Contents

Student’s Book contents 4

Teacher’s Book introduction 6
Interaction Language Reference 9

\
1 Get up and go! 10
2 Waste not, want not 19
Review 1 and 2 26

3 Forces of nature 27
4 Friends 4ever 35
Review 3 and 4 42

5 Top of the class 43

6 Who’s got talent? 50
Review 5 and 6 58

7 ; That’s incredible! 59
8 Gaming and gadgets 66
Review 1 and 8 73

9 Seeing is believing 74
10 Beyond words 81
i Review 9 and 10 88

11 Is it a crime? 89
12 Moving on 97
Review 11 and 12 103
J

Skills4Real: Units 1-4 106

Skills4Real: Units 5-8 108
Skills4Real: Units 9-12 110

Workbook Answers 112

Student’s Book contents
Grammar Vocabulary Interaction, Speaking Listening, Reading
and Pronunciation and Portfolio

■ Present tense Fitness Interaction 1: Catching up Read: Capoeira

review Phrasal with a friend Listen: Matthew's
• Past tense verbs and Speak: Asking and answering new life
review expressions questions Portfolio 1: An informal
with get Pronunciation: I vlI article

• Present perfect Electrical Interaction 2: Returning items Read: The wonderful

with just / yet / items to a shop world of WEE.E
already Prefixes Speak: Talking about Listen: Time banking
• Present perfect electrical items Portfolio 2: A discussion
continuous Pronunciation: Stress patterns essay

j Review 1 and 2 Grammar Vocabulary Correct it! How are you doing?

• will and going • Natural • Interaction 3: Getting ready Read: Extreme weather
to disasters for a trip around the world
• Future • Outdoor • Speak: An interview about Listen: Getting ready
continuous equipment volunteer work to go on holiday
• Pronunciation: / u : / and / u / Portfolio 3: An email
asking for information

i f when, as soon Friendship Interaction 4: Giving and Read: An online

as and unless Adjectives of receiving advice friendship
First and second personality Speak: Talking about who you Listen: Best friends
conditional ask for help Portfolio 4: An informal
review Pronunciation: Friendly email to a friend
intonation

Review 3 and 4 Grammar Vocabulary Correct it! How a n you doing?

• Permission: • School • Interaction 5: Interrupting • Read: Lessons in life

can, let and be • Memory • Speak: Guess the question • Listen: Sleep and the
allowed to • Pronunciation: Final e brain
• Passive review • Portfolio 5: Ideas for
improving your school

• Past perfect • Noun suffixes Interaction 6: Agreeing and • Read: Young and
• Past perfect • Entertainment disagreeing talented
continuous collocations Speak: Talking about free­ • Listen: Sleep quiz
time activities • Portfolio 6: Completing
Pronunciation: Changing a form
word stress

Review 5 and 6 Grammar Vocabulary Correct it! How are you doing?

Student’s Book contents

 Grammar Vocabulary Interaction, Speaking Listening, Reading
and Pronunciation and Portfolio
r
• Modal verbs • Extreme Interaction 1: Guessing what • Read: Mothman and
-O of deduction: adjectives happened the Men in Black
T3
+->
£
present • Phrasal verbs Speak: Guess what the • Listen: Strange stories
(Z
JZ u
h-
c • Modal verbs of with go picture is • Portfolio 7: A mystery
h- deduction: past Pronunciation: Elision of have story

• Quantifiers • Health Interaction 8: Asking for and • Read: Active gaming

and gadgets

review problems giving explanations • Listen: Gadgets

• Non-defining • Technology Speak: Talking about your
Gaming

• Portfolio 8: A formal
relative clauses opinions letter of complaint
Pronunciation: Words with
00 ough

{ Review 7 and 8 Grammar Vocabulary Correct it! How are you doing? \

• as if, as though Adjectives of • Interaction 9: Being tactful • Read: The camera

and like opinion * Speak: Speculating on photos never lies
• a/an, the or no Truth and lies » Pronunciation: The sounds • Listen: A rt
article 7 9 / and 7 0 / • Portfolio 9: Writing
about your opinions

Reported Reading Interaction 10: Checking • Read: Rapping Shakespeare

statements materials details • Listen: Interviews
Reported Adverbs and Speak: Talking about your about reading habits
questions, adverbial reading habits • Portfolio 10: A book
commands and phrases Pronunciation: Rhythm review
requests

Review 9 and 10 Grammar Vocabulary Correct it! How are you doing?

• Subject • Crime • Interaction 11: Apologising Read: Computer

and object ® Crime • Speak: Discussing crimes and criminals
questions collocations punishments Listen: Crime quiz
• wish and if only * Pronunciation: Consonant show
clusters at the ends of words Portfolio 11: A report

• would rather * Hopes and • Interaction 12: Dealing with a • Read: Aim High
and would ambitions problem • Listen: The end of
prefer • Dependent ® Speak: Talking about the school year
• Third prepositions preferences • Portfolio 12: A record
conditional * Pronunciation: Sentence of achievement
stress

Review 11 and 12 Grammar Vocabulary Correct it! How are you doing?

Skills4Real: Units 1-4 Skills4Real: Units 5 -8 Skills4Real: Units 9-12 Interaction: Student A
Interaction: Student B Speaking activities Wordlist Irregular verbs Phonemic chart

Student's Book contents f 5 ) .

Teacher’s Book introduction
Welcome to Interactive, a course designed to
maximise your students’ communication in real,
effective English. Interactive by name. Interactive
by nature.
Interactive communication
For many foreign-language students, the secondary
school classroom provides the only opportunity they get
to speak English. For this reason, it is essential that the
amount of English they use in the classroom is maximised.
Interactive has been designed with communication as
one of its main objectives, and students are provided
with real opportunities to communicate in class.
Flowever, opportunity alone is sometimes not enough.
Many students struggle to find the language required
when trying to express themselves in English. Interactive
therefore provides students with innovative means which
help students of all abilities maximise their potential for
communicating in real English:
Language Reference is a list of functional English phrases,
conveniently placed on a gatefold cover. Students can
use the flap of the cover when doing an activity in the
classroom. Examples are ‘It’s my go’ for playing games and
‘What do you have for a)?’ when comparing answers with
a partner. This facilitates maximum use of English in the
classroom as it provides the necessary language students
need to communicate spontaneously with the teacher
and other students. There is therefore no reason to use L1
during a class activity.
An Interaction section in every unit gives students the
opportunity to practise functional language in real-life
situations such as asking for directions, ordering food
and drink. It also gives students the ability to express
themselves more clearly in giving opinions, expressing likes
and dislikes etc. A listening exercise gives students a model
of the language, followed by a communicative activity
where students can use the prompts on the language
reference to help them. As an additional option, the
Interaction material is also modelled on the accompanying
DVD, providing a visual context for the language.
Pronunciation is a vital area of communication that
is often overlooked. Every unit in Interactive has fun,
challenging activities such as tongue twisters to practise
sounds in the context of a sentence. The DVD provides
an optional visual guide to all the pronunciation exercises,
using native speakers as models. Students are given a clear
view of how to form the sounds and produce natural-
sounding English. Teachers can rely on the DVD for extra
support and approach this challenging area of language
teaching with confidence.
Introduction
Extra pronunciation lesson plans on the Interactive Teacher
Website encourage the use of the attractively illustrated
phonetic chart at the back of the Student’s Book.
Interactive technology
The technological advances of the last few decades have
had a profound effect on how students learn and process
information. Twenty-first century teenagers have grown up
with a world of technology at their fingertips and expect
instant answers and easy methods of communication.
They are also far better at multi-tasking than previous
generations and often bring this into the learning
environment, which can sometimes be a challenge for
the teacher. Research has shown that teachers often find
the challenge of teaching computer-literate teenagers
daunting. Interactive has a number of easy-to-use
electronic components for each level, making it simple
for you to integrate technology into the classroom.
The Student Website offers all you would expect from
a CD-ROM and more. The website provides interactive
exercises and games to help students practise grammar
and vocabulary. These can be set for homework or used
in class. A Comic Builder gives students the opportunity
to create their own stories in a fun and imaginative way,
providing a creative outlet for more visual learners.
The Teacher Website offers support to you, with teaching
tips videos, extra resources and an online community for
teachers. Go to http://interactive.cam bridge.org.
The Classware DVD-ROM (IWB software) has an
interactive function, enabling audio and DVD footage to be
played at the click of an icon and activities to be enlarged
or hidden as required.
The Testmaker CD-ROM and Audio CD enables teachers
to generate their own tests both prior to the course and
at any stage during the term. Tests can be created for
grammar, vocabulary and skills with the possibility of extra
questions to challenge more advanced students. They can
be tailored to your students’ needs. Different students
can receive the same questions in a different order, or
even different tests based on the same material. There is
also the option of editing tests on screen and an easy
print-out facility.
As mentioned previously, the Class DVD contains a visual
option for both the Interaction and Pronunciation sections,
helping students see how to form the pronunciation and
putting functional language in context. Talking Heads
provide unscripted conversations with teenagers from
different parts of the UK while the more structured
Interviews provide both cultural and linguistic insights
into the lives of real British people.

Interactive authentic English
and culture
Interactive provides a wealth of references from British
and international popular culture that students can
identify with:
Culture pages can be found throughout the book: The
Culture Noticeboard is UK-focused and is a collection of
real flyers, postcards, photos and stickers that might be
collected from a tourist attraction or event. Through the
completion of a series of activities, students have exposure
to authentic materials and develop their reading skills,
particularly scanning quickly to find information, just as
they might in a real-life situation. The Culture World is,
as the name suggests, world-focused. Students look at
a magazine-style article about a part of the world and
through a series of activities develop different reading
skills from the ones above. The final task in both these
sections is that students prepare a similar-style project,
write questions about it and ideally put them around the
classroom, for other students to answer.
As the name suggests, Skills4Real sections at the back of
the book feature real texts and real people. The unscripted
recordings feature native and non-native speakers, talking
and answering questions, and the authentic, unedited
reading material links into earlier units of the book. This
enhances the student exposure to real English in real
contexts rather than the usual audio recorded in a studio.
Similarly, the Talking Heads section on the DVD provides
unscripted, authentic language.
Culture Vulture is an icon in every unit that informs
students of cultural aspects of the English-speaking world
in a light-hearted way. They act as a discussion prompt and
students will be able to compare these to local cultures
which will highlight awareness of other countries.
Check it out boxes in every unit, and Correct it sections
on each review page, alert students to common learner
errors from the Cambridge English Corpus. The Cambridge
English Corpus is a multi-billion word collection of w ritten
and spoken English. It includes the Cambridge Learner
Corpus, a unique bank of exam candidate papers.
Each level contains an age-appropriate, beautifully
illustrated Graphic Novel to encourage students to read
for pleasure. This is one story split into three episodes.
Outwardly, this appears as a read-for-pleasure section as
there are no exercises on the page. The Teacher’s Book,
however, contains activities for exploiting the material fully.
Interactive Com ponents
Each level of the series contains the following components:
• Student’s Book
• Class Audio CDs
• Workbook with Downloadable Audio
• Student Website http://interactive.cam bridge.org
• Teacher’s Book
• Teacher’s Resource Pack
• DVD
• Classware DVD-ROM
• Testmaker CD-ROM and Audio CD
• Teacher Website http://interactive.cam bridge.org
Interactive Student’s Book
Interactive Level 3 corresponds to CEF levels B1-B2.
Student’s Book 3 consists of twelve topic-based units.
Each unit is made up of a main section of six pages and
tw o final pages of skills and project work. There are also
Review pages after every pair of units. A t the end of the
book there are three Skills4Real spreads, followed by the
Interaction pairwork activities, an irregular verb table and a
phonemic chart.
Each unit of the Student’s Book contains:
• Two themed lexical sets.
• Two context-based grammar presentations with
practice activities and guided discovery to work out the
rules themselves.
• A structured speaking task with an outcome.
• A core reading text based on authentic material of
different genres, chosen to be of interest to teenagers.
• Pronunciation exercises relating to a grammar or
a vocabulary area.
• Unit themed listening texts.
• Interaction task based on using functional language in
a real context.
• A model-based Portfolio writing task of a specific
writing genre with detailed language work.
• The final pages of each unit vary between either
Culture UK, Culture World, Graphic Novel and Song
pages.
• A review page every other unit gives students the
opportunity to track their progress with follow-up
practice activities on the Student Website
http://interactive.cam bridge.org.
Introduction
Interactive W orkbook
Interactive Web Zone
Key features of the Workbook include:
http://interactive.cam bridge.org
• Grammar and vocabulary exercises that provide further
Interactive Student Website
varied language practice of the areas covered in the
Student’s Book. Access to all of the material from the Student Website
include:
• Eye-catching Check it out! boxes that clarify aspects of
grammar or vocabulary. • Interactive Grammar and Vocabulary practice activities.
• Help yourself sections that allow students to extend • Interactive games that reflect the grammar and
their knowledge of grammar or vocabulary. vocabulary content of the units.
• Pronunciation exercises that develop points introduced • Downloadable Workbook audio MP3 files with complete
in the Student’s Book, with downloadable audio. transcripts.
• Listening tasks that encourage students to develop • Interactive Comic Builder.
different skills such as listening for gist or more specific
Interactive Teacher Website
information, with downloadable audio available on the
Student Website http://interactive.cambridge.org, Access to all of the material from the Student Website, plus:

• Reading texts accompanied by graded tasks that guide
students to more general or detailed comprehension.
• Portfolio sections that relate closely to the unit topic, but
provide different tasks from those in the Student’s Book.
• A quiz at the end of every unit encourages students to
review the Student’s Book content in a fun context, while
promoting learner autonomy. Students then write their
own questions in preparation for a whole-class quiz.
Interactive Teacher’s Book
Key features of the Teacher’s Book include:
• Step-by-step instructions of how to exploit the course
material in the classroom and plenty of guidance and
support for lesson preparation.
• Answers and transcripts for all the exercises in the
Student’s Book, plus Workbook answer key.
• An at-a-glance copy of the Interaction Language
Reference on the cover of the Student’s Book.
• Language Notes to grammar areas in the Student’s Book
to provide support for less experienced teachers.
• Optional classroom activities that relate to the language
or topic of the Student’s Book.
• Optional activities for multi-level groups and fast-finishers.
• Background and cultural information for topics in the
Student’s Book.
• A twelve-page printable Start Up section that can be
used with complete beginners or with classes at CEF
level A1 as diagnostic material. This has accompanying
workbook pages, downloadable MP3 audio and teacher’s
notes with answer keys and transcripts.
• Extra resources, including pronunciation activities, the
Interactive phonemic chart, CLIL material and editable
graphic novel pages.
• Downloadable, translated Wordlists in several languages
to use for reference, as a mini-dictionary or to adapt for
tests.
• Interaction sections from the DVD with bonus speaking
activities.
• Teacher’s notes and answer keys for the DVD, plus
Teaching Tips videos.
• Testmaker user guide and tw o free unit tests for each
level from the Testmaker CD-ROM.
• Discussion Forum on our Facebook page, with weblinks
to sites of further interest.
See you at http://interactive.cam bridge.org!

Interactive Teacher’s Resource Pack

Key features of the Teacher’s Resource Pack include:
• Photocopiable interaction activities, that aim to activate
the language students have encountered in each unit.
• Photocopiable grammar and vocabulary practice
activities for further consolidation of each unit.
• A photocopiable picture dictionary for students to
complete and form their own vocabulary record for the
Student’s Book.
• Answer keys for the grammar and vocabulary practice
activities and picture dictionary pages.

Introduction
Interaction Language Reference
Giving opinions
In my opinion ...
1really believe ...
Personally, 1think t h a t...
If you ask me ...
For me ...
Agreeing
1think so too!
Yes, that’s right.
Exactly!
Good point!
Me too!
Interaction 1 Interaction H
Catching up with a
friend
How’s it going?
How are things?
So, what’s new?
What have you been up
to?
Great. / Fine, thanks.
Lots of things.
Nothing really.
I’ve got to go now.
See you around.
See you later.
Catch you later.
Interaction 5
Returning items to a
shop
I’ve just bought this.
It doesn’t work properly.
I’ve only used it once.
What’s the problem?
Do you have the receipt?
I’m sorry about that.
Interaction 3
Getting ready for a
trip
We’ll definitely need ...
Let’s ta k e ...
1reckon it’ll ...
We’ll decide on ...
Do you think it’l l ...?
Shall we ...?
1don’t th in k ...
\
Disagreeing
1don’t think so.
Maybe, but what
a b o u t...?
Yes, b u t ...
I’m not sure about that.
That’s rubbish!
Involving your partner
What do you think?
Do you agree?
Do you think that’s right
/ a good idea?
How does that sound?
Are you OK with that?
What about you?
J I totally disagree!
Giving and receiving
advice
Have you got a minute?
What would you do ...?
What do you think 1should
do?
I’m (a bit) worried
a b o u t...
Why don’t you talk to
(name of person)?
How a b o u t...?
If 1were you, I’d ...
Yeah, 1guess you’re right.
Maybe you’re right.
1don’t think that’s the
answer.
I’m not sure about that.
Interaction 5
Interrupting
Sorry, can 1just say
something?
Can 1make a point here?
Yeah, go on.
Yes, of course
Hang on a minute.
Can 1just finish?
Interaction 6
Agreeing and
disagreeing
Yes, absolutely!
OK, maybe you’ve got a
point.
Yes, I hadn’t thought of
that.
I agree with what you’re
saying, b u t ...
Yes, definitely, b u t ...
I see what you mean,
b u t ...
That’s completely
untrue!
Interaction 7
Guessing what
happened
Maybe you’re rig h t...
Actually, I th in k ...
I’m not sure about that.
That doesn’t sound like
(name of person).
Something must have
happened.
I know what might have
happened.
You’re probably right,
b u t ...
Interaction 8
A sk in g for and giving
explanations
How does it work?
What happens if you
press this button?
If you press t h a t ...
I’ve got no idea what a
(name of object) is.
I don’t know what that is!
Interaction 9
Being tactful
They’re kind of cool.
They’re not exactly my
colour/style/taste.
They’re not really me.
They’re all right.
They’re sort of different.
They’re quite nice.
I actually p re fe r...
They seem a bit too ...
Interaction Language Reference
Interaction 10
Checking details
You know t h a t ...
I wanted to ask you
something a b o u t...
I’m calling to check ...
What do we have to do?
Did you say £30?
What did you say?
Sorry, I didn’t get that.
Can you say that again?
Interaction 11
Apologising
I want to apologise for
what I did.
I shouldn’t have ...
I’m really sorry.
I realise it was wrong.
It won’t happen again.
I accept your apology.
That’s good.
As long as it doesn’t
happen again.
You know that it’s wrong
to ...
Interaction IS
Dealing with a problem
You’re not going to believe
this.
There’s a bit of a problem
with ...
We’ve got a huge problem!
It’s (not) your fault.
I told you so!
If we hadn’t ..., this
wouldn’t have happened.
OK, so what are we going
to do?
We’ll sort this out.
Let’s make a plan.
That might work.

C Get UP and 9°!
* • # • * • • 9 m m m m m m # <
Unit aims:
Topic: Exercise
Grammar
Present tense review;
Past tense review
Vocabulary
Fitness;
Phrasal verbs and expressions with get
Interaction, Speaking and Pronunciation
Speak: Talking about exercise
Pronunciation: /iz/
Interaction 1: Catching up with a friend
Listening, Reading and Portfolio
Read: Capoeira
Listen: Shaolin monks
Portfolio 1: An informal article
Graphic novel
Crash
1) Read and listen
Books closed. Introduce the word exercise. Name
tw o or three types of exercise (e.g. running,
swimming, climbing, etc.) and write them on the
board. Divide the class into groups of three or four.
Give them a few minutes to brainstorm more types
of exercise. Ask groups to report back to the class.
Then ask: W hat’s your favourite form o f exercise?
What types o f exercise don’t you like?
Students open their books at page 4. Read out
the four headings and explain the task. Students
skim through the text quickly to get a general idea
of the content and match the headings with the
paragraphs. You might want to pre-teach some
of the key vocabulary, e.g. passion, m artial arts,
stretch, rhythm, lyrics, to train, tobacco plantations.
Ask students to compare answers in pairs before a
whole-class check.
Answers
1 What is Capoeira? 2 Moves
3 Music 4 History
Sr:
ESDI 1.2 Ask students to read through sentences
1 to 6. Play the recording while students read and
listen. Students read the sentences again and
complete the exercise. Tell them to correct the
wrong sentences. Ask them to compare answers in
pairs before a whole-class check.
Answers
1 / 2 - 3 X They swing from side to side.
4 / 5 X New songs are being created all
the tim e. 6 /
Tell students they are going to search for the words
in the text. Encourage students to think carefully
about the type of word as well as the meaning they
are searching for when doing this exercise.
Read out the first definition. Students read through
the paragraph and identify the word which best fits
the definition (define). Students then work in pairs
to complete the rest of the exercise.
Answers
1 define 2 combination 3 swing
4 slaves 5 beliefs
Students work in groups to discuss the questions.
Set a three-minute time limit for this activity. Ask a
student from each group to report their answers to
the class.
Optional activity
Write these words on the board: kick, swing,
stretch, fall. Ask students to find them in the text.
Check the meaning of the words. Ask students to
describe the moves of Capoeira. Students then
work in pairs to describe another form of exercise
or create a new form of exercise. They think of
a name for their exercise and the moves that it
involves, e.g. stretching, jumping, swinging etc.
Ask a student from each group to read out their
description. You could have a class vote on which
exercise sounds the most enjoyable.

2 ) Grammar
Present tense review
a Ask students to look at the text on page 4 again.
Ask: What do players do when they play Capoeira?
( They swing and kick.) What is growing fast?
(Capoeira.) Where have Capoeira schools opened?
(All over the world.) Students find the answers in
the text. Write the answers in full on the board.
Point out the different tenses, and ask students if
they can name them. Do not confirm their answers.
Students open their books at page 5 and match the
sentences from the text with the tenses.
Answers
1 present perfect 2 present continuous
3 present simple 4 present simple
5 present perfect
Students then look at the rules and choose the
correct words to complete them. Ask them to
compare answers in pairs before a whole-class
check.
Answers
• present simple
• present simple
• present continuous
• present perfect
• present perfect
Weaker classes: Revise the forms of the present
tenses in the review more thoroughly, eliciting
example sentences from students to describe
their own lives, e.g. / live with my parents, I am
studying history at school, I ’ve played the guitar
for five years. You can also elicit time expressions
that are commonly used with the tenses covered
in this exercise and write them on the board.
For example:
Present simple: usually, often, sometimes, never,
every day, every week, in the afternoon, at the
weekend, on Fridays
Present continuous: now, right now, at the
moment, today
Present perfect: recently, ever, never, for, since, this
week, this month, this year
Language notes
1 Explain that events described by the present
continuous may not be happening literally
at the moment of speaking. For example, in
a sentence like I ’m learning Spanish this year
the speaker is referring to the present period
of time, not to the exact moment of speaking.
2 Many languages use the present tense to
convey the idea of an action that began in the
past and continues in the present. Students
might produce sentences like I five here for six
months or I pkty computer games since 2010.
Remind them to use the present perfect in
English in these sentences.
Students complete the sentences with the correct
verb forms.
Weaker classes: Look at the first sentence with
the class as an example. Point out that does is
correct because the action happens regularly (every
day). If necessary, go through another example,
helping students to recognise whether the sentence
describes an action happening now, a fact, habit
or routine, an action which started in the past
and continues to the present or an action which
happened at some time in the past.
Answers
1 does 2 is playing 3 H ave ... tried
4 don’t know 5 isn’t wearing
6 has never visited
Check it out!
Ask students to look at the information in the box.
You could point out that although the present
continuous is not usually used for verbs of liking,
the verb enjoy is an exception.
I enjoy films. (= a fact)
I ’m enjoying this film. (= this is happening now)
Corpus examples for use of verbs not usually
used in the continuous form
1 I am also wanting to know about your sales
figures. Correct sentence: I also want to know
about your sales figures.
2 I am not agreeing with this point of view.
Correct sentence: I don’t agree with this
point of view.
Pre-teach fit, belly dancing, drum and have fun
(meaning ‘to enjoy yourself’). Give students a
minute or so to skim quickly through the text before
they start the exercise. Then ask them to describe
what is shown in the photo. Students work in pairs
to complete the text with correct form of the verbs.
Answers
1 d o ... w ant 2 don’t know 3 is
4 is becoming 5 piay 6 has opened
Elicit everyday activities and write them on the
board, e.g. watch TV, play sport, play computer
games. Give students a few moments to think about
Unit 1
© '
 A u d io s c rip t/A n s w e rs
their ideas. Students then exchange ideas in pairs.
A 6 train
Encourage them to ask follow-up questions. When
B 8 work out
they have finished, ask different students to tell the
C 5 stretch
class what they found out about their partner.
D 7 warm up
E 4 flexible
Optional activity F 2 energetic
G 3 fit
Ask students to write five sentences about
H 1 active
themselves, some true and some false, using the
present simple, present continuous and present Give students tw o minutes to write down as many
perfect, e.g. I live with my parents, I ’m learning other words for fitness and exercise as they can.
English, I ’ve met Robert Pattinson. In pairs, they Examples could include rollerblading and skiing,
take it in turns to read out their sentences. Their which were seen in Interactive 1 and 2. Write the
partner responds with Yes, th a t’s true or No, you words on the board. Ask students to use their
don’t/a ren ’t/haven’t! Then ask several different dictionaries to find the nouns from the words in
students to read out one of their sentences for Exercise 4a, e.g. activity, energy, flexibility, training.
the class to respond to. Ask students to record these, together with the
words from Exercise 4a, in the vocabulary section
of their notebook.

Tell students to read through the text before they

3} Speak start the exercise. Go through the first sentence
with them as an example. Students then work in
Students can work alone or in pairs to match the
pairs to complete the text.
halves of the questions. Fast finishers can be asked
to write three extra questions using the present
simple, present continuous and present perfect. Answers
These questions can be added to the list to ask 1 active 2 warm up 3 stretch 4 w orking
their group in Exercise 3b. out 5 fit 6 flexible 7 energetic 8 train

Answers Ask tw o students to read out the questions.

1 E 2 A 3 G 4D 5 C 6 B 7 F Students discuss the questions in pairs. Encourage
them to ask follow-up questions for extra
Divide students into groups of three or four. Give information. Ask students to report back about
b
students a few minutes to ask and answer the their partner. Ask the follow-up question: W hat’s
questions from Exercise 3a. Encourage them to ask the best way to keep fit? Elicit ideas and write them
follow-up questions for extra information. Monitor on the board. Students then decide on the best five
and help if necessary. ideas and finally vote on the one activity they think
is the best way to keep fit.
One student from each group reports back to the
P
class on what they talked about in Exercise 3b. You
could have a class vote on which exercises/sports Optional activity
are the most and least popular.
Divide the class into tw o teams. Say a word from
Exercise 4a, which teams take turns to spell.
If neither team makes a mistake both teams
win a point. If one team makes a mistake, give
Vocabulary the other team the chance to win the point by
Fitness spelling the whole word correctly. The team with
the highest score at the end is the winner.
11.3 Books closed. Elicit all the words students
know connected to exercise (play, swim, jump etc.)
and write them on the board.

Students work in pairs to match the words with the 5 } Listen

definitions. Point out that some of the words might
Ask students to look at the photo. Discuss the
be similar to words in their language (e.g. energetic,
questions with the class, then write Shaolin monks
flexible, active). Encourage students to use
on the board. If the class are not familiar with
dictionaries to check new words. Play the recording
the monks, explain a little about them and what
and then check answers with the class.
they do.

( 12 i Unit 1

Background information
Shaolin monks
The Shaolin monks are Zen Buddhists from
Henan Province in China. The Shaolin temple was
founded in AD 495. The monks are famous around
the world for their theatrical shows which draw on
their mastery of Kung-fu and demonstrate their
extraordinary strength and skill.
11.4 Tell students they are going to listen to an
interview about a boy who became a Shaolin monk.
You may want to pre-teach get up and go (meaning
‘to have enterprise, initiative and ambition’), internet
access, bucket. Play the recording. Students order
the events (1-4).
Answers
1 He saw the Shaolin monks in London.
2 He joined a martial arts club.
3 He went to China.
4 He travels the world with the
Shaolin monks.
A u d io s c rip t
P re s e n te r: Today we're talking about people with
get up and go. Suki has been to watch
the Shaolin monks and has spoken to
Matthew Ahmet, a British boy who is a
Shaolin monk. Suki, how was the show?
S u k i: Well, the Shaolin monks are amazing -
they're so strong and fit! I felt very unfit
while I was watching them.
P re s e n te r: Why is Matthew's story so special?
S u k i: Well, Matthew wanted to become a
Shaolin monk when he was just 11 years
old. He saw the monks in London and
while he was watching he decided to
become a monk. He went home and told
his parents, but they didn't believe him.
P re s e n te r: Well, 11 is very young to make such a big
decision.
S u k i: Yes, it is. But Matthew was serious. He
joined a martial arts club and he used
to train every day before school. Then,
when he was 17, he asked his parents if
he could go to China to train with the real
Shaolin monks.
P re s e n te r: What did they say?
S u k i: They weren't very happy because
they wanted him to study and get into
university, but finally they said he could
go to China for one year.
What was his life like when he got to
P re s e n te r:
China?
S u k i: It was very difficult. When he lived with
his parents he used to have a lovely
room with a computer and internet
access, but in China he had an empty
room and slept on a hard bed. Also, he
didn't understand the language and
didn't have any friends.
P re s e n te r: That's hard. And what about his daily
routine?
S u k i: Well, he was woken up at five o'clock
every morning and he trained 10 hours
a day. He trained until he couldn't walk
and he only had one shower a week - a
bucket of cold water.
P re s e n te r: Ooohh - that sounds horrible! Did he
want to come home?
S u k i: No, he didn't. Little by little he got fitter,
he began to speak the language and he
started to get on with the other monks.
And this helped him to get through the
first few difficult months. Now Matthew
loves his new life.
P re s e n te r: And now he travels the world with the
Shaolin monks, doesn't he?
S u k i: Yes, but his real dream is to help young
people. He teaches young people
that they can be strong without being
violent. He also wants to get across the
message that you can do anything in life
if you try.
P re s e n te r: What an incredible story!
11.4 Ask students to read the questions before
they listen again. Then play the recording. Students
listen and answer the questions.
Play the recording once again, pausing where
appropriate to check the answers. Elicit other
information that students have picked up from
the interview.
Answers
1 He was 11.
2 They wanted him to go to university.
3 Ten
4 Young people.
Culture Vulture
Ask students to read the information in
the box then discuss the questions with the class.
Ask follow-up questions such as: Do you enjoy
doing PE at school? What PE facilities
does your school have (e.g. tennis courts,
football pitches)?
Unit 1 f 13
Pronunciation
<3SE> As an optional visual alternative to the audio
CD, this exercise is available on the DVD.
/iz /
11.5 Start by writing goes and watches on the
board and asking students to distinguish between
the pronunciation of the final -es in each word. Tell
students they are going to focus on the /iz/ sound
at the end of watches. Read the instructions for the
exercise with the class. Ask students to look at the
words in the list. Play the recording. Students listen
and write the form with the /iz/ ending.
A u d io s c rip t/A n s w e rs
1 house houses
2 class classes
3 exercise exercises
4 wash washes
5 stretch stretches
6 George George's
Language notes
(7 Grammar
Past tense review
Books closed. Remind students about Matthew,
whose story they listened to in Exercise 5. Ask:
What did he join? (He joined a m artial arts club.)
When did he decide to become a Shaolin monk?
( When he was watching them in a show.) What
did he use to do before school every day? (He used
to train.)
Students open their books at page 7. Read out the
examples and draw particular attention to the form
of the words in bold. Students then complete the
matching exercise. Check answers.
Answers
1 past simple 2 past continuous
3 used to 4 past simple
Students then look at the rules and choose the
correct words to complete them. Ask students
to compare answers in pairs before a whole-
class check.

When the word ends in Is/, /z/, ///, /t// or /d j/ and Answers
we add -s, -es o r ’s, the new syllable at the end of • past continuous
the word is pronounced /iz/, e.g.: dance, dances; • past simple
watch, watches: box, boxes; Chris, Chris’s. • used to
11.6 Play the recording. Students listen and tick
Weaker classes: You can revise the forms in
the words they hear that end in the syllable /iz/.
the past tense review more thoroughly, eliciting
Check the answers and then the play the recording
example sentences from students to describe a
again for students to repeat.
significant moment in their own lives, e.g. I joined
the swimming club when I was ten. I used to swim
Answers
every day after school. I decided to become a great
dances, chooses, Chris’s, messages,
swimmer when I was watching the Olympics on TV.
teaches, fishes

11.7 Play the recording. Ask students to repeat, Language notes

first in chunks (Jess sends messages/about dances
and exercises/to George’s phone/during Chris’s 1 Students may make mistakes producing the
classes) and then as a whole sentence. Tell students negative and question forms of the past
to gradually say the full sentence faster and faster. simple. They may produce sentences like
I didn’t went to my friend’s house yesterday or
What did you saw at the party? Point out that
Optional activity in negative and question forms, the main verb
Write the following on the board: is in the infinitive form.
Remind students that be is an exception. It is
AB
not used with the auxiliary verb do in either
1 choose chooses
the present or the past, and the question is
2 wash washes
formed by simply changing the order of the
3 watch watches
subject and verb.
4 exercise exercises
5 Chris Chris’s 2 Students might have trouble understanding
Say one of the words in each pair. Students listen the difference between the past continuous
and circle the correct word. and the past simple. Emphasise that the past
continuous describes an activity in progress
at a particular time in the past. This often
forms the ‘background’ for specific events
 that happened during this time - for specific
events we use the past simple. Ask students
to look at example 2 in the grammar box in
Exercise 7a. Write the following timeline of
this sentence on the board to help students
understand the difference between the two
sentences. Ask: When did he decide to become
a monk? {While he was watching TV.)
While he was watching TV he decided to become a monk.
PAST
*•
I Check it out!
• *1
• Ask students to look at the information in the
I box. Emphasise that used to is used for habitual
; actions in the past.It cannotbe used to describe
I a single specific event in the past - for this we
* use the past simple.
* -* • * • • • • * » • • • • * • • • • ♦ * * • • mm* • * • * • • •«•
b Pre-teach energy drinks and energy boost (o sudden
increase in your energy levels). Give students a
minute or so to skim quickly through the text
before they start the exercise. Then ask them to
describe what is shown in the picture. Students
work in pairs to complete the text with the correct
form of the verbs.
Answers
1 became 2 used to drink 3 discovered
4 started 5 drank/used to drink
6 were doing 7 needed
C Students work individually or in pairs to complete
the sentences with the correct form of the verb.
Weaker classes: Look at the first sentence with
the class as an example. Point out that learnt/was
are the correct forms because the sentence refers
to a completed action in the past. If necessary,
go through another example, helping students
to recognise whether the sentence describes a
completed action in the past, an action in progress
at a particular time in the past or a repeated
action in the past.
Answers
1 le a rn t... was 2 used to play 3 sa w ...
was running 4 did ... go ... didn’t know ...
were 5 wanted ... joined ... started
6 didn’t use to be
d Allow students a few minutes to prepare their ideas
individually. Students work in pairs to exchange
their ideas. Encourage them to ask follow-up
questions for extra information. One student from
each pair then reports back to the class.
(8 Vocabulary
Phrasal verbs and expressions
w ith get
a 9 18 Books closed. Elicit get up and write it
on the board. Explain that get up is a phrasal verb
and that phrasal verbs are formed with verbs
and prepositions or adverbs. Ask: Do you know
any other phrasal verbs? Write students’ ideas on
the board.
NOW
Students open their books at page 8. Students
# match the phrasal verbs with the uses. They can
• compare answers in pairs.
Play the recording and then check answers with the
| class. Remind students that they should keep an
* organised Vocabulary section in their notebooks.
Students should have a special section for phrasal
verbs, beginning by recording the ones introduced
here.
A u d io s c rip t/A n s w e rs
A 6 get out of
B 1 get into
C 2 get through
D 3 get across
E 5 get on with
F 4 get on with
b Explain that students should replace the underlined
words with a phrasal verb from Exercise 8a. Make
sure that students understand that they also have
to think of the form of the phrasal verb, and will
therefore need to read the sentence carefully. Go
through the first one as an example. Students can
work in pairs on this exercise.
Weaker classes: Look at the first sentence with the
class as an example. Point out that get out o f doing
something is correct because the sentence refers to
someone who is trying to avoid tidying their room.
You could elicit further example sentences using
the phrasal verbs, helping students to recognise the
very specific meaning that each phrasal verb has.
Answers
1 get o ut of 2 got through 3 get on w ith
4 got into 5 get across 6 get on w ith
C Make sure students understand the meaning of the
verbs in the list. Students then match the verbs with
the expressions with get in the sentences. Check
answers with the class.
Answers
A 4 arrive
B 2 become
C 1 obtain
D 3 receive

Language note
Explain that the expressions with get are less
formal than the verbs arrive, become, obtain and
receive. Encourage students to use the expressions
in more informal or conversational contexts.
Ask students to work in pairs to do this exercise.
Students look at the expressions and decide
which meaning of get from Exercise 8c applies to
each one.
Answers
2 arrive 3 receive 4 obtain 5 receive
6 become 7 become 8 arrive
Divide the class into Student A and B pairs. Student
A remains on page 8 while Student B turns to page
124. Read out the instructions. Give students a
few minutes to complete their questions. Remind
students that they need to put the verbs into
the correct form. M onitor and help as necessary.
Students then work in pairs to ask and answer the
questions. At the end of this activity, ask students
to tell the class the most interesting thing they
found out about their partner.
Answers
Student A: 1 get home 2 get better
3 get tired 4 got to school 5 got home
Student B: 1 get te x t messages 2 get
3 get on w ith 4 get through 5 get into
O ptional activity
Students work in pairs. They use the phrasal
verbs with get in Exercise 8 to ask and answer
questions, e.g. Who do you get on with in your
family? What lessons would you like to get out of?
When do you get on with your homework? When
do your parents usually get home from work? Do
you find it difficult to get your message across In
another language? Which subjects do you think
you are getting better at?
Interaction 1
1As an optional visual alternative to the audio
CD, this exercise is available on the DVD.
Catching up w ith a friend
11.9 Books closed. Write catching up with a
friend on the board. Explain that the phrase catch
up means ‘to talk with a friend you haven’t seen
for a while about what you’ve done recently’.
Pre-teach for ages (for a long time), catch you later
(.see you later), What have you been up to? ( What
have you done recently?), W hat’s new? (.What’s your
news?), see you around (an informal way o f saying
goodbye).
Students open their books at page 8. Explain that
they are going to hear a conversation between two
teenagers who are meeting for the first time in a
long while. Play the recording and elicit the answer
to the question.
A u d io s c rip t
M ic k e y : Hiya, Jess. I haven't seen you for ages.
How's it going?
Jessica: Great. And you? How are things?
M ic k e y : Fine, thanks. So, what's new?
Jessica: Oh, lots of things. I've been to Greece
on holiday. I got back home yesterday.
It was so hot in Greece it was
unbelievable, but I had a fantastic time
- 1went water skiing. And I've started
Judo lessons to try and get fit. What
about you? What have you been up to?
M ic k e y : Oh, nothing really.
Jessica: By the way, guess what?
M ic k e y : What?
Jessica: My brother's got into sports college.
M ic k e y : That's great! Is he excited?
Jessica: Yeah. He got his exam results last
week and he passed everything. You
know my brother, he loves working
out at the gym and playing football.
He can't wait to go to college. Anyway,
I've got to go now.
M ic k e y : Yeah, me too. See you around.
Jessica: Yeah, catch you later.
Answers The sports th a t are m entioned
are: skiing, judo, w orking o ut at the gym and
playing football.
[1.9 Play the recording again. Students match
the sentences.
Answers
1 B 2 E 3 A 4 C 5 F 6 G 7D
Before students begin, revise the phrases for
catching up with a friend, making sure students
know how to use them. Divide the class into
Student A and B pairs. Student A turns to page
118 and Student B turns to page 121. Read out
the instructions and refer students to Interaction
1 on the cover gatefold. Give them a few minutes
to read through the information. Students work in
pairs to prepare and practise their conversations.
 Portfolio 1 (L ^ CRASH!
An inform al article
Elicit or teach article and write it on the board. Ask:
- which are their favourites. Ask them to say what
Do you read articles in magazines or on websites?
What type o f articles do you like to read? (e.g. about
music, sport, entertainment, technology etc.) Ask
students to look at the title of the article. Read out
the information. Students then quickly read Keira’s
article to find the answer to the question.
Answer Yes, Keira really enjoys keeping
fit now.
Ask students to read questions 1-4. Students then
read Keira’s article again and answer the questions.
Answers
1 Get up and go - skating!
2 Students who read the school website
3 four
4 paragraph 1: her name and hobby
paragraph 2: how she started inline skating
paragraph 3: her first experience of skating
paragraph 4: how she feels about skating
now
Read out the example words. Students work in pairs
to find further examples of informal language in
Keira’s article.
Answers You know, get out of, get on well,
so, so much fun, get up and go
•.• • * » * • mm• • • # * • * • * • • # • » * • # • * * * • * * « *
Check it out! ■ ■ " ■ . I : " . : ' . ' , «§
Ask students to look at the information in the box. *
Make sure students understand the idea that an *
informal article must be personal, friendly and
conversational, in order to make the reader feel
that the w riter is speaking directly to them.
Ask a confident student to read out the
announcement. Explain that students are going to
write an article for a school website. Tell them to
use the kind of informal language used in Keira’s
article and to follow the advice listed in the Check it
out! box. Give students 10-15 minutes to complete
this activity. M onitor and help with vocabulary as
necessary.
Students work in pairs and read each other’s articles.
Choose one person from each pair to report back
to the class on whether they found their partner’s
article interesting and friendly.
Write graphic novel on the board. Ask students if
they read comics or graphic novels and find out
features they think are im portant for a graphic
novel to work well, e.g. impressive artwork,
interesting dialogue, memorable characters.
You can discuss this with the whole class.
Introducing themes
Ask students to think of examples of mystery and
adventure stories from books, TV or the cinema.
Then ask students whey think stories in which
characters are lost and have to find their way home
are so popular. Do not go into great depth here. The
idea is to generate interest in the mystery genre.
Read
Tell students that this is the first part of a story that
will continue in Unit 5. Write on the board: Who
wrote the words on the wall o f the cave?
You can ask students to read the story on their
own or you may want to assign roles to different
students who read to the class. If students read
quietly to themselves, set a four-minute time limit.
When they have finished, elicit possible answers
to the question on the board. Help students with
other vocabulary: storm, emergency landing,
signal, cave.
Read, listen and speak
11.10 Play the recording. Students listen and
read the story again. Then put them in small
groups to discuss the comprehension questions
below. (You might want to put the questions on a
worksheet to hand out, or you can write them on
the board.)
1 Where were AH, Ben, Lee and Laura going?
4
• 2 What caused the plane to crash?
3 What happened to the pilot?
4 Why do they go looking for a village?
5 Why do they stop in a cave?
6 What do they see in the cave?
Suggested answers
1 They were flying home from their holiday.
2 There was a storm. The pilot was forced
into making an emergency landing.
3 He broke his leg in the landing.
4 They want to get help for Mark.
5 They stop to get some rest and wait until
the storm finishes.
6 They see writing on the wall, a light and
a ghost.
Unit l I 17
 Optional activities

1 Speech bubbles
Write quotes from part one on the board in
speech bubbles. Students have to remember
who said them. You can also write a series of
quotes out of sequence and ask students to
put them in order.

2 Retelling the story

Students work in small groups or in pairs.
They close their books and retell the story,
trying to remember as much as they can about
what happened in part one.

3 Role play
In pairs, students do role plays based on the
events of part one:
- Student A is Ben, Student B is Ali. They are
arguing about whether to leave Mark or to
stay with him.
- Student A is Laura, Student B is Lee. Laura
thinks they should stop and rest, Lee thinks
they should keep walking.
- Student A is Lee, Student B is Ben. Ben is
worried about the things they might find in
the cave, Lee is telling him not to worry.

4 Describing the characters

Write Ben, Lee, A li and Laura on the board.
Ask the students what we know about these
characters so far and how we might describe
them. Lee, Ali and Laura try to solve problems,
whereas Ben is more nervous than the others
and worries about things.

5 Putting the story in order

The graphic novel pages are available on the
Interactive Teacher Website:
http://interactive.cam bridge.org with
and w ithout any text in the speech bubbles.
You could print these off and cut them up so
students have to put the story in the right order.
They could try to remember the dialogue or they
can re-write it or even use the pictures to create
a new story.

6 Creating a graphic novel

In groups or individually, students can get really
creative with the Comic Builder on the Interactive
Student Website:
http://interactive.cam bridge.org
Here they can choose their own design, artwork
and characters, write their own story and print it.
If students have difficulty thinking up ideas, they
could try to reproduce the story in the Student’s
Book.
V___________________________________________________>

Unit 1
Q Waste not, want
Unit aims:
Topic: Recycling
Grammar
Present perfect with just/yet/already,
Present perfect continuous
Vocabulary
Electrical items; Prefixes
Interaction, Speaking and Pronunciation
Speak: Talking about technology and waste
Pronunciation: Stress patterns
interaction 2: Returning items to a shop
Listening, Reading and Portfolio
Read: E-waste
Listen: A tim e bank
Portfolio 2: A discussion essay
Culture UK
South Wales
Review 1 and 2
Vocabulary
Electrical items
| l . l l Books closed. Write electrical item on the
board. Explain that electrical items are pieces of
electrical equipment used especially in the home,
e.g. fridge. Elicit any electrical items students know
and write them on the board. Students open their
books on page 12. Ask; Which items do you have at
home? Which do you use every day? Which do you
never use? If students do not know the vocabulary
to answer, they can point to the pictures or say the
numbers.
Students then work in pairs to match the words
with the pictures. It is likely they will be able to
guess the meaning of most of the new words. Play
the recording for students to check their answers.
Check that they understand the difference
between dishwasher (for washing dishes), washing
machine (for washing clothes) and tumble dryer (for
drying clothes). Play the recording again, pausing
for students to repeat.
A u d io s c rip t/A n s w e rs
A 1 dishwasher
B 8 tumble dryer
C 9 vacuum cleaner
D 3 food processor
•
•
•
E 6 microwave
•I F 7 toaster
1!
if: G 10 washing machine
Si
if H 4 freezer
%
if 1 5 hairdryer
• J 2 electric razor
M
Students work in pairs to complete the table.
Check answers. Then test students on the new
vocabulary by asking questions, e.g. Which item is
used for cleaning carpets? Which item can you use
to dry your hair? Which item is used to wash dishes?
Answers
fo r cooking: food processor, microwave,
toaster
fo r cleaning: dishwasher, tum ble dryer,
washing machine, vacuum cleaner
others: electric razor, freezer, hairdryer
Give students tw o minutes to write down as many
words for electrical items as they can. Examples
could include coffee machine, electric toothbrush,
TV, kettle. Write the words on the board, and ask
students to record any new vocabulary in the
vocabulary section of their notebook.
Ask two students to read out the example exchange.
Go through the following adjectives and write
them on the board: practical, useful, helpful, fun,
necessary. Write on the board: You can use it to dry
your hair. It ’s used for drying your hair. Point out the
two different structures with to + infinitive and for
+ -ing. Encourage students to use the vocabulary
and expressions on the board in their discussions.
Students then discuss the question in pairs. Ask
students to report back about their partner. Then do
a class vote on the three most useful electrical items.
O ptional activity
Students write three clues for electrical items,
e.g. You can use it for drying your hair. They then
close their books, read the clues to each other in
pairs and guess the appliances.
Unit 2
0
-

2) Pronunciation
<3SE> As an optional visual alternative to the audio
CD, this exercise is available on the DVD.
Stress patterns
11.12 Write equipment on the board. Say it
slowly and ask: How many syllables are there?
{Three.) Which syllable is stressed in equipment?
( The second syllable.) Play the recording. Ask
students to repeat the words.
Focus on the stress patterns in the table. Clap the
rhythms with the class and ask for an example
word with each stress pattern. Students work in
pairs to put the words in the correct column.
11.13 Play the recording for students to check
their answers and repeat the words. Make sure
students are using the correct stress patterns.
A u d io s c rip t/A n s w e rs
• • : freezer, money, island
• • : guitar, police, repair
• • •: dishwasher, firefighter, timetable
• • •: umbrella, recycle, potato
d Students work in pairs. Student A turns the
book face down. Student B writes a word from
Exercise 2b. Student A says how many syllables
and what stress pattern it has. They then swap
roles and continue in this until all the words have
been covered.
(3> Read and listen
Books closed. Ask students to work in pairs
and write down as many words as they can for
electrical items. Ask students to come out in turn
and write the words on the board. Correct any
spelling mistakes.
Students open their books at page 13. Ask them
to look at the picture of the WEEE man. Read out
the questions. Students look at the pictures and
suggest possible answers to the questions. Make
sure students do not look at the text at this point.
Students skim through the text quickly to get
a general idea of the content and check their
answers to the questions in Exercise 3a. You might
want to pre-teach some of the key vocabulary,
e.g. waste, recycle, rubbish, toxic. WEEE stands for
Waste Electrical and Electronic Equipment.
Answers
The sculpture is made of electrical waste.
It was built to demonstrate how much
electrical waste people produce each year. It
was created by Paul Bonomini.
SV»mmmI 2 0 ) Unit 2
[301.14 Ask students to read through questions 1 to
5. You may want to go through the first question as
an example, eliciting the correct answers and asking
students to read out the part of the text that gave
them this answer.
Play the recording while students read and listen.
When they have completed the exercise, they can
compare answers in pairs before a whole-class check.
Answers
1 77 years = average lifetime, 25 = the
number o f electrical items owned by an
average family, 517 kilograms = amount of
rubbish generated by each person, 3,300
kilograms = amount of e-waste produced
by the average person in their lifetime,
7 metres = height of the WEEE Man
sculpture.
2 He wants people to think about the amount
of electrical waste they generate.
3 Most electrical repair shops have closed
and it can be cheaper to buy a new product
than to get an old one repaired.
4 The Czech Republic has held a competition
for artists to create dinosaurs from e-waste.
5 They have introduced new laws to force
manufacturers of electrical goods to recycle
old items.
Tell students they are going to search for words in
the text. Read out the definitions. Tell students to
look for vocabulary links between the definitions
and the text. For example, in number tw o the word
ground forms a part of the definition of the word
the students have to look for. Students can look for
ground in paragraph two, which will guide them to
the part of the text where the correct words can be
found {landfill sites).
Students work in pairs to find the words in the text.
Answers
1 average 2 landfill sites 3 contaminates
4 environmental 5 ban 6 manufacturers
Read out the questions. Students work in groups to
discuss them. Set a four-minute tim e lim it for this
activity. Ask a student from each group to report
their answers to the class.

Culture vulture
Residents in areas in the south of England
can earn points as an incentive to make
them recycle more. Residents’ bins are fitted with
electronic tags which weigh the rubbish inside.
Points are allocated according to how much has
been recycled. The points can then be used to
buy goods and services.
Ask students to read the information in the box.
Then discuss the questions briefly with the class.
4) Grammar
Present perfect w ith
just / yet / already
Students look at the examples from the text. Ask
them if they can translate the words in bold. Focus
on the uses of these words and their position in the
sentence. Students then read the rules very carefully
and circle the correct words to complete them. After
checking answers, elicit further examples using just /
y e t / already and write them on the board.
Answers
• already
• just
• yet
• before
• negative
Language note
Emphasise that the present perfect is used when
a past event is connected with the present.
Students might find this a difficult concept, but it
is im portant for all uses of the tense. Compare the
following: We created a lot o f waste. (= a particular
moment in the past.) We’ve created a lot o f waste.
(= starting in the past and up to the present
moment, and we will create more.)
Students work alone to put the words in order. Fast
finishers can write a few more jumbled sentences,
which you can then use for further practice with
the class.
Weaker classes: With students who need extra
help, revise the basic word order of a sentence in
English (subject + verb + object) before they start
the exercise.
Answers
1 I haven’t repaired my bike yet.
2 I have just heard the good news.
3 We have already booked the flights.
4 Have you seen the WEEE Man yet?
5 She has just bought a new mobile phone.
6 Have you already seen th a t film?
7 They haven’t got tickets fo r the
concert yet.
Students work alone to complete the exercise.
Before students begin, go through the first sentence
as an example. Students can compare answers in
pairs before a whole-class check.
Answers
1 have just had 2 haven’t decided yet
3 have already passed
4 hasn’t come back yet
Write What have you done this week? on the board.
Invite a student to ask you the question. Tell the
class tw o or three things that you’ve done and make
sure you use yet/just/already, e.g. I ’ve already seen
five films, I haven’t spoken to my parents yet, I ’ve just
read a wonderful book, etc. Ask three students to
read out the example exchange and then divide the
class into groups of three or four. Give students a
minute to look at the ideas in the box before they
begin the activity. Ask one member of each group
to report back to the class.
Check it out!
Ask students to look at the information in the
box. Remind them that been is the past participle
of be - but also of go.
To test students’ understanding of the distinction
between been and gone, write these sentences
on the board and elicit the correct participle:
Sarah isn’t here at the moment. She’s ..................
to a party, (gone)
Sarah has...................to lots o f parties, (been)
For each sentence, ask: Is Sarah at a party now?
to elicit yes for the first and no for the second.
i #* • * • • * * i •♦ * • mm. • *
5 Speak
Focus on the language and elicit a few example
questions from the class. Point out that we use the
present perfect for the first question: Have you
bought more than two mobile phones? but we use
the past simple for the second question: When did
U n its ( 21
 you buy them? Put students into pairs to ask and
answer questions. M onitor and help while students
are working.
Ask one member from each pair to report back to
the class.
O ptional activity
Students count up how many electrical items
they and their families have bought in the last
year. Work out the class total. Students then
think how big the class WEEE Man would be.
Vocabulary
Prefixes
Books closed. Write charge, use and play on the
board. Ask students if they can add a prefix to
a Listen
these words with the meaning of again. Explain
that prefixes change the meaning of the base word
and that there are many different types of prefix
to learn. Elicit recharge, reuse and replay and write
them on the board.
Students open their books at page 15. Focus on
the example answer and make sure that students
understand the task. Students then work in pairs
to put the words in the correct column in the
table. Check answers, making sure that students
understand the meaning of the words in the
table. You could do this by putting the words into
context, e.g. I have to recharge my iPhone every
day, the USA is the w orld’s superpower, I overslept
this morning and missed the bus, my brother is
overweight - he needs to exercise more, etc.
Answers
over-: to o much
under-: not enough/below
pre-: before
super-: better
11.15 Students work alone to complete the
>»
sentences using words from Exercise 6a. Students
can then compare answers. Play the recording for
students to check their answers. Then play it again,
pausing for students to repeat the new vocabulary.
A u d io s c rip t/A n s w e rs
1 She's just started doing photo shoots for magazines
and she wants to be a s u p e rm o d e l one day.
2 He can't go into the disco. He's only 17 so he's
u n d e ra g e .
3 I try to reuse the plastic bags I get from the
supermarket.
4 Someone who is too heavy is o v e r w e ig h t.
5 I've just bought a p re -p a id mobile phone. I can only
use the minutes I've already paid for.
22 Unit 2
6 I've got to recharg e my laptop. The battery is dead.
7 You don't need to make dinner. You can buy lots of
p rec oo ked meals at our local supermarket.
8 When I study late at night, I sometimes o ve rs le e p
the next morning and don't get to school until 11:00.
Give students tw o minutes to write down as
many other words with the prefixes as they can.
Examples could include reread, rewrite, overpay,
underpay. Write the words on the board. Ask
students to record these, together with the words
from Exercise 6a in the vocabulary section of their
notebook.
Students work in pairs to ask and answer the
questions. Ask one student from each pair to
report back on their discussions.
11.16 Books closed. Write the word bank on
the board and elicit the meaning. Ask: What do you
use a bank for? Then write time bank on the board.
Ask: What do you think a time bank is? Elicit ideas,
but don’t explain the word at this stage.
Students open their books at page 15, look at the
pictures and describe them. Play the recording
for students to tick the things that are mentioned.
You might want to pre-teach some of the key
vocabulary, e.g. earn, credit, exchange, value,
community spirit, to run a company.
A u d io s c rip t
P re s e n te r: Hello and welcome. With us today we have
John Black from the Ealing Time Bank in
west London. Good morning, John.
Jo h n : Morning!
P re s e n te r: Now, let's start at the beginning. What is a
time bank?
Jo h n : A time bank is basically a way for people to
come together and help each other.
P re s e n te r: So, it's like a volunteer group?
Jo h n : Yes, but not exactly. Members of the time
bank earn 'time credits' by doing things
for other people. Then they can spend their
time credits by getting other users to do
things for them.
P re s e n te r: I think I get it, but can you give us an
example?
Jo h n : Sure. One of our members, Bill, who's an
ex-teacher, has been helping Sarah learn
some basic computer skills. She now speaks
to her grandchildren using a webcam and
she's just started a blog! That earns him 2
time credits a week which he can 'spend'
when he likes.
Pre s e n te r: And what does he spend his credits on?
Jo h n : Well, he's been learning to play the guitar
with Amrit.
P re s e n te r: OK, so you don't have to do a direct
exchange of hours, with the same person?
Jo h n : Absolutely not. That's the great thing about
the time bank. Everyone can offer whatever
they can, from painting, shopping, cleaning,
teaching a language, babysitting ... it's 'give
and take'.
P re s e n te r: So is an hour teaching cookery worth more in
time credits than, for example, babysitting?
Jo h n : No, everyone's time is worth the same. An
hour is an hour and it has the same value for
everyone.
P re s e n te r: Have you been banking many time credits
yourself recently?
Jo h n : I've actually been running the time bank,
which earns me credits, and I've been
spending my credits on getting my new flat
painted.
P re s e n te r: Who can join a time bank? Do you have to be
over 18?
Jo h n : No, there's no age limit. In fact, in our time
bank we have users as young as thirteen,
like josh, who hasn't been doing it for long,
but he's already become our official dog
walker and pet sitter. He can walk eight dogs
at a time and hasn't lost one yet!
P re s e n te r: Really?
Jo h n : That's the nice thing about it, it brings
people together and there's a real
community spirit.
P re s e n te r: That sounds interesting. Can you tell us a bit
more?
Jo h n : Well, it's sometimes difficult to ask people
for help. Many people don't even know their
next-door neighbours, and with families
often living far away a lot of people don't
know who to ask for for help. The time bank
creates a 'social network' and that's what
people really love about it.
P re s e n te r: OK, so if any listeners want to get involved
check out the time bank webpage at
w w w .t im e b a n k in g .o r g
Answers
A, B and D
BE1 1.16 Ask students to look at the multiple-choice
questions. Pre-teach earn and credit. Then play the
recording again for students to choose the correct
answers. Students can compare answers in pairs
before a whole-class check.
Answers 1 B 2 C 3 A 4 A 5 C
Ask tw o students to read out the questions. Divide
the class into groups of three or four. Give students
four minutes to discuss the questions. Encourage
them to ask follow-up questions for extra
information. M onitor and help if necessary. One
student from each group reports back to the class.
8 Grammar
Present perfect continuous
Books closed. Remind students of the time bank
a
in Exercise 7. Ask: What has Bill been helping
Sarah with? (Using a computer.) What has he been
learning? (to play the guitar.)
Students turn to page 16. Ask them to read the
examples from the listening. Ask: Is he still learning
to play the guitar? (Yes.) Has he finished banking
his time credits? (No.) Ask students to complete
the rules.
Answers
• recently
• verb+-ing
Language note
The present perfect simple suggests an action is
completed and emphasises its results, whereas
the present perfect continuous emphasises the
duration of an action or the fact that the action
is ongoing. Write the following sentences on the
board: I've tidied my bedroom /I’ve been tidying
my bedroom. Ask: What is the difference between
the sentences? Explain that the first sentence
tells us that the tidying is finished. The second
emphasises that it has continued for some time
and may or may not be finished.
Check it out!
Ask students to look at the information in the
box. Elicit further examples using for and since.
Corpus examples for use of for and since
1 I’ve been working here since tw o years.
Correct sentence: I’ve been working here
for tw o years.
2 She’s been living there since a few months.
Correct sentence: She’s been living there
for a few months.
Read out the verbs in the box. Explain that
students have to use the verbs in the present
perfect continuous tense to complete the
sentences. W ith weaker classes go through
the first sentence as an example. Students then
work in pairs to do the exercise.
 Shop a s s is ta n t: Have you recharged the battery
Answers according to the instructions?
1 have been w orking 2 haven’t been Andy: Yes, of course I have.
learning 3 Have ... been watching S h op a s sista n t: OK. Do you have the receipt?
4 has been asking 5 has been dreaming Andy: Here it is.
6 haven’t been going Sh o p a ss is ta n t: Well, I'll have to send it back.
Andy: Oh! Can't I have a new one?
Stronger classes: If students finish quickly, put Sh op a ss ista n t: No, I'm sorry about that, but we have
them in pairs to ask and answer the question: What to send it back to the manufacturer
have you been doing recently? Students produce and try to repair it first.
sentences such as I ’ve been playing lots o f computer Andy: Well, how long will it take?
games, I ’ve been watching movies, etc. Shop a s sista n t: Usually, between two weeks and a
month.
Weaker classes: If students need extra help, go
Andy: But I need it next week. I have to do a
through the list of verbs in the box and elicit the
presentation at school.
present perfect continuous forms before they start
Sh op a s s is ta n t: Sorry about that. I'll make a note that
the exercise.
it's urgent. OK?
C Choose tw o students to read out the example Andy: OK.
dialogue. Then give students three or four minutes Shop a s sista n t: What's your full name and
to write questions using the prompts. Monitor, phone number?
making sure students are forming the questions Andy: Andrew Humphry, and my mobile
correctly. Students then work in pairs to ask and number is 686 735 218.
answer the questions. Encourage them to ask Sh o p a ss is ta n t: OK, we'll phone you as soon as your
follow-up questions for extra information. One laptop arrives.
student from each pair then reports back to Andy: OK, thanks a lot. Bye.
the class. Shop a s sista n t: Bye.

Answers

I n teractio n 5
Picture B.

0 0 1 -1 7 Read the questions and ask students to

<3B»> As an optional visual alternative to the audio
discuss the answers in pairs. Play the recording
CD, this exercise is available on the DVD.
again for them to check their answers.

Returning items to a shop Answers

11.17 Ask students to look at the pictures and 1 A laptop 2 The battery doesn’t last as
to say what they think is happening. Explain that long as advertised. 3 Between a week
they are going to hear a conversation between a and a m onth. 4 No, the customer isn’t
shop assistant and a customer returning an item to happy because he needs the laptop fo r a
a shop. Before students listen you might like to pre­ presentation at school next week.
teach some key vocabulary: receipt, send it back,
manufacturer. Play the recording. Students listen
and tick the correct picture. They can compare 0 0 1 .1 7 Read out the sentences. Play the
answers in pairs before a whole-class check. recording again. Students decide which speaker
says which sentence.
A u d io s c rip t
Sh op a s s is ta n t: Hello. Can I help you? Answers
Andy: Yes, at least I hope so. I've been 2 C 3 C 4 S 5 C 6 S 7 S
waiting for ten minutes!
Shop a s s is ta n t: Yes, sorry about the wait, it's always
Brainstorm different reasons why customers might
busy on a Saturday.
take an item back to a shop, e.g. it doesn't work, i t ’s
Andy: I've just bought this laptop and it
too big/small, etc. Divide the class into Student A
doesn't work properly!
and B pairs. Student A turns to page 118, Student
S h op a s s is ta n t: What's the problem?
B turns to page 121. Students look at the pictures.
Andy: Well, I've only used it once without
Then refer students to Interaction 2 on the cover
the cable and the battery only lasts
gatefold. Encourage students to use the vocabulary
for half an hour. It says it should last
introduced in Interaction 2. Students work in pairs
for ten hours!
to prepare and practise their conversations.

v — ( 2 4 ; U n its
 Portfolio 2 .^ 5 ?
>■' ............... ... . _ j
A discussion essay
Books closed. Ask: How can we make towns and
cities cleaner? Elicit ideas and write them on the
board. Students open their books at page 17. Read
out the information about Akram’s essay. Then ask
students to look at the notes Akram produced in
preparation for writing his essay. Pre-teach ban and
environment. Students read the notes. Discuss as
a class why it is a good idea to make notes before
writing an essay.
Students quickly read Akram’s essay to tick the
ideas from the notes which are mentioned in the
essay. Check answers. Then highlight Akram’s use
of the following phrases: Nowadays, To begin with,
In contrast, To sum up, advantages, disadvantages.
Explain that these phrases are commonly used in
essays and help to provide formality and structure.
Answers
less waste, less plastic in the sea and in the
countryside, cleaner tow n, they’re useful
when you buy something unexpectedly, no
plastic bags = always carrying another bag -
not cool, plastic bag factories may close
Read out the instructions, then look at the four
essay titles and elicit some ideas for each one.
Give students plenty of time to plan their essay and
make notes about what they want to say.
Before students start writing, make sure they
understand the importance of the four-paragraph
structure. Remind students to use the phrases
highlighted in Akram’s essay.
If students complete the writing task in
class, m onitor and help with vocabulary and
organisation as necessary. Alternatively, they could
do the planning in class and complete the essay for
homework. In the next class you could set up groups
of students who have chosen the same topic. Ask
them to read out their essays and comment on each
other’s ideas.
Students work in pairs and read each other’s essays.
Choose one person from each pair to report back
to the class on whether they share their partner’s
opinion.
1 Culture UK: 5outh Wales
Background information
South Wales
South Wales is the most populous part of Wales.
It is home to the capital, Cardiff, as well as the
cities of Swansea and Newport. Once famous for
its coal and iron industries, South Wales is now
dominated by the service and tourism sectors.
The majority of people in South Wales speak
English as a first language, but it is compulsory
to learn Welsh (the language of Wales is called
Cymraeg) in school up to the age of 16. South
Wales is famous for the Valleys, a series of
industrialised valley communities where life for
many generations was based around the coal
mines, the pub and the chapel. Since the decline
of heavy industry these communities have
suffered from a high level of unemployment.
They have also produced the rock band
Lostprophets, the singer Tom Jones and Aneurin
Bevan, the founder of the National Health
Service.
The Millennium Stadium
The stadium opened in 1999 and is the
headquarters of the Welsh national rugby
and football teams. The stadium has a fully
retractable roof and is also used for music
concerts, boxing and speedway.
______________________________________
a Books closed. Write UK on the board. If possible,
use a map to the show the location of the UK. Ask:
Do you know the names o f the four countries in the
UK? (England, Scotland, Northern Ireland, Wales.)
Brainstorm everything students know about the
UK, including famous people, places, events, sport,
music, films, etc. Write their ideas on the board.
Ask: Do you know anything about Wales? If you
have a map, point to Wales. If any students have
visited Wales, invite them to say what they saw and
did there.
Students turn to page 19. Ask them to read
through the questions and check understanding of
workshop, carnival and parade. Also pre-teach the
phrase wise up (an informal expression meaning
‘to begin to understand something’). Complete
question 1 with the class as an example. Show
students that they first have to identify the right
text and then look for the information they need
within the text.
Students work in pairs to complete the exercise.
Set a ten-minute lim it for this activity.
 Answers
1 A w ork o f art
Review 0 and 0
2 11:30am, M illennium Centre
3 Everyone can take part. To join in you have
to take part in Carnival Arts Workshops
(1 ) Grammar
4 Swap or exchange them
1 leaves 2 are ... calling 3 are waiting
5 Wales v England rugby match, Katherine
4 ’ve/have eaten 5 goes 6 doesn’t like
Jenkins in concert 6 12-5pm
7 have ... lived
7 National W aterfront Museum
8 Underwear, swimwear, earrings 1 did ...d o 2 used to do 3 D id ... do
4 was doing 5 were ... doing 6 didn’t use to do
Read out the definitions and check that they are 1 just 2 yet 3 already 4 just 5 yet 6 yet
clear. Elicit the type of word students will search
for in each case, e.g. a noun in number 1, a verb 1 You’ve been reading th a t book fo r months.
in number 2. Students work in pairs to find the 2 I’ve been feeling tired since I woke up.
words and complete the puzzle. You could help 3 She hasn’t been getting any exercise recently.
them here by telling them which text to look at for 4 He’s been having problems w ith his m otorbike
each definition. all week.
5 How long have they been learning to play
Answers the guitar?
1 rubbish 2 exchange 3 climate change 6 What have you been doing all morning?
4 charity 5 tackle 6 wearable 7 store 1C 2A 3 A 4 C 5 C
Hidden word: recycle

Students discuss the question briefly in pairs.

Encourage them to give reasons for their answers.
Ask some pairs to tell the class about their
2 Vocabulary
preferences. You could end with a class vote to
1 stretch 2 fit 3 train 4 flexible 5 active
determine the most popular activity.
6 warm up 7 w ork out 8 energetic

1 become 2 continue 3 receive 4 avoid

Your project
Wise up to Waste W eek in
your tow n
Ask: Which activities did people do in Wise up to
Waste Week? (They swapped clothes, books and
computer games, created works o f art and gave away
old toys.) Students work in small groups of three or
four to think of as many new events as possible that
young people could do in their town to make it more
environmentally friendly, e.g. do presentations in
local primary schools on how to avoid waste; set up
a website to encourage people to share their ideas;
encourage people to keep a record of how many
things they put in the bin each day and consider
what they can do to limit this waste.
Read out the questions. Students work in their
groups to brainstorm ideas. If you have access
to the internet, students can do research about
recycling events online.
Students use their information from Exercise 2b
to make a leaflet to advertise their green event.
Students write a maximum of 100 words and can
illustrate their leaflets. Encourage students to write
a first draft which they then return to, edit and
improve upon. They can design their final leaflet on
a computer or by writing on a sheet of paper.
5 arrive 6 be chosen for 7 obtain
8 be friends w ith
1 dishwasher 2 washing machine
3 vacuum cleaner 4 microwave
5 food processor 6 tum ble dryer
7 hair dryer 8 freezer
1 reuse 2 supermodel 3 overpriced
d
4 underpaid 5 recharge 6 oversleep
Correct it!
1 I hope I w ill get into university next year.
2 He has breakfast every day at 8 o’clock.
3 She to ta lly agrees w ith her parents.
4 Thanks fo r explaining that. I understand now.
5 You can use a hairdryer to dry your hair.
6 I need a new food processor.
7 We’ve just finished our lesson.
8 He’s been to London four times.
9 We’ve lived in the house for three months.
10 She’s been studying English for five years.
H Forces of nature
Unit aims:
Topic: Natural disasters
Grammar
will and going to: Future continuous
Vocabulary
Natural disasters; Outdoor equipment
Interaction, Speaking and Pronunciation
Speak: An interview with a volunteer
Pronunciation: /u:/ and /u/
Interaction 3: Getting ready for a trip
Listening, Reading and Portfolio
Read: Natural disasters and extreme weather
around the world
Listen: Preparing to go on holiday
Portfolio 3: An email asking for information
Culture World
The Arctic
cm mm m mm 1
11 Read and listen
Books closed. Write forces o f nature on the board.
Ask students what they think the phrase refers to,
and elicit or explain that it refers to extreme weather
or natural disasters. Ask students if they have seen
any news stories on TV about extreme weather or
natural disasters.
Students open their books at page 22. Read out
the three titles. Students read the texts quickly and
match them with the titles.
Answers
1 B 2 A 3 C
11.18 Ask students to read through the
questions. You might want to pre-teach some of
the key vocabulary from the text, e.g. alley, to last,
floods, heat waves, volunteer. Play the recording
while students read and listen. When they have
completed the exercise, they can compare
answers in pairs before a whole-class check.
Answers
1 They are making the windows secure
and buying extra food and drinking
water. 2 There are floods and the
electricity sometimes gets cut off. In the
countryside, hundreds of people lose their
homes. 3 In Mississippi in the USA 4 1.6
km wide 5 Hundreds of houses were
burnt to the ground and a lot o f animals were
killed. 6 She’s helping to look after people
w ho’ve lost th e ir homes.
Read out the four questions. Students work in
groups to discuss the questions. M onitor and give
help where necessary. Ask a student from each
group to report their answers to the class.
2 ) Vocabulary
Natural disasters
11.19 Students look at the pictures. Ask: Which
o f these happen in your country? Which have you
seen on TV? Students can answer by pointing to the
pictures or giving the numbers if they don’t know
the words. In pairs, students then match the words
with pictures. Make sure they have dictionaries for
this activity.
Play the recording for students to check their
answers. Check that they understand the
difference between tsunami and flood (a flood Is
an overpouring o f water from a river, whereas a
tsunami is an enormous wave produced at sea by an
earthquake). Also make sure they can distinguish
between a hurricane and tornado.
A u d io s c rip t/A n s w e rs
A 8 volcanic eruption
B 4 flood
C 2 drought
0 1 avalanche
E 7 tsunami
F 6 hurricane
G 5 heat wave
H 3 earthquake
Students work individually to choose the correct
words. Allow students time to compare their
answers in pairs before you do a class check.
Unit 3 { 27
 d Read out the questions. Before students begin,
Answers
write the following discussion phrases on the
1 avalanche
board: I think, in my opinion, I agree, I disagree.
2 flood
Give students three or four minutes to discuss
3 drought
the questions. Ask one student from each pair to
4 hurricane
report back.

C 0 0 1 . 2 0 Tell students they are going to listen to

Optional activity
people talking about different types of extreme
weather. Play the recording. Students can compare Before the lesson, write ‘natural disaster’ words
their answers in pairs. Play the recording a second from Exercise 2a on different pieces of paper.
time and check answers. Divide the class into tw o teams. Students from
A u d io s c rip t
each team in turn come to the front, take a
1 piece of paper and draw a picture of the word.
A: Look, there's a lot of black smoke in the air up The team which guesses the most words is the
there! winner.
V ___________________________________________ s
B: Oh, wow! Something red's coming out of the top of
the mountain!
A: It's a long way away, but maybe we should go
down now. (3: Pronunciation
B: Yes, I think you're right! Let's go!
As an optional visual alternative to the audio
2 CD, this exercise is available on the DVD.
Joseph is now 200 km wide and is crossing the Gulf of
/u :/ and /u /
Mexico. Joseph is expected to hit land in Florida at about
6pm on Wednesday. There will be strong winds, heavy a 001.21 Ask students to look at the words in the
rain and damage to buildings. lists. Point out that even though words in English
might have the same letters, it doesn’t mean they
3
have the same pronunciation. Play the recording.
A: That's really strange. The sea has gone right back
Students listen and repeat.
away from the beach.
B: Oh yeah. It is odd. b 0 0 1.22 Before students begin this exercise, make
A: It happened really quickly, too. sure they can distinguish between the tw o sounds
B: Hang on a minute. I remember something about introduced in Exercise 3a. If necessary, repeat the
this. Come on, we have to get off the beach! Run! words again, exaggerating the vowel sounds in
order to sensitise students to the difference. Ask
4
students to read the sentences in the box and tick
Today temperatures will reach 40 degrees in most areas
the correct column.
of the country. Older people and young children are
advised to drink plenty of water and stay out of the sun. C 001.22 Play the recording for students to check
The high temperatures will continue for the rest of the their answers and repeat the words.
week.
Answers
5
1 /vl 2 /u :/ 3 /u :/ 4 /u :/ 5 /u / 6 /u /
A: Hey, 1think the room's moving.
B: Don't be silly.
A: Yes, it's definitely moving. d 001.23 Play the recording for students to listen
B: Oh, my ... What shall we do? and repeat.
A: Get under the table, quickly!

Answers
1 volcanic eruption 2 hurricane
3 tsunami 4 heat wave 5 earthquake

2 8 1 Unit 3
 Culture Vulture Check it out!

Britain does not suffer from many serious
examples of extreme weather, but in recent
years there has been more extreme weather,
and many scientists believe this is as a result of
climate change.
Ask students to read the information in the box
and discuss the questions with the class.
0 Grammar
w ill and going to
Books closed. Ask: Is it going to rain today? Is it
going to be sunny at the weekend? What do you
think the weather will be like tomorrow? You could
write these questions on the board and highlight
the use of will and going to, w ithout going into
detailed explanation of the difference between the
structures.
Students open their books at page 24 and look at
the examples. Focus on the words in bold. Read
out the information on the uses of will and going
to. Students then work in pairs to match the uses
with the sentences.
Answers 1C 2D 3 B 4 A
Language note
•••••••
Ask students to look at the information in
the box. To practise the use of the present
continuous for future arrangements, elicit
arrangements students have made for the
weekend (I ’m meeting my friend, I ’m playing
tennis with my brother, etc.). You could also elicit
some intentions students have for the future (I ’m
going to study history at university, I ’m going to
travel around Europe, etc.). Write these sentences
on the board and encourage students to see the
difference between going to and the present
continuous for future arrangements.
y g 0 i.2 4 Students work alone or in pairs to
complete the exercise. Before students begin, go
through the first sentence as an example.
Answers
1 w ha t’s happening 2 we’re having
3 It’ll be 4 are going to spray
5 We’re going 6 It’ll be
Read out the sentence fragments. Complete the
first two so that they are true for you and write
the completed sentences on the board. Students
work alone to complete the sentences so that they
are true for them. M onitor and help, as necessary.
Students compare sentences with their partner.
Ask one student from each pair to report back to
the class.

Emphasise that will is used for sudden decisions

or offers, and that the present simple is not used
in these contexts. So we say I'll help you with
your bags. (I help you with your bags.)
Go through the first sentence as an example.
Focus on the clue in the sentence (a homework
plan) which helps us decide that the right form to
use here is going to (a future plan or intention).
Encourage students to read the sentences carefully
and to look for clues to help them choose the form.
Weaker classes: If necessary, go through the
whole exercise, helping students to connect the six
sentences to the different uses of will and going to
seen in Exercise 4a. Students can then work in pairs
to complete the sentences.
Optional activity
Ask students to make predictions about their
favourite band, actor or sports team using
will, e.g. I think Zac Effron will win an Oscar. If
students feel they have overwhelming present
evidence to support their prediction they can use
going to, e.g. Barcelona are going to win La Liga
because they already have twenty points more
than the team in second place. Ask them to read
out their sentences and invite other students to
agree or disagree.

Answers
1 ’m going to w rite 2 ’ll/w ill be
3 ’II carry 4 ’re going to fall
5 ’m not going to tid y 6 ’II have

Speak
Ask students to remember what they can about
the text on page 22. Elicit the different natural
disasters introduced in the text and ask students
how these disasters can affect people’s lives. Read
out the instructions for the activity. Students work
individually to fill in the information with their own
ideas. M onitor and help as necessary.
Allow students time to prepare some questions to
ask their partner. Elicit some questions from the
class and write then on the board, for example:
Where are you going?
What happened?
What are the problems?
What are you going to do?
Students work in pairs to ask and answer questions
and take notes.
Students compare their notes with their partner
and decide which job will be more difficult. Ask
one student from each pair to report back to
the class.
Vocabulary
O utdoor equipm ent
[511 1 .2 5 Books closed. Ask: Who likes being
active? What outdoor activities do you enjoy? A t this
stage you might like to put some example activities
on the board, e.g. hiking, trekking, climbing, skiing,
surfing.
Students turn to page 25. Focus on the pictures
and see what outdoor equipment the students can
identify. Then ask students to look at the words.
Match the first picture with a word as an example.
Students then work in pairs to complete the
exercise. Play the recording for students to check
their answers. Then play it again for students to
repeat the words.
A u d io s c rip t/A n s w e rs
A 10 wetsuit
B 1 anorak
C 5 rucksack
D 6 sleeping bag
E 2 fleece
F 9 walking boots
G 8 torch
H 3 goggles
I 4 insect repellent
J 7 sun cream
b Students work alone or in pairs to complete
the sentences. Check comprehension by asking
questions, e.g. My skin burns in the sun, what do I
need to use? (Sun cream.) What do I need to see in
the dark? (A torch.) What can I carry my things in
when I go trekking? (A rucksack.)
Answers
1 rucksack 2 w etsuit 3 sleeping bag
4 sun cream 5 insect repellent 6 torch
7 fleece 8 anorak
C Ask students to look at the table. Read out the
different trips. Elicit the different activities people
do on these trips, e.g. surf, ski, camp, trek, look for
wild animals, etc. Students then work alone to write
the items from Exercise 6a that they would take on
the trips. They compare answers in pairs before a
whole-class check.
Possible answers
Surfing: wetsuit, sun cream
Skiing: goggles, sun cream, fleece
Camping: rucksack, sleeping bag, torch
Trekking: rucksack, walking boots, fleece,
sun cream, anorak
Safari: sun cream, insect repellent
Optional activ/ity
In pairs, students take turns to mime using the
outdoor equipment in Exercise 6a and their
partner guesses what it is.
V ___________________________________________ s
(7 Listen
a 0 0 2 1.26 Tell students that they are going to hear
three conversations about getting ready to go away
on holiday. Ask them to read through the list of
items first. Then play the recording. Students listen
and number the items. Students can compare
answers in pairs before you play the recording
again for them to check.
A u d io s c rip t
C o n ve rs a tio n 1
Dan: Hi, Ben.
Ben: Hey, Dan, listen. I'm in the camping shop
on the High Street. I'm just buying some
new walking boots.
Dan: Oh right, have they got any sleeping bags?
Ben: Yeah. There are two types, one is
waterproof and really warm, but quite
expensive, and the other one is just a
normal cheap one. I don't need to buy one
because I'm going to borrow my brother's.
Dan: Will you get me the normal one? It isn't
going to rain, is it?
Ben: Haven't you seen the weather forecast? we'll be snowboarding down the mountains..
They say it's going to rain ail weekend, Toby: Iknow! Not long now. Speak later. Bye.
monsoon style! And it's going to be cold. M a rle n e : Bye!
We'll need to take fleeces, too.
Dan: No, I don't believe it, they're always wrong. Answers
I'll get the cheap sleeping bag. 1 walking boots 2 sleeping bag 3 fleece
Ben: OK, but when I'm nice and dry and you're 4 insect repellent 5 sun cream
wet and cold you'll blame me! Remember, 6 snowboard 7 skis 8 goggles
we won't be sleeping in a tent this time.
We're going to sleep under the stars, right 11.26 Ask students to read through the
by the river. sentences. Play the recording again. Students
Dan: No problem. I'm going to risk it. It's been decide if the sentences are right or wrong. Make
beautiful weather all week. sure they correct the wrong sentences. They
Ben: Look, I'll lend you the extra money if you can compare answers in pairs before a whole-
want to get the good one. It's only twenty class check.
pounds more.
Dan: Really?
Answers
Ben: Sure. You can pay me back later.
1 X Dan needs a new sleeping bag, but
Dan: Wow - thanks, Ben, you're a star!
Ben going to borrow his brother’s sleeping
C o n ve rs a tio n 2 bag. 2 / 3 / 4 X They are going on
Je ss: Hi, Simone. Friday. 5 X He isn’t very good. He always
S im o n e : Hi, Jess. I just want to check something falls over. 6 /
with you.
Je s s : Yes? Students work in pairs. They talk about which
S im o n e : Are you going to take insect repellent? holiday from Exercise 7a they would most like to go
Je ss: I hadn't thought of that. Will there be on. Write the following on the board: I would most
mosquitoes by the beach? like to go ... because .. . . Tell students to use this
S im o n e : Yeah, my uncle just got back from the sentence in the activity. Ask one person from each
beach and said there are loads of them group to report back to the class.
this year. I'm going to take a really strong
insect repellent. If I don't, I'll be eaten
O ptional activity
alive.
Je s s : OK, I'll get some too. I hate mosquitoes! Students design their dream trip. They work in
S im o n e : Don't buy more. I'll share mine with you, groups of three or four and decide what type of
I've got a huge bottle. activity they will do (trekking, a safari, surfing,
Je ss: Great, thanks. I'll take some sun cream, etc.), where they will do it and the kind of
too. equipment they will need. Students can then
S im o n e : Good idea. present their information to the class.
Je ss: I have to go now. I'm going to see my
granny. Oh, I can't wait till Friday!
S im o n e : Me neither! Just think, next Friday we'll be
sunbathing and swimming in the sea. 8 ) Grammar
Je ss: It's going to be brilliant. Speak later. Bye!
S im o n e : See you, Jess. Future continuous
C o n ve rs a tio n 3 Look at the examples with the class. Highlight the
Toby: Hello. form of the words in bold (w ill/w on’t + be + verb +
M a rle n e : Toby, it's me, Marlene. -ing) and ask students if they can explain what the
Toby: Hi, Marlene. form is being used to express. Do not confirm their
M a rle n e : I just wanted to check. You are going to try answers. Students then work in pairs to complete
snowboarding this time, aren't you? the rules. When checking answers, make sure that
Toby: Well, I was, but I think I'll ski this time. I'm students understand that the future continuous
good at skiing, but if I snowboard I'll spend refers to an action in progress at a specific time in
all my time on my bottom! the future and not a finished action.
M a rle n e : Oh - you promised. Well, I'm going to hire
a snowboard and try it. If it's a disaster, I'll Answers
get skis on the second day. • a
Toby: That's not a bad idea, OK, I'll try it too. • verb + -ing
M a rle n e : Great. Oh, and don't forget to bring goggles
with you. I can't believe that next weekend

Language note
You could point out how the future continuous
tense connects to the past and present continuous
tenses, i.e. they all refer to actions in progress at
specific times. Write on the board: We are learning
English at the moment. Say: Last week at the same
time ... and elicit the past continuous: we were
learning English. Say: Next week at the same time
... and elicit the future continuous: we will be
learning English.
b Students work alone to complete the sentences with
the correct verbs. W ith weaker classes, go through
the first sentence as an example, pointing out
that will must be used in this case because we are
referring to a decision made at the time of speaking.
Answers
1 ’II get 2 ’II be walking 3 ’II get
4 ’II be lying 5 w on’t be doing
Stronger classes: Students can be asked to use
their own ideas to complete these sentences using
the future continuous tense:
This time tomorrow ...
This time next week...
This time next month ...
This time next ye a r...
C Read out the example question and answer. Elicit
further example questions and write them on the
board. Students then work in a group of three or
four to ask and answer the questions. Ask one
student from each group to report back to the class.
O ptional activity
Write the following question on the board: What
will we be doing in the future? Then write 2050,
3000, 4050 on the board. Students work with a
partner and make predictions using the future
continuous, e.g. We’ll be living on the moon in
2050, we’ll be flying to work in 3000.
V_____________________
I nteraction B
<222> As an optional visual alternative to the audio
CD, this exercise is available on the DVD.
G etting ready for a trip
11.27 Look at the pictures with the class. Ask
students to say what they can see. Read out the
instructions for the task and play the recording.
3 2 ) Unit 3
Students tick the items in the picture that Jack
and Millie are going to take with them on their
camping trip.
A u d io s c rip t
M illie : There's so much stuff here!
Ja c k : Yes, there's far too much. We'll be walking
for hours every day. We'll never be able to
carry all this.
M illie : So let's have a think about what we're
going to take.
Ja c k : OK. Well, we'll definitely need sleeping
bags, of course. And the stove.
M illie : Mmm. Do we really need the stove?
Ja c k : We don't want to eat cold food every day,
do we?
M illie : I reckon it'll be easy to buy food from
shops along the way. If we do that, we
won't have to take the cans of food, which
are really heavy.
Ja c k : Maybe you're right. But let's take the tin
opener, just in case.
M illie : OK. I'll carry that!
Ja c k : Yeah, and me the stove, right? Hmm,
maybe we should think again about the
stove when we've decided on the other
things? What do you reckon?
M illie : All right then, we'll decide on the stove
later. What next? Do you think it'll be cold
in the evening? Shall we take the fleeces?
Ja c k : Yes, but I don't think we'll need the
jumpers as well. It won't be so cold.
M illie : OK. What about...
Answers
They are definitely going to take sleeping
bags, a tin opener and fleeces.
b S H 1.27 Ask students to look at the sentence
halves. Play the recording again. Students match
the tw o halves of the sentence. They can compare
answers in pairs before a whole-class check.
Answers
s 1F 2A 3 B 4 G 5 E 6 D 7 C
Divide the class into Student A and B pairs. Student
A turns to page 118 and Student B turns to page
121. Read out the instructions and then refer
students to Interaction 3 on the cover gatefold.
Give them a few minutes to read through the
information. Students work in pairs to prepare
and practise their conversations. At the end of
this activity, ask the class to say which items they
decided to take along on their trips.
Optional activity
If you have access to the internet, you can ask
students to work in pairs and find an English-
language website for adventure holidays, such
as http://w w w .adventurecom pany.co.uk/.
Students research available trips. At the end
students report back to the class on trips they
are interested in, explaining a little about the
destination and the activities.
Portfolio 3
An email asking for inform ation
Ask students to look at the advert and describe
what they can see. Students read the advert and
answer the question. Check their understanding of
rewarding, positive contribution, supervised.
Answers
It advertises three types of voluntary work:
wildlife conversation in Zimbabwe, house
building in Thailand and helping children
improve their survival skills in Canada.
Students quickly read the advert and Jez’s email
and answer the questions. Before they read the
email, make it clear that there are spelling mistakes
in it. They should ignore these for the time being
and concentrate just on the information.
Answers
He chooses wildlife conservation in
Zimbabwe because he loves animals.
He wants to know how long he will be able
to stay in Zimbabwe, when the trip will start,
how many people he will be travelling with,
what equipment he will have to take, if he
will need special walking boots and the kind
of activities they will be doing every day.
Students read the email again and find the six
spelling mistakes. When checking answers, ask
students to correct the words that Jez spelt
incorrectly.
Answers
beuatiful - beautiful
traveling - travelling
posible - possible
equipement - equipment
speciall - special
expirience - experience
Read out the information about the three trips.
Give students a couple of minutes to think about
which trip they would like to go on and why.
Read out the instructions and then ask students
to look back at Jez’s email. Highlight the different
expressions used in a formal email and write them
on the board: Dear Sir/Madam, I am interested
in + verb+ -ing, I am writing to ask you for some
information a bo ut , I ’m looking forward to
+ verb+ -ing, Yours faithfully.
Give students plenty of time to plan their email
before they write it. Encourage them to use
Jez’s email as a model. Monitor and help where
necessary. Alternatively, you can set this exercise
for homework.
© Students swap emails and decide if the questions
it asks are appropriate to the trip their partner has
chosen to go on.
Optional activity
Fast finishers or students in stronger classes can
write a reply to their partner’s email.
T: Culture World: The Arctic
Background information
The Arctic
The Arctic is the area around the North Pole.
It includes the Arctic Ocean, as well as parts of
Canada, Greenland, the USA, Finland, Sweden,
Norway, Iceland and Russia. The region is
defined as the area north of the Arctic Circle,
where temperatures in the summer months do
not rise as high as 10 degrees Celsius. Despite
the extreme conditions, many animals live on
the Arctic tundra, including caribou, wolves
and Arctic foxes. All can be distinguished by
the thick coats which protect them from the
cold. Other animals in the region live in the
water, such as polar bears, whales and seals.
The area is inhabited by the Inuit, who have
developed a distinctive culture to help them live
in such a demanding climate. Many visitors to
the region are drawn by the Aurora Borealis, or
the Northern Lights, which are extraordinary
colour shows in the sky formed by the collision of
charged particles.
Books closed. Write the Arctic on the board. Elicit
everything that students know about the region.
Write their ideas on the board. Students turn to
page 29 and read through the four possible titles.
Unit 3 f 33
 Then they read the texts quickly and choose the
best title. Check answers.
2 ) Your project
Answers Campaigning for action
W orking to save the Arctic
Ask students to look at the table. Read out
the information about the Polar Bear Tracker
You may want to pre-teach some of the key words Campaign. Students then work in small groups
in the texts, e.g. survive, ecosystem, campaign, of three or four to complete the table with
expedition, protect, preserve, landscape. Students information about a campaign they would
read the texts and find the answers to the like to start. If you have access to the internet,
questions. As you check these, ask students to read students can research environmental campaigns
out the parts of the texts that provide the answers. to give them some ideas. They could look at
Then focus on the photos and ask students to www.wwf.org.uk. If not, you can ask them to do
explain what they show. some research for this task and for Exercise b
at home.
Answers
Students work in their groups and plan their
1 Because o f climate change
campaign. If necessary, brainstorm ideas for
2 They can learn about communities and
advertising the campaign with the class first,
w ildlife in the Arctic.
e.g. making posters, creating a web page, holding
3 Canada
a conference.
4 The language and culture of the
Inuit people Students work in their groups and make a poster
5 Because o f global warming to advertise their campaign. Students could
6 Anyone w ho is interested can track present their posters to the class and explain their
them online. campaign. Alternatively, pin the posters around
the class for students to look at. They could vote
for the best.
Read out the definitions. Go through the first
© one as an example. Encourage students to think
carefully about the type of word they are searching
for, as well as the meaning. Also remind them
to think about possible words before they start
looking for the words in the text. Students work in
pairs to complete the rest of the exercise.

Answers
1 m elting 2 impact 3 expedition
4 conference 5 field trips 6 track

Read out the three questions and make sure

students understand them. Students then work in
groups to discuss the questions. Set a four-minute
time limit for this activity. Ask a student from each
group to report their answers to the class. As an
alternative, you could ask students to answer the
first tw o questions in their group and then discuss
the third one with the whole class.

3 4 } Unit 3
A Friends Hever

I• « • 9 9 9 9 9 9 9 9 ,
Give students tw o minutes to write down as many
Unit aims: other friendship words or phrases as they can.
Examples could include go out with friends, friendly,
Topic: Friendship
sociable, unsociable. Write the words on the board.
Grammar
Ask students to record them, together with the
if when, as soon as and unless; First and Second
words from Exercise 1a, in the vocabulary section
Conditional review
of their notebook.
Vocabulary
Read out the incomplete sentences. As an
Friendship; Adjectives of personality
example, complete one or two so that they are
Interaction, Speaking and Pronunciation
true for you and write them on the board. Give
Speak: A friend for every situation
students a few minutes to complete the sentences
Pronunciation: Friendly intonation
so that they are true for them. M onitor and help
Interaction 4: Giving and receiving advice
with vocabulary as necessary. Students compare
Listening, Reading and Portfolio answers with their partner.
Read: Friends online and offline
Listen: Best friends
Optional activity
Portfolio 4: An informal email to a friend
Song Students work in pairs and do role plays.
Friendship Train by The Temptations Student A is a parent, Student B is the son or
Review 3 and 4 daughter. Student B has done something wrong
»• • • * 9 9 9 *
and Student A wants to talk to them about
it. Encourage students to use as many of the
phrasal verbs in Exercise 1a as they can, e.g.

Vocabulary Mum: I ’m very cross with you. Why did you

break the TV?
Friendship Son: I ’m really sorry. I didn’t mean to. I fell out
with my brother and we had an argument. I threw
Jl.28 Students read the text and match the something at him and missed him and h it the TV.
phrasal verbs with the definitions. They will need Mum: You’ve let me down. What do you think
to use their dictionaries for this activity. Play the your Dad will say?
recording for students to check their answers.
Son: Oh no! Don’t tell Dad. Don’t tell on me!
A u d io s c rip t/A n s w e rs
A 8 make up with
B 2 let someone down
C 1 get on well, get on well with someone 2
‘s..** Pronunciation
D 5 have an argument
<55E> As an optional visual alternative to the audio
E 6 tell on someone
CD, this exercise is available on the DVD.
F 3 fall out with someone
G 4 be cross with someone Friendly intonation
H 7 stick up for someone
J1.29 Write i t ’s nice to see you on the board and
Students work in pairs to put the phrases into the say in tw o different ways: first sounding friendly
word webs. Allow students time to compare their and then sounding unfriendly. Ask students if
answers in pairs before you do a class check. they could hear the difference. Point out that we
communicate feelings not just by what we say but
Answers how we say it. To sound interested and friendly, we
© get on well w ith, make up, stick up for vary our intonation so our voice and pitch go up
© fall out, be cross, have an argument, and down. Monotone intonation can come across
let someone down as unfriendly in English.
Play the recording. Students listen to tw o speakers
saying each of the sentences in the table and decide
who sounds friendly and who sounds unfriendly.
Students can compare answers in pairs.
Answers
2 friendly B unfriendly A
3 friendly A unfriendly B
4 friendly B unfriendly A
11.29 Play the recording for students to check
their answers. Then play the recording again,
pausing after each friendly sentence for students
to repeat. Encourage them to copy the intonation
they hear. Some students will be self-conscious
about doing this. Explain that one of the keys to
achieving fluency in another language is being able
to master its intonation patterns. Use hand gestures
to demonstrate the rises and falls in intonation.
Read and listen
Books closed. Write YouTube on the board. Ask
students if they use the popular video-sharing
website, if they have ever uploaded a video to the
site or added a comment to a video. Ask: What do
you think o f YouTube? Do you use any other video­
sharing websites?
Students open their books at page 31 and describe
what they can see in the photo. Ask them to read
the text quickly and choose which title they think
best describes it.
Answers
An unusual way to find your best friend ...
and a job
Background information
YouTube
YouTube is a video-sharing website. It was set up
in 2005 by former employees of the website
PayPal. It was bought by Google in 2006 and has
since become one of the most popular sites on
the internet.
J1.30 Play the recording while students read and
listen. Help with new vocabulary, e.g. numerous,
content, blogged. You could explain the meaning of
the following phrases: to have something in common,
sense o f humour. Students read the sentences and
decide who they refer to. Check answers.
Answers
1C 2 C 3 C 4A 5A 6B 7 C 8 A
Read out the four questions. Students work in
groups of three or four to answer the questions.
Encourage them to give full answers and reasons
for their ideas. Ask one student from each group to
report back to the class.
Optional activity
Students work in pairs and interview each
other about the kind of websites they like. Put
the following questions on the board: What
are your favourite websites? Do you have your
own website? Do you have a blog? What do you
think o f social networking sites like Facebook and
Twitter? To make this a more interesting activity,
give students different roles. Student A can be a
technology journalist for example, while Student
B can be the CEO (Chief Executive Officer) of a
popular website.
Grammar
if, when, as soon as and unless
Students look at the examples in the book. Ask
them whether the sentences refer to the past,
the present or the future (the future). Focus on
the words in bold and go through their form and
meaning. Ask: When will you agree that Charlie
is a great entertainer? (As soon as you see him =
the moment you see him.) Ask: Will Charlie and
Alex continue to enjoy their success? (Yes, unless
something strange happens = i f something strange
doesn’t happen.)
Students work alone or in pairs to complete the
rules. Check the answers, and check students’
understanding of the difference between if and
when by putting the following sentences on the
board: If I finish my homework, I ’ll go to the cinema.
When I finish my homework I ’ll go to the cinema.
Ask: In which sentence is the speaker sure he will
finish his homework? (The sentence beginning
with ‘when’.)
Answers
• as soon as
• unless
• are
• aren’t
• the present simple

Language note
It is a common mistake to use as soon as, when
and unless with will. Make sure students do not
produce sentences such as As soon as I'M get to
school... Emphasise that although these words
and phrases are used with the present simple,
they have a future meaning.
Check it out!
Ask students to look at the information in the
box. Elicit further examples with unless and
make sure students understand that the word
has a negative meaning ( if not) but is used with a j
positive verb.
Read the first pair of sentences with the class
and elicit the correct answer. Students continue
completing the sentences individually or in pairs. If
necessary go through the use of if and unless again
before students start the exercise.
Answers
1 unless I have 2 you don’t help me
3 we buy them 4 doesn’t come soon
Weaker classes: If students need extra help, go
through the exercise orally with them. To help
with meaning, ask concept questions, for example:
When will she buy the dress? (If she gets money
for her birthday). If she doesn’t get money for her
birthday, will she buy the dress? (No, she won’t.)
© Read out the tw o questions. Students work in pairs
to ask and answer the questions. Encourage them
to ask follow-up questions for extra information.
One student from each pair then reports back to
the class.
. 5 I Listen
*******
Students discuss the questions in pairs. Ask one
student from each pair to report back to the class.
11.31 Tell students they are going to listen to
three people talking about their friendship. Play the
recording for students to match the speakers to the
photos. Check answers.
A u d io s c rip t
H e le n : My best friend is Lucia. We usually get on
really well because we're so similar. But we
fell out with each other last Friday. We'd
planned to go to the cinema. She said she'd
send me a text to tell me what time to meet,
so I was waiting all evening but she didn't
text. I sent her three messages and got no
reply. Then at ten o'clock she phoned. She
was chatting to Mark on Messenger and
completely forgot! Can you believe it?! I'm
• really cross. I mean, how would you feel
if your best mate totally forgot you? If she
phones me tonight, I won't answer my
phone.
Dan: We've been friends for a few years now. I'm
I
an Arsenal fan, and so is Luke. We actually
met at a match a few years ago. Now we
chat online with other fans after big games,
and we sometimes meet up for matches
when I don't have too much homework. If I
go to the match next Saturday, I'll see him
there and we'll probably sit together. It's
good fun, and we get on really well. And he
supports the best team in the world!
M o lly : It's kind of cool when you think about it. We
only met for five minutes two years ago,
but now we're best friends. Skye knows
my cousin John and we met at his fifteenth
birthday party. Then she moved to Australia.
We chat online almost every day, but we
never talk on the phone, which is a bit weird.
But we've got a lot of things in common, and
we're definitely more than just cyber-mates.
I feel like we've known each other for years!
One day, if I have enough money, I'll fly to
Brisbane to see her.
Answers
AM B D C H
11.31 Ask students to read the sentences.
Play the recording again for them to decide if the
sentences are right or wrong.
Answers
1 / 2 X 3 / 4 X 5 X 6 X
Unit H I 3 7
Culture Vulture
The first of the modern social networking
websites was Friendster, which was founded
in 2002. This became very popular very quickly and
inspired the creation of MySpace, Bebo and Linkedln.
However, it was Facebook, launched in 2004 by
Harvard student Mark Zuckerberg, which overtook
them all. By mid-2011 Facebook had more than 900
million members.
Ask students to read the information in the box and
discuss the questions with the class. Then ask some
follow-up questions: Which social networking sites
do you use? How many hours a day do you spend on
social networking sites? Do you prefer to communicate
with your friends online or offline?
Vocabulary
Adjectives of personality
jl.3 2 Write intelligent, friendly, boring on the
board. Ask students what these adjectives are used
to describe and elicit that they are personality
adjectives. Students then work in pairs to match the
sentences. Make sure they have access to dictionaries
for this, but ask them to guess as many of the
answers as they can. Play the recording for students
to check their answers.
A u d io s c rip t/A n s w e rs
1 D He talks non-stop. He's really chatty.
2 H Callum always does lots of housework for his
grandmother. He's really helpful.
3 G One minute she's happy and the next she's sad.
She's so moody.
4 F I always have a great time with Jack. He's fun to
be with.
5 B Chloe listens to other people's problems and really
understands how they feel. She's always sympathetic.
6 E He's so relaxed and doesn't usually get cross with
anyone. He's the most laid-back person I know.
7 A She's funny, but she doesn't always show respect.
She's a bit cheeky.
8 I Suzy always says 'please' and 'thank you'. She's
so polite.
9 C I can't believe he shouts at his parents. He's so rude!
10 J She's friendly, energetic and likes meeting new
people. She's really outgoing.
Language note
Sympathetic is an example of a false friend, i.e. a word
which corresponds to a word in another language,
but has a different meaning. Remind students that
sympathetic doesn’t mean nice, but instead refers
to an ability to pay attention to someone else’s
problems and be sensitive towards them.
Check it out!
Ask students to look at the information in
the box. Elicit a few more examples using fun
and funny to make sure that students have
understood the difference between them.
11.1 Ask students to look at the diagram.
»
Explain how it works, pointing out that the
adjectives in the middle where the circles overlap
can be both positive and negative. Students put
the adjectives from Exercise 6a in the right place
in the diagram.
Answers
Positive: sympathetic, fun, helpful,
polite, outgoing
Negative: rude, moody
Both: cheeky, chatty, laid-back
Give students tw o minutes to write down as
many other adjectives of personality as they can.
Examples could include mean, lazy, dishonest,
patient, insensitive, self-confident, quiet. Write the
words on the board. Ask students to record these,
together with the words from Exercise 6a, in the
vocabulary section of their notebook.
Ask students to look at sentences 1-6. Complete
the first one with the whole class as an example.
Check understanding of stressed before students
start the exercise. Students then work alone or in
pairs to complete the exercise.
Answers
1 chatty 2 moody 3 fun 4 laid-back
5 helpful 6 rude
Give students a couple of minutes to think of
adjectives to describe the people in the list.
Students then work in pairs to say which adjectives
they chose.
Optional activity
Divide the class into tw o teams. Choose one
student from each team. Say a word from
Exercise 6a. The students have to spell it
between them, taking it in turns to say a letter
each. If neither student makes a mistake, both
teams get a point. If one student makes a
mistake, the other can win the point for their
team by spelling the whole word correctly.
Continue with new pairs and different words to
spell. The team with the most points at the end
wins.
7 Speak
a Ask students what makes a good friend. On the board
write: A good friend is someone who is ... and elicit
adjectives of personality. Read out the instructions
and the example dialogue. Give students three or four
minutes to choose someone for each situation. Students
then work in pairs to ask and answer the questions. Ask
a student from each pair to report back to the class.
8 • Grammar
First and second
conditional review
Ask students to look at the examples. Make it
clear that while the first conditional is used to talk
about something that might actually happen in the
future, the second conditional is used to talk about
something that is unlikely or unreal. To illustrate this
write the following sentences on the board: If I go
to the beach this weekend, I ’ll go swimming. If I had
my own island, I would go swimming every day. Point
out that it is perfectly possible to go to the beach,
whereas it is very difficult to make enough money
to be able to afford to buy an island. Compare the
form of the verbs in the tw o sentences. Students then
work alone to complete the rules. They can compare
answers in pairs before a whole-class check.
Answers
• first
• second
• present
• past
• doesn’t have to
Language notes
1 Remind students that the tw o clauses in the
conditional sentence can go in either order. Also
point out that if the //clause comes at the end of
the conditional sentence, a comma is not used.
2 Remind students that it is possible to use was or
were with l/h e /s h e /it in the //clause in second
conditional sentences.
Before students begin the exercise go through the
first sentence as an example, pointing out that we
know this should be in the first conditional because it
refers to a future possibility rather than an imaginary
situation. Students work alone or in pairs to complete
the exercise.
Answers
1 If she finishes her essay tomorrow, she’ll
go to the beach.
2 If he m et a really famous singer, he would
tell all his friends.
3 They’ll be unhappy if it rains at the music
festival next weekend.
4 W e’ll miss the plane if the traffic doesn’t
move soon.
5 If you w ent to study in the USA, you
would keep in touch w ith your friends.
6 She would buy a new car if she won
the lottery.
Weaker classes: If students need extra help, go
through the prompts and help students decide
if the sentence refers to a future possibility (first
conditional) or an imaginary or unlikely situation
(second conditional). Students can then write
their sentences.
Check it out!
Ask students to look at the information in the
box. Make sure students understand that would
must not be used in the same clause as if. Also
point out that this is the same for will.
Corpus examples for second conditional
sentences
1 If I would meet a nice girl, I would ask her to
go out with me.
Correct sentence: If I met a nice girl, I would
ask her to go out with me.
2 If I would have a bigger bedroom, I would buy
a new wardrobe.
Correct sentence: If I had a bigger bedroom,
I would buy a new wardrobe.
i # § es:S:s .1
Read out the questions. Students then work in
groups of three or four to ask and answer the
questions. Ask one student from each group to
report back to the class. As a follow-up-students
can write their own second conditional questions
to ask their partner, e.g. What would you do i f you
won ten million dollars? If you could meet any film
star, who would you meet? If you could do any job,
what job would you do?
Interaction H
As an optional visual alternative to the audio
CD, this exercise is available on the DVD.
Giving and receiving advice
jt.3 3 Books closed. Ask: If a friend has a
problem, what might they ask you for? Elicit advice
Unit H f 3 9
 and write the word on the board. Explain that we An sw e rs
give and receive advice. 1 W hat do you th in k I should do?
2 If I were you, I’d ...
Students open their books at page 34. Tell students
3 Maybe you’re right.
they are going to listen to a conversation between
4 I’m not sure about that.
tw o teenagers, Oliver and Rachel, and that Oliver
is worried about something. Invite students to
predict what Oliver might be worried about. Pre- Before students begin, revise the phrases for
teach hang out with (to socialise with). Play the giving and receiving advice, making sure students
recording. Check the answer. know how to use them. Divide the class into
Student A and B pairs. Student A turns to page
A u d io s c rip t 118 and Student B turns to page 121. Read out the
O liv e r: Alright Rachel? Have you got a minute? instructions and refer students to Interaction 4 on
R a ch e l: Sure, Oliver. What's up? the cover gatefold. Give them a few minutes to read
O liv e r : Listen, I'm a bit worried about Rob. through the information. If students wish to invent
R a c h e l: Rob? Why? What's wrong? their own problems for this activity, be prepared to
O liv e r: Have you noticed that he's missed loads of help out with any new vocabulary. Students work in
school recently? pairs to prepare and practise their conversations. At
R a c h e l: Yeah, where is he this week? Is he ill? the end of this activity, ask the class to say whether
O liv e r : No, that's the thing. He's fine ... but he's or not they found their partner’s advice useful.
started hanging out with Jack and his mates
and they spend all day at Jack's house or
they hang out in town.
R a ch e l: Which Jack? Not Jack Davy?
Yes, and he's big trouble; really cheeky
Portfolio H
O liv e r:
and rude, and I reckon that unless Rob
stops hanging out with Jack, he's going to An informal em ail to a friend
do something stupid. What do you think I Ask students how often they chat to their friends
-
should do? by email, text or on social networking sites. Explain
R a ch e l: Well, you're Rob's best mate. that Laura and Jacob are friends who communicate
O liv e r: I was'. We had a huge argument a few with each other online. Students read the emails
weeks ago and we're not really in touch quickly and answer the questions. Encourage
these days. students to give their own ideas to 2 and 3 and that
R a ch e l: Come on, you two have been best mates there is no right answer. Students can compare
forever. Listen, if I were you, I'd talk to him. answers in pairs before a whole-class check.
O liv e r : Yeah? I'm not sure about that.
R a ch e l: Go on, before it's too late. A n sw e rs
O liv e r : Maybe you're right. Cheers. 1 She can’t go to M arta’s party because it
R a ch e l: No problem, Ollie. See you around. is on the same day as her grandm other’s
birthday party.
A n sw e rs
2 Students’ own answer.
He’s worried because his friend Rob is 3 Students’ own answer.
hanging o ut w ith a bad group of people.

Read out the tw o questions. Students then read the

|1.33 Read out the expressions. Explain that
emails and answer them.
they all appear in the listening. Play the recording
again. Students number the phrases. If necessary, A n sw e rs
play the recording another time. Check answers. 1 Yes, she did.
2 Students’ own answer.
A n sw e rs 1D 2 A 3 B 4 C 5 E

Write abbreviations on the board. Elicit any

© Ask students to look at the table. Read out the
different categories and the example phrases.
©
Students work alone to put the phrases from
Interaction 4b into the correct columns. They
can compare answers in pairs before a whole-
class check.
examples students know. These could include
me 2, congrats, celebr8, all of which were introduced
in previous levels of Interactive. Make it clear that
abbreviations are usually used in very informal
contexts. Ask students to look at the abbreviations
in the box. They then work in pairs to match the
abbreviations to their meaning.

4 0 I Unit H
 Answers
2 going to 3 w ant to 4 for 5 you 6 are
7 later 8 kind o f 9 to 10 be 11 you’re /
your 12 thanks 13 please 14 kiss
Read out the three situations. Remind students of
the meaning of fall out, get on with. Explain that
students can choose to write about a situation of
their own devising if they prefer. Remind students
to use informal language in their email and to use
abbreviations where possible. Give students 10-15
minutes for this exercise. Encourage them to use
Emma and Laura’s emails as a model to follow. You
could also set the exercise for homework.
Students swap emails with their partner and offer
their own advice for the problem. Ask one student
from each pair to report back to the class. Ask the
whole class to offer advice.
Optional activity
Students work in pairs to invent new abbreviations
for common English words. One student from
each pair then shares their abbreviations with
the class.
TJ Song
Friendship train
Background information
Motown
The Motown record label was founded in
1959 in Detroit in the US by a producer called
Berry Gordy Jr. The label became famous for
its rhythm and blues, soul and pop music,
songs characterised by an upbeat tempo, tight
arrangement and catchy melodies. In the 1960s
and ’70s the Motown sound had an extraordinary
influence on popular music. Artists like Smokey
Robinson, Diana Ross, Marvin Gaye, The Jackson
5 and Stevie Wonder became international
stars. Motown was the first label owned by
an African American and played a vital role in
desegregating music.
(2 ) Sound check
jl.3 4 Read out the different ideas in the box.
-
Check that students understand get on with one
another (‘to have a good relationship with each
other’). Play the first verse of the song. Students listen
and say what they think the main idea of the song is.
Answers
people should try to get on w ith one another
|1.34 Give students a couple of minutes to read
through the lyrics. In pairs they can predict which
words are correct. Play the recording. Students
listen to the lyrics and choose the correct answers.
Answers
desperate, corruption, destruction,
live, colour, understanding, make
J1.35 Ask students to read the tw o parts of
the sentences quickly and predict how they fit
together. Play the recording. Students listen and
match the parts.
Answers 1 D 2 B 3 C 4 A
J1.3B Students work in pairs to order the
lyrics from the last part of the song. Then listen
and check.
Answers
1 This trainstands for justice.
2 This trainstands for freedom.
3 This trainstands for harmony and peace.
4 This trainstands for love, love,love, so
come on.
Check it out!
Read through the information in the box. Point
out that don’t is very commonly used in song
lyrics in place of doesn't.
|1.37 Read out the opinions, then play the song
again. Students discuss them in small groups and
then report back to the class. Before students begin,
teach the following words and phrases from the
song: corruption, mankind, the eve o f destruction,
creed. The statements are complex and can create
a lot of discussion, but students may feel shy about
offering their views. Monitor, help with vocabulary
as necessary and make sure each group has the
confidence to deal with each of the statements.
Jl.38 Play the first tw o lines of the song.
Students listen. Tell them to pay attention to the
underlined stressed syllables. Remind students that
not every syllable in English is stressed.
|1.39 Ask students to count the number of
syllables in each line. Do this with the whole class if
necessary. Then play the recording so that they can
underline which syllables are stressed.
U n itH
© '
 Answers
It don’t matter what you look like
Review
People or who you are
If your heart is in the right place
Talking about the right place
1 Grammar
You’re welcome aboard
1 ’s/is going to go 2 ’II help 3 w on’t tell
4 are you going to do 5 ’II send
31,39 Play the recording again. Students listen 6 is going to crash 7 ’II pass
and repeat or sing the lines from the song at the
1 ’II be walking 2 ’II be swimming
same time as they hear them on the recording.
3 ’II be resting 4 w on’t be
5 ’II be trekking 6 ’II be learning

3 ) ■Musical notes 1 unless 2 if 3 as soon as 4 if 5 if

6 unless
The 1970s
1 would 2 would 3 w ill 4 w ill
31.40 Ask: What music from the 1970s do you 5 w ouldn’t 6 would
know? Tell students to look at the photographs and
1 as you arrive 2 I get the job
ask them if they know any of these bands or singers.
3 I w on’t go travelling for six months
Students then read the text about the 1970s. Explain
4 going to do all my hom ework tonight.
to students that they are going to listen to three
5 soon as they w ent on sale
types of music from the 1970s, and they must match
the music to the photos. Play the recording for ....

students to listen and do the matching task.

2 Vocabulary
Answers 1 reggae 2 punk 3 disco 1 tsunami 2 drought 3 avalanche
4 volcanic eruption 5 hurricane
6 flood 7 earthquake

1 torch 2 w etsuit 3 insect repellent

Background information
4 sun cream 5 anorak 6 rucksack
The Bee Gees
7 fleece 8 goggles
The Bee Gees were a British band that were
popular in the 1970s and are remembered 1 be cross 2 let 3 for 4 tell on 5 had
especially for disco numbers such as N ight Fever 6 get on 7 fall out 8 up w ith 9 get on
and Staying Alive.
Across: 3 sympathetic 5 laidback 6 helpful
The Clash Down: 1 cheeky 2 rude 4 polite
The Clash were a British punk rock band that
formed in 1976. Their songs are notable for their Correct it!
politicised lyrics and musical experimentation.
1 We’re going to the beach next Saturday.
Their best-known song is London Calling.
2 W hat w ill you be doing at 4pm this afternoon?
Bob Marley and the Wailers
3 They’re going to have a picnic next weekend.
Bob Marley was a Jamaican singer, songwriter and
4 We’re going to pass all our exams this year.
musician who popularised reggae in the 1970s with
5 A t six o’clock tom orrow we’// be taking
his band, the Wailers.
the exam.
6 The day at the them e park was fun\
Read out the questions. Students work in pairs to ask 7 I won’t buy the dress unless I get a pay rise.
and answer them. Students then report their ideas 8 What would you do if you won $5000 in a quiz
back to the class. show?
9 If you did more exercise, you’d feel better. / If
Optional activity you do more exercise, you’ll feel better.
10 As soon as the w ater boils, add the pasta.
Students can research a singer or band from the
1970s for homework. In the next lesson, students
can tell the class what they found out. Encourage
them to bring in photos of the band/singer and
any fashion styles associated with them. They
could also bring a short excerpt of music if they
have an MP3 player.
0 ) Top of the

students of discussion phrases, e.g. I think, in my

Unit aims: opinion, I agree, I disagree. Students work in groups
Topic: School to discuss the questions. Set a five-minute time
lim it for this activity. Ask a student from each group
Grammar
to report their ideas to the class.
Permission: can, let and be allowed to;
Passive review
Vocabulary
Optional activity
School; Memory Students design their own experimental school.
Interaction, Speaking and Pronunciation They work in groups of three or four and decide
Speak: Talking about school the kind of learning their school will adopt
Pronunciation: Final e and how it will differ from traditional ways of
Interaction 5: Interrupting learning. They can also give their school a name
Listening, Reading and Portfolio and a location. Students can then present their
Read: Lessons in life information to the class.
Listen: Facts about the brain
V.
Portfolio 5: Ideas for improving your school
Graphic novel
Crash
Vocabulary
School
[2 .3 Ask: W hat’s your favourite subject in
3
f i T Read and listen school? Do you enjoy doing homework? Who's
your favourite teacher? Students then work in pairs
Books closed. Write learning on the board. Elicit to match the words and phrases in the list with
3 the definitions. Encourage students to use their
the different ways we can learn, e.g. with the help
o f a teacher, by teaching ourselves, by learning facts, dictionaries to check new words.
by doing tests, etc. Ask: How do you like to learn? Audioscript/Answers
Students open their books at page 40. Read A 6 pass B 5 a high mark C 10 term
out the three headings. Tell students to read D 8 revise E 2 cheat F 4 fail G 3 come top in
the text quickly to match the headings with the H 9 skive off I 1 be in detention J 7 retake
paragraphs. Remind students that at this point they [2 .4 Tell students they are going to listen to
are skim reading to get a general idea of the text. some teachers and students talking about school.
Check answers. Ask them to look at the sentences and explain they
have to choose the right words. Play the recording.
Answers A Do it yourself Students complete the exercise. They can compare
B Transcendental meditation C Lessons or answers in pairs before a whole-class check.
no lessons
A u d io s c rip t
Sa n d ra a n d A n n a
[2 .2 Ask students to read through sentences Anna: What mark did you get in the geography
1-6. Play the recording again for students to read test, Sandra?
and listen. Students decide which paragraph each S a n d ra : Ten out of ten! That's the best mark I've
sentence refers to. Check answers. had so far this term. What about you, Anne?
Anna: Yes, me too. I got nine. What a relief - 1
Answers 1 B 2 A 3 C 4 C 5 A 6 B spent a lot of time revising for that test!

Jo e

© Read out the questions. Point out that there is no

right answer to the questions and that the aim
K a rl:
Jo e :
Are you coming to the match then, Joe?
I can't, I've got to revise all weekend.
of the activity is to encourage debate. Remind K a rl: You've got to revise, why?
Jo e : You know that Science exam I failed?

U n its |© .
 K a rl: Yeah.
jo e : I've got to do it again on Monday and I
Optional activity
haven't done any revising yet. On the board write ‘________ ’ (the letters for
K a rl: You've got a retake! Well, you're going to teacher) and tell the class you are thinking of a
miss a good match. word related to school. Invite one student at a
Jo e : Yeah, cheers, mate. time to say a letter. If it is correct, write it on the
Chris appropriate line. If not, w rite it on the board and
Je n n i: Hey, Chris, how did you do in the French cross it out. The student who finally guesses the
exam? word takes your place at the board and starts
C hris: Oh, OK. I got 65%. again with a new word, using vocabulary from
Je n n i: Oh, that's OK, more than 50% is a pass, Exercise 2a.
isn't it?
C hris: Yeah. It's OK, but I want to get a better
mark in the Maths exam.

Lucy
(3 ; Speak
Te a c h e r: Lucy, what are you doing? Tell students they are going to talk about their
Lu c y : Nothing. school life. Divide the class into Student A and
Te a c h e r: What? B pairs. Student A stays on page 41 and Student
Lu c y : Nothing, Ms Ellis. B turns to page 124. Read out the instructions.
Te a c h e r: I saw you look down at your shoe several Students complete the diagrams with information
times. Show me the bottom of your shoe, about their life at school.
please.
Lu c y : There's nothing there. Students then work in pairs to guess what the
Tea ch e r: And the other shoe? Nothing, eh? Right, words and numbers that students have w ritten in
Lucy, you're coming with me to see the the shapes mean. Encourage them to ask follow-up
headteacher. questions for extra information, e.g. Why is Monday
your least favourite school day o f the week? Why
Answers is he/she your favourite teacher? Ask one student
1 high 2 revised fo r 3 revise from each pair to tell the class about their partner.
4 retake 5 passed 6 French
7 cheating in 8 head teacher

A Grammar
Read out the questions. Students work in pairs to
discuss the questions. Set a four-minute time limit
for this activity. Ask a student from each pair to
report their ideas to the class.
-
Culture Vulture
Students in England and Wales study for
their GCSEs (General Certificate of Secondary
Education) for tw o years between the ages of 14
and 16. If students continue in education after
their GCSEs they usually study for three, four or
even five ‘A’ (Advanced) Levels and take these
exams when they are 18.
Ask students to read the information in the box and
discuss the questions with the class. Then ask some
follow-up questions, e.g. Are there any subjects
which all students should study until they leave
school? Are exams the best way to test students?
Permission: can, let and be
allowed to
Ask students to read the examples. Focus on the
words in bold and explain that they are all used for
permission. Point out the grammatical difference
between the structures (can + verb w ithout to; let
+ person + verb w ithout to; be allowed to + verb).
Students then work alone or in pairs to complete
the rules.
Answers
• OK
• OK
• verb
Ask students to look at the pictures and describe
what they can see. Students read the tw o texts
quickly to get a general idea of what they are
about. They then work in pairs to complete the
texts by choosing one of three options. Encourage
them to look at the words before and after the
gap to make their choice. For example, for number
1 we know that be allowed to is the right answer
because can is not used with should and let must
be followed by a person.

4 4 ) Unit S
 Weaker classes: Work through the entire exercise
with the class. Point out why only one structure
can fit the gap in each space. Encourage students
to recognise the grammatical difference between
the structures. You can do this by asking them to
refer back to the examples in Exercise 4a.
Answers 1B 2 C 3 C 4 B 5 A
•*
Check it out!
Ask students to look at the information in the
box. Elicit example sentences with let to give
students further practice. You can ask them to
describe their teachers at school, e.g. my history
teacher lets us use our mobiles in class, my maths
teacher doesn’t let us talk in class.
Corpus examples for let
1 Thank you for letting me to stay in your flat.
Correct sentence: Thank you for letting me
stay in your flat.
2 Let me to tell you about my favourite birthday
present.
Correct sentence: Let me tell you about my
favourite birthday present.
Ask students to look at sentences 1-6. Explain that
they have to replace the words in italics so that the
sentences are true for them and their own school.
Students work alone on this exercise. M onitor and
make sure students are forming correct sentences
with the new structures. Ask some students to read
their sentences to the class.
Ask students to look at the questions. Students
then work in groups of three or four to discuss
the questions. Encourage them to ask follow-up
questions. Set a five-minute time limit for this
activity. Ask one student from each group to
report back to the class.
Weaker classes: Go through each of the
questions, eliciting and suggesting ideas students
could use in their discussions, e.g. for question
1: Yes, they should be allowed to wear what they
want because it would encourage a more relaxed
atmosphere.
Optional activity
Students work in groups of three or four to write
a set of perfect school rules using can, let and be
allowed to, e.g. we can use our mobile phones in
class, we are allowed to wear our own clothes, the
school lets us eat in class. Students then read out
their rules to the rest of the class.
V >
5 Pronunciation
<S222> As an optional visual alternative to the audio
CD, this exercise is available on the DVD.
Final e
a 0 ® 2 .5 Books closed. Write bit and bite on
the board. Ask students to say the tw o words.
Show how the e at the end of bite changes the
• pronunciation of the vowel i in the middle of the
word. Students open their books at page 42. Play
•
the recording once and get students to write the
words they hear. Write the words on the board:
mad made, pet Pete, sit site, not note, us use.
• Play the recording again for students to listen
• and repeat.
* A u d io sc rip t
mad - made pet - Pete sit - site
not-note us-use
Jf b 002.5 Draw attention to the phonetic symbols
I for the vowel sounds. Explain that the symbol /:/
| after the vowel indicates that the vowel is long.
J Advise students to learn the phonetic symbols
| so that they can check the pronunciation of new
words in their dictionary. Then play the recording
again. Students match the words with the sounds.
Answers
1 mad /ae/ 2 made /ei/ 3 pet /e/
4 Pete /h i 5 sit h i 6 site /a i/ 7 not /d/
8 note /au/ 9 us /a/ 10 use /u:/
C Ask students to look at the list of words. Read them
out and ask students to repeat them. Students
then add e to each word and try to guess the
pronunciation.
d 0 0 2 . 5 Play the recording for students to check
their answers to Exercise 5c and repeat the words.
A u d io s c rip t/A n s w e rs
1 at-ate 2 b it-b ite 3 tap-tape
4 tin-fine 5 pin-pine 6 hat-hate
e 0 0 2 .7 Play the recording. Ask students to repeat,
first in phrases ( When I revise/I use a computer/and
complete my notes/before I take the exam) and then
as a whole sentence.
(6 ) Vocabulary
M em ory
a 002.8 Books closed. Write five words from
Exercise 2 on the board (e.g. term, revise, cheat,
pass, fail). Rub the words off the board and then ask
students how many of the words they can remember
and what each word means. Ask students if they are
Unit 5

good at remembering things. Students then open
their books at page 43. They work in pairs to match
the words with the definitions. Encourage students
to use dictionaries to check new words. Play the
recording and then check answers with the class.
A u d io s c rip t/A n s w e rs
A 3 forget B 1 memory
C 4 memorise, 6 learn by heart
D 2 mind E 5 remind
Check it out!
Ask students to look at the information in the
box. Elicit further example sentences using
these verbs to encourage students to see the
difference between them, e.g. Remind your
brother to do his homework. Remember to tidy
the kitchen.
a Books closed. Ask: How many hours do you
typically sleep a night? Is it difficult to concentrate
in school if you’re tired? A t which time o f the day do
you feel most awake?
Students then open their books at page 43 and
work in pairs to do the quiz.
b H U 2 -9 Tell students they are going to listen to a
talk by an expert on the brain. Play the recording
for students to check their answers to the
questions in Exercise 7a.
A u d io s c rip t
Good morning, everybody. Today I'm going to talk about
the brain and how to use it effectively for learning. The
first thing I'd like to talk about is sleep. Sleep is needed for
lots of reasons. A lot of studies have been done about the
importance of sleep, and they have found that teenagers
need more sleep than adults. Adults usually sleep for 7
or 8 hours a night, but teenagers need about 9 hours and
often get about 7. Teenagers often feel wide-awake in the
evening, so that makes it more difficult to go to bed early.
4E j Unit 5
Then they have to get up early for school, but they can't
concentrate in class because they're so sleepy. People who
don't sleep enough also miss out on Rapid Eye Movement,
or REM, sleep. That's a kind of deep sleep which is good
for learning and memory and helps us cope with stress. It's
very important, especially at exam times.
Moving on to a different area, let's look at the changes
in the brain that take place when you're a teenager.
At this age lots of connections are built between brain
cells, but when you're an adult, your brain changes a lot
less. If you do certain things regularly when you are a
teenager, like math problems or playing the guitar, the
connections between the brain cells become stronger. For
example, I could speak French well when I was at school
and I learnt Italian quite easily when I was 25. On the
other hand, I w asn't taught to play a musical instrument
when I was young, and when I tried to learn the piano
at the age of 3 0 ,1 found it incredibly difficult. I practised
a lot but I w asn't able to play very w ell. If teenagers use
their brains in different ways, like learning a language or
learning how to play an instrum ent, they build different
connections in their brains and they can learn things more
easily when they're older.
Finally, I'd like to make a point about people learning
things in different ways. It's good to try out different
methods of remembering inform ation, like mind-maps.
They're a kind of diagram to show connections between
ideas. They're good if you're a visual person. Or if you're
an audio learner, and you learn by listening, you could
make up rhymes or songs to remember things. Learn
by talking about a subject w ith a friend if you're a
communicative learner.
A n sw e r s 1 C 2 C 3 C 4 A 5 B
t i l 2.9 Ask students to read through sentences
1 to 6. Play the recording again for students to
complete the exercise. Tell them to correct the
wrong sentences. They can check answers in pairs
before a whole-class check.
Answers
1 X Teenagers need more sleep than adults.
2 / 3 X An a du lt’s brain changes less than
a teenager’s. 4 X If you practise a variety of
activities, it can help you learn more easily.
5 / 6 X People m ight be visual, audio or
communicative learners.
d Ask tw o students to read out the questions.
Students then work in pairs to ask and answer
the questions. Set a four-minute tim e limit for this
activity. Ask one student from each pair to report
back to the class.
f
8} Grammar
Passive review
a Books closed. Write the following on the board:
Mobile phone manufacturers sell millions o f mobile
phones every year.
1* 9 * rnmm
Millions o f mobile phones are sold every year.
Point out that the subject of the first sentence
has disappeared and the object has become
the subject of the second sentence. The passive
doesn’t tell us who did the action of selling, only
that the action happened.
Students open their books at page 44. Ask them
to look at the examples. Students work in pairs
to complete the rules. As you check the answers,
draw attention to the form of the passive: be + past
participle. Emphasise that it is the verb be which
needs to be changed in order to give the sentence
a present, past or present perfect meaning.
Answers
• don’t know ... more
• past participle
• can
• by
Language notes
1 Students may sometimes forget that they
need to use be in passive verbs, and they may
also make mistakes with the form of the past
participles.
2 Remind students that in many passive
sentences it is not necessary to use by
because we don’t know or are not interested
in who does the action, for example in a
sentence like Lots o f films are produced in
Hollywood.
3 Students may confuse the three passive
tenses and produce sentences like The
Twilight books are created by Stephenie Meyer.
Emphasise that if the action took place at a
definite tim e in the past, we must use the past
of be, e.g. Twilight was released In 2008. If the
action took place at an unspecified time in
the past or if the sentence refers to an action
that started in the past and continues into the
present, we must use the present perfect of
be, e.g. Robert Pattlnson has been followed by
photographers all over the world.
Check it out!
Ask students to look at the information in
the box. Point out that after modal verbs the
verb is in the infinitive form w ithout to. We
say: homework should be done every day not
homework should to be done every day.
Students work alone or in pairs to rewrite the
sentences. Encourage students to read the
sentences carefully and to look for indicators of
which tense the passive sentence should be in,
e.g. number 1 refers to an action that took place in
1928 so we need to use the past simple passive.
Weaker classes: Go through the sentences with
the class and elicit the past participle forms of the
verbs. You could also elicit which tense should
be used in each sentence before students start
to write.
Answers
M obile phones aren’t used in our class.
Research has been done to show how the
brain works.
All the concert tickets were sold
before 11.00.
This can be done later.
The new version of the game w ill be
released next m onth.
When was the telephone invented?
Pizzas aren’t sold in th a t restaurant.
O ptional activity
Students work in small groups of three or four.
They write five general knowledge quiz questions
about the past, using the past simple passive.
You could supply a list of verbs that they might
want to use: invent, create, produce, make, find,
record, discover. Students then pass on their quiz
questions for another group to answer.
I nteraction 5
<SES> As an optional visual alternative to the audio
CD, this exercise is available on the DVD.
Interrupting
12.10 Ask students what they think is
important in a school. Elicit a few ideas, then tell
students they are going to listen to three students
discussing the things they think are most important
in a school. Play the recording. Students listen and
answer the question. Check the answer.
Unit 5 { 47
A u d io s c rip t
M ik e : OK, let's imagine we are planning a new
school. What's the most important thing to
think about?
G e o rg e : How about the sports facilities? For most
people that's the most important thing. I
think-
Ella: Sorry, can I just say something?
G e o rg e : Yeah, go on.
Ella: That's important, but not the most
important thing. What about the teachers?
If you don't have interesting teachers,
school's really boring. I think-
M ik e : Yeah, I agree. I'd put interesting teachers
as the first thing. And for me, a really good
canteen is second, with a lot of vegetarian
food. It's so important to have healthy food
and­
G e o rg e : ean I make a point here?
M ik e : Hang on a minute. Can I just finish? Lots
of people are vegetarian nowadays and
there isn't anything for them to eat. It's all
burgers.
G e o rg e : Now can I say something?
M ik e : Yes, of course.
G e o rg e : Well, I don't know anyone at all who's
vegetarian. I agree with interesting
teachers as number 1, but I think sports
facilities are more important than a
canteen. What do you think, Ella?
Answers
Interesting teachers
BlU 2.10 Ask: Do you know any words or phrases
to use for interrupting someone in English? Write
students’ ideas on the board. Then play the
recording again. Students listen and complete
the phrases, Students can compare answers in
pairs before a whole-class check. When checking
answers, go through the meaning and use of each
of the interrupting phrases, pointing out that they
all are polite expressions.
Answers
something, point, go on, course, Hang, finish
Elicit the discussion language (/ think, in my
opinion, etc.) which students will need for the
activity and write it on the board. Divide the class
into Student A and B pairs. Student A turns to page
119 and Student B turns to page 122. Read out
the instructions and refer students to Interaction
5 on the cover gatefold. Give them a few minutes
to read through the information. If students wish
to invent their own problems for this activity, be
prepared to help out with any new vocabulary.
Pairs discuss their ideas for a few minutes. Put
students into groups of four to agree on the two
most im portant things. Remind students to use
the interrupting phrases introduced in Exercise
b. Set a ten-minute time limit for this activity. Ask
one student from each group to report back to
the class.
Portfolio
Ideas for improving your school
Explain that a memo (or memorandum) is a short
note asking for something to be done. Ask students
to read the memo from the head teacher. Check
students understand what the memo is about by
asking: What does the head teacher want students
to do? (Suggest ways to improve the school.)
Students then read the tw o letters and decide
which is better. Check answers. Point out that
the first letter uses lots of informal phrases (first
off, and another thing, it would be cool, you know,
cheers, etc.) which are inappropriate in a letter to
a teacher.
Answers
Jack’s letter is better because it is written in
a more formal style.
b Students work alone to find the phrases from the
letter. They can compare answers in pairs before a
whole-class check.
Answers
1 Dear Ms Brown 2 I am w riting to
3 Firstly, another point is that, Finally
4 I look forw ard to hearing from you soon
5 Yours sincerely
.* •
2 Check it out!
• •
I Ask students to look at the information in the box. *
* Make sure that students understand everything. 2
Students look through the phrases in italics in the
©
second letter to find the different ways of giving
opinions and making suggestions.
Answers
1 I think, in my opinion, I’d like to say
2 I recommend, should, We could
A Explain that students are going to write a letter
about how and why their school could be
improved. Read out the three things students
 have to include in their letters. Tell them to use the
kind of formal language used in the example letter.
Remind students to structure their letters and use
three or four paragraphs, as well as an appropriate
beginning and conclusion. Give students 10-15
minutes to complete this activity. M onitor and help
with vocabulary as necessary.
Students work in pairs and read each other’s letters.
Choose one person from each pair to report back
to the class on whether they agreed with their
partner’s ideas. For a follow-up w ritten exercise,
which could be set for homework, students could
write the head teacher’s response to their letter.
This would provide students with further practice
of formal letter writing.
O ptional activity
Students work in pairs to practise discussion role
plays. Student A is the head teacher, Student B a
student who has w ritten a letter to the head about
ideas for improving the school. Student B defends
their ideas, while Student A has to decide which of
the ideas the school could introduce.
V _ ______________________
CRASH
Ask the students to name the characters and say
what happened in the first part of the story at the
end of Unit 1. Then ask them what they think will
happen in part two. Discuss briefly with the class.
Introducing themes
Ask students if they think the characters are scared
of the situation. Ask how they react when they are
scared. Discuss with the class any ways they know
of how to control their fear.
Read
Tell students that this is the second part of a story
that will finish in Unit 9. Write the following question
on the board: Who do you think the ghosts are?
You can ask students to read the story on their own
or you may want to assign roles to different students
who read to the class. When they have finished,
elicit answers to the question on the board. Help
students with other vocabulary: wolves, rescued,
rescuers, run away, trapped.
Read, listen and speak
H ^2.1 1 Play the recording. Students listen and
read the story again. They then work in groups to
discuss the comprehension questions below. (You
might want to put the questions on a worksheet to
hand out, or you can write them on the board.)
\ /
1 Why do they start to run ?
2 Which part o f his body does Ben hurt?
3 What do they think the light through the trees
might be?
4 How many ghosts surround them?
Answers
1 Because they th in k th a t the ghost is
follow ing them .
2 His arm.
3 They th in k it m ight be their rescuers.
4 Four.
Optional activities
1 Speech bubbles
Write quotes from part tw o on the board in
speech bubbles. Students have to remember
who said them. You can also write a series of
quotes out of sequence and ask students to
put them in order.
2 Retelling the story
Students work in small groups or in pairs.
They close their books and retell the story,
trying to remember as much as they can about
what happened in part two.
3 Role play
In pairs, students do role plays based on the
events of part two:
- Student A is Laura, Student B is Ben. Ben
is very scared and wants to go back to the
plane. Laura convinces him not to go back.
- Student A is Ali, Student B is Ben. Ben wants
to give up and Ali explains that they have to
go on and that they can’t give up.
4 Putting the story in order
The graphic novel pages are available on the
Interactive Teacher Website:
http://interactive.cam bridge.org with
and w ithout any text in the speech bubbles.
You could print these off and cut them up so
students have to put the story in the right order.
They could try to remember the dialogue or
they can re-write it or even use the pictures to
create a new story.
5 Creating a graphic novel
In groups or individually, students can get really
creative with the Comic Builder on the
Interactive Student Website:
http://interactive.cam bridge.org
Here they can choose their own design, artwork
and characters, write their own story and print
it. If students have difficulty thinking up ideas,
they could try to reproduce the story in the
Student’s Book.
 Who’s got talent?

Answers
Unit aims:
1 He learned a lot about art.
Topic: Entertainment 2 He likes the fact th a t viewers can follow
Grammar the developm ent of works o f a rt from the
Past perfect; Past perfect continuous beginning to the finished product.
3 They liked her ta len t for combining
Vocabulary unusual flavours.
Noun suffixes; Entertainment collocations 4 She wants to have her own restaurant.
Interaction, Speaking and Pronunciation 5 He was a make-up artist and a wedding-
Speak: W hat’s your talent? dress designer.
Pronunciation: Changing word stress 6 He has started his own business and
Interaction 6: Agreeing and disagreeing his designs have appeared in fashion
magazines around the world.
Listening, Reading and Portfolio
Read: Talent shows
Listen: Natural talent Read out the definitions. Encourage students
Portfolio 6: Completing a form to think of possible words before they search in
the text. Also remind them of the importance
Culture UK
Birmingham’s National Indoor Arena of recording and learning vocabulary by theme.
Students then work in pairs to find the words in
the text.

Answers
1 ')Read and listen 1 world-famous 2 self-portraits 3 tough
4 unusual 5 challenges 6 wedding dress
Books closed. Elicit examples of TV talent shows.
Ask: Which talent shows do you watch and what do
you think about them? Students open their books A Read out the questions. Put students into groups
at page 48 and identify the types of programme. of three or four to discuss the questions. Ask one
student from each group to report back to the class
Answers on their discussions.
A a cookery programme
B a programme about fashion design Optional activity
C an art programme
Students can work in small groups to create
their own TV talent show. Together they think
Students skim through the text quickly and match
of a name for their show and what contestants
the paragraphs to the photos. You might want
have to do. Encourage students to think of ways
to pre-teach some of the key vocabulary, e.g.
of making their show different from the kind of
entertainment, perform live, recording contract,
shows currently on TV. Ask a student from each
debut album. You might want to set a time limit for
group to read out their description. You could
this activity, to make sure that students read the
have a class vote on which show sounds the most
text quickly.
interesting.
Answers
1C 2 B 3 A

12.12 Ask students to read through questions

1 to 6. Play the recording while students read
and listen. Students can work alone or in pairs to
answer the questions.

U n ite
Vocabulary
Noun suffixes
12.13 Books closed. Elicit the negative form
of happy and write it on the board. Underline
un- in unhappy and remind students that un- is an
example of a prefix, which we add to the front of
words to change their meaning. Elicit other prefixes
that students know, e.g. in-, im-. Explain that we
can also add letters to the end of words and that
these are called suffixes (e.g. -ly, -ment, -tion).
Students open their books at page 49 and look
at the list of nouns. They work in pairs to put the
nouns into the correct place in the tables. Play the
recording for students to check their answers.
A u d io s c rip t/A n s w e rs
People: singer, artist
Things, feelings, qualities: creation, entertainm ent,
appearance, reality
@ j|2 .l4 Ask students to look at the list in the box.
Students work in pairs to add suffixes to the nouns
and add them to the tables in Exercise 2a. Play the
recording for them to check their answers.
A u d io s c rip t/A n s w e rs
People: designer, performer, finalist, stylist
Things, feelings, qualities: exhibition, selection,
excitement, performance, creativity
Students work in pairs to complete the sentences
using the nouns in Exercise 2b.
v3,» Pronunciation
Stronger classes: Students can write their own
example sentences using the nouns in the list.
Answers
1 designers 2 finalists 3 exhibition
4 selection 5 perform er 6 stylist
7 excitem ent 8 creativity
Read out the tw o questions. Students work in
small groups of three or four to ask and answer
the questions. Set a three-minute time limit for
this activity. Ask one member from each group to
report back.
Culture Vulture
The tw o most popular TV talent shows in
the UK are Britain’s Got Talent and
The X-Factor.
Ask students to read the information in the box
and discuss the questions w ith the class. Then
ask some follow-up questions, e.g. Would you
like to appear on a TV talent show? Are TV talent
shows good for music?
Optional activity
Students organise their own class talent show.
Split students into tw o groups, participants and
judges. Give participants a talent to show their
judges (e.g. impersonating a famous person,
singing a classic song, juggling, dancing, telling
jokes, etc.). Alternatively, you could ask the
students if they have a particular talent they wish
to show off. Before taking part, each participant
must introduce themselves to the judges and
answer any questions the judges might wish to
ask. Each participant must perform for at least 30
seconds. The judges watch the participants and
then give their verdict on the performances. At
the end of the show, the judges vote on which of
the participants was the best.
<32E> As an optional visual alternative to the audio
CD, this exercise is available on the DVD.
Changing word stress
12.15 Students look at the list of nouns. Point
out that adding a suffix to a word can change the
way that word is pronounced. Play the recording
for students to listen to the word stress in the words.
12.15 Play the recording. Students tick the box
if they think the word stress moves. W ith weaker
classes, go through an example before playing the
full recording. Students can compare answers in
pairs before a whole-class check.
Answers
1 dancer 2 creativity 3 enterta in ment
4 finalist 5 exhibition 6 reality
7 developm ent 8 education 9 activity
10 designer
The word stress moves in: 2, 5 ,6 ,8 and 9

CI ® | 2 . t 7 Play the recording. Students listen and
repeat the sentence, if students have difficulty with
the pronunciation of these nouns, model and drill
them in isolation, exaggerating the syllable which is
stressed.
i
mm • • * • •
.
• • * • • • • *
* Check it out!
• Answers
I Ask students to look at the information in
• the box. Remind students that are the rules
• introduced here should be seen as general
• guides, and that it is a good idea for students to
• learn the pronunciation of each individual word
• that they learn.
* «
• • 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 999 9 9 9 *
( a I Grammar
Past perfect
a ; Students open their books at page 50 and read the
examples. Highlight the form of the past perfect
(had + past participle) and show how the adverbs
before and after are used to order the tw o events in
the sentence. Students then order the events in the
two examples and complete the rules.
Answers
Emily w ent to South Africa, Morocco and
Cuba. 1
Emily was on Masterchef. 2
Christian was on Project Runway. 2
Christian worked as a make-up artist. 1
Answers
• before
• had
Language note
It will help students if you point out the
grammatical similarity between present perfect
and the past perfect. Just as the time-frame of
the present perfect leads to the present moment,
so the time-frame of the past perfect leads to a
moment in the past, e.g. compare I ’ve lived in this
house for years. I enjoy living here with I had lived
in that house for years. I enjoyed living there.
Ib Students read through the text quickly to get a
general idea of the subject matter. They then work
in pairs to complete the text with verbs in the past
simple or past perfect. Check answers.
Stronger classes: Students can write sentences of
their own using the past simple and past perfect.
Encourage them to link the tw o parts of their
sentences with words like before, after, since, when.
Weaker classes: When completing an exercise
of this type, encourage students to look for words
in the text which will help guide them to the
correct form of the verb. For example, before they
complete this exercise you could remind students
of time expressions like already and before which
• 9 9 99 99 9 9999999999 *
■* are often used with the past perfect.
1 won 2 watched 3 had already decided
4 had attended 5 had never been
6 appeared 7 hadn’t been 8 had worked
(5 J Vocabulary
Entertainm ent collocations
a [H U 2.13 Remind students that collocations are
words which commonly go together, such as horror
and film. Ask students to look at the tw o sets of
words. Match a rt in the first box to museum in the
second box as an example. Students work alone to
complete the exercise. They can compare answers
in pairs before a whole-class check.
Audioscript/Answers
1 F art museum
2 D fashion designer
3 A media attention
4 I natural talent
5 E prize money
6 J reality TV
7 H sports star
8 B studio audience
9 G talent show
10 C world champion
b| Ask students to look at sentences 1-8. Complete
the first sentence with the whole class as an
example. Students then work alone to complete
the exercise. Point out that some of the
collocations will need to be put in the plural form.
Students can compare answers in pairs before a
whole-class check.
Answers
1 sports stars 2 reality TV 3 studio
audience 4 a rt museums 5 fashion
designer 6 w orld champion
7 natural ta len t 8 talent show
C Read out the sentence fragments. Students then
work alone to complete them so that they are true
for them. Point out that in sentence number 3 they
will need to use an -ing form, e.g. I ’ve got a natural
talent for singing. Ask students to read out some of
their sentences.

d Ask tw o students to read out the questions.
Students then work in pairs to answer them. Set
a four-minute tim e lim it for this exercise. Ask one
student from each pair to report back to the class.
Optional activity
Students work in pairs. Student A turns the book
face down. Student B reads out the first half of
the entertainment collocations in Exercise 5a
and Student A says the full collocation. They
then swap roles and continue in this until all the
phrases have been covered.
6} Listen
Books closed. Ask students the activities they
most like doing and which they feel they are best
at and have a talent for. Students then open their
books at page 51 and describe what they can
see in the photos. Discuss with the whole class
which activities students think you need a natural
talent for.
Suggested answers
dancing, playing com puter games, singing,
playing tennis
b S IJ 2.19
Tell students they are going to listen to a
podcast of four people talking about natural talent.
Play the recording. Students decide what each
speaker thinks is more important when it comes to
being good at something. Check answers.
Background information
Podcasts
A podcast is an audio or video file made
available over the internet and designed to be
downloaded and listened to on an mp3 player.
Podcasts might be produced by anyone, from
professional broadcasters like the BBC, who
make their radio shows available in this way,
to amateurs who have something to say on a
particular topic.
A u d io s c rip t
K a tia : I think most people have some kind of
natural ability for something. I love reading
books, any kind of books. I always have.
I learned to read when I was four and
my mum says I'd been reading for a year
before I started school, so I guess I have
a natural talent for reading. Last week I
started hip hop dance class.
I thought it would be fun, but I was terrible.
The other students had only been going to
the class for a little bit longer than me, but
I was definitely the worst in the class. Even
if I practised every day for a year, I'd never
be able to join a dance troupe - 1just don't
have a natural ability for dancing and I
think natural talent is much more im portant
than practice.
C arlos: I think that it's im portant to enjoy the
things you do and I reckon that people
are better at things they like doing.
For example, my brother loves playing
computer games. He spends all his free
tim e playing and he's definitely the best
person I know at any game. He beats
everyone and I've never m et anyone who
can beat him. I really believe that practice
makes perfect, not natural talent, but I
think that people only practise something a
lot if they get enjoym ent from it.
Hannah: I think that people who can draw brilliant
pictures or who are able to play the piano
w ithout any practice are amazing. My best
friend is like that. She's a fantastic singer
and she's always had an amazing voice.
She goes to singing lessons now, but she'd
been singing in a girl band for ages before
she started lessons and everyone loves her
voice. She's definitely got natural talent. I
think she should audition for one of those
reality TV talent shows. Natural talent
is very im portant, but even people w ith
a natural ability need a chance, a lucky
break, to become famous.
Ja c k : I do think that people are better at some
things than others, but the best sports
stars and musicians are the best because
they've spent most of their lives practising.
I don't think anyone can be really good
at anything if they don't practise a lot.
People like Venus and Serena Williams
started playing tennis when they were
really young. They'd been playing tennis
for years before they became champions.
Mozart was the same. He wrote his first
symphony when he was eight, but his dad
had been teaching him the keyboard and
violin since he was three. Practice definitely
makes perfect.
Unit 6 { 53
 Answers ( | | Grammar
1 natural talent
2 practice Past perfect continuous
3 natural talent
a Books closed. Elicit the forms of the continuous
4 practice
that students know (present continuous, present
perfect continuous, future continuous) and ask
H U 2.19 Ask students to look at the multiple- them for example sentences in these tenses. Point
choice questions. Play the recording again. out that all forms of the continuous, whether in the
Students listen and choose the correct answers. past, present or future, emphasise the duration of
They can compare answers in pairs before a whole- an action (i.e. how long it lasts).
class check.
Ask: What is the past perfect tense used for? Elicit
that it refers to an action that happens before
Answers
another action in the past, e.g. After I ’d watched
1 A 2 C 3 B 4 C
the TV show I did my homework. Elicit an example
sentence and write it on the board. Then tell
Read out the questions. Students then work in students they are going to look at the continuous
pairs to answer them. Set a three-minute time limit form of the past perfect.
for this activity. Ask one student from each pair to
Students open their books at page 52. Read out
report back to the class.
the examples and then ask the following questions:
How long had she been reading? (A year.) How
long had she been singing in a girl band before she
started lessons? (For ages.) How long had his father
5peak been teaching him the violin? (Since he was three.)
Tell students they are going to talk about an Go through the form of the past perfect
activity they enjoy doing and are good at. Ask continuous: had + been + verb+-ing. Then read
them to look at the question prompts. Elicit the out the first example sentence and ask the tw o
full questions: questions. Go through the answers with the whole
When did you start playing tennis/dancing/singing, class. Students then work in pairs to complete
the rules.
etc. ?

How often do you do it? Answers

Was it difficult or easy to learn? 1 Yes
2 Learn to read
Do you have to practise a lot? ® before
Are you good at playing tennis/dancing/ ® for, since
singing, etc. ? § -ing

Students then work in pairs to ask and answer

questions. Tell students to make notes in the table
b
V ,. W
Students look through the sentences and say what
they know about the famous people. They then
and that they will need to refer to these in the
work in pairs to complete the sentences.
next exercise.

Students report back to the class about the activity Answers

their partner does in their free time. Encourage 1 had been learning, fo r 2 had been
other students to ask any follow-up questions they playing, for 3 had been acting, for 4 had
can think of. been painting, fo r 5 had been selling, since

O ptional activity
Students can use the questions in Exercise 7a
to ask you questions about an activity such as
running, playing tennis, going to the cinema, etc.
that you do in your free time.
 Background information
M ozart
Wolfgang Amadeus M ozart was born in Salzburg,
Austria in 1756. A child prodigy who performed
at royal courts around Europe as a boy, Mozart
became a prolific and influential composer of
symphonies, chamber music, piano concertos and
operas like The Magic Flute and Cost fan tutte. He
died at the age of 35 in 1791. His work remains
extraordinarily popular around the world.
Michael Jordan
Born in 1963 in New York, Michael Jordan became
the most successful basketball player of all time
with his exceptional career with the Chicago
Bulls, with whom he won the NBA championship
six times. Jordan helped to popularise the NBA
around the world and, like David Beckham,
commercialised his image, giving his name to Nike
trainers and many other products.
Jodie Foster
Jodie Foster was born in Los Angeles in 1962. She
began acting at the age of three and starred in Taxi
Driver and Bugsy Malone when she was a teenager.
She has a degree from Yale University and won her
first Oscar in 1988 for The Accused. She won her
second three years later for her performance in The
Silence o f the Lambs. She has also directed several
films.
Leonardo da Vinci
Leonardo da Vinci (1452-1519) is one of the central
figures in the Italian Renaissance. As a painter,
sculptor, inventor, scientist, writer and engineer
he is considered to be the archetypal ‘renaissance
man’, a phrase which refers to an individual who
excels in a number of fields. His greatest fame
however is as a painter. The Last Supper and
the Mona Lisa are key works in the history of
Western art.
M ary Quant
Mary Quant was born in London in 1934. She
became an influential fashion designer in the 1960s
with the invention of hot pants and the mini-skirt,
which were then radical new styles which helped
to define an age.
t9 9 • • • < »9 9 9 9 9 9 9 <
Check it out!
• Ask students to look at the information in the box.
I Make sure that students understand that we don’t
• •
* use the past perfect continuous when we say how
• many times something happened.
>» 9 9 9 9 9 9 l >9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 •
Ask students to look at sentences 1-6. Go through the
first sentence as an example. Students then work alone
to choose the correct form of the verb. They can check
answers in pairs before a whole-class check.
Suggested answers
1 had been looking 2 m et 3 had lost
4 been playing 5 had been crying
6 had seen
Stronger classes: Students can write four sentences
of their own like the ones in Exercise 8c. Encourage
them to produce sentences about their own life,
e.g. I had been playing football for two years before I
joined the school team.
Weaker classes: Ask the students questions about
each of the sentences, e.g. Does the sentence refer
to a finished or a continuous action? Does the action
tell us how often or how many? Does one action
interrupt another? This will help them think more
about the way the different forms are used, as well
as help them complete the exercise.
Interaction 6
<2Es> As an optional visual alternative to the audio
CD, this exercise is available on the DVD.
Agreeing and disagreeing
12 .20 Read out the three sentences. Explain
false hope {an unrealistic expectation o f future
success). Tell students they are going to listen to
tw o people talking about TV talent shows. Play the
recording. Students decide who gives which opinion.
A u d io sc rip t
M ia : So, what do you w ant to watch?
P e te r: Oh, leave this on. It's that new talent show
I've been wanting to see. I think TV talent
shows are great. They're a really good
opportunity for talented people to get known
and become famous. What do you think?
M ia : I see what you mean, but I actually think
that there are a lot of untalented people
on these shows. The audience vote, so they
choose who they like, not the person w ith
the most talent.
P e te r: I totally disagree! The audience know who's
got talent, they're not stupid!
M ia : OK, maybe you've got a point.
P e te r: And have you thought about all the people
who have had the chance to record an album
> because record producers saw them on a TV
• talent show? TV gives lots of new stars the
* lucky break they need to get noticed.
M ia : I agree w ith what you're saying, but how
about all the thousands of people who
think that TV talent shows are going to
make them famous and then after the
show we never see them again? The shows
give most of these people nothing but false
hope and disappointment.
Unit 6 f 55
 P e te r: Yes, I hadn't thought of that.
M ia : Another disadvantage is the media attention.
Some performers have a really bad time
from all the media attention and say they
preferred their life before they were famous.
P e te r: Yes, definitely, but there are lots of other
-
artists who become successful because of
the media attention. It works both ways.
Answers
1 P 2 M 3 P
Portfolio 6
Com pleting a form
Books closed. Ask: Which talented people do
you admire? This could be singers, actors, sports
stars, dancers, musicians, writers, etc. Encourage
students to say what it is they find so special about
this person’s ability. You could also tell students
which talented people you like.

Students open their books at page 53 and look at

2.20
Ask students to look at the phrases.
Explain that they are used in discussions to express
agreement and disagreement. Go through each
of the phrases, explaining how they are used.
Then play the recording again. Students tick which
phrases they hear. Play the recording once more
and pause the recording after each phrase. Ask
students to repeat the phrases and encourage
them to mimic the intonation they hear.
the magazine page. Before students read, pre-
teach the following: nominate, develop their talent.
Students read the text and answer the questions.
Suggested answers
The com petition is for someone w ith an
amazing talent.
You can win €500.

b Tell students to read through the nomination form

Answers
quickly to decide who Mickey nominates and why.
1,2, 4, 5, 6 ,8

Divide the class into Student A and B pairs. Tell Suggested answers
students they are going to have a debate. Ask: Mickey nominates his best friend because he
What makes a good debate? Elicit ideas such as thinks he has a natural talent fo r swimming.
making sure you listen to other people, being
enthusiastic about the subject matter, talking rather
than shouting, respecting other points of view, etc. Read out the information. Remind students that it
is very easy to make a mistake when completing a
Student A turns to page 119 and Student B turns
to page 122. Read out the instructions and refer form, especially if the form is in another language.
students to Interaction 6 on the cover gatefold. Give Read out the questions and headings. Students
then read through the te xt again and work in pairs
them a few minutes to read through the information.
M onitor and help students with ideas they can use to match the questions and headings to the right
part of the form. Check answers.
in the debates as necessary. Students work in pairs
to prepare and practise their conversations.
Answers
1 F 2 B 3 E 4 D 5 A 6 C
Optional activity
Students can have further practice of the Students think of a talented person to nominate for
d
language for agreeing and disagreeing by doing the award. This could be a friend or family member.
some more role plays. Put students into pairs. Read out the questions and headings seen in
Student A and Student B can then role play Mickey’s form and explain that students must
situations such as the following: answer these when writing their nomination. This is
a challenging exercise as it requires students to use
1 Student A and Student B are married. Student
several different tenses. Elicit the tenses students
A wants to leave the country and go travelling
will need to use. Set a 10-15 minute time limit for
for a year. Student B is happy to stay at home
the writing activity. M onitor and help out with
and doesn’t want to go travelling.
vocabulary, as necessary. Alternatively, you could
2 Student A and Student B are in a band. set this exercise for homework.
Student A wants to take big money from a
record company to make an album. But this
means they will lose control over their music.
Student B wants to work hard to save the
money to produce the album themselves.
V .

5 6 j Unit 6

Tell students to put their nominations on your desk
or somewhere in the centre of the classroom. They
can then spend a few minutes reading through
the nominations and thinking about who they
think should win the award. Encourage students to
think of reasons for their choices. As a whole class
discuss students’ nominations. Can the class agree
on three winners?
1 1 Culture UK: Birmingham’s
National Indoor Arena
Background information
Birmingham
Birmingham is the second-largest city in the
United Kingdom. Situated in the English Midlands,
the city has a population of more than a million.
Birmingham was one of the most significant cities
in the industrial revolution, when it was known
(2
as 'the workshop of the world’. In recent years,
regeneration projects have transformed the city
by renovating old buildings and encouraging
businesses and tourists to use and visit the city.
The National Indoor Arena
Birmingham’s National Indoor Arena opened in
1991 and since then has held events in over 30
different sports, including indoor rowing. It is also
used as a venue for concerts and shows, as well
as business conferences and exhibitions.
Read out the definitions and check that they are
clear. Students then work in pairs to find the words
and complete the puzzle. You could help them
here by telling them which parts of the article to
look at for each definition.
Answers
1 welcome 2 confectionery 3 ordinary
4 o u tle t 5 indoor 6 circus
7 unique 8 spectacular
International event: w orld cup
Students read the information about the NIA
and decide which events they would most like
to see. Encourage them to give reasons for their
answers. Ask some pairs to tell the class about their
preferences. You could end with a class vote to
determine the most popular activity.
Your project
An events calendar
In groups of three or four, students brainstorm
different types of event. Choose a student from
each group to report back to the class. Then ask
tw o or three students in the class which events
they most enjoy going to.
Read out the information in the list. Elicit some
phrases that students can use, for example:
The show starts a t ...

The show takes place on ...

Ask: Do you know anything about Birmingham?
Tickets are available from ...
If you have a map, point to the location of the city.
Tell students that Birmingham is the second-largest Tickets are priced from ...
city in the UK and was very important during the
Students then use the internet or local publications
industrial revolution. If any students have visited the
to research the information.
city, invite them to say what they saw and did there.
Give the groups plenty of time to discuss and
Read out the questions and ask students to work in
plan. M onitor and give help and support where
pairs to find the answers. Students can work alone
necessary. When students have decided on the
or in pairs to complete the exercise.
events they are going to feature on their calendar,
make sure they then include all the information in
Answers the list, such as ticket prices, venue, date etc.
1 Diversity is a 10-piece street dance troupe.
2 You can get tickets from the Ticket Students use their information to produce an
Factory. events calendar. They can illustrate this with
3 It w ill be the biggest judo W orld Cup ever photos or drawings. Students then show their
held in Britain. events calendar and present the different events
4 Gorillaz it features to the class.
5 20 countries
6 Jacket potatoes, burgers, pizzas, snacks
and sandwiches
7 You can eat food in the food areas, or at
your seat.
8 The NIA has been open since 1991.

Unit 6 f 57
 Review © and 0
1 Grammar
1 can 2 aren’t 3 can’t 4 are
5 don’t let 6 can’t

1 aren’t allowed to talk 2 let me use

3 ’m not allowed to watch

1 was discovered 2 are offered

3 have been w ritte n 4 Is... used
5 have been made 6 was made

1 had been playing 2m et 3 had ... known

4 had been cycling 5 had ... left
6 had been w riting

1 B 2 C 3 A 4 B 5 C 6 C

2
••'77.■
Vocabulary
a 1 F 2 A 3 B 4 C 5 D 6 E

b Across: 4 learn by heart 6 forget

Down: 1 m em ory 2 mind 3 memorise
5 remind

1 winner 2 enjoyment 3 popularity

4 education 5 appearance 6 designer
7 finalist 8 entertainm ent 9 attraction

1 reality 2 museum 3 attention 4 talent

5 studio 6 champion 7 fashion 8 show
9 star

Correct it!
1 Parents let their children have more
freedom than before.
2 We can’t wear jeans.
3 We aren’t allowed to use mobile phones
at school.
4 Are you allowed to take pets inside?
5 This book was written by J.K. Rowling.
6 Our exams will be finished soon.
7 He couldn’t remember what had just
happened.
8 The teacher gave me a higher mark
than before.
9 At the age of 15 I was already in a band.
10 We took a lot of photos which will remind
us of the holiday.

Review 5 and 6
0 That’s incredible!
8# « • » # # • • • • • • • • «
Unit aims:
Topic: Strange events
Grammar
Modal verbs of deduction: present;
Modal verbs of deduction: past
Vocabulary
Extreme adjectives; Phrasal verbs with go
Interaction, Speaking and Pronunciation
Speak: Reacting and explaining
Pronunciation: Elision of have
Interaction 7: Guessing what happened
Listening, Reading and Portfolio
Read: Mothman and the Men in Black
Listen: Newspaper headlines
Portfolio 7: A mystery story
Culture World
The Bahamas
1} Listen
j 2.21 Books closed. Write incredible on the
board and elicit or teach the meaning (something
that is incredible is so strange that it is difficult
to believe). Ask students if they have read any
incredible stories in newspapers, or seen any on TV.
Elicit a few answers. Students then open their books
at page 58 and look at the pictures. Ask students
if they can guess what these incredible stories are
about. Elicit a few ideas. Then play the recording for
students to listen and check their ideas.
A u d io s c rip t
The real H a rry P o tte r
A: Look, there's a story here about somebody called
Harry Potter.
B: You mean Harry Potter the wizard?
A: No, this guy's real, but he's got the same name as
the wizard. It must be really strange to have the
same name as a character in a book. He's also the
same age as the actor Daniel Radcliffe, you know,
the actor who played Harry Potter. And, you may
not believe this bit, he's got a scar on his forehead,
like the Harry Potter in the book. That's weird, isn't
it?
B: Yes, it must be really strange. People m ight not
believe that his name is really Harry Potter. I bet
they think he's making it up.
Mmm, you're right. It says here that he had
problems w ith things like getting a bus pass
because they didn't think he was giving his real
name. And when he met his girlfriend he even had
to show her his passport.
B: What? Why?
A: She w ouldn't believe he was really called
Harry Potter.
B: Oh, poor guy.
S n a k e saves fa m ily
A: Hey, did you read that story in Weird and w onderful
magazine about the snake that saved a family?
B: No, how could a snake save a family?
A: I don't know, I just saw the headline. I w ant to find
the story because I'm doing a school project on
reptiles. Do you think it could be about a snake that
attacked a w ild animal and saved the family?
B: No idea. Why don't you read the article?
A: Well, I'm trying to find the magazine. Do you think
it's in your room?
B: No, it can't be there. I've just cleared out all the
magazines from my room. It may be in that pile
under the table.
A: Oh, yes, here it is. Great. OK, it was about a man
in China who found a snake that was ill and looked
after it until it was better. Then he tried to release
it into the w ild, but it kept coming back to him, so
in the end he kept it as a pet and called it Long
Long. Isn't that sweet?
B: Yeah, snakes are really sweet.
A: Anyway, one night there was a fire in the man's
house and the snake woke the man up by pulling
at his clothes w ith its teeth and hitting his bed w ith
its tail. It saved the w hole fam ily, imagine that. It
must have been a really intelligent snake, or maybe
all snakes are intelligent?
B: I don't know. I'm trying to finish my History
essay here.
A: Oh, OK, sorry. Good story, though.
Answers
The first story is about the difficulties faced
by someone who has a famous name.
The second story is about how a fam ily pet
rescued the fam ily from a house fire.
]2.21 Ask students to read through sentences
1 to 6. Play the recording again and ask students
to complete the exercise. Tell them to correct the
wrong sentences. They can check answers in pairs
before a whole-class check.
Unit 7 ( 59
 Complete the first sentence as an example.
Answers
Students then work alone to complete the
1 / 2 / 3 X He had to show her his
sentences using adjectives from Exercise 2a.
passport. 4 X He helped the snake because
They can compare answers in pairs before a
it was ill. 5 X He kept the snake because it
whole-class check.
kept coming back to him. 6 /

Answers
Read out the tw o questions. Students work in pairs 1 starving 2 freezing 3 boiling
to answer them. Ask one student from each pair to 4 huge 5 exhausted 6 tin y 7 terrifying
report back to the class. 8 unbelievable

Read out the questions, then ask a student to read

Vocabulary out the example sentence. Students then work in

pairs to answer the questions. M onitor and check
Extreme adjectives students are using the adjectives correctly. Ask one
student from each pair to report back to the class.
| 2.22 Books closed. Write good and bad on
the board. Ask students if they can think of other
adjectives to use if they think something is really Optional activity
good or bad. Elicit words like brilliant, excellent,
In pairs, students take it in turns to mime the
terrible and write them on the board. Students then
adjectives in Exercise 2a and their partner has to
open their books at page 58 and work in pairs to
guess the word.
match the adjectives with the extreme adjectives.
Play the recording for students to listen and check
their answers.

A u d io s c rip t/A n s w e rs 1 3 / Grammar

1 B freezing
2 C huge Modal verbs of deduction:
3 D starving present
4 A tiny Elicit the modal verbs which students know,
5 H exhausted e.g. can, will, should. Ask students to look at the
6 I terrifying examples and focus on the words in bold. Explain
7 E boiling that these modal verbs are used for deduction
8 F awful (deriving a conclusion from available evidence).
9 G unbelievable Students work in pairs to complete the rules.
* ••••••••••••••••• ••*•*•••••
Answers
Check it out! • possible
Ask students to look at the information in the • certain
box. Elicit further example sentences with • impossible
absolutely and very so that students can practise • don’t change
the difference between these words, e.g. I played • infinitive w ith o u t to
football for six hours. I ’m absolutely exhausted.
I did an hour o f homework after school. I ’m
very tired. Language note
Corpus examples for use of absolutely
Make sure students understand that they are
and very
1 When we reached the top, we were being introduced here to a different use of must.
He must be at school has a different meaning from
absolutely tired.
Correct sentence: When we reached the top, He must go to school. The former is a deduction,
we were very tired. whereas the latter expresses obligation.
2 We looked for a restaurant because we were
very starving. Check it out!
Correct sentence: We looked for a restaurant
Ask students to look at the information in the
because we were absolutely starving.
box. Remind students that must not is used for
rules and commands, e.g. you must not use your
mobile phone in class.
■• « • « • • *

. © Unit 7
Ask students to look at sentences 1-8. Complete
the first sentence as an example. Students then
work alone to choose the correct words. They can
compare answers in pairs before a whole-class
check. When checking the answers, ask students
to point to which part of the sentence helped them
choose the correct word, e.g. in number 1 ‘I don’t
really know’ tells us that could is the right word.
Answers
1 could 2 must 3 can’t 4 m ight 5 may
6 can’t 7 m ight not 8 m ight
Speak
Ask tw o students to read out the example
dialogue. Students look at the pictures and work
in pairs to explain the pictures. Encourage them
to use extreme adjectives in their responses (e.g.
unbelievable, terrifying, awful) as well as modal
verbs of deduction. Pre-teach the following
vocabulary: magic trick, saw, to saw someone in
half, zebra
Students work in groups of four and compare their
responses to the pictures.
Make sure students have dictionaries for this
activity. Divide the class into Student A and B
pairs. Student A and Student B turn to page 124
and look at the relevant information. Give them a
few minutes to read about the pictures. They can
consult their dictionaries to help them with any
new vocabulary - tell them that they need to be
prepared to explain new words to their partner if
necessary. Pairs tell each other about the pictures.
Read and listen
Books closed. Ask: Do you know any stories or
events that are difficult to explain? Tell the class
any mysterious stories that you know, then elicit
ideas from students and write them on the board.
Students then open their books at page 60, look at
the pictures and answer the question.
H U 2.23 Ask students to read through sentences
1 to 7. Play the recording while students read and
listen. Students then complete the exercise. They
can check answers in pairs before a whole-class
check.
Answers
1 / 2 / 3 - 4 / 5 - 6 / 7 X
Someone phoned Moran’s friends and told
them to warn hhim to stop talking about
Point Pleasant.
Students work in pairs to answer the questions.
Set a three-minute time lim it for this activity. Ask a
student from each pair to report their answers to
the class.
7~>
Culture Vulture
Over the years there have been many
alleged sightings of the Loch Ness Monster,
and some photographs have been taken, most
of which can be proved to be fakes. Most people
do not really believe that the monster exists,
although some believe that there may be an
as yet undiscovered creature living in the deep
water of the lake.
Ask students to read the information in the box
and discuss the questions w ith the class.
Optional activity
Students can work in small groups to create
their own mystery. This could be a monster
seen in rivers or forests, unexplained objects
in the sky, etc. Together they think of a name
for their mystery and possible explanations for
it. Ask a student from each group to read out
their description.
6 Grammar
Modal verbs of deduction: past
Books closed. Elicit modals of deduction {must,
might, can’t, may, could) for the present and
write them on the board. Elicit examples using
these words, e.g. My sister might be at the cinema,
M y father can’t be at work, etc. Don’t rub these
examples off the board.
Students then open their books at page 61 and look
at the examples using modal verbs of deduction for
the past.
Return to the examples on the board and ask
students if they can put them into the past (e.g.
My sister might have been at the cinema, M y father
can’t have been at work). Students then work in
pairs to complete the rules.
Answers
• possible
• certain
• past participle
 .* * .
* —
9 *• ■ -■
Language note { 7 j Pronunciation
Students might confuse the form of the modals <2E> As an optional visual alternative to the
of deduction in the past, producing sentences audio CD, this exercise is available on the DVD.
such as She might went to the shop. Encourage
Elision of have
students to write example sentences in their
notebooks with the form highlighted to help a HE!2.25 Books closed. Write the following on
them remember. the board:

b Students work in pairs to rewrite the sentences Can you play the guitar?
with a past modal.
1cm. ploy the guitar.

Answers Highlight the different pronunciation of con in each

2 My brother m ight/m ay have eaten the sentence and introduce the idea of weak forms, i.e.
chocolates. the different pronunciation of words when they are
3 They must have been at the cinema not stressed in a sentence.
yesterday. Students open their books at page 61. Play the
4 We m ay/m ight not have lost the map. recording and highlight the pronunciation of the
5 He can’t have left w ith o u t me. weak form of have. Play the recording again for
students to repeat the sentences.
Weaker classes: Draw attention to the form
b 1 0 2 . 2 5 Play the recording for students to note
of the past modals. Before students begin the
down how many times they hear the word have
exercise, elicit further example sentences to make
used in each dialogue.
sure students understand the difference between
modals for possibility {m ight/m ay/could have) and Audioscript
certainty (must have, can’t have). 1
A: I m ight have failed the exam.
C Tell students they are going to read about an
B: No, you can't have!
unusual real-life event. Give them tw o minutes
2
to read the story. Students then work in pairs to
A: You must have seen that light in the sky.
discuss possible explanations for what happened.
B: Yes, you can't have missed it, can you?
Encourage them to use past modals such as might
3
have, must have and can’t have.
A: They could have been on holiday.
B: Yes, they m ight have.
Example answers
4
He m ight have run out o f fuel and crashed.
A: Where have your friends been?
He m ight have lost control o f the plane and
B: I think they were going to the cinema.
crashed.

Answers
3} H 0 2 .2 4 Play the recording. W ith the whole class 1 2 2 2 3 2 4 1
discuss whether any students thought of similar
explanations for the events described in Exercise 6c
C 5 3 0 2 .2 6 Play the recording for students to check
and which explanation they think is the most likely.
their answers and repeat the sentences.
Audioscript
d Students work in pairs and say the sentences
One explanation is that Frederick might have wanted to
in turns. M onitor and make sure students are
disappear and did not really see a plane near him. His family
pronouncing have correctly. You can then ask
don't believe this. They say he was happy.
students to repeat the sentences as a whole-
Another theory is that there could have been a problem with
class activity.
Frederick's plane and he was flying the wrong way round,
upside down. He might not have seen another aircraft,
he may have seen his own plane's lights in the sea. Then
perhaps he crashed into the water.
(8 1 Vocabulary
Another explanation is that the 'aircraft' above Frederick
might have been a special type of cloud which has the same Phrasal verbs w ith go
shape as a typical UFO (or unidentified flying object). These
a Books closed. Write phrasal verbs on the board
clouds often seem to be brightly coloured. Pilots avoid these
and elicit examples of phrasal verbs that students
clouds because they can cause engine problems.
are already familiar with, e.g. warm up, work out,
The last theory is that Frederick could have been taken by a get into, get through. Remind students that phrasal
UFO, an alien spaceship from outer space.

6 2 ] Unit 7
verbs are formed with verbs and prepositions or
adverbs.
As an optional visual alternative to the
Students open their books at page 62 and look at the
audio CD, this exercise is available on the DVD.
example sentences. They work alone to underline
the phrasal verbs in each of the sentences. Play the
recording for students to check their answers.
Guessing w hat happened
A n s w e rs
12.28 Tell students they are going to listen to
1 going round tw o friends trying to guess what happened the
2 went after previous evening. Play the recording. Students listen
3 w ent out and answer the questions. Pre-teach: rang the bell,
4 went back and gran. They can compare answers in pairs before
a whole-class check.
11.1 Look at the phrasal verbs in Exercise 8a
A u d io sc rip t
again and elicit that they all use the main meaning of
S a ra : So, did you go round to Charlie's house
go, i.e. to move. Point out that in some phrasal verbs
last night?
the meaning of the main verb changes. Students
D a rre n : No. Well, I mean, yes, I w ent round there,
work in pairs to match the phrasal verbs with the
but there was nobody there. Nobody
definitions. Play the recording for students to check
answered the door.
their answers.
S a ra : That's odd.
A u d io s c rip t/A n s w e rs D a rre n : Yes, I agree w ith you there! It's very strange.
1 Strange things w ent on in Point Pleasant, h a p p e n We'd arranged to play his new video game.
2 The mysterious events w ent on for so long, co n tin u e S a ra : Maybe they did n 't hear you. They m ight have
3 They w ent through months of frightening events, h a ve had the TV on very loud.
an u n p le a s a n t or d iffic u lt e xp e rie n c e D a rre n : Mmm, maybe you're right, but I rang the bell
4 Mothman seemed to go away, le a v e or d is a p p e a r for ages. And there were no lights on.
5 I always go over my w ork to check for mistakes, check S a ra : Was it late in the evening?
D a rre n : No, not very late. It was about nine o'clock.
Ask students to look at the sentences. Draw their
S a ra : Do you think they could have gone to bed?
attention to the underlined words. Make sure they
D a rre n : All of them? I don't think so. Actually, I think
understand the meaning of each of the words.
they go to bed quite late.
Students then work alone to replace the underlined
S a ra : Well, they must have gone out, then.
words with the phrasal verbs in Exercise 8b in the
D a rre n : I'm not sure about that. Why would the
correct form.
w hole fam ily go out on a Tuesday evening?
And why d idn't Charlie let me know?
Answers
S a ra : Something must have happened. Did you
1 go over 2 going on 3 w ent through
phone Charlie?
4 goes on 5 w ent away
D a rre n : Yes, I texted him, but his m obile was
turned off.
Stronger classes: Students can produce their own S a ra : Really? That doesn't sound like Charlie. Oh, I
sentences using the phrasal verbs with go. know w hat m ight have happened. His Gran's
Weaker classes: Before students begin the exercise, been very ill, I reckon they must have taken
focus on the specific meaning of each phrasal verb her to hospital.
and elicit example sentences. D a rre n : Oh, yeah, maybe. Yes, you're probably right.

Students work in pairs to discuss the questions. Set a

four-minute time limit for this activity. Ask a student
from each pair to report their answers to the class.
O ptional activity
Answers
They think it was strange that there was no
one at Charlie’s house.
They think that Charlie and his family might
have taken his grandmother to hospital.

Students work in pairs. They write sentences for

another pair to complete with a suitable phrasal j 2.28 Play the recording again. Students listen
verb from Exercise 8, e.g. I usually________my and match the sentence halves. When checking
homework two or three times before I give it to answers, make sure students understand how each
the teacher (go over). Students then swap their of the phrases is used.
sentences and complete them using one of the
phrasal verbs in the correct form. Answers
1 F 2A 3D 4 G 5 E 6 C 7B
 Divide the class into Student A and B pairs. Student
A turns to page 119 and Student B turns to page
122. Read out the instructions and refer students
to Interaction 7 on the cover gatefold. Give them
a few minutes to read through the information.
Remind students to use the phrases for guessing
what happened. Pairs work together to prepare and
practise their conversations. Students then report
back to the class, saying whether they guessed
what happened.
Portfolio 7
© Ask students to read through the ideas in the box.
A mystery story
Books closed. Write adventurers on the board and
elicit some famous examples, e.g. Marco Polo,
Christopher Columbus, Captain Scott, etc. Students
open their books at page 63, look at the pictures and
guess what they think happened to Percy Fawcett, a
famous British explorer.
Tell students that the paragraphs in the story are
in the wrong order. Students work in pairs to order
the paragraphs. Encourage students to look for links
between the paragraphs and to think of how names
are used, e.g. the first time Percy Fawcett is referred
to his full name will be used, but later in the story
he will be referred to by his surname. Pre-teach:
inspiration, expedition, poisonous, archaeologists.
Answers
1 B 2 E 3 C 4 A 5 D
(1 i Culture World:
Weaker classes: Point out how texts are usually
structured, e.g. with an introduction, followed by or
tw o paragraphs dealing with the main points and
then a conclusion. Encourage students to look for
the paragraphs which introduce and conclude the
text, and to search for grammatical links between
the paragraphs, e.g. Paragraph C begins ‘In 1914 he
discovered a South American tribe ...’ Students must
ask themselves: Who is ‘he’? Does this sentence refer
back to a name already mentioned in the text?
Students read the story again. They then work in
pairs to decide the function of each paragraph.
Answers
1 B
2 E
3 C, A
4 D
Students work in pairs to find examples of the tenses
in the story.
6 4 1 Unit 7
Example answers
1 went, reported
2 was living, were looking
3 had been
Students work alone to answer the questions.
They can compare answers in pairs before a
whole-class check.
Answers
1 past simple 2 past perfect
3 past continuous
Explain that they are going to write a mystery
story. Ask: What makes mystery stories interesting?
Elicit ideas, e.g. exciting plot, tension, conflict,
compelling central character, well-developed
style, inventive use of language, etc. Tell students
to follow the structure laid out in Exercise c
and remind students to use the three narrative
tenses. Give students 10-15 minutes to complete
this activity. M onitor and help with vocabulary
as necessary. Alternatively, you could set this
exercise for homework.
Students read their partner’s story and decide
what they think of it. If a student thinks that their
partner’s story is not interesting or is difficult to
understand, they have to say what they would do
to improve it.
The Bahamas
Background information
The Bahamas
The Bahamas is a country made up of hundreds
of different islands. Located in the Atlantic
Ocean off the east coasts of the US and Cuba,
the Bahamas is famous around the world for
its beautiful beaches and the blue of its seas.
Christopher Columbus landed in the Bahamas in
1492 and the British colonised the islands in the
eighteenth century. The Bahamas finally became
an independent nation in 1973.
Books closed. Write the word mystery on the board
and elicit or teach the meaning (a strange story
that seems to have no explanation). Write the word
myth and elicit or teach the meaning of that word
(a traditional story, often involving magic).
Write the Bahamas on the board. Elicit everything
students know about the country and then tell
them that there are lots of mysterious stories about
the Bahamas. Students then turn to page 65 and
answer the questions in pairs.
Students read through the captions. They then
read through the captions. They read the text
quickly and match the captions with the pictures.
Answers
1 C 2 B 3 A
s..,,rd
Your project
Mysteries in your country
Read out the information about the myths and
the explanations for them. Students then work in
groups to complete their own table about a myth
or mystery from their own country. If you have
access to the internet, students can find or check
their facts online. If not, you can ask them to do
some research for this task and for Exercise 2b at
home.

Read out the four different things which students

You may pre-teach some of the key words and
have to include in their articles. Students then work
phrases in the article, e.g. paradise, disappear
alone to use their information from Exercise 2a to
without a trace, magnetic activity, bizarre. Students
produce an article about a myth or mystery from
read the article and find the answers to the
their country. Encourage them to use the article
questions. As you check the answers, ask students
on page 64 to help them. M onitor and help with
to read out the parts of the text that provide the
vocabulary as necessary. Remind students that
answers.
their articles need to be clear and to include just
Answers enough information to give the reader insight into
1 Diving, surfing the story, but not so much that the reader becomes
2 Magnetic activity or extraterrestrial bored or confused. Set a 15 minute time limit for
spaceships this activity. If possible, display students’ finished
3 five articles on the wall.
4 The planes didn’t have enough fuel.
5 Because if you are not your head w ill turn
around completely.
6 They say it can’t have been a road or
a wall.
7 They are underw ater caves.
7 A t first he thought he saw a woman,
then he thought he saw th a t she had a
fish’s tail.

Read out the definitions. Go through the first

one as an example. Encourage students to think
carefully about the type of word they are searching
for. Also remind them to brainstorm possible words
before they start looking for the words in the text.
Students work in pairs to complete the rest of
the exercise.

Answers
1 vanished 2 respect 3 inhabit
4 wonder 5 cross (betw een) 6 notice

Read out the tw o questions and make sure

students understand them. Students then work in
pairs to discuss the questions. Set a four-minute
tim e limit for this activity. Ask a student from each
pair to report their answers to the class.
 A Gaming and gadgets
Unit aims:
Topic: Technology
Grammar
Quantifiers review; Non-defining relative clauses
Vocabulary
Health problems; Technology
Interaction, Speaking and Pronunciation
Speak: Giving opinions
Pronunciation: Words with ough
Interaction 8: Asking for and giving explanations
Listening, Reading and Portfolio
Read: Video games
Listen: Technology Today
Portfolio 8: A formal letter of complaint
Song
Zeroes and Ones by Jesus Jones
Review 7 and 8
11 Read and listen
Books closed. Write video games on the board.
Elicit a few example games. Ask: What video games
do you play? How often do you play video games?
Students then open their books at page 66 and
describe the pictures. Go through the questions
with the whole class, encouraging a brief discussion
of the topics.
Ask four different students to read out the questions.
Divide the class into Student A and B pairs. Student
A reads text 1, Student B text 2. They can consult
their dictionaries to help them with any new
vocabulary-tell them that they need to be prepared
to explain new words to their partner if necessary.
Students work alone to answer the questions.
Weaker classes: This is a challenging activity,
requiring students to take initiative in explaining
a text, so you might like to guide weaker classes
through it by putting them into AA and BB pairs to
read their texts and prepare their answers to the
questions. They can then change to work in AB
pairs for Exercise 1c.
© Students work in pairs to tell each other about
the text they read. This they can do by offering
their answers to the questions in Exercise 1b.
Tell students to make a note of the key points
from their partner’s text.
6 6 | Unit 8
Answers
Text 1:
1 It says gaming can be as effective as doing
moderate exercise, and you can burn
calories.
2 It’s no substitute fo r ‘real’ sports activities.
3 Active gaming is similar to walking quite
fast.
4 Yes, because they can be a safe, fun and
valuable means o f doing exercise.
Text 2:
1 You can improve confidence and hand-eye
co-ordination. It’s a safe way to try a new
sport.
2 It says gaming is not as effective as doing
‘real’ exercise.
3 Active gaming doesn’t burn as many
calories as real sports.
4 No, it wants to encourage people to go
outside and do ‘real’ sports.
12.29 Play the recording. Students read and
listen. Allow students tim e to prepare their answers
individually, then put them into pairs to compare
and discuss their answers. Ask one student from
each pair to report back to the class.
Culture Vulture
When Grand Theft Auto IV was released
for the Playstation 3 and Xbox 360 in
April 2008 it sold over 3.7 million copies in
its first week. By 2010 the online role-playing
game World ofW arcraft had over 12 million
subscribers. Hundreds of millions of people
around the world play video games. They are
even used to train the US military.
Ask students to read the information in the box
and discuss the questions with the class. As a
follow-up ask students further questions, e.g.
What games consoles do you use? W hat’s your
favourite video game? Why do you think video
games have become so popular?
O ptional activity
Ask students to design their own active video
game. Working in small groups, they think of a
name for their game and decide the basic idea
behind it. Groups can then present their video
game idea to the class.
Vocabulary
Health problems
[51112.30 Ask students to look at the pictures and
identify the health problems. Students work in pairs
to match the words with the pictures. It is likely they
will be able to guess the meaning of most of the
new words. Play the recording for students to check
their answers. Play the recording again for students
to repeat the words. Pay particular attention to the
pronunciation of cough, sore, flu and wrist.
Optional activity
On the board w rite (the letters for
pain) and tell the class you are thinking of a
word related to health. Invite one student
at a time to say a letter. If it is correct, write
it on the appropriate line. If not, write it on
the board and cross it out. The student who
finally guesses the word takes your place at
the board and starts again with a new word,
using vocabulary from Exercise 2a.
V __________________________________________________________ /

A u d io s c rip t/A n s w e rs
A 1 He's got a headache.
B 7 She feels dizzy. •f3 Pronunciation
C 6 He's got a temperature.
<*2E> As an optional visual alternative to the audio
D 3 She's got a cold.
CD, this exercise is available on the DVD.
E 4 She's got a cough.
F 9 She's got a pain in her chest. Words w ith ough
G 10 His w rist hurts.
H 2 He's got flu. a 2.31 Books closed. Elicit the word cough
I 5 She's got a sore throat. and ask students how to spell the word. Write the
8 He feels sick. word on the board. Underline ough and repeat
J
the pronunciation of these letters. Point out that
ough can be pronounced in different ways. Ask
Check it out! students if they know of any other words with
Ask students to look at the information in the box. these letters. Students then open their books at
Point out the grammatical difference between page 67. Play the recording for students to listen to
the words. Elicit further example sentences using the pronunciation of the words.
these words.
b 5 0 2 . 3 2 Go through each of the sounds in the
table, making sure students are able to distinguish
between them. Tell students they are going to
Students work in pairs to choose the correct word
listen for one word in each sentence which has a
in each sentence. Remind them to think about what
different pronunciation. Play the recording.
type of word is needed, i.e. verb, adjective, noun.

Answers
Answers
1 through 2 true 3 now 4 cough
1 ache 2 pain 3 ache 4 dizzy
5 through
5 h u rt 6 sore

C 0 0 2 . 3 3 Explain to students that they are going

Students may not be able to think of any more words
to listen to six sentences, and they must listen in
about health, but you could teach them a few more,
each sentence for one of the words from Exercise
e.g. illness, surgery, check-up. Write the words on
3b. Play the recording.
the board. Ask students to record them, together
with the words from Exercise 2a, in the vocabulary A u d io s c rip t
section of their notebook. 1 There's never enough tim e to do everything!
2 I'll finish my homework, although I don't know when.
Read out the questions. Give students three or
3 I've made rough notes for my essay.
four minutes to ask and answer the questions.
4 Run through the park and across the road.
Encourage students to ask follow-up questions for
5 He looks really tough!
extra information.
6 I've got a terrible cough today.

Answers
1 enough 2 although 3 rough 4 through
5 tough 6 cough
 12 .34 Say each of the ough words in the
sentence, exaggerating the sounds for students
to pick up on the difference between them. Then
play the recording for students to listen and repeat
the sentence.
Optional activity
Students can write their own sentences using
ough words. They then pass their sentence to
their partner who has to read out the sentence
and get the pronunciation of each ough
word right.
Grammar
Quantifiers review
Books closed. Tell students what you spend too
much time doing and what you haven’t got enough
time to do, e.g. I spend too much time cleaning the
house. I haven’t got enough time to read books.
Write your sentences on the board. Underline
too much and enough and tell students these are
examples of quantifiers.
Students open their books at page 68 and read
the examples. Make sure they understand the
difference between a few and fewer. I have a few
DVDs (= I do not have many DVDs). I have fewer
DVDs than my brother (= my brother has more
DVDs than me). Students then work in pairs to
complete the rules.
Answers
• enough, not enough
• more
• smaller
• small
• before
• uncountable
• countable
Language note
In recent years less has become increasingly used
with plural countable nouns in informal contexts.
Point out that students will hear people saying
things like Less people read books rather than
Fewer people read books. It may well be that fewer
will remain in the language only as the formal
spoken or w ritten form.
Check it out!
Ask students to look at the information in the box.
Elicit further examples with adjectives and to o /
enough to give students further practice of the
different position of the adjectives in the sentence.
Corpus examples for use of enough
1 My parents think I am not enough old to stay
at home alone.
Correct sentence: My parents think I am not
old enough to stay at home alone.
2 He is not enough rich to buy a car.
Correct sentence: He is not rich enough to
buy a car.
Students work alone or in pairs to read the
sentences and complete them with the
correct quantifier.
Answers
1 enough 2 A few 3 too much
4 to o many 5 n o t ... enough 6 fewer
Stronger classes: You could ask students to
write about the items they have too many and not
enough of. Give them tw o or three minutes for this.
Invite some students to read out their sentences to
the class.
Give students five minutes to rewrite the
sentences. M onitor throughout to check that they
are using the appropriate quantifiers.
Weaker classes: Before students do the exercise,
focus on sentence 1. Ask them questions to guide
them to the correct answer. Does the boy have too
many or too few clothes? ( Too many) Why? (Because
he doesn’t have time to wear them all.)
Is the correct quantifier too many or too much?
(Too many) Why? (Because clothes is a plural noun).
Answers
1 too many 2 enough 3 fewer
4 less 5 a few
( 5 ) Speak
Ask students to describe the pictures. Then ask
students to look at the phrases in the three circles
which they can use to talk about their opinions.
Read out the example opinions and give them
two or three minutes to think of their ideas. They
then work with a partner to discuss them. Monitor
and make sure students are using the quantifiers
correctly. Ask students to ask follow-up questions
for extra information.
 Vocabulary
Technology
]2 .3 5 Books closed. Write technology on the
board. Ask students what gadgets (digital cameras,
DVD players, Mp3 players, etc.) they own and
which ones they most like using. You could also ask
which gadgets they have the most problems with
and which they’d like to own in the future.
Students then open their books at page 69 and
match the words with the definitions. Play the
recording for students to check their answers.
A u d io s c rip t/A n s w e rs
A 6 voice-activated
B 3 run out of battery
C 7 cable
0 1 games console
E 2 GPS (global positioning system)
F 4 plug in
G 8 memory card
H 5 touch screen
Students work alone to complete the sentences
using the words in Exercise 6a. They can check
answers in pairs before a whole-class check.
Answers
1 mem ory card 2 GPS
3 run out o f b attery 4 touch screen
5 cable 6 games console
Give students tw o minutes to write down as many
© tested the latest GPS tracker. My mate Jack,
other words for technology as they can. Examples
could include online, file, icon, web designer, search
engine, social networking site. Write the words on
the board. Ask students to record these, together
with the words from Exercise 6a, in the vocabulary
section of their notebook.
Read out the four questions. Students work in
- never discover on your own. It also keeps
groups to answer the questions. Set a four-minute
time limit for this activity. Encourage students to
ask follow-up questions for extra information. Ask a
student from each group to report their ideas back
to the class.
O ptional activity
Divide the class into tw o teams. With books
closed, teams take turns to say a word from
Exercise 6a, which a member of the other team
has to spell. If the spelling is correct, their team
scores a point. If they make a mistake, the other
team can win the point by spelling the word
correctly. The team with the highest score at the
end is the winner.
7} Listen
J2.3B Tell students they are going to listen to a
podcast about technology. Pre-teach the following
vocabulary: keep someone up to date, guru,
recharge, run out o f something. Play the recording.
Students listen and match the gadgets with the
extreme sports.
A u d io s c rip t
T o n i: Hi, I'm Toni. Welcome to the UK's most
popular online technology show, which
keeps you up to date w ith the latest
electronic developments in the market.
This week Pete, who's our very own Gadget
Guru, has tested out three of the best
gadgets for extreme sports fans. So, Pete,
you've had a busy week! What did you test
and how did it go?
P e te : Hi, Toni! First I w ent to the mountains
to test out a great gadget for skiers and
snowboarders. It's a heated jacket, which
isn't so new, but this one has a really
special feature; a recharging pocket for
your mp3 player or mobile, so you'll never
run out of battery w hile you're skiing.
T o n i: Sounds cool!
P e te : It's great, but you have to remember to
plug it in the night before. It was below
freezing, and I was really warm ... and
listening to my favourite music.
T o n i: OK, so w hat else did you test?
P e te : Well, then I w ent m ountain biking and
whose brother is a pro-biker, has already
got one of these and loves it. You download
special software, which you get free when
you buy the gadget, and it finds mountain
bike routes in the area. You attach it to the
front of the bike and it picks up the satellite
signal and takes you on routes you would
track of how many kilometres you cycle,
which is a bonus.
T o n i: Indeed! So, you've been snowboarding and
biking this week ... did you have tim e, and
energy, to check out anything else?
P e te : Sure, Toni, you know me, I'm full of energy,
especially if there are gadgets to test!
T o n i: So, what next?
P e te : I w ent to the south-west coast, where the
waves were huge, for a bit of surfing.
T o n i: Wow - and w hat were you testing there?
P e te : Well, in fact I'm not the w orld's best surfer,
but it was fun! I tested a w aterproof action
camera. It's a 16 mega-pixel camera that
you attach to the surfboard. It has a w ide-
angle lens and it takes 5 hours of film.
Unit 8 I 69
 You then use the editing software to
choose the best bits. I got some great shots Language notes
of me falling off!
1 Point out that non-defining relative clauses
Toni: OK, well I think that's all for now. Thanks,
are a feature of more formal spoken or written
Pete!
styles of English. In more informal styles
Pete: Anytime, Toni!
shorter sequences of sentences are often
Toni: If you w ant more inform ation about
preferred. Compare the following sentences:
the gadgets Pete tested, have a look
Last week Jack, who already has three cameras,
on the web. Now to Demi, who's been
bought a new one. / Jack's got three cameras.
investigating the new edition of the world's
But last week he bought a new one.
most popular video game ...
2 Whose is not only used for people. It can also
Answers be used for animals: My dog, whose name is
1C 2 B 3 A Brandy, can run really fast.

J2.36 Play the recording again. Students listen

Check it out!
and choose the correct answers. They can check
answers in pairs before a whole-class check. Ask students to look at the information in the
box. Point out that the relative pronoun that is
Answers only used in defining relative clauses, e.g. The
1A 2 B 3 C 4 B 5 A 6 B house that I told you about is on this street. You
could also point out that in informal contexts
the relative pronoun in defining relative clauses
Read out the questions. Students work in groups
tends to be omitted, but in non-defining relative
of three or four to answer the questions. Ask
clauses we can never omit the relative pronoun.
one student from each group to report back to
the class.
b Remind students that non-defining relative clauses
need commas. Read out the example sentence and
elicit where the commas go. Students then work in
Grammar pairs to complete the rest of the exercise.

Non-defining relative clauses Answers

Books closed. Write the following sentences on
the board:
This new laptop is great. My parents bought it
for me.
Elicit that the information M y parents bought it for
me is extra information. Tell students that we can
join the sentences together. Write the following on
the board.
1 The high-speed train, which is new this
year, was designed in Japan.
2 My home town, where I was born and
grew up, is famous for its beautiful
beaches.
3 My friend Josh, whose parents are both
politicians, wants to be an actor.
4 His computer, which he only bought last
week, has already got a virus.

This new laptop, which my parents bought for me,

is great.
Students then open their books at page 70 and
read the examples. They then work in pairs to
complete the rules.
C Ask students to look at sentences 1-6. Read out
the example and show how one sentence can be
formed from two using a relative pronoun. This is
a challenging activity, so m onitor throughout and
help as necessary.

Answers Stronger classes: Students could write their

• extra information own sentences about gadgets they own or about
• things family members using relative pronouns, e.g. My
• people computer, which my parents bought me for my
• whose birthday, is a Mac. My brother, who is two years
• places older than me, is really good at tennis.

Weaker classes: Tell students to approach the

exercise in a structured way. First they should
add a comma to the sentence after the noun (My
phone, This laptop, Jack, etc). Then they look at the
sentence in brackets and decide what type of relative G ra n d m a : Oh, one of those stick things?
pronoun (who, which, whose, etc.) they need to use. H a ttie : Yeah, sort of.
Finally, they omit the pronoun or possessive adjective G ra n d m a : And I'm sorry, dear, but I've got no idea
(it, his, their, etc.) in the sentence in brackets and what a ZX2000-and-whatever console
rewrite it using the relative pronoun. Make sure they is either.
add comma at the end of the relative clause. H a ttie : Oh, Gran, it's a machine to play computer
games on.
Answers G ra n d m a : Oh, I see, dear. Hey, Hattie, look at this.
2 My phone, which cost £150, has broken H a ttie : What's that, Gran?
already. G ra n d m a : It's the new remote control for my
3 This laptop, which is small enough to fit in hearing aid.
my pocket, picks up a w ifi signal at th e top H a ttie : Really? That's new! How does it work?
of a mountain. G ra n d m a : Well, it's got a telecoil and Bluetooth so it
4 Jack, whose parents are both doctors, is picks up a special signal, you know?
really bad at biology. H a ttie : Wow, Gran, that's cool, but 'telecoil'? Sorry,
5 Footballers, whose job is really easy and Gran, but I don't know w hat that is!
fun, earn far too much money. G ra n d m a : Haha, a 'te le c o il'... w ell, it's a sort of
6 My new webcam, which I got fo r my magnet they put in hearing aids these days.
birthday, has a built-in microfone. H a ttie : You're joking, aren't you, Gran?
G ra n d m a : No, really!
H a ttie : So, what happens if you press this button?
Ask students to look at the incomplete sentences.
G ra n d m a : If you press that, then I hear you very
Complete one or tw o of them so that they are true
loudly!!
for you, and read them to the class. Students then
work alone to complete the sentences so that they
Answers
are true for them. Ask some students to read out
A rem ote-controlled hearing aid
their sentences.

12 .37 Play the recording again. Students listen

Interaction 8
<22E> As an optional visual alternative to the
audio CD, this exercise is available on the DVD.
Asking for and giving
explanations
12 .37 Ask students if they find new technology
easy or difficult to understand. Ask if they know
someone who finds it difficult to understand. You
could introduce the words geek (someone who
is a technology or computer expert), technophile
(someone who loves technology) and technophobe
(someone who dislikes technology) and ask students
if either word applies to them or a member of their
family. Students then open their books at page 70.
Read out the list of gadgets and ask students to
match them with the pictures. Play the recording.
Students decide which gadget Hattie’s grandma
owns.
and decide who says which phrase. When checking
answers, go through each phrase in turn and make
sure students understand how they are used.
Answers
1 H 2 G 3G 4 H 5 H 6 H 7G
Divide the class into Student A and B pairs.
Student A turns to page 119 and Student B turns
to page 122. Read out the instructions and refer
students to Interaction 8 on the cover gatefold.
Give them a few minutes to read through the
information. Students work in pairs to prepare and
practise their conversations. Students tell the class
if they understood their partner’s explanations.
Portfolio 8

A u d io s c rip t A form al le tte r of com plaint

G ra n d m a : Hattie, my favourite granddaughter!
Books closed. Elicit or teach complain and make a
H a ttie : I'm your only granddaughter.
complaint and write the words on the board. Ask
G ra n d m a : Now, come here and tell me w hat you
students what complaints we usually have about
bought w ith your birthday money.
gadgets, e.g. the gadget doesn’t switch on, it keeps
H a ttie : OK, w ell, I got a new gamepad for my
crashing, its battery life is too short. Students open
ZX23 console ...
their books at page 71 and describe the picture.
G ra n d m a : You got a what? I've never heard of a
They then read the formal letter of complaint and
gamepad. What does it do?
answer the question.
H a ttie : You know, Gran, it's a thing to control the
computer.
Unit 8
0
-
 Answers
Pablo has four complaints: late arrival of
camera, no camera bag, battery doesn’t w ork
properly, poor picture quality.
Students work alone to match the paragraphs with
the information. They can check answers in pairs
before a whole-class check.
Answers
1 says where and when the item was bought
2 gives details about the problems w ith
the item
3 offers an idea fo r a possible solution
4 finishes the letter
Ask students to find the phrases in the letter and
try to work out their meaning from the context.
Point out that the phrases are used only in very
formal contexts, such as letters of complaint.
Students work in pairs to put the phrases in the
correct place in the table.
Answers
Reason fo r w riting: A
Problems: B, D, E
Solutions: F, G
Other useful phrases: C, H
Ask a student to read out the problems. Explain
that students are going to write a formal letter of
complaint using one of the problems. Tell them
to use the phrases used in Pablo’s letter and to
use paragraphs to structure their writing. Give
students 10-15 minutes to complete this activity.
Monitor and help with vocabulary as necessary.
Alternatively, this exercise can be set for homework.
Students work in pairs. They read each other’s
letters and decide what they think the reaction to
the letter might be. Ask one student from each pair
to report back to the class.
5ong
Zeroes and Ones
Background information
Jesus Jones
Jesus Jones is a British band which formed in the
late 1980s. Their music is a fusion of indie rock
and techno. They had their greatest success in
the early 1990s with hits like International Bright
Young Thing and Right Here, Right Now.
72 I Unit 8
J2.38 Students look at the picture. Ask: What
do you think the picture represents? Play the first
verse of the song. Students listen and choose what
‘zeroes and ones’ refer to.
Answers
B
J2.39 Play the recording of the whole song.
Students listen and put the verses in the correct
order (1-4). They can compare answers in pairs
before a whole class check.
Answers
1 Across the w orld the message flie s ...
2 This tim e the revolution w ill be
computerised ...
3 I’ve stared into the heart o f it a l l ...
4 This tim e, we’ve split the world once
more ...
H H 2.39 Play the song once more for students to
C
check their answers.
a Give students a minute to read through the
sentences. Check understanding of role, gap,
access. Students then match the sentences to the
lines in bold in the song lyrics.
Answers
A 1 B 6 C 3 D 5 E4 F 2
Read out the questions. Students discuss them
in small groups. Encourage them to give reasons
to explain their ideas. Ask one student from each
group to report back to the class.
2 Sound check
a 12 .40 Write come in on the board. Ask
students to say it quickly. Draw a line between
the end of ‘come’ and the beginning of ‘in’ and
show how the sounds become linked in spoken
English. Remind students that linked words are an
important feature of spoken language, which can
make it difficult to understand a native speaker.
Play the recording of the chorus. Students listen
and decide which of the tw o options best describes
the way the sounds are linked.
Language note
The consonant sound at the end of a word links
with the vowel sound at the beginning of the
next word.
e.g. John’sJ n fron t^ofthe school.
 Answers
1
Review 0 and 0
J2.41 Play the recording. Students decide and 1) Grammar
draw lines to show where the words are linked.
They can compare answers in pairs before a whole- 1 C 2D 3 A 4 B
class check. 1 must 2 may have 3 can’t 4 could
5 may have 6 must 7 can’t
Answers
1 lt ’swall yours and it’s^all mine 1 enough 2 a few 3 not enough
2 If it’s yesw or no the decision J s weasy, 4 too much 5 less 6 too many 7 fewer
it’sweasy 1 Her laptop, which was really expensive, has
3 The w orld J s mine the w o r ld js yours and
got a huge memory.
here’s the cause 2 Brighton, where I used to live, is a great place
4 I’ve stared into the heart o f itwall
for live music.
3 My cousin, who works in South Korea, is

© 12.41 Play the recording. Students listen and

repeat or sing the lines.
coming to stay w ith us.
4 Lena, whose sister is in my class, is going to be
in our basketball team.
5 These trainers, which I got in Paris, are the
Optional activity
best I’ve ever had.
Students can write sentences which have 6 The Blue Door Cafe, which is in Main Street, is
(unmarked) links between the words. Their my favourite place to meet friends.
partner then reads the sentence aloud to find 1 He might be 2 got enough money
the links. 3 can’t be 4 are fewer girls
V . 5 it’s tim e 6 must have been

C i l Musical notes 2 ) Vocabulary

Electronic music 1 freezing 2 starving 3 terrifying
12.42 Ask students to read through the text 4 exhausted 5 tin y 6 boiling 7 huge
about electronic music. Ask students if they know 8 unbelievable 9 awful
any bands which produce electronic music and
1 on 2 round 3 o ut 4 over 5 through
which ones they like. Then play the three different
6 away 7 on
types of electronic music. Students listen and write
the correct decades. 1 sore 2 ache 3 feel 4 got 5 pain 6 aches

Answers 1 memory card 2 plug in 3 games console

1 1960s 2 1980s 3 1990s
Read out the questions. Students work in pairs to
ask and answer them. Ask one student from each
pair to report back to the class.
Alternatively, students could research a band
that plays electronic music. They could bring the
information and a short recording of the band to
the next lesson, and present it to the class.
4 cable 5 touch screen 6 voice-activated
7 GPS 8 run out of battery
Correct it!
1 There was news about the terrifying accident
that morning.
2 We went to Ginza, which is in the centre of
Tokyo.
3 There isn’t enough space for another bed.
4 There was less traffic on the roads.
5 She h u rt her shoulder.
6 It may be dangerous, but it would be exciting.
7 We shouldn’t eat too many oily dishes.
8 People should use a bicycle, which is less
expensive than a car.
9 My stomach hurt after eating the seafood.
10 They had too much free time, with nothing
to do.
Unit 8 | 73
 Q Seeing is

» ♦ » *;• * • • • • #< B: I found this painting confusing at first. It's like looking
at a child's painting. I know people say that abstract
Unit aims: art is clever, but sometimes I find it annoying because
Topic: Telling the truth I don't know w hat's going on in the picture. I can't see
anything except a mix of colours.
Grammar
as i f as though and like', P ic tu re C:
a/an, the or no article A: It's like a Picasso painting. I love the bright colours and
Vocabulary the way all the shapes look like a person's head. I think
Adjectives of opinion; Truth and lies it's very clever. The detail in the picture is fascinating.
B : I don't think it's as impressive as one of Picasso's
Interaction, Speaking and Pronunciation
paintings, but it's quite amusing. It's as if one person was
Speak: Discussing photos
inside another person's head. It's a bit of fun, I suppose.
Pronunciation: The sounds 5 and e
Interaction 9: Being tactful P ic tu re D :
A: I thought this picture was quite shocking at first. It looks
Listening, Reading and Portfolio
like the woman's holding a balloon, but then you realise
Read: Real or fake?
that she's actually holding her own head! But she looks
Listen: Expressing opinions
relaxed, as if everything is completely normal. Ugh!
Portfolio 9: Writing about your opinions
B : I'm not sure if it's meant to be funny or clever. It's
Graphic novel
awful anyway. Perhaps the chair is supposed to be a
Crash
train, and she's travelling past the dog. I don't know.
*
Some people m ight find this picture quite upsetting. I
just don't like it.
P ic tu re E:
1) Listen A: When you look at this it feels as though the lines are
moving, but they're not. The lines don't look straight, but
Books closed. Write the word art on the board and
it's a trick because they are completely straight. I love
ask: Do you like art? Which artists do you know?
optical illusions like this. I think they're really clever, but
Elicit a range of answers. Students then open their
I can't look at them for long. They make me feel dizzy.
books at page 76 and look at the artwork. Read out
B : The lines look wavy, but they're straight. I think optical
the three questions. Students work in small groups
illusions like this are really impressive because the artist
to answer them. Ask one student from each group
makes the impossible possible.
to report back to the class.

13.2 Tell students they are going to listen Answers

to tw o people talking about the paintings in
Exercise 1a. Play the recording. Students tick which
adjectives they hear. Check answers.
A u d io s c rip t
P ic tu re A :
A: I love this painting. It's like looking at a collage of dreams
and reality all at the same time. It looks as if a face is
looking out of the picture, and the hands look like they're
holding a child. It's bizarre, but I think it's quite amusing.
B : I found this painting annoying because I don't know
w hy the artist wants to put these images together as
if they make sense. Well, it doesn't make sense to me.
Also, the bed looks as though it's floating, as if it's a
bird or something. It's weird.
P ic tu re B :
A: I like this painting. I find it relaxing because of the
colours. It looks like the artist has walked on the canvas
because I can see some foot prints or something.
a m u s in g , a n n o y in g , s h o c k in g , u p s e ttin g ,
im p re s s iv e , c o n fu s in g , fa s c in a tin g
13 .2 Read out the sentences. Before you play
the recording, pre-teach the following vocabulary:
collage, weird, canvas, abstract art, optical illusions,
wavy. Play the recording again. Students decide
if the sentences are right or wrong. Tell them to
correct the wrong sentences. Students can compare
answers in pairs before a whole-class check.
Answers
1 /
2 / O n ly o n e s p e a k e r lik e s it.
3 X O n e s p e a k e r c o m p a re s it t o a
P icasso p a in tin g .
4 /

7 4 ) Unit 9
2 Vocabulary 3; Grammar
Adjectives of opinion as if, as though and like
a |31 3.3 Ask students to look back at the opinion *
Tell students that they are going to look at different
adjectives in Exercise 1b.. Tell them to match the ways of saying that one thing is similar to another.
adjectives with the definitions. Students work Read through the examples. Explain that the first
in pairs to do this. Then play the recording for three examples have the same grammatical form:
students to check their answers. as though, as if and like are all followed by a verb
phrase. Then point out that like is different in that it
Audioscript/Answers
can be used with different structures, examples of
A amusing
which can be seen in examples 4,5 and 6. Students
B gorgeous
then work in pairs to complete the rules.
C fascinating
D annoying Answers
E upsetting • seems to be
F hideous • similar to
G impressive • informal
H depressing
I confusing
J shocking

Check It out!
Optional activity Ask students to look at the information in the
Give students tw o minutes to write down as box. Emphasise that like is more commonly used
many other adjectives of opinion as they know. in spoken contexts.
Examples could include boring, disappointing,
exciting, surprising. Write the words on the board.
Complete the first sentence as an example.
Ask students to record these, together with the
Students then work in pairs to complete the rest
words from Exercise 2a, in the vocabulary section
of the exercise.
of their notebook.___________________________
W eaker classes: Tell students to underline the
words after like / as i f / as though and then check
Ask students to look at sentences 1-5. Complete
the grammatical form in the rules in Exercise 3a.
the first sentence as an example. Remind them that
-ing adjectives (annoying, depressing, amusing, etc.) Also encourage them to match each sentence to a
are used to describe situations or other people, e.g. use introduced in the rules.
my brother is annoying, the film was depressing, the
cartoon is really amusing. Students then work alone Answers
to complete the sentences. They can compare 1 like 2 like 3 as if / like
answers in pairs before a whole-class check. 4 as though / like 5 like
6 like 7 as if / as though
Answers
1 amusing
4 confusing
2 fascinating
5 depressing
3 hideous
© Read out the incomplete sentences. Students work
alone and complete the sentences so that they are
true for them. Ask different students to read out
their sentences.
O ptional activity
Students work in pairs to test each other on the Optional activity
adjectives of opinion. Student A turns the book
Students look back at the pictures in Exercise
face down. Student B gives Student A different
1a. They work in pairs and use as if, as though
things he/she has to describe, e.g. your brother
and like to say what the pictures seem to be
(my brother is amusing), mathematics ( it’s really
like. Encourage students to be imaginative and
depressing), etc. Students then swap roles and
tell them that you are not looking for the ‘right’
continue in this way until all the adjectives of
answer. M onitor and make sure students are using
opinion have been covered.
the phrases correctly.

Unit 9 { 75
Speak
Ask: Have you ever changed a photograph using
Photoshop or another type o f editing package? Then
tell students to look at the photographs and work
on their own to decide which they think are real
and which they think are fake. Encourage them to
think of reasons for their answers.
Read out the example sentences. Students then
work in pairs to compare their opinions about the
photographs. Ask students to tell the class their
opinions about the photographs. At this stage
encourage whole-class discussion and encourage
students to defend and support their views.
Students check their answers and then tell the class
how many they guessed correctly.
Answers
See Student’s Book p124.
(6 ) Grammar
* ... *
Read and listen
a Books closed. Write the following sentences on
Books closed. Write advertising on the board. Ask:
Do you pay attention to adverts online, on TV,
in magazines or in the cinema? Do you think the
images in advertisements are real or fake?
Students open their books at page 78 and look at
the words in the list. W ith the whole class, discuss
which images are often used to sell the products in
the list.
Students read the text quickly to find the products
in Exercise 5a that are mentioned. At this stage, tell
students not to worry about new vocabulary.
Answers
beauty products, food
[ H 3.4 Pre-teach the following vocabulary:
photo-editing software, manipulation, unedited.
Students read through the text again. Then they
work in pairs to complete the multiple-choice
exercise.
Answers
1B 2 C 3 C 4A
Students work in groups to discuss the questions.
Encourage students to ask follow-up questions.
Set a five-minute time limit for this activity. Ask a
student from each group to report their answers to
the class.
Optional activities
1 Divide students into small groups of three
or four. Give them one product to think of for a
magazine or online advertisement. This could
be a laptop computer, a hamburger, a digital
camera, a holiday to the Caribbean, etc. Students
design an image and some words for their
advert. Choose one member from each group to
describe their advert to the class.
2 Either you or the students could bring in
pictures/postcards of a variety of works of art
which could be pinned up around the classroom
(like in an art gallery). Tell students that they are
art critics. They then walk round the classroom
in pairs, giving their opinions of the pictures.
Ask them to decide which ones they like most
and why.
V _____________________________________ /
a /a n , the or no article
the board:
I have digital camera. My parents bought
camera for me.
Ask students if they can complete the gaps using
articles. (/ have a digital camera. My parents
bought the camera for me.) Point out that definite
and indefinite articles in English do not always
correspond to their use in other languages and so
it is im portant to focus on the specific way they
are used.
Students open their books at page 79 and read the
examples. They then work in pairs to complete
the rules. When checking answers, ask students to
connect the uses to the examples.
Answers
• one o f many
• the only one
• a
• the
• no article
• no article
Language note
Remind students that in English the definite
article the only has one form and that it is not
used with possessive adjectives (my, his, her).
 Students work in pairs to choose the correct option
in each sentence. When checking answers, ask
students to explain their choices.
Answers
1 - 2 an 3 - 4 the 5 a ....... -
Students work in pairs to ask and answer the
questions. Encourage them to ask follow-up
questions for further information. Ask one student
from each pair to report back to the class. Students
could then ask you questions 1-3.
d Students read the text quickly to get a general
idea of its content. Ask comprehension questions,
e.g. Who is Stephen Wiltshire? (An artist.) What is
special about him? (He has an incredible memory
and can reproduce things in perfect detail.) Students
then work alone to complete the text. They can
compare answers in pairs before a whole-class
check. When checking answers, ask students to
explain their choices.
Weaker classes: Complete the first three spaces
with the whole class as examples. Explain that we
say ‘the human camera’ because it is one of a kind,
and ‘a photographic memory’ because it refers to
one photographic memory among many. Work
through the exercise as a class, and encourage
students to match a use from the rules w ith each
of the gaps in the text.
Answers
la 2 - 3 an 4 a 5 the 6 a 7 the
8 the 9 the 10 the 11 a 12 the
13 - 14 -
~i
7 Pronunciation
n iw r* **"*
<32E> As an optional visual alternative to the audio
CD, this exercise is available on the DVD.
The sounds / 5 / and / e /
a E l l 3-5 Play the recording. Students listen to the
tw o pronunciations of th. Play the recording again
and ask students to repeat the words. Explain
the difference between voiced and unvoiced
consonants. When saying the voiced th in the,
though and brother, ask students to put their
fingers on their throat. They will feel a vibration.
When saying the unvoiced th in truth, think and
north, students will feel no vibration.
b 1 0 3 .6 Students work in pairs to decide whether
the th sounds in the words in the list are voiced
or unvoiced. Tell them to put their fingers to their
throat to see if they can feel a vibration when
they say the sounds. Then play the recording for
students to check their answers.
A u d io s c rip t/A n s w e rs
(voiced) Id / there, sunbathing, they, with
(unvoiced) /0 / thing, birthday, month, truthful
C S ® 3 ,7 Explain that one word in each group
of four words has a different pronunciation of th.
Students work in pairs to decide which word it
is. Then play the recording for students to check
their answers.
Answers
1 though 2 rather 3 thank 4 m other
5 although 6 south 7 length
iJJJj Vocabulary
Truth and lies
a 10 3.8 Books closed. Ask: Is it important to
be honest? Should we be honest all the time?
Ask students to share their ideas with the class.
They then open their books at page 80. They
work in pairs to match the words in bold with
the definitions. Encourage students to read the
sentences carefully and to use the context of each
sentence to help them complete the exercise. Play
the recording for students to check their answers.
A u d io s c rip t/A n s w e rs
A 2 the truth
B 8 forge
C 1 lies
D 6 fool
E 4 fake
F 3 truthful
G 5 trick
H 7 a white lie
; Check it out!
l Ask students to look at the information in the
I box. Point out that tell and say have more or
• less the same meaning, but that they are used in
• different ways.
I Corpus examples for use of say and tell
I 1 I knew she was not saying the truth.
Correct sentence: I knew she was not
telling the truth.
•
• 2 This is true. I am not saying a lie.
Correct sentence: This is true. I am not
• telling a lie.
%, ,.A
b Students work in pairs to complete the sentences
using the words in Exercise 8a. When checking
answers, ask students to explain their choices.
Unit 9 ( 77
 Lin d s a y : From that new clothes shop in the shopping
Answers
centre.
1 lies 2 tricks 3 fake 4 tru th 5 fool
Je n : Oh, right. Did they have more colours?
Lin d s a y : Yes, but 1love bright pink. 1think they look
Students work in groups to answer the questions. cool. What do you think?
Set a four-minute time limit for this activity. Je n : Hmm, they're kind of cool, but they seem a
Encourage students to ask follow-up questions. Ask bit too bright.
a student from each group to report their answers Lin d s a y : 1love them.
to the class. Je n : Yeah. They're sort o f ... different, 1guess.
They look great on you.
Lin d s a y : Do you want me to get you a pair?
Culture Vulture Je n : Er, no thanks. They're not exactly my
Ask students to read the information in the colour. 1actually prefer darker colours.
box and discuss the questions with the class. Lin d s a y : 1can get you a different colour.
You could conduct a class vote to find out what Je n : No, don't worry. Actually, they're not
the majority of students would do if they found a really me.
fake bank note.
Answers
Jen
O ptional activity
13.10 Tell students that the phrases in the
Students work alone to write down five things
box are used when trying to be tactful. Go
about themselves. Two of the sentences must
through each of the phrases, making sure students
be untrue. They then work in pairs to read out
their sentences. Their partner decides which understand the meaning and use. Point out that
there is one extra phrase which is not used in the
sentences they think are true.
recording. Play the recording again and students
order the phrases. You could play the recording
a third time and ask students to focus on the way

I nteraction 9 the phrases are said. Point out that students will
need to use the right intonation when using these
<33E> As an optional visual alternative to the audio phrases - friendly but not too enthusiastic!
CD, this exercise is available on the DVD.
Answers
Being tactful 1 They’re all right.
2 They’re kind o f cool.
13.9 Ask: In what situations do we tell white
3 ... but they seem a b it too bright.
lies? Teach the idea of being tactful. Explain that
4 They’re sort o f ... different.
tact refers to sensitivity to what is right when
5 They’re not exactly my colour.
dealing with other people and an attem pt to avoid
6 I actually prefer darker colours.
causing them any offence. Tell students they are
7 They’re not really me
going to listen to tw o conversations. Read the
question, then play the recording. Extra phrase: They’re quite nice.

A u d io s c rip t
Divide the class into Student A and B pairs. Student
C o n ve rs a tio n 1 A turns to page 120 and Student B turns to page
Lin d s a y : Hi Robyn, how's it going? 123. Read out the instructions and refer students
Robyn: Fine, thanks. How are you? to Interaction 9 on the cover gatefold. Give them
Lin d s a y : Good, thanks. Do you like my new jeans? a few minutes to read through the information.
Robyn: Err, no, I don't. They look awful. I hate pink, Students work in pairs to prepare and practise their
especially bright pink. conversations. Ask students to report back to the
Lin d s a y : Oh right, OK. class and say whether their partner was tactful or
C o n ve rs a tio n 2 not.
Lin d s a y : Hi Jen, how are you doing?
Je n : Great. Oh, you've got some new jeans.
Lin d s a y : Yeah, I bought them at the weekend. Do
you like them?
Je n : Yeah, they're all right... e r ... where did
you get them?

7 8 1 Unit 9

e
Portfolio 9 J
W riting about your opinions
Ask: D o y o u e v e r w r it e t o n e w s p a p e r s o r m a g a z in e s
e x p r e s s in g y o u r o p in io n a b o u t s o m e t h in g ? D o y o u
Tell
le a v e c o m m e n t s o n in t e r n e t m e s s a g e b o a r d s ?
students they are going to look at an email which
expresses someone’s opinion. Before they do, ask
them to describe the pictures. Students then read
the email quickly and decide how Natalia feels
about photo manipulation.
A n sw e r s
Natalia believes it has a negative effect on
the way we see ourselves.
Ask students to look at the expressions in bold.
Explain that these are used to order ideas or
express an opinion. Students work in pairs to put
the expressions in the correct place in the table.
A n sw ers
Ordering ideas: Firstly, In addition to this,
In conclusion
Expressing your opinion: I feel shocked by, it
seems to me that, I am very surprised at, I am
sure, In my view
Students work alone to decide what each
paragraph is used to do. They can check answers in
pairs before a whole-class check.
A n sw e r s
introduces ideas: 2
ends the email: 4
adds more ideas: 3
explains the reason for w riting: 1
Explain that students are going to write an email
to a newspaper. Tell them to use the expressions
in Exercise b. They must also structure their
email using paragraphs, as seen in the example in
Exercise a.
As this is an example of a formal email, there are
no contractions in the model. Encourage students
not to use contractions in their formal emails.
Give students tw o minutes to read through the
topics in the box and choose which one they would
like to write about. You could go through each
topic in turn and brainstorm some ideas which
students could then draw on in their writing. Give
students 10-15 minutes to complete the writing
activity. M onitor and help with vocabulary as
necessary. Alternatively, you could set this exercise
for homework.
Students work in pairs and read each other’s
emails. Choose one person from each pair to
report back to the class on whether they agree
with the opinions expressed.
CRASH'.
Tell students that this is the final part of C r a s h . Ask
them to say what happened in the first tw o parts
of the story in Units 1 and 5. Then ask them what
they think will happen in part three by writing the
following question on the board: H o w d o y o u t h i n k
t h e s t o r y w i l l e n d ? Discuss briefly with the class.
Introducing themes
Discuss briefly with the class that one of the
key elements of a good mystery story is not
answering every question. If something is left to the
imagination of the reader or viewer, then the story
continues after the last scene or page. Encourage
students to think of any examples of TV shows,
films or books where they felt that they didn’t
understand everything in the story at the end of it.
Read
Tell students that this is the final part of a story.
Write the following question on the board: W h o is
in th e p h o t o g r a p h ?
You can ask students to read the story on their
own or you may want to assign roles to different
students who read to the class. When they have
finished, elicit answers to the question on the
board. Help students with other vocabulary: s m o k e ,
s p o t t e d , s e t o ff, w e ir d .
Read, listen and speak
S 1 3 3 .ll Play the recording. Students listen and
read the story again. Then put them in small
groups to discuss the comprehension questions
below. (You might want to put the questions on a
worksheet to hand out, or you can write them on
the board.)
1 W h o fin d s a w a y t o e s c a p e f r o m th e g h o s ts ?
2 W h o s to p s to ta k e a p h o t o a t th e h o u s e ?
3 W h a t d o e s t h e o ld m a n t e ll t h e k id s a b o u t ?
4 W h o n o t i c e s t h a t t h e r e is s o m e t h i n g s t r a n g e i n
o n e o f th e p h o to g ra p h s ?
A n sw e r s
1 Lee.
2 Ben.
3 He tells them about another group of
school kids who crashed in the forest.
4 Ali.
 O ptional activities

1 S p e e ch b u b b le s
Write quotes from part three on the board in
speech bubbles. Students have to remember
who said them. You can also write a series of
quotes out of sequence and ask students to put
them in order.

2 R etellin g th e story
Students work in small groups or in pairs. They
close their books and retell the story, trying
to remember as much as they can about what
happened in part three.

3 Role play
In pairs, students do role plays based on the
events of part three:
- Student A is Ali, Student B is Laura. They
discuss how they can get away from the
ghosts.
- Student A is the old man, Student B is Lee.
Lee asks the old man questions about the
school kids that crashed in the 1970s.
- Student A is Ben, Student B is Ali. They discuss
what they can see in the photograph and what
they think it means.

4 D escrib in g th e ch a ra cters
Ask the students what we know about the four
main characters and how we might describe the
differences between them.

5 P u ttin g th e story in o rd e r
The graphic novel pages are available on the
Interactive Teacher Website:
h t tp ://in t e r a c t iv e .c a m b r id g e .o r g with and
w ithout any text in the speech bubbles. You
could print these off and cut them up so students
have to put the story in the right order. They
could try to remember the dialogue or they can
re-write it or even use the pictures to create a
new story.

6 C reatin g a graph ic n ovel

In groups or individually, students can get really
creative with the Comic Builder on the
Interactive Student Website:
h t tp ://in t e r a c t iv e .c a m b r id g e .o r g
Here they can choose their own design, artwork
and characters, write their own story and print
it. If students have difficulty thinking up ideas,
they could try to reproduce the story in the
Student’s Book.

7 D iscu ssion p o in ts
1 What would you do if you were lost in a forest?
2 Do you believe in ghosts? Why? Why not?
Ask students to work in small groups to exchange
ideas. Then discuss in class.

V _____________________________________________/
^ Beyond words

R o m e o and Juliet
Unit aims: Romeo and Juliet is a tragedy w ritten by
William Shakespeare and first published in 1597.
Topic: Stories
It tells the story of tw o ‘star-cross’d lovers’ whose
G ra m m a r
love is forbidden because their families are
Reported statements; Reported questions, engaged in a long-standing feud. The play ends
commands and requests w ith the tragic death of the tw o young lovers and
V o c a b u la ry the reconciliation of the families, who are united
Reading materials; Adverbs and adverbial in their grief.
phrases S h a k e sp ea re
In teraction , S p ea k in g an d P ron u n ciation William Shakespeare (1564-1616) is considered
Speak: Reading and writing to be the greatest English w riter of all time. He is
Pronunciation'. Rhythm often called England’s national poet or the ‘Bard
Interaction 10: Checking details of Avon’. He was born in Stratford-upon-Avon
L isten in g, R eadin g and P o rtfolio but moved to London, where he worked as an
Read: Shakespeare actor before he began writing plays. He wrote
Listen: Teenage reading 38 plays, including tragedies such as Hamlet and
Portfolio 10: A book review Macbeth and comedies such as A Midsummer’
N igh t’s Dream and A ll’s Well that Ends Well.
C u ltu re U K
Edinburgh
13.12 Ask: What do you know about William
R eview 9 and 10
Shakespeare and the play Romeo and Juliet? To help
students, you could explain that Romeo and Juliet
meet at a party at the end of Act 1 and that it is love
at first sight for them both. Their families have been
(1 Read and listen enemies for years. Juliet is supposed to be marrying
someone else when she becomes 14 (in a couple
Books closed. Ask: Do you like reading? What
of weeks). Romeo is about 19. The scene on page
do you enjoy reading? Elicit different things that
84 is from the beginning of Act 2, when the couple
students read, e.g. books, magazines, websites, etc.
are meeting secretly. Also explain that thou (= you),
Students open their books at page 84 and describe thee (= you), thy (= your), thyself = (yourself).
the picture. Read out the questions. Students read
Play the recording while students read and listen.
the texts quickly and answer the questions in pairs.
Students work in pairs to complete the multiple-
Ask pairs to report back to the class.
choice exercise. When checking answers, ask
students to refer to that part of the text where
A n sw e r s
they found the information.
Three versions o f the play are m entioned:
the original version, a modern version and a
hip hop version. A n sw e rs
1 He thinks they deal w ith timeless themes
such as love, jealousy and revenge.
Background information /

A k ala
/
Akala is a British hip hop and rap artist. He
/ She thinks names don’t matter.
was born in London in 1983 and is the younger
/
brother of Ms. Dynamite.
M s. D y n a m ite

Ms. Dynamite was born in London in 1981. She is
a successful hip hop and rap artist.
© Read out the definitions. Remind students that
for numbers 3 and 4 they are looking for phrases
rather than individual words. Students work in pairs
to find the words in the text. Check answers.

Unit 10 I 81
 Audioscript/Answers
A n sw e r s A 2 biography
1 timeless 2 plot 3 get rid of B 7 screenplay
4 from now on C 6 novel
D 5 non-fiction
Students work in pairs to answer the questions. E 1 autobiography
d
Set a three-minute tim e limit for this activity. Ask a F 3 e-book
student from each pair to report their answers to 6 8 thriller
the class. H 4 graphic novel

b Allow students a few minutes to work in pairs and

2 Pronunciation
As an optional visual alternative to the audio
CD, this exercise is available on the DVD.
write other words for reading materials, check
answers and collect the vocabulary together on the
board. Encourage students to write this vocabulary
and the vocabulary from Exercise 3a in their
vocabulary notebooks.

Rhythm Students work alone to answer the questions. They

can compare answers in pairs before a whole-
13.13 Write rhythm on the board and explain
class check.
that this refers to the arrangement of stressed and
unstressed syllables in sentences. Tell students they
A n sw e r s
are going to listen to part of the hip hop version
1 biographies 2 screenplays 3 thrillers
of Romeo and Juliet. Play the recording. Students
4 graphic novels 5 e-books
listen to the lines.

13.13 Ask students to look at the lines. Explain

■>
that the underlined words are stressed.
Play the recording again for students to repeat.
Students stress the underlined syllables. Encourage
them to exaggerate their pronunciation as it will
help sensitise them to the stress pattern. You could
ask students to clap their hands in time to the
rhythm of the line.
[3.14 Play the recording twice and ask
students to underline the stressed syllables.
Students can compare answers in pairs.
A n sw e r s
Oh Romeo, my heart w on’t be the same.
Hey le t’s get married boy! I’ll change my
name.
3.15 Students listen to both parts and repeat.
3 Vocabulary
Reading materials
13.15 Books closed. Elicit the different types of
books that students know and write their ideas on
the board. Students then open their books at page
85. They work in pairs to match the words with the
definitions. Play the recording for students to check
1 1\
their answers.
82 ) Unit 10
Culture Vulture
Authors for children and teenagers, such
as J.K. Rowling (the Harry Potter series),
Stephenie Meyer (the Twilight series) and
Philip Pullman (His Dark Materials trilogy) sell
millions of copies of their books. It is commonly
said that children are no longer reading, but
book sales suggest otherwise. Ask students to
read the information in the box and discuss the
questions w ith the class. Then ask some follow-
up questions, e.g. What are your favourite books?
What are you reading at the moment?
O ptional activity
Students work in small groups and think of
an idea for a bestselling novel. In groups they
must decide what kind of story would sell a lot
of books. They think of a title, a plot and the
key characters. They write a short summary
of the novel and present it to the class. The
class decides if they think the novel could be
a bestseller.
: Grammar
............
Reported statements
Books closed. Write I ’m going home on the board
in a speech bubble. Tell students that when we
want to tell someone what someone else has said
we use reported speech, e.g.:
 Tim said (that) he was going home.
Point out that when using reported speech we
need to make certain changes to the grammar of
the sentence.
Students open their books at page 86 and look at
the examples. Show how the highlighted words in
direct speech change in the reported statements.
Students then use these examples to help them
complete the table with the correct verb forms and
adverbs. They can work alone or in pairs.
Answers
past simple
would
could
the next day
there
Language notes
1 Point out that it is not necessary to change
the verb in reported speech if what is being
reported is still true, e.g. He told me he lives
in Barcelona.
2 In informal English, the past simple can
sometimes stay the same in reported speech,
or it can be put it into the past perfect: He
told me that he studied/had studied at Oxford.
b Complete the first sentence as an example,
showing how I changes to she and have been
changes to had been. Students then work in
pairs to complete the exercise. Check answers,
asking different students to read out the reported
statements.
Weaker classes: Before students begin, you
could ask them to underline the parts of the
direct statements that they think they will need to
change. Students can then identify the structure
(for example present perfect in number 1) and
check what happens to it in reported speech by
looking in the table in Exercise 4a.
Answers
1 She said she had been there before.
2 He said he was going to Verona the
follow ing Sunday.
3 They said they were exhausted.
4 I said I would do it the next day.
5 He said he had been to the new sushi
restaurant the day before.
6 You said you didn’t buy a newspaper
every day.
Check it out!
Ask students to look at the information in the
box. Point out that if we say who someone is
talking to we usually use tell, otherwise we use
say. You could also explain that it is possible to
‘say something to someone’.
5) Speak
Students work individually to order the activities
according to their own preferences.
Put students into pairs to compare their answers to
Exercise 5a and ask follow-up questions. M onitor
and help as necessary.
Read out the tw o questions and ask students to
look at the example dialogue. Before students
begin this exercise, tell them to ask as many
follow-up questions as they can to get as much
information from their partner as possible. Students
then work with a partner to ask and answer
the questions. Tell them to make a note of their
partner’s answers.
Students work with a different partner to report
what their first partner said to them in Exercise 5c.
M onitor and make sure students are using reported
speech correctly.
6 Vocabulary
Adverbs and adverbial phrases
Books closed. Write manga on the board and ask
students what they know about manga comics.
Ask: Do you read any manga comics? Students
then open their books at page 87. They read
the summary of a manga story and answer the
questions.
Background information
Manga
Manga is a style of Japanese comic book. The
word manga means something like ‘amusing
pictures’. Although manga has been a part of
Japanese culture since the 19th century, it wasn’t
until after the Second World War that it became
a hugely popular genre around the world. Manga
covers many different subjects, including science-
fiction, adventure and horror.
Answers
It’s a story about aliens.
Unit 10 { 8 3
Look at the phrases underlined in the text.
Students read through the rest of the text to
find nine more adverbs and adverbial phrases.
When checking answers, explain the adverbs
and adverbial phrases, making sure students
understand how they are used.
Answers
W hile Shinji is in his bedroom ...
... a parasite suddenly tr ie s ...
Luckily. Shinji’s headphones...
U nfortunately, it does g e t ...
A t first Shinji thinks he is dreaming ...
but soon afterwards he realises...
Surprisingly, the p a ra site ...
M eanwhile, the monsters are killing ...
What happens in the end?
S i 3.17 Ask students to look at the headings.
They work in pairs to add the adverbs and
adverbial phrases under the correct heading. Play
the recording for students to check their answers.
A u d io s c rip t/A n s w e rs
Showing when or how things happened: at the beginning,
one night, at first, soon afterwards, in the end, while,
m eanwhile, suddenly
Expressing opinions: luckily, surprisingly, unfortunately
Go through the first sentence with the class as an
example. Students then work in pairs to complete
the rest of the exercise.
Answers
1 in the end 2 U nfortunately
3 Suddenly 4 While
5 soon afterwards 6 Meanwhile
Allow students time to prepare their ideas
individually before they work in pairs to tell
their partner about something they have read or
watched recently. M onitor and help while students
are working. Ask one student from each pair to
report back to the class.
O ptional activity
You will need to prepare some material before
class. Put students into three groups. Give each
group a sheet of paper containing the following
information:
Group 1: Ghost story. A boy and a girl visit their
grandmother’s house one weekend. But in the
middle of the first night, a strange noise wakes
them both up ...
Group 2: Science-fiction story. An astronaut is
travelling to Mars. Before he gets to the planet, a
weird light fills the space ship. When it clears, he
cannot believe what is standing in front of him ...
Group 3: Monster story. A group of friends are
hiking in the woods. They stop by a lake to swim
and rest. But then one of them sees something
move in the w a te r...
Set a 10-15 time limit for students to write their
short story. Encourage them to use adverbs and
adverbial phrases to structure their stories.
M onitor and help with vocabulary as necessary.
V ____________________________________________ /
7 ) Listen
3 3 18 Ask: Which o f the different types o f text in
the list do you usually read? Then tell students they
are going to listen to teenagers talking about their
reading habits. Pre-teach the following phrases: to
be really big (to be very popular) to be glad to (to
be happy about) to be into (to be interested in). Play
the recording. Students circle the texts mentioned.
A u d io s c rip t
P re s e n te r: Hello everybody and welcome to Out and
About. Today it's the 23rd of April, World
Book Day. On this day in 1616 tw o very
great w riters, W illiam Shakespeare and
Miguel Cervantes, both died. World Book
Day began in Catalonia, Spain, where
for many years people have given roses
and books on April the 23rd. We sent our
reporter Ruby out to see if people were
buying books on World Book Day.
Ruby: Here I am in the High Street. Hi, have you
got a minute? Did you know it's World Book
Day today?
V ic k y : Hi. Er, no, I didn't.
Ruby: What are your names and do you
like reading?
V ic k y : I'm Vicky.
Jessica: And I'm Jessica. I read a lot of novels,
especially the Gossip Girl books and
anything about vampires, like Twilight!
V ic k y : I really prefer magazines to books,
especially fashion mags, like Teen Vogue
and Seventeen. We're going to look at
magazines later.
Ruby: A ren't magazines quite expensive?
V ic k y : Yes, I usually read them online.
Ruby: Do you read anything else online?
Jessica: Oh, yes, we like fashion blogs too.
Especially the ones w ritte n by teenagers.
Ruby: Right, thanks. Hello. Did you know it's
World Book Day?
D re w : Hello. No, no I didn't. To be honest, I'm not
very keen on reading.
 Ruby: Ah. Sorry, w hat's your name?
D re w : Drew Barclay. I do like graphic novels,
though, if that counts as reading.
Ruby: Yes, of course.
D re w : I love manga, you know, they're Japanese
graphic novels? They're really big in
the States.
Ruby: Yes, I've seen them, but I've never read
any. Can you recommend some?
D re w : Sure, I'd be glad to. Urn, you could
try Naruto or Bleach. They're both
really popular.
Ruby: OK, I'll look out for those. Thanks.
Ruby: Hello. How are you celebrating World
Book Day?
Tom : I did n 't know it w a s ....
Ruby Sorry, can you speak up a little , please. And
could you give us your name?
Tom : Oh, sorry. I'm Tom. I said I d idn't know it
was World Book Day, but I'm not really all
that into reading.
Ruby: Oh, OK, fine. Not even on the internet?
Tom : Oh, yeah, I do read online, m ainly sports
news and messages from my friends,
social networking pages. And I go in that
bookshop over there a lot and sometimes
have a quick look at books about sport.
Ruby: I see, you don't like books, but you like
that bookshop.
Tom : Yes, they've got a big computer departm ent
and a great cafe w ith w i-fi. I often m eet up
w ith friends in there.
Ruby: Right, next stop the cafe. Coffee and books,
my perfect Saturday morning!
Answers
(online) magazines, manga, (online)
newspapers, novels, blogs
[3.18 Play the recording again. Students listen
and answer the questions. They can compare
answers in pairs before a whole-class check.
Answers
1 23rd A pril 2 novels 3 magazines
4 manga books 5 sports news and
messages from friends 6 Because there is
a cafe where he can m eet friends, as well
as w i-fi and computers. 7 W ith coffee
and books.
© Ask tw o students to read out the questions.
Students work in groups to discuss the questions.
Set a three-minute time lim it for this activity. Ask
a student from each group to report their ideas to
the class.
© Grammar
Reported questions, commands
and requests
Read out the direct questions and their reported
equivalents. Focus on the words in bold and
explain that there are important differences
between direct and reported questions. Go
through the rules with the class, connecting each
of the rules with one of the examples.
Answers
• statem ent
• use
• requests
• commands
Language note
Point out that no question mark is used with
reported questions.
»* • «
Check it out!
Ask students to look at the information in the
box. Go through some of the examples in the
Grammar box and ask students to find pronouns
that have changed.
Complete the first sentence as an example,
showing how is becomes was and the word order
changes. Students then work in pairs to complete
the exercise. Check answers, asking different
students to read out the reported questions.
Weaker classes: Work through the exercise with
the class, carefully eliciting the changes required in
the reported question. Before students begin, you
could ask them to underline the parts of the direct
questions they think they will need to change.
Answers
1 The man asked her where King Street was.
2 M r Jones told us to give him our essays.
3 Jess asked us why we couldn’t come to
th eir party.
4 She told me to go away.
5 Mike asked if/w h e th e r I liked hip hop.
Unit 10 f B 5
 Le a h : Hiya.
Ask students to look at the questions in the box.
M e l: We were just talking about the thing at the
Students can ask you some of the questions so that
theatre on Saturday.
you can model the activity for them. Encourage
E th a n : Yeah, you've both been before, haven't you?
them to ask you follow-up questions. Students
What do we have to do? Do we have to pay
then work in pairs to ask and answer the questions
when we get there?
in the box. M onitor and help with vocabulary
M e l: Yes, you pay when you arrive. Actually, it's
as necessary.
good to have the right money because they
Students work with a different partner. They report don't always have change. It's £13.
what they asked their first partner as well as the E th a n : Did you say £30?
answer which that partner gave. M onitor and make M e l: No, thirteen.
sure students are reporting the questions correctly. E th a n : Oh!
Le a h : You need to take a drink and a snack for
O ptional activity the break, too. The cafe is closed in the
morning.
Students work in groups of three. Student A asks E th a n : Oh, right. That's good to know.
Student B a direct question. Student C then has M e l: And the other thing is what to wear. Y o u ...
to report the question and answer, e.g. Why do E th a n : Sorry, I did n 't get that. You're breaking up
you like video games? They are fun. He asked you a bit.
why you liked video games. You said they were M e l: Is that better?
fun. Students swap roles so that everyone has the E th a n : Yes. Can you say that again?
chance to ask direct questions and report them. M e l: I was just saying you need to wear really
comfortable clothes for moving about in,
and trainers, of course.

En teractio n ID E th a n :

<3SE> As an optional visual alternative to the audio
CD, this exercise is available on the DVD.
Checking details
13.19 Tell students they are going to listen to
three friends talking on Skype about their plans for
the weekend. Pre-teach the following phrases: fire
away (start talking), how are you doing? (how are
you?), you’re breaking up (the signal or connection
is going), to learn something by heart (to learn
something by memorising it). Play the recording
for students to decide what the friends are
talking about.
Le a h :
OK. Do we actually do any acting, you know,
like learning stuff by heart and saying it?
Well, not the first day. But later, yes. It is a
drama workshop!
Answers
They are talking about a theatre school.
j 3.19 Go through the phrases in the box. Make
sure students understand how they are used. Play
the recording again for students to tick the phrases
they hear.
Answers
You know t h a t ..., W hat do we have to do?,
Did you say £30?, Sorry, I didn’t get that, Can
you say th a t again?

Background information
Skype © Before students begin, quickly revise the phrases
for checking details. Divide students into A and B
Skype is an application which allows people to
pairs. Student A turns to page 120, Student B turns
make free calls over the internet. It was founded
to page 123. Read out the instructions and refer
in 2003.
students to Interaction 10 on the cover gatefold.
Students work in pairs to prepare and practise
A u d io s c rip t their conversations.
M e l: Hi, Ethan.
E th a n : Hi. Are you busy right now?
M e l: No, I'm OK to talk.
E th a n : You know that thing on Saturday ...
M e l: Sure, fire away. Oh, just a minute. Hi, Leah.
Le a h : Hello, I saw you were talking to Ethan.
E th a n : How are you doing, Leah?
 e Students read their partner’s book review and
Portfolio 10 f r y decide if it makes them want to read the book in
question. Ask some students to report back to
the class and say what it was about their partner’s
A book review
review which made them want or not want to read
Books closed. Write vampires on the board. Ask the book.
students which vampire stories they know, either
books, TV or films, e.g. the Twilight books and
films, The Historian, Buffythe Vampire Slayer,
Interview with a Vampire, Blade, Underworld. Ask: 1} Culture UK: Edinburgh
Why do you think vampire stories are so popular?

Students open their books at page 89 and describe

the pictures. Before students read the book review Background information
of Dracula, pre-teach the following: bestseller, Edinburgh
ancient, legends, marks, point o f view. Ask: Edinburgh is the capital of Scotland. The city is
Have you read the book? If so, do you agree with famous for its beauty, its castle, its university and
the review? its im portant cultural history. Great philosophers
. | ; ; | like Adam Smith and David Hume, and
prominent authors like Walter Scott and Robert
Background information Louis Stevenson, lived and worked in the city.
Bram Stoker Edinburgh is well known internationally for its
Bram Stoker was an Irish novelist. He was born annual summer festival, when actors, comedians,
in Dublin in 1847 and died in 1912. Although he dancers, poets and artists come to the city in their
wrote many novels and short stories, he is best thousands to take part in one of the great modern
known for Dracula, which provided the template celebrations of the arts. Edinburgh is also home to
for all subsequent vampire fiction. the Scottish parliament, which, after an absence
- _ . - -
of three hundred years, reconvened in May 1999.
Students read through the book review again
and decide which information is included. When
Ask: What do you know about Scotland? Write
checking answers, ask students to refer to the part
students’ ideas on the board. If any students have
of the text where the information is included.
visited Scotland, invite them to say what they saw
and did there. Elicit or explain that Edinburgh is the
Answers
capital of Scotland. If you have a map in class, show
Inform ation about the author, Inform ation
students that Edinburgh is located in the southeast
about the main characters, Details about
of Scotland.
the beginning o f the story, Why the book is
good/bad, A recommendation Give students some time to look at the noticeboard
on their own. Then ask them to work in pairs to find
answers to the questions.
Do this activity with the whole class. Elicit ideas
>
about why details about the end of the story are
not included in the book review, e.g. because it Answers
would spoil the story, because a review has to be 1 Royal Edinburgh M ilitary Tattoo,
more than a summary of a story. Edinburgh Castle
2 Coffee and croissants
Answers 3 Spanish, Dutch, German and Russian
Details about the end o f the story 4 17 days
5 For 500 years. It is being celebrated w ith a
book swap
Tell students to think of a book they have read
6 You can listen to a podcast or read about
recently. Explain that they are going to write a
it on the blog
book review. Tell them to include the information
7 The Old Town
listed in Exercise b and to use adverbs or adverbial
phrases where necessary. Remind students not to
write a summary of the whole story. The idea is
to give a flavour of the plot, rather than describe
every single thing that happens! Give students IQ -
15 minutes to complete this activity. M onitor and
help with vocabulary as necessary. Alternatively,
this activity could be set for homework.
Read out the definitions and make sure students
understand them. Students then work in pairs to
Review 0 and 0
find the words in the text and complete the puzzle.
Encourage them to think of the type of word they
are searching for in the texts. In number one for
f i ) Grammar
example, they could highlight each verb and then
a 1 like 2 as 3 though 4 like 5 as 6 like
look through their highlighted words to find the
one which best fits the definition. Ask students to ’b | 1 The 2 a 3 - 4 - 5 the 6 - 7 the 8 -
find the mystery word and explain that the thistle 9 an 10 - 11 the 12 the
(a type of wild flower) is the national symbol of C 1 ’ve been here before. 2 ’m going to w rite a
Scotland. graphic novel. 3 ’II teach you how to drive.
4 can’t play the piano 5 always go to this
Answers cinema 6 ’m going to see my cousin tom orrow.
1 donate
2 rehearsal
d 1 James asked Alice w hat they had to
3 boisterous do for homework.
4 overseas 2 Alice asked James w hat his favourite book was.
5 haunted 3 She asked him w hat type of books he liked.
6 candlelit 4 She told him to w rite about the book they had
7 globe read in class.
M y s t e r y w o r d : th istle
5 She asked him if he had finished it.
6 She told him to finish the book.

Students discuss the questions briefly in pairs. e 1 B 2 C 3 A 4 D 5 B 6 D

Encourage them to give reasons for their answers.
Ask some pairs to tell the class about whether
they’d like to visit Edinburgh and what they’d like
to do there.
Your project
A n a r ts fe s tiv a l
Divide the class into groups of four or five. Read
out the instructions and go through the list of
things students have to think about. Advise them
to start by thinking carefully about what type of
festival they want to produce (film, music, comedy,
etc.). Tell them the festival could be entirely
original, but it could also be based on one they
have read about or been to. Explain that the idea
is to give an overview of what the festival will be
about, rather than detailing everything that is going
to happen in it. Give the groups plenty of time
to discuss and plan. M onitor and give help and
support where necessary.
Students use their information to produce a poster
about their festival. They can illustrate this with
photos or drawings. Students then show their
poster and present their ideas for their festival to
the class.
( 2 ) Vocabulary
a 1 confusing 2 fascinating 3 depressing
4 amusing 5 annoying 6 gorgeous
7 shocking 8 impressive
b 1 tru th 2 fake 3 w hite lie 4 forge
5 tricks 6 fool
M y stery word: truthfu l
C 1 th rille r 2 biography 3 e-book 4 graphic
novel 5 autobiography 6 non-fiction
7 screenplay 8 novel 9 play
d 1 U nfortunately 2 surprisingly 3 A t first
4 Soon afterwards 5 luckily 6 In the end
C o r r e c t it!
1 They w ill live as if they were in prison.
2 It seemed as i f they knew each other.
3 I’ve enjoyed the trip very much.
4 He is studying economics at Oxford University.
5 Simon suddenly realised how lucky he was.
6 My cousin told us to wait.
7 He said th a t the story was true.
8 You asked me whether I had bought a
com puter or a bicycle.
9 It was really impressive to see the
m idnight sun.
10 Please tell me the truth.
 Is it a crime?

answers, go through the meaning of each of the

Unit aims: crimes, making sure that students understand the
distinction between theft (the general word for
Topic: Crime stealing something), shoplifting (stealing something
Grammar from a shop) and burglary (stealing something
Subject and object questions: wish and if only from a building). Pay particular attention to the
Vocabulary pronunciation of burglary, plagiarism and theft.
Crimes; Crime collocations A u d io s c rip t/A n s w e rs
Interaction, Speaking and Pronunciation 1 bank robbery, bank robber, to rob a bank
Speak: Debating punishments 2 burglary, burglar, to burgle
Pronunciation-. Consonant clusters at the 3 hacking, hacker, to hack
ends of words 4 identity theft, identity thief, to steal
Interaction 11: Apologising someone's identity
Listening, Reading and Portfolio 5 piracy, pirate, to pirate
Read: A schoolboy hacker 6 plagiarism, plagiarist, to plagiarise
Listen: Crime quiz 7 shoplifting, shoplifter, to shoplift
Portfolio 11: A report 8 theft, thief, to steal
9 vandalism, vandal, to vandalise
Culture World
Singapore Go through the first sentence as an example.
Students then work alone to complete the rest of
the exercise. They can compare answers in pairs
before a whole-class check.
Vocabulary
Answers
Crime 1 burglar 2 robber 3 vandalise 4 th ie f
3B13.20 Students look at the picture and describe 5 plagiarise 6 hacker 7 shoplifting
it. A t this point teach the crime featured in the 8 pirate
picture, which is burglary. Ask: Have you ever been
a victim o f burglary? Students then work in pairs
to match the crimes in the list with the definitions. Check it out!
They should be able to work out the meaning of Ask students to look at the information in the
some of the words from context (e.g. shoplifting) box. Ask questions to check understanding,
and others might be familiar to them from the e.g.: rob someone’s wallet or steal someone’s
internet (e.g. hacking, piracy). Play the recording wallet? (steal)
for students to check their answers.
Corpus examples for use of rob
A u d io s c rip t/A n s w e rs 1 Those men robbed my car.
A 8 theft Correct sentence: Those men stole my car.
B 3 hacking 2 They robbed 200 dollars from the bank.
1 bank robbery Correct sentence: They stole 200 dollars from
piracy the bank.
shoplifting
vandalism
burglary
plagiarism
l identity theft

0 J 0 3 .2 l Students will need dictionaries for

this exercise. They work in pairs to complete the
table of crime words. Then play the recording for
students to check their answers. When checking

Unit ll { 89
 R o sie : E r... People w ith d irty cars?
Optional activity P re s e n te r: Yes, w ell done, team B. Ten points.
Come on, team A, you haven't got
On the board w rite _______(the letters for
any points yet. Let's see if you
theft) and tell the class you are thinking of a
have more luck w ith this question.
word related to crime. Invite one student at a
Question 4. Where is it legal, yes
time to say a letter. If it is correct, write it on the
legal, to escape from prison? Yes,
appropriate line. If not, write it on the board and
team B?
cross it out. The student who finally guesses the
Ben: The USA?
word takes your place at the board and starts
P re s e n te r: No.
again with a new word, using vocabulary from
Ro sie : Who said that?
Exercise 1a.
Carlos: Ben.
-
Ro sie : Ben, I said that the answer w asn't
the USA!
( 2 1 Listen Ben: Oh, sorry.
P re s e n te r: Team A?
a Before students look at the quiz, check the
M aya: Denmark?
meaning of pay a fine, escape and illegal. Students
P re s e n te r: Yes, that's the right answer. Five
work in pairs to guess the answers to the quiz.
points. You can escape from prison
b @ 0 3 .2 2 Tell students they are going to listen to a in Denmark, but if you get caught,
radio quiz which features the questions in Exercise you have to go back to prison. OK,
2a. Before students listen, pre-teach fingers on let's go on to the next question.
buzzers (a buzzer is a button teams press in quiz What was illegal in Singapore
shows which makes a noise which lets the host know before 2004?
that the team wishes to give an answer). Play the Jo n a h : I know this, I know t h is ...
recording. Students check their answers and report P re s e n te r: Team A?
back to the class on their total score in the quiz. Jo n a h : Chewing gum.
P re s e n te r: Absolutely right. Ten points team, A.
A u d io s c rip t
Surprisingly, it was a crime to chew
P re s e n te r: Hello and welcome to Quiz o f the
gum in Singapore until 2004.
Week. Are our tw o teams ready?
Carlos: That's unbelievable!
T e e n a g e rs : Yes!
P re s e n te r: Yes, it was introduced because
P re s e n te r: OK. Today's quiz is all about strange
people dropped chewing gum in the
laws and crimes around the world.
street or on public transport and it's
You w ill hear the question and see
difficult to clean. You can chew gum
three possible answers. You get ten
now, but if you drop it anywhere
points if you answer the question
you have to pay a big fine. OK,
correctly first tim e, and five points
team A has 15 points and team B
for a right answer after that. Fingers
20 points. Anyone could w in today.
on the buzzers. Question 1. Who
Here's the last question. Question
wears green T-shirts that say, 'I'm a
6 isn't about an unusual law, but it
th ie f' in Ohio, USA? Team A?
is related to crime. What do some
M aya: Burglars.
students study at one university in
P re s e n te r: No, that's not the right answer.
Britain? Team A?
Carlos: Shoplifters?
Jo n a h : Hacking?
P re s e n te r: Yes, that's right. Anyone who's
P re s e n te r: Yes, there's a university in Scotland
caught shoplifting in Ohio wears
where students can do a degree in
the T-shirt to stop them shoplifting
hacking. Ten points for team A. So,
again. Five points for team B.
team A are today's winners w ith 25
Question 2. Where do you need a
points. Well done, team A!
licence to skateboard? Team A?
K a ty a : London?
P re s e n te r: No, that's the wrong answer. Answers
Team B? 1C 2B 3 B 4 C 5 A 6 A
R o s ie : Florida?
P re s e n te r: Yes! In Florida it's against the law C @ 0 3 .2 2 Give students a minute to read through
to skateboard w ith ou t a licence. questions 1-6. Then play the recording again for
Five points. Question 3. Who has to students to answer them. They can check answers
pay a fine in Russia? People w ith ... in pairs before a whole-class check.
Team B?
 Answers
1 1 0 2 Ben 3 It was illegal in Singapore
because people dropped gum in public and
it was d ifficu lt to clean. 4 Scotland
5 Team A 6 25
Students work in pairs to answer the questions. Set a
three-minute time limit for this activity. Ask a student
from each group to report their answers to the class.
Grammar
Subject and object questions
Read out the examples with the class. Ask: Why is the
auxiliary verb ‘do’ only used in one o f the questions?
Explain or elicit that it depends on whether the
question word is the subject or the object of the
sentence. Students then read through the rest of the
examples and work in pairs to complete the rules.
Answers
• subject
• subject
• object
Language note
If students are finding it hard to understand the
distinction between subject and object questions,
write these examples on the board and underline
the question words:
Who wears green T-shirts?
What do shoplifters wear?
Elicit the answers to the questions and write the
answers as full sentences under the questions,
underlining the nouns as shown:
Shoplifters wear green T-shirts.
They wear green T-shirts.
Elicit that shoplifters is the subject of the sentence,
so the corresponding question Who wears green
T-shirts? is a subject question. Green T-shirts is
the object of the sentence, so the corresponding
question What do shoplifters wear? is an
object question.
• •
Check it out!
Ask students to look at the information in the box.
Read through the information as a class and make
sure students understand the rule.
Go through number 1 as an example. Students then
work alone to complete the questions and match
them with the answers. They can check answers in
pairs before a whole-class check.
Weaker classes: Tell students to carefully read
each sentence and first decide what the subject of
each sentence is. Remind them that if the question
word is the subject they will need to add an
auxiliary verb {do, did) to the question.
Answers
1 skateboarders 2 do, hacking 3 Ben
4 Team A won 5 did, tw e nty 6 did, Ben
C Read out the tw o examples. Point out the
difference between the tw o questions, showing
that who is the object of the first question, and
what the subject of the second. Students then work
in pairs to write questions from the prompts.
Answers
3 W ho helps you w ith your homework?
4 W ho oversleeps in your family?
5 Which films do you find amusing?
6 W ho sends you te x t messages?
7 W hat does plagiarism mean?
8 When did you last go to the cinema?
d Students work in pairs to answer the questions
in Exercise 3c. Encourage them to ask follow-up
questions. Ask one student from each pair to
report back to the class.
4} Pronunciation
<3E> As an optional visual alternative to the audio
CD, this exercise is available on the DVD.
Consonant clusters at the
ends of words
a 003.23 Ask students to look at the words in the
list. Focus their attention on the consonant clusters
at the end of each word highlighted in bold. Play
the recording. Students listen and repeat.
b 0 1 !3 .2 4 Ask students to look at the table of
words. Explain that they will listen to words
being read out and that they have to say whether
the words come from column A or B. Play the
recording. Students can compare answers in pairs
before a whole-class check.
Audioscript/Answers
1 shoplifts
2 arrests
3 uncle
4 accept
5 sends
6 argument
7 acts
8 asks
 Demonstrate the exercise by saying one of the
words from column A or B (e.g. accepts). Students
identify which word you said (e.g. B4). They then
work in pairs to do the exercise.
i.25 Play the recording for students to listen
and repeat. Ask students to say the sentence slowly
at first before they feel confident enough to say it
at normal speed.
6 Speak
Vocabulary
Crim e collocations
19113.26 Remind students that collocations are
words that commonly go together, like police officer.
Explain that the words in the list form collocations
with words in sentences 1-9. Before students begin
the exercise, make sure they understand each of
the words in the list. Students then work in pairs to
complete the exercise.
Answers
1 crime, law
2 a suspect
3 charge
4 prison
5 youth
6 sentence
7 a fine
8 com m unity
9 record
i• « • • • • 4
7 ) Read and listen
Check it out!
Ask students to look at the information in the
box. Ask students if they can think of any other
examples, e.g. sit - sitting, stop - stopped.
Ask students to read through the story quickly to
get a general idea of its subject matter. Students
then work in pairs to complete the text with one of
the words in the list. Remind them to put the words
into the correct form.
Answers
1 com m itted 2 crime 3 arrested
4 charged 5 sentence 6 prison
7 criminal 8 law
Students work in groups to answer the questions.
Encourage students to ask follow-up questions.
Set a five-minute time lim it for this activity. Ask a
student from each group to report their answers to
the class.
9 2 I Unit 11
Optional activity
Students work in pairs to test each other on the
crime collocations. Student A says the first part
of a collocation from Exercise 5a for Student B to
complete. Students then swap roles and continue
until all the collocations have been covered.
Ask students to look at the lists of crimes and
punishments. Then set a three-minute time limit
for students to decide what the punishment should
be for each crime.
Tell students they are going to discuss the ideas
they thought about in Exercise 6a. Before they
start speaking, ask them to look at the example
discussion and remind them of the language of
debate {In my opinion, I disagree, Can I make a
point here?). Students then work in groups of three
or four to discuss their ideas about punishment and
try to come to agreement.
Ask one student from each group to report back to
the class. Students then continue the discussion as
a whole-class activity, trying to come to agreement
about the right punishment for each crime.
Encourage them to defend their views and offer
justifications for them.
Books closed. Elicit hacker and hacking and write
the words on the board. Ask: Do you know any
stories about people who have hacked into the
websites o f famous or important organisations?
Students open their books at page 97 and describe
the picture. Then they read the text quickly to
find the crimes and punishments mentioned.
Check answers and explain banned (= not allowed
to do something). Ask students what they think
probation might mean, but don’t explain it at this
stage, as the word is covered in Exercise 7C.
Answer
hacking, prison, youth jail, banned from using
a com puter or mobile phone fo r tw o years,
com m unity service, probation, fines
1.27 Give students a minute to look through
the questions. Then play the recording for students
to read and listen. Students work alone to answer
the questions. They can compare answers in
pairs before a whole-class check. When checking
answers, ask students to refer to the parts of the
text which helped them find the answers.
 Answers
1 A teenage hacker was sentenced to 11
months in prison.
Omar and Tanvir are 18 years old.
Omar was getting C grades.
Omar changed his grades to A grades.
Michael Calce was 15 when he hacked
into Yahoo, CNN and eBay.
2 because more o f our personal inform ation
is online and is vulnerable to attack
3 Someone hacked into her m obile phone.
4 to change his grades
5 They were suspicious th a t his grades had
suddenly improved.
6 to show people how to protect themselves
against hackers
Read out the definitions. Remind students to think
©
of the part of speech (verb, noun, adjective) before
they search for the words. Students work in pairs to
find the words in the text.
Answers
1 targets 2 grades 3 suspicious
4 probation 5 regretted
Read out the tw o questions. Students work in small
groups of three or four to discuss them. Encourage
them to ask follow-up questions. Ask one member
from each group to report back to the class.
Culture Vulture
Ask students to read the information in
the box and discuss online safety with the
class, e.g. we can be safer online by learning
about the websites we use, only buying things
from websites we trust and asking ourselves if we
should give a particular website the information
it says it wants from us. Ask students some
follow-up questions, e.g. Do you think about
privacy or protecting your information when you
use the internet? Should websites be allowed to
have so much information about us?
O ptional activity
Students work in small groups of three or
four. Explain that it is their job to think of a
punishment for computer hackers. They cannot
send people to jail or fine them, they have to
think of a more interesting punishment that helps
society in some way. Give students three or four
minutes to think of their punishment. They then
report their idea to the class.
8 Grammar
wish and i f only
Books closed. Write regret on the board.
-
Explain that it refers to a feeling of sadness or
disappointment in the present at the thought
of something we did or didn’t do in the past. If
necessary, use L1 here.
Students open their books at page 98 and read the
examples. Focus on the three different structures
of the sentence that can follow the verb wish.
Students then use the examples to help them
complete the rules.
Ask students to look at the examples again. Go
through each of the rules in turn, encouraging
students to see the differences between the
sentences. Students are likely to confuse the three
forms introduced here and would benefit from lots
of extra practice of the three specific uses.
Answers
b present
h future
a past, can’t
Language note
Point out that w ish /if only cannot be used with
verbs in the present tense. I wish I were taller has
a present meaning, but the verb must be in the
past simple.
Check it out!
Ask students to look at the information in the
box. Point out that only is often stressed when
the phrase if only is used, emphasising the
feeling of regret.
8 Ask students to read the email to get a general
idea of the subject matter. Ask one or two
comprehension questions, e.g. Why is Lisa
depressed? (Celia told Jake that Lisa liked her.)
Complete the first gap as an example. Students
then work in pairs to complete the rest. Check
answers, asking students to explain their reason for
their choice of verb form.
Answers
1 were 2 would let 3 had come
4 hadn’t told 5 hadn’t gone
Unit 11 ( 9 3

Read out the example sentences. Students work in
pairs to complete them using one of the structures
with w ish/if only.
Weaker classes: Tell students to read each
sentence carefully and decide if they refer to the
past, or the present. They then think of which
structure they need to use.
Answers
1 he had a com puter in his room
2 his e-pals could speak Italian
3 he didn’t have flu
4 his parents would let him go out tonight
Ask students to look at the incomplete sentences.
Elicit the different wishes the sentences refer
to. Sentences 1-3 are wishes about the present,
sentence 4 is a wish about the past. Students then
work alone to complete them with their own ideas.
Ask different students to read out some of their
sentences to the class.
Optional activity
Tell students to think of the story of poor old
Jed. He is a brilliant computer programmer,
but unfortunately he hacked into government
websites and was arrested. Sentenced to five
years in prison, he now spends his days wishing
his life were different. Students work in pairs to
write sentences from Jed’s perspective, using
w ish /if only + past simple, would and past
perfect, e.g. I wish I had my freedom. I wish my
cellmate wouldn’t snore. I wish I hadn’t hacked
into the US Department o f Defense.
Interaction 11
<222> As an optional visual alternative to the audio
CD, this exercise is available on the DVD.
Apologising
3.28 Books closed. Write apologising on
the board. Ask: Can you think o f different ways o f
apologising in English? Write students’ ideas on
the board. Students then open their books at page
98 and describe the picture. Tell students they are
going to listen to Lara apologising to her teacher.
Play the recording. Students listen and answer
the questions.
94 ) Unit 11
A u d io s c rip t
La ra : Excuse me, Mr Jones, I want to apologise
for what I did.
M r Jo n e s : Right, Lara, you know that it's wrong to
copy w ork that isn't your own, don't you?
La ra : Yes, sir. It's just that I d idn't know how to
w rite the history essay, so I looked on the
internet for some help, and ...
M r Jo n e s : Go on.
La ra : And then I found an essay that was already
w ritten and exactly the same as what we
had to do and I was running out of tim e so
I copied it. I shouldn't have copied it, I'm
really sorry.
M r Jo n e s : OK, Lara, I accept your apology, as long as
it doesn't happen again.
La ra : Yes, Mr Jones. I realise it was wrong. It
w on't happen again.
M r Jo n e s : That's good, Lara, but I wish you hadn't
copied because I'm going to have to fail
this piece of work.
La ra : Oh no! My parents are going to go mad!
Couldn't you give me a pass mark,
sir, please?
M r Jo n e s : No, I'm afraid not, Lara. Plagiarism is
not acceptable.
Answers
She copied someone else’s work.
She did it because she didn’t know how to
w rite her essay.
He is going to fail Laura’s essay.
3.28 Play the recording again. Students
listen and complete the phrases. Check answers,
making sure that students understand each of the
phrases. You could focus on the intonation, as it is
particularly im portant when apologising that the
speaker sounds like they mean it!
Answers
1 w ant 2 w rong 3 have 4 really
5 your 6 doesn’t 7 was
8 again 9 good
Divide the class into Student A and B pairs. Student
A turns to page 120 and Student B turns to page
123. Read out the instructions and refer students
to Interaction 11 on the cover gatefold. Give them
a few minutes to read through the information.
Remind students that they need to sound as if
they are genuinely sorry when they apologise to
someone! Students work in pairs to prepare and
practise their conversations.
 i• • • • • i

Portfolio 11 Check it out!

Ask students to look at the information in
the box. Explain that a well-structured piece
A report
of writing allows the reader to find their way
Books closed. Write report on the board. Ask: Who through the text. W ithout such a structure, the
writes and reads reports? (politicians, teachers, text could be vague and confusing.
academics). Explain that a report investigates a
particular problem, examines different sides of it,
and makes recommendations as to ways to solve it. Explain that students are going to write a report.
Tell them to structure their reports, following
Students open their books at page 99 and look at
the example text. They must also include a title
the possible paragraph headings. Then they quickly
and headings for each of their paragraphs. Give
read through the report and discuss with their
students tw o minutes to read through the topics
partner which headings are most appropriate.
in the box and choose which one they would
like to write about. You could go through each
Answers
topic in turn and brainstorm some ideas which
1 W hat is this rep ort about?
students could then draw on in their writing. Give
2 Where can people find music online?
students 10-15 minutes to complete the writing
3 How do people swap music?
activity. M onitor and help with vocabulary as
4 W hat does the law say?
necessary. Alternatively, you could set this exercise
for homework.
Students read the report again. They then work in
Students work in pairs and read each other’s
pairs to answer the questions. Ask students to give
reports. Choose one person from each pair to
reasons for their answers.
report back to the class on whether they found
their partner’s report interesting and if they
Answers
thought the ideas were well organised.
1 formal
2 teachers, business people, students, etc.
3 In four paragraphs, one o f which
introduces the general idea o f the
report, tw o o f which deal w ith the
(1 Culture World: Singapore
main inform ation, and the last o f which
concludes the report.
Background information
Singapore
Ask students to look at the table. Before they
Singapore is an island country in Southeast
begin the exercise, make sure they understand the
Asia. Its long history of immigration has given
different types of phrase they are going to look
it a rich ethnic mix, giving it a distinctive fusion
for in the text. Students then work alone to find
of Indian, Chinese and Malaysian cultures.
the phrases in italics in the report and put them in
Colonised by the Portuguese, the Dutch and the
the correct place in the table. They can compare
British, Singapore became the most important
answers in pairs before a whole-class check.
commercial and naval centre in Southeast
Asia by the end of the nineteenth century. It
Answers declared full independence from British rule in
To begin the report and say w hat it does:
1965 and is now known for its relative peace
The aim o f this report, look at, explain,
and stability, its obsession with food, its luxury
suggest
shops and the opportunities it affords the
To give general inform ation: most of the
adventurous holidaymaker.
tim e, generally speaking, usually
To give reasons: Because of this, For
these reasons Books closed. Write Singapore on the board.
To give recommendations: I recommend that Brainstorm everything students know about the
country (e.g. location, culture, language, history)
and write their ideas on the board.

Students turn to page 100. Ask them to describe

the photographs. Then they read quickly
through the article and match the headings with
the paragraphs.

Unit 11 { 9 5
 Answers
1 Singapore is different 2 Crimes and fines
3 M outh-w atering dishes 4 Top attractions
Elicit or explain the meaning of some of the key
vocabulary from the article, e.g. cosmopolitan, rare,
crime rate, banned. Ask different students to read
out questions 1-8 and check that the meaning is
clear. Then students re-read the text to complete
the exercise.
b Read out the information about the exercise and
check that students understand what they have
to do. Ask: What is special/unique about your
country that makes it different from other countries?
Tell them they need to make their country sound
exciting to potential visitors! Students use the
article on Singapore to help them with their own.
Set a 15 minute time limit for this activity. M onitor
and help with vocabulary as necessary. If possible,
display students’ finished work on the wall.

Answers
1 63 2 Singlish 3 you may have to pay a
fine 4 food stalls 5 a fru it called durian
6 the Sentosa resort 7 on fo o t or by tram
8 10 days

Students work in pairs to find the words in the article.

Before students begin the exercise, invite them to
guess the words before they search for them in the
article. Remind students to scan the article to find
the part that will help them with their answers.

Answers
1 unique 2 pedestrian crossing
3 endless 4 resort

Read out the three questions and make sure

students understand them. Students then work in
pairs to discuss the questions. Set a four-minute
time limit for this activity. Ask a student from each
pair to report their answers to the class. With the
whole class discuss the positive and negative parts
of life in Singapore.

Your project
M y country
Ask students to look at the table. Show how the
notes contain only the im portant information,
rather than complete sentences. Students work in
groups of three or four to complete a table with
information for tourists visiting their country. They
discuss which attractions tourists should visit, as
well as things visitors should and shouldn’t do. If
you have access to the internet, groups can assign
different students to check the facts that students
have included in their table. Alternatively, this
exercise could be done for homework.
0 Moving on
Answers
Unit aims:
1 X Sheila Lord is 17. 2 / 3 X Her parents
Topic: Hopes and dreams w ant her to go to university. 4 X She wants
to be a journalist. 5 X He thinks it w ill be
G ram m ar
d ifficu lt 6 X It isn’t a com petition so people
would rather and would prefer,
can’t vote.
Third conditional
V ocabulary
Hopes and ambitions; Dependent Read out the definitions. Remind students to
prepositions brainstorm possible answers before they search for
the words in the text. Students then work in pairs
In te ra ctio n , Speaking and P ronunciation
to find the words in the text.
Speak: Talking about activities
Pronunciation'. Sentence stress
Answers
Interaction 12: Dealing with a problem
1 shape 2 goals 3 check o ut 4 top
Listening, Reading and P o rtfo lio
Read: The Year Dot project
Listen: Celebrating the end of the school year Students work in groups to answer the questions.
Portfolio 12: Record of achievement Set a three-minute time limit for this activity. Ask a
student from each group to report their answers to
Song
the class.
It A in ’t Over Till It ’s Over by Lenny Kravitz
Review 11 and 12
Optional activity
Students work in small groups of three or four
to design their own reality TV show for young
Read and listen people. This can take the form of a documentary
following participants as they do an activity, or
Books closed. Ask: What reality TV shows do you some kind of talent show. Encourage students to
like and dislike? What reality shows are on TV at be inventive and imaginative. Students think of
the moment? a name for their show and present their idea to
the class.
Students open their books at page 102 and look at
the pictures from the website. Ask: What do you
think the Aim High project is? Elicit some ideas,
then ask students to read the text quickly. Ask:
Would you like to take part in a project like this?
2) Grammar
E8B13.29 Pre-teach the following: highs and lows would rather and would prefer
(good times and bad times), participants (people
Read out the examples and explain that they all
who take p art in something), goals (ambitions). Ask
state a preference, i.e. the desire for one thing over
students to read through sentences 1 to 6. Play the
another. Ask concept check questions, e.g. Does
recording while students read and listen. Students
the person in sentence 1 want to go? (No.) What
complete the exercise. Tell them to correct the
does he/she want to do? (Stay at home.) Does the
wrong sentences. They can check answers in pairs
person in sentence 2 want to work for a newspaper?
before a whole-class check.
(No) What does he/she want to do? ( Work in
television.) Students then work in pairs to complete
the rules. When checking answers, ask students to
connect each of the uses to the examples.

unit 12 { 9 7 1 . . .

Answers
• in a specific situation
• w ith o u t
• w ith
• past
• than
Language note
Point out that 'would rather + someone + past’ is
a formal structure and in informal spoken contexts
other phrases may be preferred, e.g. we want you
to do your homework instead of we would rather
you did your homework.
Students work in pairs to complete the sentences
with prefer or rather. Complete the first sentence
as an example. Point out that rather is the correct
word because when prefer is used we need an
infinitive with to. Tell students to look carefully at
the form of each sentence, which will help them
choose the correct word to use to complete the
gaps. Give students time to compare their answers
in pairs before you do a class check.
Answers
1 rather 2 rather 3 prefer
4 rather 5 rather
© Read out the incomplete sentences. Students work
alone to complete them with their own ideas.
(3 Vocabulary
Hopes and ambitions
(.30 Tell students they are going to look
at words used when talking about hopes and
ambitions. Point out the example and tell students
they have to complete the example sentences
using the words in the box. Students work in pairs
to complete the exercise. Play the recording for
students to check their answers.
Answers
1 aim 2 am bition 3 goal 4 challenge
5 achieve 6 hope 7 expect
* • mm m m m« i
Check it out!
Ask students to look at the information in the
box. Elicit the different uses of wish that were
introduced in the previous unit (/ wish I had better
grades, I wish I could go on holiday). Compare
these, which refer to situations we can’t change,
with hope, which refers to a possible future event,
9 8 1 unit IE
e.g. I hope we win on Saturday, I hope I get an iPod
for Christmas.
Corpus examples for use of wish
1 I wish you will have a nice holiday.
Correct sentence: I hope you will have a nice
holiday.
2 I wish you like this present.
Correct sentence: I hope you like this present.
►• * * « 9 * * • i I * # • • • i
Ask students to look at sentences 1-5. Go through
the first sentence as an example. Point out that
challenge is the correct word because the sentence
refers to something that is very difficult to achieve.
Students work in pairs to complete the sentence.
When checking answers, ask students their reasons
for choosing the words they did.
Answers
1 a challenge 2 expect 3 hopes
4 achievement 5 challenging
Read out the questions. Students work in small
groups of three or four to answer them. Ask
one member from each group to report back to
the class.
O ptional activity
Divide the class into tw o teams. W ith books
closed, teams take turns to say a word from
Exercise 3a, which a member of the other team
has to spell. If the spelling is correct, their team
scores a point. If they make a mistake, the other
team can win the point by spelling the word
correctly. The team with the highest score at the
end is the winner.
'.41 Speak
Ask three students to read out the example
discussion. Put students into groups of three or
four and tell them to use the phrases in the circles
to have similar discussions about their preferences.
Tell students to use would rather and prefer in
their discussions. Give students tw o minutes for
this activity.
Read out the statements. Students work in
small groups of three or four to discuss them.
Encourage them to give reasons for their views.
Ask one student from each group to report back
to the class.

C
.
v) t Listen
13.31 Ask students if they celebrate the end of
the school year with their friends, or if their school
holds proms (see background information below.)
Tell them they are going to listen to three people
talking about the way they celebrated the end
of their school year. Ask students to look at the
pictures. Play the recording. Students match the
speakers with the pictures.
-
Background Information
School Prom
A prom is a formal party, often to celebrate the end
of school, to which students wear suits and formal
dresses. Proms are traditionally held in the US, but
they are becoming more popular in Britain, and are
also held in schools around the world.
A u d io s c rip t
E lle n : The Prom was the best night of my life! We'd
been planning and looking forward to it for
six months. What a great way to celebrate
the end of school. We had all bought
gorgeous new dresses and the boys wore
suits. It was funny to see my classmates
looking so smart. We w ent to the hotel by
limousine, had a delicious meal and then
there was a disco. The only bad thing was
the weather. It was a horrible evening, rainy
and windy. If the weather had been better
we would have had our photos taken in the
garden, but it d idn't really matter. The main
thing was just to be w ith all our friends
before we go our separate ways.
P a b lo : To celebrate finishing school we went on
a three-day trip to London. We had a vote
to decide on where to go and London won.
We visited all the typical places, Big Ben,
the Tower of London, you know, but we
also had tim e to just w alk in the parks and
go shopping. It was sunny the w hole time,
which was a nice surprise! We all practised
our English a little bit too, in shops and
cafes. In fact, if we'd visited London before
our final exam we probably could have
got better marks! The only bad thing that
happened was that I lost my camera! I left
it on the tour bus on the last day. If I hadn't
lost my camera, it would have been the
perfect trip!
M a rio : I remember it as if it were yesterday! Our
last exam was chemistry; it was really
difficult and lasted 2 hours! It was boiling
hot outside. My head was full of exams, and
football. As soon as we finished, Manoel,
Fernando and I ran to my fam ily's restaurant,
where we've got a huge TV. We got there
just in tim e to watch the match. If Brazil
had lost, we'd have had a terrible day,
as the chem istry exam had gone quite
badly. But by 6 o'clock we w eren't only
celebrating the end of school, we were
celebrating w inning the World Cup too!
How would you have felt if you had won
the World Cup? We were suddenly free
from school and champions of the w orld on
the same day!
Answers
AM BE C P
§ |3 .3 l Ask students to read questions 1-6. Play
the recording again. Students listen and answer the
questions. They can check answers in pairs before
a whole-class check.
Answers
1 dresses and suits 2 the weather was bad
3 three days 4 a camera 5 boiling hot
6 It was the end o f the exams and Brazil won
the World Cup.
© Read out the tw o questions. Students work in pairs
to answer them. Ask one student from each pair to
report to the class.
Culture Vulture
Ask students to read the information in
the box and discuss the questions with
the class. You could tell students that social
networking websites like Facebook are, in some
ways, an online extension of the basic principle
of a yearbook.
Optional activity
Students work in small groups of three or four to
design a school prom. They think of a venue, the
music, food and the clothes that students have
to wear. Ask one student from each group to tell
the class about their idea for a school prom.
6 Grammar
Third conditional
Elicit sentences in the two different conditional
forms students have studied, e.g. If I win the
match, I ’ll get a trophy. If I won the match, I ’d get
a trophy. Ask students to explain the difference
between the first and second conditional. Remind
 them that the first conditional sentence refers to a
future possibility, whereas the second conditional
sentence refers to an event that is improbable or
less likely.
Students read the examples. Work through the
rules with the whole class, matching examples with
the rules.
Answers
• didn’t happen
• past perfect
• didn’t
• did
• could
Check it out!
Ask students to look at the information in
the box. Make sure students understand that
we never use would in the //clause of third
conditional sentences.
Go through number 1 as an example. Students
then work in pairs to complete the rest of the
exercise. Encourage them to read the sentences
carefully and to use the rules in Exercise 6a to
help them.
Answers
1 Yes, No 2 No, No 3 Yes, No 4 Yes, Yes
Read out the example. Show how the first tw o
sentences are used to make one sentence in the
third conditional with the same meaning. Ask:
Did he drive slowly? (No.) Did the police stop
him ? (Yes.) Students then work in pairs to rewrite
the sentences.
Answers
2 stayed up late, I w ouldn’t have felt
exhausted the next day
3 had read his email carefully, she would
have seen his good news
4 hadn’t been late, they w ouldn’t have
missed the beginning o f the film
5 have taken a taxi if we had had enough
money
6 have seen Messi if they had waited fo r half
an hour outside the stadium
Read out the tw o questions. Students work in pairs
to ask and answer them. Ask one student from
each pair to report back to the class.
1 0 0 ) unit IE
Optional activity
Tell students they have had a terrible weekend
and have a lot of regrets about it. Give them
a few moments to think of their ideas, e.g. If I
hadn’t gone to that party, I would have finished
my homework. I wouldn’t have broken my leg If
I hadn’t played that football match. If I hadn’t
answered my phone, I wouldn’t have missed the
train home. Students then tell each other about
how terrible their weekend was.
? -r\
I / a
■ 'w r f i S
Pronunciation
As an optional visual alternative to the audio
CD, this exercise is available on the DVD.
Sentence stress
13 .32 Explain that not all words in an English
sentence are stressed, and that using the correct
stress pattern can make a student’s language sound
more natural. Ask students to look at sentences
1-4. Play the recording. Students decide which
words are stressed.
Answers
1 I’m really interested in learning about
technology.
2 He’s looking forw ard to starting university.
3 It’ll depend on his marks, b ut he wants to
be a doctor.
4 W hat do you th ink about the new series of
Aim H iah?
Ask students to look at their answers to Exercise
7a. Elicit which types of word are stressed, and
which are unstressed.
Answers
Stressed: nouns, adjectives, verbs
Unstressed: prepositions, pronouns,
conjunctions, articles
Students work in pairs to underline the stressed
words in the sentence. Tell them to practise saying
the sentence out loud to help them decide.
3.33 Play the recording. Students listen,
check their answers to Exercise 7c and repeat
the sentence.
Answers
It depends on the weather but I th ink I’ll
probably go to the beach at the weekend.
Vocabulary
Dependent prepositions
Explain that some verbs and adjectives are often
followed by a preposition, e.g. argue with, forget
about, wait for. Students work in pairs and decide
on the right preposition for each verb or adjective.
When checking answers, go through each of
the verbs and adjectives in turn, explaining their
meaning and offering an example sentence.
Answers
on: concentrate on, decide on, depend on,
keen on
in: make progress in, succeed in, interested in
at: bad at, good at
to: look forw ard to
1.34 Go through the first sentence as an
example. Tell students to focus on the preposition
in each sentence, to think of the possible verbs that
could fit the gap, and then to think about which
verb or adjective is most appropriate to the context
of the sentence. Students can work in pairs on
this exercise.
Answers
1 interested 2 succeed 3 bad
4 looking forw ard 5 concentrate 6 decide
7 making progress 8 depends
Read the questions to the class. Students work in
pairs to ask and answer the questions. Ask one
student from each pair to report back to the class.
Check it out!
Ask students to look at the information in the
box. Elicit a few more examples from the class,
e.g. I ’m looking forward to playing football at
the weekend.
O ptional activity
Students work in pairs. They say what they are
looking forward to doing this weekend, what
they hope to succeed in doing in the future,
what subjects they are making progress in, what
subjects they are really bad at and what they are
most interested in. Students then tell the class
tw o things they learnt about their partner.
I nteraction IE
<32E> As an optional visual alternative to the audio
CD, this exercise is available on the DVD.
Dealing w ith a problem
3.35 Ask students to think of the sorts of
things that can go wrong when planning a big
event like a party, e.g. guests don’t arrive, there
isn’t enough food, problems with the lights or
music. Write their ideas on the board. Tell students
they are going to listen to three friends discussing a
problem they have with the end-of-year party they
are organising. Play the recording. Students listen
and answer the questions.
A u d io s c rip t
P e te r: You're not going to believe this, but there's
a bit of a problem w ith the band for the
party. The lead singer has just phoned me
and tw o members of the group are ill.
They've cancelled!
C arlos: What? You mean, we're not going to have
'The Marquis' at the party?
P e te r: Yes, that's exactly w hat I mean.
R o s a: You're joking, aren't you?
P e te r: I wish I was! He said they're sorry and
th e y'll return the deposit we paid.
C arlos: But that's no good! I told you so! I knew
there was going to be a problem w ith that
band!
R o s a: Oh, I feel terrible. I mean, if we hadn't
chosen that band, this w ouldn't have
happened. It was my idea to have
'The Marquis'.
P e te r: Don't worry. It's not your fault at all.
R o s a: So, what are we going to do now?
P e te r: Well, let's think positive. W e'll sort this out.
Carlos, isn't your cousin in a band?
Carlos: Yes he is, but they're just starting out.
P e te r: Are they any good?
Carlos: They're actually really good. I went to
see them play last week and I was really
impressed.
R o s a: Cool! That m ight work.
P e te r: Carlos, could you give your cousin a call
and see if his band is free on Friday night?
C arlos: Sure. You know, I think this is going to work
out OK.
P e te r: Let's hope so.
Answers
The band th a t was supposed to play at the
party has cancelled.
Carlos is going to ask his cousin if his band
would like to play at the party.
 I.3S Go through the expressions in the box,
making sure students understand how they are
used. Play the recording again. Students listen and
tick the expressions they hear.
Answers
You’re not going to believe this.
There’s a b it o f a problem w ith ...
It’s (not) your fault.
I told you so!
So, w hat are we going to do now?
That m ight work.
. * ■•.
Divide the class into Student A and B pairs. Student
A turns to page 120 and Student B turns to page
123. Read out the instructions and refer students
to Interaction 12 on the cover gatefold. Give them
a few minutes to read through the information.
Students work in pairs to prepare and practise
their conversations.
Portfolio IE
A re c o rd o f a c h ie v e m e n t
Ask: Why is it a good idea to keep a record o f the
way your studies develop? Elicit or introduce the
idea of focusing on what you find difficult, assessing
how much you have learnt, and identifying areas
of special interest. Ask students to look at Anita’s
record of achievement. They then work in pairs to
answer the questions.
Answers
1 speaking, understanding lyrics
2 organise her tim e better, do more
homework
3 in general yes, she passed all her subjects
and feels she has improved
4 to do more homework
Students look through the record of achievement
again and pick out examples of the different items
in the list. Before they begin, you could do the first
one as an example. Students can compare answers
in pairs before a whole-class check.
Possible answers
1 liked, enjoyed 2 I’ve just found out
3 I could have made better progress if I’d
worked a little b it harder 4 I w ill try to
organise 5 I can sometimes understand,
at the beginning o f the course I couldn’t do
th a t 6 depends on, confident at
102) unit 12
Explain that students are going to write their
own record of achievement. Tell them to use
different tenses and to follow the model on page
107. Give students 10-15 minutes to complete
this activity. M onitor and help with vocabulary as
necessary. Alternatively, this exercise could be set
for homework.
Students work in pairs and read each other’s record
of achievement. They then offer each other advice
as to ways they can improve their English and
learn more.
1 Song
I t A i n ’t O v e r ’ T i l I t ’ s O v e r
1.36 Ask students to describe the pictures
on page 108. Then play the beginning of the song.
Students listen, order the lines 1-4 and circle the
phrase which best describes what the song is
about. Make sure students understand that the
verb waste refers to using time badly.
Answers
1 Here we are, still together
2 We are o n e ...
3 So much tim e, wasted
4 Playing games w ith love
The song is about being in love
3.37 Play the recording of the next part of the
song. Students complete the lines using the words
in the box. They can compare answers in pairs
before a whole-class check.
Answers
cried
pain
over
tried
alive
over
s.3S Play the next part of the song. Students
listen and choose the correct words.
Answers
times
give
worked
fears
in love
3.39 Read out the sentences and discuss the
questions with the whole class. For questions 1 and
2 encourage students to refer to specific lyrics in
the song when giving their answers.
 Answers Background information \

1 yes Snoop Dogg

2 B
3 Yogi Berra produced his famous phrase in
the context o f a baseball season, and he
m eant th a t things can still change right
up until the very last mom ent. In a more
general sense, the quote warns against
assuming th a t you know the outcome of
an event before it has finished.
(2 ) Sound check
a Tell students that informal language such as
contractions are commonly used in songs.
Before students begin the exercise, ask them to
brainstorm some contractions. Write their ideas on
the board. They then work in pairs to match the
contractions to the full forms.
Answers
’cause - because, ’til - until, ain’t - is not
b Allow students time to prepare their ideas
b E513.4Q Play the recording. Students then work
in pairs to discuss the questions. Point out that for
questions 2 and 3 students are free to give their
own opinion.
Snoop Dogg is the stage name of Cardozo Calvin
Broadus, an American rapper. As well as selling
millions of albums, he also appeared in many
films including Training Day and Starksy & Hutch.
Spice Girls
The Spice Girls were a British pop group formed
in 1994. They became hugely successful and
were one of the first popular ‘teen pop’ bands.
The Verve
The Verve were a British rock band. Formed
in Wigan in the northwest of England in 1990
they became very popular in 1997 w ith their
third album Urban Hymns. Lead singer Richard
Ashcroft has recorded several solo albums away
from the band.
Mariah Carey
Mariah Carey is an American R&B singer and
songwriter. She has been hugely successful, and
has sold over 200 million albums, singles and
videos worldwide.
V J
individually before they compare and discuss with
a partner. Ask one student from each pair to report
back to the class. See which style of music is most
popular with the class by having a class vote.

Answers
1 11
2 We use contractions in songs to help the
beat, flow and rhythm of a line. We also
use them as they more accurately reflect
the informal ways we talk w ith friends and
loved ones.

(3 ) Musical notes
The 1990s
a S03.41 Ask students to read through the
information about the 1990s.

Then ask: What do you know about music from the

1990s? Elicit the names of some bands, singers,
albums or popular styles. Play the recording.
Students listen and match the music with
the pictures.

Answers
1 Rap
2 Alternate rock
3 Pop
4 R&B

unit 12 (103).
 Review 0 and ©
15 Grammar
1 teaches ICT at school
2 do most bank robberies take place
3 w ent to the concert last night
4 did the thieves steal from the museum
5 updates her social netw orking site every day
6 did Harry organise to celebrate the end of the
school year
1 wishes she could dance
2 only Adi had revised fo r his exams
3 wishes she had long hair
4 only Manuel and Gabi lived by the sea
5 wishes her dad didn’t smoke
6 wishes he could go out during the w e e k/
on Tuesday
Correct it!
1 I wish I could find my pen.
2 One night she decided to steal the painting.
3 The most common age for a person to
commit a crime is between 16 and 22.
4 I ’d rather listen to music than play games on
the computer.
5 I would prefer to stay in the Abrahams hotel.
6 I hope you can come to my birthday party
next week.
7 I didn’t expect to get the first prize.
8 We are looking forward to hearing from
you soon.
9 But it depends on where you live.
10 I am very interested in becoming part of
this project.

1 hadn’t cheated ... have got 2 had chosen ...

have hacked 3 would have gone ... had been
4 would have had ... had 5 hadn’t lo s t... have
gone 6 have gone ... had

1 have ham and pineapple 2 m et at 7 o’clock

3 to watch the movie channel 4 to go into town
or stay at home 5 you w ent to university
6 to study Italian

1 I hadn’t gone to the party

2 I didn’t have to get a job this summer
3 w ouldn’t have ... they had known it was
4 passed her exams if she had revised more
5 to do his homework on the com puter
6 you didn’t tell her the secret

2j Vocabulary
Across: 1 shoplifter 4 burgle 5 hack
8 plagiarism

Down: 2 identity th e ft 3 steal 4 bank robber

6 vandal 7 piracy

b 1 com m it
2 suspect
3 charge
4 go
5 sentence
6 fine
7 service
8 record

C 1 aim 2 expect 3 achieve

4 am bition 5 challenge 6 hope

d 1 on 2 in 3 in 4 at 5 on 6 to 7 on

1041 unit IE

T ) Speaking
Check students understand the words and
phrases in the box. Pay particular attention to fun,
reminding students that it is not the same as funny.
Students then work alone to order the qualities of a
good friend in order of importance.
Students work in pairs to discuss their ideas about
which qualities for a good friend they think are the
most important.
Read out the questions. Check students’
understanding of the phrasal verbs fall out with
(have an argument with) and make up with (become
friendly again). Students discuss the questions
in their pairs. Encourage them to ask follow-up
questions, e.g. Which friend did you tell how
important he/she is to you? Why did you fall out
with your friend?
2} Reading
Background inform ation
Purple Ronnie
Purple Ronnie is a character created by British
poet Giles Andreae. The character is very well
known in Britain as he features in greetings
cards. The cards include drawings, as well as
sentimental poems.
You may like to start this activity by telling the class
3 H e le n
about any poems or quotes about friendship which
you know and like. Ask: Do you know any poems
or quotes about friendship? Write students’ ideas
on the board. Discuss with the whole class where
the poems and the quotes featured in the exercise
would be found.
Suggested answers
In birthday cards, on a quotes website, in a
book o f poetry
Read out questions 1-5. Check students’
understanding of ‘average’ friend (not a close or
special friend). Students work alone to complete
the exercise. They can compare answers in pairs
before a whole-class check.
Answers
1 A 2 C 3 B 4 F 5 E
Ask students to read through statements 1-6.
Explain the exercise. Students then work in pairs to
complete it. When checking answers, ask students
to read out the part of the poem or quote which
helped them decide their answer.
Answers
1 X 2 /
Read out the definitions. Tell students to look for
the words in context in the poems and quotes.
Remind them to take note of the type of word
(verb, noun, adjective etc) before they look for it.
Students can compare answers in pairs before a
whole-class check.
Answers
1 B 2 D 3 A 4 E 5 C 6 F
Students read through the poems and quotes
again. They then work in pairs to say which ones
they prefer and why. With the whole class discuss
which poem or quote is the most popular.
3} Listening
13 .4 2 Ask three students to read out the
-
sentences. Play the recording of three people
talking about their best friends. Students listen and
match the opinions with the speakers. Then go
through the answers with the class.
A u d io s c rip t
I: Could you tell me a bit about one of your best friends?
H: My best friend is Holly, her name's Holly, she lives just
round the corner from me. We've been friends since
we were eight years old and we're now a little bit
older than that!
I: Why do you get on so well?
H : I suppose we get on w ell because we know each
other quite well so we know w hat's going on in each
other's lives. And we have lots of friends that are all
friends together.
I: Have you ever fallen out?
H : Yes, I think when we were still at school when she
was probably about ten and I was ten as w e ll... just
when we were ten we were just sometimes a bit
nasty to each other and silly and we'd have times of
not speaking to each other, but generally, no, we've
always been frie n d s ...
 H o re n ?
I: Could you tell me a bit about one of your best friends?
L: Yes, one of my best friends, his name is Richie, or
Richard. We've known each other since we were little
boys, basically, since we were, like, three ... three or four
years old, so we've known each other for a while now.
I: Why do you get on so well?
L: Oh, we just studied together, and we had activities
together, w e've been skiing to g e th e r... and we became
friends and we still have a relationship.
I: Have you ever fallen out?
I: Not properly, I mean he was a bit cross w ith me once
when I burnt his jacket on a fire ... it was a mistake
obviously. He had a bit of a go at me and everything
was alright afterwards, and we're still friends now and
we ring each o th e r... and we see each other every now
and then.
S im o n e
I: Can you tell me a bit about one of your best friends?
S: Yeah, my best friend's name is Ali, Alison, and she's
very, very funny, very scatty, that's why I like her so
much I think. She makes me laugh. And we've been
best friends since we were eleven years old.
I: Why do you get on so well?
S: I think w e've both got a silly sense of humour, and she
just makes me laugh w ith her ridiculous comments that
she makes sometimes, I don't know, she's just very
easy-going and laid-back and we just get on really well.
I: Have you ever fallen out?
S: We've never fallen out as adults. When we were
teenagers we had our little ridiculous teenage tiffs
about silly things, which lasted about five minutes and
that was it, so nothing serious, no.
Answers
1 Llorenq
2 Simone
3 Helen
b B1H3 .42 Play the recording again. Students listen
and write down the three questions that are asked.
Students also make notes about the responses to the
questions.
Answers
1 Can you tell me a b it about one o f your
best friends?
2 Why do you get on so well?
3 Have you ever fallen out?
Helen:
1 best friend, Holly
2 friends since they were eight
3 know each other well, lots o f friends in
common: have fallen o ut a few times.
Lloren?:
1 best friend, Richie
2 friends since they were three or four
3 studied and done activities together; fallen
out once, but not seriously.
Sim one:
1 best friend, Ali
2 friends since they were eleven
3 both have silly sense o f humour; fell out a
few times as teenagers, but not seriously.
;C Students work in pairs to compare the notes they
took in Exercise b. They then ask and answer the
three questions from the listening exercise.
( 4 ! Writing
a Ask students to look back at the poems and quotes
in Exercise 2. Go through some common features
(e.g. the simple language, the use of rhyme, the
sentimental emotions). Then tell students they
are going to write their own poem or quote about
friendship. Read out the different stages of the
activity and make sure students understand
what they have to do at each stage. If they do
this in class, monitor and help with vocabulary as
necessary. Alternatively, this writing task can be set
for homework.
b Students swap their poems or quotes with their
partner and decide what they think about them. If
anyone read a poem or a quote they really liked,
ask them to read it out to the class.
Online resources
There are lots of websites devoted to poems for
children, for example:
http://www.poetryarchive.org/childrensarchive/
home.do
http://www.funny-poems.co.uk/children
http://poetryzone.woodshed.co.uk/index2.htm
http://www.gigglepoetry.com
A ctivity
Students can look at one or more of the websites
and find a poem on the theme of friendship that
they would like to read out to the class.
Alternatively, you can prepare a worksheet about
poems to look for that students can work through,
e.g. find a poem about love, find a poem about
an animal, find a poem about school, find a poem
about family.

1} Speaking
■BSH Ask: Who are the most famous people in the world?
Elicit some famous names and write them on the
board. Students then work in pairs to think of
different ways of becoming famous.
Students discuss their ideas with another pair and
see who came up with more ways of becoming
famous. At this point students can tell each other
for what reason they would like to become famous.
(2 I Reading
Background information
Lily Allen
Lily Allen is a British singer who has had many hits,
including Smile, LDN and The Fear.
Arctic Monkeys
Arctic Monkeys are a British band who had great
success in 2006 with their first album Whatever
People Say I Am, That’s What I ’m Not. The band’s
m m first tw o singles went to number 1 in the UK.
Jack Johnson
Jack Johnson is an American singer-songwriter
famous for his melodic love songs. He has released
several albums and is known to be a family man.
Dandy Warhols
Dandy Warhols are an American band formed in
the early 1990s. They have released many albums
and their songs have featured in films and TV
programmes.
Students quickly read through the article to find
out how many of their ideas they discussed in
Exercise 1 are referred to.
Go through the questions with the class. Check
f : f -
JSi students understand the following vocabulary:
social networking sites, perform, publish, potential.
Students complete the exercise, making sure to
underline or highlight the part of the article that
helped them answer each of the questions.
i ffi l l
Check answers.
Answers
1 To promote themselves and stay in touch
w ith fans
2 cdbaby.com
SkillsHReal
3 www.efestivals.co.uk
4 via MySpace or Facebook
5 they have th eir tracks published in
videogames
6 remix an official track and send it to them
7 they can result in a chart listing and being
played on radio stations
8 CDs and stickers
Ask students to read through the definitions.
Students can try to do the matching exercise before
they look for the words in context in the article.
Check answers, asking students to refer to the part
of the text where the word or phrase can be found.
Answers 1 C 2 A 3 F 4 B 5 D 6 E
Students discuss the questions in pairs. Then ask
students to tell the class about their partner’s ideas.
3 Listening
a 13 .4 3 Read out the comments about music.
Remind students that to be into means to like or be
interested in. Play the recording of three people
talking about music. Students match the comments
to the speakers. Check answers.
A u d io s c rip t
D a vid
I: Is music im portant to you?
D: Well actually music is very im portant to me. For me
music is one of the greatest things mankind has ever
created, possibly along w ith art, but I think music is
even better.
I: Do you play music or sing yourself?
D: Well I don't sing because I don't have a really nice
voice but I have been playing the piano for ten years,
which I love, and the drums for nearly six years
now. For me, playing an instrum ent is a great way to
express yourself, to let people know how you feel.
I: Who are your favourite musicians?
D : In rock music, which I love, my favourite musicians
have to be Metallica, so m ainly big bands from the 80s.
A n d re a
I: Is music im portant to you?
A: Yeah of course, I usually listen to it before I go to bed
because it helps me get to sleep and I share it w ith all
my friends. Usually when I'm having lunch or dinner I
also put the TV on and put, you know, like, MTV or the
Top 40 to listen to the music that's on in the world.
I: Do you play music or sing yourself?
A : I sing for myself in my bedroom, usually when I'm
cleaning it, or when I'm in the shower. I put the radio
on and just sing along w ith the song.
I: Who are your favourite musicians?
 A: My favourite musicians would be justin Bieber,
Rihanna, David Guetta, Ke$ha... w ell, all those
singers that have pop and dance music. Also, I really
like Katy Perry and I w ent to her concert when she
came to Madrid.
Mick
I: Is music im portant to you?
M: Yeah, I'd say music is very im portant to me. I'm the
sort of person who's always got a song in my head,
always singing something to myself, something that I
can't sort of get out of my head, which I think drives
other people mad sometimes.
I: Do you play music or sing yourself?
M: I don't so much play, and I certainly don't sing in public
any more, but I did for a long time. I started playing the
piano when I was about sort of five or six, and when I
was a teenager I spent most of my tim e in bands. To be
honest, until about five or six years ago I was always
sort of in one or tw o or three bands at a time.
I: Who are your favourite musicians?
M: I'd say probably my favourite musician's David
Bowie. I think what I like about him is just the fact
that he does so many different types of music, and
everything's so different. Stevie Wonder I do like a lot,
certainly if I w ant cheering up, he sort o f ... probably
makes the music that makes me feel the happiest. He
just sounds more happy than anyone else ever does
when he's singing.
Answers
1 Andrea 2 M ick 3 David
b S 0 3 .4 3 Play the recording again. Students listen
and write down the three questions that are asked.
Students also make notes about the responses to
the questions.
Answers
1 Is music im p orta nt to you?
2 Do you play music or sing yourself?
3 Who are your favourite musicians?
David:
1 music very im portant to him
2 plays piano and drums
3 likes Metallica and big bands from the
1980s.
Andrea:
1 music im portant to her
2 sings along w ith songs on radio
3 likes Justin Bieber, Rihanna, David Guetta,
Ke$ha.
Mick:
1 very im p orta nt to him
2 plays the piano, used to sing a lot
3 likes David Bowie and Stevie Wonder
C Students work in pairs to compare the notes they
took in Exercise b. They then ask and answer the
three questions from the listening exercise.
(.4) Writing
Ask students to look at the article in Exercise 1
•)
again. Ask: How did Lily Allen and Arctic Monkeys
become successful? How did Jack Johnson use the
internet to start his music career? Students then
work with a partner to choose an idea from the box
or think of one of their own.
Students write 6-8 tips for how to do successfully
I
the activity they chose in Exercise 4a. Explain that
they must use imperatives or modals, e.g. If you
want to take brilliant photos, practise every day,
experiment with different types o f photograph. You
could read about famous photographers and learn
from them. Tell students to use headings for their
tips. They can use the examples in the article in
Exercise 1 to help them with this.
c Students swap their tips with another pair and
decide if they think the advice offered is useful or
not. Students then share with the class the best of
their tips on how to do something successfully.
Online resources
http://www.emusic.com
http://www.beatsdigital.com
http://www.songkick.com
http://w w w .last.fm
A ctivity
Divide the class into groups and tell them to pick
one of the following topics:
• a music fan site
• a website of a band
• a music social networking site
Ask the groups to do research on English-language
websites in their topic area and to choose an
example of a good site and one which is not
so good. Ask them to print out the home page
(or another typical page). Groups present their
findings to the class and give reasons for the
judgements they have made. They then say how
they would improve the site they didn’t like.
SkillsHReal
..
( i j Speaking
Ask: Do you know the names o f any world-famous
museums? Write students’ ideas on the board. Find
out if anyone in the class has been to museums
like the Tate Modern, the Louvre or the Prado and
ask them to briefly describe their experience. Then
read out the questions. Students work in pairs to
ask and answer them. Ask one student from each
pair to tell the class about their partner.
2 } Reading
Background information
Pop art
Pop art is a movement in the visual arts which
began in the UK and the US in the 1950s. With
its use of brand names and everyday objects it
attempted to find a way to represent consumerism
and the growing significance of marketing and
advertising. Known for its irony and mockery, Pop
art is most closely associated with the work of
Andy Warhol and Roy Lichtenstein.
Ask students to quickly read the introduction to
the article to find out what the Pop Life exhibition
is about. When checking the answer, ask students
to read out the part of the introduction which gave
them the answer.
Answers
The exhibition is about the relationship
between commerce and art.
Students work alone to read the article and
complete the matching exercise. They can compare
answers in pairs before a whole-class check. With
weaker classes, you may like to go through an
example before students begin the exercise.
Answers
1 Kayleigh Doughty
2 Andy Warhol
3 Takashi Murakami
4 Tracey Emin
5 Keith Haring
SkillsHReal
Give students a minute to read through the
sentences. Check their understanding of
inspired by. Students can work alone or in pairs
to complete the exercise. Encourage them to
underline or highlight the parts of the text which
helped them answer each of the questions.
Answers
1 / 2 X 3 X 4 / 5 -
Read out the words. Students search for them
in the article and use the context the words are
used in to help them decide the correct meaning.
Check answers.
Answers
1 C 2 B 3F 4E 5 A 6 D
Students discuss the questions in pairs. Encourage
them to explain their ideas as fully as possible.
Then ask students to tell the class about their
partner’s ideas.
Listening
E l l 3 .4 4 Read out the sentences. Play the
recording of three people talking about museum
exhibitions. Students listen and match the opinions
with the speakers. Then go through the answers
with the class.
A u d io s c rip t
K ristin
I: Are there any good museums where you live?
K: Well, I've lived a lot of places so I have a lot of really
good museums that I like. When I was little I lived in
Denver, Colorado, which is in the United States, and
we had a museum of Colorado history that was all
about cowboys and Indians and the pioneers. I just
loved that when I was a kid. But my favourite one
is the World Museum in Liverpool. They just do such
a great job w ith the dinosaurs and they have a really
nice aquarium and it's lots of fun.
I: Do you have any favourite types of museums?
K: I have to say I don't really like art museums, I really
like history museums. I love to see, like, the animals
and I like to learn about different cultures.
I: Can you tell me about an exhibition you w ent to that
you really liked?
K: I w ent to an exhibition recently at the British
Museum about the Egyptian Book of the Dead. They
did such a great job, they made the whole thing
like a tomb that you walked through and it was also
really educational.

Seam u s
I: Are there any good museums where you live?
S: Yeah, there are some good museums, there's a science
museum and a history museum, but I think where I
live it's more famous for art galleries, to be honest.
I: Do you have any favourite types of museums?
S: I love history museums. There's a very good history
museum in Dublin, in the National Museum of Ireland,
and I love the British Museum, where you can go and
see the mummies, that's my favourite part of that
museum.
I: Can you tell me about an exhibition you w ent to that
you really liked?
S: Well, an exhibition that I w ent to that was really good
was an exhibition that was on in the museum in my
favourite football team's stadium, Athletico de Madrid,
and there you could see the trophies that the teams
had won and that was very interesting and I really
liked it.
Sarah
I: Are there any good museums where you live?
S: Yes, I live in Bristol and there is a really good museum
in Bristol called A t B ris to l and it's a sort of science
(4.5
museum w ith a planetarium in it as w ell, and it's
absolutely fantastic.
I: Do you have any favourite types of museums?
S: I think I love museums where lots of the exhibits
are interactive, they're called 'hands on' museums.
Because it's one of the best ways to learn about
things. So I think anything that you can join in and
experience is fantastic.
I: Can you tell me about an exhibition you went to that
you really liked?
S: I think probably one of the things that I liked the most
is going to Madame Tussauds in London because it's a
lot of fun, wandering around and seeing waxworks of
famous people and the waxworks are so realistic that
it's very, very good fun. And you can just have your
photo taken w ith lots of famous people and people
believe you've met them!
Answers
1 Kristin 2 Sarah 3 Seamus
b Play the recording again. Students listen
S i l 3 .4 4
and write down the three questions that are asked.
Students also make notes about the responses to
the questions.
Answ ers
1 Are there any good museums where you
live?
2 Do you have any favourite types of
museums?
3 Can you tell me about an exhibition that
you w ent to th a t you really liked?
__ Li._______
Kristin:
1 There were good museums in Denver and
Liverpool
2 She likes history museums.
3 She w ent to the British Museum’s Egyptian
Book of the Dead exhibition.
Seamus:
1 In M adrid there are lots of a rt museums.
2 He likes history museums.
3 He w ent to a football exhibition.
Sarah:
1 In Bristol th ere ’s a good science museum.
2 She likes interactive museums.
3 She w ent to Madame Tussaud’s.
C Students work in pairs to compare the notes they
took in Exercise b. They then ask and answer the
three questions from the listening exercise.
Writing
a Read out the instruction. Point out that the
exhibition students choose to write about must be
current. If students do not know which exhibitions
are taking place in their city or country, they can
do some research on the internet. Remind students
that for their description of the exhibition (its
themes, what you can see, the venue, the artists)
they should use the present simple tense. Elicit
some phrases that they can use, for example:
The exhibition is a b o u t...
The artist(s) is/are called and is/are from ...
The exhibition is on a t ...
The exhibition will be on u n t i l ...
b? Students swap their reviews in a small group
and discuss the different exhibitions that have
been w ritten about. They decide which of the
exhibitions they’d most like to go to and report
back to the class.
Online resources
http://w w w .tate.org.uk/m odem
http://www.britishm useum.org
http://www.m om a.org
http://www.guggenheim.org
A ctivity
Ask students to use the internet to search for
exhibitions on in London or New York. They decide
which exhibition they would most like to see and
why. They write a brief description of the exhibition
and present their information to the class. The class
then decides which of the exhibitions it would most
like to go to.
Workbook Answers
1 villages 2 sandwiches
Unit 1 Get up and go! 3 M ax’s sunglasses 4 exercises
5 washes 6 messages
Vocabulary
a 1 B 2 A 3 A 4 B 5B 6 A 7 B 8A 7 Listen
b 1 Stretching 2 warm up 3 energetic a Adam: A, D, E, F Carla: B, E
4 fit 5 train 6 w ork out
b Adam
1V 2 V 3 A 4 A 5V 6 V 7 A 8A Monday: running, basketball training;
Tuesday: running; Wednesday: running;
Grammar Thursday: judo class; Friday: running,
a 1 E 2 G 3 H 4 C 5 A 6 F 7 B 8 D basketball match
Carla
b 1 closes2 We’ve lived 3 is doing Monday: cycling; Tuesday: [none];
4 have you been 5 is he going Wednesday: dance class, cycling; Thursday:
6 haven’t spoken 7 wants cycling; Friday: cycling, rehearsal -
1 a re ...d o in g 2 ’m watching practising dance routines
3 Have ... seen 4 don’t know
5 ’s wearing 6 love 7 ’ve listened
8 don’t speak 9 Is ...singing 10 th ink Quiz l
Read 1 Brazil
2 aV b N c N d V
a B, C
3 A
1 / 2 X3 / 4 X 5 * 6 X 4 judo, capoeira
5 energetic, flexible, class
:4 Grammar 6 Jack hasn’t done athletics before but he wants
a 1 B 2 C3B 4A 5A 6 C 7 A to learn and he’s training hard now.
8 C 9 B 7 a took, taken
b became, become
1 you were were you 2 was losing lost
c got, got
3 ttseduse 4 to ok was taking
5 wasn’t used didn’t use 8 makes, didn’t use to eat / didn’t eat, got, were
6 w eren’t understanding didn’t understand travelling
7 was having had 9 w ith, into
8 th e film began did the film begin 10 manages, catches, offices

Help yourself!
1 didn’t, wasn’t 2 Have, don’t 3 is,Does Unit £ Waste not, want not
4 Did, were 5 are, haven’t
1 Vocabulary
5 } Vocabulary
a 2 washing machine I 3 microwave C
a | 1 get ...w ith 2 get out of 3 get on
4 hairdryer F 5 vacuum cleaner E
4 get through 5 get into 6 g e t... across
6 freezer J 7 food processor B
1 to get ready 2 get some new trainers 8 dishwasher A 9 electric razor H
3 gets to Liverpool 4 got 85% 10 tum ble dryer D
5 got home 6 getting cold
2 A washing machine is used for cleaning
clothes.
6 } Pronunciation
3 A microwave is used for cooking food.
a | 1 glass 2 web page 3 sandwiches 4 A hairdryer is used for to dry hair.
4 Louise’s 5 noise 6 stretches
5 A vacuum cleaner is used for cleaning
7 practise 8 finishes 9 changes the floor.
10 relaxes
6 A freezer is used to keep food very cold.

Workbook Answers
 7 A food processor is used for preparing 6 Grammar
food.
1 ’ve been playing 2 ’s been driving
8 A dishwasher is used for cleaning plates,
3 ’s been raining 4 ’ve been sitting
cutlery, etc.
5 ’s been w orking 6 ’ve been w riting
9 An electric razor is used for removing hair.
10 A tum ble dryer is used to dry clothes. 1 haven’t been waiting
b
2 have ... been doing, ’ve been studying
Help yourself 3 haven’t been practising
1 printer 2 cooker 3 mixer 4 calculator 4 Have ... been watching, ’ve been enjoying
5 speaker 6 radiator
5 has ... been learning, ’s been having

Grammar 7 ) Read
a 2 Have you finished your hom ework yet?
3 I’ve already heard this song.
3 2
b 1 B 2B 3 A 4B 5 C
4 Robbie has already repaired his motorbike.
5 We haven’t had lunch yet.
6 I’ve just put the plates in the dishwasher.
7 Has Isobel booked her fligh t to Athens yet?
Quiz 5
1 The WEEE Man
b 2 He’s just missed the train.
2 25
3 We’ve already been here for 40 minutes!
3 dishwasher
4 You haven’t given us the menu yet.
4 electric razor, tum ble dryer, vacuum cleaner,
5 I haven’t seen it yet.
washing machine
6 I’ve already seen it twice.
5 1 just 2 yet 3 already
7 Have you told Sofia about the concert yet?
6 b
8 No, she’s just got home.
7 1 B 2 C 3 A
9 I haven’t spoken to her yet.
8 for

Pronunciation 9 Has he just been swimming?

Yes, he has.
fjt|ness in | spire re|cent m ejtal
10 1 B 2D 3 A 4 C
esjcaped je|vel r e jlaxed

b ex|jjen|sive d is|a |ppear sun|glass|es

de|vej|op o |v e r|weight en|er|gy Unit 3 Forces of nature
d i|re c |to r f|e x|i|b le m ill|io n |aire

in |tro |d u c |tio n d e f|in |ite ly e |le c|tric |a l : 1 ;■ Vocabulary

su|per|m o|del te ch |n o j|o |g y heJ|i|cop|ter a 1 flood 2 tsunami 3 eruption
dis|a| p p o in tjed in|teN |i|gent 4 earthquake 5 drought 6 avalanche
in|d e |p e n |d e n t 7 heat wave
Anagram: hurricane
Listen
b 1 drought 2 avalanche 3 flood
A, B, C, G, H
4 tsunami 5 earthquake 6 heat wave
b 1 flo or 2 supermarket 3 freezer 7 hurricane 8 (volcanic) eruption
4 drinks 5 cake 6 cooked/finished
7 shirt 8 dryer Help yourself
1 d 2 c 3 f 4 e 5 A 6 B
Vocabulary
2 ;■ Grammar
1 over- 2 Pre- 3 under- 4 re- 5 under-
0 a 1 I’m going to 2 I’ll 3 I’ll 4 I’m not going to
6 re- 7 over- 8 pre-
5 are you going to 6 w on’t
1 reta king recharging
b
2 underground under-age b 1 ’II like 2 w on’t have 3 ’s going to land
3 superpow er supermodel 4 are ... going to do 5 aren’t going to win.
4 overpaid overslept 5 reuse replay 6 ’II be
6 under-age underground C 1 is going 2 ‘II 3 w ill it 4 w ill
5 aren’t going 6 not going 7 it going
8 w ill 9 I’ll 10 I’ll

Workbook Answers
 9 at half past six, in the evening, on Wednesday,
3 } Read
tom orrow morning
a 1 C 2 D 3 A 4 B 10 a cool b wood c flood
b 1 X The Tambora eruption was the worst.
2 /
3 X Tambora w ill definitely erupt again. Unit H Friends Hever
4 /
: 1 : Vocabulary
5 X Expert are checking volcanoes in the
Pacific Ring o f Fire. * 2 I was really cross w ith her. E
6 / 3 She’s having an argument w ith her
boyfriend. B
: 4 } Vocabulary 4 They’ve made up w ith each other. A
a 1 anorak, fleece 5 Hannah has fallen out w ith Eduardo. F
2 insect repellent, sun cream 6 Sam let us down. D
3 goggles, w etsuit 4 rucksack
b l e t r t u p 2 get made 3 m on
5 sleeping bag 6 torch 7 walking boots
4 about on 5 make have 6 up down
b 1 walking boots 2 goggles 3 torch
4 rucksack 5 insect repellent Help yourself
6 sleeping bag 7 sun cream 8 w etsuit 1 drop in 2 get together 3 h it it off
4 count on 5 ran into 6 come over
5 ; Grammar
2 Listen
a 1 E 2 D 3 F 4 C 5A 6 B
a 1 B 2 C 3 A
C 1 w i ll ... be doing2 w on’t be sitting
3 ’II be surfing 4 w ill be shining b 1 aX b / c -
5 ’II be riding 6 ’I I ... be getting 2a x b X d /
7 ’II be looking 8 w on’t be thinking 3 a / b X c -

: 6 } Pronunciation ■:3 ; Grammar

a 1 /u :/ 2 /u / 3 /u / 4 /u : / 5 /u : / a 1 B 2 D 3 H 4 G 5 A 6 C 7 F 8 E
6 /u / 7 /u :/ 8 /u /
b 1 when, gets 2 if, doesn’t rain
b boot, school, flew, June, tooth, through, 3 w on’t be, unless 4 as soon as, finishes
shoe, blue, fru it, cool, lose, group 5 If, are 6 as soon as (or when), arrive
7 when, leaves 8 Unless, ’II have
: 7 : Listen
. A
4 } Vocabulary

b 1 a sunny b rainy 1 2 3 4 5 6 7 8 9 10
2 anorak, w aterproof trousers, warm jumpers s Y H E L P F U M A
3 Because the river comes down from the
mountains.
11 12 13 14 15 16 17 18 19 20
4 the tent
I R D 0 T G N B C K
5 a torch, some insect repellent
6 Jessica
’s
2Y

Quiz 3 3H 4e 8L 6P F *U 3L ’M
1°A 6P 7F
1 Australian
"I ‘P ’M ,0A 8U
2 monsoon
3 tornado
12R 'u ” D 4e 0 ”0 8u ,5t ‘g 0 "1 "N ,SG
4 hurricane, drought, tsunami ,bb 5L ,4o 3H
5 a is getting b w on’t work '°A "I 43D 4e
6 goggles, wetsuit ” c 3h ’“A 15T 15T 2Y ,5t
7 a sack bag b eream repellent c bags boots >K
4E "1
8 W ill you be staying, w on’t be travelling
,9c 3 H 4e 4e 20K 2Y

l/Uorkbook Answers
 b 1 chatty 2 polite 3 fun 4 outgoing
5 laid-back 6 sympathetic 7 cheeky
Unit 5 Top of the class
8 moody 1 : Vocabulary
c 1 laid-back 2 polite 3 chatty
1C 2H E A T
4 outgoing 5 sympathetic
6 helpful 7 rude 8 cheeky I 3R
G 4C 0 M E T 0 5P
Pronunciation H T A
a 1 P 2F 3 F 4 P 6t E R M 7F A S
A A K S
b 1 / 2/ 4 /
8R E V I S E
Grammar K L

a 1 ’II be 2 doesn’t call3 w eren’t b 1 in, o ff 2 retake 3 revise 4high

4 would ... do 5 ’dcome 6 w ill respect 5 in
7 met
Grammar
1 If the bus doesn’t come soon, we’ll be late.
b
2 This pizza would taste better if it had more a 1 can’t 2 don’t let 3 allowed 4 let
cheese on it. 5 wasn’t 6 can 7 is 8 lets
3 If I could ride, I’d go w ith them. b 1 Do 2 can 3 allowed 4 can’t 5 Can
4 If you use this, the mosquitoes w on’t bite 6 me 7 to 8 couldn’t 9 be
you.
5 W hat w ill we do if it rains? 3 : Listen
6 If he didn’t get on well w ith children, he a smoking, cheating, phones, uniform,
w ouldn’t be such a good teacher. accessories, hairstyles

Read b 1 phones 2 black 3 skirts 4 belt

5 sunglasses 6 long
a B

b 1 A 2 A 3 C 4 C 5 B 6 C Vocabulary
a Verbs: remind, remember, memorise
Nouns: memory, mind
QuizH 1 mem ories memorise
b
1 He m et him on YouTube. 2 remember remind 3 m ind memory
2 British Academy o f Film and Television Arts 4 w ith my by 5 b ringing to bring
3 Tim used to get on well w ith Matthew, but they 6 rem ind mind
had an argument and fell o u t w ith each other
three weeks ago.
5 : Grammar
4 up, down 1 c 2 e 3 f 4 d 5a 6b
5 I’ll, I 1 were recorded 2 isn’t ... played
b
6 We’ll go to the concert unless the tickets are too 3 w a s ... w ritte n 4 have ... built
expensive. 5 are made 6 be given
7 annoyed, cross, angry 7 can’t ... repaired
8 1 C 2 B 3 A
1 was; He/She was born on [date] / in
9 If Carlo doesn’t find his key, he w on’t be able to [year],
get inside.
2 are; They’re sold in /a t [shop],
10 1 would go 2 wasn’t 3 gets 4 ’II go
3 was; It was made in [place].
4 Has; No, it hasn’t / Yes it has. It was
shown on [day],

1 The museum was damaged by a fire

2 the building can’t be used
3 the work w ill be finished
4 This popular festival is held
5 over 3,000 tickets have already been sold
6 Information can be found

Workbook Answers
 Help yourself Help yourself
2 is it 3 were they 4 has it 5 can’t they 1 This track soundsfgreatjwhen you plav it(1
6 w ill it through your headphones.
2 The band w ill belunhappvlif they don’t perform
6 } Pronunciation (^ej))
a 1 b it 2 hate 3 hope 4 plan 5 hide 3 T heir|first|album was recorded(ijve)at a concert
6 cute 7 rode and it was|brilliant.|
4 I (^efiniteiy)think the judges w ill give top marks
b 1 file 2 mate 3 note 4 smoke
to thejBrazi Iianl dancer.
8 taste 9 wide

2 : Grammar
7 : Read
1 ’d /h a d ... seen 2 had begun
School improvements 3 Arts Marathon 2
3 hadn’t heard 4 Had ... had
Winners! 1
5 hadn’t landed 6 ’d /ha d been
1 Alan Firth 2 Austria 7 ’d /ha d ... eaten 8 Had ... studied
3 a Music Technology Room 4 Hamlet
1 had burnt the meat
5 Tracy Cooper 6 exam results
2 had missed his train
7 £2,300 8 a dance studio
3 had broken her glasses
4 hadn’t passed my Science test
5 had had an argument w ith his friend
Quiz 5 6 hadn’t rung her
1 three triangles, one square, one circle, one oval, 1 jtist-had had just 2 spoke spoken
tw o rectangles 3 dtdft-’t f ly hadn’t flown 4 le ft had left
2 in, in, off 5 had come came
3 revise, fail 6 were th ey had they been
4 Do your teachers let you wear earrings?
No, they don’t. We aren’t allowed to wear any 3 } Vocabulary
jewellery. a 1 a rt 2 media 3 fashion 4 audience
5 Dustin Reader 5 money 6 reality 7 natural 8 world
6 the letters m, e, m 9 star
7 remind, learn, heart, forget Anagram: ta len t show
8 These programmes were made 20 years ago, b 1 natural ta len t 2 world champion
but they are often shown on TV today. 3 studio audience 4 fashion designer
9 The album was recorded last month, but it 5 media attention 6 a rt museum
hasn’t been released yet.
10 fine, invite, revise, spider Listen
a 1 D 2 A 3 C

Unit 6 Who’s got talent? b 1 / 2 X 3 X 4 X 5 / 6 / 7 /

8 X 9 /
7 } Vocabulary
5 Grammar
1 selection 2 excitem ent 3 reality
- a 1 ’d /ha d been studying
4 appearance 5 stylist 6 creativity
2 had been growing
7 exhibition 8 entertainm ent
3 hadn’t been expecting
9 designer
4 had she been w orking
b 1 singer 2 appeared 3 created 5 ’d /ha d been getting
4 excitem ent 5 finalists 6 selected 6 hadn’t been walking
7 performance(s) 8 artists
b 1 because th ey’d / they had been working
all afternoon
2 People had been living here for centuries
before
3 he’d / he had been hoping to enter the
talent show
4 I’d / I had been waiting for 20 minutes

Workbook Answers
6 : Pronunciation Example answers
It must live in Australia/Tasmania / on an
1 piano nianist
Australian island.
2 compete com petition It must be a w ild animal.
3 flexible flexiM iity It can’t be very large.
4 communicate communication It might be a type of dog/cat/bear.
5 advertise advertisement It must eat meat / may kill other animals.
6 impossible impossibility Its teeth must be very strong.
It could be dangerous.
1 perform performance
2 celebrate celebration / 3 ;■ Vocabulary
3 electric electricity /
a| 1 continued 2 revised 3 left
4 agree agreement
4 returned 5 toured 6 chased
5 unhappy unhappiness
1 C 2 A 3 A 4 C 5B
6 national nationality /

Help yourself
3 Read
1 across 2 to 3 up 4 on 5 through
A 6 down 7 off 8 away
1 C 2 B 3 A 4 C 5 B 6 C
4 : Grammar
1 have broken 2 have overslept
Quiz 6 3 have disappeared 4 have bought
5 have forgotten 6 have been
1 So you think you can dance 7 have gone out 8 have liked
21c 2d 3a 4b
1 You m ight/m ay/could have dropped your
3 exhibition, artist, creativity
w allet in the car park.
4 comedian reality photographer
2 Danny must have gone round to Adam ’s place.
5 B: Had you ever seen him before?
3 Your friend m ight/m ay not have w ritten this
A: No, I’d never heard of him
email.
6 She hadn’t sung in front of an audience before
4 Rachel m ight/m ay/could have borrowed some
she entered the competition.
money from her sister.
7 For five years.
5 The book can’t have fallen out o f my bag.
8 hadn’t got, ’d /had been working late.
6 I’m worried because I m ight/m ay not have
9 art museum, natural talent, sports star
passed the exam.
10 1 champion 2 designer 3 audience
4 prize 5 reality Example answers
1 The driver must have stopped suddenly / got
out o f the car at night / had a problem w ith

Unit 7 That’s incredible! the car / dropped his/her torch.

1 ; Vocabulary
2 terrifying 3 tiny 4 awful 5 huge
6 freezing 7 boiling 8 starving
9 unbelievable
1 awful 2 terrifying 3 huge
4 unbelievable 5 boiling 6 exhausted
7 freezing 8 tin y 9 starving
2 Someone may have follow ed/found /
attacked/helped him /her.
3 He/She m ight have seen something
frightening / run away.
4 He/She could have tried to get help / walked
to the house / got lost.
5 ;■ Read
a Angie, Phil, Debbie

Grammar 1 Debbie 2 Phil 3 Angie 4 Debbie

5 Simon 6 Angie 7 Simon, Debbie
a I c 2 e 3 d 4 a 5 f 6 b

1 must 2 m ight/m ay/could 6 : Pronunciation

3 m ight/m ay/could 4 can’t
a| 1 strong 2 weak 3 weak 4 weak
5 m ight/m ay not
5 strong 6 strong 7 weak 8 strong

Workbook Answers
: 7 : Listen 3 Vocabulary
a | 1 Spain 2 16th 3 helmet 4 boots a | 1 activated 2 out of 3 in
5 1961 4 touch 5 console 6 card
b 1 com puter 2 future 3 visitors / 1 cable 2 touch screen
b
aliens / alien spacemen, outer space 3 run out of battery 4 voice activated
C The sculpture was added in 1992. 5 mem ory card 6 p lu gin
7 games console 8 GPS

Pronunciation
Quiz 7
a cough, tough, laugh, enough
1 1 c 2 a 3 b
b / a/ rough, enough
2 surprised
/a i/ right, flight, frightened
3 absolutely starving
/y j thought, brought, daughter
4 a, d
/e i/ eight, straight, neighbour
5 Harry Potter
6 For tw enty years Read
7 1 w ent on 2 I went out
a 1 C 2 E 3 A 4 D
8 out, on
9 can’t, broken b 1 / 2? 3 X 4 / 5? 6 / 7 / 8 /

10 Sally m ight not have spoken to David yesterday,

Grammar
but she must have seen him.

»
1 which 2 who 3 where 4 whose
5 whose 6 which
Unit 8 Gaming and gadgets 1 My mother, who doesn’t eat meat,
couldn’t find anything she wanted on the
1 Vocabulary menu.
2 The MLC Building, where Debra goes for
’H
- dance classes, is on the corner o f Turner
Street.
N
3 Adnan and Maya, whose parents come
from Malaysia, both grew up in Sydney.
4S I C K
4 This console has m ultimedia facilities,
0 o which are convenient and easy to use.
R M O H 5 Carla Davis, whose painting won the
6T E M P E U school art prize, is a year younger than me.
6 They decided to spend a few days in
H 7h U R Stratford, where Shakespeare was born.

1 h ttrt sore 2 head ache a headache Help yourself

b
3 dtzy dizzy 4 e e t e a c o l d 5 the a 1 N I recommend this phone, which has a touch
6 p a tm h u rts 7 aTftreflu screen and lots of cool features.
2 D That’s the shop where I bought mv mo4
2 } Grammar plaver.
1 E 2 C 3 G4 B 5 A 6D 7F 3 N I’ve just shown my website to Ben, who
thinks it looks great.
© 1 A few
5 a few
2 less 3 fewer 4 less
6 fewer
4 N This game, which can be plaved bv one or
tw o olavers. has lots of exciting action.
1 too late 2 too much noise 5 D Signals that come from four satellites are
3 enough tim e 4 too many calls picked up by the GPS system in your phone.
5 too busy 6 too many people
7 warm enough 8 to o much Listen
1 B 2 C 3 A4 B 5 A 6A 7C a 1 D 2 B 3 F 4 A 5 E
S
8 B 9 C
b 1 Positive: looks cool, good sound
Negative: picture isn’t clear enough

Workbook Answers
 2 Positive: beautiful animations, great detail, 1 hideous 2 confusing 3 gorgeous
amazing effects 4 shocking 5 fascinating 6 amusing
Negative: slow to load 7 upsetting 8 depressing
3 Positive: cheap, very ligh
1 impressive 2 amusing, gorgeous
Negative: keeps running out of battery,
3 confusing, annoying
much too slow
4 depressing, upsetting
4 Positive: fast, produces excellent photo
prints Grammar
Negative: expensive
a 1 / 2 / 3 / 4 X 5 /
5 Positive: free to download
Negative: very few characters, all very b) 1 as-iflike 2 / 3 / 4 te-ge going
similar, moves are too easy 5 looks sounds 6 / 7 as like
8 Itke as if / as though

Quiz 8 Listen

1 He’s got a headache.

a A 3 B1 C2

2 cold, sore, cough b 1 is standing 2 th ey’re real

3 There’s too much sugar in this coffee and there 3 visiting a very strange family
isn’t enough milk. 1 B 2 C 3 B
4 He’s playing an active video game.
5 1 B memory card 4 } Vocabulary
2 C games console
a) 1 n 2 adj 3 v 4 n 5 v 6 adj
3 A touch screen
7v 8 n
6 B
7 global positioning system tells 2 fake 3 forge 4 w hite 5 truth
6 trick 7 trick 8 truthfu l
8 whose, where
9 Alex bought his phone, which is voice activated, Help yourself
from the shop in Gold Street.
a 1 D 2 D 3 H 4 H 5H 6 D
10 through
b 1D 2 A 3 F 4 E 5 B 6 C

Unit 9 Seeing is believing Grammar

1 the 2 a 3 the 4 the 5 an 6 a
: 1 : Vocabulary 7 an 8 the

1 2 3 4 5 6 7 8 9 10 1 a 2 a 3 the 4 the 5 a 6 the

G 0 A R s H C K I N 7 a 8 An 9 the 10 - 11 - 12 an
13 an 14 a 15 the 16 The

11 12 13 14 15 16 17 18 19
U P E T F M Y D V

20
H 20 7C 5K N 1G
1G
1U 12p N 1G 20
M
1U
H 11U 7C
“D 4R N 1G
N

7C N ,5F 'u N 1G 14T

,1U 1V
N

W orkbook Answers
 2 David said he was ready.
6 : Pronunciation
Hannah said she didn’t th ink he would be
a j 1 thick 2 true 3 mouse 4 three warm enough.
5 sort 6 th a t 7 ten 8 they 9 clothes 3 Nadia said she was having trouble w ith that
10 also essay.
brother there w ith sunbathing Carlos said he had finished his the previous
together clothes them father day.
although another breathe leather 4 Isabel said she was sorry he/Steve hadn’t
rhythm these passed his exam.
Steve said his parents w ouldn’t be pleased
7 : Read when he told them.

a B Help yourself
b 1 On city streets throughout the world. 1 C 2 B 3 F 4 D 5 G 6 A 7 H 8 E
2 So th a t their body doesn’t move and it
looks as though they aren’t breathing. 3 : Vocabulary
3 Their body begins to hurt. 1 A t the beginning 2 soon afterwards
4 fascinating, amusing, frightening 3 suddenly 4 M eanwhile 5 Eventually
5 So they look as if they’re made of stone or 6 fortunately 7 In the end
metal.
1 A t the beginning, at first
6 To Arnhem. 2 In the end, Eventually 3 Soon afterwards
4 luckily, fortunately 5 U nfortunately
6 suddenly
Quiz 9
1 amusing 4 ■ Grammar
2 impressive, fascinating, gorgeous a( 1 if they wanted 2 w hether 3 us to
3
3 He has a photographic memory. 4 he’d 5 to help 6 the tim e was
4 like, as if, like 7 asked 8 would
5 optical illusion b 1 i f ... had arrived
6 1 the 2 - 3 a 4 the 5 an 6 - 2 told ... to put our bags under our desks.
7 Sara Vernet is a French painter and she’s got 3 asked ... to lend him my calculator.
an exhibition at th e Museum of Modern A rt. I
4 told Marta to clean her room that
enjoyed th e exhibition, although I usually prefer afternoon,
paintings w ith brighter colours.
5 Emma asked Lee when they would get their
8 fool, lie, fake results.
9 liar, truthful. 6 Mia asked Joe to carry th a t box for her.
10 thin thanks healthy birthday
7 Lucas asked Annie if his magazines were on
her desk.

Unit 10 Beyond words © 1 Karen: Tim, I can’t find my phone. Where

is it?
1 Vocabulary Tim: I haven’t seen it lately.
Karen: W ill/C an you help me find it?
a 1 biography B 2 e-book F 3 novel A
2 Jack: W hat are you doing later today?
4 screenplay C 5 graphic novel E
Amy: I haven’t made any plans.
6 th rille r D
Jack: Do you want to go and see the
b 1 novels 2 screenplay 3 biography new Star Trek film?
4 e-book 5 th rille r 6 autobiography Amy: Oh, no thanks, Jack. I saw it
7 graphic 8 non-fiction yesterday. But go and see it
anyway. I’m sure you’ll enjoy it.
2 Grammar
Listen
a 1 fe lt 2 had w ritten 3 was perform ing
4 hadn’t taken 5 would cost 6 had seen a 1 A 2 C 3 A 4 C

b 1 Alice said she had left her purse at home. b 1 had w ritten the screenplay
Omar said he could pay for her meal. 2 lend him the book later
3 happened at the end of the story
4 go upstairs to the first flo or and turn right

Workbook Answers
 c 1 robbery 2 thief/thieves 3 hacked
6 } Pronunciation
4 plagiarist 5 vandalism 6 pirating
b 0 , my love’s like a red, red rose 7 burglary 8 shoplifters
That’s newly sprung in June.
0 , my love’s like the melody : 2 ;■ Grammar
T hat’s sweetly plaved in tu n e .
a : 1 SE 2 SC 3O G 4 SF 50A
6 SD 7 OB
As fair a rt th o u , my bonny lass.
So deep in love am I, b 1 w rote 2 do you go 3did they invite
And i w ill love thee still, my dear. 4 to ok 5 live 6does this jacket belong
Till all the seas go dry. 7 did the police 8 connects

c 1 did you pay 2 has 3 made

7 Read
4 do you like 5 happens 6 did she record
a 1 One evening 2 immediately 7 does he play 8 stole
3 later th a t night 4 Soon afterwards
5 Meanwhile 3 Listen
6 On the night before her wedding
a 1D 2 C
7 In the end
b 1 in King Street
b 1 A t Ju lie t’s house
2 some bread and her a rt portfolio
2 Because their families are enemies.
3 tw o 4 about £10 5 burglary
3 Friar Lawrence 6 some jew ellery and about £50 (in cash)
4 Because he killed Tybalt. 7 a security camera in the street
5 He wants her to marry Paris. 8 shocked and upset
6 It makes her look as though she is dead.
7 Because Romeo doesn’t get the message 4 } Vocabulary
from Friar Lawrence. a Criminal actions: com m it a crime, break the
8 Because Romeo is dead. law
Actions taken by the police: arrest a suspect,
charge someone w ith a crime
Quiz IQ Punishments for crime: do com m unity service,
pay a fine, go to prison, get a prison sentence,
1 a get a criminal record
2 Montague
b 1 broken 2 arrest 3 charge 4 w ith
3 thriller, non-fiction, e-book, biography
5 com m itted 6 record 7 pay
4 B
8 com m unity 9 sentence 10 prison/jail
5 soon afterwards, one day, in the end, at the
beginning Help yourself
6 said, wanted, would 1 fine 2 record 3 sentence 4 charge 5 bank
7 he had tried to read th a t book
he couldn’t finish it 5 } Grammar
8 C: I asked her what she was doing. a 1 / 2 / 3 X 4 / 5 X 6 X
9 w hat she was doing, to go to bed
b 1 B 2 C 3 B 4 A 5 C 6 A
10 A lovely young woman called Jane.
Had a w onderful iournev through Spain.
6 } Pronunciation
She balanced a rose.
On the end of her nose. a 1 te x t 2 gift 3 risked 4 jumped
And then danced w ith a man in the rain. 5 pains 6 subjects 7 relaxed 8 protect

b 1 state 2 struck 3 spray 4 contact

5 control 6 complain 7 access 8 except
Unit ll Is it a crime?
(l) Read
1 Vocabulary
a IB 2 E 3D 4 A 5C
a 2 shoplifting 3 vandalism 4 robbery
b IB 2C 3A 4 A 5C
5 th e ft 6 plagiarism 7 piracy 8 hacking

b 1 plagiarise 2 / 3 Vandals 4 shoplifter

5 Hacking 6 / 7 stole 8 /

Workbook Answ ers I 121

Quiz 11 1 / 2 / 3 X 4 / 5 / 6 / 7 / 8 X
1 burglary
2 plagiarist
4 } Vocabulary
3 pirate, rob, vandalise 1 She’s concentrating on her work.
4 Paris Hilton 2 He’s interested in birds.
5 Who wants a drink? W hat do you want to drink? 3 She’s looking forward to the weekend.
6 Who w ent to the concert? Who did they see at 4 He succeeded in winning the prize.
the concert? 5 She isn’t very good at playing the violin.
7 1 station 2 broke 3 charged 4 fine 6 He isn’t keen on w inter sports.
8 a X b / c /
1 interested 2 on 3 progress
9 C
4 looking, to 5 concentrate 6 succeeded
10 hadn’t bought 7 at 8 depend

Listen
Unit IE Mowing on 1 Amy 2 Amy 3 Luca
-
1 : Grammar b Amy
1 Maths teacher left the school, disappointing
1 to go 2 live 3 Would 4 didn’t
result in Maths exam
5 not to 6 prefer
2 Get a higher mark in Maths
1 Sam would prefer to stay in bed. 3 Get into Engineering course at university
2 I’d rather have a hamburger.
Luca
3 They’d / They would rather he wore
1 Got ill and couldn’t go to Italy in the
different clothes.
summer
4 Liz would prefer to take a taxi.
2 Pass all his subjects, concentrate on Italian

Help yourself 3 Live and work in Italy

1 ’d prefer to stay 2 prefers reading

3 prefer watching
2 } Vocabulary
x T
6 : Pronunciation
5 ’d prefer to have
1 interested, science 2 making, progress
3 stupid idea 4 arguing, money
5 concentrating, work
I M
1 going, walk, park
2 decision, depend, weather
H 3 serious, problem, com puter
M B O N 4 How, know, home
5 rained, closed, windows

Read
H 0
1 X 2 / 3 X
-
b 1 A ? B X
2 A ? B /
3 A X B /
b 1 B 2 C 3 A 4 A 5 B 6 A 7 A 4 A / B X
5 A / B ?
3 ) Grammar 6 A X B /
1 F 2 C 3 G 4 A 5 H 6 D 7B 8 E

1 had been, would have gone

2 ’d run, w ouldn’t have known
3 hadn’t recommended, wouldn’t have read
4 would have told, ’d seen
5 w ouldn’t have lost, ’d been
6 w ouldn’t have got, hadn’t booked
7 Would ... have remembered, hadn’t
reminded
8 would ... have done, hadn’t found
Workbook Answers
 4 Did you buy any butter when you were
Quiz IE shopping yesterday?
1 1 Would 2 prefer 3 I’d 4 rather
5 He was playing loud music, so he didn’t hear
2 didn’t smoke the phone.
3 She’s good at singing and she’s aiming to get a 6 We didn’t see the interview because we
recording contract. weren’t watching TV.
4 progress
5 1 challenge 2 expect 3 achievement 4 } used to
6 the end o f school and Brazil’s World Cup win 2 X 3 X 4 didn’t use to be 5 used to wear
7 1 had spent 2 would have got 6 X 7 did people use to communicate
8 B, E
5 ;■ Past perfect
9 succeed in, look forward to, be good at, depend
on 1 had started 2 had washed 3 hadn’t seen
10 We’re organising a special party for the last dav 4 Had ... stopped 5 hadn’t been
of te rm . 1 had arrived 2 had fallen 3 woke up
4 w ent 5 had never seen 6 hadn’t got
7 had already taken
Grammar Practice
6 } Past perfect continuous
:1 Present simple, present continuous, 1 been standing 2 known 3 given
present perfect 4 been training 5 been chatting 6 bought
1 ’m feeling 2 are shouting 3 have 7 had 8 been standing
4 gets 5 isn’t speaking 6 thinks
7 don’t know 8 doesn’t believe
: 7 } will
9 Do ... w ant 10 ‘m looking 1 ‘II go (D) 2 w on’t hurt (P) 3 ‘II make (D)
4 ‘II be (P) 5 w on’t have (D) 6 w on’t find (P)
1 A 2 C 3 B 4 B 5 C 6 A

1 Yes, I’ve already m et him. : 8 } going to

2 You haven’t cooked anything yet! a 1 P 2 P 3l 4l 5 P 6l
M um ’s already made some soup.
b 1 ’s going to stay 2 ‘s going to be
3 Have they arrived at the airport yet?
3 ‘II come 4 w ill ...be 5 w on’t cost
The plane has just landed.
6 ‘m not going to clean
4 Has Jack started his History essay?
He’s already finished it. :9 Present continuous for future
1 Is Tom studying E arrangements
2 Have you ever tried A 1 B 2 A 3 A 4 B 5 B 6 B 7 A 8 A

3 do they have B
4 are you doing F
5 Has anyone tasted C
6 Does your dad usually drive D
2 } Present perfect continuous
1 have been wearing 2 hasn’t been feeling
3 have ... been waiting
4 haven’t been listening
5 has been planning 6 have ... been doing
b 1 sent 2 been doing 3 ended
4 been cleaning 5 been hiding 6 seen
Past simple and past continuous
a 1 Julia arrived while we were having lunch.
2 The tw o men were running away when the
police caught them.
3 It wasn’t raining when I left home this
morning.
i 10} Future continuous
1 ‘II be waiting 2 w i ll ... be staying
3 ‘II be having 4 w ill be relaxing
5 ‘II be wearing 6 ‘II be doing
1 be waiting 2 get 3 be travelling
4 be doing 5 understand
11} if, when, as soon as and unless: future
1 We w on’t be here when you arrive.
2 I w on’t enjoy the party unless you are there.
3 I’ll send you a te xt as soon as I get some
information.
4 If Susana goes for a walk, she’ll take the dog w ith
her.
5 You w on’t succeed unless you try harder.
6 We’ll have dinner as soon as Dad gets home.

Workbook Answ ers

12; First and second conditionals (17; Modal verbs of deduction
a 1 catches, ‘II get 2 w ill be, open a 1 A 2 C 3 A 4 C 5 B 6 B
3 ‘II hurt, aren’t 4 don’t read, w on’t know
b 1 forget forgotten 2 o f have 3 / 4 /
5 w i ll ... do, doesn’t stop
5 m ttst m ight/m ay/could 6 m ustn’t can’t
6 wants, w ill... lend
C 1 must 2 m ay/m ight/could
b 1 he’ll speak he spoke 2 w ent would go
3 can’t have paid 4 can’t have been
3 worPt w ouldn’t 4 tsrrt w ouldn’t be
5 must have seen
5 was were 6 d idn’t improve improved
6 m ay/co uld /m ig ht have decided
C 1A 2 B 3 A 4 B 5 B 6A 7 must ...be

13; Third conditional (18: Quantifiers

a 1F 2 E 3 B 4 A 5 D 6 C a 1 too many 2 enough 3 too much
4 too 5 enough 6 too much
b 1 have called you if I had realised it was so
late 1 We’ve bought too much milk.
2 hadn’t looked at the map, we would have 2 I haven’t got enough batteries.
got lost 3 Our new dishwasher makes less noise
3 have watched the quiz if he hadn’t fallen than our old one.
asleep 4 i’ll be ready in a few minutes.
4 hadn’t recommended it, I w ouldn’t have 5 These jeans are too small for me.
gone to the exhibition 6 Fewer people study Latin now.
5 have worn my w hite shirt if it had been
clean (19; IMon-defining relative clauses
6 had been on tim e, we w ouldn’t have had
a 1 D 2 E 3 A 4 F 5 C 6 B
to wait
2 who owns the music shop behind her
14; wish and if only 3 whose name is M r Foster

a 1 / 2 X 3 / 4 / 5 X 6 X 4 which is th a t building on the corner

b 1 knew, had studied 2 was, hadn’t left
3 didn’t live, would
15; Permission: can, let and be allowed to
1 Can I use your phone?
2 Julie’s brother w on’t let her ride his skateboard.
3 We aren’t allowed to leave school at lunch time.
4 His parents let him drive the car.
5 In most countries, women couldn’t vote a
hundred years ago.
6 I wasn’t allowed to go to the disco.
16; Passives
a 1B 2 A 3 C 4 C 5 A 6 B
b 1 be been 2 paint painted 3 beeo be
4 has is 5 ebose chosen 6 has will
c 1 A bag was left in the restaurant.
2 This water isn’t used for drinking.
3 Several buildings have been damaged.
4 W ill the new sports centre be finished
soon?
5 Food must not be eaten in the
classrooms.
5 where people are having coffee
(20; as if, as though and like
1 as if/as though the film is excellent
2 like a photograph
3 as if/as though you’re on a ship
4 like the one that James bought
5 like walking into a freezer
6 as if/as though it might snow soon
(21; a/an, the or no article
a 1 the 2 a, Portugal 3 jeans,
T-shirts 4 an experim ent,
electricity 5 the, the w orld 6 a,
university
b 1 an 2 - 3 the 4 the 5 a 6 -
7 the 8 a 9 an 10 the 11 teh 12 -
13 - 14 the 15 a 16 - 17 - 18 -
(22; Reported statements
a 1 th e 2 PH I would 3 w en t were going
4 eatPt couldn’t 5 stole had stolen
b ) 1 he was trying to w rite his poetry essay
2 it was difficult
3 she had promised to meet Jess that
afternoon

Workbook Answers
 4 she was already late
5 he really needed some help
6 he couldn’t understand the poem
7 he had already spent an hour on it
8 she would help him
9 she got home

Reported questions, commands and

requests
a 1 B 2 C 3B 4 C 5 C 6 A

b 1 asked me where my brother worked

2 told us to leave our bags there
3 asked me to open the door
4 asked Anna if she had got his email
5 asked us when the train would get there
6 told them to put th eir rubbish in the bin

Subject and object questions

a 1 A X B/ 2A XB/ 3 AXB/
4A / B X 5AuBX 6 AX B/

b 1 people w ent to the concert?

2 does George want for his birthday?
3 wrote Hamlet?
4 record label produced this album?
5 tim e did Nadia spend at the gym?
6 teaches art at your school?

c 1 Who do you usually have lunch with?

2 W hat happened yesterday morning?
3 How many sandwiches do you want?
4 Which songs did they download last
night?
5 Who gave you those earrings?
6 What does she like doing in her free time?

would rather and would prefer

1 would prefer to have
2 would rather watch
3 would you prefer to go
4 would rather you spoke
5 would prefer not to work
6 would rather her didn’t bring
 Interactive is an exciting course for teenagers, packed with
up-to-the-minute, stimulating content. It will get your students
talking and keep them talking, using real, contemporary English.

Interactive gets students communicating Optional activities for every page of

from day one, by providing them with the Student’s Book develop grammar,
the framework and tools they need. vocabulary, reading and listening skills.
The Teacher’s Book contains full explanations Background cultural information is
of how to exploit the Student’s Book material provided where relevant, with weblinks
as well as answer keys for the Student’s Book following on from the Skills4Real sections.
and Workbook.
Additional reading, listening and speaking
■ The introduction includes the rationale activities are included to accompany the
behind the course, how to use each section ‘Read for pleasure’ graphic novel in the
and a full component listing. Student’s Book.

C E FR lev e l: C a m b r id g e E S O L e xa m s:
The Interactive Web Zone contains a wealth of
extra material to get your students practising
I n t e r a c tiv e 4
B2 F ir s t (F C E ) English in lively and creative ways, including:

P r e l i m i n a r y (P E T )
■ Fun games and interactive practice activities
I n t e r a c tiv e 2
K ey(K E T )
■ A unique Comic Builder - students can create,
I n t e r a c tiv e 1 write and print their own stories
■ Extra lesson plans and resources for teachers
■ Full downloadable audio recordings to
accompany the Workbook

Visit http://interactive.cambridge.org to find out more.

The Web Zone access code is at the back of the Teacher’s Book.

CAMBRIDGE ENGLISH CORPUS

The course includes: The C a m b rid g e English C orpus is a
m u lti-b illio n w o rd c o lle c tio n o f w ritte n
and spoken English. It inclu d e s th e
Student’s Book with Web Zone access DVD (PAL or NTSC) C a m b rid g e Learner C orpus, a unique
b ank o f exam c a n d id a te papers.

Workbook with Downloadable Audio Classware DVD-ROM O u r au th o rs s tu d y th e C orpus to see ho w English is

re a lly used, and to id e n tify ty p ic a l le a rn e r m istakes.
T h is m eans th a t C a m bridge m a te ria ls help s tu d e n ts to
Teacher’s Book with Web Zone access Testmaker CD-ROM and Audio CD avoid m istakes, and you can be c o n fid e n t th e language
ta u g h t is useful, n a tu ra l and fu lly up to date.
Teacher’s Resource Pack Web Zone
Class Audio CDs http://interactive.cambridge.org ozoN.ru
Bee, 4to Hyw H o!

as m Painn/ork Film , TV
'Ill...
an d Groupuuork and A / lU S iC 1024420826
w w w .cam bridge.org

active
G R A MM A R

ISBN 9 78 0 521 15359 1 ISBN 9 7 8 0 521 7 16 33 8 ISBN 9 7 8 0 521 7 2 8 3 8 6