Yjow

contents
UNIT READING VOCABULARY GRAMMAR GRAMMAR WRITING
1 Running free Sports and memories Habitual actions:

will, would and used to
Phrasal verbs Describing an event
Beginnings p4
p10–11 SELF CHECK 1
2 Lord of the Flies Compound adjectives as, like and unlike Narrative tenses A book review
Stories p12
3 The two Steves Partnerships Perfect tenses Verb patterns A magazine article
Partners p20
4 Natural born winners Describing change Comparatives and

superlatives
Conditionals A discursive essay
Changes p28
5 Jacques-Yves
Cousteau
War and peace for + noun/pronoun +
infinitive
Ellipsis Article: describing
a person
Battles p36
6 Sweet dreams? The future Phrasal verbs Reporting structures Story writing
Dreams p44
7 The future is here! Travel and journeys -ing form with

preparatory it
Adding emphasis A letter of complaint
Journeys p52
8 Kitchen science Food and clothes would and wouldn’t Modal verbs A report
Tastes p60
9 Virtual reality Exchanging news Colloquial omissions Passive structures An opinion essay: 1
News and
views p68
10 The immortals Saying farewell whatever, whoever,

wherever, etc.
Complex sentences An opinion essay: 2
Endings p76
ROUND-UP p84–88 FUNCTIONS BANK p89 WRITING BANK p90–91 VOCABULARY NOTEBOOK p92–111 IRREGULAR VERBS p112
4454537 AHWB6.indb 3 24/02/2014 14:32

contents
UNIT READING VOCABULARY GRAMMAR
1 p4 Sporting origins
A public school product, A Canadian invention,
p6 Sporting origins
Negative prefixes
p7 Talking about habitual actions
p94 Grammar Reference
Beginnings An all-American sport Prefixes with fixed meaning p95 Grammar Builder
2 p12 Lord of the Flies p14 Lord of the Flies

Compound adjectives
p15 like, unlike and as
Stories Compound nouns p97 Grammar Builder
LITERATURE CORNER 1 p20 SKILLS ROUND-UP Units 1–2 p21
3 p22 Keeping it in the family

The McDonald brothers and the Dassler Brothers
p24 Keeping it in the family
Set phrases
p25 Present perfect simple and
present perfect continuous
Partners p98 Grammar Reference
p99 Grammar Builder
4 p30 A new direction

Little stars
p32 Little stars
Expressions with change
p33 Comparative and superlative forms
Changes p101 Grammar Builder
5 p40 Wildlife warrior

Steve Irwin
p42 Steve Irwin
Verb-noun collocations
p43 for + noun/pronoun + infinitive
Battles Compound adjectives p103 Grammar Builder
6 p48 Sleep-deprived teenagers

Let sleeping teenagers lie
p50 Let sleeping teenagers lie
Synonyms of predict
p51 Phrasal verbs: particles and their
meanings
Dreams Dependent prepositions p104 Grammar Reference
p105 Grammar Builder
7 p58 Time travel

Time travel for beginners
p60 Time travel for beginners
Nouns related to phrasal verbs
p61 -ing form with preparatory it
Journeys Word formation p107 Grammar Builder
8 p66 Great tasting

Are you a ‘supertaster’?
p68 Are you a ‘supertaster’?
Clothes idioms
p69 would and wouldn’t
Tastes Talking about food p109 Grammar Builder
9 p76 In the news

Making the headlines
p78 Making the headlines
Giving and withholding information
p79 Colloquial omissions
News and Literal and figurative language p111 Grammar Builder
views
10 p84 The life-cycle of a star

The death of the Solar System
p86 The death of the Solar System
Synonyms and antonyms
p87 whatever, whoever, wherever, etc.
Endings Adverbs of degree p113 Grammar Builder
GRAMMAR REFERENCE AND BUILDER p94 WORDLIST p114 IRREGULAR VERB LIST p124
AHSB6.indb 2 13/02/2014 09:13

SKILLS GRAMMAR WRITING
p8 Memories p9 Phrasal verbs p10 Describing an event

Childhood memories p94 Grammar Reference Using short sentences, similes and synonyms to write an
Aspects of childhood p95 Grammar Builder effective description of an event
p16 Compound adjectives p17 Narrative tenses p18 Review

Personality p96 Grammar Reference Using the present simple, modifying adverbs, and
Describing films p97 Grammar Builder participle clauses in a review
p26 Partnerships p27 Verb patterns p28 An article

Words connected with people working together p98 Grammar Reference Using more elaborate words and phrases to liven up an
Talking about partners p99 Grammar Builder article
p34 Describing change p35 Conditionals p36 Discursive essay

Change in people and objects p100 Grammar Reference Using topic sentences and linking words to improve the
How things and people have changed p101 Grammar Builder readability of an essay
p44 War and peace p45 Ellipsis p46 Article: describing a person
Conflicts p102 Grammar Reference Using modifying adverbs and linkers in an article
The Battle of the Somme p103 Grammar Builder describing a person
p52 The future p53 Reporting structures p54 Story-writing

Talking about the future p104 Grammar Reference Ordering adjectives correctly, using reporting verbs, and
Where do you see yourself in ten years’ time? p105 Grammar Builder building variety into a story
p62 Travelling about p63 Adding emphasis p64 A letter of complaint

Describing journeys p106 Grammar Reference Using formal expressions in a letter of complaint
A place I would like to visit p107 Grammar Builder
p70 Fashion p71 Modal verbs p72 A report

Describing someone’s appearance p108 Grammar Reference Using periphrasis and euphemism, words with positive/
Talking about clothes p109 Grammar Builder negative connotations, and subheadings to write a clear
report in an appropriate style
p80 Giving and withholding information p81 Passives and participle phrases p82 An opinion essay: 1
Evasive language p110 Grammar Reference Using passive structures, and restating the question, in a
Three conversations p111 Grammar Builder opinion essay
p88 Farewell p89 Complex sentences p90 An opinion essay: 2

Saying goodbye p112 Grammar Reference Using impersonal language, and concluding, in an
Concluding p113 Grammar Builder opinion essay
AHSB6.indb 3 13/02/2014 09:13

2
Aim High
the complete learning experience for
class, homework and exam success
ACTIVATE your students’ knowledge of
Teacher’s Book 6
English through rich and motivating
texts, vocabulary from the Oxford 3000TM
word list, essential grammar and skills,
and eﬀective study strategies.
EXTEND your students’ vocabulary and

skills through the Dictionary Corner
sections, and the Student’s CD-ROM
with over 180 self-study activities.
6
DISCOVER new ways to engage students
with Aim High iTools – a comprehensive
digital teaching resource for easy
Teacher’s Book
Lansford Falla Davies

classroom management.
ACHIEVE exam success with extensive

review and self-assessment, tests for
every unit, and editable tests from the
Test Generator.
• Teaching notes
Extend your students’ vocabulary and language skills
further with the Oxford Advanced Learner’s Dictionary and
• Teaching tips
Oxford World’s Classics. • Optional activities
• Quick tests
• Everyday English
speaking activities
• Unit tests
with Test Bank CD-ROM

4
3
www.oup.com/elt Lewis Lansford
Tim Falla Paul A Davies
4454544 Aim High TB6 cover.indd 1 12/02/2014 14:39

Teacher’s Book
Lewis Lansford
6
Tim Falla Paul A Davis
3
4454544 Aim High TB6 PRESS.indb 1 07/03/2014 09:30
Great Clarendon Street, Oxford, ox2 6dp, United Kingdom
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Under no circumstances may any part of this book be photocopied for resale
isbn: 978 0 19 445454 4 Teacher’s Book

isbn: 978 0 19 445457 5 Test Bank CD
isbn: 978 0 19 445456 8 Teacher’s Pack
Printed in the UK by the Advent Print Group

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acknowledgements
Illustration by: Q2A Media p.114.
The publisher would like to thank the following for permission to reproduce photographs:
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Everyday English pages by: Tim Falla and Paul A Davis
© 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.

Contents
Introduction 4
Tips and ideas 6
Teaching notes
1 Beginnings 8
2 Stories 16
3 Partners 26
4 Changes 34
5 Battles 44
6 Dreams 52
7 Journeys 62
8 Tastes 70
9 News and views 80
10 Endings 88
Workbook answer key 98
Everyday English pages and teaching notes 108
Photocopiable unit tests 128
Test answer key 148


Introduction
Aim High is a six-level English language course for post-primary Workbook
students. The development of Aim High was informed by
The Workbook mirrors and reinforces the content of the
research in schools – observing lessons and talking to teachers
Student’s Book. It offers:
and students. The information we gathered has given us
● further practice to reflect the sections of material taught
valuable insights into what post-primary students and teachers
want from a coursebook, and these became the guiding in class
● Challenge! and Extension exercises to engage more able
principles for Aim High. Most people asked for:
● a challenging input of active and passive vocabulary
students
● writing guides to provide a clear structural framework for
● a strong focus on reading and writing skills
writing tasks, and a Writing Bank for reference
● rapid progression in the grammar syllabus
● regular Self check sections for students to develop an
● plenty of support for skills work, especially writing
awareness of their progress
● a focus on dealing with idiomatic English and dictionary skills
● cumulative Round-up sections to promote learner
● serious but motivating topics development
● plenty of extra practice material. ● a Functions Bank for reference
Aim High has a very clear unit structure, which has been ● a Vocabulary Notebook listing the vocabulary from the
designed to enable teachers to take students from input Student’s Book in alphabetical order, with space for students
(reading) to output (writing). In addition, in order to support the to make their own notes
challenging grammar and vocabulary input, we have provided a ● an irregular verbs list.
reference section and extra practice in the Student’s Book. While

teachers need to ensure that students adequately cover the Student’s CD-ROM
required grammar syllabus, equal importance needs to be given The CD-ROM is an interactive self-study tool that has been
to the communicative aspects of English. To help with this, we designed to give guidance, practice, support and consolidation
have provided additional photocopiable resources for speaking of the language and skills taught in the Student’s Book. It
practice in the Teacher’s Book. includes:
No two schools or classes are identical. That is why Aim High ● vocabulary activities and an audio version of the wordlist
is designed to be flexible. There are two levels of entry so that ● grammar activities and reference
teachers can choose the one which best fits their students’
● listening practice
needs. We recommend starting with Aim High 1 for mixed-
● writing practice
ability situations where some students will need to review basic
grammar structures, or starting with Aim High 2 for students who ● speaking practice
have had a thorough English training at primary level and can ● games and video clips.
handle a more rapid progression of the grammar syllabus.
Teacher’s Book
The components of the course The Teacher’s Book gives complete teaching notes for the whole
course, including ideas for tackling mixed-ability classes. In
Student’s Book addition, it offers:
The Student’s Book contains: ● background information, optional activities and answer keys
● 10 topic-based units ● 10 photocopiable Everyday English pages to practise the
● I can statements at the end of each unit to encourage language of the units in an extended functional context
conscious learner development ● 10 photocopiable end-of-unit tests
● 5 Language Review sections (Aim High 1), which ensure that ● the Workbook answer key.
students have mastered the grammar and vocabulary of the

previous two units Class audio CDs
● 5 Literature Corner sections (Aim High 2–6), providing extra The audio CDs contain all the listening material from the
reading practice and vocabulary input with extracts from Student’s Book.
popular literary works
● 5 Skills Round-up sections, providing a cumulative skills-based iTools
review Aim High iTools provides digital resources for the classroom,
● 10 Grammar Reference and Builder sections, containing clear and can be used on an interactive whiteboard or with a data
grammar explanations and further exercises for each unit projector. It contains:
● tip boxes giving advice on specific skills and how best to ● all the Student’s Book and Workbook pages
approach different task types in all four main skills ● class audio embedded in the units
● a Wordlist providing a lexical summary of the active and ● answer keys integrated with the exercises
passive vocabulary of each unit with a phonetic guide for
● additional interactive activities
pronunciation. The Oxford 3000TM key symbol in the Wordlist
indicates the most useful words for students to learn. ● video clips, including culture reports
● an irregular verbs list. ● a bank of additional teaching resources.
4 Introduction

Test Bank I can statements
A separate resource CD-ROM containing vocabulary and ● Students are encouraged to become more autonomous
grammar quick tests and unit, Mid-term and End of year tests. learners by reviewing their learning outcomes at the end of
All the material is editable so that teachers can adapt the the unit.
material to suit the needs of individual groups. Teachers will also ● The learning outcomes are expressed as I can statements
be able to create unique tests that are suitable as end-of-term which focus on skills rather than grammatical or lexical items.
and end-of-year tests, and re-sits. Students decide which skills they found difficult or easy, and,
as a result, decide what their learning objectives should be.
The students are then referred to the Self check pages in the
A tour of the Student’s Book Workbook.
There are ten main units in the Student’s Book. Each unit has
seven sections. Each section provides material for one classroom Literature Corner and Skills Round-up
lesson of approximately 45 minutes. Every lesson has a cross ● These sections can be used for additional reading and
reference to the relevant page in the Workbook for extra practice. skills work.
● Literature Corner uses extracts from the Oxford Bookworms
Reading graded readers series, and original texts at higher levels.
● This contains the main reading text and introduces the theme Students may wish to read the whole story independently
of the unit. once they have studied the extract.
● In addition to a Before Reading activity to get students thinking ● Skills Round-up topics centre around British and international
about the topic, a Reading tip develops their reading strategies. cultural issues, and students are encouraged to talk about
● The reading texts are recorded so that students can listen to their own cultures.
the text as they read.
● Important new vocabulary is highlighted in the text and Testing and Assessment
practised in a follow-up activity and in the Workbook.
Aim High provides a variety of resources for teacher-made tests
● The text contains instances of the main grammar point(s) of and for students’ self-assessment:
the unit.
● I can statements at the end of each unit in the Student’s Book
Vocabulary ● Self check sections at the end of each unit in the Workbook
● Unit tests covering vocabulary, reading, grammar, language

● The Activate section recycles the vocabulary from the reading
page in a different context to check understanding. skills and writing in the Teacher’s Book (see pages 128–147)
● Test generator tests which teachers can edit and administer at
● The Extend section introduces new lexical sets related to the
topic and focuses on aspects of vocabulary such as word- any time.
building, collocation and phrasal verbs.
● All the target vocabulary from the unit is highlighted in bold
in the Wordlist at the back of the Student’s Book.
The Common European
Framework of Reference
Grammar Aim High has been designed to be compatible with the learning
● There are two sections of grammar per unit, introducing objectives of the Common European Framework of Reference
one main grammar structure in two stages. Alternatively, (CEFR). The CEFR is a description of linguistic competence at
the second grammar focus may be a different, but related, six levels: A1, A2, B1, B2, C1 and C2. Aim High matches the CEFR
structure. levels as follows:
● The grammar structures are presented in a short text or other Aim High 1: A2
meaningful context.
Aim High 2: B1
● Learn this! boxes and grammar tables help students to work
out the grammar rules, and further explanation and examples Aim High 3: B1 / B2
can be found in the Grammar Reference section at the back of Aim High 4: B2 / C1
the Student’s Book. Aim High 5: C1
● Look out! boxes draw attention to minor grammar points, and Aim High 6: C1 / C2
help students to avoid common errors.
Each level is divided into five skill areas – speaking, reading,
● As well as the exercises in the units, there is further practice in
the Grammar Builder section. listening, conversation and writing. Each skill has a number
of descriptors that explain what a student can do with the
language. The descriptors are often represented as I can
Skills statements, for example:
● This section focuses on listening and speaking skills.
B1 Writing: I can write a personal profile.
● The topic of the listening comprehension is introduced by
more vocabulary input and practice. The descriptors are written to help both learners and educational
professionals to standardize assessment. Use the I can statements
● The tapescript can be found in the teaching notes.
at the end of each unit and the Self check pages in the Workbook
● The listening comprehension activities are followed by to encourage students to assess their own ability.
speaking practice.
● Use the photocopiable Everyday English pages (see pages
108–127) for further functional speaking practice.
Writing
● This section begins with a model text or texts exemplifying
the writing function and format.
● Students study a Writing tip and practise useful phrases.
● There is a clear writing guide for the students to produce their
own text.
Introduction 5

Tips and ideas Teaching grammar
Concept checking
Teaching reading The concept is important. Do not rush from the presentation
Predicting content to the practice before the students have fully absorbed the
Before reading the text, ask students to look at the pictures and meaning of the new structure. Here are some things you can do
tell you what they can see or what is happening. You can also to check that they truly understand a new structure:
discuss the title and topic with them. ● Talk about the practice activities as you do them, asking
students to explain their answers.

Dealing with difficult vocabulary ● Look beyond incorrect answers: they may be careless errors or
Here are some ideas: they may be the result of a misunderstanding.

● Pre-teach vocabulary. Anticipate which words students may ● Contrast new structures with forms that they already know in
have difficulty with. Put them on the board before you read English and in their own language.
the text with the class and explain them. You can combine
this with a prediction activity by putting a list of words on Practice
the board and asking students to guess which ones will not Practice makes perfect. Learning a new structure is not easy,
appear in the text. For example, for the text about Partners on and students need plenty of practice and revision. Use the
page 22 of the Student’s Book, list these words: extra activities in the Grammar Builder section at the back of the
avalanche feud franchise gourmet pioneer outbid Student’s Book and in the Workbook.
resent trademark
Ask students to look at the titles of the two texts and photos
and tell you which two words they are not going to find in the
Teaching listening
text (avalanche and gourmet). Pre-listening
● Having read through the text once, tell students to write down This is an important stage. Listening to something ‘cold’ is not
three or four words from the text that they don’t understand. easy, so prepare the students adequately. Focus on teaching
Ask them to call out the words. You can then explain them. rather than on testing. Here are some things you can do:
● Rather than immediately explaining difficult vocabulary, ask ● Tell the students in broad terms what they are going to hear
students to identify the part of speech of the word they don’t (e.g. two people talking on the phone).
know. Knowing the part of speech sometimes helps them to ● Predict the content. If there’s a picture, ask students to look at
work out the meaning. it and tell you what they can see or what is happening.
● After working on a text, ask students to choose four or five new
● Pre-teach key vocabulary.
words from the text that they would like to learn and to write ● Read through the accompanying exercise carefully and slowly
these in the Vocabulary Notebook section of the Workbook.
before the students listen. Ensure that the students understand
both the task and all the vocabulary in the exercise.
Teaching vocabulary
Vocabulary Notebooks Familiar procedure
Encourage your students to record new words in the Vocabulary It isn’t easy to listen, read the exercise and write the answers all
Notebook at the back of their Workbooks. You could suggest that at the same time. Take some pressure off the students by telling
they write an example sentence that shows the word in context, them you’ll play the recording a number of times, and that they
or they may find it easier to learn words by noting synonyms or shouldn’t worry if they don’t get the answers immediately. Tell
antonyms. students not to write anything the first time they listen.
Vocabulary doesn’t appear just on Vocabulary pages. You can ask
Monitor
students to make a list of all the verbs that appear in a Grammar
section, or to choose five useful words from a reading text and While the students are listening, stand at the back of the class
learn them. and check that they can all hear.
Learning phrases Teaching writing

We often learn words in isolation, but a vocabulary item can Use a model
be more than one word, e.g. make a mistake, do your best, Ensure that the students understand that the text in the writing
have a shower, go swimming. Make students aware of this and section serves as a model for their own writing.
encourage them to record phrases as well as individual words.
Preparation
Revision
Encourage the students to brainstorm ideas and make notes,
Regularly revise previously learnt sets of vocabulary. Here are either alone or in groups, before they attempt to write a
two games you could try in class: composition.
● Odd one out. Give four words, either orally or written on the
board. Students say which is the odd one out. You can choose Draft
three words from one vocabulary set and one word from a Tell them to prepare a rough draft of the composition before
different set (a relatively easy task) or four words from the they write out the final version.
same set, e.g. kind, confident, rude, friendly, where rude is the
odd one out as it’s the only word with negative connotations. Checking
● Word building. This game can be played to revise words and
Encourage them to read through their composition carefully and
their derivatives. Call out a word, and nominate a student to to check it for spelling mistakes and grammatical errors.
give a derivative of the word. Then invite other students in the
class to contribute to the list. For example, danger: dangerous,
dangerously; happy: unhappy, happiness, happily. You can do
the same for phrasal verbs (by asking for verb phrases using
go, get, up, on, etc.) and idioms (by asking for idioms related to
colours, parts of the body, etc.).
6 Tips and ideas


Correction Independent learning
Establish a set of marks that you use to correct students’ written There is the temptation in class to give most of your attention
work. For example: to the higher-level students, as they are more responsive and
sp indicates a spelling mistake they keep the lesson moving. But which of your students can
best work on their own or in pairs? It’s often the stronger ones,
wm indicates a word missing
so consider spending more time in class with the weaker ones,
gr indicates a grammatical error and finding things to keep the fast-finishers occupied while the
v indicates a lexical error others catch up.
wo indicates incorrect word order
Peer support
Self correction If you are doing pairwork, consider pairing stronger students
Consider underlining but not correcting mistakes, and asking with weaker students. Putting students in pairs for writing
students to try to correct them. activities can be a great advantage for weaker students.
Teaching speaking Project work

Provide ongoing work for stronger students. You can give your
Confidence building stronger students extended tasks that they do alone in spare
Be aware that speaking is a challenge for many students. Build moments. For example, you could give them readers, ask them
their confidence and they will speak more; undermine it and to keep a diary in English or work on a project. They can turn to
they will be silent. This means: these whenever they are waiting for the rest of the class to finish
● encourage and praise your students when they speak an activity.
● do not over-correct or interrupt
● ask other students to be quiet and attentive while a classmate

Correcting mistakes
speaks How much we correct should depend on the purpose of the
● listen and react when a student speaks, with phrases like
activity. The key question is: is the activity designed to improve
‘Really?’ or ‘That’s interesting’. accuracy or fluency?
Preparation Accuracy
Allow students time to prepare their ideas before asking them With controlled grammar and vocabulary activities, where the
to speak. This means they will not have to search for ideas at the emphasis is on the accurate production of a particular language
same time as trying to express them. point, it’s best to correct all mistakes, and to do so immediately
after you hear them. You want your students to master the forms
Support now and not repeat the mistake in later work.
Help students to prepare their ideas. Make suggestions and Fluency
provide useful words. Allow them to work in pairs, if appropriate.
With activities such as role play or freer grammar exercises,
Choral drilling it may be better not to interrupt and correct every mistake
Listen and repeat activities, which the class does together, you hear. The important mistakes to correct in these cases are
can help to build confidence because the students feel less those that cause a breakdown in communication. We shouldn’t
exposed. They are also a good chance to practise word stress show interest only in the language; we should also be asking
and intonation. ourselves, ‘How well did the students communicate their
ideas?’ During the activity, you can make a note of any serious
Teaching mixed-ability classes grammatical and lexical errors and put them on the board at
the end of the activity. You can then go through them with the
Teaching mixed-ability classes is demanding and can be very whole class.
frustrating. There are no easy solutions, but here are some ideas
that may help. Self correction
Preparation Give students a chance to correct themselves before you supply
the correct version.
Try to anticipate problems and prepare in advance. Draw up
a list of the five strongest students in the class and the five Modelling
weakest. Think about how they will cope in the next lesson.
When you correct an individual student, always ask him or her to
Which group is likely to pose more of a problem – the stronger
repeat the answer after you correctly.
students because they’ll finish quickly and get bored, or the
slower students because they won’t be able to keep up? Think Peer correction
about how you will attempt to deal with this. The Teacher’s Book
You can involve the rest of the class in the process of correction.
includes ideas and suggestions for activities that can be used
Ask: Is that answer correct? You can do this when the student has
for revision with weaker students, or as an extension for more
given a correct answer as well as when the answer is incorrect.
able students.
Tips and ideas 7


1 Beginnings
This unit includes Lacrosse: This sport was first played by North American
Vocabulary: prefixes • time expressions • adverb Indians about one thousand years ago. It was then seen
collocations • adjectives describing emotional states and adapted by European immigrants in the USA and
• similes Canada. It is played by both men and women.
Grammar: phrasal verbs • talking about habitual actions
Speaking: talking about childhood memories • talking Read
about inherited characteristics • talking about the origins
of languages • discussion: genetic engineering • reacting Exercise 1
to opposing views • Read through the Reading tip with the students. Ensure
Writing: a description of an event that students understand the concept of skimming and
Workbook pages 4–11 how it can help them with global comprehension.
Exercise 2
• Ask students to skim read the texts to find the order of
Reading pages 4–5 invention of the sports. Set a time limit of three minutes
to discourage them from reading too intensively at this
Warm-up stage. They will have a chance to read the text in more
• Tell the students you are going to give them one minute detail later.
to think of a sport, the equipment needed to play it, the
ANSWERS
number of people who play and the place where it is
A Rugby: 1823 (first)
played. They should not talk to anyone else. After one
B Basketball: 1891(third)
minute, put them in groups of four or five and ask them to
C Baseball: early 1839 (second)
slowly give pieces of information about their sport, pausing
to give the other students in the group time to think and Teaching Tip: Reading with the audio CD
guess. The person who guesses the sport first gets a point.
Playing the audio CD as students read will help them to
• As a class, elicit some of the more unusual sports. focus on the text and read without stopping when they
come across unknown vocabulary. This encourages them
Before Reading to work out the meaning of new words when they hear
• Students answer the questions in pairs before checking them in context. The CD also provides a pronunciation
answers as a class. model for new vocabulary.
ANSWERS
A water polo B rugby C polo D hockey E bowls Exercise 3 $ 1.02
F lacrosse • Play the CD while students read the text again and choose
the best answers, finding the relevant lines in the text.
Background Notes • Check the answers.
Water polo: The sport began in the mid-1800s in Britain, as a
type of rugby that was played in lakes and rivers. In 1900, it ANSWERS
became the first team sport to be added to the Olympics. 1 b 2 b 3 a 4 b 5 b 6 c
Rugby: Football had been played at Rugby School for Cultural note – public school
about two centuries before the rules were first written
Remind students, if necessary, that a public school, in
down by students at the school in 1845. In the years that
direct contrast to what its name suggests, is actually an
followed, football clubs around England, and later the
expensive and exclusive type of private school.
world, adopted Rugby rules.
Well-known public schools are Eton, Harrow and Rugby,
Polo: The sport, which began as training for horse- which, like other public schools, place a lot of emphasis
mounted soldiers, is probably more than 2,000 years old. on traditional subjects and sport. The term ‘public’ refers to
The modern game became popular when British residents the fact that in the past, these schools could be attended
of India formed a polo club in the 1830s. by any member of the paying public, as opposed to a
Hockey: In the early 1800s, a game called hockey became religious school, which was open only to members of
popular with public school students in Britain. Students a particular church. It is also distinguished from private
who played the game saw it as a good alternative to education at home.
football for winter exercise.
Bowls: The game of bowls originated in Europe, probably
in the 12th century. It’s played all over the world today
with metal balls on grass.
8 Unit 1

Understanding Ideas happened is a verb which means came about by chance,
when followed by a verb in the infinitive. If it isn’t followed
Exercise 1 by a verb, it simply means occurred.
• Students discuss their answer to the question in pairs. inscription is a noun which means a short text written or
Check a few answers with the whole class. carved on a surface. The verb is inscribe.
ironically is an adverb which means denoting an
Exercise 2
unexpected or contradictory situation. The noun is irony.
• Refer students to the quotation and elicit ideas about onwards is an adverb which means forwards. The opposite
what it means. Then ask students to talk in pairs for
of both onwards and forwards is backwards.
a minute about whether they agree with it, before
discussing this as a class. outlawed is a verb which means made illegal. It also can be
used as an adjective.
ANSWER
prior to is a preposition which means before. The opposite
Robert Morley is probably suggesting that ball sports is after.
bring out human nature’s worst traits: a tendency to
resolutely is an adverb which means showing
warlike behaviour, violence and cheating.
determination. The noun is resolve.
Exercise 3 stave off is a verb which means prevent. It often is used
• Students discuss their answer to the question in pairs. with the noun hunger.
Check a few answers with the whole class. supposedly is an adverb which means according to what is
generally believed. The adjective is supposed.
Culture note – Robert Morley testimony is a noun which means evidence in support of a
The actor Robert Morley (1908–1992) was known for fact, often in a legal situation. A person who gives testimony
being ‘portly’ (overweight) with a double chin. He often testifies.
played rather pompous character parts in films. It’s easy to
imagine that sport wasn’t really his thing. Quick Test: Two-minute test
Ask students to close their books. Tell them that in two
minutes, you’re going to give them short definitions
Vocabulary of some of the words from the reading text. They have
• Students match the highlighted words in the text to the to write down the words very quickly. Dictate the first
definitions. Check the answers. definition, and wait only five seconds before reading out
ANSWERS the next. Continue with the rest of the definitions. When
1 stave off 2 endures 3 resolutely 4 ironically you finish, get students to compare their answers with a
5 supposedly 6 exploit 7 happened 8 outlawed partner. Then check the answers together as a class.
9 categorically 10 testimony 11 onwards absolutely and unconditionally [categorically]
12 inscription 13 devise 14 prior to 15 elated invent [devise]
overjoyed [elated]
Set up a system with the class for making notes in the continues to exist [endures]
Vocabulary Notebook section of their Workbooks (see a notable or heroic deed [exploit]
Workbook pages 92–111). Give students more information came about by chance [happened]
about the words from the text (see below) and tell them a short text written or carved on a surface [inscription]
to make notes. Encourage them to use a monolingual denoting an unexpected or contradictory situation
dictionary to find definitions and example sentences. [ironically]
Also encourage them to make their example sentences forwards [onwards]
personal and true, e.g. made illegal [outlawed]
happened is a verb which means came about by chance, before [prior to]
when followed by a verb in the infinitive. If it isn’t followed showing determination [resolutely]
by a verb, it simply means occurred. prevent [stave off ]
I happened to see Susan yesterday afternoon. according to what is generally believed [supposedly]
evidence in support of a fact, often in a legal situation
categorically is an adverb which means absolutely and
[testimony]
unconditionally.
devise is a verb which means invent. It is related to the
More practice
noun device, which is a thing that has been invented.
Workbook page 4
elated is an adjective which means overjoyed. The noun is
elation.
endures is a verb which means continues to exist. The
noun is endurance.
exploit is a noun which means a notable or heroic deed.
The stress is on the first syllable. It shouldn’t be confused
with the verb exploit which means use, and has the stress on
the second syllable.
Unit 1 9

Vocabulary page 6 Teaching Tip: Words beginning with the
same suffix
Target Vocabulary
Word formation is a valuable way of extending students’
Sporting origins: categorically devise elated endures vocabulary. Divide students into three groups and allocate
exploit happen to inscription ironically onwards each group a set of prefixes: il-, over-, mis-, super-, ir-, im-,
outlawed prior to resolutely stave off supposedly anti-, under-, self-, un-, dis-, co-. Give each group a piece
testimony of coloured card and get them to write the words from
Prefixes: anticlimax co-educational disadvantaged exercises 1 and 2 on their piece of card. Then get them to
disappear illiterate impartial impractical inaccessible add three or four new words to the list. Display the posters
inaccurate irreplaceable overcharged overcooked on the wall and tell students they must add new words
overworked self-evident underpaid unfortunately with their prefixes when they come across them.
uninhabitable
Quick Test: Hot seat

Activate Put a chair in front of the class. Ask one volunteer to come
• Focus on the words in the box and review their meaning and sit on the chair. Write a word from the list below on
by asking a few questions, e.g. What word can we use to the board and get students to define the word for the
denote an unexpected or contradictory situation? [ironically] student sitting on the chair. If the student guesses the
What has happened to something if it has been made illegal? answer correctly, choose a different student to come
[outlawed] to the front. If they can’t guess the word, tell them the
• Students complete the sentences. Check the answers. answer and write up a different word for students to
ANSWERS define.
1 resolutely 2 outlawed 3 categorically 4 exploit anticlimax ironically
5 stave off 6 supposedly 7 inscription 8 onwards categorically irreplaceable
9 testimony 10 devise 11 prior to 12 elated co-educational onwards
13 endures 14 ironically 15 happened to devise outlawed
disadvantaged overcharged
Extend disappear overcooked
elated overworked
Exercise 1 Prefixes endures prior to
• Focus on the first Look out! box. Show on the board how exploit resolutely
to join the prefix im- with the adjective practical to make happened self-evident
impractical. illiterate stave off
• Get students to check the meanings of the words in a impartial supposedly
dictionary. impractical testimony
inaccessible underpaid
• Read through the first sentence with students and then
inaccurate unfortunately
elicit the correct answer for the next gap.
inscription uninhabitable
• Students continue completing the text with the words.
Check the answers.
ANSWERS Vocabulary Notebooks
2 disadvantaged 3 uninhabitable 4 irreplaceable Remind students to make notes on new vocabulary in the
5 illiterate 6 impartial 7 inaccessible Vocabulary Notebook section of their Workbooks.
• Focus on the second Look out! box. Show on the board
how to join the prefix over- with the adjective charged to More practice
make overcharged. Workbook page 6
Exercise 2
• Ask students to do the exercise.
• Check the answers.
ANSWERS
2 d 3 a 4 b 5 g 6 e 7 h 8 f
10 Unit 1

Grammar page 7 Exercise 2
• Students do the activity in pairs. Circulate and monitor for
Talking about habitual actions correct use of habitual language.
Pronunciation note: Expressing disapproval with

Warm-up will and would
• Write on the board: I’ll go swimming once a week. Point out When we describe a habitual action in a neutral tone,
that we sometimes use will to talk about habitual actions
we do not place stress on will and would and we often
in the present. The meaning is the same as I go swimming
contract them to ’ll and ’d. To express disapproval of a
once a week. Ask how the sentence would be said in
habitual action, we always use the full stressed form of will
the past, beginning with When I was seven years old, …
or would.
[I would go swimming once a week].
Explore Exercise 3
• Students do the activity individually. Circulate and
Exercise 1 $ 1.03 monitor, giving assistance as necessary.
• Students read and listen to the dialogue.
Exercise 4
ANSWERS
• Students interview each other in pairs. Encourage them to
The three friends are talking about which of their parents
give expansive answers with examples and to ask
they take after.
follow-up questions. Conduct a brief whole-class feedback
1 I’ll often call my mum … present simple
at the end.
2 We usually think … present simple
3 my grandmother used to … past with used to for past More practice
habits Workbook page 7
4 She would get … past with would for past habits Grammar Builder page 95, exercises 1–2
5 everybody is forever … present simple ANSWERS GRAMMAR BUILDER 1 (PAGE 95)
6 people were always mistaking … past continuous Exercise 1
7 she will borrow … present simple 1 a, c 2 b, c 3 a, b, c 4 a, b 5 b 6 a, c
8 When we were … past simple Exercise 2
Exercise 2 2 My mother will usually cook something special
whenever we go round.
• Students complete the table individually or in pairs. 3 Gina is constantly taking my CDs without asking.
ANSWERS 4 We didn’t use to have pets when we were little.
a my grandmother used to … 5 Ben was always leaving his dirty dishes all over the
b She would get … place when he lived with us.
c I’ll often call my mum … 6 Every summer, we used to make sandcastles on
d We usually think … the beach.
e people were always mistaking …
f When we were …
g everybody is forever …
h she will borrow …
Exercise 3
• Read through the Learn this! box with students and
check answers to exercises 1 and 2.
Exploit
Exercise 1
• Students do the activity individually.
• Ask a few students to share one of their sentences with
the group.
EXAMPLE ANSWERS
1 I’m the spitting image of my father.
2 My mother and I would usually think alike on things.
3 When we were younger, my brother and I would both
play football as often as possible.
4 Everybody is forever saying they can’t believe that my
sister and I are related!
5 I’ll often talk to my sister about my problems.
Unit 1 11

Skills page 8
wanted. And when I opened my presents on Christmas
morning, I usually discovered that I’d got what I’d asked
for. It was a great feeling. Of course, once in a while I was
Memories slightly disappointed – for example, one year when I’d asked
Target Vocabulary for a real, full-sized aeroplane, I didn’t get it. But generally
speaking, Father Christmas was very kind to me, and I
Adjectives: feelings: bewildered circumspect
can’t call to mind many disappointments. And I didn’t for a
disorientated distraught overawed overwhelmed
moment suspect that my parents were buying the presents
preoccupied uneasy unnerved withdrawn
for me – at least, not until I was much older …
Sue It was my very first day at primary school and I was so
Warm-up upset about leaving my mum that I cried for most of the
• Ask students to brainstorm ‘important firsts’ in a person’s morning. Anita came up to me at lunchtime and told me not
life, such as the first time you rode a bicycle. After 1–2 to worry, that everything would be OK. She smiled, and I felt
minutes, put students in pairs or groups and ask them to better. I still have a clear recollection of that smile. We became
share their ideas and pick their most memorable ‘first’. friends at once, and we remained inseparable for years. We
sat next to each other in class, we had lunch together, we
shared our secrets, our fears and anxieties, everything. After
Vocabulary
primary school, Anita and I went to different secondary
• Focus on the photo. Ask students what might be happening schools and saw much less of each other. We still saw each
and how the child might be feeling. As you elicit words, other at weekends sometimes, but gradually we drifted apart.
listen for pronunciation errors, then model and drill. In the end, we lost touch with each other completely and I’ve
no idea where she is now or what she’s doing. It’s a shame,
Listen really – I still think about her quite often and wish we could
meet up. It would be fun to reminisce about the good old
Exercise 1 $ 1.04
days. Mind you, if we met up now, we might have absolutely
• Play the CD once for students to answer the questions. nothing in common! Perhaps it’s better just to keep the nice
Check the answers. memories.
ANSWERS
Speaker 1 c Speaker 2 d Speaker 3 f Speaker 4 b Exercise 2 $ 1.04
• Play the CD and check the answers.

TAPESCRIPT
Ben As I recall, the trouble started when my little sister was ANSWERS
born, and I had to move into my brother’s bedroom. He 1 recall 2 hindsight 3 traumatic 4 picture
hated having to share, and he took it out on me – although 5 ingrained 6 evocative 7 call 8 recollection
of course, it wasn’t my fault. He used to play all kinds of 9 reminisce
tricks on me, particularly when I was in bed – like tipping
glasses of water over my pillow, or putting strange things Exercise 3
underneath the blankets to scare me. I complained to my • Students complete in pairs. Check the answers.
mum and dad time after time, but either they didn’t believe ANSWERS
me, or they felt they couldn’t do anything about it. With 1 repeatedly 2 then 3 for now 4 very soon
hindsight, I suppose it was all fairly innocent, and he never 5 all the time 6 never-ending 7 occasionally
actually harmed me, physically – but at the time, I found 8 never 9 immediately 10 finally
the whole thing quite traumatic, and I’m sure it affected my
relationship with my brother as we became adults. Exercise 4
Miranda I’ve always been quite an obsessive sort of person • Students complete individually. Check the answers.
– and fickle too. I’ll get really into something – or somebody
ANSWERS
– for a while, and then change my mind completely. For
1 Occasionally / From time to time 2 immediately / at
example, I’m totally fanatical about going to the gym. It’s the
once 3 Then / At the time 4 never-ending / endless
most important thing in my life – for now. But I’m sure I’ll go
5 never / not for a moment 6 all the time / the whole time
off it completely very soon. I was exactly the same as a child.
7 repeatedly / time after time 8 finally / in the end
I’d have a favourite dress, for example, and I’d wear it all the
time. There was a denim dress I had when I was four. I can
still picture it clearly – it had flowers embroidered around the Speak
hem. I wouldn’t wear anything else – for weeks! Then suddenly, Exercise 1
I decided I hated it. It was the same with videos: I’d watch
the same film a hundred times until it became completely
• Refer students to topics in exercise 2. Demonstrate by
describing a memory of your own.
ingrained in my memory. Then I’d never see it again. My
parents always thought I’d change as I grew up but I haven’t! Exercise 2
Phil Christmas is a very evocative time for me, I guess
• Students take turns to describe memories to their partners.
because it was so important to me when I was a child. As
that time of year approached, I’d have endless conversations More practice
with my mum and dad about what presents I wanted Father Everyday English 1, Teacher’s Book pages 108–109
Christmas to bring me. They always listened carefully, asking
questions to make sure that I really wanted what I said I
12 Unit 1

• Students read the text to answer the question.
Phrasal verbs ANSWER
Identical twins have the same DNA, so any differences
Warm-up between them must be accounted for by their environment.
• Write on the board: Nature or nurture? Explain that it’s
about whether your environment and upbringing or your Exercise 3
genes are responsible for personality. Put students in small • Students can do the exercise individually or in pairs.
groups to discuss, giving examples if they can from their ANSWER
lives, their family and friends. Conduct class feedback. 1 break it down 2 looking into it 3 come up with
4 get away with them 5 work it out
Explore 6 brought up in different families 7 account for them
Exercise 1 Exercise 4
• Focus on the title of the text and ask students what • If possible, get students to work with a different partner
they think it means. Then either ask students to read for this exercise. Encourage them to use the phrasal
the text silently or get them to read around the class verbs in their answers and to ask at least two follow-up
and explain the meaning of the question. In pairs they questions for each answer their partner gives.
write a sentence summarizing the answer. Check the
answer together. Optional Activity: Further phrasal verbs practice
ANSWER Ask students to write five questions to ask their partner,
The title asks the question: What are the factors that along the lines of those in exercise 4, using the other
determine someone’s personality? phrasal verbs in exercise 1. However, instead of writing the
Answer: Your genetics, your environment, your free will full phrasal verb, they should write the particle (adverb or
preposition) but blank out the main verb. They pass the
Exercise 2 questions to their partner who fills in the blanks. They then
• Go through the four different types of phrasal verbs in interview each other using the questions they have written.
the Learn this! box. Write an example on the board to
illustrate each type (e.g. 1 sit down, 2 point out – point out
Quick Test: Error correction
a mistake, point a mistake out but point it out not point out
it, 3 look for – look for the book not look the book for 4 get Write the following sentences on the board. Give students
away with) time to correct the mistakes.
• Do the first together, then students continue in pairs. The window was so dirty, we couldn’t even see it through.
[see through it]
ANSWERS My uncle Dave grew in France up. [grew up in France]
a type 4 b type 2 c type 3 d type 1 e type 1 It’s important when you see bullying that you stand to the
f type 2 g type 4 h type 2 bully up. [stand up to the bully]
We accounted all of the missing money for. [accounted for
Learn this! box: 1 sit down 2 point out 3 look for 4 get all of the missing money]
away with You should look that word in the dictionary up. [look up
Follow-up that word in the dictionary / look that word up in the
Grammar Reference page 94 dictionary]
Exploit More practice

Workbook page 8
Exercise 1 Grammar Builder page 95, exercises 3–6
• Read though the Look out! box with students then focus ANSWERS GRAMMAR BUILDER 1 (PAGE 95)
on the instructions. Analyse the first verb together as a Exercise 3
whole class before students continue alone or in pairs. 2 puts up with them 3 set off 4 cheer him up
ANSWERS 5 got away with it 6 may pass out 7 tore it up
1 to admit defeat, to take back an opinion, type 1, active 8 went for her
2 to resist, not accept bad treatment from somebody Exercise 4
without complaining, type 4, active 2 ran into her 3 will turn him down 4 went through it
3 to continue to do something until it has finished, in 5 did away with that 6 got away 7 fell out with them
spite of difficulties, type 2, active 8 lets us down
4 to stop doing something, type 1, active Exercise 5
5 to give something to the next generation, type 1, active 2 was called off 3 was brought up 4 was carried out
6 to develop into an adult, type 1, active 5 were laid off 6 was broken up 7 is being held up
7 to be the explanation for, type 3, active Exercise 6
8 with mind = to decide, type 2, active 2 to do it up 3 to get round to it 4 to put us up
5 to get through to her 6 to give it up
Unit 1 13

Writing page 10–11 Optional Activity: Similes
Students can make their writing sound more descriptive
Describing an event either by using ‘fixed similes’ or inventing their own. In
exercise 5 they invent their own. Here, they learn some
Target Language fixed similes.
Similes: The hospital was like a maze; Her face was as Begin by seeing how many they can remember from Aim
white as snow; The runner fell to the ground as though High 5 (blind as a bat, busy as a bee, free as a bird, strong
he’d been shot. as an ox, sly as a fox, quiet as a mouse, slippery as an eel,
stubborn as a mule, brave as a lion, gentle as a lamb, old as
Warm-up the hills, light as a feather, flat as a pancake, thin as a rake,
easy as abc, good as gold, smooth as silk).
• Ask students: Have you ever been to the theatre? What did
you see? Then, write the following nouns on the board and ask
students to guess the adjective.
flash [as quick as a]
Read
cucumber [as cool as a]
• Focus on the essay. Ask the students to read the first lead [as heavy as]
paragraph only to answer the first question. post [as deaf as a]
• Students read the rest of the essay and answer questions daisy [as fresh as a]
2 and 3. judge [as sober as a]
ANSWERS Finally, write the following colour similes and ask them to
1 Agatha Christie’s The Mousetrap, at age ten. guess the noun.
2 He was excited and captivated. It made his heart beat as red as a … [beetroot]
faster. as black as … [night]
3 It made him love plays and dramas. as white as … [a sheet] to talk about fear / horror,
[snow] to talk about, e.g. skin, fur
Prepare as brown as a … [berry]
Exercise 1
Exercise 5
• Students read the model and answer the question in pairs.
• Put students in pairs to invent their own similes. Ask a few
ANSWERS pairs to read out their answers.
I was thrilled! (adding emphasis)
We waited. (building tension or suspense) Exercise 6
• Students do the matching task individually and then
Exercise 2 check in pairs. Encourage them to refer to the word list
• Students rewrite the sentences individually or in pairs. at the back of the book. Check their answers, eliciting
ANSWERS quick translations for the harder items, before asking
1 When we arrived at our hotel, I went straight upstairs them to think of situations where they might experience
and looked out of the window. There was the sea! these states.
2 As Ben approached the door, he could hear footsteps ANSWERS
inside the room. He turned the handle. The door swung apprehensive / nervous, petrified / terrified,
open. He finally came face to face with the man who baffled / perplexed, reluctant / unwilling,
had been following him. disenchanted / disillusioned, remorseful / repentant,
3 The playground was huge and I had never seen so eager / enthusiastic, tense / uptight,
many children in one place. They were running to and elated / thrilled
fro, shouting and bumping into each other. It was
terrifying. Exercise 7
• Read the Writing tip with the students. You could point
Exercise 3 out that even in a rich language like English there are very
• Students do the activity individually or in pairs. Check few true synonyms. Words which seem like synonyms
answers. usually differ very slightly in meaning, collocation, register
ANSWERS or regional use. The dictionary extract shows how the
1 like 2 as, as 3 as if Oxford Advanced Learner’s Dictionary gives information
about the differences between these synonyms.
Exercise 4 • Students do the task individually or in pairs and check
• Students do the activity individually or in pairs. Check their answers with a partner.
answers.
ANSWERS
ANSWERS 1 cross 2 mad 3 indignant 4 mad
1 like 2 as, as 3 as if / though
14 Unit 1

Exercise 8 Optional Writing Activity: An account of an event
• Do the first sentence together and then students All optional writing tasks require some sort of advance
continue the activity individually or in pairs. Make sure
preparation or research on the part of the students.
they understand that they need to find an alternative for
The writing itself can then be set as homework or as an
both of the repeated words in each sentence.
in-class activity. In some cases the activity can be done as
POSSIBLE ANSWERS a group project. The length of the text to be written can
1 The room was vast, with enormous windows. be determined by the teacher.
2 She was a slender woman with a slim face. Ask students to interview a family member or someone
3 My clothes were soaked and my hair was dripping. they know who remembers an important / memorable
4 I could see the breathtaking mountains and the event that took place at least 40 years ago. It could be an
stunning lakes. event that made news headlines, a concert of a well-
5 When the phone rang, I answered it instantly, and knew known music group, the first landing on the moon, or a
at once that something was wrong. big sports event. The students can use the language in
this unit to write an effective account of the event. The
Write descriptions should be given suitable titles.
Students can be divided into groups of three or four. As
Exercise 1
a group, they prepare a poster with their texts, suitable
• Students copy and complete the plan with brief notes. photos / illustrations, and titles, e.g. ‘Images of the 70s’. The
Exercise 2 posters could be then displayed in the classroom.
• Focus on the instructions. Ask students to form different
pairs for this activity. Exercise 4
• Students check their work. If there is time, ask them to
Exercise 3 swap essays with a partner. They should assess the essay
• Give the students fifteen to twenty minutes to write in terms of the criteria in the Check your work list.
the first paragraph or two of their article. Walk around MARKING SCHEME
monitoring and helping and encouraging students to
self-correct. They can finish the article for homework.
• The essay follows the plan. [2 marks]
• The essay is 200–250 words. [1 mark]
SAMPLE ANSWER
I went to my first Formula One race when I was eleven
• The essay uses synonyms [2 marks]
years old. My dad and uncle got tickets and took me, my • The essay includes at least one simile. [1 mark]
brother and my cousin. We flew to Abu Dhabi for the race, • The essay uses at least one short sentence to add
which was at the famous Yas Marina track. emphasis or build suspense. [1 mark]
I remember the buzz of excitement at the track as we • The essay uses accurate grammar and vocabulary. [3 marks]
found our seats. We waited. It seemed to take forever.
More practice
When the cars finally came out onto the track, they made
Workbook page 9
a noise like thunder. After watching on TV so many times, I
couldn’t believe I was actually there. My heart was beating Follow-up
like a hammer! Self Check, Workbook pages 10–11
Sebastian Vettel of Red Bull racing was in pole position. Test Unit 1, Teacher’s Book pages 128–129
When the racers were given the green light, I was
completely captivated. The race was incredibly exciting
from the very start. On the first lap, just at turn six,
Schumacher tried to overtake Rosberg for eighth position.
Schumacher spun! His race was over, just at the beginning!
The excitement didn’t end. For 55 laps, Vettel battled to
hold the lead, retaining first place for most of the race.
Amazingly, Vettel took his fifth win of the season and won
the championship – the youngest ever championship
winner.
As we left the raceway, my eyes and ears were still full of
everything I had seen and heard. Now I know that when
you see something on TV, it is only like a dim photocopy
of actually being there!
Unit 1 15

2 Stories
Understanding Ideas
This unit includes
Vocabulary: compound adjectives • compound nouns Exercise 1
• verb-noun / adjective-noun collocations • phrasal verbs
• Students read the questions and think of possible answers.
• aspects of films • adjectives describing films • modifying
adverbs • Students discuss their answers in groups.
Grammar: like, unlike and as • narrative tenses • simple • Bring the class together to compare answers.
and continuous forms • speculating POSSIBLE ANSWERS
Speaking: talking about characters in films and books Ralph: indecisive
• talking about TV viewing habits • reacting to literary texts Jack: violent and aggressive
Writing: a film review Piggy: defiant
Workbook pages 12–19 Exercise 2
• Students read the question and think of possible answers.
• Students discuss their answers in groups.
Reading pages 12–13
• Bring the class together to compare answers.
Warm-up POSSIBLE ANSWER
• Put the students in pairs. Ask them to look at the photo on The author may be saying that human nature isn’t
page 12 and describe it in as much detail as possible. After completely good, and that society forces naturally
one minute, ask them what they think might happen next, competitive or aggressive people to cooperate with, or at
giving reasons for their suggestions. least not harm, others. When removed from the controls
of society, some people’s true violent, aggressive and
Background Notes animal-like nature may show itself.
William Golding Born 1911, died 1993. Golding was a
Optional Speaking Activity: Survival
British novelist and poet. He won both the Nobel Prize for
Literature and the Booker Prize. Lord of the Flies is his best- Ask the class to think about animal societies: carnivores
known novel, published in 1954. such as lions and wolves, and herbivores such as
elephants and deer. In pairs, the students should try to
Lord of the Flies The book is about what happens when
find any similarities and differences between these animal
a group of boys are stranded on a desert island. It covers
societies and the way human society is organized. After
themes such as leadership, moral choices, civilized versus
four or five minutes, elicit some ideas.
animal behaviour, and the group versus the individual. Two
films of Lord of the Flies have been made – in 1963 and 1990. Bring the students’ attention back to the Before reading
exercise. Put them into groups of 5–7 students. Explain
that you are going to have a competition for the most
Before Reading successful civilization. Each group has been marooned on
• Ask students to discuss the questions in pairs. Then hold a small island and has emergency food supplies to last up
class feedback. to one month, a first aid kit, a box of matches, a machete
or axe, and a small kitchen knife.
Read Explain that they have 10–15 minutes to decide how their
group is to be organized and to establish their different
Exercise 1 roles and responsibilities within the group. They should
• Read through the Reading tip with students. Get the plan how decisions can be made and a system for resolving
students to read the extract quickly. Elicit from the any arguments in the group. They should also decide their
students what they think the answer to each question is. top three priorities. Refer them back to the text for ideas
if necessary – hunting, keeping a fire going, exploring the
Exercise 2 $ 1.05 island, keeping watch for ships, making a shelter. All these
• The students read the text again and choose the best points should be written down in the form of a constitution
answers, finding the relevant lines in the text. Check the or contract between those in the group. Each member of
answers. the group should write it down, so they all have a copy.
ANSWERS When the time limit is up, reorganize the groups so that
1 c 2 a 3 b 4 d you have representatives from at least three groups
together. Each student should read out their constitution
to the other students, who may then challenge points or
ask questions. The student may defend their constitution
but should also write down any important points to
discuss with their group later.
16 Unit 2

Vocabulary Quick Test: Password
• Students match the highlighted words in the text to the Write the following letters on the board, to coincide with
definitions. Check the answers. the first letter of the new words in the reading:
ANSWERS C, C, C, D, E, E, G, I, L, M, S, S, S, S, U
1 smirking 2 stirred 3 compelled 4 dubiety Divide the class into four teams. Ask the following
5 ungraspable 6 grave 7 induced 8 conspiratorial questions to the first team until they get a question wrong.
9 martyred 10 exasperation 11 scornfully 12 scar Move on to the next team, and ask the same questions
13 clamoured 14 ebullience 15 lost his thread again until they get one wrong. Continue until one team
• Give students more information about the words from answers all the questions correctly. The students in this
the text and ask them to make notes in the Vocabulary team are the winners.
Notebook section of their workbook. Which C is a verb which means shout loudly and insistently?
clamour is a verb which means shout loudly and insistently, [clamour]
and is usually used to describe a group of people rather than Which C is a verb which means force? [compel]
an individual.
Which C is an adjective which means as if sharing a secret?
compel is a verb which means force. [conspiratorial]
conspiratorial is an adjective which means as if sharing a Which D is a noun which means uncertainness about
secret. It is related to the noun conspiracy, which is a secret something? [dubiety]
plan by a group.
Which E is a noun which means an overflow of eager
dubiety is a noun which means uncertainness about enjoyment and enthusiasm? [ebullience]
something. The adjective dubious can describe both the
Which E is a noun which means a feeling of aggravation and
feeling of dubiety, and the thing that causes the feeling.
annoyance? [exasperation]
ebullience is a noun which means an overflow of eager
Which G is an adjective which means serious? [grave]
enjoyment and enthusiasm. The adjective is ebullient.
Which I is a verb which means succeed in persuading
exasperation is a noun which means a feeling of
someone to do something? [induce]
aggravation and annoyance. The adjective is exasperated.
Which L is a verb which means stop understanding what
grave is an adjective which means serious.
you were doing or saying through lack of concentration or
induce is a verb which means succeed in persuading complication? [lose one’s thread]
someone to do something.
Which M is an adjective which means having made sacrifices
lose one’s thread is a verb which means stop or suffered? [martyred]
understanding what you were doing or saying through
Which S is a noun which means a lingering mark of damage
lack of concentration or complication.
or injury? [scar]
martyred is an adjective which means having made
Which S is an adverb which means without respect, in a
sacrifices or suffered. The noun, a person who is martyred,
contemptuous manner? [scornfully]
is a martyr.
Which S is a verb which means smile in an irritating, silly or
scar is a noun which means a lingering mark of damage or
self-satisfied manner? [smirk]
injury. It is also a verb. The adjective is scarred.
Which S is a verb which means make a slight physical
scornfully is an adverb which means without respect, in
movement? [stir]
a contemptuous manner. The noun scorn is a feeling of
contempt. Which S is an adjective which means not able to be
understood? [ungraspable]
smirk is a verb which means smile in an irritating, silly or self-
satisfied manner. Smirk is also a noun.
stir is a verb which means make a slight physical movement. Optional Activity: Talking about literature
ungraspable is an adjective which means not able to be • Aim: To discuss questions about books.
understood. When you grasp something, you take hold of it. Preparation: Write the following questions on the board.
What is, or was, your favourite story or book, from any time
in your life?
• What character do you remember from a book you have
read? Why is that character memorable?
Why do you think people write and read books?
• Get the students to discuss the questions in pairs or
small groups. Ask a few groups to share what they
discussed.
More practice
Workbook page 12
Unit 2 17

Vocabulary page 14 Exercise 2 Compound nouns
• Focus on the Look out! box.
Target Vocabulary • Students do the exercise.
Lord of the Flies: clamour compel conspiratorial • Check answers.
dubiety ebullience exasperation grave induce
ANSWERS
lose his thread martyred scar scornfully smirk stir
ungraspable 1 feature film 2 shoe-string budget 3 opening
sequence 4 heartthrob 5 blockbuster 6 road movie
Compound adjectives: eye-catching far-reaching
7 psychological thriller 8 film buff
hair-raising home-made ill-equipped peace-keeping
strange-sounding well-behaved Teaching Tip: Compound nouns
Compound nouns: blockbuster feature film film buff Some compound nouns are written as one word
heartthrob opening sequence psychological thriller (heartthrob), and some as two (opening sequence). There
road movie shoe-string budget are no strict rules about this.
There are many ways to form compound nouns:
Activate noun + noun feature film
• Focus on the words in the box and review their meaning verb + noun opening sequence
by asking a few questions, e.g. What word means a adjective + noun psychological thriller
lingering mark of damage or injury? [scar] How do you noun + verb heartthrob
describe something that is not able to be understood? noun + adverb passerby
[ungraspable]
verb + adverb drawback
• Students complete the sentences. Check the answers.
adjective + verb private screening
ANSWERS adverb + noun onlooker
1 clamoured 2 scornfully 3 scar 4 stirred
adverb + verb input
5 conspiratorial 6 exasperation 7 grave 8 martyred
9 lost his thread 10 compelled 11 ebullience
12 dubiety 13 induced 14 ungraspable 15 smirking Exercise 3
• Students do the exercise individually.
Extend • Check answers.
Exercise 1 Compound adjectives ANSWERS
2 road movie 3 feature film 4 shoe-string budget
• Explain to students that compound adjectives are
5 film buff 6 opening sequence 7 psychological
two-word combinations that function as adjectives. In this
thriller 8 heartthrob
exercise, all of them are formed using either the present
(-ing) or past (-ed) participle. Quick Test: Right or wrong
• Focus on the words and ask students to complete the Put a chair in front of the board facing the class. Ask one
exercise. volunteer to come and sit on the chair. Write a compound
• Check answers. noun from the list below on the board and get the class to
ANSWERS define it for the student sitting on the chair. If they guess
1 keeping 2 sounding 3 equipped 4 catching the answer correctly, choose a different student to come to
5 raising 6 behaved 7 made 8 reaching the front. If they can’t guess the word, tell them the answer
and write up a different idiom for students to define.
Teaching Tip: Compound adjectives psychological thriller
The compound adjectives in this lesson are written as shoe-string budget
two words hyphenated (far-reaching). Some of these blockbuster
compound adjectives are sometimes written as one word opening sequence
(goodlooking). There are no strict rules about this. film buff
There are many ways to form compound adjectives: road movie
Adverb + Past Participle well-behaved feature film
heartthrob
Noun + Past Participle home-made
Noun + Present Participle hair-raising
Noun + Adjective world-famous Vocabulary Notebooks
Adjective + Noun last-minute Remind students to make notes on new vocabulary in the
Adjective + Past Participle ill-equipped Vocabulary Notebook section of their Workbooks.
Adjective + Present Participle far-reaching
More practice
Workbook page 14
18 Unit 2

Grammar page 15 Quick Test: Error correction
Write the following sentences on the board. Give students
like, unlike and as time to correct the sentences that have mistakes. Ask
them to explain why the correct sentences are correct
Warm-up and why the incorrect sentences are incorrect.
• Write on the board: books, films, television, radio, theatre. 1 My friend Robert is as a brother to me. [As should be
• Ask students to discuss in pairs or small groups which of like; like is a preposition and is used with a noun or
these media they prefer for entertainment, giving clear pronoun.]
reasons for their preference over other media. Give them 2 Like my friend Sally, I’m struggling with maths. [Correct.]
1–2 minutes for this. 3 Unlike Henry, I never go to the cinema. [Correct.]
4 He has almost no running experience, but he ran that
Explore race as a professional athlete. [As should be like; like is a
preposition and is used with a noun or pronoun.]
Exercise 1 $ 1.06
5 He’s a great tennis player, like was his father. [Like should
• Students read and listen to the dialogue.
be as; as is used when the clause that follows it
• Ask: Do you agree with any of the people’s opinions about contains a verb.]
watching TV? Let a few students share answers with the
class.
More practice
Teaching Tip: like vs as Workbook page 15
Grammar Builder page 97, exercises 1–2
As the Grammar Reference on Student’s Book page
96 explains, like is traditionally viewed as a preposition ANSWERS GRAMMAR BUILDER 2 (PAGE 97)
and as is taken to be a conjunction. However, for a very Exercise 1
long time, people have used like as though it were a 1 b 2 a 3 b 4 b 5 a, b 6 a 7 b 8 b
conjunction, especially in informal speech. Notice the Exercise 2
ambiguity in the expression I feel like I’ve failed. This could 1 like 2 Like 3 Unlike 4 as / like 5 like 6 as
mean I feel as though I failed (the speaker hasn’t actually 7 As 8 like
failed, but has the feeling of failure) or I feel that I’ve failed
(the speaker believes that he has failed).
Skills page 16
Exercise 2 Compound adjectives

• Students do the exercise individually. Play the recording
for them to check. Target Vocabulary
• Highlight the use of the present tense to talk about the Compound adjectives to describe appearance
past in sentence a. The present tense is often used instead and character, and films: action-packed all-time
of the past in this kind of narrative. big-headed big-hearted bloody-minded
broad-minded broad-shouldered cold-hearted
ANSWERS
cool-headed dark-eyed dark-haired far-distant
a like b like c like d like e Unlike f as
genetically-engineered hair-raising heart-warming
Exercise 3 kind-hearted long-legged narrow-minded
• Read through the Learn this! box with students. narrow-shouldered quick-witted run-down self-assured
self-made single-minded slow-moving super-human
• Students do the exercise individually or in pairs. thin-skinned
ANSWERS
1 b 2 f 3 c 4 e 5 d 6 a
Warm-up
Follow-up • Ask students to think what is important for them when
Grammar Reference page 96
choosing a book to read or which film to see. They should
list four factors to consider. Then put them in pairs and ask
Exploit them if their partner has the same factors in mind.
• Students do the exercise individually. • With a stronger class, encourage them to rank their key
• Check the answers. factors in order of importance.
ANSWERS • Ask a few students to feed back to the class.
1 b 2 a 3 a 4 b 5 b 6 b
Unit 2 19

Vocabulary made replicants have super-human strength but limited
lifespans and they want to force the people who created
Exercise 1 them to prolong their short lives. I guess the film’s really a
• Students do the exercise individually or in pairs. futuristic detective thriller.
• Feedback some examples, making it clear if they have Exercise 2 $ 1.07
positive or negative meanings.
• Students do the exercise individually or in pairs.
POSSIBLE ANSWERS
• Play the CD again for students to check the answers.
Appearance Character Character • Check the answers with the class. Then ask the students to
(positive) (negative) read the information in the Learn this! box and then ask
dark-haired quick-witted thin-skinned them to close their books and elicit examples of the types
of compound adjective from the box.
broad-shouldered kind-hearted cold-hearted
ANSWERS
long-legged big-hearted narrow-minded
1 engineered 2 action 3 heart 4 moving 5 man
dark-eyed single-minded big-headed 6 witted 7 cool 8 time 9 run 10 raising
11 narrow 12 self 13 far 14 super
narrow-shouldered broad-minded bloody-minded
Exercise 3
Exercise 2
ANSWERS
• Focus on the photos and ask students to identify the films. a character: cool-headed; genetically-engineered;
• Do the exercise. narrow-minded; quick-witted; self-assured; self-made;
• Feedback some examples, adding any vocabulary items slow-moving; super-human
the students don’t mention. aspects of films: action-packed; all-time; far-distant;
hair-raising; heart-warming; run-down; slow-moving
Listen
Speak
Exercise 1 $ 1.07
• Play the CD once for students to answer the questions. Exercise 1

• Check the answers. • Demonstrate by giving your own example of 1 and 2.
Students do the exercise in pairs.
ANSWERS
1 Billy Elliot; set in the real world, it’s heart-warming • Check answers with the whole class.
2 James Bond; it’s action-packed, Daniel Craig is cool POSSIBLE ANSWERS
3 Blade Runner; it’s sci-fi, you can watch it over and Typical collocations include:
over again 1 Cold-blooded murderer / execution / attack / crime
TAPESCRIPT 2 Absent-minded professor
Speaker 1 I like contemporary dramas that are set in the real 3 Light-hearted film / book / joke
world. One of my all-time favourites is Billy Elliot. It’s set in 4 Long-lasting battery / light bulb / relationship /
a run-down mining town in the north of England, and it’s friendship / effects
about an eleven-year-old, working-class boy who wants to 5 Time-consuming task / recipe / hobby
become a ballet dancer. But his dad and brother, who are 6 Cut-price tickets / computers
a bit old-fashioned and narrow-minded, are dead against it 7 Remote-controlled aeroplane / boat / robot
and want him to become a boxer. But when his dad gets to
Exercise 2
see his son dance, he comes round to the idea and lets Billy
go to ballet school. It’s a really heart-warming story. • Students make notes individually. Make sure they choose
Speaker 2 I really like action-packed thrillers, with a fast- a character who others may know.
moving plot and lots of twists and turns. For example, I just Exercise 3
love the James Bond films, especially the more recent ones,
with Daniel Craig as Bond. He’s such a cool guy, you know,
• Students describe their characters in pairs or small groups.
smartly dressed, good-looking and always so self-assured. More practice
He gets involved in some hair-raising adventures, but he Everyday English 2, Teacher’s Book pages 110–111
remains cool-headed however much danger he’s in, and he’s
always quick-witted enough to get out of trouble.
Speaker 3 The only films I like are sci-fi and fantasy. I love films
that are set in the far-distant future, like Blade Runner, for
example. It’s quite an old film – it was made in 1982, but it’s
a real classic. It’s quite slow-moving and difficult to follow at
times, but it’s a film you can watch over and over again. The
main character, played by Harrison Ford, is an ex-cop who’s
brought out of retirement to help find and destroy things
called ‘replicants’, which are basically genetically-engineered
robots that are indistinguishable from humans. These man-
20 Unit 2

Grammar page 17 Exploit
Exercise 1
Narrative tenses
• Students work alone or in pairs.
Warm-up ANSWERS
• Elicit the meaning of the word ‘fable’. Ask if anyone knows 1 was running 2 came across 3 had been following
any fables. If some students do know the stories, appoint 4 had never come 5 was walking 6 began
them storytellers and put them in a group. Give 2–3 7 challenged 8 had never had 9 accepted
minutes to tell the story. 10 had been running 11 had left 12 sat 13 had
fallen 14 wasn’t hurrying 15 woke up 16 realized
Explore 17 had beaten 18 would / was going to / was to
remember
Exercise 1 $ 1.08 The moral of the story could be ‘slow and careful wins
• Students read and listen to the fable and choose the moral. the race’.
ANSWER Exercise 2
b • Students construct the fable. They should try to combine
the sentences where possible to make longer sentences.
Exercise 2
Remind them that they must use a range of tenses.
• Explain that this is a revision exercise to check what • Set a time limit of five minutes, then ask individuals to
students remember and an opportunity to clear up
come forward and write a sentence each on the board.
any doubts about narrative tenses. Ask students to find
examples of the tenses and describe their uses in pairs. Exercise 3
ANSWERS • Circulate and check students’ work as they write their
1 came, stood, stretched, couldn’t, tried, said, walked sentences. Encourage them to self-correct.
2 were hanging, was … dying
3 had … picked, had thought Exercise 4
4 had been searching • First, get students to interpret the meaning of the sayings.
5 would … walk Make hay while the sun shines = Do something while
6 used to wander the conditions are right; Don’t judge a book by its cover =
7 would be easy, was going to eat them Appearances can be deceptive; Look before you leap = Don’t
rush into things without thinking them through; A stitch in
Exercise 3 time saves nine = If you deal with a problem when it first
• This exercise focuses on some subtle differences between arises you’ll save yourself a lot of trouble later.
tenses. Students discuss the differences in pairs before • Students should write a brief outline of their fable in note
describing the difference. It can be tricky for them to form. If time is short, they recount their fables in groups.
explain succinctly, so prompt by asking concept questions,
e.g. in number 1, Had he finished? Was it a quick action? More practice
Workbook page 16
ANSWERS Grammar Builder page 97, exercises 3–6
1 a I had finished making the coffee (a quick simple
action) before Joe arrived. ANSWERS GRAMMAR BUILDER 2 (PAGE 97)
b I made the coffee after Joe arrived. Exercise 3
c I was in the middle of making coffee when Joe 2 entered 3 was crossing 4 had forgotten 5 would
arrived. sit / used to sit 6 were to be 7 used to live / lived /
d Before Joe arrived I had been making some coffee were living 8 had been shifting
(which had taken some time). Exercise 4
2 a He had lived in Japan for two years up to the time 2 missed 3 used to have 4 had been watching
referred to. 5 would spend / used to spend / spent 6 (had) walked
b He had been living in Japan for two years up to the out
time referred to. Exercise 5
3 a You finished reading the book. 1 ’d only known 2 hadn’t been listening 3 ’d been
b You were in the process of reading the book. It isn’t looking for 4 we thought 5 wasn’t enjoying 6 smelt
clear whether it’s finished or not. 7 had belonged
4 a The first sentence is said in a neutral tone. Exercise 6
b The second sentence expresses disapproval. 2 a I wonder if she’s ill. b She looks ill.
5 a In the first sentence the marriage was planned and 3 a I wonder if they’re going to a football match.
may or may not have happened. b They must be going to a football match.
b In the second sentence the marriage was planned 4 a It doesn’t look like he’s passed his exams.
but didn’t happen. b He can’t have passed his exams.
Exercise 7
Follow-up 2 look 3 wonder 4 can’t 5 like 6 must
Unit 2 21

Writing page 18–19 Exercise 4
• Students complete the sentences with the help of the
Review wordlist, if necessary.
• Ask fast finishers to identify three compound adjectives
Target Language in the sentences and think of synonyms for them. [best-
Describing films: big-budget disappointing edgy epic selling = very popular; below-average = poor; nail-biting =
far-fetched fast-moving flawed gripping light-hearted exciting; highly-acclaimed = praised]
low-budget moving powerful predictable serious ANSWERS
third-rate thought-provoking violent wacky 1 unfolds 2 adaptation 3 sequence 4 location
Modifying adverbs: a (little) bit not particularly quite 5 miscast 6 box-office, gross 7 twists 8 setting
not very fairly pretty rather extremely very 9 delivered 10 enhanced
Participle clauses: Released in 2002, this film was an
instant success. Exercise 5
• Students write the sentence number under the correct
heading.
Warm-up
ANSWERS
• Put the students in pairs. Write on the board: adverts on 1 1, 3, 7 2 5, 9 3 4, 8, 10 4 2, 6
TV, trailers, interviews with stars on chat shows, media buzz,
recommendations from friends, film websites. Ask them how
much each of these might influence them if they were
Prepare
thinking about going to see a film. Let them discuss for Exercise 1
1–2 minutes then bring the class back together again for
• Read the Writing tip with the students. Students can do
feedback. Ask whether any of them read film reviews. If
the activity in pairs or small groups. Encourage them to
so, where do they find their reviews and have they ever
use the vocabulary from the lesson for describing plot.
decided not to see a film because of a bad review.
Exercise 2
Read • Give students three minutes to categorize the vocabulary.
Exercise 1 ANSWERS
• Students discuss the questions in pairs then ask two or 1 disappointing, edgy, flawed, moving, powerful, serious,
three students to feedback what their partner said. Check third-rate, wacky
understanding of screenplay (the words of a film, and the 2 far-fetched, fast-moving, gripping, light-hearted,
way they are spoken). moving, powerful, predictable, serious, violent
3 big-budget, disappointing, edgy, epic, flawed, gripping,
Exercise 2 light-hearted, low-budget, moving, third-rate, thought-
• Focus on the task instructions. Explain that lukewarm provoking, violent, wacky
has a literal meaning of slightly warm, often used to say 4 powerful
something is not hot enough, e.g. this soup is only lukewarm. 5 disappointing, frightening, third-rate
In reference to a review it means not very positive.
Exercise 3
• Students compare their opinions with a partner
before feedback. • Read through the Writing tip, highlighting the fact that
it is particularly important to use these modifiers when
ANSWER saying something negative.
2 There are some negative points: ... it has one • Draw a line across the board and write up the words in
weakness ... but this is outweighed by positive the correct place on the line from strongest to weakest.
comments: stylish direction, superb performances, best Highlight the points in the writing tip.
Bond movie for years, this film is definitely for you, etc.
ANSWERS
Exercise 3 extremely – pretty / very – quite / fairly / rather / a bit –
• Students can work individually or in pairs. Check answers. not very / not particularly
• After looking at the structure, you could exploit the text extremely stylish, rather convoluted, pretty powerful
for further useful vocabulary for review writing, by asking
Exercise 4
students to underline the words predecessors, goodies,
upcoming, state-of-the-art, convoluted. • In pairs, students talk about a film. Ask two or three
students to feedback their views to the class.
• Then ask: Which word means good people in a film or book?
[goodies] Elicit its opposite [baddies]. Overcomplicated? Exercise 5
[convoluted]. Things which came before? [predecessors], • Focus on the writing tip then ask students to rewrite the
growing in popularity? [upcoming], extremely advanced sentences individually.
e.g. technology? [state-of-the-art].
ANSWERS
1 C 2 B 3 A 4 D 5 C
22 Unit 2

ANSWERS That said, if you’ve followed the franchise, you enjoy Bruce
1 Directed by three-time academy award winner Steven Willis, and you don’t mind the stupid script, and you like
Spielberg, Saving Private Ryan is one of the most explosions – lots of explosions – I recommend you see this
gripping war films ever made. action-packed film right away.
2 One of the most successful films of all time, Titanic won
MARKING SCHEME
eleven Oscars.
3 Featuring Tom Hanks in the title role, Forrest Gump is my • The essay follows the plan. [2 marks]
favourite movie of all time. • The essay is 200–250 words. [2 marks]
4 Adapted from a Stephen King novel, The Mist is a • The essay uses synonyms [2 marks]
terrifying horror film. • The essay includes at least one modifying adverb. [1 mark]
Exercise 6
• The essay uses accurate grammar and vocabulary.
[3 marks]
• Students work individually or in pairs. Elicit or give
synonyms / explanations for some of the more More practice
difficult words. Workbook page 17
if you have an aversion to (if you don’t like) Follow-up
hardcore fans (serious fans) Self Check, Workbook pages 18–19
marred (spoiled) Test Unit 2, Teacher’s Book pages 130–131
hype (advertisements and discussion in the media about
how good something is)
dazzling (stunning)
ANSWERS
1 b negative 2 g positive 3 d negative 4 c lukewarm
5 f positive 6 e positive 7 a positive
Write
Exercise 1
• Give students five minutes to write notes following the plan.
Exercise 2
• Give students 15–20 minutes to write their review. Tell
them to try to incorporate as much vocabulary as they
can from the lesson. Walk around monitoring and helping.
Exercise 3
• The students check their writing against the Check your
work list. Tell them that this is a vital part of the process
and that they must make sure that in the exam they leave
plenty of time to read their essays through.
SAMPLE ANSWER
I’m a huge fan of the Die Hard movies, so when A Good
Day to Die Hard came to my local cinema, I was there
on opening night. Like its four predecessors – Die Hard
(1988), Die Hard 2 (1990), Die Hard: With a Vengeance
(1995), Live Free or Die Hard (2007) – it stars Bruce Willis as
police detective John McClane.
Set in the present day, the action takes place mostly in
Russia and Ukraine. The plot revolves around the arrest
of McClane’s estranged son John ‘Jack’ McClane, Junior
and McClane senior’s discovery of Jack’s secret life as CIA
operative. That may sound like a promising beginning, but
unfortunately, the film is fairly silly, and easily the worst of
the Die Hard series.
The plot of the film never really develops, but instead is
an excuse to link together a series of rather unbelievable,
if hair-raising, stunt sequences. While John McClane of
earlier Die Hard films was a broad-shouldered, vulnerable,
quick-witted cop, the new John McClane is little more
than an unstoppable killer who throws out boring catch
phrases such as ‘I’m on vacation!’ while shooting baddies.
Unit 2 23

Literature Corner 1 page 20
Romeo I believe you. Just say you love me and I’ll take a new
name. I’ll never be Romeo again.
Juliet Who’s out there hiding in the dark, listening to my
William Shakespeare private thoughts?
Exercise 1 Romeo I don’t know how to tell you who I am if I have to
• Ask students what they know about Shakespeare and use a name. I hate my name, dear Saint, because it is your
write their responses on the board in note form. enemy. If I had my name written down on paper, I would
tear the word from the page!
• Give them a minute to name as many of Shakespeare’s
Juliet I haven’t heard you speak more than a hundred words,
plays as they can. Elicit names and write them on the
but still I recognize your voice. Aren’t you Romeo – and a
board (e.g. Hamlet, King Lear, Macbeth, Othello, Henry V,
Montague?
Richard III, All’s Well That Ends Well, A Midsummer Night’s
Romeo I am neither of them, dear girl, if you dislike them.
Dream, Twelfth Night, The Tempest).
Exercise 5 $ 1.09
Exercise 2
• Tell students that many native speakers find it difficult to
• Ask students to read the Fact File. Do they know any understand the language that Shakespeare uses. Play the
of these facts? Can they add to them? If students have
recording while students listen without looking at the
access to the Internet, you could ask them to do some
text. Ask: Could you understand what the actors were saying?
research.
• Students read the original text and match the underlined
Exercise 3 words and phrases with the modern equivalents.
• Students read the information. Ask them if they can briefly • Check answers as a class.
tell the story of Romeo and Juliet. • Play the recording again as students read the text. You
• Check that students understand what a sworn enemy could ask students what they think of the poetry.
is (people, countries, etc. that have a strong hatred for ANSWERS
each other). 1 Why are you 2 your 3 will 4 It is only 5 yourself
6 if he weren’t 7 remove 8 you 9 From now on
Exercise 4 $ 1.09
10 hidden 11 private thoughts 12 I don’t know
• Ask students to read through the summary and predict 13 If I had 14 speech 15 young woman
the correct words.
• Play the recording for students to check their answers. Exercise 6
• Check answers as a class. • Tell students to read the phrases 1–6 and ask if any of
them are familiar. (They may recognize To be or not to be as
ANSWERS
a quote from Hamlet.)
1 unaware 2 name 3 less 4 would still be a rose
5 unwilling 6 voice • Students match the phrases to make quotes and compare
answers with a partner.
TAPESCRIPT
• Check answers as a class. Then elicit translations.
Juliet Oh, Romeo, Romeo! Why are you called ‘Romeo’?
Forget about your father and change your name. Or if you ANSWERS
won’t do that, just promise that you’ll love me and I’ll no 1 c 2 f 3 a 4 e 5 b 6 d
longer be a Capulet.
Romeo Should I carry on listening or should I speak to her Exercise 7
now? • Put students in pairs to act out the scene.
Juliet It is only your name that is my enemy. You’d still be
you even if you weren’t a Montague. What is a Montague,
anyway? It isn’t a hand or a foot or an arm or a face – or any
other part of a man. Oh, be some other name! What’s so
important about a name? If a rose weren’t called a rose, but
had another name, it would still smell just as sweet. And in
the same way, Romeo would be just as perfect if he weren’t
called Romeo. Romeo, throw away your name – it isn’t part
of the real you! And in its place take all of me!
24 Unit 2

Skills Round-up 1–2 page 21
B What was I going to say? Oh, yes. Well I think that covers
most of what I want to talk about. The next stage will …
Can you smell burning?
Read E Yes.
Exercise 1 B I think we’d better get out of here.
• Students work individually and answer the question. E OK! Which way?
B Follow me.
ANSWERS B Sorry about all this. Really unfortunate. I hope it hasn’t
a job application letter b personal qualities thrown you too much.
E Not at all.
Exercise 2 B Good. You know, I think we’d just about finished anyway.
• Students work individually. Our human resources department will be in touch soon.
• Check answers with the class. Actually, off the record, I can say that we will definitely be
1 A 2 C 3 D 4 B 5 A 6 D 7 C 8 B offering you the job. I’ve seen all the candidates now and
you’ve got the best experience, qualifications … basically
Listen you’re just what we’re looking for.
E Thanks! That’s great news.
Exercise 1 $ 1.10 B These other interviews you’re having … have you had
• Play the CD for students to do the task. Check the answers. them already?
ANSWER E Er … I’ve had one already. The other one is tomorrow.
B B Oh, right. Well, what do you think?
E About what?
Exercise 2 $ 1.10 B Do you want to accept this job offer? I know we’re not
• Play the CD again for students to do the task. Check the doing things quite by the book here, but it would be good
answers. for both of us to get it all done and dusted right here and
now. Don’t you agree?
ANSWERS
E Well, I suppose so … yes.
1 To find a job. B So, you’re accepting the job?
2 That he won’t get any holidays. E Yes, I am!
3 Because he thinks the fire alarm is just being tested. B Great! Let’s shake on that!
4 Because he knows Edgars is the best candidate and E OK.
doesn’t want him to go to the other interview he has B I bet this is the first time you’ve been offered a job in a car
arranged for the following day. park, eh, Edgars?
5 He will give him the address of a good letting agency. E Definitely!
TAPESCRIPT B So, what’s your next move. Look for somewhere to live?
B So have you relocated to the UK? E Yes. While I’m here, I can start finding out about rented
Edgars No, I’m just here for two weeks – to try and find a job. accommodation.
Then, assuming I find one, I’ll relocate. B I can give you the details of a good letting agency.
B And, I guess you have several interviews lined up … E Thanks.
E Yes … well, I have this one and two others. But this job B Assuming my address book hasn’t been destroyed by the
with InterPost is the one I’d like most of the three. fire.
B I suppose you have to say that really. E It doesn’t look too bad from here. I can’t see any smoke.
E But it’s true.
B You’ll miss Latvia though, won’t you? Write and Speak
E Yes, of course. But I can visit during holidays.
B Holidays? What holidays? Exercise 1
E I thought … I mean, aren’t there …? • Focus on the task and give students time to write their
B Only kidding! You’ll start with twenty days plus national email. Circulate, monitor and help.
holidays. And then, the entitlement increases by a day for
every two years that you remain with the company. How Exercise 2
does that sound? • Students give their presentations.
E Fine.
B Good, well I think … don’t worry about that alarm, they’re
always testing it without letting us know!
E OK.
Unit 2 25

3 Partners
This unit includes Optional Activity: Reading skills
Vocabulary: verb (+ adjective) + noun collocations Aim: To focus on the content of paragraphs.
• set phrases • phrases related to friendship • literal and Preparation: Write the following on the board.
figurative language • comparative phrases • phrases Not an instant hit [4]
for negotiating • adjectives for describing places The brothers’ dream [1]
• dependent prepositions (1)
Perfecting the burger [3]
Grammar: contrast: present perfect simple and
Living the dream [5]
continuous • verb patterns
Moving into the food business [2]
Speaking: talking about relationships • negotiation
Students match the headings with paragraphs in the
Writing: an article about a place
McDonald’s text.
Workbook pages 20–27
Read out the following sentences and elicit the paragraph
they have been taken from.
When they sold the business, they each had earned much
more than a million dollars each. [5]
Richard and Maurice were brothers with a vision. [1]
Warm-up
They decided to limit the menu. [3]
• Look at the unit title and ask students: What do you think
‘Partners’ refers to? The self-service idea didn’t catch on immediately. [4]
• Look at the pictures and read the titles of the reading They borrowed $5,000 and set up the Airdrome. [2]
page. Ask students: Do you know or can you guess what
these two sets of brothers had in common? [Both pairs of Understanding Ideas
brothers started very successful businesses together.]
• Students read the questions and think of possible
answers.
Before Reading • Students discuss their answers in groups.
• Students answer the questions in pairs before discussing
the questions as a class.
ANSWERS Background Notes
Students’ own answers. The Warner brothers: Brothers Harry, Albert, Sam and Jack
Warner entered the film business in 1903. They owned
Read a projector and screened films. In 1904, they set up a
business to distribute films, and in 1912, they began
Exercise 1 producing films. Though they had hugely successful
• Read through the Reading tip with students. Get the careers together, and to this day their company is still a
students to skim the texts and notice ways in which big player in global media, the brothers argued, and in the
the two stories are similar and ways in which they 1950s, Jack took control of the business.
are different. The Wright brothers – Orville and Wilbur – are credited
with building the first successful airplane, which flew in
Exercise 2
1903. Both brothers remained single their whole lives,
• Students read the statements and write the correct Wilbur once saying that he ‘did not have time for both a
names. wife and an airplane’. Unfortunately, Wilbur died in 1912 at
• Check the answers. the age of 45. Orville went on to have a successful career
ANSWERS in the growing field of aviation, until his death in 1948.
1 Richard, Maurice; Adi, Rudolf 2 Richard, Maurice; The Williams sisters: Venus (b. 1980) and Serena (b.
Adi, Rudolf 3 Richard, Maurice; Adi, Rudolf 4 Richard, 1981) Williams are two of the greatest tennis players
Maurice 5 Adi, Rudolf 6 Richard, Maurice the sport has ever known. Though there is a very strong
professional rivalry between the sisters, they are very close
Exercise 3 $ 1.11 and supportive of one another.
• Play the CD while students read the text again and choose The Schumacher brothers: Michael Schumacher and
the best answers, finding the relevant lines in the text. his younger brother Ralf are both Formula One drivers,
Check the answers. and the only brothers in the history of the sport to win
ANSWERS races. They’ve finished first and second in the same race
1 b 2 b 3 c 4 b 5 a 6 a a total of five times. Ralf has described their relationship
as ‘relaxed’, though he points out that they will always be
brothers, and are both very close and very competitive.
26 Unit 3

Teaching Tip: Cooperation and competition Optional Activity: Vocabulary game
The ideas of cooperation and competitiveness are central Aim: To memorize the highlighted vocabulary from the
to all of the stories of partners. Ask students to list the pros article.
and cons of both competitiveness and cooperation. Preparation: Play this game at the end of the lesson, or
POSSIBLE ANSWERS
as a revision activity at the beginning of the next lesson.
cooperation: pros – working together people can pool Give the class three minutes to revise the definitions of
ideas and accomplish great things; cons – if people the words.
agree and work together too much, they may not have Divide the class into three or four teams. Give a definition
fresh ideas and may just continue thinking in the same of a word. If a student knows the word, they bang their
old ways. hand on the desk, but don’t shout out the word. Invite
competitiveness: pros – when people strive to him or her to give the answer. If they are correct, they
compete, it can help them come up with new ideas and win a point for their team. If not, they lose a point. If
improvements; cons – if people are too competitive, it they hesitate, they also lose a point (this will discourage
can make them angry and hateful and they can be very students from banging the desk when they don’t know
destructive. the answer). Keep the scores on the board. They do not
get a point for calling out an answer without banging
the desk first. The game finishes after you’ve called out
Vocabulary definitions for all the words you want to revise. If you are
concerned that desk-banging will be too noisy and may
Exercise 1 disturb other classes, you could ask them to raise their
• Students match the highlighted words in the text to the hands instead.
definitions. Check the answers.
ANSWERS Quick Test: Two-minute test
1 catapulting 2 catch on 3 franchises 4 consumed
5 thriving 6 assembly line 7 resented 8 unrivalled
9 endorsements 10 trademark 11 feud 12 cobblers
of some of the words from the reading text. They have
13 pioneer 14 outbidding 15 obviating
to write down the words very quickly. Dictate the first
• Give students more information about the words from definition, and wait only five seconds before reading out
the text and ask them to make notes in the Vocabulary the next. Continue with the rest of the definitions. When
Notebook section of their Workbooks (see Workbook you finish, get students to compare their answers with a
pages 92–111). partner. Then check the answers together as a class.
assembly line is a noun which means an arrangement an arrangement of workers, machines and equipment in which
of workers, machines and equipment in which a product a product passes from operation to operation [assembly line]
passes from operation to operation. The first assembly line launch or move quickly [catapult]
was used for making cars. become popular [catch on]
catapult is a verb which means launch or move quickly. A a shoemaker or mender [cobbler]
catapult is an ancient weapon used to launch heavy stones. obsessed [consumed]
catch on is a verb which means become popular. a public approval of something [endorsement]
cobbler is a noun which means a shoe maker or mender. a long and bitter hostility, often between families or clans [feud]
consumed is an adjective which means obsessed. a license that allows you trade under an established company’s
brand name [franchise]
endorsement is a noun which means giving public
eliminate or make something unnecessary [obviate]
approval of something. The verb form is endorse.
offer to pay a higher price than someone else [outbid]
feud is a noun which means a long and bitter hostility, often be the first to do something [pioneer]
between families or clans. Feud is also a verb. feel annoyed about something thought to be unfair [resent]
franchise is a noun which means a licence that allows you growing vigorously and prospering [thriving]
to trade under an established company’s brand name. a symbol, design or words legally registered as representing a
obviate is a verb which means eliminate or make something company or product [trademark]
unnecessary. has no equal [unrivalled]
outbid is a verb which means offer to pay a higher price
than someone else. Out has the meaning of do better than in More practice
words such as outdo, out-argue, and outrun. Workbook page 20
pioneer is a verb which means be the first to do something.
resent is a verb which means feel annoyed about
something thought to be unfair.
thriving is an adjective which describes something that is
growing vigorously and prospering. The verb is thrive.
trademark is a noun which means a symbol, design or words
legally registered as representing a company or product.
unrivalled is an adjective which describes something that
has no equal. The verb rival means someone you compete with.
Unit 3 27

Vocabulary page 24 The expression bone idle means laziness that penetrates
to the bones, that is, a bone-idle person is lazy through
Target Vocabulary and through. In bone dry, the image is of bones that have
Keeping it in the family: assembly line catapult been left out in the desert sun and baked until they are
catch on cobbler consumed endorsements feud completely dry.
franchise obviate outbidding pioneer resent thriving
trademark unrivalled
Set phrases: boiling hot bone dry bone idle Quick Test: Right or wrong
brand new fighting fit pitch black soaking wet Books closed. Put a chair in front of the board facing the
sound asleep wide awake wide open class. Ask one volunteer to come and sit on the chair. Write
an expression from the list below on the board and get
the class to act it out – without speaking – for the student
Activate sitting on the chair. If they guess the answer correctly,
• Focus on the words in the box and review their meaning choose a different student to come to the front. If they
by asking a few questions, e.g. What word means to can’t guess the word, tell them the answer and write up a
do something before other people do it? [pioneer] What different expression for students to define.
do we call a symbol, design or words legally registered as boiling hot wide awake
representing a company or product? [trademark] fighting fit bone dry
• Students complete the sentences. Check the answers. soaking wet bone idle
sound asleep wide open
ANSWERS
1 franchises 2 assembly line 3 resented
4 caught on 5 thriving 6 obviating 7 trademarks Vocabulary Notebooks
8 feud 9 catapulted 10 unrivalled 11 pioneered
Remind students to make notes on new vocabulary in the
12 outbid 13 endorsements 14 consumed
Vocabulary Notebook section of their Workbooks.
15 cobbler
Extend Optional Activity: Partnership interview

Ask students to find among their relatives or people they
Exercise 1
know a couple who are partners in life and who work
• Focus on the words and ask students in pairs to match together as well. The students interview these people
them. about the benefits and drawbacks of such a life, and make
• Check answers. notes. They can then share the results of the interview
ANSWERS with the class.
1 boiling hot 2 wide awake / wide open
3 fighting fit 4 bone dry / bone idle 5 soaking wet More practice
6 bone idle / bone dry 7 sound asleep Workbook page 22
8 brand new 9 pitch black 10 wide open / wide awake
Exercise 2 Grammar page 25
• Students complete the exercise individually or in pairs.

Present perfect simple and present
perfect continuous
ANSWERS
2 pitch black 3 boiling hot 4 bone dry Warm-up
5 soaking wet 6 wide open 7 brand new
8 bone idle 9 wide awake 10 fighting fit
• Put the students in pairs. Tell them you’d like them to think
about their friends and brainstorm together when they
Teaching Tip: Collocations particularly need their friends and what they need their
friends for. Conduct class feedback.
The meaning of some of the collocations is obvious:
boiling hot, soaking wet, wide open. Others are less obvious.
These definitions may help:
sound = (adj) deep and peaceful, used with sleep. It also
has the meaning of thorough: He has a sound knowledge
of engineering.
pitch = (noun) a dark-black substance; a type of tar. Pitch
black means as dark as pitch.
brand = (noun) a piece of burning wood. Many years ago,
blacksmiths heated metal in fire to make new things.
When something new – a horseshoe, for example – came
out of the fire freshly made, it glowed red like a brand.
28 Unit 3

Explore ANSWERS
1 has been working (say how long an action has been
Exercise 1 in progress)
• Go over the five terms for describing friends and elicit or pre- 2 has owned (verb not usually used in the continuous, to
teach the meaning of each. An acquaintance = someone say how long an action has been in progress)
you know informally, and not well; a bosom pal = a very 3 ’ve been planting (recent action still in progress)
dear friend who you are close to and like a lot; a colleague 4 has / learned (recent action that is now complete)
= someone you work or take classes with; a soul mate = 5 has eaten (recent action that is now complete)
someone you are very, very close to; a childhood friend = 6 have / been waiting (recent action still in progress)
someone you knew when you were a child. 7 ’ve done (verb not usually used in the continuous, to
• Students read the text and answer the question. say how long an action has been in progress)
8 ’ve reread (recent action that is now complete)
ANSWER
The best answer is probably bosom pal, though they may Exercise 2
also be childhood friends. • Students do the exercise individually.
Teaching Tip: Stative verbs used in continuous forms
Verbs to describe states such as verbs of thinking and ANSWERS
perception (e.g. believe), emotions and feelings (e.g. hate), 1 a has swum b have been swimming 2 a ’ve seen
having and being (e.g. want), and senses and appearance b has been seeing 3 a has been staying b ’ve stayed
(e.g. smell) are almost never used in the continuous form. 4 a ’s disappeared b have been disappearing
Some stative verbs can be used in the continuous form 5 a ’ve stopped b have been stopping
but with a different meaning particularly if the current
state or behaviour is changeable (e.g. I’ve been having a Quick Test: Dictation
lot of problems at work) or a plan under consideration (e.g. Divide the class into groups of five or more students.
She’s been thinking of changing jobs.) Explain that you are going to dictate three sentences.
Students write them down and in their groups decide if
Exercise 2 they are correct or not. Dictate the sentences only once.
The first group to shout “ready” should explain to the rest
• Read through the Learn this! box with students. of the class which sentences are incorrect and why.
• Students complete the exercise individually or in pairs. 1 I have been knowing Lisa for three years. [incorrect – know
• Check answers. isn’t usually used with the progressive]
ANSWERS 2 Jane has been living in New York for 30 years. [correct –
we’ve known each other even longer than that [a verb that saying how long an action has been in progress]
isn’t usually used in the continuous form to say how long 3 We’ve been having a tough day yesterday. [incorrect – the
an action has been in progress] action is complete]
has always run smoothly [a verb that isn’t usually used in
the continuous form to say how long an action has been More practice
in progress] Workbook page 23
we’ve been getting on fine since [to say how long an action Grammar Builder page 99, exercises 1–3
has been in progress] ANSWERS GRAMMAR BUILDER 3 (PAGE 99)
she’s been having problems [recent action that is still in Exercise 1
progress] 1 a My best friend and I have spent a lot of time
it’s been getting her down [something that has been together, but might not be doing so now.
happening repeatedly in the very recent past] b My friend and I have recently been spending a lot of
She’s just changed jobs [an action that is now complete] time together, and may still be doing so.
her new boss has been making life difficult for her 2 a We are now no longer close.
[something that has been happening repeatedly in the b We are becoming less close.
very recent past] 3 a/b No difference in meaning.
have never experienced problems [an action that is now 4 a Have you ever seen her?
complete] b Have you been seeing her regularly?
Follow-up 5 a Have you worn it regularly/habitually?
Grammar Reference page 98 b Have you ever worn it?
Exercise 2
Exploit 1 have been flying 2 has been 3 have negotiated
4 has dealt 5 have chosen 6 have made 7 have
Exercise 1 been paying 8 have discussed
• Students complete the sentences with the present perfect Exercise 3
simple or the present perfect continuous form of the verbs. Students’ own answers.
Unit 3 29

Skills page 26
hopefully it isn’t too obvious to the viewers. We’re both liable
to make occasional mistakes. If I help her out one week,
she’ll return the favour the next. It’s a mutually supportive
Partnerships relationship – it has to be. And it makes it doubly important to
Target Vocabulary pay attention when the other person is speaking and not let
your mind wander even for a second. It’s easy to get distracted
Common expressions: voice an opinion
by something else going on in another part of the studio.
form a friendship offer advice pay attention
Speaker 3 We’ve been working together for about a year
resolve a dispute return the favour speak your mind
now – or more, if you include rehearsals. By and large, it’s
suffer a setback take control
been a good working relationship. We’ve had a few tense
moments, but we’ve rarely had a full-scale argument. I have
Warm-up to be a little careful about what I say – after all, people in
• Students work in pairs or small groups. Ask them to our profession are famous for their fragile egos! When I offer
brainstorm partnerships an average person will have in advice – for example, about how to deliver a line, or the best
their life and choose the top three. way to bring a character to life – he’ll sometimes take it the
wrong way. But he soon calms down and realizes that I’m
trying to help. And if he’s been unreasonable, he’s always
Vocabulary
quick to say sorry afterwards.
• Focus on the photos and the discussion questions. Speaker 4 Last year was the twentieth anniversary of our
• Students do the exercise in small groups. partnership! And in general, they’ve been good years –
• Feedback, building up a list of qualities on the board. although of course, we’ve had our ups and downs too. But
ANSWERS when things weren’t so good, having a partner really helped.
1 1 sports team-mates 2 musicians playing together Whenever we suffered a setback – for example, if one of
3 horse and rider our songs was rejected by the publisher – I would get really
2 Students’ own answers depressed about it but George would stay optimistic – and
3 Students’ own answers gradually he’d cheer me up! When I stop to think about it, it’s
a great way to make a living – especially as we love music
More practice so much.
Workbook page 22 Speaker 5 She’s the dreamer, I’m the realist. So from the point
of view of running a business, we complement each other
Listen well. She’s always coming up with these crazy ideas – some
of them are brilliant, some of them are disastrous – and I
Exercise 1 $ 1.12
voice an opinion. Often I say whoa, hold on a second, is that
• Play the CD once for students to answer the question. really going to work? Another positive aspect is that we
• Check the answer. bring different experience to the business: her background
ANSWERS
is in fashion design, whereas mine is in retail. So it’s an equal
Speaker 1 e (confined space, car, sport) relationship – neither of us has ever tried to take control, it
Speaker 2 a (side by side, live on air, viewers, studio) just wouldn’t work.
Speaker 3 d (rehearsals, line, character) Speaker 4 c (songs, Exercise 2 $ 1.12
publisher, music) Speaker 5 b (a business, design, retail)
• Play the CD again for students to answer the questions.
TAPESCRIPT • Check the answers.
Speaker 1 We’ve spent so much time together – and in a
confined space, too – that we’ve formed a friendship that’s ANSWERS
really quite close, in a way. For example, you really start Speaker 1 d (humming)
to notice the other person’s irritating habits. Joe hums Speaker 2 b (they’ve developed an intuitive understanding
to himself when he’s feeling stressed – annoying little of each other, they know what the other is going to say)
tunes. Maybe he’s trying to stay calm – or just pretending Speaker 3 e (he sometimes takes things the wrong way)
to be calm – but anyway, it really gets on my nerves, that Speaker 4 a (when a song is rejected by a publisher)
humming. But he definitely makes up for it when it comes Speaker 5 c (one was in fashion design, the other was in
to handling the car – he’s one of the best in the sport, so retail)
I’ll forgive him for humming! I’ve mentioned it, too. We’re
Exercise 3
always completely honest with each other. It’s important to
speak your mind and get everything out in the open. That • Students complete the exercise individually.
way you can resolve a dispute before it gets out of hand. • Check the answers.
Speaker 2 We’ve been working side by side – literally! – for ANSWERS
about five years now, and in that time, we’ve developed an 2 a 3 g 4 f 5 h 6 c 7 d 8 b 9 e
intuitive understanding of each other. We’re a bit like a married
couple, I suppose – we always know what the other person Exercise 4
is going to say! That’s essential if problems occur when we’re • Draw attention to the Learn this! box.
live on air – for example, if one of us is trying to ask a question
ANSWERS
but can’t think of the right word, the other one can step in
1 form; relationship 2 take control 3 voice; opinion
and rescue the situation! It happens quite a lot – although
4 suffered; setback 5 offering; advice 6 resolve; dispute
30 Unit 3

Speak Exercise 3
• Elicit some functional language for expressing agreement • Students do the exercise individually. Go round and
and disagreement and write it on the board. Encourage check their example sentences. Explain that there are a
students to use a different phrase for each discussion topic. few examples of each. Suggest that although they only
need to choose one, they should choose one which is
More practice unfamiliar so that the practice is more useful.
Everyday English 3, Teacher’s Book pages 112–113
ANSWERS
1 tend to, choose to, have yet to, happens to
Grammar page 27 2 has allowed them to, took the twins five years to
3 lets her sister finish
Verb patterns 4 spent five years working, feels like typing
5 get their novel … accepted
Warm-up
Exercise 4
• Either write on the board, dictate, or simply ask the
following questions: Do you know any twins? Do you think • Asks students to look at the dictionary entry and then
being a twin is special and how can this relationship be elicit the answers from the class.
beneficial or detrimental to your life? Put students into small ANSWER
groups to discuss their answers. The dictionary entry shows the pattern in bold in brackets
[V-ing]. it also contains an example sentence.
Explore
Exercise 5
Exercise 1 • Asks students to look at the dictionary entry and then
• Discuss the question in open class. elicit the answers from the class.
ANSWER
Language note – verb patterns
claim 1 demand 1 fail 1 guarantee 1 hate 3 love 3
Knowing the patterns which follow verbs is essential for refuse 1 remember 4 risk 2 stop 4 try 4
accuracy. There are not many rules governing which form
is needed after a particular verb and students must simply Follow-up
learn and practise them. Encourage them to start a page Grammar Reference page 98
in their vocabulary books dedicated to each verb pattern.
They then copy the verbs in the grammar reference to the Exploit
correct page and add to them as they learn new words.
Exercise 1
However, there are certain families of verbs which behave
in the same way. You could encourage students to notice • Ask students to read the Look out! box and then
these. For example: complete the text individually before checking in pairs.
1 likes and dislikes: adore, love, like, enjoy, don’t mind, • Point out that go on + -ing means ‘continue to do
dislike, can’t stand, detest, loathe, etc. are followed by something’, whereas go on + infinitive means ‘to do
the -ing form. something after completing something else’, e.g. The
Mulgray twins were teachers who went on to become writers.
2 communicating: tell, ask, beg, warn, request, remind,
recommend, persuade, etc. are followed by the pattern ANSWERS
verb + object + infinitive. 1 to be booked 2 to look 3 being impressed 4 to
have 5 to stay 6 trying 7 to maintain 8 to
have been forgiven 9 being / having been disgusted
Exercise 2
10 performing 11 not to have spoken
• Give students two minutes to complete the text. Then
stop them and ask them to check their answers with a Exercise 2
partner and when they’ve finished, to describe the twins’ • Circulate as students do the task, monitoring for correct
working relationship. use of verb patterns. At the end ask students to report
• During feedback ask students why it is that to is followed back their partner’s answers.
by an -ing form in number 1 (because to is not an infinitive
but a preposition). Ask them to identify two more More practice
prepositions in the text (on and like) and remind them that Workbook page 24
prepositions are always followed by an -ing form. Grammar Builder page 99, exercises 4–6
ANSWERS ANSWERS GRAMMAR BUILDER 3 (PAGE 99)

1 doing 2 watching 3 to read 4 to pursue 5 to Exercise 4
focus 6 working 7 writing 8 to get 9 accepted 2 to collect 3 selling 4 to purchase 5 get
10 published 11 to be 12 typing 13 finish 6 consulting 7 to make 8 travelling 9 to post
Exercise 5
1 b 2 b 3 a 4 b 5 a 6 a 7 b 8 a
Exercise 6
2 having 3 being 4 to have 5 to be
Unit 3 31

Writing page 28–29
• With a stronger class ask students to find seven different
alternatives.
An article • During feedback, highlight the differences in meaning
of the words in part 2. Picturesque = pretty in a way that
Target Language looks old-fashioned – it can apply to buildings, scenery;
Features of tourist destinations: architecture quaint = attractive in an old-fashioned or unusual way;
culture and arts eating out excursions nightlife idyllic = peaceful and beautiful, perfect, it can also apply to
shopping sport surrounding landscape a lifestyle or existence; exquisite = extremely beautiful, but
it can also describe food or hand-made items
Describing tourist destinations: affluent ancient
antique bustling captivating considerable ANSWERS
contemporary cosmopolitan crowded current 1 readily available, has a great deal to offer, has a wealth
deprived desolate fascinating gripping high-rise of, are teeming with, are well provided for, a wide
hilly historic immense industrial isolated picturesque variety, you’ll find yourself spoilt for choice
remote rundown sprawling thriving touristy 2 exquisite, quaint, picturesque, idyllic
up-to-date vast vibrant well-connected
Exercise 2
Livening up descriptions: The High Street boasts an
impressive array of historic buildings; The financial district • Students do the exercise in pairs.
has a wealth of vast, contemporary buildings. ANSWERS
1 c gripping is used to describe a book, film or other kind
of story
Warm-up 2 a considerable is used to describe something that is not
• Ask students to pick a tourist spot in their country and tangible e.g. interest, pain, amount, expense
think about why it is so popular with tourists. Elicit ideas 3 b antique is used to describe an object, e.g. furniture,
from the whole class. Now put the students in pairs and jewellery
ask them to pick a place they think tourists don’t know 4 b current is used to describe something happening
about but should visit and say why they should go there. now, e.g. current prices, the current year
They should prepare a 30–60-second presentation. Invite
students to give their presentations to the class. Teaching Tip: Making notes
Remind students that they should always make notes before
Read writing an essay. Give them time to do this before they start
writing and encourage them to hand in their plan.
Exercise 1
Focus on the photos and elicit a few adjectives to describe
Exercise 3
the general feel of the places [Burford: peaceful, pretty,
charming, picturesque, quaint. Cheltenham: bustling, lively, • Do the first sentence together on the board to show that
vibrant] and then ask two or three individuals to say which students need to make all the component parts of the
place they would prefer to visit and why. sentences more elaborate. Explain that all the possibilities
can be found in exercises 1 and 2.
Exercise 2 ANSWERS
• Students do the task individually. Ask them to underline 1 The High Street boasts an impressive array of historic
the relevant section of the text and write the appropriate buildings.
letter next to it. 2 The financial district has a wealth of vast, contemporary
ANSWERS buildings.
Burford: b, e, f, g, h Cheltenham: a, c, d 3 The port has a wealth of fascinating history.
4 Young people looking for things to do in the town
Prepare centre will find themselves spoiled for choice.
5 The streets near the station are teeming with state-of-
Exercise 1 the-art Internet cafés.
• Ask students to consider the standard of writing and 6 Culture lovers are well-provided for in the theatre
ask what distinguishes it from the writing of, say, an district.
intermediate student.
Exercise 4
• Read through the Writing tip together and ask students
• Go round monitoring and prompting as students do the
to do the exercise individually.
activity. Have a brief class feedback.
32 Unit 3

• Refer students to the wordlist at the back of the • Give students ten minutes to write a first draft. Walk
Workbook. around monitoring and helping. After this time ask
• Elicit their ideas onto the board as three lists. If a student students to swap their work. They should comment on
mispronounces a word, write it up on the board in good examples of language and find ways of fine-tuning
brackets and focus on its pronunciation later. it. They should write the introduction jointly.
• Words which are likely to be mispronounced are bustling
Exercise 3
/ˈbʌslɪŋ/, which has a silent t, desolate /desələt/, whose
final syllable is a schwa, and picturesque /ˌpɪktʃəˈresk/, • Students check their writing against the Check your work
which has stress on the final syllable. list and make final amendments. If there is time, ask two or
three pairs to read out their work.
• Check comprehension of some of the trickier words by
asking students to tell you which word means: very poor, SAMPLE ANSWER
without enough food, education, etc. to live a happy and Come to Colourful Colorado!
comfortable life? [deprived] full of people moving about Colorado, in the Western US, boasts some of America’s
busily? [bustling] empty and without people, making you feel most spectacular mountain scenery, as well as some of the
sad? [desolate] with a strong and healthy economy? [thriving] world’s best skiing. Alternatively, if shopping and nightlife
spreading out from the centre in an untidy way? [sprawling]. are more your scene, both are readily available in the
larger towns and cities, even up high in the mountains.
ANSWERS
Why not base a visit around two contrasting towns? They
Positive: affluent, cosmopolitan, historic, picturesque,
make perfect partners for the ideal holiday!
thriving, vibrant, well-connected
Boulder
It depends: bustling, high-rise, hilly, industrial, remote,
Rich in mountain ambience and frontier history, Boulder
sprawling
is about 40 kilometres north-west of Denver, Colorado’s
Negative: crowded, deprived, desolate, isolated, rundown,
capital. Pearl Street, which runs through the centre of
touristy
the city, is a leafy pedestrian zone lined with a vast array
Exercise 6 of quaint and sophisticated shops, exotic eateries, and
cool cafés, housed in stone and red-brick buildings
• In pairs, students begin by describing what they see, that date from the late 1800s. Often described as ‘The
using previously learned language for comparing and
Peoples’ Republic of Boulder’, the town is renowned for its
contrasting, and then move onto the questions. Have a
independent spirit and liberal take on life.
whole class feedback.
Breckenridge
Exercise 7 Pioneers searching for gold in the Pikes Peak Gold Rush
of 1859 found what they were looking for and built a
• Read the Study tip together and elicit the preposition to
town there, naming it Breckenridge. Nowadays, the
complete the sentence.
miners have been replaced by skiers in the winter – the
Exercise 8 ski slopes are only a stone’s throw away. And in the
• To check students understand the expressions, ask: Which summer, Breckenridge is buzzing with tourists seeking
means: very nearby? [a stone’s throw away] very well-known high adventure in the form of mountain biking, white-
for? [renowned for] similar to? [reminiscent of ] to provide water rafting, fishing, and hill walking. The town also plays
things that a particular situation needs or wants? [cater for]. host to a film festival each year. Considering that the main
street is lined with shops, you’ll be spoilt for choice!
ANSWERS
1 for 2 in 3 of 4 with 5 to 6 for 7 away MARKING SCHEME
8 with 9 to 10 for 11 for 12 for • The article follows a clear, coherent plan. [2 marks]
• The article mentions a range of features for each town.
Exercise 9 [2 marks]
• Set a time limit of five minutes for the exercise. After • The article goes beyond basic vocabulary. [2 marks]
checking the prepositions elicit translations for the • The article uses correct prepositions. [2 marks]
expressions.
• The article uses accurate grammar and vocabulary.
ANSWERS [2 marks]
2 to 3 in 4 to 5 to 6 with 7 from 8 in
More practice
Workbook page 25
Write
Follow-up
Exercise 1 Self Check, Workbook pages 26–27
• Focus on the task and elicit or explain the meaning of Test Unit 3, Teacher’s Book pages 132–133
extol the virtues of (talk in very positive terms about all the
good things the towns offer). Set a time limit of
3–4 minutes for the brainstorm.
Unit 3 33

4 Changes
EXAMPLE ANSWERS
This unit includes 1 It was very focused on tennis, to the exclusion of
Vocabulary: synonyms of change • nouns formed everything else.
from verbs • expressions with change • adjective-noun 2 It allowed her a break from tennis.
collocations • expressing opinions • linking words 3 Because the cancer charity, not tennis, is what she
• neither / nor, either / or, not only / but also • speculating really loves.
(degrees of probability)
Grammar: comparative and superlative forms • reduced Exercise 3 $ 1.13
relative clauses • conditionals • Remind students that a good strategy for answering
Speaking: talking about change • discussion: plans for multiple choice questions is to read the question stem and
urban development try to answer it without looking at the options. Next check
Writing: a discursive essay the options for something similar, and finally, read the
appropriate section of the text in detail to double check.
ANSWERS
Reading pages 30–31 1 b 2 c 3 d 4 b 5 c 6 d
Warm-up Understanding Ideas

• Put students in pairs. Ask them what plans they have for • Students read the questions and think of possible answers.
when they leave school. Ask them to think about anyone • Students discuss their answers in groups.
or anything which is influencing these plans, e.g. parental • Bring the class together to compare answers.
pressure, location of a course they want to do. Give them
1–2 minutes to talk in their pairs, and then conduct class Optional Activity: Speaking
feedback, asking some students to report on what their Aim: To apply the ideas discussed with relation to Andrea to
partner said. another, similar case. Remind students of the text Little stars
and elicit what Andrea used to do and what she does now.
Before Reading Explain that you have heard of a similar situation. A young
• Students discuss the quotation in pairs, and then have dot-com millionaire called Chris Bishop has decided at the
a class feedback. Can they think of an example of age of 25 to try to find a new direction in his life. He wants
something they have done because they are good at it, to change his priorities from making money, to using his
rather than because they wanted to do it (e.g. a subject, body, mind and skills to help others. As a class, build up a
sport, instrument)? How successful was it? profile of Chris Bishop on the board. This should include the
ANSWERS details you’d normally find on a CV and also his personality,
Students’ own answers. likes and dislikes, anything he is not good at, etc.
Put students in pairs. Tell them to think of a job or
Background Notes occupation where the person really has a great effect on
Raymond Chandler was an American novelist and others. Circulate and monitor.
screenwriter whose writing career began when he was Take the advertisements and put them up around the room
44 years old. During the Great Depression, he lost his job as a gallery. Ask students to go around and read them.
as an executive at an oil company, and decided to try his Now each pair needs to choose one advertisement and
hand at writing. He was hugely successful. sit down together again. They should imagine they will
be interviewers for this job / occupation and prepare
questions for the interview candidates. As a guide,
Read suggest 5–10 questions.
Exercise 1 When the questions are ready, divide the pairs and take
• Read through the Reading tip with students. Get the half of the students aside. They will be Chris Bishop. The
students to skim the article and put the events in the others are interviewers. Pair them up again and tell them
correct sequence. they have five minutes for the interview.
When the interviews are finished, conduct class feedback
ANSWERS
and find out whether the interviewers were impressed
a 4 b 2 c 1 d 3 e 6 f 5
and whether the interviewees felt this job / occupation
Exercise 2 provides the right new direction. If there is sufficient time,
change the pairings and allow them a second chance to
• Students read the text and answer the questions
interview / be interviewed. Otherwise, with an outgoing
individually.
class, encourage one or two pairs to act out their interview
• Check the answers. in front of the class and elicit feedback from the group.
34 Unit 4

Vocabulary Quick Test: Fire away
Exercise 1 Divide the students into four teams. Read out the
following gapped sentences to the class. Ask a student
• Students match the highlighted words in the text to the
in the first team to raise his / her hand to complete the
sentence. If they complete the sentence correctly, give
ANSWERS two points to their team. If not, give the next team in line
1 impressionable 2 gift 3 killer instinct 4 calling a chance and give them one point if they complete the
5 tortuous 6 terminally ill 7 locker-room sentence correctly. Read the next sentence to this team.
8 out of step 9 stark 10 uplifting 11 transferable The winner is the team with the most points.
12 protracted 13 anguish 14 overbearing 15 ranch Young people are more _____ than older people.
• Give students more information about the words from [impressionable]
the text and ask them to make notes in the Vocabulary Ayrton Senna had a _____ for driving. [gift]
Notebook section of their Workbooks (see Workbook To win at Wimbledon, you need to have a _____ . [killer
pages 92–111). instinct]
anguish is a noun which means misery and pain. When you have a _____, you know what you want to do
calling is a noun which means a career or occupation that with your life. [calling]
you are destined to follow. When you say you have a calling, The road up to the top of the mountains was _____ and very
it means that you feel you have been called or asked to dangerous. [tortuous]
do something. The old man is _____ with cancer. [terminally ill]
gift is a noun which means natural talent. Someone who After the football match, the entire team celebrated in
has natural talent can be described as gifted. the _____ . [locker-room]
Mark is _____ with the other members of his project team,
impressionable is an adjective which means easily
but he has some great ideas. [out of step]
influenced or impressed. The opposite is unimpressionable.
The skid marks on the road were a _____ reminder of the
killer instinct is a noun which means a ruthless danger of driving too fast. [stark]
determination to win. The film was very _____ . It really made me smile. [uplifting]
locker-room is a noun which means a place where people Giving a good presentation is a _____ skill. [transferable]
change their clothes before or after doing sport. The debate was _____ because nobody could agree.
out of step is an adjective which describes people who [protracted]
do not share the same ideas or attitude. It comes from You could see the _____ on the faces of the losing team.
the idea of people who are marching being in step, or [anguish]
working together. My boss is really _____ and tells everyone what to do all the
overbearing is an adjective which describes someone who time. [overbearing]
wants to control the behaviour of others. We don’t describe When he retired, he bought a large _____ and raised horses
someone as simply bearing. there. [ranch]
protracted is an adjective which describes things that are
long and drawn out. The opposite of protracted is brief. Optional Activity: Collocations
ranch is a noun which is a very large farm, especially in • Aim: To notice and learn collocations from the text.
the US.
Divide the class into two teams. Explain that you’re going
stark is an adjective which means blunt and simple. to write adjectives on the board that are part of common
terminally ill is an adjective which describes someone who collocations. Get the students to raise their hand when
is close to death. Terminal is an adjective that means final they know the noun that follows each adjective in the
or end. text. Give one point for each correct answer. Take away
tortuous is an adjective which describes something that is one point for each incorrect answer.
full of twists and turns. enforced [retirement]
transferable is an adjective which describes things that can uplifting [journey]
easily be taken from one situation and used in another. The impressionable [teenager]
base verb is transfer. stormy [relationship]
uplifting is an adjective which means positive and overbearing [father]
encouraging. The opposite is distressing or depressing. brief [childhood]
competitive [environment]
protracted [row]
More practice
Workbook page 28
Unit 4 35

Vocabulary page 32 Quick Test: Quick-fire word formation
Divide the class into four teams. Give the first person in
Target Vocabulary
each team a piece of paper. Read out the first definition
Little stars: anguish calling gift impressionable and give students three seconds to write the word. Ask
killer instinct locker-room out of step overbearing them to pass the piece of paper to the second student.
protracted ranch stark terminally ill tortuous Read out the second definition and give students three
transferable uplifting seconds to write the word. Continue until you have read
Expressions with change: change for the better out all the definitions. Collect the pieces of paper and
change hands change of direction change of heart correct the answers with the class. The winner is the team
change of plan change one’s mind change one’s tune with the most correct answers.
change one’s ways Something with a lot of space [spacious]
Something with a lot of lumps [lumpy]
Activate Something connected with your occupation [occupational]
Someone who loves adventure [adventuresome]
• Focus on the words in the box and review their meaning Something that is an option [optional]
by asking a few questions, e.g. What word can we use
Something connected with health [healthy]
to describe someone who doesn’t think the same way as
Something that causes pain [painful]
everyone else? [out of step] What do we call a natural talent
Someone who is full of conceit [conceited]
or ability? [gift]
Someone who doesn’t sleep [sleepless]
• Students complete the sentences. Check the answers. Something related to agriculture [agricultural]
ANSWERS
1 tortuous 2 out of step 3 gift 4 uplifting
5 ranch 6 stark 7 anguish 8 protracted 9 killer Optional Activity: Word families
instinct 10 terminally ill 11 locker-room 12 calling Aim: To focus on word families and expand students’
13 transferable 14 overbearing 15 impressionable vocabulary
Preparation: Draw the table below on the board. Focus
Extend on the first noun and elicit the words. Write the new
words in the columns. Students continue completing the
Exercise 1 Expressions with change tables in pairs. They check their answers by looking up the
• Students complete the exercise individually or in pairs. words in a dictionary.
• Check the answers. noun adjective
addition [additional]
ANSWERS
1 heart 2 minds 3 tune 4 ways 5 direction [pain] painless / painful
6 better 7 hands 8 plan profession [professional]
[drive] driven
Exercise 2 injury [injured]
• Students complete the exercise individually or in pairs. [worth] worthy
Check the answers.
ANSWERS
1 adventuresome 2 sleepless 3 optional 4 healthy Vocabulary Notebooks
5 spacious 6 painful 7 conceited 8 occupational Remind students to make notes on new vocabulary in the
9 agricultural 10 lumpy Vocabulary Notebook section of their Workbooks.
More practice
Workbook page 30
36 Unit 4

Grammar page 33
ANSWERS
1 It becomes less and less easy to make new friends
during your teenage years.
Comparative and superlative forms 2 The more you go out, the more money becomes central
to your life.
Warm-up 3 One of the most important things to teenagers is
• Divide the board in half vertically and write yes at the top friendship.
on one side and no on the other. Put students in small 4 The more fashionable clothes teenagers have, the better.
groups. Ask them to think about the idea that childhood 5 As a teenager, you are at your most sensitive to criticism.
is the best time of your life. They should write a list of 6 As a teenager, you are not quite so willing to follow
arguments for and against. When they have had 2–3 orders.
minutes, put two groups together to compare their ideas.
Follow-up
Explore
Exercise 1 $ 1.14 Exploit
• Students read and listen to the dialogue. • Students complete the sentences.
• Ask: What has Luke found difficult and not so difficult about • Check the answers.
his first year at university? ANSWERS
POSSIBLE ANSWERS 1 least 2 most 3 more and more 4 better
Difficult: Living away from home, especially when it comes 5 quite so 6 less 7 more 8 worst
to food and laundry.
Not so difficult: The work Quick Test: Error correction
Write the following incorrect sentences on the board.
Teaching Tip: Superlatives Students write the sentences correctly in their notebooks.
For some learners, superlatives can be very tricky. You can I thought the book was only marginally better the film.
practise comparatives and superlatives easily by starting [better than]
with people in the room. In groups, ask students to That was one of the most worst meals I’ve ever eaten.
compare themselves. Ask: How far do you travel to school? [the worst]
Learners then put themselves in order from the person A broken ankle is very slight worse that a broken toe. [slightly]
who travels the shortest distance to the person who I’m an awful happier this year than I was last year. [awful lot]
travels the furthest. They can line up shortest to tallest, Teenagers aren’t quite willing as younger kids to go on family
youngest to oldest, and so on. holidays. [quite so willing]
He said his maths test was easier for a mile than he expected.
Exercise 2 [by a mile]
• Students read the dialogue again and underline the
comparatives and superlatives. More practice
Workbook page 31
• Check answers.
ANSWERS
ANSWERS GRAMMAR BUILDER 4 (PAGE 101)
quite a lot harder; much more challenging; no more
Exercise 1
difficult; marginally less difficult; the hardest thing; rather
1 longer 2 the most important 3 faster, less intelligible
more practical; easily the worst cook; very first time
4 lowest 5 better 6 not as hard
1 quite 2 very 3 deal 4 bit 5 slightly 6 far
• Read through the Learn this! and Look out! boxes
7 awful 8 mile
together. Divide students into pairs to discuss the topics.
Exercise 3
Encourage them to use a range of modifiers and to
2 A player injured in the match was rushed to hospital.
experiment with the ones which are less familiar.
3 Some boys living on my estate were hanging around
POSSIBLE ANSWERS outside the shopping centre.
a far sight harder; an awful lot more challenging; only as 4 A man in police custody was arrested last night.
difficult; very slightly less difficult; the most difficult thing; 5 Some hostages held by the hijackers are members of
a little bit more practical; far and away the worst cook the crew.
6 Several dismissed employees have been reinstated.
Exercise 4 7 A lifeguard jumping in the sea is going to rescue
• Suggest that students highlight the comparative and someone.
superlative phrases in exercise 2 before rewriting the 8 Some measures enforced by the government seem to
sentences. Check answers, and then get them to discuss be working.
their reaction to each sentence in pairs. Refer them again 9 The woman standing on the podium is my mother.
to the language of agreeing and disagreeing on the board. 10 Some houses destroyed by the earthquake are going to
be rebuilt.
Unit 4 37

Skills page 34 Listen
Exercise 1 $ 1.15
Describing change
• Play the CD once for students to answer the question.
Target Vocabulary • Check the answer.
Verbs to describe change: adapt adjust alter convert ANSWER
evolve modify refine transform Speaker 1: neutral Speaker 2: negative
Speaker 3: positive
Warm-up TAPESCRIPT
• Put students into small groups. Ask them to brainstorm Speaker 1 I went to see The Golden Compass last week. It’s
what important changes they have had in their lives so far a screen adaptation of Northern Lights by Philip Pullman.
and any changes they expect in the next five years or so. Everyone always says film versions of books are never as
With a weaker class, offer suggestions to start them off: good as the original, but I thought they made a really good
starting school, starting and stopping hobbies or sports, job of it. They made some minor alterations to the plot
having a new brother or sister, moving house. When and they inevitably missed some bits out, but they really
they have a list of a few things, ask them to think about captured the flavour and atmosphere of the book. My only
whether they feel positive or negative about the changes criticism is that they changed the ending slightly, basically to
they have listed. Conduct brief class feedback. make it happier – but that’s Hollywood for you.
Speaker 2 I recently went back to Newbridge, the town
Vocabulary where I was born, twenty years ago. When I came out of
the station I thought for a moment I’d got off at the wrong
Culture note – George Bernard Shaw stop, it had changed so much. They’ve basically knocked
George Bernard Shaw (1856–1950) was a famous Irish down most of the old buildings in the town centre and
playwright. He wrote over 60 plays, won the Nobel Prize replaced them with modern office blocks. It’s a complete
for Literature in 1925. He is famous for his play Pygmalion, transformation – and not for the better. They’ve widened
which was the basis for the musical My Fair Lady. the roads, no doubt to ease traffic congestion, but it’s much
less pleasant for pedestrians now. At least they left the
old theatre more or less untouched, apart from one slight
Exercise 1 modification: they’ve changed its name to The New Theatre.
• Give students time to interpret the quotation and to Why? Totally pointless. It isn’t new!
talk about their own attitudes to change in pairs before Speaker 3 They’ve just introduced a new computer system at
discussing it as a class. As feedback, elicit a paraphrase the call centre where I work. It’s supposed to streamline the
for Shaw’s attitude and then ask a few students to tell the way we work, making it quicker to answer customers’ queries
class about their partner’s attitude. and access files. We’ve only been using it for a day or two, and
ANSWERS we’ll obviously face a period of adjustment as we get used
1 Shaw says that some people question the cause of to it. No doubt they’ll need to make some refinements to it
things, whereas he tends to ask himself why things once it’s been up and running for a while, but I must say that,
can’t be different, which indicates that he is generally in on the whole, it seems to works very well.
favour of change.
Exercise 2 $ 1.15
2 Students’ own answers
Exercise 2 • Play the CD again for students to complete the table.
• If students don’t have dictionaries, refer them to the • Check the answers.
wordlist. Do the first pair of sentences together to check
ANSWERS
they understand that they need the same verb for both
1 screen adaptation
sentences.
2 minor alterations
• Remind students of the point raised in the previous unit, 3 complete transformation
that at advanced level students need to go beyond the 4 slight modification
basic vocabulary, in this case, the word change. 5 period of adjustment
• To help students remember how we use the words, as 6 make some refinements
well as the meaning of the words, suggest that they write
the full sentences in their vocabulary notebooks. Speak
ANSWERS • Put students in pairs to discuss the changes. Conduct a
2 a adapted b adapt brief feedback.
3 a alter b altered
More practice
4 a transformed b transform
5 a evolved b evolved
6 a refined b refining
7 a adjusts b adjust
8 a modified b modify
38 Unit 4

• Do the first sentence together and then ask students to
Conditionals continue alone before checking in pairs.
• Point out that in sentences 4 and 6 it is not possible to use
Warm-up the contracted forms weren’t and hadn’t.
• Put students in small groups. Ask them to brainstorm ANSWERS
everything they know about dinosaurs. After two minutes, 1 Should you need to make any photocopies, there’s a
elicit information from the class. photocopier outside my office.
2 Please contact head office should you need to make
Explore a complaint.
3 Were Kurt Cobain alive today, he’d be over 40.
Exercises 1 and 2 4 Were she not married to the boss / Were it not for the
• Focus on the task and elicit answers to the question. Ask fact that she’s married to the boss, she’d never have
them to read the text to check answers. got the job.
ANSWERS
5 Had I known it would rain, I’d have taken an umbrella.
1 It was originally thought that they were cold-blooded 6 Had it not been for my parents’ generosity, I could never
but some may have been warm-blooded. have afforded to buy a new car.
2 They became extinct 65 million years ago when a Exercise 3
meteor hit the earth.
• Elicit or explain that If only I had more time is more
Exercise 3 emphatic and regretful than If I had more time and that
• Students do the exercise individually or in pairs. How I wish is much more emphatic than I wish.
ANSWERS Exercise 4
1 If there were no sheep, cows and dogs, we wouldn’t have • Students work alone to transform the sentences.
… man’s best friend. (b)
ANSWERS
2 What would have happened if the meteor had missed its
2 Unless we hurry, we won’t get to the airport on time.
target? (a)
3 You can borrow my MP3 player provided that you give
3 If the meteor hadn’t struck the earth, we wouldn’t be
it back to me tomorrow.
around today. (c) Suppose dinosaurs were still roaming
4 Supposing there were intelligent life out there, how
the earth today, would the human race have managed to
could we make contact?
evolve alongside them? (c)
5 As long as you follow the instructions I gave you, you
4 Suppose dinosaurs were still roaming … it was thought …
can’t go wrong.
would never have survived. (a)
6 If he had admitted he was wrong, it would have been
5 Had the meteor not hit the earth, dinosaurs would have
totally out of character.
continued to thrive. (a)
Follow-up Exercise 5
Grammar Reference page 100 • Give students a minute or two to think of answers to the
questions, then monitor for correct use of conditionals as
Exploit they speak.
Exercise 1 More practice

Workbook page 32
• Using item 3 of exercise 3 as an example, point out that Grammar Builder page 101, exercises 4–5
mixed conditionals can consist of two tense sequences.
• If + past simple / past continuous in the conditional clause ANSWERS GRAMMAR BUILDER 4 (PAGE 101)
and would have + past participle in the result clause. Or; Exercise 4
1 CORRECT 2 If I’d spoken better English, I would have
• If + past perfect in the conditional clause and would +
got the job. 3 CORRECT 4 Suppose I hadn’t been to
infinitive in the result clause.
the bank, how would we have paid for that meal? 5 Had
ANSWERS they arrived any later, the show would have started.
2 If Kate hadn’t failed her driving test last week, she 6 You wouldn’t be so tired if you had gone to bed earlier
wouldn’t be retaking it in July. last night. 7 CORRECT 8 If they’d been driving more
3 If he’d paid his tax / hadn’t refused to pay tax, he slowly, they wouldn’t have crashed.
wouldn’t be being prosecuted now.
4 If he hadn’t been rude to me, I would like him.
5 If he’d been wearing a seatbelt, his injuries wouldn’t be
so serious.
6 If I hadn’t forgotten my keys, I’d be able to get into
the house.
Unit 4 39

2 If I’d known you liked Coldplay, I’d have bought you a • Refer students to the Writing tip and then ask them to
ticket for the concert. match the topic sentences with the gaps.
3 Had you lost your glasses, you wouldn’t be able to read • Point out, if necessary, that there is one extra topic
the menu. sentence.
4 If John had packed the sandwiches, he wouldn’t be 1 d 2 a 3 f 4 c 5 e
starving now. Sentence b matches the topic of ‘health’.
5 Unless they ban tourists from the ancient city, it will be
ruined in no time. Exercise 4
6 Mary would spend more time with her children if she • Monitor and correct as students write. Ask a few pairs to
worked at home. read out their sentences.
7 If Peter and Brian had had enough money last summer
they would have gone on holiday. Teaching Tip: Linking words in essays
8 Unless you exercise every day you won’t get fit. Linking words are used in essays to connect ideas and
9 If you heat water it boils at 100 degrees. make the writing flow. Typical linking words that signal
10 If he had spoken Russian he would have got the job additional information being given are: … or even … ,
in Moscow. both … and … and not only … but also … . Typical linking
words for comparisons and ideas are: neither … nor …,
either … or … and … rather than … .
Discursive essay Prepare

Target Language Exercise 1
Paragraph topic sentences: New forms of synthetic • Let students discuss the meanings in pairs. In feedback
material will no doubt have been invented. ask for an example sentence as well as an explanation
Linking words: neither … nor …; either … or …; of meaning.
… rather than …; … or even …; both … and …; ANSWERS
not only … but also … which neither requires fuel nor creates pollution
Speculating: It could / might happen; It may well either as friends or as potential rivals
happen; It’s bound to happen; It’s very likely to happen; fly to work rather than sitting in a traffic jam
It will (almost definitely) happen; It will probably happen; people could be wearing jeans or even nineteenth-century
There’s a (faint) chance it might happen. There’s (almost) suits or dresses
no chance of it happening. both nylon and Lycra
not only as sources of information, but also as sources of
wisdom and advice
Warm-up
• Ask students to imagine they could meet somebody not only … but also is similar to both … and …
from 100 years in the future. They would be allowed to neither … nor … is used to join two negative ideas (it is
ask this person just one question. Give them a minute to the opposite of both … and …)
think about what question they would ask. If you wish, either … or … is used to talk about a choice of two
allow them to discuss their ideas in pairs. Elicit some of different things
the questions. … rather than … is used to say that something is
preferable to something else
Read or even … suggests that the next thing mentioned is
something surprising
Exercise 1
• Choose one of the topics, for example, food, and elicit Exercise 2
three or four ideas about how it might be different a • Students work individually or in pairs.
hundred years from now. Some ideas: Nearly all food will
POSSIBLE ANSWERS
be scientifically modified to make it more healthy, and to
1 Computers are not only becoming more powerful, but
make it last forever without going off; New flavours will
also cheaper. / Not only are computers becoming more
be invented; Artificial flavours will taste exactly like the real
powerful, but they are also becoming cheaper.
thing; There will be an amazing selection of futuristic snacks.
2 Soon computers may be able to hold conversations
• Students continue discussing the topics in their pairs. If with humans, or even tell jokes.
time is limited, ask them to select just three. 3 We may be able to control it with our mind rather than
using a mouse or keyboard.
Exercise 2
4 Some people maintain that computers will neither be
• Students do the exercise alone. able to think like people nor have emotions.
ANSWERS 5 Super-powerful computers will either be incredibly
2 computers 3 clothes 4 transport useful or incredibly dangerous to mankind.
40 Unit 4

Exercise 3 SAMPLE ANSWER
• Encourage students to practise the linking words as they Both technology and the natural world will continue to
discuss the questions. change, and there will doubtless be changes in the world
climate that will lead to inventions and discoveries which
Exercise 4 $ 1.16 will affect every aspect of our lives.
• Give students a few moments to familiarize themselves A hundred years from now, we will probably have to
with the ideas and deal with any vocabulary questions deal with far more serious storms and other weather
which may arise. phenomena. Already, we have seen an increase in the
strength of hurricanes and other big storms. Consequently,
ANSWERS
we will probably need to build differently. In some places,
1 d 2 b 3 g 4 c 5 f 6 a 7 e people may have to build much stronger houses or even
TAPESCRIPT move underground for safety. In other places, near the sea,
Girl Well, humans might not even live on earth 100 years in buildings will have to be built well above the waterline.
the future – we might have all moved to another planet, or New forms of food will no doubt have been invented, and
we might be extinct. They might have invented things that these could revolutionize eating in the same way that
they can plug into your brain so that you don’t have to go the invention of farming did thousands of years ago. As
to school. growing food and raising animals becomes more difficult
Boy I was reading a book the other day about, you know, in some places because of global warming, scientists will
everyone having a chip in their brain and, you know, the rich develop ways of growing protein-rich food in factories.
people had a more sophisticated one than the poor people Transportation will definitely be different. Electric vehicles,
and er, so the poor people’s ones were always going wrong rather than petrol-powered cars, will become common,
and they end up, like, malfunctioning and, you know, so, like, and we may well see vehicles which allow users to fly to
24/7 Internet access in your head. And there’ll be no cars … work rather than drive on crowded streets. The vehicles
they’ll probably have been banned by government. will as likely as not be solar powered.
Girl Er … we might have discovered aliens with antennae. The theme of the future will be keeping up and adapting.
They might have green skin and scales. Humans will almost certainly face huge challenges finding
Boy If we lived in space, I doubt we’d have any hair, and we’d ways to cope with severe weather, feed themselves, and
probably be pale as death. get around without fossil fuels.
Exercise 5 MARKING SCHEME
• Ask students to number the ideas in pairs. They shouldn’t • The essay follows a clear, coherent plan. [2 marks]
worry too much about an exact order. At the end elicit a • The essay has the correct number of words. [2 marks]
few opinions about which one they think is the most likely • The essay uses expressions from the Learn this! box.
and which one the least likely. [2 marks]
• The essay uses linking words from the Writing tip on
Exercise 6 page 44. [2 marks]
• Students do the exercise individually. • The essay uses accurate grammar and vocabulary.
ANSWERS [2 marks]
1 doubtless
More practice
2 as likely as not
Workbook page 33
3 more likely than not
4 no doubt Follow-up
5 In all probability Self Check, Workbook pages 34–35
Test Unit 4, Teacher’s Book pages 134–135
Teaching Tip: Making notes
writing an essay. Give them time to do this before they start
Write
Exercise 1
• Allow pairs 5–10 minutes to brainstorm ideas for their
essay. Refer them to the pictures for ideas if necessary.
Exercise 2
• Students check their partner’s work, ticking the Check
your work boxes as appropriate. For the fifth point,
checking spelling and grammar, suggest that they
underline any mistakes and hand the essay back to their
partner for correction.
Unit 4 41

Literature Corner 2 page 38
vows she will not have him, and if you do not make haste he
will change his mind and not have her.’
Mr Bennet raised his eyes from his book as she entered, and
Jane Austen fixed them on her face with a calm unconcern which was
Exercise 1 not in the least altered by her communication.
• Students discuss the questions in groups. They then share ‘I have not the pleasure of understanding you,’ said he, when
their ideas with the class. she had finished her speech. ‘Of what are you talking?’
‘Of Mr Collins and Lizzy. Lizzy declares she will not have Mr
ANSWERS Collins, and Mr Collins begins to say that he will not have Lizzy.’
Students’ own answers ‘And what am I to do on the occasion? – It seems an
hopeless business.’
Exercise 2 ‘Speak to Lizzy about it yourself. Tell her that you insist upon
• Students work individually to complete the exercise. her marrying him.’
Check the answers. ‘Let her be called down. She shall hear my opinion.’
ANSWERS Mrs Bennet rang the bell, and Miss Elizabeth was summoned
1 language 2 after 3 dependent 4 daughters to the library.
5 although 6 make 7 richer 8 love ‘Come here, child,’ cried her father as she appeared. ‘I have
sent for you on an affair of importance. I understand that
Exercise 3 Mr Collins has made you an offer of marriage. Is it true?’
• Students work individually. Check the answers. Elizabeth replied that it was. ‘Very well – and this offer of
marriage you have refused?’
POSSIBLE ANSWERS
‘I have, sir.’
1 Among the most violent against him was Mrs Bennet,
‘Very well. We now come to the point. Your mother insists
… sharpened into particular resentment by his having
upon your accepting it. Is not it so Mrs Bennet?’
slighted one of her daughters.
‘Yes, or I will never see her again.’
2 He was the proudest, most disagreeable man in the world,
‘An unhappy alternative is before you, Elizabeth. From this
and everybody hoped that he would never come there
day you must be a stranger to one of your parents. Your
again.
mother will never see you again if you do not marry Mr
3 I hate to see you standing about by yourself in this
Collins, and I will never see you again if you do.’
stupid manner. You had much better dance. Bingley is
Elizabeth could not but smile at such a conclusion of such
concerned about Darcy, and he has a close relationship
a beginning; but Mrs Bennet, who had persuaded herself
with him so can be rude without causing offence.
that her husband regarded the affair as she wished, was
4 Darcy says: … there is not another woman in the room
excessively disappointed.
whom it would not be a punishment to me to stand up
‘What do you mean, Mr Bennet, by talking in this way? You
with. and later, She is tolerable; but not handsome enough
promised me to insist upon her marrying him.’
to tempt me; …
‘My dear,’ replied her husband, ‘I have two small favours
5 Darcy says: … I am in no humour at present to give
to request. First, that you will allow me the free use of my
consequence to young ladies who are slighted … you are
understanding on the present occasion; and secondly, of my
wasting your time with me.
room. I shall be glad to have the library to myself as soon as
Exercise 4 $ 1.17 may be.’
• Play the recording. Check answers as a class. Exercise 5 $ 1.17
ANSWER • Students listen again. Check answers as a class.
No, he doesn’t. He doesn’t say he will insist that Elizabeth
POSSIBLE ANSWERS
accepts Mr Collins. He says, ‘She shall hear my opinion.’
1 She wants her husband to make Lizzy marry Mr Collins.
TAPESCRIPT She says she will never see her daughter again if she
‘Pardon me for interrupting you, madam,’ cried Mr Collins; refuses Mr Collins.
‘but if she is really headstrong and foolish, I know not 2 When she runs into his room, he just looks calmly up
whether she would altogether be a very desirable wife to from his book.
a man in my situation, who naturally looks for happiness 3 He says he will never see Lizzy again if she marries
in the marriage state. If, therefore, she actually persists in Mr Collins.
rejecting my suit, perhaps it were better not to force her into 4 He is more concerned about Lizzy’s happiness than he is
accepting me, because if liable to such defects of temper, about his wife’s demands. Lizzy is amused, not surprised,
she could not contribute much to my felicity.’ when her father sides with her and not with his wife.
‘Sir, you quite misunderstand me,’ said Mrs Bennet, alarmed.
‘Lizzy is only headstrong in such matters as these. In Exercise 6
everything else she is as good-natured a girl as ever lived. • Students discuss the question in groups. They then share
I will go directly to Mr Bennet, and we shall very soon settle their ideas with the class.
it with her, I am sure.’
ANSWERS
She would not give him time to reply, but hurrying instantly
Students’ own answers
to her husband, called out as she entered the library, ‘Oh! Mr
Bennet, you are wanted immediately; we are all in an uproar.
You must come and make Lizzy marry Mr Collins, for she
42 Unit 4

Tanya It’s three, because you don’t have proof of
employment.
Edgars But when I get the letter … do I get the money back
Read for the third month?
Exercise 1 Tanya I’m afraid not. It’s not my decision – it’s the landlord.
• Students discuss the answer in pairs. He insists on it.
Edgars Oh, OK. Well, I’ll have to get more money from the
ANSWER bank, then. I can use my credit card.
Students’ own answers Tanya Fine. Well, let’s get everything signed, and then we can
go to the bank on my way back to the office.
Exercise 2 Tomas Hi, Edgars. Everything sorted out?
• Students read the text and answer the question. Edgars Yes. I got more money from the bank. We’re now
ANSWER officially housemates!
Flat Night Fever: Groups of people looking for a flat gather Tomas That’s great!
to meet flatmates. Edgars Now you can tell me the truth about the house. The
noisy neighbours …
Exercise 3 Tomas The neighbours are fine, actually. I never even
• Students do the exercise individually or in pairs. hear them.
Edgars What about the landlord? Does he ever call round?
ANSWERS
Tomas Occasionally. He’s supposed to let us know before he
1 T 2 F 3 F 4 T 5 F 6 T 7 T
comes, but he never does. I think he’s trying to catch us out!
Oh, by the way, the post arrived while you were out. There’s a
Listen letter for you.
Exercise 1 $ 1.18 Edgars It must be my job offer! If it had arrived an hour ago,
I’d have saved myself £800!
• Play the audio. Students answer the question.
Tomas Is everything OK?
ANSWER Edgars I don’t understand …
The letting agent and a housemate Tomas What’s the problem?
TAPESCRIPT Edgars But he offered me the job! We shook hands in the
Edgars Hi, Tomas. How are you? car park!
Tomas I’m fine. Is that all you have? One suitcase? Tomas What does the letter say?
Edgars Yes, it is … for now. The rest is back home in Latvia. I Edgars It’s a rejection letter. They’ve given the job to
wanted to find somewhere to live before I had it sent over. somebody else!
Tomas Yes, of course. Anyway, come in. Tanya’s here from the
Exercise 2 $ 1.18
agency. She’s got all the paperwork.
Edgars Oh, right. We’d better get that over with, I suppose! • Play the audio again. Students do the exercise individually.
Tomas There are about twenty forms to sign – I remember Check answers.
getting quite stressed about it when I started my tenancy ANSWERS
last year! Anyway, she’s in the kitchen. Would you like 1 T 2 NS (We know he started living there last year but
a coffee? don’t know exactly how long.) 3 T 4 F (It is because
Edgars No, thanks. I’m fine. he doesn’t have a formal job offer in writing.) 5 T 6 T
Tanya Hello, Edgars. Is it Edgars or Ed? 7 NS (It is from InterPost but we don’t know exactly who
Edgars Edgars. wrote it.)
Tanya Fine. Anyway, I have your tenancy agreement here.
Can I just take a few details? Write and speak
Edgars Of course. What do you need to know?
Tanya Well, have you opened a bank account yet? Exercise 1
Edgars I’m just in the process of doing that, actually. They • Students read and make notes individually.
need to see the formal letter of engagement for my new
job first. Exercise 2
Tanya Oh, I see. You don’t have that yet? I thought you’d • Students write the article individually.
been offered the job.
Edgars I have … verbally. I’m just waiting for the letter Exercise 3
to arrive. • Students do the exercise in groups of four. Circulate and
Tanya Where are they sending it to? monitor.
Edgars Well, here. I phoned them yesterday and gave them
this address.
Tanya Hmm. OK. Well, I suppose that’s … the best you can
do. Now, I need a deposit.
Edgars Yes, I know.
Tanya Three months’ rent is … £2,400.
Edgars Three months? I thought it was two months.
Unit 4 43

5 Battles
ANSWERS
This unit includes 1 killed, danger, dead
Vocabulary: war and war idioms • verb-noun 2 business, fortune, lucrative, money
collocations • linkers for addition 3 parents, retire
Grammar: for + noun / pronoun + infinitive • ellipsis
(reduced infinitives, omission of verbs) Exercise 2
Speaking: talking about armed conflict • discussing • Get the students to scan the text for the answers.
family tensions • discussing gender equality ANSWERS
• a presentation 1 He was stung by a stingray.
Writing: a description of a person 2 He became rich because visitors came in droves to
Workbook pages 36–43 watch him get up close to dangerous animals.
3 He took over the Queensland Reptile and Fauna Park.
Exercise 3 $ 1.19
• Students read and listen to the text and answer
the questions.
Warm-up
• Tell students that they are going to read about a famous
Australian. Put them into pairs and ask them to discuss ANSWERS
what they know about Australia, including anything 1 c 2 b 3 d 4 c 5 b 6 c
specific about the climate and wildlife. Conduct class
feedback. Ask if any of the students would like to go to Optional Activity: Prepositions
Australia and if so, why? Aim: To focus on prepositions.
Preparation: Write the following on the board.
Before Reading 1 spiders capable _______ delivering a fatal bite
2 he was in tune _______ his surroundings
Exercise 1
3 shrink _______ the sun
• Focus on the photo. In pairs, students describe what 4 I’m fine _______ that.
is happening and why. They should ‘look behind the
photo’ and think of his motives. Encourage them to use 5 Unprovoked attacks are virtually unheard _______ .
speculative language. 6 One commentator blamed his death _______ the
demands … .
Exercise 2 7 He developed it _______ a tourist attraction.
• Students discuss the questions in pairs and then conduct Students complete the sentences. Check answers.
a brief open class feedback.
ANSWERS
1 of 2 with 3 from 4 with 5 of 6 on 7 into
Read
Exercise 1 Understanding Ideas
• Read through the Reading tip with students. • Students read the questions and think of possible answers.
• Read the three questions and have students do the • Students discuss their answers in groups.
exercise individually.
• Check answers.
44 Unit 5

droves is a noun which means large numbers of people. The
Optional Activity: Discussing Steve Irwin
word is always plural.
Give groups of 4–6 one of the statements below to
encounters is a noun which means meetings, especially
debate. Half of the group should work together for five
unexpected ones. Encounter is also a verb.
minutes to brainstorm reasons in favour of the statement
and the other half should brainstorm the reasons against. fuss is a noun which means anger or complaints about
something. It also can be used as a verb.
Statements:
lucrative is an adjective which describes making a lot of
To hold people’s attention, television has to be sensational
money. Lucre is an old-fashioned word meaning money.
or shocking.
placid is an adjective which describes someone or
Individual people can’t really make a difference to world issues
something that is not easily excited or irritated.
such as protecting wildlife.
portrayed is a verb which means represented; shown or
Protecting wildlife is not very important compared to many
described in a particular way. The noun is portrayal.
other world issues.
remote is an adjective which describes a place that is a long
Steve Irwin’s death should teach us not to get too close to
way from where other people live. More generally, it has the
wildlife.
same meaning as distant.
There are more positive than negative aspects about animal
scratch is a noun which means a slight injury made by
theme parks like Steve Irwin’s.
something sharp. It’s also used as a verb.
It’s more important to protect plant life and habitat than
shudder is a verb which means to shake because you are
wildlife.
cold, frightened or because you experience strong feelings.
When they have lists of points for and against the statement,
venom is a noun which means poison from an animal’s bite
ask them to discuss for 5–10 minutes the issue in their
or sting. The adjective is venomous.
groups. They should come to a conclusion about whether
their group agrees or disagrees with the statement. Quick Test: What was I going to say?
Once all the groups have reached a decision, change the
Read out the first sentence and pretend you have
groupings. Form groups which include one student from
forgotten the last word. Elicit the last word from students.
each group and tell them to report to each other what they
Continue until students have guessed all the words.
discussed and the conclusion they reached, explaining
their reasons. They may ask each other questions, agree You have to be very self-reliant when you live in a place
and disagree, and discuss more in these groups. If you have that’s [remote].
limited time, this reporting stage could be done as a whole He managed to capture the angry cat without a [scratch].
class activity. I didn’t like the way the main character was [portrayed].
If we want people to support our plan, we need to find a
famous [advocate].
Vocabulary When everyone heard about the company’s illegal activities,
they were immediately [condemned].
Exercise 1 When I realized how close I’d come to having an accident, my
• Students match the highlighted words in the text to the body shook with a terrible [shudder].
definitions. Check the answers. You must watch out for this particular spider, because it
ANSWERS carries a very powerful [venom].
1 scratch 2 portrayed 3 condemned 4 shudder Dan is now rich because the business he’s in is so [lucrative].
5 venom 6 lucrative 7 droves 8 advocate The movie was so popular that people came to the cinema
9 adrenaline 10 placid 11 remote 12 cradling in [droves].
13 fuss 14 acquired 15 encounters Whenever I go bungee-jumping, I feel a huge rush of
[adrenaline].
• Give the students more information about the words from When you hold a child, you realize that the human arms and
the text and ask them to make notes in the Vocabulary
hands are perfectly designed for [cradling].
Notebook section of their Workbooks.
The announcement that the voucher for a free meal wouldn’t
acquired is a verb which means obtained or gained. A thing be honoured created a huge [fuss].
that is acquired is an acquisition. It’s not easy, but if you search the markets, all of the
adrenaline is a noun which means a substance produced in ingredients for the recipe can be [acquired].
the body when you are afraid, excited or angry. The feeling I loved the book of stories about how people first met through
associated with adrenaline is called an adrenaline rush. unexpected [encounters].
advocate is a noun which means a person who supports a I don’t know why the animals are making so much noise,
public plan or action. The verb is also advocate. because usually they’re completely [placid].
condemned is a verb which means strongly disapproved of.
The noun is condemnation. More practice
cradling is a verb which means holding gently in your Workbook page 36
hands or arms. A cradle is a small bed for a baby.
Unit 5 45

Vocabulary page 42 Teaching Tip: Burying the hatchet
The expression bury the hatchet entered the English
Target Vocabulary
language in the late 1600s in North America. As an
Steve Irwin: acquire adrenaline advocate condemn outward sign that tribes were at peace rather than war,
cradle droves encounter fuss lucrative placid portray they would ceremonially bury two weapons – fighting
remote scratch shudder venom hatchets – in the ground. Now the expression means
Verb-noun collocations: open up old wounds formally deciding to end a fight or argument.
burn your bridges fight a losing battle set your sights
on something bury the hatchet jump the gun drop
Exercise 3
a bombshell stick to your guns take over a country, a
restaurant shake off a feeling, a cold cause trouble, a fire • Students do the exercise individually.
pronounce sentence, the winner laugh off a suggestion, • Check answers.
a claim acquire a reputation, a taste administer ANSWERS
punishment, drugs provoke a quarrel, an allergic reaction 1 take over 2 shake off 3 cause 4 pronounce
5 laugh off 6 take 7 acquire 8 administer
9 provoke
Activate
• Focus on the words in the box and review their meaning Exercise 4
by asking a few questions, e.g. What word can describe • Students do the exercise individually.
something that makes a lot of money? [lucrative] What do
• Check answers.
we call anger or complaints about something? [fuss]
• Students complete the sentences. Check the answers. ANSWERS
1 take advice 2 cause trouble 3 shake off the feeling
ANSWERS 4 laugh off the suggestion 5 take over the country
1 lucrative 2 encounter 3 advocate 4 adrenaline 6 provoke an allergic reaction 7 pronounce sentence
5 fuss 6 shudder 7 condemned 8 portrayed 8 administer drugs 9 acquire a taste
9 droves 10 scratches 11 venom 12 cradled
13 acquired 14 placid 15 remote Quick Test: Fill the gap
Write these sentences on the board and give students five
Extend minutes to complete them.
Let’s _____ a chance on the new James Bond film. [take]
Exercise 1 Verb-noun collocations
The authorities think faulty wiring _____ the fire. [caused]
• Focus on the words and ask students to match them.
I can’t _____ off this cold! [shake]
• Check answers.
The politician laughed _____ the claim that he had been a
ANSWERS criminal in the past. [off ]
2 g 3 e 4 f 5 d 6 b 7 a 8 h
The restaurant was taken _____ by new management. [over]
Exercise 2 The lack of available seats in the café _____ a quarrel.
• Students complete the exercise individually. [provoked]
• Check the answers. The race officials _____ the Russian runner the winner.
[pronounced]
ANSWERS
Parents don’t like to _____ punishment, but it’s sometimes
2 has set her sights on 3 bury the hatchet 4 jumped
necessary. [administer]
the gun 5 dropped a bombshell 6 stuck to his guns
7 opened up old wounds 8 burned his bridges The restaurant _____ a reputation as the very best in the
area. [acquired]
Optional activity: fighting idioms
Aim: To practise fighting idioms
Vocabulary Notebooks
Preparation: Give out paper and coloured pens.
Tell students they have to choose one of the expressions Vocabulary Notebook section of their Workbooks.
from exercise 2 and draw a picture to illustrate it. Give
them a few minutes to complete their picture. Now, get More practice
them to hold up the picture for the other students to Workbook page 38
guess the expression.
46 Unit 5

Grammar page 43
5 I’m eager for you to visit the historic castle that’s just
outside of town.
6 John’s idea was for us to advertise as widely as possible.
for + noun / pronoun + infinitive 7 It’s important for them to arrive as soon as possible.
Warm-up Exercise 3
• Write the following eight nouns on the board: argument, • Students rewrite the sentences individually.
row, quarrel, clash, disagreement, difference of opinion, fight, • Check the answers.
battle. Put students in pairs to discuss the differences
in meaning between these near synonyms. You could ANSWERS
encourage them to think about which are stronger or 1 It’s important for her to say sorry.
weaker, more polite, more aggressive, etc. Give them 2 My idea is for us to leave before dawn.
2–3 minutes. Monitor and then clarify any confusion as 3 I was anxious for him not to feel offended.
a whole class. 4 It would be a disaster for us to lose the match.
5 It isn’t cold enough for it to snow.
Explore 6 There’s nothing for us to do.
7 It’s normal for students to feel tired towards the end of
Exercise 1 the week.
• Students discuss the questions in pairs and then as a 8 Joe was eager for his dad to come and watch him
whole class. play football.
Exercise 2 Quick Test: Dictation

• Ask students to skim read the text. Stop them after one Divide the class into groups of five or more students.
minute and ask them to answer the question in pairs Explain that you are going to dictate four sentences.
before checking as a class. Students write them down and in their groups decide if
they are correct or not. Dictate the sentences only once.
ANSWERS
The first group to shout “ready” should explain to the rest
of the class which sentences are incorrect and why.
Exercise 3 It’s normal that most people to do a bit of work at the
• When students have looked at the sentences, copy them weekend. [Should be It’s normal for most people to do a bit
onto the board and highlight the relevant parts to show of work at the weekend or It’s normal that most people do a
the structure. bit of work at the weekend.]
• Either read through the information in the Learn this! box It’s important for you to get plenty of sleep. [correct]
together or ask students to read the information silently to She was anxious we not to wait for her. [Should be She was
themselves. anxious for us not to wait for her or She was anxious that we
not wait for her.]
ANSWER
for + noun / pronoun + infinitive It would be a disaster him to fail the exam. [Should be It
would be a disaster for him to fail the exam.]
Follow-up
Grammar Reference page 102 More practice
Workbook page 39
Exploit Grammar Builder page 103, exercises 1–2
Exercise 1 ANSWERS GRAMMAR BUILDER 5 (PAGE 103)
• Do the first sentence on the board together and then Exercise 1
students continue with the exercise alone. 2 for her to take over 3 for him to leave 4 For them
to win 5 for us to go 6 for me to start 7 for you to
ANSWERS leave 8 for me to speak 9 for him to play
1 for you to come home 2 for him to give up 3 for Exercise 2
him to take over 4 for them to finish 5 for me to get 2 Mum’s plan was for the whole family to go camping
there 6 for you to see 7 for them to finish 8 for together.
these birds to fly 3 It’s essential for him not to turn up late.
4 He’s eager for his girlfriend to accompany him to
Exercise 2
Jo’s wedding.
• Students rewrite the sentences individually. 5 It seems unnecessary for us to stay until the boss leaves.
• Check the answers. 6 Our host’s idea was for us not to set off until after lunch.
ANSWERS 7 It normal for ice cream to melt at this temperature.
1 It’s natural for you to feel disappointed. 8 It’s vital for John to finish the report before the
2 It’s unusual for it to rain so much in July. manager’s meeting.
3 I don’t think it’s necessary for us to call home before 9 It’s understandable for Mike and Anthony to not want
we leave. to go to Europe at this time of year.
4 It’s essential for them to buy a new printer for their 10 He’s anxious for us not to waste too much time on
computer. this project.
Unit 5 47

Skills page 44
and poor communication
attacks 8 neither side
6 progress 7 launch further
War and peace TAPESCRIPT

The Battle of the Somme, which took place in northern
Target Vocabulary France between July and November 1916, was one of the
War and peace: advanced allies anti-war movement biggest and bloodiest battles of the First World War. The British
attacking bombing campaign casualties civilians and French had been fighting the Germans for nearly two
colony conflict defeat (n) defeated defending years, and neither side had made a decisive breakthrough.
disarmed enemies insurgents military personnel The armies, dug into trenches along a 40-kilometre front,
occupied occupying forces retreated siege supplied faced each other across a few miles of ‘no man’s land’ – an
troops victory weapons withdrew area of land occupied by neither side. The French and British
Collocations: break the stalemate decided to launch a massive attack against the German
call up reinforcements claim victory give orders lines in an attempt to break the stalemate. For five days
grind to a halt inflict losses launch an attack and nights before the attack, their big guns pounded the
make a breakthrough put up resistance suffer casualties German positions. In all, over 1.7 million shells were fired.
At 7.30 a.m. on the 16th July, the guns fell silent and orders
were given to the soldiers in the trenches to advance on
Warm-up the German lines. The British and French believed that the
• Show students the title of the lesson and ask them to look Germans would put up little resistance following the five-day
at the pictures. Elicit the names of wars from recent history. bombardment, and, astonishingly, some of the troops were
Put students in groups and ask them to discuss what they ordered not to run but to walk. However, the Germans had
know about these wars. With a weaker class, give them previously retreated into their bunkers, some of which were
categories to guide discussion: When was it? Who was 15 metres underground, and had suffered few casualties.
fighting? Why? What was the outcome? When did it end? When the British and French soldiers emerged from their
trenches, they were met by a storm of rifle and machine-gun
Vocabulary fire, which inflicted heavy losses. On the first day alone, the
British suffered 60,000 casualties, including over 19,000 dead.
Exercise 1 Seven thousand Frenchmen also died, and 8,000 Germans lost
• Do an example together before students continue in pairs. their lives. Confusion and poor communications meant that
• Check the meaning of the more difficult words by asking it was a few days before the British generals realized the scale
for: a synonym for soldiers [troops], a synonym for rebel of the disaster, and called up reinforcements. For the next ten
[insurgent /ɪnˈsɜːdʒənt/], a word that describes a military weeks, the Germans continued to put up stiff resistance, and
operation where one army surrounds the other [siege despite a few small British and French successes, no significant
/siːdʒ/], a word which means a person who is killed or progress was made. In October the weather changed and
injured in war [casualty /ˈkæʒuəlti/]. heavy rain turned the battlefield into a sea of mud. The armies
ground to a halt once more, and by November further attacks
ANSWERS became impossible. The British and French had won a strip
1 colony 2 occupying forces 3 insurgents 4 weapons of land 50 kilometres long and eight kilometres wide, at its
5 troops 6 Casualties 7 anti-war movement widest point. However, neither side could claim victory and
8 conflict 9 bombing campaign 10 withdrew the cost in human life and suffering was immense: 650,000
11 siege German casualties, 450,000 British and 195,000 French.
• Students complete the exercise alone or with a partner. • Students complete individually. Check the answers.
ANSWERS ANSWERS
retreated ≠ advanced disarmed ≠ supplied 1 make 2 launch 3 break 4 give 5 put up
defeat (n) ≠ victory defending ≠ attacking 6 suffer 7 inflict 8 call up 9 grind 10 claim
enemies ≠ allies occupied ≠ defeated
military personnel ≠ civilians
Speak
Listen Exercise 1 $ 1.20
• Go round monitoring and prompting as students retell

Exercise 1 $ 1.20
the story. Play the recording for them to check.
• Focus on the photo and elicit a translation for trenches.
• Give students time to read the sentences and deal with Exercise 2
any vocabulary queries, e.g. bombardment [an attack • Students do the exercise in pairs. Then conduct class
which involves continuous firing or bombing]. feedback.
• Play the CD and let students compare answers with a More practice
partner before class feedback. Everyday English 5, Teacher’s Book pages 116–117
ANSWER
1 nearly two 2 no man’s land 3 to walk
4 in bunkers / fifteen metres underground 5 confusion
48 Unit 5

Grammar page 45
ANSWERS
1 haven’t 2 has 3 want 4 should 5 didn’t 6 did
7 haven’t 8 has 9 wouldn’t have 10 like
Ellipsis
TAPESCRIPT
Warm-up Fred Have you drunk all the Coke?
Lucy No, I haven’t.
• Write on the board: repeat. Elicit the part of speech [verb]
Fred Well, someone has. There were a couple of cans in the
and build the word family together [repetition, repetitive,
fridge this morning.
repetitively, repeated, repeatedly]. Ask students to think
Lucy You can go and buy some more if you want.
about the way they use language and discuss whether
Fred Why should I? I bought the last lot!
repetition is or isn’t a good thing.
Lucy You didn’t! I did! It’s your turn.
Explore Sandra Who’s pinched my hairdryer?
Exercise 1 $ 1.21
Cathy I haven’t. Maybe Ellie has.
Sandra No, she wouldn’t have. She never uses one.
• Students read, listen and answer the questions.
Cathy If you like, you can borrow mine.
• Check answers.
ANSWERS Exercise 3
Harry won’t come to the cinema because he’s going to • Students prepare their dialogues in pairs. Go round
Dan’s to help him with his maths homework. monitoring. Get them to practise reading them aloud,
Emily is cross because Sally forgot to post a letter. focusing on the pronunciation.
• Either read through the Learn this! box together or ask • Students prepare their dialogues in pairs. Go round
students to read it quietly to themselves. monitoring. Get them to practise reading them aloud,
• Students do the exercise individually. focusing on the pronunciation.
• Check answers. Quick Test: Ellipsis
ANSWERS Write the following sentences on the board. Get
can’t come to the cinema students to write shorter versions, leaving out the
could come to the cinema unnecessary words.
does finish tomorrow Dave’s always arriving late, but he doesn’t mean to [arrive
love to come to the cinema late].
will mind
I don’t know if I’ll finish my work on time, but I really hope to
would come to the cinema
[finish it on time].
could come to the cinema
can’t come to the cinema George wants to go to the cinema tonight, but I don’t want to
forgot to post that letter [go to the cinema tonight].
would post that letter I didn’t do my homework, but I should have [done it].
did promise We’re going to try to find a new house, but we might not be
is really urgent able to [find one].
Follow-up We go out for breakfast every Saturday, but we didn’t use to
Grammar Reference page 102 [go out for breakfast every Saturday].
Exploit More practice

Workbook page 40
Exercise 1 Grammar Builder page 103, exercise 3
• Students work individually or in pairs to complete the ANSWERS GRAMMAR BUILDER 5 (PAGE 103)
sentences. Exercise 3
• Check the answers. 2 get the books 3 asked after her 4 upset her 5 gone
out 6 beat him 7 go horse-riding 8 go out for
ANSWERS
lunch 9 go to Canada this summer 10 take a holiday in
1 ’d love to 2 didn’t mean to 3 wanted to 4 intend
Scotland 11 wash my car 12 telephone her this evening
to 5 hope to 6 don’t like to 7 won’t be able to
8 used to
Exercise 2 $ 1.22
• Students work individually or in pairs to complete
the sentences.
• Play the CD for students to check answers.
Unit 5 49

Writing page 46–47 Exercise 4
• Students identify the features individually and then
Article: describing a person compare their answers with a partner before class feedback.
ANSWERS
Target Language 1 If you were to meet him, you wouldn’t believe …
Nouns for describing people: altruism amiability charm 2 But what’s he really like as a person?
courage determination devotion generosity honesty 3 a top of the list comes …, three years short of a hundred,
intelligence loyalty patience reliability sensitivity on top of that, … all this was long before I was born, of
sincerity tolerance trustworthiness wisdom wit course, … in the years that I have known him, … he’s one
Linkers for addition: Preposition + noun – alongside of the wisest and most tolerant people I know, and I’m
along with apart from as well as; Adverbs / adverbial very lucky to have him as my great-grandfather.
phrase – besides, … furthermore … into the bargain b if you were to meet him, … throughout his long life he
moreover What’s more in addition to plus; Preposition + has battled against adversity … , not only was he badly
gerund – apart from as well as besides in addition to … injured, but he was also captured , … however, the
to boot on top of that; Paired conjunctions – both … and business ran into difficulties …
… not only … but also
Exercise 5
• In pairs, students choose the best title. Ask them to think
Warm-up about why it’s better than the others.
• For this writing lesson, students need to focus on people’s ANSWERS
best qualities. Put them in small groups and ask them
3 ‘Battling against adversity’ is deeper, more meaningful
to brainstorm good qualities a person may show, e.g.
and more likely to be interesting to the audience than the
kindness, tolerance. They should write their answers down
other titles.
legibly. After 1–2 minutes, invite students to get up, walk
around and look at others’ lists, taking note of any unknown Exercise 6
vocabulary. In a whole class feedback session they may ask • Students do the exercise individually.
the meanings of these words. You could also ask which of
these qualities they feel are the most important. ANSWERS
two nouns: courage and determination
Read three adjectives formed from nouns: tolerant, wise and witty
• Students answer the question with a partner. Conduct a • Students complete the activity alone or in pairs with the
brief feedback. help of a dictionary if necessary.
• Check students understand the trickier words by asking
ANSWER
for a synonym for likeable [amiable], selfless [altruistic],
The first part of the quotation suggests we love to be faithful [loyal] and pleasant [charming].
admired so we love the people who admire us. The
second part suggests that the feelings of admiration and
love are very different and not necessarily compatible. For
Prepare
example, we may admire someone for their success, but Exercise 1
not love them because of their ruthlessness. Or looked
• Suggest students choose from the realm of political
at another way, we may be too familiar with the people
campaigners, politicians, sports people, authors, actors,
we love to admire them, and may take their admirable
etc. Ask a few pairs to present their ideas to the class.
qualities for granted. We may even be jealous of the
people we admire. Background Notes
Exercise 2 Ludwig van Beethoven (born 1770, died 1827) was a
German composer. He lived in Vienna for most of his
• Students read the Writing tip and discuss the questions
life. His fifth and ninth symphonies are very well known,
in pairs.
as are the Moonlight and Pathetique sonatas. He started
ANSWERS to go deaf in his twenties and became totally deaf but
readers of the school magazine; to inform; a combination continued to compose and conduct music.
of formal and chatty Nelson Rolihlahla Mandela was born in South Africa in
July 1918 and died in December 2013. He was an anti-
Exercise 3
apartheid activist campaigning for racial equality. He was
• Discuss the question in open class. Ask a few students to the leader of the African National Congress and spent 27
tell you which they like best and why. years in prison for his beliefs and activities. He became the
ANSWERS first President of South Africa to be elected in democratic
C works least well. The first sentence repeats the wording elections. In 1993 he received the Nobel Peace Prize.
in the instructions for the task and the second sentence
repeats the wording and meaning of the first sentence.
Therefore, it is mechanical and unengaging.
50 Unit 5

Emmeline Pankhurst (1858–1928) and her daughters, do it at home and write the essay for homework, or they
Christabel and Sylvia, started The Women’s Social and could be asked to do some research before the lesson.
Political Union in Manchester. Their motto was ‘Deeds not • Tell them their notes need to be legible because their
words’ in their battle for women to gain the right to vote in partner will need to read them.
British elections.
Exercise 2
• Circulate and monitor to check students are following the
Exercise 2 procedure correctly.
• Students discuss the questions in pairs before class
feedback. Exercise 3
ANSWERS • Encourage students to help their partner think of a good
1 Beethoven was one of the most highly acclaimed title. If they can’t think of a title they are satisfied with, they
composers of all time. He managed to achieve this can come back to it at the end of the first draft.
despite being deaf.
Exercise 4
2 Nelson Mandela was the first President of South Africa
to be democratically elected and a winner of the Nobel • Students write their first draft. Circulate and monitor to
Peace Prize. He had to serve 27 years in prison for his check students are following the procedure correctly.
refusal to give up his beliefs. Exercise 5
3 Emmeline Pankhurst played a crucial role in gaining the
right to vote for women in Britain. In her fight for the
• Ask students to check their compositions against the
checklist.
suffragette cause she had to endure prison sentences,
hunger strikes and force feeding. • You could ask students to write a final draft at home and
to bring in a photo of the person. The articles could then
Exercise 3 be displayed around the classroom together with the
• Students do the exercise individually. You could also ask photos for other students to read.
students to tell you which one of the linkers would only SAMPLE ANSWER
be used in an informal context [plus]. The person I most admire is my father. Apart from being
ANSWERS my dad, he’s also a remarkable teacher and a poet. As well
Furthermore and moreover are only used in a formal context. as growing up in extreme poverty on a small, remote farm
1 besides 2 What’s more 3 on top of that he also missed out on formal education as a child.
4 not only … but also When he was 16, both of his parents were killed in a tragic
accident. Because he was so young, he lost the family
Exercise 4 farm into the bargain. However, what happened next
• Students work individually and then check answers in turned his life around. He was taken in by a local family. In
pairs before class feedback. addition to immediately starting formal education, he, for
• Point out that when the linkers are followed by a noun, the first time in his life, enjoyed material comforts such as
pronoun or gerund, and they come at the beginning of a a warm bed and delicious food.
sentence, they are followed by a comma. At this time, he discovered that he loved learning, and was
good at it to boot. By the time he was 19, he was ready for
ANSWERS university. As well as working hard, he also had a part-time
1 Besides being very determined, Wendy is very ambitious. job in a bookshop. He was no stranger to hard work, and
2 Henry travelled up the Amazon along with some as a result, he finished his degree with honours.
of his friends. 3 Liam is a fine painter and a good At university, he had become interested in writing
pianist to boot. 4 My mum has a full-time job as well poetry, and wrote and published many poems about his
as doing all the housework. 5 In addition to a great early years on the farm. Because of his love of learning,
sense of humour, Jake has a great deal of charm. 6 My he became a teacher and has continued to this day to
grandmother looked after five children plus her own sick write poetry.
mother. 7 Apart from a flat in London, Pete owns a
house in the country. MARKING SCHEME
• The essay follows the plan correctly. [2 marks]
Teaching Tip: Making notes • The essay has the correct number of words. [2 marks]
Remind students that they should always make notes before • The essay grabs the readers’ attention in the first
writing an essay. Give them time to do this before they start paragraph. [2 marks]
writing and encourage them to hand in their plan. • The essay uses some linkers for addition. [2 marks]
• The essay uses accurate grammar and vocabulary.
Write [2 marks]

Workbook page 41
• Students read the task and make notes individually. If they
choose to write about a public figure, they may wish to Follow-up
research some information on the Internet. They could Self Check, Workbook pages 42–43
either do this during the lesson if facilities are available, or Test Unit 5, Teacher’s Book pages 136–137
Unit 5 51

6 Dreams
Exercise 3 $ 2.01
This unit includes
Vocabulary: synonyms of predict • dependent prepositions
• Play the CD while students read the text again and choose
• expressing hope / doubt for the future
Grammar: phrasal verbs: particles and their meanings
• reporting structures ANSWERS
Speaking: talking about sleep and dreams • talking 1 a 2 b 3 c 4 d 5 c 6 d
about personal ambitions
Optional Activity: Mini-debate
Writing: a story
Aim: To focus on the implications of research.
Elicit from the students the meaning of the word debate.
Tell them you are going to have a mini-debate and the
discussion point is ‘Schools and carers should react to
Reading pages 48–49 evidence about the sleeping patterns of teenagers.’
Split the class into three groups: teachers and school staff,
Warm-up parents / grandparents / carers, and teenagers.
• Write on the board: babies, children, teenagers, Each group should have ten minutes to brainstorm
30-somethings, middle-aged people, the elderly. Put students reasons for (and in this case what kind of reactions are
in small groups and ask them to discuss which group, needed) and against (with reasons why any reaction is not
generally speaking, needs the most sleep and which needs necessary or appropriate). Once they have brainstormed,
the least and the reasons for their views. They could go on they should look at the balance of the arguments and
to talk about how many hours each group might need. decide whether their group mostly agrees or disagrees
with the discussion point. This will be the position they
Before Reading take in the debate.
• Students describe the photos and discuss the questions in Now hold the debate. If there is a strong student, you
pairs before class feedback. could appoint him / her chairperson, otherwise you may
ANSWERS need to do this job yourself. As many students as possible
Students’ own answers. should be encouraged to speak, and responding to each
other’s arguments should also be encouraged. After
Background Notes: Let sleeping teenagers lie 10–15 minutes the chairperson should call the debate to
The title of the article is a play on the proverb Let sleeping a close and, in a whole class discussion, you can decide
dogs lie, which alludes to waking up a fierce watchdog which group had the best arguments, debating style, etc.
and means don’t stir up trouble unless it’s really necessary.
Understanding Ideas
Read • Students read the questions and think of possible
answers.
Exercise 1 • Students discuss their answers in groups.
• Read through the Reading tip with students. Get the • Bring the class together to compare answers.
students to look at the title and the photos and answer
the question. ANSWERS
1 The bright light of a screen can delay melatonin
ANSWER production.
The writer is probably critical of teenagers and their 2 Teenagers start to produce melatonin later than adults
sleeping habits. The title implies that teenagers should get do.
more sleep. The teen in the first image looks sinister and 3 Students’ own answers
the image of the teen sleeping in class is fairly negative. 4 Students’ own answers
Exercise 2 Optional activity: Survey
• Give students five minutes to read the text. They will need Have students create a simple survey about sleeping
to process quite a lot of text before they find the answers. habits, perhaps including usual bedtime and waking up
• Check the answers. time during the school week and during the weekend or
ANSWERS holidays (and therefore number of hours sleep per night)
2 the writer mentions 3 but says that 2 is a more likely and whether students generally feel they get enough.
explanation (A more likely explanation, however, is that the After conducting their survey, students can decide on the
hormonal upheaval of puberty is pushing the melatonin best way to present the data.
release back)
52 Unit 6

Vocabulary Quick Test: Vocabulary quiz
Exercise 1 Read out the following sentences and elicit the missing
word from the reading vocabulary.
definitions. Check the answers. The scientists _____ research into sleeping habits.
[conducted]
ANSWERS
The film was generally good, but there were a few _____ .
1 require 2 occurs 3 profound effect 4 borne
[lapses]
out 5 regulates 6 upheaval 7 conducted 8 lapses
9 impaired 10 crucial 11 widespread 12 cease He can’t drive because his vision is _____ . [impaired]
13 plethora 14 given short shrift 15 catch up on The popularity of Chinese food is _____ . [widespread]
• Give the students more information about the words from The university may _____ you to take an entrance exam.
the text and ask them to make notes in the Vocabulary [require]
Notebook section of their Workbooks. When a problem _____ , I usually re-start my computer.
borne out is a verb which means confirmed. The present [occurs]
form is bear out. Seeing the performance first-hand had a _____ on the
catch up on is a verb which means do something you didn’t audience. [profound effect]
have time to do earlier. His predictions were _____ by the experiment. [borne out]
cease is a verb which means stop. The noun is cessation. The government _____ trade within the nation’s borders.
conducted is a verb which means carried out. A related [regulates]
noun is conduct, which means behaviour. The noun has the A good ability in English will be _____ to doing well on your
stress on the first syllable. degree course. [crucial]
crucial is an adjective that describes something that is of We expect the problems with discipline to _____ as soon as
extreme importance. One opposite of crucial is non-crucial. the new head teacher takes over. [cease]
give short shrift is a verb which means pay little or no There was a _____ of delicious foods to choose from.
attention to. It is idiomatic, and shrift is used only in this [plethora]
expression. I’m afraid the younger students are _____ when it comes to
impaired is an adjective that describes something that is joining the school football team. [given short shrift]
weakened or damaged. The verb form is impair. I need to _____ my studies before my exams next week.
lapse is a noun which means temporary failure or error. [catch up on]
occur is a verb which means happen. The noun is occurrence. Moving house was a major _____ for the whole family.
plethora is a noun which means a very large number, often [upheaval]
greater than is absolutely necessary.
profound effect is a noun which means significant change. More practice
Workbook page 44
regulates is a verb which means controls. The noun
regulation can mean rule, or the control of.
require is a verb which means need. A thing that is required
can be called a requirement.
upheaval is a noun which means violent or sudden
disruption. It literally means lift up.
widespread is an adjective that describes something that is
found over a large area.
Unit 6 53

Vocabulary page 50 Quick Test: Definitions race
Books closed. Read out the following definitions in turn
Target Vocabulary
and give the students five seconds to write down each
Let sleeping teenagers lie: borne out catch up on word.
cease conduct crucial give short shrift impaired lapse
This word, usually used in the passive, means you estimate
occur plethora profound effect regulate require
the size, cost or amount of something in the future, based on
upheaval widespread
what is happening now. [project]
Synonyms of predict: anticipate expect forecast
This word is rather formal. It means that you believe that
prophesy project
something will happen or somebody will do something.
[anticipate]
Activate This word means you say what you think will happen in
• Focus on the words in the box and review their meaning the future, based on information, and often using scientific
by asking a few questions, e.g. What word can we use methods. [forecast]
to describe something that’s found over a large area? This word means you say that something will happen in the
[widespread] What do we call a violent or sudden disruption? future. [predict]
[upheaval] This word means you believe that something will happen or
• Students complete the sentences. Check the answers. somebody will do something. [expect]
ANSWERS This word means you say what will happen in the future,
1 conducted 2 upheaval 3 crucial 4 catch up on especially using religious or magical powers. [prophesy]
5 widespread 6 require 7 impaired 8 regulates
9 borne out 10 ceased 11 plethora 12 lapse
Optional Activity:
13 profound effect 14 occurred 15 given short shrift
Aim: To practise talking about predictions for the future as
seen in films.
Extend Preparation: Write the following questions on the board
Exercise 1 Synonyms of predict What films can you name that are set in the future?
• Read through the words and definitions in the box. Are most films about the future generally negative or
• Students do the exercise individually. generally positive?
What problems do films predict people will have in the future?
ANSWERS
What problems of today have been solved in some films set in
1 expecting 2 prophesied 3 anticipate 4 forecast
the future?
5 projected 6 expected
Ask students to discuss the questions in pairs or small
Teaching Tip: Noun forms of prediction words groups. Then discuss some of the answers with the
Each of the prediction words in exercise 1 has a related whole class.
noun form. When you anticipate something, you are filled
with anticipation. When you expect something, you have
an expectation, or expectations. The noun form of forecast
is the same: forecast. When something is predicted, that Remind students to make notes on new vocabulary in the
means that someone has made a prediction. The result Vocabulary Notebook section of their Workbooks.
of the verb prophesy is a prophecy. When something is
projected, then someone is making a projection. More practice
Workbook page 46
Exercise 2
• Read the Learn this! box.
ANSWERS
1 of 2 against 3 to 4 from 5 with
54 Unit 6

Grammar page 51 effective for the presentation. Tell them to prepare a plan of
their presentation using some of the ideas on the board. In
Phrasal verbs: particles and their meanings pairs, they should rehearse their presentations, taking turns
to talk, before some students present in front of the class.
Warm-up Ask as many students as possible to give the presentation.
• Write on the board: a daydream, a nightmare, a recurring After each one, ask the speaker two or three questions
dream. Ask students in pairs to write a definition for each about what they have said.
of these lexical items. Regroup students in different pairs
to compare their definitions and discuss whether they
have experienced any of these different types of dreams.
Exploit
Exercise 1
Explore • Students do the exercise alone and then check in pairs.
Exercise 1 • When you go over the sentences ask students to guess
the meaning of rehash (a rearrangement of the same
• Students discuss the question in pairs or small groups.
ideas in a different order).
• Ask a few pairs or groups to share their ideas with the class.
POSSIBLE ANSWERS
ANSWERS
Dreams are not bound by the rules of real life. In dreams,
1 up 1 2 out 2 3 off 1 4 back 1 5 over 2 6 on 1
people can fly, you can have conversations with famous
7 down 1
people, and sometimes completely crazy, unexpected
things happen. Exercise 2
Exercise 2 $ 2.02 • Circulate and monitor as students discuss the questions.
• Students listen to and read the conversation and answer • At the end, ask students to relate to the class any
the questions. particularly interesting recurring dreams that their partner
has had, or any that have come true.
ANSWER
He has to believe that he can fly. Quick Test: Error correction
Exercise 3
time to find the mistakes and write the sentences
• Explain to students that the particles of phrasal verbs have correctly.
basic meanings and a knowledge of these can help them
These photos really take me down to the house I grew up in.
guess the meaning of new phrasal verbs they come across.
[take me back]
• Let them study the Learn this! box on their own.
We kept over working until we finished the job. [kept on]
• You may need to explain the meaning of jot down (note
Let’s think across the options before making a decision.
down), make off with (steal something and hurry away
[think over]
with it), drone on (talk boringly and at length – literally, to
make a continuous low noise like a bee, or traffic), pick on The car company played across the problems with its newest
(treat someone unfairly, often because they are vulnerable model. [played down]
in some way), make out (distinguish), pop over (visit quickly). Everyone brightened over after hearing the good news.
• With a stronger class ask students to think of other phrasal [brightened up]
verbs where the particle has this meaning e.g. back 1 say We set up on our journey before dawn. [set off ]
sth back, 2 go back (our friendship goes back …); down 1
note down, take down, 2 cut down. More practice
Workbook page 47
ANSWERS
going over 2, tiring (me) out 1, come up 1, picking on 2,
take off 1, dropping down 2, carry on 1, calm down 2, ANSWERS GRAMMAR BUILDER 6 (PAGE 105)
work out 2, jot down 1 Exercise 1
1 b 2 a 3 b 4 a 5 b 6 b 7 a
Follow-up Exercise 2
2 on – (a) attacking (b) continuing
Optional activity: Speaking about dreams 3 over – (a) visiting (b) considering, examining
4 down – (a) record in writing (b) reducing
Aim: To practise thinking and speaking about dreams.
5 up – (a) improve (b) approach
Preparation: Write this quotation on the board – ‘Dreams 6 off – (a) departing (b) ending
that do come true can be as unsettling as those that don’t.’ 7 out – (a) solving, searching (b) disappearing
Brett Butler, writer 8 back – (a) repeating (b) looking into the past
In small groups, students discuss how they understand the 9 on – (a) continuing (b) attack
quotation. Ask them to discuss whether they believe the
statement is true or not. Pool the ideas and note them on
the board. Together, decide which ideas would be the most
Unit 6 55

Skills page 52
determined to continue with that – even if I go to university
– and try to make a career of it. You know, write songs and
try to get a recording contract. It’s notoriously difficult to
Talking about the future succeed in the music business, but I’ll give it everything I’ve
Target Vocabulary got. I’m fairly confident of my abilities, so I think I’ll succeed.
But it may take longer than ten years to realize my dream.
Expressions for talking about the future: a reasonable
Speaker 3 I’m going to go to university to study law – at least
chance come to nothing (not) count on fulfil an
that’s what I’ve set my sights on. But it depends how well
ambition give everything one’s got in a better position
I do in my school-leaving exams – I’m not sure my grades
in the foreseeable future (not) pin one’s hopes on
will be good enough. It’s really difficult to get a place at
realize a dream see oneself doing sth set one’s sights on
university to study law, so we’ll see. But assuming that I fulfil
work towards
my ambition and become a lawyer, in ten years from now
I guess I’ll be working in some law firm or other, possibly
Warm-up here, but more likely in London. If my plans come to nothing,
• Elicit the two meanings of the word dreams: dreams we I don’t know what I’ll do. I suppose I’ll have to reapply to
have when sleeping; and dreams for the future. In pairs university to study something else.
ask students to share any dreams of the second type. Speaker 4 I want to leave school as quickly as possible and
start earning money. My parents aren’t very well off, so I
don’t want to rely on them for longer than I have to. I’d like
Vocabulary
to get a job somewhere round here – something involving
Exercise 1 computers would be good. But I need to get good grades
• Students work individually completing the sentences. in my school-leaving exams first, so I’m not pinning my
hopes on it. But hopefully, in ten years, I’ll have a steady job
• Check answers. somewhere round here. The other thing I’m really keen to
ANSWERS do is play football for the local team. It’s just a small amateur
1 sights 2 counting 3 come 4 everything club, but they’re pretty good. I play for the school team now,
5 dream 6 hopes 7 towards 8 foreseeable so there’s a reasonable chance that I’ll achieve my goal.
9 position 10 myself 11 reasonable 12 fulfil Speaker 5 I’d like to go to university, but I haven’t made my
mind up yet about what I’d like to study. I’m quite good
Exercise 2 at science so I might well do biology or chemistry. Then
• Students do the exercise in pairs and check answers. again, I’m really interested in history too, so that’s another
ANSWERS possibility. Anyway I hope I succeed in getting a place at
Expressing hope for the future: a reasonable chance, college to study something. I could go in a number of
fulfil an ambition, give everything, in a better position, directions after that. I’ve thought about teaching, so I may
realize a dream, see oneself doing sth, set one’s sights on, work towards that, but I’m not sure. I’d like to get married
work towards and start a family at some point, but I doubt if I’ll be married
Expressing doubt for the future: come to nothing, not count with kids in ten years from now. No, I don’t really see that
on, not pin one’s hopes on, in the foreseeable future happening in the foreseeable future!
Speaker 6 In ten years? I’m 17 now, so that’s about four years
Listen after I leave university. I can certainly tell you where I’d like
to be, though I’m not counting on it. I’d like to be working
Exercise 1 for a charity in a developing country, maybe in Asia or Africa,
• Students answer the questions in pairs. Check answers. on an environmental or humanitarian project. The problem
is that jobs like this are really hard to come by. Vacancies
Exercise 2 $ 2.03 don’t come up all that often and there are always loads of
• Pause the recording after each speaker to allow students applicants, some already with lots of experience. So in order
to take notes on which to base their discussions. to improve my chances of landing a job, I’m going to spend
• In open class ask students to explain their answers. my gap year doing voluntary work in Gambia, then I’m going
to apply for courses in development studies and economics
ANSWERS at college. Hopefully that’ll give me a head-start and I’ll be in
Students’ own answers. a better position to apply for a job overseas.
TAPESCRIPT
Speaker 1 Where do I see myself in ten years’ time? It’s Exercise 3 $ 2.03
difficult to say really. I’m not particularly ambitious. Actually, • Listen again with students and check answers.
I think it’s likely that I’ll be married with a couple of children. ANSWERS
I don’t see why I shouldn’t have a job, too – though it may Speaker 1: see myself working
be difficult while the children are young. I can see myself Speaker 2: give it everything I’ve got, realize my dream
working part-time, maybe an office job of some sort. But I Speaker 3: come to nothing, fulfil my ambition, set my
don’t mind if I don’t go straight into a job – I can concentrate sights on
on my career later. Speaker 4: a reasonable chance, not pinning my hopes on
Speaker 2 I study music at school – which is mainly studying Speaker 5: in the foreseeable future, work towards
classical composers and music theory. But I also play the Speaker 6: not counting on, in a better position
guitar at home and me and my friends have got a band. I’m
56 Unit 6

Speak Exercise 4
• Students do the exercise individually. Check the first
Exercise 1 stage (choosing the alternatives) before they change
• Students make predictions using the headings. the sentences to direct speech. Ask how the sentence
would have continued for the incorrect option, e.g. 1 Dad
Exercise 2 suggested that I (should) get an early night.
• Students exchange notes and ask questions. • The direct speech can be expressed in a number of ways,
Exercise 3 so elicit a range of suggestions.
• Students do the exercise in pairs. ANSWERS
1 advised; ‘You should get an early night.’
Exercise 4 2 denied; ‘I didn’t cheat in the exam.’
• Ask students to pair up with a different partner to talk 3 insisted; ‘You have to help me.’
about their future. 4 agreed; ‘All right, I’ll buy a new car.’
5 reminded; ‘Don’t forget to turn off the computer.’
More practice 6 blamed; ‘The accident was your fault.’
7 agreed; ‘OK, then. We’ll steal the bullion from the
security van.’
Grammar page 53
Exploit
Reporting structures Exercise 1
Warm-up • Look at the example sentence together, and then ask
students to work individually and check in pairs. Remind
• Put students in pairs. Ask: How do you feel in the run-up to them that there may be more than one possible answer.
an exam? How do you prepare for exams? How do you feel in
the exam room? Give them 1–2 minutes. ANSWERS
2 Ben recommended that Lee (should) go to the
Explore restaurant.
3 Sally begged Pete not to wear those old jeans.
Exercise 1 4 Mr Medway threatened to give his class a detention if
• Ask students to read the text and then find out if anybody they didn’t stop talking.
has had an anxiety dream. 5 Jo warned Tom not to swim too far out to sea as the
currents were quite strong.
Exercise 2 6 Sue congratulated Chris on passing his / her driving test.
• Students can do this orally in pairs. Check answers and 7 Steve promised that he would never lie / never to lie to
elicit the rules (in the Learn this! box) for transforming Vanessa again.
indirect to direct speech. 8 Liam insisted that his daughter (should) eat her
vegetables.
POSSIBLE ANSWERS
Mum Don’t forget that your school exams start today. Exercise 2
Mum Have you done enough revision? • Give students time to think of situations before they start
Me The exams aren’t for another three weeks. I promise I’ll to speak. Afterwards conduct a feedback by asking a
revise for them. student to ask the first question and to nominate another
Me Sorry I’m late. student to answer it. After answering it, the second
Teacher Sit down and start writing. student asks the next question and nominates someone
Me I haven’t read any of the books. else to answer it. They continue in open pairs.
Teacher You have to do the exam anyway.
More practice
Exercise 3 Workbook page 48
• Students read the Learn this! box and do the matching Grammar Builder page 105, exercises 3–4
exercise. ANSWERS GRAMMAR BUILDER 6 (PAGE 105)
ANSWERS Exercise 3
reminded me verb + object + that 2 to pay me / it back
asked me verb + object + if 3 going
told her verb + object + clause 4 to stealing / to having stolen
promised verb + infinitive 5 him not to leave
apologized for verb + preposition + gerund 6 her on winning
instructed me verb + object + infinitive 7 reduce / should reduce
claimed verb + infinitive 8 to set
insisted verb + that + clause 9 me to write
10 him to help
Follow-up
Unit 6 57

1 not to cross • Students work individually.
2 him when to call her
3 of having used ANSWERS
4 to stay Adjectives: lovely, deep, strange, old, tall, black, husky,
5 that Dan stop cold
6 on giving Adverbs: loudly, cautiously, nervously, quietly, furiously,
7 to let gradually
8 not to buy Adverb phrases: in a husky voice, bolt upright
Exercise 4
Writing page 54–55 • Students do the exercise individually.
• Explain that the rules for the order of adjectives are not
Story-writing completely fixed but serve as a good starting point.
ANSWERS
Target Language
lovely deep strange old tall black
Adjective order: a wonderful old Italian painting 1 opinion 2 size 3 age 4 colour
Adverbs and adverb phrases: again angrily at the
moment earlier for 15 minutes here in a fit of pique Exercise 5
lately like before loudly moodily straight suddenly • Students can do the task individually or in pairs.
wearily
ANSWERS
Reporting verbs: gasp groan mutter shriek sigh 1 a wonderful old Italian painting
whine whisper yell 2 two enormous black leather suitcases
3 a stupid fat grey Siamese cat
Warm-up 4 a small modern square house
5 a beautiful cream linen suit
• The title of this section is ‘Story-writing’. Ask students to
think for a moment how they feel about being asked to Exercise 6
write a story. Put them in pairs or small groups to discuss. • Students do the exercise individually or in pairs.
Monitor carefully and write up two or three student
reactions on the board. Conduct a class discussion ANSWERS
based on these quotes and, if necessary, provide positive 1 In the past we often used to go skiing in France at this
comments to encourage and motivate them. time of year. / We often used to go skiing in France at
this time of year in the past.
Read 2 Now and then, I still go for long rides along the river on
my own.
Exercise 1 3 I certainly couldn’t have done it quite so quickly without
• Divide students into pairs or groups to think of and your help. / Without your help I certainly couldn’t have
discuss the book or film. done it quite so quickly.
4 It’s raining quite heavily today.
• Bring their ideas together and write them on the board.
5 Oddly enough, your letter only arrived here yesterday
POSSIBLE ANSWER morning. / Your letter only arrived here yesterday
The opening scene / pages draw us in and make us want morning, oddly enough.
to find out what happens next. There is lots of excitement
and it is full of tension, with interesting twists and turns. Exercise 7
(In a book) the language is vivid and interesting and helps • Students work individually or in pairs.
the reader to conjure up images. It is told at the right pace, • Elicit or explain in a fit of pique (annoyed because your
not too fast, not too slow. The characters are interesting pride is hurt).
and believable so we care about what happens to them.
The ending is unpredictable. ANSWERS
Gemma marched angrily into the café.
Exercise 2 … why hadn’t he phoned earlier?
• Students read the extract and then discuss it with … reminding him to meet her here.
reference to the features written on the board. … wait for him for 15 minutes and no more. She walked
moodily …
POSSIBLE ANSWER … and in a fit of pique threw her bag … / threw her bag in
The beginning draws you in. The ending is unpredictable. a fit of pique …
The language is vivid and brings it alive, appealing to your … took her phone out again…
sense of sound as well as vision. Sighing loudly, …
… it went straight onto voicemail like before.
Suddenly, she felt very upset. / She suddenly felt very upset.
It … going very wrong lately. / Lately, it had all …
Ryan was not himself at the moment, …
Why wouldn’t he ever talk about it?
58 Unit 6

She had just finished … As I was just about to drift happily off to dream-land, I
… was wearily getting up to go / was getting up wearily heard a strange groaning noise outside. I angrily assumed
to go that it was my brother playing some kind of childish
prank, so I got up and looked out of the window. I could
Exercise 8 $ 2.04 still hear the noise, but I couldn’t see what was making it.
• Refer students to the wordlist. Quickly recap on the ‘John!’ I yelled! ‘Stop it!’ But John yelled loudly back from
meaning by giving definitions and eliciting the words. Drill his room that he wanted to know what the problem was.
the pronunciation of any words that are mispronounced. At the same time, the groaning noise outside grew louder.
ANSWERS It wasn’t him making the noise!
1 mutter 2 whine 3 shriek 4 sigh 5 gasp I went to my brother’s room. John muttered that he, too,
6 whisper 7 groan 8 yell had heard the noise and had thought I had been making
it. We discussed what to do, and the two of us agreed
TAPESCRIPT that we had to check it. We went quietly down the stairs
1 I don’t believe that for a moment. and outside. At the moment we realized that there was
2 Oh, please mum. Let me stay up and watch the match. not one moaning sound, but many, the door suddenly
3 Just get out of here! I never want to see you again! closed behind us with a rush of wind. And at the sudden
4 Ah, well. Maybe we’ll have better luck next time. slamming sound, I woke up. It had all been a dream!
5 What the hell do you think you’re doing?!
6 Come outside. There’s something I want to tell you. MARKING SCHEME
7 Oh, no. England have conceded another goal. • The story follows the plan correctly. [2 marks]
8 Come on England! Pull yourselves together!! • The story has the correct number of words. [2 marks]
• The story uses adverbs and adverb phrases. [2 marks]
Prepare • The story uses a variety of adjectives in the correct order.
• Divide the class into pairs or small groups. At the end ask [2 marks]
some of the pairs or groups to read out their ending. • The story uses accurate grammar and vocabulary.
• Elicit or point out that direct speech helps to bring the [2 marks]
writing alive and create a more exact and dramatic picture.
More practice
Workbook page 50
Write
Follow-up
• Read through the instructions for the task and put Test Unit 6, Teacher’s Book pages 138–139
students into pairs to think about the characters and the
endings. Encourage them to look at the expressions on
the faces to decide what the characters are like.
Exercise 2
• Focus on the Writing tip. Then ask students to work in
pairs and write the first paragraph using the pictures,
sentences and questions as a guide. Circulate and monitor
as they do this.
• Ask a strong pair of students, who have used a range of
adjectives and adverbs, to read out their first paragraph.
Exercises 3–5
• Continue this process for the next three paragraphs.
Circulate and check that students are incorporating
adverbs, adjectives and reporting phrases.
Exercise 6
• Students take the necessary steps to ensure their story is
the correct length.
Exercise 7
• Students go through the checklist and write a second
draft. This time both students write separately.
SAMPLE ANSWER
I was reading quietly in bed one evening, feeling very
relaxed and ready for a lovely deep sleep, enjoying the
feeling of my head heavy against my favourite old blue
pillow. It was late, and as I wearily closed the book I was
reading, I yawned a wide lazy yawn and turned out the light.
Unit 6 59

Literature Corner 3 page 56 Exercise 4
• Students read the Fact File and discuss the question
War poets in groups.
• Ask students to share their ideas with the class.
Background Notes: The First World War
The First World War broke out in 1914. There were many Exercise 5
reasons for the war, including tensions between France and • Read out the instructions and explain that a stanza is a
Germany, Germany and Russia, and Britain and Germany. group of lines that form a unit in the poem.
The war had long been anticipated and planned for, but • Ask students to look at the poem and see if they can identify
the spark that ignited it was the assassination of Archduke the four stanzas.
Franz Ferdinand, heir to the Austro-Hungarian Empire, First stanza, lines 1–8: This is a description of soldiers
at Sarajevo. Austria-Hungary declared war against Serbia returning to rest after fighting.
on 28 July, and by August, Germany, Russia, France and Second stanza, lines 9–14: This is description of a gas attack;
Great Britain were also involved in the conflict. Much of one man does not manage to put his gas mask on in time.
the fighting in Europe took place in France and Belgium, Third stanza, lines 15–16: The poet witnesses the gassed
where the opposing armies dug a line of trenches that man’s suffering and then sees the same image in his dreams.
reached from the North Sea to the French border with Fourth stanza, lines 17–28: The poet tells us that such terrible
Switzerland. The war ended in 1918. It had cost the lives of suffering proves that the Latin quotation is a lie. It is not
ten million soldiers and seven million civilians. sweet and fitting to die for one’s country in this way.
ANSWERS
Exercise 1 1 e 2 d 3 a 4 b
• Discuss the questions in open class. Exercise 6
ANSWERS • Read through the instructions together and make sure
See Background Notes above students understand what they have to do.
1 a Gave once, her flowers to love, her ways to roam, a
Exercise 2 $ 2.05
body of England’s, breathing English air, Washed by
• Begin by focusing on the titles: The Soldier and Dulce et the rivers, blest by suns of home.
Decorum Est. Point out that the latter is part of a quotation b tranquil images: dreams happy as her day; laughter;
from an ode by the Roman poet Horace: Dulce et decorum gentleness; hearts at peace; heaven
est pro patria mori. Then ask students to read the questions 2 a Bent double, like old beggars under sacks; coughing
and predict the answers. like hags
• Play the recording while students read the poems again. b adjectives: blood-shod; lame; blind; drunk (with
• In pairs, students discuss the questions. fatigue); deaf
• Check that students understand the irony of the title Dulce c … guttering, choking, drowning; … the white eyes
et Decorum Est. writhing in his face; His hanging face, like a devil’s
sick of sin; … the blood / Come gargling from the
ANSWERS
froth-corrupted lungs, / Obscene as cancer; … vile
1 The Soldier 2 Dulce et decorum est
incurable sores on innocent tongues
Exercise 3 $ 2.05 Exercise 7
• Ask students to read the adjectives and check • Discuss the poems in open class.
understanding.
• In pairs, students discuss which adjectives describe the
tone and content of each poem.
• Play the recording again for students to consider their
answers.
• Check answers as a class.
POSSIBLE ANSWERS
The Soldier: nostalgic, patriotic, peaceful, sentimental,
soothing, uplifting
Dulce et decorum est: angry, bitter, depressing, gruesome,
hard-hitting, powerful, realistic, shocking
60 Unit 6

T So what are you going to do?
E I’ll sign on at an agency – maybe get some temporary work.
Actually, I had a dream about this last night. It’s just come
Read back to me! In my dream, a young woman came up to me – a
Exercise 1 complete stranger – and started giving me advice. She told
• Students discuss the answer in pairs. me I should start up my own business – as an IT consultant.
T That’s a strange thing to dream about! I usually dream about
ANSWER flying, and sometimes about climbing up a really tall tower and
The text suggests that a mind-reading technique, … well, anyway. So what happened next, in your dream?
portrayed in the futuristic film Minority Report, may one E Nothing really. The girl – the young woman – advised me
day be reality. to set up my own company, and then she left.
T Maybe you should do it, then. Sometimes dreams can give
Exercise 2 good advice.
• Students answer the questions individually or in pairs. E You don’t really believe that, do you?
ANSWERS T Sure I do. Dreams are very mysterious things.
1 They can tell which picture someone is thinking of, out E I don’t think they’re mysterious at all. I was worrying about
of 120 pictures, 90 per cent of the time. finding a job when I went to bed, so I dreamed about it. End
2 They may be able to read a person’s brain and of story. But having said that, setting up my own business
reconstruct images of what he or she is thinking and may not be a bad idea.
project them on to a screen. T You see!
3 It might be possible to read someone’s brain E Anyway, maybe I should try to think about something else
involuntarily, covertly or without informed consent. for a while. Have you got any plans for this evening?
4 He suggests that complete informed consent must be T Yes, my sister’s coming over for dinner.
obtained before the technology is used on a person. E Your sister? I thought she still lived with your parents
in Lithuania.
Listen T That’s my baby sister. The one who’s coming over is my
older sister, Rita. She lives in London. So does my brother.
Exercise 1 E Oh, right.
• Students answer the question, which refers back to the T Why don’t you join us for dinner? There’s loads of food.
Edgars character in Skills Round-up 3–4 And I think you two would get on. She’s in the same field as
you … IT. I don’t know exactly what she does … but anyway,
ANSWER
similar to the kind of thing that you do. Personally, I don’t
He has relocated because he believed he had a job but now
understand technology.
the job offer has fallen through. Students’ own answers.
E That’s a really nice invitation. Are you sure it’s OK?
Exercise 2 $ 2.06 T Of course!
E Well, if you’re sure.
• Students listen and do the exercise individually.
T That must be Rita. Would you mind stirring the soup while
TAPESCRIPT I go and open the door?
Tomas Hi, Edgars. How are you? E Of course not. Here, give me the spoon.
Edgars Oh, OK. T Rita, this is Edgars. He’s my new flatmate.
T Did you phone up that company who sent you the Rita Hi. Nice to meet you.
rejection letter? T Edgars! Are you OK? Say something!
E I called a few times, but I couldn’t get through to John – E I’m sorry. I … It’s just that … You know I told you about
the man who interviewed me. that dream?
T The one who offered you the job. T Yes …
E That’s right. I spoke to a woman in Human Resources, but E Well your sister … Rita … she’s the woman in my dream.
all she knew was that they’d offered the job to somebody Rita How romantic! And we’ve never even met!
else. When I told her that John had offered me the job T Are you kidding? You must be …
verbally, she just said I must have misunderstood him. She E No, I’m not. I’m totally serious!
said maybe it was a language problem!
ANSWERS
T I doubt it. Your English is perfect.
1 a 2 d 3 c 4 a
E Not perfect … but I definitely didn’t misunderstand him
when he made the job offer.
T It’s not right, though. You should complain to somebody. I Write and speak
bet they wouldn’t have treated you like this if you were British. Exercise 1
E There’s no point in making a complaint. It would only be • Students read and make notes individually.
my word against his.
T But what are you going to do about money? Will you be Exercise 2
able to pay the rent? • Students write the essay individually.
E I’ve got enough to pay two months’ rent. Then I’m in big Exercise 3
trouble. But I’m sure I’ll find some work. The most annoying • Students do the exercise individually.
thing is, I cancelled my other interview because I thought I
already had a job! Exercise 4
• Students do the exercise in groups of four.
Unit 6 61

7 Journeys
Read
This unit includes
Vocabulary: nouns related to phrasal verbs • word Exercise 1
formation • travelling • formal language • complaints
• Read through the Reading tip with students. Suggest
Grammar: -ing forms with preparatory it • adding that students highlight key words in the summary
emphasis sentences before looking for paragraphs that contain the
Speaking: talking about travel same idea. They should then read the paragraphs carefully
Writing: a letter of complaint and mark the parts that express that idea.
Workbook pages 52–59 ANSWERS
1 B 2 E 3 C 4 F 5 A 6 D
Reading pages 58–59 Exercise 2 $ 2.07
• Students read the text and answer the questions.

Warm-up • Check the answers.
• Elicit the meaning of sci-fi and that it’s an abbreviation of ANSWERS
science fiction. Ask students to name any science-fiction
1 a 2 b 3 b 4 c 5 d 6 b
writers they know of. Ask: Why do some people like to read
science-fiction? Teaching Tip: Paragraph topic sentences
When students complete exercise 1, they may notice that
Before Reading almost all of the answers are revealed by key words in
• Students answer the questions in pairs before class the first sentence of each paragraph. This is because the
feedback. topic sentence very often states the main idea, while the
ANSWERS remainder of the paragraph fills in details and examples.
There are countless films about time travel. Amongst
the most well-known are The Time Machine based on the
Optional Activity: Reading skills
book by HG Wells, the Back to the Future trilogy, and the
Terminator films. Aim: To focus on the first and last sentences of
paragraphs.
Background Notes Preparation: Write the following on the board.
Herbert George Wells (1866–1846) is best known for First sentence
his science fiction writing, though he also wrote novels, Last sentence
textbooks, history and social commentary. In addition Explain that you are going to dictate the first and last
to The Time Machine, he wrote The War of the Worlds, The sentences from the paragraphs in the reading text. Tell
Invisible Man and The Island of Doctor Moreau. A movie of students they must say first sentence or last sentence after
The Time Machine was made in 1960 and another in 1978. you have read each sentence.
The first Back to the Future film was released in 1985. Dictate the first and last sentences of each paragraph in
It featured the adventures of one Marty McFly who a random order. Elicit the correct answers from individual
is accidentally sent back in time to 1955. Because of students after you have read each sentence.
his return in time, his parents don’t fall in love as they
originally did, and so to save himself, he has to make them
meet and fall in love, so he will exist. Two sequels with Understanding Ideas
similar plots appeared in 1989 and 1990. • Students read the questions and think of possible
The Terminator was released in 1984. It is the story of a answers.
robot assassin sent back from the future to kill the mother • Students discuss their answers in groups.
of the man who would eventually fight the machines as • Bring the class together to compare answers.
they tried to destroy humanity. To date, three sequels have
been released and a fourth is planned for 2015. Teaching Tip: Travel to the future?
So far in this section, students have talked only about
travelling to the past. What about the future? Would
students like to travel 10 years into the future? Or 100
years? What would they expect to find there?
62 Unit 7

Vocabulary Quick Test: Say it again
• Students match the highlighted words in the text to the Explain that you are going to read out some sentences.
definitions. Check the answers. Students have to repeat the sentence correctly using a
ANSWERS word from the reading text vocabulary.
1 borne out 2 inadvertently 3 snag 4 stumbles I found by accident a really good restaurant. [stumbled
across 5 modification 6 befits 7 bifurcating across]
8 duly 9 gruesome 10 conventional 11 from scratch The pictures of the car accident were very unpleasant and
12 neglected 13 rule out 14 runs counter to shocking [gruesome]
15 envisage
I locked my keys in my car without meaning to.
• Give the students more information about the words from [inadvertently]
I imagine a world where time travel is easy. [envisage]
The results of the experiment disagree with our expectations.
befits is a verb which means appropriate for.
[run counter to]
bifurcating is an adjective that means dividing in two.
I failed to put petrol in the car. [neglected]
borne out is a verb which means proved.
The path divided in two. [was bifurcating]
conventional is an adjectives which means normal. Its
We had a small problem. [snag]
opposite is unconventional.
I think your new office is appropriate for your new job. [befits]
duly is an adverb which means as might be expected.
However, unduly is not the opposite. Unduly means to too His taste in clothing is normal. [conventional]
high a degree, as in You shouldn’t be unduly worried. They were, as might be expected, married. [duly]
envisage is a verb which means imagine or predict. It is I made this bread from the basic ingredients. [from scratch]
related to the noun vision and the verb visualize. My prediction was proven by my experiment. [borne out]
from scratch is an adverb meaning from the start. In the I made a change to my car which made it faster.
past, a scratch was a line drawn on the ground in sporting [modification]
events, to mark the beginning of a race. I think we can exclude the possibility that the car was stolen.
gruesome is an adjective which means very unpleasant and [rule out]
shocking.
inadvertently is an adverb which means not deliberately.
Optional Activity: Technological developments
We don’t use its apparent opposite, advertently.
Aim: To talk about future technological development
modification is a noun that means change or improvement.
The verb is modify. Preparation: Brainstorm ideas with students for
technological innovations that they think they might see
neglected is a verb meaning failed to do something. Neglect
in their lifetime. Point out that before 2007, when the first
is also a noun meaning the state of being neglected.
iPhone was released, touch-screen technology wasn’t
rule out is a verb which means exclude, prove to be untrue. widely used. Encourage them to think of things that are
runs counter to is a verb which means disagrees with, does fairly likely (electronic wallets, where you can pay for
not match. The meaning of the adjective counter is against. purchases by waving a smart phone at the till) to the less
snag is a noun that means problem or obstacle. In a more likely (time travel).
literal sense, a snag is something sharp that sticks out of a Ask students to discuss in pairs or small groups which are
smooth surface. the most and least likely, and the pros and cons of each.
stumble across is a verb that means discover by accident.
Stumble means to trip or lose one’s balance. More practice
Workbook page 52
Unit 7 63

Vocabulary page 60 Exercise 3
• Read through the Learn this! box with students.
Target Vocabulary • Students do the exercise individually or in pairs.
Time travel: befit bifurcate borne out conventional • Check answers.
duly envisage from scratch gruesome inadvertently
ANSWERS
modification neglect rule out run counter to snag
stumble across 1 admission 2 extension 3 guidance
4 remembrance 5 persecution 6 prescription
Nouns related to phrasal verbs: breakdown comeback
7 confidence 8 existence 9 imagination
cutback downfall downpour drop-out getaway
10 organization 11 achievement 12 recruitment
mix-up offshoot outlook output overthrow runaway
setback stand-off takeaway takeover upkeep upturn Quick Test: Complete the sentence
walkover write-off
Tell the students you’re going to say a sentence, and
Word formation: achieve achievement admission then say an incomplete sentence. The students need to
admit confide confidence exist existence extend complete the second sentence using a word from the
extension guidance guide imagination imagine Word formation exercise.
organization organize persecute persecution
Scientists proved that the planet exists. They proved its _____ .
prescribe prescription recruit recruitment remember
[existence]
remembrance
We extended our house. We added an _____ . [extension]
The criminal admitted the crime. He made an _____ .
Activate [admission]
• Focus on the words in the box and review their meaning I need someone to guide me. I need some _____ . [guidance]
by asking a few questions, e.g. What word can we use He felt he was being persecuted. He had a feeling of _____ .
to describe something that is unpleasant and shocking? [persecution]
[gruesome] What do we call a small problem? [snag] Sara confided in me. She took me into her _____ .
• Students complete the sentences. Check the answers. [confidence]
ANSWERS Ahmed imagines a lot of things. He has an active _____ .
1 duly 2 bifurcating 3 gruesome 4 modification [imagination]
5 borne out 6 runs counter to 7 snag 8 envisage Helen is very good at organizing things. She’s better than
9 stumble across 10 befits 11 neglected anyone I know at _____ . [organization]
12 inadvertently 13 conventional 14 rule out I was very proud of what my uncle achieved. It was a great
15 from scratch _____ . [achievement]
How did the recruiting go? Did you have a successful
Extend _____ ? [recruitment]
Exercise 1 Nouns related to phrasal verbs Today is a day to remember the past. It’s a day for _____ .
• Read through the Learn this! box with students. [remembrance]
• Students do the exercise individually or in pairs. Did the doctor prescribe something? Did he give you a
_____ ? [prescription]
• Check answers.
ANSWERS
2 out 3 back 4 up 5 off 6 away 7 over Vocabulary Notebooks
Exercise 2 Vocabulary Notebook section of their Workbooks.
• Check the answers. More practice
Workbook page 54
ANSWERS
2 upkeep 3 write-off 4 walkover 5 setback
6 downpour 7 outlook
Teaching Tip: Compound nouns: hyphenation

There are no strict rules about whether compound nouns
are written as single words (outlook) or hyphenated (write-
off). You may need to check a dictionary to confirm the
correct form.
64 Unit 7

Grammar page 61
ANSWERS
1 I’d find it tiring speaking English all day.
2 It isn’t worth learning to drive because I can’t afford
-ing form with preparatory it a car.
3 Personally, I find it more satisfying giving gifts than
Warm-up receiving them.
• Ask: If you think about the countries of our region, which 4 It’s a bit of a pain helping with housework.
do you think is the most popular with tourists and why? 5 It’s no longer worth learning to write by hand because
Encourage students to talk in small groups. Elicit ideas of computers and phones.
from a few students to share with the whole class. 6 It can be dangerous swimming soon after eating,
because you might drown.
Explore 7 It’s well worth studying a musical instrument while
you’re young.
Exercise 1 $ 2.08
8 It’s no good expecting people to like you if you don’t
• Students read and listen to the audio. have a high opinion of yourself.
• Students discuss the question in pairs or small groups.
• Which destination is the most popular? Ask students to Quick Test: Sentence transformation
vote by a show of hands. Write the following sentences and prompts on the board.
Give students time to re-write the sentences.
Teaching Tip: Preparatory it I would love to photograph Machu Picchu.
We can say Seeing the Eiffel Tower with my own eyes was It would be a place _____ . [well worth photographing]
amazing, or It was amazing seeing the Eiffel Tower with I want to try Japanese food.
my own eyes. Ask students to say if they feel there is a
It’s fascinating _____ . [trying new foods]
difference between the two sentences. Most likely, they
will feel that the first sentence stresses seeing the Eiffel I’d like to do a bungee jump.
Tower and the second stresses the feeling of amazement. I’d find it exhilarating _____ . [bungee jumping]
I’ll have to carry a heavy backpack.
Exercise 2 It’s hard work _____ . [carrying a heavy backpack]
• Read through the Learn this! box with students or ask I think we need to spend more than one night in each city.
them to read the information silently before they do It would be crazy _____ . [spending only one night in
the exercise individually or in pairs. Explain that lug is an each city]
informal word meaning to carry or drag something. We should have hotel reservations.
• Check answers. It’s a pain _____ . [not having hotel reservations]
ANSWERS
it’d be a place well worth paying a visit; It’s always More practice
fascinating seeing how other people live; It’s a four-day Workbook page 55
hike through … ending up at Machu Picchu; I’d find it really Grammar Builder page 107, exercises 1–2
exhilarating trekking through the mountains; It’s hard work ANSWERS GRAMMAR BUILDER 7 (PAGE 107)
lugging all your equipment with you; it’d be crazy Exercise 1
attempting to get to every country inside a month; it would 2 pointless taking 3 good staying 4 nice talking
be fun backpacking on my own; It’s a bit of a pain sleeping 5 tiring dealing 6 worth selling
on a train Exercise 2
Follow-up 2 I’m confident of passing all my exams.
Grammar Reference page 106 3 Nadal has a good chance of winning.
4 She’s worried about her children getting lost.
Exploit 5 It’ll be strange spending the night in an igloo.
6 Most children hate the thought of their parents
Exercise 1 splitting up.
• Students complete the sentences with the -ing form of
the verbs. Skills page 62
ANSWERS Travelling about
1 travelling 2 considering 3 remembering
4 booking 5 leaving 6 taking 7 packing 8 seeing Target Vocabulary
Informal words: bucket down flog grub grubby
Exercise 2 (absolutely) heaving jittery place rip off
• Students re-write the sentences individually. (absolutely) shattered shell out snooze whingeing
• Check the answers. Phrasal verbs: get away hold up show sb round stop
• In pairs, students say which sentences they think are true. off (at) touch down
Unit 7 65

Warm-up really understand because of his thick accent. When we
• Put students in groups for two minutes to brainstorm came out we were ripped off at the drinks kiosk – we paid £5
modes of travel and write them down. Then ask them for two cokes! Then we were herded back onto the coach for
to move around the classroom to see other groups’ the journey back to the hotel.
words and see if there were any they missed in their own Speaker 2 We spent three days in the capital getting
discussions. provisions and assembling all our kit. The next stage of the
journey would be by plane and take us to a small landing
strip deep in the jungle. From there we’d have to travel on
Vocabulary foot, staying as close to the river as possible. There was a
Exercise 1 tropical storm just before we boarded the plane so we were
• Students describe and react to the photos in pairs. a bit jittery about flying, but it passed over before we took
Class feedback. off. I was still suffering from jet lag after the long flight from
London and was feeling absolutely shattered. I closed my
Exercise 2 eyes as soon as I was in my seat and although the flight was
• In pairs, students discuss differences between the words. a bit bumpy, I snoozed for most of the journey, only waking
up when we touched down on the landing strip.
ANSWERS Speaker 3 We got a good deal ‘cause we’d only decided to go
1 d A break is a short holiday, e.g. a weekend break, a city at the last minute. I’d been working pretty hard and was really
break. looking forward to getting away for a weekend. But I have to
2 f An expedition is an organized journey with a particular say it was very disappointing. The hotel was a bit grubby – it
purpose, to a place which is not well known, e.g. an didn’t look like our room had been cleaned properly, so we
Antarctic expedition. complained, but the one they moved us to wasn’t much
3 h An excursion is a short journey for pleasure, organized better. And the grub was terrible so we ended up eating out.
for a group of people, e.g. an excursion to the seaside. The meals were included in the cost so I didn’t appreciate
4 a A journey is the act of travelling from one place to having to shell out extra. All in all it wasn’t a great experience.
another. Speaker 4 The journey didn’t start well ’cause we were
5 g A tour is a journey for pleasure, in which different held up at the airport by a baggage handlers’ strike. But we
places are visited. eventually got here and found a lovely little place about half
6 j An outing is similar to an excursion, but lasts for no a mile away – it only has three or four guestrooms and it’s
more than one day, e.g. an outing to a museum. run by a lovely old couple. The morning after we arrived, we
7 e A pilgrimage is a journey to a holy place. decided we’d walk to the shrine, though there was a little
8 b A trip is a journey to a place and back, for pleasure bus that ferried people there and back. The sky looked pretty
or for a particular purpose, e.g. a research trip, a school threatening so we put on our wet-weather gear – which
trip. was lucky, because it started to bucket down when we were
9 c A voyage is a long journey especially by sea or in about half-way there. It didn’t dampen our spirits though.
space. We made our way past rows of shops, where they tried to
10 i Travels means time spent travelling, e.g. he met her on flog us tacky souvenirs – but we didn’t buy any – and arrived
his travels, the film is based on his travels. at the shrine, where we drank some of the holy water and lit
candles. It was an amazing experience, the kind of thing you
Listen only do once in a lifetime.
Exercise 1 $ 2.09 Exercise 2 $ 2.09
• Tell students they are going to listen to four people • Play the CD again for students to complete the exercise.
describing a different kind of trip or journey.
ANSWERS
• Let them compare in pairs before class feedback.
1 whinge 2 (absolutely) heaving 3 rip off 4 jittery
ANSWERS 5 (absolutely) shattered 6 snooze 7 grubby 8 grub
Speaker 1: excursion Speaker 2: expedition 9 shell out 10 place 11 bucket down 12 flog
Speaker 3: break Speaker 4: pilgrimage
Exercise 3
TAPESCRIPT
Speaker 1 We boarded the coach outside the hotel. It
• Students do the exercise individually. Check the answers.
was boiling hot even though it was only 10 o’clock in the ANSWERS
morning. It took about two hours to get to the castle and 1 c 2 a 3 e 4 d 5 b
there was no air conditioning on the coach so it was a
dreadful journey. We stopped off at a service station on the Speak
way there but the building wasn’t air-conditioned either
so it wasn’t much relief. There was a woman sitting behind Exercise 1
us whingeing the whole way about how badly organized • Students make notes individually.
everything was and how she was going to ask for a refund
from the travel company when she got home. Anyway, Exercise 2
when we got there, the place was absolutely heaving with • Students do the exercise in pairs.
other sightseers. We had to queue for ages to get in and More practice
then we were shown round by a tour guide who I couldn’t Everyday English 7, Teacher’s Book pages 120–121
66 Unit 7

Grammar page 63
ANSWERS
2 I don’t have a car, but I do have a bicycle.
3 Never have I read such a thought-provoking book.
Adding emphasis 4 What I don’t like is his attitude to women. / It’s his
attitude to women that I don’t like.
Warm-up 5 The problem is I can’t afford a new car.
• Tell students that inventors are currently trying to invent 6 Round the corner came a man in a yellow jacket.
new forms of transport because the ones we use now
damage the environment. Put them in groups to discuss Exercise 3
possibilities for new types of transport. After two minutes, • Ask students to complete the sentences in a way that’s
conduct whole class feedback. true for them. Circulate and monitor while they do
the activity.
Explore
Quick Test: Sentence transformation
Exercise 1 Write the following sentences on the board. Give students
• Ask students to skim read the text and elicit the answer. time to re-write them using emphasis.
ANSWER My phone stopped working as soon as we drove away. No …
It can fly and drive. [No sooner had we driven away, than my phone stopped
working.]
Exercise 2 We had hardly gone to bed when the doorbell rang. Hardly …
• Focus on the Learn this! box. Ask students to underline [Hardly had we gone to bed when the doorbell rang.]
the words or ideas that are being emphasized. He stood at the top of the cliff. At … [At the top of the cliff
• Point out that the basic principle behind all these devices he stood.]
is that they push the important piece of information to I like maths most of all. It’s … [It’s maths I like most of all.]
the end of the sentence. That way the important part
lingers in the listener’s mind for longer. More practice
ANSWERS Workbook page 56
It’s only in the past few years … that … What you’re going to Grammar Builder page 107, exercises 3–5
see … (Cleft sentence) ANSWERS GRAMMAR BUILDER 7 (PAGE 107)
Before me stood … (Fronting – with adverbial) Exercise 3
It was while they were studying … (Cleft sentence) 2 Hardly had the party got going when the lights went out.
not until they’d left … (Fronting – negative) 3 The truth is (that) we got completely carried away.
not only is it very versatile … (Fronting – negative) 4 No sooner had we taken off than the captain reported
the question is … (Fronting with The question is) the fault.
What may put a lot of people off … (Cleft sentence) 5 What they need to do to solve the congestion problem
… but it does believe … (Use of does) is improve public transport.
Follow-up 6 It’s my older sister (who / that) I miss the most.
Grammar Reference page 106 7 Outside the palace stood two armed soldiers.
8 We didn’t pay for the flight, but we did pay for the hotel.
Exploit Exercise 4
2 What caused the destruction was neither a bomb nor
Exercise 1 a fire,
• Students work individually or in pairs to complete the 3 Not only did the storm rip houses apart, but it also
sentences. killed three people.
4 The question is, what turned a thunderstorm into a
ANSWERS
devastating tornado?
1 What I didn’t understand was why he got so angry. 5 It was a supercell that struck the north of France.
2 Never before has there been such a chaotic meeting. 6 These storms do occur frequently in the USA,
3 Down jumped the cat and off it ran with the fish in 7 Not until now have they been seen in northern Europe.
its mouth. Exercise 5
4 It’s the manager who personally answers all emails. 2 Up the stairs came the sound of heavy footsteps.
5 What she didn’t realize was that none of us had 3 The problem is that it’s a very expensive solution.
met before. 4 In front of the car appeared the largest elephant I had
6 In the corner of the room stood two silent bodyguards. ever seen.
Exercise 2 5 Her politeness and consideration is one of the most
attractive things about her.
• Students do the exercise individually and then compare 6 An economical and attractive car is what we need to
answers with a partner.
design now.
• Check answers.
Unit 7 67

ANSWERS
1 returned 2 I am writing 3 a number of 4 First
of all 5 the hotel is described as being 6 whereas
A letter of complaint in fact 7 What is more 8 which made swimming
Target Language hazardous 9 On our arrival we were informed by your
representative 10 which we had 11 make our own
Making complaints: I was disappointed that / to
arrangements 12 To make matters worse 13 made no
(find) … It is really unacceptable that … The brochure
apology for this 14 draw your attention to
claimed that … However, … I was appalled that / by …
15 fine 16 we were not offered 17 and I would
What I found totally unacceptable was … To our horror,
therefore like a partial refund
… Seldom have I … One major problem was …
Formal words for complaint letters: address (deal with) Exercise 4
conform with (match) numerous (many) purchase (buy) • Elicit answers from the whole class.
respond (reply) seek (ask for)
ANSWERS
Linkers: First of all however my second complaint
1 a) in the top right-hand corner, b) on the left but below
on the whole to make matters worse What is more
her own address, c) under her address
whereas
2 a) Dear Mr Smith, b) Yours sincerely
Exercise 5
Warm-up
• Elicit the meaning of the word complaint, establish that • Students complete the exercise in pairs and brainstorm
more linkers with a partner.
it is a noun and elicit the verb [complain]. Put students
in pairs and ask them to think of people who have to ANSWERS
deal with complaints as part of their daily life and what 1 whereas, however
those complaints might be about. (Ideas could include 2 First of all, my second complaint
customer service assistants, managers, police, teachers 3 What is more, to make matters worse
and school staff, restaurant staff, shop assistants.) 4 on the whole
Exercise 6
Read
• Students work individually or in pairs.
Exercise 1 • Practise the pronunciation of purchase /ˈpɜːtʃəs/.
• Focus on the photos. Students discuss the questions ANSWERS
in pairs. 1 conform with 2 seek 3 respond 4 purchase
• Elicit or explain the meaning of workmanship (the skill 5 numerous 6 address
with which something is made, especially the way it
looks). Exercise 7
• Students work alone or in pairs.
Exercise 2
ANSWERS
• Divide students into pairs or groups to answer the
1 numerous, has addressed
questions.
2 purchased
• If they are short of things to say, tell them about a time 3 conform to, seek / be seeking
when you had cause to complain. Ask them what they 4 respond to
would have done in that situation. Would they complain
or not? Would they email, phone or speak in person?
Prepare
Exercise 3 • Students use the photos and ideas to brainstorm causes
• Students can work alone and then check with a partner of complaint.
before class feedback. • Unfamiliar vocabulary is likely to be plumbing (the system
• Students should by now be developing a feel for what of pipes that supply water to a building), unbearably
sounds formal and what doesn’t, but you can give them (intolerably), bland (lacking flavour).
some guidelines by pulling together some of the features
illustrated in the exercise: Write two headings on the Teaching Tip: Making notes
board and ask them to decide whether the following are Remind students that they should always make notes
typical features of formal or informal language. before writing a letter of complaint. Give them time to do
– passive structure, contractions, words with Latin roots, this before they start writing and encourage them to hand
phrasal verbs, linkers such as but, so, linkers such as in their plan.
however, abbreviations
68 Unit 7

Write SAMPLE ANSWER
Dear Sir or Madam,
Exercises 1 and 2 Booking reference: SD3467PH-7
• Students read the task and make the notes into sentences I have just returned from a short holiday in London and
using the phrases. When they have finished, elicit an I am writing to complain in the strongest terms about a
example sentence for each phrase. number of things.
First of all, in your advertisement you describe the hotel
POSSIBLE ANSWERS
staff as ‘friendly’, whereas in fact they were surly and
1 I was disappointed that our hotel room had a view over
unhelpful. What is more, I was disappointed that our hotel
a yard instead of a panoramic view of the city, which is
room had a view over a yard with recycling bins instead of a
what we had expected.
panoramic view of the city, which is what we had expected.
2 It is really unacceptable that we were charged extra
One other major problem was the duration of the
for dinner.
sightseeing tour of the city. To our disappointment,
3 The brochure claimed that King’s Hotel is friendly.
the bus was late, and as a result, the tour lasted only 30
However, we found the staff surly and unhelpful.
minutes! To make matters worse, no one apologized for
4 I was appalled by the surly attitude displayed by the
this, and the staff we spoke with about it were generally
hotel staff.
brusque and unhelpful.
5 What I found totally unacceptable was that the rooms
My third complaint concerns the meals. It is really
had not been cleaned.
unacceptable that we were charged extra for dinner, when
6 To our horror, our rooms smelled awful because of the
the brochure clearly says that meals are included. I should
bad plumbing.
also like to draw your attention to the fact that the food
7 Seldom have I experienced such unbearably long
we were served was bland and overcooked.
delays at the airport.
Seldom have I experienced such consistently bad
8 One major problem was the duration of the sightseeing
treatment on a package holiday. I would therefore like a
tour of the city. The bus was late, and as a result, the
partial refund. I suggest twenty-five per cent of the cost of
tour lasted only 30 minutes!
the holiday.
Exercise 3 I look forward to hearing from you.
Yours faithfully,
• Students write their first paragraph. Refer them to the
[Student’s name]
model letter but don’t let them copy it word for word.
MARKING SCHEME
Exercise 4 • The letter includes the necessary information. [2 marks]
• Give students 10–15 minutes to write the main body of • The letter is laid out correctly. [2 marks]
their letter. Go round helping and answering questions
• The letter starts and finishes correctly. [2 marks]
but don’t correct their work as they should be encouraged
to do this at the end. • The letter uses formal language and linking words.
[2 marks]
Exercise 5 • The letter has the correct number of words and uses
• Students write their final paragraph. This shouldn’t be accurate grammar and vocabulary. [2 marks]
more than two sentences long. More practice
Exercise 6 Workbook page 57
• Before students look at the checklist, suggest they count Follow-up
their words and take the necessary steps to achieve the Self Check, Workbook pages 58–59
correct length. They then write a final draft. Test Unit 7, Teacher’s Book pages 140–141
Unit 7 69

8 Tastes
Exercise 2 $ 2.10
This unit includes
Vocabulary: clothes idioms • food related words
• Students read and listen to the text and choose the best
answers to the questions.
and phrases • fashion • periphrasis and euphemism •
connotations ANSWERS
Grammar: would / wouldn’t • modal verbs 1 c 2 c 3 c 4 c 5 b 6 c
Speaking: talking about taste • talking about fashion
Writing: a report
Aim: To practise summarizing a text.
Workbook pages 60–67 Preparation: Write the following on the board.
Who is the text about?
What does that person / those people do?
When was this type of person first identified / named?
How much of the population is made up of this type of
Warm-up
person?
• Put students in pairs and ask them to tell each other what
Why can it cause problems for some people?
their favourite food is. Is there a type of food they like
more than other types? Seafood? Desserts? Salads? Ask students to answer the questions in small groups.
Using the answers, get them to orally give a summary of
Before Reading the article.
• Students answer the questions in pairs before discussing SAMPLE ANSWER
the questions as a class. The text is about ‘supertasters’. A supertaster is a person
who is very sensitive to the tastes of food. The term
ANSWERS
‘supertaster’ was coined in the 1990s by a researcher at
Students’ own answers.
Yale University. Supertasters make up about 25% of the
Background Notes population. You might think being a supertaster would
be a useful skill for chefs, but actually, it can make them
The taste buds are located on the tongue, in the upper
zero in on foods they dislike and not offer a balanced
mouth and in the throat. They detect the five known
menu because they avoid preparing foods they dislike.
flavours: salty, sour, bitter, sweet and umami. Umami is
borrowed from Japanese, and means pleasant, savoury
taste. It has a Japanese name because it was first identified Understanding Ideas
by a Japanese scientist. • Students read the questions and think of possible answers.
It is often popularly believed that different areas of the • Students discuss their answers in groups.
tongue detect different flavours, but in fact all of the
flavours can be sensed by all areas of the tongue.
Teaching Tip: Reactions to foods
Read Elicit from students different their reactions to different
foods. What foods do they find …
Exercise 1 • repulsive?
• Get students to skim read the text and complete the • comforting?
exercise individually or in pairs. • healthy?
ANSWERS
1 D 2 B 3 A 4 C 5 G 6 F
70 Unit 8

Vocabulary Quick Test: First to finish
Exercise 1 Divide the class into three teams. Number the students in
each team. Explain that you are going to read out some
sentences and the students must try to be the first to
finish them with a word from the reading text. Read out
ANSWERS sentence 1 for the number 1 students and award two
1 pop up 2 tally 3 epic 4 subtler 5 galling 6 a points to the student who answers correctly first. Award
mixed bag 7 brag 8 unbearable 9 ambience one point each in the case of a draw. Continue until you
10 fume 11 repulsive 12 dreaded 13 zero in have read out all the sentences. The winner is the team
14 coined 15 the jury’s out with the most points.
• Give the students more information about the words from 1 I worried about the test for weeks before the _____ exam
the text and ask them to make notes in the Vocabulary day finally came. [dreaded]
Notebook section of their Workbooks. 2 The applications for the job were _____, with some highly
ambience is an adjective which means the atmosphere of a qualified people and some very inexperienced. [a mixed
place. The related adjective is ambient. bag]
a mixed bag is a noun which means good and bad aspects. 3 There’s a new restaurant in the town centre, but _____ on
The image is of a bag of game animals at the end of a day’s how good it is. [the jury’s out]
hunting. 4 I really enjoy the food here, but the _____ isn’t very nice.
brag is a verb which means boast. A person who brags is It’s too dark. [ambience]
a braggart. 5 My mother always told me not to _____ too much about
coined is a verb which means invented a word or my successes. [brag]
expression. It comes from the process or creating new 6 The teacher told an _____ story about an experience he’d
money by stamping a coin out of a sheet of metal. had in high school. [epic]
dreaded is an adjective which means feared. The noun 7 As soon as I saw the damage to my car, I started to _____ .
meaning a feeling of fear is dread. [fume]
epic is an adjective which is used to describe a story, book, 8 I found the neighbour’s rudeness extremely _____ .
poem, etc., and it means very long. It can also be used as [galling]
a noun.
9 I was wondering where I should go on holiday when an
fume is a verb which means experience anger. The literal ad for Greece _____ on the television. [popped up]
meaning of fume is to give off smoke.
10 I’m afraid I find olives really ______ . I don’t even like to
galling is an adjective which means annoying. The noun gall smell them. [repulsive]
means something bitter to endure.
11 We’re trying to _____ on a solution to the problem with
pop up is a verb which means appear, become obvious. It is our computer network. [zero in]
an inseparable phrasal verb.
12 Bright colours are OK, but for a classroom, I think _____
repulsive is an adjective which means very unpleasant, shades of paint are probably more appropriate. [subtler]
revolting. The verb repulse means to push away or drive back.
13 At the end of the game, the _____ was three points to
subtler is a comparative adjective which means more two. [tally]
delicate, less strong. The plain adjective is subtle.
14 The sound of a fork scratching on a plate is almost _____
tally is a verb which means reach a certain number. The for me. I really can’t stand it. [unbearable]
noun tally means total count.
15 Many new expressions have been _____ since the rise of
the jury’s out is an expression which means the issue has the Internet and mobile technology. [coined]
not been decided. A jury is a group of people who make a
decision in a legal case.
unbearable is an adjective which means impossible to put Optional Activity: Alphabet race
up with. It comes from the verb bear which means carry Aim: To practise new vocabulary
or withstand. This activity can be done as a vocabulary revision activity
zero in is a verb which means focus closely on something. at the end of the lesson or as a warmer at the beginning
Originally the expression was used to mean aim a gun or of the following lesson.
a missile. Put the students into pairs, tell them to close their books
and ask them to write the alphabet vertically down the
side of a piece of paper. Tell them that they have to write
words related to the topic of tastes beginning with each
letter of the alphabet on the sheet of paper. Give a time
limit of two minutes. The pair with the most words wins.
More practice
Workbook page 60
Unit 8 71

Vocabulary page 68 Exercise 3
• Students do the exercise individually, checking their
Target Vocabulary dictionaries as necessary.
Supertasters: ambience a mixed bag brag coin • Check answers.
dreaded epic fume galling pop up repulsive subtler
ANSWERS
tally the jury’s out unbearable zero in
1 milk / wine 2 sugar 3 butter 4 parsley 5 garlic
Clothes idioms: below the belt hot under the collar 6 salt 7 milk / wine 8 bread
off-the-cuff at the drop of a hat in someone’s shoes
wear the trousers pull your socks up too big for one’s Exercise 4
boots feather in someone’s cap • Students complete the exercise individually or in pairs.
Talking about food: fresh greasy light plain raw rich • Check the answers.
rotten stale tough a sip of milk a spoonful of sugar
ANSWERS
a knob of butter a sprig of parsley a clove of garlic a
2 slice of bread 3 knob of butter 4 a clove of garlic
pinch of salt a drop of milk a slice of bread
5 a drop of milk 6 a sip of milk
7 a pinch of salt 8 a spoonful of sugar
Activate
Optional Activity: Clothes idioms
• Focus on the words in the box and review their meaning
by asking a few questions, e.g. What word means boast? Aim: To practise clothes idioms
[brag] What do we call something with good and bad Preparation: Give out paper and coloured pens
aspects? [a mixed bag] Tell students they have to choose one of the clothes
idioms from exercise 1 and draw a picture to illustrate it.
Give them a few minutes to complete their picture. Now,
ANSWERS get them to hold up their picture for the other students to
1 fuming 2 a mixed bag 3 pops up 4 dreaded guess the idiom.
5 unbearable 6 zero in 7 tally 8 coined 9 galling
10 ambience 11 repulsive 12 epic 13 subtler
14 brag 15 the jury’s out Quick Test: Fill the gap
Write these sentences on the board and give students five
Extend minutes to complete them with a word from Student’s
Book page 68.
Exercise 1 Clothes idioms He’s a great friend and is willing to help out at the drop of a
• Students do the exercise individually or in pairs. _____ . [hat]
• Check the answers. I get really hot under the _____ when my roommates eat my
ANSWERS food. [collar]
1 belt 2 collar 3 cuff 4 hat 5 shoes 6 trousers Pull your _____ up and stop complaining! [socks]
7 socks 8 boots 9 cap My classes this term are a _____ bag. [mixed]
The _____ out on the new café in the town centre. [jury’s]
Exercise 2 Talking about food
We always decorate our meals with a _____ of parsley. [sprig]
A _____ of salt adds flavour to most foods. [pinch]
When you make pancakes, you first melt a _____ of butter in
ANSWERS the pan. [knob]
1 carrots 2 courgettes 3 apples 4 rice 5 dessert
Please put a _____ of bread in the toaster for me. [slice]
6 cake 7 jam 8 spinach 9 salt
These have been in the fridge for months. I can’t stand the
Teaching Tip: Count and non-count nouns smell of _____ eggs! [rotten]
Talking about foods is the perfect opportunity to revise
count and non-count nouns. Ask students to categorize Vocabulary Notebooks
the foods in exercise 2 as count, non-count or either
(depending on context).
ANSWERS
Count: carrots, chops, courgettes, apples, eggs, More practice
sausages, chips, snack Workbook page 62
Non-count: sauce, food, yoghurt, rice, jam, fruit,
spinach, salt, meat, bread
Either (depending on context): dessert, steak,
cake, vegetables
72 Unit 8

Grammar page 69
ANSWERS
1 we would go to that restaurant 2 ’d be keen to
help 3 ’d guess 4 would have been 5 wouldn’t say
would and wouldn’t 6 would give me a coin 7 wouldn’t think
Warm-up Exercise 2
• Write the words foodie and crave on the board and ensure • Students rewrite the sentences individually.
that students know the pronunciation. Ask them to define • Check the answers.
these words. Monitor and clarify if necessary. Foodie: an
informal word for a person who is very interested in food. ANSWERS
Crave means to feel a powerful desire for something. 1 My dad would always cook lunch on Sundays.
2 I wouldn’t eat genetically modified food.
3 I’d guess he’s trying to lose weight.
Explore 4 My grandmother grew up in wartime, so she wouldn’t
Exercise 1 $ 2.11 have been able to buy imported food.
• Students read and listen to the monologues and answer 5 Spending a year travelling would have broadened her
the question. Check answers. tastes in food.
6 He promised he wouldn’t cook anything spicy
ANSWERS for dinner.
The first person eats a narrower diet now, to avoid meat 7 He gave us a bottle of his home-made sauce, but he
products. The second speaker generally eats a wider diet wouldn’t tell us the ingredients.
now, though has reduced sugar intake. The third speaker
probably eats a narrower range of food now, with the Quick Test: Sentence transformation
attitude that food is a fuel rather than an adventure.
Exercise 2 time to re-write them using would.
• Read through the Learn this! box with students. 1 I think it took us an hour. [I’d say it took us an hour.]
• Students complete the exercise in pairs. Check answers. 2 I used to go the seaside a lot. [I would always go to
ANSWERS
the seaside.]
I would have been about fourteen at the time. 5 3 Eating pizza is a great idea! [I’d love to eat pizza!]
I would never eat tuna, for example. 2
I’d say there are very few foods that are safe to eat. 1 More practice
My dad wouldn’t let us have sugar when we were kids. 2 Workbook page 62
But he would say that, wouldn’t he? 5 Grammar Builder page 109, exercises 1–2
She’d insist that we try it, though. 2 ANSWERS GRAMMAR BUILDER 8 (PAGE 109)
I would guess she’s hoping to make a career out of it. 5 Exercise 1
I’d love to learn how to cook properly. 4 2 When I was a child I would (always) create my own
But he would say that, wouldn’t he? is difficult to match, birthday cards. Use 2 – habitual action
because the use of the word say makes us think it matches 3 I’d rather get a takeaway. Use 4 – preference
with 1. However, it’s really a logical deduction: Because of 4 My brother wouldn’t think of calling me. Use 3 –
what we know about him, we deduce what he might say. (un)willingness
5 I’d say about twenty people turned up. Use 1 – make
Exercise 3 statement less definite
• Students complete the exercise individually or in pairs. 6 You would have been tired after your journey. Use 5 –
• Check answers. logical deduction
ANSWERS 7 I’d love to go to the Emeli Sandé concert! Use 4 –
1 a – expresses an opinion; b – makes a logical deduction preference
2 a – could be a single visit; b – it was a habitual action 8 Her boyfriend would stand up for her, wouldn’t he?
3 a – expresses a past habit; b – expresses refusal to do Use 5 – logical deduction
something in the past Exercise 2
4 a – the speaker goes sailing every summer; b – the 2 b – might and could express possibility, can expresses
speaker doesn’t go sailing every summer, but wishes ability
that he or she did 3 b – must and have to express obligation, can’t expresses
5 a – a logical deduction; b – a guess prohibition
4 a – mustn’t and can’t express prohibition, don’t have to
Follow-up expresses no necessity
Grammar Reference page 108 5 c – can and may express permission, must expresses
obligation
Exploit 6 a – didn’t have to and didn’t need to express no necessity,
mustn’t expresses prohibition
Exercise 1 7 c – ought to and should express advice, would is used in
• Students complete the sentences individually or in pairs. a request
• Check the answers. 8 a – must and will express deductions, can expresses
permission
Unit 8 73

Skills page 70
sandals. And I don’t think he even owned a pair of trainers or
jeans. I guess he just enjoyed being different – it was part of
his identity. A lot of people used to make fun of the way he
Fashion dressed, but I was always thought he looked pretty cool.
Target Vocabulary Speaker 2 My brother copies his way of dressing from films and
TV shows. He used to be really into Friends, and his favourite
General clothing descriptions: chic dated elegant
character was Chandler. So for a couple of years he always
neat scruffy smart stylish trendy well dressed
wore a V-neck sweater with a white T-shirt underneath. Then
Garments: bow tie fedora flat cap full-length skirt he started wearing a full-length coat, even in hot weather,
long-sleeved shirt loose-fitting shirt open-toed because he saw one in a science fiction film called The Matrix.
sandals three-piece suit V-neck sweater waistcoat zip- More recently, he’s been watching the TV series Lost and
up cardigan copying one of the characters in that – I can’t remember his
Parts of garments: buckle collar zip name. So now he wears a white, loose-fitting shirt all the time,
Designs, materials, etc: cable-knit check denim with the sleeves rolled up. Actually, it quite suits him, I have to
flowery spotty stripy tartan admit – unlike any of the other styles he’s copied.
Accessories: bangle bracelet holdall necklace Speaker 3 I work for a marketing agency. We organize special
epaulettes studs promotional events – for example, the launch of a new
model of car, or the opening of a large shop. The job’s really
interesting, but the outfits we have to wear for the events
Warm-up are sometimes a bit … well … tasteless. They’re certainly
• Put students into groups. Ask them to look at each other’s not the kind of thing I’d choose to wear, if it were up to me!
clothing and make sure they can all accurately describe Sometimes it isn’t too bad – we just have to wear a long-
everything. Monitor and assist with vocabulary queries. sleeved T-shirt with some company’s logo on the front. But
After 1–2 minutes, invite one or two students to stand up last weekend we were at an event sponsored by an orange
and describe someone to the class. Encourage them to juice manufacturer. We all had to wear a bright orange zip-
be accurate and use detail including the kind of material, up cardigan with the manufacturer’s name on the front and
pattern and style. back. We all looked dreadful.
Vocabulary Exercise 2 $ 2.12

• Play the CD again for students to complete the exercise.
Exercise 1 • Check the answers.
• Focus on the photos. Students do the exercise in pairs. ANSWERS
POSSIBLE ANSWERS 1 three-piece suit 2 open-toed sandals 3 V-neck
1 chic, elegant, neat, smart, stylish, trendy, well dressed, sweater 4 full-length skirt 5 loose-fitting shirt
flat cap, collar 6 long-sleeved shirt 7 zip-up cardigan
2 chic, elegant, neat, smart, stylish, trendy, well dressed,
buckle, collar, necklace Pronunciation note – Silent /d/ and /t/
Long-sleeved T-shirt is an example of a pronunciation
Exercise 2 feature which occurs in fast speech whereby /d/ and /t/ at
• Students read the Speaking tip! and then take turns the end of a word when followed by a consonant are not
describing a picture to a partner. Circulate and monitor to pronounced.
check that they are following the recommended structure. So long-sleeved T-shirt sounds like long sleeve T-shirt
Exercise 3 Get students to practise saying the following:
• Students do the exercise in pairs. bright pink
a red tie
Listen my oldest jeans
Exercise 1 $ 2.12
• Tell students they are going to hear three teenagers Speak

speaking about clothes. Pause after each speaker to allow • Students discuss the questions in pairs. At the end ask a
them to note their answers and read the next statement. few students to summarize their discussions.
• Play the recording and let students compare their answers More practice
with a partner before class feedback. Everyday English 8, Teacher’s Book pages 122–123
ANSWER
1 F 2 NS 3 F
TAPESCRIPT
Speaker 1 There was a boy in my class at my last school
who never used to wear casual clothes. It was his thing.
You’d meet him in town to go to the cinema and he’d be
wearing a three-piece suit! Even in the summer, he always
wore a jacket and proper shoes, never a T-shirt or open-toed
74 Unit 8

Grammar page 71
M It couldn’t be any worse!
W Well, it’s up to you, anyway.
M When exactly are you leaving?
Modal verbs W Monday morning – early.
M Can I borrow your car while you’re away?
Warm-up W Yes, of course. You could give me a lift to the airport! It
• Ask students to imagine they’ve got little time but need would save me the taxi fare …
to have lunch. Their options are a sandwich shop and a M So, you’re thinking of spending $25,000 on a chocolate
fast food outlet. Put them in groups to discuss their choice dessert, but you want me to get up before dawn to save you
and talk about their reasons. Conduct class feedback. a taxi fare …
W I doubt very much if I’m really going to order that dessert!
Explore But still, it would be interesting to know what it tasted like.
M Well, if you should try it, let me know!
Exercise 1
• Do this as a whole class activity. Exercise 2 $ 2.13
• Let students discuss the options with a partner, and then
Exercise 2 play the recording a second time for them to check.
• Students do the exercise in pairs. Conduct class feedback.
ANSWERS
Exercise 3 1 may 2 might 3 could 4 might 5 should
• Ask students to carry out the task alone or in pairs. 6 couldn’t 7 could 8 should
ANSWERS Exercise 3
1 should, ought to 2 shouldn’t, ought not to 3 must • Give students time to think about their answers. Go round
4 can’t, couldn’t 5 must, have to 6 don’t have to, and note persistent errors for students to correct at the end.
needn’t 7 mustn’t
ANSWERS
1 I’m sure they will have sold hundreds.
Exploit 2 Perhaps you told me (but I can’t remember).
Exercise 1 $ 2.13 3 Taking him out for a meal would be the right thing to do.
4 It’s possible we were arrested (but I’m not sure).
• Play the recording and elicit the answer.
5 It’s possible that you’ll have a better evening this time.
ANSWER 6 It’s possible that it won’t be worse.
The woman 7 You have permission to take me to the airport.
TAPESCRIPT 8 If you think there’s a chance you’ll try it, let me know.
Man Have you seen this dessert? They’re serving it in a
Exercise 4
restaurant in New York. It’s chocolate with real gold on the top!
Woman Really? You can eat gold, can you? • Ask students to decide whether or not they sound natural.
M I guess so. Anyway, it’s not cheap – $25,000! • During feedback ask them to try to explain what is wrong
W I don’t imagine they’ve sold many at that price! with the ones that don’t sound natural.
M How do you know? They may have sold hundreds. There ANSWERS
are lots of rich people in the world. 1, 4, 5 and 6 are natural English. 2 … the service can
W True – but surely nobody’s stupid enough to pay $25,000 be a bit slow sometimes. 7 … people can’t smoke …
for a chocolate dessert! 8 … has to work …
M They let you keep the bowl too, apparently – and the
spoon. There’s a picture. Exercise 5
W Let’s have a look? Hmm. It does look nice. • Students discuss the question in pairs and feedback.
M You’re sounding quite interested now.
W I am! I may go along and try it next week. I’m in New York More practice
for a meeting. I could charge it to expenses. Workbook page 64
M You might have told me you were going to New York Grammar Builder page 109, exercises 3–4
next week! ANSWERS GRAMMAR BUILDER 8 (PAGE 109)
W I thought I had … Exercise 3
M No, you didn’t. And I’ve invited your brother round for 1 don’t have to wear / needn’t wear / don’t need to wear
dinner on Wednesday. Now I’ll have to cancel. 2 should use / ought to use 3 couldn’t drive / wasn’t
W Why? You could take him out for a meal, just the two of able to drive 4 must have been / will have been / might
you – a boys’ night out. have been / may have been / could have been 5 mustn’t
M No, thanks! Remember what happened last time we did use / can’t use 6 May I borrow / Can I borrow / Could
that. Your brother started arguing with the waiters and in I borrow 7 could have got lost / may have got lost /
the end they threatened to call the police. We might have might have got lost 8 has to study
been arrested! Exercise 4
W But you weren’t – so stop being so melodramatic! I think Students’ own answers.
he was going through a difficult patch back then. He’s
different now. You should have a better evening this time.
Unit 8 75

6 It does have a tendency to be very crowded during
school holidays.
7 Tickets aren’t exactly cheap.
A report 8 It may not be the best-run museum you’ve ever been
to, but the visit should be memorable.
Target Language
Periphrasis: This venue is a little on the shabby side. Teaching tip: British indirectness
Euphemism: The floor could do with a clean. Using periphrasis and euphemism as a way of softening
criticism and negativity is an example of the indirectness
that British people are often known for. Students may
Warm-up consider this strange or unnatural, but it is important
• Put students in pairs or small groups. Tell them the lesson that they are made aware of it, as otherwise they may
focuses on report writing and there are two important unwittingly come across as being abrupt or a little
things to think about when writing a report: ‘Who is going insensitive.
to read it?’ and ‘What are they reading it for?’ Ask them to
discuss in their pairs how these considerations will affect
the planning and writing of a report. (Ideas could include
Exercise 4
the level of formality of the language you use, the length • Students do the exercise in pairs or as a class.
of the report, how you structure it, what you choose to POSSIBLE ANSWERS
include or omit.) 1 If it’s a well-stocked gift shop you’re looking for, this isn’t
• Conduct class feedback. the place for you.
2 What the guides lack in friendliness, they make up for in
Read knowledge.
3 It may not be the most comfortable café you’ve ever
Exercise 1 been to, but it’s certainly impressive.
• Students complete the exercise individually. 4 The building isn’t exactly attractive.
5 The museum has a tendency to close without warning.
ANSWERS
6 The foyer is a little on the small side.
1 Relatively informal: e.g. it could certainly do with
7 The interactive displays could certainly do with
better air- conditioning; If it’s internationally-renowned
being replaced.
exhibitions you’re looking for, the Westland Collection
8 The rooms are a little warm, to say the least.
isn’t the museum for you; at £12 a throw; use of
exclamation marks Exercise 5
2 The report is aimed at students and adults. This is
• Discuss the questions as a whole class. Ask students which
the age group that would be interested in knowing
museum they consider to be the best in the area and why.
about museums.
3 The Royal Museum
Prepare
Exercise 2
Exercise 1
• Students work alone or with a partner.
• Students describe the photos in pairs before a class
ANSWERS feedback.
1 well-run 2 well-appointed 3 dated 4 reasonably-
priced 5 crowded 6 polished 7 engrossed Exercise 2
8 memorable • Ask two individual students to read out the descriptions.
Exercise 3
• Ask which is more positive and why. Try to elicit the
idea that the words in A have positive associations
• Read through the Writing tip together. Point out that (connotations) and those in B have negative associations.
periphrasis and euphemism are features of spoken English This will facilitate their understanding of the idea of
as well as written. Ask if students can think of examples connotation in the writing tip.
of how they might soften a negative comment in
their language. Teaching Tip: Connotation
• Students complete the exercise in pairs before checking A word’s basic meaning is known as its denotation. Its
in class. ‘extra’ meaning (positive, negative, humorous, etc.) is
• Point out that although presented as a writing tip, these its connotation. Knowing a word’s connotation is an
expressions are very useful in spoken English too. essential part of knowing a word and students should
ANSWERS
be encouraged to take note of any positive or negative
1 It’s a little on the sterile side. association a word might have. This knowledge will allow
2 It could certainly do with better air-conditioning. them to express their attitude to something through their
3 What it lacks in facilities, it makes up for in character. choice of vocabulary.
4 If it’s internationally-renowned exhibitions you’re If we want to pay someone a compliment, for example,
looking for, the Westland Collection isn’t the museum it’s important to get the connotation right. ‘You’re looking
for you. very skinny’ would not be complimentary.
5 The rooms are a little cosy, to say the least.
76 Unit 8

Exercise 3 The staff are laid back, and in addition to a wide variety
• Do the first example together as a class and then ask of coffee drinks, they also offer delicious cakes and light
students to continue the activity in pairs. Check answers meals. The major drawback is that it could certainly do
and clarify the meaning of odd (strange), concoction with better air conditioning. But what it lacks in facilities,
(an unusual mix of things to drink or take as medicine), it makes up for in delicious food and great service.
succulent (pleasantly juicy, e.g. succulent chicken) soggy Across town, Errol’s Café is large and has recently been
(unpleasantly wet and soft, e.g. overcooked carrots). refurbished. It’s clean, well-run and well-appointed. To my
mind, however, it is a little on the sterile side.
ANSWERS Restaurants
relaxed – long and drawn-out If it’s a proper fancy meal out you’re looking for, the West
light – meagre Side Grill isn’t the place for you. However, as a place to eat
novel – odd lovingly prepared local food, it’s hard to beat. Meals are
combination – concoction reasonably priced, so it’s good for students.
succulent – soggy As for that proper fancy meal, if you can afford it, The
sweet – sickly Highcroft House is everything you could ask for in formal
Exercise 4 dining, and the food is always exquisite. But with the soup
is £20 a throw, it isn’t exactly cheap.
• Students work alone or in pairs. Refer them to the wordlist Recommendations
for help if necessary.
For cosy coffee, Café Poca Cosa. For delicious food that
ANSWERS isn’t in any way fussy, West Side Grill.
bustling – crowded ‘bustling’ is more positive
MARKING SCHEME
cloying – sweet ‘sweet’ is more positive
cramped – intimate ‘intimate’ is more positive • The report follows the plan. [2 marks]
deserted – uncrowded ‘uncrowded’ is more positive • The report has the correct number of words. [2 marks]
formal – stiff ‘formal’ is more positive • The report includes at least one example of periphrasis or
hearty – heavy ‘hearty’ is more positive euphemism. [2 marks]
hurried – swift ‘swift’ is more positive • The report uses words with positive/negative connotations.]
insubstantial – light ‘light’ is more positive • The report uses accurate grammar and vocabulary.
laid back – sloppy ‘laid-back’ is more positive [2 marks]
sour – tangy ‘tangy’ is more positive
More practice
Write Workbook pages 65
Follow-up
• Read through the Writing tip and the task together. It Test Unit 8, Teacher’s Book pages 142–143
might be useful for students to brainstorm a few cafés
and restaurants that they know before deciding on the
headings.
Exercise 2
• Students add notes to the plan. Suggest they refer to the
words in Prepare exercise 4 for inspiration. They should
maintain a balance of positive and negative comments
about the place.
Exercise 3
• Allow 15–20 minutes for this stage. Walk around
monitoring and helping and encouraging students to
refer back to the model as much as possible.
Exercise 4
• Students check their work according to the criteria. They
could swap and peer review each other’s work.
SAMPLE ANSWER
Introduction
The aim of this report is to give an insight into the wide
variety of cafés and restaurants in this area, and to single
out one café and one restaurant which I would particularly
recommend trying.
Cafés
There are dozens of cafés in town, ranging in size from
the tiny Café Poca Cosa to the vast Errol’s Café. Though
intimate, Café Poca Cosa is a great place to hang out.
Unit 8 77

Literature Corner 4 page 74 Exercise 5 $ 2.14
• Ask students to read the questions and predict what is
John Steinbeck going to happen. Students listen to the recording.
• In pairs, students answer as many questions as they can.
Background Notes: John Steinbeck • Check answers as a class.
John Steinbeck (1902–1968) was an American novelist.
ANSWERS
He was awarded a Pulitzer Prize for his novel The Grapes of
1 So that he can shoot Lennie in exactly the right spot.
Wrath, which is set in the American mid-West during the
2 In order to calm him down. 3 Because he is about
Great Depression of the 1930s. He was also awarded the
to kill his friend and he is reluctant to do so. 4 So
Nobel Prize for Literature in 1962. Among his best-known
that Lennie won’t realise what is going to happen
works are the novel East of Eden, filmed in 1955 by Elia
to him. 5 He doesn’t want Lennie to panic. He
Kazan and starring James Dean, and the novella Of Mice
understands that Lennie didn’t mean to kill the
and Men. The title of the latter is taken from a poem by the
young woman.
Scottish poet Robert Burns, ‘To a Mouse’, which says: ‘The
best laid schemes o’ mice an’ men / Gang aft agley’ (the TAPESCRIPT
best laid schemes of mice and men often go wrong). George took off his hat. He said shakily, “Take off your hat,
Lenny. The air feels fine.”
Lennie removed his hat dutifully and laid it on the ground
Exercise 1
in front of him. The shadow in the valley was bluer, and the
• Discuss the questions in open class. evening came fast. On the wind the sound of crashing in the
Exercise 2 brush came to them.
Lennie said, “Tell how it’s gonna be.”
• Students complete the text individually or in pairs. George had been listening to the distant sounds. For a
ANSWERS moment he was business-like. “Look acrost the river, Lennie
1 as 2 while 3 particularly 4 previously an’ I’ll tell you so you can almost see it.”
5 enduring 6 temporary 7 wholly 8 peacefully Lennie turned his head and looked off across the pool and
up the darkening slopes of the Gabilans. “We gonna get a
Exercise 3 little place,” George began. He reached in his side pocket and
• Read the instructions and make sure that students brought out Carlson’s Luger; he snapped off the safety, and
understand what they have to do. Tell them not to worry the hand and gun lay on the ground behind Lennie’s back.
too much about unknown words, but to try and imagine He looked at the back of Lennie’s head, at the place where
the scene as they read the extract. the spine and skull were joined. A man’s voice called from up
• Give student five minutes to read the extract and discuss the river, and another man answered.
the questions in pairs. “Go on,” said Lennie. George raised the gun and his hand
• Check answers as class. shook, and he dropped his hand to the ground again. “Go
on,” said Lennie. “How’s it gonna be. We gonna get a little
POSSIBLE ANSWER
place.”
Physically, Lennie is a large man. He has ‘huge paws’ and
“We’ll have a cow,” said George. “An’ we’ll have maybe a pig
a ‘big face’. He is also very strong: ‘Lennie held on to the
an’ chickens…an’ down the flat we’ll have a …little piece
closed fist. Curley was white and shrunken by now, and his
alfalfa—”
struggling had become weak.’ He is strong enough to crush
“For the rabbits,” Lennie shouted.
Curley’s hand. Mentally, he is vulnerable and childlike, even
“For the rabbits,” George repeated.
though he is so big: ‘Lennie looked helplessly at George,
“And I get to tend the rabbits.”
and then he got up and tried to retreat’; ‘Make ’um let me
“An’ you get to tend the rabbits”
alone, George’; ‘“You tol’ me to, George,” he said miserably.’
Lennie giggled with happiness. “An’ live on the fatta the lan’.”
Exercise 4 “Yes.”
Lennie turned his head. “No, Lennie. Look down there acrost
• Tell students to scan the text and find words 1–8. They
the river, like you can almost see the place.” Lennie obeyed
are all within the dialogue. Then ask students to act the
him. George looked down at the gun.
dialogues out in groups of three. This will help them work
There were crashing footsteps in the brush now. George
out what the words are supposed to be.
turned and looked toward them.
• Students write the words correctly. “Go on, George. When we gonna do it?”
• Check answers as a class and then ask students why the “Gonna do it soon.”
words are written in this way. Students may need help “Me an’ you.”
with yella. Explain, if necessary, that if you say someone is “You…and me. Ever’body gonna be nice to you. Ain’t gonna
yellow, you mean he / she is cowardly. be no more trouble. Nobody gonna hurt nobody nor steal
ANSWERS from ‘em.”
1 you 2 yellow 3 him 4 him 5 let go 6 told Lennie said, “I thought you was mad at me, George.”
7 every 8 hand “No,” said George. “No, Lennie. I ain’t mad. I never been mad,
They are written this way to show how the characters an’ I ain’t now. That’s a thing I want ya to know.”
speak. This also reveals where they are from and that they The voices came closer now. George raised the gun and
are not very well-educated. listened to the voices.
78 Unit 8

Lennie begged, “Le’s do it now. Le’s get that place now.” E None of us.
“Sure, right now. I gotta. We gotta.” T But give it to me anyway. I’m starving.
And George raised the gun and steadied it, and he brought E We didn’t order starters.
the mussel of it close to the back of Lennie’s head. The hand Waitress Oh. What main courses did you order?
shook violently, but his face set and his hand steadied. He E Two pasta dishes …
pulled the trigger. The crash of the shot rolled up the hills T … and a steak. Will they be long?
and rolled down again. Lennie jarred, and then settled slowly Waitress I’ll just go and ask.
forward to the sand, and he lay without quivering. R I think I’m losing my appetite. Shall we just go out and find
a pub?
Exercise 6 E We’ve waited this long … I want some food!
• Students discuss the questions. Ask them to consider T If the soup’s anything to go by, the main courses won’t
what they would have done in George’s place. really be worth waiting for.
E But better than nothing …
Skills Round-up 7–8 page 75 Exercise 2 $ 2.15
• Students listen and do the exercise individually.

Read • Check answers.
Exercise 1 ANSWERS
• Students discuss the answer in pairs. 1 online 2 dirty 3 wait 4 hungry
ANSWERS
1 C 2 B 3 B 4 B
Write and speak
Exercise 1
Listen • Students read and make notes individually.
Exercise 1 $ 2.15
Exercise 2
• Students listen and answer the question. • Students write the letter individually.
ANSWER
Hotel and pub Exercise 3
TAPESCRIPT
Edgars There’s nobody at the desk. Exercise 4
Rita Is there a bell we can ring? • Students do the exercise in groups of four. Circulate
E I don’t think so. Excuse me! and monitor.
R Ping ping!
E Is there anybody there?
Tomas Somebody’s coming. I can here footsteps.
Receptionist Sorry about that. How can I help you?
E We have a reservation – three single rooms.
Rec OK. What are the names?
E My name is Edgars Ozols.
R I’m Rita Urbonienè. My brother’s name is Tomas Urbonas.
Rec I’m sorry. I don’t appear to have any rooms reserved
under any of those names.
T You did book, didn’t you?
E Yes. I booked over the internet. I’ve got a print-out here,
with the confirmation code and everything. I even paid
a deposit.
Rec Can I see that?
E Of course. Here.
Rec Hmm… Would you mind waiting here? I’ll just go and
ask.
T I hope they sort it out soon. I need some dinner – and soon!
R It’s probably just an administrative error. They’ll have
rooms for us – the hotel doesn’t seem very full.
E What are your rooms like?
T Not great. Yours?
E It doesn’t look as though my room has been cleaned … ever.
R Can I ask how you chose this hotel?
E I read a review online. It was OK. But mostly, they had a
special offer. The rooms were really cheap.
T Ah. At last! After twenty minutes!
Waitress Who ordered the soup for starter?
Unit 8 79

9 News and views
Exercise 2
This unit includes
Vocabulary: news and opinions • giving and
• Students read the text and complete the exercise.
withholding information • literal and figurative language • Check the answers.
Grammar: colloquial expressions • passive structures ANSWERS
• participle phrases 1 T 2 F 3 F 4 T 5 T 6 F
Speaking: talking about news • talking about the media
Teaching Tip: Jigsaw reading
Writing: an opinion essay: 1
In groups of three, have students each read one of the
three texts. Then have each student give their group a
summary of the story they read.

Exercise 3 $ 3.01
Warm-up • Play the CD while students read the text again and choose
• Look at the title of the article and ask students: What Check the answers.
do you think ‘Making the headlines’ refers to? [Make the
headlines means appear in the news.] ANSWERS
• Ask: What sort of language is usually used in headlines? 1 b 2 c 3 b 4 a 5 b 6 b
[Just a few words that make people understand the
Optional Activity: Compare and contrast
main idea of the article.]
Aim: To focus on similarities and differences between
topics discussed in a text.
Before Reading Preparation: Write the following on the board.
Exercise 1 Similarities
• Students answer the question in pairs before discussing Differences
the questions as a class. Ask students to think about the three news items. What
ANSWERS do the three stories have in common? How are they
Students’ own answers. different?
POSSIBLE ANSWERS
Exercise 2 Similarities: All three stories are about people or
• Students answer the question in pairs before discussing companies trying to get a story into the news to attract
the questions as a class. publicity. Both the Tour de France story and the Death
ANSWERS of Superman story were highly successful and garnered
Students’ own answers. a lot of positive publicity. Also, both were attempting to
sell copies of a publication. Both Snapple and the Tour
Background Notes de France created events for people to watch or attend.
The phrase ‘There’s no such thing as bad publicity’ is Differences: Unlike the other two, the Snapple publicity
attributed to P.T. Barnum (1810–1891), an entertainer and was largely a failure. Both Snapple and Superman
businessman. The meaning of the phrase is that for a created a lot of controversy, compared with the Tour
person who wants to be famous, having your name in the de France, which seemed to be generally very well
newspaper is more important than the reason that your received from the start.
name is there.
Understanding Ideas
Read • Students read the questions and think of possible answers.
• Students discuss their answers in groups.
Exercise 1
• Read through the Reading tip with students. Get the
students to read the introductory paragraph, the sub-
headings and any one-line endings (paragraphs of only
one sentence at the end of sections).
ANSWERS
The ‘Snapple on Ice’ promotion stunt
80 Unit 9

terrain is a noun which means a stretch of land, especially
Additional Activity: Publicity seekers
with regard to its physical features.
Aim: To extend exploration of the idea of seeking publicity.
unsettling is an adjective which means disturbing,
Preparation: Write the task above on the board. upsetting. Something that is settling has a calming effect.
Nowadays people often make their private life public by waxing lyrical is a verb which means speaking in an
discussing it in the media, writing blogs, and posting photos enthusiastic and eloquent manner. One can also wax poetic
on the Internet. What do you think motivates these people, and and nostalgic.
what positive and negative effects may their actions bring?
Put students into pairs. Ask them to read the task and Quick Test: Short definitions
brainstorm ideas – allow 2–3 minutes. Get feedback as Choose a good student. Explain that you are going to give
a class – ask students to make notes in three columns: short definitions for some words and the student has to
reasons, positive effects and negative effects. say the word. Ask another student to time you and say
Share responses with the whole class. stop after one minute. Read out these definitions.
beginning, starting point [inception]
Vocabulary regarded, judged [deemed]
• Students match the highlighted words in the text to the upset, annoyed [bummed out]
definitions. Check the answers. death, end of [demise]
gather or collect [garner]
ANSWERS
1 moving 2 stagnant 3 waxing lyrical 4 deemed an unpleasantly sticky substance [goo]
5 hoisting 6 inception 7 unsettling 8 goo wild and powerful, having the force of nature [elemental]
9 bummed out 10 odyssey 11 relentless speaking in an enthusiastic and eloquent manner [waxing
12 elemental 13 demise 14 garner 15 terrain lyrical]
• Give the students more information about the words from raising something, especially by using ropes or machinery
the text and ask them to make notes in the Vocabulary [hoisting]
Notebook section of their Workbooks. producing strong emotion, especially sadness or sympathy
bummed out is an adjective used in US English which [moving]
means upset, annoyed. A thing that makes one feel a long, eventful journey or experience, physical and/or
bummed out is a bummer. emotional [odyssey]
deemed is a verb which means regarded, judged. It’s intensely constant or persistent [relentless]
fairly formal. disturbing, upsetting [unsettling]
demise is a noun which means death, end of. It’s fairly formal. showing no sign of activity or advancement [stagnant]
elemental is an adjective which means wild and powerful, a stretch of land, especially with regard to its physical features
having the force of nature. It literally means of the elements. [terrain]
garner is a verb which means gather or collect. It’s
fairly formal.
goo is a colloquial noun which means an unpleasantly sticky Optional Activity: Headlines
substance. The adjective is gooey. Aim: To practise talking about news headlines and
hoisting is a verb which means raising something, especially publicity.
by using ropes or machinery. A hoist is a thing used to raise Preparation: Brainstorm people or companies that have
another thing. been in the news recently, either for good or bad reasons.
inception is a noun which means beginning, starting point. Ask students to discuss in pairs whether or not the
moving is an adjective which means producing strong expression ‘There’s no such thing as bad publicity’ holds
emotion, especially sadness or sympathy. The verb move can true in these cases. Would it have been better for a
have a similar meaning: I was moved by the film. negative story to remain secret, or will the exposure
ultimately help people? Based on the cases discussed, do
odyssey is a noun which means a long, eventful journey or
the students think the expression is generally true or not?
experience, physical and / or emotional. The word comes
from the story of the epic journey of the hero Odysseus.
More practice
relentless is an adjective which means intensely constant or Workbook page 68
persistent. When something relents, it stops or gives up.
stagnant is an adjective which means showing no sign of
activity or advancement. Very still, unclean water is often
described by this word.
Unit 9 81

Vocabulary page 78
ANSWERS
2 d 3 h 4 g 5 j 6 b 7 c 8 a 9 f 10 i
Target Vocabulary
Optional Activity: Figurative language
Making the headlines: bummed out deem demise
Aim: To practise figurative language
elemental inception hoist garner goo moving
Preparation: Give out paper and coloured pens
odyssey relentless stagnant terrain unsettling wax
Tell students they have to choose one of the figurative
lyrical
expressions in exercise 3 and draw a picture to illustrate it.
Giving and withholding information: blab blow the Give them a few minutes to complete their picture. Now,
whistle break (news) clam up hush up keep the lid on get them to hold up their picture for the other students to
leak let something slip stonewall guess the expression.
Literal and figurative language: came to me in a flash
cost an arm and a leg have quite a stormy relationship
having a few hiccups in floods of tears it dawned on me Quick Test: Alphabet quiz
made of money money talks scarred me for life took Write the following letters on the board:
my breath away BCDEGHIKLMORSTUW
Divide the class into two teams. Explain that you are going
Activate to define words from the vocabulary page and students
• Focus on the words in the box and review their meaning by have to guess the words. Read out the first definition to
asking a few questions, e.g. What word can we use to describe the first student in the first team. If they guess the word
something that makes us feel strong emotion? [moving] What correctly, read the next definition and continue until
do we call the very beginning of something? [inception] they get a word wrong. When they get a word wrong or
cannot guess a word, the turn passes to the next team.
Start reading the definitions from the beginning again
ANSWERS until they get a word wrong. The winner is the team that
1 wax lyrical 2 stagnant 3 unsettling 4 bummed out guesses all the words correctly.
5 deemed 6 demise 7 elemental 8 relentless Which B is a word for speaking uncontrollably? [blab]
9 hoisted 10 inception 11 odyssey 12 terrain Which C is a word for not saying anything at all? [clam up]
13 moving 14 goo 15 garnered
Which D means end or death? [demise]
Extend Which E refers to things that are natural, powerful forces of
nature? [elemental]
Exercise 1 Giving and withholding information Which G is an unpleasantly sticky substance? [goo]
• Focus on the words and ask students in pairs to match Which H means to keep something quiet or secret? [hush up]
complete the table. Which I means beginning or starting point? [inception]
• Check answers. Which K means to try to be sure something remains secret?
ANSWERS [keep the lid on]
1 blow the whistle 2 break (news) 3 leak Which L is an expression for saying something accidentally?
4 let something slip 5 clam up 6 hush up [let something slip]
7 keep the lid on 8 stonewall Which M means that rich people have more influence?
[money talks]
Exercise 2
Which O is a long eventful journey? [odyssey]
• Students complete the exercise individually.
Which R means intensely constant or persistent? [relentless]
Which S is used to describe something that has a profound
ANSWERS and terrible effect? [scarred me for life]
2 keep the lid on 3 stonewalled 4 breaks 5 let slip Which T means impressed me considerably? [took my
6 clam up 7 blabbing 8 blew the whistle 9 leak breath away]
Teaching Tip: Phrasal verbs Which U is a word to describe something that is disturbing or
upsetting? [unsettling]
Several of the vocabulary items are phrasal verbs. Note
that some are separable and some are not. Which W is speaking in an enthusiastic and eloquent
manner? [waxing lyrical]
Separable: hush up (They hushed the scandal up), let slip
(He let the secret slip), bum out (The meeting bummed
me out) Vocabulary Notebooks
Inseparable: clam up, keep the lid on Remind students to make notes on new vocabulary in the
Exercise 3
• Read through the Learn this! box with students. More practice
• Students complete the exercise individually or in pairs. Workbook page 70
82 Unit 9

Grammar page 79
C Wow. Very nice indeed! When did you get that?
S Bought it off my cousin at the weekend. It’s secondhand.
Not bad, is it?
Colloquial omissions C It’s great! Can I have a go?
S Of course. Want to try it out on Saturday?
Warm-up C Love to.
• Put students in pairs. Ask them to think about the word S Come round after lunch, if you like?
news, and brainstorm words which collocate with it, e.g. C I’ll do that. Looking forward to it. Got any other exciting news?
good news, bad news, breaking news. After 1–2 minutes S Nope. Just that! You?
make a list on the board. (Collocations include television C No. Not been a lot happening lately. Better be off. But see
news, happy news, sad news, local news, news media.) you on Saturday!
S Yep. See you then!
Explore
Exercise 3
Exercise 1 $ 3.02 • Students do the exercise in pairs. Assist as necessary.
• Students read and listen to the dialogue and do the
exercise in pairs. Check answers. Exercise 4
POSSIBLE ANSWERS • Ask a few pairs to share their answers with the class.
S Hey, Tessa. Are you on your way home? More practice
T No, I’m not. I’m just hanging around. Workbook page 71
S Do you fancy a coffee? … Grammar Builder page 111, exercise 1
T I can’t say that I have. Tell me your news! …
S It didn’t take very long! …
Exercise 1
T Is the baby a boy or girl?
1 ‘Yes, that would be great. When does it start?’
S The baby is a baby girl called Rose.
2 ‘Hallo Sarah. Would you like a coffee?’ ‘Thanks but I’ve
T Aww. That’s a cute name. So, are you going to be a
no time.’
good auntie, then?
3 ‘Good morning Amelia. Have you finished your
S Of course I am. I hope so, anyway.
history essay?’ ‘I nearly have. I’ve just got to write
T Will you be babysitting and everything?
the conclusion.’
S I’m not so sure about that! I’ll need a bit of practice!
4 ‘I’ve lost my pen. Can you lend me yours for a minute,
T Well, practice makes perfect. Do you want another
Petra.’ ‘I can’t. I’m using it.’
coffee?
5 ‘Come on! Let’s go. We don’t want to be late again! We
S No, thanks. I’d better make a move.
need to be there in five minutes.’ ‘OK, OK. Give me a
T OK. I’ll see you later. …
second, though. I’ve got to lock the door.’
S I will do that. I’ll see you later!
6 ‘The water’s boiling. Do you want a cup of tea / coffee?’
T Sure. It was nice talking to you. Goodbye!
‘Thanks. That would be great. I’m really thirsty.’
Exercise 2
• Refer students to the information in the Look out! box Skills page 80
and complete the exercise individually or in pairs.
Follow-up Giving and withholding information
Target Vocabulary
Exploit Giving information: become common knowledge
confide in (someone) deliver a speech (to / about) drop
Exercise 1 a bombshell issue a statement (to the press / court /
• Students do the exercise individually or in pairs. police etc.)
• Compare answers to the tapescript in exercise 2. Withholding information: brush off allegations
clam up keep a lid on (something) let (something) slip
Exercise 2 $ 3.03 not breathe a word to anybody (about)
• Students listen and complete the exercise individually.
ANSWERS Warm-up
• Put students into small groups. Write on the board: It is
TAPESCRIPT wrong to have secrets? Ask them to discuss this statement
Sam Hey, Colin! You well? in their groups. After one minute or so, elicit opinions from
Colin Fine, thanks. You? some students and encourage discussion within the whole
S Great, thanks. Got a minute? class.
C Sure. What’s up?
S Want to show you something. Vocabulary
C Oh yes? What do you want to show me?
S Got a new motorbike! Look! Like it? Exercise 1
• Focus on the photos. Students answer the questions in pairs.
Unit 9 83

POSSIBLE ANSWERS M I’m not at liberty to reveal that information at present.
Photo 1: Formal, probably a press conference; the man will Thank you.
want to withhold certain information. J Minister! Isn’t it the case that you are having to ditch the
Photo 2: Very informal; the two women are probably whole policy and start again?
sharing a lot of information. M Not at all. As I said, it is merely a matter of fine tuning, and
Photo 3: Extremely formal; the man will want to withhold we are confident we will have a workable policy in the very
certain information. near future.
J It has become common knowledge that there has been
Exercise 2 a lot of ministerial in-fighting over this issue, and the Prime
• Students complete the exercise individually or in pairs. Minister is struggling to maintain his authority–
• Check answers. M That is simply not the case.
J Is it not true that …
ANSWERS
M I have no further comment to make on the issue ahead
Giving information: become common knowledge, confide
of the Prime Minister’s speech, which he will be delivering to
in (sb), deliver a speech (to / about), drop a bombshell,
Parliament later today. Thank you.
issue a statement (to the press / court / police etc.)
J Minister! Minister! Isn’t the government just trying to keep
Withholding information: brush off allegations, clam up,
a lid on the fact that the whole policy has been a fiasco from
keep a lid on (sth), let (sth) slip, not breathe a word to
start to finish and that …
anybody (about)
M I have nothing further to add. Thank you, gentlemen. Now
Exercise 3 if you’ll excuse me ….
• Students complete the exercise individually or in pairs. J Minister! Minister!
2 Bella Hello, Joan. Bella here.
• Check answers. Joan Hi, Bella. How are you?
ANSWERS B I’m fine. Just been chatting to Sam. Have you heard the
1 keep a lid on 2 confided in 3 clammed up latest about the sports club?
4 dropped a bombshell 5 brushed off allegations J No, don’t think so. What’s been going on now?
6 didn’t breathe a word to anybody 7 delivered a B Well, Sam managed to drop a bombshell about plans
speech 8 issued a statement 9 become common to redevelop the golf course. It’s highly confidential at the
knowledge 10 let slip moment, so don’t breathe a word to anyone, will you?
J Of course not.
Listen B But word is that they’re going to sell off nearly half the land
to a big supermarket chain for an out-of-town hypermarket.
Exercise 1 $ 3.04 J Really? Is that even possible?
• Play the CD once for students to match the audio to B Yes, I know – it’s hard to believe, isn’t it? I guess there’s a lot
the photographs. of money involved. But what I don’t understand is how the
• Check the answers. county council are allowing it.
J Well, it can’t have gone that far yet, or we would have
ANSWERS
heard, Bella. It would be all over town. People would be up
1 left-hand photo 2 middle photo 3 right-hand photo
in arms. It must just be a rumour.
Exercise 2 B I guess so, but Sam seemed quite sure of his facts. He was
• Students do the exercise individually or in pairs. horrified about it.
J Perhaps he misunderstood.
• Check the answers. B Well, maybe. We’ll find out soon enough, I suppose.
ANSWERS Anyway, I’m telling you in the strictest confidence, Joan. But
1 T 2 T 3 T 4T 5 F 6 F if it’s true, we must be prepared to do something about it.
J Of course we must. You can count on me. And I won’t
Exercise 3 $ 3.04 breathe a word to anyone in the meantime.
• Students do the exercise individually or in pairs. Play the B I know you won’t, Joan! Speak later, bye.
audio again for them to check. J Yes, bye.
• Check the answers as a class. 3 Interviewer Ladies and gentlemen, will you please
welcome two-time Oscar winner, Alfred Bartoli! It is an
ANSWERS
honour to have you in the studio, Mr Bartoli.
1 at liberty 2 case 3 further 4 latest 5 highly
Alfred Please – call me Al.
6 strictest 7 has 8 hush-hush
I Thank you, Al. Now, word is that you have just wrapped up
TAPESCRIPT your latest movie Sundown in Hollywood. Is that correct?
1 Minister I’d like to issue a statement to the press to the A Yes, we shot the last scene on Friday, and the movie is
effect that our new policy has not yet been finalized, and now in the editing suite. It has gone well and we’re really
there is therefore absolutely no cause for alarm. We are excited about it.
taking full account of public opposition to the plan and are I And rumour has it that you are already in negotiations for
confident that we will satisfactorily resolve any outstanding your next film – and it will be your last?
issues. Thank you. A Oh, really? Is that the current rumour?
Journalist Minister! Can you tell us when the policy will be I But didn’t you let slip to a journalist at a party that you
finalized? were tired of the whole business and you wanted out?
84 Unit 9

A Now let me get a couple of things straight. First of all, ANSWERS
I was not issuing a formal statement to a member of the 1 was being bombed 2 was considered 3 were
press. I thought I was having a quiet conversation at a private recorded 4 issued 5 were described 6 had (ever) been
function. And secondly, he caught me on a bad day. That’s all. made 7 was hailed 8 had been copied 9 were (in fact)
I So, there is no truth in the allegations that you want to performed 10 are being uncovered 11 will be shown
leave the movies? 12 was informed 13 had been passed off 14 be reduced
A When I want to retire, I will announce it in the proper
manner. Until then, it’s business as usual. Which remarkably Teaching tip: Avoiding non-specific subjects
happens to be the name of my next film! For stylistic reasons, in formal writing we prefer to use a
I Really? passive structure rather than non-specific subjects such as
A Kidding. people, someone, we, you, they. For example, Someone saw
I Oh. him steal the wallet becomes He was seen stealing the wallet.
A No, the new project is all very hush-hush at the moment.
The producers want to keep the whole thing under wraps Exercise 2
until the cast has been finalized …
• Before reading the Learn this! box, ask students when we
I So, you don’t know your leading lady yet?
use the passive [when the agent is unknown, unimportant
A Well, I have a good idea … but I’m not at liberty to say at
or obvious]. Ask what kind of text often contains passives
the moment, sorry.
[formal texts, academic texts, newspaper reports].
I Is there nothing you can tell us then about this latest
venture of yours? Nothing that you can share with our lovely • Do the first sentence together. The first underlined clause
audience tonight? doesn’t need to change because Joyce and her husband are
A I will confide in you all one thing – this next movie is a the focus. The second part would be better in the passive.
bit of a departure for me. A bit of a risk. But I’ve been in the • Students continue alone or in pairs.
game so long that it’s high time I tried something new again. • During feedback draw attention to the point made in the
So – you heard it here first, folks! And I am telling you all in language note about avoiding non-specific subjects in
the strictest confidence … Now, no more questions on the formal writing.
subject or I’ll clam up til the end of the interview! ANSWERS
I OK. OK. Thank you, Al. Moving on to Sundown, is it true after Joyce had been diagnosed with cancer (it does
that … not make sense to make London the subject; the focus
is Joyce and her husband.); had ever been composed;
Speak Joyce’s efforts to produce outstanding recordings were
being hampered by her disease (the focus is on Joyce);
Exercises 1–3 The first electronic alterations were made by William
• Students choose a situation in pairs. (the focus should be on the alterations); his dishonest
• Students prepare in their pairs. Circulate and monitor. actions were triggered by a desire to protect his wife’s
• Students do the roleplay. reputation (the flow is better if ‘his actions’ continue to be
the focus); He simply wanted her to be given (the subject
More practice is unnecessary and adds no information. The focus of
the sentence is firstly Joyce, and secondly, her husband.);
which she had been denied by her disease (it is better
Grammar page 81 to keep Joyce, not the disease, as the subject); Although
Joyce’s recordings were never taken seriously again (the
Passives and participle phrases subject is unnecessary and adds no information.); Her
courage and her husband’s love should be admired (the
subject is unnecessary and adds no information.)
Warm-up
• Tell students you are going to dictate three questions: Have Exercise 3
you ever exaggerated a story a little bit for a better effect? Have • Find out whether students have modified their opinion as a
you ever been untruthful about yourself or some aspect of your result of learning more about Joyce Hatto and her husband.
life? Can you imagine when this might happen? Put students
in pairs and ask them to talk about these questions. After Follow-up
two minutes, conduct class feedback. Grammar Reference page 110
Explore Exploit
• Refer students to the Learn this! box and ask them to
Exercise 1 complete the exercise alone or in pairs.
• Students will be very familiar now with forming passives. SAMPLE ANSWER
The challenge will be in choosing the correct verb and
Watched by millions in the USA, the cookery show Dinner:
putting it into the correct tense.
Impossible was presented by British chef Robert Irvine.
• A few of the verbs (e.g. hail, pass off) in the box may be Knighted by the Queen, he claimed to have been given
unfamiliar to students. Suggest they complete some gaps a castle in Scotland by her. Investigated by officials when
first and then deduce the meaning of the remaining verbs a business venture failed and exposed as a fraud, Irvine
from the context, referring to a dictionary for a final check. has finally admitted the truth. Now, angry creditors are
Unit 9 85

pursuing Irvine, and his fictitious biography has been despised. Ask students who are in favour of censorship to
removed from the TV channel’s website. think of examples where information should be censored.
More practice ANSWERS
Workbook page 72 The quotation is against censorship. Its message is that
Grammar Builder page 111, exercises 2–3 everybody, even people whose actions or beliefs are
hateful, should be allowed to voice their opinions.
2 were released 3 was found 4 have been classified
• Students read the essay and discuss the question with
5 was identified 6 has been done / is being done
a partner.
7 are eaten 8 will be saved 9 being planned
10 being encouraged 11 is hoped ANSWER
Exercise 3 The writer’s basic answer is that in a democratic society
2 It is widely accepted that human actions are responsible freedom of speech should be maintained wherever
for global warming. possible. However, there are situations where it must be
3 Monsoons are usually regarded as a tropical phenomenon. sacrificed. For example, we should not be free to make
4 It is often said that wind power is the best solution to public statements which are damaging to a person’s
the global energy crisis. reputation, or to give information which may endanger
5 Oil is generally considered to be running out. public security.
6 Public transport is usually seen as too unreliable.
7 Air travel is widely acknowledged to cause a great deal Exercise 3
of pollution. • Students read the Writing tip and do the exercise
8 It is frequently reported that flooding has worsened in individually.
recent years. ANSWERS
9 It is argued that the danger from tsunamis can be … the fact that newspapers and TV news stations report
alleviated by an early warning system. stories … is seen as one of the signs …
10 It is frequently suggested that car manufacturers should Freedom of speech is usually regarded as one of the
take measures to reduce fuel consumption. cornerstones …
it is widely accepted that …
Writing page 82–83 POSSIBLE ANSWERS
It is widely known that the first amendment to the
An opinion essay: 1 American Constitution …
It is generally considered desirable that ordinary citizens
Target Language in a democracy …
Describing the current situation: Over the past few It is generally accepted that total freedom of speech
decades, the Internet … We have now reached a point is impossible ...
where … Newspapers are full of stories about … In
Exercise 4
some countries … while in others …
Students can do the exercise individually or in pairs.
Restating the question: The key question is … What
it comes down to is … What needs to be decided is … ANSWERS
Many people are starting to wonder whether … 1 c 2 e 3 a 4 f 5 b 6 d
Exercise 5
Warm-up • Students complete the exercise individually or in pairs.
• Elicit the meaning of the word censorship. Put students • Elicit or explain the meaning of jeopardize (put in danger)
into small groups to discuss where and when censorship and stir up (make people feel a strong emotion) and
happens, who benefits from censorship and whether it is practise the pronunciation of jeopardize /ˈdʒepədaɪz/.
acceptable or not. After 2–3 minutes, conduct feedback. ANSWERS
1 national security 2 personal opinions 3 free speech
Background
4 catastrophic results 5 state censorship 6 false
Noam Chomsky born in 1928 in Pennsylvania, USA, accusations
and is best known for his academic work in the field of
linguistics. He is also a philosopher, cognitive scientist, Exercise 6
political activist and lecturer at MIT (Massachusetts • Divide the class into pairs or small groups to discuss
Institute of Technology). the question.
Teaching Tip: Using the passive

Read
The choice between the active and passive voice is often
Exercise 1 made for stylistic reasons, because we want a certain
• Divide the class into pairs to discuss the quotation and word to be the subject of the sentence in order to fit with
have a class feedback. Ask if they can think of examples of the topic and flow of the text. Compare:
people who have been refused a voice because they are
86 Unit 9

Hateful people who tell lies shouldn’t be given a voice. (The Exercise 4
focus is on hateful people.) • Monitor as the pairs share their ideas. Ask one or two
We shouldn’t give a voice to hateful people who tell lies. groups to read out their final version.
(The focus is on us and our ability to withhold freedom Exercise 5
of speech.)
• Individually, students write the main body of their essay.
• Allow approximately fifteen minutes for this stage.
Prepare
Exercise 6
Exercise 1 • Students check their work using the checklist and write a
• Give students two or three minutes to discuss the final draft if necessary.
proposition. Afterwards collect ideas of the pros and cons
SAMPLE ANSWER
of tighter censorship onto the board for students to refer
Over the past few decades, the Internet has become a
to later in the lesson.
place where seemingly anyone can publish their ideas
ANSWERS and make their voice heard. We have now reached a point
Arguments for: There is a huge amount of offensive material, where even people with messages of hate can garner a
e.g. pornography or extreme racism. It is very easy for wide audience. The key question is whether or not anyone
children or other vulnerable groups to access it. Offensive should be able to make their voice heard on the internet.
material is regulated in other media so why not on the net? Total freedom of speech is risky. If people are allowed to
Arguments against: People have a right to make their say anything in a public forum, we open up the possibility
own decisions about what they want to look at. It’s not of lies being spread and of the public possibly taking
practical, governments can censor local material but they large-scale action based on false, hate-filled statements.
can’t censor material from other countries. If groups are However, freedom of speech is regarded as a cornerstone
banned, they go underground and become martyrs. of democracy. If the government or the police are given
the authority to control what people read, then the
Exercise 2 situation can arise where people don’t actually have
• Ask students to read the articles and then talk to a partner access to the truth.
about whether it changes their opinion, confirms it or To a certain extent, the public needs to be relied upon
doesn’t affect it at all. to read various viewpoints and to educate themselves
• Ask students what they understand by cyber-bullying and engage in the debate. For every voice of hate, there
[when an individual is repeatedly picked on through needs to be a reasonable response and a call for calm and
emails, texts or website postings], crackdown [severe rational behaviour.
action taken to prevent a crime], glorify [make something To sum up, freedom of speech is very important and in
seem better than it is]. most cases should be defended. However, when free
speech creates clear danger and risks harming people,
Exercise 3 those voices should be silenced.
• Students discuss the questions in pairs. MARKING SCHEME
Teaching Tip: Making notes • The essay follows the plan. [2 marks]
Remind students that they should always make notes before • The essay has the correct number of words. [2 marks]
writing an essay. Give them time to do this before they start • The essay uses passive phrases for distancing opinions.
writing and encourage them to hand in their plan. [3 marks]
• The report uses accurate grammar and vocabulary.
[3 marks]
Write
Optional Activity: Letter to the editor
Exercise 1
Aim: To practise writing an opinion essay
• Students can plan their essay with a partner. Remind
them that an opinion essay shouldn’t be as balanced as Ask students to find an article in English about an issue
a discussion essay in terms of giving equal weight to the they are interested in. Tell them to read the article and
opposing point of view. write a letter to the editor in response to the article. The
students then may read each other’s letters and discuss
Exercise 2 what the article was about. They can suggest corrections
• Focus on the Writing tip and the introduction to the and improvements.
model essay. Elicit the answers to the questions.
More practice
ANSWERS
Workbook page 73
The 1st and 2nd sentences describe the current situation.
The 3rd and 4th sentences rephrase the question. Follow-up
Self Check, Workbook pages 74–75
Exercise 3 Test Unit 9, Teacher’s Book pages 144–145
• Students write their introduction using the language
provided. Allow three or four minutes for this.
Unit 9 87

10 Endings Read
This unit includes
Vocabulary: synonyms and autonyms • adverbs of Background Notes
degree • synonyms for end
Astrophysics, a branch of astronomy, is the study of the
Grammar: whatever, whoever, wherever, etc. • complex physical nature of planets, stars and other things found
sentences • prepositions in relative clauses • impersonal in space.
structures for introducing opinions
Thermonuclear is an adjective used to describe nuclear
Speaking: talking about the future of the Solar System • reactions (changes in chemical structure) that occur only
roleplay at very high temperatures.
Writing: an opinion essay: 2 Hydrogen, a colourless, odourless gas, is the most
Workbook pages 76–83 abundant chemical in the universe.
Helium, another colourless, odourless gas, is the second-
most abundant chemical in the universe.
Reading pages 84–85 Nuclear fusion is the process by which simpler, lighter
elements join together to make more complex, heavier
Warm-up elements.
• On the board, write the Sun. Ask students to brainstorm For further reading on the solar system, see http://
in small groups any facts, ideas, feelings, or thoughts that www.howstuffworks.com/46010-solar-system-explained.
come to mind in connection with the Sun. htm. For further reading on the Sun, see http://science.
• Share some answers in class. howstuffworks.com/sun.htm
Before Reading Exercise 1

Exercise 1 • Read through the Reading tip with students. Get the
students to read the title and the first and last sentences
• Students answer the questions in pairs before discussing of each paragraph, and then look at the pictures
the questions as a class.
and diagrams.
ANSWERS • Students answer the questions individually or in pairs.
Mercury (rocky – smallest planet), Venus (rocky), Earth
ANSWERS
(rocky), Mars (rocky), Jupiter (gas giant – largest planet),
Saturn (gas giant), Uranus (gas giant), Neptune (gas giant), 1 T (final sentence of first paragraph)
Pluto (rocky) – but see Background Notes below 2 T (diagram at right centre of article)
3 F (first sentence of third paragraph)
Background Notes 4 T (diagram at lower right of article)
Pluto used to be considered the smallest (rocky) planet, 5 F (diagram at lower right of article, first sentence of fifth
but in 2006, the official definition of a planet was paragraph)
changed, and Pluto no longer qualified. It is now officially Exercise 2 $ 3.05
considered a ‘minor planet’.
Play the CD while students read the text again and choose
Eris (UB313), a dwarf planet, was discovered in 2005. the best answers, finding the relevant lines in the text.
Since that time, there has been some debate as to
Check the answers.
whether it is larger than or about the same size as Pluto.
ANSWERS
Exercise 2 1 b 2 a 3 b 4 a 5 c 6 d
• Ask the entire class to call out answers to the questions.
ANSWERS
The Sun is 149,600,000 km form the Earth. It takes light
eight minutes to travel from the Sun to the Earth.
Exercise 3
• Ask the entire class to call out possible answers to
the question.
ANSWER
Scientists believe that the solar system is about four
billion years old.
88 Unit 10

finite is an adjective which means having a limited or fixed
size. The opposite is infinite.
Aim: To practise summarising a text.
furnace is a noun which means a place where there are
Preparation: Write the following questions on the board.
extremely high temperatures. Typically an actual furnace is
How do scientists believe the Sun will die: in a cataclysmic
used to heat a building or to melt material in industry.
event, or though decay? [Through slow decay]
generates is a verb which means produces or creates. The
What is the Sun’s most basic fuel? [Hydrogen]
noun for the process of production or creation is generation.
How much larger than its current size do scientists believe the
hostile is an adjective which means making it difficult for
Sun will become? [100 times]
something to thrive or survive. The opposite is friendly.
How long will that process take? [Hundreds of millions
hurl is a verb which means throwing violently.
of years]
orbit is a noun which means a curved path followed by a
At its largest, what sort of star will the sun be? [A red giant] As
planet, moon, satellite, etc., around another planet, star, etc.
the large star runs out of fuel, what will it become? [A white
It is also a verb.
dwarf ]
overwhelm is a verb which means to be so powerful that it
What will the final state of the solar system be? [A cloud of
is impossible to resist. The adjective is overwhelmed.
gas]
stable is an adjective which means not likely to change. The
Books closed. Students answer the questions in pairs and
opposite is unstable.
then check their answers with the reading text. Student
A closes their book and Student B uses the questions as Quick Test: Two-minute test
prompts to tell Student A about the death of the solar
system. Then they swap roles.
of some of the words from the reading text. They have
Understanding Ideas to write down the words very quickly. Dictate the first
• Students read the questions and think of possible answers. definition, and wait only five seconds before reading out
the next. Continue with the rest of the definitions. When
• Students discuss their answers in groups. you finish, get students to compare their answers with a
• Bring the class together to compare answers. partner. Then check the answers together as a class.
starts to go faster [accelerates]
Vocabulary very violent and unpleasant [brutal]
Exercise 1 made up of; consisting of [composed of ]
• Students match the highlighted words in the text to the pressed or squeezed into a smaller space [compressed]
definitions. Check the answers. the process of gradually being destroyed by natural
ANSWERS causes [decay]
1 dense 2 brutal 3 hurling 4 orbit 5 hostile thick [dense]
6 compressed 7 finite 8 decay 9 composed what will happen or has happened to a person or thing [fate]
10 furnace 11 accelerates 12 fate 13 stable having a limited or fixed size [finite]
14 overwhelm 15 generates a place where there are extremely high temperatures [furnace]
• Give the students more information about the words from produces or creates [generates]
making it difficult for something to thrive or survive [hostile]
throw violently [hurl]
accelerates is a verb which means starts to go faster. The
noun is acceleration. a curved path followed by a planet, moon, satellite, etc,
around another planet, star, etc [orbit]
brutal is an adjective which means very violent and
unpleasant. It is connected with the word brute, which to be so powerful that it is impossible to resist [overwhelm]
means a person or animal who is savagely violent. not likely to change [stable]
composed of is a verb which means made up of; consisting
of. The noun for describing what something is composed of
Optional Activity: Life-cycles
is composition.
Aim: To practise talking about life-cycles
compressed is a verb which means pressed or squeezed
into a smaller space. The adjective compressed is used to Preparation: Brainstorm ideas for things that have a life-
describe things that have been pressed or squeezed into a cycle e.g. an electronic product, a plant, a person.
smaller space. Ask students to choose one thing and discuss in pairs the
decay is a noun which means the process of gradually being thing’s life-cycle. Students then share their answers with
destroyed by natural causes. It is also a verb. the whole class.
dense is an adjective which means thick. The noun is density.
More practice
fate is a noun which means what will happen or has Workbook page 76
happened to a person or thing. It usually refers to forces that
are beyond an individual’s control.
Unit 10 89

Vocabulary page 86
Target Vocabulary ANSWERS
The death of the solar system: accelerate brutal 2 e 3 a 4 f 5 b 6 c
compose compress decay dense fate finite furnace
generate hostile hurl orbit overwhelm stable Exercise 4
Synonyms and antonyms: as miserable as sin as tough ANSWERS
as old boots biased comic ill-fated immense minute 2 hotly denied 3 strongly disapprove 4 deeply
objective opportune over the moon priceless vital offended 5 seriously damage 6 entirely agreed
vulnerable worthless solemn trivial
Adverbs of degree: deeply (offend) entirely (agree) Quick Test: Antonyms
hotly (deny) seriously (damage) strongly (disapprove) Tell students you are going to read out some sentences
thoroughly (enjoy) and they have to write down an antonym of one of the
words to complete the sentence.
My car isn’t valuable. In fact, it’s so old and broken down that
Activate it’s basically _____ . [worthless]
• Focus on the words in the box and review their meaning by My new chair isn’t strong at all. In fact, it’s really _____ . [flimsy]
asking a few questions, e.g. What word can we use to describe
something that makes survival difficult? [hostile] What do we I expected their house to be enormous, but actually it was
call the path that planets take around the sun? [orbit] _____ . [tiny / minute]
• Students complete the sentences. Check the answers. Even though the team lost the match, the players weren’t
dejected. In fact, most of them felt _____ simply because
ANSWERS they’d played in the final. [elated]
1 accelerate 2 furnace 3 compressed 4 fate The witness thought that he had a very important piece of
5 finite 6 stable 7 dense 8 brutal 9 overwhelmed information for the police, but actually it turned out to be
10 orbit 11 hostile 12 decay 13 composed 14 hurl _____ . [immaterial / trivial]
15 generate
In a court of law, the jury should be impartial, not _____ .
[prejudiced / biased]
Extend
Exercise 1 Synonyms and antonyms Optional Activity: The fate of humanity
• Explain or elicit the meaning of synonyms [words with similar Aim: To practise talking about some of the ideas in the
meaning] and antonyms [words with opposite meaning].
main reading text.
• Focus on the words and ask students to complete the Preparation: Write this question on the board?
table individually. What will be the fate of humanity?
• Check answers. Say: Scientists predict that after hundreds of millions of years,
ANSWERS the sun will become a red giant and make Earth a completely
2 minute 3 objective 4 biased 5 comic 6 solemn hostile place to live before consuming our planet. What do
7 over the moon 8 as miserable as sin 9 vital you think will become of humanity?
10 trivial 11 opportune 12 ill-fated 13 as tough as
old boots 14 vulnerable 15 priceless 16 worthless
Exercise 2 Remind students to make notes on new vocabulary in the
• Students do the exercise individually. Vocabulary Notebook section of their Workbooks.
More practice
ANSWERS Workbook page 78
1 priceless 2 tiny 3 dejected 4 opportune
5 solemn 6 impartial
Grammar page 87
Teaching tip: collocations
Elicit from students the meaning of the word collocation whatever, whoever, wherever, etc.
[a combination of words that is very common]. Remind
students that they can find words that collocate with Warm-up
other words in the examples in their dictionaries.
• Ask students to look at the picture and discuss what they
think it illustrates and how all of us may be affected. Put
Exercise 3 Adverbs of degree them in pairs to discuss. Conduct class feedback.
• Point out that in this exercise, there is one obvious
collocation that any native English-speaker would
choose for each answer.
90 Unit 10

Explore Quick Test: Dictation
Exercise 1 Divide the class into groups of five or more students.
• Students read the text then in pairs discuss their answers Explain that you are going to dictate six sentences.
to the question. Students write them down and in their groups decide if
they are correct or not. Dictate the sentences only once.
• Ask some students to share their answers with the
The first group to shout ‘ready’ should explain to the rest
whole class.
of the class which sentences are incorrect and why.
Teaching tip: Whatever meaning ‘at all’ 1 Wherever you go on holiday, I hope you have a great time.
Sentence 5 of exercise 2 is an illustration of a different [correct]
use of whatever. After any or no, whatever can be used to 2 Whenever wrote this note had terrible handwriting.
mean ‘at all’, for example He’s got no idea whatever about [Whoever – they’re talking about a person]
what he wants to study at university. Whatever can also be 3 Whenever you have time, give me a call. [correct]
replaced by whatsoever in this structure. 4 Whichever much work you do, there’s always more to be
done! [However – collocates with much]
Exercise 2 5 Whenever airline you choose, the ticket will still be
• Focus on the information in the Learn this! box and ask expensive. [Whichever – talking about a choice]
students to complete the exercise individually. 6 I’ll meet you wherever you want to meet. [correct]
ANSWERS
1 Whichever way you look at it, global warming is a very
real threat. (However is also possible.) Skills page 88
2 However much scientists try to warn us of the dangers,
we don’t do much about it. Farewell
3 Everybody should do their bit and make an effort,
however small. Target Vocabulary
4 We should try to rely less on our cars, to use public Adjectives to describe places: cease close complete
transport whenever we can. conclude culminate finalize terminate wind up
5 Many people think that, realistically, there is no chance wrap up
whatever of reversing climate change.
6 Whatever the chances of success, we need to make an
effort before it’s too late. Warm-up
• Put students in pairs or small groups. Ask them how many
Follow-up ways they know to say goodbye in English. Give them one
minute to brainstorm. (Answers could include: Goodbye,
Exercise 3 bye, bye bye, see you soon, see you later, see ya, ciao, cheers,
cheerio, have a nice day, take care, nice to meet you, hope to
• Students complete the exercises individually.
see you again some time, must be off, I’m off now.) Then give
• Check the answers. them categories: a close friend, your friend’s parents, your
ANSWERS employer, a new acquaintance. Ask them to discuss which
1 Whatever the price of petrol, people will still use their goodbyes they would use in each case and why.
cars and cause pollution.
2 Wherever you live, you’ll still be affected by climate Vocabulary
change.
3 However we solve these problems, we must find a Teaching tip: Farewell
solution. As an exclamation the word farewell is very old-fashioned
4 Whoever you are, you still have to live with a change in and formal. However, as a countable noun, e.g. We said our
our climate. farewells and left it is still in relatively common use.
Exercise 4
Exercise 1
• Students do the exercise in pairs or small groups.
• Ask students to discuss the photos in pairs. Encourage
• Students present their ideas to the class. them to use language of speculation (I imagine, I’d say,
More practice I guess) and also to recycle some of the language for
Workbook page 79 making deductions from unit 9 (Judging by the fact that
Grammar Builder page 113, exercise 1 they’re smiling, It’s clear from her expression, etc.).
ANSWERS GRAMMAR BUILDER 10 (PAGE 113) Exercise 2
Exercise 1
1 whoever 2 whatever 3 whichever 4 however
5 whenever 6 wherever 7 Whatever 8 wherever • Check answers.
Unit 10 91

ANSWERS Interviewee Thank you. It was a pleasure to meet you.
1 close 2 concluded 3 ceases 4 completed Interviewer And you. Goodbye.
5 finalized 6 culminated 7 wrapped up 8 wind up Interviewee Goodbye.
9 terminates Extract 3
Interviewer So the research was carried at the hospital?
Exercise 3 Scientist That’s right. We have a big team of researchers
• Ask students to read the Thesaurus entry silently to working there.
themselves. Do the first sentence together to ensure they Interviewer And this research culminated in the discovery of
understand that they should find verbs which do not fit the gene responsible for a rare form of bone cancer.
the sentence. Scientist That’s right. Hopefully it will lead to a cure for this
• In feedback ask students to justify their answers. disease.
Interviewer Indeed. Thank you, Professor Jones, for coming in
ANSWERS
and talking to us about your work.
2 conclude (because it’s not talking about how it
Scientist Thank you.
finished), stop (because it’s not going to start again)
Extract 4
3 stop (see explanation for sentence 2)
The train about to depart from platform 4 is the 18.05 service
4 end, conclude, finish (there is no sense of something
to Edinburgh. Owing to engineering works at Berwick,
ending because it has been completed)
this service will terminate at Newcastle. There will be a bus
5 stopped (because there is a sense of completion)
service from Newcastle to Dunbar. Network Rail would
like to apologize for any inconvenience that this causes to
Listen passengers. That’s platform 4 for the 18.05 service Edinburgh.
Exercise 1 $ 3.06 Extract 5
The score was nil–nil at the break after a disappointing first
• Play the CD once for students to do the exercise.
half in which both teams squandered opportunities to score.
• Check answers. United took the lead early in the second half but City were
ANSWER level within minutes when Andy Hodgson scored from the
1 h 2 a 3 b 4 e 5 f 6 i 7 g 8 c penalty spot. United dominated in the final quarter but Ryan
Jones wrapped it up for City with a goal in extra time.
Exercise 2 $ 3.06 Extract 6
• Students complete the exercise individually. Businessman So, I think we’re all agreed, then.
• Listen to check the answers. Businesswoman Yes, it only remains for us to finalize the
precise terms of the agreement. And I think we can leave
ANSWERS
that to another day.
1 cease 2 completed 3 culminated 4 terminate
Businessman Indeed. It’s been a pleasure to do business with
5 wrapped up 6 finalize 7 wind up 8 close
you, Connie.
TAPESCRIPT Businesswoman Yes, and with you. Now perhaps you and your
Extract 1 colleagues would like to join us for lunch?
English, then, is now the global lingua franca. It is the Businessman We’d be delighted.
language of international business, science, technology, Extract 7
aviation and diplomacy. While the benefits of having a single Boy You’re not leaving already are you, Jane?
language in which the majority of the world’s population Girl Yes, I really must be going.
can communicate, the dominance of English may not be Boy But it’s only 10 o’clock. The party doesn’t wind up ‘til
such good news for a large number of minority languages. eleven.
As we have seen, it is likely that many of these languages will Girl I know, but I’ve got to get up at the crack of dawn
cease to exist over the next century or so. tomorrow.
Please join us again next week in Language Matters, when Boy Why? What are you doing?
we will be looking at the different varieties of English spoken Girl We’re driving up to Scotland to see my grandparents.
around the world and asking if it any longer makes sense to My dad says we’ve got to make a really early start to beat the
talk of ‘standard English’. ‘Til then, goodbye. holiday traffic.
Extract 2 Boy Can’t you just stay a bit longer?
Interviewer Finally, I’d like to just talk about your Girl No, I’d better not.
qualifications. You have four A-levels and you’ve just Boy Shall I order you a taxi?
completed a degree in mechanical engineering, is that right? Girl No, it’s OK, thanks. My dad’ll come and pick me up. I’ll
Interviewee Yes. I took my final exams in the summer, and the give him a ring now.
results are due out in a week or so. I’ll send you a copy of the Boy Oh, well, have a good time in Scotland.
results as soon as I get them. Girl Thanks, Daniel. I will. You have a good weekend too.
Interviewer That would be great. Now, do you have any Boy Bye now. Take care.
questions? Girl Bye. See you soon.
Interviewee Um, no, I don’t think so. You’ve addressed all my Extract 8
queries. Let’s hear a big round of applause for Annette Curtain!
Interviewer Well, thank you very much for coming in. We’ll That’s the last of our acts for tonight’s show. If you’d like
be in touch shortly to let you know if we’d like you to come to see Annette in next week’s final, ring 0408 9988 05.
back for a second interview. The phone lines are now open and they close at nine
92 Unit 10

o’clock. Here’s a quick reminder of the numbers for all the in pairs. Explain that some of the changes do not involve
contestants. For Hazel ring 0408 9988 01, for Doug add 02, prepositions.
for Sue it’s 03, for Tom 04 and for Annette 05. Be sure to join ANSWERS
us again at 10.30 when we’ll reveal which acts you have 1 Among the ‘near misses’ is the story of Larry Walters,
chosen to go through to the grand final! with whose exploits most fans of the awards are
familiar.
Speak 2 In 1982, he attempted a daring flight using only an
ordinary garden chair to which he’d attached 45
Exercise 1
helium balloons.
• Students work in pairs. Circulate, monitor and assist 3 The plan, which had been worked out carefully,
as necessary. was to float up to a height of about ten metres
Exercise 2 from where he’d be able to enjoy a fine view of the
surrounding terrain.
• Ask as many of the pairs as possible to act out their 4 Unfortunately he rocketed into the air, climbing more
dialogues.
than 5,000 metres, at which altitude he remained for
More practice more than fourteen hours.
Everyday English 10, Teacher’s Book pages 126–127 5 Air traffic control received bewildered messages from
passenger planes whose pilots had seen Larry.
6 It was a terrifying flight over which Larry had no control.
Grammar page 89 7 Luckily, Larry had brought his pistol, with which he
burst some balloons.
Complex sentences 8 He gradually descended to the ground, at which point
he was arrested by the police.
Warm-up
• Ask students: Can you think of any stories you’ve heard of Exercise 2
people doing really stupid things and hurting themselves? • Circulate and monitor as pairs complete the exercise.
ANSWERS
Explore 1 Among the ‘near misses’ is the story of Larry Walters,
whose exploits most fans of the awards are familiar with.
Exercise 1 2 In 1982, he attempted a daring flight using only an
• Students read the text and come up with their own ordinary garden chair, which he’d attached 45 helium
explanation. Ask a few students to share their answers. balloons to.
EXAMPLE ANSWER 6 It was a terrifying flight which Larry had no control over.
The awards are given to people who endanger their own 7 Luckily, Larry had brought his pistol, which he burst
lives by behaving stupidly. some balloons with.
• Students complete the task individually. • Explain that students are going to look at the story of
• Check answers. Reinforce the idea to students that using another winner. Do the first sentence together to show they
complex sentences with prepositions in the beginning need to use the information to make complex sentences.
position will help them achieve a style appropriate for • They complete the exercise alone or with a partner.
writing academic essays and other formal texts. ANSWER
ANSWERS One evening, Fabio was chatting to some friends with
1 Impossible: set up is a phrasal verb whom he was having a quiet drink. Fabio was a 28-year-old
2 who/that the awards are bestowed upon Italian truck driver whose hobby was spy gadgets, some of
3 which any … could be proud of which he had with him. He took a gadget of which he had
4 who it is awarded to recently become the proud owner out of his pocket to show
5 Impossible: by the public is a prepositional phrase some friends. It looked like an ordinary pen, but was in fact
6 which there is … evidence for a pistol from which a single .22 calibre bullet could be fired.
7 Impossible: turn out is a phrasal verb Keen to demonstrate the gadget to his friends, Fabio held it
8 Impossible: bring about is a phrasal verb to his head, at which point the gun fired and Fabio died.
9 of which they were
Exercise 4
Follow-up • Divide the class into A / B pairs. Ask students A to close
Grammar Reference page 112 their books and retell the story of Larry Walters. Students
B keep their books open and give prompts if necessary.
Exploit They then reverse the procedure.
• Do the first group of sentences as an example, and then Workbook page 80
ask students to work individually before comparing Grammar Builder page 113, exercises 2–4
Unit 10 93
10 AH6 TB U10.indd 93 07/03/2014 12:06

ANSWERS GRAMMAR BUILDER 10 (PAGE 113) Exercise 2
Exercise 2 • Students read and discuss the proposition. It may be
2 The medicine that / which got rid of my cough tasted necessary to explain obsolete (no longer used because
of liquorice. 3 The Golden Gate Bridge, which we something else has been invented).
crossed yesterday, is an impressive sight. 4 He’s the pilot
• Write a list of pros and cons on the board.
whose plane crashed yesterday. 5 The lift, which/that
broke down yesterday, is being repaired. 6 The woman POSSIBLE ANSWERS
I asked for information was very helpful. 7 Britney For: EBooks are much lighter than books, they are self-
Spears, who sang Baby one more time, is hoping to make a illuminating so you don’t need a light source, they are
comeback. 8 The hotel we had booked was full. more environmentally friendly, you can make notes which
Exercise 3 can be erased
2 Wherever 3 Whatever 4 Whichever 5 whenever Against: Traditional books are much easier to obtain,
6 However they are cheap, they don’t cause eye strain, you can see
Exercise 4 pictures and diagrams more clearly, some people, e.g.
2 My grandfather, for whom I have the utmost respect, children and older people need to see large writing,
died fighting for his country. 3 NOT POSSIBLE you don’t have to worry about batteries running out or
4 My mother’s glasses, without which she cannot see, computers freezing, eBooks could break if you drop them.
look quite stylish. 5 William’s best friend, in whom he
has always confided, has just moved abroad. Exercise 3
6 NOT POSSIBLE 7 The wall on top of which Ryan was • Students do the task individually.
standing looked like it would topple over. 8 The boy ANSWERS
with whom Sarah fell in love turned out to be a thief. 1 It would be hard to deny that 2 the key question
is 3 I firmly believe that 4 Moreover 5 However
6 I accept that 7 In conclusion 8 of the opinion
Exercise 4
An opinion essay: 2 • Students brainstorm phrases in pairs.
Target Language POSSIBLE ANSWERS
Expressing opinions with preparatory It: It is 1 There is no question that, it is clear that, it is widely
interesting how much … It would appear that … It accepted that, it is undoubtedly true that
is undoubtedly true / highly likely that … It is usual / 2 What it comes down to is, What needs to be decided is
important / impossible, etc. for … to … It is right / 3 In my view, in my opinion
wrong to suggest that … 4 Furthermore, What is more, Besides, it is also worth
bearing in mind that
Acknowledging the opposing view and restating
5 It is true that, I wouldn’t deny that, admittedly, granted
your opinion: While it’s true to say that … , I really do
6 Having said that, on the other hand, nevertheless
think … Even though some people maintain that … ,
7 To sum up, on balance, in summary, to conclude
I nevertheless believe that … There’s some truth in the
8 of the view, of the firm belief, convinced
view that, … Nevertheless, it doesn’t alter my view that
… however I accept that … I firmly believe that … in Exercise 5
conclusion … it would be hard to deny that … moreover
• Students can do the exercise alone or with their partner.
of the opinion the key question is …
ANSWERS
1 First paragraph (it would be hard to deny …)
Warm-up 2 Second paragraph (I firmly believe …)
• Put students in small groups. Tell them that book groups 3 First paragraph
have recently become popular in the UK (a book group is 4 First paragraph
an informal group of friends who choose a book to read 5 Second paragraph
and then meet up after a few weeks to talk about it). Ask 6 Third paragraph
them to discuss what kinds of books they like reading or, if
they don’t read much, why not. Do they like the idea of a Exercise 6
book group? Is this popular in their country? Do they think • Students discuss the question in pairs. Encourage them to
they would read more if they belonged to a book group? use the language from exercises 3 and 4, which is useful
for spoken as well as written opinion.
Read
Prepare
Exercise 1
• Refer students to the photo and direct the question to the Exercise 1
whole class. • Students brainstorm ideas with a partner.
ANSWERS Exercise 2
eBooks are digital versions of books that can be
• Focus on the writing tip and do the first sentence
downloaded to a small machine called an eBook reader.
together.
94 Unit 10

• Students continue individually or in pairs. 6 It is simply inconceivable that handwriting won’t be
• Elicit the meaning of touch-typing (typing without looking taught in schools in the future.
at the keyboard).
Teaching Tip: Making notes
ANSWERS
1 It has to be borne in mind that people have been using
writing an essay. Give them time to do this before they start
pen and paper for centuries.
2 It is almost certainly true that paper won’t become
obsolete.
3 It is sometimes argued that it’s a waste of time teaching Write
children to write neatly.
4 It is simply inconceivable that paper will become Exercise 1
obsolete. • Students make notes under the headings. They can
5 It is surprising how few people can write neatly. collaborate with a partner.

• Ask students to note down the key arguments (as this • Give students approximately fifteen minutes to write the
will give them more ideas for their essay) and discuss the first three paragraphs. Go round helping and answering
opinions with a partner. Elicit opinions from a few pairs. queries but don’t correct their work as they should be
ANSWERS encouraged to do this independently at the end.
Students’ own answers Exercise 3
TAPESCRIPT • Refer students to the Writing tip and the useful language.
Speaker 1 Yeah, I agree 100% with the proposition. I mean, Encourage them to learn one or two of the phrases by
we now send loads more emails than traditional letters, and heart as often the language can help them to organize
kids these days just text or instant message each other. Most their ideas.
of them have never written a letter in their life! OK, so some
old people will stick with paper and pen, but there won’t Exercise 4
be many of them. Also, more and more often we’re doing • Students write a final draft and check their writing against
our schoolwork on computers. At some schools they even the checklist.
teach touch-typing, which is great because it’s much quicker • Ask fast finishers to swap compositions and decide if they
than writing by hand. So it won’t be long before we don’t agree with the opinions stated.
need pen and paper. And then there won’t be any point
in teaching people to write with a pen. Not only that – I SAMPLE ANSWER
reckon keyboards will even become obsolete. Why? Because eBooks, which have become increasingly popular in
computers already accept touch-screen commands and recent years, are changing the way people read. This
pretty soon they’ll all accept voice commands too. change will inevitably have a profound effect on the way
Speaker 2 Sure, I admit that pretty soon they’ll develop a books are published. But what exactly can we expect? Will
computer that you can carry in a pocket. But that doesn’t eBooks eventually make traditional books obsolete?
mean to say that we’ll stop using pen and paper. Of course, I am convinced that while eBooks have their place,
as computers get smaller, email and messaging will become traditional books do also. It would be hard to deny that
even more popular. But people forget that it’s a pleasure eBooks are convenient, but when the battery runs out,
to use a pen and paper. Leaving handwritten notes and they aren’t convenient at all. Moreover, which would you
messages for people may be low-tech – but it’s simple and rather read in the bath or at the swimming pool – an
it works! People sometimes even say that handwriting will eBook, or a traditional book? Also, I firmly believe that
become obsolete, but I really don’t reckon it’s at all likely. many students find traditional books easier to highlight,
You simply cannot imagine they won’t teach handwriting in annotate and flick through.
schools in the future. Besides, styluses that you use to write It would appear, though, that there is also a business
on the screen are already common, and they’ll become even consideration. If publishers sell fewer traditional books,
more widespread – so we’ll still need to know how to write. will they stop producing them – even when people want
them? It’s possible that the majority of books sold could
Exercise 4 become eBooks, in which case they might one day replace
• Students rephrase the extracts individually or in pairs. traditional books.
While it’s true to say that there are many advantages
ANSWERS to eBooks, I do think there are also many advantages
1 The fact is, we currently send considerably more emails to traditional books. I’m of the opinion that there will
than traditional letters. continue to be a demand for both. To answer the question
2 Admittedly, some elderly people will continue to use a that was posed in the first paragraph: No, eBooks will not
paper and pen, but they will be in a minority. make traditional books obsolete.
3 Moreover, schoolwork is increasingly done on computers.
4 Granted, a computer will be developed in the not too MARKING SCHEME
distant future that can be carried in a pocket. • The report follows the plan. [2 marks]
5 Although it is sometimes said that handwriting will • The report has the correct number of words. [2 marks]
become obsolete, in my view it is highly improbable.
Unit 10 95

• The report includes expressions from the Writing tip and But tragically, her mental health did not improve, and in
exercise 3 [3 marks] 1963, at the age of thirty, she took her own life.
• The report uses accurate grammar and vocabulary.
[3 marks] Exercise 3 $ 3.09
• Focus on the titles of the poems. Ask: What do you think
More practice ‘Family Reunion’ will be about? What does ‘vertical’ mean? [in
Workbook page 81 this context, standing straight up] Look at the first line of the
Follow-up poem ‘I am vertical’. What does ‘horizontal’ mean? [flat and
Self Check, Workbook pages 82–83 level; parallel to the ground] When are people horizontal?
Test Unit 10, Teacher’s Book pages 146–147 [when they are lying down]
• Students read the poems as they listen. In their opinion,
what theme do they have in common? Accept any response
Literature corner 5 page 92 as long as students can give reasons for their answers.
ANSWERS
Sylvia Plath
Background Notes: Ted Hughes
Exercise 4
Ted Hughes (1930–1998) was one of the finest poets of
his generation. His best-known collections of poetry are
• In pairs, students read both poems again and check the
meanings of the words. They can use a dictionary, but be
The Hawk in the Rain and Crow. Hughes also wrote for
prepared to help them explore possibilities.
children, including the book The Iron Man. In 1984, he was
appointed Poet Laureate, a position he held until his death. • Students answer the questions individually and the
compare answers with their partner.
Exercise 1
• Discuss the question in open class. ANSWERS
1 Family Reunion 2 I am vertical 3 I am vertical
Exercise 2 $ 3.08 4 Family Reunion 5 Family Reunion 6 I am vertical
• Students complete the sentences individually or in pairs.
Exercise 5
ANSWERS • Students answer the questions individually and then
1 United States 2 English 3 depression compare answers with their partner.
4 Cambridge University 5 animals and the natural
world 6 split up 7 suicide 8 creative
ANSWERS
TAPESCRIPT
Sylvia Plath was an American poet who also wrote a semi-
autobiographical novel and a number of short stories. She Exercise 6
was born in Boston in1932 and began writing poetry as
• Students discuss the questions in groups and then share
a child, having a poem published in the Boston Herald
their ideas with the class.
newspaper when she was only eight years old. Around
the same time, the death of her father from diabetes had a
profound effect on the young girl.
At university in the early 1950s, Plath was an outstanding
student of English who excelled particularly at creative
writing. Many of her poems from this period were
assignments set by her college professors. But she was
plagued by depression and spent several months in hospital
after a suicide attempt. She underwent electric shock
therapy in an attempt to improve her mental condition.
In 1955, she graduated from Smith College in the USA
and continued her studies – and her poetry-writing – at
Cambridge University in the UK. At Cambridge, Plath met
Ted Hughes, an English writer renowned for his poems
about animals and the natural world, and the two fell in love,
marrying in 1956. Plath once described Hughes as having “a
voice like the thunder of God”.
The newly-weds travelled abroad, mostly in the USA and
Canada, and both became interested in astrology and other
aspects of the supernatural. Although they had two children
together, the relationship did not work out. The couple split
up in 1962 as a result of Hughes’ relationship with another
woman. After the separation, Plath experienced a brief
period of intense creativity, and in only a few months wrote
many of the poems which are today regarded as her finest.
96 Unit 10

T But nothing. I didn’t say ‘but’.
E Tomas! You’re hiding something. Tell me!
T I can’t. I promised I wouldn’t let on.
Read E You’re my friend!
Exercise 1 T She’s my sister!
• Students discuss the answer in pairs. E Hmm. Yes, I was forgetting that. But can’t you give me a clue.
T No, I can’t.
ANSWERS T So, here’s to your new job!
a The first email is from Rita and the second is from R Thanks. Cheers!
Edgars. E Good health … and good luck.
b Rita has been offered a promotional move to T She’ll need it! So, tell me. How did you persuade her not to
Edinburgh. go to Edinburgh?
E I made her an offer she couldn’t refuse!
Exercise 2 T Come on, I want to know more than that.
• Students do the exercise individually then check in pairs. E I’m sorry. It’s confidential.
ANSWERS R It was a very good offer.
1 E 2 A 3 G 4 C 5 F 6 D T Hmm. Nobody tells me anything.
R Anyway, next Friday is my last day with InterPost.
Listen T How did your boss take it when you told him?
R Not, very well. His face went red and he couldn’t speak.
Exercise 1 $ 3.10 E I never liked him.
• Students listen and answer the question. R Me neither.
T Edgars will make a much nicer boss.
ANSWERS
R Boss? You mean partner!
d, a, c
T Yes, sorry.
TAPESCRIPT E But boss really.
Rita So … why did you want to meet up? You said you had R No, you said equal partners. That was the deal.
something interesting to tell me. Is there some juicy gossip?
Edgars No, nothing like that. I have a proposition to make. Exercise 2 $ 3.10
R Really? What kind of proposition? • Students listen and do the exercise individually.
E A professional one. • Check answers.
R Oh, I see. Professional.
ANSWERS
E I think it’s a great opportunity. Well, it could be. The
1 She sounds disappointed. She was hoping for Edgars to
thing is, the business that I’ve set up is doing really well. I’m
say something more personal.
looking for somebody to help me run it.
2 He sounds a bit nervous. He’s concerned about how
Tomas Go on …
Rita might react.
E I wondered if you might be interested. You don’t have to
3 She sounds apologetic. She regrets that she won’t be
say anything now. I mean, you don’t have to decide now.
able to work with Edgars.
Take some time to think about it. I know you’ve got a job
4 He sounds upset. He doesn’t want Rita to move away.
already. And of course …
5 He sounds a bit defensive. He knows more than he is
R I’ve just accepted a promotion. I’m so sorry.
saying.
E I didn’t think you’d be interested. It doesn’t matter anyway.
6 He sounds a bit offended. He feels left out of Edgars’
I can always advertise.
and Rita’s plans.
R It’s not that I’m not interested. I just can’t do it!
7 She sounds amused. She feels glad to be leaving
E I understand. So, what’s this promotion?
her job.
R I’ve been offered a job as a senior manager – in their
Edinburgh office.
E Edinburgh? Write and speak
R That’s right. Exercise 1
E So you’re … moving. To Edinburgh.
R That’s right! Aren’t you going to congratulate me?
• Students read and make notes individually.
E Yes. Of course. Congratulations. Exercise 2
T Didn’t you try and persuade her to change her mind?
• Students write their essay individually. Circulate and
E No. How could I? She’d just accepted a promotion. She’s
monitor.
moving to Edinburgh.
T But I’m sure she’d rather stay here and work with you. Exercise 3
E What makes you say that? • Students do the role-play in pairs.
T It’s just … a feeling I’ve got.
E Has she said anything to you?
T No, she hasn’t said anything to me. Exactly.
E But what?
Unit 10 97

Workbook answer key
PAGE 4 Unit 1 PAGE 8 GRAMMAR Phrasal verbs
1 1 fall through 2 go ahead 3 tip off 4 mistake for 5 come
READING Face to face with nature to 6 bring about 7 come up with 8 go down with
1 1 conventional 2 underground 3 on the edge 2 1 bring about 2 fall through 3 tip off 4 come up with
4 commercialism 5 dexterity 5 go ahead 6 go down with 7 come to 8 mistake for
2 A France B USA C Britain / UK 3 1 Laura was offered a place at Manchester University but she
3 1 A 2 C 3 C 4 A 5 B 6 C 7 B 8 A 9 C turned it down.
10 A 11 A 12 B 2 Whilst some people are in favour of the monarchy, others think
4 1 F 2 F 3 T 4 F 5 T 6 F we should do away with it.
5 1 railings 2 vault 3 exploits 4 subterfuge 5 accomplishes 3 I keep meaning to sort out my photos but I never get round to it.
6 took off 7 emulating 8 surge 4 My father was offered a job in New York but after thinking it over
Challenge! decided not to go for it.
Students’ own answers. 4 1 let me down 2 been thrown away 3 brought up 4 to put
up with 5 be looked after 6 drop me off 7 to lay off
PAGE 6 VOCABULARY Sports and memories
PAGE 9 WRITING Describing an event
1 1 a 2 c 3 b 4 b 5 a 6 c 7 a 8 b 9 c 10 a
11 c 12 a 13 b 14 c 15 c 1 1 like 2 like 3 as if 4 as 5 as 6 as 7 as
2 1 I’ve asked you time and again to keep the noise down 2 1 I had parked in a school playground!
2 She recognised him at once. 2 I was getting increasingly annoyed with Archie… Eventually I got
3 He’s working at his father’s shop for the time being. so irritated …
4 They’ll be here any moment now. 3 … as red as a beetroot …
5 Everybody makes mistakes once in a while. 3 1 unwilling 2 apprehensive 3 perplexed 4 remorseful
5 uptight 6 petrified
6 My brother was still a baby at the time.
3 1 f hindsight
2 a recall
3 d reminisce PAGE 10 Self check 1: Grammar
4 c evocative 1 1 F 2 A 3 E 4 B 5 D 6 C
5 b recollection 2 1 I’ll often go 2 used to tell 3 would always offer 4 will
6 e ingrained 5 would always argue 6 did you use to go 7 would
4 unaffected immobile irresponsible inappropriate 3 1 phrasal verb 2 preposition 3 meaning 4 object 5 can
disapproval illogical 6 pronoun 7 cannot 8 parts 9 verbs
5 1 self-employed 2 undercooked 3 anticlockwise 4 super- 4 1 a✓ 2 b✓ 3 a✓b✓ 4 a✓ 5 a✓ 6 b✓
sensitive 5 co-starred 6 misheard 7 a✓b✓ 8 a✓b✓
PAGE 7 GRAMMAR Habitual actions: will, would, and PAGE 11 Self check 1: Vocabulary
used to 1 1 under 2 elated 3 recollection 4 hindsight 5 immobile
1 1 When we were kids, we would often go to the cinema on 6 co-starred 7 recall 8 employed 9 sensitive 10 outlawed
Saturdays. 11 reminisce 12 stave off 13 inappropriate 14 evocative
2 Dave will leave his dirty clothes on the floor. 15 anticlockwise 16 resolutely 17 ingrained 18 mis
19 illogical 20 disapproval
3 When I lived in Hawaii, I used to go to the beach every Saturday.
2 1 b 2 a 3 d 4 c 5 a 6 d 7 b 8 d 9 c 10 a
4 When my grandfather was away on business, he would write a
postcard to my grandmother.
5 Sarah will phone me after I’ve gone to sleep! PAGE 12 Unit 2
6 When I was in primary school, I used to play with my friends after
school every day. READING Lord of the Flies
2 1 always had 2 never felt 3 is 4 used to 5 would help 1 1 Cold War 2 tribal 3 savage 4 confront 5 beast
6 didn’t use to 7 would always know 8 will 9 I didn’t use to 2 1 E 2 B 3 D 4 H 5 G 6 C 7 A
10 would always call 11 often mistake 12 thought 13 will say 3 Suggested answers:
14 won’t 15 borrowed 1 The plane was evacuating the boys from a war zone.
3 Suggested answers: 2 Ralph is the holder of the conch, which the boys think is a sign of
1 Well, you will keep texting in class. authority.
2 Well, you will go to bed late! 3 They are afraid because they believe there is some sort of beast
3 You would feel warmer if you wore a coat. living on the island.
4 She will drive recklessly. 4 Jack persuades them by promising to protect them from the
beast.
5 He will behave very badly.
6 Well, you would eat too much! 5 Simon is attacked because he interrupts the other boys during a
frenzied ritual feast.
6 He is overwhelmed by the events that have taken place on the
island.
98 Workbook answer key


4 1 stumble upon 2 summon 3 urge 4 frenzy 5 lurking PAGE 18 Self check 2: Grammar
6 disprove 7 dwindled 8 ensues 9 savage 1 1 similarities 2 preposition 3 pronoun 4 conjunction
Challenge! 5 formal 6 subject 7 differences 8 examples 9 informal
Students’ own answers. 10 words
2 1 Like 2 unlike 3 like 4 like 5 as 6 like
PAGE 14VOCABULARY Compound adjectives 3 1 C 2 A 3 F 4 E 5 B 6 D
1 1 martyred 2 grave 3 stirred 4 induced 5 smirked 4 1 c 2 b 3 b 4 b 5 d 6 d 7 d 8 d
6 (across) compelled (down) clamoured 7 lost
2 1 ebullience 2 exasperation 3 dubiety 4 conspiratorial PAGE 19 Self check 2: Vocabulary
5 scornfully 6 ungraspable 1 1 heart 2 clamour 3 ungraspable 4 compel 5 ebullience
3 1 time-consuming 2 long-lasting 3 light-hearted 4 absent- 6 thread 7 scornfully 8 stir 9 conspiratorial 10 dubiety
minded 5 wide-eyed 11 exasperation 12 down 13 sequence 14 martyred
4 1 well-behaved 2 far-reaching 3 strange-sounding 15 smirk 16 scar 17 quick 18 childlike 19 induce
4 eye-catching 20 grave
2 1 award 2 strange 3 super 4 far 5 heart 6 cold
Challenge! 7 strong 8 well 9 shoe 10 eye
PAGE 15 GRAMMAR as, like and unlike PAGE 20 Unit 3

1 1 like 2 like 3 as 4 as 5 unlike 6 as 7 like 8 unlike READING The two Steves
9 as 10 like
1 1 innovator 2 circuit board 3 software 4 computer-head
2 1 like 2 as 3 like 4 like 5 like 6 as 7 as 8 Unlike 5 consumer electronics
3 1 I sometimes do my homework in front of the TV, as does my 2 1 They first worked together to create a circuit board for a new
brother. video game.
2 She talks about soap opera characters like they were real people. 2 The first products sold were circuit boards.
3 Her father works as a TV producer. 3 Jobs returned to Apple as an advisor when the company failed to
4 Kate loves reality shows, unlike me. deliver the operating system for its latest computers.
5 I love animated films, such as Ratatouille. 3 1 F 2 T 3 T 4 F 5 F 6 T 7 T 8 F 9 F
6 I don’t watch a lot of television like Steve. 4 1 mutual friend 2 was charged with 3 go halves on
7 Unlike my brother, I play a lot of football. 4 blown away 5 formalized 6 wandered off course 7 CEO
8 online 9 stipend
8 My sister likes poetry, like my mother.
4 Students’ own answers. Challenge!
Suggested answers:
PAGE 16 GRAMMAR Narrative tenses 1 Jobs’ whole life was focused on electronics.
1 1 past perfect continuous 2 past simple 3 past continuous 2 Wozniak provided what he had promised he would.
4 past continuous 5 past perfect 6 used to 3 The partnership was successful.
2 A 2 B 6 C 4 D 1 E 3 F 5 4 Jobs stopped being involved Apple in any way.
3 1 been seeing 2 have gone 3 looked 4 forgotten 5 was 5 Apple then began to produce some of the best-known and most
taking 6 been waiting, forgotten successful consumer electronics there have ever been.
4 … has been having difficulty… had been having difficulty
… he was coming across… he came across PAGE 22 VOCABULARY Partnerships
… had been throwing on the floor… had thrown on the floor 1 1 trademark 2 franchise 3 resent 4 unrivalled 5 thriving
It had given… It gave 6 consumed 7 pioneer
He decided that later he is going to put on… He decided that later 2 1 catapulted 2 assembly line 3 obviated 4 feud
he would… 5 endorsement 6 outbid 7 caught on
… just as the sun had been setting… just as the sun was setting 3 1 soaking 2 fast 3 pitch 4 blisteringly 5 fully 6 wide
He was strolling… he strolled 7 bone 8 brand
… where some sheep grazed… where some sheep were grazing Challenge!
… who looked for a sheep… who was looking for a sheep 1 That TV presenter gets on my nerves.
… quickly was grabbing the wolf… quickly grabbed the wolf 2 We’ll have to call the police if things get out of hand.
5 Students’ own answers. 3 They were sitting side by side on a park bench.
6 A 3 B 1 C 6 D 8 E 2 F 4 G 9 H 7 I 5 4 We have a mutually supportive relationship.
7 Students’ own answers. 5 I tried to give him some constructive advice but he took it the wrong
way.
PAGE 17 Writing A book review 6 I love being an actor. It’s a great way to make a living.
1 1 all-time 2 highly acclaimed 3 divided 4 story
5 involving 6 consequences 7 strengths 8 ability 9 times PAGE 23 GRAMMAR Perfect tenses
10 ending 11 lovers 12 recommend 1 1 I’ve just eaten a whole chilli!
2 1 a fairly 2 extremely 3 utterly 4 a little 5 highly 2 He’s driven vans before.
3 1 perspectives 2 atone 3 well-observed 4 page-turner 3 She’s had a virus for the last few days.
5 futility 4 I’ve been waiting over an hour for a bus. I’m going to walk.
4 Students’ own answers. 5 I’ve been revising for the last two hours.
6 He’s been spending more time with his family lately.
A 6 B 2 C 5 D 3 E 1 F 4


2 1 a 2 b 3 a 4 b 5 a 6 b PAGE 28 Unit 4
3 1 ‘ve been trying 2 ‘ve not been 3 ’ve got 4 ‘ve been
sharing 5 ‘s … arrived 6 ‘s been staying 7 hasn’t shown READING Natural born winners
8 hasn’t shown 9 hasn’t made 10 ‘s been hanging 11 ‘ve 1 1 disabilities 2 potential 3 competition 4 wheelchairs
had 12 haven’t kicked 5 world 6 athletes
2 1 David Weir 2 Esther Vergeer 3 Eleanor Simmonds
PAGE 24 GRAMMAR Verb patterns
3 1 b 2 d 3 c 4 c 5 a 6 b
1 verbs followed by an -ing form: anticipate, be used to, enjoy, 4 1 revealed 2 notch up 3 accommodate 4 mollycoddle
feel like, give up, recall, risk, spend time, stop, verbs followed by 5 refusal 6 overhaul 7 irreparable 8 shrewd
infinitive: allow, be made, choose, claim, demand, fail, guarantee,
happen, have yet, pretend, seem, refuse, tendverbs followed by Challenge!
either form: go on, hate, love, manage, remember, take years, try Students’ own answers.
2 go on, manage, remember, try
3 1 to come 2 solving 3 to do 4 to become 5 to attract PAGE 30VOCABULARY Describing change
6 creating 7 to believe 8 to take on 9 writing 10 to have 1 impressionable, out of step, overbearing, protracted, stark, stern,
11 killed 12 to bring 13 writing tortuous, transferable, uplifting,
4 1 She’s given up smoking. 2 1 overbearing 2 uplifting 3 protracted 4 impressionable
2 Do you happen to know Karen’s email? 5 tortuous 6 stark 7 transferable 8 out of step
3 He failed to break the world record. 3 1 a 2 c 3 b 4 b 5 a 6 c 7 a
4 He seems to be feeling better. 4 1 heart 2 ways 3 better 4 hands 5 direction 6 tune
5 I don’t anticipate them arriving before midnight. 7 plan 8 mind
6 The roof appears to have been damaged in the storm. Challenge!
7 We shouldn’t let him get away with it. 1 better 2 untouched 3 ease 4 streamline 5 running
8 Mike had his wallet stolen yesterday.
PAGE 31 GRAMMAR Comparatives and superlatives
5 Suggested answers:
1 turning 2 being told 3 to be 4 to see 5 having 1 1 c, d 2 a, d 3 a, d 4 b, c
2 1 Girls mature a good deal more quickly than boys.
PAGE 25 WRITING A magazine article 2 I am quite a bit more confrontational than when I was a kid.
1 1 boasts 2 blessed 3 back 4 array 5 throw 6 thing 3 I’m not quite as self-centred as when I was younger.
7 home 8 renowned 9 lined 10 from 11 plays 12 fancy 4 Mark is the tallest in class by a long way.
2 Suggested answers: 5 My A levels are far more difficult than other exams I’ve taken.
… the large array of old treasures… ancient 3 1 The later you are, the angrier he’ll be.
… interesting collection of modern and historical dress…
fascinating, contemporary 2 The sooner we start, the sooner we can finish.
… to discover just how large the site really is… immense 3 The more tired she is, the more bad-tempered she gets.
… look at the large array of old treasures …vast 4 The harder you work, the more money you’ll earn.
3 Students’ own answers. 5 The farther he is from home, the more homesick he feels.
4 Students’ own answers. 6 The more sophisticated the computer, the more likely it is to go
wrong.
PAGE 26 Self check 3: Grammar 4 1 a✓ 2 b✓ 3 a✓b✓ 4 a✓ 5 b✓ 6 a✓b ✓
1 1 C 2 A 3 B 4 E 5 D 6 F 5 1 quite 2 no 3 far 4 rather 5 awful 6 good 7 little
2 1 ‘ve been trying 2 ‘ve been doing 3 ‘ve managed 4 ‘ve 8 only
gone 5 ‘ve stopped 6 ‘ve overslept 7 I haven’t gone 8 ‘ve
stayed 9 ‘ve been studying 10 ‘ve tried Challenge!
3 1 C 2 A 3 E 4 B 5 D
4 1 to leave 2 playing 3 meeting 4 to finish 5 going PAGE 32 GRAMMAR Conditionals
6 having 7 to last 8 to be 9 to catch
1 1 hadn’t invented, would be
PAGE 27 Self check 3: Vocabulary 2 didn’t exist, would emigrate, wouldn’t be
1 1 unrivalled 2 cobbler 3 on 4 assembly 5 catapult 3 hadn’t been, wouldn’t have developed
6 trademark 7 thriving 8 pioneer 9 franchise 4 had been, would have been killed
10 consumed 11 feud 12 outbids 13 resent 14 course 5 wasn’t, wouldn’t be, would have been saved
15 stipend 16 goods 17 obviates 18 endorsement
19 halves 20 charged 2 1 stole, do 2 hadn’t been, have got 3 took 4 Should you
need 5 could remember 6 hadn’t spent
2 1 a 2 c 3 d 4 a 5 c 6 b 7 b 8 c 9 a 10 d
3 1 If I hadn’t agreed to babysit on Saturday I would be able to come
to the cinema.
2 If I hadn’t gone to bed at four in the morning I wouldn’t be
feeling so tired.
3 If he hadn’t been bone idle, he wouldn’t have been kicked out
of school.
4 I would ask him to help with the party if he weren’t very
unreliable.
5 He would have called you if he had had your number.


4 1 If you don’t have ID you won’t get into that club. PAGE 38 VOCABULARY War and peace
2 Without your encouragement, I would never have pursued my 1 1 a 2 c 3 b 4 a 5 b 6 c 7 a 8 a 9 c 10 b
acting career. 11 a 12 c 13 a 14 c 15 b
3 You can go the party provided that you’re home by midnight. 2 1 ground, halt 2 made, breakthrough 3 gave, orders 4 put
4 Supposing you could live for ever, would you really want to? up, resistance 5 claimed, victory 6 suffered, casualties
5 It would have an absolute miracle if he had beaten her at tennis. 3 1 gun c 2 drop d 3 set e 4 bury g 5 stick h
5 1 If you have, Should you have 2 If Dad found out, If Dad were to 6 losing f 7 wounds a 8 bridges b
find out, Were Dad to find out 3 If it weren’t, Were it not 4 If it
hadn’t, Had it not 5 If I had, Had I PAGE 39 GRAMMAR for + noun / pronoun + infinitive
1 1 for me to tell 2 for us to have 3 for us not to talk 4 for us
PAGE 33 WRITING A discursive essay to do 5 for me to start 6 for you to understand 7 for me to
1 doctors, gene therapy, lifestyle, microscopic computers feel 8 for me to interact
2 Suggested answers: 2 1 It’s time for them to start being honest with each other.
1 only 2 also 3 almost 4 or 5 already 6 predict 7 in 2 It’s essential for you to stand your ground in an argument.
8 much 9 likely 3 My parents are very keen for me to be a good role model for my
3 1 to 2 likely 3 chance 4 as 5 of brother.
4 Students’ own answers. 4 It would be a miracle for them to manage a day without arguing.
5 Students’ own answers. 5 It’s crucial for you to apologize for your rudeness.
6 It’d be better for me not to get into a row with Tamsin – she hates
PAGE 34 Self check 4: Grammar conflict.
7 I’d be happy for you to borrow my car for the afternoon.
1 1 C 2 A 3 B
8 It would be unthinkable for them to sell their house now.
2 1 as good 2 strongest 3 spicier 4 hardest 5 most exciting
6 happier 3 Students’ own answers.
3 1 long way 2 far 3 easily 4 marginally 5 quite 6 much Challenge!
4 1 C 2 A 3 B Students’ own answers.
5 1 had had, wouldn’t have broken 2 wouldn’t have happened,
had looked 3 runs out, be generated 4 hadn’t been PAGE 40 GRAMMAR Ellipsis
discovered, would still die 5 would use, were invested 6 not 1 1 B did 2 D has 3 A won’t 4 F had 5 C would 6 E do
been evacuated, would have died
2 1 She got Grade A in all her exams but she didn’t expect to.
6 1 You wouldn’t be hungry if you had eaten lunch.
2 not necessary
2 If Dean hadn’t arrived late this morning, he wouldn’t have to
work late this evening. 3 You don’t have to open the present now if you don’t want to.
3 If his car weren’t being repaired, he wouldn’t take the bus. 4 not necessary
4 If Paul hadn’t been there, I wouldn’t have asked him to help. 5 not necessary
5 The car wouldn’t have been stolen if he hadn’t left the keys in it. 6 He asked me to make a speech at his birthday party but I don’t
want to.
6 If I had written down Helen’s phone number I could call her.
3 1 will 2 do 3 can’t have 4 should 5 has 6 won’t have
PAGE 35 Self check 4: Vocabulary 4 1 didn’t mean to 2 wanted to 3 don’t intend to 4 wouldn’t
like to 5 would have loved to 6 ‘m not able to
1 1 impressionable 2 anguish 3 uplifting 4 reveal
5 hands 6 accommodate 7 refusal 8 overhaul 9 ranch
10 mollycoddle 11 irreparable 12 shrewd 13 mind
PAGE 41 WRITING Article: describing a person
14 calling 15 transferable 16 overbearing 17 protracted 1 1 captivated 2 compelling 3 gifted 4 interested
18 gift 19 stark 20 tortuous 5 achievement 6 literature 7 loyalty 8 altruism
2 1 up 2 competitive 3 instinct 4 ill 5 direction 6 step 9 marriage 10 courage 11 determination 12 generous
7 locker 8 better 9 heart 10 tune 13 poverty 15 inequality
2 1 to boot 2 In addition to 3 along with 4 Apart from
3 Students’ own answers.
PAGE 36 Unit 5 4 Students’ own answers.
READING Jacques-Yves Cousteau
1 1 medium 2 perception 3 documentary 4 environment
5 platform 6 dedication
2 1 Congress of Documentary Film 2 United Nations 3 The
Silent World 4 Ted Turner 5 the Calypso 6 Cannes 7 Émile
Gagnan 8 Eighteen Metres Deep
3 1 E 2 A 3 G 4 C 5 F 6 H 7 B
4 1 staple 2 flora and fauna 3 layman 4 submerged
5 strapped 6 dump
Challenge!


PAGE 42 Self check 5: Grammar 4 1 recall 2 seek 3 endeavour 4 revelation 5 anonymous
1 1 subject 2 noun 3 sentence 4 that-clause 6 sharp 7 chase 8 nocturnal
2 1 for me to say 2 for us to see 3 for Dave to try Challenge!
4 for his sister to meet 5 for him to be Students’ own answers.
3 1 It’d be better for you not to forget to phone home.
2 It’s crucial for us not to make any mistakes in our calculations. PAGE 46VOCABULARY The future
3 It would be a miracle for us to save up enough money to go to 1 1 occur 2 conduct 3 borne 4 cease 5 require
Hawaii next summer. 6 regulate 7 catch 8 shrift
4 My teacher is very keen for me to apply to Oxford. 2 1 a 2 c 3 b 4 a 5 b 6 a 7 c
5 It essential for you to arrive by six o’clock. 3 1 I can’t see myself getting married before I’m twenty-five.
6 It’s time for us to leave. 2 He’s set his sights on becoming a commercial pilot.
4 1 clear 2 reduced 3 whole 4 main 5 modal 3 I’m not pinning my hopes on passing my driving test before next
5 1 They can’t repair the car today, but they can repair the car year.
tomorrow. 4 I don’t see my brother leaving home in the foreseeable future.
2 They want me to visit them and I would like to visit them. 5 At the moment I’m working on improving my grades.
3 He doesn’t have to go if he doesn’t want (to) go. 6 If I succeed in getting a part-time job, I’ll save up for a holiday.
4 I can’t visit this morning, but I can visit this afternoon. 7 If my plans come to nothing, I’ll have to rethink my aims.
5 Roberta doesn’t know if she can get 100% on her test, but she’ll 8 He’s determined to have his own business.
try to get 100% on her test. 9 It’s hard to get into film directing but I’m going to give it
6 I didn’t try scuba diving on holiday, although I could have tried everything I’ve got.
scuba diving on holiday. 10 If I get a good degree I’ll be in a better position to earn a decent
7 I’m afraid I hurt Dave’s feelings, although I didn’t mean to hurt salary.
Dave’s feelings. 4 1 difficult 2 suppose 3 unlikely 4 Suppose 5 well
8 We didn’t order a new carpet when we should have ordered a 6 guess 7 go, directions
new carpet.
Challenge!
9 Paul is going to try to find a cheap air ticket, but I don’t think he’ll 1 will be said 2 are going to make 3 will be 4 will be done
be able to find a cheap air ticket. 5 will be dying
10 I agreed to give Adam a lift home but I didn’t want to give him a
lift home. PAGE 47 GRAMMAR Phrasal verbs
PAGE 43 Self check 5: Vocabulary 1 1 off 2 down 3 out 4 off 5 up 6 off 7 out 8 on
9 off 10 on 11 back
1 1 remote 2 staple 3 droves 4 layman 5 submerged 2 1 made 2 sorted 3 brightens 4 died 5 came 6 phased
6 flora and fauna 7 dump 8 scratch 9 venom 10 acquire 7 clear 8 brush 9 sign 10 log
11 adrenaline 12 advocate 13 fuss 14 shudder
15 condemn 16 encounter 17 lucrative 18 placid 3 depart: make off, clear off
19 cradle 20 portray end: log off, sign off
disappear: die out, phase out,
2 1 b 2 c 3 a 4 d 5 d 6 a 7 c 8 b 9 a 10 d solve: sort out
approach: come up
improve: brighten up, brush up
PAGE 44 Unit 6
READING Sweet dreams? PAGE 48 GRAMMAR Reporting structures
1 1 memory 2 dream 3 nightmare 4 conscious 1 1 A Sue congratulated me on getting such good grades in
5 subconscious 6 psychiatrist my exams.
2 B 2 E Kate begged me not to leave her there alone.
3 Suggested answers: 3 B The phone company threatened to disconnect the line if the
1 We often remember dreams that have strange or disturbing bill wasn’t paid within seven days.
content. 4 F Jack accused me of lying to him.
2 Various cultures have believed that dreams were a message from 5 C Phoebe apologized for putting her foot in it yesterday.
God, a revelation of God’s will, could cure illness, or provide a link 6 D Daniel recommended that we take the bus.
between the conscious and subconscious mind.
7 H Marcus warned us not to stroke the dog, as he could
3 Scientific study has failed to discover why we dream. be vicious.
4 The dreaming mind accepts strange and illogical sequences of 8 G Liam claimed not to have taken my wallet on purpose.
time, people, and places.
2 1 Natalie complimented James on his new hairstyle.
5 He studied ‘dream reports’ from children, university students and
adults from around the world. 2 Nigel confirmed his willingness to fix her scooter.
6 American men experienced aggression in dreams more than 3 Jamie enquired after Liz’s health.
Dutch men. 4 Martin expressed his apologies for breaking the car mirror.
7 Everyday situations that occur in dreams include those related 5 Rachel declined the invitation.
to school, work and family, as well as physical experiences like 6 Robin boasted about his running ability.
falling, being chased, being immobilized and having your teeth 3 1 callously 2 sympathetically 3 sarcastically 4 sharply
pulled out. People also dream about everyday situations like 5 defiantly 6 resignedly
falling in love, embarrassing moments, or arriving late for events.
8 Recent experiences in your daily life are often incorporated into
your dreams.


PAGE 49 WRITING Story writing Challenge!
1 1 a tall, strange-looking old woman 2 a long, dark country road Students’ own answers.
3 dishevelled long grey hair 4 spooky old stone house
PAGE 54 VOCABULARY Travel and journeys
2 1 All of a sudden the train came to a halt.
2 We had been so deep in conversation that we hadn’t even 1 1 modification 2 scratch 3 conventional 4 bifurcating
noticed the other passengers had got off. 5 inadvertently 6 duly 7 gruesome 8 snag
3 We gradually realized that we were in the middle of nowhere. 2 1 B 2 G 3 A 4 F 5 C 6 E 7 D
4 To our horror, we discovered that there was no mobile phone 3 1 show round 2 hold up 3 touch down 4 put up 5 stop by
coverage. 4 1 I’m not going to let her walk all over me like that!
3 Students’ own answers. 2I ran into Harry on my way here.
3Can I run my idea for Charlotte’s present by you?
PAGE 50 Self check 6: Grammar 4Don’t walk off while I’m talking to you!
1 1 b 2 b 3 a 4 a 5 b 5Oh no! The printer’s run out of ink!
2 1 off 2 back 3 over 4 on 5 down 6Simon’s been inconsolable since Maria walked out on him last
3 1 brightened up 2 sorted out 3 phase out 4 cleared up week.
5 brush up 5 1 tiptoe 2 stumble 3 stagger 4 stroll 5 march 6 creep
4 1 direct 2 exact 3 reported 4 exact 5 tense
6 possessive 7 time PAGE 55 GRAMMAR -ing form with preparatory it
5 1 Dave promised he’d help Steve. 1 1 strange 2 tiring 3 good 4 fun 5 use 6 nice
2 Mr Jones advised us to buy insurance. 7 expensive 8 a disaster
3 Susan admitted she had borrowed Gill’s bicycle without asking. 2 1 It’s fascinating learning about an unfamiliar city.
4 Hal accused Bernie of stealing his laptop. 2 The athletes found running uphill very difficult.
5 Mrs Rains suggested that the whole class study more. 3 It would be crazy setting off on a long journey without any
6 Ursula asked which way the swimming pool was. luggage.
7 Yusuf refused to go. 4 It’s a pain losing your mobile phone.
8 Ellie denied giving Jeremy Lisa’s phone number. 5 I’d find it exhilarating to go skiing at night.
6 It’s hard work learning to play an instrument.
PAGE 51 Self check 6: Vocabulary 3 1 worth going 2 thought … spending 3 amazing seeing
1 1 upheaval 2 plethora 3 impaired 4 widespread 5 catch 4 pointless bringing 5 pain not having 6 uncomfortable riding
up on 6 subconscious 7 crucial 8 effects 9 short shrift 4 1 It’s no good saying you’re sorry now.
10 lapse 11 occur 12 regulates 13 require 14 recall 2 It can be dangerous driving when you’re tired.
15 seek 16 conduct 17 endeavour 18 sharp 19 borne out 3 It’s well worth studying a foreign language.
20 cease
4 It’s pointless asking Mr Stiles for more money.
2 1 d 2 b 3 c 4 a 5 c 6 b 7 d 8 a 9 b 10 d
5 It’s tiring sitting at a desk all day.
6 It’s a pain losing your car keys.
PAGE 52 Unit 7 7 It’s satisfying working hard on a project.
READING The future is here! 8 It’s not worth repairing this old car.
1 1 scientific 2 contemporary 3 futuristic 4 visionary
5 totalitarian 6 social PAGE 56 GRAMMAR Adding emphasis
2 1 ET 2 1984 3 the Matrix series 4 The Invisible Man 1 Students’ own answers.
5 Brave New World 6 The Thing from Another World 2 Suggested answers:
3 1 T … most of the societies that fiction presents us with are also 1 Not only do they generate zero emissions but they also travel at
frightening. (paragraph 1) 40 kph.
2 F People were genuinely frightened about the implications of 2 What will attract users is its promised convenience.
scientific discoveries falling into the hands of the wrong people ... 3 No longer will passengers have to share public transport with
(paragraph 2) other unknown people.
3 T In Huxley’s vision, science is primarily used to control people. 4 Not until it has been put to the test will we know whether it will
(paragraph 2) live up to its promises.
4 T Orwell’s grim futuristic novel was really a commentary on the 5 It may put some investors off the scheme with the possibility of
terrible consequences of fascism and communism that swept across vandalism and the negative visual impact of the elevated tracks.
Europe during the 1930s and 1940s. (paragraph 3)
4 1 Never have I tasted such awful food.
5 T [Television and cinema] may not always have been as negative as
the novelists … (paragraph 4) 2 I called to explain why I was late for the meeting.
6 F … the enemies depicted in these films were not humans; they 3 Out of the window peered a ginger cat.
were aliens from outer space. (paragraph 4) 4 The problem is that he’s bone idle.
7 F [Close Encounters of a Third Kind and ET] are both rare examples 5 I do beg your pardon!
of science fiction offering images of a potentially better future. 6 The truth is, I didn’t take the wallet.
(paragraph 5)
7 You do have a nasty cough.
8 T The enemy, if you can find it, could be in your city, your
company, your home, your computer or it could even be … in you! 8 The question is, what are you talking about?
(paragraph 6) Challenge!
4 1 disquieting 2 consequences 3 articulated 4 omnipresent Students’ own answers.
5 terrible 6 implacable


PAGE 57 WRITING A letter of complaint PAGE 63 GRAMMAR would and wouldn’t
1 1 regret … inform 2 leaves, desired 3 trust, ensure 4 Give, 1 1 What would 2 It would 3 I’d always 4 wouldn’t find
regards 5 would, grateful 6 find enclosed 5 I’d choose 6 I’d love 7 I would try 8 wouldn’t 9 I’d eat
2 1 C 2 D 3 G 4 N 5 L 6 B 7 A 8 F 9 H 10 I 10 I’d say
11 O 12 K 13 E 14 M 15 J 2 1 C 2 A 3 E 4 B 5 D
3 Students’ own answers. 3 1 My parents wouldn’t let me eat sweets until I was about five.
2 I would say Luigi’s restaurant serves the best pizzas.
PAGE 58 Self check 7: Grammar 3 I’d rather not eat too late.
1 1 a 2 b 3 a 4 b 5 b 6 b 4 She would have been about fifteen when she first learned to
2 1 It was enjoyable seeing Mike yesterday. cook.
2 It was no good arguing. 5 I wouldn’t want to eat fish every day.
3 It was great to talk to Jessie. 6 When my mum was pregnant she would crave doughnuts.
4 It was pointless reasoning with a two-year-old. 7 I’d love to know how to make a perfect Thai curry.
5 It was worthwhile getting to know Ahmed. 8 I asked her why she became a vegetarian but she wouldn’t
6 It was tiring working outside all day. tell me.
7 It was no use trying to start the car. PAGE 64 GRAMMAR Modal verbs
8 It was dangerous cycling with no lights.
1 1 do we have to 2 can, could 3 might not 4 might, could
9 It was amazing seeing Lee again. 5 couldn’t, weren’t able to 6 must 7 have to 8 should,
3 1 B 2 D 3 A 4 E 5 C ought to 9 should
4 1 Not until now have sharks been seen in this area. 2 1 must have got 2 would make, wouldn’t have to 3 should
2 The question is, why was the sign removed? have known 4 has to be / must be 5 can’t have had
3 Not only did Dave arrive early for work, but he stayed late, too. 6 shouldn’t interfere
4 In front of the house was parked a police car. 3 1 That must be Andy’s brother – he’s the spitting image of him.
5 It’s skiing I like best of all. 2 You must have been over the moon when you were picked for
the team.
6 What we need is a way to educate people.
3 I shouldn’t be late home this evening.
7 No sooner had we started driving than we discovered the
problem. 4 I might not go to the firework display.
8 The truth is he doesn’t like the new jumper. 5 He should apologize to the teacher.
9 Hardly had we started eating when the alarm went off. 6 I should have put on more sun cream.
10 Into the house she ran. PAGE 65 WRITING A report
PAGE 59 Self check 7: Vocabulary 1 1 side 2 do 3 If 4 the least 5 exactly 6 tendency
1 1 creeps 2 march 3 bifurcating 4 envisage 5 neglected 2 1 insight 2 single out 3 boasts 4 reputation 5 throw
6 run over / run down 7 stroll 8 befit 9 conventional 6 array 7 lacks 8 makes up 9 renowned 10 somewhat
10 strutting 11 tiptoe 12 duly 13 modification 11 showcases 12 unreasonable
14 gruesome 15 scratch 16 stumble 17 inadvertently 3 Suggested answers:
18 snag 19 plod 20 walk 1 it’s too commercial It’s rather commercial, to say the least
2 1 across 2 down 3 by 4 out 5 for 6 up 7 out 8 up 2 ridiculously pricey a little on the expensive side
9 around / round 10 into 3 gets horribly crowded a tendency to get very crowded
4 the layout is extremely confusing the layout isn’t exactly clear
PAGE 60 Unit 8 5 the toilets are disgusting the toilets could do with
a refurbishment
READING Kitchen science The sound system is poor If it’s a state-of-the-art sound system
1 1 gastronomy 2 art 3 taste 4 processes 5 laboratory you’re looking for, this isn’t the festival for you.
6 ingredients 7 term 8 science 4 Students’ own answers.
2 1 Dining in a laboratory 2 Scientific cooking, but only for a few
3 Take your time 4 A divided year 5 Popular prices? 6 Some PAGE 66 Self check 8: Grammar
things never change
1 1 B 2 D 3 A 4 E 5 C
3 1 c 2 a 3 b 4 d 5 c 6 a 7 b
2 1 She wouldn’t give us any of her money.
4 1 crops 2 savour 3 retain 4 gourmet 5 exponent
6 bear in mind 2 They said they wouldn’t arrive late.
3 I wouldn’t leave here.
Challenge! 4 I would love to take a week off work.
5 He would have been happy after winning.
PAGE 62 VOCABULARY Food and clothes 6 I would say it was too crowded.
7 John wouldn’t ever think of cooking.
1 1 The jury’s out 2 galling 3 unbearable 4 brag 5 epic
6 a mixed bag 7 coined 8 subtler 9 zero in 10 repulsive 8 I’d rather ride my bike than drive.
11 pop up 12 ambience 13 fuming 14 dreaded 15 tally 9 As a teenager, I would walk to school.
2 1 E 2 H 3 B 4 C 5 F 6 D 7 A 8 I 9 G 10 When I was a kid I wouldn’t sleep in the dark.
3 1 too big for his boots 2 pull their socks up 3 hot under the 3 1 C 2 A 3 F 4 D 5 E 6 B 7 G
collar 4 feather in your cap 5 off the cuff 6 below the belt 4 1 must 2 should 3 didn’t need to 4 Can 5 mustn’t
Challenge! 6 might 7 couldn’t 8 had to


PAGE 67 Self check 8: Vocabulary 3 1 A Do you fancy coming for a jog?
1 1 crop 2 galling 3 below 4 cap 5 epic 6 ambience B I can’t be bothered. I’ll go with you tomorrow. I promise.
7 boots 8 dreaded 9 trousers 10 cuff 11 fuming 2 A I saw Conrad today.
12 brag 13 tally 14 socks 15 exponent 16 zero in B Did you? How is he? Is he still working at the shop?
17 hat 19 collar 19 shoes 20 gastronomy A Yes. He said he was thinking of travelling round Australia for a
2 1 d 2 b 3 a 4 c 5 d 6 a 7 c 8 b 9 a 10 d year.
B Really? The last I heard, it was Canada.
A Oh. He must have changed his mind.
PAGE 68 Unit 9 B That’s typical of him!
3 A Would you like another drink?
READING Virtual reality B I’d better not. I told Sue I’d be back in Manchester by ten.
1 1 questionable 2 digital 3 authoritative 4 keen-eyed A OK, I’ll see you soon. Text me when you get home.
5 authentic 6 hoax B I will do.
2 1 CBS 2 The Sunday Times 3 Hence Gutzli 4 the FBI 4 A Do you mind if I close the window?
5 Hence Gutzli 6 Gerd Heidemann B No, it’s quite chilly in here, isn’t it?
A Yes, the radiator’s broken, I think.
3 1 F 2 C 3 A 4 G 5 E 6 B
4 1 T These and more unanswered questions very quickly led the Challenge!
world’s Internet users to one conclusion: it was a hoax. Students’ own answers.
2 F … a trip he’d made to New York in 1997 …
PAGE 72 GRAMMAR Passive structures
3 T Unfortunately for Hence, one of his friends decided to share his
email with the rest of the world. 1 1 have been played 2 have been fooled 3 be built 4 be
4 F … hoaxes … have been motivated by interests other than funded 5 had been invented 6 was supposed 7 was claimed
attempts at humour … 8 have been changed 9 have been prevented 10 to be
demolished 11 be made 12 wasn’t reported
5 T The Sunday Times announced … the serialization of Adolf Hitler’s
diaries. 2 1 Dan likes to be given lots of attention when he’s feeling ill.
6 F Heidemann had claimed that the diaries had been hidden in an 2 I felt that my case wasn’t being taken seriously.
East German barn when in fact they were the work of a forger … 3 It was the longest film ever made.
7 F … some documents surfaced claiming … the channel had to 4 His restaurant is described by food critics as the best in
admit they were probably a hoax … the country.
8 F … CBS asked the source of their documents but unfortunately for 5 The prisoners shouldn’t have been treated so badly.
the channel, the originals had apparently been destroyed … 3 1 Sponsored by Eurostar, the film Somers Town was praised very
5 1 snap 2 impact 3 appeal 4 exclusive 5 circulation highly by the critics.
6 surface 2 Caught shoplifting for a second time by security guards, John
Bates was made to pay a fine by the court.
Challenge!
Students’ own answers. 3 Neglected by his previous owners, Felix the cat was given a nice
new home by a couple in Grinstead.
PAGE 70 VOCABULARY Exchanging news 4 Injured by a falling tree, Mary was driven to hospital by a
neighbour.
1 1 bummed 2 moving 3 garner 4 terrain 5 relentless
6 demise 7 inception 8 stagnant 9 unsettling 10 goo 5 Painted by Edvard Munch in 1893, The Scream was stolen a few
years ago.
2 1 could 2 the wilderness 3 use a crane 4 long 5 happily
3 1 An ex-employee blew the whistle on FCOM’s illegal financial PAGE 73 WRITING An opinion essay: 1
activities to the authorities.
2 James clammed up when he realized everyone was listening.
1 1 Telling white lies to protect other people is usually regarded
as permissible.
3 The politician stonewalled when asked questions about the
2 Lying to get oneself out of trouble is frequently considered less
corruption scandal.
acceptable.
4 When the news broke that there wouldn’t be a pay rise, the
3 Lies which damage others are generally seen as morally
unions organized a strike.
reprehensible.
5 The judge tried to hush up the fact that his son had been
4 Holding back information is often felt to be more acceptable
arrested.
than telling a lie.
6 Daisy isn’t supposed to know about the party but I think
somebody must have let something slip.
3 1 embellishing 2 deported 3 underplaying 4 sparing the
PAGE 71 GRAMMAR Colloquial omissions feelings of someone
1 1 B 2 D 3 F 4 H 5 A 6 G 7 E 8 C
5 1 O 2 O 3 S 4 S 5 S 6 S 7 S 8 S
2 1 Did you have a good day?
2 Are you going out later?
3 Have you heard from Joan?
4 I’ll call you later!
5 Do you need some help?
6 There isn’t another car on the road today.
7 I don’t have time now!
8 Will / Might / Can I see you after work?
9 I’m not so sure what you mean.
10 Are you doing all right?


PAGE 74 Self check 9: Grammar Challenge!
1 1 C 2 E 3 A 4 D 5 B Students’ own answers.
2 1 Did you enjoy your holiday? PAGE 78 VOCABULARY Saying farewell
2 The traffic’s terrible!
1 1 fate 2 furnace 3 orbit 4 accelerate 5 dense
3 Darren looks different. His hair’s shorter! 6 compose 7 hurl 8 brutal 9 overwhelm 10 hostile
4 I can’t find my watch! 11 decay 12 stable 13 finite 14 generate 15 compress
5 Have you finished your assignment? 2 1 terminate 2 ceased 3 culminated 4 complete
6 The flight’s delayed, so we’ll be late. 5 wrapped up 6 wind up 7 concluded 8 closes
9 finalized
7 A You OK? B Not really. My neck’s sore.
8 Did they leave on time?
3 1 impartial 2 opportune 3 tough as old boots 4 dejected
5 essential 6 minute
9 Is this seat taken?
10 A How’s the food? B It is not bad. Challenge!
3 1 E 2 D 3 A 4 C 5 B
4 1 Lola was advised by the doctor to get plenty of rest. PAGE 79 GRAMMAR however, whatever, whenever,
2 The police stopped Mr Dawson for questioning. wherever, whichever, whoever and collocations
3 Uncle Doug is going to give me this car.
1 1 Whichever 2 However 3 Whatever 4 Whoever
4 Gerard was born in London. 5 Whatever 6 however 7 Whatever 8 Whoever
5 The house had been built to withstand bad weather. 2 1 ✓
5 1 Written by my dad, this novel has been read by a lot of people. 2 I can’t open this, however hard I try.
2 Clearly explained by the teacher, the experiment was conducted 3 I’ll go wherever I need to go to find a good job, even if I have to
by the students without difficulty. leave the country.
3 Recommended by my ex-boss, I was given the job by IBM. 4 ✓
4 Seen by a passing driver, the accident was reported to the police. 5 ✓
5 Left unlocked, Bob’s bike was stolen. 6 Go into the auditorium now and find two seats wherever you can.
7 ✓
PAGE 75 Self check 9: Vocabulary
8 However hard you study, the test is still going to be very
1 1 hoist 2 relentless 3 snap 4 impact 5 appeal challenging.
6 exclusive 7 circulation 8 surfaces 9 deemed 4 1 However many times you ask me the answer is still going to
10 stonewall 11 demise 12 elemental 13 moving be No!
14 garner 15 odyssey 16 inception 17 stagnant
18 unsettling 19 terrain 20 goo 2 Whoever arrives at the station first will buy the tickets.
2 1 breaking 2 whistle 3 hoax 4 questionable 5 clam 3 Whenever he speaks to her he blushes.
6 slip 7 up 8 keen-eyed 9 bummed 10 wax 4 Whatever she wears, she always looks chic.
5 However cheeky it seems, I think you should ask for a lift.
PAGE 76 Unit 10 6 Whichever presidential candidate wins, they will have a tough
job on their hands.
1 1 obsessed 2 mortal 3 icon 4 immortal 5 anxiety
6 brevity 7 destiny 8 generations Challenge!
1 wherever 2 whatever 3 whichever 4 however 5 whenever
2 2
6 whoever
3 1 T … the question of life and death has always preoccupied
mankind. (paragraph 1) PAGE 80GRAMMAR Complex sentences
2 F … he is mortal. (paragraph 2)
1 1 The Winsford salt mines, which are just outside Chester, are really
3 F … the name of Achilles continues to live on not only because worth visiting.
of his exploits, but also because of the Greek ideas of heroism …
(paragraph 3) 2 That’s the guy who fixed the puncture on my bike.
4 T … suicide would be a way of escaping life’s pressures. 3 The fugu fish, which is a delicacy in Japan, has organs which
(paragraph 4) contain a poison which can kill you instantly.
5 F … but would it? What comes after death, he asks himself. 4 My brother borrowed my iPod, which meant I couldn’t listen to
(paragraph 4) music on the bus.
6 F Nobody doubted that there was an afterlife and that spiritual 5 I bought a bag yesterday which seems rather flimsy.
immortality existed …(paragraph 5) 6 We had some delicious cake which my grandmother had made.
7 T … he becomes cut off from his family, friends and society. 2 1 I was over the moon when I found the lost ring I’d been
(paragraph 6) looking for.
8 T The book was also seen as a criticism of how scientists were 2 We’re going to see a Roman villa that I once did a school
detached from society, with little concern for the consequences of project on.
their work. (paragraph 7) 3 We watched a road movie Greg was telling me about.
4 1 exploit 2 epic poem 3 glory 4 avenge 5 rampage 4 Laura got the promotion Sara had set her sights on.
6 remorse
5 Katie’s seeing Joe who Sharma used to go out with.


3 1 The winner of the 2000 Award for Stupidity is posthumously PAGE 84 ROUND-UP 1–2
known as Jumping Jack Cash, whose foolish exploits you may 1 1 about 2 in 3 his 4 before 5 on 6 could 7 over
have heard about. 8 which 9 the 10 about 11 the
2 The scene of his stupidity was the Grand Canyon, a landmark to 2 1 b 2 a 3 c 4 b 5 c 6 b 7 b 8 a 9 b 10 a
which thousands of tourists flock every year.
3 The canyon contains some particularly steep drops, around PAGE 85 ROUND-UP 3–4
which fences have been built to prevent sightseers plummeting
to their deaths. 1 1 b 2 b 3 c 4 a 5 d 6 d 7 a 8 a 9 d 10 b
4 Close to some of the drops are small towering plateaus, off which 2 1 what 2 ✓ 3 it 4 of 5 ✓ 6 to 7 ✓ 8 ✓ 9 the
you could jump if you were feeling very brave. 10 about
5 Tourist like to throw coins on to the plateaus where some pile
onto the surfaces, while others fall to the valley floor far below. PAGE 86 ROUND-UP 5–6
6 Jumping Jack Cash leaped over to a plateau where there was a 1 1 survival 2 abnormally 3 affects 4 detrimental
huge pile of coins and he filled his bag with them. 5 drowsy 6 unable 7 calculations 8 deprivation 9 truly
7 He tried to leap back but his bag, which was now full of coins, 10 interaction
prevented him, and he plunged to the bottom. 2 Suggested answers:
1 threats of 2 sign 3 that 4 a 5 be 6 times 7 come
PAGE 81 WRITING An opinion essay: 2 8 trip 9 up 10 out
2 1 C 2 B 3 A 4 G 5 F 6 D 7 H 8 E
PAGE 87ROUND-UP 7–8
3 1 There is no denying 2 suggested 3 it would be 1 1 deadly 2 nutritional 3 convenient 4 addictive 5 fatty
wrong to suggest that 4 Furthermore 5 I firmly believe 6 tiredness 7 depression 8 harmless 9 attention
6 inconceivable 7 On balance 8 There is (also) some truth in 10 growth
the view that 2 1 around 2 keep 3 have 4 these 5 like 6 which
4 Students’ own answers. 7 other 8 also 9 all 10 often
5 Students’ own answers. PAGE 88 ROUND-UP 9–10
PAGE 82 Self check 10: Grammar 1 Suggested answers:
1 1 matter 2 result 3 conjunctions 4 middle 5 sentence 1 Jane told me she’d be back by seven p.m.
6 adverb 7 verb 2 Should you need any help, please contact our office.
2 1 whichever 2 however 3 Whoever 4 wherever 3 At the beginning of our relationship we had our ups and downs,
5 whichever 6 whoever 7 whenever 8 whatever but we haven’t fallen out recently.
3 1 Defining 2 essential 3 main 4 incomplete 4 You really shouldn’t have bought me such a huge gift!
5 Non-defining 6 non-essential 7 information 5 The concert ‘For the Earth’ was watched by millions of people all
4 1 Someone started playing loud music at which point we went over the world.
home. 6 Mike is said to have had lots of heated discussions with his
2 She started to dust the desk on top of which lay piles of papers. parents.
3 The president will appoint a number of new ministers, of whom 7 I wish I hadn’t voiced my opinion in front of my teacher.
many are women, in the new session. 8 My parents object to my wearing outlandish clothes.
4 He has won eleven medals so far, of which most are gold. 9 Jane would not be a broad-minded person if she hadn’t seen a
5 That woman, for whom my friend was mistaken, is an actress. lot in her life.
6 I addressed my complaint to an employee, who was 10 Tennis is said to have been invented by French monks.
blatantly rude. 2 1 an 2 ✓ 3 time 4 out 5 of 6 ✓ 7 the 8 of 9 ✓
7 They’ve written ten books so far, all of which have been very 10 the
successful.
8 Mr Adams is a football coach in whom I have a lot of faith.
PAGE 83Self check 10: Vocabulary

1 1 compress 2 generate 3 stable 4 orbit 5 accelerate
6 hurl 7 decay 8 fate 9 hostile 10 tough 11 dense
12 brutal 13 composed 14 finite 15 furnace 16 minute
17 mortal 18 essential 19 flimsy 20 icon
2 1 anxiety 2 dejected 3 obsessed 4 doomed
5 overwhelmed 6 winding 7 destiny 8 opportune
9 brevity 10 fate


EVERYDAY ENGLISH 1
Beginning and continuing 4 3.12 Listen and repeat the questions.
conversations 1 Did you see the news this morning about the man who
found a lot of money?
1 3.11 Read and listen to the dialogue. What are 2 How long have you been learning to ride a motorcycle?
Dave and Simon planning to do together? 3 It’s really hot today, isn’t it?
4 Do you follow Formula One?
Dave Hi. I’m Dave. My friend Glen said I could join 5 What do you think about the new computer lab?
the match tonight. 6 Should we phone Glen and ask if he’s coming?
Simon Oh, sure, I know Glen. He’s not here yet.
5 3.13 Listen to the dialogue. What are Claire and
Anyway, welcome. My name’s Simon.
Ella about to do together?
Dave Nice to meet you.
Simon Nice to meet you, too.
6 3.13 Write questions beginning with these
Dave How long have you been playing rugby here?
words. Listen again to the dialogue and compare your
Simon The Wednesday afternoon games? About the
questions with those in the dialogue.
same amount of time as Glen. About three
years. 1 How long … ?
Dave That’s good. Do you follow international 2 Do you listen … ?
rugby? 3 Did you go … ?
Simon Yeah, I love it. Did you watch the match on 4 I really like … . How … ?
TV last night? 5 It’s pretty crowded … ?
Dave No, I missed it. But I heard it was brilliant. 7 Work in pairs. Prepare a dialogue between two people
Simon It really was. who have just met at a club or sporting activity. Student
Dave I really like that new team captain – Gregg. A is new to the club or activity. Use expressions
How about you? for starting and continuing conversations from the
Simon Actually, I was sorry to see Arnoldson go. Speaking tip box.
I thought he was pretty good.
Dave Well, I guess he had his admirers. Speaking tip
Simon Brrrr. It’s cold tonight, isn’t it?
When you want to start a conversation with someone,
Dave Yeah. Should we get everyone together and
you can introduce topics with these sentences:
start playing?
How long have you been … ?
Simon Great idea!
Do you follow … ?
Did you watch … ?
I really like … . How about you?
2 Read the dialogue again. Answer the questions.
It’s … , isn’t it?
1 What does Dave say to open the conversation? Should we … ?
2 After introducing himself, what question does Dave
ask to get the conversation going? A
3 What three additional questions are asked to keep the
Introduce yourself
conversation going? B
4 What topic do Dave and Simon disagree about?
Introduce yourself
5 What question does Simon ask to change the subject?
Ask B a question.
3 Match each description of a conversational question
with the correct phrase or sentence. Answer the question. Then
1 Make an observation using a tag question. ask A a question.
2 Ask if the person has seen something recently.
Answer the question.
3 Ask about the amount of time that someone has been
interested in something. Express an opinion. Ask for
4 Suggest doing something. agreement or disagreement.
5 Ask if the person is interested in something.
6 Express an opinion and ask for agreement or Agree or disagree.
disagreement.
Change the topic or make a
a How long have you been … ?
comment about the weather
b Do you follow … ?
or situation.
c Did you watch … ?
d I really like … . How about you?
Suggest doing something.
e It’s … , isn’t it?
f Should we … ? Agree.
8 Act out your dialogue to the class.
●●●●● Workbook Functions Bank: page 89
108 © Oxford University Press 2014 PHOTOCOPIABLE


EVERYDAY ENGLISH 1 Ella Oh, hi, Claire. I’m Ella. I’m a friend of Jane’s. She said you’re
trying to find a violin player for your music club.
Claire Yes, that’s right. It’s nice to meet you, Ella.
Beginning and continuing Ella Nice to meet you, Claire.
Claire How long have you been playing the violin?
conversations Ella Since I was six. So … about ten years.
Target language Claire That’s great!
Ella Do you listen to a lot of classical music?
Listening: two young men discussing rugby at an
Claire Yeah, I love it. Did you go to the concert in City Auditorium
informal rugby match
last weekend?
Vocabulary: How long have you been … ? Do you Ella Yes, I did. It was fantastic.
follow … ? Did you watch … ? I really like … . How about Claire I was there, too. I enjoyed it a lot.
you? It’s … , isn’t it? Should we … ? Ella I really liked that modern piece they played. How about you?
Speaking: two people meet for the first time and have a Claire Actually, that was my least favourite.
short conversation Ella Really? I like a lot of modern orchestral music.
Claire Well, a lot of people do, but it’s not for me.
Exercise 1 $ 3.11 Ella Wow, it’s pretty crowded in here, isn’t it?
Claire Yeah. Should we get everyone together and start playing
• Play the CD for students to listen and do the task. Check
some music?
the answers.
Ella Great idea!
ANSWER
play rugby Exercise 6 $ 3.13
• Students write the sentences individually or in pairs.
Exercise 2
• Play the CD again for them to check their answers.
• Students do the task individually or in pairs. Check the
answers. POSSIBLE ANSWERS
1 How long have you been playing the violin?
ANSWERS 2 Do you listen to a lot of classical music?
1 Hi. I’m Dave. My friend Glen said I could join the game 3 Did you go to the concert in City Auditorium last weekend?
tonight. 4 I really liked that modern piece they played. How about you?
2 How long have you been playing rugby here? 5 It’s pretty crowded in here, isn’t it?
3 Do you follow international rugby? Did you watch the match
on TV last night? I really like that new team captain – Gregg. Exercise 7
How about you? • Students prepare a dialogue in pairs. Monitor and help.
4 The team captain
5 It’s cold tonight, isn’t it? Exercise 8
• Students act out their dialogues to the class.
Exercise 3
SAMPLE ANSWER
• Students do the task individually. Check the answers.
A Excuse me, I’m looking for Bob.
ANSWERS B Yes, I’m Bob.
1 e 2 c 3 a 4 f 5 b 6 d A Oh, hi, Bob. I’m Ian. I’m a friend of Mike’s. He said you’ve started
a photography club.
Exercise 4 $ 3.12
B Yes, that’s right. It’s nice to meet you, Ian.
• Play the CD pausing for students to repeat the questions. A Nice to meet you, Bob.
TAPESCRIPT B How long have you been interested in photography?
1 Did you see the news this morning about the man who A Just a few months. I got a camera for my birthday.
found a lot of money? B That’s cool.
2 How long have you been learning to ride a motorcycle? A Do you take a lot of photographs?
3 It’s really hot today, isn’t it? B Yeah, I love it. Did you see the photo exhibition at the City Art
4 Do you follow Formula One? Museum last month?
5 What do you think about the new computer lab? A Yes, I did. I liked that a lot.
6 Should we phone Glen and ask if he’s coming? B So did I.
A I really liked the black-and-white pictures. How about you?
Exercise 5 $ 3.13 B Actually, I thought the colour images were a lot more exciting.
• Play the CD once for students to answer the question. A Really? I didn’t think they were quite as nice.
Check the answer. B Well, a lot of people like black-and-white photography, but it’s
ANSWER
not for me.
A It’s really hot and sunny today, isn’t it?
They’re about to play music together in a school music club.
B Yeah. Should we call Ian and go out and take some pictures?
TAPESCRIPT A Great idea!
Ella Excuse me, I’m looking for Claire.
Claire Yes, I’m Claire.
Follow-up
Workbook Functions Bank page 89
Everyday English 1 109


EVERYDAY ENGLISH 2
Sharing stories 2 Read the dialogue again. Complete the expressions.
1 He rally racing.
1 3.14 Read and listen to the interview. Has Adam 2 I for driving.
ever won a race? 3 The driving instructor encouraged my family to
the sport,
4 I know I something good – something
I really enjoyed.
5 At the races, I .
3 Answer the questions.

1 What are you really into, or what is someone you know
really into?
2 What do you have a knack for, or what does someone
you know have a knack for?
3 Has anyone ever nurtured your interest in something?
4 When have you felt that you were on to something
good – something you really enjoyed?
5 When are you in your element?
Interviewer How long have you been a rally driver? 4 3.15 Listen. What type of business did Lisa start?
Adam For about a year now.
Interviewer How did you become a rally driver? 5 Think of something you are interested in, or make
Adam Three years ago, I was living with my something up if you prefer. Make notes about it.
uncle for the summer. He was really into 1 When did you become interested in it?
rally racing, so we went to watch a rally 2 Who helped you learn about it?
every week. Then I found out about a 3 What was your first experience with it like?
rally driving school for people my age. 4 When and why did you begin to feel that you were on
Amazingly, my uncle offered to pay for a to something good?
one-day driving lesson. 5 Does it make you feel that you are in your element?
Interviewer So what happened? How? When?
Adam I loved it, and apparently I had a knack
for driving.
6 Work in pairs. Prepare two interviews. First, Student
A interviews Student B about the story of something
Interviewer That’s great. So what did you do?
they are interested in, or good at, using the notes from
Adam The driving instructor encouraged my
exercise 5 above. Then Student B interviews Student A
uncle to nurture my interest in the sport.
about the story of something they are interested in or
My parents were happy that I had some
good at using the notes from exercise 5 above.
talent doing something I loved.
Interviewer Did you have to buy a rally car?
Adam No. The driving school would let me drive
7 Act out your dialogues to the class.
one of their cars in training races, and I
continued to win – in training. By then,
I knew I was on to something good –
something I really enjoyed. One day they
asked me if I’d like to drive the team car
in a rally, and of course I said yes.
Interviewer And you won that first rally?
Adam No. Not surprisingly, I didn’t win. I did
well enough, and it was all part of my
continued training. At the races, I was in
my element. That’s what mattered.
Interviewer And have you won any rallies yet?
Adam Yes. As I’ve continued to race, I’ve gone
up in the rankings. I had my first win
about two months ago. Of course I was
delighted!
Interviewer Congratulations!
Adam Thanks!


EVERYDAY ENGLISH 2 Interviewer Did you start selling clothes right away?
Lisa No. I didn’t even think of that at first. I made clothes for myself
and for my friends. But then people starting asking if they could
Sharing stories pay me to make things. By then, I knew I was on to something
good – something I really enjoyed and could make money at.
Target language Interviewer And is that when you started your business?
Listening: an interviewer talking with someone about the Lisa Yes, that’s right. When I started talking about clothes with
story of how they developed a personal interest people, and designing and making them, I was in my element.
Vocabulary: Interviewer That’s great!
be really into
have a knack for
Exercise 5
nurture an interest in • Students do the task individually
be on to something good
Exercise 6
be in one’s element
• Students prepare a dialogue in pairs. Monitor and help.
Speaking: two people discuss the story of how one’s
special interest developed Exercise 7
• Students act out their dialogues to the class.
Exercise 1 $ 3.14 SAMPLE ANSWER
• Play the CD for students to listen and do the task. Check A How did you get interested in playing badminton?
the answers. B Five years ago, I was in an after-school club. The teacher was
ANSWER really into chess, and she used to encourage us to play.
Yes, about two months ago. A Were you good at it from the very beginning?
B Well, at first I lost a lot, but I became good at it pretty quickly,
Exercise 2 because I had a knack for it.
• Students do the task individually or in pairs. Check the A So when did you start competing?
answers. B My teacher encouraged my parents to nurture my interest in
badminton, and to let me play in badminton tournaments. My
ANSWERS parents were happy to do that, so most weekends, we went to
1 was really into badminton tournaments all over the country.
2 had a knack for A Did you become a champion right away?
3 nurture my interest in B No. It’s very stressful playing in tournaments, and so I had to get
4 was on to used to it. But after a couple of years, I began winning a lot. By
5 was in my element then, I knew I was on to something good – something I really
enjoyed and could win at.
Exercise 3
A And do you still play?
• Students do the task individually, then share answers in B Yes, I do. It’s my favourite thing. When I’m playing in a
pairs. Check the answers. badminton tournament, I’m in my element.
Exercise 4 $ 3.15 A That’s great!
• Students do the task individually or in pairs. Play the CD to Follow-up
check the answers. Workbook Functions Bank page 89
ANSWERS
She makes and sells clothes.
TAPESCRIPT
Interviewer How did you get interested in making clothes?
Lisa Two years ago, I was studying history. My teacher was really
into the history of clothing, and she used to talk about clothes a
lot. She suggested that I make an old-fashioned piece of clothing
for my history project, so I did.
Interviewer How did it go?
Lisa I’d never done any sewing before, but I loved it, and
apparently I had a knack for making things.
Interviewer So what happened?
Lisa The garment I made came out very well. My teacher
encouraged my parents to nurture my interest in sewing. My
parents were happy to do that, so they bought me a sewing
machine.


EVERYDAY ENGLISH 3
Discussing options and 3 Match each sentence from the conversation with the
best description.
negotiating action 1 So, let’s look at the options.
1 3.16 Read and listen to the dialogue. What are Ben 2 All in all, it isn’t very appealing.
and Jane planning to do? 3 I think we should move onto the next option.
4 This one has quite a lot going for it, in my opinion.
Ben So, let’s look at the options. All three of these 5 Can you think of any drawbacks?
cafés are up for sale – and the prices are 6 I suppose there are ways around that.
similar. a Summarizing.
Jane OK. What’s this first one called? b Saying you like something.
Ben The Soup Bowl. c Opening the discussion.
Jane Yuck. I don’t like the name. d Saying that problems can be solved.
Ben Me neither. We could change that, I suppose. e Asking for input.
Jane We could, but that can cause confusion – f Continuing the discussion.
especially if it’s already in the phone book and 4 3.17 Complete the sentences with the words in the
on the Internet. box. Then listen and check your answers.
Ben True. How long has it been open?
Jane About a year. It’s not doing badly, apparently. considering go along with ’m in favour of reached
It’s got a fairly loyal clientele. What puts me off reject
is its location. It’s too far from a main road.
Ben I agree. And looking at these photos, we’d 1 I think it’s definitely worth .
need to spend a lot of money sorting out the 2 Maybe we should that option.
internal decoration. 3 So, have we a decision?
Jane All in all, it isn’t very appealing. 4 Personally, I that option.
Ben I think we should move onto the next option. 5 I’ll that.
Jane Yes – Mario’s. Here are the photos. This one 5 3.18 Listen to the dialogue. Which café do Ben and
has quite a lot going for it, in my opinion. Jane decide to buy?
Ben It looks very old fashioned from the outside,
doesn’t it? 6 Work in pairs. Imagine you have received the
Jane Yes, but that wouldn’t cost much to put right. suggestions (1–4) below. Discuss each suggestion and
Ben Where is it, exactly? decide which one to choose. Think about questions
Jane At the north end of the High Street. (a–d) below and include phrases from exercises 3 and 4.
Ben Really? That couldn’t be better. And it’s quite
a Will it be popular with your clientele?
large too – 25 tables. Can you think of any
b Will it be easy/cheap/difficult/expensive to organise?
drawbacks?
c Will it be profitable? Why?/Why not?
Jane I’ve heard that the service is very slow. They
d Will it be popular/unpopular with local residents?
get quite a few complaints.
Ben I suppose there are ways around that. For 1 2
example, we could send the staff on training Fancy Movies every
courses. dress night! Saturday night
Jane I suppose so. on our giant TV!
Every Thursday
2 Read the dialogue again. For each café, which factors Different theme each week
do the partners discuss? If they agree that the factor £5 entry fee
£50 prize for the best
is positive, write +. If they agree it’s negative, write –, costume 8:00 p.m. – 10 p.m.
if they don’t agree or decide, write +/–. If they don’t Free entry!
discuss the factor, write 0.
3
The Soup Bowl Mario’s Monday 4
1 name
2 location
Morning Fre
e Come in,
sit down,
Madness! Fi log on.
Wi-
3 internal decoration
4 external appearance
All food half price Catch up
5 size on Mondays from with work
6 quality of staff 8:00 a.m. to noon! or emails.
7 Act out your dialogue to the class.


EVERYDAY ENGLISH 3 1
TAPESCRIPT
I think it’s definitely worth considering.
2 Maybe we should reject that option.
Discussing options and 3 So, have we reached a decision?
4 Personally, I’m in favour of that option.
negotiating action 5 I’ll go along with that.
Target language Exercise 5 $ 3.18
Listening: two people discussing which of three cafés to • Play the CD once for students to answer the question.
buy Check the answer.
Vocabulary: So, let’s look at the options.
ANSWER
What puts me off is its location.
All in all, it isn’t very appealing. They decide to buy Mario’s.
I think we should move onto the next option. TAPESCRIPT
This one has quite a lot going for it, in my opinion. Jane Shall we look at the last one?
Can you think of any drawbacks? Ben Yes – The Corner Café. It’s on the corner of Green Street and
I suppose there are ways around that. Mansion Avenue.
I think it’s definitely worth considering. Jane That’s a little far from the centre of town.
On reflection, maybe we should reject that option. Ben Yes, but it’s a nice little café. Good reputation, plenty of
So, have we reached a decision? regular customers. I think it’s definitely worth considering.
Personally, I’m in favour of that option. Jane Really? How many tables?
I’ll go along with that. Ben Fifteen. It’s a bit smaller than we would like, I admit.
Speaking: two people discuss options and negotiate Jane And the location isn’t great either.
action for improving the profitability of a café. Ben OK, you’ve got a point. On reflection, maybe we should reject
that option.
Jane I agree.
Exercise 1 $ 3.16
Ben So, have we reached a decision?
• Play the CD for students to listen and do the task. Check Jane Yes, I think we have. Personally, I’m in favour of buying
the answers. Mario’s.
ANSWER Ben I’ll go along with that. It seems the only choice, really. It’s big
buy a café enough and the location is perfect.
Jane Absolutely. Well, let’s get on the phone …
Exercise 2
• Students do the task individually or in pairs. Check the Exercise 6
answers. • Students prepare a dialogue in pairs. Monitor and help.
ANSWERS Exercise 7
The Soup Bowl Mario’s • Students act out their dialogues to the class.
1 name – 0 Follow-up
2 location – + Workbook Functions Bank page 89
3 internal decoration 0 0
4 external appearance 0 +/–
5 size 0 +
6 quality of staff 0 –
Exercise 3
ANSWERS
1 c 2 a 3 f 4 b 5 e 6 d
Exercise 4 $ 3.17
• Students do the task individually or in pairs. Play the CD to
check the answers.
ANSWERS
1 considering
2 reject
3 reached
4 ’m in favour of
5 go along with


EVERYDAY ENGLISH 4
Discussing merits of proposed why are they building a car park when they
changes should be encouraging people to use public

transport, or cycle, or walk? To my mind,
1 3.19 Look at the three pictures. What changes can building a car park is a step backwards.
you see between the ‘now’ picture and the two options? Eric I don’t know. It’s impossible to find a parking
Which do you prefer? Then read and listen to the space now. The new car park’ll attract people
dialogue. What benefits and drawbacks of the proposed into the town, and that’ll be good for the
changes to the town centre do they mention? shops and cafés.
Kerry That’s not how I see it at all. If the town centre
becomes even more congested, everyone will
Now avoid it like the plague. Shops and cafés will
be worse off, not better off.
Eric I think it’ll make things easier for people,
especially elderly people. My gran’ll love it –
she’ll be able to park in the multi-storey and
walk straight into the new shopping mall. She
won’t have to carry all her shopping home on
the bus.
Kerry That’s a fair point.
2 Complete these expressions from the dialogue.

1 (That) would seem like the best to me.
2 To my , building a car park …
3 I don’t .
4 That’s not how I it al all.
5 That’s a fair .
Option 1
3 3.20 Listen to the continuation of the dialogue.
What further benefits and drawbacks do they mention?
4 Put the expressions from exercise 2 in the correct

group (A–C).
A Giving opinions
one advantage of … is (that) …
one drawback of … is (that) …
Personally, I think that …
B Disagreeing
I don’t accept that.
Option 2 I disagree with the view that …
C Conceding a point
True.
Yes, I suppose you’re right.
Yes, I hadn’t thought of that.
5 Work in pairs. Each choose one plan from exercise 1 and

think about its merits. Consider the questions below and
make notes. Your answers to exercise 4 will help.
1 Which would be better for (a) young people
Eric What do you think of the changes they’re
(b) families (c) elderly people?
proposing to make in the town centre?
2 Which is visually more attractive?
Kerry I quite like the plans for the pedestrianized
area. But I don’t like the idea of the new multi- 6 Discuss the plans with your partner using your notes
storey car park. And they’ll have to knock from exercise 5. Think about the drawbacks of your
down all those lovely old buildings to make partner’s plan. Give your opinion and react to your
room for it. partner’s points using expressions and phrases from
Eric True. But they’re in very poor condition, exercises 2 and 4.
practically falling down. The whole area is very
run down. ●●●●● Workbook Functions Bank: page 89
Kerry There must be something else they could
do, though. Renovating the buildings would
seem like the best option to me. And anyway,


EVERYDAY ENGLISH 4 TAPESCRIPT
Eric What I don’t like is the new shopping mall. It’s all concrete and
glass. Really functional and impersonal.
Discussing merits of proposed Kerry I couldn’t agree more. It looks totally soulless. But I imagine
there’ll be a great range of shops. There always is in malls like that
changes – we’ll be able to get practically everything we need in one place.
Eric But the shops’ll be mostly big chain stores, and they’re
Target language
the same all over the country. It would be nice to have some
Listening: two people discussing proposed changes to a little independent retailers there too – like in the plans for the
town centre pedestrianised area.
Vocabulary: Kerry I suppose. They’ve tried to make it quite nice though.
Giving opinions – one advantage of … is (that) …; one They’ve planted some trees and there’s a landscaped area outside,
drawback of … is (that) … ; Personally, I think that … ; with a water feature.
(That) would seem like the best [option] to me; To my Eric Is that what it is? I think I preferred what was there before,
mind, building a car park … though, the little row of shops and that nice café.
Agreeing/Partially agreeing – That’s how I see it, too; I go Kerry It wasn’t nice. The food was really greasy.
along with that. Eric I liked it.
Disagreeing – I don’t accept that; I disagree with the view Kerry There’s no accounting for taste.
that … ; I don’t know; That’s not how I see it at all.
Conceding a point – True; Yes, I suppose you’re right; Yes, I Exercise 4
hadn’t thought of that; That’s a fair point. • Students do the task individually or in pairs. Check the
Speaking: two people discuss proposed changes to a answers.
town centre ANSWERS
A (That) would seem like the best option to me; To my mind,
Exercise 1 $ 3.19 building a car park …
• Elicit or pre-teach the meaning of these words: B I don’t know; That’s not how I see it at all.
pedestrianized, run down, congested, avoid (something) like C That’s a fair point.
the plague
Exercise 5
the answers.
• Give students two or three minutes to make notes
about the merits of their plan and the drawbacks of their
ANSWER partner’s.
Benefits: The shopping mall will offer a good range of shops.
The car park will attract more people and be good for business.
Drawback:
The car park will be good for elderly people.
Drawbacks: The shopping mall is soulless and impersonal
The multi-storey car park is a step backwards as it encourages Exercise 6
people to drive.
It would mean losing the lovely old buildings.
• Circulate as they do the task, making notes of any
mistakes that you want to highlight, including
Too many people will make the town congested.
pronunciation. At the end, ask a pair to re-enact their
Exercise 2 discussion.
• Students do the task individually or in pairs. Check the EXAMPLE ANSWER
answers. A What I don’t like is the new multi-storey car park. It’s all
ANSWERS concrete. It’s too functional and impersonal. Personally, I think
1 option they should reduce the amount of parking in the town centre.
2 mind B I couldn’t agree more. It looks totally out of place. But I imagine
3 know there’ll need to be plenty of parking to support the shops. If
4 see people can’t get there easily, they’ll go to the out-of-town shops
5 point instead.
A I don’t accept that. The shops out of town, with the big car
Exercise 3 $ 3.20 parks, are mostly big chain stores, and they’re the same all
• Elicit or pre-teach the meaning of these words: functional, over the country. People come to the town centre to shop at
impersonal, landscaped, water feature the little independent retailers. And people will come for the
pedestrianized area, too.
B I suppose. They have done a very nice job making it pedestrian-
ANSWER friendly.
Benefit: A That’s how I see it. They’ve made it a much nicer place to walk.
The shopping mall will offer a good range of shops.
Drawback: Follow-up
The shopping mall is soulless and impersonal Workbook Functions Bank page 89


EVERYDAY ENGLISH 5
Giving a presentation Speaking tip
1 3.21 Read and listen to Emma’s presentation. Giving a presentation
Is she an environmentalist? 1 Present your strongest argument first.
2 Acknowledge the opposing view and then give a
counter-argument or restate your own opinion.
3 When you are thinking what to say next, use fillers.
4 When you don’t know the English for something, try to
paraphrase.
5 Look at the examiner and speak loudly and clearly. Try
to sound confident.
3 3.22 Read the Speaking tip and the task below.

Then listen to the student doing the task and answer the
questions.
1 To what extent does the speaker follow the advice?
2 Which arguments do you find the most persuasive?
Why?
‘To be an environmentalist is a waste of time.’ Do you
agree or disagree? Present your opinion, giving arguments
to support your view. Speak for a maximum of three
Emma The first thing I’d like to say is that I don’t agree minutes.
with the statement that environmentalism is a waste of
time. I don’t think it’s true that environmentalists are 4 Add to the table below the phrases the speaker in
wasting their time. All human life depends on nature exercise 1 used for structuring her presentation.
and on the environment. Environmentalists simply want Changing the subject
to save the natural world because people everywhere I’ll now turn to …
need the natural world to survive. I’d like now to deal with …
One reason environmentalists want to save endangered As far as the arguments against environmentalism are
plants and animals is because we need them for food. concerned
Bees, for example, not only make honey, but they also 1
help to, er, they make it so plants can grow – the plants
Acknowledging the opposing view
… the plants we grow for food – if you understand what
I freely admit that …
I mean.
Others take a different view.
Other people are environmentalists because they think
It is sometimes argued that
that plants and animals are beautiful and that humans
2
have the responsibility to care for them. They argue that
it is natural for humans to take care of the world around Dismissing an opposing view
them. I agree with this view. I don’t accept there’s any merit in the argument that …
Let me see … Uh, now, as far as the arguments against I entirely reject the notion that …
environmentalism are concerned, it is sometimes We can dismiss this argument out of hand.
argued that humans are the most important creatures 3
on Earth, and that we have a right to use the Earth’s Referring to something said earlier
resources as we please. However, as I said earlier, we Returning to (the issue of … / the point about …)
all depend on the natural world for life. If we allow the To restate the main argument
bees to die, we will not be able to grow food. So we can As I said earlier …
dismiss this argument out of hand. 4
To summarize then, I don’t believe environmentalists
are wasting their time. On the contrary, I think taking 5 Work in pairs. Choose one of the statements below.
care of the environment must be one of the most Decide if you agree or disagree and brainstorm two or
important things a person can do. three additional arguments to support your opinion.
Include at least one opposing argument. Make notes.
a To reduce air polliution, all countries should enforce
2 Read the presentation again. Complete the expressions days when driving is forbidden.
from the presentation. b Every country should reduce spending on the military
1 Changing the subject: As the arguments and increase spending to save the environment.
against environmentalism are concerned … c Humans are the biggest threat to the Earth’s survival.
2 Acknowledging an opposing view: It
6 Give your presentation to the class. Speak for a
that …
maximum of three minutes. Follow the advice in the
3 Dismissing and opposing view: We can
Speaking tip and use some of the phrases in exercise 4.
out of hand
4 Referring to something said earlier:
earlier …


EVERYDAY ENGLISH 5 world. It would be nice if people didn’t need to use animals
and plants. But that is not a realistic view. The needs of people
are the most important. So trying to stop deforestation or save
Giving a presentation pandas is harmful to people. I’m a person and you’re all people.
Unfortunately, to stay alive, we need to use things in the natural
Target language world. I think it is people who want to save animals that are, er, …
Listening: two people give a presentation agreeing I don’t know the word … . Anyway, I think they are wasting their
or disagreeing with the statement ‘To be an time.
environmentalist is a waste of time’. Moving on to my second argument, er, what would an
Vocabulary: environmentalist do if a wild animal attacked a member of their
Changing the subject – I’ll now turn to …; I’d like family? What if the only way of preventing the attack was to
now to deal with …; As far as the arguments against hurt the wild animal, and possibly kill it? There is some merit in
environmentalism are concerned; Moving on to my the argument put forward by environmentalists that we need
second argument … some things in the world, so we should protect them, but in the
Acknowledging the opposing view – I freely admit circumstance I’ve just outlined, I don’t think this argument holds
that …; Others take a different view; It is sometimes water.
argued that …; There is some merit in the argument put I’d like to conclude by saying that I think the arguments in favour
forward by environmentalists of the statement are stronger than those against, and to reiterate
Dismissing an opposing view – I don’t accept there’s any the point I made at the start, that there aren’t any valid reasons for
merit in the argument that …; I entirely reject the notion being an environmentalist.
that …; We can dismiss this argument out of hand; I don’t
think this argument holds water
Exercise 4
Referring to something said earlier – Returning to (the • Students do the task individually or in pairs. Check the
issue of … / the point about …); To restate the main answers.
argument …; As I said earlier …; To reiterate the point I ANSWERS
made at the start … 1 Moving on to my second argument …
Speaking: a presentation agreeing or disagreeing with a 2 There is some merit in the argument put forward by
statement environmentalists
3 I don’t think this argument holds water
4 To reiterate the point I made at the start …
Exercise 1 $ 3.21
• Play the CD for students to listen and do the task. Check Exercise 5
the answers. • Give students five or six minutes to make notes about
ANSWER one of the statements. Circulate as they do the task,
Yes, she is an environmentalist. making notes of any mistakes that you want to highlight,
including pronunciation. At the end, ask a pair to re-enact
Exercise 2 their discussion.
answers. Exercise 6
• Students give their presentations to the class.
ANSWERS
1 far as SAMPLE ANSWER
2 is sometimes argued The first thing I’d like to say is that I don’t agree with the statement
3 dismiss this argument that there should be some days where driving is forbidden. People
4 As I said need to be free to go about their business, and this should include
driving. This rule would cause too many problems for too many
Exercise 3 $ 3.22 people.
• Students do the task individually. Check the answers. I freely admit that cars cause air pollution, but that doesn’t mean
we need to completely stop using them on certain days.
ANSWER
I’ll now turn to what I think would be a better solution. Instead
1 The first argument the speaker gives probably isn’t his
of forbidding driving on certain days, why not encourage people
strongest.
to choose a day on their own when they don’t drive? This would
2 He does acknowledge the opposing view and give a counter-
allow people to make their own arrangements more easily.
argument or re-state his opinion.
I entirely reject the idea that driving should be outlawed on certain
3 He uses fillers.
days. As I said before, this rule would cause too many problems for
4 He doesn’t paraphrase as well as Emma did.
too many people.
5 He doesn’t sound very confident at first.
To summarize then, I don’t believe that driving should be
TAPESCRIPT forbidden on certain days On the contrary, I think encouraging
Er right. Well, er… First of all I’m going to state my own opinion: people not to drive as much, and giving them the freedom to
I agree that to be an environmentalist is a waste of time and I choose when they don’t drive, is a much better idea.
don’t believe there are any valid reasons for calling yourself an
environmentalist. Er, … Why do I believe that? I think er, there Follow-up
are a number of reasons. Firstly, we do not live in a perfect Workbook Functions Bank page 89


EVERYDAY ENGLISH 6
Comparing, contrasting and These photos show people who have won something.
Compare and contrast the photos. Say what you think
reacting to photos motivated them, what they did to achieve success, and how
it might affect their lives.
1 3.23 Read and listen to two people talking about
achievements. Match each speaker with one of the four 4 3.24 Listen to a student answering the second
descriptions below. part of the task. Do you agree with her opinions? Give
reasons.
1 I was thrilled to bits to accept the award, but there
are a whole bunch of people without whose hard 5 Which of these phrases for concession and counter-
work and dedication these discoveries would argument does the speaker use? Which are adverbs and
never have been made. And I can tell you, they are which are conjunctions?
jumping for joy. They have worked tirelessly, day in Concession and counter-argument
day out, over many years, recording the results of
tests and analysing vast amounts of data. So, yes, although even though all the same and yet
of course we are delighted, but we have to keep granted even so having said that in spite of this
our feet on the ground. It is very difficult to secure it’s true that mind you much as nevertheless
funding for the type of research we carry out, so in nonetheless though yet
practical terms, the prize money simply means that
we can carry on with our research for another year, 6 Rewrite the sentences using the words in brackets.
which is a great relief. Sometimes you will need to make two sentences into
2 I was in shock. It was just so humbling. I don’t know one, and vice versa.
what I did to deserve this. There were so many other 1 I’d like to be rich. Nevertheless, I’m not prepared to
great performances that the judges could have work hard every day of the week. (much as)
chosen. I felt so, so … unworthy! But of course, it 2 He hardy did any revision for his exams and yet he
is such an honour and I’m on top of the world and managed to pass. (even though)
I just want to say a big thank you to everyone who 3 Much as I admire his achievements, he’s neglected
made this possible, and dedicate this award to my his family in his quest for success. (although)
mum and dad. 4 Although she’s worked really hard, she’s never really
go the recognition she deserves. (nonetheless)
a a film star 5 Even though she’s widely acknowledged to be the
b a sports star best actress of her generation, she’s never won an
c a scientist Oscar. (yet)
d an author 6 The winning goal may have been lucky, but they
deserved to win the match. (though)
2 Match 1–4 with a–d to complete the expressions.
1 I’m on top a for joy. 7 Work in pairs. Take it in turns to do the task. The student
2 They are jumping b of the world. who is listening should think of two questions to ask
3 It is such c to bits. when his/her partner has finished speaking.
4 I was thrilled d an honour.
3 Work in pairs. Read the task. Compare and contrast the

photos below using the prompts. Use the expressions in
exercise 2 to help you.
1 What have they won?
2 How do you think they are feeling?
3 How similar are their achievements?
Task: Compare and contrast the photos above. Answer

the questions.
1 What do you think these people have done to achieve
their awards?
2 Which person do you admire more? Why?
3 What does it take to be successful?
4 What do you consider success to be?


EVERYDAY ENGLISH 6 Lots of aspiring athletes who aren’t yet rich say that if they do
become rich and famous, the money won’t change them. But
much as they might like to keep their old friends and lifestyle, I
Comparing, contrasting and think they’ll find it really difficult. They’ll want a big new house,
reacting to photos new car, they’ll go on expensive holidays … they’re bound to start
mixing with other people. As for the moustache contest winner, I
Target language doubt his life will change very much. It’s true, he’ll probably get a
small cash prize, and some media attention, but it’s unlikely his life
Listening: Two people talk about things they have won. A
will change fundamentally.
student gives an opinion about lottery winners.
Vocabulary: Words for concession and counter-argument Exercise 5
– although; even though; all the same; and yet; granted; • Explain that concession and counter-argument phrases
even so; having said that; in spite of this; it’s true that; are formal linguistic terms to describe words like but and
mind you; much as; nevertheless; nonetheless; though; although.
yet • Ask students how we know which is an adverb and which
Speaking: In pairs, students compare two photographs. is a conjunction. (A conjunction is followed by a clause. An
adverb is followed by a comma if it is at the beginning of
Exercise 1 $ 3.23 the sentence or can come at the end of a sentence.)
• Play the CD for students to listen and do the task. Check ANSWERS
the answers. The speaker uses: Having said that, although, granted, mind you,
ANSWER
much as, it’s true
1 = c (scientist) Adverbs all the same, granted, even so, having said that, in spite
2 = a (film star) of this, mind you, nevertheless, nonetheless, though
Conjunctions although, even though, much as, and yet, it’s true
Exercise 2 that, yet, though
• Students do the task individually or in pairs. Check the NB Though can be used as a conjunction, or as an adverb at the
answers. end of a sentence.
ANSWERS Exercise 6
1 b 2 a 3 d 4 c • Students do the exercise individually before checking it in
pairs.
Exercise 3
• Remind students that a comma is needed after a
• Students do the task. Check the answers. concession adverb and at the end of a concession clause.
ANSWER
ANSWERS
1 The first person has won an award for having a large
1 Much as I’d like to be rich, I’m not prepared to work hard
moustache, the second is an athlete.
every day of the week.
2 The moustache contest winner looks thrilled to bits. The
2 Even though he hardly did any work for the exam, he
athlete is also probably on top of the world, and feels that it’s
managed to pass.
such an honour to receive a medal.
3 Although I admire his achievements, he’s neglected his
3 Their achievements are not very similar. The moustache
family in his quest for success.
contest winner simply grew a moustache, while the athlete
4 She’s worked really hard. Nonetheless, she’s never really got
has been rewarded for both skill and hard work.
the recognition she deserves.
Exercise 4 $ 3.24 5 She’s widely acknowledged to be the best actor of her
generation, yet she’s never won an Oscar.
6 Though the winning goal may have been lucky, they
answers.
deserved to win the match.
TAPESCRIPT
In the case of the moustache contest winner, I think he was Exercise 7
probably motivated by a desire to be a little bit famous. Having • Students do the task in pairs.
said that, he may just have wanted to have some fun and may • Circulate and monitor, noting examples of good language
not care at all about fame. As for the athlete, most sportspeople as well as mistakes to highlight in a feedback session.
are driven by a desire to win, although some have pushy parents
who’ve encouraged them from an early age – so it’s possible Follow-up
they’re motivated by a desire to please their parents. Workbook Functions Bank page 89
I don’t think the moustache contest winner did anything really
special to achieve success. Granted, they may have taken a lot of
time and care in grooming, and also may have had to put up with
being made fun of, but that doesn’t compare with the time, effort
and commitment needed to become a world-class athlete. Mind
you, some runners have enormous natural talent and they love
training, so it’s no real hardship for them.


EVERYDAY ENGLISH 7
A persuasive presentation 3 Over the past ten years, the increase in visitors
damage to the natural environment.
describing cause and effect 4 of having too many tourists will be damage
to the local environment.
1 Look at the graph. What aspect of foreign travel does it 5 Damage to the environment is an increase
show? in eco-tourism.
Millions Number of passengers flying from UK airports 4 3.26 Listen to another presentation on the same
250
topic. Complete the sentences.
200 1 For , I think its particularly important for
150 people to travel.
2 Climate change is partly carbon
100
emissions from planes.
50 3 The travel is to learn about
0 other cultures.
1953 1962 1971 1980 1989 1998 2005 2007 2008 2009 2010 2011
5 Which presentation do you think was more persuasive,
the one in exercise 1 or the one in exercise 3?
2 3.25 Read and listen to the presentation. Do you
agree or disagree with the speaker’s view? 6 Match 1–8 to a–h to make complete sentences.
Should people be encouraged to travel abroad on 1 Increased carbon emissions have clearly had a
holiday, or discouraged from it? detrimental
On the whole, I am of the opinion that people should 2 Climate change, then, is a major
not be encouraged to travel abroad on holiday. The 3 Tourism can have a negative
fact is that a vast increase in the number of flights 4 Big hotels spring up along the coast, usually to the
over recent years has resulted in increased carbon 5 I don’t think the benefits to local people outweigh
emissions, and this has clearly had a detrimental 6 When the purpose of travel is to learn about other
effect on the earth’s atmosphere. Climate change, cultures, it’s clearly of mutual
then, is a major concern, but by no means the only 7 I don’t think we can avoid doing
one. Tourism can have a negative impact on the 8 We should endeavour to minimise the damage
physical environment, too, especially in popular a effect on the earth’s atmosphere.
destinations like coastal resorts. An increase in the b benefit to the tourist and the local people.
number of visitors inevitably leads to expansion c the damage that tourism does.
and development. For example, big hotels spring up d detriment of the local environment.
along the coast, usually to the detriment of the local e we cause to the environment.
environment – and in most cases it was the local f concern, but by no means the only one.
environment that was the reason for the resort’s g harm altogether.
popularity in the first place. Furthermore, more h impact on the physical environment.
hotels and more restaurants inevitably mean more
strain on the local infrastructure, too. I think this is 7 Complete the phrases with the words below.
especially true in remoter and poorer parts of the broadly by in in on to
world, for example in Africa and Asia, where the local
population broadly speaking consumes less energy, Generalizing
less water and less food than the visiting tourists. 1 the whole 4 and large
The increased demand for water, for example, can 2 a great extent 5 most cases
pose a threat to rivers and lakes, which may dry 3 general 6 speaking
up or become unsuitable as a habitat for wildlife.
8 Read the task below. Make notes about your opinion
Admittedly, the local people benefit from the money
and arguments that support it. Include at least one
that tourists spend while they are on holiday, but I
opposing argument. Think about the environment,
don’t think the benefits to local people outweigh the
economic benefits/drawbacks, quality of life for you
damage that tourism does.
compatriots, and the image of your country abroad.
So, to sum up, the consequences of more flights will
be increased climate change, and further damage to To what extent does tourism benefit your country? Should
the places which the tourists visit. For these reasons, it be encouraged? Give reasons for your opinions.
I strongly believe that people should be discouraged
from travelling abroad.
9 Prepare a presentation of no more than three minutes
using some of the phrases and collocations from
exercises 2, 3 and 6.
3 Complete the sentences with the words in bold.
1 An increase in tourism often an increase in 10 Give your presentation to the class.
jobs for local people.
2 Better facilities for tourists that they will ●●●●● Workbook Functions Bank: page 89
have a good experience on holiday.


EVERYDAY ENGLISH 7 In summary, then, when the purpose of travel is to learn about
other cultures, it’s clearly of mutual benefit to the tourist and
the local people. People have to travel, and we all need holidays,
A persuasive presentation so I don’t think we can avoid doing harm altogether. However,
describing cause and effect we should endeavour to minimise the damage we cause to the
environment by seeking alternatives to flying.
Target language Exercise 5
Listening: Two people give persuasive presentations • Students do the task individually. Check the answers.
using cause and effect.
Vocabulary: leads to; mean; result in; the consequences Exercise 6
of; the reason for; for this reason; due to; have a • Elicit an explanation of outweigh (are greater than) and
detrimental effect on; a major concern; have a negative practise the pronunciation of detriment / 'detrımәnt/.
impact on; to the detriment of; pose a threat to; the compared to detrimental / ‘detrı‘mentl/, where the main
benefits outweigh the damage; benefit from; mutual stress shifts to the penultimate syllable, and / ın‘vaırə(n)
benefit to; avoid doing harm; minimise the damage mənt / where the ‘n’ can be silent.
Speaking: Students give persuasive presentations • Students do the task individually. Check the answers.
describing cause and effect.
ANSWERS
1 a 2 f 3 h 4 d 5 b 6 g 7 e 8 c
Exercise 1
• Students look at the photo, then answer the questions in Exercise 7
pairs. • Students do the exercise individually before checking it in
• Ask pairs for thie ideas to share with the rest of the class. pairs.
ANSWERS
Exercise 2 $ 3.25 1 on 2 to 3 in 4 by 5 in 6 broadly
the answers. Exercise 8
ANSWER • Students do the task in pairs. Circulate and monitor.
Exercise 9
Exercise 3 • Students do the task in pairs, preparing their presentation
• Students do the task individually or in pairs. Check the in note form. Tell them to include at least three different
answers. structures expressing cause and effect and two phrases
for generalizing. Encourage them to rehearse with a
ANSWERS partner, who can give them feedback before they present
1 leads to 2 mean 3 resulted in 4 The consequences to the whole class.
5 the reason for
Exercise 10
Exercise 4 $ 3.26 • Students make their presentations to the class.
• Students do the task. Check the answers.
EXAMPLE ANSWER
ANSWERS On the whole, I am of the opinion that tourism should be
1 this reason 2 due to 3 purpose of encouraged in my country. The fact is that an increase in the
TAPESCRIPT number of tourists over recent years has resulted in increased
I don’t believe in general that people should be encouraged to quality of life for people in areas that tourists visit. While it’s
travel abroad on their holidays. On the other hand, nor do I think true that tourism can have a negative impact on the physical
that people should be discouraged from doing so. People clearly environment, especially in popular destinations like coastal resorts,
benefit from foreign travel – they learn about other cultures, they tourism also can raise awareness of how important it is to take care
broaden their horizons, and by and large it does teach them to of these areas.
be more tolerant and understanding. For this reason, I think it’s An increase in the number of visitors leads to expansion and
particularly important for people to travel, especially when they development. For example, big hotels spring up along the coast.
are young. Tourism can also be beneficial to the people who live in This means more jobs for local people, and increased money
the tourist destinations – for much the same reasons. in our country’s economy. Furthermore, more hotels and more
However, having said that, there’s been much discussion in restaurants mean more opportunities for people from other
recent years of the impact that travel in general and air travel in nations to meet people from our country and to learn about it.
particular has on the environment. Climate change is partly due So, to sum up, the consequences of more tourism in our country
to carbon emissions from planes, but rather than discouraging will be increased economic prosperity, cultural exchange, and
people from travelling, what I think we should do is encourage preservation of the natural environment. I strongly believe that
them to use forms of transport that have a less adverse effect on people should be encouraged to visit us from abroad.
the environment, such as trains. Moreover, we should encourage Follow-up
people to travel to places where they are less likely to compromise Workbook Functions Bank page 89
the wildlife, environment or the local community.


EVERYDAY ENGLISH 8
Explaining charts, tables and 2 Work in pairs. Match the charts (1–4) with the names
and their descriptions (a–d).
graphs
bar chart graph pie chart table
1 3.27 Read and listen to the descriptions. Match
each description to the chart it’s describing. 1 ideal for 3 ideal for
2 ideal for 4 ideal for
1 This chart shows the result of a survey in which a displaying statistics which total 100%
people were asked about their eating habits. It’s b showing how a situation has changed over time
easy to see at a glance that the vast majority of c visually comparing two related sets of statistics
people eat fast food once a week. But what’s even d presenting a variety of statistical information in a clear
more interesting to me is that more than one quarter but non-diagramatic form.
of people never eat fast food at all. The smallest
3 3.28 Listen to two people talking about different
group, however, is that group that eats fast food
charts. For each speaker, identify the general topic of
every day.
the chart being described.
2 These statistics show how different age groups
approach healthy eating. It’s interesting to see that Speaker 1
for teenagers, the least common approach to healthy Speaker 2
eating is to avoid sweet foods. The two age groups 4 3.28 Listen again. Tick the expression (a or b) that
are the most similar in the fact that both see eating the speakers use. (Both are valid expressions.)
vegetables as important. Clearly, as we become
1 a … seeing it in this form really brings it home to
older, healthy eating becomes more important.
you …
A b … the way it is presented helps to emphasize …
2 a There’s a strong tendency to reject … / embrace …
b There’s a definite trend away from … / towards …
never 27% 3 a … the rate has remained quite stable …
once 43% b … the rate has not fluctuated very much …
4 a There has been a slight increase / decrease in …
b … has increased / decreased marginally.
every day 7%
5 a The significance of this is that …
twice b This is significant because …
3 times or more 8% 15%
Speaking tip
B When you are talking about charts and statistics, do
50 not simply report the information they contain. Give a
40
personal reaction, too. What is surprising or important
about the information?
30
% 5 Prepare a presentation of no more than three minutes
20 describing image B or C from exercise 1. Use some of
10 the expressions in exercise 4 and the information in the
Regular Speaking tip.
0
Occasional 6 Give your presentation to the class.
2007 2011
C ●●●●● Workbook Functions Bank: page 89
$30
$25
billion dollars
$20
$15
$10
$5
0
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
D
Avoiding fat Avoiding Eating a lot of
sugars vegetables
Teenagers 25% 17% 53%
65s and over 49% 44% 77%

EVERYDAY ENGLISH 8 Exercise 4 $ 3.28
Explaining charts, tables and ANSWERS
1 b 2 b 3 a 4 a 5 b
graphs
Exercise 5
Target language • Students do the task in pairs.
Listening: One person describes a chart, another • Circulate and monitor.
describes a table. Then two people describe charts.
Vocabulary: … seeing it in this form really brings it home Exercise 6
to you …; • Students make their presentations to the class.
… the way it is presented helps to emphasize …; EXAMPLE ANSWERS
There’s a strong tendency to reject … / embrace …; B This chart shows fair-trade-product buying habits. The most
There’s a definite trend away from … / towards …; interesting aspect is the comparison between the numbers of
… the rate has remained quite stable …; people who bought fair trade occasionally in 2007 compared
… the rate has not fluctuated very much … ; with those who bought occasionally in 2011. I think it’s also
There has been a slight increase / decrease in …; surprising that there was actually a decrease in the number of
… has increased / decreased marginally; people buying fair trade between 2007 and 2011.
The significance of this is that …; C This chart shows the trend in sales of organic food. What we
This is significant because … can see is a steady increase in sales over a ten-year period.
Speaking: Students describe a chart. Interestingly, in about 2008, it looks as though sales are levelling
off, however in the following year, we see an increase again.
Exercise 1 $ 3.27 What’s significant about the chart is the clear and continued
growth it shows us.
the answers. Follow-up
ANSWERS Workbook Functions Bank page 89
1 A 2 D
Exercise 2
answers.
ANSWERS
1 bar chart c 3 graph b
2 pie chart a 4 table d
Exercise 3 $ 3.28
• Students do the task. Check the answers.
ANSWERS
1 energy consumption
2 immigration and emigration
TAPESCRIPT
Speaker 1 I suppose the information itself isn’t that surprising, but
seeing it in this form really brings home to you how important
things like solar energy and wind power have become in recent
years. There’s a definite trend away from conventional power
stations and towards alternative forms. In particular, power
companies which advertise their green credentials are definitely
attracting a lot of customers.
Speaker 2 This chart shows how many people have left
and entered the country every year for the past decade. As
far as emigration is concerned, the rate has remained quite
stable throughout that period. When we look at the trend for
immigration, we can see that there has been a slight increase in
numbers of immigrants from other European countries and a slight
decrease in numbers from developing countries. This is significant
because it contradicts the assumptions which many people make
about the situation.

EVERYDAY ENGLISH 9
Speculating and drawing 4 Use the prompts to make sentences. Include phrases
from exercise 3 for drawing conclusions.
conclusions 1 there’s a microphone ➞ it’s a video camera (judging
1 Look at the photograph. Answer the questions. by the fact / I’d say)
2 he has a grey beard ➞ he’s quite old (The fact that /
1 Where do you think the man is?
would suggest)
2 Why do you think he is attempting to hide?
3 he’s chosen this career ➞ he likes being alone (so
3 How successful do you think he is?
obviously)
Speaking tip
Vague language
Words like thing and stuff are useful when it isn’t
possible to be more precise about what you see. You
can also use phrases like some kind of and some … or
other.
5 Read the Speaking tip. Find examples of vague language

exercise 2. Then use the same language to make these
sentences more vague.
1 He’s wearing a coat made of feathers.
2 She’s carrying a parcel.
3 He appears to be chasing an animal.
6 Work in pairs. Look at the photo. Discuss these

questions.
1 What steps has the person taken to make himself
hard to see?
2 Why do you think he has taken those steps?
2 3.29 Read and listen to the description of a 3 How would you feel if you were in this situation?
photo. How similar are their ideas to yours?
Judging by the fact that there are lots of trees and
a wide river, I’d say that the photo was taken in the
rainforest, or some such place. The fact that he’s
got a camera would suggest that he’s some kind of
photographer or cameraman. He’s sitting on what
looks like a wooden platform, so obviously he wants
to be high up, as it were. Perhaps he’s trying to film
some bird or other. It’s clear from the fact that he’s
built a special platform that he’s planning to be there
for a long time. He’s brought a lot of stuff with him
too. I’d say from his body language that he hasn’t
been very successful, though. He looks really bored
and fed up.
3 Complete the speculations using the words in the box.
clear judging looks say suggest
1 by the fact that … , I’d say that …

2 The fact that… would that …
3 It’s from the fact that … that he’s …
4 I’d from … that …
5 He …
7 Using exercise 1 as a model, speculate about what’s
going on in the picture.

EVERYDAY ENGLISH 9 ANSWERS
Vague language in exercise 1:
1 or some such
Speculating and drawing 2 some kind of
3 what looks like
conclusions 4 some bird or other
Possible sentences:
Target language:
1 He’s wearing a coat made of feathers or some such material.
Listening: A speaker speculates about a photo. 2 She’s carrying some kind of parcel.
Vocabulary: Judging by the fact that … , I’d say that …; 3 He appears to be chasing some animal or other
The fact that… would suggest that …; It’s clear from
the fact that … that he’s …; I’d say from … that …; Exercise 6
He looks … • Students do the exercise in pairs.
Speaking: Students speculate about a photo.
Exercise 7
• Students do the exercise in pairs.
Exercise 1
• Students do the task individually or in pairs. Check the EXAMPLE ANSWERS
answers. There are no correct or incorrect answers, Judging by the fact that there are lots of penguins and plenty
because the students are speculating. of snow, I’d say that the photo was taken in Antarctica, or some
such place in the Southern Ocean. The fact that he’s dressed as
Exercise 2 $ 3.29 a penguin would suggest that he’s some kind of researcher who
• Play the CD for students to listen and do the task. is trying to observe penguins. He’s even trying to stand like a
penguin, so obviously he wants to fit in, as it were. Perhaps he’s
Exercise 3 trying to record the sound of penguins up close. It’s clear from
• Students do the task. Check the answers. the fact that the penguin in front of him isn’t reacting that he has
succeeded in his task. He looks as though he’s having a good time!
ANSWERS
1 Judging Follow-up
2 suggest Workbook Functions Bank page 89
3 clear
4 say
5 looks
Exercise 4
POSSIBLE ANSWERS
1 Judging by the fact that there’s a microphone, I’d say it’s a
video camera.
2 The fact that he has a grey beard would suggest that he’s
quite old.
3 He’s chosen this career, so obviously he likes being alone.
Exercise 5
• Read the speaking tip together. Ask students to find
examples of vague language in exercise 1.

EVERYDAY ENGLISH 10
Giving an effective 5 Read the Speaking tip Then put the phrases below under
the correct heading A–D.
presentation It’s quite similar to a …
1 3.30 Read and listen to an extract from a It would come in handy for … -ing …
student’s presentation. What is the speaker talking A (police officer) would probably have one of these.
about? It’s a word that means …
A Specifying use
It’s one of those things for -ing …
It’s something you might use for …
It can be used to …
B Describing appearance
It’s one of those things that has (a handle)
It looks a bit like a …
It’s like a … only (smaller)
C Mentioning associates
You’d find it in / on / near …
It’s something you’d expect to see if you were …
You might need one of these if you were …
D Giving a definition
It’s a type of … that …
It’s another word for …
Give a presentation about one thing which, in your
6 Play a word game to practise coping when you forget a
opinion, the world would be better off without.
word. Use phrases from exercise 4.
There are two main reasons why I would like to put an
• Everybody in the class writes three nouns on three
end to it. Firstly, because of the mess it creates. When
pieces of paper.
people get bored with it, they often spit it out onto
• All the pieces of paper are put into one bag.
the pavement where it gets trodden into the paving
• One pair takes the bag and has one minute to score
stones. It’s almost impossible to clean off, and so,
as many points as possible. Student A takes a piece of
gradually, the pavements in our cities get more and
paper from the bag and describes the word to Student
more covered with ugly, dark blotches. The other
B without saying (or spelling) the word. Student B
thing I can’t stand is the way it looks when people are
has to guess the word. The pair receives one point for
chewing it. Maybe I’m a bit of a snob, but I think it
each word correctly guessed. You are allowed to ‘pass’
looks really uncouth. The worst thing is when people
if you cannot guess the word, but only twice.
blow … er … what are those things you can blow with
• The pair with the most points wins. If there’s a tie, the
it? The word is on the tip of my tongue. No, sorry, I
pair with the fewest passes wins.
can’t remember. Anyway, it looks bad. I also think …
7 Think of your own answer to the question in exercise 1
and make notes.
2 What does the speaker say that means “I can almost
think of the correct word, but not quite.” 8 Give a presentation. Begin with one of the phrases
below and Beginning
3 3.31 Listen to three more extracts from
presentations. What is each speaker talking about? put a stop to
Speaker 1 put an end to
put a halt to __________
Speaker 2 I’d
like to see the because …
Speaker 3 back of
do away with
4 3.31 Listen again. Complete the phrases the
students use when they forget a word. Then write the Correcting yourself Paraphrasing
word they have forgotten. What I meant to say was … Or to put it another way …
What I should have said In other words …
1 The word has just my mind. was … What I’m trying to say is …
2 I can’t quite remember what it’s . Come to think of it … The point I’m trying to make
Or rather, … is …
3 I can’t put my on it at the moment.
Speaking tip
Try not to panic if you forget a word while you are
speaking. Just use one of the phrases from exercise 4
to admit it, and then find a different way to describe it.

EVERYDAY ENGLISH 10 Speaker 3 I honestly believe that the world would be a much
better place if they did not exist – and a much healthier place too,
because in biting humans they transfer diseases from one person
Giving an effective presentation to another. If they no longer existed, some very serious diseases
would disappear overnight. The most obvious of these is … oh,
Target language what’s the word? I can’t put my finger on it at the moment, but
Listening: Extracts from presentations about one thing it’s a disease which is carried by mosquitoes and infects millions
which, in the speaker’s opinion, the world would be of people in hot countries. It’s often fatal. We’d certainly be glad
better off without. to see the back of mosquitoes – and yet, creatures like that never
Vocabulary: The word has just slipped my mind; seem to be endangered. It’s always cute, cuddly animals like giant
I can’t quite remember what it’s called; pandas that are in danger …
I can’t put my finger on it at the moment;
language for specifying use, describing appearance,
Exercise 4 $ 0.00
mentioning associates, giving a definition; • Students do the task individually. Check the answers.
self-correction and paraphrasing ANSWERS
Speaking: Speakers give a presentation about one thing 1 slipped – wax
which, in their opinion, the world would be better off 2 called – hay fever
without. 3 finger – malaria
Exercise 5
Exercise 1 $ 3.30 • Read the speaking tip together. Students complete the
• Play the CD for students to listen and do the task. exercise individually. Check the answers.
Exercise 2 ANSWERS
• Students do the task. Check the answer. It’s quite similar to a … B
It would come in handy for -ing … A
ANSWER A (police officer) would probably have one of these. C
The word is on the tip of my tongue. It’s a word that means … D
• Students do the task. Check the answers. • Focus on the instructions for the game. Make sure
ANSWERS students understand that they should think of concrete
Speaker 1: supermarkets nouns, whose appearance and use can be described.
Speaker 2: exams Appoint a student to be time-keeper.
Speaker 3: mosquitoes
Exercise 7
TAPESCRIPT
Speaker 1 One of the main problems is that they import food from
all around the world. Often, a simple packet of green beans has Exercise 8
flown half way around the world before it reaches the shelf. Think • Explain that the language for self-correction and
of the effect this has on air pollution. paraphrasing, as well as the language in exercises 4
Consumers have become so used to seeing perfect produce on and 5, form part of a range of strategies that are used
shelves that they have forgotten what ‘real’ food looks like. They consciously or subconsciously to keep communication
want apples that have been polished. They want lemons that running smoothly.
have been made artificially shiny by adding a layer of … er … the
word has just slipped my mind, but it’s the stuff you make candles
• Students make their presentations to the class.
out of! So, for the average consumer, natural food now looks EXAMPLE ANSWER
inadequate. The problem with this is that … Although the decisions are always made by the leaders of a
Speaker 2 Part of the problem is that they are not a good test of a country, it’s usually the ordinary civilians – including innocent
student’s knowledge or ability – they merely test how good that children – who suffer as a consequence. And the suffering
student is performing under pressure. There are many reasons continues for years, or even decades – especially when certain
why a clever, well-prepared student might do badly under those forms of weapon are used. Hundreds of children in Cambodia are
circumstances. He or she might not be feeling 100 per cent that killed or injured every year when they accidentally step on … er
day – or may be suffering from a headache. Is it right that the … one of those small bombs that soldiers bury in the ground. The
whole academic future of that person should be decided on correct word is on the tip of my tongue. But it’s clear in my mind
one afternoon? A friend of mine suffers from … oh, I can’t quite that this particular kind of weapon should be banned. The victims
remember what it’s called, but it’s a kind of allergy that’s caused are …
by plants and flowers – particularly in the spring and summer,
Follow-up
during exam season! She gets a headache, a runny nose, itchy eyes
Workbook Functions Bank page 89
– and finds it impossible to concentrate! And yet she’s one of the
cleverest people I know …

CLASS AUDIO CD TRACK LISTING
TRACK CONTENTS TRACK CONTENTS
1.01 Title 3.01 Unit 9 Page 77 Read 3
1.02 Unit 1 Page 4 Read 3 3.02 Unit 9 Page 79 Explore 1
1.03 Unit 1 Page 7 Explore 1 3.03 Unit 9 Page 79 Exploit 2
1.04 Unit 1 Page 8 Listen 1 & 2 3.04 Unit 9 Page 80 Listen 1 & 3
1.05 Unit 2 Page 12 Read 2 3.05 Unit 10 Page 84 Read 2
1.06 Unit 2 Page 15 Explore 1 3.06 Unit 10 Page 88 Listen 1 & 2
1.07 Unit 2 Page 16 Listen 1 3.07 Unit 10 Page 91 Prepare 3
1.08 Unit 2 Page 17 Explore 1 3.08 Literature Corner 5 Page 92 Exercise 2
1.09 Literature Corner 1 Page 20 Exercises 4 & 5 3.09 Literature Corner 5 Page 92 Exercise 3
1.10 Skills Round-up 1–2 Page 21 Listen 1 & 2 3.10 Skills Round-up 9–10 Page 93 Listen 1 & 2
1.11 Unit 3 Page 23 Read 3 3.11 Everyday English 1 Teacher’s Book Exercise 1
Page 108
1.12 Unit 3 Page 26 Listen 1 & 2
3.12 Everyday English 1 Teacher’s Book Exercise 4
1.13 Unit 4 Page 30 Read 3 Page 108
1.14 Unit 4 Page 33 Explore 1 3.13 Everyday English 1 Teacher’s Book Exercise 5
Page 108
1.16 Unit 4 Page 37 Prepare 4 Page 110
1.17 Literature Corner 2 Page 38 Exercise 4 & 5 3.15 Everyday English 2 Teacher’s Book Exercise 4
Page 110
1.18 Skills Round-up 3–4 Page 39 Listen 1 & 2
1.19 Unit 5 Page 40 Read 3 Page 112
1.20 Unit 5 Page 44 Listen 1
Page 112
1.21 Unit 5 Page 45 Explore 1 3.18 Everyday English 3 Teacher’s Book Exercise 5
Page 112
1.22 Unit 5 Page 45 Exploit 2
Page 114
Page 114
TRACK CONTENTS 3.21 Everyday English 5 Teacher’s Book Exercise 1
Page 116
2.01 Unit 6 Page 48 Read 3
2.02 Unit 6 Page 51 Explore 2 Page 116
2.03 Unit 6 Page 52 Listen 2 & 3 3.23 Everyday English 6 Teacher’s Book Exercise 1
Page 118
2.05 Literature Corner 3 Page 56 Exercises 2 & 3 Page 118
2.06 Skills Round-up 5–6 Page 57 Listen 2 3.25 Everyday English 7 Teacher’s Book Exercise 2
Page 120
2.08 Unit 7 Page 61 Explore 1 Page 120
Page 122
2.10 Unit 8 Page 66 Read 2 3.28 Everyday English 8 Teacher’s Book Exercise 3
Page 122
2.11 Unit 8 Page 69 Explore 1
2.12 Unit 8 Page 70 Listen 1 & 2 Page 124
2.13 Unit 8 Page 71 Exploit 1 & 2 3.30 Everyday English 10 Teacher’s Book Exercise 1
Page 126
2.14 Literature Corner 4 Page 74 Exercise 5
2.15 Skills Round-up 7–8 Page 75 Listen 1 & 2 Page 126

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contents

UNIT READING VOCABULARY GRAMMAR GRAMMAR WRITING

1 Running free Sports and memories Habitual actions:

4 Natural born winners Describing change Comparatives and

7 The future is here! Travel and journeys -ing form with

10 The immortals Saying farewell whatever, whoever,

4454537 AHWB6.indb 3 24/02/2014 14:32

2 p12 Lord of the Flies p14 Lord of the Flies

LITERATURE CORNER 1 p20 SKILLS ROUND-UP Units 1–2 p21

3 p22 Keeping it in the family

4 p30 A new direction

LITERATURE CORNER 2 p38 SKILLS ROUND-UP Units 3–4 p39

5 p40 Wildlife warrior

6 p48 Sleep-deprived teenagers

LITERATURE CORNER 3 p56 SKILLS ROUND-UP Units 5–6 p57

7 p58 Time travel

8 p66 Great tasting

LITERATURE CORNER 4 p74 SKILLS ROUND-UP Units 7–8 p75

9 p76 In the news

10 p84 The life-cycle of a star

LITERATURE CORNER 5 p92 SKILLS ROUND-UP Units 9–10 p93

AHSB6.indb 2 13/02/2014 09:13

p8 Memories p9 Phrasal verbs p10 Describing an event

p16 Compound adjectives p17 Narrative tenses p18 Review

p26 Partnerships p27 Verb patterns p28 An article

p34 Describing change p35 Conditionals p36 Discursive essay

p52 The future p53 Reporting structures p54 Story-writing

p62 Travelling about p63 Adding emphasis p64 A letter of complaint

p70 Fashion p71 Modal verbs p72 A report

p88 Farewell p89 Complex sentences p90 An opinion essay: 2

AHSB6.indb 3 13/02/2014 09:13

ACTIVATE your students’ knowledge of

EXTEND your students’ vocabulary and

Lansford Falla Davies

ACHIEVE exam success with extensive

with Test Bank CD-ROM

4454544 Aim High TB6 cover.indd 1 12/02/2014 14:39

All rights reserved. No part of this publication may be reproduced, stored

isbn: 978 0 19 445454 4 Teacher’s Book

Printed in the UK by the Advent Print Group

© 2020 Oxford University Press

4454544 Aim High TB6 PRESS.indb 1 07/03/2014 09:30

Tips and ideas 6

Workbook answer key 98

Everyday English pages and teaching notes 108

Photocopiable unit tests 128

Test answer key 148

© 2020 Oxford University Press

4454544 Aim High TB6 PRESS.indb 3 07/03/2014 09:30

reference section and extra practice in the Student’s Book. While

● 10 topic-based units ● 10 photocopiable Everyday English pages to practise the

students have mastered the grammar and vocabulary of the

● an irregular verbs list. ● a bank of additional teaching resources.

4454544 Aim High TB6 PRESS.indb 4 07/03/2014 09:30

● Unit tests covering vocabulary, reading, grammar, language

4454544 Aim High TB6 PRESS.indb 5 07/03/2014 09:30

students to explain their answers.

Here are some ideas: they may be the result of a misunderstanding.

Learning phrases Teaching writing