Anna Cole

Teaching notes Ursula Mallows

B2+
Contents

Welcome Introduction by David Spencer p2

Teacher support Dave’s top teaching tips pp2–4

Teacher development tips index p5

Teacher’s notes Unit 1 p6

Unit 2 p19
Unit 3 p32
Unit 4 p45
Unit 5 p57
Unit 6 p68
Unit 7 p80
Unit 8 p92
Unit 9 p103
Unit 10 p114

Vocabulary builder pp124–132

Units 1–10
Language Checkpoint pp133–138
Units 1–10

Audioscripts and Student’s Book audioscript p139

answer keys Workbook answer key p155
Workbook audioscript p168
 Teacher support
Dave’s top teaching tips

Here are some great teaching tips to help you

throughout the year. These tips give you strategies for
classroom management, planning and student training
that you can use again and again to improve your
students’ results and get the best out of your teaching.

TEACHING AT B2+ LEVEL W

 RITING TASKS
Students at higher levels tend to progress more slowly Although the writing process may vary depending on
than at lower ones as concepts become more difficult and the task, the basic steps it includes are the same.
take longer to master. It is therefore important to keep ■ Before beginning to write, students need to consider
students motivated when they feel they are not improving the purpose of the text and who they are writing to,
as quickly as they used to. Highlighting what they have which will affect the tone (formal or informal).
learnt after each unit is one way of doing this. Draw ■ The first phase is when students brainstorm ideas
students’ attention to outcomes for each unit and lesson (they can make lists, mind maps, or think of
and ask students to list what they are able to understand open-ended questions – Why? What? Where? When?
and say in English that they couldn’t previously. The use of How? Who?). It is important to spend time on this
authentic texts will also help as students will be able to see stage as it makes the next steps easier. They then
that they are now able to apply their skills to real contexts. select and order their ideas.
When teaching higher levels, your students may ask you ■ If students are writing a longer text, they may now need
more difficult questions. It is fine to give a short answer, to carry out some research into their chosen topic.
and tell students that you will give a longer answer at ■ Students write a first draft as quickly as they can, including
the end of the lesson or after the break. This will give all the main points from the brainstorming phase.
you time to check your knowledge and to prepare good ■ The next stage is the revision process when students
examples to give the students. Alternatively, you could
should take a global look at their text and decide if
ask students to write down any questions that they have
the text flows in a clear, well-organised way.
(and you aren’t able to answer immediately) and post
■ The final stage is the editing process. Students should
them in a box during the week. You can then allocate
look closely at spelling, grammar, punctuation and
a slot of time at the end of the week to address them,
word choice.
having read and prepared your responses beforehand.
■ Model texts are useful as they provide a good example of
At B2+ level, students will spend some time consolidating
how texts of a particular kind can be written. Students will
previously learned structures. In such lessons, you could
notice features such as layout, structure and fixed phrases
nominate students to ‘teach’ the language to the rest
that they can make use of in their own written text. Model
of the class, to a smaller group or to a partner. This will
texts can also develop useful exam techniques such as
motivate students to learn autonomously, present them
planning and self-correction. Always ensure students
with a bit more challenge and encourage them to think
read the model text provided and go through the writing
about the form and use of structures in more detail.
tasks in detail so that they are fully aware of why they are
writing and who they are writing to.

BOOK CLUB
Encouraging teenagers to read outside the classroom can P
 ERSONALISATION
be challenging, but any extra reading students can do in Students retain language better if it is relevant and
English in their spare time will broaden their vocabulary meaningful to them. The What about you? speaking feature
and increase their fluency of expression. Finding relevant encourages students to apply language to their own
and engaging texts is the first step: look for abridged situation, but you can also extend other exercises to give
and adapted versions of texts they may know or that will students the chance to speak about their own experiences,
appeal to their age-group, or start with short stories and and people and place they know etc. The Critical thinking
articles. Alternatively, nominate a different student each questions in the Student’s Book give students the
time to recommend something that they think will interest chance to think independently and evaluate situations
the rest of the group. Give students a fortnight to read according to their own beliefs and opinions. Therefore
a section or all of the text and then hold a ‘book club’ as it’s important to give students time with these activities
part of the lesson, where students discuss their thoughts to think and prepare what they are going to say on their
and opinions on the book or text. Alternatively, you could own before discussing in a group. This is particularly
ask students to find their own books as an optional activity important for less-confident students who may find
outside class and review them as part of a class blog. themselves swayed by stronger members of the group.

2 Teacher support: Dave’s top teaching tips

 CRITICAL THINKING B
 EING SUCCESSFUL IN EXAMS
Encouraging students to think critically, rather than Being successful in exams means knowing about the
just repeating key information, helps them interact format of the exam: What type of tasks are there?
with a listening or reading text. At B2+ level, students How long do students have for each section? How are the
should be thinking creatively, independently and more different sections scored? Encourage students to analyse
originally. The Critical thinking tasks in the Student’s different exam tasks and reflect on the sub-skills they
book encourage students to think at higher cognitive need (i.e. skimming and scanning, listening for detailed
levels and engage higher-order thinking skills (analysing, understanding of numbers and letters, reading quickly for
evaluating, creating). You could look for ways to engage general understanding) and the techniques they need to
these skills in other activities by preparing specific learn (picking out the important words, ignoring words
questions to extend the task. Questions such as Why do that aren’t important for the question, etc.). If students
you think …? What motive is there …? What evidence focus on the language, exam techniques and skills they
can you find …? will further their analytical skills as need for the different tasks in their English exam, it will
students review the text or given situation in more detail; impact positively on their exam marks.
asking questions such as What is your opinion of …? For the writing exam, make sure students understand the
How would you improve …? What choice would you format of each section they are going to take. By doing
have made …? promotes evaluative skills by taking model or practice tests, students will become familiar with
students beyond the text or situation and asking them to the exam format (how much time they have for each section,
consider more hypothetical situations; to give students how much each section is worth, how many words they have
the opportunity to think creatively ask questions such as to write, where they should write their text, etc.) and this will
How could you invent …? What would you adapt …? help them allocate their time effectively during the exam.
What would you predict as the outcome of …? Each section is worth a certain number of points. Remind
students not to spend too much time on one particular
section. It is better to answer all the questions than to do
an excellent job on some and not have enough time to do the
USING AUTHENTIC MATERIALS others. If they run out of time, encourage them to write notes.
‘Authentic’ materials are those texts that haven’t been Students will have to decide if they have enough time to
adapted for non-natives. There are pros and cons of using write a rough draft, and should try to leave some time
such texts, but for B2+ students the advantages of being at the end to check their work. Students should have
exposed to potentially more difficult language outweigh a mental checklist when they are checking their work.
the disadvantages that lower levels may face with
non-adapted material. Authentic written materials can be
anything from longer texts such as newspaper articles, REFLECTION
reviews, contracts, scripts and transcripts to shorter pieces
such as instant messages, tweets, jokes, advertising After each unit, give students time to think how they did
slogans, packaging and leaflets. and what they need to improve. Encourage students to
keep records of specific areas that need work (e.g. types
Authentic materials expose students to natural, and
of error) and to refer back to it after each assessment
often higher-level, language used by native speakers and
to see whether they are improving. You could do this in
they’re particularly useful for looking at language used in
the form of a ‘SWOT’ matrix–strengths (e.g. listening),
specific contexts. At B2+ level, students will have learned
weaknesses (e.g. collaborative tasks), opportunities
strategies for dealing with unknown vocabulary so you can
(e.g. reading the news in English) and threats (e.g. not
ask them to apply these strategies rather than
finding time to review language after the lesson). After
pre-teaching. students have had time to analyse their marks and areas
When choosing authentic materials, think of the purpose for improvement you could spend a lesson or part of
of the text as well as the language it contains, and a lesson helping students with their specific areas of
whether it will be motivating and interesting to your weakness. One approach could be to put students in
students. If possible, you could ask students to bring their groups based on the skill they feel needs improving
own examples in. most and give them 10 minutes to review the tips for
You can use authentic materials in the classroom in this skill in the Student’s Book before asking them to
a variety of ways. If the content is particularly relevant discuss other strategies they could apply to the specific
you could use it as a warmer to a writing or speaking question. Circulate while they do this and help with
task, or you could exploit it in the same way you would ideas. If students have problems with accuracy, allow
in a skills lesson with a non-authentic text. Teaching with them to correct their mistakes and ask them to reuse
authentic materials also helps students to get used to the particular word or structure in another context so
the differences between formal and informal registers as they have further practice.
well as subtle nuances in language such as sarcasm and Finally, if you have time to do so, you could have students
humour. Telling your students jokes in English or allowing attempt the activity, assessment or part of the assessment
them to watch and analyse scenes from a comedy can again the following lesson or after a week or so and ask
provide as much valuable practice as reading a serious them to compare how they did. It’s worth reminding
new story. students that at this higher level, progress may be slower
than previous levels, so not to be disheartened.

Teacher support: Dave’s top teaching tips 3

 Dave’s top teaching tips

TEACHING LARGE CLASSES CUTTING DOWN ON TEACHER

TALKING TIME
One of the potential difficulties in teaching large classes is
getting students to participate. Consider: Teacher Talking Time (TTT) is the amount of time the
■ teaching from different points in the classroom to give teacher talks in the classroom. The teacher should be
the students the feeling of being in the middle of the aware of the quality of their TTT and how it is used.
‘action’ rather than an observer. Moving around the A large amount of TTT can result in a monotonous
class makes the room feel smaller and encourages pace and student under-involvement, leading to a loss
student involvement; of concentration, boredom and reduced learning.
■ doing regular feedback and using some of the next Strategies for reducing the amount of TTT include:
class or handouts to clarify points students haven’t ■ wait for an answer when you ask a question.
understood; Students need ‘processing’ time;
■ setting up routines (weekly homework assignments of ■ correct student responses, but don’t repeat them;
30 minutes); if necessary, gesture to the first student to repeat;
■ relating what students have learnt to the exam ■ ask open-ended questions (e.g. Wh- questions)
(a common goal); which require longer answers, e.g. What did you
■ giving regular short tests and dictations; do yesterday? instead of Did you go to school
yesterday?;
■ writing an outline on the board about what will be
taught in class;
■ vary feedback: students can check activities in pairs;
■ giving fast finishers extra tasks to do (you will find
■ feedback involving the teacher can be left to more
suggestions and ideas throughout the Teacher’s notes) problematic questions rather than every exercise.
or directing them to the Workbook. ■ elicit explanations from students instead of
explaining;
■ present students with clear examples and guided
questions so that they do not need to be ‘told’;
■ guided discovery leads to better understanding and
learning;
A useful guideline is to limit TTT to 30% of class time and
no more than ten minutes at a time.

4 Teacher support: Dave’s top teaching tips

Teacher support
Teacher development tips index

There are a number of methodological and practical tips which are strategically placed
within the B2+ Teaching notes to be of most use to the teacher not just
during planning, setting up and evaluating activities, but also helping ‘on the spot’
in certain language or pronunciation areas.
CLASSROOM TIPS AND PLANNING
Teaching at B2+ level p2 Error correction p10, 23, 52, 71 Role-plays p63
Reflection p3 Oral drills p12 Brainstorming p70
Teaching large classes p4 Group activities p13 Spelling patterns p84
Cutting down on teacher p4 Creating exam conditions p33 Answers at advanced level p86
talking time Listening distractors p37 Exam practice p120
Concept-checking p7, 12 Listening support p62, 108

TEACHER DEVELOPMENT: LANGUAGE

Form and meaning p9 Conditionals p47 Adverb position p74
Word formation p10 Other conditional structures p48 The passive with get p82
Useful phrases p13 Compound words p49 Using see p85
Similes p14 Mixed conditionals p50 Compound adjectives p93
Compound nouns p20 Fact vs opinion p51 Participle clauses p94
take, make and do p24 Contrasting ideas p52 Comparison modifiers p97
Passive vs active p25 Future forms p59 Discursive writing p99
Verb + -ing form/infinitive p35 Advanced future forms p62 Articles p105
Phrasal verbs p36 Direct/indirect questions p63 Relative pronouns p109
Verb patterns p38 Conjunctions p64 Gerunds vs infinitives p116
Prefixes p40 Passive in impersonal p72 Types of phrasal verb p117
Present tenses p41 reporting structures Whatever p118

STUDENT TRAINING
Book club p2 Brainstorming and feedback p16 Fluency p63
Writing tasks p2 Cloze texts p21 Planning writing p65
Personalisation p2 Multiple-choice listening p25 Talking about photos p74
Using authentic materials p3 Peer reviewing p27, 42, 76, 88, Recording grammar p82
Critical thinking p3 99, 120 Speaking in exam p86
Being successful in exams p3 Memory techniques p34 conditions
Reading methods p7, 46 Phrasal verbs p36 Using a dictionary p95
Words in context p8 Listening distractors p37 Verb-noun collocations p106
Test before you teach p8 Class presentations p39 Types of learner p117
Oral repetition p13 Reading methods p46
Planning essays p52

PRONUNCIATION
Schwa p15
Modal verbs p23
Contractions p59

Teacher support: Teacher development tips index 5

 1 Interact!

KEY LEARNING OUTCOMES

Students will be able to:
■ talk about experiences, past events and past habits ■ give detailed information and express opinions
using a wide variety of past tenses and structures in a personal interview
■ understand spoken and written texts about human ■ write a story about a real or fictional event using
interaction a variety of linguistic devices
■ talk about and reflect upon effective communication
skills

UNIT OVERVIEW DIGITAL OVERVIEW

Body idioms and human interaction
Presentation Kit
Word formation – noun suffixes
Vocabulary / ▶ Life skills video: Expressing yourself
Similes
Developing ▶ Interactive versions of Student’s Book activities
vocabulary Ways of talking
▶ Integrated audio and answer key for all activities
Studies in human interaction ▶ Workbook pages with answer key
CRITICAL THINKING Thinking about
Reading the effectiveness and accuracy of
research into human behaviour Teacher’s Resource Centre
Past tenses ▶ Life skills video 1: Expressing yourself
Present and past habits ▶ Grammar communication activity Unit 1:
Grammar in True or false?
context
▶ Worksheets for this unit, including:
Fraternities – Grammar Practice worksheet Unit 1

Listening – Culture worksheet Unit 1

– Life skills video worksheet 1
Personal interviews
– Everyday English worksheet Unit 1
Developing
speaking

A story

Developing
writing

Human rights
Ideologies
Integrating
skills

TESTING AND ASSESSMENT

Resources for measuring student progress

▶ Test Generator Unit 1 ▶ Printable test Unit 1

6 Unit 1
 Unit 1 
 1 Interact!

EXTRA ACTIVITY
Reading pp6–7
To consolidate the new idioms, ask students to work
Talking about body idioms and human interaction; in pairs and write a short story about two friends
reading a text for coherence and cohesion and their relationship using as many of the idioms as
possible. Nominate pairs to read their story aloud.

FAST TRACK
2 Tell the students they are going to read four articles
You could ask students to complete the matching in about experiments in human interaction. Draw their
exercise 1a at home, allowing them to use the Internet attention to the photos and headlines at the top of the
to research if necessary. Remind students that they can page. Ask them to match each article with a headline.
usually find idiomatic phrases by looking up the relevant
Answers
key words in the Macmillan Online Dictionary. Check the
answers at the beginning of the lesson. A 3 B 2 C 4 D 1

3 Students read the texts again and choose from texts

WARMER A–D for questions 1–12. Remind students that texts can
Revise the parts of the body necessary for be chosen more than once.
exercises 1a and 1b by drawing a basic outline of Answers
the human body on the board with arrows pointing 1 D 2 A 3 B 4 C 5 B 6 A 7 D 8 C 9 B
to the chest, back, shoulder, leg, thumb, hand and 10 C 11 A 12 D
neck. In pairs, give students one minute to complete
the labels. (Increase or decrease the time if you have TEACHER DEVELOPMENT: STUDENT TRAINING
a more/less confident class.)
Reading methods
You should expect students at this level to approach the
VOCABULARY Body idioms and human interaction reading of texts in systematic ways. In this first reading
task, you want them to be able to read through the texts
1a Students match the idioms in the box with definitions
quickly to get the general idea, then pause and read
1–8. Before the task you could ask them to work in pairs
a little more closely when they find the sections that
and tell their partner which ones they know and to try to
specifically give the answers to exercise 3. It is a good
explain their meaning with examples.
idea to explain to students beforehand how you want
Answers them to read. Set a time limit and tell students to read
1 give someone the cold shoulder around difficult, new words to encourage them to read in
2 pull someone’s leg an appropriate way for the task.
3 lend someone a hand
4 do something behind someone’s back EXTRA ACTIVITY
5 stick your neck out for someone Ask students to close their books and write the
6 be under someone’s thumb following numbers on the board: 150; 2,000; 20; 30.
7 see eye-to-eye with someone In pairs, students discuss why these numbers are
8 get something off your chest relevant to the texts. Give students 3–4 minutes,
before allowing them to check in the Student’s Book.
1b Students complete the questions with the correct
parts of the body, and then interview their partner in
4 CRITICAL THINKING Individually, students read the two
pairs.
questions about the research methods used and think
Answers of their own responses before comparing their ideas in
1 hand 2 back 3 leg 4 eye, eye 5 thumb small groups or open class.
6 neck 7 chest 8 shoulder Example answers
The method for the first experiment in A was quite good,
TEACHER DEVELOPMENT: CLASSROOM TIPS
but it was only done with one group for each situation
Concept-checking and was only done in one city, Chicago. It would be
In feedback to matching tasks, do more than just go better if they did it with lots of groups and in different
through the answers. Ask students some concept check cities to see if the results were consistent. The result
questions, e.g. If I see eye-to-eye with you, do I have isn’t surprising to me as I think all social interactions can
a different opinion? (No) Do I have the same opinion? contribute to our happiness.
(Yes). Demonstrate a situation or use mime to check The method for the experiment in text C was also quite
understanding, e.g. say, I’m not talking to you – if I see good, but as with the experiment in A, the psychologists
you, I’ll cross the road to avoid you. (Students shout out should have expanded the experiment. For example,
Cold shoulder!). they should have swapped the roles of each group
because it could be that some people are naturally more
collaborative than others. The results they found are

Unit 1 7
 quite surprising as you wouldn’t think walking in step
with someone would have such a big effect later on. Grammar in context p8
I think the method that Robert Provine used in text D Using past tenses to ask and answer questions
was good as he studied people in a normal environment
not a lab. He also looked at over 2,000 cases over ten
years, so his research is likely to be accurate. I don’t think FAST TRACK
the results are that surprising because I think I laugh a lot As an alternative to testing before you teach at the
more with other people than when I’m on my own. beginning of the lesson, you could set exercises 1a,
1b and 2 for homework to complete before the lesson.
5 Encourage students to guess the meaning of the
Check answers at the beginning of the lesson and, if it
underlined words in the texts and to check their answers
looks as though students are comfortable with the forms,
in a dictionary.
you could move directly to exercise 3. If students have
Answers struggled, you may need to spend more time on the
commuters = people who travel regularly to and from form and use before proceeding.
work
kept to themselves = stay alone and not talk to other Test before you teach
people Write a small set of time markers commonly used with
amass = collect a lot of something over a period of time past tenses on the board, e.g. a week ago, earlier today,
like-minded = with similar tastes, interests and opinions since the weekend, at this time yesterday, before I got
hunter-gatherer = someone who lives by killing animals here, for a fortnight. Ask students to take a moment to
for food and eating fruit and berries found in the wild think of true sentences about themselves which they
synchronise = move or happen at the same time or could make using the time markers. Tell them to try to
speed vary the tenses they use. Then ask pairs of students to
share sentences with each other. Monitor and check how
in step = with feet moving at exactly the same time
well students can manipulate past forms. If they seem
look out for = think or care about
to be familiar with their use, then move through the
bond = develop a connection or feeling of friendship Grammar guide exercises quickly in open class.

TEACHER DEVELOPMENT: STUDENT TRAINING

TEACHER DEVELOPMENT: STUDENT TRAINING
Words in context
Test before you teach
To help students work out what words mean in context,
ask them to identify the part of speech (e.g. like-minded The aim of testing students first or of previewing
must be an adjective because it comes before the noun language is to find out how well they already know what
researchers). Then ask students to look for words before you are about to teach. This should influence the way
and after to find the meaning (e.g. the researchers agree you then teach. If students lack knowledge, you can
on the same thing, so like-minded probably describes devote time to explaining meaning and form and to
people who think in a similar way). writing accurately. If they already know the language
well, you can revise meaning and form briefly and spend
6 What about you? In pairs or small groups, students more time on fluency and pronunciation. Ensure that
discuss the questions. Give less confident students both more and less confident students are comfortable
a moment to prepare things to say. Allow them to write with the language before moving onto fluency and
notes, but ask students not to write full sentences in pronunciation.
preparation for a speaking exercise. Elicit opinions from
different pairs and groups. Past tenses
HOMEWORK
1a Students work in pairs to name the tenses. If they can’t
Assign students pages 4–5 in their Workbook or remember the names, write them on the board at
the relevant sections of the Online Workbook. random and ask students to match the names to the
sentences in 1a.
Answers
1 past simple, past perfect continuous
2 past continuous
3 present perfect
4 past perfect
5 present perfect continuous
6 Future in the past: (was/were about to + infinitive, was/
were going to + infinitive)

8 Unit 1
 1 Interact!

1b Students work in pairs to match the tenses and verb 3 Students complete the sentences. They check answers in
forms to the situations. pairs before discussing as a class.
Answers Answers
a past simple 1 called, had gone / was going / was about to go /
b past continuous was going to go
c future in the past (was/were about to + infinitive, was/ 2 have had, have taken
were going to + infinitive) 3 looked, was, had been snowing / had snowed
d present perfect 4 have been waiting
e past perfect 5 have been studying / have studied, haven’t made
f present perfect continuous 6 had forgotten
g past perfect continuous 7 has been barking

TEACHER DEVELOPMENT: LANGUAGE FAST FINISHERS

Form Ask students to write alternative endings to the first

halves of the sentences in 1–3.
Past forms use the auxiliary verbs be or have and the
past or present participles. Suggested answers
I was running: auxiliary verb be + present participle (-ing 1 My friend called me at 11 o’clock last night, while
form) I was watching a film on TV.
I have been running: auxiliary verb have + past participle 2 I have had a terrible headache all day so I’ve been
form of be + present participle form of main verb drinking lots of water.
3 When I looked out of my window this morning,
Meaning I realised that I had left my bike out in the rain.
Timelines are a useful way of showing meaning with
these tenses as they are about 4 Ask students to read the text and decide if the verbs in
■ past time and its relation to present time bold are in the correct form. Ask students to correct the
■ completeness or incompleteness incorrect ones.
■ duration or the lack of it. Corrected answers
These can all be shown visually on a timeline. a had have been interested b has done did
Try to be consistent with the way you represent factors c correct d correct e correct f correct
such as completeness (e.g. a cross), incompleteness g had been finishing finished h correct i correct
(smaller arrows) or an undefined time (question marks). j correct k correct l correct m correct n correct
Draw the following timelines on the board. Then ask
CULTURAL INFORMATION
students to match them to the sentences in exercise 1a.
1 past ___________X____________ now (past simple) Sir Robin Day (1923–2000) was a British political
broadcaster and commentator. He was a combative and
2 past _______→ → → → →_______ now (past continuous)
enquiring political interviewer and became known as the
3 past __________________?_?_?_ now (present perfect)
‘Grand Inquisitor’ as he could be particularly abrasive
4 past _____________→ → → → → now (present perfect when interviewing politicians. He campaigned vigorously
continuous) to have parliament televised as he thought this would
5 past ___________X_____X_____ now (past perfect) benefit both parliament and the public. He was well
6 past _____→ → → → → X______ now (past perfect known for his bow ties – a fact that was referenced in the
continuous) popular Monty Python series.

2 Students choose the correct alternative. Ask students to 5 Give students three or four minutes to prepare their
check in pairs before nominating students to give their questions. Monitor and prompt students who are short
answers. Encourage students to give their reason for of ideas.
choosing a particular tense.
6 Ask students to interview their partner. Set a time
Answers
limit of four to five minutes. Then ask a few individuals to
1 made summarise what they found out.
2 ’ve
3 chatted
4 read
5 was
6 ‘d forgotten
7 had
8 were leaving; went
9 have always seen
10 arrived

Unit 1 9
 TEACHER DEVELOPMENT: CLASSROOM TIPS
Encourage students to look closely at suffixes and
Error correction prefixes when they are faced with new vocabulary. Point
While students are interviewing their partners, out that in many instances this may help them guess the
surreptitiously note any errors in form, meaning or correct meaning. Remind them to make a note of the
pronunciation involving past tenses. At the end of the different prefixes and suffixes used with a word when
activity, write five or six sentences containing errors they record new vocabulary in their notebooks.
on the board. Don’t comment on the sentences yet.
Students work in pairs to correct the errors. 2 Ask students to add suffixes to the words making
This is a very effective way of dealing with error. It changes to the words if necessary. Remind them that
means that you do not interrupt the students’ spoken they can sometimes add more than one suffix. If they
fluency, but students are aware that you are listening find this difficult, allow them to use dictionaries to check
to them so they concentrate harder on using language their guesses. Check answers in open class.
appropriately. It also means that speaking tasks are Answers
followed up by a useful reflective task on the language
1 scientist
used.
2 argument
Refer students to the Grammar reference on page 136 3 description
if necessary. 4 intelligence
HOMEWORK 5 sincerity
6 invention/inventor
Assign students page 6 in their Workbook or
the relevant sections of the Online Workbook. 7 similarity
8 frequency
9 speaker
10 loneliness
Developing vocabulary p9

Using noun suffixes to talk about psychological FAST FINISHERS

experiments Ask students to write a sentence for each of the new
words in exercise 2.
WARMER
3 Working in pairs, students match the suffixes with
Write -ness , -ion, -ment on the board. In pairs, give the word. Then they think of at least one more word
students three minutes to write as many English containing the same suffix.
words as they can ending with these suffixes.
Nominate pairs to read out their lists and write them Answers
up on the board. Elicit the meaning of ‘suffix’ and 1 c 2 a 3 b 4 e 5 d
ask students if they can think of any more common
noun suffixes in the English language (-er/-or, -ist, -ity, EXTRA ACTIVITY
-ance/-ence, -ship). In pairs, ask students to try to make sentences
using both an original word or words and a word
Word formation – noun suffixes with the suffix from exercise 2. The sentences don’t
1 Students complete the columns with the correct suffixes. have to make perfect sense, but they need to be
Let students compare their answers in pairs before grammatically correct, e.g. The inventor invented an
checking in open class. important invention.

Answers 4 Ask students to quickly read the whole text first to get
Noun – abstract /thing Noun – person an idea of what it’s about. Then ask them to complete
ence, -ness, -ion, -ment, -ity -or, -ant, -ist, -er the gaps with a correct form of the word at the end of
the line. With less confident classes you could do the
first gap with them.
TEACHER DEVELOPMENT: LANGUAGE
Answers
Word formation a Researchers
Root words can be various parts of speech. Consider b conclusion
(a verb) becomes considerable, and thought (a noun) c difference
becomes thoughtful. The form of some root words
d activity
changes before the suffix is added. For example,
e protection
description derives from the verb describe not ‘descript’.
f explanation
Friendly is an adjective even though it has the suffix -ly
which commonly goes with adverbs. To make an adverb g popularity
from friendly, it is necessary to use a phrase: in a friendly h psychologist
way or in a friendly manner. i decency

10 Unit 1
 1 Interact!

5 Students complete the words in the questions with Answer

a suffix. Check students’ answers in open class. They are social groups of men and women. Their
Answers characteristics include: using Greek letters in their
1 reaction society names, having secret rituals for new members,
advocating social change and forming an often lifelong
2 appearance
bond with other members.
3 failure
4 participant CULTURAL INFORMATION
5 description
Fraternities and sororities are social organisations at
6 personality colleges and universities, mostly for undergraduate
6 In pairs, students discuss the questions in exercise 5. students. A fraternity (from the Latin for ‘brother’) is
Monitor and help with any pronunciation. Invite students typically for male students, whereas a sorority (from
to share their partner’s responses with the class. the Latin for ‘sister’) is usually all female. They are
usually named after letters from the Greek alphabet,
EXTRA ACTIVITY with the first fraternity generally considered to be the
Students choose someone in the class and write Phi Beta Kappa Society, founded in 1776. Within the
a short description of what they think their purse or organisations, students may take part in activities such
wallet is like, based on their personality. Nominate as fundraising for charity and athletic and social events
students to read out their descriptions for the rest of while developing their academic and leadership skills.
the class to guess who they’ve written about. Though the organisations are understood to benefit
students by promoting friendship and intellectual
development, they are not without controversy: with
HOMEWORK the initiation ceremonies and rituals (commonly known
Assign students page 7 in their Workbook or as ‘hazing’) having been known to involve humiliation
the relevant sections of the Online Workbook. and illegal practices. Though fraternities and sororities
are largely associated with colleges and universities
in the US, similar organisations also appear in
the Philippines and to some degree in European
Listening p10
countries such as Belgium, the Netherlands, Portugal,
Listening for gist and specific information; talking Sweden and Finland.
about present and past habits
4 1.01 Give students a minute to read through the
statements carefully. If they think they already know
FAST TRACK the answers, they can circle them. Play the track again.
Remind students not to worry if they miss an answer,
Before class, ask students to make notes on exercises 1
but to concentrate on the next one. Students compare
and 2, so they are ready to start the speaking exercises
answers in pairs before discussing as a class.
at the beginning of the lesson.
Answers
1 F 2 T 3 T 4 NM 5 NM 6 F 7 T 8 F
WARMER
9 NM 10 T
In pairs, ask students to think of the clubs, societies
and teams that are available to them in school EXTRA ACTIVITY
and then to think of one that they don’t have yet
Put students in groups of three and hand out a copy
but would like to have in the future. Write their
of the audioscript to each group. Ask them to
suggestions on the board and then have a class vote
underline the information that gave them the answers
on which club or society they would most like to have.
in exercise 4. This gives students the opportunity
to understand where they may have misheard or
1 In pairs, students discuss the questions. Encourage misunderstood information or fallen for ‘red herring’
them to share their answers with the class. answers. After they have done this, have them read
2 In pairs, students look at the photo and describe through the interview, each taking one part.
what they can see. Elicit ideas from different students as
to what type of group they think the people in the photo 5 What about you? Students discuss the questions
belong to. in pairs or small groups. Have a class feedback session
and see if students would or wouldn’t choose to become
3 1.01 Tell students that they are going to listen to a member of fraternities or sororities. Encourage
a radio interview about fraternities and sororities in the individual students to give their reasons for their choices.
US. See page 10. Check students know the meaning of You could ask students if they think similar groups would
‘characteristics’ and ask students to predict what sort be successful in their school.
of answers may come up. Play the track. Students listen
and answer the question. See p139 for the audioscript
for this exercise.

Unit 1 11
 Ask students to listen to you read the sentences
Grammar in context p10 again. This time ask them to repeat after you in
Present and past habits order to practise the strong emphasis needed when
expressing annoying habits.
1 Students match the sentences with the verb forms then
write the letter of the verb form next to the use. TEACHER DEVELOPMENT: CLASSROOM TIPS
Answers Oral drills
1 e 2 b 3 d 4 c 5 f 6 a When introducing or revising new language, consider
Present habit (neutral): a, c incorporating a short drill to work on pronunciation,
Present habit (annoying): e intonation and/or the consolidation of accuracy before
Past habit (neutral): b, d asking students to do any speaking practice. Vary the
Past habit (annoying): f type of drill used to maintain interest.

TEACHER DEVELOPMENT: CLASSROOM TIPS 3 First ask students to think of an interesting member
of their family or friend to describe. They then write at
Concept-checking least five true sentences individually using the different
Avoid simply telling students grammar rules. Instead, forms in exercise 1. Give them a couple of examples
ask them yes/no questions to check that they have to get them started, e.g. My grandfather will always
understood a concept. Compare the concept-checking fall asleep after lunch. He used to be in the navy. He is
questions for the following sentences: always telling the same stories. Students then describe
We always have meetings. Are we talking about their family member or friend to a partner. Monitor and
a present habit? (Yes) Is the speaker annoyed by the note errors in order to do an error feedback at the end.
habit? (Don’t know – neutral)
EXTRA ACTIVITY
We’re always having meetings. Are we talking about
a present habit? (Yes) Is the speaker annoyed by the Ask students to think of five things that people do
habit? (Yes) that irritate them or have irritated them in the past
They used to have secret rituals. Do they have secret and write complete sentences (e.g. My brother’s
rituals now? (No) Did they have them once or often? always borrowing my things without asking; My mum
(often) Are we talking about a past habit? (Yes) Can we would always make us eat all of our vegetables at
say instead They would have secret rituals? (Yes) dinnertime.). Ask them to compare sentences with
a partner to see if they have any similar irritations.
Fraternities used to be literary societies. Is a fraternity
a literary society now? (No) Are we talking about a past Refer students to the Grammar reference on page 136
habit? (No – a state) Can we say instead A fraternity if necessary.
would be a literary society now? (No)
HOMEWORK
2 Students work individually to complete the sentences. Assign students pages 7–8 in their Workbook or
Let students compare their answers in pairs before you the relevant sections of the Online Workbook.
check them with the class.
Answers
1 always Developing speaking p11
2 would/used to
3 used Answering personal questions
4 don’t
5 would/used to FAST TRACK
6 is
You could ask students to complete exercises 1 and 4
7 was
at home before the lesson to prepare them for
8 watches the speaking task.

EXTRA ACTIVITY
WARMER
Read out the following sentences and ask students to
say whether they are neutral or annoying. Make sure Ask students to describe the photo in the Student’s
you really emphasise the underlined words. Book. Where do they think the people are and what are
Jenny talks a lot. they doing? What is the relationship between them?
How do they think the student is feeling? How have
Jenny is always talking.
the people prepared for the speaking test? What sort
They’ll talk in class sometimes.
of questions are asked? Students work in pairs and tell
They will talk in class sometimes. each other about their experiences of being interviewed
We’d go for long walks. in English during their time learning English.
We would go for long walks.

12 Unit 1
 1 Interact!

Personal interviews TEACHER DEVELOPMENT: CLASSROOM TIPS

1 Ask students to work individually to complete the table.
Group activities
Let them compare their answers in pairs.
Be interactive! Students are often motivated by sharing
Answers ideas, so try these suggestions with your class. Divide
Language learning: 6 (Past) the class into groups of three to prepare answers. They
Studies: 1 (Present) can still choose to use their own answers, but it is fun for
Friends, family and relationships: 3 (Present), 7 (Past), them to try them out on other students. Alternatively,
8 (Present), 10 (Past) divide up the task. In a class of 16, for example, have
Holidays: 9 (Present), 12 (Past) four groups of four and ask each group to consider
Free time: 2 (Present), 4 (Present), 5 (Present), three questions. Once they have some notes, mix up
11 (Present) the groups so that there is a student from each of the
original four groups in each of the new groups. Students
2 1.02 Tell students they are going to listen to three share their ideas and adapt them for their own use.
people answering the questions in exercise 1. Draw their
attention to questions a–c and ask them to think what 5 Students ask and answer the questions in exercise 1
type of information they will need to fill in the table. Play in pairs. Monitor and prompt the students to use
the track. Students listen and answer the questions. See expressions from the Speaking bank. Try to comment on
p139 for the audioscript for this exercise. their performance in a positive way and encourage them
to repeat a question and answer if they didn’t do it well
Answers
the first time.
Speaker 1 Speaker 2 Speaker 3
6 Students work in pairs to think of two further questions
a 10 3 9
for each category in the table in exercise 1. Remind
b more than one them to use a mixture of past and present tenses. In
c Yes. By giving a lot of information and feedback, elicit some of the best ideas for the whole
by using expressions like let me see, for class to share.
example and to my mind.
Suggested answers
3 Students complete the Speaking bank using expressions Language learning: What aspect of learning English
from exercise 2. In feedback, ask them if they can think do you enjoy the most and why? What has been your
of any other useful expressions. favourite lesson so far this year?
Studies: How do you keep notes and revise before
Answers tests? Which subject did you used to like when you were
Playing for time: 2, 4 younger?
Adding examples and ideas: 5 Friends, family and relationships: Who in your family do
Expressing opinions: 1, 3 you usually ask for advice, and why? Is it better to have
lots of good friends or a few very close friends?
TEACHER DEVELOPMENT: LANGUAGE Holidays: Where would you most like to go on holiday?
Useful phrases Why? What is the most amazing thing you have ever
done on holiday?
We use In fact before saying something that is true
Free time: Which sports are you interested in? How did
usually when the contrary is commonly believed, e.g.
you spend last Sunday afternoon?
Many believe that the painting is priceless. In fact, you
could buy it for about ten million dollars. PRACTICE MAKES PERFECT
We use For example/instance to give examples to 7 Students ask and answer the questions in exercise 6
illustrate a point, e.g. Many of the paintings in the in pairs. Remind students to give more than one piece
museum are worth millions. For example, ‘The Dancing of information with their answers. Give less confident
Princess’ is worth about ten million dollars. students time first to prepare their responses.
There are many more ways of expressing opinions, e.g.
In my opinion, If you ask me, I’d say that, I believe that, TEACHER DEVELOPMENT: STUDENT TRAINING
In my experience.
Oral repetition
4 Ask students to think of answers for each of the Repeating speaking tasks is a good way to improve
questions in exercise 1. Tell them to make brief notes confidence and fluency as students become increasingly
rather than writing full sentences. Start students off by familiar with what they are saying. Mix up the pairs three
giving some examples for the first question, e.g. I prefer or four times while they do these speaking activities. If
studying with others because you can share your ideas classroom space allows, ask students to sit face to face
and because it is more motivating to work with friends while doing exercise 5, then, when it comes to doing
than by yourself. Monitor and help with ideas and exercise 7, it is easy for one student in each pair to
suggestions. stand up and move to a new partner. It is possible to
repeat either exercises 5 or 7 once or twice and still keep
students interested as they will be working with new
partners each time.

Unit 1 13
 EXTRA ACTIVITY EXTRA ACTIVITIES
Play a version of Hot seat with a smaller, more 1 Write the following synonyms on the board and
confident class. Ask students to sit in a circle. You ask students to find words with a similar meaning
sit on a chair in the middle of the circle. Say, for in the text.
example, Holidays. Students have to ask you two happy (= delighted)
or three questions which they have prepared on nice (= pleasant)
that subject. Answer with a couple of ideas and use to shout (= to yell)
the new expressions. Then nominate a student to
take over from you in the ‘hot seat’. They call out 2 Ask students to write a summary of the story using
a subject, answer two questions, then nominate a maximum of 90 words.
another student to take over. Note any errors for an Suggested answer
error feedback at the end. Greg received a camera for his birthday and went
to the park to take some pictures. Later that day, he
realised he’d dropped it. A few weeks later, he saw
HOMEWORK
one of his photos in the newspaper. Someone had
Assign students page 9 in their Workbook or found his camera and put one of his photos in the
the relevant sections of the Online Workbook. paper. He got his camera back and met the person
who had found it. Greg found out she was a famous
photographer. She really liked Greg’s photos and
Developing writing pp12–13 promised to help him with his career.

Writing a story; using similes and verbs to describe

ways of talking
VOCABULARY Similes
4a Ask students what a simile is (a figure of speech in which
two essentially unlike things are compared, often in
FAST TRACK a phrase introduced by like or as). Then ask them to
You could ask students to read the story at home before complete the phrases using similes from the story in
the lesson, reminding them to use the photos and exercise 3.
title to help them. In class they can read the text again Answers
quickly before moving onto the vocabulary exercises. 1 dream 2 sheet 3 flash 4 house on fire
In addition, or alternatively, students could do the
preparation for the writing task in class and you could 4b Students work individually to match the expressions to
set the writing task in exercise 10 for homework. make similes. They compare answers in pairs before
discussing as a class. Allow students to use their
WARMER dictionaries if necessary. Point out that ‘as clear as mud’
is used when something is not at all clear, so is often
Write The girl was walking home when she met used ironically.
a friend. on the board. Write in large letters with
a little space between each word. Divide the class Answers
into two teams – the right half of the class and the 1 h 2 c 3 f 4 b 5 i 6 e 7 a 8 g 9 d 10 j
left. The teams have to take turns to expand the
sentence by adding one word at a time. So, for TEACHER DEVELOPMENT: LANGUAGE
example, Team 1 quickly confer and add slowly: The Similes
girl was walking slowly home when she met a friend.
(A student comes to the board and inserts the word.) like (+ noun/noun phrase) = in a similar way to
Team 2 then confer and add a word, e.g. The girl was as (+ adjective) … as (+ noun) = comparatively, the same
walking slowly home when she met a school friend. Note that these phrases are often used with fixed
The activity continues until one team can’t think of expressions (as quiet as a mouse; like a house on fire) but
a word to add and loses. can also be used originally and creatively. They are often
thought of as a poetic, expressive way of speaking.
A story FAST FINISHERS
1 Students discuss the questions in pairs. In feedback,
Ask students to make complete sentences using three
build up a list on the board of what makes a good story.
or four of the similes in exercise 4b.
2 Ask students to look at the photos and the title of
the story. In pairs, students discuss what the story might
be about. Ask a few students to tell the class their ideas
in feedback. Don’t confirm or deny anything at this
stage.

3 Students read the story and check their ideas in

exercise 2.

14 Unit 1
 1 Interact!

TEACHER DEVELOPMENT: PRONUNCIATION EXTRA ACTIVITY

Schwa Write on the board I haven’t done my homework.

Working in pairs, students take turns to say the
Note the weak /ə/ sound in as … as, which is weakly
sentence expressively in different ways. Their partner
stressed:
must identify the way of speaking and what the
/ə/ /ə/
situation might be. For example: You gasped, so
He’s as quiet as a mouse. perhaps the teacher has just asked for the homework
Try drilling some of these expressions so that students and you have suddenly realised you have forgotten
learn how to say as … as with a weak stress. to do it. Or: You muttered, so I think you are
responding to the teacher in front of the class and
5 Working in pairs, students prepare their own similes. feel embarrassed.
Draw students’ attention to the examples.

6 Ask pairs of students to read out some of their similes 8 Students read the information in the Writing bank
and decide as a class which ones are best. Alternatively, then look for examples in the story in exercise 3. They
put pairs together to make groups of four or six to compare answers in pairs before discussing as a class.
compare similes, and then invite a student from each Suggested answers
group to share a couple of their favourites with the class. Using a variety of past tenses: He immediately returned
to the park to look for it; Greg was flicking through;
EXTRA ACTIVITIES
The person who had found it ...; Greg was about to leave
1 Students translate some similes from their first Using a variety of adjectives and adverbs: a new
language. As a class, discuss whether they work in camera; a pleasant afternoon; immediately returned
English.
Short sections of direct speech using a variety of
2 Write the following fixed similes with like on verbs expressing different ways of speaking: ‘Oh no!’
the board and ask students if they can fill in the he groaned; ‘I’ll never find my camera or see my photos
animal. Then ask students to write their own again,’ he sighed.
animal similes with like.
Similes: as white as a sheet; get on like a house on fire
He fights like a … (lion)
Linkers and expressions of time and sequence: After
She runs like a … (cheetah) a pleasant afternoon; One day; A few weeks later
He’s watching you like a … (hawk)
She kicks like a … (mule)
9 Students discuss the questions in pairs. Encourage
some students to share their partner’s responses with
VOCABULARY Ways of talking the class.
7a 1.03 Play the track. Students read the sentences and PRACTICE MAKES PERFECT
listen. Tell them to pay attention to the way the speakers
10 Ask students to write a story ending with the sentence
express each phrase because this gives a clue as to the
given. Refer students to the Writing bank on page 161
meaning of the verb. Students work individually to match
for a model text and additional tips.
the words in bold with the definitions. They may use their
dictionaries if necessary. They compare answers in pairs
before discussing as a class. In feedback, point out the
pronunciation of the verbs. See p140 for the audioscript
for this exercise.
Answers
a 5 b 6 c 2 d 7 e 1 f 3 g 8 h 4

7b Working in pairs, students replace said in the sentences

with an appropriate verb in exercise 7a. In feedback,
ask students to read out the sentences and to add
expression to the way they say them.
Suggested answers
1 sighed
2 yelled
3 shrieked
4 muttered
5 whined
6 groaned/gasped

Unit 1 15
 TEACHER DEVELOPMENT: STUDENT TRAINING EXTRA ACTIVITY

Brainstorming and feedback Write these words on the board: honesty/sincerity;

clarity; message; speech; beliefs; ideas.
Divide the class into pairs or threes and ask them to
brainstorm at least three ‘surprising’ types of stories that Ask students to work in pairs and to talk about
they could write. Students briefly tell each other stories how the words on the board can help in expressing
they can think of. Monitor and be available to help with yourself. Set a time limit. When they have finished,
any vocabulary they need. When they all have a story in elicit ideas. You may want to write them on
mind, ask them to work individually to write brief rough the board.
notes for the story. Give them four or five minutes to
do this, then put them in threes to share what they have Suggested answers
written and to make suggestions. To express yourself means to tell or show others what
Before they write a first draft, remind them to follow the your feelings and beliefs are.
advice in the Writing bank and to think briefly about any You have to make your ideas/messages clear for other
similes, adjectives or adverbs that they could include in people to understand you well.
their story. If you want to express yourself, you must be honest/
Give them five or ten minutes to write their first draft. You sincere.
could play some background music while they are writing A speech may be an opportunity to express yourself.
if it will help them concentrate. Monitor unobtrusively
and help with vocabulary. 1 Direct students’ attention to the questions in
exercise 1. Ask them to work in pairs and to take turns
When they have finished the first draft, ask them to
in asking and answering the questions. When students
exchange stories with a partner. They read each other’s
have finished, ask random students to report back on
draft and make comments. Ask them to comment on
their partner’s answers to the class.
their partner’s use of tenses, adjectives and adverbs,
similes and direct speech, as well as on how good the 2 1.04 Tell students they are going to listen to
story is. a recording which is connected in some way with
Students are now ready to write the final draft. Set this the questions in exercise 1. Ask one student to read out
for homework. the questions. Play the track once. Check the answers as
a class. See p140 for the audioscript to this exercise.
HOMEWORK
Answers
Assign students page 10 in their Workbook or 1 It’s a historian talking to a group of students.
the relevant sections of the Online Workbook. 2 people who wanted to change the world with force
3 formal and informative

3 1.04 Direct students’ attention to the sentences in

Integrating skills p14
exercise 3. Ask a more confident student to read out
Human rights the sentences to the class. Tell students to listen to
Ideologies the recording again and to decide if the sentences are
facts or opinions. Play the track once. Ask students to
WARMER check their answers in pairs. Then, check the answers as
a class.
To introduce the topic, write the following on the
board: WORDS HAVE THE POWER TO … Answers
Ask students to work in groups of three and to finish 1 Opinion 2 Fact 3 Fact 4 Fact 5 Opinion
the sentence in at least two different ways. When
KEY SKILLS
they have finished, elicit ideas from a few groups.
Write the most interesting suggestions on the board In exercise 3, students are expected to distinguish
and have a short class discussion in which students facts from opinions, which is one of the key skills in
can express their opinions. the new curriculum. In order to help students deal
with this type of task successfully, and as
Suggested answers a follow-up to exercise 3, play the recording again
Words have the power to hurt other people /others / and ask students to note down the exact phrases they
to push them into action / to motivate them / hear. After that, ask them to change each opinion
to encourage them to start / stop doing something / into a fact and vice versa. Allow students to do this
to make people think about a problem / activity in pairs. When they have finished, elicit ideas
to draw people’s attention to a problem, etc. from several pairs.

16 Unit 1
 1 Interact!

EXTRA ACTIVITY
Skills Checkpoint Unit 1 pp16–17
Ask students if they know what a commencement
speech is. Discuss their opinions as a class.
As an example, you could play a recording of one FAST TRACK
of the commencement speeches mentioned in You could ask students to write the assignment in
exercise 4. exercise 5 as homework.

4 Individually, students read the text and match the

Rozumienie ze słuchu
famous people with the quotes. Ask them to compare
their answers in pairs and to give reasons for their EXTRA ACTIVITY
choice. Then, check the answers as a class. With their books closed, ask students to listen to
Answers the recording from exercise 1 and to take notes of
the information which they think is important and
a Bill Gates
which might be needed later.
b J.K. Rowling
c Hillary Clinton
1 1.05 Tell students they are going to listen to
d Natalie Portman a lecture. Ask them to read the notes and to suggest
e Steven Spielberg words and/or phrases for each gap. Remind them that
it is useful to predict what parts of speech the missing
EXTRA ACTIVITY word(s) are, and that it is also useful to translate the
Ask students to work in groups of three and sentence or phrase with the gap into Polish in order to
to talk about whether they would like to hear find out what information is missing. Play the track twice.
a commencement speech on their graduation day Ask students to compare their answers in pairs. Check
given by a famous person, a notable member of the the answers as a class. See p140 for the audioscript to
local community or a former graduate. Ask them who this exercise.
they would most like to see invited. Then, discuss Answers
what kind of message would like to hear. Circulate 1 mirror/match each other’s/one another’s
and monitor students’ work. When they have finished,
2 are honest
ask random groups to present their suggestions.
3 things the manipulator
4 to help / lend a hand to
5 In pairs, ask students to discuss the questions.
Circulate and monitor to ensure that all students have 5 being manipulated
a chance to talk. Then, ask random students to share
their ideas/opinions with the class. Encourage a class EXTRA ACTIVITY
discussion if possible. To prepare students for exercise 2, have a short
discussion about the topic of the text. Ask students
6 Individually, students read the text and complete the to read the text. Have students work in pairs and to
gaps in the notes in the notebook. Ask them to compare talk about whether they would be interested in the
their answers in pairs and to say where they found the workshop presented in the text or not. Elicit ideas
information (in the article/recording). Then, check the from the class. Then, have students do exercise 2.
answers as a class.
Answers
Rozumienie tekstów pisanych
1 weapons / enough 2 join 3 graduation
4 engage 5 message 2 Students read the text and complete the notes (1–5). Tell
them to check whether the words or phrases they have
7 In pairs, ask students to read the instructions and written match the rest of the sentence grammatically.
to brainstorm useful phrases that might be used in Ask them to underline the parts of the text where the
a presentation. When they have finished, write their answers to the questions appear. Then, tell students to
suggestions on the board in two columns: phrases for compare their answers in pairs. Check the answers as
managing discourse and phrases connected with the a class.
topic. If there is enough time, students may construct
Answers
sentences with these words.
1 speaking in public / giving a public presentation /
HOMEWORK speech
2 can learn
Assign students the project in exercise 7 on page 14.
They can present it to the class at the next lesson. 3 plan / prepare and rehearse
4 (a series of) three workshops
5 controlling / beating / fighting / handling / dealing
with / coping with

Unit 1 17
 Znajomość środków językowych 5 Before students start writing the blog entry, ask them to
read the instructions in pairs and to elicit some useful
EXTRA ACTIVITY vocabulary and structures. Then, give students enough
To prepare students for exercise 3, ask them to work time to write a blog entry.
in pairs and think of the grammar tense that is being
tested in each sentence. Model text
You’ll never believe what happened to me last week! I’d
Answers always thought I was a really brave person.
1 present perfect continuous Last week I learnt that I wasn’t. You see, my school
2 past perfect continuous organises monthly rhetoric competitions. Each class
3 going to in the past to talk about planned activities nominates one student to represent their class. They
which did not happen have to give a speech on an assigned topic. Suddenly,
the evening before the competition, my friend Kate
4 used to to talk about past habits
phoned me to say that she had lost her voice, so I would
5 past continuous to talk about annoying habits have to replace her because, after her, I was the bravest
3 Ask students to work individually and to write the person in the class! I had just one evening to prepare
missing parts of the sentences. Ask them to check each and rehearse a presentation on … people’s biggest fears!
other’s answers. In pairs, ask them to swap notebooks I prepared my speech on the fear of public speaking!
and to correct any mistakes they notice. When they have The next morning I was really scared. It was the first time
finished, ask one student to read the sentences to the I had to appear in front of the whole school. My hands
class. were shaking, I was sweating, and my throat was dry.
However, the moment I jumped on the stage, I felt a rush
Answers of adrenaline and I did quite well. I came third in the
1 have been studying the phenomenon competition.
2 had been hiding the truth Has anything similar ever happened to you? Please share
3 were going to play basketball your stories!
4 didn’t / did not use to see
5 was always telling me to go Wypowiedź ustna
EXTRA ACTIVITY EXTRA ACTIVITY
Word-building. To help students with exercise 4, Ask students to look at the pictures and to write two
ask them to work in pairs and to write as many questions, which an examiner might ask, connected
derivatives of the words in the box as they can. to each photo. Then, have students ask and answer
They may write any part of speech they want, but the questions they have written.
they have to write at least two different words for
each item in the box. When they have finished, write 6 Draw students’ attention to the instructions and
the answers on the board in four columns: verbs, the pictures. Ask them to work in pairs, asking and
nouns, adjectives, and adverbs. When a student answering the questions. Circulate and monitor to
gives a word, they also have to say which category it ensure that all students have a chance to talk. Then, ask
belongs to. random pairs to model the answers in front of the class.

4 Direct students’ attention to the text in exercise 4. Ask EXTRA ACTIVITY

them to read it without completing the gaps and to As a follow-up to exercise 6, ask students to work in
decide, in pairs, what part of speech is missing in each pairs and to suggest three features of people with
gap. Then, ask students to individually complete the text good communication skills. Elicit ideas from the class.
with the correct form of the words in the box. When they
have finished, check the answers as a class.
HOMEWORK
Answers
1 introduced 2 shaking 3 safety 4 isolation Assign students page 11 in their Workbook or the
5 interaction email in exercise 5.

Wypowiedź pisemna
SELF-ASSESSMENT UNIT 1
EXTRA ACTIVITY
Ask students to assess their own skills by giving themselves
In pairs, students talk about the last time they had a mark from 1–4. Remind them that it is important to be
to speak in public, make a presentation or give honest. You might ask students to add one or two other
a speech. Ask them to discuss as many details as they things they can do to the list.
can: when and where it happened; what the occasion In pairs, students discuss how they can improve in the areas
was; what their presentation was about; and how where they’ve given themselves lower marks. When they
they felt before, during and after. have finished, elicit ideas from random students and
encourage a class discussion.

18 Unit 1 Photocopiable Checkpoint B2+ Teaching notes © Springer Nature Limited 2016 & Macmillan Polska 2021
2 Road
trips
KEY LEARNING OUTCOMES
Students will be able to:
■ understand spoken and written topics related to ■ discuss ways of making good decisions, and evaluate
driving and transport solutions
■ talk about obligation, permission, prohibition, ■ compare and contrast photos and make present and
criticism and advice in the present and past past speculations
■ make speculations and deductions about the present, ■ write an opinion essay with a clear argument and
past and future supporting details

UNIT OVERVIEW DIGITAL OVERVIEW

Compound nouns – cars and the road
Presentation Kit
Collocations with take, make and do
Vocabulary / ▶ Life skills video: Making good decisions
Developing ▶ Interactive versions of Student’s Book activities
vocabulary
▶ Integrated audio and answer key for all activities
Ready for the road? ▶ Workbook pages with answer key
CRITICAL THINKING Thinking about
Reading the opinion and aim of the writer
Teacher’s Resource Centre
Modal verbs – obligation, permission,
prohibition, criticism and advice ▶ Life skills video: Making good decisions
Grammar in Modal verbs – speculation, deduction, ▶ Grammar communication activity Unit 2:
context possibility and probability UK quiz
▶ Worksheets for this unit, including:
The world’s most dangerous road
– Grammar Practice worksheet Unit 2
Listening – Culture worksheet Unit 2
Discussing photos – 1 – Life skills video worksheet
– Everyday English worksheet Unit 2
Developing
speaking

An opinion essay

Developing
writing

Space travel
Travel safety
Integrating
skills

TESTING AND ASSESSMENT

Resources for measuring student progress

▶ Test Generator Units 1–2 ▶ Printable test Unit 2

Unit 2 19
 Answers
Reading pp18–19 1 seat belt
2 speed limit
Using compound nouns to talk about car and road
3 traffic jams
issues; skimming and scanning an article for global
4 steering wheel
and specific information
5 road signs
6 motorways
FAST TRACK 7 traffic lights
You could ask students to read the article on page 19 8 driving licence
before the lesson and to complete exercise 6.
TEACHER DEVELOPMENT: LANGUAGE
WARMER Compound nouns
Ask students whether they can drive. When did they With the exception of roundabout, these compound
take their driving test? When are they going to start nouns are formed by putting two nouns together, which
to learn to drive? When are they going to take their is the most common way of making a compound noun.
test? Write (or brainstorm and write) the following There are no useful rules as to when a compound noun is
words on the board and check the students know one word, two words or hyphenated – they simply have
them by miming the actions: to be learnt.
drive safely
overtake EXTRA ACTIVITY
park Ask students to look at the sentences they disagreed
reverse with in exercise 1b, and rewrite them with their own
crash opinions.
fasten your seat belt
Ask students to say which of these skills they have to 2 Give students a moment to look at the questions. Point
show on their driving test. Which driving skills are the out that they should read or scan the text quickly to find
most difficult to learn? the answers without worrying about the gaps or any
unknown words. You could set a time limit of three or
four minutes.
VOCABULARY Compound nouns – cars and the road
Answers
1a Write compound nouns on the board and check 1 New Zealand – 16, the US – 14 (in some states),
students understand the meaning. Ask students to look UK – 17
round the classroom and tell you as many compound
2 It will probably rise.
nouns as they can see (e.g. classroom, whiteboard,
pencil case, window pane). Working in pairs, students 3 Ask students to read the text again more closely and to
match the words in each column to make compound match sentences A–H to gaps 1–8 in the text. Students
nouns and then decide whether they should be one compare answers in pairs.
word or two words. Encourage students to check their
Answers
answers in their dictionary, if necessary, before you
1 D 2 G 3 C 4 B 5 E 6 H 7 A 8 F
confirm them in open class.
Answers CULTURAL INFORMATION
1 d motorway
In the UK, young people need to be 17 years old to
2 i seat belt have a provisional driving licence for small vehicles and
3 f driving licence motorbikes. At 16, it is legal to have a moped. While
4 b road signs it is legal for anyone over the age of 21 who has held
5 a speed limit a licence for three years or more to teach someone
6 j steering wheel to drive, most people pay for private lessons with
7 g traffic lights / c traffic jam a qualified instructor before taking their test. Learner
8 c traffic jam / g traffic lights drivers are required to have an ‘L-plate’ on the back
9 e roundabout and front of their car when learning, so other drivers are
aware that they’re not qualified.
10 h petrol station

1b Students complete the sentences with words from

exercise 1 and discuss their answers in pairs. In class
feedback, you could ask for a show of hands for who
agrees or disagrees with each statement.

20 Unit 2
 2 Road trips

TEACHER DEVELOPMENT: STUDENT TRAINING Answers

requirements = things that a rule or law says that you
Cloze texts must do
There are four steps to doing this type of exercise. toughen up = make stricter
1 Start by reading the sentences before and after gone down = been received
the gap, and guessing what might be in the missing bothered = make the effort to do something
sentence. impulsive, rash, impetuous = acting or done too quickly,
2 Look through the list of sentences and find the one without considering the effects of your actions
that is most similar to what you expected the missing show off = behave in a way that is intended to attract
sentence to be. If you aren’t sure, use a process of people’s attention and make them admire you
elimination – first cross out (in your mind, or mark with
implementing = making an idea, plan or law start to work
pencil) the sentences that are clearly wrong.
and be used
3 Check for vocabulary clues. Does the sentence you
lowering = reducing something in number or value
think is correct have the same vocabulary as any of
the words either side of the gap?
FAST FINISHERS
4 Check for reference clues. Does the sentence have
words like this, it, these or they which refer back to Ask students to label the types of words in exercise 6
a noun or nouns in the text before the gap? (noun, adjective, etc.) and to use a dictionary to mark
the stress in each word. When they are finished they
4 Students underline any reasons given in the article for can teach a partner or small group what they found.
why young drivers have more accidents than other
drivers. Ask students if they can think of any more 7 What about you? Students discuss the questions
reasons. in pairs or small groups. Elicit answers from different
groups. You could follow up with a class debate on
Answers
the subject of question 2.
Reasons in the text: a part of the brain that helps to
control impulsive behaviour … only fully develops by HOMEWORK
the age of 25; teenagers are more likely to take risks
Assign students pages 12–13 in their Workbook or
and break speed limits when driving with their friends;
the relevant sections of the Online Workbook.
young motorists only have an average of 29.9 hours of
professional lessons before taking and passing their test
+ Students’ own answers
Grammar in context p20
EXTRA ACTIVITY
Using modal verbs of obligation, permission,
In pairs or small groups, ask students to find prohibition, criticism and advice
information on a country with a low level of traffic
accidents with young drivers. Can they find any
explanations for the low level? Invite students to FAST TRACK
report their findings back to the class. As an alternative to testing before you teach at the
beginning of the lesson, you could ask students to
5 CRITICAL THINKING Give students time to read through complete exercises 1a and 1b at home. Check answers at
the questions and consider their answers individually. the start of the lesson and if students are confident with
Encourage students to share their ideas with the rest of form and usage you can spend less time explaining form
the class. Ask students to identify parts of the text that and meaning. You could also do exercise 2 orally
led to their answers. as a class before moving onto exercise 3.
Example answers
It’s hard to know the opinion of the writer, because
a lot of the article is statistics and facts rather than
his/her opinion. However, I think the writer thinks that
teenage drivers aren’t very safe as he/she uses words like
‘careless’, ‘rash’ and ‘impetuous’.
I think the main aim of the article is to inform people as
the majority of the text is facts and statistics. However,
the writer seems to want to persuade people that having
a licence at an older age is better because he/she says
that the statistics are ‘horrifying’.

6 Students guess the meaning of the underlined words in

the text, then use their dictionary to check their ideas.

Unit 2 21
 Test before you teach Ask students which three represent ‘laws’ in the UK,
Write motorcyclists in the middle of the board. Then write and which one just reflects social etiquette (Answer:
have to, should, must, need to and not allowed to 3 is the only one that is not a ‘law’). Explain that 1,
on the board, each in a circle around the central word. Ask 2 and 4 are still officially laws in the UK, but only as
students to take a moment to think of rules or advice for they haven’t officially been cancelled – it is unlikely
motorcyclists, e.g. they have to wear a helmet; they should that someone would be arrested for these actions!
wear protective clothing. Then, working in pairs, students Ask if students know of any such laws in their country.
talk about their sentences together. Monitor and check Refer students back to the sentences and ask them
how well the students can manipulate the modal verbs. Ask which words told them whether something was
them to change some of their sentences to the past tense optional or not.
to check their use of had to and should have. If they seem
to be familiar with the use of these modal verbs, then move 2 Students read the sentences carefully and decide if
through the Grammar guide exercises quickly in open class. they have the same meaning or if they differ, and if so,
consider how they differ. They check answers in pairs
before discussing as a class.
Modal verbs – obligation, permission,
prohibition, criticism and advice Answers
1 No: didn’t need to means there was no necessity to go
1a Students discuss the words and expressions in bold – it does not say whether the speaker went to school
in pairs. Encourage students to say why the words or or not; needn’t have gone means the speaker went to
expressions are used and if they refer to the present or school then discovered it was unnecessary.
past. 2 No: don’t have to expresses a lack of obligation or
Answers necessity , whereas mustn’t expresses a prohibition –
the speaker is prohibiting.
1 an obligation or rule in the past
3 Yes: ought to, like should, expresses advice or mild
2 regret about or criticism of the past
obligation; ’d (had) better means the same but is
3 prohibition in the present stronger – it is used to say what is the best thing to do
4 obligation in the present in a situation.
5 advice in the present 4 Yes: have got to means the same as have to but is
6 obligation in the present considered less formal and is generally only used in
spoken English.
1b Students work in pairs to discuss how to change the
forms from past to present or vice versa. 5 No: wasn’t allowed to expresses a prohibition; in
the present; may not + infinitive is used to express
Answers prohibition as well, but it cannot be used in a past
1 have to be / must be: have to be is better here form in this way – the form may + have + past
because we tend to use must to talk about personal participle is only used to form the past of may to
obligations when the speaker feels that something express possibility.
is necessary whereas we use have to to talk about 6 No: had to + infinitive expresses a past obligation or
obligations when the situation makes something rule; whereas must + have + past participle likelihood
necessary in the past.
2 shouldn’t pass: in the present this form expresses 7 Yes: the basic meaning is the same although shouldn’t
mild obligation or strong advice, whereas in the past it + infinitive is used to give strong advice or a mild
expresses a regret or criticism obligation, and be supposed to is used when we talk
3 were not allowed about the normal or correct way of doing something.
4 needed to / had to: both forms express a past 8 Yes: both are being used to make a request.
necessity The speaker is also showing annoyance.
5 should have had: this form expresses regret that the
advice was not taken 3 Students complete the sentences. Let them check their
answers in pairs before discussing as a class. Remind
6 had to
students that there may be more than one possible
answer.
EXTRA ACTIVITY
Answers
Write the following on the board:
1 mustn’t send / aren’t allowed to send
In the UK, you
2 had to walk / needed to walk
… mustn’t stick a stamp on an envelope with the
Queen’s head upside down. 3 shouldn’t have written
… are not allowed to eat a mute swan unless you are 4 needn’t have got up / didn’t have to get up
the Queen. 5 wasn’t allowed to wear / couldn’t wear
… shouldn’t push to the front of a queue. 6 should find / ought to find / had better find
… need to carry a bale of hay in your vehicle at all
times. 

22 Unit 2
 2 Road trips

4 Ask students to complete the second sentence keeping TEACHER DEVELOPMENT: CLASSROOM TIPS
the meaning similar to the first. Remind them not to
change the word given and to use between three and Error correction
six words including the word given. It is a good idea to collect and feedback on errors at this
Answers level. Try this interesting and alternative approach. When
students are talking in groups, ask one student to listen
1 should have told you / ought to have told you
and note errors for the group instead of taking part in the
2 aren’t/weren’t allowed to go
discussion. At the end, ask the student to comment on
3 have got to buy the discussion in his or her group and to point out any
4 shouldn’t have driven errors.
5 needn’t have worried about
6 shouldn’t have gone to the party Refer students to the Grammar reference on page 138
if necessary.
7 ought to have got
HOMEWORK
5 Give students a few minutes to read through the
situations. In small groups have them talk about the Assign students page 14 in their Workbook or
situations using present and past modals. Draw their the relevant sections of the Online Workbook.
attention to the example sentence. Tell students to
make at least four sentences for each situation. In less
confident classes, you could do the first one in open Developing vocabulary p21
class.
Using collocations with take, make and do
TEACHER DEVELOPMENT: PRONUNCIATION
Modal verbs FAST TRACK
It is common for the ‘have’ in modal verbs to be You could ask students to complete exercises 1 and 2
contracted in informal speech (and occasionally in at home before the lesson. Correct their answers at the
informal writing), i.e. should’ve, could’ve. This can sound beginning of the lesson. This will give you a good idea
like ‘of’ which is sometimes mistakenly used even by of how familiar students are with the collocations and
native English speakers. whether they need further practice.
In rapid speech, this can be contracted even further to
shoulda, coulda.
WARMER
It could be useful to drill both alternatives with students
so they are used to the sound, but remind them to only Write make and do on the board. Divide the class
use in appropriate informal contexts. down the middle into two teams. Team A must think
of as many expressions as they can with make. Team
6 Ask students to read through the prompts and B must think of expressions with do. Ask one player
prepare things to say. When the students are ready, from each team to come to the front. Teams must
divide the class into pairs and tell them to share their shout out expressions and the players at the front
ideas. Ask a few individuals to summarise what they must write them on the board. Set a time limit of two
found out about their partner. Ask less confident minutes. When the time is up, see which team has the
students to prepare written sentences first, using some most correct expressions on the board.
of the modal verbs. Ask more confident students to
improvise a variety of things to say. Collocations with take, make and do
EXTRA ACTIVITY 1 Students choose the correct verbs to complete the
sentences. Let them check their answers in the text on
You could extend this activity by asking students to page 19 if necessary.
work in pairs to think of dilemmas they face in their
own lives. These needn’t be too serious – something Answers
such as ‘I find it difficult to save money’ or ‘I never 1 A 2 B 3 C
have enough time to do schoolwork at the weekend.’
2 Students write the words and phrases in the columns.
Ask them to share their dilemmas with the class
Tell them to work in pairs or to work individually before
and to ask for advice, criticism and expressions of
checking with a partner. Remind them that some words
obligation or prohibition from the rest of the class.
can go in more than one column.
Encourage use of past and present tenses.

Unit 2 23
 Answers 4 Tell students to look at the first gap. Ask them which
verb collocates with place (take) and what tense is used
take make do
(past simple). Ask students to read the text again and
a call an apology business choose the correct answers. Ask them to complete the
control an attempt a course task individually before checking answers with a partner.
a course a call harm Answers
cover changes household 1 B 2 B 3 C 4 D 5 A 6 B 7 C 8 D 9 A
a decision a choice chores 10 B
effect a comment research
a test EXTRA ACTIVITY
an interest a complaint
offence a decision your best Play Collocation noughts and crosses. Draw a noughts
and crosses grid on the board (3 x 3) with words from
place a difference
the lesson in the squares, like the grid below.
power an improvement
a risk a mistake
a risk a test harm
a test a suggestion
use of
something
cover effect your best

TEACHER DEVELOPMENT: LANGUAGE

take, make and do a call power a course

Do tends to be used when there is an idea of work

Divide the class into two teams – Crosses (X) and
(do your homework, do the ironing, etc.) and when you
Noughts (O). They will take turns to make sentences
are not specific about what you are doing (do your best,
using collocations of take, make or do and the words
do nothing, etc.).
in the grid. So, for example, the ‘Crosses’ choose
Make tends to be used when there is an idea of creativity a risk and make a sentence using take which shows
or construction (make a plan, make a cake, etc.). It is also the meaning of the collocation. If their sentence is
common in a lot of fixed expressions (make a decision, correct, write an X in the corresponding square. Then
make your mind up, etc.). the ‘Noughts’ choose a word, and so on. If a team
There are many exceptions (make the bed is work, gets a sentence wrong, the other team can win the
do the twist is creative) so it is best simply to learn square by producing a correct sentence. The winner
them. The problem for most students is that in their L1 is the first team to get a line of three.
there may be one word for make and do or verbs which
collocate in different ways.
HOMEWORK
Note that take here does not have its usual meaning of
picking up something and going away with it. It can mean Ask students to find five useful expressions with take,
receive (take a call), show (take an interest, take offence), make or do and to prepare to explain them to the
or it can be synonymous with make (take a decision) class with examples of how to use them. Ask them to
or do (take a course). research the expressions online or with a dictionary.
Assign students page 15 in their Workbook or
EXTRA ACTIVITY the relevant sections of the Online Workbook.
Ask students to write a short dialogue in pairs using at
least five of the collocations from exercise 2. Nominate
pairs to perform their dialogues to the class. Listening p22

3 Students correct and rewrite the incorrect sentences. They Listening for feeling, opinion and detail
compare answers in pairs before discussing as a class.
Answers FAST TRACK
1 The best way to do make an apology is to be sincere. You could ask students to write down their five questions
2 correct before the lesson, so they are ready to start the speaking
3 Don’t make take offence, but we don’t think you’re activity at the beginning of class.
the right person for the job.
4 It was a mistake to make do business with them. WARMER
5 We decided to do make a formal complaint.
Write on the board a road, a street, a path, a track.
6 correct Divide the class into pairs and ask them to tell each
other the differences in meaning of the words.
In feedback, elicit a few ideas. Then ask students to
think of a road, street, path or track that is important
to them somehow. It could be a place they travel 

24 Unit 2
 2 Road trips

along regularly, or somewhere special they went to TEACHER DEVELOPMENT: STUDENT TRAINING
once. Divide the class into small groups to talk about Multiple-choice listening
their experiences. Listening exercises at this level are challenging because
Answers students often need to interpret the information or
A road is the most general word and denotes a way understand subtle differences in meaning between words
that leads from one place to another. A road can or expressions. If the students found this task difficult,
be anything from a short road in a village to a main it is worth researching the answers together in the
highway or motorway. audioscript to see why they might have chosen a wrong
A street is a road in a town or city which has houses or answer. This will help them understand how to approach
other buildings along it. a listening multiple-choice task. Try the extra activity, and
A path is a way from one place to another that you do it with all the questions in exercise 2.
can walk along. It’s not normally used by cars.
A track is a path or a road with a rough surface. EXTRA ACTIVITY
Ask students to look at exercise 2 question 1 and the
1 In pairs, students describe the photos to each other. first part of the audioscript from this page and to find
Ask them to write five questions about the road which reasons why A and B are wrong.
they would like answers to. This task creates interest Answers
by encouraging students to predict what information
A is wrong because although the text says (three
the text might contain. You could help less confident
times) that it is the world’s most dangerous road, it
students by giving them a few prompts, e.g. length,
also says that it is ‘not the only candidate’ and it does
height, location, number/accidents, etc.
not say that it is a lot more dangerous than others.
CULTURAL INFORMATION B is wrong because sightseers are people in general
who come to look at places, but it narrows down the
The photograph shows the ‘world’s most dangerous
people who visit by saying it is popular with tourists
road’ – the so-called Death Road in Bolivia from La Paz
who seek ‘thrills and excitement’.
(the administrative capital) to Coroico. The road, also
known as the North Yungas Road, goes through the C is correct because the text says that the road ‘lives
Yungas region in the Andes mountains. Coroico is in up to its reputation’ of being dangerous and people
the heart of the Amazon region of Bolivia. The road was come ‘because it is the world’s most dangerous road’.
built by Paraguayan prisoners of war in the 1930s. It is
only approximately three metres wide in places, with 3 Divide the class into pairs. Ask them to look back
vertical drops and hairpin bends. Crosses along the at the questions they prepared in exercise 1 and to find
road mark the sites of fatal accidents. It was given the out which ones they can now answer. Have a brief class
name the ‘world’s most dangerous road’ in 1995 by the feedback. Students could find answers to any remaining
Inter-American Development Bank. A new, safer, bypass questions by researching the world’s most dangerous
road opened in 2006. Other dangerous roads around road on the Internet.
the world include: the Guoliang Tunnel Road and the
4 What about you? Students discuss the questions in
Sichuan-Tibet Highway (China), Ruta 5 from Arica to
pairs or small groups before sharing their ideas in a class
Iquique (Chile), the Siberian Road to Yakutsk (Russia),
discussion. You could extend the activity by asking
the James Dalton Highway (Alaska, US) and Trollstigen
students what they think the consequences of both
(Norway).
encouraging or banning dangerous activities would be.
2 1.06 Tell students that they are going to listen to HOMEWORK
a podcast about the road in the photos. Give them
a minute or two to read through the options and think Ask students to research one of the dangerous
carefully about the meaning so they are not tempted roads listed in the Cultural information above, or to
to choose the incorrect answer just because they hear research the most dangerous road in their country.
a particular word repeated. Point out that in question Ask them to present their findings in the next lesson.
4 fatalities means people who die as a result of an Assign students page 15 in their Workbook or
accident. Play the track. Remind students not to worry the relevant sections of the Online Workbook.
if they miss an answer, but to concentrate on the next
question. Students compare answers in pairs before
discussing as a class. See p140 for the audioscript for
this exercise.
Answers
1 c 2 a 3 c 4 a 5 b 6 a 7 b

Unit 2 25
 Answers
Developing speaking p23 1 can’t
2 may/might/could
Discussing photos using modal verbs of speculation,
3 may/might
deduction, possibility and probability
4 can’t
5 must
WARMER 6 might not/may not
Write the following verbs on the board: bump, crash,
5 In pairs, students prepare a list of language that is useful
fall, slip, trip. Ask students to explain the difference
for discussing photos. Then have them compare it with
between the words and say which prepositions they
the ideas in the Speaking bank. In feedback, discuss the
could use with them, e.g. bump into, crash into, fall
usefulness of any other ideas they may have thought of.
into, fall off, fall over, slip off, slip up, trip up, trip
over. Ask students to work in pairs to describe a minor PRACTICE MAKES PERFECT
accident they have had, using some of the verbs and
6 Divide the class into pairs. Lead in by asking
prepositions.
students to decide what they must talk about in the
task and how much time they should spend on each
Discussing photos – 1 aspect of it. Give them two or three minutes to prepare
1 Ask students to look at the three photos. Ask a few lead- to speak. Monitor and help with ideas and vocabulary if
in questions: What can you see in the photos? Where are necessary. Students take turns to talk about their photos
they? What has happened? on page 156. Monitor and note errors and examples of
Divide the class into pairs. Ask students to decide who good practice for an error feedback session at the end.
is Student A and who is Student B. Ask them to read
EXTRA ACTIVITY
the task and to take turns speaking. Monitor closely and
note how well they do the task, and how accurately they Students change roles and prepare to describe their
use modals. partner’s pictures. Ask them to discuss what they
learnt from how their partner did the task and what
2 1.07 Play the track. Students listen and answer they would do differently. Would they mention
the questions. They compare answers in pairs before anything their partner didn’t cover? Then put
discussing as a class. See p141 for the audioscript for students in new pairs to repeat the task with different
this exercise. photos and a different partner. Remind students that
Answers practice makes perfect!
He describes the first and third photos.
Refer students to the Grammar reference on page 138
He does perform all parts of the task.
if necessary.
HOMEWORK
GRAMMAR Modal verbs – speculation, deduction,
possibility and probability Assign students pages 16–17 in their Workbook or
the relevant sections of the Online Workbook.
3 Students discuss the use of modals in the sentences
in pairs. In feedback, check they know the difference
between the modals for speculation as well as the
present and past forms. Developing writing pp24–25

Answers Writing an opinion essay in response to a statement

1 must have + past participle: to the past; it is used to
express a logical deduction – the situation is very likely
or certainly true given the evidence. FAST TRACK
2 could + infinitive: to the present; it is used to express Students could read the essay in exercise 2 before the
possibility. lesson and start thinking about the main points covered
3 can’t have + past participle: to the past; it is used in the text and their own point of view. This will enable
to express a logical deduction – the situation is students to do the speaking task at the beginning of
impossible or highly unlikely given the evidence. the lesson and to complete exercise 3 more quickly.
In addition, or alternatively, students could do the
4 might have + past participle: to the past; it is used to
preparation for the writing task in class and you could set
express possibility.
the writing task in exercise 7 for homework.
5 may well have + past participle: to the past; it is used
to express a strong possibility.
WARMER
4 Students complete the sentences with modal verbs.
They compare answers in pairs before discussing as Write a list of controversial views on the board.
a class. Remind students that sometimes more than one For example:
modal verb can be used. Zoos should be banned.
We should limit people’s use of cars and force them
to use public transport.

26 Unit 2
 2 Road trips

Answers
15-year-olds should be allowed to vote.
Expressing strong opinions: I certainly believe that …;
Native English speakers should be forced to learn To my mind, there is no question that …; I am convinced
a foreign language. that …
Divide the class into pairs or small groups. Give Expressing opposing views and giving
them four minutes to express their views on any of counterarguments: Whilst it is true that …, …
these subjects. Tell them they can be as passionate
Giving general opinions: It is widely accepted that …
or opinionated as they wish! Remind them of useful
phrases for giving their opinion and politely agreeing TEACHER DEVELOPMENT: LANGUAGE
or disagreeing with other students.
Passive vs active
An opinion essay Note that general opinions are usually expressed in the
passive form (It is said that …; It is accepted that …). This
1 Students discuss the statement in pairs. In feedback,
makes them impersonal and distances the speaker/writer
build up a list of opinions on the board.
from them. Personal opinions, however, are usually in the
2 Ask students to read the essay and answer the active form.
questions. They compare answers in pairs.
Answers EXTRA ACTIVITY
The writer believes that it is a good idea to lower Students work in pairs to write an opinion about
the legal age for obtaining a driving licence to 16. each of the controversial statements in the warmer,
Students’ own answers using some of the phrases in the Writing bank. They
exchange their written opinions with another pair
3 Give students a moment to read through the plan. Ask who must make any corrections to the writing and
them to say, in their own words, what points from the say whether they agree with the opinions or not.
essay correspond to each of the sections in the plan.
Students then complete the paragraph plan with the 5 Ask students to read the article section and think of
main points in each paragraph and compare answers in reasons for the initiative. Discuss their ideas in open
pairs. class.
Suggested answers
6 Students read the web pages and answer the questions.
Paragraph 1: The idea of lowering minimum age to 16 is
Put students in groups and encourage them to discuss
a sensitive one. The writer believes it should be lowered.
their answers. Monitor and help as necessary.
Paragraph 2: A driving licence is essential. 16-year-olds
are at a disadvantage if they can’t drive. PRACTICE MAKES PERFECT
Paragraph 3: 16-year-olds are capable drivers – their 7 Ask students to read the statement carefully and to
reactions are quicker than older people’s. decide on their opinion. With less confident classes,
Paragraph 4: Safety is a problem, but accidents usually you could put students with the same opinion in pairs
happen in the driver’s first year at any age. There should to prepare their essays. Ask students to look back at the
be ways to prevent accidents. paragraph plan in exercise 3 and to write brief notes
Paragraph 5: The majority of 16-year-olds are mature under each of the headings. Then put all students in
and sensible enough to drive and it would benefit them pairs or small groups to compare and borrow ideas
to do so. from each other. Have students write their essays. Refer
students to the Writing bank on page 162 for a model
EXTRA ACTIVITY text and additional tips.
Write the following words from the article on
TEACHER DEVELOPMENT: STUDENT TRAINING
the board: consent, essential, rural, chauffeur,
strict, procedures. In pairs, have one student look Peer reviewing
at the first three words and the second look at If students write in class, ask them to exchange their first
the last three. Ask them to think of any synonyms or drafts with a partner and to comment on their partner’s
alternative phrases that would also fit. Allow them to work, paying particular attention to the paragraph layout
use their dictionaries. When they have finished, have and expression of opinion, as well as to how persuasive
students tell their partner the meaning of the word their partner’s argument is. Students are ready to write
and give alternatives. a final draft. Set this for homework.

4 Students complete the Writing bank on page 24 with HOMEWORK

expressions 1–5. They compare answers in pairs.
Assign students page 18 in their Workbook or
the relevant sections of the Online Workbook.

Unit 2 27
 Answers
Integrating skills p26 1 It’s a phrase made popular by the Star Trek series.
It appears in this form in Star Trek: Next Generation.
Space travel + Students’ own answers
Travel safety 2 That he has the courage and freedom to think about
what he really wants to achieve, and to follow his
WARMER dreams, even if they seem impossible.
To introduce the topic, write the following words on 3 They are bold and adventurous.
the board: explore, colonise, send, establish, launch,
stay. Tell students that there will be a discussion on KEY SKILLS
space travel. Ask them to work in groups of three and In exercise 3, students are expected to do three
to use the verbs to make sentences which they think things: distinguish facts from opinions (1), recognise
will appear in the lesson. When they have finished, the author’s intention (2), and find information which
elicit ideas from a few groups. Write the most is not expressed directly (3). These are key skills in
interesting suggestions on the board and have a short the new curriculum. In order to help students develop
class discussion in which students can express their them, ask them to go over the statements in exercise 3
opinions. in order to confirm that all the statements are clear.
Draw their attention to the fact that, in most cases,
Suggested answers the information is not expressed in the same way as
People have always been interested in exploring it is given in the text. Tell students to find precise
unknown territories and space is the last territory references in the article to which each statement in
unknown to humankind. People will colonise the nearest exercise 3 refers, and to then decide whether it is
planets in the distant future. the correct answer to one of the tasks (1, 2 or 3),
or not. Remind students that they ought to be able
EXTRA ACTIVITY to justify their answers. Then, ask students to work
Ask students to work in pairs and to talk about in pairs in order to compare their answers. After they
what science fiction films or series they know, and have finished, elicit answers from several students.
what the future looks like in them. When they have
finished, elicit some ideas. Alternatively, you can 3 Individually, students re-read the text and answer the
board the titles of some popular science fiction films questions. Then, have them compare their answers in
or series (e.g. Star Wars, Star Trek, The Divergent, pairs.
The Hunger Games, etc.) and ask students if they Answers
know them and what issues about the future they 1 B 2 D 3 C
raise.
4 1.08 Tell students they are going to listen to
Suggested answers a discussion about space tourism. Ask one student to
The Divergent is a series of three films which show read the questions so that the group understands the
a depopulated world following a major catastrophe. difference between styles: formal, informal, informative,
The Star Wars films show a future in which humans and entertaining or light-hearted. Play the track once. Check
alien species/robots live and travel in space. the answers as a class. See p141 for the audioscript to
this exercise.
1 Direct students’ attention to the questions in
Answers
exercise 1. Ask them to work in pairs and to take turns
1 the disadvantages of space travel
asking and answering the questions. When students
have finished, ask them to change partners and report 2 informal, informative
back on what their colleagues have told them. After 5 1.08 Direct students’ attention to the sentences
students have finished, elicit ideas. in exercise 5. Ask a more confident student to read
the sentences to the class. Ask students to listen to
EXTRA ACTIVITY
the recording again in order to decide if the following
Ask students if they know who Elon Musk and Richard statements are the opinions of Eve [E], Sebastian [S], or
Branson are, and what NASA stands for. Elicit ideas if they aren’t expressed in the recording. Play the track
from students. You may also ask them to search for once. Ask students to compare their answers in pairs.
information on the Internet, if necessary. Then, check the answers as a class.
Answers
2 Draw students’ attention to the title of the text, and have
them work in pairs in order to predict what it might be 1 N 2 S 3 E 4 S
about. Elicit ideas from several pairs. Then, ask students 6 Ask students to work in small groups and discuss the
to read the text in order to check their predictions and opinions raised in exercise 5. Circulate and monitor to
to answer the questions below. When they have finished, ensure that all students have a chance to talk and help
choose random students to share their answers with students with vocabulary if necessary. When they have
the class. finished, ask random students to share their ideas with
the class.

28 Unit 2
 2 Road trips

EXTRA ACTIVITY Answers

1 He couldn’t afford to buy an electric scooter.
Divide the class into two debating groups: A and B.
2 Because you can injure your head or back if you have
The subject of the debate is ‘space tourism’, so group
an accident while riding an electric scooter.
A and B should prepare arguments in favour, and
against respectively. Give both groups time to 3 Write a note reminding him to wear a helmet.
brainstorm ideas they might wish to use in the 4 They shouldn’t be allowed to ride scooters in public
debate. Circulate and monitor to help students with places.
vocabulary if necessary. 5 You aren’t allowed to ride a scooter on the road or on
a cycle lane.
7 Ask students to read the instructions to exercise 7
and to brainstorm useful phrases that might be used EXTRA ACTIVITY
in the debate. When they have finished, write their To prepare students for exercise 2, have a short
suggestions on the board in two columns: phrases for discussion about the topic of the text. Write
managing discourse, and phrases connected with the the words autonomous vehicles on the board.
topic. If there is enough time, students may put these In pairs, ask students to write a definition and to think
words into sentences. about advantages and disadvantages of such vehicles.
Elicit ideas from the class. Have students skim the
HOMEWORK
text to see if their ideas were correct. Then, have
Ask students to prepare for the debate in exercise 7 students do exercise 2.
on page 26 for the next lesson.

Rozumienie tekstów pisanych

2 Students read the text and complete the notes (1–6).
Skills Checkpoint Unit 2 pp28–29
Ask them to check whether the words or phrases they
wrote match the rest of the sentence grammatically.
FAST TRACK Following this, they have to find the parts of the text
where the answers to the questions can be found. Then,
You could ask students to write the assignment in
tell students to compare their answers in pairs. Check
exercise 5 as homework.
the answers as a class.

Rozumienie ze słuchu Answers

1 look like
WARMER 2 from the past / 30 or 50 years ago
Write the following question on the board Electric 3 driverless/selfdriving cars/vehicles
scooters: are you for or against? Ask students to work 4 able to take
in threes and to express their opinion on the topic. 5 can’t be
After they have finished, elicit answers from several
6 will have/need
students.
Znajomość środków językowych
EXTRA ACTIVITY
EXTRA ACTIVITY
With books closed, ask students to listen to
the recording in exercise 1 and to take notes of To help students with exercise 3, put the group into
the information which they think is important and pairs. After reading the gapped sentences, each pair
which might be needed later. should go on to identify the grammar structure or
tense they are supposed to use. This has the intention
1 1.09 Tell students they are going to listen to of raising students’ linguistic awareness, which is
a conversation about electric scooters. Give them 30 an element of all tasks in English.
seconds to read the questions. Play the track twice. Ask
students to compare their answers in pairs. Check the 3 Ask students to work individually and to write the
answers as a class. See p141 for the audioscript to this missing parts of the sentences. They should then
exercise. check each other’s answers. In pairs, tell them to swap
their notebooks and correct any mistakes they notice.
When they have finished, ask one student to read their
sentences to the class.

Unit 2 29
 Answers
Model text
1 can’t have noticed him
Most people living in big cities would agree that one of
2 allowed to use a tablet the biggest problems they have to face is heavy traffic
3 have taken the course earlier and pollution. An obvious solution to this seems to
4 have/need to wear a uniform be the development of public transport to discourage
5 may/might/could have got lost people from driving cars, but is it the only effective way?
Let us examine some of the arguments for and against
EXTRA ACTIVITY this idea.
Ask students to work in pairs and to write one more It goes without saying that public transport is
gapped sentence for each task 1–5 (e.g. The driver ecologically friendly. When people stop using cars to
turned without any warning – it was impossible commute to work every day, there is less traffic and as
________ the cyclist. or When my brother was small, a result – less pollution, especially if cities decide to use
our parents ________ to use a tablet.). Then, ask them electric buses or build tram networks. It is also cheaper
to swap their notebooks and to check each other’s to have a monthly pass to use public transport than to
sentences. Students then swap their notebooks pay for petrol and car park fees. It would appear to be
again and check each other’s answers. You may wish the perfect solution for all concerned.
to write some of the students’ ideas on the board, However, the supporters of the idea seem to forget that
drawing the students’ attention to any important people who have to commute daily need a system which
grammar structures. is efficient, reliable and cheap. Thus, the local authorities
need to make sure that public transport reaches each
4 Direct students’ attention to the text in exercise 4 and and every part of the city, because when it does not,
ask them to cover the answers below. Tell them to read people will, quite naturally, prefer to use their cars to get
the text and to try to guess the words or phrases which around the city. To be appealing, public transport must
might complete each gap. Add that it is sometimes also be reliable, provide a regular service, and never be
useful to translate the sentence or phrase containing late. There are people who claim that local authorities
a gap into Polish in order to find out what information should develop a system of cycle paths around a city,
is missing. Allow students to uncover the options and which is an even cheaper and healthier form of getting
complete the task. Check the answers as a class. from A to B.
All in all, it is clear that an effective system of public
Answers
transport needs to be developed in every city, but it
1 D 2 A 3 B 4 C 5 B
requires a lot of money and effort to change the habits
of car users. In my opinion, local authorities should also
Wypowiedź pisemna promote cycling and invest money into building cycle
paths.
EXTRA ACTIVITY
To prepare students for the writing task, organise
a class debate in which students will brainstorm
Wypowiedź ustna
various arguments. Divide students into two groups EXTRA ACTIVITY
– each one will argue in favour of/against the
importance of public transport in reducing traffic and Ask students to look at the pictures and to write two
pollution in cities respectively. Appoint an individual questions, which an examiner might ask, connected
student to moderate (i.e. guide) the discussion. with each photo. Then, have students ask and answer
Give students some time to compile their arguments. the questions they have written.
Have a class debate.
6 Draw students’ attention to the instructions and
5 Before students start writing the essay, ask them to pictures. Tell them to work in pairs, asking and answering
read the instructions and to draw a table containing the questions. Circulate and monitor to ensure that all
arguments for and against the problem, interesting students have a chance to talk. Then, ask random pairs
phrases and an additional information they want to to model their answers in front of the class.
include. Circulate and help students with ideas and EXTRA ACTIVITY
vocabulary if necessary. Then, give them enough
time to write the essay. As a follow-up to exercise 6, ask students to work in
pairs and to suggest the three best ways of travelling
around the area where they live. Elicit ideas from
the class.

HOMEWORK
Assign students page 19 in their Workbook
or the essay in exercise 5.

30 Unit 2 Photocopiable Checkpoint B2+ Teaching notes © Springer Nature Limited 2016 & Macmillan Polska 2021
 2 Road trips

SELF-ASSESSMENT UNIT 2
Ask students to assess their own skills by giving themselves
a mark from 1–4. Remind them it is important to be honest.
You might ask students to add one or two other things they
can do to the list.
In pairs, students discuss how they can improve in the
areas where they’ve given themselves lower marks. When
they have finished, elicit ideas from random students and
encourage a class discussion.

Unit 2 31
 3 Mind
power
KEY LEARNING OUTCOMES
Students will be able to:
■ understand and talk about the mind and exceptional ■ understand written and spoken texts on improving
abilities using a variety of expressions and phrasal memory and discuss these ideas
verbs ■ give a structured presentation with relevant
■ use verbs with the -ing form and the infinitive to talk explanations
about themselves in a variety of tenses ■ write reviews giving detailed facts and opinions

UNIT OVERVIEW DIGITAL OVERVIEW

The human mind
Presentation Kit
Phrasal verbs – the mind
Vocabulary / ▶ Life skills video: Improving your memory
Word formation – prefixes
Developing ▶ Interactive versions of Student’s Book activities
vocabulary
▶ Integrated audio and answer key for all activities
Is there a savant in all of us? ▶ Workbook pages with answer key
CRITICAL THINKING Comparing the
Reading importance of exceptional talent and
hard work Teacher’s Resource Centre
Verbs + -ing form and infinitive ▶ Life skills video: Improving your memory
Verbs + object + -ing form and ▶ Grammar communication activity Unit 3:
Grammar in infinitive Ten-second sentences
context
▶ Worksheets for this unit, including:
Occupying your mind – Grammar Practice worksheet Unit 3
– Culture worksheet Unit 3
Listening
– Life skills video worksheet 3
Presentations – 1
– Everyday English worksheet Unit 3
Developing
speaking

A review

Developing
writing

Lifestyle diseases
Integrating
skills

TESTING AND ASSESSMENT

Resources for measuring student progress

▶ Test Generator Units 1–3 ▶ Printable tests Unit 3 and Review (Units 1–3)

32 Unit 3

 3 Mind power

2 Ask students to look at the photos of savants on page 31

Reading pp30–31 and discuss what abilities they think these people may
have. Nominate students to give their answers.
Talking about the human mind; skimming and
Answers
scanning an article for global and specific information
Students’ own answers

FAST TRACK 3 Check students understand the meaning of

‘exceptional’. Ask students to read the article quickly in
You could ask students to complete exercise 1a at home
order to answer the question.
before the lesson so you can start with the speaking
exercise at the beginning of class. Check answers as Answers
a class at the beginning of the lesson. performing complex calculations; speaking multiple
languages; playing any piece of music or recalling any
WARMER song ever heard; remembering historical dates over
thousands of years, and using a photographic memory to
Write memory on the board and draw a circle round recall detailed landscapes seen only once.
it. Then write the words verbs, adjectives and
expressions in smaller circles around the main circle. TEACHER DEVELOPMENT: CLASSROOM TIPS
Ask students in pairs to think of as many related
words as they can. Brainstorm words and write them Creating exam conditions
on the board in the form of a mind map. It is a good idea to get students used to exam conditions
Suggested answers so they are prepared when they sit the real thing.
Verbs: remember, recall, remind, reminisce, Throughout the term you could recreate exam conditions
commemorate, memorise, forget both for exam-type activities and for Skills checkpoint
Adjectives: memorable, unforgettable after each unit. Ask students to separate their desks and
Expressions: keep in mind, slip your mind remind them not to talk to each other throughout the
allocated time. Set a time limit and, if possible, ensure
there’s a visible clock so students learn to manage their
VOCABULARY The human mind time.
1a Students use a dictionary to check the meaning of the 4 Give students time to read the questions and answer
words in bold. Ask them to think of ways of explaining options. Then ask them to read the article again in
the meanings to others, using definitions or examples. more detail to choose the best answer. In feedback, ask
In pairs, students discuss the meaning of the words students to identify the parts of the text that gave them
in bold. When they have a good understanding, ask the answer.
them to decide if the sentences are true or false for
themselves. Answers
1 a 2 c 3 c 4 d 5 b 6 d
1b Students discuss their answers in exercise 1a in pairs.
5 CRITICAL THINKING Give students time to read through
A
VOCABULARY FOCUS the questions and consider their answers individually
With the exception of the adjectives bewildered and before sharing them with the class. Encourage students
articulate, and the expression have a gift for, these are to give reasons for their responses.
all verbs. (Note the stress is underlined.) Encourage Example answers
students to record the word type and the stress when I think hard work is probably more important. If you have
they learn new vocabulary. a talent, for example being musical or good at sport, but
My mind wanders [phr]: I start thinking about something you don’t train then you won’t get better and someone
else with less natural talent could end up being better than
memorise (numbers) [v]: to ‘put’ them in your mind so you because they have trained every day.
that you remember them In my opinion, it would be better to have good social
recall [v]: remember or bring back into your mind skills as it could be lonely if you don’t know how to make
bewildered [adj]: confused and not certain what to do friends. However, you would feel really special if you had
have a gift for (something) [phr]: be naturally good at an exceptional talent and people might want to get to
grasp a concept [v]: understand an idea know you because of it.
articulate [adj]: good at expressing what you think when
speaking
perceive … as [v]: understand

Unit 3 33
 6 Refer students to the underlined words in the text and TEACHER DEVELOPMENT: STUDENT TRAINING
ask them to guess the meaning before checking their
answers in the dictionary. Memory techniques
Answers Using memory techniques to remember vocabulary sets
is a handy skill. Memory techniques include putting a set
at lightning speed = happening very quickly
of words in a story, imagining a picture or scene that
devised = invented a method of doing something
includes the set of words, and linking the set of words
groundbreaking = using new methods or achieving new with a personal memory or anecdote about someone
results you know. Different types of learner will find different
flawlessly = perfectly techniques work better, so encourage students to
clap of thunder = the loud sound that thunder makes experiment with different ways to memorise new words.
assigned = to give someone/something a job or use
running into = hitting something by accident HOMEWORK
spanning = lasting for a particular period of time, Assign students pages 20–21 in their Workbook or
especially a long period the relevant sections of the Online Workbook.
locked up = closed, usually with a key, so people can’t
open it
layer = an amount or sheet of a substance that covers
a surface or that lies between two things or two other
Grammar in context p32
substances Using verbs + -ing form and infinitive
7 What about you? Divide the class into pairs or
small groups to discuss the questions. Ask students to FAST TRACK
share any interesting stories about meeting people with
As an alternative to testing before you teach at the
exceptional talents.
beginning of the lesson, you could ask students to
CULTURAL INFORMATION complete exercise 1 at home. At the beginning of the
lesson, check answers to see whether students need any
Savant syndrome is a very rare condition. A savant is
further explanation of meaning and form.
someone who has amazing abilities in one area but
developmental problems in other areas. Many savants
have a remarkable memory and artistic or musical Test before you teach
abilities. The condition is not very well understood. Write the following sentence starters on the board:
About half of all savants have an autism spectrum Past Present Future
diagnosis. Autism is a neural development disorder I remember I can’t stand I expect
which involves having problems with interacting and I’ll never forget I tend I’d like
communicating socially. Ask students to think of things to say about themselves
Daniel Tammet was born in London in 1979. He has using the sentence starters. Put students in pairs or small
published two books about his condition and his abilities, groups to share their ideas. Monitor the groups and
Born on a Blue Day and Embracing the Wide Sky. notice how well they use verbs with infinitives or -ing.
He was also (briefly) an English teacher in Lithuania. If they seem to be familiar with their use, then move
George Widener was born in America in 1962 and has through the Grammar guide exercises quickly in open
a photographic memory for dates and detail. Much of his class.
art is inspired by his obsession with calendars. He is also
interested in the idea of ‘singularity’ – the point in the
future where machines will become intelligent creatures.
Verb + -ing form and infinitive

1 Students discuss whether the -ing forms in bold can be

EXTRA ACTIVITY changed to the infinitive or vice versa and if so, does the
Write 15 words from the lesson on the board, meaning of the sentence change? Discuss the answers
preferably a set of words that are connected in some with the class and clarify the difference in meaning with
way, for example by topic or part of speech. Students the verbs stop and remember.
have one minute to try to memorise the words. Answers
Tell them they can use any memory technique they Both forms can be used in sentences a, c, e and f.
like. After one minute, remove the words and ask
There is a change in meaning with f (remember).
students to write them down from memory. Who has
remembered the most words? In feedback, find out if
anyone has a good way to remember a set of words.

34 Unit 3
 3 Mind power

TEACHER DEVELOPMENT: LANGUAGE 4 Students discuss the sentences in pairs. In feedback, ask
different pairs to explain the difference in meaning in the
Verb + -ing form/infinitive sentences to the class.
With the verb remember, as well as the verb stop, there Answers
is a change in meaning when using the -ing form or the
1 different
infinitive:
a remember to = you have agreed to do it in the future
I remember cleaning the house = I cleaned the house
b remember putting = you did it and now have
and now I have a memory of it.
a memory of it
I remembered to clean the house = I cleaned the house
2 similar, but not the same
because I had agreed or promised to do it.
a try to do = do your best to achieve something
Peter stopped waving = Peter was waving and then he
stopped. b try walking = do something as an experiment to see if
it works
Peter stopped to wave = Peter was doing something
else, then he stopped doing it and then he waved. 3 different
You could demonstrate the differences in these two a stopped to chat = we saw each other then we stopped
meanings by using a timeline and asking students to what we were doing in order to chat
mark the actions in the order they happened. b stopped running = we were running then we did
Note that phrasal verbs formed by a verb and something else (sat down)
a preposition such as carry on, take up and keep on are 4 different
always followed by -ing. a means studying = signifies or involves studying
b mean to hurt = intend to hurt
2 Students put the verbs in the correct columns. Give 5 different
them time to check their answers in pairs and by looking a went on to talk = finished talking about one thing and
in the Grammar reference before discussing as a class. started talking about something else
Answers b went on talking = talked continuously for a long time
verb + -ing form: admit, avoid, consider, deny, feel like, 6 similar, but not the same
finish, include, keep on, recommend, risk, suggest, a like to study = it’s a habit you choose to do
take up b like meeting = it’s something you enjoy doing
verb + to-infinitive: afford, agree, decide, expect, help,
manage, promise, refuse, volunteer 5 Students decide if the sentences are correct and rewrite
verb + -ing form or to-infinitive with little or no any incorrect ones. Let students compare their answers
change in meaning: begin, bother, can’t stand, continue, in pairs before you check them with the class.
start Answers
3 Students complete the text. They check answers in pairs 1 stopped buying stopped to buy
before discussing as a class. 2 correct
3 went on to talk went on talking
Answers
4 correct
a to understand
5 correct
b to drive
6 mean being mean to be
c flying
7 stopped to buy stopped buying
d doing
8 remember to leave remember leaving
e hugging
9 stopped having stopped to have
f knocking
10 correct
g to sit
h to sign 6 Ask students to read through the prompts and
i eating give them a few minutes to think of their own answers.
j to be When they are ready, divide the class into pairs and
ask them to share their ideas. Invite a few students to
CULTURAL INFORMATION summarise what they found out about their partner.
Ask less confident students to prepare written notes first.
The Big Bang Theory is an American sitcom which first
Ask more confident students to improvise a variety of
aired in 2007. It focuses on the lives of a group of young
things to say.
physicists and some of the difficulties that they have in
social situations. It is currently in its ninth series and has FAST FINISHERS
featured some prominent scientists in cameo roles such
Ask students to think of some more speaking prompts
as Stephen Hawking and astrophysicist George Smoot.
using the verbs in exercise 2 that they could give
to the rest of the class, e.g. a restaurant you can
recommend, something you have promised to do this
week. Set these extra sentence prompts for the class
when they have finished the ones in exercise 6.

Unit 3 35
 Refer students to the Grammar reference on page 140 TEACHER DEVELOPMENT: STUDENT TRAINING
if necessary.
Phrasal verbs
HOMEWORK
Students should have a section of their vocabulary
Assign students page 22 in their Workbook or
notebook set aside for phrasal verbs. As the more
the relevant sections of the Online Workbook.
advanced rules for phrasal verbs are technical and tricky
to follow, make sure that students make a note whether
a phrasal verb is separable or not when they record them
Developing vocabulary p33 as new vocabulary. They should also note if they are
transitive or intransitive or both. It is helpful if students
Using phrasal verbs to talk about the mind include some example sentences to exemplify this.

FAST TRACK TEACHER DEVELOPMENT: LANGUAGE

You could ask students to do exercise 1 at home using Phrasal verbs
a dictionary if necessary. Check answers at the beginning Three-part phrasal verbs are never separable. However, it
of the class. is not easy to know when a two-part verb is separable or
inseparable, transitive or intransitive, so students need to
WARMER learn them in context. In two-part phrasal verbs in which
the particle is a preposition (reflect on, hit on, put on, etc.),
Write take on the board then elicit six to eight
the preposition has to come before the noun or pronoun,
‘particles’, e.g. at, on, up, in, over, off, back. Divide the
so these phrasal verbs are inseparable. In phrasal verbs
class into pairs or groups of three and give them four
with particles that are adverbs (catch on, come up, talk
minutes to write as many sentences as they can with
through, etc.), the noun or pronoun can go before or after
phrasal verbs with take and the different particles that
the particle, so these phrasal verbs are separable.
go with take. For example: I took the book back to the
library; Sony took over a small electronics company; The meaning of a two-part verb can vary depending on
Sam took on more work; Jill took up a hobby. After context or form. So, for example, you can pick up a cold,
four minutes, find out who has thought of the most a handbag or an idea, and pick up can also be used
sentences. They have to be correct! Repeat the activity intransitively to mean ‘improve’: The weather picked up.
with put, get or give.
EXTRA ACTIVITY
Phrasal verbs – the mind Before students do exercise 5, write the definitions
1 Students match phrasal verbs 1–8 with definitions a–h. (from the Answers below) on the board in random
Let them compare answers in pairs before discussing as order so that exercise 5 becomes a matching task
a class. (instead of students using dictionaries).

Answers 5 Students read through the sentences and check the

1 c 2 a 3 b 4 e 5 h 6 f 7 g 8 d meaning of the phrasal verbs. They then add the verbs
to the table in exercise 3.
2 Read through the instructions with the class and discuss
the first sentence as an example. Then ask students to Answers
look at the sentences in pairs and discuss the questions. look for – try to find
Answers stand out – be easy to notice because it is different
In sentences 1–7, all of the verbs have an object. In fit in – be accepted by a group of people
sentence 8 catch on is an intransitive verb and therefore get on with – have a good relationship with
does not take an object. take up – start a hobby or activity
With come up with and hit on, the object or object look down on – think you are better than
pronoun comes after the phrasal verb. work out – to calculate or find the answer to
Pick up is separable so the object can go before or write down – to write on paper
after the particle. If the object is a pronoun, it must go
Two-part Two-part Two-part Three-part
between the verb and particle.
phrasal verb phrasal verb phrasal verb phrasal verb
3 and 4 Students write the phrasal verbs first from (no object): (inseparable): (separable): (inseparable):
exercise 2 and then from exercise 1 in the correct
stand out, look for take up, get on with,
columns. Elicit and check the answers in open class.
fit in work out, look down on
Answers write down
Two-part Two-part phrasal Three-part
phrasal verb verb (separable): phrasal verb 6 Ask students to read the sentences and decide if the
(inseparable): (inseparable): word order is correct. You could encourage them to read
hit on pick up, piece come up with, them ‘aloud’ to themselves to see if they sound correct.
together, keep up with, Have them rewrite the incorrect sentences and compare
talk through leap out at answers in pairs before discussing as a class.

36 Unit 3
 3 Mind power

Answers WARMER
1 She listened to the song just once but picked up it
Ask students what games or puzzles are found in
picked it up immediately.
newspapers or magazines or as apps on their phones.
2 It’s a good idea to look patterns for look for patterns
Write a list on the board, e.g. crosswords, sudoku,
when you learn a new language.
quizzes, mazes, riddles, brain teasers, maths puzzles.
3 When he stopped thinking so hard about the Ask students if they ever do these puzzles or games.
crossword clue, suddenly the answer leapt him out at Which games do they play and why do they enjoy
leapt out at him. them?
4 I think we should talk through it talk it through with
Sarah before we make a final decision. 1 Students discuss the photo and the questions in
5 correct pairs.
6 I think I’ve hit a new way on hit on a new way to do
Suggested answer
these equations.
1 A game of sudoku.
7 I think I’m going to start playing chess. Do you want to
take up it take it up, too? 2 Students’ own answers
8 You need to go faster if you want to keep me up with
CULTURAL INFORMATION
keep up with me.
Sudoku is a type of number puzzle which was made
7 Give students time to read through the questions popular in Japan in the 1980s. In the mid-2000s,
and consider their answers individually. When they are it became successful everywhere and can now be found
ready, divide the class into pairs and ask them to share in newspapers and magazines worldwide as well as on
their ideas. Ask a few students to summarise what they phones and mobile devices. The aim is to fill a 9 × 9 grid
found out about their partner. with numbers so that each column, each row, and each of
the nine 3 × 3 boxes in the grid contain all of the digits
EXTRA ACTIVITY
from 1 to 9 without repetition.
Extend exercise 7 into a survey. Divide the class
into small groups and tell them that they all work 2 1.10 Tell students that they are going to listen to
for recruitment agencies. Ask them to think of five different people talking about their journey to work.
a job that they would like to recruit somebody for. Give them a minute or two to read through the two
It could be a traditional job (teacher, bank manager, tasks carefully and underline the important information.
etc.) or something more unusual (clown, astronaut). Play the track. Remind students not to make their final
The groups use phrasal verbs from the lesson to decision too soon as the real answer may come later in
write five questions to ask candidates for their job, the track. Let students compare answers in pairs, but
to help them find out useful information about do not confirm them at this point. See p142 for the
the candidates. When groups are ready, ask everyone audioscript for this exercise.
to stand up and mingle, interviewing two Answers
or three people from other groups by asking their
Task 1: 1 D 2 C 3 A 4 H 5 F
five questions. After a few minutes, students sit
Task 2: 6 B 7 C 8 A 9 G 10 D
down and compare their findings in their groups.
Each group has to decide who they are going to offer 3 1.10 Play the track a second time so that students
the job to. can check answers before confirming them in open class.

TEACHER DEVELOPMENT: STUDENT TRAINING

HOMEWORK
Listening distractors
Assign students page 23 in their Workbook or
the relevant sections of the Online Workbook. If the students found this task difficult, it is worth
researching the answers together in the audioscript to
see why they might have chosen a wrong answer. Ask
them to note the distractor at the start of each part of
Listening p34 the track and the piece of information that gives them
the correct answer. For example, for Task 1, the first
Listening for gist and specific information; using verb
speaker starts with the distractor ‘Being a writer’ but the
+ object + -ing form and infinitive
information ‘working in the maths department’ reveals
the correct answer.
FAST TRACK
You could ask students to complete exercises 5 and 6 4 What about you? Students discuss the questions
before the lesson. in pairs or small groups. Invite different students to say
what they think the benefits are and ask the rest of the
class if they agree.

Unit 3 37
 Grammar in context p34 Developing speaking p35

Using verbs + -ing form and infinitive Giving a structured presentation

1 Ask students to look at sentences a–g carefully and to

FAST TRACK
notice the verb patterns. Then ask them to put them in
the correct columns. Check answers in open class. Students could read the article in exercise 1 before
the lesson, so they are ready to do the speaking activity
Answers
at the beginning of class.
verb + object verb + object + verb + object +
+ -ing form: to-infinitive: infinitive without to:
WARMER
hear, catch ask, encourage, make, hear
Draw students’ attention to the photo and discuss it
allow, teach
as a class. What can they see in the photo and what
do they think it reflects? Extend the discussion to
TEACHER DEVELOPMENT: LANGUAGE a more general talk about the Internet. What do they
Verb patterns use the Internet for? Can they imagine not having
access to it? Ask them to work in pairs to make a list
Students simply have to learn and remember these verb
patterns. However, note that when the pattern verb + -ing of the top five uses of the Internet in the world today.
form is used, the verb in the -ing form is a repeated activity Elicit suggestions and write the most-suggested uses
or an activity with duration (i.e. it goes on for a period of on the board.
time before, during and after the action of the first verb).
An example of this is with the verb hear. I heard him Presentations – 1
arrive suggests that the speaker heard the whole act of
1 Students read the article quickly and find an answer to
arriving. I heard him arriving suggests that the speaker
heard a part of the process of arriving. the question. They compare answers in pairs before
discussing as a class.
2 Students put the verbs in the correct columns. They work Answer
in pairs, or work individually before checking in pairs.
Carr thinks that our increasing dependence on the Internet
Answers is altering the way our brains work and making us shallower
verb + object + -ing form: feel, find, notice, overhear, and less able to think deeply about things. Sir Tom
see, watch Stoppard and President Barack Obama agree with him.
verb + object + to-infinitive: advise, beg, choose, force,
inspire, invite, order, persuade, remind, tell, warn A
VOCABULARY FOCUS
verb + object + infinitive without to: feel, let, overhear, In the short text, there are a number of difficult words
see, watch
on a similar theme. Ask students to find:
3 Students complete the sentences and compare their ■ an adjective that means ‘not concentrating’ (distracted)
answers in pairs. ■ three adjectives that mean ‘not thorough’ (cursory,
Answers shallow, superficial)
1 advise, to do ■ two verbs that mean ‘criticise strongly’ (deplore,
2 asked, to help reproach)
3 let, rest ■ a verb that means ‘play with or change unnecessarily’
4 overhear, say/saying (tinker).
5 caught, solving
6 force, to read CULTURAL INFORMATION
7 feel, blow/blowing
Nicholas Carr (born 1959) is an American writer who has
8 encourages, to learn
written a number of articles and books on technology
and culture. In 2011, his book The Shallows: What
EXTRA ACTIVITY
the Internet is Doing to Our Brains was a finalist for
Ask students to produce some true, personalised the prestigious Pulitzer Non-fiction Prize. In 2014, he
sentences from these sentence starters: I once saw …; published his fourth book The Glass Cage: Automation
I remember overhearing my parents …; [name] and Us where he looks at the impact of computer
inspired me …; [name] encouraged me … automation on the human experience.
Sir Tom Stoppard (born 1937) is a British playwright
Refer students to the Grammar reference on page 140
whose works include Every Good Boy Deserves Favour,
if necessary.
Professional Foul, The Real Thing and Rosencrantz and
HOMEWORK Guildenstern Are Dead. His plays focus on themes of human
Assign students pages 23–24 in their Workbook rights and philosophy. He is also well known as a writer of
or the relevant sections of the Online Workbook. screenplays, notably for Brazil and Shakespeare in Love.

38 Unit 3
 3 Mind power

2 Students discuss the ideas in pairs. In feedback, try to give their presentation to the class (or all the students if
establish whether students broadly agree or disagree with time allows). Encourage the class to comment positively
Carr’s, Stoppard’s and Barack Obama’s ideas. on what they liked about the presentations that were
given.
FAST FINISHERS
Ask students to work in pairs to write a one-sentence TEACHER DEVELOPMENT: STUDENT TRAINING
statement, like the ones in exercise 2, which Class presentations
expresses their view on this subject. Presentations provide you with an excellent opportunity
to listen closely to a student’s spoken output, and
3 1.11 Tell students they are going to listen to students with an opportunity to listen closely to each
a student giving a presentation about the Internet. Play other. Exploit this opportunity by setting tasks for
the track. Students listen and answer the questions. They yourself and for students who are listening. For example,
compare answers in pairs before discussing as a class. ask them to prepare two questions about the content
See p142 for the audioscript for this exercise. that they would like the student giving the presentation
Answers to answer at the end. Make time for them to ask the
She thinks that the Internet has brought changes mainly questions. Listen and feedback on grammatical errors,
for the better. Her arguments are that the human brain or comment on errors of pronunciation or intonation at
adapts to change, that the Internet has improved our the end of the lesson. For less confident classes, you
minds and the way we think because we can concentrate could divide students into smaller groups and have them
on useful things and not just on memorising things, present to a smaller audience initially before building up
and that we can still read books in addition to using to the whole class.
the Internet. She also mentions that we read things more
superficially on the Internet. HOMEWORK

4 Students work in pairs to complete the Speaking bank Assign students page 25 in their Workbook or
with the expressions. the relevant sections of the Online Workbook.

Answers
Beginning your presentation: 1
Ordering your arguments: 3, 6
Developing writing pp36–37

Presenting opposing points of view: 4, 8 Writing a film review using useful expressions and
Responding to opposing points of view: 2, 5 words with prefixes
Concluding your presentation: 7, 9

5 In pairs, students decide on their point of view, FAST TRACK

then they follow the guide and make rough notes next Students work in pairs to rank the elements. In feedback,
to each guideline. Monitor and help with ideas and build up a class list on the board. Encourage them to
vocabulary. When students have finished making notes, further break up the points listed to come up with their list
ask them to think about the order of the different points of ten elements (not very important to very important), for
in order to prepare their presentation. Ask them to example they may consider the star/stars of the film to be
include phrases from the Speaking bank. more important than the supporting actors.

6 Students practise giving their presentations

in pairs. Encourage students to give constructive WARMER
criticism to support each other. Monitor and make Elicit the names of three or four films that are
further suggestions on how they might improve their currently popular and that many students have seen,
presentations. and write them on the board. Ask them to say what
sort of films they are, which actors are in them and
EXTRA ACTIVITY
to mention anything special or interesting about the
If students are still interested in this topic, you could films. Then divide the class into pairs and ask them
ask two pairs with differing views to make their to choose one of the films. They have to think of
presentations to the class. At the end, the class votes five adjectives to describe it. In feedback, elicit their
on which presentation was most convincing. adjectives, write the most interesting on the board
and ask students from other pairs to say whether they
PRACTICE MAKES PERFECT agree with the choice of adjectives.
7 Draw students’ attention to the statement in the box.
Give students time to consider their own response. With
a less confident class, invite students to call out their
ideas in favour of or against the argument and write
them on the board. Students then work individually
to prepare their presentation, using the ideas in the
Speaking bank and the guidelines in exercise 5. Monitor
and help. When they are ready, ask some students to

Unit 3 39
 A film review 4c Ask students to complete the sentences by adding
1 Students work in pairs to rank the elements. a prefix from exercise 4b to the given word. Let them
In feedback, build up a class list on the board. compare answers in pairs.
Answers
A
VOCABULARY FOCUS 1 co-starred
supporting actor [n]: actor with a smaller part than 2 sub-plot
the leading actor (or star) 3 underage
genre [n]: type of film 4 post-production
plot [n]: storyline of the film 5 unrealistic
soundtrack [n]: music and sounds used in the film 6 misinterpreted
setting [n]: place where the action takes place 7 remake
(e.g. an old hotel) 8 overcritical
location [n]: part of a country or city where the film is set
(e.g. Wyoming) A
VOCABULARY FOCUS
impenetrable [adj]: impossible to understand or solve
2 Students compare their ideas as a class and comment on
inseparable [adj]: impossible to separate
what they find most or least important.
miscast [adj]: given a role (in a film or play) which
EXTRA ACTIVITY the actor is not suitable for
overblown [adj]: exaggerated
As an alternative to exercises 1 and 2, do a pyramid
discussion. Ask students to first work in pairs to rank underrated [adj]: not given the praise or recognition
the elements. Then put them in groups of four so that the person deserves
that pairs can compare lists and negotiate a different unpredictable [adj]: being difficult to know what will
ranking. Finally, build up a final class list on the board happen next
with suggestions from each group of four.
TEACHER DEVELOPMENT: LANGUAGE
3 Ask students to look at the film poster. Have a brief class
discussion. What do they know about the film? What Prefixes
genre is it? Who stars in it? What do they know or can There are several negative prefixes although un- and in-
guess about its setting and special effects? Students are the most common. We use im- in front of adjectives
quickly read the review, choose a star rating and think beginning with m or p (immoral, impersonal) and il- in
about the questions. In feedback, discuss whether they front of adjectives beginning with l (illogical). However,
would like to see the film based on the review. this isn’t a strict rule (e.g. unpolluted, unlucky).
Prefixes can sometimes be hyphenated with adjectives
Answer
(post-modern), but usually they are not. When a prefix
The reviewer is very positive and calls the film
is added to a verb or noun, however, it is usual to have
a masterpiece so it is likely that he or she would give it
a hyphen (co-star, ex-footballer).
four or five stars.
See also the word formation guide on page 159.
CULTURAL INFORMATION
EXTRA ACTIVITY
The Theory of Everything was released in 2015. It starred
Eddie Redmayne (who won an Academy Award for Best Write cast, make, plot and star on the board and
Actor for his role) and Felicity Jones. It was a biopic of ask students to work in pairs and write a dialogue
the scientist Stephen Hawking, focusing on his early between two people discussing a film using
life and development of his career. Stephen Hawking the prefixes. Ask students not to mention the name
is a British theoretical physicist, arguably most famous of the film in the dialogue. Have students perform
for his book A Brief History of Time (1988) in which he their dialogues to the class for other students to
explains the Big Bang and black holes in terms that guess which film they are discussing.
non-physicists can understand.
5 Students look at the Writing bank in pairs and
discuss the meaning and use of the adjectives. Start by
VOCABULARY Word formation – prefixes
reading through the example in the speech bubble or
4a Ask students to look back at the text to try to guess provide an example of your own for another word. Elicit
the meaning of the words in the box before looking similar answers in open class.
in dictionaries. In feedback, elicit the meaning of each
prefix.

4b Students match prefixes with meanings and compare

answers in pairs.
Answers
1 f 2 g 3 h 4 j 5 d 6 a 7 e 8 i 9 l 10 b
11 k 12 c 13 m

40 Unit 3
 3 Mind power

Suggested answers A
VOCABULARY FOCUS
Disappointing – negative = not as good as you had
adaptation [n]: adapted from a book, TV series, game,
hoped for or expected.
etc.
Disjointed – negative = the parts don’t join together
box office [n]: literally, the room at the front of a cinema
clearly.
where you buy tickets; often used to refer to how much
Epic – positive = something that is on a very large scale. money a film makes when shown in the cinema
Far-fetched – negative = unbelievable, exaggerated, not cliffhanger [n]: a moment in or at the end of the film
very convincing. when something exciting is about to happen and there is
Fast-moving – positive = moves in a fast and exciting way. a pause before what happens is revealed
Flawed – negative = having mistakes. critic [n]: someone whose job is to write or broadcast
Gripping – positive = exciting or thrilling. their opinions about things such as books, films, or plays
Inspiring – positive = makes you feel very positive about masterpiece [n]: (one of) the best films made by
life, yourself, the future, etc. a certain director
Intriguing – positive = very interesting in that you don’t portrayal [n]: an actor’s interpretation of a person
know what’s happening, but you really want to find out. script [n]: written text of a film that actors learn
Light-hearted – usually positive = gentle, funny or not (critics) panned (the film) [v]: the film was heavily criticised
serious. (the story) unfolds [v]: the story gradually happens on
Low-budget – neutral (or sometimes negative) = didn’t the screen
cost very much to make. deliver a great performance [phr]: perform the role very
Memorable – positive = so good you will remember it. well
Mesmerising – positive = so interesting and/or (the film) received rave reviews [phr]: it had very good
complicated that you can’t stop watching even though you reviews
are being carried along without knowing what’s happening. get a lukewarm reception [phr]: lukewarm means ‘slightly
Mind-blowing – positive = really amazing. warm but not warm enough’; so here, it means the film
Moving – usually a positive = makes you feel very sad or wasn’t heavily criticised but wasn’t highly praised either
sentimental. a box-office smash [phr]: a film that is a big success (lots
Risqué – positive or negative = a little bit controversial of people watch it)
or daring.
Thought-provoking – positive = makes you think 7 Give students a few minutes to think of a film they have
seriously about something. seen recently. Elicit ideas to start them off then ask them
Up-and-coming – positive = a person who doesn’t have to make notes for each of the headings in the paragraph
much experience of something but who is talented and plan, helping with ideas and vocabulary. Remind
likely to get better or become more well known. students to use vocabulary from the lesson.

FAST FINISHERS 8 Students work in pairs, taking turns to describe their

films using their notes. Encourage them to comment on
Students work in pairs to match the adjectives to
each other’s performance. This is a lead-in to the writing
films they know.
task, so encourage students to gather as many ideas or
suggestions from each other as they can.
6 Students work in pairs to match words and expressions
from the Writing bank to the definitions and explanations. TEACHER DEVELOPMENT: LANGUAGE
Ask them to check that they understand the other words
in the Writing bank using their dictionary if necessary. Present tenses
Students should use the present simple to talk about
Answers
their films. We use the narrative present in stories and
1 risqué jokes and when talking about the plots of books and
2 a box-office flop films because it gives a sense of immediacy, i.e. the
3 bombed information is generally true if you see the film now.
4 up-and-coming
5 sequel PRACTICE MAKES PERFECT
6 grossed 9 Ask students to use their notes to write a film review.
7 hit the big screen Remind them to include suitable words and expressions
8 cliché from the Writing bank. Refer students to the Writing
bank on page 163 for a model text and additional tips.
9 received rave reviews
10 twists and turns
11 far-fetched
12 gripping, mesmerising

Unit 3 41
 TEACHER DEVELOPMENT: STUDENT TRAINING Suggested answers
Improper diet: too much sugar / too much fat / too little
Peer reviewing fruit; too much stress; lack of sleep
If students write in class, ask them to exchange their first
drafts with a partner and to comment on their partner’s EXTRA ACTIVITY
work, commenting particularly on the paragraph layout Ask students to work in small groups and to talk
and use of adjectives to describe the film. Students are about how they might recognise whether a lecture/
then ready to write a final draft. Set this for homework. speech is informative, persuasive, serious or
entertaining, and what the characteristics of different
HOMEWORK styles of formality are (very formal, formal, informal,
Assign students page 26 in their Workbook or very informal). Ask students to think of people
the relevant sections of the Online Workbook. they know (teachers, public speakers, television
personalities, etc.) who model these different styles.
After they have finished, ask random students to
share their ideas with the class.
Integrating skills p38

Lifestyle diseases 2 1.12 Tell students they are going to listen to

a lecture on lifestyle diseases. Ask one student to read
the questions to the group in order to make sure they
WARMER
all understand the vocabulary. Play the track once.
To introduce the topic, write the following words Check the answers as a class. See pp142–143 for
on the board: depression, heart disease, high blood the audioscript to this exercise.
pressure. Ask students to work in groups of three
Answers
and to think about what these three diseases have in
common. When they have finished, elicit ideas from 1 
a doctor/teacher at the local medical school, who is
a few groups. Write the most interesting suggestions speaking to a group of secondary school students
on the board and have a short class discussion in 2 all of the diseases are mentioned
which students can express their opinions. 3 informative, quite informal

Suggested answers
KEY SKILLS
They are all common in many developed countries /
in Poland. They all are connected to a person’s hectic In exercise 3, students are expected to complete
lifestyle or stress. notes while listening to a recording. It is one of the
key skills in the new curriculum. In order to develop
EXTRA ACTIVITY the skill of note taking, it is worth encouraging
students to take their own notes while listening
Write the following on the board: A LIFESTYLE
before they complete the actual gaps. In order to do
DISEASE IS ... Ask students to work in groups of
so, ask students to listen to the recording and write
three and to finish the sentence in at least two
down some of the key points from the talk using only
different ways. When they have finished, elicit ideas
three-word notations (i.e. each information has to be
from random groups. Write the most interesting
expressed in three words). Play the track once. Then,
suggestions on the board and have a short class
give students time to make sure the notations are
discussion in which students can give their reactions.
the required length. After that, elicit answers from
random students.
Suggested answers
A lifestyle disease is a result of an individual’s lifestyle. 3 1.12 Direct students’ attention to the notes
A lifestyle disease is caused by the way people live. in exercise 3. Ask them to try to recall the missing
1 Direct students’ attention to the definition in information from the recording in exercise 2. Allow
exercise 1. Ask them to work in pairs, read it, and discuss students to brainstorm ideas in pairs. Then, play
if the accompanying conditions could be classified as the track. Ask students to compare their answers in pairs.
lifestyle diseases. After students have finished, elicit Then, check the answers together as a class.
ideas from random individuals. See pp142–143 for the audioscript to this exercise.
Answers
EXTRA ACTIVITY
1 sedentary 2 processed
As a follow-up to exercise 1, ask students to remain 3 mental well-being / mental health
in the same pairs and to talk about what elements 4 stomach and back 5 preventing
of people’s lifestyles might have a negative
influence on their health and lead to an increased
likelihood of certain diseases. After students have
finished, elicit ideas from random students.

42 Unit 3
 3 Mind power

4 Ask one student to read the questions in exercise 4

to the class. Make sure the group understands their Skills Checkpoint Unit 3 pp40–41
meaning. Then, ask students to work in small groups and
answer the questions. Circulate and monitor to ensure FAST TRACK
that all students have a chance to talk and provide them
with relevant vocabulary if necessary. After they have You could ask students to write the assignment
finished, ask individual students to share their ideas with in exercise 5 as homework.
the whole class. Encourage a group discussion.
Rozumienie ze słuchu
EXTRA ACTIVITY
WARMER
As a follow-up to exercise 4, ask students to again
work in small groups and to give examples of good Ask students to work in pairs and to make a list of
(or bad) habits that parents, teachers, peers or five things they do in order to help them remember
celebrities promote. Ask students to give examples information or study better. When they have finished,
from their own childhood and early teenage years. elicit five of the most popular methods and write
After they have finished, ask individual students to them on the board. Finally, have a class vote on
share their ideas with the whole class. Encourage the strategies most often used – each student is
a group discussion. allowed to vote twice. Write down the results of
the vote on the board.
5 Draw students’ attention to the photos and the title
of the poster. Have them work in pairs in order to predict EXTRA ACTIVITY
what is being promoted. Elicit ideas from random pairs.
With their books closed, students listen to the four
Then, ask students to read the text in order to check
texts and take notes. They should then open their
their predictions and to discuss the questions below.
books and find out if, based only on their notes, they
When they have finished, nominate a few students to
can answer any of the questions in exercise 1.
share their answers with the class.
Answers 1 1.13 Tell students they are going to listen to four
1 a people talking about different strategies for learning and
2 and 3 Students’ own answers memorising information. Give students 30 seconds to
read the statements. Play the track twice. Ask students
EXTRA ACTIVITY to write their answers in their notebooks and to compare
Divide students into four groups and ask them to them in pairs. See p142 for the audioscript to this
make a list of expressions that might be used to exercise.
develop one of the bullet points in the instructions to Answers
exercise 6. 1 E 2 A 3 D 4 B

Suggested answers EXTRA ACTIVITY

The aim of the workshop is to learn how to plan an
To prepare students for exercise 2, have a short
exercise programme for beginners.
discussion about the topic of the text. Ask students
In the workshop, you can learn how to cook simple, easy if they know who Sherlock Holmes is. Draw their
to prepare, healthy dishes. attention to the picture and ask them if they know
After the workshop, you will be able to handle stress the series Sherlock. Elicit ideas from the class. Then,
better and relax more quickly. have students do exercise 2.
You need to bring your own exercise mat and wear
loose-fitting clothes.
Rozumienie tekstów pisanych
6 Tell students to read the instructions to exercise 6. 2 Focus students’ attention on the title of the text and ask
Ask them to come up with ideas about what a workshop them to guess what the palace in your mind might refer
(one of the workshops mentioned in exercise 5 or to. Then, based on their response, ask them to predict
a workshop on a similar topic) should include, and what what the text might be about. Students then skim
a video encouraging their schoolmates to take part read the text and check to see if their predictions were
should contain. correct. Have them work individually and complete the
HOMEWORK gaps in the text with the missing sentences. Ask students
to compare their answers in pairs. When they have
Assign students the project in exercise 6 on page 38. finished, check the answers as a class.
They can then present it to the class during the next
lesson. Answers
1 C 2 E 3 B 4 A

Unit 3 43
 EXTRA ACTIVITY Model text
As a follow-up to exercise 2, ask students to find It is commonly believed that most films and TV series
the words or phrases which helped them decide serve as entertainment in order to make the audience
which sentence fits each gap (for example, in gap 1, laugh, cry or feel afraid. However, another view claims
in sentence C he refers to Holmes, and this theory that films and TV series also have an educational value
refers to a man’s brain being like an empty attic, as they may generate interest in a particular topic or
which you stock with such furniture as you choose). subject, and even encourage viewers to search for more
Ask students to compare their answers in pairs. information. Let us have a more detailed look at the two
When they have finished, check the answers as sides to this argument.
a class. Doubtless, the main aim of producing any film or TV
series is to provide entertainment. If a film or series
fails to do that, it may turn out to be a flop. That is why
Znajomość środków językowych filmmakers and series producers need to employ an
3 Ask students to work individually in order to write the impressive cast of actors, and have to come up with
missing parts of the sentences. Then, in pairs, they gripping plots and mind-blowing special effects, as they
should swap their notebooks and correct any mistakes. have done in the Avengers series. The result is that the
When they have finished, ask one student to read their viewer is moved and excited, but have they really learnt
sentences to the class. anything?
Answers On the other hand, some films and TV series, such as
1 went on to check the biographies of famous people or crime stories,
2 can’t bear studying/to study can lead to a desire for more information about the
characters or facts presented. To illustrate this, two series
3 mean not seeing/going without
that I watch, Supergirl and Flash, generally considered to
4 encourages us to watch
belong to the category of action/adventure/superhero,
5 (ever) considered making have made me extremely interested in physics, especially
4 Direct students’ attention to the text in exercise 4. time travel and the existence of parallel worlds.
Tell them to read the text and to try to guess what To sum up, it seems that a good film or series may offer
parts of speech might complete each gap. Add that it more than just entertainment. In fact, when they are
is sometimes useful to translate the sentence or phrase well-written, they may not just give you thrills or make
containing a gap into Polish in order to find out what you laugh, but also let you think or find out more about
information is missing. Then, ask students to complete a certain subject.
the gaps in their notebooks. Check the answers as a class.
Answers Wypowiedź ustna
1 makes/helps/means/lets
EXTRA ACTIVITY
2 keeping
Have students look at the categories to be discussed
3 recall/remember
and to make a list of five phrases they might use
4 down
while discussing each point.
5 leap
6 In pairs, students act out the conversation. Then,
Wypowiedź pisemna have them swap roles. Afterwards, ask some students to
model the conversation in front of the class. If necessary,
EXTRA ACTIVITY
encourage a class discussion about the usefulness of the
To prepare students for the writing task, ask them course.
to think about any film or TV series they have seen
which triggered interest in the subject or topic, and/ HOMEWORK
or encouraged them to look for more information on Assign students page 27 in their Workbook
the subject/topic. Then, ask them to make a list of or the essay in exercise 5.
the subjects/topics. Set a time limit of one minute.
After students have finished, put them into small
groups in order to talk about how far they agree with
the opinion that films and TV series are not simply
SELF-ASSESSMENT UNIT 3
a form of entertainment, but can also generate Ask students to assess their own skills by giving themselves
interest in a particular subject or topic. After students a mark from 1–4. Remind them it is important to be honest.
have finished, elicit opinions from random individuals. You might ask students to add one or two other things they
can do to the list.
5 Before students start writing their essay, ask them to In pairs, students discuss how they can improve in the
go over the instructions in pairs and brainstorm some areas where they’ve given themselves lower marks. When
arguments for and against the opinion expressed in they have finished, elicit ideas from random students and
the task. Circulate and help students with ideas and encourage a class discussion.
vocabulary if necessary. Then, give them enough time to
write the essay.

44 Unit 3 Photocopiable Checkpoint B2+ Teaching notes © Springer Nature Limited 2016 & Macmillan Polska 2021
4 Mad
science
KEY LEARNING OUTCOMES
Students will be able to:
■ talk about possible, imaginary and impossible ■ read specialised articles critically
situations and their consequences using different ■ interpret and talk about statistics, extracting ideas
types of conditional structures and incorporating personal reactions
■ understand written and spoken texts on scientific ■ express opinions, contrasts and consequences
research in for-and-against essays
■ talk about biology and scientific research using
a scientific vocabulary, adjectives and compound nouns DIGITAL OVERVIEW

UNIT OVERVIEW
Biology and scientific research
Presentation Kit
Causes, reasons and results
Vocabulary / ▶ Life skills video: Reading articles critically
Compound nouns and adjectives
Developing ▶ Interactive versions of Student’s Book activities
vocabulary ▶ Integrated audio and answer key for all activities
Modifying mosquitoes ▶ Workbook pages with answer key
CRITICAL THINKING Thinking about
Reading the right to and consequences of
eliminating species from the planet Teacher’s Resource Centre
Conditionals (zero, first, second, third)
▶ Life skills video: Reading articles critically
Unless, in case, provided that, I wish/ ▶ Grammar communication activity Unit 4:
Grammar in if only Conditional chains
context Mixed conditionals ▶ Worksheets for this unit, including:
– Grammar Practice worksheet Unit 4
Extinct animals
– Culture worksheet Unit 4
Listening – Life skills video worksheet 4
Talking about statistics

Developing
speaking

A for-and-against essay

Developing
writing

Ethical problems
Integrating
skills

TESTING AND ASSESSMENT

Resources for measuring student progress

▶ Test Generator Units 1–4 ▶ Printable test Unit 4

Unit 4 45
 2 In pairs, students read the article headline and
Reading pp42–43 discuss what information they expect to read in the
article.
Talking about biology and scientific research; reading
for global understanding and for specific information 3 Students read the article quickly, ignoring the gaps.
Ask them to summarise the main points and elicit their
ideas in open class.
FAST TRACK
Suggested answers
You could ask students to complete exercises 1a and
Malaria is still prevalent in sub-Saharan Africa with a child
1b at home before the lesson, allowing them to use
dying every minute.
dictionaries if necessary. Correct the exercises at the
beginning of the lesson and work on the pronunciation of Genetically modified mosquitoes could lead to an end
difficult words. to malaria by eliminating the female mosquitoes which
transmit the disease.

WARMER TEACHER DEVELOPMENT: STUDENT TRAINING

Draw students’ attention to the title of the unit and
Reading methods
ask them to discuss in pairs what they think the
unit will be about. Ask students what topics and There are different ways of approaching this type of task.
vocabulary they think they will encounter in the unit. If students are used to doing jigsaw readings, elicit good
Elicit ideas in open class. suggestions. One approach is to read the introductory
paragraph first and to predict what information they
expect to read about in the rest of the text. Then
VOCABULARY Biology and scientific research read paragraph 1 of the text. Stop reading the text at
this point, read paragraphs A–F and choose the one
1a Students match the words in the box with the definitions.
which best fits the first gap. Repeat with the remaining
Answers paragraphs in the text.
1 transmit (a disease)
2 species 4 Ask students to read the article again and choose the
3 parasite correct paragraphs for each gap. Let them compare and
discuss their answers in pairs before you check them.
4 resistant
5 prevalent Answers
6 genetic engineering 1 D 2 E 3 B 4 C 5 F 6 A
7 contract (a disease)
8 chromosome EXTRA ACTIVITY
9 enzyme Divide the class in to two equal groups and tell them
10 genetically modified they are going to debate on the pros and cons of
GM-food. Assign a ‘side’ to each group and give
EXTRA ACTIVITY them time to prepare their arguments. Ask one
person in the group to make notes. One person from
Read out the words in exercise 1a and have
each side has to give an opening speech outlining
students mark the stress. Then conduct an oral drill
their argument. Following this, each side puts
to consolidate the pronunciation (see Answers in
questions to the opposing side to which anyone can
exercise 1a above for stress). Note that the stress in
respond. Help students keep the debate going where
contract is on the second syllable in this instance as it
necessary. At the end, have students vote on which
is a verb.
side they support.

VOCABULARY Biology and scientific research 5 Students look back at the article to find the words and
numbers in the box. Ask them to explain who or what
1b Students complete the sentences with the correct form they are and why they are significant.
of words from exercise 1a.
Answers
Answers
I-Ppol: the enzyme used in the DNA cutting process –
1 chromosomes essential for the process
2 genetically modified Dr Nikolai Windbichler: lead researcher from
3 transmit the Department of Life Sciences at Imperial College
4 resistant London – leading the research programme
5 contracted 627,000: deaths from malaria per year – high figure,
6 Genetic engineering large proportion of health care spent on malaria cases
7 Enzymes GMEP: a previous programme, halted through lack of
8 Parasites funding – research could have come earlier
9 species $12 billion: lost productivity due to malaria – economic
10 prevalent implications of this

46 Unit 4

 4 Mad science

Pirbright Institute: say mosquitoes not vital to

ecosystems – shows there shouldn’t be any long-term
Grammar in context p44

negative effects Using conditionals and other conditional structures to

talk about possible future situations
FAST FINISHERS
Have students find three new words or phrases in the FAST TRACK
text (not the underlined ones) and find definitions for
In addition to testing before you teach as part of the
them. Have them teach the rest of the class.
lesson, you could ask students to complete exercise 1 at
home. You can then correct answers at the beginning of
6 CRITICAL THINKING Give students time to read through
the lesson and assess their level of understanding.
the questions and consider their answers individually.
Then invite them to share their ideas with the rest of the
class. Test before you teach
Write the following situations on the board:
Example answers
I’ve lost my house keys again!
No, I don’t think humans have the right to do it, even
I don’t often have time to go to the gym.
though it might benefit our species and may make things
better for us. Also, if you eliminate a whole species such I forgot to give my friend a present on her birthday.
as mosquitoes, other animals who relied on mosquitoes My students are doing well. They read a lot in English.
for food may also become extinct. Ask students to take a moment to think of things they
could say about the situations, possibly a comment,
7 Encourage students to guess the meaning of the a piece of advice or a regret. Ask them to use conditional
underlined words in the text, from the context. Then forms. After a couple of minutes, invite students to
allow them to use a dictionary to check their answers. make their comments. Make a note of how well they can
Answers manipulate conditional forms. If they seem to be familiar
wipe out = to destroy, get rid of with their use, then move through the Grammar guide
offspring = the baby or babies of an animal exercises quickly in open class.
die out = to become weaker or less common and then
disappear completely Conditionals
paves the way = to create a situation that makes it
possible or easier for something to happen 1 Ask students to look at the sentences and answer
the questions.
rebound = to return to a better level or position
keystone = something that is very important Answers
setback = a problem that delays or that stops progress 1 zero conditional = if + present simple, present simple
niche = a small hole or space first conditional = if + present simple, will + infinitive
tackling = to make an organised and determined second conditional = if + past simple,
attempt to deal with a problem would + infinitive
self-sustaining = independently providing the conditions third conditional = if + past perfect,
in which something can happen would have + past participle
2 zero for situations that are generally or always true;
8 What about you? Students discuss the questions in first conditional – to talk about possible and probable
pairs or small groups. Have a class feedback session and situations in the future, and their consequences;
see which are the most popular and effective ways of
second conditional – to talk about imaginary or
dealing with mosquitoes. You could expand question 2
improbable situations and their consequences;
by asking students which areas, if any, of research they
would like to work in and why they think it would be third conditional – to talk about imaginary
most interesting. or impossible situations in the past and their
consequences
HOMEWORK 3 a first conditional b second conditional
Assign students pages 28–29 in their Workbook or c zero conditional d third conditional
the relevant sections of the Online Workbook.
TEACHER DEVELOPMENT: LANGUAGE
Conditionals
Zero conditional
If + present simple, present simple
We use this form to describe general truths. (If you heat
ice, it melts.)
First conditional
If + present simple, will + infinitive
We use this form when the condition is possible or likely.
(If you invite Joe, he’ll come to the party.)

Unit 4 47
 Second conditional TEACHER DEVELOPMENT: LANGUAGE
If + past simple, would + infinitive Other conditional structures
We use this form when the condition is impossible or a In terms of form, Supposing or Suppose is used
unlikely. (If you were the president, what would you do in place of If. In terms of use, supposing/suppose
about the national debt?) introduces a hypothetical situation. We are then
Third conditional invited to weigh up whether this situation is desirable.
If + past perfect, would have + past participle With supposing/suppose, the situation it introduces
We use this form to talk about a hypothetical situation is possible but not very likely. It is not a conditional
in the past. (If you had invited me, I would have come to sentence, which works by specifying that for one
the party – but you didn’t invite me.) situation to apply a condition has to be met.
b In terms of form, Provided that, Providing that or
Mixed conditionals
As long as are used in place of If. In terms of use, these
We use mixed conditionals usually when the condition is phrases introduce a possible situation. This situation is
in the past, but the result is in the present and vice versa. more likely than if it had been introduced by supposing/
(If I hadn’t passed my exam, I wouldn’t have this job. suppose, as in structure a. The situation is a condition
If I knew where my key was, I wouldn’t have called you.) for the situation in the main clause to apply.
c Unless means If not, so Unless we try has the same
2 Students complete sentences with the correct form of
meaning as If we don’t try.
the verb. They check answers in pairs before discussing
as a class. d in case means because maybe
e We use If only/I wish + past form to say that we want
Answers
a present situation to be different.
1 wouldn’t have appeared
f We use If only/I wish + past perfect form to express
2 is regret that a past situation was not different.
3 weren’t
4 should/will get 5 Students follow the instructions and complete the
5 hadn’t been sentences. They check answers in pairs before discussing
6 will help as a class.
7 would be Answers
8 hadn’t been 1 providing/provided that you
2 Unless they succeed, they may lose
EXTRA ACTIVITY 3 I wish we had seen
Students label the type of conditional that appears in 4 Suppose we can stop the situation
the sentences in exercise 2. 5 in case you need me
6 as long as you have
3 Students rewrite the sentences using conditionals and
compare answers in pairs. FAST FINISHERS
Suggested answers Ask students to rewrite some of the sentences
1 If my brother gets good marks, he will be able to study in exercise 5 using other conditional structures.
medicine next year. Alternatively, ask students to write sentences that are
2 If I had known you were at home last night, I would true for them using if only, unless, as long as, in case
have called you for help with my homework. and I wish.
3 If you don’t water plants, they die.
4 If scientists had would (be able to) do more research. 6 Students complete the sentences with their own
ideas and then discuss their ideas in pairs.
5 If I hadn’t read this article, I wouldn’t have known /
wouldn’t know about this breakthrough. EXTRA ACTIVITIES
6 You’ll enjoy this film if you like sci-fi.
1 Divide the class into groups of 4–6. Give students
7 If people read stories in the newspapers, they usually
the following situation:
believe them.
‘It’s 1st May and you are all about to set off on an
8 If I wanted to do research on animals, I’d be a scientist.
expedition across an unexplored region of the
Amazon rainforest. Is everybody ready? Have all
Other conditional structures the preparations been made? Discuss.’ Give less
confident students some examples before they
4 Ask students to discuss the use of the conditional structures
start, e.g. Provided that we have remembered to
in pairs or small groups. Alternatively, you might want to
bring a compass, we won’t get lost. Unless we are
discuss these as a class. Monitor and answer any queries.
very unlucky, it won’t be too cold.
Encourage students to express the sentences using different
words to make sure that they understand their meaning. The groups discuss the situation using conditional
structures for five minutes. Then give them this
new situation:

48 Unit 4
 4 Mad science

‘It’s 1st June and you are all lost in the middle of TEACHER DEVELOPMENT: LANGUAGE
the Amazon rainforest with little food reserves left. Compound words
What went wrong? What can you do? Discuss.’ Note that compounds can be formed by joining two very
After groups have discussed again, elicit any different parts of speech, e.g. mainstream is an adjective
explanations or solutions they came up with. formed by adjective + noun, whereas breakthrough is
Comment on any correct or incorrect uses of a noun formed by verb + preposition. There are no useful
conditional forms. rules to help students know when a compound word
2 Have a mock (or real) election for a class president. should be written as one word, one hyphenated word or
Put students in groups of four or five and ask two words. They simply have to be learnt.
them to choose one person to represent them.
Ask them to come up with 8–10 policies of things 2 Read through the instructions with the class and have
they would do or change in the class if they were them work in pairs, or work individually before checking
elected, reminding them to use the conditionals with a partner.
they have learnt in the lesson (e.g. If I were class
Answers
president, I would organise some social activities
1 e, 2 words, compound adjective
for after school, etc.). At the end, have students
vote for someone (not their own candidate), and 2 f, 1 word, compound noun
count up who has the most votes. 3 g, hyphenated, compound adjective
4 a, 1 word, compound noun
Refer students to the Grammar reference on page 142 5 b, 1 word, compound adjective
if necessary. 6 c, 1 word, compound noun
HOMEWORK 7 h, 1 word, compound noun
Assign students page 30 in their Workbook or 8 d, 1 word, compound adjective
the relevant sections of the Online Workbook. 3 Students complete the sentences with the compound
nouns from exercise 1 and compare answers in pairs.
Answers
Developing vocabulary p45
1 outset 2 outcome 3 crackdown 4 outbreak
Using compound nouns and adjectives to complete 5 cutback 6 outlook 7 feedback 8 drawbacks
a news story
EXTRA ACTIVITIES
1 Test these compound nouns by writing the following
FAST TRACK
words at random on the board: break, through, life,
You could ask students to complete exercises 1 and 2 span, worth, while, crack, down, out, look, set, break,
at home. At the beginning of the class, check their draw, back, feed, cut. Divide the class into small
answers before they continue to the completion activity teams, A, B, C, etc. Team A choose two words to
in exercise 3. make a compound. They have to provide a sentence
that shows its meaning. If correct, they score a point.
WARMER The game passes to Team B, who repeat the activity,
and so on. Continue until all the combinations are
Remind students what compound nouns and used up. The team with the most points at the end is
adjectives are by giving them some examples, e.g. the winner.
last name (n), last-minute (adj). Write the word life
2 Play Pelmanism. Write the words from exercise 2 on
on the board and ask students to work in pairs or
small cards. Divide the class into groups of four and
small groups to think of as many compound words as
hand each group a set of cards. They spread all the
they can beginning with life. Set a time limit of two
cards out face down on the table. The first student
minutes and find out which pair or group comes up
in each group turns over two cards. If they can make
with the most words.
a compound with the two words and can make
Suggested answers
a sentence with the compound in it, they can keep
lifebelt, lifeboat, lifebuoy, life cycle, lifeguard, the cards. If not, they have to replace the cards face
life insurance, lifejacket, lifelike, lifeline, lifelong, down on the table. Play continues round the group,
life-size, lifespan, lifetime with the next student picking up two cards, and so
on. The student with the most cards at the end is the
Compound nouns and adjectives winner.
1 Students match the compound nouns with their
meanings. If they find it difficult, allow them to use 4 Draw students’ attention to the image and title and ask
dictionaries to check their guesses. As you review the them what they think the news article might be about.
answers, check their pronunciation to make sure they are Students then complete the compound nouns and
stressing the first word. adjectives in the news article. Point out the initial letters
in each gap.
Answers
1 g 2 f 3 b 4 h 5 a 6 e 7 c 8 d

Unit 4 49
 Answers Answers
a breakthrough 1 c 2 a 3 c 4 a 5 c 6 b
b genetically modified
c offspring EXTRA ACTIVITY
d outset Hand out copies of the audioscript and have students
e drawback practise reading the dialogue in pairs. Have students
f lifetime write two more questions and answers to add to
g worthwhile the interview.
h high-risk
i crackdown A
VOCABULARY FOCUS
j outcome In the recording there are a number of useful words
specific to the context: fossils, global warming carbon,
FAST FINISHERS specimens, ecosystem. Write them on the board and ask
Ask students to choose three of the words from students to say what they refer to and how they relate to
exercise 4 and write new sentences using them. the text.

HOMEWORK EXTRA ACTIVITY

Assign students page 31 in their Workbook or Ask students what they know about the following:
the relevant sections of the Online Workbook. test tube babies (1978)
Dolly the sheep (the first cloned mammal in 1996)
GM crops (begun in the 1990s)
Listening p46 Editing DNA to prevent the spread of hereditary
diseases (begun in 2010s)
Listening for opinion, gist and specific information; Ask them if they know about any other breakthroughs
using mixed conditionals in genetic engineering and encourage them to
predict further breakthroughs that might be made in
FAST TRACK the future.
Have students make note to their answers for exercise 1
3 In pairs, students discuss the questions. Refer
before the lesson so they can start the task straight away.
students back to the animals mentioned in the warmer
You could also have students read through the listening
if they need some ideas. You could have a class vote on
questions in exercise 2 and check they understand all the
the most popular animal to bring back from extinction.
vocabulary.
GRAMMAR Mixed conditionals
WARMER
4 Students look at the sentences and answer
Write the following extinct creatures on the board: the questions.
woolly mammoth (extinct between 14,000 and 11,500
years ago) large sloth lemur (1500s extinct), Neanderthal Answers
man (extinct about 40,000 years ago), cape lion (1860 1 Mixed 2 a, b 3 c
extinct), dodo (1662 last sighting, extinct shortly after
this in 17th century), sabre-toothed tiger (extinct about TEACHER DEVELOPMENT: LANGUAGE
12,000 years ago). Ask students to work in pairs and Mixed conditionals
guess the connection between the creatures. If they
Mixed conditionals usually combine the second and
guess correctly, ask them which they think was the first
third conditional and are used to describe an imaginary
and the last to become extinct.
present condition and its imaginary consequence in the
Answers
past.
They are all extinct. The first to become extinct was
If + past simple, … would/wouldn’t have + past participle
the Neanderthal man, the most recent from this list
was the cape lion. If + past perfect, … would/wouldn’t + infinitive

5 Students choose the correct alternative and compare

1 In pairs, students discuss the questions. In feedback, answers in pairs before discussing as a class.
encourage them to share their opinions.
Answers
2 1.14 Tell students they are going to listen to 1 choose 2 be 3 have gone 4 feel
a podcast about bringing animals back from extinction. 5 hadn’t lived 6 speak 7 be 8 hadn’t lost
Allow them time to read through the questions and
options first. Ask them what they predict they will hear
from the questions. Play the track. Students listen and
choose the correct options. They compare answers in
pairs before discussing as a class. See pp143–144 for
the audioscript for this exercise.

50 Unit 4
 4 Mad science

6 Give students time to read through the questions Suggested answers

and consider their answers before they ask and answer Image A is a bar chart. It shows a diagrammatic
the questions in pairs. Nominate students to report their comparison of statistics ...
partner’s answers to the class. The blue line in graph B shows that in 2008 13% strongly
agreed that scientists made ...
EXTRA ACTIVITY
4 Students work in pairs to interpret and discuss the
Ask students to look at exercise 5 again and to
information in the charts and graphs. Ask students what
rewrite the second half of the sentences, making
they found surprising, shocking or predictable and to
them true for them where possible.
give their reasons why.
Refer students to the Grammar reference on page 142 5 1.15 Tell students they are going to listen to four
if necessary. students talking about the same charts and graphs. Play
HOMEWORK the track. Students listen and discuss the question in
pairs. In feedback, elicit the different words and phrases
Assign students pages 31–32 in their Workbook
the speakers use to interpret the data. See p144 for
or the relevant sections of the Online Workbook.
the audioscript for this exercise.

TEACHER DEVELOPMENT: LANGUAGE

Developing speaking p47
Fact vs opinion
Talking about statistics Note the language used to introduce the information in
the charts and graphs in the audio:
■ This shows that …
FAST TRACK
■ You can see from this graph that …
You could ask students to complete exercise 1 at home ■ In this chart you can see that …
before the lesson. To check answers at the beginning
■ The table shows that …
of the lesson, read out each type of chart or graph in
exercise 1 and ask for a show of hands for A–D to check Note the language used to introduce personal opinions:
their understanding. ■ The interesting thing in my opinion is that …
■ Personally, I’m not too surprised that … because …
WARMER
■ I think it’s positive to see that …
■ Actually, when you look closely, …
Write the following well-known expression on the ■ I suppose that this reflects the fact that …
board: There are three kinds of lies: lies, damned
■ I reckon* that this shows that …
lies, and statistics. Ask students what they think the
expression means. In what ways do statistics lie?
■ I’m not really surprised by this difference, given that …
Suggested answers ■ What I find interesting is that …
The expression refers to how statistics are used * I reckon (British English) = I think. The American English
persuasively by people in authority to support weak equivalent = I guess.
arguments or policies. (It is commonly attributed to
PRACTICE MAKES PERFECT
Benjamin Disraeli, a famous 19th-century British prime
minister.) 6 Students work in pairs. They study the charts and
graphs on page 156 and briefly prepare what they are
going to say. They need to use the words and phrases in
Talking about statistics the Speaking bank to talk about the data and to express
1 Students match 1–8 with charts and graphs A–D and their opinion. Students take turns to describe and react
compare answers in pairs. to the statistics.
Answers
EXTRA ACTIVITY
1 A 2 C 3 D 4 B 5 C 6 B 7 D 8 A, B, C
Have students conduct a class survey on a topic of
2 Students work in pairs to carefully read the phrases their choice (e.g. attitudes towards science; areas of
in the Speaking bank and to check any they are not sure science they think should be invested in the most;
of in their dictionaries. Elicit which words can be used to ways of spending free time; time spent on homework
describe each of the charts and graphs. each night) and then choose the best type of chart
or graph to represent their findings. Put students in
3 Students work individually or in pairs to produce small groups to discuss what they have found.
descriptions. If they work individually, ask them to
compare what they have written with a partner.
Remind them to think about the tense(s) they need to
use. With a less confident class, you may wish to work on
the first description in open class as an example. Students
need to use present tenses to describe A and C. They
need to use present, present perfect and past tenses to
describe B, and present and past tenses for D.

Unit 4 51
 TEACHER DEVELOPMENT: CLASSROOM TIPS TEACHER DEVELOPMENT: STUDENT TRAINING
Error correction Planning essays
When students are using new language in pairs or Encourage students to plan their essay on a blank
groups, monitor closely, noting down errors and A4 sheet of paper with underlined headings for each
examples of good language use as you go round. Use paragraph and notes under each paragraph heading.
a clipboard so that you can make notes as you monitor. You could put together a simple template and then
Feedback on their performance at the end by writing on email it to your students to add to. They need to
the board eight of the sentences that you have heard, include reasons and examples in note form in their plan.
six with errors and two that are correct, and ask students The plan provides a visual ‘map’ for their final essay,
to work in pairs to correct them. Point out the error-free with clear headings and notes to work from.
sentences as good examples of language use.
3 Students read the essay and answer the questions. Elicit
HOMEWORK and discuss the answers in open class. Then have a show
of hands to see how many students agree with the
Assign students page 33 in their Workbook or writer’s opinion.
the relevant sections of the Online Workbook.
Answers
1 Yes 2 Students’ own answer
3 Students’ own answer
Developing writing pp48–49
4a and 4b Students put the headings in the correct place
Writing a for-and-against essay; talking about causes, in the Writing bank and compare answers in pairs. Then
reasons and results they add the underlined words and expressions in the
essay to the Writing bank on page 49.
FAST TRACK Answers
Students could read the beginning of the article at home 1 Introducing and sequencing arguments
before the lesson, so they are ready to talk about it at the Last but not least
start of the class. In addition, or alternatively, students 2 Adding arguments
could do the preparation for the writing task in class and Moreover
you could set the writing task in exercise 9 for homework. A further criticism of
3 Making contrasts
WARMER On the other hand
Write on the board Scientists invent strawberry- Despite the fact that
flavoured grass. Divide the class into groups of four. 4 Expressing consequences
Half the groups have one minute to think of reasons 5 Expressing your and other people’s opinions
why it’s a great breakthrough. The other half have Some scientists claim
one minute to think of reasons why it may have There are people who argue that
terrible consequences. Go round the class, monitoring My own view is that
and providing help where necessary. Which group has
6 Concluding
come up with the most arguments for or against the
To sum up
new type of grass?
TEACHER DEVELOPMENT: LANGUAGE
A for-and-against essay
Contrasting ideas
1 Students read the beginning of the science article
then work in pairs to predict reactions to the news. In Many of these expressions go at the start of a sentence
feedback, build up a list of reactions on the board. and are followed by a comma. Contrasting words such
as However and Nevertheless introduce a sentence
2 Students work in pairs to read the task, discuss the that contrasts with what was said before, whereas
question and prepare the paragraph plan. consequence words such as Therefore and Consequently
introduce a sentence that expresses a consequence of
Suggested answer
what was said before.
Paragraph 1: introduction saying what the argument is
Despite and In spite of are followed by a noun or -ing.
about
Paragraph 2: arguments to support the idea that creating
viruses will help save lives in the future VOCABULARY Causes, reasons and results
Paragraph 3: counterarguments, supporting the idea 5 Students read the sentences and choose the correct
there will be devastating consequences if viruses are alternative. Point out that in some cases, both are
created possible. They compare answers in pairs. Check
Paragraph 4: students’ own opinion with reasons and answers in open class and elicit the meaning of all the
examples alternatives.

52 Unit 4
 4 Mad science

Answers
1 given rise Integrating skills p50
2 both
Ethical problems
3 in turn
4 both
WARMER
5 side
6 both To introduce the topic, ask students what research
7 both is and elicit some definitions (e.g. a detailed study
8 sparked off of something in order to discover new facts, usually
in a university or some scientific institute). Then,
9 to change
ask students to work in pairs and to brainstorm
10 both
words that they associate with research. Set a time
limit. When they have finished, write three columns
A
VOCABULARY FOCUS
on the board: nouns, adjectives, verbs. Elicit ideas
Causes: give rise to, bring about, lead to, spark off, from different groups and write their suggestions in
prompt (something) to the appropriate category.
Reasons: since, as, due to, owing to, stem from
Results: side effects (= unexpected, extra results); Suggested answers
disastrous/catastrophic (= very bad) results; full Nouns: science, scientist, discovery, evidence,
repercussions (= all the negative results that will experiment, researcher
eventually appear) Adjectives: scientific, detailed
Verbs: based on, conduct, carry out, prove, explain,
6 Students read the text then think of the advantages and create, discover
disadvantages of manipulating the weather.
1 Direct students’ attention to the verbs and phrases
7 Elicit ideas from the class. Build up a list in note in exercise 1. Read them out in order to model the
form of positive and negative views on the board. pronunciation. First, ask students to choose the odd one
Do students think that controlling the weather is a good out in each line. Then, put students in pairs in order to
thing or a bad thing? justify their choices. Ask them about the order in which
Example answers scientists typically do the activities. After they have
finished, ask random students to share their ideas with
Adventages: can avoid droughts; can stop crops dying
the class.
because of heat or lack of rain; can make sure that
key national events or sports events are not ruined by Answers
bad weather; can make sure we always have a white 1 make 2 create 3 take 4 translate 5 announce
Christmas; could have a guaranteed week of sun every Suggested answer: 1 3 2 4 5
August
Disadvantages: could be bad for global warming; EXTRA ACTIVITY
could affect weather patterns in a bad way; changing As a follow-up to exercise 1, ask students to remain
the weather in one place it could affect the weather in the same pairs and to make up a short story about
in a bad way in another place; firing rockets sounds the discovery/invention of a real-life scientist/inventor
dangerous and bad for the environment; the weather or imaginary person, using the vocabulary from
should be unpredictable exercise 1. After students have finished, elicit ideas
8 Students work in pairs to write out a paragraph plan from random students.
using ideas from exercises 6 and 7.
2 Draw students’ attention to the questions in
Suggested answer
exercise 2. Read them out in order to model the
Paragraph 1: introducing the argument pronunciation and to make sure all students understand
Paragraph 2: arguments for changing the weather their meaning. Ask students to work in pairs in order to
Paragraph 3: arguments against changing the weather discuss the questions. Circulate and monitor to ensure
Paragraph 4: personal opinion with reasons and that all students have a chance to talk. After they have
examples finished, ask random students to share their ideas with
the whole class. Encourage a group discussion.
PRACTICE MAKES PERFECT
9 Students write their essay. Encourage them to include EXTRA ACTIVITY
appropriate expressions from the Writing bank. Refer Write the following phrase on the board: genetic
students to the Writing bank on page 164 for a model engineering. In pairs, have students brainstorm
text and additional tips. ideas about the subject, including arguments for and
against it. After they have finished, ask individual
HOMEWORK
students to share their ideas with the whole class.
Assign students page 34 in their Workbook or Encourage a class discussion.
the relevant sections of the Online Workbook.

Unit 4 53
 3 1.16 Tell students they are going to listen to 6 Draw students’ attention to questions in exercise 6.
a speech about genetic engineering in order to decide Nominate a more confident student to read them out
which situations in 2 the speaker mentions. Play the track in order to make sure all students understand their
once. Check the answers as a class. See p144 for the meaning. In groups, students answer the questions.
audioscript to this exercise. Circulate and monitor to ensure that all students have
Answers a chance to talk. When they have finished, ask random
students to share their ideas with the class.
All of them.
7 Ask students to read the instructions to exercise 7
KEY SKILLS in order to make sure they understand the task. Then,
In exercise 4, students decide which of the information get them in small groups and ask them to discuss the
they hear is true, and which is false. It is one of the questions. If possible, elicit ideas from random groups.
key skills in the new curriculum. A listening task is
HOMEWORK
more demanding than the written equivalent. Draw
students’ attention to the fact that the information in Ask students to check if the information which they
the questions usually appears in a different structure came up with to the questions in exercise 7 on
from how it appears in the recording. In order to page 50 is true or false. They can then present it to
help students with the task, play the recording and the class during the next lesson.
ask them to note down at least two verbs or other
functional language which the speaker uses (think, be
sure/convinced, etc.) Play the track once. Then, elicit
answers from random students.
Skills Checkpoint Unit 4 pp52–53

4 1.16 Direct students’ attention to the statements in FAST TRACK

exercise 4. Ask them to try to recall the information from You could ask students to write the assignment
the recording in exercise 3, and to decide which of the in exercise 5 as homework.
statements are true according to the information given
in the recording. Allow students to brainstorm ideas in
Rozumienie ze słuchu
pairs. Then, play the track. Ask students to compare
their answers in pairs. Then, check the answers as WARMER
a class. See p144 for the audioscript to this exercise.
Write the following words on the board: technology,
Answers medicine, computer, researcher, progress, laboratory,
D, F development, vaccine (these are all vocabulary items
from exercises 1 and 2) and clarify their meaning.
EXTRA ACTIVITY In pairs, students write sentences containing these
words, which are all connected to the topic of
As a follow-up to exercise 4, ask students to turn
SCIENCE. When they have finished, ask several pairs
to p174 to check the audioscript for the functional
to share their sentences with the class.
language that was used by the speaker (think,
be sure, consider, etc.). Then, check the answers
together as a class. Suggested answers
Technology has more and more applications in medicine.
5 Draw students’ attention to the bar chart and the notes. Researchers in different areas are working to make
Ask them to complete the notes using the information modern medicine more effective.
from the bar chart. When they have finished, nominate
random students to share their answers with the class. EXTRA ACTIVITY

Answers With their books closed, students listen to the radio

programme and take notes. Then, with books open,
1 18 2 Half / Fifty per cent 3 majority
they attempt to complete the gaps in the text in
4 number of 5 quarters
exercise 1, using their notes for reference.
EXTRA ACTIVITY
1 1.17 Tell students they are going to listen to a radio
Ask students to work in small groups and to talk programme about technology. Ask them to read the
about how they would answers the questionnaire in statements carefully and to try and predict what kind of
exercise 5. After they have finished, ask individual information is missing (e.g. what part of speech). Play
students to share their answers with the whole class. the track twice. Ask students to compare their answers in
Encourage a class discussion. pairs. See p144–145 for the audioscript to this exercise.
Answers
1 experience setbacks 2 (their) memories
3 we are 4 positive effects / benefits

54 Unit 4
 4 Mad science

EXTRA ACTIVITY Model text

To prepare students for exercise 2, have a short Some people think that genetically modified food will
discussion about the topic. Ask students if they know solve the problem of hunger in the world forever. Others
what a vaccine is and how long it takes to produce claim that GM food is not natural and might have some
a vaccine. Elicit ideas from the class. Then, have seriously harmful consequences.
students do exercise 2. First and foremost, scientists agree that the GM foods
which are currently available do not pose a threat
to human health – in fact, some more conventional
Rozumienie tekstów pisanych food may pose a greater risk due to the presence of
2 Focus attention on the two titles and ask them to preservatives and other chemicals. Secondly, data show
predict what the texts might be about, based on their that genetic engineering makes crops and animals
understanding of its title. Have students read the texts more resistant to disease. Thus, GM foods are cheaper
and answer the accompanying questions. In their and easier to produce than non-modified crops.
notebooks, students write the parts of the texts where Finally, GM crops are able to grow in a wider variety of
they think the answers can be found. Students then environments.
compare their answers in pairs and discuss why they On the other hand, some people are afraid of GM food
rejected the other options. Finally, check the answers since they claim that the long-term effects of consuming
as a class. it are still unknown. Furthermore, there is an ongoing
Answers debate concerning the amount of testing to be
1 C 2 B 3 D 4 A 5 D conducted before a GM food product is regarded as safe
– can we safely say when enough testing has been done?
Znajomość środków językowych Finally, the development of GM crops has given rise
to doubts concerning the environment – some people
3 Individually, students translate the Polish parts of the worry that it may be irreparably damaged as a result of
sentences (1–5) into English. Then, ask them to check using pesticides and modified seeds.
one another’s answers and to correct any mistakes they
In conclusion, there is still a lot of resistance to the mass
notice. When they have finished, ask one student to read
production and consumption of GM food, as we still do
the sentences to the class.
not know all of the long-term consequences it might
Answers have for humans and the environment. Personally,
1 all the bees died out I believe that GM food will ultimately become one of
2 wish I had not / hadn’t contracted the most successful ways of coping with world hunger as
3 we would still experience / be experiencing long as scientists manage to prove its safety.
4 unless big/huge corporations/companies start
5 if I was/were more hard-working EXTRA ACTIVITY
To prepare students for the speaking task, ask them
EXTRA ACTIVITY to think about any scientific discovery or invention
Ask students to work in small groups and to discuss which, in their opinion, might change lives in the
either the mistakes they made in exercise 3 or any future. Have students work in small groups to discuss
incorrect options that they considered. Ask them their ideas. After they have finished, elicit opinions
to talk about where the difficulties were in the from individual students.
translations. Elicit ideas from random groups. Write
them down on the board and explain the areas of Wypowiedź ustna
difficulty if necessary.
5 Draw students’ attention to the instructions and
the pictures. Ask them to work in pairs, asking and
Wypowiedź pisemna answering the questions. Circulate and monitor to
ensure that all students have a chance to talk. Then, ask
EXTRA ACTIVITY random students to model the answers in front of the
To prepare students for the writing task, tell them class.
to think about the advantages and disadvantages
of producing genetically modified food. Students EXTRA ACTIVITY
discuss their ideas in small groups. After students As a follow-up to exercise 5, have students work in
have finished, elicit opinions from individual students. pairs and add two other ideas to the list. Remind
students that they will need to justify their choices.
4 Before students start writing the essay, ask them to
go over the instructions in pairs and to brainstorm HOMEWORK
arguments for and against the opinion expressed in the
task. Circulate and help students with the ideas and Assign students page 35 in their Workbook or
vocabulary if necessary. Then, give them enough time the essay in exercise 4.
to write the essay.

Photocopiable Checkpoint B2+ Teaching notes © Springer Nature Limited 2016 & Macmillan Polska 2021 Unit 4 55
 SELF-ASSESSMENT UNIT 4
Ask students to assess their own skills by giving themselves
a mark from 1–4. Remind them it is important to be honest.
You might ask students to add one or two other things they
can do to the list.
In pairs, students discuss how they can improve in the
areas where they’ve given themselves lower marks. When
they have finished, elicit ideas from random students and
encourage a class discussion.

56 Unit 4
5 Big
brother
KEY LEARNING OUTCOMES
Students will be able to:
■ understand written and spoken news stories ■ analyse and discuss online behaviour, and collaborate
on a presentation on ‘netiquette’
■ use a variety of vocabulary and prepositional phrases
to talk about minor offences and punishments ■ ask for and give advice
■ talk about the future using advanced future forms ■ write a formal letter of complaint using appropriate
including the future perfect, future continuous and language and style
future perfect continuous

UNIT OVERVIEW DIGITAL OVERVIEW

Minor offences and punishment
Presentation Kit
Prepositional phrases
Vocabulary / ▶ Life skills video: Understanding netiquette
Formal register
Developing ▶ Interactive versions of Student’s Book activities
vocabulary
▶ Integrated audio and answer key for all activities
Minor offences ▶ Workbook pages with answer key
CRITICAL THINKING Thinking about
Reading the criteria for judging minor offences
Teacher’s Resource Centre
Future forms
Advanced future forms
▶ Life skills video: Understanding netiquette
Grammar in ▶ Grammar communication activity Unit 5:
context Match it!
Teen tracking apps ▶ Worksheets for this unit, including:
– Grammar Practice worksheet Unit 5
Listening
– Culture worksheet Unit 5
Role-plays – Life skills video worksheet 5

Developing – Everyday English worksheet Unit 5

speaking

A letter of complaint

Developing
writing

Privacy and human rights

Integrating
skills

TESTING AND ASSESSMENT

Resources for measuring student progress

▶ Test Generator Units 1–5 ▶ Printable test Unit 5

Unit 5 57
 prosecuted [v]: taken to court and put on trial for
Reading pp58–59 committing an offence or crime
judged [v]: having the evidence heard in court and
Talking about minor offences and punishment; reading
decided on by a judge
articles for gist and detail
suspended sentence [n, count]: time that someone
will have to spend in prison only if they commit another
FAST TRACK crime within a fixed period
You could ask students to complete exercise 1a at home community service [n, count]: work that someone does
using a dictionary if necessary. Nominate students to as a punishment, instead of going to prison
give their answers at the beginning of the lesson.
To check comprehension of the new vocabulary, 2 Students read the articles and discuss the questions in
you could ask students to come up with new sentences pairs. Elicit some ideas briefly as a class.
using the words in bold.
CULTURAL INFORMATION
WARMER Merseyrail is a train-operating company and a commuter
rail network based in Merseyside in the north-west of
Write the following offences on the board: careless England. Its route forms one of the most heavily used
driving, shoplifting, graffiti, dropping litter, having railway networks in the UK outside London with over
a barbecue in a public place, credit card fraud, arson. 100,000 passengers a day.
Divide the class into pairs and ask them to rate them King George Square is located in Brisbane, Australia
from 1–7 with 1 being the most serious, and 7 being and has over 3,000 square metres of public space.
the least. Ask them to then think what they would Many open-air events are held there such as markets,
suggest as punishments for each offence. ceremonies and live music concerts.
Example answers SNCF (Société nationale des chemins de fer français)
People should have to paint over their graffiti. People is France’s national state-owned railway company.
who drop litter should have to pick up litter in the city It consists of over 32,000 km of route and operates
every Saturday for three months. People who commit throughout France and the principality of Monaco.
arson should go to prison for at least six months
providing that no-one was hurt. 3 Students read the articles again and choose True (T),
False (F) or Not Given (NG). They compare answers in
pairs before discussing as a class. Encourage students
VOCABULARY Minor offences and punishment to justify their True/False/Not Given answers by quoting
from the article.
1a Students work individually to match the offences with
what they think would be appropriate punishments. Answers
Note that there are no correct answers. Point out that 1 T 2 F 3 NM 4 F 5 NM 6 T 7 NM 8 NF
there are more punishment options to choose from
than offences. With less confident classes, you could 4 CRITICAL THINKING Give students time to read through
go through the vocabulary in bold first to check they the questions and consider their answers individually
understand the language before moving onto the before sharing their ideas with the class.
matching exercise. Example answers
I would say that no-one had been hurt and that nothing
1b In pairs, students discuss their answers to
had been destroyed or ruined as a result of the action, so
exercise 1a.
it wouldn’t be worth taking to court financially.
A
VOCABULARY FOCUS Suggested punishments would be a small fine for putting
littering [v]: dropping rubbish such as food wrappers feet on seats in public transport if the person continues
to do it after a warning. For skateboarding, I don’t think
designated [adj]: an area which has a sign saying the
they should be punished and should be encouraged to
area is to be used for a specific purpose
do exercise in designated areas. Loud music is annoying
non-designated [adj]: an area which does not have
on public transport, so maybe as a punishment people
a sign specifically saying that you can do something,
should be asked to leave the train or the station if they
e.g. smoke
are listening to music too loudly.
be issued with a small fine [phr]: asked to pay a small
amount of money as a fine (financial punishment)
heavy fine [n, count]: a large financial punishment
be banned [phr]: prohibited from doing something or
going somewhere
lodges a formal complaint [phr]: makes a complaint in
a formal way (e.g. in writing or by going to the police
and completing a form)

58 Unit 5
 5 Big brother

5 Encourage students to guess the meaning of the

underlined words from the context. Allow them to use A general prediction about the environment in 2025.
their dictionaries to check their answers. Your arrangements for Saturday evening at 7 pm.
If they seem to be familiar with the use of future forms,
Answers
then move through the Grammar guide exercise quickly
forthcoming = happening or coming soon
in open class.
summons = an official document that orders someone to Answers
appear in court
present simple for future; be going to; be going to;
repercussions = a bad effect that something has will; present continuous for future
charged = officially accuse someone of committing
a crime Ask students to write an example for each and monitor to
check they can use the correct forms accurately.
magistrates = a judge in a court for minor offences
slammed = criticise severely (informal)
careering = move forwards quickly in an uncontrolled Future forms
way
1 Students identify the ways to talk about the future then
nuisance = something that is annoying
match sentences 1–6 with uses a–f.
EXTRA ACTIVITY Answers
Ask students to choose four of the new words from 1 f 2 c 3 e 4 a 5 b 6 d
exercise 5 and write a gapped sentence for each of
2 Students choose the correct alternative to complete
them in a new context, e.g. She was very excited
the sentences. Let them compare their answers in pairs
about the ____________ party. (forthcoming) Students
before checking with the class.
then swap with a partner to complete the sentences.
This is a good opportunity to check that students Answers
have understood the meaning of the new language. 1 leaves
2 are going to
6 First ask students to work individually to read the 3 am meeting
comments and decide whether they agree or disagree 4 ‘ll have
with them. Then divide the class into pairs or small 5 going to rain
groups to discuss their reasons. In feedback, find out the
6 is going to
general opinion of the class.
7 ‘m going to
HOMEWORK 8 ‘ll
Assign students pages 36–37 in their Workbook or
TEACHER DEVELOPMENT: LANGUAGE
the relevant sections of the Online Workbook.
Future forms
Remind students that one of the key differences between
Grammar in context p56 will and going to is that if you make a decision at the
moment you speak, you use will and if you know before
Using different future forms to talk about plans and the moment of speaking you use going to. This simple
predictions dialogue demonstrates the difference:
I’m going to buy sugar, milk, eggs and apples at
FAST TRACK the shop.
We don’t have any bread.
As an alternative to testing before you teach at the
beginning of the lesson, you could ask students to Ah OK, I’ll buy some bread, too.
complete exercises 1 and 2 at home. Correct answers In British English, shall is an alternative to will to make
at the beginning of the lesson, and assess whether you predictions, but is very uncommon these days. Shall and
need to spend more time on form and meaning in class. shan’t are only used with first person pronouns I and we.

Test before you teach TEACHER DEVELOPMENT: PRONUNCIATION

Ask students to work in pairs and brainstorm as many Contractions
structures and forms for talking about the future as they
Remind students that it’s more common in everyday
can. After they have had 2–3 minutes to think, write the
speech to use the contraction ‘ll rather than will. ‘ll is
following on the board and ask them which one they
pronounced with the dark /l/ sound, i.e. it sounds like
would use in each situation:
pull. Chorally drill the pronunciation to practise this.
The time a train leaves.
It’s also worth reminding students that with going to +
Your general plans for when you finish school. infinitive, the stress is on the second verb (the infinitive).
A prediction for the environment in 2025 if you already They will often hear, particularly in casual, informal speech,
have some evidence. the abbreviation ‘gonna’ for going to, so it may be useful
to practise this so students get used to the sound.

Unit 5 59
 3 Ask students to complete the sentences with the correct
form of the verb. Remind them that sometimes more Developing vocabulary p57
than one answer is possible.
Using prepositional phrases
Answers
1 ‘ll call
2 starts FAST TRACK
3 Are, doing Students could read the article in exercise 4 before
4 ‘m going to be the lesson and look up any words they don’t understand
5 ’re going to visit in their dictionaries. Ask them to ignore the gaps at this
stage.
6 ‘ll feel
7 ’m getting
8 ‘m going to try/’m trying WARMER
Write on the board on the verge of and in agreement
4 Students read the situations and decide what they would
with. Point out that these are prepositional phrases,
say in each case.
as they are made up of a preposition and a noun
Suggested answers phrase. Ask students if they can come up with any
1 It’s going to crash. more examples. If they can’t think of any, ask them to
2 I’m seeing the dentist. work in pairs to find two useful prepositional phrases
3 What time does the train get in? in their dictionaries and to present them to the class.
4 I think the crime rate will improve.
5 I ‘m going to go to bed. / I’m going to bed. Prepositional phrases
6 What time does the library close? 1 Students complete the sentences with the words in
7 Don’t worry. I’ll lend you mine. the box. They work in pairs or work individually before
8 I think we’re going to lose. checking with a partner.
Answers
EXTRA ACTIVITY 1 addition 2 aid 3 account 4 means
Ask students to work in pairs and write suitable 5 strength 6 touch 7 behalf 8 process
questions for the responses 2, 4 and 5 in exercise 4,
2a Students find a prepositional phrase in exercise 1 to
and to write suitable responses to 3 and 6.
match each of the synonyms.

5 Students complete the news article with an appropriate Answers

form of the verb given. Nominate different students to 1 on account of 2 by means of 3 on behalf of
read out several sentences to check the answers.
2b In pairs, students discuss the meaning of the other
Answers prepositional phrases in bold in exercise 1. Ask them to
a are going to patrol use their dictionaries to check if they are not sure.
b will pay
c will cause
A
VOCABULARY FOCUS
d will cross in addition to [phr]: as well as
e are holding in aid of [phr]: to support or help
f starts on the strength of [phr]: as a result of (something) being
g are going to hand very strong or persuasive
h will, reduce out of touch with [phr]: having no common
understanding of
6 In pairs, students talk about the topics listed. To vary
in the process of [phr]: going through a period of change
the activity, you could have students swap partner for
each topic. Monitor carefully to make sure students are
3 Students complete the sentences with a prepositional
using the appropriate future forms. With a less confident
phrase from exercise 1 and compare answers in pairs
class, you could elicit some examples for each topic
before discussing as a class.
before they start and remind students which tenses they
should be using. Answers
1 out of touch with
Refer students to the Grammar reference on page 144
if necessary. 2 on behalf of
3 on account of
HOMEWORK
4 in the process of
Assign students page 38 in their Workbook or 5 by means of
the relevant sections of the Online Workbook. 6 on the strength of
7 in aid of
8 in addition to

60 Unit 5
 5 Big brother

4 Lead in by asking students what the law is on smoking

indoors and outdoors in their country. Do people always 2 Ask students to write a for-and-against essay with
obey the law? How do the students respond to people the title Should smoking outdoors be banned?
smoking in restaurants, in parks or other outside areas or Ask students to research and include statistics
at home? Do students think perceptions have changed where possible to back up their arguments.
since they were younger? Ask them to read the text
quickly and to answer the question. HOMEWORK
Answer Assign students page 39 in their Workbook or
The argument for a ban on smoking outdoors is less the relevant sections of the Online Workbook.
clear than for a ban on smoking indoors. The article gives
both sides of the argument.

5 Ask students to look carefully at the words around each Listening p58
gap and complete the article with the missing words.
They compare answers in pairs before discussing as Listening for main ideas and specific information;
a class. using advanced future forms to ask and answer
questions about the future
Answers
a addition
FAST TRACK
b in
c has Have students read the questions in exercise 1 at home
and think of their answers. Allow them to use the Internet
d whole
to research question 3 and make notes. They will then
e on
be ready to start the speaking task at the beginning of
f of the class.
g being
h out
WARMER
i on
j well Play a quick game of Snowman with the word ‘privacy’.
Ask students how important privacy is to them and
k against
whether they think young people today have more or
l of
less privacy than the previous generation.
m on
n in 1 Students work in pairs and discuss the questions.
o reason In class feedback, write two columns for advantages and
disadvantages on the board and have students offer
FAST FINISHERS their answers. Ask students if there are any ideas that
If you have easy access to the Internet in the they think could go in both columns.
classroom, ask students if they can find out the
2 1.18 Tell students that they are going to listen to
number of countries that have implemented
a radio programme about teen tracking apps. Give
a smoking ban or are considering implementing a ban
students 2–3 minutes to read through the questions
in public places. Have a class feedback session to
before playing the track. Point out that they should use
see what students found out and ask if any of their
a maximum of four words for each answer. Play the track
research surprised them.
again before checking answers in open class. See p145
for the audioscript for this exercise.
6 Students discuss in pairs whether smoking should
be banned in outdoor public places. If they are still Suggested answers
interested in this topic, you could open it up to a class 1 People.
discussion. 2 By analysing past behaviour.
3 To make money.
EXTRA ACTIVITIES
4 Parents don’t trust them.
1 Write the following prepositions in random order on 5 Learn from their mistakes.
the board: in, at, on, out, out of, by, of, with. Divide
6 Give the quickest route.
the class into teams of 4–5. With books closed,
7 As a safety precaution.
teams take turns to choose two prepositions from
the board and to make a meaningful sentence using 8 They accept it.
the prepositions in prepositional phrases. They score 9 Companies and their employees.
a point for every correct sentence. Sentences must 10 Check the privacy policy.
be original – they can’t copy ones that have already
been said. Continue round the class until all the
teams have run out of ideas. The team with the most
points is the winner.

Unit 5 61
 TEACHER DEVELOPMENT: CLASSROOM TIPS 2 Students read the questions and choose the correct
alternative. Let students check their answers in pairs
Listening support before checking them with the class.
Always play a track twice for a listening task, but make sure Answers
students are clear about what to do each time they listen.
1 finishing 2 have been 3 be doing
For this particular listening, when you play the track the
4 have started work 5 of starting
first time, tell students to listen and jot down in rough form
6 have been 7 have got 8 be living
anything they feel might answer the questions. After you
have played the track once and before playing it a second
EXTRA ACTIVITY
time, ask students to compare their notes with a partner
and to remember which questions they still need answers Tell students to imagine they are going to a special
for. Now play the track a second time. Students listen and extravagant film premiere and that a limousine
again and complete their notes. When they have finished will come to pick them up at 8.30 pm. Ask students
listening a second time, they write their answers from their to make a timeline for all the preparations they will
notes, using no more than four words in each answer. If be doing to get ready for the premiere (e.g. 6.45 pm
students find a listening particularly difficult, play the track choose my clothes, 7 pm polish shoes, 7.15 pm have
a third time, or play it in sections corresponding to each a shower, 7.30 pm dry my hair, 7.40 pm brush my
of the questions, pausing in between each one to allow teeth, 7.45 pm get dressed, 8.15 pm get things ready
students to note down their answer. to take, 8.25 pm put coat on, etc.). Tell them not to
worry about tenses just yet.
3 What about you? Students discuss the questions in Then tell them that the limousine arrives early, at
pairs or small groups. You might want to go on to have 8 pm. Ask them to tell a partner, using the future
a class discussion about some of the points. Have a class perfect tenses what they will have done, what they
vote on whether students are in favour of or against the will be doing and what they won’t have done at that
use of tracking apps. time (e.g. I will have dried my hair; I will be getting
dressed, I won’t have got my things ready to take).

Grammar in context p58 3 Students use the questions in exercise 5 to interview

Using advanced future forms their partner. Nominate students to share their partner’s
answers with the class.
1 Students look at the sentences and answer Refer students to the Grammar reference on page 144
the questions. if necessary.
Answers HOMEWORK
1 c 2 b 3 d 4 a Assign students pages 39–40 in their Workbook
or the relevant sections of the Online Workbook.
TEACHER DEVELOPMENT: LANGUAGE
Advanced future forms
The future continuous is used to talk about activities in Developing speaking p59
progress at a particular time in the future. Remind students
that with this tense, the actions are in progress and are Performing a role-play asking, giving and responding
unfinished. The future perfect simple is used for activities to advice
that will be finished by a certain point in the future.
Make sure that students are familiar with the structures. FAST TRACK
Form You could ask students to look at exercises 1 and 2 at
be on the verge/point of + -ing/noun home and make notes about what they will say to their
Future continuous: will + be + -ing (present participle) partner.
Future perfect: will + have + past participle
Future perfect continuous: will + have + been + -ing WARMER
(present participle)
Ask students if they have been to any big events
As with past tenses, these are easily illustrated with
recently (concerts, festivals, parades, etc.) and if they
timelines, with a cross or a dot symbolising a completed
encountered any problems. Ask them to discuss any
event and a straight or wiggly line symbolising
problems they had with a partner, and then nominate
a continuous action.
students to share their experiences.
([T] = a specific time in the future)
Future continuous
past______________now______________
Future perfect
past______________now________X_______[T]__
Future perfect continuous
past______________now_________________[T]

62 Unit 5
 5 Big brother

Role-plays EXTRA ACTIVITY

1 Students work in pairs to describe the pictures to If all the students in the class live locally, bring in
each other. In feedback, ask different pairs to describe some brochures, printouts from websites or free
each situation. magazines and culture guides about places to go and
things to do locally. Students can use this material to
2 In pairs, students discuss the issues they might face
help them prepare for the role-play.
at outdoor events. Refer students back to the ideas they
came up with in the warmer.
HOMEWORK
3 Before they start, draw students’ attention to the
expressions in the Speaking bank. Read through them Assign students page 41 in their Workbook or
to practise pronunciation and intonation, and check the relevant sections of the Online Workbook.
the students understand them all. Then ask students to
work in pairs to read the task and follow the instructions.
Encourage them to write notes to speak from rather Developing writing pp60–61
than write out the script for the complete conversation.
Monitor as they work and help with suggestions Writing a formal letter of complaint; using formal
if necessary. register

TEACHER DEVELOPMENT: CLASSROOM TIPS

FAST TRACK
Role-plays
You could ask students to read the article and complete
If students are unfamiliar with preparing for a role-play, exercise 1 before the lesson. Have students share their
start by eliciting a few examples of asking for and giving responses with a partner at the beginning of the lesson.
advice. Discuss different ways for setting out notes so In addition, or alternatively, students could do the
that students can speak their ideas clearly. preparation for the writing task in class and you could set
the writing task in exercise 9 for homework.
TEACHER DEVELOPMENT: LANGUAGE
Direct/indirect questions WARMER
Note the different word order in direct and indirect Write the word slang on the board and elicit its
questions: meaning. Ask students if they know any examples of
Should I …? = direct question slang in English. Give them some examples to start
Do you think I should …? = indirect question them off, e.g. bits ’n’ bobs (different things), rabbit
Note the correct part of speech to use after advice on (to talk for a long time, especially about things
phrases: that aren’t interesting). You could point out that some
slang words are ‘in fashion’ for a few years and then
You should + infinitive without to
fall into disuse, e.g. wicked (very good).
Have you thought about + -ing?

PRACTICE MAKES PERFECT CULTURAL INFORMATION

4 Students work in pairs to make notes to prepare Slang refers to non-standard words and phrases that are
their roles. Encourage them to use the language in the considered to be informal. Slang is usually created by
Speaking bank. You might want to start off by modelling a particular group of people to use in specific contexts
part of the role-play with a confident student. Ask them before it spreads to wider usage. The use of English
to act out their role-plays. Monitor and note any errors slang can add colour and interest to students’ use of the
or examples of good language use for a feedback language. However, students should be cautious about
session at the end of the lesson. using slang in exam contexts and should be reminded
that slang can often be derogatory or offensive so to
TEACHER DEVELOPMENT: STUDENT TRAINING
check they understand the connotations before using.
Fluency
Repeating speaking tasks is a good way to improve A letter of complaint
confidence and fluency as students become increasingly 1 Students read the text then discuss the questions in
familiar with what they are saying. Mix up the pairs three pairs.
or four times while they do this speaking activity.
Answers
If classroom space allows, ask students to walk round and
1 To improve language skills, develop soft skills, prepare
act out their role-plays standing up with different partners.
them for job interviews and their university life.
2 The school has received strong support.

2 Students work in pairs and discuss whether they

are in favour of or against a ban on the use of slang in
schools. In feedback, elicit some of their arguments and
write a list on the board.

Unit 5 63
 3 Students read the letter and answer the questions. They 5b Students rewrite the sentences with the correct form
check answers and express their own view in pairs. of appropriate formal words in exercise 5a, and then
compare answers in pairs.
Answer
The writer is opposed to the ban as she thinks it wouldn’t Suggested answers
work, and would be difficult to enforce. She thinks there 1 It’s very highly inappropriate to use offensive language
are more important things to focus on. when talking to teachers.
2 Many Numerous schools have CCTV cameras in
4 Students read the letter again and look at the
classrooms and corridors.
underlined words and phrases and discuss with a partner
why and how the words and phrases are used. See 3 There have been some a number of complaints from
Teacher development: Language tip on the next page parents.
for suggested answers. 4 Most The vast majority of students disagree with the
policy.
TEACHER DEVELOPMENT: LANGUAGE 5 This is just merely another way to control students.
Conjunctions 6 The school gives provides students with clear
guidelines about how they should behave.
Not only … but also … is a correlative conjunction, i.e. it
joins two ideas that correlate or are complementary/parallel. 6 Ask students to read through the expressions in
The form is complex. Not only and but also normally go the Writing bank and then look back at the letter of
immediately before the words or expressions they modify complaint in exercise 3 to find and tick the expressions
(e.g. The area was not only attractive but also safe.). In that are used. Elicit answers from different students.
informal English, not only can go before the verb: Amy
Answers
not only speaks German, but also Swedish. (instead of
Amy speaks not only German but also Swedish.). Not only I am writing to complain/protest about …
can be inverted for emphasis: Not only does Amy speak To make matters worse,
German, but she also speaks Swedish. I should like to draw your attention to …
Although is a conjunction which expresses contrast. It Might I suggest (that) you …?
joins two clauses and can be used at the start of the Yours faithfully
sentence or in the middle after a comma. It is often
7 Students work in pairs to research the letter and find
used instead of but when we want to emphasise the
examples of formal register.
contrast by bringing it to the front of the sentence (but
can’t be used at the start of a sentence in the same way): Answers
Although she had no money, Sally went on holiday. The letter uses:
Since and as are conjunctions here, used to express fixed formal expressions: Dear Sir/Madam, Yours
reasons. Their meaning and use are similar to because. faithfully, I am writing to …
On the one hand … on the other hand … expresses conjunctions usually found in written English: On the one
a contrast. Each part of the phrase introduces an hand, In conclusion, etc.
opposing argument. modal verbs to add distance and be polite: I should like
In conclusion is a prepositional phrase which introduces to, might I suggest that you, etc.
a conclusion. rhetorical questions at the end of paragraphs
These phrases are used more in written English than words in full – no contractions: I am writing to, etc.
spoken English. They are often found in letters of
complaint. 8 Students read the newspaper article and discuss the
questions as a class.

VOCABULARY Formal register Answers

1 The manager asked Michelle and her friends to wait
5a Students match the words with the more formal
outside the cinema because she said they had caused
synonyms used in the letter in exercise 3.
problems in the cinema on previous occasions.
Answers 2 and 3 Students’ own answers
1 a number of
2 the vast majority of EXTRA ACTIVITY
3 merely Ask students if they have ever written a letter or
4 highly email of complaint and what happened as a result.
5 numerous Allow students to discuss experiences in pairs before
6 providing sharing with the class. If they haven’t written one, ask
them if there was an occasion in the past when they
wish they had.

64 Unit 5
 5 Big brother

PRACTICE MAKES PERFECT 2 1.19 Tell students they are going to listen to a class
9 Students write their letter of complaint. Point out that presentation. Play the track once. In pairs, students
they can use the notes on the newspaper article or discuss the questions. After they have finished, ask
any other ideas. Encourage them to use appropriate individual students to share their ideas with the whole
expressions from the Writing bank. Refer students to class. See pp145–146 for the audioscript to this exercise.
the Writing bank on page 165 for a model text and
KEY SKILLS
additional tips.
In exercise 3, students are expected to do two things:
TEACHER DEVELOPMENT: STUDENT TRAINING in question 1 – to determine the speaker’s intention,
Planning writing and in question 2 – to differentiate between facts
and opinions. They are both key skills in the new
Ask students to write a plan to organise the letter first.
curriculum.
They should plan four paragraphs:
1 reason for writing, In order to help students with question 1, play the
2 and recording again and ask them to note down two
3 reasons for complaining, phrases which signal the speaker’s intention.
4 conclusion. In order to help students with question 2, ask them
Ask them to order Michelle’s notes to fit their plan and to go over the statements and re-write two of them
to think of a suitable conclusion. When they have written twice – firstly, as a fact, secondly, as an opinion.
a plan, ask them in pairs to compare ideas together, Provide useful expressions (e.g. data show, in my
commenting on their partner’s plan and making suggestions opinion) if necessary. Allow students to do the
on how to improve it. When they have finished improving activity in pairs.
their plan, they are ready to write their final letter.
3 1.19 Direct students’ attention to the statements in
exercise 3. Ask them to try to recall the information from
HOMEWORK
the recording in exercise 2 in order to find the correct
Assign students page 42 in their Workbook or answers (A, B, C or D). Remind them that more than one
the relevant sections of the Online Workbook. answer is correct. Allow students to brainstorm the ideas
in pairs. Then, play the track. Ask students to compare
their answers in pairs. Then, check the answers together
Integrating skills p62 as a class. See pp145–146 for the audioscript to this
exercise.
Privacy and human rights Answers
1 C, E 2 B, D, E
WARMER
To introduce the topic, ask students what civil rights EXTRA ACTIVITY
are and elicit definitions (e.g. the basic rights that As a follow up to exercise 2, ask students to work in
all people in a society are entitled to) and give some groups in order to talk about what they liked/disliked
examples (e.g. the right to be treated fairly by the about Sharon’s presentation in exercise 2. Ask what
law, the right to express their ideas or the right to they might want to talk about were they to give
practice their religion). Then, tell students to work a similar presentation.
in pairs and ask them to brainstorm ideas on which
rights are relevant to them, for example, the rights
they have at school or the rights teenagers have in EXTRA ACTIVITY
Poland. Elicit ideas from random pairs. Encourage As a follow-up to exercise 3, ask students to go to
a group discussion. pp175–176 to check in the audioscript for the words
or phrases that were used by the speaker to express
1 Draw students’ attention to the questions in intention in the statements in question 1. Then, check
exercise 1. Ask them to read the questions in order the answers together as a class.
to make sure they understand their meaning. In pairs,
students discuss the questions. Circulate and monitor to 4 Draw students’ attention to the letter in exercise 4.
ensure that all students have a chance to talk. After they Ask them to read it. In pairs, and talk about why
have finished, ask individual students to share their ideas Sharon’s mother wrote it and how she feels.
with the whole class. Ask individual students to share their ideas with
the whole class.
EXTRA ACTIVITY
Suggested answers:
Draw students’ attention to the three titles of the
presentation in exercise 2, point 1 (subsections A–C). to apologise to Sharon; sorry about her actions but
Ask them to work in groups and brainstorm possible happy about her daughter’s awareness of her rights
topics that Sharon’s presentation might be about.
After they have finished, elicit ideas from different
groups. Encourage a class discussion.

Unit 5 65
 EXTRA ACTIVITY
Skills Checkpoint Unit 5 pp64–65
As a follow-up to exercise 4, ask students to write
a short note on behalf of Sharon to reply to her
mother’s letter in exercise 4. After students have FAST TRACK
finished, ask them to swap notes in order to see if You could ask students to write the assignment in
they have similar ideas. Ask a few random students to exercise 5 as homework.
read out their notes to the whole class.
Rozumienie ze słuchu
EXTRA ACTIVITY
EXTRA ACTIVITY
As a follow-up to exercises 1–4, ask students to
work on a poster or a meme aimed at encouraging Ask students to work in pairs. Draw their attention to
a discussion between parents and their teenage the sentences in exercise 1. Have students brainstorm
children on the use of each other’s photos and expressions or phrases for possible answers (A–D).
personal information on social media. Put students Give students some suggestions, e.g. 1 A As a person
into small groups for this task. When they have with disabilities / I’ve been disabled since ... / Using
finished, elicit ideas and, if possible, have a class vote a wheelchair myself ... When they have finished, ask
for the best suggestion. random students to share their ideas with the class.

5 Direct students’ attention to the email in exercise 5. Tell 1 1.20 Tell students they are going to listen to three
them to complete the email with information from the people talking about crime and the law. Give 30 seconds
recording in exercise 2 and the letter in exercise 4. Then, for them to read the statements. Play the recording
put students in pairs and ask them to compare their twice. After students have written their answers, ask
answers. Check the answers as a class. them to compare them in pairs. See p146 for the
audioscript to this exercise.
Answers
Answers
1 jej (podstawowe) prawa
1 B 2 A 3 C
2 o zgodę na umieszczenie/publikację
3 (wszyscy) znajomi jej mamy
EXTRA ACTIVITY
4 osoba, która jest/widnieje na zdjęciu
5 świadoma swoich To prepare students for exercise 2, write the
following phrase on the board: video surveillance
6 Przeprosiła ją
cameras and clarify its meaning. First, ask students
to brainstorm the names of places where they would
EXTRA ACTIVITY
expect to find video surveillance cameras. Set a time
Write Civil rights at home on the board. In small limit for this task. Then, ask students to work in small
groups, students discuss whether every family groups and discuss the advantages and disadvantages
member has equal rights in the homes, whether of having surveillance in these locations. When they
different members of a family should have the same have finished, ask random groups to give feedback.
rights or not, and whether they think the general As a class, try to agree on whether video surveillance
attitude is fair. Give students some examples: cameras have more advantages or disadvantages.
The right to have your own room/chair/desk/
wardrobe; The right to relax; The right to get enough
sleep. After students have finished, elicit ideas Rozumienie tekstów pisanych
from random groups. If possible, encourage a class 2 Tell students that they are going to read a text about
discussion. surveillance technologies. Individually, students read the
text and answer the questions. Ask students to compare
6 Ask students to read the instructions to exercise 6 their answers in pairs. When they have finished, ask
in order to make sure they understand the task. In small random students to read their answers to the class.
groups, students then brainstorm ideas. If possible, elicit Suggested answers
ideas from random groups.
1 The surveillance of citizens on a massive scale.
HOMEWORK 2 They protect us from crime and terrorist attacks/
terrorism.
Assign students the project in exercise 6 on page 62.
3 He is worried.
They can present it to the class during the next
lesson. 4 It is very likely. In fact, it is already happening.
5 We agree to be watched in order to feel secure and
safe.

66 Unit 5
 5 Big brother

Znajomość środków językowych Model text

3 Draw students’ attention to the text in exercise 3. Ask Dear Sir/Madam,
them to read it for gist (without completing the gaps) I am writing to complain about the photograph which
and to suggest a title. If possible, elicit ideas from more you placed on your website in a recent advertisement for
confident students. Then, ask students to read the text your shops and services.
again and complete it with the correct option. After that,
This concerns the photograph taken in one of the shoe
check the answers as a class.
shops in the shopping centre which appeared on your
Answers website recently. It shows a customer trying on a pair of
1 B 2 D 3 D 4 B 5 C shoes in front of a mirror. I was dismayed to see that I am
that customer.
EXTRA ACTIVITY My main complaint concerns the fact that the photo was
placed on the website without my consent. To make
As a follow up to exercise 3, have students work in
matters worse, nobody asked me for permission before
pairs and decide why the other three options in each
taking the photograph. To be honest, I do not even
line are inappropriate, giving reasons at the same
remember seeing a photographer in the shop on that
time (e.g. inappropriate tense, wrong collocation,
day.
etc.).
What amazes me most about the situation is the fact
that whoever decided to use the image did not make
4 Individually, students read the text and complete each
any attempt to contact me. The fact is that the use of
gap with one missing word. Then, ask them to compare
such an image without the subject’s permission is not
their answers. When they have finished, ask one student
permitted in this country. That is why I demand that you
to read their answers to the class.
remove it from your website immediately. Failure to do
Answers so may result in me taking legal action.
1 going/about 2 should 3 were 4 ought Your faithfully,
5 better XYZ

Wypowiedź pisemna EXTRA ACTIVITY

EXTRA ACTIVITY To prepare the group for the speaking task, have
Role-play. In pairs, have students act out a dialogue students look at the categories to be discussed and
between a dissatisfied customer and an staff member to make a list of four phrases (individual words do
of a shopping centre – the customer is angry because not count) that they might use while discussing each
their image was used in an advertisement on the point.
centre’s website. The customer is making a complaint
because they were not asked for their consent. Give Wypowiedź ustna
students a few minutes to prepare and to check on
6 In pairs, students act out the conversation.
any vocabulary they need. When they have finished,
Then, have them swap roles. Afterwards, ask random
ask a few pairs to act out their conversation to the
students to model the conversation in front of the class.
class.
If necessary, encourage a class discussion about what
could be improved.
5 Before students start writing the letter, ask them to go
over the instructions in pairs and brainstorm vocabulary HOMEWORK
items and phrases which might be useful in a letter of
Assign students page 43 in their Workbook or
complaint. Circulate and help students with these if
the letter in exercise 5.
necessary. Then, give them enough time to write the
letter.

SELF-ASSESSMENT UNIT 5
Ask students to assess their own skills by giving themselves
a mark from 1–4. Remind them it is important to be honest.
You might ask students to add one or two other things they
can do to the list.
In pairs, students discuss how they can improve in the areas
where they’ve given themselves lower marks. When they
have finished, elicit some ideas from random students and
encourage a class discussion.

Photocopiable Checkpoint B2+ Teaching notes © Springer Nature Limited 2016 & Macmillan Polska 2021 Unit 5 67
 6 Moving
home
KEY LEARNING OUTCOMES
Students will be able to:
■ understand spoken and written texts on different ■ talk about and reflect upon ways to resolve conflict
types of accommodation ■ discuss photos using comment adverbs and
■ talk about living arrangements using a variety of adverbials to convey certainty, attitude and opinion
vocabulary and idioms ■ write articles giving detailed descriptions and
■ report what other people have said or asked, opinions
and their manner of speaking using different
reporting verbs and structures

UNIT OVERVIEW DIGITAL OVERVIEW

Finding a place to live
Presentation Kit
Idiomatic expressions with home
Vocabulary / ▶ Life skills video: Negotiating in situations
Describing cities and towns
Developing of conflict
vocabulary ▶ Interactive versions of Student’s Book activities
Student accommodation ▶ Integrated audio and answer key for all activities
CRITICAL THINKING Thinking about ▶ Workbook pages with answer key
Reading priorities when looking for a new home
Reporting structures
Teacher’s Resource Centre
Impersonal reporting structures
Grammar in ▶ Life skills video 6: Negotiating in situations
context of conflict
An amazing house ▶ Grammar communication activity Unit 6:
Who said what?
Listening ▶ Worksheets for this unit, including:
Discussing photos – 2 – Grammar Practice worksheet Unit 6
– Culture worksheet Unit 6
Developing
speaking – Life skills video worksheet 6
– Everyday English worksheet Unit 6
An article – describing a place

Developing
writing

Buying and selling property

Architecture
Integrating
skills

TESTING AND ASSESSMENT

Resources for measuring student progress

▶ Test Generator Units 1–6 ▶ Printable tests Unit 6 and Review (Units 4–6)

68 Unit 6

 6 Moving home

VOCABULARY Finding a place to live

Reading pp58–59
1b Students work in pairs to answer the questions,
Talking about finding a place to live; reading for or you may prefer to do this as a class activity.
general information and gist Students may not have had experience of student
accommodation in their own town, so you may want
to encourage them to give speculative answers for
FAST TRACK
question 2 (e.g. It might be difficult as there aren’t many
You could ask students to look at the questions in cheap houses to rent.).
exercise 1b at home and think about their answers.
Nominate students to give their answers at the beginning 2 Ask students to quickly read the page from a student
of the lesson. Help students with any necessary accommodation website to find out where the four
vocabulary before moving onto exercise 1a. Students students live and why. Elicit answers from different
may find this initial exercise more straightforward having students.
looked through exercise 1b first. Answers
A Lives with an elderly person. To help with chores and
WARMER benefit from quiet and comfortable accommodation.
Ask students to look at the title of the unit and predict B Lives in a room in a flat. It’s in the area he wanted – he
what topics and vocabulary they will be learning. Elicit found speed flatsharing convenient and easy.
ideas from the class. Ask students when they think C Lives in a former hospital to save money and live
they will next move home (this is a good opportunity somewhere central.
for recycling future tenses from Unit 5). D Lives on a barge as it cost about the same to
buy the barge as it would to pay for three years’
accommodation.
VOCABULARY Finding a place to live
3 Give students time to read through the questions and
1a Students match the words in the box with the definitions.
help them with any vocabulary. Ask them to read the
Answers web page again more carefully and choose from the four
1 landlord/landlady people for each question.
2 move in Answers
3 tenant 1 A/D 2 D/A 3 D 4 A 5 C 6 B 7 C 8 D
4 flat-/house-hunt 9 A 10 D 11 B 12 B 13 C
5 do up (a property)
6 fully furnished EXTRA ACTIVITY
7 put down a deposit Set up your own version of speed flatsharing in the
8 flat/house share class. Give some students the role of tenants looking
9 squatter for someone new and put these students in groups
10 lodger of three. Give other students the role of someone
looking to rent. Ask both parties to note what they
CULTURAL INFORMATION are looking for in terms of flatmates and ask the
In the UK, most university students are provided with tenants to imagine what their property is like.
university or college accommodation for their first year Have students mingle and ask each other questions.
(commonly called ‘halls’) – these can be catered or self- At the end, ask if anyone found their perfect match.
catered. Most students move away from home for the
experience of living independently, but occasionally 4 CRITICAL THINKING Give students time to consider
students continue living in the family home for financial their answers individually before sharing with the rest of
reasons and/or if their choice of university is nearby. the class. Encourage them to include as many factors as
Usually students in university accommodation have their possible.
own room, but share a kitchen and possibly a bathroom. Example answer
In second and third years of study, it’s common for I would prioritise having friendly people to live with
students to rent a shared house or flat privately with and a clean house because I’m a tidy person. I would
a group of other students. Occasionally, students might want a property that’s fully furnished, too, because it
lodge with someone (i.e. have a bedroom in someone’s would be expensive to buy lots of new furniture when
house, while the owner lives there, too). you’re a student. Location wouldn’t be a big priority,
but I would want to live somewhere safe and with good
FAST FINISHERS public transport.
Ask students to write sentences using the words from
exercise 1a.

Unit 6 69
 TEACHER DEVELOPMENT: CLASSROOM TIPS Test before you teach
Brainstorming Write the following reported dialogue on the board:
I invited Tom to come to the art gallery with me at the
An alternative to eliciting students’ ideas and you
weekend. He promised to come, but he warned me that
writing them on the board is to get them to do the work
he’d bring his new puppy. I begged him not to bring
themselves. When pairs have thought of a few ideas, ask
his puppy. Ask students to work in pairs to rewrite the
them to come and write their ideas on the board. They
reported dialogue in direct speech, adding any extra
can also add to ideas already written there by other pairs.
information to make it interesting if they wish. Ask a few
Asking students to come up and write on the board
pairs to act out their dialogues for the class. Make a note
makes a good change of activity and means that, in a few
of how well they can change reported speech into
minutes, they will have created a class list which you can
direct speech. If they seem to be familiar with the use of
comment on and use for the reading task that follows.
reporting structures, then move through the Grammar
5 Encourage students to guess the meaning of the guide exercises quickly in open class.
underlined words from context. Then allow them to use
a dictionary to check their ideas. Reporting structures
Answers
ground rules = the limits or boundaries in terms of 1a Students rewrite the sentences using direct speech.
behaviour For less confident classes, you could write the answer
to a (He said, ‘I didn’t do it.’) on the board. Students can
a bit of a nightmare = difficult, unpleasant
then apply the same method to b–d.
turn up unannounced = visit without telling someone in
advance Answers
in the same boat = in the same difficult situation a He said, ‘I didn’t do it.’
beats trawling = it’s better than looking through a lot of b A friend said, ‘Why don’t you try speed flatsharing?’
information c He said, ‘I won’t repair it.’
handy with DIY = able to do repairs d They said, ‘We were wondering if you would like to
it’s worth the hassle = the benefits compensate for the live on a boat.’
difficulties
1b Students work in pairs to categorise the reporting
mod cons = modern conveniences, e.g. fridge, verbs. Point out that students simply have to learn
microwave these complex sentence structures. Doing exercise 1b
pokey = small and uncomfortable carefully is a useful support activity so take time over
dodgy = not reliable or safe the feedback. Elicit some example sentences to give
students practice at these structures.
6 What about you? Students discuss the questions
in pairs or small groups. Give less confident students Answers
a moment to prepare sentences before they speak. 3 wonder 4 refuse 6 deny 8 suggest
Feedback as a class and have a show of hands to see
whether more students would like to live alone or with 2 Students categorise the reporting verbs according to the
other people. different structures. Check answers as a class.
Answers
HOMEWORK
a 4 b 5 c 1 d 6
Assign students pages 44–45 in their Workbook or
the relevant sections of the Online Workbook. 3 Students complete the sentences with the words in the
box and then rewrite them in direct speech. Draw their
attention to the example sentence. They check answers
in pairs before discussing as a class.
Grammar in context p72
Suggested answers
Using reporting structures to talk about different 2 criticised
occasions ‘You’ve left the house in a mess,’ he told us.
3 reminded
FAST TRACK ‘Don’t forget to take your keys,’ my landlady said.
As an alternative to testing before you teach at the 4 offered
beginning of the lesson, you could ask students to ‘Shall I cook dinner?’ I asked Edith.
complete exercises 1a and 1b before the lesson. Check 5 wanted to know
answers at the start of the class. If it looks as though ‘Do we have to pay a deposit?’ we asked.
students are comfortable with the structures, move
onto exercise 2. If students have struggled, you may 4 Students choose the correct alternative to complete
need to spend more time on the form and use before the sentences. Point out that more than one alternative
proceeding. may be correct. Nominate different students to read out
a correct sentence.

70 Unit 6
 6 Moving home

Answers
1 that I try/on me trying Developing vocabulary p69
2 to have/that they had
3 going/that he had gone Using idiomatic expressions with home
4 to pay
5 all correct FAST TRACK
6 to visit/they would visit Students could do exercise 2 at home. Exercise 1 could
then be done in class with pairs discussing their answers.
5 Students complete the second sentences using 3–6
You could then confirm the correct answers before
words including the word given. Remind them not to
moving onto exercise 3.
change the word given. Let them compare answers in
pairs before class feedback.
WARMER
Answers
1 congratulated Cathy on/for painting her room Write home on the board. Ask students to work in
pairs to think of as many collocations or expressions
2 threatened to call our parents
as they can with the word home. Which pair can think
3 asked Anita if she was doing
of the most phrases in one minute?
4 accused Sandra of always making excuses
(Examples: home-made, home-grown, homework,
5 ordered Sarah to pay her/the bill home run, home rule, home town, home time, home
6 suggested Matt spoke to his cinema, home movie, home address, home computer,
6 Ask students to use the prompts to prepare things to home life, home furnishings, home shopping, care
say. Give them two or three minutes and monitor closely home, dog’s home, holiday home, home alone,
to help with ideas and vocabulary. play at home (sport), romp home to victory, press
something home, eat someone out of house and
7 Students discuss the different occasions from home)
exercise 6 in pairs. Invite students to share any
interesting or amusing stories with the class. Idiomatic expressions with home
ALTERNATIVE ACTIVITY 1 Students discuss the meanings of the expressions
in pairs. Elicit a few guesses, but don’t say yet whether
This works well as a mingle. Ask students to walk
they are correct.
round the room having short conversations about
one or two of the occasions from exercise 6 with 2 Students match expressions 1–8 in exercise 1 with
each student they meet. Ask them to try to have meanings a–h. Let them compare their answers in pairs
a separate conversation with six different students before checking them with the class.
for each of the occasions. In feedback, find out what
Answers
students discovered about other students in the class.
1 a 2 g 3 d 4 h 5 e 6 c 7 f 8 b

TEACHER DEVELOPMENT: CLASSROOM TIPS A

VOCABULARY FOCUS
Error correction Note that home can be a noun (at home, home from
While students are interviewing their partners, discretely home), a verb (home in on), an adjective (home truths) or
note any form, meaning or pronunciation errors involving an adverb (take home).
reported speech. At the end of the activity, write five
or six of the sentences containing errors on the board, EXTRA ACTIVITY
but do not comment on them. Ask students to work in
Ask students to work in pairs to find another use
pairs to correct them. This is an effective way of dealing
of home (as a verb, noun or adjectival/adverbial
with errors because although you do not interrupt
expression) in their dictionaries and to explain its use
the students’ flow of speech while they are speaking,
to the class.
they know that you are listening to them and therefore
concentrate harder on using language correctly. It also Alternatively, write the following phrases with home
means that you follow up a speaking task with a useful on the board and ask students to work out what they
language-focused task. mean: homesick, it hit home, home page, home sweet
home. You could include any of the words listed in
Refer students to the Grammar reference on page 146 the warmer (above) that weren’t mentioned.
if necessary.
HOMEWORK 3 Students complete the dialogues with the idiomatic
expressions from exercise 1 and compare answers in
Assign students page 46 in their Workbook or
pairs before discussing as a class.
the relevant sections of the Online Workbook.

Unit 6 71
 Answers 2 2.01 Tell students they are going to listen to
1 … it wasn’t anything to write home about. a podcast about the house in the photo. Play the
2 … like home from home. track. Students listen to check their predictions in
3 … homed in on them. exercise 1. Ask them to note any extra features which
are mentioned by the speakers. See pp146–147 for
4 … brings it home to you.
the audioscript for this exercise.
5 … is (quite) at home with it.
6 … home truths. 3 2.01 Ask students to read the sentences carefully
7 … home and dry (yet). and to predict which words or information could go in
the gaps. They discuss their predictions in pairs before
4 Ask students to look at the first gap and to eliminate listening again. Play the track again. Students listen and
the obviously wrong answers (e.g. option C, increasing,
complete the sentences with no more than three words
is wrong because it is preceded by a not an). Students
and/or numbers. They compare answers in pairs before
read the text and choose the best answers. They
discussing as a class.
compare answers in pairs before discussing as a class.
Answers
Answers
1 one billion dollars
1 B 2 C 3 A 4 D 5 B 6 B 7 D 8 D 9 C
10 A 11 D 12 A 2 27
3 a mythical island
5 Give students time to read through the questions 4 three helicopter pads
and consider their answers individually before they
5 repairing and maintaining
discuss the questions in pairs. If students are very
6 oil
interested in the topic, you could encourage a class
discussion on the different points. 7 exterior/(opulent) appearance
8 (about) nine
EXTRA ACTIVITY 9 local materials
Here are some well-known sayings with the word
home. Elicit possible meanings from students to say CULTURAL INFORMATION
whether they agree with them. Mukesh Ambani (born 1957) is the Managing Director
Home is where the heart is. (Pliny the Elder) of Reliance Industries, India’s largest private company.
Home is the place where, when you have to go there, The company has its headquarters in Mumbai and
they have to take you in. (Robert Frost) amongst its products are oil, gas, petrochemicals,
Home, nowadays, is a place where part of the family petroleum and textiles. It is the most profitable company
waits till the rest of the family brings the car back. in India.
(Earl Wilson) The Taj Mahal is a beautiful Indian mausoleum in Agra.
It was completed in 1643 and was built in memory of
HOMEWORK the wife of a Mughal emperor. In 1983 it was designated
as a UNESCO World Heritage Site and is a popular
Assign students page 47 in their Workbook or tourist attraction, with around three million visitors a year.
the relevant sections of the Online Workbook.
4 What about you? Students discuss the questions in
pairs or small groups. Circulate to ensure that students
Listening p70 are giving reasons for their opinions. Nominate students
to give their answers in class feedback.
Predicting and listening for specific information; using
impersonal reporting structures to talk about houses EXTRA ACTIVITY
Students describe the house they would build if
they were a billionaire. Ask them to think about the
FAST TRACK
type of house, where they would build it, and what
Ask students to predict what type of words will fit the features it would have.
gaps in exercise 3.

TEACHER DEVELOPMENT: LANGUAGE

WARMER
Passive in impersonal reporting structures
In pairs, ask students to discuss the type of house
they would design and build if money was unlimited. The passive is used when you move the focus of an
Ask them to think about the architecture, the interior active sentence from the subject to the object. This
and the special features. Invite students to share their could be because you don’t know the subject or are not
ideas with the class. interested in the subject. Impersonal reporting structures
are commonly found in reports and newspapers when we
want to distance ourselves from information which is not
1 Students describe the photo in pairs and express
necessarily our opinion.
their opinions. In feedback, elicit the features students
predict the house might have.

72 Unit 6
 6 Moving home

HOMEWORK
Grammar in context p70
Assign students pages 47–48 in their Workbook
Using impersonal reporting structures or the relevant sections of the Online Workbook.

1a Ask students to read through the sentences and answer

the question. Discuss the answer with the class. Developing speaking p71
Answer
Discussing photos using comment adverbs and
The sentences in exercise 1 are passive because the
adverbials
person who is saying, reporting, claiming, etc. is not
known or not important, and/or because the writer does
not want the reader to think that he/she is expressing FAST TRACK
his/her own opinion. You could ask students to read the phrases in
1b Students match the sentences in exercise 5a with the Speaking bank and complete exercise 4 before
the patterns. the lesson.

Answers
WARMER
Pattern A: c, e, f
Pattern B: a, b, d Play Just a minute. Before the lesson, cut out a large
pile of photos from magazines. They can be chosen
1c Students answer the questions in pairs before discussing at random or they could have something in common,
the structures in open class. e.g. they are all of buildings, or they all have people
Answers in them. Divide the class into small groups and give
1 a, b, d, e 2 c, f 3 a, d, e 4 b, c, f each group a pile of the pictures. Don’t show them
what they are – keep them face down. Make sure
2 Draw students’ attention to the example and have them each group has a watch with a second hand. One
work individually to rewrite the sentences. They compare person in each group agrees to be timekeeper.
answers in pairs before discussing as a class. The aim is to talk for one minute about a picture.
The first student in each group turns over a picture
Answers
and starts describing it. If he/she talks for a whole
1 It is suggested that the house took years to build.
minute, he/she wins the picture. If he/she runs out
2 It is estimated that the house is worth 15 times more. of things to say, another student can challenge him/
3 The house is known to have three helicopter pads. her by saying Hesitation! and he/she then takes over
4 It has been reported that he is living in New York now. describing the photo for however many seconds are
5 The house is believed to have been updated. left of the minute (e.g. if the first student speaks
for 40 seconds before being challenged, the second
3 Students rewrite the sentences using the word given. student has to speak for the remaining 20 seconds).
Invite different students to write the answers on the Who can speak for a minute without hesitating?
board and check them in open class.
Answers Discussing photos – 2
1 The house is said to have a lot of space. 1 Students work in pairs to describe the photo.
2 The gardens are reported to be indoors.
Example answer
3 It has been suggested that there is a yoga room.
There’s a teenage boy wearing a blue hoody working at
4 Celebrities are known to have visited (the house).
his desk. He’s probably doing his homework because he
5 It is said that another house is being built.
looks as if he’s concentrating! In the background there’s
a window with a view of a garden and to the right of his
EXTRA ACTIVITY
desk there’s a poster on the wall. I think the room is his
Write the following news headlines on the board: bedroom because it looks like a teenager’s room.
Housing crisis gets worse
Billionaire‘s home destroyed by fire EXTRA ACTIVITY
Politician stole millions from housing trust Before students describe the photo, spend two
House prices to fall in next two years minutes brainstorming useful words or phrases they
Students work in pairs to think of ways of reporting could use, e.g. in the foreground/background, to
these headlines using impersonal reporting the left/right of the photo, he looks like/as though,
structures. Follow up by asking them to write their he appears to be …
own headlines. They exchange headlines with another
pair who must think of ways of reporting them. 2 2.02 Tell students they are going to listen to
a student discussing the photo in an exam. Play
Refer students to the Grammar reference on page 146 the track. Students listen and answer the questions.
if necessary. See p147 for the audioscript for this exercise.

Unit 6 73
 Answers 5b Ask students to take turns interviewing each other,
The examiner asks: Can you describe the picture? Do you beginning with the question Can you describe the
think the boy is happy having such an untidy bedroom? photo? If possible, students should sit face to face to
What jobs do you do around the house? What’s your make the activity more like a real interview. Monitor and
bedroom like? The student answers all four questions. make a note of any significant errors or examples of
good language for the final feedback session.
3 2.02 Ask students to read through the information
in the Speaking bank and to check the meaning of any TEACHER DEVELOPMENT: STUDENT TRAINING
words they are not sure of. In feedback, ask them if they
can think of any other useful adverbs or adverbials. Play Talking about photos
the track again. Students listen and tick the words they If the students need more preparation time and
hear. In feedback, note the position of the adverbs. language to do this task, do it in two stages. Start by
Answers dividing the class into pairs. Ask half the pairs to look at
the first picture and prepare three questions about it. Ask
Presumably (at start)
the other half to look at the second picture and prepare
Obviously (at start)
three questions about this. Ask them to think of useful
carelessly (end) phrases, and help them with vocabulary and ideas. Then
probably (middle) mix up the pairs so that each student is now working with
Luckily (start) someone who prepared questions on the other picture.
To be honest (start) This thorough preparation will allow them to carry out
personally (start) the task more successfully.
Generally speaking (start)
definitely (middle) EXTRA ACTIVITY
Ask students to feedback on each other’s
TEACHER DEVELOPMENT: LANGUAGE performance at the end of the task.
Adverb position
Adverbs to show attitude or opinion may go at the start, HOMEWORK
end or in the middle of a sentence:
Assign students page 49 in their Workbook or
Frankly, it’s disgusting. the relevant sections of the Online Workbook.
It is, frankly, disgusting.
It’s disgusting, frankly.
The most common position is at the start. In this position Developing writing pp72–73
there is more emphasis on the strength of the attitude.
The most common position for possibly, probably and Writing an article describing a place; describing cities
definitely is in the middle of a sentence: He’s definitely and towns
going to be late.
The most common position for adverbs modifying
FAST TRACK
action verbs is after the verb: She typed the letter very
carelessly. However, putting the adverb at the start of You could ask students to think about the questions in
the sentence has the effect of emphasising it, often with exercise 1 and make some notes so that they are more
poetic effect: Carelessly, she typed the letter. prepared to discuss the questions with a partner at the
beginning of the lesson. In addition, or alternatively,
4 Students rewrite the sentences replacing the underlined students could do the preparation for the writing task in
phrases with an adverb or adverbial from the Speaking class and you could set the writing task in exercise 8 for
bank. Let them compare their answers in pairs. homework.
Suggested answers
1 To be honest/Honestly/(Quite) Frankly … WARMER
2 Apparently … Divide the class into pairs and ask each pair to choose
3 Personally … one of the photos on page 72. Try to make sure that
4 Obviously/Clearly … a similar number of pairs choose each photo. Ask them
5 Apparently/Presumably … to think of as many positive adjectives and expressions
6 foolishly/He foolishly agreed to help. (change in word as they can to describe the city in their chosen photo
order) (e.g. It’s lively and vibrant; It looks like a great place to
7 definitely go shopping). Mix the pairs so that students are with
partners who chose a different photo. Now tell them
8 Sadly/Unfortunately …
that they each have one minute to persuade their
PRACTICE MAKES PERFECT partner to come on a weekend break with them to
5a Put students in pairs and ask each pair to decide which their chosen city. They must tell each other how great
picture they are each going to prepare questions for. Give the place they have chosen is.
them two or three minutes to prepare their questions.
Monitor and help with ideas.

74 Unit 6
 6 Moving home

An article – describing a place A

VOCABULARY FOCUS
1 Students discuss the questions in pairs. In feedback, atmospheric [adj]: a special mood or feeling of a place
build up a list of factors for the quality of life on cosmopolitan [adj]: showing the influence of many cultures
the board. crowded [adj]: full of people
2 Ask students to read the information and discuss their filthy [adj]: very dirty
reactions in small groups. You could ask if any students hilly [adj]: with lots of hills and roads going up and down
have been to any of the top ten cities and, if so, invite historic [adj]: describing a place where important events
them to share their reactions with the class. happened in the past
industrial [adj]: describing a place with a lot of industry –
EXTRA ACTIVITY factories, etc.
Put students in pairs or small groups and ask them isolated [adj]: far from other places
to choose one of the top 10 cities listed in exercise 2 magnificent [adj]: very attractive and grand
and find more information about one of the picturesque [adj]: attractive, especially because it is old
categories for that city (e.g. schools and education). and interesting
Ask students to share what they have found with
spotless [adj]: very clean
another group.
thriving [adj]: very successful
touristy [adj]: having lots of tourists and facilities that
CULTURAL INFORMATION cater for them (touristy has negative connotations)
Mercer is a consulting company based in New York. It is vibrant [adj]: lively and exciting
the world’s largest resource consulting firm, with more well-connected [adj]: having good transport connections
than 20,500 employees. to other places
well-off [adj]: rich
3 Students read the task then work in pairs to
brainstorm ideas. Ask them to make notes for each of
the categories in exercise 2. FAST FINISHERS

4 Students read the article and answer the focus question. Ask students to find definitions for the extra words in
Elicit their answers in open class. exercise 5a using their dictionaries. They could share
these with the rest of the class, if necessary,
EXTRA ACTIVITY in exercise 5b.
Students read the article again and take note of all
the reasons given for going to Istanbul. Ask them to 5b Students discuss the questions in pairs (see
work in pairs and to list the reasons for their partner Vocabulary focus in the previous column). In feedback,
without looking back at the text. make sure students are familiar with a wide range of
words to use when they come to describe their cities.
CULTURAL INFORMATION Answers
Istanbul is a Turkish city, straddling both Europe and 1 Negative words: crowded, filthy, isolated, run-down,
Asia. It has a population of around 14 million people shabby, sprawling, touristy
and is a popular tourist destination, due to its cultural Positive words: atmospheric, bustling, cosmopolitan,
diversity and historic architecture. Although Istanbul is magnificent, picturesque, quaint, spotless, steeped in,
the most populated city by far, the capital of Turkey is thriving, vibrant, welcoming, well-connected, well-off
Ankara with a population of fewer than five million. Neutral words: hilly, historic, industrial, renowned for
2 steeped in, vibrant, welcoming, historic, bustling,
VOCABULARY Describing cities and towns well-connected
3 Students’ own ideas
5a Students match the words in the box with definitions
1–8. Point out that there are two possible answers for 6 Students read the information in the Writing bank and
item 5 and that there are also extra words that they do look back at the article to find which expressions or
not need. Let students compare answers in pairs. ideas are used.
Answers Answers
1 quaint The text has an attention-grabbing headline: Looking
2 bustling/vibrant for quality of life? Look no further! including a direct
3 welcoming question. It addresses the reader directly, using:
4 sprawling you and your
5 run-down/shabby If … is (more) your scene
6 cosmopolitan Imagine …
7 steeped in
8 renowned for

Unit 6 75
 7 Divide the class into pairs and ask them to choose EXTRA ACTIVITY
a suitable city or town from their own country and to
prepare notes about it. Remind them to think of an Write Less is more on the board. Ask students to
attention-grabbing headline, to be direct and to use work in pairs and brainstorm situations when the
a range of vocabulary. phrase is appropriate. After they have finished,
elicit ideas from random pairs. Encourage a class
PRACTICE MAKES PERFECT discussion.
8 Students write their article. Encourage them to use
appropriate styles and expressions from the Writing 2 Draw students’ attention to the title of the text and
bank as well as suitable vocabulary from exercise 5. the picture. Have them work in pairs in order to predict
Refer students to the Writing bank on page 166 for what it might be about. Elicit ideas from several pairs.
a model text and additional tips. Then, ask students to read the text in order to check
their predictions and to answer questions 1 and 2 in
TEACHER DEVELOPMENT: STUDENT TRAINING the neighbouring column. When they have finished,
nominate random students to share their answers with
Peer reviewing
the class.
If students write in class, ask them to exchange their first
drafts with a partner and to comment on their partner’s EXTRA ACTIVITY
work, commenting particularly on their use of language
As a follow-up to exercise 2, work on vocabulary from
and on how well they involved the reader. Students are
the text. Ask students to work in groups of three
ready to write a final draft. Set this for homework.
and to choose five words which they think it’s worth
remembering. Ask them to come up with a definition,
HOMEWORK using a dictionary if necessary. Then, ask students to
Assign students page 50 in their Workbook or use these words in a context, writing a sentence for
the relevant sections of the Online Workbook. each word. After they have finished, ask an individual
student from each group to come to the board and
write down their words in such a way that the same
word is not used more than once. The rest of the
Integrating skills p74
group looks at the board and asks their classmate
Buying and selling property to explain the meaning of any words they do not
Architecture understand.

WARMER
3 Direct students’ attention to the questions in exercise 3.
Ask them to try to recall the information from the text
Discussion. Divide students into three groups. Tell and exercise 2, and to answer the questions. Allow
them that they are going to discuss accommodation, students to brainstorm ideas in pairs. Then, have
so each group needs to think about the advantages students read the text again to check their answers.
of their own particular option, and the disadvantages When they have finished, nominate a student to share
of the other groups’ option. Tell them to imagine that their answers with the class.
the following autumn they are going to leave home
in order to start studying or working in another town. Answers
Obviously, they need to find some accommodation: 1 C 2 A 3 B
group A – will buy their own small flat, B – will rent
a small flat, C – will share a big flat with one or two KEY SKILLS
other people. Have students work in groups and set In exercise 4, students are expected to differentiate
a time limit. After students have finished, each group between facts and opinions. It is a key skill in the new
first presents the advantages of their option, and curriculum. In order to help students with the task,
then lists the disadvantages of the other two options. ask them to go over the statements in 1–6 and
After students have finished, take a class vote to re-write three of them as facts, and three as opinions.
decide which option has the most advantages. Provide useful expressions (e.g. according to
research/data/statistics, in my opinion / people think /
1 Draw students’ attention to the questions in it is common knowledge) if necessary. Allow students
exercise 1. Ask them to read the questions and to make to do the activity in pairs.
sure they understand their meaning. In groups of three,
students discuss possible answers. Circulate and monitor 4 2.03 Tell students they are going to listen to a radio
to ensure that all students have a chance to talk. After programme about microliving. Ask them to read the
they have finished, ask individual students to share statements in order to make sure they understand all
their ideas with the whole class. Encourage a group the words. Then, play the track twice and ask students
discussion. to do the activity. Have students compare their answers
in pairs. Afterwards, nominate one student to read their
answers to the class. See p147 for the audioscript to this
exercise.

76 Unit 6
 6 Moving home

Answers EXTRA ACTIVITY

1 Opinion 2 Fact 3 Opinion 4 Fact Draw students’ attention to the title of the text
5 Opinion 6 Opinion in exercise 2. At this stage, it’s important for them
not to read any of the text. Tell students to work
EXTRA ACTIVITY in small groups and brainstorm the stereotypes and
As a follow up to exercise 4, ask students to work in popular preconceptions about what a person’s room
groups and to discus to what extent they agree with says about their personality, hobbies, pastimes, etc.
statements 2, 5 and 6 in exercise 4. After they have Circulate and monitor to ensure that all students
finished, ask individual students to share their ideas have a chance to talk. After they have finished, ask
with the whole class. Encourage a group discussion. individual students to share their ideas with the whole
class. Encourage a group discussion.
5 Ask students to read the instructions to exercise 5
in order to make sure they understand the task. Then, EXTRA ACTIVITY
put them in pairs and ask them to brainstorm ideas they
might use in their presentation. Elicit suggestions from To prepare the group for exercise 2, ask students to
random students. read the gapped sentences in exercise 2. Then, ask
them to work in pairs and to think how the sentences
HOMEWORK might be completed. They should consider the
words or parts of speech that might fit (for example,
Assign students the project in exercise 5 on page 74.
in sentence one, students might suggest have no
They can then present it to the class during the next
interest IN a noun). Then, ask random students to
lesson.
give their suggestions.

Skills Checkpoint Unit 6 pp76–77 Rozumienie tekstów pisanych

2 Tell students that they are going to read a text
about how much someone’s room can say about his/
FAST TRACK her personality. Individually, they read the text and
You could ask students to write the assignment in complete the sentences. Ask students to compare their
exercise 5 as homework. answers in pairs. When they have finished, ask random
students to read their answers to the class.
Rozumienie ze słuchu Answers
EXTRA ACTIVITY 1 in decorating their (bed)rooms
2 is messy 3 less atmospheric
Write Living in the centre of a city on the board.
4 on social media 5 living space(s)
Ask students to work in small groups and discuss
the advantages and disadvantages of living in
EXTRA ACTIVITY
a city centre. Circulate and monitor to ensure that
all students have a chance to talk. After they have Draw students’ attention to the title of the text in
finished, ask random students to share their ideas exercise 2, but ask them not to read any of the text.
with the whole class. Encourage a group discussion. Ask students to work in small groups and brainstorm
ideas about what their room says about them.
1 2.04 Tell students they are going to listen to three Circulate and monitor to ensure that all students
people talking about the city they live in. Give students have a chance to talk. After they have finished, ask
one minute to read the summary, ignoring the gaps. individual students to share their ideas with the whole
Play the track twice. Ask them to complete the gaps in class. Encourage a group discussion.
English. They then compare their answers in pairs.
See p147 for the audioscript to this exercise. Znajomość środków językowych
Answers
EXTRA ACTIVITY
1 close to / near
2 were renovated To help students with exercise 3, ask them to work in
3 slower than pairs. Suggest the following procedure to students:
tell students to first check what grammar structure
4 (amazing) views over/of
or tense they are supposed to use and then, to check
5 being tired
if all the words in the gap are used in the right form.
6 is getting/becoming They should also check to see if they need to add any
other words to make the sentences grammatically
correct and, finally, make sure that all the words
are spelt correctly. This has the intention of raising
students’ linguistic awareness, which is an element
of all tasks in English.

Unit 6 77
 3 Individually, students complete the missing parts of
Model text
the sentences. Remind them not to change the order
of the given words. Then, ask them to form pairs and Imagine that you are a tourist visiting Poland for the
to check each other’s answers, correcting any mistakes first time. You would probably check where to go and
they notice. When they have finished, nominate random what places to visit in a popular guidebook or check
students to read their sentences to the class. out some tourist websites, maybe even read other
visitors’ opinions. This would be the obvious thing to do,
Answers wouldn’t it?
1 suggested (that) I (should) move in If you did that, however, you’d probably find yourself
2 warned me not to look for in the extremely crowded streets of the old town in
3 said to have become Kraców, Wrocław or Gdańsk, or queuing for hours to go
4 apologised to me for making by cable car to the top of Kasprowy Wierch in the Tatra
5 recommended buying a bike Mountains, or spending a similar amount of time waiting
for a lift to take you down to the salt mine in Wieliczka.
4 Ask students to work individually and to translate the If this is what you are interested in, and if you are the sort
Polish parts of the given sentences into English. Then, of person who likes to tick tourist landmarks off on your
tell them to check each other’s answers. In pairs, tell list – fine. For those seeking less obvious tourist choices,
students to swap their notebooks and to correct any it might be a good idea to think of things which aren’t on
mistakes they notice. When they have finished, ask one that list.
student to read their sentences to the class. One of the places which is more off the typical tourist’s
Answers track is the Fryderyk Chopin Museum in Warsaw. Even
1 It was said to be if you’re not a musician yourself, you might find it
2 if we would be able interesting as it is located on four floors of a renovated
palace. It also has lots of interesting exhibits. You
3 she accuse us of making
can listen to recordings of Chopin’s music played by
4 denied smoking in his room renowned musicians. You can also learn a lot of details
5 advised me to go about his private life, see some of the letters that he
wrote or received – or even listen to recordings of those
EXTRA ACTIVITY letters being read out.
As a follow-up to exercise 4, ask students to work Personally, I believe some tourist attractions are worth
individually. Tell them to write four sentences visiting, even if they are really crowded, but it’s a good
containing words/phrases in Polish to translate into idea to find a place which is less well-known, so you
English, as in exercise 4. Ask students to choose the have the sense of discovering it for the first time. Just
grammar structures which they find most difficult. think for a minute – where in your area would you advise
After students have finished, ask them to swap their a foreigner to visit?
notebooks with a partner and to translate the Polish
parts into English. When they have finished, ask them
Wypowiedź ustna
to check each other’s work for any mistakes.
6 Draw students’ attention to the pictures and ask
individual students to describe them. Then, give
Wypowiedź pisemna students time to go over the instructions in order to do
the activity in pairs, asking and answering the questions.
EXTRA ACTIVITY Circulate and monitor to ensure that all students have
Ask students to write down the names of any places a chance to talk. When they have finished, ask some
in Poland which might be appealing or interesting students to model their answers in front of the class.
for foreigners to visit. Set a time limit. After students
have finished, ask them to work in small groups, EXTRA ACTIVITY
compare answers, and explain to each other what Ask students to look at the pictures and to write two
they consider interesting about the places. When questions, which an examiner might ask, connected
they have finished, ask random groups to share their with each photo. Then, have students ask and answer
ideas with the class. the questions they have written.

5 Before students start writing the article, ask them to go HOMEWORK

over the instructions in pairs and brainstorm vocabulary
items and phrases which might be useful. Circulate and Assign students page 51 in their Workbook
help students with ideas and vocabulary if necessary. or the letter in exercise 5.
Then, give them enough time to write the letter.

78 Unit 6 Photocopiable Checkpoint B2+ Teaching notes © Springer Nature Limited 2016 & Macmillan Polska 2021
 6 Moving home

SELF-ASSESSMENT UNIT 6
Ask students to assess their own skills by giving themselves
a mark from 1–4. Remind them it is important to be honest.
You might ask students to add one or two other things they
can do to the list.
In pairs, students discuss how they can improve in the areas
where they’ve given themselves lower marks. When they
have finished, elicit some ideas from random students and
encourage a class discussion.

Unit 6 79
 7 Marketing
campaign
KEY LEARNING OUTCOMES
Students will be able to:
■ understand spoken and written texts on marketing ■ evaluate information and give opinions on the global
and influencers economy
■ use different passive structures to talk about ■ negotiate, make suggestions and express agreement
processes and procedures and to say what in a collaborative task
people say, know or believe ■ write formal reports emphasising decisive points
■ form words using prefixes and suffixes

UNIT OVERVIEW DIGITAL OVERVIEW

Advertising and selling
Presentation Kit
Word formation
Vocabulary / ▶ Life skills video: Understanding the global
Describing clothes and fashions
Developing economy
vocabulary ▶ Interactive versions of Student’s Book activities
New marketing methods ▶ Integrated audio and answer key for all activities
CRITICAL THINKING Thinking about ▶ Workbook pages with answer key
Reading how critical thinking is affected by
advertising
Teacher’s Resource Centre
Passives, passive infinitives and
passive gerunds ▶ Life skills video: Understanding the global
Passives with verbs with two objects economy
Grammar in
Causatives ▶ Grammar communication activity Unit 7:
context
Determiners and quantifiers Facts match quiz
▶ Worksheets for this unit, including:
Eco-friendly products
– Grammar Practice worksheet Unit 7
Listening – Culture worksheet Unit 7

Collaborative tasks – 1 – Life skills video worksheet 7

– Everyday English worksheet Unit 7
Developing
speaking

A report

Developing
writing

Making complaints
Consumer rights
Integrating
skills

TESTING AND ASSESSMENT

Resources for measuring student progress

▶ Test Generator Units 1–7 ▶ Printable test Unit 7

80 Unit 7

 7 Marketing campaign

3 Students read the article and explain what the photos

Reading pp78–79 represent in terms of advertising. You could ask students
to look at the photos before reading and predict how
Talking about advertising and selling; reading for they link to the topic then check their suggestions after
specific information reading.
Suggested answers
FAST TRACK The main picture shows a video blogger. The article says
You could ask students to read the article on page 79 that video bloggers particularly influence young people,
before the lesson and think how the photos are so are useful to advertisers. The images of the girl taking
connected to the text. a selfie, the laptop and the mouse represent the article’s
comments on social media and how it is breaking down
the barriers between advertisers and buyers and how
WARMER
social media is likely to be the future of marketing.
Write the following verbs on the board: buy, sell, The photo of the smartphone shows a YouTube channel
lend, borrow, pay, spend, waste, invest, donate, earn, of a well-known vlogger PewDiePie.
win, raise, cost. Ask students to work in pairs to say
how they are connected with money and how they 4 Students read the text again and choose the best
differ in meaning. Can they think of any nouns that answers. You could go through the first question
are derived from the verbs? together first. Ask students to read options A–D and to
Suggested answers say if any of them are definitely wrong. Once you have
buyer, seller, lender, loan, borrower, payment, narrowed the options down in this way, ask students
spendthrift, spendaholic, waste, investment, to find the relevant section of the text and to find the
investor, donation, donor, earnings, winner, correct answer. Ask students to complete the exercise
winnings, rise, cost and then have them compare their answers in pairs.
Answers
1 d 2 a 3 d 4 c 5 b 6 c
VOCABULARY Advertising and selling
5 CRITICAL THINKING Give students a minute to think
1a Students work in pairs to read the statements and
about their own responses to the statement. Then
discuss the meaning of the words and expressions in
encourage them to share their ideas with the class.
bold. Monitor and take note of how familiar students are
with the words and the topic. 6 Encourage students to guess the meaning of the
underlined words in the article before using their
1b Students match the words in bold in exercise 1 with
dictionary to check.
definitions a–h. They compare answers in pairs.
Answers
Answers
purchasing = buying
a brand name
savvy = knowing a lot about something and able to
b banner(s)
make good judgments about it
c freebies
relatable = something you can understand and feel
d word-of-mouth publicity connected to
e cold calls followings = people who support or admire the work of
f endorse another person
g billboards to hold sway = to be the main influence on people’s
h launch a marketing campaign opinions or behaviour
buzz = a sense of excitement or interest created around
A
VOCABULARY FOCUS or about someone or something
Students may get confused between brand and make. challenged = invited by someone to compete or fight
brand [n, count]: a product or group of products made retailer = a person or company that sells goods directly
by one particular company with a recognised identity to the public for their own use
make [n, count]: a trade name of a product that is
usually used for products such as machines or cars 7 What about you? Students think about their
answer to the question and then discuss with a partner.
logo [n, count]: a symbol or emblem that represents an
Feedback in class and see which campaign was most
organisation or company
popular. You could expand the task by asking students
how they would make the ones they didn’t choose more
2 Students discuss the advertising methods in
effective.
exercise 1a in pairs. In feedback, encourage them to
justify their opinions. Build up a list of the methods in
order from most effective to least effective on the board.

Unit 7 81
 EXTRA ACTIVITY TEACHER DEVELOPMENT: LANGUAGE
Write the following products on the board: a family The passive with get
car, sports shoes, a breakfast cereal, washing powder.
Passive structures are formed with the verb be in the
Ask students to work in small groups to decide which
correct form and a past participle form of the main verb.
celebrity they would choose to endorse each product
So we make the past simple passive with was/were +
and why, and what freebies they would give away
past participle; we make the present perfect passive with
in their marketing campaign. Extend the activity by
has/have been + past participle) and so on.
asking students to choose one of the products and to
Get is sometimes used instead of be in the passive,
design a billboard or banner to promote it.
e.g. People get paid to promote certain products.
Get is more informal than be, and is often used for
HOMEWORK something that happens by accident or unexpectedly,
Assign students pages 52–53 in their Workbook or e.g. Our window got broken this morning.
the relevant sections of the Online Workbook. Get + past participle can be used as a passive structure
to suggest that it is difficult to persuade or encourage
people to do something for you, e.g. I’m hoping to get
invited.
Grammar in context p80
It is also used in set expressions, e.g. get lost,
Using passives, passive infinitives, passive gerunds, get dressed, get married.
passives with verbs with two objects, and causatives
TEACHER DEVELOPMENT: STUDENT TRAINING
FAST TRACK Recording grammar
As an alternative to testing before you teach at the Students are often unclear how to write notes on new
beginning of the lesson, you could ask students to grammar. Their grammar notes need to be clear and
complete exercises 1a and 1b before the lesson. Check organised, so give them this advice:
answers at the start of the class. If it looks as though 1 Write a clear contextualised example of the
students are comfortable with the structures, move grammar in use.
onto exercise 2. If students have struggled, you may 2 Label its form clearly with a different coloured pen.
need to spend more time on the form and use before 3 Write four or five personalised sentences which show
proceeding. the grammar form and how to use it.
The more personalised they are, the more memorable
WARMER the grammar will be.
4 Don’t just copy rules from the book!
Revise some past participles by playing a game of
catch with a soft ball or screwed up piece of paper.
2 Ask students to read through the text quickly, ignoring
Have students stand in a circle. One student holds
the gaps, and to answer a focus question, e.g. Why are
the ball/paper and shouts out a verb (in the infinitive)
companies no longer asking ‘Do you like this product?’
before throwing it to another student who must then
Students complete the text with the correct passive
say the past participle. If they get it wrong, they are
forms of the verbs in the box. Let them compare answers
out and have to sit down. If they get it right, they
in pairs before feedback with the class.
think of a new infinitive verb and throw the ball/
paper to another student. Answers
a are exposed
b are shown
Passives, passive infinitives and passive
c are asked
gerunds d are analysed
1 Students discuss the sentences in pairs and answer e has been used
the questions. f be read
g being brainwashed
Answers
1 a
Passives with verbs with two objects
2 e
3 b = past simple, c = future with will, 3 Students discuss the sentences in pairs and answer
d = present perfect the questions.
4 the action
Answers
5 No, because the agent is not always known, or it is not
1 two (1a – celebrities, huge sums of money; 2a – visitors
important or necessary to know who did the action.
to the shop, a $10 coupon)
2 the person

82 Unit 7
 7 Marketing campaign

4 Students rewrite the sentences using the passive with

the person or people as the subject. Remind them Developing vocabulary p81
that all sentences must use the passive. They compare
answers in pairs before discussing as a class. Using prefixes and suffixes to form words

Answers
1 We are/get sold a load of things we don’t really need. FAST TRACK
2 I was bought a present by my friends. You could ask students to complete exercises 1 and 2 at
3 You are going to be offered a refund. home before the lesson. Allow them to use a dictionary
4 He was taught some new marketing strategies. if they need to. At the beginning of the lesson, nominate
students to come to the board and write their answers.
5 I was shown a great new advert on the Net (by my
sister).
6 You may be promised a free gift. WARMER
Write a set of words on the board that can be
EXTRA ACTIVITY changed by adding both prefixes and suffixes, e.g.
Ask students to write three or four personalised reason, modern, fashion, direct, social. Ask students
passive sentences using the verbs tell, teach, to work in pairs to see how many words they can
show and/or promise. make from the root words by adding prefixes and/or
suffixes.

Causatives Suggested answers

5 Students read the sentences and discuss the answer in (un)reasonable, (un)reasonably, reasoning,
open class. modernisation, modernise, modernism, (un)fashionable,
(un)fashionably, indirect, (in)directly, direction, directive,
Answer antisocial, socialise, socialism, socialist, socialite,
No. In all three sentences, Suzie’s friend took the photo (un)sociable
of Suzie. In a, we don’t know whether Suzie asked her
friend to take her photo. All we know is that her photo Word formation
was taken by her friend. In b and c, Suzie is active in 1 Students read the sentences with the adjectives and say
causing the friend to take her photo. She got a friend to which is the suffix in the word.
take her photo and she had a friend take her photo both
Answers
mean that Suzie played a part in achieving the result (the
photo being taken). The structure get something done is 1 -ic 2 -ible 3 -al 4 -ant 5 -ive 6 -y 7 -able
less formal than have something done. 8 -less 9 -ful 10 -ish

6 Students complete the questions with the correct 2 Students add a suffix to each word to create an
form of the verbs given and compare answers in adjective. Remind them that in some cases more than
pairs. Then have them ask and answer the questions. one suffix is possible and they should change the word
When they have finished, invite students to share any where necessary.
interesting answers with the rest of the class. Answers
Answers effective, funny, helpful/helpless, optimistic, original,
1 tested 2 to give 3 fix 4 to do 5 made predictable, resistant, sensitive/senseless/sensible,
thoughtful/thoughtless, youngish
EXTRA ACTIVITY 3 Ask students which words from exercise 2 can be
Ask students to prepare some more questions to ask changed to an adverb by adding -ly. Let them compare
and answer in pairs. Use these prompts: their answers in pairs before class feedback.
poem/write Answers
ears/pierce effectively, funnily, helpfully, helplessly, optimistically,
bedroom/redecorate originally, predictably, sensitively, senselessly, sensibly,
portrait/paint thoughtfully, thoughtlessly

Refer students to the Grammar reference on page 148 4 Students look at the sentences and decide what the
if necessary. suffix -ish adds to each word.

HOMEWORK Answer
It makes the answer less definite, it’s an approximation
Assign students page 54 in their Workbook or
for numbers and descriptions.
the relevant sections of the Online Workbook.
5 Ask students to write down at least five adjectives to
describe themselves. Remind them that each adjective
has to contain a suffix and that one or two can contain
-ish. Students compare their adjectives in pairs.

Unit 7 83
 6 Students work with a partner and answer the TEACHER DEVELOPMENT: CLASSROOM TIP
questions about the words in the box.
Spelling patterns
Answers
Helping students see patterns in language (when there
1 autograph = a) self
are some) can help them learn and remember new
collectable = b) adjective words. Ask students to note what they can see in the
creative = b) adjective following patterns:
criticism = b) noun ready/readiness, vary/variety (y often changes to i)
endorsement = b) noun increase/increasing, fortune/fortunately (e is often
famous = b) adjective dropped)
imagination = b) noun attend/attention, pretend/pretence (d changes)
instantaneous = b) adjective
intensify = b) verb HOMEWORK
likelihood = b) noun Assign students page 55 in their Workbook or
modernise = b) verb the relevant sections of the Online Workbook.
multi-purpose = a) many
officially = b) adverb
originality = b) noun Listening p82
post-concert = a) after
powerful = b) adjective Listening for specific information
pre-concert = a) before
readiness = b) noun FAST TRACK
7 In pairs, students write as many new words as they can To prepare for the listening in exercise 2, ask students to
by adding prefixes and suffixes. Remind them they can read through the questions and check they understand
use the list of suffixes and prefixes on pages 158–159 all the vocabulary before the lesson. Ask them to think of
to help them. You could make it a competition by words and phrases that might come up in the track that
setting a time limit of three or four minutes and finding would help them find the right answers.
out which pair has the most words.
Suggested answers WARMER
1 nation: nationality, (inter)national, (inter)nationalist, Write the following words on the board: organic,
(inter)nationalise, (inter)nationalisation; eco-friendly, energy-saving, natural. Ask students
2 act: (in)action, (in)active, (in)activity, (in)activate, what they mean. Then ask them to name some
(in)actively, activist, actor, actress, actuary, actual, products that these words could describe.
actually, actuality, enact, enactment, re-enact; Answers
3 able: (in)ability, ably, unable, disable, disabled, organic = produced with no or only a small number
disability, disablement, disabling; of artificial chemicals and methods
4 cook: cookery, cooker, cookbook, (un)cooked, eco-friendly = not harmful to the environment
cooking, cookie; energy-saving = using less energy than other products
5 produce: product, production, (un)productive, natural = not artificial
productivity, producer, by-product

8 Ask students to read the text quickly, ignoring the 1 Ask students to look at the logos and to discuss the
gaps, and answer a focus question, e.g. What do retail questions in pairs. In feedback, elicit ideas but don’t give
anthropologists do? (They study shoppers’ habits and them the answers yet as these will be revealed in the
help shop owners to sell more, e.g. through the design listening comprehension.
of their shops.) Students then read the text again and Example answers
complete the gaps with words formed from the root 1 The logo on the left is possibly on items of food
word given. or household items that are ecologically friendly.
Answers The logo on the right is probably on containers and
a increasingly materials that are recyclable.
b existence 2 and 3 Students’ own answers
c variety Note: The options in exercise 2 are long and use similar
d attention vocabulary to say slightly different things. Before students
e unpredictable listen and do exercise 2, give them time to read the
f Unfortunately options, not just to predict the text, but also to make sure
g discoveries they are clear about what each one is saying. In feedback to
h effectively this pre-listening task, ask students exactly what they will be
i standardise listening for in order to catch the right answer, and ask them
j accessible which options are likely to be distractors.

84 Unit 7
 7 Marketing campaign

2 2.05 Ask students to read through the options Collaborative tasks – 1

carefully and to predict the sort of answers they
1 Students work in pairs, looking at advertisements
might expect to hear in the recording. What words in
a–e and discussing what they are advertising. Which
the options tell them what the listening will be about?
ones do they like and why? In feedback, find out which
Tell students they are going to listen to an interview with
ad appeals most to the class.
a consultant for a consumer protection organisation.
Play the track. Students listen and choose their 2 2.06 Students read the instructions for the speaking
answers and then check them in pairs. See p148 for task. Elicit what the people doing the task have been
the audioscript for this exercise. asked to talk about (they have to discuss the message
Answers of all the ads and decide which ad is the most effective).
1 c 2 b 3 c 4 b 5 d Play the track. Students listen and then they talk in pairs
about which ad the speakers chose and why. Encourage
3 What about you? Give students a couple of minutes them to say whether they agree with the speakers’
to think about their answers to the questions and then choice. See pp148–149 for the audioscript for this
ask them to discuss these in pairs or small groups. exercise.
Circulate to check that students are giving reasons for Answer
their responses. Feedback as a class. You could write the
They choose the car advert because the message is
suggestions to question 4 on the board and ask students
simple and clear, and the image is attractive.
which of the ideas they already do in their daily lives and
which ones they may consider doing in the future. 3 Students work in pairs to answer the questions.

EXTRA ACTIVITIES Answers

1 Yes
1 Write the following products on the board: car, light
bulb, coffee. Students work in pairs. They choose 2 No, not always (they disagreed about liking chocolate
a product and discuss how they could market it as and about the phone ad)
an eco-friendly product. Students present their ideas 3 Yes
to the class or design a poster to promote their 4 Yes
product.
4 Students work in pairs to read the expressions in
2 Have students write ‘green pledges’ making small the Speaking bank on page 83 and to add their
promises about how they intend to make more own expressions. In feedback, elicit suggestions for
eco-friendly choices. These can be specific (I’m going expressions and ask the class to comment on which ones
to walk to town this Saturday rather than go by car.) are appropriate.
or general (I’m going to buy recycled paper.). Refer
back to these pledges throughout the term and ask if Suggested answers
students have managed to keep them up. Asking your partner’s opinion: So what do you reckon?
/ Do you have an / any idea which / what / how …?;
What’s your opinion of …?
HOMEWORK
Making suggestions: How about …-ing? / Shall we …? /
Assign students page 55 in their Workbook or We could … / Perhaps we’d better …
the relevant sections of the Online Workbook. Agreeing with your partner: I see your point. / Sure. /
You’re right.
Partially agreeing with your partner: I see your point,
Developing speaking pp82–83 but … / OK, but … / I can see what you’re saying, but …
/ I know what you mean, but …
Using expressions to negotiate in a collaborative task
TEACHER DEVELOPMENT: LANGUAGE
FAST TRACK Using see
You could ask students to look at exercise 4 before Note the use of see to mean ‘understand’. Students
the class and add any expressions they know to each rarely use see with this meaning, and English courses
category. Students could then compare with a partner often avoid teaching it until high levels, and yet it is
at the beginning of the lesson. the most common use of see. Expressions like Do you
see?, I see your point and I see what you mean/what
WARMER you’re saying/what you’re getting at are very common in
English.
Write the following words on the board: humour,
aspiration, value, freedom, status. Ask students if
they can think of any current advertising campaigns
or TV commercials that appeal to these values in
order to persuade people to buy something. And
appeal to which value is most likely to gain their
attention?

Unit 7 85
 TEACHER DEVELOPMENT: CLASSROOM TIPS
Developing writing pp84–85
Answers at advanced level
If your first language isn’t English, you may not always Writing a formal report; using determiners and
be sure that students’ suggestions at this level are quantifiers; describing clothes and fashions
correct, particularly because of the dynamic nature of
language which means new phrases frequently appear. FAST TRACK
You may worry about giving them bad advice about
You could ask students to read the task and the report
when they can or can’t use an expression. Don’t be
in exercise 2 and choose a title for each section. Ask
afraid of opening up a Use of English query to the rest
students to check any vocabulary that they don’t know.
of the class, as the combined language knowledge of
In addition, or alternatively, students could do the
high-level students can often be instructive for everyone.
preparation for the writing task in class and you could set
It is, however, always important to give clear advice to
the writing task in exercise 7 for homework.
students. They will get frustrated if you don’t advise or
correct them adequately or if you appear to be muddled.
Advise them to use words and expressions you know are WARMER
correct. If you’re not sure about one of their suggestions, Look at some magazines (preferably teen magazines)
you could say, That’s a good idea, but I think this and find an interesting or controversial ad. Cut it out,
expression is better. put it on the board and ask for the students’ responses
to it. Alternatively, write one or two of the following
5 Students work in pairs to practise doing the task in
by-lines on the board and ask for comments:
exercise 2 giving their own opinions. Monitor closely
The perfect way to have a great body this summer
and make comments on their language use. This is
a practice stage in preparation for the main task so use the Buy this – and be in with the in-crowd
opportunity to point out to students whether they are doing Everybody’s playing supercarts this Christmas!
the task appropriately and using language accurately.

PRACTICE MAKES PERFECT

A report
1 Students discuss the questions in pairs. In feedback,
6 Students work in pairs. Make sure they know that
elicit a few general comments and find out what range
they each have to speak for the same amount of time.
of opinions there are in the class.
Give them a short time to prepare their roles and to
think of expressions to use, encouraging them to use the 2 Ask students to read the writing task carefully. As a class,
language in the Speaking bank. During their discussion, briefly discuss how many paragraphs there are likely to
monitor and take note of any errors and good use of be in the report (four) and what points the paragraphs
language to include in final feedback. need to cover. Then ask them to read the report and to
write suitable section titles for it. They compare ideas in
TEACHER DEVELOPMENT: STUDENT TRAINING
pairs.
Speaking in exam conditions Suggested answers
Repeating speaking tasks is a good way to improve 1 The most commonly used media for advertising
confidence and fluency as students become increasingly 2 The positive and negative aspects of advertising
familiar with what they are saying. It is also a good idea
3 Recommendations
to replicate exam conditions so that students have useful
practice at speaking under pressure. If the class is not Test before you teach
too big (up to 20 students), allocate lesson time to fully If you have time, ask students to work in small groups
preparing, practising and performing a speaking task. and write two or three questions to ask their classmates
Put students in pairs and ask them to speak for two about different pastimes, e.g. How many times a week
minutes. Then tell them to stop and to repeat the do you do sports? Give students time to circulate and
exercise, using different expressions and trying to be ask their questions to ten students. Then have them
more accurate with their use of English. Sit with each write sentences about their results using a variety
pair for one minute and take notes on their language use of determiners and quantifiers. Write the following
and errors. After the students have repeated the activity on the board for them to use: none of, all of, most,
three or four times and you have heard everybody speak, a (considerable) number of, each of, every.
feedback on performance and errors. If time is tight, provide some information on the board
for students to write the sentences, e.g.
HOMEWORK How many books do you read for pleasure every year?
Assign students page 57 in their Workbook or more than 10: 10 4–9: 8 1–3: 9 don’t read: 3
the relevant sections of the Online Workbook. How often do you do exercise?
every day: 12 3–5 times a week: 14 1–2 times a week: 4
If they seem to be familiar with the use of determiners
and quantifiers, then move through the Grammar guide
exercise quickly in open class.

86 Unit 7
 7 Marketing campaign

GRAMMAR Determiners and quantifiers A

VOCABULARY FOCUS
3 Students read the sentences carefully and decide if Stylish and chic both mean ‘fashionable and well-designed’;
the statements are True (T) or False (F). They compare glamorous and sophisticated suggest wealth and class
answers in pairs. In feedback, ask them to correct any of as well as style; trendy means ‘modern and fashionable,
the false rules and point out the following differences: the latest style’; smart means ‘well-dressed’ and is the
opposite of casual or scruffy; stripy and flowery describe
Compare Each student studied hard (the students are
a fabric and, by extension, a piece of clothing with
seen as individuals) with Every student studied hard
a pattern of stripes/lines of different colours or flowers
(the students are seen as a whole group).
respectively. Someone who dresses adventurously likes
Compare No actors look like me (no actors in general)
to wear new and exciting styles of clothing. Some people
with None of the actors look like me (no members of
like to dress in a retro or vintage or old-fashioned style
a previously specified set of actors).
wearing clothes from the 1960s, 70s or 80s.
Answers
1 T 2 T 3 F (A number of goes with plural countable
nouns.) 4 T 5 T 6 T 7 T VOCABULARY Describing clothes and fashions
4 Ask students to decide if the sentences are correct and 6b Start by brainstorming the different types of clothes
to rewrite the incorrect sentences. Let them compare students can see in the pictures. Elicit the words braces,
answers in pairs before you check them with the class. tights, necklace and hat. Students work in pairs to
describe the outfits and accessories. In feedback, ask
Answers
different pairs to describe one person each.
1 each adverts each advert
2 correct Example answers
3 correct The woman in the photo on the left is wearing bright
4 correct stripy tights with blue shorts. Her T-shirt is also blue
and she’s wearing bright red braces. She has got
5 all days all day / every day
blue sunglasses. Her clothes are casual and colourful.
6 have has The man on the right is wearing smart trousers with
7 not no braces and a plain white loose shirt. He’s wearing quite
8 has worked have worked a smart hat. His braces and hat are old-fashioned, but he
looks trendy. He also looks quite casual and relaxed.
5 Ask students to re-read the report in exercise 2 and
to discuss the questions in pairs.
EXTRA ACTIVITY
Answers
Divide the class into groups of four. Ask them to
1 for a large multinational company choose one student in their group to describe.
2 more formal The groups prepare a description of their clothes
3 no and accessories then they present their descriptions
4 
because these impersonal structures are more formal to the class. If appropriate, ask the student being
and add distance described to stand up.
5 
also (addition), Consequently (consequence), However
(contrast), Moreover (addition). They are formal words
and help to structure the report. VOCABULARY Describing clothes and fashions
6c Students discuss the meaning of the words in bold in
EXTRA ACTIVITY pairs. Then they discuss and answer the questions.
Ask students to look again at the report on page 85
and to say which expressions from the Writing bank A
VOCABULARY FOCUS
are used in it. match [v]: go together in terms of colour or style
Answers fit [v]: are of the correct size
The purpose of this report is to … suit [v]: are appropriate for the person, makes the wearer
I (strongly) recommend … look good
wouldn’t be seen dead in [phr]: wouldn’t wear under
VOCABULARY Describing clothes and fashions any circumstances
set a trend [phr]: create a new fashion
6a Students match some of the words in the box with the
definitions. Remind them that several words may be
PRACTICE MAKES PERFECT
possible for some definitions. They compare answers in
pairs and discuss the meanings of the other words. 7 Students carefully read the writing task and identify
what they need to include. Encourage them to use
Answers an appropriate formal style and expressions from the
1 chic/classic/glamorous/smart/sophisticated/trendy Writing bank as well as suitable vocabulary from exercise 6.
2 scruffy 3 tight 4 baggy/loose 5 plain 6 check When they are ready, they write their report either in class
or for homework. Refer students to the Writing bank on
page 167 for a model text and additional tips.

Unit 7 87
 TEACHER DEVELOPMENT: STUDENT TRAINING Answers
1, 3
Peer reviewing
Make this a collaborative task. Ask students to work in EXTRA ACTIVITY
pairs to plan sections and make notes. Then ask them to
As a follow-up to exercise 2, focus on the target
exchange their notes with another pair, who can ‘steal’
grammar in the text. Ask students to work in pairs
good ideas and suggest changes. Ask students to start
and find all examples of the passive voice and the
writing their reports in pairs before finishing them for
causative have in the text. Ask them if the meaning of
homework.
all the sentences is clear. Then, ask students to write
Refer students to the Grammar reference on page 148 three sentences about themselves, using the text as
if necessary. a model (e.g. in the text Last week I had my hair dyed
– I’ve never had my hair dyed; I’d like to have my hair
HOMEWORK
dyed blue; I had my hair dyed pink in the summer).
Assign students page 58 in their Workbook or the
relevant sections of the Online Workbook. 3 Direct students’ attention to the questions in exercise 3.
Ask them to read the text again and answer the
questions in their notebooks. Elicit the answers.
Integrating skills p86 Answers
1 B 2 C 3 A 4 B
Making complaints
Consumer rights
EXTRA ACTIVITY

WARMER As a follow-up to exercise 3, ask students to work in

pairs and find information in the text which supports
Write consumer rights on the board. Ask students
the correct answer. When they have finished,
what they think the phrase means and give examples
ask random students to share their answers with
of situations in which people might feel that their
the class.
consumer rights have been violated or abused.
Then, ask students to work in pairs and brainstorm
4 Ask students to work in small groups and to talk
vocabulary connected with the topic. e.g. to
about how far they agree with the opinions raised in
complain, to make a complaint, to write a letter of
the posts in 2. Circulate and monitor to ensure that all
complaint, to ask for a refund/compensation, etc.
students have a chance to talk. After they have finished,
Elicit answers from students. Ask them if they have
ask individual students to share their ideas with the
ever been in a situation in which they had to stand up
whole class. Encourage a group discussion.
for their consumer rights.
KEY SKILLS
1 Draw students’ attention to the cases in exercise 1.
In exercise 5, students are expected to differentiate
Ask them to read the situations in order to make sure
between facts and opinions. It is a key skill in the new
they understand them. Tell students to work in groups
curriculum. In order to help students with the task,
of three and to discuss whether or not they think it is
ask them to go over the statements and re-write
necessary to make a complaint, giving their reasons why.
three of them as facts, and three as opinions. Provide
Circulate and monitor to ensure that all students have
useful expressions (e.g. according to research/data/
a chance to talk. After they have finished, ask individual
statistics, in my opinion/people think/it is common
students to share their ideas with the whole class.
knowledge) if necessary. Allow students to do the
Encourage a group discussion. You may wish to take
activity in pairs.
a class vote in order to discover which of the situations
they consider most serious.
EXTRA ACTIVITY
EXTRA ACTIVITY
Discussion. Ask students to work in groups of three
As a follow-up to exercise 1, ask students to work and to talk about the factors that push people to
in small groups in order to come up with two more make/not make a complaint. Write the following
situations which they – or their families or friends factors on the board: AGE / GENDER / NATIONALITY /
– have experienced and which have made you/ EDUCATION / JOB / PLACE OF RESIDENCE. Circulate
them feel dissatisfied with a purchase/service. When and monitor to ensure that all students have a chance
students have finished, ask them to swap ideas and to talk. After they have finished, ask random groups
to then discuss in their groups how necessary it is to share their ideas with the whole class. Encourage
to make a complaint in each of the situations, giving a group discussion.
reasons why/why not.

2 Draw students’ attention to the text and ask them to

read the three forum entries individually. After they have
finished, ask them which of the situations in exercise 1
are mentioned in the text.

88 Unit 7
 7 Marketing campaign

5 2.07 Tell students they are going to listen to EXTRA ACTIVITY

a student’s in-class presentation. Ask them to read the
With books closed, ask students to listen to the
statements in order to make sure they understand all the
recording in exercise 1 and to take notes of the
words. Then, play the track twice and ask students to do
information which they think is important and which
the task. Have students compare their answers in pairs.
might be needed later.
Afterwards, choose one student to read their answers to
the class. See p149 for the audioscript to this exercise.
1 2.08 Tell students they are going to listen to
Answers someone talking about advertising. Give students 30
1 Opinion 2 Fact 3 Opinion 4 Fact 5 Fact seconds to read the questions. Play the track twice. Ask
6 Opinion students to compare their answers in pairs. See p149 for
the audioscript to this exercise.
EXTRA ACTIVITY
Answers
As a follow up to exercise 5, ask students to work in 1 The primary function of advertising is to persuade
pairs and to talk about whether any information in (and/or manipulate) (consumers).
the recording was surprising, strange or new to them.
2 They always say their product/service is the best.
After they have finished, ask individual students to
3 The speaker is a university teacher / lecturer and
share their ideas with the whole class. Encourage
author.
a group discussion.
4 A conscious decision is based on information / analysis /
comparison with other products.
6 Ask students to read the instructions to exercise 6 in
order to make sure they understand the task. In pairs, 5 A phone, a laptop or a car.
students then write a short questionnaire for a class
survey about the complaints their classmates have/ EXTRA ACTIVITY
haven’t made in the last two years. It should concern Draw students’ attention to the title of the text in
products they bought (group A) or services they used exercise 2. Tell them to work in small groups and to
(group B). Monitor and help where necessary. When think of any advertising slogans which they remember
students have finished, they should ask as many as being particularly successful or unsuccessful. Then,
classmates as possible to answer the questions in the ask students to brainstorm words or phrases which
survey. are common for advertisements in general, or which
are often used in advertisements for certain products
HOMEWORK or services. After they have finished, ask individual
Assign students the class survey in exercise 6 on students to share their ideas with the whole class.
page 86. They can then present it to the class during Encourage a group discussion.
the next lesson.
Rozumienie tekstów pisanych
2 Tell students that they are going to read a text about the
Skills Checkpoint Unit 7 pp88–89 language of advertising. Individually, they should read
the text and match each section (A–D) with one of the
FAST TRACK sentences (1–6). Remind them that there are two extra
sentences. Ask students to check their answers in pairs.
You could ask students to write the assignment in
When they have finished, ask random students to read
exercise 5 as homework.
their answers to the class.
Answers
Rozumienie ze słuchu
1 B 2 D 3 – 4 C 5 – 6 A
EXTRA ACTIVITY
Discussion. Ask students the following questions: EXTRA ACTIVITY
• How much time does it usually take you to buy As a follow-up to exercise 2, work on the vocabulary
something? from the text. Ask students to work in pairs and to
• What product(s) did you spend longest in deciding choose five adjective-noun collocations (e.g. creative
upon? Why did it take so long? thought, innovative product, clever marketing
• Have you ever bought something as a result of an campaign, powerful slogans, inseparable part, etc.)
advertisement? Can you give an example? which they would like to remember. After students
Elicit some answers and encourage students to justify have finished, ask random students to share their
their choices. ideas with the class.

Unit 7 89
 EXTRA ACTIVITY Wypowiedź pisemna
As a follow-up to exercise 2, have students work EXTRA ACTIVITY
in small groups and brainstorm examples of the
language of advertising mentioned in the text. Have students work in small groups. First, ask them
Circulate and monitor to ensure that all students to make a list of five well-known Polish YouTubers or
have a chance to talk. After they have finished, ask influencers. Then, they should discuss what it is that
individual students to share their ideas with the whole makes them so popular. After students have finished,
class. Encourage a group discussion. ask a representative of each group to read out the
names on their list in order to see whether any other
groups have the same names. Ask students to explain
Znajomość środków językowych why they think these people are popular. Encourage
a class discussion.
EXTRA ACTIVITY
To help students with exercise 3, write the following 5 Before students start writing the article, ask them to go
words on the board: differ, memory, original, over the instructions in pairs and brainstorm vocabulary
likely, probable, vary. Ask students to work in items and phrases which might be useful. Circulate and
pairs in order to come up with all of the words help students with the ideas and vocabulary if necessary.
which can be formed from the words on the board, Then, give them enough time to write the article.
using a range of prefixes and suffixes, e.g. differ –
different, indifferent, difference. Tell students to use Model text
dictionaries if necessary. After they have finished, IS TELEVISION ALWAYS RIGHT?
ask random students to come up to the board and
Have you ever wondered what some of the opinions and
write the words they came up with.
conclusions that are presented in various TV programmes
are based on? I didn’t really think about it that much –
3 Individually, students read the text and complete the until last Sunday.
gaps with one of the words in the box in the correct
I was watching a TV programme that focused on
form. Then, in pairs, students swap notebooks and
teenagers in Poland. One of the points raised was why
correct any mistakes they notice. When they have
some Polish influencers are incredibly popular and
finished, choose a random student to read their answers
followed by thousands of young people. The opinions
to the class.
presented were apparently based on a report conducted
Answers among teenagers in Poland, in which they were asked
1 variety 2 memorable 3 likelihood 4 originality to complete a survey about the influencers – YouTubers,
bloggers or vloggers – they followed. According to the
EXTRA ACTIVITY report, a lot of influencers are popular because they are
passionate about something or good at something, and
To help students with exercise 4, ask them to work
they communicate in ways which are easy for teenagers
in pairs, read the gapped sentences, and say what
to understand. Furthermore, the vast majority of them
grammar structure or tense they are supposed to use.
are quite young and, consequently, they seem more
This has the intention of raising students’ linguistic
authentic to their followers.
awareness, which is an element of all tasks in English.
However, there was one opinion with which I simply
couldn’t agree with. According to the report, most
4 Ask students to work individually when writing the
influencers are popular because they look good – they
missing parts of the sentences. Then, in pairs, students
are handsome or pretty, wear really nice clothes, and
swap notebooks and correct any mistakes they notice.
look healthy and trendy. Well, some of them do look like
When they have finished, choose random students to
that – especially if they are promoting keep fit activities
read their sentences to the class.
or healthy eating – or if their passion is fashion. However,
Answers there are a lot of influential YouTubers or bloggers who
1 were offered to (all) customers do not look like fashion models – these are often popular
2 be endorsed by a celebrity pop culture critics, sport commentators, or gamers.
3 have her hair styled My favourite influencer isn’t a fashion model, but she
4 of them was/were interested does knows a lot about British TV series. She is smart,
5 number of people are using funny and witty, so looks are not everything! To my mind,
the producers of that TV programme simply got it wrong.

90 Unit 7 Photocopiable Checkpoint B2+ Teaching notes © Springer Nature Limited 2016 & Macmillan Polska 2021
 7 Marketing campaign

EXTRA ACTIVITY
Have students look at the pictures and brainstorm
points they have in common. Then, ask them write
down any words that come to their mind when
looking at the pictures. Set a time limit of one minute.
Elicit ideas from the students.

Wypowiedź ustna
6 Draw students’ attention to the instructions
and pictures. Ask them to work in pairs, asking and
answering the questions. Circulate and monitor to
ensure that all students have a chance to talk. Then, ask
some students to model the answers in front of the class.

HOMEWORK
Assign students page 59 in their Workbook or
the article in exercise 5.

SELF-ASSESSMENT UNIT 7
Ask students to assess their own skills by giving themselves
a mark from 1–4. Remind them it is important to be honest.
You might ask students to add one or two other things they
can do to the list.
In pairs, students discuss how they can improve in the areas
where they’ve given themselves lower marks. When they
have finished, elicit some ideas from random students and
encourage a class discussion.

Unit 7 91
 8 One life,
live it
KEY LEARNING OUTCOMES
Students will be able to:
■ nderstand spoken and written texts on extreme ■ talk about appreciating literature
experiences and special moments ■ express opinions and make comparisons
■ talk about adventures and extreme experiences using ■ write a structured opinion or a for-and-against essay
compound adjectives and participle clauses using appropriate expressions and linkers
■ describe outdoor activities using modifying
comparisons

UNIT OVERVIEW DIGITAL OVERVIEW

Compound adjectives – parts of
Presentation Kit
the body
Vocabulary / ▶ Life skills video: Appreciating literature
Developing Words with more than one meaning
▶ Interactive versions of Student’s Book activities
vocabulary Metaphors – happiness and sadness ▶ Integrated audio and answer key for all activities
Bungee jumping ▶ Workbook pages with answer key
CRITICAL THINKING TThinking about
Reading how a near-death experience can
change your outlook on life Teacher’s Resource Centre
▶ Life skills video: Appreciating literature
Participle clauses
▶ Grammar communication activity Unit 8:
Grammar in Making and modifying comparisons Comparative quotes
context ▶ Worksheets for this unit, including:
Special moments – Grammar Practice worksheet Unit 8
– Culture worksheet Unit 8
Listening
– Life skills video worksheet 8
Discussions based on visual stimuli – Everyday English worksheet Unit 8

Developing
speaking

Opinion and for-and-against essays

Developing
writing

Disabilities
Integrating
skills

TESTING AND ASSESSMENT

Resources for measuring student progress

▶ Test Generator Units 1–8 ▶ Printable test Unit 8

92 Unit 8

 8 One life, live it

Reading pp90–91 4 The newspaper had an article in it this morning about

a couple who had been married for 60 years and
Using compound adjectives with parts of the body; were still in love.
reading for gist, cohesion and global understanding 5 I’ve failed my driving test again. That’s the seventh
time.
6 She was wearing a huge, brightly coloured necklace.
FAST TRACK
You could ask students to complete exercises 1a and
2 Ask students to look at the pictures and elicit ideas
1b at home before the lesson. Allow them to use
about how they connect to the title of the article
dictionaries if necessary. Check students’ answers in class
(e.g. The woman is the Australian who fell into the
before moving onto the speaking task.
river. The other picture just shows someone bungee
jumping.). Then ask students to read the article and
WARMER match paragraphs A–F to the gaps. Before they start,
Write heart, head and back on the board. Put elicit any advice they can recall for this type of activity.
students in pairs and give them one minute to think Then have students compare answers in pairs before
of as many compound words as they can with these discussing as a class.
words in them. After the minute is up, ask the pair Answers
who claim to have thought of the most to come to 1 B 2 D 3 E 4 A 5 F 6 C
the board and write their words. Check the words.
Elicit other interesting words from the class. 3 Students re-read the article and answer the questions.
Suggested answers Elicit answers in open class.
heart-throb, heart attack, heartache; headache, Answers
headline; backbreaking, throwback 1 The cord snapped, but she was still tied to the bungee
cord with her ankles strapped together, so she was
TEACHER DEVELOPMENT: LANGUAGE dragged under the water when the cord got caught.
There were crocodiles in the river and the water was
Compound adjectives dirty. The paramedics got lost and then she was pulled
Compound adjectives can be one word (breakneck) out of the water by a man with no medical training.
or hyphenated. When the second word is an -ing word, Her lungs had partially collapsed. She ended up in
it is likely to be hyphenated. Zimbabwe without a passport.
2 She put her hands over her head so that her head
VOCABULARY Compound adjectives – parts of the was protected. The river was full after recent rain.
She managed to dive down and free the rope. She
body
wedged her arm between rocks to stop being swept
1a Students work in pairs. They match the words to make away. She knew enough first aid to put herself in the
compound adjectives then match these with the recovery position.
definitions. Allow students to check their answers in the
dictionary. 4 CRITICAL THINKING Students reflect on their own
answer to the question and then share their ideas with
Answers
the rest of the class.
1 f, iii 2 e, vi 3 c, i 4 b, vii 5 j, viii 6 i, x 7 h, ii
8 g, ix 9 d, iv 10 a, v 5 Ask students to match the underlined words in the text
to the explanations and definitions.
1b Students complete the questions with the correct parts
of the body and then check answers in pairs. Answers
Answers 1 clinging
1 neck 2 heart 3 ear 4 hair 5 mind 6 nail 2 blur
3 gorge
1c Students discuss the questions in exercise 1b in 4 strapped
pairs. In feedback, invite students with interesting stories 5 zoomed
to share them with the class. 6 wedge
EXTRA ACTIVITY 7 jolt
8 rush
Read out the following situations and ask students to
say which adjectives they invoke. 9 give it a go
1 It’s 2–2 in the World Cup Final. Messi steps up to 10 slapped
take the penalty. 6 What about you? Give students time to look at the
2 I’m on top of the skyscraper now … just checking the questions and consider their answers individually before
bungee rope … and here I go! asking and answering in pairs or small groups. Hold
3 The Formula 1 cars are on the grid … starting their a class discussion and find out what dangerous sport
engines … and the light’s green … most students would like to try.

Unit 8 93
 EXTRA ACTIVITY Answers
1 the boat
1 Ask students to work in pairs and research question
2 Being
4 in exercise 6. Then have them report back to the
class. 3 both
2 Students think of as many extreme sports as possible. 4 climbing
Write them on the board. Build up a list of at least 5 this story is one of my favourites
ten (e.g. bungee jumping, diving, gliding, mountain 6 Blamed
biking, mountaineering, parachuting, paragliding,
roller blading, snowboarding, windsurfing). Then put TEACHER DEVELOPMENT: LANGUAGE
students in small groups and ask them to order the
Participle clauses
sports from the most to the least dangerous. The
groups present their lists and justify the order they Compare a with b, and c with d:
have put the sports in. a I was walking home. I lost my keys.
b Walking home, I lost my keys.
c He was exhausted. He went to bed.
HOMEWORK
d Exhausted, he went to bed.
Assign students pages 60–61 in their Workbook or
The underlined words in b and d are participle clauses –
the relevant sections of the Online Workbook.
b is a present participle clause (-ing), d is a past participle
clause (-ed). Although the subject of these clauses is not
stated, it is understood because it is the same as the
Grammar in context p92 subject in the main clause (b = I, d = he). We form the
participle clause by removing the subject and be
Using participle clauses (in b = I was, in d = He was).

3 Students complete the sentences with the correct form

FAST TRACK
of the verbs given. They check answers in pairs before
In addition to testing before you teach, you could ask discussing as a class.
students to complete exercises 1 and 2 at home before
the lesson so you can evaluate their level. Check their Answers
answers at the beginning of class. 1 Walking
2 learning
Test before you teach 3 Taught/Having been taught
Write the following on the board: 4 Having learnt
He was skiing in the Andes. He had a serious accident. 5 qualifying
Her phone was covered in ice. Her phone began to ring. 6 Having been caught
Students work in pairs to think of ways of joining the 4 Students complete the sentences and then compare
sentences in each line. Tell them they can change or add answers in pairs. Remind them to use between three and
words, but their new sentence must express the same six words and not to change the word given.
ideas. Elicit Skiing in the Andes, he … and Covered in
ice, her phone …Take note of how well students use Answers
participle clauses to change the sentences. If they seem 1 knowing much about animals
to be familiar with their use, then move through the 2 making sure that
Grammar guide exercise quickly in open class. 3 Hit by the car/Having been hit by the car
4 performed in 2005
Participle clauses 5 since she is totally fearless
6 fearing (that) there was no solution/fearing no solution
1 Students read sentences a–f and answer questions 1–4. would be found
They compare answers in pairs before discussing as 7 Not being able to see where/Being unable to see where
a class. 8 given the chance to play
Answers 5 Students complete the questions with their own
1 present participle: b, c, d and f (in b, having finished = ideas. They work in pairs to ask and answer their
present perfect form); past participle: a and e questions. Draw their attention to the example sentence.
2 past participle Monitor and make a note of any errors to deal with in
3 having done feedback.
4 yes

2 Students choose the correct alternative and check

answers in pairs before discussing as a class. Remind
them that in one case, both alternatives are possible.

94 Unit 8
 8 One life, live it

Example answers EXTRA ACTIVITY

2 what do you still find hard?
Point out that the words in exercise 1 actually have
3 what do you do to relax your muscles?
more than two meanings. Ask students to look them
4 do you prefer making notes or doing practice papers? up in their dictionaries, find one further meaning for
5 how do you pass the time? each and write sentences to show the meaning.
6 what do you do together?
7 how do you get someone’s attention?
TEACHER DEVELOPMENT: STUDENT TRAINING
8 are you still interested in politics?
Using a dictionary
FAST FINISHERS To do vocabulary tasks such as the ones on this page,
Extend exercise 5 by giving students the following students need to use a reliable English–English learner
sentence starters: dictionary such as the Macmillan English Dictionary
Living in this country, … for Advanced Learners. This gives information about
a word’s part of speech, pronunciation, use, collocation
Stuck at home on a wet weekend, …
and connotation, and also provides example sentences
Having studied participle clauses, …
to show the word in context – all of which are essential
for students not only to understand a word, but to be
Refer students to the Grammar reference on page 150
able to use it correctly. Make sure students are using
if necessary.
a good monolingual dictionary and not overusing
HOMEWORK electronic devices or translation dictionaries.
Assign students page 62 in their Workbook or
the relevant sections of the Online Workbook. 2 Students match the uses of the word point with the
definitions and compare answers in pairs before
discussing as a class.

Developing vocabulary p93 Answers

1 e 2 f 3 a 4 d 5 g 6 c 7 b (point is a verb
Using words with more than one meaning here)

3 Students discuss the phrases in pairs. They then

FAST TRACK check answers in their dictionaries. Make sure they have
You could ask students to read through the sentences in access to a good English–English dictionary such as the
exercise 1 at home and make notes about the differences Macmillan English Dictionary for Advanced Learners (see
in meaning. They will then be ready to start the speaking Teacher development tip above).
task at the beginning of the lesson. Answers
1 understand your argument
WARMER 2 say what you want to say quickly and precisely
Students work in pairs. Give them one minute to think 3 made a convincing argument
of as many words with two different meanings as they 4 failed to understand the argument
can. Ask the pair who claim to have the most to tell 5 about to
you their words and write them on the board. Discuss 6 partly but not completely
briefly, adding to the list with more suggestions from 7 have a strong argument (but I don’t necessarily agree
the class. with it)
8 a time/place/stage when you have to continue
Words with more than one meaning something because you can’t stop and go back or start
1 Students discuss the meanings of the words in bold it again
in pairs. Elicit answers in feedback.
EXTRA ACTIVITY
Answers
Ask students to work in pairs and write a dialogue
1a clear = obvious
with a debate or argument on a particular subject.
1b clear = without clouds, rain, etc.
Tell students they must use at least three of the
2a fair = pleasant and not raining expressions in exercise 3. Have students perform
2b fair = reasonable/just their dialogues for the class.
3a cover = put (something) over (something)
3b cover = travel a certain distance 4 Students complete the gaps. You could do this as
4a pick up = gain or improve (pick up speed = accelerate) a team game – which team can find the correct answer
4b pick up = meet and take somebody (in a vehicle) first and score the most points? Or you could make
5a since = from (a point in time) until now it collaborative – students work in pairs and use their
dictionaries.
5b since = because

Unit 8 95
 Answers
1 spot Listening p94
2 tip
Listening for gist and detail
3 account
4 hard
5 clear FAST TRACK
6 break Ask students to read A-H in exercise 2, Task 1 at home
7 draw and prepare notes. They will then be ready to start the
8 catch speaking activity at the start of the lesson.

FAST FINISHERS WARMER

Have students choose three of the sentences from Write The last time I felt really … on the board and
exercise 4 and write synonyms for each usage ask the class to suggest adjectives to complete the
(e.g. for 1: drop, place, pimple). phrase. Write them on the board. Elicit some of the
following: anxious, embarrassed, foolish, frustrated,
5 Give students time to read through the sentences in guilty, proud, relieved, upset. Students work in pairs
exercise 4 and make a note of the meanings of words to choose two or three of the adjectives and talk
and phrases that are new to them. about the last time they felt that way.

6 Students work in pairs. Give them a few minutes to

1 Students discuss life experiences A–H in exercise
find another word with three meanings and to prepare
2, Task 1 in pairs and tell each other personal stories.
similar gapped sentences. Ask them to use their
In feedback, ask students with interesting stories to
dictionaries. Monitor and help with ideas. When they are
share them with the class.
ready, students exchange sentences with another pair
and find the word that completes all three sentences. 2 2.09 Tell students they are going to listen to five
Alternatively, pass the sentences round the class or display people talking about special moments in their lives. Give
them on the wall. Students look at all the sets of sentences students time to carefully look through the two tasks and
and see how many missing words they can guess. to predict what they think they will hear on the track.
Play the track. Students listen and complete the two
EXTRA ACTIVITY
tasks at the same time. Point out that in both tasks there
Play Word tennis. Write the following words on the are three extra options that they won’t need.
board: clear, cover, fair, fire, free, hold, live, main, See pp149–150 for the audioscript for this exercise.
pick up, point. Divide the class into pairs. Student
A serves by saying a sentence with the word clear 3 2.09 Play the track again for students to listen and
(e.g. He was the clear winner.). B returns, using clear check or complete their answers. Then let them compare
with another meaning (e.g. My dad asked me to clear their answers in pairs before discussing as a class.
the table.). A then returns (e.g. The plot became Answers
clear at the end.), and so on. Play continues until 1 G 2 B 3 C 4 D 5 E 6 B 7 F 8 C 9 E
one student can’t think of a new sentence and the 10 A
other wins the point, as in tennis, e.g. A can’t think of
another sentence with clear, so B wins the first point: A
VOCABULARY FOCUS
0–15. B then serves, making a sentence with the word
hair-raising experience [phr]: an experience that is really
cover. The ‘Word tennis’ match continues until all the
frightening
words have been used up. Students score points as
in tennis (without ‘deuce’), so once one student gets put my mind to it [phr]: decide to do something and
past 40, he or she wins a game. Add further words if concentrate on doing it well
appropriate.
4 What about you? Ask students to read the
questions and think of their own answers before asking
EXTRA ACTIVITY and answering in pairs or small groups. Feedback as
Ask students to research a common word in the same a class and invite students to come to the board and
thorough way that point is researched in this lesson. write the possible benefits of the activities.
Ask them to organise their research under different Answers
headings for the different parts of speech (noun,
1 
Speaker 1: ran in a race,
verb, phrases, etc.). Students present their word to
Speaker 2: gave a speech,
the class.
Speaker 3: organised a sports competition,
Speaker 4: went hiking,
HOMEWORK Speaker 5: went sailing
Assign students page 63 in their Workbook or 2 and 3 Students’ own answers
the relevant sections of the Online Workbook.

96 Unit 8
 8 One life, live it

EXTRA ACTIVITY Answers

The expressions allow the speaker to pause and to take
Ask students to write about a special moment in their
some time to think about what they are going to say
lives using some of the ideas listed in exercise 2 as
next.
inspiration. Ask students to write 80–100 words. Have
Suggested title: Useful expressions to give you more/
students read out their paragraph to partners, and
extra thinking time
ask partners to ask two or three follow-up questions
about the event.
GRAMMAR Making and modifying comparisons
HOMEWORK 5 Students read sentences a–h then answer the questions.
They compare answers in pairs before discussing as
Assign students page 63 in their Workbook or
a class.
the relevant sections of the Online Workbook.
Answers
1 We use less with uncountable nouns and fewer with
Developing speaking pp94–95
plural countable nouns.
2 Yes, we can replace so with as with no change in
Having a discussion based on visual stimuli; making meaning. We can’t use so in affirmative sentences.
and modifying comparisons 3 as
4 They emphasise how big (or small) the difference is
FAST TRACK between things that are being compared.
5 With normal comparatives: a great deal, considerably,
You could ask students to read the task in exercise 2
significantly, far and more and more
so they are prepared for the speaking activity.
With superlatives: by far and easily
With (not) as/so … as: nearly
WARMER
Divide the class into groups of three. Ask the students TEACHER DEVELOPMENT: LANGUAGE
in each group to each choose one of the photos.
Comparison modifiers
Students look at their photo carefully for 30 seconds
and think about how to describe it in detail. With These modifiers go before the word they are modifying.
books closed, students take turns to describe their Considerably and significantly are more formal than
photo from memory to the others in their group. a great deal or far. Other similar modifiers include: much,
a lot, lots, loads, slightly, a bit, a touch.

Discussions based on visual stimuli 6 Students choose the correct alternative and compare
1 Students work in pairs to discuss the questions. answers in pairs.

2 Students read the task carefully and say whether the task Answers
requires them to describe the photos. In feedback, ask 1 far 2 as 3 as 4 better
students to say exactly what they have to do in the task. 5 fitter 6 fewer 7 darker 8 easily

Answer 7 Students work in pairs to compare the sports and

The task does not ask students to describe the photos. outdoor activities. Give students a minute or so to
It is asking them to choose one of the three activities that prepare first before speaking. Monitor and use the
they think is most suitable for the visiting British friend, opportunity to comment on language use and to note
and to explain why they chose that activity and why they errors for error feedback at the end. Remind them to use
rejected the other options. each of the words or structures at least once.

3 2.10 Tell students they are going to listen to PRACTICE MAKES PERFECT
a student doing this discussion task. Have students read 8 Ask students to read the task carefully and to look at
the questions first, then play the track. Students listen the photos on page 157. In open class, ask them to say
and answer the questions. See p150 for the audioscript exactly what they have to do to achieve the task. Give
for this exercise. students two or three minutes to prepare what they are
Answers going to say. Monitor and help with ideas. Then put the
students in pairs and ask them to take turns to speak.
She chooses walking/hiking because you can chat and
catch up on news as you walk. Refer students to the Grammar reference on page 150
The other questions she answers are: Is it important to if necessary.
get outdoors? Why do you think young people spend HOMEWORK
less time outdoors nowadays?
Assign students page 65 in their Workbook or the
4 Ask students to read through the expressions in relevant sections of the Online Workbook.
the Speaking bank and check any words they are not
sure of before answering the questions in feedback.
Ask students to suggest ways to complete the title.

Unit 8 97
 EXTRA ACTIVITY
Developing writing pp96–97
Ask students to say which expression from exercises
Writing an opinion and for-and-against essay; 1a and 1b is most appropriate in the following
using metaphors for happiness and sadness situations:
I’ve got a terrible cold and feel awful, but my
favourite football team has just won.
FAST TRACK
They’ve won a million euros on the lottery.
You could ask students to read the text in exercise 3 and
He failed his driving test five times, but has just
look up any vocabulary they don’t know before the lesson.
passed it on the sixth attempt.
Check answers with the whole class before students read
She’s just got a new job with a large salary.
the text. In addition, or alternatively, students could do the
preparation for the writing task in class and you could set The boy she really likes has just walked in.
the writing task in exercise 7 for homework. After four long years of study, our final exam is
on Monday.

WARMER
1c Students discuss the questions in pairs.
Give students a minute to recall a memorable
Answers
experience that they enjoyed. Ask them to think
about how they felt and why. Have students work in Being low or falling: 3, 4, 6, 7
pairs and take it in turns to describe what they did Darkness or dark colours: 1, 2, 5
and how they felt on that occasion. Encourage them
to use a variety of adjectives to explain how they felt.
A
VOCABULARY FOCUS
The following phrases suggest the idea of feeling
Opinion and for-and-against essays depressed or dispirited: feeling blue/down/low/down in
the dumps/in low spirits.
VOCABULARY Metaphors – happiness and sadness The following describes a situation that seems or is
negative or depressing: looking gloomy, bleak.
1a Students complete the metaphors with the words in the
My heart sank is used to describe a situation
box and then discuss the question in pairs. Elicit their
when something happens or you hear some news
answers in open class.
that suddenly makes you feel sad, depressed or
Answers disappointed.
1 up 2 lift 3 air 4 moon 5 world, cloud, seventh It cast a shadow means that something happened which
created a negative atmosphere over something.
A
VOCABULARY FOCUS
things are looking up [phr]: things are improving after 1d Students ask and answer the questions in pairs.
a period when they were bad Invite students to share any interesting comments or
lift your spirits [phr]: make you feel better/more positive stories with the rest of the class.
at a time when you feel bad 2 Students briefly discuss the question about the key
walking/floating on air [phr]: feeling extremely happy to being happy. Elicit ideas and put them on the board.
over the moon [phr]: very happy/pleased, especially
after hearing good news 3 Students read the text and answer the focus question.
on top of the world/on cloud nine/in seventh heaven In feedback, find out whether the text agrees with the
[phr]: extremely happy students’ ideas about the key to happiness.

4 Ask students to read the two essay titles and note the
1b Students complete the expressions and then discuss differences and similarities. Then divide the class into pairs
them in pairs. and ask them to compare their ideas. In feedback, elicit the
Answers different approaches required in each of the essays.
1 lit 2 bright 3 tunnel 4 brightened Answer
Both essays are on the same topic – the question of
A
VOCABULARY FOCUS whether money can make us happy. Essay 1 is an opinion
light up [phr v trans/intrans]: become happy, brighten essay. It asks you to agree or disagree with the statement
(because you are happy about something) and to express your opinion. Essay 2 is a for-and-against
looking bright [phr]: looking positive essay. It asks you to give both sides of the argument and
light at the end of the tunnel [phr]: the end of a bad to express your opinion at the end.
time is approaching 5 Ask students to read quickly through the essay, ignoring
brighten up [phr v trans/intrans]: become happier and the gaps, and to answer a focus question, e.g. What
livelier; improve does the writer say is one of the greatest sources of
satisfaction? Then have them answer questions 1–3 and
compare answers in pairs.

98 Unit 8
 8 One life, live it

Suggested answers PRACTICE MAKES PERFECT

1 Essay 1, the opinion essay 7 Ask students to read the essay tasks carefully and to say
2 Paragraph 1: to introduce the topic and give which is an opinion essay and which is a for-and-against
the writer’s opinion essay. Ask them to choose one of the titles. Put students
Paragraph 2: to give the main reason for the writer’s together in small groups according to which essay they
opinion have chosen to write. Students prepare ideas in their
Paragraph 3: to give an additional reason to support groups. Give them a few minutes to think of arguments
the writer’s opinion to include. Then ask them to work individually to plan
Paragraph 4: to counter an argument against their essays. Students must be sure what they are going
the writer’s opinion and give further reason to support to include in each paragraph. Have them compare plans
the writer’s view in pairs or back in their groups. Monitor and help them
Paragraph 5: a conclusion and summary of the writer’s with their plans if necessary. Remind them to use words
opinion and expressions from the Writing bank. Finally, refer
3 Paragraph 1: an introduction that expresses the two students to the Writing bank on pages 162 and 164 for
opposing views without expressing the writer’s opinion model texts and additional tips.
Paragraph 2: expands on the view that money can Answers
buy happiness and provides more arguments for
Title 1: opinion essay
the notion that happiness can be bought
Title 2: for-and-against essay
Paragraph 3: includes the writer’s points against
the notion that money can buy happiness
TEACHER DEVELOPMENT: STUDENT TRAINING
Paragraph 4: a conclusion and summary of the writer’s
opinion Peer reviewing
6 Students work in pairs to try to complete the gaps in the If students write in class, ask them to exchange their first
essay. Then they read the Writing bank to check their drafts with a partner and to comment on their partner’s
answers. They follow up by thinking of other expressions work, commenting particularly on how well their partner
to use (see Teacher Development: Student training tip in planned their essay, how they have sequenced it, their
the next column). use of linkers and on how convincingly their essay is
argued. Students are ready to write a final draft. Set this
Suggested answers for homework.
a However b certainly c foremost
d Moreover e convinced f result g All HOMEWORK

TEACHER DEVELOPMENT: LANGUAGE Assign students page 66 in their Workbook or

the relevant sections of the Online Workbook.
Discursive writing
Introducing and sequencing arguments
First and foremost = The first point and it is the most Integrating skills p98
important point
Last but not least = The last point but it is as important Disabilities
as the other points
Other phrases: firstly, thirdly, finally WARMER
Adding arguments Write disability/disabled on the board. Make sure
Furthermore, Moreover and What is more have similar students know what they mean. Then, write the
meanings. following expressions on the board: people with
Other phrases: In addition, Besides hearing difficulties / people with visual impairments /
Making contrasts and giving counterarguments people with learning difficulties / people with autism
Other phrases: in contrast, nevertheless, whereas / people with depression. Ask students to work in
pairs and discuss whether they would consider the
Expressing consequences
people in these groups to have disabilities. Elicit
Other phrases: consequently, in consequence, thus
answers from students.
Expressing strong personal opinions
Other phrases: I am persuaded that, I am of the strong 1 Draw students’ attention to the sentences in
opinion that, My personal view is that exercise 1. Ask them to read the sentences in order to
Expressing general or other people’s opinions make sure they understand them. Tell students to work
Other phrases: It is a widely held view that, It is in small groups and to discuss which of the following
commonly believed that, There is a widely held view that, misconceptions about people with disabilities are
Some people would argue that prevalent in society. Circulate and monitor to ensure
Concluding that all students have a chance to talk. After they have
Other phrase: In conclusion finished, ask individual students to share their ideas with
the whole class. Encourage a group discussion.

Unit 8 99
 2 2.11 Tell students they are going to listen to EXTRA ACTIVITY
a fragment of a radio programme on disability
As a follow-up to exercise 4, ask students to work
awareness. Play the track once and encourage students
individually and write two more statements on the
to take notes. Have students work in small groups
basis of the text: one which states an opinion and
and talk about whether the speaker’s opinion on the
one which states a fact. Then, ask students to swap
problems discussed in 1 are similar to or different from
sentences and do the task.
their own views. After they have finished, ask individual
students to share their ideas with the whole class.
See p150 for the audioscript to this exercise. 5 Have students read the notes and complete them with
information from the article in 4. Allow students to
3 2.11 Draw students’ attention to the statements. compare their answers with a partner. When they have
Nominate a confident student to read the sentences to finished, ask one student to read their notes to the class.
the group in order to make sure they understand them. Answers
Individually, students choose the statement which is
1 użyciu stóp
correct according to the information in the recording.
2 jego pierwszym roku studiów
If necessary, play the recording again. Check the answer
with the class. 3 dwa medale na paraolimpiadzie / dwa medale
olimpijskie na paraolimpiadzie
Answer 4 niezależności
2 5 (ścigał się i) pokonał Richarda Hammonda / ścigał się
z Richardem Hammondem i pokonał go / wygrał
EXTRA ACTIVITY
As a follow-up to exercise 3, ask students to work in EXTRA ACTIVITY
pairs and to decide why the other three statements As a follow-up to exercise 5, ask students to work
are incorrect. If necessary, ask them to refer to individually and write two more bullet points in Polish
the audioscript on p180. containing information from the text and gaps that
need completing. Then, ask students to swap notes
KEY SKILLS and complete the missing information.
In exercise 4, students are expected to differentiate
6 In pairs, students discuss the questions. Circulate
between facts and opinions. It is a key skill in the new
and monitor to ensure that all students have a chance
curriculum. In order to help students with the task,
to talk. After they have finished, ask individual students
ask them to go over the statements and re-write
to share their ideas with the whole class. Encourage
three of them as facts, and two as opinions. Provide
a group discussion.
useful expressions (e.g. data show / according to
statistics, to my mind / it is common knowledge) if 7 Ask students to read the instructions to exercise 7
necessary. Allow students to do the activity in pairs. in order to make sure they understand the task. Then,
put them in pairs and ask them to brainstorm ideas they
EXTRA ACTIVITY might use in the presentation. Elicit some suggestions
from random students.
To prepare students for exercise 4, have a short
discussion about the topic of the text. Write the HOMEWORK
word armless on the board and check that students
Assign students the project in exercise 7 on page 98.
understand what it means. In pairs, ask students to
They can then present it to the class during the next
discuss what kind of everyday things an amputee
lesson.
would have difficulty doing. Elicit ideas from the
class. Then, have students skim the text to see if their
ideas were correct.

4 Direct students’ attention to the title of the text and

have them work in pairs in order to predict what the text
might be about. Elicit ideas from several pairs. Then,
ask students to read the text in order to check their
predictions and to decide which statements (1–5) in the
neighbouring column are stated as a fact, and which as
an opinion. When they have finished, check the answers
with the class.
Answers
1 Opinion 2 Fact 3 Opinion 4 Fact 5 Opinion

100 Unit 8
 8 One life, live it

Answers
Skills Checkpoint Unit 8 pp100–101 1 are linked/connected with physical exercise
2 what (exercise) you do, you feel happy/happier
FAST TRACK 3 different things to different people
4 has not (yet) been determined / is yet to be
You could ask students to write the assignment in
determined
exercise 5 as homework.
5 to a pill/medicine that/which you take daily

Rozumienie ze słuchu EXTRA ACTIVITY

EXTRA ACTIVITY As a follow-up to exercise 2, work on the vocabulary
Discussion. Write extreme sports on the board. from the text. Ask students to work in pairs and
Ask students to work in small groups and discuss choose five collocations (e.g. a round of tennis, lift
the following questions: your spirits, find evidence, etc.) which they think
will be useful. After they have finished, ask random
• What kind of people take up extreme sports?
students to share their ideas with the class.
• Why do people do extreme sports?
•  Would you like to take up and try an extreme
sport? Why / Why not? Znajomość środków językowych
Elicit ideas from random students. Encourage a group 3 Ask students to work individually, read the dialogue,
discussion. and complete the gaps in 1–5. Remind students that
they cannot change the form of the words in brackets.
Then, tell them to check each other’s answers. In pairs,
EXTRA ACTIVITY
ask students to swap their notebooks and correct any
With their books closed, ask students to listen to mistakes they notice. When they have finished, nominate
the recording from exercise 1 and take notes. two of the more confident students to read the dialogue
Then, have them open their books and give them to the class.
the opportunity of completing the gaps in the text
in exercise 1 from their notes. Answers
1 more challenging than
1 2.12 Tell students they are going to listen to 2 have a point
someone talking about extreme sports. Give students 3 Having played
1 minute to read the text. Play the track twice. Ask 4 In other words
students to compare their answers in pairs. See p150 for 5 feel low
the audioscript to this exercise.
Answers EXTRA ACTIVITY
1 stereotypes/misconceptions/wrong assumptions about To help students with exercise 4, ask them to work
2 to adrenaline in pairs, read the gapped sentences, and say what
3 Having had grammar structure they are supposed to use. This has
the intention of raising students’ linguistic awareness,
4 to look
which is an element of all tasks in English.
5 with challenges and risks
6 not be relied
4 Direct students’ attention to the sentences in exercise 4.
Individually, students translate the sentences into
EXTRA ACTIVITY
English. Monitor and help with vocabulary if necessary.
Draw students’ attention to the title of the text in When they have finished, ask four students to take turns
exercise 2. Tell them to work in pairs and speculate reading their translated sentences to the class.
on what the relationship between exercise and
Answers
happiness may be. After they have finished, ask
individual students to share their ideas with the whole 1 Having reached the top/peak/summit
class. Encourage a group discussion. 2 the same satisfaction as
3 Being an optimistic person
4 The later I get up
Rozumienie tekstów pisanych 5 Known as the best place
2 Draw students’ attention to the title of the text.
Without reading it, ask them to predict what the text
might be about. Have students skim the text to see if
their predictions/ideas were correct. Then, have them
read the text and answer the questions 1–5 in the
neighbouring column. Ask students to compare their
answers in pairs. Then, elicit the answers.

Unit 8 101
 Wypowiedź pisemna Wypowiedź ustna
6 Draw students’ attention to the pictures and ask
EXTRA ACTIVITY
a few students to describe them. Then, give students
Discussion. Divide students into two groups. Tell time to go over the instructions and do the activity.
groups to brainstorm for arguments supporting Circulate and monitor to ensure that all students have
their opinion: group A – there is one definition of a chance to talk. When they have finished, ask random
happiness for everyone, group B – happiness means students to model their answers in front of the class.
different things for different people. Set a time limit.
After students have finished, ask representatives of HOMEWORK
both groups to present their arguments. Take a class Assign students page 67 in their Workbook or
vote to decide which opinion students agree with the article in exercise 5.
more.

5 Before students start writing the essay, ask them to go SELF-ASSESSMENT UNIT 8
over the instructions in pairs and brainstorm vocabulary
items and phrases which might be useful. Circulate and Ask students to assess their own skills by giving themselves
help students with ideas and vocabulary if necessary. a mark from 1–4. Remind them it is important to be honest.
Then, give them enough time to write the article. You might ask students to add one or two other things they
can do to the list.
Model text In pairs, students discuss how they can improve in the areas
HAPPINESS FOR ALL? where they’ve given themselves lower marks. When they
It is widely accepted that there is only one definition have finished, elicit some ideas from random students and
of happiness, while others claim that happiness means encourage a class discussion.
different things to different people. While it may be
possible to define happiness, I am convinced that it is
far from being universal and does not easily apply to
everyone.
First and foremost, people have different personalities
and different needs. Some enjoy a calm life surrounded
by friends and family, disliking change or novelty, while
others seeks adrenaline and challenge, and the latter
simply will not stop looking for new adventures.
Secondly, the feeling of being happy most probably
changes with age: as a young person I appreciate the
company of my peers a lot and, like most teenagers,
I like socialising and going out. However, when people
find a partner and have children together, they start
caring for their own family, so friends and social life may
become less important.
Finally, there are cultural differences between people
coming from different places in the world. What counts
as a happy life depends on where and how we are
raised, for example, whether we appreciate being part of
a large extended family and the strong bonds within it,
or whether we appreciate the freedom of living our own
life, with the weaker family ties that this entails.
All in all, we all want to be happy, but exactly what that
means is not easy. I sincerely believe that there are
a few things that everyone craves – like the feeling of
achieving your aims or being surrounded by the people
who you love. However, precisely what those aims are
and precisely what your ideal relationship is differs from
person to person.

EXTRA ACTIVITY
Ask students to look at the pictures on this page to
write two questions, which an examiner might ask,
connected to each photo: the first should be more
general, but the second should be related to your
partner’s personal experiences. Then, have them work
in pairs, asking and answering these questions.

102 Unit 8 Photocopiable Checkpoint B2+ Teaching notes © Springer Nature Limited 2016 & Macmillan Polska 2021
9 Career
openings
KEY LEARNING OUTCOMES
Students will be able to:
■ understand spoken and written texts on career paths ■ talk about ways to succeed in interviews
■ talk about jobs and career developments using ■ present and respond to opposing views
verb-noun collocations in a collaborative task
■ describe or give extra information about people, ■ write a covering letter using appropriate
things or places using articles and relative clauses language and register

UNIT OVERVIEW DIGITAL OVERVIEW

Life and career developments
Presentation Kit
Verb-noun collocations
Vocabulary / ▶ Life skills video: Succeeding in interviews
Talking about internships
Developing ▶ Interactive versions of Student’s Book activities
vocabulary
▶ Integrated audio and answer key for all activities
Career paths ▶ Workbook pages with answer key
CRITICAL THINKING Thinking about
Reading the importance of chance in finding
a job Teacher’s Resource Centre
Articles – 1 and 2 ▶ Life skills video 9: Succeeding in interviews
Prepositions in relative clauses ▶ Grammar communication activity Unit 9:
Grammar in Spot the mistakes
context
▶ Worksheets for this unit, including:
Internships – Grammar Practice worksheet Unit 9
– Culture worksheet Unit 9
Listening
– Life skills video worksheet 9
Collaborative tasks – 2
– Everyday English worksheet Unit 9
Developing
speaking

A covering letter

Developing
writing

Choosing a career
Integrating
skills

TESTING AND ASSESSMENT

Resources for measuring student progress

▶ Test Generator Units 1–9 ▶ Printable tests Unit 9/Review

Unit 9 103
 Answers
Reading pp102–103
1 drive
Talking about life and career developments; reading 2 feet
for gist and specific meaning 3 hand
4 serve
FAST TRACK 5 enrol
You could ask students to read the text on page 103 6 footsteps
before the lesson and do exercise 5 at home. 7 setbacks
Nominate students to give their answers in class. 8 hold

2 Tell the students they are going to read about four

WARMER apprenticeships. Elicit the meaning of apprenticeship
Write four very different jobs in the middle of four and the types of job people can get apprenticeships
separate large pieces of paper, e.g. plumber, HR in, e.g. plumber, electrician, cook (i.e. practical trades).
manager, cook, primary school teacher. Draw a circle Students read the article quickly and answer the focus
round each job. Then display the pieces of paper task about what the people trained as.
round the room, one on each wall. Ask students to Answers
think of verbs and phrases connected to the jobs, and A costume maker B marketing person C PR person
adjectives to do with personality they associate with D software developer
them. Ask them to walk round, writing their words or
phrases next to the jobs. After a few minutes, there CULTURAL INFORMATION
should be lots of scribbles on the pieces of paper.
Read out some of the more interesting ones. Apprenticeships
An apprenticeship is a way of learning specific skills
for a particular vocation by doing the actual job while
VOCABULARY Life and career developments training.
1a Ask students to read the text quickly and answer In the UK, apprenticeships have a long tradition, typically
a focus question, e.g. What do you think Andy’s biggest in areas such as mechanics or engineering. Many people
ambition is? Students match some of the words and still think that apprenticeships only exist in these more
expressions in bold from the text with definitions 1–8 practical skilled areas. However, the positions can be in
and then compare answers in pairs. Monitor and take a variety of areas from carpentry to journalism, and there
note of how familiar students are with the topic and its are currently around 20,000 different apprenticeships
vocabulary. available in the UK.
Typically they last between 2–3 years and people
Answers will often work towards a formal qualification while
1 l 2 c 3 k 4 b 5 d 6 f 7 g 8 h undertaking the apprenticeship. Apprentices are paid,
though as they are still training the amount they earn is
1b Students work in pairs to explain the other words often fairly low.
and check them in their dictionaries. As you check In recent years, apprenticeships have become
answers in class feedback, pay attention to intonation increasingly popular, with many young people choosing
and word stress, e.g. note the strong stress in enrol; them over a more academic route through university
apprenticeship; insight; overcome; aspirations; or college, or undertaking one after higher education.
accomplished. Apprenticeships have the advantage of being more
Answers ‘hands-on’ by providing experience in the workplace and
a follow in (someone’s) footsteps = have the same not necessitating the high tuition and living costs that
career/life/ambition as someone else often come with studying.
e settle in = get used to (something)
3 Students read the article again and match the people
i has lots of aspirations and drive = is ambitious and
with the questions. Remind them that the people may
willing to work hard/succeed
be chosen more than once. They compare answers in
j get on in life = be successful pairs before discussing as a class.
m never looked back = had no regrets, was happy
Answers
doing what he had decided to do
1 C 2 D/B 3 D/B 4 A 5 D 6 A/B
n be at the top of his game = be the best you can be at
something 7 B/A 8 C 9 D 10 A 11 B 12 D
o end up (doing something) = do something after you 4 CRITICAL THINKING Give students a minute to think
have done lots of other things of their own responses to the question, and then invite
them to share their ideas with the class.
1c Students complete the sentences with words from
exercise 1a and then compare answers in pairs.

104 Unit 9
 9 Career openings

Example answer WARMER

I think chance is quite important, because you
Write the following sentences on the board:
can’t control what job opportunities will be there at
a particular time. However, I think that hard work and 1 Paul is a shopkeeper who runs a small shop in
perseverance are much more important. a main street.
2 Paul is the shopkeeper who runs the small shop in
5 Encourage students to guess the meaning of the the main street.
underlined words from the context. Then have them use Ask students to say how the meaning changes when
their dictionary to check their ideas. the indefinite article a in the first sentence becomes
Answers the definite article the in the second sentence.
drifted = did things in a way that is not planned Ask students to work in pairs to write two similar
pressing = making clothes smooth with an iron sentences about people or things they know. Elicit
examples in open class.
fell apart = broke because of being old or badly made
stumbled upon = found something by accident
trial = to test a product, plan or person over a period Articles
of time
ground to a halt = to move slowly until finally stopping 1 Students work in pairs to match sentences a–i with rules
turned down = rejected swung it = succeeded in 1–8. Remind them that rule 8 has two sentences.
achieving Answers
the result that you want, especially by persuading 1 b 2 e 3 f 4 h 5 a 6 i 7 g 8 c, d
someone to let you do
something that they do not usually let people do TEACHER DEVELOPMENT: LANGUAGE
skip = to avoid doing or having something
Articles
6 What about you? Ask students to read through When we refer to something for the first time, we use
the questions and think of their own answers before a/an, but when it has been mentioned previously, we use
discussing in pairs or small groups. During class the, e.g. We walked into a wonderful market. The market
feedback, ask students if they think their attitudes to sold lots of antiques. Students often have problems in
jobs are different from their parents’ generation, and English with the use of articles if the rules for their use
if so, why. are different from the rules in their first language. Ask
students to note which articles are used and when in
EXTRA ACTIVITY their first language. Then ask them to note which articles
Ask if any of the students are interested in doing are used and when in English. Ask them to compare any
an apprenticeship. Invite these students to talk to differences so that they can be clearer about the rules.
the class about what they expect to learn on their
apprenticeship. What do they hope to do after their 2 Students choose the correct alternative. Nominate
apprenticeship? different students to read out a sentence.
Answers
HOMEWORK 1 a 2 the 3 The 4 a 5 – 6 the 7 – 8 an
9 the 10 an
Assign students pages 68–69 in their Workbook or
the relevant sections of the Online Workbook. 3 Students complete the text with the correct articles or (–)
for no article and then compare answers in pairs.
Answers
Grammar in context p104 a an b a c – d the e a f a g the h –
i The j the k the l – m a n –
Using articles

Articles – 2
FAST TRACK
In addition to testing before you teach in the classroom, 4 Ask students to carefully read sentences a–d then
you could set exercises 1 and 2 for homework. Correct complete the two rules. They compare answers in pairs.
answers at the beginning of the lesson and spend more Answers
time on meaning and form if necessary. 1 don’t use 2 use

5 Students add the where necessary. Check answers as

a class.
Answers
1 – 2 the 3 – 4 the 5 –, – 6 the

Unit 9 105
 6 Students correct the mistakes and compare answers in TEACHER DEVELOPMENT: STUDENT TRAINING
pairs before discussing as a class.
Verb-noun collocations
Answers
The Macmillan English Dictionary for Advanced Learners
1 a millionaire
provides information about verb and noun collocations.
2 the (any) aspirations Ask students to check the verb-noun collocations in
3 the biggest exercise 1 in their dictionaries and to note any other
4 the unemployment nouns they can find which collocate with the verbs.
5 the university (Repeat this activity with other verb-noun collocations
6 the challenges you come across later in the unit.)

7 Students ask and answer the questions in exercise 6 2 Ask students to rewrite the underlined parts of the
in pairs. Monitor as they are speaking and make a note sentences and then compare answers in pairs. Remind
of any errors to include in the final class feedback. them that they may need to add other words. Have
different students read out the sentences and correct
EXTRA ACTIVITY
any pronunciation.
Photocopy a short text or paragraph from
Suggested answers
an earlier unit, or from a magazine, or project it
2 embarked on a career / took up a position
on the whiteboard and blank out all the articles.
Students work in pairs or groups to complete 3 gain insight into / undertake a survey of
the gaps, putting the articles back in. 4 gaining confidence
5 overcome a lot of obstacles / overcome many
Refer students to the Grammar reference on page 152 problems
if necessary. 6 gained insight into / an understanding of
HOMEWORK 7 took up the post of / the position of
Assign students page 70 in their Workbook or 8 experience a similar situation / anything like it /
the relevant sections of the Online Workbook. another situation like it

3 Students match verbs 1–8 with nouns a–h to make

collocations. You could check comprehension by asking
Developing vocabulary p105 students to write sentences in pairs using each of the
collocations in context.
Using verb-noun collocations
Answers
1 c 2 d 3 g 4 h 5 f 6 e 7 b 8 a
FAST TRACK
4 Ask students to read the text quickly and answer a focus
You could ask students to complete exercise 1 at
question, e.g. What difficulties did Helen face when she
home before the lesson. Go through the answers at
started her job? Students complete the text with the
the beginning of the lesson, and correct any errors
correct forms.
if necessary.
Answers
WARMER a embarked
b take up
Introduce the idea of verb-noun collocations and
c weighed
make sure students understand what they are.
d suffered
Give them some examples if necessary, e.g. catch
a bus, catch a fish, catch a cold, catch a thief, catch e stand
someone’s eye. Elicit examples from students and f voice
write the best ideas on the board. g cause
h paid
Verb–noun collocations i overcome
1 Students work in pairs to match the verbs and nouns. j speak
Ask them to check their ideas by looking back at the k gained
texts on pages 102–103 which contain some of the l experience
verbs.
5 Students complete the sentences with the nouns in
Answers the box, ignoring the spaces at the beginning of the
1 c 2 d 3 a 4 e 5 b 6 f sentences for now.

106 Unit 9
 9 Career openings

Answers 2 Both photos show young people learning, however,

1 confidence in the first photo they are learning in a practical way.
2 mind In the second photo they are in more of an academic
3 opinions environment, whereas in the first photo they are
4 attention learning while doing the job.
5 setbacks 3 I think both ways of learning are useful depending on
6 trouble what type of career you want to do. If you want a more
7 pressure practical job it is probably more useful to learn in the
8 pros and cons actual environment. For some careers, for example
being a doctor, you need to learn a lot of theory first,
6 Students work in pairs to think of people to go at so it’s necessary to learn in a classroom environment.
the start of the sentences in exercise 5. In feedback,
ask students to explain their choices. VOCABULARY Talking about internships
EXTRA ACTIVITY 3a Students discuss the sentences in pairs and think of
Ask students to look in their dictionaries for further definitions for the words and expressions in bold in the
examples of collocations with the verbs pay, stand, context of the sentences.
suffer, weigh.
3b Students match the definitions, explanations and
synonyms with the words and phrases in bold in
HOMEWORK exercise 3a. They compare answers in pairs.
Assign students page 71 in their Workbook or
Answers
the relevant sections of the Online Workbook.
1 f 2 h 3 b 4 d 5 e 6 g 7 a 8 c

4 In pairs, students consider each of the factors in

Listening pp106–107 the box and discuss whether they are advantages or
disadvantages of an internship. Encourage students to
Predicting and listening for specific information; share their ideas with the class.
talking about internships
EXTRA ACTIVITY

FAST TRACK In pairs, ask students to come up with some suggestions

for how they would overcome the disadvantages
Ask students to complete exercises 3a and 3b before
mentioned in exercise 4 (e.g. I would talk to my boss
the lesson. Allow them to use dictionaries if necessary.
if the workload was too heavy and ask if they could say
which tasks were most important, etc.).
WARMER
Write the following words on the board and ask 5 2.13 Ask students to read through the questions
students to say what connects them: carefully and to predict the sort of answers they might
application form, CV, difficult questions, a good expect to hear in the podcast. Ask them which words
impression, interviewee, referee, suit and tie. (They in the questions tell them what the listening will be
are connected with job interviews.) Ask students for about. Play the track. Students listen and note down
more words to add to the lexical set and write them their answers. Remind them to write no more than three
on the board. words for each answer. They check answers in pairs.
See p151 for the audioscript for this exercise.
1 Students discuss the questions in pairs. If they Answers
are very interested in the topic, open it up to a class 1 a humanitarian organisation
discussion. Point out the two definitions. 2 to learn (more than she actually did)
2 Students work in pairs to look at the photos and 3 help and guidance
answer the questions. 4 contacts
5 prove yourself
Example answers
6 from interns
1 In the first photo there are two young people working
with a man. They are possibly doing an internship. 7 well-off
They are looking at a plan on a large piece of paper 8 his student loan
so they could be doing an internship in architecture or
construction. In the second photo a group of young
people are in a lecture – they are listening and taking
notes.

Unit 9 107
 TEACHER DEVELOPMENT: CLASSROOM TIPS Collaborative tasks – 2
Listening support 1 Ask students to look at the jobs and rate them 1 to 6,
from the most satisfying to least. You could do a poll,
If students find this task hard, encourage them by letting
adding up the numbers that students have assigned
them listen to the track a second time. Play and pause
each job with the most satisfying job having the fewest
the track to give them time to process the information.
points. Ask students if they are surprised by the results.
After they have listened, let them look at the audioscript
to research answers they got wrong. Ask them to 2 In pairs, students compare their ideas in exercise 1.
underline the words/phrases which give the information Circulate while students are discussing and ensure they
needed in the answer and discuss how they could are giving reasons for their choices. Feedback as a class
express it in 1–3 words. Provide this extra support at this and see if there were any jobs that were particularly
stage before moving on, but remind students that in the popular or unpopular.
exam they have to do this task on the first listening.
3 Students read the task and answer the question.
6 What about you? Ask students to read through the
Answer
questions and check they understand the meaning of
No, students are expected to discuss but not come to
‘justify’ ‘drawbacks’ and ‘taking advantage of’. Ask them
the same decision.
to consider their own answers before discussing the
questions in pairs or small groups. 4 2.14 Tell students they are going to listen to two
students doing the same task. Play the track. Ask
EXTRA ACTIVITY
students to say whether they mentioned any of the
Do a ‘live listening’ activity. First think of a time things they discussed in exercise 2. See p151 for
when you yourself were nervous, e.g. on the day of the audioscript for this exercise.
an exam, taking your driving test, your first day in
Example answer
a new job, before an important meeting. Construct
They say that being an artist would be a satisfying job
an anecdote round this that is broadly true and which
because it’s creative and involves doing something
will capture students’ interest because it is funny and/
you love. I agree with them because I’m really creative,
or revealing. Then write five key question words on
too. I agree that being a doctor would be satisfying
the board: What? When? Where? Why? How?
too because you’re helping other people and you have
Tell students your story in a chatty, relaxed way.
a good salary.
When you have finished the story, encourage students
to ask you questions, using the prompts you wrote
EXTRA ACTIVITY
on the board. ‘Live listenings’ provide useful extra
listening practice and are motivating for students As a class, ask students to suggest some sentences
because they gain confidence in their listening ability using the sentence beginnings in the Speaking bank.
by being able to follow everything you say. Write the full sentences on the board and then drill
them chorally so students have some practice of
the expressions in context.
HOMEWORK
Assign students page 71 in their Workbook or PRACTICE MAKES PERFECT
the relevant sections of the Online Workbook.
5 Ask students to read the task carefully and look at
the mind map on page 157. Have them work again in
pairs and complete the task using expressions from the
Developing speaking p107 Speaking bank. Give less confident students time first to
prepare their ideas before starting to speak.
Using generalisations in a collaborative task
EXTRA ACTIVITY

FAST TRACK Ask two or three students to be ‘correction monitors’:

they walk round and listen to the other students
You could ask students to prepare for the speaking at
while they perform the task. The correction monitors
home by doing exercise 1 and making notes of their
note down any errors they hear and write them on
reasons.
the board. At the end of the task, ask the monitors
to comment on the errors they have written on the
WARMER board.
Do a pyramid discussion about jobs. Ask students
to first work in pairs to rank what they think are the HOMEWORK
top three best and worst jobs in the world. Then put
Assign students page 73 in their Workbook or
them in groups of four so that the pairs can compare
the relevant sections of the Online Workbook.
lists and negotiate a different ranking. Finally, build
up a final class list on the board with suggestions
from each group of four.

108 Unit 9
 9 Career openings

4 Draw students’ attention to the Writing bank. Then refer

Developing writing pp108–109 them back to the covering letter on page 109 to find
and complete the expressions in the Writing bank.
Writing a covering letter; using prepositions in
relative clauses Answers
I am writing in response to …
I am particularly interested in …
FAST TRACK
I would welcome the opportunity to …
You could ask students to complete exercises 1 and 2 at I believe that I am well-suited for …
home before the lesson. Instead of doing exercise 1 as
I have experience of working …
a full speaking task in class, just nominate a few students
I consider myself to be …
to give their answers at the beginning of the lesson
before checking answers to exercise 2 and moving onto I would be delighted to …
exercise 3. In addition, or alternatively, students could do … at your earliest convenience.
the preparation for the writing task in class and you could I enclose my curriculum vitae.
set the writing task in exercise 9 for homework.
Test before you teach
Write the following words and phrases on the board:
WARMER
who, whom, which, for which. Ask students to come up
Write a few extracts from the model letter in with a sentence using each one in a relative clause, e.g.
exercise 2 on the board, e.g. in response to …, She’s the teacher who always gives us lots of homework.
planning to …, beneficial to me to …, welcome the Then ask pairs of students to share sentences with
opportunity to …, consider myself to …, delighted each other. Monitor and check how well students can
to …, enclose my … Ask students to say what sort of manipulate relative clauses with prepositions. If they
letter these phrases come from (a covering letter or seem to be familiar with their use, then move through the
job application letter). Ask them to work in pairs to Grammar guide exercises quickly in open class.
think of words or phrases to complete the extracts.

A covering letter GRAMMAR Prepositions in relative clauses

1 Students work in pairs to read the job advertisement 5a Students work in pairs, discussing the pairs of sentences.
and discuss the questions. In feedback, find out which Answers
posts appeal to the students.
1a and 2a are more formal.
CULTURAL INFORMATION
TEACHER DEVELOPMENT: LANGUAGE
A CV (or curriculum vitae) is a detailed list of a person’s
personal information, qualifications and experience. Relative pronouns
In American English it is called a résumé. We can use that instead of which or who in a defining
A covering letter (cover letter in American English) relative clause, e.g. Do you know a shop that sells
is a formal letter which provides extra information, traditional sweets? There’s the woman that works in the
particularly when applying for a job. It includes your bakery. However, we cannot replace which or who with
contact details; your reasons for applying; details of that in a non-defining relative clause, e.g. Have you been
your qualifications, experience and skills – highlighting to the new shop Sweet Things, which sells the traditional
how these make you suitable for the job; a reference to sweets? This is Maggie, who works in the bakery.
your CV if you are enclosing one; and details of who to When we use a preposition directly before a relative
contact for a reference. pronoun, we cannot use that.
Note the difference between the sentences:
2 Ask students to read the writing task carefully. Ask them
what information the covering letter needs to cover. This is Dan Winters with whom I used to work.
Then have students read the letter and say whether This is Dan Winters who I used to work with.
the letter contains all the information required. They The first sentence is very formal. We put the preposition
compare ideas in pairs. immediately before the relative pronoun. In this case,
who changes to whom. In the second sentence, which is
Answer
informal, we put the preposition after the verb.
Yes, the letter contains all the information required.
5b Ask students which relative pronouns we can sometimes
3 Students read the letter again and answer the questions.
change to that (which and who). Have them look at the
Answers sentences again and answer the questions.
1 paragraph 2 Answers
2 paragraph 1 No, we can’t use that when a preposition goes just
3 paragraph 5 before a relative pronoun.
4 paragraph 4 We change who to whom when immediately preceded
5 paragraph 3 by a preposition.

Unit 9 109
 5c Students read the sentences and the information. You
could give or elicit one of two further examples using Integrating skills p110
some of the other phrases given.
Choosing a career
6 Students rewrite the sentences to make them more
formal and compare answers in pairs. Draw their WARMER
attention to the example sentence.
Discussion. On the board, write the following quotes:
Suggested answers 1  Work to become, not to acquire. (Elbert Hubbard,
2 The recruitment officer is the person to whom I spoke. American writer, publisher, artist, and philosopher).
3 She is the teacher in whose class I studied. 2­ It’s not what you achieve, it’s what you overcome.
4 They are the colleagues with whom I worked. That’s what defines your career. (Carlton Fisk,
5 The director was a person for whom I had great American former professional baseball player).
respect. 3­ Choose a job you love, and you will never have
6 There are some things over which we have no control. to work a day in your life. (Confucius, Chinese
7 Read through the instructions and example sentence philosopher and politician).
with the class. Then have students join the sentences and Ask students to work in pairs. Have them discuss
compare answers in pairs. Monitor to check that students the meaning of the statements. Which do they agree
are not struggling with this formal language. with most, and why. After they have finished,
Answers ask individual students to share their ideas with
the whole class. Encourage a group discussion.
2 I will be available until June, at which point I will
resume my studies.
1 Draw students’ attention to the questions in
3 I have had several jobs, the last of which was working
exercise 1. Tell them to read the questions in order to
in a department store.
make sure they understand their meaning. Ask students
4 I have worked with a number of chefs, the first of
to work in groups of three and discuss the questions.
whom was a famous French chef.
Circulate and monitor to ensure that all students have
5 You may decide you need another referee, in which a chance to talk. After they have finished, ask individual
case I will send you the details upon request. students to share their ideas with the whole class.
6 I have two sisters, one of whom runs her own Encourage a group discussion.
company.
EXTRA ACTIVITY
8 Students read the advert and discuss the answers to the
focus questions. Invite students to share their opinions in Write personality test on the board. Ask students to
open class. work in pairs and talk about what a personality test is
and brainstorm situations in which people might want
PRACTICE MAKES PERFECT to take one. After they have finished, elicit ideas from
9 Ask students to read the writing task carefully and random pairs.
identify what they need to include in each section of the
paragraph plan. Refer them back to the Writing bank 2 2.15 Tell students they are going to listen to a class
and encourage them to use appropriate formal words debate about career paths. Ask them to read the
and expressions. Remind them to include some relative questions in order to make sure they understand all the
clauses with prepositions where suitable. Once students words. Then, play the track and ask students to answer
are ready, ask them to write the covering letter. Refer the questions. Have students compare their answers in
students to the Writing bank on page 168 for a model pairs. After that, choose random students to read their
text and additional tips. answers to the class. See p152 for the audioscript to this
exercise.
Refer students to the Grammar reference on page 152
if necessary. Answers
HOMEWORK 1 Passion is the most important thing when choosing
a career.
Assign students page 74 in their Workbook or the 2 Because for Ben, one’s natural talents and abilities are
relevant sections of the Online Workbook. crucial when choosing a career.
3 They both say they don’t like teamwork, but it’s more
that they don’t like some aspects of it.
4 Because she thinks he’s bossy.
5 Informal, but quite serious.

110 Unit 9
 9 Career openings

3 2.15 Direct students’ attention to the sentences in

exercise 3. Ask them to try to recall the information from Skills Checkpoint Unit 9 pp112–113
the recording in exercise 2, and choose whose opinion
the sentences refer to, they only need write the initials in
FAST TRACK
their notebooks: A for Alison, B for Ben, C for Claire, or
N for none of them. Then, play the track. Ask students You could ask students to write the assignment in
to check their answers in pairs. Then, check the answers exercise 5 as homework.
together as a class. See p152 for the audioscript to this
exercise. Rozumienie ze słuchu
Answers
EXTRA ACTIVITY
1 N 2 C 3 B 4 C 5 N 6 A
Discussion. Write the sentences on the board:
EXTRA ACTIVITY 1 Choosing your first job is very important,
because if you don’t choose well, you might feel
As a follow-up to exercise 3, ask students to work in disappointed and unhappy.
small groups and discuss the extent to which they
2 Choosing your first job is very important, because
agree with the statements. After students have
if you choose well, you may make a career there.
finished, ask them to share their ideas with the class.
3 Choosing your first job is not very important,
because you can always quit and find another one.
4 Draw students’ attention to the questions in
Divide students into three groups. Tell them that they
exercise 4. Tell them to work in pairs, taking turns to
will have a discussion, and each group needs to think
ask and answer the questions. Circulate and monitor to
of arguments to support their statements
ensure that all students have a chance to talk. After they
(group A – 1, B – 2, C – 3). Have students work in
have finished, ask individual students to share their ideas
groups. Set a time limit. After students have finished,
with the whole class.
give each group time to present their arguments.
5 Draw students’ attention to the diagrams and the Then, take a class vote to decide which statement
accompanying text. Tell them to work individually most students agree with.
and, in their notebooks, complete the text (in Polish)
with information from the diagrams. Allow students to 1 2.16 Tell students they are going to listen to four
compare their answers in pairs. After they have finished, people talking about starting a new job. Give students
check their answers as a class. thirty seconds to read the statements. Play the track
twice. Ask them to match the statements (A–E) to the
Answers
speakers (1 –4), write their answers in their notebooks
1 70%
and, finally, to compare answers in pairs. See p152 for
2 matematyki the audioscript to this exercise.
3 osobowości
Answers
4 wyższa niż
1 B 2 E 3 A 4 C
5 50 procentach / 50%
6 rozmowy kwalifikacyjnej
EXTRA ACTIVITY
6 Ask students to read the instructions to exercise 6 Draw students’ attention to the title of the text
in order to make sure they understand the task. Then, and the photo in exercise 2. Without reading it, ask
put them in pairs and ask them to brainstorm ideas they them to brainstorm the responsibilities of a mentor
might use in the presentation. Elicit some suggestions in the workplace, and the possible advantages and
from individual students. disadvantages of having one. Circulate and monitor
to ensure that all students have a chance to talk.
HOMEWORK
After they have finished, ask individual students to
Assign students the project in exercise 6 on page 110. share their ideas with the whole class.
They can then present it to the class during the next
lesson.
EXTRA ACTIVITY
To prepare students for exercise 2, ask them to read
the gapped text in exercise 2. Then, in pairs, students
predict how the sentences might be completed. Tell
them to speculate on the words or parts of speech
that might fit. Then, choose random students to give
their suggestions.

Unit 9 111
 Rozumienie tekstów pisanych Answers
2 Tell students they are going to read a text about having 1 from whom I learnt how to
a mentor at work. Ask them to work individually, read 2 the college in which my mother
the text, and to complete the gaps in the text in the 3 most of whom are trying
neighbouring column. Ask students to check their 4 for which reason she decided
answers in pairs. When they have finished, ask random 5 the position of Marketing Director
students to read their answers to the class.
Answers EXTRA ACTIVITY
1 dogłębną/szeroką wiedzę As a follow-up to exercise 4, ask students to work
2 umiejętności organizacyjne individually. Tell them to write four sentences
3 poczuje się wystarczająco pewnie containing gaps and two, three or four words in their
basic form to choose from. Ask students to write
4 formę kontaktów
sentences containing the grammar structures which
5 przypadku nagłego pytania/problemu
they find most difficult. After students have finished,
6 skuteczną metodę ask them to swap their notebooks with a partner and
complete the sentences. When they have finished, ask
Znajomość środków językowych them to check one another’s work for any mistakes.
EXTRA ACTIVITY
Ask students to skim read the text in exercise 3 Wypowiedź pisemna
and answer the following questions: Who wrote it?
EXTRA ACTIVITY
(A human resources specialist, who has taken part
in thousands of job interviews.) Who does the “liar” Ask students to write down the names of three
in the title refer to? (a person who lies in their CV) companies in the locality where they would like to do
an internship during the holidays. Then, tell them to
3 Direct students’ attention to the text in exercise 3. Ask work in groups of three and talk about their choices,
them to read the text and suggest words which might giving their reasons. When they have finished, ask
complete each gap on the next page. Add that it is random students to share their ideas with the class.
sometimes useful to translate the sentence or phrase
containing a gap into Polish in order to find out what 5 Before students start writing the letter, ask them to go
information is missing. Allow students to uncover the over the instructions in pairs and brainstorm vocabulary
options and complete the task. Check the answers as items and phrases which might be useful. Circulate and
a class. help students with the ideas and vocabulary if necessary.
Then, give them enough time to write the letter.
Answers
1 D 2 B 3 D 4 A 5 B 6 C

EXTRA ACTIVITY
To help students with exercise 4, ask them to work
in pairs and suggest the following procedure: tell
students to first check what grammar structure or
tense they are supposed to use and then, to check
if all the words in the gap are used in the right
form. After that, they should check to see if they
need to add any other words to make the sentences
grammatically correct and, finally, they ought to make
sure that all the words are spelt correctly. This has
the intention of raising students’ linguistic awareness,
which is an element of all tasks in English.

4 Ask students to work individually and to write the

missing parts of the sentences. Remind them to make
sure that all the words are spelt correctly. Then, ask
students to check one another’s answers and to correct
any mistakes they notice. When they have finished,
choose random students to read their sentences to
the class.

112 Unit 9
 9 Career openings

Model text SELF-ASSESSMENT UNIT 9

Dear Sir/Madam,
I am writing in connection with your advertisement Ask students to assess their own skills by giving themselves
which I found on your website. I am interested in doing a mark from 1–4. Remind them it is important to be honest.
an internship at your newspaper. You might ask students to add one or two other things they
can do to the list.
I am 19 years old and have just finished secondary
school. I am planning to study communication and In pairs, students discuss how they can improve in the areas
media at university from October. I would welcome where they’ve given themselves lower marks. When they
the opportunity to work for your company and to have finished, elicit some ideas from random students and
experience working in media before starting my studies. encourage a class discussion.
I believe that I would be a perfect candidate for this
job. During my last two years at high school, I was in
charge of running our school online newspaper. I was
responsible for coordinating the activities of the team
of my colleagues, and editing and preparing the final
version of the newspaper, which appeared weekly.
In addition to this, I can speak English and Spanish
fluently, and believe that knowledge of these languages
would be extremely useful while looking for source
materials in foreign media.
When it comes to my personal qualities, I consider
myself to be very organised and punctual. I also believe
that I am creative and sociable, as I like meeting new
people. I am also a fast learner. I am convinced that
these qualities would help me perform any tasks during
my internship at your newspaper.
I would be delighted to attend an interview at your
earliest convenience. As requested, I enclose my
curriculum vitae.
Yours faithfully,
XYZ

Wypowiedź ustna
6 Draw students’ attention to the pictures and ask
random individuals to describe them. Then, give
students time to go over the instructions and do the
activity, asking and answering the questions. Circulate
and monitor to ensure that all students have a chance
to talk. When they have finished, ask some students to
model the answers in front of the class.

EXTRA ACTIVITY
Ask students to look at the pictures and to write
two more questions, which an examiner might ask,
connected to each photo. Then, put students in pairs
to ask and answer these questions.

HOMEWORK
Assign students page 75 in their Workbook or
the letter in exercise 5.

Photocopiable Checkpoint B2+ Teaching notes © Springer Nature Limited 2016 & Macmillan Polska 2021 Unit 9 113
10 Found in
translation
KEY LEARNING OUTCOMES
Students will be able to:
■ understand spoken and written texts on topics ■ talk about different strategies for taking notes and
related to language and translation evaluate their own techniques
■ use phrasal verbs connected to communication ■ give a structured presentation on past personal
to talk about the future of handwriting experiences
■ use gerunds and infinitives to talk about language ■ write a structured proposal using appropriate
and their own opinions language and style for the addressee

UNIT OVERVIEW DIGITAL OVERVIEW

Communication/communication
Presentation Kit
breakdown
Vocabulary / ▶ Life skills video: Taking notes
Phrasal verbs – communication
Developing ▶ Interactive versions of Student’s Book activities
vocabulary
▶ Integrated audio and answer key for all activities
Translation: How language shapes ▶ Workbook pages with answer key
our lives
Reading CRITICAL THINKING Thinking about
how language shapes the way we think Teacher’s Resource Centre
Gerunds and infinitives ▶ Life skills video: Taking notes
Whatever, wherever, whoever, etc. ▶ Grammar communication activity Unit 10:
Grammar in English advice
Ellipsis
context
▶ Worksheets for this unit, including:
Creating subtitles – Grammar Practice worksheet Unit 10
– Culture worksheet Unit 10
Listening
– Life skills video worksheet 10
Presentations – 2
– Everyday English worksheet Unit 10
Developing
speaking

A proposal

Developing
writing

Religion and communication

breakdown
Integrating
skills

TESTING AND ASSESSMENT

Resources for measuring student progress

▶ Test Generator Units 1–10 ▶ Printable tests Unit 10 and End-of-year

114 Unit 10

 10 Found in translation

EXTRA ACTIVITY
Reading pp114–115
Students work in pairs to choose one of the
Talking about communication and communication expressions and to prepare a three-line dialogue
breakdown; reading for detailed information and to which illustrates its meaning. Ask a few pairs to act
summarise out their dialogues. The rest of the class have to
guess which expression they are illustrating.

FAST TRACK
2 Students quickly read the three texts on page 115 and
You could ask students to complete exercise 1 before then write a brief summary for each one. Set a time limit
the class. Check students’ answers at the beginning of of 4–5 minutes. They compare their summaries in pairs
the lesson. before discussing as a class.
Example answers
WARMER A Multinational companies have to be very careful when
Write on the board some English words or creating slogans and advertising straplines, that the
expressions that might be difficult for students to message crosses international boundaries. The slogans
translate or explain, e.g. big wig, chick flick, fat cat, may need careful translation to fit the local culture.
posh frock. Ask students to work in pairs to research B Translating the words for colours doesn’t always work.
the words in their dictionaries and explain them Many languages use different ways of describing
to each other. Ask them whether the words can be colours – likening an object to another or describing
directly translated into their own language. Are there a colour as an object with that colour – while others
similar expressions in their language? simply don’t have the words at all.
Answers C Translation between languages is a vital part of
The terms are all informal but widely used. A big international affairs and it is important that even
wig is an important/self-important person, e.g. the most trivial communication between different
a company chief executive. A chick flick is a film countries is correctly translated to avoid serious
which appeals especially to young women. A fat cat diplomatic repercussions.
is a businessman or woman who makes a very large
3 Students read text A again in more detail and complete
amount of money. A posh frock is an expensive
the summary. Remind them that they must use words
designer dress.
from the text and they cannot use more than three
words for each answer.
VOCABULARY Communication/communication Answers
breakdown a a minimum
1 Lead in by asking students to look at the expressions in b trivial things
the box and say how many they think they already know. c the same
Students match the expressions with the definitions. d one banking giant
Check answers with the class paying attention to any e a translator/an interpreter/a company executive
difficult pronunciation and word stress, e.g. note the f men
stress in imply, remark, offend.
4 Students read text B again in more detail and complete
Note the pronunciation: gaffe /ˈgæf/; nuance /ˈnjuːɑːns/ or
the table, using a maximum of two words for each
/nuːɑːns/. Then give students time to find meaning for the
answer. They compare answers in pairs before discussing
other phrases.
as a class.
Answers Suggested answers
1 get the wrong end of the stick a no word/equivalent b sky, leaves c four words
2 talk at cross purposes d red e darkness, coal f range/variety of
3 offend someone unintentionally 5 Students read text C again in more detail and decide if
4 make a gaffe the statements are True (T), False (F) or the information
5 make a (witty) remark is Not Given (NG). They compare answers in pairs before
6 understand nuances discussing as a class.
Answers
A
VOCABULARY FOCUS
1 NM 2 T 3 F 4 T 5 F 6 NM
find something puzzling [phr]: to find something confusing
imply something [phr]: to say something indirectly
misinterpret something/someone [phr]: to
misunderstand something/someone
take something literally [phr]: to understand something
someone has said based entirely on the words used,
without understanding any of the nuances

Unit
Unit 10
10 115
 6 CRITICAL THINKING Give students time to consider Test before you teach
their answer to the question individually before they Write the following questions on the board:
share their ideas. What are you good at in English?
7 Encourage students to guess the meaning of the What do you find difficult?
underlined words from context. Then have them use Which grammar points do you have trouble with?
their dictionary to check their answers. What do you enjoy most?
Answers Ask students to discuss the questions in pairs or threes.
mistranslating = translating incorrectly Take note of and comment on the students’ performance
with gerunds and infinitives. If they seem to be familiar
statement = something that you say or write that states
with their use, then move through the Grammar guide
a fact or gives information in a formal way
exercises quickly in open class.
leading = causing someone to do something
sour = with a taste like a lemon
convey = to communicate ideas or feelings indirectly Gerunds and infinitives – rules and revision
treaties = official written agreements between two or
1a Students work in pairs to discuss the use of the gerunds
more countries; when national leaders negotiate a treaty,
and infinitives in the sentences. Monitor and help
they discuss it before reaching agreement; and when
students out if they are struggling. Use the explanations
they ratify a treaty, they give it their formal approval,
in exercise 1b to explain any sentences that students
usually by signing it or voting for it
can’t work out.
behind the scenes = secretly rather than publicly
worthy = deserving something 1b Students choose the right answer (gerund or infinitive)
for situations 1–8. If they are in doubt, they can refer to
8 What about you? Ask students to consider their the examples in exercise 1a. Then have students match
answer to the questions before discussing with a partner situations 1–8 with the sentences in exercise 1a. Draw
or in a small group. Conduct feedback as a class, asking their attention to the example answers.
students if they have any direct experience with online
translation or translation apps. Answers
2 infinitive, e
EXTRA ACTIVITY 3 infinitive, b
In pairs, students brainstorm as many words as they 4 gerund, a
can think of that are commonly used in English but 5 gerund, d
that come from other languages (words related to 6 gerund, h
food, etc.). Allow them to use their dictionaries. 7 infinitive, f
Discuss their answers in open class. 8 infinitive, g

HOMEWORK TEACHER DEVELOPMENT: LANGUAGE

Assign students pages 76–77 in their Workbook or Gerunds vs infinitives
the relevant sections of the Online Workbook. Gerunds are a form of verbs used as nouns. They are
sometimes interchangeable with to infinitives, e.g. I love
swimming = I love to swim. The situations in exercise 1b
Grammar in context p116 provide a useful list of when to use the different
forms. Remember that students often have problems
Using gerunds and infinitives choosing between gerunds and infinitives because many
languages will have an infinitive in all these situations and
do not have a separate gerund form, as in English.
FAST TRACK
In addition to testing before you teach in the lesson, 2 Students choose the correct alternative. In class
you could ask students to complete exercises 1a and 1b feedback ask them to justify their answers by referring to
at home. Correct answers at the beginning of class and the situations in exercise 1b.
spend longer on form and meaning if necessary.
Answers
1 keeping
2 to speak
3 to reclaim
4 Reviving
5 learning
6 teaching
7 to be
8 to know

116 Unit 10
 10 Found in translation

3 Lead in by asking students how someone’s family name Phrasal verbs with communication
can affect his or her life chances and choices. Elicit ideas,
1 Students match the phrasal verbs in bold with
and then ask students to read the text quickly to check
explanations 1–10. Check answers as a class.
their ideas. Students then complete the text with the
correct forms and compare answers in pairs. Answers
Answers 1 j 2 i 3 b 4 g 5 a 6 d 7 e 8 f 9 h 10 c
a being 2 Students rewrite the sentences with phrasal verbs
b Calling from exercise 1 and compare answers in pairs before
c to find out discussing as a class. Draw students’ attention to the
d having example answer.
e to appear Answers
f adapting 2 Would you please stop cutting in!
g To do 3 Don’t talk down to me!
h to see 4 I’m going to spell out my opinion.
i to be 5 I’d like to bring up the issue of how the Internet
j worrying influences language.
6 Then I’d like to turn to the topic of teenage slang.
4 Give students a couple of minutes to think of sentences
that are true for them. 7 She isn’t afraid of speaking out against all forms of
censorship.
5 Students compare and discuss their sentences in 8 Speak up, please, because I can’t make out what
exercise 4 in pairs. Encourage them to comment on their you’re saying.
partner’s sentences and say whether they agree or not. 9 Can I just point out that this wasn’t my idea?
10 I’d like to pick up on what my colleague has just said.
EXTRA ACTIVITY
Students look back through the Student’s Book and TEACHER DEVELOPMENT: LANGUAGE
find a text with gerunds and infinitives. Ask them
to find four or five examples of each within the text Types of phrasal verb
and to think about why the form used is a gerund or Note the four types of phrasal verb used here:
an infinitive. Ask students to explain why the words 1 intransitive two-part verbs (verb + adverb): speak out,
are gerunds or infinitives. Ask the rest of the class to cut in
comment and correct any errors. 2 separable two-part verbs (verb + adverb): bring up,
point out, make out, spell out (e.g. He spelt it out;
Refer students to the Grammar reference on page 154 She spelt her thoughts out.)
if necessary.
3 inseparable two-part verbs (verb + preposition): turn
HOMEWORK to
Assign students page 78 in their Workbook or 4 three-part verbs (verb + adverb + preposition): pick
the relevant sections of the Online Workbook. up on, talk down to

TEACHER DEVELOPMENT: STUDENT TRAINING

Developing vocabulary p117 Types of learner
You will probably have two sorts of learner in your class:
Using phrasal verbs to talk about communication
analytical learners (who love rules and patterns) and
non-analytical learners (who prefer learning by using
FAST TRACK language). Make sure you include both sorts when
You could ask students to read the text in exercise 3 you teach. Point out the different patterns in these
before the lesson and look up vocabulary they don’t phrasal verbs, but include an activity to get students to
know. Ask students to think what type of word could fit personalise and use the language, too.
each gap.
3 Ask students to read the article quickly and pick out
three points that the writer makes about handwriting.
WARMER Students read the article again and think of one word
Ask students to look at the photo and describe to fill each gap. They compare answers in pairs before
what they can see. Ask them to say how good their discussing as a class.
handwriting is. Do they use a pen very often to write Answers
with, or have they done any art with pen and ink? a which b at c the d out e be f out
Do they think it is important to learn to write well?
g which h on i to j an k each l As
Have them explain their ideas and discuss the topic
as a class.

Unit 10 117
 4 What about you? Ask students to consider their Answers
own answers to the questions in pairs before discussing a printed text
in pairs or small groups. Have a class discussion on the b (Paris in) 1929
future of handwriting encouraging students to say what c adapt the script
they think will replace handwriting if it disappears and if
d (about) 12 characters
they have noticed any changes in their lifetime.
e digital media
EXTRA ACTIVITY f create and edit
Write on the board: I think I have really nice g fans (can)
handwriting. Students copy the sentence in their best h around 200
handwriting. Divide the class into groups of four to i over 700 million
compare and comment on each other’s handwriting. j accurate (and appropriate)
k Taiwanese TV drama
HOMEWORK l expanding (rapidly)
Assign students page 79 in their Workbook or 3 What about you? Ask students to consider their
the relevant sections of the Online Workbook. own answers to the questions before discussing them in
pairs or small groups. If students don’t know the answer
to question 3, ask them to research it for homework and
Listening p118
feedback at the beginning of the next lesson.

Listening for specific information; using whatever,

wherever and whoever, etc.
Grammar in context p118

Whatever, wherever, whoever, etc.

FAST TRACK
Ask students to look at the text in exercise 2 at home and 1 Students read sentences a–d and choose the correct
predict what type of information may fit the gap. This will alternative in the rules. They check answers in pairs
save preparation time in class. before discussing as a class.

Answers
WARMER 1 doesn’t make any 2 doesn’t matter
Ask students what the last English-language film they
saw was, and how they understood what was being TEACHER DEVELOPMENT: LANGUAGE
said. Elicit the words subtitles and dub.
Whatever
Whatever has several meanings.
1 Students discuss the questions in pairs. In feedback,
elicit answers and introduce key words connected with It can be a pronoun, e.g. Whatever you do, you won’t
dubbing films. improve.
It can be a determiner, e.g. Whatever choice you make,
1 and 2 Students’ own answers it’ll be the wrong one.
It can be an adverb, e.g. He has no talent whatever.
Example answers
It can indicate vagueness, as in We could eat sandwiches
3 Advantages: You can watch foreign language films
or whatever.
and understand them (providing you understand
It can be an informal reply, meaning ‘I don’t mind’, as
the language of the subtitles). Dubbing is sometimes
in ‘Shall we go out?’ ‘Sure. Whatever you like.’ or (very
distracting if it’s done badly. With subtitles you can
informal) ‘Yeah, whatever.’
hear the original actors’ voices. You can hear the
sound of the original language so your listening skills It can mean ‘regardless of what’, as in I’m sure it will be
may improve. good, whatever it is.
Disadvantages: You don’t see all the visual detail of 2 Students complete the sentences with the words in
the film because you are reading. The subtitles might the box. They check answers in pairs before discussing
not be accurate. You don’t get to hear intonation as a class.
because you are reading, not listening.
Answers
2 2.17 Ask students to read the summary quickly, 1 whenever
ignoring the gaps, and to answer a focus question,
2 wherever
e.g. Why don’t they include all the spoken words in the
3 however
subtitles? Then play the track for students to listen and
complete the summary. Remind them to use a maximum 4 whichever
of three words or numbers and to write the words that 5 whoever
they hear. Play the track a second time if necessary. 6 Whatever
See pp152–153 for the audioscript for this exercise.

118 Unit 10
 10 Found in translation

3 Students complete the sentences with whatever, Test before you teach
whoever, etc. and their own ideas. Invite students Write the following sentences on the board and elicit
to share some of their sentences with the rest of how to make them sound more natural.
the class. They said they would write to me, but they didn’t write
Answers to me.
Students’ own answers My sister has got a new dress for the party, but I haven’t
got a new dress for the party.
Refer students to the Grammar reference on page 154
if necessary. A: You aren’t working very hard today.
B: I am working very hard today!
HOMEWORK Answers
Assign students pages 79–80 in their Workbook They said they would write to me, but they didn’t.
or the relevant sections of the Online Workbook. My sister has got a new dress for the party, but
I haven’t.
A: You aren’t working very hard today. B: I am!
Developing speaking p119

Giving a presentation about a past personal GRAMMAR Ellipsis

experience; using ellipsis
4a Ask students to look at the sentences and decide what
words are ‘missing’ after the words in bold. They
FAST TRACK compare answers in pairs.
You could ask students to complete exercises 4a, 4b Answers
and 5 before the lesson and to read the Grammar
1 go to the UK 2 ask him 3 listen to other accents
reference on page 154. Ask students to check answers
4 been to England
with a partner and then confirm as a class.
4b Students discuss the question as a class.
WARMER Answer
Ask students to look at the three pictures on To avoid repeating something we have already said and
page 157. What do they show? What do they already know and to sound more natural.
have in common? 5 Students complete the sentences with the words in the
box. Then they say what words are being missed out in
Presentations – 2 each sentence. They compare answers in pairs. In class
1 Students work in pairs. Ask them to decide who is feedback, pay attention to intonation and word stress
Student A and who is Student B and to take turns to (see bolding in Answers below). Drill the sentences
perform their roles. if necessary.
Answers
2 Students read the task carefully. Ask them to tell you
1 My friend speaks with a strong accent, but I don’t.
what they have to make notes about. Make sure all
(speak with a strong accent)
the students are clear about the task.
2 I don’t have problems understanding accents now, but
3 2.18 Tell students they are going to listen to I used to. (have problems understanding accents)
a student doing the task. Play the track. Students listen 3 I was going to point out some useful expressions, but
and identify the main points he would have made in his I forgot to. (point out some useful expressions)
notes. See p153 for the audioscript for this exercise. 4 My older sister stopped learning English when she left
Answers school. When I finish school next year, I won’t because
When he went to England, just over two years ago. I enjoy it. (stop learning English)
He couldn’t understand anything one boy said. He 5 He’s never studied German, but one day he’d like to.
thought his English was bad. (study German)
The boy was from Newcastle and had a strong regional 6 I never dared to do this exam. Now I’m ready to. (do
accent. the/that/this exam)
He now listens to regional accents on the radio and 7 I don’t really know if I’ll go to the US one day. I think
podcasts on the Internet and his listening has improved. I might. (go to the US one day)
8 We don’t want to translate this text, but the teacher
says we have to. (translate this text)

6 Read through the expressions in the Speaking

bank with the class and check that students know their
meaning and when and how to use them. Then ask
students to work in pairs and take turns to perform
the exam task they prepared in exercise 2.

Unit 10 119
 EXTRA ACTIVITY A proposal
As students perform the speaking task, monitor and 1 Students work in pairs and discuss the questions.
take note of any errors or good language use. Elicit some of their ideas and open the topic up for
At the end, write four or five errors that you hear a class discussion.
on the board and ask students to correct them.
2 Ask students to read the memo and think of three
7 Students work in pairs to decide which of the two suggestions they could make in response. Have them
sets of questions they will answer. Students take turns discuss their suggestions in pairs.
to ask and answer the questions.
3 Ask students to read the proposal and encourage them
PRACTICE MAKES PERFECT to say if it contains any of their ideas from exercise 2.
8a Students work in pairs and take turns to do the task 4 Students read the proposal again and discuss the
on page 157. Give them one minute to prepare for the questions with a partner.
task and to make notes. Remind them to use suitable
expressions from the Speaking bank, and encourage Answers
them to use ellipsis where possible to make their 1 teachers, headteacher, maybe governors
language sound more natural. 2 formal
3 lack of colloquial language; phrases like ‘With regard
8b Ask students to take turns asking and discussing to’, ‘to sum up’
the follow-up questions in the task on page 157.
4 introduction, activities proposed, conclusion
TEACHER DEVELOPMENT: CLASSROOM TIPS 5 Both are formal. They should both be divided into
sections with headings. They should finish by making
Exam practice recommendations or suggestions.
Try to create exam conditions for this task. Make sure
students are sitting comfortably for the part they do 5 Students complete the Writing bank with expressions
together, either facing each other or sitting side by side. from the proposal in exercise 3.
Give them clear time limits in which to prepare and do Answers
the task. Monitor and make notes on their performance Introduction
so that you can provide feedback. The aim of this proposal is
Outlining the current situation
EXTRA ACTIVITY
in the light of …
Practice makes perfect! Mix up the pairs and ask Suggestions
students to repeat the task, improving on how they An effective way to do this would be to …
did it the first time.
Adding information
Refer students to the Grammar reference on page 154 Additionally, …
if necessary. Also worth mentioning is …
Conclusions
HOMEWORK
To sum up, …
Assign students page 81 in their Workbook or
the relevant sections of the Online Workbook. 6 Have students read the memo. Then ask them
to work with a partner and discuss their ideas for
a proposal. You could put each pair with another pair to
share their ideas.
Developing writing pp120–121
PRACTICE MAKES PERFECT
Writing a proposal
7 Students write their proposal to the school principal
using the information in the Writing bank to help them.
FAST TRACK Refer students to the Writing bank on page 167 for
You could ask students to read the memo and make a model text and additional tips.
three suggestions. They are then ready to do exercise 2
TEACHER DEVELOPMENT: STUDENT TRAINING
with a partner in the lesson. In addition, or alternatively,
students could do the preparation for the writing task in Peer reviewing
class and you could set the writing task in exercise 7 for If students write in class, ask them to exchange their first
homework. drafts with a partner and to comment on their partner’s
work, commenting particularly on how well they have
WARMER created a positive impression by being enthusiastic and
original, how convincing their arguments are, and how
Ask students to think of the ways in which learning
many different words and expressions they have used to
English is encouraged in their school. Ask them to
make their entry interesting. Students are then ready to
make suggestions for ways to improve support for
write a final draft. Set this for homework.
students learning English.

120 Unit 10
 10 Found in translation

HOMEWORK 3 Tell students to work in groups of three and to

Assign students page 82 in their Workbook or discuss to what extent they agree with the opinion
the relevant sections of the Online Workbook. in exercise 2. Circulate and monitor to ensure that all
students have a chance to talk. After they have finished,
ask individual students to share their ideas with the
whole class. Encourage a group discussion.
Integrating skills p122
4 Draw students’ attention to the title of the blog entry
Religion and communication breakdown in exercise 4. Ask them to work in pairs and to talk about
what multiculturalism is, and what the title might refer
WARMER to. Then, have students read the blog entry and check if
To introduce the topic, ask students what their predictions were correct. After they have finished,
communication is and elicit some definitions ask them to get into pairs in order to answer the
(e.g. the process of giving information or of making questions in the neighbouring column. Ask individual
emotions or ideas known to someone). Then, put students to share their answers with the class.
students to work in small groups and ask them to
5 Tell students to work individually and to complete
brainstorm ways in which people communicate,
the summary with information from the recording in
and to discuss whether communication skills can be
exercise 2 and the text in exercise 4. Allow them to
learned. Elicit ideas from random pairs. Encourage
compare their answers in pairs. After students have
a group discussion.
finished, check the answers as a class.

1 Ask students to read the definition in exercise 1. Answers

Then, tell them to work in pairs, look at the list of factors 1 no/insufficient knowledge
in the box, and discuss which of them have the biggest 2 many/different/various spheres of life
influence on maintaining successful communication, 3 insult/offend someone/a person
and which can lead to a communication breakdown. 4 tolerant towards/respectful of
Circulate and monitor to ensure that all students have 5 different cultural backgrounds
a chance to talk. After they have finished, ask individual
6 pork
students to share their ideas with the whole class.

KEY SKILLS EXTRA ACTIVITY

In exercise 2, students are expected to differentiate As a follow-up to exercises 4 and 5, work on the
between facts and opinions. It is a key skill in the new vocabulary from the text and the summary. Ask
curriculum. In order to help students with the task, students to choose two words and two collocations
ask them to go over the statements and re-write from the two texts which they think will be useful.
two of them twice – firstly, as a fact and, secondly, Then, put students into groups of three or four and
as an opinion. Provide useful expressions (e.g. data ask them to share the vocabulary items with each
show, according to research; it seems to me; people other.
think) if necessary. Allow students to do the activity
in pairs. 6 Draw students’ attention to the questions in exercise
6. Ask them to work in small groups and to discuss
2 2.19 Draw students’ attention to the statements in the questions. Circulate and monitor to ensure that all
exercise 2. Ask students to read them in order to make students have a chance to talk. After they have finished,
sure their meaning is clear. Then, tell students they are ask individual students to share their ideas with the
going to listen to a lecture and decide if the statements whole class. Encourage a group discussion.
refer to facts or opinions. Play the track once. Have 7 Ask students to read the instructions to exercise 7 in
students discuss the answers in pairs. Play the track order to make sure they understand the task. Then, get
again if necessary. After they have finished, check the them in small groups and ask them to brainstorm ideas.
answers together as a class. See p153 for the audioscript Elicit ideas from random groups.
to this exercise.
Answers HOMEWORK
1 Opinion 2 Fact 3 Fact 4 Opinion 5 Fact Assign students the project in exercise 7 on page 122.
6 Opinion 7 Opinion They can then present it to the class during the next
lesson.
EXTRA ACTIVITY
As a follow-up to exercise 2, ask students to go to
p183 to read the audioscript in order to check the
words or phrases that were used by the speaker
to express the statements in exercise 2 as facts or
opinions. Then, check the answers together as a class.

Unit 10 121
 Answers
Skills checkpoint Unit 10 pp124–125 1 They are connected with the culture / a traditional way
of life.
FAST TRACK 2 Because there may be no equivalent of this concept in
the target language.
You could ask students to write the assignment in
3 To think what concepts in their first language could be
exercise 5 as homework.
difficult or impossible to translate.
4 He/She warns them against trying to find exact
Rozumienie ze słuchu equivalents of concepts in both languages.
EXTRA ACTIVITY 5 To draw attention to the problem of translating
culture-specific concepts.
Ask students to work in pairs and brainstorm ways of
communicating online (using video chats and video
calls to talk to friends, lessons online, etc.) and to
Znajomość środków językowych
then talk about the advantages and disadvantages EXTRA ACTIVITY
of communication online. Circulate and monitor to
To prepare students for exercise 3, ask them to
ensure that all students have a chance to talk. After
predict what the grammatical form of the missing
they have finished, ask random students to share
word in each gap is before they start to complete
their ideas with the whole class.
the gaps (e.g. noun in 1, verb + ing in 2, etc.).
Students might prefer to do the activity in pairs.
1 2.20 Tell students they are going to listen to When they have finished, elicit ideas from several
a lecture on communication online. Give students one students.
minute to read the notes. Tell them to complete the
notes with information from the recording. Play the track
3 Direct students’ attention to the text in exercise 3 and
twice. Ask students to compare their answers in pairs.
encourage them to first read it for general meaning,
See pp153–154 for the audioscript to this exercise.
ignoring the gaps. Then, ask students to do the exercise.
Answers When they have finished, ask one student to read their
1 to understand answers to the class.
2 more tiring than Answers
3 it impossible/difficult 1 point/use 2 taking 3 to 4 Whenever/When/If
4 not notice them 5 using
5 being on camera
4 Draw students’ attention to exercise 4. Ask students to
EXTRA ACTIVITY
work individually and to complete the sentences in their
notebooks. Then, have them swap their sentences and
To prepare students for exercise 2, write the check one another’s answers. When they have finished,
following phrase on the board: Lost in translation check the answers as a class.
and clarify its meaning. Ask students to work in small
groups and brainstorm situations in which the phrase Answers
might be appropriate. Then, ask them to think of 1 however fast she speaks
any examples of funny mistranslations or mistakes 2 is worth reading
in translations. When they have finished, ask several 3 denies doing it/that
groups to share their ideas with the class. 4 succeeded in getting through to
5 whatever we are talking about
Rozumienie tekstów pisanych
2 Tell students they are going to read a text about
Wypowiedź pisemna
a certain aspect of translation. Tell them to work 5 Before students start writing the letter, ask them to go
individually, read the text and, in their notebooks, over the instructions in pairs and brainstorm vocabulary
answer the questions from the neighbouring column. items and phrases which might be useful in a letter with
Then, ask students to check their answers in pairs. a proposal. Circulate and help students with the ideas
When they have finished, ask random selected students and vocabulary if necessary. Then, give them enough
to read their answers to the class. time to write the letter.

122 Unit 10
 10 Found in translation

Model text SELF-ASSESSMENT UNIT 10

Dear Mr Johnson,
I am writing to invite you to The Day of Languages which Ask students to assess their own skills by giving themselves
is being organised by our students’ council for June a mark from 1–4. Remind them it is important to be honest.
10th. You might ask students to add one or two other things they
can do to the list.
The aim of this event is to draw students’ attention to
the importance of languages in life, and their role in our In pairs, students discuss how they can improve in the areas
culture and society, as well as the necessity of knowing where they’ve given themselves lower marks. When they
other languages and the opportunities it might bring. have finished, elicit some ideas from random students and
We think that the event will be a perfect opportunity encourage a class discussion.
for students at our school to meet people who work
in different professions connected with studying and
languages.
We would be really happy if you accepted our invitation.
We feel that as a professional translator you are able to
share a lot of invaluable information about what kind of
qualifications and knowledge you need to have in order
to be successful, as well as pointing out the challenges
involved. If you are willing to attend, we would like to
suggest a talk on those topics followed by questions
from students. Additionally, we are considering
organising a competition in which participants would
have to translate a short poem, a fragment of a sports
commentary or a commercial, and we would be grateful
if you could be a member of the jury.
We hope you will accept our invitation. If you were to
have any other ideas concerning your participation in our
event, we would be happy to discuss them together.
Looking forward to hearing from you,
Yours sincerely,
XYZ

EXTRA ACTIVITY
In pairs, have students look at the task in exercise 6,
and decide which person takes the role of the
examiner and which one the examinee. Then, have
them brainstorm language that might be useful in
the task. The examiner should write any additional
questions which they could ask; the examinee should
note any words and phrases they might use.

Wypowiedź ustna
6 Draw students’ attention to the picture. Then, give
students time to go over the instructions and to do the
activity. Circulate and monitor to ensure that all students
have a chance to talk. When they have finished, ask
random students to model the answers in front of the
class.

HOMEWORK
Assign students page 83 in their Workbook or
the letter in exercise 5.

Photocopiable Checkpoint B2+ Teaching notes © Springer Nature Limited 2016 & Macmillan Polska 2021 Unit 10 123
 EXTRA ACTIVITY
Vocabulary builder Unit 1 p126
To enable students to use the words from exercise
3 in context, ask them to write four sentences
WARMER containing the target language either about
Ask students to work in small groups. First, tell them themselves or people they know.
that they have one minute to brainstorm as many
different body parts as they can. Then, ask students Similes
to come up with English body-related idioms. Elicit
ideas and write the idioms on board. EXTRA ACTIVITY
On the board, write: as busy as…, as mad as…,
Body idioms as old as…, as good as… Ask students to brainstorm
1 Draw students’ attention to the definitions and the possible words to complete the similes. At this stage,
words in bold. Ask them to work in pairs and to match do not say whether any of their suggestions are
the words in bold with the correct definition. Then, correct.
ask them to try and think of a Polish idiom for each
definition. When they have finished, nominate one 4 Focus students attention on the sentences in exercise
student to read their answers to the class. 4. Ask them to work in pairs and to choose the correct
option, checking in a dictionary if necessary. Then, have
Answers students try to find Polish equivalents of the English
1 eat; jeść komuś z ręki similes. Check the answers as a class. Elicit the answers
2 stick; nadstawiać dla kogoś karku from individual students.
3 jump; naskoczyć na kogoś Answers
4 turn; nadstawić drugi policzek 1 bee 2 hatter 3 hills 4 gold
5 lie; kłamać w żywe oczy
6 put; popełnić gafę 5 Draw students’ attention to the picture and the
7 keep; trzymać kogoś na dystans accompanying similes. Ask them to complete each
8 make; obgadywać kogoś za jego plecami saying with one of the objects in the picture. Then,
have students compare their answers in pairs. Elicit the
2 Direct students’ attention to the gapped questions. answers from individual students.
First, ask them to complete the questions with the verbs
Answers
from the idioms in exercise 1. Then, have them write
1 ABC 2 cucumber 3 sheet 4 bee 5 daisy
four more questions, using the remaining four idioms, to
6 ice 7 gold 8 feather 9 hills 10 hatter
ask their partner. After that, the students should remain
in the same pairs in order to discuss the questions. 6 Ask students to work in pairs and to take turns
Circulate and monitor students’ work. When they have describing some of the people or things in their life,
finished, nominate several individuals to ask their using the similes from exercises 4 and 5. Circulate and
questions to other members of the group. monitor students’ work. When they have finished, ask
Answers several students to give their examples.
1 keep 2 jump 3 turn 4 lied 7 Ask students to complete the gaps with the missing
words. Then, in pairs, students answer the questions.
Ways of talking Circulate and monitor to ensure that all students have
a chance to talk. After they have finished, ask individual
EXTRA ACTIVITY students the questions from exercise 7.
Ask students to think about different ways of talking
Answers
and of people – real or imaginary (for example,
1 stammers 2 chatters 3 put 4 jump
characters from films or series) that have
5 cucumber
a characteristic way of speaking. Circle and monitor
students’ work. When they have finished, elicit
FAST FINISHERS
answers.
Have students write two to three questions using
3 Draw students’ attention to the sentences and the words the vocabulary items from the lesson. They should
in the box. Ask them replace the underlined fragments write questions similar to those in exercise 7. After
with the correct form of the words in the box. Elicit having swapped sentences with other members of
answers and the Polish translations of the verbs. the groups, students should answer their new set of
questions.
Answers
1 mumbles 2 chattering 3 hissed 4 whining
5 stammer 6 whispered

124
 Vocabulary builder

Collocations with take, make and do

Vocabulary builder Unit 2 p127
5 Ask students to work in pairs. Tell them to make
verb collocations from the words in the table, and to
WARMER then choose one of the beginnings and make up a short
story, using the collocations and as many expressions
Write the following compounds on the board:
from exercises 1–3 as they can. Circulate and monitor to
motorway and petrol station. Ask students if
ensure that all students have a chance to talk. After that,
they know what a compound is and why they are
nominate three of the more confident students to tell
sometimes written as one word, and sometimes as
their stories to the class.
two. Then, ask students to work in pairs. Set a time
limit and ask them to write down as many different Answers
compounds as they can. Elicit ideas and write the DO MAKE TAKE
compounds (ideally, connected with the topic of cars
and travelling by car) on the board. a course, an attempt, control,
harm, a decision, place,
one’s best a mistake a risk
Compound nouns: cars and the road
+ Students’ own answers
1 Draw students’ attention to the compounds in bold.
Explain that to come up with a definition, they will EXTRA ACTIVITY
have to choose the correct option, a or b. Ask them
to work in pairs. Then, tell them to try and think of Ask students to write down the story in exercise 5 in
a Polish equivalent for each compound. When they have order to read it to class rather than tell it.
finished, choose a random student to read their answers
to the class. 6 Have students complete the sentences with a word
beginning with the given letter. Then, ask them to think
Answers
about whether they agree/disagree with the statements.
1 b 2 a 3 b 4 a 5 b 6 b Finally, put students into pairs and ask them to compare
opinions. Circulate and monitor to ensure that all
EXTRA ACTIVITY students have a chance to talk. After that, elicit opinions
Ask students to work in pairs and to make a list of from random students. If possible, encourage a class
what they think makes a driver careful or careless. discussion.
When they have finished, elicit answers. Answers
1 Hitchhiking 2 crossing 3 Penalty 4 lanes
2 Direct students’ attention to the gapped text. First, ask 5 wheel 6 rush
them to cover the words in the box, read the text, and
to try and complete the gaps and make compounds FAST FINISHERS
on their own. Then, ask them to look at the box, check
Have students write three or four sentences about
their answers and, if necessary, correct them. Check the
themselves using the collocations from exercise 5.
answers as a class.
Answers
1 motor 2 speed 3 pedestrian 4 seat 5 steering Vocabulary builder Unit 3 p128
6 road 7 round 8 rush 9 penalty 10 traffic

3 Ask students to work in pairs and to take turns WARMER

asking and answering the questions, justifying their
Write the following phrasal verbs on the board: look
opinions at the same time. Following this, elicit opinions
for, keep up with, work out. Ask students if they
from several students. If possible, encourage a class
remember what a phrasal verb is (a combination
discussion.
of a verb and an adverb or preposition, which
EXTRA ACTIVITY has a particular meaning) and how many words
it comprises (a verb plus one or two adverbs or
Have students look at the pictures and write two
prepositions). Then, ask students to work in pairs.
questions connected with each photo. Then, have
Set a time limit and ask them to write down as many
students ask and answer the questions they have
different phrasal verbs as they can. Elicit ideas and
written.
write any phrasal verbs connected with the topic of
thinking and learning on the board.
4 Ask students to work in pairs in order to describe
the photos, using modal verbs and as many words
and expressions from exercises 1–2 as possible. Draw
students’ attention to the model answers. Circulate and
monitor to ensure that all students have a chance to talk.
After they finish, ask random students for their ideas.

125
 Phrasal verbs: the mind EXTRA ACTIVITY
1 Draw students’ attention to the phrasal verbs in bold. To enable students to use the phrasal verbs from
Read them out and ask the group to repeat. Explain that exercise 2 in context, ask them to write four
in order to make a definition, they will have to match the questions. Each sentence has to contain one of
sentence openings (1–7) with a–g. Students work in pairs the phrasal verbs. When students have finished,
for this task. Then, ask them to try and think of a Polish they work in pairs, taking turns to ask one another
equivalent for each phrasal verb. When they have the questions.
finished, nominate one student to read their answers to
the class.
Brain idioms
Answers
1 c 2 g 3 e 4 a 5 f 6 b 7 d EXTRA ACTIVITY
To introduce the concept of mind/body-related
EXTRA ACTIVITY idioms, write the following on the board: keep
As a follow-up to exercise 1, ask students to write an eye on, lose your head, have a lot on your mind.
three or four sentences about themselves, using Elicit the term idioms. Clarify what an idiom is
the phrasal verbs from exercise 1. In pairs, students (an expression whose meaning is different from
read their sentences to each other. Elicit answers the meaning of the individual words). Then, ask
from random students. students what the idioms on the board mean and
elicit more examples of body-related idioms.
2 Ask students to work in pairs and to decide if the
meaning of the following expressions is the same, 4 Draw students’ attention to the idioms in bold. Have
similar, or different. If it is the latter, students ought students write their answers to the questions in their
to explain the difference. Circulate and monitor. Elicit notebooks. Then, ask students to work in pairs, compare
answers from random students. their answers, and try to come up with a Polish equivalent
of the idioms. After they have finished, choose random
Answers students to share their answers with the class.
1 different (fall behind with = not be able to do
something at the same pace as others; keep up with = Answers
have the same pace as others) 1 b 2 a 3 a 4 b
2 similar 5 Ask students to complete the mini-dialogue with one of
3 similar the idioms from exercise 4. You could nominate two of
4 different (catch on = understand, especially after the more confident students to read the mini-dialogue
a long time; reflect on = think carefully) out. Then, ask students to work in pairs in order to write
5 different (get down to = start doing; get on with = another mini-dialogue that uses a mind/body-related
have a good relationship with) idiom of their choice. Circulate and monitor to help
students where necessary. When they have finished,
EXTRA ACTIVITY nominate two or three pairs to read their dialogues to
To enable students to use the phrasal verbs from the class.
exercise 2 in context, ask them to write four Answers
questions containing the target language. Each pick your brains;
sentence should include one of the phrasal verbs. Students’ own answers
When students have finished, ask them to work in
pairs, taking turns to ask one another the questions. 6 In their notebooks, ask students to complete the
questions with a word beginning with the given letter.
3 Draw students’ attention to the sentences and have Then, put students into pairs and tell them to take turns
them work individually, completing the gaps with the asking and answering the questions. Circulate and
missing prepositions. Then, have students work in pairs monitor to ensure that all students have a chance to
and talk about how true the sentences are for them. talk. Afterwards, elicit answers from random students.
After they have finished, ask random students to report If possible, encourage a class discussion.
back on their partner’s answers. Answers
Answers 1 brain 2 take 3 brain-dead 4 figure 5 picked
1 up 2 behind 3 up 4 on 5 up
6 up 7 down 8 down FAST FINISHERS
Have students write two to three questions
containing the target vocabulary from the lesson.
They ought to write questions similar to those in
exercise 6. Have them swap their sentences with their
friends in order to do one another’s task.

126
 Vocabulary builder

EXTRA ACTIVITY
Vocabulary builder Unit 4 p129
To help students remember the names of the
different sciences from exercise 3, ask them to write
WARMER four sentences about different sciences, explaining
Class discussion. Write the following phrase on the whether they would like to know more about it or
board: Branches of science. Encourage students study it later in life (or not). When students have
to brainstorm the names for different branches of finished, ask them to work in pairs, and to take turns
science and what each of them focuses on. As you reading their sentences to one another.
are eliciting ideas from students, write the names
of the different branches on the board. Encourage 4 Draw students’ attention to the photos. In pairs,
a class discussion. You can also ask students about the students describe the photos, using as many words and
reasons why people choose to specialise in each of expressions from exercises 1–3 as possible. Students
them. should talk about what branch of science they represent,
where the people are, and what they might be working
on. Then, ask them to discuss questions 1–3. Circulate
EXTRA ACTIVITY
and monitor to ensure that all students have a chance
Ask students to come up with the definition of to talk. After they have finished, ask individual students
a compound (a combination of two or more words to describe the photos and answer the questions.
that is used as a single word).Then, in pairs, have Encourage a class discussion.
students brainstorm compounds beginning with
the words in the box. You may wish to structure this 5 In their notebooks, students complete the sentences
activity as a competition, setting a time limit of two with a word beginning with the given letter. Then, put
minutes. students into small groups and ask them to take turns
discussing to what extent they agree with the statements.
Circulate and monitor to ensure that all students have
Compound words a chance to talk. Afterwards, elicit answers from several
1 Draw students’ attention to the sentences. Then, have students. If possible, encourage a class discussion.
them work individually, putting the missing words into Answers
the gaps. Ask students to compare their answers in 1 neuropsychology 2 mainstream 3 Archaeology
pairs. Then, choose one student to read their answers to 4 long-term 5 outlook
the class.
Answers FAST FINISHERS
1 downsides 2 mainstream 3 long-term 4 input Have students write two to three questions
5 upside 6 short-term 7 output containing target vocabulary from the lesson. They
should write questions similar to those in exercise 4.
2 Focus students’ attention on the pairs of words in
Have them swap their sentences with someone else in
the box. Read them out in order to model pronunciation
the group in order to do one another’s task.
and to make sure students understand their meaning.
Then, ask students to complete the questions. Elicit
answers from individual students.
Vocabulary builder Unit 5 p130
Answers
1 upside 2 input 3 mainstream 4 feedback
5 drawback/downside 6 worthwhile WARMER
In groups of three or four, students discuss the
Biology and research meaning of the following proverbs: Crime doesn’t
3 Draw students’ attention to the names of the various pay. It’s a crime if you get caught. Whoever does not
sciences in exercise 3. Read them out to model the prevent a crime when they can, encourages it. Small
pronunciation. Ask students to rewrite the definitions, crimes always precede great ones. After brainstorming
using the correct name. Allow students to check their ideas in groups, start a class discussion. Ask students
answers in a dictionary if necessary. Elicit answers from for their interpretations and to provide an example of
individual students. a situation when they would be appropriate.

Answers
EXTRA ACTIVITY
1 Genetics 2 Biotechnology 3 Palaeontology
4 Robotics 5 Archaeology 6 Neuropsychology Ask students to come up with a definition of an idiom
(an expression whose meaning is different from the
meaning of the individual words). Then, in pairs, have
students brainstorm idioms they know. You may wish
to structure this activity as a competition, setting
a time limit of two minutes.

127
 Crime idioms and expressions 4 In their notebooks, students complete the questions
1 Draw students’ attention to the sentences. Explain with a word beginning with the given letter. Then, put
that only one option is a logical match to the sentence students into pairs and ask them to take turns asking
openings. After students have completed the task, they and answering the questions. Circulate and monitor
form pairs and compare answers. At the same time, to ensure that all students have a chance to talk.
they should suggest Polish equivalents of the crime- Afterwards, elicit answers from several students.
related idioms. Then, nominate one student to read their Answers
answers to the class. 1 red-handed 2 clean 3 blind 4 book 5 ratting
Answers
1 a 2 b 3 a 4 b 5 a 6 a 7 b FAST FINISHERS
Have students write two to three questions
EXTRA ACTIVITY containing vocabulary items from the lesson. They
As a follow-up to exercise 1, have students come up should model their questions on those in exercise 4.
with sentence openings to the options they did not Students swap their sentences with one another in
chose. order to the tasks.

2 Have students complete the sentences with the

missing prepositions and check their answers in pairs. Vocabulary builder Unit 6 p131
Then, ask them to discuss to what extent they agree with
the statements. Circulate and monitor to ensure that all
WARMER
students have a chance to talk. When they have finished,
elicit ideas from a random pairs. On the board, write home and house. In groups of
three or four, ask students to discuss the meaning
Answers
of the two words and the differences between them
1 away 2 in 3 from 4 on 5 behind (home – the place where you live; the place where
6 with 7 above your parents live and where you grew up; house
– a building where people live, usually where one
EXTRA ACTIVITY family lives). Ask them to also come up with some
As a follow-up to exercise 2, ask students to write typical phrases or collocations containing the words.
three sentences (two about themselves and one After brainstorming ideas in groups, start a class
about a relative or friend ) using three different discussion. Ask students for the meaning of the two
expressions. words and examples of their use.

3 Draw students’ attention to the review. Individually, Suggested expressions:

they rewrite any idioms which appear in the wrong be at home, go home, work from home, leave home;
place. They should write the answers in their notebooks. home address, home life, home cooking
When they have finished, check the answers as a class be in/out of the house, live in a house, build/clean/
and ask a more confident student to read the questions renovate a house, move house
that appear below the text. Then, have students work in
pairs and discuss the questions. After they have finished, House or home?
ask random students to share their ideas.
1 Draw students’ attention to the phrases. Explain that
Answers
they need to complete each one using the word home
1 correct or house. Ask students to choose the correct option.
2 above the law Then, ask them to work in pairs, compare their answers,
3 take the law into his own hands and discuss what the phrases might mean. Have them
4 do everything by the book match the phrases with the definitions (A–H). Then,
5 turn a blind eye nominate random students to read their answers to the
6 correct class.
7 behind bars Answers
1 home E 2 home H 3 house B 4 home D
EXTRA ACTIVITY 5 home F 6 house A 7 house C 8 home G
Ask students to write a short review of a crime film, 2 Have students complete each of the given questions
series or book, using the review in exercise 3 as with one missing word and to check their answers in
model. Tell them to use as many expressions and pairs. Then, tell them to take turns asking and answering
idioms from exercises 1–3 as possible. When they the questions. Circulate and monitor to ensure that all
have finished, ask them to swap their reviews with students have a chance to talk. When they have finished,
a classmate in order for them to read one another’s elicit ideas from a few pairs.
work and to then discuss the film/series/book they
wrote about.

128
 Vocabulary builder

Answers
1 art 2 full 3 trial 4 remedy/remedies Vocabulary builder Unit 7 p132
5 news 6 call
WARMER
EXTRA ACTIVITY
On the board, write the following quote: People
As a follow-up to exercise 1 and 2, ask students to
do not buy goods and services. They buy relations,
write three sentences (two about themselves and
stories and magic (Seth Godin, American businessman
one about a relative or friend) with three different
and author). Ask students to work in groups of
expressions containing house or home.
three or four. Have them discuss the meaning of
the statement, and talk about whether they agree/
Idiomatic expressions with home disagree with it. Then, ask them to brainstorm for
3 Draw students’ attention to the sentences. Individually, examples of advertising campaigns of products
have them choose the correct option. After students or services which the quote might refer to. After
have finished, check their answers as a class. brainstorming ideas in groups, start a class discussion.

Answers
1 home 2 castle 3 make 4 brought 5 place Idioms connected with advertising
6 cows 1 Draw students’ attention to the sentences. Explain that
for each point they need to choose one word (a–c) which
EXTRA ACTIVITY forms the correct collocation in both sentences (A and
As a follow-up to exercise 3, ask students to work B). Ask students to choose the correct option. Then,
in pairs and brainstorm Polish equivalents of the ask them to work in pairs, compare their answers, and
idiomatic expressions. After students have finished, discuss what the phrases might mean. Choose random
ask random students to share their ideas with the students to read their answers to the class.
class. Establish with the students which of the English Answers
idioms refers to dom in Polish. 1
1 b 2 a 3 c 4 b
4 Draw students’ attention to the cartoon. Ask
students to work in pairs and to decide which of the 2 Have students complete each question with one
idioms from exercise 3 it is illustrating. Then, tell missing word from exercise 1 and ask them to check
students to draw their own cartoons to illustrate one their answers in pairs. Then, divide students into small
of the other idioms. After students have finished, ask groups and have them take turns asking and answering
them to stand up and show their cartoon in order to let the questions. Circulate and monitor to ensure that all
their classmates guess the idiom. You may want to take students have a chance to talk. When they have finished,
a class vote in order to choose the best cartoons. elicit ideas from a few pairs.
Answers
5 Have students complete the sentences with a word
1 gift 2 pop-up 3 viral 4 false 5 niche
beginning with the given letter. In pairs, students then
6 in-game
discuss to what extent they agree with the statements.
Circulate and monitor to ensure that all students have
EXTRA ACTIVITY
a chance to talk. After that, elicit answers from several
students. If possible, encourage a class discussion. As a follow-up to exercise 2, ask students to write
three sentences about their partner on the basis of
Answers
what they said, using the right collocation.
1 rest 2 castle 3 home 4 home 5 remedies
3 Draw students’ attention to the sentences. Remind them
FAST FINISHERS
that the words and phrases in bold are in the wrong
Have students write three sentences in Polish which, sentences. Individually, students correct the sentences.
in English, would include the expressions from After they have finished, check their answers as a class.
page 131. Then, have them swap their sentences with
Answers
another fast-finisher in order to do a translation.
1 Classified ads
2 cold calls
3 flyers
4 word-of-mouth publicity
5 commercials
6 product placement

129
 Words with more than one meaning 2 Have students complete each gap with a missing word
and finish the sentences with their own ideas. Then, ask
4 Have students work in pairs. First, ask them to
students to work in pairs and read out the sentences and
decide if both words/expressions can be used in the
discuss them. Circulate and monitor to ensure that all
following questions. Then, tell them to take turns,
students have a chance to talk. When they have finished,
asking and answering the questions. Circulate and
elicit ideas from a few pairs.
monitor to ensure that all students have a chance to
talk. Afterwards, elicit answers from several students. If Answers
possible, encourage a class discussion. 1 mind 2 tongue 3 blood 4 eye 5 soul 6 eye
Answers + Students’ own answers
1 both 2 both 3 classified ads 4 both 5 both
EXTRA ACTIVITY
+ Students’ own answers
As a follow-up to exercise 2, have students come up
5 Have students to complete the questions with with sentences about themselves using the compound
a word beginning with the given letter. Then, put adjectives from exercise 1 which they did not use in
students into pairs and ask them to take turns asking exercise 2.
and answering the questions. Circulate and monitor
to ensure that all students have a chance to talk.
Afterwards, elicit answers from several students. If Metaphors: happiness and sadness
possible, encourage a class discussion.
EXTRA ACTIVITY
Answers
Write happiness and sadness on the board. Ask
1 placement 2 classified 3 commercial 4 flyers
students to work in small groups and talk about how
5 cold
they can recognise if someone is really happy or really
sad – how their bodies look, what their faces express,
FAST FINISHERS
how they behave, what they do. After students have
Ask students to write three sentences expressing finished, ask random students to share their ideas.
their opinions on the subject of advertising, using You may want to ask a more confident students to
three different words/expressions from page 132. draw a happy and a sad person on the board.

3 Draw students’ attention to the sentences. Individually,

Vocabulary builder Unit 8 p133 ask them to choose the correct alterative and to write
the answers in their notebooks. After students have
finished, check their answers as a class.
WARMER
Answers
Ask students to work in small groups and brainstorm
1 up 2 bright 3 high 4 sank 5 down 6 shadow
body-related idioms or expressions in English. After
they have finished, ask random students to share 4 Ask students to put the expressions from 3 into the right
their ideas with the class. Then, ask them to remain category, and to then add two more expressions to each
in their groups to discuss which body parts appear category. Allow students to compare their answers in
more frequently and to speculate on the reasons for pairs. Check their answers as a class.
this. After brainstorming ideas in groups, open a class
Answers
discussion.
UP: cheer sb up, be in high spirits
LIGHT: look on the bright side
Compound adjectives: parts of the body DOWN: get sb down, sb’s heart sinks
1 Draw students’ attention to the sentences. Explain DARK: cast a shadow over sth
that all the words referring to the body and the mind + Students’ own answers
in the following compound adjectives are mixed up.
Ask students to rewrite the definitions with the correct EXTRA ACTIVITY
compounds in their notebooks. Then, tell them to work
in pairs, compare their answers, and discuss what the As a follow-up to exercise 4, ask students to work
phrases might mean. Choose random students to read in pairs and talk about where the four categories/
their answers to the class. metaphors come from: are they connected to
feelings, appearance, behaviour, perception of the
Answers world, etc.? After students have finished, ask random
1 mind-numbing students to share their ideas. Encourage a class
2 eye-opening discussion.
3 tongue-tied
4 soul-destroying
5 skin-deep
6 bloodcurdling
7 nail-biting

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 Vocabulary builder

Words with more than one meaning 2 Have students work in pairs and decide which of the
idioms in exercise 1 are illustrated in the pictures. Then,
5 Draw students’ attention to the pairs of sentences.
ask them to draw pictures to illustrate two more of the
Ask students to choose a word from the box which can
idioms. After students have finished, ask them to swap
complete both sentences for each pair. Then, put them
their pictures with another pair of students in order to
in pairs to discuss the different meanings of the words.
speculate on the idioms represented by the pictures.
Afterwards, elicit answers from random students.
Alternatively, make a classroom display of the pictures,
Answers have students guess the idioms and then, take a class
1 cast 2 bright 3 sank 4 walk 5 lift vote to decide which pictures are the best.

6 In their notebooks, students complete the questions Answers

with a word beginning with the given letter. Then, put A the sky is the limit
students into groups of three and ask them to take B fight a losing battle
turns asking and answering the questions. Circulate and C save the day
monitor to ensure that all students have a chance to D rise to the occasion
talk. Afterwards, elicit answers from random students. If
possible, encourage a class discussion. EXTRA ACTIVITY
Answers As a follow-up to exercise 1 and 2, ask students to
1 skin-deep 2 down 3 bright 4 tongue-tied write three sentences about themselves or people
5 cheer they know using the idioms from exercise 1.

FAST FINISHERS 3 Ask students to complete each question with

Students design a poster with representations of one missing word and to check their answers in pairs.
three or four metaphorical expressions of happiness Then, tell them to take turns asking and answering
or sadness from exercises 3 and 4. They may be the questions. Circulate and monitor to ensure that all
drawings, comic strips or memes, but they have to students have a chance to talk. When they have finished,
illustrate the meaning of the idioms. elicit ideas from a few pairs.
Answers
1 flying 2 feet 3 battle 4 boat 5 hand 6 mind
Vocabulary builder Unit 9 p134
4 Draw students’ attention to the text. Individually,
students complete the text by writing one to three
WARMER words in each gap. Allow them to compare their answers
On the board, write: ambition, challenge, courage, in pairs. After they have finished, check their answers as
effort, opportunity. Ask students to work in groups a class.
of three or four and to discuss how the words are Answers
connected with success in one’s personal life, and at 1 follow 2 insight 3 get her foot 4 miss 5 saved
school, university and/or work. After brainstorming 6 to the occasion 7 flying 8 found
ideas in groups, open a class discussion.
5 Ask students to work in pairs and to write a similar
story about someone they both know or an imaginary
Life and career developments person, using as many expressions from 1–4 as possible.
1 Draw students’ attention to the definitions. Explain that Circulate and monitor to help students with their stories
they need to choose the correct alternative to complete if necessary. After students have finished, ask random
them. Then, ask students to work in pairs in order pairs to read out their stories.
to compare their answers, checking the meaning in
a dictionary if necessary. Then, choose random students 6 In their notebooks, students complete the sentences
to read their answers to the class. with a word beginning with the given letter. Then, put
students into pairs and ask them to discuss to what
Answers extent they agree with the statements. Circulate and
1 sky 2 rise 3 battle 4 flying 5 boat 6 foot monitor to ensure that all students have a chance to
7 saves 8 hold talk. Afterwards, elicit answers from several students.
If possible, encourage a class discussion.
EXTRA ACTIVITY
As a follow-up to exercise 1, ask students to work FAST FINISHERS
in pairs and come up with Polish equivalents of the Have students write three sentences in Polish,
idioms in 1. When they have finished, elicit ideas from the English translation of which includes the
random students. expressions from page 134. Then, have them swap
their sentences with another fast-finisher to do
the translation.

131
 Answers
Vocabulary builder Unit 10 p135 1 riddles 2 made 3 wall 4 take

WARMER Phrasal verbs: communication

Organise a mini-survey with the class about different EXTRA ACTIVITY
ways of communicating with people. First, brainstorm
On the board write: give in, give up, break off,
different ways in which teenagers communicate
cut off, fall apart. Explain that they are all phrasal
(talk face to face, talk on the phone, use video chat,
verbs and add that they have something in common
texting or use social media, etc.) and write the ideas
(they all mean to stop something or someone).
on the board. Then, ask students to circulate around
Ask students to work in pairs and to speculate on the
the classroom, asking one another about their three
shared meaning of the phrasal verbs. After students
preferred ways of communication from those listed
have finished, ask random students to share their
on the board. Set a time limit. When they have
ideas with the class.
finished, ask students to work in pairs, compare their
survey results (they should be about the same) and
4 Draw students’ attention to the phrasal verbs in each
then, present them to the class.
of the columns. Explain that all the phrasal verbs in the
table have something in common. Have students work
Communication and communication in pairs, decide on the shared meaning for the phrasal
breakdown verbs in each of the columns (1–4) and then, try to
name the categories. Suggest that students check the
1 Draw students’ attention to the idioms. Explain that they
meaning of the phrasal verbs in a dictionary if necessary.
need to match the idioms (1–6) with the definitions (A–F).
After students have finished, ask random students to
Then, ask them to work in pairs and to try to come up
share their ideas with the class.
with a Polish equivalent for each of them. After students
have finished, check the answers together as a class. Suggested answers
Answers 1 Explaining /Making things clear
1 D; wyrzucić coś z siebie 2 Being rude/impolite
2 F; informować kogoś na bieżąco 3 Talking in an annoying way
3 A; ważyć słowa 4 Introduce/Expanding on a subject
4 E; czytać między wierszami 5 Have students complete the sentences with the
5 C; mówić zagadkami missing verbs. Then, put students into pairs and tell
6 B; mówić (do kogoś) jak do ściany them to take turns asking and answering the questions.
Circulate and monitor to ensure that all students have
2 Have students choose the correct alternative and a chance to talk. Afterwards, elicit answers from several
write them in their notebooks. Then, ask them to get students.
into pairs and to discuss whether or not the sentences
can be used to describe a classmate. When they have Answers
finished, ask random students to read their description 1 tune/speak 2 nagged 3 talked 4 cut 5 speak
in order for the other students to guess who it is about.
6 In their notebooks, students complete the sentences
Answers with a word beginning with the given letter. Then, put
1 makes 2 minces 3 reading 4 keeps students into small groups and ask them to discuss to
5 gets 6 understanding what extent they agree with the statements. Circulate
and monitor to ensure that all students have a chance to
EXTRA ACTIVITY talk. Afterwards, elicit answers from several students. If
As a follow-up to exercise 1 and 2, ask students to work possible, encourage a class discussion.
in pairs and to try to think about two or three Polish Answers
idioms connected with the topic of communication. They 1 read 2 chest 3 rattle 4 tune 5 nag
can also use the Internet for this task if they have the
opportunity. Then, ask them to look for the equivalents FAST FINISHERS
in English in a dictionary. After students have finished,
ask random students to come to the board, write down Have students write three sentences about
the English idioms, and explain their meaning. themselves and/or their classmates, beginning with:
I have / …has good communication skills because…
3 Draw students’ attention to the mini-dialogues. Tell them I don’t have / …doesn’t have good communication
that some words are missing and students are expected skills because…
to complete them. Check the answers as a class. Then,
ask students to work in pairs in order to write two mini-
dialogues, using the idioms/expressions in 1 and 2. After
students have finished, ask random pairs to read their
gapped dialogues aloud to the class and have the class
complete the gaps.

132
 Language checkpoint

HOMEWORK
Language checkpoint Unit 1 p137
Assign students page 11 in their Workbook or
the relevant sections of the Online Workbook.
FAST TRACK
The extra support provided on the Grammar and
Vocabulary reference sections makes the Grammar and Language checkpoint Unit 2 p139
Vocabulary revision sections ideal for setting as homework.
You could get students to complete the whole revision
page or just certain exercises for homework. FAST TRACK
The extra support provided on the Grammar and
Past tenses Vocabulary reference sections makes the Grammar
and Vocabulary revision sections ideal for setting
1 Students choose the correct alternative. as homework. You could get students to complete
the whole revision page or just certain exercises for
Answers homework.
1 been waiting 2 have been 3 ’d 4 read 5 was
6 was 7 stepped 8 had had
Modal verbs – obligation, permission,
Present and past habits prohibition, criticism and advice

2 Students tick the correct forms and rewrite the incorrect 1 Students choose the correct option.
ones. Answers
Answers 1 ought 2 had 3 supposed 4 had to go 5 didn’t
1 My parents will buy buy me presents every week. need to go 6 Do we have 7 needn’t 8 needn’t
have bothered 9 didn’t have to dress 10 can’t park
2 When he was five, he would have had/used to have
a bike.
3 correct Modal verbs – speculation, deduction,
4 correct possibility and probability
5 I used to go went to Brazil once for a holiday.
2 Students tick the correct forms and rewrite the incorrect
6 I love films so I use to go go to the cinema once a week. ones.

WORD FORMATION – NOUN SUFFIXES

Answers
1 can’t be 2 may not have remembered 3 correct
3 Students tick the correct forms and rewrite the incorrect 4 could/may/might have been 5 must have made
ones. 6 correct 7 must be 8 must earn 9 correct
10 may/might not be
Answers
1 importance 2 loneliness 3 correct 4 freedom
COLLOCATIONS WITH TAKE, MAKE AND DO
5 invention 6 correct 7 safety 8 intelligence
3 Students complete the sentences with the correct forms
BODY IDIOMS AND HUMAN INTERACTION of take, make or do.

4 Students read the definitions and complete the idioms Answers

with parts of the body. 1 makes 2 made 3 took 4 do 5 make 6 take
7 made
Answers
1 back 2 thumb 3 leg 4 shoulder 5 neck
COMPOUND NOUNS: CARS AND THE ROAD
6 chest
4 Students form compound nouns from the words in the
SIMILES box.

5 Students complete the similes. Remind them there are Answers (in any order)
three extra words. 1 driving licence 2 motorway 3 petrol station
4 roundabout 5 seat belt 6 steering wheel
Answers
7 traffic lights
1 fresh 2 quick 3 quiet 4 solid 5 white 6 cold
5 Students complete the sentences with the correct word.
WAYS OF TALKING Answers
1 traffic lights 2 steering wheel 3 seat belt
6 Students answer the questions with the words.
4 driving licence 5 motorway 6 Roundabouts
Answers
1 whisper 2 gasp 3 yell 4 shriek 5 mutter
6 whine

133
 HOMEWORK
Language checkpoint Unit 4 p143
Assign students page 19 in their Workbook or
the relevant sections of the Online Workbook.
FAST TRACK
The extra support provided on the Grammar and
Language checkpoint Unit 3 p141 Vocabulary reference sections makes the Grammar and
Vocabulary revision sections ideal for setting as homework.
You could get students to complete the whole revision
FAST TRACK page or just certain exercises for homework.
The extra support provided on the Grammar and
Vocabulary reference sections makes the Grammar and Conditionals
Vocabulary revision sections ideal for setting as homework.
You could get students to complete the whole revision 1 Students complete the conditional sentences with the
page or just certain exercises for homework. correct form of the verb.
Answers
Verb + -ing form and infinitive 1 would have done 2 was/were 3 don’t see
4 catch 5 ‘ll walk 6 had seen 7 wouldn’t be able
1 Students choose the correct alternative. Remind them
that if both alternatives are correct, they mark both.
Other conditional structures
Answers
1 to help 2 to listen 3 dedicating 4 eating 5 both 2 Students complete the sentences with the words in the
6 doing 7 both 8 both 9 to bring 10 preparing box.
Answers
Verb + object + -ing form and infinitive 1 long 2 case 3 Supposing 4 only 5 Providing
6 Unless
2 Students complete the text with the correct form of the
verbs given.
Mixed conditionals
Answers
a reading b to give c do d to play 3 Students write conditional sentences for the different
e to meet f to use g doing h to share situations using the words given.
i (to) understand j do/doing Answers
1 If you had helped me, I wouldn’t be annoyed today.
PHRASAL VERBS: THE MIND
2 If we didn’t have an exam today, we could have gone
3 Students choose the correct alternative. out last night.
3 If I wasn’t afraid of heights, I’d have gone to the top.
Answers
4 If I knew French, I could have translated it.
1 it together 2 through the presentation 3 pick up
5 If he had taken his medication, he wouldn’t be sick (now).
4 out at me 5 up with 6 up 7 on it
6 If we were old enough, they’d have let us in.
THE HUMAN MIND 7 If she had got the job, she’d be happy now.

4 Students match the words/phrases in the box with the COMPOUND NOUNS AND ADJECTIVES
definitions. Point out that there are two extra words.
4 Students complete the compound nouns or adjectives.
Answers
1 memorise 2 bewildered 3 articulate Answers
4 have a gift for 5 perceive … as 6 grasp 1 crackdown 2 cutbacks 3 feedback 4 outset
5 worthwhile 6 breakthrough 7 drawbacks
PREFIXES 8 lifetime

5 Students complete the words with the correct prefix. CAUSES, REASONS AND RESULTS
Answers 5 Students write definitions or explanations for words 1–6.
1 miscalculate 2 sub-zero 3 overrated 4 underpaid
5 supersonic 6 co-producer 7 reconsider Suggested answers
1 to make something happen
HOMEWORK 2 because, given that, like
Assign students page 27 in their Workbook or 3 to cause something to happen
the relevant sections of the Online Workbook. 4 because of, thanks to
5 as a result of something that is related
6 result from, come from

134
 Language checkpoint

BIOLOGY AND SCIENTIFIC RESEARCH MINOR OFFENCES AND PUNISHMENT

6 Students complete the sentences with the correct form 5 Students complete the sentences with the words.
of the words in the box. Remind them that there are two extra words that they
do not need.
Answers
1 prevalent 2 species 3 contracted 4 transmitted Answers
5 parasites 6 resistant 1 issued, non- 2 lodge 3 suspended
4 judge, community 5 banned
HOMEWORK
Assign students page 35 in their Workbook or FORMAL REGISTER
the relevant sections of the Online Workbook.
6 Students rewrite the sentences in a less formal register.
Suggested answers
Language checkpoint Unit 5 p145 1 I have a lot of/lots of friends.
2 Some students are absent.
3 Most of his fans like his new look.
FAST TRACK
4 This manoeuvre can be very dangerous.
The extra support provided on the Grammar and 5 The hotel will give us a hot meal.
Vocabulary reference sections makes the Grammar
6 This is just a joke.
and Vocabulary revision sections ideal for setting
as homework. You could get students to complete HOMEWORK
the whole revision page or just certain exercises for
homework. Assign students page 43 in their Workbook or
the relevant sections of the Online Workbook.

Future forms

1 Students choose the correct alternative. Language checkpoint Unit 6 p147

Answers
1 is going to 2 ‘m leaving 3 end 4 ‘ll go FAST TRACK
5 ‘re going 6 will fall The extra support provided on the Grammar and
Vocabulary reference sections makes the Grammar
Advanced future forms and Vocabulary revision sections ideal for setting
as homework. You could get students to complete
2 Students follow the instructions to complete the the whole revision page or just certain exercises for
sentences with the correct form of the verbs given. homework.
Answers
1 making 2 will have been working 3 will be having Reporting structures
4 will have fixed 5 will have been running
6 will be lying 7 will have been married 1 Students tick the correct sentences and rewrite the
incorrect ones.
3 Students tick the correct sentences and rewrite the
incorrect ones. Answers
1 They accused me of stealing the laptop.
Answers
2 correct
1 will wait will be waiting
3 My friend denied having done anything wrong.
2 I will have gone I’ll have been going
4 The police wanted to know what the group of
3 correct
teenagers had been doing in the street.
4 I’ll have been reading I’ll have read
5 The authorities advised against driving in the snow./
5 it’ll rain it’s going to rain The authorities advised us/them/people not to drive
6 correct in the snow.
7 you’ll still have been living you’ll still be living 6 Ed suggested learning to play the guitar./
Ed suggested that I (should) learn to play the guitar.
PREPOSITIONAL PHRASES 7 correct
8 Ben apologised for waking everybody up.
4 Students complete the sentences with the correct
preposition. 9 She insisted on paying for the meal, even though she
didn’t have much money.
Answers 10 The neighbours threatened to call the police.
1 on 2 to 3 on 4 in 5 by 6 with 7 of

135
 Impersonal reporting structures Language checkpoint Unit 7 p149
2 Students rewrite the structures.
Answers FAST TRACK
1 It was claimed that nobody could build such a tall building. The extra support provided on the Grammar and Vocabulary
2 Johnson was known to have been at the scene of reference sections makes the Grammar and Vocabulary
the crime. revision sections ideal for setting as homework. You could
3 The houses are believed to be unsafe. get students to complete the whole revision page or just
certain exercises for homework.
4 At first, it was said that the telephone was a useless
invention.
5 The burglar was thought to have known exactly what Passive structures
he was looking for.
6 The car was believed to be his. 1 Students tick the correct sentences and rewrite the
incorrect sentences.
7 It is said that home is where the heart is.
8 It has been suggested that the family owns three Answers
houses elsewhere. 1 correct
2 Don’t worry, the money has been received.
IDIOMATIC EXPRESSIONS WITH HOME 3 After being seen by the doctor, she left the hospital.
4 I was told the truth. (The original is grammatically
3 Students complete the idiomatic expressions. correct but an unusual use.)
Answers 5 This is the apartment that we are staying in.
1 from 2 truths 3 dry 4 anything 5 brought (The original is grammatically correct but an unusual use.)
6 in 7 takes 6 The packages are being sent by airmail next week.
7 I’m being met by two friends at the airport.
FINDING A PLACE TO LIVE
Causatives
4 Students complete the sentences.
Answers 2 Students rewrite the sentences using the word given.
1 deposit 2 landlord 3 move 4 furnished Remind them that they must not change the word given.
5 share/mate 6 squatters 7 doing 8 tenants Answers
1 has his hair cut
DESCRIBING CITIES AND TOWNS
2 her mum to pick her up
5 Students tick the pairs of words that have a similar 3 are getting their house refurbished
meaning and write short explanations about the pairs of 4 them deliver
words that are different. 5 have/get my car repaired by
Answers 6 got/had the present wrapped by
1 bustling = busy and lively; thriving = successful 7 have them print
2 well-connected = having good transport connections;
well-off = rich Determiners and quantifiers
3 correct
3 Students complete the sentences with the words.
4 correct Remind them that there are three extra words.
5 hilly = with hills; sprawling = spread out over a wide area
Answers
6 correct
1 each 2 None 3 All 4 no 5 one 6 has
7 correct

HOMEWORK WORD FORMATION

Assign students page 51 in their Workbook or 4 Students complete the sentences with the correct form
the relevant sections of the Online Workbook. of the words given.
Answers
1 sensibly 2 misunderstanding 3 pointless
4 originality 5 unpredictable 6 increasingly
7 immediately

ADVERTISING AND SELLING

5 Students complete the expressions according to

the definitions.

136
 Language checkpoint

Answers Answers
1 freebie 2 endorse 3 calls 4 campaign 1 This is by far the most exciting holiday I’ve ever had.
5 word-of-mouth 6 brand 7 billboard 2 He was slightly faster than me because he …
3 Russia is far bigger than Ireland.
DESCRIBING CLOTHES AND FASHIONS 4 Running isn’t nearly as dangerous as paragliding.
5 The economy has grown twice as fast as predicted …
6 Students write a simple definition for the words and
expressions. 6 Gold is a great deal more valuable than steel.

Suggested answers WORDS WITH MORE THAN ONE MEANING

1 not smart; everyday (clothes)
2 start a new fashion 4 Students write explanations for the words in bold. Then
3 would never wear that ask them to write an explanation of the same word used
4 go together because of the colour, pattern or style in a different sense.
5 not tight, not fitting closely Suggested answers
6 having a pattern of lines of different colours 1 point = reason
2 cover = travel a distance
HOMEWORK 3 clear = obvious
Assign students page 59 in their Workbook or 4 account = description or report
the relevant sections of the Online Workbook. 5 spot = place
6 break = opportunity
7 catch = hear
Language checkpoint Unit 8 p151 Students’ own answers for the further explanations

COMPOUND ADJECTIVES: PARTS OF THE BODY

FAST TRACK
The extra support provided on the Grammar and 5 Students form compound nouns with the words in the
Vocabulary reference sections makes the Grammar box and use them to complete the sentences.
and Vocabulary revision sections ideal for setting
Suggested answers
as homework. You could get students to complete
the whole revision page or just certain exercises for 1 soul-destroying/heart-breaking 2 breakneck
homework. 3 hair-raising 4 nail-biting 5 heartwarming
6 eye-catching 7 ear-splitting

Participle clauses METAPHORS: HAPPINESS AND SADNESS

1 Students complete the sentences with the correct forms 6 Students match the columns and complete the
of the verbs. sentences with a preposition.
Answers Answers
1 Having written 2 hurt 3 using 1 a – on 2 e – in 3 f – in 4 d – at
4 Given/Having been given 5 Having eaten 5 c – over 6 b – of
6 Practising 7 Not knowing 8 Being washed
HOMEWORK
Making comparisons Assign students page 67 in their Workbook or
the relevant sections of the Online Workbook.
2 Students tick the correct sentences and rewrite the
incorrect sentences.
Answers
Language checkpoint Unit 9 p153
1 is so easy as is as easy as
2 correct
3 more and more fast faster and faster FAST TRACK
4 the same problems than the same problems as The extra support provided on the Grammar and
5 less risks fewer risks Vocabulary reference sections makes the Grammar and
6 sooner the sooner Vocabulary revision sections ideal for setting as homework.
You could get students to complete the whole revision
page or just certain exercises for homework.
Modifying comparisons

3 Students put the words and expressions in the correct Articles

place. Remind them to use each one once.
1 Students tick the correct sentences and rewrite
the incorrect ones.

137
 Answers
Gerunds and infinitives – rules and revision
1 correct
2 correct 1 Students choose the correct alternative.
3 a the best idea
Answers
4 head of the marketing
1 waiting 2 crying 3 to wake 4 to see
5 correct 5 to open 6 arguing 7 thinking 8 losing
6 an the only chance
7 the books Whatever, wherever, whoever, etc.
2 Students choose the correct alternative.
2 Students tick the correct sentences and rewrite
Answers the incorrect ones.
1 – 2 – 3 the 4 the 5 – 6 the
Answers
1 However busy I am, I always have time for you.
Prepositions in relative clauses 2 Whenever I go to your house, you’re always wearing
your pyjamas!
3 Students complete the sentences with the words in the
box. 3 correct
4 Whatever you wear, you always look great.
Answers
5 correct
1 for which 2 in which case 3 on whom
6 She always believed whatever he told her.
4 all of whom 5 at which point 6 for whom
7 However hard I try, I never seem to please them.
7 at which

VERB–NOUN COLLOCATIONS Ellipsis

4 Students match the sentence halves. 3 Students rewrite the sentences to avoid repetition.

Answers Answers
1 f 2 b 3 e 4 g 5 a 6 d 7 c 1 … even though I should have.
2 … but my friends hadn’t.
LIFE AND CAREER DEVELOPMENTS 3 … because she was too tired (to).
4 … but she can’t now.
5 Students complete the expressions according to 5 … but we’ve started to.
the definitions. 6 … but they shouldn’t have.
Answers 7 … but I don’t think I’ll be able to.
1 find 2 hold 3 on 4 hand 5 footsteps
6 apprenticeship 7 up PHRASAL VERBS: COMMUNICATION

INTERNSHIPS 4 Students choose the correct particles.

Answers
6 Students complete the sentences with an appropriate
1 in 2 out 3 up 4 to 5 through to 6 out
verb.
7 down to 8 up on
Answers
1 reached 2 stand 3 make 4 passing 5 taking COMMUNICATION AND COMMUNICATION BREAKDOWN
6 get
5 Students complete the sentences with the words in
HOMEWORK the box.
Assign students page 75 in their Workbook or Answers
the relevant sections of the Online Workbook. 1 gaffe 2 puzzling 3 stick 4 remark 5 purposes
6 offended 7 implied 8 nuances 9 literally
10 misinterpreted
Language checkpoint Unit 10 p155
HOMEWORK
Assign students page 83 in their Workbook or
FAST TRACK the relevant sections of the Online Workbook.
The extra support provided on the Grammar and
Vocabulary reference sections makes the Grammar
and Vocabulary revision sections ideal for setting
as homework. You could get students to complete
the whole revision page or just certain exercises for
homework.

138
 Student’s Book
audioscript
it’s a very special bond. Even if you’re not Presenter:
Unit 1 close to everybody, you know they’ll always And is it worth it, to become a member, do
go out of their way to help you. Part of that you think?
Listening p10 comes from sharing a house, because we Daniel:
3 and 4 1.01 also live together.
Well, I admit that being in a fraternity is not
Presenter: Presenter: for everyone. But there are lots of social
… Now, lifelong friendships, a sense of Really? Doesn’t that ever get too much? benefits, and you learn a lot of useful skills,
community, professional opportunity – Sophie: too. Frats are often involved in student
these are just some of the reasons why Sometimes. I mean, being in a sorority government. You know a lot of presidents,
undergraduate students in the US join is a big commitment. We have a lot of the Roosevelts, Kennedy, George Bush,
fraternities and sororities. More than nine obligations – we have to volunteer a certain they were all in fraternities. And you can
million college students belong to these number of hours each year, we have to make a lot of contacts, too, that can help
groups today. Here to talk to me about get good grades, and we’re always having you in the future, especially in business.
their experiences are Sophie Payne and meetings, so it can get a bit stressful at Presenter:
Daniel Lowe, both currently studying at times. Sophie?
universities in the US. Presenter: Sophie:
Daniel, tell us, what exactly is a fraternity, And how exactly do you become For me, I think that rushing is a valuable
and why do people join them? a member of a sorority? experience. You learn how to make a good
Daniel: Sophie: impression, get over your shyness, and
Well, basically a fraternity is a social group, Well, it starts at the beginning of the present yourself to people you’ve never
a group of either men or women, who academic year, a thing called rushing, which met before. But, I think it’s the bond
form a society. They’re called frats, from means that the sororities and fraternities put you have with your sorority sisters that’s
the Latin frater, which means brother, or on different events, usually parties, and you important. That’s something that stays with
soror, for sister. And the idea is that you visit different houses, and if you like them, you your whole life.
have a special commitment to the people and they like you, then you can be invited to
in your fraternity. You pledge to help them, join. But you often have to go through some Developing speaking p11
support them, academically as well as kind of initiation ceremony first. 2 1.02
socially. We organise events, like sports Presenter: Speaker 1:
competitions, parties and so on, and we do So this is where hazing comes in right? Let me see. It was such a long time ago
fundraising, too, for all sorts of charities. These humiliating or often dangerous that I can hardly remember! I think it was
Presenter: tasks that new candidates have to perform in primary school. I changed schools when
I know that fraternities are mostly in the before they can become full members. I was eight or nine. On the first day in my
States, though there are some in the UK as Daniel: new school I was feeling really nervous and
well. How did it all start? Er, yes, that’s right. I mean, these things I remember meeting Pablo on the first day
Daniel: are forbidden, but most frats do make new in my new school. We got on really well
The first group started in 1776, I think. members complete some sort of challenge. because, you know, we both liked sport and
It was called Phi Beta Kappa because Presenter: stuff. We’ve been best friends ever since.
education in those days was based on the Like what? Speaker 2:
classics and so they used the letters of the Well, to my mind, the most important thing
Daniel: Well, like going without sleep, or
Greek alphabet in the name. And that’s still is being honest and open. I mean, you
showers, or drinking too much, and I mean
the case today in fact, all fraternities have can’t really expect someone to stay friends
even just drinking water. There was an
Greek letters as their names. with you if you’re always lying to them,
instance when someone actually died from
Presenter: drinking too much water. So some hazing or not telling them the truth. The other
That’s why we hear about Greek Letter can be very serious, there have been thing is having things in common with
Organisations, or Greek life. deaths. your friend. For example, if you don’t have
Daniel: Presenter: similar hobbies or interests I think it’s really
That’s right. Fraternities used to be literary hard to maintain a close relationship with
So why do people do it?
societies. They’d meet to talk about literature somebody.
Daniel:
and politics. They would have secret rituals, Speaker 3:
Because it’s a way of showing your loyalty
but basically they wanted to change society Hmm, as far as I’m concerned, they’re both
to the group and members argue that they
and make the world a better place. good. Last year, for instance, I went to Italy
had to suffer the same tasks, so they think
Presenter: with my mum, my dad and my sister and we
that new candidates should, too. I mean,
Sophie, why did you join a sorority? had a great time, sightseeing and stuff. But
in the past, frats were always doing terrible
Sophie: I also went camping with a couple of friends
things.
and enjoyed doing that, too. Perhaps it’s
Well, I go to a very large university, and Sophie:
true that when I’m with my friends we all
when I first started I felt a bit lost. I wanted It’s definitely against university policy, but like doing the same type of things, whereas
a small, close-knit group of friends. I mean, the problem is that new frats are sworn to when I’m with my family, often my mum and
there are a lot of clubs, but when you join secrecy, so they can’t actually tell anyone my sister want to do one thing, but my dad
a sorority, you commit to your sisters in about what happens, so it still tends to go and I want to do another.
a different way. I know it sounds corny, but on.

Student’s Book audioscript 139

 Developing writing p13 children will one day live in a nation where Bill Shipman:
they will not be judged by the color of their I work for a mountain biking company and
7a 1.03
skin but by the content of their character.” we take people down El Camino de la
a ‘Oh well, my team has lost again,’
Unfortunately, unlike Mandela, he didn’t Muerte, or Death Road. I’ve been doing
b ‘It can’t be! I thought you were dead!’ live long enough to see change take place this for a few years now, and I’ve definitely
c ‘Stop it! Stop it this minute!’ in America – he was assassinated in 1968. seen an increase in the number of tourists
d ‘Ohh, but, Mum, please, I don’t want to So, your project for the next class is to … coming here. They’re typically young
go! Please …’ people travelling round the world or South
e ‘It’s a ghost!’ Skills checkpoint Unit 1 p16 America.
f ‘Don’t tell Alex about the surprise party,’ 1 1.05 They’ve read about this place in their
g ‘Sorry. I didn’t, I didn’t really mean to do guidebooks and they come straight
You may remember from our last lecture
it, well, not exactly,’ here. They come basically for the rush of
what mirroring is – matching your actions,
h ‘Oh. Oh, no. Not another exam! Oh.’ adrenalin that you get from cycling down it.
attitudes and speech patterns to what your
Of course, people who live here think we’re
interlocutor is doing. For example, if they
Integrating skills p14 all mad. But this has become big business,
fold their arms, you do the same; if they
too.
2 1.04 are whispering – you lower your voice,
accordingly; whenever they are whining Presenter:
Students often ask me whether it is possible Death Road. It’s certainly a worrying
about something – you do it, too. It’s
for an individual to change the world. As name. Although it could be a bit of an
automatic among people who like and trust
a historian, I do not have a clear answer exaggeration because it’s really just
each other. However, mirroring techniques
to this question. I believe that there have a narrow path next to the edge of the
can also be used to manipulate others.
been moments in the history of mankind mountain. It’s about 54 kilometres long
If someone wants to make a connection
when the actions or words of one person and in many sections it’s only big enough
with another person and convince them
influenced others and pushed them into really for one car to pass at a time. It goes
of their sincerity and honesty, mirroring
action. However, it appears that individuals winding this way and that and it’s often
their behaviour may be a very effective
can never do it all by themselves. In fact, impossible to see what vehicle is coming
tool. It means that the other person begins
they usually have a certain idea which they the other way until it’s too late.
to identify with their manipulator and
stand up for and, as good leaders, they
becomes more likely to act in the way that Bill Shipman:
manage to inspire others to follow them.
the manipulator wants them to, offering The road got its name from bus and truck
Take Martin Luther King or Nelson Mandela,
them their friendship or other benefits. accidents. Thousands of people have
for example. Of course, if they hadn’t been
Imagine that the manipulator succeeds in lost their lives here. One year 26 vehicles
supported by others, they would never
making the other person believe that they fell off, 320 people died, which is a lot of
have succeeded in their fight for civil and
are true friends, and that their relationship people on a road that isn’t used that much.
social rights. On the other hand, who knows
is as solid as a rock. Does this mean that, I couldn’t really be sure about how many
what the world would be like now if they
when they start whining about a problem, cyclists have died here, but I think it’s about
hadn’t had the courage to try and turn
the other person will offer to lend them 18 or 19.
their ideas into reality? I’m not sure if we
a hand? It seems that they most probably Presenter:
can assume that someone else could have
will, even if the relationship hasn’t lasted In fact, the number of accidents has fallen
pursued those ideas as effectively as they
that long. So, when you feel someone drastically now that a new, much safer road
did. Now, I must stress that I’m not talking
might want to manipulate you, be it has been completed, taking nearly all the
and I’m not willing to talk about military
a salesperson, a work colleague, etc., be trucks and buses off the road. However,
leaders. On the contrary, I’d like you to
careful and make sure they’re not mirroring you’re never really safe because sometimes
focus your attention on people who were
your behaviour for their own purposes. I’m a truck still swings round the corner just
social and political activists and whose
not saying you should give them the cold when you’re least expecting it. Over 30,000
primary ‘weapons’ were words. Great
shoulder, but some caution is needed. cyclists have completed the journey over
leaders are usually great speakers. They
are famous for making speeches which the last ten years, but with deaths still
move and inspire thousands of people. Unit 2 occurring, every precaution for safety has to
Nelson Mandela is a perfect example. be taken.
Before he became the first black president Listening p22 Bill Shipman:
of South Africa, he’d fought racism and the 2 1.06 Before we begin each trip, it’s customary
apartheid system which was then in place in Presenter: to pay our respects to Pachamama. She’s
his country. As a result, he spent 27 years in It’s not the only candidate, but standing the Bolivian earth goddess. Then we begin
prison after being found guilty of sabotage here, high up in the Andes mountains of the ride gently so that the riders can get to
and treason. Some of his speeches are said Bolivia, this mountain track, which I can just know the bike, the terrain, the traffic. We
to have made history, like his presidential see through the rolling clouds, certainly also have quite a few rest stops and we
inauguration speech in 1994, when he looks like it lives up to its reputation as the usually have a support vehicle following
said: “The time for the healing of the most dangerous road in the world. The us. We use it to take people who get tired,
wounds has come.” Martin Luther King road goes from La Paz to Coroico, travelling injured or just too scared to carry on.
also used the power of words to fight through the high plains of the Andes to Presenter:
racism in his country, the USA. He had no the subtropical jungles of the Amazon and One of the main reasons for the number of
political background, but was a scholar descending 3,000 metres on the way. accidents is the weather. There can often
and a Baptist minister. His experience as Even though this is the world’s most be heavy cloud and pouring rain, making
a preacher taught him the power of words dangerous road, or perhaps because it is the path slippery. At first, the road goes
– and history shows he used them well. the world’s most dangerous road, it has in uphill and the fact that you’re so high
His inspirational speeches and enthusiasm the last few years become one of the most means that there is very little oxygen in the
encouraged a lot of people to join the popular tourist sites in the world for people air. Then comes the downhill section, no
civil rights movement and conduct non- looking for thrills and excitement. Bill easier than going uphill. It takes masses of
violent protests against racial segregation Shipman works on the road. concentration. You start going faster and
and inequality in America. I’m sure you’re faster, which means that the chance of a fall
familiar with at least one of his speeches gets greater.
given in 1963: “I have a dream that my four

140 Student’s Book audioscript

 Student’s Book audioscript

Most of the biking companies take always very serious, aren’t they? If anything discomfort. So, it seems that even chronic
a 100-metre rope with them for rescues, but happens to a spaceship, it usually means no conditions should not pose a problem.
on some sections of the road, the drop can survivors. So, anyone travelling into space Journalist:
be up to 600 metres, so a mistake can be obviously takes a risk. That’s really interesting. Thanks for joining
fatal, forget the rope. Sebastian: us for today’s programme …
Bill Shipman: Just like anyone that gets into a car or
People just want to look up and around jumps on a motorbike! On a more serious Skills checkpoint Unit 2 p28
and see the scenery, but you just have to note, the mortality rate among astronauts is
1 1.09
keep looking down at the road. We tell about 4 percent, similar to that for people
them before the start: ‘You mustn’t look at who have tried to climb Mount Everest Oliver:
the rocks, you mustn’t look at the cliffs, you in recent years. And despite the risks, Guess what! I got an electric scooter for my
mustn’t look at the scenery. Concentrate one there are still people wanting to climb the birthday!
hundred per cent on you and your bike!’ mountain, aren’t there? Amy:
Presenter: Journalist: Really? You look pleased with yourself.
So why do people go? So, if I understand you correctly, you’re Oliver:
Bill Shipman: saying that there will always be people I couldn’t be happier! There was no way
The feeling of satisfaction when you get willing to travel into space as tourists? I would be able to buy one myself, they’re
back is immense. What they really want to Sebastian: really expensive. What? Why are you
do is get back home and tell all their friends I bet there will, just to feel the adrenaline looking at me like that?
how they survived Death Road. rush, to take control of their fear, to get the Amy:
thrill of being in outer space. You know, Nothing, it’s just that I don’t think they’re
Developing speaking p23 to experience the same kind of emotions the safest form of transport, that’s all. Why
as when they take a parachute jump or do did you have to ask for an electric scooter,
2 1.07
other extreme sports. not a regular one?
Well, they’re both pictures of accidents
involving vehicles, but one shows an Eve: Oliver:
accident in the country or perhaps even I totally agree with Sebastian on this Come on, Amy! Are you trying to suggest
a desert, whereas the other one looks like point. However, there is one element here that I shouldn’t have asked for one?
it could be in a town or city, although it’s that makes a huge difference between Amy:
probably not in the city centre. parachuting and space travel: the price.
Certainly not! After all, it’s your life, not
I think in the first accident the driver can’t The flight into suborbital space in a Virgin
mine. But, haven’t you heard about the
have known what he was doing, because Galactic vehicle costs 250,000 dollars.
large number of accidents involving electric
the car, or the jeep, seems to have got That’s the price you have to pay for flying
scooters? I’ve read somewhere that if you
stuck because of a … like … a hole in the into space and then coming straight back
have an accident while riding one, you
ground. The driver might have thought to Earth. And if you really want to feel what
might end up with a serious head or back
it was easier to get across than it really space travel is like, you will have to pay
injury.
was. He underestimated the problems the millions of dollars! This makes it just another
Oliver:
bad ground could cause. And in the other fad for the ultra-rich, something they will
be able to boast about to their friends and That’s why I’m going to wear a helmet.
accident, the car on the right must have hit
business partners. As such, it’s something Amy:
the other car from behind. The driver might
have been distracted by his mobile phone. that I can never really approve of. You’ll have to write a note to remind
Or he could have been an inexperienced Sebastian: yourself because every time I see you on
driver. Oh, come on! There will always be things your bike, you’re never wearing a helmet.
As for preventing accidents, I think that, that some people can afford, but others Oliver:
obviously, in both cases the drivers should can’t. Do you know that Virgin Galactic That’s because I never had such a nice
have been more careful. The accident with has already had 700 customers who have helmet as this one. Look! Besides, I’m
the two cars may well have been easy to paid to take the suborbital flights you’ve sure a lot of accidents could be avoided if
prevent. The jeep accident might have mentioned? What’s wrong with spending people followed the safety guidelines, and
been harder to prevent because you’re a quarter of a million dollars on something if children were not allowed to use scooters
always more likely to have an accident you’ve dreamed about all your life? Even if in public places.
when you’re not driving on a real road. it’s just a short trip? Amy:
Journalist: That’s exactly my point! Something should
Integrating skills p26 How about the health issues? Is space be done about the situation in Poland.
travel going to be safe in this respect? It’s unclear where you should be riding
4 1.08
Eve: a scooter. You can’t ride one on the road or
Journalist: cycle lane, so you end up having to use the
A lot of research has been done on
Welcome back. This is “New Horizons”, the effects of space travel on people’s pavement, where there are always going
and this week we’re talking about space health, so, if a potential tourist passes the to be pedestrians. I just hope you won’t
tourism with our experts, Dr Eve Stark and medical tests, they should be OK in space. ride into a child or an elderly person on the
Dr Sebastian Pollard. Before the break we There is even some research into how pavement.
talked about its possible benefits, both for individuals with chronic problems, like high Oliver:
the economy and humankind in general. blood pressure, asthma or heart disease, Oh, Amy! I’m going to be fine. Just wait
But what about some of the possible would cope with stress of a space flight. and see.
disadvantages? Is space travel safe? Even a short flight involves two stressful
Eve: moments: the acceleration of the actual
That is a difficult question. Is any kind of launch and the microgravity, that is the
travel safe? In most cases, it is. The number brief moment when the passengers feel
of accidents when travelling conventionally weightless. It turns out that even people
is relatively small. On the other hand, with the conditions I’ve just mentioned
when you consider accidents that involve are able to tolerate these pretty well,
aeroplanes and space crafts, they are nearly even though they may feel some slight

Student’s Book audioscript 141

 Speaker 4: This does not make us less intelligent.
Unit 3 I’ve always loved games where you have Just because we have calculators does not
to use strategy, and I suppose that’s partly mean our brains have got smaller. It means
Listening p34 that our brains can concentrate on other,
why I chose to get into what I do now,
2 and 3 1.10 where I negotiate deals, plan what the more useful matters.
Speaker 1: company’s next move should be, calculate Finally, I accept that the way we read on
Being a writer, my husband is lucky other people’s future manoeuvres. the Internet is faster and more superficial
because he works at home all day. But to I remember when I was young I used to than the way we read a great work of
get to my school I have to travel right to love chess. It was the perfect game for me, literature or a complicated science
the other side of the city. That’s a planning your next attack without leaving textbook. However, just because we spend
30-minute trip on the underground. So yourself vulnerable. You really have to get time on the Internet doesn’t mean that we
to help me keep my mind active I buy into your opponent’s mind and imagine can’t read novels and reference books too.
a newspaper just about every morning what they’re thinking. These days, when To sum up, the Internet is here to stay and
and turn straight to page 20. People I get on a bus or catch the underground, nothing will change that. It has brought
find it strange that, working in the maths I find that I play a little game like that changes for the better and changes for the
department, I don’t go for puzzles that where I choose a fellow traveller and just by worse. I believe that it is only dangerous if
involve numbers and logic, but I find that looking at them, I try to imagine who they we let it take over our minds and our lives
looking at clues, thinking about words and really are. It’s just another strategy you can completely.
definitions, that’s what really makes me learn to use in the game of boardroom
wake up in the morning. chess. Integrating skills p38
Most days I reach my stop and it seems like Speaker 5:
it’s been five minutes, not thirty. But I can’t
2 and 3 1.12
I’m fascinated by numbers and words and
usually solve all the clues in that time. Olivia:
I couldn’t really say what direction I’m
In the afternoon, when I get home, I ask going to go in when I finish here. It was Hello, I’m Dr Olivia Chase. I teach at
my husband to fill in the last words that hard deciding my specialist area here, and the local medical university. Your head
I haven’t been able to do myself. It’s lucky when I finish I suspect I’m going to choose teacher has invited me here today to tell
that he’s like a walking dictionary. another area and just carry on doing this you something about so-called lifestyle
Speaker 2: for as long as I can. My parents say I spend diseases. Have you ever heard of them?
I hear my sister, who’s a teacher, more time with books than with people, If so, could anyone shout out what they
complaining all day about kids today not and they may well be right. There’s no might consider to be a lifestyle disease?
being able to concentrate because of room for any more on any of the shelves in Students:
the Net and all the latest gadgets that my bedroom. Diabetes! High blood pressure! Obesity!
allow them to play games 24 hours a day. When I travel to campus, my bag weighs Olivia:
I’m sure she’s right. Picking up a book is a ton with all the things I have to carry. Great, you are all correct. Your biology
a much better pastime for kids because it It’s a shame that reading on the move teacher is obviously doing a good job
encourages them to concentrate. Me, I find makes me feel sick. So I settle down, put here. A lifestyle disease is associated
that I concentrate so much at work with all my earphones in and turn up the volume. with the way you lead your life. Let’s take
the complicated plans and designs I have Not reading for that 20-minute bus ride, the examples of obesity and high blood
to come up with, and all the responsibility and listening to tunes I’ve just downloaded pressure, which you’ve mentioned. They
I have to shoulder when the building starts, from the Net, seems to recharge my are both caused directly by a poor diet
I need something that allows me to switch batteries and I get there feeling inspired for and a sedentary lifestyle. A person with
off and have some harmless fun. This, the day’s work! a sedentary lifestyle does little or no
I couldn’t be without it on my train journey exercise and spends a lot of time sitting
into work in the morning. I slip it into my Developing speaking p35 or lying down. A poor diet means, of
suit pocket and I’ve got hours of different course, that we tend to eat too little fruit
games at my fingertips, from driving 3 1.11
and too few vegetables, while consuming
carts and sudoku to chess and general The first thing I’d like to say is that in
too much salt, meat and sugar, and too
knowledge quizzes. I just hope my sister my opinion it’s true that the Internet is
many processed foods. In fact, obesity
doesn’t catch me playing with it! changing the way that we think and the
and high blood pressure are not the
way that our minds work. However, I do not
Speaker 3: only possible outcomes of inactivity and
agree that this change is necessarily for the
My maths teachers always said to me unhealthy eating. They can also lead to
worse.
that I was no good with numbers, and heart disease, diabetes, and different
First of all, I would argue that the human kinds of stomach problems. There are also
at school my exam results were certainly
brain always adjusts to change. I would say lifestyle diseases which are connected
never very good. To be honest, I was
that that is what makes humans special, with our mental well-being, for example,
always much more likely to have my nose
different from animals. When film and depression. Unfortunately, the lives we
stuck in a novel, or even a book of poetry.
television first appeared, many people lead often mean that we are constantly
But I don’t think that just because you’re
thought that people would stop reading or under pressure, experiencing high levels
good at literature or language you can’t be
thinking for themselves. Whilst it’s true that of stress and, therefore, unable to find the
good at solving logic puzzles or using the
TV in particular has made a huge impact time to develop our relationships or follow
mathematical side of your brain. Since I’ve
on the way people spend their leisure time, our passions or hobbies. Do you ever feel
started my current occupation writing here
this does not mean that there are no longer like that?
at the newspaper, on the bus ride to work,
any great writers, thinkers, scientists or
first I read the day’s headlines, and then Students:
inventors today.
I do one of those maths puzzles, you know, Yes!
the ones where you fill in the numbers in Another important point to make is that the
Internet has helped improve our minds and Olivia:
the squares. I don’t always enjoy them,
the way we think. When my parents studied Exactly. Unfortunately, teenagers nowadays
sometimes they drive me mad, but they
at school, they spent hours and hours are not immune from lifestyle diseases.
teach you to think in a different way, and
memorising information, learning masses Depression is not the only mental health
that’s got to be good for you.
of data by heart. What a waste of time issue that is partly a result of a poor
and brainpower! Now we can access all lifestyle: we could also add mood swings,
the information we need with just a click. eating disorders or insomnia to the list.

142 Student’s Book audioscript

 Student’s Book audioscript

In many cases, however, it’s difficult to sources may be unreliable, that some Presenter:
find one single cause: for example, stress headlines may be overblown, and the OK. Now, I’ve heard a lot of talk about the
makes you feel tired, angry, or depressed, information may be incorrect or inaccurate. giant woolly mammoth. Tell us about that.
but it also influences your physical well- So now I refuse to believe everything Professor Rogers:
being and can lead to stomach problems, I find on the Internet and I always look for
Well, scientists at Harvard Medical School
headaches, or backaches. The good a second opinion.
are engineering elephant cells that have
news is that most lifestyle diseases can Speaker 4: thicker hair and a fatty layer to make them
be prevented. Of course, I accept that we I like studying alone but, whenever I have look more like woolly mammoths.
often have little or no influence on the a more difficult problem to solve, I find Presenter:
quality of the air we breathe, which might team work more effective. What I mean
lead to allergies or asthma. However, even Leaving aside for the moment the fact that
by this is a unique form of brainstorming.
if you live in a polluted city, you can still elephants themselves are endangered, why
My friends and I sit together and come up
take up a sport, give up eating certain the interest in the woolly mammoth?
with different ideas. One of us writes them
kinds of food, or come up with ways to feel Professor Rogers:
down on a board for all of us to see. We
more positive about yourself. According get on with generating ideas and recording Well, the hope is that they could help us
to some recent data, the likelihood of them for a few minutes and then, when to stop the Arctic from melting. You see,
developing a lifestyle disease is influenced we have run out of things to say, we talk the woolly mammoth may have played
by the choices we make by as much as through all the options. The rule is not to an important role in maintaining the grass
52 per cent. That’s quite a lot, isn’t it? criticise but to comment on one another’s there. Herbivores like the woolly mammoth
ideas. In this way, without being negative probably grazed on the grass that grew
Skills checkpoint Unit 3 p40 or critical, little by little, we piece together on top of the permafrost – that’s frozen soil
the most satisfactory solution. or rock – and protected it from the sun.
1 1.13
This grass stabilised the ice, which
Speaker 1: contains more carbon – that is,
The worst thing for me about school is Unit 4 global-warming carbon – than all the
having to learn things by heart. I can’t rainforests put together twice over.
Listening
stand trying to remember words, names, Presenter:
dates, formulas, or numbers when they 2 1.14
How exactly is the engineering being
mean nothing to me. I tried using different Presenter:
done?
mnemonic techniques, I revised regularly, And now, a story that seems lifted from
Professor Rogers:
but nothing seemed to work. And then, science fiction. Researchers are trying to
Well, they’re using a new tool that allows
one day, I read an article whose author bring back to life species that have become
them to insert genes into the elephant
encouraged using Post-it notes around the extinct. Some scientists believe it’s a way
genome. Others are already using the
home – on walls, doors, the fridge, mirrors to correct past mistakes and even help
same technology to bring back other
– with the things you want to remember endangered species. But just because they
species, like the passenger pigeon, which
written on them. Believe it or not, it did might be able to do this, are they crossing
used to be one of the most common
the trick! I suppose it was thanks to seeing a line that they shouldn’t?
birds in the world until it died out at the
those things in everyday locations, without With us in the studio we have Professor
beginning of the last century, mostly due
having to focus on them, that boosted my Rogers from the University of California.
to hunting. Work is going on to insert
memory. Professor, the cloned dinosaurs of the
genes from museum specimens into its
Speaker 2: Jurassic Park movies captured viewers’
closest relative, the band-tailed pigeon,
I used to waste a lot of time studying imaginations. But, 65 million years after
and if successful these pigeons could help
at home, trying to memorise different their extinction, what are the chances that
to restore forests on the East Coast by
things or doing my homework. It would scientists can bring them back?
spreading seeds around.
take hours, but I never seemed to get Professor Rogers:
Presenter:
things done. If I had an essay to write, it Well, much as I’d love to see dinosaurs on
Just to raise a point there … Isn’t it fair to
would take the whole afternoon, and I still the planet again, I’m afraid Jurassic Park
say that, if we hadn’t caused destruction in
wouldn’t be able to finish it. As a result, is a fantasy and always will be. Dinosaurs
these areas in the first place, we wouldn’t
I didn’t always manage to keep up with are way too old to recover their genetic
need to recreate species now?
the rest of the class, and my grades were material. The older the fossils are, the
disappointing. Then one day my mum told Professor Rogers:
more difficult it becomes to get organic
me to try and figure out why I found it so samples, and without organic samples, True, but the fact is that this work means
difficult to focus. I soon realised that in fact you can’t do much. The real problem is we can go back and correct the mistakes
the main problem was my mobile – I kept that the longer you go back, the more of the past. Humans are the reason why
getting distracted by messages and social chance there is of the temperature going species are going extinct at such a high
media notifications. So, I started to put my up and down. If a dinosaur had been frozen rate. Populations are growing so big
phone away when I needed to concentrate, quickly, and had stayed permanently at that we’re having a huge impact on the
and it worked wonders! Most of my friends that temperature, then you’d have DNA environment – destroying habitats or
have the same problem, and I believe they samples. But that wasn’t the case. That’s converting habitat from its natural form into
could all benefit from going offline while why scientists are tending to focus on land for agriculture or cities. If you’ve got
studying, like I have. species that have become extinct more some ecosystem that we know is collapsing
Speaker 3: recently, because their DNA still exists. because we’ve lost some key ecosystem
component, and we can ‘de-extinct’ it,
I agree with the opinion that using the Presenter:
I think we have a moral obligation to do
Internet encourages superficial learning Like the mountain goat, for example.
that.
and makes us less able to think for Professor Rogers:
ourselves. I’m speaking from personal Presenter:
That’s right. Researchers have already
experience. Some time ago I noticed that I guess a question we need to ask
revived the last of the mountain goat – in
I’d become increasingly reliant on the ourselves is, if you create a woolly
Spain in 2003, in fact. Unfortunately, she
Internet. You know, if I had to look for some mammoth, or a passenger pigeon, using
only lived a few minutes, but it’s a sign of
information, I rarely checked the source, let’s say an elephant or another pigeon, is
what can be done.
and I certainly wouldn’t double check it it really a mammoth or a passenger pigeon
elsewhere. But then, I realised that some … or some other kind of species?

Student’s Book audioscript 143

 Professor Rogers: cent that was undecided or didn’t want a gene – sure, it may stop the development
Well, this technology is all very young. to answer. I reckon that this shows that of a disease, but does it result in other
I think we’re going to have to wait and see. a significant number of young people don’t changes? Before scientists realised that
Presenter: value the maths and science that they learn they could ‘edit’ human genes, they
at school enough, or that they don’t see conducted a series of experiments on
One more thing then, Professor. I know
the relevance of it. Perhaps it means that animals. The experiments did work out, but
some people believe we should focus our
the way that these subjects are taught in one of them had unforseen consequences.
resources more on saving species rather
schools needs to be focused more on the Deleting a gene resulted in the
than de-extinction. I mean, if we did more
way they can be used in everyday life. improvement of cognitive abilities in mice.
to protect endangered species, many
Speaker 4: Sounds great, doesn’t it? Not only will your
of these animals wouldn’t have become
The table shows that most people of mice be healthy, but they’ll also become
extinct. What do you say to that?
all ages get information about science super smart. I realise I’m being sarcastic,
Professor Rogers:
from TV. The biggest difference is that but the truth is, nobody knows what will
I agree it’s a matter of priorities, but happen if we start manipulating genes in
young people use online newspapers
I believe if we have these technologies then the long run. The possibility of preventing
and websites much more – 24 per cent
we should use them in any way we can. future generations from terrible diseases
compared to 15 per cent of older people.
Presenter: sounds thrilling, but I’m convinced that we
They get a lot of information from social
OK, well, I’m afraid that’s all we have time media, too. In comparison, only 6 per need to conduct more research and see
for. Thanks for speaking to us, Professor cent of older people use social media what happens in gene-edited animals over
Rogers. to find out about science. I’m not really their entire lifespan. I also think that the
Professor Rogers: surprised by this difference, given that second problem, the question of ethics, is
Thank you. young people generally spend more time far more serious. How far should we go?
using the Internet. The table shows that If the evidence shows that gene ‘editing’
Developing speaking p47 young people read more in books, too, but is safe, will people use it in order to live
perhaps that’s because they learn about longer? Become more intelligent? Develop
5 1.15 an exceptional talent? Plan what their child
science from school books. What I find
Speaker 1: will look like? Even though at some point
interesting is that quite a high percentage
This shows that roughly two-thirds of the technology will probably become
of young people learn about science
young people are interested in jobs in safer and easier to use, it’s the long-term
from the radio. I didn’t think that so many
engineering and a little more are interested consequences, both from a biological and
people listened to the radio nowadays,
in science. The interesting thing in my an ethical point of view, that I am worried
and in particular not to programmes about
opinion is that more girls are attracted to about. Thank you.
science.
a career in science than boys. Seventy-nine
per cent of girls think that a job in science Skills checkpoint Unit 4 p52
Integrating skills p50
would be interesting. In comparison,
only 61 per cent of boys said they would 3 and 4 1.16 1 1.17
choose it as a career. Personally, I’m not In the normal course of things, scientific We all agree that further development
too surprised that more boys are attracted research is something that we, as of technology is inevitable. No matter
to engineering because it’s traditionally researchers, do in our laboratories. how many setbacks scientists, engineers
a masculine profession, but I think it’s We come up with a theory and then, and inventors experience, they always
positive to see that such a high number of we conduct an experiment to prove it. seem to keep on going – modifying and
girls are entering the field of science. Finally, we interpret our findings and engineering everything, from plants to
Speaker 2: explain them to others. If we produce human genes. Many of them do it because
You can see from this graph that the enough evidence that our theory works, they believe their work will bring about
number of people who have a positive it might then be used in further research positive effects for the human race. As
opinion of scientists rose steadily between or to introduce new technologies. That’s an example, you may have heard about
2005 and 2014. Actually, when you look exactly what is happening with genetic a project that some scientists are already
closely, the number of people who think modification and genetic engineering. working on, which is aimed at enhancing
that scientists make a valuable contribution We know the whole idea works, as there’s human memory and intelligence. Sounds
to society grew quite sharply between been a lot of research carried out in the good, doesn’t it? They claim it’s going
these years because the percentage field. In addition, we know it can be to be a breakthrough for people with
increased from 26 per cent to 46 per applied – I suppose we’re all aware of the Alzheimer’s disease, but we might all get
cent in just six years. I suppose that this current heated debate concerning the use a chance to become more intelligent
reflects the fact that science is so important and safety of genetically modified food. than we already are, learning faster and
nowadays, because of the need to find However, the real problem begins when remembering more. I wish, like everyone
solutions to problems such as global science and technology meet ethics. And else I guess, that I had a better memory,
warming, and also because things like ethics plays a huge part in the discussion and if only I was more clever! However,
genetic engineering in animals and plants on genetic engineering in humans. For we aren’t talking about meditation, taking
are becoming more widespread. It seems example, all scientists agree that genetic supplements or following a brain-friendly
that people are a bit more unsure when modification is the only method which diet. We are talking about computer chips
it comes to scientists’ intentions though. might allow people to deal with gene- that could be implanted into the brain.
I find that a bit worrying because it means related diseases, but it could also protect The short-term goal is to help people
that people think scientists aren’t always people from other common diseases, like with Alzheimer’s – they could store their
motivated by a desire to improve people’s cancer or heart disease. The technology memories on those chips. That would be
lives. is all there – it’s possible to ‘edit’ human a satisfactory outcome, wouldn’t it? If it
genes in the embryo stage and ‘delete’ works, my outlook on brain surgery might
Speaker 3:
the gene which is responsible for the radically change. However, some scientists
In this chart you can see that the majority hope that these chips might produce
of young people think that the maths and development of a disease. However, there
are two major problems with this method. digital worlds in our minds. We could enter
science they learn at school are useful in those imaginary worlds and, as a result, our
their daily lives. However, a considerable First of all, nobody can say this technology
is safe in the long run. We don’t really know memories and dreams would change. Our
number of people don’t think it’s useful, identities would change, too. Do I want
nearly a quarter in fact. There was 1 per the long-term consequences of disabling

144 Student’s Book audioscript

 Student’s Book audioscript

computer chips to help people suffering phone somewhere, go off and then pick it Haley:
from progressive memory loss? Of course up again later. Yes, you need to check before you sign up.
I do. However, even if this technology was Jackie: Any time you install any sort of app, you
available, I would probably refuse to have it What about responsibility? Don’t you think really need to look carefully at the privacy
installed in my brain. Unless everyone else it’s important for a teenager to learn to look policy of that app.
had one and we would all become part- after themselves? Jackie:
human, part-cyborg.
Lena: OK, well, that’s good advice. Thanks to you
Absolutely, and that’s one of the concerns all for talking to me today.
Unit 5 that has been brought up. If a parent
knows everything, that doesn’t allow the Integrating skills p62
Listening p58 young person the opportunity to make 2 1.19
2 1.18 mistakes and to learn the consequences.
Jackie: We need to give our young people the Ms. Potts:
Hi, Jackie here. In today’s digital world, freedom to make choices, so that by the Quiet, please. Thank you. The topic of your
many parents are turning to apps to time they leave home they’ll have learnt presentations today is personal freedom
monitor their teenagers’ activities both what’s right and what’s wrong. and the rights of the individual. So, who
online and off. These apps can provide would like to start? Sharon? Great. Listen
access to social media profiles, text Jackie:
carefully to every speaker so that you can
messages and call logs. Some make it Thanks, Lena. Now, we also have here with
possible to track location, showing where vote for the best presentation later.
us Steve Fowler. Steve is a father of two
a person is at any given time. They may teenagers – and, Steve, I know you use Sharon:
help parents feel secure, but should safety Thank you. I’d like to make a statement
come before privacy? these apps. Why did you decide to install
them? which may be difficult for you to accept,
First, let’s talk to Haley Ward, from Tech but I’m sure most of you will agree with me
News. Haley, you’ve just written a report Steve:
once I have finished. I claim that my basic
about location apps. How do they work? Hi … Well, on the one hand, the location
rights are often violated by my parents.
Haley: app is convenient. If I have to go and pick
No, I’m not talking about all the standard
up the kids, I know where they are and
Hello. Well, basically the user sees a map limitations imposed by parents, things
how to get there. The app tells me the
on their smartphone with dots which like what time we need to be back home,
quickest route. Or if something happens,
pinpoint the location of each family what to wear to school, or how much time
I can contact them. As far as online activity
member. You can see them moving around. to spend in front of the computer. In fact,
is concerned, I think we all know that kids
In some we can see exactly what they’re my parents and I talk a lot, which lets us
don’t always tell you what’s going on and,
doing. establish rules like that together, so I guess
with things like cyberbullying being so
Jackie: I’m quite lucky in that respect. However,
prevalent these days, I just wanted a safety
Wait …! What they’re doing …? They don’t I feel uncomfortable whenever I read my
precaution in case anything goes wrong.
have, like, spy cameras on them, do they? mother’s friends’ comments on her social
Jackie: media regarding her posts about me or
Haley: Do they see it as an invasion of privacy? the photos she uploads. The photos which
No, but I think we’re on the verge of that. Steve: show us as a family, or Mum and me, or
No, some apps can determine which shop
Not at all. They know I’m monitoring them. just me are everywhere on her social media
or restaurant a person is in, and they can
I don’t use it every day, but if something accounts but, by posting them there,
analyse your behaviour based on your past
goes wrong, or something bad happens, I feel she isn’t respecting my human rights
behaviour.
I know I can do something about it. because she has never, not even once,
Jackie: asked me whether I’m OK with it. For me,
Jackie:
That’s disturbing. How much do these apps this is a violation of my most basic right
OK, I just want to bring Haley back in here
cost? to privacy, and she doesn’t even seem to
because I’d like to talk a bit about the
Haley: privacy issue. Haley, what concerns are realise it. Recently, I’ve heard about a few
Well, most of them are free and there with that? cases in which teenage children have sued
I think that’s why so many people are their parents for doing the very same thing.
Haley:
downloading them these days. They make They demanded that all of their photos
Right, well, I think the thing that most
their money by charging for additional be taken off their parents’ social media
people aren’t aware of is that, because
features, or by licensing the technology to accounts. Moreover, their parents won’t
you’re monitoring activity, that also
other device makers. For example, a home be allowed to post their photos again
makes it possible for companies to collect
security company could use one of these without their consent. Now, don’t get me
this information as well. That means
apps to see if all the family members have wrong, I’m not going to sue my mother.
they’ll be collecting data, largely for
left the house. Plus, here in the UK the law is not really on
marketing purposes. But it could also be
Jackie: my side, because the owner of the photo
the employees at the company who are
So there’s a way of knowing if the house is the actual photographer. But if I were,
working the apps. You don’t know how this
is empty! But we’ll come back to the for example, Italian, I could take my mum
information will be used.
security issue in a moment … We have to court and win – because according to
Jackie: their law, copyright belongs to the subject
now Lena Kahn on the line. Lena, you’re
Is that with just one app? of the photo. In fact, in one case, a judge
a psychologist. In your opinion, are these
apps a positive or a negative thing, if Haley: decided that a boy’s mother had to take
you’re following a teenager’s movements Well, maybe one app isn’t so significant, all his pictures off the Internet because the
and reading their text messages? but with several apps, and over time… son didn’t want them there. So, to sum up,
Remember, by the time these kids are I feel I have the right to decide who will
Lena:
older, these companies will have been see my photos and who will comment on
To be honest, I think there are pros and them. If you were me, would you feel OK
collecting data for several years. That’s a lot
cons to it. I think there are some pros on if someone you didn’t know wrote that you
of information about a potential consumer.
the GPS part, and the cons are the trust look bad in some of your clothes? What
issues. It can lead a teenager to become Jackie:
Is there anything that can be done to avoid do you reckon I should do: answer back or
creative about hiding what they’re doing. keep quiet simply because it’s one of my
It’s very easy, for example, to leave your that?

Student’s Book audioscript 145

 parents’ friends? This is my life, my photos privacy? A growing number of our students decide to take one of his cars, he’ll have
and my freedom. Thank you. worry that this technology will be used – if no problem parking, as the first six floors
Ms. Potts: not yet – to listen in to our conversations of the building are solely for that purpose,
Thank you very much, Sharon. That’s a very during breaks. We aren’t suggesting that with space for 160 vehicles and one whole
interesting point of view, I must say. Any CCTV should be banned from schools floor for car repair and maintenance. Petrol
comments or questions? Yes, Mike? – but does it really have to be installed is not a problem either since Ambani’s
everywhere? As usual, you can join either fortune comes from being the chairman
Mike:
side of the debate if you want to take part, and managing director of Reliance
Thanks, Sharon. I do agree with you to
or simply come to listen and ask questions. Industries, one of the largest oil and retail
some extent, but don’t you think you’re
Next Friday, 5 p.m. companies in the world.
exaggerating just a little?
Speaker 3: C:
Sharon:
I strongly believe that we can’t always It’s so amazingly beautiful! There are
Not at all! How would you feel if your
blame adolescence, hormones and gardens and a delightful Krishna temple.
parents did it? Let’s say, it’s your 18th
changes in the brain for high-risk This is as beautiful as the Taj Mahal. It’s one
birthday and, to celebrate, they’ve put
behaviours among teenagers. Numerous of the new wonders of the world!
a selection of your childhood photos on
accidents, crimes and even deaths could A:
their social media accounts, you know, the
have been prevented if parents had Other features of the house are a cinema
ones like the one in which you’re in the
accompanied their teenage children. with seating for 50 people, outdoor
garden, without any clothes on? Or maybe
Research has demonstrated that the gardens, a swimming pool with spa and
the one where you’re crying because your
happiest and safest environment for a child gym, and a whole floor for maintenance. It
girlfriend dumped you when you were 13?
to grow up in is that which is provided by is said that 600 servants or staff are needed
How about that?
their parents’ stable relationship. Teenagers to run the house.
Mike: need attachment and support from their
B:
But what about your parents’ feelings? parents, even when they seem to be
What are you going to do about it, Certainly there were a great number
rebelling against that very protection.
anyway? of people working on the day of the
There’s a lot of evidence suggesting that
housewarming party. Amongst the VIP
Sharon: parental conflict and marital breakup
guests were famous Bollywood actors
I’m going to write my mum a letter, and tell have an influence on a child’s feeling of
and actresses, novelists, top businessmen
her how I feel. I hope she’ll understand me. security. Evidence suggests that teenagers
and women, and even the Indian prime
Ms. Potts: experiencing parental separation are
minister.
Thank you, Sharon and Mike. Who would far more likely to encounter problems,
including high-risk behaviours or even Not everybody is happy about the
like to be next? building, though. Apart from numerous
involvement in crime.
criticisms about the appearance of the
Skills checkpoint Unit 5 p64 building’s exterior, the contrast between
1 1.20
Unit 6 the opulence of the building and the
poverty of the people living nearby is
Speaker 1: Listening p70 considered scandalous by some.
Hello. I’m phoning to join the discussion
2 and 3 2.01 D:
about minor offences. I totally agree that
A: How can you live in that house and not feel
some of them, such as littering in a street
or skateboarding in a public square, are So, what do you do when you’re the bad when you see how everyone around
not serious crimes, but it really makes my richest man in India, or possibly in the you is suffering? Here there is poverty,
blood boil when I see someone occupying whole world? Mukesh Ambani is said to be unemployment, illness. What is being done
a parking space designated for people with worth £18 billion, so he’s not going to live about that? About half of the 18 million
disabilities. The people who do it obviously in a small semi-detached house. In fact, people who live here in Mumbai live in
don’t realise how hard it is, for example, he’s just built himself what is possibly the slums!
for a wheelchair user, or their carer, to get world’s most expensive home. C:
a wheelchair out of the car and then get B: The criticisms of Mr Ambani are not
into it. And, of course, there are many more Last year it was claimed that Ambani had justified. He has his own cinema because
disabilities that make mobility a problem! spent £44 million on building his luxury he isn’t like you or me. He’s too famous. If
That’s the reason why those spaces are so home in Mumbai. But the value of the he goes to the cinema, people won’t leave
wide and so close to entrances to shops house has already increased dramatically him alone. And don’t forget, Mr Ambani
and shopping centres. It really drives me because of the city’s rocketing property does many things to help the people here.
mad when I see a non-disabled person values. It is now estimated that the house He has created lots of jobs. Many people
parking there. I would definitely punish is already worth 15 times more than when had nothing until they got a job with his
it with a heavy fine so that they will not work started on it, taking it to 1 billion company. He funds one of the best schools
do it again. Whoever is listening to this dollars. in the world, where anybody is free to
programme now – please, think twice when A: apply for a place. And just remember, by
you are looking for a convenient parking Previously living in a 14-floor apartment, living here he’s doing something good for
space. Mr Ambani has gone up in the world since the people here, too. He could go away
Speaker 2: this new house has 27 floors. It is reported and live in a different country if he wanted
Good morning! On behalf of our school to have more space than the Palace of – and take all his money with him. But he
debate club I’d like to invite you all to Versailles. Called Antilia after a mythical has built his house here and used local
our next debate. This month’s topic is: island, the building has many amazing materials to do it. We should be proud.
Do schools have the right to intrude on features, including nine lifts. Perhaps the A:
their students’ privacy? We often hear that most surprising features are the three It has been suggested by some of Ambani’s
CCTV cameras are installed in schools helicopter pads on top of the 173-metre intimate friends that the real reason why
for our personal safety, for example, to building. Mumbai is known to have lots of he has spent so much on his home is that
prevent bullying or to prevent unauthorised traffic problems, so Ambani plans to avoid he is a very private person and prefers
individuals entering the school grounds in them by coming and going in one of his being at home to eating out and going to
order to deal drugs. But what about our private helicopters. Should the billionaire high-profile parties. Four floors at the top

146 Student’s Book audioscript

 Student’s Book audioscript

of the building are for the exclusive use Integrating skills p74 Presenter:
of him and his family – his wife, his three It seems to me that microliving is also
4 2.03
children and his mother. The view is said to environmentally-friendly?
be spectacular, with views over the Arabian Presenter:
Monica:
Sea and the whole city skyline. Whether Today we’re talking about living in cities
Yes, I’m convinced that it is. It is going to
you love the house or hate it, one thing is and the current trend called microliving. It
be more and more important, both from
for sure: Mukesh Ambani certainly has may sound like a new idea but, as we will
an economic and an ecological point of
a home to write home about now! find out, it has taken some time to evolve.
view, to limit your living space, especially
Our guest today is Dr Monica Hollander,
in crowded cities. Many people such
Developing speaking p71 who conducts research into urban design
as bloggers and other influencers have
and trends in city living. She will introduce
2 and 3 2.02 already turned away from consumerism.
us to the subject. Good afternoon, Monica.
Examiner: They are doing their best to encourage
Monica: others to adopt more minimalist habits
Can you describe the picture?
Good afternoon. Actually, while microliving because they genuinely care about the
Examinee:
is, without question, a great idea, it is – as future of our planet. It remains to be seen
Yes. I can see a boy at home, sitting at you’ve already suggested – not all that whether the trend will stay popular but,
a desk. Presumably he’s in his bedroom, new. In 2001, Marie Kondo published to be honest, I think it may soon become
because I can see a poster on the right of a book in which she promoted the idea of a necessary way of life, not just a fashion.
the photo. Obviously it’s quite an untidy keeping your possessions to a minimum.
bedroom because there are papers and Her slogan was “only keep what makes you
boxes and other stuff lying on the floor.
Skills checkpoint Unit 6 p76
happy”. At first, her ideas were laughed
He’s just left things around carelessly. at, but now she is an international star. She 1 2.04
Hmmm. He must be at school because he’s recently appeared in a popular TV series Speaker 1:
studying. He’s got a desktop computer, in which she helps Americans tidy up their I just love my neighbourhood! I’ve lived
keyboard and mouse. Oh, and I can see his houses. You could say that Kondo is the here all my life, and the reason I like it is its
school books and pens on the desk. The face of microliving. close proximity to everything: my school,
bedroom doesn’t look very big because the shopping centre, my favourite art
Presenter:
there are things everywhere. He’s got house and many cafés. It’s not as crowded
But microliving is primarily about housing,
quite a lot of books so I guess he probably in the summer as the old town and it gets
isn’t it? The idea is to live in really small
likes reading. I can see a garden through really quiet in the evenings. I like the wide
flats and houses, with little furniture
the window in the background and he is alleys and historic buildings in the area. It’s
and only the most necessary household
probably unhappy about being inside and really picturesque now that a lot of them
appliances.
wishes he could go outside. have been renovated.
Monica:
Examiner: Speaker 2:
Yes, that’s quite right. Obviously,
Do you think the boy is happy having such I own a studio flat on the top floor of one
microliving is a response to the needs
an untidy bedroom? of the historic buildings here. I’m an artist,
of the market – accommodation in big
Examinee: you see, a portrait painter to be precise.
cities like Paris or London is very difficult
Hmm, I don’t think he cares much. He’s to find, and also very expensive! So, I love this neighbourhood because people
concentrating on his work. Apart from keeping particular people in mind, like here seem to have chosen a slower pace of
anything, if he didn’t like having an untidy young people who are pursuing their life. They often meet in nearby parks and
room, I suppose he’d do something about careers in big cities, or young professionals cafés, where they linger over a cup of tea
it. Luckily for him, it seems that his parents or scientists who go to live in a city for or a cappuccino – I can observe so many
let him do what he wants. I mean, they a limited period of time, some of the interesting faces here. The new residential
don’t make him tidy up. world’s biggest cities are developing the districts are no comparison – everyone is
Examiner: idea of compact town flats. In Berlin there always in a hurry. The people living there
What jobs do you do around the house? is a residence, called “Stayery”, which there are mostly young professionals,
Examinee: offers small flats to rent for a few days, rushing to work every morning. I must
months or years, with communal spaces admit that my area is a bit shabby, but the
To be honest, I don’t do a lot, but it’s
that can be used by all the residents to views over the older part of the city are
because I’m busy studying, so my parents
work or study together. A similar project amazing, I wouldn’t change it for the world!
don’t force me to do any chores. But
personally I prefer to keep my bedroom is being developed in London, where Speaker 3:
tidy myself anyway. First of all, because the centre is said to have hollowed itself When I told my parents I wanted to move
I don’t like it when things are out of place. out – that is, the accommodation is only out of their big house in the country and
I can’t find anything and that annoys me. available for the super-rich, who may find a flat in the town centre, they thought
And I prefer to do it myself so that nobody not even choose to live there. I believe it was a crazy idea. But I simply refused to
else is touching my things. the project will bring life back to the city spend two hours every day commuting to
Examiner: centre, making it vibrant and bustling with work. And so here I am – I’ve found a flat in
energy again. a newly built block, which is really close to
What’s your bedroom like?
Presenter: a park, so I can go jogging every day. The
Examinee:
I couldn’t agree more – some city centres town is thriving and seems to be getting
It isn’t as small as the one in the photo, more and more vibrant – I think it’s getting
seem empty in the evenings, except for
and, like I say, it’s much tidier. I’ve got really trendy to live in the centre nowadays.
groups of tourists.
a place where I can do my homework, and
I’m lucky because I’ve got a computer Monica:
there. Generally speaking, I spend a lot Definitely! Urban sociologists’ studies have
of time in my bedroom because it’s where shown that encouraging people to move
I study, and where I surf the Net and stuff. into city centres will make them create new
I decorated the room myself, and I’ve got communities, where they will be able to
posters of my favourite groups on the develop social contacts in public spaces,
wall, so all in all I’m really happy with it. It’s and not just stay hidden within the walls of
definitely my favourite room in the house! their apartments and houses.

Student’s Book audioscript 147

 you discover that the gadget contains Sarah:
Unit 7 a material that’s actually really harmful That’s it.
for the environment. In other words, they Presenter:
Listening p82 advertise the product by saying it’s doing
Well, Sarah, that’s been most useful. Thanks
2 2.05 some good for the environment, but they
for explaining greenwashing to us.
Presenter: forget to tell you that meanwhile it’s doing
Today on the Money Programme we’re going something else that’s really bad for the
Developing speaking p83
to look at a relatively new phenomenon environment.
Presenter: 2 2.06
called greenwashing. Here to tell us about it
Yeah, I see … One thing that I’ve noticed is Examiner:
is Sarah Wilcox, who works as a consultant
for a consumer protection organisation. how many products use the word ‘natural’ Now, I’d like you to talk about something
Sarah, ‘greenwashing’ is obviously nowadays. It seems that if a product says together for about three minutes. First I’d
something to do with green products and it’s natural, it’s got to be good for the like you to talk to each other about what
the environment. What is it exactly? environment. message you think the adverts are giving
Sarah: about the products that they are trying to
Sarah:
sell. Then decide which advert you think is
Nowadays, people are very concerned Yeah, you’re right. Whereas we know that’s
the most effective at selling the product.
about the environment – global warming, just stupid! There are lots of things that
are ‘natural’ in the world that aren’t good Teenage girl:
the ozone layer, etc. etc. All sorts of
companies have realised this and so use for us. Arsenic is ‘natural’, but I wouldn’t OK. I think the message of the first ad
this concern to sell their products by telling want any product I buy to contain arsenic! is very simple – that the chocolate is
customers that their product – whether it’s And you have to be careful, because irresistible! But that could be because I’m
soap or detergent or food or whatever – is some companies don’t just make vague mad about chocolate!
good for the environment. claims like calling something ‘natural’. Teenage boy:
Presenter: Some say things that are just completely Well, I’m not too keen on chocolate, but
How do they do that? irrelevant. For example, watch out if you I do agree with you that the ad makes you
see a product that advertises itself as being want to try it.
Sarah:
CFC-free. After scientists discovered that Teenage girl:
They may well say it on the packaging, or CFCs were bad for the ozone layer, all
use a green label or sticker, for example. This advert here must be for sports clothing
products containing CFCs were banned. In and equipment because there’s a woman
But the problem is, the claim may well be the UK I think they’ve been banned since
a false claim with no solid evidence to back on her bike in the mountains. I suppose
at least 1987! So, in the 21st century, my the message is simple really, just that you
it up. They make the product look green advice is to stay away from products that
to persuade consumers, but there’s no should buy this equipment because it can
say they’re CFC-free. help you be more successful at sports.
substance to their claims.
Presenter: Teenage boy:
Presenter:
OK, I understand what you’re saying, but Yes, I think you’re right. What do you think
I believe there’s been some serious say I’m in a supermarket. There are all
research into the claims of different about the mobile phone advert? I like the
these products on the shelves saying that way it’s so simple having just the phone
companies and products and the results they’re natural or green or environmentally
are quite shocking. and the slogan. It looks really modern and
friendly or whatever. What should I buy if cool. I think it’s really sophisticated and
Sarah: meanwhile you’re saying that there’s so original.
That’s right. A marketing firm in the US much lying going on, so many false claims
Teenage girl:
looked at a whole variety of supermarket being made?
products. They found 1,018 products I see what you mean, but in my opinion
Sarah:
that made some sort of ecological claim. they should have chosen a photo of
I would recommend that you look for someone using the phone, to show what
Those items included things like shampoo, products that give detailed information
toothpaste, paper, printers … all sorts it can do and how it works, not just that it
about how green they are. The information looks nice. What about the car ad?
of stuff. The shocking thing is that when may show that there is some negative
they started looking into the products in Teenage boy:
impact on the environment, but that’s OK.
detail, 99 per cent of the companies were That’s easy, isn’t it? It gives the message that
At least they’re telling you the full story,
found to be making false claims about their the car gives you lots of independence.
they’re telling you the truth.
product in one way or another. Teenage girl:
Presenter:
Presenter: I agree. You can go where you like, when
Any other final advice?
OK, let’s have some concrete examples of you like.
Sarah:
these false claims. Teenage boy:
Well, there are some internationally
Sarah: Yeah. Hmm. In the advert for the shampoo,
recognised environmental standards. If you
Well, there was a shampoo, for example, I reckon they’re trying to make it look
see the EcoLogo, Energy Star or Green
that stated on the bottle that it was elegant and sophisticated, don’t you think?
Seal on a product, you can generally be
‘certified organic’, but when they looked sure that the product is doing something Teenage girl:
closer they couldn’t find any certification positive for the environment. In the survey Yes. But I think it’s a bit simple, wouldn’t
at all. They said it was organic, but who that we’ve been talking about, they did you say?
knows? find one or two companies that were Teenage boy:
Presenter: actually using those logos or seals on their I suppose so. They’ve just got a beautiful
OK, so they made a claim, but had no products without permission from those woman with really nice hair and that’s it.
evidence to support it. official organisations. That’s clearly illegal Teenage girl:
Sarah: and personally I think there’ll be fewer and So which one do you think is the most
Exactly. Another big problem is companies fewer companies who risk doing that. effective?
that make a claim that may be true – that, Presenter: Teenage boy:
for example, an electronic gadget is So if you see the EcoLogo, Energy Star or Hmm. I think the car advert is the best,
energy-efficient. It doesn’t use up as much Green Seal, it’s more or less a guarantee because the message is simple and clear.
energy as an alternative device. But then that the product is environmentally friendly?

148 Student’s Book audioscript

 Student’s Book audioscript

Teenage girl: people often or always make a complaint killed me at first, but gradually I started
Yeah, and also because the image is quite when they are unhappy with a product or feeling better, fitter and faster. So, anyway,
attractive because of the countryside, the service, while as many as 45 per cent never one day I saw there was a race in my
landscape. do. However, when you look at different home town so I decided to participate.
Teenage boy: age groups, it turns out that among people My friends said, there’s no way you’re
of our generation, aged 18–29, only 30 per going to win a prize, you know. I knew,
Shall we choose that one then?
cent would never file a complaint, while of course, but I wasn’t doing it for the
Teenage girl:
among people over 60, the number is 70 prize, was I? Although, in the end, I did
Absolutely! per cent. Well, I can only speculate that this win something much more important. You
may be connected with living standards in see, halfway through the race I noticed
Integrating skills p86 the past, but I suppose it could be worth a girl had been going at exactly the same
5 2.07 looking into. Thank you for your attention. speed as me since the start. We started
Have you got any questions? to chat, you know, encouraging each
Hello. Today is my turn to give you
other, and in the end we crossed the line
a presentation on the general topic of
consumerism. However, before I start, Skills checkpoint Unit 7 p88 together. We arranged to go for a run the
following weekend, and that was how our
I’d like to ask you all a question: have 1 2.08
relationship began. We’re getting married
you ever bought or ordered a product or People sometimes ask me whether next summer and the future’s never looked
service that didn’t meet your expectations? advertising is still helpful and useful in the brighter.
Raise your hands, please. That’s almost information age. After all, if you go online,
everybody. Now, how many of you made Speaker 2:
it’s very easy to find not only detailed
a complaint – or maybe asked your I wouldn’t say I was very brave. In fact,
information about a product or service
parents to do it for you? Raise your hands I think I’m just the opposite. That’s why
you want to buy, but also the opinions
again. Now I can see fewer hands. Why I still find it hard to believe I did what
of people who are already using it. What
is that? My uncle, who is Swedish, says I did that day. You see, my best friend
better recommendation could there be
that the right to make a complaint is the had recently met someone and fallen
than that? And yet, advertising is visible
basic right of every consumer, and that completely head over heels in love. They’d
virtually everywhere. It may sound cynical,
making a complaint is perfectly normal decided to get married and my best friend
but the point I make in my book is that
when a person feels they have not been said she wanted me to give a speech at
in all likelihood the classic definition of
treated the way they’d expected. But he her wedding. Me, who gets embarrassed
advertising is wrong. Its primary function
lives in Poland now and he reckons Polish speaking in front of three or four friends,
– and a very powerful one – is not to
people’s approach is different – he says never mind a whole roomful! Well, I had
inform, but to persuade, or, in other
that we think it’s unpleasant, or it’s a waste to say yes, didn’t I? The day finally came.
words, manipulate consumers. After all, it
of time because we won’t get a refund or To say that it was a hair-raising experience
doesn’t seem credible that every washing
a replacement, or that we will be cheated would be an understatement. But still, I did
powder is the best powder in the world,
in some way. Do you think he’s right? it. Afterwards I just thought, phew, thank
all facial creams are going to make you
Hands up, please. My first intuition was goodness that that’s over and done. But
look younger, and each and every car
that it is probably connected with the age never again!
is a real beast on the roads. None of us
of the consumer. But, on consideration, would believe it if someone said such Speaker 3:
maybe there really are differences among a thing to us in a normal conversation, and I’ve always been really good at racket
different nationalities when it comes to yet in a commercial it doesn’t strike us as sports, tennis, badminton, squash …
standing up for one’s consumer rights. foolish. My students usually laugh when I started to have lessons when I was
I thought it might be interesting to check, I mention it, but whenever I ask them what really small, and the coach said I had
so I did some research. To start, as you brand of hair products they chose when lots of natural ability. So I started making
can see on the chart, some nationalities they last had their hair done and why they more of an effort to increase my strength
are much more likely to complain than chose that particular brand, they usually and stamina. You see, there was a local
others. Different sources give slightly respond with comments like “It’s the best” competition that I had a real chance of
different numbers, but the countries which or “I’ve always used it”. Does that sound winning, so I wanted to be at my best.
always appear on top are Sweden, the like a conscious choice? How many of us But I injured myself and found I couldn’t
UK, Canada, Australia and the US. Which become familiar with the ingredients of take part after all. Then someone asked
nationalities are least likely to complain, on the product we’re interested in buying me if I’d like to help with the organisation
the other hand? Well, at the very bottom and compare it with others before making of the competition. I thought, why not?
of the list we have Taiwan, Saudi Arabia, a purchase? Generally speaking, we’ll And so I helped to arrange the matches,
China, Poland and Russia. Surprised? do it when we are buying a new phone, make sure the players had everything they
Well, it definitely looks like there are some a laptop or a car, but the fact is that a large needed, prepare the prizes, stuff like that.
cultural differences here. Maybe people in majority of the things we buy every day, we Afterwards lots of people said I’d done
China and Saudi Arabia have nothing to choose without thinking, or rather – without a really good job of helping out and they
complain about? In Poland, however, we making a conscious decision about it, all thanked me. I didn’t really care what
certainly do! Or perhaps it is frowned upon largely because we are being manipulated. they said, to be honest. I just want to be
to complain in Asian and Arab cultures? able to play next year. That’s what excites
Then, according to another study I found, me.
the wealthier and more educated people Unit 8 Speaker 4:
are, no matter what country they come One Easter we went to spend a week in
from, the more likely they are to complain Listening p94
the country with my family. It was a bit
and demand the kind of service they feel 2 and 3 2.09 boring because we didn’t really know
they deserve. Do you think that’s true for Speaker 1: anyone there and there wasn’t much to
Poland? Moreover, who do you think would Well, I’m not much of an athlete, never do. Anyway, one evening I met a boy
raise the issue of consumer rights first: really liked sports that much. But I s’pose and girl in the village who said they knew
your parents or grandparents? I suppose that’s why one day I decided, that’s it loads of good places to hike. The next day
there are personality differences here – enough’s enough. You’re not getting they were going to walk to a spectacular
because my grandma is a very demanding any younger, it’s time to take up a sport. waterfall that they said wasn’t very far, and
consumer, but there are statistics on that, I started running. Physically it nearly they asked if I wanted to go with them.
too. Only about 11 per cent of Polish

Student’s Book audioscript 149

 I thought it’d be a change, so I said yes. Teenage girl: circle of friends and lead a very active life,
So we set off early, at eight, the next Erm, yes, yes, I think it is. It’s considerably while others enjoy staying in and working
morning. Do you know what time we got better for you to be breathing fresh air from home and are over the moon when
to the waterfall? One in the afternoon, than to be stuck inside all day. I think we they don’t have to go out too much – just
without stopping more than once on the all need fresh air and sunlight, it’s not like more able-bodied people. Some
way! I’ve always considered myself to be the same doing sport indoors as being people love travelling, and some don’t.
in quite good shape, but this was a new outside, especially if you’re in the country The main difference is the challenges that
experience. And then we had to walk all or somewhere nice. The truth is I don’t get people with disabilities face regarding
the way back. I nearly died! That night outside much, but I reckon that’s because access or means of transport. If we look
I could hardly feel my legs. And I couldn’t I have to study so hard. But I do try and get at the data again, nearly 8 in 10 people
sleep that night, worrying that they were out for walks in the park sometimes, you with disabilities have encountered some
going to invite me to go with them again! know, just to clear my head. form of problem in UK hotels and resorts.
Speaker 5: Examiner: The point that this figure raises is that
It happened this summer. We were staying people with disabilities can lead fulfilling,
Why do you think young people spend less
on the coast as we usually do. One day independent lives, but they are often
time outdoors nowadays?
I was feeling bored and my wife suggested frustrated by the conditions that society
Teenage girl:
going along to the sailing school in the has constructed for them.
Hmm. That’s a good question. I think that
port. They always offered a free class to
in general young people aren’t nearly so
start learning how to sail yachts. I’d never Skills checkpoint Unit 8 p100
active as they used to be. You know, far
thought of doing it before, even though 1 2.12
fewer young people walk nowadays, they
I’d seen the classes offered every year
go by car or public transport. And then Hello, my name is Peter Barlow, and I have
we’d been previously. It certainly wasn’t
young people today study harder than in been invited by the college authorities
a question of self-confidence, because
the past, and when we aren’t studying by to give a lecture on extreme sports and
I always think I can do anything if I put
far the most popular pastimes are surfing some of the myths surrounding them.
my mind to it. To cut a long story short,
the Net, video games, you know, things Asked about the type of person who
this year I thought I’d give it a go. And
that you usually do indoors. But actually does extreme sports, people usually
do you know what? After half an hour, the
I think more and more young people are say it must be some kind of adrenaline
instructor couldn’t believe how well I was
starting to do outdoor activities again, junkie, someone who loves hair-raising,
doing. He said it was as if I’d been doing it
they’re tired of being inside all day. near-death experiences. In other words,
all my life! In 20 years of instruction, he’d
an irresponsible individual who takes
never seen anyone catch on so fast. I must
Integrating skills p98 unnecessary risks. Well, that’s what I used
admit, afterwards I couldn’t help thinking
to think for a long time, too, although I’m
I’d been really stupid – I should have 2 2.11
not just a theoretician on the subject as
started sailing years ago! In order to get a clearer idea of the I once experienced skiing down a really
misconceptions about people with high Himalayan mountain at breakneck
Developing speaking p94 disabilities that exist around the country, speed. However, I never really thought
3 2.10 we asked eighteen disabled bloggers from of myself as a risk-lover: adrenaline and
Examiner: the UK about their experiences. Some of heart-stopping views from the side of the
the things we heard from them were really mountain were important, of course, but
Now, I’d like you to look at the three
eye-opening. The most prevalent was not without proper preparation and a lot
photos. A British friend is coming to stay
that other, more able members of society of very careful planning. So, together
with you this weekend. You know that he
consider life with a disability to be far from with some colleagues from a university in
or she likes outdoor activities and so you
average. That is, it is often assumed that Australia, I started researching the subject.
want to take him or her out somewhere on
disabled people live a totally different life, Given everything we’ve learnt so far, I can
one of the days. You have three activities
especially when it comes to travel, work or safely say that the people who do extreme
to choose from. Choose the activity that
relationships and family life. Some people sports – or the vast majority of them – are
in your opinion is the most suitable and
think that, by being able to overcome not daredevils fulfilling some kind of death-
explain your choice. Explain why you have
different obstacles, people with disabilities wish. On the contrary, they are people like
rejected the other two.
are superheroes, and that their lives are me, people with a deep knowledge of the
Teenage girl: heroic and an inspiration to others. Others, sport and the environment in which they
Hmm, let me see. Erm, I suppose I should on the other hand, believe that life with perform it. They are also really well-trained
start by saying that I think all of the a disability must be a constant struggle, and well-prepared to face challenges and
activities are interesting and suitable for making one feel low and miserable all the risks. Sometimes you need to get ready for
somebody who likes being outdoors. time. However, what both of these views months before you make a single jump,
I guess that one of the problems with ignore is that, according to statistics, dive or ride. However, there is one more
canoeing is that it might be difficult if 1 in 5 people experience some sort of thing that needs to be mentioned. People
you’ve never done it before. You know, you disability at some point during their life, like me don’t engage in extreme sports to
should have lessons and stuff, so I’m not so it’s not such a minority condition as have a near-death experience. It should
sure that’s such a good idea. And you can it may sometimes seem. I suppose that rather be described as life-changing and
get wet! And then cycling is great because when most people think about disabilities, eye-opening. Flying, jumping or doing
it’s fun. The thing is though that you can’t they usually imagine only the most serious whatever it is that you do certainly results in
talk so much when you’re all riding bikes. conditions. In fact, only about 8 per cent an adrenaline rush, but you also experience
It’s a great deal easier to chat if you’re all of people with disabilities are wheelchair harmony with nature, and it makes you
walking together like in this picture, and users, and a lot of disabilities, such as feel more alive than ever. Does that sound
I think if it was a friend that I hadn’t seen impaired hearing, are not even visible. like an adrenaline-junkie with a deathwish?
for a long time, I’d want to catch up with all The most important thing, though, is that I would strongly warn you against relying
their news. people with disabilities, whatever they are, on common stereotypes as they are often
Examiner: are no different from other members of simply not true. All right, are there any
Is it important to get outdoors? society and, consequently, their lives are questions?
similar, too. Some of them have a wide

150 Student’s Book audioscript

 Student’s Book audioscript

the mundane jobs, but at the same time Boy:

Unit 9 you get experience in the field you’re I think that must be satisfying, too, in the
interested in and you get a foot into the sense that you have a lot of responsibility
Listening p107 business. You get to see how things work. because other people’s lives depend on
5 2.13 Plus, you make contacts. you.
Presenter: Jane: Girl:
Hello, and welcome to the business I think that’s true. I mean, there are quite I agree, but that’s a lot of pressure and
podcast. If you’re a university student or a lot of jobs, the media included, that it’s I think most doctors have to work long
a recent graduate, the chances are you’re very hard to get into unless you’ve done hours.
looking for an internship. Thousands of some sort of unpaid internship. And, of Boy:
people take up internships every year, course, if you’re under the nose of the
I agree, but it is worthwhile, because you’re
many of them unpaid. So, is it exploitation managers or editors, and they’re short-
helping other people, so that makes it
or simply a good way of gaining work staffed, and you’re able to prove yourself,
satisfying. Plus it’s well-paid.
experience? and people realise you’ve got talent, then,
Girl:
With me to discuss this question is Amy you know, some people go far. Companies
are more likely to take on people they Right. What about a sportsman or woman?
Hunt, a former intern, Jane Holliday,
a careers advisor, and Peter O’Neal, who’s know, so a lot of companies recruit from Boy:
currently doing an internship as part of his interns these days. I think that must be a fantastic job. It’s like
degree. Amy: being paid to do your favourite hobby.
Amy, can you get the ball rolling by telling For me, one of the problems though is just And if you’re a footballer, for example, and
us about your experience? how many internships some people have you score goals and everyone cheers, that
to do. I mean, I know people who have must be a fantastic feeling.
Amy:
done three, four or even five internships Girl:
Hi, yes. I did an unpaid internship about six
months ago for a humanitarian organisation and they’re still looking for full-time Right, and if you’re an athlete, and you
in London. I was commuting every day work. There’s a danger that companies have to set yourself goals and be really
from Oxford so it was pretty expensive. are starting to take for granted that they disciplined and work hard to achieve
Luckily, I’m an only child and my parents can find bright young people to work for those goals, that’s also a reason for job
were able to support me. To be honest, them. And as I said before, I was lucky, satisfaction.
I thought I would learn more than I actually because my family were able to support Boy:
did. I spent a lot of time photocopying me. But if you don’t have help then you’re That’s true. So, what about a humanitarian
and generally helping out – not working not in a position to do an internship, and aid worker?
on the projects that I was really interested that means that only people from well-off Girl:
in. I think the worst part was that I felt families can do them.
I think that must be very satisfying.
I was just ‘the intern’, one of many passing Presenter:
Boy:
through. Some of the regular staff didn’t Is that the case, do you think, Peter?
But it depends on what you’re doing. If
bother to get to know me because they Peter: you’re doing actual hands-on humanitarian
thought I wouldn’t be there for very long. Well, I’m still doing my degree, so I’m work, then it must be satisfying. But if
In the end I stayed for three months and living off my student loan, but I think you you’re working in an office, doing mundane
then I left. I’d already done a lot of unpaid just need to keep to a budget and make tasks, then I can imagine that would be
jobs while I was a student and I felt that I’d sure you make ends meet. It’s difficult a bit boring.
reached the point where I should be paid sometimes, but if it’s something that you Girl:
properly for what I do. really want to do, I think you have to make
You’re right. OK, what about working for
Presenter: the sacrifice. The fact is that if you don’t
yourself? I can imagine it’s good to have
Is that fairly typical, would you say, Jane? have any experience then you’re not going
your own business and not have someone
Jane: to get a good job – and so you have to
telling you what to do.
Well, it sounds as though they were taking start somewhere. The only way to do it is
to do an internship first and then try to get Boy:
advantage of you a bit, Amy. But I think you
a better position from there. Right. And you know that, if you work hard,
have to bear in mind that a lot of companies
Presenter: then you benefit. If you work for someone
do give their interns a good deal of help
else, it doesn’t matter how hard you work,
and guidance and, in fact, are training them OK, well, we’ll have to stop there. Thank
you earn the same salary.
on the job. I think it’s worth negotiating the you for talking to me. And if you have
comments or would like to share your own Girl:
kind of things that you’re going to do right
from the start, though, and making sure that experience, please do contact us … Unless there are fringe benefits or you get
the experience is actually going to benefit paid bonuses …
you. I think that’s part of, you know, learning Developing speaking p107 Boy:
about the world of work, learning how Still … OK, so the last one – a journalist.
4 2.14
to stand up for yourself and making your What do you think about that?
Girl:
expectations clear. Girl:
OK, so I think that being an artist would be
Presenter: Personally, I think it would be a very varied
a satisfying job because it involves doing
OK. Peter, what about you? Do you feel the something you love. job. You could be interviewing a politician
same way as Amy? one moment and investigating a crime
Boy:
Peter: another.
I agree, and it’s also creative. I think
Er, no, not really. Since I’m doing a degree Boy:
that’s important when it comes to job
in media studies, and my internship’s on satisfaction. It must be great to produce I agree, and it probably offers chances to
a newspaper, then I think my experience something that no one else has done travel. I think it would provide a lot of job
will be very important when I’m trying to before – and I think it beats a typical 9 to satisfaction.
get a job in the future … and I think that 5 job. Girl:
sort of works both ways. I mean, media Me too.
Girl:
corporations do take on interns to do
That’s true. So, what about being a doctor?

Student’s Book audioscript 151

 Integrating skills p110 nowadays, architects usually work in teams. surveys and analyses connected with
So, maybe I should also take the test to social issues, especially those concerning
2 2.15
learn more about myself. inequality and exclusion. I’ve been looking
Alison: Alison: for the right job offer for the last few
If you ask me, the most important thing is Ben, I think we all know that you’re going months, but I know that I might have to
to follow your passion. My older brother to end up being a leader of some sort, put my dreams on hold as such positions
Jim has always been keen on public a manager or the president of a company, are not easy to find. I’m working as a hotel
transport. He would spend hours travelling as you like to boss people around so receptionist at the moment which, I must
by bus or tram! He is currently studying much, so why bother taking the test? But, admit, is helping me gain some useful
public transport, and he keeps telling me: seriously, I agree with Claire that taking experience. I have had to learn how to be
follow your passion, not the current trends a test like this would be a good idea for all assertive but polite, how to stand pressure
or someone else’s expectations. of us. Why don’t we invite a psychologist to and cope with new situations or unusual
Ben: do the test in class? I would definitely like demands. But that’s not what I want to do
I totally agree with you, Alison. What’s your to gain more insight into myself. Mr. Riggs, long-term. I’m going to follow my dream,
passion? what do you think? no matter what it takes.
Alison:
You know what it is, Ben. Everybody knows Skills checkpoint Unit 9 p112 Unit 10
it. It’s animals. 1 2.16
Ben: Listening p118
Speaker 1:
Are you going to be a vet, then? 2 2.17
Some people take it for granted that they
Alison: Presenter 1:
will find a permanent job after they’ve
No, because I feel sick at the sight of finished college or university. I’m of Whenever you watch a foreign language
blood. I wouldn’t be able to operate on a different opinion: I’m going to take up film, you have a choice. You can see it
an animal. No way! But, knowing that, a few temping job offers in different places dubbed or you can watch the original
I’ve decided to study horticulture, so that for a year or two before I decide what version. If you’re one of the many people
I will be able to live in the countryside, kind of career I want to follow. I’d like to who prefer to hear the actors’ original
surrounded by animals, and grow plants for learn how to overcome different setbacks, voices, then you’re going to need subtitles
sale. I just hope I’ll manage to make ends and these will certainly appear if I keep to follow the dialogue. But who are the
meet. changing jobs. But the most important people who write these subtitles? Why is it
Claire: thing for me is to stand on my own two that subtitles sometimes integrate so well
All right, you lot. Following your passion feet. I can’t wait for my parents to stop into the film you’re watching that you don’t
and knowing your weaknesses is important supporting me financially – I’m an adult even notice that you’re reading them, but
but, for me, it’s your personality that after all, aren’t I? at other times they seem to get in the way?
matters most. For example, a lot of people We decided to find out.
Speaker 2:
think that a software designer is a creative Presenter 2:
I haven’t graduated from college yet, but
genius, working antisocial hours, forever I’ve already applied for an apprenticeship At the beginning of the 20th century,
in seclusion, surrounded by monitors. The in a large firm of architects. First of all, language wasn’t an issue. This was the
truth is – at least that’s what my dad says – I want to get more insight into how such era of silent movies, when there were only
programming is a team effort nowadays, so a firm really works, because I’d like to set lights, music and gesture. Plus, of course,
even if you work from home, you need to up my own company in the future. I know the occasional piece of printed text, called
be organised, communicative and ready to I’m going to gain a lot of experience ‘intertitles’, to explain what the images
cooperate with others. working with professionals in the field, alone couldn’t convey.
Ben: although I do expect to be given fairly Then along came ‘the talkies’, or talking
Wow, Claire, you did some digging mundane tasks at first. Unfortunately, movies.
into the topic. But do you really think I won’t be paid much, so my parents will The first full-length film with synchronised
that personality is more important than have to support me financially a bit, but dialogue was The Jazz Singer. Mainly
your passion and an awareness of your I believe the networking opportunities I’ll based on the songs sung by Al Jolson,
weaknesses or talents? Because for me, get and the chance to get a foot in the it still became the first film that needed
natural talents and abilities are crucial. If business will help me embark on my dream translating. In fact, it was the first film to
I weren’t good at drawing, I wouldn’t even career. officially use foreign language subtitles
dream of studying architecture. Speaker 3: when it opened in Paris in 1929.
Claire: After graduating from college, I’m planning Presenter 1:
What I’m saying is that all of these to take a gap year and travel a bit. I’ve Since then, a whole industry has grown
factors are important, but when it comes got some savings, but I can always get up around subtitling, with dedicated
to personality, it’s a good idea to take a part-time job if necessary. I thought professionals in the field. In France,
a reliable test. I took the Myers- Briggs it might be a good opportunity to gain a subtitler is called an adapter, because
Type Indicator®, which is most widely used more confidence. You know, meeting in order to do it well, they would say, you
by psychologists, and it turns out that I’m new people and experiencing different have to adapt the script. If every word was
the type which is called the Advocate or situations. I’ve weighed up all the pros translated literally, viewers wouldn’t be
Counsellor. To illustrate what that means, and cons of the idea, and it seems to me able to watch the film; they would spend
I wasn’t sure I’d like to work in a team, and that it is a perfect moment to do it. Once the whole time reading. The average
I’ve learnt that my type doesn’t like teams I embark on a career as a psychotherapist, person can read only about 12 characters
that compete, but rather teams based on I’ll have to go back to studying and end up a second, so a subtitler has around two
cooperation and focused on the same working antisocial hours, so the last thing seconds to relay on the screen everything
goal. I think it’s true because it’s not exactly I want is to look back on my life someday that is being said. That includes not only
team work I have a problem with, but and regret not seeing the world when I was the words, but also jokes and word-play.
competitiveness and rivalry. younger. Presenter 1 (continue):
Ben: Speaker 4: But while subtitling may be an art form,
I guess you may have a point there. I don’t I studied sociology, and my ambition is to this art is increasingly undergoing another
like team work myself, but I suppose that work for a research institute and undertake evolution. Just like when sound came and

152 Student’s Book audioscript

 Student’s Book audioscript

completely transformed the film-making but crowd-sourced platforms like Viki are and conventions. This is why you may
industry, the digitisation of film and TV has expanding rapidly. And as we all know that find some things puzzling, or, even worse,
turned the subtitling industry on its head. watching films in the original version is offend someone unintentionally. The first
Digital media allow people from around a great way to acquire a foreign language, barrier to communication, therefore, is lack
the world to access more content, more surely that can only be a good thing. of knowledge. It is worth remembering
quickly. And more content means more that people following a different religion
subtitles. Developing speaking p119 have a set of beliefs concerning all spheres
Presenter 3: of life: work and holidays, family and
3 2.18
This is where Viki comes in. Viki is one of marriage, clothing and food, etc. These in
I have a vivid memory of a time when I had
several online, crowd-sourced subtitling turn might affect communication between
a problem with language. It happened
platforms that have appeared in recent people. From my experience, you need to
when I went to England for the first time.
years. The name is made up of ‘video’ and be very careful not to insult someone. And
It happened just over two years ago.
‘wiki’, as in Wikipedia, and the service acts this can happen in the simplest situations.
I’d never been to the UK before, but
much like Wikipedia. Subtitlers create and Let’s take saying hello: do people, for
I’d wanted to for a long time, I suppose
edit subtitles in much the same way as example, greet women and men in the
because I’ve been learning English for such
Wikipedia’s users collaboratively create and same way? Are there any gestures used
a long time and I wanted to try out my
edit its content. This allows films and TV when meeting someone? Is actual physical
English there.
shows to cross into foreign markets where contact welcome or not? You need to know
I could understand most of what people which topics can be treated in a light-
they previously hadn’t been seen. said to me, as long as it wasn’t too fast. hearted, or even in a humorous way, as
Presenter 3 (continue): But then the friend that I was staying what is funny for you may be considered
Viki is a Singapore-based web company with introduced me to a boy of our age inappropriate or even rude to others. The
set up by Razmig Hovaghimian. Razmig and I couldn’t understand a word he was fact is, certain words may be forbidden
grew up in Egypt, but spent summers in saying. At first I asked him to repeat when as they have a special meaning in a given
Lebanon watching Bollywood films with his I didn’t understand but I had to ask him religion or particular religious connotations.
dad. Neither of them could speak Hindi, so many times that in the end I stopped What can you do then to avoid making
so he began to appreciate the value of asking him because I was too embarrassed a gaffe or even offending someone? Well,
subtitles from a young age. to. first of all, approach everyone with the
The way the company works is simple. It I was getting really depressed because necessary mix of respect and curiosity.
licenses TV shows and films from around I thought that my English was really bad. This should be without any prejudice or
the world – from Korean dramas to Latin My friend noticed I was upset and asked judgement. I reckon it’s always better to
American soap operas to Japanese animé me what the problem was and so I told ask a question if you are lost or baffled by
– and then puts them online so fans from him. He laughed because he said that something than come across as rude or
around the world can subtitle them. It sometimes even he couldn’t understand ignorant. Try to use clear language so that
has an active community of translators him because he had a very strong accent. the person you’re talking to doesn’t get the
proficient in around 200 languages. They I have a vague recollection that he was wrong end of the stick. If you really want
may be doctors, teachers, lawyers or from Newcastle. to communicate well with people from
grandmothers. So far, they’ve translated Anyway, that made me feel better, but different religions and different cultures,
over 700 million words – and they’ve done what struck me was that I’d always listened you will first need to spend some time
it all for free! to just one type of British English before listening to them and then, learn from it.
Presenter 2: and so I decided that listening to other Only by being open-minded and respectful
So why do they do it? According to regional accents was something that can you avoid communication breakdowns,
one US-based Cantonese speaker, I didn’t do but I should. I started to listen especially when you are among people that
simply because she got fed up with bad to different radio stations and podcasts on share a variety of backgrounds.
translations. However hard it may be to the Internet and I think it’s improved my
work for no money, at least she feels listening a lot. Skills checkpoint Unit 10 p124
satisfied that the subtitles are accurate and
1 2.20
appropriate. Subtitling is to some extent Integrating skills p122
subjective. An American grandmother Video chat was once considered an easy
2 2.19 way of getting connected to people and
may not translate a line in the same way as
a Hong Kong teenager, but that according So, what is the biggest challenge when it communicating with them wherever and
to Razmig isn’t important. The subtitles are comes to communication in the modern whenever we wanted. That was true until
edited by many people and it allows the world? To my mind, it’s diversity – that is, the lockdown of 2020, when the vast
films and TV shows to be seen by many inclusion of different types of people in majority of us had to stay at home and
more. a social group. Some definitions of diversity learn, teach, or work online. Suddenly,
Presenter 3: focus on people’s racial and cultural it turned out that not only do we face
backgrounds, but social scientists point out problems getting through to people but
And Viki’s data shows some interesting
that there is a wide range of characteristics also, at the end of the day, we are much
trends. For instance, a Taiwanese TV drama
which can make people similar to, or more tired than when we meet them in
is one of the most popular TV shows on
different from, one another. These include real life. So, what are the causes for the
the site and has been translated into 26
age, education, gender, religion or health- occasional communication breakdowns
languages. Venezuelan soaps have a strong
related issues, for example disabilities. and the exhaustion experienced while
following in the Philippines, while Egyptian
I believe that the more differences that interacting online? It’s as simple as this: no
films are popular in Dutch. Seventy per
exist between people, the more difficult video chat can ever replace face-to-face
cent of viewers watching Korean drama in
it is for them to communicate. Let’s take communication, whatever its purpose.
the US are not, in fact, Asian but African
religion, for example. Imagine that you are It’s because in a real-life conversation we
American. And 30 per cent are watching
going to spend a year studying in another ‘synchronise’ with people. In other words,
with Spanish subtitles. Meanwhile,
country where most people practise we are processing their non-verbal signs
Indonesian horror films are also surprisingly
a different religion from the one you’re all the time, so we know when it’s our turn
popular in the US.
familiar with. The fact is, every religion is to speak, what is being implied, or when
Presenter 1: deeply rooted in history and culture, and we can cut in without offending someone.
Professional subtitlers might complain that is always connected with a lot of traditions All that is lost in online interactions. I’ve
the service is taking away their livelihood,

Student’s Book audioscript 153

 experienced it many times myself. I might
easily misinterpret someone’s attempt at
a joke and take it literally, especially when
I’m in a video chat with 15 other people.
Sometimes I even fail to notice who is
communicating what. A further problem
is that some of us find it difficult to be on
camera all the time. It’s like performing on
stage. I’m used to that as a teacher, but
a lot of my students can’t stand being the
centre of attention for 90 minutes. It simply
doesn’t feel natural.

154 Student’s Book audioscript

 Workbook
answer key
k had 3
Unit 1 l was showing 1 used to wear 2 would never let
m had carried out/carried out 3 are always asking 4 used to attend
Reading pp4–5
n were fixing 5 will knock 6 was always getting
1a o made 7 will usually get 8 often go
T B N E C K 4
GRAMMAR CHALLENGE p6 1 are 2 would/’d 3 will 4 playing
H A E T H
5 5 would 6 will 7 doesn’t
U C Y S G A
2 had already started 5
M K E E E N 3 has been running for
1 always argues with/is always arguing
B H L D 4 had been studying (for hours) with her sister, it’s terrible.
5 broke her arm while we were playing
C 2 used to walk to school every day when
(football) I was a child.
S H O U L D E R 6 were about to go
3 would play games all the time last
summer.
Developing vocabulary and 4 will (usually) go to the cinema on Sunday
1b listening p7 evening if they aren’t busy.
2 leg 3 hand 4 thumb 5 shoulder 5 was always playing tennis.
1
1c
-ion description, interaction, GRAMMAR CHALLENGE p8
1 C 2 A 3 B 4 C 5 B 6 A
invention
7 A 8 B 6
-ity personality, similarity, sincerity
2 1 C 2 B 3 C 4 A 5 B 6 A
Students’ own answers -er speaker, researcher
3 -cy accuracy, frequency Developing speaking p9
1 T 2 T 3 F 4 F -ness happiness, loneliness 1
4 -ist psychologist, scientist 1 c 2 a 3 d 4 b
1 B 2 D 3 D 4 A 5 C 6 B 2
7 A 8 C -ment argument, movement
1 T 2 F 3 T 4 F 5 T
5 2
1 Accuracy 2 Friendship 3 Failure 3
Students’ own answers
4 freedom 5 Safety 6 lonely Playing for time Well ✓
6
3 Hmm ✓
1 reluctant 2 comprehensive
a expressions b indication The thing is
3 glimpses 4 unfounded
c Psychologists d participants Let me think about
5 intriguing 6 breaking the ice that for a second ✓
7 backed down e interaction f researchers
g confidence h happiness i motivation Adding examples For example
and ideas In fact
Grammar in context p6 4
Summary 2 For instance ✓
1 Expressing I think ✓
a started b was turning c has shown 5 opinions Personally ✓
d have been studying e had talked 1 F 2 NM 3 T 4 NM 5 T 6 F
To my mind ✓
f had been living g was about to go As far as I’m
VOCABULARY EXTENSION p7 concerned
2
1 had forgotten 2 have been doing 6 4
3 were chatting 4 had been running -ant pleasant, resistant, tolerant, Possible answers:
5 missed vibrant a Well/Hmm/Let me think about that for
3 -ent apparent, confident, a second
1 B 2 B 3 C 4 B 5 A dependent, innocent, b For example/For instance/In fact
insistent, obedient c I think/To my mind/As far as I’m concerned
4
a has finally decided d Well/Hmm/Let me think about that for
b was going to choose
Grammar in context p8 a second
c has been hesitating 1 e For example/For instance
d changed 1 c 2 d 3 a 4 f 5 b 6 e f 
I think/To my mind/As far as I’m concerned
e had gone/went g I think/Personally/To my mind/As far as I’m
2
f had already arranged concerned
1 PR 2 PA 3 PR 4 PR 5 PR 6 PA
g had been looking forward h Well/Hmm/Let me think about that for
7 PA 8 PA
h was going to/was about to cancel a second
i was thinking/thought
i For example/For instance
j had sold out

Workbook answer key 155

 5 and 6 2 GRAMMAR CHALLENGE p14
Students’ own answers 1 shoulder 2 thumb 3 back 4 leg 4
5 necks   b should have turned
Developing writing p10 3 c should have stopped
1 1 as strong as an ox 2 as fresh as a daisy d needn’t have stopped
1 a feather 2 ABC 3 an ox 3 as quiet as a mouse 4 as clear as mud e shouldn’t have listened
4 mud 5 a flash 6 a rock 5 as easy as ABC f ought to/should/must study
7 a cucumber 8 a mouse g wasn’t allowed to finish
4 h should have noticed  
9 ice 10 a daisy 1 yelled 2 whispered 3 gasped
2 4 groaned 5 whined Developing vocabulary and
1 yelled/shrieked 2 gasped/groaned
listening p15
3 shrieked/yelled 4 sighed Unit 2
5 whispered 6 whined/yelled 1
7 muttered/whispered Reading pp12–13 1 do 2 done 3 made 4 doing
8 groaned/whined 5 take 6 make
1a
3 2
J M
picture A 1 e 2 c 3 b 4 f 5 a 6 d
Correct order: D, C, B R A B O U T T
3
4 O M E T R 2 took cover 3 made a good suggestion
1 as red as a lobster, as fast as A L O A 4 took offence 5 made several attempts
lightning 2 yelled 3 (example answers) 6 did research online
was, was getting, hadn’t had, would often D T R F
go, stood, was going to cook 4 in the S P E E D F
4
She enjoys the challenges and never gets
doorway stood a short man 5 when, as
E I bored.
soon as, then, several days later
S T E E R I N G C 5
5 and 6
Students’ own answers R 1 c 2 b 3 a 4 c 5 c
O
VOCABULARY EXTENSION p15
Revision: Unit 1 L D R I V I N G
6
Grammar p11 1 motor 2 driving 3 belt 4 road 1 made 2 make 3 did 4 take
1 5 petrol 6 steering 7 jam 5 do 6 takes
1 have/’ve been sitting 8 traffic 9 about 10 speed
2 was texting, noticed, took 1b
Grammar in context p16
3 were going to drive, changed, took 1 speed limit 2 seat belts 3 traffic jam 1
4 saw, had arrested, was driving 4 petrol station 5 traffic lights 1 must be
5 have/’ve been, went 6 road signs 2 might be
6 had attracted 3 can’t be
2
2 1 three 4 must have been
a woke up b was streaming c had 5 could well have been
2 the record for the youngest person to
forgotten d was definitely going to be ride around the world on a motorbike 6 can’t have been
e showered f ate g ran h had had 2
3
i had been riding j had been k looked 1 can’t 2 must 3 can’t
1 e 2 g 3 b 4 h 5 f 6 c 7 a
l ran/was running m had left n wasn’t 4 might/could
8 d
going o wasn’t going to get p looked 5 might/could, might/could  
q have been ringing r were s could 4
see/saw t walked Students’ own answers 3
1 can’t have gone
3 5
2 can’t have been
1 
When my mum was young they would 1 gear 2 highlights 3 set off
3 might/could have left
drive used to drive on the left in Sweden. 4 sponsor 5 deterred 6 persevered
4 must have arrived
2 
My brother is always giving always gives 7 cope 8 daunting
5 can’t have left
me lifts in his new car. It’s great! 6 must have had
3 
Tina often gets corrected in class because Grammar in context p14
4
she will use uses the wrong endings for 1 1 must have lost 2 can’t be
the verbs. 1 b 2 a 3 c 4 b 5 d 6 g 7 h 3 must like 4 must have gone
4 
My mum was getting used to get/ 8 e 9 f 10 a 5 might/could be
would get cross with my sister because
whenever she had money she would 2 6 might/could have gone
spend it on other people. 1 C 2 A 3 B 4 C 5 A 6 B
5 
We didn’t used to live didn’t use to live 7 C 8 B 9 C 10 B GRAMMAR CHALLENGE p16
in the city centre when we first moved 3 5
here. 1 needn’t go 2 (correct) 1 can’t have seen Joe (in the street)
3 shouldn’t have put 4 should bring 2 has been working for
Vocabulary p11 5 don’t have/need to finish 3 might/could be
1 6 couldn’t drive/weren’t allowed to drive 4 used to go to the beach
1 argument 2 failure 3 Freedom 7 shouldn’t hand in 5 had already talked to Kiera
4 similarity 5 accuracy 8 had to answer 6 weren’t allowed to

156 Workbook answer key

 Workbook answer key

Developing speaking p17 3 2

1 1 must see can’t have seen 1 to meet 2 going 3 to remember
Photo C 2 have been taking have taken 4 seeing 5 being 6 to make
3 didn’t need needn’t have handed 7 going 8 to help
2
1 T 2 F 3 F 4 T 4 ought to have spoken shouldn’t have/ 1 Verb + 2 Verb + to Verb +
ought not to have spoken -ing form infinitive -ing form
3 5 was already starting had already started or to
a might/could have been taken infinitive
b might/could have been taken 4 with little
c might/could be a had to run change
d might/could know b needn’t have rushed or no
c can’t leave/couldn’t leave change of
e must be meaning
f might/could be d has to wait/had to wait
g might/could have decided e shouldn’t make/shouldn’t have made includes agreed
h must be enjoying f will have to run recommends managed
Photo A g don’t have to be admitted help
h should sign in feel like volunteered
4
Suggested answers: 3
Photo B Vocabulary p19
2 c – try to concentrate
1 in a vehicle/car on safari 1 3 c – like to make
2 tourists, tour guide 1 belts 2 steering 3 limit 4 signs 4 a – can’t stop listening
3 taking photos, looking at the animals 5 stations 5 c – went on playing
4 happy, excited 2
5 they are interested in nature 1 did 2 make 3 make/have made GRAMMAR CHALLENGE p22
4 take 5 took 6 made 7 do 4
6 to get closer to the animals
8 took a to meet b being c to put
Photo D d to say e forgetting f doing
3
1 in a train station/on the platform g is thinking bout h feels
1 B 2 C 3 A 4 C 5 A 6 B 7 B
2 a backpacker/tourist i going j to take k has enjoyed
3 getting on a train
4 happy
Unit 3 Developing vocabulary and
5 on a backpacking holiday listening p23
Reading pp20–21
6 it is quick/cheap 1
1a
5 and 6 1 C 2 A 3 C 4 C 5 A 6 B  
1 wanders 2 grasp
Students’ own answers 2
3 articulate 4 recall
5 bewildered 6 have a gift for a look b come c leaps/jumps
Developing writing p18 7 memorise d think e talk f catch g pick
1 extra word: perceive h get i give j take
2 It is widely believed that 1b 3
3 I have long believed 1 wanders 2 memorise 3 has a gift for 2 The students picked it up very quickly.
4 It is unacceptable to put 4 grasp 5 bewildered 6 articulate 3 I took it up during the summer holidays.
5 There is no evidence 7 perceive 8 recall 4 I need to get on with it now so I’ll phone
6 
Although/While it might be inconvenient you back later.
for some people, I still think 2
b
5 After a long discussion we finally hit on it.
7 
To my mind, there is no question about 6 The police are still trying to piece it
it. 3 together.
2 1 d 2 b 3 d 4 c 5 a 6 b
4
a a strong case b Firstly c In addition 4 Students’ own answers
d Secondly e surely f In spite of Students’ own answers
5
g In conclusion h strongly 5 1 F 2 D 3 E 4 A 5 H
3 1 coherent 2 interacting 3 simulated
6
For: 2, 3, 7 4 surpassed 5 algorithms
1 C 2 E 3 G 4 D 5 A
Against: 4, 5, 6 6 unmelodious
4 and 5 VOCABULARY EXTENSION p23
Students’ own answers Grammar in context p22
7
1 1 b 2 d 3 c 4 a 5 f 6 e
Revision: Units 1–2 1 Verb + 2 Verb + to Verb + -ing
-ing form infinitive form or to Grammar in context p24
Grammar p19 infinitive
1 with little 1
change or 1 c 2 b 3 b 4 a 5 a 6 c 7 b
1 mustn’t 2 ought to have
no change 8 a
3 ’re supposed to 4 didn’t need to wait of meaning
5 shouldn’t have 6 aren’t allowed to 2
keep on tend started/start
2 1 B 2 A 3 A 4 B 5 C 6 B
expects
1 must have passed 2 can’t be learning 3
3 must be 4 might be 1 to try 2 learn 3 looking
5 can’t have started 4 scoring/score 5 to listen
6 to stay up

Workbook answer key 157

 4 Grammar in context p30
1 had invited, to come 2 feel, shining Revision: Units 1–3
3 lets, use 4 found, walking 1
Grammar p27 1 d 2 b 3 a 4 c
5 have advised, not to visit
6 chose, to receive 1 2
1 to buy 2 seeing 3 to get 1 had been
GRAMMAR CHALLENGE p24 4 working 5 to be 6 to have 2 did
2 3 would have concentrated
5
(line 1) have always found (line 4) used 1 recommend, listen to
4 wasn’t
to find (line 5) encouraged me to 2 forced, to practise
5 passes
look (line 8) I had never understood (line 3 caught, playing
6 travel
8) advised me to do (line 11) to 7 would have made
enjoy/enjoying (line 13) needn’t 4 told, not to touch
5 hear, saying/say
8 get
have worried (line 14) inspired me to
become (line 16) make a difference 6 persuaded, to meet    3
3 1 I met Steve at a party. If I hadn’t gone to
Developing speaking p25 the party, I would have wouldn’t have
1 My grandfather stopped to work
met him!
stopped working when he was 75!
1 2 (correct)
2, 4 2 (correct)
3 We didn’t see Jan because she already 3 The researchers hope that if they are
2 able to show the medicine works, the
left she had already left when we
Concluding/Ending your presentation authorities would permit will permit
arrived.
human trials to start.
3 4 The teacher reminded us all revising
4 They’re short of money. If they had
1 First of all (Ordering arguments) reminded us to revise for the test enough money, they will build would
2 
You can’t argue with the fact that … 5 (correct) build a new hospital.
(Presenting opposing points of view) 6 I didn’t know the meaning of the word, 5 When these animals are young, you have
3 
I’d like to begin by saying … (Beginning so I looked up it looked it up in to feed them every hour. If you didn’t
your presentation) the dictionary.
feed don’t feed them, they die.
4 
That doesn’t alter/change my opinion 6 (correct)
that … (Responding to opposing points Vocabulary p27
of view) 4
1 1 unless 2 Supposing 3 as long as
5 
I would still say that … (Responding to
1 bewildered 2 recall 3 gift
opposing points of view) 4 in case 5 provided that
4 grasp 5 wandering 6 articulate
6 
Returning to my main point, 5
(Concluding/Ending your presentation) 2 1 B 2 B 3 C 4 A 5 C 6 A
7 
Whilst it’s true that … (Presenting 1 B 2 A 3 A 4 C 5 B 6 B
opposing points of view) 3 GRAMMAR CHALLENGE p30
4 1 unnatural 2 ex-housemate 6
Students’ own answers 3 disjointed 4 misunderstanding 1 wish I had scored
5 5 underestimate 6 illogical   2 providing/provided that you promise
1 d 2 a 3 c 4 b 3 would watch my dad doing/do
6 Unit 4 4 Unless the researchers find a solution
a like b Firstly c denying 5 refuses to watch science programmes
d furthermore e forget f short Reading pp28–29 6 If only I had

7 1a
Across: Developing vocabulary and
1 doesn’t structure 2 doesn’t use listening p31
3 presents 2 enzyme 5 chromosome
9 Genetic 10 resistant 1
8 Down:
Students’ own answers 1 f, genetically modified, 2
1 contract 3 parasite 4 prevalent 2 d, setback, 1
Developing writing p26 6 modified 7 species 8 transmit 3 b, lifetime, 1
1 1b 4 h, worldwide, 1
co-starred, illegal, incomprehensible, a parasites b transmit c contracted 5 g, worthwhile, 1
international, miscast, overrated, d genetically modified e species 6 c, offspring, 1
remakes, subconscious, unpredictable f prevalent g genetic engineering 7 a, breakthrough, 1
1 incomprehensible 2 overrated h chromosome 8 e, high-risk, –
3 remakes 4 illegal 5 unpredictable 2 2
6 co-starred a 1 drawback 2 outset 3 Cutbacks
2 4 outcome 5 outbreak 6 feedback
3
1 risqué 2 an adaptation 3 gripping 7 outlook 8 breakdown
1 C 2 E 3 B 4 A 5 F 6 D
4 far-fetched 5 portrayal 6 hit 3
7 reviews 4
1 J 2 P 3 P 4 J
1 F 2 F 3 O 4 F 5 O
3 4
a rave b masterpiece c mesmerising 5
1 a 2 c 3 c 4 b 5 b
d leading role e performance 1 a means of 2 from scratch
f captivated g special effects 3 mutations 4 sceptical
5 synthetic 6 defects VOCABULARY EXTENSION p31
h recommend
5
4 and 5 1 out 2 in 3 over 4 down 5 out
Students’ own answers
6 in 7 out

158 Workbook answer key

 Workbook answer key

6 C: 4 If I were you, I’d use a memory

1 intake 2 turnout 3 takeover % global warming won’t
affect them
% global warming will
affect them
technique to memorise the new words.
4 outburst 5 income 6 outcry 5 If I could speak two languages, I would
7 downturn have applied for that job.
67
66 65
62
58 60
64
58
6 If I hadn’t spent too long on the
61 computer (last night), my eyes wouldn’t
Grammar in context p32 be tired now.
40 38 40
38
1 31 33
35 32 34
2
1 PAST 2 PRESENT 1 If 2 long 3 unless 4 wish

2001

2003

2005

2007

2009

2011

2013

2015
2 5 Provided/Providing
1 past 2 present 5 6 Suppose/Supposing 7 only 8 always
3 a majority b biggest c third d Just 3
1 d 2 a 3 f 4 b 5 e 6 c    e one f under 1 have gone 2 would have known
6 3 would have spoken 4 would choose
4 5 might have been 6 talking
1 wouldn’t have become 2 liked Students’ own answers
3 would go 4 had gone 5 had had
Developing writing p34 Vocabulary p35
6 hadn’t been  
1 1
GRAMMAR CHALLENGE p32 1 B 2 A 3 C 4 B 5 C 6 A
Introducing and First and foremost
5 sequencing Last but not least 2
1 We won’t be able to get home in case a cutbacks b outset c input
unless there is a train after 10 pm. Adding arguments Moreover
d drawbacks e crackdown
2 If you won’t water don’t water plants, What is more
f outcome g outlook
they die. Making contrasts In contrast
3 Sara persuaded us trying to try that 3
In spite of
new restaurant and we were glad we 1 jam 2 chromosome 3 transmitted
Nevertheless
went. 4 lending 5 resistant 6 genetically
4 Sam’s face was red because he has Expressing Consequently 7 species 8 grasps
been running had been running for an consequences
hour. / Sam’s face was is red because
he has been running for an hour.
Expressing
opinions
Personally,
I believe that
Unit 5
5 I’d let you use my mobile if I brought
I had brought it with me. Concluding All in all Reading pp36–37
6 If I could travel anywhere in the world, 2 1a
I go I would go to Cambodia.
a However b Many people claim that 1 issued 2 judged 3 fines
7 I think he might go might have gone
c My own view d Others argue
to the park to try out his new bike. 4 designated 5 lodge 6 banned
e In conclusion f In my opinion 7 service 8 Littering
8 If we had walked more quickly, we
would catch would have caught it. Missing word: sentence
Introducing and
9 Dominic admitted to take taking the sequencing 1b
money, but he denied stealing the watch. a littering b issued c fine
10 If I hadn’t lost my umbrella, I didn’t Adding
arguments d heavy/heavier e designated
wouldn’t be so wet now!
f lodged g formal h court
i prosecuted j suspended
Developing speaking p33 Making However
k community l criminal
contrasts Many people
1 claim that 2
A 3 B 1 C 2 Others argue 1 B 2 A 3 A, B 4 C 5 A, C
2 Expressing 3
a around b proportion consequences 1 NM 2 F 3 T 4 F 5 F 6 NM
c in comparison with d under e over Expressing My own view 7 T 8 T
f grew/rose g levelled off h fluctuated opinions In my opinion 4
3 Concluding In conclusion Students’ own answers
1 One of in four
5
2 A quart quarter of (the) people 3 1 contravene 2 violated
3 
Three times so as many people made For: 1, 4
complaints this year as (compared to) 3 infringement notices 4 fade
Against: 2, 3
last year. 5 coverage 6 persisted 7 excessive  
4 
A considerable number amount of
4 and 5
Students’ own answers Grammar in context p38
money
5 The third large largest response 1
6 has fallen dramatic dramatically Revision: Units 1–4 1 b 2 e 3 f 4 d 5 a 6 c
7 losses have levelled up off   
Grammar p35 2
4 1 ’ll phone 2 is going to 3 leaves
A: 1 neither agreed nor disagree; 1
1 If I’m free this evening I’ll come to the 4 ‘s going to 5 is going to 6 are going
2 agree;
science lecture with you. 3
3 strongly agree;
2 If I hadn’t overslept this morning, 1 A 2 B 3 B 4 A 5 A 6 B 7 A
4 strongly disagree I wouldn’t have missed my bus.
B: 1
 National media; 3 If I had read about the experiment,
2 Scientists; I would have been able to answer the
3 Celebrities; teacher’s questions in class.
4 Friends and family

Workbook answer key 159

 4 Developing speaking p41 8 I urge you to …
1 opens 2 is going to snow 9 Yours faithfully
3 are you doing/are you going to do 1
1 F 2 T 3 F 4 T 5 F 4
4 am going 5 will like
6 will drive 2 Contrast Give Conclusion
1 what about reasons
GRAMMAR CHALLENGE p38 2 The only problem is although since In conclusion
3 why don’t you not only … as
5 but also
4 That’s a good, Do you think I should
1 B 2 C 3 B 4 A 5 A 6 B
5 have you thought about 5
7 C 8 A 9 B 10 C
6 Do you mean 1 
Three reasons – student numbers have
7 Yes, that sounds fallen, standards have dropped, school
Developing vocabulary and needs repairs
listening p39 3
2 Yes, he does.
Asking for Giving Responding
1 advice advice to advice/ 6 and 7
1 on, of 2 on, of 3 in, of 4 in, of Asking for Students’ own answers
5 On, of 6 out, with 7 by, of 8 In, to clarification
2 If you were You might That sounds Revision: Units 1–5
a on behalf of b in the process of me, would want to … helpful/
c on the strength of d In addition to you …? If I were ideal Grammar p43
e out of touch with f by means of What do you, I would But what
you think … about …? 1
g in aid of h on account of Suggested answers: 1 am going to bed
I should …? You ought Don’t you
3 What about to/had think it 2 will get worse 3 is going to break
1 b 2 d 3 e 4 a 5 c …? better … would be 4 does the shop open
Do you Have you better to 5 am/‘m visiting my grandparents
4 think thought …? 6 are going to lose 7 will/‘ll help  
1 heart rate, facial expressions I should …? about …? Are you
2 their brainwaves Why don’t saying that 2
3 100% you …? …? 1 will have been walking 2 giving up
4 previous crimes What about Do you 3 will have been 4 will be doing
5 19% …? mean …? 5 will have finished/will be finished
6 a unique chemical code That sounds
sensible. 3
7 in court 1 I moved here almost ten years ago –
8 to catch foreign criminals That’s
a good next month I will be living I will have
9 five miles per hour idea. been living here for ten years.
The only 2 I want finishing to finish my book
VOCABULARY EXTENSION p39 problem tonight, so I’m not going out.
5 is … 3 What do you do will you be doing at
1 in fear of 2 at the sight of this time tomorrow?
4 4 Tom was very rude – he might not speak
3 for the attention of 4 in exchange for Suggested answers:
5 for the purpose of 6 in need of shouldn’t have spoken to the teacher
a Why don’t you like that.
b Do you think I should 5 What are your plans for the weekend?
Grammar in context p40 c If I were you Are you doing/Are you going to do
1 d That’s a good idea anything special?
1 future continuous e What about 6 We will finished will have finished
2 going to happen very soon f You might want to eating by eight o’clock so I can meet
g have you thought about you then.
3 future perfect simple
4 future perfect continuous h That sounds ideal
i The only problem is Vocabulary p43
2
1 A 2 A 3 B 4 B 5 A 5 and 6 1
Students’ own answers 1 heavy fine 2 littering
3 3 suspended sentence
1 will have finished Developing writing p42 4 lodge a complaint
2 will have created 5 prosecute 6 designate
3 will have been playing 1
1 merely 2 a number of 3 providing 7 community service 8 ban  
4 will have bought
5 will have been studying 4 The vast majority of 5 Numerous 2
6 will have been driving 6 highly 1 on 2 in 3 by 4 in 5 in 6 On
4 2 3
a will have been travelling b will be a the vast majority of b number of 1 issued 2 wanders 3 steering wheel
sitting c signing d get e will get c merely d highly e numerous 4 non-designated 5 cold shoulder
f will have been g will have sent f providing 6 genetic engineering
h will be working i will talk j have 3
1 I am writing on behalf of
GRAMMAR CHALLENGE p40 2 … to protest about
5 3 I should like to draw your attention to …
1 will have been working 2 will be sitting 4 My second complaint concerns …
3 If only I could win 4 advised her to ask 5 The fact is
5 is on the verge of asking 6 To make matters worse,
6 should have told 7 will have finished    7 Might I suggest …?

160 Workbook answer key

 Workbook answer key

5 3
Unit 6 1 agreed not to increase the rent 1 It is said that the pop star has three
2 
regretted doing it/regretted that he had swimming pools in his garden.
Reading pp44–45 done it The pop star is said to have three
swimming pools in his garden.
1a 3 wondered if the flat was available
2 It is believed that the house was built
4 claimed that they would win
F a hundred years ago.
5 promised to help me The house is believed to have been built
U 6 warned us against moving/warned us a hundred years ago.
not to move 3 It has been reported that the
L F
government plans to increase the
L T L GRAMMAR CHALLENGE p46 housing budget.
Y N A The government has been reported to
6 plan to increase the housing budget.
F U T 1 Mark refused helping to help me to 4 It has been claimed that the building has
U M D H S
clean the flat. fallen down.
2 We shouldn’t do have done that, it was The building is claimed to have fallen
R O E E H a terrible idea. down.
N S V P A 3 Neil offered go to go flat-hunting with 5 It is thought that he paid over £3 million
me. for the house.
I U E O R He is thought to have paid over
4 By the time I finish my project, I’ll
S O I S E £3 million for the house.
be writing have written 5,000 words.
H H N I 5  The landlady informed to us us (that) she 4
was increasing the rent. 1 The flat is reported to have damp
E T
6  Sue blamed that I made me for making problems.
D O U P a noise, but it was her.   2 The builders are known to have repaired
the ceiling.
1 fully furnished 2 deposit 3 do up
Developing vocabulary and 3 The house is said to be haunted.
4 move in 5 house-hunt 6 flat-share
listening p47 4 It has been suggested that the previous
1b tenant didn’t look after the property.
1 B 2 A 3 A 4 C 5 B 1 5 The gardens are believed to have been
1 B 2 C 3 A 4 B 5 C 6 B designed by a famous landscape artist.
2
1 B 2 D 3 A 4 C 2 6 It has been suggested that the kitchen
1 Staying with my grandparents is (like) needs decorating.
3 a home from home. 7 It is said that the flat is being cleaned by
1 B 2 D 3 A 4 A 5 D 6 C 2 Watching those early black and white a cleaning company.
7 B 8 C 9 D 10 C films really brings it home to you how far 8 It has been reported that the house has
4 we’ve come in cinematography. great furniture.  
Students’ own answers 3 Footballers can take home up to
£300,000 per week. GRAMMAR CHALLENGE p48
5
4 My new phone is OK, but it’s nothing to 5
1 advocates 2 welded 3 supply
write home about. 1 used to visit my grandparents every
4 sustainable 5 drawn to
6 thriving 7 self-sufficient 5 Trudy told Tom some home truths. summer when I was a child
3 2 are said to be being built
Grammar in context p46 1 Frank Lloyd Wright 2 Edgar Kaufmann 3 tend to get up early in summer
3 Bear Run 4 Fallingwater 5 $155,000 4 won’t move into the flat unless the
1 landlord gives me a proper contract
6 $58,000 7 $11.4 million
1 added, agree, claimed 2 told 3 ask 5 The architect is reported to have finished
6 recommends 4 6 needn’t have phoned the landlord
a 1936 and 1938 7 The house is thought to have a
2
b (instantly) became famous 8 am on the verge of finishing preparing
1 announce, claim, complain
c before you die for my exams
2 inform, remind, warn
d nine months
3 want to know, wonder
e three Developing speaking p49
4 agree, claim, offer
f frames
5 forbid, instruct, invite, remind, warn 1
g concrete and metal
6 recommend, regret, suggest Photo A
h $2.6 million
7 
accuse somebody of, apologise for,
congratulate somebody on, criticise i swimming pool 2
somebody for j youth programmes    1, 2, 3, 5, 6, 7
8 demand, recommend, suggest 3
VOCABULARY EXTENSION p47 a probably b maybe
3
1 to be 2 having 3 that I should cut 5 c generally speaking d definitely
4 to give me 5 me of cheating 1 e 2 a 3 c 4 b 5 d e presumably f carefully g apparently
6 not to wait 7 that we had been playing 6 4
1 A 2 C 3 B 4 C 5 A 1 generally speaking
4
2 maybe, apparently, definitely,
2 advised ‘Do not travel to Kenya.’ Grammar in context p48 presumably
3 admitted ‘I stole the money.’ 1 3 carefully
4 recommended ‘You should try 1 passive reporting verb, verb
the restaurant.’ 5
2 reporting verb, present infinitive Suggested answers: a Presumably
5 asked ‘Have you heard the news?’
2 b Luckily c definitely d Personally
1 a, c, d, g, h 2 b, e, f 3 a, d e To be honest f Clearly
4 b, c, e, f, g, h   g Unfortunately h Frankly

Workbook answer key 161

 6 2 GRAMMAR CHALLENGE p54
Students’ own answers 1 at home with
5
2 home in on (line 2) will be open be opened on
Developing writing p50 3 to write home about Saturday (line 5) the mall is being
4 it brought it home to me opened is opened to the public (line 6)
1 preparations are still been made being
Students’ own answers 5 be home and dry
6 take home made (line 7) workers will finish will have
2 finished them by Saturday (line 9) food
City break: photo B 3 and drink will provide be provided (line
Away From It All: photo A 1 C 2 B 3 A 4 A 5 C 6 B 10/11) a magic show with clowns has
arranged has been arranged (line 12/13)
a historical b sprawling c shabby Get done your shopping your shopping
d vibrant e cosmopolitan Unit 7 done (line 15) enjoy to be being
f renowned g magnificent h hilly pampered (line 17) the organisers have
i quaint Reading pp52–53 promised giving to give (line 18) you had
will have a great time
3 1a
Suggested answers: 1 marketing campaign 2 freebies Developing vocabulary and
1 
If you’re young and think it sounds 3 word-of-mouth publicity listening p55
boring, think again! 4 brand name 5 banners 6 billboard   
2 
So, if you’re into history, there’s plenty to 1
1b
learn … Prefixes Suffixes
1 make 2 launched 3 giving
3 Why not stop for a picnic …? 4 endorse 5 use magnify collectable
4 Interestingly, … postpone action dangerous
1c
5 
Maybe even a horse poking its nose into multi-storey global modernise
1 cold 2 (word-of-mouth) publicity
your tent in the morning! pre-concert lucky comic
3 (marketing) campaign 4 banner
4 and 5 5 billboard   neighbourhood
Students’ own answers inventive hopeless
2 lovely management
1 F 2 T  
Revision: Units 1–6 skilful originality
3 credible criticism
Grammar p51 1 c 2 d 3 b 4 b 5 a 6 c tallish darkness
1 4 2
1 Frank admitted making a mistake. Students’ own answers a withdrawal b detrimental
2 
My dad warned Jason not to touch 5 c appearance d controversial
the door because he’d just painted it. 1 convey 2 shape 3 subsequently e artificially f famous g disorders
3 
The teacher criticised Julia for not 4 approach 5 catering 6 pervasive h unfortunately i decision j creativity
checking her work.
3
4 
Mary regretted not going on the trip to Grammar in context p54 c
Paris.
5 
Carol suggested starting their own 1 4
website. a 7 b 3 c 2 d 1, 4, 6 e 5 1 b 2 c 3 d 4 c 5 b
6 
Steve congratulated Penny on getting 2
the job. VOCABULARY EXTENSION p55
a are now accepted
7 
Leo insisted on finishing the work before b are still being asked 5
they went. c are broadcast
8 
My mum advised Rob to check the price Regular Irregular Adjective
d is believed with -en/-n with -en/-n = Verbs
online.
e be blamed
2 f have been banned brighten, heighten, narrow,
1 My brother claims to have cleaned his g be more tightly controlled cheapen, lengthen, smooth,
bedroom, but I don’t believe him! darken, deafen, strengthen thin
2 Years ago, it was thought that the Sun 3 deepen,
went round the Earth. / Years ago, the 1 A lot of people have been sent invitations flatten, harden,
Sun was thought to go round the Earth. to the exhibition (by the company). / loosen, redden,
Invitations to the exhibition have been sadden,
3 Smoking was said to be good for your sharpen,
health! / It was said that smoking was sent (by the company) to a lot of people.
shorten, soften,
good for your health! 2 Their teacher was given a present sweeten,
4 The house is known to have been built in (by the students) on her birthday. / tighten,
1908. A present was given to their teacher on weaken,
5 It has been suggested that the house her birthday (by the students). widen, worsen
was badly designed. 3 Fake perfume was sold to us at the
market. / We were sold fake perfume at 6
3 the market. 1 widen 2 loosen 3 strengthen
(line 1) he said/he told me (line 2) he
claims to have gone (line 3) He accused 4 A reduction was offered (by the shop) 4 deafened 5 darkening
me of (line 5) he should have called (line if we paid in cash. / We were offered
8) I overheard her say/saying a reduction (by the shop) if we paid in Grammar in context p56
cash.
4 1
Vocabulary p51 1 every 2 each of 3 none of
1 having your hair styled
1 2 have your garden landscaped 4 no 5 a, number of 6 all 7 None
1 deposit 2 moving 3 furnished 3 to have your car serviced 2
4 do 5 hunting 4 Have someone else do a A number b every c None d Most
5 have your nails manicured e no f each g All

162 Workbook answer key

 Workbook answer key

3 1b
1 B 2 C 3 B 4 A 5 A 6 B 7 B Revision: Units 1–7 1 eye-catching 2 heart-warming
8 C   3 eye-opening 4 soul-destroying
Grammar p59
4 5 ear-splitting 6 breakneck
1 
I can remember every of detail every 1 1c
detail of the actor’s biography. a has just been reported 1 nail-biting 2 mind-blowing
2 
None the None of the people I talked b were altered/had been altered 3 eye-opening 4 hair-raising
to at the concert enjoyed it. c had not been stated/was not stated 5 heart-warming 6 soul-destroying
3 (correct) d is being done 7 eye-catching 8 heart-stopping
4 
A number of people has have e is being undermined 9 breakneck 10 ear-splitting  
complained about that advert. f were received
g will be more tightly controlled 2
5 
Most the Most of the students in my
1 c 2 a 3 e 4 b 5 d
class speak English. h to be banned   
6 
Each programmes Each of the 2 3
programmes in the series was excellent. 1 get Dave to check / have Dave check 1 C 2 E 3 A 4 D 5 F 6 B
2 did you have / get your hair done 4
GRAMMAR CHALLENGE p56 3 to have / get my photo taken, have / get Students’ own answers
5 it done 5
a is b few c to d been e for 4 had the garage fit / got the garage to fit 1 elated 2 revolved round 3 brace
f When g Most h all i every 5 Have you had your dog vaccinated 4 overwhelmed 5 vent 6 gauge
j couldn’t k admitted l none     3 7 column 8 viewfinder 9 steam  
1 Every Each/Every one of the contestants
Developing speaking p57 2 None of the students in class Grammar in context p62
1 3 (correct) 1
1 C 2 E 3 D 4 B; photo A is not 4 there was none of left 1 b, e 2 c, d 3 a, f
mentioned
5 There was none no food in the fridge 2
2 6 I am living have been living / have lived 1 F 2 F 3 T
1 T 2 F 3 T 4 T 5 F 6 T 7 T in this flat
7 they had sold most of the new phones 3
3 1 Struck 2 Walking 3 Having spoken
1 think 2 don’t 3 suppose 4 mean 8 Matt can’t give have given Lucy your
message 4 Having played 5 Confused
5 Let’s 6 so 7 see 8 right 6 Distracted 7 Picking 8 Watched
4 Vocabulary p59 4
A 6 B 2, 5 C 4, 8 D 3, 7   1 Having been told that
1
5 2 Not wanting to look silly
Students’ own answers 1 billboards 2 publicity 3 freebies
3 Worried by poor ticket sales
4 endorse 5 banners 6 brand  
4 Hoping to make a good impression
Developing writing p58 2 5 After being chosen to play
1 helpful 2 predictable 3 innovative 6 When using this cleaner on
1
4 thirtyish 5 successful 7 Having woken up late, Miranda was
1 purpose, present 2 to 3 based
6 instantaneous 7 autobiography 8 After winning the tennis match easily
4 previously 5 recommendation
8 multi-purpose
6 consideration, All 7 in, up
3 GRAMMAR CHALLENGE p62
2
1 A 2 C 3 A 4 B 5 B 6 A 7 B 5
1 A fashion show.
2 
The school authorities, because they 1 I was determined to improve my game
want to decide whether to organise Unit 8 after having watched after watching the
match on TV.
a similar project next year.
3 
No, it criticises not putting the show on Reading pp60–61 2 By 8 pm I’ll have being working have been
the school website and not advertising working for eight hours.
1a 3 Having left Having been left in the
on the radio.
4 
Inviting a famous model to attract R B L O W I N G sunshine, the ice cream quickly melted.
people from outside the area. 4 (correct)
A G N
5 (correct)
3 I N G I 6 We can’t afford buying afford to buy
Suggested answers: a new car, although our old one keeps
S I N Y
1 
that was held, should be organised, was breaking down.
well received, was fairly well publicised, M I O
was not put, were served, was done, was 7 I can learn to drive now, been seventeen
presented, was … appreciated, would R N R N E C K being seventeen.
be donated A E T G
8 
Given out After giving out/having given
2 
The purpose of this report is … All in all, out a test, the teacher left the classroom
W P S C A T C H I N G for five minutes.
My main suggestion
3 However O E B I T I N G
4 
all (those involved), no (long queues),
Developing vocabulary and
D S P L I T T I N G
more (money) listening p63
5 to assess the success, a costly oversight, 1
the previously mentioned lack of S T O P P I N G
2 You’ve proved your point.
publicity, this would ensure   
1 splitting 2 blowing 3 raising 3 Can you get to the point?
4 and 5 4 warming/stopping 5 warming/stopping 4 I was on the point of calling you.
Students’ own answers 5 I agree up to a point.
6 opening/catching 7 opening/catching
8 destroying 9 biting 10 neck 6 You’ve missed the point.

Workbook answer key 163

 2 Developing writing p66 Vocabulary p67
1 tip 2 account 3 draw 4 hard
5 clear 6 break 1 1
1 B 2 D 3 A 4 C 1 biting 2 catching 3 splitting
3 4 blowing 5 destroying 6 raising
2 tip 3 break 4 account 5 hard 2
1 whilst
7 neck 8 warming
6 clear
2 On the other hand 2
4 3 after all 1 
At this point, I think we should stop and
Task 1: 1 C 2 H 3 E 4 D 5 B 4 as well as/what is more have a coffee.
Task 2: 6 F 7 B 8 A 9 G 10 C 5 Does it follow …? 2 
I’d like to draw your attention to
6 There is no doubt that the rules for using participles.
5
7 as long as 3 
We must take all aspects of the issue
1 NM 2 T 3 F 4 T 5 F
8 a good thing into account.
3 4 
I didn’t catch what the lecturer said at
VOCABULARY EXTENSION p63
the end of the talk.
6 Introducing and sequencing arguments 5 
It broke my heart when my dad sold our
1 mark 2 ran 3 match 4 even First and foremost / Last but not least old car.
5 order 6 
My friend’s mum is going to pick us up
Adding arguments after the concert.
Grammar in context p64 Furthermore / Moreover / Not only … 3
but also / What is more
1 1 C 2 C 3 B 4 A 5 B 6 B
Making contrasts and giving counter
1 uncountable, countable 2 can, must
arguments
3 as 4 changes 5 comparative Unit 9
6 modify 7 superlatives On the one hand … on the other hand /
Despite the fact that Reading pp68–69
2
1 more 2 as 3 longer, considerably Expressing consequences 1
4 scariest 5 almost 6 less As a result Across:
7 better 8 by far 3 enrol 6 footsteps 8 aspirations
Expressing strong personal opinions 10 ended 11 insight 12 get
3 To my mind / There’s no doubt that / As 14 looked
1 I have played fewer basketball games far as I’m concerned
than Greg has this season. Down:
2 The more you work out, the fitter you’ll Expressing general or other people’s 1 serve 2 settle 4 accomplish
get. opinions 5 feet 7 hand 9 setbacks 13 hold
3 It isn’t as/so quiet by the beach as it is in It is widely accepted that / Some people 2
the countryside. claim/argue that 1 Careers in Science, Technology,
4 A tent doesn’t give you as much Engineering and Maths
comfort/the same comfort as a hotel. Concluding
5 Going by car to the forest takes less time All in all / To sum up
2 Boys
than cycling. 3
4 1 C 2 B 3 A, B 4 D 5 A 6 B
GRAMMAR CHALLENGE p64 1 A 2 A 3 F 4 A 5 F 7 D 8 A 9 C
4 5 4
1 What confuses me is 1 F/A 2 O Students’ own answers
2 I was really impressed by 6 5
3 must get this cracked window replaced Students’ own answers 1 state-of-the-art 2 fired 3 code
4 
are far fewer speed cameras
4 excessive 5 mentor 6 sparked
5 me what I had been working
6 The more exercise you do Revision: Units 1–8
Grammar in context p70
7 last saw Diana about three weeks ago Grammar p67
8 considerably stronger than I used 1
9 unless you have time 1
Use the Use a/an Do not use an
10 not as good a footballer as 1 Trapped 2 Driving 3 Wanting article
4 Having got 5 Seeing 6 Watched
Developing speaking p65 2, 7, 10, 11 4, 5, 8 3, 6, 9
2
1 1 as 2 easily 3 far 4 easier 2
A skateboarding in a skate park 5 colder 6 as 7 fewer 8 as 1 The, an 2 a, the 3 The, a, the
4 0, an, 0 5 The, the 6 the, 0
B sailing 3 7 0, the, 0 8 a, a, 0
C horse-trekking 1 
The second film in the series isn’t
Order mentioned: 1 skateboarding in so interesting than as interesting as 3
a skate park 2 horse-trekking 3 sailing the first one. 1 0 2 the 3 0 4 the 5 0 6 the
2 This computer game isn’t near nearly 4
2 as much fun as the last one. Students who are looking for more
1 T 2 F 3 F 4 T 5 F 6 T 3 Your essays are getting more and information about possible careers and
3 more as interesting more and more advice on what to do to make their
1 Let 2 put 3 what 4 other interesting. ambitions a reality will be interested in
4 (correct) an event we are holding over the weekend
5 meant 6 think 7 truth of 14th–15th April, here at Garton College.
5 People nowadays have to be inform
4, 5 and 6 informed about technology. Representatives of some of the major
Students’ own answers UK companies will be on hand to talk
6 I think that walking is slightly the best to students about qualifications and
better for your health than cycling. job requirements and also to discuss
7 (correct) recruitment procedures. There will be

164 Workbook answer key

 Workbook answer key

a series of talks by experts about different 6 Developing writing p74

career paths and the wide range of job 1 
I missed the opportunity to study in
opportunities available to graduating Spain because I applied too late. 1
students. You can book individual advice 1 I write am writing in response with to
sessions with careers advisors, but please
2 Tom never breaks a promise.
your advertisement
make sure that you book early as there will 3 
The unemployment figures reached
a peak in 2015, but then they declined. 2 I am interest by interested in the
only be a limited number of slots available. position to of
For more details on the careers weekend, 4 
The teacher demanded an explanation
go to the college website and click on for the poor work we had handed in. 3 I could would welcome the opportunity
‘careers at Garton’. A Llot of hard work has for to work at your company
5 
The authorities will not release a prisoner
gone into planning this event and we hope if they think he still poses a threat to 4 I believe I am good-suited in well-suited
students will find it useful and interesting. the public. for this job
5 I have experience to of working
GRAMMAR CHALLENGE p70 Grammar in context p72 6 I consider myself being to be
5 7 I am would be delighted to attend
I finally heard the result of an the interview
1 an interview at your first earliest
I had the last month. You remember? It was 1 a, f 2 c, e 3 b, d convenience
for a the job of an (the) assistant manager 2 8 As requested, I send enclose my CV
of my sector. Andy’s an the assistant curriculum vitae
1 
The person from whom I received the
manager at the moment, but he’s been
promoted so they held interviews for information was Mr Peters.
his replacement. It was, quite honestly, 2 This is the university at which I studied. 2
the worst interview I’d ever done. I was 3 
The office in which I worked last summer Supervisor/organiser for activity weeks for
a the last to go in and I was really nervous had no air conditioning. 11–13 year-olds
by then. The Qquestions were really easy, 4 
The students with whom I worked in July 2, 3, 5, 7, 8, 9, 10
but I didn’t answer at all well. Needless to
were all from Italy. 3
say, I didn’t get the job, but I’ll try again
next time. I shouldn’t complain because 5 
The languages for which I received 1 d 2 c 3 e 4 a 5 b
I like my job and the people I work with. top marks at college were French and
Anyway, how are you getting on at
Russian. 4 and 5
6 
I studied with a great teacher from Students’ own answers
the university? Have you decided
on the a career yet? Make sure whom I learnt a lot.
you get the best advice possible!
The uUnemployment is not an option!!
3 Revision: Units 1–9
1 case 2 point 3 reason 4 whom
Are you still sharing the house in Duke Grammar p75
Street? I must come round to visit 5 which
sometime. I’ve got a couple of the DVDs 4 1
you might like to watch. 1 the last of which 2 many of whom You know a lot about IT and I need your
Write soon, advice! I’m thinking of buying a new laptop
3 most of which 4 the first of whom for my mum’s birthday. The Oold one
Tom 5 some of whom she’s using is really out of date. It’s the one
I had when I was at school. When I went
Developing vocabulary and GRAMMAR CHALLENGE p72 to university I got a new laptop from my
listening p71 parents and I gave the other one to Mum.
5 I’m not sure what to get her. Liam’s got
1 (line 3) is someone from whom (line 4) The a tablet and he likes it a lot. Do you think
1 opinion (knowledge, understanding) office in which I worked (line 4) was a busy laptops or tablets are better? And do you
2 staff (position, post) place (line 6) I wouldn’t have learnt (line think it’s a good idea to buy it myself or go
8) Good mentors have already learnt (line round the shops with Mum so that she can
3 advantage (setback, resistance) 9) can demonstrate the behaviour (line 10) choose the one she wants? Let me know
4 direction (survey, analysis) encourage you to do (line 12) show you what you think.
5 revision (career, course) what is required in your job (line 13) will Love, Maggie x
6 attention (problem, change) be promoting (line 17) at which point I will
become    2
2
1 The interviewer asked me a lot of
1 confidence 2 up 3 cause 4 voice
Developing speaking p73 questions, none of which I could answer.
5 suffered 6 pay 7 speak 8 stand
2 It may be difficult to read my
3 1 handwriting, in which case do call me.
1 b 2 a 3 c 2 Nurses E 3 That’s the e-reader which I bought for
3 Farmers F £50 second-hand/for which I paid £50
4 4 Factory workers B second-hand.
1 (It took) ages. 5 Binmen/Rubbish collectors C 4 Peter, with whom I used to go to school,
2 Through contacts. 6 Teachers A is now a famous football player.
3 Disheartened and rejected/demoralised.
2 5 The supermarket in which I worked has
4 Tailoring your CV now closed down/which I worked in has
5 20 seconds 1 B 2 D 3 E 4 A 5 F 6 C
now closed down.
6 Specific/concrete examples 3
7 (Professional) networking site 3
1 for everyday life 2 (got) a car
8 A referee 1 I overheard Sarah to say say/saying that
3 health care 4 the future she’s going to London next weekend.
5 wool and cotton 6 dangerous
VOCABULARY EXTENSION p71 2 Mr Brown is the man for who whom
4 I used to work.
5 1 large 2 of 3 On 4 In 3 I think I’ll study the a course in
1 reach 2 dismiss 3 answer 4 break 5 Normally 6 cases 7 Broadly engineering when I go to university.
5 pose 6 promote 7 miss 8 extent 4 Mark’s face was red because he has had
8 demand 9 negotiate 10 outline been running for a long time.
5
1 Most/Many 2 extent 3 By 4 cases 5 (correct)
5 Usually/Normally 6 Broadly 6 Watching Watched by her teammates,
Lucy scored a goal just before the end of
6 the match.
Students’ own answers

Workbook answer key 165

 Vocabulary p75 5 3
Verb + gerund Verb + infinitive 1 B 2 C 3 A 4 A 5 B 6 C
1
1 enrol 2 serve 3 inspire 4 hold apologise for carry arrange ask 4
5 insight on consider deny decide expect a whatever b whoever c wherever
feel like include hope inspire d however e whichever f wherever
2 like practise risk persuade remind g whenever h whatever
1 embarking, gain 2 weigh seem
3 overcome 4 stand, take, voice, speak
GRAMMAR CHALLENGE p80
3 GRAMMAR CHALLENGE p78
5
1 B 2 A 3 B 4 C 5 A 6 C 6 1 It was interesting to see that the results
7 C 8 B Study with us! Do you need improving to of the survey reflected my predictions.
improve your English for work or study? 2 It’s a plant that grows whatever
Perhaps you want to travel and use English
Unit 10 interacting to interact with the people
wherever there’s a hot climate.
you meet. We can help you achieving to 3 The first person answering to answer
Reading pp76–77 achieve your ideal level. Peers Language the question correctly will get a prize.
School has an excellent reputation for to 4 (correct)
1 5 We’re determined having to have
help helping students from all over the
1 took 2 implied world improving to improve their language a great holiday however much it costs.
3 witty 4 offended skills. We run courses throughout the year 6 If you could choose to live anywhere in
5 gaffe 6 wrong and we can arrange for you staying to stay the world, where do would you go?
7 cross 8 nuances with a local family. You can choose coming
7 
I trust James completely, so I’d do
9 missed 10 puzzling to come in the summer and enjoy all the
whichever whatever he asked me to do.  
seaside attractions that the wonderful town
1 f 2 d 3 j 4 h 5 b 6 i 7 c of Eastbourne has offering to offer. It’s
8 a 9 g 10 e also worth to come coming in the winter Developing speaking p81
2 months when the classes are smaller.
1 and 2
1 C 2 B 3 A Students’ own answers
Developing vocabulary and
3 3
a language learning
listening p79
1 F 2 T 3 F 4 F 5 T 6 F
b medicine/science 1
c had increased/grown 4
1 B 2 C 3 B 4 A 5 A 6 C
d changed 1 seem 2 vague 3 vivid 4 struck
7 A 8 C 9 B 10 C
e ability 5 sticks
2
f tailoring/adapting 5
1 It was difficult to make out exactly what Students’ own answers
4 Mark was saying.
a tenses b same words/phrases 2 About 50% of the people there spoke Developing writing p82
c in relation d health e 30% out in favour of our idea. 1
f instinctively 3 I didn’t pick up on the fact that Jodie 1 The Head of English
5 was absent this morning. 2 
Ideas to make the camp a success, ideas
1 T 2 NM 3 F 4 NM 5 T 4 It’s sometimes not that easy to get to keep the cost low and ideas about
through to people. location
6 5 I hate it when people cut in on my
Students’ own answers conversations. 2
7 3 Introduction
1 oriented 2 tailor 3 sarcasm 1 NM 2 T 3 NM 4 T 5 F The aim of this proposal is to …
4 cognitive 5 instinctively This proposal relates to …
6 melodious   4
This proposal describes/outlines …
a romantic or sophisticated
b sounds pleasant Outlining the situation
Grammar in context p78
c less attractive In the light of students’ comments, …
1 d not shared by It is beyond dispute that …
1 infinitive 2 gerund 3 gerund e 850,000,000
4 infinitive 5 gerund 6 gerund f economic growth Suggestions
7 infinitive 8 infinitive g relationship We could …
2 h speakers’ culture … should …
a 4 b 7 c 3 d 2 e 5 f 1 g 8 i fact and opinion I/We suggest that …
h 6 j role Adding information
k change our perception
3 l appreciate Arabic culture We could also …
1 Understanding 2 causing 3 to do … as well as …
4 to put 5 to get 6 asking VOCABULARY EXTENSION p78 Conclusions
7 watching, to improve 8 getting
5 To sum up,
4 1 through 2 up 3 in 4 back 5 by On balance, we are of the opinion
a to improve b going c understanding that …
d following e watching f to get Grammar in context p79
g to practise h to look up
i to download 1
1 whenever, doesn’t make
2 however, makes
2
a 1 b 2 c 1

166 Workbook answer key

 Workbook answer key

3
Introduction
This proposal looks at …
Outlining the situation
It is clear from (their comments) that …
With regard to …, the general view is
that …
Suggestions
We propose/recommend (that) …
If …, this would …
Adding information
Additionally, …
Also worth mentioning is ...
Conclusions
In conclusion, … ; Finally, ...

4
1 Yes, it does.
2 
Yes, it is. It is divided into paragraphs
with clear headings.
3 
is held, have (previously) been
organised, could be used, be offered
The passive is used to make the
language more formal.
5 and 6
Students’ own answers

Revision: Units 1–10

Grammar p83
1
1 translating 2 to ask 3 Doing
4 recycling 5 applying 6 getting
7 to help 8 filling
2
1 Whenever 2 however 3 Whoever
4 Whatever 5 wherever 6 whichever
3
a whatever b a c forget d already
e could f unless g will h since
i should j hasn’t k to

Vocabulary p91
1
1 purposes 2 found 3 witty 4 end
5 nuances
2
1 A 2 C 3 B 4 A 5 B 6 B
3
1 stopping 2 gaffe 3 opening
4 spoke 5 out 6 served
7 setbacks 8 offended

Workbook answer key 167

 Workbook
audioscript

Unit 1 varied: I saw one giving tips for riding Presenter:

competitions, another was dedicated to So, do you have to pay?
Developing vocabulary and clothing for horse riders and there was Jack:
listening p7 another about improving technique. And
Well, you can join up for free and try it,
within the site, members can publish
4 and 5 01 but you need to buy VIP membership to
their own blog posts. And there are lots
Presenter: sing with other people. And while we’re on
of groups you can join on the site, for
How many social networking sites do you the subject of hobbies, there’s also a site
example, horse care, horse art, jobs with
use? If you’re like most people, perhaps for knitters called Ravelry. It’s got over 3
horses, and so on. So within the site you
you use one or two of the most well-known million members, and they share knitting
can find and join really specific groups.
ones such as Facebook or Twitter …, but patterns and ideas with fellow knitting
Presenter: enthusiasts.
what you might not know is that there are
I’m not sure that’s the site for me … I would Presenter:
hundreds of social networking sites. Jack
go horse riding every week in the summer
Jones has been doing some research. Jack, Now, that sounds like the site for me –
holidays as a child, but that was a long time
what sort of following do these sites have? I love knitting! Now, if you know of any
ago! Is there anything similar for people
Jack: similar sites, text or email us or join our
who are dog-lovers, like me?
It varies, but you’d be surprised – some of phone-in after the break.
Jack:
them have millions of followers. And they
Yes, there is! It’s called Dogster, and there’s Developing speaking p9
can go from being relatively unknown to
one called Catster for people who love
being hugely popular. Look at Pinterest, for 1, 2 and 3 02
cats. On Dogster, for example, you can find
example. It used to be a small website for Interviewer:
out about different breeds of dog, food
people to save images of their hobbies and What do you like doing in your free time?
and treats, healthcare, training, behaviour
categorise them on different boards, and
… and so on. It started in America, but Tomas: Well, I hate being bored, so
follow other users with similar tastes. But
there’s definitely a Dogster UK, too. And of I’m always busy. I’ll usually play football
nine months after it launched, it had 10,000
course, all three of these animal sites have two or three times a week and I often go
users and within two years it had become
Facebook pages, so you can follow those if swimming, too. I’m one of the organisers of
one of the top ten largest social networking
you don’t want to join the sites. the film club at school, and that takes quite
sites with 11 million visits a week!
Presenter: a lot of time. I often watch films, of course,
Presenter: and I meet my friends most weekends.
My dog is always behaving badly so that
That sounds a lot – but is it really, in terms Interviewer:
might be helpful for him! So, there are
of social networking sites?
plenty of sites for people with pets. What What’s the best way to learn a language?
Jack:
else? Tomas:
Well, it was the fastest site in history
Jack: To my mind, it’s visiting the country where
to break through 10 million visitors.
For me, one of the strangest ones I came the language is spoken. I’ve been learning
In March 2012 it was the third largest
across is called REMcloud. REM stands for English for six years and I’ve been to
social networking site in America, behind
Rapid Eye Movement, and it’s the phase of England twice to summer schools. Those
Facebook and Twitter. In February of 2013
sleep when we dream. REMcloud is a site stays really helped me! I would speak to
it had 48.7 million users and just a few
where you can share your dreams and English people whenever I could to practise.
months later in July, that figure had gone
compare them with other people’s. It has I used to listen to songs in English, too. Of
up to 70 million users worldwide.
over a million users, so it’s pretty popular. course, you also have to study hard!
Presenter:
What’s interesting about it is that we tend Interviewer:
That’s pretty amazing for a site that started to think of our dreams as being unique and Who has been the most important person
as a place for people to share their interest personal, but in fact you’ll probably find in your life so far?
in arts and crafts, fashion and food! your dream is the same or pretty similar to
I remember that I was always posting ideas Tomas:
at least one other person’s dream. It seems
and looking at people’s boards when it first Let me think about that for a second …
dreaming is more of a shared experience
started. So what are some of the other sites My parents are important of course, but
than we might think.
you’ve found out about? I think the most important person has been
Presenter: my grandma. She’ll always listen to me
Jack:
That’s no good for me because I never and she’s a great person to discuss any
There really is something for everybody … remember my dreams! Any other sites? problems with. She’s a lot of fun, too. She’s
one of the first sites I looked at is called
Jack: always making me laugh. I’ve learnt a lot
Trot On.
Another interesting site I found was called from her.
Presenter:
RedKaraoke. As you’d imagine, it’s for Interviewer:
Trot On? Let me guess … it’s something to people who like singing karaoke. You can What do you usually do on holiday?
do with horses. actually sing karaoke together with people Tomas:
Jack: on the site and other users become your
Hmm … I usually go to the beach with
Yes! It’s a social networking site for horse- fans! It’s got over 4.5 million members and
my family. We used to spend all summer
lovers and riders. It’s free to join, and over 2.5 million people have downloaded
there when I was a child, but now we go
members can share photos, videos and the app. There are lots of karaoke songs
for a month. We go to the same village
experiences with each other, and the site and lyrics, too.
every year, so I see my friends there, do
has its own blog. The posts look pretty
water sports … swimming and surfing, for

168 Workbook audioscript

 Workbook audioscript

instance, and relax. Personally, I think that’s of you. That’s all part of it. But with the distractions such as listening to music,
what holidays are for! increase in traffic, learning to drive is talking to people or eating and drinking.
Interviewer: a whole new ball game these days. Some people want to ban drivers eating
Thank you. Presenter: in cars, but I think it’s OK to eat a banana
Yes, it must be much more difficult to learn or a chocolate bar … especially if you’re
Developing vocabulary and to drive on today’s roads. driving long distances and need to eat to
stay awake.
listening p15 Teresa:
Presenter:
4 and 5 03 Absolutely. I’m glad I’m not learning now!
So even with all the difficulties, you still
Presenter: Presenter:
love your job?
We continue our series of interviews Of course, it’s not just the sheer number of
Teresa:
with people about their jobs. On today’s cars that makes driving more difficult, is it?
Oh yes, it may be hard, but it’s a secure
programme we’ll be talking to Teresa Teresa:
job. People will always need driving
Lyons. Teresa, you have what’s often been No, traffic congestion and constant road
instructors. And I enjoy the challenges and
described as one of the most dangerous repairs can cause road conditions that
I certainly never get bored. That might be
jobs in the world. What is it that you do? are almost like gridlock. That can try the
the best reason for doing this job!
Teresa: patience of the most even-tempered
Well, I’m not a mountain climber or an drivers and some, inevitably, get angry and
astronaut or a firefighter, if that’s what take unnecessary risks that make driving Unit 2
you’re thinking … But I do put my life on unsafe for others.
Developing speaking p17
the line every day when I get into my car to Presenter:
do my job teaching people to drive. Yes, driving is not just about being safe 1 and 2 04
yourself, it’s about staying safe when other David:
Presenter:
drivers do silly things, too. What about The picture shows some people. I think
There can’t be too many people who want
road rage? Do you think that exists? they might be tourists because they’re
to risk getting into a car with someone
Teresa: on an open-top bus, the type used for
who’s never driven before.
city tours and sightseeing. They must be
Teresa: Definitely! Most people are very
in a city because you can see an historic
I love it in spite of the risks … but considerate of learner drivers, as they can
building in the background and street
sometimes I think it would be easier to be still remember what it was like learning to
lights on the left. The people are dressed
an astronaut or a firefighter! drive. So they’re patient if a learner driver
in warm clothes so it must be a cold or
Presenter: goes more slowly or is a bit hesitant. But
windy day. They might be on a group tour
I remember once I was giving a young
How long have you been doing your job? from the same country or maybe they’re
driver his first lesson and he stalled the car
Teresa: on a city break having a short holiday to
in the middle of a busy road junction. He
Believe it or not, I started in the business relax from their busy lives, or perhaps
started the engine again quite quickly but
just over 30 years ago. In fact, it’s coming they’re visiting the city as part of a longer
by that time, the traffic lights had changed.
up for 32 years now. I was just 23 when holiday. I imagine they chose to travel by
A driver coming in the opposite direction
I started. open-top bus so they could see the sights
couldn’t turn right. Instead of waiting, he
Presenter: in a relatively short time and get a feel for
got out of his car and started shouting and
the layout of the city. That’s what I would
It can’t have been easy being a female he even banged on the roof of the car.
do. I think these tours are a great way to
instructor then. What were people’s Presenter:
sightsee. It’s certainly something I’d try.
reactions? That must have been very frightening.
Teresa: Teresa:
To be honest, I never had any problems. It was. He kept shouting about how he had
Unit 3
I suppose if I’d started in the fifties it would to get to hospital to see his wife, but it was Developing vocabulary and
have been a different story, but when scary. Driving can definitely bring out the listening p23
I started it was a little unusual, but nothing worst in some people.
extraordinary. I had a few people who were 5 and 6 05
Presenter:
surprised at first because my nickname’s Speaker 1:
He was probably a nice, calm person
Terry, so they were expecting a man. After I’ve always loved challenging my brain and
normally. Being worried could well have
that I put my full name on my business really making myself think. I think that’s
been the reason he behaved like that, but
page. A lot of women prefer a female what improves your thinking power, you
he shouldn’t have done it.
teacher, so I was never short of clients. know, the more you use it, the better it
Teresa: gets. When I was younger I used to do a lot
Presenter:
You’re right. Part of my job is helping of word puzzles. I think doing crosswords
And have things changed much?
people cope with the problems they may made me think about the meaning of
Teresa: face with other road users. Luckily that words and improve my vocabulary. That’s
It’s not like it was when I started. Of course, learner coped well and wasn’t put off one of the reasons I fell in love with words
some things are the same. It’s still hard to driving completely. Some people might and got into my job now … when you
learn to drive. That hasn’t changed. You never have got behind the wheel again. simultaneously translate what one person
have to master the physical controls of the Presenter: says for another to understand, then you
vehicle and then there are the different
What about in-car distractions? really have to love working with language
behavioural responses you need to
Teresa: and be able to think on your feet! I already
develop, too.
Getting people to understand the dangers speak four languages and now I’m studying
Presenter: Russian. Research has shown that bilingual
of using phones, even hands-free devices
Such as? speakers have higher levels of cognitive
is incredibly difficult. It’s one of the trickiest
Teresa: parts of my job! People don’t realise how control: they think better and solve
Making split-second decisions like slowing distracting they can be. A distraction, problems better than monolingual adults.
down when you see someone is about even a small one, can cause an accident. So I’d encourage everyone to learn at least
to cross the road or knowing instinctively Anything that takes your concentration one other language if they want to keep
when a car is going to pull out in front from the road is a potential danger. Even their brain healthy.

Workbook audioscript 169

 Speaker 2: it difficult that one hand was doing Jake:
Numbers are my thing, and I spend all a completely different thing to the other! The study has shown that humans are
day sitting at a desk working with them. I could already read music, so that wasn’t evolving more quickly than scientists had
I don’t deal with customers, just the a problem … but I’m really having to previously thought. They’ve shown that
numbers. I work in the foreign exchange practise hard. The benefits for my brain practically every man alive today can trace his
department, so I need to know about are huge, though. It stimulates different origins back to the same male ancestor, who’s
different currencies and about making parts of the brain … you’ve got motor been given the name of ‘genetic Adam’.
transactions. Anyway, recently, one of my control, hearing, visual and spatial skills Presenter:
colleagues persuaded me to go to Salsa … and memory, of course. And it’s one of
So is genetic Adam the first male ever?
classes with her and I haven’t looked back! the few activities that really involves both
Jake:
Apart from getting fitter, I’ve found it really sides of the brain – the right hemisphere,
the creative part of the brain, and the left No, there would have been other men alive
does sharpen your brain. Moving around
hemisphere, the more logical side of the at the time, but most paternal lines come
improves the flow of blood to the brain,
brain. It also stimulates emotions, so you’ve to an end. The paternal line is the genetic
and because you need to use different
got that aspect, too. In my case, it allows material that is passed down from father
parts of the brain – the cerebral cortex and
me to relax and switch off after a day to son.
the hippocampus – new neural pathways
are formed. Since I started, I’ve found running around with my students! Presenter:
I’m more creative and I’ve noticed myself So why do paternal lines come to an end?
making complex decisions more quickly. Developing speaking p25 Jake:
I’m totally hooked – I’m even thinking 5, 6 and 7 06 Well, men have, on average, one male
about training to become a teacher! Speaker 1: child … and males have one X and one Y
Speaker 3: chromosome, inherited from their parents.
I’d like to start by saying that I’m totally in
I don’t work now, though I used to work Females have two X chromosomes but no
favour of home schooling. Firstly, it’s perfect
in an office … that’s why I’m interested in Y. So, for example, if I have a son in future,
for talented children because it lets them
keeping my brain as healthy and sharp as he will inherit a Y chromosome from me.
progress at their own speed and this is very
possible. They say that your diet is really But if my son then had no sons – so no
motivating. Secondly, it’s beneficial for other
important, you’re supposed to eat fish children or only daughters – the paternal
children, too. There’s no denying that there’s
three times a week, and lots of vegetables line would end. As you can imagine, this
a lot of bullying in schools and furthermore
and nuts, things like that. I don’t know ... happens quite frequently.
many children suffer from peer pressure.
I don’t really believe in all that stuff. What With home schooling, there is no bullying Presenter:
I like to do is not get into set ways of doing and no peer pressure. Let’s not forget that So, when you trace back paternal lines
things. We’re creatures of habit, we tend to many less-gifted children struggle in school. far enough there would only be one
take the same routes when we drive places Home schooling means that they get man whose paternal line has continued
and do things in the same order when we continuous one-to-one teaching. In short, unbroken until now, and that man is
get up in the morning … So every day I try there are many reasons why home schooling genetic Adam … the most recent common
to do at least one thing differently from is the ideal form of education. male ancestor.
normal. For example, I go on walks but Speaker 2: Jake:
never follow the same route. That forces Yes, that’s right. You could say he was
Some people say that home schooling
my brain to stay active by planning and the man that all Y chromosomes come
is good for gifted children because
thinking. Sometimes I use the computer, from. And geneticists have been trying to
they aren’t really catered for well in our
other times I jot down notes, so my brain calculate just how long ago he lived for
education system, but I don’t agree. And
has to keep switching between different quite some time.
home schooling isn’t a good idea for most
activities. All the research shows variety
children. They need to learn about things Presenter:
really is the spice of life.
like social interaction. They get that from Now, the study was done in Iceland, wasn’t
Speaker 4: mixing with other children in class and it? How exactly did they work out genetic
I used to work in a big law firm, but I work in the playground and playing sports at Adam’s age?
for myself now running a taxi business. The school. That’s another useful thing to learn, Jake:
hours are really long and setting up on your being a team player. You miss out a lot if
own is tough, I’ve found it stressful. When Iceland is an interesting population
you’re home schooled. Some parents that because historically they’ve had fewer
you’re stressed, thinking logically becomes home school their children can push them
more difficult. One day I was talking about invasions from other countries than much
too much, so that’s a reason why home of the rest of the world. In other words,
the problem to a friend when we were schooling isn’t always good for gifted
having a drink in a café … anyway, as we there have been fewer people from the
children. outside coming into the country and
were leaving a lady came up to us. She’d
overheard us discussing different ways to changing the gene pool and so there are
relax and she made a fantastic suggestion. Unit 4 a smaller number of Y chromosomes in the
It turned out she was a yoga teacher and population. The researchers compared the
she let me come to one of her classes.
Developing vocabulary and Y chromosomes of just over 750 Icelandic
After that, I went on an eight-week course, listening p31 men and grouped them into 274 paternal
lines. Then they looked at the number of
and now I spend about 30 minutes a day 3 and 4 07
sitting and using the different techniques changes, or mutations, that happen in the
Presenter:
I’ve learnt. Sitting still and breathing deeply DNA in each generation and they used this
Welcome to Science Weekly. In today’s data to calculate Adam’s age.
has decreased my stress and I can now programme we’ll be hearing why the
focus better. My decision-making and Presenter:
results of a recent study have excited
memory have also improved. Everyone has geneticists. Jake Simpson is here to tell us They don’t have an exact figure, do they?
noticed the change in me. about it. Now, Jake, this is the largest ever Jake:
Speaker 5: genetic study of a single population, isn’t No, it’s still an estimate, but it is later
I give classes in different sports at a big it? So what exactly has it shown and why than originally believed. Previously, it was
fitness centre and I always thought I was are geneticists so interested? thought that genetic Adam lived about
quite coordinated, but when I started 350,000 years ago, but they now know he
learning to play the double bass I found most likely lived about 250,000 years ago.

170 Workbook audioscript

answer key
 Workbook audioscript

Presenter: The bar chart in B shows who people trust which uses indicators such as heart rate or
So if genetic Adam lived around then, what to get their information about climate facial expressions. But it seems that police
about genetic Eve? She would be the last change from. Considerably more people will soon be using a system called brain
woman that all living females can trace trust scientists than any other source, fingerprinting that is far more accurate.
their DNA back to. Is that right? making a total of 475 people. Charities and As the name suggests, it can look into
Jake: pressure groups were also considered very a person’s brain to see their brainwaves
reliable, with a total of just over 450 people. and it can see how a person reacts when
Yes. Genetic Eve is believed to have lived
Friends and family also ranked highly with looking at certain images. It means that
around 200,000 years ago. And before you
a total of 230. The fourth largest group police will have a potential window into
ask me genetic Adam and genetic Eve are
was the national media who scored 200 someone’s past.
very unlikely to have ever met!
votes. In comparison with this, celebrities Rob:
Presenter:
scored the lowest with only 20 votes. The But will it be 100% accurate?
The scientists have obviously gone to a lot second smallest number of votes went to
of effort to date these earliest ancestors … Sam:
businesses, with a total of 30 votes.
why do they want to know when they were As far as scientists can tell, yes. Because it
The graph in C shows the percentages of
alive? looks inside the brain at its activity, it will
people who think that global warming will
Jake: be very difficult for someone to cheat.
affect them in their lifetime. Until 2008, the
Well, as I said earlier, it shows that humans Rob:
number of people who thought it would,
are evolving more quickly now. At least 7% gradually increased and the number of So is it being used everywhere?
of human genes have evolved relatively people who thought it wouldn’t, slowly Sam:
recently. For example, humans originally decreased. Since then, the figures have Not yet. It’s taken a long time for the
all had brown eyes – there were no blue changed somewhat. Between 2010 and technology to be developed. But it has
or green eyes at all. Then somewhere 2013, the percentage of people who been used in some court cases and
between 6,000 and 10,000 years ago thought global warming would affect them I believe they’re on the point of using it
there was a genetic mutation that led rose from 32% to 38%. But by 2013 it had more widely around the country and even
to one person having blue eyes and fair dropped to 34%. However after that it rose around the world. It’s possible that by the
skin. And so everyone who now has blue quite dramatically to an all-time high of end of this century it will have become
eyes is descended from this one ancestor 58% in 2015. In contrast, the percentage impossible for criminals to get away with
in northern Europe. It’s a mutation of the of people who thought global warming crime!
gene that we get the colour of our hair, wouldn’t affect them dropped from 67% Rob:
eyes and skin from. in 2010 to 61% in 2012. Then it levelled And what about other technology?
Presenter: off, rising only to 64% in 2013. In 2015 it Sam:
Right. reached a low of 40%.
Well, police in some areas such as Los
Jake: Angeles are already using a programme
And knowing this sort of information allows Developing speaking p33 call PredPol. It’s predictive software that
scientists to calculate more accurately 5 09 calculates where crimes are most likely to
events in human history, for example, the Presenter: happen.
date when humans first arrived in Europe An overwhelming majority said they agreed Rob:
from Africa. I think people are fascinated or strongly agreed that their actions were And how can a computer accurately predict
by their origins: knowing where we came effective to help limit the effects of climate where a crime might happen?
from and when is something that fascinates change – in fact, the biggest proportion, Sam:
all of us. just under 50%, strongly agreed and about Well, it uses software to make predictions
Presenter: a third agreed. Just under 20% said they based on times and locations of previous
So genetic Adam and genetic Eve can tell neither agreed nor disagreed, and almost crimes, together with information about the
us something about our shared history one in ten said they disagreed. A little way criminals operate. By the end of the
… where we’ve come from and perhaps under 5% said they strongly disagreed. month, the police will have only been using
a little more about how our species is
it for six months, but the results have been
evolving – and possibly what might happen
to us next. Thank you, Jake.
Unit 5 very promising so far. Since they started
using it, burglaries have fallen by 19%,
Developing vocabulary and which is remarkable.
Developing speaking p33 listening p39 Rob:
4 08 3 and 4 10 So what sort of crimes is it being used for?
Presenter: Sam:
Rob:
Now, we come to the results of our Interestingly, it was first used to predict
Hi, Rob Bailey here on Crime Time. In
survey on climate change. The pie chart where home and car burglaries might
today’s digital world the police need to
in A shows how participants rated their happen and officers were given printouts of
find ways to help them catch criminals
actions to help limit climate change. They the locations at the start of their shifts. Now
and prevent further crimes. Sam Hawkins
had to respond to the statement ‘My it’s also being used to try and prevent bike
has been investigating the future of crime
actions can limit the effects of climate thefts and attacks.
prevention and the latest technology
change’. Participants could respond:
available to US police. Sam, are American Rob:
strongly agree, agree, neither agree nor
police stations soon going to be like And what about marking property to
disagree, disagree or strongly disagree. An
something from a sci-fi film? prevent burglaries? Something that’s just
overwhelming majority said they agreed
Sam: starting to catch on in the UK with property
or strongly agreed that their actions were
Not quite yet, but they are starting to owners is SmartWater. As the name
effective to help limit the effects of climate
use, or they’re looking at using, some suggests, it’s a water-based liquid which
change – in fact, the biggest proportion,
interesting technology. It’s always difficult you spray over your possessions. Each
just under 50%, strongly agreed and about
for police when questioning a suspect bottle of SmartWater has a unique chemical
a third agreed. Just under 20% said they
to tell whether or not they’re lying. Most code, sort of like a barcode, so stolen items
neither agreed nor disagreed, and almost 1
police stations are currently equipped can be identified and returned.
in 10 said they disagreed. A little under 5%
said they strongly disagreed. with some sort of lie detector machine,

Workbook audioscript 171

 Sam: Kate: he would be visiting later that day. Wright
I haven’t heard about that. Well, you like music, so what about had told him he had been working hard
Rob: downloading some songs in English? on the plans, but in fact he hadn’t actually
Max: put anything down on paper! By the time
And there’s also 3D imaging. I know the
Kaufmann arrived two hours later, Wright
police here are talking about using that The only problem is, I don’t always
had calmly drawn the plans. It is reported
more to help them with crime scenes. Do understand what they’re saying.
that Kaufmann was initially very upset that
you use that in the US?? Kate:
Wright had designed the house to sit at
Sam: There are some great websites with song the top of the 30 foot waterfall because he
Yes, 3D technology in crime-fighting is lyrics why don’t you check them out? loved the view of the waterfall from directly
really starting to take off. Forensic scientists Max: opposite and he had wanted the house on
in Connecticut are using a programme That’s a good idea. Do you think I should the south bank of the river, looking at the
called DeltaSphere-3000 to recreate 3D try to learn the lyrics? waterfall.
images of crime scenes so they can study
Kate: Luckily, Wright managed to convince him
them after the scene has been cleared up
No, I don’t think that’s necessary! Watching and the result is this incredible house that
and then use them in court … And, this
films is good, too. Have you thought about seems to be part of the environment, not
is my favourite, police in Japan are using
that? separate from it. The house appears to float
3D imaging for facial recognition to catch
Max: over a waterfall and although it has three
foreign criminals. We aren’t using it like
Do you mean films in English? floors, it blends right into the landscape,
that yet, but I do think we’ll be using 3D
which totally reflects the fact that it was
technology far more for facial recognition Kate:
conceived as a nature retreat for its owners.
soon. Of course! You can always watch them with There are a few interesting features that
Rob: subtitles, to help your comprehension. help reinforce this impression. One is that
What about concerns that this sort of Max: the huge windows have no frames – they
facial recognition technology might invade Yes, that sounds sensible. appear to emerge directly from the rock.
people’s privacy? You know, what if we This was achieved by carving out narrow
end up with a giant computer database
with everyone’s face on, whether they’re
Unit 6 channels in the rock and setting the glass
straight into it. Another feature is the
a criminal or not? colours – Wright restricted himself to just
Developing vocabulary and
Sam: two natural colours, a very light brown for
listening p47
Yes, I know a lot of people object to the concrete and a deep red for the metal,
this kind of technology being used 3 and 4 12 the two main materials for the house. The
because they don’t want to be monitored Presenter: final feature that helps the house to feel
constantly. But as far as I know, police Fallingwater is the name of a unique house part of nature is the constant sound of the
in this country won’t be able to include built in the magnificent Laurel Highlands waterfall inside the house and the fact that
people without a criminal record. And about 90 minutes south of Pittsburgh, the rock it is built on is integrated into the
connected to this issue is a piece of Pennsylvania, in the US. It was designed in living room floor.
technology developed by General Motors, 1935 by the American architect Frank Lloyd Interestingly, there’s a stairway directly from
one of the biggest car manufacturers in Wright and is probably one of his most the living room down to the river below,
the US. It’s fitted all its cars with a vehicle iconic works. The main house was built and the views from the balconies are said
safety system called OnStar … If the police between 1936 and 1938, but it could easily to be spectacular. It has been suggested
are chasing a car with this system, they can have been built in the past few years since that the house has achieved an amazing
ask an OnStar operator to send a signal to its design looks modern even today. harmony with nature … that it is truly an
the car. The signal slows the car down to The finished house was featured on the organic design.
about five miles an hour and it also restricts cover of Time magazine in 1938 and The original estimate for building the house
the fuel supply, so the car can’t travel far, instantly became famous. Today it is said was $35,000 but in the end, the final cost
making it much more difficult for criminals to be one of the best works of American was $155,000, the equivalent of
to get away. Again, this type of technology architecture and it is listed among the $2.6 million today. Restoration of the house
means that it would be theoretically Smithsonian’s Life List of 28 places to in 2009 was reported to have cost over
possible to keep track of everyone’s visit before you die. The house became $11.4 million. The guest quarters, built two
movements. I can definitely see why a National Historic Landmark in 1966. It sits years after the main house, include the
people are worried. But does it mean that in the 5,000-acre Bear Run National Park. servants’ quarters and cost considerably
we shouldn’t use this type of technology at Lloyd Wright designed and built it for less, at $58,000. What’s interesting is that
all and so catch fewer criminals? the Kaufmann family, a leading family in they use the same quality of materials and
Rob: the Pittsburgh area: Edgar Kaufmann, his blend in with nature just as well. And they
That’s a good question Sam, and one that wife Liliane and their son Edgar Jr. At that feature a swimming pool which uses water
I’m sure will continue to be asked as more stage in his life, Wright was known to have from a spring that then drains into the river
technology like this is developed. Thank designed many innovative buildings and below.
you for talking to us today. to be a nature lover, and Edgar Jr was Fallingwater was donated to the public
fascinated by his designs … in fact, Edgar as a museum in 1963. It is thought that
Developing speaking p41 Jr had briefly studied architecture under over five million people have visited it
Wright, so he was the natural choice for the since it opened to the public in 1964,
1 and 2 11 family when they wanted someone to make and it receives well over 150,000 visitors
Max: a very special house for them. a year. If you are interested in architecture,
Hi Kate, I hope I’m not interrupting? I just Wright is reported to have drawn up you can go on one of the Fallingwater
wanted to ask you something. the plans in two hours … although the camp residency programmes which are
Kate: planning took much longer than that! He designed for adults and students as a way
That’s fine. first visited the site at the very end of 1934 of using architecture to help with learning
Max: and then a detailed survey of the property and personal transformation. There are
I’d like some advice about ways to improve was done. Nine months after their first also several youth programmes every
my English. meeting, Kaufmann rang Wright to say that year where you can study poetry, creative
writing and do an apprenticeship.

172 Workbook audioscript

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Developing speaking p49 Presenter: Sandra:

1, 2 and 3 X.13 You said that was the first time he sold his Definitely. It was a good strategy for
Examiner: surname? a start-up company. Paying a few dollars
Sandra: for a day’s advertising early in the year
Can you describe the photo?
Yes, Headsets.com bought the rights to his wasn’t much of a risk and none of the
Student: companies had to pay more than $365
surname for a year, and then he auctioned
The picture shows a couple of people, for a day’s advertising, which is pretty low
it again and SurfrApp won. The company
they look as if they’re related … they’re considering some companies’ budgets.
wanted people to know about their app
probably mother and daughter because And word-of-mouth meant the company
which gives you access to surf reports about
they look quite similar. I’m not sure where got new contacts, as well as getting them
top surfing areas, weather forecasts and
they are – maybe in the garden of their through Twitter and the press. Four years
travel resources in 68 countries. And after
house because there’s a large white house down the line, Sadler was employing four
SurfrApp’s year was over, Jason changed
in the background or I suppose it could other people to wear T-shirts and blog
his surname again, this time to Jason
be their allotment as the garden area about the companies … and his business
Zook. He chose the surname after his great
looks big. They’re wearing T-shirts and the IWearYourShirt was bringing in an annual
grandfather, Roy Zook, who he admired.
mother is wearing a light-weight jacket turnover of $500,000. He had some pretty
because generally speaking that’s what you Presenter:
major clients, too including Starbucks and
wear on a sunny day like this. It’s definitely So that wasn’t a commercial decision?
Pizza Hut.
summer time. They’re working on the Sandra:
Presenter:
vegetable plot, presumably they’ve just No, a personal choice.
And did he still follow the same pricing
picked some of the ripe vegetables very Presenter: model?
carefully. Maybe some carrots, I think. They Selling your surname’s a pretty unusual
look relaxed, apparently they’re quite at Sandra:
form of advertising, why do you think it was
home there, so I imagine this is something Yes, but by 2010 he was charging $5 on
so successful?
they regularly do. They seem quite content. 1st January, $10 on 2nd January, $15 on
Sandra: 3rd January and so on.
By the time he first sold his surname Presenter:
Unit 7 in 2013, Jason had already built up
So his employees must be good at
a reputation for using social media and
Developing vocabulary and blogging and using social media.
blogging to advertise a huge variety
listening p55 Sandra:
of products. In 2008, he had set up his
innovative company IWearYourShirt. New Yes, he used social media to find them.
3 and 4 14
clients were asking him about social media, All potential employees had to make
Presenter: a video CV which people then voted for on
something which he had no experience
Today on Making Your Mark we’re talking YouTube. Again, it was great publicity for
in, and he saw it as an opportunity for
to Sandra Billingham, head of an award- the company.
advertising.
winning advertising agency. Sandra, you’ve Presenter:
said that an American entrepreneur was Presenter:
And Sadler came up with an interactive way So does the company still exist?
one of your inspirations to try something
a little different. Can you tell us about him? for companies to advertise, using T-shirts Sandra:
Sandra: with company logos on them and social Well, by 2013 and with a bigger number of
media. employees Sadler was struggling. It wasn’t
Well, his name was originally Jason Sadler,
Sandra: as easy to fill everyone’s calendar and
and is now Jason Zook, but that may
Yes, it was very simple, but very effective. some bloggers were more popular than
change. He’s quite extraordinary. Each
He sold the advertising on a day-to-day others. Also, by then a large number of
of the methods he’s used for advertising
basis. Every day he would photograph companies had their own online presence
has been innovative. None have been
himself in a T-shirt with the logo of the and there was less demand. Sadler decided
traditional. In fact, the reason his name
company that had bought advertising that IWearYourShirt had run its course and
has changed is that he sold his surname to
for that day. Then he’d blog about the in May 2013 he shut the company down
advertisers. In 2013, he set up a website,
company or products and make videos to … and moved on to other projects like
buymylastname, where he auctioned his
post online. buymylastname.
surname to the highest bidder.
Presenter: Presenter:
Presenter:
Presumably people weren’t paying I can see why his methods might inspire
And he got a bidder?
thousands of dollars for this advertising. you … so after the break Sandra Billingham
Sandra: will be telling us about her award-winning
Eleven companies bid in the auction actually, Sandra:
campaign. Join us then.
and in the end Headsets.com bought the No. It’s no surprise that Sadler came up
rights for a year, for the sum of $45,000. with a very ingenious pricing policy, which
corresponded with the calendar day the
Developing speaking p57
Presenter:
company chose to advertise on. In a normal 1 and 2 15
Presumably Headsets.com sell headsets …
year, there are 365 days, so advertising on Examiner:
so what exactly did they get for their money?
the 1st January cost only $1, and on the 2nd Here are some pictures showing people
Sandra: January it cost $2, it cost $3 on 3rd January buying things in different places. First talk
Yes, that’s right, they’re a San Francisco- and so on, going all the way up to $365 to each other about the advantages and
based company and they specialise in on the 31st December. Sadler spent a lot disadvantages of buying things in these
headsets for telemarketing and offices. of time emailing people and blogging different places. Then decide which place
Jason Sadler legally changed his name to about his idea and in just six months, the offers the best value for money.
Jason Headsetsdotcom. The auction hit whole year had sold out. In his first year of Student 1:
the headlines and after he’d changed his business, he made $70,000 which is pretty
name, Jason blogged about the company. So shall we start with this picture? It shows
impressive. Internet shopping. From my point of view,
Their investment paid off because they Presenter:
generated around $250,000 in new sales shopping online has some advantages.
And this incremental pricing system worked For example, it’s easy to compare prices in
and over $6 million in media coverage.
well. a lot of different shops and websites, and

Workbook audioscript 173

 you can get some great deals. It’s also very Speaker 4:
quick and the things you buy get delivered Unit 8 I’d been in an accident and the recovery
to your home, so you don’t have to go period was very hard. I was finding it very
anywhere. Developing vocabulary and painful to do all the exercises I needed
Student 2: listening p63 to do, and I started to feel quite anxious.
The Internet is very influential. People 4 and 5 16 Then one day my physiotherapist told me
can share their opinions when they write Speaker 1: to smile. She explained that even though
reviews so you can learn more about I was doing a soul-destroying job and I might not feel happy, using the muscles
a product before you buy it. In my opinion, to be honest I was feeling a bit low, and that are used to smile can also make you
it’s the best place to buy music. I wasn’t sleeping well. I often had insomnia. feel a bit better and so can reduce pain.
Student 1: I knew I had to do something about it. But Psychologists say that even if you don’t
what? Then I read this article that said by feel like smiling, even if you fake a smile,
I suppose so, but I think it has
far the most important thing for improving using those smile muscles will improve
disadvantages, too. For example,
low mood was regular exercise because your mood. So I gave it a try - and it
I wouldn’t buy clothes online. I think
experiments have shown that doing worked! That was a turning point for me.
people prefer to buy things like clothes in
exercise releases endorphins – they’re I was still in pain, and still having to do
a shop where they can try them on and ...
the chemicals that make us feel happier. these exercises, but I felt much happier
Student 2:
I wasn’t nearly as active as I used to be, so and noticed the pain less. I started smiling
In this picture you can see a market. a lot and it made a huge difference. It was
A woman is buying fruit and vegetables. I decided to give it a go. Far fewer people
do sufficient exercise nowadays than even eye-opening and I’ll never forget it. Instead
She’s looking at all the fruit and deciding of feeling sad and anxious, I started to
what to buy. She’s probably gone to the ten years ago. Getting started was really
tough, but I made an agreement with feel incredibly thankful for being alive and
market because they have the freshest appreciative of the care I was getting.
produce. a friend and we started exercising together.
I got considerably stronger and my body Speaker 5:
Student 1:
felt better, and I felt happier, of course, but I was in a busy job, which I loved, but
Yes, you’re right, the produce is always I often felt stressed. I noticed that one of
the biggest improvement was that for the
fresh and the prices are usually reasonable. my colleagues seemed to be coping much
first time in ages I could think more clearly
I think the only disadvantage of markets better with stress than he had previously
… making decisions was easier and I’ve
really is that they don’t always have them done and I asked him how he was doing
started applying for new jobs. There’s no
every day, they’re usually only on certain it. He said he’d started meditating. More
way I’m going to stop exercising now.
days. And parking can be a problem if and more people are taking up meditation
Speaker 2:
you go to them by car. What do you think to help reduce stress. He told me that
about supermarkets? I often end up staying up late and suffering
for it the next day, but I never thought it he’d signed up for a six-week course on
Student 2: meditation and said I should give it a try,
had any effect on me, other than making
In supermarkets, you can buy everything too. I wasn’t convinced it was for me, but
me a bit tired. Then a friend told me that
you want in one place, but I don’t like I did the eight-week course and it literally
having too little sleep could really be
them. was mind-blowing. It wasn’t nearly as
affecting me in ways I wasn’t aware of.
Student 1: The hippocampus, the part of the brain difficult as I’d imagined. It’s true I’m more
I like them, but I don’t think they’re the that processes positive experiences, is content, I spend significantly less time
best place to buy everything … I mean, affected by lack of sleep. That means it’s worrying about things, but the biggest
look at fruit and vegetables, you don’t harder to remember good experiences. surprise for me was that it changed me as
know how fresh they are and I don’t So lack of sleep actually makes you feel a person – the better I get at meditation,
think supermarkets benefit farmers. more negative! Now I make sure I’m not the more aware of my feelings and other
Supermarkets are good for things like sleep-deprived and I get a good eight people’s feelings I am. And I’m kinder – to
tinned food and rice and pasta, and of hours a night. Since I started this new myself and to others. And yes, my stress
course they often have special offers, so sleep regime, I’ve noticed good things in levels did go down, too!
you can save money on these things. Do my life more. Being aware of it has made
you ... me a more positive person – life just gets Developing speaking p65
Student 2: better and better! 1, 2 and 3 17
Here you can see a shopping centre with Speaker 3: Examiner:
many shops. I was working part-time in a job I enjoyed Look at the three photos. It’s a friend’s
Student 1: and I had some free time. I knew that I didn’t birthday and you want to plan a day out.
OK, let’s talk about the advantages and want to work full-time, and I had more money You know he likes outdoor activities so you
disadvantages of shopping centres. I think than I needed. But I found that having more want to do something special. You have
the main advantage is that you get all money, even a lot more money, didn’t make three activities to choose from. Choose
the shops in one place which saves you me a great deal happier. I wanted to do the activity that in your opinion is the most
time because you don’t have to travel to something positive with my time. I thought suitable and explain your choice. Explain
different places. What about you? about doing a course, maybe studying why you have rejected the other two.
Student 2: something new, but in the end I signed up Marta:
I like shopping centres. They’re my to help out eight hours a week at a centre for Let me see … Well, although I think
favourite place to go shopping because homeless people. It wasn’t paid work but it’s skateboarding is fun it’s probably something
I meet my friends there and there’s also the best thing I’ve ever done. It turns out that that my friend could do any time. I suppose
lots of choice. They’re the best place for helping other people really is heart-warming. that what I’m saying is that it’s by far the
shopping as far as I’m concerned. It’s not the same doing things for yourself as least exciting activity and he might find
it is doing things for others. I found out later it a bit boring. Also, it takes quite a while
that it’s been scientifically proven that helping to get to a good level, in other words,
someone selflessly releases serotonin in your it’s not so much fun at the beginning.
brain. That’s the hormone that controls your Horse-trekking sounds good, but it’s rather
mood, so helping someone else makes you expensive and you have to book in advance
feel good about yourself. and it would be a waste if he didn’t like
horses … what I meant was, it would be

174 Workbook audioscript

 Workbook audioscript

a waste of money. It’s considerably more Presenter: networking site and she saw it and got in
expensive than the other two activities, so, Sam, you advise university students about touch through the site.
I wouldn’t choose it for that reason. I think their future careers. Have you got any Presenter:
he’d like sailing and I can sail well, so I could comments on Katie’s experience? Is that fairly typical, would you say Marina?
take him out. There are some great places Sam: Marina:
to visit near here and I’m sure he’d enjoy
The first thing to think about with CVs is We do look on several professional
having a go. It’s a great deal easier to learn
making the best use of your time. What’s networking sites when we want to recruit
than skateboarding which means you can
most important is quality not quantity. people. When you consider that the
really enjoy it. I’ve got a small sailing boat,
Sending off hundreds of identical CVs, most popular professional networking
it wouldn’t cost anything and we’d have
most of which never get read, is a waste site has over 238 million members, it is
a great time.
of time. It’s very disheartening not to get a great resource. We’ll look at hundreds
Examiner: any replies, so you end up feeling rejected of profiles, some of which are a good fit.
Thank you. Do you think you have to spend and demoralised. I think you need to put Some companies are also happy to look
a lot of money to have a good time? your time and energy into carefully tailoring at an online profile instead of a CV, so it’s
Marta: your CV for an application … so you have well worth spending time on your profile.
No, because … how can I put it … you to research the company and relate your And of course there are groups on the
can have lots of fun without spending any skills and knowledge to their needs and the site that you can join that have articles
money at all. Some of the best times I’ve requirements of the advert. on professional and career topics, so it’s
ever had have been spent with friends just Presenter: a good way of keeping up to date with the
hanging out or doing sports that don’t cost Marina, working at a recruitment agency, latest trends in the industry.
much. The truth is, spending time with you must have read hundreds of CVs. Have Presenter:
people is more important than spending you got anything to add to that? Sam, you look like you want to add
money. Marina: something to that?
Examiner: I totally agree. I can tell within 20 seconds Sam:
Do you think you should plan activities in of looking at a CV if the person has sent Yes, apart from general professional
advance or be spontaneous? a generic CV, in which case it ends up in networking sites you can also join
Marta: the bin. A CV in which the information professional networking sites that are
Let me think about that for a second … has been adapted for the job is likely specific to your area, for example,
well, I think you do need to plan things to get a second look. It shows us that technology or journalism, so that’s worth
sometimes, for example, before a trip you the person has thought about why they bearing in mind. And as Katie’s experience
need to organise your route, where you might be a good fit for a particular job shows, it can have very positive results. You
want to stay and so on, but I’m definitely or company, and that makes them stand should also try and maintain contacts from
in favour of spontaneity, too! I remember out. With hundreds, or even thousands, of past job experience or internships, as you
one time my mum decided to take us to candidates with the same qualifications, never know when something might come
a water park … we were driving home a good CV and covering letter is all about up. A good way of doing that is to ask your
from the supermarket and it was hot … making yourself stand out. You can really supervisor to be a referee.
my sister and I were in the back of the car show your potential that way. Presenter:
complaining and suddenly my mum turned Presenter: OK, well we’ll have to stop there. If you
the car around and drove to the water park. Sam, how do you think candidates can have any comments or other advice, then
We had to buy costumes there but we make themselves stand out? please do contact us …
spent the rest of the day having fun – it’s Sam:
a really great memory. Developing speaking p73
For me there are two things, the first is to
do your homework. Find out about the 2 and 3 19
Unit 9 company and the job … Show that you Examiner:
understand the industry and what you
Developing vocabulary and Talk together about how important you
know of the company, and that you’re
listening p71 think these jobs are for society.
aware of what will be expected of you,
and of course, that you have the relevant Teen girl:
3 and 4 18
qualifications. That’s one side of it, but Broadly speaking, I think they’re all
Presenter:
arguably more important is to ensure that important because they all provide
Hello and welcome to the careers podcast.
your covering letter or CV reflects your services.
If you’re a university student or a recent
competencies … that is, all the other skills Teen boy:
graduate, the chances are you’ve been
looking for a job. As anyone who’s tried to you have that will help you in the job. Yes, I agree. They’re different kinds of
get a job recently knows, the competition is So, for example, if the job requires good services relating to food, health and so on,
fierce. With me, I have three guests here to communication skills you need to give but they are important in different ways.
discuss how to get your first job, Katie West, concrete examples of when you used your Teen girl:
Sam Smith and Marina Boyle. First, we have communication skills … or show how you I think that while factory workers’ jobs
Katie, who graduated last year. Katie, what’s overcame challenges … or learnt time might be very mundane and boring, they
been your experience of job hunting? management skills. In each case you need make many products that are essential for
to give specific examples. everyday life.
Katie:
Presenter: Teen boy:
Well, I’ve just started my first job in a law
firm, but it took ages to get it. I spent Katie, you mentioned you got your job I agree, and they make such a range of
ages emailing literally hundreds of CVs through contacts, tell us about that. products from cars to computers, from
but didn’t get any interviews, at which Katie: clothes to gadgets, that it’s hard to imagine
point I decided to revise my job-hunting I did an internship there two summers ago, life without them.
strategy a little. I didn’t send out nearly and I contacted them after graduating, Teen girl:
so many CVs, and I adapted my CV for but they weren’t looking for anyone at that That’s true. What about being a bus driver?
each application. In the end, I was lucky, point. Then just last month the manager I think that’s important because not
I got my job through contacts from my for whom I’d worked got in contact with everyone has a car, so they need to use
internship. me. I’d put my profile on a professional public transport to get around.

Workbook audioscript 175

 Teen boy: Presenter 1: language use on society … in other words
Yes, buses provide an important service for People all over the world are fascinated by the study of the relationship between
getting to work or school and other places, this question. There are many videos on language and society. These sociolinguists
so I think it is an important job for society. YouTube of people speaking gibberish with believe that the attractiveness of
Teen girl: perfect accents to show how a language a language may well depend on how
might sound to someone who doesn’t positively we view the culture of the
Right, and their job is good for the
speak it. And even without understanding speakers of that language. If we think
environment.
a single word, it is possible to identify the positively about a community, then we are
Teen boy:
language and know if it sounds pleasant likely to think positively about the language
What about nurses? Health care is a really they speak.
to you or not. So why do some languages
important job. I think what nurses do is
sound more attractive than others? Is it Presenter 2:
essential.
because some sounds really are beautiful? It’s a difficult theory to prove because it’s
Teen girl: Or is there another reason? almost impossible to separate fact from
I agree … people’s lives depend on them. Presenter 2: opinion. However hard we try not to let our
I think teachers do another essential job, personal experiences affect our judgement,
Familiarity with the sounds of the language
I mean they help young people learn and it’s inevitable they do. Our opinion of how
is one important factor. Languages that have
prepare them for the future. attractive a language is, is influenced by
sounds that don’t exist in a listener’s native
Teen boy: language tend to sound less attractive. This our personal experiences with speakers of
Absolutely. We couldn’t do without explains why many Europeans find French that language and the things we associate
teachers, and I think they’re undervalued or Italian more melodious and attractive with that country. Brazilian Portuguese,
by society. What about farmers? I think than, say, Thai or Mandarin which are for example, is often considered soft and
most people would agree they do a really tonal languages. In tonal languages, the melodic – and this is no surprise when it’s
important job because they grow food. meaning can change depending on the associated with thoughts of the bossa nova
Teen girl: pitch, that is, whether it is high or low, and and Carnival.
Yes, you’re right – and it’s not just food if the intonation is rising or falling. These Presenter 1:
such as crops and meat that they provide. languages can sound harsh simply because Sociolinguists are keen to point out that no
They also provide other products such as tones don’t exist in European languages, so one language is any better than another.
wool and cotton that are used to make our the sounds are unexpected and surprising. Every language plays an important role
clothes. Presenter 1: in allowing speakers to communicate
Teen boy: The linguist Guy Deutcher talks about with each other. In the end, it probably
Rubbish collectors are important because how familiarity with sounds can make comes down to personal preference. The
they help keep our towns and cities clean, a language more attractive in his book language that sounds wonderful to you
and that is very necessary. It’s a hard job, Through the Language Glass: Why might sound unattractive to me, just as
too – they have to work in all weather the World Looks Different in Other your favourite band might sound wonderful
conditions and it’s physically hard. Languages. Deutcher explains how some to you, but terrible to me.
Teen girl: sounds appear in almost all languages, Presenter 2:
Definitely. I think to a great extent people for example, m, b, g, d while others are And learning another language can
also forget that rubbish collectors do rarer and appear in fewer languages, for change our perception of how attractive
a dangerous job. I mean they sometimes example, th in English or ch in German and it is. Before I started learning Arabic, it
deal with dangerous chemicals, broken Dutch. Languages with rarer sounds are didn’t sound particularly attractive to me.
glass and medical waste. They play an at greater risk of sounding less pleasant After studying it for just a few months
important role in making the places we live to speakers of other languages who are that changed. The once unfamiliar sounds
better. not familiar with these sounds. So perhaps became familiar and as I learned the
this is the reason why Italian, which has language, I began to appreciate Arabic
Teen boy:
very few sounds that are not shared by culture more. Whenever I hear Arabic now,
I agree. other European languages, is commonly I find it beautiful and melodious.
Examiner: considered a ‘beautiful’ language.
Thank you. Presenter 2: Developing speaking p81
The attractiveness of a language can 2 and 3 21
Unit 10 also depend on how much we value it. Examiner:
Languages that allow us to communicate
Talk about the main difficulties you had
Developing vocabulary and with a greater number of people are
when you started learning English. You
listening p79 valued more highly. So English, which
should say what the main difficulties
has about 359,000,000 native speakers
3 and 4 20 have been, why you think these were
and 850,000,000 other speakers and is
Presenter 1: problematic for you, how you dealt with
used in business and learning all over the
Come stai? ¿Cómo estás? Comment-allez the difficulties and then say what you might
world, is valued far more highly than other
vous? That’s ‘How are you?’ in Italian, do differently if you could go back and start
languages which are spoken by much
Spanish and French. Sound nice? If you like again.
smaller communities. Mandarin Chinese
the sound of Italian, Spanish and French, is a tonal language so up until recently it Girl:
you’re not alone. Most people describe wasn’t considered a particularly attractive I started learning English when I was really
them using words such as ‘beautiful’, language in Europe, but it is becoming young, about eight years old. Children start
‘romantic’ or ‘sophisticated’. more popular because China is seen as an earlier now, at six years old, which I think
Presenter 2: area of economic growth, so many believe is good. Anyway, I seem to remember
But other languages don’t come off as that being able to speak it can lead to that my first English teacher liked wearing
well. People describe them as ‘strange’ a better job. red clothes and I have a vague memory
or having ‘too many vowels’ or sounding Presenter 1: of being asked to pretend that I was
‘harsh’. So why is it that one language can a banana! I don’t remember having any
Some sociolinguists have another theory.
sound like music to our ears while another difficulties – I remember it was fun. The
Sociolinguistics is the study of the effect
sounds unpleasant? most vivid memory I have is of jumping
of different aspects of society on the
up and down to the rhythm of an English
way language is used and the effects of

176 Workbook audioscript

answer key
 Workbook answer key

chant. I had more problems when I got

older and we started writing. What struck
me was how difficult it was to spell English
words. I still have problems with spelling,
so I use a dictionary to check my writing
and I practise writing the words. Then I test
myself, I find that helps me to remember.
Sometimes I make up simple chants, things
like ‘B-U-one ‘s’-I-N-E-double ‘s’ spells
business’. That works, too. Pronunciation
can be tricky, too. What sticks in my mind is
that I could never pronounce ‘the’ correctly
and the teacher kept making me practise
it. I seem to remember thinking that
I would never get it right, but I did in the
end! If I could go back and start again, I’d
start learning English when I was younger,
maybe three or four years old … I think that
would have helped me. I’d listen to more
songs and watch more films, too.

Workbook answer key 177

 Macmillan Polska Sp. z o.o.
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ISBN 978-83-8152-030-0
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Written by Mike Sayer and Ursula Mallows

Integrating skills, Skills checkpoint and Vocabulary builder notes written
by Monika Cichmińska
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First edition published 2012
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