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English for Spanish Speakers

tEaChEr’s bOoK 2

Bachillerato Batxillerat Batxilergoa Bacharelato

Annie McDonald

English for Spanish Speakers

TeAcHeR’s bOoK

Bachillerato Batxillerat Batxilergoa Bacharelato

2

Annie McDonald

ENGLISH FOR SPANISH SPEAKERS The ENGLISH FOR SPANISH SPEAKERS editions help Spanish-speaking learners overcome the difficulties they face when learning English. This is achieved by integrating our expert knowledge of Spanish speakers with information taken from the unique Cambridge English Corpus. Our in-depth understanding of Spanish-speaking learners is the result of extensive research carried out by our locally-based editorial team and is clearly evident in our ENGLISH FOR SPANISH SPEAKERS editions. This guarantees that the topics and activity types are relevant to Spanish-speaking learners of English, with a focus on areas of language which are typically problematic. Extra support is also provided for teachers of Spanish speakers through detailed teaching notes and specifically-designed ideas for the classroom. The Cambridge English Corpus is a multi-billion word collection of written and spoken English. It includes the Cambridge Learner Corpus, a unique bank of exam candidate papers. Our authors study the Corpus to see how English is really used, and to identify typical learner mistakes. We use this system to identify which words, grammar patterns or language structures cause the most problems for Spanish-speaking students learning English. As a result, ENGLISH FOR SPANISH SPEAKERS editions are able to confidently address the common mistakes that Spanish-speaking learners make, and give extra practice and tips to avoid these typical errors.

www.cambridge.org/elt/ess

José Abascal 56, 1º – 28003 Madrid, Spain Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org © Cambridge University Press 2015 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2015 Printed in Spain Legal deposit: M-7145-2015 978-84-9036-808-4 978-84-9036-806-0 978-84-9036-807-7 978-84-9036-809-1 978-84-9036-810-7 978-84-9036-811-4 978-84-9036-813-8

Teacher’s Book 2 Student’s Book 2 with Common Mistakes at Bachillerato Booklet Workbook 2 with downloadable audio Class Audio CDs 2 Teacher’s Resource Disc 2 Teacher’s DVD with Activity Booklet PAU Test Generator

Additional resources for this publication at www.outandabout.es Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.

Contents

Introduction

vi

Unit 1  Getting away from it all

T5

Unit 2  Going up in smoke

T17

Review 1

T29

Unit 3  You are what you eat

T31

Unit 4  Telling tales

T43

Review 2

T55

Unit 5  A head for business

T57

Unit 6  In the spotlight

T69

Review 3

T81

Life skills

84

Language reference

90

Writing guide

100

Exam tips

106

Irregular verbs

111

Audio scripts

T113

Workbook answer key

T119

Introduction

COURSE AIMS The final Bachillerato exam and the University Entrance Exams are the key to success in this stage of students’ learning, but education goes beyond the classroom and exams. This is the fundamental idea behind the creation of Out & About – a course which gives solid language and skills development for the exams but also helps to prepare students for the world in which they will live as adults.

English for Bachillerato Out & About has a clear and thorough grammar syllabus with ample practice in both the Student’s Book and Workbook. In the Student’s Book, students will find two whole pages in each unit dedicated to grammar practice and there is a comprehensive ten-page Language reference at the back of the book. The Workbook offers an extra two pages per unit of grammar practice. Each unit in the Student’s Book also includes two pages of vocabulary presentation and practice, the first of which focuses on a topic area and the second on word-building - an essential feature of the university entrance exam. A further two pages of practice can be found in the corresponding Workbook unit, and there are six pages of vocabulary reinforcement and extension in the Vocabulary builder at the back of the Workbook. In addition there is a strong focus on phrasal verbs in the course with at least four phrasal verbs being taught and practised within each Student’s Book unit. A list of common phrasal verbs, alongside their meaning, is included at the back of the Workbook. A unique feature of the course is the PAUspecific wordlist also included in the Workbook. Out & About also has a strong focus on the skills needed to pass the university entrance exam. Many of the comprehension questions accompanying the reading texts in each Student’s Book and Workbook unit reflect the style of those to be found in different exams around the country. On the writing pages in the Student’s Book, students are carefully guided through the steps needed to successfully write the typical text types to be found in university entrance exams: descriptive essay, opinion essay, letter of application, etc. They are given a second chance to write these kinds of texts in the corresponding Workbook unit. There is a bank of mock practice exams, including speaking and listening tests at the back of the Workbook. On the Teacher’s Resource Disc, there are additional grammar and vocabulary practice worksheets, skills work and mock exams.

Preparation for the real world Students using Out & About are on the cusp of becoming adults and will increasingly find themselves having to deal with the real world. Out & About takes its role in helping them prepare for maturity very seriously. Unit topics deal with issues of relevance to the age group – travel, health, the world of work, etc. and students are encouraged to give their opinion on these subjects after working through the reading and listening texts. Special Life Skill sections are also included in each unit. In these sections, students are invited to identify a real-life problem, suggest a solution and apply it to their own life. The skill is expanded on in a dedicated page at the back of the Student’s Book and each page ends with a list of ten

vi introduction

tips for the skill in question. Examples include planning and organising, wise use of resources and stress management. Out & About also addresses the growing need for a more balanced approach to the skills for Bachillerato students who, as adults, may well find themselves in situations, either in their personal or their professional lives, where they need to be able to communicate orally in English. Without sacrificing the need to work on the skills tested in the university entrance exam, the course also gives multiple opportunities for students to improve their listening and speaking skills. Specific pages deal with all four skills and also offer an opportunity for students to work on these skills in a more integrated way: there are opportunities for speaking and listening on reading pages, speaking on the listening pages and reading on the writing pages. All in all, Out & About provides Bachillerato students with solid preparation for the university entrance exam and offers a unique springboard for the adult life they are about to embark on.

KEY FEATURES

• Vox-pop videos, featuring real English-speaking teenagers

talking about their lives and beliefs, offer a model for extended speaking tasks, whilst documentaries give students the opportunity to discuss the Student’s Book themes in greater depth. • Life Skill sections focusing on such areas as planning and organising, wise use of resources and stress management help students to develop skills that they will need both during the years that they are studying and later on in life, whether or not they will be using English in the real world. Each Life Skill page finishes with a list of ten top tips. • Streetwise boxes pull out natural, colloquial language from texts and focus students’ attention on a language area which is not normally taught in the classroom and which will engage students’ interest. • Tip boxes, for example using context to guess the meanings of words in a text, give the students short learning strategies for all four skills and give them the opportunity to put the strategies into practice. • Exam focus sections on all reading pages give students help in answering typical exam questions by going through the tasks step by step. • Idioms sections on all listening pages invite students to work out the meaning of common expressions in English. • Phrasal verbs are presented in context and defined in a glossary. They are then practised on the following vocabulary page.

A COURSE FOR SPANISH SPEAKERS

• The Common Mistakes at Bachillerato booklet, packaged

with the Student’s Book, highlights errors Spanish-speaking students of English typically make, such as adjective order, the difference between less and fewer, prepositions of place. It also provides practice in the correct use of the language and tests after every three errors. • False friend boxes draw students’ attention to words that are often confused in English and Spanish by asking them to translate English sentences containing the words, into Spanish. • Get it right boxes highlight common grammar and vocabulary mistakes made by Spanish speakers of English. • Pronunciation tasks in every unit offer an original and fun approach to improving students’ pronunciation and focus on areas of special difficulty for Spanish-speaking students.

ws

Introduction bs, adjectives, ion g about a TV Components drama ww.cambridge.es/outandabout drama For students ging right from wrong

For teachers

Student’s Book

Teacher’s Book

The Student’s Book contains six units and provides comprehensive coverage of all the grammar and vocabulary in the Bachillerato syllabus, alongside a thorough treatment of all four skills. It comes packaged with the Common Mistakes at Bachillerato booklet. The Student’s BookStudent’s Book also offers: Reviews comprehensive • threeprovides The Student’s Book Life skill pages and vocabulary in the • coverage of all the grammar a comprehensive Language referenceof • Bachillerato syllabus with a thorough treatment a Writing guide • the language skills. It comes packaged with the exam tips reference • 100 at Common Mistakes Bachillerato booklet. The • Irregular verb list.

or students English for Spanish Speakers

StUdEnT’s bOoK

1

to

• An introduction to the methodology Class Audio CDs • A list and description of the components • An explanation of the ‘Life skill’ syllabus These include all the recordings from the Student’s • Audioscripts TeAcHeR’s bOoK 1

Bachillerato Batxillerat Batxilergoa Bacharelato

1

These include all the recordings from the Studen Teacher’s ResourceBook. Disc The Workbook audio is available online for 1 download The Teacher’s Resourcefrom Disc outandabout.es. provides a wealth of

extra resources including grammar worksheets Teacher’s Resource Disklistening at two levels, vocabulary worksheets, The Teacher’s Resource Disk provides all the ext practice, speaking practice, writing practice, resources teachers need, with translation practice, literature worksheets, PAUextra language pra worksheets, ready-to-use exam practice and unit, end-of-term andtests final and extra exam tests at two levels. practice.

Teacher's DVD

The Teacher’s DVD contains all the videos from Teacher’s DVD with an Activity the course and is packaged This DVD contains all the videos Book with photocopiable worksheets for use of the course, accompanied by an Activity Book with photocop with the videos in class. Teacher’s notes on video worksheets for use in class. how to exploit the videos are also included. Teacher’s note

Phrasal verbs glossary. All the audio from the is available for download from Workbook withWorkbook downloadable audio and the scripts can The Workbook www.outandabout.es closely follows the Student’s at the all back the book. Book structure be andfound provides theofextra practice

English for Spanish Speakers

wOrKbOoK 1

students could need. Extra sections have been Augmented Reality included to off er evenApp more help: exam practice, unique app allows astudents to scan the listening andThis speaking practice, vocabulary opening page phrasal of each unit for direct builder, a PAU Glossary, verbs, and access to audioscripts.multimedia resources on their smartphone or

how to exploit the videos are also included.

Online PAU Test Generator

tablet.

Claire Thacker

All the audio from the Workbook is available for download from www.outandabout.es.

For students and teachers

Augmented Reality App A unique app allows students to scan the Website unit opening page for direct access on their The dedicated website outandabout.es offresources. ers extra resources smartphone or tablet to multimedia for students and teachers, including audio files, videos, activities and the ‘tips and tricks’ section that gives students help with using English in the real world

English for Spanish Speakers

Audio CDs

LeVeL

English for Spanish Speakers

for self-study.

Common Mistakes at Bachillerato Workbook downloadable audio This handy with booklet, packaged with the Student’s Book, looks at the students make. It alsoin the Theerrors Workbook offers extra practice explains how tocontent make sure they get it right andsections of the Student’s Book. Extra monitors progress through regular tests. The are included to offer even more help: booklet includes a full answer key making it ideal Exam practice, Listening & Speaking tests, a for self-study. Vocabulary builder, a PAU-specific wordlist,

OUT & ABOUT

Audio CDs Recordings for the Student’s Book and Workbook

Annie McDonald

Book. The Workbook audio is available online for Audio CDs download Class from www.outandabout.es.

1

to t oa to

Mark Hancock Annie McDonald

English for Spanish Speakers

OUT & ABOUT

a to

For teachers

Student’s Book also offers:

• 3 Term reviews Common Mistakes at Bachillerato • A comprehensive Grammar and Vocabulary This handy booklet, packaged with the Student’s referenceBook, looks at the errors Spanish-speaking • A Writing Guidemake and offers practice in correct usage. students • ‘Life skill’Progress pages is monitored through regular tests. The • False friends reference booklet includes pages a full answer key, making it ideal

The Teacher’s Book provides teaching notes for each unit, including suggestions for optional activities and is interleaved with the pages of the Student’s Book. It also includes: • an introduction to the course of key features • a listTeacher’s Book of theBook components • a description The Teacher’s provides all the teaching not notes for the Life skill pages with the pages of • Teaching for each unit and is interleaved scripts • audio Student’s Book. It also includes: • Workbook answer key

Online Test Generator The onlinePAU Cambridge PAU Test Generator The online Test Generator allows allows teachersCambridge to produce PAU customised mock PAU exams for theircustomized students andmock PAU exam teachers to produce includes all the regional variationsallofthe regional variatio their students and includes the exam. Listening and speaking tests tests are also in the exam. Listening and speaking are also included. When new University When new University Entrance Tests are created Entrance 2017, willthese changes. 2017, itTests will are be created updatedin to reflitect be updated to reflect these changes.

Digital Out & About Digital Out & AboutDigital Student’s Book and Workbook for classro presentation, with all the videos, Digital Out & About includes theaudios, answer interactive activities, the digital Teacher’s Book a Student’s Book and Workbook Teacher’s Resourcepresentation, Disc materials. for classroom alongside the videos and audios. It also includes answer keys, interactive activities, the digital Teacher’s Book and the Teacher’s Resource Disc materials.

Out & About Digital For learners • Digital Student’s Books and Workbooks

introduction vii

For teachers • Digital Out & About is a powerful presentation

Introduction

Student’s Book unit structure Unit 1

Getting away from it all UNIT OBJECTIVES

• find out about travel • read and understand a text on travel • topic words: travel words • listen to a traveller’s story • grammar: tense review • word building: ways of travelling • speaking: complaining • writing: a description essay • life skill: planning and organising

Each unit begins with a large, impactful photo related to the topic of the unit, which arouses curiosity and encourages students to talk about the theme of the unit freely. Several questions are provided on the page itself and there are further questions for discussion in the Teacher’s Book. Look at the photo. Talk to your partner for one minute about what you can see. Think about these questions: • what can you see in the photo? • where do you think the photo was taken? • do people travel long distance by bus in your country? How do you travel when you go on holiday? Why?

VIDEO 1

VIDEO 2

getting away from it all unit 1 55

Reading

The second and third pages of each unit are dedicated to a stimulating text and corresponding questions. All of these reading pages your own words. Follow stages 1 – 3 in Exercise 5. contain tips, exam focus sections, phrasal verbs and Streetwise boxes. 1 There are literally hundreds of trips to choose between, from budget to luxury. The comprehension questions follow the style of the university entrance 2 Manaus is the place where two of the world’s biggest rivers meet. 3 The area also has caves, home to bats and lizards. exams and each reading page ends in an exercise which gives students 4 The beach at Ponte Negra, 14 km west of the city, has sands equal to any ocean beach. the opportunity to talk about the topic they have read about.

Reading

1

Unit

Look at the photos, title and sub-headings. Choose the best answer according to the text. Only one answer is possible. Compare and discuss with a partner.

1

6

Find these sentences in the text and rewrite them in your own words. Follow stages 1 – 3 in Exercise 5. There are literally hundreds of trips to choose between, from budget to luxury.

Manaus is the place where two of the world’s biggest rivers meet.

a Somebody who wants to be physically active all the time. b Somebody who wants to travel by as many means of

The area also has caves, home to bats and lizards.

transport as possible.

The beach at Ponte Negra, 14 km west of the city, has sands equal to any ocean beach.

c Somebody who is looking for holiday adventures.

Tip

7

Opera House?

3 How did the rubber barons make their money? 4 What can you learn about in the Rubber Plantation Why might a person want to leave Manaus for the Magical Waterfalls?

15

c Somebody who is looking for holiday adventures. 8

attractive in appearance, especially in an old-fashioned way (adj)

needing a lot of hard physical effort and making you feel extremely tired (adj)

6

very famous and admired or spoken about (adj)

Imagine you are going to the Amazon. Choose three trips to go on and tell a partner.

check out sth / sb or check sth / sb out: to examine something or get more information about it in order to be certain that it is true, safe or suitable watch out for sb / sth: to be careful to notice someone or something interesting make up sth: to form a particular thing, amount or number as a whole take sb back: if something takes you back, it makes you remember a period or an event be / get carried away: to become so excited about something that you do not control what you do or say

Read the text quickly – in about three minutes! Was your answer to Exercise 1 correct?

20

people

Exam focus: rewriting sentences in your own words

There are literally hundreds of trips to choose between, from budget to luxury. Smaller boats can take you deep into the forest, where you have the best chance of seeing caiman and piranhas. The rivers are lined with unspoilt forest, and you’ll see the amazing giant water lilies.

7

Use what you know about parts of words and • have peace • see insects quiet the andcontext to help you guess their meaning.

1.01 Read the text again and listen. Say what you would do if you wanted to …

• meet local

30

Read the definitions. Match them with the words highlighted in green in the text. Then translate the words into your language.

In the late 19th century, Manaus was a legendary city because of the wealth of the rubber trade.

The wealth of the rubber barons of 35 Manaus was built on the slave labour of local Indians. A visit to the Museu do Sringal Paraiso, which is restored from an original rubber plantation, will take you right back to those dark days . Here you 40 will learn about the awful conditions and backbreaking work, as well as seeing a practical demonstration of how the rubber was extracted from the trees.

We say:

70

The beach at Ponte Negra, 14 km west of the city, has sands equal to any ocean beach. This is where the people of Manaus come to socialise, picnic, listen to live music and dance. The brown water is not ideal for swimming but fine for a refreshing dip, and there are no piranhas to worry about!

Must can be used as a noun when we want to say that something is necessary. The opera house is a must for sightseers.

3 How did the rubber barons make their money? 4 What can you learn about in the Rubber Plantation THE MEETING OF THE WATERS

45

✓ It's the colour of black coffee.

Manaus is the place where two of the world’s biggest rivers meet. One of them, the Rio Negro, is the colour of black coffee. The other, the mighty Amazon (or Solimões), is the colour of white coffee. Where the rivers meet, the colours begin to mix in a breathtaking

Museum?

✗ It's the colour of black coffe.

extremely exciting, beautiful or surprising (adj)

Now write your new sentence.

5 Why might a person want to leave Manaus for the

3 Reread your sentence and check you have included all

50

the key information and that your wording is different.

making you feel less hot or tired (adj)

Magical Waterfalls?

06 unit 1 getting away from it all

having a magical, attractive or beautiful quality (adj)

8

attractive in appearance, especially in an old-fashioned way (adj)

very famous and admired or spoken about (adj)

If you want some relaxation away from the dust and heat of Manaus, head for the picturesque ‘Land of Waterfalls’, a two-hour bus ride from the city. The place will carry you away with its lush vegetation, tranquil pools for swimming in, and fairy-tale atmosphere. The area also has caves, home to bats and lizards.

PARTY ON THE BEACH

65

THE RUBBER PLANTATION MUSEUM

Get it right

were telling a friend: You should:

a change the structure. b use synonyms. c start a sentence or clause with a different subject.

needing a lot of hard physical effort and making you feel extremely tired (adj)

MAGICAL WATERFALLS

60

Opera House?

2 Think about how you would say the information if you

6

spectacle of whirlpools 6 km long. You can go on a boat trip to take a look and you’ll probably get to take photos of freshwater dolphins as an added bonus.

55

Answer the questions according to the information in Streetwise it’s a must the text. Use your own words.

1 Look at the sentence and identify the key words.

5

In the late 19th century, Manaus was a legendary city because of the wealth of the rubber trade. The Opera House gives you a flavour of that glamorous past. No expense was spared in its construction. With marble from Italy, ironwork from Glasgow and 198 chandeliers of Murano glass making up the theatre, this is a must for sightseers.

1 Why are smaller boats best to travel into the forest in? 2 Why, according to the writer, should you visit the

Follow stages 1 – 3 for rewriting sentences in your own words.

1 2 3 4

THE OPERA HOUSE

25

Book a tour from a certified tour operator. A good guide will know the best places to see birds such as parrots and macaws, as well as monkeys and other exotic fauna. On a budget trip, you’ll sleep in a hammock in local style cabins and eat local dishes such as fish, beans and rice. But watch out for the creepy-crawlies, and don’t forget your malaria tablets!

BOAT RIDES

Phrasal verbs

Tip

5

10

Museum?

transport as possible.5

making you feel less hot or tired (adj)

having a magical, attractive or beautiful quality (adj)

5

anaus is the city at the very heart of the Brazilian Amazon, a four-hour flight from Rio de Janeiro. There’s plenty to do here, from boating and hiking to relaxing on the beach or even an evening at the opera, so check out the options!

JUNGLE HIKES

1 Why are smaller boats best to travel into the forest in? 2 Why, according to the writer, should you visit the

extremely exciting, beautiful or surprising (adj)

1 2 3 4

2

M

Answer the questions according to the information in the text. Use your own words.

a Somebody who wants to be physically active all the time. b Somebody who wants to travel by as many means of

Read the definitions. Match them with the words highlighted in green in the text. Then translate the words into your language.

4

5

What kind of tourist do you think the article is for?

Use what you know about parts of words and the context to help you guess their meaning.

2

3

7

1 Look at the photos, title and sub-headings. 2 Choose the best answer3 according to the text. Only one 4 answer is possible. Compare and discuss with a partner.

What kind of tourist do you think the article is for?

1

OF THE BEST THINGS TO DO reading IN6 THE FindBRAZILIAN these sentences AMAZON in the text and rewrite them in

getting away from it all unit 1 07

Imagine you are going to the Amazon. Choose three trips to go on and tell a partner.

Phrasal verbs

Vocabulary

Listening

Unit

check out sth / sb or check sth / sb out: to examine something or get more information about it in order to be certain that it is true, safe or suitable Listening Unit 1 watch out for sb / sth: to be careful to notice someone or something interesting 1.01 Read the text again and listen. Say what you A traveller’s story 4 Travel make up sth: to form a particular thing, amount or would do if you wanted …in the box with their meanings. words in the box in the photos. the words 1 Find the 4 Matchto a – local dishes, market Listen to the last part of the story and You will hear someone describing a travel as a5 whole 1 number complete the sentences. Write no more than three in Brazil. TheMatch words are in the words meet have thelocal words in the1 box inpeace the photos. see insects experience the in the box with their meanings. 1 Find 4 following words for each space. Compare with a partner. a journey in which you go somewhere, usually for a story. What do you think might have happened? you 1 The motor on the back of takes the boat and back, it makes short time, and come back again (n) Discuss with a partner. take sb back: if something quiet water started coming in. 2 and to make a journey, usually over a long distance (n or v) a people – local dishes, market a b c d 2 The came up to or an . event you remember awater period 3 a long journey, especially by ship (n) You will hear someone describing a travel 1 travel voyage trip 3 When tour they slowed down, the front of the boat wasn’t 4 a visit to a place or area, especially one during which up you look around the place and learn about it (n or v) be / get carried away: toany more. become so excited 4 After about half an hour, a came past. are in the experience in Brazil. The following words accommodation beaches bus ride fauna 5 The people in the ferry and took us back something that you dous not control what to Manaus. Tip story. What 1 about a journey which you go somewhere, usually for a 5 Complete the sentences with the words from Exercise 4. do youinthink might have happened? 2 Complete the text with the adjectives in the box. There local dishes market1 I wentscenery vegetation waterfall on a sightseeing of Italy last year. may be more than one possibililty. you do or say Idioms 2 100 years ago, going to New York was a two-week

1

3

Read the text quickly – in about three minutes! Was your answer to Exercise 1 correct? Vocabulary

The first vocabulary page draws on and develops vocabulary related to the theme of the unit. Students are introduced to the vocabulary through • • • Listen exercises, to the last part of the story and matching often using images and then go on to put these 5 complete the sentences. Write no more than three Exam focus: rewriting words for each space. Compare with a partner. lexical items into practice. 1 The motor on the back of the boat and sentences in your own words shortatime, and come back again (n) Discuss with partner. water started coming in. 2 to make a journey, usually over a long distance (n or v) The listening page introduces students to different listening genres a c stages 1 – 3 bfor rewriting sentences in your own d 5 Follow 2 The water came up to . 3 a long journey, especially by ship (n) words. they slowed down, the front of the boat wasn’t 4 a visit to a place or area, especially one during which 1 Look at the sentence and identify the key words. and3 When is based around the theme of the unit. The page not only provides up any more. you look around the place and learn about it (n or v) In the late 19th century, Manaus was a legendary city 4 After about half an hour, a came past. See Language Reference on page 90. because of the wealth of the rubber trade. practice in the 5 The people in the ferry listening us and took skill, us back but also speaking opportunities. On each of 2 Think about how you would say the information if you to Manaus. Tip5 Complete the sentences with the words from Exercise 4. were telling a friend: You should: the text with the adjectives in the box. There 2 Complete the listening pages, there is also a section on idioms so that students learn Listen carefully for linkers to help you understand a change the structure. 1 I went on a sightseeing of Italy last year. may be more than one possibililty. Idioms detail. b use synonyms. 2 100 years ago, going to New York was a two-week some of these difficult expressions in context. Each of the listening pages . breathtaking colourful exotic lush luxury c start a sentence or clause with a different subject. 6 Read these extracts from the conversation. Match the 3 I went Madrid onpart a shopping lastmany weekend. mouth-watering picturesque Listentoto the first of the story. How 2 Now write your new sentence. scenic unspoilt idioms in bold with their meanings. ends with Reflection task, allowing students to reflect on how they listen 4 I hate heavy luggage – I prefer to light. times does the speaker use the following linkers? 3 Reread your sentence and check you have included all 1 I wanted to geta away from it all and see some jungle. the key information and that your wording is different. and because but so 2 … getting off the beaten track and seeing the wildlife. COME TO in order to improve essential skill. 3 … the guide caught a small one so wethis could get up Tip Can you remember what the speaker said

Travel

travel

voyage

tour

A traveller’s story 1.04

trip

accommodation beaches bus ride fauna

local dishes market scenery vegetation waterfall

1.04

See Language Reference on page 90.

Listen carefully for linkers to help you understand detail.

.

breathtaking colourful exotic lush luxury

3 I went to Madrid on a shopping 4 I hate heavy luggage – I prefer to

mouth-watering picturesque scenic unspoilt

Tip

Make word spiders to help you remember words in groups.

1 BREATHTAKING SCENERY BEACHES

3

WATERFALLS

4

VEGETATION

5

6

LOCAL DISHES

BUS RIDES

environments

Can you remember what the speaker said before and after any of the words in Exercise 2? Compare your ideas with a partner then listen again and check.

fauna

because

but

1 scenery which takes your breath away – breathtaking scenery

8

a journey which is ten miles long –

food which makes your mouth water –

music always

check

3 I like to go on

out out

takes me back

the internet and

We say:

watch

away

4 When you’re

✓ I went on a school trip last year. ✗ I went on a school travel last year.

in the jungle, you have to

enough.

d It was too

was noisy.

narrow.

3 How did the speaker feel when they got to a smaller river? a frightened c happy b excited d relieved 4 Why did they go out at night? a to see the c to see the vegetation

a place before I travel there.

2 Hearing flamenco carried

Get it right

have had it

Have had it is an informal expression which we use when something is finished or over or when something has failed. I thought we’d had it when the back fell off the boat!

c It wasn’t long

b The motor

Make sentences from the box.

making a sand castle and got

Streetwise

travelling quickly?

a Part of it was low

What is your idea of a perfect holiday? Where would you go? What would you do and see? Discuss with a partner.

1 He started

a cruise which is three weeks long –

a very quickly b somewhere peaceful c go where other tourists don’t d experience something from very near

saw it?

a worried c happy b surprised d excited 2 What was the problem with the boat when it was

forms of transport

holiday destinations

PV

a bus ride which takes two hours –

work which breaks your back –

close and personal.

4 … and then, in the blink of an eye, the back fell off.

1.03 Listen to the next part of the story. Choose the best answer according to the story.

1 How did the speaker feel about the boat when she first

self-catering flat

7

8

d to get close

like creatures

to the jungle

5 What did they do when they were staying in the cabin? a went swimming c ate fish b fed the fish d ate meat

1.02

for snakes.

Would you like to travel on the Amazon? Why / Why not? Discuss with a partner.

Reflection

starlight

b to see alligator-

and ended up making a sand city.

Read these extracts from the conversation. Match the idioms in bold with their meanings.

1 I wanted to get away from it all and see some jungle. 2 … getting off the beaten track and seeing the wildlife. 3 … the guide caught a small one so we could get up

so

1.02

in the water.

7

Make phrases with new adjectives.

2 3 4 5 6

cabin

holiday activities

ACCOMMODATION

COSTA RICA HAS IT ALL!

3

3

ACCOMMODATION campsite youth hostel hotel

MARKETS

-

1.02 Listen to the first part of the story. How many times does the speaker use the following linkers?

4

Look at this word spider. Make more word spiders relating to travel for three of the topics in the box. bed and breakfast

FAUNA

6

7

8

9

2

light.

and

COME TO

COSTA RICA!

2

6

last weekend.

What helped you understand the listening?

• Thinking about the topic before listening. • Listening carefully for linkers. • Listening for specific information.

to my last holiday in Spain.

08 unit 1 getting away from it all

getting away from it all unit 1 09

COSTA RICA!

3

06 unit 1 getting away from it all

1.02

word to help you remember before and Make after any ofspiders the words in Exercise 2? Compare words in groups. your ideas with a partner then listen again and check.

1 BREATHTAKING SCENERY

2

BEACHES

3

WATERFALLS

Grammar4 Grammar

4

the next part of the story. Choose LookListen at thistoword spider. Make more word spiders 6 1.03 the best answer to theofstory. relating to according travel for three the topics in the box.

VEGETATION

5

FAUNA

6

MARKETS

1 How did the speaker feel about the boat when she first cabin

PresentBUS perfect continuous

RIDES

Present and imperative 9 ACCOMMODATION 1

Complete the text with the correct form of the verbs in the box. Use present simple, present continuous or imperative forms. drive get look

1

sound

make

think

move

try

turn

We 1 get angry too easily when we 2 are driving. 3 Perhaps the car horn is part of the problem. It 4 like you out of the way!’, or ‘ 6 ,‘ 5 where you’re going, idiot!’ What we need is a car horn 7 8 which , ‘I’m sorry’. After all, we all 9 mistakes sometimes. Perhaps the traffic lights green while you 10 about something else. 11 Perhaps you someone’s parking spot which another driver 12 to use. The road would be a better place if we could admit our mistakes with a I'M SORRY! ‘sorry’ horn!

3

4

Read the sentences and answer the questions.

7

What’s the name of this tense?

to Brazil, I America before. (go/never go)

1.05

Listen and check your answers.

when we the morning. (rise/leave)

5 I

6 When I

b an activity that began in the past and continues into

7 I

3

1 My family (live / are living / have lived) in Galicia since 2010. 2 My grandmother (stays / is staying / has stayed) with us at the moment.

3 My father (works / is working / has worked) at the port in Vigo.

4 He (works / is working / has worked) there for five years. 5 He (drives / is driving / has driven) there every morning. 6 He (teaches / is teaching / has taught) me to drive at

2 Alice

know how long.

all week. (feel)

(have)

It

for two hours. (rain)

you ever

Joe

Remember we use time expressions like How long, for, since, all day, the whole week… with the present perfect continuous. How long have you been waiting? I’ve been waiting all day!

on a cruise? (go)

in many different countries. (live)

here since 9.30 this morning. (wait)

I

a lot of books about the Amazon. (read)

I

to ring you all morning. (try)

We

all night and we’re exhausted. (travel)

See Language reference on pages 91-92.

10

08 unit 1 getting away from it all

2

1.05

Listen and check your answers.

viii introduction

See Language reference on pages 90-91.

3

her! (not drop , be)

raining now? (stop)

Complete the text with the correct form of the verbs in brackets. Use past simple, past continuous or past perfect.

5

When I 1 was staying 2 (stay) in Lisbon, I (go) out one evening to 3 a concert. I (buy) the ticket in advance because it was a very popular band. While 4 I (walk) back 5 to the holiday apartment afterwards, I (notice) 6 a man following me. I (run) all the way to the 7 door in a panic and (look) for my key, but it had 8 gone. Then the man who (follow) me arrived. He 9 (give) me the key. It 10 (fall) out of my bag 11 while I was leaving the concert and the man (see) it happening and followed me to return it.

I’ve sent at least five emails today. (send)

My uncle

a headache this morning?

the tablet, it

it

Chinese for very long. (speak)

9

. (break)

Alex

5 I 6

classes two weeks ago. Chloe

12

holidays?

Match the sentences in Exercise 11 with the future forms below. going to for the future will for the future

Choose the correct option.

1 My family (live / are living / have lived) in Galicia since 2010. 2 My grandmother (stays / is staying / has stayed) with

1.06

See Language reference on pages 93-94.

13

Complete the sentences with the best future form of the verbs in the box.

vegetation starlight He started 2 1 How is it formed? 1 a place before8 b to3 see alligatord to get making a sand 2 How do you make the negative andclose question I travelforms? there. 3 like creatures to the jungle castle and got4 4 Can you match sentences 1 – 3 with these andmeanings? ended 14 carried out in the What2did they do when they were staying cabin? Hearing flamenco making a an activity that has just stopped or hasup recently always1 check out a wentmusic swimming fish nowa sand city. 2 stopped, whose effects careate visible I like to go on43 takes meate back b fed3 bthe meat snakes. into anfish activity that began ind the past and for continues 5 the internet and 6 watch away the present7 to my last 4 When you’re holiday in c an action repeated over a period of time in the jungle, Spain. you have to complete the questions or 5 Read the situations and getting away from it all unit 1 11 sentences with the present perfect continuous and the verbs in brackets.

and my phone

4

5 Chloe doesn’t speak much Chinese. She only started

Complete the sentences with the verbs in brackets. Use present perfect simple or present perfect continuous.

✓ Have you ever been to Italy? ✗ Have you ever went to Italy?

to Portugal on holiday, she to Brazil, but she’s home now. (not go, go)

3 Can I borrow your phone, please? I need to make a call

English? (learn)

where you’re going, idiot!’ What we need is a car horn 6 7 8 which , ‘I’m sorry’ . After all, we all Get it right 1 2 Get itsometimes. right Perhaps 9 We say: mistakes the traffic lights 3 4 10 green while you about something else. 5 6 11 We say: Perhaps you someone’s parking spot which 7 Tip 8 another driver 12 to use. The road would be a ✓ I went on a school trip last year. better place if we could admit our ✗ I went on a school travel last year. mistakes with a 10 unit 1 getting away from it all I'M SORRY! ‘sorry’ horn! the moment.

(lose)

4 Ben doesn’t feel well. He hasn’t been to school this week. Ben

next year?

c on Saturday evening? d to do in the summer

future continuous

Complete the sentences with the correct form of the verbs in brackets. Use past simple or present perfect.

1 Oh no! I ‘ve lost my keys and I can’t get in to the house!

3 A friend tells you he’s learning English. You want to How long

university?

b doing this time

present continuous future

8

him all morning. (look for)

I

my

a parrot in the wild before I the Amazon. (never see/visit)

See Language reference on pages 92-93.

2 Sam disappeared this morning. I’m looking for him now.

Choose the correct option.

a photo, a spider

a after you finish

think you’ll be

4 What do you

think you’ll do

leg. (take/bite)

the present

c an action repeated over a period of time make move say

Frida has been living in Brazil for four months.

See Language reference on pages 90-91.

Work with a partner. Match the beginnings and endings of the sentences, then ask each other the questions.

1 What are you doing 2 What are you going 3 What do you

the cabin in

a piranha in the water when I my teeth. (see/brush)

an activity that has just stopped or has recently stopped, whose effects are visible now

1 Frida lives in Brazil now. She moved there four months ago.

forms of transport

1–c

to South

4 The sun

Can you match sentences 1 – 3 with these meanings?

2 3 work which breaks your back – 4Wea journey whichtoo is ten miles longwe– 2 are driving. 1 get angry easily when 3 thewhich car horn is part of the problem. It 5Perhaps a cruise is three weeks long – 4 you which of the way!’–, or ‘ 6 , ‘ 5yourout 6likefood makes mouth water

2

11

in Brazil. (visit/

3 When I

How is it formed?

Read the situations and complete the questions or

Manaus while I

travel)

How do you make the negative and question forms?

5

go where other tourists don’t experience something from very near

off the boat. (sail/fall)

2 I

football since she was six.

1 scenery which takes your breath away – breathtaking drive sceneryget look

Complete the sentences with the verbs in brackets. Put one of them in the past simple and the other in past continuous or past perfect.

1 While we were sailing down the Amazon, the back fell

chocolate all over my hands.

3 Clara is a very good football player – she’s been playing

sentences with the present perfect continuous and the sound steal think verbs intry brackets. turn a bus ride which takes two hours –say

somewhere peaceful

The grammar pages develop areas of grammar already encountered in Streetwise have had it the reading text and the listening. A guided discovery approach is used Have had it is an informal expression which we use Present perfect continuous activities holiday a Partholiday of it was low cdestinations It wasn’t long when something is finished or over or when something in the water. enough. has failed. to Iencourage students to focus on examples of the language in context Read the sentences and of answer the questions. 47b The motor It was too thought we’d had it when the back fell off the boat! What is your idea adperfect holiday? Where was noisy. narrow. 1 She has livingwould in Rome fordo theand lastsee? twoDiscuss weeks. would youbeen go? What you and to discuss their uses and form. Ample practice of the target language 3 Howwith did the speaker feel when they got to a smaller river? 2 I’veabeen making a chocolate cake. Look! I’ve got partner. chocolate all over my hands. Would you like to travel on the Amazon? 7 a frightened c happy is supplied, along with opportunities for speaking. A more detailed 3 Clara is a very good football player – she’s been playing Why / Why not? Discuss with a partner. PV b excited d relieved football since she was six. 4 WhyMake go out at night? sentences from the box. 8 did they Language reference section is provided at the back of the book. Reflection a to1 see the the name of this tense? c to see the What’s environments travelling quickly?Futurefauna

Past

1 She has been living in Rome for the last two weeks. 2 I’ve been making a chocolate cake. Look! I’ve got

say

say

very quickly

Unit

CompleteCOSTA the text with theHAS correct RICA 1 ITform ALL!of the verbs 2 in the box. Use present simple, present continuous or 3 4 a adjectives. imperative forms. Make phrases with new steal

a b c d

a worried c happy ACCOMMODATION 1 youth hostel b surprised hotel d excitedcampsite 2 What was the problem with the boat when it was

7 Tense review LOCAL DISHES

Tense review

Present and imperative8

self-catering flat

saw bed it? and breakfast

close and personal.

4 … and then, in the blink of an eye, the back fell off.

be

buy

lend

lie

Just think – this time next week, we’ll be lying on the beach in the sun! I hate this suitcase. I _________ a new one!

Look at the clouds. I think there _________ a storm.

Don’t worry if you’re short of cash. I _______ you some.

Think about your ideas for 1–7 below. Tell a partner. Are any of your ideas the same? Name one thing …

you are doing right now. you’ve never done.

you did last summer.

What helped you understand the listening?

• Thinking about the topic before listening. • Listening carefully for linkers. • Listening for specific information.

you wish you hadn’t done.

you think will happen in the future. you do at least once a week.

you are going to do this week.

Listen and check your answers.

1 Frida lives in Brazil now. She moved there four months ago. Frida has been living in Brazil for four months.

2 Sam disappeared this morning. I’m looking for him now. I

him all morning. (look for)

3 A friend tells you he’s learning English. You want to know how long. How long

English? (learn)

getting away from it all unit 1 09

Introduction

Vocabulary

Speaking

Vocabulary

Speaking

Ways of travelling

1

6

Transport Match the transport phrases in A and B.

If you travel southward, you’ll reach Seville. It’s about five hours by car.

by air – by plane A

1

by rail

2

7

B

by air by horse

1

by boat

by train

by car

on foot

by walking

by plane

on horseback

3 outward 4 forward

by air – by plane

please?

2

Tip

c

A

3

B

8 byf road

by boat

by train

by sea

by car

on foot

by3 rail

by walking 1

1.07 Listen to the words. Indicate where the vowel is pronounced in full.

full vowel land //

overland

by plane

northward //

inland

island

Poland

woodland

Saying what’s wrong It’s broken / damaged.

direct first class

international

non-stop

shuttle

single

Complete the text with the words in the box.

service from here to the airport and back, every 30 minutes.

a

2

b

inland northward Luton

westward

B:

Stanstead

or return?

4

A: Two

London

Heathrow

, it only takes about 20 minutes.

6

5

A: OK, thanks.

10 11

d

Listen and check your answers.

1.08

Practise the conversation with a partner. Change some of the words.

6

e

12 unit 1 getting away from it all

Certainly, I’ll get you another one.

I’m afraid it’s just Tour operator: not good enough.

Tell your partner or the class.

4 Have you ever been responsible for organising a trip. How did you prepare? Did anything go wrong? How was the trip?

Emma: I’m sorry, but I don’t

When something works well and everybody has a good time, there is usually careful planning and organisation behind it. Luck helps those who help themselves!

Work with a partner. Practise the conversation in Exercise 2.

Work with a partner. Make notes on one of these topics or choose your own.

Remember: the best way to ensure that everything goes well is by thinking things through properly beforehand.

Tour operator:

Work with a different partner and have a conversation like the one in Exercise 2. Take turns to complain about your problem from Exercise 5.

1.07

3

Writing

1 by road – by car

Emma:

Tour operator: Emma:

land //

England //

ward //

northward //

1 overland

3 overland

Tour operator:

unit 1 13

2 introducing a reason for calling

Add more forms of transport to these groups.

Emma:

Planning and organising

Please accept my apologies.

• You bought something online and it’s faulty. • You sent an email to a company and no one’s replied. • You stayed in a hotel, and the staff were rude.

f

Tour operator:

What about you?

I’m sorry to hear that.

I’d rather have my money back.

want to exchange it for another.

overmatter

3

Responding to a complaint

I don’t like your attitude.

I’m afraid I can’t give you your money back but I can give you a credit note.

4

returns, please. How long does it take?

5

B: It’s

Gatwick the south coast

replacement,

Saying you’re unhappy

Of course, I’ll call the manager immediately.

A: OK, I’d like two tickets please.

southward towards

The south east of England has four main airports. Heading 1 westward from London is Heathrow. 2 Heading are Luton and Stanstead. Finally, 3 4 heading , the south coast is 5 Gatwick. All of these airports are , but there is a plan to build an airport on the south coast.

3 You are organising an excursion. What preparations do you need to make to avoid the problems you thought of in Exercise 2?

What it says here is misleading.

.

3

Compare with a partner.

please? It doesn’t do what it’s I’d like a refund. supposed to do. I’d like to speak It doesn’t work. to the manager.

c

A: Do I have to change trains anywhere? B: No, the service is

Saying what you

want/don’t want Emma: Can I have a

Emma:

Suggesting a solution

3 apologising 4 saying what you want

Useful language

A: What’s the fastest way to the 1 international airport? B: The airport express. It’s a

you to anyone, then. Goodbye!

Tour operator:

on horseback

Complete the conversation with the words in the box.

a – by air – by plane

Emma: Well, I won’t be recommending

Emma:

Find phrases in the conversation for the following functions:

Use the phrases in9Exercise 1 to describe the photos.

Perhaps Jake went by rail, or perhaps he went by car.

1 Who are the people in the photo and what are they doing?

2 Imagine an excursion like this. What could go wrong? Think about money, transport, accommodation, food …

Tour operator:

1 offering to help 2 introducing a reason for calling

2 southward outward toward eastward backward

2 The national football team will be travelling to Florida. 3 Anita is trekking in the Andes. 4 Beyonce is doing an international tour.

Discuss with a partner.

Emma: But I’m leaving tomorrow.

Tour operator: I see. But passengers who want to stay longer can simply get off and hop on the next boat.

3

Public transport

Directions 5

England //

ward //

overland

4 off-road

Which forms of transport do you think these people used?

2

reduced vowel

Identifying the problem

Tour operator: I’m sorry, that won’t be possible. We could give you a voucher towards another tour, perhaps?

think there’s Tour operator: anything we canThendo.I don’t I’m sorry.

by horse Add more forms of transport to these groups.

1.09

we were supposed to stop at the Rijksmuseum art gallery. In fact, the boat only stopped there for ten minutes. That’s not enough.

The reduced vowel () is the most common vowel sound in English. The vowel is usually reduced in unstressed syllables.

1 Jake travelled overland from Madrid to London.

hours later! I think your advert was misleading.

Emma: Actually, I’d like a refund.

Emma: Well, according to the brochure,

by aire

1 by road – by car 2 by sea

4

Emma: But the next boat was three

Tour operator: I’m sorry to hear that. We will try to make this clearer in future. Please accept our apologies.

Emma: It was Amsterdam by Boat. Tour operator: And what was the

problem?

b

d

Read and listen to the conversation. Do you think Emma is right to complain?

about a tour I went on yesterday.

Tour operator: OK, which tour was that,

a – by air – by plane

a

1.09

Emma: Hello, yes, I’m calling to complain

vowels

Use the phrases in Exercise 1 to describe the photos.

1

Tour operator: Hello, can I help you?

5 upward

Match the transport phrases in A and B. Pronunciation: full and reduced

Organising an excursion

Look at the photo. What do you think would attract people to go on this tour? Discuss with a partner.

2

What are the opposites of these directions?

1 eastward 2 northward

by road by sea

1

Life skill Skills

Complaining

Work with a partner. Say where you get to if you travel in different directions from where you are now.

1

The second vocabulary page in the unit concentrates on an aspect of Life skill Skills word building. Students are given ample practice in this area and are Organising an excursion at thewith photo. a partner. What do Say you where thinkyou get to if you 6 LookWork encouraged to understand the workings of the language and develop as wouldtravel attract in people different todirections go on thisfrom tour?where you are now. Discuss with a partner. If you travel southward, you’ll reach Seville. It’s about five independent learners. hours by car. Read and listen to the conversation. Do you think Emma is right to complain? the opposites of these directions? But the next 7 What areHello, The speaking page deals with different functions of the language. The can I help you? boat was three 1 Hello, eastward 5 upward hours later! I think your advert was yes, I’m calling3tooutward complain misleading.students are given a model text, which they can also listen to, and are northward 4 forward about2a tour I went on yesterday. I’m sorry to hear that. We Identifying the problem OK, which tour was that, will try to make this clearer in future. please? Pronunciation: full and reduced then asked to identify certain phrases from the text which are typical of Discuss with a partner. Please accept our apologies. It was Amsterdam by Boat. vowels Actually, I’d like a refund. 1 Who are the people in They are also given a Useful language box, And what was the the function being practised. I’m sorry, that won’t be the photo and what problem? possible. We could give you a voucher are they doing? Well, according to the brochure, where they find relevant expressions for the function. The final task brings Tip towards another tour, perhaps? we were supposed to stop at the 2 Imagine an excursion The reduced vowel () is the most common vowel But I’m leaving tomorrow. Rijksmuseum art gallery. In fact, the like this. What could in English. The vowel is usually reduced in everything together and the students then carry out a speaking activity with boat onlysound stopped there for ten minutes. Then I don’t think there’s go wrong? Think about That’s notunstressed enough. syllables. anything we can do. I’m sorry. money, transport, results to that of the model given I see. But passengers who Well,similar I won’t be recommending accommodation, food … want canto simply get offIndicate where you tothe anyone, then. Goodbye! Listen the words. 8 to stay longer solutiona Life skill section, which is then followed up in and hop on the next boat. in full. On this page, Suggesting there isa also vowel is pronounced Compare with a partner. Find phrases in the conversation forreduced the following full vowel vowel functions: more detail at the back of the book. 3 You are organising 1 offering to help 3 apologising Unit

Complaining

Ways of travelling Transport

Unit

inland

an excursion. What preparations do you need to make to avoid the problems you thought of in Exercise 2?

4 saying what you want

island

Poland

woodland

These two pagesWhat deal with different genres of writing. A model text is about you? Responding to a complaint supplied for students to study. A step-by-step approach is used while Tell your partner or the class. Certainly, I’ll get I don’t like A TV personality I’d like to meet 4 Have you ever been you another one. your attitude. damaged. replacement, Perhaps Jake went by rail, or perhaps he went by car. students work through a series of tasks allowing them to then write a Complete the conversation with the words in the box. 9 please? responsible for organising a I’m afraid it’s just It doesn’t I’m afrai d I can’t give 2 The national football team will be travelling to Florida. trip. How did you prepare? not good enough. you your money do what it’s I’d like a refund. 3 Anita is trekking in the Andes. direct first class international text in the Did anythingThere go wrong? is a Writing builder on each of these spreads, supposed to do. I’d like to speak back but I can give genre given. 4 Beyonce is doing an international tour. non-stop single shuttle you a credit note. How was the trip? It doesn’t work. to the manager. by Amanda Wong which the structure of each of the genres given. Signpost I’m sorry to summarises hear that. What it What’s ratherway have Someone I really like and admire on TV is the explorer Bruce Parry. He made a seriestheI’dfastest tomy the international airport? Directions says here is Of course, I’ll call the money back. called Tribe, about indigenous people. He visits tribes in barren deserts, snow-capped The airport express. It’s a service from here toboxes, the Useful language and an Improve your writing section all help Planningboxes and misleading. manager immediately. I’m sorry , but I don’t airport and back, every 30 minutes. the textjungles with all around the world. But he doesn’t just film them, 5 Complete mountains and tropical Please accept want to exchange organising the words in the box.and participates in their daily lives as an equal. Do I have to change trains anywhere? he actually lives with them my apologies. students it for another. towards achieving When something works wella good end result. No, the service is . 2 by sea 4 off-road A descriptive essay

Useful language 2 southward outward

Writing

1 toward Unit eastward backward

Saying what’s Saying what you of transport do Writing 4 task: writeWhich a descriptive essay about a TV personality you’d like to meet. (120 – 150you words). think these people used? wrong want/don’t want Writing task:forms write a descriptive essay about a TV personality you’d like to meet. (120 – 150 words).

Saying you’re unhappy

A descriptive essay

1 Jake travelled overland from Madrid to London.

Signpost

Write! Public transport It’s broken / Can I have a

Writers use signposts to introduce contrast, for example, the highlighted words and phrases but, in spite of, although and despite.

by Amanda Wong

9

Write a description of somebody you admire. (120 – 150 words).

A TV personality I’d like to meet

Someone I really like and admire on TV is the explorer Bruce Parry. He made a series

7

called Tribe, about indigenous people. He visits tribes in barren deserts, snow-capped

Choose the best signpost of contrast to complete the sentences. Sometimes more than one answer is possible.

mountains and tropical jungles all around the world. But he doesn’t just film them,

1 She is a generous person, (but / in spite of / although)

he actually lives with them and participates in their daily lives as an equal.

still incredibly athletic.

Bruce does. For example, he eats crunchy, slimy insects for supper in South America, or does a him is that he gets on so well with all kinds of different people, despite the language barrier.

8

Answer the questions with adjectives from the text.

1 What type of people is Tribe about? 2 What types of places does Bruce visit? 3 What were the warriors in New Guinea like? 4 How does the writer describe Bruce in the second

Introduction (paragraph 1)

Read the essay again and say where the writer …

although

explains the person’s best quality.

1

STEP 2: Organising your ideas and writing a first draft

in spite of

• Write a first draft of your description. • Use some expressions from Exercise 7. • Think about the language you need to use for a

2

but

despite

A:

gives some examples of what the person does.

1 She’s an amazing actress. 2 He scored a brilliant goal. 3 His artwork is so creative. 4 The architecture is really inspiring.

tells the reader who the person is.

explains how the person dealt with something difficult.

descriptive essay and use adjectives.

STEP 3: Reviewing your writing

B:

gives a general description of things the person does.

Conclusion (paragraph 3)

B:

Add more information and a signpost of contrast to the following facts. Compare your ideas with a partner.

gives the reader a description of a particular situation.

Detail (paragraph 2)

A:

Improve your writing

rhythmic tribal dance without any clothes in Africa. But perhaps the thing I admire most about

2

• Write notes of some adjectives you could use. • Write notes in an essay structure box like this.

although) she’s really generous.

4 He’s incredibly athletic, (but / despite / although) his age. 5 (But / Despite / Although) his age, he’s incredibly athletic. 6 He’s quite old now, (but / in spite of / although) he’s

Although I am adventurous I don't know if I could cope with the everyday danger, the pungent

1 2 3 4 5 6

of what the person has done.

3 She hasn’t got much money, (but / in spite of /

down with his gentle ways. He always appears to be cheerful and fearless in spite of the danger.

4

• Work with a partner. Choose a person you both admire. • Brainstorm general reasons and specific examples

she’s really generous.

New Guinea, he found some hostile warriors. They were speaking, and we can see a translation

at the bottom of the screen saying, ‘Shall we kill him?’ Fortunately, Bruce managed to calm them

Read the description of TV presenter Bruce Parry. How does the writer feel about him? Why?

STEP 1: Getting ideas

2 (But / Despite / Although) she hasn’t got much money,

Bruce often goes into very dangerous places in the programmes. For example, when he was in

food and not knowing the language and I certainly wouldn’t do some of the things that

1

Steps

not having much money.

3 and answer these questions. • Reread your first draft

1 5 Bruce often goesnorthward into very 5 dangerous places in the programmes. For example, when he was in inland 2 6 5 A: OK, I’d like two 3 tickets please. 6 New Guinea, he found some hostile warriors. They were speaking, and we can see a translation 7 southward towards Useful language 4 4 B: or return? 5 Luton Stanstead 4 Bruce managed Work with a partner. at the bottom of the screen saying, ‘Shall we kill him?’ Fortunately, to calm themPractise the conversation in Exercise 2. westward Writing builder STEP 4: Writing a final draft Tip 5 A: Two returns, please. How long does it take? London 6 down with his gentle ways. He always appearsHeathrow to be cheerful and fearless in spite of the• • danger. 6 a partner. B:Work It’s with , it only takes Makeabout notes20 onminutes. one of these topics or choose your own. Gatwick the south5 coastthe everyday danger, the pungent The south east of England 3 Although I am adventurous I don't know if I could cope with OK, thanks. YouA:bought something online and it’s faulty. has four main airports. food and not knowing the language and I certainly wouldn’t do someYou of the thatto a company and no one’s replied. sentthings an email Heading 1 westward from London is Heathrow. 1.08 Listen and your answers. 10 America, BruceHeading does. For example, eats and crunchy, slimy insects does a check 2 arehe Luton Stanstead. Finally, for supper in South You stayed in a or hotel, and the staff were rude. 3 4 any rhythmic tribal dance without in Africa. heading , theclothes south coast is But perhaps the thing I admire most about getting away from it all unit 1 15 14 unit 1 getting away from it all Practise the conversation with a partner. Change 11 All ofon these airports but therepeople,6despite the Work with abarrier. different partner and have a conversation like the one in language him isGatwick. that he gets so well with are all kinds5 of ,different some of the words. is a plan to build an airport on the south coast. Exercise 2. Take turns to complain about your problem from Exercise 5. paragraph?

How does the writer describe herself?

Who does Bruce get on well with?

A. Introduction

What type of barrier does Bruce usually face when he visits different tribes?

B. Detail

Have you used the correct language for a descriptive essay?

C. Conclusion

Is your grammar, spelling and punctuation correct?

Use adjectives to write a more interesting description for your reader. Remember adjectives are usually placed before the noun.

sound

picturesque

freshly loud cut grass

The person I most admire is …

Complete the text with the words in the box.

Read the essay again and look at the table below. Find another word for each of the senses. smell

taste

touch

bitter / sweet

rough

attention

concluding

senses

statement

feelings

The thing I really like is … To describe a particular event

• • •

He / She went (etc.) … (verbs in the past tense)

Review 2

Travel 1

Answer the questions with adjectives from the text.

1 2 3 4

What types of places does Bruce visit? What were the warriors in New Guinea like? How does the writer Past describe Bruce in the second

Reorder the letters to write a travel word for the words belonging to each category.

5

Complete the sentences with one of the verbs in past simple, one in past continuous and one in past perfect.

5 How does the writer describe herself? Who does Bruce get on well with?word for the words the letters to write a travel 1 6Reorder toof each category. 7belonging What type barrier does Bruce usually face when he Ways of travelling tribes? 1 visits trees diff anderent plants – natigeveto vegetation Future 2 animals, birds, insects, fish – nuafa 3 it makes you want to eat it – homut- intraweg Tip 4 hotels, hostels, camp sitesaetc – tomocadamocin Use adjectives to write more interesting 5 imperative strange, unusual, unknown, foreign – cioxet description for your reader. Remember adjectives Present and are damaged usually placed before the noun. 6 not – lopinust 1 2 3 4 5 6

2

trees and plants – natigeveto vegetation

1 When I was travelling in Portugal, I met someone who

had visited every country in Europe. (travel/meet/visit)

animals, birds, insects, fish – nuafa

2 When Annie

home, Mike deeply. (arrive/go/sleep)

it makes you want to eat it – homut- intraweg

hotels, hostels, camp sites etc – tomocadamocin

3 I

never London, and I

strange, unusual, unknown, foreign – cioxet

not damaged – lopinust

4

6

to bed. He

in a plane before I for very excited. (be/leave/feel)

Complete the conversation with the best form of the verbs in the box. do get

go

lie

stay

stay

A: What 1 are you doing this summer? B: I

to Malaga. This time next month, I

2

3

B: I

4

probably She lives there. 5

you

5

Complete the sentences with the verbs in present simple, present continuous, present perfect or imperative.

B: No. I

1 I ‘ve never liked flying. (never like) 2 If you like sea and sunshine, to Greece! (go) 3 My mum sometimes me to school. (drive) 4 Jeff ’s away at the moment. He in France. (ski) 5 you ever your passport while travelling? (lose)

6

?

with my grandmother.

London, and I

4 attention When we

them a bit nearer the time.

4

2

overland

island

Finland

woodland

England

inland

northward

toward

eastward

3 each of the senses. forward

in writing Complete the textSignposts with the words in the box.

Complete the sentences with the present perfect continuous of the verbs in brackets.

sight

smell 1

1 Sarah is tired because she has been working very long hours this week. (work)

8

sound

taste

Choose the correct signpost to complete the sentences. She’s always smiling, but/in spite of/although all her problems.

touch

2 We really enjoyed our international holiday, but/despite/although the by rail direct horseback non-stop noise from the railway nearby.

2 You to a word I’ve said, have you? (listen) 3 Why my sweets? (you / eat) 4 Look! Here’s my camera. I it for a week! (look for)

freshly bitter / 3 picturesque loud rough overland seacutsingle towards westward grass sweet 4 Our Amazon trip was amazingly interesting, but/ despite/in spite of the weather was awful.

for very excited. (be/leave/feel)

concluding in feelings logical Venice, someone

senses statement I summarise my valuables in the my bag. Fortunately, hotel. (sightsee/steal/leave) A descriptive essay describes something or someone by appealing to the reader’s 1 senses: sight, smell, sound, taste and touch. In the introduction, you should capture 2 your reader’s by introducing the topic, followed Complete the3 conversation with the by a main . In the next paragraph, arrange the best form of the in the box. 4 verbs order and include your thoughts and details in a 5 . In the final paragraph re-emphasise your main do get and go lie 6 stay what stay you have discussed. End statement 7 your essay with a strong sentence. A: What 1 are you doing this summer?

Future 6

But/Despite/Although we were told we’d be able to visit the museum, there wasn’t enough time to go.

5 But/In spite of/Although its unattractive brown water,

Hamid travelled 1 overland to Europe. He left home and 16 unit 1 getting away from it all 2 3 travelled the border by road. He crossed 4 the mountains first on and then on foot. In Turkey, 5 6 he made a 24-hour journey by bus. 7 it to 14 unit 1 Then getting away all he went byfrom Greece. From there, he went 8 northward to Germany. Finally, he was given a 9 ticket for a 10 flight back to his home. Ponte Negra is as good as any ocean beach.

B: I

Extra content Present and imperative

to Malaga. This time next month, I

2

3

on

the beach! A: Lucky you! Where B: I

5 probably She lives there.

4

you

? with my grandmother.

A: Have you got your train tickets yet?

3 Reviews

Complete the sentences with the verbs in present simple, present continuous, present perfect or imperative.

to bed. He

deeply. (arrive/go/sleep)

the text withinthe words in the 6 3Complete I never a plane before I box.

Choose the word or phrase with a full vowel sound in the part in bold.

1 Scotland 2 Ireland

Complete the sentences with one of the verbs in past A. Introduction B. Detail C. Conclusion simple, one in past continuous and one in past perfect. had visited every country in Europe. (travel/meet/visit)

Pronunciation awareness 7

unit 1 13

Read the essay again and say where the writer …

2 When Annie home, Mike Writing builder

Ways ofessay travelling again and look at the table below. Find 3 Read the another word for Present perfect continuous

B: No. I

6

them a bit nearer the time.

Pronunciation awareness

I ‘ve never liked flying. Reviews (never like) There1 are three in Out & About 2, which appear 2 If you like sea and sunshine, to Greece! (go) 7 Choose the word or phrase with a full vowel sound in 3 My mum sometimes me to school. (drive) review pages after every two units. These give students the the part in bold. 4 Jeff ’s away at the moment. He in France. (ski) 1 Scotland overland island Finland opportunity revise the grammar structures andEngland the vocabulary 5 you ever toyour passport while travelling? (lose) 2 Ireland woodland inland 3 forward northward toward eastward items that perfect they have studied in the previous two units. Present continuous

Life4 skills

Complete the sentences with the present perfect continuous of the verbs in brackets.

Signposts in writing 8

Choose the correct signpost to complete the sentences.

1 Sarah is tired because she has been working very long

1 She’s always smiling, but/in spite of/although all her week.Life (work) skill pages at the back There hours arethissix problems.of the book. These 2 You to a word I’ve said, have you? (listen) 2 We really enjoyed our holiday, but/despite/although the noise from the railway my sweets? (you / eat) pages3 Why follow on from the Life skill sections onnearby. the speaking 4 Look! Here’s my camera. I it for a week! 3 Our Amazon trip was amazingly interesting, but/ for) give a more detailed insight despite/in spite of the weather was awful. skills that pages (look and into different 4 But/Despite/Although we were told we’d be able to visit the museum, there wasn’t enough time to go. students will need in their future lives.

Language reference

Remember: the best way to ensure that everything goes well is by thinking things through properly beforehand.

1 When I was travelling in Portugal, I met someone who

A: Have you got your train tickets yet?

3

in spite of

on

the beach!

A: Lucky you! Where

See Writing guide on page 100.

3 gives some examples of what the person does.

Complete the text with the words in the box.

by rail direct horseback international non-stop

but

tells the reader who the person is. This45 explains review not only concentrates on the grammar and the vocabulary of the unit, but also on how the page person dealt with something difficult. 6 gives a general description of things the person does. pronunciation and writing. Through this page, students are able to revise all of these aspects seen Past 5 Look at the essay structure and decide where the actionscorresponding in Exercise 4 are covered. in the unit.

in Venice, someone my bag. Fortunately, I my valuables in the hotel. (sightsee/steal/leave)

overland sea single towards westward

Recheck your work before handing it in.

Write a brief note to your teacher about why you chose this person.

although

despite

1 gives the reader a description of a particular situation.

4 When we

Hamid travelled 1 overland to Europe. He left home and 2 3 travelled the border by road. He crossed 4 the mountains first on and then on foot. In Turkey, 5 6 he made a 24-hour journey by bus. 7 Then he went by to Greece. From there, he went 8 northward to Germany. Finally, he was given a 9 ticket for a 10 flight back to his home.

He / She lives / goes (etc.) … (verbs in the present tense)

To make contrasts

and everybody has a good time, there is usually careful planning and organisation behind it. Luck helps those who help themselves!

overmatter2 explains the person’s best quality.

What type of people is Tribe about?

paragraph? Travel

Does each sentence lead smoothly to the next?

To give a general description of actions

logical

summarise

A descriptive essay describes something or someone by appealing to the reader’s 1 senses: sight, smell, sound, taste and touch. In the introduction, you should capture 2 your reader’s by introducing the topic, followed 3 by a main . In the next paragraph, arrange the 4 order and include your thoughts and details in a 5 . In the final paragraph re-emphasise your main 6 what you have discussed. End statement and 7 your essay with a strong sentence.

12 unit1 1 Read getting fromofitTV all the away description presenter Bruce Parry. How does the writer feel about him? Why?

Review

Have you used some signposts to help your reader?

She’s always optimistic.

To introduce a point

sight

Have you followed the plan?

The experience was rather frightening.

Look at the essay structure and decide where the actions in Exercise 4 are covered.

5 But/In spite of/Although its unattractive brown water, Ponte Negra is as good as any ocean beach.

Writing guide There are six pages in the Writing guide section, each one of which concentrates on the genre dealt with in the corresponding unit and gives extra practice and notes on the given style.

100 Exam tips This handy section works through 100 tips for students taking the exam. It is divided into sections: before the exam on the day of the exam, during the exam etc. and there are also several tasks that students can do to put the tips into practice.

16 unit 1 getting away from it all

The Language reference explains the grammar from the units in a more detailed way, with notes on form, use and multiple examples on how to use these various structures.

Irregular verbs This is a useful list of irregular verbs for students’ reference.

introduction ix

Unit 1

Getting away from it all This page serves as a 'magazine cover' for the unit, including the contents and a large image related to the theme 'getting away from it all'. The theme of this unit is travel, and the title Getting away from it all is an expression which means going somewhere to have a holiday, often because you need to rest.

UNIT OBJECTIVES: Vocabulary

travel, transport, directions, public transport; word building (ways of travelling) Grammar tense review: present and imperative; present perfect continuous; past; future Reading a text about travel in the Amazon: ‘7 of the best things to do in the Brazilian Amazon’ Exam focus rewriting sentences in your own words Listening listening to a traveller’s story Speaking complaining Pronunciation full and reduced vowels Writing writing a descriptive essay Get it right spelling of coffee; trip vs. travel; formation of the present perfect Life skill planning and organising

The two videos for this unit are: v1

v2

What’s the worst holiday you’ve ever had? It is recommended that students watch this video and do the corresponding worksheet after completing the Speaking tasks on page 13. City break This video and its worksheet are best done at the end of the unit. An augmented reality link to both videos is included on the Student’s Book page opposite.

CLASS DISCUSSION Use the photo as a point of departure for a class discussion. Ask the questions on the page and some or all of the extra questions below. Some possible answers are given in italics. Give the students space to lead the conversation off in other directions, but staying within the theme.

• • •

Would you like to travel in this country? Why? Why not? It would be interesting, an adventure; I would already speak the language; it might be uncomfortable and dangerous; it would be expensive to get there. What is your ideal holiday? Why? Do you prefer to travel with friends or with family? Why?

As the discussion proceeds, write some of the key words and phrases that come up on the board. At the end of the discussion, you could take a photo of it or ask students to do so. You could show this photo at the beginning of the next class and ask students to remember what the words and phrases were about. POSSIBLE ANSWERS

What can you see in the photo? at least four buses in a bus station; a man holding open the door of one of the buses; a busy street in the background with a person walking along; sunny weather Where do you think the photo was taken? Why? not in Spain – buses here don’t have the door in the back and luggage space on the roof; a Spanish speaking country – we can see some Spanish writing; a South American country in the Andes; in a bus station in a big town Do people travel long distance by bus in your country? some do because it’s cheaper; some prefer the train; flying is getting cheaper too

WB For more class discussion you can ask students to do the quiz on travelling round the world, on page 04 of the Workbook.

T05 UNIT 1

Unit 1

Getting away from it all UNIT OBJECTIVES

• find out about travel • read and understand a text on travel • topic words: travel words • listen to a traveller’s story • grammar: tense review • word building: ways of travelling • speaking: complaining • writing: a description essay • life skill: planning and organising

Look at the photo. Talk to your partner for one minute about what you can see. Think about these questions: • what can you see in the photo? • where do you think the photo was taken? • do people travel long distance by bus in your country? How do you travel when you go on holiday? Why?

VIDEO 1

VIDEO 2

getting away from it all unit 1 55

Reading

1

Look at the photos, title and sub-headings. Choose the best answer according to the text. Only one answer is possible. Compare and discuss with a partner.

6

Find these sentences in the text and rewrite them in your own words. Follow stages 1 – 3 in Exercise 5.

1 There are literally hundreds of trips to choose between, from budget to luxury.

What kind of tourist do you think the article is for?

2 Manaus is the place where two of the world’s biggest

a Somebody who wants to be physically active all the time. b Somebody who wants to travel by as many means of

rivers meet.

3 The area also has caves, home to bats and lizards. 4 The beach at Ponte Negra, 14 km west of the city, has

transport as possible.

c Somebody who is looking for holiday adventures.

sands equal to any ocean beach.

Tip Use what you know about parts of words and the context to help you guess their meaning.

2

Opera House?

3 How did the rubber barons make their money? 4 What can you learn about in the Rubber Plantation Museum?

extremely exciting, beautiful or surprising (adj)

5 Why might a person want to leave Manaus for the

making you feel less hot or tired (adj)

Magical Waterfalls?

having a magical, attractive or beautiful quality (adj) attractive in appearance, especially in an old-fashioned way (adj)

5

needing a lot of hard physical effort and making you feel extremely tired (adj)

6

very famous and admired or spoken about (adj)

3

Read the text quickly – in about three minutes! Was your answer to Exercise 1 correct?

4

Read the text again and listen. Say what you would do if you wanted to … 1.01

• meet local people

• have peace and quiet

• see insects

Exam focus: rewriting sentences in your own words Follow stages 1 – 3 for rewriting sentences in your own words.

1 Look at the sentence and identify the key words. In the late 19th century, Manaus was a legendary city because of the wealth of the rubber trade.

2 Think about how you would say the information if you were telling a friend: You should:

a change the structure. b use synonyms. c start a sentence or clause with a different subject. Now write your new sentence.

3 Reread your sentence and check you have included all the key information and that your wording is different.

06 unit 1 getting away from it all

Answer the questions according to the information in the text. Use your own words.

1 Why are smaller boats best to travel into the forest in? 2 Why, according to the writer, should you visit the

Read the definitions. Match them with the words highlighted in green in the text. Then translate the words into your language.

1 2 3 4

5

7

8

Imagine you are going to the Amazon. Choose three trips to go on and tell a partner.

Phrasal verbs check out sth / sb or check sth / sb out: to examine something or get more information about it in order to be certain that it is true, safe or suitable watch out for sb / sth: to be careful to notice someone or something interesting make up sth: to form a particular thing, amount or number as a whole take sb back: if something takes you back, it makes you remember a period or an event be / get carried away: to become so excited about something that you do not control what you do or say

Reading

In this section students read a magazine article, 7 of the best things to do in the Brazilian Amazon, which is about the different things for tourists to do in the city of Manaus. They are given phrasal verbs which appear in the text, along with their meanings.

4

If students enjoy reading this article, they could try reading some other articles on the same subject. Ask them to type Travelling in the Amazon into a search engine.



1.01 Read the question and situations. Advise students that the information is not given in the same order as the situations are listed. Tell students they can make brief notes if they want to, then play the audio for them to listen and read. Check answers. ANSWERS

go to Ponte Negra – the party on the beach go to the magical waterfalls

Optional activity

go on a jungle hike

Books closed. In groups, ask students to choose the top five things for visitors to see or do in their home town.

Optional activity 1



  Read the instructions and ask students to think about the key words in options a–c. Put students into pairs and monitor and help them express their ideas. Nominate a student to give their answer and justify their choice. See if the class agrees but don’t feed back at this stage.

Books closed. Put students into pairs or small groups. Ask one student to name something to do or somewhere to visit in the Amazon, and to nominate another student to give as much information as they can remember about it. When everyone has had a turn, tell students to reread the relevant part of the text to see if they forgot to mention anything important.

Tip Read the tip aloud and give the example of backbreaking. Ask students to say which part or parts of the word will help them guess the meaning (back, break).

2

Read the instructions and monitor and help with vocabulary if necessary while students match the words in green in the text with a definition from 1–6. Ask volunteers to give answers and check pronunciation as necessary. Nominate students to give translations. ANSWERS

1 breathtaking 2 refreshing 3 fairy-tale 4 picturesque 5 backbreaking 6 legendary

3

Exam focus: rewriting sentences in your own words Tell students that in the exam there is often an exercise in which they have to answer a reading comprehension question using their own words.

5

Work through stages 1–3 as a class, using the example given. Copy the sentence onto the board and underline key words and phrases (late 19th century, Manaus, legendary, wealth, rubber trade). Tell students that their new sentence should include this information, but expressed differently. Read points a–c in stage 2, and ask students to rephrase the following: late 19th century (the end of the 19th century); legendary (everybody knew); wealth (rich). Write the following version of the sentence on the board: Towards the end of the 19th century, the rubber trade meant that everybody knew that Manaus was a rich city, and point out how the order of information in the new sentence is different.

Remind students that to get the general idea of a text, they should first read it quickly. Ask students to read and check their answer to Exercise 1 (c is the best description of the type of tourist the article is for, as it suggests that there are many adventures a visitor can choose from. The other options are too specific).

unit 1 T06

Reading

6

Put students into pairs and monitor and help as they rewrite sentences 1–4. Remind students to reread their new sentences to check they are grammatically correct. Ask volunteers to give possible answers. POSSIBLE ANSWERS

1 Tourists can choose from hundreds of different trips, from the cheapest to the most expensive. 2 Two of the biggest rivers in the world come together in Manaus. 3 There are caves in the area too, where bats and lizards live. 4 14 km west of Manaus is Ponte Negra’s beach, with sands as good as ocean beaches.

7

Ask students to read sentences 1–5 and check vocabulary if necessary. Remind students to identify the key words in the questions so that they can scan the text first to locate the relevant information before reading carefully to find the answer. Tell them to follow some of the advice in Exercise 5 to help them write the answers in their own words. ANSWERS

1 You can get further into the forest and so have more opportunity to see more animals. 2 The Opera House reflects the wealthy past of the city of Manaus and was built with the finest materials. 3 Rubber barons made the local Indians work for free. 4 You can learn about the terrible circumstances and ways in which the slaves had to work, and find out how rubber was obtained. 5 People might want to go to the waterfalls to relax and get away from hot and dusty Manaus.

8

Get students to work alone first and choose three of the trips. Then put them in pairs to explain their choices. If they have chosen different trips, they should also try to persuade their partner to change his or her choices.

Phrasal verbs Ask students to read the definitions of the phrasal verbs, then read the sentences where they appear in the text (highlighted in yellow) to see them in context. Give more example sentences with the verbs if necessary (You can check out the prices of the tours on the website. When you go to the Opera House, watch out for the fabulous Venetian glass in the theatre. Three days in the city of Manaus plus two days in the jungle make up the five-day tour. Reading this article takes me back to my last holiday. You’ll get carried away by the amazing wildlife in the jungle.) There is a practice exercise for these phrasal verbs on page 8 so there is no need to get the students to practise using them yet. However you might, at this point, want to familiarise them a little more with these verbs by doing one of the following tasks: 1 Put students into pairs to find the subject and/or object of each of the phrasal verbs in the text. 2 Give students a couple of minutes to memorise the particle that goes with each phrasal verb, then ask them to close their books and test each other.

Get it right Ask a volunteer to identify the spelling mistake in the second sentence. Ask students for other words that they often spell wrongly.

Streetwise Read the information about it’s a must and the example. Ask a volunteer to make a new sentence with the phrase. The volunteer then nominates another student to make another sentence. Repeat several times. Ask the class to check the sentences are grammatically correct.

Optional activity Ask volunteers to tell the class about another interesting trip they have been on.

WB For more practice see pages 06-07 of the Workbook.

T07 UNIT 1

Unit

7 5

OF THE BEST THINGS TO DO IN THE BRAZILIAN AMAZON

M

anaus is the city at the very heart of the Brazilian Amazon, a four-hour flight from Rio de Janeiro. There’s plenty to do here, from boating and hiking to relaxing on the beach or even an evening at the opera, so check out the options!

JUNGLE HIKES 10

15

Book a tour from a certified tour operator. A good guide will know the best places to see birds such as parrots and macaws, as well as monkeys and other exotic fauna. On a budget trip, you’ll sleep in a hammock in local style cabins and eat local dishes such as fish, beans and rice. But watch out for the creepy-crawlies, and don’t forget your malaria tablets!

THE OPERA HOUSE In the late 19th century, Manaus was a legendary city because of the wealth of the rubber trade. The Opera House gives you a flavour of that glamorous past. No expense was spared in its construction. 30 With marble from Italy, ironwork from Glasgow and 198 chandeliers of Murano glass making up the theatre, this is a must for sightseers.

There are literally hundreds of trips to choose between, from budget to luxury. Smaller boats can take you deep into the forest, where you have the best chance of seeing caiman and piranhas. The rivers are lined with unspoilt forest, and you’ll see the amazing giant water lilies.

Get it right We say: ✓ It's the colour of black coffee. ✗ It's the colour of black coffe.

spectacle of whirlpools 6 km long. You can go on a boat trip to take a look and you’ll probably get to take photos of freshwater dolphins as an added bonus.

25

MAGICAL WATERFALLS If you want some relaxation away from the dust and heat of Manaus, head for the picturesque ‘Land of Waterfalls’, a two-hour bus ride from the city. The place will carry you away with its lush 60 vegetation, tranquil pools for swimming in, and fairy-tale atmosphere. The area also has caves, home to bats and lizards. 55

PARTY ON THE BEACH

THE RUBBER PLANTATION MUSEUM

BOAT RIDES 20

1

The wealth of the rubber barons of Manaus was built on the slave labour of local Indians. A visit to the Museu do Sringal Paraiso, which is restored from an original rubber plantation, will take you right back to those dark days . Here you 40 will learn about the awful conditions and backbreaking work, as well as seeing a practical demonstration of how the rubber was extracted from the trees. 35

The beach at Ponte Negra, 14 km west of the city, has sands equal to any ocean 65 beach. This is where the people of Manaus come to socialise, picnic, listen to live music and dance. The brown water is not ideal for swimming but fine for a refreshing dip, and there are no 70 piranhas to worry about!

Streetwise it’s a must Must can be used as a noun when we want to say that something is necessary. The opera house is a must for sightseers.

THE MEETING OF THE WATERS Manaus is the place where two of the world’s biggest rivers meet. One of them, the Rio Negro, is the colour of black coffee. The other, the mighty Amazon (or Solimões), is the colour of white coffee. Where the rivers meet, the 50 colours begin to mix in a breathtaking 45

getting away from it all unit 1 07

Vocabulary

Travel 1

4

Find the words in the box in the photos. a – local dishes, market

travel

accommodation beaches bus ride fauna

b

c

voyage

tour

trip

1 a journey in which you go somewhere, usually for a

local dishes market scenery vegetation waterfall

a

Match the words in the box with their meanings.

short time, and come back again (n)

2 to make a journey, usually over a long distance (n or v) 3 a long journey, especially by ship (n) 4 a visit to a place or area, especially one during which

d

you look around the place and learn about it (n or v) See Language Reference on page 90.

2

Complete the text with the adjectives in the box. There may be more than one possibililty.

5

Complete the sentences with the words from Exercise 4.

1 I went on a sightseeing of Italy last year. 2 100 years ago, going to New York was a two-week .

breathtaking colourful exotic lush luxury

3 I went to Madrid on a shopping 4 I hate heavy luggage – I prefer to

mouth-watering picturesque scenic unspoilt

COME TO

COSTA RICA! BEACHES

3

WATERFALLS

4

Make word spiders to help you remember words in groups.

FAUNA

6

MARKETS

7 8 9

-

environments

ACCOMMODATION

7

1 scenery which takes your breath away – breathtaking a bus ride which takes two hours – work which breaks your back – a journey which is ten miles long – a cruise which is three weeks long – food which makes your mouth water –

Get it right We say: ✓ I went on a school trip last year. ✗ I went on a school travel last year.

08 unit 1 getting away from it all

fauna

holiday activities

Make phrases with new adjectives.

2 3 4 5 6

cabin

self-catering flat

ACCOMMODATION campsite youth hostel hotel

BUS RIDES

scenery

Look at this word spider. Make more word spiders relating to travel for three of the topics in the box. bed and breakfast

LOCAL DISHES

COSTA RICA HAS IT ALL! 3

6

VEGETATION

5

light.

Tip

1 BREATHTAKING SCENERY

2

last weekend.

forms of transport

holiday destinations

What is your idea of a perfect holiday? Where would you go? What would you do and see? Discuss with a partner.

PV

8

Make sentences from the box.

1 He started

a place before I travel there.

making a sand castle and got

2 Hearing flamenco carried music always

3 I like to go on the internet and

4 When you’re in the jungle, you have to

check

out out

takes me back watch

away

and ended up making a sand city. for snakes. to my last holiday in Spain.

Vocabulary

Travel This section deals with vocabulary connected to travel. The phrasal verbs section recycles language from the article 7 of the best things to do in the Brazilian Amazon.

Get it right Read through the right and wrong sentences. Ask students what type of word trip is in the sense of ‘journey’ (noun) and whether it is countable or uncountable (countable). Point out that travel is a verb and an uncountable noun.

The target vocabulary is reviewed on page 16.

Target vocabulary

1

accommodation

local dishes

tour

beaches

lush

travel

bus ride

luxury

trip

back-breaking

market

unspoilt

breathtaking

mouth-watering

vegetation

colourful

picturesque

voyage

exotic

scenery

waterfall

fauna

scenic

4

ANSWERS

1 trip

5

2 voyage

3 trip

4 travel

Read the tip aloud and direct students to the word spider for ‘Accommodation’ in Exercise 6. Explain that it is easier to remember words that are linked to each other by theme or topic.

d waterfall, vegetation, scenery Read the instructions and check students have access to a dictionary. Monitor and help as necessary while students continue individually.

6

Go through the instructions and monitor and help students with ideas.

7

Ensure that in their discussion studens mention all the topics in Exercise 6.

8

Refer students back to the Phrasal verbs box on page 6 to revise meaning. Do the first item together as a class.

ANSWERS

2 unspoilt/breathtaking/ 6 colourful/exotic picturesque 7 mouth-watering/ 3 picturesque exotic 4 lush/exotic/colourful

8 scenic

5 exotic

9 luxury

Do the first item with the class, pointing out that breath and take with -ing create a new word meaning spectacular. Remind students of the position of adjectives. ANSWERS

3 backbreaking work

4 tour

Tip

c accommodation, scenery, beaches

2 a two-hour bus ride

3 voyage

Do the first item with the class.

1 tour

b bus ride, fauna

3

2 travel

ANSWERS

Ask students to look at the photos and identify what they can see. Go through the first photo together as a class before students continue individually. ANSWERS

2

Ask students to match the words and meanings first, then to check answers in their dictionaries or the Language Reference section on page 90.

5 a three-week long cruise

4 a ten-mile long journey 6 mouth-watering food

WB For more practice see pages 05 and 13 of the Workbook.

ANSWERS

1 He started making a sand castle and got carried away and ended up making a sand city. 2 Hearing flamenco music always takes me back to my last holiday in Spain. 3 I like to go on the internet and check out a place before I travel there. 4 When you’re in the jungle, you have to watch out for snakes.

Optional activity Give students the following travel related vocabulary: package tour (n), all-inclusive (adj), peak season (n), timeshare (n). Ask them to guess the meanings, check in their dictionaries and write a sentence using each one.

UNIT 1 T08

Listening

A traveller's story In this section students listen to someone describing a travel experience in Brazil.

1



5



  Go through the instructions and put students into pairs or small groups to discuss their ideas. Monitor and help with pronunciation. Ask a spokesperson from each pair or group to share their ideas with the class.

POSSIBLE ANSWERS

Tip

1 fell off

Read the tip aloud and ask students why this is a good idea (recognising linkers can help prepare you for the type of information you are about to hear).

2



1.04 Read the instructions and the example and ask students to read sentences 1–5 before listening. Tell them to think carefully about the type of information required to fill the gaps, e.g. a noun or a verb phrase. Play the audio. Put students into pairs to compare answers. Ask volunteers to suggest an answer for each sentence.

2 their ankles 3 in the air 4 ferry boat 5 came and rescued

1.02 Read the instructions and play the first part of the story. Check answers.

The audio script can be found on page T113. ANSWERS

and = 4   because = 1   but = 1    so = 2 The audio script can be found on page T113.

3



Idioms 6

1.02 Read the instructions and give students about three minutes to compare their ideas. Play the audio again, pausing occasionally for volunteers to give answers.

Read the instructions. Do the first item with the class. Put students into pairs to complete the exercise. Check answers. ANSWERS

1 c     2 b     3 d     4 a

ANSWERS

… a bit of an exaggeration, but I thought I was going to drown … flown into Manaus, you see, and I wanted to get away from it all and see some of the jungle, so I looked around the town for a tour operator and found this guy … I liked it because it would be just a small group, so much better for getting off the beaten track and seeing the wildlife.

Streetwise Read the information about have had it and the example. Ask volunteers to make new sentences with the phrase. Ask the class to check the sentences are grammatically correct.

7



The audio script can be found on page T113.

4



1.03 Read the instructions and stress that students should listen for the best answer. Ask students to read the questions and answer options and check vocabulary if necessary. Play the audio. Ask students to compare answers in pairs and give them the option of a second listening before checking answers. ANSWERS

1 a   2 a   3 c   4 b   5 b The audio script can be found on page T113.

T09 unit 1

  Encourage students to ask their partner to justify their opinions. For example, if their partner says It would be too dangerous, they should ask them why.

Reflection 8



Ask students to read the strategies. Ask them which they felt helped them do the listening activities. Ask them to choose one they will try next time.

WB For more practice see page 10 of the Workbook.

Listening

Unit

1

A traveller’s story 1

You will hear someone describing a travel experience in Brazil. The following words are in the story. What do you think might have happened? Discuss with a partner.

5

Listen to the last part of the story and complete the sentences. Write no more than three words for each space. Compare with a partner. 1.04

1 The motor on the back of the boat

and

water started coming in.

2 The water came up to . 3 When they slowed down, the front of the boat wasn’t up

any more.

4 After about half an hour, a 5 The people in the ferry Listen carefully for linkers to help you understand detail.

Idioms 6

Listen to the first part of the story. How many times does the speaker use the following linkers? 1.02

and

3

4

us and took us back

to Manaus.

Tip

2

came past.

because

but

1 I wanted to get away from it all and see some jungle. 2 … getting off the beaten track and seeing the wildlife. 3 … the guide caught a small one so we could get up

so

Can you remember what the speaker said before and after any of the words in Exercise 2? Compare your ideas with a partner then listen again and check. 1.02

close and personal.

4 … and then, in the blink of an eye, the back fell off. a b c d

Listen to the next part of the story. Choose the best answer according to the story. 1.03

1 How did the speaker feel about the boat when she first saw it?

a worried b surprised

c happy d excited

b The motor was noisy.

vegetation

b to see alligatorlike creatures

go where other tourists don’t experience something from very near

Have had it is an informal expression which we use when something is finished or over or when something has failed. I thought we’d had it when the back fell off the boat!

c It wasn’t long enough.

d It was too narrow.

3 How did the speaker feel when they got to a smaller river? a frightened c happy b excited d relieved 4 Why did they go out at night? a to see the c to see the

somewhere peaceful

have had it

travelling quickly? in the water.

very quickly

Streetwise

2 What was the problem with the boat when it was a Part of it was low

Read these extracts from the conversation. Match the idioms in bold with their meanings.

7

Would you like to travel on the Amazon? Why / Why not? Discuss with a partner.

Reflection

starlight

d to get close to the jungle

5 What did they do when they were staying in the cabin? a went swimming c ate fish b fed the fish d ate meat

8

What helped you understand the listening?

• Thinking about the topic before listening. • Listening carefully for linkers. • Listening for specific information.

getting away from it all unit 1 09

Grammar

Tense review Present and imperative 1

Complete the text with the correct form of the verbs in the box. Use present simple, present continuous or imperative forms. drive get look sound

steal

make

think

move

try

turn

1.05

4

Read the sentences and answer the questions.

1 She has been living in Rome for the last two weeks. 2 I’ve been making a chocolate cake. Look! I’ve got chocolate all over my hands.

say

3 Clara is a very good football player – she’s been playing

say

We 1 get angry too easily when we 2 are driving. 3 Perhaps the car horn is part of the problem. It 4 5 6 like you out of the way!’, or ‘ ,‘ where you’re going, idiot!’ What we need is a car horn 7 8 which , ‘I’m sorry’. After all, we all 9 mistakes sometimes. Perhaps the traffic lights 10 green while you about something else. 11 Perhaps you someone’s parking spot which another driver 12 to use. The road would be a better place if we could admit our mistakes with a I'M SORRY! ‘sorry’ horn!

2

Present perfect continuous

football since she was six.

1 2 3 4

What’s the name of this tense? How is it formed? How do you make the negative and question forms? Can you match sentences 1 – 3 with these meanings?

a an activity that has just stopped or has recently stopped, whose effects are visible now

b an activity that began in the past and continues into the present

c an action repeated over a period of time

5

Read the situations and complete the questions or sentences with the present perfect continuous and the verbs in brackets.

1 Frida lives in Brazil now. She moved there four months ago.

Listen and check your answers.

Frida has been living in Brazil for four months. See Language reference on pages 90-91.

3

2 Sam disappeared this morning. I’m looking for him now. I

Choose the correct option.

1 My family (live / are living / have lived) in Galicia since 2010. 2 My grandmother (stays / is staying / has stayed) with

know how long.

4 Ben doesn’t feel well. He hasn’t been to school this week.

3 My father (works / is working / has worked) at the

Ben

port in Vigo.

We say: ✓ Have you ever been to Italy? ✗ Have you ever went to Italy?

Tip Remember we use time expressions like How long, for, since, all day, the whole week… with the present perfect continuous. How long have you been waiting? I’ve been waiting all day!

10 unit 1 getting away from it all

all week. (feel)

5 Chloe doesn’t speak much Chinese. She only started

4 He (works / is working / has worked) there for five years. 5 He (drives / is driving / has driven) there every morning. 6 He (teaches / is teaching / has taught) me to drive at

Get it right

English? (learn)

How long

us at the moment.

the moment.

him all morning. (look for)

3 A friend tells you he’s learning English. You want to

classes two weeks ago. Chloe

6

Chinese for very long. (speak)

Complete the sentences with the verbs in brackets. Use present perfect simple or present perfect continuous.

1 2 3 4 5 6 7 8

I’ve sent at least five emails today. (send) It

for two hours. (rain) you ever

My uncle Joe

on a cruise? (go) in many different countries. (live)

here since 9.30 this morning. (wait)

I

a lot of books about the Amazon. (read)

I

to ring you all morning. (try)

We

all night and we’re exhausted. (travel)

See Language reference on pages 91-92.

Grammar

Tense review In this grammar lesson students will study the present and the imperative, the present perfect continuous, the past and the future. The grammar is reviewed on page 16. The Language reference section can be found on pages 90-94.

Present perfect continuous Tip Read the tip and the example question aloud. Ask volunteers to answer the question using for and since. Remind students that we use for when we are talking about a period of time (for five minutes, for three hours) whereas we use since when we are referring to the starting point of an activity (since last week, since April).

Present and imperative 1

2

Ask students to name the two verb tenses in the first sentence in the text and explain the difference in meaning (1 present simple (for habitual action); 2 present continuous (for a longer, incomplete action)). Ask students to say how an imperative differs from the present simple (there’s no subject given; it gives an instruction).

4

1.05 Ask students to compare answers in pairs before playing the audio for them to listen and check.

Ask students which words form the tense in each of sentences 1-3 and write them on the board (has + been + living; ‘ve + been + making; ‘s + been + playing). Go through questions 1–4 with the whole class, referring to the words on the board and example sentences 1–3. ANSWERS

1 present perfect continuous ANSWERS

2 have/has + been + -ing

3 sounds

7 says

11 steal

4 are saying

8 make

12 is trying

5 Move

9 turn

6 Look

10 are thinking

3 Negative form: have/has + not + been + -ing Question form: Have/Has + subject + been + -ing 4a2

5 The audio script can be found on page T113.

3

Go through the example and remind students of the form (have + past participle) and use of the present perfect (referring to an action which started in the past and is, in some way, connected to the present).

b1

c3

Tell students to complete the exercise individually, reading carefully to decide whether a question or a positive or a negative statement is required. ANSWERS

2 ‘ve been looking for 3 have you been learning 4 hasn’t been feeling well

ANSWERS

2 is staying

5 drives

3 works

6 is teaching

4 has worked

Optional activity Ask students to say the sentences in Exercise 3, but changing the information to make them true for themselves.

Get it right Read through the right and wrong sentences and ask why the second sentence is wrong (in the present perfect, we don’t use the past simple form but we use the past participle). Ask students to test each other using the list on pages 111-112.

5 hasn’t been speaking

6

Write this sentence on the board I’ve been living here for five years and I still haven’t been to the park. Ask students to identify the tenses and to say why they are used. Refer students to the Language reference on page 91 if necessary. Students continue individually.

ANSWERS

2 ‘s been raining

6 ‘ve read

3 Have … been

7 ‘ve been trying

4 has lived

8 ‘ve been travelling

5 has been waiting

UNIT 1 T10

Grammar

Future

Past 7

Draw this diagram on the board. Ask students to read item 1 and match the verbs sail and fall with letters a and b (a: fall; b: sail).



11



b long action now -----------------------¦-----------------------------¦------------------> a short action



Ask students to explain the difference between the tenses of the verbs fall and sail (the past simple is used for the shorter action, the past continuous for the longer action). Also demonstrate the difference between the past simple and the past perfect in the sentence At the end of our journey, we saw that the back had fallen off the boat using a timeline similar to the one above. Put students into pairs to compare answers and refer them to the Language reference section on page 92 before checking answers as a class.

  Go through the instructions and example before putting students into pairs to continue the exercise. Ask volunteer pairs to say a question and an answer. ANSWERS

2 d     3 b     4 a

12

Ask students to match the sentences in Exercise 11 with the future forms. Refer them to the Language reference section on page 93 to check their answers. ANSWERS

going to for the future – 2 d will for the future – 4 a future continuous – 3 b present continuous future – 1 c

ANSWERS

8

2 visited, was travelling

5 saw, was brushing

3 went, had never been

6 was taking, bit

4 was rising, left

7 had never seen, visited

13

Read the instructions and look at the example. Ask Has this person got their keys now? (no). Does this sentence tell us about the situation now or in the past? (now). Explain that that is why the present perfect is used.

Go through the instructions and the example before asking students to complete the exercise. Monitor and help as necessary before putting students into pairs to compare answers. ANSWERS

2 ‘m going to buy 3 ’s going to be 4 ‘ll lend

ANSWERS

2 didn’t go, went

5 didn’t drop, was

3 has broken

6 Has, stopped

4 Did, have

9

Tell students to read the story, ignoring the spaces, and say why the man was following the writer (he’d found the writer’s key). Monitor and help while students carry out the activity individually.

10

1.06 Play the audio for students to listen and check. ANSWERS

2 went

7 looked

3 ‘d bought

8 was following

4 was walking

9 gave

5 noticed

10 had fallen

6 ran

11 had seen

The audio script can be found on page T113.

T11 unit 1

14

  Ask students to make brief notes for each of the items 1–7. Put them into pairs to share their ideas. Bring the class together and ask volunteers to share anything interesting they found out.

Optional activity Role play. Student A is an optimistic person with an unrealistic travel plan. Student B is a pessimistic person who points out what could go wrong. Have a conversation. A: I’m going to hitchhike around the world! B: How will you get across the Atlantic? A: I’ll get a ride on a ship ...

WB For more practice of all the grammar see pages 08-09 and 13 of the Workbook.

Unit

Past 7

1

Future

Complete the sentences with the verbs in brackets. Put one of them in the past simple and the other in past continuous or past perfect.

11

1 While we were sailing down the Amazon, the back fell

Work with a partner. Match the beginnings and endings of the sentences, then ask each other the questions. 1–c

off the boat. (sail/fall)

2 I

Manaus while I

in Brazil. (visit/

1 What are you doing 2 What are you going 3 What do you

travel)

3 When I

to Brazil, I America before. (go/never go)

to South

4 The sun

when we the morning. (rise/leave)

think you’ll be

the cabin in

think you’ll do

a piranha in the water when I my teeth. (see/brush)

6 When I

a photo, a spider

my

leg. (take/bite)

12

7 I

a parrot in the wild before I the Amazon. (never see/visit)

university?

b doing this time next year?

c on Saturday evening? d to do in the summer

4 What do you

5 I

a after you finish

holidays?

Match the sentences in Exercise 11 with the future forms below. going to for the future will for the future

See Language reference on pages 92-93.

future continuous present continuous future

8

Complete the sentences with the correct form of the verbs in brackets. Use past simple or present perfect.

1 Oh no! I ‘ve lost my keys and I can’t get in to the house! (lose)

2 Alice

See Language reference on pages 93-94.

13

to Portugal on holiday, she to Brazil, but she’s home now. (not go, go)

Complete the sentences with the best future form of the verbs in the box. be

3 Can I borrow your phone, please? I need to make a call and my phone Alex

4

. (break)

9

the tablet, it it

beach in the sun!

raining now? (stop)

When I 1 was staying 2 (stay) in Lisbon, I (go) out one evening to 3 a concert. I (buy) the ticket in advance because it was a very popular band. While 4 I (walk) back 5 to the holiday apartment afterwards, I (notice) 6 a man following me. I (run) all the way to the 7 door in a panic and (look) for my key, but it had 8 gone. Then the man who (follow) me arrived. He 9 (give) me the key. It 10 (fall) out of my bag 11 while I was leaving the concert and the man (see) it happening and followed me to return it.

10

1.06

2 I hate this suitcase. I _________ a new one! 3 Look at the clouds. I think there _________ a storm. 4 Don’t worry if you’re short of cash. I _______ you some.

her! (not drop , be)

Complete the text with the correct form of the verbs in brackets. Use past simple, past continuous or past perfect.

lend lie

1 Just think – this time next week, we’ll be lying on the

a headache this morning?

(have)

5 I 6

buy

14

Think about your ideas for 1–7 below. Tell a partner. Are any of your ideas the same? Name one thing …

1 2 3 4 5 6 7

you are doing right now. you’ve never done. you did last summer. you wish you hadn’t done. you think will happen in the future. you do at least once a week. you are going to do this week.

Listen and check your answers.

getting away from it all unit 1 11

Vocabulary

Ways of travelling Transport 1

6

Match the transport phrases in A and B.

If you travel southward, you’ll reach Seville. It’s about five hours by car.

by air – by plane A

2

Work with a partner. Say where you get to if you travel in different directions from where you are now.

7

B

What are the opposites of these directions?

1 eastward 2 northward

by air

by road

by boat

by train

by horse

by sea

by car

on foot

by rail

by walking

by plane

on horseback

Use the phrases in Exercise 1 to describe the photos.

3 outward 4 forward

5 upward

Pronunciation: full and reduced vowels

a – by air – by plane

a

b

c

Tip The reduced vowel () is the most common vowel sound in English. The vowel is usually reduced in unstressed syllables.

d

3

f

8

Add more forms of transport to these groups.

1 by road – by car 2 by sea

4

e

Which forms of transport do you think these people used? Perhaps Jake went by rail, or perhaps he went by car.

2 The national football team will be travelling to Florida. 3 Anita is trekking in the Andes. 4 Beyonce is doing an international tour.

9

land //

England //

ward //

northward //

Complete the conversation with the words in the box. direct

first class international

non-stop

single

shuttle

A: What’s the fastest way to the 1 international airport? B: The airport express. It’s a

service from here to the airport and back, every 30 minutes.

Complete the text with the words in the box.

2

A: Do I have to change trains anywhere? B: No, the service is

inland northward

3

.

A: OK, I’d like two tickets please.

southward towards Luton

B:

Stanstead

Heathrow

or return?

4

A: Two

London

B: It’s

Gatwick the south coast

The south east of England has four main airports. Heading 1 westward from London is Heathrow. 2 Heading are Luton and Stanstead. Finally, 3 4 heading , the south coast is 5 Gatwick. All of these airports are , but there is a plan to build an airport on the south coast.

12 unit 1 getting away from it all

reduced vowel

Public transport

Directions

westward

full vowel

1 overland inland island Poland woodland 2 southward outward toward eastward backward

3 overland 4 off-road

1 Jake travelled overland from Madrid to London.

5

Listen to the words. Indicate where the vowel is pronounced in full. 1.07

5

returns, please. How long does it take? , it only takes about 20 minutes.

6

A: OK, thanks.

10 11

1.08

Listen and check your answers.

Practise the conversation with a partner. Change some of the words.

Vocabulary

Ways of travelling This section deals with vocabulary connected to transport. The pronunciation section focuses on full and reduced vowels. Vocabulary from the lesson is reviewed on page 16.

Directions 5

Point out that the directions are given in relation to London. Read the text aloud, pausing at the gaps for students to call out the missing words.

Target vocabulary ANSWERS

by air by boat by car by horse by plane by rail by road by sea by train

by walking direct eastward first class forward inland international non-stop northward

on foot on horseback outward shuttle single southward towards upward westward

2 northward  3 southward  4 towards   5 inland

6



7

Go through the exercise as a class, checking answers. ANSWERS

Transport 1

Ask students to read the phrases in A and B. Go through the example before students complete the task individually. ANSWERS

by horse – on horseback by sea – by boat by rail – by train

by walking – on foot

Ask students to look at the photos and to match them with the phrases from Exercise 1.

8



e by rail, by train

POSSIBLE ANSWERS

2 by yacht, by barge, by ferry, by cruise ship, by hovercraft

4

Public transport Put students into pairs to complete the conversation.

10

POSSIBLE ANSWERS

2 by air  3 on foot, on horseback, by camel 4 by car, by air, by helicopter

1.08 Play the audio for students to listen and check. ANSWERS

4 skiing, by camel, by 4x4, by bike

Ask students to think of possible answers before putting them into pairs to compare.

1.07 Ask students to look at the words in the table. Play the audio for students to complete the activity. ANSWERS

9 1 by bike, by bus, by 3b  y climbing, by running, caravan, by skateboard, (and any of the answers by truck, by lorry, by van to 1)

4 backward

The vowel is pronounced in full in 1 overland, inland     2 toward

d by road, by car Check students have access to a dictionary. Put them into pairs to add more forms of transport to each category.

2 southward

5 downward

Read the tip aloud and ask students to look at the table in Exercise 8 and identify two syllables which will be unstressed.

c by horse, on horseback f by walking, on foot

3

3 inward

Tip

ANSWERS

b by sea, by boat

1 westward

Pronunciation: full and reduced vowels

by road – by car

2

  Put students into pairs to do the activity.

2 shuttle

3 direct

5 first class

6 non-stop

4 Single

The audio script can be found on page T113.

11



  Put students into pairs to read the conversation aloud. Make sure they change some of the other phrases.

WB For more practice see pages 11 and 13 of the Workbook.

unit 1 T12

Speaking

Complaining This lesson is based around an informal conversation between a tour operator and a customer who is calling to complain about a tour.

6

The Life skill in this unit introduces the topic of planning and organising, which is developed in the Life skill section on page 84.

1

2





  Direct students to the photo and ask what people might find attractive about this kind of tour. Students discuss more ideas with a partner.

WB For more practice see page 10 of the Workbook.

Life skill

a peaceful way of travelling, interesting buildings, completely organised

Identifying the problem

1.09 Tell students they are going to read and listen to a telephone conversation between a tour operator and a person who went on the tour in the photo and now wants to complain. Play the audio. Ask who thinks Emma was right to complain.

Ask students questions to check comprehension: How long did the boat stop at the museum? (10 minutes); When would the next boat depart? (three hours later); What does the tour operator offer Emma? (a voucher); Why won’t Emma accept it? (she’s leaving tomorrow).

Read the instructions. Monitor and help as necessary while students continue individually. Check answers.

Books closed. Ask students to brainstorm a list of things they could complain about after a holiday or trip somewhere goes wrong.

1

In pairs, direct students to the photo. Read the question, allow pairs time to discuss the answer and nominate several students to suggest answers.

2

Read the instructions and let students – in pairs or small groups – discuss the answer. Bring the class together and ask for suggestions.

Suggesting a solution 3

1 can I help you?

3 I’m sorry to hear that.

2 I’m calling to …

4 Actually, I’d like a …

Useful language Ask students to read the column headings and the expressions. Check understanding as necessary.

4



  Put students into pairs to practise the conversation. Monitor and encourage students to use intonation to sound polite.

5



  Ask students to choose one of the topics to talk about. Tell them to make notes under the headings where? when? and what? and to choose some expressions from the Useful language box to use in their conversation.

In pairs, ask students to decide what preparations they would make to avoid the problems they thought of in Exercise 2. Monitor and help with ideas as necessary.

What about you? 4

POSSIBLE ANSWERS

T13 unit 1

  Put students into different pairs to take turns making a complaint, having a conversation similar to the one in Exercise 2. Monitor and give positive feedback where possible. Ask volunteers to act out their conversations to the class. The class decide if they were polite or not.

POSSIBLE ANSWERS

Optional activity

3



Read the questions and invite students to share examples from their own experience. Do not overcorrect for accuracy, but help students to get their ideas across.

Planning and organising Tell students to read the information and ask them what they think the sentence ‘Luck helps those who help themselves!’ means. (People who do something for themselves – like planning and organising – will be lucky and not have problems). Ask for examples of situations where somebody has or hasn’t planned and thought through something carefully beforehand.

Speaking

Unit

Life skill Skills

Complaining 1

2

Read and listen to the conversation. Do you think Emma is right to complain?

Tour operator: Hello, can I help you?

Emma: But the next boat was three

Emma: Hello, yes, I’m calling to complain

hours later! I think your advert was misleading.

about a tour I went on yesterday. Tour operator: OK, which tour was that,

please? Emma: It was Amsterdam by Boat. Tour operator: And what was the

problem? Emma: Well, according to the brochure,

we were supposed to stop at the Rijksmuseum art gallery. In fact, the boat only stopped there for ten minutes. That’s not enough. Tour operator: I see. But passengers who want to stay longer can simply get off and hop on the next boat.

3

Organising an excursion

Look at the photo. What do you think would attract people to go on this tour? Discuss with a partner. 1.09

Tour operator: I’m sorry to hear that. We will try to make this clearer in future. Please accept our apologies. Emma: Actually, I’d like a refund. Tour operator: I’m sorry, that won’t be

possible. We could give you a voucher towards another tour, perhaps? Emma: But I’m leaving tomorrow. Tour operator: Then I don’t think there’s

anything we can do. I’m sorry. Emma: Well, I won’t be recommending

you to anyone, then. Goodbye!

Find phrases in the conversation for the following functions:

1 offering to help 2 introducing a reason for calling

3 apologising 4 saying what you want

Useful language Saying what’s wrong

Saying what you want/don’t want

Saying you’re unhappy

Responding to a complaint

It’s broken / damaged.

Can I have a replacement,

I don’t like your attitude.

Certainly, I’ll get you another one.

please? It doesn’t do what it’s I’d like a refund. supposed to do. I’d like to speak It doesn’t work. to the manager. What it says here is misleading.

I’m afraid it’s just I’m afraid I can’t give not good enough. you your money back but I can give you a credit note.

I’d rather have my money back.

Identifying the problem Discuss with a partner. 1 Who are the people in the photo and what are they doing? 2 Imagine an excursion like this. What could go wrong? Think about money, transport, accommodation, food …

Suggesting a solution Compare with a partner. 3 You are organising an excursion. What preparations do you need to make to avoid the problems you thought of in Exercise 2?

What about you? Tell your partner or the class. 4 Have you ever been responsible for organising a trip. How did you prepare? Did anything go wrong? How was the trip?

I’m sorry to hear that.

I’m sorry, but I don’t

Of course, I’ll call the manager immediately.

want to exchange it for another.

Please accept my apologies.

4

Work with a partner. Practise the conversation in Exercise 2.

5

Work with a partner. Make notes on one of these topics or choose your own.

6

1

• You bought something online and it’s faulty. • You sent an email to a company and no one’s replied. • You stayed in a hotel, and the staff were rude.

Planning and organising When something works well and everybody has a good time, there is usually careful planning and organisation behind it. Luck helps those who help themselves! Remember: the best way to ensure that everything goes well is by thinking things through properly beforehand.

Work with a different partner and have a conversation like the one in Exercise 2. Take turns to complain about your problem from Exercise 5.

unit 1 13

Writing

A descriptive essay Writing task: write a descriptive essay about a TV personality you’d like to meet. (120 – 150 words).

A TV personality I’d like to meet by Amanda Wong

Someone I really like and admire on TV is the explorer Bruce Parry. He made a series called Tribe, about indigenous people. He visits tribes in barren deserts, snow-capped mountains and tropical jungles all around the world. But he doesn’t just film them, he actually lives with them and participates in their daily lives as an equal. Bruce often goes into very dangerous places in the programmes. For example, when he was in New Guinea, he found some hostile warriors. They were speaking, and we can see a translation at the bottom of the screen saying, ‘Shall we kill him?’ Fortunately, Bruce managed to calm them down with his gentle ways. He always appears to be cheerful and fearless in spite of the danger. Although I am adventurous I don't know if I could cope with the everyday danger, the pungent

food and not knowing the language and I certainly wouldn’t do some of the things that Bruce does. For example, he eats crunchy, slimy insects for supper in South America, or does a rhythmic tribal dance without any clothes in Africa. But perhaps the thing I admire most about him is that he gets on so well with all kinds of different people, despite the language barrier.

1 2

Read the description of TV presenter Bruce Parry. How does the writer feel about him? Why?

4

1 2 3 4 5 6

Answer the questions with adjectives from the text.

1 2 3 4

What type of people is Tribe about? What types of places does Bruce visit? What were the warriors in New Guinea like? How does the writer describe Bruce in the second paragraph?

5 How does the writer describe herself? 6 Who does Bruce get on well with? 7 What type of barrier does Bruce usually face when he

Read the essay again and say where the writer …

5

gives the reader a description of a particular situation. explains the person’s best quality. gives some examples of what the person does. tells the reader who the person is. explains how the person dealt with something difficult. gives a general description of things the person does.

Look at the essay structure and decide where the actions in Exercise 4 are covered. A. Introduction

B. Detail

C. Conclusion

visits different tribes?

Writing builder

Tip Use adjectives to write a more interesting description for your reader. Remember adjectives are usually placed before the noun.

3

Read the essay again and look at the table below. Find another word for each of the senses. sight

smell

sound

picturesque

freshly loud cut grass

14 unit 1 getting away from it all

taste

touch

bitter / sweet

rough

6

Complete the text with the words in the box. attention

concluding

senses

statement

feelings

logical

summarise

A descriptive essay describes something or someone by appealing to the reader’s 1 senses: sight, smell, sound, taste and touch. In the introduction, you should capture 2 your reader’s by introducing the topic, followed 3 by a main . In the next paragraph, arrange the 4 order and include your thoughts and details in a 5 . In the final paragraph re-emphasise your main 6 what you have discussed. End statement and 7 your essay with a strong sentence.

Writing

A descriptive essay In this section students read a description of somebody they admire, which serves as a text for analysis and a model for a final writing activity.

4

The Signposts in writing in this section are reviewed on page 16. There is a guide to writing a descriptive essay in the Writing guide on page 100.

1

ANSWERS

1 paragraph 2 – the hostile warriors in New Guinea

Before doing Exercise 1, look at the writing task at the top of the page with the class. Explain that the essay they will be looking at is a model answer to the essay title and that they will write something similar after working through the tasks on the two writing pages. Set a time limit of about two minutes for students to read the essay and decide how the writer feels about Bruce Parry, the man in the photo, and why.

2 paragraph 3 – the thing I admire most … 3 paragraph 3 – eats insects, dances in Africa 4 paragraph 1 – the explorer Bruce Parry 5 paragraph 2 – Bruce managed to calm them down 6 paragraph 1 – he visits tribes, lives with them

5

ANSWER

She likes and admires him because he lives among the people he observes; he is always happy and brave; he is much more adventurous than she is; he gets on well with everyone.

2

Go through the instructions and ask students to read the essay carefully to find the paragraph in which the writer mentions the information in 1–6. As you check answers, ask volunteers to say what the information is.

Do the first item together with the class. Remind students that they need to find an adjective to answer each question.

Copy the table and column headings onto the board. Point out that the column headings reflect the overall structure of the essay, and that each one corresponds to a paragraph. Elicit that the introduction is paragraph 1, the detail paragraph 2 and the conclusion paragraph 3. Go through each point 1–6 in Exercise 4 and ask students in which paragraph it can be found.

ANSWERS

Introduction – 4, 6  Detail – 1, 5  Conclusion – 2, 3

ANSWERS

Optional activity

1 indigenous (people)

Put students into pairs or small groups to tell each other whether or not they would enjoy watching Tribe. Bring the class together and ask for comments. Encourage students to respond to each other’s opinions.

2 barren deserts, snow-capped mountains, tropical jungles 3 hostile 4 cheerful, fearless 5 adventurous 6 (all kinds of ) different people 7 a language barrier

Tip Read the tip aloud and remind students that word order in English is not very flexible. Advise them that example sentences in dictionaries will illustrate the position of adjectives.

3

Read the instructions before checking understanding of the words in the table with the class. ANSWER

Writing builder 6

Tell students to read the words in the box and check understanding before asking them to complete the text individually. Monitor and help as necessary before putting students into pairs to compare answers. Read the paragraph aloud, pausing for students to call out the missing words. Give the correct answer if there is a difference of opinion.

ANSWERS

2 attention

5 feelings

3 statement

6 summarise

4 logical

7 concluding

sight – barren  smell – pungent  sound – rhythmic taste – crunchy, slimy  touch – gentle

unit 1 T14

Writing

Signpost

Useful language Ask students to look at the Useful language box. Point out that the section headings give the function of the words and phrases. Put students into pairs to prepare a short text to describe a person using one phrase from each section. Then students change partners and describe the person to their new partner.

Read the information aloud and ask students which contrasting idea although introduces in the essay (I am adventurous).

7

Read the instructions and ask students to find each of the different signposts in the essay, paying particular attention to the structure each one is followed by. Monitor and help as necessary while students do the exercise individually. To check answers, ask volunteers to read the entire sentence and see if the class agrees on the answer before feeding back. ANSWERS

1 in spite of 2 Although 3 but/although 4 despite 5 Despite 6 but/although

Improve your writing 8

Explain to students that they should think of a contrasting fact to add to each of the sentences and then make a new sentence using a signpost from the box. Give an example from the suggested answers below. Monitor and help with ideas as students rewrite the sentences. Ask them to compare their ideas with a partner and nominate volunteers to share their sentences with the class. Take a class vote on whose new sentence is the most interesting or entertaining. POSSIBLE ANSWERS

1 She’s an amazing actress, in spite of the bad films she appears in. 2 In spite of his injury, he scored a brilliant goal. 3 His artwork is so creative, but his writing is terrible. 4 Although the architecture is really inspiring, the city is ugly. 5 The experience was rather frightening despite the safety precautions. 6 Although she has many problems, she’s always optimistic.

T15 unit 1

Write! 9

Read the task and put students into pairs to follow the stages in STEP 1. Monitor and help with ideas as necessary while students write notes in the structure box. Refer students back to Exercises 4 and 5 if they need help. Ask students to follow STEP 2 individually. Suggest they select words and phrases from the Useful language box and the Signpost box, then add them to the appropriate columns of the structure box before they write their first draft. Once students have written their first draft, ask them to review their writing, answering the questions in STEP 3. Tell students to follow STEP 4 by writing a final draft and rechecking their work. They can refer to the Writing guide on page 100. Put students into pairs to read each other’s description and to respond as interested readers. Finally, ask students to write a brief note about why they chose to write about the person they did.

Optional activity For homework, ask students to do some internet research to identify a person who would fit one of the sentences they wrote in Exercise 8. Next class, they could give a mini-presentation (of three or four sentences) without mentioning who the person is. The class guesses the name of the person.

WB For more practice see page 12 of the Workbook.

Unit

Write!

Signpost Writers use signposts to introduce contrast, for example, the highlighted words and phrases but, in spite of, although and despite.

7

Choose the best signpost of contrast to complete the sentences. Sometimes more than one answer is possible.

1 She is a generous person, (but / in spite of / although) not having much money.

2 (But / Despite / Although) she hasn’t got much money, she’s really generous.

3 She hasn’t got much money, (but / in spite of / although) she’s really generous.

4 He’s incredibly athletic, (but / despite / although) his age. 5 (But / Despite / Although) his age, he’s incredibly athletic. 6 He’s quite old now, (but / in spite of / although) he’s still incredibly athletic.

Improve your writing 8

Add more information and a signpost of contrast to the following facts. Compare your ideas with a partner. although

1 2 3 4 5 6

1

but

despite

in spite of

She’s an amazing actress.

The architecture is really inspiring. The experience was rather frightening. She’s always optimistic.

Useful language

The thing I really like is …

Steps STEP 1: Getting ideas

• Work with a partner. Choose a person you both admire. • Brainstorm general reasons and specific examples of what the person has done.

• Write notes of some adjectives you could use. • Write notes in an essay structure box like this. Introduction (paragraph 1)

Detail (paragraph 2)

Conclusion (paragraph 3)

STEP 2: Organising your ideas and writing a first draft

• Write a first draft of your description. • Use some expressions from Exercise 7. • Think about the language you need to use for a STEP 3: Reviewing your writing

His artwork is so creative.

The person I most admire is …

Write a description of somebody you admire. (120 – 150 words).

descriptive essay and use adjectives.

He scored a brilliant goal.

To introduce a point

9

To give a general description of actions He / She lives / goes (etc.) … (verbs in the present tense)

• Reread your first draft and answer these questions. 1 Have you followed the plan? 2 Have you used some signposts to help your reader? 3 Have you used the correct language for a descriptive essay?

4 Is your grammar, spelling and punctuation correct? 5 Does each sentence lead smoothly to the next? STEP 4: Writing a final draft

• Recheck your work before handing it in. • Write a brief note to your teacher about why you chose this person.

To describe a particular event He / She went (etc.) … (verbs in the past tense)

To make contrasts although but

See Writing guide on page 100.

despite in spite of

getting away from it all unit 1 15

Review

Travel 1

Past

Reorder the letters to write a travel word for the words belonging to each category.

1 2 3 4 5 6

5

trees and plants – natigeveto vegetation

1 When I was travelling in Portugal, I met someone who had visited every country in Europe. (travel/meet/visit)

animals, birds, insects, fish – nuafa

2 When Annie

home, Mike deeply. (arrive/go/sleep)

it makes you want to eat it – homut- intraweg hotels, hostels, camp sites etc – tomocadamocin

3 I

never London, and I

strange, unusual, unknown, foreign – cioxet not damaged – lopinust

to bed. He

in a plane before I for very excited. (be/leave/feel)

4 When we

in Venice, someone my bag. Fortunately, I my valuables in the hotel. (sightsee/steal/leave)

Ways of travelling 2

Complete the sentences with one of the verbs in past simple, one in past continuous and one in past perfect.

Complete the text with the words in the box. by rail direct horseback international non-stop overland sea single towards westward

Future 6

Hamid travelled 1 overland to Europe. He left home and 2 3 travelled the border by road. He crossed 4 the mountains first on and then on foot. In Turkey, 5 6 he made a 24-hour journey by bus. 7 Then he went by to Greece. From there, he went 8 northward to Germany. Finally, he was given a 9 ticket for a 10 flight back to his home.

Complete the conversation with the best form of the verbs in the box. do get

go

lie

stay

stay

A: What 1 are you doing this summer? B: I

to Malaga. This time next month, I

2

3

on

the beach! A: Lucky you! Where B: I

4

you

probably She lives there.

Present and imperative

? with my grandmother.

5

A: Have you got your train tickets yet?

3

Complete the sentences with the verbs in present simple, present continuous, present perfect or imperative.

1 2 3 4 5

I ‘ve never liked flying. (never like) If you like sea and sunshine, My mum sometimes

4

7

in France. (ski)

Complete the sentences with the present perfect continuous of the verbs in brackets.

1 Sarah is tired because she has been working very long hours this week. (work)

2 You to a word I’ve said, have you? (listen) 3 Why my sweets? (you / eat) 4 Look! Here’s my camera. I it for a week! (look for)

them a bit nearer the time.

Choose the word or phrase with a full vowel sound in the part in bold.

1 Scotland 2 Ireland 3 forward

your passport while travelling? (lose)

Present perfect continuous

6

Pronunciation awareness

me to school. (drive)

Jeff ’s away at the moment. He you ever

to Greece! (go)

B: No. I

overland

island

Finland

woodland

England

inland

northward

toward

eastward

Signposts in writing 8

Choose the correct signpost to complete the sentences.

1 She’s always smiling, but/in spite of/although all her problems.

2 We really enjoyed our holiday, but/despite/although the noise from the railway nearby.

3 Our Amazon trip was amazingly interesting, but/ despite/in spite of the weather was awful.

4 But/Despite/Although we were told we’d be able to visit the museum, there wasn’t enough time to go.

5 But/In spite of/Although its unattractive brown water, Ponte Negra is as good as any ocean beach.

16 unit 1 getting away from it all

Review

The review section for the unit includes further practice activities for the following language areas: Vocabulary: travel (page 8); ways of travelling (page 12)

Past 5

Grammar: present and imperative, present perfect continuous, past (page 10); future (page 11) Pronunciation awareness: full and reduced vowels (page 12)

ANSWERS

Signposts in writing: contrast (page 15)

2 arrived, had gone, was sleeping

Travel 1

Go through the instructions and the example, checking students understand that they should use each of the tenses in any particular order with the verbs in brackets.

3 had … been, left, was feeling

Read the instructions and the example. Students continue the activity individually. ANSWERS

2 fauna

5 exotic

3 mouth-watering

6 unspoilt

4 were sightseeing, stole, had left

Future 6

Ask students to look at the photo, guess what the conversation is about and read and check. Students complete the conversation individually.

4 accommodation ANSWERS

Ways of travelling 2

Ask students to read and say which countries Hamid visited. Students continue the activity individually.

3 ‘ll be lying

6 ‘m going to get

4 are … going to stay

7 sea

3 international

8 by rail

4 horseback

9 single

5 non-stop

10 direct

7

Go through the instructions and the example. Advise students to say the words quietly to themselves.

ANSWERS

6 westward

2 inland     3 toward

Present and imperative 3

5 ‘ll … stay

Pronunciation awareness

ANSWERS

2 towards

2 ‘m going

Go through the instructions and the example. Students could work in pairs to decide on the tense before completing the sentences individually.

Signposts in writing 8

Go through the instructions and the example and remind students to look carefully at the words that follow the signposts to help them choose the correct alternative.

ANSWERS

2 go   3 drives   4 ‘s skiing   5 Have … lost

ANSWERS

2 despite   3 but   4 Although   5 In spite of

Present perfect continuous 4

Read the instructions and the example. Students continue the activity individually. Check answers. ANSWERS

2 haven’t been listening

4 ‘ve been looking for

3 have you been eating

unit 1 T16

Unit 2

Going up in smoke The theme of this unit is the environment, and the title Going up in smoke is an expression which means that something fails to produce the result that was wanted.

UNIT OBJECTIVES: Vocabulary Grammar Reading Exam focus Listening Speaking Pronunciation Writing Get it right Life skill

environmental problems; word building (word roots) modal verbs: can, could, be able to; must, have to, should, need; must, might, could, may, can’t an article on the environment: ‘How big is my carbon footprint?’ true and false questions listening to a quiz about carbon footprints having a discussion word stress in nouns and verbs writing an opinion essay modals without to; modal verbs wise use of resources

The two videos for this unit are: v1

The best way to reduce your carbon footprint is to avoid travelling by plane. It is recommended that students watch this video and do the corresponding worksheet after completing the Speaking tasks on page 25.

v2

Beekeeping in the city This video and its worksheet are best done at the end of the unit. An augmented reality link to both videos is included on the Student’s Book page opposite.

CLASS DISCUSSION Use the photo as a point of departure for a class discussion. Ask the questions on the page and some or all of the extra questions below. Some possible answers are given in italics. Give the students space to lead the conversation off in other directions, but staying within the theme.

• • • •

Who do you think took this photo? Why? maybe a factory owner, builder, activist or person worried about pollution from the factory Why do factories produce pollutants? They are old, no government control. What negative effects can they have? They release toxins or chemical substances into the air and contribute to greenhouse gases; they can cause respiratory problems for people who live nearby, for example, asthma. Would you like to live near a factory like this? Why? Why not? no – ugly; bad for your health.

As the discussion proceeds, write some of the key words and phrases that come up on the board. At the end of the discussion, you could take a photo of it or ask students to do so. You could show this photo at the beginning of the next class and ask students to remember what the words and phrases were about. POSSIBLE ANSWERS

What can you see in the photo? gas pipelines, factory, smoke, pollution Where do you think the photo was taken? in an industrial town or region What problems do you think these factories could cause? industrial pollution, global warming

WB For more class discussion, you can ask the students to do the quiz on the environment, on page 14 of the Workbook.

T17 UNIT 2

Unit 2

Going up in smoke UNIT OBJECTIVES

• find out about the environment • read and understand a text on the environment • topic words: environmental problems • listen to a quiz • grammar: modal verbs • word building: word roots • speaking: having a discussion • writing: an opinion essay • life skill: wise use of resources

Look at the photo. Talk to your partner for one minute about what you can see. Think about these questions: • what can you see in the photo? • where do you think the photo was taken? • what problems do you think these factories could cause?

VIDEO 1

VIDEO 2

Are there any factories like this near where you live?

going up in smoke unit 2 17

Reading

1

Look at the photos, title and sub-headings. What is your ‘carbon footprint’? Compare and discuss with a partner.

2

Read the definitions. Match them with the words highlighted in green in the text. Then translate the words into your language.

Exam focus: true and false questions 5

Follow stages 1– 4 for answering true and false questions.

1 Read the sentence carefully and pick out the key words. Everything we do affects our carbon footprint.

1 2 3 4 5

3 4

someone who talks a lot (n)

2 Find the part in the text where you can read the information.

to increase (v)

3 Check carefully for negative words and quantifiers. 4 Decide if the statement is true or false.

things carried from one place to another (n) something that is useful or valuable (n) to get smaller (v)

6

Read the text quickly – in about three minutes! Was your answer to Exercise 1 correct?

1 The author talks about the carbon footprint of things people usually think about.

2 Bananas have a large carbon footprint because of

Read the text again and listen. Choose the best answer according to the text. 1.10

1 The author wrote the article … a to instruct. b to inform. c to frighten. 2 The annual carbon footprint of a business email user is … a bigger than driving 250 kilometres. b smaller than driving 250 kilometres. c the same as driving 250 kilometres. 3 Using a paper towel to dry your hands is … a worse than using a heated air blow-dryer. b better than using a heated air blow-dryer. c better than leaving your hands to drip-dry. 4 The carbon footprint from using a mobile phone is … a as big as from a flight to New York. b smaller than the footprint from using a landline. c smaller if you text than if you speak. 5 Cycling … a will have a different carbon footprint for each person.

b has no carbon footprint costs. c has many indirect costs.

Tip Read every word in the sentences in a text very carefully, and pay particular attention to negative words and quantifiers.

18 unit 2 going up in smoke

Are the following sentences true or false? Follow stages 1 – 4 in Exercise 5.

packaging.

3 Texting rather than talking on a mobile phone is more carbon-efficient.

7

Answer the questions according to the information in the text. Use the exact words from the text to justify your answer.

1 How have people’s letter and email writing habits changed?

2 What’s a disadvantage of eating bananas? 3 What impact would using more than one paper towel have on your carbon footprint?

4 How does using mobile phones affect your carbon footprint?

5 What’s a secondary advantage of cycling?

8

How big is your carbon footprint? What could you do to make it smaller? Tell a partner.

Phrasal verbs bang out sth or bang sth out: to write something quickly on a computer or a typewriter eat up sth or eat sth up: to use all of something that is valuable and that you are trying to keep get around sth: to find a way of dealing with or avoiding a problem take up: to use a particular amount of time, space or effort put off sb or put sb off: to make someone not like someone or something or not want to do something go for sth: to try to get or achieve something

Reading

In this section students read a magazine article, How big is my carbon footprint?, which is about the different things that damage the environment and contribute to climate change.

4

Students are given phrasal verbs which appear in the text, along with their meanings. If students enjoy reading this article, they could try reading some other articles on the same subject. Ask them to type carbon fooprint into a search engine.

Books closed. Students explore the idea of ‘footprints’ – traces our daily activities leave behind. Ask them to think about what one average day in their life will leave behind, for example in rubbish or electronic traces on their digital device

2



  Direct students to the photos, title and subheadings in the article and ask them to discuss with a partner what they think a ‘carbon footprint’ is. Take suggestions. Do not overcorrect students’ accuracy, but help them get their ideas across. Do not feed back at this stage.

Read the instructions and monitor and help with vocabulary if necessary while students match the words in green in the text with a definition from 1–5. Advise students to use the information about the part of speech to help them find each word in the text. Suggest students substitute the meanings for the words in the text to check that the general idea makes sense. Ask volunteers to give answers and check pronunciation as necessary. Nominate students to give translations.

3

3 freight

2 swell

4 resources

5 shrink

Remind students that to get the general idea of the text, they should first read it quickly. Ask students to read and check their answer to Exercise 1. Ask volunteers to explain the meaning of ‘carbon footprint’.

1 b (lines 18–21)

4 c (lines 67–68)

2 c (lines 31–35)

5 a (lines 73–74)

3 b (lines 51–53)

Optional activity Ask students to use the photos and sub-titles to help them locate the corresponding line numbers for the information for answers 1–5.

Tip Read the tip aloud and ask students to find examples of quantifiers in Exercise 4. Point out that paying attention to the use of negatives and quantifiers is particularly helpful when deciding if a sentence is true or false.

Exam focus: true and false questions 5

ANSWERS

1 chatterbox

1.10 Ask students to read carefully the first part of sentences 1–5 and the options to end them. Advise them to look at key words and think about the differences within each set of options. Play the audio. Ask students to compare answers in pairs and give them the option of a second listening. Check answers as a class. ANSWERS

Optional activity

1



Work through stages 1–4 as a class, using the example given. Ask a volunteer to say if the sentence is true or false and see if the class agrees before feeding back. Encourage students to practise scanning by asking for a line reference for where the information occurs. ANSWER

False – ‘almost everything we do …’ (line 14)

POSSIBLE ANSWER

The amount of carbon dioxide which is released into the atmosphere when people do a particular activity.

unit 2 T18

Reading

6

Ask students to read sentences 1–3 and check vocabulary if necessary. Tell students to follow stages 1–4 in Exercise 5. Monitor and help as necessary while students continue individually. Go through each of the items, asking volunteers to say if the sentence is true or false and to give reasons.

ANSWERS

1 False. ‘everyday objects and activities that we don’t normally think twice about’ (lines 18–21) 2 False. ‘they don’t need a lot of packaging …’ (lines 42–43) 3 True. ‘texting … is a lower-carbon alternative’ (lines 67–68)

7

Ask students to read questions 1–5. Go through each question and point out important words and phrases (e.g. 1 = and; 2 = disadvantage; 3 = more than one; 4 = affect; 5 = secondary). Monitor while students complete the exercise individually. Put students into pairs to compare before checking answers as a class. ANSWERS

1 ‘… most people now bang out many more emails than they sent letters in the past.’ (lines 24–26) 2 ‘On the downside, they are often cultivated with a lot of pesticide.’ (lines 44–46) 3 ‘… but you mustn’t use more than one, or your carbon footprint will swell very rapidly.’ (lines 53–55) 4 ‘Speaking on a mobile phone does not increase your carbon footprint too much, unless you’re a real chatterbox.’ (lines 60–62) 5 ‘It also contributes to good health, which reduces the energy required for medical treatment.’ (lines 81–83)

Optional activity Books closed. Put students into groups of three. Each student talks about the effect of one of the activities on our carbon footprint. The others listen, check the information is correct and add anything else they can remember.

8

Tell students to discuss the size of their carbon footprint by talking about the topics in the article. Monitor and join in where possible before asking volunteers to tell the class something interesting that they learned about their partner.

T19 unit 2

Phrasal verbs Ask students to read the definitions of the phrasal verbs, then read the sentences where they appear in the text (highlighted in yellow) to see them in context. Give more example sentences with the verbs if necessary. (I have to write a paragraph about my carbon footprint, which I should be able to bang out in five minutes. Buying imported food really eats up your carbon footprint allowance. One way of getting around the problem of a high carbon footprint is to travel by bicycle. Bottled drinking water takes up a lot of space in my fridge. The indirect cost of using a mobile phone has put me off using mine. Get yourself a bicycle. Go on, go for it!) There is a practice exercise for these phrasal verbs on page 20 so there is no need to get the students to practise using them yet. However you might, at this point, want to familiarise them a bit more with these verbs at this point with one of the following tasks: 1 Put students into pairs to find the subject and/or object of each of the phrasal verbs in the text. 2 Give students a couple of minutes to memorise the particle that goes with each verb, then ask them to close their books and test each other.

Streetwise Read the information about go for it! and the example. Point out that the expression is said in an enthusiastic and encouraging manner, as indicated by the exclamation mark. Tell students about something you are thinking of doing, e.g. I’m thinking of getting a new mobile phone and nominate a student to reply. That student then makes another statement of intention and nominates another to respond. Repeat several times. Tell the class to listen and check that the reply sounds encouraging.

Get it right Read through the right and wrong sentences and ask why the second sentence is wrong (modal verbs are followed by infinitives without ‘to’). Ask a volunteer to make a sentence to express a prohibition to help reduce your carbon footprint. The volunteer then nominates another student to give a different prohibition. Repeat several times. The class takes a vote on the best prohibition.

WB For more practice see pages 16-17 of the Workbook.

Unit

HOW

BIG

IS MY

CARBON W 5

10

15

20

e all know that travelling by air, heating a home or driving a car causes pollution which can damage the environment and contribute to climate change. We call the amount of carbon dioxide pollution which a given activity causes its ‘carbon footprint’. If we want to save the environment, we must shrink this footprint. However, burning fossil fuels is not the only source of man-made climate change. In fact, almost everything we do has some impact on it, including things we think are environmentally-friendly, such as using email. So let’s look at the carbon footprint of a few everyday objects and activities that we don’t normally think twice about.

FOOTPRINT?

volume of spam. It is estimated that 78% of all incoming emails are spam, and reading and deleting this eats up 30 electricity. Even a spam filter consumes energy. Very roughly speaking, the carbon footprint of a typical year of incoming mail for a business user is about the equivalent of driving 250 35 kilometres in a car.

BANANAS Bananas provide a lot of nutrition in return for a small carbon footprint. They last a long time and so can be 40 transported by sea, which is 100 times less polluting than air freight. What’s more, they don’t need a lot of packaging, since they already have their own natural wrapper. On the downside, 45 they are often cultivated with a lot of pesticide. You have to buy organic or fair trade bananas to get around this.

DRYING YOUR HANDS

25

The most fuel-efficient way to dry your hands is a cold air blow-dryer. Heated air 50 blow-dryers use over six times as much energy for the same job. Somewhere between these two options is a paper towel – but you mustn’t use more than EMAIL one, or your carbon footprint will swell Sending an email has a much smaller carbon footprint than posting a letter. 55 very rapidly. Of course, you don’t have to dry your hands at all, you could let them However, most people now bang out drip dry. This uses no energy at all, but it many more emails than they sent letters in the past. In addition, there is a massive may be less hygienic. Also, you might get icicles on your fingers in winter!

Streetwise go for it! Go for it! is used to encourage people to do whatever they have to do in order to get what they want! A: I’m thinking of getting a motorbike! B: I think you should, go for it!

2

MOBILE PHONES Speaking on a mobile phone does not increase your carbon footprint too much, unless you’re a real chatterbox. If you speak for an hour a day over a year, it’s as bad as flying from London to New 65 York. However, the indirect cost is much higher because of the energy required to power the network. Texting or using a landline is a lower-carbon alternative. 60

CYCLING Cycling is a green alternative to driving. However, there is an indirect cost, because cycling burns energy which is supplied by food, and this takes up resources to produce and transport. 75 The resources required depend on the food you eat. The carbon footprint from bananas or cereal is much smaller than from meat, or any food which is transported a long distance by air. But 80 you mustn’t let these facts put you off – using a bike instead of a car is definitely one of your most carbon-efficient choices, so go for it! It also contributes to good health, which reduces the energy required for medical treatment. 85 The conclusion from all of this is that the biggest part of your carbon footprint is probably from your travel, eating and heating habits, but you mustn’t forget that other things you do also 90 have an effect, often indirectly. We all need to become more aware of the consequences of our choices.

70

Get it right We say: ✓ You mustn’t forget … ✗ You mustn’t to forget …

going up in smoke unit 2 19

Vocabulary a

b

c

d

e

f

g

h

i

Environmental problems 1

Match the words in the box with the photos. a – pollution deforestation electricity gas global warming oil pollution solar panels waste wind turbines

2

Complete the sentences with words from Exercise 1.

1 Power stations are a major source of air pollution. 2 are used to generate renewable energy from the sun.

3 4

and

are both fossil fuels.

5 6

is an example of man-made climate change caused by greenhouse gases.

7 The ecosystem of the rainforest is seriously damaged .

Choose the word which does not belong in the group.

packaging

solar panels solar power

lead to

transport

deforestation

energy

electricity

a massive waste problem. air pollution. global warming. more extreme weather. the ecosystem. to protect the environment. you to reduce your carbon footprint.

7 Using renewable

3 renewable energy: wind power

is leading to

6 Using public

2 sources of energy: power stations

helps

5 Too much

gas

solar power

damages

climate change

1 fossil fuels: oil

Make sentences from the box. There may be more than one possibility.

1 Burning fossil fuels 2 Deforestation 3 Greenhouse gases causes 4 Man-made

the environment.

3

Listen and check your answers.

Burning fossil fuels causes air pollution.

5 use the wind to generate . 6 Plastic packaging is a major problem for by

1.11

4 environmental problems: renewable energy deforestation man-made climate change

7

5 waste: packaging

global warming

greenhouse gases

A: Burning fossil fuels causes air pollution. This is a problem. B: Yes, what should we do about it?

Tip

A: Perhaps we could use electric cars.

Stress normally goes on the syllable before these endings: -ic; -ity; -al; -ical; -ion

PV

8

Pronunciation: word stress 4

Decide where the word stress is placed in the words in B. Draw the stress patterns. A

1 2 3 4 5 6 7 8 9

electric environment climate science ecology economy transport generate deforested

Work with a partner. Compare your answers to Exercise 6. Decide which sentences describe a problem and what the solution could be.

B

●● ●●●● ●● ●● ●●●● ●●●● ●● ●●● ●●●● ●

20 unit 2 going up in smoke

electricity environmental climatic scientific ecological economical transportation generation deforestation

●●

●●●

Complete the sentences with the verbs and particles in the box. bang go

for put

up off

get

up

takes eat

around out

1 4x4 vehicles like this one really eat up petrol. 2 I often switch on the computer to a few emails before breakfast.

3 If you really want to buy an electric car, it! 4 Meat production a huge amount of resources. 5 Some companies deposit waste in Africa to restrictions in European countries.

6 The high price of solar panels might customers.

many

Vocabulary

Environmental problems This section deals with vocabulary connected to environmental problems. The pronunciation section focuses on word stress. The phrasal verbs section recycles language from the magazine article How big is my carbon footprint? The target vocabulary and pronunciation are reviewed on page 28.

Pronunciation: word stress 4

Go through the example and ask students to work in pairs. Refer them back to the Tip box.

5



ANSWERS

Target vocabulary

1

2

2 ● ● ● ●●

carbon footprint

gas

power stations

deforestation

generate

renewable energy

ecology

global warming

solar panels

ecological

greenhouse gases solar power

ecosystem

oil

waste

electricity

packaging

wind turbines

fossil fuels

pollution

6

5 ● ● ●● ●

8 ● ● ●●

3 ● ●●

6 ● ● ●● ●

9 ● ● ● ●●

4 ● ● ●●

7 ● ● ●●

Go through the example and do the activity as a class. POSSIBLE ANSWERS

2 Deforestation causes more extreme weather. 3 Greenhouse gases lead to global warming/air pollution.

In pairs, ask students to match the words in the box with photos a–i. Monitor and help as necessary.

4 Man-made climate change damages the ecosystem/is leading to more extreme weather.

ANSWERS

5 Too much packaging causes a massive waste problem/damages the ecosystem.

b – gas  c – wind turbines d – solar panels  e – oil f – electricity  g – waste  h – global warming i – deforestation

6 Using public transport helps you to reduce your carbon footprint/to protect the environment.

Ask students to read sentences 1–7. Check vocabulary as necessary before they do the exercise individually.

2 Solar panels

3

1.11 Play the audio for students to check their answers.

7 Using renewable energy helps to protect the environment/you to reduce your carbon footprint.

7



8

Refer students back to the Phrasal verbs box on page 18. Stronger students could omit this stage.

5 Wind turbines, electricity

3 Gas, oil

6 waste

4 Global warming

7 deforestation

Go through the instructions and the example.

ANSWERS

2 deforestation

4 renewable energy

3 electricity

5 global warming

  Go through the instructions and nominate two students to model the example conversation. In pairs, ask students to identify the problems and think of solutions.

ANSWERS

2 bang out

4 takes up

3 go for

5 get around

6 put off

Optional activity

Tip Read the tip aloud. Demonstrate the ‘rule’ with item 1 in Exercise 4.

Give students these phrases: urban sprawl, scorched earth and soil erosion. Ask them to use their dictionaries to find the meaning and write a sentence using each one.

WB For more practice see pages 15 and 23 of the Workbook.

unit 2 T20

Listening

A quiz In this section students listen to a quiz about reducing your carbon footprint. General and specific information related to the topic is given before the quizmaster asks a question and gives four answer options. The answers are given in Exercise 5.

POSSIBLE ANSWERS

5



Read the tip aloud and point out that if students listen for every single word they might fall behind and miss what the speaker is saying.

2



1.12 Go through the instructions and check students understand that they should both identify the topic and choose a fact (a–e) to match each question. If you feel the listening activity is challenging for your students, pause at the end of each question.

1 topic: greenhouse gases, c

3 topic: travelling by plane, d

2 topic: diet, e

4 topic: car ownership, b

The audio script can be found on pages T113-T114.

1.12 Read the instructions and ask students to read the questions and answer options. Tell them to think about key words to help them focus on specific information. Check vocabulary before playing the audio. ANSWERS

1 d     2 c     3 b     4 d

4



1.13 Read the instructions and ask students to read sentences 1–4 before listening. Tell them to think carefully about the type of information required to fill the gaps, e.g. a noun or a verb phrase.

T21 unit 2

3 c (one every five years)

2 a (white coffee in a takeaway cup)

4 b (one between two)

Idioms Do the first item as a class. Put students into pairs to complete the exercise. Check answers as a class. ANSWERS

1 d     2 b     3 a     4 c

Streetwise Read the information about in fact and the example. Emphasise that the phrase is a verbal signpost to prepare the listener for what, in general, the speaker will say next. Put students into pairs to make new sentences with in fact.

Read the tip aloud and tell students that this is a good strategy. Sometimes we make incorrect guesses before listening, so we should listen carefully to the speaker.



1 c (heating the home)

The audio script can be found on page T114.

Tip

3

1.14 Play the audio for students to listen and check the answers to the quiz questions. ANSWERS

6

ANSWERS

4 printing out

Put students into pairs to try to remember the quiz questions. Encourage them to try to give the exact wording before then asking them to guess the answers. Don’t give feedback yet.

  Put students into pairs to identify four topics and to give reasons for their choices. Take feedback.

Tip

2 three times

Optional activity

Books closed. Ask students to give examples of things that affect our carbon footprint, both positively and negatively.



3 reduce

The audio script can be found on page T114.

Optional activity

1

1 greenhouse gases

7



  Give students two minutes to think about what to do to reduce their carbon footprint. Tell them they could use the topics from the quiz or their own ideas. Put them into pairs to discuss their ideas.

Reflection 8



  Put students into pairs to read the strategies. Ask them which they felt helped them do the listening activities. Ask them to choose one strategy they will try next time.

WB For more practice see page 20 of the Workbook.

Listening

Unit

2

A quiz 1

You will hear a quiz about reducing your carbon footprint. Which topics do you think will be mentioned? Discuss with a partner.

4

1 In Western Europe, the average person produces over

Tip

15 tons of

1.12

Listen to the quiz. Were your answers to

Exercise 1 correct? Now match a fact from the list with each question. There is one fact which you do not need to use. Question 1

a Western Europe is worse than the United States at this.

5

6

b People are doing this more, not less. c This solution won’t have much effect. Question 4 d People don’t do much of this. e Avoid using items brought from far away. Question 2

Listen carefully to what the speaker says before guessing an answer.

1 In which place do people produce fewer greenhouse

But saving paper is a drop in the ocean … your carbon footprint goes through the roof … but the savings you make will go up in smoke … there is no sign that the tide is turning spoiled or wasted (be destroyed by burning) rising to a very high level reversing events a small amount compared to what is needed

Streetwise in fact

gases per person?

a Western Europe b the United States

Read these extracts from the quiz. Match the idoms in bold with their meanings.

1 2 3 4 a b c d

Tip

1.12 Listen again. Choose the best answer according to the information in the quiz.

1.14 Listen again and check the answers to the quiz questions.

Idioms

Question 3

3

every year.

2 This is as much as China produces every year. 3 How can we our carbon footprint? 4 To save paper, we should stop things.

Remember to focus on meaning. Think about what the speaker means, not just individual words and phrases.

2

Listen to Question 1 from the quiz again and complete the sentences. Write no more than three words for each space. Compare with a partner. 1.13

In fact is often used to add emphasis to what you are saying. No, I don’t work, In fact, I’ve never had a job!

c China d Bangladesh

2 How can a person change their diet to reduce their carbon footprint?

a b c d

By buying hot drinks. By eating more dairy products.

7

By stopping eating meat. By eating and drinking less.

3 Why are long haul flights bad for the environment? a Because all food is transported by plane. b Because one long-haul flight can produce more gas than heating a home for a year.

c Because everybody in Western Europe takes a longhaul flight every year.

What could you do to reduce your carbon footprint? Compare your ideas with a partner.

Reflection 8

• • •

What helped you understand the listening? Thinking about the topic before listening. Focussing on meaning. Listening for specific information.

d Because they produce a lot of smoke. 4 How is car ownership changing? a Fewer people are buying cars. b Fewer car owners means less fuel consumption. c People are less dependent on cars nowadays. d More people are using cars. going up in smoke unit 2 21

Grammar

Modal verbs Can, could, be able to 1

For each group of sentences, match a – c with the three kinds of meaning in the box. ability

1 a b c 2 a b c 3 a b c 4 a b c

2

Must, have to, should, need

possibility

4

permission

must

You can help yourself to food and drinks. You can do it if you try! You can’t play the piano, can you? You can’t be 18 years old already! You can’t go out till you’ve done your homework! Could I borrow your bike for an hour? That story could be true! I could swim when I was five. I couldn’t go inside the mosque wearing shorts. I couldn’t drive until I was 25. It couldn’t have been easy.

Answer the questions about the sentences in Exercise 1.

• with may? • with a form of be allowed to? with a form of be able to? • • with a form of must?

have to

don’t have to

5

Which of the verbs in Exercise 4 could be replaced by should or shouldn’t? Which verb could be replaced by needn’t or don’t need to?

6

Complete the rules below with the verbs from Exercises 4 and 5.

to the past?

2 In which sentences could you replace the verb in bold:

mustn’t

If we want to stop global warming, we 1 must be more aware of the consequences of all our actions. We 2 consider even simple things 3 like hand washing - we use more than one paper towel. In fact, 4 we dry our hands at all. We 5 all eat more local food, but 6 above all, we eat food which has been transported by plane. And remember, don’t take your car out if 7 8 you . We all use public transport more frequently.

You can see Mars if you look carefully!

1 Which sentences refer to the present and which refer

1 Use must or

to talk about an obligation and

strong advice.

3 What’s the future form of 1b? 4 How could you rewrite 4c using difficult?

2 Use 3 Use 4 Use

Tip When we say that someone did something in a specific situation, we use was / were able to or managed to. Liam managed to reduce his carbon footprint by only travelling by plane once a year.

3

Complete the text with the verbs in the box. Each verb is used twice.

to talk about weak advice. to say there is no obligation or necessity.

or to do something.

to say there’s an obligation not

Tip There is no past form of must for obligation. Use had to instead.

Complete the sentences with the verbs in the box. be able to can could could have manage to was able to

1 Climate change could cause sea levels to rise. 2 The fire crew put out the forest fire after three days.

Get it right We say: ✓ I had to get up early. ✗ I must had got up early.

3 Did you identify the cause of the disaster? 4 Driving a car causes pollution which damage the environment.

5 Hopefully, in the future, we’ll

See Language reference on pages 95-96.

recharge electric

cars at any filling station.

6 You should be more careful – you See Language reference on pages 94-95.

22 unit 2 going up in smoke

fallen over!

Grammar

Modal verbs In this grammar lesson students will study modal verbs: can, could and be able to for ability, possibility and permission; must, have to, should and need for obligation and advice; must, might, could, may, and can’t for deductive possibility.

3

Go through the instructions and the example. Refer students to the Language reference section on pages 95-96 if they need help. Ask them to compare answers in pairs before you take feedback.

The grammar is reviewed on page 28. The Language reference section can be found on pages 95-96.

ANSWERS

Optional activity Books closed. Ask students to give examples of situations in which people are talking about ability and possibility, and giving permission.

4 can

3 manage to

5 be able to

6 could have

Must, have to, should, need 4

Can, could, be able to 1

2 was able to

Read the instructions and do item 1 with the class to demonstrate the activity. Point out that there is one example of each kind of meaning in each set of sentences. Monitor and help as students continue the activity individually. Check answers.

Go through the example, explaining that must and have to can be used interchangeably, although there is a slight difference in usage. Then ask students to complete the text with the verbs in the box. Emphasise that they should use each verb twice. ANSWERS

2 must/have to 5 have to/must 8 must/have to 3 mustn’t

6 mustn’t

4 don’t have to

7 don’t have to

ANSWERS

1 a permission

b possibility

c ability

2 a ability

b possibility

c permission

3 a permission

b possibility

c ability

4 a permission

b ability

c possibility

5

Put students into pairs to do the activity and advise them to look at the Language reference section on pages 95-96 if necessary. Ask volunteers to give answers. ANSWERS

2

Go through the instructions for question 1. Elicit one example of each of the present and the past before students then complete this part of the exercise. Next, elicit one example for each of the bulleted items in question 2 before students then complete this part of the exercise. Finally, ask students to answer questions 3 and 4.

Verbs replaced by should or shouldn’t: 1, 2, 3, 5, 6, 8 Verbs replaced by needn’t or don’t need to: 4, 7

6

Read the instructions and do the activity as a class. ANSWERS

1 have to

3 don’t have to/needn’t/don’t need to

2 should

4 mustn’t, shouldn’t

ANSWERS

1 present: 1 a, b, c 2 a, b, c 3 a, b past: 3 c 4 a, b, c 2 may for permission and possibility: 1 a, 1 b, 3 a, 3 b be able to for positive possibility in the present and ability: 1 b, 1 c, 2 a, 3 c, 4 b be allowed to for permission: 1 a, 2 c, 3 a, 4 a mustn’t for prohibition: 2 c

Tip Read the tip aloud and ask students to put the sentences with must in Exercise 4 (1, 2, 5 and 8) into the past using had to.

3 will be able to 4 It must have been difficult.

Tip Read the tip aloud and explain that managed to is often preferred when we are talking about doing something in the past that was difficult.

Get it right Read through the right and wrong sentences and ask why the second sentence is wrong (it contains two modal verbs and does not make sense). Ask volunteers to give true sentences about something they had to do, either earlier in the day or yesterday.

UNIT 2 T22

Grammar

7

Read the instructions and go through the example with the class. Monitor and help as necessary while students continue individually. Ask volunteers to give answers and see if the class agrees before feeding back.

9

Go through the example with the class. Before students continue individually, advise them to read each sentence carefully and to think about the context. This will help them decide which modal verb to use. Check answers.

ANSWERS

2 You mustn’t say anything.

ANSWERS

3 I didn’t have to worry.

2 might

5 must have

4 I don’t need to get up early. I needn’t get up early.

3 might not

6 could have

5 You shouldn’t travel without insurance.

4 can’t

7 couldn’t have

6 You must step out of the car, sir! 7 I shouldn’t have been so rude to her. 8 I had to repeat the exercise five times.

Optional activity Put students into pairs to give each other travel advice. Tell students to refer to the rules in Exercise 6 if necessary. Bring the class together and take feedback. Students could vote on the best piece of advice.

10

  Put students into pairs to make as many deductions as they can about each situation. Do an example together as a class. Monitor and encourage students to self-correct where necessary. Ask each pair to share their best deduction. POSSIBLE ANSWERS

1 He/she might have forgotten to pay his/her phone bill. 2 It must be a lie! Thieves must want my bank details.

Must, might, could, may, can’t 8

Read the instructions and situation and ask volunteers to read the deductions. Go through each question with the class. ANSWERS

1 Alex, Emma, Fiona: must have, can’t, couldn’t have 2 Ben, Carla, David: might not, may, could have 3 have + past participle 4 must have been à mustn’t have been; may be à may not be; could have walked à couldn’t have walked mustn’t have been, mightn’t be, couldn’t have walked, can’t be, couldn’t have been; (may not be cannot be contracted)

Tip Read the tip aloud and direct students to the Language reference section on page 96.

T23 unit 2

3 It can’t be morning; it must still be the middle of the night. 4 There could have been an accident at the local chemical factory. The river might be very polluted. 5 There could be a war.

Optional activity Put students into pairs or small groups to think of an explanation as to why somebody came home early from a tropical holiday. Ask volunteers to give suggestions.

WB For more practice of all the grammar see pages 18-19 and 23 of the Workbook.

Unit

7

Rewrite the sentences keeping the same meaning. Use the correct form of the word in brackets.

9

You’re not allowed to say anything. (must)

2 Make sure you take your coat. It

I advise you not to travel without insurance. (should)

3 There

be enough time to stop for coffee – we’re already a bit late.

I was wrong to be so rude to her. (should) I was obliged to repeat the exercise five times. (have)

4 You’ve just had lunch – you 5 Jamie

got an enormous electricity bill last year – he never puts the heating on any more!

6 He was really lucky – he

On the first mission to Mars, an astronaut is surprised when he finds a footprint…

7 We

David: He could have walked in a circle. Emma: It can’t be the first mission to Mars. Fiona: There couldn’t have been anybody there before!

1 Which speakers are sure about their deductions? Which verbs do they use?

2 Which speakers are just suggesting possibilities? Which verbs do they use?

3 What form of the verb is used to refer to the past? 4 What is the negative equivalent of each verb? When is

be hungry

already!

Read the situation and the deductions. Then answer the questions.

Carla: He may be mistaken.

be cold

later.

I need you to step out of the car, sir! (must)

Ben: It might not be a footprint.

must have

she’d like to, but she’s going to see how she feels later.

It’s not necessary for me to get up early. (need)

Alex: Somebody must have been there before him.

can’t

1 Jenny isn’t feeling well. She may not go out tonight,

I needn’t have worried. (have)

Must, might, could, may, can’t 8

might not

could have may not might

You don’t have to say anything.

2 3 4 5 6 7 8

Complete the sentences with the modal verbs in the box. couldn’t have

1 You’re not obliged to say anything. (have)

2

lost all of his

money in that card game. found his house without the map, it would have been impossible!

10

Work with a partner. Make deductions about the situations.

1 You phone a friend, but you get a message that says, ‘This number is not available’.

2 You get an email from a bank saying they have some money for you.

3 You wake up one morning and notice something strange – there are no birds singing.

4 You notice that there are a lot of dead fish in the river. 5 A TV programme stops in the middle and an announcer says that the president will address the nation.

not contracted to n't?

Tip Use can’t, or couldn't, not mustn’t, might not or may not to say something is not possible. It can't be the first mission to Mars! He couldn't have found a footprint - it's impossible! See Language reference on pages 95-96.

going up in smoke unit 2 23

Vocabulary

Word roots 1

Look at the picture of the words with the roots trans and port. Which root means carry and which means across? Are these similar to words in your language?

Tip Two-syllable nouns usually have stress on the first syllable. Two-syllable verbs often have stress on the second syllable. For example, (noun) PROduce, (verb) proDUCE.

TRANSFORM

TRANSLATE

IMPORT TRANSATLANTIC

EXPORT

TRANSFER

TRANSPLANT

REPORT

Pronunciation: nouns and verbs

AIRPORT

6

1.15

Listen and say if you hear a word from row A or

row B.

TRANS / PORT 2

Complete the sentences with words from Exercise 1.

1 2 3 4 5 6

exPORT

PROduce

proDUCE

money to another bank account.

INcrease

inCREASE

You can

a crime to the police.

OBject

obJECT

You can

a sentence into another language.

CONtract

conTRACT

PREsent

preSENT

A country can

or

products.

You can your appearance and look completely different. flight from any major

Work with a partner. Look at the word roots and think of words that you know with these letters in them.

1 crease –

2 duc 3 ject

decrease

7

Work with a partner. Take turns to say words from the table in Exercise 6. The other person must say if it’s from row A or row B.

8

Decide if the words in bold are nouns or verbs and then draw the stress pattern.

4 sen 5 tract

1 Nigeria’s exports ( ● ● ) include palm oil and copper. They also export( ● ● ) a lot of oil. 2 Iceland’s agricultural produce ( ) isn’t massive,

See Language reference on page 94.

but they do produce ( greenhouses.

Match part of the words from Box A with the other part of the word form Box B to make new words. im

pro

tract

5

EXport

You can transplant an organ.

.

4

B verb ● ●

You can

7 You can take a

3

A noun ● ●

in

duce

ob ject

con pre

3 There’s been a massive increase ( but wages have hardly increased (

4 Museums are full of stolen objects (

A

port crease sent

seems to object (

1 goods bought by one country from another import

2 a rise in the amount or size of something 3 a thing that you can see or touch but that is not usually living

4 a legal document that states and explains a formal agreement between different people or groups

5 food or any other substance or material that is grown or obtained through farming

6 something that you are given, without asking for it, on a special occasion, especially to show friendship, or to say thank you

) in house prices ) at all. ), but nobody

).

5 We’ve seen the volume of sales contract (

) over the past year, and there are no new contracts ( ) coming up.

B

Write the correct words from Exercise 4 for these noun definitions.

24 unit 2 going up in smoke

) a lot of bananas in

6 They often present ( (

9 10

) guests with a small present ) which is always beautifully wrapped.

1.16 Listen and check your answers. Practise saying the sentences.

Talk about your country. Answer the questions.

1 What are the main exports? Where are they produced? How are they transported?

2 What does your country import? Where is it imported from? How is it transported?

3 Which economic activities are on the increase? Which are decreasing?

Vocabulary

Word roots This section deals with different word roots.

5

The pronunciation section focuses on the change in word stress between nouns and verbs.

Ask students to match the nouns from Exercise 4 with the definitions. Check pronunciation.

Word roots from this lesson are reviewed on page 28.

ANSWERS

Target vocabulary

1

airport

increase

represent

conduct

inject

sensation

consent

object

transatlantic

contract

present

transfer

extract

produce

transform

essential

project

translate

export

reject

transplant

import

report



Go through the example and ask students to continue individually and to check any meanings they are unsure of in their dictionaries. ANSWERS

3



1.15 Read the instructions and play the audio, pausing after each word for the class to call out A or B. ANSWERS

EXport (A); exPORT (B); proDUCE (B); PROduce (A); inCREASE (B); INcrease (A); obJECT (B); OBject (A); CONtract (A); conTRACT (B); preSENT (B); PREsent (A)

Yes, these are similar to words in Spanish.

3 report

6 transform

7



8

Point out that students can identify the word as a noun or a verb from the grammar and context.

9



5 import, export 7 transatlantic, airport

  Tell students to use their dictionaries or the Language reference section on page 94 to help with the activity. Check answers and help with pronunciation as necessary.

  Put students into pairs to do the activity. Ask them to sit back to back if possible, or not to look at each other as they say the words.

1.16 Play the audio, pausing after each sentence for students to check answers. Put them into pairs to practise saying the sentences. ANSWERS

2 n ●● ; v POSSIBLE ANSWERS

3 n ●● ; v

1 increase

4 n ●● ; v

2 produce, reduce, education, product, conduct, introduce 3 reject, inject, object, project, subject 4 present, represent, sentence, essential, consent, sensation 5 contract, extract, tractor, attract, distract, attractive

4

6 present

Pronunciation: nouns and verbs

trans = across; port = carry

2 transfer 4 translate

5 produce

Read the tip aloud, carefully pronouncing produce as a noun and a verb to help students hear the change in stress.

ANSWERS

2

4 contract

3 object

Tip

6

Do the exercise as a class.

2 increase

Go through the instructions and monitor and help as necessary while students continue individually. ANSWERS

import, produce, increase, object, contract, present

10

● ●● ●●

●

5 v ● ●; n ●● 6 v ● ●; n ●●

  Advise students to use modals of possibility if they are unsure of any of the answers.

Optional activity Students can check their answers to Exercise 10 using the internet.

WB For more practice see pages 21 and 23 of the Workbook.

unit 2 T24

Speaking

Having a discussion This lesson is based around an informal conversation between two people talking about the environment. The Life skill in this unit introduces the topic of wise use of resources, which is developed in the Life skill section on page 85.

1

Put students into pairs to look at the photo and discuss the question. POSSIBLE ANSWERS

The house has many visitors, all of whom own cars.

Tip Read the tip aloud and ask which two phrases are being referred to (No way! and You must be joking!).

4

Go through the instructions and the topics. Tell students to make a note of their point of view and to anticipate ways in which a partner might disagree.

5



A large, grown-up family live in the house and all own cars. One or more people who live in the house own more than one car.

2



Optional activity

1.17 Tell students to read and listen to the dialogue and play the audio.

Ask students to choose another topic or to change partners and have another discussion. They should use different phrases from the Useful language box.

ANSWER

They conclude that people will never give up their cars.

3

Read the instructions and functions 1–6. Do the first item together as a class to remind students what is meant by ‘functional language’. Monitor and help as necessary while students continue individually. Check answers. ANSWERS

WB For more practice see page 20 of the Workbook.

Life skill Identifying the problem 1

Direct students, in pairs, to the picture. Read the questions and give pairs time to discuss the answers.

2

Go through item 2 and give pairs time to prepare a list of the ways in which people waste water.

1 I think … 2 I’m not so sure about that. 3 OK, that’s a good point. 4 How about …/Maybe … 5 You must be joking! 6 That’s true./You’re right, (of course).

Useful language Ask students to read the column headings and the expressions. Check understanding as necessary. Ask them to choose two expressions from each column that they will try to use.

Optional activity Put students into pairs to find expressions from the Useful language box in Exercise 2 and to substitute them for a different phrase from the box. Students role-play their new conversation.

T25 unit 2

  Put students into pairs to have the discussions from Exercise 4. Remind them to use expressions from the Useful language box. Ask one pair to demonstrate their discussion to the class. The class listens out for Useful language expressions.

Suggesting a solution 3

Put students into pairs to discuss the questions, referring them back to the list they prepared in item 2. Bring the class together and ask for suggestions.

What about you? 4

Read the questions and invite students to share examples from their own experience. Do not overcorrect for accuracy, but help students to get their ideas across.

Wise use of resources Tell students to read the information and ask them if they agree with the expression ‘Easy come, easy go’ in relation to wasting water.

Speaking

Unit

2

Life skill Skills

Having a discussion

Wise use of resources

1

Look at the photo. Why do you think there are so many cars? Discuss with a partner.

2

Read and listen to the dialogue where two people are talking about the environment. What do they conclude? 1.17

David: Everybody's talking about what can be done to save the environment these days. What do you think we should do? Angela: I think we should ban the private car and use public transport instead. David: I’m not so sure about that. There are lots of places you can’t get to on public transport. Angela: OK, that’s a good point. But if people didn’t have cars, there would be more

demand for public transport, so it would improve. David: I still think we need cars. It’s difficult to carry heavy things like furniture on the bus. Angela: You’re right, I hadn’t thought of that! But there must be a way around that

Identifying the problem Discuss with a partner. 1

problem. How about a taxi-van service? David: You must be joking! Maybe we could all use electric cars. They’re cleaner. Angela: That’s true, but the electricity is made in a power station, and they create more

greenhouse gases.

2

David: You’re right, of course. But we’ll never persuade people to give up their cars. Angela: Perhaps not, but at least we can try!

3

Suggesting a solution

Find phrases in the conversation for the following functions:

1 introducing a

3 saying someone has

point of view

made a good point

2 disagreeing politely

5 disagreeing strongly 6 agreeing

4 making a suggestion

Useful language Saying you don’t know

Making a suggestion

Concluding

I really don’t know.

How about …?

Maybe not, but …

Perhaps …

OK, so we’ve decided that …

Disagreeing

Agreeing

I disagree (entirely)

Good thinking!

I don’t agree (with you)

I didn’t think of that / hadn’t I’m afraid I thought of that. can’t make up my mind. I quite agree.

I see what you mean, but … I’m (not) sure that’s a good idea. No way!*

That’s a good point.

You must be joking!*

That’s true.

I’m not sure what would be best.

What do you think the message in the picture is? Why do you think this person has left the water running? Clean water is a valuable resource. List the ways in which people sometimes waste it.

So, have we agreed on …?

Compare with a partner. 3

What can we do to reduce water waste on a personal level? What can institutions and governments do to waste less water?

What about you? Tell your partner or the class. 4 In what ways do you use water every day? Do you ever waste water? How could you personally waste less? What other resources do you use every day?

You’re right.

Tip Be careful when you disagree with someone. Only use strong expressions (see * above) with someone you know very well.

4

Choose a topic related to saving the environment from the list below, or choose a different one. Make some notes on your point of view.

• • • 5

Stop importing fruit and vegetables Limit people’s use of mobile phones Stop supermarkets from giving out plastic bags

Wise use of resources When we need water, it’s easy - we simply turn on the tap. But watch out – when something is easy to get, it’s also easy to waste. ‘Easy come, easy go’, as they say! Remember: don’t just consume your resources, think about how to conserve them too!

Work with a partner. Have a discussion like the one in Exercise 2 on the topic you prepared in Exercise 4.

going up in smoke unit 2 25

Writing

An opinion essay Writing task: write an opinion essay on one of the following topics. (120 – 150 words).

A Carbon footprints B Plastics

According to reports,

C Greenhouse gases D Saving the environment

there is a massive island of

waste plastic the size of California floating in the Pacific Ocean. Modern society produces waste faster than it can decompose. In my opinion, this is an ecological disaster and I really feel that part of the responsibility lies with supermarkets. First of all, I think supermarkets should be banned from using too

much plastic in unnecessary packaging. They put fruit in a plastic box, and then put the box in a plastic bag. In my view, they should only be allowed to use the minimum packaging necessary. Secondly, supermarkets give away too many plastic bags.

Shoppers are partly to blame for this, and I strongly believe that they should take their own bags with them to the supermarket. In addition, the shops should pay a tax on each bag they give away. In conclusion, I think that waste plastic is an environmental problem caused

partly by shopping. To my mind, the government must do something to force supermarkets to reduce the amount of waste they produce.

1

2

Read the essay. Decide which topic (A – D) the essay is about and who, according to the writer, is mainly responsible for the problem. Read the essay again. Which paragraph deals with the points a – d below? Locate the information in the essay.

a b c d

3

Specific problem 2 and a solution An introduction to the problem Conclusion Specific problem 1 and a solution

Study the language in the essay. Find an example of the following:

1 2 3 4

the present tense for a current situation adverbs to intensify opinions words and phrases for obligation phrases to clearly introduce an opinion

Tip Use appropriate phrases to sequence your points so that your writing flows properly.

26 unit 2 going up in smoke

Writing builder 4

Complete the text with the words in the box. linking

opinion

summarising

support

topic

When you write an opinion essay, you should give a general introduction to the 1 topic in the first paragraph. In the second paragraph, you should make 2 a point in of your opinion. Make sure you use 3 words and phrases to order your points and prepare the reader for what is going to come next. In the third paragraph, you should make a second point 4 in support of your . And finally, in the last 5 paragraph, conclude by your opinion.

Writing

An opinion essay In this section students read an opinion essay, which serves as a text for analysis and a model for a final writing activity.

Optional activity

The Signposts in writing in this section are reviewed on page 28.

Ask students questions to check comprehension of the essay: How does the writer describe the amount of waste plastic in the Pacific Ocean? (a massive island … the size of California); How do supermarkets double the amount of waste packaging with fruit? (they put it in a box and then in a plastic bag); How can shoppers help? (by taking their own plastic bags to the supermarket); What, according to the writer, could the government do? (force supermarkets to pay tax on each bag they give away).

There is a guide to writing an opinion essay in the Writing guide on page 101.

Optional activity Books closed. Ask students what the following items have in common: takeaway food, takeaway coffee, bottled water, frozen meals, supermarket pre-packed fruit and vegetables (they all use packaging). Ask students what they have bought this week that used unnecessary packaging.

1

Before doing Exercise 1, look at the writing task at the top of the page with the class. Explain that the essay they will be looking at is a model answer for one of the essay topics (A–D) and that they will write something similar after working through the tasks on the two writing pages. Direct students to the photos and ask what they can see before asking them to read the essay and answer the questions. Ask volunteers to give answers and see if the class agrees before feeding back. ANSWERS

B Supermarkets and shoppers are responsible.

2

Go through the instructions. Students do the task individually. Check answers and go over any problem vocabulary as necessary.

Tip Read the tip aloud and ask students to find example phrases from the essay (first of all, secondly, in addition, in conclusion).

Writing builder 4

Tell students to read the words in the box before asking them to complete the text individually. Monitor and help as necessary before putting students into pairs to compare answers. Read the paragraph aloud, pausing for students to call out the missing words. Give the correct answer if there is a difference of opinion. ANSWERS

2 support 3 linking 4 opinion 5 summarising

ANSWERS

3

a: paragraph 3

c: paragraph 4

b: paragraph 1

d: paragraph 2

Monitor and help as necessary while students do the exercise individually. Ask students to compare answers in pairs, then ask volunteers for suggestions. POSSIBLE ANSWERS

1 there is a massive island …; Modern society produces waste …; this is an ecological disaster; part of the responsibility lies with supermarkets; They put fruit …; supermarkets give away …; Shoppers are partly …; waste plastic is an environmental problem … 2 really, strongly 3 should, must 4 In my opinion, I really feel, I think, In my view, I strongly believe that, To my mind

unit 2 T26

Writing

Signpost

Useful language

Read the information aloud and ask students to find the signposts in the text and to say what they have in common (they are all at the beginning of a sentence and are followed by a comma).

5

Read the instructions. Monitor and help as necessary while students do the exercise individually. To check answers, ask volunteers to read the entire sentence and see if the class agrees before feeding back. ANSWERS

1 First of all 2 Secondly/In addition 3 In conclusion

Improve your writing 6

Read the instructions and put students into pairs to choose three topics to write about. Monitor and help with ideas if necessary. For each topic, ask a volunteer to read their paragraph to the class and see if anyone has other suggestions or opinions.

Optional activity Put students into groups to do a paper-folding writing activity. Ask the group to choose a topic from Exercise 6 which, ideally, they haven’t already written about and ask the first student to write a sentence in support of their opinion beginning with Firstly,. They then fold the top part of the paper over so no one can see what has been written and pass the paper to the second student in the group. That student writes a sentence in support of their opinion on the topic beginning with Secondly,. Repeat the process with In addition, and In conclusion,. Students pass the paper on again and each one takes turns reading the sentences aloud.

T27 unit 2

Ask students to look at the Useful language box. Ask them why a writer would use these phrases (to introduce a personal opinion).

Write! 7

Read the task and put students into pairs to choose one of the essay titles from Exercise 1 or 6. Ask students to follow the stages in STEP 1. Monitor and help with ideas as necessary while students write notes in the structure box. Ask students to follow STEP 2 individually. Suggest they select words and phrases from the Useful language box and the Signpost box, then add them to the appropriate columns in the structure box before they write their first draft. Once students have written their first draft, ask them to review their writing, answering the questions in STEP 3. Tell students to follow STEP 4 by writing a final draft and rechecking their work. They can refer to the Writing guide on page 101. Put students into pairs to read each other’s essay and to say if they share the writer’s opinions or not. Finally, ask students to write a brief note about why they chose to write about the topic they did.

WB For more practice see page 22 of the Workbook.

Unit

Write!

Signpost Writers use signposts to help the reader follow the stages in their arguments, for example, by using the highlighted words and phrases first of all, secondly, in addition and in conclusion.

5

Complete the paragraph using signposts to help your reader follow the stages in your argument.

I think we need to do something about saving energy. 1 , we should make sure we switch lights off when 2 we leave a room. , we should reduce the amount 3 of time we use air conditioners. , saving energy in the home can help reduce our carbon footprint.

7

Write an opinion essay (120 – 150 words).

Steps STEP 1: Getting ideas

• • • •

Write short paragraphs on these environmental problems. Give your opinions and add a conclusion. Use the signposts in Exercise 5.

1 2 3 4

We waste too much electricity. We need to do something about pollution. We should think more about food. We need to be more careful about the amount of water we use.

5 We don’t recycle enough.

Work with a partner. Choose a topic from Exercise 1 or 6. Brainstorm opinions and solutions. Write notes of some adverbs you could use. Write notes in an essay structure box like this. General First point Second Conclusion introduction (paragraph 2) point (paragraph 4) (paragraph 1) (paragraph 3)

Improve your writing 6

2

STEP 2: Organising your ideas and writing a first draft

• • •

Write a first draft of your opinion essay. Use some expressions from Exercise 5. Use the structure for an opinion essay.

STEP 3: Reviewing your writing

•

Reread your first draft and answer these questions.

1 Have you followed the correct sequence in Exercise 2? 2 Have you used some intensifying adverbs? 3 Have you used phrases to clearly introduce your

Useful language As I see it …

opinion?

I feel (that) …

4 Have you used some signposts to introduce the

I strongly believe (that) …

stages in your essay?

I think (that) …

5 Is your grammar, spelling and punctuation correct? 6 Does each sentence lead smoothly to the next?

In conclusion … / To conclude, I would say … In my opinion … In my view …

STEP 4: Writing a final draft

To my mind …

• •

Recheck your work before handing it in. Write a brief note to your teacher about why you chose this topic.

See Writing guide on page 101.

going up in smoke unit 2 27

Review

Must, might, could, may, can't

Environmental problems 1

Complete the text with the words in the box. There are two words you don’t need. climate deforestation greenhouse

renewable

ecosystem solar

fossil

stations

5

1– b

global

1 Answer the phone –

turbines

it might

Experts are predicting that sea levels will rise as a result 2 of man-made 1 climate change leading to 3 warming. This warming is caused by gases which are released from many sources, but especially the burning 4 of fuels. Scientists have been investigating ways of 5 7 generating energy by wind 6 and panels, but it will be a long time before these are a viable alternative to conventional power 8 .

2 Call later – they may 3 I don’t believe it – it can’t

4 It’s obvious – I could 5 There’s no one in –

Complete the sentences with words formed from the beginnings and endings below.

6

eating yet.

5 How much pollution does an electric car (PROduce /

people with the facts and let them make up their own minds.

4 Can you help me

proDUCE)?

6 There’s been a (DEcrease / deCREASE) in real wages

this article from English

over the last five years.

to Spanish, please?

5 There’s been a

in their market share this year – they’re not doing very well.

Can, could, be able to 1 I couldn’t finish the exam in time. MANAGE I didn’t manage to finish the exam in time.

2 They didn’t manage to reach the summit. ABLE 3 You must be really angry about it. PLEASED

Must, have to, should, need Complete the sentences with the words in the box. mustn’t needn’t

You mustn’t park on the double yellow lines. Everything was fine – I

have worried.

I couldn’t buy one pot of yoghurt – I You don’t

28 unit 2 going up in smoke

go if you don’t want to.

Signposts in writing 7

Write a sentence with the same meaning using the word given.

buy four.

Choose the correct word.

the lower quality stuff here.

3 You need to

1 2 3 4

e not have finished

4 We (EXport / exPORT) all our best fruit and consume

the last century.

have to

myself.

/ conTRACT).

1 He believes he’s seen an unidentified flying object! 2 There’s been a massive population over

had to

c have gone out. d have told you that

1 It’s my great honour to (PREsent / preSENT) Dr Jacobsen. 2 What’s that strange (OBject / obJECT) in the garden? 3 We can’t begin work until we’ve received the (CONtract

endings: crease crease ject late sent

4

important.

they must

beginnings: de in ob pre trans

3

a be five o’clock already! b be something

Pronunciation awareness

Word roots 2

Match the beginnings of the sentences with the endings.

Complete the paragraphs with appropriate signposts to help the reader follow the arguments.

1 In my opinion, I believe we need to think about how we can save water. 1 First of all, we should turn 2 the tap off when we are cleaning our teeth. , we should collect rainwater and use it on our plants. 3 , saving water at home can help us preserve this limited resource.

2 I strongly believe we should do something about 4 reducing the amount of paper we use. , when 5 we do use paper, we should use both sides. , we should make sure we recycle any magazines or 6 newspapers we read. , we should recycle and think before we print if we want to protect the environment.

Review

The review section for the unit includes further practice activities for the following language areas: Vocabulary: environmental problems (page 20); word roots (page 24)

Must, have to, should, need 4

Grammar: can, could, be able (page 22); must, have to, should, need (page 22); must, might, could, may, can't (page 23)

Read the instructions and the example. Tell students to read the sentences first and think about context before deciding which word to choose. ANSWERS

Pronunciation awareness: word stress in nouns and verbs (page 24)

2 needn’t    3 had to     4 have to

Signposts in writing: stages in an argument (page 27)

Environmental problems 1

Read the instructions. Go through the example and remind students to read the whole sentence and focus on the word after the gap to help them choose the correct word.

Must, might, could, may, can't 5

ANSWERS

2 global

6 turbines

3 greenhouse

7 solar

4 fossil

8 stations

5 renewable

2

ANSWERS

2 e     3 a     4 d     5 c

Pronunciation awareness 6

Word roots Read the instructions and the example. Ask students which words in item 1 give them a clue to the missing word (unidentified, flying).

4 translate

3 present

5 decrease

Can, could, be able to Read the instructions and the example and point out that both sentences in item 1 refer to the past and contain a negative idea.

2 OBject

5 proDUCE

3 CONtract

6 DEcrease

4 exPORT

Signposts in writing 7

3

Read the instructions and go through the example. Advise students to say both words quietly to themselves and think about whether a noun or a verb is needed. ANSWERS

ANSWERS

2 increase

Read the instructions. Ask students to read the sentence beginnings (1–5) and say what the last word in each one is (a modal). Go through the example. Then tell students to think carefully about structure and meaning while they are doing the activity.

Read the instructions and the example. Tell students to read each paragraph through to the end before deciding which signpost to use. POSSIBLE ANSWERS

ANSWERS

2 Secondly/In addition  3 In conclusion

2 They weren’t able to reach the summit.

4 First of all  5 Secondly/In addition  6 In conclusion

3 You can’t be pleased about it.

unit 2 T28

Review 1

1/2 Units

Grammar

Review 1 contains exercises which review the present and imperative, the past, the future and the modal verbs can, could, be able to, must, have to, should, need, might, may and can’t.

Future Unit 1 page 11, Language reference pages 93–94

3

Vocabulary Review 1 contains exercises which review words for travel, ways of travelling and environmental problems, word roots and phrasal verbs.

ANSWERS

2 will be 3 is getting 4 ‘s breaking

Grammar

6 ‘ll be doing 7 ’m going to take

Present and imperative Unit 1 page 10, Language reference pages 90–92

1

Elicit different ways of referring to the future in English and direct students to the Language reference section to check if necessary. Advise students to read each sentence in its entirety and think about meaning before choosing the appropriate future form.

Go through the example with the class and ask a volunteer to say why the present perfect continuous is used in the first sentence (to ask about an activity that is still happening). Direct students to the Language reference section to revise if necessary. Remind students to read each sentence in its entirety before deciding on an answer.

5 won’t tell

8 Will, give

Can, could, be able to, must, have to, should, need Unit 2 page 22, Language reference pages 94–96

4

Go through the instructions and the example. Remind students to read the sentences carefully and think about tenses and meaning. Direct them to the Language reference section to revise if necessary. ANSWERS

ANSWERS

2 Max wasn’t able to answer all the questions.

2 you’re driving 3 make 4 have not been feeling

3 You don’t have to take malaria pills in Spain.

5 haven’t you taken

4 You don’t need to/needn’t worry about getting a visa.

6 books

5 We should leave immediately.

Past

6 You mustn’t use your phone during the flight.

Unit 1 page 11, Language reference pages 92–93

2

Tell students to read the text, ignoring the spaces. Nominate a student to give three reasons why the tourist was lucky (the café owner had a spare room, his brother was leading a boat tour the following day, there was a place on the tour). Go through the instructions and remind students to think carefully about the order of events to help them choose the correct tense. Direct them to the Language reference section to revise if necessary. ANSWERS

2 visited

10 invited

3 arrived

11 told

4 hadn’t booked

12 had visited

5 was sitting

13 had

6 started

14 was leaving

7 asked

15 went

8 was staying

16 had cancelled

9 didn’t have

T29 review 1

7 I had to wait half an hour. 8 I couldn’t understand anything she said. 9 You must be more careful next time. 10 I shouldn’t have said that.

Must, might, could, may, can’t Unit 2 page 23, Language reference pagse 94-96

5

Tell students to read the conversation, ignoring the spaces, and explain what the problem is. (Nobody knows where David is.) Go through the instructions and ask students how the answer in the example is formed (modal + ‘have’ + past participle). Direct them to the Language reference section to revise if necessary. ANSWERS

2 must be 3 might/could/may have left 4 can’t have done 5 might/could/may have gone 6 must have gone

7 can’t be

8 could/might/may give

Review 1

1/2 Units

Grammar can, could, be able to, must, have to, should, need

Present and imperative 1

Choose the correct option.

1 What (are you doing / have you been doing / do you do) since we last met?

4

2 Slow down – (you drive / you’re driving / drive) too fast! 3 If you’re hungry, (make / you make / you’re making)

1 I couldn’t get through on the phone. (manage) I didn’t manage to get through on the phone.

yourself a sandwich!

2 3 4 5 6

4 I (have not been feeling / don’t feel / am not feeling) well over the last few days.

5 Why (don’t you take / haven’t you taken / aren’t you taking) your pill yet?

6 Martin always (books / is booking / has booked) a hotel before he goes on a trip.

Malaria pills aren’t necessary in Spain. (have to) Don’t worry about getting a visa. (need) We’d better leave immediately. (should) You aren’t allowed to use your phone during the flight. (mustn’t)

(couldn’t)

Put the verbs in the best tense – past simple, past continuous or past perfect. When I 1 was travelling (travel) in South 2 America, I (visit) the Galapagos Islands. I 3 (arrive), there by plane and found that all 4 of the hotels were full. Unfortunately, I (not book) anywhere beforehand. That evening, I 5 6 (sit) in a café having dinner and I 7 (start) talking to the owner. He (ask) me 8 9 where I (stay) and I said I (not have) anywhere to stay. He 10 (invite) me to sleep at 11 his place. Next morning, he (tell) me all about the 12 islands - he (visit) all of them. He said his brother 13 (have) a boat and he 14 (leave) on a tour the next day. I 15 (go) to see his brother to ask if he had a spare place on the tour, and he said yes – someone 16 (cancel) at the last minute, so there was a place available. I was so lucky – it was a fantastic trip!

Future 3

Max couldn’t answer all the questions. (able)

7 It was necessary for me to wait half an hour. (had to) 8 I was unable to understand anything she said.

Past 2

Rewrite the sentences keeping the same meaning using the words in brackets.

9 You’ll have to be more careful next time. (must) 10 It would have been better if I hadn’t said that! (shouldn’t)

must, might, could, may, can’t 5

Complete the sentences using must, might, could, may and can’t + have if necessary, and the correct form of one of the verbs in the box. be

be

give

go

go

leave

take

A: I haven’t seen David today. B: Neither have I. He 1 must have taken the day off. A: But his car’s outside. He B: He

Complete the sentences with a future form of the verbs in the box.

do

2

around somewhere...

3

his car here overnight, I suppose.

A: He

4

that! He never goes anywhere without it!

B: He

5

to a bar after work and taken a taxi home.

A: No, look – his bag’s here. He

6

out for a coffee or

something. be break do

get give have not tell

take

1 Don’t phone between 8 and 9 o’clock, because we’ll be

B: Yes, if his bag’s here, he A: I

8

7

far away.

him a ring and find out where he is.

having dinner.

2 If our team wins tonight, there

celebrations all

over town!

3 4 5 6 7 8

My sister

married next weekend.

Quick, get off the ice – it Your secret’s safe with me – I What do you think you I

! anybody! in a year from now?

a year out before I go to university. you

me a lift to the station?

review 1 29

Review 1

1/2 Units

Vocabulary Travel 1

Word roots 4

Choose the correct option.

1 I went on a (trip/tour/voyage) of Scotland, including

1 The population increase in India is greater than in China. 2 I need to trans money from one bank account

Edinburgh and the Highlands.

to another.

2 We saw some (breathtaking/exotic/luxury) scenery in Switzerland.

3 Once she signs the con 4 Don’t forget to buy a pre

3 Before air-travel, going to Australia meant a very long (travel/tour/voyage) by ship.

5 I went on a school (travel/trip/journey) last week. 6 We enjoyed some (lush/mouth-watering/breathtaking)

into another person with his wonderful acting.

7 I need a car because there’s no public trans

local dishes in Tunisia.

on

Sundays.

7 What’s the (hotels/bedrooms/accommodation) like in

8 We ex

Merida?

8 The countryside in England is very (breathtaking/ picturesque/fairy-tale).

Complete the phrases with an alternative travel expression. By air or by plane By horse or By sea or by rail or

a lot of fruit to north European countries.

Phrasal verbs 5

Ways of travelling

Complete the sentences with the correct form of the phrasal verbs in the box. bang out get carried away

check out

get around go for

make up

take back take up

watch out

eat up

put off

1 When you’re travelling on the underground, watch out

By road or

for thieves.

By walking or

2 He had to get his boat

Environmental problems 3

for Jake. It’s his

5 I don’t mind waiting, but I ob to being overcharged! 6 As soon as he got on to the stage, he would trans

scenery.

1 2 3 4 5 6

, she’ll start working.

birthday next week.

4 Antarctica is famous for its (unspoilt/lush/colourful)

2

Complete the words in the gaps.

Complete the text with the words in the box.

because the

motor was making a funny noise.

3 I missed my bus stop because I

with a

game on my smartphone.

4 This old song always

me

to my

childhood. deforestation

ecosystems

global warming public transport

fossil fuels

greenhouse gases renewable energy

packaging solar panels

5 Air-conditioning units really 6 Deleting spam from my inbox

electricity. hours of

my life.

7 Massive companies often manage to Like all animals, we humans depend upon the 1 environment we live in – but unfortunately we are destroying it. We cut down the forests for wood and 2 farmland, leading to . We throw away enormous 3 amounts of rubbish from unnecessary . But worst 4 of all, we burn increasing quantities of , generating 5 . These gases in turn lead to 6 . If we 7 on which we continue like this, we will destroy the depend. We must act now. We must use 8 sources such as wind power. In a sunny country like Spain, we can generate a lot of energy from 9 . And we must waste less oil – for example, don’t use a car, use 10 .

30 review 1

paying tax.

8 People used to write long letters but now we just a quick email.

9 We need to set an ambitious target and really it.

10 I had 500 pounds for my trip to Brazil, but needed 100 pounds more – my mum said she’d the difference.

11 What

me him was the way he only talked about himself and all the work he supposedly does for others.

Review 1

1/2 Units

Word roots

Vocabulary

Unit 2 page 24, Language reference page 94

Travel

4

Unit 1 page 8, Language reference page 90

1

Go through the example and review the differences in meaning between trip, travel, tour and voyage. Direct students to the Language reference section to revise if necessary.

Go through the instructions and the example with the class. Direct students to the corresponding exercises in Unit 2 and the Language reference section to revise if necessary. ANSWERS

2 transfer ANSWERS

2 breathtaking

3 contract 3 voyage

6 mouth-watering

4 unspoilt

5 trip

4 present

7 accommodation

5 object

8 picturesque

6 transform 7 transport 8 export

Ways of travelling Unit 1 page 12

2

Go through the example and remind students to think about prepositions. Direct students to the corresponding exercises in Unit 1 to revise ways of travelling if necessary. ANSWERS

2 on horseback 3 by boat 4 by train 6 on foot

5 by car

Phrasal verbs Unit 1 page 6, Unit 2 page 18

5

Ask students to revise the phrasal verbs in Units 1 and 2 if necessary. Go through the instructions and the example. Advise students to think about the meanings of the phrasal verbs in the box before they complete the exercise. Also remind them to think about tense. ANSWERS

Environmental problems Unit 2 page 20

3

Ask students to read the text to find an advantage of living in Spain (people can generate a lot of solar energy). Advise students to read all the words and phrases in the box before completing the exercise. Direct students to the corresponding exercises in Unit 2 to revise environmental problems if necessary.

2 checked out 3 got carried away 4 takes, back 5 eat up 6 takes up 7 get around 8 bang out 9 go for 10 make up

ANSWERS

11 put, off

2 deforestation 3 packaging 4 fossil fuels 5 greenhouse gases 6 global warming 7 ecosystems 8 renewable energy 9 solar panels 10 public transport

review 1 T30

Unit 3

You are what you eat The theme of this unit is health, and the title You are what you eat is an expression which means that a good diet is the key to good health.

UNIT OBJECTIVES: Vocabulary Grammar

Reading Listening Speaking Pronunciation Writing Get it right Life skill

health; word building (quantities, capacity) conditional sentences, mixed conditionals, unless, as long as, provided that/providing, in case, supposing, even if, otherwise an article about obesity: ‘Obesity: the new normal?’ listening to a radio interview making suggestions ea; of writing a proposal influenced by; position of will in conditional clauses stress management

The two videos for this unit are: v1

I’m invited to a burger restaurant, but I’m on a healthy diet. What should I do? It is recommended that students watch this video and do the corresponding worksheet after completing the Speaking tasks on page 39.

v2

You are what you eat This video and its worksheet are best done at the end of the unit. An augmented reality link to both videos is included on the Student’s Book page opposite.

CLASS DISCUSSION Use the photo as a point of departure for a class discussion. Ask the questions on the page and some or all of the extra questions below. Some possible answers are given in italics. Give the students space to lead the conversation off in other directions, but staying within the theme.

• • • • •

How is the food served? in cardboard boxes What can you say about the customera? They are of different ages, casually dressed and probably used to the various types of food on offer. Why do you think this photo was taken? maybe for an advertisement for the venue or event; maybe to send/email to a friend to show what the event is like Have you ever eaten food cooked and served outdoors? Is there any type of food you wouldn’t eat that was cooked and served outdoors?

As the discussion proceeds, write some of the key words and phrases that come up on the board. At the end of the discussion, you could take a photo of it, or ask students to do so. You could show this photo at the beginning of the next class and ask students to remember what the words and phrases were about. POSSIBLE ANSWERS

Where do you think this photo was taken? at a market, a fair, a festival, maybe in England What types of food are being sold? freshly cooked Indian food, vegetable dishes, curries and cold foods Why do you think there is such a variety of food? to give customers choice; to provide what people would expect; to appeal to different tastes

WB For more class discussion, you can ask students to do the quiz on health and food, on page 24 of the Workbook.

T31 UNIT 3

Unit 3

You are what you eat UNIT OBJECTIVES

•

Look at the photo. Talk to your partner for one minute about what you can see. Think about these questions:

VIDEO 1

find out about health read and understand a text on health topic words: health listen to a radio interview grammar: conditional possibility word building: quantities and capacities speaking: making suggestions writing: a proposal life skill: stress management

•

•

• •

•

•

•

•

VIDEO 2

• where do you think this photo was taken? • what types of food are being sold? • why do you think there is such a variety of food? Do you have a balanced diet?

31 you are what you eat unit 3 31

Reading

7

Tip Look at the title and first paragraph to identify the main line of argument.

1

2

1 extremely big (paragraph 2) 2 responsible for something bad (paragraph 3) 3 groups of people who have joined together for a

Look at the title, first paragraph and photos. What do you think the writer is concerned about? Compare and discuss with a partner.

particular reason (paragraph 4)

4 a sum of money (paragraph 4) 5 try to deal with something (paragraph 6) 6 change (paragraph 6)

Find these words in the text. What do they mean? Translate them into your language.

8 1 rate (v) 2 trend (n) 3 shame (n)

3

4 dashing (v) 5 fluctuated (v)

Read the text quickly – in about three minutes! Was your answer to Exercise 1 correct?

5

Read the text again and listen. Put the topics in the order they appear in the text.

9

a Who is responsible? b Who profits from the situation? c The current situation d Possible solutions e Making things worse f Increasing costs

Exam focus: finding synonyms 6

Follow stages 1 – 3 for finding synonyms in a text. Find a synonym for the word overweight. (paragraph 1)

1 Think: What does the word overweight mean? What part of speech is it?

2 Find: Read the appropriate part of the text carefully to find another adjective with a similar meaning.

3 Check: Substitute the possible synonym obese for the given word and check the new sentence makes sense. Read the rest of the article. If the word occurs in more than one sentence, check the other sentences make sense with the new word or phrase too!

32 unit 3 you are what you eat

The government gives good advice. Children often learn the bad habits of their parents. The diet industry helps people. The diet industry is worth a lot of money.

Choose the best answer according to the text. Only one answer is possible.

we expect.

d People don’t believe in dieting. 2 What does the government need to do to solve the problem?

a b c d

Tip A synonym has the same or similar meaning to another word or phrase. Thinking about synonyms can help you understand a text better.

People know they are overweight.

1 Why are diets sometimes risky? a Diets can make people feel guilty. b People don’t know what makes them fat. c The body doesn’t react to dieting in the way

1.18

1 c 2 3 4 5 6

Are the following statements true or false? Copy the evidence from the text.

1 2 3 4 5

Make a sentence using at least two of the words in Exercise 2.

4

Find synonyms for the following words and phrases in the text. Follow stages 1 – 3 in Exercise 6.

10

Stop making people feel responsible. Organise a new group of advisors. Get more celebrities involved. Nothing. People will look after themselves.

According to the article, why has obesity become the new normal in Britain? Compare and discuss with a partner.

Phrasal verbs put on: if people or animals put weight on, they become heavier pick up: to learn a new skill by practising it, not by studying it grow up: to gradually become an adult sign up: to agree to become involved in an organised activity sit back: to wait for something to happen without making any effort to do anything yourself

Reading

In this section students read a magazine article, Obesity: the new normal?, which is about how people seem to weigh more than they did 15 years ago but are unaware of this trend.

4

They are given phrasal verbs which appear in the text, along with their meanings.

Remind students that to get the general idea of the text, they should first read it quickly. Ask students to read and check their answer to Exercise 1. Ask two or three volunteers to answer the question and give reasons. Check if the class agrees before feeding back.

If students enjoy reading this article, they could try reading some other articles, which explore the health risks of obesity and possible solutions to the problem, and offer a scientific explanation of why the human race has this problem more now than in the past. Ask them to type obesity in Britain into a search engine.

ANSWER

The writer is concerned that people are unaware that they are becoming more overweight.

5

Tip Read the tip aloud and point out that it is easier to follow what the writer is saying after you have identified the main line of argument.

1

2



  In pairs, tell students to look at the title, the first paragraph and the photos in the article and discuss what they think the writer is concerned about. Draw their attention in particular to the phrase ‘the new normal’ and ask students to think about what it might mean. Take answers. Do not overcorrect for accuracy, but help students get their ideas across. Do not feed back at this stage.

Direct students to the words in the box and tell them that they are in the same order as they appear in the text. Ask them to use the context to guess the meaning before they translate the words. Monitor and help as necessary. Nominate students to give answers and translations.



1.18 Ask students to read topics a–f carefully and to think about key words. That way they can identify the difference between the topics and direct their listening and reading. Check answers. ANSWERS

2 f   3 a   4 b   5 e   6 d

Tip Read the tip aloud and ask students to think of a synonym for conducted in line 8 to check they understand the concept (done).

Exam focus: finding synonyms 6

ANSWERS

1 (line 11) judge

Work through stages 1–3 as a class, using the example given. Remind students that they can also think about the parts of the word to help them understand the meaning and find a synonym. Also point out that sometimes a word and its synonym might both appear in a text because writers try to avoid repeating the same word (as is the case with overweight and obese).

2 (line 30) the general direction in which something is changing

ANSWER

3 (line 58) a feeling of guilt for doing something foolish

obese

4 (line 65) destroying 5 (line 75) increased and decreased irregularly

3

Read the instructions and remind students to pay attention to the part of speech of the words as they write their sentences. Ask for sentences until you have heard each word twice. Check the new sentences make sense and are grammatically correct.

7

Read the instructions and ask students to read 1–6 carefully. Monitor and help as necessary while students continue individually and check they are following stages 1–3 in Exercise 6. Ask volunteers to give answers and to nominate another student to say if they agree. ANSWERS

1 vast

4 funds

2 to blame

5 tackle

3 bodies

6 shift

unit 3 T32

Reading

8

Ask students to read statements 1–5. Advise them to find the key words to direct their reading. Monitor and help as necessary. For each of the statements, nominate one student to say if it is true or false and a second to quote the exact words from the text, using line numbers to help others to locate the information. ANSWERS

1 False. ‘The nation … see it.’ (lines 17–18)

Get it right Read through the right and wrong sentences and ask why the second sentence is wrong (the preposition ‘by’ is used with ‘influenced’). Ask a volunteer to make a true or false sentence with influenced by. The volunteer then nominates another student to say if the sentence is true or false and to explain why. Repeat several times.

2 False. ‘Up to now, … self-restraint.’ (lines 33–36) 3 True. ‘We pick up … better.’ (lines 38–40) 4 False. ‘Yet the diet industry … time.’ (lines 59–62) 5 True. ‘There is a huge amount … hopes.’ (lines 62–66)

9

Ask students to read the questions and answer options. Remind them to think carefully about negatives. Monitor and help as necessary. Ask volunteers to give answers and reasons for their choices.

10

2a

Ask for suggestions before putting students into pairs to discuss and compare their ideas.

Phrasal verbs Ask students to read the definitions of the phrasal verbs, then read the sentences where they appear in the text (highlighted in yellow) to see them in context. Give more example sentences with the verbs if necessary. (I’ve put on a lot of weight over the last year. I wasn’t taught to cook. I just picked it up. I grew up in Salamanca and then moved to Madrid when I was 15. I’m going to sign up for a dance course next week. Sit back, relax and enjoy the show.) There is a practice exercise for these phrasal verbs on page 34 so there is no need to get the students to practise using them yet. However you might, want to familiarise them a bit more with the verbs at this point with one of the following tasks: 1 Put students into pairs to find the subject and/or object of each of the phrasal verbs in the text. 2 Give students a couple of minutes to memorise the particle that goes with each phrasal verb, then ask them to close their books and test each other.

T33 UNIT 3

Read the information about the use of tackle and the example. Point out that the word is often used to suggest that something is difficult. Ask students to suggest other things that need to be tackled if people are to avoid becoming obese.

Optional activity

ANSWERS

1c

Streetwise

Put students into pairs or small groups to discuss whether obesity and the information about the situation in Britain is the same in their country. Ask volunteers to summarise their discussions.

WB For more practice see pages 26-27 of the Workbook.

Unit

3

OBESITY: THE NEW NORMAL?

5

10

15

20

25

besity has become the new normal in Britain. Supposing you’d asked someone fifteen years ago what weight was normal, they would have given you a much lower figure than they would now. In an experiment conducted in 1999, a thousand men and a thousand women were asked to give their weight and rate themselves on a scale from very underweight to obese. When the experiment was repeated a few years later, the ratings changed. What people had considered to be overweight in 1999 is now considered to be normal. The nation is putting on weight and we just don’t see it. We are in denial. Being overweight is not simply a matter of appearance, it is a serious health issue. The costs to health services and to the world's economies of vast numbers of people becoming sick and unable to work are increasing. The National Health Service is spending £5bn a year treating heart attacks, strokes, diabetes, cancers, liver failure, hip and knee joint problems, and other consequences of obesity, and unless

Get it right We say: ✓ We are influenced by the environment.

✗ We are influenced of the environment.

we reverse this trend, the bill will reach £15bn within a few decades. Who is to blame for this situation? Up to now, politicians have been telling us that it’s our own fault. We ought 35 to know what will make us fat and exercise self-restraint. Yet it is often the case that overweight children have overweight parents. We pick up bad eating habits before we are old enough 40 to know better. We are influenced by the environment we grow up in, and in Britain today, that environment strongly encourages us to consume.

books and celebrity endorsements, is one of the biggest frauds of our time. In the UK, it is estimated to be worth £2bn. There is a huge amount of money to 65 be made from the raising and dashing of people's hopes. If you look at the scientific studies carried out on people trying to lose weight, it's hard not to think that all the blockbuster diet gurus 70 are charlatans. Yet dieting may even make the problem worse, because people tend to lose a few kilos only to put them on again afterwards. One study found that people whose weight 75 fluctuated a lot had a greater risk of heart disease and early death than those whose weight was steady. If the government is to tackle the obesity problem, it will have to shift the 80 strategy from blaming the consumer to changing the environment that encourages unhealthy lifestyles. This may mean, for example, taxing or even banning sugary drinks and unhealthy All this works to the benefit of the 45 food industry, of course, and the food 85 snacks. It may also mean redesigning industry in turn influences the politicians. our cities to encourage people to be physically active, for example, by Influential bodies such as the British making them more bicycle-friendly. But Nutrition Foundation often employ one thing we definitely cannot do is sit scientists who also work in industry 50 and often receive funds from the 90 back and allow obesity to become the new normal. world’s largest corporations. However, the guidance we are receiving is not impartial. Making consumers feel guilty about 55 overeating evidently does not work – if tackle it did, the nation wouldn’t be putting We use tackle as a on weight at such an alarming rate. synonym for deal with. Driven by shame and self-loathing, we If the government is to tackle sign up to miracle diets. Yet the diet the obesity problem . . . 60 industry, with its gimmicks, motivational 30

Streetwise

you are what you eat unit 3 33

Vocabulary

Health 1

Match the words and phrases in the box with the photos.

5

a – overweight digestive system eye infection health service heart attack overweight sick stomach ache

a

b

c

For each sentence, find one mystery word which goes in all the gaps. For a clue, look at the collocates and affixes in bold. ly, suffer ness, be as as a and tired of something.

1 You can feel sick, look rather from sea parrot or be

2 You can be over

d

you can have a or lose

or under problem, you can put on .

3 You can have an eye can get with a dis

e

f

g

ion, a wound ed, you can clean something ant, and a person may have ious laughter.

4 You can use the the be un

services when you visit centre or be in good or y.

ache, a or a bug, you can have a upset or a strong .

ulcer

5 You can have a

2

Complete the poem with the words in the box. a broken heart a heart of gold a hearty meal from the bottom of your heart

good-hearted

hand on heart

heart disease

heart attacks

Pronunciation: ea 6

the heart of the matter

The letters ea can spell different vowel sounds. Put the words in the box in the correct place in the table. One column is empty! bear bread breath breathe clear death disease early fears increase learn meal meat steady

Do fizzy drinks and salty snacks Bring 1 heart disease and

?

2

heal /i:/

Or will they only make you fatter? Which brings me to

3

Can music and Help

5

7

Do you have

to heal?

7

6

from the start? 8

And have you always played 9 ? your part

4

1.19

Listen and check your answers.

Match the phrases from Exercise 2 with their meanings.

1 a substantial and satisfying lunch or dinner – a hearty meal

2 3 4 5

with great sincerity in all honesty the important part of the question a person has this if they are suffering after a love affair has ended

6 a very kind and generous person has this 34 unit 3 you are what you eat

hear /i /

heard /3:/

pear /e /

bread

Or is your heart a little cold?

3

heart /a:/

4

Can you tell me You’ve been

:

health /e/

Work with a partner. Imagine a time when you had a number of health problems. Decide what happened using at least five of the words and phrases related to health on this page. One summer, I decided to go on a ferry to England. Before getting on the boat, I had a hearty meal of seafood …

8

Change partners. Tell your story to your new partner.

PV

9

Match the beginnings of the sentences with the endings.

1 2 3 4

I would never sign I’ve put five kilos Just relax, sit Kids often pick their parents’

5 My mother grew

a b c d e

back and enjoy it! eating habits up. on over Christmas. up in London. up to evening classes.

Vocabulary

Health This section deals with vocabulary connected to health.

5

The pronunciation section focuses on ea spellings. The phrasal verbs section recycles language from the magazine article Obesity: the new normal?

Go through the instructions and the example. Check students have access to a dictionary. Monitor and help while students continue individually, before putting them into pairs to compare answers.

The target vocabulary and pronunciation are reviewed on page 42.

ANSWERS

Target vocabulary breath

health service

breathe

heart attack

overweight

a broken heart

heart disease

sick

digestive system

a heart of gold

steady

eye infection

the heart of the matter

stomach ache

a hearty meal

ulcer

good-hearted

unhealthy

fears from the bottom of your heart

1

hand on heart

2 weight

4 health

3 infect

5 stomach

Pronunciation: ea 6

stomach bug

Read the instructions and do the exercise with the class. You could copy the table onto the board and write the words in the appropriate column. ANSWERS

heal /i/ breathe, disease, heart /ɑ/ increase, meal, meat hear /ə/ clear, fears health /e/ breath, death, heard // early, learn steady pear /eə/ bear

Go through the example with the class before students continue individually. ANSWERS

b heart attack

e digestive system

c sick

f health service

d eye infection

g stomach ache

2

Tell students that some of the phrases in the box are idiomatic expressions. Do the first and second items with the class, pointing out the rhyme in snacks and attacks.

3



1.19 Play the audio, pausing at the end of each line for students to check their answers. ANSWERS

2 heart attacks 3 the heart of the matter 4 a hearty meal 5 a broken heart

6 hand on heart 7 good-hearted 8 a heart of gold 9 from the bottom of your heart

The audio script can be found on page T114.

4

Read the instructions and the example with the class. Put students into pairs to continue the activity. ANSWERS

2 from the bottom of your heart

4 the heart of the matter

3 hand on heart

6 a heart of gold

5 a broken heart

7



  Go through the instructions and the example with the class. Put students into pairs to continue. Monitor and help as necessary.

8



  Put students with a new partner and ask them to tell their stories. Ask volunteers to tell the class about their partner’s story and take a vote on who had the worst time.

9

Refer students back to the Phrasal verbs box on page 32 to revise meaning. Stronger students could omit this stage. Do the first item together as a class. POSSIBLE ANSWERS

1 e   2 c   3 a   4 b   5 d

Optional activity Give students these phrases containing the word ‘heart’: learn by heart; have a heart of stone; a man after my own heart; steal someone’s heart; to be young at heart. Ask students to check the meaning of the phrases in their dictionaries or on the internet and to write a sentence using each one.

WB For more practice see pages 25 and 33 of the Workbook.

unit 3 T34

Listening

A radio interview In this section students listen to a radio interview with a nutritionist who talks about folklore and eating tips which have been passed down through families.

1



  Direct students to the picture and the saying. Put them into pairs to discuss the questions. Monitor and help students to express their ideas. Do not overcorrect for accuracy. Do not provide answers at this stage.

The audio script can be found on page T115.

Idioms 6

Tip

Do the first item with the class. Put students into pairs to complete the exercise. Tell them that they can use dictionaries or the internet to help and that they will need to use one of the meanings (a–d) twice. Check answers.

Read the tip aloud and direct students to the text in the picture in Exercise 1 as an example.

2



1.20 Ask students to compare what they hear with their ideas for Exercise 1. Play the audio. Students compare their ideas with a partner.

ANSWERS

1 a   2 c   3 d   4 b   5 a

7



The audio script can be found on page T114.

3



1.20 Read the question and ask students which key words they remember from the introduction. Put them in pairs to discuss their ideas before playing the audio a second time.

4



1.21 Read the instructions and stress that students should listen for the best answer. Ask them to read the questions and think carefully about the differences between each group of answer options to focus their listening. Check vocabulary as necessary before playing the audio. Ask students to compare answers in pairs and give them the option of a second listening. ANSWERS

1 d     2 a     3 b     4 d

  Refer students back to the saying in Exercise 1. Put them into pairs to compare health tips they know of that are usually passed on from generation to generation. Give suggestions where necessary, for example, cures for colds, drinks for healthy teeth and bones, foods for weight loss or for brain function. Monitor and help students express their ideas before bringing the class together to share their ideas.

Reflection 8



  Put students into pairs to read the strategies. Ask them which they felt helped them do the listening activities. Ask them to choose one strategy they will try next time.

Streetwise Read the information about the use of reckon and the example. Ask students for other sentences with reckon. Refer them back to the health tips they thought of in Exercise 7.

The audio script can be found on pages T114-T115.

5



1.22 Read the instructions and the example and ask students to read sentences 1–5 before listening. Tell them to think carefully about the type of information required to fill the gaps, e.g. a noun or verb phrase. Also, tell students that they might need to rephrase information to reduce it to three words. Play the audio and then put students into pairs to compare answers. Give students the option of a second listening before checking answers. ANSWERS

T35 unit 3

1 lived so long

3 will kill

2 fight off

4 on the ferry

5 good for

Optional activity In pairs, students write blank-fill sentences for three of the idioms in Exercise 6. They swap with another pair and complete the sentences they have been given.

WB For more practice see page 30 of the Workbook.

Listening

Unit

3

A radio interview " An apple a day keeps the doctor away"

5

Listen to the last part of the interview and complete the sentences. Write no more than three words for each space. Compare with a partner. 1.22

1 She thinks she would never have

if she

hadn’t eaten berries.

2 Cranberries are good because they infections.

3 A blueberry

the bacteria which causes

diarrhoea.

1

You will hear the saying above in the introduction to a radio programme. What do you think it means? What might the programme be about? Discuss with a partner.

4 I’m going to Dublin tomorrow 5 Ginger tea fights nausea and is

. migraine.

Idioms

Tip If you hear something which doesn’t seem to make sense literally, it may be an idiom.

6

Read these extracts from the interview. Match the idioms in bold with their meanings. Two of them have the same meaning.

2

Listen to the introduction. Does this confirm your ideas? Compare and discuss with a partner.

1 … your eyesight should be as right as rain 2 … is just what you want when you’re feeling under

3

Can you remember what else the interviewer said? Compare your ideas with a partner and listen again and check.

3 … have a nice raw onion before bed, you’ll sleep like

4

1.20

the weather

1.20

a log

4 … is good for your mind, especially if you’re feeling down in the dumps

Listen to the next part of the interview. Choose the best answer according to Alison Campbell.

5 … she’s always been as fit as a fiddle

1 How can eating carrots affect your eyesight? a It can cause eye disease. b It can reduce pain in the eyes. c It can improve eyesight. d It can lower the possibility of eye disease. 2 If you have flu, what will eating chicken soup do? a Work on the symptoms. b Stop you getting it again. c Cure it. d Stop you feeling cold. 3 What benefit do you get from eating spinach? a It improves your memory. b It helps you feel less depressed. c It helps you think. d It puts you in a good mood. 4 What does Alison Campbell say about bananas? a You shouldn’t eat too many. b It’s a good idea to eat one every day for breakfast. c They are a good source of zinc. d You should eat one after your meal if your stomach

a b c d

1.21

is bad.

7

to be very healthy to be unhappy to be or feel ill to sleep very well

Do you know any health tips usually passed on from the older generation? Compare your ideas with a partner.

Reflection 8

• • •

What helped you understand the listening? Thinking about the topic before listening. Listening carefully for well-known sayings or idioms. Listening for specific information.

Streetwise reckon Reckon is a verb that we use informally meaning to think or to believe. She reckons easting berries has made her live longer.

you are what you eat unit 3 35

Grammar

Conditional possibility Conditional sentences 1

4

Read the sentences and answer the questions. zero conditional: If you want something to protect yourself against flu, eat

1 You might need to brush your teeth if you have a nice

plenty of onions or garlic.

2 3 4 5

raw onion before bed.

first conditional: If you have a nice raw onion before bed, you’ll sleep like a

log! second conditional: If I were you, I’d eat bananas. third conditional: If she hadn’t eaten heaps of berries, she would never have lived so long.

5

Which one is used to reflect on the past?

6

(want) healthy teeth, (brush) them every day. (zero conditional)

3 If you

(brush) your teeth more often, you (not have to) go to the dentist all the time. (second conditional)

4 If you you conditional)

(brush) your teeth as a child, (not lose) so many teeth. (third

See Language reference on page 96.

Mixed conditionals 3

Read the sentences and answer the questions.

1 If you brushed your teeth, why aren’t they clean? 2 If you don’t like Italian food, you wouldn’t have liked what I had for lunch!

3 If you’d brushed your teeth more often as a child, you would have better teeth now.

1 Which tenses are used in the if clauses? Which tenses are used in the result clauses?

2 What types of conditionals are used in the sentences? 3 Why are the conditional sentences mixed? See Language reference on pages 96-97.

36 unit 3 you are what you eat

An apple a day keeps the doctor away. Play with fire and you’ll get burnt. There’s no smoke without fire. Look after your pennies and the pounds will look after themselves.

Work with a partner. Take turns to explain problems and give advice with If I were you. Student A: I’ve got a headache.

1 If you

(not brush) your teeth, you (need) a lot of fillings. (first conditional)

You should eat plenty of onions or garlic

Express the ideas in these sentences as conditionals.

2 3 4 5

2 Is the action in the if clause possible or impossible? 3 Which conditionals are being used to give advice?

2 If you

She may never have lived so long If I could eat only one fruit

If you smile, the whole world will smile with you.

used in the result clauses?

Complete the sentences with the correct form of the verbs in brackets.

If you can get nice and relaxed before bed,

1 Smile and the whole world smiles with you.

1 What tenses are used in the if clauses? What tenses are

2

Modal verbs can often be used in conditional sentences. Choose if or result clauses from the sentences in Exercise 1 to complete these sentences.

Student B: If I were you, I’d take an aspirin.

Unless; as long as; provided that/ providing; in case; supposing; even if; otherwise 7

Look at the words and their meanings. Read them carefully. Work with a partner and test each other on their meanings.

1 unless: except if 2 as long as: used to say that something must happen before something else can happen

3 provided that/providing: if, or only if 4 in case: because of a possibility of something happening, being needed, etc.

5 supposing: used at the beginning of a sentence or clause to mean 'what would happen if'

6 even if: used to say that if something is the case or not, the result is the same

7 otherwise: used after an order or suggestion to show what the result will be if you don’t follow the order or suggestion See Language reference on page 96.

Grammar

Conditional possibility In this grammar lesson students will study conditional sentences, mixed conditionals, unless, as long as, provided that/providing, in case, supposing, even if and otherwise.

4

The grammar is reviewed on page 42. The Language reference section can be found on pages 96-97.

Conditional sentences 1

Go through the instructions, the example and the rest of the exercise with the class. Read each incomplete sentence and ask whether it is an if or a result clause before asking students to complete it with the correct clause from Exercise 1. If necessary, refer students back to the Language reference section for Unit 2 to review the meaning of the modal verbs. ANSWERS

Go through the grammatical labels and example sentences with the class, pointing out that, for the second conditional, common use is now If I was you. Put students into pairs to discuss questions 1–3.

2 you’ll sleep like a log! 3 if she hadn’t eaten heaps of berries. 4 I’d eat bananas. 5 if you want something to protect yourself against flu.

ANSWERS

1 zero conditional: present simple/imperative; first conditional: present simple/future simple; second conditional: past simple/conditional; third conditional: past perfect/past perfect conditional

5

Go through the example and point out that all the sentences contain idioms.

2 possible: zero and first conditional; impossible:second and third conditional

POSSIBLE ANSWERS

3 to give advice:zero, first and second conditionals; reflect on the past:third conditional

2

2 If you eat an apple every day, you’ll avoid illness. 3 If you take risks, you might get into trouble. 4 If people say bad things about someone, they might be right.

Tell students to refer to the examples in Exercise 1 and the Language reference section on page 96. to check how to complete the sentences in this exercise.

5 If you’re careful to save small amounts of money, you’ll save a large amount.

6

ANSWERS

1 want, brush

3 brushed, wouldn’t have to

2 don’t brush, ’ll need

4 had brushed, wouldn’t have lost

In pairs, ask students to read the conditional sentences and answer the questions. For more help, refer them to the Language reference section on pages 96-97. ANSWERS

1 if clauses: 1 past simple 2 present simple 3 past perfect; result clauses: 1 present simple 2 would + present perfect 3 would + present simple 2 first, second and third conditionals 3 to express things we did or didn’t do in the past that might have present consequences or to express past events that may be the result of present facts

  Put students into pairs to take turns explaining problems and giving advice.

Optional activity Open pairs. One student explains a problem and nominates several others to give advice. Repeat several times. The class votes on the best piece of advice.

Mixed conditionals 3



Unless; as long as; provided that/providing; in case; supposing; even if; otherwise 7

Ask students to study the words and their meanings. For more information, refer them to the Language reference section on page 96. Put students into pairs to take turns testing each other.

unit 3 T36

Grammar

8

9

Ask students to look at the photo and the title and guess what the text is about. Tell them to read the text, ignoring the spaces, to check their ideas. Ask them to complete the text with the words in the box and to compare answers in pairs.

Get it right Read through the right and wrong sentences and ask why the second sentence is wrong (‘in case’ has a similar meaning to ‘if’ and ‘will’ is only used in the result clause not the ‘if’ clause). Ask a volunteer to make another sentence with in case. The volunteer then nominates another student to make another sentence.

1.23 Play the audio for students to check their answers. ANSWERS

12

2 provided

6 in case

3 as long as

7 providing

4 even if

8 otherwise

Read the instructions and the example and do the next item together as a class. Put students into pairs to make sentences from the box. Monitor and encourage students to self-correct if necessary. Check answers.

5 unless ANSWERS

The audio script can be found on page T115.

10

Read the instructions and the example. Remind students that unless means except if, which carries a negative idea. Monitor and help as necessary, checking students have identified the if clause + not and are substituting it for unless. Ask volunteers to give answers and see if the class agrees before feeding back.

ANSWERS

2 Unless she had eaten heaps of berries, she would never have lived so long. 3 Let’s have an omelette, unless you’ve got a better idea. 4 He’ll be at risk of heart disease unless he loses weight. 5 I can’t think in the morning unless I have a cup or two of coffee.

11

Read the instructions and the example, pointing out that students should read the whole sentence and think about the meaning before deciding on the correct option. Suggest they look back at Exercise 7 if necessary. To check answers, ask volunteers to read complete sentences. ANSWERS

T37 UNIT 3

2 in case

5 Supposing

8 otherwise

3 unless

6 Unless

9 even if

4 in case

7 Providing

13

2 if + f

4 in case + c

6 in case + d

3 in case + e

5 if + a

7 if + b

Read the instructions. Tell students to decide if each of clauses 1–6 is a condition (if clause) or a result, and to think about possible and impossible situations. Give students three minutes to think about ideas to complete the sentences before putting them into pairs to compare ideas. Ask volunteers to share the most interesting ideas with the class.

Optional activity Put students into pairs to think of three different sentence beginnings similar to those in Exercise 13. Students swap partners and complete each other’s sentences.

WB For more practice of all the grammar see pages 28-29 and 33 of the Workbook.

Unit

8

Complete the text with the words and phrases in the box. There may be more than one possibility. as long as even if provided

11

Choose the correct option.

1 You’ll be fine (in case / as long as / unless) you do as I tell you.

in case otherwise

providing

3

2 Take an umbrella (in case / as long as / even if ) it rains. 3 You’ll be all right (in case / provided / unless) you do

supposing unless

something really stupid.

4 I’ll take some bags of ginger tea with me (in case / as long as / even if ) I get seasick.

5 (In case / Supposing / Unless) I can’t find a taxi – what shall I do then?

6 (In case / Supposing / Unless) it rains, we’ll have lunch outside.

7 (Otherwise / Providing / Unless) you don’t eat too much of it, any food you enjoy is fine.

8 Take a warm coat, (otherwise / supposing / unless) you’ll freeze!

Who’s afraid of chicken? Approximately two thirds of the raw chickens sold in the UK are contaminated with the bacteria campylobacter, which can cause serious food poisoning. Around 300,000 people are infected each year. So 1 supposing you enjoy eating chicken – what should you do? Well, according to food-health 2 experts, there’s no need to panic, that you follow some simple guidelines:

• • • • •

it’s safe to eat chicken

you cook it properly.

3

it may have bacteria on it do not eat the chicken properly cooked.

4 5

9 You should wash your hands before eating, (in case / even if / provided) you use a knife and fork.

Get it right We say: ✓ Take an umbrella in case it rains. ✗ Take an umbrella in case it will rain.

12

you have washed it.

Make sentences from the box. I always take a credit card in case I run out of cash.

you are sure it is

1 I always take a

clean kitchen surfaces after preparing the chicken 6 they have been contaminated. it is safe to handle the chicken 7 your hands thoroughly afterwards.

10

1.23

a headache.

2 I never drink beer 3 She’s afraid to

you wash

fall in love

4 Take a first-aid kit 5 Take an aspirin 6 Take some

Don’t forget to follow these guidelines carefully, 8 you might get ill!

9

a you’ve got

credit card

sandwiches with you

Listen and check your answers.

7 You should

Rewrite the sentences using unless.

go to bed

b you’re feeling tired. in case if

c you have an accident.

d you get hungry later.

e she gets brokenhearted again.

f I’m driving. g I run out of cash.

1 If we don’t reverse this trend, the bill will reach £15bn within a few decades. Unless we reverse this trend, the bill will reach £15bn within a few decades.

2 If she hadn’t eaten heaps of berries, she would never have lived so long.

3 Let’s have an omelette, if you haven’t got a better idea. 4 He’ll be at risk of heart disease if he doesn’t lose weight. 5 I can’t think in the morning if I don’t have a cup or two of coffee.

13

Use your own ideas to complete these sentences, then compare with a partner.

1 2 3 4 5 6

Unless somebody else is paying … I always carry my phone in case … I don’t mind cooking, as long as … I don’t mind the cold weather, provided … Supposing you miss your flight – …? I wouldn’t be where I am today if …

you are what you eat unit 3 37

Vocabulary

Quantities and capacity Quantities 1

Streetwise

Match the words in the box with the photos.

piles of money Expressions about quantities are often an exaggeration rather than literally true. For example, piles of money means a lot of money, not literally in large piles. She’s got piles of money, but no sense!

dozen drop heap kilo load pile teaspoonful tonne

a – load

a

b

c

d

1 TON e

f

g

6

Complete the sentences with a phrase from Exercise 2.

1 No need to hurry – we’ve got loads of time. 2 He spent and a lot of it wasn’t even his! 3 are overweight and don’t even know it. 4 She’s in now – she’s crashed her dad’s car!

h

Pronunciation: of 7 2

1.24

Listen to the phrases made from the words in

the table. quantities amount(s) cup dozen(s) A drop(s) an heap(s) two kilo(s) three load(s) a few number(s) a small pile(s) vast spot(s) huge spoonful(s) (nothing) teaspoonful(s) thousand(s) tonne(s)

3

1 a piece a cake – bricks coffee eggs homework honey milk of money (nothing) people rain rubbish sugar time trouble

2 a pile of milk 3 a teaspoonful of eggs 4 a huge spot of rain

8

38 unit 3 you are what you eat

a bowler cherries a playta food

Complete the sentences with the quantities in the box. Notice the verbs in bold. 10 tons three gigabytes four people 90,000 people

1 2 3 4

9

5 vast numbers of money

6 a small amount of people

This recipe serves four people. This USB stick holds

of data.

Wembley Stadium holds

.

This truck can take up to

of material.

Work with a partner. Prepare at least five quiz questions from the box. How much people

will

How many

does

take?

do

serve?

litres of …

(you decide)

kilos of …

7 a vast kilo of eggs

hold?

seat?

How many people will the Bernabeu Stadium hold?

Make other possible phrases from the table in Exercise 2. a tonne of homework

lotsa money a spotter trouble

Capacity

The phrases below are not possible. Explain why. sugar is not countable

5

2 a cuppa tea 3 a loader rubbish 4 a boxer chocolates

Work with a partner. Try to remember the phrases you heard in Exercise 2.

1 dozens of sugar

5 6 7 8

a piece of cake

amount – huge amounts of money

4

The of in phrases like the ones in Exercise 2 is pronounced very weakly. It may sound like a or er. Decide what the badly spelt phrases below are.

10

Ask your quiz questions to the rest of the class.

Vocabulary

Quantities and capacity This section deals with words and phrases used to express quantity and capacity.

Streetwise

The pronunciation section focuses on of, which is pronounced very weakly in quantity phrases.

Read the information about piles of money. Ask students to look at the quantities column in the table in Exercise 2 and identify similar words (heaps, loads, tonnes).

The target vocabulary and pronunciation are reviewed on page 42.

6

Target vocabulary amount(s)

kilo(s)

teaspoonful(s)

cup

load(s)

take (up to)

dozen(s)

number(s)

thousand(s)

drop(s)

pile(s)

tonne(s)

heap(s)

serve

vast

hold

spot(s)

huge

spoonful(s)

POSSIBLE ANSWERS

2 huge amounts of/a huge amount of money 3 Thousands of people   4 a spot of trouble

Pronunication: of 7

Quantities 1

Read the instructions and the example. Ask students to continue individually and monitor and help as necessary.

Read the instructions and do the example.

Read the information and the instructions. Go through the example, pronouncing the phrase carefully to check students understand the activity. Put them into pairs to continue the activity. ANSWERS

ANSWERS

2



b heap

c pile

d tonne

f drop

g kilo

h teaspoonful

e dozen

1.24 Play the audio for students to listen to the phrases. The audio script can be found on page T115.

3

Put students into pairs to recall the phrases they heard on the audio.

ANSWERS

2 pile means things laid one on top of the other 3 a teaspoonful is a measure of the volume of something that you can fit on a teaspoon, not something countable like eggs 4 huge means large, whereas a spot is a tiny volume 5 numbers of is used with countable nouns 6 amount of is used with uncountable nouns

3 a load of rubbish

7 a bowl of cherries

4 a box of chocolates

8 a plate of food

Capacity 8

Tell students to read the quantity phrases in the box. Go through the example, pointing out that the word in bold will help them choose the correct quantity. ANSWERS

See audio script for track 1.24 on page 00. Read the instructions and go through the example. Do the exercise together with the class.

6 a spot of trouble

5 lots of money

ANSWERS

4

2 a cup of tea

2 three gigabytes  3 90,000 people  4 10 tonnes

9

Remind students that they should be able to answer the questions they prepare.

10

  Nominate pairs to ask one of their questions and choose another pair to answer.

Optional activity In pairs, students write sentences similar to those in Exercise 8, but blank out the verb serves, holds and takes. They swap with another pair and complete the sentences.

7 vast refers to a large, inexact quantity

5

Nominate students to give other possible phrases from the table in Exercise 2.

WB For more practice see pages 31 and 33 of the Workbook.

unit 3 T38

Speaking

Making suggestions This lesson is based around a conversation in which one person asks another for advice. The Life skill in this unit introduces the topic of stress management in the context of a driving test. The idea is developed in the Life skill section on page 86.

Optional activity Books closed. Ask students to say how adventurous they are with food. They can rate themselves with a number from 1–4, with 1 being not very adventurous and 4 being the kind of person who will try anything. Ask for a show of hands for each number.

1

2





Tip Read the tip aloud. Explain that offering more than one piece of advice gives the other person a choice. Also point out that we prefer not to disagree with somebody, but if we explain why then it’s more polite.

4



  Read through the situations. Put students into pairs to choose one situation and make notes on the advice they would give. Suggest they also think about objections to their advice and how they would respond. Monitor and help with ideas if necessary.

5



  Put students into different pairs to take turns giving each other advice about the situations they chose.

  Read the instructions and put students into pairs to discuss the questions. Monitor and join in with discussions and ask volunteers to tell the class something interesting they found out about their partner.

Optional activity Ask students to report back on their conversations – the advice their partner gave and whether they agreed or disagreed with it.

1.25 Go through the instructions and play the audio for students to read and listen to the conversation. Check the answer.

Life skill

ANSWER

some typical food – Serrano ham

Identifying the problem 1

Direct students, in pairs, to the photo. Read the questions, give pairs time to discuss the answers and nominate several students to suggest answers.

2

Read the questions and let students discuss the answers. Monitor and help with ideas if necessary. Bring the class together and ask for suggestions.

Optional activity Ask students the following questions to check comprehension if necessary. 1 Is Ana a vegetarian? (no) 2 Why doesn’t she want to eat meat when she’s away? (in case she gets a bad stomach) 3 Are Ana’s hosts vegetarian? (She doesn’t know.) 4 Why does Pablo tell her to stop worrying about everything? (Ana seems to be thinking about problems in different situations.)

3

Read the instructions. Monitor and help as necessary while students continue in pairs. Check answers.

Suggesting a solution 3

Put students into pairs to discuss the question. Bring the class together and ask for suggestions.

What about you? 4

Read the questions and invite students to share examples from their own experience. Do not overcorrect for accuracy, but help students to get their ideas across.

ANSWERS

1 I’m worried about … 2 But if I …, I get … 3 (Look,) if I were you …

4 No, that’s a load of rubbish!; Nonsense!

Stress management

5 I know.; Yes, I guess you’re right.; Good idea.

Tell students to read the information and ask them if they agree with the statement ‘If you don’t control stress, stress will control you!’ Ask them to give reasons or examples of relevant situations experienced by people they know.

Useful language Ask students to read the column headings and the expressions. Check understanding as necessary.

T39 unit 3

WB For more practice see page 30 of the Workbook.

Speaking

Unit

3

Making suggestions

Life skill Skills

1

Dealing with nervousness during a test

Look at the photo. How similar or different is this food to the food you eat? What would you do if you were offered this food in somebody’s house? Discuss with a partner.

Identifying the problem Discuss with a partner.

2

Read and listen to the conversation. What does Ana decide to take to Germany in the end? 1.25

Ana: I’ve been invited to stay with a family in Germany over the summer, but I’m worried about the diet over there. They eat lots of sausages and things, and I don’t eat meat.

Ana: I know. I just think it’s an embarrassing situation, that’s all.

Pablo: Are you a vegetarian?

Pablo: Nonsense! In any case, supposing

Ana: No, but if I eat meat, I get a bad

they’re vegetarian – then all this worry will have been for nothing! No, if I were you, I would just tell them straight.

stomach ache. It’ll appear rude if I refuse their food. Pablo: Look, if I were you, I’d just tell

them. Why don’t you send them an email and explain politely that you can’t eat meat for health reasons.

Ana: Yes, I guess you’re right. Do you think I should take a gift from here? Some typical food, for example? Pablo: Good idea. How about some

Ana: I’d better take lots of packet food

Serrano ham?

with me, just in case!

Ana: But supposing they’re vegetarian?

Pablo: No, that’s a load of rubbish! As long

Pablo: Oh, stop worrying about

as you’re honest about it, they won’t be

3

offended. They’d be more offended if you started cooking your own packet food instead of eating with them!

everything!

Find phrases in the conversation for the following functions:

1 introducing a

3 introducing what

problem

you would do in the situation

2 introducing a consequence

4 strongly rejecting an idea

1

2

What do you think is happening in the photo? How is the girl feeling? What situations do people often feel stressed in? How can stress be a problem? Think of personal feelings, health, social relationships and task performance.

Suggesting a solution Compare with a partner. 3

What strategies can you think of for avoiding stress or for dealing with it?

What about you? Tell your partner or the class. 4 What situations do you personally find most stressful? How do you deal with it?

5 agreeing with a suggestion

Useful language Making suggestions … for example? How about … If I were you, I’d … I think you should … Why don’t you …

Disagreeing (informally, with a friend) No, that’s a load of rubbish. Nonsense!

Accepting advice Good idea. Yes, I guess you’re right. Yes, why not?

Stress management

Tip Give more than one suggestion when you’re asked for advice. If you don't agree with a piece of advice, explain why.

4

Work with a partner. Choose a situation and make notes on what advice you would give somebody.

• •

5

Getting fit Eating a healthy diet

• •

Cooking for vegetarians Advising a friend who is overweight

Work with a different partner and have a conversation like the one in Exercise 2. Take turns to give advice for the situation you chose in Exercise 4.

We can’t avoid stressful situations in life, and in one way, they are good because they force us to take action. However, we need strategies to overcome stress if we are to be happy and successful. Remember: if you don’t control stress, stress will control you!

you are what you eat unit 3 39

Writing

A proposal Writing task: your town has been awarded a large amount of lottery money to make it a healthier place to live. The local council has decided to have a competition to decide on the best way to use the money. Write a proposal with your suggestions. (120 – 150 words).

INTRODUCTION The aim of this proposal is to present a plan to make Chester a healthier place to live. Furthermore, the main idea is that people should be encouraged to be more physically active.

THE PROPOSAL We suggest that there should be more organised sporting events and better sports facilities. Sporting events could include fun runs and cycle races, perhaps once a month. The principal streets could be closed to traffic for these events. On top of that, the facilities could include a better network of cycle paths. In addition to this, there could be free exercise machines and running tracks in all parks.

BACKGROUND We believe the population is not sufficiently active and this has led to an obesity problem. Not only has it led to poor health, but it has also put a huge strain on the health services in terms of staff and costs. If people did more exercise, the situation would improve.

1

Read the task and the report. What’s the main advantage of the writer’s proposal?

2

Choose the paragraph sub-heading for each of the points below. Find the information in the proposal.

a b c d e f

explaining the problem expanding on the problem introducing a solution giving additional detail (2) stating a positive result

Use a formal style when you write a proposal.

How are these ideas expressed more formally in the report?

1 2 3 4 5 6

4

I’m writing this report to … I think the population is lazy …

Study the language in the report. Find an example of each of the following:

1 a comparative 2 should 3 a conditional

introducing the purpose of the proposal

Tip 3

CONCLUDING REMARKS Chester’s population is not sufficiently active, and our proposal is intended to improve this situation. Clearly, it will be expensive to implement. However, we believe that, eventually, it will pay for itself with real savings to the health service.

4 could (possibility) 5 will (future)

Writing builder 5

Complete the text with the words in the box. background clearly problem

restate solution

When you are rewriting a proposal or report, you should state your purpose 1 clearly and concisely so that the reader knows immediately what you are writing about. In the second paragraph, you should give some 2 information on your proposal so that the reader 3 has a better understanding of the . In the third 4 paragraph, offer a to the problem and include any costs that might be involved. In the concluding 5 paragraph, the problem and the solution you are suggesting.

Why not (have more organised sporting events?) Let’s close the main streets. But we think … As you can see, …

40 unit 3 you are what you eat

Tip Help your reader identify additional points by using signposts.

Writing

A proposal In this section students read a proposal, which serves as a text for analysis and a model for a final writing activity.

ANSWERS

The Signposts in writing in this section are reviewed on page 42.

1 The aim of this proposal is to …

There is a guide to writing a proposal in the Writing guide on page 102.

2 We believe the population is not sufficiently active.

1

3 We suggest that (there should be more organised sporting events).

Before doing Exercise 1, look at the writing task at the top of the page with the class. Explain that the proposal they will be looking at is a model answer and that they will write something similar after working through the tasks on the two writing pages. Ask students to read the text quickly to answer the question. Ask a volunteer to give their answer and see if the class agrees before feeding back.

4 The principal streets could be closed … 5 However, we believe … 6 Clearly …

4

Read the instructions and do the first item with the class. Students continue individually. ANSWERS

ANSWER

1 healthier, more physically active; better sports facilities, a better network of cycle paths

It will save the health service a lot of money.

2

2 should be encouraged; we suggest that there should be…

Go through the instructions and do the first item as an example. Monitor and help while students continue individually. Ask them to compare answers in pairs before nominating students to give answers.

3 did more exercise; the situation would improve 4 sporting events could include …; could include a better …; could be free exercise machines … 5 it will be expensive; it will pay for itself

ANSWERS

a: introduction – to present a plan to make Chester a healthier place to live

Optional activity

b: background – the population is not sufficiently active

Ask students to highlight the common features of informal language – contractions, more personal pronouns, simple vocabulary, conversational language (why not, let’s).

c: background – poor health and a huge strain on the health services d: the proposal – more organised sporting events and better sports facilities e: t he proposal – fun runs and cycle races, a better network of cycle paths f: concluding remarks – real savings to the health service

Tip

Writing builder 5

Tell students to read the words in the box before asking them to complete the text individually. Monitor and help as necessary before putting students into pairs to compare answers. Read the paragraph aloud, pausing for students to call out the missing words. Give the correct answer if there is a difference of opinion.

Read the tip aloud and explain that a proposal is usually written for an unknown audience, e.g. a local council committee or newspaper readers.

3

Read the instructions and do the first item with the class. Monitor and help as necessary as students continue individually. Ask students to compare answers in pairs before taking feedback.

ANSWERS

2 background

4 solution

3 problem

5 restate

Tip Read the tip aloud and ask students to find one example of this type of signpost in the proposal.

unit 3 T40

Writing

Signpost Read the information aloud and ask students which additional point furthermore introduces in the proposal (the main idea is that people should be encouraged to be more physically active).

6

Read the instructions. Advise students to read each set of sentences to get the general idea before deciding which signpost to use. Monitor and help as necessary while students do the exercise individually. To check answers, ask volunteers to read the entire text and see if the class agrees before feeding back. ANSWERS

1 Furthermore/On top of that 2 Not only, but, also, Furthermore/On top of that/ In addition 3 Furthermore/On top of that/In addition

Improve your writing 7

Go through the instructions. Monitor and help with ideas as necessary while students add details to the suggestions they have chosen. Ask volunteers to read out their ideas and take a class vote on the best one.

Useful language Ask students to look at the Useful language box. Write the column headings on the board and give students three minutes to study the phrases. Ask them to close their books and put them into pairs or small groups to write as many phrases as they can remember.

T41 unit 3

Write! 8

Read the task and put students into pairs to follow the stages in STEP 1. Monitor and help with ideas as necessary while students write notes in the essay structure box. Refer students back to Exercise 2 if they need help. Ask students to follow STEP 2 individually. Suggest they select words and phrases from the Useful language box and the Signpost box, then add them to the appropriate columns of the essay structure box before they write their first draft. Remind them not to forget section headings. Once students have written their first draft, ask them to review their writing, answering the questions in STEP 3. Tell students to follow STEP 4 by writing a final draft and rechecking their work. They can refer to the Writing guide on page 102. Put students into pairs to read each other’s proposal. They should imagine they are in charge and decide if the proposal is interesting. Finally, ask students to write a brief note about why they made the suggestions they did.

WB For more practice see page 32 of the Workbook.

Unit

3

Write!

Signpost Writers use signposts to help the reader identify additional points by using words and phrases such as: furthermore, not only … but … also, on top of that, and in addition to.

8

Write a proposal on how to make your school a healthier place to be. (120 – 150 words).

Steps 6

Complete the sentences using signposts to help your reader identify additional points. Choose from furthermore, not only … but … also, on top of that and in addition. There may be more than one possibility.

STEP 1: Getting ideas

• • •

1 Cookery classes will show people how they can prepare healthy food at home. This will also help people become less stressed. , they will have a stronger resistance to colds and flu. talents. will this get people away from sitting in front of a computer, it might encourage them to join a sports club. , people might make new friends.

Write notes in an essay structure box like this.

STEP 2: Organising your ideas and writing a first draft

3 We could give people easier access to drinking water in public places. , we could even replace fizzy drinks machines with water machines. .

• • •

Improve your writing

Write a first draft of your proposal. Add section headings. Use some expressions from Exercise 6.

STEP 3: Reviewing your writing

•

Look at the suggestions for healthy living below. Choose two and add three pieces of additional detail. Use the signposts furthermore, not only … but… also, on top of that and in addition to.

Reread your first draft and answer these questions.

1 2 3 4 5 6

1 Deliver healthy eating magazines to people’s houses once a month.

2 3 4 5

Write a note of some structures you could use.

Introduction Background Proposals Concluding remarks

2 Invite local sports personalities to show off their

7

Work with a partner. Brainstorm ideas to describe the current situation and proposals for making it better.

Provide fun exercise classes to get people to the gym. Organise regular walking groups in the countryside.

Have you followed the sequence in Exercise 2? Have you used some of the structures in Exercise 3? Have you used some signposts to help your reader? Is your grammar, spelling and punctuation correct? Have you used a consistently formal style? Does each sentence move smoothly to the next?

Set up evening classes on healthy living.

STEP 4: Writing a final draft

Plan to open an indoor swimming pool.

• •

Recheck your work before handing it in. Write a brief note to your teacher about why you chose these suggestions.

See Writing guide on page 102.

Useful language Introducing the purpose

Explain and expand on background facts

Introducing a course of action

Adding information

Concluding

The aim of this report is to …

This has led to …

We suggest that …

Furthermore …

Clearly, …

The main idea is …

This, in turn, has …

In addition to … Not only … but (…) also On top of that …

you are what you eat unit 3 41

Review

Unless; as long as; provided that / providing; in case; supposing; even if; otherwise

Health 1

Complete the text with the words in the box. bug hearty indigestion parrot stomach unhealthy weight

sick

When I was on holiday, I ate some seafood from a beach restaurant. I immediately got a pain in my 1 stomach, 2 and I thought it was . I went back to the hotel 3 and was as sick as a , but I didn’t feel any better 4 afterwards. It was a really bad stomach , and I was 5 6 for two days. I wasn’t able to eat a meal for another week. I returned from holiday looking pale 7 8 and , but at least I’d lost some !

4

1–c

1 Mushrooms are 2 Going out in the sun is fine skiing insurance plenty of water,

4 I get (vast numbers / thousands / huge spots) of spam emails every week.

5 This bus can only (serve / take / seat) 45 people. 6 This flask (holds / takes / accommodates) two litres of

out of money,

6 Don’t phone the

5

1 If you’d taken my advice yesterday, you wouldn’t be in this mess now. (take / not be) all

3 If you

seafood, I don’t think you the paella we had last night. (not like / like)

4 If your grandmother

alive, she proud of you yesterday! (be / be)

e what will you do? f otherwise you will get dehydrated.

meat seat heal health dear learn heard earth breathe breath easy please hear near heart clear bread dead head heat disease bear meal increase

Signposts in writing 6

Complete the sentences using signposts to help your reader identify additional points. Choose from furthermore, not only … but … also, on top of that and in addition. There may be more than one possibility.

1 Make walking easier and safer by building

5 You

to run this marathon if you a heart attack as I have. (not want / have)

6 If you

some aspirins with you, you one for your headache now. (bring / can

take) it

attention in class last term, you sorry when you sit the exam next week. (not pay / be)

42 unit 3 you are what you eat

necessary.

Choose the word where ea spells a different vowel sound.

1 2 3 4 5 6

Put the verbs in the correct form.

8 If you

which ones are safe.

d unless it’s really

Pronunciation awareness

Mixed conditionals

still hard, you for long enough. (be / can’t cook)

c providing you know

emergency services

coffee.

7 If the pasta

an accident.

5 Supposing you run

ahead of me in the queue.

hungry now if you your lunch. (not be / eat)

b in case you have

3 You should get some

Find the option which is not possible.

2 You

use sun cream to protect your skin.

4 You should drink

1 He’s got a (load / pile / number) of money. 2 I think there was a (heap / drop / spot) of rain earlier. 3 There were (dozens / amounts / loads) of people

3

a as long as you

great to eat,

Quantities and capacity 2

Match the beginnings of the sentences with the endings.

more footpaths. 1 In addition, install more street lighting so people will feel safer at 2 night. will people become more active, they will be able to manage their weight better.

2 We could arrange for local chefs to have healthy cooking competitions. 3 , they could be held in the chefs' restaurants. More people might go to the restaurants in future 4 so, , it could generate more business.

Review

The review section for the unit includes further practice activities for the following language areas: Vocabulary: health (page 34); quantities and capacity (page 38) Grammar: mixed conditionals (page 36); unless, as long as, provided that/providing; in case; supposing; even if; otherwise (page 36)

Unless; as long as; provided that/providing; in case; supposing; even if; otherwise 4

Pronunciation awareness: ea (page 34) Signposts in writing: additional points (page 41)

Health 1

ANSWERS

Read the instructions and the example. Students continue individually, completing the text with the words in the box.

2 a   3 b   4 f   5 e   6 d

Pronunciation awareness

ANSWERS

2 indigestion

5 sick

8 weight

3 parrot

6 hearty

4 bug

7 unhealthy

5

Quantities and capacity 2

2 heap

5 serve

3 amounts

6 accommodates

4 huge spots

Mixed conditionals Read the instructions and go through the example. Remind students not to forget to include the negative where appropriate. ANSWERS

Read the instructions and go through the example. Advise students to say the words in each group quietly to themselves so they are not distracted by the spelling. ANSWERS

Read the instructions and go through the example. Remind students to think carefully about the noun (countable or uncountable) and the meaning of the quantity and capacity words. ANSWERS

3

Read the instructions and go through the example. Tell students to read each sentence half and think about the key words in each before deciding on which halves go together. Once they have made a match, tell them to read the whole sentence again to check it makes sense.

2 dear

5 heat

3 breath

6 bear

4 heart

Signposts in writing 6

Read the instructions and tell students to read each of the short paragraphs to the end so they can see the relationship between the information more clearly before choosing a signpost. ANSWERS

2 Not only, but, also 3 Furthermore 4 on top of that/in addition

2 wouldn’t be, had eaten 3 don’t like, would have liked 4 was, would have been 5 wouldn’t want, had had 6 had brought, would be able to take 7 is, can’t have cooked 8 didn’t pay, ‘ll be

unit 3 T42

Unit 4

Telling tales The theme of this unit is stories, and the title Telling tales is an expression which means telling someone that someone else has done something bad.

UNIT OBJECTIVES: Vocabulary Grammar Reading Exam focus Listening Speaking Pronunciation Writing Get it right Life skill

stories; word building (time adverbs, time expressions) yes/no questions, wh- questions, question tags, embedded questions, emphatic questions a magazine article about video games: ‘Video games: the new face of storytelling’ answering open questions listening to a radio interview about a play telling an anecdote t before ion; emphatic questions retelling a narrative less/fewer; word order in embedded questions; for vs. during problem solving

The two videos for this unit are: v1

v2

Tell us about a coincidence that has happened in your life. It is recommended that students watch this video and do the corresponding worksheet after completing the Speaking tasks on page 51. Walls can talk. This video and its worksheet are best done at the end of the unit. An augmented reality link to both videos is included on the Student’s Book page opposite.

CLASS DISCUSSION Use the photo as a point of departure for a class discussion. Ask the questions on the page and some or all of the extra questions below. Some possible answers are given in italics. Give the students space to lead the conversation off in other directions, but staying within the theme.

• • • •

Describe the person in the picture. young white man with light brown hair and a cream-coloured jacket When was the last time somebody told you a ghost or other type of story? What was it about? Do you think the tradition of telling stories is dying out in your country?

As the discussion proceeds, write some of the key words and phrases that come up on the board. At the end of the discussion, you could take a photo of it, or ask students to do so. You could show this photo at the beginning of the next class and ask students to remember what the words and phrases were about. POSSIBLE ANSWERS

Where is he? in a dark place – possibly a darkened room or camp What is he doing? holding a light behind his hands, shining it upwards over his face to create a ghostly atmosphere What type of story do you think he is telling? probably a ghost story

WB For more class discussion, you can ask students to do the quiz on stories on page 34 of the Workbook.

T43 UNIT 4

Unit 4

Telling tales UNIT OBJECTIVES

•

find out about stories read and understand a text on storytelling topic words: stories listen to a plot grammar: questions word building: time adverbs and expressions speaking: telling an anecdote writing: retelling a narrative life skill: problem solving

•

•

•

• •

•

Look at the photo. Talk to your partner for one minute about what you can see.

VIDEO 1

•

•

VIDEO 2

Think about these questions: • where is he? • what is he doing? • what type of story do you think he is telling? How often do you tell stories?

43 telling tales unit 4 43

Reading

1

Look at the photos, title and sub-headings. What do you think the text is about? Compare and discuss with a partner.

2

Read the definitions. Match them with the words highlighted in green in the text. Then translate the words into your language.

6

Answer the questions according to the information in the text. Use your own words. Follow stages 1 – 4 in Exercise 5.

1 Why do some people think storytelling isn’t popular any more?

2 What’s the latest influence on storytelling today? 3 In the game, Zombies, Run!, what effect does having movements followed by GPS have on an individual?

1 together 2 well and healthy

3 fear and excitement 4 the leading position

4 In what way can people become main characters in a digital story?

5 Why aren’t books as good as digital media when it comes to giving people choices?

3

Read the text quickly – in about three minutes! Was your answer to Exercise 1 correct?

6 In what way is digital media storytelling similar to ancient storytelling practices?

7 4

2.01 Read the text again and listen. Are the following statements true or false? Copy the evidence from the text.

Find words or phrases in the text that match the definitions. Check in your dictionary.

1 story (paragraph 1) 2 development or growth of something so it covers a large area (paragraph 1)

1 Storytelling is something which will happen for a long time.

3 a remote location (paragraph 3) 4 follows the movement (paragraph 3) 5 one of the main characters in a story or play

2 It was easy to predict how the art of storytelling would develop.

3 With new technologies, zombies are tracked by GPS. 4 Video games now have many more possible endings. 5 Nowadays, stories can be improved with the ideas of

(paragraph 4)

6 end results or effects of an action or situation (paragraph 4)

many others.

7 the part of a person that enables them to think (paragraph 5)

Tip Make sure you read the questions very carefully so you know exactly what to look for.

Exam focus: answering open questions 5

Follow stages 1 – 4 for answering open questions.

1 Read the question carefully first. What’s good about the traditional art of storytelling?

2 Find key words and phrases in the question. 3 Read the text quickly to locate key words, phrases or synonyms.

4 Don’t answer questions with information that isn’t in the text.

44 unit 4 telling tales

8 a big change, increase or improvement (paragraph 6)

8

Which would you prefer, to read a book or to be actively involved in the development of a story? Discuss with a partner.

Phrasal verbs feed back: to tell someone information that they need to know, especially the results of a discussion, research, an interview etc. take sb back: if something takes you back, it makes you remember a period or an event shout out: to suddenly say something in a loud voice move on: to become better or more advanced go back: if you go back to a time in the past, you think about how something was at that time

Reading

In this section students read a magazine article Video games: the new face of storytelling, which is about how technology and video games have changed the way stories are told. They are given phrasal verbs which appear in the text, along with their meanings.

4

If students enjoy reading this article, they could try reading some other articles on the same subject. Ask them to type video game story telling into a search engine.

1

2



ANSWERS

1 hand in hand 2 alive and kicking 3 shivers down the spine 4 at the cutting edge

3

Remind students that to get the general idea of a text, they should first read it quickly. Ask students to read and check their answer to Exercise 1. Ask two or three volunteers to give answers and their reasons. See if the class agrees before feeding back.

1 True. ‘it’s not going to die any time soon.’ (lines 4–5) 2 False. ‘to create possibilities we wouldn’t have dreamt of previously’ (lines 19–21) 3 False. ‘the smartphone tracks you via GPS’ (lines 43–44) 4 True. ‘In a video game, there are infinitely more possible outcomes.’ (lines 57–58) 5 True. ‘a work can benefit from the best ideas of thousands of minds.’ (lines 62–63)

Tip Read the tip aloud and explain that students will be practising this in Exercises 5 and 6.

Exam focus: answering open questions Ask students what the term ‘open questions’ means (a question that requires a long answer, usually beginning with ‘What…?’, ‘Why…?’, ‘How…?’, ‘In what way…?’, ‘Describe’).

5

Work through stages 1–4 as a class, using the example given. Ask a volunteer to suggest an answer. See if the class agrees before giving the answer. ANSWER

ANSWER

The article is about how the storytelling in a video game differs from that in novels and films. The writer talks about how people can become part of the action themselves and can influence how the story progresses.

2.01 Ask students to read statements 1–5. Advise them to find the key words to focus their reading and listening. Play the audio for students to listen and read. Ask them to compare their answers with a partner and give them the option of a second listening. Ask volunteers to give answers and nominate other students to say if they agree before feeding back. ANSWERS

  Put students into pairs to discuss what they can deduce about the text from the photos, title and sub-headings. Bring the class together and take suggestions. Do not overcorrect students’ accuracy, but help them get their ideas across. Do not feed back at this stage.

Read the instructions and monitor and help with vocabulary if necessary while students match the words in green in the text with a definition from 1–4. Advise students to use the context in the article to help guess meanings. Suggest students substitute the meanings for the words in the text to check that the general idea makes sense. Ask volunteers to give answers and check pronunciation as necessary. Nominate students to give translations.



It makes you feel fear and excitement.

6

Ask students to read sentences 1–6 and check vocabulary if necessary. Tell students to follow stages 1–4 in Exercise 5 to answer the questions, and stress they should use their own words. Monitor and help as necessary while students continue individually. Redirect them to Unit 1, page 6 if they need help rewording information in the text. Go through each of the items in turn, asking for volunteers to give answers. Encourage students to self-correct if their answers are grammatically incorrect.

unit 4 T44

Reading

POSSIBLE ANSWERS

1 Some people think storytelling isn’t popular any more because it’s so different today from what it once was. 2 Video games are the latest influence on storytelling. 3 People feel they really are part of the story, in a physical way. 4 In a digital story, people can choose how the story develops. 5 The possible endings of a book are limited. 6 They both involve the audience influencing the direction of the story.

7

Check students have access to a dictionary. Ask them to read items 1–8 and check vocabulary before asking them to find words or phrases in the text which match the definitions. Tell them to decide if they are looking for a noun or a verb. Monitor and help as necessary while students do the exercise individually. Ask them to compare answers in pairs. Check answers. ANSWERS

1 tale 2 spread 3 outpost 4 tracks 5 protagonist 6 outcomes 7 mind(s) 8 leaps

8

Read through the instructions and put students into pairs to discuss the question. Monitor and help students to get their ideas across. Encourage them to give examples where they can. Bring the class together and ask volunteers to tell the class about anything interesting they found out.

Phrasal verbs Ask students to read the definitions of the phrasal verbs, then read the sentences where they appear in the text (highlighted in yellow) to see them in context. Give more example sentences with the verbs if necessary (I’m going to ask one person from each group to feed back on the show. This song always takes me back to my last holiday. They shouted out my name when they were checking who was there. Things have really moved on in mobile phone technology. This film goes back to the 1980s.) There is a practice exercise for these phrasal verbs on page 46 so there is no need to get the students to practise using them yet. However you might, at this point, want to familiarise them a little more with these verbs by doing one of the following tasks: 1 Put students into pairs to find the subject and/or object of each of the phrasal verbs in the text. 2 Give students a couple of minutes to memorise the particle that goes with each phrasal verb, then ask them to close their books and test each other.

T45 UNIT 4

Streetwise Read the information about the use of why/how/what on earth …? and the example. Ask students to find an example of the phrase in the text (lines 7–8). Ask volunteers to make other new sentences with the phrase.

Get it right Read through the right and wrong sentences and ask why the second sentence is wrong (‘people’ is countable, so ‘fewer’ is the correct adjective. ‘Less’ is used with uncountable nouns, e.g. ‘money’.) Ask volunteers to make other phrases with fewer. The class decides if they are correct.

Optional activity Class debate. Divide the class into two halves. Ask one half to try to convince the other that reading a book is much better than playing video games. The other half argues for the opposite position.

WB For more practice see pages 36-37 of the Workbook.

Unit

VIDEO GAMES_

Streetwise

The new face of storytelling 5

10

15

20

T

he art of storytelling has been IMMERSION around since the beginning of New technologies allow an audience civilisation, and it’s not going to be directly involved in the narrative to die anytime soon. Nothing they are reading or hearing about. For 35 example, the game Zombies, Run! is compares to the shivers down the spine you get as you listen in fascination an audio adventure for smartphones. to a good tale well told. So why on One of the main characters is you. You earth should anyone think storytelling is are one of a small outpost of humanity dead? Is it because its form has changed in a land of zombies, and have to go 40 out running to collect supplies to help so much that we no longer recognise it when we see it? It’s true that fewer rebuild your community. But, as a player, people are reading books these days you don’t just hear the story. You actually than in the past, before the spread of go out running, the smartphone tracks digital technology. But storytelling is you via GPS and rewards you with alive and kicking in the new formats of 45 fictional items you need. In this way, you film, and more recently, video games. can feel that you are immersed in the These are exciting times for story, physically. storytellers. Technology and art are working hand in hand to create possibilities we wouldn’t have dreamt of previously. And right at the cutting edge of this development is the video game. So how is the storytelling in a We say: video game different from in novels ✓… fewer people read and movies? I would say there are books these days three fundamental ways in which they ✗ … less people read differ: first, the possibility of increased books these days immersion in a story, secondly, the ability to offer the audience choices, and thirdly, the way the audience can influence the story. I'll take them one by one.

Get it right

25

30

4

why / how / what on earth…? We use the expression Why on earth / how on earth / what on earth when we are extremely surprised, confused or angry about something. Why on earth didn’t you tell me before?

CHOICE Games and digital media are also excellent at offering the player choices, 50 which put them in the position of being protagonists in the story they are watching. This has occasionally been done in books, where the reader is invited to make a decision and read following 55 the pathway of their own choice. But there were only ever a limited number of outcomes. In a video game, there are infinitely more possible outcomes.

AUDIENCE PARTICIPATION With digital media, the audience can feed 60 back to the story creator and influence how the story progresses in real time. In this way, a work can benefit from the best ideas of thousands of minds. Interestingly, this takes us right back to the ancient 65 traditions of storytelling around a campfire, where there was a single storyteller, but the audience could respond and shout out ideas as the tale progressed. Not only is storytelling not dead, it 70 has moved on in massive leaps. But in some ways, it has also gone back to its origins, to a time when an audience was close enough to the storyteller to actually become involved in the creation 75 of the story.

telling tales unit 4 45

Vocabulary

Stories 1

Match the words in the box with the photos. You don’t need to use all of the words.

Tip

a – history biography novel

t is normally pronounced /S/ before –ion and -ious comic

play

short story

fairy tale

poem satire

history myth

Pronunciation: t before ion

self-help

travel video game

a

e

b

f

c

g

d

h

4

2.02 Listen to the words below. Is the t in bold pronounced /t/ or /S/?

1 2 3 4 5

i 5 6

False friend

narrative

narration

dramatic

dramatisation

translator

translation

director

direction

editor

edition

2.02

Listen again. Find the stressed syllables.

Choose one of your favourite works of fiction. It may be in any medium – book, movie or video game. Make notes of some key facts about your story. Use the ideas in the box. author characters

story / history Translate these sentences into your language: James told us a really scary story last night. The history of Ireland is absolutely fascinating.

main character

7 8

2

Think of a work for each of the descriptions below.

1 A work of fiction The Bourne Identity, Tales of the

3

A non-fiction book with lots of chapters A traditional folk tale A work by a best selling novelist A story with a heroic main character A thought-provoking drama in several acts A plot with a happy ending A play with the setting in a capital city.

Where do you think you would find these small pieces of text? Discuss with a partner.

1 Once upon a time, there lived a king named Minos. At the beginning of a Greek myth or a fairly tale.

2 All characters appearing in this work are fictitious. Any similarity to real people is pure coincidence.

3 Act One: The setting is the dining room of a fairly large suburban house belonging to a rich industrialist.

4 and they all lived happily ever after. 5 10 Year Anniversary Edition now available for iOS and Android devices

6 A new translation by Martin Sorrell 46 unit 4 telling tales

type of fiction

Tell a partner about your story. Imagine you received the video game and all the books in Exercise 1 as a prize. What would you do with them? Tell a partner. I would give the biography to my uncle. He likes reading that kind of thing. I don’t think he likes fiction.

Unexpected

2 3 4 5 6 7 8

creator director

setting

PV

9

Make sentences from the box.

1 Customers sometimes

2 I saw the film once and then

3 Please don’t 4 The book Perfume 5 Video games have

went

back on a book takes us when they buy it online. shout back to medieval moved France. feed back to the beginning and watched it again. on a long way since Space Invaders. out the ending before I’ve heard the joke!

Vocabulary

Stories This section deals with vocabulary connected to stories. The pronunciation section focuses on t before ion.

Tip Read the tip aloud and ask students to find an example of one of these words in the first sentence of the text on page 45 (civilisation).

The phrasal verbs section recycles language from the magazine article Video games: the new face of storytelling. The target vocabulary and pronunciation are reviewed on page 54.

Pronunciation: t before ion

Target vocabulary

4 acts biography character comic creator director dramatic dramatisation editor ending

1

fairy tale fiction folk tale history main character myth narrative novel plot play

poem satire self-help setting short story translator travel video game



2.02 Play the audio, pausing after each word, and ask students whether the t in bold is pronounced /t/ or /ʃ/. ANSWERS

1 /t/; /ʃ/  2 /t/; /t/, /ʃ/  3 /t/; /ʃ/  4 /t/; /ʃ/  5 /t/; /ʃ/

5



2.02 Play the audio again, pausing after each word for students to identify the stressed syllable. ANSWERS

Read the instructions and do the example.

1 narrative, narration

3 translator, translation

2 dramatic, dramatisation

4 director, direction 5 editor, edition

ANSWERS

b novel  c play  d poem  e fairy tale  f myth g biography  h short story  i video game

False Friend Ask students to translate the sentences into their language and to discuss why they might make a mistake with these words. (The two words are close but different in meaning. In addition, they might both be translated by the same word in students’ language. Also, the /h/ in ‘history’ is often difficult to hear.)

2

Read the instructions and go through the example. POSSIBLE ANSWERS

2 A Brief History of Time

6 Macbeth

3 Juan sin Miedo

7 Cinderella

4 Twilight

8 Julius Caesar (Rome)

5 Life of Pi

3



6

Check students have access to a dictionary and go through the instructions.

7



  Put students into pairs to talk about their favourite work of fiction.

8



  Give students time to decide what they would do with the items in Exercise 1 before putting them into pairs to tell their partner.

9

Refer students back to the Phrasal verbs box on page 44 to revise meaning and focus on prepositions. ANSWERS

1 Customers sometimes feed back on a book when they buy it online. 2 I saw the film once and then went back to the beginning and watched it again. 3 Please don’t shout out the ending before I’ve heard the joke! 4 The book Perfume takes us back to medieval France.

  Put students into pairs to discuss their ideas.

5 Video games have moved on a long way since Space Invaders.

POSSIBLE ANSWERS

2 at the beginning of a novel, e.g. thriller 3 at the beginning of the first act of a play 4 at the end of a fairy tale 5 on the cover of a bestseller or a dictionary 6 on the cover or title page of a book not originally written in English

unit 4 T46

Listening

A plot In this section students listen to a radio programme in which the director of a play and some of the actors interviewed about the plot.

POSSIBLE ANSWERS

1 no family

2 having dinner/ a meal/ 5 is jealous of a celebration 6 won’t admit 3 getting engaged 7 has been updated

Optional activity Books closed. Ask volunteers to tell the class about the last time they went to the theatre: the name of the production, what it was about, who was in it, whether or not they would recommend it to others.

1

2





Idioms 5

  Check students have access to a dictionary. Read the instructions and put students into pairs to decide what the play might be about. Monitor and help students get their ideas across. Also encourage them to give reasons. Take feedback. 2.03 Play the introduction and ask students to check their ideas in Exercise 1 and compare with a partner. Ask what else they remember about the plot. Nominate volunteers to feed back to the class and write key words about the play on the board.

Read the instructions and put students into pairs. Ask volunteers to give answers and nominate others to say if they agree or not before feeding back. ANSWERS

1 c    2 d    3 a    4 b

Streetwise Read the information about question tags and the example. Point out that the intonation in question tags, when a speaker is looking for confirmation, falls at the end and that often the listener might not say any more than mmm by way of response. Give another example using the characters in An Inspector Calls, e.g. Mr Birling is a rich businessman, isn’t he?

The audio script can be found on page T115.

Tip Read the tip aloud and ask students why it is a good idea to do this (it helps them narrow their focus – ignoring words which are not key – and listen in a more efficient way). Remind students that they might not hear exactly the same words in the recording so they should also think about meaning.

3



2.04 Tell students to read question 1 and the four answer options. Ask them to identify the key words in the question (how, describe, Birling) and in the answer options (businessman, worker, celebrity, police). Put students into pairs to continue in the same way for questions 2–5 and monitor and help if necessary before playing the audio. Students listen and identify the best answer according to the programme. Check answers. ANSWERS

1 a   2 b   3 a   4 d   5 d The audio script can be found on pages T115-T116.

4



2.05 Read the instructions. Stress that students should use no more than three words to complete the sentences, and this might mean that they have to rephrase information. Ask students to read sentences 1–7 and think about the type of information required to fill the gaps to help them focus their listening. Play the audio and give students the option of a second listening before checking answers.

T47 unit 4

4 was working

Optional activity Put students into pairs to use the information in Exercises 3 and 4 to make as many question tags as they can about the play. Monitor and listen for the correct intonation.

6



  Put students into pairs to discuss the questions and monitor and help students get their ideas across. Take a class vote at the end to see how many students would go and see the play.

Reflection 7



  Put students into pairs to read the strategies. Ask them which they felt helped them do the listening activities. Ask them to choose one strategy they will try next time.

Optional activity For homework, students could do some internet research on another play currently being shown. They choose six key words or phrases to give to their partner and ask them to say what they think the play is about.

WB For more practice see page 40 of the Workbook.

Listening

Unit

4

A plot 1

You will hear the beginning of a radio programme about a play. The director mentions the following words and phrases. What do you think the play is about? Discuss with a partner. morality

police inspector

responsibility

2

4

1 Eva Smith has 2 The Birling family were

prejudice

social problems

suicide

3 4 5 6

Listen to the introduction. Does this confirm your ideas? Compare and discuss with a partner. 2.03

Sheila Birling is

Listen to the rest of the programme. Choose the best answer according to the programme. 2.04

1 How does Keith Roland describe Arthur Birling? a He’s a rich businessman. b He’s a rich factory worker. c He’s a rich celebrity. d He’s a police inspector. 2 What becomes obvious at the end of the evening? a They have done nothing wrong. b They all have some responsibility. c Eva Smith was a hard worker. d Arthur Birling shouldn’t have sent Eva away. 3 Why did Arthur Birling send Eva Smith away? a No particular reason. b She was poor. c She worked hard. d He didn’t like her. 4 What did Shelia Birling do to Eva? a Sheila sacked her. b She made Eva jealous. c She gave Eva a job in a shop. d She caused Eva to be sacked. 5 What did Shelia Birling feel at the beginning of the play? a She didn’t like Eva. b She thought she was responsible for Eva’s death. c The inspector was right to accuse her. d She thought she was a good person.

when the

Eva

to be married. in a shop when Shelia met her.

Sheila

Eva’s attractive appearance.

Shelia’s mother and father done anything wrong.

7 The play For multiple choice listening questions, identify key words which make the difference in meaning between options.

to give her support.

inspector called.

Tip

3

Listen again and complete the sentences. Write no more than three words for each space. Compare with a partner. 2.05

they have

so it has more meaning to a

modern audience.

Idioms 5

Read these extracts from the interview. Match the idioms in bold with their meanings.

1 … a police inspector calls, right out of the blue. 2 … it’s revealed that they all have some responsibility for the death of the girl, they’ve all got blood on their hands.

3 … when the inspector forces me to look at my own behaviour, it’s a bitter pill to swallow.

4 I've always had everything handed to me on a plate and have never had to struggle …

a b c d

an unpleasant fact which has to be accepted to give something to someone very easily suddenly, unexpectedly be responsible for someone’s death

Streetwise Question tags We use question tags all the time in informal English. Get used to using them at the end of sentences when you want confirmation of what you’ve said. You did hear what I said, didn’t you?

6

Would you go and see a modern version of An Inspector Calls? Why?/ Why not? Tell a partner.

Reflection 7

• • •

What helped you understand the listening? Thinking about the topic before listening. Listening carefully for key words. Listening for specific information.

telling tales unit 4 47

Grammar

Questions Yes/no questions 1

2

Wh– questions 5

Complete the grammar box. Negative Question

Statement

Yes/No question

You like books.

Do you like books?

like books?

Jamie has seen that film.

Jamie seen that film?

Hasn’t Jamie seen that film?

She’s going to write another book next year.

she going to write another book next year?

Isn’t she going to write another book next year?

Emily should be at the cinema at six o’ clock.

Should Emily be at the cinema at six o’ clock?

5 Emily be at the cinema at six o’ clock?

1

you

2

3

4

modal

no

subject surprise

1 Questions that need a yes or a

yes

answer are

2 We form yes / no questions with an do, have +

The film started late.

What started late?

I’ll be in Paris on Monday.

When will you be in Paris?

They are going to Australia next year.

Where are they going next year?

Anna has applied for a new job.

Which job has Anna applied for?

Liz told Peter.

Who told Peter?

Matt doesn’t like Jake.

Why doesn’t Matt like Jake?

1 Somebody phoned

4 The house was

me. Who phoned you?

2 Something happened. 3 I’m meeting

built in 1939.

5 She was born in Belfast. 6 She likes the red

verb: be,

6

verb + subject + main

verb.

4 Use a negative question to show

.

Read the sentences and then complete the rules with the words in the box. She likes music, doesn’t she?

You shouldn’t do that, should you?

You are listening, aren’t you?

Let’s go for a walk, shall we?

You didn’t hear me, did you?

I’m right, aren’t I?

See Language reference on page 97.

aren’t I negative positive

Complete the conversation with negative questions including the word in brackets.

1 2 3 4 5

A: What a terrible birthday! B: Why? Didn’t you enjoy it? (enjoy) A: No. And I’m not eating this evening. B: Why not?

it? (like)

A: It’s all right, but I’m going to bed early. B: Why?

very well? (feeling) A: I’m fine. I just want to be alone. B: Why?

me? (like) A: Of course I do. I’m just tired. Listen and check your answers. Practise saying the conversation in pairs. 2.06

48 unit 4 telling tales

shall we

tag

Use a question tag to confirm what you already know. For a positive sentence, use a

tag.

For a negative sentence, use a

tag.

After Let’s, we use the question tag After I’m, the negative question tag is

. .

? (hungry) See Language reference on pages 97-98.

A: No. And I’m not watching Game of Thrones tonight. B: Why not?

jumper.

Question tags

+ main verb.

3 We can also use a

4

Question

See Language reference on page 97.

called yes / no questions.

3

Statement

someone tonight.

Complete the rules with the words in the box. auxiliary

Look at the examples. Write questions with what, when, where, which, who or why in reply to the statements in 1 – 6.

7

Match the beginnings and endings of these sentences from the listening on page 47. 1–b

1 It’s a very thoughtprovoking drama,

2 You’re playing the part of Arthur Birling,

3 That would be telling,

a wouldn’t it? b isn’t it? c aren’t you?

Grammar

Questions In this grammar lesson students will review and study various question types: yes/no questions, wh- questions, question tags, embedded questions and emphatic questions.

Optional activity Put students into pairs. Ask them to draw three columns on a piece of paper. In the first column they write four statements. They pass this on to another pair, who write a yes/no question for each statement in the second column. This pair then pass the paper on to a third pair, who write a negative question for each statement. The paper is then returned to the original pair, who use the Language reference section on page 97 to check the questions.

The pronunciation section looks at emphasis in questions. The grammar and pronunciation are reviewed on page 54. The Language reference section can be found on pages 97 and 98.

Yes/no questions 1

Direct students to the column headings in the grammar box. Read the statement and item 1 in the first row and elicit the answer to item 2 (Don’t). Remind students about word order for statements and questions in English. Ask students about the difference in meaning between the two types of question (the first is a regular ‘yes/no’ question, whereas the second is sometimes used when somebody is slightly surprised by a piece of information they have been given). Continue with the activity as a class, feeding back on answers as you go along.

Wh- questions 5

Go through the statements Liz told Peter and The film started late and the corresponding wh- questions in the box. Point out that each wh- question is asking about the subject of the verb in the statement. The rest of the wh- questions are asking for other information – which may or may not be obvious from the corresponding statement. Go through the example below the box.

ANSWERS ANSWERS

2 Don’t   3 Has   4 Is   5 Shouldn’t

2 What happened?

2

3 Who are you meeting tonight?

Put students into pairs to do the activity and monitor and help as necessary. Nominate individuals to suggest answers by reading the entire sentence and see if the class agrees before feeding back. Ask a third student to give a corresponding example from the table in Exercise 1. Direct students to the Language reference section on page 97 if necessary.

4 When was the house built? 5 Where was she born? 6 Which jumper does she like?

Optional activity Direct students to the Language reference section on page 97. Put them into pairs to write statements like those in Exercise 5. They swap with another pair and write wh- questions.

ANSWERS

1 yes, no  2 auxiliary, subject  3 modal  4 surprise

3

4

Ask students to read the conversation, ignoring the spaces. Ask Who’s not very happy, A or B? (A). Read the instructions and go through the example before asking students to continue individually. Ask students to compare answers in pairs.

Question tags 6

2.06 Play the audio for students to check their answers. Then put them into pairs to practise saying the conversation. Ask volunteers to act out the conversation to the class.

Read the sentences and go through the example. Put students into pairs to complete sentences 2–5. Direct students to the Language reference section on pages 97 and 98 if necessary. ANSWERS

2 negative   3 positive   4 shall we   5 aren’t I?

ANSWERS

Aren’t you hungry

Aren’t you feeling

Don’t you like

Don’t you like

The audio script can be found on page T116.

7

Read the instructions and go through the example. Remind students to look carefully at the verb in the statement to help them choose the correct ending.

unit 4 T48

Grammar

8

2.07 Play the audio, pausing after each sentence for students to check their answers.

14

ANSWERS

2c

Pronunciation: emphasis in questions

3a

ANSWERS

The audio script can be found on page T116.

1 emphatic, normal, emphatic

Embedded questions 9

Write this statement on the board. Liz told Peter. Tell students that if they put an expression like I wanted to know in front of the statement, plus if or whether, they change it into an embedded question. The statement remains the same, with the subject before the verb, and sometimes there is no question mark. Students do the activity. Direct them to the Language reference section on page 98, if necessary.

2.09 Ask students to read the questions in the table and say them quietly with the appropriate word stress. Play the audio.

2 normal, normal, emphatic 3 emphatic, normal, normal 4 emphatic, normal, emphatic The audio script can be found on page T116.

15

Read the example questions with appropriate word stress. Put students into pairs to do the activity. ANSWERS

1 Who on earth told Peter? ANSWERS

2 What on earth started late?

whether, Who knows

3 What on earth is wrong? 4 Who on earth is going to help?

10

Read the example and ask students to make embedded questions for statements 2-4.

Get it right Read through the right and wrong sentences and ask why the second sentence is wrong (word order: the subject – verb – object order is maintained for embedded questions).

POSSIBLE ANSWERS

2 I wanted to know if she likes music. 3 Could you tell me if you’ve seen this film before? 4 I wonder if we can watch it.

11

Put students into pairs to take turns asking each other questions about films, books, TV series or video games.

16

Monitor and help as necessary while students complete the text with the words in the box.

17

2.10 Play the audio, pausing for students to check their answers.

Emphatic questions 12

Read the instructions and the examples in the table. Point out that in an emphatic question, the final pronoun is usually stressed, sometimes reflecting surprise or disbelief on the part of the questioner. ANSWERS

2 You can hear what? 3 Something's wrong with who? 4 You did what?

13

2.08 Play the audio, pausing for students to check their answers. The audio script can be found on page T116.

T49 UNIT 4

ANSWERS

2 where

3 what

4 when

6 who

7 why

8 which

5 whose

The audio script can be found on page T116.

18

Ask students to think about what they did the previous weekend, and what questions they would ask if they were a police inspector. Put students into pairs to take turns being the inspector. Tell the inspectors to use different types of questions to check and confirm the answers they get.

WB For more practice of all the grammar see pages 38-39 and 43 of the Workbook.

Unit

8

2.07

Listen and check your answers.

Embedded questions 9

Read the sentences and then complete the rule.

Pronunciation: emphasis in questions 14

I wanted to know if you would come with me. Could you tell me what time the film starts? Do you know how long the book is? I wonder if you’re listening to me. I don’t know whether you heard me. Who knows what tomorrow will bring. Embedded questions keep the same word order as the and also statement after words like if and expressions such as Could you tell me; Do you know and .

15

3 You’ve seen this

Make questions from the box to ask a partner. The questions should be about films, books, TV series or video games. Have you ever wondered Do you know Could you tell me

if

16

there will be another season of Game of Thrones?

JK Rowling will write whether another Harry Potter story?

Look at the examples in the table and then write emphatic questions with who or what for the statements in 1 – 4. Statement

Question

Emphatic question

Liz told Peter.

Who did Liz tell?

Liz told who?

Liz sent an email.

What did Liz send? Liz sent what?

3 Something’s wrong with Jenny.

You phoned who?

2 I can hear something.

4 I made a mistake.

See Language reference on page 98.

13

2.08

What started late? What’s wrong? Who’s going to help?

Look at the emphatic question below. Make the questions in Exercise 14 more emphatic. Use the expression …on earth and put strong stress on earth.

Complete the embedded questions in the text with the question words in the box. whose

when

where

why

how what

which who

I don’t know 1 how people can write books. I wonder 2 3 they get their ideas from. I know kind of 4 books I like reading, but I don’t know I would ever find the time to write myself. I often buy second-hand 5 books. I always wonder book it was before. I’d like 6 7 to know bought the book before me and 8 they sold it. I’m always curious to know character in the book they liked best.

(your ideas)

1 I phoned somebody.

Who told Peter?

✓ I don’t know how people can write books. ✗ I don’t know how can people write books.

Emphatic questions 12

1 Who told Peter? 2 What started late? 3 What’s wrong? 4 Who’s going to help?

We say:

4 We can watch it.

2 She likes music.

11

B Emphatic

Get it right

film before.

I wonder if you will help me.

A Normal

Who on earth phoned you?

Make embedded questions for these statements.

1 You’ll help me

2.09 Listen and say which sentence you hear – the normal or the emphatic.

Why on earth should anyone think storytelling is dead?

See Language reference on page 98.

10

4

17 18

2.10

Listen and check your answers.

Work with a partner. One of you is a police inspector. Ask your partner what they did last weekend. Insist on details and try to use emphatic questions! A: What did you do last weekend? B: I went to the cinema with a friend. A: You went with who? B: With Maria... A: Can you tell me what film you saw?

Listen and check your answers.

telling tales unit 4 49

Vocabulary

Time adverbs and expressions Time adverbs 1

4

Complete the sentences with adverbs from Exercise 1.

1 There’s been nothing good on TV lately. 2 She was walking along the corridor when

Read the text. Decide which of the time expressions in bold could be substituted by the adverbs in the box.

a zombie appeared in a doorway.

3 I’m not going to the cinema to see that – it was on TV

currently eventually gradually lately occasionally previously recently suddenly

!

4 They’re

filming a movie near here and I see famous actors in town.

at the moment – currently I’m reading a spy thriller at the moment. I haven’t read much fiction of late because of my exams, but I enjoy a good book from time to time. People say that books are going out of fashion, little by little, and maybe, in the end, they will disappear altogether. I’ve noticed in recent times there are hardly any bookshops left. Before now, you could find a bookshop in any major street. One day we’ll wake up and realise all of a sudden that there are none left.

2

2.11

5

2.12

Time expressions 6

Decide where the words and expressions in the box go in the table. a fortnight hardly ever

at noon

at three thirty

the following weekend

the previous day

Listen and check your answers.

actually / eventually Translate these sentences into your language: People said he wasn’t very nice, but actually, he’s really friendly. Eventually, they decided to pack their bags and go home.

1

a point in time

2

a period

3

a time before

4

a time after

5

frequency

throughout the summer

at three thirty at midnight for a couple of hours during the evening already some time ago later in a week’s time often daily

See Language reference on page 97.

Tip Late is both an adverb and an adjective; it means the opposite of early. Lately is also an adverb; it means ‘recently’.

Get it right We say: ✓ We slept for three hours. ✗ We slept during three hours.

Match the adverbs in Exercise 1 with the dictionary definitions.

1 not long ago, or at a time that started not long ago recently

2 before the present time or the time referred to 3 in the end, especially after a long time or a lot of effort, problems, etc.

4 5 6 7 8

afterwards

at that precise instant beforehand every now and then

False Friend

3

Listen and check your answers.

in times not long before now of the present time quickly and unexpectedly slowly over a period of time or a distance sometimes but not often

50 unit 4 telling tales

7

Work with a partner and add at least one more word or expression to each box in the table in Exercise 6.

8

Complete the sentences in your own words. Tell a partner.

1 2 3 4 5

A fortnight isn’t really long enough to … If I didn’t have to pay for it afterwards, I’d … Washing up is OK every now and then, but not … One thing you should never do before noon is … The best thing to do during a power cut is …

Vocabulary

Time adverbs and expressions This section deals with time adverbs and time expressions.

4

Advise students to use the verb tense to help them complete the sentences.

5

2.12 Play the audio, pausing after each item for students to check their answers.

Vocabulary from this lesson is reviewed on page 54.

Target vocabulary afterwards

every now and then

occasionally

at noon

the previous day

ANSWERS

at that precise instant

the following weekend

previously

2 suddenly 3 recently 4 currently, occasionally

a fortnight

recently

beforehand

gradually

suddenly

currently

hardly ever

eventually

lately

throughout the summer

Time adverbs 1 2

The audio script can be found on page T116.

Time expressions 6

Read the instructions and the example. Ask students to continue the activity individually.

Do one or two items with the class before asking students to continue individually. ANSWERS

1 at noon, at that precise instant

2.11 Play the audio for students to listen and check their answers.

2 a fortnight, throughout the summer 3 beforehand, the previous day

ANSWERS

4 afterwards, the following weekend

of late – lately, from time to time – occasionally, little by little – gradually, in the end – eventually, in recent times – recently, Before now – Previously, all of a sudden – suddenly

5 hardly ever, every now and then

Get it right Read through the right and wrong sentences and ask why the second sentence is wrong (‘during’ isn’t used when we refer to numbers and lengths of time. In this case ‘for’ is used).

The audio script can be found on page T116.

False friend Read the first example sentence aloud and ask students to use the context to decide on the meaning of actually (‘in fact’ not ‘nowadays’ or ‘currently’.) Ask students to find eventually in the text in Exercise 1 and say what it means (‘in the end’, not ‘possibly’ or ‘by chance’.) Check students' translations of the sentences.

7

Direct students to the box and the text in Exercise 1. POSSIBLE ANSWERS

1 at the moment, all of a sudden, currently, suddenly 2 gradually, little by little

Tip

3 recently, in recent times, lately, of late, before now

Read the tip aloud and write on the board the following sentences containing late as an adjective and late as an adverb: I’m sorry I’m late and The summer started late this year. Ask students to think of a sentence containing lately, e.g. Have you seen Juan lately?

3

Ask students to match the adverbs in the box in Exercise 1 with the definitions, compare answers with a partner and then check in a dictionary if necessary.

4 in the end, eventually 5 from time to time, occasionally

8

Ask students to read sentence stems 1–5 and check vocabulary if necessary. Give one or two examples of your own.

WB For more practice see pages 41 and 43 of the Workbook.

ANSWERS

2 previously 3 eventually 4 recently 5 currently 6 suddenly 7 gradually 8 occasionally

UNIT 4 T50

Speaking

Telling an anecdote This lesson is based around an informal conversation between two people talking about a time at school when they were in a play and everything went wrong. The Life skill in this unit introduces the topic of problem solving, which often involves ‘thinking out of the box’ (thinking differently, or from a new perspective). The idea is developed in the Life skill section on page 87.

1

2

3





  Direct students to the photo and put them into pairs to discuss the question. Monitor and help students get their ideas across and give positive feedback where possible. Ask volunteers to share their ideas with the class.

4



  Put students into pairs to practise the conversation in Exercise 2. Ask them to swap roles. Monitor and give positive feedback where possible.

5



  Go through the instructions and put students into pairs to choose a situation and make notes. Remind them to answer the questions Who? Where? When? What?

6



  Put students into different pairs to take turns telling their anecdote. Remind them to use at least one phrase from each of the columns in the Useful language box. Ask volunteers to act out their conversation to the class.

2.13 Play the audio for students to listen, read and check their answers. Ask if anyone guessed correctly what happened next.

Ask students to read functions 1–6 and check vocabulary if necessary. Monitor and help while students work individually. Ask students to compare answers in pairs before checking as a class. ANSWERS

WB For more practice see page 40 of the Workbook.

Life skill Identifying the problem 1

Check students understand the word obstacle before putting them into pairs to discuss where the people in the photo are and what they are doing.

2

Ask students to discuss the questions and monitor and help with ideas if necessary. Bring the class together and ask for suggestions. Once you have taken feedback, ask students if they can think of a situation where they might confront such obstacles for real (as a refugee or after surviving a plane crash).

1 Did I ever tell you how … 2 Well, it was just before … 3 the baby Jesus was lying there …; I was standing … 4 would you believe? … and you’ll never guess what happened next! 5 and eventually it fell onto a woman … 6 That’s hilarious …

Useful language Ask students to read the column headings and the expressions. Check understanding as necessary. Ask students to choose two expressions from each column that they will try to use.

Suggesting a solution 3

What about you? 4

Optional activity Put students into pairs to take turns telling the story in Exercise 2 from memory using some of the expressions in the Useful language box. Their partner counts the number of expressions they hear from the box.

Tip Read the tip aloud and ask students why this is a good idea (it makes the listener interested in listening to your story and holds their attention).

T51 unit 4

Read through the questions. Monitor and help students express and compare their ideas in pairs.

Put students into pairs or ask volunteers to tell the class about a time when they managed to overcome an obstacle.

Problem solving Tell students to read the information. Ask about the meaning of the phrase ‘to think outside the box’ (to think differently or from a new perspective). Ask students to use the internet to find the ‘nine dot puzzle’, in which you have to join nine dots in a 3 x 3 square pattern using only four straight lines. One way to achieve the task is by drawing lines which literally go outside the 3 x 3 box.

Speaking

Unit

Life skill Skills

Telling an anecdote 1 2

4

Problem solving

Look at the photo. Why do you think the girl is dressed as an angel? Discuss with a partner.

Identifying the problem

Read and listen to the conversation. Were your ideas in Exercise 1 correct?

Discuss with a partner.

2.13

1

Ella: Did I ever tell you how my acting career started and ended? Lucas: No, what happened?

2

Ella: Well, it was just before Christmas one year when I was at primary school, and I was in the school nativity play. I was an angel, would you believe? Anyway, the baby Jesus was lying there in a box. Actually , it was just a doll’s head sticking out from under the covers. Part of the scenery was a sunbed covered in a brown cloth and I was standing next to it. Then the three wise men arrived, and you’ll never guess what happened next!

Where are the people in the photo? What are they doing? What are the dangers and difficulties in crossing deep rivers? What other obstacles do people face when crossing a land without roads?

Lucas: What? Ella: I moved to make way for them and stepped on the sunbed. It immediately collapsed and trapped my leg. I fell onto the box with the baby Jesus. Suddenly the doll’s head fell out, rolled across the stage, and eventually it fell onto a woman in the front row. Everybody just fell about laughing! Lucas: Ha ha ha! That’s hilarious! I bet you’ll never forget that experience!

3

Find phrases in the conversation for the following functions:

1 2 3 4 5 6

getting the listener interested saying when the event happened

Suggesting a solution

saying what was happening at the time another event took place

Compare with a partner.

involving the listener in the story telling the listener the result

3

responding with interest

Useful language Engaging the listener

Situating the event

Did I ever tell you about the time when …?

A long time ago, … … would you I was at secondary believe?

Do you remember when …? I’ll never forget the day/time when …

school when … I was living in … at the time. I was nine years old when I …

Involving the listener

You’ll never guess what happened next!

Sequencing events

Finishing up

At first, …

Eventually, …

But then, …

Finally …

By the time … In the end, … Later on, … Suddenly, … Then …

How could you overcome the obstacle in the photo with two people, a stick and a piece of rope? If you needed to cross many times, how could you create a bridge?

What about you? Tell your partner or the class. 4

Think of a time when you have had to overcome an obstacle. How did you manage?

It was just before/after …

Problem solving 4 5

Work with a partner. Practise the conversation in Exercise 2. Work with a partner. Choose a situation and make notes on an event or invent one. Answer the questions Who? Where? When? What?

• • • •

6

A holiday experience A funny part of a film or book An embarrassing situation A childhood experience

Tip Always engage your listener before you start telling your anecdote.

Sometimes we have to overcome an obstacle to get from A to B, and the best solution is not always the most obvious one – sometimes we have to ‘think outside the box’. Remember: try to consider the less obvious options when you have to deal with a problem.

Work with a different partner and take turns to tell your anecdote in Exercise 5.

telling tales unit 4 51

Writing

Retelling a narrative Writing task: retell the story of a film or a book you enjoyed. (120 – 150 words).

Shutter Island

This story takes place on Shutter Island, in a hospital for the criminally

insane. The main character in the story is a police officer named Daniels, played in the film by Leonardo DiCaprio. Daniels has been sent to the island to investigate the disappearance of one of the patients. The story begins with Daniels and his assistant arriving on the remote

island by ferry. It is a very sinister and menacing place. Over the next few days, they interview some of the staff and patients at the hospital,

but nobody is helpful. The police officers have no idea what on earth is going on. As the days go by, Daniels gradually begins to think that the main

doctor is doing evil experiments on the patients. Eventually, he confronts the doctor. In the end, there is a very unexpected and shocking twist. We learn that Daniels is actually one of the patients, and that the police investigation has been fictitious – it all happened in his mind!

1

Read the story of Shutter Island. How does the writer feel about the film? How can you tell?

2

Answer the questions.

Paragraph 1

Where does the action take place? Who is the main character?

Paragraph 2 Paragraph 3

3

What are the main events? What happens in the end?

Use adjectives from the text to answer the questions.

1 What do we know about where Shutter Island is? 2 What’s the island like? 3 What type of experiments does Daniels think the doctor is doing?

4 What’s the ending like? 5 What do we find out about the police investigation at the end?

4

What’s the most frequently used tense in the narrative? Why do you think this is? Discuss with a partner.

52 unit 4 telling tales

Writing builder 5

Complete the text with the words and phrases in the box. adjectives role

information

sequence words

interesting setting where

When you are retelling a narrative, describe the 1 setting by saying 2 the story takes place and give some detail about the main character and his or 3 her in the story. Give some information about 4 5 the main events and use to provide an 6 description. Link the main events with to help your reader follow the story. End the narrative with 7 which connects to the beginning of the story.

Tip Use sequence words and phrases to help your reader see how events relate to each other in time.

Writing

Retelling a narrative In this section students read a narrative which retells the story of a film they have enjoyed. This serves as a text for analysis and a model for a final writing activity.

3

The Signposts in writing in this section are reviewed on page 54. There is a guide to retelling a narrative in the Writing guide on page 103.

1

Before doing Exercise 1, look at the writing task at the top of the page with the class. Explain that the narrative they will be looking at is a model answer and that they will write something similar after working through the tasks on the two writing pages.

Read the instructions and ask students to read questions 1–5. Do the first question with the class, pointing out that each answer should contain at least one adjective. Monitor and help as necessary with vocabulary as students continue individually. Ask volunteers to give answers and see if the class agrees before feeding back. Help with pronunciation as necessary. ANSWERS

1 the island is remote 2 sinister and menacing

Set a time limit of about two minutes for students to read the text and answer the questions. Ask volunteers to give answers and see if the class agrees before feeding back. POSSIBLE ANSWER

3 evil experiments 4 unexpected and shocking 5 it has been fictitious

4

He seemed to enjoy it and uses adjectives and expressions to describe the plot and characters with interest.



  Read the questions and put students into pairs to discuss. Bring the class together and ask volunteers to suggest answers. ANSWERS

2

The most frequently used tense in the narrative is the present tense (sometimes called the ‘historic present’). Even though the action takes place in the past, by using the present tense the story is made more dramatic and vivid.

Tell students to read the questions, use the paragraph numbers to locate the answers and answer using their own words as far as possible. Ask them to compare answers in pairs before checking as a class. ANSWERS

Paragraph 1 – in a hospital on Shutter Island; a police officer called Daniels Paragraph 2 – the arrival of Daniels and his deputy and the questioning of some staff and patients at the hospital Paragraph 3 – we learn that the story took place entirely in the mind of the police officer, who was, in fact, a hospital resident himself

Writing builder 5

Tell students to read the words in the box before asking them to complete the text individually. Monitor and help as necessary before putting students into pairs to compare answers. Read the paragraph aloud, pausing for students to call out the missing words. Give the correct answer if there is a difference of opinion. ANSWERS

2 where

Optional activity Ask the following questions to check students have understood key information in the narrative Why is Daniels on the island? (He has been sent to investigate the disappearance of a patient at the hospital.) Why do the police officers have no idea what’s going on? (Nobody they interview gives them any information.) What does Daniels suspect the main doctor of? (carrying out evil experiments on the patients).

5 interesting

3 role

6 sequence words

4 adjectives

7 information

Tip Read the tip aloud and see if students can find one example of this type of signpost in the text (The story begins …).

unit 4 T52

Writing

Signpost Read the information aloud and ask students which phrases link the stages of the story in time (the story begins, over the next few days, as the days go by, in the end).

6

Do the first item with the class. Advise students that they should read all of sentences 1–6 to understand the overall story and the context to help them choose the most appropriate signpost. Monitor and help with vocabulary as necessary. To check answers, ask volunteers to read whole sentences. ANSWERS

1 main character 2 story takes place 3 story begins 4 Over the next few days 5 as the days go by 6 In the end

Improve your writing

Write! 8

Read the task and put students into pairs to follow the stages in STEP 1. Check students have access to a dictionary to help them find suitable adjectives. Monitor and help with ideas as necessary while students write notes in the structure box. Ask students to follow STEP 2 individually. Suggest they select words and phrases from the Useful language box, then add them to the appropriate columns of the structure box before they write their first draft. Once students have written their first draft, ask them to review their writing, answering the questions in STEP 3. Ask them to think about the type of questions that are in Exercise 3 to check they have given sufficient descriptive information. Tell students to follow STEP 4 by writing a final draft and rechecking their work. They can refer to the Writing guide on page 103. Put students into pairs to read each other’s story and to respond as interested readers. Finally, ask students to write a brief note about why they chose to write the story they did.

WB For more practice see page 42 of the Workbook.

7

Go through the instructions and ask students to read all the story sections before they try to sequence them and select the correct signposts. Ask students to compare answers in pairs before checking answers with the class. ANSWERS

2 e The main character 3 f The story begins 4 c Over the next few days 5 a As the evening goes by 6 b In the end

Useful language Ask students to look at the Useful language box. Write the column headings on the board and give students three minutes to study the phrases. Ask them to close their books and put them into pairs or small groups to write as many phrases as they can remember.

T53 unit 4

Unit

Write!

Signpost Writers use signposts to show the stages of a story, for example, the highlighted words and phrases as the days go by, in the end, over the next few days, the main character, the story begins and the story takes place.

6

8

Retell the story of an interesting film or book you enjoyed. (120 – 150 words).

Steps Choose the best signpost to complete the sentences.

1 I’ve just read this fantastic book, the

STEP 1: Getting ideas

2 The

• •

is a mad dentist who has lots of relationship problems.

in present day New York over the time span of a year.

3 The

in the dentist’s surgery when an old lady goes in to see him about her teeth. , we see how the dentist treats his patients and how they often go back to see him.

4

• •

Work with a partner. Choose a story you both enjoyed. Brainstorm information about the setting, main character and plot. Write notes of some adjectives you could use. Write notes in an essay structure box like this. Where and who (paragraph 1)

5 However,

fewer and fewer patients go to visit him and he begins to wonder what is happening.

, he decides to close down his dental surgery and emigrates to China.

6

Improve your writing 7

4

• •

, a handsome prince starts to take an interest in Cinderella and they dance, but then she has to hurry away. However, the prince has fallen in love and searches for her everywhere.

•

b c

1

f

with Cinderella working in the kitchen.

Useful language To introduce the scene

Sequencing words and phrases

… takes place in …

As the days go by, ….

The main character is …

finally

The story begins …

gradually

Use some expressions from Exercise 6.

Reread your first draft and answer these questions.

1 Have you followed the paragraph sequence in Exercise 2?

2 3 4 5

, an invitation arrives to a party. The sisters won’t allow Cinderella to go, but then a fairy appears and gives her a beautiful dress and carriage. She can go to the party, but must leave at midnight.

with her cruel step-mother and step-sisters.

Write a first draft of your essay.

STEP 3: Reviewing your writing

, he eventually finds her and marries her, and they live happily ever after.

d The story takes place in a castle. e is a girl called Cinderella, who lives

End of the story

(paragraph 2) (paragraph 3)

STEP 2: Organising your ideas and writing a first draft

Put the sentences of this story in order and choose the best narrative signposts to complete the text. Change as the days go by to as the evening goes by.

a

Main events

Have you used descriptive adjectives correctly? Have you used some signposts to link events in time? Is your grammar, spelling and punctuation correct? Have you linked the end of the story to the beginning?

6 Does each sentence move smoothly to the next? STEP 4: Writing a final draft

• •

Recheck your work before handing it in. Write a brief note to your teacher about why you chose this story.

See Writing guide on page 103.

in the end over the following / next few days

telling tales unit 4 53

Review

Stories 1

Embedded questions

Complete the text with the words in the box. character

ending

fiction novelist

6

plot

setting

Two of these questions are correct. Say which ones they are and then correct the ones that are incorrect.

1 Could you tell me when have you finished the book? Could you tell me when you have finished the book?

2 3 4 5 6

Andrea Camilleri is an Italian crime 1 fiction writer. 2 3 The for his stories is Sicily and the main is a fictional inspector called Montalbano, named in 4 honour of the Spanish Montalbán. The TV 5 series closely follows the of the original novels 6 and most of the stories have a happy .

Time adverbs and expressions 2

Choose the correct option.

7

4 This hotel offers the best view. This hotel

Complete the questions. The verb is given in brackets. A: 1 Did you go out last

B: No, not really!

night? (go out)

A:

B: Yes, I went to the

(be)

cinema to see Gravity in 3D.

B: Yes, but I didn’t like him

Clooney in it?

3

8

A: No, I haven’t.

Write questions in response to these statements.

9

Complete the questions with the correct tags. You’ve read that book, haven’t you? ? ?

Olivier wasn’t acting yesterday,

54 unit 4 telling tales

B: Who did you meet in

B: He said what?

the lift?

A: Ninth floor. I took a

A: Go on, guess!

selfie with him.

B: How on earth can I guess?

B: You did what? Show me!

A: OK, I’ll tell you. Brad

B: Who on earth’s that?

A: Here …

It’s certainly not Brad Pitt! A: Oh!

Signposts in writing

Something’s going to happen tonight.

I’m always right,

A: Brad Pitt. He said, ‘Ninth floor, please’.

B: You met who?

I’d like something to eat.

Let’s go to the cinema,

I met in the lift.

Pitt.

Someone hit me. Who hit you?

Question tags 1 2 3 4

Find the words which will be stressed in B’s lines. A: You’ll never guess who

4 in it. you it yet? (see)

I want to talk to someone.

?

Pronunciation awareness

Wh- questions

5

?

The little boy

Yes / no questions

1 2 3 4

?

3 The little boy fell off his chair.

beforehand / previously).

4

Write questions in response to these statements and answers.

Moira

4 I don’t always like to plan my holidays (afterwards /

(enjoy)

I don’t know what time is it.

The theatre looks very what?

case (suddenly / gradually / eventually).

it?

Who knows what will they think of next.

2 Moira is visting Sarah.

3 The inspector faces many difficulties, but he solves the

2

I wonder if Peter has seen that play.

1 The theatre looks very small.

recent)?

A: Really.

Do you know how long is the film?

Emphatic questions

1 I lived in London (during / for / throughout) three years. 2 Where have you been? I haven’t seen you (lately / late /

3

I wanted to know what time the film started.

?

Complete these narrative signposts.

1 The story takes place … 2 The begins … 3 the next few days … 4 as the days go … 5 the end …

Review

The review section for the unit includes further practice activities for the following language areas: Vocabulary: stories (page 46); time adverbs and expressions (page 50)

Embedded questions 6

Grammar: yes/no questions, wh- questions, question tags (page 48); embedded questions, emphatic questions (page 49)

ANSWERS

2 and 4 are correct

Pronunciation awareness: emphasis in questions (page 49)

3 Do you know how long the film is?

Signposts in writing: narratives (page 53)

5 Who knows what they will think of next.

Stories 1

6 I don’t know what time it is

Students do the activity individually.

Emphatic questions

ANSWERS

7

2 setting  3 character  4 novelist  5 plot  6 ending

Time adverbs and expressions 2

ANSWERS

3 eventually

4 beforehand

3

3 The little boy fell off what? 4 This hotel offers what?

Pronunciation awareness

Students do the activity individually.

Give students time to look back at page 49 before they do this exercise. Advise students to say the entire conversation quietly to themselves before starting the exercise.

ANSWERS

ANSWERS

2 Did you enjoy   3 Was   4 Have, seen

Who; earth; who; what; what; earth

Signposts in writing

Wh- questions 4

2 Moira is visiting who?

8

Yes/no questions

Go through the instructions and the example before students continue the activity individually. ANSWERS

Advise students to think about the meaning of each sentence before choosing the best option.

2 lately

Go through the instructions and the example before students continue the activity individually.

Students do the activity individually.

9

Direct students to the example and advise them that only one word is required to complete each phrase.

ANSWERS

2 What would you like to eat?

ANSWERS

3 Who do you want to talk to?

2 story    3 Over     4 by     5 In

4 What’s going to happen tonight?

Question tags 5

Students do the activity individually. ANSWERS

2 shall we

3 aren’t I

4 was he

unit 4 T54

Review 2

3/4 Units

Grammar

Term Review 2 contains exercises which review mixed conditionals, unless, as long as, provided that, providing, in case, supposing, even if, otherwise and questions.

Questions Unit 4 pages 48–49, Language reference pages 97-98

3

Vocabulary Term Review 2 contains exercises which review words for health, quantities and capacity, stories, time adverbs and expressions and phrasal verbs.

Grammar Mixed conditionals

ANSWERS

Unit 3 page 36, Language reference pages 96-97

1

2 wasn’t it?

Go through the instructions and the example with the class. Direct them to the Language reference section to revise if necessary. Remind students to think carefully about the meanings of both the if clause and the result clauses in each case.

3 if/whether he has 4 has she 5 if/whether we’ve got 6 Hasn’t he got/Didn’t he have 7 if/whether they’ll 8 are there

ANSWERS

2a

3c

4a

4

Unless, as long as, provided that, providing,in case, supposing, even if, otherwise Unit 3 pages 36–37, Language reference page 96

2

Ask students to read the text, ignoring the spaces, and say what three pieces of advice speaker B gives speaker A (get travel insurance, take malaria pills, drink only clean or bottled water). Go through the example and remind students to read the information before and after the space before deciding on an answer. Direct them to the Language reference section to revise if necessary. ANSWERS

2 providing 3 even if 4 supposing 5 unless 6 as long as 7 otherwise

T55 review 2

Ask students to name different question types (yes/ no questions, wh-questions, embedded questions, emphatic questions) and give an example of each one. Direct them to the Language reference section to revise if necessary. Tell students to read the first part of each mini-conversation carefully and look at the punctuation before deciding how to complete each sentence. Go through the example and remind students that they might need to use negative forms.

Ask students to read the conversation and say what interesting story speaker A had been told (Tom met the president and took a selfie). Go through the instructions and the example and remind students to think carefully about the context. Direct them to the Language reference section to revise if necessary. ANSWERS

2 What did he tell you? 3 He met who? 4 Where did he meet him? 5 What did they have a chat about? 6 They had a chat about what? 7 He showed you what?

Review 2

3/4 Units

Grammar Mixed conditionals 1

Choose the sentence ending which is not possible.

Questions 3

1 If you’ve had lunch already, a why are you still hungry? b you won’t want anything to eat now. c you would have enjoyed it. 2 If you’d worked harder, a people won’t all think you’re lazy. b you would have done better in the exam. c you would be able to afford a decent holiday. 3 If her car’s outside, a she might have left it there overnight. b she’s probably somewhere in the building. c she wouldn’t give you a lift. 4 If I spoke Chinese a I will be able to communicate with our new neighbours. b I would have taken that job in Beijing. c I wouldn’t have had to enrol on this course.

Unless, as long as, provided that / providing, in case, supposing, even if, otherwise 2

Complete the conversation with the words and phrases in the box.

Complete the sentences in these conversations.

1 - I don’t want any strawberries, thanks. - Why not? Don’t you like them?

2 - I really enjoyed Hunger Games.

caught a cold.

- Yes, I wonder

4 - I’ll send grandma a birthday card by email.

providing

in case otherwise

supposing

unless

A: I’m thinking of going to Senegal

5 - I wouldn’t mind a coffee with milk... 6 - He had an accident in America and had to pay for treatment. any insurance?

- Why?

7 - I’m buying a ticket to the World Cup to see England in the final.

?

- But there aren’t enough,

4

Complete the conversation with wh- questions. If there is an exclamation mark (!), it should be an emphatic question. A: Somebody told me

A: About the weather.

something interesting

B:

B: 1 Who told you

A: The weather.

something interesting? B:

2

?

6

!?

B: I don’t believe it. The

president wouldn’t talk to Tom!

A: He told me he met the

A: Tom showed me a

president.

selfie of them together.

B:

3

!?

B: Yes, you should get travel insurance

B:

4

?

A: At the airport. They

A: Yes, OK. Is malaria a danger?

had a chat.

B: You should be all right

B:

2

reach the final!

- That’s crazy! You don’t know

8 - Give the books out, one for each student.

A: The president.

in case something goes wrong.

any coffee.

- We’ve got milk, but I don’t know

on holiday. Do you have any tips? 1

?

- But she hasn’t got a computer,

A: Tom did.

as long as even if

?

- Yes, it was great,

3 - Mike’s coughing a lot today.

5

B:

7

!?

A: A selfie. A photo of him and the president together. B: Wow! Unbelievable.

?

you take malaria pills. A: Should I take them

3 I’m only staying in the capital city?

4 B: Yes. you decide to go on an excursion? And don’t drink any 5 water you’re sure it’s clean.

A: Is bottled water OK? 6 B: Yes, bottled water’s fine it hasn’t been opened. You must make sure of 7 that, it could be dangerous.

review 2 55

Review 2

3/4 Units

Vocabulary Health 1

Time adverbs and expressions

Complete the sentences with the words or phrases in the box. health services heart attack overweight sick

5

Complete the sentences with the words and phrases in the box.

heart disease

a fortnight

stomach bug

beforehand

little by little

couple of hours

moment of late

during

from time to time

1 Maintaining an active lifestyle is essential for your health. Lack of exercise can lead to heart disease and the risk of a .

1 2 3 4

2 The increasing number of

people in the country is putting pressure on our . The government has to do something about obesity.

3 I’ve felt a nasty

for several days now, so I think I’ve got .

before going to bed.

I enjoy reading a good book

.

6 I haven’t had time to read much fiction . 7 I’m away on holiday in August for . 8 I watched a film on my iPad the journey.

Choose the correct option.

heating.

3 I’ve got (thousands/drops/tons) of homework tonight. 4 If you’re going to the shop, get me a (dozen/pile/kilo) eggs. 5 I don’t believe his story – it’s a (spot/ton/load) of rubbish.

Phrasal verbs 6

Complete the sentences with the correct form of the phrasal verbs in the box. feed back go back

Complete the sentences with the words in the box. contain

hold serve

take

put on shout out

grow up sign up

?

How much weight can this bag

?

How many aspirins does this packet

sit back take back

3 I was actually born in Holland but I in England. 4 My employer wanted me to to a private health ?

care scheme.

5 You’re so lucky – you’re always eating but you never weight.

6 Did you manage to Complete the text with the words in the box. character

pick up

you have to eat properly and do exercise.

How many people will this dish

Stories 4

move on

1 This music takes me back to my childhood. 2 You can’t just and hope to be fit and healthy –

How much water does this bottle hold?

1 2 3 4

.

When I go to the cinema, I like to read about the film . improving

1 I usually have one (spoonful/heap/pile) of sugar in my coffee. 2 We spend vast (numbers/amounts/loads) of money on

3

I watch TV for a

5 I couldn’t understand English TV at first, but I’m

Quantities and capacity 2

We’re watching a really exciting TV series at the moment.

fiction

main character

novel novelist plot

settings

any German while you

were living in Austria?

7 Technology has

a long way since the first Star

Wars movies.

8 Applause is not the only way an audience

to a

performer. Donna Tartt is an American 1 novelist whose 2 3 is a long called latest work of 4 The Goldfinch. The in this story is a boy called Theo who becomes an orphan after a terrorist attack in an art gallery. During the attack, he rescues a valuable painting which many people 5 want to get their hands on. The takes place over 6 many years, moving between the of New York, 7 Las Vegas and Amsterdam. My favourite is Theo’s school-friend Boris, son of a Russian immigrant.

56 review 2

9 In a pantomime, the audience is invited to when the baddie appears on stage.

10 I wouldn’t like to all in black and white.

to a time when movies were

Review 2

3/4 Units

Time adverbs and expressions

Vocabulary

Unit 4 page 50, Language reference page 97

Health

5

Unit 3 page 34

1

Ask students to read the words and phrases in the box. Go through the example and direct them to the corresponding exercises in Unit 3 to revise words for health if necessary.

Go through the example. Direct students to the Language reference section to revise time adverbs and expressions if necessary. Ask them to read the words and phrases in the box and to think about meaning. Also advise them to read each sentence in its entirety to clarify the context before deciding on an answer.

ANSWERS

ANSWERS

1 heart disease, heart attack

2 couple of hours

2 overweight, health services

3 from time to time

3 sick, stomach bug

4 beforehand 5 little by little 6 of late

Quantities and capacity

7 a fortnight

Unit 3 page 38

8 during

2

Go through the example and direct students to the corresponding exercises in Unit 3 to revise words for quantities and capacity if necessary. Advise students to read each sentence to themselves to see if the collocation ‘sounds’ correct before deciding on an answer. ANSWERS

2 amounts

3

3 tons

4 dozen

5 load

Go through the example and ask students to think about the meaning of the verbs in the box before completing the exercise.

Phrasal verbs Unit 3 page 32, Unit 4 page 44

6

Ask students to revise the phrasal verbs in Units 3 and 4 if necessary. Go through the instructions and the example. Advise students to think about the meanings of the phrasal verbs in the box before they complete the exercise. Also remind them to think about tense and irregular verb forms. ANSWERS

2 sit back 3 grew up 4 sign up

ANSWERS

2 serve

3 take

5 put on

4 contain

6 pick up 7 moved on

Stories

8 feeds back 9 shout out

Unit 4 page 46

4

Ask students to read the text and say if the story sounds interesting to them. Direct them to the corresponding exercises in Unit 4 to revise words for stories if necessary.

10 go back

ANSWERS

2 fiction 6 settings

3 novel

4 main character

5 plot

7 character

review 2 T56

Unit 5

A head for business The theme of this unit is work, and the title A head for business is an expression which means being good at doing things related to business.

UNIT OBJECTIVES: Vocabulary Grammar Reading Exam focus Listening Speaking Pronunciation Writing Get it right Life skill

business; word building (prefixes) used to, would, wish, if only a text about entrepreneurship: ‘These kids mean business’ multiple choice questions listening to a discussion about self-employment regretting and wishing /i/, //, /e/ writing a letter of application expressing a person’s age; used to; future hopes interview skills

The two videos for this unit are: v1

What do you most regret in your life so far? It is recommended that students watch this video and do the corresponding worksheet after completing the Speaking tasks on page 65.

v2

Bring your ideas to life This video and its worksheet are best done at the end of the unit. An augmented reality link to both videos is included on the Student’s Book page opposite.

CLASS DISCUSSION Use the photo as a point of departure for a class discussion. Ask the questions on the page and the extra questions below. Some possible answers are given in italics. Give the students space to lead the conversation off in other directions, but staying within the theme.

•

•

Describe the man in the photo. young white man, dark hair, going bald on top; he’s standing with his arms folded and smiling at the camera; he’s wearing an apron with thin grey stripes over a blue denim shirt, his cuffs are rolled back; he looks pleased and confident What are the good and bad points of the man’s job? If it’s his own business, lots of responsibility but also lots of pressure; possibly long hours and not much holiday; it would(n’t) be enjoyable working with flowers; it would(n’t) be enjoyable serving customers.

As the discussion proceeds, write some of the key words and phrases that come up on the board. At the end of the discussion, you could take a photo of it or ask students to do so. You could show this photo at the beginning of the next class and ask students to remember what the words and phrases were about. POSSIBLE ANSWERS

Where do you think the man is? in a shop; it looks like a florist’s, but it’s not clear because the background is out of focus What do you think his job is? a shopkeeper, because of his apron How do you think he is feeling? He looks proud, perhaps because he’s got a job after a period of unemployment, or perhaps he’s started his own business; perhaps he’s pleased because he’s an immigrant who has managed to start a new life.

WB For more class discussion, you can ask students to do the quiz on business on page 44 of the Workbook.

T57 UNIT 5

Unit 5

A head for business UNIT OBJECTIVES

• find out about entrepreneurship • read and understand a text on entrepreneurship • topic words: business • listen to personal accounts • grammar: used to, would, wish, if only • word building: prefixes • speaking: regretting and wishing • writing: a letter of application • life skill: interview skills

Look at the photo. Talk to your partner for one minute about what you can see.

VIDEO 1

VIDEO 2

Think about these questions: • where do you think the man is? • what do you think his job is? • how do you think he is feeling? What kind of job would you like in the future? Why?

57 a head for business unit 5 57

Reading

1

Look at the title, first paragraph and photos. What do you think the text is about? Compare and discuss with a partner.

7

1 Why is Mark Zuckerberg a success? a Time Magazine reports that he is. b Facebook has history. c So many people use Facebook. d He started his business early. 2 Why doesn’t being older necessarily mean being

Tip Think about both parts of a compound word and the context to guess its meaning.

2

successful in business any more?

Read the words highlighted in green in the text. Match them with the definitions in the box. Then read the sentences containing the words. Are your answers correct?

a b c d

1 proficient in the use of modern technology (adj) 2 waiting to be acknowledged as the owner of an 3 young and talented individual (n) 4 very clever and successful young people (n) Translate the highlighted words in Exercise 2 into your language.

4

Read the text quickly – in about three minutes! Was your answer to Exercise 1 correct?

5

Read the text again and listen. Put the topics in the order they appear in the text.

a youth and technology b reflection and regret c the times are changing d starting very young e a famous young entrepreneur f school and business

Exam focus: multiple choice questions 6

Follow stages 1 – 4 for answering multiple choice questions.

1 Read the question carefully and try to answer it without looking at the options.

2 Read all the choices and think about the differences between them.

3 Eliminate any you feel are definitely incorrect. 4 Read the text again to check. What problem did many successful business people have?

a b c d

They had to wait until they were old to make money. They were too old to get the benefits from their success. Younger people were taking over their businesses. They couldn’t succeed when they were young.

58 unit 5 a head for business

Greater experience isn’t necessary now. Your age has nothing to do with technology. There are only jobs for younger people today.

unhappy about later on in life?

a b c d

2.14

1c 2 3 4 5 6

Younger people understand technology better.

3 How is Thomas Suarez improving his business? a He’s teaching himself computer coding. b He’s marketing apps for smartphones. c He’s starting a new company. d He’s developing a new product. 4 What might pupils of The Incubator School be

invention (adj)

3

Choose the best answer according to the text. Only one answer is possible. Follow stages 1–4 in Exercise 6.

8

Not starting work earlier. Not making more of their chances. Not making enough money. Not doing things differently in their youth.

Answer the questions according to the information in the text. Use your own words.

1 What do children need, in addition to knowing about technology, to have a good chance of business success?

2 How does the writer feel about young people who think they’ve failed if they don’t make a million before they are 20?

9

How important is it to be ‘tech-savvy’ if you want to be a successful business person in today’s world? Discuss with a partner.

Phrasal verbs sum (sth/sb) up: to describe briefly the important facts or characteristics of something or someone clock up: to achieve a particular number or amount of something come up with sth: to think of a plan, an idea or a solution to a problem put (sth) together: to prepare a piece of work by collecting several ideas and suggestions and organising them start up sth: if a business or other organisation starts up, or if someone starts one up, it is created and starts to operate grow up: to become older or an adult

Reading

In this section students read a magazine article, These kids mean business, which is about young people succeeding in business at a young age. They are given phrasal verbs which appear in the text, along with their meanings.

5

If students enjoy reading this article, they could try reading some other articles on the same subject. Ask them to type young entrepreneurs into a search engine.

1



  Direct students to the title, first paragraph and photos in the article. Put them into pairs to discuss what they think the article is about. Take suggestions. Do not over-correct students’ accuracy, but help them get their ideas across. Do not feed back at this stage.



2.14 Read the instructions and look at the example. Ask students to read paragraph 1 and find words and phrases which reflect the topic ‘the times are changing’ (in times gone by, than … today, not any more, new generation, new whizz-kids). Ask students to read the remaining topics (a, b, d–f ). Play the audio while students listen and read and order the topics. Ask volunteers to suggest answers and to give key words and phrases from the text to support their answers. See if the class agrees before feeding back. ANSWERS

2 e   3 a   4 d   5 f   6 b

Tip Read the tip aloud and remind students of previously studied compound words, e.g. airport and self-help.

Exam focus: multiple choice questions 6

2

Read the instructions and monitor and help with vocabulary if necessary while students match the words in green in the text with a definition from 1–4. Advise students to use the part of speech information to help them find the corresponding word in the text. Suggest students substitute the meanings for the words in the text to check that the general idea makes sense. Ask volunteers to give answers and check pronunciation as necessary.

ANSWER

b (lines 5–6) ‘When you’ve made it, you’ve had it.’ (you’ve had it is an expression meaning ‘to be old or near the end of your life’)

7 ANSWERS

3

4

1 tech-savvy

3 prodigy

2 patent-pending

4 whizz-kids

Tell students that the questions follow the order of the information in the text. Monitor and help students work through stages 1–4 in Exercise 6 as they continue the activity individually. Ask students to compare answers in pairs. Take feedback. ANSWERS

Monitor and help as students translate the highlighted words in Exercise 2. Ask volunteers to give answers and work towards a consensus with the class. Remind students that to get the general idea of a text, they should first read it quickly. Ask students to read and check their answer to Exercise 1. Ask two or three volunteers to give answers and their reasons. See if the class agrees before feeding back. Ask volunteers to explain the meaning of the title ‘These kids mean business’. (‘To mean business’ means ‘to be serious about something’).

Work through stages 1–4 as a class, using the example given. Check the final answer. Ask students to give a line reference in the text to support their answer.

1 c    2 a    3 d    4 d

8

Read the instructions and ask a volunteer to explain the different stages of writing answers in your own words. If necessary, refer them to Unit 1, page 6, Exam focus: rewriting sentences in your own words before they continue individually. Monitor and help as necessary. Check answers. ANSWERS

1 They need to know about how business works (line 28). 2 They criticise themselves too much (lines 64–5).

unit 5 T58

Reading

9

Put students into pairs to discuss the question. Monitor and give positive feedback where possible. Then ask volunteers to give a short summary of their discussion.

Phrasal verbs Ask students to read the definitions of the phrasal verbs, then read the sentences where they appear in the text (highlighted in yellow) to see them in context. Give more example sentences with the verbs if necessary (The purpose of a conclusion is to sum up the main points. The Spanish football team has clocked up many important wins. She came up with a brilliant plan. They put together a proposal for a new app. They plan to start up a new 3D printer company next year. When he grows up, he wants to be a millionaire.) There is a practice exercise for these phrasal verbs on page 60 so there is no need to get the students to practise using them yet. However you might, at this point, want to familiarise them a little more with these verbs by doing one of the following tasks: 1 Put students into pairs to find the subject and/or object of each of the phrasal verbs in the text. 2 Give students a couple of minutes to memorise the particle that goes with each phrasal verb, then ask them to close their books and test each other.

Get it right Read through the right and wrong sentences and ask why the second sentence is wrong (the verb ‘to be’ not ‘to have’ is used when talking about a person’s age). Ask volunteers to make sentences about the ages of their family members, friends or famous people.

T59 UNIT 5

Streetwise Read the information about the use of the idiom to make it and the example. Tell students to find the idiom in the reading text (line 18). Ask students to make other sentences containing the idiom.

Optional activity Ask students to find more compound words in the text. Remind them to use context and parts of the word to guess meaning before checking in a dictionary if necessary.

WB For more practice see pages 46-47 of the Workbook.

Unit

Get it

THESE KIDS MEAN BUSINESS

I

5

10

15

20

25

30

35

n times gone by, success used to arrive later in life than it does today. Rich businessmen would often be too old to really enjoy their wealth. The situation could be summed up in the saying, ‘When you’ve made it, you’ve had it’. Well not any more. There is a new generation of rich young entrepreneurs. In fact, some of the new whizzkids on the business block are literally that – kids. One well-known youth success story is that of Mark Zuckerberg, who by the age of 20, had already launched an early version of his social networking website Facebook. Facebook now has clocked up over a billion users worldwide. Today, Zuckerberg is listed by Time magazine as one of the 100 wealthiest and most influential people in the world. He's made it. What is the secret of the success of this new generation of entrepreneurs? Well, it seems clear that it's linked with the digital revolution. Because the technology is so new, the greater experience which comes with age is no longer an advantage. On the contrary, the younger generation has an instinctive understanding of the digital world which their elders lack. Never underestimate a tech-savvy kid with a good head for business – it’s a recipe for success. A good example of this is 15-year-old Thomas Suarez from California. He formed his first company, CarrotCorp, when he was only 11 years old, after he came up with a popular new app for smartphones. Today, Thomas is putting together the design for a patent-pending 3D printer, which he says will be much faster

right

We sa y:

✓He wa ✗ He ha

5

s only 1

1 years

d only 1

1 years

old.

old.

55

than the 3D printers currently on the market. In his parents´ generation, children of his age used to climb trees or play football, but these activities hold no interest for Thomas, who is 40 a self-taught coding prodigy like Zuckerberg before him.

An instinct for business may come naturally to some kids, but for parents who don't want to leave it to chance, there is The Incubator 45 School in Los Angeles. At this school, starting up a business is not only encouraged, it is a mandatory part of the curriculum. The school has the atmosphere of a Silicon Valley start-up, with motivational posters on the walls and 50 tablets and laptops on the desks. But here, the people who are using and creating this technology are children aged 11 to 13. When you ask the kids what they want to do when they grow up, nearly all of them say they want 55 to run their own business. Kids like Thomas Suarez, or the pupils of The Incubator School are not likely to grow up with regrets like, 'I wish I'd started my career sooner' or, 'If only I'd made the 60 most of my opportunities'. But will they perhaps grow up with other regrets like 'I wish I'd had a proper childhood', or 'If only I'd learnt how to socialise with other kids'? Will they be too hard on 65 themselves and think they've failed if they don't make a million before they're 20? Will they regret their misspent youth? Only time will tell. But right now, these kids mean business!

Streetwise to make it We can use the idiom to make it, when someone is very successful. He’s made it!

unit 5 59

Vocabulary

Business 1

6

Match the words in the box with the photos.

Change a part of these phrases to make a phrase with the opposite meaning. Use the words in the box to help you.

a market a market researcher a supermarket marketing dead-end employer

market share on the market stock market the job market

make

a – a market

a

b

c

part

long loss

the sack unemployment

1 in short-term

d

4 5 6 7 8

employment in longterm employment

2 to be employed full-time

3 employment

e

2

buy me

f

g

OUR COMPANY

h

7

1 Which large department store do you think has the biggest market share in your country?

8

indexes apart from the IBEX 35?

3 What methods of

to make a profit a promising job to lose a fortune to get a job

Complete the text with words and phrases from Exercises 5 and 6. I started out as a travel agent, but it was a 1 dead-end 2 3 job. I got and spent a year on benefit. Then 4 I retrained as a plumber and installing washing 5 machines. Then I decided to a business on my own. To begin with, I made a 6 and I thought I was 7 going to go . Then business improved and I started to make a 8 working . Now I’ve got three 9 full- 10 for me and a very 11 career ahead.

Complete the questions with the correct form of the phrases from Exercise 1.

2 Can you name at least one more of the world’s

an employee

are there, apart from

Imagine yourself in 20 years’ time. Tell a partner about your career and what you have achieved. Be optimistic!

stopping people in the street?

4 Can you name

chain with branches in several different European countries?

5 How do people put their houses ? 6 If you’re looking for work, which is better – a strong or a tough

3 4 5

?

PV

9

Make sentences from the box.

1 A qualified airline pilot must

Work with a partner. Answer the questions in Exercise 2. Compare your answers with other pairs. Listen to two people answering the questions in Exercise 2. Do they give the same answers as you? 2.15

Match the expressions in the box with the meanings. a good head for business

go out of business

2 I imagine it’s difficult to

3 To get a business loan, you have to

4 We had a marketing meeting and

5 When I 6 This book

mean business open for business run your own business

came up with sums up clock up grow up put together start up

your own company. I’d like to be a vet. lots of great ideas for the product launch. a proposal and take it to a bank. everything you need to know about business. a lot of flight hours.

start up a business

1 have a serious intention to achieve something mean business

2 3 4 5 6

ready to trade stop trading and close the company be the boss of your own company a good understanding of business create a company

60 unit 5 a head for business

False friend career Translate this sentence into your language. He followed a career in law.

Vocabulary

Business This section deals with vocabulary connected to business.

6

Read the instructions and go through the example.

The phrasal verbs section recycles language from the magazine article These kids mean business.

ANSWERS

The target vocabulary from the lesson is reviewed on page 68.

Target vocabulary dead-end

make a fortune

open up for business

employer

market

part-time

get the sack

marketing

a good head for business

1

run your own market researcher business start up a business market share

go out of business mean business job market on the market

stock market

loss

unemployment

7

2 to be employed part-time

5 to make a loss

3 unemployment

7 to make a fortune

4 an employer

8 to get the sack

6 a dead-end job

Read the instructions and monitor and help as necessary. ANSWERS

supermarket

2 the sack

Monitor and help with vocabulary as necessary. ANSWERS

7 out of business

3 unemployment

8 profit

4 got a job

9 employees

5 start up

10 time

6 loss

11 promising

b a supermarket  c stock market  d on the market e market researcher  f marketing  g the job market

8



9

Refer students back to the Phrasal verbs box on page 58 to revise meaning.

h market share

2

Read the example. Remind students to use the correct form of the phrases from Exercise 1. ANSWERS

2 stock market 3 market research 4 a supermarket 5 on the market 6 job market

3 4



  Put students into pairs to answer the questions before joining pairs to compare answers. 2.15 Play the audio for students to listen and check. ANSWERS

1 El Corte Inglés

4 Carrefour, Lidl

2 the Dow Jones

5 via an estate agent, who advertises the house

3 phone people; ask people to complete an online questionnaire

ANSWERS

1 A qualified airline pilot must clock up a lot of flight hours. 2 I imagine it’s difficult to start up your own company. 3 To get a business loan, you have to put together a proposal and take it to a bank. 4 We had a marketing meeting and came up with lots of great ideas for the product launch. 5 When I grow up I’d like to be a vet. 6 This book sums up everything you need to know about business.

6 a strong job market

False friend

The audio script can be found on pages T116-117.

5

  Ask students to make notes about their imaginary and successful career. Put students into pairs to discuss.

Check students have access to a dictionary.

Read the information and ask students for the meaning of the word career in English (a job which you train for and which offers the possibility of promotion) before asking them to translate the example sentence.

ANSWERS

2 open for business 3 go out of business

5 a good head for business

4 run your own business 6 start up a business

WB For more practice see pages 45 and 53 of the Workbook.

unit 5 T60

Listening

Personal accounts In this section students listen to four people, in turn, each talking about their experiences of being self-employed.

1

2





  Read the instructions and put students into pairs to discuss the question. Monitor and help students get their ideas across before asking for suggestions from the class. 2.16 Tell students they will hear Kevin Burns talking about being self-employed. Ask them to look at his photo and suggest what he might do. Tell them to listen and check if he mentions any of their ideas from Exercise 1. Play the audio. Put students into pairs to compare answers.

ANSWERS

1 no reason   2 from the discount  3 really tough

Idioms 6

Do the first item with the class. Put students into pairs to complete the exercise. Tell them that they can use dictionaries or the internet to help. Check answers. ANSWERS

1 d   2 e   3 b   4 a   5 c

The audio script can be found on page T117.

Optional activity

Tip

Ask students to look at the audio script for one of the four characters and change four pieces of information. In pairs, they take turns to read out the text. Their partner must identify the differences.

Read the tip aloud and ask students how people might say I’m happy working for myself in a different way (e.g. I like being self-employed).

3



2.17 Tell students to look at photos b–d and guess what type of work the people do. Read the instructions and tell students to think about the key words in sentences 1–3 to help focus their listening. Play the audio and ask volunteers to give answers. See if the class agrees before feeding back.

Streetwise Read the information about the use of on the dole and the example. Ask students for the equivalent expression in their language. Ask them to use the internet to find out more information about ‘the dole’ in Britain.

ANSWERS

1 Alicia Cameron  2 Aisha Scott  3 Mark Sikorsky

7



The audio script can be found on page T117.

4



2.17 Tell students to read questions 1–4 and the answer options and think about key ideas. Remind students that they might hear the information expressed in a different way to the wording of the options. Play the audio and ask students to compare answers in pairs before giving them the option of a second listening. Check answers as a class. ANSWERS

1 b     2 c     3 a     4 b

5



2.17 Go through the instructions. Remind students that they should write no more than three words, which express the idea given in the listening. They should also make grammatically correct sentences. Play the audio and ask students to compare answers in pairs before checking as a class.

T61 unit 5

  Put students into pairs to discuss the questions. Monitor and encourage students to give reasons for their opinions. Bring the class together and ask volunteers to report back their discussions to the class. Take a class vote on the happiest person.

Reflection 8



  Put students into pairs to read the strategies. Ask them which they felt helped them do the listening activities. Ask them to choose one strategy they will try next time.

Optional activity Put students into pairs to choose one of the people from the listening and discuss what they remember about his or her experiences. Students can check their answers in the audio script.

Listening

Unit

5

Personal accounts 1

You will hear four people talking about being self-employed. What might people regret about being self-employed? Discuss with a partner.

2

2.16 You will hear Kevin Burns talking about being self-employed. Listen to him. Did he mention any of your ideas in Exercise 1? Compare and discuss with a partner.

b

a

Aisha Scott

5 Kevin Burns

Alicia Cameron

Listen again and complete the sentences. Write no more than three words for each space. Compare with a partner. 2.17

to get up in the morning.

2 Mark Sikorsky wanted to help shoppers benefit

When listening to different people talking about the same topic, listen for them saying similar things in a different way.

Listen to three more people talking about being self-employed. Which sentence best describes the people in the photos now? 2.17

.

3 Alicia Cameron found it

6

Read these extracts from the personal accounts. Match the idioms in bold with their meanings.

1 … I couldn’t get another job, for love nor money. 2 … so I decided to go it alone, start my own business. 3 So far, I’ve got the network up and running for the Nottingham area.

Listen again. Choose the best answer according to the accounts. 2.17

4 I haven’t really got a head for business. 5 I like a challenge, so bring it on.

1 What did Aisha Scott do before she became a professional dog walker?

a b c d

going into business.

Idioms

1 This person gave up being self-employed. 2 This person wishes they had more money. 3 This person plans to expand their business.

4

Mark Sikorsky

d

1 When Aisha Scott was unemployed she felt she had

Tip

3

c

a b c d e

She used to spend time with her family. She was unemployed. She used to stay in bed in the mornings. She would spend the day walking her dog.

2 What do we learn about Mark Sikorsky before he

have the capability for something actively working let’s get started whatever happens to do something by yourself

started his business?

a b c d

He would go shopping for people. He was interested in social networking.

Streetwise on the dole

He was good at working with computers.

On the dole is an informal expression which means that you’re unemployed and therefore receive money from the government. Young people on the dole are often bored and frustrated.

He was interested in advertising.

3 What are Mark’s plans for the future? a He wants to expand his business. b He wants to sell the things he does more cheaply. c He hopes to help more friends. d He hopes to get a bigger house. 4 Why doesn’t Alicia Cameron have any regrets? a She likes working in business. b She’s planning on having children. c She prefers to work seven days a week. d She’s learnt about finance.

7

Who do you think is happiest with their current situation? Why? Compare and discuss with a partner.

Reflection 8

• • •

What helped you understand the listening? Thinking about the topic before listening. Listening carefully for the same thing said in a different way. Listening for specific information.

a head for business unit 5 61

Grammar

Used to, would, wish, if only Used to, would 1

4

Complete the sentences with used to and one of the verbs in the box.

Work with a partner. Look at the photos. What was office life like 50 years ago? What is it like now? Use some of the words in the box. computers faxes

arrive

1 2 3 4

electronic files emails

paper files

typewriters

50 years ago, people used typewriters. Now they write on computers.

a

ask

be

have

live

spend take

I used to spend all my time as a kid coding simple apps. Thomas

in Los Angeles.

Success

later in life than it does today.

In those days, I a tiny memory.

a massive computer with

5 I had my dog, so I

him out for a walk

twice a day.

b

6 Sometimes as a favour, they

me to walk

their dogs.

7 I

5

2

Read the sentences and answer the questions.

3

State

Children his age used to climb trees.

I used to be selfemployed.

Children his age would climb trees.

I would be self-employed

1 You can use used to for regular actions in the past. True

2 You can use would for regular actions in the past. 3 You can use would for states in the past. 4 You can use used to for states in the past. See Language reference on page 98.

Listen and check your answers.

Decide which of the sentences in Exercise 4 could have would instead of used to.

7

Replace the verbs in bold with the used to form if it is possible. I’m Marisa and I’m a web designer. I was 1 used to be a 2 graphic designer. I worked with pen and paper in 3 those days. I spent a lot of time carefully cutting 4 and sticking. I didn’t have a computer for a long 5 time, but in the end I bought one, and gradually, 6 7 I started working on that. I designed my 8 own website, and people liked it. Friends asked 9 me to design websites, and I realised 10 it 11 was a promising career. So that’s how I became a web designer.

8

Look at the table and say if the statements below it are true or false. Action

2.18

6

1 People used to use typewriters. 2 People didn’t use to use computers. 3 Did people use to use telephones? 1 According to the first sentence, a did people use a typewriter only one time in the past? b did they use typewriters regularly in the past? c do they still use typewriters regularly now? 2 How do you form the negative of used to? 3 How do you make the question form of used to?

on unemployment benefit.

Look at the text in Exercise 7 again. Decide which of the verbs in bold could be replaced with the would form.

9

2.19

Listen and check your answers.

Tip Compare used to do and be used to doing: I used to write emails = I regularly wrote them in the past, but now I don’t. I’m used to writing emails = I write them often, so I am accustomed to it.

Get it right We say: ✓ I didn’t use to like reading. ✗ I didn’t used to like reading.

62 unit 5 a head for business

Grammar

Used to, would, wish, if only In this grammar lesson students will study ways of referring to past habits and present and past regrets.

5

2.18 Play the audio, pausing after each item for students to check their answers.

The grammar is reviewed on page 68. ANSWERS

The Language reference section can be found on page 98.

Used to, would 1

Check students understand the words and phrases in the box. Put students into pairs to make sentences. Tell them they can change the time phrase, for example to 15 years ago.

4 used to have

6 used to ask

3 used to arrive

5 used to take

7 used to be

The audio script can be found on page T117.

6

Direct students to the table in Exercise 3 as necessary.

POSSIBLE ANSWERS

ANSWERS

20 years ago, people used paper files. Now they use electronic files.

1, 3, 5, 6

15 years ago, people used paper and envelopes. Now they send emails.

7

20 years ago, people used faxes. Now they send emails.

2

2 used to live

Focus on sentence 1 first and explain the difference in meaning between used to and use. Used to + infinitive refers to something that was done regularly or habitually in the past, but it is no longer done in the present. Use means 'employ'. Next, point out that sentences 2 and 3 are the negative and question forms before working through the questions together. ANSWERS

1 a No

b Yes

c No

2 subject + auxiliary do in the past (did) + not + use to + infinitive

Read the paragraph aloud, pausing before each verb in bold for the class to make a used to verb form if it is possible. Feed back as you go along. ANSWERS

2 used to work

4 didn’t use to have

3 used to spend

9 used to ask

8

Help students decide if the verb is a regularly repeated action in the past or is a past state.

9

2.19 Play the audio, pausing for students to check.

3 Auxiliary do in the past (did) + subject + use to + infinitive

ANSWERS

would work

would spend

would ask

The audio script can be found on page T117.

Optional activity Ask students to make negative sentences from their answers to Exercise 1. Then ask students to make questions from their answers to Exercise 1. Nominate another student to answer.

3

Direct students to the table and remind them of the difference between action and state verbs. Go through the example before students complete the activity. Direct them to the Language reference section on page 98 if necessary. ANSWERS

2 True

4

3 False

4 True

Remind students to read the entire sentence before deciding which verb to choose.

Tip Read the tip aloud. Point out the difference in form (I’m used to writing emails = be + used to + noun/-ing form). Give one or two more examples of be used to (I’ve lived in London for five years now, so I’m used to the food. I’m not used to listening to lectures in English). Ask students to write two sentences with I’m used to … .

Get it right Read through the right and wrong sentences and ask why the second sentence is wrong (like any sentence in the past tense, the auxiliary verb ‘do’ carries the tense, not the infinitive ‘use to’). Ask students to make sentences beginning with I didn’t use to … .

UNIT 5 T62

Grammar

10

Put students into pairs to ask and answer the questions. Monitor and encourage students to selfcorrect if necessary. Ask volunteers for any interesting information about their partner.

ANSWERS

2b

3a

Forms used after wish: can à could; could à could + present perfect; will à would

Tip Read the tip and the example aloud and elicit more examples. Check students are stressing would.

Get it right Read through the right and wrong sentences and ask why the second sentence is wrong (‘would’ is not used after ‘wish’ in a sentence about the future, instead ‘hope’ + ‘will’ is used).

Optional activity Ask students to think of an elderly relative and describe that person’s habits using would.

14

Wish, if only 11

Go through the instructions and the example with the class. Ask students how they can tell that item 1 is about the past (the verb form ‘wish’ + past perfect). Do item 2 together, pointing out that the structure wish + past simple refers to the present. Tell students to continue individually. To check answers, read the sentences aloud for the class to call out present or past.

Go through the example, pointing out that the first sentence is the real situation and the second is what is being wished for. Ask students to make another sentence with wish for the same situation (I wish it would stop raining). Put students into pairs to continue the activity. Monitor and help as necessary, checking students understand if the regret or wish is about the past or the present. Ask volunteers to give answers, and nominate a second student to give an alternative way of saying the same thing. ANSWERS

ANSWERS

2 present 3 past

2 If only/I wish I had enough money.

4 past 5 present 6 past

3 If only/I wish I had prepared for the exam.

7 present 8 past

4 If only/I wish I could play the piano. 5 If only/I wish my brother would leave me alone.

12

Do the exercise with the whole class. Following this, if there are any doubts about the structures, direct students to the Language reference section on page 000.

6 If only/I wish I could have gone to your party. 7 If only/I wish I had been good at maths at school. 8 If only/I wish I had applied for that job. 9 If only/I wish I could drive.

ANSWERS

2a past

10 If only/I wish I had apologised to my best friend.

2b perfect

15

Optional activity Give students the following topics. Ask them to choose three and to make present or past, positive or negative wishes: live/big city; have/new computer; speak Chinese; drive/slowly; have/dog. Ask volunteers to share their wishes with the class.

Give students time to think about regrets and things they wish were different now. Monitor and help with ideas if necessary (for example, money problems, drive a car, homework, a new mobile phone). Put students into pairs or small groups to compare their regrets. Ask volunteers to report a regret or wish of another student.

WB

13

Direct students to the table, the column headings and the example. Ask them to match the remaining real situations with the wishes. Check answers. Then ask a volunteer to answer the question.

T63 UNIT 5

For more practice of all the grammar see pages 48-49 and 53 of the Workbook.

Unit

10

Ask a partner the questions.

13

1 What did you use to do as a child that you don’t do now? 2 What do you do now that you didn’t use to do as a child? 3 Did you use to live anywhere else from where you live

Match the real situations with the wishes. What forms of can, could and will do you use after wish? 1–c real situation

now?

4 What bands did you use to like which you don’t like

Wish

a I wish you could go. b I wish you could have

1 You won’t go. 2 You couldn’t go. 3 You can’t go.

now?

Tip Would can also be used to talk about typical and annoying habits. When it has this meaning, would is stressed. My dad WOULD insist on choosing the cheapest hotels, even if they were awful.

5

gone.

c I wish you would go.

Get it right We say: ✓ I hope the weather will be good tomorrow. ✗ I wish the weather would be good tomorrow.

Wish, if only 11

14

Read the sentences. Decide if they are talking about the present or the past.

1 2 3 4 5

1 It won’t stop raining. If only it would stop raining.

I only wish I’d done it sooner! past

2 I haven’t got enough money. 3 I didn’t prepare for the exam. 4 I can’t play the piano. 5 My brother won’t leave me alone. 6 I couldn’t go to your party. 7 I wasn’t good at maths at school. 8 I didn’t apply for that job. 9 I can’t drive. 10 I didn’t apologise to my best friend.

I sometimes wish I earned a bit more money. I wish I'd had a proper childhood. I wish I'd started my career sooner. If only shoppers could get together and buy things in bulk.

6 If only I'd learnt how to socialise with other kids. 7 I wish I could just go to work from nine to five. 8 If only I'd made the most of my opportunities.

12

Choose the correct option.

1 Use wish and if only to talk about a situation which (is / isn’t) as you would like it to be.

2 After wish and if only, a use the (present / past) simple form of the verb if

Make sentences with wish or if only about these situations.

15

Do you have any regrets about the past or things you wish were different now? Tell a partner. I wish I lived near the sea.

you are talking about the present.

b use the past (perfect / simple) form of the verb if you are talking about the past. See Language reference on pages 98-99.

a head for business unit 5 63

Vocabulary

Prefixes 1

Match the verbs in the box with the meanings. calculate charge count estimate organise pay spend value

1 to ask for an amount of money for goods or services charge

2 3 4 5 6 7 8

2

3 4

to give money to someone to buy something to guess an approximate amount to judge an amount by accurate mathematics to judge how much money something is worth to judge the number of people or items in a group to make arrangements for something to happen to use a certain quantity of your money

Look at the prefixes below. Notice that the examples are all forms of the words in Exercise 1. Find more combinations of the words in Exercise 1 with the prefixes. prefix

meaning

examples

de-

reverse or change

devalue

dismisoverprereun-

reverse or remove incorrectly, badly too much before again remove, reverse, not

disorganised miscount overestimate prepaid recalculate unspent

under-

less than, beneath

undercharged

5

2.20

Listen and check your answers.

Tip If the beginnings de-, pre- and re- are clearly prefixes with the meaning shown in Exercise 2, then the vowel is pronounced //.

Pronunciation: //, // and // 6

Find more examples of words with the prefixes in Exercise 2. You may use a dictionary. Complete the sentences with the correct form of the word in brackets, with or without one of the prefixes in Exercise 2.

Listen to the words in the table. Pay attention to the sound of the vowel in bold. 2.21

1 //

2

//

devalue

demand

decorate

deactivate

decide

definite

prepaid

pretend

president

prearrange

present (verb)

present (noun)

reorganised

recall

referee

repay (pay again) repay (pay back)

3 //

register

1 My accounts were a disorganised mess. I tried to them but it didn’t work, so I got an accountant to everything. (organise)

2 You need to it, they’ll make you (calculate)

7

your tax bill carefully. If you it and maybe pay a fine.

your annual mileage. If you it, you might not be able to make a claim. If you it, you’ll have to pay more than necessary. (estimate)

deforest delicate delight demonstrate deregulate describe precooked prefabricated prejudice preparation prepare prevent

3 When you insure your car, you have to

4 I ordered 50 boxes, but when I

them, there were only 48. When I complained, they said they had them, apologised and offered me a on my next order. (count)

6 They

you a lot to the batteries of an electric car. Last time I did it, they me by £10 as well! (charge)

64 unit 5 a head for business

2.22 Listen to these words and decide if they belong in box 1, 2 or 3.

reduce refer regular relative revalue revalued

8

How money-minded are you? Discuss the questions with a partner.

1 How well do you plan your budget, before a holiday or a shopping trip for example?

2 How careful are you not to overspend? 3 How organised are you with your finances?

Vocabulary

Prefixes This section deals with the meaning and use of the prefixes de-, dis-, mis-, over-, pre-, re-, un- and under-. The pronunciation section focuses on the vowel sound in the prefixes de-, pre- and re-. The target vocabulary and the pronunciation are reviewed on page 68.

4

Read the instructions and do item 1 with the class. Ask students to read items 2–6 and check vocabulary if necessary. Put students into pairs to compare answers.

5



2.20 Play the audio, pausing at the end of each sentence for students to check their answers.

Target vocabulary

ANSWERS

1 disorganised, organise, reorganise calculate

miscount

prepaid

2 calculate, miscalculate, recalculate

charge

organise

recalculate

count

3 estimate, underestimate, overestimate

overcharge

spend

devalue

overestimate

undercharged

4 counted, miscounted, discount

discount

overpay

underestimate

disorganised

overspend

undervalue

estimate

overvalue

unspent

miscalculate

pay

value

5 charge, recharge, overcharged

Tip Read the tip aloud and give three examples from the table in Exercise 2. Nominate students to give other examples from their answers to Exercises 2 and 3 and check their pronunciation.

Optional activity Books closed. Write the prefixes over- and under- on the board. Put students into small groups to brainstorm words beginning with the prefixes. Ask for examples and ask volunteers to give the meanings of the prefixes.

1

Ask students to read meanings 1–8 and identify the part of speech of the words in the box (verb). Read the example and ask students to continue the activity individually.

Pronunciation: /i/, // and /e/ 6



2.21 Students listen to the words, then listen again and repeat. Note that in columns 1 and 2, the emboldened vowel sound occurs in an unstressed syllable. In column 3, it occurs in a stressed syllable.

7



2.22 Play the audio for students to decide which vowel sound occurs in each prefix.

ANSWERS

2 pay

4 calculate

3 estimate 5 value

2

6 count   8 spend

ANSWERS

7 organise

Box 1 /i:/ deforest, deregulate, precooked, prefabricated, revalue, revalued

Go through the table, focusing on the meaning of each prefix. Read the instructions. As a class, brainstorm other words which combine the words in Exercise 1 with the prefixes in the first column. POSSIBLE ANSWERS

discount miscalculate overcharge, overpay, overspend, overvalue recount, reorganise, revalue underestimate, underpay, underspend, undervalue

Box 2 // delight, describe, prepare, prevent, reduce, refer Box 3 /e/ delicate, demonstrate, prejudice, preparation, regular, relative

8



  Read the instructions and questions 1–3. Ask what money-minded means (interested in money and good at getting or saving it). Put students into pairs to discuss the questions. Take feedback by nominating one student to ask a question and another to answer it.

WB For more practice see pages 51 and 53 of the Workbook.

3

Check students have access to a dictionary. You could put students into pairs to work on four prefixes each. Ask for suggestions from the class, checking meaning.

unit 5 T64

Speaking

Regretting and wishing This lesson is based around an informal conversation between two people talking about a job interview.

5

The Life skill in this unit introduces the topic of interview skills, which is developed in the Life skill section on page 88.

1



  Direct students to the photo and put them into pairs to discuss the questions.

2



2.23 Ask students to read and listen to the conversation and check their ideas for Exercise 1. Take feedback.

3

Ask students to read items 1–4 and find the phrases in the conversation.

ANSWERS

1 It didn’t go too well 2 Why? What happened?; What happened next? 3 Well, perhaps it wasn’t as bad as you think; Oh dear; Well, never mind. 4I wish I’d said something positive about the company; If only I’d done a little research beforehand; I wish I’d told her about the summer camp job … .

Useful language Ask students to read the column headings and the expressions. Check understanding as necessary. Ask volunteers to make a full sentence using the first expression in each of columns 1–4.

4



  Ask students how Ana and Paula sounded (Paula: unhappy and wishing she’d been better prepared for the interview; Ana: sympathetic and supportive). Put students into pairs to do the activity.

Put students into pairs to have the conversation in Exercise 2 from memory. Tell them that it doesn’t have to be exactly the same, and that they should try to use one different expression from each of the columns in the Useful language box.

Tip Read the tip aloud and ask students how they can show sympathy (by the tone of their voice and what they say).

T65 unit 5

  Go through the instructions. Ask students to read the list and check vocabulary if necessary. Give students time to choose their three regrets before putting them into pairs. Ask them to take turns telling their partner about their regrets about the job interview. Monitor and check students are sounding sympathetic.

WB For more practice see page 50 of the Workbook.

Life skill Books closed. Write the title Being pro-active on the board and ask students to use the prefix to guess the meaning of pro-active (‘pro-‘ means ‘before’, so being ‘pro-active’ means thinking ahead and/or doing something so you are ready before something happens). Ask students why it’s a good idea to be pro-active (you have more control over a situation rather than simply having to respond).

Identifying the problem 1

Put students into pairs to discuss the questions before asking for volunteers to suggest answers.

2

Read the question and ask for suggestions.

Suggesting a solution 3

Put students into pairs. Monitor and help with ideas. Bring the class together and ask for suggestions. Write key words on the board and take a class vote on the best strategy.

What about you? 4

Optional activity



Put students into pairs or ask volunteers to answer the questions. Nominate other students to ask follow-up questions and to talk about their own experiences.

Interview skills Tell students to read the information. Ask about the meaning of the phrase ‘mental block’ (an inability to remember or think of something you normally can). Ask students how Paula had failed to prepare for her interview (She hadn’t done any research about the company. Also, she hadn’t really thought about the sort of questions the interviewer would ask, so she hadn’t prepared any possible answers).

Speaking

Unit

Life skill

Regretting and wishing 1 2

Being pro-active

Look at the photo. What do you think these people are doing? Why? Discuss with a partner.

Identifying the problem Discuss with a partner.

Read and listen to the conversation. How is it connected to the photo in Exercise 1? 2.23

1

Ana: How did it go?

Paula: Nothing. That was the problem.

Paula: It didn’t go too well, actually.

If only I’d done a little research beforehand!

Ana: Why? What happened ?

wanted the job and my mind went blank. Eventually, I just said, ‘For the money’.

Paula: She asked me about my previous

Ana: Well, perhaps it wasn’t as bad as you think.

Ana: But you have, haven’t you?

Paula: It was. I could see she wasn’t

impressed. I wish I’d said something positive about the company.

And I wish I’d told her about the summer camp job I did last year. Anyway, I didn’t get the job .

Ana: What do you know about the

Ana: Well, never mind. We live and learn!

job. I said I hadn’t worked before. Paula: Yes. I used to walk people’s dogs.

company?

3

1 saying something was bad 2 asking for details

3 making somebody feel better 4 expressing regrets

Useful language

I wish I’d … I wish you would… If only I had… If only they had…

4

Justifying an action

Explaining hopes

Suggesting alternatives

Expressing sympathy

How am I supposed to …?

I had high hopes for …

Why didn’t you …?

That’s so

Suggesting a solution Compare with a partner. 3

How can you avoid having nothing to say? List three strategies.

I was so looking forward to…

You could have …

How was I supposed to …?

What I’d been led to expect was…

Tell your partner or the class. 4

Have you ever had a difficult moment in an interview? What happened?

disappointing! That’s too bad! What a let-down! Well, never mind!

What a shame!

Work with a partner. Practise the conversation in Exercise 2.

Tip Always be sympathetic when people talk about wishes and regrets.

5

Look at the photo. Who is the interviewer? Who is the candidate? How can you tell? The interviewer asks, ‘Do you have any questions about the job?’. You reply, ‘No’. What impression does that give?

What about you?

Find phrases in the conversation for the following functions:

Regretting what happened

2

Ana: Oh dear. What happened next?

Paula: Well, the interviewer asked me why I

5

Work with a partner. Imagine you were given some advice before you went for a job interview. Choose three things you didn’t do from the list below or add your own ideas. Take turns to tell your partner about your regrets.

• • • •

Think of something to say Tell the truth Make a good impression Give clear and informative answers

• • • •

Dress appropriately Make eye contact Ask questions Turn your phone off

Interview skills Being pro-active is the best way to avoid a mental block during an interview. Make sure you do some research about the job you’re applying for and have in mind some relevant questions about it in case you are asked. Remember: if you fail to prepare, you’re preparing to fail!

a head for business unit 5 65

Writing

A letter of application Writing task: write a letter of application for the job of camp counsellor (120 – 150 words).

26 Quakers Court Oxford OX3 2NJ 20th January

Dear Sir/Madam,

Registering for Camp America is your first step towards the summer of a lifetime!

I am writing to apply for the post of Camp Counsellor advertised on your website. As you will see from my attached CV, I am currently completing my high school education. However, I do have relevant work experience. I worked as a team leader at a summer camp in Spain last summer. Additionally, I babysit regularly for friends and neighbours. I am responsible and can deal very successfully with children of all ages.

TO APPLY FOR SUMMER 2016 YOU'LL NEED

In addition to my experience with children, I am a keen sports enthusiast, playing in the school basketball team. I also participate

• Aged 18 by 1st June 2016

• Available to work for a minimum of 9 weeks and until the 15th August (earliest possible end date) • Fluent in English

in a local drama club, and I would be particularly interested in using theatre with children at the camp to prepare a performance of some kind. I speak English fluently and I will be 18 in February.

• Available to depart sometime between 1st May and 20th June 2016

I would be available to work in the USA for any period between 1st May and 15th August. I can supply details of referees and any other information you may require.

CAMP COUNSELLOR JOBS To get a job as a camp counsellor, you must like childr en and have experience working with them. You’ll need lots of energy and should be ready for an exciting, fun, eye-o pening and amazing summer.

I look forward to hearing from you. Yours faithfully,

Nick Dominics Nick Dominics

1

2

Read the information about Camp America, and the letter of application. Do you think the writer is a good candidate? Why / Why not?

c signing off d reason for

experience

3

e skills f interests

writing

Use a formal style when you write a letter of application. Remember not to use contractions.

Writing builder 5

Complete the text with words and phrases from the box.

How are these ideas expressed more formally in the letter?

1 Hi! 2 I’d like the job at Camp America.

3 You’ll see from my CV 4 I’m finishing school at the moment.

5 … and I’m involved

6 I can work … 7 I can send you … 8 if you need anything, …

9 …can’t wait to hear from you.

10 bye

with the drama club nearby.

4

Tip

Which paragraph deals with the points a – f? Find the information in the letter.

a availability b relevant

TO BE:

Study the language in the letter. Find examples of the following:

1 the present continuous

2 adjectives 3 adverbs 66 unit 5 a head for business

4 would (future hypothesis)

5 will (future)

advertisement faithfully

application available

suitable

summarise

When you are writing a letter of 1 application you should always start with Dear Sir / Madam or the name of the person you are writing to. In the opening paragraph, you should state the position for which you are applying 2 and say where you saw the for it. In the next paragraph, you should say you’d like the job, why you 3 are interested in it and why you think you are a 4 candidate. In the third paragraph, you should your qualifications and any relevant experience you have had. Additionally, you could talk about how you will contribute to the success of the company. In the fourth 5 paragraph, say when you are to start work and offer to supply details of referees. Finally, sign off, using Yours sign your name.

6

or Yours sincerely and

Writing

A letter of application In this section students read an advert for a summer job and a letter of application. This serves as a text for analysis and a model for a final writing activity.

4

Put students into pairs to find examples of the different tenses, parts of speech and structures. Ask volunteers to give answers.

The Signposts in writing in this section are reviewed on page 68. There is a guide to writing a letter of application in the Writing guide on page 104.

1

ANSWERS

1 I am writing …; I am currently completing … 2 relevant, responsible, keen, local, interested, available

Before doing Exercise 1, look at the writing task at the top of the page with the class. Explain that the letter they will be looking at is a model answer and that they will write something similar after working through the tasks on the two writing pages. Set a time limit of about two minutes for students to read the information about Camp America and the letter of application and answer the questions. Ask volunteers to give answers and see if the class agrees before feeding back.

3 currently, additionally, regularly, successfully, particularly, fluently 4 I would be particularly interested in …; I would be available to work … 5 As you will see …, I will be 18 in February.

Tip Read the tip aloud and ask students if, in their language, they follow the same convention with regard to a formal style. Ask for examples of informal language and the formal equivalent in their language.

ANSWER

Yes, because the applicant meets all of the conditions stated at the beginning of the advert.

2

Read the instructions and do the first item together as a class. Monitor and help as necessary while students continue individually. Nominate a volunteer to give an answer and ask them to nominate another volunteer to say if they agree or not before feeding back. ANSWERS

a 4  b 2  c 5  d 1  e 2 and 3  f 3 ¡

3

Read the instructions and do the first item together as a class. Set a short time limit of about three minutes to encourage students to scan the letter for the formal equivalents. Ask students to compare answers in pairs before checking as a class.

Writing builder 5

Tell students to read the words in the box before asking them to complete the text individually. Monitor and help as necessary before putting students into pairs to compare answers. Read the paragraph aloud, pausing for students to call out the missing words. Give the correct answer if there is a difference of opinion. ANSWERS

2 advertisement 3 suitable 4 summarise 5 available

ANSWERS

6 faithfully

1 Dear Sir/Madam 2 I am writing to apply for the post of … 3 As you will see from my attached CV, … 4 I am currently completing my high school education. 5 I also participate in a local drama club 6 I would be available to work … 7 I can supply … 8 you may require 9 I look forward to hearing from you. 10 Yours faithfully

unit 5 T66

Writing

Signpost Ask students to read the signpost and find the words and phrases in the letter. Ask students what type of word follows each of the phrases and where they can appear in a sentence.

6

Do the first item with the class. Advise students to read each of items 1–5 in its entirety, focusing on the word that comes immediately after the three signposts, to help them choose the most appropriate one. Monitor and help with vocabulary as necessary. To check answers, ask volunteers to read whole sentences. ANSWERS

1 In addition to 2 Also/Additionally 3 in addition to 4 Also/Additionally 5 Also/Additionally

Improve your writing 7

Do the first item with the class, asking for volunteers to add more information to the sentence. Students continue individually. Monitor and help as necessary before putting students into pairs to compare answers. Nominate individuals to suggest answers.

Useful language Ask students to look at the Useful language box. Write the column headings on the board and give students three minutes to study the phrases. Ask them to close their books and put them into pairs or small groups to write as many phrases as they can remember.

T67 unit 5

Write! 8

Read the task and put students into pairs to follow the stages in STEP 1. Monitor and help with ideas as necessary while students write notes in the structure box. Ask students to follow STEP 2 individually. Suggest they select words and phrases from the Useful language box and the Signpost box, then add them to the appropriate columns of the structure box before they write their first draft. Once students have written their first draft, ask them to review their writing, answering the questions in STEP 3. Tell students to follow STEP 4 by writing a final draft and rechecking their work. They can refer to the Writing guide on page 104. Put students into pairs to read each other’s letter of application. They should imagine they are in charge and decide if they would consider giving the applicant the job. Finally, ask students to write a brief note about their best quality for the job.

WB For more practice see page 52 of the Workbook.

Unit

Write!

Signpost Writers use signposts to help the reader connect ideas by using words and phrases such as: also, in addition to and additionally.

6

5

Complete the sentences with the best signpost of addition. Sometimes more than one answer is possible.

1 (Also / In addition to / Additionally) enjoying working with children, I am very patient.

2 I speak English fluently. (Also / In addition to/

8

Write a letter of application for a job at a summer camp. (120 – 150 words).

Steps STEP 1: Getting ideas

•

3 I am extremely energetic and (also / in addition to /

• •

additionally) being in the school theatre club, I do voluntary work at the local children’s hospital.

•

Additionally), I have a clean driving licence.

4 I am naturally creative. (Also / In addition to / Additionally), I love being challenged by new experiences.

Work with a partner. Brainstorm skills and experience you think would be useful. List some relevant interests. Write a note of some structures and phrases you could use. Write notes in a letter structure box like this.

Reason Skills / Interests Availability Closing for letter experience / CV

5 I have plenty of experience leading a children’s play group. (Also / In addition to / Additionally), I have three younger sisters.

• •

Improve your writing 7

Add more information to the skills below. Use the signposts in the box. Compare with a partner. also

STEP 2: Organising your ideas and writing a first draft

Reread your first draft and answer these questions.

1 2 3 4 5 6

1 I am an enthusiastic member of an amateur dramatic group.

2 3 4 5

Use the formal alternative of the language from Exercise 3.

STEP 3: Reviewing your writing

•

additionally in addition to

Write a first draft of your letter.

I run an arts and crafts group on Saturday mornings. I play several musical instruments. I love reading stories aloud to my brothers and sisters. I organise team-building sports activities at my local gym.

Have you followed the sequence in Exercise 2? Have you used some of the structures in Exercise 4? Have you used some signposts to help your reader? Is your grammar, spelling and punctuation correct? Have you used a consistently formal style? Does each sentence move smoothly to the next?

STEP 4: Writing a final draft

See Writing guide on page 104.

• •

Recheck your work before handing it in. Write a brief note to your teacher about your best quality for a job at a summer camp.

Useful language Introducing the purpose for writing I am writing to …

Giving details of CV and referees … can supply details of … I enclose my CV… (in a posted letter) … my attached CV …(in an email application letter)

Describing skills and experience I am currently …ing

Describing interests and ambitions

Offering

I am committed to +…ing

I would be able to …

I am interested in +…ing I enjoy +…ing

Concluding

I look forward to hearing I would be available from … from you. Yours I would be faithfully, willing to … Yours sincerely,

a head for business unit 5 67

Review

Wish, if only

Business 1

Complete the sentences with words containing the number of letters given.

1 I’m not joking – I really mean business (8)! 2 We're putting our house on the

4

Complete the sentences with the correct form of the verb in brackets.

1 I wish I had studied (study) more before the exam! 2 If only there (be) more hours in the day! 3 I wish you (will stop) talking about your

(6) for

£150,000.

holidays!

3 He was late for work regularly, and in the end, he got the

(4).

4 I wish I 5 If only we 6 I wish I

4 There are fewer people in long-term (10) than before the economic crisis.

5 Martin had a very promising

(6) in the field

of medicine.

6 If you take on an

(8), you’ll have to pay

his or her social security.

5

mis- over- re- under- counted

calculate estimated value charged

1 Britain has decided to devalue the currency in order to make exports more competitive.

2 The votes were

on the evening of the election and had to be counted again.

3 We

the amount of food we’d need for the party, and there was lots left over.

4 My first calculation of my tax bill didn’t look right so I decided to

it.

5 That meal was very cheap – I think they must have us.

Used to, would 3

Put the verbs in the box in the correct form with used to or would. The first letter is given. walk go look hate get enjoy complete care

When I was at primary school, I 1 used to hate sports. I remember we u 2 cross country running, and I w 3 most of the way instead of running. I didn’t u 4 the whole circuit. Instead, I w 5 for a short cut. The sports teacher u 6 very angry with me, but I didn’t u 7 . What about you? Did you u 8 sports?

68 unit 5 a head for business

Find the words in which the vowels in bold are pronounced differently.

1 2 3 4 5 6

Complete the sentences with the words and prefixes in the box. de-

(not tell) Brian about the party! (play) the guitar!

Pronunciation awareness

Prefixes 2

(have) more money!

revalue recharge receive recalculate repay regular referee recipe demand decide design deactivate devalue decorate deforest deregulate prepaid prearranged precooked prevent preoccupied predict pretend prefer

Signposts in writing 6

Choose the best signpost of addition to complete the sentences. Sometimes more than one answer is possible.

1 I attend French classes at night-school also / in addition to / additionally studying English at school.

2 I lead a local young person’s orchestra. Also / In addition to / Additionally, I’m a member of the school choir.

3 I worked as a team leader at a summer camp last year. Also / In addition to / Additionally being a qualified swimming instructor, I have a certificate in First Aid.

4 Also / In addition to / Additionally running a drama group at my local theatre, I help people make costumes for the annual summer play.

5 In my free time, I really enjoy teaching young children to read and I also / in addition to / additionally go to keep-fit classes.

Review

The review section for the unit includes further practice activities for the following language areas: Vocabulary: business (page 60); prefixes (page 64)

Wish, if only 4

Grammar: used to, would (page 62); wish, if only (page 63) Pronunciation awareness: /i/, // and /e/ (page 64) Signposts in writing: addition (page 67)

Business 1

Read the instructions and the example. Tell students to read each sentence in its entirety and to think about whether the regret or wish relates to the past or the present.

ANSWERS

2 were 3 would stop

Read the instructions and the example. Tell students to read each of the sentences in its entirety before they decide on the missing word.

4 had 5 hadn’t told 6 could play

ANSWERS

2 market

4 employment

3 sack

5 career

6 employee

Pronunciation awareness 5

Prefixes 2

Read the instructions and the example. Advise students to use the prefixes and the words in the box to make new words before they continue. Tell them to read each sentence in its entirety before they decide on the missing word.

Read the instructions and the example. Advise students to say the words quietly to themselves while they are doing the exercise.

ANSWERS

2 repay 3 deactivate 4 decorate 5 prevent

ANSWERS

6 preoccupied

2 miscounted

4 recalculate

3 overestimated

5 undercharged

Used to, would 3

Signposts in writing 6

Read the instructions and the example. Students continue individually. After checking answers, ask students if they enjoyed sports when they were younger.

Tell students to read each of items 1–5 in its entirety before they decide on the correct answer.

ANSWERS

2 Also/Additionally 3 In addition to 4 In addition to

ANSWERS

2 used to go

6 used to get

3 would walk

7 use to care

4 use to complete

8 use to enjoy

5 also

5 would look

unit 5 T68

Unit 6

In the spotlight The theme of this unit is entertainment, and the title In the spotlight is an expression which means to get attention and interest from the public.

UNIT OBJECTIVES: Vocabulary Grammar Reading Exam focus Listening Speaking Pronunciation Writing Get it right Life skill

entertainment; word building (compound adjectives) comparatives, get + comparative + and + comparative, (not) as … as, superlatives a text on an arts festival: ‘When Edinburgh becomes the capital of comedy’ antonyms listening to a radio interview inviting and responding to invitations than and as writing a critical review the superlative; the same as communication skills

The two videos for this unit are: v1

v2

Tell us about an event you were invited to It is recommended that students watch this video and do the corresponding worksheet after completing the Speaking tasks on page 77. Make it big in the movies This video and its worksheet are best done at the end of the unit. An augmented reality link to both videos is included on the Student’s Book page opposite.

CLASS DISCUSSION Use the photo as a point of departure for a class discussion. Ask the questions on the page and some or all of the extra questions below. Some possible answers are given in italics. Give the students space to lead the conversation off in other directions, but staying within the theme.

• •

• •

Where are these people? on stage in a large theatre during a performance or a dress rehearsal What do they look like? The four we can see are white adults wearing period costumes from 200 years ago or more; the two men are wearing white wigs, long coats, trousers to the knee, loose shirts with large cuffs and stockings; one of the women is wearing a maid’s apron, a headscarf and a dark blue shirt. What does it take to be a good performer? good acting (and singing and dancing) skills, energy, determination, dedication When was the last time you went to the theatre? What did you go and see? Why? What was it like? Would you recommend it to anyone?

As the discussion proceeds, write some of the key words and phrases that come up on the board. At the end of the discussion, you could take a photo of it or ask students to do so. You could show this photo at the beginning of the next class and ask students to remember what the words and phrases were about. POSSIBLE ANSWERS

What are the people doing? performing on stage; facing the audience with open arms; doing a choreographed routine, possibly singing Which play do you think they are performing? It could be a musical because they seem to be singing – perhaps ‘Les Misérables’; it could be an operetta or ‘zarzuela’. How do you think they are feeling? excited; very happy; nervous

WB For more class discussion, you can ask students to do the quiz on entertainment on page 54 of the Workbook.

T69 UNIT 6

Unit 6

In the spotlight UNIT OBJECTIVES

•

find out about entertainment read and understand a text on entertainment topic words: entertainment listen to a radio interview grammar: comparatives and superlatives word building: compound adjectives speaking: inviting and responding to invitations writing: a critical review life skill: communication skills

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Look at the photo. Talk to your partner for one minute about what you can see.

VIDEO 1

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VIDEO 2

Think about these questions: • what are the people doing? • which play do you think they are performing? • how do you think they are feeling? Have you ever performed on stage?

69 in the spotlight unit 6 69

Reading

1

Look at the photos, title and first paragraph. What do you think the rest of the text will be about? Compare and discuss with a partner.

2

1 2 3 4 5

Exam focus: antonyms 6

Read the words highlighted in green in the text. Match them with the definitions in the box. Then read the sentences containing the words. Are your answers correct?

1 Think about different meanings of the given word. 2 Decide if the given word is positive, negative or

attract attention or interest (v)

3 Look closely at the text for words related to the

neutral. If it is positive, the antonym will be the negative. If negative, the antonym will be positive. meaning of the given word.

the focus of public attention and interest (n)

4 Check the meaning of the antonym in a dictionary.

a part of something larger (n) to seem completely unimportant (v) an amount of time which is officially allowed for a single event in a planned order of events (n)

7

and performers (n)

8 a large round container (n)

3

Translate the highlighted words in Exercise 2 into your language.

4

Read the text quickly – in about three minutes! Was your answer to Exercise 1 correct?

8

of the Edinburgh Comedy Awards.

5 The Fringe award in Edinburgh is insignificant compared to the other awards.

Tip An antonym has the opposite meaning to another word. Thinking about antonyms can help you understand new vocabulary.

70 unit 6 in the spotlight

uncreative (paragraph 4) imperfect (paragraph 5)

Answer the questions according to the information in the text. Use your own words.

2 Why do new comedians like The Fringe? 3 What makes performing at the festival difficult for new comedians?

4 How was Bridget Christie's show described? 5 What does Steve Coogan mean when he says ‘You can really go from zero to hero in four weeks.’?

from all over the world.

3 All the venues for shows have large audiences. 4 Most comedians are hoping to be nominated for one

easiest (paragraph 3) insignificant (paragraph 3)

in August?

1 People who arrive at the Edinburgh Festival come well-known.

unpopular (paragraph 2)

1 What do you think the writer thinks about Edinburgh

2.24 Read the text again and listen. Are the following statements true or false? Copy the evidence from the text.

2 Comedians who perform at the festival never become

Find antonyms for the following words in the text. Follow stages 1 – 4 in Exercise 6.

1 2 3 4 5

6 morally correct (adj) 7 someone who introduces guests

5

Follow stages 1 – 4 for finding an antonym for the word tense in paragraph 1.

9

Why, in the writer’s opinion, is Edinburgh the Capital of Comedy? Compare and discuss with a partner.

Phrasal verbs turn up: arrive go on to do sth: to do something else in the future slip away: if someone’s power or the possibility of them winning or achieving something slips away, it disappears turn into: to change to become someone or something different

Reading

In this section students read a magazine article, When Edinburgh becomes the capital of comedy, which is about how the Scottish city changes when the Festival takes place. They are given phrasal verbs which appear in the text, along with their meanings.

ANSWERS

1 True. ‘turn up from all corners of the globe’ (lines 10–11) 2 False. ‘Many …. names.’ (lines 24–26)

If students enjoy reading this article, ask them to type ‘Edinburgh Festival’ in a search engine to find more articles.

1

2



  Direct students to the title, first paragraph and photos in the article. Put them into pairs to discuss what they think the article is about. Take suggestions. Do not over-correct students’ accuracy, but help them get their ideas across. Do not feed back at this stage.

Read the instructions and monitor and help with vocabulary if necessary while students match the words in green in the text with a definition from 1–8. Advise students to use the part of speech information to help them find the corresponding word in the text. Suggest students substitute the meanings for the words in the text to check that the general idea makes sense. Ask volunteers to give answers and check pronunciation as necessary.

3 False. ‘Those who … to an audience of three’ (lines 43–46) 4 True. ‘Most of the … Comedy Awards.’ (lines 47–52) 5 False. ‘Other awards pale … award.’ (lines 70–72)

Tip Read the tip aloud. Explain that reading parts of a text carefully and thinking about words with opposite meanings can help students get the general idea of a word that they don’t understand.

Exam focus: antonyms 6

Work through stages 1–4 as a class, using the example given. Elicit these answers at each stage (1 ‘tense’ = not relaxed, uneasy, nervous, anxious; 2 ‘tense’ = negative; 3 ‘laid-back’; 4 ‘laid-back’ = relaxed).

7

Monitor and help students work through stages 1–4 in Exercise 6 as they do the activity individually. Ask students to compare answers in pairs. Take feedback.

ANSWERS

3

1 draw

5 slot

2 limelight

6 righteous

3 branch

7 host

4 pale

8 cauldron

ANSWERS

Monitor and help as students translate the highlighted words in Exercise 2. Ask volunteers to give answers and work towards a consensus with the class.

4

Remind students that to get the general idea of a text, they should first read it quickly. Ask students to read and check their answer to Exercise 1. Ask two or three volunteers to give answers and their reasons. Ask volunteers to explain the meaning of the unit title ‘In the spotlight’ (to get a lot of attention from the public).

5



2.24 Ask students to read statements 1–5. Advise them to look at key words to focus their reading and listening. Play the audio for students to listen and read. Ask them to compare their answers with a partner and locate the corresponding evidence in the text before giving them the option of a second listening. Ask volunteers to give answers and nominate individuals to say if they agree before feeding back.

1 popular

4 imaginative

2 toughest

5 polished

3 biggest

8

Read the instructions and stress that students should use their own words to answer questions 1–5. Monitor and help as necessary before asking for volunteers to give answers. For each answer, ask a second volunteer to say if they agree and invite them to suggest an alternative if they disagree before feeding back. ANSWERS

1 It’s exciting. 2 They have a chance of becoming famous if they take part in it. 3 They have to perform nearly every day for three weeks. 4 It was an hour-long show on the topic of female equality; Christie is angry but funny in a creative way. 5 A comedian could start off being unknown and become really famous by the end of the festival.

unit 6 T70

Reading

9

Read the instructions and set a short time limit of about three minutes for students to think about their answer to the question. Put students into pairs to compare and discuss answers. Monitor and give positive feedback where possible before inviting students to share their ideas with the class.

Optional activity Put students into pairs or small groups to say whether or not they would like to go to the festival and give reasons. Bring the class together and take a class vote. Nominate individual students to give their reasons.

Phrasal verbs Ask students to read the definitions of the phrasal verbs, then read the sentences in which they appear in the text (highlighted in yellow) to see them in context. Give more example sentences with the verbs if necessary. (He turned up late for the meeting. After the local event, she went on to win the national competition. I slipped away from the party when no one was looking. Dinner with my old school friend turned into a very late night out.) There is a practice exercise for these phrasal verbs on page 72 so there is no need to get the students to practise using them yet. However you might, at this point, want to familiarise them a little more with these verbs by doing one of the following tasks: 1 Put students into pairs to find the subject and/or object of each of the phrasal verbs in the text. 2 Give students a couple of minutes to memorise the particle that goes with each phrasal verb, then ask them to close their books and test each other.

T71 UNIT 6

Streetwise Read the information about the use of hopefuls and the example. Ask students to make other sentences containing the noun.

Get it right Read through the right and wrong sentences and ask why the second sentence is wrong (the superlative of regular one-syllable adjectives is formed by adding ‘-est’). Ask volunteers to make sentences about different events or places using these superlative forms: the biggest, the smallest, the longest, the most exciting, the most boring.

WB For more practice see pages 56-57 of the Workbook.

Unit

6

When Edinburgh becomes the capital of comedy

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10

15

20

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Streetwise hopefuls A hopeful is a person who is trying to get a part in a film, play or famous sports team. … new comedy hopefuls have to take to the stage …

Get it right

30

35

40

We say: ✓It’s the biggest comedy event in the world.

✗ It’s the more bigger comedy event in the world.

45

F

or most of the year, Most of the new comedy acts Edinburgh is one of the appearing in Edinburgh will be most laid-back capital looking for a place in the limelight, cities, thanks to its 50 and this means getting your name relatively small population. But when on the shortlist for the Edinburgh August arrives, it’s all change. There Comedy Awards. This offers not only are twice as many people, and the a chance to get noticed but also the atmosphere gets a whole lot livelier. opportunity to come first and win the 55 £10,000 prize. This year, the prize was It’s the largest arts celebration in the world, and performers turn up won by Bridget Christie, whose show from all corners of the globe. They was described as 'an hour of feminist call it ‘The Festival’, but in reality, it’s a comedy which is as full of imaginative collection of simultaneous festivals, jokes as it is of righteous anger'. one for each branch of the arts, and 60 Past award winner Steve Coogan it’s the highlight of the city’s cultural attended this year’s awards as the host calendar. One particularly popular at the prize-giving ceremony. After branch of the festival is known as ‘The seeing some of this year’s acts, Coogan Fringe’, and it’s the largest comedy was enthusiastic: ‘I get excited when 65 I see comedians doing something gathering in the world. The Fringe has become more and new rather than something polished’. more popular among comedians since Coogan, who won the award 21 years the 1980s because it has acquired a ago, said, ‘My memory of it is that it is reputation as the best place to launch a one of the most exciting things that career. Many of the acts who have won 70 happens to you. Other awards pale awards here in the past have gone on into insignificance compared to The to become household names – the likes Fringe award in Edinburgh because of Frank Skinner, Steve Coogan and it is such an exciting Lee Evans. Of course, for every success cauldron of talent’, he 75 explained, ‘You can story, there are many more who slip away into anonymity as soon as the really go from festival is over, but it is, nevertheless, zero to hero the opportunity of a lifetime. in four weeks’. If Edinburgh is the biggest comedy Truly, in August, event in the world, it’s also perhaps the 80 Edinburgh turns toughest. Few comedy festivals last into the capital longer than a week, but at The Fringe, of comedy. new comedy hopefuls have to take to the stage and make the audience laugh for 20 minutes a day, six days a week, for a three-week stretch. The luckier ones get an evening slot at one of the more prestigious venues, where they will draw a crowd. Those who are less fortunate may find themselves performing in a dark pub cellar in the early afternoon to an audience of three.

in the spotlight unit 6 71

Vocabulary

Entertainment 1

Match the words in the box with their meanings. applause encore ovation

1 2 3 4 5 6 7 8

audience highlight

catapulted

4

1–b

curtain dimmed

1 2 3 4 5 6

household name limelight

performer row

spotlight stage

wings

become less bright – dimmed a circle of bright light created by a lamp an extra song or piece of music at the end of a show the side parts of a stage a famous person that most people know of

5

thrown with great force

part of something

2

a b c d e f

a polished a standing centre rapturous the front

applause of excitement ovation performance row stage

Complete the sentences with collocations from Exercise 4. audience.

an occasion when people express great enjoyment usually by clapping

a large screen of heavy material in a theatre

a buzz

1 The concert ended to rapturous applause from the

public attention and interest

2 Steve Coogan took

at The Fringe award

ceremony.

9 the people who are watching a performance 10 the noise of many people clapping their hands 11 the best or most exciting, entertaining or interesting 12 13 14 15

Find the collocations in the two columns.

3 I was lucky enough to get a seat on . 4 There was at the stage door as people waited to see the singer walk out.

6

Choose the best adjective. You may use a dictionary.

1 People were rolling in the aisles during the comedian’s

a line of seats placed next to each other

(hilarious / laid-back / gripping / cult) performance.

a high area where actors perform

2 The show received very poor reviews. One critic said it was

an entertainer

(cutting-edge / enthralling / nothing special / well-known).

3 Many (best-selling / topical / sell-out / spellbinding)

Complete the text with the words from Exercise 1. You don't need to use all of the words.

authors appear at the literary festival.

4 The lead actress gave a (well-known / spellbinding /cult / nothing special) performance as Lady McBeth.

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There was a buzz of excitement in the crowd as the lights dimmed and the 1 curtain was raised. On stage, there was nothing but a solitary microphone 2 3 standing in the appeared . Then, the from the wings and took centre stage. She seemed shy and ordinary, but when she began to sing, you could understand how this young woman had been 4 catapulted into the almost overnight. The 5 was enthralled. She finished to rapturous 6 7 , and flowers were thrown onto the 8 9 from the front . There was a standing as she bowed and walked off, leaving people begging for an 10 . Everyone agreed that her 11 of the polished performance had been the festival and she was destined to become a 12 . Then she woke up – it had all been a dream!

Find synonyms for these adjectives from Exercise 6.

1 2 3 4

8

funny – hilarious exciting famous ordinary

Tell a partner about a live performance that you have seen. Use as many words from this page as possible.

PV

9

Make sentences from the box.

1 You never know

2.25

Listen and check your answers.

72 unit 6 in the spotlight

a serious drama.

which celebrities will

2 The actor 3 He was catapulted

went

into the limelight but quickly

turn

4 The series started

3

5 popular 6 relaxed 7 up-to-date

out as a comedy but gradually

slipped turned

away at the Oscar awards. into to perform on all over the up world. into anonymity.

Vocabulary

Entertainment This section deals with vocabulary connected to entertainment. The phrasal verbs section recycles language from the magazine article When Edinburgh becomes the capital of comedy. The target vocabulary from the lesson is reviewed on page 80.

ANSWERS

2 d   3 c   4 f   5 a   6 e

5

Read the instructions and the example before asking students to complete the activity.

Target vocabulary applause

encore

rapturous

audience

enthralling

row

best-selling

gripping

sell-out

highlight

spellbinding

hilarious

spotlight

catapulted

ANSWERS

household name

stage

centre stage

limelight

a standing ovation

2 nothing special  3 best-selling  4 spellbinding

cult

laid-back

topical

curtain

performer

well-known

cutting-edge

a polished performance

wings

6

7

Put students into pairs to do the activity.

Put students into pairs to do the activity, using dictionaries to help if necessary. ANSWERS

2 gripping  4 nothing special  6 laid-back

Check students have access to a dictionary before going through the instructions and the example with the class. ANSWERS

2 spotlight

6 catapulted

11 highlight

3 encore

7 limelight

12 curtain

4 wings

8 ovation

13 row

5 household name

9 audience

14 stage

10 applause

15 performer

2

Tell students to complete the text with some of the words from Exercise 1 and compare answers in pairs.

3



2.25 Play the audio for students to listen and check.

ANSWERS

2 spotlight

6 applause

10 encore

3 performer

7 stage

11 highlight

4 limelight

8 row

5 audience

9 ovation

12 household name.

The audio script can be found on page T117.

4

2 centre stage  3 the front row  4 a buzz of excitement

a buzz of excitement

dimmed

1

ANSWERS

Ask students to find a buzz of excitement in the text in Exercise 2, then tell them to guess the other collocations before reading the text to check.

3 well-known  5 best-selling/cult  7 topical

8



9

Refer students back to the Phrasal verbs box on page 70 to revise meaning.

  Read the instructions and give students time to make a note of key vocabulary. Put them into pairs to tell each other about the performance.

ANSWERS

1 You never know which celebrities will turn up at the Oscar awards. 2 The actor went on to perform all over the world. 3 He was catapulted into the limelight but quickly slipped away into anonymity. 4 The series started out as a comedy but gradually turned into a serious drama.

Optional activity Vocabulary extension. Give students this entertainment vocabulary: aisle, box, boo, stalls. Ask them to check the meaning of the words in their dictionaries and to write a sentence using each one.

WB For more practice see pages 55 and 63 of the Workbook.

unit 6 T72

Listening

A radio interview In this section students listen to a radio interview about stage fright with a psychologist who has worked with many star performers.

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Optional activity Books closed. Ask students if they have ever been on stage. Ask them to tell the class what they had to do and how they and any other performers felt before the performance started.

1

2





  Read the instructions and direct students to the words and phrases in the photo. Put students into pairs to decide what the interview might be about. Monitor and help students get their ideas across before taking feedback.

ANSWERS



6

2.26 Play the first part of the interview and ask students to check their ideas in Exercise 1 and compare them with a partner. Ask volunteers to report back to the class.

4



2.27 Tell students to read questions 1–5 and the answer options. Remind them to think about key words and phrases to focus their listening and also to highlight the differences between the options. Remind students that they might hear the information expressed in a different way from the wording of the options. Play the second part of the interview for students to complete the activity. Ask them to compare answers in pairs before taking feedback. ANSWERS

1 c   2 a   3 c   4 d   5 c

Tip Read the information and ask students if they remember any of the key words that helped them do Exercises 3 and 4.

T73 unit 6

2 you’ll feel

4 their own lives

Do the first item with the class. Put students into pairs to complete the exercise. Tell them that they can use dictionaries or the internet to help. Check answers. ANSWERS

Optional activity Ask volunteers to make their own sentences containing the different idioms.

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The correct order is 4, 2, 1, 5, 3. The audio script can be found on page T118.

3 think about

1 d   2 a   3 e   4 b   5 c

2.27 Ask students to read topics 1–5 and check vocabulary if necessary. Play the second part of the interview for students to listen and put the topics in order. Check answers and ask students if they remember any key words which helped them do the activity. ANSWERS

1 has to do

Idioms

The audio script can be found on pages T117-T118.

3

2.27 Go through the instructions. Remind students that in each case they should write no more than three words, which express the idea in the listening and which make a grammatically correct sentence. Play the audio and ask students to compare answers in pairs before taking feedback.

  Put students into pairs to discuss the questions. Monitor and encourage students to give reasons for their opinions. Bring the class together and ask volunteers to report their discussions to the class.

Reflection 8



  Put students into pairs to read the strategies. Ask them which they felt helped them do the listening activities. Ask them to choose one strategy they will try next time.

Optional activity Tell students to look again at the advice the psychologist gives in Exercise 3. Ask them to put the points in order of importance for themselves if they had to give a mini presentation. Put students into pairs or small groups to discuss which is the most and least useful piece of advice.

WB For more practice see page 60 of the Workbook.

Listening

Unit

6

STAGE FRIGHT

A radio interview

ANXIETY ON STAGE

1

You will hear the beginning of a radio interview in which the speakers use the following words and phrases in the photo. What do you think the interview will be about? Discuss with a partner.

2

Listen to the first part of the interview. Does it confirm your ideas? Compare and discuss with a partner.

3

Listen to the second part of the interview. Put the following topics in the order you hear them.

2.26

EXCITEMENT PERFORMING Tip To check you have correctly understood the topic, first listen for key words and then for more vocabulary connected to the topic.

2.27

1 being prepared 2 reacting to people 3 looking at the

4 breathing techniques 5 working with your fears

5

whole picture

4

1 The first thing a performer

Listen to the second part again. Choose the best answer according to the interview. 2.27

2 The more you make eye-contact, the better . 3 Artists are usually so well prepared, they don’t have to

have to learn to breathe?

the order of their songs when they are on

It’s a physical act of performing.

stage.

We need body-relaxing techniques.

4 The audience have

We already know how to do it. We need to pay attention to it.

2 How will making eye contact help a performer? a It’ll make you feel better. b It’ll make the audience feel better. c It’ll make the audience react. d It’ll make people smile. 3 What impression do people often get when great

6

right now, you know, butterflies in my stomach.

2 3 4 5

they are performing.

a b c d e

d The artists aren’t prepared. 4 What should people do if they feel afraid performing in public? Have a drink to help them relax. Work harder. Remember that the feeling is normal.

5 What should an artist do if people in the audience talk to each other during their performance?

a b c d

Leave the stage. Start a conversation with the audience. Focus on people who are paying attention. Think about other problems.

Read these extracts from the interview. Match the idioms in bold with their meanings.

1 I do have a bit of adrenaline pumping round my body

a The artists haven’t planned which songs they will sing. b The artists have practised their songs in order. c The artists are inventing the order of their songs as

Fight against the feeling.

to think about as well.

Idioms

artists are performing?

a b c d

is improve their

breathing habits.

1 Why does Irene comment that it’s strange to say we a b c d

2.27 Listen to the second part of the interview again and complete the sentences. Write no more than three words for each space. Compare with a partner.

7

… so all that talent goes down the drain. … to help them get to grips with their anxiety. Can you suggest any tricks of the trade? … you often get the impression that they’re making it up as they go along. be totally wasted special techniques known by experts do something without planning it a nervous feeling before doing something important deal with

Do you think Irene Coleman’s advice is good? Why / Why not? Compare and discuss with a partner.

Reflection 8

• • •

What helped you understand the listening? Thinking about the topic before listening. Listening for key words. Listening for vocabulary connected to the topic.

in the spotlight unit 6 73

Grammar

Comparatives and superlatives Get + comparative + and + comparative

Comparatives 1

Read the sentences and answer the questions. TV screens are bigger than they used to be.

5

Computer games are more sophisticated than they were in the past.

The tickets are getting more and more expensive every season. This series is getting better and better.

Mobile phones are often less expensive than they were.

1 Which verb is used to describe a gradual process? 2 How many times is the comparative used?

Special effects in films are much better these days.

1 2 3 4

When do you use more before a comparative? Which comparative is irregular?

Read the sentences and answer the questions.

See Language reference on page 99.

What is the opposite of more?

6

How do you say very before a comparative?

See Language reference on page 99.

Rewrite the sentences using get and the comparative of the adjectives in brackets.

1 Christmas is approaching. (near) Christmas is getting nearer and nearer.

2

Make more sentences about the photos using the adjectives in the box. Compare with a partner. bad

big

popular

clear realistic

expensive good small

2 We are all ageing all the time. (old) 3 The applause gradually increased in volume. (loud)

Tip

sophisticated

Notice how the + comparative is used to show that one change is connected to another. The more you talk to them, the better you’ll feel.

The picture on a TV is much clearer now than it used to be.

a

b

See Language reference on page 99.

7 The pasT

e

d

Today

c

Rewrite the sentences using the adjective or adverb in brackets with the + comparative.

1 (near) we came to the opening night, (nervous) I became. The nearer we came to the opening night, the more nervous I became.

2 (well-prepared) you are, (good) it will be. 3 (anxious) you are, (bad) your performance.

f

Tip 3

2.28 Read the sentences. All of the options in brackets are possible alternatives. Listen and indicate the alternative you hear.

1 Game of Thrones was fantastic. 2 Yes, but Marco Polo is (far better / much better / better by far).

3 Well, I think Game of Thrones was (slightly better / a little better/ a bit better), myself.

4 To me, Game of Thrones is (no better /n’t any better) than Breaking Bad.

4

We use as … + as … to compare equivalent aspects of two things. The film is as good as the book. Notice that you can use not as . . . as or not so . . . as instead of the comparative. Jim Carey isn’t as / so funny as Rowan Atkinson.

Work with a partner. Have similar conversations to the one in Exercise 3 about films or TV. Try to use all of the expressions in brackets.

74 unit 6 in the spotlight

See Language reference on page 99.

(Not) as . . . as 8

Rewrite the sentences using not as …

1 The book’s better than the film. The film isn’t as good as the book.

2 Modern dance is more exciting than ballet. 3 The opera is more expensive than the theatre.

Grammar

Comparatives and superlatives In this grammar lesson students will study various comparative and superlative structures.

ANSWERS

1 are/is getting   2 twice

The pronunciation section focuses on than and as, which are pronounced very weakly when comparisons are being made. The grammar and pronunciation are reviewed on page 80.

6

The Language reference section can be found on page 99.

Read the instructions and the example sentence before asking students to complete the activity.

Comparatives 1

ANSWERS

2 We are all getting older and older.

Read questions 1–4 with the class. Refer students to the Language reference section on page 99 if necessary. ANSWERS

1 when the adjective contains two or more syllables

3 The applause gradually got louder and louder.

Tip Read the tip and the example sentence aloud. Ask students to complete these sentences The more I read, …; The more I see, … and compare their ideas with a partner.

2 better: comparative form of good  3 less  4 much

2



  Tell students to look at the photos. Read the example sentence before asking students to make more comparative sentences using the adjectives in the box.

7

POSSIBLE ANSWERS

Computer games used to be much worse than they are now.

Read the instructions and the example sentence and ask Why is he/she becoming more nervous? (Because the opening night is getting nearer.) Direct students to the Language reference section on page 99 as necessary while they continue individually.

Special effects in films are much more realistic than they used to be.

ANSWERS

Mobile phones used to be less popular than they are today.

2 The more well-prepared you are, the better it will be. 3 The more anxious you are, the worse your performance.

TV screens used to be smaller than they are these days.

3



2.28 Ask students to read the sentences and say which set of options mean not very different (those in 3); the same (those in 4); very different (those in 2). Play the audio for students to listen and identify the options they hear.

(Not) as … as Tip Read the tip and the example sentences aloud. Ask students how they would say The film is worse than the book using as … as (The film isn’t as good as the book). Direct students to the Language reference section on page 99 if necessary.

ANSWERS

2 far better   3 a bit better   4 n’t any better The audio script can be found on page T118.

4



  Put students into pairs to have similar conversations about films or TV programmes.

Get + comparative + and + comparative 5

Read the sentences and questions 1 and 2 with the class before students continue individually. For more information, refer them to the Language reference section on page 99.

8

Go through the instructions and the example before asking students to continue individually.

9



2.29 Play the audio for students to listen and check. ANSWERS

2 Ballet isn’t as exciting as modern dance. 3 The theatre isn’t as expensive as the opera. The audio script can be found on page T118.

unit 6 T74

Grammar

Pronunciation: than and as 10

2.29 Play the audio again. Ask students to repeat the sentences, making sure they weaken than and as.

Superlatives 13

Write the example sentences on the board and ask students to identify the adjectives (largest, relaxing, best). Ask volunteers to answer the questions. Refer students to the Language reference section on page 99 for further information.

Tip Read the tip aloud and point out that in comparative sentences we often hear a lot of unstressed syllables together, as in the example, where there are three unstressed syllables.

11

2.30 Go through the instructions and item 1, demonstrating the stress pattern for each phrase. Play the audio for students to identify the odd one out.

ANSWERS

1 adj + -est + noun; most + adj + noun

14

Read the instructions and the example. Students continue individually. POSSIBLE ANSWERS

ANSWERS

2 The River Nile is the longest river in the world.

2 nicer than spring

3 Russia is the biggest country in the world.

3 twice as far

4 The Pacific Ocean is the biggest sea in the world.

4 livelier than the first

Tip Ask volunteers to look at the information in the box in Exercise 12 and make one or two similar sentences using as.

12

2 the

5 Antarctica is the most southern continent in the world.

15

Check vocabulary as necessary and monitor and help while students do the activity.

16

2.31 Play the audio for students to listen and check.

Read the instructions and the example. Put students into pairs to do the activity.

ANSWERS

2 largest

3 most popular

5 most exciting

POSSIBLE ANSWERS

4 toughest

6 most well-known

Europe is nearly as big as Brazil. Europe is nowhere near as hot as Africa.

The audio script can be found on page T118.

Madrid is almost as expensive as London. Madrid is just as busy as Paris.

Optional activity

Moscow is three times as far as London. Spain is nearly as hot as Brazil.

Ask students which is the coldest, wettest, driest and warmest month in their country.

English is at least as difficult as Spanish. Edinburgh is almost as big as Seville.

17

Get it right Read through the right and wrong sentences and ask why the second sentence is wrong (‘como’ is the equivalent of ‘like’ in some contexts and ‘as’ in other contexts). Ask students to make other sentences with the same as.

T75 UNIT 6

Tell students to read questions 1–4. Give them two minutes’ thinking time before putting them into pairs to ask and answer.

WB For more practice of all the grammar see pages 58-59 and 63 of the Workbook.

Unit

9

2.29

Get it right

Listen and check your answers.

Pronunciation: than and as 10

Listen again. Notice that the pronunciation of than and as is very weak. Try saying the sentences in Exercise 8 yourself.

We say: ✓ It’s the same as the film. ✗ It’s the same like the film.

2.29

Tip Content words such as verbs, nouns and adjectives are normally stressed on one syllable. Grammatical words like a, the, than, as, of, is, he etc. are normally unstressed better than the film = ● ● ● ● ●

11

Listen and decide which phrase does not have the stress pattern shown.

Superlatives 13

almost as hot

2 ● ● ● ● ● nicer than spring, funnier than that, further

Learning to breathe properly is the most relaxing thing I've ever done. He was the best in the show.

1 How do you form the superlative? 2 Which word normally goes before it in a sentence? See Language reference on page 99.

14

● ● ● ● twice as far, as cold as ice, at least as good, as hard as rock

4

●

Mount Everest is the highest mountain in the world.

2 The River Nile

●●●●

the same as the film, livelier than the first, as long as you know, it’s better than that

15

Tip

Madrid is nowhere near as busy as London.

3

4

5

not Europe is Madrid is Moscow is Spain is English is Edinburgh is

almost

expensive

twice

hot

three times

far

nearly

as

big

just

busy

at least

nice

nowhere near

difficult

Complete the text with the superlative form of the adjectives in the box.

Edinburgh is one of the 1 most relaxed and laid-back of capital cities, except at festival time. The Edinburgh 2 festival is the arts celebration in the world, 3 and one of the parts of it is the comedy. But for the comedians, The Fringe 4 is perhaps the comedy event they’ll experience because the competition for an award is intense. Winning 5 an award is one of the things that can happen to an up-and-coming comedian. Many of Britain’s 6 household names started their careers in this way.

Work with a partner and make sentences from the box. You can use your own ideas too.

2

3 Russia 4 The Pacific Ocean 5 Antarctica

exciting large popular relaxed tough well-known

Note that before as, you can often use words and phrases like not, almost, twice, at least, etc. There are twice as many people here today. London is at least as big as Paris.

1

Make sentences about these things.

1 Mount Everest

than we thought, higher than the moon

3

Read the sentences and answer the questions. It’s the largest arts celebration in the world.

2.30

1 ● ● ● ● better by far, as tall as me, bigger than Spain,

12

6

as Africa. as Seville. as Paris. as Brazil. as Spanish. as London.

16

2.31

17

Listen and check your answers.

Work with a partner. Ask and answer the questions.

1 2 3 4

Which recent film do you think is the most exciting? Which do you think is the best band at the moment? Who do you think is the funniest comedian? What’s the worst show you’ve ever been to?

in the spotlight unit 6 75

Vocabulary

Compound adjectives 1

Match the compound adjectives in the box with the meanings.

5

best-selling cutting-edge full-length mind-numbing page-turning top-quality

1 2 3 4

quick-witted rib-tickling

run-of-the-mill

state-of-the-art tear-jerking

wheelchair-friendly

1 very modern

7 not shortened 8 very popular 9 good for disabled

state-of-the-art

2 fast thinking 3 makes you want to

Some parts of compound adjectives, such as well, occur in many other adjectives. Look at these adjectives and say what they mean.

10 makes you laugh 11 dull and ordinary 12 of the best possible

4 extremely boring 5 very modern 6 causes you to cry

standard

Complete the sentences with parts of the compound adjectives in the box. art

best

edge

mind quality

friendly

6

well-kept well-read

well-loved well-behaved well-dressed

Find one part of a compound adjective from Exercise 1 which will fit with all the words in each list below. Explain what the compound adjectives mean. You may use a dictionary. -length

-time

-bodied

-scale

-numbing

-blowing -boggling

-altering

-quality

-heavy

full-

-notch

-of-the-range

wheelchair- user-

child-

eco-

full-

knee-

shoulder-

floor-

top-

poor-

high-

good-

Tip The compound adjective ending –friendly is particularly generative. People often create new adjectives with this ending, and it’s easy to guess the meaning, for example, It’s a very bike-friendly city. (It’s a good city to ride a bike in).

full

quick tear

well-fed

well-built

In compounds with well- (and many others too): - use a hyphen before a noun: a well-behaved child - don’t use a hyphen after a noun: a child who is well behaved

1 2 3 4 5 6

2

5 6 7 8

Tip

people

keep reading

well-known

turning

1 It was a mind-numbing script and the acting was very run-of-the-mill.

2 It’s a real 3 It was a

-selling, page-

thriller.

-length epic with a really sad, -jerking ending.

4 It’s a cutting-

7

I find most biographies 1 extremely boring. Often, they are a 2 very ordinary narration of the events in the protagonist’s life. Reading a(n) 3 unshortened biography is hard work for me. But this one was different. Parts of the book were 4 extremely sad, but it was also full of 5 hilarious jokes and observations. It’s no surprise that it has become a 6 very popular book. The author is not 7 famous, but she deserves to be. It was also illustrated with some 8 excellent photographs and drawings.

game with top-

graphics.

5 It was a funny show, full of

-witted remarks

and rib-tickling gags.

6 It had state-of-the-

facilities and

wheelchair-______ access.

3 4

2.32

Listen and check your answers.

Decide what the opinions in Exercise 2 are about. Match them with the forms or place of entertainment in the box. a comedy show

a computer game

a novel

a venue

a play

76 unit 6 in the spotlight

a film

Replace the words in bold with compound adjectives from this page.

8 9

2.33

Listen and check your answers.

Tell a partner about a book you’ve read or a film you’ve seen recently. Use as many of the compound adjectives on this page as possible.

Vocabulary

Compound adjectives This section deals with compound adjectives. POSSIBLE ANSWERS

The target vocabulary is reviewed on page 80.

1 famous or familiar

5 large and strong

2 having a lot to eat

6 loved by many

3 clean and tidy

7 acting correctly

4 knowing a lot from reading

8 wearing attractive clothes

Target vocabulary

1

best-selling

run-of-the-mill

well-fed

cutting-edge

state-of-the-art

well-kept

full-length

tear-jerking

well-known

mind-numbing

top-quality

well-loved

page-turning

well-behaved

well-read

quick-witted

well-built

wheelchair-friendly

rib-tickling

well-dressed

Advise students to look for key words in 2–12 and to use what they know about the meaning of parts of the compound adjectives in the box to help them do the exercise, before checking in the dictionary.

Tip Make more pairs of phrases for students to say whether or not the hyphen is needed, e.g. a well-fed dog/a dog who is well fed.

6

Ask students what they think each of the compound adjectives with full- means. Do the exercise as a class.

ANSWERS ANSWERS

2 quick-witted

6 tear-jerking

10 rib-tickling

3 page-turning

7 full-length

4 mindnumbing

8 best-selling

11 run-of-themill

5 cutting-edge

2 3

9 wheelchairfriendly

12 top-quality

ANSWERS

4 edge, quality

3 full, tear

5 quick

Tell students they will find the compound adjectives in Exercises 1 and 5. Monitor and help as necessary while students continue individually.

8



ANSWERS

1 mindnumbing 2 run-of-themill

3 full-length

6 best-selling

4 tear-jerking

7 well-known

5 rib-tickling

8 top-quality

The audio script can be found on page T118.

ANSWERS

3 a film

5 a comedy show

2 a novel 4 a computer game 6 a venue

5

2.33 Play the audio for students to listen and check.

6 art, friendly

Do the first item with the class.

1 a play

5 length

7

The audio script can be found on page T118.

4

3 top

6 quality

Tip

2.32 Play the audio for students to listen and check.

2 best, turning

4 friendly

Read the tip aloud. Ask students to invent their own compounds with -friendly, e.g. dog-friendly, pedestrian-friendly.

Tell students to use context and refer to the meanings in Exercise 1 to help them complete the sentences.

2 mind

Read the instructions and do the first item with the class. Elicit that the second part of each compound adjective is a past participle. Tell students to use this information to help them decide on the meaning.

9



  Give students time to prepare before putting them into pairs or small groups to discuss.

WB For more practice see pages 61 and 63 of the Workbook.

unit 6 T76

Speaking

Inviting and responding to invitations This lesson is based around an informal conversation between two friends – one invites the other to perform with her at an open-microphone evening.

Tip Read the tip aloud and ask students if they do the same in their culture. Draw their attention to the expression I’d rather … in the final column of the Useful language box. Elicit different ways of completing this expression, e.g. I’d rather go to the cinema.

The Life skill in this unit introduces the topic of communication skills, which is developed in the Life skill section on page 89.

1

2





  Ask students to look at the photos and say what’s happening in each one (an amateur dramatics play, a karaoke session or open-microphone evening, someone doing public speaking, a dancing competition). Put students into pairs to discuss the questions. Monitor and join in with discussions, then nominate individuals to tell the class about their partner. 2.34 Ask students to read and listen to the conversation and say how it is connected to the photos. (The people are talking about an open-microphone evening, as in photo 2).

4



  Put students into pairs to practise the conversation, taking turns with each role. Monitor and give positive feedback where possible.

5



  Put students into pairs and read the instructions. Monitor and help with ideas as necessary while students write a list of possible activities. Tell them to take turns inviting their partner to do something. Remind them to give reasons or alternatives when they respond negatively. Ask volunteers to demonstrate their conversation to the class.

Optional activity Ask these comprehension questions: Does Monica like the idea of performing with Rachel at the beginning? (no). Why does Rachel suggest they rehearse? (to see how they sound together). What song do the girls agree to rehearse? (‘Hey Jude’). How does Rachel feel about the idea in the end (She is pleased to have been invited.)

3

Ask students to read items 1–6 and find corresponding phrases in the conversation. Monitor and help as necessary, before bringing the class together and checking answers.

WB For more practice see page 60 of the Workbook.

Life skill Identifying the problem Books closed. Write Being a good listener on the board and ask students for examples of times when it is difficult to be a good listener.

1

Put students into pairs to discuss the questions before asking volunteers to suggest answers.

2

Read the instructions and ask for suggestions.

ANSWERS

1 I was wondering if you 4 What do you think? fancied … 5 I’d rather … 2 Do you mean …? 6 Good idea! 3 We could …; Why don’t we …?; What about … -ing …?

Useful language Ask students to read the column headings and the expressions. Put them into pairs to take turns testing their partner. One student says an expression and the other gives the function.

Suggesting a solution 3

Put students into pairs to discuss the question. Bring the class together and ask for suggestions.

What about you? 4

Read the information and put students into pairs to discuss or ask volunteers to answer the question.

Communication skills Read the quote and the information that follows and ask a volunteer to explain what the quote means. Ask students if they agree with what is in the box or not, explaining their views.

T77 unit 6

Speaking

Unit

Inviting and responding to invitations

6

Life skill Skills Being a good listener Identifying the problem Discuss with a partner. 1

1

Look at the photos. Which activity would you most like to do? Which one would you least like to do? Why? Discuss with a partner.

2

2.34 Read and listen to the conversation. How is it connected to the photos in Exercise 1?

Monica: Are you doing anything on

Rachel: Well, I’d rather just watch the

Suggesting a solution

Friday night? Rachel: I don’t think so. Why?

others perform, to be honest. I’m sure they’d be a lot better than me.

Compare with a partner.

Monica: Well, a few of us are going to an

Monica: You’re at least as good as anyone

open-microphone evening and I was wondering if you fancied coming along.

else in the group. Why don’t we rehearse a bit this afternoon and see how it sounds?

Rachel: Open-microphone? Do you

Rachel: Do you have any songs in mind?

mean I’d have to perform? I get stage fright just thinking about it!

Monica: Well, what about doing a Beatles

song? You can play Yesterday, can’t you?

Monica: We could do something together. I could sing and you could play the guitar. What do you think?

Rachel: I’d rather do Hey Jude, actually. Monica: Good idea! I know all of the

words to that. So are we on, then? Rachel: Well, yes, OK. Let’s do it! Thanks.

3

2

Look at the photo. What is this person doing? How do you think she feels? Imagine you are explaining something important to this person. What does her body language communicate to you?

3

How can you listen well and show that you are listening well?

What about you? Tell your partner or the class. 4

Hearing is not the same as listening. When do you really listen and when do you only hear?

Find phrases in the conversation for the following functions:

1 inviting 2 checking on meaning 3 suggesting

4 asking for a response 5 refusing / stating a preference 6 agreeing to a suggestion

Useful language Inviting

Responding positively to invitations

Responding negatively to invitations I’d rather… / I’d rather do something else.

Do you fancy …?

We could …

Good idea!

How about +ing?

What about …

I’d love to.

I was wondering if …

What do you think?

Thanks.

Let's … / Shall we …?

Why don’t we …?

What a great idea!

No thanks. Sorry, but…

Tip Offer an alternative suggestion or give a reason when you refuse an invitation.

4 5

Work with a partner. Practise the conversation in Exercise 2.

Communication skills "Most of the successful people I've known are the ones who do more listening than talking." Bernard Baruch Remember: the greater part of being a good communicator is being a good listener.

Work with a partner. Make a list of things you could invite each other to do. Take turns to convince each other to do one of the things on your list.

in the spotlight unit 6 77

Writing

A critical review Writing task: write a critical review of a stage show. (120 – 150 words).

This production at the National Theatre

was the mind-blowing

is an adaptation of Morpurgo’s novel War

realism of the puppets. Each

Horse. It tells the story of love and war

one is controlled by three

through the eyes of a horse. Horses are

people, and the movements

represented on stage by amazing life-size

are so horse-like that you

puppets.

quickly forget they are only puppets.

As in Morpurgo’s book, the main

Like Spielberg’s movie version, the plot

character in the action is a horse called

feels too tear-jerking at times, but the

Joey. The story begins in 1914 on a farm

highly-skilled puppet work makes the

in England, but when Joey is sold to

theatre version much more impressive.

an army captain, the action moves to

I would heartily recommend this

wartime France. There, he is a witness to

production. It will amaze you from

all the horrors of war, and has a couple of

the moment the curtain is raised

very lucky escapes from death.

to the final applause two and a

For me, the highlight of the production

half hours later.

1

2

Look at the photos and read the review. What do you notice about the horse and what does the writer of the review feel about it?

3

1 2 3 4 5

Answer the questions.

Paragraph 1

Where did the performance take place? Where does the story come from? What’s the main theme?

Paragraph 2

Who is the main character? What happens to the main character?

Paragraph 3

How did the writer feel about the performance? Why?

Paragraph 4

What advice does the writer give?

Answer the questions with adjectives. Use a dictionary to help you. What are the horses like on stage? How does the horse avoid death during the war? What was the highlight of the production for the writer? How does the writer describe the plot? What makes the theatre version impressive for the writer?

Writing builder 4

Complete the text with the words and phrases in the box. concise plot

Tip Use compound adjectives to give concise descriptions.

opinion

origin

performance

recommendation

When you write a critical review of a play, begin by saying where the 1 performance took place and explain the 2 of the story. Introduce the main character(s) and give a brief summary 3 . Use compound adjectives where you of the 4 can to give descriptions of the actors or the 5 performance. State your own giving clear reasons for your thoughts. Finally, end the review with a personal 6 .

78 unit 6 in the spotlight

Writing

A critical review In this section students read a critical review of a theatre production. This serves as a text for analysis and a model for a final writing activity.

3

The Signposts in writing in this section are reviewed on page 80. There is a guide to writing a critical review in the Writing guide on page 105.

1

Check students have access to a dictionary before they answer the questions. Ask volunteers to give answers and to nominate another student to say if they agree before feeding back. ANSWERS

1 amazing life-size puppets

Before doing Exercise 1, look at the writing task at the top of the page with the class. Explain that the review they will be looking at is a model answer and that they will write something similar after working through the tasks on the two writing pages. Ask students about the meaning of review and make sure they understand that it’s an assessment of something, including both good and bad aspects.

2 by lucky escapes 3 the mind-blowing realism of the puppets 4 tear-jerking 5 the highly-skilled puppet work

Optional activity

Tell students to look at the photos and read the review quickly before answering the questions. Ask volunteers to give answers and see if the class agrees before feeding back.

Put students into pairs or small groups to say whether or not they would go and see War Horse at the theatre, giving their reasons. Monitor and help students get their ideas across and nominate a spokesperson for each pair or group to report back to the class.

POSSIBLE ANSWERS

The horses have three people inside. The writer thinks the horses (puppets) are amazing and mindblowingly realistic.

Writing builder 4

2

Monitor and help with vocabulary while students answer the questions individually. Ask them to compare answers in pairs before taking feedback.

Tell students to read the words in the box before asking them to complete the text individually. Monitor and help as necessary before putting students into pairs to compare answers. Read the paragraph aloud, pausing for students to call out the missing words. Give the correct answer if there is a difference of opinion.

ANSWERS

Paragraph 1: at the National Theatre; the novel War Horse by Morpurgo; love and war Paragraph 2: a horse called Joey; He is sold to an army captain and taken to France, during the war, where he nearly dies. Paragraph 3: It was amazing because of the highly-skilled puppet work.

ANSWERS

2 origin 3 plot 4 concise 5 opinion 6 recommendation

Paragraph 4: He recommends the play.

Tip Read the tip aloud and ask students if they can recall any compound adjectives without looking back at the text.

unit 6 T78

Writing

Signpost Read the information aloud. Ask students to look at the highlighted words and phrases in the text and identify those that introduce comparisons with other works (as in, like) and those that introduce the writer’s opinions (for me, I would).

5

Do the first item with the class. Advise students to read each of items 1–6 in its entirety, to understand overall meaning and to help them choose the most appropriate signpost. Monitor and help with vocabulary as necessary. To check answers, ask volunteers to read whole sentences. ANSWERS

1 For me 2 as in 3 I would 4 Like 5 I would 6 I wouldn’t

Improve your writing 6

Tell students to read the review and say what the writer liked and didn’t like about the play. Ask students to complete the review individually and compare answers in pairs. Take feedback. ANSWERS

1 As in 2 For me 3 I would

Useful language Ask students to look at the Useful Language box. Go through the expressions, checking understanding, and ask students to make sentences using phrases that are new to them.

T79 unit 6

Write! 7

Read the task and put students into pairs to follow the stages in STEP 1. Monitor and help with ideas as necessary while students write notes in the structure box. Refer them back to the questions in Exercise 2. Ask students to follow STEP 2 individually. Suggest they select words and phrases from the Useful language box, then add them to the appropriate columns of the structure box before they write their first draft. Once students have written their first draft, ask them to review their writing, answering the questions in STEP 3. Tell students to follow STEP 4 by writing a final draft and rechecking their work. They can refer to the Writing guide on page 105. Put students into different pairs to read each other’s review and to respond as interested readers. Finally, ask students to write a brief note about why they chose to write about the performance they did.

WB For more practice see page 62 of the Workbook.

Unit

Write!

Signpost Writers use signposts to introduce comparisons with other works and their opinions, for example, using the highlighted words and phrases as in, like, for me and I would/wouldn’t

5

Choose the best signpost to complete the sentences.

1 (As in / For me / Like) this is the greatest musical I have ever seen.

2 Her powerful singing voice is superb, (as in / for me / like) all of her shows.

3 The play is very cleverly written, and (for me / I would / I wouldn’t) recommend it without hesitation.

4 (As in / For me / Like) the book by the same name, the stage production included the tap-dancing OompaLoompas.

5 A deeply-moving, not-to-be missed love story. (For me

7

Write a critical review of a performance. (120 - 150 words).

Steps STEP 1: Getting ideas

• • • •

Work with a partner. Choose a stage show you know about. Brainstorm information about place, the origin, main character and plot. Write notes of some compound adjectives you could use. Use your dictionary to help. Write notes in an essay structure box like this.

Introduction Plot and character

/ I would / I wouldn’t) recommend it to anyone who likes emotional roller-coasters.

6 This semi-biographical story wasn’t really convincing enough. (For me / I would / I wouldn’t) recommend it.

Improve your writing 6

Complete the critical review with signposts from Exercise 5. MACBETH This production of Shakespeare’s tragedy was performed in an open air theatre in Grosvenor Park.

• •

Write a first draft of your review. Use some of the expressions from Exercise 5.

STEP 3: Reviewing your writing

•

Reread your first draft and answer these questions.

1 Have you followed the paragraph sequence in Exercise 2?

the original play, the main characters are Macbeth and his overly-ambitious wife, who persuades him to commit murder in order to become king. , the highlight of the production was the very life-like portrayal of emotions on the part of the main actors, although some of the secondary actors were unconvincing.

2 3 4 5

2

3 certainly recommend this production. But take a coat – it can get rather cold as the evening goes on!

Useful language

Have you used descriptive adjectives correctly? Have you used some signposts? Is your grammar, spelling and punctuation correct? Does each sentence move smoothly to the next?

STEP 4: Writing a final draft

• •

Recheck your work before handing it in. Write a brief note to your teacher about why you chose this performance.

Introducing opinion

as in

For me …

by the same token

I would / wouldn’t recommend …

in like manner

Good Recommendation and bad points

STEP 2: Organising your ideas and writing a first draft

1

Talking about similarity

6

See Writing guide on page 105.

in similar fashion in the same way like likewise similarly

in the spotlight unit 6 79

Review

(Not) as . . . as

Entertainment 1

Complete the definitions with a word beginning with the letter given.

4

1 be catapulted into the limelight = achieve fame

Complete the second sentence so that it has the same meaning as the first. Use the word or phrase in brackets.

1 Russia is much bigger than France. (nowhere near)

very quickly

France is nowhere near as big as Russia.

2 the h

of the event = the most interesting or entertaining part of the event

2 The finished movie is half the length of the editor’s cut. (twice) The editor’s cut

3 a standing o

= when the audience give their applause standing up

3 A short story is much shorter than a novel. (not nearly)

4 an e = an extra song after the end of a concert 5 the front r = the front line of seats in a theatre 6 someone who is a h name = someone who is

4 A footballer's salary is no bigger than a film star's salary.

famous in the whole country

Compound adjectives 2

A short story

edge

friendly

numbing selling

5

Complete the questions with the superlative form of one of the adjectives in the box. bad

jerking

1 2 3 4 5

1 The show wasn’t just boring – it was totally mindnumbing! moments when

everybody cried.

3 4 5 6

This game uses cutting-

computer graphics.

It was a hilarious comedy, full of ribYour children are very polite and well-

jokes. .

6

funny

tough

What’s the most exciting thriller you have ever seen? Who’s

comedian you have ever heard?

What’s

illness you have ever had?

What’s

exam you have ever taken?

What’s

concert venue in your area?

Choose the phrase which does not have the same stress pattern. tough as boots

author.

2 nearly as far, bigger than France, almost as nice, livelier than jazz

3 the same as the book, as happy as Jack, the bigger the

Complete the text with words in the box. There are more words than you need. an and any bigger bit the

exciting

1 as hot as June, as good as gold, as easy as that, as

Comparatives

more more

big

Pronunciation awareness

The London Underground is not very wheelchair.

7 J K Rowling is a best-

.

Superlatives

tickling

2 There were many tear-

.

(at least) A film star's

Complete the sentences with the words in the box. behaved

3

.

worse

better, as funny as that

Signposts in writing 7

Choose the best signpost to complete the sentences.

1 This is an up-to-date performance of the traditional I find documentaries far 1 more interesting than films. 2 TV photography is getting better better all the time, and the images we see of wildlife are amazing. 3 Movie makers seem to think that the amazing 4 special effects they put in a film, better. But for me, reality is more spectacular by far. No alien from a sci-fi 5 movie is stranger than some of the animals in the ocean.

story. It’s beautifully acted and for me / I would / I wouldn’t recommend it to anyone who enjoys theatre.

2 Like / For me / As in Agatha Christie, Patricia Highsmith was a crime writer.

3 For me, / Like / I would the highlight of the production was at the beginning, when a huge model fighter plane flew above the audience and crashed into the wall.

4 Although some people regard the production as theatre not to be missed, the over-long performance means that for me / I would / I wouldn’t recommend it.

80 unit 6 in the spotlight

Review

The review section for the unit includes further practice activities for the following language areas: Vocabulary: entertainment (page 72); compound adjectives (page 76)

(Not) as … as 4

Grammar: comparatives (page 74); (not) as … as (page 74); superlatives (page 75)

ANSWERS

Pronunciation awareness: than and as (page 75)

2 The editor’s cut is twice as long as the finished movie.

Signposts in writing: (page 79)

3 A short story is not nearly as long as a novel.

Entertainment 1

Read the instructions and the example. Tell students to read each item in its entirety before they decide on the missing word. ANSWERS

4 A film star’s salary is at least as big as a footballer’s salary.

Superlatives 5

2 highlight 3 ovation

2 the funniest

5 row

3 the worst

6 household

4 the toughest 5 the biggest

Compound adjectives Read the instructions and the example. ANSWERS

Remind students to think about irregular forms and spelling. ANSWERS

4 encore

2

Read the instructions and the example. Advise students to think carefully about word order.

Pronunciation awareness 6

2 jerking

Advise students to say the phrases quietly to themselves while they are doing the exercise.

3 edge 4 tickling

ANSWERS

5 behaved

2 livelier than jazz

6 friendly

3 the bigger the better

7 selling

Comparatives 3

Read the instructions and the example. Tell students to read the whole text, ignoring the spaces, before they complete the activity.

Signposts in writing 7

Tell students to read each item in its entirety before deciding on the correct signpost. POSSIBLE ANSWERS

1 I would ANSWERS

2 Like

2 and  3 more   4 the   5 any

3 For me 4 I wouldn’t

unit 6 T80

Review 3

5/6 Units

Grammar

Term Review 3 contains exercises which review used to, would, wish, if only comparatives and superlatives.

Vocabulary Term Review 3 contains exercises which review business words, prefixes, entertainment words, compound adjectives and phrasal verbs.

Comparatives Unit 6 page 74, Language reference page 99

3

Grammar

ANSWERS

2 more difficult 6 more expensive 3 easier

Used to, would Unit 5 page 62, Language reference page 98

1

Go through the example. Direct students to the Language reference section to revise if necessary. Advise them to read each sentence in its entirety to clarify the context before deciding on an answer.

4

ANSWERS

2 would 3 would 4 used to 5 use to 6 would 7 used to

Tell students to read the text and say what benefit the writer is getting from reading books in English (his/her English is becoming more fluent). Remind them to think about irregular comparative forms. Direct students to the Language reference section to revise if necessary.

9 fewer 10 longer

4 better

7 worse

11 longer

5 better

8 greater

12 more fluent

Go through the example and point out the position of the negative. Direct students to the Language reference section to revise if necessary. ANSWERS

8 would

2 London is twice as big as Madrid. 3 Petrol is almost as expensive as diesel. 4 The Goya awards are nowhere near as famous as the Oscars.

Wish, if only Unit 5 page 63, Language reference pages 98-99

2

5 The coast is just as crowded in spring as autumn. 6 Turkey is at least as far away as Poland.

Go through the example, pointing out the grammar changes in the second sentence. Direct students to the Language reference section to revise if necessary. Remind them to think carefully about negatives. ANSWERS

2 If only I hadn’t lost my passport. 3 I wish you could have come to my party. 4 If only Dad would stop shouting at me. 5 I wish people wouldn’t keep sending me spam emails.

7 Rock music is not as complicated as classical music. 8 Going to the cinema is a bit more expensive than hiring a film.

Superlatives Unit 6 page 75, Language reference page 99

5

Go through the example and direct students to the Language reference section to revise if necessary. Remind students to use all the words.

6 If only I was/were better at Maths. 7 I wish I didn’t have to get up so early.

ANSWERS

8 If only I had had more friends in my first school.

2 France is the biggest country in the European Union. 3 The BBC is one of the world’s most well-known broadcasting companies. 4 Yesterday is perhaps the most famous of The Beatles’ songs. 5 Edinburgh is not the largest city in Scotland but it is the capital. 6 Benidorm is one of Europe’s most high-rise holiday resorts.

T81 review 3

Review 3

5/6 Units

Grammar Used to, would 1

4

Choose the correct word.

1 Chinese is much harder than English. (not nearly)

1 I didn’t (use to / used to / would) like strawberries as a child. 2 In those days, people (use / used / would) write letters

English is not nearly as difficult as Chinese.

2 Madrid is half the size of London. (twice) 3 Diesel is slightly more expensive than petrol. (almost) 4 The Oscars are much more famous than the Goya

to say thank you for a present.

3 My grandmother (use / used / would) make cucumber sandwiches.

awards. (nowhere near)

4 My grandfather (use to / used to / would) be a bank manager.

5 The coast isn’t more crowded in spring than in autumn. (just)

5 How did you (use to / used to / would) communicate before we had email?

6 Turkey is probably further away than Poland. (at least) 7 Classical music is much more complicated than rock. (not) 8 Hiring a film is slightly less expensive than going to the

6 What (use / used / would) your grandparents do on their days off?

7 There (use to / used to / would) be a bar on the corner, but it’s gone now.

8 We (use to / used / would) listen to the radio while we were having dinner.

Wish, if only 2

Read the first sentence and complete the second.

1 I can’t remember the name of my grandfather’s parents. I wish I could remember the name of my grandfather’s parents.

2 3 4 5 6 7 8

I lost my passport. If only ... You couldn’t come to my party. I wish ... Dad won’t stop shouting at me. If only ... People keep sending me spam emails. I wish ... I’m not very good at Maths. If only ... I have to get up so early. I wish ... I didn’t have many friends in my first school. If only ...

Complete the second sentence so that it has the same meaning as the first, using as - as. Use the word or phrase in brackets.

cinema. (a bit)

Superlatives 5

Put the words in order to make superlative sentences.

1 in / the / capitals / one / is / most / Europe / Amsterdam / of / laid-back Amsterdam is one of the most laid-back capitals in Europe.

2 the / the / in / Union / country / is / France / biggest / European

3 companies / most / is / broadcasting / the / the / wellknown / of / BBC / one / world’s

4 famous / Beatles’ / is / most / Yesterday / The / songs / the / perhaps / of

5 largest / Scotland / the / is / but / the / not / Edinburgh / city / capital / in / it / is

6 of / one / high-rise / resorts / Benidorm / is / holiday / most / Europe’s

Comparatives 3

Complete the text with the comparative of the adjective in brackets. I like reading books in English. Obviously, it’s 2 much 1 slower (slow) and (difficult) than reading in Spanish, but the more you 3 read, the (easy) it gets. I’m getting 4 5 and (good) at it all the time. In the past, English books used to be much 6 (expensive) than they are now, and 7 the choice was (bad). Now, with 8 electronic books, the choice is far (great). I started by reading simplified readers. They were easy because they are short and 9 have (few) difficult words in them. 11 But now I read 10 and (long) books all the time. My English is getting 12 (fluent) as well!

review 3 81

Review 3

5/6 Units

Vocabulary Business 1

Compound adjectives

Complete the text with the words and phrases in the box. benefit

employees

good head market

fortune

4

Complete the compound adjectives in the conversation with the words in the box.

full-time

out of business

art

profit

selling

promising start up unemployed I got a job as a pizza delivery man. Obviously, it was not a 1 promising 2 career, and I didn’t exactly make a . 3 However, it was a post with a salary, 4 and it was better than being . I did that for a while but then the restaurant 5 went , so I was back on the job 6 7 again. After six-months on unemployment , I decided to 8 my own business as a delivery man. I got loads of work, and I discovered that I had quite a 9 for business. Now I’ve got five 10 and the business makes a 11 every year.

dis-

wasn’t it?

mis-

over-

B: No. And I expected state-of-the-

5 I didn’t have enough tickets because I

A: It’s a pity, because it was based on a bestwasn’t it? B: Yes, the book was a real page-

6

5

book,

.

A: I much preferred the sad film we saw last week.

, wasn’t it?

7

would have been nice. B: Yes, maybe a few quickmood a bit …

5

Complete the sentences with the words in the box. buzz cutting-edge highlight household sell-out spotlight

clock up come up with go on put together slip away turn into

dimmed. There was a solitary figure alone in the The show was a complete

1 2 3 4 5

turn up

grow up

start up

sum up

You need to clock up a few years of work experience. She’s decided to I’ve

a small web-design business.

an idea for a new book.

I’d like you to

a report on your observations.

It started out as a nice conversation but quickly a heated argument.

6 In his day, he was one of the best actors in the world,

1 There was a buzz of excitement as the theatre lights

The special effects in the film were

remarks to lighten the

Complete the sentences with the correct form of the phrasal verbs below.

counted

Entertainment

8

Phrasal verbs

the number in our group.

82 review 3

special effects,

4

but it was dull.

re-

valued.

. .

every night.

Last week, he was an unknown comedian, now he’s a name.

6 For me, the

!

2

A: I was expecting something hilarious. This wasn’t at all rib- 3 .

more money for defence.

2 3 4 5

witted

A: Yes. It was a bit heavy though. A few funny moments

3 I’m not tidy and my room is a organised mess. 4 The government calculated the budget to allow

3

turner

B: Yes, that was really a tear-

1 I realised that I had been overcharged, so I complained. 2 If a country prints too much money, the currency will be

tickling

B: Yes, absolutely mind-

Complete the words with one of the prefixes in the box. de-

mill numbing

A: What did you think of the film. Very run-of-the- 1 mill,

Prefixes 2

jerker

of the show was the guitar solo.

but as he got older, his career

.

7 She started out as a street entertainer but

to

become a world-famous singer.

8 I hadn’t seen her for three years, and then one evening, she

on my doorstep.

9 He’s a small man with a big ego, that just about him

.

10 She knew from a very young age that she wanted to have her own business and be a millionaire when she

.

Review 3

5/6 Units

Compound adjectives

Vocabulary

Unit 6 page 76

Business

4

Unit 5 page 60

1

Ask students to read the text and say if the writer is successful or not (yes). Ask them to read the words and phrases in the box and direct them to the corresponding exercises in Unit 5 to revise business words if necessary.

Ask students to read the conversation and to say what was wrong with the two films the people watched (boring, a bit heavy). Ask them to read the words in the box and direct them to the corresponding exercises in Unit 6 to revise compound adjectives if necessary. ANSWERS

2 numbing ANSWERS

3 tickling

2 fortune

7 benefit

4 art

3 full-time

8 start up

5 selling

4 unemployed

9 good head

6 turner

5 out of business

10 employees

7 jerker

6 market

11 profit

8 witted

Prefixes

Phrasal verbs

Unit 5 page 64

Unit 5 page 58, Unit 6 page 70

2

Go through the example and direct students to the corresponding exercises in Unit 5 to revise prefixes if necessary. Advise students to read each sentence to themselves to see if the new word ‘sounds’ correct before deciding on an answer.

5

Ask students to revise the phrasal verbs in Units 5 and 6 if necessary. Go through the instructions and the example. Advise students to think about the meanings of the phrasal verbs in the box before they complete the exercise. Also remind them to think about tense and irregular verb forms.

ANSWERS

2 devalued

4 recalculated

ANSWERS

3 disorganised

5 miscounted

2 start up 3 come up with 4 put together

Entertainment

5 turned into

Unit 6 page 72

3

6 slipped away

Go through the example and direct students to the corresponding exercises in Unit 6 to revise entertainment words if necessary. Advise students to think about the meaning of the words in the box before they complete the exercise.

7 went on 8 turned up 9 sums, up 10 grew up

ANSWERS

2 spotlight

5 household

3 cutting-edge

6 highlight

4 sell-out

review 3 T82

Life skill

Unit 1

Planning and organising Understanding the skill 1

Read the magazine article and make notes to answer the questions. Compare and discuss with a partner.

Thinking further 2

1 What were the writer’s objectives for organising this

What about you? Look at the planning and organising steps below and then do a and b. Compare with a partner.

a Decide a logical order to take these steps. b Identify the steps which the author of the article took.

event?

2 How successful was it?

• • • •

3

’ve always wanted to hike the Camino de Santiago, but more than that – I wanted to do it for a good reason.

So, together with a couple of friends, I decided to do a sponsored walk for charity.

calculate a budget decide on an objective divide the big task into little tasks

• • • •

identify what needs to be done make a timetable prepare a ‘Plan B’ set deadlines

Compare and discuss with a partner. Choose one of the events below. Plan your event following the steps in Exercise 2. Explain your plan to another pair.

• • •

I

allocate responsibilities

Preparing a party with food and drink for 20 people. Organising a holiday in Greece for four people. Creating a website for your group or team.

Skills for life 4

First of all, we researched the walk and decided it would

Compare and discuss with a partner.

1 Read the tips for planning and organising. Which of

take us five weeks, from the French border to Santiago.

them are new for you?

We thought we would do it in the summer holiday. Then

2 Which of them do you already do? 3 Do you agree that they are all necessary? If not, why not? 4 Choose a tip to follow in the future.

we looked for a charity which we wanted to support. We hoped to raise €10,000 for an organisation which builds wells in Africa. The first priority on our to-do list was to raise sponsorship. Obviously, we would need to look further than family and friends, so we set up a blog, and spread the word on the social media. Once we got the ball rolling, we approached a bottled water company, and they offered us €5,000 if we could raise the other €5,000.

Tips for planning and organising 1 2 3

Decide what you are going to do and why.

4 5

Break the whole job down into smaller tasks.

6 7

Take the first 30 minutes of every day to plan your day.

8

If you are working with others, decide who is responsible for what.

9

Decide how much money you need and have got, and how you will spend it.

10

Decide on an alternative plan if something goes wrong.

Next, we had to organise the actual trip, and we had to do it cheaply. We didn’t want to waste money which could go to Africa. So we used only the cheapest form of public transport to reach the start of the journey and to come home at the end, and we stayed in very cheap hostels along the way. We kept posting on the blog during the trip, and got more and more supporters as we went along. When we finally reached Santiago, we had raised over €12,000, so it was a great success. Now there is a new well in Burkina Faso which would not be there if we hadn’t done the walk.

84 life skill unit 1 planning and organising

Make your objectives as clear as possible. Decide what you will need to do to achieve your objective. Plan a schedule showing the order you will do the tasks in. Set deadlines for when you would like to complete each task.

Life skill  Unit 1

Planning and organising In this section students read a magazine article about how someone planned and organised a hike along the Camino de Santiago to raise funds for a charity that builds wells in Africa. There are ten Tips for planning and organising, which take students logically through the stages of organising an event.

Optional activity Write this quote on the board: ‘If you fail to plan, you are planning to fail!’ (Benjamin Franklin, one of the politicians who helped create the USA) and ask students whether they agree or disagree with it. Ask students to suggest what sort of things they might plan and organise and help them get their ideas across.

Understanding the skill 1

Direct students to the photo and ask them what they can see before they read the text. Ask them to read questions 1 and 2 and set a short time limit of about 2 minutes for them to scan the text for the answers. Put students into pairs to compare ideas before bringing the class together and checking answers.

ANSWERS

1 to hike the Camino de Santiago and raise the most sponsorship possible to support a charity 2 very successful as they raised over €12,000

Optional activity In turn, go through each of the steps that the author took, asking students to identify the benefits of each one and say what might go wrong if they omitted each one.

Thinking further 2

Go through the instructions. Check vocabulary as necessary. Monitor while students continue individually. Put students into pairs to compare ideas then ask volunteers to give answers.

ANSWERS

Optional activity Go through the planning and organising steps in turn, asking students to identify the benefits of each one.

3

Read the instructions and put students into pairs to do the activity. Monitor and encourage students to give reasons for their suggestions and add any concrete examples where possible. Join students with another pair to explain their plan. Ask them to listen carefully and suggest modifications if necessary.

Skills for life 4

Tell students to read the Tips for planning and organising and check any new vocabulary in their dictionaries as necessary. Ask them to answer questions 1–4 before putting them into pairs to compare and discuss their ideas. Monitor and join in with discussions. Bring the class together and ask volunteers to tell the class which tip they have chosen to follow in the future and why. Encourage students to comment on each other’s ideas.

Optional activities 1 Write the following scale on the board and ask students to use it to rate themselves on each of the planning and organising steps in Exercise 2. Alternatively, use emoticons to reflect achievement on the scale. 4 I have no problem doing this and I do it well. 3 I’m usually good at this, but sometimes I have to think about it a bit more carefully. 2 With a bit more work, I could get better at doing this. 1 I really need to make more effort to do this more often.   Ask students to total their scores and put them into pairs to compare and discuss their abilities to plan and organise. Monitor and join in with discussions. You could ask for a show of hands to see who has the highest score. 2 Ask students to close their books and see how many of the Tips for planning and organising they can remember. Monitor and prompt with the first word of one or two more tips before asking students to check their ideas. Then ask them to choose ten key words or phrases that they think would be useful for a discussion on planning and organising and ask them to record those words in their vocabulary notebooks.

a decide on an objective; identify what needs to be done; divide the big task into little tasks; make a timetable; set deadlines; allocate responsibilities; calculate a budget; prepare a ‘Plan B’ b decide on an objective; make a timetable; identify what needs to be done; calculate a budget

life skill T84

Life skill  Unit 2

Wise use of resources In this section students discuss various ways of using resources wisely and evaluate their own habits. There are ten Tips for using resources wisely, which consider a range of different resources.

Thinking further 3

Optional activity Write resources on the board and brainstorm with the class different types of resources. Write all ideas on the board and ask students to classify them under these headings: natural resources, gadgets, personal resources.

Understanding the skill 1

Read the instructions and put students into pairs to do the activity. Monitor and help as necessary before bringing the class together and asking for suggestions.

ANSWERS

milk being poured badly and wasted; food being thrown away; money being flushed down the toilet; a worker wasting time playing golf in the office; an outdoor heater wasting heat; a graduate doing nothing; several phones, one probably bought to replace the other. The photographs relate to the theme in that they are examples of the opposite type of behaviour, wasting various resources in some way.

Optional activity Ask students what could be done to remedy the situation shown in each photo. Help them get their ideas across.

POSSIBLE ANSWERS

pour carefully; only buy/prepare what you are able to eat or compost any waste food; don’t buy things you don’t really need; use your work time productively; wear warm clothes outdoors; retrain or improve your employability skills; only buy a new gadget when the old one is broken

2

Tell students to read sentences 1–9 and rate how wasteful they are on a scale of 1–5. Then ask students to total their scores before putting them into pairs to compare answers. Monitor and ask students why they gave themselves the numbers they did and to give examples of particular things they have or haven’t done.

T85 life skill

Read through the questions and set a short time limit of about three minutes for students to plan their answers. Monitor and help with ideas as necessary. Put students into pairs to discuss and compare their ideas. Monitor and give positive feedback where possible.

Optional activity Ask volunteers to share with the class their partner’s best ideas for using resources more wisely.

Skills for life 4

Tell students to read the Tips for using resources wisely and check any new vocabulary in their dictionaries as necessary. Ask them to answer questions 1–4 before putting them into pairs to discuss and compare their ideas. Monitor and join in with discussions. Bring the class together and ask volunteers to tell the class which tips they think are the most and least important for them and why. Encourage students to comment on each other’s ideas.

Optional activities 1 Students carry out a class survey. They interview classmates using the Tips for using resources wisely to find out which activities most students are good at and which activities they aren’t good at. They then select three tips from the list that they think will be most useful in improving the class’s use of resources. Nominate individuals to say which three tips they have chosen and why. 2 Tell students to keep a resources diary for the next few weeks. Ask them to start the diary by making a note of what they usually do in respect of a particular resource and what they plan to do differently in order to waste that resource less. Every time they have an opportunity to focus on their chosen resource ask them to write a diary entry about the situation, what they did differently and how successful that was. At the end they should write a summary of their wise use of their chosen resource and prepare a mini-presentation to give to the class or a small group.

Life skill

Unit 2

Wise use of resources Understanding the skill 1

Thinking further

Look at the photos. Work with a partner and decide what theme they all have in common. For each photo, explain how it relates to the theme.

3

Answer the questions. Then compare with a partner.

1 What steps could you take to use your resources more wisely? Tell a partner.

2 One of the most common regrets of elderly people is that they did not take better advantage of their youth. Imagine that you are old and wise. What advice would you give to a young person such as your real self?

Skills for life 4

Compare and discuss with a partner.

1 Read the tips for using resources wisely. Which of them are most appropriate for you, both now and in the future?

2

2 Which of them do you already do? 3 Which do you think are most and least important? 4 Choose one to focus on in the next few weeks.

What about you? Read the statements in the box and say how wasteful you are using the numbers 1 – 5. Compare with a partner.

Tips for using resources wisely

How wasteful are you? 1 = never 2= sometimes 3 = often 4 = very often 5 = all the time 1 1 I spend time doing things which

2

3

4

5

1

Our environment is our greatest resource. Don’t pollute it with your rubbish.

2

Keep waste to a minimum, and be careful of how you dispose of it.

3

Try to get the most use out of the things you already have. Don’t keep buying new things and throwing away old things which are perfectly good.

4

In work time, try to keep focused on what you are doing and avoid time-wasting distractions.

5

Use your money wisely. Make a list of your priorities and budget of what you can afford, and don’t just splash out on impulse.

6

Make sure your eyes are not bigger than your stomach. Only serve yourself what you know you can eat.

7

Water, electricity and heating are not limitless resources. Make a habit of conserving them as much as you can.

8

Respect other people’s time. Don’t make them waste it doing things for you which you could and should do for yourself.

9

Respect people who are less fortunate than yourself. Don’t waste resources just because you can – if you don’t need it, don’t take it!

10

Your time on this planet will not last forever. This is the wisdom of the elderly, but try to keep it in mind when you are young!

I don’t enjoy for no purpose. 2 I get new gadgets even when my old ones still function perfectly. 3 I spend money buying things I don’t need or really want. 4 I fill my plate with more food than I can eat and throw lots away. 5 I end up throwing stuff away because it’s past its sell-by-date. 6 I ask people to do things for me that I could easily do for myself. 7 I do things like leaving water running or windows open in winter. 8 I throw things in a normal bin which could go in a recycling bin. 9 I leave lights or the TV on even when I’m not using them.

wise use of resources unit 2 life skill 85

Life skill

Unit 3

Stress management Understanding the skill 1

Read the magazine article and make notes to answer the questions in blue. Compare and discuss with a partner.

Thinking further 2

Films and TV dramas usually show characters in very stressful situations.

What is stress?

1 Think of a character who seemed to deal with stress

I

t’s a natural physical response to difficult situations,

well and decide how they managed to do it.

and it can be very useful. After all, it can save your

2 Think of a character who dealt with stress badly. What

life by helping you to react quickly and giving you the

advice would you give them?

strength and energy to defend yourself. However, in modern life it is more often a bad thing. It creates useless tension which, in the long run, doesn't do your health and happiness any good. How can we deal with stress? First of all, we have to identify what the cause is. Then we have to identify what kind of

What about you? Do the task below with a partner.

3

Compare with another partner.

Skills for life 4

Compare and discuss with a partner.

1 Read the tips for stress management. Which of them do

stress it is - stress which we can avoid,

you think are most appropriate for you, both now and in the future?

stress which we can’t avoid or stress which we create for ourselves. Our response will depend on which of these kinds it is.

2 Which of them do you already do? 3 Which do you think are most and least important? 4 Choose one to focus on in the next few weeks.

Stress we can avoid If you know something causes you stress and it is something of no value in your life, then avoid it. For example, don’t play a computer game which stresses you out and gives you no enjoyment. However, if it is something of value and you really want to do it, prepare for it well, and focus your mind on the benefits of it. For example, if you want to act in a play, but you are terrified of going to an audition, prepare very carefully for the audition and keep thinking of

Tips for stress management 1

Do something physical. You may be short of time, but there should always be time for exercise.

2

Get regular sleep. If you have trouble getting to sleep, make sure you spend some time doing something relaxing before you go to bed.

3

Learn to use relaxation techniques. Breathing exercises are a good place to start.

4

Let off steam. Talk about your problems with a good friend. Or just have a good laugh together. Laughter eases tension.

5

Know yourself. Notice what makes you stressed. Perhaps keep a diary so that you can see patterns.

6

Don’t do things today which will create a stressful situation for you tomorrow. For example, don’t make a promise that you haven’t got time to keep.

7

Think outside the box. If you have a problem, don’t just go for the first solution that comes to you. Think of other ideas too – there may be better solutions.

8

Avoid unhealthy responses to stress like overeating or drinking. These can cause more stress than they relieve.

9

Avoid using electronic devices to relax – they tend to stimulate rather than relax.

10

Listen to music – create a playlist with sounds from nature and allow your mind to focus on the different instruments and melodies.

how good it will be if you succeed. Stress we can’t avoid This kind of stress may come from a range of sources, from losing a job to the break up of a relationship or even the death of a loved one. The key here is to manage your stress in healthy ways. For example, by talking to a close friend. Physical activity can also help, from breathing and relaxation strategies to physical exercise. We should avoid responding to stress in unhealthy ways such as obsessive eating and drinking, or internet browsing, or avoidance of all social contact. Stress we create Sometimes, we are the cause of our own stress. In order to confront this, first we must recognise what we are doing. For example, some of the unhealthy responses to stress mentioned above can actually cause stress. We may also cause ourselves stress when we cause stress to others, by behaving selfishly, for example. The trick here is to recognise what you are doing wrong and stop doing it! 1 Think of examples in your own life of the three kinds of stress mentioned in the article. 2 Think of strategies you use to deal with stress and decide if they are effective.

86 life skill unit 3 stress management

Life skill  Unit 3

Stress management In this section students read a magazine article about stress, which describes what stress is, the different sources of stress and how we can best deal with it. There are ten Tips for stress management, which provide strategies for people who want to deal with and avoid stress.

Thinking further 2

Go through the instructions and put students into pairs to discuss the questions. Monitor and help students express their ideas. If necessary, refer students back to the Useful language box on page 39 to review phrases for making suggestions.

3

Ask students to change partners and discuss the questions a second time. Bring the class together and ask volunteers to report on their discussions around each of the questions.

Optional activity Books closed. Write on the board A little bit of stress is a good thing. Put students into pairs or small groups to discuss the statement and decide if they agree or disagree. Bring the class together and ask volunteers to report their discussions. Take a class vote on who agrees and who disagrees with the statement.

Understanding the skill 1

Tell students to read the questions in blue before they read the magazine article. Ask them to read the first two paragraphs and nominate volunteers to answer the questions in the headings in their own words. Check vocabulary as necessary. Tell students to look at the headings of the next three paragraphs to identify the three types of stress the article deals with (stress we can avoid, stress we can’t avoid, stress we create). Ask them to read the paragraphs carefully and to reflect on examples of the three kinds of stress in their own life. Monitor and help with vocabulary as necessary. Now ask students to think about the strategies they use to deal with the three different kinds of stress and decide if these strategies are effective. Put students into pairs to discuss and compare their answers and monitor and help them express their ideas where necessary. Bring the class together and ask volunteers to share with the class one example of stress in their life, a strategy they use to deal with it and whether or not it is effective.

Skills for life 4

Tell students to read the Tips for stress management and check any new vocabulary in their dictionaries as necessary. Ask them to answer questions 1–4, making notes as they do so, before putting them into pairs to discuss and compare their ideas. Monitor and join in with discussions. Bring the class together and ask volunteers to tell the class which tip they have chosen to focus on in the next few weeks and why. Encourage students to comment on each other’s ideas.

Optional activities 1 After students have discussed and compared their answers to Exercise 4 in pairs, ask them to change partners or put them into small groups to repeat the discussion, this time without referring to their notes. 2 Put students into pairs and ask them to draw up their own Tips for stress management specifically for a primary school teacher. Students can display their tips and vote on the best one in the next class.

life skill T86

Life skill  Unit 4

Problem solving In this section students read a story about how the main character in Tom Sawyer, by Mark Twain, solves the problem of a boring job by getting his friends to help. There are ten Tips for problem solving, which provide strategies for people who want to deal effectively with problems.

Thinking further 3

Optional activity

ANSWERS

Books closed. Write on the board A problem shared is a problem halved. Put students into pairs or small groups to discuss the statement and decide if they agree or disagree. Bring the class together and ask volunteers to report their discussions. Take a class vote on who agrees and disagrees with the statement.

1 The farmer’s goal is to get the wolf, the goat and the cabbage across the river. The obstacles are that he can take only one of the items at a time and that he can’t leave some of the items together. 2 The famer can’t leave the goat with the wolf because the wolf will eat the goat. If the goat and cabbage are left together, the goat will eat the cabbage.

Understanding the skill 1

ANSWERS

1 Tom wanted to relax and have a good time with his friends. The obstacle to this was that he had to paint the fence. 2 Tom made the chore out to be a great and rare opportunity that a boy is lucky to have. His friends were jealous and offered him gifts so they could paint the fence themselves. 3 Tom would have evaluated the results of his plan as a total success. His friends did most of the work for him, gave him gifts and he really enjoyed his day.

2

3 First the farmer takes the goat across, leaving the wolf and the cabbage behind. The farmer then returns to the other side of the river alone and takes the wolf across. The farmer returns with the goat so that the farmer, the cabbage and the goat are on one side and the wolf is on the other side. Next, the farmer takes the cabbage across and finally returns alone to take the goat across.

Ask students to read the first paragraph and check they understand chore (a boring and unpleasant task, which needs to be done regularly). Elicit examples of chores. Direct students to the picture and ask them what they think Tom Sawyer’s chore was (painting the garden fence). Tell students to read the questions in blue before they read the rest of the story. Put them into pairs to discuss and compare their answers and monitor and help them express their ideas where necessary. Bring the class together and ask volunteers to suggest answers and see if the rest of the class agrees before feeding back. Check vocabulary as necessary.

Go through the instructions and questions 1–2 before asking students to make notes to answer them. Put students into pairs to compare answers and to brainstorm possible ways of achieving their goal. Ask students to swap partners and repeat the activity before asking volunteers to tell the class.

T87 life skill

Read through the problem and put students into pairs to answer the questions. Put students into groups of four to compare ideas before bringing the class together and going over the solution.

Skills for life 4

Tell students to read the Tips for problem solving and check any new vocabulary in their dictionaries as necessary. Ask them to answer questions 1–4 before putting them into pairs to discuss and compare their ideas. Monitor and join in with discussions. Bring the class together and ask volunteers to say which tips are the most and least important to them. Take a class vote to decide which is the most and which is the least important tip overall. Nominate individuals to tell the class which tip they have chosen to focus on the next time they face a problem and to give a reason. Encourage students to comment on each other’s ideas.

Optional activity Ask students to identify tips that they have used before when solving a problem. Put them into pairs or small groups to explain the situation, what they did and how effective their problem-solving action was. Ask volunteers to share their experiences with the class.

Life skill

Unit 4

Problem solving Understanding the skill 1

Read the story and make notes to answer the questions in blue. Compare and discuss with a partner.

Thinking further 3

Read about the problem and answer the questions. A farmer must take a wolf, a goat and a cabbage across a river. He has a small boat which will only take himself and one of these items at a time. He can’t leave the wolf alone with the goat, and he can’t leave the goat alone with the cabbage. How can he achieve this?

I

n the book Tom Sawyer by American author Mark

Twain, there is this story

1 What is the goal and the obstacles in the problem? 2 Why can’t the farmer leave the goat with the wolf, or

about how Tom solves the problem of getting his

the cabbage with the goat?

friends to help him to do an unpleasant chore. It was a beautiful Saturday morning, and the world was alive with possibilities. Tom would have loved to be able to relax and have a good time with his friends, but instead he had to paint the fence

3 Can you think of a solution to this problem?

Skills for life 4

Compare and discuss with a partner.

1 Read the tips for problem solving. Which of them are

of the house. It was a dull job, and it would take up most

new for you?

of the day and to make matters worse, his friends would

2 Which of them do you often do? 3 Which do you think are most and least important? 4 Choose one to focus on next time you face a problem.

be passing by, enjoying themselves. He knew that if he asked them to help, they would just laugh in his face. But then he had a moment of great inspiration. He started painting, working very carefully, stepping back every so often to examine his work. When his friend Ben passed by on his way to swim, happily eating an apple, he tried to catch Tom’s attention, but Tom was too absorbed in his work to notice. Ben wondered

Tips for problem solving 1

Identify your problem. What exactly is your goal? What obstacles stand in your way?

2

Do some research. Try to build a clearer picture of the obstacles you face.

3

Brainstorm solutions. Try to think of all possible solutions to the problem, even ones which don’t seem very promising at first.

4

Analyse the possibilities and make a decision. Usually, there will be positive and negative aspects to all ideas, so you need to balance these against each other.

5

Put your plan into action. Keep an eye out for more obstacles along the way which you hadn’t thought of before.

6

Use your time for problems that are truly important – don’t waste time unnecessarily.

7

Remember to measure properly so that you know when the problem is solved and don’t spend any more time on it.

8 What about you? Do the tasks below and compare with a partner.

Communicate with others – they might be able to help you more than you think!

9

1 Think of one of your goals. 2 List some of the obstacles that you have to cross to

Meet your commitments. Do what you promise and don’t promise what you can’t deliver.

10

Evaluate your plan. Has it succeeded in solving your problem, or do you need to rethink your approach?

what was so interesting about painting a fence, and Tom explained that it was an opportunity a boy doesn’t get every day. Curious now, Ben asked if he could try it, but Tom refused, saying that his aunt would not allow it, and in any case, Ben would not be good at it. Now Ben was determined to do it, and he offered to give Tom his apple if Tom would let him paint. Tom agreed, pretending to look unhappy as he gave Ben his brush. For the rest of the day, other boys came past and saw what was happening, and they all wanted to take a turn at painting – and each of them gave Tom a gift for the privilege. What had started out as a miserable morning had turned into a fine day! 1 What was Tom’s goal, and what was the obstacle? 2 What was Tom’s solution to the problem? 3 How do you think Tom would evaluate the results of his plan?

2

reach your goal.

3 Brainstorm possible solutions. problem solving unit 4 life skill 87

Life skill

Unit 5

Interview skills Understanding the skill 1

Read the infographic and make notes to answer the questions in blue. Compare and discuss with a partner.

Thinking further 3

Discuss these questions with a partner.

1 They say, ‘Never judge a book by its cover’. Why do employers at a job interview judge candidates by their manner and appearance? Do you think it is reasonable for them to do so?

33%

claimed that they know within the In a survery of 2000 bosses first 90 seconds of an interview whether they will hire someone. In the same survey, the worst mistakes made at a job interview were:

21% 47%

having little or no knowledge of the company

playing with hair or touching face

Statistics show that when meeting new people the impact is:

67%

lack of eye contact

2 Would you be happy to completely change the way you dress and behave in order to give a good impression at a job interview? Why?/ Why not?

Skills for life 4

Compare and discuss with a partner.

1 Read the tips for interview skills. Which of them are new for you?

7%

2 Which do you think you would be good at and which

38%

3 Which do you think are most and least important? 4 Choose three to work hard on the next time you are

from what we actually say

38%

lack of smile

would you find difficult?

the quality of our voice, grammar and overall confidence

33%

bad posture

55%

21%

the way we dress, act and walk through the door

preparing for an interview.

Tips for interview skills 1

Statistics show that bright colours are a turn-off and:

Do your research. Find out as much about the employer as possible and be ready to explain why you want to work there.

2

Be specific. If there are a range of positions on offer, decide which one you would like to fill.

70%

3

26%

of employers claim that they don’t want applicants to be fashionable or trendy

Think about any relevant qualifications, skills or experience you have, and be ready to talk about them if asked.

33%

65% of bosses said clothes

4

Be ready to talk about your weaknesses as well as your strengths.

5

Prepare some questions you would like to ask about the company, if you have the opportunity.

6

If you have had a previous job and left it, be ready to talk about your experience there and your reasons for leaving. Avoid making negative remarks about your previous employer!

7

Remember it’s not just about you and what you want. Keep in mind the point of view of the employers and what they are looking for. And don’t forget the interviewer may be nervous too!

8

Control your body language. Avoid playing with your hair and fidgeting. Smile and make eye contact.

9

Look the part. Dress as if you are applying for the level above the job you are applying for. And remember that most employers are not looking for a bold fashion statement from you.

10

Speak clearly and act with confidence from the start. First impressions matter.

crossing arms over chest

9%

too many hand gestures

weak handshake

fidgeting too much

could be the deciding factor between two similar candidates

According to the infographic, what are the worst things you can do at a job interview? And the best things?

2

What about you? Do the tasks below and compare with a partner.

1 Think about occasions when you meet a person for the first time. What things do you notice first about them?

2 Are you aware of your own body language? What gestures to you often use? How do you like to dress, normally?

88 life skill unit 5 interview skills

Life skill  Unit 5

Interview skills In this section students study and interpret an infographic based on a survey of 2000 bosses, which shows the mistakes and impressions that candidates make during a job interview. There are ten Tips for interview skills, which provide strategies for interviewees who want to maximise their chances of success at a job interview.

Thinking further 3

Optional activity Books closed. Write this quote on the board: ‘The body is the best picture of the human soul’ (Ludwig Wittgenstein, famous philosopher). Put students into pairs or small groups to discuss what they think the quote means and decide if they agree or disagree. Bring the class together and ask volunteers to report their discussions. Ask for examples of non-verbal behaviour.

Understanding the skill 1

Direct students to the infographic and point out the key words and phrases in bold on either side of the figure. Put students into pairs to work out what the bold words and phrases mean, suggesting they check vocabulary in their dictionaries where necessary. Read the questions aloud. Monitor while students work individually and make notes for their answers. Put them into pairs to compare and discuss their ideas. Take feedback. ANSWERS

The worst things: having little or no knowledge of the company, failing to make eye contact The best things: dressing appropriately (don’t dress in brightly coloured clothes or too fashionably), having a confident manner

Optional activity Check students have access to a dictionary and ask them to write sentences using these words and phrases: job seekers, posture, fidgeting, to hire, trendy, deciding factor.

2

Read through the questions and check students understand the idiom in question 1 (don’t prejudge the value of something by its appearance alone). Put students into pairs to discuss the questions before putting them into groups of four to compare their ideas. Monitor and encourage students to give as many reasons as they can for each of their answers. Bring the class together and ask volunteers to share their ideas with the class. POSSIBLE ANSWER

1 They do this because it is a very quick and easy way of judging someone in a very short space of time.

Skills for life 4

Tell students to read the Tips for interview skills and check any new vocabulary in their dictionaries as necessary. Ask them to answer questions 1–4 before putting them into pairs to discuss and compare their ideas. Monitor and join in with discussions. Bring the class together and ask volunteers to say which tips are the most and least important to them. Take a class vote to decide which is the most and which is the least important tip overall. Nominate individuals to tell the class which three tips they have chosen to work hard on the next time they are preparing for an interview. Encourage students to comment on each other’s ideas.

Optional activities 1 Direct students to page 65 and ask them, based on Paula’s conversation with Ana, which tips Paula didn’t follow. 2 Put students into pairs to write a short dialogue, in which an employer is interviewing a candidate for a job. The dialogue should illustrate one of the Tips for interview skills. Students act out their conversations for the class or for small groups, who must guess the tip.

Go through the questions before asking students to think about their answers. Put students into pairs to compare answers. Monitor and help them get their ideas across. Ask volunteers to tell the class about their partner. Write key words on the board and help with pronunciation as necessary. Ask students to say which of the key words best reflect the class and see if the class agrees.

life skill T88

Life skill  Unit 6

Communication skills In this section students study and interpret a magazine article about various types of barriers to communication. There are ten Tips for communication skills, which provide strategies for people who want to become more effective communicators.

Thinking further 3

Optional activity Books closed. Write information and communication on the board and ask students what the difference is between them (‘Information is giving out; communication is getting through,’ Sydney J. Harris, American journalist).

POSSIBLE ANSWERS

1 Language barriers: ask the other person what they meant by any words that you didn’t understand. Psychological barriers: use unambiguous language to avoid saying things might be misinterpreted by a sensitive person. Listening barriers: check that the other person has really heard you and understood what you meant.

Understanding the skill 1

Ask students to look at the photos and read the questions in blue. Then set a short time limit of about four minutes for them to read the text quickly and answer the questions. Put students into pairs to discuss and compare answers. Bring the class together, ask for suggestions and encourage students to explain their answers. Tell students to read the text again more carefully and check vocabulary as necessary. Check students understand the slang word gobsmacked (see the side panel of the article). ANSWERS

1 They each illustrate one type of barrier to communication. 2 Photo 1: Listening barriers; Photo 2: Language barriers; Photo 3: Psychological barriers

Optional activity Check students have access to a dictionary and ask them to write sentences using these words: adjust, jargon, selfesteem, detect, concerns.

2

Go through the questions before asking students to think about their answers. Ask them to compare answers in pairs and monitor and encourage students to self-correct where appropriate. Ask volunteers to share their ideas and tell the class about a time when they experienced one of the barriers to communication mentioned in the article.

T89 life skill

Read through the questions and put students into pairs to discuss one of the barriers to communication in the article. Monitor and help students get their ideas across where necessary before asking one person from each pair to report their discussions to the class.

2 Language barriers: avoid slang and jargon, be inclusive rather than exclusive with your language. Psychological barriers: don’t look for hidden negative meanings; put aside your feelings when you are listening. Listening barriers: listen carefully and try to understand what the other person is saying, rather than thinking about what you are going to say next.

Skills for life 4

Tell students to read the Tips for communication skills and check any new vocabulary in their dictionaries as necessary. Ask them to answer questions 1–4 before putting them into pairs to discuss and compare their ideas. Monitor and join in with discussions. Bring the class together and ask volunteers to say which tips are the most and least important to them. Take a class vote to decide which is the most and which is the least important tip overall. Nominate individuals to tell the class which tip they have chosen to work hard on the next time they meet someone new. Encourage students to comment on each other’s ideas.

Optional activities 1 Put students into pairs to draw up a list of slang or jargon words they tend to use when they are speaking to their friends. Ask them to say which ones wouldn’t be understood by someone who is older than them, someone who is from a different part of the city and someone whose mother tongue is different from theirs and has an intermediate level of Spanish. 2 Ask students to rank in order of importance the three types of barriers to communication mentioned in the article. Then ask them to conduct a survey to identify the most and least important barriers for the class.

Life skill

Unit 6

Communication skills Understanding the skill 1

2

What about you? Answer the questions and tell a partner.

1 Do you think that you are ‘guilty’ of creating any of the invisible barriers to communication mentioned in the article?

Read the article, look at the photos and answer the questions in blue. Compare and discuss with a partner.

2 Can you remember a conversation when you experienced one of these communication barriers?

*I was amazed!

I was gobsmacked!*

Can I have a word , Jo?

Thinking further 3

Discuss these questions with a partner.

1 What can you do if the other person is creating one What am I going to say next?

of the barriers to communication mentioned in the article?

What? I haven't done anything wrong!

Barriers to communication If you’ve ever tried to talk to someone through a closed window, you know what a communication barrier is like. But physical barriers are not the only kind, there are also invisible barriers to communication. In some

2 What can you do if it is you who is creating the barrier?

Skills for life 4

Compare and discuss with a partner.

1 Read the tips for communication skills. Which of them

ways, these are more difficult to overcome, because we

are new for you?

may not be aware of them.

2 Which do you think you are good at and which do

Language Barriers

you find difficult?

There is obviously a barrier when two people don’t

3 Which do you think are most and least important? 4 Choose one to work hard on the next time you meet

speak the same language. But even if they do, they might not understand each other’s version of it. If you are speaking to someone from a different background,

someone new.

you need to adjust the way you speak to avoid the local slang you normally use. Similarly, if the other person does not share your specialist interest, you need to avoid using the jargon that goes with it. Psychological Barriers

Tips for communication skills 1

Listen and try to understand the other person’s point of view, rather than worrying about what you’re going to say.

2

Don’t speak in anger. If you are in an emotional state, stay calm and count to ten before you reply.

3

Don’t go into a conversation with the attitude that you are right. Keep an open mind.

4

Avoid slang and jargon which the other person may not understand.

5

Listen to what the other person actually says, not what you expect them to say.

6

Remember the world is not all about you. Don’t look for hidden negative meanings about you in everything the other person says.

7

Pay attention to the other person’s body language, and be aware of your own.

8

Be aware of the limitations of different means of communication. An email that you think is brief and informative may seem rude to the other person.

9

Put some energy into what you are saying. People won’t want to be around you if you seem bored with the conversation.

10

Look for common ground, and if you must criticise, be tactful about it.

Emotions may form a psychological barrier to communication. It is difficult to reason with a very angry person, and someone who is stressed will find it difficult to pay attention. But there may be longer-term barriers. For example, a person with low self-esteem may feel that everything that people say to them has a hidden negative meaning. We need to be aware of these psychological barriers in the people we speak to, but also in ourselves. Listening Barriers Communication is a two-way process, and if one of the participants is not interested, that is obviously a serious barrier. However, a listening barrier may be quite hard to detect – especially in yourself. Often, in conversation, we spend the time when we should be listening, planning what we are going to say next instead. This means we are not really listening. To be effective communicators, we need to try to understand the other’s point of view, rather than focusing only on our own concerns. 1 How do the photos relate to the content of the article? 2 Match each photo with a section of the article and explain how it relates to that section.

communication skills unit 6 life skill 89

Language reference

Unit 1

• We often use the present simple tense with adverbs of

Vocabulary

• Note that we put these adverbs after the verb be and

Travel travel / voyage / tour / trip Travel Travel is a verb and an uncountable noun.

• As a noun: we never talk about ‘a travel’, but use it as a general noun: Travel broadens the mind.

• As a verb: Jamie travelled around Australia. voyage A voyage is usually a long journey by sea, but its use is quite formal. He was a young sailor on his first sea voyage.

ToUr A tour is a visit to a place or area, especially one during which you look round the place or area and learn about it. We went on a guided tour of the cathedral.

Trip A trip is shorter than a journey. We went on a weekend trip to the Sierra Nevada.

Grammar Tense review Present and imperative present simple ForM The affirmative of the present simple is formed with the root of the verb, adding -s / -es in the third person singular. We need to use the auxiliaries do and does to form negatives and interrogatives. Remember that when we use does the main verb does not have -s / -es at the end. The -es is already in does!

USe Routines and habits

• We use the present simple to talk about routines and habits. My mother doesn’t travel by bus. Where do you go to school?

frequency, such as always, often, sometimes, rarely, hardly ever and never. before other main verbs.

May often misses the bus for school. Mike always goes to Skye on holiday. General truths

• We use the present simple to talk about things that are true in general.

Banks in Britain are open from 9 to 5. Footballers play football. Jokes and stories

• The present simple is often used for telling stories and jokes. An Englishman goes to Madrid on holiday. He doesn’t speak any Spanish but he thinks the place is lovely and people are friendly. In fact, every morning when he goes down to breakfast ...

Verbs that can’t be used in the continuous tenses

• Some verbs cannot be used in the continuous tenses. They are called ‘stative’ verbs.

• Here are some of them: Feelings: care, dislike, envy, fear, hate, like, love, matter, mind, need, want Beliefs: believe, know, think, understand Possession: belong, contain, owe, own, possess, cost Sense: feel, hear, see, seem, smell, taste The future

• The present simple is also used to talk about the future. Their flight arrives at 10 o’clock in the morning.

present continuous ForM The present continuous tense is formed with the verb be + gerund (verb with -ing ending).

USe At the moment of speaking

• We use the present continuous to talk about things that are happening at the moment of speaking.

Daniel’s not here right now – he’s travelling around Europe. Mum’s not working at the moment – she’s sitting on the sofa. Why are you packing your suitcase? Temporary situations

• We also use the present continuous to talk about temporary situations.

They’re showing a great travel programme on TV this week. Our internet isn’t working this week. How’s your sister getting on in New York?

90 language reference

Language reference

Changes

• We can use the present continuous to talk about things that are changing or developing.

The weather is getting warmer. The Arctic ice cap is shrinking. The future

• The present continuous can also be used to talk about the future.

I’m leaving first thing in the morning.

For and since

• We use the present perfect with for and since to say how long something has been happening.

• We use for for periods of time (an hour, two weeks, three

months, ten years, etc.) and since with a specific moment in time (4 o’clock, yesterday morning, Tuesday, December, 1998, Easter, etc.) My brother has worked at the same company for four years. Kirsten has lived in Spain since 2006.

present perfect

present perfect vs present simple

ForM

Both the present perfect and the present simple are used to refer to the present, but if we are talking about something that began in the past and continues until now, we use the present perfect, not the past simple.

The present perfect is formed with have / has + the past participle. Regular verbs generally form their past participles by adding -d, -ed or -ied: decided, brushed, carried. However, many of the verbs we use most frequently are irregular and have irregular participles: make – made, choose – chosen, teach – taught, etc.

I haven’t had anything to eat all morning.

present perfect continuous

See pages 111-112 for a list of irregular verbs.

ForM

USe

The present perfect continuous is formed with have / has + the past participle of the verb to be + gerund (ing form).

Relating past and present

• The present perfect is used to relate the past with the present. Isa’s lost her passport. (She lost it in the past and doesn’t have it now.) My computer’s stopped working. (It isn’t working now.) Unspecified time

• We use the present perfect to talk about events that took

USe

• We use the present perfect continuous for activities that have recently stopped or have just stopped. There is a connection with the present or now. You’re wet. Have you been swimming? (you’re wet now) Claire is very tired. She hasn’t been sleeping well.

place at an unspecified time in the past.

I’ve been talking to Jo about the problem and he agrees with me.

Have you seen the latest Eclipse film?

It’s been raining all day long!

Mike’s been to China. Brad’s never eaten paella. New information

• We also use the present perfect to give information or to

For and since

• We can use for and since with the present perfect

continuous when we ask the questions How long…?

announce a recent event.

The activity is still happening or will have just finished.

Ugh! I’ve swallowed a fly!

How long has Alex been playing on his tablet? He’s been playing on his tablet for an hour.

Have you heard the news? Ruth and Paco have got married. The first time

• We use the present perfect when we talk about the first, second, third, etc. time something has happened. It’s the third time I’ve fallen over this week. My dad’s phoned me twice this morning.

Time expressions

• We use the present perfect with today, this morning / evening, tonight, this week, this month, this year, etc. when these periods have not finished at the time of speaking. I haven’t had time to phone him this morning. Chloe hasn’t been at school this week.

Actions repeated over a period of time

• We use the present perfect continuous for actions that are repeated over a period of time.

Will is a great pianist. He’s been playing since he was six. Jenny speaks Spanish well. She’s been learning it for ten years. Present perfect continuous vs. present perfect

• When we are interested in the activity itself and not the

result of the activity, we use the present perfect continuous. When we are interested in the result of an activity and not the activity itself, we use the present perfect. Silvia’s hands are covered in paint – she’s been painting a mural. Silvia has painted the mural – it’s full of lots of bright colours. (She’s finished painting it.)

language reference 91

Language reference

How long?

• We use the present perfect continuous with how long…? How long have you been learning English? I’ve been learning English for six years. How much, how many, how many times…?

• We use the present perfect with how much, how many and how many times?

How much of the book have you read? How many times have they been to your house this week? How many people have visited the web page this week?

imperative The imperative is formed with the infinitive without to and is used for commands or orders. For negative commands or orders, we add don’t. Come here! Don’t forget to buy some bread when you go out.

Past

Julie spent two years travelling around the world. My sister worked as a tour guide for a week – she wasn’t very good! Narrative sequences

• We use the past simple in narrative sequences. David got up, had a shower, shaved and got dressed. He didn’t have time for breakfast. Time expressions in the past simple

• We often use time expressions with the past simple to

state when something happened. We place the time expressions at the beginning or end of the sentence. Some common time expressions include:

last week / month / year • at 10 / 12 o’clock • in 1492 / 2012 • last night • ten minutes / two hours six weeks ago • on Sunday / Monday (morning / afternoon / evening) • yesterday • last Christmas / summer My uncle and aunt emigrated to Australia last year. / Last year, my uncle and aunt emigrated to Australia.

Get it right

past simple

Note that we do not use the with these time expressions. ✓ last year / last night / last summer ✗ the last year / the last night / the last summer

ForM Regular verbs form their past simple tense by adding -ed. In some cases, the stem of the verb changes.

• In one-syllable verbs which end in a vowel and a

consonant, the consonant doubles: rob – robbed; drop -dropped. The same thing happens with verbs of more than one syllable ending in a vowel and a consonant where the stress falls on the last syllable: prefer – preferred.

• If a verb ends in a consonant + y, the y changes to i and we add -ed: deny – denied; try – tried

In the interrogative and negative forms, the auxiliary did is used with the infinitive (i.e. without the -ed ending): Did you have fun on holiday? The past tense of irregular verbs can be completely different from their stem: have – had; swim – swam, etc. See pages 111-112 for a list of irregular verbs.

USe Completed actions

• We use the past simple for completed actions which took place at a specifi c time in the past.

My dad took my mum to Paris for their anniversary. I didn’t go to the party last Friday. Where did you stay in Brazil? Completed period of time

• We also use it for actions which took place during a completed period of time in the past.

92 language reference

past continuous ForM The past continuous tense is formed with the verb be in the past + gerund (verb with -ing ending).

USe Actions in progress in the past

• We use the past continuous to describe actions in progress at a particular moment in the past.

Who were you talking to for so long? I was talking to Carla. I was trying to persuade her to go out with me on Friday. Setting the scene

• We also use it to set the scene for a story. It was a lovely day. The sun was shining and people were strolling along the promenade while others were soaking up the sun on the beach.

Simultaneous actions

• We also use it for simultaneous actions in the past. While their parents were making lunch, the children were playing in the garden.

Relating two actions

• We often use the past simple and the past continuous

together to describe the relationship between two actions.

Language reference

The past continuous is used to describe a continuous action or to ‘set the scene’ for a shorter completed action. We were standing on the corner chatting when the car crashed into the tree.

Making predictions

• We can use be going to to make predictions when there is strong present or past evidence that something is going to happen.

The temperature is already 20º and it’s only 8 a.m. It’s going to be really hot today.

when, while and as

• When, while and as can be used to describe situations in

which one event interrupts another. While and as are usually followed by the past continuous and when by the past simple. As / While she was running in the park, she was listening to music on her MP3.

Mum’s going to be angry because I haven’t tidied my room. Present continuous + future time reference

• We use the present continuous to talk about future events which are already planned.

The vet’s operating on my dog next week.

He was copying from his book when the teacher saw him.

past perfect

‘Are we all meeting at Paco’s house on Friday?’ ‘That’s right. That’s the plan.’

• When we use the present continuous to talk about the

ForM

future, there is usually a reference to time, either in the sentence or in the context.

The past perfect is formed with had + the past participle.

What are you doing? (now) I’m finishing my homework.

USe The past perfect is used when we talk about two past events and we want to make it quite clear which event happened first. We use the past perfect for the first event and the past simple for the second event. The match had started when we got to the stadium. When I looked in my bag for the key, I realised I’d left it at the gym.

Future present simple for the future

• We use the present simple to talk about things which are

scheduled for the future, for example bus, train and flight times. We leave London on the Eurostar at 14.00 on 24th July. We get to Paris at 17.00. Then our overnight train for Nice leaves at 20.00.

be going to ForM Be going to is formed with be + going to + infinitive.

USe Future plans and intentions

• We use be going to and a main verb to talk about future plans and intentions.

I’m going to get my nose pierced next week. They’re not going to spend the summer in Calpe this year. Are you going to make a cake for my birthday? NOTE: that if the verb after going to is go, we can omit it. Instead of saying We’re going to go to the cinema tonight, we normally say We’re going to the cinema tonight.

•

Are you doing anything on Friday? (future) Yes, I’m meeting Monica. There is sometimes very little difference in meaning between the present continuous for the future and be going to. ‘I’m seeing Carlos tonight.’ is, in theory, a more definite plan than ‘I’m going to see Carlos tonight.’ However, here you can use either.

the future simple: will ForM The future simple is formed with will + the infinitive without to.

USe Predictions

• We use the future simple to make predictions based on our opinions.

Come and listen to my new CD. You’ll love it. Steve will throw a great party – he always does. will with certain words and expressions

• We often use will with the following words and expressions: be sure • expect • probably • think

I’m sure the teacher will sympathise with your problems. She doesn’t think her parents will mind. will for spontaneous decisions

• We often use will when we make a decision at the time we are speaking.

‘I’ve got to go out to get some spaghetti and some tomatoes.’ ‘I’ll come with you.’ will for offering to do something

• We also use will when we offer to do something. Finish your work. I’ll cook lunch. Don’t worry about the tickets. I’ll go and pick them up.

language reference 93

Language reference

the future continuous: will be + -ing

Root

Meaning

Example words

ForM

auto

self

automatic, autonomous

dict

say

dictation, dictator

duc, duct

lead

educate, conduct, produce

USe

jur, jus

law

justice, jury

Actions in progress in the future

log, logue

thought

logic,dialogue

manu

hand

manual,

be in progress in the future.

path

feel

empathetic, pathetic

This time next week, we’ll be packing our cases ready for our holidays.

phil

love

bibliophile, philosophy

phon

sound

telephone, phonology

When I’m 20, I’ll be studying Fine Arts at university.

photo

light

photosynthesis, photograph

port

carry / take

import, export, support

press

press / push

impress, depress, express

spect

see / look

respect, suspect, prospect

vid, vis

see

video, vision

The future continuous is formed with will + be + -ing.

• We use the future continuous to talk about actions that will

Future events

• We also use the future continuous to talk about a future event which has already been decided. They’ll be going away next week. Anna won’t be coming to the party because she’s got to babysit.

the future perfect: will have (done) ForM The future perfect is formed with will + have + past participle.

USe

• We use the future perfect to talk about things that will be fi nished before a certain time in the future.

By the time Freddie’s thirty, he’ll have started work. by Note that we quite often use the preposition by with the future continuous and future perfect tenses. By or by the time here means not later than or before. You’ll have lost two kilos by next month if you continue like this – and that’s plenty! By the time you’re 25, you’ll be working.

Unit 2

Vocabulary Word roots Many words in English are formed from Latin roots. Each root has a specific meaning, so if we understand the meaning of the common word roots, we should be able to make an educated guess at the meaning of the word. Here are some of the most common word roots with examples of English words derived from them.

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Grammar Modal verbs can, could, be able to (ability, possibility, permission) ability

• We use can, could, be able to and manage to to express ability. Helen could play the piano when she was younger, but she can’t anymore. Now, she’s able to play the violin. Phil managed to reduce his carbon footprint by half last year.

Get it right Note that we don’t use could to talk about one occasion in the past, we use couldn’t. ✓ She was able to go to the match last Saturday. ✗ She could go to the match last Saturday.

• We sometimes use be able to to talk about ability instead of can and could, but there are some cases where we have to use can and could and not be able to.

1) When we’re talking about something that is happening as we speak. Listen to me! I can play this tune perfectly on the piano now! Not: I am able to play this tune perfectly on the piano now. 2) Before passives. More local food can be produced. Not: More local food is able to be produced. 3) When the meaning of can is know how to do. I can drive a car. Not: I am able to drive a car.

Language reference

possibility The modal verbs can, could, may, might and be able to are used to express possibility. We can see Big Ben from our hotel window. Are you able to speak French? Harry couldn’t come on Monday because it was snowing.

permission

• We use the modal verbs can, could, be able to, may and be allowed to to express permission.

Can I open the window, please? May I sit down here? Could we borrow your laptop for a couple of hours? Are you able to go to the party tomorrow? No, We’re not allowed to go – my dad won’t let us. NOTE: We can also use the modal verb must to express permission or lack of it. It is similar in meaning to (not) allowed to. You must keep it a secret – you mustn’t tell anyone at all.

obligation / no obligation

• We use must, mustn’t, have to, don’t have to and needn’t to express obligation or lack of obligation.

Must

•

Must is personal and we use it when we want to express our personal feelings. I must pay the electricity bill tomorrow, or I’ll get cut off! (I say it’s necessary)

Mustn’t

• We use mustn’t when we want to say that it’s necessary

• Mustn’t is usually used when the prohibition is implied by the

speaker and can’t is used when something is against the rules. You mustn’t take your mobile to school. You can’t park here.

advice Should / ought to

• Should and ought to are used to express advice. You should go to the doctor, that cough sounds awful. You ought to apologise to her, she’s very upset.

certainty must and can’t

• Must and can’t can be used to express certainty. You didn’t get to bed until 6 a.m. and it’s only 8.30 now. You must be tired. That must be Jim’s dad – Jim looks just like him. You’ve slept for fourteen hours – you can’t be tired. They can’t be here already. They didn’t leave home until 6 p.m. and it takes at least two hours to get here.

possibility may, might and could

• The modal verbs may, might and could can be used to express possibility.

• Could is used only in the affirmative, while may and might can

be used in both the affirmative and the negative. The meaning of could, may and might in the affirmative is the same. The sky looks a bit black. I think it could / may / might rain. I’m afraid the party may not / might not happen … My parents may not / might not go away at the weekend after all!

that you don’t do something.

I mustn’t be late for the interview or I won’t get the job. Have to

• Have to is like must, but it’s impersonal and we don’t use it for our personal feelings. We use it for facts.

I have to wear glasses because I can’t see very well. Don’t have to

• We use don’t have to to mean that you don’t need to do something, but you can if you want to.

I don’t have to get up early in the morning – it’s Saturday! Needn’t

• We use needn’t when we want to say something you don’t need to do.

I needn’t get up early in the morning – it’s Saturday!

prohibition Mustn’t / can’t

• We use mustn’t and can’t for prohibition or to say that

NOTE: When we want to express certainty and possibility about the past, i.e. when we are speculating about past events, we use a modal verb + have + past participle.

certainty must / can’t / couldn’t + have + past participle

• When we use must, can’t and couldn’t + have + past

participle, we are fairly certain about the speculations we are making. The meaning of can’t and couldn’t + have + past participle is the same. I must have left my keys at work – they’re not in my bag. Because of the tsunami, many people must have lost their homes. My dad can’t have left for work because the car’s still in the garage. It can’t have been easy to be in Japan when the earthquake happened. I wonder who committed the murder. It couldn’t have been Reverend Green because I’ve got that card and the murder weapon couldn’t have been the rope because I’ve got that card too.

something isn’t allowed.

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Language reference

Remember Modal verbs: always go before another verb: He can swim. never change – don’t add an –s or an –ing to them: She must be mad! are always followed by an infinitive without to (except for ought to!): They should leave tomorrow. They ought to leave tomorrow. are always followed by not in the negative: We can’t help you with your project – sorry! go immediately before the subject in a question: May I ask you your name?

Unit 3

Grammar Conditional possibility conditional sentences zero conditional

ForM The zero conditional is formed as follows:

• If + present simple + present simple or • If + present simple + imperative

If you want to be fit and healthy, do lots of exercise.

USe

• We use the zero conditional to state universal truths. If you’re in love, nothing else is important.

first conditional

ForM The first conditional is formed as follows:

• If + present simple, future simple OR future simple + if + present simple

USe

• We use the first conditional to talk about situations which are possible in the present or the future.

She won’t buy the dress if they don’t give her a discount.

second conditional

ForM The second conditional is formed as follows:

• If + past simple, conditional OR conditional + if + past simple 96 language reference

USe

• We use the second conditional to talk about ‘unreal’ or hypothetical situations.

He wouldn’t like it if he knew you’d told me.

third conditional

ForM The third conditional is formed as follows:

• If + past perfect, past perfect conditional OR past perfect conditional + if + past perfect

USe

• We use the third conditional to talk about things in the past that did or did not happen and what would have happened if we had done something different.

If he hadn’t started working at the shopping mall, he would have had to work for his father. Unless, as long as, providing, provided, in case, supposing, even if, otherwise

• In the first conditional, if can be replaced by other words with a similar meaning such as unless, as / so long as, provided / providing, in case, even if, otherwise and on condition that. They are more formal than if.

I’ll buy the T-shirt for you as long as you pay me back tomorrow. She’ll babysit tonight on condition that we don’t stay out too late. Unless

• Unless means if not. I’ll come round to your house unless I have to babysit.

Even if

• Even if is used to make the condition more emphatic. She won’t go to Mark’s wedding even if he invites her.

Otherwise

• We often use or or otherwise in conditional sentences. You’ve got to study or / otherwise you won’t be going to university!

Supposing

• When we use supposing in conditional sentences, the

speaker is inviting the listener to imagine a situation. We can use supposing in all three types of conditional sentences. Supposing you lost your keys, how would you get into your house?

mixed conditionals Mixed conditional sentences are sentences which use a mixture of second and third conditionals because we want to express things we did in the past that might have present consequences or to express past events that may be the result of present facts. So in mixed conditionals the tie in the if clause isn’t the same as the time in the main clause.

Language reference

If you hadn’t spent all your money, you’d be able to buy a new phone.

Relationships in time

(past action: you spent all your money, present consequence: you can’t buy a new phone)

already

eventually

later

recently

afterwards

finally

lately

soon

If Nina weren’t so busy, she could have gone to the theatre last night.

beforehand

first

next

yet

(present fact: Nina is busy, past consequence: she wasn’t able to go to the theatre last night)

earlier

last

previously

Grammar

Remember Conditional sentences sometimes contain other modal verbs than will, would and would have: will: can, may, might would: could, might would have: could have, might have Zero conditionals sometimes contain should + verb, instead of the imperative. The modal verbs can and could may also appear in the if clause.

To make questions, we put the auxiliary verb before the subject. Did you see the film?

Are they on holiday now?

Has she read the book?

Can we go to the theatre with you?

To make negative questions, we do the same thing! We put the auxiliary before the subject. Didn’t you see the film?

Aren’t they on holiday now?

Hasn’t she read the book?

Can’t we go to the theatre with you?

Wh- questions

Unit 4

When we use a wh- word (who, what, why, when, which, where, how) to make questions about the subject of the verb, we don’t change the word order.

Vocabulary Time adverbs and expressions Time adverbs describe when, for how long or how often an action happened. They are usually placed at the end of a sentence. If you need to use more than one time adverb in a sentences, they should go in this order: 1) how long, 2) how often 3) when. He only worked for ten days every week last year. Here is a list of some common time adverbs and time expressions. Points in time at midnight

during the evening the previous day

at noon

in a week’s time

at the moment

the following weekend

at three thirty

yes / no questions

throughout the summer

Frequency (definite) annually

hourly

quarterly

daily

monthly

weekly

fortnightly

nightly

yearly

Frequency (indefinite) all of a sudden

infrequently

regularly

always

generally

some time ago

every now and then never

sometimes

gradually

occasionally

suddenly

hardly ever

rarely

usually

Who has played that video game? What is that actor like? When we are making a question about another part of the sentence, we form wh- questions in the same way as yes / no questions. Why aren’t they coming here? When will you be travelling to Bolivia? Where are they getting married?

Get it right When we use a wh- question word to make a question about the subject of the verb, we don’t need to use the auxiliary verb.

We say: ✓ Who wants something to drink? ✗ Who does want something to drink?

Question tags We often make a statement into a question by adding a question tag at the end of the statement. The verb used in the tag, has to match the auxiliary verb in the statement. We tend to use question tags to verify that something is true or when we want reassurance.

• If the statement is positive, the tag will be negative. You’re getting married, aren’t you?

• If the statement is negative, the tag will be positive. You’re not getting married are you?

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Language reference

Remember

• We also use used to for something that was true, but isn’t true any more.

We make question tags • in the present simple with do or does. • in the past simple with did. • with the verb be where the verb be is in the statement. • with the same auxiliary or modal verb as in the statement. The question tag for Let’s is shall we? The question tag for I am is aren’t I? The question tag for I’m not is am I?

Evie used to have very long hair when she was a child. Now it’s short.

Get it right There is no present form of used to ✓ I do yoga once a week. ✗ I use to do yoga once a week.

WOULD

Embedded questions Embedded questions are questions within another statement or question. They generally follow statement order rather than question order. So the subject usually comes before the verb.

• Embedded questions usually start with expressions such as these:

Could you tell me . . .

I don’t know . .

Do you know . . .

The question is . . .

I wonder . . .

Who knows : . .

Emphatic questions We can ask emphatic questions using who or what and also expressions like whoever, who on earth, what on earth. In emphatic questions, we should always place emphasis on these words to make a point. Emma texted Jake.

Emma texted who?

I’m worried about something.

You’re worried about what?

Jane’s applied for a new job.

Jane has applied for what?

Jamie phoned me last night.

Who on earth phoned you?

Katie told me.

Whoever told you that?

Unit 5

Grammar Used to, would, wish, if only USED TO

• We can use used to when we want to express something

that happened regularly in the past, but no longer happens. Freddie used to read all the business news online. Did you use to ride your bike every day? I didn’t use to like ice cream!

• We use would when we want to express something that happened regularly in the past.

Whenever Jane was unhappy, she would go to her room and cry.

Get it right Used to can describe actions and states, but would can only describe actions. ✓ They used to be crazy about Dr. Who. ✗ They would be crazy about Dr. Who.

wish

• We use wish to talk about how we would like a present or past situation to be diff erent.

Present situations

• When we are referring to a present situation, the structure is wish + past simple / continuous.

There are no cheap restaurants near where I live. I wish there were some cheap restaurants near where I live. I can’t go out with Pablo on Saturday because we’re going away for the weekend. I wish I could go out with Pablo on Saturday. I wish we weren’t going away for the weekend. Past situations

• When we are referring to a past situation, we use wish + past perfect simple / continuous.

Those trousers I bought look awful on me. I wish I hadn’t bought those trousers. We didn’t get a good view of the castle because it was raining. I wish it hadn’t been raining.

if only

• If only is used in the same way as wish, but is usually used to express a stronger feeling about a situation and to talk about regrets.

It’s lonely being an only child. (I regret not having any brothers and sisters.) If only I had some brothers and sisters.

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Language reference

Get it right

I saw a shirt that I really liked but now they’ve sold it. (I really regret not buying it.)

✓ I’m sorry I’m late. I got here as fast as I could. ✗ I’m sorry I’m late. I got here so fast as I could.

If only I’d bought that shirt.

Unit 6

• We can also use the expressions, twice as, three times as, four times as etc. to express the same idea.

Comparatives and superlatives

The new office is three times as big as the old one.

• We can use these expressions: almost, at least, nearly, just,

comparatives

nowhere near in the same way.

We form the comparative by adding -er to the end of short adjectives and adverbs (of one syllable) and adding more before long adjectives or adverbs (of more than one syllable). cheap – cheaper

expensive – more expensive

quiet - quieter

slowly – more slowly

Helena was nowhere near as happy as she said.

superlatives To form the superlative, we add -est to one-syllable adjectives and most to adjectives that are longer than one syllable.

spelling rules

• If a two-syllable adjective ends in y, we change the y to an i and add -er. easy - easier

cheap – cheapest

expensive – most expensive

quiet - quietest

slowly – most slowly

Spelling rules

happy – happier

lucky - luckier

• If a one-syllable adjective ends in a vowel and then a

• If a two-syllable adjective ends in y, we change the y to an i and add -est.

consonant, we double the fi nal consonant and add -er. big – bigger

hot - hotter

irregular adjectives and adverbs

•

• Some adjectives and adverbs don’t follow these rules, as they are irregular. Here are some of them: good / well – better

far – further / farther

bad / badly – worse

Polly is happier than Molly. Flying is more expensive than going by bus.

word and when we want to describe a gradual process.

When it stopped at the station, the train got more and more crowded.

lucky - luckiest

hot - hottest

Irregular adjectives and adverbs

• Some adjectives and adverbs don’t follow these rules, as they are irregular. bad – worst

good - best

far - farthest

The

• We usually use the before superlatives. Polly is the happiest girl in the school. Flying is the most expensive form of travel.

Get + two comparatives

• We can use get followed by two comparatives joined by the

happy – happiest

If a one-syllable adjective ends in a vowel and then a consonant, we double to fi nal consonant and then add -est. big – biggest

Than

• We use than after comparatives to compare two things.

easy - easiest

In

• After superlatives, we use in, when we are talking about places. That’s the biggest shopping centre in the world.

Your English is improving, it’s getting better and better. The …the

• We use the … the .. with two comparatives to say that one thing depends on another thing.

The warmer the weather, the happier I feel. The more I thought about the idea, the less I liked it. As … as

• We use as … as to compare equivalent aspects of two things. The apple is as heavy as the banana. We can also use so … as in the same way, but not in positive sentences and questions. Nina isn’t so tall as she looks. Or Nina isn’t as tall as she looks.

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Writing guide

Unit 1

A descriptive essay TASK: write a detailed description of the holiday destination of your dreams. (100 – 150 words).

The holiday destination of my dreams is a tropical island. There are deserted white beaches behind a green-blue lagoon, and lush vegetation full of colourful birds. Although it’s hot and sunny, there is a gentle breeze to keep us refreshed. There are no tourists, in spite of the island’s natural beauty. We will stay in a simple cabin on the beach and sleep in hammocks. During the day, we will snorkel in the lagoon or explore the forest. I can imagine the mysterious sounds of exotic fauna, and the feel of cool sand between my toes. In the evening, we will smell delicious fresh fish being cooked on a barbecue. Inland, there’s a picturesque waterfall where bright blue butterflies dance and there’s a tranquil pool where we can wash ourselves. I can imagine the island so clearly, despite the fact I’ve never been to a tropical paradise like this. But perhaps it’s not very realistic, because there are no annoying insects or dangerous snakes, no destructive tropical storms, and no roads or airports. I don’t know how I would get there! Still, it’s nice to dream sometimes!

Remember the paragraph plan for a description essay.

Remember to use signposts.

1) Introduction: capture the reader’s attention, introduce the topic

2) Main body: sensory, factual and figurative detail 3) Conclusion: summary of theme and strong concluding sentence

Signpost although but

despite in spite of

Tip Tip before writing Remember to use adjectives to make your writing more interesting.

Tip Tip after writing Check that you have described as much sensory detail as possible of your imagined place – taste, touch, sights, sounds and smells.

Remember to use useful language.

Useful language To introduce a point The person I most admire is … The thing I really like is … To make contrasts although but despite in spite of

100 writing guide

To give a general description of actions He / She lives / goes etc.

To describe a particular event He / She went etc.

Writing guide

Unit 2

An opinion essay TASK: write an opinion essay on an environment-related topic which you have heard about in the news recently. (100 – 150 words).

The price of oil has gone down recently, and apparently this is because they are producing more oil in the USA through a new process called fracking. By using this technique, they can extract oil which is contained in the rock. Now, they are talking about doing the same in Europe. In my opinion, there are two problems with this idea. First of all, fracking can cause environmental problems. It can pollute our water supply, much of which comes from underground. Secondly, it may cause small earthquakes sometimes. I believe these problems would be more serious in Europe, where the population density is greater. Secondly, extracting more fossil fuels will only increase our carbon footprint and contribute to man-made climate change. To my mind, this is wrong. If we want to save the planet, I would say that we need to extract less oil, or no oil at all. In conclusion, I don’t think we should allow fracking in Europe. Instead, I believe we must invest more in renewable energy and improve energy efficiency.

Remember the paragraph plan for a opinion essay.

1) 2) 3) 4)

Remember to use signposts.

General introduction to the topic Make a first point in support of your opinion Make a second point in support of your opinion Conclude by summarising your arguments

Signpost first of all secondly

in addition in conclusion

Tip Tip before writing Brainstorm ideas about what to write in a mind map, then choose the best ideas and organise them in a logical order.

Tip Tip after writing Check that you have organised your ideas in a logical order. You have varied the words and phrases you have used to give an opinion.

Remember to use useful language.

Useful language As I see it ...

In conclusion ...

I agree ... I believe ...

To conclude, I would say ...

I disagree that ...

In my opinion ...

I don't believe ...

In short ...

I don't think that ...

It is clear that ...

I feel (that) ...

It seems to me that ...

I think that ...

To my mind ...

I strongly believe ...

To sum up ...

I would say ...

writing guide 101

Writing guide

Unit 3

A proposal TASK: a room or building in your local community is not being used for anything. Write a proposal to the person responsible to suggest a good way of using it (100 – 150 words).

Introduction The aim of this document is to propose a good use for the old community hall, which as you know is currently empty. We would like to suggest turning it into a low cost gym. Background There are not enough opportunities for young people in our neighbourhood to keep fit. While there are plenty of gyms, they are simply too expensive for people on a low income. As a result, teenagers have no alternative but to hang out on the street. The Proposal We suggest using the community hall as a gym. We can achieve this at a low cost by recycling old, broken machines which commercial gyms are throwing away. We can assemble a team of volunteers who can not only restore the machines but also redecorate the building. This proposal would give the young people of our area a way of keeping healthy and fit. In addition, it will mean less disturbance on the streets for the other residents. Concluding remarks We believe our proposal would be of great benefit to all residents in the community, and would make use of a public building which is wasted at the moment. Please don’t hesitate to contact us for further details.

Remember the paragraph plan for a proposal.

1) Introduction: Introduce the topic to your reader 2) Background: give some background information on the problem

3) Proposal: Give details on your proposal and state why you think it is a good idea

Remember to use signposts.

Signpost in addition to furthermore

not only … but … also

on top of that

4) Concluding remarks: restate the problem and the solution you are suggesting Remember to use useful language.

Tip Tip before writing Remember to use a formal style when you are writing a proposal.

Tip Tip after writing Check that you have organised your text so the sentences are clear and logically connected to each other.

Useful language The aim of this report

Explain and expand on background facts This has led to …

The main idea is …

This, in turn, has …

Introducing the purpose

Introducing a course of action We suggest that …

Adding information Furthermore … In addition to …

102 writing guide

Concluding

Not only … but (…) also

Clearly, …

On top of that …

Writing guide

Unit 4

Retelling a narrative TASK: write a summary of the plot of a book, film or TV drama (100 – 150 words).

Remember Me Remember Me is a drama set in a village in Yorkshire. The main character is an old man called Tom, played in the series by Michael Palin. He lives alone in an old house which is haunted by the ghost of his childhood nanny, killed in a shipwreck long before. The story begins when Tom tries to escape from the house by going to an old person’s home. However, the ghost goes with him, and she is violent to anyone who might take Tom away from her. She kills one of the nurses. Tom feels guilty for bringing this bad fortune to the home, so he disappears. One of the other nurses, a girl called Hannah goes to look for him in his house, and from that moment on, she too is haunted by the ghost. In the end, the ghost forces Tom to make a difficult choice – either he must kill himself and go with her, or she will take Hannah instead. At the last moment, he sacrifices himself to save the girl.

Remember the paragraph plan for retelling a narrative.

1) 2) 3) 4)

Introduce the main character and talk about the action Write about the main events Write about the main events Say what happens in the end

Tip Tip before writing Use sequence words and phrases to help your reader see how events relate to each other in time.

Tip Tip after writing Check that you have used the appropriate tenses for retelling the plot of a piece of fiction.

Remember to use signposts.

Signpost as the days go by… as the evening goes by … finally… gradually… in the end…

over the next few days… the main character… the story begins… the story takes place…

Remember to use useful language.

Useful language To introduce the scene … takes place in …

Sequencing words and phrases as the days go by, …

The main protagonist / character is …

finally …

The story begins …

gradually …

from that moment on… In the end … over the following/ next few days … At the last moment …

writing guide 103

Writing guide

Unit 5

A letter of application TASK: think of a job you would like to have and write a letter of application for it. (100 – 150 words)

Dear Sir/Madam I am writing to apply for the post of webmaster for your business. I saw your advert in last week’s Chronicle. As you will see from my CV, I am in my final term of secondary education. However, I already have experience in the IT field, I have designed and set up a number of websites for small businesses belonging to family friends. I have included links to these on my CV. Additionally, I have experience in maintaining these websites, replying to user comments, examining traffic through the sites and also generating and revising the webpages. I understand that in today’s world, a website has become the public face of a company and requires constant attention to keep it up-to-date and dynamic. I am enthusiastic and also very pro-active and feel I would be well-qualified to serve that function for your business. I would be able to begin work any time from August onwards, either fulltime or part-time. Please don’t hesitate to contact me if you require details of references, or to arrange an interview. I look forward to hearing from you. Yours faithfully, Benji Sakamoto

Remember the paragraph plan for a letter of application.

1) 2) 3) 4)

Remember to use useful language.

State your reason for writing Write about your interests and any relevant experience Write about other skills you have

Useful language Introducing the purpose for writing I am writing to …

State your availability and sign off

I enclose my CV…(in a posted letter)

Tip Tip before writing Use a formal style when you write a letter of application and avoid contractions.

Tip Tip after writing Check you have used formal language consistently in the email.

Remember to use signposts.

also

104 writing guide

… my attached CV …(in an email application letter) Describing skills and experience I am currently …ing

I am committed to +…ing

I would be willing to … additionally

in addition to

Describing interests and ambitions I enjoy +…ing I am interested in +…ing

Offering I would be able to …

Signpost

Giving details of CV and referees … can supply details of …

Concluding I look forward to hearing from you.

I would be available from … Yours faithfully, Yours sincerely,

Writing guide

Unit 6

A critical review TASK: write a critical review of an audio-visual production you have seen (100 – 150 words) .

Life Story is a six-part nature documentary which takes us through the most important stages in an animal’s life, from birth through to parenthood. The programme combines footage of a wide variety of creatures from all corners of the world with commentary from the veteran BBC wildlife presenter David Attenborough. For me, the connections between the sections are not always clear. We jump, for example, from whales in the Pacific to spiders in the Amazon without a clear link. However, on the positive side, this means you never have time to get bored with watching one particular animal. As in Attenborough’s previous nature documentaries, the quality of filming is mind-blowing. At the end of each episode, there is a five-minute section showing us the incredible lengths the camera crew have gone to in order to capture the images. I would certainly recommend watching this documentary, if you can. The images are fascinating, and in many cases, it is the very first time this animal behaviour has ever been caught on film.

Remember the paragraph plan for a critical review.

1) Give the name and details of the production, what it was about, and any of the main people involved in producing it

2) Give some details about what you see or hear in the production and what you thought of them

3) Say what, for you, is the main strength or weakness of the production

4) Give a recommendation (or not) and say why

Tip Tip before writing Remember to use compound adjectives to give concise descriptions.

Tip Tip after writing Check you have given your critical opinion and supported it with reasons.

Remember to use signposts.

Signpost as in for me I would I wouldn’t

in like manner like likewise similarly

Remember to use useful language.

Useful language Talking about similarity

Introducing opinion

as in

For me …

by the same token

I would / wouldn’t recommend …

in like manner in similar fashion in the same way like likewise similarly

writing guide 105

Exam tips

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stuDy little bits at a time and often – don’t cram it all in! use memorisation techniques to help you. Also use pictures, lists and games to remember vocabulary. use the internet for extra practice.

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Watch films in English, listen to the radio in English, surround yourself with English! test yourself or get a friend to test you.

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Do things again and again until you get them right.

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Get organised: make a schedule that includes all your subjects, and stick to it. taKe two days off a week, don’t revise every day.

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Don’t only study grammar and vocabulary, practise reading and writing too.

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Finding your weak points Do you make any of these mistakes? Choose the correct sentence in the pairs. 1a I think banks should be open in the afternoons. 1b I think banks should be opened in the afternoons. 2a She’ll be waiting you there at 3 o’ clock. 2b She’ll be waiting for you there at 3 o’ clock. 3a What are the disadvantages of living abroad? 3b What are the desadvantages of living abroad? 4a John said me he was having a party on Saturday. 4b John told me he was having a party on Saturday. 5a I asked me what I was doing there! 5b I asked myself what I was doing there! 6a He hasn’t been to London for six years. 6b He haven’t been to London for six years. 7a There aren’t enought tips on this page! 7b There aren’t enough tips on this page!

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Finding your weak points What do you have most difficulty with? Reading, writing, listening or speaking? Ask your teacher for extra worksheets to practise what you find most difficult, or look for extra practice on the internet.

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MaKe a list of the most common mistakes you make and start avoiding them!

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Keep a learning diary about what you learn in class and what you find easy or difficult. Make sure you concentrate on the areas you find most difficult.

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Discover what you find more difficult and then dedicate more time to it.

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it is a good idea to go through the tips on your own and choose a certain number to look at each week. make sure you plan your time properly so that you can cover all of the tips before the day of your exam.

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in the next few pages, there are 100 useful exam tips – they start with tips for finding your weak points and concentrating on these areas. then go on to tips for building up to the exam – here you’ll find useful advice on what to do before your exams, you should always make a study plan, for example. after that there are specific tips for the day before the exam – don’t forget to get a good night’s sleep! and then on to the big day – the day of the exam itself. the last few tips give you general ideas of what to do in the exam, then specific tips on reading, writing, listening and speaking.

use your writing tasks to learn from the mistakes you made. stuDy at school, not just at home or in the library – and take the opportunity to ask teachers for advice. MaKe sure you do exercise – swimming and walking are particularly good for you when under exam pressure. avoiD distractions like the TV, radio, music, mobiles, tablets… use apps, if you have them and they’re useful – but only use the app, don’t get carried away with other things on your phone or tablet.

TASK 3 The build up to the exam Download the app, English Monstruo for a fun way of eradicating those typical common errors.

Exam tips TASK 6

The build up to the exam

The day before the exam Go through this checklist the day before the exam to make sure you’re prepared.

Look at the piece of writing below and the points mentioned at the end. How could it be improved taking the points into account?

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Breathe calmly and easily.

Give an answer for every question.

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reaD the whole passage before you begin to answer questions.

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MaKe sure you know how to get to the exam centre.

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put your alarm on, so you get up in good time!

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pay attention to words in bold, words that are italicised or underlined. ManaGe your time: watch the clock. Know how long you’ve got for each question. Don’t spend too long on any one question.

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MaKe sure you have all your papers, exam pens, pencils etc. ready to take in to the exam the next day.

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if you have time, take a short walk outside before the exam in order to clear your mind and get your body moving.

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Don’t get stressed and don’t panic!

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Give yourself extra time when arriving to the exam (in case of traffic, rain, public transport going slowly etc.)

The day of the exam Practise your breathing with a friend or someone in your family. You’ll feel how your body relaxes.

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eat a healthy breakfast, make sure you eat plenty of fruit and protein for your brain!

TASK 7

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Have I got the right directions to get to exam centre?

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Don’t drink too many caffeine-loaded drinks.

Have I got all the pens and pencils that I need?

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Have I got the exam centre address?

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Don’t stay up until the early hours trying to revise. Go to bed early and get a good night’s sleep.

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The build up to the exam You can create your own wordsearches to revise vocabulary. Why don’t you choose a set of words you want to revise and type ‘make a word search’ in your search engine … and play?!

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• paragraphs • spelling • wrong words

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It’s two months untill my exams start and so I’ve made a study plan. I’ve decided to revise for three hours on a monday, tuesday and thursday evening after school. I’m going to go to the book shop as it’s quieter there and there are no distractions like the TV, my phone or my littel brother and sister! On a wednesday, I always go swiming and I’m not going to stop doing that. People say that it’s a good idea to do sport regularily when you are under exam stress. In my study plan, I added time at school to revise too. That way I can ask my teachers for advice, if I need to. At the week end, two of my friends and I are going to meet so that we can test each other. On saturday evenings, we’re going to watch films in english and hope that we understand them all! On sunday, I’m not going to do any revision, I’m going to relax. I hope that my study plan works and that I pass all of my exams!

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TASK 4

use every second of the test. If you have extra time at the end, go back over your answers. Check, double check, triple check. circLe answers in pencil that you are not sure you did correctly so that you can return to them if you have extra time at the end.

exam tips 107

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speLLinG is very important – make sure you spell correctly. Go back at the end and check over the spelling in your answers. paraphrase the words in the text when you’re asked to answer in your own words. BacK up your answer with evidence from the text in true / false questions. MaKe sure you know what kind of word you’re looking for: a synonym / an antonym etc. Don’t read the text too quickly – take the time you need and make sure you’ve understood everything properly.

108 exam tips

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Don’t worry if you have to cross out or change an answer – just make sure you write the one you want clearly!

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thinK W.W.W.W.W. (who, what, when, where and why) when reading a text. checK for signpost words that can help you anticipate what the speaker will say. unDerLine key words (what YOU think is important) in the questions. Watch out for not or other negating words that will change the meaning of the question and answer. Write notes or underline sentences in the text you think are significant. Watch out for words such as all or never in questions.

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In the exam: general Look at an old exam or ask your teacher for one. Read all the questions carefully before starting and quickly plan how much time to dedicate to each.

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Don’t copy anyone else in the exam room!

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aLWays make sure you understand exactly what it is you’re being asked to do.

TASK 8

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Leave time to check your answers at the end.

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use the text to answer the questions – copy words accurately from the text, don’t make spelling mistakes.

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pay close attention to any examples provided. Use them to help you.

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sKiM the questions first before reading the text, so you know exactly what you’re looking out for.

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Don’t panic if you don´t understand a question or know the answer… move on to the next one and return to the more difficult question once you´ve completed the other questions on that page.

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Don’t pay attention to those around you. Concentrate on what you are doing!

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Exam tips

Don’t waste time reading the text every time you need to answer a new question. Don’t go back to the beginning of the text for each question when you know from the task type that the answers will come in the order of the information in the text. Don’t worry if you don’t understand every word – you probably won’t need to in order to answer the questions. reaD all of the information in the questions very carefully and respond appropriately.

TASK 9 In the exam: reading and writing Did you know that these are the 20 most common spelling errors that Spanish speakers make when writing in English? See if you can identify the words and spell them correctly: 11 recomend 1 wich 12 begining 2 confortable 13 responsability 3 becouse 14 demostration 4 accomodation 15 recived 5 posible 16 oportunity 6 belive 17 advertisment 7 diferent 18 ruber 8 bycicle 19 bussiness 9 enviroment 20 coffe 10 beatiful

Exam tips TASK 10

TASK 11

In the exam: reading and writing Choose a text that you feel like reading in English, from an online newspaper, for example. Go through it and as you are reading think: who, why, where, when, what. Try and make questions beginning with these words and answer them.

In the exam: writing Match the essay types with their structures.

1 For and against essay 2 A story 3 An opinion essay

4 An informal email 5 A review of a TV drama 6 A description of a place

a set the scene and context; write about the main

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Write clearly.

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aLWays read the questions carefully and make sure you understand what you are being asked to do.

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it’s better to say something, even if it’s wrong, than to say nothing at all.

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expLain your opinions.

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in a speaking exam, don’t forget to smile!!

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Give examples when talking, where necessary.

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use any preparation time you are given sensibly.

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use examples to support your arguments.

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ansWer questions with some detail, so your answers are long enough and you can show the examiner what you are capable of. The more you say, the more the examiner will realise you can do – an extended answer should show fluency and a variety of vocabulary and grammar too.

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Listen carefully so you can give relevant answers.

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checK your writing when you’ve finished: check spelling, punctuation, word order, grammar etc. Remember that days of the week, months of the year, countries, languages and nationalities all start with a capital.

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try to capture the attention of the examiner in your writing. Make your writing as interesting and as descriptive as you can.

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taLK to the examiner – you’ll feel more involved in the conversation.

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aLWays structure your writing clearly – follow the paragraph structure you’ve learnt for different writing genres.

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proDuce organised writing. Join ideas together with linking words.

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Don’t use the same idea too often, give different ideas for well-balanced writing.

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try to avoid repeating the same words and phrases too often: use a range of vocabulary.

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MaKe sure your ideas are relevant to the question.

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reasons and examples to support the topic; reasons and examples against the topic; conclusion and personal opinion. d the place: when, where, who; main features and people; one further specific detail; summing-up sentence e state your opinion and give a general introduction to the topic; make points in support of your opinion; conclude the discussion by summarising your arguments f the context; the problem; the development; your opinion

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pLan your ideas before you write, make a paragraph plan before writing your answer.

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b greeting and reason for writing; main information;

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reMeMBer we say by train, by bus, by plane, by car, but on foot.

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in a listening exam, underline key words in the questions. ansWer every question – there’s no point in leaving anything blank. Listen carefully to the introduction of each section. This will give you useful information about the situation and the speakers. use the time at the beginning of each section to look through the questions and think about the topic. checK how many times you’ll be able to listen to the recording, this will help you know what to expect. Keep to the word limit – if you’re asked to answer a question in ‘no more than three words’ , for example, make sure you do not write more than three words. try to answer all of the questions, even if you feel you don’t know the answer – you may have understood more than you think. Write clearly – if your writing isn’t clear, you may lose marks. Don’t panic if you don’t understand every word – you often don’t need to understand EVERYTHING to answer the questions. Don’t panic if you miss a question – look ahead and concentrate on listening out for the next one. You’ll probably hear the recording again. preDict what you think you might hear and think of words related to the subject matter before listening.

TASK 14 In the exam: listening Imagine you are going to listen to different extracts about famous people, the media, the environment, sport and technology. Predict which words you think you might hear for each of these extracts.

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In the exam: speaking ‘Talk about yourself’. In speaking exams, you usually have to talk about yourself for a few minutes. Practise doing this at home in front of a mirror. Practise as much as you can, if you know what to say, you’ll feel more confident – and we all like talking about ourselves!

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In the exam: speaking Remember: natural speech from native speakers of a language always involves mistakes, correction, pauses, fillers, hesitation… See how many expressions for filling conversations you can think of. Here are a few to get you started: Uhmmmm … Yeah, well,… The thing is … Like … …and that …

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try to use phrasal verbs.

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Be careful to choose the right word for what you want to say eg: parents / relations; library / bookshop.

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Don’t worry if you realise you’ve made a mistake – it’s fine if you correct yourself and if you don’t, don’t worry either – just carry on speaking. Remember: natural speech from native speakers of a language always involves mistakes, correction, pauses, fillers, hesitation…

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Don't taLK about anything irrelevant to the questions being asked.

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Don’t learn answers or speeches off by heart.

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practise ways of delaying answers and using fillers in a speaking exam.

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Exam tips

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reLax when you’re in the exam – take deep breaths and remember you can do it!

TASK 15 In the exam: finally! Take some time to think positively – maybe one minute. Think through all the things you’ve learnt and achieved in English over the last two years.

Irregular verbs

Irregular verbs InFInITIve

PasT sImPle

PasT ParTIcIPle

arise awake be beat become begin bend bite bleed blow break bring build burn buy catch choose come cost cut deal dig do draw dream drink drive eat fall feed feel fight find fly forbid forget forgive freeze get give go grow hang have hear hide hit hold hurt keep kneel know lay lead learn

arose awoke was / were beat became began bent bit bled blew broke brought built burnt / burned bought caught chose came cost cut dealt dug did drew dreamt / dreamed drank drove ate fell fed felt fought found flew forbade forgot forgave froze got gave went grew hung had heard hid hit held hurt kept knelt knew laid led learnt / learned

arisen awoken been beaten become begun bent bitten bled blown broken brought built burnt / burned bought caught chosen come cost cut dealt dug done drawn dreamt / dreamed drunk driven eaten fallen fed felt fought found flown forbidden forgotten forgiven frozen got given gone grown hung had heard hidden hit held hurt kept knelt known laid led learnt / learned

irregular verbs 111

Irregular verbs

InFInITIve

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leave lend let lie light lose make mean meet pay put read ride ring rise run say see sell send set sew shake shine shoot show shut sing sink sit sleep smell speak spell spend spill spoil stand steal stick strike sweep swim swing take teach tear tell think throw understand wake wear win write

left lent let lay lit lost made meant met paid put read rode rang rose ran said saw sold sent set sewed shook shone shot showed shut sang sank sat slept smelt / smelled spoke spelt / spelled spent spilt / spilled spoilt / spoiled stood stole stuck struck swept swam swung took taught tore told thought threw understood woke wore won wrote

left lent let lain lit lost made meant met paid put read ridden rung risen run said seen sold sent set sewn shaken shone shot shown shut sung sunk sat slept smelt / smelled spoken spelt / spelled spent spilt / spilled spoilt / spoiled stood stolen stuck struck swept swum swung taken taught torn told thought thrown understood woken worn won written

112 irregular verbs

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1.02

  Unit 1, Exercises 2 and 3 (page 9)

I nearly drowned in the Amazon once. Well, OK, that’s a bit of an exaggeration, but I thought I was going to drown. I’d flown into Manaus, you see, and I wanted to get away from it all and see some of the jungle, so I looked around the town for a tour operator and found this guy offering a tour for a couple of days in a small boat, with accommodation in a cabin on stilts in the water. I liked it beaten path and seeing the wildlife. 1.03

  Unit 1, Exercise 4 (page 9)

When I got to the river, I saw it really was a small boat. It was like a very long narrow canoe. It was pointed at the front, but the back end of it was a flat board with a motor stuck on it. We went out onto the river, which is really wide, you know, a couple of miles or something, and it felt very dangerous in that small boat, and when it was going fast, the front was up in the air and the back was really low in the water. I was pleased when we got to a smaller river and started exploring. It was a great trip. We saw some weird animals like a sloth for example, and freshwater dolphins, and we went out at night to see caimans – kind of like alligators, they are, and the guide shone a light into the vegetation and you could see their eyes glowing red, and the guide caught a small one so we could get up close and personal. It was quite sweet really. And then in the cabin where we stayed, there were loads of piranhas, and if you threw scraps of food in the water, they all attacked it, you know, a real feeding frenzy. I didn’t fancy a dip! I’ve never understood how people go swimming in the Amazon because it’s full of the most horrible creatures, things that sting and bite and eat you alive. These piranhas can chew all of the meat off a person and leave just a skeleton in a couple of minutes. Anyway, everything was going fine until the trip back to town. 1.04

  Unit 1, Exercise 5 (page 9)

We were out in the middle of the river again, and there were big waves, and it was full of floating tree trunks, and the water was the colour of milky coffee, and then, in the blink of an eye, the back fell off the boat. The motor had broken off and fallen into the water, and it took the flat board with it, so the water started pouring into the boat and was swilling around our ankles, and I thought that we’d had it, you know, that our time was up and we were going under. It was one of those moments when your whole life goes flashing before your eyes. But then when we slowed down, the front of the boat wasn’t up in the air any more, and the back wasn’t so low in the water, it all levelled out, and so the water stopped pouring into the boat. We were still stuck out in the middle of the river with no motor, but at least we were floating. Then, after about half an hour, a ferry boat came past and our guide started waving to it, and they came and rescued us and took us back to Manaus. I was glad to be back on dry land! 1.05

  Unit 1, Exercise 2 (page 10)

We get angry too easily when we are driving. Perhaps the car horn is part of the problem. It sounds like you are saying, ‘Move out of the way!’, or ‘Look where you’re going, idiot!’ What we need is a car horn which says, ‘I’m sorry’. After all, we all make mistakes sometimes. Perhaps the traffic lights turn green

while you are thinking about something else. Perhaps you steal someone’s parking spot which another driver is trying to use. The road would be a better place if we could admit our mistakes with a ‘sorry’ horn! 1.06

  Unit 1, Exercise 10 (page 11)

When I was staying in Lisbon, I went out one evening to a concert. I’d bought the ticket in advance because it was a very popular band. While I was walking back to the holiday apartment afterwards, I noticed a man following me. I ran all the way to the door in a panic and looked for my key, but it had gone. Then the man who was following me arrived. He gave me the key. It had fallen out of my bag while I was leaving the concert and the man had seen it happening and followed me to return it. 1.08

  Unit 1, Exercise 10 (page 12)

A:  What’s the fastest way to the international airport? B: The airport express. It’s a shuttle service from here to the airport and back every 30 minutes. A:  Do I have to change trains anywhere? B:  No, the service is direct. A:  OK, I’d like two tickets please. B:  Single or return? A:  Two first class returns, please. How long does it take? B:  It’s non-stop, it only takes about 20 minutes. A:  OK, thanks. 1.12

  Unit 2, Exercises 2 and 3 (page 21)

OK, Question 1. The average person in Western Europe produces over 15 tonnes of greenhouse gases each year. In fact, this is not as bad as the United States, where the figure is 28 tonnes per person. However, it is three times as much as China, at five tonnes per person. Meanwhile, in Bangladesh, the average person produces only one tonne of greenhouse gases in a year! So what can we do to reduce our carbon footprint? Well, we can stop printing out things in order to save paper. But saving paper is a drop in the ocean and won’t have a great impact on our carbon footprint. So here’s the first question: For the average person in Western Europe, what is the single biggest producer of greenhouse gases? Is it A. the car, B. travelling by plane, C. heating the home or D. electricity for household appliances? Question 2. The second biggest contribution to your personal carbon footprint, for an average person, is your diet. This produces approximately 1.83 tonnes of greenhouse gases in a year. You can significantly reduce this figure by not eating meat and dairy produce. And if you eat a lot of food which has been transported by air, your carbon footprint goes through the roof, so it’s best to eat local produce. But it’s not only food you have to think about, but also drinks. So question 2 is about hot drinks. Which of the following hot drinks has the biggest carbon footprint? A. White coffee in a takeaway cup? B. Black tea? C. Tea with milk’ D. Black coffee in a takeaway cup? Question 3. One of the worst things you can do in terms of the environment is travel by plane. In fact, one long-haul trip

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produces twice as much greenhouse gas as heating your home for the whole year. You can try to live an environmentally friendly existence by cutting down on imported food and using less heating, but the savings you make will go up in smoke as soon as you get on that plane. Fortunately, the average person in Western Europe doesn’t go on a long-haul flight every year. Question 3 is this: How many long-haul flights does the average person take? Is it A. One every two years, B. One every three years, C. One every five years, D. One every ten years. Question 4. Car ownership has been steadily increasing in Western Europe and elsewhere. This is a large part of people’s carbon footprint. In fact, car ownership together with fuel consumption add up to more carbon emissions than heating the home. You can significantly reduce carbon emissions by NOT owning or using a car. Unfortunately, however, there is no sign that the tide is turning. People are becoming more dependent on their cars, not less dependent. Question 4 is this: How many cars does the average person have in Western Europe? A. One between a family of four? B. One between two? C. One per person? D. Two per person? 1.13

  Unit 2, Exercise 4 (page 21)

OK, Question 1. The average person in Western Europe produces over 15 tonnes of greenhouse gases each year. In fact, this is not as bad as the United States, where the figure is 28 tonnes per person. However, it is three times as much as China, at five tonnes per person. Meanwhile, in Bangladesh, the average person produces only one tonne of greenhouse gases in a year! So what can we do to reduce our carbon footprint? Well, we can stop printing out things in order to save paper. But saving paper is a drop in the ocean and won’t have a great impact on our carbon footprint. So here’s the first question: For the average person in Western Europe, what is the single biggest producer of greenhouse gases? Is it A. the car? B. travelling by plane? C. heating the home or D. electricity for household appliances? 1.14

  Unit 2, Exercise 5 (page 21)

1 For the average person in Europe, what is the single biggest producer of greenhouse gases? C heating the home 2  Which of the following drinks has the biggest carbon footprint? A – white coffee in a takeaway cup. 3  How many long-haul flights does the average person take? C – one every five years. 4 How many cars does the average person have in western Europe? B –one between two 3 There’s been a massive increase in house prices but wages have hardly increased at all. 4  Museums are full of stolen objects, but nobody seems to object. 5 We’ve seen the volume of sales contract over the past year, and there are no new contracts coming up. 6 They often present guests with a small present which is always beautifully wrapped.

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1.19

  Unit 3, Exercise 3 (page 34)

Do fizzy drinks and salty snacks Bring heart disease and heart attacks? Or will they only make you fatter? Which brings me to the heart of the matter: Can music and a hearty meal Help a broken heart to heal? Can you tell me hand on heart You’ve been good-hearted from the start? Do you have a heart of gold Or is your heart a little cold? And have you always played your part From the bottom of your heart? 1.20

  Unit 3, Exercise 2 (page 35)

Ian: An apple a day keeps the doctor away. These are the kinds of eating tips that we get from our grandparents when we are small. They’re little bits of folklore which are passed on from generation to generation. But is this folklore really true, or is it a load of old rubbish? Well, today, we have nutritionist Alison Campbell to tell us all about it. Welcome to the programme, Alison! Thanks for joining us. Alison: Hello, Ian. I’m very pleased to be here. 1.21

  Unit 3, Exercise 4 (page 35)

Ian: Now, Alison, my grandmother always told me that carrots are good for my eyes. Is that true? Alison: Yes, your gran was right. Carrots contain beta carotene, which reduces the chance of eye disease. If you have a carrot a day, your eyesight should be as right as rain! Ian: Righty-ho! What about the one about chicken soup – is it really good for colds and flu? Alison: Well, it doesn’t actually cure flu, but it helps with the symptoms, because chicken has an amino acid which thins mucous, so it will help to unblock your nose and sinuses, which is just what you want when you’re feeling under the weather. Now, if you want something to protect yourself against flu, eat plenty of onions or garlic, because they actually help combat viruses. Oh, and by the way, onions are also good for insomnia, because they contain a mild sedative. Ian: Right, so if you have a nice raw onion before bed, you’ll sleep like a log! How about fish, now. They say fish is good for you, right? Alison: Yes indeed, fish is very good for the brain, because it contains the mineral zinc, which is good for thought and for memory. Zinc helps you think! Another thing which is good for the mind is spinach, especially if you’re feeling down in the dumps. Spinach contains folic acid, and if you have a deficiency of that you may feel depressed.

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Ian: OK, so more fish and spinach then. Now, what about digestion, because I often get a spot of heartburn, you know, acid in the stomach, so what would you recommend for that? Alison: Well Ian, if I were you, I’d eat bananas, because they contain a natural antacid, so have a banana after a meal when your stomach feels upset, and that should help your digestion. 1.22

  Unit 3, Exercise 5 (page 35)

Ian: Right, now my grandmother’s nearly ninety and she’s always been as fit as a fiddle, and she reckons she would never have lived so long if she hadn’t eaten heaps of berries. Could that be true? Alison: Well, yes. Cranberries, for example, are good for your bladder and urinary tract, because they fight off infections from the kind of bacteria which is often found there, ehm, let’s see, and then there are blueberries. There’s a component found in a blueberry which will kill the bacteria that cause diarrhoea. Ian: And they taste great too. What’s NOT to like!? Now, one last question. I’m off to Dublin tomorrow on the ferry, and I always get seasick. Is there anything that will help with that? Alison: Yes, ginger. Make a cup of ginger tea, because ginger fights nausea. It’s also good for migraine, by the way. Ian: Brilliant, I’ll take some ginger tea just in case I get seasick, then! So Alison, thank you so much for coming in today and sharing your wisdom with us! Alison: You’re welcome! 1.23

  Unit 3, Exercise 9 (page 37)

Who’s afraid of chicken? Approximately two thirds of the raw chickens sold in the UK are contaminated with the bacteria campylobacter, which can cause serious food poisoning. Around 300,000 people are infected each year. So supposing you enjoy eating chicken what should you do? Well, according to food-health experts, there’s no need to panic, provided that you follow some simple guidelines: - it’s safe to eat chicken as long as you cook it properly. - it may have bacteria on it even if you have washed it. - do not eat the chicken unless you are sure it is properly cooked. - clean kitchen surfaces after preparing the chicken in case they have been contaminated. - it is safe to handle the chicken providing you wash your hands thoroughly afterwards. Don’t forget to follow these guidelines carefully, otherwise you might get ill! 1.24

  Unit 3, Exercise 2 (page 38)

huge amounts of money a small cup of milk a dozen eggs

a few drops of rain a heap of rubbish two kilos of sugar loads of time vast numbers of people a pile of homework a spot of trouble three spoonfuls of coffee a teaspoonful of honey a thousand people a tonne of bricks 2.03

  Unit 4, Exercise 2 (page 47)

Trudy: A new production of the play An Inspector Calls by J. B. Priestley opens at The Playhouse this weekend. I went along to talk to the director and a couple of the members of the cast... So, you are Martin Dixon, and you’re directing this production. Can you tell us a little bit about the play? It’s a very thought-provoking drama, isn’t it? Martin: Yes, it is. It talks about the division between male and female, and upper class and working class. The story all revolves around the death of one character called Eva Smith. She’s a poor working-class woman with no family to support her, and when she’s found dead after an apparent suicide, a police inspector decides to investigate. Basically, what the playwright shows is the depth of prejudice and hypocrisy at around the turn of the last century, but of course the message is still very relevant today. I think the play encourages us to consider our own responsibility for social problems, and I think quite a few members of the audience will feel rather uncomfortable in their seats because it will force them to reflect on their own morality. 2.04

  Unit 4, Exercise 3 (page 47)

Trudy: Now, let’s go and meet some of the cast. Now, you’re Keith Roland and you’re playing the part of Arthur Birling, aren’t you? Keith: Yes, that’s right. Arthur Birling is a rich industrialist and the head of a family, and one evening the Birling family are all having a big meal to celebrate his daughter’s engagement, and a police inspector calls, right out of the blue. Now, the inspector tells them that he’s investigating the death of a poor young woman called Eva Smith, and to begin with, they all believe it has nothing to do with them, but then, little by little as the evening goes on, it’s revealed that they all have some responsibility for the death of the girl, you know, they’ve all got blood on their hands. In the case of my character, it turns out that I’ve fired her from her job for no good reason. She was a good worker but I threw her into a life of poverty and destitution. Trudy: And you’re Isabel Dalton, and you play the role of Sheila in the play, don’t you?

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Isabel:  Yes, Sheila Birling. I’m Arthur Birling’s daughter, and I’m getting engaged to be married, so that’s why the family is having this little celebration. It turns out that I have some responsibility for the death of Eva Smith too, because I met her in a shop and I caused her to get the sack – basically because I was jealous of her good looks. Anyway, when the inspector forces me to look at my own behaviour, it’s a bitter pill to swallow, ‘cause I’d always thought of myself as a good, moral person, and I recognise how bad I’ve been. I’ve always had everything handed to me on a plate and have never really had to struggle for anything and this really makes me think. So anyway, by the end of the play, I’m a reformed character. Unlike my parents, who won’t admit they’ve done anything wrong! Trudy: Wow, sounds interesting. So Martin, this play was written, what – in 1945, wasn’t it? But I understand that you’ve updated it in some ways to make it more relevant to today’s audiences, so how have you changed it? Martin: Ah, now that would be telling, wouldn’t it? I think you’ll need to come along and see for yourself. It’s starting at The Playhouse this Friday, and it will be running throughout April and May. 2.06

  Unit 4, Exercise 4 (page 48)

A:  What a terrible birthday! B:  Why? Didn’t you enjoy it? A:  No. And I’m not eating this evening. B:  Why not? Aren’t you hungry? A:  No. And I’m not watching Game of Thrones tonight. B: Why not? Don’t you like it? A: It’s all right, but I’m going to bed early. B: Why? Aren’t you feeling very well? A:  I’m fine. I just want to be alone. B:  Why? Don’t you like me? A:  Of course I do. I’m just tired. 2.07

  Unit 4, Exercise 8 (page 49)

1 It’s a very thought-provoking drama, isn’t it? 2 You’re playing the part of Arthur Birling, aren’t you? 3 That would be telling, wouldn’t it? 2.08

  Unit 4, Exercise 13 (page 49)

1 You phoned who? 2 You can hear what? 3 Something’s wrong with who? 4 You did what? 2.09

  Unit 4, Exercise 14 (page 49)

1 Who told Peter? Who told Peter? Who told Peter?

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2 What started late? What started late? What started late? 3 What’s wrong? What’s wrong? What’s wrong? 4 Who’s going to help? Who’s going to help? Who’s going to help? 2.10

  Unit 4, Exercise 17 (page 49)

I don’t know how people can write books. I wonder where they get their ideas from. I know what kind of books I like reading, but I don’t know when I would ever find the time to write myself. I often buy second-hand books. I always wonder whose book it was before. I’d like to know who bought the book before me and why they sold it. I’m always curious to know which character in the book they liked best. 2.11

  Unit 4, Exercise 2 (page 50)

I’m currently reading a spy thriller. I haven’t read much fiction lately because of my exams, but I enjoy a good book occasionally. People say that books are going out of fashion, gradually, and maybe, eventually, they will disappear altogether. I’ve noticed recently there are hardly any bookshops left. Previously, you could find a bookshop in any major street. One day we’ll wake up and realise suddenly there are none left. 2.12

  Unit 4, Exercise 5 (page 50)

1 There’s been nothing good on TV lately. 2 She was walking along the corridor when suddenly a zombie appeared in a doorway. 3 I’m not going to the cinema to see that – it was on TV recently! 4 They’re currently filming a movie near here and I occasionally see famous actors in town. 2.15

  Unit 5, Exercise 4 (page 60)

A: OK, first question, Which large department store do you think has the biggest market share in your country? B:  Oh, I think El Corte Inglés, definitely. A: Yes, I agree. OK, next, Can you name at least one more of the world’s stock market indexes apart from the IBEX 35? B: Yeah, I think I’ve heard of the Dow Jones. Can’t think of any more. A:  OK, question three. What methods of market research are there, apart from stopping people in the street? B: Well, you can phone people up, or ask them to fill out a questionnaire on a website. A: Yeah, OK. Next, can you name a supermarket chain with branches in several different European countries? For example, Carrefour, which is French.

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B:  Yes, and Lidl, I think that’s German. A:  Right. Next, how do people put their houses on the market? B: Well, I guess they go to an estate agent, and then the estate agent advertises the house. A: Right, and last question, if you’re looking for work, which is better – a strong or a tough job market? B:  Not a tough job market – that means it’s hard to find work. A:  Right, so a strong job market then. 2.16

  Unit 5, Exercise 2 (page 61)

I’m Kevin Burns and I’m 23 years old. I left school without any, like, decent qualifications and did a few short-term, dead-end jobs in local factories. Then I got a job for a company that maintains office buildings, and I was trained specifically in how to maintain central heating systems, you know, so basically I used to drain and clean out radiators to make them work more efficiently. Then I got made redundant and I was dead depressed, ’cause I couldn’t get another job for love nor money, then I thought, like, ‘Everybody’s got central heating, not just office buildings, and who’s cleaning out their radiators’, so I decided to go it alone, start my own business. Anyway, I got a government grant to basically buy the equipment and a little white van. Now I’ve got a team of five people working with me, with five vans, and I can hardly keep up with the amount of work we’ve got coming in. So yeah, going self-employed was the best decision I ever made. I only wish I’d done it sooner! 2.17

  Unit 5, Exercises 3 and 4 (page 61)

I’m Aisha Scott and I’m a professional dog walker, would you believe? It’s the perfect job for me, ‘cause I’ve always loved dogs and we’ve always had dogs in our family. I’ve actually been self-employed now for two years. Before that, I used to be on unemployment benefit, and that was pretty depressing because you’ve got no reason to get up in the morning, but luckily I had my dog, so I would take him out for a walk twice a day and meet people walking their dogs and get to know them, and sometimes as a favour, they’d ask me to walk their dogs one day because they had to go away somewhere or were too busy, and then I thought, ‘I could do this for a living’, because people in this town have too many dogs and not enough time, so that was how I started, and it’s great, I mean, I sometimes wish I got a bit more money, but it’s better than the dole and I’m my own boss, and it gives me a sense of satisfaction and achievement, so yeah, I wouldn’t change it for the world. I’m Mark Sikorsky, and I run a website called CostShare.com. I basically make enough money from advertising on the site to cover my costs and make a living out of it, yeah, I’ve always liked computing and stuff, I mean I used to spend all my time as a kid coding simple apps and things, anyway, CostShare is kinda like a social network for shoppers. and I got the idea because a friend of mine always buys stuff in bulk from a discount warehouse ‘cause it’s cheaper, but then he ends up with a massive great block of parmesan cheese or a huge drum of instant coffee or whatever, and his house is just full of too much of this stuff, so I thought, ‘If only shoppers could get together and buy things in bulk, share it between them and benefit from the discount’, so that was the idea that led to CostShare. So far, I’ve got the network up and

running for the Nottingham area, but I’m planning to expand to the whole of the Midlands this year, and who knows, then maybe the whole country. I like a challenge, so bring it on! I’m Alicia Cameron, and I’m 24 years old. I’m a fabric designer with a company in Glasgow. I used to be self-employed, but I’m not any more. When I left university, I was full of big ideas about going into business on my own, but actually it’s really tough, because you never have any peace of mind about your finances, and you end up working like, seven days a week, and I found I would end up spending all my time on administration, which was crazy because my passion is for design, not for marketing and accounting, and I haven’t really got a head for business, so eventually I found myself thinking, ‘I wish I could just go to work from nine to five and take home a fixed salary every month’, and I decided to go into full-time employment, and to be honest, I don’t regret it. Especially now that I’m thinking of starting a family. 2.18

  Unit 5, Exercise 5 (page 62)

1 I used to spend all my time as a kid coding simple apps. 2 Thomas used to live in Los Angeles. 3 Success used to arrive later in life than it does today. 4 In those days, I used to have a massive computer with a tiny memory. 5 I had my dog, so I used to take him out for a walk twice a day. 6 Sometimes as a favour, they used to ask me to walk their dogs. 7 I used to be on unemployment benefit. 2.19

  Unit 5, Exercise 9 (page 62)

I’m Marisa and I’m a web designer. I used to be a graphic designer. I would work with pen and paper in those days. I would spend a lot of time carefully cutting and sticking. I didn’t have a computer for a long time, but in the end I bought one, and gradually, I started working on that. I designed my own website, and people liked it. Friends would ask me to design websites, and I realised it was a promising career. So that’s how I became a web designer. 2.25

  Unit 6, Exercise 3 (page 72)

There was a buzz of excitement in the crowd as the lights dimmed and the curtain was raised. On stage, there was nothing but a solitary microphone standing in the spotlight. Then, the performer appeared from the wings and took centre stage. She seemed shy and ordinary, but when she began to sing, you could understand how this young woman had been catapulted into the limelight almost overnight. The audience was enthralled. She finished to rapturous applause, and flowers were thrown onto the stage from the front row. There was a standing ovation as she bowed and walked off, leaving people begging for an encore. Everyone agreed that her polished performance had been the highlight of the festival and she was destined to become a household name. Then she woke up – it had all been a dream! 2.26

  Unit 6, Exercise 2 (page 73)

Tony: Now, have you ever wondered what it feels like to be up on stage, in the spotlight? I know that for many of us, the idea of performing in front of a crowd fills us with dread, but severe stage fright is more common than you might

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think. Famous artists who suffer from this include Adele, Bob Dylan, Rod Stewart, Rihanna and David Bowie to name but a few. So, what is stage fright, and how can you get over it? Well, to answer those questions, we have with us in the studio today Irene Coleman, a psychologist who has worked with many star performers. Welcome to the show, Irene! Feeling nervous? Irene: Ha ha! Hello Tony. Well, to be honest, I do have a bit of adrenaline pumping around my body right now, you know, butterflies in my stomach, and that’s totally normal. Most people feel a buzz of excitement when they are due to perform. And that’s a good thing – our performances would be much flatter without it. Tony: OK, but stage fright can be a lot worse than butterflies in the stomach, right? Irene: Yes, that’s very true. Severe stage fright, or performance anxiety as we call it in the trade, is a phobia, and it can be quite debilitating. There are some fantastic musicians who we’ll never hear because of their fear of appearing in public, so all that talent goes down the drain. Which is where I come in. I work with artists to help them get to grips with their anxiety. 2.27

  Unit 6, Exercises 3 and 4 (page 73)

Tony: OK, so perhaps we have a few listeners out there who are would-be performers. Can you suggest any tricks of the trade to help them conquer their fears? Irene: Yes, well, five things. First of all, you have to learn better breathing habits. I know it sounds strange because we’ve all been breathing all our lives, but we need to pay more attention to it. And this links up with a more general point about the physical aspect of performing. Do exercises and use body-relaxation techniques. Secondly, when you get up on stage, react to people. Talk, smile, make eye-contact. The more you communicate with them, the better you’ll feel. Tony: Um yeah.

focus on entertaining the people who are watching and forget about the rest. Tony: OK, great stuff! Thanks very much for coming in and sharing those tips with us, Irene. Irene: Thank you! 2.28

  Unit 6, Exercise 3 (page 74)

1 Game of Thrones was fantastic. 2 Yes, but Marco Polo is far better 3 Well, I think Game of Thrones was a bit better, myself. 4 To me, Game of Thrones isn’t any better than Breaking Bad. 2.29

  Unit 6, Exercises 9 and 10 (page 75)

1 The book’s better than the film. The film isn’t as good as the book. 2 Modern dance is more exciting than ballet. Ballet isn’t as exciting as modern dance. 3 The opera is more expensive than the theatre. The theatre isn’t as expensive as the opera. 4 The new version is livelier than the original. The original isn’t as lively as the new version. 5 CDs are better quality than downloads. Downloads aren’t as good quality as CDs. 2.31

  Unit 6, Exercise 16 (page 75)

Edinburgh is one of the most relaxed and laid-back of capital cities, except at festival time. The Edinburgh festival is the largest arts celebration in the world, and one of the most popular parts of it is the comedy. But, for the comedians, The Fringe is perhaps the toughest comedy event they’ll experience because the competition for an award is intense. Winning an award is one of the most exciting things that can happen to an up-and-coming comedian. Many of Britain’s household names started their careers in this way. 2.32

  Unit 6, Exercise 3 (page 76)

Irene: And a third tip is to be thoroughly prepared. If you’re playing a concert, you should know exactly what you’re going to do. Have a set-list, and practise all the songs in order. When you see a great artist performing, you often get the impression that they’re making it up as they go along. Usually they’re not. They’re just so well prepared they don’t even have to think about what they’re doing.

1 It was a mind-numbing script and the acting was very runof-the-mill.

OK, fourth, work with your anxiety, not against it. Don’t try and cover it up by drinking too much. Remind yourself that the fear is totally normal. Remember that the adrenaline can push your performance to new heights.

6 It had state-of-the-art facilities and wheelchair-friendly access.

OK, and last but not least, you have to keep things in perspective. Your performance is the most important thing in the world for you at that moment, but it’s not as important as that for the audience. They’ve all got their own lives to think about as well. If they get up and go to the loo, or have a laugh with a mate, or leave altogether, it isn’t necessarily because of you, so

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2 It’s a real best-selling, page-turning thriller. 3 It was a full-length epic with a really sad, tear-jerking ending. 4 It’s a cutting-edge game with top-quality graphics. 5 It was a funny show, full of quick-witted remarks and ribtickling gags. 2.33

  Unit 6, Exercise 8 (page 76)

I find most biographies mind-numbing. Often, they are a run-of-the-mill narration of the events in the protagonist’s life. Reading a full-length biography is hard work for me. But this one was different. Parts of the book were tear-jerking, but it was also full of rib-tickling jokes and observations. It’s no surprise that it has become a best-selling book. The author is not well-known, but she deserves to be. It was also illustrated with some top-quality photographs and drawings.

Workbook answer key

Unit 1

Reading

Vocabulary

1 A student charity travel event

1 1 accommodation 2 waterfall 3 bus ride 4 scenery 5 fauna 6 vegetation 7 market 8 local dishes 9 beaches 2 1 breathtaking 2 colourful 3 exotic 4 lush 5 luxury 6 mouth-watering 7 picturesque 8 scenic 9 unspoilt 3 1 luxury 2 mouth-watering 3 picturesque 4 scenic 5 lush 6 colourful 7 unspoilt 8 exotic 9 breathtaking 4 1 Travel 2 voyage 3 tour 4 trip 5 1 check out 2 Watch out 3 take, back 4 carried away 5 make up

2 1 It is a UK university charity event; students have to travel as far as they can from their university in 36 hours and not spend any money. 2 A valid passport and a phone charger. 3 They like dressing up in fancy-dress costumes. 4 Airlines don’t often give free flights, not even for charity. 5 Students can ask celebrities for help or money and students can often raise more money by having donation links on a blog. 3

1 b 2 b 3 c 4 a 4 1 shelter 2 set off 3 blag 4 valid 5 at the foot of 6 furry 7 track 8 harnessing 5 1 Despite the dangers of hitch-hiking, it is still one of the more popular ways for students to get about. 2 Some students enjoy dressing up. 6 Students’ own answers.

Grammar 1 1 Be, Don’t disturb 2 don’t go 3 Don’t get, Fly 4 isn’t living; ’s travelling 5 Does the price of the tour include 6 Are the piranhas swimming

2 1 b 2 a 3 c 4 a 5 b 6 c 7 c 8 b 9 a 10 c 3 1 2 3 4 5

’ve been travelling haven’t been working ’s been reading have you been staying hasn’t been speaking

4

1 Have you ever swum with dolphins? 2 Greg has been travelling since January.

3 My parents haven’t been abroad for ages.

4 How long have you been staying in this luxury hotel? 5 We’ve used this airline before. 6 Have you checked out the prices for accommodation yet? 5 Students’ own answers. 6 1 booked 2 hadn’t ever been 3 was doing, spent 4 had taken, started 5 didn’t see, visited 7 1 was working 2 lost 3 didn’t hear 4 arrived 5 didn’t have 6 had left 7 started 8 had forgotten 9 was trying 10 walked 11 had seen 12 took, back

Workbook answer key T119

Workbook answer key

8 Students’ own answers. 9 1 b 2 c 3 a 4 c 5 b 6 a 10 1 are you going to do / are you doing 2 ’m working 3 are you leaving 4 ’ll stop 5 ’s going to be 6 Will, have 7 ’m going to find 8 ’ll be speaking 11 Students’ own answers.

Listening and Speaking 1 1 He was doing a year abroad there. 2 He spent ten months there. 2

1 d 2 b 3 a 4 c 5 b 3 1 intense and busy 2 a day trip 3 the main square 4 the gold museum 4

1 2 3 4

it all off the beaten track up close and personal in the blink of an eye

5

1 I’m sorry 2 was the problem? 3 a tandem bike online 4 his attitude at all 5 accept my apologies 6 not good enough 7 I can give you 8 have my money back 9 the receipt? 10 I’ll organise a refund T120 Workbook answer key

Vocabulary 1 1 by sea 2 by rail 3 by car 4 by horse 5 by train 6 by rail 2 1 bike 2 sea 3 road 4 boat 5 foot 6 road 7 boat 8 walking 9 horseback 10 air 3 1 forward 2 westward 3 upward 4 eastward 5 inland 6 northward 4 1 shuttle 2 one-way 3 international 4 go direct to 5 first-class 6 non-stop 5 1 first-class 2 international flights 3 direct 4 a direct train 5 shuttle 6 one-way ticket

Writing 1 1 She is the first amputee woman to climb Mount Everest. 2 A group of robbers threw her off a train and her leg was badly injured. Surgeons amputated her leg in the end.

2

1 D 2 C 3 B 4 A 3 1 national 2 awful 3 snow-capped 4 experienced 5 long, slow 6 brave, courageous, inspirational 4 1 Despite 2 Although 3 Despite 4 but 5 Although 6 In spite 5 Students’ own answers.

Review 1 1 mouth-watering 2 lush 3 breathtaking 4 scenic 5 mouth-watering 2 1 plane 2 non-stop 3 northwards 4 overland 5 by boat 6 by rail 7 direct 8 westward 9 first class 3 1 eat 2 has lived 3 ’re booking 4 ’ve never travelled 5 go 4

1 was sitting 2 noticed 3 had fallen 4 appeared 5 didn’t hesitate

Workbook answer key

6 dialled 7 was talking 8 began 9 had lost 5 1 ’ll be packing 2 will cost 3 Is he going to travel / Will he be travelling 4 ’m cooking 5 ’re moving 6 will you be doing

5 1 global warming 2 climate change 3 deforestation 4 electricity 5 solar panels 6 solar power 7 renewable energy 8 packaging 9 waste

6 1 Although 2 Despite 3 but 4 In spite

6 1 out 2 up 3 around 4 up 5 off 6 for

Unit 2

Reading

Vocabulary

1 1 In the south of Bolivia. 2 The world’s largest salt desert. 3 It is the lightest metal on Earth.

1 1 oil 2 electricity 3 gas 4 waste 5 Deforestation 6 solar panels 7 global warming 8 pollution 9 wind turbines 2 1 global warming 2 waste 3 electricity 4 Solar panels 5 Pollution 6 gas 7 deforestation 3

1 pollution 2 wind turbines 3 deforestation, global warming 4 solar panels 5 solar power 6 power stations 4 1 b 2 a 3 a 4 b

2

1 a 2 c 3 b 4 c 5 b 3

1 hybrid 2 annually 3 hypnotic 4 balance 5 evaporate 6 resources 7 unique 4 1 True. ‘lithium could be the green renewable energy fuel of the future. There would be less pollution which would have an impact on global warming.’ 2 False. ‘they need significantly more lithium than mobile phones. One car battery requires 30 kilos of lithium.’ 3 False. ‘it is an expensive process and requires a lot of financial investment … mines and production plants have to be built for this complex process.’ 4 True. In parts of Chile’s Atacama Desert, where lithium mining takes place … on a large scale …’

5

1 Almost half of the total supply of lithium in the world is in Bolivia. 2 The lithium is taken from the ground. Then it is left to dry in the desert sun. When the water evaporates, the lithium appears as a thick oily liquid. 3 In parts of Chile’s Atacama Desert, there is water pollution and animals have disappeared because of lithium mining. 4 He asks the reader if it is worth destroying the desert just to find a short-term solution to our environmental problems. 6 Students’ own answers.

Grammar 1 and 2 1 Could; P 2 won’t be able to; PO 3 can; A 4 couldn’t; A 5 can’t; PO 6 couldn’t; P 3 1 Can 2 can’t 3 was able to 4 allowed to 5 manage to 6 could 7 be able to 8 could have 4

1 2 3 4

You mustn’t go by car. We should recycle our old gadgets. I must switch off my laptop at night. I don’t have to go to school tomorrow. 5 We needn’t go to the environmental talk. 5

1 c 2 a 3 b 4 a 5 c 6 b

Workbook answer key T121

Workbook answer key

6 1 We mustn’t set up our own page on the school website. 2 You have to use your own bags for your shopping. 3 I needn’t / don’t have to save electricity. 4 You must wear a seat belt in a car. 5 You should upgrade your computer. 6 You don’t have to recycle old clothes. 7 1 a 2 c 3 a 4 a 5 c 6 b 8 1 Global warming must be getting worse. 2 We might stop producing plastic bags one day. 3 They can’t have solar panels on their house. 4 Stefan may not want to recycle his old phone. 5 We might learn more about deforestation in geography next week. 6 Clara could know the answer. She’s good at this sort of thing. 9 1 It might be an early birthday present. 2 It could be cat. 3 He/She must have a lot of money. 4 It can’t be your cousin. She’s on holiday. 6 It may be in your locker at school. 10 1 shouldn’t have used 2 could have borrowed 3 could have asked 4 might have increased 5 should have told 6 can’t have watched 11 1 You can’t have seen Melissa. 2 I needn’t have texted Amelia. 3 Jack might have thought we were getting the bus. 4 Eliza must have told her parents about Josh’s party. 5 You needn’t / shouldn’t have bought a new laptop.

T122 Workbook answer key

Listening and Speaking 1 carrier bags jumper laptop taps 2 Question 1 c Question 2 d Question 3 e Question 4 g Question 5 a Question 6 b You do not need topic f. 3 1 a 2 c 3 b 4 d 4 1 go through the roof 2 go up in smoke 3 the tide is turning 4 a drop in the ocean 5 1 Robbie: I think we should do more here at college to help the environment. What do you think? 2 Ellie: I really don’t know, Robbie. I’m not sure what would be best. Have you got any ideas? 3 Robbie: Well, for a start there must be loads of us who get a lift every day or get the bus. How about suggesting that we all walk or cycle one day a week? 4 Ellie: Good thinking! We could call it ‘Walk to College Day’. 5 Robbie: Exactly! We could also recycle waste food from the canteen every day. 6 Ellie: I’m not sure that’s a good idea. We may need more recycle bins. That might be quite expensive to set up. 7 Robbie: I don’t agree. It could be done cheaply and easily. I can look into that. 8 Ellie: OK. Why don’t we ask people to recycle their packaging more at lunch time or ask the canteen to sell sandwiches in paper bags, not plastic bags. 9 Robbie: You’re right. I hadn’t thought of that. See? Cheap and easy. Great idea!

10 Ellie: Perhaps we need to talk to the principal and then the Student Council before we do any more. 11 Robbie: That’s a good point. Shall I email them now? 12 Ellie: Go for it!

Vocabulary 1 1 c 2 a 3 b 4 a 5 c 6 b 7 b 8 a 2

1 education, introduce 2 attract, extract 3 transform, transfer 4 decrease, increase 5 consent, present 6 import, airport 3 1 2 3 4 5 6

produce, V export, N contract, N present, V increase, V distract, V

4 1 project 2 increase 3 subject 4 extract 5 present 6 produce 7 report 8 education 9 object 5 1 transatlantic 2 object, increase 3 introduce 4 attractive 5 essential 6 education 7 transfer 8 sensation 6

1 airport 2 attracts

Workbook answer key

3 present 4 transport Students’ own answers.

Writing 1 b The environment: everyone’s responsibility 2 1 D 2 C 3 A 4 B 3 a 2 b 4 c 1 d 3 4 1 First of all 2 In addition 3 Secondly 4 In conclusion 5 Students’ own answers

Review 1 1 h 2 g 3 e 4 d 5 a 6 b 7 f 8 c 2 1 a 2 c 3 c 4 a 5 c 3

1 All students must recycle their rubbish. 2 You should use public transport. 3 I had to use a plastic bag at the supermarket yesterday.

4 I’ll be able to talk for two minutes on that subject. 5 You needn’t tell Alice about this conversation. 6 You mustn’t dump e-waste here.

4 1 may have 2 can’t have 3 must have 4 might have 5 could have 6 shouldn’t have 5 1 First of all 2 In addition 3 Secondly 4 In conclusion

Unit 3 Vocabulary 1 1 g 2 c 3 e, f 4 a 5 b 6 d 7 f, e 2

1 health service 2 (eye) infection 3 stomach ache 4 heart disease 5 overweight 6 digestive system 7 heart attack 3

1 heart of gold 2 Hand on heart 3 a broken heart 4 bottom of my heart 5 hearty meal 6 heart of the matter 7 good-hearted 4

1 c 2 a 3 c 4 a 5 b 6 c 5 1 hearty meal 2 sick 3 digestive system 4 health service

5 overweight 6 heart disease 7 heart attack 8 Hand on heart 9 the heart of the matter 6 1 sign 2 put 3 sit 4 grow 5 pick

Reading 1 The positive effects regular exercise can have on our minds and bodies, particularly the benefits of running. 2 a 3 b 6 c 5 d 1 e 4 f 2 3 Possible answers 1 to give a person medicine or tell them what type of medical treatment they need 2 the effect something has on a person or situation 3 to start for the first time 4 the initial idea for something new 5 the act improving something 4

1 deed 2 set up 3 carry on 4 one-off 5 housebound 6 lone 5 1 False. ‘the positive impact on our physical and mental health and our weight cannot be denied. … Overweight people trying to lose weight, those who are keen to get fit, people recovering from heart attacks or people who just want to stay healthy or not put on weight.’ 2 False. ‘He did a run and went to visit a friend who was unable to get out of the house much. Ivo suddenly realised he had a great concept’.

Workbook answer key T123

Workbook answer key

3 True. ‘If runners want to get involved in Good run, they can sign up for one of three different types of run’. 4 False. The coach is the person the runner ‘stops and visits’ on the run. 6 1 d 2 b 3 c 4 a 7 Students’ own answers.

Grammar 1 and 2 1 don’t eat; 1 2 wouldn’t have felt; 3 3 do; 0 4 knew; 2 5 wanted; 2 6 have suffered; 3 7 start; 0 8 wouldn’t have; 2 3 1 hadn’t eaten, wouldn’t have had 2 wanted, would, do 3 eat, get 4 stop, you’ll lose 5 would, do, had 6 hadn’t gone, wouldn’t have felt 7 have, won’t sleep 8 wants, drinks 4 1 would come 2 ’d gone 3 would, does, have 4 wouldn’t feel 5 would have eaten 6 wouldn’t have liked 5 1 e 2 c 3 a 4 f 5 b 6 d 6 1 c 2 b 3 a 4 b 5 c 6 a

T124 Workbook answer key

7 1 hadn’t seen 2 wouldn’t have known 3 ’d realised 4 ’d have gone 5 don’t like 6 wouldn’t have enjoyed / won’t enjoy 7 go 8 ’ll have 9 want 10 should go 8 1 as long as 2 supposing 3 providing that 4 unless 5 in case 9 Possible answers 1 You’ll lose weight as long as you follow your personal fitness plan. 2 Providing you don’t smoke, your risk of heart disease is minimal. 3 I won’t take an aspirin unless I have a stomach ache. 4 Supposing I was overweight, what would you say to me? 5 I’ll take up running provided (that) you do too! 6 Take your trainers in case there’s a gym there. 7 Even if we don’t feel like it, we should eat a hearty meal 8 Unless you change your diet you won’t feel better. 10

1 If he had trained properly, he would have finished the race.

2 I’ll take a bottle of water in case I get 3 4 5

6

thirsty. Unless you tell me, you don’t tell me, I can’t help you. / If you don’t tell me, I can’t help you. If you could choose one hearty meal, what would it be? If you want to try Zumba, come to my class tomorrow night / If you want to try Zumba, you could / should come to my class tomorrow night. If we hadn’t downloaded that running app, we wouldn’t have learnt how to meditate.

Listening and Speaking 1 Suggested answers Sugar / sugary foods/ Sugar in our diet 2 1 b 2 d 3 c 3 1 natural sugar 2 Fructose 3 melons and grapes 4 Obesity and diabetes 5 like a log 4

1 under the weather 2 like a log 3 down in the dumps 4 as fit as a fiddle 5 as right as rain 5

1 If I were you 2 why don’t you ask 3 How about just cooking 4 That’s a load of rubbish 5 I think you should 6 I guess you’re right 7 for example 8 Good idea

Vocabulary 1 1 c 2 a 3 b 4 c 5 c 6 a 7 b 8 c 2

1 teaspoonful 2 drops of 3 a kilo of 4 a dozen 5 loads of 3

1 tonnes 2 loads 3 pile of 4 heap

Workbook answer key

5 huge 6 dozens 7 a load 8 spot 4 1 c 2 a 3 d 4 e 5 b 6 f 5 1 sleep / hold 2 contain / hold 3 hold 4 serve 5 take 6 seats / holds 6 Students’ own answers.

Writing 1 1 D 2 C 3 B 4 A 2 1 propose 2 On top of that, In addition to, Furthermore 3 The aim of 4 Lead to 3 1 The proposal is to make the school canteen a healthier place where students can make healthier choices. 2 The Student Council is making the proposal. 3 It is aimed at the college principal so he can approve the changes. 4

1 Furthermore 2 Not only 3 but also 4 On top of that 5 In addition 5 Students’ own answers.

Review 1 1 gold 2 an infection 3 heart attack 4 heart of the matter 5 digestive system 2

1 serve 2 drops of 3 a spot of 4 a dozen 5 teaspoonful 6 loads of, hold 3 1 go, ’ll work 2 cleans, uses 3 hadn’t gone, wouldn’t have felt 4 had, ’d feel 5 follow, will improve 6 would you have done, had known 7 want, sign up 8 were, ’d go 4 1 c 2 c 3 a 4 a 5 1 supposing 2 unless 3 in case 4 providing 5 as long as 6

1 not only 2 but also 3 In addition 4 Furthermore 5 On top

Unit 4 Vocabulary 1 1 poem 2 fairy tale 3 history 4 myth 5 short story 6 play 7 biography

8 novel 9 video game 2 1 play 2 poem 3 biography 4 video game 5 fairy tale 6 novel 3 1 d 2 c 3 a 4 b 4 1 play 2 acts 3 main character 4 setting 5 plot 6 ending 5 1 novelist 2 novels 3 fiction 4 main characters 5 chapters 6 drama 7 plot 8 ending 9 biography 6 1 move on 2 shout out 3 take, back 4 go back 5 feed back

Reading 1 1 George is a spoken word artist, a poet and a wordsmith. 2 His parents are from Uganda. 3 He grew up on a tough housing estate in north-west London. 2

1 True. ‘he hopes he can change the lives of a generation through storytelling.’ 2 False. ‘Rap has become more about entertainment. Poetry, on the other hand, makes people stop and think about things’.

Workbook answer key T125

Workbook answer key

3 False. ‘he often delivers his words like a politician …’ 4 True. ‘he is a firm believer that entertainment has the power to do this more than education.’ 3

1 maximise 2 wordsmith 3 politician 4 housing estate 4

1 modern 2 tough 3 potential 4 access 5 audience 5 1 Growing up on a tough housing estate George used his own experiences and those of others around him to rap about. 2 Because he wanted more people to hear and understand what he had to say. 3 Because they can have a better future if they have a better education. 4 He worked with them and gave them lessons in poetry so that they could have the chance to express themselves and know their stories are important. 6 Students’ own answers.

Grammar 1 1 Will 2 Do 3 Does 4 Are 5 Did 6 Is 7 Have 8 Can 2

1 Didn’t you tell 2 Aren’t they coming 3 Won’t you be able to 4 Can’t we afford 5 Don’t you like 6 Doesn’t your mum have 7 Won’t you help 8 Haven’t you read T126 Workbook answer key

3 1 When, whose 2 Why 3 What 4 Where 5 Which 6 Who; how 4 1 c 2 c 3 c 4 b 5 a 6 a 7 b 8 a 5 1 did you 2 wasn’t it 3 aren’t I 4 would you 5 can we 6

1 I wanted to know whether you’re 2 3 4 5

going to read that play. I wonder if you have ever written a novel. Could you tell me if there’s a bookshop near here? I wonder if your parents are going to download that novel. Who knows how the book will end.

7 1 who 2 what 3 where 4 when 8 1 Who did you go with? 2 What did you see? 3 What happened? 4 Who shouted out? 5 Didn’t you do anything? 6 Who told him to leave? 10 1 Who 2 What 3 Who 4 What Students’ own answers.

Listening and Speaking 1 b 2 1 more than 60 years 2 The fictional detective Agatha Christie created. 3

1 b 2 c 3 a 4 b 4 1 guesthouse 2 recently married 3 snowed in 4 the play ends 5

1 out of the blue 2 on a plate 3 bitter pill 4 blood 6 1 Do you remember when 2 It was just before 3 At first 4 by the time 5 I’ll never forget 6 Suddenly 7 In the end

Vocabulary 1 1 gradually 2 recently 3 lately 4 currently 5 occasionally 6 eventually 7 previously 8 Suddenly 2

1 I recently bought an e-reader. 2 Book prices will gradually fall because of e-books.

3 I occasionally buy hardback books. 6 My parents previously owned a second-hand bookshop. 7 Do you think books will eventually disappear? 8 We’ve been watching a lot of old films lately.

Workbook answer key

3 Students’ own answers. 4 1 daily 2 hardly ever 3 a fortnight 4 later 5 often 6 the previous day 7 every now and then 8 already 9 the following weekend 10 throughout the summer 5 1 at midnight 2 at that precise instant 3 a couple of hours 4 afterwards 5 in a week’s time 6 some time ago 7 beforehand 8 During the evening 6 Students’ own answers.

Writing 1 1 one summer 2 It takes place on a small Greek island, called Kalokairi. 3 Sophie Sheridan and her mother Donna 2

1 small, Greek, beautiful 2 imminent 3 former 4 unhappy 5 happy 3 1 The story takes place 2 main character 3 The story begins 4 Over the next few days 5 As the days go by 6 In the end 4 Students’ own answers.

3 ending 4 chapter 5 folk tale 6 novelist 7 main character 8 plot 9 self-help 10 biography 2

1 throughout the summer 2 previously 3 at that precise instant 4 lately 5 occasionally 6 gradually 7 the previous day 8 currently 3 1 Do you want to see the play tonight? 2 Didn’t you see the film last week? 3 Are you going to the festival tomorrow? 4 Aren’t you listening to anything I’m saying? 4 1 What 2 Who 3 Where 4 When 5 1 didn’t you 2 doesn’t she 3 are you 4 aren’t I 6

1 2 3 4

won what? is talking to who? has bought what? has a great what?

7

1 takes place 2 The main character 3 Over the next few weeks 4 As the months go by 5 In the end

Unit 5

Review

Vocabulary

1 1 non-fiction 2 drama

1 1 supermarket 2 on the market

3 market 4 job market 5 marketing 6 market share 7 stock market 2

1 on the market 2 job market 3 supermarket 4 market 3 1 mean business 2 head for business 3 your own business 4 start up 5 out of business 6 open for business 4 1 be 2 promising 3 unemployment 4 employee 5 dead-end 6 a job 7 employment 5

1 good head for business 2 running his own business 3 full-time 4 makes a fortune 5 employees 6 market share. 7 start up a fashion business 8 a promising career 6 1 summed up 2 clocked up 3 put together 4 start up 5 came up with 6 grow up

Reading 1 c 2 1 passion 2 caught the eye of 3 role 4 skills 5 volunteers 6 founder

Workbook answer key T127

Workbook answer key

3 a 5 b 2 c 6, 7 d 1 e 8 f 3 g 4 4 1 c 2 a 3 d 4 b 5 c 5

1 Young Enterprise teaches young people about business while they are at school or university. 2 Save the Student helps students with financial matters and gives them advice and savethegraduate.org gives tips and advice to graduate students about jobs, gap years, study choices and possible careers. 3 Young Enterprise gives students the chance to learn business skills for themselves by actually doing them. 6 Students’ own answers.

Grammar 1 1 Richard Branson didn’t use to get good academic results at school. 2 He used to own a magazine called The Student. 3 He used to sell records using the business name Virgin. 4 He didn’t use to know much about planes. 5 He used to try new business ideas without much money. 6 He didn’t use to be a billionaire. 2 1 use to be 2 used to feel 3 didn’t use to own 4 used to write 5 used to save up 6 Did, use to meet 7 didn’t use to have 8 used to have to 9 did, use to do 10 used to go

T128 Workbook answer key

3

1 In the past, we used to live in Buenos 2 3 4 5 6

Aires but we live in New York now. Did you use to want to run your own business when you were young? My parents didn’t use to have a tablet. When I was at primary school, I used to walk to school every day. We have a website for our company, but we didn’t use to have one. James didn’t use to be self-employed and used to work in a bank.

4 1 would read 2 wouldn’t allow 3 would knit 4 wouldn’t talk 5 would send 6 wouldn’t go, ’d watch 5 1 My dad would work long hours when he started his own business. 2 My dad would get up at 4 am every morning. 3 He wouldn’t have breakfast. 4 He would go for an early morning run. 5 He would switch his computer on at 5 am 6 He would sit in his office at the bottom of the garden until 8 pm and he would drink lots of coffee! 7 He wouldn’t spend much time with us.

10 1 didn’t run, present 2 hadn’t lost, past 3 knew, present 4 had listened, past 5 could help, present 6 had written, past 11 2 We had gone to university. 3 we had a big market share. 4 he had started his own business when he left school. 5 she had a good head for business 6 I didn’t have a dead-end job.

Listening and Speaking 1 1 True 2 False 3 False 2 1 engineering 2 retail 3 making jewellery 3

1 c 2 a 3 d 4 b

6

4 1 keen on the 2 no intention 3 few online orders

1 ’m not used to using 2 used to come 3 didn’t use to like 4 are used to typing 5 Did, use to go 6 Are, used to operating

1 bring it on 2 up and running 3 for love nor money 4 go it alone 5 a head for business

7 Students’ own answers.

1 Jack: Hi Maisie. How was your first

8 1 b 2 a 3 b 4 c 5 a 9 1 b 2 a 3 b 4 a

5

6 term at uni?

2 Maisie: Hi Jack. It was okay. 3 Jack: You don’t sound convinced. 4 Maisie: I’m not! I was so looking forward to the whole experience and it’s just not what I’d been led to expect. 5 Jack: In what way? 6 Maisie: Well, for a start my room in the hall of residence is tiny. 7 Jack: Why didn’t you ask for another room or to move to a different hall?

Workbook answer key

8 Maisie: I wish I’d thought of that sooner. It’s too late to move now. 9 Jack: That’s too bad. What about the course? You must be enjoying that. 10 Maisie: I had such high hopes for the course. It’s what I’ve always wanted to do and it’s just such a lot of work. 11 Jack: Oh dear, what a shame! Come on, Maisie, there must have been something you enjoyed about the term. 12 Maisie: Well, there are some really nice people doing my course and Bristol’s a great city!

Vocabulary 1 1 un2 over3 pre4 dis5 re6 under7 de8 mis2 1 over2 re3 dis4 Pre5 mis6 under 3 1 mispronounced 2 overpay 3 undervalued 4 deactivate 5 recalculate 6 disagree 4 1 The flat devalued. 2 The business overspent last month. 3 Your finances are disorganized. 4 Are there any unpaid bills? 5 Can you rewrite your business plan? 6 Everything is prepaid so we don’t need any money tonight. 5 1 underestimate 2 miscalculated 3 overcharged 4 prearrange 5 discount

6 1 overcharged 2 disorganised 3 underestimate Students’ own answers.

Writing 1 The position of sales assistant 2 1 B 2 C 3 D 4 A 5 E 6 B 7 G 3

1 in addition to 2 Additionally 3 Additionally 4 also 5 also 6 In addition to 4 Students’ own answers.

Review 1 1 on the market 2 start up a business 3 the job market 4 open for business 5 stock market 6 out of business 2 1 pre2 under3 re4 mis5 dis3

1 didn’t use to 2 would / used tp 3 wouldn’t / didn’t use to 4 Did, use to / Would, use to 5 would / used to 4 1 had known 2 hadn’t lost 3 had

4 had studied 5 had put 6 could see 5 1 also 2 Additionally 3 Additionally 4 In addition

Unit 6 Vocabulary 1 1 wings 2 applause 3 audience 4 spotlight 5 stage 6 highlight 7 row 8 dimmed, curtain 2

1 household name 2 audiences 3 catapulted 4 spotlight 5 performer 6 stage 7 limelight 8 highlight 3

1 household name 2 centre stage 3 buzz of excitement 4 standing ovation 5 front row 6 polished performance 4 1 Despite his laid-back appearance, the actor was extremely nervous. 2 The judges said that the boy band was nothing special. 3 The plot was gripping right up until the end. 4 The performance was hilarious. 5 They used cutting-edge technology to create the film. 5

1 2 3 4

turn into go on to turn up slip away

Workbook answer key T129

Workbook answer key

Reading 1 1 The audience Dynamo has round the world. 2 He floated about 300 metres above London. 3 The amount of money he won in a bet. 4 The amount of money he bet. 2

1 setbacks 2 elite 3 magicians 4 mesmerised 5 bullies 3

1 False. ‘Today, the world’s most 2

3

4

5

followed magician is Steven Frayne’. True. ‘His great-grandfather taught him how to do lots of things … including some tricks to help him with bullies at school.’ False. ‘Eventually, after a few setbacks including a serious illness, he started uploading videos of his tricks onto YouTube. He only had a few hundred viewers initially.’ True. ‘In 2012, Dynamo was given the highest honour any magician could hope to receive – Associate Membership of The Magic circle’. False. ‘Dynamo takes a simple approach to his tricks and illusions, and as a performer he prides himself on the simplicity of his act.’

4 1 rich 2 shy 3 heavy 4 full-time 5 above 6 simple 5 1 We know Dynamo’s shows are popular because he has many followers and his shows usually sell out. 2 He learnt how to make himself very heavy so that bullies could not lift him up. 3 2012 was an important year for Dynamo because that was the year when he became an associate member of The Magic Circle. 4 He thinks people like mysterious things and things they don’t understand.

T130 Workbook answer key

6 Student’s own answers.

Grammar 1 1 funnier 2 more expensive 3 more popular 4 bigger 5 more interesting 2

1 far more talented 2 much happier 3 slightly more sophisticated 4 a little cheaper 5 no worse 3

2 of tickets for Glastonbury gets more and more expensive each year. 3 The Harry Potter films got better and better each year. 4 the volume of the music got louder and louder. 5 got more and more tired after three performances a day for a month. 4 2 The cheaper, the easier 3 The older, the more difficult 4 The louder, the happier 5 The longer, the better 6 The older, the more memorable 5 1 is as good as the book. 2 isn’t as interesting as in the film. 3 is as tense as in the book. 4 isn’t as nice in the book as (she is) in the film. 5 not as happy as / sadder than in the book. 6 as exciting as the book. 6 1 the oldest 2 the most expensive 3 the longest 4 the youngest 5 richest 6 biggest, most popular 7 1 biggest 2 best 3 more complicated than 4 The nearest

5 the quickest 6 the cheapest 7 more expensive 8 cheaper than 8 1 I think that Almodóvar’s films are more interesting than Stephen Spielberg’s. 2 Theatre tickets are not as expensive as opera tickets. 3 Sandra is the most popular person in my class. 4 The film wasn’t as funny as the book. 5 I can see twice as far as you. 6 Your brother is almost as tall as you. 9 Students’ own answers.

Listening and Speaking 1 audience, hypnotist, sell-out, stage 2 e 1 c 2 a 3 b 4 d 5 3 1 d 2 a 3 b 4 c 4 1 magic to turn 2 as easy as 3 the better 4 useless 5 1 drain 2 butterflies, stomach 3 grips 4 tricks, trade 5 as you go along 6 1 2 3 4 5 6 7 8

I was wondering if Do you fancy No, thanks You could just I’d rather Sorry, but Why don’t I Good idea

Workbook answer key

Vocabulary

Writing

1 1 page-turning 2 cutting-edge 3 mind-numbing 4 best-selling 5 top-quality 6 full-length 7 tear-jerking 8 run-of-the-mill 9 state-of-the-art 10 wheelchair-friendly 11 rib-tickling 12 quick-witted

1 1 D 2 C 3 A 4 B

2 1 With its run-of-the-mill script, even the best actors couldn’t save this play from disaster. 2 This comedian had loads of ribtickling jokes. 3 This is a tear-jerking film. Take your tissues! 4 The book had a mind-numbing plot and it certainly wasn’t a page-turning story. 5 Come along to the state-of-the-art New Theatre, with wheelchair-friendly access. 3 1 well known 2 well fed 3 well-behaved 4 well-read 5 well dressed 6 well kept 4 1 c 2 a 3 b 4 c 5 b 6 a 5 1 state-of-the-art 2 wheelchair friendly 3 rib-tickling 4 well-known 5 full-length 6 top-quality 7 mind-blowing 8 well behaved

2 1 2 3 4

best-selling, P well known, P tear-jerking, N top-quality, P

3

1 Frozen uses cutting-edge computer graphics.

2 The acting in The Hunger Games is top-quality. 3 The full-length version of The Hobbit lasts for three hours. 4 Mamma Mia is a spell-binding stage production.

5

1 Opera tickets are twice as expensive as theatre tickets. 2 The film One Day is nowhere near as good as the book. 3 Daniel Radcliffe is nearly as famous as J. K. Rowling. 4 Cervantes’s short stories are just as interesting as his novels. 6 1 funniest 2 biggest 3 shortest 4 longest 7 1 As in 2 I wouldn’t recommend 3 Like 4 For me

4

1 As in 2 For me 3 like 4 I would strongly recommend

Review 1 1 curtain 2 rapturous applause 3 wings 4 stage 5 encore 6 standing ovation 7 buzz of excitement 8 polished performances 9 spotlight 2 1 a 2 a 3 b 4 a 5 a 6 b 3 1 better 2 much bigger 3 more sophisticated 4 4 any better

Workbook answer key T131

Workbook answer key

Exam practice Unit 1 Option A 2 1 c 2 b 3 1 In North America, users have to pay a fee to book a ride. The European website suggests price to driver but the drivers set the price. 2 Because they feel that is not what hitchhiking is all about. It takes away the thrill and anticipation of not knowing if/when you will get a lift. 3 They can give the user peace of mind and more security, especially if a person is travelling alone. 4 1 Hitchhiking is popular in spite of the dangers. / In spite of the dangers, hitchhiking is popular. 2 I haven’t been hitchhiking since I was a student. 3 Hitchhiking has decreased. 5

1 lone 2 savvy 3 fee 4 minimum 5 top-of-the-range 6 Students’ own answers.

Unit 1 Option B 2 1 c 2 d 3 b 4 a 5 d 6 c 7 b 8 d 3 Students’ own answers.

Unit 2 Option A 2 1 False. It has caused a lot of problems.

T132 Workbook answer key

‘It became more difficult to find wood and fuel for cooking. Wood was expensive and families could spend up to 40% of their income on it. … Girls used to miss … school … to do this simple chore.’ 2 True. ‘Farmers couldn’t afford supplies … so they couldn’t produce as much as they used to … and this led to … malnutrition’. 3

1 b 2 c 4 1 First of all, Sanga gave up his job. 2 Sanga’s company may export the fuel in the future. 5

1 expensive 2 inside 3 unhealthy 4 succeeded 5 reduce 6

1 sister, different, oven 2 produce increase export

and pavements can eventually lead to joint problems. During an ultra marathon, runners run on softer ground and so there is less damage to the body overall.’ 2 False. ‘If you’re not a great runner and you can’t run fast, don’t worry! You’d still be able to run an ultra marathon because it’s not all about speed.’ 3 True. ‘If you think you can’t do it, then remember that you don’t have to run for the whole distance. You can always walk for a bit.’ 4

1 Unless you do some training, you won’t / wouldn’t be able to sign up for an ultra marathon. 2 Even if you aren’t a fast runner, you can run an ultra marathon. 3 There are not only physical benefits but also mental benefits to running. 5

1 extreme 2 continuous 3 fellow 4 sensible 5 mind 6 Students’ own answers.

7 Students’ own answers.

Unit 3

Unit 2
Option B

Option B

2 1 d 2 b 3 a 4 b 5 c 6 a 7 d 8 c

2 1 c 2 a 3 a 4 c 5 d 6 c 7 b 8 a

3 Students’ own answers.

3 Students’ own answers.

Unit 3

Unit 4

Option A

Option A

2 1 c 2 a 3 1 True. ‘For many runners, the physical side of continuous running on roads

2 1 a 2 c

Workbook answer key

3 1 They changed them because the original stories were not suitable for children. 2 They removed the violence from the stories. 3 A cruel stepmother was included to reflect changes in society at that time. More men were losing their wives in childbirth and so they remarried. 4

1 This fairy story always takes me back to my childhood. 2 By cutting / taking out all the violence, the stories were suitable for children. 5 1 originate 2 refined 3 oral 4 squeeze 5 evoke 6 gory 6 Students’ own answers.

Unit 4

3 False. They adapt them ‘to fit in with

3 Scandinavian products cheaply. 2 Because they can attract customers from local businesses during their lunch hour. 3 How its workers are treated and recycling their gadgets. 4

5

1 professional 2 full-time 3 confidence 4 complex 5 excitement

market stall in Copenhagen. 2 I wish I had bought that vase in Tiger. 3 I think Lennart Lajboschitz has a good head for business. 5

1 How many new products do Tiger’s designers come up with each month?

2 Who is Tiger’s main customer in the UK? 6

1 accessories 2 eye-catching 3 spur of the moment 4 bargain 5 monitors 7 Students’ own answers.

Unit 5

2 1 a 2 c 3 b 4 d 5 a 6 b 7 b 8 d

Option B

Unit 5

4 1 Some of the Circus Debre performers go on to become teachers in the circus. 2 A traditional circus tent is not as big as a village square.

1 Lennart Lajboschitz used to have a

Option B

3 Students’ own answers.

everyone’s abilities.’

1 It offers people fun and up-to-date

2 1 b 2 a 3 d 4 c 5 b 6 a 7 c 8 d

6 1 needed /i:/ demonstrate /e/ delight /I/ 2 shows, preparation, traditional, relationships, education 7 Student’s own answers.

Unit 6 Option B 2 1 b 2 a 3 d 4 c 5 b 6 d 7 c 8 b 3 Students’ own answers.

3 Students’ own answers.

Option A

Unit 6

2 1 False. ‘He used to have his own stall at a Copenhagen market’. 2 False. ‘and after Denmark, Spain and the UK are its biggest markets.’ 3 True. ‘there is an enormous choice of bright, colourful, eye-catching products.’

Option A 2 1 b 2 a 3 1 False. ‘It is the first professional Ethiopian circus.’ 2 True. ‘They stick to simpler things like juggling, acrobatics or walking on stilts.’

Workbook answer key T133

Workbook answer key

Listening & Speaking tests Unit 1 1 a 2 1 c 2 a 3 b 4 d 3 1 The north coast of the island. 2 People often have to walk for miles and then there isn’t a doctor available to see them. 3 It’s on the west coast of the island.

Unit 2 1 1 b 2 d 3 a 4 d 2 1 It is increasing every day in cities and it is damaging the health of people now and in the future. 2 She is more relaxed when she arrives there; she notices more on the way and she chats to friends. 3 When taking Ella to a party or visit friends or when her brother is playing football at the weekends. 4 She should set up her own website.

Unit 3 1 Suggested answer: A healthy meal with protein and vitamins and minerals and some fat. 2 1 He suggests eating more protein and cutting down on carbohydrates and fat. 2 Any three from the following: lean meat, fish tofu or quinoa. 3 A good carbohydrate will release sugar slowly and you’ll feel more energetic for longer. 4 You won’t perform your best physically or mentally. 3

1 True. 60% carbs; 10% protein; the rest = fat. 2 False. They are examples of good carbs.

T134 Workbook answer key

3 False. It’s better to wait for a couple of hours at least. 4 True. Some early risers don’t like eating breakfast but I’d suggest half a banana and certainly a glass of water. 4

1 d 2 a

Unit 4 1 c 2 1 To help students with advice for planning and preparing for job interviews. 2 She decided to become selfemployed and she started her own recruitment agency. 3 Because she wanted to work directly with young people and help them prepare properly for job interviews. 4 He wants to know what the most important things to do is before an interview.

Unit 5 1 Suggested answer: An ‘extra’ is a paid actor who appears briefly in a film or TV programme. 2 1 True. His phone rang during a lecture but he didn’t answer it. 2 False. A TV company rang him. 3 False. He saw an advert on the university website. 4 True. He received an acknowledgement. 3 1 It was in a restaurant. 2 He had to take his own smart, casual clothes. 3 Because they don’t want the audience to be distracted by the extras. 4 It is definitely not as glamorous as he thought. 4 1 b 2 d 3 a

3

1 False She used to work in the human resources department in a big accountancy firm and now she runs her own business. 2 True. She says she has a pretty high success rate of people getting interviews and then going on to get the job after she has given them advice. 3 True. The most important thing is to be prepared. 4 False. She says they do.

Unit 6 1 Suggested answer: A voice coach helps people like actors use their voice properly or helps people who have problems with their voice. 2 1 She has helped them find their voice when they have stopped speaking completely as a result of stress at home or school. 2 First, they bend down and lie on the floor. Then they raise their legs in the air, lower them and slowly stand up. They put their hands against the wall and put all their weight onto their hands and imagine they’re pushing the wall away from them. 3 Because it helps people use the right parts of their bodies to find their voice and to breathe properly and it helps reduce nerves. 4 They often rehearse in a much smaller space than a stage so when they go on stage they have to use their voice in a much bigger space. 4

1 b 2 d 3 c 4 a

Workbook answer key

Vocabulary builder Unit 1

Unit 3

2 1 Any three of: eastward, northward, southward, westward 2 cabin 3 plain – colourful, return – one-way, single, budget – luxury 4 one-way, non-stop 5 by air, horse, rail, road, sea, walking on foot, horseback

2 1 heart 2 ill – sick, fat – overweight, kind – good-hearted 3 up 4 drop, spot, teaspoonful 5 eye infection, heart attack, heart disease, stomach ache

4 1 tranquil 2 glamorous 3 cosmopolitan 4 luxurious 5 mysterious 6 touristy 5 1 magical 2 commercial 3 spiritual 4 overdeveloped 5 charming 6 remote

Unit 2 2 1 Any four of the following: introduce, produce, reduce, conduct, education, product 2 reduce, decrease 3 take up 4 Any four of the following: climate change, fossil fuels, global warming, greenhouse gases, power stations, renewable energy, solar panels, solar power, wind turbines 4

1 volcanic eruption 2 tidal waves 3 tornado 5 snowstorm 6 retreating glaciers 7 smog 5 1 flash floods 2 drought 3 heatwave 4 cold spell 5 hurricane 6 melting ice caps 7 tsunami

4 1 If you want to lose weight, you should cut down on eating chocolate you eat. 2 The meal was disgusting! I’ve got stomach ache and I feel like I’m going to throw up. 3 I think I’m coming down with a cold. I can’t stop sneezing. 4 Have you got over that nasty virus you had recently? 5 Libby passed out during a PE lesson today but she came round a few minutes later. 5

1 put on 2 get rid of 3 cut out 4 build up 5 take up 6 work out

Unit 4 2 Any four of the following: biography, fiction, history non-fiction, self-help, travel, 2 beforehand, the previous day 3 Reading nursery rhymes takes me back to my childhood. 4 actually 5 occasionally, every now and then 4 1 swashbuckling 2 spine-chilling 3 abridged 4 epic 5 gory 6 tragic 5 1 folklore 2 adaptation 3 fictional 4 unconvincing 5 bedtime reading

6 classic

Unit 5 2 1 employee, employer, employment 2 long-term, full-time 3 business 4 started up 5 market b market 4 1 b 2 a 3 b 4 a 5 b 6 a 5 1 Running 2 work for 3 responsible for 4 in charge of 5 off work 6 Dealing with

Unit 6 2 1 (centre) stage, curtain, (front) row, wings 2 turn up 3 Any five of the following: best-selling, good-quality, high-quality, state-ofthe-art, top-notch, top-of the-range, top-quality 4 user-friendly, eco-friendly, wheelchairfriendly, child-friendly 5 well-behaved, well-dressed, run-ofthe-mill/mind-numbing 4

1 fine tune 2 drama queen 3 take the stage, break a leg 4 ham … up 5 changed your tune 5

1 set the scene 2 stage is set 3 At this stage 4 make a comeback 5 waiting in the wings 6 dramatic entrance Workbook answer key T135

Thanks and acknowledgements

The publishers would like to thank the teams of educational consultants, representatives and managers working for Cambridge University Press. The authors and publishers would like to thank the following teachers in Spain for the invaluable feedback which they provided for this course: Inmaculada Langa Hernando; Noelia Martínez Mesones; Blanca Varona Camarero; María Elena Martínez Luengo; Reyes Vázquez; Paula Torrente, IES Vallecas Magerit, Madrid; Javier Chico, IES Juan de Villanueva, Madrid; Esther Rey, IES Felipe II, Madrid; Carmen Gutiérrez, IES Cardenal Cisneros, Madrid; Paquí Obregón, IES Antonio Machado, Madrid; Antonio Porras and César Morales, IES Góngora, Córdoba; Benjami Donat, Institut Montserrat, St Andreu de la Barca; Carme Diez, Institut Can Jofresa, Terrassa; Chus Serrano, Sagrat Cor Diputació, Barcelona; Teresa Socies, Institut Salvador Espiritu, Barcelona; Maribel Balaguer, Lleó X111, Barcelona; Marta Vilaseca, Institut de Terrassa, Terrassa; Mercè Mateu, Institut Olorda, St Feliu de Llobregat. The publishers are grateful to the following contributors: La Factoría de Ediciones: original design Nicola Gooch: Teacher’s Book editor Wearebold.es: design and layout Darío Pérez: Teacher’s Book layout Chefer: cover design Jesús Sanz García: illustrator Alison Bewsher: proof reader Wearebold.es: photo research Julio Redondas, Damir Avdic and Rocío Muñoz: photo research Álvaro Fernández Prieto: photographer Enrique González and Javier Alomar: video camera operators Álvaro Rodríguez: videos Bendito Sonido: audio recordings Jacobo Aguirre McMorrow; Emily Lanzas Bogaard; Lucía McLachlan Quiñones; Samuel Palizian; Olivia Romero Collins; Tristan Sellers Clyde and Amaya Steensma Tedder The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted. While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting. Key: T = Top, C = Centre, B = Below, L = Left, R = Right, B/G = background

p. 6, 8, 10, 12, 14, 16: © Jules_Kitano/Thinkstock; p. 7 (BR): © Bob_ Eastman/Thinkstock; p. 7 (L): © VitalyEdush/Thinkstock; p. 7 (TC): © Brasil2/ Getty Images; p. 7 (BC): © P.Jirawat/Shutterstock; p. 7 (BL): © GlobalP/ Thinkstock; p. 7 (TR): © prapassong/Thinkstock; p. 7 (B/G): © Morley Read/Thinkstock; p. 8 (d): © sergwsq/Thinkstock; p. 8 (b): © Chad Ehlers/ Alamy; p. 8 (c): © Ambito/Shutterstock; p. 8 (a): © Oliver Knight/Alamy; p. 8 (CL): © Roberto A Sanchez/Getty Images; p. 9 (L): © Todd Gipstein/ Getty Images; p. 9 (R): © Evikka/Shutterstock; p. 10: © Syda Productions/ Shutterstock; p. 11: © Martin Lehmann/Shutterstock; p. 12 (c): © Chamille White/Shutterstock; p. 12 (b): © Plamen Peev/Shutterstock; p. 12 (a): © rangizzz/Shutterstock; p. 12 (d): © schankz/Shutterstock; p. 12 (e): © Comstock/Thinkstock; p. 12 (f ): © Kamila Starzycka/Shutterstock; p. 12 (B): © dovla982/Shutterstock; p. 13 (TC): © Samot/Shutterstock; p. 13 (TR): © Art Directors & TRIP/Alamy; p. 14: © John Phillips/contributor/ Getty Images; p. 16: © Nick Stubbs/Shutterstock; p. 17: © Sergiy Serdyuk/ Alamy; p. 18, 20, 22, 24, 26, 28: © Pakhnyushchy/Shutterstock; p. 19 (footprints): © Hywit Dimyadi/Shutterstock; p. 19 (bananas): © robynleigh/ Thinkstock; p. 19 (CL): © Ditty_about_summer/Shutterstock; p. 19 (TR): © buld/Thinkstock; p. 19 (B/G): © KYTan/Shutterstock; p. 20 (e): © Zffoto/ Shutterstock; p. 20 (b): © Chepko Danil Vitalevich/Shutterstock; p. 20 (c): © tuthelens/Shutterstock; p. 20 (d): © cate_89/Shutterstock; p. 20 (a): © hxdbzxy/Shutterstock; p. 20 (f ): © Martin Capek/Shutterstock; p. 20 (g): © wk1003mike/Shutterstock; p. 20 (h): © Tom Wang/Shutterstock; p. 20 (i): © Ivan_Sabo/Shutterstock; p. 21: © Blackout Concepts/Alamy; p. 22 (R): © imageBROKER/Alamy; p. 23 (B): © Jan Kaliciak/Thinkstock; p. 25: © Justin Kase zninez/Alamy; p. 26 (shelves): © Pavel Ilyukhin/Shutterstock; p. 26 (meat): © Adisa/Shutterstock; p. 28: © Olga Nikonova/Shutterstock; p. 29: © Picture Service/contributor/Getty Images; p. 30: © Brendan Howard/ Shutterstock; p. 32, 34, 36, 38, 40, 42: © novintito/Thinkstock; p. 33 (B/G): © Digital Vision./Thinkstock; p. 33 (TL): © Alexander Raths/Shutterstock;

p. 33 (CC): © moodboard/Thinkstock; p. 34 (a): © Prapass Wannapinij/ Thinkstock; p. 34 (b): © sfam_photo/Shutterstock; p. 34 (c): © Digital Vision/Thinkstock; p. 34 (d): © Alexander Raths/Shutterstock; p. 34 (e): © vadimmmus/Thinkstock; p. 34 (f ): © ryan burke/Thinkstock; p. 34 (g): © Image Point Fr/Shutterstock; p. 38 (a): © topae/Shutterstock; p. 38 (b): © Flas100/Shutterstock; p. 38 (c): © WM_idea/Shutterstock; p. 38 (d): © Slavoljub Pantelic/Shutterstock; p. 38 (e): © Feng Yu/Shutterstock; p. 38 (f ): © Pixel Embargo/Shutterstock; p. 38 (g): © Nobor/Shutterstock; p. 38 (h): © ifong/Shutterstock; p. 39 (C): © A_Lein/Shutterstock; p. 39 (R): © michaeljung/Shutterstock; p. 40 (TL): © Kletr/Shutterstock; p. 40 (BL): © Warren Goldswain/Shutterstock; p. 42 (BR): © Volodymyr Khomiakov/ Thinkstock; p. 43 (B/G): © Olivia Barr/Getty Images; p. 44, 46, 48, 50, 52, 54: © Anneka/Shutterstock; p. 45: © estt/Thinkstock; p. 46 (a): © M Itani/ Alamy; p. 46 (b): © flab/Alamy; p. 46 (c): © Ronnie McMillan/Alamy; p. 46 (d): © Antiques & Collectables/Alamy; p. 46 (e): © Antiquarian Images/ Alamy; p. 46 (f ): © foto-zone/Alamy; p. 46 (g): © Kevin Wheal/Alamy; p. 46 (h): © Jeffrey Blackler/Alamy; p. 46 (i): © razorpix/Alamy; p. 47: © Pavel L Photo and Video/Shutterstock; p. 51 (TC): © Larry Lilac/Alamy; p. 51 (R): © Image Source Salsa/Alamy; p. 52: © AF archive/Alamy; p. 54: © Mondadori/contributor/Getty Images; p. 55: © risteski goce/ Shutterstock; p. 56: © AFP/stringer/Getty Images; p. 57 (B/G): © Maskot/ Getty Images; p. 58, 60, 62, 64, 66, 68: © flil/Shutterstock; p. 59 (T): © Frederic Legrand - COMEO/Shutterstock; p. 59 (BL): © Sergey Nivens; p. 59 (CC): © MBI/Alamy; p. 59 (B/G): © Twin Design/Shutterstock; p. 59 (BR): © MPFphotography/Shutterstock; p. 60 (b): © Danilin Vasily/Thinkstock; p. 60 (c): © ene/Shutterstock; p. 60 (d): © Andy Dean Photography/ Shutterstock; p. 60 (e): © Image Source Salsa/Alamy; p. 60 (f ): © savageultralight/Shutterstock; p. 60 (g): © Pixsooz/Thinkstock; p. 61 (a): © Franck Boston/Shutterstock; p. 61 (b): © william casey/Shutterstock; p. 61 (c): © Goodluz/Shutterstock; p. 61 (d): © Africa Studio/Shutterstock; p. 62 (L): © Everett Collection/Shutterstock; p. 62 (R): © Wavebreakmedia Ltd/ Thinkstock; p. 63: © sezer66/Thinkstock; p. 64 (coins): © unverdorben jr/ Shutterstock; p. 64 (tags): © little Whale/Shutterstock; p. 64 (register): © Andrey_Popov/Shutterstock; p. 64 (tally): © Studio-Annika/Thinkstock; p. 65 (TC): © baranq/Shutterstock; p. 65 (R): © Cultura Creative (RF)/Alamy; p. 66 (R): © Daniel Hurst/Thinkstock; p. 68 (B): © Ken Vander Putten/istock; p. 69 (B/G): © Pavel L Photo and Video/Shutterstock; p. 70, 72, 74, 76, 78, 80: © zeljkodan/Shutterstock; p. 71 (B/G): © jan kranendonk/Shutterstock; p. 71 (masks): © Andrey Burmakin/Shutterstock; p. 71 (pirate): © Stephen Finn/Shutterstock; p. 71 (BR): © Featureflash/Shutterstock; p. 72 (L): © Stokkete/Shutterstock; p. 73: © Phil Leo/Thinkstock; p. 74 (a): © ayeletkeshet/Shutterstock; p. 74 (b): © dezignor/Shutterstock; p. 74 (c): © Rose Carson/Shutterstock; p. 74 (d): © Georgejmclittle/Shutterstock; p. 74 (e): © Nikolay Solidcreature/Shutterstock; p. 74 (f ): © Dikiiy/Shutterstock; p. 75: © Heartland Arts/Shutterstock; p. 76 (L): © Oleksandr Rupeta/Alamy; p. 77 (L): © Bob Daemmrich/Alamy; p. 77 (LC): © Andresr/Shutterstock; p. 77 (RC): © Halfpoint/Shutterstock; p. 77 (R): © Andrey_Kuzmin/Shutterstock; p. 77 (CR): © Relaximages/Alamy; p. 78 (R): © Geraint Lewis/Alamy; p. 78 (BR): © Geraint Lewis/Alamy; p. 81: © Africa Studio/Shutterstock; p. 82: © lassedesignen/Shutterstock; p. 84: © mimohe/Shutterstock; p. 84: © lafotografica/Shutterstock; p. 85 (milk): © fotozotti/Shutterstock; p. 85 (bin): © JoeFox/Alamy; p. 85 (toilet): © Nick Twinney/Alamy; p. 85 (golf ): © eStock Photo/Alamy; p. 85 (heater): © Ian Leonard/Alamy; p. 85 (graduate): © Ljupco Smokovski/Shutterstock; p. 85 (phone 1): © Vangert/ Shutterstock; p. 85 (phone 2): © Chris Pole/Shutterstock; p. 85 (phone 3): © Eldad Carin/Shutterstock; p. 86: © Lars Hallstrom/Shutterstock; p. 87: © Mary Evans Picture Library/Alamy; p. 89 (L): © javi_indy/Shutterstock; p. 89 (C): © Chris Schmidt/Getty Images; p. 89 (R): © Blend Images/ Shutterstock; p. 99: © Mira/Alamy; p. 100: © Calin Tatu/Shutterstock; p. 101: © New Punisher/Shutterstock; p. 102: © NEIL SPENCE/Alamy; p. 103: © A and N photography/Shutterstock; p. 104: © Stuart Wilson/stringer/ Getty Images