2 Differing tastes

Answers
UNIT OBJECTIVES 1 an article with six sentences removed
2 the missing sentences
TOPICS: food and drink, restaurants, relationships 3 no – only six of them

GRAMMAR: past tenses 3 Go over the questions with the class, checking
VOCABULARY: words relating to food, fixed phrases understanding. Set a time limit for students to read the
text to encourage them to read quickly. Tell them not
READING & USE OF ENGLISH PART 2: understanding
to worry about understanding every word at this stage,
the task but just to get a general idea and find the answers to the
PART 6: fixed phrases questions.
WRITING PART 2: using linking expressions Answers
LISTENING PART 2: learning to predict answers before 1 The original chef left at very short notice.
2 It has greatly improved.
listening
SPEAKING PART 2: making comparisons between two 4 Go over the Quick steps. Point out that they have already
studied the instructions and read the text for general
photos, giving your opinion
understanding or gist, so now they should look at
sentences A–G. Read through the questions with the class
and elicit answers.
Reading and Use of English
Answers
STARTER Her refers back to she, favourites and those refer back to
YouTube videos, and the chef Ying Sak is referred to by him.
To introduce the topic of the unit, initiate a brief class Sentence E describes a process (the meals were being
discussion to elicit whether students prefer eating at prepared), which would not make sense in the context of
home or in a restaurant and why. paragraph 2.

1 Draw attention to the photos on page 14 and put students 5 Remind students to underline the words and phrases in
in pairs to ask and answer the questions. Move around sentences A–G and in the main text that help them identify
the class helping with vocabulary as students speak. Ask the correct answers. This helps them justify their answers
different pairs to tell the class their answers to round off and, in the exam, check their answers more quickly.
the task, writing any new vocabulary on the board. Remind students that they should never leave questions
without an answer in the exam. It’s worth trying to answer
Suggested answers every question. Point out the Exam tip and explain that
1 location, quality of food, quality of service, value for money,
checking that the extra sentence doesn’t fit is another way
decor, cleanliness, online reviews
2 They can try new dishes and flavours, these restaurants of confirming answers. Allow ten minutes for students to
tend to be reasonably priced, they are often open longer complete the task under exam conditions.
hours, they attract a diverse clientele.
4 You can repeat watch as often as you like, take notes, check Answers
details online, watch anywhere, make the meal anytime, 1 E 2 C 3 A 4 G 5 F 6 B not needed: D
find out how to cook a particular type of food by doing an Underlining:
online search and finding a relevant video. 2 very hot food / It / too spicy / such strong flavours;
man / him
3 very popular, so many / all; customers / them; let them all
Part 6 down / not about the money
4 critic Marina O’Loughlin / Other reviewers; most exciting /
2 Ask students what they remember or know about Reading flawless; dishes / These
and Use of English Part 6. Read through the questions 5 struggle; repossessed / relief; May / her; building / location /
premises; YouTube / the company / its; her / she
with the class and elicit any suggestions students make 6 her / she; didn’t take very much interest / amazed; growing
to answer them. For question 1 ask them to suggest what up / since then
type of texts they may read in this part. Note down their
ideas on the board before allowing a few minutes for 6 Encourage students to read through all the definitions
students to read the exam task instructions to check their before looking back at the text and suggesting possible
answers. Underline the ideas on the board which were answers. When they have checked the text, allow them to
correct and add any other missing information. compare their answers in pairs before class feedback.

14 UNIT 2 DIFFERING TASTES

 Answers Answers
1 recipes  2 cuisine  3 ready meals  4 critics  5 struggle 1 a noun, a place
6 premises  7 counter  8 tips  9 reviewers  10 authentic 2 2 person  3 person  4 object  5 a verb  6 objects
7 people  8 places/events  9 objects  10 objects
FURTHER PRACTICE Encourage students to check grammar and spelling carefully,
Ask students to write some sentences of their own using especially focusing on singular/plural agreement. When
the words in Exercise 6. If there is time, they could read going over answers with the class, remember to check the
their sentences to a partner, leaving out the key word, and predicted answers on the board and point out, if possible,
the partner can suggest the word which is missing. that it is sometimes possible to predict the correct answer
before listening.
Listening
Exam task answers
1 (shopping) mall  2 businesswoman  3 partner  4 website
STARTER 5 sleep  6 sandwiches  7 office staff  8 festivals  9 trays
Elicit examples of some of the terms used in the questions 10 profits
and the words in the vocabulary list. For example, street
food (food cooked outdoors to be eaten immediately), Recording script
junk food (unhealthy food that is quick to eat), a takeaway You will hear a young man called Dave Simpson talking about selling
meals from a food truck. For questions 1–10, complete the sentences
meal (a meal cooked in a restaurant but taken to eat at with a word or short phrase.
home or elsewhere), convenience food (food which can be
So, I’ll tell you how my business of selling food from a food truck
prepared easily and quickly). Elicit the difference between started. For some time I’d been taking an interest in the food trucks
vegan (no animal products) and vegetarian (no meat or parked close to my flat; from my window I would try to work out
fish). Note any new vocabulary on the board. whether they were selling enough meals to make a decent living.
By my calculations it seemed unlikely, and the same was true of
1 Go over the questions with the class and encourage the trucks by the local station. On that evidence I didn’t feel it was
worth getting myself one, but (1) that all changed when I noticed all
them to use the words on the board as they discuss their those by the shopping mall had queues stretching right along the
answers in pairs. Round off the discussion by asking pavement.
students where and when they might see food trucks or Once I’d made that decision, the next step was to raise the money
street food in their country. to get started. My first thought was to try a bank, but a chat with a
(2) businesswoman who had recently done just that quickly put me
off the idea. She was, though, quite impressed with my project and
Part 2 agreed to invest a sufficient amount to get it off the ground. That
was a relief, as the only alternative would have been to ask a relative.
2  02 Draw attention to the exam task and ask a few When I was drawing up my plans, (3) I felt it was essential to find a
questions to elicit information about Listening Part 2. business partner. I had no experience of things like doing accounts
For example, How many people do you hear? (1), How so I asked my friend George, who used to run a market stall with
many spaces are there? (10), How many words can you a neighbour, what he thought about it. He said that working with
someone you don’t really know can be risky, so I decided to drop the
write in each space? (1–3), etc. Then initiate a brief class idea and go it alone instead.
discussion on the best strategy for approaching this type Getting publicity was a priority but I didn't have any real IT skills.
of listening activity. Remind students that they have 45 I’d found setting up a blog pretty straightforward but to reach a
seconds to read through the task before the recording wider market and give updates on our location, menu and opening
starts. Ask them what they should do while they are times (4) I needed my own website. After many setbacks and hold-
ups, I eventually managed to build one, and our customers really
reading (try to predict the answers by deciding what appreciate knowing where and when they can find me.
type of word goes in each gap). Of course, some parking spots are far better for sales than others
Read through the Quick steps with the class to check and (5) the only way to make sure you're in a top city-centre location
when opening at, say, seven am is to find one the night before and
understanding, and then allow students some time to try leave the truck there. Or even sleep in it, which can get a bit cold in
to identify the kind of information (person, place, object, the middle of winter.
etc.) and, if possible, some suggestions of the possible I’d expected my biggest-selling dish to be burgers, or possibly pizzas
answers for each gap. Point out the Exam tips, telling – which many other trucks sell in huge numbers. (6) But perhaps
students they will hear the exact word on the recording surprisingly, it’s my sandwiches that regularly come out on top,
with pancakes almost as popular in winter, and steadily increasing
and they do not need to change the form of any words demand for vegetarian meals.
they hear to fit the text. That’s particularly true in the middle of the day, when most of my
Before listening, elicit students’ suggestions and write sales are either to those studying at the city’s two universities or to
people who don’t get enough time to have a sit-down restaurant
them on the board. Point out that the answers in Part 2 meal, unlike many of the shoppers or tourists. (7) In other words
are usually nouns or noun phrases. office staff, who tend to take their food back with them and carry on
working.

UNIT 2 DIFFERING TASTES 15

 Being able to go where the customers are gives me a huge 2  Point out that students need to get used to checking
advantage over fixed-site restaurants. (8) Whenever the city through their own work to try to correct any mistakes.
puts on festivals, there are lots of hungry people around and the Students work individually before checking their answers
atmosphere’s great. I also do fairly well at pop concert venues,
though strong competition and heavy security has made them a bit with a partner.
less appealing these days.
Answers
One environmentally challenging aspect of food truck meals is that 1 carried was carrying
they’re all takeaways, meaning that they use single-use packaging 2 left ’d / had left
and cutlery. (9) So, my first step has been to replace plastic trays 3 used to be was
with new ones made of materials which can be processed and used 4 organised ’d / had been organising
again. My longer-term aim is to replace plastic forks and spoons with 5 was had been
recyclable ones, and to use things like recycled oil in all our cooking. 6 walked was walking
(10) With growing competition as more and more people go into the 7 didn’t used to didn’t use to
food truck industry, plus low running costs now a thing of the past, 8 used to wanted used to want
substantial profits are rare, with many owners barely making enough
to live on. It’s certainly not a way to get rich quick, and a high 3 Encourage students to refer back to Exercise 1 and the
percentage quickly go out of business. But it’s nearly always fun. different uses of each of the verb forms before working
through the task. Remind them to read the whole
Giving your opinion sentence before choosing the option. When checking
3 Ask students in which part of the Speaking test they answers, elicit the reasons why each answer is correct.
will be asked to give their opinions (Parts 3 and 4). Point
out that there is not a correct or incorrect opinion, but Answers
1 A  2 B  3 C  4 C  5 B  6 C
students should be able to justify what they think by
giving reasons and explanations. Read through the 4 Point out that students have to use the verb form given
questions with the class and elicit one or two answers, and choose an appropriate verb. There may be more
encouraging students to use the expressions in the box. than one correct answer. Check answers as a class.
Then allow them time to continue the discussion in
pairs. You could brainstorm a few expressions to express Possible answers
1 was walking along the road.
agreement and disagreement and ask students to say 2 had been crying.
whether they agree or disagree with their partner’s ideas 3 used to eat a lot of junk food.
and why. 4 was doing a summer job.
5 had gone back to the office.
Grammar 6 would play lots of games.

Past tenses Speaking

Students can use the QR code to access Grammar On the
STARTER
Move, a short, animated video with explanations and
Ask the class what they know or remember about
examples of the grammar focus of this unit. If you wish, you
Speaking Part 2. Try to elicit the key points by asking
can ask students to watch the video before the lesson or
questions if necessary. For example, What do you have
it could be used as a follow-up for reinforcement or extra
to talk about? (two pictures), How long do you have to
practice. Students do not need to have seen the video in
speak for? (one minute), What do you have to say about the
order to do the tasks in the book.
pictures? (compare them and answer the question at the
1 Ask individual students to read out the extracts from top of the page), What happens when you finish your turn?
the recording and say the name of the underlined verb (your partner is asked a question about your pictures and
forms. Then allow students some time to answer the has to speak for up to 30 seconds).
questions below. Check answers as a class, eliciting more
examples of each past tense form. Refer students to the 1 Remind students that they always have to compare the
Grammar reference on page 100, as necessary. two photographs and point out that there are different
ways of making comparisons. It’s important for students
Answers to understand that some of the expressions in this
1 d past simple exercise can be useful in introductory sentences when
2 e past continuous
3 a past perfect
they are comparing the two photographs in the exam,
4 f past perfect continuous but they should not be encouraged to list differences
5 b used to and similarities. One strategy could be to make an initial
6 c would comparison of the photos and then to focus on answering
the question at the top of the page for the first photo,
then the other one. This will elicit longer stretches of
discourse. Alternatively, they could choose to speak for

16 UNIT 2 DIFFERING TASTES

 around 15 seconds about one photo, remembering to 7 Students should consider the following questions. Did
answer the question rather than describe what they can your partner compare the photos and answer the question?
see, before moving on to the second photo. Encourage Did they continue speaking for a minute without too much
students to read through all the sentences before hesitation? Did they spend too much time describing
completing them with words from the list. Check answers the photos? You could also ask students whether their
as a class. partner used any interesting vocabulary. Elicit some
Answers
feedback from the class and address any particular
2 other  3 similar  4 similarity  5 both  6 different difficulties they had. Refer students to the Speaking
7 difference  8 other bank on pages 130 and 138 for further information and
practice.
2 Focus attention on the photos and allow students a few
minutes to answer the questions in pairs. Reading and Use of English
Answers
a different Fixed phrases
b different 1 Explain that these expressions are the kinds of phrases
c different
that may be tested in Reading and Use of English
d different
e different Part 2. Give students time to complete the task, and after
f similar checking answers, elicit more example sentences with
one or more of the expressions.
3 Give pairs a few minutes to note down their answers and
then elicit suggestions from the class, making sure that Answers
students use the language from Exercise 1 to make the 1 at ease  2 get on my nerves  3 lose touch
4 at first sight  5 break my heart  6 takes me for granted
comparisons.
7 is attracted to  8 propose to someone  9 leave me alone
10 keep you company
Part 2

4 Refer the class to the instructions in the exam task and Part 2
the Quick steps before checking answers.
2 Before focusing attention on the exam task, elicit what
Answers students know or remember about Reading and Use
Photographs 1 and 2 of English Part 2. Then ask pairs to work through the
Candidate A: Talk for a minute, comparing their two photos.
Say why they think people choose to buy food there.
questions together. Check answers as a class.
Candidate B: Say whether they like to go food shopping.
Photographs 3 and 4 Answers
Candidate B: Talk for a minute, comparing their two photos. 1 eight
Say what they think would be enjoyable about having a meal 2 one
there. 3 no – you must think of them for yourself
Candidate A: Say which of the two kinds of place they prefer to
go to and why. 3 Before reading the Quick steps, ask students for some
ideas as to how best to approach the task. If necessary,
5 Focus on the Exam tip and point out that if they describe ask some guiding questions such as What should you read
the pictures they will not have time to make comparisons first? What can help you choose the correct answer? Give
and answer the question. students time to read the text through for gist to answer
Explain that one student in each pair will play the the questions. Then put them into pairs to decide which
‘examiner’ and one the ‘candidate’ so that they each type of word (noun, preposition, etc.) goes in each space.
have a turn to talk about the photographs. The examiner Answers
reads out the instructions and listens to their partner to 1 How the writer and Mateo became a married couple.
check they are making comparisons and answering the Yes: I don’t regret a thing.
question. They can also keep an eye on the time to make 2 a first-person narrative
sure their partner speaks for one minute. When they Go over the Exam tips with the class before asking them
have finished, the listening partner has to speak for up to to complete the text under exam conditions in about ten
30 seconds when answering the follow-up question. minutes.
6 Students swap roles and repeat the task. Remind the
Exam task answers
listening student to focus on whether their partner 1 my  2 had  3 been  4 at  5 me  6 would  7 on  8 to
is answering the question appropriately and not just
describing the pictures.

UNIT 2 DIFFERING TASTES 17

 4 Students work through the task in pairs before checking Answers
answers as a class. Explain any problematic words or 1 yes
phrases if necessary. 2 Neutral. Although the model answer uses some informal
features such as conversational expressions to address the
reader, words such as fun, kid and sure, and exclamation
Answers
marks, there are no contracted forms and it is written in
Fixed phrases: 0, 1, 4, 5, 8.
complete sentences, some of them quite complex.
Past tenses: 2, 3, 6
3 The mystery of who is at the door arouses their curiosity
and creates suspense.
FURTHER PRACTICE 4 The person who sent the text was someone mentioned in
the previous paragraph.
Students tell a partner how and when they met their best 5 I sat at home watch watching TV, how delighting delighted
friend or partner. They should try to use some of the fixed I was, meeting with people, inviting me out for a dinner
phrases from Exercise 1.
4 Give students time to read the article more carefully on
Writing their own and ask them to underline or circle their answers
to the questions. Point out that these are all characteristics
Linking expressions of a good article and that students should include them in
1 Tell the class that these are expressions which will be their articles.
useful when writing an article about a series of events. Answers
They should know them, but you may want to point out 1 Have you ever felt, You can imagine, I think you will agree
that they are all expressions which refer to time with the 2 past continuous: was going; past perfect: had given, had
exception of one (to my amazement). Give students a few been; past perfect continuous: had been talking
3 a at the moment b before long c eventually
minutes to do the exercise before checking answers.
5 Go over the ideas in the Quick steps and the Exam tip
Answers
1 At first
with the class before reading Exercise 5. Students can
2 Between those two times write their articles in class or as homework. Remind them
3 As soon as to plan what they are going to write in each paragraph
4 Immediately before they start and to check their writing carefully when
5 at the same time
6 very surprisingly
they finish. In the exam they will have 40 minutes to plan,
write and check their work. Refer students to the Writing
bank on page 124 for further information and practice.
Part 2 article
Model answer
2 Ask students if they know or remember anything about Out at night
Writing Part 2. Use some questions to elicit general I’ve had several great nights out in my life, but one that sticks
in my memory is when I did actually have a great night out –
information. For example, What is the difference between and I mean out!
Part 1 and Part 2? (Part 1 is compulsory and in Part 2 there I was sixteen years old. My parents couldn’t afford holidays
is a choice), What type of writing might you have to write? abroad, so they encouraged me to go camping overnight
(an article, a report, a review, a letter or email), How many with three friends. I’d never been camping before and we
immediately got off to a bad start. We couldn’t read a map, so
words do you have to write? (140–190) How much time do we lost our way. Then my feet began to hurt, so we arrived late
you have in the exam? (about 40 mins – there is one hour and in the dark at the place where we had decided to camp.
20 mins for two pieces of writing). You might think that the whole trip was a disaster but as soon
as we put the tents up, things changed. We cooked a meal
Focus attention on the exam task and allow students a on our stove and made a hot drink. Then Lorenzo got out his
minute or so to look for the answers to the questions. guitar and we started singing. Can you imagine singing ‘Starry,
Elicit answers from the class. Suggest that students Starry Night’, lying on your back and looking at the stars above
you? We never got into our sleeping bags. It was a great night
should ask themselves questions like these when they out!
first read a Part 2 writing article task.

Answers DIGITAL CLASSROOM

1 young people who read an international website
2 the past Practice Extra Unit 2
3 140–190
Test Generator Unit 2 test
3 Encourage students to read through the questions before
studying the model answer and finding the answers in
Test and Train Exam Practice
pairs. Suggest they underline their answers to 2 and 5.

18 UNIT 2 DIFFERING TASTES

3 Changing places
students why they should read the questions without the
UNIT OBJECTIVES answer options initially (because three of the options are
wrong and in fact are written to distract students, so they
TOPICS: travel and tourism, transport, festivals and may relate to the text but give incorrect information).
customs
Point out that the questions are always in the same order
GRAMMAR: modal verbs, adverbs of degree as the information in the text with the exception of the last
VOCABULARY: dependent prepositions question, which sometimes asks about the theme or ideas
in the text as a whole.
READING & USE OF ENGLISH PART 5: reading for
detailed understanding, focusing on the writer’s Answers
purpose 1 a single article
2 direct questions, incomplete statements, questions on
PART 1: dependent prepositions reference words, questions on the meaning of particular
words
WRITING PART 1: essay, understanding the task, using 3 three
linking expressions
3 Ask if anyone knows where the Faroe Islands are (north
LISTENING PART 3: identifying key words
of Scotland between Norway and Iceland, but they are
SPEAKING PART 3: understanding the task, making Danish). Set a time limit for students to skim read the
suggestions and using modal verbs to speculate article to encourage them to read quickly.

Answer
B
Reading and Use of English
4 Students read the first two paragraphs after reading
STARTER question 1. Tell them to underline the information which
Brainstorm suggestions to explain the term sustainable gives the correct answer in the text and discuss with a
tourism. If necessary, point out that sustainable here partner why the other answers are wrong.
does not just refer to not damaging or changing the
Answers
environment but actually having a positive impact on the C is correct: without the tunnel it (i.e. the village of Gásadular)
place, its economy and society. would probably have become one of the Faroes’ abandoned
villages.
1 This task introduces the topic of the reading text, which A There is no suggestion of this.
focuses on sustainable tourism. Draw attention to the B The people had to do this before it was built, but not after.
D There already was boat service, although it was infrequent
photo and allow students a few minutes to discuss the
and there were cliffs to climb.
questions with a partner. If appropriate, students can talk
about tourism in the area where they live. Elicit feedback Read through the Exam tips, checking understanding and
by asking some pairs to tell the class their ideas. pointing out questions 2 and 4 in the exam task, which focus
on vocabulary. Encourage students to underline the words
Part 5 in the text which help them identify the answers to each
question. Remind students that in the exam there are no
2 Ask students to look at the exam task for a few minutes negative marks for incorrect answers, so they should always
and think about how they should approach it. Discuss write an answer by eliminating the options they can and
suggestions as a class. If the following points don’t come then using the information they have to select one. Allow
up in the discussion, explain that they should always read 15 minutes for students to complete the task under exam
the rubric and the introductory phrase, which tells them conditions. Go over answers with the class, asking students to
the topic of the text (in this case, an article about tourists explain their choices.
doing conservation work). Then they should read through
the text quickly to get a general idea of the content before Exam task answers
1C 2A 3B 4D 5C 6C
focusing on the questions.
5 Students re-read the text to find the answers. Check as a
Give students a few minutes to answer the questions.
class. If there is time, ask them to make their own sentences
After checking answers, go over the Quick steps and ask
with the words.

UNIT 3 CHANGING PLACES 19

 Answers phrases and compare them with questions rather than
1 initiative  2 renovated  3 sustainable  4 in collaboration just focusing on individual words.
(with)  5 asset  6 flattered  7 lose sight of  8 adamant
9 tangible Play the recording and encourage students to discuss
their answers with a partner before listening for a
6 Hold a class discussion to answer the questions. second time. Check answers as a class. If possible, elicit
Encourage students to give reasons for their ideas and explanations for the answers chosen.
opinions.
Suggested answers
FURTHER PRACTICE B technical: equipment, camera, power, etc.; prevented:
stopped, ended, allow, let, etc.
If time allows, students could research some of the C travelling: bus, drive, train, etc.; longer: delay, late,
negative aspects of voluntourism and then hold a debate schedule, etc.
to discuss the pros and cons of this type of volunteering. D difficult: hard, so many, so long, etc.; permission: permit,
pass, allow, forbid, etc.
E dangerous: risk, safe, etc.; certain: particular, other,
Listening different, etc.
F too crowded: full, packed, empty, people, etc. good: bad,
clear, quality, etc.
STARTER G wrong: right, mistake, only, etc.; time of year: season,
Ask students to tell the class about the most impressive month, summer, etc.
places they have visited or seen on TV. Encourage them to H temperature: heat, hot, cold, freezing, etc.; unexpectedly:
think about natural landscapes or scenery. Note any new surprise, normal, etc.; extreme: high, low, excessive, etc.
Exam task answers
vocabulary on the board. 1 D  2 B  3 G  4 E  5 C  not needed: A, F, H
1 Focus attention on the photos and ask if anyone
recognises the places shown. Read the instructions and FURTHER PRACTICE
match the names to the photos as a class. Students work Put students into small groups and ask them to research
in pairs to discuss the other questions before reporting one of the places in the photos or one of the other places
their ideas back to the class. mentioned in the initial class discussion or in answer to
question 4 in Exercise 1. They could then give a short
Answers presentation about it to the class. Encourage them to use
1 Victoria Falls  2 Manarola  3 The Uxmal Pyramid  4 Harbin
5 The Wave rock formation
the useful vocabulary on the board and to use dictionaries
to look up other words, if necessary.
Part 3
Recording script
2  03 Check whether students are familiar with the You will hear five short extracts in which people are talking about their
visits to famous locations to take photos. For questions 1–5, choose
format of Listening Part 3. If necessary, ask questions to
from the list A–H the difficulty each speaker had getting the photos they
elicit details. For example, How many recordings do you wanted. Use the letters only once. There are three extra letters which you
hear? (5), How many people are speaking in each recording? do not need to use.
(1), What do they have in common? (They are all talking Speaker One
about the same topic.), How many questions are there? I was walking through the desert to photograph The Wave, an
(the same question for all speakers with eight answer amazingly beautiful rock formation in Arizona USA. After having
options to choose from), How many times do you hear the so many online applications to visit it turned down, at last I had my
pass. Fortunately, I’d been given a date well before the extreme
recording? (twice). heat of summer, although soft sand and the real risk of getting lost
somewhere with no mobile phone coverage meant there were still
Go over the Quick steps with the class, using the exam
dangers. But I arrived without incident or delay; with just 20 visitors
task to illustrate each point. Referring back to the idea a day allowed there it was hardly crowded and the rock formations
of key words in the answer options, read answer option were breathtaking. I spent hours taking photos, including a great
A with the class. Point out that identifying key words one of The Wave when the sun hit it without any shadows.
helps them understand what to focus on when listening, Speaker Two
and thinking about synonyms and antonyms of these In January we reached the Chinese city of Harbin, famous for its
may help them predict the words used in the recording. spectacular snow sculptures and a colourful city made entirely of
ice. Obtaining visas had been straightforward, and the eight-hour
Students work through the task in pairs before checking train journey from Beijing seemed brief in comparison to what it
ideas as a class. would’ve taken in earlier times. A temperature of minus 25 degrees
came as no surprise, but its effect on my camera did. The battery
Go over the Exam tips box and point out that it quickly lost power and it automatically shut down, ending my
is important for students to listen for detailed day’s photography session. All the buses and eating places were
understanding rather than just individual words, which busy, but it’s such a huge area it was usually possible to get clear
pictures, unlike – I’m told – at Chinese New Year, when everywhere
may be used as distraction in some recordings. It’s
is crowded.
important to check carefully for the meaning of whole

20 UNIT 3 CHANGING PLACES

 Speaker Three 7 correct: needn’t have got (did something unnecessarily);
To reach the stunning Victoria Falls we bought inexpensive multi- didn’t need to get is for something not done because it was
entry Zimbabwe visas as we also planned to visit the Zambian side, unnecessary
and boarded a crowded bus. It was March, a time when the Zambezi 8 correct: shouldn’t have (the wrong thing to do in the past);
River is full and the Falls are a truly amazing sight – especially from can’t have is for a past impossibility
viewing points that others might consider dangerously close to the
edge. But the massive volume of water crashing into the deep valley 2  Tell students to do this task individually before
below created so much rising mist that even in the bright sunshine comparing their answers with a partner. When checking,
only one section was visible, when I’d hoped to get shots of the elicit explanations from students.
entire Falls. To do that I’ll have to return outside the rainy season.
Speaker Four Answers
On a previous visit to the five villages of Italy’s Cinque Terre, I’d 1 could find was able to find (one occasion)
stayed at a campsite, but as the last bus left before sunset I couldn’t 2 mustn’t don’t have to spend (wrong negative modal verb)
take pictures in the evening light. This time, despite high-season 3 must have been should / could have been (it didn’t actually
tourism, I managed to get a room in Manarola. I’d wanted to shoot happen)
the town from the hill across the bay, but the risk of falling rocks had 4 must had to take (wrong past form of the modal)
closed the footpath and I had to make do with photos from other 5 don’t have to drive mustn’t drive (not allowed)
angles. I was also concerned that taking my camera from my cool 6 needn’t to didn’t need / have to (wrong past form of
hostel into the summer heat outside might result in foggy pictures, modal)
though I got round that by leaving it on the terrace overnight. 7 can might/may have to stand (possibility, not ability)
8 might already heard may/might have already heard (past
Speaker Five possibility)
I’d always wanted to photograph one of Mexico’s ancient Maya cities
and my initial preference was for Chichén Itzá, but the likelihood of 3 After allowing time to complete the conversation,
big crowds put me off and I opted for the UNESCO World Heritage encourage students to role-play it to focus on intonation
Site of Uxmal instead. So, on a beautiful April morning I arrived at
Mérida bus station aiming to catch the six am bus there, only to find
in particular.
it was full up. There wasn’t another until nine, which meant I began
my visit to Uxmal well behind schedule. By then the sun was really Answers
beating down, though I was used to that, and I took some fantastic 1 must have missed
shots, particularly of the thousand-year-old Pyramid of the Magician. 2 could have got
3 might have left
4 can’t have done
Grammar 5 had to walk
6 must have switched off
Modal verbs 7 might even have forgotten
8 must have had
Students can use the QR code to access Grammar On the
Move, a short, animated video with explanations and 4 Go over the first comment, eliciting as many answers
examples of the grammar focus of this unit. If you wish, you as possible to check understanding of the task, and
can ask students to watch the video before the lesson or highlight that there is more than one possible answer
it could be used as a follow-up for reinforcement or extra (e.g. they must be related, it must be her mother/aunt, it
practice. Students do not need to have seen the video in must be a relative of hers, it must be someone from her
order to do the tasks in the book. family, etc.). Tell students to do the task in pairs, with
each person giving a different answer to each question.
1 Give students plenty of time to read the Grammar
reference on page 101, select the correct options and Suggested answers
discuss their answers with a partner. When you go 1 They must be related.
through the answers, make sure students can explain 2 You should have gone to bed earlier last night.
3 You didn’t have to wear a uniform.
why the other option is wrong in each case. 4 Someone must have stolen it.
5 You could have saved some money.
Answers 6 You shouldn’t do that.
1 correct: could have walked (past possibility); could walk is for 7 You can’t have done!
past ability 8 You might have spent / lost it.
2 correct: mustn’t (prohibition); don’t have to is for no
obligation 5 Point out that these modal verbs can be used when
3 correct: might have dropped (past possibility); had to drop is
for past obligation talking about the photo in Speaking Part 2 to speculate
4 correct: must (obligation by the speaker); have to is for about the situations shown and sometimes to answer
external obligation questions such as How do you think they might be feeling?
5 correct: don’t have to (not necessary); shouldn’t is for
something that is the wrong thing to do Students work in pairs, taking turns to speculate about
6 correct: may have been (past possibility); must have been is the situations in the pictures. Elicit some example
for certainty about the past answers from around the class.

UNIT 3 CHANGING PLACES 21

 Speaking After students have checked their answers using the
Speaking bank on page 134, answer any questions they
Adverbs of degree may have.
Students can use the QR code to access Grammar On the
Answers
Move, a short, animated video with explanations and 1 the other candidate
examples of the grammar focus of this unit. If you wish, you 2 about three minutes in total: two minutes on the first
can ask students to watch the video before the lesson or question and about one minute on the second
it could be used as a follow-up for reinforcement or extra 3 a booklet with written prompts: a diagram containing a
question plus various options
practice. Students do not need to have seen the video in
order to do the tasks in the book. 4 Focus attention on the exam task and elicit answers from
the class. Point out that students only have two minutes
1 Elicit or explain the value of using adverbs of degree in
to discuss the question before the examiner stops them,
speaking and writing. (They allow us to be more specific
so it may not be possible to discuss all the options
about meaning and add detail.) In the speaking test
and they must allow time for their partner to speak.
students can demonstrate a wider range of language
It’s usually better if students select one idea, starting
and express more precise meaning. Go over the rules in
wherever they want, and then give their opinions by
the Grammar reference section on page 103 and allow
agreeing and disagreeing with each other before moving
students time to complete the dialogue. Don’t go over
on to another idea and so on until the examiner tells
the answers yet.
them the time is up.
2  04 Play the recording for students to check
their answers, and then put them in pairs to suggest Answers
Your town wants to attract more tourists.
alternative adverbs of degree for each answer except
You have to talk to your partner for about two minutes about
5. If time allows, students could role-play the dialogue, how the things in the diagram can help bring in more tourists.
focusing on intonation. You then have about one minute to decide which two things
would attract most visitors to the town.
Answers
1 pretty (also fairly, quite) 5  05 Introduce the recording and ask students to
2 slightly (also a bit, a little) read the questions. Point out that they should look at
3 rather (also quite, a bit, a little, extremely, very, really) the exam task materials while they listen in order to
4 quite (also rather)
5 really follow the conversation. After listening, elicit answers
6 a bit (also slightly, a little, quite) from the class.
7 rather (also quite, really)
8 quite (also absolutely) Answers
9 totally (also quite, absolutely, completely, really) 1 yes
10 absolutely (also quite, completely, really, totally) 2 yes
11 fairly (also pretty, rather, quite) 3 They both choose the museum of local culture, but whereas
12 extremely (also really, very) Elisa’s second choice is the music festival, Carlos’s is the
local cooking.
Recording script
6  05 Check understanding of speculate (to guess
Sam: So how was your journey to the mountains?
possible answers to a question when you do not have
Jess: It was pretty good, overall. The train was slightly late, though
only ten minutes, and I was rather tired after quite a long day,
enough information to be certain). Before playing the
but once we got out into the countryside I really started to recording for the second time, ask students to try to
relax. complete the expressions. If possible, they can check
Sam: Yes, sometimes I’m a bit surprised to find that I rather enjoy their answers by looking at the recording script. In some
train journeys, though the bus is much cheaper. cases, there may be other possible correct answers. For
Jess: Yes, you’re quite right, but it was totally impossible to get a example, 1 Can I start? / Would you like (me) to start? / Do
bus ticket, because we booked the trip so late.
you want to start? etc. If time allows, students could be
Sam: I know what you mean. I was absolutely astonished to see
asked to suggest other answer options for each gap.
how quickly tickets for the mountain bus sell out on a Friday
evening. But, anyway, it sounds like the train was fairly
Answers
comfortable.
1 shall I
Jess: Actually, it was extremely comfortable! I slept most of the way. 2 that could be
3 how about
4 probably a good idea
Part 3
5 Let’s look at
6 I’d go for
3 Hold a brief brainstorming session to elicit what students
know or remember about Speaking Part 3 before
focusing attention on the exam task and the questions.

22 UNIT 3 CHANGING PLACES

Recording script 7 For this first practice of the exam task you could, if
Teacher: Now, I’d like you to talk about something together for you wish, ask students to speak for a little longer than
about two minutes. I’d like you to imagine that a town the two minutes allowed in the exam to give them
wants to attract more tourists. Here are some things that an opportunity to practise, including some of the
may help make a town more attractive to visitors. You now
expressions and discussing as many of the ideas as
have some time to look at the task. Now talk to each other
about how each of these things can make a town more possible. For the second phase, where they have one
attractive to visitors. minute in the exam, it is probably more useful for them
Carlos: Right, shall I start? to get used to speaking for the correct amount of time as
Elisa: Yes, go ahead. it requires some practice to be able to complete the task
Carlos: Well, first there’s the outdoor sports. I think that could effectively in one minute.
be quite a good one, because in most towns, there’s
somewhere you can go running, cycling or walking. It’s Go over the Quick steps information before students
the sort of thing people do in a town to get some exercise. start, and remind them to listen carefully to what their
Elisa: Yes, but that’s the sort of thing people are probably partner says and to respond to that by giving their
already doing wherever they live – why should they go to opinion rather than just taking turns to speak. Remind
another town to do it? students not to choose the best, worst, etc. during the
Carlos: That’s true. I hadn’t thought about that. I mean tourists initial two-minute phase; if they do so, they may end up
might still want to do it, but it’s not why you choose a
place to go, is it? repeating themselves in the second phase. If possible,
Elisa: Not really. So how about the next one, the music students should also try to include some of the adverbs
festival? Think of all the people who go to Coachella or of degree.
Glastonbury. Maybe the town would get crowds like that.
Or a bit like them, anyway. Students need to learn to be aware of how long their
Carlos: Er, well, the weather has to be pretty good in summer for turns are and whether they are doing enough to
that, I mean it rains at Glastonbury sometimes. encourage their partner to contribute, so they need to
Elisa: Yeah – that’s true … Talking about summer, the theme listen to what their partner says. They should both be
park’s probably a good idea for the town. It could be speaking for approximately the same amount of time.
based on a local legend, say. That would look pretty good Elicit some suggestions for what they can do if this was
in the town’s brochure: rides that tell an exciting story;
young people and kids laughing and having fun in the not the case. For example, remember to ask questions.
sunshine. Stuff like that. Refer students to the Speaking bank on pages 128 and
Carlos: Yeah – but not everyone likes theme parks. I mean, they’re 138 for further information and practice.
all the same really. The local cooking might work better.
If there’s some really tasty traditional dishes from the Reading and Use of English
local region and if they’ve got good chefs working in the
restaurants. They could include some great photos of the
meals, and of visitors enjoying them.
Dependent prepositions
Elisa: Yes, and they could then use social media, especially 1 Dependent prepositions are those which always follow
Instagram, to get people’s attention. Although there’d be a verb, noun or adjective. They are often either not
a lot of competition from other places out there. translated or used differently in other languages, so
Carlos: Hmm, you may be right, but even so ... OK, that’s four of students need to learn expressions and phrases as fixed
them done. Let’s look at the last one, the museum of local ‘chunks’ of language. Use the examples given from the
culture.
recording to highlight this.
Elisa: I quite like that one. Maybe the town’s produced some
wonderful musicians and writers – or famous artists? Students then work in pairs to match the correct
Carlos: Yeah, and maybe some of them have painted local scenes prepositions with the expressions listed. It’s useful for
– they’re always popular with tourists. students to understand that if they don’t know the
Elisa: Right. answer there is no rule to help them. It’s just a matter
Teacher: Thank you. Now you have a minute to decide which two of learning them. Go over the answers and, if time
things would attract most visitors to the town.
allows, encourage students to make a sentence for each
Elisa: OK, I’ll start this time if you like.
expression. Then elicit any other phrases they know
Carlos: Fine.
which use the same prepositions.
Elisa: Which two shall we choose? I’d go for the museum of local
culture and the music festival. I think that would make a Answers
lot of people want to come to the town. And you? word/phrase + to:
Carlos: Definitely the museum of local culture. But instead of the in relation, in response, obliged, prepared, required, sensitive,
music festival, I’d choose the local cooking. It’s a bit easier supposed, with regard (also about, belong, bound, compared,
to organise, I think. object, opposed, tend, thanks)
Elisa: OK, so we agree on one but not the other. That’s fine. word/phrase + with:
familiar, fed up, in connection, involved, (have) nothing to
Carlos: I agree.
do, obsessed, the trouble (also agree, along, associated,
beginning, compared, disappointed, have a word, pleased,
satisfied)

UNIT 3 CHANGING PLACES 23

 word/phrase + of: 2 Tell students they have to write an essay in Writing
ashamed, capable, conscious, in need, in place, in terms, in Part 1. Ask some questions to elicit anything they know
view, informed, sort (also afraid, approve, aware, jealous, no about the question format. For example: What register
sign, proud, take care)
or style should you use? (you should write a formal essay),
2  In Reading and Use of English Part 1, dependent How many words do you have to write? (140–190), How
prepositions are sometimes tested. This task gives much time do you have in the exam? (approx. 40 mins –
students a chance to practise some exam-style one hour 20 minutes for two pieces of writing), What
multiple-choice questions. Check answers as a class. must you include in your answer? (two points which are
listed and another idea of your own).
Answers
1 C  2 A  3 D  4 A  5 B  6 D Focus attention on the exam task instructions. This may
be the first time students have seen a Part 1 Writing
Part 1 task so allow plenty of time for them to read it carefully
and answer the questions. Point out that the format is
3 Focus attention on the exam task and elicit answers to always the same, with a question to answer, two points
the questions from the class. to include and another point to add. It’s important to
underline that students have to include an idea of their
Answers own, otherwise they will lose marks in the exam. After
1 eight
checking answers as a class, elicit suggestions for the
2 four
3 All four are the same kind of word with some kind of link in ‘your own idea’ prompt.
meaning.
Answers
4 Set a time limit to encourage students to read the text 1 you have had a discussion in an English class and you
have been asked to write an essay: the advantages and
for gist without trying to complete the gaps initially. Go
disadvantages of taking holidays near home rather than
over the Quick steps with the class. Look at the example travelling abroad
together and elicit an explanation for the correct answer 2 your teacher
(the battle is held is an example of a collocation – words 3 whether it is better to have holidays near home rather than
travel abroad
which often go together). Read the Exam tip and allow
4 which is cheaper, which is better for the environment, and
time for students to complete the task before reading your own idea
through the whole text. As you check answers, elicit 5 reasons for your point of view
explanations from the students for each answer.
3 Ask students to read the model answer quickly to identify
Answers the extra idea that the writer added (young people want
A traditional Italian festival which involves people throwing to travel to learn about other cultures and problems in
oranges at each other.
other societies). Then read through the questions with
Exam task answers
1 C  2 D  3 B  4 A  5 D  6 C  7 A  8 B the class and check understanding. Give students time
to read the model essay and then answer the questions
5 Brainstorm the names of different carnivals or other with a partner. Go through these, taking any additional
special events in the students’ country/countries or questions that come up. Point out that the way the points
region(s) before putting them into pairs to compare their are separated into paragraphs here is a good model for
event to the Ivrea carnival. Elicit feedback by asking two any answer to the Part 1 Writing essay task.
or three pairs to report their ideas to the class.
Answers
Writing 1 holidays abroad
2 2nd: cheaper, 3rd: better for the environment, 4th: own idea
Part 1 essay 3 to begin with, secondly, finally, to sum up
4 First of all, Next, Then, Lastly, In conclusion, To conclude, On
balance, etc.
1 Explain that linking words and expressions help organise
ideas clearly and make it easier for the reader to follow 4 Encourage students to suggest formal alternatives to the
the argument. Students work in pairs to complete the task words and expressions listed before re-reading the essay
before checking answers as a class. to find the answers.

Answers Answers
1 First of all, For one thing, In the first place 1 should not
2 For another thing, Next 2 however
3 Lastly 3 locations
4 On balance, To conclude 4 inexpensive (also: budget, economical)
5 can be done
6 cannot
7 I am absolutely convinced (that)

24 UNIT 3 CHANGING PLACES

5 and 6 Go over the Quick steps and the Exam tip with the
class, checking understanding. If necessary, you could
elicit some suggestions on how students should write a
plan for their essay. Remind them to use notes rather than
complete sentences, to think about how to organise their
ideas into paragraphs, and to brainstorm some useful
words and expressions on the topic.
Students can do the writing in class or at home. They
should check their work as mentioned in Exercise 6, but
there could also be a peer-correction activity, giving
pairs a few minutes to check each other’s work and give
feedback. Refer students to the Writing bank on page 118
for further information.

Model answer
These days many people are choosing not to travel abroad for
their holidays. There are several reasons for this.
The main reason is financial. In the current economic climate,
people have less money for their leisure pursuits. Holidays
abroad are not cheap. Additional expenses include the
purchase of a visa for some countries, and the need to buy
travel insurance and foreign currency.
Another important reason for holidaying at home is the effect
foreign travel has on the environment. Air travel produces
more pollution than any other form of transport, so is the least
green.
People also feel safer in their own country. They are used to
the food and water, so they feel they are less likely to become
ill. And, if necessary, they can more easily return home.
This year I have decided to stay at home. In fact, I’m going to
sleep in my own bed every night. There are many beautiful
places in my country which foreign visitors come to see. I want
to enjoy these places too. And some of them, I can visit by bike!

DIGITAL CLASSROOM

Practice Extra Unit 3

Test Generator Unit 3 test

Test and Train Exam Practice

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