / don’t need to,
Ask: What advice does Jack give about urban write on the board: No Parking and Free Talk about it
exploring? Do you have to get permission? Parking. Elicit the meaning of the two 8 Students read their sentences to each
Should you go alone? Can you explore places signs: You mustn’t park here. You don’t other in pairs and guess which are false.
illegally? Write on the board: You have to have to pay to park here. Ask who guessed all the false sentences
get permission. You shouldn’t go alone. You correctly.
mustn’t explore places illegally. Underline
must and should / ought to, write: Tickets More practice
the modal verbs and elicit the meanings.
cheaper online and: Tickets only available Workbook page 16
1 Read the examples and complete the online. Elicit the meaning of each notice. Grammar worksheet, Teacher’s Toolkit
rules.
Unit 2 37
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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
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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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
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
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
Grammar page 23 1–3 may / might / could 4 must
6 Read out the first situation and the
5 can’t
Aim example deduction. Elicit one or two
Make deductions Grammar note more example deductions for this
situation. Students read the remaining
situations and write deductions. With
a detailed presentation on modal verbs
Modal verbs of possibility of possibility and deduction. You could
and deduction pairs. Ask some students to read their
go through this now, before students
deductions to the class. Correct any
do the exercises.
Warm-up errors. Refer Fast finishers to the activity
Reinforce the point that we use may / at the bottom of the page. When you
Say: I can’t find my phone. Where might it be? might not, but not could not with this
Elicit a few ideas and write them on the have checked answers, ask fast finishers
meaning: We might / may not come to the to read out their sentences. Correct any
board, e.g. It might be in your bag. It could be party. NOT We could not come to the party.
at home. Underline the modal verbs and errors and ask other students: Do you
Also reinforce the point that we use can’t have any similar regrets?
elicit or explain that they express possibility
not mustn’t if we believe something
or deduction. Explain that students are ANSWERS
is impossible: That can’t be Tom’s sister.
going to study these and other modal verbs. Students’ own answers
NOT That mustn’t be Tom’s sister.
1 Read the examples and check that
More practice
students understand them. Then read 2 Students complete the text with the Workbook page 18
the rules and elicit the answers. correct modal verbs. Check answers. Grammar worksheet, Teacher’s Toolkit
Unit 2 39
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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
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.
and ask students to disagree politely.
See which activity is the most popular. Optional activity: Creativity
They then work in pairs and take it in
ANSWERS turns to read out the ideas and disagree For homework, ask students to
Students’ own answers politely. Monitor while they are working research activities in another city of
and note down any repeated errors to their choice and produce a ‘What’s
How to disagree politely correct in a feedback session. On’ page. Tell them they should give
4 $ 1•20 Students complete the Key a brief description of each activity.
ANSWERS Encourage them to make the activities
phrases with the words in the box. Play
Students’ own answers as interesting and exciting as possible.
the audio from exercise 2 again for them
to listen and check. Check answers, In the next lesson, collect in the pages,
Talk about it
and check students understand all the and then hand them around the class.
6 Read through the activities and check Students can work in pairs to discuss
phrases. Elicit what Sarah says about No
that students understand them. They the activities and agree what they
way! and Absolutely not!
work in pairs to discuss the activities and would like to do. Remind students to
ANSWERS agree which one they will do. Monitor use the Key phrases. Ask some pairs
1 sorry 2 sounds 3 rather 4 idea while they are working, and note down which activities they agreed on. Discuss
5 enjoy Sarah says that the phrases any repeated errors to feed back on. Ask as a class which cities it would be most
aren’t very polite. some students to tell the class which exciting to visit.
5 $ 1•22 Play the audio for students to activity they agreed on and why.
listen to the Key phrases. With weaker ANSWERS More practice
classes, play the audio again for them to Students’ own answers Communication 1 worksheet, Teacher's Toolkit
listen and repeat. Read out the first idea
40 Unit 2
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to the class. Correct any errors. Then ask
other students: Do you agree with these
recommendations? Why / Why not?
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
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
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
on the board. Students can then use the
notes for their writing.
more information on extreme adjectives,
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
1 Check that students understand their notes. They complete the checklist
Writing page 25 ostrich and sandboarding (a sport like in part C.
snowboarding, but on sand dunes). C Encourage students to read through
Aim Students read the recommendations their writing to look for language errors.
Write a visitor guide and answer the questions. Elicit answers Ask some students to read their visitor
from individual students. guides to the class. Discuss any errors
as a class and encourage students to
How to write a visitor guide ANSWERS
self-correct. Alternatively, pin the visitor
1 Students’ own answers
Warm-up 2 You must try …, you might need to guides around the class and allow
drink some water, Adventurous diners students to walk around and read them,
Ask: What do you know about South Africa?
ought to visit …, You shouldn’t go noting down any errors they spot.
Elicit a range of answers and encourage
home till you’ve tried sandboarding, Discuss the errors as a class.
students to share their knowledge. Ask:
What do you know about Cape Town in The beach can get absolutely packed. MODEL ANSWER
South Africa? Do you think it’s a good city 2 Read the Key phrases. Ask students to See page 118 of the Teacher's Book.
to visit? Why / Why not? Elicit a range of translate them into their own language,
to check they understand them. Ask
More practice
answers. If students have access to the
Workbook page 19
internet, they could quickly search for students to write three recommendations
Cape Town and find a picture to share with using the Key phrases. Students can Assessment
the class. compare their ideas in pairs. Ask some Grammar, Vocabulary and Skills Tests,
students to read their recommendations Teacher’s Toolkit
Unit 2 41
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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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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
5 Students complete the sentences with Listening Eiffel Tower – that was really cool! Then
the correct words. Check answers. 7 $ 1•23 Allow students time to read the we went on a boat trip on the river. The
ANSWERS questions. Then play the audio. Students only problem was that I was enjoying the
listen and answer the questions. Play the scenery so much that I took my eyes off
1 don’t have 2 couldn't 3 should
my bag. When I looked round, someone
4 need 5 able 6 managed 7 can't audio again if necessary. Check answers.
had walked off with it. Can you believe it? I
8 mustn't 9 must 10 ought ANSWERS really should have been more careful!
6 With stronger classes, you could do 1 Sam wants to go on a city break. Tomorrow we’re planning to go shopping.
this exercise as a test. Set a time limit His mum wants to go to the Paris is well-known for its fashions. You
and don’t allow students to refer to the countryside. see lots of really well-dressed people here!
units or the Focus on Grammar. With 2 They could go for long walks, explore Then we’re going to visit a museum – I’m
weaker classes, encourage students to the countryside and go swimming. sure that’ll be interesting!
check the rules to help them complete 3 They could look at the ancient I must go now as my friends are ready to
the email correctly. buildings and go to museums. go out for the evening. I’ll see you soon!
4 The nearest town is 20 minutes away. Amira
ANSWERS
1 ’m sending 2 haven’t had Sam could get there by bus. More practice
3 went 4 was studying 5 There’s a surf school on the beach and Grammar and Vocabulary worksheets,
5 do you think 6 had been rowing he could learn how to surf. Teacher’s Toolkit
7 took 8 had stopped 9 know Assessment
10 has been calling Grammar, Vocabulary and Skills Tests,
Teacher’s Toolkit
Review 1–2 43
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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
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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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
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
3 Modern pesticides may be dangerous, WORD CHECK ANSWERS Reading worksheet, Teacher’s Toolkit
global warming could be a problem 1 reproduce 2 colonies 3 struggle
as bees struggle to survive in 4 aggressive 5 factor 6 expert
changeable weather, mobile phone 7 pesticide 8 buzzing with
signals might be confusing bees. Students then complete the sentences.
4 Other types of insects, such as Check answers. Stronger students
butterflies, can pollinate plants. or fast finishers can write their own
Engineers are working on creating example sentences for the remaining
robot bees. two words in the Word check. Ask
5 The writer thinks we’ll have to do them to read their sentences to the
without honey for breakfast in the class, omitting the target word. Other
future. students can guess the missing words.
Vocabulary ANSWERS
2 buzzing with 3 struggle
5 Students match the highlighted words
4 aggressive 5 factor 6 colonies
with the definitions in the Word check.
understand the words.
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
46 Unit 3
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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
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 answer the questions in pairs. Ask some
Grammar page 31 an action in progress students to tell the class something
about their partner.
Aim Grammar note
Speculate about the future The Focus on Grammar on page 106 has ANSWERS
a detailed presentation on the future Students’ own answers
continuous. You could go through this
Future continuous How to speculate about the future
7 $ 1•25 Play the audio for students
Warm-up to read and listen to the Key phrases.
the simple future and the future
Remind students about the article about Check they understand all the phrases.
continuous, draw a timeline on the
bees on page 29. Ask: What predictions Students write five predictions. They
board and write the following examples:
does the writer make about bees? What compare their ideas in pairs. Ask some
7 p.m. 7.30 ➞ 8.30 students to tell the class which of their
about honey? Elicit some ideas. Then ask
| | | partner’s predictions they agree with.
students to read the final paragraph again
get home have dinner
and find the two predictions. Write them ANSWERS
We will get home at 7 p.m.
on the board. Ask: What form of the verb Students’ own answers
At 8 p.m. we will be having dinner.
do they include? Elicit a few ideas. Then ask
students to turn to page 31. Ask: Which sentence describes an action More practice
in progress? (future continuous) Which Workbook page 24
1 Read the examples. Then read the rule
describes a finished action? (future simple) Grammar worksheet, Teacher’s Toolkit
and elicit the answer.
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
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
48 Unit 3
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with the correct verb forms.
ANSWERS
2 ‘m going 3 starts 4 ‘s coming
5 are 6 does the workshop last
7 finishes
their own ideas. Students can compare
their answers in pairs. Ask some students
Correct any errors.
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
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
1 Read the examples. Then read the rules Talk about it

Present simple and present
and elicit the answers. 6 Students answer the questions
continuous: future individually and then compare their
ANSWERS
Warm-up answers in pairs. Ask some students
1 present continuous 2 present simple to tell the class something they learnt
Ask what students remember about 3 present simple 4 present continuous about their partner. Refer Fast finishers
Hassan and Adam’s day at the Big Bang
Grammar note to the activity at the bottom of the
Fair. Write on the board: quarter to five,
page. When you have checked answers,
5 o’clock, 11 o’clock, 2.30. Ask: Why do they The Focus on Grammar on page 106 has
ask some fast finishers to read out their
mention these times? Elicit a few ideas. Then a detailed presentation on the present
sentences. Correct any errors.
play the audio (1•27) again for students simple and present continuous for the
to listen and note down why the times future. ANSWERS
are mentioned. Elicit answers and write Reinforce the point that we use the Students’ own answers
sentences on the board: present simple after when, as soon as, More practice
We’re meeting our teacher at quarter to etc.: I’ll call you when I get home. NOT Workbook page 26
five. Our bus leaves at 5 o’clock. Underline I’ll call you when I will get home. Grammar worksheet, Teacher’s Toolkit
the verbs and elicit what verb form they Also reinforce the point that we use the
are. Ask: Do they refer to the present or the present simple, not will, for timetables
future? (future) Tell students they are going and schedules: The train leaves at 2. NOT
to study these uses now. The train will leave at 2.
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
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
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
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.
50 Unit 3
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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
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
on the board. Students can then use
the notes for their writing.
more information on formal language,
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
Writing page 35 life-skills and day trip. Students read in part C.
the advert and email and answer the
Aim questions. Elicit answers from individual
C Encourage students to read through
Write a formal email 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
How to write a formal email understand their use.
and encourage students to self-correct.
Warm-up ANSWERS
MODEL ANSWER
1 Emma asks about accommodation,
Ask: What do you usually do in the summer See page 118 of the Teacher's Book.
holidays? Elicit a few answers. Then ask: which languages she can study and
Have you ever been on a summer camp? whether there are walking or cycling More practice
What do young people do on summer camps? trips. Workbook page 27
Elicit some answers, and explain that there 2 (Possible answers) I am going to
study …, I hope you will be able to
Assessment
are different kinds of summer camps Grammar, Vocabulary and Skills Tests,
offering different kinds of activities. Focus answer …, Will I be sharing a room?
Teacher’s Toolkit
on the advert and ask: What do you think I will have finished a beginners’
Mid-term Tests, Teacher's Toolkit
people do on this summer camp? Elicit a few French course …
answers. Then ask students to skimread the 3 Emma uses full forms because it's a
advert to check their ideas. Ask: What extra formal email.
information would you like to know about the
camp? Elicit a few answers.
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
andthen elicit answers from individual
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 ANSWERS 4 Students read the blog again and
over the last seven days, including an 1 The main topic is an account of answer the questions. Encourage
approximate price. Ask individual students undertaking a challenge to live for a stronger students to use full sentences,
to tell the class how much they have month without spending any money. and use their own words rather than
spent. See which students have spent the 2 The text is a blog (an online diary). The copying from the text. Check answers.
most and the least. Ask: Do you think you writer uses an informal, friendly style.
ANSWERS
spend too much money? Could you spend 3 Read out the first sentence. Ask students 1 She wants to stop wasting money so
less? Elicit a range of answers. to read the first paragraph again and that she can afford driving lessons.
decide if it is true or false, or if the text 2 She finds gaming / playing video
Study focus: Activating background doesn’t say. Discuss the answer with games less enjoyable, so she revises
knowledge the class, asking students to provide French instead.
1 Read the Study focus box with the class. evidence to support their answers. 3 She didn’t have any money, so
Students look at the blog and answer Students read the blog again and couldn’t buy a bus ticket. She had to
the questions. Discuss the answers with decide about the remaining sentences. walk home instead.
the class. Check answers, asking students to 4 Suzy thinks she might be arty and
provide evidence from the blog. should practise drawing.
ANSWERS
ANSWERS 5 She watched a documentary about
Students' own answers
1 doesn't say 2 false 3 doesn't say poverty and now realises that her
2 $ 2•02 Play the audio. Students read challenge is easy.
4 true 5 false 6 true
and listen to the blog, and check their 6 She’s saved money, is fitter, has got
answers to exercise 1. better grades and has a new hobby.
52 Unit 4
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Think about it
then work in pairs and ask and answer
down ideas that they agree on. Ask
some students to tell the class what
they and their partner agree on.
ANSWERS
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

Ask students to write Suzy’s final blog
entry, for 31 January. Ask them to
include information on whether she has
Vocabulary 6 Students find the words in the blog succeeded in her challenge, describe her
5 Students match the highlighted words and try to work out the meanings. With feelings and say what her plans are for
with the definitions in the Word check. weaker classes, students could work in 1 February, when her challenge is over.
Check answers, and check that students pairs for this exercise. Check answers, Monitor and help while students are
understand the words. and check that students understand the working. Students can compare their blog
words. If you are short of time, students entries in small groups and choose one
WORD CHECK ANSWERS could do this exercise for homework. to read to the class. Ask groups in turn to
1 poverty 2 treat 3 fortune 4 avid read their chosen entry to the class.
5 the basics 6 reckon 7 persuade SUGGESTED ANSWERS
2 very Ask students which entries they enjoyed
8 boost
3 got bored with listening to and why.
Students then complete the advert.
4 someone who doesn’t do any exercise
Check answers. Stronger students
or fast finishers can write their own
but spends a lot of time watching TV More practice
5 quite / slightly Workbook page 30
example sentences for the remaining
6 sad Reading worksheet, Teacher’s Toolkit
two words in the Word check. Ask
them to read their sentences to the CLIL 2 worksheet, Teacher's Toolkit
class, omitting the target word. Other
students can guess the missing words.
ANSWERS
2 the basics 3 fortune 4 Boost
5 treat 6 persuade
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
the correct words. Check answers, and
questions. Stronger classes could add of agent nouns to help students, e.g. 5 Students complete the sentences with
one or two more questions, using other teach – teacher, run – runner. Students use the correct words. Check answers.
words from exercise 1. Read out the their dictionaries to find the related words
ANSWERS
first question and elicit a few possible and add them to the chart. With stronger
classes, you could do this activity as a 2 challenging 3 achievable
answers. With weaker classes, elicit 4 promotion 5 advertising
race. Weaker classes could work in pairs.
one or two example answers for each
Check answers, and check that students Optional activity
question. Students work in pairs to ask
understand all the words. Refer Fast
and answer the questions. Ask some Students work in pairs to prepare a
finishers to the activity at the bottom of
students to tell the class something description of a current TV advert, using
the page. They can use their dictionaries
about their partner. words from exercises 1 and 4. Tell them
to find the related words and add them
to the chart. Ask some fast finishers to not to say the name of the product
ANSWERS
present the extra words to the class, and it advertises. Ask pairs in turn to read
2 brand 3 consumers 4 commercials
ask all students to add them to their chart. their descriptions to the class. Correct
5 pop-ups 6 billboards
any errors in the use of the vocabulary,
ANSWERS and see if other students can guess the
Vocabulary builder: Word families 2 advert 3 advertiser 4 consumer product.
Study focus: Recording word families 5 challenge 6 challenger
4 Read the Study focus box with the class. 7 challenging 8 promotion
9 promoter 10 promotable
More practice
Read through the chart with the class Workbook page 31
and check that students understand the 11 achievement 12 achiever
term agent noun. Elicit a few examples 13 achievable
54 Unit 4
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ANSWERS
2 change 3 are 4 don’t mind
3 Students complete the slogans with the
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
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
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
Grammar page 39 1 present simple 2 present simple ANSWERS
1a (unlikely)
3 present simple 4 will / won’t
Aim 1b (likely) don’t get, will regret
Discuss likely and unlikely situations Grammar note 2a (likely) have, will go
and their consequences The Focus on Grammar on page 108 2b (unlikely) worked, wouldn’t want
has a detailed presentation on the
zero and first conditional. You could go
Talk about it
Zero and first conditional with through this now, before students do 7 Read out the question beginnings and
if, when, as soon as and unless the exercises. elicit some possible endings. Students
complete the questions with their
Warm-up Write on the board: If I save all my money,
own ideas. Ask some students to read
With books closed, remind students about I will be rich one day. Underline the verb
out their questions. Correct any errors.
Suzy’s challenge on page 37. Ask: What save and ask: Does it refer to the present or
Students ask and answer their questions
things can’t Suzy do if she has no money? the future? (the future) Reinforce the point
Elicit some ideas. Then write on the board: that in first conditional sentences we use
If I have no money, I can’t go out / my friends the present simple, not will in the if clause,
won’t invite me out / I’ll be bored. Elicit that even though it refers to the future. ANSWERS
these are conditional sentences. Students’ own answers
2 Students complete the sentences.
1 Read the examples .Then read the rules Check answers and ask: Which sentences
More practice
and elicit the answers. Workbook page 32
are true for you?
Unit 4 55
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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
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-
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

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

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
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
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.
Grammar page 41 and elicit the answers. Ask students to 6 Students complete the sentences.
complete the sentence on the board. Check answers.
Aim
Discuss imaginary past situations and ANSWERS
ANSWERS
express regret 1 imaginary 2 present Students’ own answers
Grammar note How to express regret
Third conditional and mixed The Focus on Grammar on page 108 7 $ 2•06 Play the audio and check that
conditionals has a detailed presentation on the third students understand all the Key phrases.
conditional and mixed conditionals. Read out the first situation and elicit one
Warm-up To reinforce the difference between or two example sentences. Students write
Ask: How did Laila save money? Elicit a few the third conditional and a mixed regrets for the remaining people. Ask
ideas. Then ask: What event did she work conditional, write on the board: 1 If I some students to read their sentences to
at? How did she feel about it? Elicit that hadn’t lost my purse, I would have got the class. Correct any errors.
she worked at a football event and then a taxi home. 2 If I hadn’t lost my purse,
ANSWERS
regretted choosing it. Write on the board: I would have plenty of money.
If she … (look) more closely, she … (choose) Ask: Did she lose her purse? (yes) Did she
a different event. Elicit a few ideas for the get a taxi home? (no) Has she got plenty More practice
correct verb forms. Don’t confirm the answer, of money now? (no) Ask: Which sentence Workbook page 34
but leave the sentence on the board. Grammar worksheet, Teacher’s Toolkit
Unit 4 57
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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.
possible answers.
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.
to listen and read the Key phrases.
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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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
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
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
1 Check that students understand can then use the notes for their writing.
Writing page 43 arguments for and arguments against. The Focus on Writing on page 125 has
They read the notes and match them more information on linkers of addition
Aim with the paragraph plan. They then and contrast, and more help with the
Write a discussion essay read Will’s essay to check their answers. paragraph plan. You could ask students
Remind students that in a discussion to turn to page 125 now and go through
essay they should always present the exercises in class. Students could then
How to write a discussion complete the writing task for homework.
arguments for and against the subject.
essay B Students write their discussion essay.
ANSWERS
Warm-up 1 ads very common in schools C Encourage students to read through
Ask: Is there any advertising in your school? 2 pays for equipment, etc.; reflects the their writing to look for language errors
Elicit a few answers. Then explain that in the real world using the checklist.
UK some schools agree to have advertising 3 makes students feel bad; encourage MODEL ANSWER
in the school in return for money. Ask: What consumerism See page 118 of the Teacher's Book.
kinds of products would companies advertise in 4 my view – students decide?
schools? Elicit a few ideas, e.g. soft drinks and More practice
2 Students read the essay again and find
snacks. Ask: Do you think advertising in schools Workbook page 35
examples of the language. Check answers
would be a good idea? Elicit some possible Remind students that they should use Assessment
benefits of advertising, e.g. the school could a range of language structures in their Grammar, Vocabulary and Skills Tests,
earn money to buy new equipment, and writing. Teacher’s Toolkit
some possible disadvantages.
Unit 4 59
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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
use their own words where possible.
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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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:
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
9 Uses linkers of addition and contrast
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,
ANSWERS audio. Students listen and complete I know, but necessary! What’s more, my
1 going 2 'm 3 does 4 'll be walking the sentences. Play the audio again if grandma’s going to give me £5 a week if I
5 'll be 6 'll have had 7 'm going necessary. Check answers. cut her grass. So don’t call me on Saturday
8 'll 9 unless 10 as soon as morning – I’ll be working in my grandma’s
ANSWERS garden!
6 With stronger classes, you could do 1 check her account from home and top
this exercise as a test. Set a time limit With these two things, I’ll get £60 a month,
up her mobile phone online so if I’m careful with my money, it will soon
and don’t allow students to refer to the 2 for her phone
units or the Focus on Grammar. With add up. I guess I’ll spend some of what
3 great for shopping online I earn. Still, I predict that in four months’
weaker classes, encourage students to 4 it’s easy to get into debt if you use them
check the rules to help them complete time I’ll have saved up enough money to
5 it’s easy to remember go and buy the guitar. It will be great to
the text correctly.
use it on stage!
ANSWERS Speaking See you soon,
1 didn’t feel 2 stayed 8 Students complete the conversations Sam
3 would perform 4 was / were with the correct phrases. Check answers.
5 could 6 would be 7 have 8 feel More practice
Then students work in pairs to practise
9 had known 10 would have chosen Grammar and Vocabulary worksheets,
the conversations. Ask pairs in turn
Teacher’s Toolkit
to perform the conversations for the
Listening class. Award five points for the correct Assessment
7 $ 2•09 Allow students time to read answers, and five points for students’ Grammar, Vocabulary and Skills Tests,
the sentences, and then play the pronunciation and fluency (1 = lots of Teacher’s Toolkit
Review 3–4 61
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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
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
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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Think about it
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.
ANSWERS
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)

and Communication
Refer students to the photos of the fire
and storm damage at the top of page 47.
Vocabulary ANSWERS Ask students to work in pairs and
4 Students match the highlighted words 2 burning issue 3 nonsense imagine they are in one of the places,
with the definitions in the Word check. 4 know-how 5 the man on the street watching the event. They prepare a short
Check answers, and check that students 6 rant citizen journalist report about what they
understand the words. 5 Students find phrases in the article to can see. Encourage them to make their
match the definitions. With weaker report as exciting as possible, and to use
WORD CHECK ANSWERS their imagination to describe what is
classes, students could work in pairs for
1 know-how 2 in decline happening around them.
this exercise. Check answers, and check
3 the man on the street 4 objective
that students understand the phrases. If Monitor and help while students are
5 rant 6 burning issue 7 nonsense
you are short of time, students could do working. Students can compare their
8 complement
this exercise for homework. reports in small groups and choose one
Students then complete the sentences. to read to the class. Ask groups in turn to
Check answers. Stronger students ANSWERS
2 in decline read their chosen report to the class. Ask
or fast finishers can write their own students which reports capture the news
example sentences for the remaining 3 in favour of
4 in the limelight effectively and why.
them to read their sentences to the 5 in the early hours
class, omitting the target word. Other 6 in preference to More practice
Workbook page 38
Unit 5 63
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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
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 answer, and elicit that these suffixes are ANSWERS
3 Read through the questions, and check all used to form nouns. Students use 2 professionalism 3 readership
that students understand everything. their dictionaries to help them complete 4 likelihood 5 censorship 6 scepticism
Read out the first question and elicit the words with the correct suffixes. With
a few possible answers. With weaker stronger classes, you could do this Optional activity
classes, elicit one or two example activity as a race. Weaker classes could As a class, brainstorm some other
answers for each question. Stronger work in pairs. Play the audio for students words that use the suffixes in exercise 4,
classes could add one or two more to check their answers. Check that e.g. childhood, parenthood, optimism,
questions, using other compound students understand all the words. pessimism, journalism, ownership,
nouns from exercise 1. Students work in friendship. Write the words on the board.
ANSWERS
pairs to ask and answer the questions. Ask students to choose one of the words
2 scepticism 3 likelihood
Ask some students to tell the class and write a true sentence. Ask students
4 professionalism 5 adulthood
something about their partner. in turn to read out their sentence,
6 censorship
omitting the target word. See if other
ANSWERS 5 Students complete the sentences with students can guess the missing word.
Students’ own answers the correct words. Check answers. Refer
Fast finishers to the activity at the
Vocabulary builder: Suffixes bottom of the page. They can use their More practice
4 $ 2•12 Elicit that we add suffixes to the dictionaries to find the correct suffixes. Workbook page 39
end of a word to form a new word. Read Ask some fast finishers to read their Vocabulary worksheet, Teacher’s Toolkit
through the suffixes and the example example sentences.
64 Unit 5
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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
Reported questions
ANSWERS
1 positive sentence 2 isn’t 3 if
Grammar note
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
1 Read the examples. Then read the rules 4 I found out I had found out
Grammar page 49 and elicit the answers. 5 I was doing what I was doing
6 Read out the example answer and elicit
Aim ANSWERS
one more. Students report the questions.
Report what people have said 1 past 2 back 3 Pronouns Check answers. Refer Fast finishers to
4 adjectives the activity at the bottom of the page.
Ask some fast finishers to read their
Reported statements Grammar note
summaries to the class.
Warm-up has a detailed presentation on reported ANSWERS
statements. You could go through this 2 Salina asked Fatima if she had heard
With books closed, remind students about
now, before students do the exercises. the news that day.
the article on citizen journalism on page 47.
3 Tanya’s friends asked Tanya where
Ask: What happened in Los Angeles? What Write on the board: ‘I always watch the
they could find English articles online.
did the citizen journalist say? (The ground is news,’ he said. Elicit the reported speech
4 Max asked his friends if they would
opening under my feet!) Write the direct sentence. Change the sentence on
like to visit China.
speech on the board, and then ask: How the board to different tenses, e.g. I’m
5 The teacher asked us if we had found
did the newspapers report it later? Write: One watching the news now. I watched the
the exercise easy.
woman said that … Elicit some possible news last night. I must watch the news.
endings to the sentence, but don’t confirm Cover all the tenses in the Focus on More practice
them. Use the sentences to elicit or teach Grammar on page 110, and elicit the Workbook page 40
the terms direct speech and reported speech. reported speech sentence in each case. 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
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
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.
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
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.
66 Unit 5
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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
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
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:
ANSWERS transformations
Grammar page 51 1 object 2 to
Study focus: Rewriting sentences
Aim Grammar note 6 Read the Study focus box with the class.
Report what people have asked The Focus on Grammar on page 110 has Read out the example answer. Then
and ordered a presentation on reported requests elicit another, using the checklist in the
and orders. Study focus box. Students then rewrite
Reinforce the point that we don’t use the sentences. Check answers. Refer Fast
Reported requests and that to report requests and orders: He finishers to the activity at the bottom of
orders asked her to leave. NOT He asked her that the page.
she leave. Also reinforce the point that ANSWERS
Warm-up we use not + to for negative requests 2 him not to talk to the reporters
Ask: What can you remember about Nellie and orders: They told us not to leave. 3 if he had seen any tweets from him
Bly? What did the head teacher say to NOT They told us don’t leave. the day before
her? Elicit some possible direct speech 4 that he had created all the fuss
sentences and write one on the board, e.g. 2 Remind students to think about 5 that he definitely wouldn't cause any
‘You must leave the school.’ Ask: How can pronoun changes. Students report the problems the following day
we put this into reported speech? Elicit a few requests and orders. Check answers.
ideas, but don’t confirm them. More practice
ANSWERS Workbook page 42
1 Read the examples. Then read the rule 2 My dad told me to pass him the Grammar worksheet, Teacher’s Toolkit
and elicit the answers. newspaper.
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.
possible news for each photo. Write the
ideas on the board.
ANSWERS
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
to listen and read the Key phrases.
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 could add one or two more ideas of 6 Allow students time to think of three
intonation with the class. Play the audio, their own. Ask some pairs to give and ideas of their own. Students then work
pausing after each phrase for students respond to one of the pieces of news in pairs and take turns to give their
to repeat. Encourage them to use lots of for the class. Encourage students to use news and respond to their partner’s
intonation. lots of intonation. news. Encourage them to respond and
5 Demonstrate the activity by saying: ANSWERS keep the conversation going by asking
Something awful has happened! Students’ own answers for more information. Monitor and help
Manchester United lost last night! while they are working. Encourage
Elicit some responses from individual Optional activity them to use different phrases from the
students. Encourage them to use a Before students move on to the Key phrases box, and to use plenty of
phrase to respond, and then ask you a personalised practice, you could refer intonation. Ask some pairs to perform
question, e.g. What was the score? / Who them back to photo A. Ask them to one of their conversations for the class.
were they playing against? Give more prepare and practise a conversation
information and elicit another response.
More practice
about this photo, using some of the Key Communication 4 worksheet, Teacher's Toolkit
Students work in pairs and take turns to phrases. Ask some pairs to perform their
give news and respond. conversation for the class.
68 Unit 5
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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.
1 Students read the story and answer the C Encourage students to read through
Writing page 53 questions. Check answers. their writing again and complete the
checklist in part C.
Aim ANSWERS
1 He felt sad because Mark’s parents MODEL ANSWER
Write a story for a newsletter See pages 118–119 of the Teacher's
had died, but fortunate because his
own situation was better. Book.
How to write a story for a 2 She said that she’d spent a whole day More practice
newsletter cooking. He told me that education
Workbook page 43
meant ‘future’. He also informed me
Warm-up that his parents had died. Assessment
Ask: Does your school produce a newsletter? 3 said, told, asked, informed Grammar, Vocabulary and Skills Tests,
How often? What is in the newsletter? Elicit 2 Read the Key phrases. Students find the Teacher’s Toolkit
a few answers. If students do have a phrases in the story. Check answers, and
newsletter at their school, ask: Have you ask students to translate the phrases
ever written a story for the newsletter? What into their own language, to check they
kinds of things do students write about? If understand them. Read through the
students do not have a newsletter at their ideas in the box and check that students
school, ask: Would it be a good idea to have understand them. Elicit one or two
a newsletter? What kind of news could it sentences, and ask students to write their
include? Elicit a range of answers, e.g. news own true sentences. Ask some students
about sports teams, exams, school trips. to read their sentences to the class.
Unit 5 69
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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
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
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?
ANSWERS ANSWERS
Why / Why not? Would you rather read a
1 ✓ (books are reasonably priced today, 1 Gilgamesh was a mythical king. His
book or watch a film? Why? Elicit a range but were very expensive in the past) story dates from around 3000 BCE.
of answers. 2 ✓ (clay tablets, scrolls and wax tablets 2 The Egyptians made the first books
1 $ 2•18 Focus on the four photos and were all very early forms of books) from papyrus, a thick paper-like
elicit a description of each one. Use the 3 ✗ material. They made them by gluing
pictures to teach the words stylus (A), 4 ✓ (when two tablets were fastened scrolls together.
e-book (B), clay tablet (C) and scroll (D). together, they were called a codex) 3 The Greeks and Romans invented the
Students number the photos in order 5 ✓ (there was a spread of literacy after codex. Because it had 'pages' fastened
of age. Play the audio for students to the invention of the printing press) together.
read and listen and check their answers. 6 ✗
4 He invented the printing press.
Check answers. 3 Allow students time to read the 5 Books became cheaper to produce
questions. Check they understand and consequently a means of learning
ANSWERS
everything. Students read the article for ordinary people. Literacy spread
1 C 2 D 3 A 4 B again and answer the questions.
2 $ 2•18 Allow students time to read amongst the masses.
Encourage students, especially
the topics. Check they understand 6 The main advantages of an e-reader
stronger students, to use full
everything. Play the audio again for are that you can store a large number
sentences in their answers, and use
students to read and listen and decide their own words rather than copying of books on them, and it is cheaper to
which topics are mentioned. Check from the text. Check answers. buy e-books.
answers, asking students to provide 7 They like to read a 'proper' book
evidence from the article. because they like the feel of it.
70 Unit 6
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With weaker classes, students could
work in pairs for this exercise. Check
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.
understand the adjective.
Think about it
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
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.
Study focus: Reflecting on a text Students then complete the sentences.
4 Read the Study focus box with the class. Check answers. Stronger students ANSWERS
Allow students time to prepare their or fast finishers can write their own 1445 the invention of the printing press
answers individually. Then they work in example sentences for the remaining 40 the length in metres of the scroll
pairs to discuss their answers. Ask some two words in the Word check. Ask telling the history of Ramses III
students to tell the class their opinion of them to read their sentences to the 200 the approximate year (200 BCE)
the text, and what else they would like class, omitting the target word. Other when the Greeks and Romans
to know. students can guess the missing words. developed wax tablets
2400 the date (2400 BCE) of the oldest
ANSWERS ANSWERS
surviving scrolls
Students’ own answers 2 fasten 3 evolution 4 scroll
1853 the date when clay tablet pieces
5 resemble 6 engrave
were discovered in Nineveh
Vocabulary 6 Read out the example answer and check 3000 the approximate date (3000 BCE)
5 Students match the highlighted words students understand that compound when clay tablets were first
with the definitions in the Word check. adjectives are adjectives that are made engraved with words
Check answers, and check that students up of two words. Explain that the two
understand the words. words can be joined together by a
hyphen, or they can be written as two
More practice
WORD CHECK ANSWERS Workbook page 46
separate words Students find compound
1 engrave 2 adopt 3 ensue Reading worksheet, Teacher’s Toolkit
adjectives in the article to match the
4 resemble 5 evolution 6 scroll
definitions.
7 fasten 8 turning point
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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.
the meaning of the words in the box
and complete the chart. Check answers,
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
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 work in pairs. Check answers, and 2 read you like a book
the correct words. Check answers, and check that students understand all the 3 be in their good books
check that students understand all the expressions. Discuss whether there are 4 by the book
questions. Stronger classes could add any similar expressions related to books 5 judge a book by its cover
one or two more questions, using other in the students’ own language.
words from exercise 1. Students work in Optional activity
ANSWERS
pairs to ask and answer the questions. As a class, brainstorm some compound
2 e 3 c 4 d 5 b
Ask some students to tell the class nouns beginning with book, e.g.
something about their partner. 5 Students complete the sentences with bookcase, bookshelf, bookshop, book token,
the correct expressions. Check answers. book club. Write the words on the board.
ANSWERS Refer Fast finishers to the activity at
2 smash hit 3 blockbuster Ask students to choose one of the words
the bottom of the page. They can use and write a true sentence. Ask students
4 best-selling 5 masterpiece their dictionaries to find the meaning
Students’ own answers in turn to read out their sentence,
of the expression and write an example omitting the target word. See if other
sentence. Ask some fast finishers to students can guess the missing word.
Vocabulary builder: Expressions
read their example sentences and
related to books
present the meaning of the expression
4 Students use their dictionaries to find to the class. Point out that leaf in this More practice
the meaning of the expressions and expression means the page of a book, Workbook page 47
match them with the definitions. With not part of a tree. Vocabulary worksheet, Teacher’s Toolkit
stronger classes, you could do this
72 Unit 6
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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
and elicit the answers. Students find
more examples in the reading text.
ANSWERS
1 a 2 b
Grammar note
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.

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
ANSWERS 45,000 e-books to choose from, is an
Grammar page 57 1 which 2 that / who 3 who / that online publisher.
4 where 5 when 6 whose 5 The Egyptian Princess, which you can
Aim
2 Read the examples. Point out that the download from Project Gutenberg,
Use more complex sentences to brackets in the first example show that is a historical novel.
discuss the arts the relative pronoun can be omitted.
Read rule 2 and elicit the answer. Talk about it
Defining relative clauses ANSWER 7 Students complete the sentences
object with the correct relative pronouns
Warm-up and commas where necessary.
Ask what students can remember about Grammar note Check answers. Students discuss the
the history of books. Ask: What are The Focus on Grammar on page 112 has sentences in pairs. Ask some students
e-books? Who was Gutenberg? Write the a presentation on defining relative clauses. to tell the class which opinions they
answers on the board: e-books are books agree with and why.
Write on the board: 1 He’s an author who
that you can read on electronic devices. ANSWERS
I like a lot. 2 He’s an author who writes
Gutenberg was the person who invented 2 whose 3 when 4 where
detective stories. Elicit that in sentence 1,
the printing press. Underline the relative 5 , which was written by Naguib Mahfouz,
who is the object of the relative clause,
clauses and elicit the term relative clause.
and in sentence 2 it is the subject. Elicit More practice
1 Read the examples. Then read rule 1 which pronoun can be omitted.
and elicit the answers. Workbook page 48
Unit 6 73
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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
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
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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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
answers to the questions. Students then
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
has more information on verbs that
are followed by a gerund or infinitive.
Point out to students that they should
try to learn verb patterns that are used
with common verbs.

the correct verb forms. Check answers
the sentences.
1 Read the examples.Then read the rules
Grammar page 59 and elicit the answers. ANSWERS
2 A to go B going 3 A telling B to tell
Aim ANSWERS 4 A to buy B buying
Discuss different forms of a 7 b 3 c 4 d 6 e 5 f 1 g 2 6 Read out the sentence beginnings and
entertainment in the past and present elicit a few example answers. Students
Grammar note
complete the sentences with their own
The Focus on Grammar on page 112 ideas. Ask some students to read their
Gerund and infinitive: review has a detailed review of gerunds and sentences to the class. Correct any errors.
infinitives. You could go through this Refer Fast finishers to the activity at
Warm-up now, before students do the exercises. the bottom of the page. When you have
With books closed, ask: What tips can Read through each example again and checked answers, ask some fast finishers
you remember for visiting the Edinburgh the corresponding rule. Elicit other to read out their paragraphs. Ask other
Festival? Elicit some possible tips and write examples of each rule, e.g. rule 1: I enjoy students about similar experiences.
sentences on the board using gerunds going to festivals. I prefer watching films
or infinitives, e.g. Remember to book at home; rule 2: What are the advantages
ANSWERS
accommodation early. Consider renting a Students’ own answers
of booking early? We got cheap tickets by
student room. It’s a good idea to get a map. buying them online. More practice
I recommend arriving early for performances.
Workbook page 50
Underline the gerunds and infinitives and 2 Students complete the questions with Grammar worksheet, Teacher’s Toolkit
elicit the terms gerund and infinitive. the correct verb forms. Check answers,
Unit 6 75
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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.
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
76 Unit 6
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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
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
ANSWERS
2 because / since / as 3 due to
4 because / since / as 5 to / in order to
Writing guide
brainstorming ideas for books students
have read and making notes on the
board. Students can then use the notes
for their writing.
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
1 Students read the book review and the exercises in class. Students could then
Writing page 61 answer the questions. Check answers. complete the writing task for homework.
B Students write their book review.
Aim POSSIBLE ANSWERS
Encourage students to read through their
Write a book review 1 It’s about a boy at a detention centre
in Texas who decides to run away. writing to look for language errors. Ask
2 The writer thinks it’s very exciting. some students to read their book reviews
How to write a book review 3 Defining: It’s an adventure story for to the class. Discuss any errors as a class
teenagers which is set in a youth and encourage students to self-correct.
Warm-up detention centre in Texas. C Encourage students to read through their
Ask: What book have you read recently? Non-defining: Holes, which was writing again and complete the checklist
What’s it about? Who are the main published in 1998, was written by in part C.
characters? Did you enjoy it? Why / Why best-selling author Louis Sachar. MODEL ANSWER
not? Elicit a range of answers. Ask other 4 infinitives: They think it’s to punish See page 119 of the Teacher's Book.
students: Have you read this book? Did them; read it yourself to find out
you enjoy it? Why / Why not? Encourage gerunds: spend their time digging More practice
students to join in and share their holes; I’d recommend reading Holes Workbook page 51
experiences and opinions. Ask: Do you ever 2 Read the Key phrases. Students find the Assessment
read book reviews online? What information phrases in the book review and decide Grammar, Vocabulary and Skills Tests,
do they give you about a book? Are they what they would be used for. Check Teacher’s Toolkit
useful? Why / Why not? Elicit a few answers. answers, and ask students to translate Mid-term Tests, Teacher's Toolkit
Unit 6 77
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Review 5–6
Warm-up
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
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
78 Review 5–6
4506397 Scope TB4 SP.indb 78 21/04/2015 14:58

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:
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
9 Uses pronouns correctly to avoid
repetition
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
6 With stronger classes, you could do this 10 they could watch the programme
role. They said yes! So he spent three days
exercise as a test. With weaker classes, together
filming with them, which is amazing!
encourage students to refer to the Focus
I couldn’t believe it when he told me
on Grammar to check the rules. Listening all about it. I’d love to perform like that!
ANSWERS 7 $ 2•24 Allow students time to read the Anyway, he’s invited me to go to London
1 not to forget to watch East News that sentences. Then play the audio. Students with him next month when they screen
night listen and complete the sentences. Play the the film for the first time. I’ll be there in
2 what was special about the programme audio again if necessary. Check answers. the audience with all the actors! I’m so
3 that he was going to be on it excited – and don’t worry, I’ll remember to
ANSWERS
4 that a reporter had interviewed some take some photos and send them to you!
1 putting on a show Love,
students there the week before 2 have enough to do 3 leave the club
5 if / whether he knew that their school Cathy
4 perform better 5 come to the festival
had got the best exam results in More practice
the country Speaking Grammar and Vocabulary worksheets,
6 that he had always known that Max Teacher’s Toolkit
8 Students complete the conversation.
was very clever
Check answers. Students work in pairs Assessment
7 if Max would remember him when he to practise the conversation. Ask pairs
was rich and famous Grammar, Vocabulary and Skills Tests,
to perform the conversation. Award five Teacher’s Toolkit
8 him not to be silly points for the correct answers, and five
9 him to come round to his house that points for pronunciation and fluency).
evening
Review 5–6 79
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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
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 ANSWERS 3 Students read the reviews again and
few answers. Then ask: Do you like visiting 1 The Frietmuseum decide if the sentences are true or false.
museums? Why / Why not? What museums 2 The Paris Sewer Museum Ask stronger students to correct the
have you visited recently? What did you see? 3 The Museum of Bad Art false sentences. Check answers, asking
What did you find most interesting? Elicit a 4 The Tareq Rajab Museum students to provide evidence from
range of answers and encourage students 2 Students read the reviews again and the reviews.
to talk about their own experiences and answer the questions. Check answers, ANSWERS
opinions. asking students to provide evidence 1 False (it’s in a residential suburb)
1 $ 2•25 Focus on the four reviews from the reviews. 2 True (it was informative)
and elicit that they are reviews of four ANSWERS 3 False (it was a relief to get back into
museums by teenagers. Check that 2 Khalid 3 Emma 4 Sam 5 Sam the fresh air)
students understand sewer. Allow 6 Amira 7 Emma 8 Khalid 4 True (it was modernised)
students time to read the questions, 5 True (they are ordinary people)
and then play the audio for them to 6 False (they had a quick look round)
listen and answer the questions. Check
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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
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
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
More practice
Workbook page 54
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
students to guess the meaning of the
words from the context, and then ask
them to look in their dictionaries to
check the meanings. Check answers,
them to read their sentences to the
all the 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,
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
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
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.
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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
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.
1 Read the examples .Then read the rules Read out the example sentence and
Grammar page 67 and elicit the answers. Ask students to elicit another. Students rewrite the text.
find more passive verbs in the text on Check answers. Refer Fast finishers to
Aim page 66. Discuss what tenses they are. the activity at the bottom of the page. Ask
Discuss the history of important some fast finishers to read their sentences
cultural objects ANSWERS
to the class. Ask other students which
1 be 2 by 3 be
sentences they agree with and why.
The passive: statements Grammar note ANSWERS
The Focus on Grammar on page 114 His huge collection of historic objects was
Warm-up has a detailed presentation on passive donated to the museum. These artefacts
Refer students back to 100 Amazing Objects statements. had been collected throughout his life.
on page 66. Ask them to cover the text, Write a simple present passive The Castle Museum is visited by over half
then ask questions about the objects, e.g. statement on the board, e.g. This coin a million people every year. A new exhibit
Where was this found? What’s it made of? As is made of gold. Elicit a similar sentence will be seen next year – Kirk’s book of
students answer, write passive sentences on using the past simple passive, e.g. It medical notes. This family heirloom was
the board, e.g. It was found in Africa. It is made was made 200 years ago. Elicit similar donated by some of his descendants in
of gold. Students can read the texts again sentences using different tenses, e.g. Australia.
quickly to see how well they remembered. A lot of new coins have been made
Underline the verbs in the sentences and More practice
recently. Point out how each tense is
elicit that they are all in the passive form. Workbook page 56
formed in the passive.
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
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
answers. Students then work in pairs to
ask and answer the questions. Ask some
students to tell the class which values 5 $ 2•27 Allow students time to read
they and their partner both think are With weaker classes, you could
through the questions and possible brainstorm four or five questions and
important and why. answers. Check they understand write them on the board for students
ANSWERS everything. Play the audio again for to use.
Students’ own answers 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
Study focus: Working out the students to justify their answers from some pairs to tell the class something
context the audio. they learnt about their classmates.
4 $ 2•27 Read the Study focus box with ANSWERS
the class. Point out to students that 1 b 2 c 3 c 4 a 5 c 6 b More practice
they can use clues such as the tone of Workbook page 57
voice and background sounds to help Optional activity Vocabulary worksheet, Teacher’s Toolkit
them work out the context. Play the Put students into pairs and ask
audio for students to listen and answer them to write four questions to ask
the questions. their classmates using the words in
ANSWERS exercise 1. Brainstorm some possible
1 The speakers are a teenage boy, Tom, questions first, e.g. Which famous
people do you have a lot of respect
and his grandfather.
for? Why? Would you like to have more
2 They are exchanging views about life
independence? Why?
now and in the past.
84 Unit 7
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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
the page.
ANSWERS
Students’ own answers.
have / get something done

ANSWERS
1 object 2 past participle
Grammar note
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.
find more passive questions in the text
Grammar page 69 on page 68. Check answers, and discuss ANSWERS
what tenses the questions use. 3 She’s had a description of the
Aim heirlooms written.
Discuss things that I have / get done ANSWERS 4 She’s going to get the exhibition
a 1 b 2 advertised in the local newspaper.
Grammar note 5 She’s had the room cleaned.
The passive: questions and 6 She’s going to get some snacks made.
short answers The Focus on Grammar on page 114 has
more information on passive questions Talk about it
Warm-up and short answers.
7 Students write their sentences. Ask some
With books closed, write on the board: Write one or two more simple passive students to read their sentences to the
That photo was taken last year. Elicit that statements on the board using different class. Students work in pairs to discuss
it is in the past simple passive. Ask: How tenses, and elicit how to transform them their sentences. Ask some students to tell
can you make this into a question? Write on into questions, e.g. History is taught in the class something about their partner.
the board: When …? Ask students to work schools. Is history taught in schools? Use
in pairs and write the passive question. arrows to show how the form of be ANSWERS
Students open their books to page 69 to moves before the subject. Students’ own answers
check their answers. More practice
1 Read the examples. Then read the rules 2 Students complete the questions with Workbook page 58
and elicit the answers. Students then the passive verb forms. Check answers. 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
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. M: Does this look right? Can you show me ANSWERS
Students can open their books and what you mean? Now what? Like this? Students’ own answers
check how well they remembered.
Pronunciation: Emphasis Talk about it
6 $ 2•32 Read the information on 8 Demonstrate the activity by asking a
How to give and ask for instructions confident student to explain how to
emphasis with the class. Play the audio
4 $ 2•30 Read the instructions with the of the first phrase and elicit which words make their drink or dish. Encourage them
class. Then play the audio for students are stressed. Play the remaining phrases to use Key phrases from exercises 3 and 5.
to listen and answer the questions. for students to listen and underline the Play the role of a friend from another
ANSWERS stressed words. Check answers. Then country, and ask questions using Key
He asks Murat to pour the tea and cut play the audio again for students to phrases from exercise 5. Students then
some cake. listen and repeat. Encourage them to work in pairs and take turns to explain
5 $ 2•31 Students study the phrases and copy the intonation for emphasis. their dish or drink. Monitor and help while
decide which ones Andy and Murat they are working. Encourage them to use
ANSWERS
used. Play the audio for students to listen a range of Key phrases, and to use stress
2 that, this 3 now 4 show 5 this
and check their answers. Check that for emphasis. Ask some pairs to perform
6 delicious
students understand all the phrases. one of their conversations for the class.
7 Students work in pairs to make notes on
ANSWERS how a traditional drink or dish is made. ANSWERS
A: Not like that. Like this. You’ve got it. You could brainstorm some ideas first. Students’ own answers
Let me show you. Try doing it like this. Monitor while students are working.
86 Unit 7
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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
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
class, brainstorming ideas for icons and
can then use the notes for their writing.
more information on punctuation, and
class. Students could then complete the
1 Students read the article and answer writing task for homework.
Writing page 71 the questions. Check answers. B Students write their informal article.
Aim POSSIBLE ANSWERS Encourage students to read through
Write an informal article 1–2 Students’ own answers their writing to look for language errors.
3 was made, was first produced, Ask some students to read their articles
was named, was designed, is still to the class. Discuss any errors as a class
How to write an informal being produced, is eaten, is served and encourage students to self-correct.
article 4 have their photo taken C Encourage students to read through
2 Read the Key phrases. Ask students to their writing again and complete the
Warm-up find the phrases in the article. Then checklist in part C.
With books closed, ask: What do you think ask them to translate the phrases into MODEL ANSWER
of when you hear the word ‘Britain’? Elicit their own language, to check they See page 119 of the Teacher's Book.
a few answers, and make notes on the understand them. Elicit some examples
board. If students need help, prompt them of iconic people, traditions or things More practice
with a few ideas, e.g. the Queen, the Houses from the students’ own country. Workbook page 59
of Parliament, red London buses. Point to Students write sentences using the Key
the ideas on the board and teach the word
Assessment
phrases. Ask some students to read their Grammar, Vocabulary and Skills Tests,
icon (= a symbol of a place). sentences to the class. Correct any errors. Teacher’s Toolkit
ANSWERS
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
their opinions, and to give reasons
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. 1 $ 3•02 Ask students to cover the 3 $ 3•03 Allow students time to read
What happened next sections, and then the sentences. Play the audio for
Culture note read out the questions. Play the audio students to read and listen and decide
The story of Molly, Daisy and Gracie is for students to listen and answer the if the sentences are true or false.
told in a book called Follow the Rabbit- questions. Check answers. Ask stronger students to correct the
Proof Fence, written by Molly’s daughter, false sentences. Check answers, asking
ANSWERS
Doris Pilkington. The book was made students to provide evidence from
Molly, Daisy and Gracie are far from
into a film, Rabbit-Proof Fence, in 2002. the stories.
home and want to return, but to do
Joe Simpson wrote the story of his so they have to travel 1600 kilometres ANSWERS
amazing survival in a 1988 book entitled across an arid landscape. Joe is injured 1 True (they decided to attempt the
Touching the Void. The book was made on a mountain, and Simon has to make journey on foot)
into a documentary film with the same the decision to cut the rope holding Joe 2 True (they almost gave up)
name in 2003. in order to save himself. 3 False (Gracie got caught, but Molly
2 Students discuss the questions in pairs. and Daisy got back to Jigalong)
Ask some pairs to tell the class about 4 True (the decision was extremely
their discussions. Ask other students: difficult)
Do you agree? Why / Why not? 5 False (Joe realised that Simon had to
save himself )
ANSWERS
6 True (Joe has always defended
Students’ own answers Simon’s decision to cut the rope)
88 Unit 8
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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
answers individually. Students then
class which film they would most like to
see and why.
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
Study focus: Thinking about Vocabulary

opinion and attitude 5 Students match the highlighted words
4 Read the Study focus box with the class with the definitions in the Word check.
and check that students understand Check answers, and check that students
everything. Read out the four possible understand the words.
answers, and then allow students time WORD CHECK ANSWERS
to read the stories again and choose 1 reluctant 2 crawl 3 feat 4 slope
the correct answer. Discuss the answer 5 shelter 6 homesick 7 melt
with the class, asking students to 8 disorientated
provide evidence from the stories.
Students then complete the text.
ANSWER Check answers. Stronger students
b The writer is admiring of what they or fast finishers can write their own
achieved (Never before had such example sentences for the remaining
a remarkable feat been achieved; two words in the Word check. Ask
Incredibly, he managed to crawl and them to read their sentences to the
hop all the way back to camp with no class, omitting the target word. Other
food and hardly any water). 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
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 Ask some fast finishers to read their 5 Students complete the sentences with
it to their partner, using some of the paragraphs to the class. Correct any errors. the correct adjectives. Check answers.
words from exercise 1. You could write Stronger students or fast finishers could
the words from exercise 1 on the board, ANSWERS
write one or two more sentences, using
to help students. Their partner must Students’ own answers
adjectives from exercise 4. Ask some fast
guess the photo. Monitor and help while finishers to read their sentences to the
students are working, and check they are
Vocabulary builder: Forming
adjectives from nouns + -ful class, omitting the target adjective, but
using the words from exercise 1 correctly. giving the base word the adjective is
and -less
formed from. See if other students can
Talk about it 4 Read the information on forming
guess the missing adjectives. If you are
adjectives with the class. Students
3 Allow students time to read through short of time, students could do this
then complete the chart and use their
the questions. Check they understand exercise for homework.
dictionaries to check the meaning of
everything. Students work in pairs to ANSWERS
the words. Check answers, and check
ask and answer the questions. Ask some 2 doubtful 3 powerless 4 fearless
students to tell the class the other places 5 harmful 6 helpless
they would like to add to the list of ANSWERS
natural wonders of the world. Discuss as 2 hopeful, hopeless More practice
a class which places should be added to 3 harmful, harmless Workbook page 63
the list and why. Refer Fast finishers to 4 powerful, powerless Vocabulary worksheet, Teacher’s Toolkit
the activity at the bottom of the page. 5 fearful, fearless
6 doubtful, doubtless
90 Unit 8
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3 Students rewrite the sentences. With
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
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
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
Grammar page 75
Grammar note questions in pairs. Ask some students
The Focus on Grammar on page 116 has to tell the class something about their
Aim a detailed presentation on inversion. partner.
Use emphasis to describe experiences Ask students to close their books, then ANSWERS
write on the board: We seldom have 2 Have you ever had such a good time
Inversion after negative such a difficult decision to make. He didn’t on holiday that you didn’t want to
know that Joe was still alive. Write the go home?
expressions first word of each inverted sentence on 3 Have you ever been so terrified that
Warm-up the board (Seldom … Little …) and, as you screamed?
a class, recreate the inverted sentence. 4 Have you ever felt so happy that
Ask what students can remember about
Point out that if there is no auxiliary verb you cried?
Molly’s story. Ask: How did the girls feel in
in the original sentence, we need to add 5 Have you ever had such a strange
the school? Write on the board: The girls
one in the inverted sentence: We seldom experience that no one believed
were lonely and homesick, then write: Not
have … ➜ Seldom do we have. your story?
only … but also. Ask if students can rewrite
the sentence. Elicit some answers. 2 Students complete the sentences with More practice
1 Read the examples. Then read the rules the auxiliary verbs. Check answers. Workbook page 46
and elicit the answers. Grammar worksheet, Teacher’s Toolkit
ANSWERS
ANSWERS 2 do 3 is 4 did 5 had 6 has
1 changes 2 auxiliary 3 main
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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.
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
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
92 Unit 8
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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
ANSWERS
used to and past simple

ANSWERS
a 1 b 2 c 1
Grammar note
more information on used to and the
past simple. You could go through this
Reinforce the point that we cannot
use used to for something that only
happened once.

choose the correct forms.
ANSWERS
1 both 2 both 3 invented 4 both
5 became
be / get used to
ANSWERS
1 be 2 get
Grammar note
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.

Grammar note the correct verb forms. Check answers.
Grammar page 77
Aim the bottom of the page. Ask some fast
a detailed presentation on used to and
finishers to read out their travel tips. Ask
Talk about past habits and states would.
other students which tips they agree with.
Reinforce the point that we use would
used to and would for past habits, but NOT for past states: ANSWERS
We would go to the beach every day. 2 is used to 3 'm not used to
Warm-up NOT We would live by the sea. 4 'll get used to 5 'm not used to
Ask what students can remember about 8 Read out the example sentences
the radio travel programme. Ask: What and elicit a few more. Students write
was Majorca like before there were package Talk about it sentences about their own experiences.
holidays? Elicit some answers, and write 2 Students complete the sentences Monitor and help while they are
some sentences with used to on the board, with the correct verb forms. Check working. Ask some students to read their
e.g. It used to be peaceful. Underline the answers. Students discuss in pairs which sentences to the class. Correct any errors.
verb and elicit that it refers to the past. sentences are true for them. Ask some
ANSWERS
1 Read the examples. Then read the rules students to tell the class something
about their partner. Students’ own answers
ANSWERS More practice
ANSWERS
2 used to love 3 would study Workbook page 66
1 used to 2 didn’t use to 3 Did
4 would spend Grammar worksheet, Teacher’s Toolkit
4 use to 5 habits 6 states
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
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
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 1 Yes, they are good listeners. the correct intonation. Ask some pairs
listen to the Key phrases. Read out the They’re taking turns to speak, they’re which activities they agreed on and why.
questions, then play the audio again asking questions, they’re reacting to
ANSWERS
for students to listen and answer the what the other person has said, and
questions. Discuss the answers with they’re sounding interested.
the class. Then play the audio again for 2 Students’ own answers Optional activity
them to listen and repeat. Encourage Refer students back to the photos on
them to copy the intonation. Talk about it page 74. Tell students they are planning
ANSWERS
6 Read the task with the class. With weaker a surprise holiday for a friend. Ask them
The speaker is not asking a real question. classes, brainstorm some ideas with to discuss all the places and sights and
the class for why people might enjoy decide which two their friend would
She expects the other person to agree.
each of the activities. Demonstrate the most enjoy visiting. Monitor and help
Study focus: Being a good listener activity by discussing two or three of the while they are working, and encourage
activities with a confident student. Give them to use a range of Key phrases. Ask
5 Read the information in the Study focus
your opinion, and react to the student’s some pairs to tell the class which places
box with the class. Students discuss the
opinion using some of the Key phrases. they chose and why.
questions in pairs. Play the audio from
Students then work in pairs to discuss
exercise 2 (3•05) again if necessary, to the activities and decide which two will
help students answer question 1. appeal to young people. Monitor and More practice
help while they are working. Encourage Communication 5 worksheet, Teacher's Toolkit
94 Unit 8
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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
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
class, brainstorming ideas for natural
places in the students’ own region and
more information on quantifiers, and
1 Students read the email and answer the class. Students could then complete the
Writing page 79 questions. Check answers. writing task for homework.
B Students write their informal email.
Aim POSSIBLE ANSWERS
Encourage students to read through
Write an informal email 1 kite surfing, having lunch on the
their writing to look for language errors.
beach, going for a walk along the
Ask some students to read their emails
Cliffs of Moher
How to write an informal to the class. Discuss any errors as a class
2 inversion: Not only are they sheer,
and encourage students to self-correct.
email they’re also stunning.
so / such: they’re also so stunning that C Encourage students to read through
Warm-up they’re often used in music videos, their writing again and complete the
With books closed, ask: Do you ever write because it's such a small place checklist in part C.
emails? Who do you write to? What do 3 you used to love 'regular' surfing, MODEL ANSWER
you write about? Elicit a few answers, and you’d practise most of the time, kite See page 119 of the Teacher's Book
elicit the idea of writing emails to friends surfing is fun – once you get used to
and family members. Ask: What kind of it, It’s no problem – we’re used to it More practice
language do you use when you write to 4 sheer, stunning Workbook page 67
friends and family? (informal). Discuss as a 2 Ask students to cover the email in Assessment
class the features of informal writing, e.g. exercise 1 while they do this exercise. Grammar, Vocabulary and Skills Tests,
using contractions, informal phrases, etc. Ask them to read the Key phrases and Teacher’s Toolkit
number them in the order they would
Unit 8 95
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Review 7–8
Warm-up
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
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
96 Review 7–8
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ANSWERS
1 a 2 c 3 b 4 e 5 d
Writing
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.
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
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,
6 With stronger classes, you could do ANSWERS he had them sent to the British Museum
this exercise as a test. Set a time limit 1 Dan was told about the archaeological to be valued and cleaned. He must
and don’t allow students to refer to the dig by his history teacher. have been so excited! I’d love to make a
units or the Focus on Grammar. With 2 The archaeologists were uncovering discovery like that!
weaker classes, encourage students to an area in a field outside the city. The highlight of the visit was hearing a
check the rules to help them complete 3 Dan found some pieces of tools that talk about life in Britain in Viking times.
the factfile correctly. Check answers. were used by Roman farmers. I learnt a lot about how ordinary people
4 Dan took some of the artefacts to a used to live. Not only were they very
ANSWERS
local museum. skilled, they were also very creative. A
1 is thought 2 was formed
5 The artefacts are tested by scientists lot of the ornaments they made are still
3 have been recorded 4 isn’t known
at the museum. considered beautiful today. I’m sending
5 was reached 6 has been climbed
7 is left 8 be carried 9 are used you a few photos, and I’ll show you more
10 be seen Speaking when I see you.
8 Students complete the conversation Phil
Listening with the correct phrases. Check answers.
More practice
Then students work in pairs to practise
7 $ 3•08 Allow students time to read Grammar and Vocabulary worksheets,
the conversation. Ask pairs in turn
the sentences, and then play the Teacher’s Toolkit
to perform the conversation for the
audio. Students listen and correct
class. Award five points for the correct Assessment
the sentences. Play the audio again if
answers, and five points for students’ Grammar, Vocabulary and Skills Tests
necessary. Check answers.
pronunciation and fluency. Teacher’s Toolkit
Review 7–8 97
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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 2 $ 3•09 Play the audio for students to Study focus: Answering true / false
help. Bring students’ ideas together on the listen and read and check their answers questions
board and check that students understand to exercise 1. Check the answer with 3 Read the Study focus box with the class
all the words. Ask: Which forms of transport the class. Then read out the questions and check that students understand
are the best for getting around in a city? in exercise 2 and elicit answers from everything. Read out the first sentence
Why? Elicit a range of answers. individual students. and point out the underlined qualifier.
ANSWERS ANSWERS Read out the second sentence and
Students’ own answers The places are in Morocco, Switzerland elicit the qualifier (hardly any). Students
1 Read out the task. Students then work and Italy. then read the remaining sentences and
in pairs to discuss. Ask some students What connects them is that they are all underline the qualifiers. Check answers,
to share their ideas with the class, but car-free areas. and check that students understand all
don’t confirm them at this stage. The writer is interested in whether it is the sentences.
possible to have a car-free city. Read out the first sentence again and
ANSWERS ask students to find the relevant part
The article is formal.
Students’ own answers Full forms are used. There are a lot of of the article in paragraph 1. Elicit that
facts, but no personal opinions. 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.
98 Unit 9
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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.
understand all the verbs.
ANSWERS
2 pedestrianise 3 widen
4 characterise 5 simplify
Think about it
answers individually. Students then work
in pairs to ask and answer the questions.
ANSWERS

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
ANSWERS Reading worksheet, Teacher’s Toolkit
Vocabulary
1 False (A lot of ≠ a fifth of ) 5 Students match the highlighted words
2 True (Hardly any = a tiny number) with the definitions in the Word check.
3 True (a lot of (good things) = many Check answers, and check that students
advantages) understand the words.
4 False (Everyone ≠ skiers)
5 True (more = increase) WORD CHECK ANSWERS
6 False (only ≠ one of the) 1 peace and quiet 2 close-knit
3 exceed 4 carbon footprint
4 Read out the first sentence and ask
5 district 6 compatible 7 congested
students to find the relevant part of
8 combustion engine
case study 2 (to protect the spectacular
views from the possible side effects of Students then complete the text.
pollution). Students read the remaining Check answers. Stronger students
statements and match them with the or fast finishers can write their own
case studies. Check answers, asking example sentences for the remaining
students to provide evidence from the two words in the Word check. Ask
article. them to read their sentences to the
ANSWERS students can guess the missing words.
b 1 c 3 d 3 e 2 f 1
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
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,
Check answers and ask: Would these ANSWERS
then compare their answers in pairs.
changes be a good idea in towns or cities 2 d 3 a 4 f 5 c 6 e
Discuss the answers with the class.
in your country? Why / Why not? 5 Students complete the sentences with
Read out each question in turn and ask
individual students which answer they ANSWERS the correct idioms. Check answers. If
chose and why. Ask other students: 2 congestion 3 charge 4 emissions you are short of time, students could do
Do you agree? Why / Why not? Encourage 5 vehicle 6 travel this exercise for homework. Refer Fast
as many students as possible to join in finishers to the activity at the bottom of
and express their opinions. See which Vocabulary builder: Idioms the page. Ask some fast finishers to read
answers the class agrees and disagrees beginning with in their sentences to the class. Correct any
on, and discuss the reasons for this. 4 Students use their dictionaries to errors.
ANSWERS
check the meaning of the idioms and ANSWERS
Students’ own 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
ignoring the gaps. Ask: How much does
their dictionaries. Check answers, and
it cost to drive in central London now?
More practice
(£10 a day) How many public bikes are Workbook page 71
idioms. If students have noted down
there? (over 10,000) Students read the Vocabulary worksheet, Teacher’s Toolkit
any example sentences, ask them to
text again and complete it with the
read them to the class and discuss the
correct words.
meaning of the idioms in context.
100 Unit 9
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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
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
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
1 Read the examples. Then read the rules sentences with reduced relative clauses.
Grammar page 85 and elicit the answers. Discuss whether Check answers.
similar passive structures are used in the
Aim students’ own language. ANSWERS
Use more complex sentences to report 2 travelling abroad
and describe ANSWERS
3 looking for peace and quiet
1 infinitive 2 clause 3 past participle 4 built hundreds of years ago
Grammar note 5 taken on a famous bridge in Venice
Passive reporting verbs 6 living in Tokyo
Warm-up has a detailed presentation on passive 6 Ask students to read the text quickly,
With books closed, ask what students can reporting verbs. ignoring the gaps. Ask: How many
remember about Zermatt and Venice. Ask: different kinds of boat are mentioned? (3).
Focus on the second example sentence.
What do skiers say about Zermatt? What Students complete the text with the
Elicit a sentence beginning Venice …
do people say about Venice? Elicit some correct verb forms. Check answers.
(Venice is said to be one of the most
answers, then write on the board: People romantic places in the world). Then focus ANSWERS
consider Zermatt to be a top ski resort. People on the third example sentence and elicit 2 called 3 constructed 4 serving
say that Venice is one of the most romantic a sentence beginning with It … (It is 5 carrying 6 needed
places in the world. Point to the sentences thought that the policy has created a close-
on the board and ask: Can you make these More practice
knit community). Rewrite the sentences
sentences passive? Elicit a few ideas, but Workbook page 72
with other verbs, e.g. believed, known.
don’t confirm them. 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 4 $ 3•12 Allow students time to read ANSWERS
word (flip-flops). Ask students to write through the gapped sentences. Play Students’ own answers
three similar definitions of words from the audio again for students to listen
exercise 1. Monitor and help while they and complete the sentences. Stronger Optional activity:
are working, then ask them to close students could complete some of the Communication
their books. Ask students in turn to sentences from memory, and then Ask: What questions does the man ask
read out one of their definitions. Other listen to check and complete their Rob? (his name, his phone number,
students guess the words. You could answers. Check answers. which bus he was travelling on, where he
do this as a game, awarding a point to was sitting, a description of the objects).
the first student to guess each word. ANSWERS
2 wedding dress 3 holdall Ask students to work in pairs to prepare
Continue until all the vocabulary has a conversation between someone who
been practised. 4 three months 5 near the back
6 phone again has lost one of the items in exercise 1
and someone at the Lost Property Office.
3 $ 3•12 Read the questions, then play Talk about it Monitor and help while they are working.
5 Allow students time to think about Then ask some pairs to perform their
answer the questions.
their answers individually. Students conversation for the class.
ANSWERS then work in pairs to ask and answer
Rob has left his lunch box and flask the questions. Ask some students to More practice
on a bus. He’s calling the London Lost tell the class something they learnt Workbook page 73
Property Office. about their partner. Vocabulary worksheet, Teacher’s Toolkit
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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.
1 Read the examples. Then read the rules Students then write the indirect
Grammar page 87 and elicit the answers. questions. Ask some students to read
their indirect questions to the class.
Aim ANSWERS
Correct any errors. Students then ask and
Ask questions in a polite and formal 1 different from 2 don’t use
answer the questions in pairs. Monitor
way 3 question word
and help while they are working, and
Grammar note encourage them to use weak forms
Indirect questions The Focus on Grammar on page 118 correctly. Ask some students to tell the
has a detailed presentation on indirect class something they learnt about their
Warm-up questions. partner. Refer Fast finishers to the activity
With books closed, ask: Can you remember at the bottom of the page. Ask some fast
Write one or two simple direct questions
the questions that the man at the Lost finishers to read their indirect questions
on the board, e.g. What time is it? Did
Property Office asked Rob? Elicit some ideas, to the class. Correct any errors and see if
you get off the bus at the station? Write
then write on the board: Where were you anyone can answer the questions.
beginnings for indirect questions on
sitting? What brand is your flask? Point to the board: Can you tell me … ? Can ANSWERS
the questions and ask: Can you think of a you remember … ? Elicit the indirect Students’ own answers
more polite way of asking these questions? questions and write them on the board,
Elicit a few ideas, but don’t confirm or More practice
demonstrating how the word order
reject them. Workbook page 74
changes and how we add if / whether if
there is no question word.
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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
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 ANSWERS to the class, or they could give their
presentation and match them with issues: noisy and dirty; full at rush hour presentations to each other in small
the descriptions. Check answers, and solutions: buy green buses, such as groups. When students have finished,
check that students understand all the electric ones; use more buses at the discuss how easy or difficult they found
phrases. You could play the audio for busiest times the task, and what they learnt from it.
exercise 2 (3•15) again, for students to ANSWERS
Study focus: Making a good
hear the Key phrases in context. Students’ own answers
presentation
ANSWERS 5 Read the information in the Study
b 5 c 4 d 1 e 8 f 3 g 6 h 2 Optional activity
focus box with the class. Suggest to
4 Read through the word map with If students would like more practice of
students that they plan the ideas for
the class, pointing out the two main preparing and giving presentations, you
their presentation first, then look at the
sections of issues and solutions. Students could ask them to give a presentation on
Key phrases again and decide where
complete the word map with the correct cycling in their town or city, or a topic of
they can use some of the phrases.
points. Check answers, and check that their choice. They could prepare a word
With stronger classes, students can
students understand all the points. Elicit map like the one in exercise 4, with issues
prepare their presentations individually.
more points that could be relevant, and solutions, then prepare and give
With weaker classes, allow students to
e.g. issues: too much traffic congestion, their presentations either to the class or
work in pairs to prepare and plan their
buses too slow; solutions: introduce a in small groups. Discuss with students
presentation. Monitor and help while
bus lane to speed up the buses. whether this second presentation was
they are working. Students can either
easier or more difficult.
take turns to give their presentations
104 Unit 9
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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
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
1 Students read the report and answer could then complete the writing task
Writing page 89 the questions. Check answers. for homework.
Aim POSSIBLE ANSWERS B Students write their report. Encourage
Write a report 1 In the 1500s, the Dutch used ice skates students to read through their writing
to travel on frozen canals. A Dutchman to look for language errors. Ask some
adapted them to be used on land in students to read their reports to the
How to write a report the 1700s. Rollerblades were then class. Discuss any errors as a class and
invented in the US in the early 1980s. encourage students to self-correct.
Warm-up They now have brakes, too. C Encourage students to read through
With books closed, ask: Where can you 2 It’s a good form of sustainable travel. It’s their writing again and complete the
read reports? (in newspapers, magazines faster than walking. It doesn’t create air checklist in part C.
and online). Elicit that a report can be pollution or cause traffic congestion.
about any subject, and it usually includes MODEL ANSWER
3 The origin of inline skates. The history
detailed factual information. Ask: Have of skating. A description of the skates See page 119 of the Teacher's Book.
you read any interesting reports recently, or and facts. The advantages of inline More practice
listened to any on the TV? What were they skates. The report doesn’t contain any Workbook page 75
about? What did you learn from them? Elicit phrases of opinion.
a range of answers. 4 The report is written mainly in the Assessment
present tense. There are a lot of Grammar, Vocabulary and Skills Tests,
passive reporting verbs. Teacher’s Toolkit
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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
their opinions, and to give reasons
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.
2 $ 3•16 Play the audio for students to 4 Students read the web page again
ANSWERS listen and read and check their answers and answer the questions. Encourage
Students’ own answers to exercise 1. Check answers. students, especially stronger students,
to write full sentences and use their
Study focus: Deducing genre ANSWERS
own words, rather than copying
1 Read the Study focus box with the class 1 It’s a book review.
from the text. Check answers, asking
and check that students understand 2 Description: outline of the book
students to provide evidence from the
everything. Students look at the layout Review 1: positive comments
web page.
of the text and the headings, and Review 2: negative comments
answer the questions in the Study focus 3 Students read the web page again ANSWERS
box. Discuss the answers as a class, but and choose the best answers. Remind 1 Gladwell believes that family
don’t confirm or reject them. students that for an answer to be background and where and when
correct, it must be stated explicitly in you were born affect success.
ANSWERS 2 According to Gladwell, older students
the text, but not necessarily using the
Students’ own answers are bigger and stronger and develop
same words as in the answer. Check
answers, asking students to provide sporting skills more quickly than
evidence from the web page. younger students.
3 Read&Learn is sceptical. We know
ANSWERS
because he only gives the book 3
1 d (paragraph 1) 2 c (paragraph 2) stars, and by the language he uses.
3 c (paragraph 3) 4 a (paragraph 5) 4 Penicillin was discovered by accident.
5 b (paragraph 6)
106 Unit 10
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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.

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
Vocabulary 6 Read out the task and elicit some

5 Students match the highlighted words possible words meaning 'very good'
with the definitions in the Word check. or 'very clever', e.g. amazing, intelligent.
Check answers, and check that students Students find the words in the web
understand the words. page. Check answers, and check that
students understand all the adjectives.
WORD CHECK ANSWERS
1 readable 2 exception 3 suspicious ANSWERS
4 high achiever 5 hype 6 recipe for 2 bright 3–4 exceptional / outstanding
7 colleague 8 extraordinary 5–6 accomplished / brilliant
Students then complete the text. Think about it
the questions. Ask some students to
them to read their sentences to the
tell the class something about their
partner. Discuss as a class what the
best recipe for success is. Encourage as
ANSWERS many students as possible to join in and
2 colleague(s) 3 suspicious 4 hype express their opinions.
5 readable 6 recipe for
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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
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
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.
108 Unit 10
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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
more information on linkers.
Remind students that there is also
information on linkers on some of the
Writing pages.
Talk about it
the correct words. Check answers.
Students discuss in pairs which
sentences are true for them.
ANSWERS
1 Students find examples of the verb 2 until 3 ago 4 while 5 since 6 yet
Grammar page 93 forms. Check answers and discuss the Students’ own answers
meaning of the different verb forms. 6 Students complete the sentences with
Aim relative pronouns and decide if they
Talk about my dreams and future POSSIBLE ANSWERS
are defining or non-defining relative
career plans 1 connects, played, were living, has made,
clauses. Check answers.
won’t succeed
2 putting, to enjoy ANSWERS
Tenses and verb forms: 3 can 2 who (D) 3 whose (ND) 4 where (D)
review 4 A good friend told me that I had to 5 when (ND)
read this. 7 Students complete the sentences.
Warm-up 5 have been described Check answers.
Write on the board: Our team wins the 6 If you work hard, you’ll develop better
ANSWERS
game. In pairs, give students two minutes skills. He would never have discovered
it if his colleagues had done the 2 unless you try 3 although I tried hard
to rewrite the sentence using different verb
washing-up. 4 so I work hard
forms. Tell them to think about future and
5 also read motivational books
past forms, modal verbs and passive forms.
Elicit a few examples first, e.g. Our team won Grammar note More practice
the game. Bring students’ ideas together The Focus on Grammar on pages Workbook page 80
on the board and elicit the names of the 102–121 has information on all the Grammar worksheet, Teacher’s Toolkit
different verb forms. See which pair wrote tenses and verb forms in this book.
the most correct sentences.
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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
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
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
student to guess correctly each time.
4 $ 3•19 Read the questions. Then play
answer the questions. Discuss the More practice
answers as a class. Workbook page 81
ANSWERS
They are talking about the night before.
110 Unit 10
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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.
ANSWERS
Transformations: review
4 Read out the example, pointing out
the clue, and elicit another example.
Students rewrite the sentences. With
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
Grammar page 95 and elicit the answers. everything. Students discuss the
questions in pairs. Discuss as a class
Aim ANSWERS
which grammar points are tricky and
Review and assess my progress in 1 a 2 c 3 d 4 b
need careful revision. Discuss revision
grammar structures strategies for grammar with the class.
Grammar note
The Focus on Grammar on page 120 has Grammar note
Question forms: review more information on question forms.
Remind students that there is
Warm-up students do the exercises.
information on all the grammar points
Write a selection of question beginnings in exercise 4 in the relevant sections
Remind students that there is of the Focus on Grammar. Suggest to
on the board, e.g. When … ? Why … ? information on question forms for
Do you … ? Have you … ? Are you … ? students that they go through the Focus
different tenses in the relevant sections on Grammar to review all the points.
Ask students, in pairs, to write questions of the Focus on Grammar. Suggest
to ask their classmates, using a variety of that students go through the Focus on
verb forms. Ask some students to read Grammar to review all question forms.
ANSWERS
their questions to the class. Don’t correct Students’ own answers
errors at this stage, but note down errors 2 Students write the questions.
to deal with later in the lesson. Invite other
More practice
Check answers, referring back to Workbook page 82
students to answer the questions. the rules as necessary to explain the Grammar worksheet, Teacher’s Toolkit
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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
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
answer the questions.
ANSWERS
1 Ahmed. He gives full answers with
examples and a range of interesting
expressions.
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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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)
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
brainstorming ideas about success and
more information on error correction,
to page 131 now and go through the
1 Students read the essay and answer the exercises in class. Students could then
Writing page 97 questions. Check answers. complete the writing task for homework.
Aim POSSIBLE ANSWERS B Students write their essay. Encourage
Write an opinion essay 1 Adam doesn’t think that exams are students to read through their writing
the best way to test students. to look for language errors. Ask some
2 gerund: They shouldn’t spend all their students to read their essays to the
How to write an opinion time working. modal verb: students class. Discuss any errors as a class and
essay should have time to relax non-defining encourage students to self-correct.
relative clause: … they don’t sleep or eat C Encourage students to read through
Warm-up enough, which makes them unhappy their writing again and complete the
With books closed, ask: Do you think that and ill. passive: work done in class checklist in part C.
exams are the best way to test students? second conditional: it would be much MODEL ANSWER
Why / Why not? What are the advantages of better if students were given a final See page 119 of the Teacher's Book.
exams? What are the disadvantages? What mark for all their homework …
other ways could be used to test students? More practice
2 Students find the Key phrases in
Discuss the questions with the class. Workbook page 83
the essay, and find other phrases
Encourage as many students as possible for expressing their opinion. Assessment
to join in and express their opinions. Check answers, and check that Grammar, Vocabulary and Skills Tests,
Encourage them to give reasons for students understand all the phrases. Teacher’s Toolkit
their opinions. Mid-term Tests, Teacher's Toolkit
Unit 10 113
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Review 9–10
Warm-up
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
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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Writing
encourage students to look back at
the units for help with vocabulary and
grammar.
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
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
6 With stronger classes, you could do this ANSWERS
later I took my test again and passed with
exercise as a test. Set a time limit and 1 try to stay healthy 2 morning flying colours.
don’t allow students to refer to the units 3 silence 4 it’s a good idea to take So don’t give up! Keep practising, and
or the Focus on Grammar. With weaker a break every 30 minutes 5 using I’m sure the extra time spent now will
classes, encourage students to check different colours for different topics eventually help you to achieve your
the rules to help them complete the dream of getting into music college! By
conversation correctly. Check answers. Speaking the way, do you know what’s on at the
ANSWERS 8 Students complete the end of the cinema this week? Maybe we could go
1 'm falling 2 studying presentation with the correct phrases. and watch a film later?
3 'll have taken, had started Check answers. Then students practise Jane
4 had started 5 to make 6 'd change the conversation in pairs. Ask pairs in turn
to perform the conversation for the class.
More practice
7 Have you devised 8 didn’t stick
Grammar and Vocabulary worksheets,
9 will help 10 Was it posted Award five points for the correct answers,
Teacher’s Toolkit
and five points for students’ pronunciation
Listening and fluency (1 = lots of mistakes, very Assessment
slow and hesitant, no intonation; 5 = Grammar, Vocabulary and Skills Tests,
7 $ 3•23 Allow students time to read
no mistakes, natural speed, some use of Teacher’s Toolkit
the sentences, and then play the audio.
intonation to express feeling). End-of-year tests, Teacher's Toolkit
Students listen and choose the correct
alternatives. Play the audio again if ANSWERS
necessary. Check answers. 1 d 2 a 3 b 4 c 5 e
Review 9–10 115
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Focus on Grammar answer key
Unit 1 5 ’d save, didn’t buy 4 2 who had left those books there
1 2 seem, ’ve been working 6 don’t leave, ‘ll miss 3 he hadn’t written his blog that day
3 Have you seen, ’s writing 7 wouldn’t get, spent 4 that they were going to take lots
4 ’ve been reading, haven’t read 8 did, ’d tell photos in Dubai the following week
5 works, ’s (been) working 3 2 ’d have some money 5 that she was too busy to talk then
6 Have you heard, think 3 wouldn’t be at the meeting 6 if everyone had enjoyed the trip to
7 Are, ’re visiting 4 had cracked the screen the museum the week before
8 ’ve been studying, ’ve done 5 hadn’t taken your umbrella 7 that he would like to retire the
2 2 just 3 for 4 still 5 never 6 would be on the plane following year
6 already 7 ever 8 since 7 wouldn’t have known the brand 8 there had been a terrible earthquake
there the year before
3 2 a 3 b 4 a 5 b 6 b 7 a 8 b 8 ’d felt better
4 2 haven’t had 3 arrived 4 2 I didn’t find chocolate irresistible Unit 6
4 ’ve ever seen 5 got 6 was coming 3 I hadn’t bought a really expensive 1 2 who / that 3 where
7 took 8 haven’t uploaded pair of shoes 4 which / that ✓ 5 which / that
9 ‘d left 10 had been looking 4 I didn’t get annoying pop-ups on my 6 who / that ✓ 7 when
computer 8 which / that
Unit 2 5 I’d had enough money to get the bus 2 2 who 3 when 4 where 5 where
1 2 must 3 have to 4 ought to home 6 that 7 which 8 when
5 don’t need to 6 don’t have to 6 my writing wasn’t illegible
7 I could avoid TV commercials.
3 2 to concentrate 3 to learn 4 to go
7 mustn’t 8 need to
5 watching 6 to buy 7 performing
2 2 managed to 3 be able to 4 can’t 8 people had remembered the slogan
8 queuing
5 not able to 6 could 7 can Unit 5 4 2 a tapping b to pick
8 allowed 1 2 Rob said that he had written an 3 a talking b to become
3 2 b can’t 3 a may not 4 b may article for the school magazine. 4 a locking b to post
5 b could 6 c must 7 a might 3 The teacher said that the news 5 a to announce b telling
8 c might coverage of the event had been 6 a to do b seeing
4 2 must have dropped excellent.
4 The editor said that reporters had to Unit 7
3 could have overslept
avoid media bias. 1 2 have been adapted 3 is recognised
4 can’t have done
5 Emma said that she wasn’t watching 4 was released 5 have been produced
5 might have forgotten
the news. 6 are made 7 are replaced
6 must have left
6 The students said that they didn’t 8 will be chosen
7 might have given
8 shouldn’t have eaten like the scepticism in the article. 2 2 Social media is used all over the
7 Aziz said that he would find the world these days. ✓
Unit 3 information online. 3 A priceless painting was damaged
1 2 ’ll understand 3 ’ll be taking 8 Helen said that she really wanted a job yesterday. ✓
4 won’t be travelling 5 will be in the media. 4 A new album is going to be released
6 will be wearing 7 ’ll be studying 2 2 who had written the editorial by Nadia next year.
8 won’t be working column 5 A cure for all diseases hasn’t been
2 2 will have learnt 3 won’t have seen 3 if I had heard the latest news discovered by scientists yet.
4 ’ll have blown 5 ’ll have done 4 if she had managed to finish her 6 The Great Wall of China can be seen
6 will have observed essay from space. ✓
7 ’ll have engaged 8 won’t ask 5 if he had to work on Sunday 7 New apps for our mobile phones are
3 2 ’m meeting 3 starts 6 where we were going on holiday being designed. ✓
4 ’ll be studying 5 closes 7 if his friends could come round 8 The heirloom may be donated to a
6 ’m not doing 7 finishes 8 see 8 if they would have to take an exam museum by my father.
at the end of the course 9 The castle museum was visited by
4 1 ’ll take thousands of people last year.
2 are you going to do, ’m going to work 3 2 Maya told me not to forget to buy a
10 Japanese porcelain has been
3 will become, ’ll be newspaper.
exported to Europe since
4 ’re going to visit, ’ll take 3 I asked the taxi driver not to drive
the 1800s. ✓
5 ’m not going to stay, I’ll get so fast
4 Dad told us to wait for him at the 3 2 How long has English been taught at
Unit 4 station. this school?
1 2 advertise 3 ’s 4 will want 5 Correct 3 How many cups of tea are drunk in
5 know 6 ’ll buy 7 designs 6 The teacher told me / us / them , etc. the UK every day?
8 ’ll be 9 ’ll get 10 give to write an essay about consumer 4 Where can art be found?
2 1 wouldn’t go journalism. 5 Who was The Card Players painted by?
2 ’ll be, fails 7 Correct
3 finish, will give 8 The reporter asked me to do
4 ’ll get, spend a vox-pop.
116 Answer Key
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4 2 Has the masterpiece been sold yet? Unit 10
Yes, it has. 1 2 b 3 a 4 h 5 f 6 i 7 d 8 j
3 Are the students going to be given a 9 e 10 c
test tomorrow? No, they aren’t. 2 2 How many people came to the play?
4 Had all the food been eaten by the 3 Why did he move to London?
time you arrived? Yes, it had. 4 How long have you been working
5 Was that artefact discovered in your here? / When did you start
town? No, it wasn’t. working here?
5 2 have / get them tested 5 When will you have finished using
3 didn’t have / get it repaired the computer?
4 have / get it cut 6 Who do you usually sit next to in class?
5 have / get it published 7 Where did you go last Saturday?
6 had it made / got it made 8 Who lent you a pen?
3 2 I 3 S 4 I 5 S 6 S
Unit 8
1 2 do they go to tourist traps 4 2 try them on 3 tired her out
3 have we seen such a vast landscape 4 Think it over 5 pick us up
4 did I realise that the hotel would be 6 made it up
fully booked 5 1 I don’t understand, but I’m sure I’ll
5 were we hungry, but we were figure out it it out.
also thirsty 2 Everyone’s really looking forward the
6 had he set off than his phone rang holidays to to the holidays.
2 2 that 3 so 4 such 5 such 6 so 3 When you’ve done the dishes, could
7 that 8 such you put away them put them away,
please?
3 2 both correct 3 didn’t use to 4 Please switch them off switch off all
4 didn’t use to 5 both correct
the lights.
6 did you use to 7 both correct
5 This is a big project, and we need
4 2 a didn’t eat b didn’t use to eat people that are prepared to take
3 a Did you use to go b Did you go on it it on.
4 a had b used to have 6 How do you deal all the stress with
5 2 been got 3 use used with all the stress?
4 being getting 5 gets is
6 get getting 7 use used
8 get got
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
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Focus on Writing answer key
Unit 1 Best attraction? If I were you, I’d visit the amount of money spent on internet
1 2 when 3 while 4 As soon as the Pitt Rivers museum. Here you can see advertising has surpassed that spent on
5 In the end 6 After a fascinating collection of objects from newspaper advertising. Advertisers spent
2 1 ago 2 After 3 at first 4 while around the world, including costumes, $5.1 billion on social media advertising in
5 As soon as 6 In the end instruments and much more. Many of the 2013, and in 2014 Facebook earned almost
exhibits were donated by early explorers $7 billion from advertising.
MODEL ANSWER and anthropologists. It’s open every day On the one hand, social networks are
My grandfather, Paul Milik, was born in except Monday, and admission is free. great for advertisers as the data supplied
Warsaw in 1938. He was the oldest of four Best activity? You shouldn’t leave Oxford in the user profiles means that advertisers
children. His early life was difficult because till you’ve been up the Carfax Tower. You can target consumers who are likely to be
it was wartime and his father died when he can climb up 99 steps to the top of the interested in their products. In addition, the
was still young. The family didn’t have much tower. It’s exhausting, but once you get to advantage is that the social network sites
money and they often did not have enough the top you can see some stunning views. do not charge their users because they earn
food to eat. Any bad points? I’d avoid visiting Oxford a lot of money from advertising on the site.
In 1945, after the war ended, he moved to by car. Parking is really expensive in the city On the other hand, some people
the UK with his mother. At first, he didn’t centre, so it’s better to use the Park and Ride disapprove of the social network providers
know anyone here and he was very lonely. service; you park your car in the suburbs using their personal information for
However, Paul enjoyed going to school. and take a bus into the centre. marketing purposes. They feel that that this
He was hard-working and he made some is an invasion of their privacy. Furthermore,
good friends. After he’d left school, he got a Unit 3 they find the advertising annoying, and a
job as an apprentice in a small engineering 1 2 enquire 3 will be able to 4 let me lot of people block pop-ups for this reason.
firm. He carried on studying in the evenings know 5 Thanking you 6 best wishes
As far as I’m concerned, advertising is
while he was working. As soon as he passed 2 1 c 2 a 3 e 4 f 5 d 6 b everywhere. Even if it did not appear on
his exams, he got a well-paid job in a big social network sites, we could not avoid
MODEL ANSWER
engineering firm called Metal Box. seeing it. Users need to be aware that these
From: d.green@ukmail.com
In the end, Paul was very successful and sites can access their personal information.
To: enquiries@gpc-students4peace.org
he became quite wealthy. By the time he What’s more, the sites need to explain this
Dear Sir / Madam,
retired a few years ago he was a manager much more clearly to their users.
I am writing to enquire about the Global
at the firm. Thanks to Paul, my dad had
Peace Camp in California this summer, Unit 5
a comfortable childhood in a nice home
and he never had to worry about having
which I read about online. I am very 1 2 It 3 there 4 him 5 Both 6 They
interested in conservation, so I am keen to 7 then
enough to eat. After his death last year, I felt
see the amazing nature in California. I am
sad, but I was very proud, too. He was the 2 1 it 2 They 3 there 4 us 5 then
also interested in attending the Survival
bravest and most determined person I’ve
skills workshops in order to increase my MODEL ANSWER
ever known. Today, I feel that he’s inspired
self-confidence and leadership skills. A day in the life of a doctor
me to be self-confident and to work hard to
I would be very grateful if you could send Last month, I had the opportunity to
achieve what I want in life.
me an application form for the Global Peace experience what it is really like to work as a
Unit 2 Camp. I also have a few questions, which I doctor. My uncle is a doctor in the Accident
1 huge, scorching, excellent, mouth- hope you will be able to answer. and Emergency Department at a hospital
watering, stunning First of all, please could you let me know in Birmingham. He loves his job and he has
2 2 starving 3 fascinating 4 ancient exactly where the Global Peace Camp will always encouraged me to also become
5 awful 6 brilliant take place? I would like to know which State a doctor. Last month he managed to get
Park we would be visiting. Secondly, would permission for me to accompany him to
MODEL ANSWER it be possible to give me more details about work for a day.
My guide to Oxford the accommodation? Would we be staying When I arrived at the hospital, the first thing
Intro Welcome to Oxford! It’s one of the in tents, or would we need to build our own I noticed was that it was really busy. There
most famous cities in England and there’s accommodation? Thirdly, I would really like were so many people waiting to see the
loads to do here. What’s more, it’s the home to learn to recognise edible plants. Would doctor. A baby was crying, a phone was
of the most famous university in the UK and this skill be taught during the course? ringing and there were a lot of people in
it’s full of beautiful old architecture. Thanking you in advance for your help. I uniforms rushing about. It felt quite scary!
Best shops? I’d highly recommend going look forward to hearing from you soon. The first patient was an old man who had
to the Covered Market. There are some With best wishes, Dan fallen over in the street and hit his head on
interesting food stalls there, but there are the pavement. He was very confused and
also lots of trendy shops. You can buy a Unit 4 he kept saying that he wanted to go home.
huge range of things there, from a Thai 1 2 However 3 What’s more My uncle spoke to him calmly and reassured
snack to a souvenir T-shirt. 4 Furthermore 5 Despite this
him. He explained that they would need to
Best food? If you ask me, the best place 2 Students’ own answers give him a scan to check that everything
to eat by far is Jamie’s Italian. It’s owned was OK. After that there was a small child
MODEL ANSWER
by the famous chef Jamie Oliver. You must who was having difficulties breathing. And
Advertising on social networking sites
try the pasta – it’s sensational. If you’re into then a woman who had pains in her chest.
Today, social networks are very popular,
Chinese food, my top recommendation is The queue of patients never seemed to get
especially with young people. Facebook has
Paddyfields near the train station. You’ll find shorter. It just went on and on.
1 billion registered users worldwide, with
lots of Chinese people eating there, so you After four hours, my uncle finally had a break.
699 million daily active users, and Twitter
know it’s authentic. He had just ten minutes to eat a sandwich
has 271 million active users. In recent years,
118 Answer Key
4506397 Scope TB4 SP.indb 118 21/04/2015 14:58

and then he was back to work. I had no idea Hamburgers When you think of American Unit 9
that being a doctor would be such hard food, you think of hamburgers. On average, 1 2 so 3 as 4 to 5 for
work! I asked my uncle if this was normal and Americans eat three hamburgers a week. 2 Students’ own answers
he said that some days he didn’t get a break That’s a total of nearly 50 billion burgers
at all. Doctors certainly need a lot of stamina! per year! The ‘burger’ gets its name from MODEL ANSWER
In the end, my uncle had seen over 40 Hamburg in Germany, as it was thought The electric car
patients. I will never forget this experience. that the original ground beef ‘patty’ came The electric car is a type of car that is
For some of the patients this was probably from there. In reality, people have been powered by electricity, rather than petrol.
one of the worst days of their life, but eating ground meat for a very long time – It is said to have been invented by a
my uncle made it better for them. That’s even the Ancient Egyptians ate ground Hungarian man in 1828. Electric cars are
amazing! I certainly feel inspired to work meat. But it was in America that the ground known to have become very popular at
hard at my studies so that I can follow in his meat was first put into a bun. Today, the the beginning of the 20th century in the
footsteps and become a doctor. traditional American hamburger is one of US. They became less popular in the 1920s,
the popular foods around the world. but they became popular again in the
Unit 6 Super Bowl It’s hard to choose just one 1960s and 1970s as a way to reduce carbon
1 2 in order to 3 since 4 so sporting event, but probably the most emissions.
5 because 6 as As well as being good for the environment,
famous is the Super Bowl, the annual
2 Students’ own answers championship game of the National they are also cheap to run.
Football League. Most people watch the However, the problem is that electric cars
MODEL ANSWER
Super Bowl on TV and it is frequently take 6–8 hours to charge and they can only
Dead ends
the most watched American television be driven for 30–100 miles at a time. This
Dead ends was written by Erin Lange and
broadcast of the year. Traditionally, families means that they are good for driving short
it was published in 2013. It is set in the US
gather together around the TV to watch the distances, such as in cities, but they aren’t
and tells the story of two boys and their
match and they eat a big meal – more food very suitable for driving long distances.
unusual friendship.
is eaten in the US on Super Bowl Day than If more people drove electric cars, there
The main character of the story is a boy
any other day after Thanksgiving Day! The would be less air pollution. However, at
called Dane Washington. He is an unlikely
Super Bowl has a special meaning for me the moment electric cars are not very
hero because he is the school bully. But he
because I was born on Super Bowl Day. My convenient for travelling long distances.
is no ordinary bully. The author is very skilful
dad always says that he was annoyed that Scientists need to develop cars which need
because she makes us sympathise with him
he had to miss the match, but he’s forgiven less time to charge and which can travel
and understand him, even though we don’t
me now! further before they need re-charging.
always like him. When a new boy moves
in, he is very different from Dane. Billy has Unit 8 Unit 10
Down’s Syndrome. But Dane and Billy turn 1 2 Some of 3 all of 4 None of 1 2 connected (sp) 3 doesn’t (gr)
out to have something in common – both 5 Some 6 a few 4 don’t always (wo) 5 , (p)
their fathers are missing. The story revolves 2 1 success (sp) 2 I feel strongly (wo)
2 1 None of 2 Most of 3 A few
around the relationship between the boys. 3 I’d (gr) 4 successful (v) 5 ? (p)
4 Some / A few 5 None of 6 All of
Over time they develop a strong friendship
as they go on a journey to reveal the truth MODEL ANSWER MODEL ANSWER
about what has happened to Billy’s father. Hi there, What does ‘success’ mean to you?
Do they find him? You’ll have to read it How’s it going? Hope all’s well. Are you Many people think that success means
yourself to find out! still coming to stay next weekend? I’m just passing a lot of exams and getting a
I’d recommend reading Dead ends, because getting in touch with some ideas of things good, highly-paid job. For me, success is
it is really exciting. The issues it deals with we can do. Let me know what you think. something different.
are difficult and at times it even made me On Friday, I thought we could go to the It’s my view that not everyone can be clever
cry! What I particularly liked is how the new mall. It’s just opened and I haven’t and get top marks, but it’s important to
author makes us think about the subject of been yet, but some of my friends have been work hard. My mum says that if I try my
bullying. This is a “must-read” for both boys and they say that there are some amazing best, then that is the best that I can do.
and girls from 13 upwards. shops. It’s so massive! Anyway, afterwards I agree with this philosophy. Even if you
we culd meet up with a few of my friends don’t come top in the class, you will be
Unit 7 at the food court. Apparently, there’s a successful if you do the best that you can.
1 2 ’ 3 – 4 ! 5 ; 6 – 7 ! place that does homemade ice cream. I I also believe that success means having
8 – 9 ‘ 10 ’ good friends and a happy family life. Some
remember you used to love ice cream!
2 1 ‘Earl Grey’ 2 antioxidants; On Saturday, we could hang around at people think that it’s important to have a
3 grown – Darjeeling 4 all! mine, or do you fancy going round to my lot of friends, but in my opinion the most
friend’s place? She’s really nice; I’m sure important thing is to have good friends.
MODEL ANSWER
you’d get on with her. And some of my I strongly feel that being kind to other
The Empire State Building One of the
friends are meeting up in the evening to people and making them happy makes
most iconic things to see in New York is
celebrate the end of school. We’ll probably you feel good. My family is really important
the Empire State Building. It is a huge
watch a movie and eat loads of popcorn! to me as well. We have a happy family and
skyscraper in the centre of New York. It
One more thing: don’t forget to bring we are all very close. We haven’t got a lot of
is 1454 feet (443 metres) high and it is
your swimming things. My friend’s got an money, but we get together often and we
currently the tallest building in New York.
awesome pool! And let me know what time have fun together.
For many years it was the tallest building in
you are planning to get to mine. Are you All in all, I would say that ‘success’ for me
the world! You can take a lift to the top to
still coming after lunch on Thursday? means living a happy life. Money doesn’t
get a 360-degree view of the famous city.
Really looking forward to seeing you soon. bring you happiness. It seems to me that
Every year over 110 million people visit the
I can’t wait! It’s going to be such fun. having good friends and a close family is
building and it’s easy to understand why –
Love, Samira the most important thing.
the view from the 86th-floor observation
by Tim Field
deck is breathtaking.
Answer Key 119
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Workbook answer key
Page 3 Starter A 2 a Page 9 Vocabulary
3 1 false (He takes photos of news 1 2 childhood 3 graduation
Vocabulary 4 employment 5 retirement
1 2 e 3 a 4 h 5 f 6 c 7 d 8 g stories.)
2 false (He was in a diner near the 6 death 7 funeral
2 2 have 3 head 4 do 5 have bridge.) 2 2 engagement 3 promotion
6 check 7 post
3 true 4 birth 5 retirement
3 Students’ own answers 4 false (He couldn’t send the photo 6 employment 7 wedding
because he hadn’t asked for the 8 funeral
Grammar
4 2 ’s having 3 don’t own
man’s address.) 3 2 birth 3 promotion 4 death
5 false (He has thought about the man 5 retirement 6 graduation
4 ’s staying 5 Did you see a lot.)
6 was checking, arrived 7 childhood 8 employment
4 A 2 B 4 C 7 D 1 E 5 F 6 G 3
5 2 has sung 3 has ever happened 4 Students’ own answers
5
4 ’ve often thought
MODEL ANSWERS Page 10 Grammar
5 ’ve never forgotten
1 He said he didn’t have any money 1 1 b 2 c 3 a
6 haven’t been 7 ’ve been
8 ’s helped 9 ’ve had because he thought that the man was 2 1 had eaten
begging. 2 had stopped
6 Students’ own answers 2 Perhaps the man did this because he 3 were having lunch
didn’t have a photo of himself. 4 told
Page 4 Starter B
5 didn’t look
3 He couldn’t stop thinking about the
Vocabulary man because he thought that he had 6 had finished
1 2 off 3 out 4 up 5 away / out behaved badly. 7 had been making
6 down 4 In the future he might not judge 3 2 had been walking 3 decided
2 2 run out 3 tidy away 4 throw away people by their appearance and he 4 hadn’t eaten 5 took 6 began
5 help out 6 turn off 7 cut down might be more tolerant. 7 were cooking 8 heard 9 listened
5 It’s made me think that we shouldn’t 10 had heard 11 picked up
3 Students’ own answers judge people by their appearances. 12 saw 13 was walking 14 took
Grammar Page 7 Vocabulary 15 have never understood
4 2 a 3 f 4 e 5 d 6 b 1 2 h 3 a 4 g 5 d 6 c 7 b 8 f 4 Students’ own answers
5 2 has 3 must 4 should 5 have 2 2 fun-loving 3 big-headed Page 11 Writing
6 don’t have to 4 free-spirited 5 old-fashioned
1 2 When 3 While 4 after
6 Students’ own answers 6 fresh-faced 7 self-confident
5 In the end
3 2 well-dressed 3 old-fashioned 2 2 while 3 When 4 After 5 At first
Page 5 Starter C 4 good-looking 5 easy-going
6 in the end 7 As soon as
Vocabulary 6 big-headed
3 2 D 3 A 4 E 5 B
1 2 f 3 a 4 c 5 d 6 e 4 2 well off 3 stressed out 4 hard up
4 2 changed completely
2 2 synonym 3 antonym 4 mark 5 laid-back
3 inspired him 4 after 5 As soon
5 record 6 mind 5 Students’ own answers 6 While 7 Thanks to 8 When
3 ways to describe houses and homes: 9 most important 10 ever
2 cramped 3 gloomy / light
Page 8 Grammar
1 2 have been living 3 looks 5 Students’ own answers
4 light / gloomy
4 We’ve been playing 5 ’m looking
different types (in any order): Page 12 Self-evaluation
6 have found 7 has been
5 bungalow 6 mobile home
7 studio 2 2 ’re doing 3 Have, taken Reading
parts of a house or home (in any order): 4 ’ve been waiting 5 doesn’t get 1 1 yummy, delighted, hilarious
8 balcony 9 entrance hall 6 Is, using 7 haven’t visited 2 A person who posts a lot of photos
10 staircase 8 Has, been working of their everyday life online. Kate.
people (in any order): 3 2 a 3 b 4 d 3 A person who questions the idea
11 homeowner 12 landlord of recording their life in photos.
4 2 since 3 still 4 for 5 already
This person wouldn’t post everyday
Skills 6 yet 7 never 8 just
photos online or take pictures at
4 2 to learn 3 Don’t 4 Do 5 concerts. The author of the text,
5 to study 6 to Jameela.
MODEL ANSWERS
5 2 Leaving 3 doing 4 to improve 1 for three years. 4 He had lost all of the photos on his
5 talking 6 to get 7 to come 2 ’ve already eaten two cakes laptop and he felt that he had lost all
6 Students’ own answers 3 have just seen my best friend of his memories.
4 has never been, Turkey 5 Students’ own answers
Unit 1 5 still haven’t finished, maths homework Vocabulary
6 ’ve already learnt about the Ancient 2 1 easy 2 fresh 3 free 4 self
Page 6 Reading
Romans
1 1 despairing 2 check out 5 middle 6 Students’ own answers
7 have lived, for 20 years 7 Students’ own answers
3 sympathy 4 proved
120 Answer Key
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3 1 promotion 2 retirement 1 2 century 3 hero 4 farmer 2 Berlin and London also have a problem
3 childhood 4 employment 5 disaster 6 money 7 job with wild animals that have come to
5 graduation 2 1 Under a hay-rick. live in the city.
6 Students’ own answers 2 He stands and stares at the flames. 3 Two of the following reasons: The world’s
7 Students’ own answers 3 Because they probably contain most climate is changing. The animals
of the wheat produced on the farm are losing their natural habitat. The
Grammar that year. number of wild animals is increasing.
4 1 has already taken 2 usually has 4 He takes control because the farm Cities are cleaner now, and so wild
3 has been working 4 aren’t talking animals are more interested in living
workers are confused and they don’t
5 Students’ own answers there. They don’t see humans as a
know what to do.
6 Students’ own answers threat.
5 It is dangerous because the flames
5 1 What did you do last weekend? are beginning to attack the top of 4 Wild animals might stop being afraid
2 Sue had never met Phil before she the wheat-rick. of humans and they could start acting
talked to him yesterday. aggressively.
3 Students’ own answers 5 The conclusion is pessimistic because
3 I have lived in six cities in my life, but
I prefer Cairo. 4 1 maid 2 saved 3 message the writer thinks that it is going to be
4 We saw Ed earlier when we were 4 work 5 woman hard to change the situation.
shopping. 5 Students’ own answers 6 Students’ own answers
6 Page 15 Vocabulary
MODEL ANSWER 1 2 a 3 f 4 e 5 g 6 c 7 d
Speaking Stranger saves wheat crop! 2 2 suburban 3 compact
6 1 both of 2 similar 3 better 4 as Last night, a terrible fire broke out at a 4 sprawling 5 run-down
5 neither 6 different local farm. The fire began among some of 6 inner-city 7 ancient
Page 13 Extensive reading

the hay-ricks, but soon began to spread 3 2 run-down 3 peaceful
to the precious wheat-ricks. The whole 4 contemporary 5 bustling
Far from the Madding year’s harvest was suddenly in extreme 6 ancient 7 compact
Crowd by Thomas danger.
Hardy 4 2 out 3 over 4 down 5 out
In the confusion of the fire, the workers
6 after
About the author on the farm weren’t sure what to do
Thomas Hardy was at first and everybody just watched in 5 Students’ own answers
born in 1840 in a horror. Then suddenly, a strong, brave
Page 16 Grammar
village in Dorset, stranger appeared and took control of
1 2 b 3 c 4 d 5 a 6 d 7 a 8 c
in the south of the situation.
England. His The man put a big cloth over the wheat- 2 2 Do I need to show you my
experience living in rick that was most in danger from the student card?
the countryside was spreading fire and encouraged the 3 You ought to use the buses – they’re
an important part of his childhood, and farmworkers to put water on it. Then cheaper.
inspired his later novels. Most of Hardy’s he climbed onto the wheat-rick and 4 Should I get off the train at this
novels are set in Dorset, and describe beat down the flames with a branch. station?
farming techniques and country customs He worked tirelessly for a long time and 5 Samir has / doesn’t have to get a
in careful, loving detail. showed great bravery in the face of new passport.
Today, Hardy’s novels are admired for difficult circumstances. 6 She doesn’t need to buy a ticket.
their great themes of love and tragedy, In the end, the stranger saved the entire 3 2 should 3 must 4 ought 5 need
and their beautiful, nostalgic descriptions wheat harvest from certain destruction. 6 don’t have
of the English countryside. Far from the ‘He put his own life in terrible danger! 4 2 managed to 3 can’t 4 couldn’t
Madding Crowd (published in 1874) And he saved our food for the coming 5 managed to 6 can’t
was an immediate best-seller and is still year!’ said one witness. ‘He worked for 7 won’t be allowed / able to 8 Can
Hardy’s best-loved novel, as it has less of hours without stopping, and he was
the darkness which can be found in some
nearly badly burnt by the flames a
of Hardy’s later novels. number of times,’ said another. Page 17 Vocabulary
Hardy died in 1928 and his ashes were laid The one question on everybody’s lips 1 2 E 3 D 4 B 5 C 6 A 7 H 8 G
in Poet’s Corner in Westminster Abbey. today is: ‘Who is this mysterious stranger
and how can we thank him?’ 2 2 had no time 3 went missing
Background to the story
4 ran out 5 walked off 6 overslept
The story takes place in the quiet English
Unit 2 3 2 slipped over 3 got stuck
countryside. Bathsheba Everdene is
young, proud and beautiful. She owns Page 14 Reading 4 had run out 5 get a signal
her own farm, which means that she is 1 2 familiar 3 trespass 4 permits 6 didn’t have a clue
independent and she can marry who she 2 c 4 Students’ own answers
chooses – if she chooses. In fact, she likes
3 B 5 C 1 D 4 E 2 Page 18 Grammar
her independence and she likes fighting
her own battles in a man’s world. 4 2 noise 3 foxes 4 zoologists 1 2 can’t 3 could 4 may 5 must
Gabriel Oak is a young shepherd, who has 5 polluted 6 threat 7 easy 6 can’t
saved hard to buy his flock of sheep and 5 2 2 may / might / could 3 can’t 4 must
stock his sheep farm. But unfortunately he MODEL ANSWERS 5 may / might / could 6 can’t
loses his flock and he falls on hard times. 1 You can find them in the suburban 3 2 should have 3 might have
areas and city centre of Chicago. 4 can’t have 5 shouldn’t have
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4 2 may / might / could have stayed Unit 3 Page 25 Vocabulary
3 can’t have got
Page 22 Reading 1 2 demonstrated 3 showcase
4 must have had 4 devise 5 observe 6 uncovered
1 2 experts 3 struggle
5 shouldn’t have gone, 7 engage
4 buzzing with 5 factors
should have done
2 d 2 2 Scientists have uncovered an
6 must have caught interesting fact.
7 should have bought 3 2 Arthur C. Clarke 3 Ken Olson 3 The students observed the
5 Students’ own answers 4 Albert Einstein 5 Arthur C. Clarke experiment.
4 2 device 3 individual 4 exception 4 They showcased the new product at
Page 19 Writing 5 unwise 6 obtainable the event.
1 2 filthy 3 packed 4 stunning 7 statement 8 well-known 5 Our computer can simulate the
5 unique 6 scorching
5 conditions in space.
7 mouth-watering 6 Our aim is to engage people in
MODEL ANSWERS
2 2 crowded, stunning 3 packed science.
1 He isn’t typical because he accurately
4 scorching 5 mouth-watering, filthy 3 2 launch 3 demonstrate 4 engage
predicted a development in the future.
3 2 In my opinion 3 I’d avoid 2 They were very certain because they 5 simulate 6 observe
4 I’d highly recommend all used the language of certainty. 4 Students’ own answers
5 if I were you, I would For example, Lord Kelvin said ‘No
4 2 E 3 D 4 B 5 A aeroplane…’, which indicates that Page 26 Grammar
5 Students’ own answers 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
Page 20 Self-evaluation 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
Reading
after the person made the prediction 4 Is your brother going, helps
1 1 tunnel, deserted, cage
and also because the people were 5 does the film start, open,
2 He goes on an urban exploration trip
experts in their field. doesn’t begin
to an old underground station.
4 Students’ own answers 6 Are your parents coming, have
3 You can get away from crowds
5 Students’ own answers 7 Are you doing, doing, go
and explore hidden parts of the
city. It teaches you to respect your Page 23 Vocabulary 3 2 will live 3 takes off
surroundings. 1 2 d 3 a 4 c 5 f 6 b 4 ’ll be watching 5 ’s going to start
4 It can be very dangerous – for 2 2 predict 3 anticipate 4 doubt 6 ’m meeting / ‘m going to meet
example, a Swedish teenager died 5 estimate 6 suspect 4 2 I won’t believe / I’m not going
while doing it. If you don’t ask to believe
3 2 feel sure 3 doubt 4 suspect
permission, it is illegal. 3 get
5 presume 6 realise
5 Students’ own answers 4 will send / correct
(NB Canberra is the capital of Australia,
not Sydney.) 5 ’s going to travel / will travel / will be
Vocabulary travelling
2 1 peaceful 2 sprawling 4 2 good 3 air 4 blue 5 run 6 will discover
3 suburban 4 bustling 6 second 7 open
5 prosperous 5 Students’ own answers 8 correct
9 they’ll think
3 1 time 2 clue 3 over 4 out Page 24 Grammar
5 caught 6 oversleep 1 2 I’ll be playing basketball
7 Students’ own answers 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
Grammar 5 I’ll be revising for the science test
4 1 can’t / mustn’t 2 don’t need to 6 I won’t be studying 2 2 would 3 grateful 4 few 5 hope
3 have to 4 ’ll be able to 6 all 7 tell 8 Secondly 9 possible
2 2 will, be going 3 ’ll be celebrating 10 Finally 11 Thank 12 hearing
5 allowed to 6 managed to
4 Will, be staying 5 ’ll be feeling
7 mustn’t / can’t
6 won’t be doing 7 ’ll be meeting 3
8 won’t be eating MODEL ANSWERS
5 1 He may / might / could have missed 3 2 Don’t go in. The show will have 2 would be very grateful if you could
the bus. send me
started.
2 You can’t have eaten this before. 3 which I hope you will be able to
3 We won’t have found the answer
3 We shouldn’t have come here. 4 please could you tell me what
by then.
4 Students’ own answers 5 or will I have a private room
4 What time will you have arrived
5 Students’ own answers 6 a private room
home by?
5 Yasmin won’t have left the house yet. 7 Secondly, would it be possible to let me
Speaking
know how many students there will be
6 1 laugh 2 honest 3 cup of tea 6 Will you have done the shopping
by 2.00? 8 finally, can you tell me if you organise
4 sure 5 enjoy 6 prefer
any excursions
4 2 won’t have finished 9 Thank you in advance for
Page 21 Project 3 will, have done, ’ll have passed,
1 2 B 3 F 4 A 5 C 6 D ’ll have attended
10 I look forward to hearing
2 Students’ own answers 4 Will, have read 4 Students’ own answers
3 Students’ own answers 5 will have run out
6 ’ll have arrived
122 Answer Key
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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
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
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
Answer Key 123
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Page 32 Grammar 5 The product would have sold well if 5 1 seen the advert, I wouldn’t have
1 2 when, e 3 Unless, a 4 unless, b they hadn’t advertised it badly. bought the phone
5 As soon as, d 4 1 If only people weren’t so 2 have got a loaf of bread if we’d
2 2 gets 3 won’t have materialistic. walked past the shops
4 won’t be able to 5 buy 2 I wish I hadn’t forgotten to charge 3 be hungry now if he’d eaten earlier
6 ’ll send 7 don’t understand my smartphone. 4 Students’ own answers
3 2 ’ll 3 wouldn’t 4 ’ll 5 won’t 3 If only I had got that Saturday job.
6 would 4 I wish you didn’t always ask me for Speaking
money. 6 1 What 2 like 3 Which
4 2 second; ’d make, were
5 I wish all the tickets for the concerts 4 back / front / side 5 mean / want
3 first; won’t call, need
hadn’t already been sold. 6 that 7 called 8 it / right
4 second; would you do, found
5 first; doesn’t rain, ’ll go 5 Students’ own answers
6 second; ’d visit, didn’t live Page 37 Project
7 second; would you feel, took
Page 35 Writing 1 Students’ own answers
1 2 a 3 b 4 e 5 c
8 first; will you be, leave 2 1 3c 2 4b 3 1c 4 2a
5 Students’ own answers 2 2 in addition 3 Nevertheless
4 What’s 5 Despite
Page 33 Vocabulary 3 Unit 5
1 2 un- 3 dis- 4 ir- 5 in- 6 il- MODEL ANSWERS
Page 38 Reading
2 2 That information is irrelevant. 2 there is a big debate about this 1 2 rant 3 objective 4 know-how
3
This advertisement is illegible. 3 are not sure if it’s a good idea
4
Her story was unbelievable. 4 say that adverts for children are 2 a
5
Karen has unconventional ideas. harmful 3 A 3 B 1 C 5 D 7 E 6 F 4 G 2
6
You can eat inexpensively in that 5 they can become very 4 2 d 3 a 4 c 5 e 6 g 7 f
restaurant. 6 can’t resist the adverts
5 1 People should consider writing a
3 2 dissatisfied 3 inaccurately 7 On the other
blog when they are very interested
4 inexpensively 5 illegally 8 responsibility to control what their
in a particular subject.
6 disapprove children see
2 She was inspired by a friend and she
4 9 they can switch off the TV
wanted to forget about her exams.
10 sell their products if they didn’t
MODEL ANSWERS 3 At first, it was about different
advertise
1 I think that the new shopping centre is subjects, but then she began to
11 shouldn’t watch adverts
impersonal because it’s so huge! focus just on shoes.
12 Despite
2 I find chocolate cakes very irresistible 4 She changed the look of the blog
13 should decide what their children see
because they’re so delicious. because she realised that it was
and not the government
3 I disapprove of smoking because it’s starting to become popular and
bad for people’s health. 4 Students’ own answers wanted to make it look more
4 I thought that the last Batman film was appealing.
unbelievable because the story moved
Page 36 Self-evaluation
5 She has been in fashion shows and
suddenly from place to place. Reading she writes a regular column for a
5 I think that nowadays CDs are irrelevant 1 1 over-eat (over-ate), afford, memorise magazine.
because I just download songs from 2 Two of the following answers: 6 Students’ own answers
the internet. She stays at home and plays video Page 39 Vocabulary
6 I felt a bit dissatisfied with my maths games. She takes a packed lunch to 1 2 e 3 a 4 h 5 g 6 c 7 d 8 f
grades because they weren’t very good. school. She walks home. She doesn’t
buy her teacher a present; she makes 2 2 in-depth 3 editorial 4 coverage
Page 34 Grammar 5 bias 6 accounts
a card instead. She watches TV
1 2 hadn’t, would have; student 3 2 round-the-clock coverage
instead of going to the cinema.
3 would have, hadn’t; footballer
3 Socialising with friends. 3 breaking news
4 had, would never have; explorer
4 Students’ own answers 4 eyewitness accounts
5 would have, hadn’t; shop assistant
5 vox pops
6 hadn’t, would never have; actor Vocabulary 6 in-depth analysis
2 2 hadn’t studied, wouldn’t speak 2 1 persuasive 2 consumers
3 commercial 4 Advertisers
4 2 scepticism 3 professionalism
3 would you have done, had seen
4 likelihood 5 censorship
4 wouldn’t be, hadn’t woken 5 catching 6 Students’ own answers
6 adulthood
5 you had listened, would know 3 1 un 2 il 3 im 4 in 5 dis
6 hadn’t seen, would never have 6 Students’ own answers; ir
wanted
Grammar Page 40 Grammar
3 1 I would have gone shopping if I’d 1 2 said, would 3 said, had
had some money. 4 1 ’ll meet, finishes; when
4 she had 5 said, could 6 told, had
2 If the shop hadn’t been so / very 2 tell, know; as soon as
3 If; pass, ’ll drive 2 2 she wanted to say hello to all
expensive, it would have had more
4 Students’ own answers her fans
customers.
5 Students’ own answers 3 his team that they had to find out
3 We would have visited the museum
6 Students’ own answers what really happened
if we hadn’t wasted all morning
4 the escaped prisoner couldn’t be
shopping.
far away
4 If you hadn’t persuaded me, I wouldn’t
have bought that sports bag.
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5 people had suffered from pollution Page 43 Writing Page 45 Extensive reading
for too long 1 2 she 3 it 4 then 5 Both 6 this The Great Gatsby by
6 the mayor that the fire had been 2 2 there 3 it / one 5 that 6 It F. Scott Fitzgerald
started by a cigarette
3 About the author
3 2 purpose of my visit was Francis Scott Key
MODEL ANSWERS
3 could give them my address in the Fitzgerald (1896–
1 went to Béziers in south-west France to
US 1940) was born
play football
4 how much money I had brought in Minnesota, US.
2 spoke English quite well
5 if I had ever visited the US before His mother adored
3 us to wear our school uniform
6 why I didn’t have a visa him, made sure that
4 We all felt really
4 2 I asked Khalid if his job was 5 lots of people
he had the best
interesting. possible education,
6 win because the other team were
3 Fatima asked Maya where she and encouraged him to write. His first
7 on interviewing me
was going that summer. story was published when he was 13.
8 disastrous
4 I asked my brother if he had listened Inspiration for his work came directly
9 to say thank you to the host families
to the eyewitness account. from his own life and his observations of
10 the way I think about learning
5 The tourist asked us if we could contemporary society. He said of one of
speak English.
4 Students’ own answers his novels: ‘To write it took three months,
6 Tom asked me how long it would to conceive it – three minutes; to collect
the data in it – all my life.’ He had an
take me to cycle to his house.
Reading extravagant lifestyle and he often found
1 1 upload, local, major himself in financial difficulties. He died
Page 41 Vocabulary 2 Two advantages from the following: thinking himself a failure, because he had
1 2 a 3 f 4 e 5 c 6 b Citizen journalism: only limited financial and critical success
– can give everyone a voice. in his lifetime.
2 2 convince 3 predict 4 invite Scott is now widely regarded as one of
– spreads news about things we
5 vlog 6 threaten 7 boast the greatest American writers of the
might not hear about often.
3 2 have predicted 3 has apologised – gives a local perspective. 20th century. The Great Gatsby, F. Scott
4 has boasted 5 have complained – is good at telling people about Fitzgerald’s masterpiece, is one of the
6 has invited breaking news. great American novels of the twentieth
4 Students’ own answers century. Four film versions have
3 Two disadvantages from the following:
been made.
Page 42 Grammar Citizen journalism is:
Background to the story
1 2 not to take 3 to give 4 not to be – often badly written.
In the summer of 1922, Nick Carraway,
5 told me 6 asked Nuran 7 told him – unedited and so it includes
a Yale graduate and World War I veteran
uninteresting stories, etc.
2 2 us not to forget the tomato plants. – isn’t necessarily fair or objective.
from the Midwest, takes a job in New
3 told us not to worry about watering York as a bond salesman. He rents a small
– isn’t necessarily true or generally
the bushes. house on Long Island. His neighbour is
trustworthy.
4 They told us to look out for any the young and mysterious millionaire, Jay
parcels on the front step. Gatsby, who lives in a fabulous mansion
5 They asked us to sweep the Vocabulary overlooking the sea. The beautiful, the
front path. 2 1 clock 2 breaking 3 depth wealthy and the famous drive out from
6 They asked us not to leave the back 4 account 5 media 6 column New York to attend his extravagant
gate open. 7 Students’ own answers parties. At first Nick is not invited to the
3 2 the following day 3 those 4 that 3 1 predicted that 2 apologised for parties and he watches the action from
5 the following year 6 the day before 3 encouraged to 4 threatened to his garden, and wonders. However, as the
summer passes, Nick is drawn into the life
4 1 I asked Jameela when she was 5 insisted on
6 Students’ own answers of Long Island.
coming.
2 He told us to wait outside. 1 2 countryside 3 neighbour 4 rich
Grammar 5 mansion 6 invitation 7 meets
3 Asma said that she couldn’t answer
4 1 said that he had given Faisal the
the question.
article
2 1 true
4 Ahmed asked me if I had found 2 false (He invites him to go out in his
2 told me that they had to leave at once
the keys. motorboat.)
3 asked me if / whether I had ever been
5 Suzy asked me if I had opened the 3 false (He hasn’t seen the host.)
on TV
window. / Suzy asked me to open 4 true
4 asked Tim who the editor was
the window.
5 1 Helen told Ann that she wanted to 6 Students’ own answers 4 1 The description of his amazing smile.
speak to her that evening. 2 When the smile disappeared, we
5 1 told me to get up
2 I asked my brother why he hadn’t learn that he’s a fashionable man in
2 asked the interviewer to repeat
waited for me the day before. his early thirties.
3 asked us to give
3 Our teacher told us not to run in the 3 Carraway is asking endless questions
4 the following day
corridor. about the mysterious Gatsby, just
5 there
4 Andy asked Tim if he would like to like everybody else.
use his e-reader. 4 Jordan thinks he’s lied about being
5 Hannah asked Amy to tell her what an Oxford man.
had happened in the film. Speaking 5 He isn’t moving or laughing.
6 Students’ own answers 6 1 I’ve got 2 tell 3 kidding / joking 5 Students’ own answers
4 way 5 Congratulations 6 so
Answer Key 125
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6 2 2 award-winning 3 best-selling 3 a person who stands on a stage and
MODEL ANSWER 4 fictional 5 anthology tells jokes to make people laugh
Jay Gatsby is a rich young man who lives 6 blockbuster 7 masterpiece 4 a person who performs difficult acts
in a mansion in the countryside near New 3 2 best-selling 3 fictional such as walking on a tight-rope
York. He is around 30 years old and he is 4 smash hit 5 anthology 5 a group of people who watch a show
fashionably-dressed. He seems generous 6 chart-topping 7 award-winning or a film
and sociable, as he is well-known for 4 2 good 3 like 4 leaf 5 judge Page 50 Grammar
the extravagant parties he holds and he 1 2 making 3 to become 4 to help
invites Carraway out on his motorboat. 5 Students’ own answers
5 Listening 6 training 7 to go
Jay Gatsby is an intriguing character. The 8 performing 9 to improvise
Page 48 Grammar
narrator, Carraway, is invited to Gatsby’s
1 2 where 3 who 4 whose 5 that 2 2 to play 3 to have 4 playing
party, but doesn’t know who the host
6 which 5 trying 6 to have 7 to come
is and Gatsby doesn’t introduce himself
when they meet. Jordan also says that 2 2 when people could buy the first 8 to ask
Gatsby was ‘an Oxford man’, but that she e-readers 3 2 getting up / to get up 3 losing
doesn’t believe it. The reader is left with 3 which / that Talib shared with me 4 to buy 5 playing / to play
the impression that Gatsby may have 4 whose books I like 6 saying 7 to watch 8 putting
5 where the beginning of the
made up stories about his own past, but 4 Students’ own answers
it isn’t clear why. blockbuster Skyfall was filmed
In addition, the physical description of 6 who my father would love to see in Page 51 Writing
Gatsby makes him intriguing, too. We concert 1 2 because of 3 so 4 because
learn that he has an extraordinary smile, 7 which have an exciting ending 5 in order 6 as
but then when it is switched off, he seems 3 2 Los Angeles, which is Leonardo 2 2 due 3 as / because 4 so
more ordinary. This implies that he is a DiCaprio’s hometown, is in the west 5 order 6 as / because
changeable character who is difficult to of the US. 7 because of
pin down. 3 Arthur Conan Doyle, whose first
3 2 B 3 J 4 F 5 L 6 I 7 K 8 G
The information that we learn about him novel came out in 1887, is one of the
9 D 10 C 11 E 12 A
from key characters is also important. most popular authors in the world.
Jordan implies that everybody asks 4 In 1973, when she was only nine, 4 Students’ own answers
questions about him because he is so Tatum O’Neal won an Academy
Award for her performance in the
mysterious. The narrator also seems
unsure what to make of Gatsby and film Paper Moon. Reading
clearly states that he is intrigued by him 5 Edinburgh Festival, where 1 1 available, mythical, affordable
with the words: important actors appear every 2 Clay tablets, scrolls, wax tablets,
‘This made me even more curious year, is famous around the world. printed books and e-books.
than before.’ 6 Victoria Beckham, who’s married to 3 Ordinary people could now buy
To sum up, Gatsby is an interesting and footballer David Beckham, designs books because they were cheaper
intriguing character. clothes and bags. and easier to produce quickly in
Unit 6 4 2 The town of Mainz, where Gutenberg large numbers.
lived, is now in Germany. 4 Students’ own answers
Page 46 Reading 3 Tunisia is a country which / that I
1 2 ensued 3 adopt 4 resemble Vocabulary
would like to visit.
5 evolution 2 1 best 2 winning 3 block 4 hit
4 2584 BCE was the year when the
5 master 6 Students’ own answers
2 d Great Pyramid of Giza was begun.
3 B 4 C 3 D 5 E 2 5 That new stand-up comedian who I
like has just won an award. 3 1 busker 2 perform 3 storyteller
4 1 true 6 I have never met anyone whose 4 screen 5 plays host to
2 false (They were brought by force to 6 Students’ own answers
favourite novel is the same as mine.
be slaves.)
7 That French masterpiece, which is
3 false (African Americans taught Grammar
very famous, was stolen last week.
white people to play the banjo.) 4 1 This is the famous circus which has
4 false (Blackface was banned.) 5 Students’ own answers amazing acrobats.
5 true 2 That film director, who is from my
Page 49 Vocabulary hometown, lives in New York now.
6 false (Jazz partly originated from
1 2 acrobat 3 busker 3 Gutenberg was an inventor whose
African American work songs.)
4 stand-up comedian 5 storyteller
5 2 a 3 f 4 b 5 g 6 d 7 e ideas changed the world.
2 2 put on a show 3 screen 4 Students’ own answers
6 1 He was the first black president and 4 busker 5 audience 6 perform 5 Students’ own answers
African Americans had suffered 7 play host to 8 storyteller
centuries of oppression. 5 1 reading 2 to buy 3 Going
3 2 acrobats 3 show 4 hearing 5 to give
2 In politics their situation was very
4 stand-up comedians 5 perform 6 Students’ own answers
weak, but in music they played an
6 audience 7 improvise 8 screen 7 Students’ own answers
important role.
3 Students’ own answers 4
Speaking
4 They are similar because, like their MODEL ANSWERS 6 1 going 2 highlight 3 worth
ancestors hundreds of years ago, they 1 a person who tells stories to another 4 forget 5 experience
are producing very good music. person or group of people
Page 47 Vocabulary 2 a person who performs in the street,
1 2 a 3 e 4 b 5 f 6 d usually for money
126 Answer Key
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Page 53 Project Page 56 Grammar 5 Yes, it has / No, it hasn’t
1 2 a festival of music, theatre, dance, 1 2 made 3 been 4 are 5 can’t be 6 Yes, it would / No, it wouldn’t
circus and art 6 being 7 Yes, I am / No, I’m not
3 three weeks 2 2 are produced 3 wasn’t found 2 2 Was, written 3 Will, be found
4 May 4 haven’t been discovered 4 was, begun 5 be seen 6 be built
5 the children’s parade 5 will be held 6 is being repaired 3 2 Where can the Northern Lights be
6 The Pirates of the Carabina circus, 7 be seen 8 will be finished seen?
a musical version of the famous
3 2 is grown 3 might be found 3 Who has been mentioned on the
Shakespeare play The Tempest, the
4 has been read 5 are being watched national news?
Pitch Perfect outdoor music event
6 will be built 4 How many languages are spoken in
7 all over the city in the concert halls
and theatres, but also in the streets, 4 2 London is visited by 30 million New York?
people every year. 5 What is being opened in the town
parks and public spaces
3 A window has been broken by centre tomorrow?
8 good access by train, coach and bus,
someone! 4 2 have / get, renewed
as well as bike-hire once you are in
4 The cooker is going to be repaired 3 have / get, taken
the city
(by a technician) tomorrow. 4 have / get, cut
2 Students’ own answers 5 The new shopping centre is being 5 have / get, repaired
3 Students’ own answers opened by the mayor. 5 2 have our teeth checked
6 The planet Venus can be seen by 3 ’m going to have it cleaned
Unit 7
people in the morning. 4 ’re having our house painted
Page 54 Reading 5 2 These pictures were painted 2000 5 had his eyes tested
1 2 exhibits 3 thoroughly 4 insight years ago. 6 Students’ own answers
2 A The Electric Cinema 3 That famous Egyptian vase is being
B Roman amphitheatre restored by experts. Page 59 Writing
C The UK’s smallest police station 4 Ancient artefacts can be destroyed 1 2 There’s a nickname for New York – it’s
3 2 contemporary 3 a comfortable by water. ‘The Big Apple’.
4 just walk past 5 store 5 The rare gold coins might be stolen. 3 Our town is an easy place to visit; it’s
6 relatively recently 7 poor 6 Students’ own answers also very cheap.
4 The London Underground is called
4 2 g 3 a 4 b 5 d 6 c 7 f
Page 57 Vocabulary ‘The Tube’.
5 1 They are not included in a typical 1 2 compassion 3 creativity 5 Everybody knows the nickname
sightseeing tour. 4 independence 5 responsibility of that football team – they’re
2 You watch the films from a sofa or 6 integrity ‘The Tigers’.
a bed. Also, it is more elegant than 6 The villages in this area are beautiful;
2 2 humour 3 independence
modern cinemas. they’re very quiet, too.
4 integrity 5 respect 6 compassion
3 They don’t notice it because it’s 7 London has a lot of parks and open
inside a street lamp. 3 2 responsibility 3 respect spaces. There are more than 3000
4 It was secret because it was 4 creativity 5 independence
of them!
underground. 6 wealth
2 2 ‘’ 3 – 4 ! 5 – 6 ‘’
5 Students’ own answers 4
6 Students’ own answers MODEL ANSWERS 3 2 creating
1 Teenagers have more responsibility 3 300 buildings and bridges
Page 55 Vocabulary 4 architects around the world
1 2 a 3 e 4 f 5 d 6 c now because they have to make many
choices in life. 5 Selimiye Mosque in Edirne
2 2 record 3 historian 4 descendants 2 Young people have more 6 Süleymaniye Mosque
5 Archaeologists 6 heirloom independence now because their 7 designed by his students
7 artefacts parents let them go out more. 8 Taj Mahal
3 2 records 3 tools 4 coin 3 Teenagers are more interested 9 was built in the early 15th century
5 archaeologist 6 coins in wealth now because they see 10 sand, mud and pieces of wood
7 Historians advertisements for all the different 11 Sahara Desert
things that they can buy with money. 12 strong winds and sandstorms
4 2 speak 3 bear 4 comes 5 be
4 Young people have more compassion 13 an important centre of learning
6 speaks
5
for poorer people in other countries 4 Students’ own answers
now because they read about it on
MODEL ANSWERS
the internet. Page 60 Self-evaluation
2 a person who looks for and studies 5 Teenagers have less respect for other
ancient things in the ground people now because they watch
Reading
3 a precious thing which has been films where people behave in a 1 1 spotless, private, fascinating
handed down from generation to disrespectful way. 2 a Amira, Emma b Emma c Khalid
generation 6 Young people are more interested d Sam
4 an ancient object which can tell us in ideas and creativity now because 3 Students’ own answers
something about the past they can create things easily using
5 a person who studies the past Vocabulary
6 an object which has been designed to
computers. 2 1 -ist 2 -fact 3 -or
look beautiful Page 58 Grammar 4 -loom 5 -ant
7 a small round piece of metal which 1 2 Yes, they are / No, they aren’t 6 Students’ own answers
people use as money 3 Yes, they were / No, they weren’t 7 Students’ own answers
4 Yes, it will / No, it won’t
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3 1 creativity 2 responsibility 3 1 By ferry and train. 4 Two of the following: The weather was
3 independence 4 respect 2 He thinks that there will be servants very difficult, which made it hard
5 wealth 6 Students’ own answers on the boat to look after them and to progress. There were a lot of
the boat. dangerous animals. Juliane didn’t
Grammar 3 He’s starting to realise that it won’t have any food.
4 1 A lot of historic buildings can be be a luxurious trip. 5 She must have died since there were
found here. 4 He can see that Carruthers looks no other survivors.
2 The ancient pictures were found by a unhappy with the situation. 6 Students’ own answers
local farmer. 5 He slips and one of his feet goes in
3 This painting hasn’t always been the water.
Page 63 Vocabulary
admired. 1 2 a sheer cliff 3 a mountainous region
4 Students’ own answers 4 a barren area 5 some rolling hills
4 The coins weren’t discovered until
last year. 5 6 a scenic view
5 Students’ own answers MODEL ANSWER 2 2 vast 3 mountainous 4 scenic
Carruthers
5 1 was it opened 2 can be seen 5 stunning 6 rugged
I’m really not sure why I decided to come
3 Were, designed 3 2 mountainous 3 sheer 4 stunning
here. I was feeling bored with my job in
4 Students’ own answers 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
Speaking
6 1 started 2 first thing 3 ready mistake. 5 Students’ own answers
4 as 5 finished The thing is, I don’t normally come on trips
like this. I’m not used to working on boats, Page 64 Grammar
Page 61 Extensive reading 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
The Riddle of the 7 did Emir realise
awful!
Sands by Erskine
Childers
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
About the author comfortable’. I just know that it’s going to 4 does she go
Robert Erskine be tiny and really uncomfortable! Why on 5 did we know
Childers was born earth did I accept his invitation? 6 have I eaten
in 1870 in London. 7 did they buy
Davies
He grew up in
Ireland, studied at
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
Cambridge, and
invite him. The thing that I’m really worried 5 such a, that 6 so, that
from 1895–1910 he worked as a clerk
about is whether he will like the Dulcibella 7 such, that 8 so, that
at the House of Commons. During his
or not. I suppose if I’m honest with myself
holidays he enjoyed sailing along the
it is rather a basic boat. 5 Students’ own answers
coastlines of Holland, Denmark and
When Carruthers turned up here in smart
Germany. In 1903, his only novel, The Page 65 Vocabulary
clothes, I started to wonder if he thought
Riddle of the Sands, was published. The 1 2 a 3 e 4 g 5 c 6 d 7 f
he was going on a large yacht with
novel is acknowledged to be the first great
servants! Perhaps I should have made it 2 2 guide 3 Self-catering
modern spy story, and is still as exciting to 4 off the beaten track
clearer when I wrote to him that we were
read today as it was a hundred years ago. 5 package holiday 6 all-inclusive
going to do everything ourselves.
Background to the story To be honest, I’m beginning to realise that 7 tourist trap
Arthur Davies is young, enthusiastic, and I don’t know Carruthers that well. I wonder 3 2 package holiday 3 beach resort
a brave and skilful sailor. He takes great how we’ll get on with each other in my 4 guide 5 self-catering
delight in sailing his yacht, Dulcibella. He small, old boat in such cold weather! 6 all-inclusive
invites his friend Carruthers to come out
from London and join him for a sailing Unit 8 4
MODEL ANSWERS
holiday.
Page 62 Reading 1 They should go on a package holiday
When Carruthers joins his friend, he is
1 2 homesick 3 crawled 4 feat because a guide will meet them at the
expecting a pleasant sailing holiday, but
the holiday soon turns into an adventure. 2 b airport, take them to their hotel and tell
He and Davies find themselves sailing 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
in the stormy waters of the North Sea, 4 2 made contact with holiday so they can easily make food
exploring the channels and sandbanks 3 lost consciousness 4 optimistic
around the German Frisian Islands. The for the children when they are hungry.
5 continue 6 moving forward 3 They should go on an all-inclusive
year is 1902 and the storm clouds of the
5 1 She was on the flight in order to see holiday because they won’t need to
First World War are gathering. They are
her father and to be with her family worry about cooking and they will be
looking for a secret that could mean great
for Christmas. well looked after.
danger for England.
2 She was very lucky because she 4 They should go on an adventure holiday
1 1 false (He’s bored and depressed.) didn’t die after she had fallen from in a village that is off the beaten track.
2 true the plane, and she was the only They can then enjoy being outdoors in a
3 false (It will be cold.) person who survived the terrible wild and remote place.
4 true accident. Also, she didn’t have any 5 They should go on an eco-holiday and
5 false (He hasn’t seen him for a serious injuries. have a nice time without harming the
long time.) 3 She had previously lived in the jungle environment.
2 Students’ own answers for a year and a half with her parents.
128 Answer Key
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Page 66 Grammar 5 1 started 2 used to be 3 get 4 2 in case of 3 in favour of
1 2 would 3 didn’t use 4 use 4 Students’ own answers 4 in place of 5 In the light of
5 would 6 visit 5 Students’ own answers 6 in search of
2 2 Hundreds of years ago, people used 5 Students’ own answers
to think that the Earth was flat.
Speaking
3 The ancient people of this valley
6 1 That’d 2 wouldn’t 3 It 4 nice Page 72 Grammar
used to have many different tools.
5 doesn’t 6 suggestion 7 shall 1 2 a 3 e 4 b 5 f 6 c
8 Is 9 think 10 quite
4 In the 19th century, rich British 2 2 It is understood that
people used to go on tours of Page 69 Project 3 It is felt that
Europe. 1 1 true 2 false 3 false 4 true 4 It is not thought that
5 (not possible) 5 false 5 It is said that
3 2 ’ve 3 ’re 4 get 5 isn’t 6 got 2 Students’ own answers
6 Is it known that
4 2 ’m used to being / ’ve got used 3 2 are expected to be a success
3 Students’ own answers 3 is thought to have begun 50 years ago
to being
3 get used to going up 4 Students’ own answers 4 are believed to improve air quality
4 isn’t used to driving 5 is known to have been terrible
Unit 9 6 are understood to cause problems in
5 is used to living
6 get used to hearing Page 70 Reading the rush hour
5 Students’ own answers 1 2 congested 3 combustion engines 4 2 located 3 walking 4 carrying
4 districts 5 close-knit 5 bought 6 crossing 7 admired
Page 67 Writing 6 compatible 7 peace and quiet 5 Students’ own answers
1 2 the resorts 3 Not all 4 Some 2 b
5 Very few 6 None Page 73 Vocabulary
3 2 a European traveller
2 2 all of 3 Most 4 none of 5 all of 3 largest 1 2 a 3 f 4 b 5 d 6 e
6 Most of 7 a few of 4 many little villages 2 2 brolly 3 walking stick 4 holdall
3 He mentions points 1, 4, 6 and 7. 5 not difficult 5 shin pads 6 briefcase
6 has all the things that a community 7 false teeth 8 cooler
4 2 getting in touch
3 once you get used to it needs 3 2 coolers 3 headphones 4 briefcase
4 Anyway 4 2 e 3 a 4 b 5 c 6 g 7 f 5 folders 6 walking stick
5 do you fancy 5 1 It’s a series of villages which are built 4
6 the sort of thing I mean over the water. It is also unusual MODEL ANSWERS
7 One more thing because it’s not old-fashioned, but a 2 things you listen to music with
8 all’s well thriving modern community. 3 a type of bag which you carry work
9 Love from 2 Because it is a community on the things in
5 Students’ own answers water just like Venice. 4 things which you use to protect your
3 Because they can have a legs when you play football
Page 68 Self-evaluation combination of a peaceful historic 5 something which you use to help
community with all the amenities you walk
Reading
and facilities of modern life. 6 things which you wear on your feet on
1 1 lonely, lower, hop
4 The advantages could be that it is the beach
2 The Australian government separated
car-free, and it has a good sense of 7 a thing which you use to keep yourself
them because they thought that the
community with all the amenities of dry when it rains
girls would have a better life with
modern living. The disadvantages 8 things which you eat with when you no
white Australians. They decided to
could be that you might be very close longer have teeth
walk 1600 km home.
to your neighbours and the houses 9 a thing which you put your papers in
3 He thought Joe was dead. He knew
might get damaged in storms or
that he would fall too if he didn’t cut Page 74 Grammar
strong winds.
the rope. 1 2 our train leaves 3 where I put
4 They are both very determined and 4 you are 5 you were
physically strong. Page 71 Vocabulary 6 that cake costs 7 is free 8 we are
5 Students’ own answers 1 2 traffic congestion 2 2 Would you mind telling me what
Vocabulary 3 green vehicle the time is?
2 1 mountainous 2 scenic 4 business commuter 3 Can you remember where I put my
3 unbroken 4 rolling 5 stunning 5 congestion charge briefcase?
6 Students’ own answers 6 rush hour 4 Could you tell me how much these
7 Students’ own answers 2 2 business commuter maps are?
5 Do you know if I am going the
3 1 catering 2 all 3 tourist 3 rush hour
4 Traffic congestion right way?
4 holiday 5 track
5 green vehicle 6 Have you got any idea if the boats
6 Carbon emissions leave from here?
Grammar 7 Sustainable travel 7 Can you explain where that famous
4 1 do I travel abroad person lived?
3 2 traffic congestion 8 I wonder if you could tell me the
2 have we been on such a scenic road 3 congestion charge
3 such a, that price of the trip.
4 sustainable travel 9 Could you possibly tell me which
4 so, that 5 carbon emissions
5 Students’ own answers platform it leaves from?
6 business commuters
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3 2 where I can buy a student travel pass Collins followed his own advice to the coincidence! Soon after she told me this,
3 what time the rush hour finishes novelist – ‘Make them laugh, make them a cab came along, so I didn’t learn any
4 if I spoke to you about the tickets cry, make them wait’ – and his novels were more about her.
before enormously popular. I can’t stop thinking about last night and
5 when the last train goes Background to the story wondering who she is. Perhaps I will find
6 if the lost property office is far The woman first appears out of nowhere, out one day.
from here standing in the moonlight on a lonely With all the best
7 if I’m standing on the right platform heath near London. Walter Hartright is Walter
4 Students’ own answers at first alarmed, but then sees that she is
frightened and confused, and needs his
Unit 10
Page 75 Writing help. He speaks kindly to her, walks with Page 78 Reading
1 2 d 3 a 4 e 5 c her to show her the right road, and soon 1 2 extraordinary 3 suspicious
2 2 so as not 3 to 4 for 5 so that she disappears into the night again. 4 colleagues 5 exception
This strange meeting begins a chain of 2 b
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 3 1 false (He said your perception of
4 because 5 such as 6 so that his Italian friend Count Fosco in a mystery your abilities is the most important
7 Using 8 As well as being in which nothing is as it seems. thing for success.)
9 to stop 10 in order to 2 false (Both groups had about the
1 2 lives 3 job 4 leaves 5 sister same intelligence.)
11 for transporting 6 suburb 7 walks 8 hand 3 false (They are suspicious of new
5 Students’ own answers 2 1 white clothes 2 surprised inventions and they think about the
3 sad 4 trees potential problems.)
3 Students’ own answers 4 false (Almost everyone agrees that
Reading computers have created more job
1 1 cart, ambulance, run-down 4 1 Two of the following: Her voice opportunities.)
2 a Venice b Zermatt c Fes el Bali trembled. She looked nervously up 5 true
3 Students’ own answers and down the road. Her fear and
confusion were painful to see. 4 2 d 3 b 4 f 5 c 6 e 7 a
Vocabulary 2 It is late at night and very dark, but 5
2 1 congestion 2 network he is walking in a familiar place with MODEL ANSWERS
3 rush 4 commuters 5 green a strange and mysterious woman 1 Attitude is important because if you
6 Students’ own answers who is dressed in white. believe you can do something, you
3 1 head 2 brief 3 shin 4 walking 3 Because a baronet treated her badly. are more likely to accomplish it than
5 hold 6 Students’ own answers 4 Because he has heard the name of if you doubt your abilities.
that place recently (he is going to 2 They lied to the teachers because
Grammar teach there). they wanted to see the effect of the
4 1 expected that the new train system 5 1 Students’ own answers teachers’ attitudes on the pupils’
will be fast 2 (Possible answers) performance.
2 are thought to be efficient Who are you? Why are you walking 3 Pessimists always blame themselves
3 sitting, eating, made about dressed in white at this time for their problems whereas optimists
4 Students’ own answers of night? think that their problems come from
5 1 if there is a station near here external factors.
2 when the last train goes 6 4 ‘With resignation’ means that you
3 Students’ own answers MODEL ANSWER think that you are helpless to deal
Something strange happened to me last with your problems. ‘As a challenge’
Speaking night. After I left you and Mother at about means that you see problems as an
6 1 presentation 2 look 3 begin midnight, I began to walk back across opportunity to try harder.
4 outline 5 know 6 see 7 Firstly Hampstead Heath. As I was going past a 5 Students’ own answers
8 secondly 9 move 10 conclusion group of trees, I suddenly felt a hand on
my shoulder. Page 79 Vocabulary
Page 77 Extensive reading
I looked round and saw a sad-looking 1 2 F 3 A 4 C 5 D 6 E
The Woman in White young woman all dressed in white. I was 2 2 true 3 high 4 better 5 go
by Wilkie Collins very surprised to see her walking alone at 6 through 7 it
About the author that time of night. 3 2 He’s made it.
William Wilkie Collins She seemed very nervous and anxious, 3 I passed the test with flying colours.
was born in 1824 although I didn’t learn exactly why. I felt 4 We’ve decided to aim high.
in London, where a great sympathy for her and asked if I 5 I’m working very hard to get ahead
he lived for most of could help her. She wanted me to find her in my job.
his life. Although he a cab, as she was trying to visit a friend in 6 Yasmin is going to have another go.
trained as a lawyer, London but she didn’t seem to know the
4 2 about 3 of 4 on 5 in 6 as
he never practised, city at all.
preferring instead I walked along with her, and she told me 5 Students’ own answers
to write. He became good friends with something very surprising. She said that
Charles Dickens, and the two remained Page 80 Grammar
she knows Cumberland and Limmeridge
close until Dickens’ death in 1870. His real 1 2 has been 3 are we doing
village. Of course, that is where I am
success came with the publication of his 4 had made 5 getting 6 work
going right now! She also mentioned
fifth novel, The Woman in White. 7 have passed 8 got
the names of some people who might
9 have arrived 10 I must
be related to the man that I am going
to work for. Isn’t this all a strange
130 Answer Key
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2 2 would learn 3 watching 4 Grammar
4 painted 5 hadn’t told 6 to put MODEL ANSWERS 4 1 had been 2 is 3 to buy
7 was given 8 ’ll be sitting 1 I didn’t wake up early so I missed 4 have my teeth checked
3 2 to interview 3 asked the bus. 5 would 6 must have borrowed
4 had been 5 (to) give up 6 keep If I’d woken up early, I wouldn’t have 7 have been told
7 ’ll always manage 8 has missed the bus. (Possible answers:)
9 taking 10 would like 11 ’ve had 2 We began learning English six 8 already / just, history
12 haven’t finished years ago. 9 library, where, study
10 Although, singing
4 2 This 3 when 4 because We’ve been learning English for
5 whose 6 where six years.
Speaking
3 It was a terrible idea for me to buy
5 2 too 3 that 4 after 5 unless 5 1 interesting 2 never 3 before
that bike.
6 already 7 it 8 of all 9 Then 4 instance 5 both 6 quite 7 me
I shouldn’t have bought that bike.
10 where 11 This 8 suppose
4 Friends is a great TV series. I enjoy it a lot.
6 Students’ own answers Friends is a great TV series which I enjoy Page 85 Project
a lot. 1 2 What happened in his early life?
Page 81 Vocabulary 5 My grandfather encourages me to
1 2 off 3 out 4 behind 5 down work hard.
3 What was his greatest achievement?
6 over 7 to 8 with 4 What characteristics helped him to
I’m encouraged by my grandfather to be successful?
2 2 get down 3 sink in 4 go over work hard. / I’m encouraged to work 5 What difficulties did he overcome?
5 work, out 6 give up 7 copy, out hard by my grandfather. 6 Why will people always remember
8 fall behind 6 I really regret breaking my new camera. him?
3 2 catch up 3 give up 4 deal with I wish I hadn’t broken my new camera.
5 put off 6 stick to 7 go over
Page 83 Writing 3 Students’ own answers
8 copy, out 9 get down
1 2 Our school day is very long.
4 Students’ own answers 3 I like science a lot.
4 Our new teacher, Mr Hussein, is
Page 82 Grammar very good.
1 2 do 3 Did 4 Does 5 Are 5 Emir was sitting at the back of
6 Who 7 has 8 Do 9 Have
the class.
10 Is 11 Whose 12 is
6 Have you ever seen a better school?
2 2 What is Aziz going to study at 2 2 studey study
university?
3 language foreign foreign language
3 When / What time does the lesson
4 have are
start?
5 for the at
4 Will Lana and Maya be doing the
6 they their
exam this time tomorrow?
7 spend better be better spent
5 Why was the lesson cancelled
8 else else. (full stop at the end)
yesterday?
6 How much progress has Abdullah 3 2 Despite 3 favour 4 view
made in English? 5 think 6 doesn’t seem 7 to ask
7 Who checks your homework? 8 sure 9 strongly 10 idea
8 Where were you working yesterday 11 advantages
afternoon? 4 1 b 2 b 3 b 4 a
9 How did you get to school this 5 Students own answers
morning?
10 Will you come to the match later? Page 84 Self-evaluation
11 Could you tell me what the time is?
12 What happened in the kitchen?
Reading
1 1 bright, figure, elsewhere
3 2 My teacher asked me why I hadn’t 2 He thinks that people reach the top
finished the project. by working extremely hard.
3 If Mike had worked hard(er), he 3 This person thinks that people
wouldn’t have failed the exam. should get a copy of the book
4 Hannah, who is in my class, lives because it is packed with fascinating
near me. / Hannah, who lives near facts and it is very readable, too.
me, is in my class. 4 This person argues that you need to
5 Jack can’t have been happy when he have a lot of talent to succeed.
saw his school report. 5 Students’ own answers
6 Why haven’t the exam results been
announced? Vocabulary
7 My friend advised me to stick to my 2 1 colours 2 high 3 through
study plan. 4 get 5 dreams
8 I’ll never forget going on that 6 Students’ own answers
school trip. 3 1 over 2 behind 3 up
9 Dictionaries will be given out at the 4 out 5 up 6 in
beginning of the exam. 7 Students’ own answers
Answer Key 131
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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

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

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.
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? So, what makes this an eco-holiday? The company is owned and
Tom Not really. One of the teachers checks it before it’s printed, but operated by local people, so the profits from the treks stay in South
it’s all our own work. Sinai and help local Bedouin communities. The trekkers also support
Grandpa So you have a lot of independence, then. local communities by staying in locally owned accommodation and
Tom Yes, we do. We think of the ideas, but it’s our responsibility to buying food and drink from local people. They also buy handicrafts –
get the magazine produced on time. Anyway, I’ve just had an idea things made by hand by the local people – as souvenirs. The
for an article about the difference between teenagers now and company also has its own ‘environmentally friendly’ accommodation
their grandparents. Can I borrow that old photo, please? in buildings called eco-lodges. The trekkers are used to having
Grandpa Of course you can. While you’re at it, can you have a photo electricity and modern appliances at home, but they’ll have to get
of yourself taken? I’d like one of you. But, do me a favour, Tom … used to living without them here. The eco-lodges don’t have any
have your hair cut for it! Then you’ll look more like I did in 1944! electricity, and the showers are solar powered. They might be basic,
Tom Very funny … 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
Speaking page 70 going trekking here, visit the website …
Exercise 4 $ 2•30 Speaking page 78

Murat Thanks for inviting us, Andy. We’re looking forward to having
traditional English tea. Can I help with anything? Exercise 2 $ 3•05
Andy Sure. Could you pour the tea? A I like the sound of punting in Oxford. It looks like a very relaxing
Murat No problem. Hmm. Andy, how much milk should I add? thing to do on a summer’s day. That’d be perfect, wouldn’t it?
Does this look right? B It does look nice, I agree. But maybe it’s a bit old-fashioned.
Andy Hmm, it’s a bit milky. The perfect English tea is a dark orange- I think most people our age would prefer something more
brown colour … well, that’s what I think, anyway. adventurous, like coasteering.
Murat Can you show me what you mean? A I’m not quite sure I understand what that is! In the photo,
Andy OK, not like that. Like this … That’s it, you’ve got it. Perfect. he looks as though he’s jumping into the sea. Is that what
Murat OK. So, now what? ‘coasteering’ means – jumping into the sea?
Andy Would you mind cutting some cake to go with it? B I think it’s a mixture of activities, like swimming, jumping and
Murat Like this? climbing. It looks fun, doesn’t it?
Andy Hang on, let me show you. Try doing it like this. Thinner slices. A Yes, it does. Good suggestion! So, that’s our favourite so far.
Brilliant, thanks! B Definitely. So … what next?
Murat Mmm, it looks delicious … A How about the bat watching?
B OK. Well, I’m not mad about bats myself, but I know lots of
people like animals.
Unit 8 Out and about 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
Vocabulary and listening page 76 adventurous enough, do you think?
B Actually, I think it is. I mean, you’re going down into caves, too.
Exercises 3 and 4 $ 3•04 That’s quite exciting, like a horror film! Don’t you reckon?
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 Review 7–8 page 81
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 Exercise 7 $ 3•08
support the local community. This is very different from the traditional Jack Hi Dan! I haven’t seen you all week. What have you been up to?
package holiday. Dan Hi Jack. I’ve been working as a volunteer on an archaeological
The destination of the first ever package holiday abroad was Palma, a dig for a few days.
city on the south coast of Majorca, one of the Balearic Islands in Spain. Jack An archaeological dig? Wow! That’s amazing! How did you get
That was in 1952. As package holidays became more common in involved in that?
the 1960s, people would stay in the big hotels that were being built Dan Well, my history teacher belongs to an archaeological society
along the coast. So, where there used to be peaceful fishing villages in and he asked my class if any of us wanted to volunteer for a few
places like Malaga or Marbella, there were huge beach resorts instead days’ work. A team of archaeologists are working on an ancient
and the landscape changed for good. People didn’t use to consider the Roman site near Chester and they needed people to help them.
negative impact of tourism in those days. Jack That sounds interesting. What did you have to do?
Many people today still want to go on all-inclusive holidays where they Dan Well, the area that was being uncovered was in a field outside
rarely leave the hotel apart from to go to the beach, but nowadays the city. The earth had to be removed really carefully, layer by layer,
there’s a new type of tourist – the eco-tourist – who wants to go on an because we didn’t want to break anything or miss any important
interesting holiday that doesn’t harm the environment. These people discoveries.
want to get off the beaten track, visiting remote locations in small Jack Of course.
numbers. They want to experience the local way of life and do things Dan We were told where to work by the archaeologists, and then
like taste the delicious regional food, enjoy the traditional music and we carefully dug in the earth and looked for artefacts.
observe the local customs. Jack And did you find anything interesting?
The first eco-holiday that we’re going to look at today is in the South Dan Well, we mostly found small pieces of broken pots.
Sinai region of Egypt. A company here offers trekking holidays in this Jack Pots? Did they have pots in Roman times?
rugged, but stunning, mountainous area. The treks are led by local Dan Of course they did, Jack! Some beautiful ornaments and
Bedouin guides who can speak several languages, including English amazing jewellery were found at the dig, too.
and German. During the treks, they’ll tell the participants interesting Jack Did you find any jewellery?
things about the Bedouin culture, the geography and history of the Dan No, I didn’t. I wish I had. But I found a few pieces of tools.
area, and also the native plants and animals. Jack What kind of tools?
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Dan Well, the kind of tools that were used by farmers and builders Man Can you remember where you were sitting on the bus?
in those days. And a few people found some Roman coins. It was Rob Yeah, I was sitting near the back.
incredible to think that they were holding things that were used by Man And you left the items under the seat?
people nearly two thousand years ago. Rob No, I left them on the seat. I remembered to take my briefcase
Jack Yeah, that is incredible … So, what happened to the things with me, but not my lunch things. I don’t know why.
you found? Were you allowed to keep anything? Man Can you describe the items?
Dan No, of course not! Nobody is allowed to take anything from an Rob Yes, it was a dark blue lunch box and a red flask.
archaeological site! All the artefacts are taken to the local museum. Man Have you got any idea what brand they are?
They’re tested by scientists to find out exactly how old they are, Rob I’m sorry, I don’t.
then they’re studied by historians and displayed in the museum. Man OK, Mr Baker, that’s all I need for now. Could you possibly
Jack Cool. Maybe I’ll go to the museum and see the things you phone again in three days, so … that’s Thursday, and I’ll check
found! whether your items have been handed in?
Dan I’m going next weekend. You can come with me if you like. Rob I’ll do that. Thanks for your help. …
Jack Thanks! Maybe I will.
Unit 10 Success
Unit 9 Getting around
Exercises 3 and 4 $ 3•12 One
Man London Lost Property Office. How can I help you? Normally, I love gaming, so I miss it when I’m studying. It helps me
Rob Oh, hello, I’ve just got off the number 62 bus, but I’ve left my to relax, better than going for a walk in the park. Actually, gaming
lunch box and flask on the seat. Can you tell me if there is any way I a little the night before an exam probably wouldn’t be such a bad
can get them back? They’re quite new, you see. idea. Instead, I go crazy and study like mad. Even though I start
Man Well, you won’t be able to get them back today, but you could revising weeks before, I convince myself I’ve fallen behind and I’ll
try again later. All the lost property found on public transport in never catch up. I even go over my notes while I’m eating my dinner.
London ends up here. It’s just so hard to stop. I switch my phone off to stop friends from
Rob Do you know how long it takes found items to get to the office? calling or texting. I know that this doesn’t sound very supportive,
Man It depends, but they can take a day or two to find their way but I worry about wasting time. I also get my bag ready, so I don’t
here. Then we have to log them on our computer system. So it spend time looking for things in the morning.
takes at least three days before we can return the items. Two
Rob OK, I see. Do you get a lot of lost property? I’m looking forward to finishing my exams and hanging out with
Man You wouldn’t believe the amount of stuff we get! We had friends again. My mum thinks we just play games, but we support each
around 250,000 items last year! other, too. I often study with friends, which helps with my revision.
Rob Honestly? So you get a lot of lunch boxes, then? But the evening before an exam I can’t talk to anyone. I can’t deal with
Man Yeah, we get a lot of ordinary stuff like that. Brollies are one hearing how stressed everyone else is! I don’t deal with stress well. I’m
of the most common items – we had about 12,000 last year – and so nervous that I find it really hard to stop eating biscuits! I know that if I
we always get lots of keys, mobile phones, headphones and even go over my notes, nothing will sink in, so I usually walk around the park
briefcases. for a bit. That can help me to relax a little.
Rob Do you ever get any really unusual items?
Three
Man Well, we sometimes get things that you wouldn’t expect
Every year, I have these good ideas. Like, this time I’m not going to
people to lose when they’re travelling, like false teeth, walking
spend any time gaming. This time, I’m going to stick to a revision
sticks and flip-flops, but I think the most unusual thing that was
plan. And of course, the opposite happens, and I get down to my
handed in was a wedding dress!
revision the night before the French exam; I’m getting stressed,
Rob Really? Was it new?
because I don’t remember a thing. So then I’m on the phone to
Man Yes, brand new. Anyway, fortunately, the owner got in touch
a friend for advice, walking round and round the room, trying to
with us, so she managed to get it back in time for her wedding!
work out what to do. I don’t even eat sensibly – loads of junk – and
Rob Do people hand in money, too?
then, of course, I find it hard to sleep. But this time, it’s going to be
Man Yeah, they do. People in London are very honest and hand in
different. No, really, it is!
wallets and purses or just cash. Once, we even had a holdall full of
money – there was £10,000 in it! Four
Rob No way! Do you mind me asking how many people get their The night before the exam, my room’s a mess. Books and notes I’ve
lost property back? copied out, stuff everywhere. I can never find the things I need for
Man Well, last year, over 52,000 people did. If items aren’t claimed the morning, so most of the evening has usually gone by the time
after three months, they’re sold and the money is given to charity I’ve done that, and then I feel cross and end up playing games just
or the items are donated to people who need them, for example, to calm down, which is not the best idea. I know some of my friends
we donate shin pads and football boots to a youth club or a small say they find it hard to eat before the exams, but the real issue for me
football club. is boredom. I find it hard to concentrate on revision, so sometimes
Rob That’s good. I give up too early. I want to look at the next thing, go for a walk,
Man Anyway, about your lunch box and flask … I need to take anything. Sometimes I go and chat to my mum for a bit of support..
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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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.
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 the unit using the questions in the Think about it exercise.
might ask, and answers that you expect students to give] • The teacher follows up this activity with further questions on the
Warm-up topic and themes: [Write other questions you will ask here]
• Ask students about the topic of the unit and brainstorm related Further practice
words: [Write the topic, the questions you will ask the students and • Give students an extra activity from the Teacher’s Book: [Look in
words you expect from the brainstorm here] the Teacher’s Book to see if there is an Optional Activity to do with the
Presentation students. Write the activity here]
• Before reading: prepare the students for the topic of the text and Closure
pre-teach any vocabulary you think they will need: [Write the • Give students the opportunity to feed back on how well they
vocabulary you will pre-teach here] have learnt the lesson.
• Elicit the type of text it is, e.g. narrative, essay, magazine article, • Ask students: If you feel you have done well, raise your hand. On the
etc. and elicit the topic of the text: [Write the topic, the text type scale of 1–10 how well have you done?
and questions you will ask the students to elicit these here] • Encourage them to complete the self-evaluation activity at
• Focus students on the Study focus. Check that they understand the foot of the Student Book page by ticking the appropriate
how to use the strategy described. emoticon; Sad face: I must try this again, Neutral face: Quite good,
Practice Happy face: Brilliant.
• Students answer the reading comprehension questions: • Be sure to praise the students for their participation in the lesson.
[Write the types of comprehension questions here, e.g. multiple- Give yourselves a clap. You’ve worked really hard today. Well done.
choice, true / false, gist / detail]
• Students consolidate the target vocabulary in a matching exercise.
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)
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 • Use the How to exercise to focus on a speaking function and
a few check questions to see if they are familiar with any of them: encourage students to practise the function using Key phrases:
[Write the topic and the questions you will ask the students here] [Write the function and phrases here]
Presentation Listening (some lessons)
• Elicit the meanings of the vocabulary items you think they • Before listening: prepare the students for the topic of the text
know by asking concept questions and pre-teach any unfamiliar and pre-teach any vocabulary you think they will need: [Write the
vocabulary: [Write the vocabulary you expect them to know here] vocabulary you will pre-teach here]
Practice • Focus students on the Study focus, if there is one. Check that they
• Students complete the tasks in the vocabulary exercise(s), there may understand how to use the strategy described.
be one or more questions for each vocabulary set: [Write the types of • Students answer the listening comprehension questions:
vocabulary exercise here, e.g. matching, gapfill] [Write the types of comprehension questions here, e.g. multiple-
Production choice, true / false, gist / detail]
• Use the Talk about it exercise to get students to practise in a Closure
personalised speaking activity: [Write the activity here] • Give students the opportunity to feed back on how well they
Further practice have learnt the vocabulary (and improved their listening skills).
• Give students an extra activity from the Teacher’s Book: [Look in Ask students: If you feel you have done well, raise your hand. On the
the Teacher’s Book and choose the Optional Activity to do with the scale of 1–10 how well have you done?
students. Write the activity here] • Encourage them to complete the self-evaluation activity at
the foot of the Student Book page by ticking the appropriate
Vocabulary building
emoticon; Sad face: I must try this again, Neutral face: Quite good,
• Use the Vocabulary builder exercise to get students to Happy face: Brilliant.
understand how they can increase or improve their vocabulary
learning: [Write the vocabulary builder topic here, e.g. verb prefix un-] • Be sure to praise the students for their participation in the lesson:
Give yourselves a clap. You’ve worked really hard today. Well done.
Review Extension
Differentiation:
© /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
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: • Use the How to exercise to focus on a speaking function and
[Write the questions you will ask the students and words you expect encourage students to practise the function using Key phrases:
from the brainstorm here] [Write the function and phrases here, e.g. How to say where things
• Pre-teach any vocabulary you think they will need: [Write the are: Where’s the … ?]
vocabulary you will pre-teach here] Further practice
Presentation • Refer students to the Focus on Grammar and give them some
• Elicit what the students know about the target grammar: [Write exercises from this section of the Student’s Book: [Write which
the target grammar items here] grammar points and exercises you give to the students here]
• Students read the examples and answer the question given. Closure
• Students complete the rules. • Give students the opportunity to feed back on how well they
• Use the Focus on Grammar section to consolidate the grammar: have learnt the grammar: If you feel you have done well, raise your
[Write the sections of the Focus on Grammar section that you will go hand. On the scale of 1–10 how well have you done?
through in class] • Encourage them to complete the self-evaluation activity at
• Use additional examples on the board to consolidate the grammar: the foot of the Student Book page by ticking the appropriate
[Write the examples here. There are ideas in the Teacher’s Book] emoticon; Sad face: I must try this again, Neutral face: Quite good,
Happy face: Brilliant.
Practice • Be sure to praise the students for their participation in the lesson:
• Students follow the exercises to practise the grammar in context: Give yourselves a clap. You’ve worked really hard today. Well done.
[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]
Review Extension
Differentiation:
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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
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]
Review Extension
Differentiation:
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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
At the end of the lesson the students will be able to: • write a text of a specific type: [Write the text type here, e.g. email]
• understand the model text • recognise and use useful language for writing: [Write the specific
• use the Key phrases in context: [Write the specific phrases here] items here, e.g. linking words, time clauses, sequencing words]
• use the Language focus to improve their writing skills: [Write the • use the language from the unit in context: [Write the language
specific items here, e.g. when, while, as soon as] from the unit you expect them to use in the writing here]
Steps:
Warm-up Production
• Ask students to look at the text. Elicit the type of text it is, e.g. • Focus students on the writing task. Check they understand what
email, narrative and elicit the topic of the text: [Write the topic, the to do by asking questions: [Write the questions you will ask here]
text type and questions you will ask the students here] • Students plan their writing, using the prompts in the Writing guide
Presentation and the Paragraph plan in the Focus on Writing section: [Write how you
• Students follow the reading exercises. will help them, e.g. brainstorm, make notes on the board]
• Focus students on the Key phrases. Check that they understand • Remind students of the grammar and vocabulary which has been
them: [Write the Key phrases here] presented in the unit so that they can use it in their writing.
• Focus on the Language focus. Check that they understand it: [Write • Students do the writing activity: [Write the activity here]
a summary of the Language focus here, e.g. and, but, because] • The teacher monitors during the writing stage and provides
Practice feedback. There is a model answer and marking scheme in the
• Students follow the practice exercises to practise using the useful Teacher’s Book for reference.
language for writing: [Write the specific writing language items and Closure
exercises here] • Give students the opportunity to feed back on how well they
• Use the Focus on Writing page: [Write how you will use this, e.g. work have learnt the grammar: If you feel you have done well, raise your
through the exercises in class or set as a separate homework activity] 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.
Review Extension
Differentiation:

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SCOPE 4 TEACHER's BOOK

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SCOPE 4

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Review 9–10 114

Focus on Grammar answer key 116

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• a Starter unit to revise basic vocabulary • a Focus on Grammar section to provide

The Workbook contains:

• six pages of additional practice for • five Literature pages to provide

The Teacher’s Book contains: The Teacher’s Toolkit disc contains:

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Vocabulary and Grammar

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Speaking and Writing

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• The Focus on Grammar section provides a page of

• The Focus on Writing section provides extra

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An audio CD element is included, with recordings

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Content in Scope iTools is organised into Select Content tabs

four tabs: Choose single or Toggle between Hide / show

Full audio content Resources

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Feedback and display Try to create an atmosphere of

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Mixed ability and Scope Reading

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Group work and mixed ability

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

A2 Waystage – Can understand sentences and frequently

B1 Threshold – Can understand the main points of clear

B2 Vantage – Can understand the main ideas of complex

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08 Scope TB4 introduction.indd 19

Free time and interests page 4

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Present perfect simple:

10 Students complete the sentences with

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Social responsibilities page 6

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Advice and obligation:

9 Students read the sentences and

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Recording vocabulary page 8

Study focus: Recording vocabulary

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to speak English as much as she can,

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Photography and social

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Optional activity: Creativity

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