Abrir Life Vision Upperintermediate Teachers Guide 5

Teacher’s Guide
B2
Upper Intermediate
Amanda Begg
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Great Clarendon Street, Oxford, ox2 6dp, United Kingdom
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ISBN: 978 0 19 408109 2 Life Vision Upper Intermediate Teacher

Guide with Digital Pack
Guide Pack Component
ISBN: 978 0 19 412387 7 Life Vision Upper Intermediate Student

Book Classroom Presentation Tool
ISBN: 978 0 19 412388 4 Life Vision Upper Intermediate Workbook
Classroom Presentation Tool

Online Practice Pack Component
Online Pack Assessment Pack Component
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Contents
Student Book contents 4

Course overview 6
Introducing Life Vision 8
Key features of this course 8
Course assessment 12
Methodology support 13
Unit walkthrough 14
Unit teaching notes 26
Vocabulary booster notes 157
Grammar booster notes 165
Culture lesson notes 174
Student’s Book audio and video scripts 184
Workbook answer key 209
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CONTENTS
INTRODUCTION LESSON 0.1 LESSON 0.2 LESSON 0.3 LESSON 0.4 VO
p.4 Vocabulary: Injuries and Vocabulary: Nature Vocabulary: Work and study Vocabulary: Travel and GR
treatment Grammar: Past tenses Grammar: Future tenses tourism
Grammar: Present tenses Grammar: Relative clauses IR
UNIT VOCABULARY 1 GRAMMAR 1 LISTENING VOCABULARY 2 GR
1
Live and learn
The road to success
Vocabulary: Skills and
natural talents
Vlog
Past perfect simple and
past perfect continuous
Grammar animation
Teaching yourself The best age
Strategy: Using key words Vocabulary: Life stages
to identify the main point and learning
Vocabulary: Phrasal verbs
Use
use
Pro
p.8 Review p.19 Vision 360° p.20
2
Highs and lows
It drives me crazy!
Vocabulary: Feelings
Vlog
Modal verbs: advice,
obligation and
necessity; possibility,
probability and
Be more in control of
your life
Strategy: Recognising
paraphrasing
Well-being
Vocabulary: Well-being
Pas
certainty Vocabulary: Being more

Grammar animation in control
p.22 Review p.33 Exam skills p.34
3
An active life
Let’s keep fit
Vocabulary: Doing exercise
Vlog
Advanced and qualifying The origins of sport
comparatives
Grammar animation
Strategy: Distinguishing
facts and speculation
Vocabulary: Origins of
Transferable skills
Vocabulary:
Transferable skills
Art
qua
sport
4
A place like
Alternative living spaces
Vocabulary: Living spaces
Vlog
Future continuous,
future perfect simple
and future perfect
continuous
The future of city
centres
Strategy: Understanding
discourse markers
Nomads
Vocabulary: Home and
community
Fut
firs
home Grammar animation Vocabulary: Work
5
Technology
What gadget couldn’t you
live without?
Vocabulary: Technology
Vlog
Second and third
conditionals;
conjunctions:
alternatives to if
Streaming
Strategy: Distinguishing
between supporting and
contrasting information
Technology and the
environment
Vocabulary: Technology
and the environment
Mix
Grammar animation Vocabulary: Streaming
6
Money matters
No-spend challenge
Vocabulary: Spending money
Pronunciation: Compound
nouns
The passive: all tenses;
verbs with two objects
in the passive
Grammar animation
Less is more
Strategy: Drawing
conclusions from what we
hear
Social commerce
Vocabulary: Online
shopping
The
for
Vlog Vocabulary: Minimalism
7
All about art
That sounds amazing!
Vocabulary: Different art
forms
Vlog
Reported speech
Grammar animation
What a great score!
Strategy: Recognising the
new meaning of a known
word
Updated masterpieces
Vocabulary: Interpreting
art
Rep
Pro
end
Vocabulary: Film and
music
8
Local and
Lending a helping hand
Vocabulary: Volunteering in
the community
Vlog
Verb patterns
Grammar animation
Different kinds of
volunteering
Strategy: Recognising
features of informal English
Crisis mapping
Vocabulary: Responding
to a humanitarian crisis
Par
global Vocabulary: Informal

citizenship phrases
Pronunciation:
Connected speech
4 Student Book contents

2 Contents
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VOCABULARY BOOSTER p.120
GRAMMAR BOOSTER p.128
es IRREGULAR VERBS LIST p.148
GRAMMAR 2 READING GLOBAL SKILLS SPEAKING WRITING

Used to, would, be / get The Outsiders Emotional intelligence A social exchange An article
s used to Strategy: Understanding Vocabulary: Emotions Strategy: Being able to Strategy: Using comment
Grammar animation new words and phrases backtrack and reformulate to adverbs to make your
Pronunciation: used to Vocabulary: Phrases with correct errors or slips writing more interesting
get Phrasebook: Restating your Phrasebook: Comment
ideas adverbs
Past modal verbs Miracle on the Hudson Building resilience Comparing photos An opinion essay
g Grammar animation Strategy: Previewing and Vocabulary: Strategy: Using adjectives Strategy: Planning what
predicting Challenging situations Phrasebook: Talking about to include
Vocabulary: Collocations photos Phrasebook: Opinion
Pronunciation: Contrastive essays
stress
Documentary E-body
Articles and Review: Rising Phoenix Managing your A discussion A report
quantifiers Strategy: Understanding reaction Strategy: Managing the Strategy: Using
Grammar animation referencing Vocabulary: Handling conversation impersonal language
Vocabulary: Disability in disagreements Phrasebook: Discussing ideas Phrasebook:
sport Pronunciation: Sentence stress Impersonal language
Future time clauses; A short history of Identifying and A stimulus-based discussion A formal email of
d first conditional migration analysing trends Strategy: Co-operating and enquiry
Grammar animation Strategy: Recognising the Vocabulary: Describing contributing Strategy: Using formal
writer’s point of view trends in graphs and Phrasebook: Commenting on register
Vocabulary: Extreme diagrams someone’s opinion Phrasebook: Enquiring
weather Pronunciation: Chunking
Documentary Green design in Mexico
Mixed conditionals Quitting social media Your digital footprint Giving a presentation A website review
Grammar animation Strategy: Using topic Vocabulary: Online Strategy: Organising a Strategy: Using
gy sentences activity presentation modifying adverbs
Vocabulary: Social media Phrasebook: Signposting a Phrasebook: Reviewing
presentation a website
Pronunciation: Linking
The passive: advanced Fast fashion The importance of the Asserting your rights as a A for and against essay
forms Strategy: Recognising small print customer Strategy: Ordering
Grammar animation functional language to Vocabulary: Consumer Strategy: Register points into a coherent
identify purpose rights Phrasebook: Consumer issues argument
Vocabulary: Fashion Vocabulary: Faulty items Phrasebook: For and
against essays
Documentary Keeping it local
s Reporting verbs Art and travel Understanding Selecting an option A formal letter
ng Grammar animation Strategy: Using the copyright and Strategy: Using a range of Strategy: Using
Pronunciation: -ed introduction and conclusion plagiarism vocabulary to avoid repetition persuasive language
endings to understand the gist Vocabulary: Copyright Phrasebook: Discussing Phrasebook: Persuasive
Vocabulary: Travel idioms and plagiarism options; making a decision language
Participle clauses Future-proofing the Disagreeing A debate A discursive essay

ng Grammar animation world diplomatically Strategy: Listening actively Strategy: Using
s Strategy: Recognising fact, Vocabulary: Differences Phrasebook: Engaging with nominalisation
opinion and speculation of opinion ideas
Vocabulary: Scientific
intervention
Documentary Chelsie’s vlog: What working in a hospital is like
Student Book contents 5

Contents 3
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17:16
Print components
FOR STUDENTS
Student Book Workbook

• 8 topic-based units each including Global skills, • Further lesson-by-lesson practice including 8 pages
Exam skills and Review lessons of Exam skills and 8 Review lessons
• 4 Vision 360° interactive lessons • 8 How to learn vocabulary lessons
• 16 Vocabulary booster lessons • 8 Vocabulary booster lessons
• Grammar section for reference and extra practice • Functions Bank, Writing Bank and wordlist
FOR TEACHERS
Teacher’s Guide
• An overview of the course and its methodology
• Professional development support
• Teaching notes for the Student Book
• Extra activities for stronger and weaker students
• Assessment for Learning tips
• Answer keys and audio and video scripts
• Access code for Oxford English Hub
6 Course overview: print components
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Digital components
on Oxford English Hub
The digital materials and resources for this course can all be found at oxfordenglishhub.com
FOR STUDENTS
Student e-book Student Online Practice

• A digital version of the Student Book with audio, video • Extra interactive practice of all four skills, grammar
and Vision 360° interactive images and vocabulary
Workbook e-book Student resources

• A digital version of the Workbook with audio • Course audio and video
FOR TEACHERS
Teacher’s Guide Course assessment

• PDF version • Entry test, diagnostic test, short tests, unit tests,
progress tests and end-of-year tests
Classroom Presentation Tool
Teacher resources
Student Book
• 40 photocopiable activities – 16 grammar,
• Student Book on screen with audio, 28 videos including 16 vocabulary and 8 communication worksheets
vlogs, grammar animations and documentaries, Vision • 4 documentary video worksheets and 8 culture lessons
360° interactive images and answer keys
• Downloadable wordlists
• Games and interactive activities
• 8 culture lessons Teacher Online Practice
• Navigate function to the Workbook • Extra interactive practice of all four skills, grammar and
vocabulary
Workbook
• Tools to assign and track students’ homework and
• Workbook on screen with audio and answer keys progress, and manage classes
• Navigate function to the Student Book
Professional Development
• Methodology support, bite-sized training and more to
maximise your teaching
Course overview: digital components 7
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Introducing Life Vision The framework is flexible, allowing course materials to be
developed that meet a variety of teacher and learner needs,
Life Vision is a new six-level course for teenagers working towards cater to mixed abilities, and take local contexts into account. The
national and international exams, and has been developed to give resources are used by course developers to develop and produce
them the tools they need for exam success. But more than that, material at the right level of challenge for learners. They focus
Life Vision is a new course for young people preparing for adult life on the essential elements of language acquisition: grammar,
in the globalised, digital world of the 21st century. Life Vision helps vocabulary, pronunciation, and the four skills – reading, writing,
them develop the communication skills, learning strategies and life listening and speaking. They can be used by themselves or adapted
skills that they need to realise their full potential. to conform with requirements from external sources (e.g. ministry
Life Vision offers you and your students: syllabus criteria or international and national exam specifications).
• A carefully levelled and consistent grammar syllabus aligned to The OxELF resources
the CEFR.
Grammar
• A strong vocabulary focus with vocabulary aligned to the CEFR
The approach to grammar in Life Vision is based on the OxELF
and the Oxford 3000 and Oxford 5000 word lists, as well as
grammar syllabus which recommends at which level to teach
vocabulary development lessons in the Workbook.
which grammar point for the first time, ensuring that grammar
• Thorough preparation for national and international exams acquisition is accessible to learners.
including Cambridge exams through exams skills lessons in the
Student Book and Workbook. Vocabulary
• Clear skills development with strategies in the four skills aligned The OxELF vocabulary syllabus is based on the Oxford 3000 and
to the CEFR. Oxford 5000. This enables learners to focus on the most useful
words to know at each CEFR level and acquire strategies for using
• Accessible, interesting topics to engage teenage learners and them. Learning objectives relating to vocabulary development are
help them develop as global citizens.
aligned to CEFR competences such as recognising different parts of
• Three or four videos in every unit to provide fun, flexible content speech and recognising collocations.
to use during class, or as homework to introduce or consolidate
Pronunciation
learning.
Pronunciation is integrated into all areas of language learning
• Global skills lessons in every unit that equip students with
and is aligned with CEFR competences. The key goal for learners
invaluable strategies to become successful global citizens.
is intelligibility, focusing on key pronunciation features such as
• Speaking lessons with carefully staged activities and a consonant sounds, consonant clusters, vowel sounds, word stress,
phrasebook of useful expressions. sentence stress, intonation and connected speech.
• Think and share activities that encourage students to think The four skills
analytically, justify their answers, and challenge other opinions.
OxELF categorises reading, writing, listening and speaking by key
• Vision 360° lessons in every other unit that transport students competences, such as understanding text structure in a reading
to real-world environments to develop digital literacy skills
text. These break down into specific micro-skills that are needed for
and develop learner autonomy through speaking tasks and
learners to improve in that skill, such as recognising linking words
collaboration.
in a reading text.
• Development of digital literacy skills to access, evaluate and
More information
share online content.
To find out more about OxELF, visit http://www.oup.com/elt/OxELF
• A mixed ability focus throughout with differentiated exercises in
the lessons and Vocabulary boosters, dyslexia-friendly tests and
extra support and ideas for you in the Teacher’s Guide. Key features of this course
• Mediation activities designed to help students develop a range
of key language skills to clearly convey information to others. Grammar syllabus
• An assessment for learning focus enabling students to take an Life Vision is built on a robust grammar syllabus that satisfies
active part in their learning. several criteria. It is based on the CEFR-levelled OxELF grammar
Life Vision also offers professional development through syllabi, whilst at the same time taking into account the grammar
methodology support; this consists of a range of resources to requirements of international and national exams relevant to each
maximise your teaching effectiveness. They can be found here: level. There are two grammar lessons in each unit, supported by
www.oxfordenglishhub.com grammar animation videos. Further grammar practice can be
found in Life Vision Online Practice.
The Oxford English Learning Framework:
the right foundations for every classroom Vocabulary syllabus
What is the Oxford English Learning Framework? There are two vocabulary lessons in each unit which introduce
The Oxford English Learning Framework (OxELF) is a set of tools and practise the core vocabulary sets for each topic and the Real
aligned to the CEFR, which inform our course and assessment English phrases (common everyday expressions). There is further
materials. Our authors and editors use these tools to create learning practice of these core sets in the Vocabulary boosters in the Student
materials that lay the right foundations for every classroom, Book and Workbook. A feature called Word skills (vocabulary
enabling you to maximise each student’s potential. OxELF was development in areas such as using compound nouns, or
developed in consultation with our expert panel and it represents understanding word building), is in the Vocabulary booster for each
OUP’s view of the best way to learn a language. unit of the Student Book and is then developed and practised in
the How to Learn Vocabulary lessons in each unit of the Workbook.
OxELF is composed of a range of tools that are designed to ensure
Vocabulary is recycled throughout the Student Book, Workbook
that OUP’s English language courses:
and photocopiable materials. Vocabulary related to the unit topic
• are consistently levelled to the CEFR. can also be practised in Life Vision Online Practice.
• are informed by evidence-based theories of language learning.
• support learners in meeting CEFR learning objectives in the
most effective way possible.
8 Introducing Life Vision
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Exam skills Creativity and critical thinking
Life Vision is built on thorough, targeted preparation for the Oxford Critical thinking involves being able to analyse information and
Test of English, international exams including Cambridge exams, use problem-solving skills. It is a natural partner to creativity, which
and national school-leaving exams. The syllabus was developed to relies on the ability to think flexibly and generate original ideas and
reflect up-to-date curriculum requirements of national education solutions to problems.
systems and to cover the topics that occur most frequently. Intercultural competence and citizenship
At the end of every two Student Book and Workbook units, there is Intercultural competence is concerned with the skills needed to
a dedicated Exam skills lesson which provides robust preparation interact appropriately and sensitively with people from diverse
for international exams with exam strategies and activation cultural backgrounds. The notion of citizenship is concerned with
activities to help students perform to the best of their ability. Use both the local and the global, focusing on social responsibility.
of English, Listening, Speaking, Reading and Writing tasks are all Emotional self-regulation and well-being
covered in both the Student Book and the Workbook.
Learner-centred approaches in education focus on aspects
In addition to the exam skills lessons, there are exam exercise types of well-being such as ways of promoting learner autonomy,
throughout the Student Book and Workbook as well as in the enhancing learners’ self-belief and attending to positive learner
photocopiable materials and Life Vision Online Practice. attitudes. Other aspects of learner well-being include boosting
learner motivation, developing a growth mindset and making
The four skills learners aware of effective self-regulatory strategies.
Based on OxELF, the four language skills of reading, writing, Digital literacies
listening, and speaking are developed throughout the course with
Digital literacies include the ability not only to use a diverse range
a strong focus on strategies. Every skills lesson in the course has
of digital technologies but to employ them in socially appropriate
a specific strategy and accompanying exercise, such as ‘How to
ways across a range of cultural contexts (see section on digital
structure for and against arguments in an essay’ or ‘Understanding
literacy below).
text structure in a reading text.’ The intention is that there is a
useful takeaway with these strategies as the students will be able Global skills in Life Vision
to apply them both in their exams and outside of the classroom. In each unit there is one lesson focusing on one of the sub-skills
The strategies are further practised in Life Vision Online Practice. described above. The lesson normally contains the following
elements:
Stimulating topics • a reading or listening text on the topic, often supported by new
The selection of all the topics that appear in Life Vision is based on vocabulary
the belief that students learn best when they feel that they can • one or two speaking activities that enable students to discuss
relate to the topics, issues and ideas in the course. In each unit the aspects of the topic.
material helps students learn new language items and language Many features of communicative English language teaching are
skills by capturing their interest and focusing their attention with suitable for the development of global skills alongside language
engaging topics and issues that they can identify with. skills. To find out more, read our position paper Global Skills: Creating
Empowered 21st Century Learners at www.oup.com/elt/expert
Video
There are three or four videos in each unit of the course. The units Speaking
start with a vlog presenting the vocabulary of the first lesson and Life Vision places a strong emphasis on developing a range of active
introducing the first grammar point of the unit. communication skills to equip students to respond confidently in
The two grammar animation videos in each unit support the different situations. Throughout the course, and in every lesson,
grammar lessons. They can be used as part of a ‘flipped classroom’ students have varied opportunities for speaking practice. Speaking
approach, to be viewed either before, during, or after the lesson. is built into each lesson, from the stimulating, image-based unit
The animations and explanations provide a relatable context for openers that activate students’ prior knowledge of a topic, to the
the new grammar, making it clear and accessible for self-study, spoken output tasks that build on what students have learned in
classroom presentation, or revision. These animations can also be the lesson and allow them to personalise and activate it.
found in Life Vision Online Practice. In addition to this, the Think and share speaking activities in every
There are also four authentic documentary videos in each level lesson make the topics more engaging and meaningful for students.
which expose students to life beyond the classroom and have an Dedicated speaking lessons in each unit provide structured tasks
accompanying worksheet. and phrase banks, so that students have a clear framework to
express their ideas. The speaking lessons set achievable goals and
Development of global skills give students the tools and strategies to achieve them, whilst also
providing the right language and skills that they need for their
What are global skills?
exams. In the first of the two vocabulary presentation lessons
Global skills prepare students at all levels of education to become in each unit, there is a Real English section, which consists of
successful, fulfilled and responsible participants in 21st century idiomatic, informal phrases. These sections help to make students'
society. Transferable across subjects in school and across work and spoken language sound natural and fluent.
social settings, global skills are both desirable outcomes of learning
and an enriching part of the learning process.
Critical thinking
Global skills can be grouped into five interdependent skills clusters
which are all applicable to ELT settings: What is critical thinking?
Critical thinking has been identified as an essential 21st
Communication and collaboration
century skill. It is one of the ‘Four Cs,’ the others being creativity,
These are closely linked: collaboration requires effective collaboration and communication. Developing critical thinking
communication skills, and communication is enhanced when a skills means helping students move beyond simple comprehension
person is aware of how they can contribute to the interaction for of information. They learn to use logic and evidence to make
the benefit of others. deductions, analyse and classify information, and solve problems.

As previously mentioned in the Speaking section, in Life Vision Support for mixed ability classes
there are regular Think and share tasks, which support and develop Through appropriate levelling with the CEFR, Life Vision ensures
students’ critical thinking. The tasks encourage students to think that content is manageable for all students. The speaking activities
analytically, justify their answers and challenge other opinions. in the Student Book are carefully staged. In addition, the Vocabulary
These activities run throughout the course and allow students boosters in both the Student Book and Workbook have Get started
to personalise and engage with a range of current topics. The review exercises for less confident students and Extend exercises
critical thinking skills they foster allow students to approach real- for more confident students. Further support for less confident
world problems with a useful toolkit of skills, and help them to students is provided in the Review sections in the Workbook and
navigate with confidence through the information overload that is the extra support and challenge activities in the Teacher's Guide. In
characteristic of today’s world. addition, the unit tests have a dyslexia-friendly version.
Vision 360° lessons Mediation

These lessons allow students to look at interactive 360° images What is mediation?
in which additional content – video and audio clips and texts – Mediation normally means negotiating in order to resolve an
has been embedded. This content is accessed through different argument or conflict. In the English language classroom, mediation
hotspots that can be found on the 360° image. The use of this has a different meaning. In a basic sense, it is someone telling
feature is highly motivating for students as they can explore someone else about something. In a fuller sense, mediation is an
interesting aspects of the 360° images before looking in closer aspect of communication that involves clarifying or enhancing
detail at the additional content. Vision 360° lessons add extra understanding between people, for example when reporting
dimensions to learning: or interpreting ideas in different ways, or when presenting
• they showcase digital technology that is easy to use and information or concepts.
attractive to students. Developing mediation skills has acquired more importance in
• the visual stimuli provide multiple opportunities for speaking. recent years; the CEFR now defines these skills in detail for different
• the hotspot exercises and the project work allow students levels of language ability and provides can-do statements that can
to develop their digital literacy and research skills (see next be adapted as learning aims for communicative activities in the
section). classroom.
How do mediation activities work in the classroom?
Digital literacy A mediation task normally involves two texts, which may be either
Digital literacy covers a very broad spectrum of skills, but it can be spoken or written. Students read or listen to the first text (often
defined in general terms as the ability to access, use, create and called the source text) and then have to change it in some way
share information and content, using a range of digital devices in order to explain or tell it to another person or group of people
and applications in ways that show critical awareness and an who have not had access to this information. The changed version
understanding of what is safe and legal. Digital literacy plays a that students speak or write is the second text (often called the
fundamental role in almost all areas of life and work in the 21st mediated text).
century. In a learning environment it enables and enhances a large
number of activities that involve: Students They change They write
• communication read or the medium or speak a
listen to a or register mediated
• presenting ideas source text or purpose text
• finding, modifying and creating information
• problem solving Mediation can happen in various ways, such as changing the
Social engagement also plays an important part in digital literacy; medium (e.g. from written to oral / aural), or the register (e.g. from
collaboration and communication skills go naturally with using formal to informal) or the purpose of the text (e.g. from information
digital tools in a socially engaged way. to advice).
Life Vision is a course for today’s teenagers – digital natives with a The examples below show how these different kinds of mediation
strong interest in the possibilities of technology. The use of digital work as classroom tasks:
content throughout the course appeals to both teachers and • Students read a text and change the information in it to a visual
students in its variety and flexibility for learning. format (e.g. a diagram or an illustrated poster).
The importance of digital literacy is reflected in two main places in • Students read a text written in a formal style and write about it
Life Vision: to a friend in an informal style.
1 In the topics of the Global skills lessons, which cover issues such • Students listen to a presentation and write a summary of the key
as online security and global internet usage. points for their work colleagues.
2 In each of the Vision 360° lessons, in which there is a focus on There is one mediation task in each unit of the Student Book, and
developing digital literacy through the hot spot exercises and one in each unit of the Workbook.
projects (see also the section on Vision 360°). For example, a How do mediation activities enhance learning?
project may require students to do research online – such
A shift of emphasis
as finding out about community projects in their area then
produce a poster or advert in pairs or groups and finally present While mediation activities may help students practise grammar and
it to the class. This helps develop students’ digital literacy by vocabulary from the unit, their main purpose is to help students
encouraging them to: develop their communication skills. For this reason, the emphasis is
often on effective communication rather than focused practice of
• critically evaluate the reliability of the information on the grammar and vocabulary in the unit.
websites that they use for their research.
• work together to decide on the best way to structure and edit Personalisation
the information that they find online. When students mediate texts, they communicate in their own
words ideas or information they have read or listened to. In this
• apply and extend their knowledge of digital tools for presenting
way, they adapt and personalise the message, making it more
their work.
relevant to the person they are communicating with.

Integrated skills • It allows you to teach more inclusively. By providing more
Mediation activities focus on integrating receptive skills (listening tailored support to individual students, you can feel more
and reading in the source texts) and productive skills (speaking and confident that no one is being left behind.
writing in the mediated versions). • It enables colleagues to support each other. AfL offers
a consistent approach which you and your colleagues can
Assessment for learning implement together.
What is assessment for learning? How can I implement AfL in my teaching?
Assessment for learning (AfL) is an approach that builds formal and Effective implementation of AfL is grounded in three key classroom
informal assessment practices into everyday classroom activities to practices: diagnostics (where the learner is), learning intentions
directly encourage learning. It is recognised by educators around (what the learner needs to learn next) and success criteria (what
the world as a way of improving students’ performance and success looks like).
motivation and promoting high-quality teaching. As this diagram illustrates,
AfL relies on a constant flow of information between you and these practices are interrelated
Ma
and together they lay the
Le r what
ke
your students. Students provide evidence of their knowledge,
arn is b
lea
w
foundations for effective
kno
understanding and skills as they engage in learning activities.
cs
ing eing
s
i
ner
feedback. The next section
ost
Meanwhile, they receive specific and constructive feedback on
int learne
lea
gn
their performance and progress, which helps them to move explains the three key
at
en d an
Dia
wh
Feedback
tio d wh
forward in their learning. This creates an ongoing cycle of gathering practices in more detail and
ut
and
do
ns
intervention shows how they can be put
Fin
information, identifying next steps and supporting learners to
achieve the set objectives. into practice in the classroom
y
In an AfL approach, it does not need to be only you who gathers
Clarify what successful performance looks like with examples from Life Vision.
Success criteria
and interprets evidence about what students know and can do.
Students are also encouraged to do this for themselves and for Diagnostics
each other through self-assessment and peer assessment. This To be able to provide effective feedback, you need to find out what
helps deepen their understanding of what they are learning, why students already know and can do. You can gather this evidence
they are learning it and what successful performance looks like. in a variety of ways – not just through the diagnostic and progress
The evidence you gather for AfL does not always need to be in the tests that come with this course, but also through classwork and
form of grades or scores. Often, you will collect quick insights from homework activities, including those that incorporate peer and
a warm-up activity that will then inform the rest of your lesson; or self-assessment.
you will offer a brief comment about a student’s performance on For instance, after a speaking activity students could assess
a particular task. Neither should comments focus only on aspects their own and each other’s performance using a set of can-do
that students need to improve. It is just as important to highlight statements. This, combined with your assessment, can reveal what
what students have achieved and are already doing well. It can students are already doing well and highlight specific areas for
therefore be useful to focus feedback on ‘medals’ and ‘missions’ – improvement.
what they have done successfully and how they can move their
Classroom dialogue can also provide valuable insights into
learning forward.
students’ understanding and there are a number of ways to
Once students have received feedback, they need time and maximise its potential as a diagnostic tool. These include:
opportunities to act on it. It is by putting feedback into action that
students can ‘close the gap’ between their current performance
• short warmer activities
and their desired performance. So, for example, after students have • asking students open questions that require deeper reflection
received feedback on an essay, you could set aside lesson time for • allowing plenty of thinking time
students to redraft their work and/or set specific goals for their next • exploring their answers through follow-up questions
essay. • providing opportunities for them to ask questions themselves.
Why is AfL useful?
For students:
• It improves attainment. Receiving quality feedback has a
positive impact on students’ achievement.
• It deepens learning. Students understand not only what they
are learning but also why they are learning it and what success
looks like.
• It is motivating. AfL emphasises progress rather than failure, From Life Vision, Intermediate Warmer activities help
encouraging students to set goals, recognise their achievements level, Student Book you understand what your
and develop positive attitudes to learning. students already know as
• It prepares students for lifelong learning. By making students well as what to focus on
more responsible and self-aware, it equips them to learn next in your lesson.
independently in the future.
For teachers:
• It informs teaching decisions. AfL provides valuable Learning intentions
information about students’ needs, allowing you to decide what Determining what students already know through diagnostics will
to prioritise in your teaching. enable you to identify appropriate learning intentions. Learning
• It develops skills and confidence. AfL can encourage more intentions tell students what they are learning in a lesson and why.
flexible and creative approaches to teaching and give you a clear This helps them understand the rationale and value of particular
sense that you are helping your students succeed. activities, making learning more relevant.

You may choose to present Giving and analysing examples of what good writing looks like is
learning intentions at the The learning intention another way of establishing success criteria. The Teacher’s Guide
beginning of a lesson. for each lesson is includes model answers for speaking and writing activities to
clearly indicated. facilitate this conversation.
From Life Vision, Intermediate level, Student Book

It can also be effective to wait until after an activity and then ask
students to infer for themselves what skills the activity was aiming
to develop, why these might be useful, and how they might be
applied.
From Life Vision, Pre-intermediate level, Model answers help
Teacher’s Guide students know what
Student Book success looks like.
reflection
activity: Peer and self-assessment are also powerful ways of engaging
students self- students with success criteria. For example, if students have written
assess against a formal email, they can send it to a classmate, who then gives
the learning feedback based on the agreed criteria. In addition, in the Workbook
From Life Vision, Pre-intermediate level,
intentions. Review lessons students are asked to reflect on what they have
Student Book
learned in that unit.
Success criteria How is AfL different from other kinds of assessment?
In order for students to make sense of learning intentions, these AfL is often contrasted with assessment of learning (also called
need to be linked to clear success criteria. If students understand summative assessment), which measures the outcomes of learning
and recognise what successful performance looks like, they will be by showing where students are at a given moment in time. In
better able to set clear goals, make use of feedback and measure reality, however, the two kinds of assessment can overlap. For
their own progress. This Teacher’s Guide contains many useful tips example, you might give your students a summative end-of-term
that suggest ideas on how to focus on success criteria as well as test to measure their achievement. If you then use their results as
learning intentions and diagnostics. feedback on how they can improve, the same test can also become
a tool for AfL.
Is AfL a new approach?
In many ways, AfL reflects what most teachers have always done
in the classroom. Finding out what students can do and giving
them feedback are, of course, fundamental and natural aspects of
good teaching. However, in an AfL approach feedback is viewed
as part of a continuous cycle of goal-setting and reflection, with
each learning activity feeding into the next. The AfL framework also
supports you in providing feedback in a way that is systematic and
inclusive.
In what contexts can I use AfL?
AfL can be used with students of all ages, and it is compatible with
different approaches to language teaching, from grammar-based
to more communicative methodologies. Research indicates that
From Life Vision, Pre-intermediate level, AfL can also be beneficial in exam-oriented contexts. Students are
Teacher’s Guide Tips for success likely to perform better on exam tasks if they understand what skills
criteria that task is assessing, why those skills are being assessed and what
a successful task response looks like.
When your students have become more familiar with this
approach, it is a good idea to have them negotiate their own More information
success criteria. This encourages them to feel responsible for the You can find more support and information here:
quality of their work, and to take charge of their own learning. https://elt.oup.com/feature/global/expert
Written by experts in English language assessment, Effective
feedback: the key to successful assessment for learning offers practical
tips on implementing AfL.
Course assessment
Life Vision assessment material is based on the learning objectives
from OxELF, which provide a detailed level of feedback to inform
progress.
Life Vision offers a seamless learning and assessment experience,
built on the principles of AfL. With regular assessment check-ins,
From Life Vision, Intermediate level, Tips for success

Teacher’s Guide criteria

the course provides you with the information you need to make Life Vision Online Practice
the right decisions for your students to support better learning. There is also an opportunity for further practice through the bank
All test items are written to the specific learning objectives covered of skills-focused Life Vision Online Practice materials. This enables
in the course, informed by OxELF and mapped to the CEFR. This you to assign your students work in specific areas where they need
principled approach gives you the information you need to guide to develop.
learning progress and not leave students behind.
Most Life Vision tests are available in two slightly different versions Methodology support on Oxford English Hub
(A and B) and are fully editable so that you can adapt them to
Life Vision is informed by Oxford’s research and best practice from
match your students’ needs. The course also offers dyslexia-friendly
leading experts and practitioners in English language teaching and
tests. Both online and print tests can be accessed via Oxford
learning.
English Hub.
Relevant to the course methodology, the Life Vision team have
Entry test selected the following topics to help you teach with confidence:
This short test aims to recommend the best level for your students • AfL and effective feedback
to begin at. It ensures that each student is matched to the right
level of Life Vision.
• Global skills for the language classroom
• Mediation
Diagnostic test
Position papers
The diagnostic test is level specific and offers insights into your
students’ strengths and weaknesses. It can be used to create This course-specific selection includes some of our influential
individual or class learning plans at the beginning of a course of papers. Built on research and classroom practice, our position
study, and to inform decisions about which language areas to papers offer practical guidance on the major issues shaping
focus on. language education today. Our shorter focus papers offer insights
and tips on specific topics for the classroom.
Short tests
Professional development modules
In Life Vision, there are two short tests per unit: the first focuses on
the grammar and vocabulary of lessons 1 and 2 and the second The modules consist of short introductions to topics relevant to Life
focuses on the grammar and vocabulary of lessons 5 and 6. They Vision, as well as practical ideas on how to implement them in your
offer a snapshot of students’ progress and guide the teacher to daily practice. Each module is no more than 30 minutes long.
offer remedial work while still working within a given unit. Explore further
End-of-unit tests If you would like to develop your skills and knowledge beyond the
The end-of-unit tests enable you to identify where learning has professional development content offered with this course, you
been successful in a specific unit and where remedial work is can visit:
needed. The content in the test reflects the language objectives www.oup.com/elt/professionaldevelopmentonline
within that particular unit. You and your learners will get feedback This includes a range of materials from further reading to live
on performance in the form of explanatory answer keys. You professional development events.
can also download the marking criteria for speaking and writing Professional development books
activities.
Keep up with the latest insights into English Language Teaching
Progress tests with our professional development books.
The progress tests enable you to assess the progress made by Topics include:
students in relation to a specific group of units (for example at
Mixed-ability teaching
the end of term or the end of the year). The content in the test is
restricted to the language areas covered in those specific units. Motivational teaching
They are used to measure the learning that has taken place in the Teacher well-being
course of study so far.
Find out more: oxfordenglishhub.com
End-of-year test
The end-of-year test is used to summarise what students have
learned during the year, and the content in the test can come
from any material covered during the year. The test reports on the
students’ overall progress in a course level.
Exam practice
Throughout your course book there are regular exam practice
opportunities with exam tips for students to help them achieve
their goals and to prepare for external exams.
The Oxford Test of English practice
The Oxford Test of English is a general English language proficiency
test certified by the University of Oxford. Available online through
a network of approved test centres, it assesses understanding
and communication in speaking, listening, reading and writing
across three CEFR levels: A2, B1 and B2. The reading and listening
modules are computer adaptive, which means that the test adjusts
the difficulty of questions based on the test taker’s responses. This
makes the test more motivating, shorter and gives a more precise
measurement than traditional proficiency tests. The speaking and
writing modules use task randomisation, making each test an
individualised experience. Further information and free practice
materials are available at http://www.oxfordtestofenglish.com

Impact photo and Lesson 1 Vocabulary
Core vocabulary sets practised
in Student Book and recycled in
Impact photo to get OxELF syllabus aligned Real English – modern Workbook, Vocabulary boosters
students talking to CEFR idiomatic phrases and photocopiable worksheets
YouTube style vlog Think & share – open-ended

presents vocabulary questions providing soft critical
and grammar thinking and mixed ability
speaking practice for all students
Workbook gives further practice of the

language and skills taught in the Student Book
Mixed ability practice

with Practice and
Extend exercises
14 Unit walkthrough
00d_LV_3853_UI_TG_unit walkthrough.indd 14 1/11/22 2:32 PM

Lesson 2 Grammar
Strong grammar focus

with guided inductive
approach
Thought-provoking
topics that capture
students’ interest
Two grammar
animations per unit for
flipped classroom or
learning in class
Grammar booster
reference and
exercises in
Student Book
Further practice
in Workbook
Unit walkthrough 15

Lesson 3 Listening
Thought-provoking
issues to facilitate
discussion
OxELF listening
strategy and activation
exercise
Further practice
in Workbook
16 Unit walkthrough

Lesson 4 Vocabulary
Second vocabulary lesson

and Vocabulary booster
Topic of Word skills

studied in greater Strategies on how
detail in Workbook to learn vocabulary
Exercise
activating
vocabulary
learning
strategies
Unit walkthrough 17

Lesson 5 Grammar
Second grammar
lesson and Grammar
booster
Pronunciation exercise
in each unit
Second grammar
animation
Personalisation tasks
to make learning
meaningful and
improve retention
Grammar booster
reference and
exercises in
Student Book
Further practice
in Workbook
18 Unit walkthrough

Lesson 6 Reading
Preparation for topic of the lesson OxELF strategy in all Mediation activity for
with short speaking activities in every skills lessons, with focused communication
lesson, flagged with speech bubbles activation exercise practice
‘Googleable’ texts All vocabulary

exercises flagged
4 documentaries per level

– interesting, global,
diverse and inclusive
content
– linked to reading or
Further practice listening lesson topic
in Workbook
Unit walkthrough 19

Lesson 7 Global skills
Global skills lesson for

lifelong learning
Developing global
skills by exploring real
issues
Focus on
communication and
collaboration
Further practice
in Workbook
20 Unit walkthrough

Lesson 8 Speaking
OxELF speaking
strategy and activation
exercise
Speaking lesson with

Phrasebook
Further practice
in Workbook
Unit walkthrough 21

Lesson 9 Writing
OxELF writing strategy

and activation exercise
Phrasebook for key

phrases in specific
language areas
Check your work

to encourage self-
assessment
Further practice
in Workbook
22 Unit walkthrough

Lesson 10 Review
Review lesson to
revise grammar and
vocabulary of the unit
Recycling grammar to
deepen understanding
Recycling vocabulary
to improve recall and
retention
Think & share to

reflect on the topic of
the unit
Further practice
in Workbook
Reflect activity to help

students be aware of
how they learn
Unit walkthrough 23

Lesson 11 Exam skills
Robust preparation for national and

international exams with exposure
to all exam task types
Exam strategies and

activation exercises to
help students perform to
the best of their ability
Further practice
in Workbook
Use of English,
Listening,
Speaking,
Reading and
Writing tasks all
covered in both
the Student
Book and the
Workbook at
the end of
every 2 units
24 Unit walkthrough

Vision 360° lesson
Four double-page Vision 360° Enhanced learning experience through digital

lessons per level technology that is motivating and easy to use
Hotspots embedded Development of digital Collaborative speaking

with text, audio and literacy and research skills tasks to develop learner
video content through project work autonomy
Unit walkthrough 25

Design to supply unit artwork
Introduction
0.1 Introduction Exercise 4 page 4
Lesson summary Extra support

Speaking: Discussing why football fans may support a • Elicit what part of speech each of the words in the table
player; talking about sports injuries in exercise 3 is, e.g. bump is a noun.
Reading: An article about Fabrice Muamba • Ask students to read each sentence in exercise 4
carefully and think about what part of speech is needed
Vocabulary: Injuries and treatment
to fill each gap, e.g. 1 = verb (past participle), noun.
Grammar: Present tenses Elicit answers.
• Students complete the sentences.

SHORTCUT To do the lesson in 30 minutes, keep the
warm-up and exercise 1 brief and set exercise 6 for • Check answers as a class.
homework. KEY
1 collapsed, emergency services 2 bruise, recover
3 unconscious, first aid 4 sprained ankle, severe injury
WARMUP Ask: What are the benefits of doing sport? Can 5 specialist, bump
you think of any negative points about doing sport?
• Students discuss the questions in pairs. Exercise 5 page 4
• Elicit ideas from the class. • Students match the key sentences to the grammar rules.
• Check answers as a class.
Exercise 1 Think & share page 4 KEY
• Focus on the photos. Students discuss the question in 1 E 2 C 3 B 4 A 5 D
pairs.
• Elicit suggestions from the class. Extra challenge
Working in pairs, fast finishers find other examples of
Exercise 2 page 4 present tenses in the article and match them to the rules,
e.g. Every football fan knows … = rule A.
Extra activity
Before reading the article, students predict the answers
to the questions in pairs. They then read to check their Extra support
predictions. • To review dynamic and state verbs, say the verbs below at
random. If you say a dynamic verb, students raise their left
• Students read the article and answer the questions. hand. If you say a state verb, they raise their right hand.
• Check answers as a class. Dynamic verbs: build, catch, eat, drive, fall, fight, give,
KEY grow, learn, leave, make, move, play, read, ride, show, sing,
Muamba had a cardiac arrest while he was playing for sleep, speak, throw
Bolton Wanderers in a match against Tottenham Hotspur State verbs: agree, appear, believe, belong, dislike, doubt,
(two English league teams). He’s lucky to be alive because imagine, know, mean, mind, own, prefer, recognise,
his heart stopped working for 78 minutes. remember, seem, suspect, think, understand, want, wish
• Ask: How do you feel after reading Fabrice Muamba’s story? • Students do the Grammar booster exercises on page 128.
Why? Elicit reactions and reasons from the class.
Exercise 6 page 4
Exercise 3 Vocabulary page 4
• Students complete the post with the correct tenses.
• Students complete the task. • Check answers as a class.
KEY
KEY 1 ’m doing 2 take place 3 think 4 take 5 ’re
Injuries and being unwell: bump, bruise, sprained ankle, always joking 6 ’re learning 7 says 8 saves
severe injury, unconscious, collapsed
Medical experts: emergency services, specialist Extra support
Treatment and getting better: first aid, recover When checking answers, elicit which grammar rule each
• Drill the words and phrases from the table to ensure answer matches to and why, e.g. 1 = rule D because it
accurate pronunciation. describes an action happening around now (i.e. this term).
Extra challenge
Exercise 7 Think & share page 4
Working in pairs, students add more words of their own to
the three categories in the table. Elicit ideas from the class.
• Working in pairs, students discuss the questions.
• Ask a few students to share some details with the class.
26 Introduction
01_LV_3853_UI_TG_Intro.indd 26 31/10/22 3:27 PM

Lesson outcome Exercise 3 page 5
• If you are using the Classroom Presentation Tool, first
do the Lesson Closer Activity to review what has been Extra support
covered in this lesson. Elicit or remind students how each of the past tenses is
• Ask students: What have you learned today? What can you formed, e.g. past continuous = was /were + -ing verb. Write
do now? and elicit answers: I can use present tenses and talk the information on the board for students to refer to as
about injuries and treatment. they do exercises 3–5.
Further practice • Students find an example of each tense in the article.

Workbook page 4 • Elicit examples from the class.
Grammar booster page 128
KEY
Grammar photocopiable worksheet
past continuous: while they were working in them
Online practice
past perfect simple: the plants in the maths classroom
had managed to increase oxygen levels / Their ability to
0.2 Introduction concentrate had improved / nobody had expected such
amazing results
Lesson summary past simple: The project began / some of the teachers
Speaking: Discussing the differences plants can make and students started researching / they chose to modify
Reading: An article about biophilic classrooms a maths classroom / they made no changes / (machines
were used to monitor the air quality – passive form) /
Grammar: Past tenses
Teachers and students also noted how they felt / More
Vocabulary: Nature than three quarters of students reported feeling happier
Writing: An email about a biophilic project present perfect continuous: Recently, a school in London
has been using many more plants
present perfect simple: houseplants have become
incredibly popular / it has used a wide variety of indoor
warm-up brief and set exercise 8 for homework.
plants
WARMUP Ask students to think about the last time they Extra challenge
spent time in nature. Ask: Where were you? Why did you Ask students to find two examples of the present perfect
go there? What did you do there? How did you feel while you simple, three examples of the past perfect simple and four
were there? examples of the past simple.
• Working in pairs, students take turns to talk about their
experience in nature. Exercise 4 page 5
• Ask a few students to share their experience with • Students complete the grammar rules.
the class. • Check answers as a class.
KEY
Exercise 1 Think & share page 5 1 past simple 2 past continuous 3 present perfect
• Students discuss the questions in pairs. simple 4 present perfect continuous 5 past perfect
• Elicit opinions and ideas from the class. simple
• Students do the Grammar booster exercises on page 129.
Exercise 2 page 5
• Students read the article and answer the questions. Exercise 5 page 5
• Check answers as a class. • Students complete the comments.

KEY • Check answers as a class.
Biophilic classrooms have lots of plants in them. They KEY
make the people in the room feel happier and healthier 1 have died 2 had heard, explained 3 was giving,
and help them concentrate better. realised 4 have been trying
Extra activity Extra support

• Write on the board: When checking answers, elicit why the past tense is used
Are you surprised by the results of the experiment at the in each case, e.g. The present perfect simple is used in
London school? Why? / Why not? item 1 because the action happened at an unspecified
Would you like (more) plants in the classrooms at your time in the past and there is a connection to now (i.e. I’m
school? Why? / Why not? noticing now that some of the plants are dead).
Can you think of any potential problems with having
plants in classrooms? Exercise 6 Vocabulary page 5
What else could be added to classrooms to improve
students’ moods and concentration levels?
• Students complete the matching task.
• Students discuss the questions in pairs. • Check answers as a class, then drill the words to ensure
accurate pronunciation.
• Elicit opinions, reasons and ideas from the class.
Introduction 27

KEY
1 natural habitat 2 roots, leaves 3 oxygen,
0.3 Introduction
carbon dioxide 4 monitor 5 transform, modify Lesson summary
6 houseplants 7 biofuels 8 tropical, rural
Speaking: Discussing wildlife conservation; talking about
Note! an imagined future backpacking and volunteering trip
While the verbs transform and modify both describe Reading: Messages about plans for the summer
change, transform usually refers to a complete change Vocabulary: Work and study
(especially one involving improvement), whereas modify Grammar: Future tenses
usually refers to a slight change (especially one that makes
something more suitable for a particular purpose).
warm-up and exercise 1 brief and set exercise 4 for
Exercise 7 page 5
homework.
WARMUP Ask: What’s your favourite wild animal? Why
KEY do you like it? Have you ever seen this animal in its natural
1 roots 2 rural 3 transform 4 carbon dioxide, oxygen habitat in the wild?
5 natural habitat 6 monitor 7 biofuels 8 modify • Students discuss the questions in pairs.
Extra challenge • Ask a few students to share their answers with the class.
Students write three more sentences using the remaining
words from exercise 6, i.e. houseplants, tropical and leaves. Exercise 1 Think & share page 6
Exercise 8 page 5 • Elicit ideas from the class.
• Circulate and monitor as students complete the writing KEY (SUGGESTED ANSWERS)
task, helping with language and ideas as required. Life may be dangerous for elephants in the wild, as they
• Students swap their completed emails in pairs and are poached (hunted illegally) for their ivory tusks. Some
read each other’s work. Ask a few pairs how similar their elephant populations are also at risk due to habitat loss
biophilic designs and projects were. and the resulting human-elephant conflict.
Elephants may be protected by placing them in wildlife
Extra support reserves / national parks with anti-poaching patrols.
Put the following structure on the board for students to Measures can be taken to preserve their natural habitat
refer to as they plan and write their email: and to prevent human-elephant contact and conflict (e.g.
Opening: Hi + your friend’s name the use of physical barriers and deterrents to dissuade
Paragraph 1: Explain what biophilia is. Say which area you elephants from entering human settlements).
have transformed and why.
Paragraph 2: Explain the different stages of your project. Exercise 2 page 6
Paragraph 3: Say what the outcome of the project has been. • Students read the messages and answer the questions.
Closing: Best wishes, / See you soon. / Catch up again soon! • Check answers as a class.
KEY
Lesson outcome 1 She is doing voluntary work at Mangetti National Park
• If you are using the Classroom Presentation Tool, first in Namibia.
do the Lesson Closer Activity to review what has been 2 She thinks it’ll help her get into university and get a job
covered in this lesson. in wildlife conservation.
• Ask students: What have you learned today? What can you
do now? and elicit answers: I can use past tenses and talk Extra activity
about nature. • Write on the board:
What do you think Mia will learn during her time spent
Further practice volunteering at Mangetti National Park?
Workbook page 5 Would you like to volunteer there? Why? / Why not?
Grammar booster page 129 Have you or anyone you know ever done anything to
Grammar photocopiable worksheet support wildlife conservation?
Online practice
• Students discuss the questions in pairs.
• Elicit ideas, reasons and examples from the class.

• Working in pairs, students discuss the differences between
the words. Allow them to use dictionaries.
• Elicit answers from the class.
28 Introduction

KEY (SUGGESTED ANSWERS) Exercise 6 page 6
1 An applicant is a person who applies for a job. A trainee
already has a job and is training to become something. Extra support
2 A personal statement is something you write when you • Ask students to first read the whole message and
apply to university. A student loan is the money you decide in pairs which future form is needed for each
borrow so that you can study at university. gap. Encourage them to use the time references to help
3 Coursework is the work that you complete during a them, e.g. This time tomorrow, on Wednesday, at 3 a.m.
course of study. A placement is a job that you do during Elicit the tenses needed, then give students time to
a course of study in order to get work experience. complete the message in pairs.
4 You don’t get paid when you do voluntary work. You
earn lots of money when you do work that’s well paid. • Students complete the message.
5 Modules are units that are part of a course of study. A • Check answers as a class.
curriculum is all the subjects included in a course of study.
KEY
6 When you recruit someone, you find a person to join a
1 ’ll be exploring 2 ’s going to be 3 ’re meeting
company. When you work full-time, you work the hours of
4 ’ll tell 5 arrives
the week that people usually work, e.g. 40 hours a week.
Extra support
• Give students time to prepare their answers. Encourage
Put students into groups of four. Two students check them to make notes.
the meaning of the first vocabulary item in each case,
e.g. an applicant, a personal statement, etc. The other two
• Working in groups, students complete the discussion task.
check the meaning of the second, e.g. a trainee, a student • Ask a few students to share some ideas with the class.
loan, etc. They then share the definitions and discuss the
Lesson outcome
differences between the pairs of items.
do the Lesson Closer Activity to review what has been
Exercise 4 page 6
covered in this lesson.
• Students complete the sentences. • Ask students: What have you learned today? What can you
• Check answers as a class. do now? and elicit answers: I can use future tenses and talk
KEY about work and study.
1 curriculum 2 well paid 3 coursework 4 recruit Further practice
5 applicants 6 student loan Workbook page 6
Exercise 5 page 6
• Students find an example of each future tense, then Online practice
complete the grammar rules.
KEY
0.4 Introduction
be going to: … it’s going to be amazing.; What are you Lesson summary
going to study?; I’m going to choose a degree … Speaking: Discussing the benefits of travel and tourism,
future continuous: I’ll be helping monitor African holiday preferences and a memorable trip
elephants …
Reading: A blog post about alternative travel ideas
present continuous: I’m going to Namibia on Monday.;
How come you are going there?!; I’m doing voluntary Grammar: Relative clauses
work for the summer … Vocabulary: Travel and tourism
present simple: My flight leaves really early in the morning.
will: I won’t see you for six weeks …; And it’ll look good
on my personal statement …; That won’t be part of my
coursework, …; … it’ll be good to take time out …; Do
homework.
you think that kind of work will be well paid?; I’ll earn
enough so …; I won’t need a student loan that year.;
Hopefully, it’ll help me get a job offer …; I’m not sure WARMUP Write on the board:
I understand how that will help.; I’ll be able to put the Do you have any future holiday plans?
voluntary work in Namibia …; I’ll see you in September! If so  When and where are you going? Who are you going
1 will 2 be going to 3 present simple with? What are you going to see and do there? What do you
4 present continuous 5 future continuous think you’ll enjoy most about the holiday?
If not  Where would you like to go? Who would you like to
Extra challenge travel there with? What would you like to see and do there?
Ask students to find two examples with the present Why do you think you’d enjoy visiting this place?
continuous, two examples with be going to and four • Students discuss the questions in pairs.
examples with will.
• Ask students to raise their hand if they have future holiday
• Students do the Grammar booster exercises on page 130. plans. Choose a few to tell the class about their trip.
Introduction 29

Extra support
• Students complete the discussion task in pairs. Working in pairs, students look back at the examples of
• Elicit some benefits of travel and tourism from the class. relative clauses in the blog post and decide if each is
• Ask a few students to share their ideas on what makes a defining or non-defining. Elicit answers from the class.
good holiday.
KEY
Exercise 2 page 7 All of the examples are defining, except:
• Students read the post, then answer the questions in … all-inclusive holidays, where there’s no extra cost for
pairs. …; … Tongariro National Park, where some spectacular
scenes were filmed.; … Hobbiton, which is the town
• Ask a few students which type of tourism they think is the where the characters lived.
most interesting and why.
Exercise 3 page 7
Exercise 5 page 7
Extra support
Put students into A / B pairs. The Student As find examples Extra support
of the relative pronouns in paragraphs 1–3 of the blog Focus on each sentence in turn and elicit whether the
post. The Student Bs do the same with paragraphs 4–6. relative clause is defining (i.e. 2, 4, 5) or non-defining
They then exchange their answers before the class check. (i.e. 1, 3, 6). Suggest that students look to see if there is a
comma before the gap to help them decide.
• Students complete the task.
• Check answers as a class. • Students complete the task.
There are many reasons why people choose to get away KEY
every year. 1 who 2 – / which / that 3 whose 4 – / when
Some choose all-inclusive holidays, where there’s no extra 5 which / that 6 which
cost for meals and drinks at the hotel.
Adventure tourism is for people who want to avoid Exercise 6 Vocabulary page 7
popular tourist resorts and whose hobbies include … • Students complete the matching task.
Alphatourism if for holidaymakers who want to see … • Check answers as a class.
… to look at any interesting places that you discover
along the way. KEY
Experiential tourism is for travellers that want to discover 1 resorts 2 holidaymakers 3 mountain biking,
the history and culture of a place by doing things which go trekking 4 make a booking 5 package holiday
the local people do. 6 memorable 7 get away 8 all-inclusive
Screen tourism is when people love a film so much … • Elicit what part of speech each item is, e.g. resort is a noun.
They go trekking in the Tongariro National Park, where • Drill the vocabulary to ensure accurate pronunciation.
some spectacular scenes were filmed.
Or they visit the film set of Hobbiton, which is the town Exercise 7 page 7
where the characters lived. • Students complete the advert.

Exercise 4 page 6
KEY
• Students complete the grammar rules.
1 get away 2 memorable 3 resorts 4 holidaymakers
• Check answers as a class. 5 mountain biking 6 go trekking 7 make a booking
KEY
1 who 2 that 3 which 4 that 5 where 6 when Exercise 8 Think & share page 7
7 why 8 whose 9 that 10 that • Students discuss the questions in pairs.

* Answers 1/2 and 3/4 can be in either order. • Ask some students to share some details with the class.
Note! Lesson outcome
Point out that where is not always used for a place, e.g. • If you are using the Classroom Presentation Tool, first
The hotel where we stayed was very expensive. BUT The hotel do the Lesson Closer Activity to review what has been
which we booked was very expensive. Where is used if the covered in this lesson.
relative pronoun replaces a preposition and a noun, i.e. We • Ask students: What have you learned today? What can you
stayed in a hotel. It is not used if the relative pronoun just do now? and elicit answers: I can use relative clauses and
replaces a noun, i.e. We booked a hotel. In this case, which talk about travel and tourism.
is used instead.
Further practice
Workbook page 7
Online practice
30 Introduction

1 Live and learn
1.1 Vocabulary • Play the video or audio for students to answer the
questions.
Lesson summary • Check answers as a class.
Speaking: Talking about learning new skills; sharing KEY
opinions and ideas about skills and natural talents; 1 F 2 T 3 F 4 F 5 T
describing a skill you have learned
Listening: A dialogue and monologues about people’s Transcript
personal experiences of learning a new skill See Teacher’s Guide, page 187.
Vocabulary: Skills and natural talents
Extra challenge
Ask students to correct the false sentences.
AfL Teaching tip: learning intentions KEY
Lesson objectives 1 She had her first motorbike lesson this morning.
Communicating clearly to students what is being 3 She learned how to go in and out of the cones really
learned and why helps them understand what they quickly.
are doing and appreciate the value of it. 4 He learned sign language from his neighbours’ son,
At the start of each lesson, write the main communicative Sam.
and language objectives on the board and introduce
them to learners. Refer back to them during the lesson Exercise 3 Vocabulary   1.01 page 8
to explain the purpose of activities and to reflect on next • Give students time to read through the questions and
steps. check the meaning of any bold words / phrases they are
See the notes on Assessment for Learning on page 11. unsure of in a dictionary.
• Play the video or audio again for students to complete
SHORTCUT To do the lesson in 30 minutes, keep the the task.
warm-up brief, set exercise 9 for homework and do • Check answers as a class.
exercises 10 and 11 in the next lesson. KEY
1 the dream of riding a motorbike down Route 66 from
Chicago to LA
WARMUP Tell students to look at the photo.
2 really easily / quickly
• Ask: What can you see in the photo? (Tianjin Binhai 3 a U-turn; she wasn’t successful
Library, China) 4 passing her theory test first time
• Ask: How often do you go to a library? If yes, what resources 5 to learn some basic sign language
do you use there? If not, why not? Do you think the internet 6 because he thought it would be easy to learn sign
has replaced libraries? Why? / Why not? language
• Students discuss the questions in pairs. 7 around ten signs
• Ask a few students to share their ideas with the class. 8 remaining calm and identifying what was going wrong
Transcript
Culture note See Teacher’s Guide, page 187.
The photo shows Tianjin Binhai Library in northern China.
Exercise 4 Real English page 9
Opened in 2017, the library has five floors and occupies
a space of 33,700 m2. It has floor-to-ceiling cascading • Students complete the task.
bookcases, which can hold 1.2 million books. • Check answers as a class.
KEY
Exercise 1 page 8 1 A 2 A 3 B 4 A 5 B 6 A
• Focus attention on the photo from the video. Extra activity
• Working in pairs, students discuss the questions. Ensure • Working in pairs, students choose three of the Real
they understand the meaning of pick up in this context
English phrases and write mini-dialogues including
(get information or a skill by chance rather than by
them.’
making a deliberate effort).
• Pairs take turns to read their dialogues to another pair.
• Ask a few students to share their ideas with the class.
• Ask a few pairs to present a dialogue to the class.
Exercise 2   1.01 page 8
• Ensure students understand struggle, cones, sign language, Exercise 5 page 9
hard of hearing and signing. • Students discuss the questions in pairs.
• Ask some students to share some ideas with the class.
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02_LV_3853_UI_TG_U1.indd 31 31/10/22 3:27 PM

Extra support
• Students choose the correct words to complete the Before students do the activity in groups, model an
comments.
example by telling the class about a skill you have learned.
• When checking answers, draw students’ attention to the Then, elicit a range of follow-up questions and provide
collocations and dependent prepositions. brief answers.
KEY
1 gain 2 potential 3 hopeless 4 inspired Exercise 11 Think & share page 9
5 attention 6 theory 7 capable • Working in pairs, students discuss the questions.
Exercise 7 page 9 • Ask a few pairs to share some ideas with the class.
• Focus attention on the photos. Lesson outcome
• Ask: How do you feel about doing these activities? Do any of • If you are using the Classroom Presentation Tool, first
them come naturally to you? Elicit answers. do the Lesson Closer Activity to review what has been
• Students match the comments to the activities in pairs. covered in this lesson.
• Check answers as a class. • Ask students: What have you learned today? What can
KEY you do now? and elicit answers: I can talk about skills and
Photo A, coding: 2, 4 natural talents.
Photo B, public speaking: 1, 2, 5, 7 Further practice
Photo C, photography: 2, 3, 6 Workbook page 8
Vocabulary booster page 120
Exercise 8  1.02 page 9
Vocabulary photocopiable worksheet
• Give students time to read through the questions. Short test
• Play the audio for students to answer the questions.
1.2 Grammar
KEY
1 Alisha was inspired by the drummer in her brother’s Lesson summary
favourite band. Reading: A blog post about a talented young person
2 She focused on holding the drumsticks correctly.
Grammar: Past perfect simple and past perfect
3 She formed a band with some other students from the
continuous
music group.
4 Yes. Nobody’s parents want them to practise at home, Listening: A podcast about a well-known musician
so they have to practise at school. Speaking: Sharing information about talented young
5 He went to a surf camp. people; talking about a talented young person you’d like
6 He found it hard because he kept falling off the board. to meet
7 The surf instructor told him he was doing really well.
8 It took him two weeks to master surfing.
SHORTCUT To do the lesson in 30 minutes, omit the
Transcript warm-up and set exercise 3 for homework.
See Teacher’s Guide, page 187.
WARMUP Write on the board:
Exercise 9 page 9
1 … comes naturally __ me.
• Make it clear to students that they do not need to answer 2 I used to be hopeless __ … , but now I’m much better.
all of the questions in exercise 8, just those which are
3 I once attempted __ … , but I wasn’t successful.
relevant. They can also include additional information
4 I hope that in the future, I have the potential __ … .
about learning the skill.
5 I don’t think I’ll ever be capable __ … .
• Circulate and monitor as students write their notes, 6 When I was learning to … , … was a big boost __ my
helping with vocabulary as necessary. confidence.
Exercise 10 page 9 • Elicit the missing prepositions and add them to the
board.
• Working in groups, students take turns to talk about their
skill, using their notes to help. Encourage them to use KEY
as much new vocabulary from the lesson as possible. 1 to 2 at 3 to 4 to 5 of 6 to
Remind them to listen carefully, as they need to ask a • Students copy and complete the sentences with their
follow-up question after each person in their group has own ideas.
spoken. Encourage them to try to ask a different question • Students take turns to read out their sentences in pairs.
each time.
• Ask some students to share something they found out
about their partner.
32 Unit 1
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AfL Teaching tip: learning intentions Extra support
Demonstrating the bigger picture To reinforce the grammar rules, when checking answers,
Setting a piece of learning within the broader elicit why the past perfect form is used in each case, e.g. in
learning programme helps students understand its sentence 1, we use the past perfect continuous because
relevance and strengthens their motivation to work study is an action verb and we are describing a longer
on it. action that happened before another action in the past.
Ask students to reflect in pairs on what they have already
learned about the use and formation of the past perfect Exercise 4  1.03 page 10
simple. If necessary, they can refer to Lesson 0.2 and the • Find out if any students have heard of Sheku Kanneh-
Grammar booster on page 129. Tell them that what they Mason. If so, elicit what they already know about him.
are going to study in this lesson builds upon that prior • Play the audio for students to complete the timeline. Point
knowledge and understanding. out that the events are in chronological / age order.
See the notes on Assessment for Learning on page 11. • Check answers as a class.
KEY
Exercise 1 page 10
1 6 2 9 3 16 4 17 5 18 6 20
• Students read the blog post and answer the questions.
• Check answers as a class. Transcript
KEY
1 Japanese skateboarder Kokona Hiraki Exercise 5 page 10
2 She won a silver medal in the women’s park event in the • Encourage students to read through the whole biography
2020 Tokyo Olympics. before they start completing it. Tell them to refer back to
3 She became the youngest Japanese person to win an the timeline in exercise 4 to help them.
Olympic medal.
• Ask: How do you feel about Kokona’s achievements? Can you
think of any other young Olympic medallists? What have they KEY
achieved? Elicit ideas from the class. 1 had been playing the cello 2 had mastered the
instrument 3 had been performing in an orchestra
Exercise 2  page 10 4 had appeared on TV 5 had made two successful
• Students look carefully at the underlined sentences and albums 6 had become one of the best-known classical
complete the grammar rules. musicians
• Play the video. • Ask: How do you feel about Sheku’s achievements? Would
you be interested in seeing him performing? Why? / Why not?
Note! Elicit opinions and reasons from the class.
The grammar video can be utilised in different ways.
Students can be asked to watch it in advance of the class,
Exercise 6 page 10
so they have some knowledge of the grammar prior Extra support

to the lesson. Alternatively, it can be used in class as a
presentation tool before students complete the related
• Pre-teach any vocabulary from the timelines which
you think may be unfamiliar to students, e.g. kit, detect,
activities or students can watch the video at home after
cyberbullying, gain recognition, ethical, hacker, bug,
the lesson as reinforcement.
defense, influential, infrastructure. Ensure students can
• Check answers as a class. also pronounce these items accurately.
KEY
• Give students time to first work with a classmate who
1 past perfect simple (sentence c) is reading the same timeline and write past perfect
2 past perfect continuous (sentence d) sentences together. They then form A / B pairs and take
3 past perfect simple (sentence b) turns to read out the sentences they have written.
4 past perfect continuous (sentence a) • Put students into A / B pairs.
• Students do the Grammar booster exercises on page 132. • The Student As read the timeline of Gitanjali Rao on
Exercise 3 page 10 page 149. The Student Bs read the timeline of Jack Cable
on page 151. They then take turns in their pair to talk
• Students complete the sentences with the correct past about their young person’s achievements. Tell them
perfect forms.
to form sentences using the past perfect simple and
• Check answers as a class. continuous.
KEY KEY (SUGGESTED ANSWERS)
1 had been studying 2 had had 3 had been training Gitanjali Rao
4 hadn’t been waiting 5 had become She had been interested in science / had been doing
science experiments for eleven years.
She had written / published two books.
She had been researching water pollution for five years.
She had made two important inventions.
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She had won an important science competition. KEY
She had become TIME magazine’s Kid of the Year. An autodidact is a person who teaches themself a skill.
Jack Cable Jane Austen picked up the basics of how to write novels
He had been an ethical hacker for five years. by reading books in her father’s library.
He had been running his own company for three years. James Cameron taught himself film technology from
He had been working for the Pentagon’s Defense Digital books in his local library.
Service for two years.
He had become an influential teenager. Transcript
He had spoken at several conferences. See Teacher’s Guide, page 188.
He had joined the US Cybersecurity and Infrastructure
Note!
Security Agency.
The prefix auto- is used before some nouns and adjectives
Exercise 7 Think & share page 10 and means something is related to yourself. Other common
• Working in pairs, students complete the discussion task. examples are autobiography, autonomous and autograph.
• Ask students to raise their hand if they chose Kokona
Hiraki. Elicit some different reasons why students would Exercise 3  1.05 page 11
like to meet her and some questions they would ask. Do • Go through the Listening strategy together.
the same with the other young people. • Play the audio for students to note down the key words.
Recommend that they write five to eight words or short
Lesson outcome
phrases for each person. Point out that the key words they
• If you are using the Classroom Presentation Tool, first write are most likely to be nouns.
• Elicit suggestions from the class.
• Ask students: What have you learned today? What can you KEY (SUGGESTED ANSWERS)
do now? and elicit answers: I can use the past perfect simple Kató Lomb: foreign language, reading, novel, words, 16
and continuous to talk about talented young people. languages
Vincent van Gogh: artist, drawing lessons, textbooks,
Further practice copying the works of other artists, mature student, art
Workbook page 9 school
Grammar booster page 132 Gustave Eiffel: best engineering colleges, master engineer,
Grammar photocopiable worksheet later life, laboratory, experiments, first planes
Online practice Katherine Johnson: space flight, maths degree, NASA,
human computer, computers, coding
1.3 Listening Transcript
Lesson summary
Listening: A podcast about autodidacts Extra support
Strategy: Using key words to identify the main point First, play the section about Kató Lomb and ask students
Vocabulary: Phrasal verbs to just listen. Play the section a second time for students
Speaking: Talking about acquiring skills and being an to write down the key words. Give students time to
autodidact compare the words they have written in pairs, then
elicit ideas. If students suggest any words which aren’t
particularly important, point out why these aren’t key
SHORTCUT To do the lesson in 30 minutes, keep the items.
Exercise 4 page 11
WARMUP Ask: What are different ways in which someone • Working in pairs, students use their notes from exercise 3
can learn a new skill? How do you prefer to learn new to write short summaries.
skills? Why? • Ask four students to each read a summary about a
• Give students time to discuss the questions in pairs, different person.
then elicit ideas, preferences and reasons from the class. KEY (SUGGESTED ANSWERS)
Kató Lomb was able to interpret in up to 16 languages
Exercise 1 page 11 that she learned by reading novels and analysing the
• Give students time to read the information about the different words.
podcast and then discuss the question in pairs. Vincent van Gogh became an artist after having drawing
• Elicit ideas on the meaning of autodidact, but do not lessons as a child, reading textbooks and copying the
confirm the correct definition at this stage. works of other artists as an adult. He eventually went to
art school as a mature student.
Exercise 2  1.04 page 11 Gustave Eiffel went to one of the best engineering
• Play the audio for students to check their ideas and colleges to become a master engineer. In later life, he built
answer the question. himself a laboratory where he did experiments that led to
• Check answers as a class. the design of the first planes.
34 Unit 1
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Katherine Johnson got a maths degree before working
Extra activity
as a ‘human computer’ at NASA and helping plan the first
space flights. Later she learned coding on some of the first Write on the board:
computers. 1 Have you ever attended an event which didn’t ___ your
expectations?
Exercise 5 page 11 2 How can you ___ the meaning of unfamiliar words you
• Students complete the sentences with the correct names. ___ when you are reading?
• Check answers as a class. 3 For what reasons might a student ___ of university?
KEY 4 Do you always ___ your homework carefully before you
1 Gustave Eiffel 2 Kató Lomb 3 Katherine Johnson hand it in? Why? / Why not?
4 Vincent van Gogh 5 What do you think you’ll ___ do when you finish school?
6 What skills have you found easy / difficult to ___ ?
7 Have you ever had to ___ schoolwork because you had
• Remind students to be careful when deciding whether a time off?
statement is false or not given. If a statement is false, this
• Students copy and complete the questions with the
means there is information in the text which contradicts it.
appropriate missing phrasal verbs. Encourage more
If a statement is not given, this means that this information
confident students to do this with their books closed.
is not stated in the text.
• Check answers and then ask students to discuss the
• Play the audio again for students to complete the task. questions in pairs.
KEY
KEY 1 live up to 2 figure out, come across 3 drop out
1 T 2 F 3 NG 4 F 5 NG 6 T 7 T 8 F 4 go through 5 go on to 6 pick up 7 catch up on
Transcript
See Teacher’s Guide, page 188. Exercise 8 Think & share page 11
• Ask: What information about the autodidacts did you find • Students discuss the questions in pairs. Encourage
most interesting or surprising? Give students time to discuss students to extend their answers by giving additional
the question in pairs, then elicit examples. information, reasons and examples.
• Elicit ideas and opinions from the class.
• Students look up the meaning of the phrasal verbs they Lesson outcome
are unfamiliar with. • If you are using the Classroom Presentation Tool, first
Extra support covered in this lesson.
• Write the definitions on the board: • Ask students: What have you learned today? What can you
be as good as people expect (live up to) do now? and elicit answers: I can use key words to identify
do something after completing something else (go on to) the main points in a podcast.
get information or a skill by chance rather than by making
a deliberate effort (pick up) Further practice
leave school, college, etc. without finishing your studies Workbook page 10
(drop out) Online practice
look at or examine something carefully (go through)
meet / find something by chance (come across)
spend extra time doing something because you have not
1.4 Vocabulary
done it earlier (catch up on) Lesson summary
think about something until you understand it (figure out) Speaking: Asking and answering questions about
• Elicit from the class the corresponding phrasal verb for learning and life stages
each definition and add to the board. Reading: An infographic about peak ability
• Students refer to the definitions to help them complete Vocabulary: Life stages and learning
the podcast extracts.
Listening: A talk about the ages we do things best
• To provide further assistance, you could first elicit the
verb form needed to fill each gap, i.e. infinitive, past
simple, past participle or -ing form. SHORTCUT To do the lesson in 30 minutes, keep the
warm-up brief and omit exercises 4 and 5.
• Students complete the sentences with the correct forms
of the phrasal verbs.
• When checking answers, elicit who each sentence is about.
KEY
1 figure out 2 came across 3 picked up
4 catch up on 5 lived up to 6 dropped out
7 went on to 8 going through
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KEY
1 in middle age 2 retirement 3 the older generation
By the age of …, I had …
4 adulthood 5 adolescence 6 mature 7 in our late
By the age of …, I had been … for …
teens
• Ask students to write two past perfect simple and two • Ensure students can pronounce the items correctly.
past perfect continuous sentences about themselves
Focus on the pronunciation of retirement /rɪˈtaɪəmənt/,
using the structures on the board. They should choose
adolescence /ædəˈlesns/ and mature /məˈtʃʊə/.
a different age for each sentence. Some sentences
should be true and some false. • Check students know what part of speech each item is.
Point out that the noun generation can be followed by a
• Working in pairs, students take turns to read out a singular or plural verb.
sentence and their partner speculates on whether it’s
true or not, e.g. ‘By the age of five, I had learned to ski.’ Extra activity
‘I know you’ve been skiing for years, but that’s very young.
• Write on the board:
I think it’s false.’
These days, young people in their late teens are more
• Ask a few students how accurate their speculating was. mature than in the past.
The older generation deserve more respect than the
Exercise 1 page 12 younger generation.
Adolescence is the most challenging stage in life.
Note! Most people in middle age look forward to retirement.
IQ /aɪ ˈkjuː/, the abbreviation for intelligence quotient, is a More important skills are learned in childhood than
measurement of a person’s intelligence that is calculated adulthood.
from the results of special tests. • Working in pairs, students discuss whether or not they
agree with the statements. Encourage them to give
• Focus attention on the photos and check students reasons and examples to support their opinions.
understand all the skills.
• Ask students to raise their hand if they expressed a
• Students answer the question in pairs. Encourage them to different opinion to their partner about any of the
support their ideas with reasons and examples. statements. Choose a few students to share some
• Elicit ideas from the class, but do not confirm any correct details.
guesses at this stage.
Exercise 2 page 12 Exercise 4 page 12
• Elicit or explain the meaning of peak ability (when • Ensure students understand desire (a strong wish to have
someone’s ability to do something is at its highest level). or do something) and settle down (start to have a quieter
• Students read the infographic and check their predictions. way of life, living in one place).
• Check answers as a class. • Working in pairs, students discuss the questions.
• Conduct some whole-class feedback. Do not confirm any
KEY
correct answers at this stage.
do mental arithmetic = 50
run a marathon = 27 for men, 29 for women Exercise 5  1.06 page 12
learn a foreign language = 6–7 • Play the audio for students to check their predictions.
do an IQ test = late teens
• Give students time to discuss the question in pairs, then
ask a few students to share their answer with the class. KEY
1 around 20 and around 70 2 25 3 30 4 26 5 32
Exercise 3 Vocabulary page 12 6 before a birthday with a zero
AfL Teaching tip: diagnostics Transcript

Defining vocabulary See Teacher’s Guide, page 188.
Thinking of definitions for items of vocabulary • Find out which student(s) had the most correct guesses.
helps students to consider and articulate what they
already know.
Ask students to look at the highlighted words and
phrases in the infographic. Working in pairs, they come • Check answers as a class and ensure students can
up with a definition for as many items as they can. When pronounce the new vocabulary accurately.
completing exercise 3, they compare their definitions to KEY
those given and take particular note of the words and 1 b (absorb information) 2 g (be wise) 3 f (have an
phrases they were unable to define. extensive vocabulary) 4 c (distract) 5 a (acquire a
See the notes on Assessment for Learning on page 11. second language) 6 e (mental arithmetic)
7 d (recalling people’s names)
• Check answers as a class. Exercise 7 page 12
• Students complete the discussion task in pairs.
• Ask some students to share an answer with the class.
36 Unit 1
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Extra activity
• Working in pairs, students discuss the questions. • Write on the board:
• Elicit ideas from the class. Do you ever wish you could remember more about your
• Students do the Vocabulary booster exercises on early childhood? Why? / Why not?
page 120. How often do you reminisce? What do you talk about?
How does reminiscing make you feel?
Lesson outcome Apart from reminiscing, what are some other ways of
• If you are using the Classroom Presentation Tool, first maintaining our earliest memories?
do the Lesson Closer Activity to review what has been • Students discuss the questions in pairs.
do now? and elicit answers: I can talk about the ages we do
things best. Exercise 3  page 13
• Students use the example sentences in the article to help
Further practice them complete the grammar rules.
Workbook page 11
• Play the video.
Vocabulary photocopiable worksheet • Check answers as a class.
Short test KEY
1 would 2 used to 3 the past simple 4 the past
simple 5 -ing form
1.5 Grammar
Note!
Lesson summary
Point out to students that while used to and would are
Speaking: Talking about childhood memories;
only used to talk about the past, we can use be / get used
pronunciation: used to; reminiscing about the past;
to to talk about the past, present and future, e.g. When
talking about your happiest memory
I moved to the UK, I wasn’t used to driving on the left. He’s
Reading: An article about our earliest memories getting used to living on his own. You’ll soon get used to not
Grammar: Used to, would and be / get used to working.
Listening: Four speakers reminiscing about the past
SHORTCUT To do the lesson in 30 minutes, keep the Exercise 4 page 13
warm-up and exercise 1 brief, set exercise 6 for homework
and do exercise 10 in the next lesson.
Extra support
Before students do the task, focus attention on the
examples of used to in the article. Elicit whether would
WARMUP Write on the board: could replace used to in each case and the reason why /
Do you have a good memory for … why not.
people’s names? faces? dates? things which happened
recently? things which happened a long time ago? • Students complete the task.
• Students discuss the questions in pairs. Encourage • Check answers as a class.
them to extend their answers by giving details and KEY
examples. 1 would is possible because distract is an action verb.
• Ask students to share some information with the class. 2 would isn’t possible because believe is a state verb.
3 would isn’t possible because the sentence is negative.
Exercise 1 page 13 4 would isn’t possible because the sentence contains be
used to, i.e. it doesn’t refer to a habit.
5 would isn’t possible because the sentence contains get
• Ask a few pairs who can remember these things about used to, i.e. it doesn’t refer to a habit.
their childhood better. Elicit some details.
Exercise 5 Pronunciation  1.07 page 13
Exercise 2 page 13
• Model the two given ways to pronounce used to.
• Students read the article and answer the questions.
• Play the audio for students to choose the correct
• Check answers as a class. Ensure the correct pronunciation pronunciation.
of amnesia /æmˈniːziə/ and reminisce /remɪˈnɪs/.
• Check the answer as a class.
KEY
KEY
1 Childhood amnesia is the loss of early memories. It
A is the correct pronunciation.
means we find it hard to remember anything from the
first three or four years of our lives. Transcript
2 The people with the earliest memories are those who See Student’s Book, page 13.
spent the most time reminiscing as a child.
• Students say the rest of the sentences in pairs.
Unit 1 37
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Exercise 6 page 13
Extra activity
• Encourage students to read through the whole forum Students write a forum post about their happiest memory.
post to get a general idea of the story before they start
They should include the target grammar from the lesson
completing it. Point out that there may be more than one
and can use the text in exercise 6 as a model. This could
correct option for some answers.
be done in class or as a homework task.
KEY Lesson outcome
1 always used to look forward / would always look • If you are using the Classroom Presentation Tool, first
forward 2 didn’t use to see 3 always used to bring / do the Lesson Closer Activity to review what has been
would always bring 4 got used to receiving 5 used to covered in this lesson.
love 6 used to go / would go 7 was used to flying
8 crashed 9 lasted
do now? and elicit answers: I can use used to, would and be
Exercise 7  1.08 page 13 / get used to to reminisce about the past.
• Play the audio for students to complete the matching task. Further practice
• Check answers as a class. Workbook page 12
KEY
1 holidays 2 school 3 friends 4 clothes
Online practice
Transcript
1.6 Reading
Exercise 8 page 13
Lesson summary
• Students write sentences about the speakers using the
Speaking: Talking about the challenges of coming of
target grammar. Encourage them to use a range of forms.
age and themes in coming-of-age novels
• Give students time to compare their sentences in pairs.
Reading: An extract from The Outsiders, a coming-of-
• Ask some students to share an example with the class. age novel
KEY (SUGGESTED ANSWERS) Strategy: Understanding new words and phrases
Speaker 1: She used to spend her holidays near the coast. Vocabulary: Phrases with get
At first, she wasn’t used to swimming in the sea.
Writing: A profile of a fictional character
Speaker 2: He’d spend most of the school day playing.
He used to love sitting on the rug listening to the teacher
read a story. SHORTCUT To do the lesson in 30 minutes, keep the
Speaker 3: She’d play in the lane behind her house at warm-up brief and set exercises 5 and 6 for homework.
weekends and in the holidays.
There used to be about 20 children playing together.
Speaker 4: He’s used to dressing up because he’s an actor. WARMUP Ask students to think about a time in their life
He’d try on all of his cousin’s costumes, and then they’d go when they experienced a change. If necessary, provide
and show the grown-ups the best one. some examples to prompt them, e.g. changing school,
moving house, getting a new part-time job, having a sibling
Exercise 9 page 13 move out of home. Ask: What was the change and when did
it happen? What did you have to get used to? How did you feel?
Extra challenge • Students take turns to talk about their experience in pairs.
Students could also reminisce about some or all of the
• Ask a few volunteers to tell the class about their experience.
following topics: hobbies, food, birthdays, dreams.
• Circulate and monitor as students complete the speaking Exercise 1 page 14

task. Check that they are using the target grammar
correctly and help with vocabulary as necessary. Note!
• Ask a few pairs to share some details they found in When the noun coming of age is used as an adjective, it is
common, e.g. When we were young kids, we both used to hyphenated, i.e. coming-of-age.
love playing with dolls.
• Students read the description and then discuss the
Exercise 10 Think & share page 13 questions in pairs.
• Give students time to think about their happiest memory • Elicit ideas from the class.
and the details, e.g. when and where it occurred, who was
involved, what happened, why it made them feel happy.
Encourage them to make notes to help structure what
they want to say.
• Students take turns in pairs to share their happiest memory.
Encourage students to show interest by responding to
what their partner says and asking follow-up questions.
38 Unit 1
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Extra support
Culture note • Before students read the extract again, elicit the
questions they are reading to answer, e.g. 1 How is
Susan Eloise Hinton (S.E. Hinton) is an American author who
Ponyboy different from his brothers?, 2 What does Ponyboy
is best known for her young adult fiction. As a teenager, she
regret when he’s walking home?
was dissatisfied with the books being written for her age
group, so she was inspired to write her own. Her first novel, • Ask students: Would you be interested in reading the rest of
The Outsiders, published in 1967, has sold over fourteen The Outsiders or watching the film version? Why? / Why not?
million copies and been adapted into a film and TV series. Elicit opinions and reasons from the class.
• Elicit or explain the meaning of outsider (a person who is Exercise 5 Vocabulary page 15
not accepted as a member of a society, group, etc.). • Students complete the matching task.
• Ask students to read the extract and make notes • Check answers as a class.
about the novel’s main character. Point out that the
novel is written in American English, in a very informal, KEY
conversational style. 1 b 2 c 3 f 4 a 5 d 6 e
• Elicit answers from the class. Exercise 6 page 15
KEY (SUGGESTED ANSWER) • Students complete the sentences.
We learn that the main character’s name is Ponyboy • Check answers as a class.
Curtis, and he’s fourteen years old. He lives with his two
KEY
older brothers, Darrel and Soda, but he also considers
1 get into 2 get me 3 get hold of 4 get off
the other four members of his gang to be like brothers.
5 get / gets out 6 get to know
His parents were killed in a car crash. Ponyboy and his
brothers are Greasers, which means they’re working class, Exercise 7 Mediation page 15
so they probably haven’t got a lot of money. Ponyboy • Encourage students to use their own words to write the
is intelligent, and he gets good grades at school. He profile.
expresses himself very clearly when he talks and explains
exactly how he is feeling and why.
• Ask students to compare their completed profiles in pairs.
• Ask a few pairs how similar their profiles were.
Exercise 3 page 14
Exercise 8 page 15
• Go through the Reading strategy together.
• Give students time to look back through the text in pairs
• Students look at the highlighted items and decide on the and find examples of the themes.
correct meanings.
• When checking answers, elicit which information from
the strategy box helped them identify the meaning in KEY (SUGGESTED ANSWERS)
each case. family: The relationship between Ponyboy and his
brothers: ‘I’m different that way. I mean, my second-oldest
KEY
brother, Soda, who is sixteen-going-on-seventeen, never
1 A 2 B 3 A 4 B 5 A 6 B
cracks a book at all, and my oldest brother, Darrel, who we
Extra challenge call Darry, works too long and hard to be interested in a
story or drawing a picture, so I’m not like them.’
• Write on the board: friendships: Ponyboy has a very close friendship with the
Paragraph 1: cracks a book, lone it
four other boys in the gang: ‘Or I could have gotten one of
Paragraph 2: hot
the gang to come along, one of the four boys Darry and
Paragraph 3: drives (my brother Darry) nuts
Soda and I have grown up with and consider family.’
Paragraph 4: spotted
sense of identity: Ponyboy knows he’s working class, like
• Students use the information in the strategy to work the other Greasers. ‘It’s like the term ‘greaser’, which is used
out the meanings of the items. to class all us boys on the East Side.’
• Elicit answers from the class. social conflict: Ponyboy describes the fighting between
ANSWERS the Socs and the Greasers. ‘Greasers can’t walk alone too
cracks a book = reads books; lone it = do something / much, or they’ll get jumped, or someone will come by and
spend time alone; hot = good / great; drives (my brother scream ‘Greaser!’ at them, which doesn’t make you feel too
Darry) nuts = makes (my brother Darry) annoyed; hot, if you know what I mean. We get jumped by the Socs.’
spotted = noticed / saw social groups: Ponyboy describes the two social groups in
the area: the rich and the poor. ‘We get jumped by the Socs.
I’m not sure how you spell it, but it’s the abbreviation for the
Exercise 4 page 15
Socials, the jet set, the West-side rich kids. It’s like the term
• Students read the extract again and complete the task. ‘greaser’, which is used to class all us boys on the East Side.’
Extra support
KEY
1 D 2 B 3 C 4 A 5 D Allocate different pairs just one theme each to find
examples of in the text. Students then share the
information they have found in whole-class feedback.
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Exercise 9 Think & share page 15 Exercise 3 page 16
• Students complete the task in groups. • Students read the introduction and answer the question.
• Elicit ideas from the class. • Check the answer as a class.
Lesson outcome KEY
IQ indicates a person’s level of intelligence as a result of a
• If you are using the Classroom Presentation Tool, first test.
EQ is a person’s ability to recognise emotions and feelings,
and to understand the effect that they have on themself
• Ask students: What have you learned today? What can you and on other people.
do now? and elicit answers: I can understand new words in
an extract from a coming-of-age novel. Exercise 4 Vocabulary page 16
Further practice • Give students time to check the meaning of any words /
Workbook page 13 phrases they are unsure of in a dictionary.
Online practice • Encourage students to read through the whole article
once for gist before they start completing it.
1.7 Global skills Extra support

Elicit what part of speech each of the vocabulary items is,
Lesson summary e.g. assertive is an adjective. Then, elicit what part of speech
Speaking: Speculating about negative situations; talking is needed to fill each gap in the article, e.g. a verb / verb
about using emotional intelligence to achieve positive phrase in 1. Students bear this in mind when doing the task.
outcomes
Reading: An article about improving your emotional • Check answers as a class.
intelligence KEY
Vocabulary: Emotional intelligence 1 lose your temper 2 state of mind 3 be justified
Listening: A conversation about a problem and its 4 judgement 5 assertive 6 perspective 7 maintain
resolution relationships 8 criticism
Exercise 5 page 16
SHORTCUT To do the lesson in 30 minutes, keep the • Students discuss the questions in pairs.
warm-up and exercises 1 and 2 brief and do exercise 9 in • Ask a few students to share their opinion and reason with
the next lesson. the class.
Extra activity
WARMUP Students take turns in pairs to say an adjective
of feeling for each letter of the alphabet, e.g. anxious, • Write on the board:
brave, calm, delighted. To make it competitive, if a student Do you ever …
cannot think of an adjective for a letter, he/she gets a lose your temper and blame others before looking at
point. The winner has the fewer number of points at yourself?
the end. feel your negative emotions are justified?
find it difficult to … be assertive? see things from other
people’s perspective? maintain relationships? deal with
Exercise 1 page 16
criticism?
• Students read the quote and discuss the questions in • Working in pairs, students discuss the questions.
pairs. Encourage them to support their answers with Encourage them to provide details and examples.
reasons and examples.
• Ask some students to share some information.
• Elicit ideas from the class.
Exercise 2 page 16 Exercise 6  1.10 page 16
• Focus on the photos. • Play the audio for students to answer the questions.
• Working in pairs, students speculate about the situations. • Check answers as a class.
• Ask three different students to share their ideas about one KEY
situation. 1 She was a part-time sales assistant in a shoe shop.
2 He was popular with the customers, but not efficient at
Extra support using the cash desk.
• Write on the board: 3 She ran across the shop to get to the cash desk before
It looks like / as if … (+ present continuous) David.
Judging by …, I’d say … 4 She upset David and she lost a sale.
The man / woman looks (+ adjective)
I think / guess / imagine / suppose they might (+ infinitive) Transcript
If (+ present simple clause), (+ future simple clause) See Teacher’s Guide, page 189.
• Encourage students to use the prompts on the board.
40 Unit 1
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Exercise 7 page 16
• Circulate and monitor as students complete the task, When was the last time you had a conversation with (1) a
helping with vocabulary as necessary. friend, (2) a family member, (3) a stranger?
• Elicit suggestions from the class, but do not confirm any What did you talk about?
correct details at this stage. How did you feel during the conversation?
• Students take turns in pairs to talk about their three
conversations.
• Play the audio for students to compare their ideas and • Ask a few students to tell the class about a
answer the question.
conversation.
KEY Exercise 1 page 17
She identified one of her weaknesses: she was in a bad • Focus on the photo. Elicit where the men are and what
mood because she was hungry. they are doing.
She went on her break to try to calm down.
She knew that she wanted to make up with David.
• Students share their ideas in pairs.
She knew that she had hurt David’s feelings. • Elicit suggestions from the class.
She apologised for behaving so badly. KEY (SUGGESTED ANSWERS)
the weather, the journey (e.g. origin, destination, duration,
Transcript delays, connections), studies, interests (e.g. food, music,
See Teacher’s Guide, page 189. films, books, sports)
• Ask: Do you think Keira dealt with the situation in the best • Ask: Why do you think these are good topics to talk about
way? Why? / Why not? Elicit opinions and reasons from the with someone you don’t know? Elicit ideas, e.g. they’re
class. relevant to the situation the speakers are in; everyone
Exercise 9 Think & share page 16 has something to say; they are not controversial / would
not cause offence; they may lead to the speakers finding
• Students discuss the questions in pairs. things in common or having other things to talk about.
Extra challenge • Play the audio for students to answer the questions.
Working in pairs, students come up with another • Check answers as a class.
problematic situation, similar to those in exercises 2 and 6.
They write a brief description of the situation, then swap KEY
with another pair and discuss how emotional intelligence 1 They talk about the journey (destination, duration,
could be used to achieve a positive outcome. delays, the buffet car), the cities they are travelling to
and the sports they play.
2 They both enjoy doing sport and play in a sports team.
Lesson outcome
• If you are using the Classroom Presentation Tool, first Transcript
do the Lesson Closer Activity to review what has been See Teacher’s Guide, page 189.
• Ask students: What have you learned today? What can you Exercise 3 page 17
do now? and elicit answers: I can understand and discuss • Ask: Why was the conversation between the two men
how to use emotional intelligence. successful? Elicit ideas, e.g. the conversation flowed
smoothly and naturally; they were polite and listened
Further practice carefully; they used words to show interest (e.g. Really?
Workbook page 14 Wow! Right. Oh?); they asked plenty of questions; they
found things in common with each other.
1.8 Speaking • Students have a conversation in pairs and find out
whether they have anything in common. Tell them to bear
Lesson summary the above points in mind as they complete the task.
Speaking: Discussing common topics of conversation • Ask students to raise their hand if they found something
with strangers; role-playing a conversation with a in common with their partner. Choose a few students to
stranger; asking and answering personal questions share an example with the class.
Listening: A dialogue between two strangers; students
answering personal questions in a speaking exam
Strategy: Being able to backtrack and reformulate to

• Ensure students understand rehearsed, irrelevant and
spontaneous.
correct errors or slips
Vocabulary: Useful language for restating your ideas
• Play the audio for students to complete the matching task
and answer the questions.
warm-up brief and do exercises 7 and 8 in the next lesson.
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KEY Exercise 8 Reflect page 17
1 Layla: C 2 Ali: B 3 Kate: A
Layla gave the best answer. She sounded natural and gave AfL Teaching tip: success criteria
additional details / a complete answer. Peer feedback
A successful peer feedback session requires students
Transcript to think critically and analytically about what makes a
See Teacher’s Guide, page 190. successful piece of work.
• Elicit what was wrong with the answers given by Ali and Ask students to read the questions. They then consider
Kate (Ali’s answers were very simple and short and the their partner’s performance and make value judgements
examiner kept having to prompt him. Kate was asked and suggestions for improvement. Remind students
to talk about a film, but she spoke about a TV series. Her that when providing feedback, they should focus on the
answer didn’t sound spontaneous or natural.). positive first, be constructive and be polite.
Exercise 5  1.14 page 17 See the notes on Assessment for Learning on page 11.
• Give students time to read through the questions on the
cards. Lesson outcome
• Play the audio for students to complete the task. Point • If you are using the Classroom Presentation Tool, first
out that the examiner alternates between asking Jack and do the Lesson Closer Activity to review what has been
Geeta a question. covered in this lesson.
• Check answers as a class. • Ask students: What have you learned today? What can you
do now? and elicit answers: I can restate my ideas in a social
KEY
exchange.
1 Learning 1 and Childhood 3
2 Memory 1 and Memorable occasions 1 Further practice
3 spontaneous and complete Workbook page 15
Communicative activity photocopiable worksheet
Transcript Online practice
Exercise 6  1.14 page 17 1.9 Writing

• Go through the Speaking strategy together.
Lesson summary
Note! Speaking: Talking about learning useful skills
Errors and slips are both types of mistakes. Learners Reading: An article about a useful skill
typically make errors due to a lack of language Strategy: Using comment adverbs to make your writing
knowledge. Slips are caused by temporary factors such as more interesting
a learner being tired, nervous, distracted or excited.
Vocabulary: Comment adverbs
• Play the audio again for students to complete the phrases. Writing: An article about a useful skill
KEY SHORTCUT To do the lesson in 30 minutes, keep the
1 come out 2 say that 3 I meant warm-up brief, and set exercises 6 and 7 for homework.
Transcript WARMUP Write on the board:

See Teacher’s Guide, page 190. A skill you have but your partner doesn’t.
A skill you both have and learned in the same way.
Extra support A skill you both have but learned in different ways.
• Read out the phrases in the Phrasebook for students to • Working in pairs, students talk about their skills to find
repeat. Tell them to focus on copying your intonation
out the points on the board.
and stress.
• Ask some students to share an example with the class.
• Students then take turns in pairs saying the phrases.
Exercise 1 page 18
Exercise 7 page 17
• Focus on the photos. Elicit the skills (sewing (on a button),
• Give students time to read through all of the instructions. repairing a bike / fixing a puncture, painting / decorating).
• When playing the role of the examiner, encourage • Students complete the discussion task in pairs.
students to make notes on their partner’s performance,
as this will facilitate the feedback stage. They should focus • Elicit ideas from the class.
both on what their partner does well and what could be Exercise 2 page 18
better.
• Students read the task and article, then answer the
• Students complete the task in pairs, then swap roles and questions.
repeat.
42 Unit 1
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KEY marks; the tone is as if the writer were talking to the
1 The writer mentions repairing bikes. She grabs the reader). Encourage students to copy this style in their
reader’s attention with a question. own work.
2 She talks about who she learned the skill from. • Students complete the writing task.
3 She talks about why she finds the skill useful.
4 She says that every bike owner should know how to Exercise 7 Check your work page 18
look after their own bike. • Students go through the checklist before submitting their
work.
Exercise 3 page 18
• Go through the Writing strategy together. AfL Teaching tip: success criteria
• Focus attention on the examples of comment adverbs Using models
in the Phrasebook. Ensure students understand them all A good model text shows students what successful
clearly. writing looks like and provides a benchmark for
achievement.
Note!
Ask students to refer back to the model text in exercise 2
Point out that when a comment adverb is at the start of a when writing their article. Encourage them to compare
sentence, it is followed by a comma. their final work to the model to self-evaluate.
• Students find the comment adverbs in the article. See the notes on Assessment for Learning on page 11.
KEY
Lesson outcome
Admittedly, Consequently, Initially, Obviously, Personally, • If you are using the Classroom Presentation Tool, first
Not surprisingly do the Lesson Closer Activity to review what has been
Exercise 4 Vocabulary page 18 • Ask students: What have you learned today? What can you
• Suggest that students read through all the sentences do now? and elicit answers: I can write an article and use
before they start completing them. Make it clear that they comment adverbs.
can only use the adverbs once, so they need to find the
Further practice
most suitable gap for each.
Workbook page 16
• Check answers as a class. Online practice
KEY
1 Ideally 2 Basically 3 Unfortunately 4 Amazingly
5 Interestingly 6 Hopefully 1.10 Review
Extra activity Note!
• Students choose three comment adverbs from the Remind students that when completing the review
Phrasebook and write example sentences, similar to tasks, they should only be using the key grammar and
those in exercise 4. vocabulary from the unit, even if other correct answers are
also possible.
• Students take turns in pairs to read a sentence, but omit
the comment adverb. Their partner guesses the missing
word, e.g. ‘…, I tried to teach myself to play the guitar, but Grammar
then I decided to take lessons instead.’ ‘I think that’s Initially.’
Exercise 1 page 19
Extra challenge KEY
• Extend students’ vocabulary by eliciting or introducing 1 ’d / had read 2 had been learning 3 hadn’t brought
some other comment adverbs, e.g. Clearly, 4 had you had 5 hadn’t been listening / hadn’t
Disappointingly, Foolishly, Kindly, Luckily, Naturally, listened 6 had you been waiting
Theoretically, Truthfully, Unbelievably, Undoubtedly. Write
them on the board for students to copy down. Exercise 2 page 19
KEY
Exercise 5 page 18 1 didn’t use to do 2 used to live 3 got used to hearing
• Circulate and monitor as students plan their article, helping 4 would walk 5 ’m not used to getting up 6 Did you
with language and answering questions as necessary. use to cry
Exercise 6 page 18 Vocabulary

• Read out the task instructions. Elicit why students should
use a semi-informal conversational style for their article Exercise 3 page 19
(the article is for a school website and will be read by KEY

other students; the article should engage the readers). 1 online tutorials 2 motivated to 3 older generation
Elicit examples of the style demonstrated in the article 4 extensive vocabulary 5 capable of 6 late teens
in exercise 2 (e.g. the writer addresses the reader directly 7 hopeless at 8 mental arithmetic
with a question; use of contractions; use of exclamation
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Exercise 4 page 19
WARMUP Elicit from the class some places of learning
KEY outside the classroom, e.g. the natural environment, the
1 distracting 2 acquired 3 focus 4 picked up home, libraries, galleries, museums, historical buildings,
5 gave theatres, zoos, etc.
• Ask students to think of an occasion when they
Cumulative review acquired knowledge or skills outside the classroom.
Ask: Where were you? What did you learn? Could you have
Exercise 5 page 19
learned this in the classroom? Why? / Why not? How did
KEY you feel about the experience? Students take turns in
1 B 2 B 3 C 4 A 5 A 6 A 7 C 8 C pairs to talk about their learning experience.
9 A 10 B • Ask a few students to share their experience with the
class.
Think & share
Exercise 6 page 19
KEY
Students’ own answers
Note! EXPLORE
Once students have completed the Review page in the Exercise 2 page 20
Student’s Book, they should complete the Review section
in the Workbook and the Reflect questions.
• Go through the task together and then enter into the 360°
image. Move around the image of the Natural History
Museum, but do not click on the hotspot symbols yet.
Further practice
Workbook page 17 • Stop after 30 seconds and ask students to complete the
Progress test discussion task in pairs.
1 Vision 360° KEY (SUGGESTED ANSWERS)
Young people can learn about animals, their habitats,
lives, and how we can protect them.
Places of learning Older people can learn about how different species
evolved, how they have adapted to their environment and
Lesson summary
do scientific research.
square: A video about the history of museums
and zoos Exercise 3 All hotspots page 20
triangle: A spidergram about the educational • Go through the task together, then explore each of the
benefits of museums for young people hotspots in turn as a class. Alternatively, students could access
circle: An interview about education and zoos the image and the hotspots on their own devices. As each
star: A video of camouflaged animals hotspot is explored, students match it to the correct point.
hexagon: An infographic about famous museums • Once all the hotspots have been explored, check answers
around the world as a class. If necessary, have another quick look through
the hotspots to confirm the answers.
Speaking: Talking about visiting and the purposes of
museums and zoos; discussing ways to learn about wild KEY
animals and the natural world; presenting information 1 2 3 4 5
about a workshop at London Zoo
Listening: A video about the history of museums and Transcripts
zoos; an interview about education and zoos See Teacher’s Guide, page 190.
Reading: A spidergram about the educational benefits Exercise 4 page 20
of museums for young people; an infographic about
famous museums around the world Extra support
Create task: Creating a virtual tour of a museum Pre-teach any vocabulary from the task and video which
you think students may not know or remember, e.g. fund,
Animal Rights campaigners, finance, mammal, exhibit,
SHORTCUT To do the lesson in 30 minutes, omit exercise 8, extinct, archaeologist, conservation, endangered species, at
ensure Steps 1 and 2 of the Create task are done in class, set the expense of (with loss or damage to something).
Steps 3 and 4 as group homework tasks and do Step 5 in
the next lesson. • Click on the square hotspot to play the video again for
students to complete the task.
44 Unit 1
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KEY CREATE … a virtual tour of a museum
1 False (They became popular in the 19th century.)
To complete the Create task, students will need access to
2 True
the internet to do the Research it! task and a computer with
3 False (Many of the animals died naturally.)
appropriate software, e.g. Microsoft PowerPoint, to create
4 Not mentioned
their virtual tour. Alternatively, students can print out a map
5 True 6 Not mentioned
and photos to show to the class as they talk about their tour.
Transcript STEP 1 page 21
• Find out if any students have been to any of the listed
Exercise 5 page 20 museums. If so, elicit some brief details about their visit.
• Click on the triangle hotspot again. Give students time to • Working in groups, students decide which museum they
read the spidergram text and complete the matching task. would like to focus on. Try to ensure that each group
• Check answers as a class. chooses a different museum, as this will add variety and
interest at the presentation stage.
KEY
1 C, D 2 B 3 A, B, E 4 D, E STEP 2 Research it! page 21
• Students conduct some online research and make notes
Extra challenge on each point. You may like to suggest that within their
Students write another positive comment for the group, they divide up the points and research tasks.
feedback questionnaire, answering the question What
did you like best about the museum? They swap comments STEP 3 page 21
in pairs, read their partner’s comment and decide which • Students find a suitable map and photos.
benefit it matches to.
STEP 4 page 21
Exercise 6 page 21 • Circulate and monitor as students prepare their virtual

tour, helping with language and answering queries.
• Click on the circle hotspot for students to listen to the
audio again and complete the notes. STEP 5 page 21
• Check answers as a class. • Groups take turns to present their museum tour to the
KEY class.
For: Education: Learn about animals, habitats, and threats. • Ask a few students which museum they would most like
Awareness: Increases people’s knowledge of animals and to visit and elicit reasons why.
how to protect them.
Protection: By keeping animals in a safe place, we can Lesson outcome
ensure their survival. • If you are using the Classroom Presentation Tool, first
Against: Animals in captivity: You can’t learn about a wild do the Lesson Closer Activity to review what has been
animal when it’s in captivity. covered in this lesson.
TV documentaries: People can learn far more from nature • Ask students: What have you learned today? What can you
documentaries than from zoos. do now? and elicit answers: I can understand information
Cruelty: Keeping animals in zoos is cruel and unnecessary. about the educational value of museums and zoos, and
create a virtual tour of a museum.
Transcript
See Teacher’s Guide, page 190. AfL Teaching tip: learning intentions
Exercise 7 Think & share page 21 Focusing students on how to extend their learning
• Working in pairs, students discuss the questions. It’s important to encourage students to take
responsibility for their learning and make decisions
• Ask a few students to share some ideas with the class. about what they will do to further improve.
Exercise 8 page 21 At the end of each unit, ask students to write a list of what
• Click on the star hotspot for students to watch the video they will do to continue their improvement. For Unit 1,
again and write down the animals. students can include: go back over Unit 1 of the Student’s
Book; use the online practice material; write sentences
• Elicit which animals they could see.
about my skills and learning using the target vocabulary;
KEY practise guessing the meanings of new words when
a gecko, a sand crab, frogs, a scorpion fish, an owl, a tiger reading; practise correcting my mistakes when speaking.
See the notes on Assessment for Learning on page 11.
Exercise 9 page 21
• Circulate and monitor as students conduct their online
research and make notes in pairs, helping as necessary.
• Pairs take turns to present the information about their
chosen workshop to the class.
Unit 1 45
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Design
2 Highsto
and
supply
lows unit artwork
2.1 Vocabulary • Check answers as a class. If students suggest Zaki as the

answer to 1 (because he thinks his dad overreacted to the
Lesson summary situation), explain that this is not correct, as the question
Speaking: Talking about living with family; discussing says parents’ behaviour, not parent’s behaviour.
how awkward situations could be resolved KEY
Listening: A discussion about other people’s annoying 1 Joe 2 Yasmin 3 Zaki 4 Daisy 5 Yasmin
behaviour; people talking about issues with their family
Transcript
Vocabulary: Feelings See Teacher’s Guide, page 190.
Writing: A comment for a blog
Exercise 3 Vocabulary   2.01 page 22
AfL Teaching tip: learning intentions Note!

Engaging with content The term snowflake is an offensive word for a person who
Exploring the course unit map can help learners you think expects special treatment or is too sensitive to
identify course content that interests them. It can also criticism and easily upset.
raise awareness of where they are in their learning in
relation to that content. • Focus on the words in bold. Elicit what they all have in
common (they are adjectives of feeling).
Ask students to refer to pages 2–3 and scan the map for
Unit 2. Ask: Which grammatical structures and vocabulary • Give students time to check the meaning of any words
have you come across before? Which are new? Which lesson they are unsure of in a dictionary.
looks the most interesting? • Play the video or audio again for students to complete
See the notes on Assessment for Learning on page 11. the task.
KEY
1 Yasmin 2 Daisy’s friend 3 Joe 4 Zaki’s dad
5 Yasmin’s uncle 6 Joe 7 Daisy 8 Zaki’s parents
homework.
Transcript
• Ask: What can you see in the photo? Extra activity
• How does the photo relate to the unit title in both a literal • Put the following stress patterns on the board:
and figurative way?
1 2 3 4
•     
What are some of the best experiences you’ve had in
your life? • Explain to students that the circles indicate the number
• What made the experience so good? of syllables in the word and the larger circle indicates
• Students discuss the questions in pairs. where the stress falls.
• Ask a few students to share their ideas with the class. • Say the adjectives in bold in exercise 3 and ask students
to write them into the correct category.
Exercise 1 page 22
• Focus on the title of the lesson. Elicit or explain what it KEY
means to drive someone crazy (make someone very angry). 1 puzzled 2 miserable, furious 3 astonished,
• Students discuss the questions in pairs. offended, resentful, frustrated 4 irritated
• Elicit ideas and opinions from the class. • Working in pairs, students take turns to say an adjective
and their partner taps the stress pattern on the desk
Exercise 2   2.01 page 22 (they can use one finger for the unstressed syllables
and two fingers for the stressed syllable).
Extra support
Write the names of the four people featured in the Exercise 4 Vocabulary page 23
vlog on the board in the order they speak about their • Check students understand all the phrases.
experiences, i.e. Zaki, Daisy, Joe, Yasmin. Point out that one
person matches to two questions.
• Play the video or audio for students to answer the
questions.
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1 fall out with 2 talk, over 3 calm down 4 make up • Encourage students to include plenty of vocabulary from
with 5 gets on, nerves 6 drives, crazy the lesson. Tell them to write 80–100 words.
Extra activity Extra challenge
Students discuss in pairs whether they agree with the Fast finishers read a partner’s blog comment and write a
advice in sentences 1–4. Encourage them to give reasons response.
and examples to support their opinions. Elicit ideas.
Exercise 5 page 23
• Working in pairs, students discuss the question.
• Students complete the sentences in pairs. • Elicit ideas from the class.
• Elicit some examples of things students found they had in
common with their partner, e.g. We both get frustrated if we Lesson outcome
can’t remember a word in English. • If you are using the Classroom Presentation Tool, first
• Students complete the matching task. • Ask students: What have you learned today? What can you
• Check answers as a class. do now? and elicit answers: I can talk about feelings and
KEY other people’s behaviour.
1 C 2 F 3 E 4 A 5 D 6 B Further practice
Workbook page 18
Extra activity
Working in pairs, students remember the contexts in Vocabulary photocopiable worksheet
which the Real English phrases were used in the vlog. If Short test
necessary, play the video or audio again. Elicit answers
from the class.
KEY 2.2 Grammar
Joe says it does his head in when his parents ask
Lesson summary
questions about what he’s doing and who he’s with.
Yasmin was lost for words when her uncle called her a Reading: A blog post about household rules
‘snowflake’. Grammar: Modal verbs: advice, obligation and necessity;
Yasmin says ‘Tell me about it!’ to show she can relate to possibility, probability and certainty
how Joe feels about his parents’ behaviour. Listening: A behaviour expert giving advice about living
Zaki’s dad blew his top because Zaki had left the with other people
lights on. Speaking: Discussing changes to school rules; sharing
Daisy told her friend to give it a rest because she was opinions about rules
singing while they were studying together.
When people are wasteful, it’s a big deal for Zaki’s
parents because they are really into the environment. SHORTCUT To do the lesson in 30 minutes, keep the
warm-up brief and omit exercise 7.
• Give students time to read through the summaries. WARMUP Elicit the adjectives of feeling students learned
Encourage them to consider any options which would be in Lesson 2.1 and write them on the board. If necessary,
unlikely. refer students back to exercise 3 on page 22.
• Play the audio for students to complete the summaries. • Working in pairs, students talk about occasions when
Tell them that the speakers’ tone of voice will also help they have had these feelings due to the behaviour
them decide on the correct options. of someone they live with, e.g. A couple of days ago,
KEY
I cooked dinner for my family. My brother said it was
1 irritated 2 driving her crazy 3 frustrated 4 talk it disgusting and refused to eat it. I felt really offended.
over 5 astonished 6 puzzled 7 miserable 8 make They do not need to talk about all of the feelings.
up with her 9 getting on her nerves 10 offended • Ask a few students to share an example with the class.
11 furious 12 fall out 13 calm down
Exercise 1 page 24
Transcript
• Ask students to think back to Yasmin and Zaki’s vlog in
Lesson 2.1. Elicit what they asked viewers to do at the end
Exercise 8 page 23 of the vlog (leave a comment saying what their friends or
• Students complete the discussion task in pairs. family do that drives them crazy).
• Ask some students to share some ideas with the class. • Students read the blog post and think about whether
they agree with the given advice or not. You could
suggest they put a tick next to any advice they agree with
and a cross next to anything they disagree with.
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• Students discuss the questions in pairs. Encourage them 3 It must be so annoying if people are late … . That has to
to support their opinions and ideas with reasons. be a good thing. … it can’t be easy trying to sleep …
• Elicit any additions or changes students would make 4 Talk things over calmly, and you’ll be able to solve most
and why. disagreements.
5 Of course, we can sometimes get on other people’s
Exercise 2 page 24 nerves without realising it.
• Students complete the grammar rules. • Students do the Grammar booster exercises on page 134.
Exercise 6 page 24
KEY
• Focus attention on the example. Elicit what has changed
1 should 2 ought to 3 must 4 have to 5 mustn’t
(maybe she’s  she could) and why the modal verb is used
6 don’t have to 7 needn’t 8 be supposed to
(to express possibility).
* Answers 1/2, 3/4 and 6/7 can be in either order.
• Students rewrite the remaining sentences.
Extra support • When checking answers as a class, elicit why the modal
• Write the modal verbs from the Key above on the board verb is used in each case.
in a random order. Ask students to find sentences with KEY
the verbs in the blog post. They then work out from 2 Look, their name is on the door – this must be the right
the context when each verb is used and complete the flat.
grammar rules. 3 It can’t be much fun sharing a room with your brother.
• When checking answers, elicit an example for each rule. 4 We won’t be able to charge our phones until we get home.
5 The weather should improve later in the week.
Note! Extra support

• Remind students that modal verbs are followed by the Tell students which information in each sentence needs
infinitive without to. to be reworded, i.e. 2 = I’m sure this is, 3 = I don’t imagine
• Point out that need to, have to, don’t have to, don’t need it’s, 4 = It isn’t possible for us to, 5 = will probably.
to and be supposed to may change form depending on
the subject pronoun, e.g. he needs to, she doesn’t have to,
we aren’t supposed to. Extra challenge
Students write two more prompt sentences similar to
• Students do the Grammar booster exercises on page 134. those in exercise 6. They should use two of the unused
verbs (may, might, have to, can). They swap sentences in
Exercise 3 page 24
pairs and rewrite their partner’s sentences, then swap
• Students complete the task. back to check.
Exercise 4 page 24
• Students compare their answers in pairs. If necessary, they Exercise 7  2.03 page 24
can refer back to the grammar rules to help explain the • Play the audio for students to write sentences.
differences in meaning. • Check answers as a class.
• Check answers as a class. KEY
KEY 1 Living with other people can be a challenging situation.
1 both possible – must is stronger obligation / advice 2 You should / ought to try to find out what’s most
2 mustn’t is only possible important for your housemates.
3 both possible – need to is slightly stronger than should 3 There must / has to be an easier way to solve a problem
4 both possible – have to is obligation, supposed to is than by arguing.
expectation 4 You shouldn’t try to guess what makes people irritated
5 not supposed to is only possible or frustrated.
5 It might be / may be / could be useful for everyone to
Exercise 5  page 24 complete a questionnaire and discuss the answers.
• Students read the grammar rules and find examples. 6 You need to / have to / must be willing to communicate
• Play the video. with each other.
• Check answers as a class. Transcript
KEY See Teacher’s Guide, page 191.
1 You may live at home with your family. You might be
a student sharing a flat with friends. Or you could be
staying with a host family while you’re studying abroad.
2 … so don’t be surprised if your parents seem irritated –
it should be obvious why.
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Extra support WARMUP Focus on the photos at the top of page 25.
• Play the audio. Tell students to just listen and focus on • Write on the board:
understanding the expert’s advice. How is he/she feeling?
• Focus on the prompts. Elicit or tell students where the What do you think his/her problem might be?
modal verb should be positioned in each sentence, e.g. What should he/she do to try to resolve the issue?
1 = after people, 2 = after you. • Put students into A / B pairs. Ask the Student As to
• Play the audio again. Pause it after the information answer the questions about the person in the photo
about sentence 1 has been given. Elicit which modal on the left. The Student Bs then do the same with the
verb is appropriate and why (can is appropriate photo on the right. Encourage them to use modal
because it expresses a strong possibility). Give students verbs where possible.
time to write down the full sentence, then check the • Elicit some ideas about both situations.
answer.
• Continue in the same way. Exercise 1 Think & share page 25
• Ask: What do you think is the best advice the expert gives? • Students complete the matching task in pairs.
Do you agree with all of her advice? Why? / Why not? Ask • Check answers as a class.
students to discuss the questions in pairs, then elicit ideas KEY
and opinions from the class. 1 D 2 A 3 E 4 C 5 B
Exercise 8 page 24
• Students exchange opinions on which tips they think are
the most useful. Remind them to give reasons to support
• Circulate and monitor as students share their ideas. their choices.
• Elicit examples of changes students would make to the • Ask some students to share their opinions and reasons
rules and why. with the class.
Extra challenge
• Working in pairs, students discuss the questions. Working in pairs, students come up with other tips for
• Elicit ideas from the class. how to take control of your life. Elicit ideas from the class.
Lesson outcome
• If you are using the Classroom Presentation Tool, first Exercise 2  2.04 page 25
do the Lesson Closer Activity to review what has been • Play the audio for students to match the speakers to the
covered in this lesson. situations. Encourage them to wait until the speaker has
• Ask students: What have you learned today? What can finished talking each time before choosing their answer.
you do now? and elicit answers: I can use modal verbs to • Check answers as a class.
talk about advice, obligation and necessity; and possibility, KEY
probability and certainty. 1 G 2 F 3 A 4 B 5 D
Further practice Transcript
Workbook page 19
Grammar photocopiable worksheet Extra support
Online practice
Tell students which answers are not needed, i.e. C, E and H.
2.3 Listening Exercise 3  2.04 page 25

• Give students time to read through the questions and
Lesson summary
note down any answers they can remember.
Speaking: Discussing difficult situations and advice for
• Play the audio again for students to check their notes and
dealing with them
answer the questions they were unable to.
Listening: Teenagers describing difficult situations and
how they dealt with them
Strategy: Recognising paraphrasing KEY
1 He gets annoyed with his phone because it sometimes
Vocabulary: Being more in control
runs out of charge and data.
2 They don’t encourage her to follow her dream of
SHORTCUT To do the lesson in 30 minutes, keep the becoming an astronaut.
warm-up brief, set exercise 7 for homework and do 3 It isn’t strong enough for everyone to use their devices
exercise 8 in the next lesson. at the same time.
4 She isn’t very good at managing her time.
5 She needs to focus on the things she can change and
worry less about the things she can’t change.
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Transcript Lesson outcome
See Teacher’s Guide, page 191. • If you are using the Classroom Presentation Tool, first
• Ask: Which of the problems the teenagers talked about can do the Lesson Closer Activity to review what has been
you relate to? Have you tried doing anything to make the covered in this lesson.
situation better? If so, has it made a difference? If not, why • Ask students: What have you learned today? What can you
not? Give students time to discuss the questions in pairs, do now? and elicit answers: I can recognise and understand
then ask some students to share an example with the paraphrasing.
class.
Further practice
Exercise 4  2.05 page 25 Workbook page 20
• Go through the Listening strategy together. Online practice
• Play the audio for students to complete the matching
task. Point out to students that this time the order of the 2.4 Vocabulary
speakers is different.
• Check answers as a class. Lesson summary
KEY Speaking: Discussing a proverb; answering questions
Tip 1: Ryan Tip 2: Anita Tip 3: Joe Tip 4: Hannah about well-being
Tip 5: Nina Reading: An article about the importance of doing
nothing
Transcript Vocabulary: Well-being
See Teacher’s Guide, page 192. Writing: A reply to a comment on a forum
Extra challenge
Before listening, students discuss in pairs which tip they SHORTCUT To do the lesson in 30 minutes, keep the
think matches to each speaker’s situation and why. They warm-up brief, omit exercise 1 and set exercise 7 for
then listen and check their predictions. homework.

• Play the audio again for students to complete the extracts. To lead a healthy life, you …
• Check answers as a class. Ensure students understand and • Elicit modal verbs to talk about advice, obligation and
can pronounce the items correctly. necessity and add them to the board. If necessary,
KEY refer students back to the grammar box in exercise 2,
1 take control of the situation 2 do something positive Lesson 2.2.
3 adapt to the circumstances 4 take responsibility for • Ask students to consider what constitutes a healthy
your actions 5 maintain your focus life. Encourage them to think not only about physical
health, but also mental health. Working in pairs, they
Transcript take turns to make sentences using the prompt and
See Teacher’s Guide, page 192. modal verbs, e.g. To lead a healthy life, you ought to get
eight hours’ sleep a night / need to avoid stress as much as
Exercise 6 page 25
possible / are supposed to drink two litres of water a day.
• Working in pairs, students find vocabulary in the text with
similar meanings.
• Ask some students to share some advice with the class.
Exercise 1 page 26
KEY
• Elicit or explain what a proverb is (a well-known phrase
1 Be proactive 2 Do something positive 3 Be flexible
or sentence that gives advice or says something that is
4 Be honest with yourself / Be proactive 5 Believe in
generally true) and ensure students understand tension
yourself
(a feeling of worry and stress that makes it impossible to
Exercise 7 Vocabulary page 25 relax).
• Encourage students to read through the whole text • Students discuss in pairs what they think the proverb
before they start completing it. means and whether they agree with it. Encourage them
to give reasons.
• Ask a few pairs for their interpretation of the proverb and
KEY if they agree with it or not.
1 Do something positive 2 take responsibility for your
actions 3 adapt to the circumstances 4 take control of Exercise 2 page 26
the situation 5 maintain your focus • Students read the article and answer the question.
Exercise 8 Think & share page 25 • Check the answer as a class.
• Working in pairs, students discuss the questions. KEY
• Elicit ideas from the class. Because ‘doing nothing’ means taking a break in order to
restore your energy levels and mental wellbeing.
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Exercise 3 Vocabulary page 26 Exercise 6 page 26
• Give students time to check the meaning of any items • Advise students to read through the whole of each extract
they are unsure of in a dictionary and then to organise before they start completing it. Point out that in many
them into the three columns. Make it clear that while cases, the words after the gap will help them decide on
some items clearly fit into one category (e.g. develop the correct answer.
a positive mindset is positive; depression is negative), • Check answers as a class.
the positioning of others may depend on students’
KEY
perspectives.
1 mental health 2 develop a positive mindset
• Elicit answers from the class. When students suggest 3 burnout 4 anxiety 5 addiction 6 downtime
different answers, encourage them to explain the 7 regrets 8 well-being
reasoning behind their choice.
KEY (SUGGESTED ANSWERS) Extra support
Positive: well-being, mental health, thrive on stress, Put students into groups of three. Each student reads and
downtime, chill out, develop a positive mindset, build self- completes a different extract – A, B or C. They then share their
confidence answers as a group. If they find that an item has been used
Negative: regrets, anxiety, depression, addiction, burnout, more than once, they should look at the relevant sections of
get on top of you text and work out together where it is correctly placed.
Neutral: be on the go, be mindful
• Elicit what part of speech each item is (e.g. well-being is an • Students do the Vocabulary booster exercises on
page 121.
uncountable noun) and draw attention to the collocations
(e.g. mental health, build self-confidence). Exercise 7 Mediation page 26
Extra support • Encourage students to use information and vocabulary

from the lesson in their reply. Prompt them to also include
• Students work in small groups to ensure everyone some modal verbs to give advice, e.g. should, shouldn’t,
understands all the words and phrases clearly.
ought to, must, mustn’t. If necessary, first refer students
• Students discuss and decide as a group whether each back to Lesson 2.3 to review these.
item is positive, negative or neutral before the class
check. Extra activity
Working in pairs, students swap work and read each
Exercise 4 page 26 other’s reply. Ask a few pairs to share some details about
• Students read the article again and complete the task. how their advice was similar or differed.
KEY
1 People are constantly on the go and receiving • Students discuss the questions in pairs.
information via their phones and social media; people • Elicit different ideas and opinions from the class.
are rude or inconsiderate in their behaviour; we are too
busy and always thinking about the next thing we have Lesson outcome
to do. • If you are using the Classroom Presentation Tool, first
2 Problems include anxiety, sleep disorders, depression, do the Lesson Closer Activity to review what has been
addiction and burnout. covered in this lesson.
3 It gives our brains a chance to relax and process all the • Ask students: What have you learned today? What can you
information it has received; it can also help us develop a do now? and elicit answers: I can talk about ways to improve
positive mindset so we feel more optimistic; it may help my well-being.
to build self-confidence, allowing us to deal with the
stresses of everyday life. AfL Teaching tip: learning intentions
Evaluating success criteria in reviews
Scaffolded review tasks can exploit core learning
• Students rewrite the questions with the target vocabulary. intentions.
• Check answers as a class. At the end of the lesson, ask students to close their books
KEY and brainstorm in pairs the vocabulary they have learned
1 thrive on stress 2 chill out 3 depression 4 be on from the lesson. They can then refer back to page 26 to
the go 5 getting on top of you 6 build self-confidence see if they missed any items. Alternatively, this review
7 be mindful could be done at the start of the next lesson.
• Students discuss the questions in pairs. Encourage them See the notes on Assessment for Learning on page 11.
to extend their answers by giving reasons, explanations
and examples. Further practice
• Elicit ideas from the class. Workbook page 21
Short test
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2.5 Grammar • Students do the Grammar booster exercises on page 135.
Lesson summary Exercise 4 page 27
Speaking: Talking about character traits of family members;

discussing situations using modal verbs in the past • Check answers as a class.
Listening: A phone conversation; mini-dialogues KEY
Grammar: Perfect modal verbs; needn’t have / didn’t need to 1 should / ought to have 2 can’t have 3 should / must
have 4 may / might / could / must have 5 shouldn’t /
ought not to have
warm-up and exercise 1 brief and omit exercise 7. Extra support
When checking answers, elicit the grammar rule(s) each
example matches to, i.e. 1 = B, 2 = D, 3 = E / D, 4 = A / D,
5 = B.
What do people your age commonly worry about?
Do your parents often worry about you or your siblings?
What effects may worrying have on a person’s well-being? Exercise 5  2.07 page 27
• Students discuss the questions in pairs. • Students read the grammar rules and choose the most
• Elicit ideas and examples from the class. appropriate options.
• Play the audio for students to check their answers.
Exercise 1 page 27 • Check answers as a class.
• Elicit or remind students of the meaning of anxious KEY
/ˈæŋkʃəs/ (feeling worried or nervous) and ensure they 1 both are possible, but needn’t have worried is more likely
can pronounce it correctly. as we know she was worried 2 didn’t need to call
• Students discuss the questions in pairs. Transcript
• Ask a few students to share their answers with the class. See Student’s Book, page 27, and Key above.
Exercise 2  2.06 page 27 • Students do the Grammar booster exercises on page 135.
• Play the audio for students to complete the conversation. Exercise 6 page 27
Point out they need to write two or three words in each gap. • Students complete the task.
• Check answers as a class. • Check answers as a class.
KEY
KEY
1 should have 2 might have 3 must have 1 both are possible 2 both are possible 3 didn’t need
4 can’t have 5 could have 6 ought to have to revise 4 both are possible
Transcript
Extra support
See Student’s Book, page 27, and Key above.
When checking answers, ask some comprehension check
Exercise 3  page 27 questions to ensure students understand what did / didn’t
• Students read the grammar rules and complete the happen in the situations, e.g. 1 Did they wait for Suzi? (yes),
matching task. Point out that two of the modal verbs 2 Did Leon explain to his friends about his addiction? (didn’t
match to the same rule. need to explain – no; needn’t have explained – yes), 3 Did
Faisal revise for the exam? (no), 4 Did Lauren worry? (yes).
• Play the video.
KEY
• Play the audio for students to write the sentences.
1 E 2 A 3 D 4 D 5 C 6 B
Note! KEY
Point out that when using modal verbs in the past, have 1 Harvey shouldn’t / ought not to have let things get on
takes on its weak form and is pronounced /əv/. top of him.
2 Zoe’s cousins may / might / could have forgotten to
meet her at the café.
Extra activity 3 The exam results should / were supposed to have
Working in pairs, students decide which other modal arrived this morning.
verbs could replace those in the conversation in exercise 2 4 Emma didn’t need to buy / needn’t have bought Abby
without changing the meaning. Point out that there is no some chocolate.
other option for 3. Check answers as a class. 5 You can’t / couldn’t have known that would happen.
KEY 6 The school could / might have told us sooner!
1 was supposed to have 2 may / could have
Transcript
3 (no other option) 4 couldn’t have 5 might have
6 should have
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Exercise 8 Think & share page 27 information. Encourage students to explain the reasons
• Students discuss the situations in pairs. behind their choices.
• Elicit some ideas about each situation from the class. • Elicit suggestions, but do not confirm correct guesses at
this stage.
Extra challenge
Exercise 3 page 28
• Working in pairs, students come up with another
situation and write a short paragraph explaining it on a • Students read the article quickly and check their ideas. To
piece of paper. ensure they do not spend too long doing this, you may
like to set a time limit.
• Pairs swap their situation with another pair and discuss
it using modal verbs. If time allows, they could repeat • Check answers as a class.
this a few more times. KEY
1 C 2 E 3 A 4 D 5 B 6 F 7 C 8 E
Lesson outcome • Find out which pair(s) had the most correct guesses
• If you are using the Classroom Presentation Tool, first and elicit what helped them most when predicting the
do the Lesson Closer Activity to review what has been answers.
do now? and elicit answers: I can use perfect modal verbs to
• Students read the article again and answer the questions.
talk about past events. • Check answers as a class.
KEY
Further practice
Workbook page 22 1 Because they faced a challenge that put hundreds of
Grammar booster page 135 lives in danger.
Grammar photocopiable worksheet 2 It disabled both the plane’s engines.
Online practice 3 It was over a crowded city, at a low altitude.
4 He realised it wouldn’t be possible to return to
LaGuardia.
2.6 Reading 5 Jeff communicated their speed and height to Sully, who
focused on keeping the plane level and in the right
Lesson summary position for landing.
Speaking: Speculating about a news story; interview role- 6 The plane might sink; both the air and water were
plays; talking about dealing with a challenging situation extremely cold so people would not survive for long.
Strategy: Previewing and predicting 7 People were rescued by boats and the rescue services.8
Reading: A news article about a Miracle on the Hudson That was how long it took to learn that everyone had
survived.
Vocabulary: Collocations
9 The pilots needn’t have landed in the river; they should
have tried to return to LaGuardia; flight simulators
SHORTCUT To do the lesson in 30 minutes, keep the at first showed that the plane could have returned
warm-up brief and omit exercises 7 and 8. safely. This didn’t take account of the time needed
to recognise the situation and decide on a course of
action.
WARMUP Ask: What stories have been in the news recently?
How do these stories make you feel? Students discuss the Extra support
questions in pairs. Elicit ideas from the class. • Tell students in which paragraph the answers can be
found, i.e. 1 = A, 2–3 = B, 4 = C, 5 = D, 6–8 = E, 9 = F.
Exercise 1 page 28 • Play the audio and ask students to follow the text in
• Focus on the title of the lesson. Elicit or explain the their book. Pause it after paragraph A for students
meaning of miracle (a lucky thing that happens that you to answer question 1. Elicit the answer from the
did not expect or think was possible) and Hudson (the class. Continue in the same way with the remaining
name of a river which flows through New York state). paragraphs and questions.
• Give students time to look at the photos carefully and
read the captions. Extra activity
• Working in pairs, students discuss the questions. • Write on the board:
Encourage them to use modal verbs to speculate about What’s your reaction to the story?
the situation. How would you describe the pilots and the way they acted?
• Elicit suggestions from the class. How might the event have affected the people involved?
Can you think of other true stories which are ‘miracles’?
Exercise 2 page 28
• Conduct some whole-class feedback.
• Students work in pairs and use the strategy to help predict
which paragraph contains each piece of information.
Point out that two of the paragraphs have two pieces of
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• Focus attention on the highlighted phrases in the • Advise students to write open questions so that their role-
article. Elicit or point out that they are all verb + noun plays will be more extensive / productive.
collocations.
• Remind students about the strategy they learned in Extra support
Lesson 1.6 about understanding new words and phrases. Elicit possible questions from the class and write them
Elicit how they can try to guess the meaning of new on the board. Alternatively, invite different volunteers to
vocabulary (focus on the context, look at each part of come to the board and write up one or two questions
the word or phrase, think about your own language). each. Pairs then choose 3–4 of the questions and copy
If necessary, refer students back to the strategy box on them down.
page 14.
• Encourage students to use the strategy to work out the Exercise 8 page 28
meaning of the phrases. Elicit ideas from the class and • Put pairs together to make groups of four.
confirm correct guesses. Explain any items students still • Students complete the role-play task, then swap roles and
do not understand. repeat. Encourage the ‘journalists’ to listen carefully and
• Students complete the quotes with the phrases. respond naturally to what the ‘passengers’ say, rather than
• Check answers as a class. just focusing on asking their next question. If appropriate,
KEY
they could also ask some relevant follow-up questions.
1 trust your instincts 2 made a commitment Extra activity
3 evaluated the options 4 faced a challenge
Students use the information gained from their interview
5 take account of
as journalists and write a short news article about the
Exercise 6 page 28 passengers’ experiences. This could either be done in class
• Students complete the discussion task in pairs. Encourage or as a homework task.
them to use modal verbs in the past, e.g. I think a pilot
must have said this. It might have been a passenger who Exercise 9 Think & share page 29
said this. • Elicit or explain the meaning of hindsight /ˈhaɪndsaɪt/ (the
• Elicit answers from the class. understanding that you have of a situation only after it has
KEY (POSSIBLE ANSWERS)
happened).
1 Most likely answer: a pilot. Also possible: an air traffic • Give students time to think about a personal challenge or
controller, a member of the cabin crew, an air accident problem and their answers to the questions. Encourage
investigator. them to make notes.
2 Most likely answer: a member of the cabin crew. Also • Students take turns in pairs to talk about their challenge
possible: an air traffic controller, a pilot, a journalist, an or problem.
air accident investigator. • Ask whether any pairs found similarities between their
3 Most likely answer: an air traffic controller. Also possible: experiences. If so, elicit some examples.
a passenger, a member of the cabin crew, a journalist,
an air accident investigator. Lesson outcome
4 Most likely answer: a passenger. Also possible: a pilot, a • If you are using the Classroom Presentation Tool, first
member of the cabin crew. do the Lesson Closer Activity to review what has been
5 Most likely answer: an air accident investigator. covered in this lesson.
Extra activity do now? and elicit answers: I can preview and predict the
• Write on the board: content of a text.
1 Why might someone find it difficult ___ their instincts?
Further practice
2 Think about the jobs people in your family do. What
Workbook page 23
challenges do you think they ___ in their work?
Online practice
3 Do you usually ___ the options carefully before making
a decision? Why? / Why not?
4 Have you ever___ a commitment to do something and 2.7 Global skills
then not done it?
Lesson summary
5 What should students ___ account of when choosing a
university to attend? Speaking: Discussing a quote and tips about being
resilient / building resilience
appropriate verbs in the correct form. Reading: A quiz about coping with challenges
• Check answers and then ask students to discuss the Listening: A podcast interview about building resilience
questions in pairs. Vocabulary: Challenging situations
KEY
1 to trust 2 face 3 evaluate 4 made 5 take
54 Unit 2
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SHORTCUT To do the lesson in 30 minutes, omit the Exercise 4  2.10 page 30
warm-up and exercise 1.

AfL Teaching tip: diagnostics
Exchanging ideas and clarifying
WARMUP Ask students to think again about the Students who exchange knowledge and ideas can
challenge or problem they talked about in Lesson 2.6, help each other to clarify an area of learning.
exercise 9. Ask students to look individually at the words in bold in
• Ask: When you think back to the situation now, how the text and mark them √ = I understand, ? = I’m not sure,
do you feel? Do you think you could have avoided the X = I don’t understand. Remind them to use the strategy
situation? What did you learn from the experience? in Lesson 1.6 to help them work out the meaning of the
• Students discuss the questions in pairs. words. In small groups, students then seek clarification for
• Ask a few students to share their ideas with the class. the vocabulary which is unfamiliar to them.
Exercise 1 page 30
• Give students time to read through the tips carefully and
underline the key words.
Note!
In the quote, tough functions as both an adjective and
• Play the audio for students to number the tips.
a noun. When used as a noun, the meaning is people • Check answers as a class.
who are tough. Other common examples of adjectives KEY
functioning as nouns are: the elderly, the rich, the homeless. 1 B 2 D 3 C 4 F 5 E 6 A
Note that these nouns are always plural and used with the
definite article. Transcript
• Focus on the quote. Elicit from the class what they think it
means. Exercise 5 Vocabulary page 30
KEY (SUGGESTED ANSWER) Extra support

When conditions or progress become difficult, strong and
• Elicit the part of speech of each of the words in bold in
determined people work even harder to succeed.
exercise 4, e.g. trust is a verb.
• Students answer the other questions in pairs. • Advise students to first read through all the quiz
• Elicit opinions and examples from the class. answers and think about what part of speech is needed
for each gap. They then read the texts again and
Exercise 2 page 30
complete them.
• Students read the introduction and complete the task.
• Check the answer as a class and ensure students can • Students complete the quiz answers.
accurately pronounce resilience /rɪˈzɪliəns/. • Check answers as a class.
KEY KEY
the ability to recover and move forward positively when 1 setbacks 2 define 3 trust 4 get through
things go wrong 5 self-esteem 6 accept the fact 7 unavoidable
8 build resilience 9 surround yourself with
Exercise 3 page 30
• Students discuss the question in pairs.
Extra support • Ask students to raise their hand if their answers to the quiz
Pre-teach any words or phrases in the quiz which you questions were mostly As. Choose a few students to say
think students may not know or may have forgotten, e.g. how they feel about the analysis and why. Do the same
try out for, forget it (informal idiom), bothered, smash, screen with students who had mostly Bs and then mostly Cs.
protector, ruined, dump, pretend.
• Students complete the task in pairs. Tell them to make a • Working in pairs, students discuss the questions.
note of their answers to the quiz questions, as they will Encourage them to give reasons and examples to support
need to refer back to them later in the lesson. their choices.
• Elicit the answer to the question. • Ask some students to share their opinions with the class.
KEY Lesson outcome
Students’ own answers, but in each case answer B usually
shows the highest level of resilience, followed by A, with C
showing the least resilience.
do now? and elicit answers: I can look at different ways to
cope with challenging situations.
Further practice
Workbook page 24
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2.8 Speaking • Play the audio for students to answer the questions.
Lesson summary KEY
Speaking: Comparing / speculating about photos and 1 Both show young people studying – both are about
stating your opinion; pronunciation: contrastive stress education.
Listening: A student comparing two photos 2 The number of students in each photo; the age of the
Vocabulary: Useful phrases for talking about photos students; the fact that the group looks as if they are
Strategy: Using adjectives having fun, but the boy studying alone looks serious.
3 In photo A: the age of the students, the context of the
lesson (a science experiment)
SHORTCUT To do the lesson in 30 minutes, keep the In photo B: the age of the boy, why he’s studying alone,
warm-up brief and do exercises 6 and 7 in the next lesson. what the boy is doing on his phone
4 Studying in a group is more enjoyable than studying
alone. The best way to learn is being in the same room
with your classmates, because you’re able to share
Face-to-face lessons are more enjoyable than online ones. ideas, and work together to solve problems. Studying
I find it easier to do homework in the library than at home. alone is less effective and not as interesting.
I study less effectively in the morning than in the afternoon.
Groupwork isn’t as productive as pairwork. Transcript
• Working in pairs, students say whether or not they See Teacher’s Guide, page 193.
agree with the statements. Encourage them to support • Say each of the similarities and differences mentioned by
their answers with reasons and examples. the speaker in turn and ask students to raise their hand
• Ask students to raise their hand if they expressed a if they talked about this in exercise 1. Elicit any other
different opinion to their partner about any of the similarities and differences students talked about.
points. Choose a few to share an example with the • Ask: Do you agree with the speaker’s opinion that studying
class. in a group is better than studying alone? Why? / Why not?
Students share their opinions and reasons in pairs. Elicit
Exercise 1 page 31 ideas from the class.
• Put students into A / B pairs. The Student As describe Exercise 3  2.11 page 31
the top photo and then the Student Bs describe the
bottom one.
• Give students time to read through the phrases in the
Phrasebook.
Extra support • Play the audio again for students to tick the phrases used.
Students first work with a partner with the same letter (i.e. • Check answers as a class.
A or B) and describe their allocated photo together, before KEY
doing it on their own. Comparing: Both photos show …; The common theme
in the photos is …; The main difference (between the
• Students discuss the similarities and differences between
photos) is …; In the first photo …, ; … whereas in the
the two photos in pairs. Do not elicit students’ ideas at this
second photo …; The second photo shows …
stage.
Speculating: I can’t be sure, but …; It looks like some kind
AfL Teaching tip: diagnostics of …; It looks to me like a … of some kind.; He/It/They
could / might be …, or something like that.
Gauging existing competence
Stating your opinion: In my opinion …; For me, the main
Giving students a task which encourages use of the thing / point / consideration is …; I would say that …
target language before formal presentation allows
the teacher to gain valuable insight into existing Transcript
levels of competence. See Teacher’s Guide, page 193.
As students do exercise 1, circulate and see how naturally
and extensively they are using language to compare, Extra support
speculate and state their opinion. Note any problems or Play the audio. Ask students to tap on the desk when they
weaker areas and make a point of focusing on these at the hear one of the Phrasebook phrases. Pause the audio and
presentation stage. elicit the phrase. Continue in the same way with the rest
See the notes on Assessment for Learning on page 11. of the audio.
Note!
Elicit or explain that the preposition versus /ˈvɜːsəs/
is used to compare two different choices or ideas. It is
commonly abbreviated to v or vs.
56 Unit 2
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3 In the first photo, the people all look happy, whereas in
Extra challenge
the second photo no one is smiling.
Working in pairs, students think of other phrases for 4 Unlike the first photo, the second photo shows a very
comparing, speculating and stating your opinion. Elicit modern style of office.
suggestions from the class. 5 The main difference between the photos is the number
KEY (SUGGESTED ANSWERS) of people, but they’re also different in terms of location.
Comparing: In the first photo, you can see … . Similarly
/ Likewise, in the second photo …; In contrast to the Transcript
first photo, the second …; The first photo shows …, See Student’s Book, page 31.
while the second … • Play the audio again, pausing after each sentence for
Speculating: I’m not certain, but it looks as if …; students to repeat.
Judging by …, I guess / imagine / suppose …; Perhaps /
Maybe / Possibly it’s … Exercise 6 page 31
Stating your opinion: I feel that …; I (strongly) believe • Students complete the task in pairs. You may like to
that …; From my point of view, … suggest that one student turns to page 149 and the other
keeps their book open at page 31, so they can look at the
task and photos at the same time.
Exercise 4 Vocabulary  2.12 page 31
• Students could either do the task together or take turns to
• Go through the Speaking strategy together. Ensure talk about the photos.
students understand all of the vocabulary.
Exercise 7 Reflect page 31
Note!
• Working in pairs, students reflect on how well they did the
Students should be aware that the modifying adverbs task and discuss the questions.
listed in the strategy do not combine with all ungradable /
gradable adjectives. Students need to build up an
awareness over time of which collocations are correct (e.g. Lesson outcome
slightly puzzling) and which are not (e.g. slightly enjoyable).
• Play the audio for students to complete the task. do the Lesson Closer Activity to review what has been
KEY do now? and elicit answers: I can use a variety of phrases to
1 completely absorbed (ungradable) 2 totally describe and compare photos.
fascinating (ungradable) 3 quite serious (gradable)
4 pretty miserable (gradable) 5 absolutely awful Further practice
(ungradable) 6 extremely useful (gradable) Workbook page 25
Extra activity 2.9 Writing

• Working in pairs, students think of alternative adverb–
Lesson summary
adjective combinations to complete the sentences in
exercise 4. Speaking: Sharing opinions about the relationship
between teenagers and the older generation
• Elicit ideas from the class and point out any incorrect
collocations. Reading: An opinion essay
Vocabulary: Useful phrases for opinion essays
KEY (POSSIBLE ANSWERS)
1 extremely focused 2 very enjoyable 3 a bit Strategy: Planning what to include
irritated 4 really frustrated 5 absolutely brilliant Writing: An opinion essay
6 incredibly helpful
Exercise 5 Pronunciation  2.13 page 31 warm-up brief and set exercises 7 and 8 for homework.
• Go through the information in the Pronunciation box
together.
• Play the audio for students to underline the stressed Why is it important to have opinions?
words.
What do you have strong opinions on?
• Check answers as a class. Do your friends and family usually agree with your opinions?
KEY • Students discuss the questions in pairs.
1 Both photos show people taking risks, but the first • Ask some students to share their ideas with the class.
photo is more dramatic.
2 In both photos, you can see buildings, but it isn’t clear
in either photo what they are.
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• Working in pairs, students read the task and discuss • Go through the Writing strategy together.
whether or not they agree with the statement. Encourage • Working in pairs, students come up with arguments for
them to consider relationships they have with members and against the statement. Encourage them to note down
of the older generation (e.g. grandparents, neighbours, all the ideas they think of at this stage.
people in the local community) and whether they feel
they have learned anything from each other. Extra support
• Ask students to raise their hand if they agree with the • Do exercise 5 as a whole-class activity. Draw two
statement. Elicit reasons why. Do the same with those columns on the board, headed Support and Contrast.
who disagree. Ask students to call out possible arguments for and
against the statement and note each under the
Exercise 2 page 32 appropriate heading.
• Students read the essay and answer the questions. To • Students then choose ideas from the board to include
ensure they do not spend too long doing this, you may in their essay.
wish to set a time limit.
KEY • Ask students to look at their list of arguments from
The writer disagrees with the statement for the following exercise 5 and select the three strongest in support
reasons: of their opinion. They may also want to choose one
1 Both groups have things to learn from each other in contrasting argument to include.
terms of practical skills.
2 Although the generations differ in how they Exercise 7 page 32
communicate and their attitudes to information, both • Students complete the writing task.
can provide an example of how to behave towards
other people. Exercise 8 Check your work page 32
3 When solving problems, a combination of new ideas • Students go through the checklist before submitting
and experience is useful. their work.
Exercise 3 page 32 Lesson outcome

• Students read the essay again and complete the task. • If you are using the Classroom Presentation Tool, first
• Check answers as a class. do the Lesson Closer Activity to review what has been
KEY
1 C 2 A 3 E 4 B 5 D • Ask students: What have you learned today? What can you
do now? and elicit answers: I can plan the content and
Extra challenge structure of an opinion essay.
Ask students to cover exercise 3. Working in pairs, they
AfL Teaching tip: success criteria
read the underlined sentences in the essay again and
discuss what they think the function of each is. They then Effective feedback offers strategies rather than
check their ideas against the functions given in A–E. solutions
More learning is encouraged when students are asked
to take responsibility for correcting their errors.
Exercise 4 page 32
When marking students’ opinion essays, rather than
• Students add the missing phrases to the Phrasebook. correcting all the errors, use a simple correction code.
• Check answers as a class. Underline the mistakes you want learners to notice and
KEY indicate the type of error by writing, e.g. Gr for grammar, V
1 When it comes to 2 I firmly believe 3 in my opinion for vocabulary, Sp for spelling. Students then correct their
4 So, in summary 5 In addition to this 6 At the same own work and resubmit their essay.
time, though 7 such as See the notes on Assessment for Learning on page 11.
* Answers 2 and 3 can be in either order.
Further practice
Note! Workbook page 26
Draw students’ attention to the use and placement of Online practice
commas in the phrases.
Extra challenge
• Working in pairs, students think of one or more
additional phrases to add to each category.
58 Unit 2
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2.10 Review 1–2 Exam skills
Note! Lesson summary
Remind students that when completing the review Exam strategies: Listening: listening for specific
tasks, they should only be using the key grammar and information in multiple-choice tasks; Use of English: use
vocabulary from the unit, even if other correct answers are of prepositions in open cloze tasks; Reading: dealing
also possible. with True, False, or Not Given tasks; Speaking: giving full
answers; Writing: maintaining the reader’s interest
Listening: Short monologues and dialogues about skills
Grammar and learning
Exercise 1 page 33 Use of English: A gapped text about tips for self-learning
KEY Reading: An article about people who have become
1 don’t have to 2 need 3 should 4 supposed to famous late in life
5 won’t be able to 6 must 7 can 8 might Speaking: Answering questions about skills and learning
Writing: An article about an interesting skill
Exercise 2 page 33
KEY
WARMUP Ask students to think about the most recent
1 might have switched, could have left (suggested
skill they have acquired. Ask: What is the skill? Why and how
answers) 2 could / might / should have told 3 can’t
did you learn it? How has it made a difference in your life?
have got 4 didn’t need to buy 5 must have taken
6 shouldn’t have said, ought to have kept (suggested • Students take turns in pairs to talk about their skill.
answers) 7 should have received 8 needn’t have • Ask a few students to tell the class about their skill.
bothered
Listening
Vocabulary
Exercise 1 page 34
Exercise 3 page 33
• Go through the Listening exam strategy together.
KEY • Students read the exam task and answer the question.
1 furious, astonished 2 regrets, burnout 3 mental
health, miserable
KEY
Exercise 4 page 33 Questions 1, 3, 4 ask for specific information.
KEY
1 down 2 getting 3 crazy 4 mindset 5 self
6 fell 7 nerves 8 mindful • Play the audio for students to complete the task.
Cumulative review KEY
1 C 2 B 3 D 4 A 5 D
Exercise 5 page 33
KEY Transcript
1 B 2 A 3 C 4 A 5 C 6 B 7 B 8 A 9 B See Teacher’s Guide, page 193.
10 A 11 C 12 B 13 A 14 C
Extra support
Think & share • Remind students to be wary of distractors, e.g.
the speaker in 2 mentions an exhibition and
Exercise 6 page 33 studying abroad; the speakers in 4 talk about
water skiing and karate lessons.
KEY
Use of English
Note!
Student’s Book, they should complete the Review section • Go through the Use of English exam strategy together.
in the Workbook and the Reflect questions. • Point out that the preposition may come before the word
(e.g. in middle age, for instance, on the go) or after it (e.g.
Further practice hopeless at, figure out, take account of).
Workbook page 27 • Students read the task and then decide on the correct
Progress test preposition for the first gap.
KEY
of
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• Give students time to read through the questions and
Extra support think about the points they want to mention. You may like
Ask students to first read through the whole text and to allow them to make notes.
circle the numbers they think need a preposition. Elicit the • Working in pairs, students answer the questions.
numbers from the class (4, 5, 6, 7).
• Circulate and monitor, making a note of common errors,
• Students complete the task. particularly with target language from Units 1 and 2.
• Check answers as a class. • Do a whole-class correction and feedback activity at the
end of the task.
KEY
2 my 3 been 4 to 5 up 6 to 7 on 8 come
9 all 10 error
Writing
Exercise 9 page 35
Note!
• Go through the Writing exam strategy together.
Open cloze exam tasks often test students’ knowledge of
collocations and set phrases (e.g. make all the difference;
• Students write more ideas for how to make an article
interesting. They might like to refer back to Lesson 1.9.
trial and error). Unless they are familiar with these, the
answers may at times be very hard to guess. Remind • Give students time to compare their ideas in pairs, then
students, however, that they should take an educated elicit suggestions from the class.
guess and not leave any gaps blank. KEY (SUGGESTED ANSWERS)
semi-informal conversational style language, interesting
adjectives / adverbs, phrasal verbs, interesting examples,
Reading humour, varied sentence structure
Exercise 5 page 34
Exercise 10 page 35
• Go through the Reading exam strategy together. • Students complete the writing task. Encourage them
• Students complete the task. to include a few of the comment adverbs from the
• Check the answer and reason as a class. Phrasebook in Lesson 1.9.
KEY
Note!
1 Bill Gates found success as a young man in his twenties.
The statement is false (F). He was a young man when he You may choose to set a word count and/or time limit for
found success but he was in his late teens, not his twenties. the writing task, in line with the requirements of the exam
your students will be taking.
Exercise 6 page 35
• Students read the whole article and complete the task. Lesson outcome
• Check answers as a class. • If you are using the Classroom Presentation Tool, first
KEY do the Lesson Closer Activity to review what has been
2 NG 3 T 4 NG 5 F 6 T 7 F 8 F covered in this lesson.
• Ask students: What have you learned today? What can
Extra support you do now? and elicit answers: I can listen for specific
• Before students read the article, ask them to scan it very information to answer multiple-choice questions. I can
quickly and underline / highlight the names of the four successfully complete an open cloze task. I can identify
famous people. This will help them to see where in the whether statements about an article are True, False, or Not
text the focus shifts to a different person. Given. I can give full answers to questions. I can write an
• Elicit which questions relate to each person, i.e. 1 = Bill article which maintains the reader’s interest.
Gates, 2–3 = Toni Morrison, 4–6 = Vera Wang, 7–8 =
Alan Rickman.
Encouraging students to ask questions
• When checking answers, also elicit the reasons, e.g. 2
When she started writing stories isn’t mentioned. Students should be encouraged to ask questions to
clarify their understanding.
At the end of each unit, ask students to write down on
Speaking pieces of paper any questions they might have about
the language and skills which have been covered and
Exercise 7 page 35
put them in a box. This is best done anonymously, to
• Go through the Speaking exam strategy together. encourage students to be honest. This reflection process
• Students complete the task. is useful for students and provides the teacher with an
• Ask students to compare their points in pairs, then elicit understanding of common issues which can then be
suggestions from the class. dealt with in a future lesson.
Further practice
Workbook pages 28–29
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3 An active life
3.1 Vocabulary Exercise 3   3.01 page 36
Lesson summary Extra activity

Speaking: Talking about sports and activities you do; • Play the first part of the vlog and ask students to check
discussing the benefits / disadvantages of sports and the predictions they made in exercise 2.
persuading someone to do an activity • Pause it after Yasmin says good for people of all ages.
Listening: A vlog with teenagers talking about their • Elicit what students found out about rajio taiso (it’s a series
exercise routines of simple exercises to stretch your muscles; it’s a good
Vocabulary: Doing exercise activity as it makes you more flexible and it can be done
by people of all ages in different places, such as at home,
school or work; people do the exercises in the morning).
SHORTCUT To do the lesson in 30 minutes, keep the warm-
up and exercise 1 brief and set exercise 5 for homework. • Play the video or audio for students to complete the task.
WARMUP Tell students to look at the photo. KEY
1 Joe 2 Yasmin 3 Daisy 4 Zaki
• Ask: What can you see in the photo? (swimmers in a
triathlon) Transcript
• Have you ever competed in an event? Did you enjoy it? See Teacher’s Guide, page 193.
Why? / Why not?
• What is good and bad about competition? Exercise 4   3.01 page 36
• Is sport an important part of education? What does it • Play the video or audio again for students to complete the
teach you? true/false task.
• Students discuss the questions in pairs. • Check answers as a class.
• Ask a few students to share their ideas with the class. KEY
1 T 2 F 3 T 4 F 5 F 6 F 7 F 8 T
Transcript
• Students discuss the questions in pairs. See Teacher’s Guide, page 193.
• Ask some students to share their answer to question 1
or 2 with the class. Extra challenge
• Elicit students’ ideas for question 3. Ask students to correct the false sentences.
KEY
Exercise 2 page 36
2 He thinks going to the gym is a good way to keep fit.
Culture note 4 It fits in with her daily routine. It’s only ten minutes
every morning.
Rajio taiso is a short exercise routine broadcast from
5 He’s really competitive and loves team sports.
6.30 every morning on Japan’s national radio. The
6 He found it difficult at first but kept at it and has
instructions are accompanied by music and the routine
made great progress.
lasts for around ten minutes. People of all ages have been
7 She thought it would be really complicated, but in
incorporating the routine into their daily lives since the
fact it’s really easy.
first broadcast in 1928.
• Ask: Which of the exercises routines would you most / least
• Focus on the photo. like to follow? Why? Ask students to share their ideas and
• Give students time to discuss the questions in pairs, then reasons in pairs, then elicit some answers from the class.
elicit ideas from the class.
KEY (SUGGESTED ANSWERS) Exercise 5 Real English page 37
Some kind of basic stretching exercise. • Students choose the correct meaning of each phrase.
It looks easy to do at home. • Check answers as a class.
First thing in the morning or after school. KEY
1 A 2 A 3 B 4 A 5 A 6 B

KEY
1 D 2 H 3 F 4 A 5 B 6 G 7 E 8 C
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Exercise 7 Vocabulary page 37 Further practice
• Students complete the sentences with the adjectives. Workbook page 30
• Check answers as a class. Vocabulary booster page 122
KEY Short test
1 addictive 2 complicated 3 flexible 4 thrilled
5 enthusiastic 6 beneficial 7 challenging 8 stiff
3.2 Grammar
Exercise 8 page 37
• Students complete the posts with appropriate vocabulary. Lesson summary
Encourage them to read through the whole of each Reading: A blog post about the best time to work out
comment before they start to fill the gaps. Grammar: Advanced and qualifying comparatives
• Check answers as a class. Listening: A conversation about online workout videos
KEY Speaking: Making a recommendation about a new activity
1 beneficial 2 maintaining, physical health 3 fit
in with 4 take up a lot of 5 addictive 6 works
up a sweat 7 increases, heart rate 8 thrilled SHORTCUT To do the lesson in 30 minutes, keep the
9 challenging 10 have a positive impact 11 stretching warm-up brief and omit exercise 6.
your muscles 12 stiff 13 flexible 14 complicated
15 aware of 16 enthusiastic WARMUP
Extra support • Write on the board:
What is the best time of day to … get up? go to bed?
Tell students which gaps need to be filled with a phrase
study? eat dinner? go to the supermarket? check your social
from exercise 6 (i.e. 2, 3, 4, 6, 7, 10, 11, 15) and which need
media? do exercise?
an adjective from exercise 7 (i.e. 1, 5, 8, 9, 12, 13, 14, 16).
Encourage them to give personal examples and reasons.
Exercise 9 page 37
• Ask students to raise their hand if they expressed a
• Ask students to turn to page 149. Elicit the sports and different opinion to their partner about any of the points.
activities shown in photos A–E (A = martial art, B = off- Choose a few to share some details with the class.
road running, C = aerobics, D = indoor rock climbing, E =
cross-country skiing).
• Working in pairs, students complete the speaking task. Exercise 1 page 38
You may like to suggest that one student has their book Note!
open at page 149 and the other at page 37, so they can
Point out to students that the phrasal verb work out
look at the photos and refer to the task at the same time.
is written as two words, whereas the noun workout is
• Elicit some pros and cons of each sport / activity. written as one.
• Ask students to raise their hand if they felt their partner
did a good job of persuading them to do an activity. • If students did the warm-up activity, elicit their ideas
Choose a few to give details. about the best time of day to do exercise. Encourage
them to give reasons. Students then compare their ideas
Lesson outcome with those in the blog post as they read.
• If you are using the Classroom Presentation Tool, first • Students read the blog post and answer the questions.
do the Lesson Closer Activity to review what has been • Check answers as a class.
KEY
do now? and elicit answers: I can talk about exercise and 1 It’s different for different people because our bodies
physical health. have their own natural rhythms; when you exercise may
also depend on your goal.
AfL Teaching tip: success criteria 2 Too much exercise can be bad for you; you’re more
Students relate common difficulties to solutions likely to get injured if you overdo it; it’s safer to exercise
little and often.
Prompting students to identify problems they
experience most often and then decide on solutions • Ask: What new information did you learn from the blog
they will try can foster self-directed learning strategies. post? Who might the blog post be useful for? Why? Students
discuss the questions in pairs. Elicit ideas from the class.
At the end of a lesson, ask students to consider any
problems they have with the learning aim. For example, Exercise 2  page 38
after today’s lesson, students may say ‘I can’t remember • Students read the grammar rules and find examples.
all of the new words and phrases about doing exercise.’ Ask
them to think of a solution they will try out, e.g. ‘I’ll write
• Play the video.
some personalised sentences to show the target vocabulary • Check answers as a class.
in context and I’ll review the new language once a week.’
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KEY Exercise 6  3.02 page 38
Rule A: … when you exercise can be as important as
how much exercise you do; … exercising in the evening Extra challenge
is nothing like as effective as working out early in the Students first write answers to the questions, then listen
morning; … a long walk is just as beneficial as a workout; to the audio to check.
Doing too much exercise can be almost as bad as not
doing enough. • Play the audio for students to answer the questions.
Rule B: … they feel less and less active as the day You may like to point out that it’s the girl who gives the
progresses; It’s tempting to train harder and harder as you answers to all the questions.
start to feel fitter …; … as you get fitter, it will become • Check answers as a class.
more and more enjoyable.
KEY
Rule C: … when it comes to a workout, the harder you
1 The harder you work, the fitter you get.
train, the fitter you become; Recent research suggests
2 They are equally as good as each other.
that the higher your body’s temperature, the better your
3 The more flexible you become, the easier it gets to do
performance; … the more you do, the higher the risk of
most kinds of sport.
getting injured.
4 You’ll (find that you) get stronger and stronger over time.
Transcript
Exercise 3 page 38
• Check answers as a class. Exercise 7 Think & share page 38
• Give students time to work individually to list some
KEY
recommendations. Encourage them to write as many as
1 not as beneficial, less enjoyable
possible.
2 longer, more addictive
3 as complicated, more … more popular • Working in pairs, students share their ideas and decide on
4 not as difficult, higher … higher their best suggestion.
• Students join another pair and take turns to talk about
Extra support their recommendation.
• When checking answers, elicit which rule(s) each • Ask a few groups to share a recommendation with the
sentence matches to, i.e. 1 = A, B; 2 = C; 3 = A, B; 4 = A, B. class.
Lesson outcome
Extra activity • If you are using the Classroom Presentation Tool, first
Play the vlog from Lesson 3.1. Ask students to raise do the Lesson Closer Activity to review what has been
their hand when they hear an advanced comparative. covered in this lesson.
Pause the video / audio and elicit what the speaker said. • Ask students: What have you learned today? What can you
Continue in the same way with the rest of the vlog. do now? and elicit answers: I can use comparatives to talk
KEY about different exercise routines.
Yasmin says: ‘I do rajio taiso because it’s nowhere near Further practice
as time-consuming as going to the gym.’ Workbook page 31
Joe says: ‘I’m getting more and more flexible.’ Grammar booster page 136
Daisy says: ‘I thought it would be really complicated – Grammar photocopiable worksheet
definitely not as simple as just going for a bike ride!’, Online practice
‘The longer I use it, the more enjoyable it becomes!’
Exercise 4 page 38 3.3 Listening

• Students read and complete the grammar rules. Lesson summary
• Check answers as a class. Speaking: Talking about the origins and purposes of
KEY sports
1 a little 2 far 3 just 4 not quite 5 almost Listening: A podcast about the history of some sports
6 nothing like Vocabulary: Origins of sport
* Answers 4 and 5 can be in either order. Strategy: Distinguishing facts and speculation
Exercise 5 page 38 SHORTCUT To do the lesson in 30 minutes, keep the
• Students complete the task. warm-up brief and omit exercise 5.
KEY
1 far 2 slightly 3 just 4 nothing like 5 almost
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WARMUP Write on the board: Exercise 4 Vocabulary  3.04 page 39
watching sport on TV / watching live sport • Play the audio for students to listen to the words.
playing team sports / doing individual sports • Students complete the matching task, using a dictionary
exercising indoors / exercising outdoors if necessary.
being a couch potato / being addicted to exercise • Check answers as a class.
learning a sport as a child / learning a sport as an adult
KEY
• Working in pairs, students compare the points on the 1 A 2 F 3 D 4 C 5 B 6 E
board, e.g. ‘Watching sport on TV is nowhere near as
interesting as watching live sport.’ ‘That’s true, but it’s far Transcript
more expensive to watch live sport.’ Encourage use of See Student’s Book, page 39.
advanced and qualifying comparatives. If necessary, • Elicit which part of speech each word is, i.e. originate is a
refer students back to Lesson 3.2. to review these. verb and all the other words are nouns. Note that while
• Ask a few pairs to share some ideas with the class. dispute can be a noun or a verb, in this task, we know it is
a noun due to the definition.
Exercise 1 Think & share page 39 • Play the audio again, pausing after each word for students
• Focus on the photos of sports. to repeat it. Tell them to focus on accurate word stress.
• Give students time to think about and discuss the Note!
questions in pairs. For questions 2 and 3, encourage them
to use modal verbs in the past to speculate, e.g. may / When dispute is a noun, it can either be pronounced
might / could have + past participle. /dɪˈspjuːt/ or /ˈdɪspjuːt/. When it is a verb, /dɪˈspjuːt/
is the only correct pronunciation.
• Elicit suggestions from the class, but do not confirm any
correct answers at this stage.
KEY (SUGGESTED ANSWERS) Extra activity
1 Sports: archery, javelin, running / sprinting, lacrosse, Write on the board:
cross-country skiing, surfing 1 What was the last ___ you were involved in? How was it
Equipment: bow and arrow, javelin, running shoes, resolved?
lacrosse stick and helmet, skis and poles, surfboard 2 What are the most popular sports in your country? Where
2–3 Students’ own answers did they ___?
3 What are the most important skills for ___ in the wild?
Should these skills be taught at school?
• Play the audio for students to check their answers. Point
4 What facilities for ___ does your local area offer? What
out that not all the sports are talked about in the same
others would you like?
order as the photos.
5 How are the weapons used in ___ today different to in the
past? Why have these changes occurred?
KEY 6 What qualities and skills might be beneficial to the chief of
1 A archery – bow and arrow; B javelin throw – javelin; a ___? Why?
C running/sprinting (– running shoes / trainers); D
lacrosse – stick with a net, ball; E skiing – skis; E surfing –
words from exercise 4. Encourage more confident
surfboard
students to try to do this with books closed.
2 Archery: many different parts of the world; lacrosse:
North America; skiing: Northern Europe / Scandinavia; • Check answers as a class.
surfing: places like Hawaii, Tahiti and Samoa. KEY
3 Archery, sprinting and javelin: hunting and warfare; 1 dispute 2 originate 3 survival 4 recreation
lacrosse: preparing young men for war, recreation 5 warfare 6 tribe
and entertainment, substitute for warfare to resolve • Working in pairs, students discuss the questions.
disputes; skiing: getting around on deep snow; surfing: • Ask a few students to share some details with the class.
gaining social status and respect.
Transcript Exercise 5  3.03 page 39

Extra support
Exercise 3 page 39 • Ask students to read through the sentences and think
• Students choose the statement which best summarises about what part of speech / information is needed to
what the speaker says. fill the gaps. Elicit suggestions from the class.
• Check the answer as a class. • Point out that although the words and phrases
KEY
students need to write are said directly by the speaker,
A other information in the sentences is likely to be
worded differently, e.g. 1 being able to run fast / the
ability to run fast.
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• Play the audio again for students to complete the SHORTCUT To do the lesson in 30 minutes, keep the
sentences.
warm-up and exercise 1 brief and omit exercise 7 or set it
• Check answers as a class. as a written task for homework.
KEY
1 necessary for survival 2 develop their skills
WARMUP Ask: What are the most important skills you have
3 took place 4 means of transport 5 bows and arrows
learned in life so far? What jobs do people in your family do?
6 competitive sport 7 originated 8 opponents’ goal
What skills do they need to do these jobs successfully?
9 (a) high social status
• Students discuss the questions in pairs. Encourage
Transcript them to give reasons to support their answers.
See Teacher’s Guide, page 194. • Elicit some examples from the class.
• Go through the Listening strategy together. Exercise 1 Think & share page 40
• Play the audio for students to complete the task. Tell • Elicit or explain the meaning of transferable skills (skills that
can be moved from one use to another / can be used in
students they will check answers after Exercise 7.
different jobs).
Transcript • Students discuss the questions in pairs.
See Teacher’s Guide, page 194. • Elicit some opinions and ideas from the class.
• Students compare and explain their answers in pairs. • Students read the article and answer the question.
• Check answers as a class. Elicit the language or • Check the answer as a class.
information in each extract which helped students decide.
KEY
KEY It can help us acquire many of the skills and personal
1 F (Archaeologists have found … ) qualities that employers are looking for, and contribute
2 S (This probably originated in … ) to the development of good habits that will help us to
3 F (In Europe, these had mostly been replaced by … ) succeed in life more generally.
4 S (But lacrosse may also have been … ) • Ask students if any of the ideas they shared in exercise 1
5 S (It’s also thought that lacrosse … ) were mentioned in the article. If so, elicit examples.
6 F (… researchers have found evidence that … )
7 S (Surfing and making surfboards seems to have been … ) Exercise 3 Vocabulary page 40
• Students decide whether each word or phrase in bold
is a noun or a verb / verb phrase and write it under the
• Students discuss the questions in pairs or groups. appropriate heading.
Remind them to support their answers with reasons and
examples.
• Elicit students’ opinions and ideas. KEY
Nouns: teamwork, collaboration, commitment, demands,
Lesson outcome organisational skills, failure
• If you are using the Classroom Presentation Tool, first Verbs and verb phrases: demonstrate, accept the
do the Lesson Closer Activity to review what has been consequences of, take responsibility for, be willing to,
covered in this lesson. cope under pressure, adapt to
• Ask students: What have you learned today? What can Exercise 4 page 40
you do now? and elicit answers: I can distinguish facts and
speculation in a podcast.
• Ask students to check the meaning of any nouns they are
unsure of in a dictionary.
Further practice
Workbook page 32 Note!
Online practice • The nouns teamwork and leadership are uncountable.
• The nouns failure, commitment and collaboration can
3.4 Vocabulary be countable or uncountable, depending on their
meaning and usage. With the meanings they have
Lesson summary in the context of the article, they are used in their
uncountable form.
Speaking: Discussing how playing sport can prepare
someone for life and work; talking about how an activity • The phrase organisational skills is always used as a plural.
/ sport you do helps develop skills and qualities; asking • When the meaning of demands is the difficult things that
and answering questions about transferable skills somebody / something makes you do, it is pluralised.
Reading: A career website article • Point out that some of the nouns are commonly
Vocabulary: Transferable skills followed by a preposition, i.e. collaboration between,
commitment to, the demands of.
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• Students complete the sentences with the appropriate
Extra challenge
nouns. Point out that in some cases, the preposition after
the gap may help them decide. • Students write three more questions, each with at least
one key vocabulary item from exercise 3. They shouldn’t
repeat any items already used in exercise 8.
KEY • Working in pairs, students take turns to ask and answer
1 failure 2 organisational skills 3 commitment their questions.
4 teamwork 5 demands 6 collaboration
7 leadership • Students do the Vocabulary booster exercises on page 122.
• Ask students to check in a dictionary the meaning of any • If you are using the Classroom Presentation Tool, first
verbs / verb phrases from exercise 3 they are unsure of. do the Lesson Closer Activity to review what has been
Note! • Ask students: What have you learned today? What can you
Draw students’ attention to the dependent prepositions do now? and elicit answers: I can talk about how sport can
used with some of the verbs / verb phrases, i.e. contribute provide the skills for a successful career.
to, accept the consequences of, take responsibility for, be
willing to, adapt to. Further practice
Workbook page 33
• Students complete the task. Point out that they should Vocabulary booster page 122
look carefully at the form of the verb in each underlined Vocabulary photocopiable worksheet
section and use the same form in their sentence. Short test
KEY 3.5 Grammar
1 cope under pressure 2 accept the consequences of
3 adapt to 4 is willing to 5 demonstrate Lesson summary
6 contributed to 7 take responsibility for it Reading: An article about a life-changing experience
Grammar: Articles and quantifiers
Exercise 6 page 40
Listening: A man talking about using a wheelchair
• Students read the article again and complete the task.
Speaking: Discussing the experiences of and facilities for
• Check answers as a class. wheelchair users
KEY
1 having a commitment to your job; having good
organisational skills SHORTCUT To do the lesson in 30 minutes, keep the
2 being able to work together and collaborate with others warm-up brief and do exercises 6 and 7 in the next lesson.
3 being able to cope under pressure, deal with failure and
adapt to changing situations WARMUP Ask: For what reasons might someone’s life
4 taking responsibility for your actions; being willing to change very suddenly? What would the person have to get
learn used to in these different situations?
Extra support • Students discuss the questions in pairs.
Tell students in which paragraphs the examples can be • Elicit ideas from the class.
found, i.e. 1 = paragraph 4, 2 = paragraph 2, 3 = paragraph
5, 4 = paragraph 3. Tell them that they do not need to Exercise 1 page 41
read the first paragraph again to do the task. • Students read the article and answer the questions.
Exercise 7 page 40
KEY
• Give students time to prepare their answer. Encourage A man fell on her in a shopping centre, injuring her so
them to use the information and vocabulary from the badly that she now uses a wheelchair. She is not angry;
lesson. Suggest that they make notes. she accepts the situation.
• Students take turns in pairs to answer the question.
• Ask some students to share a few details with the class. Extra challenge
Write the following questions on the board for students to
Exercise 8 Think & share page 40 also answer as they read:
• Students discuss the questions in pairs. What was most important to Grace following her accident?
• Ask some students to share an answer with the class. (Being able to continue her medical training.)
What does she do now? (She’s a doctor.)
When does she feel frustrated? (When people assume she
needs help because she uses a wheelchair.)
What sporting activity does she plan to continue doing?
(Climbing)
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• Ask: What’s your reaction to Grace’s story? Do you think you Paragraph 4: …using her arms and some special
would feel the same if you were in her situation? Why? / Why equipment; Amazingly, she feels no anger towards the
not? Students discuss the questions in pairs. Elicit ideas man …; … there is little point in feeling sorry for herself.
from the class.
Note!
Exercise 2 page 41 Point out that the quantifier none of can be followed by a
• Students read the grammar rules and complete the task. singular or plural verb, e.g. None of her colleagues treats /
• Check answers as a class. treat her differently.
KEY • Students do the Grammar booster exercises on page 137.
A 7 B 1, 2 C 6 D 4 E 3 F 9 G 8, 10 H 5
Exercise 5 page 41
Extra activity • Students complete the task.
Working in pairs, students find some other examples of • Check answers as a class.
words with articles in the first two paragraphs of the text
and match them to the rules. KEY
1 both, most 2 Several, none 3 a few, little
KEY (SUGGESTED ANSWERS) 4 all, a lot of
a shopping centre (B), London (F), a floor (B), The man
(B), the fall (B), a university student (C), an eight-hour Extra support
operation (B), the university (A), the consequences (C), When checking answers, elicit why the other options are
the incident (B) not possible, e.g. after both, we often leave out of before a
• Students do the Grammar booster exercises on page 137. determiner; if we wanted to include of, we would need to
say both of the books or both of them.
Exercise 3 page 41
• Students correct the mistakes. Explain that they may need Exercise 6  3.06 page 41
to add, remove or change the articles. • Play the audio for students to note down what they learn
• Check answers as a class. about the speaker.
KEY
Extra support
1 Joe went climbing in the Andes last year, but he was
injured in a fall and spent two weeks in – hospital. • Write the following headings on the board:
2 Training for a major sports competition like the Olympic 1 How Evan feels about his wheelchair
Games takes hard work and – commitment. 2 Going to school
3 Cara is a doctor in – London and one of the most 3 Friends and social life
challenging parts of her job is treating the homeless. 4 Sport
5 How other people treat him
Extra support • Pause the audio after the first section and give students
• Tell students how many mistakes are in each sentence. time to note down what they find out about the first point.
• When checking answers, elicit which grammar rule • Continue in the same way with the remaining sections.
each example matches to and why, e.g. the Andes =
rule F, because it’s a geographical feature.
• Working in pairs, students use their notes to discuss what
they learned about Evan.
Exercise 4  page 41
KEY
• Elicit or explain what a quantifier is (a word or phrase that
is used to express quantity). Elicit examples of quantifiers, Being in a wheelchair is completely normal – it’s a part of him.
e.g. some, a lot of, many, much, most, a few, a little, several, At school, he had a few problems with accessibility at first,
each, every, all, another, both, few, little, no, none. but now most public buildings have wheelchair access.
He has several close friends who support him and he can
• Students read the grammar rules and find the quantifiers do most of the things they do, like go to college, play
in the article.
sport and dance.
• Play the video. He loves sport – he plays wheelchair basketball – it is
• Check answers as a class. tough and can be quite physical.
KEY Most people treat him normally, although sometimes they
Paragraph 1: Both of them survived the fall. ignore him.
Paragraph 2: She had an eight-hour operation, followed
Transcript
by several months …; … and the university gave her a lot
of support.
Paragraph 3: In the hospital where she works, none of her Exercise 7 Think & share page 41
colleagues …; Most of the time, the wheelchair helps …; • Students complete the discussion task in pairs.
Sometimes she feels a little frustrated, as a few people
assume that …
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KEY (SUGGESTED ANSWERS)
1 Evan has grown up using a wheelchair and is
completely adapted to it. Grace suddenly became a Integrating prior knowledge
wheelchair user as a young adult, so she has had to Students should learn to call upon existing awareness
adapt physically and psychologically in a short period of a topic to facilitate comprehension.
of time. Encourage students to make use of the schemata that
2 Facilities might include lifts, ramps, adapted toilets, have been activated in the pre-reading discussion in
accessible parking spaces, automatic doors and exercise 1 to aid comprehension of the film review.
extra-wide doorways. See the notes on Assessment for Learning on page 11.
• If you are using the Classroom Presentation Tool, first Culture note
covered in this lesson. In ancient stories, a phoenix is a magic bird which lives for
several hundred years before burning itself and then being
• Ask students: What have you learned today? What can you born again from its ashes. The expression rise like a phoenix
do now? and elicit answers: I can use articles and quantifiers
(from the ashes) means that someone emerges from a
to discuss an experience.
setback more powerful and successful than before. The
Further practice film is likely entitled Rising Phoenix as the athletes featured
Workbook page 34 have all overcome significant obstacles to attain success.
Grammar photocopiable worksheet • Students read the review quickly and answer the question.
Online practice • Check the answer as a class.
KEY
3.6 Reading The film is about the Paralympic Games and their founder,
Dr Ludwig Guttmann; changing attitudes to disability in
Lesson summary sport; the stories of several recent Paralympians.
Speaking: Talking about the Paralympic Games and Exercise 3 page 42
disabled athletes; discussing challenges faced by
sportspeople and the benefits of doing sport
• Students read the review again and order the information.
Reading: A review of the film Rising Phoenix
Strategy: Understanding referencing KEY
Vocabulary: Disability in sport attitudes to athletes with a disability: 3
a possible problem at the Rio Paralympics: 5
Writing: A reply to a text message
the writer’s opinion of the film: 6
a general description of the film: 1
SHORTCUT To do the lesson in 30 minutes, keep the information about two Paralympic athletes: 4
warm-up brief and set exercise 7 as an individual writing background of the founder of the Paralympics: 2
task for homework.
Extra support
Tell students that each piece of information corresponds
WARMUP Ask students to think back to the article they to one paragraph in the review, except for one piece,
read in Lesson 3.5 about Grace Spence Green. Elicit what which matches to three paragraphs (D–F).
they can remember about her story.
• Write on the board: Exercise 4  3.07 page 42
assertive, enthusiastic, flexible, frustrated, miserable,
proactive, resentful, resilient, self-confident
• Check students can remember the meaning of all the
adjectives. • Check answers as a class.
• Working in pairs, students discuss whether or not they KEY
think the adjectives describe Grace and how she feels. A 2 This = the fact that the games had to be moved to a
Encourage them to give examples and reasons to different country (the Netherlands)
support their ideas, e.g. I don’t think she feels resentful. B 5 Their = the athletes in the film
She said she has no anger towards the man involved in the C 1 it, it = sport
incident and there’s little point in feeling sorry for herself. D 4 them = the 2016 Paralympics
• Elicit ideas from the class. E not needed
F 4 such (serious disabilities) = having no lower arms and
legs
• Students discuss the questions in pairs or small groups. Exercise 5 page 42
• Elicit ideas from the class. • Students complete the task in pairs.
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KEY
Paragraph B: There = a special unit at Stoke Mandeville
3.7 Global skills
Hospital Lesson summary
These = serious injuries to their backs
Speaking: Comparing photos; communicating
then = at the first Stoke Mandeville games in July 1948
respectfully in a role-play; presenting advice about
Paragraph C: them = the Paralympic Games
disagreeing respectfully
Paragraph F: it = being given his first blades
Paragraph G: this = the fact that the tickets were cheap Reading: A quiz about handling disagreements
enough for ordinary people to afford Vocabulary: Handling disagreements
Listening: A podcast about managing reactions
Extra challenge
Working in pairs, students find other example of
referents in the review and discuss what they refer to, e.g.
Paragraph A: their = the Paralympic Games, It = the film, warm-up and exercise 1 brief and omit exercise 5 or set it
their = several athletes with a disability. as a written task for homework.
Exercise 6 Vocabulary page 43 WARMUP Write the following quotes on the board:
• Students complete the task. ‘You don’t have to win every argument. Agree to disagree.’
• Check answers as a class. Regina Brett (American author, journalist and inspirational
speaker)
KEY ‘Honest disagreement is often a good sign of progress.’
1 specialise in 2 excel at 3 psychological barriers Mahatma Gandhi (Indian lawyer, politician, social activist
4 fulfil her potential 5 overcome obstacles and writer)
• Drill the items to ensure students can pronounce them ‘To agree without understanding is inane. To disagree without
correctly. Focus in particular on accurate word stress. understanding is impudent.’ Mortimer Adler (American
philosopher, educator and author)
Exercise 7 Mediation page 43
• Check students understand inane /ɪˈneɪn/ (stupid or
• Working in pairs, students write a reply. silly; with no meaning) and impudent /ˈɪmpjədənt/
• Ask students to join another pair and read each other’s (rude; not showing respect for other people).
reply. Together, they then discuss the similarities and • Working in pairs, students discuss what they
differences between them. understand by the quotes and whether they agree
• Ask a few groups how similar their replies were. with them.
• Elicit ideas and opinions from the class. Exercise 1 page 44
• Focus attention on the photos. Working in pairs,
KEY (SUGGESTED ANSWERS) students complete the task. When answering question 1,
1 Psychological barriers may include fear of failure; lack of encourage students to use some of the language from
self-confidence; fear of getting injured; anxiety; having the Phrasebook in Lesson 2.8 to compare, speculate and
to deal with negative attitudes from others and media state their opinion.
attention.
• Elicit some ideas on the similarities and differences
Obstacles to overcome may include the physical
between the two situations.
challenges of training; recovering from injuries;
balancing training with daily life; finding a good coach • Elicit the difference between a discussion and an
to work with. argument.
2 Students’ own answers KEY (SUGGESTED ANSWERS)
3 Benefits may include living longer; suffering fewer 1 Students’ own answers
physical and mental health problems; forming social 2 A discussion is the activity in which people talk about
connections through sports groups; feeling a sense of something and share their ideas or opinions with each
achievement or belonging; being more productive at other.
work / having less time off. An argument is a conversation or discussion in which
people disagree with each other, often angrily.
Lesson outcome
• Ask: Are the people in the photos having a discussion or an
• If you are using the Classroom Presentation Tool, first argument? How do you know? Elicit ideas from the class,
do the Lesson Closer Activity to review what has been e.g. The people on the left are having a discussion. They
covered in this lesson. are smiling and look relaxed. The people on the right are
• Ask students: What have you learned today? What can you having an argument. They look very angry and tense; one
do now? and elicit answers: I can understand referencing in man is shouting / screaming.
an article about the Paralympics.
Exercise 2 page 44
Further practice
Workbook page 35
• Focus on the quiz title. Elicit or explain the meaning of
handle (deal with a situation, person or strong emotion).
Online practice
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• Students do the quiz, then compare and discuss their
Extra activity
answer choices in pairs.
• Ask a few pairs how similar their answers were. • Write on the board:
Have you ever …
Exercise 3 page 44 lost your cool in an argument and said something you
regretted later?
Extra support avoided arguing by changing the subject or leaving
Pre-teach any words / expressions in the quiz results the room?
which you think students may be unfamiliar with, e.g. give got emotionally involved in a discussion and overreacted?
someone space to do something, values, keep a cool head, changed your mind during a discussion or argument?
peacemaker, speak up for yourself. • Students do the discussion activity in small groups.
Encourage students to provide details about the
• Students read the results and answer the questions in pairs. experiences they have had.
• Ask students to raise their hand if their answers to the quiz • Ask for some volunteers to share one of their
questions were mostly As. Choose a few students to say experiences with the class.
how they feel about the analysis and why. Do the same
with students who had mostly Bs and then mostly Cs.
Exercise 8 page 44
Exercise 4 Vocabulary page 44 • Put students into A / B pairs. Ask them to turn to page 150
• Students match the vocabulary to the definitions. and read their role-card. Give them time to think about
• Check answers as a class. what they would like to say during the discussion and
how they could express this respectfully and productively.
KEY • Students do the role-play in pairs, then discuss the
1 overreact 2 propose 3 get emotional about reflection questions. Encourage them to provide each
4 hesitate 5 challenge 6 conflict 7 make a fuss other with feedback as well as assessing their own
8 take it personally performance.
• Elicit which part(s) of speech each word / phrase is. Ensure • Ask a few pairs what the outcome of their discussion was
students can pronounce the items accurately. and how well they felt they used the techniques.
Exercise 5 page 44
• Students complete the task in pairs. Assessing and enhancing performance
• Ask some students to share an example with the class. Students who assess and take steps to improve
Exercise 6  3.08 page 44 their own performance are encouraged to take
responsibility for their growth as a learner.
• Play the audio for students to order the advice.
After students have reflected on and assessed their
performance in the role-play, ask them to swap roles and
KEY repeat the task. This time, they should focus in particular
1 B 2 D 3 E 4 A 5 C on implementing the techniques they felt they did not
use effectively before.
Transcript
• Students discuss the question in pairs. Encourage them to
support their choice with a reason. Exercise 9 Think & share page 44
• Ask a few students to share their answer and reason with • Give students time to think about the questions and make
the class. a note of advice they plan to follow.
• Working in groups, students take turns to present their
Exercise 7  3.08 page 44 advice. You could write some phrases on the board to
• Play the audio again for students to answer the questions. help, e.g. I’m going to try …, I think I should / ought to / need
Point out that there is one question for each piece of to …, One / Another piece of advice I’d like to try is … .
advice. • Ask different students to share one piece of advice they
• Check answers as a class. plan to follow with the class. If other students have written
down the same idea, ask them to raise their hand.
KEY
1 We all get emotionally involved with things that are Lesson outcome
personal or important to us.
2 It has no place in a reasonable discussion.
3 Use sentences beginning with ‘I’ to say what you think,
or how something makes you feel.
4 Unhelpful body language includes rolling your eyes, • Ask students: What have you learned today? What can you
making faces or turning away. do now? and elicit answers: I can explore the best ways to
5 You shouldn't interrupt. handle disagreements.
Further practice
Transcript Workbook page 36
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3.8 Speaking Extra activity
• Write the following on the board:
Lesson summary
Who thinks …
Speaking: Talking about participating in activities; 1 the time would be better spent studying?
pronunciation: sentence stress; engaging in a group 2 it might be fun?
discussion 3 they spend plenty of time studying already?
Listening: A discussion about a compulsory activity 4 it’s a waste of time?
afternoon at school 5 it’s a good chance to learn a new skill?
Vocabulary: Useful language for discussing ideas • As students listen, they match the speakers to the
Strategy: Managing the conversation points on the board.
SHORTCUT To do the lesson in 30 minutes, keep the KEY
warm-up brief, set exercise 7 for homework and do 1 Bella 2 Alex 3 Alex and George 4 Bella 5 Alex
exercises 8 and 9 in the next lesson. • Students then use the information to help them decide
whose opinions they agree with most.
anxious, bored, emotional, excited, inspired, irritated, Exercise 4  3.09 page 45
offended, puzzled, relaxed • Play the audio again for students to complete the
• Check students can remember what all the Phrasebook. Point out that in some gaps, they need to
adjectives mean. write two words.
• Working in pairs, students choose some of the • Check answers as a class.
adjectives and discuss when they might feel that way KEY
when having a discussion, e.g. I’d feel really irritated if 1 I’d prefer 2 seems 3 For me 4 feel 5 being clear
someone was talking too much and not letting me speak. 6 clarify 7 point 8 trying 9 what 10 your point
• Ask some students to share an example with the class. 11 think that 12 don’t think
Transcript
Exercise 1 page 45
• Elicit the activities in the photos (orienteering, chess,
first aid, off-road running, pottery, gardening). Extra challenge
• Check the pronunciation and meaning of compulsory • In pairs, students think of other phrases for expressing a
/kəmˈpʌlsəri/ (something that must be done because of preference, clarifying a point and disagreeing politely.
a rule or law). • Elicit suggestions from the class.
• Students discuss the questions in pairs. • Encourage students to include some of these additional
• Elicit ideas and different opinions from the class. phrases when they do exercise 8.
Exercise 2 page 45
• Give students time to read the notice and think about Culture note
their answers. Encourage them to make notes. In English-speaking cultures, when disagreeing with
• Students share their ideas and opinions in pairs. someone, it is very important to do so politely and
Encourage them to give reasons. respectfully. Before saying we disagree, it is common to
• Elicit some examples of activities and possible positive/ apologise and/or acknowledge that the speaker’s point
negative reactions among the school’s students. and opinion are valid. We usually then follow this with
but and go on to give our own view. When disagreeing,
• Ask students to raise their hand if their own reaction tone of voice, intonation and body language are also very
would be positive. Elicit reasons why. Do the same with
important.
students whose feeling would be negative.
Exercise 3  3.09 page 45 Exercise 5  3.10 Pronunciation page 45

• Play the audio for students to answer the questions. • Go through the Pronunciation box together.
• Check the answer to the first question as a class. Ask a few • Students underline the words they expect to be stressed.
students for their answer to the second question. • Play the audio for students to check their answers.
Alex and George are both quite positive; Bella doesn’t
like the idea and would prefer to concentrate on her
schoolwork.
Transcript
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KEY Exercise 9 Reflect page 45
1 The most interesting thing is the chance to do things • Students reflect on their experience and discuss the
with other people. questions in pairs. You may like to suggest that they pair
2 Doing physical exercise is just as important as keeping up with someone who worked in a different group.
fit mentally.
• Conduct some class feedback.
3 What I’m trying to say is, these activities can help.
• Play the audio again, pausing after each sentence for Lesson outcome
students to repeat it. • If you are using the Classroom Presentation Tool, first
Transcript covered in this lesson.
See Student’s Book, page 45.
Exercise 6  3.11 page 45 do now? and elicit answers: I can use a range of phrases to
• Go through the Speaking strategy together. participate in a discussion.
• Students complete the Phrasebook with the headings. Further practice
• Play the audio for students to tick the phrases they hear. Workbook page 37
• Check answers as a class. Communicative activity photocopiable worksheet
Online practice
KEY
1 B 2 A 3 C
The phrases used are: What do you think, George?; 3.9 Writing
Bella, do you have any thoughts about that?; Can I say
something?; Just a minute, George, let her finish. Lesson summary
Speaking: Speculating about the aim and contents of a
Transcript report
See Teacher’s Guide, page 196. Reading: A report about the effects of physical activity
Exercise 7 page 45 on well-being
• Ensure students understand and can correctly pronounce Vocabulary: Useful phrases for using impersonal
abolish /əˈbɒlɪʃ/ (officially end a law, rule, custom, etc.). language
• Put students into small groups. Together, they decide on Strategy: Using impersonal language
which point they would like to discuss. Writing: A report about the effects of physical activity on
• To help students who have chosen to discuss the last well-being
point, you may like to introduce the term blended learning
(a way of studying a subject that combines being taught SHORTCUT To do the lesson in 30 minutes, keep the
in class with the use of different technologies, including warm-up brief and set exercises 8 and 9 for homework.
learning over the internet).
Exercise 8 page 45 WARMUP Write on the board:

• Using their notes to help, students engage in the group friendships, family, work and studies, social media, food,
discussion. physical activity
• Students discuss in pairs how these things may have a
AfL Teaching tip: success criteria positive or negative effect on a person’s well-being.
Effective feedback is well timed • Elicit ideas from the class.
When to give feedback depends on the proficiency of
the learner, nature of the task and type of feedback.
For vocabulary learning and pronunciation, especially
Exercise 1 page 46
with less proficient students, teachers may want • Focus on the infographic. Students discuss the questions
to give immediate feedback. However, as students’ in pairs.
proficiency grows and particularly with a fluency task, • Elicit ideas about the aim and contents of the report, but
it is preferable to wait and provide feedback when do not confirm any correct predictions at this stage.
the task is completed. It is also important to allow
students time to respond to feedback. Exercise 2 page 46
As students are having their discussion, circulate and • Students read the report quickly and check their ideas.
make a note of any common errors, especially with the • Check answers as a class.
lesson’s target language. Conduct the feedback through
a ‘spot the mistake’ activity, as this will give students time
to think about the feedback and it also depersonalises the
process.
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KEY 4 It is interesting to note, however, that they also had
The aim of the report is to provide the findings of a survey higher levels of anxiety.
about students’ participation in physical activity and 5 And while the number of students classed as active is
the effect on their well-being. It contains information a positive sign, the high number of inactive students
about the students who took part in the survey, the remains a concern.
questions they were asked, the findings of the survey and
a summary. Extra activity
• Give students time to discuss the question in pairs, then Working in pairs, students find other examples of
elicit ideas from the class. impersonal language in the report, e.g. Students were
asked … .
Extra activity
• Write on the board: Exercise 6 page 46
Why might active students feel happier and less isolated • Students turn to page 150 and study the infographic.
than those who are inactive?
Why might they feel more anxious? Exercise 7 page 46
How similar do you think the results would be if the survey • Circulate and monitor as students plan their report,
were conducted among 16–19-year-olds in your country? helping with language and organisation as necessary.
• Elicit ideas and opinions from the class. Exercise 8 page 46
• Students complete the writing task.
Exercise 3 page 46
Exercise 9 Check your work page 46
• Students complete the task. • Students go through the checklist before submitting their
• Check answers as a class. work.
KEY
Lesson outcome
1 D 2 B 3 A 4 C
Exercise 4 page 46 do the Lesson Closer Activity to review what has been
• Students complete the Phrasebook. covered in this lesson.
do now? and elicit answers: I can use impersonal language
KEY to write a data-based report.
1 This report is based on … 2 The objective of
the survey was … 3 The majority of 4 Just over Further practice
5 Almost 6 Approximately … 7 According to the Workbook page 38
results of, … 8 It is clear from the data that … Online practice
9 … supports the idea that …
* Answers 1/2 and 5/6 can be in either order, and 7/8/9
can be in any order.
3.10 Review
Note!
Students create the review
Point out that when referring to numbers, just under,
nearly and almost can be used interchangeably. Ensure Asking students to formulate review tasks causes
students understand that approximately is different, i.e. it them to spend time carefully considering the target
can be used to mean just under or just over. language and evaluate their understanding. It also
increases motivation and engagement, as they are
given a sense of helping create the class content.
Exercise 5 page 46
As an alternative to doing the review page in class,
• Go through the Writing strategy together. students work in pairs to write their own review task,
• Students complete the task. with answers on the back. They can choose whether to
• Check answers as a class. focus their task on vocabulary, grammar or both. They
KEY
then swap their review with another pair, write down and
1 The objective of the survey was to learn about their check the answers, before swapping with another pair.
participation in physical activity and how that affected Continue in the same way to provide thorough practice.
their well-being. See the notes on Assessment for Learning on page 11.
2 Active students were also asked what kind of activity
they took part in.
Note!
3 It is clear from the data that students classified as active
had slightly higher levels of personal well-being than Remind students that when completing the review
inactive students. tasks, they should only be using the key grammar and
vocabulary from the unit, even if other correct answers are
also possible.
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Grammar 3 Vision 360°
Exercise 1 page 47
The social benefits of sport
KEY
1 Our muscles become less and less flexible the older we Lesson summary
get. diamond: A factfile about the oldest team sports
2 I think horse riding is slightly more dangerous than triangle: A video about the reasons people
cycling. / I think cycling is slightly more dangerous than support teams
horse-riding.
star: An infographic about the benefits of being active
3 The longer she spends studying, the better her grades
seem to get. triangle: A commentary about the experience of
4 Looking after your mental health is just as important as watching sport
keeping fit. / Keeping fit is just as important as looking circle: People talking about the social benefits of
after your mental health. doing sport
5 As I get fitter and fitter, doing exercise becomes more Speaking: Discussing questions about doing and
and more enjoyable. watching sport; explaining the rules of a team sport; talking
about the social benefits of doing sport and exercise
Exercise 2 page 47
Reading: A factfile about the oldest team sports; an
KEY infographic about the benefits of being active
1 a 2 The 3 – 4 – 5 – 6 most 7 All 8 the Listening: A video about the reasons people support
9 Several 10 many teams; a commentary about the experience of watching
sport; people talking about the social benefits of doing sport
Vocabulary Create task: Creating a campaign to promote an
unusual sport
Exercise 3 page 47
KEY
1 muscles 2 addictive 3 heart 4 maintain 5 take SHORTCUT To do the lesson in 30 minutes, ensure Steps
1–3 of the Create task are done in class, then set Step 4 as
Exercise 4 page 47 a group homework task and do Step 5 in the next lesson.
KEY
1 responsibility 2 organisational 3 demonstrate WARMUP Ask: Who is the most physically active person
4 failure 5 accept 6 leadership you know? Who is the biggest sports fan you know? Students
discuss the questions in pairs. Encourage them to give
Cumulative review plenty of details.
Exercise 5 page 47 • Ask a few students to tell the class about one of the
people they talked about.
KEY
1 C 2 B 3 A 4 C 5 A 6 B 7 B 8 C 9 A
10 B 11 A 12 A 13 B 14 C 15 B Exercise 1 Think & share page 48
• Students discuss the questions in pairs. To help them
Think & share answer question 1, encourage them to think about what
they have learned in the unit about the benefits of sport.
KEY
Students’ own answers EXPLORE
Note! Exercise 2 page 48
Once students have completed the Review page in the • Go through the task together and then enter into the 360°
Student’s Book, they should complete the Review section image. Move around the image of the football match, but
in the Workbook and the Reflect questions. do not click on the hotspot symbols yet.
• Stop and ask students to discuss the questions in pairs.
Further practice • Elicit suggestions from the class.
Workbook page 39 KEY (SUGGESTED ANSWERS)
Progress test People may feel excitement, disappointment, joy, sadness,
anger, frustration, anxiety, stress and relief.
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Exercise 3 All hotspots page 48 • Elicit the reasons given on the audio, then elicit any other
• Go through the task together, then explore each of the ideas students have on their lists.
hotspots in turn as a class. Alternatively, students could KEY (SUGGESTED ANSWERS)
access the image and the hotspots on their own devices. Emotional experiences; Good guys and bad guys;
As each hotspot is explored, students match it to the Incredible moments; Quick changes in the game; Extreme
correct point. happiness / depression; Incredible drama
• Once all the hotspots have been explored, check answers
as a class. If necessary, have another quick look through Transcript
the hotspots to confirm the answers. See Teacher’s Guide, page 196.
1 2 3 4 5 • Click on the circle hotspot for students to listen to the
audio again and complete the matching task.
Transcripts
See Teacher’s Guide, page 196. • Check answers as a class.
KEY
Exercise 4 page 48
1 D 2 B 3 A 4 E 5 C
• Click on the diamond hotspot again for students to read
the factfile and answer the questions. Transcript
• Check answers as a class. See Teacher’s Guide, page 196.
KEY Exercise 10 Think & share page 49

1 Mesoamerican ballgame 2 Polo 3 Hurling 4 Cuju • Working in pairs, students complete the discussion task.
5 Polo, hurling • Ask a few students to share an example with the class.
Exercise 5 page 48
• Working in pairs, students research and make notes about CREATE … a campaign to promote an
the rules of one of the team sports. To ensure variety at unusual sport
the next stage, you could allocate different pairs different To complete the Create task, students will need access to
sports rather than allowing them to choose. the internet to do the Research it! task. Other equipment
• Pairs take turns to explain the rules of their sport to the and materials they need will depend on how they choose
class. Encourage them to use modal verbs, e.g. Players to present their campaign. They may need a device with a
must / have to / mustn’t / are(n’t) supposed to / need to … . recording feature (video or audio), a computer with relevant
You may like to first refer students back to Lesson 2.2 to software (e.g. presentation or poster-making), or a large
review the rules for using modals. If you have a large class, piece of card / paper and coloured pens.
students could give their explanations in groups instead.
STEP 1 page 49
Exercise 6 page 48 • Give students time to discuss in groups what they already
• Click on the triangle hotspot for students to watch the know about the listed sports. Elicit some brief details.
video again and complete the task. • Students decide on the sport they would like to focus
• Check answers as a class. their research and campaign on. Try to ensure that each
group chooses a different sport, as this will add variety
KEY and interest at the presentation stage.
Reasons mentioned: 1 and 3
STEP 2 Research it! page 49
Transcript
about each of the points.
Exercise 7 page 48
STEP 3 page 49
• Click on the star hotspot again for students to look at the
infographic and do the discussion task in pairs or groups.
• Students decide on the medium they would like to use to
present their campaign, then organise their information
• Ask each pair / group in turn to share some ideas they and decide who will produce each section.
discussed with the class. To encourage active listening, ask
students to raise their hand when they hear an idea which STEP 4 page 49
they also came up with during their discussion. • Circulate and monitor as students prepare their campaign,
helping with language and queries as required.
Exercise 8 page 49
• Students make a list in pairs. STEP 5 page 49
• Click on the square hotspot for students to listen to the • Groups take turns to present their campaign to the class.
audio again and complete the task. Tell them to tick any • Ask a few students which sport they would most like to
of their ideas which are mentioned and to make a note of try and elicit reasons why.
any other reasons which are given.
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Lesson outcome
do now? and elicit answers: I can understand information
about why people take part in and watch sports, and create a
campaign for an unusual sport.

Encouraging continuous self-assessment
Keeping a ‘learning journal’ prompts students to
regularly reflect on and document recent learning
experiences.
At the end of each unit, ask students to make notes in
response to the following questions: How does what I’ve
learned fit in with what I already know? What did I do well?
What do I need more practice with? Encourage students
to keep a separate notebook as their journal, so they can
easily look back and notice progression or ongoing issues.
76 Unit 3
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4 A place like home
4.1 Vocabulary KEY

1 They are interested in different kinds of small homes
Lesson summary (with modern and exciting designs that make good use
of a small space).
Speaking: Talking about alternative living spaces;
2 She mentions the staircase leading up to the sleeping
describing where you live and where you’d like to live
area, which also has storage spaces built into the walls.
Listening: A vlog about alternative living spaces 3 It uses sustainable materials; there’s lots of glass so
Vocabulary: Living spaces there’s plenty of natural light; it’s well equipped with all
mod cons; there’s a lot of storage for such a small space.
4 They have smart appliances operated by remote control
or voice prompts.
warm-up brief, set exercise 4 for homework and omit
exercise 8. Transcript
• Ask: What can you see in the photo? (spotted owlets living • Students choose the correct meaning of each phrase.
in a tree hole in tropical Asia)
• What does 'home' mean to you?
• What is your dream home? KEY
1 A 2 A 3 B 4 A 5 B 6 A
• Ask a few students to share their ideas with the class. Note!
• Mod cons is an abbreviation of modern conveniences. It’s
Exercise 1 Think & share page 50 almost always used in its plural form.
• Focus on the photos. Elicit or explain the meaning of • We often abbreviate over the top to OTT /əʊ tiː ˈtiː/.
converted (changed from one form or purpose to another),
shipping container (a large metal box in which goods
are packed so they can easily be lifted onto a ship to be Extra activity
transported) and cargo boat (a boat which carries goods). • Working in pairs, students choose three of the Real
• Students discuss the questions in pairs. English phrases and write mini-dialogues including them,
e.g. ‘Have you seen all the Christmas lights in the neighbours’
• Elicit ideas for questions 1 and 2, then ask a few students
garden?’ ‘Yes! They’re a bit over the top, aren’t they?’
to share their answer for question 3 with the class.
• Pairs take turns to read their dialogues to another pair.
Exercise 2   4.01 page 51 • Ask a few pairs to present a dialogue to the class.
• Play the video or audio for students to answer the
questions. Exercise 5 Vocabulary page 51
• Check answers as a class. • Students complete the task. Encourage them to use the
KEY contexts to help them decide on the correct definitions.
Tiny flat: They both like it because it’s really well designed • Check answers as a class.
with some clever ideas.
KEY
Shipping container flat: Yasmin likes it because it’s very
1 H 2 D 3 F 4 A 5 B 6 G 7 C 8 E
light and a clever use of space. Zaki is less sure and doesn’t
think he could spend a lot of time there. • Ensure students can pronounce all the adjectives
Houseboat: Zaki loves houseboats, as they are correctly. Focus in particular on the pronunciation of
environmentally friendly and can be quite high-tech. ingenious /ɪnˈdʒiːniəs/.
Transcript Exercise 6 Vocabulary page 51
See Teacher’s Guide, page 196. • Give students time to check the meaning of any words /
phrases they are unsure of in a dictionary.
Exercise 3   4.01 page 51 • Students complete the sentences.
• Play the video or audio again for students to answer the • Check answers as a class.
questions.
KEY
• Check answers as a class. 1 staircase 2 smart appliance 3 facilities 4 remote
control 5 proportions 6 central heating 7 storage
8 work surfaces
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Extra activity 4.2 Grammar
Lesson summary
Is your home …
open-plan? energy-efficient? spacious? in an urban area? Reading: An article about university accommodation
close to useful facilities? Grammar: Future continuous, future perfect simple and
Does your home have … future perfect continuous
central heating? plenty of storage? a well-equipped Listening: A conversation about future plans and
kitchen? smart appliances? a staircase? predictions
• Working in pairs, students discuss the questions. Speaking: Making predictions about the future
Encourage them to provide details about each point.
• Ask a few students to share some information about SHORTCUT To do the lesson in 30 minutes, keep the
their home with the class.
Exercise 7 page 51
• Students complete the post. Encourage them to read WARMUP Write on the board:
through the whole text to gain a general understanding What do you think you might do after you finish school?
before they start filling the gaps. Would you like to stay in your home town or move away?
Where do you think you will live?
KEY Encourage them to give details and reasons to support
1 proportions 2 spacious 3 restricted 4 open-plan their answers.
5 ingenious 6 energy-efficient 7 storage 8 central
• Ask some pairs to share a similarity or difference they
heating 9 facilities 10 affordable
found with the class.
Extra support
Tell students which gaps need to be filled with an AfL Teaching tip: learning intentions
adjective from exercise 5 (i.e. 2, 3, 4, 5, 6, 10) and which Highlighting the broader learning programme
need an item from exercise 6 (i.e. 1, 7, 8, 9).
Positioning a piece of learning within the wider
programme helps students appreciate its relevance
Exercise 8 page 51 and motivates them to work on it.
• Students complete the sentences with their own ideas. Write on the board: be going to, future continuous, present
• Working in pairs, students compare their ideas. continuous, present simple, will. Ask students to discuss
• Ask a few students to share some information about their in pairs what they already know about these future
partner with the class. tenses, e.g. how they are formed and when they are
used. If necessary, they can refer to Lesson 0.3 and the
Exercise 9 Think & share page 51 Grammar booster on page 130. Tell them that what they
• Ask students to think about the four alternative living are going to study in today’s lesson builds upon that prior
spaces they have learned about in the lesson and discuss knowledge and understanding.
the positive and negative aspects of each in pairs. See the notes on Assessment for Learning on page 11.
• Elicit ideas and reasons from the class.
• If you are using the Classroom Presentation Tool, first • Students read the text and answer the questions.
covered in this lesson. KEY
• Ask students: What have you learned today? What can you University-owned halls of residence or flats: + often
do now? and elicit answers: I can use a range of vocabulary located close to the university or in the city centre
to talk about living spaces. Privately rented houses or flats: + more affordable than
university accommodation; – can be located further out in
Further practice the suburbs
Workbook page 40
Living with a host family: + more affordable than
university accommodation; – can be located further out in
the suburbs
Short test
Private accommodation: + high quality, comfortable, well
designed, good facilities; – usually more expensive
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Extra activity Extra support
• Ask: Which of the university accommodation options • Students first read through the post and decide in pairs
appeals most / least to you? Why? Do you have any friends which future form they think is needed for each gap.
or relatives currently studying at university? If so, where do • Check answers and write them on the board for
they live? What do they think of their accommodation? students to refer to:
• Students discuss the questions in small groups. future continuous = 1, 3, 5
• Ask some students to share some information. future perfect simple = 4, 8
future perfect continuous = 2, 6, 7
Exercise 2  page 52 • Students complete the post and check answers in pairs.
• Students read the grammar rules and complete the task. • When checking answers as a class, elicit why the tense
is used in each case, e.g. the future continuous is used
• Play the video.
in 1 because we’re referring to an action in progress at a
• Check answers as a class. specific time (i.e. the plane landing at around 17.15).
KEY
A1 B3 C2 Exercise 5  4.02 page 52
Extra support • Play the audio for students to listen to the conversation.
Encourage them to make notes next to the prompts to
When checking answers, elicit how each tense is formed,
help them remember what the speakers say.
i.e. future continuous = will be + -ing verb; future perfect
simple = will have + past participle; future perfect • Working in pairs, students talk about Sean and Ella’s plans
continuous = will have been + -ing verb. and predictions.
• Elicit sentences from the class.
• Students do the Grammar booster exercises on page 138. KEY (SUGGESTED ANSWERS)
Exercise 3 page 52 1 On Friday, they will have been studying together for five
years.
• Students compete the post with the future phrases.
2 This time next week, they will have finished their exams.
• Check answers as a class. 3 After this week, they won’t be getting the school bus
KEY together.
1 will be spending 2 will have been speaking 3 will 4 Sean doesn’t know where he will be living in September.
have improved 5 By September, Sean’s brother will have moved out of his
shared flat.
Note! 6 In October, Ella will be starting an internship.
• When the future forms follow a subject pronoun, we 7 For the next few months, Ella will be staying at home.
often abbreviate will to ’ll.
• When saying future perfect simple and continuous verb Transcript
forms, have and been take on their weak forms and are
pronounced /əv/ and /bɪn/. Exercise 6 Think & share page 52
• Students share predictions about their futures in pairs.
Exercise 4 page 52
• Ask some students to tell the class one of their partner’s
• Advise students to read through the whole post before predictions.
starting to complete it.
• Check answers as a class. Extra support
Write the following prompts on the board for students to
KEY
use when doing the task:
1 will have landed / will be landing 2 will have been
travelling 3 won’t be staying 4 will have started get a job get married learn a new skill leave home live
5 will be attending 6 will have been living 7 will have alone / with other people move abroad move to a different
been practising 8 will have made city rent / buy a home study at university
Lesson outcome
do now? and elicit answers: I can use future continuous and
perfect tenses to talk about plans and make predictions.
Further practice
Workbook page 41
Online practice
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4.3 Listening • Play the audio for students to complete the task.
Lesson summary KEY
Speaking: Talking about cities in your country and the 1 like you said before, C 2 Incidentally, D 3 If you take
type of city you’d like to live in; discussing changes to the case of, B 4 let’s move on to, A 5 more broadly, E
your home town
Listening: A podcast about life as an urban teenager Transcript
Strategy: Understanding discourse markers See Student’s Book, page 53, and the Key above.
Vocabulary: Work Extra challenge
Play audio track 4.03 again. Students listen for and note
SHORTCUT To do the lesson in 30 minutes, keep the down five other discourse markers. They then match them
warm-up brief and set exercise 5 for homework. to functions A–E in the strategy. Check answers as a class.
KEY
As Milo mentioned earlier, C; the bigger picture is, E;
WARMUP Ask students to think ahead to ten years from
Another area is, A; One example of this is, B; By the
now. Ask: Will more or fewer people be living in urban areas?
way, D
Why? What changes will have taken place in the area where
you currently live? Where will you be living?
• Students discuss the questions in pairs. Exercise 4  4.03 page 53
• Elicit ideas from the class. • Remind students to be careful when deciding whether a
statement is false or not given. If a statement is false, this
means there is information in the text which contradicts it.
If a statement is not given, this means that this information
is not stated in the text.
Culture note
The photos show the following places:
• Give students time to read through all the statements
carefully and underline the key words.
Photo A: Chinatown, Montreal, Quebec, Canada
• Play the audio again for students to complete the task.
Photo B: Central Park Sheep Meadow, New York City, USA
Photo C: Oriental Pearl Tower, Shanghai, China
KEY
1 T 2 F 3 F 4 NG 5 T 6 T 7 NG 8 T
Extra activity
Working in pairs, students describe and compare the Transcript
photos. Encourage them to use phrases for talking about See Teacher’s Guide, page 197.
photos and some advanced / qualifying comparatives. Extra challenge
You could give students time to review the Phrasebook
Ask students to note down additional details about each
phrases in Lesson 2.8 and the grammar rules in Lesson 3.2
point. When checking answers, elicit information which
before they start.
supports that each statement is true, false or not given.
• Elicit ideas for the first question. Exercise 5 Vocabulary page 53
• Ask students to raise their hand if they would prefer to live • Give students time to check the meaning of any words /
in the city in photo A. Elicit reasons why. Do the same with phrases they are unsure of in a dictionary.
those who chose the city in photo B, then photo C. • Students complete the sentences.
• Students read the text and predict possible topics in pairs. KEY
• Elicit some suggestions from the class. 1 part-time job 2 workplace 3 go out of business
4 self-employed 5 home office 6 work remotely
• Play the audio for students to check their ideas.
• Elicit the topics the speakers talked about. Extra activity
KEY • Write on the board:
What’s good about living in cities; changes in how people What are the pros and cons of …
work; facilities for young people; the development of being self-employed?
green spaces; using new technology; changes in how working remotely in a home office?
buildings are used having a part-time job while studying?
working in an open-plan workplace?
Transcript small supermarkets in a city centre going out of business?
See Teacher’s Guide, page 197. • Students discuss the questions in pairs.
Exercise 3  4.04 page 53 • Elicit ideas from the class.
• Go through the Listening strategy together.
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• Students discuss the questions in pairs. the Inuit of northern Canada; the San peoples of
southern Africa; the Roma of Europe; the animal herders
of Mongolia; a community of modern nomads living in
Lesson outcome camper vans in the USA
• If you are using the Classroom Presentation Tool, first do Exercise 4 Vocabulary page 54
the Lesson Closer ctivity to review what has been covered
in this lesson. Extra challenge
• Ask students: What have you learned today? What can Working in pairs, students first look at the highlighted
you do now? and elicit answers: I can recognise discourse words in context and come up with definitions for as
markers in order to understand a discussion. many as possible. They then compare their ideas with the
Further practice meanings given in exercise 4.
Workbook page 42
Online practice
KEY
4.4 Vocabulary 1 emigrate 2 appeal 3 settle 4 temporary
5 wander 6 permanent 7 communal 8 dependent
Lesson summary
Speaking: Discussing what home means; a role-play
• Elicit which part of speech each word is, e.g. emigrate is a
verb.
with a member of a nomadic community; talking about
being a nomad and nomadic life • Drill the words with the class to ensure accurate
pronunciation and word stress placement. Focus in
Reading: An article about nomads
particular on the pronunciation of wander /ˈwɒndə/
Vocabulary: Home and community and point out that communal can either be pronounced
/kəˈmjuːnl/ or /ˈkɒmjənl/.
Note!
warm-up brief and omit or do exercise 7 in the next
lesson. If you decide to do the latter, ask students to make Ensure students are clear on the difference between
a list of additional questions and prepare for the role- emigrate (leave your own country to go and live
play for homework. They should choose which nomadic permanently in another country) and immigrate (come
community they are part of and conduct some internet and live permanently in a country after leaving your own
research so that they are able to answer the interview country).
questions in the next lesson.

• Students find words and phrases to match to the
definitions.
For what reasons might someone move …
from one house to another in the same city? • Check answers as a class.
to another area of the same country? KEY
to a different country? 1 extended family 2 shelters 3 existence
• Students discuss the questions in pairs. 4 standard of living 5 support network 6 assistance
• Elicit ideas from the class. 7 settlements 8 lifestyle choice
• Drill the items with the class to ensure accurate
pronunciation and word stress placement.
• Students discuss in pairs what home means to them. Exercise 6 page 54
Encourage them to try to explain why / what makes them • Students complete the sentences with the correct
feel that way. options.
• Ask students to share their ideas with the class. • Check answers as a class.
Exercise 2 page 54 KEY
• Focus on the definition. Point out that in the adjective 1 emigrate 2 support network 3 appeal to
nomadic /nəʊˈmædɪk/, stress shifts to the second syllable. 4 communal 5 assistance 6 temporary 7 shelters
• Students answer the question in pairs. Encourage them to 8 standard of living
also share what they know about these people.
Extra support
• Elicit examples of nomads from the class. Suggest that students first focus on answering 1, 3, 4 and 6,
Exercise 3 page 54 referring back to the definitions in exercise 4 to help them.
They then complete the remaining sentences, referring
• Students read the article and compare their ideas.
back to the definitions in exercise 5 for help.
• Elicit the examples of nomads mentioned in the article.
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Extra activity
do now? and elicit answers: I can talk about ideas of home
• Put students into A / B pairs. Ask the Student As to and community.
choose four items of vocabulary in exercise 4 and
write questions for their partner, e.g. If you emigrated, Further practice
what would you miss most about your home country? Workbook page 43
The Student Bs do the same with the vocabulary in Vocabulary booster page 123
exercise 5, e.g. Why might it be beneficial to live close to Vocabulary photocopiable worksheet
your extended family? Short test
• Working in their pair, students take turns to ask and
answer their questions. 4.5 Grammar
• Ask a few students to share something they found out
with the class. Lesson summary
Speaking: Discussing the benefits and challenges of
Exercise 7 page 54 volunteering abroad; talking about a future trip
• Working in pairs, students come up with additional Reading: A text about Raleigh Expedition
questions to ask. Tell them to make sure they both write Grammar: Future time clauses; first conditional
the questions down, as they will be changing partner. Listening: A voicemail message from a Raleigh volunteer
Extra support
Brainstorm possible additional questions as a class, e.g. SHORTCUT To do the lesson in 30 minutes, keep the
Do you ever feel that you would like to settle in a permanent warm-up and exercise 1 brief and omit exercise 6.
home? Do you sometimes have to turn to people outside your
community for assistance? What are people most dependent
on you for in your community?
What are some common volunteering activities?
• Students swap partners and role-play the interview. They What opportunities are there to volunteer in your local area?
then swap roles and repeat the activity. Have you ever done any volunteering? If so, give details. If not,
would you like to in the future? Why? / Why not?
AfL Teaching tip: learning intentions • Students discuss the questions in pairs.
Encouraging students to take risks • Elicit examples of common volunteering activities and
To foster a classroom culture for creative risk-taking local opportunities.
and help learners become less concerned about • Ask students to raise their hand if they have done some
making errors, make it clear when you will focus on volunteer work. Choose a few to tell the class about it.
task achievement rather than accuracy.
Tell students before they role-play their interviews Exercise 1 Think & share page 55
that your focus will be on content and successful
communication rather than accuracy. Mistakes could still
be noted down for correction in a future lesson. • Elicit ideas from the class.
See the notes on Assessment for Learning on page 11. Exercise 2 page 55
Exercise 8 Think & share page 54 Extra support

• Students discuss the questions in pairs. Encourage them Pre-teach any vocabulary in the text which you think
to use as much of the vocabulary from the lesson as students may not know or may have forgotten, e.g.
possible. expedition, sanitation, hygiene, long-lasting, sustainable,
fellow, set off, trek, induction, hospitality, handwashing
• Elicit ideas from the class. station.
Extra activity • Elicit or explain the meaning of expedition /ekspəˈdɪʃn/
Students choose and research a nomadic group. They (an organised journey with a particular purpose).
could find out about, e.g. its history, location, numbers,
• Students read the text and answer the questions.
what they do, language, customs, etc. They use the
information to write an informative article. Display the • Check answers as a class.
articles in the classroom to enable students to learn more KEY
about nomadic communities. 1 It involves different activities such as helping to build
toilets and handwashing facilities and improving access
• Students do the Vocabulary booster exercises on to a clean drinking water supply.
page 123. 2 They will help create long-lasting sustainable change
within a community, make new friends, learn new skills
Lesson outcome
and have amazing experiences.
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C If you complete the trek, you’ll have learned a lot about
Extra activity
life in the mountains above 3,000 metres.
• Write on the board: D So if you’ve enjoyed yourself, let us know.
Does the Expedition programme described in the text
appeal to you? Why? / Why not?
What practical skills do you think the volunteers learn? Exercise 6  4.05 page 55
How do you think the trek develops teamworking skills? • Play the audio for students to make notes about the
What might the volunteers learn from living in the local points.
community?
• Using their notes, students make first conditional
• Students discuss the questions in pairs. sentences in pairs. Point out that they should use third
• Ask a few students whether the programme appeals to person subject pronouns or the volunteers’ names, i.e. she,
them and elicit reasons why / why not. they, Anya, Sara.
• Elicit ideas for the other questions. • Elicit sentences from the class.
1 If they don’t speak to each other before tomorrow, Anya
• Students match the sentences to the grammar rules. will meet Sara at the airport. She’ll wait for Sara by the
• Play the video. baggage drop if Sara tells her what time she’ll be arriving.
• Check answers as a class. 2 If they arrive early, they’ll have time to get something to
eat before boarding their flight.
KEY
3 They’re being met so they won’t get too wet if it’s
1 C 2 B 3 A raining when they arrive.
Note! 4 If no one is waiting to meet them, they can take a taxi to
their accommodation.
Point out that the future time clause can come before or
5 If Sara gets the message, she should text Anya to confirm.
after the main clause, e.g. we can also say While you are
preparing for your Expedition, you’ll have the chance to get Transcript
to know your fellow volunteers. Note that when the time See Teacher’s Guide, page 197.
clause comes first, it is followed by a comma.
Extra activity AfL Teaching tip: diagnostics

Students find two more examples of sentences with Treating mistakes as opportunities to learn
future time clauses in the text and match them to the Teaching students to expect to make errors can help
rules. them become more resilient and confident learners.
KEY Monitor as pairs write their sentences for exercise 7. When
When you arrive at Kathmandu airport, our local team you notice an error, point it out and ask the learners
will meet you and take you to your accommodation. to try to ascertain why they made the mistake. Use
(Rule A) the opportunity to clarify, so as to further support the
After you’ve had a chance to relax, your first period of students’ self-efficacy.
training will begin. (Rule B) See the notes on Assessment for Learning on page 11.
Extra support
Exercise 4 page 55
• First provide a model by doing the task together as a
• Students complete the sentences. class. Decide on a type of trip, e.g. a camping trip. Elicit
• Check answers as a class. example sentences from the class, e.g. The moment we
KEY arrive, we’ll put up the tent. As soon as I can, I’ll collect some
1 know 2 are staying 3 have arrived 4 is benefiting wood to make a fire. Students then choose a different
type of trip and complete the task in pairs.
Extra support
When checking answers, elicit which grammar rule each
• Working in pairs, students decide on the type of trip they
are going on and then complete the sentences.
sentence matches to and why, e.g. sentence 1 matches to
rule A because it is referring to a future state. • Students join another pair and share their ideas.
• Ask some pairs to share some information about their trip
with the class.
Exercise 5 page 55
• Students read the grammar rules complete the task. Lesson outcome
• Check answers as a class. • If you are using the Classroom Presentation Tool, first
A If you decide to join the Expedition, you’ll help create covered in this lesson.
long-lasting sustainable change within a community. • Ask students: What have you learned today? What can you
B If you’re volunteering with us, you’re creating do now? and elicit answers: I can use future time clauses
long-lasting sustainable change.
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and first conditional sentences to refer to future events,
Extra support
arrangements and plans.
Write the following answer options to the quiz questions
Further practice on the board for students to choose from:
Workbook page 44 1 North Africa South Africa East Africa
Grammar booster page 139 2 Australasia the Americas Europe
Grammar photocopiable worksheet 3 5,000 years 10,000 years 20,000 years
Online practice 4 Australia Ireland the United States
5 climate change space exploration new technology
4.6 Reading
Exercise 3 page 56
Lesson summary • Students read the article quickly and check their answers
Reading: An article about the history of migration to the quiz. To ensure they do not spend too long doing
Strategy: Recognising the writer’s point of view this, you may wish to set a short time limit.
Vocabulary: Extreme weather • Check answers as a class.
Speaking: Sharing ideas and opinions about migration KEY
1 East Africa 2 the Americas 3 10,000 years ago
4 the United States 5 climate change
warm-up and exercise 2 brief and set exercise 6 for • Find out which pair(s) got the most correct answers.
homework. Extra support
• Focus on the paragraph headings. Make sure
WARMUP Put students into A / B pairs. Ask them to sit or students understand all the vocabulary, e.g. economic,
stand face to face, with the Student As facing the board populating, exploiting.
and the Student Bs with their backs to the board. • Elicit from the class what information the paragraphs
• Write an item of vocabulary from Lesson 4.4 on the with these headings may contain, e.g. a paragraph
board, e.g. emigrate. about economic migration might talk about people
• The Student As need to explain the word or phrase to moving to get more money / for financial reasons.
their partner as quickly as possible, e.g. this is a verb and • You could also tell students that heading C is not needed.
it means that you move to live in a different country.
• Students read the article again and complete the
• The first Student B to shout out the correct answer gets matching task.
a point for their pair.
• Continue in the same way with other vocabulary,
swapping the Student As and Student Bs round after KEY
every few items. 1 E 2 D 3 F 4 A 5 B
• If you do not have time to review all of the vocabulary, Exercise 4 page 56
ensure the following items are used, as they appear in
today’s lesson: permanent, settlement, standard of living, • Go through the Reading strategy together. Ensure
settle, existence, emigrate. students understand the adjectives objective (not
influenced by personal feelings or opinions; considering
• The winning pair has the most points at the end. only facts) and tentative (not definite or certain).
• Students compare the sentences and complete the task.
Exercise 1 page 56
KEY
1 A 2 B 3 A
KEY • Elicit the key word or phrase in each sentence which
B shows the writer is trying not to sound too certain, i.e.
• Ensure students can correctly pronounce the verb migrate 1 appear to have, 2 suggest that, 3 arguably.
/maɪˈɡreɪt/ and the noun migration /maɪˈɡreɪʃn/.
Exercise 2 page 56
• Students read the article again and complete the task.
Culture note • When checking answers as a class, elicit the word or
phrase in the text which helped students determine the
Homo sapiens /həʊməʊ ˈsæpienz/, or modern humans
correct answer each time.
(the kind of humans which exist now), evolved from
earlier, more primitive species of humans around 200,000 KEY
years ago. 1 B (they appear to have crossed …) 2 A (This suggests
that …) 3 A (It is generally believed that …)
• Working in pairs, students do the quiz. Encourage them to 4 D (Understandably, …) 5 A (It is estimated …)
give reasons to support their answers. 6 C (It is by no means sure that …) 7 D (… it may
• Elicit ideas from the class, but do not confirm any correct eventually …) 8 B (it seems quite unrealistic to …)
answers at this stage.
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Extra support Lesson outcome
• Before students read the article again, ask them to • If you are using the Classroom Presentation Tool, first
underline the following words and phrases in it:
Paragraph 2: they appear to have crossed …
Paragraph 3: This suggests that … • Ask students: What have you learned today? What can
Paragraph 4: It is generally believed that …; you do now? and elicit answers: I can recognise a variety of
Understandably, …; It is estimated … phrases in order to understand the writer’s point of view.
Paragraph 5: It is by no means sure that …; … it may Further practice
eventually …; it seems quite unrealistic to … Workbook page 45
• Ask students to read question 1 and then read the Online practice
sentence in the article with the first phrase they have
underlined.
• Elicit which answer option is correct (B) and why (e.g. 4.7 Global skills
the writer uses appear to have, so doesn’t know that Lesson summary
there was definitely a bridge; the article uses the term
Speaking: Discussing changes in populations; talking
land bridge, meaning an overland route and not a
about how information about trends may help in the
man-made bridge).
future
• Encourage students to take the same approach with
Listening: People presenting information about
the remaining questions.
migration; a teacher explaining the difference between
correlation and causation
Extra challenge Vocabulary: Describing trends in graphs and diagrams
Working in pairs, students discuss what other language Writing: A reply to a message
the writer could have used in place of the phrases in
the Key above, e.g. 1 they appear to have crossed  they
seem to have crossed; it seems likely that they crossed; they
probably crossed. Elicit suggestions from the class. warm-up and exercise 1 brief and set exercise 8 for
homework.

• Students check the meaning of the items they are unsure WARMUP Elicit the adjective which means connected
of in a dictionary and then complete the sentences. with a town or city (urban). Elicit or tell students the
• Check answers as a class. adjective which means connected with the countryside
(rural).
KEY
• Put students into A / B pairs. Tell the Student As that
1 uninhabitable 2 extreme weather events 3 drought they think living in an urban area is better than living
4 rising sea levels 5 food insecurity 6 pressure on in a rural area. Tell the Student Bs that they think the
resources 7 habitable 8 flooding opposite.
• Ensure students can pronounce the items accurately. • In their pair, they have a discussion about urban vs
Focus in particular on uninhabitable /ʌnɪnˈhæbɪtəbl/, rural living. They should each put forward arguments
drought /draʊt/ and flooding /ˈflʌdɪŋ/. to support their viewpoint and try to persuade their
Extra activity partner to change their mind. Encourage students
to use some phrases for discussing ideas from the
• Write on the board: Phrasebook in Lesson 3.8. You could give them time to
For what reasons might a habitable area become
review these before they start.
uninhabitable?
What extreme weather events have occurred in the world • Ask a few students whose arguments they felt were
recently? What were the effects of these events? strongest and elicit a few examples.
Which countries and cities are most at risk due to rising
sea levels? What can be done to prevent sea levels rising Exercise 1 page 58
further? • Focus on the lesson title. Elicit or explain what a trend is
What challenges might families experiencing food (a general direction in which a situation is changing or
insecurity face? developing).
In which areas of your country is the pressure on resources • Students discuss the questions in pairs. Encourage them
greatest? Why? to provide reasons and examples to support their answers.
• Students discuss the questions in pairs. • Elicit ideas from the class, but do not confirm any correct
• Elicit ideas from the class. answers at this stage.

• Working in pairs, students discuss the questions. • Focus on the diagrams. Elicit what type each one is (A = a
table; B = a bar chart / graph; C = a line chart / graph).
• Give students time to study the diagrams, e.g. titles, axis
labels, key, figures, etc. You may like to elicit or explain the
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meaning of GDP (gross domestic product: the total value • Students complete the sentences.
of all the goods and services produced by a country in • Play the audio again for students to check their answers.
one year) and per capita (for each person). • Check answers as a class.
• Play the audio for students to complete the task.
KEY
• Check answers as a class. 1 dramatic 2 fall 3 steady 4 upward trend
KEY 5 go down 6 rise 7 increase 8 decrease
1 C 2 A 3 B
Transcript
Transcript See Teacher’s Guide, page 198.
Exercise 3  4.07 page 58 • Give students time to read the task and study the graph.
• Play the audio again for students to check their answers. • Play the audio for students to complete the task.
KEY KEY
1 more 2 urban 3 Africa and Asia 1 Correlation 2 Causation
The teacher explains the difference by using an example
Transcript of ice cream consumption and shark bites both increasing
See Teacher’s Guide, page 198. in summer, but points out there is no link between the
Exercise 4 Vocabulary page 58 two trends.
• Give students time to check the meaning of any Transcript
unfamiliar words / phrases in a dictionary and then See Teacher’s Guide, page 198.
complete the task.
• Check answers as a class, then drill the items to ensure Exercise 7 page 58
accurate pronunciation. • Students read the statements again and discuss the
KEY
questions in pairs. Make it clear that they should look at
1 F 2 E 3 D 4 B 5 A 6 C the connections between pairs of statements, i.e. 1–2, 3–4,
5–6 and 7–8.
Note! • Check answers as a class.
• Increase, rise and go up can be used synonymously, as KEY
can decrease, fall and go down. For the purposes of this Speaker 1 (Diagram C): Statements 1 and 2 describe a
task, it is logical that students match the items with the correlation, but there is no evidence of causation.
most similar form, e.g. increase / decrease. Speaker 2 (Diagram A): Statements 3 and 4 describe
• Point out that increase, decrease, rise and fall are both a correlation, but there is no evidence of causation;
countable nouns and verbs. When they are nouns, they statements 5 and 6 also describe a correlation, but it is
are followed by the preposition in, e.g. an increase in the possible that the fall in the rural population is at least
urban population, a fall in the rural population. partly caused by migration to the cities and therefore by
• When increase and decrease are nouns, the word stress is the rise in the urban population.
on the first syllable, i.e. /ˈɪŋkriːs/, /ˈdiːkriːs/. When they Speaker 3 (Diagram B): Statements 7 and 8 refer to a
are verbs, it falls on the second, i.e. /ɪnˈkriːs/, /dɪˈkriːs/. possible correlation, but there is no evidence of causation.
• Remind students that rise and fall are irregular verbs.
Elicit their past simple and past participle forms (rise –
rose – risen; fall – fell – fallen). • Tell students that their reply should be 80–100 words.
• Ensure students are clear that steady, sharp, slight and • Ask students to swap their replies in pairs and read their
dramatic are adjectives, so are used before nouns, e.g. a partner’s work.
steady decrease, a dramatic rise. Steadily, sharply, slightly • Ask a few pairs how similar their replies were.
and dramatically are adverbs and typically follow verbs, KEY (EXAMPLE ANSWER)
e.g. decrease steadily, rise dramatically. Hi Luca, I understand how you feel, but are you sure that
more workers coming to the city has caused the problem?
Exercise 5  4.07 page 58 I can see there is a correlation between more workers
coming to the area and fewer flats being available. But
Extra support this may not be the reason why flats are harder to find
• Ask students to first read through the sentences and and more expensive. There could be other reasons – for
think about what part of speech is needed for each example, more students than previous years, or landlords
gap, i.e. 1, 3 = adjectives, 2, 4, 6, 7, 8 = nouns, 5 = verb. selling their flats to private buyers. You may want to see
• Elicit or remind students which diagram relates to a connection between these two trends, but that doesn’t
each speaker, i.e. 1 = diagram C, 2 = diagram A, 3 = mean that one of them causes the other – correlation is
diagram B. not causation! Anyway, good luck with your search.
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Extra activity
• Students discuss the questions in pairs. • Write on the board:
• Elicit ideas from the class. What are some other advantages for young adults of living
at home with their parents?
Lesson outcome
What are some possible disadvantages?
• If you are using the Classroom Presentation Tool, first Do you share the students’ optimism about being able to
do the Lesson Closer Activity to review what has been afford your own place to live? Why? / Why not?
• Ask students: What have you learned today? What can you them to include phrases from the Phrasebook.
do now? and elicit answers: I can understand trends shown
in diagrams.
Further practice Exercise 3 page 59
Workbook page 46
• Students complete the phrases.
4.8 Speaking KEY
Lesson summary 1 situation 2 only 3 myself 4 realistic 5 possibility
Speaking: Discussing different living situations; Extra activity
pronunciation: chunking; a discussion about future living
Students discuss in pairs whether or not they agree with
spaces
statements 1, 3 and 4. Encourage them to give reasons.
Listening: Students discussing where they will live in the Ask some students to share their answers with the class.
future
Vocabulary: Useful language for speculating about the
future and commenting on someone’s opinion
Strategy: Co-operating and contributing
• Give students time to read through the Phrasebook.
SHORTCUT To do the lesson in 30 minutes, keep the • Check answers as a class.
KEY
Woman: It’s interesting you say that. (agree)
WARMUP Ask: What do you like about your current living Man: That’s what I meant. (agree)
situation? (e.g. the house / flat you live in; people you live Woman: The only problem with that is … (disagree)
with; house rules) What would you change about it if you Man: I hear what you’re saying … (disagree)
could? Woman: It’s a good point. (disagree)
• Students discuss the questions in pairs. Man: I think you’re right to be … (agree)
• Ask some students to tell the class about one thing Woman: That sounds good. (agree)
they like and one they would like to change. Transcript
Exercise 1 page 59
• Focus on the photos. Elicit what they have in common Extra support
(they all show living situations). • Pause the audio after the second time Student A has
• Students discuss the questions in pairs. spoken, i.e. after Renting a flat is so expensive.
• Elicit ideas from the class. • Elicit which Phrasebook phrase the speaker used (It’s
interesting you say that.), whether they went on to agree
Exercise 2  4.09 page 59 or disagree (agree) and what point they were agreeing
• Give students time to read through the task and on (the likelihood of students living at home for longer
Phrasebook. in the future).
• Play the audio for students to answer the questions. • Continue in the same way, pausing the audio each time
• Check answers as a class. a speaker finishes talking.
KEY
1 A and B
Exercise 5 Pronunciation page 59
2 It enables you to save money so you can afford your • Go through the Pronunciation box together.
own place in future. • Working in pairs, students predict where the pauses
3 Optimistic – there’s always a demand for well-qualified will be. Suggest that they read the sentences aloud and
workers and rents can’t keep going up or no one will be consider where they might naturally pause.
able to afford them.
Transcript • Play the audio for students to check their answers.
See Teacher’s Guide, page 198. • Check answers as a class.
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KEY
1 There’s definitely an advantage [pause] to living at
4.9 Writing
home. Lesson summary
2 My cousin’s almost 30 [pause] and he still lives with his
Speaking: Discussing contents of an enquiry email
mum.
3 The good thing about that [pause] is we’ll be able to Reading: A formal email of enquiry
save more money. Vocabulary: Useful phrases for enquiring
4 There’s always a demand [pause] for well-qualified Strategy: Using formal register
workers [pause] and rents can’t keep going up. Writing: A formal email of enquiry
Transcript
See Student’s Book, page 59. SHORTCUT To do the lesson in 30 minutes, keep the
• Students take turns in pairs to practise saying the warm-up brief and set exercises 7 and 8 for homework.
sentences. Point out that they should not make the
pauses too long, otherwise they will sound unnatural and
stilted.
When might someone send an informal / a formal email?
Exercise 7 page 59 What are some differences between them?
• Ask students to turn to page 150 and focus on the photos. When was the last time you wrote an informal / a formal
email? Who was it to and what was it about?
• Elicit the type of housing in each photo (A = detached
house, B = block of flats / high-rise, C = bungalow / single- • Students discuss the questions in pairs.
storey house). • Elicit ideas and examples from the class.
• Students complete the speaking task in pairs.
Exercise 1 page 60
Peers help each other clarify areas for improvement Culture note
Peers can assist one another in identifying areas for Fiji /ˈfiːdʒiː/ is a country in the southern Pacific Ocean,
development. Giving peer feedback also has rebound consisting of over 800 islands. The capital city, Suva, is
benefits that could help learners with their own located on the largest island, Viti Levu. The country’s
progress. economy is based mainly on farming, fishing and tourism.
When doing exercise 7, ask pairs to join another pair and
take turns to have their discussion. When listening, ask Note!
students to consider how well their peers are doing the
Note that the expression get your hands dirty does not
task, e.g. Are they using phrases to speculate about the
necessarily mean that your hands literally become dirty. It
future? Are they listening carefully and commenting on
means that you do physical work.
each other’s opinions before adding their own? Are they
chunking appropriately? • Elicit or explain the meaning of enquiry (a request for
Students then do exercise 8 as a group of four. Ask them information about something).
to give each other some feedback and also reflect on their • Students read the advert and discuss the questions in
own performance in these areas, e.g. ‘I think you could have pairs.
used a wider variety of phrases to speculate about the future. • Elicit suggestions from the class, but do not confirm at this
We probably could have done the same in our discussion.’ stage if any of the information is in the email in exercise 2.
Exercise 2 page 60
Exercise 8 Reflect page 59 • As students read, suggest that they tick any of the ideas
• Students reflect on their experience and discuss the they discussed in exercise 1 which appear in the email.
questions in pairs. They could either work with the person • Elicit some examples of similarities students found.
they did the speaking task with or find a new partner.
Exercise 3 page 60
Lesson outcome • Check answers as a class.
• If you are using the Classroom Presentation Tool, first KEY
do the Lesson Closer Activity to review what has been 1 D 2 C 3 E 4 A 5 B
• Ask students: What have you learned today? What can you Exercise 4 page 60
do now? and elicit answers: I can speculate about possible • Students find phrases to complete the Phrasebook.
future events or situations. • Check answers as a class.
Further practice KEY
Workbook page 47 1 My current situation is that 2 In all probability, I will
Communicative activity photocopiable worksheet 3 Could you let me know 4 I would be extremely
Online practice grateful if you could
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Exercise 5 page 60 • Circulate and monitor as students plan their email,
• Go through the Writing strategy together. helping with vocabulary and grammar where necessary.
Remind students that when we turn a direct question • Students complete the writing task.
into an indirect one, the word order changes to that of • Advise students to start and finish their email in the same
a normal affirmative sentence and the auxiliary do is not way as in the model text (i.e. Dear Sir or Madam, / Yours
included, e.g. What information do you require?  Could you faithfully,) and to write their full name at the bottom.
please tell me what information you require?
To make an indirect yes/no question, we use if or whether,
e.g. Do I need to have experience?  Could you let me know • Students go through the checklist before submitting
if/whether I need to have experience? their work.
• Students complete the task. AfL Teaching tip: success criteria

• Check answers as a class. Students select areas for focused feedback
Allowing students to choose areas of their work for
KEY
quality feedback invites them to take more ownership
1 In all probability, I will travel for a while after I leave school.
of the assessment and feedback process and
2 I wonder if you would mind telling me how much the
motivates them to attend to comments.
salary is.
3 I should also mention that I speak French. Before students submit their email, ask them to select two
4 I would appreciate speaking to a careers adviser. or three specific areas they would like feedback on (e.g.
5 I would be extremely grateful it if you could do that use of formal language, organisation, word order) and
right away. write these on their work. When marking, target feedback
in these areas.
Extra activity See the notes on Assessment for Learning on page 11.
Paragraph A: 1 help
Paragraph B: 2 get 3 give
Extra activity
Paragraph C: 4 think 5 useful 6 look for Students swap emails in pairs, read each other’s work and
Paragraph D: 7 lucky 8 about then write a formal response email. They should: start
Paragraph E: 9 really 10 try and finish the email appropriately; comment on what the
person has said about themselves and their future plans;
• Students find more formal alternatives to the above
answer the questions asked; respond to the requests
words in the email. To make the activity more challenging,
made.
do not tell students which paragraph the words are in.
Lesson outcome
KEY
1 assist 2 gain 3 provide 4 imagine 5 of some
benefit 6 seek 7 fortunate 8 approximately
9 extremely 10 endeavour
do now? and elicit answers: I can write an email to enquire
Exercise 6 page 60
about a volunteering opportunity.
Extra support Further practice
• Ask students to read the task. Clarify anything if Workbook page 48
necessary. Online practice
* why you are interested 4.10 Review
* your future plans
Note!
* the information you would like to know
Remind students that when completing the review
* what you would like the recipient to do next
tasks, they should only be using the key grammar and
• Go through each point as a class. Ask a few questions vocabulary from the unit, even if other correct answers are
to get students thinking, e.g. Why might someone be
also possible.
interested in a sustainable agriculture project? What
relevant skills might they already have? How would the
experience gained from volunteering help their future
plans?
• Elicit ideas from the class. Students then use some of
these ideas to help plan their email.
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Grammar WARMUP
Exercise 1 page 61 • Ask: When was the last time you did some exercise? What
did you do? Who / What motivated you to do it?
KEY
1 will have been 2 won’t have finished 3 will be
living 4 will have been learning 5 will have sold • Ask a few students to share their answers with the class.
Exercise 2 page 61
Listening
KEY
1 B 2 A 3 C 4 B 5 B 6 A Exercise 1 page 62
Vocabulary • Students read the exam task and decide which statements
are negative.
Exercise 3 page 61
KEY
KEY
1 smart appliances 2 affordable 3 open-plan 4 an
Statements 3, 7 and 8 are negative.
ingenious 5 facilities
Exercise 4 page 61
KEY
1 dependent 2 assistance 3 temporary 4 standard
of living 5 appeal6 support network 7 settlement KEY
8 communal 1 F 2 F 3 T 4 NG 5 T 6 NG 7 T 8 F
Transcript
Cumulative review See Teacher’s Guide, page 198.
Exercise 5 page 61
Extra activity
KEY • Write on the board:
1 have 2 living / staying 3 permanent 4 spacious Apart from a health scare, what else might prompt
5 heating 6 energy-efficient 7 once 8 extended someone to change their lifestyle?
9 soon What do you think about Ben’s advice for getting fit?
What advice would you give someone who wants to …
Think & share reduce stress? lose weight? increase their energy?
Exercise 6 page 61 • Students discuss the questions in pairs.
KEY
Use of English
Note!
Student’s Book, they should complete the Review section • Go through the Use of English exam strategy together.
in the Workbook and the Reflect questions. Ensure students understand lexical (related to words).
• Students complete the task. Remind them that in a word
Further practice transformation task, the key word must not be altered and
Workbook page 49 that contractions count as two words.
Progress test • Check answers as a class.
KEY
3–4 Exam skills The focus is grammatical. The answer is: wasn’t/isn’t as
friendly as.
Lesson summary • Elicit which grammar point the question is testing
Exam strategies: Listening: identifying negative (comparative forms) and how many words are in the
statements in True, False, Not Given tasks; Use of answer (five).
English: identifying the focus in word transformation
tasks; Reading: identifying important information in
matching tasks; Speaking: giving convincing reasons
when speculating; Writing: planning arguments for an
opinion essay
Listening: An interview with a lifestyle coach
Reading: Descriptions of activities
Speaking: Speculating about photos
Writing: An opinion essay
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Exercise 4 page 62
Extra activity
Extra support • Write on the board:
• Tell students that all of the sentences focus on the same Which of the activities would be the most / least suitable
grammar point (comparative forms). You may like to for you? Why?
give them time to look back at Lesson 3.2 to review When did you last try out a new activity?
advanced and qualifying comparatives. • Students discuss the questions in pairs.
• Advise students to read through the whole sentence • Ask a few students to share some information about
once they have written their answer and check they their partner with the class.
have not omitted any words, e.g. than, as.
• Students complete the task. Speaking

KEY • Go through the Speaking exam strategy together.
1 the fitter 2 is nowhere near as 3 (much / far) less • Students complete the task.
enjoyable than 4 far more popular than 5 is less
boring than / isn’t as boring as
Exercise 8 page 63
Reading • Students look at the photos and share their ideas in pairs.
• Go through the Reading exam strategy together. Extra support
• Students complete the task. For extra practice, ask students to look back through the
• Check answers as a class. coursebook and find photos of people doing activities,
KEY e.g. on pages 60, 45, 43. In pairs, they discuss why the
Hassan has a busy job and needs to fit exercise in early people may have chosen to do the activities and how
before he goes to work. He is quite fit already and would they may be feeling.
like to train with other people who are also fit as he feels
that this will help him stay motivated.
Writing
C
Exercise 9 page 63
Extra support
• Elicit why the running group is the most suitable
activity for Hassan.
• Choose a few of the other options and elicit why these • Elicit suggestions from the class.
activities would not be suitable for Hassan, e.g. A = the Exercise 10 page 63
basketball team trains in the evening, B = the fitness
videos are done at home, so not with other people. AfL Teaching tip: success criteria
Effective self-regulatory feedback gives a prompt on
Exercise 6 page 62 how to move learning forward
• Students complete the task. Encouraging students to assess their own work
• Check answers as a class. against success criteria makes them more reflective
and responsible learners.
KEY
As a class, agree on some success criteria for the essay, e.g.
2 E 3 B 4 D 5 H
organise your essay into clear paragraphs; support your
Extra challenge arguments with reasons and examples; use a range of words
/ phrases to sequence ideas; summarise your ideas in the final
• Students write short descriptions of people who would
paragraph; check your grammar, spelling and punctuation.
match to the remaining activities, i.e. A, F, G.
Ask students to read their completed opinion essay and
• As an extension, students swap descriptions in pairs,
consider how well it meets these criteria and what they
underline the important information and then match
could do better next time. Ask students to share their self-
the people to the activities.
assessments in pairs.
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• Students make notes and then complete the writing task.
Suggest that before they write their opinion essay, they
review the information and language in Lesson 2.9.
Lesson outcome
you do now? and elicit answers: I can identify negative
statements in a True, False, Not Given task. I can identify the
focus in a word transformation task. I can identify important
information in a matching task. I can give convincing reasons
when speculating about photos. I can plan arguments for
and write an opinion essay.
Further practice
Workbook pages 50–51
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5 Technology
5.1 Vocabulary Exercise 3 Vocabulary   5.01 page 64
Lesson summary Note!

Speaking: Responding to questions about technology; The word geek can be used negatively to describe a person
describing a device, gadget or advance in technology who is boring, wears clothes that are not fashionable, does
not know how to behave in social situations, etc. In the
Listening: A vlog with teenagers talking about
context of this lesson, however, it describes a person who is
technology
very interested in and knows a lot about a particular subject.
Vocabulary: Technology We often prefix the word with the subject the person is
knowledgeable about, e.g. a computer geek, a movie geek.
• Give students time to check the meaning of any words /
phrases they are unsure of in a dictionary.
homework.
• Play the video or audio again for students to answer the
questions.
WARMUP Tell students to look at the photo. • Check answers as a class.
• Ask: What can you see in the photo? (a woman using a KEY
powered exoskeleton to carry heavy boxes) 1 Social media, smartphones, vlogging
• Do you get excited about technology like this? Why? / 2 Her phone
Why not? 3 Because he’s interested in all the latest advances in
• Are there any new gadgets you'd like to get / try? What technology.
are they? 4 Information like instructions, personal data, internet
• Some people are trying to live with less technology in their searches
lives. Can you understand this mindset? 5 Robot waiters; cars that drive themselves; satellite
• Students discuss the questions in pairs. navigation in your phone; just about everything in your
phone, including the automatic updates
6 They keep phones working and improve security.
7 She doesn’t really like technology.
Exercise 1 page 64 8 A fitness tracker
• Focus on the lesson title. Check students understand 9 It’s completely changed how we listen to music; an app
and can correctly pronounce gadget /ˈɡædʒɪt/ (a small lets him browse all kinds of music, podcasts and films
tool or device that does something useful). Explain that and watch or listen to as much as he wants.
the expression can’t live without does not have a literal
meaning here; it means that someone likes something Transcript
very much, or finds something extremely useful. See Teacher’s Guide, page 199.
• Students discuss the questions in pairs. Extra challenge
• Ask some students to share some information or ideas • More confident students can also answer the following
with the class.
additional questions as they listen:
Exercise 2   5.01 page 64 Why does Zaki think young people are referred to as ‘the
digital generation’? (Because pretty much everything
Extra support they do is based on technology.)
Elicit or tell students the devices / technology in the photos What does Joe say is the negative side of AI? (It can mean
(A = AI / artificial intelligence, B = fitness tracker, C = streaming, your data isn’t private any more.)
D = smartphone). Ensure students know the items. What does Daisy’s piece of wearable technology do? (It
shows how far you’ve run and checks your heart rate.)
• Play the video or audio for students to complete the task.
KEY • Students complete the sentences.

Yasmin D Joe A Daisy B Zaki C • Check answers as a class.
Transcript KEY
See Teacher’s Guide, page 199. 1 streaming 2 updates 3 advances in technology
4 technophobe 5 artificial intelligence 6 geek
7 wearable technology 8 gadget 9 input
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Extra activity Exercise 9 page 65
• Write on the board: • Students take turns in groups to describe their item and
the others guess what it is. If their item is guessed quickly,
Find someone who …
encourage students to still share their whole description.
knows a technology geek or technophobe.
has a gadget they couldn’t live without. Exercise 10 Think & share page 65
likes to keep up with the latest advances in technology.
• Students discuss the questions in their groups.
gets annoyed by automatic updates on their phone.
owns a piece of wearable technology. • Ask each group in turn to feed back some information
from their discussion to the class.
• Elicit the questions students need to ask, e.g. Do you
know a technology geek or technophobe? Lesson outcome
• Students mingle and try to find a different classmate to • If you are using the Classroom Presentation Tool, first
answer yes to each question. They then ask for and give do the Lesson Closer Activity to review what has been
extra details. covered in this lesson.
• Ask a few students to share some information they • Ask students: What have you learned today? What can you
found out about their classmates. do now? and elicit answers: I can talk about technology.
Further practice
Workbook page 52
• Give students time to check the meaning of any words Vocabulary booster page 124
they are unsure of in a dictionary. Elicit or point out that all Vocabulary photocopiable worksheet
of the words are adjectives, except browse, which is a verb. Short test
5.2 Grammar
KEY
1 innovative 2 significant 3 game-changing Lesson summary
4 browse 5 sophisticated 6 user-friendly Reading: Online forum comments about technology
7 high-tech Grammar: Second and third conditionals; conjunctions:
alternatives to if
Extra support
Listening: A conversation about space travel
• Read out each word in turn. Ask students to listen
carefully and underline the stressed syllable in each. Speaking: Discussing different situations using
conditionals and conjunctions
KEY
browse, game-changing, high-tech, innovative, SHORTCUT To do the lesson in 30 minutes, keep the
significant, sophisticated, user-friendly warm-up brief and omit exercises 6 and 7 or do them in
• Point out that innovative can be pronounced either the next lesson.
/ˈɪnəveɪtɪv/ or /ˈɪnəvətɪv/.
• Drill the words for students to repeat as a class, then ask WARMUP Elicit or remind students of the meaning of
students to practise saying the words in pairs. geek and technophobe.
• Divide the class down the middle into two groups. Tell
Exercise 6 page 65 one group that they are technology geeks, who think
• Encourage students to read the whole of each text that everything related to technology is fantastic. Tell
for general understanding before they choosing their the other group that they are technophobes, who think
answers. that everything related to technology is awful.
• Check answers as a class. • Ask for a volunteer from each group to come to the
board. Ask the technology geeks to call out positive
KEY aspects of technology. Their volunteer quickly
1 B 2 C 3 B 4 A 5 C 6 B 7 A 8 A writes all the ideas onto the board in note form. The
Exercise 7 Real English page 65 technophobes call out negative aspects of technology
for their volunteer to write up. Make it clear to students
• Students choose the correct meaning of each phrase. that they do not necessarily have to agree with the
• Check answers as a class. ideas they put forward.
KEY • Set a time limit for students to complete the
1 A 2 B 3 B 4 A 5 A brainstorming. When time is up, count up the ideas to
find out which side came up with more.
Exercise 8 page 65
• Circulate and monitor as students write their notes,
helping with vocabulary as necessary.
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Exercise 1 page 66
Extra challenge
• Students read the post and answer the questions. Write on the board:
• Check the answer to the first question as a class, then ask 1 What __ (you / do) if you accidentally __ (break) your
a few students to share their answer to question 2.
friend’s favourite gadget?
KEY 2 If you __ (have) more downtime last week, how __ (you /
1 Positive: A, C, D; possible problems: B and E spend) it?
2 Students’ own answers 3 How __ (your childhood / be) different if you __ (not have)
access to the internet?
4 If you __ (can) afford any piece of kit, what __ (you /
• Students read the grammar rules and find examples of buy)? Why?
both conditional forms in the comments. • Students copy and complete the second and third
• Play the video. conditional questions with the appropriate verb forms.
KEY KEY
Second conditional: 1 would you do, broke 2 had had, would you have
If one of my friends posted a photo of me online without spent 3 would your childhood have been, hadn’t had
asking permission, I’d be quite angry. 4 could, would you buy
If they were cheaper, I think more people would be likely • Students ask and answer the questions in pairs.
to buy them.
Third conditional:
It wouldn’t have been so easy to work or study from home Exercise 4 page 66
if my friends and I had wanted to do that 20 years ago. • Students complete the rules with the conjunctions.
If we hadn’t become an online business, we might not • Check answers as a class.
have survived in today’s economic situation. KEY
If I’d known how easy it was, I might have been more 1 unless 2 even if 3 supposing 4 as long as
careful about what I said about myself on social media. 5 provided that
Note! • Students do the Grammar booster exercises on page 140.
• Remind students that the conditional clause and the Exercise 5 page 66
result clause can be in either order in a sentence. When
the conditional clause is first, it is followed by a comma.
When the result clause is first, there is no comma. • Check answers as a class.
• Point out that when saying third conditional sentences, KEY
have takes on its weak form and is pronounced /əv/. 1 Supposing 2 unless 3 as long as / provided that /
providing / on condition that 4 Even if
Exercise 3 page 66
Extra support • Check answers as a class.
• Before students start rewriting the sentences, first elicit KEY
whether each will be a second or third conditional, i.e. In general, they think it’s been a good thing. It resulted in
1, 3, 4 = third, 2 = second. many advances in technology and without it, we may not
• Tell students to think carefully about the order of have had smartphones. However, they agree that the cost
clauses and the tenses / verb forms needed in each. of a mission to Mars is excessive and we could spend the
Advise them to refer to the grammar rules in exercise 2 money better on Earth.
to help them.
Transcript
• Students complete the task. See Teacher’s Guide, page 199.
• Check answers as a class. Exercise 7  5.02 page 66
KEY • Play the audio again for students to complete the notes.
1 If Ailsa had been wearing her fitness tracker, she would Tell them that they need to write one or two words in
have known how much her heart rate had increased. each gap.
(3rd) • Check answers as a class.
2 If drones were allowed in public places, we could use
KEY
one to film tomorrow’s football match. (2nd)
3 If Isla hadn’t forgotten to charge her phone before she 1 satellites, communications, accurate 2 more powerful
went out, she would have been able to call her friend. 3 solve problems 4 environmental
(3rd) • Students write summary sentences using the notes.
4 My parents wouldn’t / might not have bought so many • Elicit sentences from the class.
CDs when they were young if music streaming had
been available. (3rd)
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KEY (SUGGESTED ANSWERS) Exercise 1 page 67
1 If we didn’t have satellites, there wouldn’t be any global • Students read the podcast introduction, then discuss the
communication, and weather forecasting would be questions in pairs.
much less accurate.
2 Supposing they had used more powerful computers
like the ones we have today, it might have been a lot Exercise 2  5.03 page 67
safer and easier for everyone.
3 Even if we managed to send people to Mars, it wouldn’t AfL Teaching tip: learning intentions
solve the problems we have here on Earth. Preparing students to listen
4 If we used that money to deal with some of the Sharing ideas about a topic before listening helps
environmental challenges like climate change, that engage students with the content and provides
might make more sense. added motivation for listening.
Transcript As students listen to the podcast in exercise 2, ask them to
See Teacher’s Guide, page 199. check if the speakers mention any of the ideas they came
up with while discussing the questions in exercise 1. After
Exercise 8 Think & share page 66 checking the answer to exercise 2, elicit from students
• Students discuss the situations in groups. which of their ideas were talked about.
• Elicit some examples of statements from the class. See the notes on Assessment for Learning on page 11.
Lesson outcome
• If you are using the Classroom Presentation Tool, first Note!
do the Lesson Closer Activity to review what has been In the conversation, Zoe uses a mixed conditional (Even if I
covered in this lesson. had paid for a subscription service, I wouldn’t spend more
• Ask students: What have you learned today? What can time watching films.). There is no need to draw attention
you do now? and elicit answers: I can use second and third to this, but if students happen to notice it, tell them that
conditionals and conjunctions to talk about technology. this area of grammar will be studied in Lesson 5.5.
Further practice • Play the audio for students to choose the best summary
Workbook page 53 of the discussion.
Grammar booster page 140 • Check the answer as a class.
KEY
Online practice
B
5.3 Listening Transcript

Lesson summary
Speaking: Discussing questions about streaming music /
films and studying online
• Go through the Listening strategy together.
Listening: A podcast about streaming services Extra activity
Strategy: Distinguishing between supporting and Working in pairs, students think of other linking words /
contrasting information phrases which can be used to add supporting information
Vocabulary: Streaming or introduce contrasting information. Elicit ideas from the
class.
SHORTCUT To do the lesson in 30 minutes, keep the KEY (SUGGESTED ANSWERS)
warm-up and exercise 1 brief and set exercise 5 for Supporting information: moreover, additionally, as
homework. well as that, not only … but also, what’s more, added to
that, together with that
Contrasting information: at the same time,
WARMUP nevertheless, but, yet, even though, even so,
Write on the board: nonetheless
When was the last time you streamed music / a film?
What did you listen to / watch? Why? • Play the audio again for students to complete the
How did the music / film make you feel? Why? multiple-choice task.
• Working in pairs, students talk about the last time they • Check answers as a class.
streamed music and a film. Less confident students KEY
could just talk about one or the other. 1 B 2 C 3 A 4 D 5 B
• Ask a few students to tell the class about their experience.
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Extra support covered in this lesson.
• Give students time to read the questions and answer • Ask students: What have you learned today? What can
options carefully and underline the key words. You you do now? and elicit answers: I can distinguish between
could do the first question as an example together, e.g. supporting and contrasting information.
What is the main reason Ben says he would go to the
cinema? Further practice
• Point out that sometimes the speaker makes the points Workbook page 54
in the incorrect answer options or says something Online practice
similar, so students need to listen carefully to be able
to eliminate these options, e.g. 1A: Ben says he has
seen a lot of films online, but he doesn’t say too many.
5.4 Vocabulary
1C: He says that watching a film at the cinema is a Lesson summary
different experience from watching online, but this Speaking: Discussing the positive and negative effects
isn’t the main reason he’d go to the cinema. 1D: He of technology on the environment; discussing changes
mentions watching films 24 hours a day, but is just people could make to help the environment
making the point that this is something he could do if
Reading: An article about the effects of technology on
he wanted to.
the environment
Vocabulary: Technology and the environment
• Students read the Listening strategy again.
• Play the audio for students to complete the task. Point out
that all of the linking words / phrases they hear and need warm-up and exercise 1 brief and omit exercise 5 or set it
to write down are in the strategy box. as an individual writing task for homework.
KEY WARMUP Write the following quotes on the board:
1 C (Having said that,) 2 S (In addition,) 3 S (And ‘Technology is that which separates us from our environment.’
needless to say,) 4 C (However,) 5 S (On top of that,) Marshall McLuhan (Canadian philosopher)
6 S (Furthermore,) 7 C (On the other hand,) ‘It is clear that our survival and the salvaging of our environment
are dependent on more technology, not less.’ Samuel Florman
Transcript (American civil engineer and author)
See Teacher’s Guide, page 200. ‘It is the impulse of science to try to understand nature, and
the impulse of technology to try to manipulate it.’ Siddhartha
Mukherjee (Indian-American physician, biologist and author)
• Give students time to check in a dictionary the meaning • Ensure students understand all the vocabulary in the
of any compound nouns they are unfamiliar with. quotes.
• Students complete the sentences. • Working in pairs, students discuss what they
• Check answers as a class. understand by the quotes and whether they agree
KEY with them.
1 on-demand content 2 subscription service 3 social • Ask a few students to share their ideas with the class.
interaction 4 digital revolution 5 distance learning
Exercise 1 page 68
Extra activity
• Students come up with ideas in pairs.
1 On top of that, … 2 Needless to say, … 3 Having
said that, … 4 Although … 5 However, … • Ask: Was it easier to think of positive or negative effects? Why
do you think that was? Elicit answers and reasons from the
• Students read the sentences in exercise 5 again.
class.
Working in pairs, they then write a follow-on sentence
for each, beginning with the linking word / phrase Exercise 2 page 68
on the board. First, elicit which sentences will provide
• Students read the article and answer the question.
supporting information (1–2) and which contrasting
information (3–5). • Check the answer as a class.
• Elicit some example sentences from the class. KEY
Idiomatically, to ‘cost the Earth’ means to be very
expensive. The impact of high energy consumption and
waste from technology clearly has a high environmental
• Students discuss the questions in pairs. cost in terms of the planet’s long-term future. The
• Elicit ideas from the class. title asks, is this impact inevitable or can we do things
differently to avoid it?
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Ask: Were any of the positive and negative effects that you
• Encourage students to first read through all the posts
quickly to get a general sense of what they are about.
discussed in exercise 1 mentioned in the article? If so, which?
They then complete them with the target vocabulary.
Did any information in the article surprise you? Why? /
Point out that often the words / information after the gap
Why not? Students discuss the questions in pairs. Elicit
will help students determine the missing item.
examples and reasons from the class.
Exercise 3 Vocabulary page 68 KEY
• Give students time to check in a dictionary the meaning 1 carbon footprint 2 consumption 3 generates
of any items they are unsure of. 4 alternative energy 5 environmentally friendly
6 dispose of 7 reuse 8 raw materials 9 endanger
Extra support 10 natural resources 11 renewable 12 deforestation
• Elicit what part of speech each word / phrase is, e.g. Exercise 7 Think & share page 68
dispose of is a verb, landfill site is a (compound) noun.
• Students discuss the questions in groups.
• Tell students to focus on the eight nouns in the article
and match these to the definitions in exercise 3.
• Ask each group in turn to share some of their ideas with
the class.
• Students complete the matching task. • Students do the Vocabulary booster exercises on
• Check answers as a class. page 124.
KEY Lesson outcome
1 consumption 2 raw materials 3 global warming • If you are using the Classroom Presentation Tool, first
4 alternative energy 5 landfill site 6 natural resources do the Lesson Closer Activity to review what has been
7 carbon footprint 8 deforestation covered in this lesson.
Exercise 4 Vocabulary page 68 • Ask students: What have you learned today? What can you
do now? and elicit answers: I can talk about the effects of
Extra support technology on the environment.
Ask students to first read through the sentences and Further practice
decide which gaps need an adjective and which a verb. Workbook page 55
Elicit answers and where a verb is needed, elicit which Vocabulary booster page 124
form it should be, e.g. sentence 1 needs an -ing verb. Vocabulary photocopiable worksheet
Short test
KEY
5.5 Grammar
1 endangering 2 reuse, dispose of 3 environmentally Lesson summary
friendly 4 generate, renewable 5 viable
Reading: A text about the importance of lithium
Exercise 5 page 68 Grammar: Mixed conditionals
• Students discuss the questions in pairs. If necessary, they Listening: A discussion about the consequences of new
can refer back to the article in exercise 2 to help them. inventions
More confident students can be encouraged to also come Speaking: Discussing how life would have been different
up with their own ideas for questions 1 and 2. without important inventions
KEY (SUGGESTED ANSWERS) SHORTCUT To do the lesson in 30 minutes, keep the
1 Sending emails instead of letters helps reduce global warm-up brief and set exercise 5 for homework.
deforestation. The use of fossil fuels like oil and gas
could be reduced if more meetings were held via video
link. WARMUP Set a time limit and ask students in pairs to
2 Through the use of raw materials for parts and write down as many important inventions as they can.
packaging, power for factories and fuel for transport • When time is up, ask students to join another pair
3 Switching to cleaner types of alternative energy from and share their ideas. As a group, they then discuss
renewable sources like wind and solar power and decide on which three inventions are the most
important. Encourage them to use the Phrasebook
phrases and strategy for managing a conversation
introduced in Lesson 3.8.
• Ask each group in turn to tell the class which inventions
they chose and why.
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• Focus on the photos. Elicit what the items are (a mobility A 2 B 1
scooter, an electric drill, a laptop, a smartphone).
Extra support
• Students read the title, then discuss the question in pairs.
Ensure the correct pronunciation of lithium /ˈlɪθiəm/.
• Focus on the examples of type A. Elicit the verb forms
onto the board, i.e. conditional clause (If + past perfect)
• Elicit ideas from the class, but do not confirm any correct + result clause (would + verb)
answers at this stage.
• Focus on the examples of type B. Elicit the verb forms
Exercise 2 page 69 onto the board, i.e. conditional clause (If + past simple)
• Students read the text to check their ideas and answer the + result clause (would have + past participle)
questions. • Ask students to copy the information from the board.
• Check answers as a class. Visual learners may find it helpful to write or highlight
the verb forms for each clause in different colours, to
KEY make it easier to distinguish between them.
Lithium is an important raw material because it’s a key • Remind students that the conditional clause and result
element in battery manufacture for many products such clause can be in either order. When the conditional
as smartphones, electric cars and computers. clause comes first, it is followed by a comma. When the
1 Lithium-ion batteries have a long life and can be result clause is first, there is no comma.
recharged many times.
2 Extracting it from the Earth causes environmental damage. • Students do the Grammar booster exercises on page 141.
3 By removing it from old devices and recycling it.
Exercise 4 page 69
Extra activity • Students complete the matching task.
• Write on the board: • Check answers as a class.
1 What products do you or your family have which
KEY
contain lithium?
1 C 2 D 3 A 4 B
2 What impact do you think the extraction of lithium
might have on the environment? Extra support
3 Do you think the environmental damage caused is a • When checking answers, elicit if each sentence is an
price worth paying for technology that uses less energy? example of type A or B (1 = A, 2 = B, 3 = B, 4 = A).
• Ensure students understand the last question (e.g. • Elicit how using might instead of would changes the
Do the benefits of having technology that uses less meaning (it means that we are not sure of the result).
energy outweigh the fact that the environment is being
• Ask some questions to check students understand
damaged?).
clearly what did / didn’t happen, e.g. Did Arfwedson
• Students discuss the questions in pairs. realise lithium was a new element? (yes) Do we have
• Elicit ideas and opinions from the class. rechargeable batteries today? (yes) Is there a more
sustainable way to produce lithium? (no)
Exercise 5 page 69
Using recap quizzes
Recap quizzes encourage students to reflect on Extra support
previous learning and provide evidence of current Read out each sentence and elicit if the mixed conditional
understanding. will be type A or B (1 = B, 2 = A, 3 = B, 4 = A, 5 = B).
Ask students to close their books. Write the following
questions about conditionals on the board: • Students rewrite the sentences. Point out that the clauses
1 When do we use second and third conditionals? can be in either order.
2 How do we form second and third conditional sentences? • Check answers as a class.
3 What modal verbs can we use instead of would?
KEY
4 What conjunctions can we use in place of if?
1 If Oscar liked hip-hop, he would have come to the
Students could either answer the questions individually in concert with us. / Oscar would have come to the
writing or have a discussion in pairs before some whole- concert with us if he liked hip-hop.
class feedback. To review second and third conditionals 2 If the repair shop had managed to fix my laptop, I’d be
further, students can refer back to Lesson 5.2. happy. / I’d be happy if the repair shop had managed to
See the notes on Assessment for Learning on page 11. fix my laptop.
3 If my dad didn’t care about the environment, he
Exercise 3  0.00 page 69 wouldn’t have bought an electric car. / My dad wouldn’t
• Students match the examples to the grammar rules. have bought an electric car if he didn’t care about the
environment.
• Play the video.
4 If Dina hadn’t decided to take a break from studying,
• Check answers as a class. she might be at university this year. / Dina might be at
university this year if she hadn’t decided to take a break
from studying.
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5 If Hannah wasn’t so bad at maths, she would have helped Lesson outcome
me with my homework. / Hannah would have helped me • If you are using the Classroom Presentation Tool, first
with my homework if she wasn’t so bad at maths. do the Lesson Closer Activity to review what has been
• Play the audio for students to complete the task. do now? and elicit answers: I can use mixed conditionals to
• Check the answer as a class. talk about important inventions.
KEY
Further practice
the internet, rechargeable batteries, antibiotics (penicillin) Workbook page 56
Transcript Grammar booster page 141
See Teacher’s Guide, page 200. Grammar photocopiable worksheet
Online practice
• Play the audio again. Ask students to make brief notes to 5.6 Reading
answer the questions as they listen.
• Give students time to use their notes to write mixed Lesson summary
conditional sentences. Less confident students could do Speaking: Discussing questions about social media;
this in pairs. giving advice about quitting social media
• Check answers as a class. Reading: An article about quitting social media
KEY Strategy: Using topic sentences
1 If the internet hadn’t been developed, we wouldn’t Vocabulary: Social media
have so many of the things we take for granted.
2 If no one had invented rechargeable batteries (for
phones and laptops), we would still be using landlines SHORTCUT To do the lesson in 30 minutes, keep the warm-
and desktop computers. up brief, set exercise 6 for homework and omit exercise 7 or
3 If there weren’t so many rechargeable devices, we wouldn’t set it as an individual writing task for homework.
have used up so many of the planet’s natural resources.
4 If Alexander Fleming hadn’t developed penicillin, we
WARMUP Elicit or explain the meaning of quit (stop
wouldn’t be able to fight infections in the way we can now.
doing or leave something). Elicit examples of things
5 If we hadn’t used antibiotics so widely, they might be
someone might quit, e.g. a job, school, a bad habit (e.g.
more effective.
biting nails, going to bed very late, eating too much
6 If humans were more concerned about the
junk food,), an activity (e.g. playing in a team, learning an
environment, we wouldn’t have created all these
instrument, volunteering).
environmental problems like climate change,
deforestation and plastics in the ocean. • Ask students to think about a time that they quit
something. Tell them not to choose social media as
Transcript their example, as they will be discussing this topic later
See Teacher’s Guide, page 200. in the lesson.
• Ask: Why did you quit? Was it easy to quit? Have you ever
regretted quitting? Students discuss the questions in pairs.
• Circulate and monitor as students have their discussions, • Ask a few students to share their experience with the class.
checking that they are using the target grammar accurately.
• Elicit ideas from the class. Exercise 1 page 70
Extra activity • Students discuss the questions in pairs.

Working in pairs or individually, students choose one of • Ask a few pairs how similar their social media use is.
the inventions from the box in exercise 8 and do some • Elicit from the class which of the facts about social media
internet research to find out, e.g. when it was invented, they found surprising and why.
who invented it, how they came up with the idea, how
the invention has changed over time, how widely the Exercise 2 page 70
product is used, the advantages of the product, etc. Using • Students read the article and answer the questions. You
the information they find out, students produce a Did may wish to set a time limit.
you know … ? informational leaflet, similar to the one • Check answers as a class.
in exercise 4. Encourage them to include some mixed
KEY
conditionals and vocabulary from the unit. The completed
1 To explain why some young people are quitting social
work could be displayed in the classroom for others
media
to read.
2 Evidence from research studies, interviews with
teenagers
3 Mainly positive
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Exercise 3 page 70 • Students complete the discussion task in groups. You may
• Go through the Reading strategy together. like to elicit or provide some expressions to talk about
• Students read paragraph A again and decide which is the advice for students to use, e.g. I’d advise them to …; I’d
topic sentence. suggest that they …; I (don’t) think they should / ought to …;
It would be better if they … .
• Ask each group in turn to provide some brief feedback
KEY with their best advice.
But there is now increasing evidence that some teenagers
may be falling out of love with social media. Exercise 8 Think & share page 70
Exercise 4 page 70
• Ask a few students to share some information with the
• Students complete the matching task. class.
KEY
Lesson outcome
B 4 C 1 D 6 E 2 F 5 • If you are using the Classroom Presentation Tool, first
Exercise 5  5.06 page 70 covered in this lesson.
• Ensure students understand exaggerate /ɪɡˈzædʒəreɪt/ • Ask students: What have you learned today? What can you
(make something seem better or more important than it do now? and elicit answers: I can recognise and understand
really is). topic sentences in a text.
• Students complete the task. Further practice
• Check answers as a class. Workbook page 57
KEY Online practice
1 T 2 F 3 NG 4 T 5 F 6 F 7 NG 8 T
Extra activity 5.7 Global skills

• Write on the board: Lesson summary
Do you agree that teenagers are addicted to Reading: A social media post
communicating via social media?
Listening: A podcast about our digital footprint
Why is social media use amongst older people increasing?
Do you ever exaggerate on social media? Speaking: Sharing ideas about managing your digital
Is it the responsibility of schools to educate teenagers on footprint; discussing your own digital footprint; talking
the potential risks of social media? about building a positive digital footprint
Do you agree that ‘Giving up social media is kind of cool!’? Vocabulary: Online activity
• Students discuss the questions in pairs. Encourage Writing: A text message giving advice about safely
them to support their answers with reasons and managing a digital footprint
examples.
• Elicit opinions and ideas from the class. SHORTCUT To do the lesson in 30 minutes, keep the
• Students find vocabulary items to match the definitions.
• When checking answers, elicit what part of speech each 1 How easily would you a __ to a life without social media?
item is, e.g. adapt to is a verb.
2 What kind of online adverts are typically t__ at your
KEY p__ g__?
1 adapted to 2 obsessed with 3 maintain their profile 3 Is anyone you know o__ with m__ their social media p__?
4 scrolling 5 targeting 6 peer group 4 What kind of social media posts do you s__ past without
Exercise 7 page 70 reading? What kind of posts make you stop s__?
AfL Teaching tip: diagnostics missing social media vocabulary. The first letter of each
Wait time word is given. If necessary, students can refer back to
Allowing sufficient time for learners to formulate Lesson 5.6.
thoughts and engage in activities is essential in • Check answers as a class, then ask students to discuss
giving them the chance to demonstrate their ability the questions in pairs. Elicit answers from the class.
to the full. KEY
Rather than asking students to engage in the discussion 1 adapt 2 targeted, peer group 3 obsessed,
task immediately, allow them time to prepare their ideas maintaining, profile 4 scroll, scrolling
and make some notes, if they wish. This will ensure the
whole group then takes an active part in the activity and
will improve the quality of their output.
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Exercise 1 page 72 Exercise 5 Vocabulary page 72
• Students read the post and answer the questions in pairs • Give students time to check in a dictionary the meaning
• Check the answer to the first question as a class. of any words / phrases they are unsure of.
• Elicit answers to the second question. • Students read and complete the tips.
KEY
One of your grandparents’ surnames, your first pet’s name KEY
and the name of the street you grew up on a privacy settings b Inactive c hacking d required
(Suggested answer) Anyone who wanted to steal your information e traces f respectful g background
identity or gain access to your online accounts might find check h tag i untag
this information useful, as they are very common answers
for online passwords. Extra support
• After students have checked the meaning of the
Extra activity vocabulary, elicit which part of speech each item is.
• Write on the board: With the nouns, elicit if they are uncountable (e.g.
1 Have you ever seen posts like this on social media? hacking), singular (e.g. background check) or plural (e.g.
Yes  What information did they ask for? Did you reply? privacy settings).
Why? / Why not? Did you read other people’s replies? • Advise students to first read through all of the tips and
No  If you saw one, would you reply? Why? / Why not? think about what part of speech is needed for each
2 What other private information might posts like these gap. They then read the tips again and complete them.
ask for?
• Students discuss the questions in pairs. • Elicit from the class which of the ideas they came up with
in exercise 4 were mentioned in the tips.
• Elicit answers and ideas from the class.
Extra activity
Exercise 2  5.07 page 72 • Students discuss in pairs whether they follow the
• Elicit students’ ideas on what a digital footprint is. advice in the tips in exercise 5. You could first ask some
• Play the audio for students to answer the questions. questions to prompt their discussion, e.g. Have you ever
• Check answers as a class. googled yourself? How often do you check your privacy
settings? Do you have any inactive accounts? Encourage
KEY students to give details, examples and reasons in
(Suggested answer) A digital footprint is the information response to each tip.
about a particular person that exists on the internet as a
result of their online activities.
• Ask a few pairs to share any differences they found with
the class, e.g. Max always untags himself in photos on
Active footprint = the things you actively ‘do’ online, e.g.
social media, but I never do that.
creating a social media profile, posting updates / photos /
comments, playing games, writing a blog
Passive footprint = the traces that you leave every time Exercise 6 page 72
you visit a site, browse the internet for products or read • Elicit examples of things students do online, e.g. watch
news stories videos on YouTube, read blogs, play games, check social
media accounts, shop online, do research for homework.
Transcript • Students write down the last five things they did online.
• Working in pairs, students compare their recent online
Exercise 3  5.07 page 72 activity and discuss their digital footprints.
• Play the audio again for students to complete the task. • Ask a few students to share some information about their
• Check answers as a class. digital footprint with the class.
KEY Exercise 7 Mediation page 72

1 F Everyone who uses the internet has a digital
footprint. 2 T 3 T 4 F The more information there is AfL Teaching tip: success criteria
about you online, the easier it is for criminals to contact Monitoring of feedback
you and gain information to access your accounts. Make success criteria transparent in the classroom
5 F They potentially stay there forever. so that students understand where they are going in
their learning.
Transcript
See Teacher’s Guide, page 201. Before learners start the writing task in exercise 7, decide
together what you will be focusing on for feedback, e.g.
Exercise 4 page 72 inclusion of key information from the lesson, accurate use
• Give students time to think of and note down ideas in of online activity vocabulary, appropriate informal register.
pairs. See the notes on Assessment for Learning on page 11.
• Pairs take turns to share their suggestions with the class.
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• Circulate and monitor as students write their text WARMUP On the left side of the board, write:
message, helping where necessary.
alternative, artificial, cause, endanger, environmentally,
• Provide students with some individual feedback. generate, global, renewable, reuse, sustainable
Extra challenge • On the right side of the board, write:
agriculture, deforestation, energy, friendly, intelligence, old
Fast finishers swap their completed text messages in
products, power, sources, the planet, warming
pairs, read each other’s work and then write a reply. They
should: thank their older cousin for the message; say what • Working in pairs, students match the words on the left
new information they learned; say what action they are to those on the right. Point out that there may be more
now going to take to manage their digital footprint better. than one correct option for some matches. Students
should choose the most natural / common collocations
and ensure all of the words are used.
• Elicit the matches and check that students can
• Encourage students to note down all of the ideas the remember what all the vocabulary means.
group comes up with and then select the best ones to
share with the class. KEY
alternative energy / power, artificial intelligence, cause
• Invite each group in turn to present their ideas.
deforestation, endanger the planet, environmentally
KEY (SUGGESTED ANSWERS) friendly, generate power / energy, global warming,
share articles about your interests or chosen career; start renewable sources, reuse old products, sustainable
a blog or post constructive comments on other people’s agriculture
blogs; host a website; ensure the messages you post are
respectful and free from grammatical or spelling errors;
Exercise 1 page 73
fundraise for a charity using an online sponsorship page;
create a video to teach others something new • Check students understand ecology (the relation of plants
and living creatures to each other and their environment).
Lesson outcome • Students discuss the questions in pairs.
• If you are using the Classroom Presentation Tool, first • Elicit ideas from the class.
1 Developments in technology engineered by humans
• Ask students: What have you learned today? What can you have caused a lot of problems for nature and the
do now? and elicit answers: I can explore ideas for creating a environment, and we should accept the blame for these.
positive digital footprint. 2 Some examples are: air, ground and water pollution;
Further practice global warming; species extinction; resource depletion;
Workbook page 58 habitat loss.
3 Students’ own answers, but examples include the
following: Energy use: using more renewable sources of
5.8 Speaking energy; reducing energy consumption; making homes
and technology more energy-efficient
Lesson summary Wildlife protection: tracking threats; monitoring
Speaking: Discussing how technology can harm and populations; restoring habitats
benefit the environment; pronunciation: linking; giving a
three-part presentation Exercise 2  5.08 page 73
Listening: A presentation about technology and the

Extra support
environment
Ask students to read through the notes and think about
Strategy: Organising a presentation
what part of speech is needed for each gap. Elicit answers
Vocabulary: Useful language for signposting a (1 = adjective, 2 = plural verb, 3 = plural noun, 4 =
presentation adjective). If you did the warm-up activity, tell students
that the vocabulary from that will help them complete
SHORTCUT To do the lesson in 30 minutes, keep the the task.
• Play the audio for students to complete the notes.
KEY
1 environmentally friendly 2 generate 3 endangered
wildlife / animals 4 sustainable
Transcript
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Note!
• Play the audio for students to answer the questions. You may like to give students the following additional
• Check answers as a class. information about the pronunciation rules:
KEY 1 Point out that this rule is about linking a word ending
1 Solar, wind and wave power with a consonant sound (not necessarily a consonant,
2 Smart technology to track the movements of e.g. alternative) to a word beginning with a vowel
endangered species. Drones to search for dangers sound (not necessarily a vowel, e.g. hour). When linking,
and illegal activity like deforestation. AI to gather the consonant sound from the first word is often
information about different species which helps protect moved to the start of the next word, e.g. we would say
them. environmenta–lissue.
3 Technology now allows people to heat their homes 2 We add a /j/ sound between words when the first word
using alternative fuels, and to buy appliances and ends in /iː/, /eɪ/, or /aɪ/, e.g. the Earth /ðiːˈjɜːθ/.
devices that use less energy. Developments in battery 3 We add a /w/ sound between words when the first
design means it’s possible to store electricity for word ends in /əʊ/ or /uː/, e.g. no input /nəʊˈwɪnpʊt/.
longer. Our devices allow us to communicate without
using large amounts of paper, which helps to reduce • Play the audio for students to listen to the examples.
deforestation. Technology lets us break down many • Play the audio again, pausing after each sentence for
products into materials that can be recycled and students to repeat.
reused.
Transcript
Transcript See Student’s Book, page 73.
• Elicit whether any of the ideas students suggested in Extra activity
exercise 1 were mentioned in the presentation. • Students look back at the phrases in the Phrasebook in
pairs and find examples of the three types of linking, e.g.
AfL Teaching tip: diagnostics 1 I’m going to talk_about …, 2 This presentation will be_
Considering your own ability against exemplars about …, 3 I’m going to tell you_about … . Elicit examples.
Exemplars can be a clear tool to raise self-awareness • Read out all the phrases for students to repeat. Tell them to
of learning needs in a reflective way. focus in particular on practising the way words are linked.
Ask students to rate whether they would find giving a
similar presentation in English easy, OK or difficult. Then, Exercise 6 page 73
complete the exercises in the lesson which will extend
their mastery in doing the same task and help build their Extra support
confidence. Write the following structure on the board to help
See the notes on Assessment for Learning on page 11. students plan and organise their presentation:
Introduction: Introduce the topic broadly  Say what your
Exercise 4  5.10 page 73 presentation will be about  Say what the three parts will be
Main body: Talk about the first point (e.g. details, examples,
• Go through the Speaking strategy together. Ask students
reasons, opinions)  Talk about the second point  Talk
why they think the term signposting is used to describe
about the final point
these phrases (they help the listener understand the
Conclusion: Give a very brief summary and/or final thought
direction in which the presentation is going).
• Give students time to read through the Phrasebook • Working in pairs, students choose one of the topics and
phrases. prepare a presentation. Encourage them to think about
• Play the audio for students to identify the phrases used. and include some of the information and vocabulary they
• Check answers as a class. have learned in the unit.
In this presentation, I’m going to talk about …; My talk • Give students time to decide on how they will divide up the
will be in three parts.; Firstly, …; Then in the second part, delivery of their presentation and then rehearse it together.
…; In the final section, …; I’d like to start by taking about
…; Let’s move on to …; Finally, let’s look at …; So, in
• Join pairs to make groups of six or eight. As far as possible,
try to ensure that students in the same group have
conclusion, …
chosen different presentation topics.
Transcript • Pairs take turns to give their presentation. At the end of
See Teacher’s Guide, page 202. each, the other students in the group should ask questions.
Exercise 5  5.11 Pronunciation page 73

• Go through the Pronunciation box together.
104 Unit 5
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Extra activity Extra challenge
Introduce some phrases for inviting and asking questions, Students also discuss why a website review should not do
e.g. Inviting questions: If you have any questions, we’ll do our the other things on the list.
best to answer them. We’re happy to answer any questions
you may have. Are there any questions? • Elicit students’ ideas but do not indicate at this stage
Asking questions: I wonder if you could tell us … . I’d like to whether the review in exercise 3 does these things.
know … . Could you explain (a little more about) …, please?
Exercise 3 page 74
• Students read the review and answer the question. You may
Exercise 8 Reflect page 73
like to point out that the website in the review is not real.
• Students discuss the reflection questions as a group. • Check the answer as a class.
Encourage them to assess their own performance and also
to provide feedback (constructive and polite) to their peers. KEY
The review includes points A, C, E, G, H and I.
• Conduct some class feedback.
• If you are using the Classroom Presentation Tool, first • Students read the review again and complete the task.
covered in this lesson. KEY
• Ask students: What have you learned today? What can you A 4 B 1 C 5 D 2 E 3
do now? and elicit answers: I can use signposting phrases in
a presentation. Exercise 5 page 74
Further practice Extra support

Workbook page 59 • Focus on each word in the box in turn. Check students
Communicative activity photocopiable worksheet understand the meaning and elicit the part of speech
Online practice (verb, noun or adjective). Encourage students to think
carefully about what part of speech is needed to
5.9 Writing complete each phrase, e.g. 1 = adjective, 2 = verb.
• Once students have completed the Phrasebook, check
Lesson summary answers as a class before getting them to identify
Speaking: Talking about writing a website review which phrases are in the review.
Reading: A website review • Students complete the Phrasebook, then look again at the
Vocabulary: Useful language for reviewing a website review to find out which phrases the writer uses.
Strategy: Using modifying adverbs • Check answers as a class.
Writing: A website review KEY
1 favourite 2 appreciate 3 appeals 4 purpose
SHORTCUT To do the lesson in 30 minutes, keep the 5 range 6 impressed 7 stands out 8 feature
warm-up brief and set exercises 8 and 9 for homework. 9 drawback 10 enhance
Phrases used in the review: One of my favourite websites
is …; (Quintekit) appeals to me because …; (Quintekit)
WARMUP Elicit examples of things someone might write is basically a … site.; Its main purpose is to allow users
a review about, e.g. a book, film, product, restaurant, hotel, to …; It also has a range of … features.; I’m particularly
service. impressed by …; What really stands out is …; Another
• Ask: Do you ever read reviews? Why? / Why not? Have you ever positive feature is …; On the negative side, …; Another
written a review? Students discuss the questions in pairs. slight drawback is …; I’m not keen on …; I would
• Elicit reasons why students read / don’t read reviews. definitely recommend -ing …; I would (perhaps) like to
Ask students to raise their hand if they have written a see …; I can’t recommend … highly enough.
review. Choose a few to tell the class about the review,
Extra activity
e.g. what it was for, why they wrote it, whether it was
positive, etc. Students take turns in pairs to read out a sentence from
the review which includes one of the Phrasebook phrases,
e.g. I’m particularly impressed by the variety of material.
Exercise 1 page 74
Their partner rephrases the sentence, using a different key
• Students discuss the questions in pairs. phrase, e.g. What I like most is the variety of material.
• Ask a few students to tell the class about the website they
would write about. Exercise 6 page 74
Exercise 2 page 74 • Go through the Writing strategy together.

• Students read the list and then discuss the question in pairs. • Students decide on the purpose of each adverb.
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KEY
Emphasise: incredibly, totally, absolutely, significantly
5.10 Review
Soften: slightly, not especially, somewhat Note!
Extra challenge Remind students that when completing the review
tasks, they should only be using the key grammar and
Ask students to find four more modifying adverbs in the
vocabulary from the unit, even if other correct answers are
review and decide if each emphasises or softens the
also possible.
writer’s opinion. (All four adjectives – particularly, extremely,
definitely, highly – emphasise the writer’s opinion).
Grammar
Remind students, as mentioned in Lesson 2.8, that they KEY
need to be aware that not all modifying adverbs combine 1 had known 2 unless 3 have gone 4 Supposing
with all adjectives. Over time, students should build up an 5 even if 6 buy 7 wasn’t
awareness of which collocations are correct (e.g. absolutely
amazing) and which are not (e.g. absolutely innovative). Exercise 2 page 75
KEY
Exercise 7 page 74 1 cared 2 hadn’t recycled 3 would upgrade / would
• Circulate and monitor as students plan their review, have upgraded 4 didn’t have 5 hadn’t got 6 had
helping with organisation and language where necessary. been 7 would have bought
Exercise 8 page 74
Vocabulary
• Students complete the writing task.
Exercise 3 page 75
KEY
• Students go through the checklist before submitting 1 A 2 B 3 B 4 C 5 B 6 C
their work.
Exercise 4 page 75
KEY
Peer proofreading
1 consumption 2 renewable 3 natural resources
Students are often good at identifying mistakes and
4 deforestation 5 raw materials 6 global warming,
areas for improvement in others’ work.
endanger 7 reuse, dispose of
When students have completed their website review,
ask them to swap their writing with a partner. They read Cumulative review
through each other’s work, assess whether the points
in the checklist in exercise 9 have been achieved and Exercise 5 page 75
underline any mistakes with spelling, grammar and
KEY
punctuation. They then provide each other with some
1 gadget 2 would 3 innovative 4 If 5 viable
feedback and discuss together what they think the errors
6 generate 7 significant 8 Supposing 9 have
are and make corrections accordingly.
10 environmentally 11 Even 12 footprint
Think & share
Lesson outcome
• If you are using the Classroom Presentation Tool, first Exercise 6 page 75
do the Lesson Closer Activity to review what has been KEY

covered in this lesson. Students’ own answers
do now? and elicit answers: I can use a range of phrases to Note!
write a balanced review. Once students have completed the Review page in the
Student’s Book, they should complete the Review section
Further practice in the Workbook and the Reflect questions.
Workbook page 60
Online practice
Further practice
Workbook page 61
Progress test
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5 Vision 360° • Once all the hotspots have been explored, check answers
as a class. If necessary, have another quick look through
the hotspots to confirm the answers.
Technology and us
KEY
Lesson summary 1 2 3 4 5
square: An article about taxi drivers’ brains
Transcripts
circle: A video about GPS
hexagon: An infographic about technology addiction
triangle: An interview with a neuroscientist Exercise 4 page 76
star: A spidergram about health and well-being apps • Click on the square hotspot again for students to read the
Speaking: Discussing whether technology is good for article and complete the task.
our brains; asking for and giving directions; talking about • Check the answer as a class.
the effects of technology on health and well-being KEY
Reading: An article about taxi drivers’ brains; an C
infographic about technology addiction; a spidergram
about health and well-being apps Exercise 5 page 76
Listening: A video about GPS; an interview with a • Click on the circle hotspot for students to watch the video
neuroscientist again and complete the summary.
Create task: Creating a health or well-being app for • Check answers as a class.
young people KEY
1 route 2 obstacles 3 speed limit 4 brain
SHORTCUT To do the lesson in 30 minutes, ensure Steps 5 memory
1–3 of the Create task are done in class, then set Step 4 as Transcript
a group homework task and do Step 5 in the next lesson. See Teacher’s Guide, page 202.
Exercise 6 page 76
WARMUP Elicit the names of some apps which are
popular amongst teenagers. Ask: What makes these apps Extra support
successful? Give students time to share their ideas in pairs, Before students do the task, review some language to ask
then elicit suggestions from the class. for and give directions, e.g.
Can you tell me how to get from … to …, please?
Exercise 1 Think & share page 76 What’s the quickest route from … to …, please?
• Students share their opinions on the statement in pairs. Go along … Street / Road until you reach … .
• Elicit opinions and reasons from the class. At the traffic lights / roundabout / crossroads, turn left/right /
go straight on.
EXPLORE Take the first / second / third road on the left/right.
The … is straight ahead / on the left/right.
Exercise 2 page 76
• Students complete the task in A / B pairs.
• Go through the task together and then enter into the 360°
image. Move around the image of the taxi, but do not • Ask a few pairs who was better at giving directions and
click on the hotspot symbols yet. why they think that was.
• Stop and ask students to discuss the question in pairs. Exercise 7 page 77
• Elicit suggestions from the class. • Click on the hexagon hotspot again for students to read
KEY (SUGGESTED ANSWERS) the statistics and tips, then discuss the questions in pairs.
Taxi drivers use GPS technology to give them directions, • Ask some students to share their answers with the class.
avoid traffic and provide them with accurate arrival times.
They use smartphones to locate and communicate with Exercise 8 page 77
customers, and payment technology to take payment • Click on the triangle hotspot for students to listen to the
electronically. audio again and answer the questions.
Customers use smartphones to call a taxi and to • Check answers as a class.
communicate with drivers. They use phone apps and
credit cards to pay electronically.
She thinks we are becoming more like animals because
Exercise 3 All hotspots page 76 we can get easily distracted by our smartphones and
aren’t able to refocus our attention.
• Go through the task together, then explore each of the
hotspots in turn as a class. Alternatively, students could Transcript
access the image and the hotspots on their own devices. See Teacher’s Guide, page 202.
As each hotspot is explored, students match it to the
correct point.
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• Click on the star hotspot again for students to read about • If you are using the Classroom Presentation Tool, first
the apps and complete the matching task. do the Lesson Closer Activity to review what has been
• Check answers as a class. covered in this lesson.
KEY
do now? and elicit answers: I can understand information
1 Mental health app 2 Meal-tracking app 3 Sleep app
about how technology is changing the way our brains work
4 Running and cycling app
and create an app for young people.
Extra activity
Ask: Would any of the apps mentioned be useful for you?
Why? / Why not? How beneficial are apps in improving
people’s health and well-being? Students discuss the
questions in pairs. Elicit answers from the class.

• Ask a few students to share some ideas with the class.
CREATE … a health or well-being app for

young people
To complete the Create task, students will need access to
the internet to do the Research it! task. Other equipment
and materials they need will depend on how they choose
to promote their app. They will either need a computer with
relevant software (e.g. presentation or poster-making), or a
large piece of card / paper and coloured pens.
STEP 1 page 77
• Working in groups, students discuss health and well-being
problems experienced by young people. Elicit examples.
• Students decide on a problem they would like to create
an app for. Try to ensure a good range across the class, as
this will add variety and interest at the presentation stage.

• Students conduct some online research into relevant apps
and make notes on each point.
STEP 3 page 77
• Advise students to first quickly come up with and write
down as many ideas as possible, then to look at their list
and select the three best features to include on their app.
STEP 4 page 77
• Circulate and monitor as groups prepare their
presentation, helping with language and answering
queries as required.
STEP 5 page 77
• Groups take turns to present their app to the class.
• Ask a few students which app they think is the most
useful and interesting, and elicit reasons why.
108 Unit 5
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6 Money matters
6.1 Vocabulary Extra challenge

Lesson summary
Speaking: Discussing spending habits; pronunciation: KEY
compound nouns; comparing top expenses; answering 2 She is going to continue gaming because video
questions related to money games are really important to her and she only
spends a few pounds a week on them.
Listening: A vlog about a no-spend challenge
5 He’s going to start walking everywhere unless it’s
Vocabulary: Spending money raining or cold.
7 He can because his mum pays for the streaming
SHORTCUT To do the lesson in 30 minutes, keep the services he uses.
warm-up brief, set exercise 10 for homework and do
exercise 11 in the next lesson.
Extra activity
WARMUP Tell students to look at the photo. Whose attitude to money is more similar to yours?
• Ask: What can you see in the photo? (An employee Do you agree that we’re happier when we only spend
inspecting a sheet of South Korean 50,000 won money on the things we need?
banknotes at the Korea Minting, Security Printing & ID Would it ever be possible to last one month without
Card Operating Corporation.) spending any money?
• Do you pay for things mostly with cash or make Is a competition a good way to motivate people to save?
contactless payments with a bank card? • Working in pairs, students discuss the questions.
• Do you think your country will become a cashless society in Encourage them to support their answers with reasons
the near future? and examples.
• What are the pros and cons of this happening? • Elicit ideas and opinions from the class.
• Ask a few students to share their ideas with the class. Exercise 4 Real English page 79
• Students choose the correct meanings of the key phrases.
Exercise 1 Think & share page 78 • Check answers as a class.
• Students complete the discussion task in pairs. KEY
• Ask a few pairs how similar their spending habits are. 1 little 2 large 3 large 4 little 5 unexpected
situations 6 are thinking about buying it
• Play the video or audio for students to complete the task. Extra activity
• Check answers as a class. • Working in pairs, students choose three of the Real
English phrases and write mini-dialogues including
KEY them, e.g. ‘I can’t believe I’ve only got €20 left until the end
1 Zaki 2 Yasmin 3 Zaki 4 Yasmin 5 Yasmin of the month!’ ‘Well, you wouldn’t be so strapped for cash
if you hadn’t bought that new fitness tracker.’
Transcript
See Teacher’s Guide, page 202. • Pairs take turns to read their dialogues to another pair.
• Ask a few pairs to present a dialogue to the class.

Note!
If students want to know more about minimalism, tell
• Give students time to check in a dictionary the meaning
of any items they are unsure of.
them that this topic will be focused on in Lesson 6.3.
• Play the video or audio again for students to complete the • Check the answer as a class.
true/false task.
KEY
• Check answers as a class. Zaki is going to stop spending money on bus fares,
KEY everyday expenses and takeaways.
1 T 2 F 3 T 4 T 5 F 6 T 7 F 8 T
Transcript • Play the audio for students to listen to the compound
See Teacher’s Guide, page 202. nouns and identify where the main stress falls.
• Elicit answers to the questions.
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KEY KEY
The main stress usually falls on the first part of the word. 1 strapped 2 track 3 fares 4 membership
The exceptions are everyday expenses and second-hand stuff. 5 out 6 takeaways 7 accessories 8 up 9 wisely
If the first part of a compound noun is a noun or verb, the 10 second-hand 11 under
stress is on the first part. If the first part is an adjective, the
stress is on the second part. Extra support
Tell students which gaps need to be filled with a word
Transcript from exercise 4 (i.e. 1), exercise 5 (i.e. 3, 4, 6, 7, 10) and
See Student’s Book, page 79. exercise 8 (i.e. 2, 5, 8, 9, 11).
• Play the audio again, pausing for students to repeat each
compound noun. Students then practise the words in pairs. Exercise 11 Think & share page 79
Extra activity • Students discuss the questions in pairs.

Ask students to look back at the compound nouns in • Ask some students to share some ideas with the class.
exercise 5, Lesson 5.3. Working in pairs, they decide where
Lesson outcome
the stress falls in each item. Check answers as a class.
Stress on the first word: distance learning, subscription covered in this lesson.
service
Stress on the second word: digital revolution, on-
do now? and elicit answers: I can talk about spending and
demand content, social interaction
not spending money.
Exercise 7 page 79
Further practice
Workbook page 62
• Circulate and monitor as students write their list, providing Vocabulary booster page 125
any vocabulary required. Vocabulary photocopiable worksheet
• Students compare their lists in pairs. Short test
• Ask a few pairs how similar their top expenses are.
Exercise 8 Vocabulary page 79 6.2 Grammar
• Students complete the matching task. Allow them to use
a dictionary if necessary. Lesson summary
• When checking answers as a class, draw students’ Speaking: Talking about finance apps; discussing
attention to the collocations, e.g. spend money, keep statements about money
track of. Reading: A blog post about a finance app
KEY
Grammar: The passive: all tenses; verbs with two objects
1 D 2 E 3 G 4 H 5 B 6 A 7 C 8 F in the passive
Listening: An interview with a student about an app
Extra activity
Students discuss in pairs how the phrases relate to Zaki SHORTCUT To do the lesson in 30 minutes, keep the
and Yasmin’s vlog. If necessary, you could play the video or
warm-up brief and omit exercises 7 and 8 or do them in
audio again. Elicit answers from the class.
the next lesson.
KEY
Zaki knows how to spend his money wisely. His family
are going to make sure they use up the things they AfL Teaching tip: learning intentions
already have. Evaluating success criteria in reviews
Yasmin usually starts the month owing a friend Timely feedback can be scaffolded in review tasks
money. Her plan is to get her spending under control. that exploit the core learning intentions as success
She’s going to keep track of her finances by writing criteria.
everything down and be on a limited budget each day. Ask students in pairs, with books closed, to brainstorm the
She hopes this will help her cut out non-essentials and vocabulary and Real English expressions they learned in
start to build up her savings account. Lesson 6.1. They then look at pages 78–79 to see which
words and phrases they missed out.
Exercise 9 page 79 See the notes on Assessment for Learning on page 11.
• Ask a few students to share an example with the class.
Exercise 10 page 79
• Encourage students to read through the whole blog post
for general understanding before they start completing it.
110 Unit 6
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WARMUP Put students into groups of four or five and Exercise 4 page 80
ask them to form a circle.

Extra support
• Tell them to imagine they have decided to start Focus on each sentence in turn and elicit which tense
managing their money better. One student in each
the passive form needs to be. To help students decide,
group starts by saying an action they are going to
advise them to look at the tense of any other verb in the
take, e.g. I’m going to cut out non-essentials. The student
sentence and also to identify any key words / phrases, e.g.
to their left repeats the action and adds another
by the end of the week, yet, these days. Write the tenses on
suggestion, e.g. I’m going to cut out non-essentials and
the board for students to refer to as they complete the
start buying second-hand stuff.
task, i.e. 1 past simple, 2 future simple, 3 past continuous,
• Play continues in the same way around the group. 4 present perfect, 5 present continuous, 6 past perfect, 7
Encourage students to include as much vocabulary present simple.
from Lesson 6.1 as possible. If a student cannot think of
another idea to add or makes a mistake, they are out. • Students complete the sentences.
• Find out which group came up with the most ideas and • Check answers as a class.
ask one student in the group to share the list with the KEY
class. 1 was rejected 2 will be transferred 3 was being
repaired 4 hasn’t been refunded 5 is being
Exercise 1 page 80 modernised 6 had been made 7 are accepted
• Elicit examples, opinions and ideas from the class. Extra challenge
Working in pairs, students transform the sentences from
Exercise 2 page 80 passive to active. They will need to add a subject in most
cases, e.g. 1 He had to pay in cash because the machine
Extra activity rejected his credit card. 2 The bank will transfer the money by
Ask the class some questions to review the details of the end of the week. Elicit answers from the class.
Yasmin’s no-spend challenge, e.g. Who is Yasmin doing
the challenge with? Who inspired them to do the challenge? Exercise 5 page 80
What problem does Yasmin have?
• Students read the grammar rules and find the example.
• Students read the blog post and answer the questions. • Check the answer as a class.
KEY f – you are sent a warning (if any strange activity is
1 She’s getting on well – her spending has been reduced detected)
considerably. • Elicit what the passive sentence would be if the other
2 An app to help her keep track of her finances object were the subject, i.e. A warning is sent to you if any
3 Because she hasn’t got a job yet or bills to pay. strange activity is detected.
• Students complete the grammar rules and identify which Exercise 6 page 80
tense each of the passive forms in the blog post uses. • Students rewrite the sentences.
• Play the video. • Check answers as a class.
KEY 1 You will / ’ll be sent your card in the next few days.
1 by 2 be 3 present 2 He has / ’s been offered a part-time job at the
a present perfect passive b present continuous supermarket.
passive c past perfect passive d past continuous 3 We were given some valuable financial advice by my
passive e past simple passive f present simple passive aunt.
g future simple passive 4 They had / ’d been lent the equipment free of charge by
the company.
Extra support 5 I am / ’m owed quite a lot of money by my friends.
Elicit to the board how each passive tense is formed, e.g. 6 We were being shown a training video.
present perfect passive = has / have been + past participle; 7 She is / ’s being paid £20 to look after her neighbours’
present continuous passive = am / is / are being + past children tonight.
participle. Ask students to copy the information.
Extra challenge
• Students do the Grammar booster exercises on page 142. Working in pairs, students say what the passive sentences
would be if the other object in the sentence were the
subject, e.g. 1 Your card will be sent to you in the next few
days. 2 A part-time job at the supermarket has been offered
to him.
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WARMUP Ask: How often do you buy new things, e.g.
• Play the audio for students to answer the questions. clothes, footwear, gadgets, accessories? What do you do with
Point out that they should include a passive form in each things that you no longer want or need?
answer. • Give students time to discuss the questions in pairs, then
• When checking answers as a class, elicit which tense each ask some students to share their answers with the class.
passive form is, e.g. 1 = present simple, 2 = past simple.
KEY Exercise 1 Think & share page 81
1 Families 2 A card 3 The money that has been put
on the card 4 Money can be transferred onto the card Note!
immediately in an emergency. 5 He is paid interest on While the author of the quote uses the term consumption
the money he saves. society, we would more commonly refer to this as a
consumer society (a society in which people often buy new
Transcript goods, especially goods that they do not need, and in
See Teacher’s Guide, page 202. which a high value is placed on owning many things).
Exercise 8 page 80
• Working in pairs, students share their ideas on the
• Students discuss the questions in pairs. meaning of the quote and say whether they agree with
• Ask students to raise their hand if they answered yes. Elicit it. Encourage them to support their opinion with reasons
reasons why. Do the same with those who said no. and examples.
• Elicit students’ ideas on the meaning of the quote.
• Working in pairs, students discuss whether they agree KEY (SUGGESTED ANSWER)
with the statements. Ensure they give reasons for their The quote means that because we live in a consumer
opinions. society, we have been led to believe that we can only be
happy if we buy a lot of things. We don’t realise that we
• Find out which pairs expressed a difference of opinion
can be happy without buying things.
while doing the task. Choose a few to tell the class what
they disagreed about and why. • Ask a few students to share with the class whether they
agree with the quote and why / why not.
Lesson outcome
do the Lesson Closer Activity to review what has been • Ask students to think back to Yasmin and Zaki’s vlog in
covered in this lesson. Lesson 6.1. Ask: What was their vlog about? (a no-spend
challenge) What prompted them to do the challenge?
(seeing a documentary about two men called ‘The
do now? and elicit answers: I can use passive forms to talk
Minimalists’). Tell students that in this lesson, they will
about personal finance apps.
learn more about The Minimalists and minimalism.
Further practice
Workbook page 63 Extra support
Grammar booster page 142 Ask students to look at the notes in pairs and discuss what
Grammar photocopiable worksheet part of speech is needed to complete each sentence and
Online practice what possible answers might be, given the context. Elicit
ideas from the class, e.g. We need an -ing verb for 1, because
it follows a preposition. It must be something positive, like
6.3 Listening being organised, enjoying life or feeling calm.
Lesson summary • Give students time to read through all the notes. Draw
Speaking: Discussing a quote about the consumption attention to the names and find out whether any students
society; discussing questions about possessions, have heard of these people. If so, elicit what they know.
consumerism and minimalism; giving an explanation of • Play the audio for students to complete the notes.
minimalism
Listening: A podcast about minimalism
KEY
Strategy: Drawing conclusions from what we hear
1 being happy 2 necessary 3 gain satisfaction
Vocabulary: Minimalism 4 extreme 5 in their thirties 6 packing party
7 website 8 organising possessions
Transcript
warm-up brief, omit exercise 4 and set exercise 6 for
homework.
• Go through the Listening strategy together. Elicit or
explain the meaning of draw a conclusion (consider all the
information connected with a situation and make a decision
about what is true, correct, likely to happen, etc). Check
112 Unit 6
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students can pronounce and understand the meaning of KEY
infer /ɪnˈfɜː/ (reach an opinion or decide that something is 1 lead more meaningful lives 2 do without 3 pursue
true on the basis of information that is available). your passion 4 Consumerism 5 material possessions
• Play the audio again for students to complete the task. 6 got rid of
Pause it regularly to give students time to note down the
Exercise 7 page 81
key information.
• Circulate and monitor as students prepare and practise
Extra challenge their explanation in pairs, helping as required. Prompt them
Students also note down the information from the recording to think about the information they have gained from the
which tells them that the other statements are false. When lesson and to include some vocabulary from exercise 5.
checking answers, elicit the information (see Key).
• Check answers as a class. Peer evaluation
KEY Evaluating peer performance requires students to
1  Minimalists believe that we all have too much stuff think critically and analytically about what constitutes
and they often blame consumerism for this. a successful piece of work.
2 He didn’t find a place by chance. He built his own cabin Before students do exercise 7, decide on the success
in the woods. criteria for the task, e.g. include information about all
3 The presenter makes the point that it isn’t necessarily three points, use key vocabulary to talk about minimalism,
a question of spending less money. It’s about having present the information so that it can be easily
fewer, but quality, possessions. understood by someone who knows nothing about the
4  Millburn did this slowly, by taking eight months to topic. After students have prepared and rehearsed their
evaluate each of his possessions … Nicodemus … held explanation, ask them to present it to another pair. Ask
a ‘packing party’. the listeners to apply the agreed success criteria to the
5  They left their executive jobs behind them to set up a explanation and make value judgements and suggestions
website and write a blog where they could share their for improvement based on these. Remind students that
experiences with others. when providing feedback, they should focus on the
6  … the two men have made not one, but two positive first, be constructive and be polite.
interesting documentaries for Netflix.; The KonMari See the notes on Assessment for Learning on page 11.
method has become so successful that Kondo has had a
whole series of her own on Netflix.; … there are plenty Exercise 8 Think & share page 81
of programmes on TV and streaming platforms about
minimalism …
Transcript
See Teacher’s Guide, page 203. Extra activity
If students showed an interest in the topic of minimalism,
Exercise 4 page 81 suggest that for homework, they find out more about
• Students discuss the questions in pairs. one of the minimalists mentioned in today’s lesson. They
• Elicit answers and ideas from the class. could, e.g. watch an episode of their TV show, listen to an
interview with or talk given by them, read an online article
Exercise 5 Vocabulary page 81 about them.
• Students discuss in pairs what the bold items might mean.
• Elicit possible definitions from the class. Lesson outcome
KEY • If you are using the Classroom Presentation Tool, first
1 material possessions = property or belongings that you do the Lesson Closer Activity to review what has been
own / can touch covered in this lesson.
2 consumerism = the buying and using of goods and service • Ask students: What have you learned today? What can you
3 lead a more meaningful life = do some good in your life do now? and elicit answers: I can draw conclusions from a
4 get rid of = throw something away podcast about minimalism.
5 do without = manage without somebody / something
6 pursue their passion = do what you’ve always wanted
Further practice
Workbook page 64
to do
Online practice
Exercise 6 page 81
Extra support
Tell students that they will need to change the form of
the phrases for answers 1, 3 and 6. Encourage them to
consider singular / plural forms, determiners and tenses.

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6.4 Vocabulary Extra activity
• Elicit or remind students about the placement of stress
Lesson summary
in compound nouns (it usually falls on the first word,
Speaking: Discussing the advantages and disadvantages but falls on the second word if the first is an adjective).
of different ways to shop; giving an explanation about
• Ask students to look at the compound nouns in
how to purchase a product on social media; discussing
exercise 2 and decide in pairs where the stress falls in
your shopping experiences and preferences
each item.
Vocabulary: Online shopping
• Check answers, then drill the nouns as a class.
Reading: An article about the social media shopping
experience KEY
Stress on the first word: confirmation email, reference
Listening: Four speakers talking about a social media
number, retail price, shipping costs
shopping experience
Stress on the second word: potential customers,
special offer
warm-up and exercise 1 brief and omit exercise 6 or set it Exercise 3 page 82
as an individual written task for homework. • Students discuss the questions in pairs. Point out that the
answer to question 1 can be found in the article, but that
WARMUP Ask: How have people’s shopping habits students should come up with own ideas for question 2.
changed in the last decade? What are the reasons for these • Elicit answers from the class.
changes? How might shopping habits change in the future? KEY
• Students discuss the questions in pairs. Elicit ideas. 1 Similarities: you can find bargains on both; the process
is similar: you add an item to your basket, you select
Exercise 1 page 82 the right quantity, you proceed to the checkout, you
• Students discuss the question in pairs. choose a delivery option, you get a confirmation email
and you can track the package.
• Elicit suggestions from the class. Differences: potential customers are presented with
Extra challenge the products on their newsfeeds rather than having to
browse websites; the seller and customer have direct
More confident students could also compare the different
contact; the seller and customer can meet to hand over
methods of shopping. Encourage them to use a range of
the product and make the payment.
comparative structures, e.g. Shopping at a shopping centre
2 (Suggested answers) The seller might not be genuine.
is nowhere near as convenient as shopping online.
The product may not look like it does in the photo. The
product might take a long time to arrive. The customer
Exercise 2 Vocabulary page 82 might buy things they don’t need.
Note! Exercise 4 Vocabulary page 82

Shipping does not just mean that goods are transported
by ship, but also by other means, e.g. courier service, Extra support
plane, truck. Although cost can be used in its singular Tell students that they will need to change the form of
form, shipping costs is nearly always used as a plural noun. the verb phrases slightly for answers 2, 3 and 8. Encourage
them to think about tenses, articles and determiners.
• Give students time to check in a dictionary the meaning
of any items they are unsure of. • Students complete the task.
• Students complete the article and answer the question. • Check answers as a class.
KEY 1 pick up a bargain 2 purchase a product 3 add
1 special offer 2 retail price 3 potential customers the item to your basket 4 select the right quantity
4 confirmation email 5 reference number 6 shipping 5 choose a delivery option 6 proceed to the checkout
costs 7 carry out transactions 8 track your package
Social media enables sellers to reach a large group of
Extra support
potential buyers and allows them to have direct contact
with their buyers. Ask students to practise the verb phrases in exercise 4
in pairs by taking turns to say a noun and respond with
the full phrase, e.g. ‘a delivery option’ … ‘choose a delivery
option’.
• Students do the Vocabulary booster exercises on

page 125.
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Exercise 5  6.05 page 82 Lesson outcome
Extra support do the Lesson Closer Activity to review what has been
• Write on the board: covered in this lesson.
Which speaker … • Ask students: What have you learned today? What can you
1 thought they had picked up a bargain but hadn’t? do now? and elicit answers: I can talk about shopping trends.
2 had to pay shipping costs?
3 met the seller to carry out the transaction? Further practice
4 sold a gift they had received? Workbook page 65
5 sold a family member’s possessions? Vocabulary booster page 125
6 bought a product without reading about it carefully? Vocabulary photocopiable worksheet
7 purchased a product for less than the retail price? Short test
8 made money?
• As students listen to the audio, they match each 6.5 Grammar
speaker to the two points on the board which relate
to them. Lesson summary
• When checking answers, ask a few questions to gain Speaking: Talking about digital currencies; discussing
further details, e.g. What did speaker 1 buy? Why were the statements about money
skis cheaper than the retail price? and elicit whether each Reading: An article about bitcoin
speaker’s experience was positive or negative.
Grammar: The passive: advanced forms
KEY Listening: A podcast about digital currencies
Speaker 1: 3, 7 Speaker 2: 2, 4 Speaker 3: 1, 6
Speaker 4: 5, 8
• Play the audio for students to make notes about the warm-up and exercise 1 brief and omit exercise 5.
speakers’ experiences.
• Elicit whether each speaker’s experience was positive
WARMUP Elicit to the board different methods of paying
or negative and why. Encourage use of the target
vocabulary. for something, e.g. cash, credit card, debit card, pre-paid card,
bank transfer, cryptocurrency, cheque, voucher, gift card.
KEY
• Ask: Which of the methods do you use most frequently?
Speaker 1: It was a positive experience because he picked Why? Which have you never used?
up a bargain, and he didn’t have to wait for delivery or pay
shipping costs as he met up with seller to carry out the
transaction. • Elicit answers from the class.
Speaker 2: It was a negative experience as the customer
cancelled the payment after she had sent the product, so Exercise 1 page 83
she lost money as she had paid the shipping costs.
Speaker 3: It was a negative experience as he bought a Extra activity
product that was much smaller than expected. Write the bitcoin symbol (B) on the board and elicit the
Speaker 4: It was a positive experience as she managed to currency. Working in pairs or small groups, students come
sell the products very quickly and she made £200. up with a definition of bitcoin. Elicit suggestions from
the class. Students then compare their ideas with the
Transcript definition given at the start of the article in exercise 2.
• Students read the statements and discuss in pairs whether
they think they are true. Encourage them to give reasons.
• Circulate and monitor as students prepare their • Elicit ideas from the class, but do not confirm any correct
explanation in pairs, helping as required. Prompt them information at this stage.
to consider what they have learned from the lesson and
also from their own personal experiences of shopping on Exercise 2 page 83
social media. Encourage inclusion of the vocabulary from • Students read the article and check their ideas.
the lesson. • Elicit from the class whether each statement is true or false.
• Ask for a pair of volunteers to share their explanation with Ask them to explain why the false statements are incorrect.
the class. Tell the other students to listen carefully and
KEY
compare it to their own explanation.
1 False (There are more than a thousand different
• Elicit from the class how their own explanations were cryptocurrencies.) 2 True 3 True 4 False (Around
similar / different.
half of the parents who took part in a study said their
Exercise 7 Think & share page 82 children knew more about bitcoin than they did.)
• Ask a few students to share an experience, their shopping
preference or some ideas with the class.
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Extra activity
AfL Teaching tip: learning intentions • Write on the board:
Talk about …
Demonstrating the bigger picture
things you don’t like being asked to do
Setting a piece of learning within the broader what you hope to be given for your next birthday
learning programme helps students understand its something you were disappointed / happy / amazed at
relevance and boosts their motivation to work on it. being told
Ask students to reflect in pairs on what they have already skills which should have been acquired by the age of seven
learned about the passive. If necessary, they can refer back • Students discuss the points on the board in pairs.
to Lesson 6.2 and the Grammar booster on page 142. Tell
them that in today’s lesson, they will build on that prior
• Ask a few students to share some information about
their partner.
knowledge and learn about using more advanced forms
of the passive.
See the notes on Assessment for Learning on page 11. Exercise 5  6.06 page 83
• Play the audio for students to listen to the podcast and
• Students match the underlined sentences to the rules. make a note of the answers.
• Play the video. • When the podcast finishes, give students time to write full
• Check answers as a class. answers to the questions. Point out that they should use a
KEY
form of the passive in every answer.
1 c 2 f 3 d 4 a, b, e • Check answers as a class.
KEY
Extra challenge 1 Because young people are used to things being
Fast finishers find four more examples of the passive in the digitalised.
article (is used, was released, is stolen, are put). 2 With bitcoin, payments don’t need to be processed by a
bank.
• Students do the Grammar booster exercises on page 143. 3 Young people are taught important lessons about the
Exercise 4 page 83 world of money.
4 They are known to be unstable.
Note! 5 He’s thought to be the world’s youngest bitcoin
When a passive structure follows an adjective which does millionaire.
not have a preposition after it, the same form is used as in 6 They should keep up to date with the industry, and
rule 2, e.g. It’s important to be paid on time. It’s frustrating to their decisions should always be informed.
be told how to spend your money.
Extra support
• Students complete the sentences. Write the following prompts on the board for students
• Check answers as a class. to copy and then complete while or after listening to the
audio.
KEY 1 Young people are used to …
1 would prefer to be paid 2 is widely understood 2 With bitcoin, payments don’t need …
3 may be asked 4 don’t mind being approached 3 Young people … about the world of money.
5 is easy to be deceived 6 are expected to rise 4 They are known …
7 can’t have been cancelled 8 surprised at being offered 5 He’s thought to …
6 They should … with the industry, and their decisions
Extra support
should always …
• Before students complete the sentences, ask them to
first look at the words in brackets and make a note of
which grammar rule needs to be followed. Transcript
• Check answers and elicit reasons, e.g. 1 = rule 2 because
would prefer is followed by the infinitive, 2 = rule 4 Exercise 6 page 83
because understand is used to introduce an idea, 3 =
• Students write sentences using the prompts.
rule 1 because may is a modal verb, etc.
• Students can then refer more easily to the appropriate
rule to help them complete each sentence. KEY
1 It is rumoured that cryptocurrencies will replace cash in
the future.
2 Students should be taught personal finance at school.
3 Young people prefer to be given money in cash.
4 In the past, future generations were expected to be
wealthier than their parents.
5 Most people don’t like being told what to spend their
money on.
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• Students discuss the statements in pairs. Encourage them 1 B 2 F 3 A 4 C 5 D 6 E
to support their opinions with reasons and examples.
Extra activity
• Ask five different students to share their ideas about one
Students discuss in pairs what type of texts fixed phrases
of the statements.
1–6 might be from. Elicit suggestions from the class.
Lesson outcome KEY (SUGGESTED ANSWERS)
• If you are using the Classroom Presentation Tool, first 1 review 2 advertisement 3 opinion essay 4 blog
do the Lesson Closer Activity to review what has been 5 news article 6 recipe
• Ask students: What have you learned today? What can you Exercise 3  6.07 page 84
do now? and elicit answers: I can use advanced passives to
talk about digital currencies. Extra support
Further practice Tell students that purpose C in exercise 2 is not needed.
Workbook page 66
• Students read the texts and complete the task.
Grammar photocopiable worksheet • Check answers as a class.
Online practice KEY
Text 1 D: According to the not-for-profit movement, Ellen
MacArthur Foundation …
6.6 Reading Text 2 B: The base has a 3-D effect created from
photographs of the old walls of buildings around the city.;
Lesson summary
A: Remember, by purchasing a new shirt, you’ll be
Speaking: Talking about clothing and fashion supporting your club and adding to your personal collection!
Strategy: Recognising functional language to identify Text 3 E: First, choose the service you require … Then,
purpose select your size … Finally, send the clothes back to us …;
Reading: Four texts about fast fashion F: It couldn’t be easier!
Vocabulary: Fashion Text 4 D: The Dundee store manager told journalists that …
Extra activity
SHORTCUT To do the lesson in 30 minutes, keep the To give students additional practice with identifying the
warm-up and exercise 1 brief and set exercises 6 and 7 for purpose of a text, ask them to look back at other texts in
homework. Unit 6 and find fixed phrases which help them understand
the writer’s reason for writing, e.g. the blog post on page 79
informs (What do you have to do? Before you start, you need
WARMUP Ask: When did you last shop for clothes?
to …) and persuades (The sooner you start, the better!). This
Where did you go? What clothes did you buy? Why did you
could be set for homework and discussed in the next lesson.
choose them?
Exercise 4 page 85
• Ask a few students to tell the class about their
experience. • Students read the texts again and complete the task.
A 2 B 4 C 3 D 1 E 4 F 1 G 2 H 3 I 1 J 4
Note!
Point out that when fast fashion is used as a noun, it is Extra support
written as two words. When it is used as an adjective • Give students time to read through the questions. If
before a noun, it’s hyphenated, e.g. fast-fashion items. necessary, clarify any vocabulary students are unsure of,
e.g. obtain, promptly, manufacture, look the part.
• Check students understand keep up with (learn about or • Put students into groups of four. Each student reads a
be aware of ). different text and identifies the two or three questions it
• Working in pairs, students discuss the questions. matches to. Ask them to underline the parts of the text
Encourage them to extend their answers with reasons and which gave them the answers.
details. • Students share their answers as a group. If they find
• Ask some students to share some ideas with the class. that more than one text has been matched to the same
point, they should look at the sections of text they have
Exercise 2 page 84
underlined and work out together which text is correct.
• Students complete the matching task. Exercise 5 page 85
• Check answers as a class. • Working in pairs, students discuss the questions.
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6.7 Global skills
• Students match the vocabulary to the definitions. Advise
them to use the context surrounding each word to help. Lesson summary
• Check answers as a class. Speaking: Talking about reading the small print and
being a careful consumer
KEY
1 outfits 2 designer label 3 mix and match Listening: A podcast giving advice on terms and
4 garments 5 fashion-conscious 6 kit 7 getting conditions
dressed up 8 stylish Reading: A quiz about being a careful consumer
• Elicit which part of speech each item is, e.g. outfits is a Vocabulary: Consumer rights
plural noun. Point out that the word garments is more
formal than saying clothes / items of clothing.
Extra challenge warm-up brief and omit exercise 7 or set it as an individual
Fast finishers find and underline other words related to written task for homework.
fashion in the texts, e.g. Text 1: fast-fashion companies,
latest trends, wearable, designs, textile, sustainable fashion. WARMUP
Elicit or remind students of the meaning of consumer (a
Exercise 7 page 85 person who buys goods or uses services). Ask: What have
you already learned in this unit about how to be a careful
Extra support consumer? Elicit ideas from the class, e.g. spend wisely; cut
• Ask students to read the sentences and decide if each out non-essentials; buy second-hand stuff or get items on
needs an adjective, noun or verb phrase. Elicit answers loan; don’t buy too many or unimportant things; when
(adjective = 1, 2; noun = 3, 5, 7, 8; verb phrase = 4, 6). shopping on social media, check the seller rating before
• Tell students that the vocabulary for sentences 6–8 you purchase a product from them; with online shopping;
needs to be put in the correct form. before buying clothes, consider where and how they are
made, etc.
• Students complete the sentences. • Ask: How careful a consumer are you? Students discuss
• Check answers as a class. the question in pairs. Encourage them to give examples
KEY and reasons to support their answer.
1 stylish 2 fashion-conscious 3 designer label • Ask a few pairs to share with the class who is the more
4 mix and match 5 kit 6 get dressed up 7 outfit careful consumer and why.
8 garment
Exercise 1 page 86
Extra activity
• Focus on the lesson title. Elicit or explain the meaning of
• Write on the board: the small print (the important details of an agreement or a
Among your friends, who is the most fashion-conscious? legal document that are usually printed in small type and
Supposing you were invited to a fancy-dress party – what are therefore easy to miss).
outfit would you wear?
Do you agree buying designer labels is a waste of money?
• Check students understand terms and conditions (the
conditions that control an agreement, arrangement or
Imagine you’d been asked to design a stylish new kit for a
activity) and contract (an official written agreement).
school sports team – what would it look like?
• Students discuss the questions in pairs. • Students complete the task in pairs. For question 2,
encourage students to say why they take the action they
• Ask some students to share some ideas with the class. do and whether they think it is the correct thing to do.
• Check the answer to question 1 as a class.
• Ask some students to share their answer to question 2.
KEY
• Elicit ideas and opinions from the class. 1 A You need to click on ‘terms and conditions’ to read them.
Lesson outcome B You need to click on ‘contract’ to read it.
C You need to tick the box if you agree to share your
details.
2 Students’ own answers
• Ask students: What have you learned today? What can Exercise 2  6.08 page 86
you do now? and elicit answers: I can recognise functional • Elicit or explain the meaning of promotion (activities
language to identify purpose in four texts. done to increase the sales of a product or service; a set of
Further practice advertisements for a particular product or service).
Workbook page 67 • Play the audio for students to answer the questions.
Online practice • Check answers as a class.
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KEY Exercise 5  6.09 page 86
1 A new social network 2 25% 3 To hand over their • Play the audio again for students to answer the questions.
first-born child to the company 4 Two professors
studying online behaviour 5 To read the small print
KEY
Transcript 1 The company’s returns policy
See Teacher’s Guide, page 204. 2 So that the gadget can be returned or repaired if
necessary.
Extra activity 3 The company might steal your identity.
• Write on the board: 4 If you start using them all the time, you get into debt.
What are your thoughts on the professors’ experiment?
How do you think the students felt when they were told Transcript
what they’d agreed to do? See Teacher’s Guide, page 204.
Do you think in future, they will read the small print more
carefully? Why? / Why not? Exercise 6 Vocabulary page 86
What do you understand by the saying ‘If something seems

Note!
too good to be true, it probably is!’ Do you agree?
When refund is a noun, the stress falls on the first syllable,
• Students discuss the questions in pairs. i.e. /ˈriːfʌnd/. When it’s a verb, the stress is on the second
• Elicit ideas and opinions from the class. syllable, i.e. /rɪˈfʌnd/.
Exercise 3 page 86 • Give students time to check in a dictionary the meaning

of any words they are unsure of.
• Students read the quiz and discuss the questions in pairs.
• Elicit ideas from the class, but do not confirm the correct Extra support
answers to the second question at this stage. • Check students can accurately pronounce all the items,
Exercise 4  6.09 page 86 particularly receipt /rɪˈsiːt/, prove /pruːv/, warranty
/ˈwɒrənti/, proof /pruːf/ and genuine /ˈdʒenjuɪn/.
• Elicit from the class what part of speech each item is.
• Encourage students to first read through the whole text
KEY for general understanding and to think about what part
(Suggested answers) of speech is needed to fill each gap.
1 A You’ll have wasted your money.
B A careful consumer knows the returns policy of the • Students complete the text.
company where the product was purchased. • Check answers as a class.
C If you don’t already know the returns policy, you may
KEY
miss the time limit for returns if you don’t return the
1 short-term loan 2 interest rate 3 terms and
product immediately.
conditions 4 genuine 5 warranty information
2 A You should also keep the warranty document and
6 proof of purchase 7 faulty 8 prove 9 refund
proof of purchase somewhere safe after reading them.
10 receipt 11 returns policy
B If you throw the paperwork in the bin without
reading it, you may use the gadget incorrectly Extra activity
and, without the warranty information and proof
• Ask: To what extent do you follow the advice in the text?
of purchase, you won’t be able to get the product
What are some other tips about being a careful consumer?
repaired.
C A careful consumer reads the warranty information • Students discuss the questions in pairs. Elicit ideas.
and puts it, with the proof of purchase, in a safe place.
3 A A careful consumer reads the Ts and Cs to find out Exercise 7 page 86
exactly what the competition is about. • Students complete the task in pairs.
B You shouldn’t give your personal details online to a • Ask a few pairs to share one of their situations and ideas
company you don’t know. with the class.
C You may have signed up for a service or a product
you don’t want. KEY (SUGGESTED ANSWERS)
4 A If you get a credit card or a card for your favourite online shopping: you have to pay the shipping costs when
store, you might get into debt. you want to return something
B A careful consumer might have a credit card for social media network: you give the network permission to
emergencies. use your name, information and profile picture in adverts
C You don’t get stuff for free if you use a credit card or shown to other users
take out a loan – at some point, you have to pay the gym membership: you have to pay a fee that you weren’t
money back. expecting if you cancel
The correct answers for a careful consumer are:
1 B 2 C 3 A 4 B
Transcript • Ask some students to share their ideas with the class.
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Lesson outcome Exercise 3  6.10 page 87
• If you are using the Classroom Presentation Tool, first • Check students understand voucher (a printed piece of
do the Lesson Closer Activity to review what has been paper or electronic code that can be used instead of money
covered in this lesson. to pay for something) and authorise (give official permission
• Ask students: What have you learned today? What can you for something or for someone to do something).
do now? and elicit answers: I can understand and discuss • Play the audio for students to complete the task.
the importance of the small print. • When checking answers, elicit which item from exercise 2
Further practice each speaker is returning, i.e. Ryan = item 1, Kate = item 6.
Workbook page 68 KEY
1 an unwanted gift 2 a store voucher 3 speaks to
6.8 Speaking someone else 4 is slightly damaged 5 replace the
screen 6 to speak to the manager
Lesson summary Transcript
Speaking: Talking about returning goods; role-playing See Teacher’s Guide, page 204.
conversations in a shop
Vocabulary: Faulty items; useful phrases for talking Extra challenge
about consumer issues When checking answers, ask the following questions to
Listening: Two customers returning an item to a shop gain additional details about each situation:
Strategy: Register Situation 1: Why was Ryan given the gift? (it was his
birthday) Why won’t the shop assistant give him a refund?
(he doesn’t have a receipt) Why is the assistant happy
SHORTCUT To do the lesson in 30 minutes, keep the to give him a store voucher? (the jumper is in its original
warm-up brief and do exercises 7 and 8 in the next lesson. packaging) Who does he speak to? (the manager)
Situation 2: Where is the crack on the tablet screen? (the top
right-hand corner) Why won’t the assistant exchange the
tablet? (he isn’t authorised to exchange items damaged
What should you do … after purchase) How much will Kate have to pay for the
before entering a competition on social media? replacement screen? (nothing; it’s free of charge)
before signing up for a credit card?
when you purchase an expensive new gadget?
if you realise the product you have bought is faulty? Extra activity
• Students discuss the situations in pairs. Encourage • Write on the board:
them to use the vocabulary and information from Do you think Ryan and Kate asserted their customer rights
Lesson 6.7. well? Why? / Why not?
• Elicit ideas from the class. Did the assistants deal with the situations successfully?
Should Ryan have been given a refund and Kate given a
Exercise 1 page 87 replacement tablet? Why? / Why not?
If you had been in Ryan and Kate’s situations, would you
• Elicit or explain what it means to assert your rights (make have done anything differently?
other people recognise your right to something, by
behaving in a determined and confident way). • Students discuss the questions in pairs.
• Students take turns in pairs to talk about the last time they • Elicit opinions and reasons from the class.
returned a product.
• Ask students to raise their hand if the outcome was Exercise 4  6.10 page 87
positive. Choose a few to share details with the class. Do • Play the audio again for students to identify the
the same with those who had an unfavourable outcome. Phrasebook phrases the speakers use.
KEY
• Working in pairs, students look up any words they are
Conversation 1: I’d like to return this …; I’m afraid I don’t
unsure of in a dictionary, then complete the task.
have the receipt; I don’t really want a store voucher. I’d
• Check answers to the matching task as a class. rather have a refund.; I’m afraid I’m not satisfied with the
• Elicit other reasons for returning a product. solution I’ve been offered.
KEY Conversation 2: I’d like to return this …; I think I have the
1 F 2 D 3 B 4 A 5 C 6 E right to …; I should be entitled to …; Can I speak to the
(Suggested answers) Other reasons for returning a product: manager, please?; That isn’t an acceptable solution.
A button is missing. The zip is broken. The garment shrank /
stretched / faded when it was washed. The item is scratched Transcript
/ chipped / torn. The volume button doesn’t work. The See Teacher’s Guide, page 204.
battery doesn’t recharge / runs out very quickly. Exercise 5 page 87
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phrases and register. Do a whole-class correction and
Note!
feedback activity at the end of the task.
Point out that as well as using the appropriate register,
it’s also important to use an appropriate tone of voice. In Exercise 8 Reflect page 87
situations like these, the speaker should sound assertive, • Working in pairs, students reflect on their performance
while remaining polite and respectful. and discuss the questions.
• Ask a few students to share some details with the class.
Extra activity Lesson outcome
Drill the Phrasebook phrases as a class. Encourage students
to focus on copying your assertive, yet polite tone.
• Students rewrite the sentences. covered in this lesson.
do now? and elicit answers: I can use the correct register to
KEY assert my rights as a customer.
1 I’d like to return this.
2 It’s an unwanted gift. It was given to me for my … Further practice
3 I’m afraid I don’t have the receipt. Workbook page 69
4 I don’t really want a store voucher. I’d rather have a Communicative activity photocopiable worksheet
refund. Online practice
5 I’m afraid I’m not satisfied with the solution I’ve been
offered. 6.9 Writing
6 I’m disappointed by your customer service.
Lesson summary
Exercise 6 page 87
Speaking: Talking about having a bank account
AfL Teaching tip: diagnostics Reading: A for and against essay about teenagers having
Having a ‘safe’ time a bank account
By presenting a productive task as a ‘safe’ time to Strategy: Ordering points into a coherent argument
experiment with new language, teachers can value Vocabulary: Useful phrases for for and against essays
effort and encourage risk taking. Writing: A for and against essay about having a holiday job
When students do the role-plays in exercise 6, tell them
not to be too concerned with accuracy, but to maximise SHORTCUT To do the lesson in 30 minutes, keep the
the opportunity to try out the new Phrasebook language. warm-up brief and set exercises 7 and 8 for homework.
When they do the role-plays in exercise 7, they should try
to improve their accuracy. WARMUP
See the notes on Assessment for Learning on page 11. Write on the board:
Do you have a bank account?
Yes  Which bank is it with? How long have you had it? Why
Extra support
did you open it? How often do you use it?
• Write the following phrases on the board: No  How do you pay for things? How do you keep track of
Can I ask why you’re returning it? your finances? When do you think you’ll open one?
What seems to be the problem with it?
Would you mind showing it to me?
Do you have the receipt, please? • Ask for a show of hands to determine what proportion
If you can give me the receipt, I can sort that out for you. of the class has a bank account. Elicit how long they
I’m afraid I’m not authorised to / don’t have the authority have had their account and reasons for opening it.
to issue a refund.
I can / I’d be happy to offer you a store voucher / an Exercise 1 page 88
exchange. • Students discuss the questions in pairs.
• Encourage students to use some of phrases when they • Elicit ideas and opinions from the class.
are role-playing the part of the shop assistant.
Exercise 2 page 88
• Students do the role-plays in pairs. • Students read the essay and complete the task.
• Ask a few pairs to tell the class what the outcomes of their • Check the answer to the first question as a class.
role-plays were.
• Ask a few students whether they agree with the writer’s
Exercise 7 page 87 opinion and elicit reasons why / why not.
• Give students time to read through the instructions and KEY
prepare their ideas. They could either do this mentally or The writer thinks it’s a good idea for teenagers to have a
make some brief notes. bank account.
• Circulate and monitor as students do their role-plays, Students’ own answers
making a note of errors, particularly with the Phrasebook
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Exercise 3 page 88 Exercise 8 Check your work page 88
• Students complete the matching task. • Students go through the checklist before submitting
• Check answers as a class. their work.
KEY Lesson outcome
1 C 2 D 3 B 4 A • If you are using the Classroom Presentation Tool, first
Exercise 4 page 88 do the Lesson Closer Activity to review what has been
• Focus on the title of the Writing strategy. Ensure students
understand and can pronounce coherent /kəʊˈhɪərənt/ • Ask students: What have you learned today? What can
(logical and well organised; easy to understand and clear). you do now? and elicit answers: I can order points into a
coherent argument in a for and against essay.
• Go through the strategy together.
• Students complete the task. Further practice
Workbook page 70
Online practice
KEY
1 A bank account gives teenagers independence, they
can decide what to do with the money, they learn 6.10 Review
earlier how to keep track of their finances.
2 Cards can be used by someone else, if a card is lost, you Note!
have to go to a bank to get money, cards can be hacked Remind students that when completing the review
on the internet. tasks, they should only be using the key grammar and
3 In both paragraphs, the writer uses the strongest point vocabulary from the unit, even if other correct answers are
to finish. also possible.
Exercise 5 page 88
• Students complete the Phrasebook. Grammar
• Check answers as a class. Remind students that cannot is Exercise 1 page 89
written as one word.
KEY
KEY 1 was offered 2 hasn’t been delivered 3 is used
1 Most people 2 It cannot be denied 3 On the other 4 had been given 5 is being improved 6 was being
hand 4 Furthermore 5 Moreover 6 To sum up called 7 won’t be released
* Answers 4 and 5 can be in either order. 8 have been lent
Extra challenge Exercise 2 page 89
• Working in pairs, students think of one or more KEY
additional phrases to add to each category. 1 must only be used for emergencies 2 is thought
that the package has been lost 3 being given surprise
Exercise 6 page 88 presents 4 is believed to have worked alone 5 to be
• Circulate and monitor as students discuss the questions sent a confirmation email 6 to be given / have been
in pairs, helping with vocabulary and ideas as necessary. given a refund without the receipt 7 was estimated that
Encourage students to make notes with their ideas. the project would take three years 8 have been told
• Elicit ideas for question 2 from the class. about the extra fee
Exercise 7 page 88 Vocabulary

AfL Teaching tip: success criteria Exercise 3 page 89
Link feedback to the learning intention KEY
It’s a good idea to relate any feedback to the original 1 C 2 E 3 B 4 G 5 D 6 F 7 A
learning intentions and success criteria to give
students consistency. Exercise 4 page 89
Before students do the task, agree with them what you KEY
will give feedback on, e.g. organisation of arguments, 1 get 2 have selected / select 3 keeping 4 proceed
inclusion of Phrasebook phrases, range of vocabulary. 5 use up 6 purchased 7 tracked 8 cut out
Next time, choose different criteria and again discuss
beforehand. Cumulative review
Exercise 5 page 89
• Students complete the writing task. KEY
1 bargain 2 gaming 3 retail 4 that 5 out
6 is 7 have 8 to 9 customer 10 be 11 being
12 offers 13 up
122 Unit 6
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Think & share G Giving up social media has completely changed my life
for the better.
Exercise 6 page 89 H It’s wise to combine technology with other aspects of
KEY your life.
Students’ own answers Exercise 2  6.11 page 90
Note! • Play the audio for students to complete the task.

Once students have completed the Review page in the • Check answers as a class.
Student’s Book, they should complete the Review section KEY
in the Workbook and the Reflect questions. 1 H 2 F 3 A 4 B 5 E Letters not used: C, D, G
Further practice Transcript

Workbook page 71 See Teacher’s Guide, page 205.
Progress test
Extra activity
• Students discuss in pairs to what extent they agree with
5–6 Exam skills statements A, B, E, F and H. Encourage them to support
their opinions with reasons and examples.
Lesson summary
Exam strategies: Listening: identifying key words to help
complete matching tasks; Use of English: recognising
parts of speech needed to complete a text; Reading: Use of English
identifying the main topic in the missing sentences in a
gapped sentence task; Speaking: justifying your opinion Exercise 3 page 90
with examples; Writing: explaining ideas fully • Go through the Use of English exam strategy together.
Listening: Five speakers talking about their attitude to • Students decide what part of speech is needed to fill
technology gap 1.
Reading: An article about using technology to save the • Check the answer as a class.
planet KEY
Speaking: Debating statements about social media A noun is needed, because there is an adjective before the
Writing: An email giving advice gap.
Exercise 4 page 90
WARMUP Students take turns in groups to give a
definition for a vocabulary item or Real English phrase Extra support
from Unit 5. The other students in the group compete to • Write on the board: adjective, noun, adverb.
be the first to say the word / phrase, e.g. ‘This is a small • Elicit from the class when each part of speech might
device which does something useful.’ ‘Gadget!’ The first be used, e.g. An adjective often comes before a noun
student to give the correct answer each time gets a point. it describes. It can also be used after the verb be. It may
• Find out who in each group has the most points and follow an adverb or more / the most.
who is the overall class champion. • Elicit and write on the board what part of speech is
needed to fill each gap in the text, i.e. 1, 3, 7 = noun; 2, 4, 5,
6, 8 = adjective; 9, 10 = adverb. Students then refer to this.
Listening
Exercise 1 page 90
• Students complete the text with the appropriate parts of
speech formed from the words in brackets.
KEY
1 intelligence 2 innovative 3 delivery 4 significant
KEY 5 natural 6 beneficial 7 survival 8 extensive
B People are to blame for not using technological 9 rapidly 10 effectively
inventions responsibly.
C These days, most people take advances in technology Reading
for granted.
D The majority of young people would like more social Exercise 5 page 90
media platforms. • Go through the Reading exam strategy together.
E It’s impossible to protect your personal information • Students decide on the main topic of sentences A–I.
online completely.
F Being online encourages people to avoid human
contact.
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A meat production / damage to environment • Students complete the writing task.
B technology / damage to environment C factory waste /
landfill sites D production techniques / damage to Note!
environment E reducing carbon footprint F landfill / You may choose to set a word count and/or time limit for
oceans G scientists / solutions to environmental the writing task, in line with the requirements of the exam
problems H governments / acknowledgement of your students will be taking.
problems I scientists / criticising products with additives
Exercise 6 page 91
Extra support Students negotiate their own success criteria
• Ask students to skim the article and identify the topic Students will progress better if they identify their own
of each paragraph. Elicit answers, e.g. 1 = technology criteria for success and assess their work against it.
and environmental problems / what can be done, 2 = Before students write their email, elicit and agree on the
problems with production of meat, 3 = alternatives to success criteria for the task, e.g. use an informal register,
meat / unhealthy, 4 = single-use plastics / sea life, 5 = include a range of phrases for giving advice, explain ideas
issues with solutions to plastic problem, 6 = conclusion. clearly and fully. Students then refer to the agreed criteria
Students use this information to help them find the to self-assess their completed work.
relevant sentences. See the notes on Assessment for Learning on page 11.
• You may also like to review the Reading strategy in
Lesson 3.6 (Understanding referencing) and encourage Lesson outcome
students to also use this as they do the task. • If you are using the Classroom Presentation Tool, first
• Students read the article and complete the task.
KEY you do now? and elicit answers: I can identify key words in
1 G 2 A 3 I 4 F 5 H 6 D a multiple matching task. I can recognise parts of speech
needed to complete a text in a word formation task. I can
Speaking identify the main topic in the missing sentences in a gapped
sentence task. I can justify my opinion with examples. I can
Exercise 7 page 91
explain my ideas and suggestions fully.
• Go through the Speaking exam strategy together.
Further practice
• Students think of two positive and two negative effects. Workbook pages 72–73
• Elicit some suggestions from the class.
Exercise 8 page 91
• Before students start the discussion task, you may like to
refer them back to the Phrasebooks in Lessons 2.8 and
3.8 to review the phrases for stating your opinion and
discussing ideas. Encourage students to integrate some of
these phrases into their discussion. Also, remind students
that when disagreeing, they should do so politely.
• Students complete the speaking task in pairs.
• Ask students to raise their hand if they expressed different
opinions to their partner. Choose a few to give details.
Writing
Exercise 9 page 91
• Students write down the advice being asked for.
KEY
1 Should she take a complete break from social media or
just cut down? 2 How can she stop using social media?
3 How can she avoid her friends not speaking to her if she
stops using social media?
• Circulate and monitor as students make notes with their
solutions, helping with vocabulary as required.
124 Unit 6
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7 All about art
7.1 Vocabulary Extra challenge

Working in pairs, students write down the nouns for the
Lesson summary
people who produce each of the art forms in question 2.
Speaking: Discussing the importance of the arts and They then use these words when discussing the question.
your favourite art form; describing a cultural activity;
recommending an arty activity KEY (SUGGESTED ANSWERS)
architecture  architect, cinema  actor / director,
Listening: A vlog about cultural activities
literature  writer / author / poet, music  musician /
Vocabulary: Different art forms singer / composer, painting  artist / painter,
photography  photographer, sculpture  sculptor,
SHORTCUT To do the lesson in 30 minutes, keep the theatre  actor / performer / dancer / musician
exercises 11 and 12 or do them in the next lesson. Exercise 2   7.01 page 92
• Focus on the photos. Elicit which art form and cultural
activity each shows, e.g. A = music, going to a concert /
seeing a band perform. Encourage students to speculate
• Ask: What can you see in the photo? (An art installation if they are unsure.
entitled `dominoes' involving 8,000 breezeblocks in
Marseille, southern France. Dominoes is a moving
sculpture, which can be recreated and adapted for • Check answers as a class.
different cities.) KEY
• Do you enjoy street art and installations like this? Why? / 1 B 2 D 3 A 4 C
Why not?
Transcript
• Is there much art like this in the town where you live?
Would you like to have more or less?
• If you could ask the artist one question about Dominoes, Exercise 3   7.01 page 93
what would it be? • Give students time to read through the statements. Clarify
• Students discuss the questions in pairs. any vocabulary they are unsure of.
• Ask a few students to share their ideas with the class. • Play the video or audio again for students to complete the
true/false task.
KEY
Note!
1 F (They’ve been brainstorming things to do with
We use the uncountable noun art to mean the use of the Yasmin’s exchange student.) 2 T 3 T 4 F (There is
imagination to express ideas or feelings, particularly in a lot of excellent street art on city streets.) 5 T 6 F
painting, drawing or sculpture. We use the plural noun the (The festival was in Manchester.) 7 F (Only some of the
arts to refer to art, music, theatre, literature, etc. when they characters are played by the audience.) 8 T
are thought of as a group.
Transcript
• Students discuss the questions in pairs. See Teacher’s Guide, page 205.
Exercise 4 page 93
Extra support • Students complete the discussion task in pairs.
Drill the art forms listed in question 2 as a class. Focus in • Ask some students to tell the class which suggestion they
particular on the accurate pronunciation of architecture like the most and why.
/ˈɑːkɪtektʃə/, literature /ˈlɪtrətʃə/, photography
/fəˈtɒɡrəfi/ and sculpture /ˈskʌlptʃə/. Exercise 5 Real English page 93
KEY
1 B 2 E 3 D 4 C 5 A
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KEY
Extra activity Student A: 1 visual arts 2 on display 3 abstract art
• Write on the board: 4 stunning artworks 5 view the exhibits
1 Have you ever pretended to understand something 6 a VR headset 7 gorgeous colours 8 Art critics
although you didn’t really __ __? Student B: 9 the performing arts 10 a live gig
2 When was the last time you were __ __? 11 give an outstanding performance 12 masterpieces
3 What films or theatre performances are well __ __? 13 a new stage adaptation 14 a musical production
4 When did you last read a book that did __ __ __? 15 contemporary dance 16 a spectacular piece of work
5 Are there any activities which are your __ __ __, but
your friends aren’t into? Exercise 10 Mediation page 93
• Students copy and complete the questions with the • Students take turns in pairs to talk about their cultural
Real English phrases in exercise 5. Encourage more activity and then decide together which one to
confident students to do this with their books closed. recommend.
• Check answers, then ask students to discuss the questions • Ask students to raise their hand if they chose Alice:
in pairs. Encourage them to give details and reasons. Curiouser and Curiouser. Elicit reasons why. Do the same
• Elicit examples from the class. with those who opted for the Minack Theatre.

1 get it 2 blown away 3 worth seeing 4 nothing • Circulate and monitor as students make their notes,
for you 5 kind of thing helping as required.
• Students complete the task. If necessary, allow them to • Students take turns in pairs to give their recommendation,
use a dictionary. then discuss which activity might be better for Yasmin’s
exchange student.
• Check answers as a class and ensure students can
pronounce the vocabulary accurately. • Ask a few pairs to share some details about their chosen
activity.
KEY
1 on display 2 a masterpiece 3 gorgeous colours Lesson outcome
4 Art critics 5 stunning artworks 6 give an • If you are using the Classroom Presentation Tool, first
outstanding performance 7 view the exhibits 8 a do the Lesson Closer Activity to review what has been
spectacular piece of work covered in this lesson.
Exercise 7 page 93
do now? and elicit answers: I can talk about different art
• Circulate and monitor as students write their sentences in forms.
pairs, checking that the vocabulary is being used correctly.
• Ask some pairs to share a sentence or two with the class. Further practice
Workbook page 74
Extra activity Vocabulary booster page 126
Pairs join another pair and take turns to read out their Vocabulary photocopiable worksheet
sentences. Rather than saying the key vocabulary item, Short test
they say a long beep. The other pair guesses the missing
word or phrase, e.g. ’The Starry Night is arguably Vincent
van Gogh’s most famous beep.’ ‘That must be masterpiece.’
7.2 Grammar
Lesson summary
Exercise 8 Vocabulary page 93 Reading: A blog post about an immersive theatre
• Students check the meaning of any unfamiliar words in a experience
dictionary and then complete the matching task in pairs. Grammar: Reported speech
• Elicit answers from the class. Listening: A conversation about a novel and the film
KEY (SUGGESTED ANSWERS) adaptation
1 painting, photography, sculpture 2 music 3 music, Speaking: Discussing a book that has been made into
theatre 4 theatre 5 cinema, painting, theatre a film; giving and reporting opinions about adaptations
6 theatre, music 7 theatre, music 8 painting, of books
photography, sculpture
Exercise 9 page 93 SHORTCUT To do the lesson in 30 minutes, keep the

warm-up brief and omit exercise 8.
• Put students into A / B pairs. The Student As complete
the text on page 93 and the Student Bs complete the
one on page 151. Encourage them to read through the
whole text for general understanding before they start
completing it.
126 Unit 7
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KEY
WARMUP Elicit or remind students of the topic of the
1 past simple 2 possessive adjectives 3 Modal verbs
vlog in Lesson 7.1 (a discussion about possible cultural
4 present simple
activities for Yasmin to do with her exchange student,
Julia). • Students do the Grammar booster exercises on page 144.
• Tell students to imagine that they are also going to Exercise 3 page 94
host an exchange student who is interested in the arts.
Ask: Which cultural activities could you do in your local Extra support
area? Which other cultural places or events in your country Allow students to do the task in pairs. Advise one student
would be good to go to? Why? to turn to page 144 so they can refer easily to the tense
• Students share their ideas and reasons in pairs. changes table and look at the task at the same time.
Encourage them to use as much vocabulary from
Lesson 7.1 as possible. You may like to give them time • Students complete the transformation task.
to review this before they start their discussion. • Check answers as a class.
• Elicit suggestions from the class. KEY
1 I think you’ll love it 2 I may buy the album 3 I’ve
never been so scared in all my life 4 An adaptation can
never be as good as the original
Considering prior knowledge
Asking students to consider what they already know Exercise 4 page 94
helps them engage immediately with the lesson
focus. It is also a good way for the teacher to establish Extra support
what the class already understands and where • Tell students to first read through the whole of the
gaps are. direct speech dialogue.
Tell students today’s lesson is about reported speech. Write • Point out that students should look at the tense of say /
on the board: When do we use reported speech? How do tell before each gap to determine whether the verb(s) in
tenses change when we transform a sentence from direct to the direct speech sentence needs to shift back a tense
reported speech? What other changes do we make? How do when reported, i.e. if say / tell is present simple, no change
we form reported questions? How confident do you feel about needs to happen; if it’s past simple, the tense shifts back.
using reported speech? (Score: 1 is low, 5 is high). Ask students • With the sentences where changes need to be made,
to think about what they already know about using advise students to first underline which words will
reported speech and write down answers to the questions. change, e.g. 2 I’m going to recommend it to all my friends.
At the end of the lesson, ask students to review their
answers, amend any errors, add any new information they • Students complete the dialogue.
have learned and alter the confidence score as appropriate. • Check answers as a class.
See the notes on Assessment for Learning on page 11. KEY
1 the show is well worth seeing
Exercise 1 page 94 2 she was going to recommend it to all her friends
• Students read the blog post and answer the questions. 3 they were expensive, but he should go
4 he would regret it if he missed it
5 he would ask Joe that evening if he wanted to go with him
KEY
Yasmin is going to read the original novel of The War Exercise 5 page 94
of the Worlds to find out which is better: the new stage • Check students know what a question tag is (a phrase
adaptation or the novel. such as isn’t it? or don’t you? that you add to the end of a
statement in order to turn it into a question or check that
Extra activity the statement is correct, as in You like me, don’t you?).
• Write on the board: • Students complete the grammar rules.
Would you be interested in reading The War of the Worlds • Check answers as a class.
or having the immersive theatre experience? Why? /
Why not? KEY
What other books have been adapted into theatre 1 don’t need 2 yes/no questions 3 short answers
productions? 4 question tags
Do you agree that an adaptation can never be as good as • Students do the Grammar booster exercises on page 144.
the original? Why? / Why not?
• Elicit opinions and ideas from the class. • Find out if any students have read or seen The Call of the
Wild. If so, elicit very briefly what the story is about and
what they thought of the book / film.
• Students read and complete the grammar rules. • Check answers as a class.
• Play the video.
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KEY Further practice
Josy prefers the book because the animals in the film Workbook page 75
looked weird. Grammar booster page 144

7.3 Listening
• Students rewrite 1–6 as reported questions.
• Play the audio again for students to write reported answers. Lesson summary
• Check answers as a class. Speaking: Discussing film scores and soundtracks
KEY
Listening: A podcast about film scores
1 Darius asked Josy if she had read The Call of the Wild. Strategy: Recognising the new meaning of a
Answer: Josy said she remembered reading it at school known word
a few years before. Vocabulary: Film and music
2 He asked her if/whether she had enjoyed it.
Answer: She said she had enjoyed it as it had been a lot
better than some other books she had read.
3 He asked her what she had liked about it. warm-up and exercise 1 brief and omit exercise 6.
Answer: She said she was into animals and nature and
that was what the novel was about. She also said it had WARMUP Ask students to write down two questions on
a really exciting plot. the topic of music. One should be a yes/no question, e.g.
4 He asked her if/whether she had seen any of the film Have you ever been to a live gig? The other should start with
adaptations of the book. a question word, e.g. How do your musical tastes differ from
Answer: She told Darius she had seen the most recent your parents’?
one (film) the previous year / the year before. She said
• Set a time limit for students to mingle and ask each
Harrison Ford had played the main character.
other their questions. Tell them to make a brief note of
5 He asked her where she had seen it.
who they ask and what their answers are.
Answer: She said it had been on TV and that she had
seen it one evening with some friends. • When time is up, students take turns in pairs to report
6 He asked her if/whether she would recommend it. back on who they spoke to and what their responses
Answer: She told Darius she wouldn’t recommend were, e.g. I asked Jack if he had ever been to a live gig. He
it. She said Harrison Ford had given an outstanding said he’d been to a BTS concert and thought they were well
performance, but the animals had looked really weird. worth seeing live.
She told Darius she hadn’t liked the special effects at all. • Ask a few students to report some information to the class.
Transcript Exercise 1 page 95
Culture note
Exercise 8 page 94
The scores for both Jaws and Star Wars were composed by
Note! American composer, conductor and pianist John Williams.
If students haven’t read any books which have been Williams also wrote the scores for other well-known films,
adapted into films, this exercise could be omitted. including some of the Home Alone, Indiana Jones, Jurassic
Park and Harry Potter films.
• Working in pairs, students discuss a book that has been The scores for The Lord of the Rings and The Hobbit
made into a film. film trilogies were written by Canadian composer and
• Students swap partners and report their conversation. conductor Howard Shore. During his career, Shore has
• Ask some students to report some details of their partner’s composed the scores for over 80 films.
original conversation. The score for Black Panther was written by Swedish
composer, conductor and record producer Ludwig
Exercise 9 Think & share page 94 Göransson. He has scored several other films and TV series
• Working in pairs, students discuss the questions. and has produced for recording artists such as Adele,
• Students report their partner’s opinion to the class. If you Travis Scott, Childish Gambino and Alicia Keys.
have a large class, this could be done in groups instead.
Lesson outcome • Elicit ideas from the class.
do now? and elicit answers: I can use reported speech to ask
about and report opinions.
128 Unit 7
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Extra activity
AfL Teaching tip: diagnostics • Write on the board:
What challenges do you think actors in silent films faced?
Identifying obstacles to accomplishing a goal
Do you agree that music in films helps audiences feel the
It is useful for students to identify difficulties they actors’ emotions? Why? / Why not?
foresee to achieving a goal and think about potential Have you ever seen a film with live music? If so, describe the
strategies they could use to overcome these. experience.
Before students do exercises 2 and 3, ask them to discuss What research do you think was carried out by the
in pairs what difficulties they may encounter, e.g. ‘I may composers of the scores for the films in exercise 1?
not recognise when the speakers move on to a new topic.’, Which do you think would sound better – a score with
‘The speakers might express information in a different way traditional instruments or synthesisers? Why?
to the task.’ They then come up with strategies to help, • Students discuss the questions in pairs.
e.g. ‘I can listen carefully for discourse markers to understand
where the conversation is going.’, ‘I can underline key words
in the statements and think about how the speakers might
paraphrase the information.’ Exercise 4 Vocabulary page 95
See the notes on Assessment for Learning on page 11. • Go through the Listening strategy together.
• Focus on the words in the box. Point out that mix, note,
release, shoot and track can be both verbs and nouns. Tell
Extra support students that for the purposes of exercises 4 and 5, mix,
Explain to students that the film expert (Ava) talks about release and shoot are verbs, note and track are nouns.
a new topic every time she speaks. Advise them to focus • Students discuss in pairs what the words
in particular on the questions asked by the podcast host commonly mean.
(Oliver), as these indicate the topics which will then be
talked about.
KEY
• Play the audio for students to order the topics. artist = a person who creates works of art, especially
• Check answers as a class. paintings or drawings; country = an area of land that
KEY
has or used to have its own government and laws; mix =
1 when film scores began 2 the first film with a combine, usually in a way that means the things cannot
score 3 how the score is developed 4 how long it easily be separated; note = a short piece of writing to help
takes to write a film score 5 how the writing process you remember something; release = set somebody free;
has changed 6 one of the most popular songs from a shoot = kill or wound somebody with a bullet from a gun;
soundtrack track = rails that a train moves along
Transcript Exercise 5  7.04 page 95
See Teacher’s Guide, page 206. Extra support

Exercise 3  7.03 page 95 • Ask students to read through the sentences and decide
• Play the audio again for students to complete the task. in pairs whether each gap needs a verb or a noun.
They should also think about what form of the verb is
• Check answers as a class. needed and whether the noun needs to be pluralised.
KEY Elicit answers (1, 2, 3 = past participle; 4, 5 = plural
1 T 2 NG 3 F 4 F 5 T 6 F 7 T 8 NG noun; 6, 7 = noun.)
Transcript
• Allow students to work in pairs and use a dictionary to
help them do the task if they wish.
• Students complete the extracts.
Extra challenge
• Check answers as a class and elicit the new meaning of
KEY the words.
3 He won three Oscars for film scores he wrote later.
KEY
4 The composer and the director watch the film
together and make joint decisions about where 1 released (made available to the public)
pieces of music should start and finish. 2 shot (made into a film)
6 The composer sends the director a recorded version 3 mixed (combined, put together)
of the score. 4 notes (sounds of a particular length and pitch, made by
the voice or a musical instrument)
5 artists (professionals singers, etc.)
6 track (a recording of one song or piece of music)
7 country (a type of popular music in the style of the
traditional music of the southern US, with singing and
dance tunes played on violin, guitar and banjo)
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Transcript Culture note
Girl with a Pearl Earring was painted by Dutch artist
Extra challenge Johannes Vermeer (1632–1675) in 1665. The work is not a
• Working in pairs, students think of other words with portrait, but a ‘tronie’ – a painting of an imaginary figure.
more than one meaning, e.g. interest, bat, lie, right, fan, The painting is permanently housed in the Mauritshuis
space, capital, wave, play, park. museum in The Hague, the Netherlands.
• Pairs join another pair and take turns to give the two Bridge over a Pond of Water Lilies was painted by French
definitions of one of their words. The other pair guesses Impressionist artist Claude Monet (1840–1926) in 1899.
the word, e.g. ‘This word is a piece of equipment for hitting Monet was a keen horticulturalist and the water-lily
a ball and a flying animal that feeds at night.’ ‘That’s pond in the painting was in his garden near Giverny. The
a bat!’ painting is on display in the Metropolitan Museum of Art
in New York.
Banksy is a British street artist, political activist and film
director. His artwork, which often relates to politics, war
• Students complete the task in pairs. and other controversial topics, has been appearing on
• Elicit suggestions and reasons from the class. streets, walls and bridges around the world since the
KEY (SUGGESTED ANSWERS) 1990s. Until now, however, nobody really knows the
1 hard rock, rap 2 hip-hop, pop 3 classical, pop artist’s true identity.
4 classical, soul 5 classical, electronic 6 blues, country
Exercise 1 page 96
• Focus on the photos. Ask students to raise their hand if
• Students discuss the questions in pairs. they recognise the image. Elicit where they have seen
• Elicit opinions and ideas from the class. it and anything they already know about the original
masterpiece and its painter.
Lesson outcome
• Elicit ideas and opinions, but do not confirm any correct
information in answer to question 1 at this stage.
• Ask students: What have you learned today? What can Exercise 2 page 96
you do now? and elicit answers: I can recognise the new • Students read the text and check their answers.
meanings of known words in a podcast.
Further practice KEY
Workbook page 76 They’re similar in that the street art is based on the
Online practice painting. They are both impressive artworks.
They’re different in that the Banksy work isn’t as colourful
7.4 Vocabulary and has a security alarm instead of a pearl earring. It is
also larger than the original.
Lesson summary
Speaking: Discussing street art and masterpieces
• Students complete the comments.
Reading: An article about a street art version of a famous
masterpiece • Check answers as a class.
Vocabulary: Interpreting art KEY
1 detailed 2 colourful 3 realistic 4 humorous
5 striking 6 vivid 7 thought-provoking 8 dramatic
warm-up brief, and ask students to discuss just question 1
in exercise 1 and just questions 1 and 2 in exercise 5.
WARMUP Elicit examples of visual arts, e.g. painting,

drawing, sculpture, photography, video, film-making,
architecture.
• Elicit where we can see visual arts, e.g. art galleries,
museums, streets, parks, cinema, homes, public
buildings.
• Ask: What pieces of visual art have you seen recently?
Where did you see them? Did you like them? Why? / Why
not? Students discuss the questions in pairs. Ask some
students to share an example with the class.
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To highlight society’s lack of consideration for the
Extra support
environment
• Put the following stress patterns on the board:
1  2  3   4  5   
• Students discuss the questions in pairs. Encourage them
• Explain to students that the circles indicate the number to include vocabulary from the lesson in their discussion.
of syllables in the word and the larger circle indicates • Elicit ideas and opinions from the class.
where the stress falls.
• Students do the Vocabulary booster exercises on page 126.
• Say the adjectives in exercise 3 and ask students to
write them into the correct column, depending on the Lesson outcome
word stress. • If you are using the Classroom Presentation Tool, first
• Check answers as a class. do the Lesson Closer Activity to review what has been
KEY covered in this lesson.
1 detailed, striking, vivid 2 colourful, humorous • Ask students: What have you learned today? What can you
3 dramatic 4 thought-provoking 5 realistic do now? and elicit answers: I can talk about interpretations
• Working in pairs, students take turns to say an adjective of art.
and their partner taps the stress pattern on the desk Further practice
(they can use one finger for the unstressed syllables Workbook page 77
and two fingers for the stressed syllable). Vocabulary booster page 126
Short test
Extra activity
Can you tell me about … 7.5 Grammar
a thought-provoking film you’ve seen?
a humorous advert you’ve seen? Lesson summary
a colourful garment you own? Speaking: Talking about taking photos in galleries;
a striking photo you’ve taken? pronunciation: -ed endings; telling an anecdote about an
• Students take turns in pairs to ask and answer questions accident
from the board. They can choose the order in which Reading: A news article about an accident at a gallery
they ask them and do not need to ask all of them. Grammar: Reporting verbs; reporting verb + that +
• Ask a few students to share something they found out subjunctive
from their partner. Listening: An anecdote about an accident
Extra challenge SHORTCUT To do the lesson in 30 minutes, keep the

Working in pairs, students think of other adjectives to warm-up brief, set exercise 9 for homework and do
describe works of art. Elicit ideas from the class. exercise 10 in the next lesson.
Exercise 4 Vocabulary page 96 WARMUP Ask: What rules do art galleries often have? Why
do they have these rules? What might happen if the rules are
broken? Students discuss the questions in pairs.
Exchanging ideas and clarifying
Students who exchange knowledge and ideas can
help each other to clarify an area of learning.
Ask students to look individually at the underlined phrases
in the text and mark them √ = I understand, ? = I’m not • Students discuss the questions in pairs.
sure, X = I don’t understand. Encourage them to use • Elicit ideas and opinions from the class.
the context to help them determine meaning. In small
groups, students then seek clarification for the vocabulary
Exercise 2 page 97
which they do not know or are unsure of. Note!

See the notes on Assessment for Learning on page 11. Ensure students understand the difference between
• Encourage students to read through the whole accident and incident.
text for general understanding before they start the • Students read the article and answer the question.
matching task.
KEY
KEY The artist’s work was damaged and needed repairing,
1 a (was inspired by) 2 b (portrays) 3 f (was passionate but the incident generated publicity for the exhibition on
about) 4 d (capture) 5 g (added a new dimension) social media.
6 e (convey a sense of) 7 c (draw attention to)
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KEY
Extra activity 1 They insisted that I stay for dinner.
• Write on the board: 2 She recommended that I see a lawyer.
If you were the artist, would you have been so 3 He requested that I call back later.
understanding about the accident? Why? / Why not? 4 We suggested that he/she get a new computer.
If you were the visitor, how would you have felt about the
accident? What action would you have taken afterwards?
If you were the gallery staff, how would you have dealt with Extra challenge
the incident? Would you have felt guilty?
Working in pairs, students report things that have
• Students discuss the questions in pairs. happened to them recently, using the structure: reporting
• Elicit ideas from the class. verb + that + subjunctive, e.g. ‘I recommended that my
friend see the new contemporary dance show.’ ‘The art
Exercise 3  page 97 teacher insisted that we tidy up properly after class.’ Elicit
• Students complete the rules and answer the question. examples from the class.
• Play the video.
• Check answers as a class. Exercise 7  7.06 page 97
• Elicit or explain the meaning of anecdote (a short,
KEY interesting or funny story about a real person or event).
1 explain 2 agree 3 warn 4 admit 5 complain
about 6 criticise sb for 7 propose
Complain, insist, propose, recommend and suggest can be • Check answers as a class.
followed by more than one structure. KEY
Jay’s younger brother threw the ball too hard at him and
Extra challenge knocked the plate off the shelf in the kitchen. They glued
Working in pairs, students transform the reported version the two pieces together and put the plate back on the
of what the artist said into direct speech, e.g. ‘The young shelf.
man didn’t cause much damage, but it will take me a while
to repair the sculpture. I’m not going to take the incident any Transcript
further, because …’ Elicit answers from the class. See Teacher’s Guide, page 206.
• Students do the Grammar booster exercises on page 145. Exercise 8 page 97

• Students retell the anecdote in pairs. Make it clear that
the correct order of the verbs is from left to right, top to
• Working in pairs, students look at the reporting verbs and bottom, i.e. starting with insisted and finishing with asked.
discuss the question. • Check answers as a class.
• Play the audio for students to check their answer. KEY
• Check the answer as a class. Jay’s mother insisted that they look after the plate
KEY because she was very fond of it. Jay reminded his brother
1 added, insisted, recommended, suggested to be careful of the plate. They apologised for breaking
3 reminded 4 admitted, recommended, suggested the plate. Jay’s mother blamed him because he was the
5 boasted, insisted 7 insisted, recommended, oldest. She refused to talk about the incident anymore.
requested, suggested Jay’s brother suggested trying to mend the plate (OR
suggested that they should try). Jay’s mother thanked
Transcript them for mending it. She asked them never to play ball
See Student’s Book, page 97. games in the kitchen again.
Note! Extra support
We pronounce -ed endings as an extra syllable when the • Focus on the verbs in the box. Elicit which -ed endings
verb ends with the sound /d/ (e.g. add) or /t/ (e.g. insist). are pronounced as an extra syllable, i.e. insisted,
reminded, suggested.
Exercise 5 page 97 • Elicit the structure needed after each verb. Focus in
• Students complete the sentences. particular on thanked (sb for + -ing) and asked (sb + to +
• Check answers as a class. infinitive), as these verbs are not listed in the grammar
box in exercise 3.
KEY
• Play the audio again for students to make brief notes
1 the artist of organising 2 planning 3 to say 4 that
about the story.
it was not 5 viewers to visit 6 that the artist should
make 7 repairing • Using their notes, students then retell the story in pairs.
Exercise 6 page 97
• Students rewrite the sentences.
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Exercise 9 page 97 • Students complete the task.
• Circulate and monitor as students plan their anecdote, • Check the answer as a class.
helping as required. Encourage them to think about KEY
which reporting verbs they can use when telling their Summary B
story and to make notes of the details.
Exercise 3 page 98
Exercise 10 page 97
• Working in pairs, students make predictions about the
• Students take turns in groups to share their anecdote. content of the middle paragraphs of the article.
• Ask a few students which anecdote they preferred • Elicit suggestions from the class, but do not confirm any
and why. correct guesses at this stage.
• If you are using the Classroom Presentation Tool, first • Students read the article and check their predictions.
• Ask a few pairs how accurate their predictions were.
• Ask students: What have you learned today? What can you KEY (SUGGESTED ANSWERS)
do now? and elicit answers: I can use reporting verbs to what kind of pictures inspired people to travel in the past
discuss what people said. which places pictures have inspired people to travel to
over the years the impact travellers are having on the
Further practice environment
Workbook page 78
Grammar booster page 145 Exercise 5  7.07 page 99
Online practice Extra support
• To help students focus on the information they need to
find in the article, suggest that they turn the first part
7.6 Reading of each statement into a question, e.g. 1 Why did young
people use to go on a Grand Tour? 2 Why is Gauguin
Lesson summary
mentioned?
Speaking: Discussing questions about photos and travel
Strategy: Using the introduction and conclusion to • Students read the article again and complete the task.
understand the gist • Check answers as a class.
Reading: An article about art and travel KEY
Vocabulary: Travel idioms 1 B 2 D 3 C 4 D 5 A 6 B
Exercise 6 page 99
warm-up and exercise 1 brief, and set exercises 7 and 8 for
homework.
KEY
The Egyptian pyramids appeared in one of the first travel
WARMUP Elicit examples of art forms, e.g. architecture, photographs.
cinema, literature, music, painting, photography, sculpture, The tree in the middle of Lake Wanaka, New Zealand has
theatre. been photographed so many times that it has its own
• Ask students to think about and discuss in pairs hashtag.
possible relationships between art and travel, e.g. The Louvre Museum in Paris, France was a typical
people may travel to see famous buildings; an artist destination on the Grand Tour made by the sons of upper-
may be inspired to paint a scene from a recent holiday; class families in the 17th century.
the setting of a film or novel might prompt people The view of the Oia sunset in Santorini, Greece is
to visit a place; a composer may travel to carry out impossible to photograph today without getting crowds
research before writing a score. of tourists in the shot.
Exercise 1 page 98
• Check students understand idiom (a group of words
whose meaning is different from the meanings of the
• Focus on the photos. Find out if any students have been individual words).
to any of the tourist destinations depicted. If so, elicit
some details about their experience.
• Students discuss the questions in pairs. • Check answers as a class.
• Ask a few students to share some ideas with the class. KEY
1 the four corners of the world 2 hit the road
Exercise 2 page 98 3 see the world 4 off the beaten track 5 get away
• Go through the Reading strategy together. from it all 6 get itchy feet
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Exercise 8 page 99
WARMUP
• Students complete the sentences with the idioms. Ask: In what recent situations have you had to come up with
• Check answers as a class. ideas? What’s the best idea you’ve ever had? Are you always
KEY happy to share your ideas with others?
1 off the beaten track 2 the four corners of the world • Working in pairs, students discuss the questions.
3 get itchy feet 4 hit the road 5 get away from it all Encourage them to give details and reasons.
6 see the world • Ask a few students to share some information with the
class.
Extra activity
• Write on the board: Exercise 1 page 100
What are the pros and cons of taking a year off to see the
• Give students time to check the meaning of the words in
world before starting university?
a dictionary and then complete the text.
Is the best way to get away from it all by going off the
beaten track? • Check answers as a class.
What might delay someone from hitting the road? KEY
Why do some people get itchy feet more often than others? 1 Copyright 2 Plagiarism 3 trademark
What jobs might take you to the four corners of the world?
• Elicit ideas from the class. • Students answer the questions in pairs.
KEY
Extra challenge
1 Other than books, all kinds of literary and artistic works,
• Write the following travel-related idioms on the board: e.g. poetry, novels, plays, paintings, photographs, films,
be bitten by the travel bug, break the journey, pack songs.
everything but the kitchen sink, travel light, travel on a 2 To protect the product and ensure that nobody else
shoestring steals their idea and makes money from it. Trademarks
• Working in pairs, students discuss what they think the also protect the consumer as they know what to expect
idioms mean, then check in a dictionary. when they purchase the product.
3 They have copied someone else’s work or idea and
Exercise 9 Think & share page 99 presented it as their own.
• Elicit opinions and ideas from the class.
Note!
Lesson outcome
We use the informal term 101 /wʌn əʊ ˈwʌn/ to say that
• If you are using the Classroom Presentation Tool, first something relates to the basic facts in a particular subject.
covered in this lesson. • Students complete the quiz in pairs.
• Ask students: What have you learned today? What can you • Elicit ideas from the class, but do not confirm the correct
do now? and elicit answers: I can use the introduction and answers at this stage.
conclusion to understand the gist of an article.
Further practice • Play the audio for students to check their quiz answers.
Workbook page 79
Online practice • Check answers as a class. Find out which pair(s) guessed
the most answers correctly.
KEY
7.7 Global skills 1 B 2 A and C 3 B 4 C 5 B
Vocabulary: Copyright and plagiarism See Teacher’s Guide, page 207.
Reading: A text and quiz about copyright and plagiarism • Students discuss in pairs which answer they found most
Listening: Answers to a quiz about copyright and surprising. Encourage them to give a reason.
plagiarism • Ask a few students to share their answer and reason with
Speaking: Discussing copyright and plagiarism issues the class.
and being a responsible digital citizen
Exercise 5  7.09 Vocabulary page 100
• Give students time to check the meaning of any words
SHORTCUT To do the lesson in 30 minutes, keep the they are unsure of in a dictionary.
warm-up brief and set exercise 7 for homework. • Play the audio for students to listen and repeat the items.
Transcript
See Student’s Book, page 100.
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• Elicit what part of speech the key words are in exercises 1 Lesson outcome
and 3 (They are all nouns, except paraphrase and reference, • If you are using the Classroom Presentation Tool, first
which are verbs.). Point out that copyright, trademark, do the Lesson Closer Activity to review what has been
licence, paraphrase and reference can be used as nouns or covered in this lesson.
verbs. • Ask students: What have you learned today? What can
you do now? and elicit answers: I can understand issues of
Extra challenge
copyright and plagiarism.
Students write down the corresponding verbs for the
nouns piracy, plagiarism, attribution, citation and quotation. Further practice
Allow them to use a dictionary if necessary. Check Workbook page 80
answers as a class and ensure students can pronounce
the verbs accurately. Point out the shift in stress between
attribution /ætrɪˈbjuːʃn/ and attribute /əˈtrɪbjuːt/.
7.8 Speaking
KEY Lesson summary
piracy  pirate; plagiarism  plagiarise; attribution  Speaking: Discussing a proverb and activities you do;
attribute; citation  cite; quotation  quote talking about the pros and cons of different activities and
making a decision about the best
Exercise 6 page 100 Listening: A conversation about activities for a well-
• Students discuss the differences between the items in being programme
pairs. Vocabulary: Useful phrases for discussing options and
• Elicit the differences from the class. making a decision
KEY
Strategy: Using a range of vocabulary to avoid repetition
1 See answers in exercise 1.
2 piracy = the act of making illegal copies of DVDs, SHORTCUT To do the lesson in 30 minutes, keep the
computer programs, books, etc., in order to sell them warm-up and exercise 1 brief and do exercises 10–12 in
plagiarism = copying someone else’s work or idea and the next lesson.
presenting it as your own
3 slogan = a word or phrase that is easy to remember,
used for example in advertising to attract people’s WARMUP Students take turns in pairs to say an activity
attention or to suggest an idea quickly for each letter of the alphabet, e.g. art, ballet, contemporary
logo = a printed design or symbol that a company or an dance, drawing. Encourage students to say activities
organisation uses as its special sign related to the arts, where possible. To make it competitive,
4 licence = an official document that shows that if a student cannot think of an activity for a letter, he/she
permission has been given to use something gets a point. The winner has the fewer number of points
attribution = the act of saying that somebody is at the end.
responsible for doing something, especially for saying, • Ask a few pairs if there were any letters they were
writing or painting something unable to think of an activity for. Elicit ideas from the
citation = a word or piece of writing taken from a class or provide an example yourself, where possible.
written work
5 direct quotation = the act of repeating something
Exercise 1 page 101
interesting or useful that another person has written or
said using exactly the same words • Elicit or explain what the proverb means (it is not healthy
paraphrase = to express what somebody has said or to spend all your time working; you need to relax too).
written using different words, especially in order to • Ensure students understand take your mind off something
make it easier to understand (distract you from / make you forget about something for
reference (an idea) = to mention the source where you a short time).
found information, e.g. an idea • Students discuss the questions in pairs.
• Ask students to raise their hand if they agree with the
Exercise 7 page 100
proverb. Elicit reasons why. Do the same with those who
• Encourage students to read the whole of each tip carefully disagree.
before choosing the correct option(s) to complete it. • Elicit examples of activities students do to distract them
• Check answers as a class. from their studies.
KEY
1 plagiarism 2 direct quotation 3 paraphrase
4 reference 5 citations 6 attributions • Play the audio for students to answer the questions.
KEY
• Students discuss the questions in pairs. 1 Poetry, painting and theatre.
• Elicit examples and opinions from the class. 2 They both consider theatre suitable because it would be
a fun, sociable activity for a Friday afternoon; it would be
a good distraction from studies and a chance to relax.
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Transcript • Elicit which art activity was chosen (street dancing). Ask
See Teacher’s Guide, page 207. a few students to explain whether they agree with the
choice.
KEY
• Give students time to look at the Phrasebook. 1 and 2 Students’ own answers
• Play the audio again for students to complete the phrases. The students on the audio mention:
• Check answers as a class. street dancing: move your body, perform routine, learn
KEY new steps playing the guitar: learn an instrument, play
1 major 2 main 3 minus 4 cons 5 positive music, workout the notes
6 only 7 point 8 another 3 Street dancing
Transcript
See Teacher’s Guide, page 207. Transcript
Extra support
Play the audio. Ask students to raise their hand when they
hear a phrase from the Phrasebook. Pause the audio and elicit • Give students time to read the Phrasebook.
the missing word in the phrase. Continue in the same way. • Play the audio again for students to tick the phrases used.
• Organise students into groups of four. Justifying an opinion: I would definitely opt for …; The
• Give them time in two pairs to come up with ideas. Make main reason is because …; For one thing, …; Another
it clear that both students need to note down the ideas, thing is …
as they will be changing partner for the next task. Concluding the discussion: We need to come to a
decision.; Which one are we going for?; Let’s go with …,
Exercise 5 page 101 shall we?; So, that’s settled, then.
• Students form new pairs and complete the speaking task.
Transcript
• Ask a few pairs who they think put forward stronger See Teacher’s Guide, page 7.11.
arguments and why.
Exercise 10 page 101
Exercise 6 page 101
• Check students understand and can pronounce all the
• Go through the Speaking strategy together. Elicit why it activities. In particular, focus on the pronunciation of choir
might be a good idea to use a range of vocabulary, e.g. /ˈkwaɪə/.
it makes the conversation more interesting for the other
participant(s); it gives the speaker a chance to experiment
with new language; in an exam situation, it may mean • Ask five different students to share some ideas and
that a higher grade is awarded. opinions about the suitability of one activity each.
• Students match the phrases to the activities. Exercise 11 page 101
• Elicit answers from the class. • Students complete the discussion task in pairs.
KEY • Ask a few students to tell the class which activity they
1 capture an image, compose a poem, create a picture, think is the most suitable and why.
find the right words, portray a scene, produce a piece
of work 2 capture an image, create a picture, portray Exercise 12 Reflect page 101
a scene, produce a piece of work 3 act, do drama,
rehearse a play AfL Teaching tip: diagnostics
Assessing and enhancing performance
Extra challenge Students who assess and take steps to improve
Fast finishers work in pairs and think of one or two their own performance are encouraged to take
additional phrases for each activity. Elicit ideas. responsibility for their growth as a learner.
Give students time to reflect on their performance and
Exercise 7 page 101 discuss the questions in pairs. Conduct some whole-class
• Working in pairs, students think of alternative ways to feedback. Ask students to now repeat exercises 10 and 11.
word the phrases. They can either work with the same partner or swap for
added interest. Tell students that this time, they should
• Elicit some examples from the class. endeavour to use at least two more phrases from each
Exercise 8  7.11 page 101 Phrasebook and a greater range of vocabulary to avoid
repetition of the key words.
• Elicit the phrases mentioned on the audio. If students
wrote the same or a very similar one, ask them to raise
their hand.
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• If you are using the Classroom Presentation Tool, first • Students complete the matching task.
KEY
• Ask students: What have you learned today? What can you 1 C 2 A 3 D 4 B
do now? and elicit answers: I can use a range of vocabulary
to select an option. Exercise 5 page 102
Further practice • Go through the Writing strategy together.

Workbook page 81 • Students read and complete the Phrasebook.
Communicative activity photocopiable worksheet • Check answers as a class.
Online practice
KEY
1 In our view, this is the worst decision that could
7.9 Writing have been made. 2 fundamental 3 on any account
4 extremely disappointed 5 the drama group should
Lesson summary not be allowed to 6 Eighty per cent of our members
Speaking: Discussing cultural opportunities agree 7 suggest 8 urge
Reading: A formal letter * Answers 2/3 and 7/8 can be in either order.
Strategy: Using persuasive language Exercise 6 page 102
Vocabulary: Persuasive language • Students rewrite the sentences. Point out that there is
Writing: A formal letter more than one correct way to reword each.
SHORTCUT To do the lesson in 30 minutes, keep the KEY (SUGGESTED ANSWERS)
warm-up brief and set exercises 8 and 9 for homework. 1 We propose / suggest that the choir meet in the school
hall.
2 It is essential / vital that students have a place where
WARMUP Elicit or explain the meaning of extracurricular
they can practise together.
(not part of the usual course of work or studies at a school 3 In my opinion / view, this is the best thing to have ever
or college). happened.
• Ask: What are the benefits of doing extracurricular 4 The show should not / cannot be cancelled.
activities? Are there any drawbacks?
• Students discuss the questions in pairs. Encourage Extra challenge
them to use some phrases for discussing options from Students rewrite each sentence in two different ways.
the Phrasebook in Lesson 7.8.
Extra activity
Exercise 1 page 102
1 about 2 most 3 coming to 4 be bad for 5 stay 6 for a
• Students discuss the questions in pairs. short time 7 think again about 8 greatest things
• Ask some students to share an experience with the class. • Students look at the letter in exercise 3 again and find
more formal words / phrases for the items on the board.
Exercise 2 page 102
• Students read the task and discuss the questions in pairs. KEY
1 regarding 2 the vast majority 3 attending
4 have a negative effect on 5 remain 6 on a
KEY temporary basis 7 reconsider 8 most valuable assets
To persuade the head teacher to find a new leader for the
drama group.
Exercise 7 page 102
It should be written in a formal style because it’s being
written to someone in authority. • Students discuss the questions in pairs.
Exercise 3 page 102
• Students read the letter and answer the questions. Exercise 8 page 102
• Give students time to compare their answers in pairs, then Note!

check answers as a class.
Explain to students that they can either begin their
KEY formal letter with Dear Sir or Madam, and finish with Yours
1 They feel extremely disappointed. faithfully, or begin with a title and a surname, e.g. Dear Mr /
2 She says it helps them take their minds off their studies Mrs / Ms Jones, and finish with Yours sincerely,.
as well as improving their acting skills.
3 She says that parents will help. • Students complete the writing task.
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Exercise 9 Check your work page 102 Vocabulary
• Students go through the checklist before submitting
their work. Exercise 3 page 103
KEY
AfL Teaching tip: success criteria 1 inspired 2 thought-provoking 3 dramatic
Feedback is specific and clear 4 Contemporary 5 passionate 6 gorgeous
Feedback is often ineffective when non-specific. 7 production 8 artworks
When marking the formal letters, include a positive
Exercise 4 page 103
general point followed by a particular area the student
can focus on to improve, e.g. You’ve organised your KEY
content into clear, cohesive paragraphs. Next time, can you 1 masterpiece 2 adaptation 3 piece 4 critics
include a broader range of persuasive language? Review the 5 headset 6 live
Phrasebook phrases in exercise 5.
See the notes on Assessment for Learning on page 11. Cumulative review
Exercise 5 page 103
Lesson outcome
KEY
1 C 2 A 3 B 4 C 5 C 6 A 7 B 8 C 9 C
Think & share
do now? and elicit answers: I can use persuasive language to Exercise 6 page 103
write a formal letter.
KEY
Further practice Students’ own answers
Workbook page 82
Online practice AfL Teaching tip: success criteria
Qualitative success criteria in unit reviews
7.10 Review Effective reviews go beyond simple completion
of practice items and provide students with the
Note! opportunity to reflect on their success with their peers.
Remind students that when completing the review tasks, After learners have engaged in the speaking task, ask
they should only be using the key grammar and vocabulary them to discuss with their partner how much each of
from the unit, even if other correct answers are also possible. them used the language and skills from the unit and what
they could do to further improve.
Grammar
Exercise 1 page 103
Note!
KEY Once students have completed the Review page in the
1 what I thought of the new drama series Student’s Book, they should complete the Review section
2 she had lent the game to a friend the week before / the in the Workbook and the Reflect questions.
previous week
3 it’s the best exhibition she’s ever seen Further practice
4 when their new album would be released Workbook page 83
5 he might get a new guitar the following / next year Progress test
6 if / whether she had already bought the tickets
7 you were nervous about playing your first gig that night
8 if / whether he had enjoyed the show and he said he had
Exercise 2 page 103
KEY
1 to hide 2 falling asleep 3 me for deleting
4 that we should stand / that we stood / that we stand /
on standing 5 me to book 6 that they couldn’t hear
7 that he should take up / that he took up / that he
take up 8 for losing
138 Unit 7
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7 Vision 360° KEY (SUGGESTED ANSWERS)
We can see a busy street scene with lots of tourists and
shoppers, some older and newer buildings, a statue
The art and culture of Dublin of a woman by a cart, a band playing music, a tourist
Lesson summary information kiosk, and some cars, vans and motorbikes.
In a city, people can experience art, music and culture in
heart: A video about Irish popular music
galleries, concert halls, theatres, cinemas, museums, cafés,
diamond: A podcast about a famous Irish song and on the street.
circle: An audio guide about a painting
triangle: A text about a famous Irish novel Exercise 3 All hotspots page 104
semi-circle: An advert for a show • Go through the task together, then explore each of the
hotspots in turn as a class. Alternatively, students could
square: A factfile about two films
access the image and the hotspots on their own devices.
Speaking: Discussing what you know about Dublin and As each hotspot is explored, students answer the question
Irish artists; presenting a famous Irish musician or band; about the appropriate point.
sharing opinions about Irish culture
• Once all the hotspots have been explored, check answers
Listening: A video about Irish popular music; a podcast as a class. If necessary, have another quick look through
about a famous Irish song; an audio guide about a painting the hotspots to confirm the answers.
Reading: A text about a famous Irish novel; an advert for
KEY
a theatre production; a factfile about two films
1 A novel 2 A song 3 A painting 4 A show
Create task: Creating a short video script about culture 5 A musician 6 A film
in your country
Transcripts
SHORTCUT To do the lesson in 30 minutes, ensure Steps
1 and 2 of the Create task are done in class, then set Steps Exercise 4 page 104
3 and 4 as group homework tasks and do Step 5 in the • Click on the heart hotspot to play the video again for
next lesson. students to complete the task.
WARMUP Write on the board: art, literature, music, cinema. KEY
• Ask students to rank the art forms 1–4, based on how 1 Folk music 2 The USA/North America 3 Van
important each one is to them personally (1 = most Morrison and U2 4 Westlife 5 It is suggested
important; 4 = least important). that music is a big part of Irish culture, musicians are
• Working in pairs, students compare and explain the celebrated and encouraged to perform, and people start
reasons for their ranking. playing music from a young age.
• Ask a few pairs to give details on how similar their Transcript
rankings were.
Exercise 1 Think & share page 104 Exercise 5 page 104

• Working in pairs, students discuss the questions. • Click on the diamond hotspot for students to listen to the
• Elicit where Dublin is and what languages they speak audio again and complete the true/false task.
there. • Check answers as a class.
KEY KEY
Dublin is situated on the east coast of the Republic of 1 True 2 False (Molly Malone is an old traditional folk
Ireland. The country’s official languages are Irish Gaelic song.) 3 True 4 True 5 False (Molly died very young.)
/ˈɡeɪlɪk/ and English.
Transcript
• Elicit students’ ideas about the remaining questions.
EXPLORE Exercise 6 page 104
Exercise 2 page 104

• Students could research one of the musicians / bands
mentioned in the video in exercise 4 or one of their own
• Go through the task together and then enter into the 360° choosing. Try to ensure as far as possible that students
image. Move around the image of Dublin, but do not click select different artists.
on the hotspot symbols yet.
• Circulate and monitor as students conduct their online
• Stop and ask students to discuss the questions in pairs. research and make notes in pairs, helping as necessary.
• Elicit suggestions from the class. • Pairs take turns to tell the class about the musician / band
they found out about. If you have a large class or are short
on time, students could do this in groups instead.
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Exercise 7 page 105 STEP 4 page 105
• Click on the circle hotspot for students to watch the video • Circulate and monitor as students write and rehearse their
again and complete the task. You may like to encourage video script, helping with language, pronunciation and
students to include some vocabulary from Lesson 7.4 queries as required.
when discussing questions 4–5.
• Check the answers to 1–3 as a class, then elicit students’ STEP 5 page 105
ideas and opinions for 4–5. • Groups take turns to present their video to the class.
KEY
• After all the presentations have been given, students
discuss the questions in groups. Encourage them to
1 In 1923 2 A swimming race along the River Liffey in
support their answers with reasons.
Dublin 3 An Olympic Silver Medal for art
4–5 Students’ own answers • Ask some students to share their ideas with the class.

Exercise 8 page 105 covered in this lesson.
• Click on the triangle, semi-circle and square hotspots in • Ask students: What have you learned today? What can you
turn for students to read the texts again and do the task. do now? and elicit answers: I can understand information
• Check answers as a class. about the art, literature, music and cinema of Dublin, and
create a video script.
KEY
1 Dracula 2 Once 3 Riverdance 4 Dracula 5 The
Commitments

• Ask a few students to share their answers with the class.
CREATE … a short video script about

culture in your country
To complete the Create task, students will need access to the
internet to do the Research it! task and access to a printer
if they would like to print out some images to show to the
class during their presentation. If your school has facilities
for making videos, you could give students the option of
making a video to show, rather than describing their video
and reading out their script.
STEP 1 page 105

• Working in groups, students discuss examples from
their country of each of the listed art forms. Elicit some
examples from the class.
• In their group, students decide on three examples they
would like to write a video script about.

on the examples they have selected. You may like to
suggest that within their group, each student / pair of
students finds out about a different example.
STEP 3 page 105

• Go through the task together. Ensure students understand
that their presentation to the class should be about what
they would include if they were making a video about
culture in their country.
• Circulate and monitor as students complete the task,
helping with language and answering queries as required.
• If students would like to show images in their
presentation, they should source and print them out at
this stage.
140 Unit 7
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8 Local and global citizenship
8.1 Vocabulary Transcript

Lesson summary
Exercise 3 Vocabulary   8.01 page 107
Speaking: Discussing volunteering activities and issues
of concern • Give students time to check the meaning of any items
they are unsure of in a dictionary.
Listening: A vlog about volunteering
• Play the video or audio again for students to answer the
Vocabulary: Volunteering in the community
questions.
KEY
warm-up brief, set exercise 7 as an individual written task 1 Second-hand books, furniture and clothes
for homework and omit exercise 8. 2 She helps them with their reading.
3 It supports homeless people.
WARMUP Tell students to look at the photo. 4 Somewhere to sleep at night
5 It’s unpaid work (that benefits the community in
• Ask: What can you see in the image?
some way).
How multicultural is the town or city where you live?
6 To continue living in their own homes as long as possible
What does being a 'global citizen' mean to you?
7 His family all live far away.
(Suggested answer: someone who is aware of and
8 It’s just two people, so they can go at the speed that
understands the wider world, and their place in it.)
suits the learner.
Why should everyone be a global citizen?
• Students discuss the questions in pairs. Transcript
• Ask a few students to share their ideas with the class. See Teacher’s Guide, page 208.

Exercise 1 page 106
• Students complete the matching task. Allow them to use
• Focus on the photos. Elicit the volunteering activity a dictionary if necessary.
shown in each.
KEY
KEY
1 Working in a charity shop
1 D 2 G 3 A 4 H 5 C 6 E 7 B 8 F
2 Doing one-to-one reading with a child in a primary
school Extra support
3 Serving food to homeless people
Ask students to practise the vocabulary in exercise
4 Collecting / picking up rubbish
4 in pairs by taking turns to say the second part of
5 Showing an elderly person how to use a laptop / the
a collocation and respond with the full phrase, e.g.
internet
‘funds’ ‘raise funds’.
6 Helping a disabled person / child to ride a horse
• Students discuss the second and third questions in pairs. If
they answer yes to the second question, encourage them Extra activity
to give their partner details about their volunteering, e.g. Students discuss in pairs how the phrases were used in
where and when they did it, why they did it, whether they the vlog. If necessary, you could play the video or audio
enjoyed it, what they learned from the experience, etc. again. Elicit answers from the class.
• Ask students to raise their hand if they have done one of KEY
the volunteering activities in the photos. Choose a few to
Yasmin says her grandma works in a charity shop to
tell the class about their experience.
raise funds for her local hospital. She says it’s time for
Exercise 2   8.01 page 106 them to engage with the issues that are important to
them and do some volunteering themselves.
Zaki says his mum feels as if she’s making a
• Check answers as a class. contribution by helping children with learning
KEY difficulties.
All of the activities are mentioned, except riding for the Daisy says that people become homeless for many
disabled. different reasons, but they all suffer hardship by living
Daisy: helping homeless people (3) and sleeping on the streets.
Joe: helping elderly people (5) Joe went to an open evening for a community service
Zaki: picking up rubbish in a park (4) that provides assistance to elderly people who want to
retain their independence. He now helps a man who
lacks confidence in his computer skills.
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Exercise 5 page 107 Further practice
Workbook page 84
Extra support Vocabulary booster page 127
• Advise students to read through the whole of each Vocabulary photocopiable worksheet
comment before they start to complete it. Tell them to Short test
focus in particular on the word directly before or after
each gap and think about collocations.
• You could also tell students whether gaps need to be 8.2 Grammar
filled with a word from exercise 3 (i.e. 4, 5, 7, 8, 10, 11, Lesson summary
12, 14) or exercise 4 (i.e. 1, 2, 3, 6, 9, 13).
Reading: Posts about experiences with community
• Students complete the comments. service
• Check answers as a class. Grammar: Verb patterns; verb + object + infinitive /
-ing form
KEY
1 hardship 2 homeless 3 retain 4 refuge Listening: Mini-dialogues; A podcast about virtual
5 community 6 engage 7 learning disabilities volunteering
8 isolation 9 confidence 10 initiative 11 one-to-one Speaking: A presentation about making a contribution
12 elderly people 13 contribution 14 charity shop to your community

• Students read and complete the dialogue.
warm-up brief and ask students to prepare and practise
• Check answers as a class. their presentation for exercise 9 for homework, then share
KEY it with a partner in the next lesson.
1 give something back 2 safety net 3 real eye-opener
4 keep an eye on 5 lend a hand 6 for a good cause
Extra activity Which charities can you think of which are related to …
Working in pairs, students choose three of the Real English animals? arts and culture? children? the elderly? the
phrases and compose their own dialogue including them. environment? health?
Ask a few pairs to present their dialogue to the class. Which types of charity most deserve support? Why?
Is it better to support local, national or international
charities? Why?
Exercise 7 page 107
Is it better to donate our money or our time to charitable
causes? Why?
Extra support
• Focus on each sentence stem in turn. Elicit what part of
speech / information needs to follow, e.g. 1 = -ing verb • Elicit ideas, opinions and reasons from the class.
/ an activity, 2 = noun / something you could help with.
• You could also give students the option of completing Exercise 1 page 108
the sentences in just one way. • Students read the posts and answer the question.
• Circulate and monitor as students complete the sentences
in pairs, helping with vocabulary as required. KEY
Jack volunteers at a local children’s charity. He really
Exercise 8 page 107 enjoys working with the kids and feels he’s making a
• Students join another pair and compare their ideas. contribution to their lives. He prefers doing this to going
• Ask each group in turn to share one similarity and one to college.
difference with the class. Connie ran a marathon to raise funds for a nurses’ charity.
She was amazed she managed to finish and raise £1,000
Exercise 9 Think & share page 107 for the charity. She is doing another one next year.
• Working in pairs or groups, students complete the Darshna volunteers with a wildlife charity. She finds it
discussion task. fascinating and can’t imagine doing anything else.
• Ask a few students to share some ideas with the class. • Ask: Would you like to do any of the community service
activities mentioned in the posts? Why? / Why not? Students
Lesson outcome discuss the questions in pairs. Ask a few students to share
• If you are using the Classroom Presentation Tool, first their answers with the class.
covered in this lesson. Exercise 2  page 108
• Ask students: What have you learned today? What can you • Students read and complete the grammar rules.
do now? and elicit answers: I can talk about volunteering in • Play the video.
the local community. • Check answers as a class.
142 Unit 8
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KEY
A decide, manage, offer B consider, enjoy, imagine
Extra challenge
C prefer, start Tell students to find three examples of each pattern.
Extra challenge • Students do the Grammar booster exercises on page 146.

Working in pairs, students think of other verbs to add to Exercise 6 page 108
rules A and B. Elicit suggestions from the class. • Students complete the sentences.
KEY (SUGGESTED ANSWERS) • Check answers as a class.
A: afford, ask, choose, claim, expect, fail, prepare,
KEY
pretend, promise, wish
1 me to practise 2 a lot of time helping 3 her to become
B: admit, delay, deny, finish, give up, keep, mention,
mind, miss, risk Exercise 7  8.03 page 108
• Students do the Grammar booster exercises on page 146. • Play the audio for students to answer the question.
KEY
• Play the audio for students to complete the task. Volunteering using technology to connect with people
• Check answers as a class. remotely
KEY
1 B 2 A 3 A 4 B Transcript
Transcript
See Teacher’s Guide, page 209. Exercise 8  8.03 page 108
• Play the audio again for students to make notes about
Extra activity each point.
Working in pairs, students write mini-dialogues to • Using their notes to help, students discuss what Sam says.
demonstrate the other verb pattern with stop, go on, • Ask five different students to share information about one
remember and forget, e.g. ‘I can’t find my car keys anywhere! point each.
I’ll be late if I don’t leave soon.’ ‘Calm down and stop to think
KEY
for a moment! Have you looked in your jacket pocket?’ Ask
1 He wanted to do something useful and make a
some pairs to present a dialogue to the class.
contribution to society. A friend suggested applying to
the charity.
Exercise 4 page 108 2 Sam will never forget meeting Marcus for the first time
and remembers wondering what he’d be able to do for
Extra support him.
Suggest that students first read each sentence and 3 He used technology to stay in contact with Marcus. He
underline the verb before the gap. They can then look started thinking, why not try to reach people in the
back at the grammar box in exercise 2 to determine other homes as well?
which rule applies to each. To help them decide on the 4 It has enabled him to run quizzes with people in
correct form to use after go on, suggest they refer back to different homes, and share photos and play music. He
exercise 3. also managed to get a Virtual DJ program, so he can
hold karaoke evenings and wheelchair discos.
• Students complete the task. 5 You should definitely consider virtual volunteering. You
• Check answers as a class. can see residents developing connections with people
KEY outside the home and their immediate family. He’s also
1 to engage 2 living / to live 3 doing 4 to raise noticed his confidence improving.
5 making
Continue can be followed by either form. Transcript
Exercise 5 page 108
• Students read the grammar rules and find examples.
KEY
A: … Marcus Rashford inspired me to get involved.; … she
persuaded me to join her.; My teacher encouraged me to
think about doing some kind of community service …
B: I heard him talking about his campaign to reduce food
poverty …; I could spend hours watching birds …; …
it’s fascinating to see them building their nests and
feeding their young.
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• If the student manages to hit a word and make a
grammatically correct sentence, award their team
Extra support
a point and remove the verb from the board. If the
• Write on the board: student doesn’t hit a word or makes a mistake, the team
* what you did / are planning to do doesn’t get a point.
* why you got involved / want to get involved • Set a time limit and continue the activity, with different
* how you got involved / intend to get involved students from each team taking turns. The winning
* what your first day or experience was like / what you team has the most points when time is up.
imagine your first day or experience being like
* what the benefits to you and other people are / would be Exercise 1 Think & share page 109
• Students use the prompts to help them organise their • Students discuss the questions in pairs.
ideas. • Elicit ideas from the class.
• You may also like to model a one-minute presentation,
following the structure on the board. Exercise 2  8.04 page 109
• Give students time to prepare and practise their AfL Teaching tip: diagnostics
presentation. Exchanging ideas
• Students take turns in pairs to give their presentation. Students who exchange ideas can help one another
• Ask a few pairs to feed back on any similarities they found. identify what they already know.
Focus on the listening task. Ask: What strategies can we use
Lesson outcome to help us achieve this task? Encourage students to think
• If you are using the Classroom Presentation Tool, first about strategies they have learned in the Listening and
do the Lesson Closer Activity to review what has been Exam skills lessons. Give them time to exchange ideas in
covered in this lesson. pairs, then elicit suggestions from the class, e.g. we can
• Ask students: What have you learned today? What can you read the answer options carefully and underline key words
do now? and elicit answers: I can use different verb patterns so we can see the differences between them more clearly;
to talk about community service. we can think about how the speakers may paraphrase the
information; we can infer meaning from listening carefully
Further practice to the context.
Workbook page 85
Grammar booster page 146 See the notes on Assessment for Learning on page 11.
Grammar photocopiable worksheet • Play the audio for students to complete the matching task.
Online practice
KEY
8.3 Listening 1 G 2 E 3 H 4 A 5 C
Speaking: Discussing difficulties with understanding See Teacher’s Guide, page 209.
English; pronunciation: connected speech; talking about
getting involved in volunteering projects; describing an Extra support
issue you think is important Tell students which answers are not needed, i.e. B, D and F.
Listening: People talking about their support for Suggest they cross these options out to make it easier to
charities and initiatives focus on the correct answers. Advise students to wait until
Strategy: Recognising features of informal English each monologue is finished before choosing their answer.
Vocabulary: Informal phrases
Exercise 3 page 109
• Students talk in pairs about how easy / difficult it was to
SHORTCUT To do the lesson in 30 minutes, keep the understand the speakers and why.
• Ask students to raise their hand if they had any difficulty
exercise 7.
understanding the speakers. Elicit reasons why.
WARMUP Write a range of the verbs from the grammar

boxes in Lesson 8.2 all over the board at random. Note!

• Organise students into teams. Give a student in one • Elicit or remind students what they learned in Lesson 5.8
team a scrunched-up paper ball and ask them to throw about how words link together when we speak quickly:
it at the board. They then have to make a sentence
1 Consonant to vowel: When linking, the consonant
with the verb the ball hits, demonstrating its verb
sound from the first word is often moved to the start
pattern, e.g. I’m considering doing some work in the
of the next word, e.g. we would say informa–lEnglish.
local charity shop.
144 Unit 8
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2 A /j/ sound linking two vowels: This sound is inserted
between words when the first word ends in /iː/, /eɪ/, • Play the audio again for students to answer the questions.
or /aɪ/, e.g. the Earth /ðiːˈjɜːθ/. • Check answers as a class.
3 A /w/ sound linking two vowels: This sound is KEY
inserted between words when the first word ends in 1 It allows everyone to make a contribution to crewing
/əʊ/ or /uː/, e.g. no input /nəʊˈwɪnpʊt/. the ship. For her cousin Ben, who has a disability, it
• When doing exercise 4, ask students to also listen out boosted his confidence because the crew included him
for examples of these types of linking, i.e. in extracts 1, and he felt he that his personal skills were valued.
2 and 6. 2 Literacy skills and basic computer skills. He does it to
help people become more confident and show them
• Go through the Listening strategy together. that reading, writing, and using a computer isn’t difficult.
• Play the audio for students to complete the extracts and 3 She saw a film online about women in developing
identify the feature of connected speech in each. countries using microfinance loans to start their own
• Check answers as a class. business. She wanted to make a contribution and has
invested one of the loans in a young woman in Ecuador
KEY
to help develop her farming business, so she can
1 to sign up as (point B, unstressed vowel: /tə/ si nup /əs/)
support her family and employ local people.
2 to go on (point B, unstressed vowel: /tə/ go won)
4 An Australian guy called Oliver started teaching local
3 donate money (point A, lost consonant: dona’ money)
kids in Afghanistan how to skate. It gets kids from
4 you’ve got to (point A, adjacent consonants: you’ve gotta)
different backgrounds into school / makes sure they get
5 just started skating in (point A, lost consonants: jus’
an education. Skating breaks down barriers and brings
starte’ ska’ing)
people together.
6 the aim is to (point B, unstressed vowel: the yaim is /tə/)
5 To show them where their food comes from and how
Transcript it’s produced; to show how everything in nature is
See Student’s Book, page 109, and Key above. connected and educate them to care for the natural
world. Sometimes they are reluctant to get involved,
• Play the audio again, pausing after each extract for
but once they start, they really enjoy it.
students to repeat.
Transcript
Extra activity
Play audio track 8.04 again. Ask students to listen out for
‘filler’ words or phrases the speakers use. When they hear Exercise 7 page 109
an example, they should raise their hand. Pause the audio • Students discuss the questions in pairs.
and elicit the word / phrase. Continue in the same way.
KEY
Speaker 1: you know Speaker 2: to be honest, I mean Exercise 8 Think & share page 109
Speaker 3: basically, Do you know what I mean? • Give students time to think of an issue and make notes
Speaker 4: kind of, like Speaker 5: Well, sort of, like about each of the points.
• Students take turns in pairs to talk about their chosen
Exercise 5 Vocabulary page 109 issue.
• Students complete the matching task. • Ask a few students to tell the class about their issue.
• Check answers as a class. Lesson outcome
KEY • If you are using the Classroom Presentation Tool, first
1 C 2 E 3 F 4 A 5 B do the Lesson Closer Activity to review what has been
Extra challenge
Fast finishers come up with one or more informal phrases you do now? and elicit answers: I can recognise features of
for the unused option (i.e. enjoy) in pairs, e.g. be into, it’s my informal English.
kind of thing, be a huge fan of, can’t get enough of.
Further practice
Workbook page 86
Extra activity Online practice
When was the last time you …
had a real laugh with friends? checked out a new website
8.4 Vocabulary
or app? said to yourself that you should have a go at a new Lesson summary
activity? thought something would be tough but found it
Speaking: Discussing humanitarian crises and crisis
wasn’t that hard?
mapping
Reading: An article about crisis mapping
them to give details about their experiences.
Vocabulary: Responding to a humanitarian crisis
• Ask some students to share an experience with the class.
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SHORTCUT To do the lesson in 30 minutes, keep the Exercise 3 Vocabulary page 110
warm-up and exercise 1 brief and set exercise 5 for • Students complete the matching task.
homework. • Check answers as a class.
KEY
WARMUP Elicit examples of charities which help people 1 H 2 F 3 A 4 C 5 G 6 B 7 E 8 D
in disaster situations, e.g. the Red Cross, Oxfam, Action Aid,
Extra challenge
Tearfund.
Ask students to cover 1–8 and find the nouns in the article
• Ask: What do these charities do to help people in disaster just by looking at the definitions in A–H.
situations? Have you ever supported any of these charities?
If so, what did you do? Students discuss the questions in
pairs. Elicit ideas and examples from the class. Extra support
• Read out each noun in turn. Ask students to listen
AfL Teaching tip: diagnostics carefully and underline the stressed syllable in each.
Determining prior knowledge • Check answers as a class.
Engaging students in an activity which encourages KEY
use of the target language before formal presentation armed conflict, survivors, refugees, relief effort, priority,
helps the teacher gauge prior knowledge. suffering, infrastructure, aid agencies
Circulate and monitor as students complete the warm- • Drill the nouns for students to repeat as a class, then ask
up and discussion task in exercise 1. Listen carefully to students to practise saying the words in pairs.
see to what extent students are already using the target
vocabulary items from the lesson and whether they are Exercise 4 Vocabulary page 110
using and pronouncing them accurately. • Give students time to check the meaning of any verbs
See the notes on Assessment for Learning on page 11. they do not know in a dictionary.
Note! KEY
Point out that the plural form of crisis is crises /ˈkraɪsiːz/. 1 assess, co-ordinate 2 eliminate, threaten 3 process,
preserve 4 encounter, distribute
• Students complete the task in pairs.
Note!
Point out that distribute can either be pronounced
KEY (SUGGESTED ANSWERS) /dɪˈstrɪbjuːt/ or /ˈdɪstrɪbjuːt/.
Recent examples of humanitarian crises: typhoons in
South-East Asia; conflict in the Middle East (and the
resulting refugee crisis); the Ebola outbreak in West Africa; Extra activity
earthquakes in Haiti and Nepal Students match pairs of verbs depending on their stress
How they happen: either through natural disasters pattern. Elicit answers from the class.
(e.g. storms, flooding, drought, earthquakes, volcanic
KEY
eruptions, disease) or as a direct result of human activity,
e.g. armed conflict threaten – process, encounter – distribute, co-ordinate –
Problems faced by people trying to help: lack of eliminate, preserve –assess
information; infrastructure that has been damaged
or destroyed; finding the people who need help; the Extra activity
after-effects of the disaster (e.g. flooding, bad weather,
unstable terrain); lack of supplies (e.g. food, water, medical
Which verbs can collocate with …
equipment); obstruction by certain groups who may try
data / information? lives? problems? resources?
for their own reasons to impede the relief effort
• Give students time in pairs to decide which verbs from
Exercise 2 page 110 exercise 4 can form collocations with each of the nouns.
• Students read the article and answer the questions. Point out that verbs can be used more than once.
KEY KEY
1 Lack of information data / information: assess, distribute, process; lives:
2 Collecting and organising data that will be helpful to preserve, threaten; problems: assess, eliminate,
people involved in the relief effort encounter; resources: co-ordinate, distribute
3 It provides up-to-date information to aid agencies,
helping them to target their resources to the people
and areas most in need of help.
146 Unit 8
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Exercise 5 page 110
8.5 Grammar
Extra support Lesson summary
Tell students which gaps need to be filled with a noun Reading: An article about an example of citizen science
from exercise 3 (i.e. 2, 3, 4, 10, 12) and which need a verb
Grammar: Participle clauses; conjunctions and
from exercise 4 (i.e. 1, 5, 6, 7, 8, 9, 11). Tell them that the
prepositions
verb forms in gaps 1, 7 and 9 need changing.
Listening: A teenager talking about a citizen science
• Students complete the article. project
• Check answers as a class. Speaking: Sharing ideas about citizen science
KEY
1 threatened 2 survivors 3 infrastructure SHORTCUT To do the lesson in 30 minutes, keep the
4 aid agencies 5 encounter 6 co-ordinate warm-up brief, set exercise 4 for homework and do
7 processed 8 assess 9 distributed exercise 7 in the next lesson.
10 relief effort 11 preserve 12 priority
Exercise 6 page 110 WARMUP Elicit or explain the meaning of citizen scientist
(an ordinary person without special training who does
Extra support scientific work, such as collecting or analysing information
• Elicit examples of disasters, e.g. drought, earthquake, in order to help scientists).
volcanic eruption, landslide, tsunami, atomic explosion. • Write on the board:
• Write the following prompt questions on the board to What kind of projects may citizen scientists be involved in?
help guide students’ discussions: Why do you think they participate in such projects?
What are the priorities for the people involved in the relief Have you or anyone you know ever been involved in a
effort? citizen science project?
What problems will they encounter? • Students discuss the questions in pairs. If their answer
What information will you need to provide? to the last question is yes, tell them to give details.
How will you do this?
• Elicit students’ ideas for the first two questions.
• Working in pairs, students complete the discussion task. KEY (SUGGESTED ANSWERS)
• Ask a few pairs to provide some brief details of their Projects: taking part in a wildlife census (e.g. counting
discussion to the class. birds, butterflies); testing local water quality;
monitoring when plants flower; monitoring levels of air
Extra challenge / light pollution; involvement in astronomy projects
Students research a recent humanitarian crisis and write a Reasons for participating: a general interest in the
short news report. They should say: where, when and how topic and wanting to learn more; a desire to contribute
the crisis occurred; what problems were faced by the people to scientific research and development; fun and
affected; what the response from aid agencies was; what enjoyment; meeting new people and engaging with a
problems the people involved in the relief effort encountered. community
Encourage extensive use of vocabulary from the lesson. • Ask students to raise their hand if they answered yes to
the last question. Choose a few to tell the class about
• Students do the Vocabulary booster exercises on page 127. the citizen science project.
Lesson outcome
• If you are using the Classroom Presentation Tool, first Exercise 1 page 111
do the Lesson Closer Activity to review what has been • Students read the article and answer the question.
covered in this lesson. • Check the answer as a class.
• Ask students: What have you learned today? What can you KEY
do now? and elicit answers: I can talk about responding to a Using an app to identify and record butterfly species and
humanitarian crisis. sending the information to a database
Further practice
Workbook page 87 Extra activity
Vocabulary booster page 127 • Write on the board:
Vocabulary photocopiable worksheet Are you surprised by the public’s response to the butterfly
Short test project? Why? / Why not?
Would you be interested in getting involved in a project like
this? Why? / Why not?
Why is it important to preserve different insect species?
• Elicit opinions and ideas from the class.
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Exercise 2  page 111 KEY
• Students complete the article, then match the participle 1 joining the relief effort 2 allowing aid workers
clauses to the grammar rules. 3 having downloaded the app successfully
• Play the video. Extra support
• Check answers as a class. Encourage students to first read both sentences carefully
KEY and underline the information in the first sentence which
1 Threatened, B 2 Looking at, C 3 Having recorded, D needs including in the second, e.g. 1 = joined the relief
4 Used, F 5 working, A 6 Being, E effort. Remind students not to put a subject pronoun
between the conjunction / preposition and the participle
Extra activity clause.
When checking answers, elicit how the information
in each sentence could be expressed differently if a • Students do the Grammar booster exercises on page 147.
participle clause were not used, e.g. 1 = Many species of
butterfly, which are threatened by habitat loss, the use of
chemicals and climate change, are increasingly at risk. • Play the audio for students to answer the question.
• Students do the Grammar booster exercises on page 147. KEY
AfL Teaching tip: success criteria She was helping to carry out a survey of sea mammals
(dolphins and whales) off the coast of Cornwall. It involved
Effective feedback challenges, requires action and is
identifying any sea mammals she saw and recording data,
achievable
which was then sent to scientists at a charity.
Feedback should provide specific information about
what is needed to close the gap between current and Transcript
desired performance. Students need to be given time See Teacher’s Guide, page 210.
to respond to feedback.
Monitor students’ output in exercises 3, 4, 6 and 7 and Exercise 6  8.06 page 111
provide some specific feedback about their use of • Play the audio again for students to complete the sentences.
participle clauses, e.g. ‘Don’t forget to think about whether • Check answers as a class.
the participle replaces an active or passive tense.’, ‘Remember KEY
not to include a subject pronoun after a conjunction or 1 Living in Cornwall 2 After attending a talk
preposition.’ Encourage students to implement this 3 Threatened by human activity 4 Having seen a
feedback when they do the Review page, Workbook dolphin or whale / On seeing a dolphin or whale
exercises and Grammar photocopiable worksheet. 5 Since working on the survey
Transcript
Exercise 3 page 111

Extra support
Working in pairs, students first read the sentences and
• Students complete the sentences with their own ideas
and then share with a partner.
decide which grammar rule needs to be followed when
rewriting each. Elicit answers (1 B, 2 E, 3 C, 4 D, 5 F, 6 A). • Elicit different ways students completed each of the prompts.
Students then refer to the appropriate rule and example
Lesson outcome
in exercise 1 to help them rewrite each sentence.
• Students rewrite the sentences. do the Lesson Closer Activity to review what has been
• Check answers as a class. covered in this lesson.
KEY
do now? and elicit answers: I can use participle clauses to
1 Helped by citizen scientists, the project gathered large
talk about citizen science.
amounts of data.
2 Living in the city centre, we don’t see many butterflies. Further practice
3 Reading the article, I began to feel more optimistic Workbook page 88
about the future. Grammar booster page 147
4 Having mapped one species, they started to look at others. Grammar photocopiable worksheet
5 Encouraged to get involved, young people can make a Online practice
real difference.
6 Volunteers helping to protect the butterflies’ habitat
use the app.
Exercise 4 page 111

• Students read the grammar rules, then complete the task.
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8.6 Reading Exercise 4 page 113
Lesson summary • Students read the sentences and complete the task.
Reading: An article about science future-proofing • Check answers as a class.
the world
KEY
Strategy: Recognising fact, opinion and speculation
1 S (it could well) 2 F (2.3 billion seeds … 39,000
Vocabulary: Scientific intervention different species) 3 O (incredibly important resource)
Speaking: Discussing what can be done to future-proof 4 F (According to the World Health Organization, … 229
the world against global issues million cases) 5 O (fantastic achievement) 6 S (It’s
likely that) 7 F (As a report on the One Earth website
shows, … half of the world’s coral reefs) 8 S (may offer)
warm-up and set exercise 6 for homework. Extra activity
Working in pairs, students find one more sentence in the
WARMUP
texts which expresses 1) a fact, 2) an opinion and 3) a
Write on the board:
speculation. Elicit examples from the class.
What global issues are we currently facing?
Which of these do you think is the most concerning? Why? KEY (SUGGESTED ANSWERS)
Looking to the future, do you expect this issue to get better or Fact: The seeds are stored in special rooms at a
worse? Why? temperature of -20 degrees Celsius (lines 14–16); It
• Students discuss the questions in pairs. holds the seeds of over 1 million varieties of food crops
(lines 19–20); Over 90% of these are right here in Africa.
• Ask some students to share their ideas and opinions
(line 28)
with the class.
Opinion: And, sadly, a huge number of them are
children. (lines 28–29); We should also be worried
Exercise 1 page 112 about the destruction of coral reefs (lines 48–49);
• Students read the infographic and complete the task. Unfortunately, they’re dying because of rising sea
• Check answers as a class. temperatures (lines 57–58)
Speculation: but it’s thought to have the capacity to
KEY
store four times as many. (lines 21–22); That could save
1 C 2 A 3 B
thousands of lives! (lines 36–37); If nothing is done,
• Ask: How do these statistics make you feel? Why? Give many more could be destroyed (lines 52–53)
students time to share their feelings and reasons in pairs,
then elicit answers from the class.
Exercise 5 page 113
Exercise 2 page 112 • Students read the texts again and complete the task.
• Students read the introduction and answer the question. • Check answers as a class.
• Elicit possible answers from the class. KEY
KEY (SUGGESTED ANSWER) 1 T 2 NG 3 F 4 NG 5 F 6 T 7 T 8 F 9 T
Future-proofing means taking action now to avoid
problems in the future. Extra challenge
KEY
AfL Teaching tip: learning intentions 3 It’s similar to the MSB in that it holds a resource of
seeds, but these are mainly crops and its purpose is
Preparing students to read
to ensure the world’s future food supply. The MSB
Speculating about a text’s content before reading can holds a range of seeds from many varieties of plant
help engage students with the topic and provide an and its purpose is to protect future biodiversity.
incentive for reading. 5 It is believed that the vaccine will reduce the number
Before students read the three website texts, they discuss of cases by 40%.
in pairs what contribution to future-proofing the world 8 If nothing is done, many more could be destroyed
each text may talk about. They then read the texts and within the next 20–30 years.
check their predictions.
See the notes on Assessment for Learning on page 11. Exercise 6 Vocabulary page 113
• Students read the texts and complete the task. • Give students time to check the meaning of any
• Check answers as a class. unfamiliar words in a dictionary.
KEY
A Preserving biodiversity
B Eliminating serious diseases
C Protecting ocean ecosystems
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Extra support 8.7 Global skills
• Drill the vocabulary as a class, focusing in particular on
Lesson summary
the accurate placement of stress.
Speaking: Talking about engaging in discussions;
• Elicit what part of speech each word is, i.e. extinction,
discussing your response in different scenarios; sharing
biodiversity, parasite, acidity = nouns; eradicate = verb;
ideas about discussing issues with people who have a
resistant = adjective.
different opinion
• Encourage students to first read through the sentences
Reading: A post and response on a student advice
and identify what part of speech is needed to
website
complete each.
Vocabulary: Differences of opinion
• Students complete the sentences with the key vocabulary. Listening: Two conversations in which people express
• Check answers as a class. different opinions
KEY Writing: A reply giving advice about dealing with a
1 eradicate 2 parasite 3 acidity 4 resistant difficult situation
5 extinction 6 biodiversity
Extra activity
• Write on the board: homework.
What factors may affect the acidity of soil?
Apart from Brazil, which other countries are world leaders
in terms of biodiversity? WARMUP Write on the board:
Why might diseases caused by parasites be hard to How do you feel when …
eradicate? someone expresses an idea you are not comfortable with?
Which animals are most at risk of extinction? What can be someone disagrees with you in public?
done to prevent them from dying out? How can you discuss issues you disagree on and still remain
Why are some people less resistant to illness than others? friends with the other person?
• Students discuss the questions in pairs. Elicit ideas. • Students discuss the questions in pairs. Encourage
them to support their answers with reasons and
examples.
Extra challenge
Working in pairs, students write other parts of speech
(noun, verb, adjective) which can be formed from the
key vocabulary items. Allow the use of dictionaries if Exercise 1 page 114
necessary. Elicit answers from the class. • Elicit or explain the meaning of diplomatically (in a
way that shows skill in dealing with people in difficult
KEY
situations).
eradicate (v)  eradication (n); parasite (n)  parasitic
(adj); Extra activity
acidity (n)  acidic (adj), acidify (v); resistant (adj) 
Focus on the photo. Ask: What do you think the people
resistance (n), resist (v); extinction (n)  extinct (adj);
might be disagreeing about? Do you think they are
biodiversity (n)  biodiverse (adj)
disagreeing diplomatically? Why? / Why not? Students
discuss the questions in pairs. Elicit ideas from the class.
• Working in pairs, students complete the discussion task. • Ask students to read the comments and discuss in pairs
what they think the phrases in bold mean.
• Ask a few pairs to share their ideas about one of the issues.
• Elicit the meanings from the class.
Lesson outcome KEY
• If you are using the Classroom Presentation Tool, first 1 think about and understand 2 keep quiet
do the Lesson Closer Activity to review what has been 3 maintain your position 4 find shared opinions, beliefs
covered in this lesson. or interests
• Ask students: What have you learned today? What can you • Students then discuss in pairs whether they agree with
do now? and elicit answers: I can recognise facts, opinions the comments. Ensure they give reasons and examples to
and speculation in a text. support their opinions.
Further practice • Ask students to raise their hand if they hold a different
Workbook page 89 opinion to their partner about any of the points. Choose a
Online practice few to explain the difference.

• Students read and complete the post and response.
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KEY • Ask a few students to share their opinions and ideas with
1 values 2 differences 3 confrontation the class.
4 compromise 5 perspectives 6 judgements
7 informed position 8 prejudice 9 respect Exercise 7 Mediation page 114
• Elicit or explain what a conspiracy theory is (the belief that
Exercise 3 page 114 a secret but powerful organisation is responsible for an
• Give students time to check the meaning of any phrases event).
they are unsure of in a dictionary. • Ask students to compare their work in pairs, then ask a
few pairs to tell the class how similar their replies were.
Exercise 4 page 114
• Students complete the discussion task in pairs or groups. KEY (POSSIBLE ANSWER)
If you want to stay friends with Jake, you need to set aside
• Ask students to raise their hand if they would respond
your differences. I think it’s important to acknowledge
to either situation in a different way to their partner /
different perspectives, even if you disagree with them.
someone in their group. Choose a few students to give
It’s best to avoid confrontation, but tell him what you
details.
think – he needs to respect your values too, so stand your
Exercise 5  8.08 page 114 ground. It might be a good idea to do some research, so
• Play the audio for students to complete the task. you can speak from an informed perspective. Try not to
make judgements about Jake because of his views – your
• Check answers as a class. friendship is the important thing. Hope this helps – good
KEY luck!
try to avoid confrontation: 1 and 2 acknowledge a
different perspective: 1 and 2 make judgements: 2 Exercise 8 Think & share page 114
try to find a compromise: neither change the subject: 1 • Students discuss the questions with a partner, then join
stand their ground: 1 and 2 show respect for the other another pair and share their opinions and ideas.
person: 2 • Ask each group in turn to feed back on the most
interesting points raised during their discussion.
Transcript
See Teacher’s Guide, page 210. Lesson outcome
Extra challenge
• Write the speakers’ names on the board, i.e.: covered in this lesson.
1: Hugo & Nasser 2: Priti & Cassie
• Play the audio again. Students write down who does do now? and elicit answers: I can discuss issues with people
each of the things in exercise 5 and what they say. Play who have a different opinion.
the audio once more if necessary.
• Elicit answers from the class. Further practice
Workbook page 90
KEY
Conversation 1: Nasser tries to avoid confrontation:
It isn’t really my thing, a campaign on social media. So, I 8.8 Speaking
don’t really think …
Nasser acknowledges a different perspective: I hear Lesson summary
what you’re saying … I understand that you and some Speaking: Discussing foreign aid; participating in a
of the other guys feel really strongly about this. Nasser debate; talking about engaging in discussions
changes the subject: Hey, you know the Man United Listening: A school debate about reducing foreign aid
versus PNG game is on TV tonight, do you fancy… ? Strategy: Listening actively
Nasser stands his ground: Well, the thing is, I don’t see it Vocabulary: Useful phrases for engaging with ideas
like that. … So maybe we’ll just have to accept that we see
things differently …
Conversation 2: Cassie tries to avoid confrontation: SHORTCUT To do the lesson in 30 minutes, keep the
I’m not arguing with you. I’m just saying, … Cassie warm-up and exercise 1 brief and omit exercise 4.
acknowledges a different perspective: OK. I hear
what you’re saying, but … Priti makes a judgement:
You’re part of the problem. / You’re just a mindless
consumer! Cassie stands her ground: I’m not asking you
to eat it – but I am going to eat it. Cassie shows respect
for the other person: I understand that you feel strongly
about eating meat … and I totally respect that.
Exercise 6 page 114

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WARMUP Elicit or explain the meaning of debate
given to countries that don’t need it, but for different
reasons.
/dɪˈbeɪt/ (a formal discussion of an issue in which people
4 Friendly, polite, respectful
express different opinions).
• Ask: What tips did you learn in the last lesson about how Transcript
to discuss issues with people who hold a different opinion? See Teacher’s Guide, page 210.
Do you think all that advice applies when you are taking
part in a debate? Why? / Why not? Students discuss the Extra activity
questions in pairs. Circulate and monitor, ensuring they Ask: Did Jack and Alba mention any of the ideas you
are using the key vocabulary from Lesson 8.7 accurately. discussed in exercise 1? Whose arguments on the issue of
If necessary, students can refer back to page 114 reducing foreign aid do you agree with more? Why? Students
for help. discuss the questions in pairs. Ask some students to share
• Elicit ideas and opinions from the class. their answers with the class.
Exercise 1 page 115 Exercise 3  8.09 page 115

• Elicit or explain the meaning of developing country • Go through the Speaking strategy together, then give
(a country which is poor and trying to make its industry students time to read through the Phrasebook.
and economic system more advanced). • Play the audio again for students to identify the
• Students read the extract and discuss the questions in Phrasebook phrases the speakers use.
pairs. • Check answers as a class.
• Elicit ideas from the class. KEY
KEY (SUGGESTED ANSWERS) Students should tick:
1 To save money generally; to avoid raising taxes; to have Acknowledging a different perspective: I respect your
more money to spend on domestic needs; to please point of view, but …; I hear what you’re saying, but …;
people who don’t like the idea of foreign aid; to avoid That’s an interesting perspective, but …
giving money to corrupt regimes, or countries which no Finding common ground: I think we share the view that
longer need help to develop …; What if we look at it from another angle?; Let’s accept
2 It helps people in need; it encourages development; it that we don’t agree about …
makes political and economic stability more likely; it Emphasising your position: I’m quite clear about that /
gives the donor country influence and possibly access this.; There’s no question about that for me.; This is
to natural resources; it sends a positive message that we something I feel strongly about.
are all part of a global community
Transcript
Exercise 2  8.09 page 115 See Teacher’s Guide, page 210.
Extra support Extra support

Put students into A / B pairs. As they listen to the Put students into groups of three. Each student in the
debate, the Student As answer questions 1, 3 and 4; the group focuses on listening out for the phrases in a
Student Bs answer questions 2, 3 and 4. After listening, different section of the Phrasebook and ticking any they
they exchange the information about Jack and Alba’s hear. They then exchange answers before the class check.
arguments and compare their answers for questions 3
and 4. Exercise 4 page 115
• Play the audio for students to answer the questions. • Students complete the task in pairs. Remind them that
they should also use appropriate body language to show
that they are paying attention and listening actively.
KEY • Ask a few pairs to present an example to the class.
1 The money could be better spent on helping people
in this country; it makes other countries dependent on Extra support
aid; there’s no guarantee that the aid money will get to Elicit to the board a possible mini-dialogue for the first
the people who really need it; a lot of countries we give point, e.g. ‘We really must stop using planes for domestic
aid to don’t need it because their economies are doing travel. This is something I feel strongly about.’ ‘Right, I see.
well. What makes you feel that way? ’ Ask students to practise
2 We have a responsibility to help people in developing the dialogue a few times in pairs. Circulate and monitor,
countries less fortunate than us; aid helps save lives and checking that they are using appropriate body language
helps people to improve their standard of living; aid and tone of voice. Students then make up dialogues for
encourages development; there’s a risk to stability of the other two points in pairs.
some countries if we cut off the aid they depend on; aid
works.
3 They mostly disagree, but they are respectful of each
other’s views and acknowledge different perspectives.
(They do, however, agree that money shouldn’t be
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Extra challenge 8.9 Writing
Students extend each of their mini-dialogues by
Lesson summary
responding to the follow-up question.
Speaking: Discussing food security
Reading: A discursive essay about food security
Exercise 5 page 115
Strategy: Using nominalisation
• Working in pairs, students read through both issues and
decide which one to debate. More confident students Writing: A discursive essay about future-proofing the world
may wish to choose their own issue for debate instead.
• Circulate and monitor as students note down their SHORTCUT To do the lesson in 30 minutes, keep the
arguments for and against their chosen issue, helping warm-up brief and set exercises 8 and 9 for homework.
with vocabulary and ideas where required.
• Elicit some possible arguments in favour of and against WARMUP
each issue from the class.
Write on the board: … is the most important global
KEY (SUGGESTED ANSWERS) challenge of the 21st century.
1 Space programme: For: further scientific discoveries, • Ask students to complete the statement with their
developments in technology; possible future own idea.
colonisation • Working in groups, students share their ideas and justify
Against: wastes energy and resources; costs billions their choice / opinion. Encourage use of the strategy
which could be spent improving life on Earth and and Phrasebook phrases from Lesson 8.8.
protecting the planet from damage
2 Cashless society: For: people are already using less
• Elicit some different ideas from the class.
cash; alternative ways of paying are easier / more
convenient for businesses and customers Exercise 1 page 116
Against: some older people prefer cash; not everyone • Elicit or explain what a discursive essay is (an essay that
has access to the right technology; there are still some discusses a problem or recent issue).
situations where cash is often necessary (e.g. making • Ask students to read the essay task. Elicit what is meant by
donations to charities, tipping service staff, buying the term food security (the state of having reliable access
things at markets or from vending machines) to enough healthy food that you can afford).
• Students discuss questions 2 and 3 in pairs.
Exercise 6 page 115
• Ask students to raise their hand if they agree with the
• Students complete the task in pairs. essay task statement. Elicit reasons why. Do the same with
Exercise 7 Reflect page 115 those who disagree.
• Working in pairs, students reflect on their performance • Ask a few students which of the points in question 3 they
and share how well they think they achieved the task. think would improve food security most and why.
• Ask a few students to share their reflections with the class. Exercise 2 page 116
Extra activity • Students read the essay and answer the questions.
Students repeat exercises 5–7 with the debate issue they • Check answers as a class.
haven’t already used. Encourage them to think of two KEY
things they are going to try to improve on this time. He/She agrees that global food security will be a major
challenge. He/She mentions changes to food production
Exercise 8 Think & share page 115 methods.
• Working in pairs or groups, students discuss the questions. Exercise 3 page 116
• Ask some students to share some ideas with the class. • Students read the guidelines and complete the task.
Lesson outcome • Check answers as a class.
• If you are using the Classroom Presentation Tool, first KEY
do the Lesson Closer Activity to review what has been 1 Paragraph A 2 4 Paragraphs B and C 5 Paragraph D
Exercise 4 page 116
do now? and elicit answers: I can use a range of phrases to • Go through the Writing strategy together.
engage with others’ ideas in a debate. • Students look at the essay again and compete the task.
• When checking answers as a class, draw students’
Further practice attention to the dependent prepositions following the
Workbook page 91
nouns.
Online practice KEY
Paragraph A: a major challenge, a serious threat to …, a
necessity, the continuation of …
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Paragraph B: the cultivation of …, the production of …,
their protection from …
8.10 Review
Paragraph C: an increase in …, the growing of …, the Note!
development of …, their resistance to … Remind students that when completing the review tasks,
Paragraph D: a major challenge, The development of … they should only be using the key grammar and vocabulary
Exercise 5 page 116 from the unit, even if other correct answers are also possible.
• Students rewrite the sentences.
• Check answers as a class. Grammar
2 The co-ordination 3 Their agreement 4 The use
KEY
Exercise 6 page 116 1 A 2 B 3 B 4 C 5 A 6 B
• Students read the task, decide on their position and make
a list of arguments and supporting examples.
Exercise 2 page 117
KEY
Exercise 7 page 116 1 Given 2 Walking 3 Founded 4 Having been
• Students plan their essay. Advise them to follow the 5 leaving
structure of the model essay in exercise 2 and choose
two main arguments, supported by two or three Vocabulary
examples each.
Exercise 3 page 117
Exercise 8 page 116
KEY
• Students complete the writing task. 1 homeless, refuge 2 elderly, independence 3 service,
Exercise 9 Check your work page 116 tuition 4 isolation 5 issues, contribution 6 initiative,
assistance Not needed: charity shop, funds
• Students go through the checklist before submitting
their work. Exercise 4 page 117
AfL Teaching tip: success criteria KEY

Create occasions for students to showcase their work 1 aid agencies, relief effort 2 assess, preserve
3 co-ordinate, infrastructure 4 threatens, eradicate
Providing students with the opportunity to
5 distribute, suffering 6 process, survivors
share their work promotes a sense of pride and
accomplishment.
Cumulative review
Engage students in selecting a piece of written work they
have done during the course to be shared with their peers. Exercise 5 page 117
Invite them to reflect on what they learned from doing
KEY
the task and why they have chosen this piece. Give them
1 C 2 B 3 C 4 A 5 B 6 A 7 C 8 B
the option to rewrite it to make improvements and make
it look neat and attractive. The selected pieces could then
either be displayed in the classroom or uploaded to a Think & share
shared space, e.g. a class blog. Encourage students to read Exercise 6 page 117
each other’s work and provide some positive feedback.
See the notes on Assessment for Learning on page 11. KEY
Lesson outcome Note!

• If you are using the Classroom Presentation Tool, first Once students have completed the Review page in the
do the Lesson Closer Activity to review what has been Student’s Book, they should complete the Review section
covered in this lesson. in the Workbook and the Reflect questions.
do now? and elicit answers: I can write a well-structured
discursive essay using nominalisation.
Further practice
Workbook page 92
Online practice
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• Students read through the first question and answer
options and answer the question.
Student-generated reviews
Asking students to choose areas for review and
create tasks causes them to spend time carefully KEY
considering the target language and evaluating their B Marco has written a book. He has written more than one
understanding. book.
C Marco moved to Europe. He moved to Europe when he
Ask students to look through the course contents map
was ten.
on pages 2 and 3 and select the unit whose grammar
and vocabulary they feel they would most benefit from Exercise 2  8.10 page 118
reviewing. Allow them time to look back at the target
language in that unit and write two review tasks, one
focusing on grammar and the other vocabulary, with • Check answers as a class.
answers on the back. They then swap their review tasks KEY
with another student who has chosen the same unit, 1 B 2 C 3 A 4 B 5 B
complete the review in their notebook and check their
answers. To extend the activity, students could then swap Transcript
reviews with students who have created tasks about other See Teacher’s Guide, page 211.
units.
Extra challenge
When checking answers, elicit why the other answer
options are incorrect, e.g. 1A is incorrect as Marco speaks
Further practice
only English fluently. 1C is incorrect as he was born in Europe.
Workbook page 93
Progress test
Use of English
7–8 Exam skills Exercise 3 page 118
Lesson summary • Go through the Use of English exam strategy together.

Exam strategies: Listening: identifying pieces of • Students complete the task.
information in answer options in a multiple-choice • Elicit the correct missing word (sold). Elicit what helped
task; Use of English: predicting missing words in a students work out the answer, e.g. the word needed to be
multiple-choice cloze task; Reading: identifying similar grammatical / a past simple verb; use of the words sales,
words and ideas in a heading-matching task; Speaking: sum, dollars in the same sentence; the preposition for after
using language suitable for spoken interaction; Writing: the gap, etc.
supporting positive and negative ideas with examples
and reasons
Exercise 4 page 118
Listening: An interview with an artist and author

Reading: An article about Vincent Van Gogh
Speaking: Discussing ideas for an art trip KEY
Writing: A review of an art gallery or museum 1 B 2 D 3 A 4 B 5 C 6 A 7 C 8 D
9 B 10 A
WARMUP Put students into A / B pairs. Ask them to sit or Extra activity
stand face to face, with the Student As facing the board • Write on the board:
and the Student Bs with their backs to the board. Do you agree famous masterpieces shouldn’t be sold to
• Write an item of vocabulary from Lesson 7.1 or 7.4 on private buyers? Why? / Why not?
the board, e.g. masterpiece. For what reasons might an artist destroy their own work?
• The Student As need to explain the word or phrase to Do you agree ‘the urge to destroy is also a creative urge’?
their partner as quickly as possible, e.g. This is a work of • Students discuss the questions in pairs.
art that is made with great skill. • Elicit opinions and ideas from the class.
• The first Student B to shout out the correct answer gets
a point for their pair.
• Continue in the same way with other vocabulary,
swapping the Student As and Student Bs round after
every few items.
• The winning pair has the most points at the end.
Listening
Exercise 1 page 118
Unit 8 155
09_LV_3853_UI_TG_U8.indd 155 31/10/22 3:26 PM

Extra challenge Extra support
• Elicit common types of words which are gapped Refer students back to the following sections of the
in multiple-choice cloze tasks, e.g. verb forms, Student’s Book to find examples: discourse markers
prepositions, relative pronouns, conjunctions, parts of (Lesson 4.3), phrasal verbs (Lesson 1.3), colloquial
fixed phrases, words with near synonyms. expressions (the Real English exercises in the first lesson of
• Ask students to look back at previous texts and select a each unit).
short paragraph or part of a paragraph. They then copy
it out into their notebook, but gap four words and write Exercise 8 page 119
four possible options for each. • Working in pairs, students complete the task. Encourage
• Students swap tasks with a partner, choose the correct use of the Phrasebook phrases from Lesson 7.8.
answer options, then swap back to check. • Ask students to raise their hand if they managed to agree
on an idea. Choose a few to tell the class about their
Reading decision.
Exercise 5 page 119 Writing

• Go through the Reading exam strategy together.
Exercise 9 page 119
• Give students time to note down their ideas.
KEY • Ask some students to share their ideas with the class.
The heading is G. The words recognition and unrecognised
appear. Exercise 10 page 119
Exercise 6 page 119

• Students complete the writing task. Encourage them
to include some of the Phrasebook language from
Extra support Lesson 5.9.
Tell students which are the extra headings, i.e. A, C and F. Note!
Suggest they cross these options out to make it easier to
You may choose to set a word count and/or time limit for
focus on the headings which are needed.
the writing task, in line with the requirements of the exam
• Students read the article and complete the matching task. your students will be taking.
KEY
Lesson outcome
2 B 3 I 4 D 5 E 6 J 7 H • If you are using the Classroom Presentation Tool, first
B artist D Artistic / artists, Van Gogh H experience do the Lesson Closer Activity to review what has been
Speaking • Ask students: What have you learned today? What can
you do now? and elicit answers: I can identify information
Exercise 7 page 119 in answer options in a multiple-choice listening task. I can
• Go through the Speaking exam strategy together. Elicit predict missing words in a multiple-choice cloze task. I can
or remind students what a discourse marker is (a word identify similar words and ideas in a heading-matching
or phrase that organises spoken language into different task. I can use language suitable for spoken interaction in a
parts). Ensure students understand and can correctly discussion task. I can support positive and negative ideas with
pronounce colloquial /kəˈləʊkwiəl/ (informal and more examples and reasons.
suitable for use in speech than in writing). Further practice
• Students add phrases to each category. Workbook pages 94–95
Discourse markers: And similarly, for example, As we were
saying, Another thing is, The bigger picture is, well, in fact
Phrasal verbs: calm down, catch up on, come across, drop
out, fall out with, figure out, go on, go through, live up to,
make up with, pick up
Colloquial expressions: It does nothing for me, a no-
brainer, It’s doing my head in, I was blown away, couch
potato, over the top, I don’t get it
156 Unit 8
09_LV_3853_UI_TG_U8.indd 156 31/10/22 3:26 PM

Vocabulary Booster
Vocabulary booster 1 objective Extra support

Vocabulary: To review, practise and extend the Ask students to focus at the end of 1–8 and the beginning
vocabulary to talk about skills and natural talents of A–H to find the phrases that have been split in two.
Do the first one together as a class as a model (1C was
Exercise 1 Get started  1.15 page 120 determined to / succeed).
• Put students in pairs to discuss the questions.
• Play the audio for them to check their answers. Extra activity
KEY Working in pairs, students look at each completed
Positive qualities: be determined to succeed, be easy- sentence and decide who may have said it to whom, and
going, be open-minded, be self-confident, cope well with what the situation was. Elicit some of their suggestions in
stress, have good people skills class, and invite the other students to agree or disagree,
Negative qualities: be selfish, feel awkward in social and say why.
situations, get upset easily, tend to complain a lot
Making negative qualities sound positive: not be selfish Exercise 5 page 120
/ be unselfish, not feel awkward in social situations / feel • Ask: What do you think is the best age to learn new skills?
comfortable in social situations, not get upset easily / Why? Elicit some ideas from a few students.
hardly ever get upset, not be self-confident, not tend to
complain a lot / hardly ever complain
• Ask students to read the text without completing the
gaps first to get a general sense. Then ask them to do
Exercise 2 page 120 the task.
• Ask students to check each other’s work in pairs before • Check answers as a class.
you check answers as a class. • Ask: Did any of the ideas in the text surprise you? Is there
anything you disagree with? Why?
KEY
1 cope well with stress KEY
2 are selfish 1 adolescence 2 teens 3 adulthood 4 middle
3 gets upset easily 5 age 6 retirement 7 older 8 generation
4 is determined to succeed 9 wise / wiser 10 mature
5 has good people skills
6 easy-going Exercise 6 Extend  1.16 page 120
Phrases not used: be open minded, be self-confident, lack • When students have matched the phrases and definitions,
confidence, tend to complain a lot ask them to compare answers in pairs before you check as
a class.
Extra support KEY
Before filling in the gaps, ask students to decide together 1 capitalise on something
in pairs which of the sentences has a negative meaning, 2 push your boundaries
and which a positive one. 3 think outside the box
4 be a natural
5 have strict self-control
Extra activity
6 build rapport
Ask students to write sentences with the four unused
phrases. Exercise 7 page 120
• Do the title together as a class – both as a model and to
Exercise 3 page 120 clarify the context.
• Working in pairs, students compare their descriptions. • Ask students to complete the task, then check as a class.
• Ask a few students to share something they found out KEY
about their partner with the class. 1 capitalise on your abilities
2 capitalise on your strengths
Exercise 4 Practise page 120
3 building rapport
• After students have matched the sentences, ask them to 4 have strict self-control
compare their answers in pairs before you check as a class. 5 thinking outside the box
KEY 6 Push your boundaries
1 C 2 G 3 E 4 B 5 H 6 F 7 A 8 D
Exercise 8 page 120
• Ask students to discuss the question in pairs.
• Ask for a show of hands for each tip to find out who
considers them the most important, and elicit their reasons.
Vocabulary Booster 157
10_LV_3853_UI_TG_Voc_Bst.indd 157 31/10/22 3:26 PM

Ask students to test each other on the vocabulary from

• Ask students to read the texts without filling in any gaps
first, to get a general sense.
Vocabulary booster 1. They take turns to give a definition
or the description of a situation in their own words for • Ask students to check each other’s work in pairs before
their partner to guess the correct phrase. you check as a class.
KEY
Further practice 1 thrive on stress
Workbook page 104 2 being on the go
3 chill out
Vocabulary booster 2 objective 4 being mindful
Vocabulary: To review, practise and extend the 5 build self-confidence
vocabulary to talk about feelings 6 get on top of me
7 develop a positive mindset
Exercise 1 Get started page 121
Extra support
Extra challenge Put students into A / B pairs. Student As complete only
Ask students to cover the options below each sentence the first text about the girl, and Student Bs the second
and explain the meaning of the word in bold in their own one about the boy. Then they read out their texts for their
words before checking and selecting the correct option. partner as a dictation.
• After students have completed the task, ask them to Exercise 6 Extend  0.00 page 121
compare their answers in pairs before checking as a class.
• When students have completed the sentences, play the
KEY audio for students to check their answers.
1 A 2 B 3 B 4 A 5 A 6 A 7 B 8 A
KEY
Exercise 2  2.15 page 121 1 resilient 2 vulnerable 3 competent 4 tactful
5 considerate 6 worthless 7 self-critical 8 proactive
• Ask students to briefly discuss their ideas in pairs before
you elicit suggestions in open class. Extra challenge
• Play the audio for students to check their answers. Ask students to decide which adjectives in exercise 6 are
KEY positive, negative or neutral.
Positive: charmed, amused, grateful, upbeat
Negative: anxious, alarmed, exasperated Exercise 7 page 121
Neutral: stunned
• Give students a minute to consider the question and think
Exercise 3 page 121 of their own answers.
• Read the task and the example. • Working in pairs, students compare their ideas.
• Give students two or three minutes to write their • For feedback, collect the three selected qualities from
questions. Encourage students to use wh- questions each pair, and tally the number of times each adjective
wherever they can, rather than yes/no questions. was chosen on the board. Elicit reasons for a few of the
• Pair up students to take turns to ask and answer questions. choices – especially any surprising ones.
• Elicit from a few volunteers something interesting or Further practice
surprising they found out about their partners. Workbook page 105
Exercise 4 Practise page 121 Vocabulary booster 3 objective

Vocabulary: To review, practise and extend the
Extra support vocabulary to talk about doing exercise
Before students do exercise 4, write the eight initial letters
of the missing adjectives on the board. Set a time limit
Exercise 1 Get started  3.12 page 122
for students to write as many adjectives with each letter
as they can think of. The person with the most correct • Ask students to read the text without filling any gaps first
answers wins. This game should help elicit the adjectives to get a general sense.
that might possibly be used to complete the sentences.
Extra support
• After students have completed the questions, ask them to Before completing the gaps, ask students to study the
compare answers in pairs before you check as a class. gapped phrases and decide together in pairs if the
missing word is a verb, noun or adjective.
KEY
1 puzzled 2 astonished 3 miserable 4 furious • When students have completed the task, play the audio
5 offended 6 resentful 7 irritated 8 frustrated for them to check their answers.
158 Vocabulary Booster

KEY KEY
1 get 2 stamina 3 strength 4 individual 5 team 1 pursue your dreams
6 hate 7 take on 8 focus on 2 know something like the back of your hand
3 devote time to something
Exercise 2 page 122 4 have mutual respect
• Give students two or three minutes to write their 5 do yourself proud
questions. 6 leave your comfort zone
• Working in pairs, students take turns to ask and answer
their questions. Exercise 6 page 122
• Ask a few students to share with the class something they • Remind students that they might need to change the
found out about their partners. form of the phrase to fit the sentences grammatically.
Extra challenge KEY
More confident students could write questions for all 1 devote time
eight phrases. 2 mutual respect
3 pursuing his dream
Exercise 3 Practise page 122 4 done yourself proud
• To clarify the task, do the first item together as a class. 5 leave my comfort zone
Point out that all underlined phrases are incorrect and 6 know her like the back of my hand
must be replaced with a phrase from another sentence.
The form doesn’t need to change.
Extra activity
Ask students to choose five or six phrases from Vocabulary
• Suggest that students keep track of which phrases they
booster 3 and write sentences about themselves. Ask
have already used, as each one should only appear once.
them to make at least two sentences untrue. Then
• Ask students to compare their answer in pairs before you working in pairs, they take turns to read the sentences
check as a class. and try to guess which of their partner’s statements are
KEY true and which are false.
1 stretch your muscles
2 increase your heart rate Further practice
3 work up a sweat Workbook page 106
4 take up a lot of time
5 maintain your health Vocabulary booster 4 objective
6 fit in with your daily routine Vocabulary: To review, practise and extend the
7 have a positive impact vocabulary to talk about living spaces
8 make you aware
Extra activity Exercise 1 Get started  4.12 page 123
Put students in pairs to test each other on the phrases Extra challenge
from exercise 3. They take turns to give a definition or Before they match the photos, ask students to cover the
explanation of its meaning in their own words to elicit the words and describe the home in each photo in their own
phrase from their partner. words. Then they uncover the options and complete
the task.
Exercise 4 page 122
• When students have completed the task, ask them to • Play the audio for students to check the answers for the
compare answers in pairs before you check as a class. matching task.
KEY
KEY
1 demands 2 organisational skills 3 Teamwork 1 terraced house
4 collaboration 5 self-confidence 6 commitment 2 block of flats
7 leadership 3 cottage
4 skyscraper
Exercise 5 Extend  3.13 page 122 5 three-storey building
6 semi-detached house
Extra challenge
Before completing the definitions in exercise 5, ask Exercise 2 page 123
students to cover the box, and try to complete each • Working in pairs, students write a list of at least three pros
sentence with a phrase of their own that fits the meaning. and three cons for each type of building.
• Form new pairs, and ask students to compare their lists
• When students have completed the task, ask them to and discuss any differences they find.
compare answers in pairs before playing the audio for • Elicit some of their ideas as a class and invite comments
them to check their answers. from the other students.

• Give students a minute to decide on their answers, then • Put students in pairs or small groups to discuss their
put them in pairs to compare ideas. opinions.
• Ask a few students to share something interesting or • Elicit some ideas from the class.
surprising they heard about their partners.
Further practice
Exercise 4 Practise page 123 Workbook page 107
Extra support Vocabulary booster 5 objective

Before students begin exercise 4, elicit a definition, Vocabulary: To review, practise and extend the
explanation or example for each of the words in the box vocabulary to talk about technology
from volunteers.
Exercise 1 Get started  5.12 page 124
• When students have completed the dialogue, ask them to • Play the audio for students to check their answers.
KEY
KEY
Technology and computers: click on an icon, hardware,
1 spacious 2 affordable 3 open-plan
network, software, wireless mouse
4 well-equipped 5 facilities 6 storage
Energy and the environment: biodegradable, climate
7 energy-efficient 8 central heating
change, hydroelectric power, recycling waste, wind
Extra activity turbine
• Put students in pairs to choose one type of home from Exercise 2 page 124
exercise 1 and at least four of the words from exercise 4,
and write a shorter dialogue between someone looking Extra support
for a home and an estate agent. Students can then Before they fill in the gaps, ask students to decide
practise role-playing it. together in pairs what kind of phrases are missing in each
• Get a few volunteering pairs to perform their dialogue gap: nouns, verbs or adjectives?
to the class. Ask the rest of the class to make notes of
the key things the buyer is looking for. • When students have completed the sentences, ask them
to compare answers in pairs before you check as a class.
• When students have completed the task, ask them to 1 hydroelectric power
compare their answers in pairs before checking as a class. 2 wireless mouse
3 click on an icon
KEY 4 Climate change
1 D 2 E 3 A 4 F 5 C 6 B 5 biodegradable
6 software
Extra activity
Students choose three of the endings A–F and write their Extra activity
own sentence beginnings for them. In pairs, they read out Ask students to write sentences with the four unused
only their sentence beginnings for their partner to decide phrases.
which ending it matches.
Exercise 3 page 124
Exercise 6 Extend  4.13 page 123
• Working in pairs, students discuss the questions for a
• Play the audio for students to check their answers in the couple of minutes.
matching task.
• Put pairs together in groups of four to compare ideas.
KEY • Elicit some suggestions from various students, inviting
1 social housing 2 assumption 3 basic necessities feedback from the rest of the class.
4 stereotype 5 hardship 6 disadvantaged
Exercise 7 page 123
• When students have completed the task, check answers
• Before completing the text, ask students to read it as a class.
through first to get a general sense.
KEY
• When students have completed the task, ask them to 1 technophobe 2 Advances, technology 3 updates
4 artificial intelligence 5 gadgets 6 input
KEY 7 wearable technology 8 geek
1 disadvantaged 2 stereotyped 3 basic necessities
4 hardship 5 assumption 6 social housing Extra support
Students could work together in pairs to help each other
complete the sentences.

• When students have completed the task, check answers • Read the task. Elicit one suggestion from a volunteer to
as a class. help the class get started with ideas.
KEY • Put students into groups. Set a time limit. Monitor each
1 alternative energy group’s progress and provide help with language as
2 Global warming necessary.
3 consumption
4 deforestation Extra activity
5 natural resources Tell each group to select a ‘spy’ who can visit any of
6 landfill site the other groups for a minute and listen in on their
7 raw materials discussions, then return to their original group to
8 carbon footprint report back.
Extra challenge Further practice

When checking the answers in exercise 5, ask further Workbook page 108
questions to dig deeper into the subject, e.g. 1. Can you
give other examples of alternative energy? 2. Why is there Vocabulary booster 6 objective
more carbon dioxide in the air? 3. What increases our energy Vocabulary: To review, practise and extend the
consumption in the summer? 4. For what other reasons do vocabulary to talk about money
people cut down trees? 5. Can you think of other natural
resources? 6. What kinds of things can you recycle where you Exercise 1 Get started page 125
live? 7. What do you know about lithium? 8. In what other
ways can you reduce your carbon footprint? Extra challenge
Ask students to cover the options below each sentence
and explain the meaning of the word in bold in their own
Extra activity words before checking and selecting the correct option.
• Ask students to cut up a piece of paper to make eight
word cards, then write the eight phrases from the • When students have completed the task, ask them to
answers in exercise 5 on each card. compare answers in pairs before you check as a class.
• Working in pairs, students take turns to draw a card and KEY
make a sentence to illustrate the meaning of the phrase 1 B 2 A 3 A 4 A 5 B 6 A
on it for their partner to guess.
Exercise 6 Extend  5.13 page 124 • Remind students that they may need to change the form
• Students could use dictionaries or look up the words of the verb to fit the sentence grammatically.
online to check their meanings. • Play the audio for students to check their answers.
• Elicit translations for each word. Are they similar or KEY
different? 1 making a loss
• Check the answer to the last question. Then play the 2 run out of money
audio for students to practise pronunciation. 3 make sacrifices
4 take control of my finances
KEY
5 put money towards
Students’ own answers (for their languages)
You can describe a person as a conservationist. Exercise 3 page 125
Exercise 7 page 124 • Elicit or explain the phrase get into debt (the situation of
owing money, especially when you cannot pay).
• Ask students to read the whole text without completing
gaps first to get a general sense. • Set a time limit for students to discuss the questions in
pairs, then elicit ideas from the class.
• When students have completed the text, ask them to
compare answers in pairs before you check as a class. Exercise 4 Practise page 125
KEY • Ask students to read the whole text without completing
1 conservationist any gaps first to get a general sense.
2 climate change denial • When students have completed the text, ask them to
3 eco-anxiety compare answers in pairs before you check as a class.
4 ecology
KEY
5 carbon capture
1 everyday expenses 2 bus fares 3 tuition fees
6 carbon storage
4 gym membership 5 gaming 6 takeaways
7 wildfires
7 accessories 8 second-hand 9 charity donations
8 Monoculture
9 zero-emissions

Exercise 5 page 125 Exercise 1 Get started  7.12 page 126
Extra challenge Extra support

More confident students could cover A–F and complete Allow students to use a dictionary or search online to
each sentence with their own idea instead. Then, ask them check the meaning of the words.
to compare their answers to the available options.
• Working in pairs, students discuss and agree on the
• When students have completed the matching task, ask meaning of the phrases.
them to compare answers before you check as a class. • Play the audio for them to check their ideas.
KEY KEY
1 D 2 F 3 E 4 A 5 C 6 B You can’t touch a metaphor.
Exercise 6 Extend  6.13 page 125 Transcript
• Ask students to cover the definitions, and in pairs or small Clay is a type of heavy, sticky earth that becomes hard when
groups to brainstorm ideas what each word or phrase it is baked. It is used to make things such as pots and bricks.
might mean. Drawings are pictures made using a pencil or pen rather
• Then ask students to complete the matching task. than paint.
• Play the audio for them to check their ideas. A frame is a strong border or structure of wood, metal, etc.
that holds a picture in position.
KEY A metaphor is a word or phrase used to describe somebody
1 pay your way 2 tighten your belt 3 contactless or something else, in a way that is different from its normal
4 cost-cutting 5 overdrawn 6 impulse buy use, in order to show that the two things have the same
qualities and to make the description more powerful.
Exercise 7 page 125
Oil paintings are pictures painted in oil paint.
• Give students three or four minutes to write their A portrait is a painting, drawing or photograph of a person,
questions. especially of the head and shoulders. You can also have
• Get the class to stand up and mingle. With each question, portraits of animals like pets.
students should ask a different person and make a note of Pottery describes pots, dishes, etc. made with clay that are
their answer. baked in an oven, especially when they are made by hand.
• Ask a few students to report back on what they found out A sculpture is a work of art that is a solid figure or object
about others. made by carving or shaping wood, stone, clay, metal, etc.
Extra support Exercise 2 page 126

Allow students to work together in pairs to write the • When students have completed the sentences, ask them
six questions, then work individually during the mingle to compare answers in pairs before you check as a class.
stage. Remind them that pairs working together on the KEY
questions are not allowed to interview each other! 1 oil paintings 2 clay 3 portrait 4 frame
5 sculpture 6 drawings 7 pottery 8 metaphor
• To practise some of the key phrases from Vocabulary • Give students a minute or so to think about a famous
booster 6, prepare (or get students to prepare) 14 pairs work of art their partner should be able to guess – but not
of pelmanism cards. On one card in each pair write the too easily.
verb from the expressions in exercises 1, 5 (all items)
and 6 (pay your way and tighten your belt), on the other,
• Each person is allowed ten questions to guess the work.
Starting from 10 points, they must deduct a point for each
the rest of the phrase.
question used. The student with more points left wins.
• Students play in pairs. They shuffle, then arrange their
cards on the desk face down. They take turns to turn
• If time allows, ask students to repeat the activity with a
different partner.
up a card, then another. If the two cards are a matching
pair, students must make a sentence with the phrase • Check who in the class had the highest overall point score.
shown – if they can, they keep the cards and turn up
another two cards. If the cards don’t match or they can’t
make a sentence, it’s the other player’s turn to continue. • When students have completed the sentences, ask them
The student with the most pairs collected wins. to compare answers in pairs before you check as a class.
KEY
Further practice 1 masterpiece
Workbook page 109 2 remarkable piece of work
3 art critics
Vocabulary booster 7 objective 4 give, outstanding performance
Vocabulary: To review, practise and extend the 5 gorgeous colours
vocabulary to talk about different art forms 6 on display
7 stunning artworks
8 view, exhibits

Exercise 5 page 126
Vocabulary booster 8 objective
• Ask students to read the text without completing any Vocabulary: To review, practise and extend the
gaps first to get a general sense.
vocabulary to talk about volunteering in the community
Extra support
Before students begin filling in the gaps, ask them to Exercise 1 Get started  8.11 page 127
work in pairs to study the phrases and decide what kind • Ask students to check the meaning of the words in pairs.
of words they might follow or might be followed by. This • Play the audio for them to check their ideas.
should help students work out which gaps they fit.
KEY
• Check answers as a class. disaster relief = help during a catastrophic event; collapse
and struggle are also verbs.
KEY
1 inspired by 2 convey a sense of 3 a new dimension Transcript
4 passionate about 5 captures 6 attention to Collapse means a sudden failure of something, such as an
institution, a business or a course of action.
Disaster relief is food, money, medicine, etc. that is given to help
people in places where there has been a natural disaster.
Extra challenge
Famine is a lack of food during a long period of time in a
Ask students to cover the definitions and try to explain region.
each word in their own words, then do the matching task. Good causes are organisations or ideas that people support
• Play the audio for students to check if they have matched or fight for because they are helping other people.
the definitions correctly. Loss is the state of no longer having something or as much
of something that was available before.
KEY Obstacles are situations or events that makes it difficult for
1 surrealism 2 performance art 3 watercolour something to be done or achieved.
4 landscape 5 canvas 6 line drawing 7 spray paint Poverty is the state of being poor.
A struggle is a hard fight in which people try to obtain or
Exercise 7 page 126
achieve something, especially something that somebody
• Working in groups, students discuss the questions. else does not want them to have.
Encourage them to make notes of their answers.
• Monitor the groups’ progress, and make sure they don’t Exercise 2 page 127
get stuck on any question but cover them all. • When students have completed the sentences, ask them
• When all the questions have been discussed, form new to compare answers in pairs before you check as a class.
groups so that each member comes from a different KEY
previous group, and ask them to report back to each other 1 good causes 2 poverty 3 collapse 4 loss
and discuss the answers. 5 famine 6 obstacles
• For feedback, elicit some ideas from various students,
inviting comments from the students. Extra challenge
KEY (SUGGESTED ANSWERS) Ask students to write their own definitions for the nouns
1 You usually see views of the land with trees, hills, in exercise 1.
mountains, etc.
2 You often see line drawings in cartoons and sketches. Exercise 3 page 127
3 Artists often painted on wood. • Students work in pairs. Give them five minutes or so to
4 They were a part of surrealism. discuss the questions.
5 It’s faster than using a paintbrush. • Monitor their progress and help with any unfamiliar
6 There is no final physical artwork you can take away language as necessary.
with you.
7 Because you can easily paint over oil paints, but not on
• Elicit some ideas from various students, inviting
comments from the other students.
watercolour.
Extra activity 1 war, drought, floods, etc.
Students test each other by playing a guessing game. Ask 2 loss of crops, failure to plan for the future, etc.
students to think of a word from Vocabulary booster 7, and 3 not having enough trucks or planes, destroyed roads, etc.
some clues that could help their partner to guess it. They
should begin by giving its first letter, then give one more clue Exercise 4 Practise page 127
if their partner can’t guess, e.g. ‘It’s a word with W. You can paint • To check every student’s answer at the same time, for each
with it. It’s a type of paint. You need water to be able to use it.’ question, ask students to write the correct letter on a piece
‘Watercolour!’ You may need to demonstrate the activity with of paper and hold it up for you to see. If students have small,
a stronger student to make the task clear. erasable whiteboards, these might also be used.
KEY
Further practice 1 B 2 A 3 C 4 C 5 A 6 B 7 B 8 A
Workbook page 110

Extra support
Allow students to work in pairs to complete the multiple-
choice task together.
Exercise 5 page 127

• To clarify the task, do the first item together as a class.
Point out that all underlined words are incorrect and must
be replaced with a word from another sentence. The form
doesn’t need to change.
• Suggest that students keep track of which phrases they
have already used, as each one should only appear once.
• Ask students to compare their answer in pairs before you
check as a class.
KEY
1 aid agencies 2 Extreme weather 3 infrastructure
4 priority 5 refugees 6 relief effort 7 suffering
8 survivors

• Allow students to discuss their ideas and complete the
definitions together in pairs.
• Play the audio for them to check their answers.
KEY
1 Inequality 2 Persecution 3 aftermath 4 economic
migrant 5 Starvation 6 asylum seeker
Exercise 7 page 127

• Working in groups, students discuss the questions and
choose the answers.
• Monitor their progress, helping with any difficult language
as necessary.
KEY
1 A 2 A 3 B 4 A 5 B 6 B
Extra challenge
Ask students to work in pairs to try to explain the meaning
of the unused answer in questions 1–6.
Extra activity
• Ask students to choose twelve words from Vocabulary
booster 8 and write each word on a card.
• Form pairs.
• Ask the two students in each pair to swap their cards
with those of another pair. They will be using these to
play a guessing game.
• To play, students take turns to draw a card from
the pack they were given, then give a definition,
explanation or example (without using the word) for
their partner to guess. If they find a word too difficult to
guess, they can pass and move on to the next one.
• Set a time limit. The winning pair is the one that have
managed to guess the most words correctly within the
time limit.
Further practice
Workbook page 111

Grammar Booster
Grammar booster 0.1 objective Grammar booster 0.3 objective

Grammar: To consolidate grammar rules for the present Grammar: To consolidate grammar rules for the future
tenses tenses
• Ask students to read the grammar notes to check the • Ask students to read the grammar notes to check the
rules. rules.
KEY KEY
1 I don’t like to visit the dentist. 1 ’m meeting 2 ’re going 3 begins 4 is going to be
2 Hasan’s basketball practice ends at 16.00 every day. 5 will be 6 will have
3 I am listening to my favourite song right now.
4 There is a new restaurant on the corner. Exercise 2 page 130
5 She is busy. KEY
1 is travelling / travels 2 is going to be 3 are going to
Exercise 2 page 128
stay 4 plans / is planning 5 ’ll have
KEY
1 studies 2 ’m/am 3 isn’t going 4 has Exercise 3 page 130
5 don’t talk 6 ’re/are playing 7 ’s/is singing 8 run KEY
1 At 8.30, Liam is meeting / will be meeting with Ana.
Exercise 3 page 128
2 First, Liam is going to get feedback on the new design
KEY of the website.
1 ’m/am thinking 2 ’s/is 3 is growing 4 enjoy 3 Then Liam and Ana are going to decide on the url for
5 ’m/am not 6 ’m/am trying 7 practise 8 compete the site.
9 scores 10 skates 11 tries 12 wears 4 After making a decision, they’re going to determine the
13 ’re/are skating 14 are deadline for the launch of the website.
5 Then Liam is going to remind Ana of his holiday.
Further practice
6 After that, Liam is going to propose hiring more project
Workbook page 4
workers.
Grammar booster 0.2 objective 7 At 9.30, the meeting will / is going to be wrapping up.
Grammar: To consolidate grammar rules for the past Further practice
tenses Workbook page 6
• Ask students to read the grammar notes to check the Grammar booster 0.4 objective
rules. Grammar: To consolidate grammar rules for relative
clauses
Exercise 1 page 129
KEY • Ask students to read the grammar notes to check the

1 been 2 were 3 have 4 were 5 was 6 had rules.
7 have
Exercise 1 page 131
KEY 1 C 2 A 3 E 4 D 5 B 6 F
1 have planted 2 thought 3 have provided
4 has shown 5 reported Exercise 2 page 131
KEY
Exercise 3 page 129 1 The city that/which I love best is Prague.
KEY 2 The people who recommended the hotel were very
1 loved 2 wasn’t 3 have added 4 have made nice.
5 didn’t wear 6 has changed 7 had been 3 The tour guide whose first language was Spanish spoke
8 have been cycling four other languages.
4 My first trip there, which was in 2017, was spectacular.
Further practice 5 The main reason why I recommend Prague is because
Workbook page 5 of the architecture.
6 You can find buildings, which have survived for
centuries, alongside more modern designs.
Grammar Booster 165
11_LV_3853_UI_TG_Gram_Bst.indd 165 31/10/22 3:26 PM

Exercise 3 page 131
Extra challenge
KEY Ask students to write past perfect questions about
1 My flight, which was supposed to leave hours ago, each sentence in exercise 2, e.g. How long had you been
has been delayed again. / My flight, which has been interested in ice skating?
delayed, was supposed to leave hours ago.
2 My teacher, who is from Ankara, is taking a group of
students to Turkey. / My teacher, who is taking a group
Exercise 3 page 132
of students to Turkey, is from Ankara. • Ask students to read the whole text without completing
3 Last year, she took students to Romania, where they any gaps first to get a general sense.
toured the countryside. • Allow them to compare answers in pairs before you check
4 I met some very nice people who / that / – I still keep in as a class.
contact with. KEY
5 I hope to meet up with her in June, when we are both 1 had been watching 2 ’d taken 3 ’d been enjoying
visiting Barcelona. 4 ’d quit 5 ’d been 6 hadn’t expected
6 I learned how to surf off the coast of Portugal, which
was an amazing experience. Further practice
Workbook page 9
Further practice
Workbook page 7 Grammar booster 1.5 objective
Grammar: To consolidate grammar rules for used to,
Grammar booster 1.2 objective would, be / get used to
Grammar: To consolidate grammar rules for the past
perfect simple and past perfect continuous • Ask students to read the grammar notes to check the
rules.
• Ask students to read the grammar notes to check the
rules. Exercise 1 page 133

1 I used to love to draw.
• Ask students to compare answers in pairs before you
2 both correct
check as a class.
3 both correct
KEY 4 My mum lived in India for eight years.
1 bought 2 hadn’t been performing 3 had known 5 From a young age, I was used to working hard.
4 had been cleaning 5 had been waiting 6 worked 6 Did you use to walk to school?
7 hadn’t been sleeping 8 had left 9 hadn’t been 7 I was used to three-week holidays.
standing 8 We are getting used to living in a different country.
9 My brother didn’t use to have a driver’s licence.
Extra support 10 We would go swimming every summer at the lake by
When checking answers, elicit why the past perfect my house.
simple or continuous form is used, e.g. 1 = to talk about a
completed event before another event in the past, 2 = to Extra activity
talk about a situation that continued for a period of time • In each correct sentence, ask students to replace the
before another event in the past. part of the sentence that follows used to / would with
an ending that is true for them. (Also ask them to
Exercise 2 page 132 replace the question in 6 with a statement.)
• When students have completed the task, tell them that • As a more challenging variant, they could make some
four sentences are correct, five incorrect. Allow students of the sentences untrue, then get their partner to try to
to re-check, and if necessary, to amend their answers. guess which are false and which true.
KEY
1  Exercise 2 page 133
2 By the time Aziz applied for university, he’d been • Ask students to read the whole text without completing
studying German for ten years. any gaps first to get a general sense.
3 Sara had never attempted to skateboard before this KEY
afternoon. 1 was used to 2 would / used to 3 would
4 Since he was very young, my father had wanted to live 4 didn’t use to 5 get used to 6 used to
in another country.
5  Exercise 3 page 133
6  • Read the instructions and the example to check that the
7 Daniel had left his laptop at home and had to go back task is clear to students.
to get it. • Ask them to compare answers in pairs before you check
8  them as a class.
9 Ali had been working as a stage manager for a couple
of years since graduating from university.
166 Grammar Booster

Hugo used to enjoy roller skating. Workbook page 19
Hugo used to like to go to the park.
Hugo didn’t use to like scary stories. Grammar booster 2.5 objective
Hugo didn’t use to like bananas. Grammar: To consolidate grammar rules for past
Hugo didn’t use to like violin lessons. modal verbs
Hugo would always wake up early. / Hugo always used to
wake up early. • Ask students to read the grammar notes to check the
Hugo would always read at night. / Hugo always used to rules.
read at night.
Exercise 1 page 135
Extra activity • When checking the answers, elicit who might say each
Ask students to make a similar list to Hugo’s about their sentence and in what situation.
own childhood likes, dislikes and habits on a piece of KEY
paper. Collect the lists from students and hand them out 1 A 2 A 3 B 4 A 5 A 6 B 7 B
to another student to write them out as sentences.
Extra challenge
Further practice Elicit what situation or statement the unused sentence in
Workbook page 12 1–5 would have been appropriate response to.
Grammar booster 2.2 objective
Exercise 2 page 135
Grammar: To consolidate grammar rules for modal verbs
• Ask students to read the grammar notes to check the check as a class.
rules. KEY
Exercise 1 page 134 1 You shouldn’t have called while you were driving.
2 The driver might not have seen you. / You might not
KEY have seen the driver.
1 A 2 B 3 A 4 A 5 B 3 You were supposed to have been ready at six o’clock.
4 They couldn’t have forgotten about you.
Extra challenge 5 You didn’t need to call me tonight.
Students write a sentence that has a similar meaning for 6 We can’t have got lost again.
each unused option in exercise 1.
Extra support
Exercise 2 page 134 Before students start ordering the words, elicit which
• Ask students to compare answers in pairs before you word(s) in each sentence might be its subject (a personal
check as a class. subject pronoun in all items except 2, where it’s either a
pronoun or the driver). Remind students that in English,
KEY affirmative sentences normally begin with the subject.
1 might 2 can 3 will be able to 4 can’t 5 should
Extra support Exercise 3 page 135
When checking answers, elicit the function of each modal • Do the first one together as a class to model the activity.
selected. • Check answers as a class.
KEY
Exercise 3 page 134 1 should have told 2 needn’t have worried
• Before students do the error correction task, ask them to 3 might not have had 4 were supposed to have been
read the email first to get a general sense. 5 may have read 6 can’t have meant
KEY Extra activity
1 I think you should talk to her about her behaviour.
Put students in pairs. Ask them to take turns to read A’s
2 You needn’t spend your first month being so frustrated.
lines for their partner to give their own response, using
3 Then, once she’s talked, she may / might be more open
a modal verb. Monitor for the correct use of modals, and
to listening to you.
review any recurring errors with the class.
4 Most people can take criticism better once they feel
they’ve been heard.
5 You don’t have to follow this advice, but you may /
Further practice
Workbook page 22
might find it helps.
Extra activity
Grammar: To consolidate grammar rules for advanced
Students write a reply from Amal to Rosie. Ask them to
and qualifying comparatives
include at least five modal verbs.
Grammar Booster 167

Extra support
rules.
When checking answers, elicit why the selected article is
Exercise 1 page 136 the correct option. Ask students to find the relevant point
• Tell students that there may be more than one correct in the rules.
answer in some cases.
1 as 2 more 3 less 4 not, as 5 easier KEY

6 more / better / easier 1 a little, some 2 a few, all 3 a little, a 4 Both; a few
Exercise 2 page 136 Extra support
KEY Before students fill in the gaps, elicit whether the word
1 B 2 A 3 A 4 B 5 B after the gap is an uncountable, or a singular or plural
countable noun (e.g. snack, energy = uncountable).
Extra challenge
For each sentence, elicit another sentence that would Exercise 3 page 137
have a similar meaning if the incorrect answer was used in
• Tell students that in a number of sentences more than
place of the bold word.
one answer may be correct. Sometimes it makes the
meaning slightly different, but still fits the context.
Extra activity KEY
• Students write five comparatives using the words in 1 a 2 any / some 3 some / many 4 all / many / most
bold that are true about them or their friends and family. 5 the 6 none of 7 Many / Some / All / Most 8 a few
• For a more challenging variant, ask them to make some
of the statements untrue for their partner to guess Extra activity
which are true and which are false. Ask students to practise role-playing the dialogue in pairs.
Encourage them to memorise it and do it from memory
rather than reading it out.
Exercise 3 page 136
• When students have completed both parts of the task, ask Further practice
them to compare answers in pairs before you check as a Workbook page 34
class.
KEY Grammar booster 4.2 objective
1 B Your training is nothing like as hard as a professional Grammar: To consolidate grammar rules for future
athlete’s routine. continuous, future perfect simple and future perfect
2 D The more I exercise, the better I feel about myself. continuous
3 A My brother is 26. He is much / far older than I am. I
am 17. • Ask students to read the grammar notes to check the
4 C I play the violin well but I’m not quite as good as my rules.
sister. Exercise 1 page 138
5 E I don’t talk to Sam any more. We are becoming less
and less friendly with each other.
• Point out that the first word or phrase in each sentence
has been spelled with a capital letter to help.
Extra support KEY
Prepare a few slips of paper with a word pool of the 1 I will have been waiting for an hour.
missing words in alphabetical order, then hand it out 2 She will be visiting her parents next week.
to students who are finding the task too complex or 3 By November, Mark will have been travelling for eight
difficult. The word pools should include: and less, as, much, months
quite, the. 4 At ten o’clock I’ll be giving a presentation.
5 By next March, I’ll have moved to a new apartment.
Further practice 6 Most students will have chosen their new classes by
Workbook page 31 then.
Grammar booster 3.5 objective Extra support

Grammar: To consolidate grammar rules for articles and When checking answers, elicit why the given tense is
quantifiers correct in each sentence. Ask students to find the relevant
rule in the left-hand column.
rules.
Exercise 2 page 138
Exercise 1 page 137 • Ask students to check each other’s work before you check
answers as a class.
KEY
1 – 2 a 3 a 4 – 5 –, the 6 The
168 Grammar Booster

KEY
1 will be 2 ’ll have 3 ’ll have been 4 will have been
Extra support
5 will have 6 ’ll be When checking answers, elicit why each verb form is
correct. Ask students to find the relevant point in the rules.
Extra support
Before students begin completing the sentences, ask Exercise 3 page 139
them to say which verb after each gap is in the -ing form, • To make the task slightly easier, you could tell students
and which are past participles. Remind them that the -ing that the verbs in the brackets are given in the correct
form is used both in past continuous and past perfect order, so they don’t need to first match them to the gaps.
continuous. • Ask them to compare their answers in pairs before you
check as a class.
Exercise 3 page 138
KEY
• Do the first sentence together as a class as a model. 1 get, ’ll/will have 2 know, give 3 are going to jump /
• Ask students to compare answers in pairs before you will jump, comes 4 are, ’ll/will be taking 5 lands, send
check as a class. 6 know, ’m/am going to / will worry
1 By 22.00 on Monday, Alice will have been travelling for Workbook page 44
three hours.
2 On Tuesday at 10.00, she’ll be taking a university tour. Grammar booster 5.2 objective
3 By 13.00, the tour will have ended. Grammar: To consolidate grammar rules for second and
4 Alice will be eating lunch at 13.00. third conditionals and conjunctions
5 By 16.00 on Wednesday, Alice will have been
sightseeing for six hours. • Ask students to read the grammar notes to check the
6 At 19.00, on Wednesday, she’ll be seeing a theatre show. rules.
Extra challenge Exercise 1 page 140
Students write four more sentences about Alice’s • When students have completed the sentences, ask them
schedule, using information from the diary and future to compare answers in pairs before you check as a class.
forms. KEY
1 forgot 2 had known 3 ’d/had shouted 4 had been
Further practice 5 were 6 had
Workbook page 41
Extra challenge
Grammar booster 4.5 objective Elicit whether each sentence is second or third
Grammar: To consolidate grammar rules for future time conditional. Then ask students to rephrase the sentence
clauses and the first conditional in the other conditional form – and explain in their own
words how this changes the meaning.
rules.
Exercise 2 page 140
Exercise 1 page 139 • Remind students to think about the sense of the sentence
• Ask students to compare their answers in pairs before you when selecting their answer. Does it make logical sense?
check as a class.
KEY
KEY 1 Unless 2 Provided that / If 3 Supposing that 4 If
1 C 2 A 3 E 4 D 5 B 6 F 5 If 6 Even if / Supposing that

• Write on the board: as soon as, by the time, in case, on KEY
condition, the moment, while. 1 
• Ask students to write six sentences from each of which 2 Even if we’d waited longer, we wouldn’t have got a seat
one of these words is omitted. They should then swap in the restaurant before 21.00.
their sentences with a partner to complete each other’s 3 If we had a car, we wouldn’t have to wait for the bus in
sentences with the missing words. the bitter cold.
4 
Exercise 2 page 139 5 Supposing that you had received the scholarship,
would it have changed your decision?
6 If I had known the TV series was based on a book, I
KEY would have read the book first.
1 B 2 C 3 A 4 C 5 C 6 B
Grammar Booster 169

2 If he was tall enough / taller, he could have gone on the
Extra challenge
rollercoaster.
Elicit whether each sentence is second or third 3 If our city did / had done more recycling, rubbish
conditional. Then ask students to rephrase the sentence in wouldn’t be such a big problem.
the other conditional form and explain in their own words 4 If you hadn’t studied healthcare, you wouldn’t have so
how this changes the meaning. many job opportunities.
5 If I spoke Polish well / better, the trip would have been
Further practice more fun.
Workbook page 53 6 If I practised the piano more often / often enough, I
wouldn’t have made a mistake.
Grammar: To consolidate grammar rules for mixed Further practice
conditionals Workbook page 56
• Ask students to read the grammar notes to check the Grammar booster 6.2 objective
rules. Grammar: To consolidate grammar rules for the passive
in all tenses
Exercise 1 page 141
• Ask students compare their answers in pairs before you • Ask students to read the grammar notes to check the
check as a class. rules.
1 had paid 2 were 3 wouldn’t be 4 ’d/would go • The prepositional phrases may also be placed at the start
5 had snowed 6 didn’t like of each sentence, followed by a comma (e.g. 6. For his hard
work, Jon will be rewarded with a bonus.), so answers like
Extra support
this are also acceptable.
When checking answers, elicit why each form selected is
correct. Ask students to find the relevant point in the rules.
• When checking the answers with the class, elicit what
tense each passive form is in.
KEY
Exercise 2 page 141
1 My credit card was stolen. (past simple passive)
• Remind students that they don’t need to change the 2 When was the website launched? (past simple passive)
order of words, just rewrite them to form grammatically
3 Drinks are not allowed in the library. (present simple
complete sentences.
passive)
KEY 4 I was offered a free gym membership for one month.
1 If I were better at maths, I wouldn’t have studied so (past simple passive)
much last night. 5 My kitchen was being redone during my holiday. (past
2 We could / might / would have met earlier if I lived continuous passive)
closer to you. 6 Jon will be rewarded with a bonus for his hard work.
3 If I were more organised, I wouldn’t have forgotten (future simple passive)
about our meeting. 7 They had been sent several suspicious emails from an
4 I wouldn’t feel so tired today if I’d slept better last night. unknown address. (past perfect passive)
5 If I hadn’t made that mistake on the written part of the 8 Spanish and Italian classes were being offered instead
exam, I wouldn’t be so angry at myself. of English. (past continuous passive)
6 Max wouldn’t be so upset with me if I hadn’t called and
woken him up this morning. Extra support
Before students begin ordering the words, ask them to
Extra activity discuss and decide in pairs which elements make up the
• Students replace either the if clause or the main clause subject of the sentence. In English, affirmative sentences
with their own ideas to write six true sentences about usually start with the subject. Ask them also to check
themselves. if any of the sentences contain a wh- question word –
• To make the task more challenging, they could make suggesting that the answer is a question form. Remind
some of the sentences untrue for their partner to guess them of the inverted word order in questions.
which statements are true and which are false.
Exercise 2 page 142
Exercise 3 page 141 • Write the first sentence on the board as a model. Elicit the
• Tell students that in some sentences there may be passive form, and indicate with arrows how the object
more than one correct way of rewriting it as a mixed and the subject of the active sentence change positions.
conditional. Circle the passive verb form.
KEY • When students have completed the task, ask them to
1 If you’d remembered to set your alarm, you wouldn’t compare answers in pairs before checking as a class.
be late for class this morning. / If you hadn’t forgotten
to set your alarm, you wouldn’t be late for class this
morning.
170 Grammar Booster

1 The code will be reset after an hour. • Ask students to compare their answers in pairs before you
2 The teacher was given a leaving present (by the check as a class.
parents).
3 Fresh towels are placed in each room daily (by the KEY
hotel). 1 The fire is believed to have started during the night.
4 The first 200 fans are being sent a free gift (by the club). 2 Sitting all day is understood to be bad for your health.
5 The equipment at the gym has been cleaned. 3 
6 We were (being) asked to give feedback every day. 4 
5 Lights should be turned off at midnight.
Exercise 3 page 142 6 He wants to be eating fruit and vegetables instead of
unhealthy snacks.
KEY
7 
1 is being operated 2 has been changed / was changed
3 are banned / were banned / have been banned Extra support
4 were being cleaned 5 is / was / has been given
Before they begin, you could tell students that three of
6 wasn’t fixed / hadn’t been fixed 7 is being destroyed
the sentences are correct.
8 was explained 9 Was, made / Has, been made
10 had been sold
Further practice
Extra support Workbook page 66
Allow students to work on the task together in pairs. Grammar booster 7.2 objective
Encourage them to explain the more complicated items
Grammar: To consolidate grammar rules for reported
to each other.
speech
Further practice • Ask students to read the grammar notes to check the
Workbook page 63 rules.
Grammar booster 6.5 objective Exercise 1 page 144
Grammar: To consolidate grammar rules for the • Allow students to check each other’s work in pairs before
advanced forms of the passive you check as a class.
• Ask students to read the grammar notes to check the rules. KEY
1 He asked me where I lived. ‘Where do you live?’
Exercise 1 page 143 2 She asked me if I liked horror films. ‘Do you like horror
• Remind students to re-check that all six sentences are films?’
grammatical and make logical sense. 3 He asked me if I would be on holiday the following
week. ‘Will you be on holiday next week?’
KEY
4 The police asked me if that was my car. ‘Is this your car?’
1 D 2 F 3 A 4 C 5 B 6 E
5 He told me I could keep the change. ‘You can keep the
Extra activity change.’
6 Fatima says that she hasn’t taken painting classes
• Write the following on the board: it is known that, is
before. ‘I haven’t taken painting classes before.’
believed to be, want to be recognised for, hate being told,
known to be. Extra support
• Students write five passive sentences that work with To make the task less challenging, you could break it
these phrases, but leave the phrases themselves out to down into three stages, and check answers after each
make a gap-fill task. Ask students to swap sentences in step. First, ask students to find the words that make up the
pairs, and complete their partner’s sentences with the reporting part of each sentence (e.g. 1. He asked me or 6.
missing phrases. Fatima says). Next, students write out the reported speech.
Finally, when you’ve made sure all reported sentences are
Exercise 2 page 143 correct, students rewrite them as direct speech.
• When checking the answers, elicit why the selected form
is correct and the other incorrect. Exercise 2 page 144
KEY • Do the first sentence as a class. Write the statement on the
1 A 2 B 3 B 4 A 5 A 6 B 7 B board, elicit the reported speech, and circle the element
that needs changing (is  was).
Extra challenge • Ask students to compare answers in pairs before you
Ask students to rephrase each sentence with the unused check answers as a class.
option so the meaning remains the same (e.g. 1. Exercise
KEY
is believed to be good for the brain.). This could be done in
1 She said that it was snowing.
writing or orally, as time allows. Ask: Which sentences are
2 Ali said that Warsaw was a great city to visit in summer.
the most difficult ones to rephrase?
3 He said he would love to go to Venice.
Grammar Booster 171

4 She said she had to call her parents after she got home. Exercise 3 page 145
5 He asked me what paintings I would see. • Ask students to check each other’s work in pairs before
6 They asked me if I went to this university. you check as a class.
Exercise 3 page 144 • When checking answers as a class, elicit which point (1–7)
in the rules each sentence illustrates.
KEY
1 ‘I’ve finished reading the instructions (that) you gave to KEY
me.’ 1 She denied using my headphones.
2 ‘I’m going to go out for a run an hour after dinner.’ 2 He requested that we sit at a table next to the window.
3 ‘Would you like to come and see my team play next 3 She proposed that I take a holiday.
week?’ 4 He accused me of leaving the kitchen a mess.
4 ‘I have to start working on my assignment tonight.’ 5 She agreed to help me study for the physics exam.
5 ‘The traffic is even worse than usual today.’ 6 He recommended (that) I go and see the film.
6 ‘We think we can help with the campaign next week.’ 7 She reminded me to take a key.
8 He complained that the food was cold and tasteless.
Extra activity
Extra activity
Working in small groups, students look at the reported
sentences in exercises 2 and 3, and brainstorm ideas for • Ask students to prepare word cards with each of the
who said the original statements to whom, and what the seventeen reporting verbs from exercises 1–3: one set
situation was, and who the speaker might be reporting for each pair of students playing.
their conversation to, and what that situation was. • In pairs, students take turns to draw a card from a
Encourage them to use their imagination. Elicit some shuffled deck. They have one minute to think of a
suggestions, and ask the class to decide how plausible suitable example of the verb being used. If the example
they find the explanations. is correct, they can keep the card, if not, it goes back in
the bottom of the deck.
Further practice • Monitor the game, and act as referee when necessary.
Workbook page 75 • Pairs continue until all cards are used up. The student
with the most cards collected wins.
Grammar: To consolidate grammar rules for reporting verbs Further practice
Workbook page 78
• Ask students to read the grammar notes to check the rules.
Exercise 1 page 145
Grammar: To consolidate grammar rules for verb
• Ask students to compare their answers in pairs before you patterns with infinitives and -ing forms
check as a class.
• Elicit which point (1–7) in the rules each sentence • Ask students to read the grammar notes to check the
illustrates. rules.
KEY
Exercise 1 page 146
1 offered to 2 urged 3 denied 4 criticised, for
5 apologised for 6 insisted KEY
1 D 2 F 3 C 4 A 5 B 6 E
Extra support
Before students begin completing the sentences, elicit the Extra support
meaning of each verb in the box from a student, giving Before they begin matching, ask students to cover A–F,
a definition or illustrating its use with an example in their and scan the grammar notes to find the rule that tells
own words. them whether each verb is followed by an infinitive or an
-ing form.
Exercise 2 page 145
• When checking answers, elicit which point (1–7) in the Extra challenge
rules each sentence illustrates. Students write their own endings for the sentence
KEY beginnings 1–6.
1 
2 He threatened to assign more homework if the students Exercise 2 page 146
kept complaining. • When they have completed the task, ask students to
3  compare their answers in pairs before you check as a class.
4 They insisted on paying for my meal. / They insisted that
they pay for my meal. KEY
5 My teacher always encouraged me to ask questions and 1 to watch 2 hiding 3 listening 4 to set
(to) monitor my own understanding. 5 to ski / skiing 6 volunteering 7 to donate
6  8 to teach / teaching
172 Grammar Booster

• Before correcting errors, ask students to read the whole • Before they begin rewriting the sentences, ask students to
paragraph through to get a general sense. find the verb they’ll need to change into a participle form.
• Remind students that they should only change incorrect • Check answers as a class.
forms. Some verbs allow both verb patterns, but there’s no KEY
need to correct the form if it’s also a correct one. 1 Laptops and other devices costing more than 500 euros
• Ask students to compare answers in pairs before you are going on sale tomorrow.
check as a class. 2 Since moving to a big city, she has met a lot more
KEY friends.
1 My family decided to do community service 3 Having studied Spanish on my own for several years, I’m
2 My brother prefers working behind the scenes so for very happy to have someone to practise with.
him, she recommended preparing the meals in the 4 Being a generous person, he gave money to charity
kitchen. every month.
3 The experience has inspired me to help others with 5 Not feeling well, she took the day off.
their problems. 6 Having worked at a hospital, I am good in an
4 I’m considering becoming a therapist. emergency.
5 I hope to continue volunteering and make a difference Further practice
in the world. Workbook page 88
Further practice
Workbook page 85

Grammar: To consolidate grammar rules for using
participle clauses

rules.
Exercise 1 page 147

check as a class.
KEY
1 Stepping 2 Having stayed up 3 Since learning
4 Not wanting 5 Thinking / Having thought 6 Having
arrived late 7 Not being 8 Not having stayed
Extra support
When checking answers, elicit what the participle clauses
express (e.g. 1. sequence of events). Ask students to check
their ideas in the grammar rules.
Exercise 2 page 147

• Do the first sentence together as a class, and elicit from a
stronger student why the answers were selected.
KEY
1 Despite having left
2 After having lied
3 Before driving
4 When / Once finished
5 While running
6 Once / When notified
Extra support
As this is a challenging task, allow students to work
together in pairs, explaining the more difficult points to
each other as necessary. Circulate and monitor, providing
help where necessary.
Grammar Booster 173

Design to
Culture Notes
supply unit artwork

Forrest Gump is an American comedy-drama film, which was
1 Culture: Crossing the USA a big international hit in the nineties. It tells the story of a
fictional man called Forrest Gump, who grew up in the city
SHORTCUT To do the lesson in 30 minutes, omit the of Mobile, Alabama. Gump wasn’t very good at school, but
warm-up, do exercise 1 together as a class by asking he was good at running. In the film, he sets off from home
for a show of hands for each option. Ask students to to ‘go for a little run’, but he doesn’t stop running. In fact, he
do exercise 6 as a written task for homework, set the carries on running for just over three years and crosses the
research part of exercise 7 for homework and then do the USA nearly five times before he finally decides to go home.
presentations in the next lesson. In 2016, a British man called Rob Pope became a real-life
Forrest Gump when he began running across the USA.
Although people had run across the USA before Pope,
WARMUP Do a class race. Set a time limit and ask nobody had followed the same route that Gump did in the
students to list as many of the states of the USA as they film. So, Pope decided to see if it was possible. Dressed like
can. The person with the most correct answers wins. Gump in the film and with the same hairstyle, Pope set off
from Mobile, Alabama, just as Gump had done. His journey
Exercise 1 took him across the USA five times. When he finished, he had
run almost 40,600 kilometres in 422 days and gone through
• Working in pairs, students discuss their ideas.
33 pairs of trainers!
• Ask for a show of hands for each option, but do not Pope had a natural talent for running as a young boy and,
confirm any answers at this stage. supported by his mother, he went on to run marathons in
Exercise 2 his teens and early adulthood. His mother always inspired
Pope to try hard and never give up. Then, before she died in
• Students read the first paragraph quickly to check their 2002, she told him to ‘do one thing in your life that makes a
answers.
difference’. Pope fulfilled this dream in 2016 when he started
• Check answers as a class. his incredible trans-continental run. He was motivated
KEY by the memory of his mother, but he also wanted to do
1 B 2 C 3 A something for two of his favourite charities, the World
Wildlife Fund and Peace Direct.
Exercise 3 Since then, Pope has returned to his life in the UK and
• Ask students to read the statements first. Check that they continues to run long distances and raise money for charity.
understand what information they’re looking for. He has run the London Marathon twice dressed as the film
• Students read the article to find the parts of the text character Forrest Gump, and he has written a book called
which give information about the statements. Then they Becoming Forrest. If you want to find out more about Rob
study the information more closely and decide on their Pope and his latest running challenge, you can easily find
answers. him on social media.
• Give students time to write their corrections. Extra challenge
• Check answers as a class. Students could do some online research about Rob
KEY Pope and make a two-minute presentation of the most
1 F (There are different routes to choose from.) 2 T interesting facts to share with the class.
3 NG 4 F (News of his progress was published in
The New York Times.) 5 T 6 F (They were highly Exercise 5  1.17
competitive and wanted to beat the record.)
• Ask students to read the questions to check what
Exercise 4  1.17 information they will be listening for.
• Elicit what students know about the character of Forrest • Play the audio again for students to complete the task.
Gump. Explain that the man in the photo is Rob Pope, They can make notes.
dressed as Forrest Gump. • Check answers as a class.
• Play the audio. KEY
• To check every student’s comprehension at the same 1 He is the main character in an American comedy-drama
time, ask them to hold up as many fingers as they think is film.
the correct answer. How many got it right? 2 He goes for a little run, but doesn’t stop running for just
KEY over three years and crosses the USA five times.
Five times (just like the ‘real’ Forrest Gump) 3 Rob Pope took the same route across the US that
Forrest Gump had taken in the film. He also tried to look
like Forrest Gump with the same clothes and hairstyle.
4 He learned to try hard and never give up.
174 Culture Notes
12_LV_3853_UI_TG_Cul.indd 174 31/10/22 3:25 PM

5 He raised money for two of his favourite charities – the
Extra support
World Wildlife Fund and Peace Direct.
6 He’s run the London Marathon twice dressed as Forrest To make the task less challenging, tell students that there
Gump and he’s written a book called Becoming Forrest. are five green spaces mentioned. Also warn them that one
more name is also mentioned, but not as a green space!
Transcript
See exercise 4. • Play the audio for students to choose their answers.
• Allow them to compare their ideas in pairs, then play the
Extra support audio again so they can check their answers.
Pause the audio after each piece of relevant information • Check answers as a class.
is heard about the questions so students have time to KEY
decide on their answers. 2, 3, 5, 6 and 8
Exercise 6 Think & share Transcript

• Give students some time to think about their answers. Hi and welcome to my podcast, The honest guide to
Singapore. You know, in my opinion, Singapore is a really
• Students then complete the discussion task in pairs. special place to live. I don’t think there’s anywhere like
• Choose a few students to share some details with the it in the world! So, what makes it so unique? Well, firstly
class. Singapore is three things in one – it’s a city, an island and a
country. It’s actually one of the 20 smallest countries in the
Exercise 7
world. But with a population of almost 5.7 million people
• To help groups get started, you could brainstorm some living in a relatively small area, Singapore has the second
ideas for sporting events with the whole class. If you have biggest population density in the world. That means that it’s
access to the internet, you could do this by doing a web a bustling place with lots of people on the go from morning
search. to night.
• Groups take turns to share the information they found For me, though, what makes Singapore so unique is its
with the class. Encourage the other students to ask green space, which is something you don’t associate with an
questions. urban environment. Singapore is known as The Garden City
because nature and modern architecture are never far apart.
Lesson summary Just minutes away from the its ultra-modern skyscrapers and
2 Culture: Green spaces in Singapore shopping malls, there are beautiful green spaces like Fort
Canning Park and Singapore’s famous Botanic Gardens. The
SHORTCUT To do the lesson in 30 minutes, keep the most popular attraction there is the National Orchid Garden,
warm-up and the discussion in exercises 1 and 6 brief, and where you can see thousands of orchids – the national
set exercise 5 for homework. flower of Singapore. Orchids are considered to be so special
there that they’re known as VIPs – that’s Very Important
Plants!
WARMUP Elicit what green spaces there are in a city For more modern, 21st-century gardens right in the heart of
(e.g. park, zoo, cemetery, botanic garden) as well as some Singapore, there are the Gardens by the Bay. There’s so much
specific examples from the students’ own country or the to see and do there that it’s impossible to do everything in
world. one day. There’s the brilliant Cloud Forest, for example, which
has a huge indoor mountain covered in plants from around
Exercise 1 Think & share the world. And then there are the high-tech Supertrees,
which stand more than 50 metres above the ground. If
• Students complete the discussion task in pairs. you’re there after dark, every night at 7.45 and 8.45, the
• Elicit from a few volunteers the most interesting or Supertrees are illuminated for a breathtaking light and
surprising thing they found out about their partners. sound show called Garden Rhapsody. That is definitely worth
KEY watching!
1 (Suggested answer) Walking through the trees in Besides parks and gardens, Singapore also has some
the woods improved his mood and gave him the excellent nature reserves to explore, such as the Bukit
confidence to get on with things. Timah Nature Reserve. This is located on Bukit Timah Hill,
2–3 Students’ own answers Singapore’s highest hill, which is about twelve kilometres
from the centre of the city. There you can find one of the
Exercise 2  2.17 last remaining areas of rainforest in Singapore together with
hundreds of varieties of native plants and animals. It’s a really
Culture note popular place for walking, running, hiking and mountain
Singapore is an independent island country, consisting biking.
mostly of the city of Singapore itself. With a population of
over 5.9 million, it is one of the most densely populated Exercise 3  2.17
places on Earth. Singapore is also one of the wealthiest • Ask students to read the questions and options. Check
and most developed countries. It has four official that they understand what information they are listening
languages: Malay, English, Mandarin (Chinese) and Tamil. for. Remind them that the information in the audio may
be phrased differently.
Culture Notes 175

• Also remind them that the order of questions follows
Note!
the order of information in the text – this should help
students navigate more easily. The term surf lifesaver is Australian and New Zealand
English. In British English the word used more commonly
• As you check answers as a class, play the audio again for a
is lifeguard.
final time, pausing after information about each question
is heard.
Exercise 1
KEY
1 B 2 C 3 B 4 C 5 A • Working in pairs or small groups, students read the
definition and discuss the questions.
Transcript • Ask a few students to share their ideas with the class and
See exercise 2. encourage the rest of the students to agree or disagree or
comment on the suggestions.
Exercise 4
• Students read the article, answer the question, then
1 Surf lifesavers need to be fit and strong and good at
compare their ideas in pairs.
swimming. They need patience and self-confidence.
• When you have checked the answer as a class, you may They need the ability to cope under pressure,
want to ask further questions, e.g. How many passengers collaborate with others and work as a team.
travel through Changi annually? What facilities does the 2 Surf lifesavers make a big difference to the community.
airport offer? How does The Social Tree work? What do you They help save lives and make people feel safe when
find in Jewel? they go to the beach and swim.
KEY
By going to the butterfly garden and the Jewel complex. Exercise 2
Exercise 5 Extra support

• Students complete the task. Before students read the article, elicit or pre-teach the
• Ask them to compare their answers in pairs before you meaning of: distinctive, keep a close watch, improper. Ask
check as a class. Elicit the information from the article that students to scan the text quickly and ask you about any
supports each answer. other unfamiliar vocabulary.
KEY • Students read the article quickly to answer the question.

1 doesn’t match 2 excellent 3 unconventional 4 No • Check answers as a class.
5 don’t have to
KEY
Exercise 6 Think & share a rescue organisation and a sport
• Give students some time to consider the question, then Exercise 3
ask them to discuss their answers in pairs or small groups.
• Elicit from a few volunteers the most interesting thing Extra support
their partners said. Do the first question together as a class to highlight the
importance of paraphrasing (e.g. particularly beneficial =
Exercise 7 play a vital role).
• To ensure the presentations are varied, put students into
as many times three groups as the class size allows, and • Ask students to read the questions to check what
make sure an equal number of groups choose each topic. information they are looking for. Remind them that the
• Groups take turns to tell the class about their chosen information may be phrased differently in the article.
attraction. • Students read and answer the questions.
• Ask for a show of hands to find out which attraction • Check answers as a class, asking students to quote the
students find most popular. Encourage a few students to part of the text that supports each answer.
give reasons for their preference. KEY
1 Because a huge number of people in Australia go to the
Lesson summary
beach every year.
3 Culture: Making a difference in Australia 2 You couldn’t go swimming because it wasn’t allowed.
3 A lot of swimmers drowned because of the powerful
SHORTCUT To do the lesson in 30 minutes, keep the surf.
warm-up brief, and set exercise 3 for homework. Set the 4 Because there are lots of different activities you can
research part of exercise 7 for homework and do the take part in at the clubs, not just lifesaving.
presentations in the next lesson. 5 The strongest and fittest surf lifesavers take part in
Ironman.
WARMUP Ask students to close their books. Write

Australia on the board. Elicit what the class knows about
Australia and if any of the students have been there.
176 Culture Notes

Exercise 4  3.14 Exercise 5  3.14
• Working in pairs, students discuss the sentences quickly
Culture note and see what they can remember.
The url for Yulunga, the free website set up by the • Play the audio again for students to confirm their ideas, or
Australian government, is www.sportaus.gov.au/yulunga. to choose their answer.
Sport Australia also run a YouTube channel with short
introductory videos of each game.
• As you check answers as a class, play the audio for a final
time, pausing after each relevant piece of information is
• Elicit or pre-teach the adjective indigenous (coming from heard.
a particular place and having lived there for a long time • Elicit corrections for the false items.
before other people came there). KEY
• Play the audio for students to answer the question. 1 F (It is for all people whatever their age.) 2 T 3 T
• Check the answer as a class. 4 NG 5 F (The similarities are between kokan and
KEY
hockey.) 6 F (It is played by males and females.)
to teach Australians about traditional indigenous games Transcript
Transcript See exercise 4.
We’ve been looking at different aspects of sport in Australia Exercise 6 Think & share
over the last few weeks and today we’re going to look at
how traditional indigenous games are being kept alive.
Sport Australia is a government department that aims to • Elicit ideas from the class. Encourage students to respond
encourage all Australians to get involved in sport, whatever to each other’s opinions and say why they agree or
their background, age or ability. Naturally, there is an disagree.
emphasis on the most popular sporting activities in Australia
Exercise 7
like rugby, cricket and swimming. But it also aims to make
people aware of the sports and games that were played by • To ensure the presentations are varied, split the class into
indigenous Australians in different parts of the country. To do five groups and assign each sport to a different group.
this, it has developed a free online resource called Yulunga, • If you can, take your class outside where there is enough
which is available to everyone. Yulunga means playing in the space for them to demonstrate their chosen sport. If
language of the Kamilaroi people in an area of New South you do the presentations indoors, they may need to
Wales. It provides detailed information about each game, talk the others through the game rather than play a
including its origin, a short description of the game, the rules demonstration.
of play and any equipment needed. There is a diagram to
illustrate each game together with suggestions for how to Lesson summary
vary the game, for example, playing with fewer people or 4 Culture: Living trends in the UK
with different equipment.
What’s interesting is that when you look through Yulunga, SHORTCUT To do the lesson in 30 minutes, keep the
you can see aspects of modern sports in quite a few of the
warm-up and the discussion in exercise 4 brief, set
traditional indigenous games. Take keentan as an example,
exercise 7 as an individual written task for homework and
which is a running, passing and catching game that’s similar
leave the discussion in exercise 8 to the next lesson.
to basketball. In keentan, played by both males and females,
teams of four to eight players attempt to throw and catch
the ball between their teammates, but their feet must be WARMUP Ask: At what age do young people typically
off the ground when they do this. This jumping action was move out of their parents’ home in your country? Where do
similar to the movements of a kangaroo, so the game was they usually move to?
also called kangaroo-play.
Another game, kokan, is a bit like hockey. Teams of four or
Exercise 1 Think & share
five players play kokan on an area about the size of a tennis
court. Players can only touch the ball twice with their sticks • Students complete the discussion task in pairs.
– once to control the ball and again to pass it or try to score • Elicit suggestions from the class. Build up a list of pros and
a goal. They can hit the ball with either side of their stick cons on the board.
and a game lasts ten to fifteen minutes. Kokan originated
on Mabuiag Island and the game was played by both males
Extra activity
and females on a sandy beach. The ball itself was called the Ask: Would you consider living with your parents as an adult?
kokan and the sticks were originally made from long pieces Why? / Why not? Elicit opinions from the class. Encourage
of bamboo. the rest of the class to comment.
With a resource like Yulunga, Sport Australia is giving
everyone, whatever their background, a chance to connect Exercise 2
with the country’s cultural history. It is also bringing games • Ask students to study the sentences before and after each
from the past into the modern day. gap to help them decide on the best answer. Remind
them that only one option is correct.
Culture Notes 177

KEY Speaker 3 I was a bit shocked when my son, Harry, asked if
1 B 2 D 3 B 4 C 5 A 6 B 7 D 8 C he could move back home for a while. He’d been renting
a place of his own for a few years and he was saving up to
Exercise 3 buy a small flat with his fiancée, Zahra. But then, two months
ago, Zahra broke up with him. Harry took it badly and that’s
Extra support
when he packed all his stuff and came back here! I don’t
Let students do exercise 3 in pairs. mind really – his bedroom’s just the same as it was when
he left home to go to university. It’s quite nice having him
• Students read the article again and answer the questions.
around the place, and he’s giving me some money each
• As you check answers, ask students to quote the relevant month, which is good because our energy bills have gone
part of the text that supports each answer. up dramatically recently.
KEY Speaker 4 Our family home has a large attic, which was good
1 Because a boomerang is an object that goes away and for storage, but nothing else. Anyway, six months ago, we
then comes back again. had some building work done and now it’s completely
2 Young adults benefit most because living at home is different. There’s a beautiful wooden staircase that leads up
much cheaper than renting somewhere. They can save to a spacious bedroom with views over the garden. It’s even
money for their future. got an ensuite shower room. We decided to create this extra
3 Living at home with parents has become more permanent space for our daughter, Kate. She’d been planning to go to
and young people might do it for up to ten years. university in Scotland, but was worried about money. In the
4 Older generations because they don’t think young end, she applied to university in our home city and carried
people are progressing if they go back home to live. on living here instead. It’s more affordable for Kate and living
up in the attic is like having her own small flat, so she can
Exercise 4 have a bit of independence.
• Circulate and monitor, helping where necessary Exercise 6  4.14
• Elicit some ideas from the class. • Play the audio again, pausing after each speaker to give
students some time to identify the matching statement.
Exercise 5  4.14 • Check answers as a class.
• Play the audio and pause after each speaker to elicit two KEY
or three key points. 1 G 2 B 3 E 4 D
• Ask students to compare ideas in pairs before you check
answers as a class. Transcript
See exercise 5.
KEY
Their adult children are all living at home with them. Exercise 7 Think & share
Speaker 4’s child never left home, but the other children
• Read out the instructions and check that the task is clear.
left and then returned.
• Ask students to describe their current living space briefly
Transcript before they go on to describing their imagined future
Speaker 1 Mark and I have wanted to move abroad for years living space.
and live in Portugal. We’ve had some fantastic holidays there • Set a time limit and monitor progress so students don’t
and we love everything about the country – its people, get bogged down in describing too much detail.
the food, the weather. Neither of us is going to retire when • Ask a few students to share the most interesting, most
we live in Portugal. We’re lucky because we’re both self- surprising or funniest ideas they heard from their partners.
employed and working remotely isn’t a problem. All we
need is a reliable internet connection! Anyway, sadly, we’ve Exercise 8
had to put off our Portuguese dream for a while. We can’t sell • To ensure the presentations are varied, go round the class
our house just yet because two of our sons have come back assigning A, B and C to each student. Then ask students
home to live – they can’t afford to live in London apparently. for each letter to research a specific scheme from the list.
Don’t get me wrong – I love my kids, but I honestly didn’t • Remind them to make notes about the three key points,
expect to be living with them again! as well as any other important information they find.
Speaker 2 We sold our spacious four-bedroomed family
• For the discussion, make groups of three (A, B, C) so each
house last year. It was just too big for the two of us, so we
group has all three schemes to compare.
decided to downsize and buy a smaller place. Now we’re
living in a modern open-plan flat with two bedrooms. It’s • For feedback, elicit a few opinions from the class, and
perfect for us. Well, it was until Lucy, our youngest daughter, invite comments from the others.
decided to come back home after finishing university.
Extra support
She hadn’t planned to – she always said she was going
to continue living in Manchester, where she studied, but You may like to allow As, Bs and Cs to work together in
she couldn’t find a job. Hopefully it’ll only be a temporary teams to share their research with each other.
situation. There isn’t much storage in the flat, so there are
boxes of Lucy’s stuff everywhere. It’s difficult for all of us to
live like this.
178 Culture Notes

successfully, such as fast internet access, training and
Lesson summary
technical support. But sharing the same workspace
5 Culture: Technology in Nigeria also gives people the chance to meet and talk to other
entrepreneurs, both professionally and socially.
SHORTCUT Over the last few years, the tech scene in Nigeria has
experienced some big changes and experts now believe
To do the lesson in 30 minutes, omit the warm-up and the
that technology is the new oil. It is hoped that this new
correction part of exercise 5, keep the discussion brief in
industry will create strong economic growth for Nigeria
exercise 6, and set exercise 7 for homework.
and provide jobs for its huge population of young people.
In a country whose population continues to grow faster
WARMUP Show the class a map of Africa. than many other countries of a similar size, this will be more
• Ask them to locate Nigeria. Ask: What’s the capital? important than ever.
(Abuja) What’s the official language? (English)
Exercise 3  5.15
• Elicit guesses for its population (over 216 million). • Ask students to read through the questions to check what
information they are listening for.
Exercise 1 • Play the audio for students to answer the questions.
• Working in pairs, students try to guess the option that • Check answers as a class.
completes each definition.
KEY
• Allow them to compare ideas with another pair.
1 It is the largest country by population, which is more
Exercise 2  5.14 than 206 million.
2 Its traditional industries are oil and gas, but technology
Culture note is now the fastest growing industry in the country.
Although Nigeria’s official language is English, its 216 3 Yabacon Valley because there are so many technology
million inhabitants speak more than 520 languages. The companies based there.
most important national languages are Yoruba, Igbo and 4 Money from international investors
Hausa. 5 People in co-working spaces have access to fast
internet, training and technical support. They are also
• Play the audio for students to check their ideas. good places to meet and talk to people who might be
• Check answers as a class. useful for your work.
6 They regard technology as the new oil. This means that
KEY
they hope the industry will help Nigeria’s economy
1 B 2 B 3 C 4 A
grow and also employ lots of people like the oil industry
Transcript in the past.
Presenter Home to more than 206 million people, Nigeria
is by far the largest country in Africa by population. The
Extra support
country is rich in natural resources such as oil and gas, Pause the audio after information about each question
and its oil industry in particular has been big business for is heard and give students some time to makes notes of
years. Nigeria is the largest producer of oil in Africa and the their answer.
eleventh largest in the world. However, recently, Nigeria has
been making a name for itself in a different kind of industry Exercise 4
and that’s technology. Let’s hear from business expert, Chika • Ask students to cover the exercise, then read the article,
Hassan, about the rapidly developing tech scene in Nigeria. and in pairs, brainstorm ideas quickly for a good title.
Chika Well, technology is now the fastest-growing industry Then, ask them to look at the options, and choose the title
in Nigeria, and Lagos, its largest city, is at the centre of this, that’s closest to their own idea.
in particular an area of the city called Yaba. Over the last • Check the answer as a class.
few years, Yaba has transformed itself into a huge tech hub.
In fact, so many technology companies are based there KEY
now that it’s become Nigeria’s ‘Silicon Valley’ and, as a result, C
people often refer to Yaba as ‘Yabacon Valley’. Tech start-ups
Exercise 5
– in other words small companies with big ideas – are being
created in Yabacon Valley all the time. In the past, companies • Ask students to read the statements first to check what
like these in Nigeria found it difficult to attract money in information they are looking for. Ask them to identify the
order to grow larger, but fortunately that’s no longer the part of the text that contains this for each statement.
case. Today, start-ups in Yaba are attracting quite a bit of • When checking answers, ask students to quote the part of
interest abroad and a significant amount of international the text that supports their answer.
money is coming into Nigeria’s tech community and helping KEY
it become even more successful. 1 T 2 F (Bus users face long queues to travel on public
The availability of co-working spaces in Yaba’s tech hub transport that is often overcrowded and uncomfortable.)
is also extremely important in a developing country like 3 NG 4 F (People use a mobile app to share rides
Nigeria. These places provide entrepreneurs with the with other commuters.) 5 T 6 F (She plans to set up
systems and services they need to start and operate Shuttlers in other cities across Nigeria.)
Culture Notes 179

Exercise 6 Think & share KEY
• Working in pairs or small groups, students discuss the 1 It started thousands of years ago, before money was
questions. invented, in order for people to trade.
2 The beaches, the scenery and the weather
3 Because they lost their jobs in the tourist industry due
Exercise 7 to a drop in the number of tourists.
• Before students begin their research, you could 4 The Great Depression because it was the only way
brainstorm ideas for some recent mobile apps. people could get the things they needed.
5 Barter for Better Fiji because you can connect with more
• Put students into groups of three or four. Ask them to people around the island on the social media page.
decide which of them will focus on which questions for
6 People are offering help and support without receiving
the research.
anything in return.
• Ask groups to share their findings with the class.
• Have a class vote on the best app presented. Exercise 4  6.14
• Play the first exchange from the audio, and then ask: Who
Lesson summary are the two speakers? (Anna and the interviewer) How is
6 Culture: An old tradition in Fiji Anna connected to the topic? (She’s a member of an online
bartering group from the UK.)
• Play the rest of the audio.
warm-up, keep the discussion in exercise 6 brief, and leave • Ask students to compare ideas in pairs before you elicit
exercise 7 to the next lesson. the difference between the two terms.
KEY
Bartering is exchanging items such as clothing or books.
WARMUP With books closed, elicit the names of island
Time banking is exchanging time doing a service such as
countries from around the world. For each one, check
teaching a music lesson or painting a room.
whether students know where it is located.
Transcript
Exercise 1 Interviewer Anna, you’re a member of an online bartering
• Students discuss their ideas in pairs. group, aren’t you?
Anna Yes, that’s right. It’s one that covers the whole of the
• Elicit suggestions from the class. Write a list of the
UK, and it’s great.
suggested pros and cons on the board.
I What do you usually swap things for?
• Ask: Have you ever tried bartering, or would you consider A It depends on what I need at the time, really. I joined the
trying it? group last year because I’d cleared out my wardrobe and I
KEY (SUGGESTED ANSWERS) had quite a lot of clothes and accessories that I didn’t want
Advantages: get rid of things you don’t want; save anymore. They weren’t designer labels or anything really
money; enjoy something new without having to spend smart, but they were too good to throw away. So, I thought
money I would swap them for some bits and pieces for my flat, but
Disadvantages: might not be a fair exchange; no refund if it didn’t work out like that. Not long after joining the group,
the item doesn’t work properly; no warranty I had to spend a week in hospital and when I got home, I
was incredibly tired and didn’t have the energy to cook. I live
Exercise 2 on my own and I couldn’t afford takeaways every night, so
I ended up swapping my unwanted tops and trousers and
Culture note things for homemade meals.
Fiji is an island country in the Pacific Ocean, about 2,000 I Really? So, how do you decide on the value of the items
kilometres northeast of New Zealand. It consists of more you’re swapping?
than 800 larger and small islands – only 110 of which are A Well, it’s hard because it’s not like purchasing a product
inhabited. Fiji has a population of over 900,000. The capital with a price tag on it. In general, people try to swap things
city is Suva. The three official languages are Fijian, English that are similar in value, but I think it’s more important that
and Fiji Hindi. everyone is happy with the item they receive. I mean, my
clothes might have been worth more than the meals I ate,
• Ask students to skim the article quickly to find the answer. but at the time, the meals had much more value to me –
• Check the answer as a class. they were delicious and helped me get better.
KEY I I understand. What are you planning on swapping next?
The economic crisis due to the Covid-19 pandemic A Nothing at the moment, but I am thinking about joining a
time banking scheme.
Exercise 3 I Time banking? Can you tell us something about that?
• Ask students to read the questions first to check what A Well, basically, members of a time bank swap time rather
information they will be looking for. than possessions. So, if someone spends one hour helping
• Students read the article more carefully and answer the another member, they get an hour’s help in return. That hour
questions. Encourage them to make notes of their answers. goes into their bank – they don’t have to use it straightaway.
• Check answers as a class. I So, it’s like building up a savings account?
180 Culture Notes

A Yes, it is, but it’s time, not money! And people offer and Exercise 1
receive all kinds of things like cleaning and gardening • Students discuss the questions in pairs.
services or music and language tuition. One of the things I’m • Elicit some ideas from the class, but do not confirm any
good at is the piano, so I’m hoping to teach some lessons answers for question 1.
in return for painting my living room – it desperately needs
decorating. Bartering time like this isn’t new – it began in
• Ask for a show of hands to find out how many students
like or dislike the painting and elicit their reasons.
Japan in the 1970s, but it’s become much more popular
recently. It’s a great idea for people like me on a limited Exercise 2
budget, but it can benefit everyone because helping others
• Students read the text quickly to check their ideas.
makes you feel good and improves your sense of wellbeing,
doesn’t it? KEY
I I couldn’t agree more! 1 The painting portrays the artist’s dentist and the artist’s
sister.
Exercise 5  6.14
• Ask students to read the questions and options to check Exercise 3
what information they will be listening for. Remind them • Ask students to read the statements first to check what
that the information follows the order of the questions. information they will be looking for.
• Play the audio again twice. On the first listening, ask • Suggest that they first find the parts of the text that give
students to eliminate the options that they think are information about each statement, then study this more
definitely wrong, and on the second listening, listen more closely to decide on their answer.
closely to check which of the remaining options is correct. • Allow students to compare answers in pairs before you
• Check answers as a class. check as a class.
KEY KEY
1 C 2 B 3 A 4 D 1 T 2 F (Grant Wood was an unknown artist when he
painted American Gothic in 1930.) 3 NG 4 F (The Art
Transcript Institute of Chicago still houses the painting today.)
See exercise 4. 5 F (He thought the gothic-style window didn’t belong in
a modest house like that.) 6 T
• Working in pairs, students discuss the questions. Exercise 4  7.14
Invite others to agree or disagree and to give reasons. Extra support
Before they listen, tell students that there are five topics
Exercise 7 mentioned.
• Put students into groups. Ask students to read the
instructions carefully and check with their partners that • Ask students to read through the list to find out what
they understand the task correctly. information they will be listening for.
• Set a time limit for their brainstorming. Remind them to • Play the audio for students to tick the topic they hear
agree on an answer for each of the questions in the task. about.
• Get each group to present their idea to the class in one • Check answers as a class.
minute or so. Have a class vote on the best suggestion. KEY
1, 2, 4, 5 and 8
Extra activity
Students might actually like to try one of the ideas Transcript
suggested in their school. Make sure you get permission The Getty Museum is one of the most popular museums
from the head teacher and provide help to your students in the USA. It’s a vast art museum in Los Angeles, which
as necessary. takes its name from one of the most famous and successful
businessmen in the USA, J. Paul Getty. The museum houses
a huge collection of stunning artworks that includes
Lesson summary everything from drawings and paintings to photographs and
7 Culture: Art in the USA sculptures. Without doubt, its star attraction is Vincent Van
Gogh’s Irises – this is regarded as one of the most expensive
paintings of all time. The museum bought the masterpiece
SHORTCUT To do the lesson in 30 minutes, omit the in 1990 for an unknown amount, but it had previously been
warm-up, keep the discussions brief in exercises 1 and 6, sold for $53.9 million in 1987.
and set the research part of exercise 7 as homework. You J. Paul Getty made his fortune in the oil business. He was
could also set exercise 6 as an individual written task for so successful that he had made his first million by the age
homework. of eighteen. Then, during the Great Depression, he bought
several oil companies and set up Getty Oil. It was around
this time when prices were lower than normal that Getty
WARMUP Elicit the names of some American creative
started to seriously collect art. He was soon addicted to
artists, as well as one or two interesting facts about them.
art collecting and his collection grew and grew. But Getty
Ask: Which one of these artists do you like? Why?
Culture Notes 181

didn’t want to have it for personal use. He wanted to share it
Lesson summary
with the public – he strongly believed that art could benefit
society as a whole. As a result, in 1954, Getty opened part 8 Culture: Good citizens in Canada
of his home in Malibu to the public and called it the J. Paul
Getty Museum. SHORTCUT To do the lesson in 30 minutes, keep the
When Getty died in 1976, he left $700 million to his arts warm-up brief, set exercise 6 and the research part of
trust – making it the richest art institution in the world. exercise 8 as homework, and do the presentations in the
The museum moved to its current location in Los Angeles next lesson.
in 1996. Getty’s wish to make art accessible to the public
continues today. There is no charge for visitors to the
museum and to encourage more people to appreciate WARMUP Elicit some famous Canadians that students
art, 100,000 images owned by the Getty Museum can be can name, as well as what they are famous for.
downloaded by people for free. In addition, art lovers can
view all the museum’s exhibits online and watch YouTube Exercise 1
channels and podcasts produced by the Getty Museum. The
Getty Museum also did something unusual in Spring 2020
• Put students in pairs to try to guess the answers.
during the Covid-19 pandemic. It set people a challenge – • The correct answers are at the bottom of the left-hand
to recreate a work of art using up to three objects in their column, printed upside down.
home. Members of the public shared their creations online • Find out with a show of hands how many pairs got all
and some of the results were quite astonishing. three answers correct.
KEY
Exercise 5  7.14
1 second largest 2 uninhabited 3 20%
Extra support Exercise 2  8.13
Before students listen to complete the gaps, put them
in pairs to brainstorm some ideas for what words might Culture note
possibly complete each gap. Cadets Canada is a youth programme run by the Canadian
Armed Forces. Junior Canadian Rangers is one of its
• Ask students to read the gapped text, and think about organisations. The aims of the programme are similar in
what kind of word (noun, adjective or verb, etc.) would
many ways to the international Scout/Guide movement.
grammatically complete each gap.
• Play the audio, pausing at the end of each paragraph to • Elicit students’ ideas for what Junior Rangers might be.
give students time to write their answers. • Play the audio for students to check their ideas and
• Check answers as a class. answer the questions.
1 businessman 2 artworks 3 oil 4 public KEY
5 home / house 6 online 7 podcasts 8 objects Yes, he does. Because he can meet new people, learn skills
and have fun. It teaches him how to be a good citizen.
• Give students some time to consider the question, then Transcript
put them in pairs or small groups to discuss their ideas. Interviewer Nathan, you’re wearing the uniform of a Junior
• Circulate and monitor their progress, providing help with Canadian Ranger, aren’t you?
any unfamiliar language as necessary. Nathan Yes, that’s right. I’m wearing trousers, sweatshirt and
• Elicit some suggestions from the class. a cap – all with the logo of the Junior Canadian Rangers or
JCR.
Exercise 7 I Can you tell me a bit about the JCR programme?
• Read out the task and check that students understand N Sure. The aim of the JCR programme is to help young
what to do. people grow up to become good citizens and to get
• Give students the website address for the Getty collection: involved in their local community. Any Canadian between
www.getty.edu/art/collection so they know where to start the age of twelve and eighteen who lives in a remote area,
their research. where there is a JCR programme, can apply to join.
I So, you can’t be a Junior Ranger if you live in a city like
• Suggest that each group considers their appearance, as Toronto or Vancouver? Is that right?
well as clothes and objects they might be able to obtain.
N Yes, it is. The programme only operates in remote
• When groups talk about their recreations to the class, ask communities where young people don’t have the same
them also to give a mini presentation about the actual opportunities as young people growing up in a large town
work of art (its title, artist) as well as show an image of it or city. The JCR programme gives teenagers like me the
so the class can compare. Have a class vote on the best opportunity to meet new people, learn new skills and also
recreation. have fun.
I What training do you get as a Junior Ranger?
Extra activity
N There are actually three different categories called the
Give each group a few days to find the objects and three circles of JCR training. There are ranger skills, traditional
prepare to show the class their recreation to the class. skills and life skills.
182 Culture Notes

I What are the ranger skills? KEY
N These are all the skills you need to survive in the wild or 1 social work 2 agricultural work 3 nature conservation
help in an emergency situation. So, you learn things like how
to give first aid, navigate with a map and compass, build an Exercise 6
emergency shelter and hunt for food.
Extra support
I That sounds great. And what are the traditional skills?
N The skills Junior Rangers are taught vary depending on Allow students to do exercise 6 together in pairs.
the area where you live. If one place has a strong tradition of
• Ask students to complete the matching task.
arts and crafts, you’ll learn those there. In a different place,
you might learn how to play the sports and games that were • Check answers as a class.
traditional there. The idea is to connect you with the culture KEY
and history of your community. A 3 B 2 C 3 D 1 E 2 F 1
I And what about life skills training?
N This focuses on the skills you need to make good lifestyle Exercise 7 Think & share
choices and become a good citizen. So, you might learn • Put students in pairs or small groups to discuss the
about healthy eating and keeping fit as well as how to questions.
plan an event or an activity in your local community. All • Elicit suggestions from the class and invite comments
three circles of training are part of the regular training you from the other students.
receive in your local JCR group, but every summer there are
Enhanced Training Sessions or ETS. Exercise 8
I What exactly are these? • If you have access to the internet, do a web search for
N They’re a bit like a summer camp in a different part of some examples of international volunteering projects to
the country. You meet JCRs from different areas who are help students to get started.
your age and have the same level of experience. It’s a really • Put students into groups of three or four. Ask them to
good way to meet new people and practise the skills you’ve agree on a project to research.
learned in your training. You also get the opportunity to take • Set a deadline for groups to complete their research and
part in activities that might not be available in your group. I check their progress ahead of the date. Remind them
tried rock climbing for the first time at the ETS last summer. again during the lesson before the presentations are due.
It was really scary at first, but it taught me to try everything
• Groups take turns to present the project they found out
once. I’ll never forget the sense of achievement I had when I
about.
reached the top!
• Ask for a show of hands from the class to find out which
Exercise 3  8.13 of the projects students find most appealing. Elicit reasons
• Ask students to read the statements to check what from one or two volunteers.
information they will be listening for.
Extra challenge
• Play the audio for them to decide on their answers.
More confident students could do the research and
• Allow them to compare ideas in pairs before you check present their findings on their own.
answers as a class.
KEY
1 NG 2 F (You have to live in a remote area to join
the programme.) 3 F (They’re part of the ranger skills
training.) 4 T 5 F (You travel to a different part of
Canada for them.) 6 T
Transcript
See exercise 2.
Exercise 4
• Ask students to discuss the questions in pairs, then
compare their ideas with another pair.
• Finally, elicit ideas from the class, inviting comments from
the other students.
Exercise 5
• Ask students to read the instructions carefully. Check that
they understand the five types of projects by eliciting
an example or explanation for each one from a different
volunteer.
• Ask students to read the webpage and do the
matching task.
• Allow them to compare ideas in pairs before you check
answers as a class.
Culture Notes 183

Design to Book
Student’s supply
audio
unit and
artwork
video scripts
Unit 1, Lesson 1.1, Track 1.01, online tutorials and after learning some to play. The first thing I had to focus
page 8, exercises 2 and 3 of the most common words, I asked my attention on was holding the
Zaki Hi there, I’m Zaki! Sam to teach me more. I was really drumsticks correctly. To start with, I was
Yasmin And I’m Yasmin! We’re cousins motivated at first, because I thought either holding them too tightly and my
and we’ve decided to start a vlog to talk learning to sign was going to be hands started to hurt, or too loosely
about all kinds of things, usually from easy, but I could only hang out with and they would fly out of my hands!
our own lives. Sam on Saturdays because of all my Once I’d picked up the basics, I formed
Z Today’s vlog is on natural talents and schoolwork. So, from one week to the a band with some other students from
learning new skills. Something that is next I would forget all the signs he had the music group to gain experience.
very important to Yasmin right now, taught me. I wasn’t getting anywhere! The only problem we have is that
isn’t it, Yasmin?! Y So, what did you do? nobody’s parents want us to practise at
Y Thanks, Zaki! OK, so, here’s the story. Z I sat down one day and tried to home, so we have to practise at school.
It’s always been a dream of mine to identify the problem. We’re still pretty hopeless, but we have
ride a motorbike down Route 66 in Y And did that help? lots of fun playing together.
the USA, all the way from Chicago to Z Yeah, I realised I needed to find a way Ethan I learned how to surf at surf
LA. This morning, I took my first step to make a record of the signs so I could camp last summer. In our first class,
towards fulfilling that dream and had practise them at home every day on my we practised on the beach how to get
my first motorbike lesson! It was really own. So anyway, I asked Sam if I could up from a lying position and where to
cool, I managed to start the bike no video him. It made all the difference. position our feet in order to balance.
problem … Every week, I would video Sam making It seemed pretty easy at first, but then
Z Well, that’s always a plus! ten or so phrases he thought would be we went into the water. I don’t know
Y Very funny, Zaki! … As I was saying, most useful. Then, I would watch the how many times I fell off the board! The
it started really well, but, well, it kind of video every day, focusing my attention second class went a bit better, and at
went downhill from there. I had been on Sam’s face and hands and copying the end of the lesson, the surf instructor
getting the feel of the bike … you his movements. By the time I saw him told me I was doing really well, which
know, learning all the controls and how the following week, I had mastered the was a boost to my confidence. By the
to use them, starting and stopping, phrases, so he could teach me more. end of the two-week camp, I’d more or
going in and out of cones – I picked up Y So, the secret of your success was less mastered surfing. By that I mean
the basics really quickly, actually. And videoing Sam? surfing close to the shore. This summer,
soon, I was thinking, ‘Hey, this comes Z That certainly helped, but I’d say I’m hoping to go out into deeper water
naturally to me. Maybe I have the the key was remaining calm and with the experienced surfers and chase
potential to become a professional!’ But identifying what was going wrong. much bigger waves.
then I attempted to do a U-turn and That’s what really helped me overcome
rode straight into a hedge. the problem. Maybe you could try that, Unit 1, Lesson 1.2, Track 1.03,
Z Ho ho ho ho, that’s embarrassing! Yasmin? page 10, exercise 4
Y I know! I don’t think I’ll ever be Y What, make a video? Sheku Kanneh-Mason is a talented
capable of riding a motorbike. I was Z Yeah! British musician. He’s the third of seven
hopeless at it! Y Of me crashing into a hedge? How siblings from a very talented family.
Z But you passed your theory test first will that help me?! Sheku’s first instrument was the violin,
time, didn’t you? Z It won’t – but it might go viral! like his elder brother’s, but he changed
Y I did – and that was a real boost to Y Er, no. I don’t think so. I think that’s all to the cello when he was six because
my confidence, but maybe I was too we have time for today! But before we he was inspired to play something
confident. Putting the theory into go, we want to hear from you! bigger. Sheku was a quick learner and
practice is a lot harder than I thought it Z So, message us and tell us about your passed the final cello exam with the
would be! skills and natural talents. best marks in the country when he
Z Ah, you just need more lessons to Y Or let us know which talented young was only nine. At the age of sixteen,
gain experience. Learning anything people you admire. Sheku appeared on a TV music talent
new is always a challenge! Z See you next time! show with his siblings, and the group
Y Go on then, which new skill have you Y Bye! succeeded in reaching the semi-finals.
learned? He joined a new orchestra, the Chineke!
Z I learned sign language a few months Unit 1, Lesson 1.1, Track 1.02, Orchestra, for black and minority ethnic
ago, actually. page 9, exercise 8 groups the same year. Sheku shot to
Y Really? What inspired you to do that? Alisha I’ve been playing the drums for fame at the age of seventeen when he
Z It’s a long story! Last summer, a new about two years now. I decided to start won a national music competition: the
family moved in next door. Their son, learning when I saw a music video BBC Young Musician of the Year Award.
Sam, is hard of hearing, and I wanted of my brother’s favourite band – the When he left school at eighteen, he
to be able to talk to him. So, I decided drummer was incredible! There’s an started studying at the Royal Academy
to learn sign language. I watched a few after-school music group at my school, of Music and signed a deal with a
so I used their drum kit to learn how record label to make his first album,
184 Student’s Book audio and video scripts
13_LV_3853_UI_TG_SB_Scripts.indd 184 31/10/22 3:25 PM

Inspiration. Since then, he has been English, German and French, and used American women like herself to work
studying for his music degree and languages such as Spanish, Japanese as a ‘human computer’, going through
performing in orchestras and on TV. and Polish to interpret. the calculations of flight tests and
When he was 20, Sheku made another Another person who used books to adding up the numbers. After only two
album, Edgar, and is now one of the teach himself was the Dutch painter weeks, however, she was promoted to
most famous classical musicians in Vincent van Gogh. He was already a more challenging job in the Flight
the UK. 27 when he decided to become an Research Division and eventually ended
artist, so he had a lot to catch up on. up on the Space Task Force, the group
Unit 1, Lesson 1.3, Track 1.04, As a child, van Gogh had had drawing in charge of the first American space
page 11, exercise 2 lessons for a while and had later flights. Johnson played a key role in
Have you ever managed to teach worked for an art dealer. Unfortunately, planning the paths of these flights, and
yourself a skill? If you have, you can call he had not lived up to expectations astronauts knew they could trust her to
yourself an autodidact. In this week’s and was dismissed after a year. Van get them home safely. Like everyone at
podcast, we’re looking at famous Gogh opposed the idea that art had NASA, Johnson had to learn how to use
people who were just that. I’ll tell you a set of rules he should learn, so he the first computers, which appeared
about two of them first, so you get the tried to improve his technique using when she was in her mid-forties.
idea. ‘how to draw’ manuals and reading Not surprisingly, she succeeded in
First of all, there’s English writer Jane textbooks about the human body. He teaching herself. She was one of the
Austen. She was sent briefly to two also spent many hours painting statues first NASA employees to master coding
different schools and after that was and copying the works of other artists. and helped make the transition to
educated at home with her brothers Eventually, he registered as a mature computers in the space agency go
for a short time. She spent many hours student at an art school in Brussels, smoothly.
reading in her father’s library, which is but he soon dropped out after arguing
where she picked up the basics of how with the professors. He tried again later Unit 1, Lesson 1.4, Track 1.06,
to write novels. in Antwerp and succeeded in passing page 12, exercise 5
Then, there’s Canadian film director his drawing exams. In spite of the Let’s continue looking at the best age
James Cameron. He began a course knowledge he acquired, his work was we do things, and we’re going to start
in physics at university, changed to influenced far more by the books he with a state of mind. Surveys show
English and then left before finishing had read and his studies of other artists that older people are generally happier
his degree. After that, he had several than the academic training he received. than younger people. But new data
different jobs and learned about film Unlike van Gogh, the French engineer has revealed an interesting pattern.
technology at his local library in his free Gustave Eiffel recognised the value of a Young people appear to be happiest at
time. formal education and graduated from around the age of 20, but then, average
one of the best engineering colleges happiness falls. Happiness reaches its
Unit 1, Lesson 1.3, Track 1.05, in France at the age of 23. He went on lowest point in middle age, but after
page 11, exercises 3 and 6 to build hundreds of bridges and other that, it rises again. Peak happiness
Now you’ve got an idea of what an structures, including the famous tower occurs at around 70, when people
autodidact is, let’s look at some more of that was named after him. Although have fewer demands on their time and
them in depth. Eiffel is best known as a master money.
Let’s start with Hungarian interpreter engineer, in later life, he did valuable As for our bodies, our muscles appear
Kató Lomb. Lomb’s first experience research into aerodynamics, the study to be at their strongest when we’re 25.
of learning a foreign language was a of how an object moves through the Strangely enough, the age is different
French course she took after school, air. This is something Eiffel didn’t learn for our bones: they don’t get to be at
which she found far from fascinating. at university but taught himself. He their strongest until we’re 30.
After studying Latin as part of her built a laboratory at the base of the Back to matters of the head: it would
university course, she decided she Eiffel tower and did experiments with seem that most of us should be
ought to learn English, but this time, falling objects he dropped from the ready to settle down by our mid-20s.
she chose a method that motivated tower. He also built a wind tunnel to According to mathematics, we have
her: reading. She took a novel by test models of aircraft wings. Eiffel’s met enough people by the age of 26
an English author and studied it findings were used to design some of to have found an adequate partner to
intensively for a few months. The first the first planes, making his research spend the rest of our lives with.
time she read it, she noted the words into aerodynamics just as important as Do you remember we said we
she could figure out from the context his work as an engineer. remember names best in our early
in the margins of the book. The second American mathematician Katherine twenties? Well, ten years later, it appears
time, she looked up the unknown Johnson had an impact on a different we’re best at recognizing their faces. A
words she came across more than once kind of travel: space flight. Johnson study has shown that the part of our
and recorded them in context in her had always been brilliant in her field, brains responsible for facial recognition
notebook. Grammar rules she picked gaining a maths degree – and another continues growing well into adulthood.
up as she went along. Lomb’s talent in French – by the time she was When you reach 32, you’ll recognize
was extraordinary as she mastered eighteen. But it wasn’t until she joined far more people than you did as a
a total of sixteen languages during NASA, around seventeen years later, teenager.
her lifetime, most of them using the that she got the chance to use her Finally, let’s look at when we make
same reading method. Apart from her skills. At first, she joined a team of Black some of the most important decisions
native Hungarian, she spoke perfect

in our lives. Research has shown that you get on with the other members of when I found out why he was so slow
we often do something life-changing in staff? at the cash desk – he’d never been
the year before a birthday that ends in Keira That’s right. Um, well, we all got trained to use it properly! So, I offered
zero: 19, 29, 39, and so on. We might do on fine, most of the time. I’ve only ever to show him, and in a quiet moment
a world trip or run our first marathon, had one problem with a colleague, and that afternoon, I taught him how to use
for example. So, what about you? Have that was right at the beginning. the till. It didn’t take him long to pick
you got any plans for the final year of B Why? What happened? it up. After that, he was much quicker,
your teens? If so, what are they? K I had an argument with my colleague and everyone on the team was more
David. He had started working in the relaxed.
Unit 1, Lesson 1.5, Track 1.08, shop at the same time as me. David B I’m glad you managed to sort it out.
page 13, exercise 7 was nice, you know, very popular with
Speaker 1 When I was younger, we used the customers, and he used to sell a lot Unit 1, Lesson 1.8, Track 1.12,
to go to the same place every summer. of shoes. But he was hopeless at using page 17, exercise 2
My parents would rent the same the cash desk, which used to hold Darius Hi. Do you mind if I sit here?
cottage near the coast, and that was the rest of us up. One Saturday, I was Finn No, that’s fine. Go ahead.
our base for a fortnight. We used to stay about to go on my lunch break when D Thanks a lot. I’m so glad I’ve got a
on the beach all day. At first, I wasn’t my boss asked me to serve a mother seat. I’ve got a long way to go!
used to swimming in the sea, but every and daughter, who had just come F Really? Where are you travelling to?
year I used to look forward to jumping into the shop. The girl tried on about D I’m going all the way to Dundee.
in the waves. In the evening, we’d play 20 pairs of shoes, before she decided F Wow! You’re going to be on the train
games together after dinner. It sounds which ones she wanted. By this time, all day!
pretty boring, but I’ve got very happy I was really late for my break, so when D I know. It’s a nine-hour journey.
memories of those summers. I saw David heading for the cash desk, F What time do you get to Dundee
Speaker 2 I never had a problem going I panicked. I grabbed the shoes my then?
to school when I was little – in fact, customer had chosen, told them I’d D The train is supposed to arrive at
I soon got used to being away from my see them at the cash desk and literally around 9.30 tonight. Hang on – that
parents for the day. From what I recall, ran across the shop to get there before isn’t right. Let me say that again. We’re
we’d spend most of the time playing – David. I managed to get there first, supposed to arrive at 7.30 tonight, but
I don’t remember doing much work. but David was really angry that I had we’re already running late.
My first teacher was really kind – she pushed in front of him. The worst thing F Yes, we were half an hour late leaving
never used to shout at us. The best part was, when I looked for the mother and Plymouth this morning.
of the day was when we’d all sit on the daughter to take their payment, I saw D How far are you going?
rug, and she’d read us a story. I really them walking out of the shop. I’m not F Just to Birmingham. It isn’t so bad for
used to love that! sure why – I suppose they just changed me as it’s only three and half hours.
Speaker 3 I was really lucky when I was their mind. I was furious with myself D That’s a bit more reasonable. Have
little as there were a lot of children in that I’d upset David AND lost a sale! you been to Birmingham before?
the street where I lived. At the back F No, it’s my first time. I’m going to visit
of our houses, there was a lane where Unit 1, Lesson 1.7, Track 1.11, a friend who’s just moved there. Do you
we’d all go and play at weekends and page 16, exercise 8 know Birmingham?
in the holidays. There often used to be Beth So, what did you do to solve the D Yeah, I’ve been there a few times. It’s
about 20 of us, so we could play lots of problem? quite nice down by the old canal area.
different games. We were all different Keira I was lucky I could go on my And, of course, you can go shopping at
ages, but that didn’t use to matter break straight away because it gave me the Bullring in the centre.
as we all got on well and we quickly time to think. While I was having lunch, F That’s the plan! We also want to go to
got used to adapting games for the I thought about why I had behaved a hockey match.
younger kids. so badly and what I was going to do D Do you play hockey?
Speaker 4 I’m an actor so I’m used to about it! One of the reasons was that I F Yes, we both do. We play for the
dressing up in different costumes, but was hungry – I get really moody when same team – what I meant was, we
even as a child this is what I used to I’m hungry, and I hadn’t had time used to play for the same team. We’re
do every time we visited my cousin. for breakfast that morning. I made a in different teams now because he’s
She had a huge box of costumes in mental note to get up earlier in future moved.
her room. Whenever we went to visit, to avoid that happening again. D Right. I used to play hockey, too,
I’d try on all of the costumes and then Then I planned what I was going to say but I was hopeless at it. I’m better at
we’d go and show the grown-ups the to David, and how I was going to say football.
best one. I think they used to enjoy it it! I knew I’d hurt his feelings, and he F Oh? Do you play for a team?
too as they’d all laugh and tell me how was probably furious with me. When D Yes, I play for a local team. I really
good I looked. I’ve got some photos I went back to work, I asked David if enjoy it, actually.
somewhere if you want to see. we could talk. I explained about being F Yes, doing sport is a great way to
late to go for my break and said that switch off, isn’t it?
Unit 1, Lesson 1.7, Track 1.10, I was really sorry for behaving so badly. D Yes, it is. I always feel great after a
page 16, exercise 6 He accepted my apology, and then match – especially if I score a goal!
Beth You used to work part-time in a we went on to talk about how we F I know what you mean!
shoe shop, didn’t you, Keira? How did were getting on in the shop. That was D So … do you know where the café
is? Sorry, that didn’t come out right.

Do you know where the buffet car E Thanks, Geeta. Jack, [beep]. H Would you agree with that, Nasser?
is? I need to get a bottle of water or J Yes, I did, and most of them are Nasser No, I wouldn’t. I think it’s very
something. still my friends today. When we were difficult to learn about animals and
F I think it’s that way. younger, our parents used to take us to their habitats when you are viewing
D Thanks. Do you want anything? the park, and we’d stay there all them in captivity. We all know that zoos
F No, I’m fine, thanks. night – ah, no, what I meant was all are there for our entertainment and not
D Would you mind keeping an eye on afternoon. Now, we don’t spend so for our education.
my bag? much time together, but we often H How would you respond to that,
F No problem. meet up at weekends. Lucy?
D Thanks. I’ll be back in a bit. E Thank you. Geeta, [beep]. L I don’t think that’s fair. Zoos today
F Sure. G Let me see if I can remember … Oh provide a huge amount of education.
yes – I went to the theme park with my Just come to one of our zoos and see
Unit 1, Lesson 1.8, Track 1.13, friends. We had an amazing time and for yourself. And research has shown
page 17, exercise 4 stayed until it closed. We didn’t use to that visits to zoos increases people’s
Examiner First, we’d like to know go because it’s quite cheap – let me say knowledge and awareness of the
something about you. Layla, what do that again: because it’s quite expensive. natural world and their actions to
you like doing in your free time? We got a group ticket, though, which protect it.
Layla Oh, I love horse riding, and I go made it much cheaper. N I’m sure that zoos do provide a lot
three times a week: on Tuesdays and E Thank you. Now, in the next part of of education, but I would argue that
Thursdays after school, and on Saturday the exam, I’m going to give each of you nature documentaries by people like
mornings. two photographs. Sir David Attenborough are responsible
E Thank you. Ali, are you going to do for much greater awareness,
anything special this weekend? Unit 1, Vision 360o, page 20, understanding and action to protect
Ali Yes, I’m going out with my friends. exercise 4 the natural world than visiting a zoo.
E Where are you going? Natural history museums and zoos And those documentaries are not cruel
A To the park. became popular in the 19th century for or harmful to animals.
E What are you going to do there? different reasons. Scientists collected H That’s an interesting point, isn’t it Lucy?
A Play football. dead animals and insects to study L Yes, of course. David Attenborough’s
E Thank you. Kate, tell us about a film them, but they also showed them work has been hugely important in
you like. to the public in museums to finance getting the message across to millions
Kate Yes, I love watching TV series. My their work. Many of the mammals in of people, but I still believe that seeing
favourite is Grey’s Anatomy. It’s about a the collections died naturally. Other an animal for real and having the
group of doctors and nurses who work exhibits are much older and include chance to interact with it is one of the
in a hospital. My favourite character is skeletons of extinct animals and most powerful things we can do. And
Dr Meredith Grey. dinosaurs that archaeologists have by protecting animals and keeping
E Thank you, Kate. Layla, do you watch found. Today, these museums provide them safe, we can help to ensure their
a lot of television? scientists with research material and survival.
they educate the public. N That may be the case but if man
Unit 1, Lesson 1.8, Track 1.14, The original intention of zoos was very didn’t destroy their natural habitats,
page 17, exercises 5 and 6 different; it was to entertain people and we wouldn’t need to do this. And I still
Examiner First, we’d like to know animals were taken from their natural believe that keeping animals in prison
something about you. Jack, [beep]. habitats to do this. However, today zoos for our entertainment has no place in
Jack Um, I don’t really like being on my focus on conservation and returning the 2020s.
own. Sorry, that didn’t come out right. endangered species to the wild. Even H Thank you both very much.
Let me say that again. I don’t really like so, animals rights activists say that
studying on my own because there’s although the intentions are good, zoos Unit 2, Lesson 2.1, Track 2.01,
no one around to help me. I prefer to only exist to entertain people at the page 22, exercises 2 and 3
learn with other people. For example, expense of animals. Yasmin Hi, guys! Welcome to the latest
I’m hopeless at recalling the important edition of our vlog with me, Yasmin and
dates in history, so when I’m with my Unit 1, Vision 360o, page 21, …
friends, they can help me by testing me exercise 6 Zaki … sorry, Yasmin …, me, Zaki! I’m
on the dates. Host On today’s hot topic, we’re really tired. I went out last night and
E Thank you. Geeta, [beep]. discussing zoos and their role in this morning my dad was furious with
Geeta Well, it was a long time ago, but education. I’m joined by Lucy Rawlins, me.
I remember being eager to go on the from the Zoos of the Future foundation, Y Today’s topic is ‘things that drive you
first day because my brother and sister and also Nasser Iqbal, who is a member crazy’, so I think we need to hear this
were at the same school. They had of Freedom for Animals campaign. story!
been telling me for ages how great it Lucy, I’ll start with you. What role can Z OK, so, I was out with friends and
was, so I wasn’t nervous at all. I seem zoos play in education today? I came home quite late. I thought I’d
to remember that I spent most of the Lucy Zoos are great places for children done really well to be quiet and not
day playing with buildings – sorry, that and young people to learn about wake anyone. But when Dad came
didn’t come out right – playing with animals, their habitats and the threats downstairs this morning, he found that
building blocks. that animals face in their natural I’d left all the lights on. He completely
environments. blew his top! I thought at one point he

was going to have a heart attack! After his generation should think about is the one thing that you are not willing
a while, he calmed down and we talked too! I think he realised I was offended to accept? It could be noise, people not
it over. The thing is, my parents are because he apologised later. cleaning up after themselves or always
really into the environment and they Z So, there we are. It seems as if it’s having friends round to visit.
get really frustrated when they think the people we’re closest to that drive Find out as much as you can about
we’re wasting electricity, or just being us crazy the most. But there’s usually your housemates, because if you don’t,
wasteful in general. It’s a big deal for nothing that can’t be fixed if we just then sooner or later there are going
them. stay calm and communicate with each to be arguments. And I’m absolutely
Y So, in a way, your dad was right to be other. certain there are easier ways to
angry. Y So … what about you? Tell us what solve problems than by having a big
Z Yeah, but maybe not quite SO angry! your friends or family do that drives you argument.
Y I guess we all like to complain about crazy. Leave a comment below. See you My advice is not to try to guess what
the people we’re close to, especially the next time! it is that frustrates or irritates other
things they do that annoy us! I asked a Z Bye for now! people. Sit down and have a proper
few people, ‘What do your family and conversation about your personality,
friends do that drive you crazy?’ Here’s Unit 2, Lesson 2.1, Track 2.02, needs, habits and routines. One idea is
my friend, Daisy! page 23, exercise 7 to draft a simple questionnaire, and ask
Daisy Hey Yasmin! Hey Zaki! So, my Anita Recently, my brother has been everyone to fill it in. Then get together
friend is always listening to music hanging out with some new friends. and discuss everyone’s answers.
through headphones when we’re He’s started dressing and acting It isn’t necessary to discuss all your
studying together. The thing that drives differently. He’s always coming home personal feelings. But if you all know
me crazy is that she kind of sings along late and he seems angry all the time. what upsets each other, you can avoid
to the music. You know, like …. It really The problem is, it’s affecting the whole the things that may cause people to
gets on my nerves. Last week, I’d just family. He refuses to discuss it. In fact, feel angry or resentful. Do this as soon
had enough and said ‘you really need he hardly ever speaks to us anymore as you move in together – don’t wait
to give it a rest! I’m so irritated with that and when he does, he’s quite rude. until problems occur.
humming, I can’t even concentrate!’ She Everyone’s really tired of it. I don’t Finally, it’s important that you don’t
was astonished. She had no idea she understand why he’s changed, but it’s expect everyone to behave perfectly
was even doing it! We actually argued doing my head in. all the time. If you do, you’ll be
about it, but I made up with her in the Kris My sister borrowed my laptop disappointed. But do be willing to
end. In fact, she agreed it was annoying to do some coursework – I was really communicate when things go wrong,
and she’s agreed to stop doing it! surprised when I caught her reading and to give each other a second
Z Thanks, Daisy. So, next up is my my private messages on social media. chance.
friend, Joe. I’m not sure what the reason was – she’s
J Hey guys! So, sometimes I have days never done it before. When I asked her Unit 2, Lesson 2.3, Track 2.04,
when I feel a bit miserable. My parents about it, she refused to explain and page 25, exercises 2 and 3
are constantly saying things like, you accused me of bullying her. We had a Speaker 1
should go outside, or you need to see big argument and now she won’t speak Ryan Hi, my name’s Ryan. I love my
your friends. I know they’re trying to to me. I’m a bit upset, to be honest. phone, but sometimes it drives me
help, but they also keep asking me Stacy I love playing football, but my crazy. Like, when I forget to charge it
questions about what I’m doing, or cousin Eric is constantly criticising me and the battery runs out. That can be
who I’m with. To be honest, it does my for it. He says football is a sport for boys, very annoying, especially if I’m playing
head in and I feel quite resentful about not girls. Unbelievable! Did he not a game or face-timing someone. I also
it. It feels as if they want to run my life watch the Women’s World Cup? Last get really frustrated when I run out of
for me and I really need to talk to them Saturday, he came to see my team play. data before the end of the month and
about it. He laughed and made jokes all through then have to pay extra if I want more. I
Y Tell me about it, Joe – I know that the game and afterwards he said we can’t be the only person who finds this
feeling! I’ve stopped going shopping were rubbish, even though we won the irritating.
with my mum because she keeps match. I mean, how rude is that? I’m Speaker 2
trying to choose my clothes for me! so angry about this – I never want to Anita I’m Anita. Why do some adults
My family also likes to stereotype speak to him again! assume they know what’s best for you,
our whole generation, which I find just because they’re older? My ambition
extremely annoying. Take the other
Unit 2, Lesson 2.2, Track 2.03, is to be an astronaut – it’s all I’ve ever
day, for example, my uncle called me a page 24, exercise 7 wanted to do. But some people in my
snowflake – because I don’t eat meat! At some time in their lives, many young family think I’m being unrealistic. It’s as
He claimed young people today are people will share a home with people if they think people from round here
too sensitive. I was completely lost other than their family, for example, aren’t supposed to have serious career
for words, but I didn’t want to fall out when they go to university, start work ambitions. Fortunately, my teachers
with him and, to be honest, I was a bit or travel abroad. understand. They really want me to
puzzled by his reaction too. I explained Living with other people is possibly one succeed, and they give me lots of
that I’m not a vegetarian because I’m of the most challenging situations for encouragement and advice. It’s great
sensitive, it’s because I care about anyone to deal with. The best way to – they’ve made me realise nobody has
the environment – something that get on is to identify the things that are the right to stop you achieving what
really important to each person. What you really want to do.

Speaker 3 Joe I think sometimes you have to Unit 2, Lesson 2.7, Track 2.10,
Joe Hi, I’m Joe. So, the broadband adapt to the circumstances. You might page 30, exercise 4
speed isn’t great where I live. During have to give something up to help Presenter You might have heard the
the recent pandemic, my parents had address the issue. Our solution is a expression ‘When the going gets
to work from home, and my sisters and family rule that says only two people tough, the tough get going’. That’s a
I all needed to go online to get our are allowed to be online at any one pretty good definition of resilience. It
lessons. Five people trying to use the time. So, personally I spend less time isn’t actually about being tough; it’s
Wi-Fi on different devices at the same playing games online. about not giving up when things get
time is too many. It’s hard to study P That’s interesting, Joe. Anyone else? difficult or go wrong. With me today is
when you know you could lose the Yes, Ryan. psychologist Dr Helen Cooper. Helen,
connection at any time. Anyway, it’s Ryan Yeah. I think you need to accept why is resilience so important?
still a problem: my parents have lots the truth and take responsibility for Helen Cooper Resilience is important
of video meetings, and we all stream your actions. I realised the issues because it helps us stay on track and
movies and play games online. were basically my own fault. So, now keep moving towards our goals. It
Speaker 4 I’m more careful to keep track of the helps us deal with setbacks and difficult
Hannah My name’s Hannah. I have a battery life and how much data I’m situations. And it also helps us develop
pretty busy life. I have to do schoolwork using. And I use free Wi-Fi whenever and grow because we can learn
every evening. I love going out with I can, so I always have enough data. from difficult situations by seeing the
my friends. I play a lot of sport, I sing Anita That’s a good point. I think the positive side.
in the school choir and I volunteer at a answer is to trust yourself. Ignore P I see. And is resilience something you
care home for old people on Saturdays. people who are negative about your can learn?
I feel like there isn’t enough time ambitions. Be clear what is important HC Yes, absolutely. Some people find it
to do everything. I realised recently to you and maintain your focus. For me, easier than others, but you can certainly
that I don’t have to be this stressed. that means working even harder at my learn to be more resilient. You can
But nobody helps you with this stuff studies. I’m doing lots more research practise thinking about setbacks in a
– you’re just supposed to be able to – finding out everything I can about way that will help you recover from
manage your time naturally. being an astronaut. them and move forward.
Speaker 5 P So, how can you build resilience?
Nina Hello, my name is Nina. So, like a Unit 2, Lesson 2.5, Track 2.08, HC There are a number of ways. Firstly,
lot of my friends, I’m concerned about page 27, exercise 7 when life gets difficult or you make a
some of the issues that will affect my 1 mistake, don’t automatically focus on
life in the future, especially climate A Did you hear about Harvey? He’s had the negatives. One mistake doesn’t
change. My generation will have to a complete burnout. mean you’re a failure. Think about all
deal with these problems. We might B Yeah, he’s been stressed for a long the things you’re good at. Try to focus
not be able to solve them, and what time. I think he just let everything get on the positives! Then, secondly, think
happens then? I talked about this to on top of him. back to times when you’ve experienced
an old family friend, and he said, ‘It’s 2 problems in the past.
useless to worry about the things you A Hey Zoe. I thought your cousins were P How does that help?
can’t control. You should think about meeting you at the café. HC It helps to remember that you
how you can make a difference and do B So did I. I suppose it’s possible they found a way to cope with the problem,
that.’ And of course, he’s right. forgot. even if it was difficult at the time. It’s
3 important to remind yourself that
Unit 2, Lesson 2.3, Track 2.05, A Have you received your exam results things got better before, and they will
page 25, exercises 4 and 5 yet? this time too. Because, look, there’s no
Presenter It was interesting to hear you B No, I haven’t – we were supposed to getting around it – challenges are a
talking about the problems you’ve had get them this morning. part of a full and exciting life. You need
to deal with – all quite different. Can we 4 to try and look at every challenge as
talk about the solutions? Hannah, you A Here you go, Abby. You looked a an opportunity, not a problem. Think
start. bit miserable, so I bought you some of it as a chance to learn, grow and be
Hannah I’ve decided to take control of chocolate. successful!
the situation. I really need to manage B Thanks, Emma. That really wasn’t P That sounds easy to say. How easy is
my time better. I’ve made a schedule of necessary – but I appreciate it. it to do?
the things I have to do every day, and 5 HC It depends. I think it’s important
how much time to spend on each one A I feel terrible. I lent my skateboard to not to hang around with people who
– like a timetable for the whole week. It Sam – then he fell off it and broke his criticise or upset you. They can cause
might work – let’s see. I’m going to try arm. you a lot of unnecessary stress. You
it anyway. B It isn’t your fault. It wasn’t possible for should spend time with positive people
Nina That’s a really good idea. I decided you to have known that would happen. who like you for who you are. Also, you
to take action and do something 6 shouldn’t ignore your feelings.
positive as well. Now I feel like I’ll be A Have you heard? The school visit to P What do you mean, exactly?
able to make a difference, even if it’s London has been cancelled! HC Well, we need to recognise that
just a small one. So, I’ve joined a group B No! I wish they’d told us sooner! I’ve it’s OK to sometimes feel upset or
helping to plant trees to improve the already booked my train tickets. miserable about things that happen.
local environment.

It’s completely normal to feel bad for a ask questions you haven’t thought class and went to Italian restaurants
while if bad things happen to you. of, which is extremely useful. I think and art exhibitions. It was a lot of fun.
P OK, that makes sense. studying on your own, even when you Online learning is great if you have
HC Right. And last, you don’t have can talk to other people online, is less the discipline, but personally I prefer
to deal with problems on your own. effective, and not as interesting. something more sociable.
Don’t be afraid to talk about them with 4
people you’re close to. Ask someone 1–2, Exam skills, Track 2.14, page Man I’m thinking of learning a new skill.
you trust for help, advice and support if 34, exercise 2 Woman What do you want to do? I’ve
you need it. 1 just started karate lessons for beginners.
Woman So how was your first driving It’s great fun. You should come.
Unit 2, Lesson 2.8, Track 2.11, lesson? M Hmm I don’t know about that. I’d
page 31, exercises 2 and 3 Man Did you enjoy it? actually like to try water skiing.
In the first photo, you can see a group W Not at first. I was too nervous, but W Really? I thought you were afraid of
of students in a science lab. I can’t be then we went to a car park and for water.
sure, but they look about eighteen about half an hour, I just drove around M Yes, that’s true, but I’ve decided
years old. They’re all standing round a and learned the basic skills such as I need to change.
table with test tubes in the middle, and stopping and starting. My instructor W Well why don’t you take a swimming
they’re wearing goggles so there might told me I was a fast learner, which course first? It might give you
be dangerous chemicals. It looks to boosted my confidence. Then we went confidence.
me like a science experiment of some out onto the road. M That’s a good idea actually, but
kind. The students all look completely M How was that? I think all the lessons at the pool are for
absorbed. W To be honest, I thought I was going children, aren’t they?
The second photo shows a boy in his to be hopeless, but I really enjoyed W That’s not true. There are some adult
teens, maybe fourteen or fifteen, and myself. How about you? Are you courses too.
he’s studying alone at his computer. planning to learn? M Oh, right. I think I’ll do that then.
I’m not sure why he’s studying alone – M Yeah. I’ve got my theory test W Great. And when you do decide
maybe it’s the weekend and he’s doing next week. If I pass, I’ll start lessons to learn water skiing, let me know. I’ll
homework. There are books open on straightaway. come with you!
the desk in front of him, and to the left W Well, I can recommend my 5
of the picture there’s something … It instructor. She was great. Man Thanks for coming today. It’s great
looks like some kind of clock, I think. 2 to see so many of you here and I hope
Actually, he’s looking at his phone, so Man Hello and thank you for asking that through this talk, I’ll be able to
he might not be working; he could be me here. It’s wonderful to see you. So, give you some idea of what the centre
texting his friends, or something like I’ve always loved art. My parents gave is like. I’d like to start by relating some
that. me a set of paints when I was a child of own experience. As you know I’m
So, both photos show young people and I used to sit in the garden and a tutor here. I joined three years ago
studying, but in different situations. paint insects, birds and flowers. Those and I teach the piano to students at
Obviously, the common theme in the are some of my happiest memories. At all levels. I also play the trumpet in a
photos is education, or learning. The school, I won several art competitions band and I enjoy playing drums for
main difference between the photos and my teachers thought I had a lot fun. I’m a big fan of combining formal
is the number of students, and the of potential. When I was eighteen, lessons which you can have here, with
age of the students. In the first photo, I applied to art college in London and experimenting with different ideas.
the students clearly find the lesson spent some wonderful years there. But Having music lessons and learning
totally fascinating. They look like they’re I had always wanted to study abroad so to read music is a great foundation
enjoying learning together, whereas when I was 21, I fulfilled my dream and that you can build on. As well as
in the second photo the boy looks did a year of further study in Paris. I then music lessons, if you decide to come
quite serious. He doesn’t look as if he’s stayed there for a few more years and here, you will have some amazing
enjoying studying on his own – in fact, had my first exhibition. After that, I came opportunities for performance. We
he looks pretty miserable. back to London and set up a studio. hold concerts twice a year at the local
In my opinion, studying on your own 3 theatre as well as smaller concerts at
is absolutely awful. It’s much more Woman Six months ago, I decided the centre. Students in the past have
enjoyable to study with other people. to take on a new challenge. I had also formed their own bands and they
Of course, there are times when you been thinking about learning Italian have plenty of chances to play too. You
have to study alone, like when you for a while, so I booked some online are welcome to ask me any questions
do homework. But I would say that lessons. The problem was I found it about that at the end of the talk.
it isn’t the best way to learn, because really hard to stay motivated. I kept
you can’t discuss things – you have to forgetting words and I wasn’t getting Unit 3, Lesson 3.1, Track 3.01,
think of everything yourself. For me, anywhere. So, I gave up the online page 36, exercises 3 and 4
the main consideration is being in the lessons and joined a class. This made Yasmin Hey, everyone! I’m Yasmin and
same room with your classmates. It can all the difference. I think it was because this is Zaki. Today, we’re thinking about
help you to learn better, because you I was meeting people and using the exercise and I want to talk about my
can share ideas, and work together to language I learned by communicating usual morning workout – rajio taiso.
solve problems. Sometimes people with them. We also met up outside the It’s a series of simple morning exercises

that are beneficial in lots of different and the longer I spend on it, the more skilful, or the most prepared for the
ways. It’s really popular in Japan, enjoyable it becomes! It’s the perfect hunt. Archaeologists have found cave
where people do it at home, at school way to let off steam after a day at paintings from 15,000 years ago which
and even at work. The idea is that it school! show activities like running, swimming
stretches your muscles so it makes you Z That’s fantastic, Daisy. It’s great to and archery. Events in modern athletics
more flexible and gets you set up for hear you being so enthusiastic about – like sprinting, jumping and throwing
the day ahead. You can do it standing exercise. the javelin – are all based on skills that
up or sitting down, so it’s good for Y But unfortunately that’s all we’ve got hunters would need and they were part
people of all ages. And as you can see, time for today! If you have an exercise of the original Olympic Games which
Zaki is doing it with me. Kind of. So, routine that you find beneficial, why took place in ancient Greece almost
what do you think, Zaki? not tell us about it? Why does it work 3,000 years ago.
Zaki Yeah, it’s OK. But I’ll probably for you? See you next time! Another example of a survival
stick to going to the gym three or four Z Bye! technique that has become a sport
times a week, to be honest. I’m more Y Now come on, Zaki, let’s try it again. is skiing. This probably originated
into exercise that really increases my Z OK. in northern Europe, in what is now
heart rate. I like to work up a sweat, you Scandinavia. In the long, cold winters
know? Sometimes, I get so sweaty that Unit 3, Lesson 3.2, Track 3.02, when there was deep snow on the
… page 38, exercise 6 ground, it was challenging to move
Y Too much information, Zaki! But Cara I’ve been watching fitness videos around. People developed skis so that
doesn’t that take up a lot of time? I do on YouTube by a guy called Jake. He they could travel easily across the
rajio taiso because it’s nowhere near as has lots of brilliant exercise routines to surface of the snow and continue to
time-consuming as going to the gym, help you get fit – things anyone can hunt, look after their animals and trade
and it fits in with my daily routine. Ten do at home. Basically, he says any sport with each other – so skis were basically
minutes every morning – job done! or activity that increases your heart a means of transport. As with athletics,
Z Ten minutes? That’s it? Hmmm, rate and makes you breathe hard will modern societies saw the possibility
maybe I should look into a new routine. have a positive impact on your physical of competition and during the 19th
I spend a lot of time in the gym and my and mental well-being. So, things like century the sport of skiing became
muscles still aren’t completely perfect. running, swimming, cycling, walking … more and more popular.
Y OK, Zaki. But for most of us exercise They’re all beneficial because, basically, Just as important as survival was the
isn’t about building big muscles. We do if you work harder, you’ll gradually get need to be prepared for war. Obviously,
it to maintain our physical health. fitter. before modern technology, archery
Z That’s true. So, we asked a few friends Josh Which is best, do you think? was a far bigger part of warfare. Again,
to talk about their exercise routines. C They have similar benefits, so I think evidence of bows and arrows being
First, let’s hear from Joe. they’re all really good for building used in war has been found in many
Joe Hi, guys! As you know. I’m really general fitness. different parts of the world, and some
competitive and I love team sports J Does Jake have any advice on getting of it dates back thousands of years.
like football and rugby. But recently more flexible? In Europe, these had mostly been
I’ve started doing yoga – it’s really C Yes, he has videos that show you replaced by more modern weapons by
challenging, but in a good way! At first, how to stretch your muscles gently and the mid-17th century. Soon afterwards,
my back was quite stiff, and I found safely. And of course, as you become the first organised clubs began to
it difficult but I told myself to keep at more flexible, it gets easier to do most appear as archery became popular,
it and since then it’s had a positive kinds of sport. especially for wealthy people. In Britain,
impact on my physical and mental J What about if you want to build archery quickly developed into a
wellbeing. It’s made me feel a lot more strength? competitive sport – it was particularly
relaxed. It makes you aware of your C He has some great strength exercises popular with young women, and in
body, and my teacher says I’ve made that mean you don’t have to spend 1900 it was included in the modern
great progress. I’m getting more and time in the gym. I think the idea is that Olympic Games for the first time.
more flexible, and it’s even helped my if you do them regularly, you’ll find that One sport that originated in North
rugby! My coach is thrilled! your strength increases over time. America, in indigenous American
Z That sounds great, Joe. culture, is lacrosse. It’s not a
Y Now let’s hear from Daisy.
Unit 3, Lesson 3.3, Track 3.03, complicated game – two teams
Daisy Hi, everyone. It’s Daisy here. page 39, exercises 2 and 5 compete to get a ball into their
As you know, Yasmin, I’m not exactly Today, we think of sport as an activity opponents’ goal, using a stick with a
enthusiastic about exercise. In fact, I’m for recreation or entertainment. But in net, and they aren’t allowed to touch
normally a bit of a couch potato! But the distant past, when people hunted the ball with their hands. The goals
then my dad got this computerised animals for food, the ability to run were often hundreds of metres apart
exercise bike. At first, I thought it would fast and throw things accurately was and there could be hundreds of players
be really complicated – definitely not necessary for survival. This took up on each team. Like archery, it was a
as simple as just going for a bike ride! a lot of energy, and the further and way of preparing young men for war.
But, in fact, it’s really easy to use and faster they could run, the more likely But lacrosse may also have been a
it’s got all these exercise games that they were to succeed. Most young beneficial way for energetic young
you can select, and they are totally men needed to develop their skills, men to let off steam, as well as a form
addictive! Now I’m on it all the time so it is not surprising that they’d often of recreation and entertainment for
compete to see who was the most

the whole tribe. It’s also thought that means I can’t use my legs. To me, it’s Number 3: Don’t hesitate to use
lacrosse was sometimes used by tribes completely normal, as I’ve never been sentences beginning with ‘I’ to say what
to resolve a dispute – for example, able to walk. The wheelchair is a part of you think, or how something makes
over land or resources – because it was me … you feel. Avoid talking about what the
nowhere near as dangerous as going When I first went to school, I had a few other person does or says – or has done
to war. problems as accessible schools didn’t or said in the past. Using sentences that
One final example – surfing. It’s not exist everywhere. But now all of the start with, ‘You always …’ isn’t useful. For
known exactly where and when surfing schools and public buildings in our example, don’t say, ‘You’re always telling
originated, but researchers have found town are accessible for wheelchairs and me to do things that don’t matter!’ Try
evidence that it dates back to early that makes … saying, ‘I feel stressed at the moment,
Polynesian cultures – so in places like I have several close friends who give and I need to focus on this. I will make
Hawaii, Tahiti and Samoa. In ancient me support when I need it, but most of an effort to do the things you’ve talked
Hawaiian culture, the ocean was a place the things they do, I can do as well – go about.’
of spiritual importance. Surfing and to college, play sport, go out dancing. Number 4: Show the other person you
making surfboards seems to have been Yes, you can dance in a wheelchair – it’s respect their point of view. Nobody wants
an almost religious process or an art brilliant. You should see me on the to hear that their opinion or belief is
form, and it was treated very seriously. dancefloor … stupid. Even if you think so, find another
According to some sources, the most I really love sport – I play wheelchair way to convince them. If you show
skilful surfers had a high social status basketball with a local club. Some of respect for someone else’s ideas, they are
and gained a lot of respect, and the the guys I play with are pretty tough! It more likely to do the same for yours. And
best surfer was sometimes chosen as can be quite physical but that doesn’t be careful that your body language is
the chief of the tribe. put me off … saying the same thing. Rolling your eyes,
Imagine choosing the best sprinter or I don’t get many negative comments, making faces or turning away doesn’t
tennis player as your president! to be honest. Most people treat me show that you’re listening respectfully.
normally. Sometimes, people talk to Which brings us to …
Unit 3, Lesson 3.3, Track 3.05, my friends and ignore me. When that Number 5: Listen respectfully! Don’t
page 39, exercise 6 happens, I say, ‘Hey, I can’t walk, but I interrupt, and don’t just wait until it’s
1 Archaeologists have found cave can hear’. They usually get the message. your turn to speak again. Try to listen
paintings from 15,000 years ago which to what the other person is proposing
show activities like running, swimming Unit 3, Lesson 3.7, Track 3.08, and show that you’re thinking about
and archery. page 44, exercises 6 and 7 it. A discussion – even an argument
2 Another example of a survival So, today we’re talking about how to – should be an exchange of ideas.
technique that has become a sport manage your reactions, especially when Remember you might be right, but you
is skiing. This probably originated you’re arguing – or having a difference might even change your mind!
in northern Europe, in what is now of opinion – and how you can do it It isn’t easy to disagree, but sometimes
Scandinavia. without getting angry or upset. We’ve it’s necessary and if we can disagree
3 In Europe, these had mostly been all been there. It’s easy to lose our cool respectfully, without hurting people’s
replaced by more modern weapons by in an argument and say something feelings, then we’re a big step closer to
the mid-17th century. we regret later. But even if you hate finding a solution. Anyway, that’s all for
4 But lacrosse may also have been arguing, and often avoid it by changing this week. Thanks for listening.
a beneficial way for energetic young the subject or leaving the room, there
men to let off steam, as well as a form are times when something needs to Unit 3, Lesson 3.8, Track 3.09,
of recreation and entertainment for the be discussed, and the people involved page 45, exercises 3 and 4
whole tribe. don’t agree. The thing is, a difference of Alex What do you think about this idea
5 It’s also thought that lacrosse was opinion doesn’t need to lead to conflict. of an activity afternoon, Bella?
sometimes used by tribes to resolve a So here are five simple tips to help keep Bella Personally, I’d prefer not to do it.
dispute – for example, over territory or those discussions calm and reasonable. To be honest, Alex, I’d rather spend the
resources – because it was nowhere Number 1: Stay calm. This can be time studying.
near as dangerous as going to war. difficult as we all get emotionally A I understand what you’re saying,
6 It’s not known exactly where involved with things that are personal, but I think it could be fun. We already
and when surfing originated, but or important to us. It’s OK to feel spend too much time studying – it
researchers have found evidence that it strongly about something, but it’s also means we could take a break from our
dates back to early Polynesian cultures easy to overreact when you’re angry schoolwork.
– so in places like Hawaii, Tahiti and or upset. It doesn’t help to lose your B Sorry if I’m not being clear. The main
Samoa. temper, so the first rule is: always try to thing is, we have exams at the end of
7 Surfing and making surfboards stay calm. next year. This is just a waste of time.
seems to have been an almost religious Number 2: Argue with the idea, not with A OK. I see your point, but I don’t agree.
process or an art form, and it was the person. Don’t make it personal if It seems to me it’s an opportunity to
treated very seriously. they say or do something you don’t like. learn a new skill. And maybe make
Being rude and using insults has no some new friends. What do you think,
Unit 3, Lesson 3.5, Track 3.06, place in a reasonable discussion. Always George?
page 41, exercise 6 remember what you’re talking about G For me, the most interesting thing
I’ve been in a wheelchair since I was and stay on topic. is the chance to do things with other
very young. I have a condition that people. Social inclusion is really

important – we all spend too much lot less stressed. And the more relaxed Unit 4, Lesson 4.1, Track 4.01,
time studying alone. And I really like you feel the better you’ll study. page 51, exercises 2 and 3
the idea of doing something for the Alex It’s a good point. Bella, do you Zaki Hi, everyone. It’s Zaki here and I’m
community. I don’t think that’s a waste have any thoughts about that? with my cousin Yasmin …
of time, Bella. Bella I’m sorry, but I don’t think it’s a Yasmin Hello!
B OK, let me clarify what I mean. Of very good idea. Z … and today we’re talking about
course, I’m not saying that community unusual homes. So, homes with
activities aren’t useful, but … Unit 3, Vision 360o, page 48, modern and exciting designs, like
G But you’d rather do your homework! exercise 6 this… not typical traditional houses,
A Just a minute, George, let her finish. Studies show that for a lot of people like this!
B … Basically, my point is, the exams their favourite sports team is more Y Hey, that’s my house! But yeah, it is a
are really important to me. I don’t want important to them than their school, typical urban home here in the UK. It’s
anything to take away my study time. work or social groups. Their team forms actually our ‘moving in day’ anniversary
A I know you think that, but maybe part of their identity. Feeling part of a this weekend. We’ll have been living in
it’s good to do something different big community of fans who share the that house for fifteen years!
sometimes. You know, to be part of same opinions is also important. And Z That’s cool! And you know, you’re
a team and work up a sweat. Doing these groups can help people avoid lucky. It might be typical, but houses
physical exercise is just as important loneliness. like yours aren’t that affordable these
as keeping fit mentally. What about days. For most people, it’s a trade-off
joining the athletics group, or … ?
Unit 3, Vision 360o, page 48,
between price and space. But on
G Can I say something? I feel quite exercise 8
the plus side, this has led to some
strongly that schoolwork already takes Gina As you can hear, the 90,000
ingenious ideas that make good use of
up enough of our time. I think Alex is spectators in the stadium are creating
space – which links to our topic today.
right – you need to do something that an incredible atmosphere, and there
Y Yes, we decided to choose our three
has a positive impact on how you feel are almost 100 million more watching
favourite home ideas to see what you
… on TV around the world. Alan, why do
think! And the first one is this ‘tiny
B By stressing me out. we love watching sport so much?
house’. Check it out!
G No, no, look … What I’m trying to Alan It’s the emotion, Gina. Sport gives
Z This is a really cool and clever design.
say is, these activities can help. You’ll us good guys and bad guys and so
You can see from this photo that it’s
actually feel a lot less stressed. And the many incredible moments. A game can
got a small floor area, but quite a high
more relaxed you feel, the better you’ll change so quickly, and the players and
vertical space. These proportions meant
study. fans can go from extreme happiness
the architects chose an open-plan
A It’s a good point. Bella, do you have one minute to extreme depression the
design with different areas for living,
any thoughts about that? next … or the other way round! Sport
bathing and sleeping. I particularly like
B I’m sorry, but I don’t think it’s a very at its best, Gina, is incredible drama.
the way the staircase leads up to the
good idea. Maybe for you, but not for Unit 3, Vision 360o, page 49, sleeping area, but also provides storage
me. exercise 9 spaces built into the walls! OK, let’s see
A Connor number two – the shipping container
Unit 3, Lesson 3.8, Track 3.11, home!
page 45, exercise 6 For me, it’s about having people around
me pushing me on and telling me I Y In cities all over the world, there are
Extract 1 lots of examples of flats made from
Alex What do you think, George? can do it. It makes me want to keep at
it and achieve more. That’s an amazing old shipping containers. This design is
George For me, the most interesting really cool – using sustainable materials
thing is the chance to do things with feeling.
B Marcia Volleyball’s my sport, and since and lots of glass so that there’s plenty
other people. of natural light. They’re usually well
Extract 2 I started, I’ve learned so much about
co-operation, communication, and equipped with all mod cons, and in this
Bella Of course I’m not saying that example, there’s lots of storage – under
community activities aren’t useful, but collaboration. It’s just great to work
together like that. the work surfaces in the kitchen, and
… beside the bed in the bedroom, which
George But you’d rather do your C Simran I find doing sport and keeping
active has improved my memory, my is really cool. So, what do you think,
homework! Zaki?
Alex Just a minute, George, let her ability to solve problems quickly and
helps me sleep better. Z Hmmmm, don’t get me wrong. I’m
finish. sure they’re nicely designed, but I don’t
Extract 3 D Flavia Since I started playing football,
I’m much better at coping when things think I could spend a lot of time in one.
Alex Doing physical exercise is just as I think it would feel quite restricted,
important as keeping fit mentally. What go wrong. When you lose a match, you
learn from it, and you prepare better space-wise. Don’t you?
about joining the athletics group, or Y That’s the thing. A lot of people
…? next time. We can do that in life too.
E Leyla I feel so much better about make their container homes bigger by
George Can I say something? I feel quite adding extra containers. You can’t do it
strongly that schoolwork already takes myself when I exercise. I’m in a better
mood afterwards because I feel I’ve everywhere, but it looks awesome.
up enough of our time. Z Now you’re talking! So, you could
Extract 4 achieved something, and I feel proud of
myself. That’s really positive. have a cinema container, or a home
George What I’m trying to say is, these gym container?
activities can help. You’ll actually feel a

Y You could, but that might be a bit E It starts in October, though, so I’ll P What about sustainability? I know
over the top! OK, now it’s time for the be staying at home for the next few you’re passionate about that, Laura.
third one, and it’s over to you Zaki to months. L Well, I think it’s important to make
talk about the houseboat home! S That sounds great actually. You can people the priority, not cars. It’s obvious
Z I love houseboats. They’re more relax for a bit before you start. more people will be living in urban
environmentally friendly than houses. E Yeah – pretty cool. areas. I want to see more cycle paths,
They use fewer resources and they’re more parks, more places we can walk
energy-efficient so things like central Unit 4, Lesson 4.3, Track 4.03, safely, with cleaner air. Let’s get rid of
heating is cheap. They’re often on page 53, exercises 2 and 4 the cars! But more broadly, we need
canals too, so they’re close to the city Presenter Welcome, both of you. lots more well-designed green spaces
centre and all the facilities they need. Thanks for joining me. Living in the city that people actually feel at home in.
But not all houseboats look like this, is a different experience for different M I totally agree. And some of those
some look like this. These spacious people. What is it you like about it? open spaces could be used to grow
house boats are often really modern, Milo My family lives in a big flat right in food for local people too, instead of
with smart appliances operated by the city centre. My dad is self-employed transporting it from miles away. But the
remote control or voice prompts. and has his home office there too. It’s bigger picture is, if we create all these
They’re just like living in a modern close to the shops and most things my new, green, people-friendly spaces,
house. And these house boats are really parents need. You can walk everywhere, we’ll have made our city centres places
popular! A lot of people in cities like or cycle – I cycle to school. But like young people really want to live in.
London and Paris are desperate to get you said before, that isn’t necessarily L Another area is the use of new
a houseboat in a central location at a everyone’s experience. technology to make cities more
reasonable price. But there are limited Laura The city I live in is very big, very energy-efficient. One example of this is
numbers and they sell really fast. You crowded, with a lot of tourists, but I love kinetic flooring which turns footsteps
could say they don’t want to ‘miss the that. It’s lively, there’s a real buzz, you into energy to produce electricity. My
boat’! know? However, there’s a lot of traffic city gets millions of tourists a year –
Y Was that meant to be a joke? so the air is quite polluted. Incidentally, imagine if you had smart pavements
Z Yeah. Sorry! So, what about you? some of my friends are concerned that would turn all those people’s
Where will you be living in 20 years’ about safety because of the traffic – but footsteps into energy to help power
time? What do you think will have actually, I always feel quite safe here. the city.
changed about your home town? P How do you think cities have M That’s brilliant – talk about reducing
Y Send us a comment and let us know changed in your lifetimes? your carbon footprint! By the way,
what you think. Bye, guys! M If you take the case of the recent people like us are going to need
Z See you! pandemic … the city was definitely somewhere to live in future. What
less busy. A lot of workplaces closed, about those office buildings that will
Unit 4, Lesson 4.2, Track 4.02, so people weren’t coming into the city have been standing empty for years
page 52, exercise 5 centre. Since then, quite a few shops and because more people are working
Ella So, Sean – graduation soon! The companies have gone out of business – from home? They could be turned into
end of our schooldays. my mum lost her part-time job too. But affordable flats.
Sean Yeah, I can’t believe that on Friday now it’s just as busy as it was before. L Exactly, and if they used solar panels
we’ll have been studying here for five P Laura, what about you? or other renewable energy sources,
years. It doesn’t seem possible. L I think cities are changing all the time. they’d be sustainable as well.
E And this time next week, we’ll have There are way more cars than when
finished our exams and left school I was small, and more pollution. There Unit 4, Lesson 4.5, Track 4.05,
altogether … It’s kind of sad. are more empty buildings too. As Milo page 55, exercise 6
S I know what you mean. Like, after this mentioned earlier, businesses close and Hi, Sara. It’s Anya here. Thanks for your
week we won’t be getting the school there are many reasons for this – like, message about travelling together – it’s
bus together anymore. I’m going to more people working remotely and a great idea. If we don’t speak to each
miss that. shopping online. I don’t think that’s a other before tomorrow, I’ll meet you
E Oh, me too. And you’re off to problem; I think it’s an opportunity. at the airport. I’ll wait for you by the
university in September. Do you know P OK, let’s move on to talk about the baggage drop if you let me know what
where you will be living yet? future. Given that cities everywhere are time you’ll be arriving. Just a thought
S No, not yet … I applied for university increasing in size, how would you like … If we arrive early, say, a couple of
accommodation, but I’m still waiting to to see them change in the future? hours before the flight leaves, we’ll have
hear from them. M We need more facilities for time to get something to eat before
E You should call them. You don’t want teenagers, not just adults. we get on the plane. It will be really
to miss the boat. P What do you mean? nice to have someone to talk to on the
S I know. I thought I could stay with M There aren’t that many places where flight. By the way, I just got a weather
my brother – he shares a flat with some I can meet my friends and hang out, report from Raj, our Raleigh contact in
friends. But he will have moved out by apart from the streets or each other’s Nepal – he says we’re going to need
then. Anyway, what about you? houses. Like a café that’s just for our raincoats as it’s the rainy season. It’s
E Well, you know I’ve got this teenagers, or a drop-in centre. We need a good thing we’re being met – at least
internship with a bank … more sports facilities too. A skatepark we won’t get too wet if it’s pouring with
S Yeah – pretty cool. would be good … rain when we arrive in Kathmandu.

However, Raj also says, if no one is other words, we confuse correlation A It’s interesting you say that. I think it’s
waiting to meet us, we can take a taxi with causation. But correlation and quite likely that a lot of us will be living
to the accommodation. Anyway, if you causation are not the same. at home for longer. The good thing
get this message, just send me a quick The example that’s often used to about that is we’ll be able to save more
text to confirm. OK, see you tomorrow. illustrate this mistake is about ice cream money. Renting a flat is so expensive.
Bye. sales. Imagine you’re going to make a B That’s what I meant. You need to
graph that shows the amount of ice have a lot of money saved up before
Unit 4, Lesson 4.7, Track 4.07, cream sales across the year. When do you can even think about moving to
page 58, exercises 2, 3 and 5 people buy most ice cream? That’s right a place of your own. There’s definitely
Speaker 1 – in summer. an advantage to living at home. My
OK, this graph is based on data from So, as the red line on this graph shows, cousin’s almost 30 and he still lives at
the UN and the World Bank. As you can there is an increase in ice cream sales in home with his mum.
see, there has been a dramatic increase summer, when it’s hot. A The only problem with that is, it isn’t
in migration over the last 50 years. The Now, what happens if you compare very fair on your parents. You know,
number of people living outside their this with another set of data that looks they’ve worked hard, they’ve brought
home country today is approximately similar? Let’s add to the graph showing you up … maybe they’ll want to have
three and a half times what it was in ice cream sales across a year – this time their home to themselves again. I don’t
1970. In the same period, there has a graph showing the number of people think it’s realistic to expect that you can
been a six per cent fall in the amount who are bitten by sharks over the same just go on living with them forever.
that each person’s income has grown. period of time – that’s the blue line. So, B I hear what you’re saying, but is
This suggests a correlation between looking at these two lines, we can see there an alternative to living with your
falling incomes and rising migration. that they follow a very similar pattern. parents? How else are you supposed
Speaker 2 In other words, there is a correlation. to have a chance to get some money
This table shows us that over six But … does eating ice cream mean together? I mean, do you think you’ll be
decades, there has been a steady you are more likely to be bitten by able to afford to get your own place in
increase in the world’s rural population. a shark? Of course not! So, we need the future?
This is mirrored by a similar upward to look for a common factor. More A It’s a good point. Yes, I can see a
trend in the urban population. people eat ice cream in hot weather. situation where I’ll be able to move into
However, from about 2018, the rural They also go to the beach more: they a flat of my own – on condition that I get
population started to go down. This swim, they do water sports. So … this a well-paid job, and rents don’t increase
corresponds to a sharp rise in the urban increase in ice cream consumption dramatically in the next few years.
population and the rise of so-called matches an increase in shark bites. B I think you’re right to be optimistic.
megacities. In the future, these trends Why? Because there are more people There’s always a demand for well-
are likely to continue. in the water, where there are also more qualified workers and rents can’t keep
Speaker 3 sharks. So, there’s the real connection going up. If they do, no one will be able
So, in this diagram, we can see the – hot weather in summer! Perhaps this to afford them. It’s perfectly possible
changing distribution of the world’s reflects a wider trend in society – more that we’ll be living in our own homes
urban population by region between people going to the beach and doing by the time we’re 30.
1950 and 2050. Since 1950, there water sports. But eating ice cream does A That sounds good. I can see myself
has been a significant increase in not cause shark bites. We can see a living in a nice flat in ten years’ time,
the percentage of the world’s urban correlation between these two trends. with all mod cons. Yeah …
population living in Africa and Asia. But correlation is not causation.
In the same period, there has been Obviously, this isn’t a serious example, 3–4, Exam skills, Track 4.11, page
a corresponding decrease in the but you get the idea. When you 62, exercise 2
percentage living in Europe and North analyse data, you may want to see a Interviewer Good morning and
America, and this will continue to connection between two similar trends. welcome to the Lifestyle programme.
fall. I think this reflects a global trend But it’s important not to make this Today, we’re talking to Ben Lodge, the
– rising populations and increasing common mistake of assuming that one lifestyle coach. Welcome, Ben. You’ve
urbanisation in emerging economies, of them causes the other. Remember! recently written a book about getting
the opposite in many developed Correlation is not causation! fit. The book is going to be published
countries. next month and I’m certain you’re
Unit 4, Lesson 4.8, Track 4.09, going to sell a lot of copies all around
Unit 4, Lesson 4.7, Track 4.08, page 59, exercises 2 and 4 the world, but you’re here today to
page 58, exercise 6 Student A So, where do you think you’ll share some of your secrets.
When two sets of data follow a similar be living in ten years’ time? Will you Ben That’s right. Thanks so much for
pattern, we call this correlation. A have left home by then? having me.
common mistake that people make Student B I think there’s a strong I Shall we start with talking about your
when they compare two sets of data possibility that I’ll still be living at home own journey, because I think I’m right in
is to make a false connection between with my family. I mean, I want to study thinking that you were a couch potato
them. For example, if we’re studying at university and maybe do a further yourself.
two trends that seem to mirror each qualification, so I can’t see myself B That’s right. My idea of exercise was
other, or show a correlation, we may earning much money before my walking fast to get the bus.
make the mistake of thinking that mid-twenties. I So what made you change?
one of them causes the other. In

B Well, five years ago, I had a health too hard to fit them into your lifestyle. Y It’s difficult to get your head around,
scare. I was very short of breath, even In my case, it was the weather. When isn’t it?
just walking up the stairs, and my heart I was starting out, it rained for two Z It really is. OK, now let’s hear from
rate was unusually high. So, I went to weeks which meant I couldn’t run. Also, Daisy.
the doctor and she did some tests and exercise doesn’t have to take up too Daisy I’m a bit of a technophobe. I don’t
it turned out my heart rate was down much time. Even fifteen minutes of fast really like technology, like social media
to stress and nothing was seriously walking is good for you. and stuff. I have a phone, obviously.
wrong. I Great advice. Thank you, Ben. But if I had to live without it, I wouldn’t
I Why do you think you had so much mind. But I do love this … my fitness
stress? Unit 5, Lesson 5.1, Track 5.01, tracker. Recently, I decided to start
B Well, I had a very stressful job in page 64, exercises 2 and 3 working out properly and a friend said
business, which I still have actually. No Yasmin And then you drag that over I had to get one. She uses hers all the
one told me to give it up and anyway here, and tap there. time. It shows how far you’ve run, it
that wasn’t an option, but the doctor Zaki Ah, OK! It’s not rocket science, is it? checks your heart rate, it’s waterproof –
did suggest I change my lifestyle. Y Technology is only easy when you and the battery lasts for days. What I like
I realised I had to take responsibility for know how! And that’s today’s is that it’s user-friendly – the controls
my own health. topic – technology. are simple and it’s really easy to read
I What steps did you take? Z There have been so many advances when I’m running. I don’t think I need
B I started with my diet. I cut down in technology in our lifetimes – social a more sophisticated one. I wish I’d
on meat and ate more plant-based media, smartphones, vlogging. Pretty bought it sooner, really. So, yeah, my
foods. Then, because I’m the kind of much everything we do is based on fitness tracker. Does that count?
person who needs to be motivated, technology. I guess that’s why we’re Z Absolutely! It sounds like a really
I downloaded a walking app, which called the digital generation. useful piece of kit.
tracked my steps and gave me weekly Y So, we were thinking, what are the Y A perfect example of wearable
goals. Honestly, there’s nothing like it game-changing innovations that have technology! So, anyway, Zaki, we
when you achieve them. Once I was become part of our everyday lives haven’t heard from you yet.
confident with walking, I started without us really noticing – in fact, that Z OK, I’m going to say streaming. It’s
running. I was getting fitter and I we now just take for granted? For me, completely changed how we listen to
wanted to learn more, so I began to it’s a no-brainer. It’s the smartphone. music, hasn’t it? I mean, this app …
read articles on health and fitness. Z Boring! Y … that you couldn’t download …
I Is that when you started putting your Y Ha ha. Sure, it’s an easy choice but Z … that I couldn’t download, lets me
own fitness tutorials online? we all forget just how high-tech the browse all sorts of music, podcasts and
B I didn’t do that for a while. I wasn’t smartphone is! And it’s completely films. I can watch or listen to as much as
an expert and I didn’t want to mislead changed how we live our lives! It’s I want. And it recommends stuff from
people, so I did a course and then I got easily the most significant innovation. bands I’ve never heard of.
a qualification which made me feel I’d be lost without my phone. Y Another example of AI.
confident enough to give advice to Z Me too, actually. Now, let’s see what Z Exactly. It’s awesome. If streaming
other people. Joe thinks, but you’re not allowed to say had been around when my dad was
I Your tutorials are becoming more and your phone, OK? young, he wouldn’t have bought all
more popular, aren’t they? Why do you Joe OK, I won’t, but luckily I’m really into those CDs and DVDs that take up space
think people love them so much? all the latest advances in technology. in our living room.
B I think it’s because I’m just an In fact, I’m a total geek so I can think of Y So, that’s our favourite tech. But what
ordinary person trying to sort my life loads of answers to this question! But about you? Get in touch and tell us
out and people identify with that. I’m going to say that generally, I think about your favourite gadget or piece of
I And what are your top tips for getting AI – artificial intelligence – is the most technology. See you next time!
fit? interesting development. And the most Z Bye!
B First, decide what you want to innovative. AI is all around us – we’re
achieve. Do you want to reduce stress, just not always aware of it. It’s in any Unit 5, Lesson 5.2, page 66,
lose weight or increase your energy piece of equipment that can act and exercises 6 and 7
for example? Then start slowly. You react to input from users. Jake Do you think generally space
can’t do everything at once, so pick Y So, input – is that information like exploration in the 20th century was
something you know you can change instructions, personal data, internet worth it? Spending all that money and
and stick to that. For example, walking searches – that sort of thing? energy going into space? Just so that a
combined with jogging a couple of J Exactly, and examples are robot few men could walk on the moon?
times a week. The more you do, the waiters, cars that drive themselves, Bella I think it was really important,
easier it becomes. and the satellite navigation on your actually. Look at the advances in
I Some people start well and then stop. phone. Actually, just about everything technology that came out of it –
What do you say to them? on your phone uses AI, including those satellites, for instance. If we didn’t have
B Don’t worry. You’re not a failure. We automatic updates that keep them satellites, there wouldn’t be any global
all have issues in life which get in our working and improve security. And communication, and weather forecasting
way. If that happens to you and you that’s the negative side – AI can also would be much less accurate.
have to stop, just start again when you mean your data isn’t private any more, J And we might not have had
feel ready, or change your aims if it’s which is kind of scary. smartphones!

B I read somewhere that the need to be careful about how much with online courses, so it’s harder to
computers which put the first men on time we spend watching stuff online collaborate and share ideas.
the moon had less power than a typical – especially parents of young kids and B I’m not so sure. If online courses had
smartphone. Do you think that’s true? teenagers. been available when I was eighteen,
J I don’t know. It’s interesting, though. H What about music streaming? I might not have gone to university
Supposing they had used more B I think streaming has really changed – provided that I got good-quality
powerful computers like the ones we how we listen to music. Traditional teaching. It would have been easier and
have today – it might have been a lot methods like CDs had twelve or fifteen cheaper, and I could have worked at
safer and easier for everyone. tracks. Supposing there was one song the same time.
B What do you think about the idea of that you really liked, but it was only
sending a mission to Mars? available together with fourteen other Unit 5, Lesson 5.3, Track 5.04,
J I’m not sure. What would they do songs. You might not have bought the page 67, exercise 4
there? And how long would they CD unless you really loved the band. 1 If I hadn’t subscribed to Netflix,
stay? Besides, even if we managed to With streaming, you can listen to lots I definitely wouldn’t have seen so many
send people to Mars, it wouldn’t solve more different kinds of music for the films. Having said that, if there was a
the problems we have here on Earth. same price. And needless to say, that’s film I wanted to watch, and I couldn’t
I mean, it would cost billions of pounds. good for musicians too, because more see it online, I’d still go to the cinema.
If we used that money to deal with people hear their music. 2 I think one of the problems of
some of the environmental challenges Z I agree up to a point. OK, it’s great on-demand content is that it’s so easy
like climate change, that might make that you and I can get unlimited to browse and find something to watch
more sense. access to our favourite music via an – I’m not sure that’s a good thing for
B Yes. If we had taken better care of app. However, this digital revolution any of us, and especially for young kids.
this planet, we wouldn’t have created means the way a lot of musicians make In addition, there’s evidence that too
so many environmental problems in money has also changed. In the past, much screen time isn’t healthy for our
the first place. every time someone bought a CD, brains and our general wellbeing.
the musician received a percentage 3 With streaming, you can listen to lots
Unit 5, Lesson 5.3, Track 5.03, of the sale price. With streaming, that more different kinds of music for the
page 67, exercises 2 and 3 percentage is much smaller, so as a same price. And needless to say, that’s
Host … And you, Ben, you subscribe musician it’s harder to make money. On good for musicians too, because more
to a streaming service. Do you think top of that, you need far more people people hear their music.
you’d watch as many films if you didn’t to download your music. If I was a 4 OK, it’s great that you and I can
have it? musician, I think I’d be concerned about get unlimited access to our favourite
Ben Good question. I’ve seen a lot of the future. music via an app. However, this digital
films in the past couple of years. That’s H And of course, streaming isn’t revolution means the way a lot of
partly because it’s so easy to do with exclusively for entertainment purposes. musicians make money has also
streaming. There’s so much fantastic There is also a wide range of changed.
content out there – I could literally high-quality online courses available. 5 With streaming, that percentage
watch films 24 hours a day if I wanted In fact, it was interesting during the is much smaller, so as a musician it’s
to. So, no, if I hadn’t subscribed to recent pandemic, how fast schools harder to make money. On top of that,
Netflix, I definitely wouldn’t have seen and universities moved to deliver their you need far more people to download
so many great films. Having said that, content online, so that students could your music.
if there was a film I really wanted to carry on learning. Was that a game- 6 I think it could transform the way
watch, and I couldn’t see it online, changer? people choose to study in future.
I’d still go to the cinema. It would B Definitely. You also have online Furthermore, I think distance learning
take more effort, but it’s a different platforms offering really high-quality could make a university education
experience. courses from universities around the more accessible for some people.
H Zoe, do you subscribe? world, in a huge range of subjects. 7 I agree that going to university is
Zoe Actually, no. Even if I had paid for a I think it could transform the way expensive, and not everyone can afford
subscription service, I wouldn’t spend people choose to study in future. it. On the other hand, it’s about the
more time watching films. Furthermore, I think distance learning whole experience, not just learning
H Why do you say that? could make a university education more about a subject.
Z There’s too much else to do. accessible for some people. Why would
And, I think one of the problems of you pay large amounts of money to
Unit 5, Lesson 5.5, Track 5.05,
on-demand content is that it’s so easy study at university if you could get the
page 69, exercises 6 and 7
to browse and find something to watch same input online more cheaply? Josh So, reading that text about lithium
– I’m not sure that’s a good thing for Z I agree that going to university is got me thinking … What do you think
any of us, and especially for young kids. expensive, and not everyone can afford are the most important inventions, say,
In addition, there’s evidence that too it. On the other hand, it’s about the of the last 100 years? And what would
much screen time isn’t healthy for whole experience, not just learning life be like if we didn’t have them?
our brains and our general well- about a subject. You’re learning to Nina I think it has to be the internet. If
being. There’s plenty of interesting socialise, to develop as a person. the internet hadn’t been developed, we
and educational content out there Plus, the learning process itself is wouldn’t have so many of the things
too – I accept that. I just think we all different – there’s less social interaction that we take for granted … instant
news, online shopping, social media.

Sarah But we wouldn’t spend so much including cookies, to collect data from technology. However, technology itself
time on screens either – we might get your online activity. is not the problem – it’s how we use
out and be more active. What about Many websites make money from technology that is important. In this
rechargeable batteries for phones and information about the people visiting presentation, I’m going to talk about
laptops? They’re pretty significant, aren’t the site. Why? Because your data is how technology can help us live in a
they? I mean, if no one had invented valuable to advertisers and others more environmentally friendly way,
them, we’d still be using landlines and looking for information about you. It’s and build a safer, cleaner future for our
desktop computers. We wouldn’t be how they know what you might want planet.
able to communicate with each other to buy. Remember, each time you visit My talk will be in three parts. Firstly,
in the way we can now. a website, it already knows a lot about I’ll look at how we generate energy,
J But also, there’s a huge environmental you. Just by browsing the internet you now and in the future. Then in the
cost to new technology. Look how leave clues, like your taste in music or second part, I’ll discuss how technology
many natural resources it uses. If there clothes, and what you’re searching for can help us protect wildlife and
weren’t so many rechargeable devices, at the moment. Online games, apps their habitats, which are currently
we wouldn’t have used up so many of and social media sites are collecting endangered. In the final section, I’ll say
the planet’s natural resources. information about you all the time too. how technology helps us to make our
N What about medicine? I would say And when we actively give information, everyday lives more sustainable.
the most important recent invention is like creating a profile, filling in our
antibiotics. If Alexander Fleming hadn’t personal data, choosing the answers to Unit 5, Lesson 5.8, Track 5.09,
developed penicillin, we wouldn’t be a quiz or responding to a survey, this page 73, exercise 3
able to fight infections in the way we data can also be used or sold. I’d like to start by talking about
can now. A lot of operations wouldn’t This is why security is also a major energy. At the moment, most of our
be possible. And people might still die concern. Information you give away energy is generated by fossil fuels
from infectious diseases. in a quiz or social media post may not and as everyone knows, these are
J On the other hand, it’s possible that seem important, but it can be useful major causes of pollution and global
if we hadn’t used antibiotics so widely, to anyone who wants to know more warming. But we now have high-
they might be more effective. And we about you. Facts like your date of birth, tech equipment which allows us to
might not have a problem with bacteria your mother’s name before she got generate more electricity from cleaner,
that can resist some antibiotics. married, your grandparents’ names renewable sources like the sun, the
S That’s a good example of where we and the place you grew up – even the wind and the ocean. This is significant,
need to be more careful. If we were name of your first pet – can be valuable because changing to renewable energy
sensible, we’d have only used antibiotics for criminals who hope to steal your is one of the most important ways
to treat serious infections. We wouldn’t identity or your bank details. technology can help the environment.
have let doctors prescribe them so easily. The more information about you there Let’s move on to the next point –
N The reality is, we want everything is online, the easier it is for someone to technology is vital in helping to protect
right now. I mean, if humans were more contact you. Typically, they pretend to the world’s animal species and their
concerned about the environment, be your gym or your bank, with a query habitats. We can track the movements
we wouldn’t have created all these to help them access your accounts. This of endangered animals like elephants
problems like climate change, is called ‘phishing’ and it’s a growing and rhinos using smart technology –
deforestation, plastics in the ocean. The problem. Thousands of people every this can reduce the risk of contact with
Earth wouldn’t be in such a bad state if year are victims of phishing activities humans who might harm them. Drones
we had taken better care of it. and lose large amounts of money. are also increasingly used to search
Finally, there’s your public image. What for forest fires or other dangers. They
Unit 5, Lesson 5.7, Track 5.07, we put onto the internet stays there. It can also detect illegal activity causing
page 72, exercises 2 and 3 doesn’t disappear. If you’re tagged in a deforestation. And artificial intelligence
How many websites have you visited photo, or you share a joke, or comment is used by scientists to gather
today? How did you interact with on a story, that interaction is available for information about different species,
them? Whenever we go online, we’re anyone to see, potentially forever. This which helps the work to protect them.
interacting with the internet – and may have unexpected consequences. It’s somewhat unrealistic to imagine we
adding to our digital footprint. Online searches are now a standard part will save all species through the use of
Your digital footprint is created in two of the recruitment process. Those photos, technology – but it can help.
different ways. First, there’s your active that comment, they’re all there for any Finally, let’s look at how ordinary people
footprint – the things you actively ‘do’ potential employer to find. Do they can change to a more sustainable
online, for example, creating a social reflect the image you want to portray? lifestyle. Technology now allows
media profile, posting updates, photos The bottom line is that our actions on people to heat their homes using
or comments, playing games or writing the internet have consequences in the alternative fuels, and to buy appliances
a blog. real world. We need to take our digital and devices that use less energy.
But there’s also a passive transfer of footprint seriously! Improvements in battery design mean
information, which is more difficult to it’s also easier to store electricity for
see. Your passive footprint is made up Unit 5, Lesson 5.8, Track 5.08, longer – this is obviously important
of the traces that you leave every time page 73, exercise 2 for computers, phones and electric
you visit a website, browse the internet In the 21st century, we’re facing a vehicles. Our phones and computers
for products, or read a news story. number of serious environmental allow us to communicate without using
Websites use a number of strategies, problems. Some people blame

large amounts of paper, which helps J Exactly. And this ability is very Z Hey, I know how to spend my money
to reduce deforestation. And of course, important. However, over the last ten wisely!
technology has enabled us to break to fifteen years, we have begun to Y Well, let’s see if you stick to it! My plan
down many products into materials slowly lose this ability as technology, isn’t quite so ambitious. My problem
that can be recycled and reused. and in particular social media catch our is that I spend money like water and
So, in conclusion, it isn’t particularly attention and won’t let it go. I always seem to be strapped for cash.
helpful to see technology as part of the H Yes, my phone is always distracting I usually have to borrow money to get
problem. In the end, it will provide the me when it bleeps or pings. to the end of the month. Then I start
innovative solutions which ensure that J We all do it. And now we’re in a the next month owing a friend money!
we and the planet survive. situation where we are checking So, my plan is to budget and get my
our phones every few minutes and spending under control. So, I’m going
Unit 5, Lesson 5.8, Track 5.10, having our attention pulled in different to write everything down to keep
page 73, exercise 4 directions. I hate to say it, but I think we track of my finances. Each day, I’ll put
See Tracks 5.08 and 5.09. are becoming more like animals who myself on a limited budget. And if I go
get distracted by whatever catches over that limit, I can’t spend any more!
Unit 5, Vision 360o, page 76, their eye rather than humans with the Hopefully, this will help me to cut out
exercise 5 ability to re-focus on what we need to. non-essentials and start to build up my
As embarrassing as it may be, finding It’s very worrying. savings account.
yourself in an unexpected location after Z Sounds good, Yasmin. But, you know,
blindly following GPS instructions is a Unit 6, Lesson 6.1, Track 6.01, maybe gaming is a non-essential?
situation many of us have experienced. page 78, exercises 2 and 3 Shouldn’t you cut that out too if you
When we rely on technology to decide Yasmin Hey there, it’s me Yasmin and really want to save money for a rainy
which way to go and where to turn, our my cousin … day?
brains ‘switch off’ and we pay much less Zaki … me Zaki! And we’ve got a Y Hey! What about your gym
attention to our surroundings. special vlog today. membership? Are you going to give
The brain areas that are linked to Y Because we’re doing a ‘No-spend that up?!
memory, navigation, planning and Challenge’! You see, we’ve just seen Z Er, no. My gym membership is paid
decision-making are much more active this documentary about minimalism. It by my mum. She also pays for the
in people who work out their route in said people are happier when they only streaming services I use and the tuition
the traditional ways, without the help spend money on the things they need. fee for my guitar lessons so I can keep
of GPS. Z It’s really inspired us. So, for one them too.
If we compare the brain to a muscle, month, we’re not going to spend ANY Y Really, Zaki?!
using turn-by-turn directions to find money. Z Hey, like you say, it’s important to
your way around is more like sitting on Y Er, no. That’s impossible! But we spend money on the things that are
the sofa eating pizza than going to the are only going to spend money on important to you!
gym. IMPORTANT things. Y That’s true… I have my eye on a new
Z Fair enough. So, that’s no more games console. But no, I have to be
Unit 5, Vision 360o, page 77, gaming for you then!
exercise 8 disciplined! Tell you what, let’s have a
Y Again – no! Video games are really competition, that always helps me to
Host Today we’re discussing the effects important to me. Besides I only spend a
of technology on our health and focus!
few pounds a week on them, so it won’t Z I’m in! Let’s see who can save the
wellbeing. And I’m joined by Professor break the bank!
Joanna Madison, a neuroscientist. most money in a month! And how
Z It all adds up, Yasmin. about whoever wins makes a donation
Joanna Good evening. Y OK, so, what are you giving up,
H We talked previously about tech to a charity of their choice?
Mr Perfect? Y Great idea! But what about you guys?
addiction, but I believe there’s Z I’ve been thinking about it a lot,
something else that you’re even more Have you ever tried to save money?
actually. The first thing I’m going to Z Got any tips for us? Let us know in the
concerned about. save on is food. I won’t be getting any
J Yes, that’s right. It’s how technology comments if you do! See you next time!
more takeaways. I’ll be eating all my Y Bye!
and in particular our smartphones are meals at home. And as a family, we’re
increasingly distracting our attention. going to make sure we use up the Unit 6, Lesson 6.2, Track 6.03,
H Why is this such a worry? things we already have and cut down page 80, exercise 7
J We all know that from time to time on waste. Also, I’m not going to buy Interviewer Oscar, you use a personal
our attention can wander or move any new clothes. If I need anything, finance app. Can you tell us something
away from what we are trying to focus I’ll buy second-hand stuff. Same with about it?
on. accessories. Then there are my everyday Oscar Sure. I use an app that’s aimed at
H Yes, it happens very often to some expenses. The biggest one is travel, but families, so my parents have the app
of us! I won’t be paying bus fares anymore on their phones too. When we signed
J Well, we humans are also very good because I’m going to start walking up for the app, I was sent a card that
at actively re-focusing our attention everywhere instead. Unless it’s raining. I can use almost anywhere. My parents
when this happens. Or cold. use the app to put money on my card
H You mean bringing our attention Y OK, Zaki, I admit, that’s impressive! every month instead of giving me
back to what we want to focus on. pocket money.

I What about buying things with the A minimalist’s understanding of Unit 6, Lesson 6.4, Track 6.05,
card – how does that work? simplicity is obviously not as extreme page 82, exercise 5
O Well, the card isn’t a credit card, so as Thoreau’s, although the idea of living Speaker 1 I once saw an advert for
I can only spend the money that has with less is similar. It isn’t necessarily second-hand skis on the social media
been put on it. The great thing is that a question of spending less money, site I use. The skis were much cheaper
I can go shopping on my own. Another however, it’s about having fewer, but than the retail price, so I decided to
advantage is money can be transferred quality, possessions. get them. The great thing was, I picked
onto the card immediately if there’s an Two of the most famous followers of them up the day after I bought them as
emergency. For example, if I miss the minimalism these days are Joshua the seller lived in the same town as me.
last train home, my parents can put Fields Millburn and Ryan Nicodemus Speaker 2 I had a bad experience with
some extra cash on the card so that A.K.A. The Minimalists. The two friends social media when I sold a lamp I had
I can get a taxi. discovered minimalism in their thirties been given as a present. I sent the
I Yes, I can see the advantage of that. and made the decision to get rid lamp as soon as the customer had paid,
What else does the app do? of most of their stuff. Millburn did but later, she cancelled the payment.
O It’s also really good for saving money. this slowly, by taking eight months I ended up poorer than when I started
The idea is that you try to save some to evaluate each of his possessions because I had paid the shipping costs!
money every month, and at the end and deciding whether it added Speaker 3 I needed a new backpack
of the month, you’re paid interest on value to his life, or not. Nicodemus, to take my books to school, so when
your savings. It’s your parents who pay on the other hand, held a ‘packing I came across a special offer on social
the interest, not a bank, so they decide party’ and determined in only three media, I bought one straight away.
how much they want to give you. In weeks what he could do without. When the package was eventually
my case, it’s two per cent which doesn’t Both men immediately felt happier, delivered, the backpack was tiny –
sound like a lot, but it all adds up! so they decided to go even further I hadn’t noticed that it was for a doll to
I It certainly does, Oscar! by changing career. They left their wear, not a person!
executive jobs behind them to set up Speaker 4 I once sold some vinyl records
Unit 6, Lesson 6.3, Track 6.04, a website and write a blog where they on social media that belonged to an
page 81, exercises 2 and 3 could share their experiences with uncle of mine – he said I could keep the
How many material possessions do others. Today, each of them continues money if I sold them. The records got a
you own? Are they all important to to pursue their passion: for Millburn, lot of interest as soon as I put them up
you, or do you have things you don’t that’s writing; for Nicodemus, it’s and they all sold by the end of the day.
really need? These are the kind of helping people. As well as their highly In the end, I made around £200!
questions asked by people who practise successful website, the two men have
minimalism. Minimalists believe that made not one, but two interesting Unit 6, Lesson 6.5, Track 6.06,
we all have too much stuff and they documentaries for Netflix: Minimalism page 83, exercise 5
often blame consumerism for this: the and Less is Now. Interviewer Hello, and welcome to this
idea that we should all buy and use a Another well-known celebrity in the week’s Money matters podcast. Today
large quantity of things. Minimalists world of minimalism is Japanese we’re looking at digital currencies like
think that all this extra stuff distracts organising consultant Marie Kondo. bitcoin. Teen financial expert, Tina Price,
us from the important things in life, for Kondo has made her name with her is here to answer our questions. Tina, a
example, being happy. To prevent this own method of organising possessions: lot of young people are attracted to the
from happening in their own lives, they the KonMari method. The idea is to idea of bitcoin. Why is that?
remove everything that isn’t necessary gather all our belongings together, one Tina Price Well, young people are used
and keep only the things that are category at a time, and keep only those to things being digitalised: we write
important to them. The basic principle is things that make us happy – Kondo emails rather than letters, we read
that less is more: the simpler, the better. uses the term: ‘spark joy’. After that, books on our devices and we get the
To understand better the idea of each item should have its own place news from websites rather than picking
minimalism, let’s go back to its origins. in the home. The KonMari method up a paper. So, it would make sense to
Can you imagine choosing to live has become so successful that Kondo us, that at some point, money will be
alone in a cabin in the middle of has had a whole series of her own on digitalised too. Then, there’s the more
nowhere for a few years? That’s exactly Netflix: Tidying Up with Marie Kondo. practical issue of removing unnecessary
what nineteenth-century American There has also been a follow-up show steps in the payment process. With
philosopher, Henry David Thoreau, called Sparking Joy with Marie Kondo. bitcoin, for example, payments don’t
did. In the mid-1840s, he built his own As you can see, there are plenty of need to be processed by a bank, which
cabin in the woods in Massachusetts programmes on TV and streaming makes the transaction easier, quicker
and lived there by himself for two years, platforms about minimalism, and and cheaper.
two months and two days. Thoreau numerous books have been written I Mmm, that makes sense. And is this
believed that by living in a simple way, about it. If you’re one of those interest in digital currencies generally
he would gain satisfaction and lead people who isn’t happy about where supported by parents?
a more meaningful life. At the time, consumerism is taking us, it may TP It depends on the parent, really. But
this was a completely new approach be worth finding out more about there’s a convincing argument in favour
to simplicity, but over the years, it minimalism. of buying bitcoin at a young age, and
has evolved into what we know as that is we’re taught important lessons
minimalism. about the world of money. These are

lessons which will help us make better was being run by two professors, to H Thanks for the warning there, Amira.
financial decisions in the future. study our online behaviour. But the Now for the last question. Would you
I Tina, cryptocurrencies like bitcoin are message is clear. We don’t read the recommend getting the credit cards or
known to be unstable – a lot of money small print, do we? And in some cases, using the loan companies that we see
can be lost if the value suddenly drops. there may be consequences! in adverts?
Isn’t that a big risk? A You’re probably safer using a bank
TP There’s no denying that holding Unit 6, Lesson 6.7, Track 6.09, than a loan company – some of
bitcoin, or any other cryptocurrency, is page 86, exercises 4 and 5 them charge incredibly high interest
risky, but in the same way that money Host So, let’s have a look at the answers rates. As for credit cards, having one
can be lost, it can also be gained – and to that quiz we gave you on being a can be really useful in emergencies,
considerable amounts of it too. Look at careful consumer. Amira Persad is here for example if you need something
Erik Finman, who is thought to be the to help us out. Are you ready for the now, but you can’t pay for it until the
world’s youngest bitcoin millionaire. He first question, Amira? following month. However, it’s very
invested $1,000 in bitcoin at the age of Amira Yes, fire away! easy to get into debt with a credit card,
twelve, and ten years later, he had 431 H So, what should you do if you notice and once that happens, it’s hard to
bitcoin, worth around $4.8 million. As that something you have just bought pay it off. I’d recommend only getting
for avoiding big losses, I would say the is damaged – an item of clothing like a a credit card if you can resist the
following to people who want to buy jumper, for example? temptation of using it all the time.
bitcoin: you should keep up to date A Well, the obvious thing to do is to H Thanks for that, Amira. It all sounds
with the industry, and your decisions return it – otherwise, you will have like great advice.
should always be informed. wasted your money! If you’ve got
I That sounds like good advice, Tina. the receipt, you should be able to Unit 6, Lesson 6.8, Track 6.10,
Thanks so much for joining us. take the garment back to the shop page 87, exercises 3 and 4
and exchange it or ask for a refund. Conversation 1
Unit 6, Lesson 6.7, Track 6.08, I wouldn’t wait too long to do this Ryan Hello. I’d like to return this jumper.
page 86, exercise 2 though because there’s usually a time Assistant OK, sure. Can I ask why you’re
Good morning. Well, we all know that limit on returns – and you might lose returning it?
old saying, ‘If something seems too the receipt. Of course, you should never R Yes, the sleeves are too long.
good to be true, it probably is!’ I believe purchase a product without knowing A I see. Would you prefer a smaller size,
it’s even more relevant today, as we live the company’s returns policy just in perhaps?
in a world of constant advertising and case something goes wrong. R Not really. It was a birthday present,
promotions. We all need to think about H Thanks, Amira. Here’s the next one. and I don’t think I’ll ever wear it.
what we’re really buying or signing up What’s the first thing you should do A Right. Well, if you can just give me
for. when you buy an electronic gadget? the receipt, we can sort that out for
So, today we’re talking about terms A Before you start using the gadget, you.
and conditions … Did I hear you yawn? you should deal with all the paperwork. R Um, I’m afraid I don’t have the
Well, it’s true they aren’t written with Electronic items are often expensive, receipt.
entertainment in mind … but here’s an so it’s important to read the warranty A Well … OK. That’s no problem. I can
example that might make you think. information and put this and the proof see that it’s still in its original packaging.
In the USA not so long ago, a new of purchase in a safe place. If you lose In that case, I can offer you a store
social network was being advertised to the documentation, you won’t be voucher.
college students. It sounded fun – and able to return the device or ask for it R Thanks, but I don’t really want a store
hundreds of students signed up to to be repaired later on. I would also voucher. I’d rather have a refund.
join it. As part of the sign-up process recommend reading the instructions A Right. Um. I’m sorry. I can’t do that. We
there was the usual box that had to be before using the gadget to avoid need to have the receipt to issue a refund.
ticked – ‘I have read and agree to breaking it by accident. R Um. I was really hoping for a refund.
the terms and conditions blah blah H It’s so hard to be patient though, isn’t I’m afraid I’m not satisfied with the
blah’ – whatever, right? It’s all the same. it? OK, Amira, here’s the next question. solution I’ve been offered.
Only 25% of the students clicked to If you saw a post on social media about A Well, I’m sorry, but I don’t have the
look at the terms and conditions, and a round-the-world-trip, would you give authority to issue a refund. Perhaps
ultimately everyone signed up to join your personal details online to enter you’d like to speak to the manager?
the network and accept whatever was the competition? R Yes, please. I’d like that very much.
in the small print … A Don’t be deceived by posts Conversation 2
As a consequence, 543 students advertising big prizes – it’s very unlikely Kate Hi. I’d like to return this tablet.
committed to handing over their future that you will win. You should be very Assistant Oh! What seems to be the
first-born child to the company behind careful about sharing your personal problem with it?
the social network. In paragraph details with a company you don’t know K The screen is cracked. I didn’t notice
2.3.1 – it was all there in the small print because you have no idea what they until I got home, but there’s a small
but the students who looked at the will do with them. The competition crack in the top right-hand corner.
contract, didn’t actually bother to read it! might even be a trick to steal your A I see. Would you mind showing me?
Luckily for them, the social network, and identity. If you really want to enter, read K Not at all. Look, there’s the crack.
the contract behind it were not genuine the terms and conditions to see what A Yes, the screen is definitely cracked.
– they were part of an experiment that exactly it is you’re signing up for. Is there any chance the tablet was
damaged on your way home?

K No, the screen must have been certainly travel more and get more Unit 7, Lesson 7.1, Track 7.01,
cracked when I bought it. exercise! I definitely think the world page 92, exercises 2 and 3
A Didn’t you check the tablet before would be a better place if social media Zaki Hi there! And welcome back to our
you paid? had never existed! vlog. I’m Zaki.
K Yes, but I didn’t notice the crack. 3 Yasmin And I’m, er, Yasmin. Sorry! My
I was hoping you would exchange it for Male The problem with social media is exchange student, Julia, is arriving next
another tablet. that it can affect our mental well-being. Monday from Spain and I really need to
A Do you have the receipt? We look at people’s messages and see think of something to do with her.
K Yes, here it is. their amazing photos taken at parties Z So, we’ve been brainstorming ideas
A I’m afraid I can’t exchange the tablet, and on holiday and we think they’re all morning, but unfortunately, we
but I can arrange for the screen to be having a much better time than we haven’t got very far!
replaced if you like. are. To be honest, I used to feel exactly Y I don’t know much about her,
K Sorry, but I think I have the right to like that until I realised that using social except that she’s going to study art
a new tablet. It was damaged when media is a bit like playing a game, with at university, and all I’ve come up
I bought it, so I should be entitled to people trying to get likes and more with is the local art gallery. There’s an
exchange it for a new one. followers and wanting to be popular. exhibition of abstract art there at the
A I’m afraid I’m not authorised to I know there is some nasty stuff online, moment. Could that work?
exchange items that may have been but as long as we can look at it sensibly, Z Hmmm, abstract art does nothing
damaged after they were purchased. I think it’s possible to manage. At the for me. I don’t really get it to be honest.
I can only offer to repair the screen, free same time, I know people find it harder It’s not as if the local gallery has any
of charge. than I do to achieve this, so I think masterpieces or anything!
K That isn’t an acceptable solution. Can there should be more advice available Y Anyway, I put out the call to Joe and
I speak to the manager, please? for them from social media platforms Daisy to see if they have any ideas. Let’s
A Yes, of course. I’ll call her now. themselves as well as schools. hear what they have to say.
4 Joe OK, you know art doesn’t just mean
5–6, Exam skills, Track 6.11, page Female I’m fascinated by technology the pictures on display in a gallery,
90, exercise 2 because I think if it weren’t for artificial right? What about street art? There are
1 intelligence and other important some stunning artworks out there on
Male My brother is addicted to new inventions and discoveries, we city streets that are well worth seeing.
technology. In fact, he’s a real geek. He wouldn’t have many of the health Why don’t you go on a day trip to
can’t wait to get the latest phone or benefits that we take for granted today. Liverpool? A lot of art critics say it’s the
gadget and he’s always on social media, I understand that some technology best city in the world to see street art.
but I have a different view. I’m not a is bad for the planet, but instead of There are some spectacular pieces of
technophobe because I know that blaming technology itself, we should work all over the city, often combining
technology can have great benefits to be blaming the humans who use gorgeous colours with political
society and it can also be great for me technology in bad ways. I’m not certain statements or jokes. You and Julia
personally and for many other young what the solution is, but perhaps if could catch the train and do a street art
people my age. I enjoy streaming more information was available, and walking tour – I was blown away when
music for example and staying in touch more companies published the steps I did it recently.
with my friends online because it’s so they were taking to avoid damage to Y That’s a great idea. Thanks, Joe.
easy. However, it’s important not to let the environment, it would help. Z Yeah! I’ll book the tickets!
technology dominate. There are other 5 Y Hang on, let’s see what Daisy has to
things you can be interested in such Male My friend recently had their say first.
as art and books and actually meeting identity stolen when hackers took Daisy Hey guys, have you looked at the
people face to face. I don’t think my his information from his social media Manchester International Festival? It’s
brother appreciates that! accounts. It’s an extreme example on next week so it could be perfect.
2 of social media going wrong. Some It celebrates both the visual arts and
Female My generation have grown might say that if he hadn’t put so the performing arts and it takes over
up with the internet and social media, much personal information online, the whole place! You can view exhibits
but I don’t really understand why he would have been safe, but to be and watch live performances all over
people think it is so important. I mean, fair, he hadn’t said anything that most the city. I went last year with my
supposing it didn’t exist, what would be people on social media don’t say as brother and we went to some amazing
the worst that could happen? I mean, well. However, since I found out about musical productions. The festival is
it’s not rocket science! We would my friend, I’ve been extra careful about famous for its live gigs and we saw
just get on with our lives. We’d visit what information I give away online. loads of different bands, we even saw a
our friends instead of sending them I never give any indication of where contemporary dance group who gave
messages, which would be a lot more I live, or go to school, or any details an outstanding performance! You’d
sociable, and even if they lived faraway, about my family. Yes, I still get targeted really enjoy it, Yasmin, and I think Julia
we would still see them because we with advertising, but I’m doing my best would too.
would make the effort to visit them, or to keep myself safe online and I think Y Brilliant, live music is exactly my kind
call them for an actual conversation. In everybody needs to do this. of thing!
general, we would probably be more Z Yeah, that sounds cool, but I’ve just
creative and productive and we’d seen an advert for something else

I think you’d love. An immersive theatre Ava Thanks, Oliver. Well, as you know, O Great! I’m sure that developments in
experience in London! the first films were silent – this is digital technology must have made a
Y An immersive what? because early film cameras weren’t difference to writing film scores, Ava.
Z It’s a kind of play, but some of the advanced enough to record sound as A Absolutely. Digital technology has
characters are played by the audience. well as images. However, film-makers made the process much easier. Some
You have to wear a VR headset which soon realised that their productions film score composers still write music
means you’re right in the middle of needed music, not only to help for traditional instruments, such as
the action. One reviewer said it was ‘an audiences feel the emotions of the violins and trumpets, but many rely on
unforgettable experience’. actors on the screen, but also to hide electronic machines, like synthesisers, to
Y Oh, that could be good. Which play the noise of the projector. To fill the produce the notes and sounds they want.
is it? silence, cinemas usually hired a pianist O What about soundtracks, Ava?
Z It’s a new stage adaptation of The – or sometimes a whole orchestra – to A Yes, many of today’s films contain
War of the Worlds – you know, the novel play while the film was showing. At first, collections of songs performed by
by H.G. Wells. the live musicians had no written music famous artists. These songs are made
Y OK, sounds cool. Looks like I’ve got to play from, so they invented it as into soundtracks which are released
plenty of options. Thanks Joe and they went along. They must have been separately from the film. Songs like See
Daisy … and Zaki, of course, for those remarkably talented as they frequently you again from the action film Furious
brilliant ideas! And, hey, if you guys had to accompany films they had never 7 have become incredibly popular: this
have any other ideas, post them in the seen before. As silent films developed particular track has been streamed more
comments below. Bye! into ‘talkies’, film-makers began adding than four billion times! These days, film
Z See you next time! classical music by famous composers scores contain a much wider variety of
to their films, so live musicians were music genres, everything from country
Unit 7, Lesson 7.2, Track 7.02, no longer needed. And film scores to hard rock and from blues to rap.
page 94, exercises 6 and 7 developed from that. O Thanks for that, Ava. It was really
Darius You’ve read Call of the Wild, O So, what was the first film with a interesting!
haven’t you? score, Ava?
Josy Yes, I remember reading it at A It was the very first version of King Unit 7, Lesson 7.5, Track 7.06,
school a few years ago. Kong, which was released in 1933. The page 97, exercise 9
D Did you enjoy it? composer was Max Steiner. Steiner This happened a couple of years ago. In
J Yes, I did. It was a lot better than is known today as ‘The Father of Film our kitchen there was a plate that used
some other books I’ve read. Music’, and he went on to win three to belong to my great-grandmother.
D What did you like about it? Oscars for Best Original Score for film My mother insisted that we look after
J I’m into animals and nature, and that’s scores he wrote later. it because she was very fond of it.
what the novel is about. Also, it has a O Three Oscars? That must be a record! One day I was in the kitchen with my
really exciting plot. OK, now let’s look at how film scores are younger brother when he threw a ball
D Have you seen any of the film made. Can you tell us something about to me. I threw the ball back to him
adaptations of the book? that, Ava? and reminded him to be careful of our
J Yes, I saw the most recent one last year. A Of course! So, the process of writing great-grandmother’s plate. We carried
Harrison Ford played the main character. the score begins when the film has on playing, until my younger brother
D Where did you see it? already been shot. First, the composer threw the ball too hard and knocked
J It was on TV. I saw it one evening with watches the film with the director so the plate onto the floor, where it broke
some friends. that they can make decisions together in half. My mother, who had been in the
D Would you recommend it? about the music and identify exactly garden, rushed into the kitchen when
J No, I wouldn’t, actually. Harrison Ford where different pieces should start she heard the noise. We immediately
gave an outstanding performance, but and finish. This stage is called ‘spotting’. apologised for breaking the plate, but it
the animals looked really weird. I didn’t Then, the composer goes away and was no use. She was absolutely furious
like the special effects at all. does some research to get a feel for the and blamed me for breaking it because
film. If it is set on the African continent, I’m the oldest. She said I should have
Unit 7, Lesson 7.3, Track 7.03, for example, he or she might take a taken my younger brother into the
Page 95, exercises 2 and 3 trip to learn more about the music in a garden to play with the ball. After that,
Oliver Hello, and welcome to this certain region and find some exciting she refused to talk about it anymore
week’s film podcast. I wonder how new sounds. Next, the composer goes and went back into the garden. A few
many of you have seen the classic into the recording studio to experiment minutes later, my brother suggested
film Jaws. Even if you haven’t seen it, with the findings and create a sound trying to mend the plate, so we went
I’m sure you know the music: those unique to the film. After that, they get to buy some glue. We managed to stick
two notes repeated and gradually down to writing the complete score. the two halves of the plate together,
getting faster to signal the giant shark’s O How long does that take? and then we put it back on the shelf to
approach – you can almost feel the A On average, about six weeks. After surprise my mum. When we went into
victims’ terror. Anyway, watching it last that, the new score is recorded and the kitchen to have dinner, she was
night, the music got me thinking about mixed in the studio before being sent looking at the plate. She thanked us for
film scores in general, so I’ve asked film to the director for their approval. And mending it and then asked us never to
expert Ava Williams to join me to tell us that’s it – you have a film score! play ball games in the kitchen again.
a bit more about them. Ava, when did And we haven’t!
film scores first appear in cinemas?

Unit 7, Lesson 7.7, Track 7.08, or a logo, but that doesn’t mean we can B I guess it depends whether you’re
page 100, exercise 4 steal them, either. In academic studies, trying to portray a scene in front of you,
OK, well – how did you do on the quiz? correctly referencing someone’s ideas or one that’s in your mind. For me, it’s a
Let’s see … is really important – especially as your minus to be with other people when I’m
Question 1. This is a simple answer. studies get more serious. Universities trying to capture an image in my head.
It’s B. Definitely illegal. Lots of people take plagiarism really seriously. A I see what you mean, but I still think
might tell you it’s C, but the fact is, by Plagiarism is copying another person’s painting classes could be fun.
streaming from unauthorised websites, words, ideas or work and pretending it’s B OK. How about this one? It’s theatre.
you are effectively stealing from the your own. If you want to paraphrase or What are the pros and cons of that?
film production company. This is make a direct quotation, or just discuss A To be honest, I can’t think of anything
theft. Many people around the world someone’s ideas, you need to learn bad about it. In my opinion, doing
see video piracy as a crime without a how to give a citation – that’s saying drama on a Friday afternoon is perfect
victim, because they see how much where the ideas come from. So, the because it would have a positive effect
money is in Hollywood. But the reality answer is B. on students. We’d have to concentrate,
is, most of the people who work on but not too much, and it would be
films are just ordinary people – they’re Unit 7, Lesson 7.8, Track 7.10, great fun.
sound technicians and make-up artists. page 101, exercises 2 and 3 B Good point. And I also believe that
If we steal from the industry, we make it A Hey, what’s this? acting is a very sociable activity. It’s
harder for them to make a living. B Oh, yeah! It’s a new well-being something we can all do together.
Right. Question 2. What should you do? programme for students. A Yes, and another thing is, rehearsing
Copyright protects artistic works, like A A well-being programme? What do a play would distract us. It would take
songs or books. You need to pay to use we need that for? our minds off our studies and give us
the things that people have created. B It’s a chance for us to switch off and the chance to relax.
So, here you have a choice: it’s either A forget about our studies for a while. B I completely agree with you.
or C. If you really want that song that I think it’s a great idea! A OK. Now, what’s next? …
everyone is singing right now, chances A Right, I get it now. Yeah, that
are it won’t be available to use for free, could be really useful. It’s on a Friday Unit 7, Lesson 7.8, Track 7.11,
so make sure you get a licence, which afternoon too, which is when all we page 101, exercises 8 and 9
is a permit from an authority to own want to do is relax. B We need to come to a decision.
or use something, and include the B Exactly. A Yes, what do you think?
attribution – that means including A So which activities are they B Well, we’ve already rejected some of
information about who wrote the suggesting, then? them, haven’t we?
song or has the copyright. However, B Well, there’s writing poetry. What do A Yes, neither of us thought writing
if you’re prepared to be flexible, there you think about that? poetry would be suitable.
are collections of music extracts and A Well, the good thing about B And we didn’t agree on painting or
images that are available to download composing a poem is that it’s relaxing. playing the guitar.
and use for free. This means you can You’re completely focused on finding A I just don’t think I’d be in the mood
still create something cool, without the right words, so it takes your mind off to learn an instrument on a Friday
breaking any copyright! anything that might be worrying you. afternoon.
Question 3. A trademark protects things B Yes, that’s true. But one major B Personally, I think it could be fun
associated with a brand, like its name drawback is that you need to be in a to play music together, but I get your
and logo, which is the symbol that quiet place to be able to concentrate. point. We’d have to concentrate to work
represents that brand. Musicians who In my opinion, it would be impossible out the notes, and we might not feel
want to make money from their music to produce a piece of work like this if like it.
usually register the name and logo of we were all together in the same place. A Exactly. So that leaves theatre and
their band as a trademark to protect A Absolutely. Not only that, but I’m not street dance. Which one are we going
themselves. It means that nobody else sure I’d want to have to concentrate for?
can use their name or their logo to sell on a Friday afternoon. I’d rather do B I would definitely opt for street
something. A new band has to come something more relaxing. dance. The main reason is because we
up with a name that nobody else is B Me too. I don’t think that writing would be standing up and moving our
using and design a completely original poetry is the right activity for a bodies instead of spending even more
logo which gives the band its own well-being programme. time sitting down.
identity. So, the answer is B. A Yes, I agree. What about painting, A Are you sure it wouldn’t get boring
So … question 4. Any of these answers then? performing a routine again and again?
could be possible, but the most likely B Hmm, it’s a bit like writing poetry, B Not at all. For one thing, we’d have to
scenario is C. Illegal copies look right, really. The main disadvantage is that learn new steps all the time. We’d have
but they are usually bad copies of the you need to be on your own to do it to concentrate, and that would take our
real thing. Look carefully – slogans properly. minds off our studies. Another thing is
(those short memorable phrases) are A Do you think so? I don’t agree with that everyone would be involved at the
often spelled incorrectly or the logo you there. I don’t see any problem with same time. There wouldn’t be anyone
might not be quite right. creating a picture if you’re in a group. waiting for their turn to perform.
Question 5. OK – who owns ideas? They I wouldn’t mind being in a painting A OK, you’ve convinced me. Let’s go
can’t be protected as easily as a brand class with other people. with street dance, shall we?

B Yes, I think we should. success, and singers like Roisin Murphy view of the spectators, which gives the
A So, that’s settled then. and Hozier have had big hits around viewer today a sense of what it was like
the world. to be there back in the 1920s.
Unit 7, Track 7.12, page 126, So, why is Ireland so good at producing The painting won Yeats a Silver Medal
exercise 1 world famous musicians? Well, music is at the Art Competition at the 1924
Clay is a type of heavy, sticky earth that a huge part of Irish culture, and many Summer Olympics. Yes, you heard that
becomes hard when it is baked. It is children learn to play an instrument correctly! Between 1912 and 1948, art
used to make things such as pots and or sing from a young age. Musicians competitions were held at the Olympic
bricks. are celebrated and encouraged to Games!
Drawings are pictures made using a perform. And because the Irish have
pencil or pen rather than paint. travelled to the four corners of the Unit 8, Lesson 8.1, Track 8.01,
A frame is a strong border or structure world, so has their music. And we can page 106, exercises 2 and 3
of wood, metal, etc. that holds a picture all be grateful to that. Zaki Hi, everyone! It’s me, Zaki.
in position Yasmin And me, Yasmin!
A metaphor is a word or phrase used to Unit 7, Vision 360o, page 104, Z Today, we’re going to be talking
describe somebody or something else, exercise 5 about volunteering. And to start we
in a way that is different from its normal On this week’s edition of our podcast want to say a big thank you to all those
use, in order to show that the two about the world’s most popular songs, volunteers out there!
things have the same qualities and to we begin with an Irish classic: Y Yeah, like my grandma, who works in
make the description more powerful. a charity shop to raise funds for her local
Song:
Oil paintings are pictures painted in oil hospital. The shop sells second-hand
In Dublin’s fair city
paint. books, furniture and clothes … stuff
Where the girls are so pretty
A portrait is a painting, drawing or like that. She doesn’t get paid, but it’s
I first set my eyes on sweet Molly Malone
photograph of a person, especially of kind of her social life, and it’s for a good
As she wheeled her wheelbarrow
the head and shoulders. You can also cause. She says it’s a great way to give
Through the streets broad and narrow
have portraits of animals like pets. something back.
Crying ‘cockles and mussels, alive, alive, oh’
Pottery describes pots, dishes, etc. Z Yeah, my mum volunteers at the
Alive, alive, oh
made with clay that are baked in an local primary school. She helps kids
Alive, alive, oh
oven, especially when they are made with learning disabilities with their
by hand Ireland is famous for its music, and reading. She really enjoys it. She loves
A sculpture is a work of art that is a solid the country has a rich tradition of folk the children and feels as if she’s making
figure or object made by carving or music. It began as an oral tradition: a valuable contribution.
shaping wood, stone, clay, metal, etc. families and friends would pass on Y So, we’ve all decided to engage with
You can’t touch a metaphor. stories to the next generation through the issues that are important to us and
songs. Though the tradition goes back do some volunteering ourselves.
Unit 7, Vision 360o, page 104, 2,000 years, folk music is still popular Z First up, here are Joe and Daisy with
exercise 4 today. You can often hear people some local initiatives they’re interested
There is no doubt that one of Ireland’s singing one of the most famous songs, in.
greatest exports is its music. Traditional Molly Malone, in pubs and at sporting Daisy Hey there! I’ve been thinking
Irish folk music, whose rhythms and events. It tells the story of a pretty girl about joining a group called ‘On The
melodies date back over 2,000 years, who sold fish on the streets of Dublin. Street’, a local initiative that supports
has become popular all over the world. The song repeats the words that Molly homeless people. They hand out food,
The music travelled with the Irish shouted while she was trying to sell hot drinks and essentials like soap and
themselves as they migrated, in her fish. Unfortunately, she became too toothpaste, and they also give advice
particular, to North America in the ill to continue working and died very on places to sleep, like homeless
19th century. young, but the song says her ghost still refuges and shelters. Their website is
Considering Ireland is such a small walks the streets selling fish. a real eye-opener. It says that people
country, it has produced a surprising become homeless for many different
number of famous musicians, singers Unit 7, Vision 360o, page 105, reasons, but that they all suffer hardship
and pop stars. exercise 7 by living and sleeping on the streets.
In the 1960s and 70s, musicians such Museum audio guide The Liffey Swim is a Charities like this help to provide a
as Van Morrison became huge stars by painting by the Irish artist Jack Butler safety net for them and that’s why I’m
playing rock music with a distinctly Irish Yeats. Yeats became known for his thinking of joining.
sound. paintings of early 20th century Ireland, Joe To be honest, I only really thought
In the 1980s, the Dublin rock band U2 including rural and urban landscapes about volunteering because it’s useful
became one of the world’s best-selling depicting real Irish life. for college applications, that kind of
acts, and in the late 1990s Westlife In this painting from 1923, he captured thing. But then I went to an open
emerged as one of the world’s most the excitement and energy of one of evening for a local community service
successful boy bands, and achieved Dublin’s most popular annual sporting that provides assistance to elderly
fourteen number one hits in the UK events, the Liffey Swim, which involved people who live on their own and want
singles chart.More recently, Irish bands swimmers racing against each other to retain their independence but are
like The Corrs and The Script have for 2.2 km along the River Liffey. Yeats experiencing social isolation, and I met
all enjoyed worldwide commercial painted the scene from the point of this guy called George Taylor. He wants

to keep in touch with his family who all They have a number of homes around all his life, and he said that the voyage
live far away, but he lacks confidence the country. really boosted his confidence – he
in his computer skills. My main role is I have a slight disability myself and felt included and valued, and the
to spend time giving him one-to-one I wanted to do something useful and permanent crew encouraged him to
tuition on how to use email and social make a contribution to society. A friend use his personal skills and strengths. So,
media, do Zoom calls and shop online. suggested applying to this charity after because I love sailing, I’ve decided to
It’s just me and him so we can go at I left school. So, I did, and they invited sign up as crew on Ben’s next voyage.
whatever speed suits him. He picked it me to come for an interview. It’ll be great. We’ll work together as a
up really quickly though and jokes that At first, I was a face-to-face carer with a team and have a real laugh!
now he can keep an eye on his family young guy called Marcus. My role was Speaker 2 I volunteer at a day centre
no matter where they are! Technology to help him to live as independently as for homeless people. It’s only one day
can really help people to feel less possible, and to be his friend, basically. a week, but it all adds up. I’m helping
lonely. I’m hoping I can do the same I’ll never forget meeting him for the first some of the people who attend the
with other people soon. time – I remember wondering what centre with their literacy skills. I didn’t
Y Thanks guys! They both sound like I’d be able to do for him. It turned out realise there were so many adults in this
great initiatives. So, Zaki, we can’t let there was a lot, but now he isn’t the country who couldn’t read or write. I
the side down now, can we? only person I work with. refused to believe it at first, to be honest.
Z No way! And there’s an initiative right During the pandemic, I used Zoom to There are many reasons why people
here called ‘The big clean’. They say they maintain my connection with Marcus find reading difficult – they may have a
need people to help pick up rubbish in because the charity’s homes are well learning disability, or they were excluded
our local park. equipped with technology. Then from school, or no one encouraged
Y OK, what do you think? Shall we lend I started thinking, why not try to reach them. I also teach basic computer skills.
a hand? people in the other homes as well? I mean, there are people who never had
Z Let’s do it! It’s about time we became I really enjoy learning new skills, so the opportunity to learn this stuff, so
more responsible citizens. I decided to watch online tutorials naturally they lack confidence. So, it’s my
Y Hey! Speak for yourself. I’ve always to learn how to use a few different job to show them that it isn’t actually
been a responsible citizen! programs that I wasn’t familiar with. that hard. It’s very rewarding work – I’d
Z Of course you have, Yasmin. But what Zoom has been really beneficial, like to go on helping people like this
about you? If you’ve got any experience of actually. It has enabled me to run after I leave school.
volunteering, we’d love to hear about it. quizzes with people in different homes Speaker 3 I watched this film
Y So drop us a line or post a comment and allowed me to share photos and online about charities that provide
below. But that’s it for now. See you play music. I also managed to get microfinance to women in developing
soon! a virtual DJ program so I can hold countries. It enables them to start
Z Bye! karaoke evenings and wheelchair their own business – so they can
discos. The residents love it and retain their financial independence,
Unit 8, Lesson 8.2, Track 8.02, it’s great to watch them enjoying basically. And I said to myself, that’s
page 108, exercise 3 themselves. so important. In my family, on our
1 If you want to make a contribution, birthdays, we often buy each other
A I can’t make up my mind. There are you should definitely consider virtual stuff we don’t really need. Do you know
so many things to choose from. volunteering. It’s good for the residents what I mean? So, this year, I told my
B Let’s stop thinking about the – you can see them developing family, don’t get me any presents for
different options for a bit. Why don’t we connections with people outside the my birthday; give me some money
go for a walk and then come back and home and their immediate family. It that I can give as microfinance loans
make a decision? benefits the volunteers too. I have instead. It’s really cool, because anyone
2 noticed my confidence improving can donate money to charity, but
A So you’re studying six subjects this because I know I’m making a difference, sometimes you’ve got to give people
year, is that right? even if I’m not there in person. the opportunity to help themselves.
B Yes, and my teacher says I can go on Anyway, I hope it might inspire you I’ve just invested in a young woman
to study economics next year. to try volunteering too. Thanks for in Ecuador called Nathaly. She needed
3 listening. money to expand her small farming
A Hi, Tom. You’re a bit late. business, so she can support her family
B Sorry about that. You’ll be glad Unit 8, Lesson 8.3, Track 8.04, and provide work for local people.
to know I remembered to book the page 109, exercises 2 and 6 Speaker 4 I’m a skateboarder, and
tickets. They were £25 each. Speaker 1 Last summer my cousin Ben I support an amazing charity called
4 spent a week sailing on a traditional Skateistan. Skateistan was started in
A I won’t forget meeting your brother sailing ship. He went with The Jubilee Afghanistan by an Australian guy called
for the first time. Sailing Trust who take crews of Oliver. He just started skating in the
B Yes, he’s a real character, isn’t he? able-bodied people and people with streets and then teaching local kids
disabilities on voyages on their ships. how to skate. It was something boys
Unit 8, Lesson 8.2, Track 8.03, It’s great, you know, because the idea and girls could do together, whatever
page 108, exercises 7 and 8 is that, on board, everyone can make a background they came from. And it
Hi, I’m Sam and I’m a virtual volunteer contribution and be useful members of just kind of grew into this organisation
with a national charity for young the crew. Ben has been in a wheelchair that now helps disadvantaged kids in
people with serious learning disabilities.

countries like Cambodia and South chart so it’s about matching what you without me. Hey, you know the Man
Africa get into school and makes sure see to the photos on the chart. Then United versus PNG game is on TV
they’re getting an education. They do you have to record the sighting – so, tonight, do you fancy …
activities that develop creativity and what you saw, how many, the location, Conversation 2
critical thinking, as well as the usual which direction they were travelling, Priti Cassie! Wait! What are you doing?
school subjects. And skating, of course! the weather conditions, the time of You can’t eat that!
Check out the website – you can read day – all useful information which gets Cassie What do you mean, Priti? It’s just
more about what they do and their sent off to the scientists at the charity. a chicken sandwich. My mum made it
plans to expand their work around the If they’re supplied with enough data, for me.
world. Skateistan is brilliant ’cause it, they can then build a detailed picture P Exactly. It’s meat! And is that
like, breaks down barriers and brings of the numbers of each species and mayonnaise too? Don’t you care about
people together. their distribution. It all helps with the how the farming industry exploits
Speaker 5 Well, I and some other conservation effort. animals?
volunteers have set up a community Anyone can be a citizen scientist C Right … OK. I hear what you’re
garden for inner-city kids. It’s a local – working with lots of different saying, but if I don’t eat it, what should
initiative working with primary schools organisations. It’s really useful, because I do with it?
in our area. Obviously, the aim is to most institutions don’t have the P Well, I don’t know how you could
give them an idea of where their food resources to carry out this kind of think about eating it, when it’s part of
actually comes from and the work that detailed research all the time. When the problem. You’re part of the problem.
goes into producing it. It sort of opens you’ve done something like this, you C OK, listen, I understand that you feel
their eyes to how everything in nature feel like you’ve made a contribution strongly about eating meat and …
is connected. It’s part of educating to preserving at least some of the other stuff … and I totally respect that.
them to care for the natural world. We threatened species. I’ve decided I’ll But my mum gets all our meat from
encourage the kids to have a go at definitely volunteer for more projects a local farm. It’s all organic and, like,
planting and growing their own fruit in future. ethically produced. Anyway, if I didn’t
and vegetables. For many of them, it’s eat it, I’d have to throw it away. Isn’t that
the first time they’ve got their hands Unit 8, Lesson 8.7, Track 8.08, worse, wasting food?
dirty like this. The first time they come page 114, exercise 5 P What? Why are you arguing with me
along, some of them are like, you won’t Conversation 1 about this? You know this is something
catch me doing that … but actually, Hugo Hey, Nasser! Did you see that I really care about.
once they start planting things, they message I tagged you into this C I’m not arguing with you. I’m just
really enjoy it. afternoon? saying, if it was supermarket meat or
Nasser Er, yes … I saw it. a fast-food burger, I wouldn’t eat it.
Unit 8, Lesson 8.5, Track 8.06, H So, can you pass it on to as many I don’t like factory farming or cruelty
page 111, exercises 5 and 6 people as possible? We need to show to animals any more than you do. But
My name’s Kiara. I spent this weekend that we all agree about this. right now, I think we need to take a
being a citizen scientist. That’s someone N You know what, Hugo? It isn’t really step back and reassess. This is my lunch.
who volunteers their time to help my thing, a campaign on social media. I’m not asking you to eat it – but I am
actual scientists with their research by So, I don’t really think … going to eat it.
collecting data. It was great, actually. H Oh, come on! We can’t keep losing P You just don’t care, do you? You’re
I live in Cornwall so I’ve always loved games like this – we need a coach who just a mindless consumer!
the ocean. I was helping to carry out knows what they’re doing. We need to
a survey of sea mammals off the coast send a strong message to the school to Unit 8, Lesson 8.8, Track 8.09,
near my home – so that’s basically say, ‘We’ve had enough. We won’t put page 115, exercises 3 and 4
dolphins and, if you’re really lucky, up with this anymore!’ Jack I’m definitely in favour of reducing
whales. I decided to take part because N OK, listen, I hear what you’re saying the foreign aid budget. The first
I went to a talk about wildlife around … I understand that you and some of point I would like to make is that this
our coast. I learned that so many of the other guys feel really strongly about country spends millions of pounds
these animals are threatened by human this. It must be difficult to go on losing a year to help people in developing
activity – pollution, underwater noise, week after week. I get that. But I really countries. But there are lots of people
the fishing industry – their numbers are can’t support what you’re doing … here in this country who need help,
decreasing. I wanted to do something, H Listen – don’t worry about not being for many different reasons – because
so I volunteered to take part in the part of the team anymore. That doesn’t of homelessness, or illness, or food
survey. matter. The more people in the school poverty, or because they are elderly
So, what you have to do is basically that join the campaign, the more likely and need social care. I would argue that
sit on the cliffs and watch the ocean. we are to win. Just pass the message the money could be better spent in
You’re looking for any signs of dolphins on. It’s important – we need to get rid providing assistance to those people.
– or whales – passing by up the coast. of this guy! This is something I feel strongly about.
For example, fins or tails coming up N Well, the thing is, I don’t see it like Alba I hear what you’re saying, but
out of the water. Obviously, it helps that. It isn’t the right way to go about I believe we have a responsibility to
to have some good binoculars. If you changing things. So maybe we’ll just help people in developing countries
see anything, the first thing to do is try have to accept that we see things who are less fortunate than us. Foreign
to identify it. You get an identification differently … I’m sure you can manage aid saves lives – it pays for food and

healthcare and clean water. And it also lived in Australia for ten years now, about the use of key subjects such as
helps people to improve their own Marco, and your parents are Australian, the natural landscape, animals, and
standard of living. but I believe you were born in Italy folklore. I would like to stress that my
J Right, I see. I respect your point of and moved around a lot as a child. purpose is to support local artists and
view, but I would argue that it also Does that mean you speak several that all profits will go towards funding
makes other countries dependent languages? young, local artists.
on aid instead of developing their Marco I speak a little Italian, French and I That’s really interesting. Thank you,
economies. There are other ways to Spanish, but I’m only actually fluent Marco, for sharing that with us.
help. in English. My parents worked in the
A What if we look at it from another hospitality industry which was why we Unit 8, Track 8.11, page 127,
angle? Surely aid money encourages lived in different places. exercise 1
development. I Is that why you moved to Australia? Collapse means a sudden failure of
J OK, right. What makes you say that? Because of your family? something, such as an institution, a
A Well, it helps countries to access their M Well, not exactly. I had just business or a course of action.
natural resources and improve their completed my art degree in Paris and Disaster relief is food, money, medicine,
economies. I think that’s a good use of had had a few exhibitions and positive etc. that is given to help people in
our taxes. reviews from art critics, but I was feeling places where there has been a natural
J I disagree … I think it’d be better if bored with what I was doing. I knew a disaster.
that money was spent at home. I’m little about Indigenous Australian art Famine is a lack of food during a long
quite clear about that. Also, there’s no and I felt I wanted to explore it further. period of time in a region.
guarantee that the aid money will get A friend of mine lives in Alice Springs. Good causes are organizations or
to the people who really need it. He said he thought I’d love it there, so ideas that people support or fight for
A Yes, I see what you’re saying. OK, even though I knew nothing about the because they are helping other people.
let’s accept that we don’t agree about place, that was my final motivation. Loss is the state of no longer having
whether aid is a good thing. But you I And that’s when you really fell in love something or as much of something
must accept that we have promised with Indigenous Australian art. that was available before.
this money to some countries, and they M Exactly. I had been there for a few Obstacles are situations or events that
will be depending on it. There could be weeks when my friend suggested that make it difficult for something to be
a risk to their economic stability if we we should go along to an exhibition done or achieved.
suddenly cut it off. of local artists. I was blown away. There Poverty is the state of being poor.
J That’s an interesting perspective, but were some stunning artworks on show. A struggle is a hard fight in which
I’m not sure I agree. I just loved the style, the dream like people try to obtain or achieve
A Really? Why is that? quality of the paintings, the gorgeous something, especially something that
J Because there’s also the issue that colours – everything. It was nothing somebody else does not want them to
a lot of countries we give aid to don’t like the art I’d seen before. After that have.
actually need it. Their economies are I spent time doing some research
doing well, and we should stop giving to understand the meaning of the
them handouts. paintings because it’s not immediately
A Wow! You’ve just made my obvious. So much of the art tells stories
argument for me, Josh. If they’re about the culture and history of the
becoming economically successful Indigenous Australian people.
having received aid from us, then that I So I know the art is very old can you
means aid really does work. There’s no give us a brief history?
question about that for me. Having M Well, Indigenous Australian culture
said that, I do think we have to look dates back as far as between 60,000 to
again at giving aid to countries who are 80,000 years which was when people
economically successful. first settled in Australia. For a long
J OK, I think we share the view that we time, artists only painted on natural
shouldn’t give money to countries that materials such as rock and leaves. That’s
don’t need it. Trade is better than aid, if why it remained largely unnoticed. It
you like. wasn’t until artists started painting on
A OK, fine. Let’s see what else we can conventional materials such as canvas
agree on … in the 1970s when the world really sat
up and took notice of this incredible art.
7–8, Exam skills, Track 8.10, page I Tell us a little more about your book.
118, exercise 2 Do you include the history?
Interviewer Hello, and welcome to the M I wrote the introduction, which
arts programme. Today, I’m delighted gives the history. Then among the
to welcome Marco Sancho, artist stunning examples of art from local
and author, who is going to talk to artists, there are interviews with the
us about his latest book, which is the artists themselves in which they explain
third in a series focusing on Indigenous the importance of the symbols and
Australian art. Now I know that you’ve patterns in their work. They also talk

Workbook answer key
Introduction 3
1 F 2 E 3 A 4 D 5 H 6 C
6
7
fulfil her dream
Watching online tutorials
7 G 8 B 4
0.1
4 1 getting anywhere
1 1 C 2 A 3 C 4 B 5 A 2 was going downhill
1 B 2 B 3 A 4 C 5 A 6 B 7 A 3 made all the difference
5
8 B 9 C 10 C 4 always a plus
1 won’t see 2 ’m doing 3 starts
2 4 ’ll write 5 ’ll do 6 ’m going to call 5 comes naturally
1 first aid 2 bruise 3 specialist 7 ’ll be helping 8 ’m not doing 6 getting the feel of
4 sprained ankle 5 severe injury
6
6 emergency services
Students’ own answers 1.2
3 1
1 C 2 E 3 A 4 B 5 D 0.4 1 had obtained
4 1 2 had played / had been playing
1 contains 2 is happening 3 starts 1 ND 2 D 3 D 4 ND 5 ND 6 D 3 had recognised
4 ’re always losing 5 are studying 4 had been living
2
6 sees 5 had won
1 who 2 when 3 that 4 where
5 6 had also competed / had also been
5 Smith, who 6 I want 7 whose
1 ’s Lily doing 2 ’s studying 3 works competing
8 which
4 enjoys 5 ’s always telling 6 love 2
3
7 don’t like 8 does Lily’s course finish 1 had been watching
1 man who / that had walked
9 are thinking 2 had run
2 beach where we can
6 3 had known, hadn’t met
3 Bridge, which is one of the
Students’ own answers 4 had been having
4 the hotel which / that opened
5 had been meeting
5 got the postcard you
0.2 6 , whose sister is in my class, is cycling
6 had been playing
1 7 had had
7 whose parents live
1 B 2 A 3 B 4 B 5 A 6 B 8 had watched
8 a reason why you don’t want
2 3
4
1 has moved 2 has been snowing 1 hadn’t had
1 memorable 2 package holiday
3 was sitting 4 had put 5 learned 2 had taught
3 all-inclusive 4 get away 5 make a
6 has visited 3 had been listening
booking 6 mountain biking 7 resort
4 had been preparing
3 8 holidaymakers 9 go trekking
5 had been
1 probably climbed 2 have you 5 6 had heard
ever slept 3 had 4 was travelling 1 package 2 all-inclusive 7 had mastered
5 stayed 6 have been camping / have 3 which / that 4 make a booking 8 had been living
camped 7 had never spent 8 slept 5 which 6 who 7 get away
9 woke up 10 were singing 4
8 memorable 9 where
1 had been waiting for ages when you
4 6 arrived
1 tropical 2 houseplants 3 rural Students’ own answers 2 had been hopeless at tennis before
4 oxygen 5 leaves 6 monitor I had lessons
7 modify 8 carbon dioxide 9 natural
habitat 10 roots 11 transform
12 biofuels
Unit 1 3 By the time Mo returned home, he
had mastered Italian/ By the time he
returned home, Mo had mastered Italian
5 1.1 4 hadn’t been skateboarding long before
1 roots 2 leaves 3 carbon dioxide 1a she entered a national competition
4 oxygen 5 biofuel / biofuels 1 was a boost to her confidence 5 had been attempting / trying to pass
6 transform 2 put the theory into practice his driving test since he was eighteen
6 3 attempted to 6 offered to help us, but by then we had
Students’ own answers 4 be capable of overcome the problem
5 hopeless 5
0.3 6 gain experience Students’ own answers
1 7 inspired
1 people 2 get work experience 8 was motivated 1.3
3 want 4 often 5 aren’t 6 pay for 9 overcame the problem 1
their course 7 part of a course 8 don’t 10 master 1 figured, came 2 picked 3 live, catch
have much 9 write on an application 2 4 went 5 go 6 dropped
form 10 are 11 a little, some or no 1 of 2 at 3 into 4 on 5 up 6 to 2
12 subjects 3 Students’ own answers
2 1 have the potential to be 3
1 coursework 2 trainee 3 student 2 pick up the basics Possible answers:
loan 4 voluntary 5 applicants 3 was a boost to my 1 paintings, big, bright, orange, yellow,
6 curriculum, modules 7 recruits 4 inspired me purple, faces, portraits
8 placement 5 focused her attention on 2 encouraging, boost, confidence
14_LV_3853_UI_TG_WBAK.indd 209 31/10/22 3:25 PM

3 3D sketches, sea and sky, bold, 6 3 Let me try that one more time.
eye-catching 1 didn’t use ’m not used 4 What I’m trying to say is …
4 draws, birds, monsters, real, with lots of 2 would give gave 5 Let me put that another way.
detail 3 live living 6
5 self-taught, age nine, got the feel 4 would be used to be / was A 2 B 1, 3 C 4, 5
6 social media, sold, friend, small gallery, 5 used to start started 7
bigger gallery 6 would used to Students’ own answers
4 7
1 F 2 F 3 NG 4 T 5 T 6 NG Students’ own answers 1.9
5 2
1 singers and rappers 1.6 A 3 B 2 C 4 D 1
2 came naturally to 1 3
3 believable 1 F 2 T 3 F 4 F 5 T 6 F 1 Not surprisingly 2 Initially
4 two years old 3 3 unfortunately 4 Amazingly
5 got the feel 1 D 2 F 3 E 4 C 5 A 6 B 4
6 small gallery 4 1 Basically 2 Consequently
6 1 principles 2 collaborating 3 core 3 hopefully 4 Ideally 5 Personally
Students’ own answers 4 tectonic shifts 5 flourish 6 altered 6 Obviously
7 content 8 innovative 9 diversity 5
1.4 5 Students’ own answers
1 adolescence 6
2 in your late teens 1.7
3 adulthood 1
4 middle age
1.10
1 state of mind 2 lose your temper 1
5 mature 3 judgement 4 justified 5 assertive
6 the older generation 1 had lost 2 hadn’t slept 3 had been
6 perspective 7 criticism 8 maintain having 4 had been working
7 retirement relationships 5 had loved 6 had been performing
2 2 7 had been trying 8 had run
1 D 2 F 3 E 4 C 5 A 6 G 7 B 1 thoughts 2 only slightly less 3 not 2
3 the same thing as 4 stop negative 1 would read
1 B 2 C 3 C 4 A 5 A 6 B emotions from affecting our learning 2 ’m not used to having
7 A 8 C 3 3 used to live there
4 A 3 B 6 C 1 D 5 E 2 F 4 4 get used to speaking
1 mental arithmetic 4 5 would always ask
2 recalling names 1 hard-working 2 cognitive 6 didn’t use to be
3 adolescence 3 emotional 4 distract you from 7 ’m getting used to wearing
4 mature 5 suit you 6 name 7 go perfectly 8 used to go and pick
5 absorb information 8 personal criticism 9 perspective 3
6 distracting 10 to be assertive 1 master 2 potential 3 experience
7 late teens
5 4 focus 5 attempted 6 overcome
8 in middle age
1 Don’t expect everything to go 7 hopeless 8 motivated
5 perfectly. / Accept that you will 4
Students’ own answers sometimes get things wrong. 1 arithmetic 2 recall 3 wise 4 more
2 Don’t be afraid to be assertive. mature 5 Acquiring 6 generation
1.5 3 Find ways to manage stress that suit 7 absorbing 8 adolescence
1 you.
1 A 2 B 3 D 4 B 5 C 6 E 7 C 5
4 Don’t see negative feedback as 1 used to 2 middle age 3 fulfil
8 A 9 A 10 E 11 C 12 A personal criticism. / Accept that you 4 had been looking 5 theory 6 basics
2 will sometimes get things wrong. 7 had watched 8 was capable of
three 6 9 got used to 10 would often go
3 Students’ own answers 11 late 12 boost
1 didn’t use to 2 used to 3 wasn’t
4 didn’t use to 5 more than once 1.8
6 is used to teaching 1 Unit 2
4a Students’ own answers
1 A 2 B 3 A 4 A 5 B 2 2.1
5 1 D 2 B 3 H 4 E 1a
1 Did you use to go 3 1 A 2 C 3 A 4 B 5 B 6 C 7 A
2 used to / would travel 1 other people 2 herself 3 well 2
3 used to / would pack up 4 vocabulary A 4 B 3 C 6 D 1 E 8 F 7
4 would wake up 4 G 5 H 2
5 used to love 1 What I meant was 3
6 ’m used to sleeping 2 that didn’t come out right 1 talk it over
7 used to be 3 let me rephrase that 2 make up with
8 got used to being 4 that came out wrong 3 calm down
9 used to belong
5 4 getting on my nerves
10 would see
1 Let me say that again. 5 fallen out with
2 That isn’t what I meant to say. 6 drives me crazy
210 Workbook answer key

4 6 2.6
1 puzzled 2 offended 3 getting on Students’ own answers 1
my nerves 4 frustrated 5 miserable 1 challenge
6 furious / fallen out 7 calm down 2.4 2 commitment
8 fallen out 1 3 options
5 1 F 2 E 3 C 4 D 5 A 6 H 4 instincts
1 doing my head in 2 Tell me about it 7 G 8 B 5 account
3 blew my top 4 lost for words 2 2
5 give it a rest 6 a big deal 1 chilling out Students’ own answers
2 addiction 3
2.2 3 downtime 1 D 2 E 3 C 4 A 5 B
1 4 on the go
4
1 needn’t talk 5 reach burnout
1 We can make bad decisions and other
2 won’t be able to play 6 mental health
mistakes.
3 ought to go 7 anxiety
2 She had a lot of injuries.
4 may find 8 built my self-confidence
3 When we’re solving problems and
5 aren’t supposed to speak 3 doing mathematics.
6 can be 1 regrets 4 She punched a crocodile on the nose
2 2 depression to stop it attacking her sister again.
1 H 2 I 3 D 4 E 5 C 6 G 3 well-being 5 It’s fast, emotional and automatic
7 F 8 A 9 B 4 anxiety thinking that helps us survive.
3 5 addiction
5
1 can 6 self-confidence
1 it was an automatic response
2 shouldn’t / ought not to / mustn’t 7 burnout
2 might
3 could / may / might 8 downtime
3 keeps us safe
4 be able to 4 4 we have to choose to do it
5 should 1 mental health 5 don’t see situations as they really are
6 aren’t supposed to / shouldn’t 2 input 6 could have got
7 don’t need to / don’t have to / needn’t 3 depression / stress
8 must. 4 on the go 2.7
4 5 be mindful / chill out
1
1 C 2 B 3 A 4 C 5 C 6 B 6 thrives on stress
1 setbacks
7 A 8 C 9 B 10 C 7 burnout
2 unavoidable
5 8 regrets
3 build resilience
Students’ own answers 9 develop a positive mindset
4 surrounding yourself
5 5 self-esteem
2.3 Students’ own answers 6 accept the fact
1 7 trust
1 maintain your focus 2.5 8 define
2 adapt to circumstances 1 9 got through
3 do something positive 1 A 2 B 3 B 4 A 5 B 6 A 2
4 take responsibility for your actions 2 Students’ own answers
5 take control of the situation 1 D 2 E 3 C 4 F 5 B 6 A 3
2 3 1 D 2 E 3 E 4 D 5 B
1 Suggested answers: They could paint 1 can’t have heard 4
the walls mid-blue. They could choose 2 didn’t need to get up 1 mental health
a completely different colour. 3 must have taken 2 hope
2 Suggested answers: They could 4 ought to have called 3 challenges
sometimes go to the cinema with 5 needn’t have worried 4 mastering
different people. They could go and 6 was supposed to go 5 interests
see a romantic comedy one week, an 4 6 downtime
action film the next week and so on. 1 must have been / should have been 5
They could try watching a completely 2 needn’t have bothered Students’ own answers
different kind of film together. Fatima 3 should have arrived / must have
could say ‘no’ to Maria next time she arrived
wants Fatima to go and see a romantic
2.8
4 didn’t need to clean, could have done /
comedy with her. 1
should have done
1 a bit puzzled
3 5 weren’t supposed to see
2 pretty relaxed
A 5 3 quite cold
4 1 shouldn’t / ought not to have said 4 pretty experienced
1 A, B 2 A 3 B 4 A, B 5 B 6 A, B 2 could have / should have / ought to 5 quite happy
5 have behaved 6 totally empty
1 finding, alternating 3 ought to / should have said
2
2 isn’t straightforward 4 didn’t need to take
feelings, safety
3 go your way 5 can’t have paid
6 might / could have had to 3a
4 be flexible, being clear
1 In the first
5 say ‘no’ 6
2 ’re probably
6 Being grateful Students’ own answers
3 sure
4 sort of, like that

5 photo shows
6 could be
4
1 thrives Unit 3
7 say 2 depression
8 Both photos 3 build self-confidence 3.1
9 me, main 4 regrets 1a
10 quite strongly 5 downtime 1 T 2 F 3 T 4 T 5 T 6 F
4 6 addiction 7 F 8 T
1 E 2 C 3 D 4 B 5 F 6 A 7 develop a positive mindset 2
5a 8 input 1 addictive
1 confused, happy 5 2 worked up
2 city street, empty 1 well-being 3 increase
3 both, different 2 don’t have to 4 aware of
4 countryside, city 3 can 5 take up
5 group, alone 4 frustrated 6 thrilled
6 in the middle, stopped to work out 5 calm down 7 complicated
6 chill out 8 flexible
6
Students’ own answers 7 anxiety 3
8 should have 1 have a positive impact
7 9 crazy 2 enthusiastic
Students’ own answers 10 had to 3 fits in with
8 11 mental 4 increase your heart rate
Students’ own answers 12 must have 5 make you aware of
6 challenging
2.9 Exam skills 1–2 7 stretch your muscles
1 1 8 stiff
Students’ own answers Students’ own answers 9 maintain your health
2 2 10 beneficial
1 E 2 D 3 B 4 A 5 C 1 C 2 C 3 B 4 B 5 A 4
3 3 1 couch potato 2 keep at it 3 Too
Students’ own answers depressing, depressed, depression much information 4 let off steam
4 The correct word is the noun: depression 5 That’s it 6 Job done
1 On the whole: introducing a point or 4
general opinion 3.2
1 depression 2 stressful 3 resentful
2 I firmly believe: giving a personal 4 hopelessness 5 unhappy 6 ability 1
opinion 7 positively 8 easily 9 quietly A 3, 6 B 2, 4 C 1, 5
3 However: introducing a contrasting 10 suggestions 2
point 5 1 more … more popular 2 beneficial
4 Moreover: adding a point C is correct because he has been sailing 3 as hard 4 shorter 5 higher
5 In addition: adding a point ships ‘since he was young’ and has 6 fitter 7 harder 8 not as time-
6 Having said that: introducing a ‘no sense of anxiety’ so he must be consuming
contrasting point ‘confident’. 3
7 Finally: introducing a final point A is incorrect because the text says that 1 just, E
8 For instance: giving an example Steven Callahan is going to go to 2 much, B
9 In summary: summing up / conclusion 3 a lot, B
the Canary Islands and then ‘back’ to
10 I personally feel: giving a personal 4 a bit, S
America, which means he is going to
opinion 5 nowhere near, B
‘return’.
5 B is incorrect because the text says he 6 equally, E
Students’ own answers has no ‘sense of anxiety’ about sailing, 4
6 which means he isn’t ‘nervous’. 1 far more 2 much more 3 just as
Students’ own answers D is incorrect because the text says that 4 equally 5 a lot 6 just as long as
he has been sailing ships ‘since he was 7 nowhere near as 8 nothing like as
2.10 young’ so he has plenty of ‘experience’. 5
1 6 Students’ own answers
1 C 2 D 3 E 4 A 5 G 6 H 1 C 2 A 3 C 4 B 5 B 6
7 B 8 F 7 Students’ own answers
2 1 Let’s 2 think 3 Shall 4 move
1 didn’t need to do / needn’t have done 5 need 3.3
2 was supposed 8 1
3 should Students’ own answers 1 survival 2 originated 3 warfare
4 could 4 tribes 5 disputes 6 recreation
9
5 must have
Suggested answers: 2
6 needn’t have been
1 stared 2 dashed, sprinted, raced Students’ own answers
3 3 slammed 4 explored, wandered / 3
1 offended strolled around 1 D 2 D 3 A 4 C
2 miserable
10 4
3 getting on my nerves
Students’ own answers 1 S 2 F 3 S 4 S 5 F 6 F 7 S
4 puzzled
5 furious
6 talk, over
7 fallen out
8 resentful

5 4 D: responses were only collected from …
1 It is likely that shoes are not good for both, a lot of, several, each, just 5
your feet. 5 1 Students in the school canteen were
2 These shoes seem to help people run 1 much 2 Some 3 a great deal asked to complete our questionnaire.
faster. 4 Every one of us 5 Few 6 none of us 2 Our participants were not asked to
3 Karl might be running a marathon in 6 give their names.
July. Students’ own answers 3 An online version of the questionnaire
4 Modern shoes are thought to change was also provided for people to fill in
the shape of your feet. / It is thought 3.6 at a suitable time.
that modern shoes change the shape 4 Four activity categories were chosen
1
of your feet. that best reflected our age group.
1 specialised in 2 fulfil their potential
6 3 psychological barriers 4 overcome 5 It was surprising how much more
Students’ own answers obstacles 5 excel at sport healthily students ate at school.
3 6
3.4 Students’ own answers
1 T, C 2 F, B 3 T, D 4 F, E 5 T, A
1 6 F, B
Students’ own answers 3.10
4
2 Suggested answers:
1 B 2 A 3 B 4 C 5 A 6 C 7 B Grammar
this (scenario), These (symptoms of
3 autism), it (autism), That (the fact that 1
1 failure 2 commitment different people with autism have 1 more and more 2 a bit more
3 organisational skills 4 self-confidence different symptoms), Such (problems slowly than 3 much more dangerous
5 teamwork / collaboration, collaboration such as people wanting to interview to 4 nowhere near as strong 5 just as
/ teamwork 6 demands 7 leadership him), he (Tom) good 6 the faster
4 5 2
1 M 2 A 3 J 4 M 5 A 6 M 7 J 1 They 2 His 3 There 4 These 1 the 2 each / every 3 the 4 None
5 5 Its 5 a 6 little 7 the 8 few / lot
1 adapt to changes, demands
2 teamwork / collaboration, 3.7 Vocabulary
collaboration / teamwork 1 3
3 self-confidence, cope under pressure 1 overreact 2 emotional 3 personally 1 G 2 B 3 E 4 F 5 D 6 A
4 Failure, are willing to 4 conflict 5 propose 6 hesitate 7 H 8 C
6 7 challenge 8 fuss 4
Students’ own answers 2 1 are 2 accept the 3 take
Students’ own answers 4 demonstrate 5 deal with
3.5 3
6 cope under
1 A 3 B 5 C 2 D 4 E 1
1 a 2 a 3 – 4 The 5 a 6 an Cumulative review
4 5
7 a 8 – 1 taking this personally 2 Getting
2 1 adapt 2 self-confidence 3 a
emotional 3 overreact 4 avoid 4 The 5 contribute 6 stiff
A the, the pitch conflict 5 challenge 6 propose
B a/an, a football move; the, the move 7 the 8 muscles 9 several
7 make a fuss 8 hesitate 10 warmer 11 just 12 beneficial
C a/an, a six-metre circle 5
D the, the most skilled players Students’ own answers
E
F
–, at school
– , Suriname 3.8
Unit 4
G –, Panna
H the, the elite
2a 4.1
1 B 2 A 3 B 4 C 5 A 6 B 1a
3
3 1 TA 2 SC 3 HB 4 HB
1 Road tennis is an exciting sport to
A 6 B 3 C 2 D 1 E 5 F 4 5 TA 6 HB 7 TA 8 SC
watch. Spectators can get very close to
the action. 4 2
2 Martin goes swimming after work 1 Celia 2 and 3 Students’ own answers 1 B 2 A 3 A 4 C 5 B 6 C 7 A
on Tuesdays. He particularly likes the 5 and 6 3
outdoor pool near his office. Students’ own answers 1 open-plan 2 restricted
3 In ski jumping competitions, you score 3 well-equipped 4 urban
points for the longest jump. 3.9 5 energy-efficient 6 ingenious
4 Panna is extremely popular in the 1 7 affordable 8 spacious
Netherlands, which has a large Students’ own answers 4
Surinamese population. 2 1 all mod cons 2 miss the boat
5 Snowboarding is not for the shy. You 1 based 2 purpose 3 Approximately 3 don’t get me wrong 4 over the top
need self-confidence. / Nearly 4 under 5 figures 6 nearly 5 a trade-off 6 Now you’re talking
6 Georgia can do a football move called / approximately 7 support 8 clear
‘around the world’. What’s the best 4.2
3
move you can do?
1 B 2 C 3 D 4 A 1
7 Because the pitch is small, panna is
great for players who cannot run long
distances. B: Data were collected, Reponses were
8 ‘Can you play basketball this evening?’ gathered, Participants were asked
‘No, I have to stay in college until 6.30.’ C: It is encouraging

2 2 5
1 have been learning 2 have performed 1 arrives, A 2 ’m working, C Students’ own answers
3 be hoping 4 have made 3 ’ve finished, B
5 have been playing 6 be signing up 3 4.8
3 1 in case, A 2 while, C 3 As soon as / 1
A 3, 6 B 2, 4 C 1, 5 The moment / When / After / Once, B Students’ own answers
4 4 while, C 5 after / as soon as / the 2
1 will be attending 2 will have left moment / when / once, B 1 a situation 2 realistic 3 quite likely
3 will have been climbing 4 will be 6 on condition that, A 4 myself 5 impossible 6 the only one
having 5 will have moved 6 will have 4 7 a strong possibility
been looking 1 If it rains tomorrow, I’ll do / be doing 3
5 my workout inside. 1 A 2 A 3 D 4 D 5 A 6 A 7 A
1 ’ll be looking 2 ’ll be walking 2 If the flight lands on time, we’ll have 4–9
3 ’ll have been living 4 ’ll be asking arrived by three. Students’ own answers
5 ’ll have walked 6 ’ll have met 3 If you haven’t seen the show yet, book
7 ’ll have found out tickets soon. 4.9
6 4 If this company is looking for new
2
Students’ own answers employees, I’m applying / ’ll apply.
1 C 2 D 3 E 4 A 5 B
5 If Marcie’s singing, I’m leaving / ’ll leave
the room! 3
4.3 1 wish 2 extremely 3 fortunate
6 If we move house, I’ll have lived in four
1 4 provide 5 assist 6 seeking
different houses.
1 go out of business 2 work remotely 7 endeavour 8 believe 9 of some
7 If you’ve finished your essay, email it to
3 part-time job 4 workplaces benefit 10 approximately
me.
5 self-employed 6 home office 4
8 If you’ve lost my necklace, I’ll be upset.
2 Formal sentence: It is my intention to
5
shop, short open a permanent restaurant.
1 leave 2 get 3 won’t be
3 4 ’m working 5 ’m sleeping Indirection questions: Could I ask you to
A – B 4 C 2 D – E 1 F – 6 will survive 7 ’ve completed 8 write consider me as a potential chef? Could
G 3 H 5 you let me know if that is acceptable?
6
4 Impersonal phrase: In all probability …
Speaker 2: One example of this is, B 5
Speaker 3: The bigger picture is, E 4.6 1 B 2 A 3 C 4 C 5 B 6 A
Speaker 4: Another thing is, D 1 6
Speaker 5: As I said earlier, C 1 habitable 2 pressure on resources 1 ask you to give me a tour of the
5 3 food insecurity 4 extreme weather building
1 move 2 case 3 example 4 broadly events 5 flooding 6 Rising sea levels 2 telling me how many other chefs will
5 Incidentally 6 mentioned 7 uninhabitable 8 Drought be operating in the pop-up location
6 2 3 tell me what kitchen and toilet facilities
Students’ own answers Students’ own answers are available
4 to know if the owner of the building
3
4.4 1 D 2 A 3 C 4 B 5 A 6 D 7 B
takes a percentage of the income
1 5 you could call me tomorrow
8 C 9 A 10 B 6 knowing if you have received my menu
4 7–8
2 verbs: paragraph A: suggests;, paragraph
Aisholpan only lives in the yurt during the Students’ own answers
B: appears
summer months. modals: paragraph A: might, may; 4.10
3 paragraph C: could
1 temporary 2 existence adverbs: paragraph A: Understandably; Grammar
3 permanent 4 dependent on paragraph B: arguably
5 standard of living 6 settlement 1
phrases: paragraph C: It seems clear that;
7 assistance 8 appeal to 1 have been 2 have been studying
paragraph D: It seems unlikely that
3 be spending 4 Will they be painting
4 5 5 have gone 6 have heard
1 shelter 2 wander 3 extended Students’ own answers
family 4 communal 5 settle in 2
6 lifestyle choice 7 emigrate 4.7 1 you haven’t finished 2 you’ve eaten
8 a support network 3 you’re watching 4 you’re
1 5 ’m buying / ’ll buy 6 ’ll be writing
5 1 T 2 T 3 F 4 T 5 F 6 T 7 T
1 assistance 2 support network 8 F 9 T Vocabulary
3 extended family 4 lifestyle choice 2
5 settlement 6 existence 7 standard 3
Students’ own answers 1 open-plan, staircase 2 well-equipped,
of living 8 permanent 3 proportions 3 urban 4 remote control
6 1 upward trend 2 slightly decrease 5 energy-efficient 6 ingenious
Students’ own answers 3 steady increase 4 dramatic rise 4
5 gone up / risen / increased 6 steady 1 settle 2 settlements 3 existence
4.5 4 4 lifestyle choice 5 wandering
1 1 reflects 2 between 3 matches 6 standards of living 7 dependent
Students’ own answers an increase 4 follow 5 As the graph 8 appeal
shows,

Cumulative review 4 not rocket science 6 however
5 5 Does that count 7 In addition
1 ’ll be staying / living 2 temporary 6 get your head around 4b
/ for a short time 3 has / knows 1 S 2 S 3 C 4 C 5 C 6 C 7 S
4 affordable 5 condition 6 facilities 5.2 5
7 will have improved / got better 1 Students’ own answers
8 extended 9 emigrate / live there 1 unless
10 ’ve been / ’ll have been / ’ve lived / ’ll 2 if 5.4
have lived 3 wouldn’t have worn 1
4 had had 1 site
Exam skills 3–4 5 Supposing 2 materials
1 6 would want 3 energy
1 poverty 2 unemployment 2 4 footprint
3 built-up areas 4 green spaces 1 wanted 5 warming
2 2 might / would not have changed 6 resources
1 A 2 D 3 B 4 C 5 B 3 wouldn’t need 2
Use of English 4 wouldn’t have created 1 global warming
5 hadn’t been trying / hadn’t tried 2 carbon footprint
3
6 would / might use 3 natural resources
1 D
3 4 raw materials
4
1 provided (that) / as long as / on 5 landfill site
1 D 2 D 3 B 4 A 5 B 6 C 7 D
condition that 6 alternative energy
8 A 9 D 10 C
2 Supposing 3
5 3 provided (that) / as long as / on
1 communal 2 mini 3 hut 1 landfill sites
condition that 2 carbon footprint
6 4 Even if 3 alternative
1 C 2 D 3 B 4 C 5 unless 4 consumption
7 6 provided (that) / as long as / on 5 raw materials
Students’ own answers condition that 6 renewable
8 4 4
Students’ own answers 1 wouldn’t post a picture of a friend 1 consumption
9 online unless I was 2 is endangering / endangers
Suggested answers: 2 Supposing we hadn’t had 3 disposed of
wrong spelling 3 as long as someone else came 4 reused
wrong punctuation 4 on condition that I visited / could visit 5 viable
extra words 5 even if we gave 6 environmentally friendly
missing words, e.g. articles 6 be able to live on Mars provided (that) 7 renewable
wrong tense they had 8 generated by
wrong word order 5 9 natural resources
wrong use of words Students’ own answers 10 deforestation
10 5
Students’ own answers 5.3 1 consumption
1 2 global warming
1 subscription services 3 deforestation
Unit 5 2 distance learning
3 on-demand content
4 endangers
5 environmentally friendly
5.1 4 digital revolution 6 viable
1a 5 social interaction 6
1 Z 2 Y 3 J 4 J 5 J 6 D 2 Students’ own answers
7 D 8 Z Students’ own answers
2 3 5.5
1 technophobe Pros 1
2 significant It can work without needing to stop and 1 had never been invented
3 streaming rest. 2 would not be
4 browsing It doesn’t make mistakes. 3 was
5 advances in technology It’s often better at decision-making than 4 could have been
6 artificial intelligence is humans. 5 were
7 geek Cons 6 wouldn’t have taken
8 high-tech It could be dangerous for humans. 7 wouldn’t find
9 wearable technology It doesn’t have a sense of what’s right and 3
3 wrong. 1 would have been
1 gadgets It stops people using their brains so 2 would have made
2 input much. 3 couldn’t use
3 wearable technology It’s expensive to develop and use. 4 hadn’t been developed
4 game-changing 4a 5 wouldn’t be
5 user-friendly 1 needless to say 6 hadn’t been invented
4 2 top of that 7 wouldn’t be using
1 a no-brainer 3 although
2 take it for granted 4 the other hand
3 piece of kit 5 Having said that

4 4 4
1 hadn’t been discovered, wouldn’t be 1 subject 2 areas 3 part 4 Second 1 reuse
2 knew, wouldn’t have said 5 final 6 begin 7 move 8 look 2 viable
3 wouldn’t have offered, didn’t have 9 concludes 3 disposed of
4 hadn’t cut down, would be living / 5 4 landfill site
would live A 4 B 8 C 1 D 5 E 3 F 9 5 artificial intelligence
5 lived, would have come G 6 H 7 I 2 6 raw materials
6 wouldn’t be, had thought 6 7 renewable
5 Students’ own answers 8 environmentally friendly
Students’ own answers 7 5
Students’ own answers 1 global warming
5.6 2 endangering
1a 5.9 3 had paid
1 adapt to 4 wouldn’t
1
2 obsessed with 5 advances
3 targeted 6 would have destroyed
2 7 if
4 maintain their profiles
Students’ own answers 8 sophisticated
5 scrolling
6 peer group 3 9 Even if
1 C 2 B 3 E 4 A 5 D 10 consumption
2
1 negative 2 couldn’t 3 flexibility 4 11 alternative energy
4 prefer 5 will / does 1 D 2 A 3 C 4 E 5 B 12 carbon footprint
3 5 6
Paragraph 1: A recent survey shows that Adverbs that strengthen or emphasise a Students’ own answers
most teens prefer in-person school, both positive point: incredibly (user-friendly),
Unit 6
for its academic and social aspects. completely (free), really (appreciate),
Paragraph 2: She explains why she found extremely (attractive), (an) endless
it tough. (source of inspiration), definitely
Paragraph 3: Not everyone found remote (recommend), (I can’t recommend it) 6.1
learning a problem, however. highly (enough), absolutely (brilliant) 1a
Paragraph 4: One particular group of Adverbs that soften a negative point: 1 Y: spending, essentials
students found virtual learning preferable a bit (less advertising), not especially 2 Z: wisely, donation
to being in the physical classroom. (helpful), slightly (annoying), (I would) 3 Y: finances, build
Paragraph 5: So, what’s the future of perhaps (like to see) 4 Z: membership, tuition fees
online learning? 6 5 Y: gaming, owe
4 1 extremely 6 Z: everyday, bus fares
1 B 2 C 3 C 4 A 2 incredibly 7 Z: second-hand, accessories
3 totally 2
6
4 significantly 1 using up
5 absolutely 2 wisely
5.7 6 quite 3 build up
7 somewhat 4 everyday expenses
1 8 slightly 5 keep track of
1 traces 9 a bit 6 friend
2 privacy settings, required information 10 isn’t especially 7 on a limited budget
3 inactive, hacking
4 respectful 7 8 fares
Students’ own answers 9 cutting out
5 tags, untag, background check
8 10 second-hand stuff
2 11 under control
Students’ own answers Students’ own answers
12 make a donation to
3 9
Students’ own answers 3
1 B 2 C 3 E 1 wisely
4 5.10 2 gaming
1 speakers 2 email 3 sunset 3 second-hand stuff
1
4 volunteers 5 blind 6 video 4 build up my savings account
1 A 2 C 3 C 4 C 5 A 6 B
7 busy 8 Practise 9 Record 5 keep track of my finances
10 Upload 2 6 owing
1 was
5 4
2 wouldn’t have
Students’ own answers 1 strapped for cash
3 would have used
2 save for a rainy day
5.8 4 wouldn’t know
3 have my eye on
5 would be
1 6 might not be
4 break the bank
Students’ own answers 5 it all adds up
3 6 spend money like water
2 1 high-tech
A 3 C 1 D 2 2 Streaming
3
6.2
3 wearable technology
1 F 2 T 3 F 4 T 5 F 6 F 7 T 1
4 geek
1 been created
5 significant
2 will be lost
6 browse
3 is required
4 take part

5 are also taught 4 B – he says that although teenagers 3 added the item to my online basket /
6 are turned into are often seen as wanting all the latest selected the right quantity
7 were tested brands, their attitudes towards making 4 proceed
8 was designed purchases has changed a lot in recent 5 confirmation email
9 have been years 6 potential customers
10 are 5 C – he says that the way teenagers
2 are spending their money more 6.5
1 was responsibly is having a positive impact 1
2 is being on their well-being 1 B 2 A 3 A 4 C 5 A 6 B
3 am 6 C – Omar and Millie both make 7 C 8 A
4 will be positive points about technology. 2
5 had already been Omar talks about how teenagers 1 be used
6 are question the advertising they see on 2 is believed (that)
7 were being their screens and Millie talks about 3 being paid
8 has been ‘anti-haul’ videos. 4 is said to be
3 7 A – Millie talks about the positive 5 being given
1 A will be sent messages her videos try to put across. 6 have been told
B will be sent to 8 B – Millie is able to choose the clothes
3
2 A has been offered and brands she wants to wear.
1 might be asked
B has been offered to 5 2 to be offered
3 A Everyone is being taught 1 1990s, 2000s 3 must have been paid
B are being taught to everyone 2 toys 4 mind being owed
4 A I was handed my passport. 3 sustainability 5 to be told clearly
B was handed to me 4 advertising 6 of being asked about
5 A Dan were given access to the bank 5 ‘anti-haul’ 7 is thought that
account 6 getting rid of 8 is believed to have been
B Access to the bank account was 6 4
given to Lou and Dan Students’ own answers Students’ own answers
6 A We are still owed a considerable sum
of money 6.4 6.6
B considerable sum of money is still 1 1
owed to us 1 E 2 C 3 A 4 D 5 F 6 B 1 garments
4 2a 2 kit
person or people 1 retail price 3 stylish
5 2 reference number 4 designer label
1 was given a lot of accessories for my 3 confirmation email 5 get dressed up
birthday. 4 shipping costs 6 outfits
2 Then you will be asked questions 5 potential customers 7 mix and match
about it. 6 special offer 8 fashion-conscious
3 I’d just been paid! 3 2
4 The new app is being released today. 1 confirmation email 1 P 2 O 3 B 4 P 5 O 6 P
5 We were lent some bicycles. 2 special offer 3
6 She is owed a lot of money. 3 shipping costs 1 D 2 A 3 A/B 4 C
7 The money was being counted 4 potential customers
8 The tuition fees haven’t been paid yet. 4
5 reference number
1 B 2 D 3 A 4 C 5 C 6 D
6 6 retail price
7 B 8 A
5
1 T 2 F 3 F 4 T 5 F 6 T
6.3 5
1 1 purchase
1 material possessions, consumerism 6.7
2 added
2 do without 1
3 had tracked
3 got rid of 1 terms, conditions, returns policy
4 pick up
4 pursue their passion 2 faulty, refund, prove, receipt, proof,
5 choose
5 lead a more meaningful life purchase
6 proceed
2 3 warranty information
7 carried out
Students’ own answers 4 genuine
8 select
5 short-term loan, interest rates
3 6
1 M 2 M 3 O 4 M 5 M 6 O 2
1 (the) reference number
1 E 2 A 3 D 4 C 5 B
4 2 picked up a bargain
1 A – she doesn’t explain what she 3 (a) confirmation email 3
means by the phrase, so the radio 4 (it’s the) retail price 1 A set his budget
presenter clarifies the meaning 5 select the right quantity B been persuaded by / listened to
6 (the) shipping costs 2 A done her / some research
2 C – she says it was a big trend, that she
B read some reviews
watched her favourite influencers and 7
3 value
that she kept watching 1 carry out transactions / purchase a
4 A haggled / negotiated (with the seller)
3 B – she says that her experience was product
/ negotiated the price
that she started thinking about how all 2 carry out transactions / purchase a
B at the end of the day
this stuff people were buying had been product
5 put / kept / stored the receipt in a safe
made and how it would be disposed of
place

4 6 6
Students’ own answers Students’ own answers 1 E 2 D 3 I 4 A 5 G 6 C
7 7
6.8 Students’ own answers Students’ own answers
1 8 8
Students’ own answers Students’ own answers Students’ own answers
2 9 9
1 exchange Students’ own answers 1 dissatisfaction
2 switch on 10 2 Unfortunately
3 solution Students’ own answers 3 regret
4 be entitled 4 circumstances, appropriate
5 manager 6.10 5 forward
6 acceptable 10
1
7 return Students’ own answers
1 was released
8 refund
2 are being repaired
9 receipt
Unit 7
3 had been cancelled
10 right
4 haven’t been shown
11 quality
5 was being counted
12 authorise
6 ’ll be offered 7.1
13 customer service
14 senior member
7 is visited 1a
8 was given to 1 on display 2 masterpieces
3
2 3 stunning artworks 4 gorgeous
1 Geeta
1 to be colours 5 spectacular pieces of work
2 Adam
2 is 6 art critics 7 view exhibits 8 gave an
3 Geeta
3 have been outstanding performance
4 Adam
4 being 2
4 5 to be 1 view exhibits 2 on display 3 art
1 like 6 to have been critic 4 masterpieces 5 spectacular
2 afraid 7 being pieces of work / stunning artworks
3 exchange 8 be 6 gorgeous colours 7 stunning
4 rather
3 artworks / spectacular pieces of work
5 According
1 fees 8 give an outstanding performance
6 satisfied
2 membership 3
5 3 spending 1 does nothing for me 2 I was blown
Students’ own answers 4 second-hand away 3 I didn’t get it 4 well worth
6 5 fares seeing 5 that’s my kind of thing
Students’ own answers 6 account 4
7 budget A 7 B 3 C 6 D 8 E 1 F 5
6.9 8 non-essentials G 4 H 2
1 4 5
Students’ own answers 1 reference number Students’ own answers
2 2 choose, delivery option
1 E 2 B 3 A 4 F 5 D 6 C 3 track, package 7.2
3 4 select, right quantity
1
Students’ own answers 5 special offers
4 6 pick up, bargain
7 confirmation email 2
1 What is more, it’s possible to make a lot 1 B 2 C 3 A
of money by selling used things online. 8 potential customers
5 3
2 Selling online is quicker and easier
1 A 2 B 3 B 4 A 5 C 6 B Nisha said she’d show me around.
than selling in person, and allows you
7 A 8 A 9 C 10 B 11 A 12 C Nisha said that this was a great way to get
to reach large numbers of potential
to know Cambridge.
customers.
Exam skills 5–6 She said that in her opinion the artists
3 It’s time-consuming to clean,
weren’t well known there.
photograph and write descriptions 1
I told Nisha I’d watch all the Dinky Doors
of what you’re selling, and you won’t 1 B 2 D 3 G
videos so we could talk about them.
always be paid as much as you hope 2
for. 4
1 E 2 H 3 D 4 A 5 F
4 Furthermore, buyers can be difficult … 1 Nisha said, ‘I’ll show you around.’
3 2 Nisha said, ‘This is a great way to get to
(follows on from … you won’t always active / passive
be paid as much as you hope for, know Cambridge.’
4 3 The lady said, ‘In my opinion, the artists
which refers implicitly to buyers)
1 is widely known aren’t well-known here.’
Also, unwanted items could be given to
2 are being advertised 4 I said, ‘I’ll watch all the Dinky Doors
charity shops instead.
3 have grown videos so we can talk about them.’
5 4 will be sent
1 Many, Most 5
5 ought to open 1 Nisha said most people didn’t know
2 said, true, denied
5 the tiny doors were there.
3 addition, well
as a result – consequence 2 Freya said she’d download the map
4 said, contrast, other
also – additional information that evening.
5 conclude, sum up
however – contrast

3 Some critics say that graffiti isn’t art at 4 3
all. 1 A 2 B 3 A 4 C 5 B 6 A The main (dis)advantage is … 
4 Liam said we had to go on an 7 B 8 C Good point. And I also believe that … 
organised tour. 5 One major benefit / drawback is … 
5 Tilly said her parents had visited 1 The KLF criticised the music industry Yes, and another thing is, …
Warsaw a couple of years ago. for its simple ideas. For me, it’s a plus / minus 
6 Fred said there might be a concert on 2 In 1992, they insisted that sales of What are the pros and cons of that?
during his stay. all their records (should) stop / be It would have a positive / negative effect
6 stopped. on … 
1  3 At first, they promised to give the Absolutely. Not only that, but …
2 She asked if we liked the statue. We money to struggling artists. 4–6
said we did. 4 Many people refused to believe they Students’ own answers
3 You asked if / whether we thought it (had) burned real money. 7
was a good painting. 5 Drummond admitted that he regretted 1 went with / went for 2 come
4 Mum asked me what I wanted to see burning the money. 3 thing 4 believe 5 going for / going
first. 6 Drummond recommended that people with 6 reason 7 opt 8 settled
5 I asked the tourist if / whether he could should make up their own mind. 8–10
take a photo of me with the street art. 6 Students’ own answers
He said he could.
6 I asked Frank where his favourite street -ed -ed pronounced
as extra syllable 7.9
painting was.
2
7  apologised insisted
Suggested answers:
8 The guide asked if / whether we would blamed warned recommended
1 To complain formally about the mural
recommend the tour online. accused requested
design.
7 threatened admitted
2 The picture is old-fashioned, does
Students’ own answers proposed reminded added
not represent the school and did not
encouraged suggested
involve students.
7.3 explained advised
3 To work with students to select
1 offered refused
a different design. He supports
1 released 2 shot 3 country 7 the suggestion with two different
4 tracks 5 artists 6 notes 7 mixed Students’ own answers approaches to the problem.
2 4 He requests an announcement stating
Students’ own answers 7.6 that the design on the website is not
3 1 the final choice.
A 2 B 1 C 5 D 3 E 4 F - G 6 1 F 2 D 3 H 4 G 5 B 6 C 3
4c 2 In my opinion, this design should be
1 C 2 E 3 A 4 D 5 F 6 B 7 G C rethought immediately. … it is my belief
5 that everyone in the school should be
3 allowed to express their opinion
Students’ own answer. Students’ own answers terribly disappointed, urge
5 the majority of us think
7.4 1 B 2 F 3 E 4 A 5 D 6 G
1 4
6 1 In my view this is the worst possible
Students’ own answers Students’ own answers outcome.
2
2 It is vital that the students are allowed
1 thought-provoking 2 dramatic 7.7 to express themselves.
3 colourful 4 vivid 5 realistic 1 3 We are all seriously concerned about
6 humorous 7 striking 8 detailed 1 trademark 2 logos 3 slogans the decision.
3 4 copyright 5 licence 6 attribution 4 This is the worst decision that could
1 dramatic 2 striking 3 realistic 7 piracy 8 Plagiarism 9 citations have been made.
4 colourful 5 vivid 6 thought- 10 reference an idea 11 paraphrase 5 I strongly recommend that you contact
provoking 7 detailed 8 humorous 12 direct quotation the museum director.
4 2 6 The dance competition should not be
1 B 2 D 3 A 4 G 5 F 6 E 7 H 1 trademark 2 logo 3 slogan cancelled no matter what.
5 4 piracy 5 attribution 6 licence 5
1 is passionate about 2 was inspired 7 copyright Suggested answers:
by 3 conveys a sense 4 captured 3 1 We strongly recommend that you let
5 portrayed 6 draw attention 2, 3 us enter the competition.
7 added a new dimension 4 2 It is vital to have a creative hobby and
6 and 7 1 plagiarism 2 citation 3 direct that is the aim of the vast majority of
Students’ own answers quotation 4 citation 5 citation art club members.
6 paraphrases 7 references an idea 3 In my view the school logo design
7.5 5
should be rethought.
1 4 The school choir is of vital importance
Students’ own answers to the students and the decision to shut
it down should not be taken lightly.
2 7.8 5 75% of students believe the concert go
Students’ own answers 1 ahead.
3 Students’ own answers 6 This is the best decision that could
1 a, h 2 e 3 c 4 d 5 b 6 g 7 f 2 have been made.

6–7 5 remembered / remembers seeing 3
Students’ own answers 6 tried / is trying to ignore 1 Living in the Arctic
5 2 Practising with the example images
7.10 1 A, B 2 B 3 A 4 A 5 B 6 B 3 Walrus looking for a place to breed and
1 7 A 8 B feed
1 she might come to the art class. 6–7 4 Prevented from resting on the ice
2 if we wanted to leave and we said we Students’ own answers 5 Having finished the training session
did. 6 Recorded accurately
3 she’d been to the cinema the night 8.3 4
before. 1 A 4 B 3 C 2 D 5 E 1 F 6
4 he would try the pasta dish. 1 C 2 D 3 A 4 G 5 B 5
5 whether I would tell Kim about the 1 A 2 B 3 A 4 C 5 B 6 A
2
meal and I said I wouldn’t. 6
A 2 B 4 C 3 D 1 E 5
3
1 C 2 B 3 C 4 A 5 A 6 B
1 B 2 A 3 A 4 C 5 C
7 A 8 C 8.6
4
3 1
1 I always think (1A) 2 dunno why
1 D 2 G 3 E 4 A 5 F 6 B 1 biodiversity 2 extinction 3 parasite
(1B) 3 well … really (2) 4 have a real
7 C 8 H 4 eradicate 5 acidity 6 resistant
laugh (3) 5 Some of them (1C)
4 2
5
1 portrays 2 detailed 3 humorous 1 S 2 F 3 O
1 y 2 w 3 r 4 r
4 striking 5 conveys 6 draw 3
attention 7 passionate about 8 vivid 6
1 Basically 2 you know 3 or whatever 1 B 2 A 3 C 4 A
5 4
4 sort of 5 I mean 6 like
1 was inspired by 2 abstract art Suggested answers:
3 masterpieces 4 thought-provoking 7
try = have a go at, it’s quite easy = isn’t 1 People have overcome problems
5 dimension 6 to accept 7 that we caused by population growth before,
call 8 encouraged 9 would 10 say that hard, look at = check out, I thought =
I said to myself, great fun = a real laugh so it’s likely we will be OK this time too.
11 display 2 New technology may save the coral reefs.
8 3 It is believed the coral reefs are in
Unit 8 danger.
4 It is possible that journey times could
8.4 be reduced by 50 minutes.
8.1 1
5
1a Students’ own answers
1 charity 2 contribution 3 learning 2
4 initiative 5 refuges 6 homeless 1 aid agencies 2 survivors 3 suffering 8.7
7 community 8 elderly 9 social 4 infrastructure 5 priority 6 armed 1
10 tuition conflict 7 refugees 8 relief effort 1 make 2 goes 3 avoid 4 show
2 3 5 challenge 6 speak 7 set
1 engage with 2 provides 3 suffer 1 armed conflict, suffering 2 refugees 8 acknowledge 9 find
4 retain 5 raise 6 lacks 3 aid agency 4 relief effort 2
3 5 survivors 6 priority, infrastructure 1 As 2 hold your tongue 3 stand
1 local initiative 2 one-to-one 4 her ground 4 Bs 5 look for common
tuition 3 lack confidence 4 learning 1 China and Dubai 2 within 24 hours ground 6 get their heads around
disabilities 5 charity shop 6 become 3 they fold into a small space 3
homeless 7 suffer hardship 8 social 5 1 goes against your values 2 avoid
isolation 9 refuge 10 elderly 1 preserve 2 eliminates 3 distribute confrontation 3 challenge prejudice
people 11 retain, independence 4 process 5 assess 6 co-ordinated or discrimination 4 acknowledge your
12 provide assistance 13 make, 7 encounter 8 threaten different perspectives 5 setting aside
contribution 14 raise funds
6 your differences 6 find, compromise
4 1 to distribute 2 to encounter 7 make judgements 8 speak from an
1 keep an eye on 2 for a good cause 3 processing 4 threatened informed position 9 show respect
3 real eye-opener 4 safety net 5 to assess / assessing 6 eliminate 4
5 lend a hand
7 1 B 2 C 3 B 4 A 5 A 6 A
1 1968 2 Nobel Peace Prize 3 Global 5
8.2 Health and Humanitarian Medicine Students’ own answers
2 4 various answers
1 to help 2 to wash 3 thinking
4 to volunteer 5 doing
8.8
8.5 1
6 to give 7 talking 8 getting
1 1 against 2 for 3 for 4 against
3 1 Involving 2 helped by 3 Having 5 against 6 for
1 to do 2 to volunteer / volunteering collected
3 looking after 4 swapping 2
5 using 6 to be
1 Because it uses satellite images to
(Prefer can take either -ing or the 3
locate walrus. 2 Three 3 They should
infinitive without a change in meaning.) 1 Space tourism is very expensive and
be on ice. If too many walrus are forced
4 the money could be spent on better
to gather together, it can be dangerous
1 meant to bring 2 forget watching things. Rockets are not environmentally
for them.
3 stop to think 4 regrets leaving friendly. 2 Students’ own answers

4 5 6 make an effort (V+N)
Students’ own answers Doesn’t say 7 heavy traffic (A+N)
5 The writer mentions wealthy people 8 huge mistake (A+N)
1 share 2 what you’re saying who have been into space and expresses 9 Work hard (V+A)
3 strongly 4 point of view her opinion as a scientist on space 10 widely believed (A+V)
5 no question about that 6 agree technology, but she doesn’t say whether 5
7 another angle 8 considered she has been into space or not. A face
9 I’m afraid 6 1 face competition
6 1 DS 2 T 3 F 4 T 5 DS 6 T 2 face the consequences
A 2, 4, 8 B 1, 6, 7 C 3, 5, 9 7 DS 8 F 3 face problems
7 7 4 face the threat
Students’ own answers Students’ own answers B stress
8 5 Work-related stress
8.9 Students’ own answers 6 deal with stress
7 causes more stress
1 9
8 suffer from stress
Students’ own answers 1, 4, 6
6
2 10
build anticipation / a reputation / trust / a
Students’ own answers Students’ own answers
working relationship
3 accept an invitation / an offer /
How to learn
Suggested answers: responsibility / returns
1 led to the creation of
7
2 the emphasis needs to be on / we
need to place (the / an) emphasis on vocabulary Suggested answers:
take turns / take care (V+N)
3 The use of
4 The development of new fishing Unit 1 live peacefully / live forever (V+A)
1a considerable progress / impressive
techniques and the / an improvement
They are idioms. The meaning of all three progress (A+N)
in public awareness
is different from the meanings of the strongly advise / strongly oppose (A+V)
4 absolutely delighted / absolutely
1 Analysis of 2 The definition of individual words.
essential (A+A)
3 Protection of 4 The investigation 1b
A F B T C F
5–6 Unit 3
1
A 3 B 1 C 2
They all have suffixes.
8.10 3
2
1 1 learn the hard way
They all have prefixes.
1 heard it playing 2 remember liking 2 I know (this town) backwards
3 learn the ropes 3
3 forgotten to switch 4 persuaded my
4 taught her a lesson dangerous danger
sister to lend 5 refuse to allow
5 teach to the test addictive addict
6 expect him to understand 7 forgot to
6 knows all the answers failure fail
mention 8 recommend giving
completely complete
2 4
disagree agree
1 Since moving 2 Seen 3 Worried by A 4 B 6 C 2 D 5 E 1 F 3
midnight night
4 Having spoken 5 When walking 5 overcharge charge
6 Having known 7 Despite studying 1 I’m going to put my thinking cap on. prehistory history
8 Considered 2 I passed with flying colours.
3 3 Soraya / She has an old head on young challenging challenge
1 engage 2 become 3 make shoulders. defence defend
4 raise 5 retain 6 provide 4 Martin’s / He’s too cool for school. dutiful duty
4 5 My grandfather’s / He’s one of the old responsibility responsible
1 C 2 B 3 E 4 A 5 D 6 F school. daily day
5 6–7 4
1 Faced 2 learning 3 assess Students’ own answers 1 transferable
4 process 5 to learn 6 working 2 flexible
7 to work 8 one-to-one 9 refugees Unit 2 3 organisational
10 leaving 11 hardship 12 lack 1 4 leadership
1 build 5 equally
Exam skills 7–8 2 facing 6 enthusiastic
1 3 accept 7 regularly
1 D 2 C 3 A 4 B 4 thrive on 8 responsibility
5 build 9 collaboration
2
1 B 2 A 3 C 4 A 5 B 2
1 collocations
3 2 natural
grammar / are
3–4
4 1 eternally grateful (A+A)
1 are 2 to 3 been 4 make 2 listen carefully (V+A)
5 on / out / outside 6 in 7 keep 3 accept responsibility (V+N)
8 able 9 lend / give 10 up 4 absolutely delighted (A+A)
5 strongly recommend (A+V)

5 3 well-being 5
Verb Noun Adjective Adverb Opposite 4 highly paid, financial sector These words have more negative
benefit benefit beneficial beneficially unbeneficial
5 eighteen-year-old connotation:
1b a liar
transfer transferability transferable – non
nouns: personal data, website, well-being, standoffish
transferable
financial sector haggard
stress stress stressful – non-stressful
adjectives: well designed, highly paid, nondescript
18-year-old
– responsibility responsible responsibly irresponsible / verb: update Students’ own answers
irresponsibly All the compound words are made of
– duty dutiful dutifully – two words. The compound nouns behave Unit 7
complicate complication complicated – un like nouns and the compound adjectives 1
complicated modify the noun like an adjective. The 1 A and 2 A are correct.
equal equality equal equally unequal /
compound verb behaves like a verb. 1 B and 2 B are wrong because the order
unequally / 2 of the adjectives is wrong.
inequality Compound Compound 2
commit commitment committed – un nouns adjectives 1 a remarkable round gold French mirror
committed
2 a humorous 1950s American cartoon
digital revolution five-part 3 a painting of a gorgeous vivid
6 distance learning game changing sunset or a gorgeous painting of a
Students’ own answers vivid sunset or a vivid painting of a
film-making high-quality gorgeous sunset
Unit 4 user experience user friendly 4 a stunning small silver sculpture
1 3 5 some colourful Italian glass vases
1 One-storey houses without any stairs 1 user friendly (no hyphen because it is 6 a marvellous new Danish TV series
are called bungalows. after the noun) 7 a valuable oval antique wooden table
2 Modern open-plan flats with big windows 2 digital revolution 8 a world-famous young Italian musician
are very popular at the moment. 3 five-part (this compound adjective 3
3 Automatic window blinds are very always comes before the noun) 1 We saw an unusual modern Norwegian
convenient. 4 Game-changing play.
4 Commuting by bus is slower than 5 Distance learning 2 It’s a fascinating 1940s black and white
going by train. 6 user experience photo.
5 The development of green spaces is a 7 film-making 3 It’s a pyramid-shaped metal and glass
priority for the government. 8 High-quality building.
They are all noun phrases. 4a–b 4 I visited a world-famous huge modern
2 1 CN 2 CA  3 CN  4 CA museum in Spain.
1 halls of residence 5 CN 6 CA 5 He painted a portrait of an interesting
2 study bedrooms young red-haired man sitting on a
5
3 people sofa.
4 flat 4–5
5 place Unit 6 Students’ own answers
6 community 1
7 unwillingness They all mean she wants to know about
Unit 8
8 home other people. 1a
3 A 2 B 3 C 1 1 A–B look up 2 A–B go through
1 light bulbs 3 A–B come(s) up
2
2 solar panels The second phrasal verb has two particles
1 N 2 NEG 3 P 4 NEG 5 N
3 settlement and a different meaning from the first
6 P 7 P 8 N 9 NEG 10 NEG
4 work surfaces one.
11 N 12 P
5 use 1b
3
6 staircase A 2A B 3A C 1A D 2B
7 housing Positive Negative E 3B F 1B
8 societies connotation connotation 2
4 industrious workaholic Students’ own answers
Suggested answers: 3
confident arrogant
1 There are lots of affordable empty 1 stand up for
buildings in the city centre. resolute stubborn 2 get back to
2 They studied many traditional generous extravagant 3 ran out of
nomadic societies around the world. 4 own up to
3 There is a growing community of assertive domineering
5 grow out of
modern nomads in the US. aroma stink 6 look down on
4 The Student Housing Company 4 7 kept up with
provides high-quality private 1 workaholic 8 go down with
accommodation for foreign students. 2 assertive 4
5 3 stink 1 made up for
Students’ own answers 4 extravagant 2 put up with
5 confident 3 got away with
Unit 5 6 stubborn 4 hold on to
1a 7 aroma 5 hold out for
1 personal data 8 assertive 6 pass off as
2 update (verb), website, well designed

5 Unit 3 7 innovative
Students’ own answers 1 8 renewable
1 beneficial 9 user-friendly
2
Vocabulary 2
3
addictive
inspired 1 dispose
booster 4
5
challenging
enthusiastic
2 updates
3 generate
6 flexible 4 reused
Unit 1 5 browse
7 stiff
1 8 complicated 6 streaming
1 hopeless 9 injury 7 endanger
2 attempted 10 thrilled 3
3 master 1 C 2 E 3 B 4 G 5 F 6 D 7 A
2
4 gain experience
5 inspired
1 D 2 G 3 E 4 A 5 H 6 C 4
7 F 8 B 1 conservationists
6 focus your attention
7 was motivated 3 2 ecology
1 C 2 A 3 B 4 C 5 B 6 C 3 zero-emission
2 4 biodiversity
7 B 8 A
1 B 2 D 3 A 4 G 5 C 6 E 7 F 5 monoculture
4
3 6 Eco-anxiety
1 D 2 H 3 G 4 B 5 F 6 A
1 fulfilled our potential 7 carbon capture, (carbon) storage
7 C 8 E
2 push our boundaries 8 Climate change denial
3 is a natural
4 capitalised on
Unit 4 5
5 shown leadership
6 build rapport 1 appeals to
2 proportions Unit 6
7 have strict self-control
8 think outside the box 3 ingenious 1
4 restricted 1 spend your money
4–5 2 keep track
5 assistance
Students’ own answers 3 limited budget
6 has settled
7 dependent 4 owe
Unit 2 5 build up
8 existence
1 9 settled 6 use up
1 driving, calm 10 wandering 7 cut out
2 making, take 11 emigrate 8 under control
3 talked, made 12 appeal to 2
4 fall, getting Students’ own answers
2
5 evaluated, make
6 face, maintain
1 remote control 3
2 staircase 1 B 2 A 3 C 4 B 5 A 6 A
2 3 work surfaces
1 mental health 4
4 smart appliances 1 D 2 G 3 F 4 C 5 B 6 H
2 anxiety 5 shelter
3 depression 7 A 8 E
6 urban area 5
4 addiction
3 Suggested answers:
5 downtime
1 staircase 1 I am more tempted to buy something.
6 burnout
2 smart appliances 2 dangerous because you might spend
7 regrets
3 work surfaces more than you have.
8 well-being
4 urban areas 3 I won’t go out.
9 input
5 shelter 4 there are economic difficulties.
3 6 remote control
competent incompetent 5 it’s harder to keep on top of your
4 spending.
considerate inconsiderate
1 C 2 E 3 B 4 F 5 A 6 D 6 to budget every week or to spend only
proactive inactive
tactful tactless 5 cash.
vulnerable invulnerable 1 necessities 7 let your bank or the lender know as
2 disadvantaged soon as possible.
4 8 otherwise you might spend more than
3 hardship
1 resilient you earn.
4 social housing
2 self-critical
3 worthless
5 uprooted 6
6 made an assumption Students’ own answers
5
6
1 tactless, tactful Unit 7
2 self-critical
3 invulnerable, vulnerable 1
4 valuable, worthless
Unit 5 1 visual arts
5 competent, incompetent 1 2 live gig
6 inconsiderate 1 game-changing 3 stage adaptation
7 resilient 2 viable 4 Abstract art
8 proactive, inactive 3 high-tech 5 VR headset
4 environmentally friendly 6 contemporary dance
6 7 performing arts
5 significant
Students’ own answers 8 musical production
6 sophisticated

2
1 dramatic
2 realistic
3 humorous
4 colourful
5 vivid
6 striking
7 detailed
8 thought-provoking
3
1 line drawings
2 surrealism
3 performance art
4 canvas
5 watercolours
6 spray paint
7 landscape
4
canvas and spray paint are tools
surrealism is an art movement
5
Unit 8
1
1 refuge
2 local initiative
3 community service
4 one-to-one tuition
5 social isolation
6 charity shop
7 elderly people
8 learning disabilities
2
1 encounter
2 assess
3 distribute
4 process
5 threaten
6 preserve
7 eliminate
8 co-ordinate
3
1 distributed
2 process
3 assessed
4 eliminated
5 co-ordinating
6 threatened
7 preserve
8 encountered
4
1 food insecurity
2 starvation
3 inequality
4 aftermath
5 economic migrants
6 persecution
7 asylum seekers
8 Modern slavery
5
The Upper Intermediate Workbook

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Abrir Life Vision Upperintermediate Teachers Guide 5

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Teacher’s Guide

00a_LV_3853_UI_TG_front matter.indd 1 8/11/22 11:25 AM

ISBN: 978 0 19 408109 2 Life Vision Upper Intermediate Teacher

ISBN: 978 0 19 412387 7 Life Vision Upper Intermediate Student

ISBN: 978 0 19 412383 9 Life Vision Upper Intermediate Teacher

00a_LV_3853_UI_TG_front matter.indd 2 10/11/22 2:14 PM

Student Book contents 4

00a_LV_3853_UI_TG_front matter.indd 3 1/11/22 2:32 PM

UNIT VOCABULARY 1 GRAMMAR 1 LISTENING VOCABULARY 2 GR

p.8 Review p.19 Vision 360° p.20

certainty Vocabulary: Being more

home Grammar animation Vocabulary: Work

p.50 Review p.61 Exam skills p.62

Grammar animation Vocabulary: Streaming

p.64 Review p.75 Vision 360° p.76

Vlog Vocabulary: Minimalism

p.78 Review p.89 Exam skills p.90

global Vocabulary: Informal

4 Student Book contents

GRAMMAR 2 READING GLOBAL SKILLS SPEAKING WRITING

Participle clauses Future-proofing the Disagreeing A debate A discursive essay

Documentary Chelsie’s vlog: What working in a hospital is like

Student Book contents 5

08/2022 17:16 00a_LV_3853_UI_TG_front

Student Book Workbook

6 Course overview: print components

00b_LV_3853_UI_TG_course overview.indd 6 1/11/22 2:33 PM

Student e-book Student Online Practice

Workbook e-book Student resources

Teacher’s Guide Course assessment

Course overview: digital components 7

00b_LV_3853_UI_TG_course overview.indd 7 1/11/22 2:33 PM

8 Introducing Life Vision

00c_LV_3853_UI_TG_introduction.indd 8 1/11/22 2:32 PM

Introducing Life Vision 9

00c_LV_3853_UI_TG_introduction.indd 9 1/11/22 2:32 PM

Vision 360° lessons Mediation

10 Introducing Life Vision

00c_LV_3853_UI_TG_introduction.indd 10 1/11/22 2:32 PM

Introducing Life Vision 11

00c_LV_3853_UI_TG_introduction.indd 11 1/11/22 2:32 PM

From Life Vision, Intermediate level, Student Book

From Life Vision, Intermediate level, Tips for success

12 Introducing Life Vision

00c_LV_3853_UI_TG_introduction.indd 12 1/11/22 2:32 PM

Introducing Life Vision 13

00c_LV_3853_UI_TG_introduction.indd 13 1/11/22 2:32 PM

YouTube style vlog Think & share – open-ended

Workbook gives further practice of the

Mixed ability practice

00d_LV_3853_UI_TG_unit walkthrough.indd 14 1/11/22 2:32 PM

Strong grammar focus

00d_LV_3853_UI_TG_unit walkthrough.indd 15 1/11/22 2:32 PM

00d_LV_3853_UI_TG_unit walkthrough.indd 16 1/11/22 2:32 PM

Second vocabulary lesson

Topic of Word skills

00d_LV_3853_UI_TG_unit walkthrough.indd 17 1/11/22 2:32 PM

00d_LV_3853_UI_TG_unit walkthrough.indd 18 1/11/22 2:32 PM

‘Googleable’ texts All vocabulary

4 documentaries per level