UNIT OBJECTIVES

I T 1

UN
At the end of this unit, students will be able to:
understand and summarise details, attitudes and

opinions in texts about language learning experiences

and how the English language is changing

follow broadcasts and lectures about language

acquisition and English as a global language and note

e
and summarise details and attitudes

L a ng u a g understand details, allusions and jokes in idiomatic

conversations between colleagues
use lexis accurately and appropriately to discuss and

describe their own learning experiences, factors in

language learning, changes and unique language features
use a range of expressions in interaction and

descriptions to express themselves in an inexact way

when appropriate

UNIT CONTENTS
express opinions in a web forum post clearly and
respond to the opinions of others with an awareness of
register and the emotional impact of their choice of lexis

G GRAMMAR
Adverbs and adverbial phrases (types and position)
The perfect aspect (for complete and incomplete states

V
and actions)
VOCABULARY

Language learning (Verb phrases): acquire a (new/second)

language, attain (a level/degree of competence), brush up
(my Arabic), get accustomed to sth, get rusty, get to grips
minute to think about their answers to the questions
before talking about the photo as a class. If you wish,

give students information from the Culture notes below.

with sth, grasp new ideas, have an ear for (languages), hold
a conversation, immerse yourself in sth, keep at sth, pick up
CULTURE NOTES

(phrases), put sth into practice, struggle with sth

Noun forms: acquisition, capability, competence, This photo shows a scientist and a bonobo at the Language
dedication, discipline, distraction, exposure, insight, Research Center, Georgia State University, USA, communicating

interaction, interference, limitation, literacy, mentality, through a keyboard which has lexigrams instead of letters.
motivation, necessity, prestige, reluctance Lexigrams are symbols which represent objects or ideas.
Describing changes: barely perceptible, clearly on the Bonobos and chimpanzees have been trained to recognise

increase, grow substantially, (not) be noticeable, on a rapid

rise, on the way out, ongoing, a steady shift over time,
and reproduce sequences of lexigrams to communicate
with humans and others of their own species. There is some
evidence that these apes can produce sounds, unrecognisable
subtle, take hold

Language in context: Expressing meaning; Irony and

understatement
to humans, which correspond to lexigrams and are
comprehensible to other bonobos/chimpanzees. Generally, the

Wordpower: Idioms: Body parts: be a safe pair of hands, be linguistic capabilities of animals is a controversial topic and
head and shoulders above sb, bite your tongue, fight tooth while all animals can communicate, some scientists feel that
and nail, have a nose for, lose your head, stick your neck out language proper is restricted to humans.

P PRONUNCIATION
Word stress: noun forms with -tion and -ity
b Pre-teach converse (have a conversation with
someone). Put students into groups to discuss the

questions. If students need encouragement, prompt

Sentence stress
Sound and spelling: ea, ee and ie them with ideas from the Suggested answers below.
Take feedback as a class.

GETTING STARTED Suggested answers

1 sport, e.g. a jockey and horse; disabled people and service dogs;

owners with pets

OPTIONAL LEAD-IN 2 primates generally, dolphins and whales, dogs, parrots
Books closed. Ask students to write a sentence about one

thing they did yesterday, e.g. I downloaded a film for my

sister. Tell students to draw a maximum of three symbols EXTRA ACTIVITY
or pictures to represent their sentence. Put students into Play Pictionary. Whisper a word to one student. The student has

pairs to look at each other’s drawings and ‘translate’ them to draw a picture representing that word on the board for the
into a sentence. Ask the class how effective this system of other students to guess. Students cannot speak, use gestures or
communication is and how it could be improved. write words on the board. Students take turns to draw the word

a
/ˈbɒnəbeʊ/ – a small, intelligent African ape with black
you tell them. Start with easier words to illustrate, e.g. furniture,
run, and then give more abstract words, e.g. problem, law.

or brown fur, similar to a chimpanzee), and which

country this is (the USA – Center is spelled the American
English way on the woman’s T-shirt). Give students one

20 UNIT 1 Language

1A I learned French At the end of this lesson, students will be able to:

• read and understand a text about why and how

entirely by ear

OPTIONAL LEAD-IN
• understand a BBC radio interview with a language

Books closed. Use a ‘live listening’ to give students a chance

to find out about you and introduce the topic of the lesson.
Write or project the statements from 1a on the board and

give students time to read them. Explain to students that

you are going to tell them about your own language learning

experience(s) and that you want them to decide which of the

statements they think you might agree with. Talk for about
three minutes about your experience(s), making sure you VOCABULARY SUPPORT

cover one or two of the areas in the statements, e.g. I moved

here to Italy four years ago and so I was able to immerse
myself in the language every time I went out in the street.
drink sth in – listen to, look at, or experience something with
great interest and enjoyment

guttural − a sound produced at the back of the throat and

However, I really struggled with … . Put students into small therefore deep
groups to compare what they understood and decide which
statements you might agree with. Check answers as a class. earthy − basic, simple and natural

1 READING
unpretentious − appearing simple and natural, not trying to
be something else

a Ask students to read the statements and think

about whether they agree with them. Put students into
resonating − connecting and evoking particular memories,
feelings and emotions in your mind
draw sb in – attract somebody and make them become

pairs or small groups to discuss their opinions before

discussing their ideas as a class. involved
be caught up / be bound into one – be joined together in a way
b Students read the texts and decide who might agree

with each of the statements in 1a. Encourage students

to guess the meaning of the words in the Vocabulary
that can’t be separated
immersion − literally, to put something in a liquid until it
support box if they ask about them. Help with the is covered, here used figuratively to mean to be totally

meanings if necessary. They then compare their ideas in

pairs. Take feedback as a class and ask students to share
surrounded by something
nuance − a very small difference in something, which,

the reasons for their answers, e.g. Chris Packham says, ‘I

want you to constantly correct me.’ so I think he must agree
with statement 1.
although hardly noticeable, has an important effect
mannerism − specific characteristics a person has,
particularly the way they speak or make small movements

Suggested answers
1 Chris Packham (I want you to constantly correct me.)
shaky start − a beginning that is not firm, strong or confident
stint − a period of time, often short, spent doing something

2 Thomasina Miers (The flavour and the language are linked

because you know the taste and the memory and the words specific
are all kind of caught up and bound into one,) Chris Packham shape (v.) (C2) – make something develop over time in a
( I bought some wildlife books … because I understood the

context, I was able to read them cover to cover …)

3 Caroline Wyatt (She says she involuntarily uses her hands whilst
talking in French, and in German becomes somewhat more c
particular way

Tell students to read the texts again in detail

direct.)
4 Nobody states or implies agreement with this statement. Ellen
MacArthur might partially agree for a spoken second language
and encourage them to guess the meaning of any new
words from the context. In pairs, students discuss the
questions. Take feedback as a class and encourage

(I'm now fluent, though having learnt the language almost

entirely by ear… my written French is terrible.)
5 All: Thomasina Miers (I wanted to go and speak Spanish. I
students to justify their answers to questions 1–3 as far
as possible using extracts from the texts. Finally, ask
them which person they relate to most, and why.

wanted to talk to everyone …); Ellen MacArthur (It opened up

the warmth of a culture to me; a way into a world that I didn't
at the time really understand, or even knew existed in my early 2 GRAMMAR

teens.); Caroline Wyatt (Speaking the language makes a huge

difference to how people relate to you … It enables you to relate
to people in a different way …); Chris Packham (What's brilliant
Adverbs and adverbial phrases
a Individually, students add the highlighted adverbials

from the texts to the lists. Check answers as a class.

is that I can meet up with my neighbours now and have a laugh
with them …)
6 Ellen MacArthur (I’m now fluent, though having learnt the Answers

language almost entirely by ear …) 2 absolutely, almost, entirely, somewhat, enormously,

7 Caroline Wyatt (Having another language from a very young age extraordinarily
accustoms your mind to the idea that there are many different 3 by ear, properly, fluently, involuntarily
4 first, now

ways or words with which to express concepts and objects …)

5 constantly

UNIT 1 Language 21

b
it can be used either at the front of the sentence or at
CAREFUL!

the end, but not in the middle. Ask students: Does the The most common student mistake with adverbials is word
meaning of ‘in the end’ change depending on the position order error, particularly after the verbs be and have, e.g. The
in the sentence? (No, it doesn’t.). In pairs, students then third day of our trip wasn’t very good also. (Correct form = …

discuss the other adverbials. Check answers as a class,

feeding in the additional information in the Language
our trip also wasn’t very good.). At C1 level, the most likely error
is for students to place the adverbial too late in the sentence,
notes below as appropriate. e.g. You can find easily an English-language newspaper to read

Answers
1 b 1, 2, 3
at the library. (Correct form = You can easily find an … with the
adverb of manner placed before the correct verb).

2 a 3 b 1, 2
3 a 1, 2, 3 b 3
4 a 3 FAST FINISHERS

b 1, 3 See the Language notes below for changes in meaning Ask fast finishers to look at the five categories of adverbials
(between position 1 and position 3). on SB p.9 (comment, degree, manner, time, frequency) and
5 a 1, 2, 3 See the Language notes below for changes in meaning
the sentences in Grammar Focus Exercises a and b and find

(between position 1/2 and position 3).

b 1 (used to indicate an explanation will follow), 3 (adverb of at least one example for each category of adverbial, e.g.:
manner) comment: Presumably, your wife …

LANGUAGE NOTES
degree: Some of the theories are simply ridiculous.
manner: The secretary put the phone down abruptly.

Some adverbials have different meanings in different time: I had had a nasty feeling beforehand.
positions. In the examples in 2b, the following adverbials
frequency: … the origins of language will always fascinate us.
change meanings:

• clearly used at the front or in the middle of a sentence

indicates that you consider what you are about to say
d
in 2d and ask students to imagine what you might be
talking about, e.g. salsa dancing, playing tennis, etc. Then
obvious, e.g. Clearly, you need to learn French if you want

to live in France. It can also be used at the end to mean

that something is (not) easy to understand, e.g. The line’s
read out the second speech bubble and ask students to
Well, it can’t be salsa dancing, but
it could be playing tennis. Finally, read the last speech

terrible, could you speak more clearly?

bubble and elicit their ideas, e.g. It must be playing
• naturally used at the front or in the middle of a sentence golf! Ask students: Can you remember which adverbials
indicates that you consider what you are about to say I used? (obviously, properly, extremely). Books open.

totally normal and unsurprising, e.g. Naturally, he failed

the exam − he hadn’t done any work! It can also be used at
Give students a few minutes to work individually
and think of an experience to talk about. Help with
vocabulary as necessary. Stress that students should not

the end to mean that something is done in a normal way,

e.g. Relax and try to behave naturally. tell their partner what skill they are talking about. In
pairs, students take turns to tell each other about their
c 1.2– 1.5 Students read the information in Grammar

Focus 1A on SB p.138. Play the recording where

indicated and ask students to listen and repeat. Students
experience and try to guess what skill their partner is
talking about.

then complete the exercises. Check answers as a class, LOA TIP MONITORING
making sure students are pronouncing the adverbs and
adverbial phrases correctly. Tell students to go back to

SB p.9. • Be careful not to interfere with pair or group work as you

monitor. Students may want to ask you questions if you
stand in front of them, which will stop their interaction.

a 3 ✓
4 … was utterly exhausted. • Do not join in the discussion to prompt, give your personal
5 ✓ reaction or correct errors. Let students speak and give
6 (Beforehand,) I had had a nasty feeling (beforehand). feedback after the activity.

7
8
9
(Certainly,) That (certainly) was (certainly) the best game so far.
✓
… have repeatedly ignored …
• Discourage students from appealing to you during the
activity by not making eye contact with them as you

10
11
12
✓
✓
We decided to go home by taxi.
monitor.
• It is worth explaining these ‘rules’ of pair/group work in
your first lesson and repeating them when you set up tasks

b 2
3
4
… we still can’t answer …
… are simply ridiculous.
It has even been said … / that we even copied
like this.

5
6
No doubt language developed …
… (dramatically) increased (dramatically) in size
(dramatically) … became a great deal more …

7
8
Also, unfortunately for other animals, we …
(Undoubtedly,) group behaviour would (undoubtedly) have
made … language absolutely essential.

9 We probably won’t ever know …

10 … language will always fascinate …

22 UNIT 1 Language

EXTRA ACTIVITY
INTERVIEWER Let’s hear now from Susanna Zaraysky. She speaks seven

Choose an activity you do or a skill you have, but don’t tell languages, and spent many years teaching English abroad and has
students what it is, e.g. playing the piano. Say a sentence even written a book called Language is Music. Um … Is this er …
about the activity using an adverbial, e.g. This is something reluctance to learn foreign languages, um … just a feature of Britain or,

I do fairly well. Elicit what type of adverbial you have used

(manner) and ideas of what you might be talking about, but
don’t confirm the answer yet. Using a variety of adverbials
do you think, all English-speaking peoples?
SUSANNA I think it’s all over the English-speaking world and I think there
are two main reasons: one, as I agree with your previous speaker that

from the lesson and Grammar Focus 1A, continue saying

sentences until you have given students five in total, e.g.
there’s a lack of necessity. People don’t see the necessity and, so,
necessity breeds motivation, and for example we see that in Brazil
there are English-language schools popping up everywhere because

Usually, I do this in the evenings and on Sunday mornings.

they need to learn English to be able to sell their products abroad. The
(frequency). Every Thursday afternoon I have a 20-minute other reason is, is that English speakers have little to no exposure to
lesson to help me do this better. (time). The people in the the sounds of foreign languages because almost all of our media is

flat below get very annoyed if I play late at night. (degree).

Apparently, my great-grandmother was an excellent player
and gave concerts. (comment). After each sentence, students
in English, so people in other countries will start to listen to music in
English, watch programmes er … from the United States or from the UK
or from other parts of the world in English. And so they get used to the

identify the type of adverbial used and guess what you are
talking about. After five sentences, tell students what the
sounds and prior er … exposure to the sounds of a language make it
much easier for a student to learn a language and it’s much more fun,
when you have music and … and media.
activity or skill is if they haven’t already guessed. In pairs or

small groups, students then invent sentences of their own

and repeat the activity.
I Is that what happened to you? I mean were you exposed to foreign
languages from a young age?
S I was. I mean, I was born in the former Soviet Union and I came to the

3 VOCABULARY
United States when I was three but I grew up in an area with a large
Hispanic population and Vietnamese population, so I heard Spanish
from a young age even though I didn’t start formally studying it until

a Individually, students match the underlined parts of the I was 15 or 16. So I already knew a lot of songs in Spanish when I
started learning. So, when I had to learn grammar and words, I … I
had a context in which to reference to what I was learning in school.
Answers

1 c 2 d 3 a 4 b And because I already knew songs, I already knew some words and
it was fun and I could pronounce things. So music is a huge aspect of
language learning.
b 1.6 Students complete the exercises in Verb

phrases in Vocabulary Focus 1A on SB p158. Play the

recording for students to check their answers to Exercise
I So, you had a bit of a head start if you like, but um what would be your
advice to other English speakers, perhaps averse to learning foreign
languages?

a. Monitor Exercise b and check answers as a class. Tell

students to go back to SB p.9.
S To find music that they like in the other language. Um … to find
television programmes that they like in the language … To watch
movies in the other language. Because your heart has to resonate with

a 1 acquire 2 struggle 3 attain 4 accustomed 5 brushed

6 ear 7 hold 8 practice 9 keep 10 immersed
the language. You have to actually like it, because you live a language
more than you study it. So you have to find something that you like
about it. For example, if somebody likes watching soc … uh … football,

11 pick 12 get 13 rusty

b 1 c 2 a 3 d 4 e 5 f 6 b they can watch football programmes in another language, so they’re
at least getting used to what it sounds like. Um … If they like a certain
c Give students a few minutes to read the questions and type of a movie, whether it’s animation, they could look for those type

think of two more questions. Monitor and point out

errors for students to self-correct.
of animation programmes in other languages.
I And er it’s worth it, you reckon?

S Of course, of course. Because, you know, people … you get paid more
d Put students into pairs to ask and answer the money usually in government jobs if you speak another language. You
questions. Take feedback as a class on any answers have much more oppor … You have many more opportunities to do
students gave which their partner found particularly

trade if you speak another language. And, I mean, in the United States
interesting. we have 20 per cent of our population speaks another language at
home, so even for domestic marketing reasons it’s important.
4 LISTENING

I Susanna Zaraysky, who speaks seven languages.

a Discuss the questions as a class and encourage

students to justify their answers. LANGUAGE NOTES

b 1.7 Draw students’ attention to the photo and give

them some basic information about Susanna from the
Highlight that the interview with Susanna Zaraysky is one of
the many authentic recordings in Empower. Remind students

Culture notes below. Then give students time to read

through the sentences. Play the recording. Students
listen to the conversation for general meaning and tick
that even native speakers frequently make mistakes when
speaking and that there are a huge number of variations in
the kinds of English used around the world. Point out that it is

the points Susanna makes. Check answers as a class.

Answers
an important skill for higher-level learners to be able to deal
with speakers who do not speak ‘perfect’ English. If students

1 ✓ 2 ✓ 4 ✓ mention errors in recordings, e.g. speakers forming sentences

which are grammatically incorrect, ask them to correct them.

UNIT 1 Language 23

CULTURE NOTES b 1.9 Students complete the exercises in Noun forms

in Vocabulary Focus 1A on SB p.158. Check the answers

Susanna Zaraysky was born in St Petersburg but moved to

the USA when she was three. She is a polyglot and to date she to Exercise d as a class and play the recording for
has studied eleven languages, seven of which she can speak students to complete the Pronunciation activity. Read

fluently. She has written two books, Language is Music and the Learning Tip with the class and monitor Exercise f.
Travel Happy, Budget Low, and regularly speaks to teachers and Tell students to go back to SB p.10.
students around the world about learning foreign languages.

c 1.7
answer the questions, use the Vocabulary support box
d 1 interaction 2 distraction 3 dedication 4 limitation
5 motivation 6 necessity 7 capability 8 mentality
9 reluctance 10 interference 11 competence 12 literacy

to help with vocabulary if necessary. Play the recording

again. Students compare answers in pairs. Check
13 exposure 14 acquisition 15 insight 16 prestige
17 discipline
answers as a class. e 1 limitation, capability, mentality

Suggested answers
1 Because they want to be able to sell products abroad.
2 See the underlining in Exercise d above.
3 the syllable before the suffix

2 Hearing and getting used to the sounds of a language can make

it much easier and much more fun to actively study a language.
3 Knowing a lot of songs in Spanish gave her a context for
EXTRA ACTIVITY
Books closed. Play a ‘last one standing’ game with the class.

grammar and vocabulary, and helped her with pronunciation.

4 She means that you have to find real motivation to learn the
language and find things you can enjoy doing in that language.
Tell students to stand up and explain that you are going to
give them a word from the table in Exercise d on SB p.158

She suggests finding something you enjoy doing in your own and a part of speech. They have to change the word to the
language, like watching certain types of TV programmes or films, form you give them, spell the word correctly and use it in
and doing this in the language you are trying to learn. an example sentence. The first student who is ready to do

5 She says that people who speak other languages usually get paid that knocks on the table and has to answer immediately.
more money in government jobs. She also says that there are a lot
Any student who does not answer immediately or makes
more international business opportunities open to people who
any mistakes is eliminated and sits down. Give students an

speak other languages. And it’s also useful for business within the
USA as 20 per cent of people speak another language at home. example, e.g. necessary − noun. Ask the first student who
knocks on the table to give you the noun form (necessity),
the correct spelling and an example sentence with the

VOCABULARY SUPPORT
breed (C2) – cause something to happen
word, e.g. Doing your homework is an absolute necessity if
you want to learn a language. When you are sure students

pop up – appear or happen, especially suddenly or have understood the activity, play the game. Continue the
unexpectedly game using words from the table on SB p.158 until only one
reference (v.) − if writing or information references someone student is left standing and is declared the winner.

or something, it relates to that person or thing

head start − an advantage that someone has over other HOMEWORK ACTIVITY

people in something such as a competition or a race

Ask students to follow the advice given in the Learning Tip
and record the vocabulary in Exercises d and f on SB p.158

FAST FINISHERS according to their suffixes.

Ask fast finishers to think about the English language music c Read through the factors with the class and elicit
and media they currently engage with and discuss it with a few ideas for each item from the students. Then put

another fast finisher. Tell them to list their recommendations

for other students in the class.
students into pairs and give them time to discuss each of
the factors in more detail. Take feedback as a class.

d Put students into small groups to discuss the

questions. If students are interested and motivated by
d
they know anyone who matches the description. Then
elicit some pieces of advice for that person from the class.

the topic, extend this to a full-class discussion.

Suggest students choose the person who they think they
5 SPEAKING and VOCABULARY have the most advice for before they work individually and
write their pieces of advice. Monitor and help as necessary.

a
Noun forms
Books closed. Write sentence 1 from 5a on
e Put students into pairs or small groups. They then
1.8 compare their ideas and make additional suggestions

the board including the gap but without the word in

brackets. Point to the gap and ask: What kind of word
if appropriate. Finally, ask each pair to choose four
suggestions to share with the class during feedback.
do we need here? (noun). Write reluctant on the board

and ask: What kind of word is this? (adjective). Then

ask students to change the adjective to the noun form
ADDITIONAL MATERIAL
and elicit the spelling. Books open. Students complete

Workbook 1A
sentences 2–4 individually. Play the recording for
Photocopiable activities: Grammar p.201, Vocabulary p.221
students to check. Check spelling as a class.

Answers
1 reluctance 2 necessity 3 motivation 4 exposure

24 UNIT 1 Language

1B Language has been At the end of this lesson, students will be able to:

constantly evolving

• understand a text about how the English language is

OPTIONAL LEAD-IN

Books closed. Write synonyms in a circle in the centre of the

board. Then draw five lines off it and five smaller circles with
good, bad, angry, nice and pretty. Put students into five pairs

or small groups and assign each pair/group one of the words.

Give them two minutes to think of synonyms for their word,

e.g. fine, wicked, cross, pleasant, attractive, etc. Regroup

students so that the new groups have at least one person for
each word on the board. Students copy and complete the People started talking about ‘babysitters’ in the 1930s, and the word

‘technophobe’, meaning someone who has a fear of technology, was first

word web, telling each other their words and suggesting any
used in the 1940s. This was about the time when people started using
additional ones they can think of. In class feedback, ask five
technology such as vacuum cleaners and washing machines in the home.
students to come up to the board and complete the word

‘Brainwashing’ is making people believe an idea by constantly telling

web for each of the five different words. Point out and correct them it’s true. This word was introduced in the 1950s. And an ‘in-joke’ – a
any spelling mistakes. Elicit and add any additional words joke that is only understood by a particular social group – was first used
to the word web on the board. Ask students to correct and

in the 1960s.
complete their word webs as necessary. In the 1970s people first started talking about ‘Bollywood’ – the Indian
film industry based in Bombay – in other words, the Bombay version of

SPEAKING

Hollywood.
1 The concept of ‘ecotourism’ came in in the 1980s when the tourism
a In small groups, students discuss the words and industry began to respond to the demand for tours which benefited, or at

what they mean. Take feedback as a class but don’t least did not harm, the local ecosystem.
check the answers at this point. The 1990s saw the invention of ‘blogs’ – originally called ‘web logs’ – as
more and more people became connected by the Internet. And, in the
b In their groups, students decide when each word

2000s, people all over the world started doing the Japanese puzzle,
sudoku.
decisions. Again elicit students’ ideas as a class but don’t The word ‘selfie’ was introduced in 2013, to describe photos people
check answers.

take of themselves with their mobiles – although the first known selfie
was taken 170 years earlier by Robert Cornelius, who took a photo of
c 1.10
himself using a mirror in 1839.
details and check their answers to 1a and 1b. They

groups. Check answers as a class and use the Vocabulary VOCABULARY SUPPORT
support box to help with vocabulary if necessary.

environmentalism − an interest in or the study of the

Answers environment, in order to protect it from damage by human
1900s radio activities

1910s environmentalism
1920s spacecraft
1930s babysitter
spacecraft − a vehicle used for travel in space
technophobe − someone who dislikes new technology,

1940s technophobe
1950s brainwash
1960s in-joke
especially computers, and is not able to use it with confidence
brainwash – make someone believe something by repeatedly
telling them that it is true and preventing any other

1970s Bollywood
1980s ecotourism
1990s blog
information from reaching them
in-joke − a private joke that can only be understood by a

2000s sudoku limited group of people who have a special knowledge of

2010s selfie something that is referred to in the joke
Photo 1 shows the first known selfie, taken by Robert Cornelius in
Bollywood − the centre of the Hindi film industry, based mainly

1839, around 170 years before the word selfie was first used.
Photo 2 shows the first real spacecraft, the Sputnik, launched in in the Indian city of Mumbai, which used to be called Bombay
1957, around 30 years after the word spacecraft was first used.
ecotourism − the business of organising holidays to places of

NARRATOR The word ‘radio’ was first used in the 1900s, although of
natural beauty in a way that helps local people and does not
damage the environment
sudoku − a number game in which you have to write a number

course radios were invented long before that, in the 1820s, but they were
originally called ‘wirelesses’.
The word ‘environmentalism’ was first used in the 1910s. People began
between 1 and 9 in each small box of a 9x9 square
selfie − a photograph that you take of yourself, usually with a

to be concerned about pollution and wildlife towards the end of the 19th
century, and in 1916 a National Park Service was set up in the USA to help
protect wildlife.
mobile phone. Selfies are often published using social media.

The word ‘spacecraft’, meaning any kind of spaceship or satellite, first

appeared in the 1920s, at about the same time that science fiction stories
became popular in films and magazines. However, the first real spacecraft,

the Russian Sputnik, wasn’t launched until 1957.

UNIT 1 Language 25

d Write a new word that has recently come into the

English language on the board and elicit its meaning,
Answers
Student A

e.g. e-learning (learning done by studying at home using

computers and courses provided on the Internet). Give
students two minutes to discuss the question in their
The first heading is a famous quote from Shakespeare highlighting
that to + infinitive is more old-fashioned, and the question To be
or not to be? suggests that there is an alternative to using to +

infinitive.
groups and make a list. Ask groups to feed back to the
The second heading shows an example of the use of the
class on any interesting new words and add them to the continuous (or progressive) verb form with be which wouldn’t have
board.

sounded correct 150 years ago.

Student B
EXTRA ACTIVITY The first heading uses Do you want to rather than the more formal

Tell students that two new words that have recently come
into the English language are bikeable and hackable. Elicit
Would you like to.
The second heading uses the get passive, which the text says is
taking over from to be in passive structures.
the meaning of the verb suffix -able (= can be) and ask

students to think of words they know with this suffix, e.g.

breakable, loveable. Ask students to make up five new words
d Put students into A/B pairs. Students look at the
sentences, discuss which sentences show the changes

by adding -able to verbs and then check in a dictionary to see they read about and explain these changes to their
if they exist. Tell students that even if they don’t exist, the partner. Monitor and identify students who give good,
meaning would be clear to native speakers as -able is used clear explanations for each item and describe the change

creatively in speech. accurately. Allow time for class feedback and ask these
students to share their explanations with the class.
2 READING Answers

a Students work individually, reading the text and

1 yes (Student B, Text 3: Modal verbs are gradually giving way to
other less formal expressions … )
identifying the points the writer makes. They compare

2 yes (Student B, Text 4: … the use of get passives has grown

answers in pairs before checking answers as a class. Use substantially.)
the Vocabulary support box to help with vocabulary if 3 yes (Student A, Text 1: … there was a steady shift toward more
necessary.

frequent use of the verb + -ing after verbs like begin, start, like,
love and hate and these are still on the increase.)
Answers
4 yes, both students (Student A, Text 2: Constructions such as I
Many changes to language take place gradually so we may not must be going now … wouldn’t have sounded correct 150 years

notice them.
Modern technology has helped us to see how language is
changing.
ago, but nowadays are fairly high frequency.)
(Student B, Text 3: words like shall and ought are on the way out
and words which cover the same ground, such as going to, have

VOCABULARY SUPPORT
to, need to and want to are taking hold.)

3 VOCABULARY

perceptible − that can be seen, heard or noticed

plague (C2) – cause worry, pain or difficulty to someone or a Individually, students read the sentences and match the
something over a period of time expressions in bold with the kinds of changes. Check

transcribe – record something written, spoken or played by

writing it down
answers as a class.
Answers

b Give students time to read the questions and think about

their answers. They then discuss their ideas in pairs
a 6, 10, 11
b 9
c 2, 4, 5, 8

before sharing their answers and ideas with the class.

Answers
d 11, 12
e 3, 8, 14
f 1

1 far out: strange and unusual, or excellent g 7, 10, 13, 14

rad: extremely exciting or good
wicked: excellent b Give students a few minutes to write their

awesome: extremely good

sentences. Monitor and point out errors for students
2 Students’ own answers
to self-correct. Then put students into small groups to
compare their ideas. Take feedback as a class.
c Divide the class into pairs and assign A and B roles.

Student As read about language changes 1 and 2 on

SB p.127 and Student Bs read about language changes FAST FINISHERS

3 and 4 on SB p.137. They answer the question and

prepare to explain how each heading represents the
change described. Monitor to check students understand
Ask fast finishers to work together and change phrases 1, 2
and 5 in 3b to mean the opposite and then make suggestions
for the category, i.e. 1 something that is on the way in in your

what they have to do and clarify any problems before

the pairwork stage. Tell students to go back to SB p.11.
culture (= something which is just about to start to become
common or fashionable), 2 a place that hasn’t changed at all,

5 a major change to a popular product.

26 UNIT 1 Language

4 LISTENING and GRAMMAR VOCABULARY SUPPORT

The perfect aspect

LOL − written abbreviation for laughing out loud: used,

for example in emails and text messages, when you think
a 1.11 Tell students that they are going to hear four
something is very funny
people commenting on the article in 2a. Play the

recording. Students listen to the recording and answer

the questions. Use the Vocabulary support box to help
BTW − written abbreviation for by the way: used, for example
in emails, when you are writing something that relates to the
subject you are discussing, but is not the main point of the

with vocabulary if necessary. Check answers as a class.

Answers
discussion
Bluetooth − a system for connecting electronic equipment
1 Paul: the influence of the Internet on the way language spreads

and evolves and how words and expressions come in and out of
fashion very fast
Rosa: the decline in the quality of written communications,
such as mobile phones, computers and electronic organisers
to each other and to the Internet using radio signals
predictive text − a feature of a mobile phone in which words

particularly related to punctuation and spelling, and how

spellcheckers and predictive text are partly to blame
Greg: the increasing speed at which language is changing and
are suggested automatically while you are writing a text
message

the progressive disappearance of regional variations in English

and how people are speaking the same kind of English because
of American TV and films and international communication
dialect (C2) − a form of a language that people speak in a
particular part of a country, containing some different words
and grammar, etc.

Claire: the changing nature of language and how this shows

that English is alive, incorporating new words for things and
assigning new meanings to existing words
LAN − abbreviation for local area network: a system for
connecting the computers of people who work in the same

2 Paul: LOL, BTW, Bluetooth, CD-ROM

Rosa: loose/lose, where/were
Greg: flat/apartment, movies / cinema, film b
building

With a monolingual class, discuss the question as a

Claire: selfie, wireless/radio class and encourage students to give examples. With a
multilingual class, put students into groups of the same
L1 to discuss the question and give examples before

PAUL Language has been changing much faster since people started
using the Internet. Now, people pick up words and expressions from
each other and new words spread much faster. This means though, c
taking feedback as a class.
1.12Books closed. Write on the board: 1 Language

a lot of new expressions probably won’t last very long. LOL, BTW,
Bluetooth, CD-ROM. I mean, 20 years ago these words didn’t exist –
no one used them. But, in a few years’ time, they will have gone out
much faster since people started using the Internet.
2 In about 50 years, most dialects of English
Ask students: Can you remember what the speakers

of fashion and other new words will have come into the language.
ROSA Another thing that’s changed is punctuation. Emailing has had an
effect on the way people write. I mean, people have stopped using
said? (1 has been changing 2 will have died out). Ask:
What do the two verb forms have in common? (They are
both perfect forms.) Then ask:

strict rules for punctuation, so people use commas much less than
before. Spellcheckers and predictive text mean that people don’t perfect continuous and talks about a continuing action.
need to know how to spell. And people’s spelling seems to just be Sentence 2 is the future perfect and talks about a

getting worse: lose/loose; where/were – they don’t show up on spell

checkers. It’s a pity. People are getting more information, but they’re
getting worse at expressing themselves.
completed action.) Books open. Individually, students
do the exercise. Check answers as a class.

GREG I agree with the article that language often changes slowly, but I
think this process has been speeding up over the last few decades.
A lot of American words have come into the language, probably
Answers
1 has been changing 2 will have gone 3 will have come
4 have stopped 5 will have died out 6 have always complained

because of TV and films. Um … for example, people used to use ‘flat’

but now more people have started saying ‘apartment’. Because of
7 have always felt 8 had been taking 9 had had

d Students work individually, answering the questions

international communication, dialects are disappearing and people

are starting to speak the same kind of English. For example the word
‘movies’ which is originally used mostly in … in North America has
and choosing the best word to complete the rule. Check
answers as a class.
now replaced ‘cinema’ and ‘film’ all around the world. In about 50

Answers
years, most dialects of English will have died out. And I think dialects 1 a examples 1, 4, 6 and 7
are important because they’re, they’re part of people’s identity. It’s b examples 8 and 9
a pity they’re disappearing and everything’s just becoming more

c examples 2, 3 and 5
uniform. 2 before
CLAIRE Some people complain about new words, but it shows that

the English language is alive … um … like the world is changing

and languages need to change with them. And this is nothing new.
Um … Older generations have always complained about language

changing. They’ve always felt strongly about it, but … it’s a natural
process. New words come into the language because they enrich the
language. For example, the word ‘selfie’ which people started using

in around 2013. People had been taking photos of themselves before

2013, but they hadn’t had a single word for it, so it caught on quite
quickly. And some words also change their meaning. So for example

‘wireless’ these days is about internet connections. We talk about

‘wireless LAN’ and ‘wi-fi’. The word ‘wireless’ had had a completely
different meaning until computers came along – it meant ‘radio’.

UNIT 1 Language 27

LOA TIP CONCEPT CHECKING Suggested answers

1 The woman is using the points of the compass when we would

After discussing the questions and rule in 4d, check students

understand some of the key areas relating to perfect
expect her to use an expression like Could you move up/along a
bit? instead.
2 The passenger is not using the colour but instead is using the

verb forms by asking them: Which perfect form (simple or shade. We would expect someone to use red rather than dark in
continuous) do we use to focus on the fact that we have this context.
finished an activity? (simple) and elicit an example from 3 The man is giving an extremely precise definition. In English,

fruit would not be defined in such detail. Saying A kilo of

students. Then ask: Which perfect form (simple or continuous)
bananas, please. would be sufficient.
do we use to focus on the duration of an activity? (continuous)
and elicit an example. Finally, ask: Which perfect form (simple b

or continuous) do we use to answer questions with ‘How

many’? (simple)
questions in pairs. Use the Vocabulary support box to help
with vocabulary if necessary. Take feedback as a class.

e 1.12 Pronunciation Play the recording again for

students to listen and identify the kinds of words that
VOCABULARY SUPPORT
downstream − in the direction a river or stream is flowing

are stressed and unstressed. Check answers as a class

and drill the sentences. inland − away from the sea
seaward − towards the sea
Answers

The main verbs are stressed.

The auxiliary verbs are usually unstressed.
longing (C2) − a feeling of wanting something or someone
very much

f 1.13–1.14Students read the information in

Grammar Focus 1B on SB p.139. Play the recording
impermanence − the state of not lasting for ever or not lasting
for a long time
where indicated and ask students to listen and repeat,

making sure students are stressing only the main verbs,

not the auxiliaries, in the perfect tenses. Students then
c Language in context Expressing meaning
Remind students that learning to understand the
meaning of words from their context is an essential

complete the exercises. Check answers as a class. Tell

students to go back to SB p.12. language-learning skill and will allow them to become
more independent learners. Individually, they complete

a 2 a 3 g 4 e 5 b 6 h 7 c 8 f
b 2 died 3 tried 4 told 5 been painting 6 went 7 read
the example sentences with the highlighted words in the
correct form. Check answers as a class.
8 had 9 had 10 done Answers

c 2 (will) have noticed 3 have suggested 4 has accepted

5 had been established 6 has become 7 will have invented
1 interpret 2 differentiate 3 distinguishes
5 indicate 6 conveyed 7 embodies
4 illustrate

CAREFUL!
Even at higher levels, there are still numerous common
FAST FINISHERS

Ask fast finishers to list the noun forms of six of the highlighted
student mistakes with perfect tenses. When talking about the words (differentiation, conveyance, indication, interpretation,
present, students frequently use the present simple or past embodiment, illustration). Tell them to use a dictionary if

simple when they should use the present perfect (and vice necessary to check which verb doesn’t have a noun form
versa), e.g. For the past six years, I live in Berlin. (Correct form (distinguish) and which noun form doesn’t have the same
= For the past six years, I’ve lived in Berlin.). When talking meaning as the verb used in the fact file (conveyance).

about the past, students often use the past perfect instead of
the past simple, e.g. He got very angry when the teacher had
been ill and cancelled the class. (Correct form = He got very
d Give students time to think about the question and
the three areas. Monitor and help as necessary. Students

angry when the teacher was ill and … ). They also often use
the past simple when they should use the past perfect, e.g.
then work in pairs and explain their choices.

We should have taken an exam after that course to prove how EXTRA ACTIVITY

much we learned. (Correct form = … to prove how much we

had learned.)
Remind students how important it is to be able to explain
the meaning of words in order to be able to convey what

g Read through the bullet points with the class and

give students some examples from your own experience.
they want to say even if they don’t know the exact word in
English. Ask them to choose five words from their language
which they don’t know the English for and to think about

In small groups, students talk about words in their

own language. With a multilingual class, if possible how they will explain the meaning of these in English to a
partner. Put students into pairs to explain in as much detail

order to give students more opportunities for authentic as possible the meaning of the words they have chosen. With
communication. Take feedback as a class. a monolingual class, their partner then guesses the word and
suggests an English translation. With a multilingual class,

5 READING and SPEAKING

a In pairs, students look at the pictures and answer the
if possible pair students with different L1s so that they can
listen to each other’s definitions and find out if they know the
word their partner is describing in their own language and in

questions. Check their ideas as a class. English. Take class feedback on any words students think are
untranslatable into English.

28 UNIT 1 Language

e Students read the opinion and discuss it in their

pairs. If students are interested and motivated by the
ADDITIONAL MATERIAL

topic, extend this to a full class discussion. Alternatively,

structure it as a more formal debate, dividing the
Workbook 1B
Photocopiable activities: Grammar p.202, Vocabulary p.222,
class in half and telling each half whether they will be

arguing for or against the opinion.

Pronunciation p.252

1C Everyday English At the end of this lesson, students will be able to:

Something along those lines

OPTIONAL LEAD-IN

Books closed. Ask students if, why and how they listen to the
radio, e.g. through podcasts to learn English. Put them into ea, ee and ie

groups to discuss which of these radio programmes would be

most interesting to them: news, interviews, talk shows, live
sport events, music shows, documentaries. Take feedback as

a class.
S Hm, that’d be something of a A No way! Hey, maybe you could
1 LISTENING

surprise. When’s the last time I teach me some bits and pieces,
turned in anything decent? y’know, basic survival phrases,
a Ask students if a colleague could be a friend or if A Oh come on! ‘please’ and ‘thank you’ and
work and personal life should be divided. Put students

S Anyway, what are you so stuff like that?

into groups to discuss the questions. Take feedback as cheerful about? S Survival phrases? I think I need
a class. A I’ve just booked my holiday. a few of them myself!

b Ask students if the picture looks like a nice working S Oh, good! A Hey, Sara! Ciao bella!

environment. Put students into groups to discuss the A Yeah, Italy!

Lovely. You know, my Dad is
questions. Take feedback as a class but don’t check the S

Italian.
answers at this point.
c 1.15Play Part 1 of the video or the audio recording
FAST FINISHERS

for students to check their answers. If necessary, pre-

teach turn in (submit a piece of work to an organisation Ask fast finishers to write down the five most important
or a person in authority). Ask how and why Alex thinks survival phrases, not single words, for learners of English

Sara can help him. Check answers as a class.

Answers
from their country who are going abroad, e.g. Where is the
Argentinian Embassy?.

1 at a radio station called City FM

2 They’re colleagues. d Language in context Irony and understatement
3 Sara isn’t looking forward to a meeting she’s got with her boss, 1 Say to students 1,000 euros is very cheap for a radio.
Nadia, later that morning. Alex is going on holiday to Italy.

and 1,000 euros for a radio is rather expensive for most

Alex wants Sara to teach him some Italian because her father is
people. Ask which sentence is an example of irony
Italian.

OSCAR Well, that’s all from me SARA What? Oh, Alex, it’s you …
(the second). Tell students to match the comments
with the situations. (If necessary, you could play Part
1 of the video or the audio recording again and pause

today. Coming up after this A Well, don’t sound so pleased to it after each comment.) Check answers as a class.
short break is Katya with the see me!
City FM news … S Sorry, message from the boss. 2 Ask students to discuss the questions in pairs.
Take feedback as a class.

ALEX Nice one, Oscar. A Right … ?

O Yeah, not bad. You’ve not S She wants a meeting this
broken the equipment again, morning. 1 a 3

have you, Alex? A And … ? b 2

A No. That’s your job! S I’ve got a feeling it’s not exactly c 4
… good news. d 1

A Hi Sara! How are you this A Oh, don’t be so negative. Nadia 2 They want to use irony and understatement for humour in order
morning? Oh. Full of the joys of probably just wants to thank to handle bad news or difficult topics in a lighter way. This is
spring, I see! you for all your hard work. quite common between people who know each other well.

UNIT 1 Language 29

LANGUAGE NOTES g Ask students if they think Nadia is being too hard
on Sara as a newcomer to the station. Put students into

Point out that speakers typically signal irony or

groups to discuss the questions. Take feedback as a
understatement by putting extra stress on a key word and/
class.
or exaggerated intonation, e.g. in 1,000 euros is very cheap

for a radio the main stress is on very with perhaps a rise–fall Suggested answers
intonation, too. Tell students to be careful about using irony 1 It’s a radio station called City FM which features programmes
or understatement with people they don’t know well as they with presenters, advertisements and the news. It seems to be

a small company. Nadia is the boss. Sara (like Oscar) is a radio

could sound sarcastic or rude.
presenter, whereas Alex’s job is more technical.
2 very worried, under pressure
e Play Part 2 of the video or the audio recording

1.16
3 Students’ own answers

characters. If necessary, pre-teach get the hang of things

(C2) (learn how to do something, especially if it is not FAST FINISHERS

obvious or simple), leave it out (stop doing or saying

that) and touch base on sth (to talk to someone for a
Ask fast finishers to predict how the story and characters will
develop through the rest of the book. Tell them they can look

. forward at the pictures in the SB but not at the audioscripts

Check answers as a class. to get some ideas.
Answers

Nadia and Sara: boss and (new) employee still in a probationary

period
2 USEFUL LANGUAGE
Sara and Oscar: colleagues in direct competition Expressing yourself in an inexact way

Alex and Emma: boyfriend and girlfriend in a new relationship

a Put it there
and Put it somewhere there is (somewhere there is more

NADIA
SARA
Ah, Sara. Take a seat.
Thanks, Nadia.
S I understand, Nadia. I’ll get
something to you soon, I
inexact). Tell students to match the expressions with the
meanings. Check answers as a class.
Answers

N Now, do you know why I’ve promise.

asked to see you? N Ah Oscar, do come in. Let’s 1 d 2 c 3 a 4 b
S Um … Is it something to do touch base soon, Sara.

with our long-running series of … b Ask students which three of the expressions in bold
interviews with authors? ALEX Scusami, signorina, parla they could use in 2a. Check answers as a class and
N Exactly. Look, Oscar has already inglese? then ask students to rewrite the three ideas in 2a using

these words. Check as a class. Ask students to do the

booked six authors, give or take. S Leave it out, Alex.
S Six?! A Don’t tell me – she’s promoted matching task to show why they can’t use the other two
N He’s even managed to persuade you to editor-in-chief! expressions in 2a.

Max whatsisname to come in. S Something along those lines,

S Who? yeah. Answers
N Max whatsisname – you know, A Go on, tell me all! 2 Max thingy

author of Solar Wind? The guy S Well, basically, she said if I 3 somewhere in the region of six authors
who wrote the entire book don’t get something big, like 4 I’m out of here, or something along those lines.
sitting on a bench on the Palace an interview with a best-selling a 4

Pier, here in Brighton. author, I’m out of here, or words b 3

S Max Redwood! Wow, that’s to that effect.
great news! A Ah! c Tell students to rewrite the sentences with the expressions
for being inexact. Don’t check answers until 2d.

N
S
So, how far have you got?
Well, um, I’m still sort of like in
the research phase, y’know.
S You don’t happen to know,
like, a best-selling author or
something, do you, Alex?
Possible answers
1 William whatsisname/thingy, who wrote A Midsummer Night’s

S
I appreciate you’re still finding
your feet here at City FM.
Well, I’m beginning to feel like
A
S
No, ’fraid not.
That’s not your new girlfriend,
again, is it?
Dream / thingy.
2 I went to the market and bought some bits and pieces / three
items, give or take / somewhere in the region of three items.

N
I’ve got the hang of things.
OK, but you must understand
… For me to be able to offer
A
S
A
Yeah, it’s Emma!
She’s keen, isn’t she?
Oh! Hang on, Em!
3 She told me to go away, or words to that effect / something
along those lines.
5 I know a little Polish – ‘hello’, ‘goodbye’, (the numbers one to ten)

you a permanent contract here,

I need to see some evidence of
your capabilities.
and stuff like that / some other bits and pieces.
6 I’ve been to somewhere in the region of 15 countries. / I’ve been
to 15 countries, give or take.

f 1.16See if students know any answers before they

watch or listen again. Play Part 2 of the video or the audio
d 1.17 Play the recording for students to compare
answers. Use the answer key in 2c to check any variations.

recording again for students to check. Check as a class.

Answers

1 the long-running series of interviews with authors 1 William whatsisname, you know, the guy who wrote Romeo and
2 Because he has already booked about six authors, and has even Juliet.
persuaded Max Redwood, the author of Solar Wind, to come in. 2 I went to the market and bought a few bits and pieces.
3 She told me to go away, or words to that effect.

3 She wants some evidence of her capabilities.

4 He jokes that Nadia has promoted Sara to editor-in-chief. 4 I know a little Polish – you know, ‘hello’, ‘goodbye’, and stuff like that.
5 finding a best-selling author for her to interview 5 I’ve been to 15 countries, give or take a few.

6 She’s keen on Alex and phones him (possibly too) frequently.

30 UNIT 1 Language

3 PRONUNCIATION EXTRA ACTIVITY

Sound and spelling: ea, ee and ie

Draw this 5x5 square on the board. Challenge individual

students to pronounce all the words in the square correctly.
a 1.18 Show students that the sound and spelling
correspondence in English is not perfect by writing i e

p c e
the non-word ghoti on the board and asking students e a r l y
to pronounce it. Then say it is pronounced : gh is b r e a k

pronounced as in tough, o as in women, ti as in nation. s e e k s

Play the recording and ask students to listen to the b e a c h
words. Then ask students what sound the letters in bold Put students into groups. Tell them to write a new 5x5

make (/iː/). Ask students if /iː/ is always spelt with two

letters (no, decent) and elicit other examples of when /iː/
isn’t spelt with two letters, e.g. me.
square in their notebooks. Tell them to fill it with new
words containing ea, ee and ie. The first group to finish and
pronounce all the words correctly wins.

b 1.19 Check that students know how to say the IPA

sounds and highlight that ea, ee and ie aren’t always 4 SPEAKING

pronounced /iː/. Then play the recording for students to

listen and put the words in the correct columns. Check
answers as a class. Drill the sounds and the words.
a 1.21 Play the recording for students to listen and
answer the questions. Check as a class. Ask students

how they would have reacted if they had been the new
Answers
2 /e/ 3 /eɪ/ 4 /eə/ 5 /ɪə/ 6 /ɜː/ Answers

friend great bear cheerful research 1 meeting a new flatmate for the first time
2 the new flatmate arriving but her room being full of lots of the
speaker’s stuff
c 1.20 Tell students to put the words into the correct

columns. If necessary, write pierce on the board and give

a hole in it using a sharp point). Play the recording for SPEAKER Well, I’d been renting accommodation, a room in a nice cottage
students to check. Ask students which sound in 3b is the in a village 60 miles from London, for four or five weeks, give or take. The
only short sound. Drill the words. landlord had told me at some point I’d be getting a flatmate, but to be

honest, I’d kind of got used to being there on my own. To start with, I’d
Answers had all my stuff in my room, of course, but as the weeks went by, I kind of
1 /iː/ Greek; meaning; increase; niece thought, ‘Hmm, I could put some bits and pieces in the spare room.’ And

2 /e/ meant; steadily; breakfast 3 /eɪ/ break 4 /eə/ pear then, ‘Oh! I’ll put my drum kit in there too.’ And so it went on. I was really
5 /ɪə/ hear; pierce; idea; career 6 /ɜː/ learn; heard; early making myself at home!
/e/ is the only short sound I’ll always remember the morning I met Michelle for the first time: I had a

cold, and I was still in bed feeling sorry for myself, when suddenly I heard
LOA TIP ELICITING a key turn in the lock of the front door. I raced down the stairs with the full
horror of the situation dawning on me. Just as I got to the bottom step,

she opened the door to see me in my pyjamas and a blind panic. She
• Students need to know how a sound is pronounced before looked at me and said, ‘Have I come at a bad time?’, or something along
you drill it in a word. With vowels and diphthongs, this those lines. That was roughly 13 years ago now, and we’ve been close

means showing the shape of the lips and telling students friends ever since – after we moved all my stuff out of her room!
whether the sound is long or short and whether the tongue
is close to the roof or bottom of the mouth and at the front b 1.21 Play the recording again for students to write

or back of the mouth. This is a complex combination so

the most effective way to teach students the shape of the
sound is to elicit the sound as they produce it and as they
down the expressions for being inexact from 2a and b.
Answers

give or take; stuff; bits and pieces; something along those lines
experience what they are doing with their tongue and lips.
• Ask students to put their tongue close to the front and roof c Tell students to plan to talk about an experience they

had, using the ideas given. Ask them to make notes and
of their mouth, spread their lips and blow out a steady
stream of air through the middle of the tongue. Ask a decide what exact details to give and what information
student to point to the IPA symbol they are making (/iː/). to give in an inexact way. Give an example: I want to

Give students time to repeat the sound and then drill it with
the words they have put in column 1 in 3b.
tell you about missing a university deadline. Shall I tell you
exactly how many words my essay was?

• With diphthongs you need to elicit the movement of the d Put students into pairs to talk about and compare
tongue between vowels. Once students know the shape for their experiences. Encourage students to use the
/e/ and /ɪ/ you can elicit the diphthong /eɪ/. Tell students expressions for being inexact. Take feedback as a class and

to spread their lips and move their tongue slowly from the
front and middle of the mouth (/e/) to nearer the higher
/ɪ/ position, blowing out a stream of air through the centre
ask pairs to retell particularly memorable experiences.

ADDITIONAL MATERIAL

of their tongue. Once students are comfortable with the

movement, tell them to speed it up until they produce an Workbook 1C
/eɪ/ sound. Ask a student to point to the IPA symbol they are

Photocopiable activities: Pronunciation p.253

making (/eɪ/). Give students time to repeat the sound and
Unit Progress Test
then drill it with the words they have put in column 3 in 3b.
Personalised online practice

UNIT 1 Language 31

1D Skills for Writing At the end of this lesson, students will be able to:

You’re spot on there!

OPTIONAL LEAD-IN

Books closed. Write sudoku on the board. Ask students if they

remember this word from 1a in Lesson 1B. Ask them which

language English has borrowed the word from (Japanese).

Tell them that English borrows very heavily from other
languages and that these words are often called loanwords.

Write these loanwords and the languages they come from

randomly on the board, and ask students to match them:
1 soprano − Italian

2 ski − Scandinavian
3 icon − Russian
d 1.22 Play the recording for students to listen and
check their ideas from 1c and make notes. Use the
Vocabulary support box to help with vocabulary if

4 tornado − Spanish
5 hamburger − German
necessary. Make sure students know what you expect by
making notes. Ask: Should you write down full sentences?
(no). Should you include all the information? (no). Which

6 garage − French
7 avatar − Sanskrit
information should you include then? (the main points).
Emphasise that there’s no need to write down phrases or

8 giraffe − Arabic
9 ketchup − Malay
sentences word for word and that there isn’t time. Check
answers and discuss the question as a class.
Suggested answers

10 yacht − Dutch.
Check answers as a class. Then put students into groups
1 Around a billion people worldwide speak English as a foreign or
second language.
and ask them to think of any other loanwords they know

2 Some people say English is easy but it’s no easier than other
in English and the language they come from, e.g. ballet − languages.
French, mosquito − Spanish. Take feedback as a class. 3 Latin played a similar role to English and was the international
language for about 1,000 years.

1 SPEAKING and LISTENING

4 English is the dominant, world language but doesn’t have much
effect on other languages.
5 Native speakers of English have less need to learn other

a Look at the photos and discuss the question as

a class. Check students understand that
janpa, gol, biznismyen and kampyutara are phonetic
,
languages, which is a disadvantage for them.
6 Speakers of other major languages might be resentful, but the
dominance of English won’t last.

approximations of juice, lunch, jumper, goal, businessman

and computer in Slovakian, Mexican Spanish, Japanese,
Spanish, Russian and Hindi respectively. In Brazilian

MAXWELL KINGSLEY I think we’re in a unique situation today with regard to

Portuguese, the adjective outdoor has mutated language diversity and there is no precedent for it in history. The English
dramatically to become a noun referring to a billboard. language has become the world’s dominant language, and although

Suggested answer other languages such as Chinese and Spanish are more widespread,
Because they convey a concept which may have originated in English is spoken by the largest number of non-native speakers. In fact,
an English-speaking culture, or come from an area of language there are a vastly greater number of people who speak it as a non-native

where common terminology is essential. Sometimes using English language than there are people who have English as their first language.
words might be seen as fashionable, even when there is a native- There are probably around a billion people worldwide who speak
language equivalent. English to some degree of proficiency as a foreign or second language

– it’s a huge number of people. It’s been estimated for example that
b Give students a few examples of words from other something like 80 per cent of all conversations in English between
languages that are often used in English, e.g. paella tourists are between non-native speakers, so a Russian talking to a

(from Spanish), etc. Then give them one minute to think Japanese, or a Spanish speaker talking to a German, but using English.
of words that their language has borrowed from English. The implications of this are, of course, enormous.
Put students into pairs or small groups to discuss the Naturally, this is quite unrelated to the nature of the English language

questions. Take feedback as a class. itself. Some people say English is an easy language, but in fact English
has the same degree of complexity or simplicity as other languages, and
c In their pairs or small groups, students make the reasons for its dominance are largely historical, and to some extent,
predictions about what they think Maxwell Kingsley will

accidental. It just so happened, for example, that the USA adopted

say about 1–6. Ask for suggestions and collate these on English as its national language, rather than French or Spanish.
the board for the six areas. I mentioned earlier that the dominance of English is unique. It’s true,

of course, that Latin played a similar role as an international language

for around a thousand years, starting with the Roman Empire and
continuing until the 16th century. Latin was the language of science and

of theology, and rather like English today, it was used in intercultural

communication. But its use was limited to a few highly educated
people, so it wasn’t used nearly as widely as English is today. English is

used by everyone, not just a small elite.

32 UNIT 1 Language

People often talk about how English is threatening other languages,

but I don’t personally believe that dominance of English as a world
EXTRA ACTIVITY

language is going to have much effect on the diversity of human Play the recording again for students to answer questions 1−4
languages. It’s true that smaller languages have been dying out and about what Maxwell says. Check answers as a class and suggest
they will continue to die out, but that’s more as a result of improved students refer to the audioscript on SB p.177 if necessary.

communication, and not because of the spread of English. People

are going to go on speaking their own language, whether it’s Russian
or Italian or Arabic or whatever it is. There’s no sign at all that
1 According to Maxwell Kingsley, what is the difference
between Chinese and Spanish, and English? (More

everyone is going to drop their own language or that there will be

people speak Chinese and Spanish than English as a
one single language spoken by everybody. It simply isn’t going to first language, but English is spoken by a vast number of
happen, in my view. So the only real disadvantage of the dominance people as a second language.)

of English, as I see it, is for native speakers of English themselves, as

it means that they have less need to learn other languages, so in a
sense that’s an impoverishment for them.
2 Which country’s choice of language does Kingsley suggest
might have had an important role in English becoming an
international language? (the USA, which chose to adopt

Also, of course it’s quite understandable that speakers of other major

languages might resent the rise of English as a global language, but
the good news for them is that the dominance of English probably
English rather than French or Spanish)
3 In what way was the use of Latin as an international

won’t last. Before English, French was of course the international

language, at least among educated people, for a couple of hundred
years, and before that it was Latin and Arabic and Greek and so on.
language fundamentally different from that of English?
(Latin was the language of both science and theology,
but only the elite used it, unlike English, which is used by

In other words, various languages have played this role and this has
come and gone over time, and no doubt it will be the same
with English. Take Sumerian for example, which was the main
everyone.)
4 Which languages had a similar role in the past to English

written language in most of the Middle East for centuries. The last today? (French, Latin, Arabic, Greek, Sumerian)
records of Sumerian are from the third century, so it survived as an
international language for over 3,000 years, but of course now most 2 READING

people haven’t even heard of it, it’s a dead language. Compare that
with English – so far English as a truly global language has been
going for about 50 years at the most, so who knows what’s going to
a Books closed. Write on the board: Maxwell Kingsley makes
the point that … . Do you think he’s right?. Tell students

happen to it? One thing that’s certain is that nothing lasts forever. they are going to read an internet web forum in which
people comment on one of the points Kingsley made in his
talk. In pairs, students predict what the point is. Students

VOCABULARY SUPPORT
there is no precedent for sth − there has never been a similar
then read the post at the top of SB p.17 to check their
ideas and read the four responses. Use the Vocabulary
support box to help with vocabulary if necessary. Elicit

situation, so we have nothing to compare it with

which two writers agree with each other.
widespread (C1) − existing or happening in many places and/
or among many people Answer

elite (n.) (C1) − the richest, most powerful, best-educated or

best-trained group in a society
Neuling and Ariete agree with each other.

threaten (C1) – be likely to cause harm or damage to VOCABULARY SUPPORT

something or someone interfere (C1) – prevent something from working effectively or
from developing successfully

impoverishment − the process of making something weaker

or worse in quality bombard sb with sth – direct so many things at someone that
resent (C2) – feel angry because you have been forced to they find it difficult to deal with them

accept someone or something that you do not like buzzword − a word or expression from a particular subject area
that has become fashionable by being used a lot, especially on
television and in the newspapers

fuss (n.) (C1) − a show of anger, worry or excitement that is

unnecessary or greater than the situation deserves

isolate – put a person, country or organisation in a situation

where they are seen as being separate
heritage (C2) − features belonging to the culture of a particular

society, such as traditions, languages or buildings, that were

created in the past and still have historical importance

b
feedback as a class.

UNIT 1 Language 33

3 WRITING SKILLS f Individually, students compare the two posts. Check

a Put students into pairs to identify the elements used by the

writers. Check answers as a class and ask students to justify
their answers using the relevant sections of the posts.
Answers
more formal and abstract: Flying D – abstract nouns, e.g. uniqueness;
sentence length and structure (longer sentences with more complex

Answers
A Neuling, Ariete, ParsaUK B All
structures)
more informal and personal: Ariete – personal examples; questions
and exclamation marks; colloquial expressions, e.g. there’s no way …;

C Flying D, Neuling D Neuling, Ariete E Flying D, Neuling,

first person
ParsaUK

b Individually, students complete the table. Check answers g Discuss the question as a class. Read through the

as a class.
Answers
Writing Tip with the class and remind students to bear

1 … that’s nonsense. 2 … there’s no way …

3 … you are missing the point … 4 I’m in two minds about this.
5 … you’re spot on. 6 I agree up to a point …
4 WRITING
a Individually, students read the opinions and tick the

c Ask students to look again at the highlighted phrases for

disagreement in the web forum. Discuss the questions as
ones they agree with. Check the meaning of (C2) if
necessary (the fact of a large number of people or things
arriving at the same time).

a class. Elicit the examples from the text and then any
additional words and phrases students can think of for b Students write an initial post for a discussion forum about
the opinion they chose in 4a. Check students understand
softening opinions. Tell students that another common

technique for softening opinions is to avoid a negative

adjective, e.g. I’m not sure that’s a very good idea. rather
the task by asking them to look at Eva’s initial post on SB
p.169 again. Monitor and point out errors for students to
self-correct.
than That’s a terrible idea.

Answers
1 If you ask me …; as far as I’m concerned …; It seems to me …
c Tell each student to pass their post to the person sitting on
their left. They then read the post and respond to it or add

2 Students’ own answers, e.g. I’m afraid that …; I do understand

what you’re saying, but …; Sorry, but … , etc.
a comment. Continue to monitor and help as necessary.
d Students repeat the process in 4c until each post has four
comments.

d Ask students to use a dictionary and identify which

expressions are informal. Tell them to compare in
pairs before checking answers as a class. Emphasise
e Return each discussion forum to the person who started it.
Students read the four comments and decide which they

that students should take care when using the phrases

for disagreement in spoken English as they could all
found the most interesting. Take feedback as a class.

be perceived as aggressive/rude depending on the LOA TIP REVIEW AND REFLECT

intonation used.
Answers • Draw three circles on the board. In the first write This was

That’s a load of rubbish.; that’s nonsense; there’s no way …; you’re

spot on
useful for me., in the second This was difficult for me. and in
the third This was interesting for me.

• Give students a few minutes to look back through the first

e Students complete the exercises in Writing Focus 1D
on SB p.169. They read the table and then cover it for unit of the course and choose two or three items from the
Exercise a. Check answers to Exercise a and b before course content for each category on the board. Take class

discussing the questions in Exercise c as a class. Tell

students to go back to SB p.17.
feedback on what students found most useful/difficult/
interesting and ask them to explain their choices.
• As well as allowing students to evaluate the course so

Answers
a 1 possibly think; the point 2 to say; isn’t true far, this process also allows you to understand more
3 spot on; go along; mixed feelings 4 nonsense / a load of about why your class are learning English, their strengths

rubbish 5 make a lot of sense 6 on the head and weaknesses, and what they find interesting. It is
b Reply 3: I must say …; but I don’t think … also very valuable to help students understand that the
You could add phrases like: If you ask me …; It seems to me …; etc. course includes a wide range of topics and activities as all

FAST FINISHERS
students have different expectations.

Ask fast finishers to come up with a counter-argument for

ADDITIONAL MATERIAL
the six comments on Eva’s post, e.g. 1 English isn’t any more
beautiful or richer than any other language. 2 You can create a Workbook 1D

language, Esperanto, for example., etc.

34 UNIT 1 Language

UNIT 1 3 WORDPOWER

Review and extension a 1.23 Ask students to cover the words in the box.
Focus students on the title of the section Idioms: Body
parts and the cartoon. Ask them to name as many of the

1 GRAMMAR Then tell students to look at the words in the box and
complete the idioms. Play the recording for students to

a
Students then correct the other sentences, working
individually. Remind them that some adverbials might
listen and check.
Answers

be correct in more than one position. Check answers as

a class.
1 nose 2 head 3 hands
7 tooth
4 neck 5 shoulders 6 tongue

Answers b
1 Please try to speak slowly. answers as a class.
2 He will probably be late.
Answers

3 We do our washing by hand.

4 We will be living in London in June. a 4 b 7 c 1 d 6 e 2 f 3 g 5
5 She made me laugh so loudly.

EXTRA ACTIVITY
6 (In the end,) I managed to get in touch (in the end).
7 You can (easily) compare the different brands (easily).
Ask students to change the sentences in 3a into more
b Students choose the correct form in each sentence. personal, memorable examples, e.g. 1 My uncle has absolutely

Check answers as a class. Drill the sentences, paying

particular attention to the weak pronunciation of the
no nose for business investment; he’s tried three different
businesses and they’ve all lost money. 7 I will fight tooth and

auxiliary verbs. nail to stop him being elected to the local council., etc. Monitor
and point out errors for students to self-correct. Ask students
Answers
to compare their sentences with a partner before asking them
1 have never visited

2 I’ve been learning

3 was crossing
4 wanted
to share some of their sentences with the class.

c Individually, ask students to complete the idioms in the

5 has had
6 will have been studying
questions. Check answers as a class.
Answers

1 stick your neck 2 a nose 3 head and shoulders

2 VOCABULARY 4 their head 5 tooth and nail 6 bite their 7 safe pair of hands

a d In pairs or small groups, students ask and answer

Individually, students replace the words in italics in the

sentences with an expression in the box. Check answers
the questions in 3c. Monitor and check that students are
using the idioms correctly. Ask students to share some
of their answers with the class.

as a class.
Answers
1 struggle with FAST FINISHERS

2 immerse yourself in
3 hold a conversation
4 acquire
Ask fast finishers to make a list of other idioms with body
parts which they know, e.g. pull sb’s leg, head start, Achilles

heel, a pain in the neck, put your foot in it, etc. Ask them to
5 brush up
6 get to grips with tell another fast finisher what the idiom means and give an
7 rusty example sentence using it. Encourage them to say if there

b Students work individually, completing the missing

letters in each word. Check answers as a class.
is a similar idiom in their own language or if they think the
English idiom is untranslatable.

Answers
1 rapid
Photocopiable activities: Wordpower p.241

LOA REVIEW YOUR PROGRESS

2 subtle
3 shift
4 lasting Students look back through the unit, think about what

5 way they’ve studied and decide how well they did. Students
6 ongoing work on weak areas by using the appropriate sections of
7 perceptible
the Workbook, the Photocopiable worksheets and the

Personalised online practice.

UNIT 1 Language 35


UNIT OBJECTIVES

I T 2

UN remes
At the end of this unit, students will be able to:
understand and summarise details, attitudes and

opinions in texts about extreme sensory experiences

and thrill-seeking activities

understand, note and summarise details, opinions

and attitudes in: extended speech and interviews

ex t
describing physical and mental experiences; idiomatic

Going to conversations in which people discuss sensitive issues

and give advice tactfully
use a range of lexis and main stress accurately to discuss,

describe and evaluate: extreme experiences; future

plans; communication styles; suggestions for how to cope
with noise; various extreme sports and leisure activities

use a range of lexis to write descriptions of extreme

experiences and future plans

use a range of expressions to give advice in an

UNIT CONTENTS appropriate register
write a clearly structured, cohesive report, prioritising

G GRAMMAR
Comparison (modifying comparisons with than and as …
as …; comparative patterns; superlative patterns)
key issues, outlining problems and solutions and using
linkers of contrast and concession appropriately

Intentions and arrangements (going to; present

continuous; future simple and continuous; present simple;

expressions with be)

Linking: contrast and concession: alternatively (offering
alternatives), by comparison (comparing), even though

V
(conceding), on the contrary (opposing), etc.
VOCABULARY
CULTURE NOTES
This photo shows a man bathing in a hole in the ice in the sea.

Multi-word verbs: Social interaction: bombard (sb) with, Cold-water swimming may be done as a challenge, for health
bring out (the best/worst in sb), come across (to sb), cut (sb) reasons or even as a sport. The International Ice Swimming
off, fit in, go on about sth, hold (sb) back, relate to (sb), run Association requires that the water is colder than 5°C (41°F)

(sb) down, slip out

Verbs of movement: crawl, creep, drift, hurtle, leap, limp,
march, plunge, roll, rush, slide, soar, stagger, stroll, whirl,
for ice swimming competitions. In 1987 Lynne Cox swam the
freezing Bering Strait between Alaska and the then Soviet
Union, braving waters of just 3.3°C (the water in a swimming

whizz, whoosh, zoom

Language in context: Sounds; Synonyms; Being tactful
pool is about 27°C). Ice swimming is most popular in Eastern
Europe and Russia; for example, there is a tradition in Russia
or frank

to jump into an icy pool after a banya (a type of dry sauna)

Wordpower: Idioms: Movement: crawl, drift, plunge, soar, because it is believed this hot/cold contrast helps the immune
whirl, whizz system. (Advise students that cold-water swimming, anything

P PRONUNCIATION
Consonant−vowel linking
below 15°C, may be a risk for people with certain health
conditions such as high blood pressure.)
Word groups and main stress

Emphatic stress
b Put students into pairs to discuss the questions.
Make sure that they make a list of at least six questions
to ask the man. If students need encouragement,

GETTING STARTED prompt them with ideas from the Suggested answers

interview questions and who has had the coldest/hottest

OPTIONAL LEAD-IN

Books closed. Put students into pairs to compare how long

they could do these things and which would be the most
experience.
Suggested answers

challenging. As feedback, tell students the world records given

in brackets for these extreme achievements:
1 How often do you do this? How long do you stay in the water
for? How do you feel afterwards? Is it painful to be in such cold
water? Why don’t you wear a wetsuit? Do you think you’ll keep

• standing on one foot (76 hours) doing this as you get older? Why / Why not?
• holding their breath (22 minutes)
EXTRA ACTIVITY

• going without sleep (264 hours)

• running without stopping (80 hours / 560 km) Put students into different pairs to take turns being an
• staying in an ice bath (2 hours). interviewer from the local newspaper and the man in the ice.

a Ask students what they notice about the man’s hair

(it has iced up). Give students one minute to think about
Tell them to ask each other their questions from b1.

their answers to the questions before talking about the

photo as a class. If you wish, give students information
from the Culture notes below.

36 UNIT 2 Going to extremes

2A I would happily At the end of this lesson, students will be able to:

• talk about their reactions to extreme physical and

have stayed longer mental sensory experiences

• talk about the role and forms of social interaction

• read a text for detailed comprehension and work
out the meaning of new words from context

OPTIONAL LEAD-IN degrees of comparison

Books closed. Get students to write down three sounds that

they find pleasant and three that annoy them. Give some
examples, e.g. a coffee machine working and the alarm clock
• listen and react to a personal narrative
• use multi-word verbs to describe social interaction

in the morning. Students then compare ideas as a class.

1 SPEAKING

a 1.24Tell students to listen for one minute and then

c
and ask students to identify the part of the text with

tell you what they heard around them, e.g. a car parking
nearby. Play the recording for students to listen to the read the text and answer the questions. To save time,
six sounds. Put students into pairs to identify the sounds students could underline the relevant parts of the text
rather than writing out sentences. Encourage students

and discuss the questions. Take feedback as a class and

ask students which sound they have experienced most
recently and how they felt.
to guess the meaning of the words and phrases in the
Vocabulary support box if they ask about them. Help

with the meanings if necessary.

Suggested answers
1 a market with lots of traffic 2 a beach with the sound of waves Answers
1 He needed to get away from the constant noise in cities like New

3 a noisy nightclub heard through a wall

4 a forest with birdsong 5 a park with children playing York and recapture a sense of peace.
6 a restaurant with people talking 2 It is insulated with layers of concrete and steel, internally lined
with buffers and the floor is a suspended mesh.

b Tell students to go to SB p.127 and do

Communication Plus 2A. Put students into pairs to do
3 No, they don’t. Most people find its perfect quiet upsetting.
4 They can experience extreme symptoms, from claustrophobia
and nausea to panic attacks and aural hallucinations.
the questionnaire. Discuss their answers as a class and

see who is the most sensitive to sound. Students then

discuss the questions in b. Check students understand
5 He thought he might go mad or be disappointed.
6 He felt very peaceful.
7 No, he didn’t. He was a little disappointed that he didn’t

apprehensive (feeling worried about something that experience total silence.

you are going to do or that is going to happen). Take 8 They should become master of their own sound environment.
feedback as a class and tell students to go to SB p.133

and do Communication Plus 2A. Ask students to

read and discuss each suggestion with their partner,
answering the questions. Take feedback as a class. Tell
VOCABULARY SUPPORT
cower – to lower your head or body in fear

students to go back to SB p.20. lined – with a thin layer of material covering the inside
surface
2 READING

buffer – a barrier which gives protection from something

a Ask students where they go if they need to have sensory deprivation – a situation in which the senses (sight,
some peace and quiet. Tell students to look at the hearing etc.) are not stimulated at all

picture and caption and say which country the ‘quietest

place on Earth’ is in (the USA – Minneapolis is a city
in the Midwest). Highlight that the pronunciation of
business as usual – said when things are continuing as they
always do

anechoic is /ænɪˈkəʊɪk/. Tell students to discuss the

questions. Check ideas as a class.
be plunged into darkness – suddenly be in the dark
jangle your nerves – make you feel annoyed or nervous

b Give students two minutes to read the text quickly and

Check the answer as a class.
be going overtime – working much more/faster than usual

Answer
Yes, it was. He says he felt rested and calm and would happily have
FAST FINISHERS
Ask fast finishers to find the word in the text which means

stayed longer in there, despite some disappointment. a fear of closed places (claustrophobia). Ask them to think of
as many other phobias as they can while the other students
LOA TIP REVIEW AND REFLECT finish, e.g. technophobia (fear of technology, which came up

Get students to highlight the exact part of the text which

in Lesson 1B), aquaphobia (fear of water).

d Tell students to cover their text. Ask why George

told them that George had a positive experience. The key mentioned astronauts (NASA astronauts train in an
information can be found in the second from last paragraph, anechoic chamber). In pairs, students try and remember
e.g. began to enjoy it in the first sentence. In the last the six things. In class feedback, try and get as much

paragraph George then makes a more general point about

what the experience should teach us. Tell students that a
final paragraph often summarises and evaluates a text.
information from students as possible, e.g. question 1,
elicit what exactly happened in the subway.

UNIT 2 Going to extremes 37

Answers
1 It’s where the deafening noise made him want to find total silence.
3 GRAMMAR

2 They are very quiet places he went to in his search for absolute
silence.
3 He could hear the blood rushing in his veins, so the anechoic
a Write on the board George stayed in the room ___ anyone
else. Elicit comparative phrases to go in the gap, e.g. a
lot longer than. Tell the students to cover the text and

chamber wasn’t completely silent.

complete the sentences. Check answers as a class.
4 He became so aware of the sounds of his body that he heard
the scraping sound of his scalp moving over his skull when he Answers

frowned. 1 the 2 The 3 considerably 4 and 5 more

5 Everyone was impressed that he’d beaten the record, but he 6 nowhere near 7 infinitely
was enjoying the experience and only came out because his time

was up. b Tell students to look at sentence 1 and ask if you hear
6 Turning off the TV is a way of becoming master of your sound more things if it is quiet or loud (quiet). Tell students to
environment. look at sentence 6 and ask if the experience was more

e Ask students if they think George is eccentric

(someone who behaves in a strange or unusual way).
or less disturbing than George thought before he went
in (less). Tell students to answer the questions in pairs,
then check as a class.
Then put students into small groups to discuss whether

they could repeat his experience. Take feedback as a class.

f Language in context Sounds
Answers
1 sentences 1, 2 and 5. The degree of each is dependent on the

other, for example as one increases so does the other.

1 Ask students to look at whining, 2 sentences 2 and 4
word in the text on SB p.21 (note there is one 3 sentence 3: slightly; a good deal; decidedly; significantly

highlighted word in the picture caption). Ask: Is this a sentence 6: nothing like; not nearly
nice or not nice sound? (not nice). How do the children
c 1.25–1.29 Students read the information in
feel? (unhappy). What part of speech is it? (verb).
Grammar Focus 2A on SB p.140. Play the recording

the correct one (d). Students then match the rest of where indicated and ask students to listen and repeat.
Students then complete the exercises. Check answers as
a class. Tell students to go back to SB p.21.

answers as a class.
roar, Answers (Grammar Focus 2A SB p.140)
whisper and thump. Tell them that dull and soft a 2 The plant hasn’t grown / didn’t grow nearly as quickly/fast/

basically have the same meaning, not loud, but

that dull collocates with roar and thump, while soft
big/large/tall/high/much as she expected.
3 He isn’t/wasn’t strong enough to control the horse.
4 A kilogram of iron is no heavier than a kilogram of feathers.
collocates with whisper.

3 Ask students to read the Learning Tip. Tell them

that recording words as collocations increases
5 Sales have been marginally better since June.
6 The harder the rain fell, the more difficult the game became.
b 1 and 2 the 3 so 4 than 5 far/miles 6 get 7 more

your vocabulary and often makes words easier to

for noise and sound(s) in the text and their part

8 not 9 nowhere 10 miles

CAREFUL!

of speech, using a dictionary. Encourage students

to look at the full information for words in the A typical error students make is with word order and much
dictionary entry, e.g. ambient applies to both sound more. Highlight that when much more modifies a verb, it

and light around you and is a technical word.

Answers
goes after the noun phrase: Students will enjoy much more
the film club than before. (Correct form = Students will enjoy

the film club much more than before.). Point out that when
1 a eerie b deafening c hammered d whining
e gurgling f roar g thump h whisper i decibels much more modifies an adjective or noun, it goes before the
2 dull; soft; dull adjective or noun phrase: They replaced the computers with

3 absorb sound (v.); ambient sounds (adj.); a scraping noise (adj.);

background noise (n., making a compound noun with noise)
new ones much more expensive. (Correct form = They replaced
the computers with much more expensive new ones.).
Students also often make the mistake of adding at and/or the

HOMEWORK ACTIVITY
Highlight the sentence from the text The experience was
to the fixed phrase last but not least. At last but not the least,
the publicity for the club is boring. (Correct form = Last but
not least, the publicity for the club is boring.). Another typical

nowhere near as disturbing as I had been led to believe. (at the

end of the second to last paragraph) and ask which adjective
collocates with experience (disturbing). Tell students to use
error is to use either just as or so … as instead of as … as. I’m
surprised as you. (Correct form = I’m as surprised as you.). The

candidates were not so experienced as I would like them to be.

several dictionaries to find as many collocations for experience (Correct form = The candidates were not as experienced as I
as they can. Students then choose one of the collocations, e.g. would like them to be.).

amazing experience, and prepare and present a short anecdote

about this in the next class, e.g. about a great holiday they had. d Give your own example (it doesn’t need to be
true!) of a place or an event using several comparative
Suggested answers

adjective + experience: great; memorable; personal; terrible; unusual

compounds: hands-on experience; life experience; work experience
structures. Then ask students to think of a place or an
event and discuss the questions in pairs.

experience + preposition: experience as something; (no) experience

of doing something; experience in something

38 UNIT 2 Going to extremes

EXTRA ACTIVITY c 1.30 Ask some questions before you play the
recording again, e.g. Did Lena enjoy the dinner party?

Ask students to compare these experiences using the target

language where possible: (yes). How did she get information about vows of silence?
(through the Internet). Play the recording for students to
• having no sense of smell / no sense of taste

summarise what Lena says about the four things.

• dealing with a broken arm / broken leg
Suggested answers
• working outside in extreme heat / extreme cold 1 It was fun and everyone talked a lot.

• being an only child / having six other siblings

• being unemployed / working 12 hours a day.
2 She realised that what you say defines who you are and that by
talking you show you belong to a social group.
3 A spiritual vow of silence means you retreat from the outside

4 LISTENING
world, look inside yourself and don’t communicate with other
people.
4 A public vow of silence means you continue to live in the real

a Try and communicate something to the class using

only gestures, e.g. what you did that morning. Stop after
a few minutes and ask the class what they understood. d
world and communicate with people without speaking.

Tell students to discuss the questions in pairs. Ask

Ask students if they have ever had a situation when

they had to communicate in this way, e.g. they were in
some questions to get students thinking about what
What if she meets a friend?
Will people who don’t know about her vow think she’s rude?
a foreign country and couldn’t use English. Then put

b
students into pairs to discuss the questions.
1.30Ask students to look at the picture of Lena.
e 1.31 Play the recording of part two of Lena’s story for
students to check their ideas.

Elicit what a vow of silence is (a promise not to speak

for a period of time) and predict why a young woman Audioscript
LENA So … a whole weekend without speaking. The person I found

part of Lena’s story for students to listen and see if their

prediction is correct. Check the answer as a class.
hardest to deal with was … myself. When I’m alone I often talk to
myself, or sing, or hum. But, no – I wasn’t allowed to do any of that. I
had to keep my vocal cords completely out of action. I managed OK,

Answer except for a couple of times – like when someone held a door open
She was intrigued by the idea of a public vow of silence and for me and a little ‘thank you’ slipped out.
wanted to see how it would affect her and other people. Also when my phone rang, I couldn’t answer. I was quite proud

Audioscript
LENA A few months ago, I went to a friend’s place for dinner. It was a fun
that I remembered, even when someone woke me up calling
early on Saturday morning. But I did text back. So, you see, I still
communicated – email, text – all that sort of thing. I just had to keep

night – lots of lively company – y’know, one of those nights you feel
you’ve talked about everything and solved the world’s problems!
Towards the end of the evening, I was feeling a bit tired and I just
my mouth well and truly shut.
The first thing that amazed me was just how easy it is to
communicate without words – like, buying a coffee. I just sort

kind of sat back and watched and listened – did nothing. It was
interesting. It struck me how what we say sort of defines who we
are. Talking is a way of fitting in – y’know, a way of showing that we
of pointed to what I wanted and nodded in agreement when
the person in the café got it right. I even met a friend for a chat. I
could react to what he had to say by means of a facial expression.

belong to a social group.

The next day I couldn’t stop thinking about this and began to wonder
what would happen if I just stopped talking altogether and was just …
Occasionally, I did have to write some things down on a notepad,
but I was amazed how much information I could get across without
trying too hard.

silent. What would happen to me? How would I come across to other
people? I decided to read up on the topic of vows of silence. There
The most interesting thing was the way other people related to me.
When I was queuing in the supermarket, a woman tried to have a
conversation with me. She bombarded me with questions. When
were some really interesting stories online. Often a vow of silence is

for spiritual purposes and people go into some kind of retreat to cut
themselves off from the outside world. I guess you could say that’s
she eventually realised that I couldn’t or wouldn’t speak, she just
made up her own answers to her own questions. She had a whole
conversation with herself about why I couldn’t speak! She thought I
not about communicating at all – it’s like taking time out to focus on

yourself. But some of the other stories I read were about people taking
what you’d call a more public vow of silence. What I mean is they
was unwell.
Also my landlord was interesting. I had to go and pay my rent on
the Saturday. He always goes on about something when I go and
continued to live in the real world and communicate with people –

just they didn’t speak. Some people did this as a protest – y’know, like
against censorship or something like that.
see him – he usually likes to run down some politician or other. I
don’t always agree with him, and we often end up having a heated
discussion. But this time, I just listened … And when I left he said, ‘It

I didn’t have any kind of burning cause I wanted to protest against

but, for my own reasons, I was still intrigued by the idea of a public was great to have a good chat.’ This was interesting. I don’t think he
vow of silence. So I decided to take one – just for a weekend. I knew really noticed that I hadn’t been saying anything. He was so caught
up in what he was saying he wasn’t very aware of me. And it made

I’d find it hard to last much longer than that. I looked on it as a kind
of social experiment. I knew it was going to be a challenge! me think … well, aren’t we all a bit like that? We’re all so busy talking
and expressing our ideas – it’s like a kind of prison that doesn’t allow
us to communicate with each other and see what’s going on around

VOCABULARY SUPPORT
read up on sth – to learn about something by reading
us. Most of the time people treated me kindly. I often felt that my
silence brought out the best in people.
Being silent for two days really gave me a chance to see and feel

take time out – spend time away from one’s usual work or
studies, for rest or leisure
things without feeling I needed to respond or react. I mean, I often
wanted to, but I had to hold myself back. And this meant I just had
to let things go – just let them be. And, you know, I felt more peaceful

a burning cause – a strong belief about something in society

you want to change
– more connected with everyone and everything. So it really was
fascinating – my weekend of silence. I recommend giving it a go.

UNIT 2 Going to extremes 39

f 1.31 You can treat this as a summarising exercise

similar to 4c, playing the recording straight through,
b Get students to categorise the multi-word verbs
according to their meaning by looking back at the

or you can pause after each person (this is helpful for

weaker students who tend to get lost in a long listening).
Check answers as a class.
sentences. Check answers as a class.
Answers

Suggested answers
herself: she was the person she found hardest to deal with, she
social interaction in general
come across
cut yourself off
spoken interaction
bombard sb with questions
go on about

generally remembered not to speak but broke her own rules a

couple of times, she still communicated by text and email relate to sb run sb down
the person in the café: she could communicate by pointing and bring out the best in people
nodding hold (yourself) back

her friend: she could communicate by using facial expressions and

writing some things down c 1.33 Pronunciation Write I don’t get on well with
the woman in the supermarket: she managed to have a my sister-in-law on the board again and ask students to

conversation with herself while Lena said nothing; the woman

thought Lena was ill
her landlord: they usually get into political arguments but this time
repeat it. Ask whether get on sounds like one or two
words (one) and why (there is linking between the

he thought they’d had a good conversation even though Lena had

said nothing
At the end of the experiment she felt more peaceful, and more
identifying linking is very important for listening to
connected speech and linking will help them sound

connected with everyone and everything. more natural in many contexts, too. Play the recording
for students to listen and identify the linking consonant
sound. Check the answers as a class.
VOCABULARY SUPPORT

out of action (C1) – not in use

Answers
/m/; it’s an example of consonant–vowel linking
well and truly – completely

a heated discussion – a discussion in which people get

excited/angry because they feel strongly
d 1.34 See if students can identify the linking before
they listen and then play the recording for them to

check. Check answers as a class. Drill the phrases

be caught up in sth – so involved in an activity that you do not
concentrating on the consonant–vowel linking.
notice other things
Answers

let sth go – not react to something annoying which somebody

1 … cut themselves&off from …; /z/
else says or does
2 … a little ‘thank you’ slipped&out …; /t/
let sth be – not interfere or try to control a situation 3 … goes&on about something …; /z/

give sth a go – try something new

e
4 … my silence brought&out the best …; /t/

Give your own examples of people you know and

g Put students into small groups to discuss the

then ask the students to talk about people they know
questions. Then compare ideas as a class. Ask students if
in pairs. Alternatively you could organise this as a Find
it would be easy for someone to do this in their country.
somebody who … activity, with students going round the

5 VOCABULARY class and asking one another questions until they have a
person for every multi-word verb in 5a. Take feedback
Multi-word verbs: Social interaction

a 1.32 Write on the board:

learning multi-word verbs before asking students to read
the Learning Tip. Tell students that they also need to

I don’t get ___ well with my sister-in-law. record grammatical information about multi-word verbs,
e.g. separable verbs like run (sb) down or run down (sb)
Ask students to complete the multi-word verb (get on) and non-separable verbs like relate to (sb).
and give an equivalent phrase (have a good relationship).

See if students can complete the sentences without

listening again and then play the recording to check.
EXTRA ACTIVITY

Point out that relate to (to understand someone and Revise the multi-word verbs by saying sentences and getting
be able to have a friendly relationship with them) can students to rephrase them with a multi-word verb.
also mean be connected to: This growth is related to the Do I belong here? (fit in)

economic trends of those years.

Answers
I asked him loads of questions. (bombarded him with)
She gives the impression of being bored. (comes across as)

1 in 2 across 3 off 4 out 5 to 6 with 7 about

8 down 9 out 10 back Stop repeating it again and again. (going on about it)
Our teacher does things so that we do as well as we can.

(brings out the best in us)

CAREFUL!
I wouldn’t criticise people who do crazy sports. (run down)
A typical error students make is to use fit in not fit in with

when there is an object: He doesn’t fit in the rest of us.

(Correct form = He doesn’t fit in with the rest of us.)

40 UNIT 2 Going to extremes

HOMEWORK ACTIVITY 6 SPEAKING

Write on the board Humans are the only animals

Ask students to create and record in their vocabulary
notebooks examples of the multi-word verbs in 5a using which can communicate in a meaningful way. and get
people they know or know about. Give students some students to agree or disagree with you in a short class

examples of your own, e.g.:

My friend Janice is really nice but she sometimes comes across
read and then discuss statements 1–5, answering the
questions.

as a bit arrogant.
On TV last night the reporter really bombarded the star with
ADDITIONAL MATERIAL
questions.

In the next class put students into groups to compare

sentences. Take feedback as a class and elicit any interesting
Workbook 2A
Photocopiable activities: Grammar p.203, Vocabulary p.223,

sentences. Pronunciation p.254

2B I’ll be jumping At the end of this lesson, students will be able to:

• talk about experiencing extreme sports

from 900 metres • understand the main points and detail of a

magazine-style article and identify synonyms

• divide connected speech into word groups and
identify the main stress

OPTIONAL LEAD-IN
• use a range of verbs of movement
• follow an interview and understand a detailed

Books closed. Ask students for examples of extreme sports

and the risks involved. Give an example:
description
• use a range of future forms for intentions and
arrangements

Cliff diving – jumping into the sea from a cliff – is very

dangerous if you land badly in the water.
Then ask students to give you extreme sports vocabulary in

three categories:
• types of sports (e.g. base jumping, skydiving) Answers

Zip-lining
• feelings (e.g. terror, stress)
1 Costa Rica, Hawaii and other places nearer home
• places (e.g. mountains, skyscrapers). 2 a harness (attached to a wheel that dangles from a cable/line)

3 go very fast (100 mph) down a zip line

1 READING and SPEAKING 4 Suggested answer: quite safe because you wear a harness,
although the speed and height would make a fall or a collision

a Students rank the activities individually and very dangerous

5 $100–$300
then compare their ranking with other students. Take
feedback as a class and ask students which of these Indoor skydiving

activities they have actually done and what they were 1 at iFly facilities nationwide / inside a vertical wind tunnel
2 a flight suit and a helmet
like.
3 do free-fall skydiving in a wind tunnel where winds of 160 miles
b Ask students some questions about the four

per hour push you into the air

pictures, e.g.: 4 Suggested answer: quite safe because suitable for any age
5 $60–$250
(a hill)

Zorbing
Are the two men snowboarding? (No, there isn’t any 1 anywhere in the world
snow.). 2 –

3 roll downhill inside a clear plastic ball typically 10 feet in

diameter at high speed
text to each person in the group. Students read and 4 Suggested answer: quite safe because you’re strapped in
answer the questions about their text. They then report 5 –

back to their group. Use the Vocabulary support box to

help with vocabulary if necessary.
Volcano-boarding
1 Cerro Negro volcano, Nicaragua
2 Suggested answer: In the picture the participants are wearing a

safety helmet, elbow pads, knee pads and gloves

3 go very fast down a steep, 1,600-foot volcanic slope, on a
plywood board reinforced with metal and Formica

4 Suggested answer: slightly dangerous because of the threat of

another eruption although there hasn’t been once since 1999
5 $28

UNIT 2 Going to extremes 41

VOCABULARY SUPPORT VOCABULARY SUPPORT

dangle – hang loosely sth keeps sb going – when something motivates or supports
mingle with – literally, to move among and chat to people at you to be able to continue
a social event, used figuratively here be scared silly – be so scared that you are no longer able to

trial run − a practical test of something new or unknown

don − (formal) to put on a piece of clothing
think clearly
push yourself – do an activity harder than usual / you have

hit the scene – when something new etc. first appears in a ever done before
particular area of activity / social group play (it) safe – to be careful and not take risks
junkie − addict, somebody who habitually enjoys something live on the wild side – live in an adventurous, risky way

a threat looms (C2) – an unwanted event seems likely to

happen
figure (v.) (C2) – to expect or think that something will happen
be in for something (C2) – to be going to experience

c Check the meaning of exhilarating by asking Does

it mean very exciting or very dangerous? (very exciting)
white matter – light-coloured brain tissue, made up of nerves
be rooted in sth – develop because of/from a particular thing
and drill the pronunciation /ɪɡˈzɪləreɪtɪŋ/. Students rate

the sports individually and then compare with other

students, giving reasons for their ratings. FAST FINISHERS

EXTRA ACTIVITY
Fast finishers write down three challenging things that they
would like to have done by the end of their life, e.g. run a

Put students into groups to think of a variation of one of marathon, and compare their list with other fast finishers.
these sports to make it even more exciting or challenging, Are any of the challenges the type that thrill-seekers enjoy?
e.g. zorbing could be done as a race – first you have to push
c Language in context Synonyms: want, like, love

your ball up the hill and then it’s the first person to come
back down in it. Groups then compare ideas. 1 Ask students if they know any synonyms of want (e.g.
desire, fancy, be desperate for). Tell students to try and

a
2 READING
Ask students to look at the picture of the people
match the expressions with the sentences without looking
at the text. They then check their answers in the text.

on the roller coaster and ask How are the people feeling?
How will they feel after their ride? Then ask students to
want, like
and love. They should look at both the explanations
read the list of reasons for doing extreme sports. Put and the example sentences. Check answers as a class.

students into pairs to discuss the motivation for extreme

sports. Encourage students to add more reasons to the Answers
1 a crave; thrive on b long for c is inclined d are drawn to
list. Students then check which reasons from the list are

mentioned in the text. Check answers as a class.

Answers
2 crave and long for are very similar in meaning, the same as, but
much stronger than want.
thrive on and love have quite different meanings. If somebody

to feel more alive

to feel they are in control
to test their limits
thrives on something, it means that they feel at their best, for
example happy, healthy and alive, when they experience that
thing.

to feel great afterwards

b Give students time to read the text in detail and answer

be inclined to can mean want, but it also means likely to. If
someone is inclined to be late, they are likely to be late.
be drawn to means both like and be attracted to at the same

the questions. Ask students to underline the sections of

the text that give the answers. Check answers as a class
and encourage students to paraphrase in their answers.
d
time.

Ask students: Do Type T people play it safe or live on

Use the Vocabulary support box to help with vocabulary

if necessary.
the wild side? (live on the wild side). Then put students
into pairs to discuss the questions. In class feedback, ask
students what the advantages/disadvantages of being a

Suggested answers
1 skydiving
zip-lining
Type T person in everyday life would be, e.g. they may
get bored easily.

whitewater rafting e 1.36 Pronunciation

going on a roller coaster the end of paragraph 2 on the board and ask students how
2 thrill-seekers: people who want variety, novelty, intensity and risk many word groups there are and where the main stress

is in each word group: Life is a daring adventure, or it is

3 Biology, from birth, is important, but it’s not yet known how
important. Neurochemicals like dopamine and testosterone, and nothing. Play the recording for sentence 1 and tell students
the amount of white matter in the brain, appear to affect whether to mark the word groups and main stress as they listen.

people are thrill-seekers or not.

Tell students to look at the other sentences and try and
4 They tend to be creative, energetic and self-confident. They feel in
mark the word groups and main stress. Play the recording
control and they don’t like to be told what to do.
for students to listen and check. Check answers as a class.

5 The relief of escaping death gives a rush of adrenaline, ecstasy

and elation.

42 UNIT 2 Going to extremes

Answers
2 I need a guide | in new cities | in case I get lost.
Answers (Vocabulary Focus 2B SB p.159)
a 1 k 2 o 3 q 4 p 5 l 6 j 7 i 8 n 9 h 10 m

3 I do feel scared | when I face danger | but I know that I’ll be OK.
4 I’m paid to innovate at work, | so I spend half my time
daydreaming!
b 1 creep; crawl; drift; limp; stagger; stroll
2 leap; march; rush; slide
3 crawl, creep; drift

5 I think people should dress neatly | and look respectable, | 4 limp; stagger
especially in public. c creep, crept; slide, slid
e 2 She staggered/crawled down the road.

f Elicit the complete rule and then drill the comments in 2e. 3 He crept down the road.
4 She hurtled/rushed/whizzed/zoomed down the road.
Answer 5 He limped/crawled down the road.
last

6 She drifted/strolled down the road.

7 He hurtled/slid/whizzed/zoomed down the road.
8 It hurtled/soared/whirled/whizzed/whooshed/zoomed down
LOA TIP DRILLING

the road.
9 He hurtled/rushed/whizzed/zoomed down the road.
When you drill sentences rather than single words, divide the 10 She drifted down the road.
11 It crawled down the road.

sentence into word groups and drill these individually before

the whole sentence. So for comment 2 drill:
I need a guide 4 LISTENING

in new cities
in case I get lost
a 1.37 If you have the technology, show a short

When you are happy with how students pronounce the

individual word groups, drill word groups together and
to share their impressions. If you don’t, tell students to
look at the picture and ask: How do the people watching
feel? How does the person jumping feel? How high do
finally the whole sentence:

I need a guide | in new cities

in new cities | in case I get lost
you think they are? Put students into pairs to say what

I need a guide | in new cities | in case I get lost. check. Pre-teach hit (succeed in reaching or achieving a
number) and keyed up (very excited or nervous, usually
before an important event) if necessary.
g Put students into groups to discuss whether a Type

T person would agree with the comments in 2e. You

could make groups of all Type Ts and all non-Type Ts
Audioscript
PRESENTER Millions of visitors come to the Swiss Alps every summer.

(based on the discussion in 2d) and see what consensus

there is between the groups. Take feedback as a class.
There’s walking, climbing, swimming, cycling, paragliding – almost
no limit to what you can do here. For some people these sports
aren’t exciting enough. Instead, they go base jumping. This means

3 VOCABULARY jumping off a cliff and free falling before opening your parachute and
landing safely, they hope, in the valley below. The idea of jumping
a Read out some verbs of movement and get students to off a mountain may be a nightmare for some people. Base jumpers

say whether they are on land, through water or through

air: crawl (land), row (water), (water, air), skip
(land), paddle (water), dive (land, water, air). Students
say it’s an experience like no other. To find out, I watched 24-year-old
Ada Hoffman go on her first jump.
So Ada, you’re about to go base jumping and it’s your first time.

look at the sentences and categorise them in the same

way, using a dictionary. They should also check in the
dictionary whether there is any sound suggested. Check
ADA Yes. I’m due to jump in about 10 minutes.
P How are you feeling? Nervous?
A Yes nervous, but also excited, very excited. I’m keyed up – you know,

answers and in class feedback, tell students that whoosh

is a good example of an onomatopoeic word, based on
I’m going to enjoy this. I’ve been parachute jumping quite a bit. I’ve
had training in that, I jump maybe … about er … 300 jumps. Most
the sound in real life.

people say, like, 200 is a minimum, other people say 5 … 500 is a

minimum so … I feel ready for this base jumping, so … , yes it feels
Answers
like a natural step.
1 a A b L; W; A c L d L; W; A e W; A f L; W; A

P And what are you going to do exactly? You’ll be jumping off the
g W; A h L; W; A
mountain, right?
2 whizz; zoom; whoosh; whirl
A Yes. There is a platform which sticks out over the cliff. And um … yes,

basically, I’m planning to jump off that one.

FAST FINISHERS P And then?
A Then I’ll be jumping from about 900 metres … So … I’m aiming to
Ask fast finishers to list other onomatopoeic words that they

free fall for exactly 25 seconds. And um … then I’m going to fall for a
know in English, e.g. crash, babble, screech, and find some further 30 seconds with er … the parachute completely open.
new ones. The easiest way to do this is to find the English P And land safely in the valley?
translation for words that describe a sound in their own

A Yes – you’d hope so, yeah.

language. P And how will you know when it’s time to open the parachute?
A I’m going to count the seconds – that’s the only way of doing it. Um …
b 1.36 Students complete the exercises in

when I reach 20 seconds, or count on 20, I’m going to pull this string
Vocabulary Focus 2B on SB p.159. Play the recording hard and um … then the parachute will open in about 5 seconds.
for students to check their answers to Exercise a. Check P OK, well good luck. I’ll talk to you again after the jump.
answers to Exercise b, c and e. Monitor Exercise d and

A Thank you.
ask students to compare sentences in Exercise f. Tell …
students to go back to SB p.25. A Hi.

UNIT 2 Going to extremes 43

P
A
Hi, you made it.
Yes.
b 1.39 Students look at the sentences and try and
remember what Ada said. Then play the recording for

P
A
P
So how was it?
Oh it was good, it was a good jump. Everything was fine.
How did it feel?
them to check.
Answers

A Amazing – there’s nothing like it really – absolutely amazing! A bit

scary at first – you know, you walk along this platform and then
you just have to jump. And then, you feel really calm, completely in
1 thinking 2 planning 3 aiming 4 intention

1.40–1.43 Students read the information in

c

P
control. And after the parachute opens it’s quite peaceful you know
… it’s just … you drift down, and it’s … oh … it’s just wonderful.
So will you go base jumping again?
Grammar Focus 2B on SB p.141. Play the recording
where indicated and ask students to listen and repeat.
Students then complete the exercises. Check answers as

A Oh yes, definitely. I’m definitely going to do it again, maybe I’ll go later

today actually. I’m also thinking of trying a tandem jump some time.
You know when you jump with somebody else, you jump together? I
a class. Tell students to go back to SB p.25.
Answers (Grammar Focus 2B SB p.141)

P
think that should be really fun, but er … you have to be very careful.
With the number of jumps likely to hit 30,000 this year, it’s clear that
the sport is highly attractive. But there’s no question that it is a very
a 2 going
3 will you be
4 going

A
dangerous sport and not everyone survives. Many people say it should
be better regulated, or even banned. But base jumpers disagree.
Well it certainly is dangerous. Yes it’s very dangerous and I think you
5 ’ll be standing
6 about
7 going

need to be aware of the risks when you take a jump. So … if you don’t
… if you’re not aware then you maybe shouldn’t jump. But you know,
you’re not coming here thinking, ‘Oh, I’m planning to have an accident.’
8 ’ll be wearing
b 2 ’ll be doing
3 don’t see

That’s … that’s not what you’re aiming to do. You come here with the 4 is looking
5 wears
intention of having a great experience and … and that’s what you do.
6 ’m not aiming to answer

7 repays
b 1.37 See if students can remember what the numbers
8 aims
refer to before they listen again. Some numbers can be 9 due
guessed quite easily, e.g. 900 metres, the height of the

10 are becoming
c 2 ’ll
3 thinking
Answers

4 due/going
1 a how long until Ada jumps 5 be
b the number of parachute jumps Ada has done 6 due/going/about
c the height she’ll be jumping from 7 not

d how long people free fall before opening their parachute

e the number of seconds (you count) before you open your
parachute
8 won’t
9 ’ll
10 is

f the number of jumps that will probably take place this year in
the Swiss Alps
2 She says you need training and to be aware of the risks. CAREFUL!

c Ask students to discuss the question in pairs. Then

take feedback as a class.
Students often make mistakes with word order. A common
error is to put adverbials like as soon as and this morning/

weekend etc. between the verb and noun. We’re going to

5 GRAMMAR give as soon as possible the exact date. (Correct form = We’re
going to give the exact date as soon as possible.) We’ll
arrangements

a 1.38 Write these sentences on the board:

be organising this year transport. (Correct form = We’ll be
organising transport this year.) Another problem students
have is prepositions. Students sometimes use in in front of

2 Ada is going to do another base jump.

this morning/weekend, etc. The report will be ready in this
week. (Correct form = The report will be ready this week.)
Remind students to use in not after with measurements of

3 Ada is going to jump next weekend.

Ask students how the meaning of be going to
future time. I’m going to be back after two days. (Correct form
= I’m going to be back in two days.)

each one. Elicit that sentence 1 is a prediction (Ada doesn’t

want to do this!), sentence 2 is her intention and sentence
3 is an arrangement. Ask students if they know any other
d Talk about your own plans using as much of the target
language as you can. Then give students time to write
down some ideas of their own. Give some more prompts

ways of talking about intentions and arrangements.

Students look at the pairs of sentences. Tell them to try and
remember which one Ada said and explain why she said it.
if necessary (places they intend to visit, people they
haven’t seen for a long time that they want to meet up

Then play the recording for them to check which sentence with, hobbies they want to take up, etc.).
Ada used and then check students’ explanations as a class. e Put students into groups to compare their plans.
Ask who has got the most unusual or challenging plan.

Answers
1 a Ada’s jump will happen very soon.
2 a She’s expecting to jump at a certain, pre-arranged time. plans. Put them into groups made up of students who
have the same or similar plans if possible. Ask them to

3 b The jump height is fixed, therefore this will happen naturally,

with no further decisions or arranging. talk about how they are going to achieve their plans,
4 a She intends to do it again (but has not arranged it yet). perhaps by helping each other.

44 UNIT 2 Going to extremes

6 SPEAKING and WRITING EXTRA ACTIVITY

a Ask students to look at the photo, guess where it is In groups, ask students to make a multiple-choice
and say why someone would want to live there. personality test to work out whether someone is a Type T
person or not. Tell students to write questions testing the
b Tell students to go to SB p.135, read the blog and

answer the questions. Put students into pairs. Tell them to

read the prompts and write a blog post about their plans.
traits and attitudes, and ideally the vocabulary, covered in
the reading and the lesson. Give an example:
They could make a real blog post online if they have the

If you won a thousand euros, how would you be inclined to

spend it?
Pairs swap blog posts. They read them, think of questions A go on holiday to somewhere new and exciting

to ask and add comments. Students give back the blogs

with the comments. Students imagine that a year has
passed. They ask and answer questions, and respond to
B put it in the bank
C buy something I need for the house

the comments. You could have an extra speaking stage

where pairs compare their experiences, and say what the
comments were and how they responded to them.
Ask students to think of question types in their groups, divide
them up and write them out of class. They then compile and
check them in class, write a key to interpret the answers and

Answers
The photo shows the Rocky Mountains in Canada.
give the test to another group to do.

a He works in insurance. He’s probably writing to the people he

used to work with. ADDITIONAL MATERIAL

Workbook 2B
Photocopiable activities: Grammar p.204, Vocabulary p.224

2C Everyday English At the end of this lesson, students will be able to:

Don’t get so wound up about it

• understand conversations between people in which
they talk about their problems and concerns

• talk about problems and discuss solutions

• use a range of expressions to be tactful and frank
• recognise and use emphatic stress

OPTIONAL LEAD-IN
• use a range of expressions for giving advice and
warnings

Books closed. Ask students to rank these typical aims for

young people who have just finished school or university
from 1 (easiest to achieve) to 6 (most difficult to achieve):

• finding a good job

• becoming financially independent from parents
b Tell students to look at the pictures. Ask: Does
Emma look happy? (no). What book is Alex holding?

• keeping in touch with friends from school/university

• finding new friends and interests
(Solar Wind). Do you think Max would be a good guest?
(no). Students work in pairs and guess the connection
between the pictures.

• understanding what they want to do with their life

• finding somewhere to live.
c 1.44 Check students understand the idiom get on sb’s
nerves (to annoy someone a lot) and pre-teach volatile

1 LISTENING
(likely to suddenly become angry) and boot sb out (force
somebody to leave). Play Part 1 of the video or the
audio recording. Check answers to 1b as a class.

a Ask students where they live and how long they’ve

lived there. Put students into small groups to discuss the
questions. Take feedback as a class and ask students to
Answers
Emma’s brother, Max Redwood, is the author of the book, Solar

Wind. Alex is Emma’s boyfriend and he is reading Max’s book. He

also knows that his colleague Oscar is interviewing Max on City FM
the next day.
EXTRA ACTIVITY

Tell students that a shortage of housing in the UK is making

it increasingly difficult for young people to buy their first

property and that the cost of renting has increased. Have a

short class debate on what governments could do to help
young people buy or rent their own homes.

UNIT 2 Going to extremes 45

Videoscript/Audioscript (Part 1)
EMMA Uh-huh … yeah … uh-huh. A Why don’t you just tell him
EXTRA ACTIVITY

ALEX Right, so I’ll pick you up straight, then? Don’t beat Tell students to think of five tactful ways of telling a friend or
about seven. around the bush. There’s a lot a family member that their new dress/suit looks awful, e.g.
E Great! to be said for being upfront It isn’t the best thing in your wardrobe. Check ideas as a class

A What else is going on today,

then?
E Nothing much. Max is due back A
E
about things.
I can’t just boot him out!
Hang on, did you say his name
and ask students whether they would ever be this honest in
real life.

soon.
A Max? Who’s Max?
E My brother. He’s staying with
E
is Max?
Yeah.
Max Redwood?
2 PRONUNCIATION
A
a Ask students: Would you like to write a book? and

1.46
me at the moment, remember? E Yes.
elicit some answers from the class. Write the question
A Oh, yeah, that’s right. A The same as that guy who
on the board and ask students how many word groups
E He’s getting on my nerves, to be wrote Solar Wind?
there are (one) and where the main stress is (book). Play

honest. There’s just not enough E

space!
A Wait, he’s not still sleeping on A
No, he is the guy who wrote
Solar Wind.
You mean it is him?! Your
the recording for students to listen and underline the
main stress in the word groups. Then ask them to say

the sofa, is he?

E Yes! And his stuff’s everywhere! E
brother is the Max Redwood!
It’s no big deal.
which word in a group has the main stress, and to refer
to SB p.24 if necessary. Check answers as a class.
A Hmm … A I don’t believe it! Oscar is Answers

E And he’s just so volatile! It’s like

walking on eggshells half the
time.
E
interviewing him tomorrow!
I know. Look, I’ve really got
to go. Max will no doubt be
1 Max is due back soon.
2 He’s getting on my nerves.
3 Isn’t it about time you asked him to leave?

A Isn’t it about time you asked

him to leave?
E Well, I keep dropping hints, but A
hungry when he gets in. See you
tonight.
Yeah, OK. Bye then … .
4 Did you say his name is Max?
The last word in a word group normally has the main stress.

he doesn’t seem to notice.

1.44 Play Part 1 of the video or the audio recording

b 1.47 Borrow a student’s book and say This isn’t my
book. Ask students if the rule on SB p.24 applies here
d (no). Tell students to listen and underline the main

again and ask students to answer the questions. Check

answers as a class.
stress in the word groups.
Answers

Answers
1 Max is staying with her and he’s very untidy and volatile.
2 She’s kept dropping hints.
1 He’s not still sleeping on the sofa, is he?
2 He is the guy who wrote Solar Wind.
3 You mean it is him?

3 She should tell him what she thinks.

4 Emma isn’t impressed. Alex is excited and impressed.
4 Your brother is the Max Redwood!

c Put students into pairs to answer the questions. Check

e Language in context Being tactful or frank

1 Tell students to match the halves of the
1.45
expressions from Part 1. Play the recording for
answers as a class. Ask students how the is pronounced
/ðiː/ not /ðə/).
Answers

students to listen and check.

2 Make sure that students understand what they are being
1 Alex and Emma emphasise different words to communicate more
precisely: 1 showing disapproval 2 correcting 3 checking /

asked by concept checking tactful and frank language. showing disbelief 4 (See answer to question 2 below.)
Say to students: You’re making too much noise. It’s very 2 ‘the Max Redwood’ means the famous person called Max
Redwood, rather than another, non-famous person who has that
annoying. and then ask Was that tactful? (no) Was it

name.
frank? (yes). Then say: It seems a bit noisy here. Ask
students: Was that tactful? (yes). Ask students which of
d Write I know Max. on the board. Say it three times,
the expressions describe being frank and which describe

being tactful. Books closed. Read out half of the

expression. Tell students to complete it and say whether
it is frank or tactful, e.g. drop … (hints, tactful).
and asking students how the meaning changes.
I know Max. (normal main stress)

Answers
1 1 e
I know Max. (not everyone does)
I know Max. (but he’s not really a friend)

2 c
3 b Then tell students to match the sentences with their
4 a meanings. Students repeat the sentences with the main

5 d
stress in the appropriate place.
2 being tactful: walk on eggshells; drop hints
being frank: tell someone straight; be upfront about something; Answers

don’t beat around the bush 1 d 2 b 3 a 4 e 5 c

f Put students into groups to discuss the questions.

Check that students understand outstay your welcome.

Ask: If your guests outstay their welcome, do you want them

to stay longer? (no). Check ideas as a class. Ask pairs to

share interesting anecdotes about their experiences with

the whole class.

46 UNIT 2 Going to extremes

e Read out the sentences and encourage students

to think of an appropriate follow-up, e.g. I’ll give you
EXTRA ACTIVITY

a ring later. (You will? Why? Isn’t Nino around today?) Ask the students to look at the Part 1 audioscript on SB p.178
Drill all three sentences. Put students into pairs to make and find the word used in written dialogue to represent
and practise a conversation for each sentence. Stronger the sound that people make to show they agree with or

students can plan in their heads. Encourage other students

to make notes rather than write out the conversations in
understand what someone is saying (uh-huh). Tell students to
try and guess what these sounds mean when used in writing:
full. Take feedback as a class and ask students to act out ahem (a little cough to get attention), tut-tut (disapproving),

one of their conversations. The other students say which

of the three sentences the conversation is based on.
ugh (something very unpleasant), uh-oh (something has gone
wrong), phew (relieved or tired and hot).

3 LISTENING 4 USEFUL LANGUAGE

a Tell students to look at the picture. Ask them to

a Tell students to look at the picture and ask: Who do you

say what might be happening between Emma and Max think the man with the map is? Put students into groups to
and how each person might be feeling. Pre-teach wound discuss the questions. Check answers as a class.

up (very worried, nervous or angry), be short of sth (not

Suggested answers
having enough of something) and desert island (an island
where no people live). Put students into pairs to look at 1 It depends if there is a train coming or not; fine if there’s no

sense of urgency.
the picture and guess who said the sentences.
2 Look out! / Don’t stand there – you’re on a railway line! / Get off
b 1.48 Play Part 2 of the video or the audio recording the line! / Move!, etc.
and tell students to check their answers in 3a. Check 3 if someone was unintentionally in the way of somebody else

answers as a class.
Answers
and there is no urgency or danger involved / if there were plans
to build an airport near your home / if your neighbours were
very unpleasant, etc.

1 Max 2 Max 3 Emma 4 Emma 5 Max

b 1.49 Tell students to match the sentence halves. Play
the recording for students to listen and check. Check
Videoscript/Audioscript (Part 2)

EMMA So, Max, I was thinking –

have you thought about the
E Uh-huh?
M I don’t know what to say!
answers. You could point out that we use it’s (about)
time + past tense to say that it’s past the time when
something should have happened: It’s about time he got

possibility of finding your own E Oh, don’t worry about it. You
place to live? might want to have a think a job. (See It’s time used to express criticism in Grammar
MAX Hadn’t really thought about about what you could say Focus 10A on SB p.156.)

it, to be honest. tonight. Answers

E Well, I mean, it’s not as if you’re M There’s nothing else to say
1 b
short of cash any more, is it? about Solar Wind! The book is 2 e

M True. the book. 3 d

E It might be in your interests to E Oh Max, don’t get so wound up 4 g
invest some of it into property. about it. It’s only an interview. 5 c

M Invest? Property? What are you M Only an interview?! You’re 6 f

talking about? joking. 7 a
E Well, it would be lovely to have E Hey. I’ll be able to listen to you.

your own workspace, wouldn’t M Don’t you dare listen!

it? What do you think?
M Sure. Yeah. Yeah. But I can’t
E Alright, alright. Calm down!
M Maybe I’ll just go far, far away,
c Put students into pairs to answer the question and check
answers as a class. Ask students why the two expressions
sound more polite and formal (the modal verb might is

think about any of that right

now.
E Why not?
take a vow of silence, live on a
desert island somewhere …
E Yeah, you might as well!
less strong than must or should so it implies a less bossy,
more polite attitude from the speaker).

M Well, I’ve got that radio M Emma! Answers

interview tomorrow. It might be in your interests to
You might want to

c 1.48Ask students to read the questions and note down

any answers they remember. Play Part 2 of the video
or the audio recording again for students to answer the
d Tell students to complete the sentences with expressions
in 4b. Check answers.

questions or check their answers. Check answers.

Answers
Answers
1 might want to
2 thought about the possibility of

1 Because he isn’t short of cash any more.

2 It would be a good investment; it would be lovely for him to
have his own workspace.
3 a lot to be said for
4 might as
5 your interests to

3 She suggests that he might want to have a think about what he

could say that night.
4 He doesn’t want her to listen. FAST FINISHERS

5 He doesn’t feel he has anything to say in the radio interview and

he is being dramatic about how to avoid it. Tell fast finishers to think about question 2 and to write two
advantages and two disadvantages of working overseas.
d Put students into groups to discuss the questions.

Take feedback as a class.

UNIT 2 Going to extremes 47

e Put students into pairs to say which conversation

is more formal and to think of possible contexts. Check
5 SPEAKING

which is more formal and compare ideas on context as a

class.
Divide the class into pairs and assign A and B roles.
Student As go to SB p.137 and Student Bs go to SB p.
127. Tell students to read about their problem and

Answers / Suggested answers think about what to say. Students take turns to tell
Conversation 2 is more formal. their partner about it, paraphrasing rather than reading
Conversation 1 could involve one speaker trying to encourage the
aloud. They should give each other advice including two

other to confront an issue/person they’re finding it hard to deal with.

suggestions, using the language for advice on SB p.27.
Conversation 2 could be two colleagues discussing a contract.
Put students into groups to compare the advice they
f Tell students to plan and perform the two gave. Take feedback as a class.

conversations in pairs. Tell them that the language

in conversation 1 should be informal and formal in EXTRA ACTIVITY

conversation 2. Put students into new pairs. Ask them to role-play a

conversation between either the two flatmates or the boss
LOA TIP MONITORING and the employee. Tell them to discuss the situation and to

During a freer speaking activity in groups (or pairs), do not

try and find a solution. You could ask some pairs to act out
their conversations for the class.
interrupt students unless students make errors with the target

language or conversation breaks down. Listen and make a

note of other errors you notice which you feel would be useful ADDITIONAL MATERIAL

for the students to focus on. At C1 it can be useful to correct for

mismatched register as well as incorrect lexis. If you notice any Workbook 2C
particularly good language use, including consistent use of Photocopiable activities: Pronunciation p.255

formal or informal register, note this too without making it clear

who said them. Write up your notes on the board and point out
Unit Progress Test
Personalised online practice
good use of language and elicit corrections as feedback.

2D Skills for Writing At the end of this lesson, students will be able to:

Less adventurous students could try • make notes on a listening involving multiple

paintball
speakers
• understand the structure and content of a

formal report
• identify and use a range of linking devices
in understanding and writing a report

OPTIONAL LEAD-IN
Books closed. Give these examples of possible new sports:
• plan and write a report

underwater golf, synchronised bungee jumping, melon-and-

spoon racing. Ask students what kind of event could have
these sports, e.g. an under-21 Olympics, and choose the

most suitable event. Put students into groups to think of Answers

ideas for sports for this event. Compare ideas as a class and Positives Negatives
ask students to vote for the sport they’d like to include.

very exciting,
didn’t understand the thrill,
most incredible
1 LISTENING and SPEAKING bungee
jumping
sensation, big rush,
had thought there would be
no cost but had to pay half

amazing sense of
the cost ($100)
a Ask students what kind of activities their university freedom
or school have organised for them and if these include quite expensive (but worth
any of the activities shown in the photos. Put students

it), slipped on wet rock and

into pairs to choose one activity based on the criteria whitewater a lot of fun, exciting, twisted ankle, not exciting
given. Check ideas as a class. rafting unpredictable enough, a bit risky for people

who aren’t such good

b 1.50 Play the recording. Tell students to listen to the
swimmers
speakers and make notes on their feedback on the two
no one from the social
activities they tried out. You may wish to pre-teach the

words and phrases from the Vocabulary support box. other

feedback
programme committee
went with them to the river
or to the jump site (airfield),

doesn’t like extreme sports

48 UNIT 2 Going to extremes

Audioscript
LUBA The social activity I liked most was the whitewater rafting
2 READING

excursion. I’d never done anything like that at all and it was a lot of
fun. It was quite expensive to do, but I think it was worth it. We had
to pay for the guide and hire of the wetsuits and everything like that.
a Ask students what the purpose of a report is (to analyse
a situation and make recommendations). Tell students to
read the report, compare the content with their notes on

But the feeling of being swept along by the current of the water was
a bit like being on a roller coaster – it was infinitely more exciting
because everything was far less predictable. The only negative thing
the four speakers’ feedback and answer the questions.
Check answers as a class.
Answers

that happened to me was that when I got off the raft, I slipped on a
wet rock, and sort of twisted my ankle. Still, it won’t stop me from
trying this again.
1 safety, cost
2 No one from the social programme committee went with the

students to the river or jump site (airfield).

MEHMET I did both the social programme activities: whitewater rafting
and the bungee jump. The rafting was nowhere near as exciting as
b In pairs, students discuss if the recommendations in the
the jump. I loved it – so much, in fact, I’m planning to do another
report agree with their own. Take feedback as a class.

jump before I go back home … For me, there was one thing I found a
bit strange about these activities. When we went to the river, and to
the jump site, we were just picked up by a minivan driver – there was 3 WRITING SKILLS

no one from the social programme who came with us. I mean, we
had a good enough time just with ourselves, but it was a bit odd that
no one from the committee was there. Not very friendly, I thought.
Reports; Linking: contrast and
concession

PAOLO Actually, I didn’t do either of the sports activities. I like sports,

but I’m not so keen on these extreme sports. The more dangerous
they are, the less I want to do them. So, with the whitewater rafting –
a Ask students which order the headings should logically
go in. Then tell the students to match the headings with

the paragraphs. Highlight that report headings should

well, I’m not such a good swimmer, and I was told it’d be a bit risky.
And then with the bungee jump – well, I’ve never really understood
be clear and brief. Check answers.
the thrill of throwing yourself off a bridge. I’m quite good at ‘normal’ Answers

sports – football, tennis, volleyball – and I like hiking. Why do sports

have to be extreme all the time? Some people complained about the
cost, but that didn’t surprise me. These things cost money. I don’t
1 Introduction 2 Level of challenge 3 Safety concerns
4 Cost and budget 5 Recommendations

mind paying – it’s just it needs to be something I really want to do.

CHANGYING For me, the highlight of the year was doing the bungee
b
underline the phrase which introduces the reason for the
jump. To begin with, I really wasn’t sure about it and I remember report and a phrase which introduces recommendations,

when we were in the minivan on the way there, the closer we got,
the more nervous I became. I almost pulled out at the last minute,
noting whether the register is formal or informal. In
class feedback, tell students that the register of reports is
but everyone encouraged me to go ahead with the jump. It was truly usually formal.

amazing – the initial free fall is the most incredible sensation I’ve
ever felt – just a big rush with this amazing sense of freedom. The Answers
1 The purpose of this report
only negative aspect of the experience was that we had to pay half

the price. A hundred dollars is a lot of money. I’d been led to believe
that all these activities would be paid for. I mean, I could afford it and
2 we would recommend (that) (we choose)
These phrases are formal.
it was worth it, but I thought these things were meant to be covered

as part of the social programme. c Tell students to cross out the word in italics in each
sentence which is not possible and explain why. Check
answers as a class.

VOCABULARY SUPPORT
be swept along by sth – something powerful makes you move
Answers
1 agenda (this is about meetings) 2 establish (not a synonym

very fast and without control of recommend) 3 resolution(s) (can mean the solution to a
problem, but is not used in this type of text or context)
twist your ankle (C1) – injure your ankle by suddenly turning it
pull out of sth – withdraw from something you had planned to

d Ask students to give three examples of linkers, e.g.

take part in but, however, because of. Elicit that linkers are either
a rush – a sudden strong emotion or other feeling but),

be led to believe sth – be caused to believe information which

later is revealed as untrue
adverbs, which give extra information (however), or
prepositions, which go before noun phrases (because of).
Students replace the words in the sentences with the
sth be covered by sb/sth – an expense is paid for by somebody

else, or from a particular source of funds linkers in the report. Check answers.
Answers

c Put students into new pairs to think about the 1 In contrast to 2 Nevertheless 3 However / On the other hand
students’ feedback in 1b. Then ask them to choose two 4 Despite 5 Even though

to explain their choices to one another. Check ideas as a

class.
LOA TIP ELICITING

When you elicit, give as much support as you can for

students to give the correct answer. What is a linker? isn’t
an easy question to answer. Could a conjunction be a linker?

is easier because it requires a Yes/No answer. Could words

like ‘but’ and ‘so’ be linkers? is easier still because there are
concrete examples.

UNIT 2 Going to extremes 49

e Write these two sentences on the board. Ask students

to say which linker expresses a comparison where
4 WRITING

a Check students understand itinerary (a detailed

groups. They should think of and discuss problems

I’ll try it, even though I’m scared. (concession)

Unlike football, rugby is quite dangerous. (comparison)
foreign students might have had during a three-day
visit. Give some examples in addition to the prompts,
e.g. local people not speaking much English.

Explain that concession and contrast are not separate

in some way, which includes concession, some types of

b Tell students to plan the report in groups. Remind

comparison and more. Some linkers, e.g. however, can be

only have one use, e.g. even though for concession,

as this gives the report structure. Students then make
notes, based on their discussion in 4a, under each
heading with possible linkers. Read through the Writing

unlike for comparison. Students match the sentences and

underline the linkers.
Tip with the class and remind students to bear these

c Ask students to write the report individually or in

Answers
1 b For all that 2 f Despite the fact that 3 a On the contrary
4 e When compared to 5 d Regardless of 6 c While a heading or paragraph. Encourage students to use the

FAST FINISHERS
linkers covered in the lesson.
d Students read one another’s reports and compare the
structure and content. To save class time, students could

Ask fast finishers to choose three of sentences 1–6 and finish

them in a different way, e.g. 1 … not everyone agrees that
they belong on the social programme.
post their reports and comments on a closed group of a
social networking site.

f Students complete the exercises in Writing Focus 2D

on SB p.170. Tell students to complete the sentences in
EXTRA ACTIVITY
Put students into small groups to act as a student

Exercise a with linkers from the box and then, in Exercise

b, to think of alternative answers from the table. Check
committee. Tell students they have a budget of 12,000 euros
and they need to choose how to spend the money. Write the
answers as a class. Students rewrite the sentences in

budget on the board (add new categories if you like).

Exercise c using the linker in brackets. Check answers as
a class. Then tell students to complete the sentences in Cost Categories
Exercise d with their own ideas. Compare answers as a

€4,000 Subsidising extreme sports

class. Tell students to go back to SB p.29.
€5,000 Grants to students in financial hardship
Answers / Suggested answers

€3,000 New sports equipment for the student sports

a 1 Regardless of 2 However 3 By comparison
4 Even though 5 On the contrary 6 When compared to
hall
b 1 In spite of; Despite 2 On the other hand; Alternatively €2,000 Subsidising a late-night minibus service

3 However; On the other hand 4 Although 5 –

6 In contrast to
c 1 Despite the large class, it was still possible to get individual
€3,000
€6,000
End-of-year party for all students
Improving the quality of student

attention.
2 The teacher we had was very strict, unlike my old teacher,
who was very easy-going. €4,000
accommodation
Grants for students to study abroad

3 Although I was very disappointed with the lunches, the

evening meals were great. / I was very disappointed with the
lunches, although the evening meals were great.
Students decide on their budget and explain it to the rest of
the class.

4 For all that it rained every single day, I enjoyed everything

that we did. / It rained every single day. For all that, I enjoyed ADDITIONAL MATERIAL
everything that we did.

5 There were several injuries. Nevertheless, spirits were high

Workbook 2D
among the groups.

50 UNIT 2 Going to extremes

UNIT 2 3 WORDPOWER

Review and extension a 1.51

in the box. Which is faster, ‘whizz’ or ‘crawl’? (whizz). If
something plunges, does it go up or down? (down). If things

1 GRAMMAR
are whirling around your head, do you feel calm? (no).
Ask Are any of these verbs irregular? (no). Tell students
to look at the pictures and describe them. Then ask

a Tell students to complete the sentences with one word

only. Highlight the example and make sure students
understand that the missing word is a grammar not a
students to replace the word in italics in the sentences
with the correct form of the verbs in the box. Play the
recording for students to check their answers.

content word. Check answers as a class.

Answers
Answers
1 a soaring b plunged

2 deal 2 a drift b whirling

3 far 3 a whizzing b crawl
4 the

b
5 more
6 like
7 near
next match, they’re playing so well. (on a roll). Students

8 as
Check
answers as a class.
FAST FINISHERS

Answers
Ask fast finishers to write two more sentences each with a 1 do something you’re afraid of
gap to test other fast finishers on comparative forms. 2 get a sudden strong feeling

3 accept something eagerly

b Tell students to choose the best option for expressing 4 having a series of successes
intentions and arrangements. Check answers as a class. 5 try something for the first time

Answers
1 are going to
c Write an example on the board and elicit the answer:
No one noticed that the boat had begun to ____ out to sea.
2 begins

(drift). Students choose two words or expressions and

3 going to get
write two sentences with a gap for the word/expression.
4 will you be
5 to They read out their sentences for other students to

6 due to guess. Remind students that the word or expression

should be in the correct form.

2 VOCABULARY

a Tell students to match the sentence halves, remembering

EXTRA ACTIVITY
Dictate to students: live in an English-speaking country for
which preposition/adverb goes with each verb to make

a multi-word verb. Check answers as a class.

Answers
a year, go parachuting, be interviewed on TV, take part in a
clinical trial for extra cash, travel back in time. In pairs, ask
students to discuss whether they would jump at the chance

1 d
2 a
3 e
to do each one.

Photocopiable activities: Wordpower p.242

4 c
5 b LOA REVIEW YOUR PROGRESS

b Tell students to answer the questions with one word

only. Give an example: Would a soldier or a base jumper
march? (soldier). Check answers as a class.
Students look back through the unit, think about what
they’ve studied and decide how well they did. Students

Answers
2 cat
work on weak areas by using the appropriate sections of
the Workbook, the Photocopiable worksheets and the
Personalised online practice.

3 no
4 truck
5 ill

6 child
7 stones
8 ice

UNIT 2 Going to extremes 51


UNIT OBJECTIVES

I T 3

UN dventure
At the end of this unit, students will be able to:
understand and summarise details, attitudes and

opinions in texts about various types of travel experiences

follow broadcast material, including a speech and an

audio blog, and extended speech about various types of

travel experiences and note and summarise details and

d a
attitudes

Trave l a n use a range of lexis to give clear, detailed descriptions

and narratives of their own travel and tourism
experiences and discuss and evaluate voluntary

projects in other countries, using lexis and intonation

accurately to emphasise particular events
understand a radio interview and an emotional

conversation and identify details and implicit opinions

and attitudes of the speakers

use a range of expressions which paraphrase and

UNIT CONTENTS summarise information to clarify their remarks in
social interaction

G GRAMMAR
Inversion (adverbial + question word order for emphasis)
Future in the past; Narrative tenses (review)
write a descriptive narrative about a travel experience
and a travel review of a tourist destination using
appropriate lexis to express details precisely

V
Writing briefly: Informal ellipsis
VOCABULARY

Wealth and poverty: affluent, deprived, destitute, disposable

income, hardship, impoverished, live within your means,
make ends meet, prosperity, well-off a Give students one minute to think about their

Landscape features: an arid desert, calm turquoise waters,

dark pools of stagnant water, dense fog/vegetation/
answers to the questions before talking about the photo
as a class. If you wish, give students information from

undergrowth, empty moorland, forest canopy, the heart of the Culture notes below. Take feedback as a class.
the rainforest/capital/jungle, huge sand dunes, a mosquito-
infested swamp, the mouth of a cave, pristine beaches, a CULTURE NOTES

remote area/forest/village, a rich green meadow, rocky

ground, rugged coastline, sheer cliffs, a tropical rainforest/
storm/island/paradise, an untouched wilderness/forest/plate
This photo shows people trying to help a bus which has
fallen off what has been called the world’s most dangerous

road, the North Yungas road from La Paz to Coroico in Bolivia.

of food, wooded slopes
Most of the road is a narrow single-lane descent of over 3,000
Language in context: Unusual experiences; Descriptive
metres with no barriers to stop vehicles falling off the cliffs.
verbs; Exaggerating

Word power: Idioms: Landscapes: be a slippery slope, be on

the rocks, be swamped, a drop in the ocean, get the lie of the
The rainy season from November to March is particularly
dangerous and 200–300 travellers a year are killed on the
road. Despite or perhaps because of the dangers, mountain

land, out of the woods, an uphill struggle

bikers and other extreme sports enthusiasts come from all
P PRONUNCIATION round the world to experience the road.
Tone in inversion structures

Word stress
Glottal stops
b Put students into pairs to retell the story of the day to

student is the bus driver and the other is one of the people

Consonant groups across two words

helping to get the bus back on the road. As feedback, ask
some students to tell their story to the whole class.
GETTING STARTED

OPTIONAL LEAD-IN
c Put students into groups to discuss whether they
would enjoy a trip on this road or something similarly
extreme. Take feedback as a class.

Books closed. Write these sentences on the board:

1 Travel broadens the mind. EXTRA ACTIVITY

2 He’s got itchy feet again.

Put students into pairs. Ask students to explain what the
Ask students to imagine they are a passenger on the bus and
to write a text message (maximum 160 letters) to a relative
explaining the situation and asking for help. If students

sayings mean and what their implications are. Ask students if

they know any idioms or sayings in their language(s) connected have mobile devices, they could send the text to a partner,
with travelling. Tell them to translate and explain them to the compare their messages and write back answers.

rest of the class.

Suggested answers

1 Travelling makes you more tolerant.

2 He’s bored and wants to go somewhere new.

52 UNIT 3 Travel and adventure

3A Never have I had such a At the end of this lesson, students will be able to:

• read personal experiences, interpret the

rewarding experience perspectives of the writers and work out the

meaning of vocabulary and expressions

connected with the theme of experiences

• discuss unusual and challenging travel and

OPTIONAL LEAD-IN
volunteer experiences
• use a range of adverbials using inversion for

Books closed. Write the proverb Charity begins at home. on emphasis

the board and ask students what it means (look after your • signal inversion with the appropriate intonation
own family/society before you help others). Put students • write a paragraph for a blog using inversion for

into groups to discuss whether and how they have ever given
their time or money to help people in their own country.
emphasis
• listen to a speech and summarise the topic areas

Elicit ways in which students have helped and list them on covered
the board.
• use a range of words and expressions connected
with wealth and poverty

a
1 READING and SPEAKING
Ask students where Belize, Cambodia and Ghana

are and what they know about these countries. Show

them where these countries are on a map if you have
one and also point out the Caribbean (/kærɪˈbiːən/ or
LOA TIP REVIEW AND REFLECT

/kəˈrɪbiən/) Sea.

class.
• Help students to reflect on the reading task more
systematically. Elicit some criteria to evaluate the

usefulness of each review, e.g. practical details; description

b Students discuss the questions in the same groups. of the responsibilities; objectivity; balance of positive and
Take feedback as a class. negative points; useful extra information.

c Ask students to look at the pictures and ask: Why do you

think the boy is wearing a hard hat? What are the children
• Ask students to evaluate the usefulness of each review
according to these criteria. They could give a 1–5 rating for
at the table doing? Tell students to read the reviews

each criterion and/or make notes.

quickly and say which of the jobs in 1a are described (1, • Students then compare their evaluation in groups, e.g.
2). Then ask students to read the reviews in more detail Debbie’s review is more practical because it gives a

and answer the questions. Encourage students to guess

the meaning of the words and phrases in the Vocabulary
support box if they ask about them. Check answers as a
timetable for the day.

e Language in context Unusual experiences

class.
Suggested answers
1 Books closed. Write feel ___ by a fair few things
(frustrated), to ___ ___ more manual work (carry out)

1 Similarities: Both reviews mention the relationships with the

children, the types of work they did, the intense heat, and that in the missing words. Books open. Students check in
the experience was rewarding.
the reviews. (The examples are in paragraph 1 of each

Differences: Debbie focuses more on physical discomfort and

review.) Students then do the matching exercise, using
relationships with children; Linda and Malcolm mention tourism
as well as volunteering, they compare children at home with a dictionary if necessary. Check answers as a class.
children in Belize and they mention gaining life skills through 2 Explain comfort zone (a situation in which you

volunteering.
2 Debbie: sweating profusely, insects, missing home comforts,
feel comfortable and in which your ability and
determination are not being tested). Students
being frustrated, the intense heat saps a lot of your energy complete the expressions with prepositions. They

Linda and Malcolm: not being prepared for the intensity of the
heat, Malcolm being able to carry out more manual work than
Linda
then check their answers in the reviews.
Answers

VOCABULARY SUPPORT
1 1 c 2 e 3 f 4 a
2 1 in 2 out 3 of
5 b 6 h 7 g 8 d

a fair few – (informal) a considerable number, several

chilling – (informal) spend time relaxing with other people
EXTRA ACTIVITY
Put students into groups of four. Each group chooses the

shortcomings – weaknesses/failings; ways in which

something is not good enough
volunteer job in either Ghana or Belize. Two students are
candidates and prepare for an interview for the job. The

other two students are interviewers and think of questions.

d Ask students which job seems the most interesting/
Each interviewer interviews each applicant separately. The
challenging. Then check students understand prospective
two interviewees then compare how their interviews went
by asking which review would be more helpful to

people thinking about becoming volunteers. Elicit some

reasons from the class.
while the two interviewers compare notes and decide on one
of the students for the job.

UNIT 3 Travel and adventure 53

2 GRAMMAR d Students write a paragraph for a blog about the travel

experience they have just spoken about. Make sure they

a Ask students to read the sentences and ask which sentences

are about experiences (1 and 2) and which are about ideas
or opinions (3 and 4). Ask students whether they think
use inversion in two sentences. Ask some students to
read out their paragraphs and give feedback.

these particular experiences and opinions were important

to the writers. Tell students to tick the reason for using
a
4 LISTENING
If necessary, elicit the meaning of developing
these phrases. Check the answer as a class (for emphasis).

b Ask students if they notice anything unusual about the

word order in the phrases in bold in 2a (the auxiliary
country (B2) (a developing country or area of the
world is poorer and has less advanced industries). Put
the students into groups to discuss the question and

verb comes before the subject). Tell them to complete

the rule. Check answers.
b
compare ideas as a class.
1.54Play the recording for students to compare
Answers

the problems mentioned with their ideas in 4a. Check

1 negative 2 question answers as a class.
Answers

c Tell students to rewrite the sentences in 2a without an

Problems mentioned: lack of preparation/research; corruption;
inverted word order. Check answers as a class.
disillusionment; failure to understand local context; lack of
Answers criticism of volunteering

1 As soon as I had woken up each morning, I would see a smiling

face and hear a child’s giggle that would melt my heart.
2 I have never had such a rewarding and truly enlightening
Audioscript

DANIELA PAPI I volunteered all over the world – building homes in

experience.
Papua New Guinea, doing post-tsunami work in Sri Lanka, helping
3 We never regretted / We didn’t regret for a moment the decision
paint a school in Thailand. And I used to think it was the best way
to go there.

to travel. In 2005, I decided to organise my own volunteer trip – a

4 Children back home (just) don’t realise how the food they take
for granted is a genuine treat for children here. bike ride across Cambodia with five friends. We were going to teach
students we met along the way and raise funds to build a school. We

d 1.52 Students read the information in Grammar spent months fund raising – through book sales, and bake sales, and
speaking at community groups. We named the trip ‘The PEPY Ride’
Focus 3A on SB p.142. Make sure students read the tip
– with PEPY being ‘Protect the Earth, Protect Yourself’ – because we
about not overusing inversion. Play the recording where

were going to teach about the environment and health. The thing is,
indicated and ask students to listen and repeat. Students
it turned out, there was more than one small problem with our plan.
then complete the exercises. Check answers as a class.
First of all, we didn’t really know that much about the environment or
Tell students to go back to SB p.33.

health, or Cambodia for that matter. And the money that we raised for
Answers (Grammar Focus 3A SB p.142) other small projects that we hadn’t researched very much got wasted
a 2 a2 b1 3a1 b2 4a1 b2 5a2 b1 or landed in corrupt hands. And that school we helped to build, well,

b 2 Only in the evenings did we feel relaxed.

3 Barely had I got home when the phone rang.
4 Seldom does Rita take responsibility for her actions.
when I arrived to see it, I found a half-empty building and realised
something I already should have known – schools don’t teach kids,
people do. I was pretty disappointed, as you can imagine, that we’d

5 Not a single shop did we find.

6 On no account am I going to accept.
c 2 No sooner had I arrived 3 not in a million years did I think
spent the better part of a year fund raising and planning and things
hadn’t turned out to be as simple as the celebrity volunteer trips I’d
seen on TV. So, I decided to stay in Cambodia a bit longer and figure

4 Not until 21:00 did I find 5 not a single person did I see out how we could put that school building, and the rest of the funds
6 Rarely have I been we had raised, to better use. That ‘little bit longer’ turned into six years
living in Cambodia. During which time, I founded an education NGO

a
3 SPEAKING and WRITING
1.53Say to the students:
and to raise money for the non-profit work we were doing, I started a
volunteer travel company – where I lead hundreds of volunteers on trips
to Cambodia. At first, our tours looked a lot like that first bike ride, and I

when you need one and ask what this could refer to (a
taxi on a rainy day). Put students into pairs, play the
recording and ask students to discuss what the context
took people on trips where we’d teach English or yoga or paint a building.
But I slowly began to see that I was part of a growing system that I no
longer believed in. After a decade of joining and leading volunteer trips,

b
for each sentence could be. Take feedback as a class.
1.53 Pronunciation So students can tune their ears,
and from interviewing volunteers from all around the world as part of
a book I am now co-authoring, I now firmly believe that the growing
practice of sending young people abroad to volunteer is often not only

say No as a refusal in order to elicit that the tone falls

and then No as a question in order to elicit that the
tone rises. Play the recording for students to mark the
failing the communities they are meant to be serving, but also setting
these travellers, and by extension our whole society, up for failure in the
long run. More and more young people are going abroad to volunteer

in bold (fall then rise) and then the phrases in bold and
each year – as part of school requirements, to build their CVs, or part
of gap-year trips. Much of this demand is fuelled by the opinion that
because we come from financially wealthier countries, we have the right,

c
answer as a class (fall then rise).
Give your own short example of a travel story
or obligation to bestow our benevolence on people. Never mind if we
don’t speak the language, don’t have the skills or experience to qualify
for the jobs we are doing, or don’t know anything about what life is like

using inversion. Tell students to prepare their story

individually and practise. Encourage them to use the
adverbials in the box. Then put students into pairs to tell
in that, quote-unquote, ‘poor place’. Now, as a former serial-volunteer
myself, I am in no way trying to criticise the good intentions of these
volunteer travellers. I know from my former experience our desire to help

their stories. Ask students to share the most interesting

experiences as a class.
is sincere. But I also now know that good intentions are not enough. Yet,
good intentions are usually enough to get people to support your efforts.
The praise and encouragement for international volunteering is almost

54 UNIT 3 Travel and adventure

blind to the details, the process, or the research for how these young
volunteers are actually going to help. Throughout the time we were
d Ask students what they think Daniela means
by a double standard at the end of the recording (the

fundraising for that first bike trip, countless numbers of people praised
our generosity and bravery – yet very few people questioned us at all
about our plans. Perhaps instead of handing us a cheque someone
volunteers are not expected to be competent in their

what she will talk about next. Put students into pairs to

should have asked us how we planned to learn all we needed to know

to be of help to anybody. The local papers wrote articles about us that
discuss the questions. Compare ideas as a class.
made it sound like part of our heroism was the fact that we didn’t know
5 VOCABULARY

very much. I believe that our lack of critical engagement when it comes
to international volunteering is creating a double standard. a Tell students to make a table with wealth and poverty in
their vocabulary notebooks and write down the words

c 1.54Go through the questions and see how much the

students can already say about them. Play the recording
again for students to summarise what Daniela says.
under each category by reading the words in context

word/phrase that applies to everybody. Check answers.

You may wish to help students with the meaning of the

phrases in the Vocabulary support box. Check as a class. Answers
1 P 2 P 3 W 4 W 5 P 6 W 7 W 8 P

Suggested answers
9 applies to people with any level of income 10 P
1 to teach Cambodian students about the environment and
health, and raise funds to build a school b Tell students to look back at the sentences and answer

2 Their knowledge of environmental and health issues, and of

the questions. Check answers as a class.
Cambodia, was insufficient. Lack of research meant that much
of the money they raised was wasted or used dishonestly. Answers

Although a school was built, only half of the building was used 1 prosperity 2 destitute 3 well-off 4 make ends meet 5 b
as there wasn’t enough money to staff it.
3 She founded an education NGO (non-governmental organisation) c 1.55 Pronunciation

and started a travel company for volunteers going to Cambodia.

recording. Ask: How many syllables are there in the word
4 The increasing number of programmes for young volunteers
in bold? (two) Which one is stressed?
abroad often fail the people they are designed to help and
therefore also fail the volunteers and society as a whole, too. the whole recording for students to work individually.

5 Praising the efforts mean that they ignore the fact that young
volunteers’ efforts are often wasted. Instead of really helping
people, the volunteers are the ones who benefit the most.
Check as a class and then drill the words and phrases.
Answers

1 hardship 2 impoverished 3 affluent 4 prosperity

5 make ends meet 6 well-off 7 disposable income
VOCABULARY SUPPORT 8 deprived 9 live within our means 10 destitute

meet along the way – meet without planning, during the time
that you are doing something
d Ask students to think of an example of each phrase
in italics in 5a from knowledge/experience and compare
their sentences in pairs. Take feedback as a class.

land in sb’s hands – unintentionally arrive in the possession of

that person
the better part of – most of 6 SPEAKING

set sb up for failure – create a situation which will cause

somebody to fail
a Tell students to look at the pictures and say what kind
of volunteer work this is and how it might help the

gap year – a year between leaving school and starting community. Pre-teach cheetah (a wild cat with black
university that is usually spent travelling or working spots that can run faster than any other animal). Go
through the four projects and ask students what would

be fuelled by sth – be caused / made stronger by something be interesting/challenging about them. Students think of
quote-unquote – said to show that you are repeating someone they know and choose one of the projects for
someone else’s words, especially if you do not agree them or think of another project, perhaps a real one.

be blind to sth (C2) – not be conscious of or deliberately

ignore something obvious
b Ask students for some more ideas about what to say to
their volunteer about practical preparation, e.g. speak

lack of engagement – the state of not considering something to volunteers who have done this before, collect sports
carefully/enough equipment, etc. Tell students to make notes under the
categories.
double standard – a standard of good behaviour that is

applied unfairly to different groups of people c Put students into pairs to tell each other about the
project they have chosen, their volunteer and what they
would say to them. Ask students to think of possible

questions the volunteer might have, e.g. How can I learn

some of the local language quickly? and how they can

answer them.

ADDITIONAL MATERIAL

Workbook 3A
Photocopiable activities: Grammar p.205, Vocabulary p.225,

Pronunciation p.256

UNIT 3 Travel and adventure 55

3B I was expecting it At the end of this lesson, students will be able to:

• use the future in the past to talk about past

to be tough intentions

• use a range of words and phrases to describe

landscape features
• understand the informal conversational features of

OPTIONAL LEAD-IN
a spoken narrative
• read a travel narrative and work out the meaning of

Books closed. Ask students to choose one of these dream

journeys:
descriptive verbs
/t/ sounds are not
pronounced in connected speech

• touring Australia, flying and staying in comfortable hotels

• consolidate their range of narrative tenses
• trekking in northern Thailand, visiting local hill tribes
• speak and write about an adventurous trip
• cycling around the south coast of France, camping on

beaches
• taking the Trans-Siberian railway across Russia.

Put students into groups according to their choices, e.g.

all touring Australia, and ask them to talk about what they LOA TIP ELICITING
expect from their journey.

1 READING and GRAMMAR

• When you elicit grammar, use a simple personalised
example before focusing students on the example in the

a
Future in the past
Ask students questions about the map: Where are
SB. This is an easier and more engaging first stage. Tell
students: I felt bad this morning. I was going to have the day
off, but then I felt better so I came to school. Ask: Am I telling

these two countries? (West Africa). Is this journey up or

down the river? (down). Put students into pairs to use
you something about the past or future? (past). Did I intend
to have the day off? (yes). Was I thinking about the future or
the prompts and their own ideas to discuss the journey. past this morning? (future).

Check ideas as a class.

b Ask students to look at the pictures of Will and say
• Elicit the form after the meaning. Write the sentence on the
board and say: Which verb form shows I was thinking about

what kind of environment this looks like (tropical

rainforest). Give students time to read the text and
answer questions 1 and 2. Check answers as a class.
the future in the past? (was going to).
• Now move on to the SB example.

Make sure students understand paddle (to push a pole

with a wide end through the water in order to make a
d
the future in the past. Adapt Will’s example with was

understanding complex explanations is a key skill

for advanced students. Elicit why students think Will
planning to rather than was going to, e.g. I was planning to
paddle down these rivers … . Students underline six more
examples in the article. Check answers.
decided to paddle down the rivers rather than use some

easier transport. Then put students into pairs to discuss

question 3 and take feedback as a class.
Answers
was planning to start

would be in radio contact / on my own / separated

Answers
was expecting it to be
1 It’s unique. It’s one of the last untouched wildernesses of the was to become
Upper Guinean forest belt and contains more than a quarter of

He uses: past continuous of certain verbs (+ indirect object) + to +

Africa’s total mammal species. infinitive (was planning to start, was expecting it to be); be going to
2 He wanted to find out what life in the heart of a tropical + infinitive (was going to paddle); would + infinitive (would + be);
rainforest was really like. He paddled (went on a raft) down the

past simple be + to + infinitive (was to become)

rivers, as this was probably the only way to travel through such
a wild environment. e
3 Students’ own answers
sentences using the future in the past about other things

c
the text and then complete the sentences with phrases in
Will might have considered before his trip. Encourage
students to use a variety of verb forms. Students compare
their sentences in pairs. Take feedback as a class.

the box. Check answers as a class and explain that this

form is an example of the future in the past.
EXTRA ACTIVITY

Answers
1 in the future Write these sentences on the board: Last summer I was going
2 in the past to …, but … . When I was younger, I thought I would … and

… . At the weekend I was planning to …, but … . Students

complete the sentences and compare them in pairs. Take
feedback as a class.

f Put students into pairs and ask them to predict

ideas.

56 UNIT 3 Travel and adventure

2 VOCABULARY Audioscript
WILL What do you think to my boat, Saqba?

a Ask students what the connection is between the

highlighted words (they are all about landscape).
Ask: Which would have more vegetation – a jungle or a
SAQBA Oh the boat – it’s nice … no problem.
W You think it’s nice? No problem?
S Yeah, no problem.

wilderness? (jungle). Put students into pairs to give W Cool … OK, I’m going to try and get inside. Ooh … This will be my
home for the next few weeks. Here we go … Can you push me off,
a dictionary if necessary. Check answers as a class. Saqba?

Answers
jungle: a tropical forest in which trees and plants grow very closely
S Yeah, no problem.
W Thanks, buddy … OK, see you in a few days.
S Yeah. We shall see again. Safe journey.

together
wilderness: an area of land that has not been used to grow crops or
had towns and roads built on it, especially because it is difficult to
W Thanks, mate! My first paddle strokes. Oh … First of thousands,
probably. This is absolutely amazing. It’s very shallow in parts.
You might be able to hear the base of the boat just rubbing along

live in as a result of its extremely cold or hot weather or bad earth

the rocks, but it’s so quiet out here. I’ve only been going about 20
rainforest: a forest in a tropical area that receives a lot of rain
minutes and already I’ve seen far more wildlife than I’ve seen in
vegetation: plants in general, or plants that are found in a
the last three days, just in the forest surrounded by jungle. There’s

particular area
dragonflies buzzing around, cattle egrets, large blue herons,
kingfishers … There’s a whole cloud of white butterflies just on the
b Ask: Would we say ‘thick forest’ or ‘full forest’? (thick).
Sierra Leonean bank. I’m completely hemmed in on both sides by
Why? (it’s a collocation). Tell the students to complete

the collocations and then check their answers in the

text. Check answers as a class.
jungle. Ooh, a fish, a big fish swam straight past. The water is so
clean here. I’m just silently drifting up to this enormous fish eagle. I
can’t be much more than eight feet away from it now. It’s just staring

Answers
1 the heart of the 2 a tropical 3 dense
straight at me. Big white-capped head, dark wings, burgundy-brown
across the back. Just close enough now to see that it’s got a massive
catfish in its talons. I think I might leave him to it.
4 an untouched 5 a remote

FAST FINISHERS
Managed to just get my camp sorted. So this is my first night alone
in the forest. Er … I’ve got my mosquito net up. I’m actually in my
hammock, but my hammock’s on the floor because … I’m in a little

Ask fast finishers to think of one more noun for each of the
words and phrases in the box, e.g. a tropical fruit, a remote
stone island in the middle of the river. Just at the end of the day
there was quite a large cataract and I didn’t really fancy taking it on
till tomorrow, so I’ve just camped in this little island, basically, but

beach. Tell them to compare their answers with another fast

I’m kind of worried if it rains tonight though, that the rain might just
finisher.
run straight through the middle of my camp or something. I don’t
know though, I guess I’ll find out.

c 1.56 Students complete the exercises in

I’m just trying to catch my breath. I think … I think the island last
Vocabulary Focus 3B on SB p.160. Monitor Exercise a
night marked the start of a series of rapids, just these rock-strewn
and check answers as a class. Draw students’ attention
whitewater passages, maybe 100 to 150 metres long. And then you

to the Tip. Play the recording for students to check

their answers to Exercise b. Monitor Exercise c and take
feedback as a class. Tell students to go back to SB p.36.
get a short break, and then another, and then another, and another.
I just took on this last one here and made a terrible mess of it, ended
up sideways, hit this big rock in the middle of the river, which almost

Answers (Vocabulary Focus 3B SB p.160)

a 1 d 2 c 3 f 4 g 5 b 6 a 7 e
flipped the raft, just managed to get control of it again, and shot
out of the bottom of this kind of small waterfall. So I’m just taking
some shelter in this eddy right now and I’m going to have to unpack

b 1 pools 2 meadow 3 slopes 4 ground 5 moorland

6 cliffs 7 cave 8 face 9 dunes 10 undergrowth everything and tip out any water that I’ve taken on. And the thing is –
11 canopy 12 beaches 13 waters just got to be so careful because if I lose the raft, I’m finished. It’s got

all my communication equipment on, it’s got all my food on, it’s got

LISTENING
my shelter on it. Without it, I cannot survive and now I am so far from
3 the next village.

a 1.57 Ask students what kind of sounds they

c 1.58 Play the recording for students to listen again
think Will will hear going down the river. Play the
and summarise what Will says about each picture. Use
recording for students to compare the sounds with their
the Vocabulary support box to help where necessary but

predictions. Tell students to name the sound/activity

and say what might be happening on the journey. Elicit
students’ ideas but don’t check answers at this point.
also refer students to the Learning Tip and emphasise
that they don’t really need to know, for example, what

an egret is to understand the text.

b 1.58 Pre-teach raft (a small rubber or plastic boat that
Answers
1 He’s seeing lots of wildlife, including dragonflies buzzing around.

the whole recording for students to check their answers.

Answers
2 He’s drifting close to a large fish eagle with a white head, dark-
coloured wings and a red-brown back. The bird has caught a big
catfish and is holding it in its talons/claws.

1 Will pumping up his raft

2 Will paddling and insect sounds 3 He’s in his hammock but his hammock isn’t hanging from
3 Will paddling and bird calls anything. It’s on the ground on a small stone island in the
4 Insect noises around Will’s camp at night middle of the river.

5 Rapids on the river 4 He’s sheltering in some quiet water in the middle of a series of
rapids, each one about 100 to 150 metres long with white water
and full of dangerous rocks.

5 He can’t survive without his raft as it holds all his

communication equipment, his food and his shelter.

UNIT 3 Travel and adventure 57

VOCABULARY SUPPORT 4 READING

a Check students understand malaria, a disease you

egret – a white bird from the heron family
heron − a large bird with long legs, a long neck and grey or can get from the bite of a particular type of mosquito
white feathers that lives near water which causes periods of fever and makes you feel very

kingfisher – a small brightly coloured bird with a long pointed

beak, that lives near rivers and lakes and eats fish
cold and shake. Put students into groups to discuss the
questions and then share ideas as a class.
b Give students time to read the text and check their

be hemmed in – be surrounded by barriers

leave sb to it – (informal) not interfere with somebody, so
answers.
Answers
they can continue their activity

get sth sorted – (informal) complete the process of

organising/setting up something
1 Because malaria is a serious illness and he was alone in the forest.
2 a bad headache, a fever, pain in his joints
3 Make contact with someone (on the Sierra Leone bank) and get

take sth on – attempt a particular task (especially a difficult

one)
to the hospital for treatment.

c Remind students of the Learning Tip on SB p.36, which

catch your breath – after being very active, rest for a moment, applies to reading as well as listening. Give students
so that you can breathe more slowly time to read the text again and answer the questions.
make a mess of sth – do something very badly Check answers as a class.

shoot – move very quickly in a straight line

be finished – (of a person, informal) not be able to continue
Suggested answers
1 It is almost silent so you can approach wildlife discreetly. Rivers

with something / survive are a very good place to see wildlife feeding, drinking and
socialising.
2 He heard their sounds – a screaming call, a scuffle in the bushes,

a warning shriek and saw a flash of fur. They were never quite
HOMEWORK ACTIVITY close enough to see.
Ask students to follow the advice given in the Learning Tip 3 He was planning to have fried and liquid-based treats, i.e. more

and find a short authentic text, less than one page, describing a delicious food and drink than he had with him in the jungle, in
the nearest village.
journey or adventure. Students first read the text to understand
4 His symptoms got worse – his headache developed into a
the general meaning and only then underline any words and

fever and he had heard of a woman who had ignored flu-like

phrases they don’t know. Tell them to look up these words symptoms and died.
and phrases in a dictionary just for interest. Ask students to 5 He was lucky that he was seen by a woman who called for help.
He was rescued by local people. He had enough money to pay

bring their texts into class. Tell them to cross out all the words
and phrases underlined and swap texts with a partner. They for hospital treatment.
6 An estimated half a million people in Africa die from malaria
read their partner’s text and tell each other what they have
every year. They aren’t as lucky as Will, because they don’t have

read. This activity is a very effective way of demonstrating the

Learning Tip as students will find it motivating to be able to
understand a text which is not even complete.
the money to pay for treatment.

d Ask students if they can remember any examples of

informal language from the listening, e.g. buddy = friend.
VOCABULARY SUPPORT
unencumbered – without anything that makes it difficult to
proceed

Tell students to underline the examples in the sentences.

Check as a class. Then ask students to say the sentences
in more neutral language. Take feedback as a class.
storybook (adj.) – (of real life) pleasant in the way of a
children’s picture book

Answers / Suggested answers

1 Thanks, mate. Thank you.
a flash of sth – an occasion when you see something for a
very short time

2 Managed to just get my camp sorted. I managed to set up my scuffle (n.) – the noise of hurried movement, or a short,
camp. sudden fight
3 I didn’t really fancy taking it on till tomorrow. I didn’t really want
put sth down to sth – decide that the cause of something is a

to deal with it until tomorrow.

4 I guess I’ll find out. I imagine/suppose I’ll find out. particular thing
5 If I lose the raft, I’m finished. If I lose the raft, I won’t be able to felt tip – a kind of pen, often used by children to colour with

continue / I might die.

be no stranger to sth – be familiar with something
e 1.59 Pronunciation Play the recording and ask what
is happening in this part of Will’s journey (his raft with

all his kit on it almost overturns). Play the recording

again and ask how the words in bold are pronounced
FAST FINISHERS
Point out the gap in the text on SB p.37 marked by [ … ]. Ask

(without the /t/ sound at the end). Ask the students fast finishers to write two or three sentences to fill this gap.
if the word following each word in bold starts with a Tell them to compare their ideas with another fast finisher.
consonant or vowel (consonant). Elicit the rule that

when a /t/ sound is followed by a consonant it is not

pronounced. Drill the phrases.
d Ask students if they think Will could have done
anything to avoid getting sick. Put students into groups
to discuss the questions. Take feedback as a class.
f Put students into pairs to discuss the question. Take

feedback as a class.

58 UNIT 3 Travel and adventure

e Language in context Descriptive verbs

CAREFUL!

teeming. Ask: What follows A typical student error is to use the past perfect rather than
‘teeming’? (with life); Does that mean the jungle had a the past simple, especially following time conjunctions
lot of living things or not many? (a lot). Ask students to like when: I became very upset when the coach had broken

Check answers as a class. Concept check some of the

vocabulary, e.g. If you have an important exam the next
down and the visit was cancelled. (Correct form = I became
very upset when the coach broke down and the visit was
cancelled.).

day, your friends might tell you not to … ? (fret).

Answers
c Put students into pairs to compare the verb forms. Check
answers as a class.

a grinding b teeming c hauled d propped up

e crouched down f peeled g shrugged off h fret Answers
i summoned 1 had heard implies the action is now complete and finished, he

has stopped hearing the primates; had been hearing implies he

5 GRAMMAR is still hearing this noise
2 ’d hear implies it happened every day on his trip, as a routine;

heard implies this happened once on his trip

a This is a review so students should already be
3 was being summoned implies that the action was in progress
familiar with the verb forms involved. The objective is
and incomplete, he could hear or knew this was happening
to get students to use a range of narrative tenses more

while he lay against the tree; was summoned describes a

completed action, the next thing that happened in a series
using these verb forms and tell students to name the
tenses, e.g. Will had always wanted (past perfect simple)

to do this journey. He would dream (would 6 WRITING and SPEAKING

about it back at home, but he didn’t know whether he’d a Ask students how many paragraphs there are in Will’s
get the opportunity (past simple, would

future in the past). He had been feeling bad (past perfect

continuous) but he was hoping (past continuous) it wasn’t
article (six). Tell them to answer the questions. Check
answers as a class.
serious. Will’s family were told (past simple passive) he Answers

had been taken (past perfect passive) to hospital. Books

open. Put students into pairs. Students match the
1 with a time expression
2 opening paragraph: to set the scene

closing paragraph: to summarise the experience

sentences with the verb forms and explain why that
form is used. Check as a class.
b Ask students if they have read Around the world in 80
Answers days (Jules Verne), The Beach (written by Alex Garland,

1 past perfect continuous; a repeated action in the past

happening over a period of time before a particular time in the
DiCaprio) or any
other books about travel and adventure. Put students
past into groups to read the prompts and talk about an

2 would + infinitive; a repeated or habitual past action

3 past perfect simple; a complete action in the past with a past
result (of completing the action)
adventurous trip made by themselves or other people,
real or imaginary. Take feedback as a class.

4 past continuous; an action in progress at a particular time in the

past
5 past perfect passive; a single past action happening before a
c Tell students to make a plan of the paragraphs of their
scene, the last should summarise their experience and

particular time in the past, where we don’t know the agent

6 past simple passive; a single past action where we are focusing
on the object of the verb (Will)
the middle paragraphs should start with time expressions
to show the progress of events. Tell students to use the
prompts as a guide as they write and to include a range

b
7 past simple; a complete past action

1.60Students read the information in Grammar

of narrative tenses and descriptive verbs.
d Put students into pairs to read out their story

Focus 3B on SB p.143. Play the recording where indicated

and ask students to listen and repeat. Students then
complete the exercises. Check answers as a class. Exercise
to each other and give feedback on the content and
language of their partner’s story. Remind students of
the pronunciation point on SB p.36 and tell them not to

b could lead to a discussion of nightmare holidays

e
/t/ sound before consonants.
Put students into groups to share their stories. Each

Answers (Grammar Focus 3B SB p.143)

group should decide on the most interesting story to tell
a 2 would be getting 3 was to have paid
to the whole class. As feedback, provide error correction
4 had been planning to make 5 wondered 6 was driving
on the use of narrative tenses and descriptive vocabulary.

7 had been crying 8 got 9 had been going to give

10 would
b 2 hadn’t been/gone 3 had told 4 turned / would turn ADDITIONAL MATERIAL

5 were still preparing 6 had brought 7 was hoping / had

been hoping 8 was planning / had been planning Workbook 3B
9 got 10 had lost 11 would give 12 was going to sue /
Photocopiable activities: Grammar p.206, Vocabulary p.226

would sue 13 (have) apologised

c 1 ✓ 2 are were 3 ✓ 4 has sent had sent / was am
5 ✓ 6 she’ll she’d

UNIT 3 Travel and adventure 59

3C Everyday English At the end of this lesson, students will be able to:

To cut a long story short

• understand an interview in which an author
promotes his work, and evaluate how successful the
interviewer and interviewee were

• pronounce consonant groups over word boundaries

• learn phrases for exaggerating

OPTIONAL LEAD-IN
• paraphrase and summarise ideas using a range of
functional language

Books closed. Ask students to think of a famous person,

alive or dead, who they admire. Put students into pairs. They
must interview each other and try and find out through the

questions they ask who their mystery guest is (they can’t ask
What’s your name? or Who are you?!). See which student can
O Right, so, to wrap things up
now, I’d just like to thank Max
ALEX Max. Hi. Alex. I’m, er, Emma’s
boyfriend.

find out the mystery guest’s identity in the fewest questions. Redwood for taking the time M Emma’s … Alex! Of course.
out of his busy writing schedule A Yeah, listen, um, I’ve read the
1 LISTENING to come in and talk to us today. book …

a Ask students where they can watch or listen to live

interviews, e.g. on a chat show. Put students into groups
Thank you, Max, and looking
forward to Solar Wind 2!
M Yeah, thanks. No problem.
M

A
Look, I’m really sorry. I’ve got to
go.
Nice to meet you too!

b
to discuss the questions. Take feedback as a class.
Ask students if they can remember why Max is d 2.2 Play Part 1 of the video or the audio recording
again. Tell students to choose the true ending for each

Solar Wind). Tell students to look at the picture and then

answer the questions. Check ideas as a class.
sentence and say why the other endings are wrong.
Check answers as a class.

c 2.2 If you have the video, play it without the sound

Answers
1 b Oscar says ‘these aliens look very similar to humans, but they
have a radically different culture’
why that might be. Play Part 1 of the video or the audio

recording and ask students to check their answer in 1b2.

Answers
2 a Oscar says ‘I mean, did you get the idea from your own travels
and experiences with other cultures, for example?’
3 b Oscar asks ‘ … when will Solar Wind 2 be published?’ and says

2 See the underlined questions in the audioscript below. Students

can check their answers in the audioscript on SB p.179.
‘looking forward to Solar Wind 2’

FAST FINISHERS

Videoscript/Audioscript (Part 1)
OSCAR OK! Max. So, I’ll just talk for M I haven’t really travelled much,
Ask fast finishers to make a list of interview tips for both
the interviewer and the interviewee, e.g. what to wear, and

a minute to introduce you, and actually. I was planning a trip

then we’ll begin the interview, across Asia once … to present them to the class when the other students have
OK? Are you ready? O Oh, right? finished.

MAX Er, well, yeah, er, I think so … M But, well, to cut a long story
O OK, when the light turns red, short, I had to cancel it, so … e Put students into pairs to discuss the questions.
we’re live. Hello, I’m Oscar O Right. So in other words,
Ask students to share interesting interview stories with
the class.

Simmons from City FM, and I’m it all just came from your
here to talk to Max Redwood, imagination, then?
author of the bestseller Solar M Well, you could say that, yes. EXTRA ACTIVITY

Wind. Thank you for coming in O OK. So next I’d like to move on
Ask students to work in pairs and rewrite the interview
to talk to us, Max! to your childhood. Were you
between Max and Oscar with Max confidently giving
M Thanks. interested in science fiction
interesting and articulate answers to all the questions. Ask

O So, as many of you will growing up?

already know, Solar Wind is M Er… … Well … Yeah. some pairs to act out their interview to the class.
a story about space travel. …

PRONUNCIATION

2
And basically, in a nutshell, a O Right, so now for the question
group of explorers are visiting that all our listeners will be
a remote planet which is asking … What happens next? Consonant groups across two words

populated by people, that is to Or, to put it another way, when 2.3 Write these names of books on the board and ask
say, aliens! Now, these aliens will Solar Wind 2 be published?
a
students to underline the consonant groups (more than
look very similar to humans, M Um …
two consonants together): The Great Gatsby, Frankenstein,

but have a radically different O Right, I see. So it’s top secret

culture. I’d like to begin by information, then? . Point out that
asking you where you got the M Um, I’m sorry? is an example of consonant groups going across words.
Tell students to listen and underline the letters that match

basic idea for Solar Wind, Max? O What I meant by that was,
M Well, the idea came to me when you’re not allowed to give any the transcription /kspl/, etc. Check answers as a class.
… it came to me when … dates yet? Answers

O I mean, did you get the idea

from your own travels and
experiences of other cultures,
M Er …
explorers space travel aliens look long story bestseller

for example?

60 UNIT 3 Travel and adventure

b 2.4
Videoscript/Audioscript (Part 2)
EMMA Oh, hello Max. by the entire city, was, how shall
if students can write the transcription for the consonant

groups across two words themselves. Books open. Tell

students to do the matching exercise. Check answers
MAX You didn’t listen, did you?
E Er, no. How did it go?
M It was an outright disaster! I
I put this … ? … A complete
and utter embarrassment! And
my career’s totally ruined! And

and drill the phrases. came across as a blithering I’ll never be able to show my
Answers idiot! face again! Yes, I think that just
1 f 2 e 3 c 4 d 5 a 6 g 7 b E Calm down. I’m sure it wasn’t about sums it up.

FAST FINISHERS
that bad!
M OK, let me try and think about
this calmly, shall I? All things
E Calm down. I’ll put the kettle on.
You’ll feel better after a cup of
tea. And a biscuit? A chocolate

Ask fast finishers to think of another two-word phrase for

each of the consonant groups, e.g. /kspl/ takes place; /lθkr/
considered, I think my first and
last radio interview, listened to
one …

health cruise; /ksr/ likes rice; /nsf/ once for; /nsdʒ/ once
jumped; /psp/ top speed; /mst/ optimism starts.
c 2.6 Tell students to complete the sentences. Then
play Part 2 of the video or the audio recording again for
students to watch or listen and check. Check as a class.

c Drill bestseller and ask students whether they

2.5
can hear the /t/ clearly (no). Play the recording and Answers
ask students whether they can hear the letters in bold 1 bad 2 face 3 the kettle

clearly in 1 or 2. Check the answer as a class.

Answer EXTRA ACTIVITY

2
Put students into groups. Play Part 2 of the video or
2.6

the audio recording again. Pause after How did it go? and ask
d Ask students to complete the name of each group. Check students to write down as much as they can remember of

answers as a class.
Max’s reply. Play the video or the audio recording again for
Answers students to check.
1 consonant 2 vowel

e Drill the phrases, concentrating on the

d Language in context Exaggerating
1 2.7Check students understand the meaning of
pronunciation of /t/ and /d/.

exaggerate. Give a personal example, e.g., My hair’s

getting so long. It’ll be down to my knees soon. Ask
LOA TIP DRILLING students if it is true that my hair is long. (yes) Ask

• Include a lot of variety and pace in drilling so that students

don’t get bored and switch off. First play the recording,
students if it is true that it will grow to my knees
soon. (no) Elicit that exaggerate means to state
something is much more, better, longer, harder, etc.

pause and drill each phrase with the whole class. Then say
each phrase yourself and drill. Repeat but go through the
than it really is. Tell students to complete Max’s
words. Play the recording for students to check their
answers.

phrases more quickly. Next say pairs of phrases, Westgate

Street, Westgate Avenue, and drill. Repeat at a quicker Answers
pace. Then choose individual students to repeat individual 1 outright 2 blithering 3 complete and utter 4 totally

phrases and pairs of phrases after you.

• As a final stage, put students into pairs or groups (or both in
separate stages) to drill amongst themselves. Monitor and
2 Put students into groups to discuss why they
think Max exaggerated about his interview and in what

situations people exaggerate. Give the example that old

make sure that all students are involved and pronouncing people may exaggerate about how hard life was when
the /t/ and /d/ only where it’s natural to do so. they were younger. Take feedback as a class.

LANGUAGE NOTES
LANGUAGE NOTES
Point out that blithering /ˈblɪðərɪŋ/ is only found in the phrase

We usually pronounce /t/ and /d/ before /h/, e.g. stopped

him, called home.
blithering idiot (an extremely stupid person) and highlight that,
like many and phrases (students will encounter more later, in

Unit 8 Wordpower on SB p.102), you cannot reverse the order

3 LISTENING of complete and utter (NOT utter and complete).

a Tell students to look at the picture and answer the e Ask students to give an opinion on something you
questions in pairs. Check ideas as a class. are wearing or something in the classroom, e.g. Do you
b 2.6 Ask students to predict how Emma is dishonest. like my shirt? When they answer, ask if they were being

Then play Part 2 of the video or the audio recording for

students to check. Check the answer as a class.
honest, and why (not). Put them into groups to discuss
the questions. Take feedback as a class.

Answer
She says that she didn’t listen to the interview, but she did.

UNIT 3 Travel and adventure 61

4 USEFUL LANGUAGE FAST FINISHERS

Paraphrasing and summarising

Ask fast finishers to look at the audioscripts for Parts 1 and

2 on SB p.179 and to complete these sentences with the
a Ask students to paraphrase these expressions from correct expressions: Right, so, now, I’d just like to
haul (pull something

heavy), (treat something worrying as if it is not

important), summon (call someone to be present). Write
thank Max Redwood … (to wrap things up); Yes, I think that
just about . (sums it up). Tell them to think of more
phrasal verbs with up and to list them in their vocabulary

this short paragraph on the board and ask students to

summarise it in one sentence: At the hotel we enjoyed the
meal we ate in their restaurant. We thought the rooms were
notebook with their meanings.

d Books closed. Read out each of the expressions in 4b

excellent, too. The prices were very reasonable. (The hotel

was great and good value for money.) Ask students to
work individually and match the expressions with their
with a mistake in it, e.g. to cut a short story long, and tell
students to correct you. Then tell students to complete the
sentences using their own ideas. Take feedback as a class.

uses. Check answers as a class.

Answers 5 SPEAKING

1 paraphrase 2 summarise
Tell students to go to SB p.129. Tell students to read
b 2.8 Students complete the extracts with the phrases. and complete the conversations using their own ideas.
Students then think about how they will describe the

Play the recording for students to check their answers.

Answers
situations. Divide the class into pairs and assign A and
B roles. Tell Student As to use the pink bubbles and

1 in a nutshell 2 that is to say 3 to cut a long story short Student Bs the green bubbles and role play the four
4 in other words 5 what I meant by that was
conversations. They then swap roles. Monitor and make
sure students are paraphrasing and summarising where
c Students decide which phrases are paraphrasing and

which are summarising and complete the table. Check

answers and drill the phrases.
appropriate using the expressions in 4c.

ADDITIONAL MATERIAL

Answers
Paraphrasing: to put it another way; in other words; that is to say;
what I meant by that was
Workbook 3C

Summarising: all things considered; in a nutshell; to cut a long Photocopiable activities: Pronunciation p.257
story short Unit Progress Test
Personalised online practice

3D Skills for Writing At the end of this lesson, students will be able to:
• use descriptive language to talk and write about tourist

The view is stunning destinations

• improve their writing style by using more concise
language

• use adjectives and phrases with a positive or negative

connotation

OPTIONAL LEAD-IN
Books closed. Write on the board (or show the students

pictures of ): The Great Pyramid of Giza, Hanging Gardens of

Babylon, The Lighthouse of Alexandria. Ask students if they
know what these places have in common (they are three of
b Ask students what they know about Prague. Tell
them to describe the pictures and say what impression

the Seven Wonders of the Ancient World – amazing ancient

buildings/constructions which were listed by ancient Greek
they make. Give students time to read the website and
tell a partner what appeals to them about Prague and
what doesn’t. Take feedback as a class.

authors). Put students into groups. Ask them to make a list of

seven wonders of the modern world and then compare their
list with other groups.
2 LISTENING

1 SPEAKING
a 2.9 Tell students to read the questions. Ask: Have
Tony and Lola been to Prague? (yes). You may wish to
pre-teach look beyond sth

a Ask students what makes a rewarding place to visit,

e.g. a long history, good infrastructure for tourists, etc. Put
students into groups to discuss the questions. You could
so you can see some more permanent/important quality).
Play the recording. Tell students to answer the questions
individually and then compare their answers in pairs.

tell students to discuss this in two categories: places in

their country and places abroad. Take feedback as a class.
Check answers as a class.

62 UNIT 3 Travel and adventure

Answers
1 Old Town
FAST FINISHERS

Tony: exceptionally well preserved / full of beautiful buildings, Ask fast finishers to find these words in the audioscript
all periods of history / Baroque buildings / skilfully restored and on SB p.179. Tell them to mark the number of syllables
look stunning / friends who live there say don’t go to the old city and the stress: exceptionally (5), preserved (2), Baroque

centre – too crowded, too expensive (2), unaffordable (5), appreciate (4), breathtaking (3). Ask
Lola: centre gets very crowded, especially in the summer /
students to write three sentences with gaps for three of these
beautiful buildings / old-fashioned atmosphere
words and to give them to another fast finisher. Students

View from Prague Castle

Tony: doesn’t mention this take turns to read out the complete sentence to their partner
Lola: breathtaking view across the old city / maze of steep red with the correct pronunciation of the word, e.g. The local

tiled roofs spread out beneath you / like something out of a people just don’t how amazing the architecture is.
children’s storybook (appreciate).
The Charles Bridge

Tony: very beautiful / teeming with people / impossible to stop

and look at the view or take photos LOA TIP CONCEPT CHECKING
Lola: doesn’t mention this
2 it’s beautiful; there are crowds of tourists

3 Both Tony and Lola would probably go back. Tony has been
there several times already and has friends who live there. Lola
loved it and thought it was wonderful.
• At an advanced level, you need to check that students have
a full understanding of new vocabulary and its meaning
in extended contexts, e.g. ‘Well-preserved’ can be about a

Audioscript
place but can it be about a person? (Yes, someone who looks
younger than their age.). If you cobble something together,

TONY I know Prague quite well – I’ve been there several times, I’ve would it look nice? (No, ‘cobble something together’ means
got friends who live there. And, of course, it’s one of the most to make something quickly and not very carefully.).
beautiful cities in Europe. There’s the old centre – exceptionally
• It’s important that students’ vocabulary knowledge also

well preserved, it’s full of beautiful buildings, all periods of history.

includes grammatical information about the words. Books
And not to mention the Baroque buildings in the old city centre,
that’ve been skilfully restored and look stunning. So, yeah, I’d say
closed. Ask: What preposition follows ‘teeming’? (with). Do we
usually use ‘teem’ in the simple or continuous? (continuous).

it’s definitely a beautiful city, definitely worth visiting, no question.

But, there are hordes of tourists. The last time I was there I went Can we use ‘hordes’ in the singular? (Yes, but it’s less
to the Charles IV Bridge which crosses the river. And don’t get me common.).

wrong, it’s a very beautiful bridge, but it was teeming with people.
It was impossible to stop and look at the view or take photos. I’d c Put students into resident groups and tourist
recommend going outside the main tourist season, though there’s groups. Tell them to discuss the issues from their point

of view. Then combine residents and tourists into new

not really any time when it isn’t busy. I’ve got friends who live there
and they say they don’t go to the old city centre any more – it’s groups to present and defend their arguments. Take
too crowded and too expensive. They go to the other parts of the feedback on the issues as a class.

town. It is a real shame that tourism has made these historic places
unaffordable to local residents.
LOLA I went to Prague last winter and I loved it. It’s got such a romantic
EXTRA ACTIVITY

atmosphere. Beautiful old buildings, the cobbled streets, the squares Put students into groups to discuss how tourism might
with the fountains. People say that it’s been spoilt by tourism and change in the future, e.g. growth of ecotourism (ecotourism
it’s true in a way. The centre gets very crowded, especially in the = the business of organising holidays to places of natural

summer. But, if you look beyond that, and appreciate the buildings
and the old-fashioned atmosphere it’s, it’s still really a magical place.
The thing I love most in Prague is going up the hill to the castle.
beauty in a way that helps local people and does not damage
the environment). Take feedback as a class.

I went up the twisty, narrow streets, and then, there’s the breath-
taking view across the old city. Looking down, there’s a maze of
steep red-tiled roofs spread out beneath you – it’s like something out
3 READING

of a children’s storybook. I took so many photos of Prague – every

corner there’s something to take a picture of. It was wonderful. information, using 2a and/or the audioscript on SB

information they already know by asking There is Baroque

b 2.9Ask students which verb in box A was also used

by Will when he was talking about how much wildlife architecture. Is this new? (no). You may wish to pre-
there was (teeming). Tell students to match teeming with teach be a better bet (an action that is more likely to be

the correct phrase in B (with people). Then ask students successful). Check answers as a class.
to match the other phrases. Play the recording again for Answers
students to check. Old Town: a mixture of architectural styles from every period,

Answers
well-preserved
including Gothic and Art Nouveau; narrow streets, some less
crowded little squares
Charles Bridge: 800 metres long; pedestrian only; lined with

skilfully restored
hordes of tourists impressive statues; lots of music; very lively and laid-back;
teeming with people crowded with stalls selling souvenirs; great photo ops overlooking
the river and city

romantic atmosphere
cobbled streets the castle: isn’t much to look at; dates from the 9th century but is
breathtaking view restored so it doesn’t look particularly old
tiled roofs

UNIT 3 Travel and adventure 63

4 WRITING SKILLS EXTRA ACTIVITY

Tell students to send this text message to one another (or

just write it on a piece of paper) using a maximum of ten
a Ask if Tony thought hordes of tourists was a good or bad words (contractions count as one word): Sorry but I will not
thing and why (bad, too many). Elicit that hordes has a

negative meaning. Tell students to make two lists and

write the words and phrases under the correct heading
be able to meet you at the café at 8 tonight as we had planned
because the babysitter hasn’t arrived yet.

Positive or Negative. Pre-teach much better bet (something

We know ‘hospitable’
is positive so is ‘really put themselves out for us’ positive or
Suggested answer
Sorry, can’t meet at 8 because babysitter hasn’t arrived yet

negative? (positive). Check answers as a class.

Answers
e Students complete the exercises in Writing Focus 3D

what kind of text it is and how they know. Students then

1 Positive: really put themselves out for us; spotlessly clean;

a must-see attraction; Great photo ops; authentic cuisine; say which words have been left out and complete the rest
reasonably priced

2 Negative: overrun with tourists; a bit of a nightmare; crowded

class. In Exercise e and f, tell students to write a review
with stalls; isn’t much to look at; overpriced
of a tourist attraction, show a partner and ask each other
b Tell students to replace the words in italics with questions. Tell students to go back to SB p.41.

highlighted words or phrases from the text. Do the Answers

a 1, 3 because the style is informal
two phrases relating to money, reasonably priced and

b unimportant or repeated words that are clear from the context;

overpriced in the last paragraph, and to choose between linking words
them. Students then work individually. Check answers c 1 There isn’t much to do here in the evenings, and the food in
most places is overpriced. It’s quite a disappointing place to

and read through the Writing Tip with the class.

visit.
Answers 2 I/We have been to most resorts in Mexico but there is
1 reasonably priced nowhere as impressive as Tulum.

2 overrun with tourists

3 a bit of a nightmare
4 great photo ops
3 The best time to visit is late autumn, as there are no tourists
and great weather.
4 I/We went to Budapest last year. It’s much more interesting

5 authentic cuisine
6 a must-see attraction
7 isn’t much to look at
and has more reasonable prices.
d 1 Great place for a honeymoon, so romantic.
2 So much to take photos of. Good thing I had my camera.

8 really put themselves out for us 3 Arrived late and couldn’t find anywhere to eat. Not very
impressed!
4 Go early to beat the heat. Beautiful beach at foot of cliff. Great

FAST FINISHERS
Explain that ops is short for opportunities. Write these short
for cooling off.

forms on the board. Ask fast finishers to find out what they 5 WRITING

mean and to add other short forms and their meanings to

the list: app (application), hols (holiday/s), op (operation), a Ask students to think about the local area and what

telly (television).
and doing: a student, a retired widower, a couple with
c Ask students to read the sentences and say whether young children, a middle-aged disabled person. Put
they look more like speaking or writing (speaking). students into pairs to make a list of things worth seeing

Tell students to add words to make complete sentences.

Check answers as a class.
locally and things not worth seeing. Combine pairs into
groups to compare their lists. Take feedback as a class.

Answers
1 There’s lots of music and it’s very lively and laid-back.
2 I/We took hundreds of photos.
b Tell students to write a review of two or three
attractions (or just one for weaker students). Remind
students to look back at the Writing Tip and to include

d
3 Then we went back to the hotel for a quick shower. comments on accommodation and food.
c Put students into pairs to compare their work and

words that have been left out. Ask why the writer does
this. Check answers.
suggest improvements using adjectives with a stronger
positive or negative meaning and shorter sentences.
Write an example on the board and ask students to

Answers
improve it: The views were nice (Breathtaking views).
We wrapped up our day in the city with a walk across the Charles
Bridge, followed by a visit to the castle. The bridge is about 800 d Tell students to read out their reviews and see what

metres long; it’s pedestrian only, and it’s lined with impressive
statues. This is / It’s a must-see attraction if you visit Prague.
There’s lots of music and it’s very lively and laid-back, but it’s a
other students think. If you have a large class or are
short of time, tell students to pin their reviews around
the classroom walls. Students then walk around and add

bit crowded with stalls selling souvenirs. There are great photo their comments under each review.
ops from the bridge overlooking the river and city.
2 It seems less formal and more like a conversation.
ADDITIONAL MATERIAL

Workbook 3D

64 UNIT 3 Travel and adventure

UNIT 3 3 WORDPOWER

Review and extension a Ask the students Is a swamp a nice place? (no). Tell
Does A need help?

1 GRAMMAR exercise individually. Check as a class.

a Write these words on the board and tell students to Answers

reorder them beginning with the adverbial to make a 1 f
2 c
sentence: place / been / like / a / I / have / this /

3 d
to / never
4 g
students to reorder the words into sentences. Check 5 e
answers as a class.

6 b
Answers 7 a
1 John was about to get on a plane.
b 2.10 Read out this sentence with a gap for the

2 Very rarely did you see her at home.

3 Amelia thought that she was going to faint.
4 On no account must anyone be told.
expression and ask students to complete it: It will be
to raise enough money for my trip (an uphill

5 We were set to leave early the next day. struggle). Students complete the sentences. Play the
6 No way would I go on a trip like that. recording for them to check.
Answers

b Ask students why we can use the two forms in the

1 a drop in the ocean
example (both future in the past). Tell students to go
2 get the lie of the land
through the sentences in pairs and say why one form is
3 an uphill struggle

not correct. Check as a class.

Answers
4 out of the woods
5 a slippery slope
6 get bogged down with

2 Originally we planned to take / had been going to take / would be

taking the train. 7 swamped
3 As soon as we arrived / had arrived / had been arriving, we
checked in.

4 Our supplies had ended / had been ending / ended and we had
to find more from somewhere.
5 Our room was terrible and I had been complaining / might
FAST FINISHERS
Tell fast finishers to underline the /t/ and /d/ sounds in these
phrases which would not be pronounced: swamped this

complain / complained to the manager.

6 Travel was / would be / was to be cheaper in those days.
week, out of the woods, get the lie of the land, getting bogged
down with, just a drop in the ocean.

EXTRA ACTIVITY c Put students into pairs to imagine a context for

each sentence. Take feedback as a class.
Tell students to make sentences using the verb forms they

crossed out in order to tell a story, e.g. She would leave for
work at 8:00 every morning. She knew that her friend would be
EXTRA ACTIVITY
Put students into pairs to make a dialogue using one of the

taking the same train ...

sentences in 3b. They act out their dialogue in front of the
2 VOCABULARY class without using that sentence. The other students guess

the missing sentence.

a Ask
(places). Is ‘disposable’ about money you have spare Photocopiable activities: Wordpower p.243

or money you owe? (spare money). Tell students to

complete the sentences. Check answers as a class. LOA REVIEW YOUR PROGRESS
Answers

1 affluent 2 disposable 3 deprived

6 prosperity 7 hardship 8 means
4 destitute 5 well-off
Students look back through the unit, think about what
they’ve studied and decide how well they did. Students
work on weak areas by using the appropriate sections of

b
is this? (a noun).
What part of speech
(yes).
the Workbook, the Photocopiable worksheets and the
Personalised online practice.

What word can mean ‘centre’? (heart). Students complete

the sentences individually. Check as a class.
Answers

1 heart 2 vegetation
6 pristine 7 swamp
3 untouched 4 rugged 5 arid

UNIT 3 Travel and adventure 65


UNIT OBJECTIVES

I T 4

UN ss
At the end of this unit, students will be able to:
understand and evaluate stated and implied opinions

and summarise and relay the main details of popular

science texts

follow the main argument and respond to radio

discussions on popular science topics; understand and

s n e
compare accounts of versions of narratives and spoken

Cons c i o u and written interviews

use a range of lexis accurately to discuss intuition
and memory, and give clear detailed narratives about

childhood experiences
understand a formal discussion in which feedback is
given and identify details and implicit opinions and

attitudes of the speakers

speak tactfully in formal discussions using a range

of expressions to soften contradictory opinions and

UNIT CONTENTS criticisms
write an article based on an oral interview, creating

G GRAMMAR
Noun phrases (compound nouns, adverbs and adjectives,
clauses and prepositional phrases, possessives)
coherence with effective use of time phrases and tenses
and using appropriate devices to engage the reader

have / get passives (e.g. have your bag searched, get sb

thinking)

V VOCABULARY
Instinct and reason: conscientious, conscious, consider,
deep down, gut instinct, have a hunch, logically, objective,

on a whim, on impulse, rational, reasonable, self-

confident, self-conscious, sensible, sensitive, spontaneous,
CULTURE NOTES
This photo shows a visitor to a conference in Singapore

subconsciously, think it over, think twice, weigh up

Memory: distant/lasting/painful/photographic/vague/vivid on wearable technology (clothing and accessories with
memory, cast your mind back to, come to mind, refresh your computers and other devices), tasting food using Tasteworks

memory, slip your mind, treasure the memory of, trigger a technology. This technology, originally developed for older
memory, vaguely remember people with dementia who are losing their sense of taste,
Language in context: Doubt and uncertainty; Idioms 1/2 changes and improves the taste of food by giving people

Wordpower: mind: bear in mind, cross your mind, put your

mind to sth, read sb’s mind, speak your mind
visual and auditory input that positively influences their
eating experience. Scientists have long understood that the
sense of taste does not just come from how food feels in

P PRONUNCIATION your mouth. In a similar low-tech demonstration at the same

Sound and spelling: /ʃəs/, /ɪəs/, /ʤəs/, e.g. prestigious,
conference scientists showed that making a fork heavier also
outrageous

changed the taste of the food.

Sentence stress
Homophones in words and connected speech, e.g. due/ b Put students into pairs to discuss the questions.
dew Take feedback as a class.

GETTING STARTED EXTRA ACTIVITY

OPTIONAL LEAD-IN
Put students into groups. Tell them that they have to design
a restaurant to stimulate the senses in innovative ways. Give
some examples, e.g. tablecloths with designs of exotic fruits,

Books closed. Read out these words and ask students to

classify them under the five senses – sight, smell, sound, taste
or touch: spicy, intonation, hairy, dim, off, thunder, gorgeous,
edible plates, waiters trained to explain and emphasise how
(wonderful) each dish tastes. Ask one student from each

group to read out their list of design features for the class to
texture, aftershave, raw, subtitles, smoke, grab, echo, bland. Ask
choose the three most effective.
students to compare their answers and explain any differences.

a Give students one minute to think about their

answers to the questions before talking about the photo
as a class. If you wish, give students information from

the Culture notes below.

66 UNIT 4 Consciousness

4A That little voice in At the end of this lesson, students will be able to:

• talk about feelings, doubts and intuitions using a

your head range of words and expressions for expressing

instinct and reason, doubt and uncertainty

• read a text on gut instincts, work out the meaning

of new expressions, and respond to the content

OPTIONAL LEAD-IN
• pronounce -ious, -eous endings
• use complex noun phrases in speaking and writing

Books closed. Bring in some photographs of different people

who the students won’t know. Ask students what they think
about each person based on their photograph. Ask specific
• listen to a discussion on a popular science topic and
identify the stance of the speakers

questions, e.g. What does she do? Do you think you could be
friends with her? Where does she go on holiday? Then ask
solutions

students what they are basing their opinions on and how

much they trust their judgement.

1 SPEAKING c Students complete the exercises in

2.11–2.13
Vocabulary Focus 4A on SB p.161. Play the recording
a Ask students what they think the saying You never where indicated and check answers to Exercise a–c.

means and
what the consequences are if it is true (you can’t change
Take feedback as a class for Exercise d. Tell students to
go back to SB p.45.
Answers (Vocabulary Focus 4A SB p.161)

may not be logical or fair). Put students into pairs to

discuss the questions and elicit that a ‘sixth sense’ is an
ability that some people believe they have that seems to
a 1 f 2 d 3 e 4 a 5 c 6 a 7 b 8 c
b 1 Sound 2
9 c 10 d

sight, hearing, touch, smell or taste. Take feedback as a 1 2 3

class.

subconscious hilarious prestigious

ambitious simultaneous courageous
b Say to students: precious curious outrageous

conscientious
would you do?
c 1 reasonable: using good judgement and therefore fair and
Put students into pairs. Tell students to do the quiz practical; rational: showing clear thought or reason
individually and make their own ‘C’ answer if they don’t

2 sensitive: easily upset by the things people say or do, or

agree with A or B. Students then compare answers with causing people to be upset, embarrassed, or angry; sensible:
their partner. based on or acting on good judgement and practical ideas or

understanding
c Tell students to check their scores on SB p.137. Do 3 conscious: very aware of and concerned about something;
they agree with the description of their behaviour? Tell conscientious: putting a lot of effort into your work
students to go back to SB p.44. Go through some of the 4 self-conscious: nervous or uncomfortable because you know

questions with the class and compare answers. what people think about you or your actions; self-confident:
behaving calmly because you have no doubts about your
2 VOCABULARY ability or knowledge

a Say: Ask if you are A

or B according to the quiz (A). Students categorise the CAREFUL!

statements. Check as a class.

Answers
Some students make the mistake of using sensible instead of
sensitive: This kind of life is depressing and can be difficult for

1 B 2 A 3 A 4 B sensible people. (Correct form = This kind of life is depressing

and can be difficult for sensitive people.) Sensible is about
b Tell students that in the box is an adjective. how you think and sensitive is about how you feel.

Ask students to replace the words in the sentences with

to a partner. Check answers as a class.

3 READING

Answers
1 objective means your work, behaviour, decisions, etc. are not
a Make sure students understand /
(a strong belief about someone or something that
cannot completely be explained and does not have to

biased or influenced by other people, feelings etc; rational

means beliefs and decisions are based on reasons, not be decided by reasoning). Ask students if there could be
emotions.
defence mechanism for early humans. Put students into

2 on a whim and on impulse are very similar; however, on a whim

implies that the feeling is temporary, and the decision is not groups to read the text and answer the questions. Use
serious. It would be strange or disrespectful to say this about a the Vocabulary support box to help with vocabulary as
necessary. Check answers as a class.

marriage.
3 deep down and subconsciously are the same in this sentence;
however, deep down can also mean hidden only from other
people.

4 consider and weigh up are the same in this sentence. However,

weigh up specifically means evaluate and judge, whereas
consider is more general and means think carefully about.

UNIT 4 Consciousness 67

Answers
1 how to use intuition more effectively
LOA TIP CONCEPT CHECKING

2 The intuitive right brain is almost always ‘reading’ your

surroundings, even when your conscious left brain is otherwise
engaged in editing the world into a logical and coherent whole.
• When you are concept checking long expressions, it is often
effective to give situations which fit one of them for students

to supply the correct expression. For example, if you want to

The right brain registers spontaneous information while the
conscious mind dismisses it as irrational. concept check the underlined parts of the article, say: Your
3 Notice when intuition is operating and make an active choice sister wants you to give her a lift to the station but you have

over whether to follow this instinct or not.

to stay at home and wait for the electrician. (our urge to help
others is often outbid by other priorities).
VOCABULARY SUPPORT

• After students say the expression, check they have

the big picture – the whole situation; all the facts/ understood the full meaning: Did I really want to help my
information/factors and how they are connected sister? (yes). Was helping her more important for me than

blissfully ignorant – completely and happily unknowing

tune into sth – become sensitive to something by paying
d
the electrician’s visit? (no).

Ask students if they have ever had a (a

attention to it
feeling that something, especially something unpleasant,
clammy palms – when the inside surface of the hands is is going to happen) or know any stories about
slightly sweaty premonitions. Put students into groups to discuss the

tingle (n.) – a light pricking sensation in a part of the body

take the time to do sth – allow/make the necessary time for
questions. Take feedback as a class.

EXTRA ACTIVITY

something to be done (well)

help sb on their way – help somebody to start doing Give students this psychology test. Tell them that they must
draw what you ask quickly based on their gut instinct. Say:

something independently
Draw a house. and give students 30 seconds to draw it. Then
b Students match the headings and advice. Remind give students this key:

students that we say because is • Conventional houses show you are fairly traditional.
uncountable. Check answers as a class. • The larger the house, the more self-confident you are.
Answers

• The more floors, the more ambitious you are.

1 e 2 a 3 d 4 c 5 b
• The more windows, the more open you are.
c Students work individually to look at the underlined • The more doors, the more opportunities you are

parts of the article and think of an example of what the

writer means. Tell them to use a dictionary if necessary.
looking for.
• Any people around means you are very sociable.
Ask students to compare their ideas in pairs. Then take

feedback as a class.
Suggested answers
• A garden shows a love of nature.
Ask students to compare drawings and interpretations. Ask

students if they think tests like this have any value.

the left brain dismisses the urges of the right as irrational: the
left brain automatically ignores messages from the right brain if
they don’t immediately make sense – e.g., ignoring a feeling that 4 GRAMMAR

something is too good to be true

letting yourself in for trouble down the road: causing problems for
yourself later – e.g., finding out you need an operation because
a Tell students to underline
from the

you didn’t see a doctor earlier

one of humanity’s oldest survival mechanisms: an instinctive
behaviour which helped us to survive before civilisation – e.g.,
Explain that after feel the
rest of the sentence is one long noun phrase. Make sure

running away from wild animals

Our urge to help others is often outbid by other priorities: we look
after our own immediate needs rather than other people’s – e.g., not
of speech, and noun phrases. Point out that the function
of the noun phrase in this sentence is to provide the
object after feel. All nouns are parts of noun phrases and

stopping to help someone who is hurt because you are late for work
a decision that could affect the course of your future life: a life- a noun phrase may be one word or several words. Break
changing decision – e.g., whether to accept a job offer down this noun phrase on the board to show students
how complex noun phrases can be:

article adjective noun that-clause

an inexplicable certainty that you should not get on

that plane

Explain that noun phrases can be formed in many ways.

Tell students to match the noun phrases with their type.

Check as a class.

Answers
1 c 2 d 3 b 4 f 5 a 6 e

68 UNIT 4 Consciousness

b Write this noun phrase on the board and ask students to

improve it using the pattern article + adjective + noun:
b 2.14Ask students to say which statement they
personally agree with. Pre-teach the abbreviation, GP

(an unforgettable holiday). Tell

students to improve the noun phrases. Check as a class.
(general practitioner: a doctor who provides general
medical treatment). Play the recording for students to
say what the three speakers agree on. Check as a class.

Answers
1 a chance meeting Answer
2 my close friend’s dreams 3

3 a day to remember
4 a disturbingly vivid dream
Audioscript
5 dark secret thoughts
PORTER Now, you know that little voice in your head that questions if

6 the human capacity for imagination

you’ve locked the car properly, or turned the iron off. That uneasy
c Students read the information in Grammar Focus 4A feeling that you get when you think there is something you should
on SB p.144. Students then complete the exercises. Check be doing, but you just can’t remember what it is. More often than

answers as a class. Tell students to go back to SB p.46.

Answers (Grammar Focus 4A SB p.144)
not these are groundless anxieties that simply reflect that many of
us are born worriers, but sometimes that voice in your head – that
gut feeling – warrants your attention. And many doctors, particularly

a One memorable summer day I was coming home after an

exhausting day at work when I met an old friend I hadn’t seen
for ages. I don’t know why but I had the strong feeling that this
GPs, do pay it attention when faced with a patient that doesn’t
quite fit the description in the textbook. All may appear well on the
surface, but you’re left with a nagging doubt that all is not quite as it

was no mere coincidence. In fact, she had a proposition to make

to me which was about to change my life. She said that she was
looking for a reliable partner who she could trust to invest in a
seems. So are doctors right to heed their gut instincts? Ann Van den
Bruel is a GP and research fellow at the University of Oxford.

VAN DEN BRUEL A lot of GPs especially, they recognise this feeling
project started by a few friends of hers. I made a few phone calls
that they get sometimes, although not everybody admits or,
to the bank and I had the money needed to get involved. My
or acknowledges that they sometimes act upon it – it’s seen as
boring days of sitting behind a desk were behind me.

something mysterious or maybe you should not talk about it. But it
b 2 the tram stop is real, and when you talk to GPs about it they’re really happy to be
3 a brilliantly written book able to share that experience of having this gut feeling and using it
4 an eagerly awaited moment

sometimes in their medical decision-making. So it is something real,

5 a one-hour meeting
but it’s not always acknowledged as a valid, or a useful tool.
6 a life-changing injury
P Well, do we know if it’s useful?
7 Ed’s bright idea

V Well we do, because er we’ve been doing studies in, for example,
10 the aunt of the girl I introduced you to yesterday
serious infections in children – so that’s meningitis or pneumonia –
c Human resources experts say that interviewers make hiring and we have found that gut feeling is the most powerful predictor in
decisions within the first minute of an interview. Of course, costly

general practice of a serious infection in a child.

mistakes can be made and sometimes the wrong people are hired.
P But how do you go about measuring the effect of something like gut
Nevertheless, companies have to rely on their managers’ decision-
feeling?
making skills. Most of us have experienced at least one nightmare

V Well, we asked doctors to record whether they felt something like

interview, perhaps conducted by a relatively inexperienced
manager. gut feeling or an instinct that something was wrong in 4,000 children,
and then we compared those recordings with what ultimately

happened to those children and we were able to calculate the

CAREFUL! diagnostic accuracy, if you want, of gut feeling. And we found that
it is very, very accurate – it’s very useful. It’s not a hundred per cent
A common mistake made by students is to leave out articles

right, but the chance that something serious is going on is much

in noun phrases, e.g. before ordinal numbers: Second benefit
higher when a doctor has a gut feeling.
is that there’s less pollution. (Correct form = The second P Well, Margaret McCartney’s been listening in from our Glasgow studio.
benefit is that there’s less pollution.). Students can also use

Margaret, I suspect that none of this will come as a surprise to you.

the wrong article, e.g. the instead of a for something that has MCCARTNEY No … And I think gut instinct is one of those real rich seams
not been mentioned before: Going to the new country and of general practice that kind of goes under-explored, and I think,

meeting new people is always scary. (Correct form = Going unacknowledged as well. When you talk to doctors over coffee,
to a new country and meeting new people is always scary.). y’know, one of the things that we’re always saying to each other
Another typical mistake is to use the possessive ’s instead of is, y’know, ‘I’m just not quite sure about that lady.’ Or, ‘I’m just not

an of phrase when the possessor is an object not a person: quite sure about that hanging together.’ But, I think there’s also a
little bit of shame that goes along with it, y’know, I think sometimes
I read your advertisement in the last Fun World’s edition.
it’s seen as being a bit unscientific – y’know just having this kind of
(Correct form = I read your advertisement in the last edition of

… gut instinct, this sort of feeling about someone and it’s a kind of
Fun World.). Students can also make mistakes by using an slightly romantic idea that kind of harks back to the kind of um old-
of phrase instead of the possessive ’s, e.g. time expressions style videos of pictures of doctors sort of just having a feeling about

aren’t usually used as part of an of phrase: Most students felt someone. And for me it’s not unscientific at all, it’s actually highly
fine about the programme of last year. (Correct form = Most scientific, because what you’re doing is you’re saying actually, out of
students felt fine about last year’s programme.). all the people that I’ve seen with similar symptoms, you’re just a bit

different from everyone else, so it’s almost like recognising that this
5 LISTENING person just doesn’t quite fit the pattern but you’re not quite sure in
what way they don’t fit in with that pattern. So what you’re doing is

a Tell students to look at the picture and ask how you’re opening up to saying well I’m unsure, I’m uncertain and the
doctors deal with patients like children who can’t possibilities here are potentially something quite serious and I’m not
explain or don’t know what is wrong. Put students into going to just let that go.

P And this isn’t the only piece of evidence that suggests that it’s a
pairs to discuss the question. Compare ideas as a class.
powerful tool …

UNIT 4 Consciousness 69

M No … And what I find really fascinating is when you go and ask

doctors around the world, as some researchers have done, ‘Do you
Answers
1 1 feeling 2 anxieties; worriers 3 doubt 4 pattern

experience a similar kind of phenomena?’, all doctors will say that

they do. Some people will describe it as feeling something in their
stomach – something just not quite right. Other doctors will say that
5 bones 6 jars; fit
2 a uneasy feeling; a nagging doubt; groundless anxieties
b groundless anxieties; born worriers

they feel it in their bones that something’s just not right. And it’s c doesn’t quite fit the pattern; jars; doesn’t quite fit together
just this idea that you get something that jars – something that just d feel it in their bones
doesn’t quite fit properly together – and you have a sense that you’re

not actually very certain about what’s going on here at all.

V In general practice, we have to deal with a lot of uncertainty – we
don’t have all the tests and all the technology the hospital doctors
FAST FINISHERS
Explain to fast finishers that jar is a homonym (a word that

do have … and … so, we’re used to dealing with uncertainty and

we’re used to not having that much at our disposal, to make our
decisions. So gut feeling for us is like our safety net, when we feel
sounds the same or is spelled the same as another word but
has a different meaning): jar (n.) a container / jar (v.) used
when something doesn’t quite fit the pattern. Tell students

‘Hmm … I’m not really happy about this’, then we may want to ask a
second opinion, or we may want to schedule another appointment,
or we may want to give the parents very detailed information
to make a list of as many homonyms as they can, e.g. fine
(adj.) good / (n.) penalty; object (n.) thing / (v.) complain.

on when to come back – that’s how we want to deal with that

uncertainty that is left at the end of the consultation. 6 SPEAKING

a Pre-teach (not be able to

c 2.14Tell students to read the statements. Then play
understand exactly why a situation is the way it is) and
the recording for students to listen again and choose the
(having no imagination, new ideas, or energy).
best answer. You may wish to help students with words

from the Vocabulary support box. Check answers as a

class.
Put students into groups to read and discuss each
dilemma. Take feedback as a class.
b Ask students for examples of jobs where gut

Answers
1 often 2 having 3 how accurate gut instinct is
5 important 6 less 7 similar 8 more
4 correct
that students know that CEO

Put students into groups to go through each job and

discuss the role of gut instinct. Take feedback as a class.
VOCABULARY SUPPORT
c Students choose a job, write a dilemma and pass

heed – pay attention to something, especially advice / a

warning
it to other students to discuss. Encourage students to
use the language of doubt and uncertainty in 5e in their
a research fellow – a member of a group of academics of high writing and discussion.

rank
act upon a feeling – do something as a direct result of a feeling EXTRA ACTIVITY

tool – something you use that helps you do a particular activity

a rich seam – an area full of good information/ideas/
Put students into groups and ask them to use a dictionary
and find as many expressions with gut as they can within

material, etc. a time period you set. Give groups one point for finding an
expression, another for the definition, and another for a
hark back to (a time) – remind people of details of a time
personalised example. See which group gets the most points

open up to sth – become more willing to consider or accept and share the vocabulary information on the board.
something
Suggested answers
have sth at your disposal (B2) – have something available for

bust a gut (work very hard or make a big effort to achieve

you to use
something): I bust a gut to pass the last progress test.
a safety net – a plan or system that will help you in a difficult gut-wrenching (making you feel very upset or worried): There was a

situation gut-wrenching cry of agony.

gutted (very disappointed and upset): City were gutted to lose the
d Ask students if they think advances in science and final.

have guts (B2) (have the bravery and determination that is needed
to do something difficult or unpleasant): You don’t have the guts to
in medicine. Put students into groups to discuss whether
climb to the top.
they’ve changed their mind about the role of gut feeling. slog your guts out (work extremely hard): What’s the point in

Take feedback as a class.

e Language in context Doubt and uncertainty
slogging my guts out for this salary?

1 2.15 Tell students to complete the sentences.

Then play the recording for students to check their
answers.
ADDITIONAL MATERIAL

Workbook 4A
2 Ask students:
absolutely sure? (no, it’s just gut instinct). Ask Photocopiable activities: Grammar p.207, Vocabulary p.227,
students if this phrase is connected with a, b, c or d Pronunciation p.258

(d). Tell students to categorise the other words and

phrases. Check as a class.

70 UNIT 4 Consciousness

4B He got himself At the end of this lesson, students will be able to:

• speak, read and listen about the role and reliability

locked in a shed of memories and respond using a range of words and

expressions connected with memory

• use a range of have/get passive constructions in

speaking and writing

OPTIONAL LEAD-IN
• use sentence stress and rhythm to communicate

Books closed. Give students this memory test on Units 1–3.

1 Who is Ellen MacArthur? (a sailor, Unit 1)

2 In which decade did people use the adjective wicked to

describe their favourite music? (1990s, Unit 1)
3 Where is the quietest place in the world? (the anechoic
Audioscript
TOMMY We got burgled once … and believe it or not, they got the

burglars. My parents were having their kitchen renovated – security

chamber in Orfield Laboratories, Minneapolis, Unit 2) wasn’t very good and the burglars got in really easily. They took all
4 What extreme sport did Ada do? (base jumping, Unit 2) the usual stuff – the TV, jewellery, but I also had all my toys stolen.

That’s strange! But I did have an impressive collection of Transformer

5 What disease did Will get? (malaria, Unit 3)
toys. I felt really upset – my world had come to an end. Now the
6 Who was the interviewer in what Max described as his ‘first funny thing was, my toys were actually how they caught the thieves.

and last radio interview’? (Oscar, Unit 3) One went to a football game and had his bag searched as part of
Ask the students who got the most answers right to say why security – the thief took the Transformer items to sell to a mate. Now,
they think they have a good memory. this particular security guard had a friend who was a policeman,

and he’d told him about the strange theft of my toys, and he’d got in
touch, and the thief got arrested as he was leaving that game! And
1 LISTENING and GRAMMAR the good thing was I got my toys back. I was happy on the day I got

a
have / get passives
Ask students when childhood ends. Ask if there
them back, but I lost interest in them almost immediately. I never
played with them again.
MARISSA My brother got himself locked in the garden shed at school

was a particular moment, like going on holiday without

their parents, that signalled the end of childhood. Put
students into groups to discuss the questions. Take
and he couldn’t get out. What happened was, was my brother didn’t
come home from school so my mom and I, we started looking for
him and … I mean, I was with my mother and she started getting

b
feedback as a class.
2.16 Ask students what the wooden building is in
more and more upset, and at first, I didn’t completely understand
what was going on, but I think I picked up on the general anxiety and
that made me cry.

photo C (a shed). Play the recording and ask students

which photo is about which speaker (A Clara, B Tommy,
C Marissa). Then tell them to answer the questions. Give
So his disappearance got everyone looking for him, in a small forest
near our house. And people searched all night calling for him – I mean,
I remember them shouting, ‘Charlie! Charlie!’ I mean, it was terrible

students the information in the Culture notes if they

don’t know what Transformers are. Check answers and
take feedback as a class.
and … there was this desperate sound in their voice – I was so afraid.
Anyway, the next day, the teacher arrives early at school and heard
my brother crying in the shed. No one knows how it happened I

Suggested answers
1 Tommy
mean, maybe the door got locked from the outside. Anyway the
funny thing is, is he’s always loved gardening! I’m surprised it didn’t
put him off.

Photo B shows a room after burglars have raided it. Their house CLARA Er, so it was my first day at nursery, and I was left by my mother.
was burgled and he was very upset because all his Transformer
This was the first time I’d been without her. Mum told me the nursery
toys were stolen. The thieves were caught when the toys were
teacher was really worried. She said she was used to tearful upset

found as a result of a security bag check at a football match. The

children but, apparently, I was like an ice statue!
toys were returned but Tommy never played with them again.
She didn’t really know what to do with me. She had me sitting on my
Marissa
own and I think I remember her saying something like ‘I’ll get you set

Photo C shows a shed. Her brother went missing and people

spent all night looking for him. He was found by a teacher up with some paper and crayons’ but … I just sat there looking at
the next morning in the garden shed at school and has liked her. I’m sure I had some kind of blank look on my face. I guess it was
gardening ever since. a kind of a shock.

Clara
Photo A shows a mother with her daughter on the daughter’s
first day at nursery school. Clara was so shocked by being left
Er, eventually, a little boy asked me to join in a game. I’m not sure
why – I went with him … and that literally broke the ice. He got me
to play when no one else could. Guess who that little boy was … ? It

by her mother for the first time that she didn’t react to anyone
or anything at first. Eventually a boy asked her to play with him
and she did. He became her best friend at nursery but then they
was my husband Andrew! We ended up being best friends at nursery
and, I actually didn’t see him for 15 years. And then suddenly, we
bumped into each other after university and the rest is history.

didn’t see each other for 15 years. Now he’s her husband.
2 Students’ own answers
CULTURE NOTES

VOCABULARY SUPPORT
pick up on sth – understand something that is not
Transformers are action toys originally from Japan which you
can change in shape from robots to vehicles. Transformers

communicated directly
blank (look) – showing no feeling or understanding
are incredibly popular and there are comics and films based
on the concept.

bump into sb – meet someone you know by chance

the rest is history – everything that happened since then is well-
c Ask students what toys were popular when they
were children. Put students into groups to discuss the
questions. Take feedback as a class.
known or obvious

UNIT 4 Consciousness 71

d Ask students what happened to Clara and the boy she

met and elicit . Explain that we use
Answers (Grammar Focus 4B SB p.145)
a 2 get myself measured 3 had it checked 4 Getting

get and have

Is there
5 to give 6 have 7 had everyone shouting 8 mended
b 2 Tina worked hard and got herself promoted.
3 I got my bike stolen.

(the 4 Have your eyes checked.

parents). Put students into pairs to go through the 5 The news got everyone panicking.
6 It wasn’t easy to get the children to calm down / calmed down.

7 Our teacher had us write an essay.

meaning. Check as a class. Then ask the students which
8 Alex got me to go with him.
of the uses a–d sentence 1a should go with (b). Students c 2 given 3 working 4 done 5 having
match the other sentences. Check as a class.

6 to make 7 working
Answers
1 yes 2 no 3 yes 4 yes 5 yes 6 yes
EXTRA ACTIVITY

a 2 b 1 c 4; 5; 6 d 3

e Write 1 and 2 Sandra got

Put students into pairs to discuss these questions:
Would you like to get your hair cut really short?

on the board. Ask

sentence? (1 Sandra, 2 Tim) Ask W
? (1 Tim is Sandra s boss. 2
s
Have you ever had your bag searched in customs at an airport?
What kinds of things get you worried?

Sandra is not Tim’s boss, she is probably a colleague.

Ask In sentence 2, w ? (Sandra
caused him to lose it, for example she might have told
Is it easy for you to get people to do what you want?
If you got yourself arrested but you’d done nothing wrong,

what would you do?

the boss that he was stealing from the company, etc.)
Ask if we can say (yes). Tell Compare answers as a class.
students to complete the table and answer the questions.

Check as a class.
Answers
2 SPEAKING
a 2.19 Pronunciation Drill locked

Subject
My parents
Verb form 1
were having
Object
the kitchen
Verb form 2
renovated.
the shed. and ask students which syllables are stressed
(see underlining). Tell students to underline the
stressed syllables in sentences 1–8. Play the recording

I
He
had
got
all my toys
himself
stolen.
locked in the
for students to listen and check. Say: Are content words
stressed? (yes).
garden shed.

(grammar words). Drill all the sentences.

His got everyone looking for him.
Answers
disappearance
1 I had my bike stolen.

She had me sitting on my

own.
2 They had me doing all the cleaning for weeks.
3 I had my arm broken in a football match.
4 She had me doing all her homework.
He got me to play when

nobody else
could.
5 It got me thinking about what I’d done wrong.
6 I got myself locked out of the house.
7 I got my mum to say I was sick.

1 yes; no, it doesn’t, although got all my toys stolen could imply 8 My brother got me punished unfairly.
that it was in some way due to his own carelessness.
2 yes: had himself locked in the shed changes the meaning to mean b Tell students the story about George Washington,

he asked somebody to do this deliberately; had everyone looking

for him no change in meaning; no: had me to play is not possible.
he was a young boy, George had an axe which he loved
f Students read the information in to use. One day, he cut down a cherry tree in his garden.

2.17–2.18
Grammar Focus 4B on SB p.145. Play the recording The problem was it was his father’s favourite tree. His
where indicated and ask students to listen and repeat. father came home, saw the fallen tree and demanded
to know who had done it. George was frightened and

Students then complete the exercises. Check answers

as a class. You could have a discussion about the
generation gap after c. Ask:
ashamed but he said to his father, ‘I cannot lie. I cut
the tree down.’ George’s father hugged him and said
that telling the truth was more important than any tree.

Tell students to go back to SB p.47. Give students time to read the questions and think of
a childhood incident. Put them into pairs to tell each

other about it. Encourage students to tell the class about

CAREFUL! particularly interesting incidents.
The difference in meaning between have and get can be
LISTENING and READING

confusing for many learners, especially those with Portuguese,

Italian and Spanish L1s. With have / get passives learners may
use have (meaning engage somebody else to do something)
3
a 2.20 Show some photos of people and places from

instead of get (meaning take an active role in completing your childhood and tell students what you remember
about them. Students may be able to share similar
something). I’ll help you have everything sorted out. (Correct
photos on their mobile devices or have photos with
form = I’ll help you get everything sorted out.) The situation

makes it harder to have deals closed. (Correct form = The

situation makes it harder to get deals closed.)
them. Play the recording, which gives Marissa’s story
again, followed by Charlie’s version of the same incident
for students to make notes and compare.

72 UNIT 4 Consciousness

Answers
Marissa: Charlie got locked in shed at school overnight, everyone
Answers
Student A

searched for him all night in a forest, found by teacher arriving

early at school the next morning
Charlie: was so interested in teacher showing him how to grow
1 Memories are formed when neurons link together to form new
connections, or circuits, actually changing the contact between
the cells. Long-term memories, which include experiences

seeds in shed at school forgot about the time and didn’t go home that happened just a few minutes ago to information several
from school, Marissa and his mother came to school in the late decades old, are stored in mental ‘drawers’ somewhere in our
afternoon and found him brains. No one knows exactly where.

2 New information is added to the ‘drawers’, replacing older

Audioscript memories. He compares it to going through drawers, rearranging
items.
MARISSA My brother got himself locked in the garden shed at school

3 The malleability of memory: our memory can be influenced by

and he couldn’t get out. What happened was, was my brother didn’t
something that we have been told that is untrue, and we can be
come home from school so my mom and I, we started looking for tricked into believing it really happened.
him and … I mean, I was with my mother and she started getting

Student B
more and more upset, and at first, I didn’t completely understand
1 An eyewitness has enormous power as their testimony can
what was going on, but I think I picked up on the general anxiety and
convince a jury of someone’s guilt or innocence.
that made me cry.

2 They want to help to make sure that a criminal is caught and

So his disappearance got everyone looking for him, in a small forest believe the police wouldn’t conduct a line-up unless they had a
near our house. And people searched all night calling for him – I good suspect.
mean, I remember them shouting, ‘Charlie! Charlie!’ I mean, it was

3 By asking leading questions or by staring at a person in an

terrible and … there was this desperate sound in their voice – I was identity parade. As a result, a witness might amend their visual
so afraid. image of the criminal they saw, by adding details of the person
Anyway, the next day, the teacher arrives early at school and heard in front of them to an unclear memory.

my brother crying in the shed. No one knows how it happened I

mean, maybe the door got locked from the outside. Anyway the
funny thing is, is he’s always loved gardening! I’m surprised it didn’t CULTURE NOTES

put him off.

CHARLIE So, my sister Marissa always tells this story of me getting
myself locked in a garden shed. That’s just … it’s just not true … I
Jean Piaget (1896–1980) was a pioneer of developmental
psychology and contributed many theories to the field. He

often reflected on his own development in his writings. This

mean, I wasn’t locked in … I was in there with my science teacher,
excerpt comes from one of his classic works.
Mrs James. I mean, she was showing me how to grow things from
seeds. Er, we were transferring seedlings from large containers to He mentions that his nurse had been converted to the

individual ones. We were like, just so concentrated on the job we

forgot about the time. Marissa has a strange idea everyone searched
Salvation Army – this means she was converted to a religious
way of life by a Christian charity.
through the night for me and Mrs James found me in the morning.

That’s just not true. I think my mom was just slightly concerned
I wasn’t home from school. Er … my mom came with Marissa to
d Tell students to compare texts and say what they
found interesting or surprising. Share ideas as a class.
school late in the afternoon and found me and Mrs James at work.

Mrs James was er … a bit embarrassed. Mo … Mom was pleased I’d,

y’know, taken an interest. Marissa was right about one thing though
e Put students into pairs. Tell them to go through the
two texts and guess the meaning of the words and
expressions. Students then check in a dictionary. Do the

… Thanks to Mrs James, I’ve always loved gardening.

, as a class. Say Look at the
b Tell students that most historians think the
story about George Washington and the cherry tree is clearer? (no).

false. Ask how and why the story could have become
popularised. Put students into groups to discuss the
(they fade or lose shape). Check answers as a class.
Answers
questions. Take feedback as a class.

c Divide the class into pairs and assign A and B roles.

Student As read the text and
crumple up: of clothing or paper, to press carelessly into a small
space, so it is folded in an irregular way, and possibly damaged
bear little resemblance to: be very different from

malleability: the quality of being easily influenced, or changed

Student Bs read the text fake (v.): make something look real or valuable in order to deceive
. Tell students to answer the questions people
about their text. If necessary, pre-teach to Student

carry weight: to be considered serious and important enough to

As (not directly connected with or related influence other people
to something) and neuron (a nerve cell that carries notify: tell someone officially about something
messages between the brain and other parts of the

incentive: something that encourages a person to do something

body), and pre-teach to Student Bs (a row of conspicuously: in a way that is very noticeable
people for a witness to identify a suspect from, also culprit: someone who is responsible for a crime / something bad

fuse (v.): join or become combined

called an ) and (willing or eager
to help). Refer to the Culture notes as necessary. Check
the two sets of answers as you monitor.

UNIT 4 Consciousness 73

EXTRA ACTIVITY LOA TIP MONITORING

Play the memory game Alibi. Explain alibi (proof that someone
who is thought to have committed a crime could not have • To avoid having to step in and interfere with the free speaking
done it, especially the fact or statement that they were in when the discussion breaks down or is not developed

another place at the time it happened). Put students into

groups of four: two suspects and two police officers. Tell
the suspects that they have committed a robbery. Give the
enough, write a framework for discussion of each point on the
board which you can refer students to as you monitor.
• Write this framework and example on the board (elicit

suspects five minutes to make up an alibi for where they were

and what they were doing together while the police officers
some of the content from students):
Question How clearly do you remember the time before

think of questions to catch them out, e.g. What was your friend you went to school?
wearing? One police officer interviews one suspect while the
Response Quite well, I mean, I’m still in touch with some
other police officer interviews the other suspect. Police officers and example of my friends from nursery.

then compare the answers the suspects gave. If they find any
differences in their stories, the suspects’ alibi is broken.
Response Really? I guess you talk about those times with
them then.

4 VOCABULARY
Follow-up What we can remember, yes. Anyway, what
about you?
a Say to students:

• As you monitor, notice when groups run out of things to

and ask them to tell you the say and point to the appropriate part of the framework,
collocation (a vivid memory). Tell students to match e.g. follow-up, to show students how they can expand the

a class.
Answers
discussion.

5 SPEAKING

a 5
b 2
c 6
a Divide the class into pairs and assign A and B roles.
Student As study the pictures on SB p.128 and Student

d 1
e 4
f 3
Bs study the pictures on SB p.130 for one minute.

as many of the new words from the lesson as they

b Tell students to look at the collocations in 4a and see remember. Tell students to check with each other and
then look back at SB pp.47–49. Ask what kinds of words

Answers
4 In collocation 4, memory describes the ability to remember. If
then go to SB p.130 and Student Bs to SB p.128. They
test their partners on the pictures they studied and ask

you have a photographic memory, you are able to remember

questions about details they have forgotten. Then ask
things in exact detail.
the class how reliable their partners’ memories were and
In the other collocations, memory describes the event
whether they would make good witnesses.

remembered.
b Ask students to name things which it is important
to remember, e.g. people’s names, vocabulary,
FAST FINISHERS

passwords. Put students into groups to make a list of

Ask fast finishers to write one personal example for each memory techniques. Take feedback as a class.
collocation, e.g. My driving test is still a painful memory. They
c

then compare their examples with another fast finisher.

c 2.21–2.22 Students complete the exercises in are listed. Tell students how /nɪˈmɒnɪk/ is
pronounced. Take feedback as a class.

Vocabulary Focus 4B on SB p.161. Play the recording

for students to check their answers to Exercise a and b. d Ask:
Tell students to go back to SB p.49. Put students into groups to

Answers (Vocabulary Focus 4B SB p.161)

a 1 vague 2 painful 3 distant 4 lasting 5 vivid
discuss the questions. Take feedback as a class.

EXTRA ACTIVITY

6 photographic
b 1 c
2 e Ask students what this mnemonic could mean: Naughty
3 a Elephants Squirt Water (North, East, South, West). Put

4 d
5 g
6 f
students into groups to find out or make up mnemonics for:
• the names of the planets

d
7 b • the colours of the rainbow
• the first seven presidents of the USA.

with you. Elicit how they felt and what they noticed.
Give students time to read the questions, then put
students into pairs to ask and answer them. Take
ADDITIONAL MATERIAL

feedback as a class. Workbook 4B

Photocopiable activities: Grammar p.208, Vocabulary p.228

74 UNIT 4 Consciousness

4C Everyday English At the end of this lesson, students will be able to:

I see where you’re coming from

• speak tactfully in formal discussions using a range
of functional language to give opinions

• identify homophones in words and connected speech

OPTIONAL LEAD-IN

Books closed. Tell students to choose one person from

history and to think of three questions to ask them. Students
compare interviewees and questions in pairs, and try to
Answers
1 Oscar: he suggests Max should stick to writing (rather than
speaking in interviews) and assumes that Max will write

predict the answers the person would give to their partner’s

questions. Take feedback as a class and find out which of
another book
2 Nadia: being professional involves getting the best from
interviewees; Oscar: he thought he was being professional

these people students think would be hardest to interview during the interview with Max
and why. 3 Sara: she couldn’t understand why Oscar was asking about a
sequel; Oscar: he assumes Max will write another book

1
a
LISTENING
Ask students how they would prepare for an
4 Nadia: they could lose a lot of listeners with an interview like
Oscar’s with Max

interview with the famous person they talked about. Put

students into groups to discuss the questions. Compare
ideas as a class.
EXTRA ACTIVITY
Give students examples of books and their sequels:

b 2.23Ask students what they can remember about

Max’s interview with Oscar. Tell students to look at
• The Hobbit and The Lord of the Rings by J R R Tolkien
• The Adventures of Tom Sawyer and Adventures of

discussing. Play Part 1 of the video or the audio recording.

Check the answer with the class. Tell students the
Huckleberry Finn, by Mark Twain.
Ask students to work in pairs and choose one book and its
sequel they know. Tell them to discuss whether the sequel

meaning of the informal use of grand here (very good).

Answer
was better than the original. Take feedback from the class.
You could ask students to research and write a comparison of

the interviewer the books.

Videoscript/Audioscript (Part 1) d Put students into groups to discuss the questions.

Take feedback as a class. Ask students if they agree with

NADIA So, Oscar, before you go,

can we have a quick word
about your interview with Max
O
N
OK …
I think we all need to learn from
this. Suggested answers

Redwood?
OSCAR Grand, yes!
N How do you think it went?
O I do take your point, but I’m not
sure there’s anything more I
could’ve done.
1 Oscar is angry, hurt and defensive. Sara agrees with Nadia’s
feedback but is sympathetic towards Oscar and keen not to hurt
his feelings.

O Well, if you don’t mind me

saying so, it was like trying to
get blood out of a stone.
N I beg to differ. I agree Redwood
wasn’t particularly forthcoming,
but my feeling is that there’s
2 Students’ own answers

e Language in context Idioms 1

N Right.
SARA Yeah, he wasn’t an easy guy
to talk to.
S
always a way.
No offence intended, Oscar, but
… I couldn’t understand why
Check students know the meaning of
(friendly and helpful, willing to give information or to
talk). Tell students to answer the questions. Play the

O Tell me about it! If you ask

me, maybe he should stick to
writing.
O
you were asking about a sequel.
Well, he will be writing another
book, surely?
recording for students to check their answers.
Answers

N I see where you’re coming from, S

but guys, I think we’re forgetting
something here. N
Well, anyway, Max clearly was a
very hard nut to crack.
With all due respect, Sara, I
a like trying to get blood out of a stone
b a very hard nut to crack

O What’s that?
N We’re the professionals.
don’t think you’re in a position
to tell us what does and doesn’t FAST FINISHERS
O OK, but I thought I was being … make a good interviewer. We Ask fast finishers to use dictionaries to find out other idioms

professional.
N It’s our job to get the best from
need to bear in mind that we’re
trying to run a business here. It’s
with blood and nut.

USEFUL LANGUAGE
our interviewees. about getting results. We could

O Are you saying it was my fault?

N Look, don’t take this personally,
Oscar. I’m trying to be
lose a lot of listeners with an
interview like that.
OK, point taken.
2
Being tactful in formal discussions

O
constructive. N Let’s pick this up again a Ask students if they can remember any expressions
O Really?! tomorrow. describing tactful behaviour from Lesson 2C (walk on
N I think a good interviewer can eggshells, ). Tell students to match the expressions

get blood out of a stone. with their uses. Check as a class. Drill the expressions.
Answers
c See if students can name who mentioned the

2.23
1 c 2 b 3 a 4 b 5 b 6 a 7 a
topics and any details about them. Then play Part 1 of
the video or the audio recording again for students to

check their answers.

UNIT 4 Consciousness 75

b 2.24Play the recording. Students match the expressions

Answers
2 name 3 up 4 for/four cakes 5 locked inside
with the uses in 2a. Check as a class. Drill the expressions.

Answers
1 c 2 a 3 b
c 2.26 Play the recording for students to listen to the
sentences. Tell students to write out the phrases as

c Say some direct statements and ask students to

they were said in the interview and then check in the
audioscript on SB p.180. Use the information in the
Language notes below to help students if necessary.
make them more tactful, e.g. (I can see

where you’re coming from, but I’m not sure I agree).

Put students into pairs to make the discussions more
Answers
2 if you don’t mind me saying so
tactful and expand them. Students then act out their

discussions. Give feedback as a class.

Suggested answers
3 I think we all need to learn from this
4 no offence intended
5 we need to bear in mind

1 A My article was rather clever.

B No offence intended, but I beg to differ. It was potentially
offensive.
LANGUAGE NOTES

A I see where you’re coming from, but people shouldn’t be so • When a word finishes in a consonant and the next word
sensitive. starts with a vowel, there is often linking, so think it
B I do take your point, but you need to be more tactful. sounds like one word.

2 A I think I handled that meeting quite well.

B With all due respect, you allowed Leon to talk for too long.
A I do take your point, but you could have interrupted him and
• Remind students that the final /d/ or /t/ is often
unpronounced before a word beginning with a consonant,

helped me out. so the d isn’t pronounced in nee(d) to (see 3e on SB p.36).

B If you don’t mind me saying so, it was your job to chair the • A final /n/ sound may become a /m/ sound if the
meeting. following sound is /m/, as in min(d) me.

LOA TIP REVIEW AND REFLECT d Ask students why homophones might cause problems in
listening (you may think it’s one word/phrase when it is

• Students will understand the purpose of new language

and skills more if you show them how they are relevant
actually two). Tell students to complete the advice. Take
feedback as a class.

to them. Personalise the expressions for being tactful and

show their usefulness.
Suggested answer
think about whether it could be a homophone or part of a
homophone phrase.
• Ask students to think of a time when they were not tactful

or someone was not tactful with them. Give some example

situations, e.g. giving advice to a friend who is quite 4 LISTENING

sensitive; negative feedback at work.

a Tell students to look at the picture and say why
• Put students into pairs to role-play the original untactful Sara looks so happy. Discuss the question as a class.
situation and then role-play the situation again, this time

b 2.27 Play Part 2 of the video or the audio recording

using tactful language. Ask students to compare the two
role plays and how each one made them feel. for students to check their answer in 4a.
Answer

3 PRONUNCIATION get Max Redwood’s phone number from Emma

Homophones in words and connected

speech
Videoscript/Audioscript (Part 2)
SARA Phew, that was hard going!
ALEX What, Nadia? Yeah, she can
S
A
No way! Have you met him?
Um, sort of. But he is staying

a 2.25 Check students understand (a word be quite tough, can’t she? with Emma at the moment.
that is pronounced the same as another word but has a S You’re telling me! It’s the first S Hey, I wonder if …
time I’ve heard her criticise A Yeah?

to give you more examples, e.g. I/eye, here/hear. Play the

correct homophones. Check answers as a class and check

Oscar, though.
A Probably because of his
interview with Max Redwood.
S

A
Well, y’know – could you
maybe, y’know … ?
What? Get his number for you?

students understand dew (drops of water that form on the

ground and other surfaces outside during the night), grate
(to rub food against a grater in order to cut it into a lot of
S You’ve hit the nail on the head!
A Speaking of which …
S Such a shame. I’ve read his
S
A
S
Well, yeah.
Yeah, sure, I’ll call Emma.
Brilliant! Thanks, Alex!

small pieces) and knot (C2) (a join made by tying together

the ends of a piece or pieces of string, rope, cloth, etc.).
book and it’s fascinating. He
must have loads to say about it.
A Yeah. Speaking of which, you’ll
A

S
I wouldn’t mention that you’re a
journalist to start with though.
Hm … Yeah, you’re right. I’ll say

Answers
never guess what I found out I’m a fan!
2 weigh way 3 knot not; fare fair 4 sells cells 5 pear pair recently. Max Redwood is my A Well you are a fan, aren’t you?
6 hole whole; seen scene 7 grate great; wait weight girlfriend’s brother! S Well, yeah, I suppose I am!

8 bare bear
S You’re kidding! Emma’s A Hi Emma! Yeah, listen, I’ve got
brother?! a favour to ask about your
b Write on the board and ask students
A Yep. brother …

students to complete the homophone phrases. Read

them aloud if students need help. Check as a class.

76 UNIT 4 Consciousness

c 2.27 Ask students to read the questions. Then play EXTRA ACTIVITY
Part 2 of the video or the audio recording again.

Put students into groups with the same L1. Ask half the
Students answer the questions. Check answers as a class. groups to translate Part 2 from the start to No way! Have you
Answers met him? and the other groups to translate from Not yet, no.

1 the same: she’s very tough; different: she criticised Oscar for the
first time
2 embarrassed; she’s taking advantage of Alex’s personal contacts
to the end. Put groups with the same L1 together to combine
translations and check each other’s work. Play Part 2 of the
video recording again but without sound and tell a group to

3 She shouldn’t mention she’s a journalist because Max’s

interview with Oscar didn’t go well.
dub it with their combined translation by speaking in their
L1 at the same time as the characters. This will take some

practice and you will need to pause the video at points, but it
d Put students into pairs to discuss the question.
Compare ideas as a class. is fun and challenging.

e Language in context Idioms 2

1 2.28 Tell students to complete the idioms. Play
5 SPEAKING
the recording for students to check their answers. Divide the class into pairs and assign A and B roles.

Concept check the meaning and ask which idiom

means I feel the same way (Tell me about it!), You are
(You’ve hit the nail on the head!), I know
Tell students that A is an employee and B is a boss. Tell
them to read their role play cards, Student As on SB
p.127 and Student Bs on SB p.128. They then carry out

2 2.28
(You’re telling me!).
Tell students to underline the main stress.
the conversation, using the expressions for being tactful
on SB p.50. Then tell them to swap roles, perhaps in
new pairings. Monitor the role plays and give feedback

Play the recording again for students to listen and

check. Check answers as a class. Drill the idioms. to the class.

Answers

1 1 Tell 2 telling 3 hit

2 1 Tell me about it!
2 You’re telling me!
ADDITIONAL MATERIAL
Workbook 4C

3 You’ve hit the nail on the head! Photocopiable activities: Pronunciation p.259
Unit Progress Test

Personalised online practice

4D Skills for Writing At the end of this lesson, students will be able to:

Where does her talent come from? writing

• write an article based on an interview

OPTIONAL LEAD-IN
Books closed. Tell students to list as many different types

of music as they can, e.g. rap, with – in their view – the best
example of a modern-day performer of that genre from their
c 2.29

country. Put students into groups to say what they think about teach the phrases in the Vocabulary support box. Check

each type of music and the performers they have listed. as a class.
Suggested answers
SPEAKING and LISTENING

1
a Ask students to write down one interesting thing
1 Her parents played a lot of music, but they weren’t really
musical and didn’t play a musical instrument.
2 Her parents listened to music all the time, mostly rock music.

about themselves, e.g. I was born on the same day of the 3 She thinks she’s similar to her grandfather in many ways as he
, and then tell other students. Tell was very musical and travelled all over the world and she was
students to read the questions and make notes about inspired by him.

them. Then put students into groups to discuss the

questions. Take feedback as a class.
4 One day she picked up her brother’s guitar and as soon as she
started playing it she knew it was the right instrument for her.
5 She’s travelled all over Eastern Europe and in North Africa. She
b To introduce the subject of English folk music, play

a clip of a song by the English folk singer/songwriter

Roy Harper if you can and ask students what they think
listens to the local music and records it. She always comes back
from travelling with her head full of music and gradually the
music she’s heard works its way into her songs.

then put them into groups to discuss how these things

UNIT 4 Consciousness 77

Audioscript
INTERVIEWER So you’ve obviously N No. I started playing my
2 READING

got a talent for music. Where do

you think that comes from? Is
your family musical?
brother’s guitar, actually – my
older brother. He had a guitar,
but he couldn’t really play it.
the audioscript in terms of language and content, e.g.

NORA Yes and no. My parents

played a lot of music, but I
wouldn’t say they were really
So I picked it up one day and
I started playing around on it.
And like, the moment I started
readers. Tell students to read the article and answer the
questions, comparing the article with their answers in
1c. Compare answers as a class. Ask students whether

musical. They listened to music

all the time.
I And so you did too?
playing, I knew it was the right
instrument for me. It was really
weird actually, it just felt right.
they would rather listen to the live interview or read
the article.

Answers
N As a child yes, we had it played I You’ve been very successful in
to us all the time – whether we a short space of time. Are you 1 She’s a folk musician. Over the last month she’s had her songs
played on local radio and she’s about to embark on her first
wanted it or not. My parents surprised by that?

tour. She’s studying biochemistry at Liverpool University. She

grew up in the sixties. They N Well, I never set out to become
was about seven when she started playing her brother’s guitar.
had a huge record collection famous or make money. Music
She started university two years ago and before long she was
– mostly rock music. So, you was always something I just

giving public performances. The rest of her family have never

could say I grew up with music did for fun. It was only when moved far from their home town of Manchester. She was 18
in that way. someone asked me to play on when she travelled through Eastern Europe.
I But they didn’t actually play a the local radio station that I

2 Her parents had a huge record collection, mostly rock music.

musical instrument? thought maybe I could make a Her parents didn’t play a musical instrument. Her brother is
N No, none of them played living from it. That was about a older than her. He couldn’t really play his guitar. There’s an
anything. But, my grandfather, year ago. elderly man on her album cover.

he was very musical.

I Oh yes?
N Oh yes! He had an incredible
I

N
And now you’ve released an
album; it’s called Memory.
Yes. VOCABULARY SUPPORT

musical ear. He was a violinist.

He played the violin in an
orchestra, and he also travelled
I Is that about your grandfather,
those memories of him playing
the violin? I see you’ve had an
not look back since – after an initial success, continue to be
more and more successful

all over the world – so I think

I’m similar to him in many
ways – like, a professional
N
elderly man put on the cover.
No, it’s not really, well, maybe
partly. But it’s really more to do
sth works its way into sth – something gradually influences or
becomes part of something else

in an orchestra. They did

international tours and
everything like that. So, I think I
I
with travelling.
Travelling?
Yes, it started in my teens, I’ve
FAST FINISHERS

N
Tell fast finishers to make a timeline of Nora’s life, starting
probably take after him. always travelled a lot.
with her earliest memory (aged 5) and ending with her
I Did you hear him play? I Like your grandfather.
planning her first tour.
N Yes, when I was a kid – um Yeah, that’s right.

N
… about five, I think. There I So where did you travel?
was this day when I was at his
place, with my parents, and he
N Oh, lots of places. All over
Eastern Europe, um … Turkey,
3 WRITING SKILLS

was rehearsing something in

another room. And I remember
Morocco. I went for countries
that had good music. And I Showing time relationships
being intrigued with this sound. always tried to listen to the

I don’t know – it was almost an

emotional experience – I was
local music and I recorded
it. It’s like most people take
a Write on the board:

very drawn to it. I think that’s photos, well I do too, but I also
when I became aware of music recorded sounds I heard, music
and wanted to play. And it just especially. I always come back

dawned on me – I wanted to from travelling with my head

play like that … it was that full of music, and gradually that
feeling that got me interested in works its way into my songs.

playing. It was a really formative So you could say they’re my

experience. memories, I suppose. a joke). Tell students to underline three direct quotes in
I But you didn’t start playing the I Musical ones. the article and details of the setting. Put students into

violin? N That’s right, yeah. These are my

musical memories. the setting have on the reader. Take feedback as a class.
See SB pp.52–53, article, for examples of direct speech.

VOCABULARY SUPPORT
have a musical ear – be able to understand music just by
b Ask students why the verb in She tells
(in the introductory piece of
text) is in the present simple if the interview has already

listening to it
it dawns on sb – somebody realises something they had not
taken place (the present simple makes the interview
seem immediate, as if it’s taking place now). Tell

been aware of previously

a formative experience – an influential event in a person’s
category. Check answers as a class.
Answers
development

1 present perfect 2 present simple 3 past simple

78 UNIT 4 Consciousness

LOA TIP ELICITING h Students complete the exercises in Writing Focus 4D

on SB p.171. They read the table with time expressions

• When you elicit patterns of usage, you need to make

students aware of the context of the writing or the speaking.
before completing the exercises. Check answers to
Exercise a and then monitor Exercise b–e. Take feedback
as a class. Tell students to go back to SB p.53.

• Highlight Over the last month she’s had her songs played on
local radio and she’s about to embark on her first tour in the
first paragraph of the article on SB p.52. Elicit the two verb
Answers
a 1 The moment I saw her paintings, I knew she would be a

famous artist.
forms, present perfect and be about to, and why they are 2 Shortly after graduating / he graduated, he got a highly paid
used (present perfect for something continuing until now job in the City of London.

and be about to for something that will happen soon). Then 3 No sooner had I started asking questions than she got up and
elicit why it is effective to have two different forms in the left the room.
same sentence (the interview is seen to be wide in scope, 4 It wasn’t until we were both made redundant that we decided

to form a business partnership.

covering the past and the future).
5 It was only years later that I decided to take up horse riding
• You can also use the audioscript. Tell students to highlight again.
Music was always something I just did for fun in the

audioscript on SB p.180–1. Elicit why Nora uses the past

simple rather than the present perfect (Nora is now a
4 WRITING

professional so her attitude to music as fun has changed). a

interview: an underground train, a cinema, a swimming
c pool, a roller coaster, the top of a mountain. Tell

(no). Put students into groups to compare the sentences

with the original and answer the questions. Check answers.
students to prepare for the interview by looking back
at their notes, thinking of interesting questions and
choosing a setting.
Answers

1 There is only one sentence in the article. The second and third
sentences both begin with She, which sounds repetitive.
b
students who don’t know much about each other so

2 c that there is more of an information gap. Students take

turns to interview each other and take notes. Tell the
d Tell students to cover the text and then make the
pieces of information in questions 1 and 2 into single

sentences. Then ask students to compare their answers

with the original sentences in the text and decide which
provide a model for the weaker student. Read through
the Writing Tip with the class and remind students to

e Ask students what the highlighted phrases are (time

bear these points in mind. If they have the technology,
students may want to record the interview.
expressions). Tell students to match the highlighted

c
expressions with the functions. Check as a class. Manning article as a model. Encourage students to use
Answers

1 The moment 2 It was only when … that; it wasn’t until … that

3 before long; was closely followed by; subsequently
tenses and time expressions. Tell students to show each

and content from the oral interview with their partner.

f Students underline the time expressions and match them

with the functions in 3e. Check answers as a class. EXTRA ACTIVITY
Answers

1 No sooner had … than – 1

2 Not until (many years later) … (did) – 2
Repeat the interview procedure but tell students to imagine
that 20 years have passed. Ask them to imagine what they
have done in those 20 years and what plans they have

3 The instant – 1
4 In time – 2 realised. Tell students to put a copy of the final written text
5 Shortly after – 3 about them in an envelope addressed to themselves to open
in 20 years’ time. It is very unlikely students will still have the

g Ask students what is unusual about 1 and 2 in 3f. Check

as a class and refer students to the grammar section on
envelopes in 20 years, but they will like the idea of opening
them then!
inversion in lesson 3A if necessary.

Answer
The subject and verb are inverted.
ADDITIONAL MATERIAL

Workbook 4D

UNIT 4 Consciousness 79

UNIT 4 3 WORDPOWER

Review and extension a 2.30 Say to students:

Ask what indicates (a
polite request). Tell students to complete the gaps and

1 GRAMMAR then play the recording for students to listen and check.
Drill the phrases in bold.

a
Answers
Write this sentence on the board and ask students to
1 speak 2 bear 3 read 4 put 5 cross

(Tuesday’s timetable). Tell

a class.
b
(opposite).
Does

Answers
1 A recently published published-recently article has caused a
political uproar.
(give your true opinion). Tell students to match the

Answers
2 For tea there were delicious strawberry tarts filled with cream
tarts. a 5 b 1 c 4 d 3 e 2
3 We need a new bed. Our old one one old is broken.

c Tell students to match 1–5 with a–e. Play the

4 Every corner of the table table’s corner was covered in papers 2.31
and documents. recording for students to check their answers. Drill the
5 If you ever get a chance to see them in concert, I recommend it. phrases. Concept check the phrases: when you feel calm

6 A friend of John’s wife the wife of John is also interested.

7 The name of the recently elected leader of the council’s name is
Mr Singh.
and secure (peace of mind),
(a lot on your mind),
(keep an open mind),

b
8 I have to tell him a difficult something difficult this evening.
(a mind of its own), when you
(in the right frame of mind).
Write this sentence on the board and ask students to

choose the correct option: / have the secretary Answers

(have). Tell students to choose 1 c 2 a 3 b 4 e 5 d
the correct answers in the exercise. Check as a class.

Answers
1 got 2 get 3 the repairs done 4 Get 5 having
FAST FINISHERS
Tell fast finishers to make new 1–5 beginnings for a–e in 3c,

2 VOCABULARY
6 dressed 7 had
e.g. a I still feel angry about it and I’m not in the right frame of
mind, and compare sentences with another fast finisher.

a Ask students to look at 1–7 and say which word could

come next in each sentence half. Then tell students to
d Put students into pairs. Tell them to choose a
sentence from 3a or 3c and make a conversation. When

match the sentence halves with the endings. Check as

a class.
choose a new sentence and make a new conversation.
Monitor and ask students to change partners for
Answers variety. As feedback, ask some pairs to perform their

1 e 2 a 3 g 4 c 5 f 6 d 7 b conversation in front of the class.

b Tell students to correct the vocabulary mistakes. Check

as a class.
Answers
EXTRA ACTIVITY
Put students into groups to discuss these statements:

Anyone can run a marathon if they put their mind to it.

1 far distant
2 photographers photographic There may be life on other planets; we should keep an open
3 freshen up refresh mind.

4 foggily vaguely
5 in to
6 hurtful painful
Famous people have a lot more on their minds than the rest
of us.

7 leave slip
8 stimulate trigger
It’s always better to speak your mind than say nothing.
Take feedback as a class.

EXTRA ACTIVITY
Put students into pairs to discuss whether they agree or
Photocopiable activities: Wordpower p.244

LOA REVIEW YOUR PROGRESS

disagree with the sentences in 2b. Take feedback as a class.

Students look back through the unit, think about what

they’ve studied and decide how well they did. Students

work on weak areas by using the appropriate sections of
the Workbook, the Photocopiable worksheets and the

Personalised online practice.

80 UNIT 4 Consciousness


UNIT OBJECTIVES

I T 5

UN
At the end of this unit, students will be able to:
understand and evaluate opinions and attitudes in texts

about punishment and rehabilitation; understand,

summarise and relay and respond to texts describing
occupations

follow and understand details of colloquial radio news

stories, recognising usage of puns; understand details

Fa i r ne s s and opinions of speakers describing employment and

recruitment experiences
use a range of lexis accurately to: give descriptions of

forms of punishment and rehabilitation; discuss crimes

and their consequences; describe, evaluate and discuss
employment conditions, job requirements and fair pay

understand a conversation between people meeting for

the first time and identify social strategies used by the

speakers
UNIT CONTENTS use a range of expressions for recalling and speculating in
social interactions where they are uncertain of the facts

G GRAMMAR
Relative clauses (defining and non-defining; use of relative
pronouns and prepositional phrases)
write well-structured and coherent opinion essays using
linkers effectively to add information and reinforce
their argument

Willingness, obligation and necessity (modal verbs;

phrases with be; idioms)

Linkers: above all, also, besides, furthermore, moreover,

what is more
V VOCABULARY

Crime and justice: arrest on suspicion of, ban from, be

convicted of, be found guilty of, be held in custody, bring
CULTURE NOTES
This photo shows a prisoner in Washington working with
frogs as part of a state-wide Sustainability in Prisons Project.

face-to-face with a victim, criminal, defence lawyer, do

community service, fine, give testimony in court, judge, The aim of the project is to make the prison and general
jury, make an allegation of, one-to-one / group counselling, community more aware of and active in ecological concerns.

plead guilty to, policeman, prosecution, receive a reduced Similar initiatives include a project in the US where prisoners
sentence for good behaviour, receive psychiatric help, train service dogs, and a restaurant open to the public in
sentence to life imprisonment, serve the full ten years, show England where the prisoners only prepare dishes from

evidence in court, solitary confinement, trial, victim, witness

Areas of employment: agricultural, construction, energy,
sustainable products.

b Put students into groups to discuss the questions. If

financial, industrial, manufacturing, public, retail, transport

Language in context: Crime; Temporary states

Wordpower: Idioms: Crime: catch red-handed, get away
students need encouragement, prompt them with ideas
from the Suggested answers below. Take feedback as a
class.

with murder, get off lightly, give the benefit of the doubt,
lay down the law, look over your shoulder, partners in crime, Suggested answers
up to no good 1 They may learn how to be responsible / care for others.

2 giving talks to teenagers about the mistakes they made; taking

P PRONUNCIATION part in clinical trials
Sound and spelling: s and ss 3 Reoffenders may not have had enough support in prison.

Word stress: nouns and verbs

Main stress
EXTRA ACTIVITY

In groups, ask students to imagine they work at a prison, and

GETTING STARTED to convince the prison governor to try one of their ideas in
b2. Give students a few minutes to think of the advantages

OPTIONAL LEAD-IN
Books closed. Put students into groups. Ask students to
and then present them. The class votes for the most
beneficial idea.

discuss how fair these ideas are for the people involved and
society in general:
• a higher tax rate for large salaries

• not allowing prisoners to vote

• raising the retirement age

a Give students one minute to think about their

answers to the questions before talking about the photo

as a class. If necessary elicit barbed wire (a type of

strong wire with sharp points on it). If you wish, give
students information from the Culture notes below. Take

feedback as a class.

UNIT 5 Fairness 81

5A A place where you have to At the end of this lesson, students will be

able to:

look over your shoulder • read an article about a prison system

and evaluate the claims made

clauses with a range of constructions

OPTIONAL LEAD-IN
• identify and use four pronunciations of
the letter s

Books closed. Ask students to name famous prisons or

prisoner camps throughout the world that have now been
turned into museums, e.g. Solovki in Russia. Put students
punishment and rehabilitation using a
range of vocabulary related to crime

into groups to discuss why they think tourists want to visit

these places. Take feedback as a class.
and justice

1 READING d Ask students to work in pairs and explain any of the

highlighted words and phrases they already know to

a their partner. Tell students to work out any meanings

books about famous prisons throughout the world and
they don’t know from context. They can then check
what impression it gave them of prison, e.g. The Count of
their ideas in a dictionary. Check answers as a class.

Monte Cristo about Château d’If, The Birdman of Alcatraz

about Alcatraz, Papillon about Devil’s Island, Mandela: Long
Walk to Freedom about Robben Island. Put students into
Answers
communal: belonging to or used by a group of people rather than

b
groups to discuss the questions. Take feedback as a class.
Ask students if they think a prison in Norway
one single person
humane: showing kindness, care and sympathy towards others,
especially those who are suffering

minimalist chic: a fashionable style in art, design and theatre that

to look at the photos, say what impression they give uses the smallest range of materials and colours possible, and only
and then answer the questions. Take feedback as a class. very simple shapes or forms

Students then read the article. Check answers as a class. unbarred: without metal bars, typical of cages or prisons
scale (v.): climb up a steep surface, such as a wall or the side of a
Suggested answers mountain, often using special equipment

1 The conditions are very good. Every cell has a flatscreen TV, high-risk: involving a greater than usual amount of risk
its own toilet, a shower with large, soft, white towels, fridges, incarcerated: put or kept in prison or in a place used as a prison
cupboards and desks. There are no bars on the windows. institutionalised: if someone becomes institutionalised, they
Prisoners enjoy freshly brewed coffee, and they have their own

gradually become less able to think and act independently,

fridges. They are encouraged to attend work and educational because of having lived for a long time under the rules of an
activities. The prison has its own studio for mixing music. institution
2 Many prisoners have committed very serious offences such as cluster around: when a group of people/things surround someone

violent attacks, as Halden prison is one of Norway’s highest-

security jails.
or something
address (v.): speak or write to someone (formal)
minor irritations: small problems

c Tell students to answer the questions. Encourage students

to guess the meaning of the words in the Vocabulary
support box if they ask about them. Help with the
LOA TIP CONCEPT CHECKING

meanings if necessary. Check answers as a class.

Answers
• If students understand the grammatical relationship
between a word or phrase and the rest of the sentence,

1 the smell of coffee; the quiet

2 through rehabilitation, not punishment
3 yes – because it looks like one; no – because you can’t leave
this can help them to work out the meaning.
• Tell students to look at communal. Ask students: What

part of speech is ‘communal’? (adjective). Tell students to

when you want
4 to make it look as if it isn’t a prison; to make it seem normal underline the whole sentence, which is at the beginning
5 those who leave their cell to attend work and educational
of the text (It hits you in the communal apartment-style

activities are paid; doing activities makes prisoners less

aggressive and stops them getting institutionalised
areas where prisoners live together in groups of eight.). Ask:
6 being locked in his room at night What does the compound adjective tell us? (the cells are
like apartments, or flats); What does the relative clause tell

7 the prisoners didn’t stand to attention when Halden’s governor

came past but clustered round him and listed their complaints us? (one area has eight prisoners); So could ‘communal’ be
8 it feels like a place where you don’t need to feel frightened about being alone or being together? (together).

VOCABULARY SUPPORT
• Show students how much the grammar helps unlock
the meaning by rewriting the sentence as two separate
sentences. It hits you in the communal areas. These are

flagship – the product or service which represents the best of

an organisation apartment-style and prisoners live together in groups of
eight. Here it is harder to make the connection between
rehabilitation – the process of helping somebody return to a

communal and the other information.

good/healthy/normal way of life
boutique hotel – small, stylish, independent hotel e Ask students why Kent is in prison (a violent
attack) and if they think his punishment is appropriate.

stand to attention – (military) stand up very straight and still,

with feet together and chest out Put students into groups to discuss the questions. Take
feedback as a class.

82 UNIT 5 Fairness

2 GRAMMAR d 2.32–2.33 Students read the information in

Grammar Focus 5A on SB p.146. Play the recording

a Tell students to match the captions with the photos.

Check answers as a class. where indicated and ask students to listen and repeat.
Students then complete the exercises. Check answers as
Answers

a class. Tell students to go back to SB p.57.

1 d
2 a Answers (Grammar Focus 5A SB p.146)
a 2 c

3 b
4 c 3 e
4 h
b Write on the board: 5 a

1 The prisoners who escaped were punished.

6 d
7 b
8 f

2 The prisoners, who escaped, were punished. b 2 whom

Ask students in which sentence all the prisoners were 3 that
punished (2). Ask students to rephrase sentence 1 to 4 whose

Only the prisoners

who escaped were punished.). Ask students what the
5 by which time
6 few of whom
7 which

2, who escaped is a separate word group). Ask students c 2 The criminals shared a prison cell, the floor of which was over
the city drainage system.
3 The prisoners, who were desperate for freedom, built a tunnel

through which they could escape / which they could escape

aren’t essential and can be left out of the sentence. through.
Tell students to underline the relative clauses in the 4 One night, when / on which there was a full moon, they went

down the tunnel.

say why. Check answers as a class. 5 The two criminals came out into a street which / that looked
Answers familiar.

6 They had come up outside the local police station where / at

1 Norwegian prison officers are tasked with rehabilitating the
which they had first been charged.
men in their care, the result of which is a 20% reoffending rate,
7 The local police, all of whom knew the criminals by sight,
compared with 50% in England.
arrested them.

2 Graffiti by Norwegian artist Dolk, from whom it was

commissioned out of the prison’s 6m kroner (£640,000) art
budget.
8 They took them back to the prison, from which they never
tried to escape again.

3 Welcome to Halden prison, Norway, inside the walls of which

prisoners receive comforts often likened to those of boutique CAREFUL!
hotels.
Students often make the mistake of leaving out a preposition

4 The prisoners, some of whom have committed the most serious

crimes imaginable, are provided with plenty of opportunities for in relative clauses, e.g. after quantifiers: I would like to get
physical exercise. some money back, at least 50% which will go to charity.

all the relative clauses are non-defining; they aren’t essential (Correct form = I would like to get some money back, at least
and are preceded by a comma 50% of which will go to charity.). Another common mistake
is to use which + noun: I am writing to participate in your
c Tell students to work individually to compare the

alternative clauses with the clauses in 2a and say which

features of the clauses in 2a are more formal. Take
competition, which advertisement I saw in a magazine recently.
(Correct form = I am writing to participate in your competition,
the advertisement for which I saw in a magazine recently.).
feedback as a class.

Answers
the clauses in 2a begin with prepositional phrases:
e Tell students that in the UK there are open prisons
where low-risk prisoners only need to spend the night

1 the result of which

2 from whom
in their cells and are free to do activities in the prison
during the day. Some prisoners qualify for day release
3 inside the walls of which and work outside the prison in the community. Ask

4 some of whom students if they think open prisons are a good idea.
Then tell students to complete the sentences with their
LANGUAGE NOTES own ideas.

You could point out to students that in caption 3, the

participle clause, comforts often likened to those of boutique
f Put students into groups to compare ideas. Take
feedback as a class.

hotels, is similar to a reduced relative clause, comforts (which

are) often likened to those of boutique hotels. In caption 1 EXTRA ACTIVITY

the participle clause a 20% reoffending rate, compared with

Put students into pairs and ask them to make a timetable
50% in England is an adverbial, it does not post-modify the
of a prisoner’s day in their ideal prison, e.g. 7:00 get up, 7:30
noun phrase before it. Tell students that they will learn more
morning jog, etc. Put two pairs together to compare and use

about participle clauses after nouns and participle clauses as

adverbials in Lesson 6B.
ideas from both to agree on the best timetable. Ask groups to
present their timetable, explaining the reasoning behind it,

to the rest of the class.

UNIT 5 Fairness 83

3 VOCABULARY and SPEAKING Answers (Vocabulary Focus 5A SB p.162)

a 1 a arrest on suspicion of: when the police take somebody (by
Crime and justice

a 2.34 Elicit the names of crimes students should

force if necessary) into the station to question them about
a crime that they think they have committed
b make an allegation of: make a statement, without giving
know: stealing from a house (burglary), stealing

proof, that someone has done something wrong or illegal

from a shop (shoplifting), using violence for political 2 a be held in custody: the state of being kept in prison, especially
reasons (terrorism). Tell students to match the crime while waiting to go to court for trial (court = a place where

collocations, using a dictionary if necessary. Play the trials and other legal cases happen, or the people present
recording for students to listen and check. in such a place, especially the officials and those deciding
if someone is guilty; trial = the hearing of statements and
Answers

showing of objects, etc. in a law court to judge if a person is

1 c guilty of a crime or to decide a case or a legal matter)
2 e b be convicted of: to decide officially in a law court that
3 b

someone is guilty of a crime

4 d 3 a show evidence in court: lawyers show relevant documents,
5 a witness statements, scientific information, etc., in court,
violent assault: an attack which hurts or seriously injures another during a trial, which support the idea that something is or

person
tax evasion: when someone illegally pays less tax than they should
possession of a controlled substance: owning or carrying an illegal
is not true
b give testimony in court: give, in court, during a trial, (an
example of) spoken or written statements that something

drug
credit card fraud: when someone pretends to be the owner of
a credit card and uses false information to pay for goods and
is true
4 a plead guilty to: to make a statement in a law court saying
that you admit you are responsible for breaking a law

services or obtain money

bribery and corruption: giving money or a present that you give to
someone so that they will do something for you, usually something
(sentence = a punishment given by a judge in court to a
person or organisation after they have been found guilty
of doing something wrong)

dishonest, and illegal, bad or dishonest behaviour, especially by

people in positions of power
b be found guilty of: a court of law decides you are
responsible for breaking a law

b Play the recording for students to listen and

2.35
repeat the pronunciation of the words. Drill the words. CAREFUL!
Students can confuse commit with convict: However, after the
c Write base, case and vase on the board and ask

2.36
s sound (vase, /z/). Students punishment finishes and the offender is released, that person
can convict a crime again. (Correct form = However, after the
recording to check. Drill the words. punishment finishes and the offender is released, that person

Answers
1 mission – /ʃ/
can commit a crime again.).

2 impression – /ʃ/
3 comparison – /s/
4 vision – /ʒ/
HOMEWORK ACTIVITY
Ask students to follow the advice given in the Learning

d
crimes for their partner to guess. Encourage students to
Tip and make a note of the difference between these
words and expressions in their vocabulary notebooks: bail/
fine, commit/convict, evidence/proof, judge/jury, murder/

use relative clauses. manslaughter, persecution/prosecution, reduced sentence /

suspended sentence. Tell students to use a dictionary to find
EXTRA ACTIVITY

the differences in meaning and to give example sentences to

Tell students to solve this puzzle. A prisoner has escaped show the different meanings.
from prison and he runs towards two doors outside the walls.

One door leads to safety and the other back to the prison
but he doesn’t know which is which. In front of the doors are
4
a
LISTENING
Ask students to tell you about a crime which has
two brothers who do know which door leads to safety. One

brother always tells the truth, the other brother always lies.
The prisoner knows this and has time to ask one question
been in the news recently. Then tell students to describe
the pictures and say what crime they think is happening.
b Pre-teach fraudster (someone who gets money by

to one of the brothers before he chooses which door to go

through. What would that question be? deceiving people). Tell students to match the headlines
with the pictures.
Answer

The question would be Which door would your brother say leads to
safety? and the prisoner would then go through the other door.
c 2.39 Play the recording for students to listen and
check their answers to 4b. Check answers as a class.
They then work in pairs and explain what is happening

e 2.37–2.38 Students complete the exercises in

Vocabulary Focus 5A on SB p.162. Play the recording
in each picture. If necessary, pre-teach hive (a structure
where bees live, especially a beehive – a container like
a box – or the group of bees living there), truant (a child

for students to listen to the sentences in Exercise a

and c, and check answers as a class. Put students into
groups to discuss Exercise b, d and e and compare ideas
who stays away from school without permission) and
pocket-dial (phone someone by mistake and not realise

as a class. Ask students to read the Learning Tip. Tell

students to go back to SB p.58.
you are making a call). Take feedback as a class.
Answers

1 Fake fan 2 Cereal offender 3 Dial a crime

4 The honest fraudster 5 Would-bee burglar
84 UNIT 5 Fairness

Audioscript
NEWSREADER 1 When it comes to football, I’m extremely patriotic. Who
Suggested answers
1 An immigration officer noticed that a man with a French

isn’t? If I go to see England play anywhere in the world, there’s only

one football shirt you’ll catch me wearing – I wouldn’t be seen dead
in anything else, particularly a French one. Same goes for any fan
passport was wearing an English football shirt. The passport
was a fake.
2 A 16-year-old regularly missed school to have breakfast in

– only trouble is … the shirt can get you into trouble. So here’s the
thing … Man goes to Cyprus. Turns up to customs and hands over
his French passport. The immigration officer looks at the passport
an empty house, but one morning he logged himself on to
Facebook with the family’s iPad and forgot to log himself out.
3 The criminals pocket-dialled the emergency services and the

and looks at the man. What’s he wearing? An English football shirt.

Just doesn’t match, does it? A Frenchman wearing an English
football shirt? C’mon! Turns out this guy – this not so clever guy –
operator overheard their conversation. The police were waiting
for them at the pawnshop where they were planning to sell the
stolen goods.

4 Prisoner John Parsons managed to get somebody to bring him

well, he forged the passport – it was a fake. And, by all accounts, he
a mobile phone in prison and emailed a release form to officials
missed the game. The Cypriot police have locked him up.
and got himself released, but handed himself in after a few days.
NEWSREADER 2 Stealing things – it sure makes you hungry. Here’s a

5 A burglar opened a box containing bees. The police hope that

story of a young man who brings new meaning to the term ‘serial medical professionals or chemists will let them know if they
offender’. This 16-year-old was skipping class at high school have treated someone for bee stings, which is very unusual in
and paying regular visits to a family home – not his family. The

the winter.
homeowner says he doesn’t have a key to his own house so leaves it
unlocked every day. So our 16-year-old truant gets into the habit of
dropping in for some breakfast cereal and milk – not just once, but VOCABULARY SUPPORT

on a number of occasions. And it was all going well until he logged

himself on to Facebook with the family’s iPad … and forgot to log
wouldn't be seen dead doing sth – (informal) would never do
something because it is too embarrassing
himself out! So our young ‘cereal offender’ got caught and has been

detained in a local facility for young criminals.

NEWSREADER 3 Ever done the pocket-dial thing? It can be a bit
a whole heap of – (informal) a lot of
ill-gotten gains – (literary / informal) money or goods obtained

embarrassing. It can also get you arrested! See, this couple thought in a dishonest or illegal way
they were being very smart. They allegedly went to a supermarket
nobody's fool – a clever person who is not easily tricked
and stole a whole heap of video games and DVDs. They had this
a whole host of – a large number of

great plan to pawn them for cash at the local pawnshop. Trouble
is, when they were making their getaway, they pocket-dialled bumbling – clumsy and disorganised, with no skill
emergency services. I mean, they thought they were pretty smart –

boasting about how the operation had gone so smoothly and how e Language in context Crime
much cleverer they were, compared to other thieves. They also
Ask students what them is in 3 (videos and DVDs). Ask
talked about where they were going to sell their ill-gotten gains.
what could be a synonym of pawn (sell). Say that pawn

Of course, what they didn’t realise was that an emergency services

sell and ask what an alternative
operator could overhear the whole thing and noted down all the
to selling stolen goods could be. Ask students to go
details. So when they got to the pawnshop, guess who was waiting?
through the words and try to work out the meanings.

The police, of course, with the handcuffs ready!

NEWSREADER 4 Let me tell you about John Parsons – that very rare
Encourage them to look at the audioscript on SB p.181.
thing, an honest fraudster. And I have to say, Mr Parsons is extremely Tell them to check their ideas in a dictionary.

creative – ingenious, you could say. He was stuck in a high-security Answers

facility all nice and safe. Someone manages to smuggle in a mobile forge: make an illegal copy of something in order to deceive
phone for him. Now, Mr Parsons gets busy and creates a fake web detained: be forced to stay in a place by officials

domain, and from this domain he emails a release form to officials pawn (v.): leave a possession with a pawnbroker in return for
– for his very own release! So out of jail he walks – a free man – and money
the officials don’t discover his clever little scheme for another three handcuffs: two metal or plastic rings joined by a short chain that

days. But this is where the fraudster turns into an honest man – he lock around a prisoner’s wrists
hands himself in. Or maybe life was boring on the outside. Anyway, smuggle: take things to or from a place illegally
he’s back inside serving his 15 years for numerous counts of fraud. hand yourself in: voluntarily go to a police station and admit to a

But even lawyers and judges agree, John Parsons is nobody’s fool! crime
NEWSREADER 5 Now here’s a good story. You could say that it’s
un-bee-lievable! Police are on the hunt for a … I guess you could f Ask students: How do prisoners communicate with one
another? (cell phones). Elicit the joke (cell = a room for

call him a ‘would-bee burglar’. Last Thursday night he was having

a go at stealing some bits and pieces from a shed in the Jesmond a prisoner) and say that this kind of joke is a pun. Elicit
Dene area. So he was busy opening all these boxes, looking for some that a pun is a humorous use of a word or phrase that

interesting items to steal. And one of the boxes contained something has several meanings or that sounds like another word.
with a very interesting … buzz. Inside was a hive of bees! Police
are pretty sure our burglar won’t have got away without a whole

one of the puns and explain it to their partner. Check

host of bee stings. So police want to know if there are any medical
professionals or chemists out there who’ve treated someone with answers as a class.
bee stings. Not very common in these winter months.
Answers

CO-PRESENTER What you might call a … bumbling crook!

The two puns are in these headlines:
Cereal offender: cereal sounds like serial. Serial is used to refer to

d 2.39 Play the recording again. Students summarise a person who repeatedly commits crimes. The offender regularly
went into an unlocked house and ate breakfast cereal.
how the criminals were caught or how the police hope
Would-bee burglar: bee sounds like be. Would-be means wanting or
to catch the criminals. They compare answers in pairs.
trying unsuccessfully to be. The burglar wanted to steal things from

Check answers as a class. a shed but was attacked by bees when he opened a hive he thought
was a box.

UNIT 5 Fairness 85

EXTRA ACTIVITY Tell students to work in pairs and decide on a suitable

consequence for each person, discussing whether there

Ask students if they noticed two other puns in the is any further information they would need in order to
listening about the ‘Would-bee burglar’. Elicit that the be make a judgement.
in unbelievable sounds like bee and that the newsreader

emphasised the second syllable, breaking the word up into b Ask pairs from 5a to work in groups of four to
three parts un – bee – lievable. Also elicit that bumbling in a compare and agree on consequences for each person.
Take feedback as a class.
bumbling crook means confused and showing no skill and that

a bumble bee is a type of bee. Tell each joke in turn and ask
students to tell you what the pun is. EXTRA ACTIVITY

I’d tell you a chemistry joke but I know I won’t get a reaction. Books closed. Read out this situation to the class:
(reaction = response / chemical process) A man’s wife is dying but there is one very rare drug that
The bee got married because he found his honey. (honey = can save her. One chemist on the remote island where they

what bees make / person you love)

I knew sign language would be handy. (handy = using hands /
live has the drug. He paid $400 for it but sells it for $4,000.
The sick woman’s husband, Heinz, has been to everyone
he knows to borrow the money but he can only get $2,000.

useful)
I used to be a banker but I lost interest. (interest = money/
Heinz tells the chemist that his wife is dying and asks him to
sell it to him at a cheaper price or to let him pay later, but the
motivation)

chemist refuses. Heinz is considering breaking into the shop

Police were called to the kindergarten because a small child to steal the drug for his wife.
was resisting a rest. (a rest / arrest) Ask students to discuss Heinz’s dilemma. Would stealing

g Ask students if they have ever had an embarrassing

pocket-dial situation. Put students into groups to discuss
the drug be justified in this case and if Heinz is caught, what
punishment should he get?

the questions. Take feedback as a class.

ADDITIONAL MATERIAL
5 SPEAKING

a
rehabilitation students studied in Vocabulary Focus
Workbook 5A
Photocopiable activities: Grammar p.209, Vocabulary p.229,

5A on SB p.162, e.g. to charge someone an amount of

money as a punishment for not obeying a rule or law
Pronunciation p.260

5B It’s essential to have

At the end of this lesson, students will be able to:

• Listen and relate to people discussing

the right qualifications employment issues

• Use word stress accurately and distinguish

according to their part of speech

OPTIONAL LEAD-IN
• Read and discuss employment terms and
conditions using a range of words and

Books closed. Tell students to write all the letters from A to

Z in a column in their notebooks. Ask students to name a
expressions connected with employment
• Use a range of forms for willingness,
necessity and obligation

job which begins with A, e.g. accountant, then B, e.g. builder.

Give students three minutes to try and complete the list • Discuss the advantages and disadvantages of
with a job for each letter of the alphabet. Put students into

pairs to compare lists. Tell them to choose two jobs from

the list which they would like to do and two jobs which they
definitely wouldn’t want to do and to explain their choices.

Students then compare their lists and ideas as a class.

b 2.40Ask students to speculate about what kind of
work the people in the pictures might be doing. Play
1 LISTENING and VOCABULARY

Employment
the recording. Tell students to listen and answer the
question. Check answers as a class.
Answers

a Say: Most people want to earn as much money as

possible while doing as little as possible. and ask students
if they agree. Put students into groups to discuss the
Mike works in a café but wants to work in conservation.
Olivia wants to work in sustainable tourism.

Andrew works in investment banking, in the financial sector.

questions. Take feedback as a class. Karen works in retail.

86 UNIT 5 Fairness

Audioscript
MIKE Well I actually studied biology at university and er … I’ve always
e Put students into groups to discuss the questions. Take
feedback as a class.

wanted to get into conservation work. Er … And I’ve been trying to

get work on nature reserves, in order to gain practical experience.
And the trouble is I can’t find a job with a paid salary – there’s too
Answers
1 sector: one of the areas into which the economic activity of a

country is divided
many people these days who are willing to work on a voluntary basis
2 Students’ own answers
so, er … so at the moment what’s happening is I’m volunteering
3 Suggested answers: educational, entertainment, private, service
at weekends and I’m working in a café during the week, in order to

make ends meet and pay the bills.

OLIVIA I left college in June and have a degree in tourism. Since then
I’ve been applying for many jobs in sustainable tourism, for example,
FAST FINISHERS

Ask fast finishers to list the sectors in order of their

y’know, ecotourism. That’s what really interests me and I’m very
passionate about. But unfortunately in this current climate, it’s very contribution to their country’s economy.
difficult to get a job. Unfortunately, the last job I applied for had 200
f

applicants, and I got on a shortlist of 10 but, er … in the end I didn’t

get it. The only way to gain experience nowadays seems to be to do
an internship – but instead of them paying us, we have to end up
the verb forms and adjectives. Check answers as a class.
Answers

paying them for this privilege!

ANDREW I applied for a job in investment banking straight after I left
university. Er … my background is economics and business. I was
verb forms: finance; construct; publicise; manufacture; transport;
energise; industrialise; retail
adjectives: financial; agricultural; public; manufacturing; industrial

lucky because I was immediately offered jobs by three different

companies and I decided that I would go for the job that I deemed
to be most interesting. Um … I managed to negotiate a higher CAREFUL!

salary than they were offering and since then I’ve been working very
hard indeed, in order to prove myself – as there have been a lot of
redundancies in the financial sector recently. And I certainly want to
A common mistake students make is to use the wrong form
of these words in the box in 1e: concentrate our finance

resources on this challenge. (Correct form = concentrate our

make as much money as possible while I can.
financial resources on this challenge.); the constructing of
KAREN I left school um … at 16, and I went straight to do an
the metro. (Correct form = the construction of the metro.).
apprenticeship in retail. Um … unfortunately, by the time I finished

my apprenticeship a lot of people were made redundant and they

couldn’t keep me on. So I was unemployed for probably about two
years … But, er, eventually I found a job in this large store selling
Some students also mistakenly use public when audience
and state are correct: Italian soap operas have gained a wide
public. (Correct form = Italian soap operas have gained a wide

sports equipment, which I’m still there, I’m working shifts. I work
morning shifts, afternoon, and evening shifts. Um … I get paid by the
hour so I try to get as many shifts as possible – so if I’m lucky I can get
audience.); a substantial gap between public and private
education. (Correct form = a substantial gap between state
and private education).

a double shift and work er … around 40 hours a week, maybe. But

more often it’s only around 10–15 hours a week … and that’s hardly g 2.41 Pronunciation
enough to live on. to match the words with the stress patterns. Play the

c 2.40Tell students to try and match the statements

recording again. Pause after each sentence and ask
students to say whether the word in bold is a noun or
with the speakers before they listen. Then play the verb. Then drill the words according to whether they

recording again for students to check their answers.

Check answers as a class.
are a noun or verb. Elicit the answer to the question and
ask students what other noun/verb pairs they can think

Answers of, e.g. .

1 Andrew 2 Mike, Olivia, Karen 3 Mike, Olivia 4 Mike, Olivia Answers
5 Karen b transport a Transport

VOCABULARY SUPPORT
The stress is on the first syllable in the noun and on the second
syllable in the verb.

shortlist – a list of candidates competing for a job, chosen from

a longer list
h 2.42 Play the recording. Tell students to write a or
b in the tick boxes according to whether the sentence
contains the word used as a noun or as a verb. Check

the current climate (C2) – the general (economic/political)

situation at present answers as a class.
prove yourself – show that you are good at sth Answers

keep sb on – (informal) continue to employ somebody 1 a noun b verb 2 b noun a verb

4 b noun a verb 5 a noun b verb
3 a noun b verb

d Ask if recent graduates like Mike and Olivia

are often unrealistic about what to expect from the

job market. Put students into groups to discuss the
Audioscript
1 a There’s been an increase in employers offering apprenticeships.
1 b The number of employers offering apprenticeships has increased.

questions. Take feedback as a class.

2 a We import most of our stock from China.
2 b The majority of our products are Chinese imports.
EXTRA ACTIVITY 3 a Her attendance record is spotless.

Put students into groups to discuss what kind of problems

these people face in the job market and what can be done
3 b Line managers have to record any absences.
4 a We don’t export anything at present.
4 b Exports are lower than expected this year.

to help them: immigrants, women, disabled people, ex-

5 a When are you getting a new contract?
prisoners, people near retirement age. Take feedback as
5 b We need to contract a number of short-term staff.
a class.

UNIT 5 Fairness 87

LOA TIP DRILLING bombs), run errands (go out to buy or do something) and
scout out

• A stressed syllable is louder, longer and higher in pitch.

A good way to demonstrate this is for students to hum
places). Check answers as a class.
Suggested answers

the word because then they are focusing purely on Bomb disposal diver: safely recovering or disposing of unexploded
pronunciation. bombs on the seabed
Private butler: providing a personal service for a very wealthy
• Hum transport as a noun, HUMhum, for students to repeat.

individual by doing anything the employer wants done at any time

Do the same with transport as a verb, humHUM. Repeat
with more words from 1g and 1h. Put students into pairs b
personal risk as a bomb disposal diver. Put students into

to hum the words as nouns and verbs. Monitor and check

students are stressing the correct syllable, using all three groups to discuss the similarities. Take feedback as a
features: loudness, length and pitch. class.

• Then drill the words with sounds rather than humming,

e.g. finance and finance, and check students maintain the
Suggested answers
lack of privacy: a diver has to live with five to ten people in close
proximity for a month or longer and a butler has to live in someone
distinction in stress.

else's home most of the time

risks and danger: physical risks and danger for the diver, though
EXTRA ACTIVITY the long hours and the danger of suffering from isolation could

Put students into groups to think of more words where the

word is written the same but the different parts of speech
adversely affect the butler’s health
working hours: unpredictable for both. A diver works to a narrow
timescale and only works two months out of three but a butler

change the pronunciation, e.g. read /riːd/ infinitive and

/red/ past tense; house /haʊs/ noun and /haʊz/ verb; aged
/eɪʤɪd/ adjective and /eɪʤd/ verb. See which group has the
works long hours and can be asked to do anything at any time.
qualifications and training: essential for a diver, but only advisable
for a butler

most words and write all the words with their pronunciations
on the board.
getting on with other people: essential for both. A diver has to
live in close proximity with lots of other people and a butler has
to enjoy looking after others and be able to deal with all sorts of

people.
i impact on family life: negative for both. A diver is away from home
Put students into groups to discuss the questions. Take for at least six months of the year and it’s difficult for a butler to
feedback as a class.

have their own family life.

2 SPEAKING c Ask students whether they think these jobs are

more suitable for men than women, vice versa or it

a Ask students to tell you some of the terms and

conditions in their jobs or in jobs they would like to do,
doesn’t matter. Put students into groups to discuss the
questions. Take feedback as a class.
e.g. holiday arrangements. Tell them to read the list and

tick the ones they actually have in their job. Pre-teach

sabbatical (a period of time when college or university
EXTRA ACTIVITY

teachers are allowed to stop their usual work in order Put students into groups. Half the groups should think of
to study or travel, usually while continuing to be paid). five job interview questions to ask potential bomb disposal
Put students into groups to discuss the questions. Take divers; the other groups should think of five interview

feedback as a class. questions to ask potential private butlers. Students from

different groups pair up and answer each other’s questions
FAST FINISHERS as if they were candidates.

Point out paternity and maternity and ask fast finishers to

write down as many male/female word pairs, e.g. waiter/ 4 GRAMMAR

waitress, as they can while the others are finishing.

Suggested answers
Willingness, obligation and necessity
a Tell students to read the examples from the texts and

must and should,

bridegroom/bride, hero/heroine, lion/lioness, nephew/niece
and must and have to.
b Ask students how performance-related pay could Answers

work in a café. Put students into groups to discuss terms

and conditions for the two businesses. Take feedback as
a yes – should means desirable but not obligatory
b no – both are obligations
a class.

must describes a rule

have to describes a necessary part of the job (not a rule but
3 READING and SPEAKING living conditions, which are a necessary part of the job)

a Books closed. Ask students to make a list of very

well-paid jobs and compare with a partner. Books open.
b Tell students to complete the sentences and then check
in the texts.
Students see if bomb disposal diver and butler are on

their lists. Ask students to read the headings and look

at the photos. Put students into groups to discuss what
Answers
1 expect you 2 a mandatory requirement 3 be required
4 be called on 5 It’s advisable 6 It’s essential 7 be obliged
they think each job involves. Take feedback as a class.

Students then read to check. If necessary, pre-teach

ordnance (military supplies, especially weapons and

88 UNIT 5 Fairness

c Put students into groups to discuss the questions.

Check answers as a class.
VOCABULARY SUPPORT

stand up to sth – not be damaged by something, e.g. an attack

Suggested answers not come the traditional route – reach a position of
1 1 You will have to have diving qualifications.
employment without the typical qualifications/background of

2 You must / have to have these qualifications.

3 You must / have to have an explosive ordnance disposal
people in that position
qualification. stay on top of sth – remain in control or up-to-date with e.g.

4 A private butler must / has to be ready to do anything. work, developments, etc.

5 You should do a course at a training college.
6 You must / have to have an eye for detail.
out of place – not fit your surroundings
read people – know, by observing them, what people are

7 They may have to work for people who aren’t always nice.
2 The expressions are more precise and allow a variety of subjects thinking or will do next
and structures.
label sb – categorise somebody in a simple, negative way,

d 2.43–2.44 Students read the information in

Grammar Focus 5B on SB p.147. Play the recording
usually unfairly

b Put students into Student A and Student B pairs to

where indicated and ask students to listen and repeat.

Students then complete the exercises. Check answers as

a class. Tell students to go back to SB p.61. c
exchange information about the jobs they read about.
Put students into groups to discuss the questions.

Answers (Grammar Focus 5B SB p.147)

a 2 against 3 obliged 4 had to 5 ought
6 was supposed to
d
Take feedback as a class.
Ask students to use these phrases to talk about
teaching, e.g. It’s essential to be able to communicate well.

b 2 I have no objection to waiting until the end.

3 I’m afraid I/we have no choice but to cancel the trip.
4 It is forbidden (for members of the public) to go beyond this
Put students into groups to describe the requirements
of their own job or a job they would like to do and to

point. answer the question. Take feedback as a class.

5 It is up to you when you leave.
6 Gerald has got to attend the meeting. EXTRA ACTIVITY

c 1 have no choice but to 2 have nothing against

3 be willing to 4 be prepared 5 be under no obligation to
6 be up to 7 ought to
Tell students to write a job description for their job or job
they would like to do, using the ideas they have just talked

about. Tell them to divide the description into categories like

working hours, holiday, dress code, etc. and write ideas in each
EXTRA ACTIVITY category.

Put students into pairs, A and B. Student A thinks of a job,

e.g. night nurse, and makes a statement about it using the
grammar for obligation and necessity, e.g. You are required to
6 SPEAKING

work at nights., and Student B has to guess the job. If Student

B doesn’t guess, Student A says another statement about the
a Ask students if they personally know anyone who
does any of these jobs and what that person thinks
job, e.g. A university degree is a mandatory requirement. They about the job. Put students into pairs to choose a job,

continue keeping a score of the number of statements until

Student B guesses the job. They then swap roles. The student
say what its value is and give a salary based on the
criteria suggested.

who guesses the job after the fewest statements wins. b

5 READING and SPEAKING how to divide the fund between the four jobs. Groups

a Divide the class into pairs and assign A and B roles.

Student As read the text on SB p.129 and Student Bs
then present their decision to the rest of the class and
answer any questions other students may have.

read the text on SB p.130. They prepare to tell their

partner about the main points in each section. Monitor
to check students understand what they have to do, and
c
salaries in the UK for the jobs in 6a. Students compare

look out for any problems and clarify these before the
pairwork stage. Encourage student to guess the meaning EXTRA ACTIVITY
of unfamiliar words and then check in a dictionary. Use

Put students into groups and ask them to think of cynical

the Vocabulary support box to help with more idiomatic interpretations of typical requirements given in job adverts,
phrases. Tell students to go back to SB p.61. e.g. a driving licence is an advantage (you will be expected to

drive all over the place and not get paid for it). Ask groups to
tell the class their requirements and interpretations.

ADDITIONAL MATERIAL

Workbook 5B
Photocopiable activities: Grammar p.210, Vocabulary p.230

UNIT 5 Fairness 89

5C Everyday English At the end of this lesson, students will be able to:

If I remember rightly
• use conversation strategies for talking to new people
• use contrastive stress to highlight meaning

• recount a story of injustice using functional language

for recalling and speculating

OPTIONAL LEAD-IN

Books closed. Ask students how successful these opening

lines would be when you want to get to know a complete
stranger in a café:
FAST FINISHERS
Ask fast finishers to find these phrases in the audioscript on

Do you come here often?

Haven’t we met before?
SB p.181 and say if they are formal (F) or informal (I): Just call
me Max. (I); Thank you for agreeing to meet me like this. (F);
I guess (I). Then ask students to make the formal phrases

What’s a nice person like you doing in a place like this?

It’s a nice day, isn’t it?
more informal and vice versa (You can call me Max; It’s great
you can meet me; I imagine).

Could you pass me the sugar, please?

Put students into (mixed-nationality) groups to discuss
c Ask students which strategies Sara doesn’t use (a,
d), and why. Put students into pairs to discuss what they
think the impact of the ones she does use will be. Take

the question: In your country and culture, in what

circumstances, if any, would it be acceptable to approach a feedback as a class.
stranger and start a conversation? d Language in context Temporary states

1 LISTENING
1 2.46Tell students to match the beginnings and
endings to make phrases. Play the recording for
students to check their answers.

a
it hardest to have small talk with: their boss, someone
sitting next to them on the train, an ex-boyfriend/ex-
2 Ask students to match the phrases with their
meanings. Check answers as a class.

girlfriend, a distant relative, their bank manager. Put

students into groups to discuss the questions and read
Answers
1 a 2 b 3 c 1
the strategies. Take feedback as a class.

2 a ups and downs b snap out of it c on a temporary basis

b 2.45 Ask students how Sara managed to organise a
meeting with Max (Alex gave her Max’s phone number). EXTRA ACTIVITY

If you have the video, play it without sound and see if

students can see which strategies Sara uses based on
her body language. Play Part 1 of the video or the audio
Tell students that ups and downs is an idiom that uses a
metaphor of life as a journey. Ask students to use a dictionary

recording. Students name strategies from 1a and give to find other idioms which use the same metaphor of life as
a journey, e.g. go off the rails (start behaving in a way that is
not generally acceptable, especially dishonestly or illegally);
Check answers as a class.

Answers
b I’m such a fan of your work!
the end of the road (the point at which it is no longer possible
to continue with a process or activity).

c You’re staying with Emma at the moment, if my memory serves

me correctly?
e I know how busy you must be. Oh no! That must be tough. Yeah,
e 2.47 Ask students to predict the answers to questions
1–3 before they listen. Play Part 2 of the video or the
audio recording for students to check. Check answers as

I suppose.

Videoscript/Audioscript (Part 1)
a class.
Answers

SARA Hi, Mr Redwood? I’m Sara

Neroni.
MAX Hello. Just call me Max. Nice
S Yes, that’s right. You’re staying
with Emma at the moment,
if my memory serves me
1 crime fiction
2 writing another book / a sequel
3 Oscar hadn’t even opened Max’s book

to meet you!
S Nice to meet you, too. Coffee?
M Oh, yes, please.
correctly?
M Just on a temporary basis, till I
get my own place.
Videoscript/Audioscript (Part 2)
SARA It must be really difficult M No. No doubt you heard that

WAITRESS Two coffees.

M Thanks.
S I am such a fan of your work!
S It must be a bit hard to write,
stuck in her flat?
M Well, I’m not actually doing any
writing science fiction.
MAX I suppose so. I reckon I
from that guy from the radio
interview.

should’ve been a crime writer. S Oscar.

Thank you for agreeing to meet writing at the moment. S Yeah? M Yeah. Him. What stands out
me like this. S No? M When your detective solves the in my mind most is that that
M Well, I try to find time for my M No. To be honest, I think I’ve got

murder, you just invent another interview was a total disaster!

fans. I’m just sorry we couldn’t writer’s block. But hopefully, I’ll murder, and then away you go. I’d hazard a guess that he
meet up sooner. snap out of it soon enough. S I never thought of it like that! hadn’t even read my book.
S That’s fine. I know how busy you S Oh no! That must be tough.

M Not so easy with science fiction. Hadn’t even opened my book.

must be. M Well, we all have our ups and I think I’ve said everything I Otherwise he wouldn’t have
M Yeah. So, er, you work with my downs, I guess. wanted to say in my first book. asked about a sequel!
sister’s boyfriend Alex? S Yeah, I suppose.

S Oh? I was under the impression S Hm …

that you were writing another
book?

90 UNIT 5 Fairness

2 PRONUNCIATION b 2.50 Play Part 3 of the video or the audio recording

again. Students answer the questions. Check answers as

a 2.48 Say to students: Max is a writer. He’s a science-

Write the two sentences on the board.
Ask students which words have the main stress in each
a class.
Answers

1 a technician
sentence. Ask students why writer does not have the 2 because of his interview with Oscar
main stress in the second sentence (we already know 3 she’s a really big fan; she needs this break
this information). Play the recording. Tell students
to listen to Max’s lines and say why the main stress c Put students into pairs to discuss the question. Take
feedback as a class.
Answer Suggested answer
Because the information stressed in the first line is no longer new Because Sara shows she’s read his book and understands that
in the second line, the stress switches to what is new. there can’t be a sequel.

b Ask students to choose the correct word to

complete the rule. Check the answer. 4 USEFUL LANGUAGE
Answer Recalling and speculating
new
a 2.51Tell students to complete the expressions. Then
2.49 Students underline the main stress. Play the
play the recording for students to check their answers.
c
recording for students to listen and check. Then drill the Answers
sentences and ask students to practise saying them. 1 serves
2 under
Answers 3 doubt
1 a It’s dangerous enough being a diver, 4 stands
b let alone a bomb disposal diver! 5 hazard
2 a I don’t think wealth distribution in this country is fair – 6 Presumably
b quite the opposite of fair, in fact. 7 remember
3 a I haven’t got the right qualifications – 8 Suppose
b in fact, I’ve hardly got any qualifications!
4 a Halden is more than just a prison – b Before students categorise the expressions, make sure
b it’s the world’s most humane prison.
they understand recalling and speculating. Ask: What
is a synonym of ‘remember’? (recall) What is a synonym
3 LISTENING of ‘guess’? (speculate). Students answer the questions.
Check answers as a class.
a 2.50 Ask students to predict what could go wrong
Answers
with Sara’s meeting with Max. Play Part 3 of the video
or the audio recording. Students answer the question. recalling events: 1, 4, 7
speculating: 3, 5, 6, 8
Check as a class.
both recalling events and speculating: 2
Answer
She tells him she’s a journalist and mentions the possibility of c 2.52
another interview. out what the speakers decide to do (go on holiday

Videoscript/Audioscript (Part 3) play the recording for students to check their answers.
MAX Still, enough about me. S So, I suppose another interview Answers and audioscript
What about you? Presumably, would be out of the question. A So when are you starting your new job? I was under the
you’re a technician, like Emma’s M Time to go! impression that you were starting next week.
boyfriend, right? S I’m sorry! It’s just that I’m a really
B Oh, no. That would be too soon. I need a holiday first!
SARA Well, I’m not actually … big fan, and I really need this A But, if my memory serves me correctly – you went to Spain last
M Oh. I think I remember Emma break. I just didn’t know how month for a long weekend, didn’t you?
saying that her boyfriend’s a else to … Look, I’ve read your B Who told you that?! I’d hazard a guess it was that sister of mine!
technician at City FM. book and I absolutely love it. A Yeah, I think I remember her saying something along those lines.
S Yes, he is. But I’m a journalist, And I get that there simply can’t B Well, you can’t have too much of a good thing, can you?
myself. Sorry. be a sequel – after all, time does Presumably you need a holiday too. Why don’t you come with
M Oh. I see. Emma didn’t mention stand still at the end, doesn’t it? me?
that. I thought you were just a M Right.
A Well, I can’t remember the last time I had a break. Why not?
fan. I didn’t know you were a M Look, I might consider doing
journalist. another interview. d Put students into pairs to act out the corrected
S Suppose you’d known, would S You would?
conversation. Then ask them to swap roles and practise
you still have agreed to meet M But I need to have a think about
the conversation again. Books closed. Ask students to
with me? it. Let’s meet up again soon to
see if they can act out the conversation from memory.
M Well, not after that interview talk some more?
with Oscar whatsisname! S Oh, fantastic! Thank you so
much! When are you free?

UNIT 5 Fairness 91
 LOA TIP REVIEW AND REFLECT f Put students into groups to discuss the questions.
Encourage them to use the new expressions in 4a. Take
• Regular informal tests of new language allow students to feedback as a class.
see how much they’ve learned and how they can make
more progress.
5 SPEAKING
• A week after this class, dictate the conversation in 4c Divide the class into pairs and assign A and B roles.
to students, leaving gaps for students to complete the
expressions: I was that you were starting next
week (under the impression); if correctly (my start the conversation. Students then read their second
memory serves me); I’d it was that sister of mine cards. If necessary, pre-teach bump into sb (C1) (meet
(hazard a guess); I think I something along those someone you know when you have not planned to meet
lines (remember her saying); , you need a holiday them). Tell Student Bs to start the conversation. Monitor
too (Presumably). Students write out the complete and make sure students are using the language for
conversation and check with a partner. recalling and speculating.

• Then check answers as a class and ask students which

ADDITIONAL MATERIAL
expressions they couldn’t fill in or filled in incorrectly. Ask
students how they could learn these expressions better, Workbook 5C
e.g. write each expression on a sticky note and stick it on
Photocopiable activities: Pronunciation p.261
their fridge.
Unit Progress Test
e Tell students to complete the sentences Personalised online practice
individually. Then put them into pairs to tell their

in a job. Take feedback as a class.

5D Skills for Writing At the end of this lesson, students will be able to:
• listen to and discuss the relationship between
It’s a way of making the application job applications and social media
• write more coherent paragraphs using linking
process more efficient words and phrases
• write an opinion essay on an employment issue

OPTIONAL LEAD-IN
Books closed. Ask the class which of these would be valid Answers
reasons for firing someone: their partner works for a major 1 Mario’s interviewer asked for log-ins to all his social media (not
just professional). He refused them the information and decided
competitor; they are looking for another job; they won’t do
that he didn’t want to work for the company.
overtime; they have been prosecuted for tax evasion; they Laila’s interviewer asked to friend her so that he could have
have a lot of sick days. access to all her personal information and postings. Her
interviewer was impressed by her profile and she got the job.
1 LISTENING and SPEAKING 2 Mario thinks that there are privacy concerns if a company
accesses an applicant or employee’s private social media, and
a Ask students if employers/teachers should care he doesn’t think employers should do this.
what employees/students do in their personal life. Then Laila thinks that employers should be able to access private
social media, and is relaxed about sharing information. She
put students into groups to discuss the questions. Take
thinks you should present yourself in a good light on social
feedback as a class.
media, and that it works to your advantage if an employer sees
b Ask students to read the posts and say which one positive things about your life.
would concern an employer the most. Put students into
groups to discuss their reactions. Take feedback as a class. Audioscript
MARIO I saw this really interesting job ad online – working in marketing
c Put students into groups to discuss the questions.
for an IT company. It’s a bit like my current job, but there were
Take feedback as a class.
opportunities in the new job for more travel and I thought, ‘Why not
d 2.53 Ask students if employers would be suspicious give it a go and apply?’ I sent in my CV and got offered an interview
of anyone who doesn’t use social media today. Then immediately. I thought, ‘Great!’ So I had this interview with an
play the recording. Tell students to listen and compare HR person. To start off with, it went really well. She told me she
the speakers’ experiences. Check answers as a class. Use was impressed by my CV, and I could feel that I was giving her the
the Vocabulary support box to help with vocabulary as answers she wanted to hear. Y’know, you just get a sense of whether
a job interview is going well or not. Then, after about half an hour,
necessary.

92 UNIT 5 Fairness
 this HR woman said, ‘Oh, and of course we’ll need log-ins for all the e Tell students to tick the opinions they agree with
social media you use.’ And I replied, ‘Oh, you mean the professional and then compare with a partner. Take feedback as a
one?’ And this kind of suspicious look crept across her face and class.
she said, ‘No, I mean all social media.’ I was truly shocked – I was
completely lost for words. For a minute I just sat there and didn’t
say anything. Eventually she asked, ‘Is there a problem?’ At which
2 READING
point I said that I didn’t really think it was appropriate for a company a Ask students if they know any recruitment websites and
to access private social media. Then there was this stony look in
her eyes and she said, ‘All staff are required to provide access to Tell students to read the essay and answer the questions.
the social media they use.’ I’m afraid I couldn’t help myself and I If necessary, pre-teach trawl (search among a large
said that I felt they were overstepping a boundary by asking me
for this, and there were really privacy concerns. But she didn’t
or information you want). Check answers as a class.
back down. She said that the company expects access to social
media, particularly of marketing staff. She said that it’s essential Answers
that we project a positive image at all times – both in person and 1 It makes the application process more efficient and allows them
online. Well, I don’t want my private life to be controlled in this to filter out unsuitable applicants. (They aren’t breaking any
way. And besides, I’ve heard of people getting sacked for making laws and the information is freely available.)
‘inappropriate comments’ about work – but of course, it’s always the 2 Companies look for negative information about applicants
company that decides what’s inappropriate or not. So, in the end, I rather than getting a balanced general impression; they may be
politely told this woman that I wouldn’t feel comfortable working for judged on the behaviour of their friends and family; employers
her company and quickly left. I mean, I know everyone’s life is more may discriminate against them on factors such as their medical
out there and online these days, but, demanding to see my social history or age.
3 The writer thinks it is unfair for employers to judge an
media – that’s just a bit too Big Brother-ish for my liking.
applicant’s suitability solely on the basis of their social
LAILA I read this article the other day about people being surprised or
media postings; employers shouldn’t actively seek negative
shocked because prospective employers expect access to applicants’
information; the system creates opportunities for employers to
social media. I was a bit surprised by this article myself – surprised,
discriminate; there should be guidelines or laws to restrict the
because I thought, ‘What do people expect in this day and age?’ research employers can do, and checks need to be made that
We live so much of our lives online and it’s such a public thing so, I their decisions are fair and transparent.
don’t really see a problem with employers having a look at my social
media postings. In fact, this happened to me a couple of months b Put students into groups to discuss the questions.
ago. I applied for a job as an account manager at an advertising Take feedback as a class.
agency. During the first interview, the guy who’s now my boss asked
if he could friend me and I agreed immediately – in fact, we sorted
this out during the interview. This meant he could read through all
3 WRITING SKILLS
my personal information and postings. He called a couple of days addition and reinforcement
later to say I’d got the job. And, do you know what swung it in my
favour? He really liked my way of presenting myself online, and he a Ask students to look at the descriptions and say what
was impressed by the sports training and charity work that I do in my the logical order would be. Then tell students to match
free time. He also thought my pet cockatoo was very cool! So really, the descriptions with the paragraphs in the essay. Check
why wouldn’t you want to give a prospective employer this kind of answers as a class.
access? I really think it’s advisable to do so. Of course, if you’ve posted Answers
material that puts you in a bad light, then I can see why you wouldn’t.
2, 4, 3, 1
But in that case, the real issue is the way you use social media. I think
that people tend to forget that just about anything you post online
can be accessed in one way or another – so if you don’t want people
b Write these opening sentences on the board and ask
to read it, then don’t post it. Social media are so much a part of my
Social media sites began to get
life and I feel completely relaxed about sharing information. I do think popular in the 2000s.
carefully about the way I present myself, but no more carefully than I Everybody knows that social media is bad news
would if I walked into a room full of people I don’t know. It’s the same for applicants.
thing – what’s the difference? too informal). Ask students to read the strategies and say

Answers
VOCABULARY SUPPORT c, d
creep across – gradually start to appear b, c, d because it’s good to create interest (b, c) and introduce an
issue objectively (d), but not stating an opinion before presenting
be lost for words – so shocked you cannot speak
the arguments isn't logical
stony – unfriendly, hostile
overstep a boundary – behave in an unacceptable way
EXTRA ACTIVITY
back down – withdraw from an argument, admit defeat
Ask students to write an alternative first sentence to start the
Big-Brother-ish – referring to authorities that use surveillance essay, using strategies b, c or d. Put students into groups to
and censorship to control people compare their sentences and choose the best one to read out
friend sb – become somebody's friend on social media to the rest of the class.
swing it in sb's favour – successfully influence a positive
c Ask students to read the strategies and say which are
outcome for somebody
used in this conclusion, which are generally appropriate
put you in a bad light – make you look bad in some way and why. Check answers as a class.

UNIT 5 Fairness 93
 Answers Suggested answers
a, b, c a 1 as 2 In 3 Besides / Beyond 4 What
a, b, c because the conclusion should not contain new information 5 Above 6 Moreover / Furthermore
or arguments b … Besides accepting the free offer, customers have to agree
to certain terms and conditions that they don’t read carefully.…
d Elicit the purpose of a supporting argument (to back up What is more, they might pass on information to other
the main argument and give concrete examples). Ask companies who will send out more spam.… Above all, make
students to read paragraphs 2 and 3 again, compare sure you are aware of consumer rights in your country so you
their functions and say how many supporting arguments can challenge companies who use information about you in an
unethical way.
there are in each paragraph. Check answers as a class.
Answers
four in paragraph 2; three in paragraph 3
4 WRITING
a Ask students if they know anyone who they think
e Refer students to the highlighted linker and then ask was unfairly dismissed. Put students into small groups to
what linkers they can remember from Lesson 2D on SB discuss the questions. Take feedback as a class.
p.29, e.g. regardless of, when compared to. Tell students
to underline linkers in the text that add information or b Read through the Writing Tip with the class and remind
strengthen an argument with a supporting idea. Check students to bear these points in mind as they organise
answers as a class. their notes.
Answers c Tell students to write an essay using their notes. A good
also What is more Moreover as well as Above all structure would be to have four paragraphs matching
Besides Furthermore the functions in 3a. Encourage students to use linkers.

f LOA TIP MONITORING

be adverbials and the expressions in the second column
will be either conjunctions or prepositional phrases. Ask
• Teachers usually monitor speaking more than writing
tasks but students need help in writing too. Teachers may
introduces the key supporting argument. Check answers
feel reluctant to disturb students when they are in the
as a class.
process of writing so they need strategies to help without
Answers interfering.
Adds an idea in a new Adds two ideas in the same • Look out for signs that students are struggling. Typical
sentence sentence signs are not writing anything, talking with other students,
also Besides and behaviour showing their boredom and frustration. Go
What is more to these students, explain the task again and refer them to
Moreover the model essay.
Above all
Furthermore • Have a system where students can show when they need
help and when they are all right on their own, e.g. SB
Highlights the most important argument: Above all,
closed and SB open. Go round in turn to the students who
need help and let the others work.
g Tell students to underline the linkers in the sentences
and add them to the table in 3f. Check answers as a • Check the work of students who finish much earlier than
class. other students as often they have not done the task
properly. If the structure of the essay is incomplete, refer
Answers
them to 3a.
Adds an idea in a new Adds two ideas in the same
sentence sentence d Put students into pairs to compare essays. Ask students
Besides Beyond to read out any points that are particularly interesting.
in addition to
EXTRA ACTIVITY
LANGUAGE NOTES Tell students to name the famous people who were fired:
He was sacked as captain in the military because he wasn’t
You could point out that Besides is a conjunction in the
considered a natural leader. (Abraham Lincoln); She only lasted
essay and an adverb in 3g question 3. In addition to is a
one day in a doughnut shop because she squirted cream over
prepositional phrase and is followed by a noun phrase. In
a customer. (Madonna); The bosses got sick of this secretary
addition is an adverb which usually goes first in a sentence
wasting work time writing stories. (J K Rowling); He founded a
and is followed by a clause.
company but the same company fired him. (Steve Jobs).
h Students complete the exercises in Writing Focus 5D
on SB p.172. They read the table and then cover it for ADDITIONAL MATERIAL
Exercise a. Check answers to Exercise a and b and take
feedback as a class for Exercise c. Tell students to go Workbook 5D
back to SB p.65.

94 UNIT 5 Fairness
UNIT 5 3 WORDPOWER
Review and extension a 2.54 Ask students if they can remember what the
writer said she didn’t need to do in Halden prison
because she felt safe (look over her shoulder). Tell
students to complete the idioms, using a dictionary if
1 GRAMMAR necessary. Then play the recording for students to listen
and check. Drill the idioms.
a Write on the board: She committed a crime. It was serious. Answers
Ask students to make this into one sentence (She
1 shoulder 2 good 3 murder 4 doubt 5 red-handed
committed a crime that/which was serious.). Students 6 in crime 7 lightly 8 the law
then compare the sentence with question 1 and add the
correct pronoun. Tell students to complete the rest of b 2.55 Concept check some of the idioms: when your
the sentences. Check as a class. punishment is less than you deserve when
Answers you see somebody committing a crime (catch somebody
1 that/which 2 why 3 which 4 whose 5 wherever 6 in red-handed). Tell students to complete the exchanges.
Then play the recording for students to listen and check.
b Tell students to cross out the wrong words or phrases. Answers and audioscript
Point out that the mistakes in the sentences could be 1 A I can always tell when my children are up to no good. They
mistakes in form or meaning. Check as a class. have a guilty look on their face.
Answers B I never can. Unless I catch them red-handed, I can never work
out if they’ve been naughty or not.
2 Bill doesn’t mind / has no objection to / is expected going on the
2 A He may have made up his story about feeling sick, but I’m
training course.
going to give him the benefit of the doubt.
3 You are not allowed / permitted / obliged to throw litter outside.
B OK, but if you trust him too much, he’ll try and get away with
4 It’s up to you whether you / You have no choice but / You are
murder.
under no obligation to sign up for the course.
3 A He’s found himself a partner in crime in a boy called Jim from
5 Module 2 is optional and you mustn’t / don’t have to / are not
school, and now he never comes home at a reasonable time
obliged to do it.
any more.
6 Once I had to / must have / was required to do a four-hour
B You should lay down the law. He’s only a teenager.
practical exam.
4 A You really got off lightly at work after messing up that big
7 Students should / ought to / have to make a study timetable.
order. I can’t believe they didn’t take it more seriously.
8 I was supposed to / had better / had to be at the office at 9:00 but
B I know, I can’t stop looking over my shoulder now. I’m sure
I overslept.
that can’t have been the end of it.

FAST FINISHERS c Put students into pairs to tell each other their
stories. Take feedback as a class.
Ask fast finishers to make sentences using the words/phrases
they crossed out and compare their sentences with another
fast finisher. EXTRA ACTIVITY
Put students into pairs. Tell them they need to tell a crime
2 VOCABULARY story using all the idioms. Students plan their story, making
notes, practise it and then each read out half of the story to the
a class. The class votes on which story is the most interesting.

e.g. violent attack = a____? Photocopiable activities: Wordpower p.245

= f____?
Check as a class. LOA REVIEW YOUR PROGRESS
Answers
2 Community 3 banned 4 fraud 5 evasion Students look back through the unit, think about what
6 confinement 7 counselling 8 serve they’ve studied and decide how well they did. Students
work on weak areas by using the appropriate sections of
the Workbook, the Photocopiable worksheets and the
EXTRA ACTIVITY Personalised online practice.
Ask students to mark whether they agree or disagree with
the statements in 2a by writing a tick or a cross next to each
sentence. Then put students into groups to discuss the
statements they had different opinions on.

b Ask students what sector they work or would like to

work in. Students identify the sector for each job. Check
as a class.
Answers
1 public 2 retail 3 energy 4 construction 5 agricultural
6 manufacturing 7 financial

c Put students into groups to discuss the jobs in 2b.

Share ideas as a class.

UNIT 5 Fairness 95
 UNIT OBJECTIVES

I
UN sT 6
At the end of this unit, students will be able to:
understand attitudes and opinions in an instructional
article about a creative activity and relate these to an
artist’s work
follow an interview with a speaker describing a creative
pursuit in detail using some technical language and

ive
infer the speaker’s attitudes

Pers pe c t understand a detailed descriptive narrative including

the relationships and attitudes of the characters in an
authentic work of fiction; follow the narrative in an
audio recording of an authentic work of fiction
use a range of lexis appropriately to: describe and
evaluate visual arts; describe and discuss creative
activities; write and tell fictional narratives, adding
details and describing emotions precisely
understand a presentation and analyse its effectiveness
UNIT CONTENTS and coherence
use a range of expressions to organise and give a
G GRAMMAR presentation
Simple and continuous verbs: uses, verbs not usually used use formal and positive language to write a letter of
in the continuous, verbs with different meanings in the application creating a positive impact
simple and continuous
Participle clauses: post-modifying nouns, adverbial use
V VOCABULARY
Adjectives: Describing images: bleak, cluttered, elaborate,
evocative, exotic, flawless, gritty, humorous, iconic, ironic,
meaningful, nonsensical, playful, powerful, raw, repetitive,
sensational, well-composed a Ask students which country this photo was taken
Emotions: ashamed, devastated, disillusioned, frustrated,
minute to think about their answers to the questions
gleeful, helpless, insecure, jealous, over-excited, petrified,
protective, restless, satisfied, speechless
pre-teach passer-by
Language in context: Descriptive language; Idioms 1/2
Wordpower: Idioms: Feelings: at the end of sb’s tether, can’t
believe my eyes, get sb’s back up, get on sb’s nerves, grin and
bear it, over the moon
P PRONUNCIATION
Sentence stress
Main stress and emphatic stress (adverbs and adjectives) CULTURE NOTES
Tone in comment phrases This photo shows the American artist Strum and assistants
making the ‘Singing Dragon’ interactive 3D street painting
GETTING STARTED as part of a music festival in Krasnoyarsk, Russia in 2014: the
AT on the right stands for Asian Pacific Festival in Russian.
In a sense, this is an unusual example of street art because
OPTIONAL LEAD-IN it has been commissioned. Most street art is unauthorised,
Books closed. Tell students this anecdote: A famous modern sometimes even illegal, and is often created as a deliberate
artist wanted an extension to his house. He called a builder challenge to mainstream artistic activity and institutions.
and drew a quick sketch of what he wanted. The builder
agreed to the work and the artist asked him how much it b
would cost. ‘Nothing,’ said the builder, ‘just sign the sketch.’
Put students into pairs to discuss what this anecdote says
about our attitude to modern art and artists. Take feedback
as a class and elicit whether students think that modern art
can be created very quickly without much thought and that EXTRA ACTIVITY
the public will buy anything from anyone famous. Put students into groups and ask them to design a piece
of street art for a public place where they live. Tell them to
discuss where the art will be, what type of street art it is, and
what it will look like and represent. If they have time, ask them
to draw a rough sketch of their plan. Each group then presents
their street art and ideas to the rest of the class.

96 UNIT 6 Perspectives
6A We all seem to be At the end of this lesson, students will be able to:
• read an article about photography and work out the

using digital cameras meaning of adjectives which describe images

• use a range of adjectives to describe photography
and images
• talk about methods and styles of photography
• use simple and continuous verbs, understanding
OPTIONAL LEAD-IN which verbs are not usually used in the continuous
If the technology is available, ask students to show one
another photos on their mobile devices and say what simple and continuous
impression they give. If not, ask students to go through the • use sentence stress to distinguish between main
SB and choose three pictures which particularly impress and auxiliary verbs
them. Tell them to show one another and explain their
choice.

1 SPEAKING and READING Answers

a 1 Suggested answer: it takes away the element of luck and
enjoyment from street photography
2 The most important thing is content, and its relevance to the
human condition.
b 3 Suggested answer: photos which don’t have real meaning/
emotion, such as advertising or paparazzi photography
4 Suggested answer: humour, observation, curiosity
5 keeping the ability to view things as an outsider

Answer
advertising and street photography (especially ironic black and FAST FINISHERS
white photos of everyday life) Ask fast finishers to remember something interesting they
saw on the street recently which would have made a great
c
photo. Tell them to sketch it and then show and describe it to
another fast finisher.

d f

LOA TIP MONITORING

Check answers as

• Monitoring is more efficient if you set up the room properly.

VOCABULARY SUPPORT • When the students are reading the text in 1d/e, they can
fall into a trap of doing sth – make a mistake which other sit in a traditional row formation. However, when they are
people often make discussing in groups in 1f, rearrange chairs in a circle so that
students in the same group are facing one another. It is then
(have) sth in mind – have a particular plan or intention
easier for all students to contribute and they are focused
take away from sth – detract from something (make on one another rather than you. You can quietly monitor,
something less good than it should be) collecting errors, etc., and move around the class in the
stumble upon sth (C2) – discover something by chance space between groups.
balance sth out – create a state where things are (more) equal • If arranging the seats in a circle isn’t possible in your
garbage – (US English) rubbish; something that you think is classroom, consider asking students to stand up and talk
wrong, or very bad quality in their groups. This arrangement is even easier to monitor
as you are now the same height as everyone and stand out
frame – (technical) everything that you can see through the
less.
camera, which will become the image
composition (C2) – the way that people or things are arranged
in a painting or photograph 2 VOCABULARY
hone (your skills) – develop your skills to a high level
lens – the curved, clear glass or plastic part of the camera a Ask students if iconic
that affects light, focuses, zooms, etc.
cultivate sth – develop or improve an ability, public image, described as iconic
relationship, etc. be iconic
an opportunity presents itself – get a chance to do something
iconic and ironic

UNIT 6 Perspectives 97
 Answers Suggested answers
ironic (C2): interesting, strange or funny because of being very Yes, she is. She sounds very enthusiastic and wants to learn, and
different from what you would usually expect practise, as much as possible.
iconic: very famous or popular, especially being considered to
represent particular opinions or a particular time Audioscript
well-composed: where the people or things have been arranged
INTERVIEWER So Monika, I understand you’re an amateur photographer?
well, to look good in a painting or photograph
MONIKA Well, I wouldn’t go that far, um … , I’m definitely amateur but
powerful (B2): having a very great effect
meaningful (B2): intended to show (serious/important) meaning I’m not a photographer yet, perhaps in the future.
gritty: showing all the unpleasant but true details of a situation I But you’ve been studying photography?

raw: art, writing, etc. that is raw shows something unpleasant / M Um … yes that’s correct. I’ve been doing this course about
very strong emotions in a realistic way, and does not try to hide photography and it’s for complete beginners.
anything about the subject I Why did you decide to do the course?
playful: funny and not serious M Um … I think I could blame my husband for it! Um, because he got
humorous (C1): funny, or making you laugh um … he got me this fantastic DSLR um … camera and er, it is a, quite
evocative: making you remember or imagine something pleasant a complicated um … object really. If you don’t know how to use it, it
exotic (B2): unusual and exciting because of coming (or seeming to can be really complicated to take some photos. So I was wondering
come) from far away, especially a tropical country what I could do to … to improve, and to know how to use it. And I was
observant (C2): good or quick at noticing things um … I started with those um … kind of tutorials on YouTube that
nonsensical: silly or stupid you can watch, um … but it wasn’t, it wasn’t good enough because
they were using quite a lot of jargon and I wasn’t really sure what they
b 3.2–3.3
were referring to. Um … so I decided to do a course, to learn a little
bit more about it so that I can use the tutorials in my own time.
I Have they taught you anything useful?
M The tutorials um … not really, but then when I went to the course,
and I started my course, I’ve been doing this course now for a few
weeks um … and I’m learning all the time something new so it’s
really, really good.
I So, do you feel more confident with your camera now?
M Um, a little bit, um, it depends on the types of photo that I want to
take. Um … let’s say that it’s more kind of um … documentary-type
photos then I would still use my auto-mode, um, but I would still be
quite um … perhaps … I would be thinking more about the frame
Answers (Vocabulary Focus 6A SB p.163) and, and the composition of the photo because these are the things
a 1 powerful 2 nonsensical 3 playful 4 gritty that I would normally learn during the course. So um, our tutor would
5 well-composed 6 meaningful 7 humorous 8 exotic be giving us some specific tasks on for example composition or …
9 evocative 10 raw 11 iconic 12 ironic panning effects or different techniques and, so after that I would
b 1 powerful 2 nonsensical 3 playful 4 gritty go outside the classroom – I would go and for example take some
5 well-composed 6 meaningful 7 humorous 8 exotic photos and focus on either one technique and then practise it, um, or
9 evocative 10 raw – no suffix 11 iconic 12 ironic
I would just take as many shots as I can, ’cause sometimes it’s … um,
Students’ own answers
improvisation is also very good.
c 1 b 2 c 3 a 4 f 5 d 6 e
I Have you discovered any bad habits since you started your course?
d 1 truly powerful 2 completely nonsensical
M Um … I think I was taking too many photos. And … potentially I was
3 extremely playful 5 very well-composed
7 gently humorous 8 wonderfully exotic taking photos of everything and I wasn’t really following any rules.
9 very evocative 11 truly iconic 12 rather ironic But now I know that I have to be more careful with my um settings
e a cluttered: incredibly, pretty, a little, extremely, rather of the camera and what exactly I want to take a photo of. Um …
b sensational: pretty, utterly, truly so when I’m taking my photos now, I’m more cautious and kind of
c bleak: incredibly, pretty, a little, extremely, rather careful how I do it and what I really want to um … take photos of.
d repetitive: incredibly, pretty, a little, extremely, rather I What’s your favourite photograph that you’ve taken?
e flawless: utterly, truly M I think I’ve got um, two pictures that are my favourite pictures. Um …
f elaborate: all the first one is … it’s, it’s a static photo of a building um … so when I
was um … doing my course, there was this project. We were meant to

3 LISTENING take photos of an object, or of a static object. So I chose this building

that is meant to be demolished. Actually, it is being demolished
a now. So, every single day you could kind of take a different photo
of a different part of the building. So one day I was standing there
and I was really lucky because they were actually taking a part of
the window down, and there was this massive hole in the building.
So I was able to take a few interesting photos of the whole process
b 3.4 Ask students what they think of the photo of as well as the, just, just the hole in the building, but there was this
chair just in front of the hole and it made the whole picture quite
realistic like there was still life in it, but actually the building is being
demolished, so that’s one of my favourites. And then the second one
jargon was a completely different project when I was trying to take photos
of moving objects and er, my subject was um … a three-year-old girl,
composition frame lens and and she was playing in a garden, and she had this yoga mat that her
mum was using, and she was just rolling into this er … yoga mat and
um, luckily for me, um, I was able to take a few interesting photos of
auto-mode
her playing in the garden.

settings

98 UNIT 6 Perspectives
c 3.4 See if students can answer the questions before d 3.5Pronunciation Ask students to look back at
the two sentences about Simon you dictated in 4b and

Answers 1 I’ve heard that Simon has started a photography course.

1 Her husband gave her a fantastic but complicated camera; the 2 I’ve been hearing good things from Simon about his
tutorials on YouTube showing how to use the camera weren’t photography course.
good enough.
2 She’s more selective about the photos she takes and thinks
about the techniques she needs to use.
3 Although the building was being demolished, the chair gives the
impression that life was still going on in it.
4 It’s a photo of a three-year-old girl rolling herself up in a yoga
mat in the garden. Answers
So, do you feel more confident with your camera now?
d It depends on the types of photo that I want to take.
Have you discovered any bad habits since you started your course?
I was taking photos of everything and I wasn’t really following any
improvisation
rules.
When I’m taking my photos now I’m more cautious and careful of
how I do it.
I think I’ve got two pictures that are my favourite pictures.
4 GRAMMAR I chose this building that is meant to be demolished. Actually it is
being demolished now.

a 3.5 e 3.6–3.7

Answers Answers (Grammar Focus 6A SB p.148)

1 do you feel a 1 b left a right 2 a left b right 3 b left a right
2 depends 4 a left b right
3 discovered b 2 be learning 3 Are you being 4 left 5 ’s thinking
4 started 6 Do you realise 7 been gossiping 8 is increasing
5 was taking 9 opened 10 suppose
6 ’m taking c 2 had 3 been complaining 4 see 5 decided
7 think 6 belongs 7 been watching 8 changed 9 wanted
8 is being demolished 10 are you saying

b hear is
CAREFUL!
A typical mistake is for students to overuse the continuous
I’ve heard that Simon has started a photography course.
tense for verbs showing increase and decrease: The second
I’ve been hearing good things from Simon about his half of December started with a score of 97%, which was
photography course. increasing to 100% by the end of January. (Correct form = The
second half of December started with a score of 97%, which
increased to 100% by the end of January.). Another common
mistake is to use do in the continuous to talk about routine
things: First of all, I should tell you how I’m doing that. (Correct
form = First of all, I should tell you how I do that.).
Answers
f I’ve waited for you for an hour and ask
2 simple for a verb not usually used in the continuous
3, 4 simple for a completed action
1, 2, 7 simple for general truth or attitude I’ve been waiting for
5 continuous to describe a repeated action you for an hour,
6 continuous to focus on the duration of an action
8 continuous for an action in progress at a particular time
7 a verb with different meanings in the simple and continuous
Answers
c
1 asks – is (always) asking (annoying habit)
2 have played – have been playing (emphasises duration)
Answers 3 use – be using (emphasises the activity)
1 Both possible: the present continuous makes the question more 4 ’m not – ’m not being (shows that the speaker is usually careful)
focused on a change in how she feels 5 ’ve looked – ’ve been looking (emphasises duration)
5 Both possible: the present continuous stresses repetition
6 Both possible: the present continuous stresses the duration of g
the process of taking a photo

UNIT 6 Perspectives 99
 EXTRA ACTIVITY c
Put students into groups. Give one student the beginning of
a story to read out: Helga had been thinking about leaving
for weeks. The student on the left says another sentence to d
continue the story, e.g. Things were not getting easier for her.
The next student then says another sentence, and so on until others?
you tell them to stop. Give groups time to add an ending and
then practise the story before retelling it to other groups. EXTRA ACTIVITY
Ask students to take a photo before the next class, using
5 SPEAKING some of the tips on photography they’ve learned, and to
bring it into class. Students talk about their photo and say
a how successful they think it is. They could post it on a social
networking site.

ADDITIONAL MATERIAL
b
Workbook 6A
Photocopiable activities: Grammar p.211, Vocabulary p.231,
Pronunciation p.262

6B Waiting for the At the end of this lesson, students will be able to:
• use a range of adjectives and collocations to describe

drama to begin emotions

• use main stress on adverbs for emphasis
• read a story in several parts and understand the
descriptive language in context
• use participle clauses in noun phrases and as adverbials
OPTIONAL LEAD-IN • speculate about a story, discuss an alternative ending
and write a continuation
Books closed. Write some emoticons on the board or show
them on a mobile device if you have the technology to do
so. Tell students to interpret them, e.g. (happiness),
(playfulness), (fear), (uncertainty). Ask students
why people use emoticons rather than just say how they LANGUAGE NOTES
are feeling. You could point out the difference in meaning between these
words at C1 and at C2:
1 VOCABULARY insecure (C1): no confidence; (C2): not safe

a restless (C1): unable to relax; (C2): wanting something new.

when you are disappointed with something
and stop believing in it The opposite of ‘calm’ c

d 3.9 Pronunciation Ask students to listen and say how

b 3.8
sentence with the correct continuation in the second

Answers
Answers 1 a I’m absolutely devastated. b I’m absolutely devastated.
1 d 2 b 3 g 4 f 5 e 6 a 7 c 8 h 2 a I felt extremely jealous. b I felt extremely jealous.
3 a I feel so ashamed. b I feel so ashamed.
a sentences: the main stress is on the adjective
b sentences: the main stress is on the adverb
The b sentences show stronger feelings.

100 UNIT 6 Perspectives

 LOA TIP DRILLING Suggested answers
1 a The attendant is experienced with snakes and feels safe
around them. He is protective of them.
• Using gestures to model stress or intonation patterns b Miss Aitcheson is scared of the snake and snakes in general.
during drilling is particularly effective for kinaesthetic As a city woman she probably thinks they should be killed
learners. Repeat I'm absolutely devastated. and then use and she should be protected from them.
a gesture, such as punching the air in front of you, on c One or two of the children are afraid of the snake but most are
the main stress. Encourage students to copy you, first curious, they are probably afraid of snakes in general as they
aren’t accustomed to them.
just the movements and then the movements and the
2 a She’s unmarried, nearing retirement age, and a city woman.
pronunciation. Repeat the procedure with the alternate She’s fearful and timid but determined.
stress pattern (I'm absolutely devastated.). You can also b Their opinion of her is important to her.
use sweeping gestures upward for rising intonation, and c He’s brisk, forceful, encouraging, persistent and insensitive.
downwards for falling. d She’s polite, thoughtful, sympathetic and observant.

e VOCABULARY SUPPORT
get them (children) young – introduce children to an idea or
activity while they are young enough to be easily influenced
get through to sb (C1) – succeed in making someone
EXTRA ACTIVITY understand or believe something
Put students into groups. Tell them to use adverbs and born and bred – used to say that someone has the typical
adjectives, using stress appropriately, to say how they would character of the people from a particular place, because they
feel in these situations: in the dentist’s chair, in a chauffeur- grew up there
driven Rolls-Royce, about to take a penalty at the World Cup,
diving 50m under the sea, stuck in a lift. e Language in context Descriptive language

2 READING
a Ask students to name situations where their

Suggested answers
large museum installation of a human heart, which people can Suggested answers
walk through, with adults and children exploring it 1 1 drag means move something heavy by pulling it along with
1 The blood vessels take the blood to and from the heart. difficulty, implying that the fear in her eyes is difficult to hide.
2 Beat is the sound or the action of a heart. 2 lurk means that something unpleasant is waiting, perhaps
3 The heart is divided into four chambers. threateningly, so it implies that her fear is alive, unpleasant
4 The heart pumps blood around the body. and a threat.
3 hushed implies that somebody has told the children to be
b quiet / the intense situation has caused this.
4 drape tells us about the way somebody hangs something;
the museum attendant puts the snake around her neck like a
Answers piece of clothing, like a salesperson in a clothes shop.
1 the heart exhibit, being popular, the children, the blood vessels 5 stand still could be quite relaxed, whereas stand rigid gives
2 the ceiling, one corner of the exhibition hall, the entrance to the impression of every muscle being tense.
the heart being roped off, the worn and dusty floor of the blood 2 gaze (v. = look) adds the idea that the children are fascinated
vessels, the marks on the chamber walls, the notice brisk (adj. = efficient) tells us that the attendant's manner is
business-like rather than friendly or caring
c blink (v. = flash, in this context), used metaphorically to make the
light seem like an eye, watching her because it knows she wants
to leave
Suggested answers
hooded (adj. = covered), used metaphorically to make the light
1 She: doesn't live locally; only has an hour before her train; is seem like an eye with large eyelids – hooded eyes are hidden,
interested in biology and natural history; is observant. secretive – she cannot leave, so the exit is not open to her
2 It must be late afternoon because the exhibit is looking dirty swift (adj. = quick, fast), adds the idea that the movement is
from use by visitors. smooth and efficient as well as fast
3 The narrator plans to visit another exhibition, and if there is persist (v. = ask), adds the idea that the attendant is continuing
time, return to the heart. with an unwanted behaviour
jerk (v. = move, pull away), tells us that the action is very sudden
d Ask students what they think will happen in the Hall of and slightly uncontrolled
whisper (v. = say quietly) tells us that she spoke using the breath
and not the voice, because she was so scared

UNIT 6 Perspectives 101

3 LISTENING and SPEAKING I looked at my watch. If I hurried, I would catch the train from Thirtieth
Street. There would be no time to make the journey through the human
a 3.10 heart. I hurried out of the museum. It was freezing cold. The icebreakers
would be at work on the Delaware and the Susquehanna; the mist
would have risen by the time I arrived home. Yes, I would just catch the
train from Thirtieth Street. The journey through the human heart would
have to wait until some other time.
Support on meaning
1 The attendant was so insensitive to Miss Aitcheson's fear he was
Audioscript more like a reptile than a human.
I could see her defeat and helplessness. The attendant seemed unaware, 2 to see her fail to control her fear
1
as if his perception had grown a reptilian covering. What did she care 3 a continuing atmosphere which is cruel because everyone is waiting
for the campaign for the preservation and welfare of copperheads and for Miss Aitcheson to publicly fail
rattlers and common grass snakes? What did she care about someday 4 unable to change the fact that the children have seen what she was
walking through the woods or the desert and deciding between killing trying to hide, because of this relatively unimportant and cruel act
a snake or setting it free, as if there would be time to decide, when her 5 the children have rejected Miss Aitcheson, her own self-image has
journey to and from school in Philadelphia held enough danger to been damaged and she feels absolutely hopeless, as if there is no
occupy her? In two years or so, she’d retire and be in that apartment by future
herself with no doorman, and everyone knew what happened then, and
how she’d be afraid to answer the door and to walk after dark and carry b 3.10
her pocketbook in the street. There was enough to think about without
learning to handle and love the snakes, harmless and otherwise, by
having them draped around her neck for everyone, including the children
– most of all the children – 2to witness the outbreak of her fear.
‘See, Miss Aitcheson’s touching the snake. She’s not afraid of it at all.’
As everyone watched, she touched the snake. Her fingers recoiled. She
touched it again.
‘See, she’s not afraid. Miss Aitcheson can stand there with a beautiful
snake around her neck and touch it and stroke it and not be afraid.’ Answers
The faces of the children were full of admiration for the teacher’s 1 being attacked on her journey to work, being alone in old age,
bravery, and yet there was 3a cruelly persistent tension; they were being attacked in her home
waiting, waiting. 2 They admire her.
‘We have to learn to love snakes,’ the attendant said. ‘Would someone 3 Because the snake is absolutely harmless.
like to come out and stroke teacher’s snake?’ 4 The snake’s suddenly moving its head towards her cheek.
Silence. 5 Some of them laugh, some of them cry.
One shamefaced boy came forward. He stood petrified in front of the 6 She finds Miss Aitcheson's public humiliation too painful to
teacher. watch.
7 a Miss Aitcheson – because she’s lost the children’s respect
‘Touch it,’ the attendant urged. ‘It’s a friendly snake. Teacher’s wearing it
b the narrator – because she understands Miss Aitcheson
around her neck and she’s not afraid.’
c the children – because they don’t know how to react
The boy darted his hand forward, rested it lightly on the snake, and
d the attendant – because he seems to be completely unaware
immediately withdrew his hand. Then he ran back to his seat. The
of, and even takes pleasure in, Miss Aitcheson’s fear
children shrieked with glee.
‘He’s afraid.’ someone said. ‘He’s afraid of the snake.’
The attendant soothed. ‘We have to get used to them, you know. EXTRA ACTIVITY
Grownups are not afraid of them, but we can understand that when
Write sentences 1–5 from the story on the board. Ask
you’re small you might be afraid, and that’s why we want you to learn
to love them. Isn’t that right, Miss Aitcheson? Isn’t that right? Now who students to work out a simpler synonymic paraphrase for
else is going to be brave enough to touch teacher’s snake?’ each underlined part. Check answers as a class, using the key
Two girls came out. They stood hand in hand side by side and stared at below, and ask students what the infinitives of the irregular
the snake and then at Miss Aitcheson. verbs are.
I wondered when the torture would end. The two little girls did 1 Her fingers recoiled (from the snake). (move back/away from
not touch the snake, but they smiled at it and spoke to it and Miss
something because of disgust)
Aitcheson smiled and whispered how brave they were.
‘Just a minute,’ the attendant said. ‘There’s really no need to be 2 The boy darted his hand forward. (move suddenly and
brave. It’s not a question of bravery. The snake is harmless, absolutely quickly)
harmless. Where’s the bravery when the snake is harmless?’ 3 The children shrieked with glee. (scream loudly and
Suddenly the snake moved round to face Miss Aitcheson and thrust its excitedly)
flat head towards her cheek. She gave a scream, flung up her hands,
and tore the snake from her throat and threw it on the floor, and, 4 The snake … thrust its flat head towards her cheek. (push
rushing across the room, she collapsed into a small canvas chair beside something towards somebody suddenly, infinitive: thrust)
the Bear Cabinet and started to cry. 5 She gave a scream, flung up her hands, and tore the snake
I didn’t feel I should watch any longer. Some of the children began to from her throat. (raise suddenly, hard, infinitive: fling; pull
laugh, some to cry. The attendant picked up the snake and nursed off, using force, infinitive: tear)
it. Miss Aitcheson, recovering, sat 4helplessly exposed by the small
piece of useless torture. It was not her fault that she was city-bred, Now ask students to compare the correct paraphrase with a
her eyes tried to tell us. She looked at the children, trying in some way dictionary definition of the verb. What are the differences?
to force their admiration and respect; 5they were shut against her. (The paraphrases above are likely to be more precise for
She was evicted from them and from herself and even from her own this context.) Explain that dictionaries cannot cover every
fear-infested tomorrow, because she could not promise to love and possible use of a word.
preserve what she feared. She had nowhere, at that moment, but the
small canvas chair by the Bear Cabinet of the Natural Science Museum.

102 UNIT 6 Perspectives

c f

Suggested answers
1 Our secret fears and our need for pride and respect, as these are
what drive Miss Aitcheson and lead to her humiliation.
2 The narrator feels she has already journeyed through the full Answers (Grammar Focus 6B SB p.149)
range of human emotions: protectiveness, need, fear, respect, a 2 ✓
pride, glee, cruelty, etc., i.e. a journey through the metaphoric 3 I will find the person who committed this crime. (not a
human heart. So the last line is ironic – there is no need to continuous or a passive verb so no participle clause)
journey through the model of the human heart in the exhibition. 4 ✓
5 Having caused the accident, he offered to pay for the
damage. (the accident happened before he offered to pay for
HOMEWORK ACTIVITY the damage, because he caused it, he offered to pay)
Tell students to find an authentic short story in English 6 As I read the letter, my hands were shaking in excitement. (the
and note down 8–10 new descriptive words. Tell them to subject of the clause is I, so no participle clause is possible)
7 ✓
use a dictionary to find synonyms for the descriptive words,
8 Paddy is the kind of man who never arrives anywhere on
example sentences and notes about their usage. In the next time. (not a continuous or a passive verb so no participle
class, put students into groups to tell one another about clause)
their story and present the new words. b 2 coming outside, 3 wearing orange, 4 being realistic, 5 being
overworked and underpaid, 6 getting stressed out, 7 waiting to
4 GRAMMAR strike
c A cake which was covered in chocolate was quickly brought over
a The to my table. I noticed Noticing something which was sticking
out from under the cake so I lifted it up. I found underneath a
strangers, having no alternative, fell into each other’s arms.
note which was written in red saying, ‘Get into the car which
Ask students if they would like to read the rest of the is waiting across the road’. I was frightened by the tone and
I feared the worst so Frightened by the tone and fearing the
having worst, I did what the note said. A thousand negative thoughts
and how the participle clause could be rephrased were crowding my head when I got to the car. The familiar figure
who was dressed in orange was in the front seat, with a sinister
smile on his face. ‘We meet at last,’ he said.

g
more participle clauses and to compare their stories

Answers
Yes, the meaning is exactly the same.
5 SPEAKING and WRITING
The participle clauses don’t have subjects or auxiliary verbs and a
the verb in these examples is verb + -ing (present participle). way the story about the snake could continue from the
b
b

1 with the -ing form of touch c

2 with the -ing form of have + past participle

c d

Answers
1 approaching the house 2 crying her eyes out
e
3 Wanting to reassure him 4 Having finished her breakfast
Students’ own answers

d
and ask students to match the clauses with the ADDITIONAL MATERIAL
Workbook 6B
Answers
a 4 b 1, 3 c 2, 3 Photocopiable activities: Grammar p.212, Vocabulary p.232,
Pronunciation p.263
e Say Breathing in the sea breeze and ask students which

UNIT 6 Perspectives 103

6C Everyday English At the end of this lesson, students will be able to:
• organise and give a presentation using a range of
First and foremost functional language
• use a range of idioms to make points in discussions
• use tone in comment phrases according to their
position in the sentence

OPTIONAL LEAD-IN
Books closed. Ask students to think of a novel which they
would like to read a sequel to and say what would happen he’s not just a local celebrity So to recap on what I’ve been
in the sequel. Give an example: Animal Farm 2 by George – he’s becoming famous on a saying, I’m proposing to re-
Orwell, where the animals throw out the corrupt pigs and national level. Let me take you interview Max Redwood, due
create a happier, more balanced society. through some facts and figures. to his imminent stardom, and
O This is a bit over the top, is it focus on what inspired him

1 LISTENING not, Sara?!

S I think these facts speak for
to write Solar Wind. Now, if
you’d like me to elaborate on
a themselves: sales of nearly half anything I’ve just said, go right
a million; rumours of a huge ahead.
advance offered for a second O What will you do if Max
novel; translations into eight won’t reveal any interesting
b 3.11 languages; 300,000 Twitter information?
followers … I don’t want to S Well, I’ll just have to cross
labour the point, but one that bridge when I come to
thing is clear – Max Redwood it. But, I’m planning to work
is on the road to becoming quite closely with him in the
an international best-selling run-up to the interview, so
author. there shouldn’t be any nasty
Turning now to the focus of the surprises on the day.
interview itself, I’ve decided to P That’s absolutely the way to go.
Answers talk about the creative process And you’ve clearly put a lot of
half a million: sales of nearly half a million copies of Max’s novel behind his work. effort into this, Sara. Thank you.
8: number of languages his novel has been translated into More specifically, I propose to But I’m going to have to give it
300,000: Max’s Twitter followers find out how science fiction some thought.
writers like Redwood can S OK.
Videoscript/Audioscript (Part 1) imagine in such detail places P Nadia, can we touch base again
SARA Er, Nadia? N Well look, why don’t I invite Paul and events that they can’t on this later?
NADIA Yes? to our next team meeting and possibly have experienced in N Sure. That’s fine. OK, moving on
S I’ve got some great news! I we can raise it then? real life. to the next item …
met up with Max Redwood the S OK, great!
other day, and he says he’s …
going to consider doing another N OK, the next item on the agenda
interview with us! is the author interview series. VOCABULARY SUPPORT
N What? And, as I mentioned earlier, I’ve be hot stuff − be very popular
S Max Redwood? He says he’ll invited Paul today to get his
think about doing another take on it. OK, so over to you, sign off on sth − approve something officially
interview with us. Sara. over the top (C2) − too extreme
N Oh, I don’t know about that, S Thank you.
touch base on sth − talk to someone for a short time to find
Sara. You know, after last time. P That’s not a picture of Max
out what they think about something
S I know, but he’s really hot stuff Redwood, is it?
at the moment! S Yes, that’s right – an up-and-
N That’s true, but would he coming author, but not a c 3.11

actually have something to say? forthcoming one, as poor Oscar

S Well, if I do the proper discovered!
preparation … O You can say that again!
N To be honest, it won’t even be N Oscar!
my decision, Sara. I’d need to S … And there were many
get Paul to sign off on this. questions left unanswered.
S Paul? Now, as luck would have it, I
Answers
N It would need someone more bumped into Max the other day
1 b
senior than me to give the go- and I’ve got him to consider
2 c
ahead for this. There’s a lot of doing another interview.
3 b
risk involved. It was a disaster My focus today is on this
4 c
last time. We need some really second interview. Let me talk
compelling reasons to go down you through why our listeners
this route again. want to hear more from Max FAST FINISHERS
S I see. Well, I could come up with Redwood. Well, first and
Ask fast finishers to write two tweets from Max’s Twitter feed
those! Look, I really think this is foremost – he wrote his book
worth a shot. from a bench on the Palace Pier an hour after his meeting with Sara.
right here in Brighton. However,

104 UNIT 6 Perspectives

d Language in context Idioms 1 EXTRA ACTIVITY
1 If you have the video, ask students to watch the scene
showing the team meeting and Sara’s presentation again. Tell
2 Ask students to personalise the idioms from their them to evaluate Sara’s body language, e.g. how she stands,
I’ve sent my gestures, eye contact with the audience. If you don’t have the
video, or after watching the video, put students into groups of
answers right so it’s worth a shot. four. Ask them to look at the audioscript on SB p.183 and act
out the team meeting, taking turns to play Sara’s role. Tell the
Answers
other students to evaluate ‘Sara’s’ body language each time.
1 a having potential rewards that make something worth trying,
even if it's not likely to succeed
b an expression that means you will not worry about a possible
future problem but will deal with it if it happens
3 LISTENING
a 3.14

2 USEFUL LANGUAGE
be on to sth

a 3.12
that a prequel
Answer
for Max to write a prequel to Solar Wind
to paraphrase an up-and-coming author and not a
forthcoming one up-and-coming Videoscript/Audioscript (Part 2)
and forthcoming forth and up ALEX Atishoo! Sorry … A Hm. Have you got any further
SARA Oh, you’re back! with the famous sequel that
ALEX Yeah. Oscar was talking about?
S How are you feeling? S Actually, no.
A Well, not a hundred per cent to A No?
be honest, but, y’know … S No, there can’t be a sequel
S Well, anyway … I’ve been dying because his first book was the
to tell you about my meeting end of the story.
Answers / Suggested answers with Max the other day! A Oh?
up-and-coming; forthcoming A Of course! How was it? S Because at the end time …
an up-and-coming author is likely to achieve success soon or in the S Pretty good, on the whole. But S and A … stands still!
near future he thought I was a technician A Oh, I see what you mean …
not a forthcoming one is an author who isn’t very willing to give like you, and he was a bit angry S Yeah, it’s a bit of a sore point
information or talk (forthcoming = friendly and helpful, willing to
when he found out I was a with him, actually …
give information and talk)
journalist. A Hmm. So he’s reached the end
It is successful because the wordplay is amusing and puts everyone
A Oh sorry. I told you not to of his story, but has he done the
at their ease. The reference to the previous interview (and the photo
mention that you were a beginning?
of Max) gets everyone’s attention, particularly Oscar’s.
journalist. S What?
S Not to worry. He didn’t seem to A Well, if he can’t do a sequel, he
b 3.13
mind too much in the end. could do a prequel, y’know,
A Well, that’s good. what happens before the
S Anyway, more to the point, he’s events in Solar Wind.
Answers agreed to think about doing S Hmm, I wonder. You might be on
1 on another interview! to something there, Alex …
2 through A Great!
3 First S Yeah, I’ve just been presenting
4 thing some ideas on it to the team.
5 to
6 More b 3.14 Ask students what the sentences are responses
7 on
8 elaborate

c Answers
2 Alex apologises for the fact that Max was a bit angry when he
found out Sara is a journalist.
Answers / Suggested answers
3 Sara tells Alex that Max has agreed to think about doing another
1 talk in Let me talk you through can be replaced with take interview.
Turning in Turning now to can be replaced with Moving on 4 Alex asks Sara if she has got any further with the famous sequel
2 to introduce a presentation: My focus today is on; Let me talk Oscar was talking about.
you through 5 Alex suggests that Max could write a prequel to Solar Wind.
to highlight ideas: One thing is clear; More specifically
to sequence ideas: First and foremost; Turning now to
at the end of a presentation: So to recap on; If you’d like me to
elaborate
3 Students’ own answers

UNIT 6 Perspectives 105

c 5 SPEAKING
a Ask students what the place where they are

d Language in context Idioms 2

when they come to do

Answers b
a 2
b 3
c 1

c
4 PRONUNCIATION
a
LOA TIP REVIEW AND REFLECT

Answer • Encourage metacognition, learning about learning, by

yes using the same task and asking students to reflect on the
task type.
b 3.15
• Put students into groups and tell them to make a
presentation about how to give successful presentations.
Tell students to cover the functional language from the
Answer unit in their presentation and use language from Sara’s
fall then rise presentation.
• Students plan and practise their presentation. Then ask
c 3.16
two groups to give their presentations to each other
and provide feedback on the other group’s content and
ask students to tick the sentences where the comment
structure.

Answers ADDITIONAL MATERIAL

1 b
2 b Workbook 6C
3 a
Unit Progress Test
d Personalised online practice
Answers
fall–rise; rising

106 UNIT 6 Perspectives

6D Skills for Writing At the end of this lesson, students will be able to:
• read and talk about news and activities in your area
I played an active role • use a range of phrases to create a more positive
impression on readers
• write a formal letter of application based on a
model letter

OPTIONAL LEAD-IN
Books closed. Ask students how they think the way people
spend their free time in their local area has changed in the c Ask students if cinemas are still popular where
last 20 years, e.g. you can now watch films on a mobile
device anywhere and at any time. Tell students to predict
trends and changes in the next 20 years.

d
1 SPEAKING and LISTENING
a
EXTRA ACTIVITY
Ask students to make one of the reviews negative, saying
b 3.17 Local View how poor the place/event is or was. Give an example: This
Can you still film is massively overrated, especially considering the famous
names involved and the money spent – wasted rather – on
cram (force a lot of special effects. Spend your ticket money on ice cream instead.
gag
foreboding 2 READING
a

Answers / Suggested answers

A 4 B 3 C 1 D 5 E 2
1 sang, productions (singers, performance)
2 gloomy colours, depressing, landscapes (dark greens, blacks
and browns, watercolours, melancholy, foreboding)
3 relaxing, tables, order (Café, relaxing)
4 special effects, helicopter (blockbuster, spectacular)
5 worked out, equipment, trainers (Leisure Centre, workout)
b Ask students what kind of person would be ideal for the

Audioscript
1 SPEAKER 1 Well I thought she S6 Yeah, me too. So … um,
sang wonderfully. What an what shall we order? Suggested answers
amazing voice! I don’t know 4 SPEAKER 7 Wow, amazing! She seems very suitable for the job. She has the right academic
how she does it. SPEAKER 8 Yeah! Great special background, is doing a degree in History of Art and wrote a
SPEAKER 2 Yes, she really is effects … Pity it wasn’t 3D dissertation on art and music in the community, takes a keen
great. though. interest in local arts, has written about local artists and includes a
S1 I think it’s one of the best S7 Yeah, it was cool, that bit sample article of her work. She isn’t unsuitable in any way.
productions I’ve seen here. where he jumped out of the
S2 So it should be for that price! helicopter.
S1 Well, she is quite a big name. S8 Yeah, and landed safely!
EXTRA ACTIVITY
S2 Mm. Don’t know how he did that. Ask students to write a short (imaginary) review of one of
2 SPEAKER 3 Hmm, interesting. 5 S1 Ooh, I really needed that. I these events for Local View:
But, why all those gloomy haven’t worked out for over a • a poetry evening with translations of a new Iraqi poet
colours? week. I’ve just been sitting in
SPEAKER 4 Yeah, a bit front of the computer every day • a concert of traditional Turkish folk music
depressing, weren’t they? I – I’ve been getting so unfit … • a new version of Romeo and Juliet set in the year 2050
thought the early landscapes Nice place …
• an exhibition by an up-and-coming young photographer
were the best. They were more SPEAKER 9 Yeah, they’ve got a
from Brazil.
colourful. good range of equipment. Good
S3 Yeah, I liked those – they trainers, too. Tell students to work alone, or in pairs, and set a time limit of
were quite lively. S1 Have you been a member ten minutes. After ten minutes, ask students to display their
3 SPEAKER 5 Mm, nice here, isn’t it. long? reviews around the classroom. Students mingle and read
SPEAKER 6 Yeah, it’s one of my S9 Yeah, let me see, next month, each other’s reviews. Take feedback on which review was
favourite places. I often come I will have been coming here for most engaging and why.
here after work. It’s so relaxing. exactly a year, I think. So about
S5 Yes, I hate those places a year, yes. I come here most
where all the tables are afternoons. It’s not so full then.
crammed together, and you S1 Oh well, maybe I’ll join.
can’t hear yourself speak.

UNIT 6 Perspectives 107

 d
3 WRITING SKILLS
impression
a

Answers
a 1 guess; do 2 answering; was 3 in a bit 4 a real fan
Answers 5 Here are 6 loads of 7 am free any time 8 picked up;
4, 5 to give examples of relevant experience priceless
3 to state her qualifications b
Formal letters Giving a positive impression
2 to demonstrate enthusiasm for their company
6 to summarise her strengths I am replying to … which I believe / am certain that
1 to state the reason for writing appeared / was published my knowledge … will enable
in … me to …
I look forward to hearing I have close contact with …
LOA TIP ELICITING from you soon / in due I’m an enthusiastic supporter
course / a keen follower of …
• When eliciting language to match the purpose of parts of I am attaching … I have considerable/extensive
I can offer … experience of …
a text, make sure students are very clear about what the
with regard to … I acquired/developed some
purpose is before you ask them to supply the language. relevant/valuable skills …
Give simple examples which match the purpose before the
c Students’ own answers
main task.
• Ask students what purposes these sentences match: I’ve
done a course in journalism. (to state qualifications); I once 4 WRITING
wrote an article for a student magazine. (to give examples a
of experience); You can trust me. (to show strengths).
• Then encourage students to think about register and
purpose by asking them to rephrase the three sentences
in a more formal way for a positive impact: I’ve completed
a course in journalism; I have experience of writing for a
student publication; I am considered to be responsible.
• Students can now deal with matching the language in the
application and they are also prepared for the register task
in 3b. b
applications and say whether they would be interested
b

EXTRA ACTIVITY
Answers Ask students to take turns to interview their partner based
1 I would like to express my interest in on their application letter. As part of the interview, they
2 extremely well-written and informative could ask the applicant to give a presentation on their ideas
3 I especially admire your policy of providing a platform for
for writing about their chosen area, using the language and
4 on the topic of
5 producing; deserve to be more widely recognised
techniques learned earlier in the unit.

c
ADDITIONAL MATERIAL
Workbook 6D
the phrases Helen uses to describe herself and her

Answers
I am very much in touch with
I enthusiastically maintain my knowledge of
I played an active role in
I have been able to establish contact with
I have also taken a keen interest in
I feel that, with my combination of academic knowledge and local
involvement in the arts, I would be very well qualified to

FAST FINISHERS
Ask fast finishers to express the phrases Helen uses to
describe herself and her experience informally, e.g. I am very
much in touch with I keep up to date with.

108 UNIT 6 Perspectives

UNIT 6 Answers
1 protective

Review and extension 2 petrified

3 ashamed
4 helpless
5 devastated
1 GRAMMAR 6 restless
7 over-excited
a Say some sentences and tell students to say an
letter. First
3 WORDPOWER
a
grin and bear it

Answers
1 b 2 a 3 a 4 b 5 b 6 a 7 b 8 a

FAST FINISHERS Answers / Suggested answers

Ask fast finishers to write some other follow-ups for a 1 Watching TV. The babysitter didn’t want to watch the
sentences 1–8. Tell them to read them to other fast finishers programme the three boys were watching.
b 4 At a swimming pool. The swimmer is being interviewed by a
for them to say which sentence prompts it, e.g. So I’m
journalist after winning a race.
surprised she hasn’t this time. (3 Emily always consults me on c 6 In bed. The woman can’t sleep because her neighbours are
everything.). playing loud music.
d 2 Approaching the city he used to live in. The man is surprised
b Write on the board She saw a rat in the fridge and she by how much the city has changed since he last saw it ten years
ago.
Seeing a rat in the fridge, e 5 At a party. The man is annoyed with another man who thinks
himself really wonderful.
f 3 In the kitchen. The mother is trying to work and cook, and her
two children are arguing.
Answers
1 involved b
2 Not wanting to seem rude
3 approaching platform 5
4 Not understanding Spanish Answers
5 Waiting; displayed 1 f 2 a 3 b 4 c, e 5 d
6 Using just my hands
c
2 VOCABULARY
a
Answers
1 gets; back 2 end; tether 3 grin; bear 4 over the moon
Answers 5 believe; eyes 6 get; nerves
1 iconic 2 humorous 3 playful 4 flawless 5 evocative
6 meaningful 7 exotic

LOA REVIEW YOUR PROGRESS

EXTRA ACTIVITY
Put students into groups to discuss and write down a list of Students look back through the unit, think about what
tips to improve spelling, e.g. use the spellcheck function on they’ve studied and decide how well they did. Students
the computer to see what kind of words you regularly spell work on weak areas by using the appropriate sections of
incorrectly. Ask each group to present their tips to the class (tell the Workbook, the Photocopiable worksheets and the
groups not to repeat a tip given by a previous group) and ask Personalised online practice.
the class to give feedback on how useful they think each tip is.

b Write this sentence on the board and ask students to

The documentary is a g ___ portrayal of inner-city poverty.

UNIT 6 Perspectives 109

 UNIT OBJECTIVES

UN I T 7
At the end of this unit, students will be able to:
understand opinion and attitudes and follow complex
discussions and descriptions in articles and broadcast
material about the social implications of technological
advances and scientific findings, responding to the
ideas raised

o n s
use a range of lexis to describe, speculate and make

Conn e c t i deductions about technological advances and

hypothetical inventions including their origins and
implications
use a range of lexis to describe qualities of society and
social relationships and situations, giving emphatic
opinions on life in the digital age
understand the attitudes and opinions of speakers
using idiomatic language in arguments and strategies
they use to resolve conflict
UNIT CONTENTS use a range of expressions to apologise and admit fault
in social and professional contexts
G GRAMMAR write a clearly structured, cohesive proposal using
Speculation and deduction: modals, semi-modals and linkers to highlight and give evidence appropriately
idiomatic phrases to express certainty, possibility and
impossibility
Cleft sentences: wh-cleft sentences and it-cleft sentences
to highlight information
V VOCABULARY
Compound adjectives: absent-minded, backbreaking,
clear-headed, glassy-eyed, hair-raising, half-hearted, CULTURE NOTES
hard-hearted, heartbreaking, heartwarming, jaw-dropping, This photo shows pupils watching a robot which is helping
left-handed, lifelike, light-headed, light-hearted, mind- their classmate, Jonas, in hospital to keep up with school.
boggling, mouth-watering, narrow-minded, open-minded, Jonas uses a tablet from his hospital bed to control the
self-conscious, short-sighted, tongue-tied, warm-hearted robot’s eyes and follow the lesson. This is part of the Avatar
Nouns with suffixes: Society and relationships, e.g. Kids project by a French company, Aldebran Robotics, to
loneliness, ostracism, tolerance, viewpoint allow sick children to continue in school and even go on
Language in context: Information; Challenging; school trips. As well as being Jonas’s ‘eyes’, the robot can
Apologising and admitting fault put his hand up in class for Jonas, set maths questions, give
Wordpower: self-: self-aware, self-centred, self-confident, feedback, read different languages and demonstrate gym
self-sacrificing, self-satisfied, self-sufficient class activities. Jonas’s classmates look after the robot.
P PRONUNCIATION
b Put students into groups to discuss the questions. If
Word stress: compound adjectives
students need encouragement, prompt them with ideas
Tone in cleft structures
from the Suggested answers below. Take feedback as a
Sound and spelling: ou and ough
class. If you wish, give students information from the
Culture notes above.
GETTING STARTED Suggested answers
1 advantages: allows sick children to keep up with school; makes
OPTIONAL LEAD-IN them feel less isolated
disadvantages: technology not available to everybody; could be
Books closed. Put students into pairs to say or guess what broken or misused by younger pupils
these words connected with technology mean: 2 An internet connection is static and can’t move with the lesson.
bit coin (digital currency) The robot gives the boy a physical body in the classroom. The
children feel curious.
clickbait (attractive hyperlinks that encourage you to click to 3 social activities like parties; speaking with family and friends
another website)
permadeath (when a computer game character cannot
reappear after it is killed)
EXTRA ACTIVITY
Ask students to think about how far they do/don’t like
selfie stick (a device for holding a smartphone or camera so you
to adopt new technologies into their life and mark their
can take a photo of yourself)
position on a line from ‘always the last to get one’ to ‘always
silver surfer (an older person who uses the Internet) the first to get one’. Put students into pairs to explain their
wikiality (information that is assumed to be true because it position with examples and then talk about the position of
appears in a web-based encyclopedia) other people in their family with examples.

a Give students one minute to think about their

answers to the questions before talking about the photo
as a class.

110 UNIT 7 Connections

7A There’s no way robots
will ever replace humans
At the end of this lesson, students will be able to:
• read an article about technology and
speculate about the ideas and opinions
stated using a range of grammatical forms
for speculation and deduction
• use a range of compound adjectives and
pronounce them with the appropriate stress
OPTIONAL LEAD-IN
Books closed. Put students into groups to discuss which of
a range of speakers and present their own
these inventions would be the most useful:
idea in a one-minute time frame
• an alarm clock which wakes you up when you’ve had the
exact amount of sleep needed
• a tablet which contains all the calories and vitamins
needed for one day’s nutrition
VOCABULARY SUPPORT
• an instrument which tells you what kind of mood
off-the-shelf – if a product can be bought off the shelf, it does
someone is in on a scale of 1 (terrible) to 5 (fantastic).
not need to be specially made or asked for
or so sb claims – this phrase implies the speaker does not
1 READING and SPEAKING believe what has been said
a Ask students to name and describe the capabilities an array of sth (C1) – an admirable variety of something on
RoboCop display
settle for sth – accept something, although it is not exactly
photos and discuss the questions. If necessary, pre-teach
what you want
state-of-the-art
humanoid (a machine or creature with heart-to-heart – a serious conversation between two people,
the appearance and qualities of a hum come close to in which they talk honestly about their feelings
doing sth semi-coherent (C2) – almost but not completely logical /
as a class. possible to understand
b Tell students to read the short text and think of tipping point – the moment at which a series of small
four questions to ask these robots. Ask some students events builds up enough to cause a larger more important
to read out their questions and ask other students to development
predict how a robot might answer them. counterpart (C1) – a person or thing that has the same
c Tell students to read the article and answer the purpose as another one in a different place or organisation
questions. Use the Vocabulary support box to help as
necessary. Check answers as a class. e Ask students if they think robots could replace
Answers
discuss the questions. Take feedback as a class.
1 Students’ own answers
2 (a) face, skin, facial expressions, can interact, witty, profound Suggested answers
responses to questions (b) nothing from the neck down, not all It is improving all the time, and the stage where robots become
of her responses to questions make sense really like humans may not be far off.
3 He said he would be satisfied with a semi-coherent chat, and so Students’ own answers
he is probably satisfied.
4 Students’ own answers
5 Robots will come to life one day as self-determined, fully 2 VOCABULARY
conscious beings who will match or be superior to human
beings intellectually. It will be reached by filling the robot with a Ask students what you would call somebody who works
more and more information. self-employed
lifelike and
self-conscious and their meanings and ask students to
EXTRA ACTIVITY
Put students into pairs. Ask them to take it in turns to be meanings. Check as a class.
Bina48 and answer their partner’s questions from 1b in a Answers
similar way to the robot. 1 clear-headed 2 human-like 3 absent-minded
4 glassy-eyed 5 self-determined
d Tell students to work out the meaning of the words in
bold, using a dictionary if necessary. Check answers as
a class. FAST FINISHERS
Answers Write cyber on the board and ask fast finishers what it is
1 disconcerted: worried by something and uncertain related to (computers, especially the Internet). Ask what
2 reassuringly (C1): in a way that makes you feel less worried these words (might) mean and which are real: cyberdate
3 be something of a sth (C2): used to describe a person or thing in (a romantic meeting on the Internet, not real); cyberpet (a
a way that is partly true but not completely or exactly; recluse: device acting like a pet, real); cyberspeak (computer jargon,
a person who lives alone and avoids going outside or talking to
real); cyberteacher (a robot teacher, not real).
other people
4 hidden depths: serious qualities that you do not see immediately

UNIT 7 Connections 111

b Put students into pairs to think of as many compound b Ask students to look at may well have been in opinion
self-, -like, -eyed and -minded as they can 1 and elicit how sure the speaker is (quite sure but not
in a time limit. Ask the pair with the most compound

Suggested answers
bold.
1 self-aware; self-centred; self-catering; self-motivated; self- Answers
obsessed; self-taught a 1 quite sure 2 very sure 3 certain 4 very sure; quite sure
2 birdlike; catlike; childlike; model-like; warlike 5 quite sure 6 certain; very sure
3 blue-eyed; dry-eyed; pop-eyed; wide-eyed; big-eyed; one-eyed b 1 past 2 past and present 3 present/future
4 high-minded; like-minded; open-minded; strong-minded 4 future; future 5 future 6 past; present

c 3.18–3.20 Students complete the exercises in c 3.21 Tell students to rewrite the opinions in 3a using
Vocabulary Focus 7A on SB p.164. Ask students to the expressions. Play the recording for students to check.
read both Tips. Play the recording for students to listen
Answers and audioscript
and check their answers to Exercises a and b. Play the
1 It’s likely that was because the interviewer asked difficult
recording for Exercise c. Check answers and elicit the
questions.
2 I bet they’ve been developing this technology for decades, to get
students to go round the class and ask questions for each this far.
3 There’s no way robots can ever replace human beings.
for each prompt. Tell students to go back to SB p.81. 4 It’s quite possible that robot nurses will soon be looking after
patients in hospitals. Although it’s highly unlikely they’ll be
Answers (Vocabulary Focus 7A SB p.164)
doing skilled jobs.
a 5 left-handed
5 There’s a good chance robots that can respond to feelings will
6 hard-hearted be developed in the next 50 years.
7 clear-headed
6 Scientists are bound to have made progress since the article
8 mouth-watering
was written. I’m sure they’re getting closer and closer to creating
9 jaw-dropping.
conscious machines.
b 1 narrow-minded
2 half-hearted 3.22–3.27 Students read the information in
3 absent-minded
d
4 short-sighted
Grammar Focus 7A on SB p.150. Play the recording
5 light-headed where indicated and ask students to listen and repeat.
6 light-hearted Students then complete the exercises. Check answers
7 hair-raising as a class. Exercise c could lead to a discussion about
8 mind-boggling whether time travel might be possible one day and if it
c 1 mind-boggling; heartwarming; open-minded; short-sighted were, what the consequences would be. Tell students to
2 adjective + body part + -ed; body part + present participle go back to SB p.81.
Answers (Grammar Focus 7A SB p.150)
CAREFUL! a 2 ’s going to 3 highly 4 could 5 will 6 slim 7 can
8 must 9 can’t 10 can
A typical error students make with compound adjectives is
b 2 Customers are bound to complain.
punctuation: It should be mentioned that only an efficient, 3 I may well see/be seeing Ian tomorrow.
well-qualified and openminded assistant would give the 4 Barbara must have broken the window – she was playing
support we need. (Correct usage = It should be mentioned that round here.
only an efficient, well-qualified and open-minded assistant 5 The referee can’t have seen the incident.
would give the support we need.). Another mistake students 6 Damien should know the answer.
sometimes make is to hyphenate compounds with well when 7 I/You can tell that Greta is dissatisfied.
8 The lights are on so Karen has got to be at home.
they come after nouns: The area was well-known for its high
c 2 ✓ 3 might/could/would 4 no way
environmental standards. (Correct usage = The area was well 5 ✓ 6 ✓ 7 could 8 should/will/could
known for its high environmental standards.). 9 unlikely 10 won’t

d Put students into groups. Tell them each to think

self-conscious, but not say CAREFUL!
what it is. One student starts and the other students A mistake students sometimes make is to use bound to rather
tell him or her to do things in a way that will show the than likely/obliged/forced to: Also, music is not bound to be of
word, e.g. Brush your teeth – the student will brush their use to a scientist. (Correct form = Also, music is not likely to be
teeth in a self-conscious way. The students keep giving
of use to a scientist.).
Then it is another student’s turn to listen to instructions e Ask students to rewrite the sentences using the verbs in
and demonstrate their word. brackets to speculate or make deductions. If necessary,
pre-teach foresee
3 SPEAKING and GRAMMAR pose
to make sure students are using the expressions
Speculation and deduction accurately.
a Put students into pairs to read the opinions and
f Put students into pairs to compare their sentences
discuss how far they agree with them. Take feedback as
and discuss their opinions. Take feedback as a class.
a class.

112 UNIT 7 Connections

4 LISTENING Suggested answers
1 Good ideas would reach more people and bad ideas would be
a Put students into groups to discuss what issues the exposed. People would be better informed.
pictures show. Take feedback as a class. 2 Everyone could receive their ideal level of stimuli from the
outside world.
b 3.28 Play the recording for students to listen and check 3 It would ensure employers hired the best possible candidates
their ideas in 4a. If necessary, pre-teach some of the words and create a fairer employment market.
from the Vocabulary support box. Ask students to write a
one-sentence summary of each solution. Check answers.
VOCABULARY SUPPORT
Answers
1 People get away with telling lies and misleading others; the
pop up – suddenly appear
invention is a fact-checker app that would alert us when apply a rule/standard to sb/sth (C1) – make somebody or
someone tells lies or mistruths something obey a rule or judge them by a standard
2 There is too much noise and visual stimulation in the modern
environment; the invention is a remote control that would
far and wide – to/from/in, etc. many different places in the
modulate, tone down and filter sensory information country/world
3 Being good-looking gives some people an unfair advantage perpetuate sth – make something continue to happen / be
in life; the invention is a mask that would conceal people’s the situation
appearance when they are interviewed so that they wouldn’t be
judged on how they look ignorance (C2) – lack of knowledge, understanding or
information
Audioscript modulate sth – change the amount of something to make it
SPEAKER 1 Politicians, media pundits, writers and students get away more suitable
with claims that are not based on fact. stimulus (C2) – something which stimulates the senses
If I was ruler of the world for a day, I would install fact-checker apps
into our smartphones, into our computers, so that when facts were tone sth down – reduce something such as noise, colour,
broken, when people told lies, or told mistruths, our phones went strong language etc. to an acceptable level
‘Brrrrrrrr!’, or the lines on our computer screen popped up in red. on the grounds of (C1) – (formal) because of a particular
That way, we’d know what was fact and what was fiction. reason
Of course, I wouldn’t apply it to everyone. I wouldn’t apply it to
poets, to novelists and others who specialise in imaginary ideas. My
a level playing field – used to describe a competitive situation
aim would be to ensure that we benefit from the age of the Internet which is fair because everyone has the same chance of
of things to have an Internet of facts and ideas, and through this we success
would hopefully get away from the infuriating falsehoods that are irrespective of sth (C2) – (formal) without considering
being widely disseminated. something, often because it is irrelevant
Over time, good ideas would be spread far and wide, and bad
ideas would be seen as a joke, rather than being the source of
determine sth (C1) – (formal, often passive) make a decision
misinformation and perpetuating ignorance. or judgement
SPEAKER 2 The invention I would like to propose is a remote control serve the interests of sth/sb (C1) – (formal) help achieve
that can modulate the amount of sensory information you get – the something which is an advantage (for sth/sb)
amount of sound, or smell, visual information, etc.
meritocratic – of a system/society/organisation in which
I came up with this idea because I cycle around London quite a lot,
and every day I notice how much I am bombarded with the sounds people have power because of their abilities, not because of
of traffic and the smells of the city and visual advertising and media. money, social position, etc.
I think this is something that in general people deal with in a number
of different ways. Often it relies on putting more information or d Put students into pairs to discuss the questions.
stimulus into your body, like wearing headphones or looking in your Take feedback as a class.
phone.
A remote control would allow you to tone down what’s there. I EXTRA ACTIVITY
imagine it would work like a force field you can set at your ideal
level, because everyone is different, and everyone has different ideal Put students into groups to discuss whether these
levels, and it just filters everything that comes in and out. statements are fact or fiction:
SPEAKER 3 Well, my idea for changing the world is quite simple, and it You use more calories sleeping than watching TV. (fact)
can be justified on the grounds of justice and fairness. It is simply
There are more English native speakers than Spanish. (fiction)
that when someone is interviewed, for a job, for example, that they
should have to conceal their appearance. Mount Everest would fit into the deepest area of the sea. (fact)
They would have to wear a mask. They would not be able to exploit You could live without water if you ate enough fruit. (fact).
their, let’s say, personal or their social, visual capital. They would
have to be judged according to their merit. It would create a level
Tell students to write five of their own fact/fiction statements
playing field. It would ensure that the best person was recruited to a to test other groups.
company – irrespective of whether that person was good-looking or
e 3.29 Put students into groups to predict the experts’
ugly, as conventionally determined.
It would serve the interest both of fairness in respect of that person’s reactions to the ideas. Then play the recording to check.
rights, and it would ensure a level playing field therefore for that If necessary, pre-teach close to home (relevant and
reason. But it would also ensure the most meritocratic outcome – familiar, possibly because it is uncomfortably close to
the best person would be chosen for the job.
Suggested answer
c Play the recording again, pause after each
3.28
They all think the ideas are good, but they have reservations about
speaker and ask students what impact the idea is them.
intended to have.

UNIT 7 Connections 113

 Audioscript LOA TIP ELICITING
SPEAKER 1 It’s hard to argue with the idea that we want truth over
falsehood. I think the trickiest part of this is actually knowing what
the truth is and what facts are and aren’t correct. And so, my biggest
• Use prefixes and suffixes to help elicit meaning.
concern would be that the fact app might itself be full of falsehoods • Say to students: Is ‘mis-’ a positive or negative prefix?
that we haven’t found out yet, or could be used to deceive us. (negative). So is misinformation a good thing? (no). Give me
SPEAKER 2 I was intrigued though by the idea that you want to filter some examples of words ending ‘-hood’. (neighbourhood,
out these noises or smells or whatever it is when you’re cycling. Isn’t brotherhood). What word class are they? (nouns). So what
there a danger you could miss out something that’s rather important is a synonym of ‘falsehood’? (lie). Do you think there is a
for your safety? For example, you might just miss that taxi that was
difference between ‘falsehood’ and ‘lie’? (falsehood sounds
coming round the corner that you didn’t know about. So turned
less harsh). Does the ‘dis-’ in ‘disperse’ and ‘distribute’ mean
down, you go straight into it. So I think you’d need a smart filter
which would be able to recognise what was essential for you to see to send ‘out’ or ‘in’? (out). So could ‘disseminate’ be about
and hear, red traffic lights, for example, and what could safely be keeping or releasing information? (releasing).
filtered out, like advertisements or noise from building sites. • Remind students again of this way of working out meaning
SPEAKER 3 It’s a fascinating idea, and it’s very close to home for me when they study nouns with suffixes later in the unit on SB
because I’ve hired hundreds of people and done hundreds of job p.85.
interviews, many of which have been over Skype or telephone.
And I think l like the values and the spirit behind the suggestion.
My hesitation about it is that you know they say 80 per cent of
communication is non-verbal, and I think a lot comes across in
FAST FINISHERS
expressions and bearing. Some of it is unfortunate and shouldn’t Ask fast finishers what get away with and get away from
influence your decision. Some of it is actually essential, I think – to mean in sentences a and b: get away with sth (succeed in
assess someone’s characteristics for a job. So I’m not sure what I avoiding punishment or criticism for something); get away
think. from (escape). Ask students to think of more get phrasal
verbs with two particles, e.g. get up to sth (do something,
f 3.29Tell students to choose the point each expert
often something that other people would disapprove of); get
makes. Play the recording again for students to check
around to sth (do something that you have intended to do for
their answers.
a long time).
Answers
1 b h Put students into groups to discuss the questions.
2 b Take feedback as a class.
3 a

g 3.30 Language in context Information

5 SPEAKING
If you a Encourage students to think of as many inventions
Do you let or new ideas as possible, using the prompts to help
(only let some them, and write them on the board. Put students into
small groups to choose an invention or idea, make
the recording for students to listen and check. notes, then plan and practise a 60-second presentation
(it may be useful to remind students of the presentation
2 Students answer the questions. Check answers.
Answers from each group to present their idea to the rest of the
1 a claims; fact class. Tell students to make notes of each idea as they
b falsehoods; disseminated listen as they will need them for the next stage.
c misinformation
d filters b Put students back into their groups to discuss how
e conceal necessary, interesting and practical the other ideas were.
2 1 fact Groups then ask each other to clarify any points or get
2 claims extra information. Finally, ask students to vote for the
3 falsehoods, misinformation
4 disseminated, conceal, filters

ADDITIONAL MATERIAL
Workbook 7A
Photocopiable activities: Grammar p.213, Vocabulary p.233,
Pronunciation p.264

114 UNIT 7 Connections

7B What I enjoy is a At the end of this lesson, students will be able to:
• listen to and read about research-based opinions on

heart-to-heart chat how people relate to one another in society and

react to the views expressed
• use cleft structures with the appropriate intonation
to emphasise information

OPTIONAL LEAD-IN opinions, including abstract ideas

Books closed. Put students into pairs and ask them to have
an SMS conversation: they cannot speak and can only send
messages on their mobile devices. If they don’t have the
technology, ask them to pass each other messages on a piece
Suggested answer
of paper. After about five minutes, ask students how it felt
We need to change our online behaviour so that we can connect
compared to speaking to each other. more with different people and cultures.

1 SPEAKING and LISTENING Audioscript

PRESENTER Welcome to From My Bookshelf – the weekly programme
a Ask students to compare online and print newspapers
where guests talk about a book that they think everyone should
and say whether print news still has a future. Put students read. This week’s guest is media expert and commentator Zelda
into groups to discuss reading habits and choose a Freeman. Welcome Zelda, thank you very much for being here today.
headline they might read. Take feedback as a class. Tell us about your book.
ZELDA Well um … the most intriguing book I’ve read in the past few
EXTRA ACTIVITY years – Rewire by Ethan Zuckerman – er, he’s an academic, um, and
he thinks deeply about the role of media in our society.
Put students into groups and tell them to choose one of
P Zuckerman. The main thing about his book, I hear, is that he’s
the headlines. Ask students to discuss what story might be
challenging the myth about the Internet, is that true?
behind the headline: what happened and why it is news. Z Yes, er … the myth. And what’s interesting is that we only think we’re
Groups then take it in turns to present their story, briefly, to more connected … But, the point he’s making is, that we’re actually
the rest of the class, each student saying part of the story. wrong. Er, in some ways, the Net manages to isolate us.
P So we’re all connected together but we’re isolating ourselves? That
b sounds like a contradiction – how is that possible?
Z Well, use myself as an example. I use the Internet to find out news. I
whether the writer thinks the Internet makes us more or read a lot of newspapers online, but it’s only British ones that I read.
less connected. Check as a class. There’s nothing stopping me from reading an English-language
Answer newspaper in China – it’s just a click away. But, I don’t. What
Zuckerman is saying is that the Internet is a very powerful tool, but
not necessarily more
very few of us exploit it to its full potential.
P I have to ask – does it matter?
c Ask students: Z Well, yes … The reason why it matters is that we’re living in an age
of economic and physical connection. Um, our economies are
(everyone being connected. So, if the share market in the US sneezes, then we all
What could be happening to feel the effects. Um, a dangerous virus breaks out somewhere in
the world and it can travel around the globe very quickly. And more
work out the meanings of the other highlighted words people are moving around. What we really need to understand is
from the context. Tell them to check in a dictionary if how other countries and cultures work. We’re more linked into each
necessary. Check answers as a class. other than we used to be, so we need to be a lot more cosmopolitan.
Answers P But in the 21st century, I’m sure a lot of people already know this.

accelerate (C1): happen or make something happen sooner or Does it actually matter if we don’t do anything about it?
Z Well, good point … I mean, Zuckerman makes a very good point
faster
ubiquitous: seeming to be everywhere about that. We tend to think we know more than we actually do. It’s
immensely (C1): extremely a kind of false cosmopolitanism. And he uses this example because
inevitably (C1): in a way that cannot be avoided we know we could in theory read The Times of India online, but we
cosmopolitan (C1): containing or having experience of people and almost begin to imagine that we actually do that, although in reality
things from many different parts of the world we don’t. It’s the possibility of connection that means we begin to
engage (with something/somebody): become closer to something/ think of ourselves as being cosmopolitan.
somebody so that you can understand it/them P So we begin to think that a possibility is a reality?
Z Exactly, I mean that’s fine for many things, but as far as the Internet is
d Ask students why they think the author uses water concerned, I really think we need to think about it a bit more.
as an example of shipping goods (water is a strange P So why do you think that we don’t connect more?
product to ship such a long way given that it falls free Z Well Zuckerman suggests that our online behaviour is not that
different from our offline behaviour. Um, so for example we form
pairs. Take feedback as a class. social groups according to the people we meet as we grow up, and
we get together with people with similar attitudes and interests.
e 3.31 Ask students why they think the book is called
P So like we do in social media, we only friend people we want to
Rewire. Ask students to summarise the main point the actually be friends with?
book makes, according to Zelda, in one sentence. Tell Z Yes, that’s right. What we don’t do is explore much beyond that. But
three or four students to give you their answers and ask the thing is, we can – we actually have the potential to do that.
the rest of the class to comment on how accurate and P So does Zuckerman himself, does he have any suggestions?
complete they are.

UNIT 7 Connections 115

 Z Well, he says that all we need to do is ‘disconnect’ from our current
way of thinking and ‘rewire’. We all have to learn to behave in a very
2 GRAMMAR
different way. a 3.32 Ask students to match the sentence halves. Play
P How? the recording for students to listen and check.
Z That’s the problem. It’s a challenge. You need to identify what he calls
Answers
‘bridge figures’. These are people who are able to translate ideas
from one culture to another. They can explain it, give it context, and 1 c 2 e 3 a 4 d 5 b
they help us to understand it.
P So like in some kind of magazine or journal? b Write this sentence on the board: What’s important is people
Z No not really. He means being much freer than that. So, for instance, care about each other. Ask students:
bloggers. These are people who have a passion for this kind of
thing. Um … their information needs to be open and accessible and the board: All I want is to live in a fair world. Underline
therefore it’s free for everyone. What’s important is … and All I want is … and ask students:
P Won’t this just be more information online that people don’t read?
Z So, as I mentioned before, business and politics are more and more
connected. Um, um, business and political leaders need to be
genuinely cosmopolitan in this day and age. So people who are
Answer
‘bridge figures’ are likely to assume more and more important roles
in business, and also in politics. They’ve rewired already. So, if we the information (a–e) that follows each cleft structure (1–5)
want to do well in the world, we need to rewire as well.
c Ask students how many verbs there are in the cleft part
f 3.31 Ask students if they would read Rewire. Play the
recording again. Tell students to note down examples.
Check answers as a class. Use the Vocabulary support Answer
box to help with vocabulary as necessary. be (is)
Suggested answers
1 we read a lot of newspapers online (but not necessarily those d 3.32 Pronunciation Ask students what tone
from other cultures, although they’re widely available); we form comment phrases take at the start of sentences (fall–
social groups (but only with people similar to ourselves)
2 economically: we’re affected by changes in the US share market; students to predict what tone the cleft part of the
physically: dangerous viruses can spread quickly round the sentence takes. Play the recording for students to listen
world and more people are moving around and check their prediction. Check the answer.
3 we know we could read The Times of India, so we almost begin
to think that we do Answer
4 bloggers, business and political leaders; they translate ideas fall–rise
from one culture to another
e 3.33–3.34 Students read the information in

VOCABULARY SUPPORT Grammar Focus 7B on SB p.151. Play the recording

where indicated and ask students to listen and repeat.
myth (C1) – a commonly believed, but false, idea Students then complete the exercises. Check answers as
isolate (C1) – separate one, or a group, from the main group a class. Tell students to go back to SB p.83.
so that it has no contact Answers (Grammar Focus 7B SB p.151)
contradiction (C2) – the state in which two statements, ideas, a 2a 3d 4f 5h 6b 7c 8e
etc., cannot both be true because they contain opposing b 2 The captain of the ship was she It was the captain of the ship
ideas 3 what (that) 4 taking (to) take 5 to (that) you
6 which (that) 7 What It 8 Is It is
sneeze (B2) – used figuratively to mean change slightly/ c 2 All I need is ten euros.
suddenly/briefly 3 It is a job (that/which) nobody wants to do.
assume (a role) (C2) – (formal) to start to take responsibility 4 What you are asking for is unreasonable.
for a particular thing/job 5 The reason (why) we chose Portugal was the friendly people.
6 What happened was (that) our car ran into a tree.
7 It was her cousin who/that was causing all the trouble.
g Ask students if any of them see themselves as 8 The thing that bothers me is (that) I don’t know Jason so well.

questions. Take feedback as a class.

CAREFUL!
EXTRA ACTIVITY A mistake students sometimes make is to forget be in the
Tell students that they are ‘bridge figures’ and need to share cleft: What is special about soap operas that they attract
ideas from their culture(s) with others. Put students into attention more than any other TV programme. (Correct
groups, mixed nationalities if possible, to think of three form = What is special about soap operas is that they attract
things that other countries/cultures would find interesting attention more than any other TV programme.).
and informative and to decide how to share that information, 3.35 Say: Zelda wants more awareness of the problems.
f
e.g. upload a video onto YouTube about wedding traditions
and ask students to change it into a cleft sentence
in their region. If time and resources are available, ask beginning with What (What Zelda wants is more
students to put their suggestions into practice.
sentences. Then play the recording for students to listen
and check.

116 UNIT 7 Connections

 Answers and audioscript d Ask students if the author believes in the link between
1 What we don’t need is wi-fi all over town.
2 It’s only at work that I use the Internet. read the article in more detail and answer the questions.
3 All we have to do is unsubscribe from social media to help us Check answers as a class.
reconnect.
4 What’s incredible is just how liberating it is to go digital. Answers
5 The reason it worries me is (because/that) people end up living 1 It helps us see other perspectives and gives us a sense of social
in virtual worlds and losing touch with reality. distance and separateness.
2 Loneliness makes people feel physically cold. Ostracised (lonely)
g Ask students to complete the cleft sentences people preferred hot food, and their skin temperature dropped.
individually. Put students into pairs and tell them to 3 Research which makes connections between things that don't
take turns to say their sentences and comment on their logically seem to be connected, like loneliness and physical
coldness, or words connected with old age and the speed we
partner’s sentences. Take feedback as a class and ask
walk at. The research has lost popularity because scientists have
some students to say their sentences.
not been able to repeat certain studies and get the same results.
4 Because temperature does, in fact, have an important link with
3 READING loneliness.
5 Connections through social media make us feel lonely because
a Ask students if they regularly communicate with they don’t involve heat.
anyone who they have never met face-to-face and if so 6 They warm us up and make us feel less lonely.
whether they could call these people friends. Put students

and online friendships. Take feedback as a class. EXTRA ACTIVITY

b Put students into pairs to say whether they think Put students into groups to discuss whether they would
the statements are true or false, and why. Take feedback agree with these statements if they were presented with
as a class. research evidence to back these claims up:
People will pay 50% more for a 10% improvement.
c Ask students to read the article and check their answers
in 3b. Use the Vocabulary support box to help with the The happiest period of your life is between 35 and 40.
idiomatic expressions if necessary. Check answers as The more you pay people, the better their results at work.
Talking to flowers and plants helps them grow faster.
language in the article, do the Extra activity.
People with pets live 10% longer than people without pets.
Answers
1 T (those exposed to cold temperatures find it easier to grasp e Ask students whether we can measure concepts like
viewpoints other than their own) tolerance and loneliness in experiments. Put students
2 F (to take the heat out of a disagreement, you should decrease into groups to discuss the questions. Take feedback as a
the heat of the room)
class.
3 F (the writer says he wants to draw this conclusion, but it’s not
proven)
4 T (cold makes us lonely and loneliness makes us feel cold; 4 VOCABULARY
warmth makes us feel the opposite)
5 T (loneliness has been found to make numerous serious
Society and relationships
diseases worse) a Ask students if they know any of the highlighted words
and if so tell them to explain the words to the class. Ask
VOCABULARY SUPPORT students to guess the meaning of the rest of the words
from the context and check with a dictionary. Check
take the heat out of (an argument) – reduce the level of anger/ answers as a class.
excitement
Answers
be music to sb's ears – be something that you are very pleased
grasp viewpoints (C1): understand opinions
to hear affable tolerance (C2): willingness to accept, in a friendly way,
on closer reading – when read again more carefully, the first behaviour and beliefs that are different from your own, although
interpretation was wrong or incomplete you might not agree with or approve of them
prejudice (B2): an unfair and unreasonable opinion or feeling,
be in the doghouse – be disapproved of especially when formed without enough thought or knowledge
keep track of sth – be continuously informed about something perspectives (C1): particular ways of considering something
intimacy: a situation in which you have a close friendship with
a nudge in the right direction – a small effort to improve a someone
situation loneliness (C1): the state of being lonely
ostracism: avoiding someone intentionally, or preventing
someone from taking part in the activities of a group
EXTRA ACTIVITY exclusion: the act of not allowing someone or something to take
Write two lists on the board and divide the class into As and Bs: part in an activity or to enter a place
social contact (B1): communication with people, relating to
Student A: extrapolate trigger finding reinforce activities in which you meet and spend time with other people
Student B: exert effects replicate findings exacerbate and that happen during the time when you are not working
security (B1): protection of a person, building, organisation
Ask students to check with a dictionary and write a or country against threats such as crime or attacks by foreign
synonymous paraphrase for each expression. In AB pairs, countries
students explain the words in their lists to each other, using isolated (C1): feeling unhappy because of not seeing or talking to
the context of the article. other people

UNIT 7 Connections 117

 LOA TIP CONCEPT CHECKING Answers
separation (B2): a situation in which two or more people or things
are separated; an arrangement, often legal, by which two married
• Translation is an efficient way of concept checking people stop living together as a couple
vocabulary if you share the same L1 as the students separatism: the belief held by people of a particular race, religion,
and there is nothing in the communicative approach or other group within a country that they should be independent
discouraging translation. However, you can use variations and have their own government or in some way live apart from
on the basic saying the word in L1 for students to then say other people
separateness: the state of existing or happening independently or
the word in L2.
in a different physical space
• Say the definition of the word in L1 rather than the word
itself.
• Say an example sentence in L2 with the highlighted word
FAST FINISHERS
in L1, e.g in Turkish: There needs to be more hoşgörü of Ask fast finishers to find three more nouns for each suffix, e.g.
people from different cultures (tolerance). tiredness, realism, decision.
• Give a synonym or antonym of the highlighted word in L1.
• Say one of the words highlighted and give a list of three or HOMEWORK ACTIVITY
four words in L1 for students to choose from. Alternatively, Ask students to read the information in the Learning Tip
do the opposite: say a word in L1 and offer three or four of again and find five sets of words with the same base form but
the highlighted words. different suffixes, e.g. collection (a group of objects of one
type that have been collected by one person or in one place);
b Ask students to complete the phrases. Check answers as collective (an organisation or business that is owned and
a class.
controlled by the people who work in it); collectivism (a theory
Answers or political system based on the principle that all of the farms,
1 viewpoint 2 perspective 3 perspective; intimacy factories, and other places of work in a country should be
4 social contact 5 security owned by or for all the people in that country). Tell students to
record the different meanings with example sentences. In the
c Ask students what the noun forms of the words are. next class, ask them to share their words with a partner.
Check as a class.
Answers
coldness; loneliness; ostracism; exclusion; isolation
5 SPEAKING
a Ask students to look at the picture and ask how the
d 3.36 man feels in such an isolated environment. Write this
from the nouns in 4c to each group of words. Play the sentence on the board and ask students for nouns that
recording for students to listen and check. Then tell would be suitable: is one way to make yourself
students to check any new words in a dictionary. unpopular and isolated.
Answers students to complete the sentences using the words
1 -ism: materialism; optimism; socialism; separatism; capitalism
studied in the lesson or their own ideas, checking the
2 -ness: nervousness; rudeness; selfishness; fairness; closeness form in a dictionary. Students then add two more
3 -ion: collaboration; distribution; liberation; innovation; separation
support students as necessary. Check that students’

CAREFUL!
b Put students into pairs to explain their ideas
A mistake students sometimes make is to use the wrong
noun form: I hope the city will accept the proposal that will and kinds of behaviour that are important to social
benefit all of the residents and tourism that come to our great relationships. Take feedback as a class.
city the most. (Correct form = I hope the city will accept the
proposal that will benefit all of the residents and tourists that c Put students into groups to choose one of the
come to our great city the most.). I handled the situation with situations and decide how to deal with it, making a list
calmness and professionality. (Correct form = I handled the of problems and suggestions. Tell each group to present
situation with calmness and professionalism.). their analysis of the situation to the rest of the class.
d Ask students to discuss in groups whether they have
e Tell students to study the examples and complete the any personal experience of these situations. Ask students
to share any interesting anecdotes with the class.
as a class.
Answers ADDITIONAL MATERIAL
-ness -ism -ion
Workbook 7B
f Photocopiable activities: Grammar p.214, Vocabulary p.234
of the three nouns is, using a dictionary if necessary,

118 UNIT 7 Connections

7C Everyday English At the end of this lesson, students will be able to:
• apologise and admit fault in real-life contexts such
I was out of line as a telephone conversation using a range of
functional language
• pronounce spellings with ou and ough

OPTIONAL LEAD-IN
Books closed. Put students into groups and read out this S Yeah. You know how we said S Well, I wouldn’t say Alex is the
situation: a sequel is impossible … Well, whole world, exactly …
he said you ought to write a M To be perfectly honest, I’m
It is late on Saturday night and Tom gets a phone call from his
prequel. Y’know … Tell the story not sure I can go through with
friend Sally saying she needs to see him urgently. Tom drives of what happens before Solar another interview.
as fast as he can to Sally’s, too fast to stop in time when he Wind. S You’re right. I was out of line.
sees a barrier in the middle of the road the road workers had M So, you’ve been talking this M People poking their noses in!
forgotten to remove. Tom’s car crashes into the barrier. Sally through with my sister’s I’ve had it up to here with it!
then phones Tom to say she can wait until the morning. boyfriend? S Max, please, it’s not like that! I’m
S Well, yes, I thought it might be a sorry, it was inexcusable of me
Ask students to discuss whose fault the accident was: Sally’s,
good idea … to pretend I was a fan, but … I
Tom’s, the road workers’.
M I think it’s a bit out of order! think you’re overreacting here.
S Sorry? M Maybe so, but I think we had
1 LISTENING M First, you hide the fact that better call it a day. Please don’t
you’re a journalist. Then, you bother me again.
a go gossiping about me to the
intonation patterns: fall, rise, rise–fall, fall–rise. Get whole world! It’s not on!
students to pronounce the word Sorry
intonation patterns and to say what the meaning could d 3.37 Ask students what the outcome of the

attention, Play Part 1 of the video or the audio recording again

Sorry for giving my opinion. for students to answer the questions. Check as a class.
When checking question 2, ask students to explain
look at pictures a–d and discuss the questions. Take It’s a bit out of order.
feedback as a class. It’s not on. (It’s
Suggested answers I’ve had it up to here. (I can’t tolerate the
1 a The elephant can’t hear the mouse.
b The child doesn’t understand what the man is saying. Answers
c The shop assistant has made a mistake with the money. 1 He’s annoyed by them asking him about a second novel.
d The man is drawing the bus driver’s attention to the fact that 2 He’s angry that she’s discussed his problem about writing a
the bus’s wheel is on his foot. sequel with Alex.
2 Students’ own answers 3 She’s upset and disappointed.

b Ask students to look at the pictures and say who e

could be apologising for what. Take feedback as a class. or Sara here. Put students into groups to discuss the
c 3.37 If you have the video, play it without sound question. Take feedback as a class.

apologising. Play Part 1 of the video or the audio 2 PRONUNCIATION

recording. Check answers as a class. If necessary, pre-
teach call it a day and
ou and ough
poke your nose into sth (try to discover things that a 3.38 Write on the board:
you go gossiping about me
Answers
Ask students if the pronunciation of the underlined ou
e Max is apologising to Sara for being on the phone.
f Sara is apologising to Max for talking about his book with Alex. you = /uː/
about = /aʊ/
down one word spelled with ou in each sentence and to
Videoscript/Audioscript (Part 1)
answer the question. Check answers as a class.
MAX Excuse me a moment, I’ll S Oh? Most writers would be over
have to take this … Hi Wendy … the moon to get the opportunity Answers and audioscript
Yes, I agree, we do need to talk to write a second novel. 1 I agree, we do need to talk this through.
this through. I’m with someone M Yeah, but I’m not sure I could, 2 I’m with someone right now though.
right now though. Can I call you even if I wanted to. 3 I’m not sure I could, even if I wanted to.
back? Yes. OK. Speak later. Bye. S I’m sure that’s not true, Max. 4 Well, he said you ought to write a prequel.
Sorry about that. I’m sure you’ll come up with 5 I think it’s a bit out of order.
SARA No worries. Sometimes it something soon. Hey, y’know, The sound of the letters ou in each word is different.
can’t be avoided. Alex had a good idea yesterday,
M It was my publisher asking for more to the Solar Wind story.
about another book. M Alex?

UNIT 7 Connections 119

 Videoscript/Audioscript (Part 2)
b 3.39 ou is
EMMA Oh, hello Max! Take a look at E Try me! Y’know this is just
this house. Isn’t it gorgeous? typical you! Constantly whining
complete the table with words from the box and say MAX Yeah, nice. about how nobody understands
which sounds are short and which are long (diphthongs E Look, it’s dead cool. This you, but given half the chance,
website allows you to take a you can’t be bothered to explain
virtual tour around the house. what’s going on in that big head
Answers M Right. But surely that price is of yours.
1 /ʊ/ could, should (short) way out of your league. M Emma! All right then, fine. I’ll
2 /uː/ soup, through, route (long) E Yeah, but I thought … for you. tell you. I’m scared that I’ll ruin
3 /aʊ/ pronouncing, south (long) M Me? Why? Solar Wind by writing something
4 /əʊ/ though (long) E Well, you need somewhere to rubbish that everyone hates.
5 /ɔː/ thought, ought, poor (long) live. E What?
6 /ʌ/ tough, enough, rough, southern (short) M Why don’t you just come out M I’m scared, Em.
7 /ɒ/ cough (short) with it? You’re throwing me out! E Do you remember that time you
8 /ə/ conscious, thoroughly (short) E No, no, no, of course not. wrote that short story for the
Look, there’s no need to get so school newspaper?
c 3.40 Tell students to underline the ough words in the worked up about it! M Not really.
M Why is everyone trying to E Oh, come on, you do so. What
line by line. Then put the students into pairs to practise organise my life for me today? was it called … ? Um …
the conversation. First Sara, now you! M Solar Breeze.
E Max! E It wasn’t, was it? Anyway, you
LOA TIP DRILLING M Why doesn’t everyone just get write that story, the whole
off my back?! school loves it, Mum and Dad
E Look, calm down, Max. I’m are beside themselves with
• Drilling conversations containing the target sounds is sorry. That wasn’t very tactful of pride, as are you, and Miss Hall
useful as it is more natural to pronounce sounds in a me, was it? But, y’know, you do suggests you enter the National
context. need a place of your own. We Short Story competition. Do
• Books closed. Write the conversation in 2c on the board. both do, to be honest. you remember?
M You’re right. As always. M Yes.
Drill it line by line and put students into pairs to read it out.
E Max. E And what a hoo-ha that
• Rub out several words from the conversation on the board. M I’m sorry I overreacted. I don’t was! You were entering the
Drill it line by line again. Students will need to remember know what came over me. competition, you weren’t
the missing words and their pronunciation. I’ve just been really stressed entering the competition, you
• Rub out more words and drill the conversation in several recently. But I had no right to were, you weren’t. Mum, Dad
stages until finally the whole board is blank and students take it out on you like that. and I had to endure listening
E It’s OK. We all lose it from time to at least 30 versions of it –
are repeating the conversation from memory.
to time. sometimes even in the middle
• Put students into pairs to practise the conversation. Then M Me more than most! of the night. We all went without
drill the conversation line by line a final time. E Hmm. What were you saying sleep for about three weeks.
about Sara? M Emma, look, I know where
M Oh. Apparently, she and Alex you’re going with this, OK.
EXTRA ACTIVITY have been discussing my next E Good! And in the end, you won
book. Alex’s got a brilliant idea, first prize! And I was so proud of
Put students into pairs to write a new conversation using as I’m told. you, Max.
many words spelled with ou and ough as possible. Put pairs E Oh, I see. And what’s that? M You were?
into groups of four. They take it in turns to read out their M Well, that I should write a E Yeah! Because the thing about
conversations to the other pair. Students listen and check the prequel. my big brother is … he always
pronunciation. E Not a bad idea. pulls it off. Am I right, or am I
M Do you honestly think that that right?
3 LISTENING idea hasn’t crossed my mind?! M
E Oh, Max! Don’t get all angry E
You’re right.
And tell me, how did you leave
a 3.41 Tell students to look at the photo and guess what again, please! it with Sara?
M Well, for goodness’ sake! I’m M Sara? I guess I overreacted there
the events in the order they think they will happen. Then fed up of being completely too, if I’m honest. Well, I had
play Part 2 of the video or the audio recording for them misunderstood all the time! a bit of a go at her, actually.
E Well, if you’ve had that idea, Stormed off … I know what
to check.
why haven’t you done anything you’re thinking. Right again. I’d
Answers about it? better ring and apologise.
a 4 b 1 c 8 d 6 e 3, 7 f 9 g 2, 5 M Well … you wouldn’t E Yeah, I think you’d better do
understand. that, Max.

b 3.41

students to watch or listen again and decide what Emma

audio recording again. Check answers as a class.

Answers
1 no 2 yes 3 yes

120 UNIT 7 Connections

 VOCABULARY SUPPORT 4 USEFUL LANGUAGE
dead (adv., C1) – extremely admitting fault
be out of your league – be too good or too expensive for you
a Ask students why the satnav might want to
worked up – upset or very excited about something
lose it – lose control of your behaviour
do sth about sth – take action to deal with something apologetic and which admit fault.

whine – if you whine, you repeatedly complain in a way that is Answers

annoying to other people apologetic: I do apologise
admits fault: it was my fault entirely
be beside yourself with sth (C2) – experience a powerful
emotion b 3.42 Tell students to complete the expressions. Play
hoo-ha – an occasion when there is too much interest in or
discussion about something that is not important Answers
go without sth (C2) – not have something that you usually have 1 inexcusable
2 line
where sb’s going with sth – said during a long monologue,
3 tactful
speech etc. to say what the speaker’s eventual point will be 4 came
pull sth off – succeed in doing something difficult or 5 right
unexpected 6 guess

have a go at sb – attack/criticise somebody verbally during a c Tell students to imagine that they were in a café and they
disagreement shouted at a waiter because he brought white sugar not
storm off – leave a situation angrily and without saying brown sugar. Ask students what expression from 4b they
goodbye would use afterwards. Tell students to put expressions
from 4b with the situations and say that more than one
c Language in context Challenging could be appropriate. Check answers as a class.
Suggested answers
a 4
expressions in other words. They could use the context b 5
in the audioscript on SB p.184 to help them. Check c 3
answers as a class. d 4, 6
1, 2 possible for all
Answers
1 Say what you really mean. d
2 Stop interfering in my life. call and how she might react. Put students into pairs
to plan and practise the phone call using the functional
EXTRA ACTIVITY language. For variety, you could ask some students
to behave as a relieved Sara, an unforgiving Sara, an
There are a large number of idiomatic and informal
expressions in this script. If students are interested, look at the the call in front of the whole class.
expressions in the Vocabulary support box together with the
script on SB pp.184–5. Ask students to find and underline the
expressions, and then play the audio/video again and stop it
5 SPEAKING
after each phrase. Elicit the meaning of each expression.
Student As read the Conversation 1 card on SB p.136
d Ask students why they think Emma mentions the and Student Bs the Conversation 1 card on SB p.131.
Solar Breeze Student A starts the conversation. They then both
Ask students if the conversation ends better or worse read their Conversation 2 cards and Student B starts.
Encourage students to use the functional language for
to discuss the questions. Compare ideas as a class. apologising and admitting fault on SB p.87 and monitor.
Suggested answers As part of the class feedback, ask students if they have
Students’ own answers ever been in any situations like this.
calmer, better, more positive (about his next book), sorry/guilty
ADDITIONAL MATERIAL
EXTRA ACTIVITY Workbook 7C
Tell students to write the last line of Max’s short story Solar Photocopiable activities: Pronunciation p.265
Breeze. Give some examples, e.g. The breeze had gone but the
Unit Progress Test
wind was coming … . Put students into groups to compare
their last lines and say which one is the most interesting. Personalised online practice

UNIT 7 Connections 121

7D Skills for Writing At the end of this lesson, students will be able to:
• listen to professionals talking about the
It may result in improved cooperation ingredients of a good team while using words
and expressions appropriate to that sphere
• discuss characteristics of a good team,
personality attributes and team-working
strategies
OPTIONAL LEAD-IN • use devices for linking, highlighting and
Books closed. Divide the class into groups of five. Tell exemplifying ideas in writing
students that the group is going to make a profit today. Tell • write a formal proposal on the role and value
them you will give them £25 or the local equivalent. They of a team-building activity
have five minutes to plan how they will use the money to
make a profit. They should involve every person in the group
in the plan. Stop students after five minutes. A speaker for
each group explains the plans for the money. The class votes
Audioscript
on the plan most likely to make the most profit. As feedback,
CLAUDIO Deep down, Masha is a nice person. I mean, if we go and have
ask students to describe how their group decided what to do
a coffee together and just talk about everyday things we get on just
and if they were happy with their plan. fine. But in meetings she really winds me up. She’s the most stubborn
person I know. What annoys me is that once she gets hold of an idea
1 LISTENING and SPEAKING she won’t let it go. She’ll defend her idea and get quite aggressive
about it. And sometimes she just won’t stop talking and I’m sitting
a Ask students what things are better to do alone and in a meeting and inside myself I’m saying ‘Stop talking now, please!’
what things in teams. Put students into pairs to look at Admittedly, she does have really good ideas sometimes. In fact, she’s
the pictures and answer the questions. Check ideas as very creative, but she doesn’t seem to understand that there can be
a class. other ways of looking at things. What she needs to do is lighten up –
get a sense of humour. In this job, what you need more than anything
Suggested answers
else is the ability to laugh at yourself.
1 a team which is office-based, maybe quite traditional as leader
MASHA There’s something a bit old-fashioned about Sam that I find very
is sitting at head of table
sweet. It’s the thing I like about him the most. He has lots of funny
2 students or colleagues working closely, sharing information
little habits, like every morning he has coffee and a chocolate biscuit
3 two sports teams, friendly, competitive
at exactly 9:45 am. It’s always the same kind of biscuit, and only
4 colleagues working side-by-side, probably on different tasks, but
cooperating to get a job done ever one. The trouble is that this kind of precision affects the way he
Students’ own answers works. His attention to detail is incredible, but it’s a bit of a handicap.
What frustrates me is the way he absolutely refuses to start work on a
b Put students into groups to discuss the questions. project until he understands absolutely everything about it. And then
Take feedback as a class. when a project is underway, if there’s something that he thinks doesn’t
make sense, he’ll call everything to a halt until he thinks it’s sorted out.
c 3.43 Ask students what kind of teamwork might be Sometimes it’s just so unnecessary, and it really slows things down.
important in an insurance company. Play the recording But sometimes the question he is asking is the right one to ask. And
for students to listen to each speaker in turn and make I have to admit, he’s really good at predicting where problems might
notes for each question. If necessary, pre-teach be/get come up. But I just wish he was a bit more flexible.
caught up in sth SAM I sit next to Claudio in the office. The one thing I really appreciate
pull together (work hard about him is he’s quiet. I don’t like working next to someone who talks
Check all the time. However, I know for a fact that when it looks like Claudio
answers as a class. is really concentrating on something, he’s reading a newspaper online.
I can see his screen. I don’t really think he should be doing that. And
Answers in team meetings I find him a bit strange. What unsettles me is the
Claudio fact he doesn’t say a lot. He spends a lot of time sitting there looking
1 Masha bored or with a cynical smile on his face. I sometimes get the feeling
2 stubborn, aggressive, too talkative, inflexible, no sense of humour that he’s … well, that he’s laughing at the rest of us. Still, when he
3 nice, good ideas, creative does say something, it’s usually worth listening to. Sometimes, when
Masha
I notice a problem in a project, it’ll be Claudio who comes up with the
1 Sam
solution. Vicki, our team leader, she likes that. I always get the feeling
2 funny habits, pays too much attention to detail, doesn’t start a
that Claudio’s her pet. He is clever, but I think he’s a bit lazy and I’m not
project until he understands everything about it, calls things to
altogether sure he’s sincere.
a halt / slows things down unnecessarily if something doesn’t
VICKI I’m really going to have to do something about the team I manage.
make sense to him, inflexible
3 old-fashioned, sweet, precise, asks the right questions, thinks We’re supposed to be working on projects that improve business
ahead and predicts possible problems processes, but I feel like we spend more time managing each other
Sam than the project. We’re not pulling together as a team. Team meetings
1 Claudio have become really … painful – there’s no other word for it. The
2 reads newspaper online when he should be working, strange, main reason why this is happening is that they just can’t seem to
doesn’t say a lot in meetings, seems to be laughing at communicate well with each other. Masha talks all the time and wants
colleagues, lazy, not sincere everything done her way. Sam interrupts and goes off on tangents,
3 quiet, says things worth listening to, good at solving problems, and Claudio just sits there looking as though everything were
clever beneath him. I mean they all have their strengths. Masha’s a great
Vicki ideas person, and Sam is brilliant at anticipating problems. And
4 She thinks they aren’t pulling together and can’t communicate Claudio is the ultimate fixer – and he has a good sense of humour.
well with each other. She thinks they need to do a team-building But each individual is caught up in their own agenda. What we need
course or something similar. to do is some kind of team-building course or something.

122 UNIT 7 Connections

d 3.43 Ask students who they think sounds the most 3 WRITING SKILLS
highlighting and giving examples
the summaries with words from the box, using
dictionaries if necessary. Then play the recording again a
for students to listen and check. Ask students to look
at the audioscript on SB p.185 if necessary. Concept Tell students to complete the headings in the proposal.
check some of the expressions, e.g. makes (you) feel Check answers as a class.
uncomfortable something which presents a Answers
problem Training needs
Answers The TIG programme – what they do
1 winds up Benefits to our business
2 lighten up
3 attention to detail; bit of a handicap b Tell students to underline the phrases starting with I in
4 unsettles; cynical smile the report and tick all the reasons for them. Ask students
5 goes off on tangents if the proposal is formal or neutral, giving an example
6 beneath him (e.g. to outline plans
7 caught up in their own agenda style. Check answers as a class and refer students to the
Writing Tip.
FAST FINISHERS Answers
I currently manage; I have identified; I believe; I believe; I hope
Ask fast finishers to add more phrasal verbs ending with up
✓ to introduce her opinions
to the two in the box (wind up, lighten up), e.g. bring up (to ✓ to be more persuasive
care for a child until he or she is an adult); cheer up (to start formal, because the report is for senior management
to feel happier).

e Tell students to cover up d, look at the personality EXTRA ACTIVITY

attributes and remember who has them, e.g. pays a lot of Ask students to rewrite these parts of the proposal in a more
attention to detail tolerable relaxed style as if Vicki was writing to colleagues:
(of a quality that is acceptable, although certainly
I currently manage (I’m in charge of at the moment)
according to their acceptability. They then compare The need for greater interpersonal awareness within a team
framework has become apparent. (It’s clear to me that we
feedback as a class. need to improve our ability to understand and communicate
with each other as a team.)
2 READING activities that are likely to appeal to all team members
a Ask students if they have any experience of team (activities that everyone on the team will like)
building. Elicit how it is done or how they imagine it from organisations similar to our own (from companies
is done. Tell students to read the proposal and say why like ours)
Vicki has chosen The Interpersonal Gym and how she therefore lower absenteeism (so fewer people missing work).
thinks it will work. If necessary, pre-teach absenteeism
(when people are not at work or at school when they You could also do the activity the other way around: give
negotiate (obstacles) (deal with something students the suggested answers and ask students to
underline the formal equivalents in the proposal.
answers as a class.
c Students look at the highlighted words and phrases and
Suggested answers match them with their functions. Check answers as a
TIG have 12 years’ experience in providing personal development class.
programmes. Team-building programmes are their speciality,
with games and problem-solving activities which will appeal to all Answers
team members. The programme is likely to increase sales, lower 1 For instance
absenteeism and increase profits. 2 As detailed in; as demonstrated by
Her team will improve their active listening and collective decision- 3 Specifically; namely
making. They will have effective professional development 4 in particular
resulting in increased job satisfaction amongst team members.
d Ask students to complete the paragraph and add the
b Put students into groups to discuss how Claudio, words and phrases to their answers in 3c.
Answers
should base their ideas on the personality attributes of 3d
each person. Take feedback as a class. 1 especially
2 such
3 as shown by
3c
1 give an example: such as
2 give evidence: as shown by
4 highlight an individual thing: especially

UNIT 7 Connections 123

e Students complete the exercises in Writing Focus LOA TIP REVIEW AND REFLECT

• When you give feedback on writing, encourage students to

and monitor Exercise b. After Exercise c, students could
reflect on the process involved by writing multiple drafts,
compare their achievements in English and discuss how
with each draft an improvement on the previous version.
to improve further. Tell students to go back to SB p.89.
This is particularly helpful for weaker students.
Answers
• Students read one another’s proposals and provide the
a 1 For instance / Specifically
2 as demonstrated by / as shown by / such as / namely first feedback, based on how persuasive the proposal is.
3 as demonstrated by / as shown by Students rewrite their proposals.
4 especially / in particular • You give feedback on the content, including whether
5 such as / namely / especially / in particular all the prompts in 4c have been covered, and the style.
6 For instance / Specifically
Students rewrite their proposals.
7 as demonstrated by / as shown by / such as / namely / for
instance • Finally, give feedback on the language: mistakes and
b, c Students’ own answers suggestions for more complex and descriptive language.
Students now produce a final version.
LANGUAGE NOTES • Ask students to compare their first and final proposals.
Especially (one of the top 50 misspelt words in English) They should see a clear development in content and
means particularly / in particular and specifically means language.
for a particular reason/purpose or restricted, not general, • The process of rewriting is smoother if students can use
in nature: It was a specifically an especially warm welcome. computers to edit and make changes.
The target market is specifically especially female. A common
mistake made by students is to use especially at the
beginning of a sentence: Especially, In particular, the views EXTRA ACTIVITY
were outstanding. For homework, ask students to imagine the training took
place and write a report about its success. Tell students to
4 WRITING look back at SB pp.28–29 for the structure of a report and
useful language. When they have finished their reports,
a Ask students if they think they have the skills to students give a mini-presentation to the class about their
lead a team. Put students into pairs to choose one of the main findings and recommendations.
teams and discuss ways of helping them. Take feedback
as a class for each team.
b Tell students to read the two programmes on
ADDITIONAL MATERIAL
SB p.136. Ask them to discuss the advantages Workbook 7D
and disadvantages of each with their partner and
choose one. Take feedback on the advantages and
disadvantages of each programme as a class. Tell
students to go back to SB p.89.
c Students write their proposals individually. Tell them to
read the prompts, and to use a structure with headings
like Vicki’s and formal language.
d Students read their partner’s proposal, decide
whether they will agree and tell their partner why.

124 UNIT 7 Connections

UNIT 7 3 WORDPOWER self-
Review and extension a 3.44 Which
Which
If

1 GRAMMAR Someone who doubts herself all the time needs to be

more …
a Write this sentence on the board and ask students how (If you’re self-aware, you have

must have told her. (should = it was a good idea for concentrate on your own thoughts and don’t worry what
other people think about you. If you’re self-conscious,
you’re nervous or uncomfortable because you know
the sentences. Check answers as a class.
Answers students to replace the words in italics in the sentences
1 will 2 couldn’t 3 that flying cars will
4 may 5 must 6 should Answers
1 self-confident 2 self-aware 3 self-centred
b Write this sentence on the board and ask students to 4 self-satisfied 5 self-sacrificing 6 self-sufficient
reorder it beginning with It: with wanted to It who you
speak I was b Tell students to read the text quickly and say what
Tell students to complete the sentences. Check as a
class.
Answers 3a. Check as a class.
1 What Answers
2 was
1 self-confident 2 self-sufficient 3 self-centred
3 happened
4 self-satisfied 5 self-sacrificing 6 self-aware
4 It
5 All
6 not EXTRA ACTIVITY
7 to
8 only Put students into groups to discuss which of these self-help
books they would read:
2 VOCABULARY Improve your memory (Get great marks in tests and never
forget a face again!)
a Say to students: How to say no (Stop people taking advantage of you)
read the newspaper without his glasses. and ask them to
Sleep less, work and play more (Techniques to sleep less and
mistakes. Check answers as a class. still feel fresh)

Answers
Get in perfect shape in 30 days (Ideal when a holiday is
1 warm-hearted coming up)
2 back-breaking Freedom from the Net (End internet addiction and get a real
3 absent-minded life).
4 mind-boggling
5 light-hearted Ask students if they would recommend any of these books to
6 heart-breaking people they know.

c Use an example of a well-known person all the

FAST FINISHERS students will have an opinion about and ask students
Ask fast finishers to identify the compound adjective in the
sentences that can be correct in a different context and to
people. Put students into pairs to discuss their ideas.
give its meaning (light-headed = if you feel light-headed, you
Take feedback as a class.
feel weak and as if you are going to lose your balance).
Photocopiable activities: Wordpower p.247
b Go through the words in the box and elicit the noun
forms. Tell students to replace the words in italics with LOA REVIEW YOUR PROGRESS
the noun forms. Check as a class.
Answers Students look back through the unit, think about what
1 nervousness they’ve studied and decide how well they did. Students
2 innovation work on weak areas by using the appropriate sections of
3 rudeness
the Workbook, the Photocopiable worksheets and the
4 collaboration
5 optimism Personalised online practice.
6 Selfishness
7 liberation

UNIT 7 Connections 125

 UNIT OBJECTIVES

I T 8
UN alth
At the end of this unit, students will be able to:
understand articles and interviews reflecting on the
impact of historical changes in society on patterns
of behaviour and the possibility of extended life
expectancy, and evaluate different points of view and
respond

h e
understand opinion and attitudes and follow broadcast

Body a n d material including in-depth interviews and detailed

descriptions of unusual patterns of behaviour, lifestyle
and diets and note the details
use a range of lexis accurately to: describe sleeping
habits and the superficial and health effects of ageing;
discuss opinions on life expectancy and personal and
societal attitudes to ageing
understand and use a range of expressions to take part
in negotiations over price and other terms of
UNIT CONTENTS an agreement
write well-organised and persuasive promotional
G GRAMMAR material for the home page of a business
Gerunds and infinitives (simple, perfect, continuous; active
and passive; uses)
Conditionals (real and unreal, mixed)
V VOCABULARY
Sleep: be a light sleeper, be fast asleep, be restless, be a Give students one minute to think about their
wide awake, drift off to sleep, drop off to sleep, have a nap, answers to the questions before talking about the photo
not sleep a wink, oversleep, sleep like a log, suffer from as a class. If you wish, give students information from
insomnia, toss and turn the Culture notes below. As a class, take feedback on
Ageing and health: acne, arthritis, blotches, cardiovascular questions 1–3 and write the list of activities from 4 on
exercise, deteriorating eyesight, fine lines, freckles, glowing the board. Ask the class to categorise the activities listed
complexion, grey around the temples, heart trouble, inevitable
part of ageing, moisturising, plastic surgery, poor circulation, the woman, for people with restricted movement.
rash, show your age, clear/dry/firm/oily/saggy/smooth skin,
spots, strengthening and toning exercises, thinning hair, CULTURE NOTES
tighten/plump the skin, tooth loss, varied and balanced diet, This photo shows German Johanna Quaas, born in 1925 and
weekly facials, weight loss, wrinkles, yellowing teeth the world’s oldest active gymnast according to Guinness
Language in context: Cause, origin and effect; Expressions World Records, with her husband and trainer Gerhard.
with fair Johanna’s first gymnastics competition was in 1934 and she
Wordpower: and: bits and pieces; far and away; far and still trains every day and takes part in competitions. Johanna
wide; part and parcel; sick and tired; wear and tear has been a successful trainer and trainer-trainer herself, and
P PRONUNCIATION millions have followed her workouts on YouTube.
Main stress
Tone: adding information b Put students into male/female pairs if possible
Intonation in implied questions to role-play a conversation between Johanna and
her trainer/husband. Ask some pairs to repeat their
conversation in front of the class.
GETTING STARTED c Put students into groups to discuss the question.
Take feedback as a class.
OPTIONAL LEAD-IN
Books closed. Put students into groups and read out the EXTRA ACTIVITY
questions in this quiz (the correct answers are underlined). Ask students to write a speech bubble for the woman, e.g.
1 Aged 72, Oscar Swahn won a silver medal in the 1920 ‘What, 100 more?!’, ‘It’s your turn next!’, ‘This isn’t much of a
Olympics in what sport? date!’ The class votes for the best speech bubble.
A shooting B bowling C golf
2 How old was Martina Navratilova when she won her last
major tennis title?
A 39 B 49 C 59
3 In what film was 87-year-old Gloria Stuart nominated for
an Oscar?
A Titanic B Life Is Beautiful C Jurassic Park
4 What job was American Irving Kahn doing at the age of 108?
A cleaning B teaching C investment banking

126 UNIT 8 Body and health

8A It’s no use trying At the end of this lesson, students will be able to:
• discuss the role and value of sleep and tips for helping

to go to sleep with sleeplessness

OPTIONAL LEAD-IN
Books closed. Tell students to write down how many hours in and discuss the consequences of sleep patterns on
a typical day they spend on these activities: everyday life
• eating • entertainment
• fitness • household tasks
• sleeping • studying
• travelling • working
• other (activities not mentioned).
(the total should be 24!) EXTRA ACTIVITY
Tell students to compare with a partner. Ask students how Put students into pairs to tell each other about a dream they
much this pattern differs from two years ago and how they had recently. Give students these interpretations of things in
expect it to change in the future. dreams:
• family and friends = people you are worried about
1 SPEAKING and READING • strangers = opportunities or threats
• animals = adventure or danger
a Ask students how they slept last night and how
many hours they slept. Put students into pairs to discuss • running/travelling = trying to find a solution to a problem
the questions. Take feedback as a class. • eating/drinking = searching for new experiences
b 3.45 Play the recording for students to listen and • work = pressure and/or responsibility.
check their answers. You may wish to pre-teach these Ask them to explain their dreams to each other and tell
expressions: go without sth (C2) (not have something that them to make up their own interpretations of things not
you need), get by on sth (survive/manage with only this). mentioned.
Ask students what the longest they have gone without
sleep is. c Ask students to look at the picture and say how
Suggested answers they think the mother gets the baby to sleep. Put
1 We don’t know for certain but there are theories, such as students into pairs to decide what they think each tip
conserving energy and allowing the body, especially the brain, to involves, read the article and match the headings with
repair and restore itself. the tips. If necessary, pre-teach catchy (pleasing and
2 one third easy to remember) and silver lining (said to emphasise
3 11 days is the longest recorded time
4 people who sleep 6.5–7.5 hours may live the longest; 16–20 hours advantage). Check as a class.
Answers
Audioscript
A Compile a playlist
PRESENTER We all sleep at night, but it’s surprising how little most
B Acknowledge distractions
people know about sleep. We talked to sleep researcher Jonathan C Everybody out!
Wilson, to find out what science has to tell us about sleep. Jonathan, D It is as it is
first of all, all animals including humans need sleep – but … why do
we need it? d Put students into pairs to discuss the question. Take
JONATHAN Well that’s a surprisingly difficult question to answer. The feedback as a class. Ask students what they think the
simple answer is, we don’t really know. But there are several theories best tip is and if they have any tips of their own.
about it. One is that it helps us to conserve our energy during the
period when it’s least useful to search for food, and another is that
sleep provides a time when the body can repair and restore itself,
2 GRAMMAR
and it seems this is especially important for the brain. One thing a Books closed. Write this mixed-up sentence from the
we know for sure is that we do need to sleep. Most people sleep for article on the board and ask students to unscramble it: to
about 8 hours, which means we sleep for one third of our lives – so frustrating be sleep trying get very can to (Trying to get to
on average that’s 25 years spent asleep. The other thing we know is
sleep can be very frustrating.). Ask students what forms
you can’t go for too long without sleep – it simply isn’t possible. The
the three verbs are in: gerund: trying; to
longest recorded time that anyone has stayed awake continuously
to get to: be. Tell students to put the
is 11 days.
highlighted phrases into the three categories.
P So what’s the ideal length of time to sleep? Is it eight hours?
J Not necessarily. Again we don’t know for sure, but research suggests Answers
that people who sleep six-and-a-half to seven-and-a-half hours live a 4 it’s time 5 the best way
the longest. So it seems the popular idea that we need eight hours’ b 3 may as well get 6 ’d better
sleep isn’t really true and many people can easily get by on only six c 2 it’s no use 7 There’s no point in
hours a night. Babies need most sleep, of course – about 16 to 20
hours a day for new-born babies, and that gradually decreases as
they get older.

UNIT 8 Body and health 127

b Write on the board: If I misbehaved, I used to bed 3 READING
without any supper. and ask students which form a–d of
send to be sent). Tell students a Ask students if they know any myths about health, e.g.
to match the verb forms in bold with a–d. Check you can’t drink too much water. Put students into pairs to
answers as a class. read the title, agree on two implications and then check
with the text. If necessary, pre-teach some of the words
Answers from the Vocabulary support box.
a 2 b 4 c 1 d 3
Suggested answers
c Write these two sentences on the board and ask students sleeping eight hours a night may be unnatural for humans
I’d like to know. I’d segmented sleep may be the human body’s natural preference
like to have known. (I’d like to know = Tell me now; I’d
like to have known = Why didn’t you tell me before?). VOCABULARY SUPPORT
Put students into pairs to look at the examples and tell
regulate – control something so that it happens in a
particular way
Answers
settle into a pattern – reach and remain in a certain pattern
1 There is no definite difference in meaning between a and b, but
the perfect form of the gerund in b stresses that he didn't say seminal (paper, work, etc.) – (formal) containing important
anything before he got out of bed, whereas in a he didn't say new ideas; influential
anything either before or during getting out of bed. a wealth of sth (C2) – a large amount of something good
2 a The simple active infinitive makes it clear that the person
sleeps well in general. unearth – to discover information after carefully searching
b The perfect active infinitive makes it clear that the person has a surge in sth (C1) – a sudden and great increase in something
slept well on this particular occasion.
3 a The present active gerund makes it clear the person likes dwindle – become (gradually) smaller in size/amount
reading to herself in bed in general.
b The present passive gerund makes it clear that the person b Ask students if this statement would be a reasonable
likes other people reading to her in bed in general. conclusion from the article: Roger Ekirch is an expert
4 a The simple active infinitive makes it clear when the person on the topic. (yes, his book took 16 years of research
wants to wake up but doesn’t make it clear how or who is and he found more than 500 references to a segmented
going to wake the person up. sleep pattern). Put students into pairs to decide which
b The simple passive infinitive makes it clear that the person
statements are reasonable conclusions. Check as a class.
wants someone else to wake them up.
Answers
d Write this sentence on the board and encourage students 1 ✓ 2 ✗ (because there wasn’t street lighting; legitimate activity
I hate ______ at night didn’t happen until the 17th century) 3 ✓ 4 ✓ 5 ✗
just before I go to bed. Ask students to complete the (but relaxing during the waking period between sleeps in the past
sentences in the exercise on their own and then compare could have been a natural way of regulating stress)
with other students. Take feedback as a class.
c Language in context Cause, origin and effect
e 3.46–3.47 Students read the information in Ask students to look at drawn from and ask what it
Grammar Focus 8A on SB p.152. Play the recording describes (a research paper) and what the origins were
where indicated and ask students to listen and repeat. (16 years of research). Ask students what the synonym
Students then complete the exercises. Check answers as is (taken from) and why drawn from is preferred (it is
a class. Tell students to go back to SB p.93. more idiomatic and suggests selective reading of the
research). Tell students to work out what the rest of the
a 2 Being picked 3 waiting 4 having misled highlighted phrases mean in a similar way and to match
5 to have been visiting 6 not to have known 7 to have the expressions with the synonymous phrases. Check
8 complaining 9 to forget 10 describing answers as a class.
b 2 to have fallen falling 3 to go going
4 affecting being affected 5 carry out to carry out Answers
6 To not sleep Not sleeping / Not having slept 7 to feel feel 1 1 played an important part in 2 have roots in; be at the root of
8 being taken taking 9 doing to be done 10 being to be 3 filtered down to 4 drawn from 5 attributes
11 to be spending to be spent 2 drawn from suggests careful selection from a large body of
research
filtered down to shows how thinking about sleep patterns
CAREFUL! gradually changed over the course of time
attributes highlights, in a more formal way, that this is Ekirch’s
Some students wrongly use an active gerund rather than a
opinion of where the changes come from
passive gerund: My colleagues have even noticed instances of have roots in and be at the root of are more colourful metaphors
equipment mishandling. (Correct form = My colleagues have that improve the style
even noticed instances of equipment being mishandled.). play an important part in is a fixed phrase which improves style
Another typical error is to use the simple infinitive rather and precise meaning, but be an important factor in would work
than the continuous infinitive: Please consider that you seem equally well.
to break the terms of the contract. (Correct form = Please
consider that you seem to be breaking the terms of the
contract.).

128 UNIT 8 Body and health

d Ask students if they often wake up in the middle of P So they all get up, every night? P You never oversleep?
the night and can’t get back to sleep. Put students into S Yes, er, we all have er the same B No, no, I’m always fine. Er
groups to discuss the questions. Take feedback as a class. pattern now. Sometimes I even sometimes I will have a nap
get my husband to join us, if later in the day – I’m not as
he’s having trouble sleeping. young as I was – y’know, after
FAST FINISHERS But most of the time he’s fast lunch.
Tell fast finishers to think of substitutes for Lying awake as asleep and doesn’t even notice P Thank you, Bernie. So Bernie
the subject of the final sentence of the article, e.g. Eating red when I get up. He sleeps like a has three sleeps, two at night
meat could be good for you, and compare ideas. log. and one in the afternoon. I think
P OK, so you just slip away and go I’ll try that one myself. And

LISTENING and VOCABULARY

to your yoga class. lastly we have Iain, who grew
4 S Well I try to, yes. Depending on up in Indonesia.
how busy the day is. IAIN Hi there, yes.
a Ask students if they think age or gender or
P And now we have Bernie from P Iain, tell us about it.
anything else makes you more likely to wake up at
Manchester. I Ah yes, um … well it’s quite
night. Tell students to look at the speech bubbles and
BERNIE Hi. interesting. I grew up among
predict what each person will say.
P Tell us about your sleep pattern. the Yali people in Papua,
b 3.48 Play the recording for students to check their B Well um … I’m an artist, er if which is er, part of Indonesia.
ideas. that’s not too bold a claim. I My parents lived in a very
also work as an art teacher. remote area. My mum was a
Suggested answers And the way it works for me medical worker and Dad was
Matt goes to bed about 10 or 11 but wakes up, restless, in the is most nights I tend to wake an anthropologist, and we all
night. He doesn't want to disturb his wife so he goes out and takes up in the middle of the night, lived in a remote village. I lived
photos. Last night he took some photos of a storm. feeling great, wide awake, full there until I was 16, and er, as
Saba wakes up in the night and goes to a yoga studio. There's
of beans, feeling very creative. a child I used to camp and go
a group of about 20 people who also do this. Sometimes her
Er … and usually I have a very hunting with my, my friends in
husband goes too.
strong image in my head that the Yali tribe. We would go to
Bernie is an artist. When he wakes up in the night he remembers
I’ve usually got from a, a dream. bed more or less after sunset
the images from his dream and paints them, which he finds
therapeutic. And what I do is I get up, er, get and we always woke up during
Iain used to live in Papua New Guinea where he lived in a remote my paints out and I paint the night.
village. They'd go to bed after sunset and wake up in the night. a picture. P The whole village?
Somebody would start a fire and sometimes they'd eat sweet P A picture? From your dream? I Yes. Um … we’d, we’d hear
potatoes. B Yes, that’s right. Yeah, most of people talking, y’know,
my work comes from dreams. someone would start a fire.
Quite literally I’m a surrealist, Sometimes we would eat er
Audioscript
I suppose. Yeah, it helps me sweet potato before going back
PRESENTER Good afternoon. Well, M Well, I actually decided to use
to deal with issues and um … to sleep until about five thirty
some of you saw the article the time creatively. Now, I walk
work through things. I find the or six. At home with my parents,
on our website last week. It around Brighton taking pictures
whole process of dreaming very y’know, I would get the regular
explained how an eight-hour in the night. Some people
therapeutic. eight-hour sleep, but with my
sleep may not be good for your might be a bit nervous walking
P Interesting. And then you go to friends, I slept like they did – it
health after all. And how people around at er, y’know, two in
sleep again. just seemed more natural.
used to have what scientists the morning, but it is actually
B Yeah, I mean what tends to P OK, thanks Iain, very interesting.
call ‘segmented sleep’, which a really beautiful time to be
happen is I go back to bed, And now we’re going to listen
means they had two sleeps out, you have the whole city to
and then I’ll drift off to sleep to …
every night, not one. Well, we’ve yourself and it is really, really
for a couple of hours. But I’m,
had lots of people calling in great for taking photos. There
I’m always up at seven o’clock.
to tell us that they do, in fact, was a wild storm last night and
After all, I’ve got to teach at art
sleep in two separate chunks a full moon, so I was itching to
college.
and they’ve been filling us in get out there with my camera.
on what they get up to at night. P Right, well thanks Matt.
First of all, we’ve got Matt from So that’s one idea if you’re
Brighton on the line. Hi Matt … suffering from insomnia – get
VOCABULARY SUPPORT
so, tell us what you do at night. out there and take some fill sb in on sth – tell somebody something they don’t know,
MATT Yeah I usually go to sleep photos. Now, we have Saba on but want/need to know
around ten or eleven. I naturally the line from Amsterdam, in the
get up to sth (C2) – (informal) do something interesting,
wake up at about one in the Netherlands. Saba?
surprising, naughty, etc.
morning or two in the morning. SABA Yes, hi, how are you?
I feel quite wide awake and P You also get up at night? be itching to do sth – want to do something as soon as
restless. Then I get tired again S Yes. I’ve always been a light possible
at around three am, I drop off to sleeper, I don’t really sleep slip away (C2) – leave without disturbing others
sleep until about seven o’clock much um … I wake up at about
or so. My friends have always four am every night to practise too bold a claim – an overstatement
made fun of my sleep patterns. er yoga. I, I love yoga. Most of be full of beans – have a lot of energy and enthusiasm
My wife used to force me to the time I do it at home but
a surrealist – an artist who creates works in which unusual/
get out of bed ’cause I would er once a week, I drive to this
impossible things are happening
lie there tossing and turning really great yoga studio in
all night and I couldn’t sleep a Amsterdam, and I practise there work through sth – understand and resolve a problem using a
wink and it would disturb her. with about 20 other people and gradual process
P Right, of course! So what did we’ve all really become friends
you do about that? now.

UNIT 8 Body and health 129

c Tell students to categorise the expressions, referring
to the audioscript on SB p.185 if necessary. Check as
5 SPEAKING
a class. a
least from segmented sleep patterns, e.g. parents with
Answers
young children would need to plan something for them
1 be fast asleep; sleep like a log; oversleep
2 be wide awake; be a light sleeper; be restless; not sleep a wink;
in the breaks between sleep. Put students into groups to
toss and turn; suffer from insomnia discuss the impact of segmented sleep patterns, using
3 drift off to sleep; drop off to sleep the factors listed as prompts. Take feedback as a class.
4 have a nap
b Ask students if exercise is generally better done
when someone is feeling fresh and full of energy or tired
LOA TIP ELICITING and in need of a stimulus. Each group plans a typical
24-hour day for a student, making time for the activities
• Use the audioscript on SB p.185 to elicit the meaning of the listed and rationalising their choices.
target vocabulary and draw students’ attention to patterns c One student from each group presents the
of usage. timetable to the class. Encourage students from the
• Write on the board the sentence from the recording: other groups to ask questions.
Sometimes I will have a nap later in the day … after lunch. d The class votes on the most practical and the most
Ask students if from the context have a nap means a short original plans.
or long sleep (short) and which category it is (4).
• Ask students: Why does Iain say ‘have a nap’ and not just EXTRA ACTIVITY
‘nap’? Elicit some answers, then write this sentence on the Tell students to make a sleeping log for a week and record
board and ask students to choose the best alternative: I this information:
was so exhausted I slept / had a sleep for 16 hours. (slept).
• when and how long they sleep each day
• Elicit that phrases with have often mean a shorter activity.
Point out that have a nap is more common than the verb • how well they sleep each time (are they woken up by
nap. anything?)
• any special circumstances, e.g. stress, illness
• any dreams they have
EXTRA ACTIVITY • how satisfied they feel after their sleep.
Highlight the simile sleep like a log and tell students to At the end of the week, put students into groups to present
complete these other verb + like + noun similes: their information to one another and compare. Encourage
eat like a (horse) students to use the expressions in 4c during the discussion.
sing like (a bird) Take feedback as a class.
watch something like a (hawk)
sink like a (stone) ADDITIONAL MATERIAL
have a face like (thunder).
Workbook 8A
Ask students if these similes are the same in their language.
Photocopiable activities: Grammar p.215, Vocabulary p.235
d 3.49Pronunciation Ask students to identify the
stressed syllables in I’m trying to get some sleep. Play the
recording for students to underline the stressed syllables
in the expressions in the extract. Check answers as a
class.
Answers
get out of bed
tossing and turning
couldn’t sleep a wink

e 3.50 Tell students to underline the syllables they

think will be stressed. Then play the recording for
students to listen and check. Drill all the expressions
in 4d and 4e.
Answers
having trouble sleeping
he’s fast asleep
sleeps like a log

f Ask students if they or someone they live with

snores (demonstrate!) and if this is, or would be,
a problem. Put students into groups to discuss the
questions. Take feedback as a class.

130 UNIT 8 Body and health

8B Suppose you At the end of this lesson, students will be able to:

could live forever

OPTIONAL LEAD-IN
Books closed. Play the Queen song Who wants to live forever?
to the class. Ask students to say how they feel as they listen. notes on the content
If students are interested in the song, encourage them to
watch the film from which it comes, Highlander, about
someone immortal.

1 SPEAKING and VOCABULARY

Ageing and health
a youthful skin: a glowing complexion; smooth skin; spots/acne;
a Ask students if they believe in the saying You’re firm skin; clear skin
as old as you feel. Ask students to tell you how they feel mature skin: saggy skin; dry skin; wrinkles / fine lines
about the pictures and the quote. all ages: freckles; a rash; blotches; oily skin
b 1 dry skin; wrinkles; freckles; blotches; a rash
b Ask students to look at the pictures in the article 2 a rash; blotches; spots
and say how they might be related to treatment. Tell 3 saggy skin; dry skin; wrinkles / fine lines
students to check by reading the text and then discuss 4 oily skin; spots/acne
the questions with a partner. If necessary, pre-teach pout 5 wrinkles / fine lines
(push both lips forward), slime (a sticky liquid substance 6 saggy skin; oily skin; wrinkles / fine lines; spots
that is unpleasant to touch, such as the liquid produced 7 a glowing complexion; smooth skin; firm skin; clear skin
sting (a sudden burning pain on c 1 e 2 i 3 a 4 d 5 h 6 f 7 b 8 c 9 g
your skin, etc.). d Anti-ageing treatments/effects: moisturising; weekly facials;
injections; whitening; tighten; plump; plastic surgery
c Draw a face with wrinkles on the board to elicit Superficial effects of ageing: showing his age; yellowing teeth;
wrinkles. Tell students to match wrinkles with the tooth loss; hair was thinning; greying
Health problems caused by ageing: eyesight is deteriorating;
heart trouble; poor circulation; ’s got arthritis
Healthy living: strengthening; toning; weight loss; regular
Check answers as a class.
cardiovascular exercise; eating a varied and balanced diet
Answers
1 facial
2 fresh CAREFUL!
3 circulation A mistake students sometimes make is to use verbs like avoid
4 wrinkles instead of prevent: The station has no proper filters to avoid
5 rashes
any gas or oil leakage into the soil. (Correct form = The station
6 scars
7 firm has no proper filters to prevent any gas or oil leakage into the
8 facial soil.). Students also sometimes use deteriorate incorrectly:
9 glowing complexion The aim of the law is not to deteriorate the position of the
10 youthful glow employees. (Correct form = The aim of the law is not to worsen
11 sagging the position of the employees.).

FAST FINISHERS 2 READING

Tell fast finishers to draw a tattoo (a permanent image, a Ask students when they think old age starts and
pattern or word on the skin that is created by using needles what the signs are. Put students into pairs to discuss the
to put colours under the skin) which they think would questions. Take feedback as a class.
represent their character or interests. Put them together to
compare and explain their tattoos. b Give students time to read the interview and answer the
question. Use the Vocabulary support box to help with
d 3.51–3.52Students complete the exercises in vocabulary if necessary. Check as a class.
Vocabulary Focus 8B on SB p.165. Play the recording Answer
for students to listen to the words and phrases in very likely, with the high-tech intervention de Grey is working on
Exercise a and to listen and check answers in Exercise c.
Check answers to Exercise a, b and d as a class. After the
discussion in Exercise e, take feedback as a class. Tell
students to go back to SB p.96.

UNIT 8 Body and health 131

 VOCABULARY SUPPORT LOA TIP ELICITING
gerontology – the study of old age
robust opinions – strong opinions which will not be changed • Students can find the logic of conditional sentences
difficult, so use percentage values to check the real/unreal
transcend sth – go far beyond the limits of sth
distinction.
accumulation (n.), accumulate (v.) – (C2) increase in number
• Write these percentages on the board: 0%; 1%; 50%; 100%.
(gradual), build up over time
• Say: If your body can’t fight disease any more, you die.
the dawn of time – the beginning of time / human history
and ask students what the chance of this happening is in
in principle – fundamentally, in a way relating to the basic percentage terms (100%, it’s a reality).
rules
• Say: If I live to 70, I’ll be satisfied. and ask what the chance
a losing battle – when you try hard to do something with no of this happening is (50%, a real possibility).
chance of success
• Say: Supposing everyone could live forever, the world
longevity (C2) – long life would get very crowded. and repeat the question (1%, very
within striking distance – very near to getting or achieving unlikely).
something • Say: Had I been born in 1900, that would make me a very old
conceivable – possible to imagine or to believe person today. and repeat the question (0%, the past can’t
eliminate (C1) – cause something not to exist be changed).

infant mortality (C2) – the death of children under one year • Write the four conditional sentences on the board with
of age the correct percentage values and check that students
understand that the sentences with high percentage values
c Tell students to summarise the main point made about are real and those with low percentage values are unreal.
the topic in each paragraph. Check answers as a class.
Ask students what they found most controversial in the c Tell students that conditional sentences have two
article. clauses, a condition and a (real or imaginary) result.
The condition clause is dependent so it is introduced by
Suggested answers a word or phrase (usually a conjunction). Ask students
2 they are the result of lifelong damage and they aren’t fun to underline the word or phrase that introduces each
3 it’s nonsense not to recognise the possibility of being able to do
condition. Check answers as a class.
something about ageing
4 anti-ageing mechanisms in our body aren’t perfect and can’t Answers
fight ageing successfully 1 if 2 If 3 Assuming 4 Supposing 5 Had
5 he thinks we will soon be able to prevent the physical problems 6 as long as 7 Even if
of ageing, but the medical profession doesn’t agree
6 people who are now in their 40s have a 30–40% chance of d 3.53–3.54 Students read the information in
benefiting Grammar Focus 8B on SB p.153. Play the recording
7 historically, humans have naturally managed increases in where indicated and ask students to listen and repeat.
the population by reducing the birth rate so it shouldn’t be a
Students then complete the exercises. Check answers as
problem or a reason not to do something about our health
a class. Tell students to go back to SB p.96.
d Ask students what the world might be like in 1,000
years. Put students into pairs to discuss the questions. a 2 c/h 3 f 4 a 5 c/h 6 i 7 d 8 g 9 b 10 e
Take feedback as a class. b 2 If I were you, I would have a word with her.
3 You can stay as long as you keep quiet.
3 GRAMMAR 4 If anyone is to blame, it’s me.
5 Sheila would have been disappointed if nobody had come.
a Ask students to tick the comments which they agree 6 I will only agree on the condition that this is kept confidential.
with and then compare with a partner. If necessary, pre- 7 Should I find out, you will be the first to know.
teach a ripe old age (an approving way of describing how 8 It won’t take long, assuming we have everything we need.
old someone is/was). Take feedback as a class.
b Give examples of sentences that illustrate a–c: a If I CAREFUL!
stop eating fast food, I might live longer. b If I saw Aubrey A common student mistake is to use in case and as long as
de Grey in the street, I’d recognise him by his beard. c If I instead of if: We have not received any special requests, but I
had been born a few years later, I’d have more chance of will let you know in case there are some. (Correct form = We
Tell students to have not received any special requests, but I will let you know
match sentences 1–7 in 3a with a–c. if there are some.); We need to choose the same one as long
Answers as we want to spend the holiday together. (Correct form = We
a 3; 6 b 1; 2; 4; 5; 7 c 2 need to choose the same one if we want to spend the holiday
together.). Another mistake students sometimes make is to
write under condition instead of on condition: It can be done
under condition that we find a suitable person for this position.
(Correct form = It can be done on condition that we find a
suitable person for this position.).

132 UNIT 8 Body and health

e Say some sentences about yourself using the phrases M No, no I can understand that there you can drink. It’s … it’s
and suggested topics. One statement shouldn’t be true perfectly, yeah. Um, here’s a not as bad as it might sound.
or you don’t really believe it and the students have to spoon. P As well as his extreme diet,
guess which one, e.g. As long as I can still run 5 km without P Here goes. Martin Knight lives a Zen-
(true); Had I not met my husband, I would M It’s very colourful anyway. like, stress-free existence in
It’s actually not that bad. California. He practises yoga,
never have become a teacher. (false). Put students into P
M No, with the oil, so, so the goes jogging and lifts weights
pairs to do the activity. In feedback, ask students to tell
pepper in it er gives it more of in his garden. And he says
the class the statements which weren’t true.
a flavour … more of a flavour extending his life isn’t his

LISTENING
than you might think. primary concern.
4 P The oil helps. Not so sure M For me, it’s more about quality
about so much tomato in my of life, right here and now, the
a Tell students this joke: I’m on a special seafood diet. I
breakfast like this. daily. I don’t really think about
see food and I eat it. Ask students if the joke has a serious
M Oh, OK! That’s one of my the abstractions of living longer,
side (making fun of strange diets). Put students into
favourite things … although that … that might
groups to discuss the questions. Take feedback as a class,
P But, y’know, really not as happen.
being sensitive to students who may have weight issues. dreadful as I had expected. P You’re 49 now. How do you feel?
b Tell students to read the text and answer the M Oh, OK! Surprised you, huh? I M Um I feel really good. I feel as
try and actually have a kind of good as I did ten, twenty years
you can eat on this diet. Take feedback as a class. window of eating – from about ago – I don’t really feel any
eight till five in the afternoon, so different.
Suggested answer maybe like eight or nine hours, P Do you feel better in a sense
low-calorie foods, e.g. vegetables, beans, rice, fish, oats, etc. and then I don’t eat outside of since your diet has changed?
that. M In some ways actually I do – I
c 3.55Ask students if they have ever eaten any of P Ever go to a restaurant for have a steadier energy level
the food in the captioned photos or would like to. lunch? throughout the day, when
Play the recording for students to listen and answer M Ah … not very often. Maybe a before I maybe kind of dipped
the questions. If necessary, pre-teach abstraction few times a year. in the afternoon – y’know, it’s
(considering a subject generally; not based on real P How do you cope with that? more of a steadier level. And
situations), appetising (making you want to eat), M Er, like socially? Well, um, either … I think um you more kind
meticulous (C2) (very careful and with great attention to take um some nuts, which I of have a higher alertness too.
every detail), onerous weigh beforehand – um maybe When you have a little bit of
(keep an unwanted situation 200 calories of that. Or, um, I hunger in the background, then
away, usually temporarily). Check answers as a class. drink some water or tea round you’re more aware, more alive.
there. There’s always some fluid
Answers
1 He mixes it up in a food blender with tomato paste, olive oil and
pepper. He usually has the mixture for breakfast.
2 two or three big meals and ten smaller meals between 8 am and CULTURE NOTES
5 pm Zen-like refers to Zen, a form of Buddhism originally
developed in Japan, that emphasises that religious
Audioscript knowledge is achieved through emptying the mind of
PETER BOWES And are you that M I’m going to add olive oil here, thoughts and giving attention to only one thing, rather than
meticulous about what you eat? so in fact, it’s going to be about by reading religious writings. It was especially popular in the
MARTIN KNIGHT I am – I weigh 50 per cent fats. West in the 1950s and 1960s.
and measure everything I eat P So what else do you have with
and almost never eat out. I this? d 3.55 Ask students how old Martin is (49). Ask them if
eat about, maybe, instead of M OK, well … Let me finish they think Martin will need to change his diet as he gets
like two or three big meals measuring out the kale here older. Play the recording for students to listen again and
throughout the day, I eat first. I have to measure it to the make notes on the topics. Check answers as a class.
maybe, like ten smaller meals … to the gram, there we have it
– it kind of staves off hunger – that’s about 30 calories. Then Suggested answers
that way. This is what I actually I have sprouted oats, 16 grams, 1 never eats out; when goes to a restaurant for lunch, a few times
usually eat – first meal of the so that’s er that’s about 70. a year, takes 200 calories of nuts or drinks water or tea
day – only about 170 calories. Then this tomato paste here, 2 doesn't look tasty, or appetising, colourful, tastes better than it
looks, flavoured with pepper, too much tomato for Peter, but not
So the first thing I’m going to do and … 33 grams of that, and …
Martin
is this kale and er chard mixture almost done now. There we go.
3 Zen-like; stress-free; does yoga, goes jogging, lifts weights
I kind of made myself, it’s put And then finally, add some olive
4 primary concern is improving quality of life, doesn't think about
in the food blender and I weigh oil, that’s 9.2. Now oils you have
living longer although might happen
out 55 grams – that’ll be 30 to measure to a tenth of a gram, 5 good, better than before; steady energy level; more alert; more
calories. and be that accurate. And we’re alive
P And you do this every morning? there!
M I do. Right first thing and then P Can I taste it?
every time I eat – which sounds M Ah … if you’d like to, yes! FAST FINISHERS
pretty onerous, but actually P I have to say it doesn’t
Ask fast finishers to list five other ways in which people
isn’t so bad. look hugely tasty to me, or
could improve their quality of life, e.g. switch off their mobile
P And you’re getting, I assume, appetising.
mostly carbohydrates from phones at the weekend. Tell students to compare their ideas
this? with another fast finisher.

UNIT 8 Body and health 133

e Ask students if Martin’s example is a good one. 5 SPEAKING
Put students into groups to discuss the questions. Take
feedback as a class. a Ask students how old they have to be to drive, get
married, etc. in their country. Put students into pairs to
f 3.56 Pronunciation Ask students why Martin discuss the question. Take feedback as a class.
includes the information in bold (he is very precise
about how much he eats). Play the recording for b
students to listen and identify the pitch and its function. statements.

Answers c Ask groups to choose one student for each

1 lower 2 adds information statement. Tell students to take turns to present their
group’s views and experiences on each statement to the
g Tell students: class. The class votes on whether they agree or disagree
with each statement.
I heat up some soup, from a can. That doesn’t take long,
about ten minutes. I might have some toast, usually brown,
with it. What meal is this?
EXTRA ACTIVITY
Read out these instructions and tell students to work out
Elicit the answer (lunch) and write the three sentences their life expectancy, with men starting at 70 years, women
on the board. Ask students to identify the extra at 75 years:
information and the pitch (lower). Put students into
pairs and ask them to describe how they prepare a meal • Add 2 years for each grandparent who has lived over those
to each other, using a lower pitch to add information. ages.
Tell students to guess each other’s meal. • Add 5 years if you exercise at least three times a week.
• Take off 10 years if you smoke or drink alcohol too much.
EXTRA ACTIVITY • Add 4 years if you have or are planning higher education.
Tell students to record a short extract, 30 seconds maximum, • Add 3 years if you are married or in a relationship.
of a native speaker talking before the next class. They could
• Take off 4 years if you sleep less than six or more than
ask a foreign friend to speak for a short time or use material
eight hours a night.
from films, talks, etc. Tell students to listen again, transcribe
the words and then mark the pitch changes. Students then • Add 3 years if you have reached Advanced level in English.
practise repeating the text using the same pitch choices.
When students feel confident of their pronunciation, ask
them to record themselves repeating the text. Tell students
ADDITIONAL MATERIAL
to bring the original and their own recording into class and Workbook 8B
play them to other students to compare.
Photocopiable activities: Grammar p.216, Vocabulary p.236,
Pronunciation p.266

134 UNIT 8 Body and health

8C Everyday English At the end of this lesson, students will be able to:

Is that your best offer? product or service, using a range of functional language

OPTIONAL LEAD-IN
Books closed. Put students into groups to discuss in which N Hmm. Interesting … Are you OK N Anyway, Sara, I can’t believe
situation they’d feel confident they could negotiate a better there, Oscar? I didn’t hear you you’ve got us an exclusive on
price: come in. that! Well done! Good night,
OSCAR Yeah, yeah, I’m fine. Just Oscar.
• checking into a hotel where they are the only guest
forgot my car keys … again! O Night.
• buying a car with cash
• waiting 45 minutes for their main course at a restaurant d Ask students if they think Oscar meant to make
• buying a dress which was in the shop window a noise. Then put students into pairs to discuss the
question. Check students’ predictions as a class.
• agreeing to pay three months’ rent in advance.
e 4.3 Play Part 2 of the video or the audio recording
Ask students as a class if they have experienced these or
for students to answer the questions. Check as a class. If
similar situations.
necessary, pre-teach sneak preview (an opportunity to see
something new before the rest of the public see it) and
1 LISTENING straight from the horse’s mouth (if you hear something
straight from the horse’s mouth, you hear it from the
a Ask students whether they still get as excited about
person who has direct personal knowledge of it).
presents as when they were children. Put students into
groups to discuss the questions. Take feedback as a class. Answers
1 c 2 b 3 Students’ own answers
b Ask students if they think Max’s present could have
been a Star Wars model. Put students into pairs to think
of their own ideas. Take feedback as a class.
MIRANDA Breaking News Online. O Well, how much would you be
c 4.2 Play Part 1 of the video or the audio recording Can I help you? willing to pay?
for students to check their answer to 1b and answer OSCAR Hello, is that Miranda Hall? M Oh, I think we’d be prepared to
questions 2–4 in 1a. If necessary, pre-teach tenuous M Yes, speaking. offer, say, two fifty? Would that
(a tenuous connection, idea or situation is weak and O Oh, hello. This is Oscar be a fair suggestion?
possibly does not exist). Check answers as a class. Simmons. We met at a few O Two fifty! Could you see your
press conferences. I don’t know way to increasing that a
Answers
if you remember? little? I was kind of hoping for
a telescope
M Oh yes, Oscar Simmons, from something more in the region of
2 his father 3 he’d broken his leg
City FM. Yes, I remember. five hundred.
4 it’s how he got into science fiction (he got ideas about life on
O Great, well, I’m calling because M No, out of the question. What
other planets from looking at the night sky)
I’ve been doing a little, um, would you say to three fifty? In
what you might call freelance principle, of course. I’d need to
work? Anyway, I’ve got some see the article first.
NADIA You’re here late, Sara. on other planets when he was information you may be O Three fifty – is that your best
SARA Oh, hi Nadia. Yeah, I’ve got a kid. He broke his leg, and to interested in – straight from offer?
a lot on. cheer him up his dad bought the horse’s mouth, I think it’s M Fair’s fair. Remember we
N How is the preparation coming him a telescope. He said he fair to say. haven’t even seen what you’re
along? couldn’t sleep at night and he M What kind of information? offering yet.
S Good, yeah. I’m just so grateful used to spend hours looking up O Exclusive information about O OK, three fifty. We’ve got a deal.
for this opportunity. at the night sky. our very own Max Redwood. M And I need it by one o’clock? I
N Well, it could have gone either N Hmm … Y’know, author of Solar Wind? want it on the website by today.
way with Paul, really. But he S So maybe we could explore M Oh right, the guy who famously O What? Today? Er, how flexible
said he could see how much the idea that insomnia breeds wrote the whole book staring can you be on that?
it meant to you, and the work creativity … out to sea from the end of the M Well, if I don’t get it by two and
you’d put into the presentation. N Well, I’m not sure about the Palace Pier. it’s not the kind of thing I’m
He feels confident you can insomnia bit – it’s a bit of a O Exactly. I can give you an article looking for, the deal’s off.
make the interview a success – tenuous link … but overall I about him, including a sneak O OK, fair enough. One last thing
we both do. think you’ve got some really preview of his next book. …
S Oh, thanks Nadia. good material here. M I didn’t know he was writing a M What’s that?
N So, what kind of stuff are you S But you haven’t heard the best second novel? O Would you mind keeping my
getting from Max? bit yet! O He is! And I’m offering you name off the article?
S There’s a couple of interesting N What’s that? the chance to be the first to M Freelance and anonymous, eh?
angles we could take in terms of S He has an idea for his next announce it – with the title. O Yeah.
revealing his inspirations. book, and, he’s giving us the M The title? Well, yes, that would M No problem.
N Oh? title of it first! certainly be of interest. There’s O Great. Thanks.
S Yeah, I asked him how he got N Wow! What is it? just the issue of how much you M Thank you.
into science fiction and he said S It’s … wait for it … Gravity Zero. would like for it.
he started getting ideas on life

UNIT 8 Body and health 135

f 4.3 Play Part 2 of the video or the audio recording LOA TIP REVIEW AND REFLECT
again. Then write this answer on the board and elicit
a question for it beginning with Why: Oscar knows he • Encourage students to check with a partner before you
is doing something unfair. (Why is Oscar embarrassed?). check answers as a class. This gives weaker students more
Tell students to write a Why question for each answer. chance to get the right answers and allows peer teaching.
Check ideas as a class. • Put students into pairs by ability level, stronger with weaker,
Suggested answers not necessarily with the person they are sitting next to.
1 Why does Oscar say he’s been doing freelance work? • Encourage students to say why they have specific answers,
2 Why does Oscar say the information is straight from the horse’s
not just show each other their answers. Demonstrate with
mouth?
3 Why does Miranda say she will pay three fifty in principle?
gap 1 with a stronger student: After ‘the’ we need a noun.
4 Why does she say the deal is off if she doesn’t have the What do you have? (question). Why? (because the sense fits
information by two? and ‘question’ is also followed by ‘of’).
5 Why does he want his name kept off the article? • When you give feedback, ask pairs rather than individual
students for answers: What do you have for gap 4, Dima and
FAST FINISHERS Maria?. This stresses that their answers have been a joint
effort.
Ask fast finishers to make three more Why questions for these
answers and then compare with other fast finishers:
b Tell students to write the number containing the
Sara convinced Max his readers wanted to hear about this. expression into the table. Check answers as a class
The ‘Zero’ suggests this is the first in a series. and refer students to the Language notes. Drill the
expressions.
Max is still thinking about the plot.
Answers
Suggested answers
Why does Max want to talk to Sara about his childhood? Opening negotiations Making and accepting offers
Why will the book be called Gravity Zero? There’s just the issue of … We’d be prepared to offer …
Why hasn’t Max started writing yet? How much would you be Would that be a fair
willing to pay? suggestion?
g Language in context Expressions with fair What would you say to … ?
fair, e.g. Asking for more Declining offers
hair colour, a trade event. Tell students to match the
Could you see your way to Out of the question.
expressions with the meanings. Check as a class.
increasing that?
Answers I was kind of hoping for
a 3 b 1 c 2 something more in the region
of …
Is that your best offer?
EXTRA ACTIVITY
Tell students that fair is a homophone and ask them what
the other word with the same pronunciation is (fare = LANGUAGE NOTES
ticket price). Put students into pairs to think of as many The expression How much would you be willing to pay? shows
homophone words and phrases as they can in a time limit. three ways of being polite: a modal verb (would), a past tense
Take feedback to find the pair with the longest word or (would not will), the polite phrase be willing to.
phrase that is a homophone.
c Tell students to complete the conversation with
h Ask students if Oscar’s phone call to Miranda is words from the table in 2b. Check answers as a class.
just a case of Oscar showing initiative. Put students Put students into pairs and ask them to practise the
into groups to discuss the questions. Take feedback as conversation.
a class.
Answers
2 USEFUL LANGUAGE 1 open 2 worth 3 accept
5 position 6 authorised
4 flexible

a 4.4 Ask students why Oscar and Miranda need to

negotiate (there is no set price for inside information!). d
Tell students to complete the conversation from Part 2. bored) intonation. Put students into pairs to answer the
Play the recording for them to check. Check answers as questions. Check answers as a class.
a class. Suggested answers
Answers 1 same: it’s a negotiation, with the same information; different: it’s
1 issue very abrupt
2 willing 2 the conversation in 2a: it’s important to be polite and show a
3 prepared willingness to make concessions
4 fair
5 way e Put students into pairs to role-play the negotiation,
6 hoping covering 2a but looking at the functional language in 2b
7 out and the structure of the conversation in 2d. As feedback,
8 say ask some pairs to role-play their conversation in front of
9 best the class.

136 UNIT 8 Body and health

 EXTRA ACTIVITY b 4.6 Play the recording for students to tick the

Dictate this ineffective negotiation to the class: statements with rising intonation.
A The delivery time will be 30 days. Answers
B 30 days?! 1 ✓ 2 ✓ 5 ✓ 6 ✓ 7 ✓ 9 ✓
A What’s that supposed to mean?
B We need it asap. c Put students into pairs to practise the dialogue.
A All right, 25 days. Monitor and make sure students are using the
B Are you serious? appropriate intonation.
A 20 days and that’s the best you’ll get from us.
B And that’s it? 4 SPEAKING
A Take it or leave it. a Give students some ideas of attractive products or
Put students into pairs to rewrite and role-play a more services, e.g. ice cream which has minus calories, a hotel
effective negotiation. for stressed-out pets. Put students into groups to think
of more things to sell. Tell students to choose one of
Suggested answer these, one of the items listed in 4a or think of their own
A We could deliver it in 30 days, just for you. ideas. Students then work individually and list some
B That’s out of the question.
selling points, including setting a price and another
A I’m not sure I follow you.
aspect to negotiate.
B Could you see your way to reducing the delivery time?
A I’d be prepared to agree to 25 days. b Put students into pairs to sell to each other,
B Is that your best offer? negotiating the price and another aspect. Encourage
A I’m not authorised to agree to less than 20 days. students to use the negotiation language and implied
B I think our business is worth much more than that.
questions. As feedback, tell some pairs to role-play their
A I’m not in a position to improve on my previous offer, I’m afraid.
dialogues in front of the class.

3 PRONUNCIATION EXTRA ACTIVITY

Intonation in implied questions Put students into pairs. Give them these difficult things to
sell:
a 4.5 Say to students with a rising intonation:
• a round-the-world plane ticket to someone who is scared
The homework needs to be in by tomorrow. of flying
Ask if this is a question in form (no), in meaning (yes) • a chocolate cake to Martin Knight (SB p.97)
and why (the intonation rises as in most questions). • a smartphone to a technophobe
Ask students to rephrase the statement as a question
• garlic to a vampire.
(Can you give me the homework by tomorrow?). Play
the recording for students to listen and notice the Student A has to sell first the plane ticket and then the
smartphone; Student B the cake and then the garlic.
normal (falling) intonation and then rising intonation to Tell students to take it in turns and use their negotiating
language and skills to sell each thing to their partner.
Answer
rising
ADDITIONAL MATERIAL
Workbook 8C
Unit Progress Test
Photocopiable activities: Pronunciation p.267
Personalised online practice

UNIT 8 Body and health 137

8D Skills for Writing At the end of this lesson, students will be able to:

It’s a unique dining experience

their own opinions on the content

using persuasive language

OPTIONAL LEAD-IN
Books closed. Put students into pairs to work out the
meaning of these menu items in bad English: sweat and sour
chicken, soap of the day, French flies, baby sheep, New York Answers
chess cake, thrown salad, beef in hot sores. Ask students to 1 Because it lasted for over a million years, human beings learned
tell the class about any strange translations they’ve seen to cook and their bodies adapted to their diet.
on menus. 2 Wild meat, fish, vegetables, seeds, nuts and fruit are healthy
because our bodies are still adapted to life in the Stone Age.
Answers 3 Dairy products and refined grains like wheat and rice were
sweet and sour chicken, soup of the day, French fries, lamb, New developed later, so are not ‘natural’; they are difficult to digest
York cheesecake, tossed salad, beef in hot sauce and cause people to gain weight.
4 The ingredients are based on the Stone Age, so people are
eating healthily; the food is prepared in a modern, sophisticated
1 LISTENING and SPEAKING way to produce tasty dishes.
5 Students’ own answers
a Ask students to tell you whether people in their
country eat out much and the last time they ate out. Audioscript
Put students into groups to discuss the questions in 1 INTERVIEWER Next on Healthy J Yes, wild meat. Also fish of
Living, we talk to a chef whose course, and we dug up roots
feedback as a class. Ask questions about some of the style of cooking is based on and found edible plants. So we
criteria, e.g. What types of cuisine are most popular where ingredients our ancestors ate fish and meat and lots of
you live? would have eaten in the Old vegetables and seeds and nuts
Stone Age or the Palaeolithic and … and also fruit, but of
LOA TIP MONITORING era, around say 100,000 years course only in season when we
ago. Julia Dean is head chef at found it.
the newly opened restaurant I But no milk.
• You need to have strategies for dealing with fast finishers
Ancestors. Julia! 100,000 years J No, what we didn’t eat was
and slow workers in an open-ended task like 1a. – that’s going back a very long dairy products, and we didn’t
• Think about how you arrange groups so they are more way. eat refined grains like wheat or
or less equally divided in terms of ability and speed of JULIA Yes, it is, and you can go rice – these came much later.
working (by this stage of the course you will know students back much further than that. And of course that explains why
quite well). The Palaeolithic was a major many people find these foods
period in our development as difficult to digest, and it’s a diet
• Set a time limit for both parts of 1a and signal the end of humans. It was the era where that makes you gain weight and
stage 1 so that everyone moves on to stage 2 at the same we truly became human – we is essentially not very healthy
time. Use a consistent signal to show the beginning and started using tools, we learned – much less healthy than what
end of activities, e.g. clapping your hands once to start and to cook, and so on. It was was eaten earlier.
twice to stop. also a period that lasted for I OK, I see why you chose the
a very long time – well over a name, Ancestors, for your
• Monitor groups and set an extra speaking task for groups
million years, and that’s very restaurant. So, if I go to your
that finish early, e.g. for 1, What kind of people eat out the
significant, because it means restaurant, I’ll get the kind of
most? and 2, Can you add any more criteria to the list? that during this time our bodies food my ancestors ate in the
• Do not wait for all groups to agree on five criteria before adapted to a certain lifestyle Stone Age? It sounds a bit
you stop the second stage. Stop when the time limit is up and to a certain diet. After that, primitive.
or you feel that discussion is slowing down. we settled and planted crops J Well, don’t worry. We won’t
and our diet changed – the so- just give you hunks of meat
b Ask students what period the Stone Age refers to called Agricultural Revolution. and a few nuts! The idea of
(the Palaeolithic /pæliəʊˈlɪθɪk/), what they know about But that was only 10,000 years our cooking is to use these
ago – it’s not a very long time at ingredients, but, of course, to
life then and what people used to eat. You could show
all, relatively speaking. create sophisticated, modern
an excerpt from a Flintstones cartoon for a funny (and
I OK, so your idea is that our and very tasty dishes using
satirical) perspective on the Stone Age.
bodies are still adapted to life in them. So people come to our
c 4.7 Play the recording for students to answer the the Stone Age – we’ve changed restaurant because they love
questions. Check answers to 1–4 as a class and take but our bodies haven’t. the food, of course. But at the
feedback on 5. J Yes, that’s exactly right. We’ve same time, they know they’re
got different technology, but eating healthily – they’re eating
we’re the same people as we what’s good for them.
were then, physically. So all the I Well, put like that it sounds very
foods we ate then are what our tempting. I wish you the best of
bodies are accustomed to – luck.
they’re what’s good for us. J Thank you.
I So you mean meat? I That was Julia Dean, explaining
the Stone Age Diet. And now …

138 UNIT 8 Body and health

 VOCABULARY SUPPORT b Ask students how the home page is organised (headings,
sections, links) and why it uses headings and sections.
relatively speaking – when compared with something else
Check answers as a class. Ask students which of the
refined – made pure by removing other substances links they would follow.
digest – change food in your stomach into substances that Answers
your body can use so people can quickly find out about the features they are
primitive – (disapproving) very basic or old-fashioned interested in; so it looks easy and engaging to read – more so than
a block of text
a hunk of sth – a large thick piece
c Tell students to match the features with the purposes.
d Ask students whether an obsession with diet is a Check answers as a class.
characteristic of the Western world. Put students into
groups to discuss the questions. Take feedback as a class. Answers
1 c 2 d 3 b 4 a
2 READING
a Ask students what kind of information a home page FAST FINISHERS
for a restaurant should contain, e.g. pictures of unusual Ask fast finishers to think of ways that Ancestors could exploit
or special dishes. Tell students to read the home page the Stone Age theme, e.g. menus carved on stone. Tell them
and discuss the questions with a partner. Check the to compare their ideas with another fast finisher.
answer to 1 as a class and take feedback on 2.
Suggested answers
d Ask students to tell the class any slogans they like. Put
students into pairs to choose one of the slogans for
1 city-centre restaurant; Stone Age diet included grains; seasonal
Ancestors and say why they have chosen it. Take feedback
menu; details of signature dishes; sample menu available;
drinks served are natural fruit and vegetable juices, teas, and ask the class if they can think of a better slogan.
coffee, herbal teas; fixed-price early evening menu; cookbook Suggested answer
containing Ancestors recipes; sample pages from cookbook Pure enjoyment, pure health – because eating at Ancestors is an
available enjoyable experience and the food is healthy and contains only the
2 someone health-conscious and interested in a new culinary purest ingredients
experience because the food is good for you and unusual;
students’ own answers e Tell students to look at the opening phrase Our city-
centre restaurant and ask: Is the message that Ancestors
VOCABULARY SUPPORT is easy to get to or that you should come early to avoid the
(it’s easy to get to). Students match the phrases
bend the rules – not obey the rules completely, change the
with the messages. Check answers as a class.
rules to suit a situation
Answers
genetic make-up – the particular combination and
1 c 2 b 3 d 4 a
organisation of genes in our DNA
signature dish – the dish that represents the chef / a f Write these two sentences on the board and ask students
restaurant’s style of cooking best to say which is more positive, why, and how its
exacting (C2) – demanding a lot of effort, care or attention
be complemented by sth – make something else seem better When you enter Ancestors, you feel like you’re in a new
when combined with something world.
wholesome – good for you, healthy Entering Ancestors, you feel like you’re in a new world.
tried and tested – something that has been tested and is of
(The second is more positive because of the structure of
proven quality
pronoun; the second, with no conjunction or pronoun
b Ask students whether or not these are possible but an -ing participle clause, is more concise and has
dishes at Ancestors, and why: fried dinosaur leg (no, fried more impact.) Put students into pairs to do the same
food is unhealthy), rice pudding
food), rock cakes (the name is appropriate so yes, if they three more examples in the text of descriptive clauses or
can be made out of fruit, seeds, nuts and vegetable oil,
the last two sections.) Check answers as a class.
a starter, main course and dessert individually and then
compare their ideas in groups. Take feedback as a class. Suggested answers / Answers
1 The first is more effective. Putting vivid description at the start of
3 WRITING SKILLS a sentence immediately gets the reader’s attention. The second
sentence has two main clauses and this is less efficient as the
material; Using persuasive language subject is the same in both.
Based in the city centre, ANCESTORS is …
a Ask students to choose the main purpose. Check as a Tasty and fresh, the early evening menu offers …
class. Elicit why the other purposes are less important Tried and tested by our team of cooks, our recipes will enable …
(people won’t have time to read detailed information;
few people use restaurant websites to get advice).
Answer
to promote the restaurant

UNIT 8 Body and health 139

g Students complete the exercises in Writing Focus 8D 4 WRITING
on SB p.174. Refer students to the table and the Writing
Tip. Students complete Exercise a–c, using a dictionary a Ask students to think of a concept for a restaurant
if necessary. Check answers as a class. Monitor Exercise where they live, e.g. a vegan restaurant, a slow-food
d and then ask students to compare ideas in Exercise e. café, a make-it-yourself pancake place. Put students into
Tell students to go back to SB p.101. pairs or groups to decide on a concept and make notes
for the website, using the prompts and looking back at
Answers the criteria in 1a on SB p.100. Tell pairs or groups to
a 1 freshly; lovingly give a brief presentation to the rest of the class of their
2 most exacting; highest
concept and promotional ideas.
3 serve; offer
4 perfect; ideal b Tell pairs or groups to write a promotional text with a
5 complete; total name, slogan and sections with headings. Tell students
6 away from it all; far from the bustle of the city to divide up the sections so that they each write a
b 1 a hotel
short paragraph. Stronger students can write more
2 a furniture shop
than one section. Encourage students to use structures
3 a duty-free shop
4 a music venue which emphasise the positive features. You could also
5 a language school give weaker students a paragraph frame based on the
6 an airport lounge model text for them to change and expand, e.g. Based
7 a bank in , [name] is the ideal place for .
c 1 Tastefully furnished; truly relaxing
2 manufactured to the highest standards; stand the test of time exciting selection of .
3 an extensive range of; globally recognised
4 an ideal venue c Ask groups to pass round their texts, read one another’s
5 fully; highly qualified; a unique learning experience and write questions on the text that they’d like
6 A warm welcome awaits you; while away; luxurious answered. Groups then tell the class their answers to the
7 Our mission is; a secure home questions on their text and anything else they’d like to
make clear. The class votes on the best restaurant.

EXTRA ACTIVITY
If possible, follow up this writing activity with a visit to a
restaurant. Put students into groups to look at different
restaurant websites and ask them to present to the class
the best place to go based on the criteria in 4a. The class
then votes on the best restaurant. Go to the restaurant and
then ask groups to write an English version (or a new English
version) of the restaurant website. (The restaurant may be
interested in this text if it is positive enough!)

ADDITIONAL MATERIAL
Workbook 8D

140 UNIT 8 Body and health

UNIT 8 3 WORDPOWER and
Review and extension a 4.8 Ask students to describe the pictures and say
what the people might be saying. Tell students to match
the sentences with the pictures. Students may remember
that bits and pieces was in 1C Ex 2b on SB p.15. Play
1 GRAMMAR the recording for students to listen and check. Drill the
expressions.
a Write this sentence on the board: Tracy is glad not
to have been playing / be playing / have played next Answers
weekend. Ask students to choose the correct option 1 b 2 f 3 a 4 c 5 d 6 e
and explain why (be playing – present continuous for
future arrangements). Tell students to choose the correct b Ask students to think of their own paraphrases for the
option. Check answers as a class. idioms. Then tell students to replace the idioms with the
expressions in the box. Check as a class.
Answers
1 Waking Answers
2 Being sent 1 small things of different types
3 getting 2 many places
4 to listen 3 easily
5 having 4 annoyed by
6 to have met 5 damage caused by everyday use
7 of saving 6 a normal part of

c 4.9 Ask students if they know any other expressions

b Write this sentence on the board and ask students to
complete it with one word: Had Oscar given his name, he with and, e.g. , heart and soul. Tell
have got into trouble. (would). Tell students to students to complete the sentences with the adjectives in
complete the sentences with one word. Check answers the box. Play the recording for students to check.
as a class. Answers
Answers 1 clear 2 tidy 3 sweet 4 safe
1 didn’t 2 have 3 Had 4 asks 5 otherwise/or 6 Were
d
in the missing word: Apart from some and tear,
2 VOCABULARY it’s in good condition. (wear). Tell students to choose four
a Ask students to cover the endings, look at the sentence expressions from 3a or 3c and do the same.
halves and think of the word or phrase which comes e Put students into groups to read out their sentences
next. Students then match the sentence halves with the for other students to guess what goes in the gap.
endings. Check as a class.
Answers EXTRA ACTIVITY
1 c/f 2 h 3 a 4 e 5 g 6 b 7 c/f 8 d Put students into pairs. Tell them to write a dialogue using as
many of the and expressions as possible. First they plan the
FAST FINISHERS dialogue, making notes, then they practise it and finally they
role-play it in front of the whole class.
Ask fast finishers to think of interesting new similes for sleep
like (a log), e.g. a bear in winter, my gran after Sunday lunch, Photocopiable activities: Wordpower p.248
a bored student in a library. Tell them to compare ideas with
another fast finisher. LOA REVIEW YOUR PROGRESS
b Ask students which of these words is the odd one out:
thinning, loss, grey, glowing (glowing, the others can be Students look back through the unit, think about what
they’ve studied and decide how well they did. Students
work on weak areas by using the appropriate sections of
answers but students need to justify them). Check the Workbook, the Photocopiable worksheets and the
answers as a class. Personalised online practice.
Suggested answers
1 saggy; it’s the only negative adjective
2 scars; they are permanent, not temporary marks
3 strengthen; it is part of healthy living and not an anti-ageing
treatment
4 weight loss; it isn’t usually a result of ageing
5 yellowing; it’s a superficial effect of ageing, not a way of looking/
feeling better
6 poor circulation; it’s a health problem caused by ageing, not a
superficial effect of ageing

UNIT 8 Body and health 141

 UNIT OBJECTIVES

UN I T 9
At the end of this unit, students will be able to:
understand details of texts about urban planning and
architecture and respond
follow broadcast reporting and descriptions of
innovations and controversial issues in city planning
and respond
use a range of lexis to: describe iconic buildings;

Cities
discuss, describe, relay and present on ideas for apps,
community action and improvements to their local area
understand the attitudes and feelings of speakers
using idiomatic language in a conflict situation and the
strategies they use to express feelings, comment on the
behaviour of others and describe intentions
use a range of expressions to deal with conflict
situations
write a well-structured essay describing and discussing
UNIT CONTENTS the causes of social change using linking words to
express reasons and results
G GRAMMAR
Reflexive and reciprocal pronouns (herself; each other)
Ellipsis and substitution (to avoid repetition)
Linking: Reasons and results: as a (direct) consequence (of),
as a result, because of, causing, consequently, due to, hence,
leads to, noticeable, one key factor, outcome, owing to,
results in, thereby, therefore, thus, which … means b Give students one minute to think about their
V VOCABULARY answers to the questions before talking about the photo
Verbs with re-: recreate, redevelop, regain, regenerate, as a class. If you wish, give students information from
reinstate, rejuvenate, renovate, restore, revamp the Culture notes below.
Describing buildings: bungalow, cabin, dated, graceful,
housing estate, imposing, innovative, mansion, nondescript, CULTURE NOTES
out of place, over the top, penthouse, power station, retail This photo shows a house in the middle of a housing
park, semi-detached, skyscraper, studio, stunning, tasteless, development in southern China. The owners of the house
tower block, warehouse have refused to let the property be demolished. Originally,
Language in context: Colloquial expressions; Metaphorical the house was part of a village but all the other residents
phrases; Animal idioms were relocated in the 1990s. The owners don’t even live
Wordpower: build: build around, build in, build on, build up, in the house now but the property company have no legal
build up into way of getting rid of the house and essential maintenance
P PRONUNCIATION work can’t be carried out on the road it occupies. A similar
Sound and spelling: re- inconvenient property is Stott Hall farmhouse in the middle
Word stress, primary stress of a major motorway in the north of England. Drivers often
Sound and spelling: foreign words in English: aficionado, stop there, for fuel and repairs, but the farmer does not seem
avant-garde, cappuccino, c’est la vie, déjà vu, faux pas, finite, to mind, in fact he helps them out however he can.
kaput, karaoke, kindergarten, nada, paparazzi, pronto, c Put students into groups to discuss in what
rendezvous, Schadenfreude, siesta, tête-à-tête, typhoon situation they would agree to their family home being
demolished. Take feedback as a class.
GETTING STARTED
EXTRA ACTIVITY
OPTIONAL LEAD-IN Put students into groups. Ask them to think of legal ways of
Books closed. Write these criteria for a good city to live in on putting pressure on a homeowner to move, e.g. organising
the board: a petition signed by as many local residents as possible. Ask
each group to share their ideas with the class and choose the
• transport links • safety
best suggestion.
• affordable housing • friendly locals
• shopping • entertainment options
• multiculturalism • atmosphere
Elicit some more criteria from students. Ask students to give
each criterion a mark from 1–5 (1 = terrible, 5 = excellent) for
the city they live in or their closest city. Put students into pairs
to compare marks and discuss.

a Put students into pairs to describe the photo. Take

feedback as a class.

142 UNIT 9 Cities

9A They did it all At the end of this lesson, students will be able to:
• read an article about urban development and decide

themselves how convincing the arguments put forward are

• use a range of verbs with re- relating to urban

pronunciations of re-
• discuss improvements and challenges to cities and the
OPTIONAL LEAD-IN urban environment
Books closed. Give students two minutes to draw and label
a rough map of an urban area they know well, e.g. their functions
neighbourhood, including main buildings, transport links,
parks, etc. Put students into pairs to show each other their technology on cities
maps and suggest how the area could be improved, e.g. • prepare and present an idea for improving their local
adding roads, making the hospital more central, etc. Take urban area
feedback as a class.

1 READING
a Tell students to look at the picture and say how
VOCABULARY SUPPORT
Put students into pairs to discuss the questions. Take kerb – the edge of a raised path nearest the road
feedback as a class.
tactile – designed to be perceived by touch
b Ask students why they think the street is called strip (C1) – a long, flat, narrow piece
Exhibition Road (possible answer: it’s a model for other
streets) and tell them the real reason (see the Culture hectoring – communicate in an unpleasantly forceful way, in
notes below). Give students time to read the article and order to get somebody to do something
answer the questions individually. Check the answer to nannying – giving too much advice or making too many rules
question 1. Then put students into groups to compare so that people are treated like children and not allowed to
and explain their answers to the second question. Take think for themselves
feedback as a class. co-exist harmoniously – exist together in a friendly and
Answers peaceful way
1 It improves safety. eye contact (C2) – when people look directly at each other’s
2 Students’ own answers
eyes during communication; lack of eye contact implies low
confidence / poor communication
CULTURE NOTES counter-intuitive – something that is counter-intuitive does
Exhibition Road is in the centre of London. Three of London’s not happen in the way you would expect it to
important museums, the Science Museum, the Natural blueprint – plan or design that explains how something can
History Museum and the Victoria and Albert Museum, are on be achieved
it. It is named after the Great Exhibition of 1851, which was
a jigsaw of sth – made up of a large number of small pieces
held at Hyde Park, to the north of the road. The shared space
which are designed to fit together
project was completed in time for the 2012 London Olympics.
free-for-all – a situation without limits or controls in which
c people can have or do what they want
the idea comes from the Netherlands). Tell students to in a similar vein – in a similar way
answer the questions, using a dictionary if necessary.
invade sb’s space (C2) – enter into an area around somebody,
Use the Vocabulary support box to help students with
vocabulary if necessary. Check answers as a class. or that somebody feels is theirs, in a way that makes the
person feel uncomfortable, angry, etc., e.g. the space closest
Answers to their body, car, etc.
1 Suggested answers: traffic signals, kerb marking (in the text);
advertising boards, benches, litter bins, parking meters, railings
2 They control and threaten people and treat them like children.
Students’ own answers FAST FINISHERS
3 We wouldn’t expect it to work; others should copy the example. Point out the phrase stretch of road and ask fast finishers
4 Drivers don’t drive irresponsibly when the road markings are what it means (a continuous section of road). Ask them to
taken away / they aren't allowed to drive dangerously (although
complete these other quantifying phrases, using a dictionary
this is not explained further in the text, logically, normal road
safety laws would apply)
if necessary: a of luck, a of grass, a of
5 Having space dedicated to traffic and controlled by signs and thunder, a of land, a of fresh air, a of
green traffic lights makes motorists feel that the space belongs anger.
to them.
Suggested answers
stroke, blade, clap, plot, breath, fit

d Ask students if they would feel safe walking down

Exhibition Road. Put students into groups to discuss the
questions. Take feedback as a class.

UNIT 9 Cities 143

 2 VOCABULARY re- Answers
1 /iː/ 2 /ɪ/
a Ask students how the words in bold are similar in
meaning. Check answers as a class. Ask how they are revamp restore
recreate regain
similar in form (they both start with re-) and how
reinstate regenerate
revamped is an
adjective, redeveloped is a verb). Different: /e/ renovate

Answers
Both words refer to processes that make something that was old, FAST FINISHERS
or had deteriorated, good again. Tell fast finishers to add these verbs to the table: relax,
revamp: change or arrange something again, in order to improve it
repeat, re-educate, refund, reject, rehouse, require, result.
redevelop (C1): change an area of a town by replacing old
buildings, roads, etc. with new ones
Check and drill the words.

Answers
b 4.10Tell students to replace the words in italics
/iː/: re-educate, refund, rehouse
with the correct form of the verbs in the box. Play the /ɪ/: relax, repeat, reject, require, result
recording for students to listen and check.
Answers and audioscript d Tell students to look around their classroom/
1 The council’s policy is to regenerate the port area of the city. school and say if any renovation or any other changes
2 It’s a beautiful old building. They just need to renovate it. are needed. Put students into groups to discuss the
3 It’s good that students are moving into this area. It will help to questions. Take feedback as a class.
rejuvenate it.
4 There’s a place in China where they’ve recreated a traditional
English town, with authentic materials and architecture.
3 READING and SPEAKING
5 The fountain in the main square was dry and falling to pieces. a Put students into pairs to look at the pictures and
Now they’ve restored it. discuss the questions. Take feedback as a class.
6 The town needs new industries so it regains its appeal as a place
to live and work. b Divide the class into groups of four and assign A, B,
7 Removing the speed limit led to so many accidents that they C and D roles (students can share a role if necessary).
decided to reinstate it. Student As go to SB p.128. Student Bs go to SB p.133.
Student Cs go to SB p.134. Student Ds go to SB p.136.
LOA TIP ELICITING
the board for students’ reference during the task: carbon
emissions (carbon released into the atmosphere by, e.g.,
• Use the general meaning of re- to elicit the meanings of the burning fuel), turf (the surface layer of garden lawns and
words. sports pitches: the grass, its roots and the attached soil),
• Give students simpler examples with words they already makeover (a process within a certain timeframe involving
know: If you ‘retake’ a test, what do you do? (do it again). a series of changes intended to make something more
Can you think of a ‘remake’ of a famous film? (King Kong). attractive), developers
Elicit the general meaning of re-, to do something again, from buying land or buildings, improving them and
often to do it better. then selling on to a new owner). Tell students to read
• Tell students to read question 4 and ask Is this a new idea?
information. Tell students to go back to SB p.105.
(no). Are they repairing something? (no). Are they building
something which already exists somewhere else? (yes). Then c Tell students to explain the ideas they read about
ask students to choose the best word to replace the phrase to one another in their groups, using the prompts given.
in italics and put it in the appropriate tense (recreated). Take feedback as a class.
• Point out that this meaning does not apply to all verbs
with re- and elicit examples, e.g. you usually only resign
4 GRAMMAR
from your job once. pronouns
a Ask students which picture this comment could refer
LANGUAGE NOTES to: You can just help yourself to refreshments. (B). Tell
students to read the comments and say which picture
Highlight that rejuvenate, renovate and revamp cannot be they could refer to. Take feedback as a class.
used without re-: juvenate, novate and vamp are not words.
Suggested answers
c Pronunciation 1 C; D 2 A; B; D 3 C; D 4 C 5 B; D 6 C

1 4.11 Play the recording for students to listen to

b Put students into pairs to look at the words and phrases in
the pronunciation of e in re- in the verbs in the table. bold and answer the questions. Check answers as a class.
Ask students in which word the e sound is longer
(redevelop). Drill the two verbs. Answers
1 a 6 (themselves) b 3 (itself) c 1 (by yourself)
2 4.12 Tell students to add the other verbs with
d 2 (for themselves)
re- in 2a and 2b to the table and identify which verb 2 a we support ourselves: we don’t need other people’s help;
we support each other: I help them and they help me
recording for students to check. Drill the words. b they talk to themselves: they speak as if they were alone, not
to another person; they talk to one another: they speak with
another person / other people

144 UNIT 9 Cities

c 4.13–4.14Students read the information in Audioscript
Grammar Focus 9A on SB p.154. Play the recording PRESENTER Cities around the world are growing more crowded by the
where indicated and ask students to listen and repeat. day. All us city dwellers experience the frustration of ever-increasing
Students then complete the exercises. Check answers traffic on our roads, and wear and tear on our amenities. Keeping
as a class. Exercise c could lead to a discussion in transport moving, and public amenities functional, is an ongoing
groups of how cities will cope with an increasing global problem the folks who run our cities have to deal with. With an
population. Tell students to go back to SB p.106. estimated five billion inhabitants of the world’s cities by 2030,
the challenge has never been greater … So, today … many major
Answers (Grammar Focus 9A SB p.154) cities around the world are looking to mobile technology for their
a 1 a2 b1 2 a1 b2 3 a1 b2 4 a2 b1 5 a2 b1 6 a2 b1 solutions. And there are a handful of products out there already that
b 1 ourselves 2 John himself 3 herself 4 myself 5 myself are aimed at helping to optimise the way we live in cities.
6 himself 7 one another 8 each other’s One example is an app called ‘click-and-fix’. It’s in use in a number
c towns and cities find themselves under tremendous pressure … of cities and what it does is to let you communicate with your city
let alone enjoy ourselves there … But, let’s just remind maintenance services. People use their mobiles to let the city know
ourselves / one another / each other of the challenges ahead.
where there’s a problem – something’s broken or out of service –
The technology (itself) may be there but we would be opening
and then the idea is it’ll get fixed straight away. Or at least they get
ourselves up to lots of problems … The world needs to sort itself
updated on what’s being done about it. Michelle Thornton in Boston,
out and we need to learn to live with one another / each other. I
USA shows us how it works.
hope I’ve made myself clear.
MICHELLE Well, look I’m just going along the street and if I see
something that needs fixing I can report it. It could be anything, like
CAREFUL! a pothole, or graffiti on a wall, or if something’s been vandalised, or
even a place where you’re repeatedly having to risk your neck to get
Students often use a reflexive pronoun after verbs which
across the road – anything like that. So, right now, we’re going past a
don’t need them, especially feel: How do they feel themselves park and there’s a railing that’s been smashed in here – it’s all bent.
being in a group? (Correct form = How do they feel being in a So I’ll go on the app and then I just take a snap of it – and I’ll choose
group?). Another typical mistake is not to use the reflexive the most appropriate issue category, so I’ll choose ‘park issue’ – the
pronoun when it’s necessary, especially after enjoy: The app knows where I am of course, and then … just send it off. And you
performance went well, and the spectators enjoyed a lot. can see it comes up here, it’s saying it’s received. Then I can look it
(Correct form = The performance went well, and the spectators up later and it will tell me if it’s ‘in process’ or hopefully ‘fixed’. I think
enjoyed themselves a lot.). Some students also confuse the it’s a great idea. It means that I, as a citizen, can be more involved.
reflexive with the object pronoun, especially myself/me: His So it’s a kind of democracy in action if you like, and it also saves the
knowledge of geography often impressed myself. (Correct form city money.
= His knowledge of geography often impressed me.). Another
typical error is to put the reflexive pronoun between the verb
and the object: It means you should yourself organise your
VOCABULARY SUPPORT
leisure time. (Correct form = It means you should organise city dwellers – people who live in a city
your leisure time yourself.). A further common error is to wear and tear – the damage that happens to an object with
use a reflexive pronoun instead of a reciprocal pronoun: Our ordinary use over time
students can meet themselves during the break. (Correct form amenity – desirable or useful features and facilities of a place
= Our students can meet each other during the break.). – such as parks, swimming pools, public toilets
optimise sth – make something as good as possible
5 LISTENING pothole – a hole in a road surface
a Ask students what their favourite apps are. Ask vandalise – intentionally damage the property of others
students to discuss in pairs what they think the app in
democracy in action – when the opinions of a number of
the photo is for. Then take feedback as a class. Elicit
ordinary members of a population are listened to by the
students’ ideas and ask them to justify their suggestions.
government and they get what they want
b 4.15 Play the recording for students to listen and
answer the questions.You may wish to pre-teach some c 4.16 Play the recording and ask students to choose
of the expressions in the Vocabulary support box. Tell the idea which has been invented. If necessary, pre-
students to work individually and then compare their teach canopy (the branches and leaves that spread
answers in pairs. Check answers as a class. out at the top of a group of trees forming a type of
Answers roof), commute (C1) (make the same journey regularly
1 You go on the app, take a photo of a maintenance problem in between work and home) and have a mind/memory like
the city, choose the appropriate issue category and send off the a sieve /sɪv/ (forget things very easily). Put students into
photo. Receipt of the photo is immediately acknowledged and pairs to compare what they have chosen. Tell students
you can track the issue to see if it’s ‘In process’ or ‘Fixed’. to check the answer on SB p.128.
2 It’s an example of democracy in action, which she approves of
and it also saves the city money.
3 Students’ own answers

UNIT 9 Cities 145

 Audioscript
EXTRA ACTIVITY
FRANK I’ve got an app here, on my phone, called Trainspotting. I use
this all the time – in fact I couldn’t manage without it. I commute Tell students that you have an app to calculate stress levels.
into town and it actually shows me, not just when the train’s due, but Pretend to read this information from your mobile device.
exactly where it is – which is great because sometimes the station Start with 0 points. Add 1 point for any of these factors: you have
announcements are basically all over the place. You can’t really trust more than 2 children, you work over 40 hours a week, you live
them. So, I can get the map here, blow it up a bit like that and, yeah, in a city, you have recently moved flat/house, you have recently
there’s my train! It’s just left the last station and it’s due in … two changed jobs, you have bad neighbours, you drive in the rush
minutes. hour, you are getting married soon, it rains a lot in your country.
RITA OK, this isn’t an app, but it’s an information screen. And they’ve
Result: more than 6 points means your stress levels are high;
got these screens all around the city – they’re all over the place.
zero points means you are very relaxed. Put students into
And it can tell you whether your health is OK, which is really useful
– especially for elderly people. So you press this panel here and it groups to discuss how accurate this ‘app’ is and to think of
reads your blood pressure, and your body mass index, blood sugar other factors that could increase stress levels. Take feedback
level, pulse – all those things. And it also tells you how stressed you as a class.
are. It reads the whole thing just from contact with your finger – it’s
a touch screen. It’s amazing! So let’s give it a whirl … I put my finger HOMEWORK ACTIVITY
on it … Press OK … Print … OK, it’s printing it out now … There we
go. Let’s see if I’m OK or whether I’m about to keel over. No, it says Tell students to find five phrasal verbs connected with the
everything’s normal, that’s a relief – but ‘stress level high’, it says. Ah topic of urban development or technology. Ask them to write
well … what can you do? them down in their vocabulary notebook with their single-
NICK Yes, well this isn’t an app, but it’s a cool idea. It’s called Strawberry word equivalents and example sentences. Examples: do up:
Tree, and these are artificial trees and they’re dotted around the repair; move in: occupy; put up: build; set up: found; take
city. They’re basically solar-powered phone charging points. They’re down: destroy. In class, put students into groups to teach one
shaped like trees, so they blend in. And the canopy consists of solar another their phrasal verbs.
panels, which feed into batteries for charging your mobile or your
laptop. It’s all free, of course. So you can go to the park, sit and chat
to people, or you can drink coffee, and they charge up your phone 6 SPEAKING
for you. It suits me because I’ve got a mind like a sieve – I’m always
a Tell students to read the list of ideas. Pre-teach
going out without charging my phone, so it’s a real life-saver for me.
impending (used to refer to an event, usually something
d 4.16 Ask students: Which app would be useful for unpleasant or unwanted, that is going to happen soon).
punctual people? (Trainspotting). Play the recording Put students into groups of three to discuss the questions.
again for students to write the app idea next to each b Tell each group of three to choose one idea and
function. Check as a class. prepare to tell the class how useful it would be. They
Answers should use the prompts to make notes and then practise
1 Trainspotting; health information screen their presentation. Monitor and encourage students to
2 Strawberry Tree 3 Trainspotting 4 Strawberry Tree use the colloquial expressions in 5g.
5 health information screen 6 Strawberry Tree
c Each group should present their idea in turn, with
e Put students into groups to discuss the questions. each student in a group presenting one of the bullet
Take feedback as a class. points. The class then votes on the most useful idea.

f Ask students if apps are like toys for some people. EXTRA ACTIVITY
Put students into groups to answer the questions. Take
feedback as a class. Put students into groups to discuss which of these apps is
the most useless. Take feedback as a class.
g Language in context Colloquial expressions
An app which …
1 4.17 Tell students to complete the expressions in
says when it is feeding time at the nearest zoo
bold with the words from the box. Play the recording
for students to check. Concept check some of the counts down how many seconds you have left to live
expressions, e.g. Which phrasal verb means to make tells you the birthday of the person physically closest to you
bigger? (blow up).
teaches you a new mathematical formula every day
2 Read the Learning Tip with the class and tell students
translates cat sounds into dog sounds.
to answer the question. Check answers as a class.
Answers
1 a neck b smashed c blow d place e whirl f keel ADDITIONAL MATERIAL
g dotted h blend i life
2 collapse: keel over; enlarge: blow up Workbook 9A
Photocopiable activities: Grammar p.217, Vocabulary p.237,
FAST FINISHERS Pronunciation p.268
Tell fast finishers to look at the audioscript on SB p.187,
underline the other example of all over the place (sometimes
the station announcements are basically all over the
place) and say what it means in this context (not correct or
suitable).

146 UNIT 9 Cities

9B They wanted a dramatic At the end of this lesson, students will be able to:
• talk about the design and function of local

skyline and they got one and iconic buildings using a range of
descriptive vocabulary with the correct
syllable stress
• use ellipsis and substitution to make their
language more concise and coherent
OPTIONAL LEAD-IN • read an article about an architect and work
Books closed. Put students into groups. Ask students to out the meaning of the metaphorical phrases
imagine that they have travelled forward in time from • discuss a scenario for dealing with an
Ancient Greece and find themselves in their local town today. urban challenge and present a solution
Students should discuss what they find most surprising and
most impressive as they look around town.

1 SPEAKING and VOCABULARY VOCABULARY SUPPORT

Describing buildings imposing – impressive/powerful because it is very large and
magnificent and looks important – people can’t ignore it
a Put students into groups to look at the pictures and
nondescript – very ordinary, or having no interesting or
answer the questions. Check answers and take feedback
exciting features or qualities
as a class. If you wish, give students information from
the Culture notes below. graceful (C1) – having a smooth, attractive shape
Answers innovative (C1) – using new methods or ideas
Triumph Palace, Moscow, Russia; apartments and hotel tasteless (C2) – not stylish
Krzywy Domek (The Crooked House), Sopot, Poland; restaurants,
over the top (C2) – too extreme and not suitable
shops and offices
L’Hemisfèric and El Palau de les Arts Reina Sofía, Valencia, Spain; dated (C2) – old-fashioned in a way that is bad
L’Hemisfèric is a cinema and projections hall; Palau de les Arts out of place (C2) – in the wrong place or looking wrong
Reina Sofía is an opera house and cultural centre
Torre Velasca, Milan, Italy; shops, offices, exhibition spaces and stunning (B2) – extremely beautiful or attractive
apartments
The Barbican, London, the UK; multi-arts cultural and exhibition c 4.18 Pronunciation Ask students to mark the
centre stressed syllable in each word or phrase. Play the
Museo Soumaya, Mexico City, Mexico; museum recording for students to listen and check. Drill the
words and phrases.
CULTURE NOTES Answers
Triumph Palace, built in 2003, is the tallest apartment 1 imposing 2 nondescript 3 graceful 4 innovative
5 tasteless 6 over the top 7 dated 8 out of place
building in Europe. It is known as the Eighth Sister because it
9 stunning
is similar to the Seven Sisters skyscrapers built in Moscow in
the 1950s. d Put students into pairs to describe the buildings,
The Crooked House, built in 2004, was inspired by fairy stories. using the words and phrases in 1b and other adjectives
L’Hemisfèric and El Palau de les Arts Reina Sofía are part of or phrases they know. Take feedback as a class. Ask
an entertainment and cultural complex completed in 2005, students to choose one of the buildings to visit.
following considerable controversy over the expense. e 4.19–4.20 Students complete the exercises in
The 100 m Torre Velasca was built in the 1950s on the model Vocabulary Focus 9B on SB p.166. Play the recording
of a medieval castle. Right in the centre of historic Milan, it is for students to listen and check their answers to Exercise
considered an eyesore by some people. a and b. Check the answers to Exercise c. Take feedback
The Barbican, the largest performing arts centre in Europe, as a class after the discussion in Exercise d. Tell students
was opened in 1982. The concrete functional style is typical to go back to SB p.107.
of an architectural movement popular between the 1950s Answers (Vocabulary Focus 9B SB p.166)
and 1970s (Brutalism). a 1 innovative 2 imposing; out of place 3 nondescript; dated
4 tasteless; over the top 5 graceful; stunning
Museo Soumaya, completed in 2011, is mainly an art
b 1 e 2 k 3 j 4 a 5 c 6 h 7 l 8 g 9 f 10 b
museum. Most of the collection is of European art from the 11 i 12 d
15th to 20th centuries. c 1 cabin; skyscraper; housing estate; tower block; penthouse;
studio; bungalow; semi-detached; mansion
b imposing from the Vocabulary 2 power station; warehouse; retail park
support box and ask students if imposing is positive 3 cabin; skyscraper; warehouse; tower block; studio; mansion
or negative (usually positive). Tell students to mark
the words in the box as positive or negative, using a f Check students remember iconic from Lesson 6A. Put
dictionary if necessary. Check answers as a class. students into pairs. Tell them to take turns to describe a
Answers
building, using the new vocabulary and other words and
phrases they know, for their partner to guess. As feedback,
positive: 1; 3; 4; 9
negative: 2; 5; 6; 7; 8 ask students to say their descriptions again for the whole
class to guess.

UNIT 9 Cities 147

 R I think successful companies today they have walls and have
2 GRAMMAR doors.
D You are being sarcastic and you are trying to make fun of me.
a Tell the students to read the sentences and tick the R Sorry, I didn’t mean to make fun of you. I’d like to travel in time
ones that are true for them. Put students into pairs to and I’d like to visit an office of the future. Tell me when you
compare. Take feedback as a class. have built an office of the future one.
b Ask students to work in the same pairs and decide which
words and phrases have been left out or replaced with CAREFUL!
the words in bold, and why. Check answers as a class.
Students sometimes leave out the subject, especially it, after
Answers and and but when the subject of the new clause is different:
1 dislike modern architecture I can’t rely on public transport and is expensive for me to take
2 consult residents about new buildings 3 they’ve 4 buildings taxis. (Correct form = I can’t rely on public transport and it is
5 built more houses
expensive for me to take taxis.). Students also leave out the
6 (They) (are)n’t (likely to) build anything new around here for ages.
Words have been omitted or substituted to avoid repetition and to subject, especially it, after because and if: The training was
make the sentences more concise. too short because lasted only eight hours. (Correct form = The
training was too short because it lasted only eight hours.).
c Students read the information in Grammar
4.21–4.26
Focus 9B on SB p.155. Play the recording where indicated
and ask students to listen and repeat. Students then EXTRA ACTIVITY
complete the exercises. Check answers. Give students an example of a sentence containing ellipsis and
For Exercise d, divide the class into pairs and assign substitution and how it can be expanded, e.g. Mike hasn’t been
A and B roles. Student As go to SB p.131 and Student to one but I have. (Mike hasn’t been to an interactive museum
Bs to SB p.135. Tell students that they are neighbours but I have been lucky enough to go to several.), pointing out
complaining about changes in their neighbourhood. If that different ways of expanding are possible. Put students
necessary, pre-teach petition (a document signed by a large into two groups, A and B, and give each group four sentences:
number of people demanding or asking for some action Group A
from the government or another authority). Tell Student
1 The first place was but the second wasn’t.
in turns to listen and reply using ellipsis and substitution 2 I never did and I don’t regret it.
to make their sentences more natural. They then change 3 Are you? I’m not.
roles. Monitor and make sure students are using ellipsis
4 If Lucy said so, she must have.
and substitution. Tell students to go back to SB p.108.
Group B
Answers (Grammar Focus 9B SB p.155)
a 1 The president arrived and he made a speech. a I will as long as you will.
2 You don’t know and you never will know. b I suspect not but ask her.
3 I will tell you because I value and I respect your opinion.
c She hasn’t yet but she might.
4 We have been thinking about our reputation, we have not been
thinking about money. d If so, take mine.
5 I said I would be volunteering so I will be volunteering. Ask groups to expand their sentences and to write the
6 If they are (hungry), bears can be dangerous and they can be
expanded sentences on a separate piece of paper. Group As
unpredictable.
7 My first impression was very positive but my second wasn’t very then swap their expanded sentences with Group Bs and use
positive. ellipsis and substitution to reduce them. Groups then compare
8 We can meet up at seven if you’d like to meet up tonight. their reduced sentences with the original reduced sentences.
9 ‘Are we in room six?’ ‘I guess we are not in room six.’
10 The Amazon is the longest river in the world and the Nile is the
second longest river in the world.
3 READING
b 2 ‘Is this the right page?’ ‘I think it is the right page so.’ a Ask students if they know any famous architects, current
3 ‘I don’t know where we are.’ ‘I don’t know where we are either
or past. Tell students to read the article and choose the
Neither/Nor do I.’
4 I love holidays abroad, especially long holidays abroad ones.
best summary. Check as a class.
5 ‘Who’s got a dress with short sleeves?’ ‘Borrow my dress with Answer
short sleeves mine.’ 2
6 ‘Did you get my message?’ ‘I’m afraid we didn’t get it not.’
7 ‘George has got married.’ ‘I didn’t know George had got married
that.’
b Ask students which of Zaha’s projects could be considered
8 Klaus is very enthusiastic, and his sister is very enthusiastic too
so is his sister. it wasn’t used for this purpose). Tell students to read
9 Tina had always wanted to go parachuting and one day she the text again and make notes using the prompts. The
went parachuting did. praise and criticism of Zaha Hadid’s work contains
c D The place where we are going to work and where we are going vocabulary which may be unfamilar. Encourage students
to do business say fifty years from now. Those offices will look to note whole descriptive phrases as well as words, e.g.
completely different compared to the offices ones today. , and decide if these are positive or
R I expect they will look completely different so. negative using the context. Ask them to check their ideas
D For example, imagine there are no walls and there are no in a dictionary. Use the Vocabulary support box to help
doors. All barriers to communication will be broken down and
with vocabulary if necessary. Put students into pairs to
all barriers to communication will be a thing of the past. This
compare notes. As feedback, ask some students to read
is hard to imagine but you don’t need to imagine it. Just go to
any successful company today. out their notes.

148 UNIT 9 Cities

 Suggested answers d Language in context Metaphorical phrases
the praise of Zaha Hadid’s work: ruthless genius; fluid solutions to 1 Write on the board:
rectangular problems; astonishing, graceful, streamlined, sensual,
1 I saw a burning building.
intoxicating buildings, aesthetic triumph
the criticism of Zaha Hadid’s work: showboating ‘starchitect’; 2 This is a burning issue.
overly complex, vain fantasies; experimentation put ahead of Ask students how the meaning of burning
functionality; abstract art
Zaha Hadid’s reactions to these views: although rectangle = best
use of space, the world is not a rectangle; buildings are practical,
constructed around different organisational patterns; Vitra fire
is metaphorical. Tell students to say whether the
station not a failure meaning of the words in phrases a–g matches those
in the text. Check answers as a class.
2 Students then match the highlighted metaphorical
VOCABULARY SUPPORT
ruthless (C2) – not thinking or worrying about any pain a class and read the Learning Tip.
caused to others; cruel
Answers
showboating – a slightly annoying form of behaviour that is 1 No: they are used in a literal sense in a–g and in a metaphorical,
intended to attract attention or admiration because it is very or indirect, sense in the text.
skilful 2 a run the risk of
b upturned the apple cart
be better off as sth – be more suitable in a different form/
c let her imagination run wild
situation d blossomed into
spookily – in a way that is strange and surprising because it e walk away with
doesn't seem possible f broke the mould
g draw the line at
streamlined – designed in a smooth, simple shape, without
corners and flat surfaces
intoxicating – something intoxicating makes you feel excited HOMEWORK ACTIVITY
and emotional Tell students to find a short written piece or an audioscript
brazen – obvious, without any attempt to be hidden of spoken text which contains metaphorical language
(descriptive texts like advertisements and promotional
flamboyant – very confident in behaviour, and liking to be
work are often good sources). Ask students to underline the
noticed by other people
metaphorical language and next to it make a note of the
put sth ahead of sth – decide one thing is more important literal and metaphorical meaning, making up an example
than another thing which will help them understand the indirect meaning, e.g.
relish (C2) – enjoy something very much The Taj Mahal is the face of India. (face = front of the head/
on a (certain e.g. aesthetic) level – only in this aspect, without image; your face is your appearance and how other people
considering other aspects see you and judge you). Tell students to bring their texts to
class and put them up on the classroom walls. Tell students
make sth over as sth else – change something superficially so
to go round the class, reading the texts and noticing the
it can be used for a different function
metaphorical language.
if sth was no object – if there were no limits on a resource, e.g.
money, time
4 LISTENING
c Put students into groups to look at the pictures of a Ask students why they think the building is called the
Gate to the East and use the Culture notes to check
ask them to discuss the questions. Encourage students to answers. Put students into groups to look at the photo
use vocabulary from the text. Take feedback as a class. and discuss the question. Take feedback as a class.

LOA TIP MONITORING CULTURE NOTES

The Gate to the East is 302 metres high and was completed
• When you monitor group work, make sure that students in 2015. The form is meant to symbolise east meeting west
take turns appropriately. An important part of turn-taking as the building itself bridges an important east–west route in
is everyone contributing equally. Suzhou.
• To raise awareness, ask students to time how long they are
speaking for on their stopwatches on their mobile devices b 4.27 Ask students to predict any criticisms that
(or watches). Tell each student to start the stopwatch when
they begin speaking, pause it when they stop and restart may have. Play the recording for students to check
when they speak again. Monitor to check that students are their ideas and tick the criticisms they hear. Use the
using their stopwatches and note down any problems in Vocabulary support box to help with vocabulary if
turn-taking, e.g. particular students dominating or periods necessary. Check as a class.
of silence. Answers
• At the end of the discussion, ask students to compare how 1, 4
long each person in the group spoke for. See which group
had the most equal interaction.
• Tell the students what you noticed as you monitored and
elicit solutions to the issues from the class.

UNIT 9 Cities 149

Audioscript
FAST FINISHERS
NEWSREADER As Chinese tower blocks get higher and stranger, the
debate is getting fiercer. The architects of this building in the city of Ask fast finishers what the British English equivalent of the
Suzhou say it’s a mix of western form and Chinese subtlety. Local American English pants would be (trousers). Tell students
residents see it differently. to write down as many American/British alternatives for
LOCAL MAN [Speaking in Chinese] clothing as they can.
NR ‘We call it the giant pair of pants,’ this man says. ‘The giant pair
of pants’ isn’t the only iconic modern building to have come in Suggested answers
for a barrage of barbed criticism from Chinese Internet users – American/British: pantyhose/tights, sneakers/trainers, suspenders/
complaining about what they see as increasingly outlandish foreign braces, undershirt/vest; vest/waistcoat; robe/dressing gown;
designs, completely out of keeping with Chinese culture and diaper/nappy; anorak/parka; rain boots / wellingtons or wellies
architectural heritage.
DR ZHENG SHILING The danger is er for some cities – they don’t have d Put students into groups to discuss examples
this need and they just construct so many high-rise buildings as of controversial urban development similar to the
a symbol. Er … one city constructed a, a 300 high-rise building … controversy over the Gate to the East. Take feedback as
Another city would like to construct a 400 metres, and another 600, a class.
and so on. This competition is nonsense.
NR But the Chinese skyscraper is sprouting fast and might soon get
even faster. This took little more than a week and now the company
5 SPEAKING
behind it says it will build the world’s tallest skyscraper in just three a Pre-teach derelict (derelict buildings or places are
months. Heritage is important, some experts say, but so too is not cared for and are in bad condition) and repurpose
solving the problem of China’s overcrowded cities.
TIMOTHY JOHNSON A city like Shanghai – 20 million people already, students how the re- in repurpose is pronounced (/riː/).
could easily go to 30 to 40 million people, and I, I would subscribe Put students into groups of four. Tell them to read
that spreading that out further and further away from a kind of
the scenario, discuss solutions based on the points to
central core is more detrimental, it’s less sustainable, than keeping
consider and then plan an individual proposal.
things more dense, and going vertical.
NR But with more than 300 skyscrapers currently under construction in b Students work in their groups of four and present
China, the debate is only going to intensify. Is the country laying the their individual proposals to one another. Each group
foundations for a well-planned urban future, or flying by the seat of then chooses the best proposal to tell the rest of the
its architectural pants? class. The class votes on the best proposal.

c 4.27 Play the recording again for students to listen

EXTRA ACTIVITY
and summarise the points according to the three views.
Check answers as a class. Put students into groups. Explain that they are renting out
eight floors, floors 33–40, at the top of a skyscraper and need
Suggested answers
to decide which floor to allocate to eight new clients:
1 Increasingly outlandish foreign designs are inappropriate and
architects should take into account traditional Chinese culture • a law company needing quiet neighbours
and architecture. • a private detective firm with lots of strange visitors
2 High-rise buildings aren’t always needed but cities are
competing with each other to build higher and higher buildings
• a penthouse for a millionaire who loves giving parties
as a symbol of their success. • the head office of the national vegetarian association
3 The large increase in the population of cities means that
• a studio for an eccentric artist who wants the best view
building upward is preferable to further and further outward
from the centre. • an exclusive 24-hour fitness studio
• a man always dressed in black who won’t give his real
VOCABULARY SUPPORT name
a barrage of criticism – a large volume of criticism from many • an expensive steak restaurant which gives off very strong
different people smells.
barbed criticism – unkind, angry or resentful criticism Each group should draw a plan of the eight floors labelled
with their allocations and present it to the other groups,
outlandish – strange and unusual and difficult to accept
explaining their decisions. The class votes on the best
heritage (C2) – the buildings, paintings, customs, etc. which solution.
are important in a culture or society because they have
existed for a long time
sth is a symbol – something that represents an idea, e.g. ADDITIONAL MATERIAL
skyscrapers are a symbol of wealth, business, modernity, etc.
Workbook 9B
out of keeping (with sth) – not suitable for a particular
Photocopiable activities: Grammar p.218, Vocabulary p.238
situation
sprout – if a large number of things sprout (up), they
suddenly appear or begin to exist
subscribe to sth – agree with or support an opinion, belief or
theory
fly by the seat of your pants – do something difficult without
the necessary skill or experience

150 UNIT 9 Cities

9C Everyday English At the end of this lesson, students will be able to:

Let’s not jump to conclusions of those involved and comment on behaviour

using a range of functional language
• recognise the relationship between sound and
spelling in foreign words in English
• make and respond to complaints
OPTIONAL LEAD-IN
Books closed. Put students into pairs. Tell them to discuss
a situation when they felt really angry: what happened,
why did they feel that way and how did they deal with the
d 4.28 Ask students who or what the pronouns refer to.
situation? Take feedback as a class.
Play Part 1 of the video or the audio recording again for
students to check.
1 LISTENING Answers
a Ask students if their picture or personal details 1 his new book
have ever been used anywhere without their permission. 2 (the news that) Max has found a place to live
Put students into groups to discuss the questions. Take 3 the fact there’s an article about him on Breaking News Online
feedback as a class. 4 the fact Max spent his childhood gazing up at the night skies
5 Sara
b Tell students to look at the picture. Elicit ideas of 6 City FM
what students think is happening.
c 4.28 Play Part 1 of the video or the audio recording
EXTRA ACTIVITY
for students to check their answer to 1b. Use the
Ask students where Max is going to move to (a renovated
Vocabulary support box below to help students with
warehouse) and whether they think that would make a good
vocabulary if necessary but don’t explain the animal
home for him. Put students into groups to design Max’s living
idioms as these are dealt with in 1e. Check answers.
space. Encourage them to use the vocabulary from Lesson
Answer 9A. Ask groups to present their ideas to the class.
Emma is showing Max a news article about him. He is very angry
because it includes exclusive information he had given to Sara. e Language in context Animal idioms
1 4.29 Ask students to correct the idioms and then
Videoscript/Audioscript (Part 1) play the recording for them to check.
EMMA You’re cheerful today! M I don’t believe it! They’ve even
2 Ask students to say what the idioms mean. Tell
MAX Yeah, well, I am. It seems like got the title of my next book in
them to look at the audioscript on SB p.187 and a
everything’s falling into place, here!
at last.
dictionary if necessary.
E Let’s see … ‘Gravity Zero …’ So
E Oh? they do! Answers and audioscript
M Yeah! My new book’s coming M But I haven’t told … Sara! It’s 1 a Night owl, Max Redwood.
together well and I really think disgraceful! How dare she?! … b There’s something fishy about this.
it’s going to work. And, guess E Sara? But she doesn’t work for c I smell a rat.
what? I think I’ve found a place Breaking News! d Hold your horses, Max.
to live. M No, but she’s the only person 2 See the Vocabulary support box.
E Wow, that’s brilliant! I’ve told.
M Yeah, it’s in a renovated E Hmm, let’s not jump to
warehouse, down by the conclusions. There’s something
VOCABULARY SUPPORT
marina. fishy about this. Why would fall into place (C2) – when events or details that you did
E Sounds very avant-garde! Hey, Sara give the exclusive not understand before fall into place, they become easy to
Max … there’s an article about information that she needs for understand
you on Breaking News Online. her big break to someone else?
come together – when different things start working
Look! M I don’t know … I’m lost for
successfully and effectively together
M But … I’ve never even spoken words!
to anyone at Breaking News E I smell a rat. night owl – a person who prefers to be awake and active at
Online! This is outrageous! M What do you mean? night
Listen: ‘Night owl Max Redwood E Someone else at City FM must fishy – seeming dishonest or false
spent his childhood gazing have leaked the information.
up at the night skies …’ This is M Maybe … Anyway, whoever it smell a rat – recognise that something is not as it appears to
beyond belief! was, they’ve got no right! I’m be or that something dishonest is happening
E But it’s true. I remember when ringing them right now! leak (v.) (C2) – allow secret information to become generally
Dad gave you that telescope. E Hold your horses, Max! Think known
M They’ve got no right to publish about what you want to say
this! Where on earth did they first. hold your horses – used to tell someone to stop and consider
get this from?! Who wrote it? carefully their decision or opinion about something
E There’s no name.

UNIT 9 Cities 151

 LOA TIP CONCEPT CHECKING b
a spoken and written complaint (written would usually
be more formal). Tell students to answer the questions.
• Encourage students to think about the meaning behind
Check answers as a class.
the idiom as you concept check. This will help students to
remember the animal expressions. Answers
5 I’m calling to express my dissatisfaction.
• Ask students: Do you usually see owls at night or day? (night).
6 Words cannot express my anger.
So is a ‘night owl’ someone who likes to work early or late? The expressions are too formal for a conversation of this kind.
(late). Would you be happy to see a rat in your home? (no). I’m calling would need to be changed to I’m writing in a written
So if you ‘smell a rat’ do you have a good or a bad feeling? complaint.
(bad). What would you want to do next? (find out what’s
happening). If fish was left on a table for a few days, how c 4.31 Tell students to complete the sentences. Then
would it smell? (terrible). So if a situation is ‘fishy’, do you feel play the recording for students to check.
comfortable about it? (no). Are horses strong animals? (yes). If Answers
someone didn’t control their horse, what could happen? (they 1 jump to
could have an accident). So would you advise someone to 2 to raise
‘hold their horses’ before making a difficult decision? (yes). 3 right
4 explanation
5 take full responsibility
f 4.30 Ask students whether they think Nadia will take
6 to fulfil your responsibility
any complaint that Max makes seriously. Put students
into pairs and play Part 2 of the video or the audio
recording for them to answer and discuss the questions. LANGUAGE NOTES
If necessary, explain get the lie of the land (wait until Students often get confused between arise, rise and raise.
you have all the available information about a situation Point out that arise (C1) is formal, takes no object and means
before you take any action). Take feedback as a class.
to happen, e.g. Should the opportunity arise, I’d like to go
Answers to China. Highlight that raise (B1) and rise (B2) both mean
1 c 2 Students’ own answers 3 Students’ own answers increase but raise (= to cause something to increase or
become bigger, better, higher, etc.) needs an object whereas
Videoscript/Audioscript (Part 2) rise doesn’t take an object.
MAX This is Max Redwood, and N There’s no need to raise your
I’m calling to express my voice, Mr Redwood. I do d Ask students to categorise the comments under Max’s
dissatisfaction … No … no … understand, and I have every and Breaking News Online / City FM’s behaviour. Check
This is Max Redwood and words intention of investigating the as a class.
cannot express my anger … Oh, matter. Should I discover that
Answers
for goodness’ sake. Hello, is that any of the team have been
the editor-in-chief at City FM? involved, I can assure you, there Max’s behaviour: 1; 2
Breaking News Online / City FM’s behaviour: 3; 4; 5; 6
NADIA Yes, speaking. will be consequences.
M This is Max Redwood. I really M How would you feel about
e 4.32 Ask students what Nadia suggests at the end of
feel you owe me an explanation someone you trusted revealing
for the article which appeared your confidential information in the conversation with Max (a face-to-face meeting with
on Breaking News. the press?! You’ve failed to fulfil Max at City FM once she has all the information she
N Yes, I’ve just seen that. I can your responsibility to protect needs about the situation). Ask the students to complete
assure you that we are just as my privacy! the sentences. Then play the recording to check.
upset as you are. N I really don’t know what else I Answers
M Really? Well … I spoke in can say … Once I get the lie of 1 intention 2 can assure 3 Absolutely; appreciate
confidence to Sara Neroni. the land, I’d like to invite you in
The next thing I know, I’m in and we can discuss it face-to-
f Put students into pairs to role-play the conversation
an anonymous story online, face.
between Max and Nadia using the language from the
and the title of my next book M Absolutely not. And I’d
exercises but ending with Max reacting positively. As
has been announced! It’s appreciate it if you didn’t try
feedback, ask some pairs to role-play their conversation
totally unacceptable! Don’t to contact me again. It’s over.
you think you should take full Finished. Finito. The end.
in front of the class.
responsibility for this?
3 LISTENING
2 USEFUL LANGUAGE a 4.33 Ask students to look at the picture and say what
they think is going on between Nadia and Oscar. Play
Part 3 of the video or the audio recording for students to
a 4.28 4.30 Ask students to try to complete the
expressions before they listen. Then play Parts 1 and she wants from Oscar. Check answers as a class.
2 of the video or the audio recording again for them Answers
to complete the expressions and check. Drill the Oscar was the only other person in the office and Nadia knows he
expressions. overheard Sara’s conversation with her. Nadia found the business
Answers card of Breaking News Online’s editor on Oscar’s desk.
Nadia wants Oscar’s letter of resignation the next morning.
1 beyond 2 earth 3 words 4 disgraceful
5 dissatisfaction 6 anger 7 unacceptable

152 UNIT 9 Cities

Videoscript/Audioscript (Part 3)
CULTURE NOTES
NADIA Oscar. O What are you saying?
OSCAR You wanted to see me? N What’s more, I happened to find English has absorbed a large number of foreign words
N Take a seat. Have you got this business card on your desk throughout its history. Approximately 60% of English
something to tell me, Oscar? – ‘Miranda Hall, Editor-in-Chief, vocabulary comes from French or Latin.
O Er, no, should I? Breaking News Online’… Had a
N There’s an article on Breaking little rendezvous with Miranda, b Tell students to match the words and phrases with their
News Online about Max have we? meanings. Check answers as a class.
Redwood. O I don’t know what you’re talking Answers
O Oh? about.
a 3 b 7 c 4 d 5 e 2 f 1 g 6 h 8
N Yes. It gave me a strong sense N Oscar, by selling information to
of déjà vu actually … it’s full of other organisations, you are in
c 4.34Play the recording again for students to listen
Sara’s information – including breach of your contract.
and underline the consonant sounds which are unusual
the title of the book. O You can’t sack me. I’ll take you
O Really? to court!
for English. Check as a class.
N Yes. N I’m not going to sack you, you’re Answers
O So, are you thinking someone right. You’re going to resign. cappuccino déjà vu rendezvous avant garde
leaked it? If you take us to court, you’ll
N Yes, I am, Oscar. You were the lose, and you’ll never work in d Put students into pairs to answer the questions and
only other person in the office journalism again. I’ll expect check in a dictionary. Check as a class.
last night. I know you overheard your letter of resignation in the
our conversation. morning. Answers
c’est la vie /seɪlæˈviː/ (French): used to say that situations of that
4.33 Play Part 3 of the video or audio recording again
type happen in life, and you cannot do anything about them
b kaput /kəˈpʊt/ (German): not working correctly
for students to answer the questions. Check as a class. aficionado /əfɪʃiəˈnɑːdəʊ/ (Spanish): someone who is very
Answers interested in and enthusiastic about a particular subject
1 Because the article contained the information Sara told her. faux pas /fəʊˈpɑː/ (French): words or behaviour that are a social
2 They had a meeting. 3 He’d lose. mistake or not polite
kindergarten /ˈkɪndəɡɑːtən/ (German): a nursery school
tsunami /tsuːˈnɑːmi/ (Japanese): an extremely large wave caused
LANGUAGE NOTES by a violent movement of the earth under the sea
paparazzi /pæpərˈætsi/ (Italian): the photographers who follow
Ask students to underline the tag question in the audioscript
famous people everywhere they go in order to take photographs of
on SB p.187 (Had a little rendezvous with Miranda, have we?) them for newspapers and magazines
and ask what is unusual about the form: the use of the plural Schadenfreude /ˈʃɑːdənfrɔɪdə/ (German): a feeling of pleasure or
we; the direction of the tag (after a positive statement there satisfaction when something bad happens to someone else
is usually a negative, not positive, tag). Elicit that the we is typhoon /taɪˈfuːn/ (Cantonese Chinese): a violent wind that has a
sarcastic and patronising and that same-direction tags can circular movement, found in the West Pacific Ocean
be used as a reaction to what we already know. Here the karaoke /kæriˈəʊki/ (Japanese): a form of entertainment, originally
from Japan, in which recordings of the music but not the words
same-direction tag is used as an accusation.
of popular songs are played, so that people can sing the words
themselves
c Put students into groups to discuss Nadia’s siesta /siˈestə/ (Spanish): a rest or sleep taken after lunch,
treatment of Oscar. Take feedback as a class. especially in hot countries

e 4.35 Play the recording for students to listen and

FAST FINISHERS
repeat the words and phrases.
Ask fast finishers to think of how Oscar could get his revenge
on Nadia and City FM, e.g. send an email to everyone on the
company’s address list telling them that they have won a
5 SPEAKING
thousand euros in a City FM competition. a Ask students to read the example situations and think
of a situation where they need to complain. Tell them
4 PRONUNCIATION to make notes about what has happened, who is
responsible and the response they want.
foreign words in English b Put students into pairs. Ask them to take turns role-
a 4.34Ask students what you call the thing that playing the complaints using the structure given in the
protects you from the rain (umbrella) and if they know bullet points and the language in 2. As feedback, tell some
what the origin of this word is (ombrello, Italian). Play pairs to role-play their conversation in front of the class.
the recording for students to listen to the words. Ask
students to say the origin of the words and which ADDITIONAL MATERIAL
four were used in Parts 1–3. Tell them to look at the
audioscript on SB p.187 if necessary. Check answers. Workbook 9C
Answers Photocopiable activities: Pronunciation p.269
1 French 2 Spanish 3 French 4 Italian 5 Italian Unit Progress Test
6 French 7 French 8 Spanish (it is also a common word in
Italian, but not with the same meaning) Personalised online practice
In Parts 1–3: avant-garde (Part 1); finito (Part 2); déjà vu; rendezvous
(Part 3)

UNIT 9 Cities 153

9D Skills for Writing At the end of this lesson, students will be able to:

The impact on cities is plain to see environments and give advice to the speakers
• understand the structure of a discussion essay on
urban migration and the linking devices used to

• write a discussion essay about social change based

OPTIONAL LEAD-IN on the structure and language of a model
Books closed. Tell students to make a list of the best places
in the world to live, and be specific, e.g. a beach on Hawaii.
Put them into groups to compare lists and point out any
potential problems, e.g. a beach home could get flooded. L Yeah, I remember. packing up myself and moving
R It did mean I was able to on.
1 LISTENING and SPEAKING reclaim the bathroom for
myself!
R Yeah, I have to say the thought
has crossed my mind.
a Ask students if the capital of a country is always L A lot to be said for that! L But imagine – the price you’d
the best place to live. Put students into groups to discuss R But I still miss her. get for your house here and
the questions. Take feedback as a class. L Yeah, Josh is my first to go. then the price of houses in
R Well, they’ll probably all go and a place like Auckland. I just
b Ask students to look at the photos and elicit answers live elsewhere in the long run – couldn’t afford to do it.
to the question. If you wish, give students information all our kids. R Nope, we’re better off sitting
about New Zealand from the Culture notes below. L Yeah – they’ve got to really, tight.
though, don’t they? L Yeah nah, you’re probably right.
CULTURE NOTES R Well, they can’t stay in this R And the truth is, I’m not
town and hope to get a decent unhappy – life’s a whole lot less
New Zealand is in the Southwest Pacific Ocean and has a
education! stressful here.
population of about 4.5 million. While Auckland is the largest
L Problem is – and this is what L That’s certainly true.
city, Wellington is the capital. Because New Zealand was one I’ve been thinking about – nor R And I’ve got some good friends
of the last places settled by humans, it has a very diverse are they likely to return. I – like yourself. We can keep
animal and plant life. Historically, agriculture has been an mean, even if Josh did want each other sane.
important part of New Zealand’s economy. to come back and live here, L Yeah, but this scholarship thing
there wouldn’t be any jobs for – it just made me think. Like,
c 4.36
someone with an engineering I could see we might end up
so pleased in the photo. Play the recording for students to degree. being the last generation that
answer the questions. If necessary, pre-teach leave the nest R Yeah, Jessica reckons she lives in a town like this. I mean,
(when children leave home), sit tight (stay where you are) wants to get into marketing or will the population just keep
and the Big Smoke (a large city). Check answers as a class. something like that. Don’t see getting smaller and smaller –
much chance of her coming and then what?
Answers
back here to do that. R To the point that we don’t exist
1 Her son Josh has won a scholarship – University of Auckland
L But that’s the thing – see, any more?
Academic Excellence. She feels proud, but thoughtful / a little sad
everyone just goes off to L Yeah, something like that.
as it’s her first child to be leaving home.
2 They can’t get a good education in the small town where they live. Auckland or Wellington and R But, hey, enough of these
3 They won’t be able to find the kind of jobs they would like. they never come back. And then pessimistic thoughts – let’s just
4 House prices are much higher in big cities; life is less stressful; small towns like these – they celebrate Josh doing well for
they have good friends. just get smaller and smaller. himself.
5 The population will keep getting smaller. R But it’s not just the kids going L Yeah. I must have done
off to study, is it? What about something right bringing him
when they shut down the up.
Audioscript
timber mill – that meant a big R Maybe, but any kid’s only as
CAFÉ WORKER So … a flat white R OK. But you still haven’t told me
exodus. smart as their mother! Or their
and a long black. That’s $7.50. – what are we celebrating?
L Yeah, we’ve lost just over a father!
LIZZIE Here you are. L It’s Josh – he’s won a
thousand people in the last L Absolutely!
RON But isn’t it my turn? scholarship – University of
five years. Makes me feel like
CW Thanks. Auckland Academic Excellence.
L The coffee’s on me, Ron. Lizzie, that’s great! Pass on my
R
d Ask students if house prices vary a lot in their
R You sure, Lizzie? congratulations to him. Oh,
country. Put students into groups to give advice. Take
L Well, look on it as a kind of that’s wonderful – proud mum,
feedback as a class.
celebration. eh?!
R Really? L Yeah, yeah – I do feel proud.
L Yeah. He’s studied hard and done EXTRA ACTIVITY
R Shall we sit here? really well. Ask students to underline these colloquial expressions in the
L Yep. R So why the long face? audioscript on SB pp.187–188 and say what they mean: The
R So … What’s up? L Well, it just hit me, y’know, this
coffee’s on me; Yep; what’s up?; uni; reckons; Nope.
L What do you mean? whole thing of Josh leaving
R Well, you don’t exactly look like home – off to the Big Smoke … Answers
you’re jumping for joy. In fact, R Yeah nah, it’s hard when they The coffee’s on me: I’ll buy the coffee; Yep: yes; what’s up?: What’s
I’d say you almost look a bit leave the nest. When Jessica the problem?; uni: university; reckons: thinks; Nope: no
miserable. went off to uni last year it took
L Thoughtful – not miserable. me a while to get used to her …
not being there.

154 UNIT 9 Cities

 2 READING d
and ask if it introduces a reason or indicates a result
a Ask students if urban migration is more of a problem (introduces a reason) and why (factor is similar in
in smaller countries like New Zealand. Tell students meaning to reason in this context). Tell students to
to read the essay and put the points in the order they put the rest of the highlighted examples into two lists:
are mentioned. If necessary, pre-teach ghost town (a introduce a reason, indicate a result. Check as a class
town where few or no people now live), incentive (C2) and drill the phrases.
(something that encourages a person to do something)
and subsidy (C1) (money given as part of the cost of Answers
something, to help or encourage it to happen). Check Introduce a reason: One key factor; because of; due to
Indicate a result: leads to; causing; As a result; results in; which, in
answers as a class.
turn, means; As a consequence; can lead to
Answers
5
6 FAST FINISHERS
2 Ask fast finishers to replace three of the highlighted examples
3 in the essay with other examples from the list. Tell them to
1
write the relevant part of the sentences and add them to
4
their list, e.g. This exodus leads to the closure of businesses.
b Ask students if they know anybody who has moved
to a bigger town and what issues they had. Put students
e Tell students to read the sentences and underline the
reason or result language. Check answers as a class. Ask
into groups to discuss the challenges faced in moving.
students which language shows result and which shows
Take feedback as a class.
the words and phrases to their lists in 3d.
3 WRITING SKILLS Answers
Linking: reason and result 1 owing to
a Ask students how many paragraphs there are in the 2 Consequently
3 causes
4 Hence
Suggested answers 5 as a direct consequence of
paragraph 1: to introduce the topic
paragraph 2: to explain why people move to cities f Ask students which expressions in 3e can be used in the
paragraph 3: to describe the (negative) effects of migration on same way as the examples. Check answers as a class.
cities Tell students to add the expressions to their lists in 3d.
paragraph 4: to describe the (negative) effects of migration on
small towns / rural communities Answers
paragraph 5: to summarise and suggest a plan of action 1 causes
2 owing to, as a direct consequence of
b Write these sentence headers on the board: 3 Consequently, Hence

In my opinion, g Tell students to choose the best word in italics. Check

It could be said that answers as a class. In item 3, thus is a better choice,
because it refers to the process by which a result
Ask students which expresses a writer’s view directly (In therefore would not be wrong here.
my opinion) and which indirectly (It could be said that). See the Writing Tip on SB p.175.
Ask the same question for the phrase in italics in the
Answers
1 creating
to match the other phrases in italics with the meanings.
2 Thus
Check answers and then read through the Writing Tip 3 thereby
with the class.
Answers
LANGUAGE NOTES
indirectly
1; 4 you can see clearly Highlight that thereby (C1) (formal, as a result of a particular
3 I’ve looked action or event) is used before a verb. Therefore and Thus can
2; 5 I think be used as comment adverbs or before a verb.

c Ask students what would be the formal synonyms of h Students complete the exercises in Writing Focus
these words used about the structure of an essay: start 9D on SB p.175. They read the table and the Writing
(introduction), ending (conclusion), part (section), main Tip and then complete the exercises. Check answers to
part (body). Tell students to put the formal synonyms Exercise a and b as a class. Monitor Exercise c and take
from the box into the sentences. Check as a class. feedback as a class. Tell students to go back to SB p.113.
Answers
1 noticeable
2 outcome
3 appear
4 outlining
5 claimed

UNIT 9 Cities 155

 Answers LOA TIP REVIEW AND REFLECT
a 1 One of the main reasons 2 resulted in 3 Thus
4 due to 5 cause 6 thereby
b 1 The recent arrival of large numbers of people from the • Encourage students to check their writing thoroughly
countryside leads has led to the current shortage in housing. before they give it to someone else to read.
2 Increased pressure on city infrastructure often causes that • Give students a checklist to go through. They should be
there is a rise in taxes.
able to answer yes to all these questions.
3 There are fewer jobs in small towns because of the closure of
so many businesses. Have I followed all the steps in 4b?
4 As a result of the arrival of rural migrants, city schools have Will my partner want to read my essay?
many more children on their roll.
5 Youth unemployment is very high in the town, thereby. Will my partner learn anything new about this issue?
Therefore/Thus, there’s a lot of competition for jobs. Is the grammar accurate?
Is the grammar complex, e.g. complex noun phrases?
4 WRITING Have I used a range of vocabulary, including new words and
a Tell students to read the examples and think about expressions from this unit?
a social change in their country, the reasons and results. Have I checked for spelling and punctuation mistakes?
Put students into pairs to talk about them. • Students could use the same checklist to evaluate each
b Tell students to follow the steps and write a discussion other’s essays in 4c.

interactive alternative, or if you have less class time

EXTRA ACTIVITY
tell them to choose one of their ideas for social change Tell students to watch on YouTube an episode from the
and ask each student to write one paragraph (in British 1970s comedy The Good Life, about a couple who
smaller groups stronger students could write an extra try to lead a self-sufficient life while staying in their house
paragraph). Ask students to check one another’s work
in a suburb of London. A lot of the humour comes from
before the next stage.
the naivety of people as they attempt to adopt a simple
c Tell students (or groups) to swap essays and read them. lifestyle. Put students into groups to say what happened in
Put students into pairs (or two groups together) to the episode they watched and what it said about adopting a
answer the questions and say what they think about the sustainable life.
issues raised.

ADDITIONAL MATERIAL
Workbook 9D

156 UNIT 9 Cities

UNIT 9 3 WORDPOWER build
Review and extension a Ask students which of these words can’t follow build:
trust, safety, goodwill, momentum (safety). Tell students
to read the multi-word verb collocations with build and
then match them with the meanings. Check answers as a
1 GRAMMAR class.

a Write these sentences on the board and ask students Answers

1 Karen and Simon a 4
b 1
are proud of themselves. 2 Karen and Simon are proud
c 6
of each other. (1 they feel proud as individuals and/
d 5
e 3
Ask students to complete the sentences with pronouns. f 2
Check as a class.
b 4.37 Tell students to complete the sentences with the
Answers
2 himself 3 herself 4 each other 5 ourselves words and then play the recording for them to check.
6 each other; each other 7 ourselves Answers
1 up
2 in
FAST FINISHERS 3 up
Ask fast finishers to write down three things that are better 4 on
to do by yourself, e.g. wash up, and three things that are 5 around
better to do with other people, e.g. karaoke. Tell students to 6 up
7 up
compare their ideas with another fast finisher.

b Dictate this sentence to students and ask them to write c Tell students to complete the statements with their
it down more concisely: I got up and I looked and then I own ideas, using a dictionary if necessary to help them
heard a familiar sound but I was confused by the familiar understand the expressions.
sound. (I got up, looked and heard a familiar sound d Put students into pairs to compare their answers.
but was confused by it.) Tell students to correct the Take feedback as a class.
mistakes. Check as a class.
Photocopiable activities: Wordpower p.249
Answers
1 Kate wanted to put in new windows but I didn’t want.
2 ‘I’ll never listen to her advice again.’ ‘So Neither will I.’
LOA REVIEW YOUR PROGRESS
3 It was a beautiful morning although it was rather cool outside.
4 He Living nearby, Frank had no problem getting in early. Students look back through the unit, think about what
5 So they wouldn’t get bored, they were listening to the radio. they’ve studied and decide how well they did. Students
6 ‘Kelly hasn’t read the contract properly.’ ‘I don’t suspect suspect work on weak areas by using the appropriate sections of
not.’ the Workbook, the Photocopiable worksheets and the
7 She became a famous actress, as did/was her mother.
Personalised online practice.
8 Take the clean mug, not the dirty one.

2 VOCABULARY
a Ask students to complete the sentences. Check answers
as a class.
Answers
1 redevelop 2 reinstate 3 restore 4 recreate 5 regain
6 renovate

b Tell students to match the sentence halves. Check as a

class.
Answers
1 b 2 d 3 f 4 a 5 c 6 e

EXTRA ACTIVITY
Ask students to choose one of the buildings in a–f in 2b. Tell
them to write three adjectives, from 9B Vocabulary Focus
or other adjectives which could describe it, e.g. imposing/
practical/ugly (power station). Put students into groups. They
take turns to read out their three adjectives for the other
students to guess the building.

UNIT 9 Cities 157

 0
UNIT OBJECTIVES

UNI T 1
At the end of this unit, students will be able to:
understand instructional texts about presentations and
speeches, articles about sports psychology and detailed
film reviews
follow and understand details including the attitudes
of the speakers in narratives about socially awkward

s
public speaking situations and radio discussions of the

Occa s i on origins of superstitions

use a range of lexis to: describe communication, regrets
and criticisms and customs, beliefs, rituals in their
own and other cultures and respond to these ideas
and discuss possible origins; give a short talk using
anecdotes to illustrate main points
follow an interview and an idiomatic social interaction
in which speakers congratulate each other on their
success
UNIT CONTENTS use a range of expressions and strategies for turn-taking
in more formal conversations and interviews to continue
G GRAMMAR speaking, interrupt and encourage others
Regret and criticism structures (unreal conditionals; write an informative review of a film or TV series using
modals; wish, if only, it’s time) a range of devices to make description concise and
Passive reporting verbs (it structures; to + infinitive effective
structures)
V VOCABULARY
Communication verbs: address an audience, assert, attack,
back up, conclude, demonstrate understanding, go into (too
much) detail, make comments under your breath, move on
to a new subject, pay tribute, present key information, sell
an idea, summarise, voice concerns about CULTURE NOTES
Superstitions, customs and beliefs: be on the safe side, This photo shows a couple getting married in the London
convinced, convincing, customary, dubious, far-fetched, Aquarium on 14 February, 2011. The man outside the tank
fingers crossed, good fortune, good luck charm, gullible, is the wedding official and he is using signs to give the
magic spell, make a wish, persuasive, plausible, tempt fate, instructions. In the UK, you can get married outside a church
third time lucky, touch wood, traditionally, ward off evil or official registry office if the place is a permanent structure
Language in context: Idioms; Praising idioms with a roof (this rules out many outside locations such as
Wordpower: luck and chance: be in luck, blow your chances, beaches and forests) and if it has been approved for purpose.
count yourself lucky, fighting chance, not stand a chance, on As other examples of non-traditional wedding locations,
the off chance, tough luck couples regularly get married on the route of the London
P PRONUNCIATION Marathon course, running the whole way in wedding clothes;
Main stress a Russian couple got married while cycling around their home
Consonant groups city; a Belgian couple got married on a bungee-jump platform.
Tone in question tags
b Put students into groups to discuss the questions.
For questions 1 and 2 take feedback as a class. For
GETTING STARTED question 3 tell students to share their suggestions and
ask the class which is the most original and interesting.
OPTIONAL LEAD-IN
EXTRA ACTIVITY
Books closed. Put students into pairs and ask them to make
a list of things that could go wrong at a wedding, e.g. terrible Tell students that there is a (not very well-followed) tradition
weather, forgetting the rings, someone dropping the wedding to give anniversary presents according to the number of
cake. Write the list on the board and ask the class if they have years of marriage: 1st = paper, 2nd = cotton, 3rd = leather, 4th
ever experienced any of these things at a wedding. = fruit/flowers, 5th = wood. Put students into pairs to think
of more modern equivalents for the first five years, e.g. 1st =
a Elicit bride (B1) and bridegroom (a man who is digital, 2nd = environmentally friendly, 3rd = sporty.
about to get married or has just got married). Give
students one minute to think about their answers to the
questions before talking about the photo as a class. If
you wish, give students information from the Culture
notes.

158 UNIT 10 Occasions

10A I really wish I’d At the end of this lesson, students will be able to:
• read, listen to and discuss factors that make a

been on time successful speech or presentation using a range of

communication verbs
• speak about regrets for past situations using a range
of structures to express regret and criticism
• use main stress appropriately in regrets and criticisms
OPTIONAL LEAD-IN • give a one-minute speech based on a personal
Books closed. Ask students to remember what Sara’s experience
presentation in Lesson 6C was about (Max), and why she
made it (to convince everyone he was worth interviewing
again). Put students into groups to write down the
expressions they learned about organising a presentation in
6C, e.g. My focus today is … . Check answers as a class. Then
LOA TIP ELICITING
tell students to go back to SB p.74 and find the expressions
they couldn’t remember. • A ‘pyramid’ discussion is an effective way of eliciting
as many different ideas as possible from students,
1 SPEAKING and VOCABULARY maximising a discussion and varying the interaction
pattern.
Communication verbs • Arrange students into pairs and give them a time limit to
a Ask students what kind of situations people need discuss 1c.
to give speeches or presentations in, e.g. a wedding, • At the end of the time limit, or when students start to run
winning an Oscar. Tell students to discuss the questions out of ideas, put two pairs into a group to compare ideas.
in pairs. Take feedback as a class. • Then put students into new groups of four made up of
b Ask students why they think people use students from different groups to compare what they have
speechwriters. Tell students to read the quotes. Then discussed.
put students into groups to discuss the questions. If • Finally, tell a student from each group to present the
necessary, pre-teach embodiment (someone or something group’s ideas to the whole class. Ask a volunteer to write
that represents a quality or an idea exactly) and sway the ideas on the board in note form in two lists: what
(persuade someone to believe or do one thing rather makes a good presentation; what can go wrong.
than another). Take feedback as a class.
Suggested answers d Tell students to read the sentences to see if their ideas
Emma Watson: self-belief can overcome any nervousness are mentioned.
Sir Winston Churchill: you need to believe in the message yourself
Ashley Ormon: it’s important not to try to please everyone e 4.38Check students understand (C1) (needing to
Chris Anderson: good speeches make a difference be considered very carefully) and throwaway (something
Students’ own answers that someone says without thinking carefully and is not
intended to be serious). Tell students to match the verbs
and verb phrases in bold from 1d with the phrases 1–7.
CULTURE NOTES Check answers as a class.
Emma Watson (born 1990) is a British actress most famous Answers
for her role as Hermione in the Harry Potter film series. 1 present 2 demonstrate 3 address 4 move on to
Sir Winston Churchill (1874–1965) was the UK Prime Minister 5 go into 6 illustrate 7 make
during the Second World War, famous for his wartime 4.39 Students complete the exercises in
f
speeches.
Vocabulary Focus 10A on SB p.167. Play the recording
Ashley Ormon is an editor and a writer of poetry, books and for students to check their answers to Exercise a. Check
articles, mostly on religious topics. answers as a class after Exercise b. Put students into
Chris Anderson (born 1957) bought the TED concept, first pairs to do Exercise c and then put them into groups to
launched in 1984, in 2001 through the media company which discuss the questions in Exercise d. Take feedback as
he founded and then greatly expanded TED on a non-profit a class after both Exercise c and d. Tell students to go
basis. back to SB p.116.
Answers (Vocabulary Focus 10A SB p.167)
c Ask students if they’ve ever had to listen to a really a 1 demonstrated 2 address 3 move on to 4 made
bad presentation. Put students into groups to discuss the 5 presented 6 illustrate 7 go into
questions. Take feedback as a class. b 1 c 2 h 3 g 4 b 5 f 6 a 7 e 8 d

UNIT 10 Occasions 159

 2 READING Suggested answers
1 people love listening to stories
a Ask students if they have heard about TED talks. Tell 2 avoids a long and complicated talk with information on too
them to read many different subjects
and then answer the 3 keeps the audience’s attention and gives the impression you are
questions. Pre-teach and if necessary a strong speaker
(see the Vocabulary support box below). Check answers 4 helps you make eye contact with people in different parts of
as a class. the audience, so people feel you are speaking personally and
directly to them
Answers 5 avoids using the wrong technology and makes you think about
1 through short talks (up to 18 minutes) keeping things short and simple
2 He was very shy, spoke English haltingly and was incoherent. His 6 starting to prepare six months or more in advance allows time to
talk was a great success and he received a standing ovation. perfect the talk
7 avoids the talk being formulaic and makes it your own

VOCABULARY SUPPORT
an unlikely candidate – not the usual type of person to do a
VOCABULARY SUPPORT
certain thing abound – exist in large numbers
halting – stopping often while you are saying or doing be wired to do sth – automatically behave in a certain way as
something, especially because you are nervous a result of genes or design
tumble out – (speaking) if somebody's words tumble out, cover (too much) ground – describe (too many different) areas
they speak quickly and the ideas don't come in a logical of expertise or knowledge
order scope (C2) – the range of a subject covered
frame sth – organise ideas in a clear structure painstakingly – thoroughly, with a lot of care and attention
incoherently – in a way that is not clear, especially with words to detail
or ideas that are joined together badly map sth out – plan in a detailed, well-organised form
compelling – very exciting and interesting and making you formulaic – organised mechanically according to a standard
want to watch or listen pattern or style
hang on sb's every word – listen carefully and with fascination emulate – copy something achieved by someone else and try
sustained – lasting a long time to do it as well as they have
a standing ovation – when an audience stand and clap and take sth on board (C1) – understand or accept an idea or a
cheer to show their appreciation piece of information
muddled – things that are muddled are badly organised
d Ask students which heading in 2b the advice
mesmerising – very attractive, in a mysterious way, making would come under (Develop
you want to keep looking Stage Presence). Put students into pairs to discuss the
most relevant piece of advice in the article for them.
b Tell students to read the rest of the article ( Take feedback as a class.
) and match the
headings with the advice. Check as a class.
HOMEWORK ACTIVITY
Answers Tell students to watch Richard Turere’s TED talk My
1 Frame Your Story invention that made peace with lions at home on YouTube if
2 Plan Your Delivery
they have the technology. In class put students into groups
3 Develop Stage Presence
4 Plan the Multimedia to discuss whether they were as impressed with Richard’s
5 Putting It Together speech as Chris Anderson was.

FAST FINISHERS 3 LISTENING

Tell students that there are nine words or phrases you are a Ask students if they would feel more nervous
going to check the class understands before students read giving a speech or presentation to people they knew
the text again in detail in 2c (the words are listed in the or to strangers. Tell students to discuss which of the
Vocabulary Support box below). Ask them to underline the situations in 3a they would feel most comfortable in.
words or phrases that they think have been chosen and Take feedback as a class.
guess their meaning. b 4.40 Ask students what they think the situations are
in the photos. Play the recording for students to listen
c and answer the questions. Check answers as a class.
text and write them on the board. Go through the words
and phrases in the Vocabulary support box and elicit or
give their meaning. Then tell students to read the text
again and make notes on how the ideas will improve
presentations. Put students into pairs to compare notes.
Check answers as a class.

160 UNIT 10 Occasions

Answers give the presentation anyway. You see, the one thing Martin
1 Rob: was best man at his friend’s wedding didn’t know about me is that I’m very good at improvising. And I
Chantal: was giving a presentation to her managers just explained the whole project and it went like clockwork. The
Milos: was fundraising managers were all impressed and I really made my mark. In fact,
2 Rob: didn’t have one of his speech cards and didn’t thank the I’m pretty sure my presentation led to my promotion and I became
bride’s parents manager of the project we were presenting. If it was Martin who
Chantal: didn’t have any PowerPoint slides because they sabotaged the presentation, I’ve no doubt he now regrets deleting
weren’t on the memory stick her colleague brought into work on all that data. Not me! Had he been less underhand, I might not have
the morning of the presentation after working on them at home the job I’ve got now.
the previous evening MILOS I’m a volunteer paramedic on an air ambulance service. It’s
Milos: got distracted by a beautiful girl he knew in the audience
very costly to run a service like this, so we need to do quite a bit of
3 Rob: has a difficult relationship with the bride and groom
fundraising. One of the ways we can do this is by going around to
Chantal: got promoted
different community groups and talking about our work. It’s not
Milos: hasn’t been asked to make any more speeches
something I’d say that I enjoy, but I can do it well enough. This friend
of mine, Teresa, has given me a few tips. She told me to look at a
CULTURE NOTES point towards the back of the room, and avoid looking at people’s
faces – it can put you off. Anyway, I was giving a speech to a Parent–
The best man at a wedding is usually a close friend or
Teacher Association at the local primary school, and about half-way
relation of the groom (the man about to be married). His through, for some reason, I looked down at people in the front row.
main duties are to support and help the groom, keep the And there she was – Ivana – looking up and giving me a gorgeous big
wedding rings safe and make a speech at the reception. smile. Ivana was the most beautiful girl in our class at school. She
wasn’t my girlfriend, but I used to wish she were. So in the middle
Audioscript of the speech, my heart melted, I turned to jelly … I couldn’t go
on – I was completely lost for words. I just sort of stood there like
ROB I agreed to be best man at my friend Dan’s wedding. I mean, I
an idiot and grinned back at her. I grinned and she grinned and …
was really thrilled that I was asked – it was a great honour. I was
well, what a romantic fool! I was sort of saying to myself, ‘C’mon,
fine with the whole thing – you know, organising the pre-wedding
get a grip on yourself!’ But, no way. You know, if I had listened to
party, the ring – everything. I just threw myself into it. But the one
Teresa’s advice, I might have been OK. In the end, I think I … sort of
task that really unnerved me was having to give a speech at the
apologised and told people to look at the website, and then I made
reception. I’m just hopeless at giving speeches – they make me feel
a pretty quick exit. Needless to say, we didn’t get many donations
right out of my depth. I should never have agreed to be best man,
from the Parent–Teacher Association. If it wasn’t for my stupidity, we
but, like, Dan’s my best mate. Anyway, I decided to get organised
could have raised more money that day. They haven’t asked me to
and I planned the whole thing out. Y’know, I thought of some funny
give any more speeches – a good thing – I’m just sticking to being a
stories about Dan and all that sort of thing. And I worked out who I
paramedic these days.
needed to acknowledge and say thanks and all that stuff. I put it all
on little cards, so by the time the big day came around, I was feeling
reasonably on top of things. Just before going to the church, I started
feeling really jittery, and while I put all the cards in the pocket of my
VOCABULARY SUPPORT
jacket, I forgot to check they were all there. I really regret not doing unnerve sb – make somebody feel less confident and slightly
that. Anyway, we got to the reception and I somehow managed to frightened
get through the speech … Got a few laughs at my jokes. I thought I’d
jittery – nervous
made a good job of it. But Dan was giving me these funny looks. The
card I forgot was the one where I thanked the bride’s parents and all give sb funny looks – looking at somebody in a way that
that sort of thing. And the bride, Jessica, was not impressed. So now implies there is something wrong
there’s this strange tension between Dan and me, and Jessica is very be cool with sb (C2) – behave in an unfriendly way towards
cool with me. It’s all a bit awkward. I mean, it was a genuine mistake. somebody
If only I’d checked those cards. And I have to say that part of me
wishes that Dan hadn’t asked me to be best man. Oh well, I guess the golden rule – an important rule or principle, especially in
they’ll get over it. Eventually. a particular situation
CHANTAL Ever since I started my present job, I’ve had this really strange sabotage – intentionally prevent the success of a plan or
relationship with this colleague of mine, Martin. Back then, we were action
both at the same level in the company and it’s like he somehow
resented that – like I should have started out on a lower level or underhand – done secretly and dishonestly in order to
something. Who knows? We had to do this joint presentation to achieve an advantage
managers on a project to upgrade the IT systems in the company. put sb off – distract somebody from something
We worked out the content together – well, actually, a lot of the ideas
turn to jelly – start to feel weak
were my ideas. And then, Martin agreed to make our PowerPoint
slides look good – he’s good at that kind of thing. So anyway, grin (C2) – smile widely
everything was on a memory stick and Martin said he’d take it stick to sth – limit yourself to doing just a particular thing, or
home and work on it and make it look really professional. I really things
wish I’d copied the presentation on to my hard drive. You know the
golden rule – always make a copy, otherwise it’s a recipe for disaster.
c Students may want to listen again before doing this
So, the next day, we go upstairs to this meeting room to give our
activity. If so, you could write some of the expressions
presentation. Martin plugs the memory stick into the laptop and
… it’s just not there. He’s incredibly apologetic and says he can’t
from the Vocabulary support box up on the board, and
understand what went wrong and all that sort of thing, but … I have ask students to listen for what they refer to in the text.
my suspicions … For a minute I was in a state of absolute panic and Ask students which situation interested them the most.
then I thought ‘I can do this.’ So when all the managers came in I just Put students into groups to discuss the questions. Take
told them the truth – that we’d had a problem with IT, but that I would feedback as a class.

UNIT 10 Occasions 161

 Answers (Grammar Focus 10A SB p.156)
FAST FINISHERS a 1 a2 b1 2 a2 b1 3 a1 b2 4 a1 b2
Tell fast finishers to write two reactions from people listening b 2 hadn’t dropped
to each person: Rob, Chantal and Milos, e.g. Rob: Aren’t 3 ought not to
you going to mention us? That one about the zookeeper on 4 would
his wedding night was funny. Chantal: Very cool given the 5 should have waited
6 might
circumstances. My trick didn’t work! Milos: Why do you keep
7 have heard
looking at me? I’m not giving any money after that! Compare 8 wish
reactions with another fast finisher. 9 could
10 cleaned
d Language in context Idioms: Plans into action c 2 had 3 rather 4 ought 5 should 6 were 7 should
1 4.41 Tell students to complete the idioms. Play the 8 only 9 time
recording for students to check. Drill the idioms.
2 Tell students to match the idioms with the meanings. CAREFUL!
Check as a class.
A common mistake students make is to use wish instead of
Answers hope: I wish you can understand my position. (Correct form = I
1 1 threw 2 out 3 good 4 recipe 5 went 6 made hope you can understand my position.).
7 words 8 yourself
2 a 4 b 7 c 3 d 8 e 1 f 5 g 6 h 2 e Put students into groups to talk about the regrets.

4 GRAMMAR structures for regrets and criticism. Take feedback as a

class.
Regret and criticism structures
a Tell students to read the sentences and decide which EXTRA ACTIVITY
one doesn’t show regret. Check as a class. Write a list of negative events on the board, they can be real
Answer or unreal, or a mixture, e.g.
5 Had he been less underhand, I might not have the job I've got We lost the World Cup on penalties!
now. (She is glad he was underhand as it led to her promotion).
1503 people died when the Titanic sank.
b Tell students to underline the structures for regret. We're in an economic recession.
Check as a class. Ask students to give an example of My wife's had a terrible hair cut.
a third conditional and then ask them to mark the
Ask students how these things might have been prevented
sentences with a third conditional. Check answers as
and what is regretful about what happened. Elicit a range
a class.
of regret and criticisms for each item, e.g. If only our goalie
Answers hadn't jumped left. If the team hadn't been under so much
1 I should never have agreed to be best man. pressure, I'm sure we would've won., etc.
2 If only I’d checked those cards.
3 Part of me wishes that Dan hadn’t asked me …
4 I really wish I’d copied the presentation … 5 SPEAKING
6 She wasn’t my girlfriend, but I used to wish she were (my
girlfriend). a Tell students to plan a one-minute speech
7 If I had listened to Teresa’s advice, I might have been OK. , thinking about what they said in 4e
8 If it wasn’t for my stupidity, we could have raised more money … and following Chris Anderson’s advice. You could put
third conditional: 7 and 8 (in 8 wasn’t = hadn’t been) students into pairs to practise giving the speech before
the next stage.
c Pronunciation Tell students to mark the
4.42
word groups and underline the main stress in the two b Put students into small groups to give their
sentences. Play the recording for students to listen and speeches and answer follow-up questions. Ask groups to
check. Drill the sentences. choose the best speech and ask students to give some of
the best speeches to the class.
Answers
1 If I had listened to Teresa’s advice, | I might have been OK.
2 If it wasn’t for my stupidity, | we could have raised more money.
ADDITIONAL MATERIAL
Workbook 10A
d 4.43–4.47Students read the information in
Grammar Focus 10A on SB p.156. Play the recording Photocopiable activities: Grammar p.219, Vocabulary p.239,
where indicated and ask students to listen and repeat. Pronunciation p.270
Students then complete the exercises. Check answers as
a class. Tell students to go back to SB p.118.

162 UNIT 10 Occasions

10B It’s said that peacock At the end of this lesson, students will be able to:
• discuss superstitions, customs and beliefs

feathers are bad luck range of words and phrases connected with
luck, magic and customs
• pronounce consonant groups in and across
words
OPTIONAL LEAD-IN
Books closed. Tell students you are going to do some magic. and discuss the motivation behind rituals
Ask them to write down any number between 1 and 9, e.g. • use passive reporting structures to be more
3. Tell them to multiply this number by 9, e.g. 3x9 = 27. Tell objective and distance themselves from the
students to make the answer one digit if necessary by adding facts reported
the two digits together, e.g. 2+7 = 9. Tell students to subtract 5 • listen to and speak about superstitions
from this number, think of the corresponding alphabet letter, connected with the theatre and discuss and
e.g. 9–5 = 4, 4 = D, and think of a country in Europe beginning write about where they originate from
with this letter. Tell students to add 1 to their number, e.g.
4+1 = 5, think of an animal beginning with the corresponding
alphabet letter, and then the usual colour of this animal.
Finally, tell students to write down the country, the animal
and the colour, and then say: Does anyone have a grey Audioscript
elephant from Denmark? As if by magic, most students will SPEAKER All these objects are lucky charms from different parts of the

if they have followed the steps because when they multiply world. They’re all supposed to bring luck or protect you in some way.
This is a horseshoe, and these were traditionally nailed above
their first number by 9 the two digits always add up to 9.
doorways in Britain and also in the USA, and they bring good luck
to the household. Because they’re over the door, they stop bad luck
1 SPEAKING and VOCABULARY entering the house and they protect it against magic spells. Some

Superstitions, customs and beliefs

people say it’s important that the open side should be upwards, so
the luck doesn’t ‘run out’. In other words the horseshoe collects the
a Ask students in what situations they might need luck for you.
some luck, e.g. when buying a lottery ticket, for getting Now this one is a special kind of mirror, which are traditionally used
good weather on holiday. Tell students to look at the in China, and they’re an important part of feng shui. It’s customary
pictures and discuss the questions. Take feedback as to hang them above the front door of a house, and they always face
outwards so they can ward off evil and protect the house. The idea is
a class.
that the mirror deflects any bad energy coming towards the house,
b Ask students which objects they think the sentences so it’s very important that you should hang them outside the house,
describe. Tell students to compare their answers in not inside.
pairs. And this figure of a cat is called maneki-neko, which literally
means ‘beckoning cat’. You may see these if you go to a Chinese or
c 4.48 Play the recording for students to listen and Japanese shop or a restaurant – they’re often just by the door. They
check their answers in 1a and 1b. If necessary, pre-teach come from Japan originally, and they’re supposed to bring good
(move your hand or head in a way that tells fortune to the owner. You see the cat’s paw is raised – sometimes
someone to come nearer) and (the foot of an animal it’s the left paw and sometimes it’s the right paw. If it’s the left paw,
that has claws or nails, such as a cat, dog or bear) and this attracts customers. And if the right paw is raised, it invites good
refer to the Culture notes for . Drill the words fortune and brings wealth to the owner – so it’s a good idea to have
and phrases. both kinds!
And these are wish bracelets, which are worn as a good-luck charm
Answers
in Brazil. And they’re also worn just as a fashion accessory because
1a 1 They are all lucky charms, supposed to bring luck and protect
they look good. The idea of these is, you tie the ribbon three times
people.
round your wrist and you make a wish with every knot you tie. If the
2 Ba Gua mirror: China; Horseshoe: Britain, the USA;
Maneki-neko: China, Japan; Wish bracelet: Brazil ribbon wears out naturally and falls off your wrist, your wishes will
1b 1 Wish bracelet 2 Horseshoe 3 Horseshoe come true. So it’s really important not to cut the ribbon off.
4 Ba Gua mirror 5 Maneki-neko 6 Wish bracelet
7 Ba Gua mirror d Ask students which of the words and phrases are
connected with luck and magic and which with customs.
Check answers as a class.
CULTURE NOTES
Answers
Feng shui /fʊŋˈʃweɪ/ is an ancient Chinese belief that the luck and magic: make a wish, magic spells, good fortune, good
way your house is built or the way that you arrange objects luck charm, ward off evil
affects your success, health and happiness. Feng shui is customs: traditionally, customary
widely practised today, e.g. the Disney company changed the
location of the main gate to Hong Kong Disney in its building
plans because of Feng shui principles.

UNIT 10 Occasions 163

 LOA TIP CONCEPT CHECKING h 4.52 Pronunciation Ask students to underline the
consonant groups in . Tell students to do
the same for the words and expressions in 1f. Play the
• When you are concept checking whether words and phrases
recording for students to check. Point out that the /d/ in
belong to one category or another, you can appeal to a
third isn’t usually fully pronounced before the /t/ of time
variety of learning styles, visual, auditory and kinaesthetic,
(see 2c and 2d on SB p.38). Then drill the expressions.
for students to form strong associations with the language
and have some fun. Read out each of the words and phrases Answers
and tell students to do one of the following: fingers crossed
to be on the safe side
Click their fingers once if it belongs to ‘customs’ and twice if touch wood
it belongs to ‘luck and magic’. third time lucky
Move to the left side of the room for ‘customs’ and right for you’re tempting fate
‘luck and magic’.
i Put students into pairs to take it in turns to say
Stand up for ‘customs’ and remain sitting for ‘luck and what they are planning and respond using an expression
magic’. from 1f.
Repeat back the ‘customs’ in a loud voice but whisper back
the ‘luck and magic’. FAST FINISHERS
Write down the ‘customs’ in one colour and ‘luck and magic’ Ask pairs of fast finishers to think of a situation where they
in another. would need a lot of luck, e.g. asking the boss for a pay rise,
and to do the role play in i in the new situation.

EXTRA ACTIVITY j Ask students if they believe the saying

. Put students into groups to discuss the
Write this magic spell for good weather (check students
questions. Take feedback as a class.
understand the pun: spell = a period of weather / a magic
spell) on the board:
1 cup of 6-day old milk (low-fat or full-cream)
2 READING
a Ask students why many sports teams and even
3 tablespoons of baby’s tears
competitions, like the Olympics, have a mascot (a
2 donkey hairs person, animal or object that is believed to bring good
half a glass of fresh air luck, or one that represents an organisation). Ask
Mix together under a full moon while reading the alphabet students to look at the photo of Nadal and say what he’s
backwards. Then burn your umbrella. doing, and why. Take feedback as a class. If you wish,
give students information from the Culture notes below
Put students into pairs to make spells for things they’d like to about Rafael Nadal.
have or to happen.

e 4.49–4.50Students complete the exercises in CULTURE NOTES

Vocabulary Focus 10B on SB p.168. Play the recording Rafael Nadal (born 1986) is one of the greatest tennis players
for students to check their answers to Exercise a and of all time. He has won every major tennis championship,
b. Play it again for students to listen and repeat the Olympic gold, and team competitions for his country, Spain.
words in Exercise b. Check answers to Exercise c. Take
feedback as a class after the discussion in Exercise d. b Tell students to read the introduction to the text to
Tell students to go back to SB p.119. check their answers and say why he is doing this and
Answers (Vocabulary Focus 10B SB p.168)
a 1 good luck charm 2 good fortune 3 traditionally Answers
4 customary 5 ward off evil 6 make a wish lining up his water bottles; belief in the power of rituals to bring
c 1 convincing/persuasive/plausible 2 gullible luck
3 convincing/persuasive/plausible 4 convincing/persuasive/ This behaviour can give an illusion of control and of a way to
plausible 5 dubious/far-fetched 6 convinced contribute to success, thus reducing anxiety, so it probably is
7 dubious/far-fetched effective.
Similar: convincing/persuasive/plausible; dubious/far-fetched
c Ask students what they know about the other sports
f stars in the pictures. Tell students to read the article
(for good luck). Tell students to match the expressions
with their function. Check answers as a class. mentioned. Check answers as a class.
Answers
1 fingers crossed, touch wood, third time lucky
2 you’re tempting fate
3 to be on the safe side

g 4.51 Tell students to complete the sentences with the

expressions. Play the recording for students to check.
Answers
1 touch wood 2 third time lucky 3 fingers crossed
4 you’re tempting fate 5 to be on the safe side

164 UNIT 10 Occasions

 Answers Answers
2 Serena Williams: bouncing the ball five times before her first 1 1 a
serve, twice before her second 2 a
3 Cristiano Ronaldo: goes onto pitch first when playing for 3 b
Portugal, last when playing for Real Madrid 4 b
4 Lewis Hamilton: used to have a conker with him 5 a
5 Serena Williams: ties her shoelaces in a particular way, wears 6 b
same pair of socks during a run of wins; Cristiano Ronaldo: only 2 1 a
player to start match in long-sleeved shirt when playing for 2 a
Portugal; Lewis Hamilton: used to wear the same underwear, 3 a
put one sock on a certain way before adjusting his helmet 4 a
6 Cristiano Ronaldo: sits at back of team bus or plane 5 a
7 Cristiano Ronaldo: gets his hair done (in a different style) during 6 b
half-time 3 2 The champion tennis player is even reported to wear the
1 touching yourself or other people isn’t mentioned same …
3 It is claimed that Williams is so convinced …
4 It is believed that he insists on sitting …
VOCABULARY SUPPORT 5 When playing for Portugal Cristiano Ronaldo is said not to
line sth up – put things into a line allow any other player to start …
6 It’s said that Lewis Hamilton has overcome the
go through sth – practise or perform a prepared sequence, superstitions …
e.g. a script, a presentation, a ritual
come about (C2) – originate, start to happen c Ask students to say some of the sentences from 3a
an illusion of sth (C2) – a false belief that something is real in a more conversational style. Check answers as a class.

drive (n., C1) – energy and determination to achieve things Suggested answers
1 They reckon that ‘lucky’ routines make you more relaxed.
a run of sth (C2) – a continuous period in which something, 2 I’ve heard that she wears the same pair of socks all the time
e.g. successes, losses, luck, etc., is repeated or lasts when she’s winning.
abide by sth – (formal) to obey a rule 3 They say Serena Williams is so superstitious that she blames
herself when she loses.
conker – the shiny, brown, poisonous nut of a horse chestnut 4 People say he has to sit on the back row whenever they’re off to
tree a match.
get in sb's way – stop somebody from achieving something 5 It’s common knowledge that Cristiano Ronaldo doesn’t allow
other Portugal players to start the match in long sleeves.
6 I read in the paper that Lewis Hamilton isn’t superstitious any
d Ask students if they think rituals could help
more.
average players, too. Put students into groups to discuss
the question. Take feedback as a class. d 4.53 Students read the information in Grammar
Focus 10B on SB p.157. Play the recording where
FAST FINISHERS indicated and ask students to listen and repeat. Students
Ask fast finishers to think of a ritual which would help then complete the exercises. Check answers as a class.
them in English tests, e.g. always walking around the room Tell students to go back to SB p.121.
clockwise before they sit down at their desk. Answers (Grammar Focus 10B SB p.157)
a 2 It 3 that Sam 4 revealed 5 was regarded
3 GRAMMAR 6 that mistakes will be made 7 been shown to
b 2 He is said to have lived in a cave. / It is said that he lived in a
a Write these sentences on the board and ask students to cave.
compare the structures: 3 Basketball is seen as / seen to be very popular in Asia.
4 It was not reported what her reply was.
(active) 5 It is suspected that the people responsible have left the
country. / The people responsible are suspected to have left
(passive) the country.
(passive 6 It is thought that the winters get very cold in this part of the
world. / The winters in this part of the world are thought to
reporting verb)
get very cold.
Tell students to read the sentences and choose the two c 2 known 3 seen 4 considered 5 expected 6 implied
reasons for using passive reporting verbs. 7 not understood 8 explained

Answers
to show the information comes from someone else CAREFUL!
to show this is not necessarily what they believe
Students sometimes make the mistake of not putting it
before the passive reporting verb: Don’t wear anything red
b Ask students to rewrite
because is believed that it brings bad luck. (Correct form =
beginning with It (It is thought that Hamilton
has broken the record.). Tell students to answer the Don’t wear anything red because it is believed that it brings
questions individually. Then go through the questions bad luck.).
with the class and check answers.

UNIT 10 Occasions 165

4 LISTENING P
N
Do we know where this comes from? Why is the play cursed?
Well no one knows for certain, but as I said the play does start off
a Ask students what Shakespeare plays they can with a scene where witches are casting spells, and Shakespeare
name. Put students into groups to say what they is believed to have got the words from real witches. And then the
know about . In class feedback give students witches saw the play, and they put a curse on it because, of course,
information from the Culture notes. the play revealed their spells.
P Another explanation I heard was there’s a lot of sword-fighting in
CULTURE NOTES the play, so people think there’s more chance for someone to get
injured. So it’s unlucky in that way.
Macbeth, written about 1606, is set in Scotland and very N Yes, there are lots of different ideas. Another explanation is that the
loosely based on history. A general, Macbeth, driven by the play was very popular, so it was often put on by theatres that were
prophecies of three witches and the ambition of his wife, in debt as a way to increase their audience numbers. But then of
Lady Macbeth, kills the king of Scotland, Duncan, to become course, the theatres normally went bankrupt anyway, so they put the
ruler himself. Macbeth, tormented by guilt and paranoia, blame on the play and they said it was cursed.
murders more people to keep power, including another P That’s a nice idea.
general, Banquo. In the end, Lady Macbeth commits suicide N Yes, I like that one. As I say, nobody really knows.
and Macbeth is killed by Macduff, a supporter of Malcolm
(Duncan’s son), who becomes the next king. 5 SPEAKING
b 4.54 Play the recording for students to listen and a Ask students why they think actors are so
answer the questions. If necessary, pre-teach the superstitious. Tell students to read the superstitions and
(n. a cause of say where they might come from. Take feedback as a
trouble or unhappiness; v. 1 say magic words that are class (the correct explanations are given in 5d).
intended to bring bad luck to someone; 2 use a word
or expression that is not polite and shows that you are b Put students into pairs to choose one of the
angry; adj. experiencing bad luck caused by a superstitions. Tell them to write an explanation for it,
curse), n. (supernatural power of magic words using passive reporting verbs as in the example.
intended to cause harm or punish) and pre-teach c Ask one student from each pair to read out
(C2) (force out the contents of the mouth, especially their explanation. Ask the class to vote for the best
saliva) and v. (US) (UK, usually swear v., say a explanation for each superstition in 5a.
word that is considered extremely rude). Check as a
class. d Tell students to turn to SB p.131 and read the real
explanations. If you wish, give students information
Answers from the Culture notes below.
1 It brings bad luck.
2 Three witches are cooking a magic potion.
3 Leave the theatre building straight away, spin round three CULTURE NOTES
times in the street, spit, curse and then knock on the door to be There are other possible explanations for the superstitions,
allowed back in. e.g. the leg in Break a leg may be a chair leg as theatregoers
4 a, c, d
sitting on chairs used to bang their chairs on the ground
rather than clap, which could break the chair legs if the
Audioscript audience was really enthusiastic. You could also point
PRESENTER Even if you don’t go to the theatre or know much about
out that people use Break a leg in everyday usage to wish
Shakespeare, you’ve probably heard of Shakespeare’s character,
someone good luck before anything, not necessarily a
Macbeth, who murders the king of Scotland and then becomes
performance.
king himself, only to be destroyed by his enemies and by his own
guilt. What is not so well known is that Macbeth is also considered
an unlucky play by actors. Actor Naomi Atkins is about to play the
role of Lady Macbeth in a new production at the Cavendish Theatre.
ADDITIONAL MATERIAL
Naomi, tell us about the superstition – the play is supposed to be
Workbook 10B
cursed, isn’t it?
NAOMI Yes, that’s right. And especially it brings bad luck if you mention Photocopiable activities: Grammar p.220, Vocabulary p.240
the play by name when you’re in the theatre. So, we always refer to
it indirectly – we always call it ‘the Scottish play’ or ‘that play’. Some
actors even avoid quoting lines from it before a performance. As
you know, the play opens with a scene with three witches cooking
a magic potion, and people say it’s especially unlucky to quote the
witches’ lines at the opening of the play.
P And what happens if you say the word, Macbeth – are you cursed?
N Yes, or the production is – something’s bound to go wrong. But,
there’s a kind of penalty you can pay, to make it all OK again. This
actually happened to me. I said the name of the play by mistake
during rehearsals.
P What happened?
N Well, to stop the curse, I had to leave the theatre building straight
away, then when I was out in the street, I had to spin round three
times, spit, curse and then knock on the door to be allowed back in.
P And that neutralised the curse?
N That neutralised it, yes. We had a good laugh about it. It was a bit of
a joke, but you’d be surprised how seriously some people take it.

166 UNIT 10 Occasions

10C Everyday English At the end of this lesson, students will be able to:
• use turn-taking language and strategies in
Before we move on conversations and interviews to continue speaking,
interrupt and encourage others
• use the appropriate tone in question tags to ask for

• take part in a more formal interview in which

OPTIONAL LEAD-IN turn-taking is required
Books closed. Put students into groups to discuss what the
best end to the Solar Wind story would be for the remaining
main characters (Alex, Emma, Max, Sara). Take feedback as
a class. d Tell students to look at the picture and say why
they think Max changed his mind about the interview.
1 LISTENING Take feedback as a class.

a Ask students what they would do if they had their e 4.56 Play Part 2 of the video or the audio recording

mobile and it rang right now in the middle of English and ask students to put the topics in the order they’re
class. Tell students to look at picture a and discuss the mentioned. If necessary, pre-teach some of the
question. Take feedback as a class. expressions from the Vocabulary support box on p.168.
Check answers as a class.
b 4.55 Play Part 1 of the video or the audio recording
and ask students what the two reasons for the call are. Answers
Check answers as a class. a 3
b 4
Answers c 1
She’s tracked down the source of the leaked story about Max. She’d d 2
like Max to at least consider coming for his interview with Sara the
next day.
Videoscript/Audioscript (Part 2)
SARA Thanks for this, Max. S Oh, really? I’m glad to hear that.
Videoscript/Audioscript (Part 1) MAX No worries. M But anyway, to answer your
MAX I asked you not to contact me and was overheard by another S Hello. My name is Sara Neroni, question about inspiration, I
again, didn’t I? journalist, who showed some and I’m going to be talking to think I first got interested in
NADIA I know that, Mr Redwood, very poor judgement. He’s no Max Redwood, author of the space travel when I was growing
but I just wanted to – longer a member of our team, I best-selling science fiction up.
M You’ve got a nerve! hasten to add. novel Solar Wind, and who is S Speaking of which, you grew up
N Sorry, if I could just finish what I M I see. in the process of writing his here in Brighton, didn’t you?
was saying, Max! N I’d like you to at least consider second novel, Gravity Zero. M Yeah, that’s right. It was really
M Oh, go on then! coming in for your interview Good to see you, Max! my dad who got me into space
N I’ve managed to track down the with Sara tomorrow. I know M Thanks. And good to see you – I mean, first got me interested
source of the leaked story about how much she was looking too, Sara. in space! He bought me this
you … forward to it. And I think it S Now, as anybody who’s read telescope and we would look
M Don’t tell me! Sara was would be refreshing for all of us, your first book will know, you’re up at the stars at night together.
gossiping about me again – after our experiences with Oscar an incredibly imaginative, I’d imagine all sorts of weird
N Sorry to interrupt, but Sara Simmons! creative person, Max, but where and wonderful worlds up there.
wasn’t idly gossiping. She was M Hmm … do you get your inspiration S AND M And did you say / And I
updating me on her research from? Could you tell us a little never …
bit about that, please? S Please, after you.
c 4.55 Play Part 1 of the video or the audio recording M Before we get started, can I just M Yeah, as I was saying, I never
again and tell students to answer the questions. Check make a point about creativity? forgot those worlds.
answers as a class. I just wanted to say that … it S Now if you don’t mind me
doesn’t come easily all the time. coming in here, you had trouble
Answers
I was in a bad place up until sleeping as a child, didn’t you?
1 He thinks it’s over-confident and rude of her to call because recently. I thought all of my M Yeah, that’s right. So I spent
the last time they spoke he asked her not to try to contact him
ideas had dried up … but, my more time than most kids that
again.
fans got me through that and age in my own little world …
2 idly gossiping
encouraged me to keep at it.
3 refreshing (C1): adjective to describe a welcome improvement; a
pleasant change from previous events/situation
f 4.56 Play Part 2 of the video or the audio recording
again and tell students to make notes under each topic
VOCABULARY SUPPORT in 1e. Check answers as a class.
track sb/sth down (C2) – find someone or something after Answers
looking for them in a lot of different places a father bought him a telescope, they looked at stars at night
idly (C2) – in a way that is not serious or has no real purpose b had trouble sleeping as a child, spent time in his own little world
c thought ideas had dried up, but fans got him through,
judgement (C2) – the ability to make good decisions
encouraged him to keep writing
hasten to say, add, etc. – used when we need to avoid d grew up in Brighton
misunderstandings by giving somebody some more
information quickly

UNIT 10 Occasions 167

 VOCABULARY SUPPORT FAST FINISHERS
get sb through sth (C1) – help somebody deal with a difficult Ask fast finishers to think of what people in these different
or unpleasant experience professions could teach business people: a mountaineer, a
not come easily (to sb) (C1) – something does not happen chef, a clown, a nanny, a gardener, e.g. a mountaineer could
for someone without difficulty / someone finds a particular teach business people about the determination required to
activity very difficult get to the top.
sb is in a bad place – somebody is unhappy, depressed about
d Put students into pairs to act out the conversation.
life / the future, etc. Tell them to change the profession of the interviewee.
dry up (C2) – if a supply of something dries up, it ends
be in your own (little) world – be someone who spends a lot of 3 LISTENING
time concerned with their own, original, thoughts and ideas 4.58 Play Part 3 of the video or the audio recording
a
rather than those of other people / society
and ask students to choose the best answers to the
questions. If necessary, pre-teach (expressing a
g Replay the interview between Oscar and Max on positive feeling, especially praise, in such a strong way
SB p.38 (video or audio recording 2.2) as a contrast. Put that it does not sound sincere). Check answers as a class.
students into pairs to discuss whether the interview with
Sara was successful. Take feedback as a class. Answers
1 c 2 b 3 d
Suggested answers
Yes. They are relaxed and friendly. Max acknowledges Sara’s
support without mentioning her name, which surprises and Videoscript/Audioscript (Part 3)
pleases her. There are no awkward pauses and they even SARA Thanks, Max. I think that A Definitely.
accidentally interrupt each other in their eagerness to speak. went really well. M Listen, Sara … Alex and Emma
MAX Yeah – seemed to go OK. I are coming over to my new
quite enjoyed it actually! place tonight. You’d be very
EXTRA ACTIVITY A Hats off to you both! welcome.
Put students into pairs to continue the interview between Sara S Well, credit where credit’s due – S Thanks very much, Max. I’d love

and Max from where it stops, talking about what Max did when Max made it so easy. to.
M Well … M Great.
he couldn’t sleep. Ask students to write three lines for Sara and
S You were so different this time, A Oh, wait till you see the
three lines for Max, practise reading the dialogue out loud and
weren’t you? Y’know, from that place, Sara. It’s a converted
learn it by heart to act out in front of the whole class. interview with Oscar? warehouse. It’s massive, isn’t it,
A Well, that’s because you’re a Max?
2 USEFUL LANGUAGE better interviewer than Oscar.
M That’s right, you are.
M I suppose so.
S Oh, plenty of room for dancing
a Tell students to match the expressions with their uses. A And I’ll tell you what, I then!
Check as a class. Drill the expressions. overheard Nadia singing your M Well, it’s not going to be that
praises this morning. kind of thing, really.
Answers
S Really? A No?
1 a, c 2 a 3 b, c 4 b 5 c 6 a
A Gushing, she was. Thinks you’re M Well, I thought we could all sit
the best thing since sliced down together and watch Moon
b Elicit some more formal types of conversation from bread! Station X.
the students, e.g. a business meeting, a job interview. S Do you think my job is safe S AND A Oh … Great …
Ask students to discuss the question in pairs, using the then?
categories a–c in 2a as a starting point for their answers.
Take feedback as a class. b Ask students how Sara and Alex feel about
Answers Max’s way of celebrating (unenthusiastic). Elicit some
1 when you are encouraging somebody to continue with what achievements, e.g. passing a test, and put students into
they are saying, perhaps after an interruption pairs to discuss how they celebrate them. Take feedback
2 when you have a formal agenda or a task to perform and you as a class.
want to say something first
3 when you feel a topic under discussion is coming to a close, to c Language in context Praising idioms
continue speaking about a topic 4.59 Make sure that students understand
(C1) (things you say that express your admiration and
c 4.57 Tell students to read the conversation. Elicit the approval for someone or something). Tell students
interviewee’s profession (mountaineer). Ask students to match the two halves of the idioms. Then play the
to complete the conversation with expressions from 2a. recording for students to check. Drill the expressions.
Play the recording for students to check.
Answers
Answers 1 b 2 d 3 a 4 c
1 Sorry to interrupt, but 2 as I was saying 3 Go on.
4 If you don’t mind me coming in here 5 Sorry, if I could just
finish

168 UNIT 10 Occasions

 4 PRONUNCIATION d Put students into pairs to take turns saying

Tone in question tags tag. Their partner says A or B. As feedback, say some of
a 4.60Say:
with a falling tone on the question tag and to say A or B. Then say the number of a sentence and
with A or B, e.g. 2B, and ask individual students to say the
a rising tone on the question tag. Elicit which question sentence with the appropriate tone.
you don’t know the answer to (the second question) and e Say to students:
whether the tone went up or down at the end (up). Ask with a falling tone and elicit agreement from
the class. Ask students whether the tone was rising or
question and why (down, because the answer is obvious). falling, and why (falling, because it’s an opinion to
Play the recording for students to say whether the tone elicit agreement). Put students into pairs to give their
rises or falls on each question tag. Check as a class and opinions on the topics and agree with each other.
drill the sentences.
Answers 5 SPEAKING
1 fall 2 rise 3 rise 4 fall 5 fall
a Ask students to invent a sporting celebrity. Tell them to
make notes on their answers to the questions.
b Tell students to complete the rules. Check as a class.
Answers b
rising; falling from those in 5a, to ask another sporting celebrity.
c Put students into pairs to take turns interviewing
c 4.61Play the recording for students to say whether each other. Encourage students to use turn-taking
the tone is rising (A) or falling (B). Check as a class. expressions and tag questions.
Drill the sentences.
Answers EXTRA ACTIVITY
1 B 2 A 3 A 4 B 5 A 6 B Ask students to think of a world-famous sportsperson, past
or present. Put students into pairs. Tell them to try and guess
LOA TIP DRILLING each other’s sportsperson by asking their partner Yes/No tag
questions, e.g. You’re a footballer, aren’t you? Your sport is
• When drilling sentences, ask students to identify the word connected with water, isn’t it? See which student can guess
groups and the tone changes in each sentence. the sportsperson in the least number of tag questions.

• Ask students how many word groups there are in the

questions in 4c (two) and what they are (statement + ADDITIONAL MATERIAL
question tag).
• Ask students what the tone is at the end of the first word Workbook 10C
group (falling) and at the end of the second word group Photocopiable activities: Pronunciation p.271
(rising or falling, depending on the meaning). Unit Progress Test
• Do a choral drill of the questions using your hands like Personalised online practice
a conductor to show the two word groups and the tone
changes: You did, didn’t you?: sweep your hands down
in one movement for You did and then down again in a
separate movement for didn’t you?; You can’t, can you?:
hands down for You can’t and then back up for can you?.
Make sure students repeat first with you and then after
you, using the correct tone for both word groups.

UNIT 10 Occasions 169

10D Skills for Writing At the end of this lesson, students will be able to:

It’s an intense and inspiring story content and analyse their structure

adjectives to give an intense description and

being as concise as possible

OPTIONAL LEAD-IN
Books closed. Ask students to tell you films with really good
names, even if the films themselves weren’t great, e.g. reliable than the newspaper reviews that are written by the so-
One Flew Over the Cuckoo’s Nest; Honey, I Shrunk the Kids. called experts. Y’know, the online reviews are written by ordinary
Ask students if they have ever chosen to watch a film just people like me. I also like reviews um, for accommodation and
because of the title and how they usually decide whether to travel destinations, products, electronic equipment. It’s one of the
watch a film or not. incredible things about the Internet – everything’s been reviewed by
someone, somewhere in the world.
MARIE I read a lot of film reviews, mainly in newspapers and magazines.
1 SPEAKING and LISTENING I trust a professional opinion and there are actually some reviewers
that, er I can really rely on to recommend some good films. But I
a Tell students what means (a neck injury don’t read the reviews to help me decide whether I should watch
caused by a sudden forward movement of the upper a film or not – I read it afterwards so it doesn’t spoil it. I think, also
body, especially in a car accident). Ask students what it’s interesting to compare the review with what I initially thought of
the film. And er, it can usually help me understand the film better,
horror). Then tell students to look at the photo and especially if it’s a, a more obscure or complex film. And also reading
the review can sometimes help me in case I missed something in
the original film. I, I don’t like the er … kind of Internet, amateur
b Tell students to check their prediction in 1a against
reviewers because I mean you don’t even know who these people
the descriptions and to match the descriptions with the
are – and er, they may not even have the same taste in cinema that
I might have.
You could show a clip from if you have the
KIM I can never be bothered with reviews. I mean I usually download
films and watch them at home. I hardly ever go to the cinema any
Answers more. I choose something that I like the look of – it doesn’t have
1 A 2 B 3 D 4 C to be great – it’s just a way for me to switch off completely after
work and wind down, y’know – it’s just relaxation. I really don’t
c understand why some people take films so seriously. I do look at
which they completely disagreed with. Put students into reviews for some things. I mean if I’m going to buy a laptop or a TV
pairs to discuss the questions. Take feedback as a class. and I’m spending that much money on something then, yes, there’s
a difference between the products. But, not for films.
d 4.62 Play the recording for students to listen, make ISSER I avoid reading reviews of films or TV series, especially TV series,
notes to answer the questions and see if any of the because I just don’t trust them because I think it’s just one person’s
speakers agree with their opinions about reviews. Take opinion and I’d rather go and see a film with an open mind – without
feedback as a class. any preconceived ideas about what it might be like. Reviews nearly
always contain spoilers of some kind. They mention something
Answers
about a character or something that is about to happen. I don’t like
1 Sasha: online reviews; they are more reliable as you get a range
that. I’d rather start watching a film without knowing anything about
of different opinions from ordinary people
it. And … sometimes, if I really like the film, I would like to go and
Marie: newspaper and magazine reviews; there are particular
read the review after I’ve seen it, er, but definitely not before.
reviewers she thinks are reliable; doesn’t read amateur reviews
as you don’t know the people’s tastes
Kim: doesn’t read reviews; films shouldn’t be taken too seriously
Isser: never reads a review before seeing a film, wants to see a VOCABULARY SUPPORT
film ‘fresh’, without preconceived ideas; reviews often contain
wouldn't dream of doing sth (C2) – used to say that you would
‘spoilers’, information about what’s going to happen
2 Sasha: before going to the film
not do something because you think it is wrong or silly
Marie: after going to the film obscure – not widely popular because it is unusual and
Kim: never difficult to understand
Isser: perhaps after seeing the film
3 Sasha: reviews for accommodation, travel destinations,
like the look of sth – be attracted to something because it
products, electronic equipment seems suitable
Marie: not mentioned switch off (from sth) – stop thinking about something and
Kim: reviews of things you spend a lot of money on where there relax
are definite differences between the products, e.g. a laptop or TV
Isser: not mentioned wind down – relax after a stimulating/demanding situation or
Students’ own answers activity
pre-conceived ideas (about sth) – ideas and opinions you have
Audioscript in advance of actually experiencing something
SASHA I’m a review addict. I’d never dream of going to see a film
spoiler – information about an important part of a story, e.g.
without checking the reviews online first. I think it’s worth seeing
the ending, which, if known before watching, will make the
whether a film has good reviews or bad reviews. Even if someone
film/book/TV show less enjoyable
has recommended it to me, I like to read the review first before I …
see it myself. And I find that online reviews are good because I get a
very wide range of different opinions. I like this because it’s more

170 UNIT 10 Occasions

e Put students into pairs to discuss the questions.
Take feedback as a class.
3 WRITING SKILLS
Film reviews; Concise description
2 READING a Ask students what elements they would expect to see
in a review, e.g. overall impression. Tell students to
a Tell students to read the reviews. Put students into
tick the elements that are in the reviews and say if the
elements are in the same order in both reviews. Then
ask them if the elements they haven’t ticked should be
Encourage students to guess the meaning of the words
included in a review. Tell them to justify their opinions.
and phrases in the Vocabulary support box if they ask
Check answers as a class.
about them. Check answers as a class.
Answers
Answers
Ticks: 2, 3, 5, 6, 7, 8
Reviewer A is more positive; liked the exploration of the teacher–
They aren’t in the same order in both reviews. In Review B, the
student relationship.
names of the actors are given after information about the plot.
Reviewer B found the film a bit simple and unrealistic; the message
1 when and where the writer saw the film is irrelevant
was depressing.
4 how the film ends would be a spoiler

VOCABULARY SUPPORT b Ask students to write A, B or to indicate which

reviewer mentions strengths and weaknesses in the
elite (adj.) – describing a school, club, etc. which is high-
areas given. Check answers as a class.
status because membership requires that you fulfil some
very rare criteria, e.g. be one of the most talented in the Answers
country, etc. 1 both 2 both 3 both 4 B 5 both 6 B
subject sb to sth – cause somebody to experience something
c Ask students to underline two or three useful
unpleasant
,
ferocious – frightening and violent and compare with other students.
push sb to the limit – force somebody to work so hard they d
are likely to break down (either physically or emotionally) Ask students to expand the part in commas without
uncompromising – unreasonable; unwilling to change your changing the meaning (Whiplash
ideas/methods when they conflict with what other people
want ). Then tell students to compare the excerpts
portrayal of sth/sb – a representation of something/
somebody, such as a performance by an actor, in a book or
film Answer
sadistic – getting pleasure by being cruel to / hurting another 2
person
sb's vision of sth – somebody's specific or detailed idea/plan LANGUAGE NOTES
of how the future of something will develop Terence Fletcher, a jazz teacher at the school is an example
single-minded – completely focused on achieving one thing, of apposition: two noun phrases in parallel, the second
whilst ignoring everything else describing the first. The other examples are participle
sb's pursuit of sth (C2) – when somebody tries to achieve clauses, often used in writing in order to be more concise
something over a long period of time (see 6B, SB p.73 and Writing Focus 10D).
thought-provoking – stimulating questions and ideas in the
mind of the viewer/reader/listener, etc.
EXTRA ACTIVITY
Books closed. Read out Review B but change or leave out
FAST FINISHERS some words so that there are mistakes, e.g.:
Ask fast finishers to imagine that a film is being made about Whiplash, a new film by director Damien Chazelle, is set on
their life. They must write down the five main characters a top music academy in New York. (Whiplash, a new film by
and the actors to play them, e.g. me – Mario Casas; my boss director Damien Chazelle, is set in a top music academy in
– Julia Roberts. Students can then compare casting with New York.)
another fast finisher. Ask students to listen carefully and stop you as soon as they
hear a mistake by raising a hand. Elicit the correction from
b one student and continue to the end of the review.
about music. Put students into groups to discuss
e Students complete the exercises in Writing Focus
feedback as a class. 10D on SB p.175. Students read the table and make the
sentences in Exercise a more concise. Check answers as
a class. Monitor Exercises b–d and take feedback as a
class. Tell students to go back to SB p.125.

UNIT 10 Occasions 171

 Suggested answers LOA TIP REVIEW AND REFLECT
a 1 Manhattan, a classic Woody Allen movie, now appears a bit
dated.
2 Realising he has only a few months to live, he decides to • The end of the course is a good time for students to reflect
make as much money as possible. on their progress and review their achievements and goals.
3 British director Mike Leigh is planning to make a new film. • Write some prompts for students to think about on the
4 Determined to solve the crime, she works on the case night
board: grammar, vocabulary, pronunciation, listening,
and day.
5 Nina, a promising young dancer played by Natalie Portman, speaking, writing, reading.
lives with her mother. / Nina, played by Natalie Portman, is a • Give students time to reflect on their progress in these
promising young dancer who lives with her mother. areas, how the course helped them and how they can
6 Set in the future, Panem is a totalitarian country divided into improve in the future. Encourage students to be specific,
12 districts.
e.g. grammar, I have trouble with articles, I could get an app
7 Trapped in the mountains and running out of food, they send
four people off to get help. and do some practice exercises.
• Put students into groups to compare and make a list of
4 WRITING suggestions which could benefit the whole class, e.g. for
future motivation, take an advanced English exam.
a • Students share their suggestions with the class and
recommend or don’t recommend. Ask students to choose discuss general issues about the course and their language
learning.
someone who hasn’t seen it. Tell them to include the
main strengths and weaknesses and other elements
from 3a in their review, and to structure it into four
ADDITIONAL MATERIAL
paragraphs.
b Write on the board this sentence describing the plot of Workbook 10D

(Having escaped
from her wicked stepmother …). Tell students to
write their review using adjectives for more intense
description and making the information as concise as
possible. Weaker students could use their notes from
Writing Focus 10D Exercise d on SB p.175 as the basis
for their review.
c Put students into pairs to read each other’s reviews.
they agree with the review; if they haven’t, they should
decide whether they would like to see it.

172 UNIT 10 Occasions

UNIT 10 3 WORDPOWER and
Review and extension a 4.63 Go through the phrases and ask students to use
them to replace the words in italics. Play the recording
to check. Drill the phrases.
Answers
1 GRAMMAR 1 count yourself lucky
2 on the off chance
a Read out this sentence and ask students for a suitable
3 a fighting chance
word to complete it:
4 it’s tough luck
5 blow my chances
sentences, using the words in the box. Check answers as 6 ’re in luck
a class. 7 don’t stand a chance
Answers
1 have LANGUAGE NOTES
2 rather
3 It Tough luck is often used as a fixed expression, without
4 only a subject or verb. It usually signifies a lack of sympathy
5 time for someone’s problems or difficulties, but spoken with
6 wish sympathetic intonation can also be used to express
7 needn’t sympathy.
8 ought to
b 4.64 Ask students to complete the dialogues using the
b Tell students to rewrite the sentences, using the words
correct form of the phrases. Tell them to use one word
in brackets. Check answers as a class.
in each gap. Play the recording for students to check.
Answers
Answers
1 You should have phoned me.
1 blown; on; off
2 You needn’t have met me.
2 in
3 It is said that the president owns a private zoo. / The president is
3 stand; Tough
said to own a private zoo.
4 count; fighting
4 I wish we lived closer.
5 Alex couldn’t have been on time.
6 If only Sarah hadn’t lost her temper. c Ask students what you would say to someone who
7 It is thought that she died in a car crash. / She is thought to have survived being struck by lightning the day before (
died in a car crash. ). Put students into pairs. Ask students
to take turns to put themselves in each situation and
to explain it, e.g. Their partner then
FAST FINISHERS responds, e.g. . Tell both students to respond
Ask fast finishers to make up two sentences that either go to each situation as there is more than one possible
before or come after three of the sentences in 1b. Students answer. Take feedback as a class.
compare their sentences with another fast finisher and say
which sentences in 1b their partner’s sentences come before EXTRA ACTIVITY
or after, e.g. It takes me two bus rides to come and see you. (I Ask students to mark the chance of these things happening
wish we lived closer.). in their lifetime from 0 (no chance) to 5 (every chance):
• they themselves moving and living abroad
2 VOCABULARY • electronic money replacing physical money
a Ask students to cover endings a–f and try to complete • smoking being made illegal in all restaurants
1–6 with their own ideas. Then tell students to uncover
• another language replacing English as an international
a–f and match 1–6 with a–f. Check answers as a class.
language
Answers
• the average retirement age becoming 75 in their country.
1 e 2 c 3 a 4 d 5 f 6 b
Put students into groups to compare their marks and discuss
b their opinions.
letter of the words as a clue. Check answers as a class.
Photocopiable activities: Wordpower p.250
Answers
1 fingers LOA REVIEW YOUR PROGRESS
2 time
3 tempting
4 convincing Students look back through the unit, think about what
5 side they’ve studied and decide how well they did. Students
6 make work on weak areas by using the appropriate sections of
the Workbook, the Photocopiable worksheets and the
Personalised online practice.

UNIT 10 Occasions 173