ANSWER KEY

UNIT 1 Lesson 1B
VOCABULARY (collocations: education)
Lesson 1A
1 1 striving 5 develop
VOCABULARY
2 find 6 focusing
1 1 b 2 c 3 c 4 a 5 a 6 b 7 a 8 b 3 maintain 7 take
2 1 towel 6 making 4 deliver 8 fulfilling
2 tack 7 along 2 1 quality 4 mutual
3 up about 8 give 2 rigorous 5 good
4 knock 9 out for 3 nurturing
5 flies 10 fair
PRONUNCIATION
GRAMMAR 3B 1 take the initiative
3 1 c 2 b 3 a 4 b 2 fulfil your potential
4 1 Provided that 4 If I were to 3 striving for excellence
2 But for 5 Unless 4 nurturing environment
3 Without knowing 6 Should 5 rigorous standards
6 mutual respect
5 1 to take your ID, you won’t be able to get in 7 fostering good relationships
2 my teacher’s help/the help of my teacher, I would 8 a quality curriculum
have failed the exam
3 we miss our flight, we can just take the next one VOCABULARY (compound nouns)
4 slow driving, we would have been on time 4 1 learning 6 fees
5 spent more time studying, you would have got 2 environment 7 learning
better grades 3 loan 8 assessment
6 Were Lily to prepare the meal, everyone would love it 4 thinking 9 accreditation
5 training 10 assessment
PRONUNCIATION
6A 1 If you have 4 If we leave GRAMMAR
2 If it’s not 5 If that rings 5 1 c 2 a 3 a 4 a 5 c 6 b
3 If people properly 6 If it’s not 6 1 whatever 3 how 5 what
READING 2 what 4 whenever 6 Whichever

7 b LISTENING
8 1 Tod Ibarra (‘absolute twaddle’; ‘If I were to trot out 7 b, c, e, f, h
these trite inspirational phrases’; ‘a complete fallacy’) 8 1 a
 (‘So, this is all born out of a mismatch between the
2 Roman Hughes (‘The whole idea of success is a skills and knowledge traditionally taught at school and
very personal thing, and obviously success means those needed right across the board in a number of
different things to different people.’) key industries.’)
3 Tod Ibarra (‘Being successful is about getting 2 b (‘But with STEM learning, we can get to the heart
results. If my team doesn’t get results, my company of the issue and teach those skills which will be
won’t survive. It’s as simple as that.’) universally useful to people in the future, whatever
4 Isla Boyer (‘And that’s why I make sure I do my best – profession they work in.’)
with every word I write.’) 3 b (‘It’s essentially an integrated curriculum that
5 Roman Hughes (‘In order to be successful, you first allows for the development of core skills that are
need to define what success means to you.’) useful, such as critical thinking and creativity in
6 Isla Boyer (‘I’m talking about how people feel after problem solving.’)
they’ve read my stories. If the words have moved 4 c (‘You see, the thing that sets us humans apart
them in some way, then I know I’ve done my job, is our creativity, especially in terms of creative
more so if that effect remains with them.’) solutions to problems.’)
9 1 F (‘That’s the key, I think. In order to be successful, you 5 a (‘We as educators need to stop thinking of
first need to define what success means to you.’) education as the transfer of knowledge within the
2 T (‘So in that sense, the conventional wisdom distinct frameworks of school subjects.’)
definitely rings true.’) 6 a (‘Key skills to nurture are a sense of inquiry – which
3 F (‘If I were to trot out these trite inspirational children are naturally equipped with – collaboration
phrases … we wouldn’t be where we are today.’) and a focus on process-based learning, not
4 T (‘Doing your best is obviously important … but in knowledge and facts.’)
the adult world of business it’s patently not true.’) 9 1 It’s essentially an integrated curriculum.
5 T (‘It might appear on the face of things that being 2 That’s precisely what it is, that’s spot on!
a successful author is a clear-cut thing to measure 3 Do you think schools will implement this approach
– you get your book published. But to me, it’s more to learning?
complex than that.’) 4 The starting point is to remember that it’s an
6 T (‘I think you have to be lucky and get a break at integrated approach.
some point, but it’s what you do with that luck that
counts.’)

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 ANSWER KEY

WRITING 5 Ilsa (‘I remember, once, he told us to think about the

10 1 begins 5 accepts very spot where we were sitting and consider all the
2 compares 6 focuses people in the past who had walked over that same
3 points 7 goes spot, how fascinating that was.’)
4 gives 8 cites 6 Brayden (‘And she created this really sort of friendly,
nurturing dynamic in the lessons, so that we felt
12 Sample answer secure and comfortable trying things out and not
In this extract about STEAM learning, the presenter worrying too much about our errors.’)
begins by asking Kendra Lewis what implementing a
STEAM model of education means in practical terms READING
for education staff. She then outlines how teachers 3 1 c 2 b
should work together to plan lessons and explains
4 1 T
 (‘… and daily life is dominated by the overwhelming
that there might be a dedicated team looking at how
stench of the tip.’)
different courses can be integrated. The presenter
2 F (‘When teacher, musician and environmental
points out that this might cause extra work, but Kendra
technician Favio Chávez visited the area as part of
compares it to individual planning and cites teachers
a state recycling project, he was shocked at the
that she’s spoken to who says that they’ve learnt a lot
conditions these families were living in.’)
from the process. She goes on to talk about the role of
3 F (‘Enlisting the help of former carpenter Don Cola
educational managers and gives information on how they
Gomez, they set about creating musical instruments
need to plan the curriculum and timetable carefully to
from the material they found in the dump.’)
allow for the integration of subjects. She then goes on
4 F (‘Up to three-quarters of the children’s families
to talk about the training educational staff will need and
were living in motels.’)
focuses on the importance of professional development.
5 F (‘She then set about launching a national
She also points out that it won’t be a huge task as they
campaign to raise funds by asking businesses and
can make use of the materials and resources that already
organisations across the country to donate money.’)
exist. Finally, she talks about the role of assessment and
6 T (‘As a result the students’ scores in all subjects
compares it with traditional assessment which focuses
greatly improved.’)
more on knowledge of facts. She gives an example of
what STEAM assessment might look like, and states that
it needs to focus more on the process than the product. UNIT 2

Lesson 1C Lesson 2A
VOCABULARY VOCABULARY

1 1 fertile 4 raw 1 1 profile 4 than

2 box 5 flash 2 facilitating 5 detrimental
3 sparked 6 novel 3 bring 6 up

2 1 inspiration 4 outside 2 1 tangible 4 stuck

2 blue 5 up 2 boost 5 showcase
3 innate 6 intuitive 3 harm
3 1 bustle 4 parcel
How to ...
2 large 5 learn
3 1 c 2 e 3 a 4 f 5 b 6 d 3 about 6 dried
4 1 a 2 d 3 f 4 g 5 b 6 e 7 c 4 1 peace and quiet
PRONUNCIATION 2 First and foremost
3 make or break
5 
2 and 3
4 slowly but surely / sooner or later
SPEAKING 5 slowly but surely / sooner or later
6A 1 point 4 saying 6 give or take
2 rolling 5 like GRAMMAR
3 cut 6 what
5 1 b 2 c 3 b 4 a 5 c 6 b
Lesson 1D PRONUNCIATION
LISTENING 6A 1 as, as 4 than
1 1 B 2 J 3 I 2 a 5 as, as
2 1 Brayden (‘The other thing she did was help us discover 3 than
They all have the same weak schwa sound.
things for ourselves rather than just feed us answers.’)
2 Ilsa (‘… when I was at school, I wasn’t really into READING
history as a subject …’) 7 1 sister cities
3 Joanna (‘I struggled a bit with maths at school, I 2 (an) international (relationship)
was never very good at it because I just couldn’t 3 (to develop) trade
understand formulas and things like that.’) 4 (the) mid-20th century
4 Joanna (‘Another way in which she went the extra
mile was by creating these worksheets that were
specifically designed to play to our strengths and
interests. They were great worksheets and I suspect
it took her ages to create them.’)

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8 1 a
 (‘exotic-sounding place you’ve never heard of and 3 Pros: you can choose your work (and how much work
have no intention of finding out about’) you take on), there’s a great community of people,
2 b (‘This was intended as a way of opening up lasting you make contacts in a wide variety of fields.
channels of communication between cities after Cons: can be expensive to get started, need to set
years of conflict between warring nations.’) and stick to a routine to be able to manage the
3 b (‘the two previously warring cities of Paris and work, uncertainty about future work, can be lonely
Rome became exclusively twinned. This sisterhood 9B Suggested answers:
of great cities carries the motto, ‘Only Paris is Both texts refer to radio advertisements in addition to
worthy of Rome; only Rome is worthy of Paris.’) the areas of work mentioned in the recording in 9A.
4 a (‘But, decades on, much has now changed in these 1 Morning – non-vocal work, e.g. search for new jobs,
industries. So is there much point in them being send emails and invoices; Afternoon – vocal work in
twinned?’) studio: record auditions to warm up then work on
5 a (‘… such as exchange programmes where main client’s jobs; Evening – take a walk and rest voice.
teenagers get to visit the other town and stay with a 2 organised (needs to set a routine to manage the
family.’) different tasks involved to keep on top of things,
Lesson 2B can’t rush things), ability to understand meaning
behind the script, reading fluency, ability to work to
VOCABULARY
deadlines, good timing.
1 1 a 2 c 3 c 4 b 5 b 6 a 7 c
10 Sample answer:
2 1 cited 4 echoed A voiceover artist usually works as a freelancer. They
2 acknowledged 5 questioned record for a range of media such as audiobooks and
3 pondered 6 called radio and TV adverts. They search online for jobs
3 1 for 4 off and when they find one they like the look of, they
2 into 5 in record an audition and submit it. The advantages of
3 off 6 up the work are being able to choose which projects to
work on and how much work to take on. They are part
GRAMMAR of an interesting community of people who work in
4 1 a 2 b 3 b 4 c a wide range of different fields. On the other hand,
5 1 called 5 opinion it can be expensive to get started and it can be a bit
2 claimed 6 pointed lonely, working alone all the time. Voiceover artists
3 echoed 7 ability also need to be organised and able to set and stick to
4 confident 8 need a routine. On a typical morning, one voiceover artist
does administrative work such as emailing and sending
PRONUNCIATION invoices, then afternoons are spent in the studio
6A T
 he second part of the sentences gives a contrasting recording auditions and projects she’s working on,
view. The intonation is higher on the names or before resting her voice in the evening by going for a
descriptions of the people with the contrasting view. walk. As well as having organisational skills, voiceover
artists need to be able to understand meaning behind
LISTENING
scripts and have reading fluency and good timing.
7 T
 he correct order is b, d, a, e, c.
8 1 F (‘And since I only work with English,’)
Lesson 2C
2 F (‘However, that doesn’t mean my work is without VOCABULARY
its own challenges.’) 1 1 frowned 4 irrespective
3 T (‘I guess one of the first things … We need to 2 commonplace 5 peculiar
make sure the text doesn’t cover up too much of the 3 long-standing
action in terms of screen space.)
2 1 stereotypical 4 standing
4 T (‘… and if the actors are speaking fast and there’s
2 irrespective 5 peculiar
a lot of text, it can be quite tricky.’)
3 rooted 6 upon
5 F (‘Because of the time and space restrictions, we
often find ourselves making decisions about what to How to ...
include or whether to simplify the syntax to make it 3 1 Wanda (‘The other day I accidentally bumped into
easier to follow.’) someone at the train station and they turned round to
6 T (‘We also have to stay true to the character’s style me and said, ‘Sorry!’, even though I was to blame!’)
of speech, register and any eccentricities they might 2 Omar (‘But surely it’s good to be polite like that?
have.’) Otherwise we’d just be walking around being rude to
7 T (‘each line of text needs to be a ‘sense unit’, so we each other all the time.’)
can’t split articles from nouns, collocations …’) 3 Stacey (‘I remember once … a guy came rushing
8 T (‘We need to blend the text into this so that the past, looking like he had to get somewhere quickly …
subtitles almost appear invisible … That is our main and he walked into the lamp post. His first reaction
aim whenever scribing text for subtitles.’) was to say sorry, which he said to the lamp post!’)
WRITING 4 Omar (‘And you make a good point. When it gets to
that stage, I think we’ve taken things too far.’)
9A S
 uggested answers:
5 Wanda (‘I think often that politeness gets confused
1 audiobooks, TV adverts, animated films, dubbing
with the idea of polite language … My language
foreign-language videos
has become more polite, but the intent is more
2 They search online, record an ‘audition’ and send it
aggressive, if you see what I mean.’)
off.

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 ANSWER KEY

6 Wanda (‘In America, strangers always talk to 9 1 answer/answers 4 level

each other in the street. But, here in England, 2 through 5 account
for example, if I try to strike up a conversation 3 adjust
at a bus stop, I can feel the other person getting 10 1 b 2 a 3 a 4 b 5 a 6 b
uncomfortable and trying to avoid engaging with
me.’) 11 1 b 2 b 3 a 4 c 5 a 6 c

4 1 But 4 Fair 12 1 acknowledged 4 illustrate

2 take 5 point 2 reeled 5 fill
3 make 6 way 3 raised 6 echoed
13 1 deeply-rooted 4 frowned
PRONUNCIATION
2 irrespective of 5 commonplace of
5A 1 b 2 a 3 d 4 c 3 stereotypical 6 peculiar
SPEAKING 14 1 b 2 c 3 b 4 c 5 a
6A 1 e 2 b 3 c 4 d 5 a 6 f
UNIT 3
Lesson 2D
LISTENING Lesson 3A
1 1 A 2 C 3 C VOCABULARY
2 1 unpopular 4 with something else 1 1 warrant 4 spread
2 isn’t 5 the way it’s baked 2 identify 5 jeopardise
3 cheese 6 competition 3 leave
READING 2 1 word 4 success
2 selling 5 second
3 All except 2, 5 and 8 are mentioned 3 footprint 6 strengths
4 1 fish tacos 5 sample
GRAMMAR
2 (small fried) fish 6 (three) different parts
3 unique cuisines 7 convenience 3 1 unimaginable 5 a requirement
4 hygiene 2 essential 6 bound
3 capable of 7 may
4 an aptitude 8 a chance
REVIEW 1–2
4 1 c 2 a 3 c 4 b 5 b 6 a
GRAMMAR
PRONUNCIATION
1 1 If I’d known about the dress code, I would have dressed
smartly. 5A 1 are 4 all
2 Unless you check, you won’t have the full picture. 2 to 5 of
3 But for my parent’s support, I wouldn’t have gone to 3 to
university.
LISTENING
4 If I were to go out tonight, I’d regret it tomorrow.
5 Had you studied more, you would have passed the 6 2, 3 and 5
exam. 7 1 b
 (‘For some positions, the number of applicants is
6 We’ll be there on time providing (that) we leave early. so high that it’s simply impractical for employers to
2 1 Whoever 4 whatever devote the necessary time to read each application
2 how 5 what and give it the attention it deserves.’)
3 exactly 6 this 2 b (‘A benefit of this for companies is that they’ll be
able to spend more valuable and productive ‘human
3 1 b 2 c 3 b 4 a
time’ face-to-face with potential employees.’)
4 1 hopeful 5 cited 3 b (‘Companies will need to rethink their branding so
2 to 6 echoed that they not only appeal to their customer base,
3 acknowledged 7 ability but also to potential employees.’)
4 implored 8 have 4 a (‘So, for example, if you search for ‘office
administrator’, results might also include something
VOCABULARY
like ‘hotel receptionist’, which you may not have
5 1 spot on 4 vacuous comments considered before.’)
2 struck, chord 5 ring true 5 b (‘… you’ll need to be constantly alert to this, even
3 complete fallacy 6 sweeping statement when you’re not actively seeking employment.)
6 1 up 4 nothing WRITING
2 in 5 out
3 in 6 making 8 1 F (you’re, I’ve, I’m, That’s, I’d, haven’t, you’d)
2 F (Hope you’re well. I really like the look of this job. I
7 1 blended 5 potential think I’d fit the bill! … good at the job. Let me know, etc.)
2 virtual 6 critical 3 T
3 rigorous 7 path 4 F (Is he actually formally applying for the job or just
4 nurturing 8 tuition wanting to find out if he’s a ‘good fit’?)
8 1 fertile 4 sparked 5 F
2 box 5 raw 6 F (He hasn’t attached his CV.)
3 out of

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9 S
 ample answer 7 1 B (‘But not all social interaction is healthy (think of the
Dear Mr Wilkley crowded daily commute …’)
I am writing to apply for the role of sales and 2 A (‘Except, I soon started to realised that if I do
marketing executive as advertised on the job seekers dress up for the office every morning it really
website. Your company has an excellent reputation in motivates me to get started and put my work ‘hat’
the industry and I was particularly impressed with your on (changing it from my home ‘hat’), and helps me
recent Homes for all campaign. focus on my work more easily.’)
Aspects of my background which I consider relevant 3 B (‘… it’s been shown that people with emotional
include the following: stability and good self-discipline work best at home.’)
• I hold a first-class degree in marketing from the 4 B (‘… they often find they end up working longer
University of Birmingham. hours in order to fill the day.’)
• During my five years’ experience in my current 5 A (‘I had a comfortable place to work (in front of a
sales and marketing role, I have consistently met or big window overlooking the park – always work near
exceeded my monthly sales targets, often working a window if you can: another top tip!)’)
calmly under pressure. 6 B (‘But this really isn’t true, as, when working
During my time here, I have also worked within a small remotely, people often feel more of a need not to
sales team and have helped integrate new members waste each other’s time.’)
into the team as well as participated in team-based 7 A (‘So I started using a timer to force myself to take
activities to build strong relationships. In addition, I a break every thirty minutes, no matter what I was
have led workshops on developing communication doing. I felt much better at the end of each day.’)
skills with clients. I am passionate about my career and 8 1 A (The writer talks directly to the reader: ‘If you follow
see myself working long-term with the right company. my blog, you’ll know, …’, etc. while in A the writer takes
I feel that my experience, expertise and skills would be a more formal and impersonal approach.)
a real asset to your company. 2 B (The writer uses paragraphs signposted by linkers,
I am attaching my CV, which includes further details such as ‘Firstly’, ‘Another common fallacy’ and
and references. Please do not hesitate to contact me contrasting language, for example, ‘There are some
should you require any further information. Thank you health advantages …, however’. The paragraph in
in advance for your consideration. Text B also have an identifiable introduction and
Kind regards, conclusion, while in Text A the structure seems to
Chris Pennington reflect the writer’s thoughts on the topic as they
Lesson 3B develop.)
3 A (‘Big plus!’, etc.)
VOCABULARY
4 B (The writer generally uses longer sentences,
1 1 ease, stress 5 strengthen, bonds passive forms, more formal language, more
2 engender, distrust 6 boost, morale technical and ‘higher level’ language.)
3 exacerbate, divisions 7 alleviate, boredom
4 aggravate, problem Lesson 3C
2 1 c 2 a 3 a 4 b 5 b 6 c VOCABULARY
1 1 enforce 4 stand
PRONUNCIATION
2 encouraging 5 shape
3A 1 morale 5 boredom 3 eliminate 6 allocate
2 exacerbate 6 alleviate
3 divisions 7 engender 2 1 wing 5 cast
4 aggravate 8 distrust 2 manifesto 6 hereditary
3 exit 7 constitution
GRAMMAR 4 head 8 spin
4 1 got 6 to have been
How to ...
2 it was 7 to be learnt
3 must 8 have been 3 1 F (She thinks they have the necessary qualifications,
4 had 9 is but don’t have the right skills.)
5 being 10 having 2 T (‘The aim of the new skills initiative is for industry
leaders to work more closely with the Department
5 1 b 2 a 3 b 4 c of Education in order to have an influence on how
READING they shape the curriculum.’)
3 F (This is what the interviewer suggests, but the
6 b
 (In text A: ‘… it was down to the very fact that I didn’t politician rejects this suggestion: ‘That’s not what I
have those interruptions. This meant that I wasn’t mean.’)
taking the odd break. The fact that I was so focused and 4 T (‘We need to equip students with the necessary
able to concentrate meant I was working much harder.’; skills they need in most jobs. Things like critical
In text B: ‘That there are fewer distractions from other thinking, communication skills, creativity. These
people so you can focus better and get your work done are important skills in all jobs, and they fit into all
more quickly, leaving you free for the rest of your day to school subjects.’)
go and sit in the park or whatever else takes your fancy.’) 4 1 So, what you’re basically saying is that we need more
(Point a is mentioned in text A and point c is investment.
mentioned in text B.) 2 But isn’t that the opposite of what you said before?
3 Am I right in thinking you need this to work?
4 What I said was it’s important for everyone.

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SPEAKING PRONUNCIATION
6A 1 words 5 rephrase 3A 1 funding 4 limits
2 What 6 put 2 project 5 science
3 right 7 exactly 3 ambition 6 curiosity
4 got
VOCABULARY (adjective–adjective collocations)
Lesson 3D 4 1 infinitely 5 immediately
LISTENING 2 ludicrously 6 vehemently
3 significantly 7 wildly
1 1 a 2 d 3 g 4 h 5 e 6 b 7 c 8 f
4 blindingly 8 gravely
2 1 b (‘It was a great way to get experience, as long as it’s
in the field of work you later want to work in.’) GRAMMAR
2 a (‘You want to do it at a company which prioritises 5 1 c 2 c 3 a 4 a 5 b 6 c
staff development over profit, otherwise you’re READING
just going to end up being someone who gets the 6 1 submit a proposal/submit proposals
coffees, cleans up after others, that sort of thing.’) 2 Philadelphia
3 a (‘So, the first day I started, I had to sign an NDA, 3 intelligent automation
because obviously the bank deals with a lot of
sensitive and personal information about their 7 1 c
clients … It’s basically a document where you say 2 b
you won’t reveal any information about the bank or 3 a
its customers.’) 8 1 F
 (‘Technology which can read human brainwaves isn’t
4 b (‘We’d meet up at the end of each week and review new …’)
what I’d learnt that week. I could ask questions 2 F (‘This technology is a way off from being
about anything I wasn’t sure of, and she’d ask me universally developed, as everyone’s brain signals
questions about what I might do differently. She also are different …’)
asked me how I could use what I’d learnt that week 3 T (‘However, the software developed by the team
in the following week.’) features a form of AI that learns how to distinguish
5 a (‘Don’t fall into the trap of thinking that you’re not different signals as it goes on, learning the correct
a real employee. You essentially are and you’re doing functions over time.’)
real work.’) 4 T (‘They’re building a hub for delivery drones and
6 a (‘When I first started, I didn’t want to seem flying taxis …’)
‘difficult’ so I took on all the tasks I was given’) 5 F (‘The whole hub and its vehicles are powered
7 b (‘The point is to try and learn from them. That’s by hydrogen and are carbon neutral with zero
the real learning process.’) emissions … In fact, it doesn’t need to be connected
READING to the national energy grid at all.)
6 F (‘Using a mixture of sand, gel and bacteria …’)
3 1 h 2 c 3 d 4 a 5 f 6 g 7 T (‘It can also draw in dangerous toxins from air
4 1 T (‘Employees should have sufficient space and the pollution …’)
capacity to allow them to personalise their own space,
too.’) Lesson 4B
2 F (‘Some studies suggest … Whether you buy into VOCABULARY
all that or not …’) 1 1 patch 4 effect
3 F (‘There are many aspects to this, such as …’) 2 ends 5 word
4 T (‘… it’s important to provide quiet spaces where 3 hand
staff can go when they need to concentrate, or just
2 1 rough 4 helping
have some quiet time.’)
2 meet 5 knock
5 T (‘… unless everyone’s fully involved and
3 face 6 spread
contributing, it’s going to be wasting time that could
be much better spent.’) 3 1 compassionate 5 intuitive
6 F (‘It seems that most people have a sense of duty 2 enterprising 6 resourceful
and knowing that they don’t need to be in the office 3 aloof 7 conscientious
helps them work more productively when they are.’) 4 appreciative 8 selfless
PRONUNCIATION
UNIT 4
4A 1 word 3 meet
Lesson 4A 2 day 4 hand
VOCABULARY (verb–noun collocations) GRAMMAR
1 1 a 2 c 3 b 4 b 5 a 6 c 5 1 had been looking 5 has finally
2 1 satisfy 5 push 2 ’s living implemented
2 Fuelled 6 pursuing 3 ’ve been helping 6 ’ve lost
3 back 7 realised 4 have received 7 ’d forgotten
4 raise 8 ’ve had
6 1 b 2 a 3 c 4 b
LISTENING
7 b and c

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8 1 T
 (‘We always get requests from donors asking to see SPEAKING
how their donations are spent.’) 6A 1 picture 4 reflected
2 F (‘I worked in IT before I joined the charity.’) 2 cite 5 might
3 T (‘This then has a knock-on effect on how people 3 Another 6 seems
perceive us, they become more appreciative of our
work and they’re encouraged to donate more.’) Lesson 4D
4 F (‘So far the app’s been downloaded nearly a LISTENING
thousand times, so it’s popular, too.’)
1 b (‘It is of course, nothing like a cow, as this cute little
5 F (‘In fact by early next year we’ll have been running
mammal is a porpoise which closely resembles a dolphin,
for ten years.’)
with a large dark ring around its eyes and a dark grey hue
6 T (‘What we aim to do is match people in third-world
over its top surface.’)
countries with people in this country who want to
invest ethically.’) 2 1 female (Females grow up to 150 cm long, whereas
7 F (‘and then invest part or the whole of the sum their male counterparts grow to around 140 cm long’)
required.’) 2 (a group of mammals including) whales, dolphins
8 T (‘It’s sort of venture capitalism, I guess, but on a and porpoises (‘This makes them the smallest of all
smaller, more human scale.’) cetaceans, a group which includes whales, dolphins
and other porpoises’)
WRITING 3 (at the very top end of) the Gulf of California (‘The
9A a
 vaquita roams the very top end of the Gulf of
9B 1 c 2 e 3 a 4 b 5 d California …’)
4 smaller fish, crustaceans and squid (‘… loves the
10 Sample answer warm, shallow waters with its abundance of smaller
Small scale, but a big difference fish, crustaceans and squid.’)
People invest for all sorts of reasons. While everyone 5 the illegal fishing industry (‘However, the main
wants to see a good return on their investment, there culprit for its decline is the illegal fishing industry
are a whole host of other motivations, such as making …’)
a difference to people’s lives or protecting the planet. 6 567 (‘… by 1997 there were an estimated 567 left in
ImpactVest allows you to not only do that, but also see this bay.’)
the positive effects of your money. 7 fewer than ten (‘… today there are believed to be
So, what makes investing with ImpactVest different? fewer than ten in the wild.’)
Well, unlike other investment companies which 8 She died. (‘In 2017 one captured female was so
promise higher returns the higher the risk, the aim of traumatised that she died.’)
this organisation is to get the money exactly where it’s
needed on a small scale. Not only that, but you can see READING
who it’s giving a helping hand to and how. 3 Yes.
The way it works is simple. For example, someone
4 1 a (‘Wondering what a bird of prey is doing in such an
in a developing country might have a small business
urban environment,’)
which is doing well, and wants to expand. So they
2 b (‘Their appearance as a bird of prey created
post the amount needed and their business plan on
an impression of them as a harbinger of doom,
the website. Potential investors can then browse the
something dark and to be feared.’)
website and choose how much they want to invest.
3 b (‘In Wales, however, … they were afforded some
They can invest part or all of the required amount.
semblance of protection over the next hundred
They then receive regular updates on how the business
years.’)
is doing.
4 a (‘That came in the unprecedented form …’)
This is a great way to invest ethically, so if you want
5 b (‘From their new home, they started to spread out
your money to do some good in the world as well as
westwards along the corridor of the M40 motorway,
bring you a return, this is the organisation for you.
feeding on carrion found there.’)
Lesson 4C 6 a (‘a truly magnificent and awe-inspiring creature
that has gone from being on the brink of extinction
VOCABULARY
in Britain to numbers there now forming nearly ten
1 1 a 2 c 3 b 4 a 5 c 6 b percent of the world’s population …’)
2 1 c 2 e 3 f 4 b 5 a 6 d
REVIEW 3–4
How to ...
3 b GRAMMAR
1 1 It’s a given that he’ll get the job.
4 1 whole 4 speaking
2 It seems totally unimaginable that they’d fire her.
2 Having 5 presumably
3 We aren’t supposed to wear trainers at work.
3 To 6 impression
4 This needs to be sorted out immediately.
PRONUNCIATION 5 That must have been the client on the phone.
5A 1 H
 aving said that, // many people expressed a concern 6 The odds are that we’ll get homework tonight. /
that this shouldn’t go too far. The odds are that tonight we’ll get homework.
2 To cite one example, // one respondent stated that 2 1 thought 4 got
this should by no means include military service. 2 having 5 be done
3 Generally speaking, though, // most people thought 3 being 6 to have been
community service was a good idea.

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3 1 Solving 4 engaging 3 1 reassuring 4 disconcerting

2 doing 5 to get 2 pompous 5 unperturbed
3 to fix 6 to pull 3 unapproachable
4 1 ’ve never tried GRAMMAR
2 lived / was living 4 1 b 2 b 3 c 4 b
3 ’ll be travelling
4 ’ve been 5 1 her brother’s an electrician
5 ’ll have been working / ’ll have worked 2 was my workload last month that
6 ’d been waiting 3 I love about my new job
4 was the best I’ve seen in ages
VOCABULARY 5 was Jan who took your mug
5 1 plays 4 selling
PRONUNCIATION
2 footprint 5 warrant
3 jeopardise 6A 1 What I hate most is when people lie to me.
2 Under no circumstances should you attempt to lift
6 1 engender 4 alleviate this without help.
2 aggravate/exacerbate 5 strengthen 3 It felt like the longest ever, that meeting.
3 exacerbate 6 boost 4 That customer you were talking to, what did she
7 1 freezes 4 flooded want?
2 head 5 trickling 5 All I needed was a bit more time.
3 blanket 6 When I’m going to have time to finish this, I have no
idea.
8 1 tackle 4 allocate
2 enforce 5 encourage READING
3 shape 7 The correct order is: b, d, a, c.
9 1 exit 4 views 8 1 a (‘We unwittingly size them up by their posture,
2 head 5 constitution eye gaze, tone of voice, body language and facial
3 ballot 6 manifesto expressions.’
10 1 share 4 toxic 2 b (‘… appearance counts. If we see something we
2 aspect 5 footing don’t like, it taints our impression.’)
3 field 3 b (‘They try to project themselves in a certain way,
even adopting mannerisms that they believe will
11 1 realise 4 push
help them succeed.’)
2 back 5 serve
4 a (‘A lot of our expressions come from our
3 raise 6 pursue
eyebrows. In monkeys, raised eyebrows are a sign of
12 1 vehemently 4 significantly aggression, but with us it’s the opposite.’)
2 ludicrously 5 wildly 5 b (‘… perhaps not the best advice, as people do it in
3 blindingly 6 gravely a split-second and without thinking.’)
13 1 patch 4 meet
2 hand 5 face
Lesson 5B
3 effect 6 word VOCABULARY

14 1 conscientious 4 enterprising 1 1 went 4 abound

2 aloof 5 resourceful 2 sway 5 boost
3 compassionate 6 intuitive 3 escalate 6 embellished

15 1 profit 4 finite 2 1 c 2 b 3 a 4 b 5 a 6 c
2 zero 5 transactions 3 1 distort 5 go
3 umbrella 2 sway 6 escalates
16 1 taken 4 set 3 boost 7 abound
2 grave 5 brink 4 embellish 8 quashed
3 global GRAMMAR
4 1 b 2 b 3 a 4 c 5 c 6 a
UNIT 5
5 1 Having forgotten 4 having/having had
Lesson 5A 2 approaching 5 Having run
VOCABULARY 3 Designed 6 Cooked
1 1 up 5 adopt PRONUNCIATION
2 have 6 establish 6A 1 lost 3 was
3 project 7 lasting 2 Being 4 Having
4 preconceptions 8 taint
LISTENING
2 1 dishevelled 5 distinctive
7 a and c
2 bereft 6 susceptible
3 gullible 7 unfavourable
4 self-deprecating 8 implausible

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8 1 F
 (‘And their tactics are becoming ever more Recommendations
duplicitous as they distort information to achieve their After considering these points, I recommend that
goal.’) businesses should be advised to:
2 T (‘contacting you by phone, they claim to be • have a social media presence
calling from your bank, saying that you’ve been a • monitor and update their social media as much as
victim of fraud and your account details have been possible
compromised.’) • respond to queries and/or complaints as quickly as
3 T (‘A lot of people have experienced this type of possible
scam happen when they’re about to make a large • train staff in social media management skills
payment, say, for example, a deposit for a house or a I believe that a social media presence has more
new car, something like that.’) positive than negative effects for businesses and so
4 F (‘But you shouldn’t rely on banks and other should be used, but managed carefully.
organisations to protect you.’)
5 F (‘And, finally, the first time you buy from a website, Lesson 5C
do a search for reviews of the site.’) VOCABULARY
9 1 What are the types of scams they’re using? 1 1 own 4 come
2 Contacting you by phone, they claim to be from your 2 bring 5 convince
bank. 3 gauge
3 You shouldn’t rely on banks and other organisations 2 1 a 2 b 3 c 4 a 5 c 6 b 7 a 8 b
to protect you.
4 Check your credit report every month for any HOW TO ...
unusual signs. 3 a
WRITING 4 1 perfectly 5 Not
10 1 aim 6 few 2 like 6 for
2 on 7 proportion 3 like 7 calm
3 minimise 8 large 4 no
4 consensus 9 worrying 5 a 2 b 1 c 6 d 3 e 4 f 5 g 7
5 cited 10 points
PRONUNCIATION
11 Sample answer
6A It rises on each word except the last one, when it falls.
Introduction
The aim of this report is to summarise the positive and SPEAKING
negative effects of businesses having a social media 7A 1 just consider 4 huge breakthrough
presence, based on a survey of 50 companies. It will go 2 Not only 5 waiting for
on to offer recommendations on how companies can 3 to me 6 cool, collaborative
minimise any negative effects.
Positive effects
Lesson 5D
There was widespread agreement among those LISTENING
interviewed that it is generally expected these 1 2, 5
days. A frequently mentioned reason was that it
2 1 Cora 5 Ed
can help improve the company’s image online. A
2 Ed 6 Ed
significant proportion of those interviewed said
3 both 7 Cora
it helps them interact with customers directly, by
4 Cora 8 Ed
answering questions or responding to complaints. A
few businesses also said that they use social media READING
to promote their services and launch new products. 3 1 b 2 e 3 f 4 a 5 d 6 g
Companies with links to the local community can use
4 1 T (‘On the one hand, when faced with problems, try
social media to communicate initiatives and activities
to keep things in perspective and look at the whole
directly to local people.
picture.’)
Negative effects 2 F (‘Achieving these will put you in a good frame of
On the other hand, an overwhelming number of mind, which will rub off on others.’)
businesses mentioned the risk to the company’s image. 3 T (‘…but you’ll also be demonstrating that things
They mentioned that if complaints aren’t dealt with can actually be done.’)
quickly, they can be amplified. A substantial percentage 4 F (‘I think everyone admired him for doing that.’)
cited the need to keep the account information up to 5 F (‘If you try to be something or someone you aren’t,
date to avoid creating a negative impression among it might make other people suspicious.’)
customers. A worrying number of companies stated 6 T (‘Even if you don’t agree with what they say, the
the cost of constantly monitoring social media for act of hearing them will make them feel like what
the business is sometimes prohibitively expensive. they’re saying is important.’)
However, companies which had a dedicated member of 7 T (‘Pay attention to people’s actions and when you
staff or trained their staff in social media management notice something that’s been done successfully,
reported fewer risks to their image. compliment them and make a bit of a song and
dance about it.’)
8 F (‘But, in arguments over a polarising issue, how
often does one side actually ‘win’ and convince the
other? That’s not something I’ve ever experienced.’)

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UNIT 6 The girl’s name is Door, which is ironic as Richard went

with her through an actual door into this world. What
Lesson 6A follows is a rollercoaster ride of an adventure through
VOCABULARY ‘London Below’ to aid Door in escaping assassins and
1 1 c 2 c 3 b 4 b 5 a 6 a to locate whoever was responsible for her family’s
deaths and avenge them. Here, everything is aptly
2 1 set 4 revolves named, of course. As they travel through the world,
2 seen 5 resonated they meet shepherds at Shepherd’s Bush, a baron at
3 plunged 6 devoted Baron’s Court, and a band of black friars at Blackfriars.
3 1 sheer 5 riveting And who do you think they meet at Earl’s Court? That’s
2 style 6 debut right, it’s the Earl himself!
3 plotted 7 fiendishly The story itself is absolutely amazing and quite
4 grips brilliant. Gaiman is a true storyteller and, with his
ability to make the completely absurd seem plausible,
GRAMMAR a proper entertainer. It’s well worth a read. It’ll open
4 1 b 2 a 3 c 4 b up a whole new world to you that you never knew
5 1 ’d been steadily getting existed, just like it does for the protagonist himself.
2 liked
3 went
Lesson 6B
4 followed VOCABULARY
5 were gently running 1 1 confrontational 5 simplistic
6 felt 2 melodic 6 emotionally charged
7 woke 3 poignant 7 melancholic
8 had fallen 4 rousing 8 punchy
PRONUNCIATION 2 1 find 4 nothing
6A The stress increases and the intonation is higher. 2 back 5 relate
3 conjures
READING
3 1 e 2 a 3 f 4 c 5 d 6 b
7 1 T (‘there has to be something learnt in the story, GRAMMAR
whether that’s a lesson in life or a resolution to a
conflict.’) 4 1 b 2 b 3 c 4 b 5 a 6 c 7 c 8 a
2 T (‘Remember that, when writing, you don’t have 5 1 f 2 b 3 c 4 g 5 a 6 h 7 d 8 e
to begin at the start. You can start to relay the
PRONUNCIATION
narrative from the middle, or even the end. But
a clear structure will allow you to do so without 6 It rises in the first part in bold, and falls on the second.
confusing the audience.’) LISTENING
3 F (‘Bear in mind that the reader has allowed you to
7 B
venture into their time, and so if your offering is too
difficult to follow, they’ll just give up.’) 8 1, 2, 4, 6 and 7
4 F (‘Once you’ve got the message and structure 9 1 a (‘I think the simple answer is you need to get lucky!
in place, it’s time to explore your characters and It’s an incredibly difficult business to break into, so you
scenarios.’) need an opportunity to get yourself heard by as many
5 F (‘I was always told to write about what I know, but people as possible.’)
there’s no harm in throwing in a few surprises for 2 c (‘You need to take a good look at where music is
your reader.’) today and get a feel for the direction it’s heading in.’)
6 T (‘It’s easy to build short bursts of writing into your 3 c (‘So, we all met at college, and we soon discovered
daily schedule.’) we had a mutual love for the type of punchy, rousing
8 1 a 2 a 3 b 4 b 5 a 6 a sound that we play.’)
4 b (‘… but it’s not just about how well people in your
WRITING band can play, it’s about how well you play together.
9 1 b 2 d 3 e 4 a 5 c That’s the thing about music, it’s more than the sum
10 Sample answer of its parts. When good musicians get together and
Neverwhere by Neil Gaiman they’re a good fit, what they produce is poignant
It’s London, but not as you know it. This fiendishly and beautiful.’)
clever tale is set against the backdrop of a murky 5 a (‘It’s important to get on socially, too.’)
underworld, deep in the belly of England’s capital. The 6 b (‘When we first started we just played covers of
protagonist, Richard Mayhew, having moved to London songs we all really like and can relate to.’)
from his native Scotland, finds himself in a dead-end 7 c (‘But these days, the songwriting mainly comes
job and a failing engagement. One night, he chances from Kyle … But it’s true that I do most of the
upon a girl in the street looking completely wretched, writing.’)
as though she’d just been attacked. He stops to help 8 a (‘I’ll bring it to the next band practice and then
her when they are whisked through a door into a other people will add little riffs here and there and
magical kingdom full of mythical people and beasts, then, before we know it, we end up with a new hit.’)
a whole subterranean world which, though it exists
before our very eyes, we’re blissfully unaware of.

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10 1 It’s an incredibly difficult business to break into. 6 1 industrious 4 reassuring

2 You need to have some substance to what you 2 disconcerting 5 dishevelled
create. 3 unintelligible 6 unperturbed
3 You’ve got to have something that’s worth sharing. 7 1 sway 4 embellished
4 When we get together to rehearse, it doesn’t feel 2 go 5 distorted
like work. 3 boosting
Lesson 6C 8 1 come 5 convince
VOCABULARY 2 bring 6 go
3 gauge 7 bolster
1 1 d 2 e 3 i 4 a 5 f 6 g 7 c 8 j 9 b 10 h
4 own
2 1 rugged 4 rugged
9 1 mediocre 4 muddled
2 rambling 5 pristine
2 long-winded 5 assured
3 dense 6 barren
3 stiff 6 inappropriate
How to ...
10 1 e 2 c 3 a 4 d 5 f 6 b
3 1 c 2 g 3 a 4 d 5 e 6 b 7 f
11 1 resonated 4 breaks
4 1 like 4 those 2 addresses 5 devoted
2 mean 5 this 3 set
3 Funny
12 1 riveting 4 grips
PRONUNCIATION 2 plotted 5 debut
5A Yes, they are. 3 sheer 6 fiendishly

SPEAKING 13 1 emotionally 4 nothing

2 melancholic 5 relate
6A 1 stuff 5 know
3 conjures 6 reduced
2 like 6 those
3 this 7 like 14 1 c 2 a 3 e 4 f 5 b 6 d
4 sort 15 1 farmhouse 4 beach
2 forest 5 mountains
Lesson 6D 3 room
LISTENING 16 1 b 2 e 3 c 4 a 5 d
1 b
2 1 c 2 d 3 a 4 f 5 e 6 b UNIT 7
READING Lesson 7A
3 1 c 2 a 3 d 4 e 5 b VOCABULARY (idioms for choices)
4 1 a 2 a 3 b 4 a 5 a 6 b 1 1 spoilt 4 take
2 umming 5 second
REVIEW 5–6 3 quandary 6 sit

GRAMMAR PRONUNCIATION
1 1 The source of the misinformation we 2A 1 I’m trying not to sit on the fence.
2 What I really hate is 2 It’s time to stop umming and ahhing.
3 It’s very popular round the world, this 3 You need to dig your heels in.
4 It was this story which 4 It’s easy to just take the path of least resistance.
5 All we need is 5 I’m in a bit of a quandary over this.
6 That article you shared, where 6 Ooh, we’re really spoilt for choice!

2 1 the rumour was false, Kevin spread it anyway. VOCABULARY (connotation)

2 I read last week was fascinating. 3 1 b 2 c 3 a 4 b 5 b 6 c
3 discussed the matter at length, we’ve agreed it’s not
4 1 embarking upon 4 vexing
viable
2 subscribe to 5 anti
4 convinced by the story, Sonja decided to check it.
3 Confronted 6 out
5 by Liam, the article was later proved to contain
falsehoods. GRAMMAR
6 slowly, the onions taste best.
5 1 c 2 a 3 c 4 a 5 b 6 c
3 1 were talking 4 hadn’t even started
6 1 c 2 f 3 a 4 g 5 d 6 e 7 b
2 ’d been working 5 didn’t know
3 were you doing 6 walks READING
4 1 perfectly 4 distinctly 7 The correct order is: b, d, a, c.
2 utterly 5 fully 8 1 F (‘… but that doesn’t mean we can’t apply those
3 horror 6 Difficult techniques in our daily lives.’)
VOCABULARY 2 T (‘This is linked to the next step, generating
multiple solutions, or suggestions in our case. Then
5 1 e 2 c 3 a 4 d 5 b
we need to evaluate each option.’)

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3 F (‘Quite simply, what you do is write all your ideas LISTENING

on separate sticky notes or cards and stick them to a 7 c
wall or a board.’ Only the ideas are written on paper,
not the whole diagram.) 8 1 L
 (‘At the same time, people often feel a little
4 T (‘The idea behind this is that when you’re spoilt for embarrassed by this, as they feel like they’re
choice and have many different options and factors, “cheating”.’)
you organise them into sense groups, which lead you 2 B (‘Reading involves cognitive processing, attention,
more easily towards making a decision.’) reasoning, language comprehension, memory, visual
5 T (‘… especially if we’re looking to make a large processing and motor control of your eyes. … Well,
purchase such as a new car.’) listening has exactly the same benefits except for,
6 F (‘These methods involve making decisions that are obviously, visual processing and motor control of
good enough, though possibly not the best.’) your eyes.’)
3 B (‘And both reading and listening to stories benefit
9 1 affinity diagram your brain in terms of making sense of the plot of
2 heuristics the story.’)
3 seven-step model 4 R (‘When we listen to a performance, we can feel
4 heuristics the emotions of the characters instead of having to
5 seven-step model imagine them …’)
6 cost/benefit analysis 5 L (‘I guess you can multitask, too. I often listen to
10 1 (‘So, what are some of these techniques?’) audiobooks while I’m driving or pottering around in
2 (‘Finally, we get to select the option based on our the garden, something like that.’)
evaluation … and implement it …’) 6 R (‘Well, books are better at holding our attention,
3 (‘Let’s say it’s a relative’s birthday coming up, and and paying attention is another skill we use when
you need to decide what to buy them and how to reading.’)
celebrate.’) 7 L (‘I sometimes find my mind wandering to other
5 (‘… but deciding what to have for dinner isn’t as things I’m doing when I listen to an audiobook, and it
important a decision as how to allocate thousands can be tricky getting back to the exact spot.’)
of pounds …’) 8 B (‘But either way, the most important skills involved
6 (‘This might involve ambling around the in both reading and listening to books are the ones
supermarket to see what’s on offer, or looking up a to do with processing content, and they’re the
recipe online.’) highest-level skills.’)
7 (‘When deciding what to have for dinner, we might 9 1 When you read, a number of parts of your brain are
feel hungry, or just be planning ahead to the involved.
evening.’) 2 Regular reading can increase your lifespan.
3 Both reading and listening to stories benefit your
Lesson 7B
brain.
VOCABULARY 4 Indeed, but that’s where books also have an
1 1 cast 4 skim advantage.
2 scrutinise 5 pore
WRITING
3 plough
10 1 F 2 A 3 F 4 A 5 F 6 A
2 1 perusing 5 pored
2 skipped 6 skim 11 Sample answer
3 up 7 flick There’s nothing worse than one of your colleagues
4 dip 8 cast or employees having problems with grammar and
spelling, especially on important or promotional
3 1 bookworm 5 lost documents. Hearing someone say, ‘You should of done
2 die 6 nose that’ really grates. But how do you broach the subject
3 curl 7 cover with them? It has been suggested that the solution to
4 heavy 8 hit the problem may lie in employers providing grammar
GRAMMAR and spelling ‘lessons’ or directing employees to online
4 1 a 2 c 3 c 4 a 5 c 6 a courses, to avoid any embarrassment.
Supporters of the idea argue that learning grammar
5 1 d 2 e 3 a 4 g 5 c 6 h 7 f 8 b and correct spelling helps with other key skills, such
PRONUNCIATION as the ability to communicate clearly and social
interaction. And having all employees undergo the
6A 1 skip
training together will help strengthen bonds and
2 obsess
encourage teamwork. It can even help people when
3 in
they want to learn other languages by providing a
4 protect
framework for the way the language is structured.
5 aside
Those who disagree with the idea, though, suggest
6 comment
it’s perhaps a waste of time, and that it’s time that
The verbs are stressed when followed by a
could be spent much more usefully on the job at hand.
dependent preposition, while particles (prepositions
And I guess it depends on the job, too. I mean, does a
or adverbs) are stressed in the phrasal verbs.
plumber really need to be able to tell the difference
between the past continuous and the past perfect,
or spell words that they will probably never need to
write?

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Personally, I agree with this argument: I don’t 4 1 b (‘But, as I’m sitting here reading about per-condition
think it’s that important for many jobs. I mean, of cover, lifetime or non-lifetime cover, size and type of
course, for certain professions that involve a lot of excess …’)
communication, such as marketing or publishing, 2 b (‘I can feel a bead of sweat running down my
it’s important, but you’d expect people in those forehead.’)
professions to have already been trained in such 3 a (‘But when I’ve only got fifteen minutes left on my
matters. lunch break and I’m faced with rows and rows of
different types of sandwiches, these values are most
Lesson 7C definitely not at the forefront of my mind.’)
VOCABULARY 4 b (‘This shows how too much choice can be
1 1 b 2 a 3 c 4 c 5 a 6 b overwhelming, causing us to baulk at the thought of
trying to choose which we like most.’)
How to ...
5 b (‘By limiting choice, customers go from being
2 1 b 2 e 3 a 4 d 5 c ‘utility maximisers’ (people who make careful and
3 1 maybe 5 guessing calculated choices on what is best for them) to
2 would 6 Obviously ‘satisficers’ (people who buy things which, for them,
3 no 7 going are ‘good enough’).’)
4 some, just 6 a (‘… and research shows that a lack of knowledge
of the many different types of plans, coupled with
PRONUNCIATION
this perceived lack of urgency, means that a lot of
4A R
 ising intonation is shown in bold below. Falling people defer making the choice until it’s too late’)
intonation is shown with the underlined words.
1 Well, maybe it’s just me, / but I’m not really a fan of UNIT 8
zoos.
2 I’m no expert, / but I think they do a lot to raise Lesson 8A
awareness. VOCABULARY
3 Obviously you’ve got to have some controls, / but I
1 1 c 2 a 3 b 4 b 5 a 6 c
think building zoos is going too far.
4 The idea has a lot going for it, / but I don’t think 2 1 getting 4 overcome
we’ll have time. 2 be 5 step
3 show 6 have
SPEAKING
3 1 honoured 5 fetched
5A 1 c 2 e 3 a 4 f 5 d 6 b
2 held 6 coming
Lesson 7D 3 cut 7 reaching
LISTENING 4 term 8 wired

1 She disagrees. GRAMMAR

2 1 T
 (‘This means that customers make calculated 4 1 a 2 b 3 a 4 a
choices based on what they perceive will make them 5 1 e 2 b 3 f 4 g 5 a 6 h 7 c 8 d
happiest.’)
PRONUNCIATION
2 T (‘This might mean buying a more expensive
version of something because they feel the quality 6A 1 long 3 good
is better, perhaps buying the cheapest because 2 comfort 4 gift
spending less will make them happier.’) READING
3 F (‘This assumes that no matter what consumers opt
for, they’ll never be totally satisfied. So, taken with 7 1 c 2 h 3 d 4 a 5 e 6 f 7 b 8 g
the first principle, consumers aim to be as happy 8 1 400 (should be 401)
as possible, but they’ll never be fully satisfied with 2 a foot injury (should be hernia)
what they purchase.’) 3 a quarter of a million pounds (should be £330,000)
4 F (‘This states that the amount of satisfaction you 4 heart attack (should be a partial stroke)
gain from a purchase decreases gradually over 5 cycle 14,000 miles (most of this distance will be
time.’) covered by running marathons, only 1,310 miles of
5 F (‘… as it allows them to calculate the relationship cycling)
between what prices to set and the state of the 6 140 days (should be 104 days)
economy at any given time.’)
6 T (‘The primary assumption, utility maximisation, Lesson 8B
makes the mistake of assuming that consumers VOCABULARY
always act rationally. But they don’t.’)
1 1 nostalgic 4 involuntary
7 T (‘Or perhaps the item that a consumer really
2 shrill 5 distressing
wants to buy isn’t available, so rather than skip the
3 tingling
purchase – if it’s a small one – they might look for a
quick substitute.’) 2 1 comforting 4 unsettling
8 F (‘In effect, rather than looking at how consumers 2 soothing 5 distressing
behave, it portrays a somewhat idealistic view of 3 hypnotic
how customers should behave.’) 3 1 flinched 5 grimace
READING 2 gasp 6 set
3 clutching 7 wince
3 They are against too much choice.
4 squirm
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GRAMMAR escape.
4 1 b 2 b 3 a 4 b 5 b 6 a 7 b What follows is a series of robust challenges he faces
as he makes his journey through life, all of which he’s
5 1 would make 4 ’ll be going
able to deal with in his own unique way. These include
2 Would (you) help 5 will win
war, shrimp fishing, running across America, meeting
6 won’t start 6 wouldn’t need
presidents and rock stars and much, much more. By
PRONUNCIATION the end of the story, you’ll come to love Forrest just as
6 1
 They’ll have received the package by now. much as I did, I’m sure!
2 Contracted will is not used.
3 You’ll have to show me how to use it.
Lesson 8C
4 We’ll need more time. VOCABULARY
1 1 kick- 5 offset
LISTENING
2 foster 6 alleviates
7 There are both positive and negative things about it. 3 open
8 1, 2, 4, 5 and 7 4 keep
9 1 F (‘synaesthesia involves the mixing of two or more 2 1 f 2 c 3 d 4 a 5 g 6 e 7 h 8 b
senses, that aren’t usually connected, so people with How to ...
synaesthesia might see sounds as colour, or even taste
sounds.’ The examples involve three senses: hearing 3 1, 2 and 4
(sounds), sight and taste.) 4 1 beneficial 4 just
2 T (‘With mirror-touch synaesthesia, people feel 2 look 5 get
sensations that other people feel. So, for example, 3 plus 6 positive
if they see someone stub their toe, they’ll feel that
PRONUNCIATION
pain.’)
3 F (‘in the US, it’s estimated that it affects between 5A The intonation in the first part of each sentence is higher.
1.6% and 2.5% of the population.’) SPEAKING
4 F (‘In one of them, people are touched on different
6A 1 about 4 so
cheeks while they watch an assistant being touched
2 point 5 real
on their cheeks.’)
3 out 6 got
5 T (‘Treatment mainly involves therapy and might
include things like imagining there’s an invisible wall Lesson 8D
separating the synaesthete from the person they’re
LISTENING
looking at. In some cases, prescription medicines
normally used to treat anxiety and depression can 1 c
be effective.’) 2 1 T (‘highly competent or successful people – or at least
6 F (‘It can be, but it can also be acquired.’) those who we view as such – become more likeable
10 1 She felt like she was getting a hug, too. when they make a mistake, or ‘pratfall’.’)
2 We know it’s a rare condition, but just how rare? 2 F (‘What he did was to gather together a group of
3 Is there any treatment available for sufferers of the forty-eight participants and organise them into four
condition? groups, and then play a different recording to each
4 It all sounds quite overwhelming to me! group.’)
3 T (‘At the start of the recording, the person would
WRITING introduce themselves, saying things like ‘I was a high
11 3 school honours student, I was on the school track
team’, that kind of thing.’)
12 a 3 b 1 c 2 d 4
4 T (‘And the person answered ninety percent of the
13 Sample answer trivia questions correctly. The second group was
One of my favourite fictional characters is very well- played a recording of someone answering the same
known: Forrest Gump. He’s the main character of trivia questions, but this person was perceived to be
the 1986 novel of the same name by Winston Groom ‘average’ and only answered thirty percent of the
(as well as the 1994 film). In the story, we soon come questions correctly.’)
to learn that he’s compassionate, optimistic and 5 F (‘The third and fourth groups listened to the same
determined as he manages to overcome a number of recordings, but the actor on them announced at one
major setbacks through a combination of luck and a point, ‘Oh no, I’ve spilled coffee all over my new suit!’’)
steely desire to help others. 6 T (‘The person seen as average actually became less
At an early age, Forrest is diagnosed with polio, which attractive’)
means that, while he has strong legs, he has a crooked
spine. He therefore has to wear thick metal leg braces READING
in order to help him walk. Due to his innocent nature 3 1 b 2 c 3 a
and low IQ, coupled with the unsightly leg braces, 4 1 a (‘What’s wrong with laughing, you might ask?
Forrest is bullied at school. One day, walking home Everyone loves a good giggle, surely? Except this
from school with his friend Jenny, some bullies appear wasn’t your average run-of-the-mill laughter. It came
and start to chase him. Jenny then blurts out the in uncontrollable fits …’)
famous line, ‘Run, Forrest, run!’ and that’s exactly what 2 b (‘It came in uncontrollable fits that lasted from a
he does. His steel and determination show themselves few hours up to sixteen days in one instance.’)
here, when he runs so fast, and with such strength that
his leg braces come off and he’s able to make good his

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 ANSWER KEY

3 b (‘many teenagers were facing the fast-approaching CUMULATIVE REVIEW 1–4

final-year exams when all of a sudden there was an
outbreak of a virus – or so it seemed.’) GRAMMAR
4 a (‘… doctors could find no underlying medical 1 1 Should you 4 for
causes whatsoever. They were stumped. But then 2 were 5 unless
it transpired that the sick teens all had something 3 provided 6 if
in common: they’d all watched the soap opera the 2 1 Andressa thinks the book is amazing.
night before and in that particular episode there had 2 He maintained that the decision was the right one.
been an outbreak of a virus …’) 3 The journalist questioned the minister’s ability to
5 a (‘Some were also vomiting or had sore eyes or govern.
throats or headaches.’) 4 As mentioned in the programme, inflation will rise.
6 b (‘More sensible theories have attributed it to a 5 My teacher was satisfied with my explanation.
type of pesticide being sprayed on nearby fields, a 6 We wondered if it was OK to bring our own food.
type which has since been banned in the UK.’)
3 1 done 4 highly
2 odds 5 given
REVIEW 7–8 3 capable 6 imperative
GRAMMAR 4 1 was standing 5 ’s/has been
1 1 b 2 a 3 b 4 c 2 ’d/had just decided 6 ’ve found
2 1 to 2 of 3 in 4 on 5 for 6 of 7 from 8 to 3 ’d/had been playing 7 ’ll/will be performing
9 of 10 of 4 were waiting

3 1 I’ve got something I need to talk to you about. VOCABULARY

2 It was a totally unbelievable story. 5 1 struck 4 making
3 We’re looking for someone able to meet tight 2 throw 5 trot
deadlines. 3 patently 6 hung
4 We’re based in the high-rise building at the end of 6 1 box 4 blue
the street. 2 fertile 5 spark
5 Poverty is a growing problem amongst the elderly. 3 flash
6 The person who I admire most is my father.
7 1 in 4 voiced
4 1 b 2 d 3 f 4 a 5 c 6 e 2 point 5 into
VOCABULARY 3 off 6 issue
5 1 quandary 4 resistance 8 1 an assault 4 take
2 heels 5 choice 2 intriguing 5 with
3 ahhing 6 sleep 3 fused 6 unique
6 1 anti 4 confronted 9 1 spread 4 leave
2 subscribe 5 ahead 2 warrant 5 jeopardise
3 away 6 clout 3 identify 6 play
7 1 over 4 scrutinise 10 1 e 2 c 3 d 4 a 5 f 6 b
2 skimming 5 up 11 1 going 4 appreciative
3 dipping 6 flick 2 selfless 5 give
8 1 bookworm, nose 4 curl 3 make 6 intuitive
2 die 5 hit 12 1 infinite 4 brink
3 cover 6 heavy 2 unprecedented 5 set
9 1 actively 4 deeply 3 grave 6 action
2 hotly 5 completely How to ...
3 strictly 6 patently
13 1 ball 4 point
10 1 c 2 a 3 b 4 b 5 b 6 a 2 come 5 on
11 1 step 4 determination 3 cut 6 up
2 aptitude 5 grips 14 1 round 4 where
3 setbacks 2 relevant 5 flaw
12 1 far 4 far 3 surely 6 strong
2 clear 5 time 15 1 correct 4 words
3 widely 2 mean 5 not
13 1 a 2 f 3 c 4 d 5 b 6 e 3 put
14 1 flinch 4 started
2 sets 5 clutched CUMULATIVE REVIEW 5–8
3 gasped GRAMMAR
15 1 loosen 5 open 1 1 b 2 e 3 a 4 f 5 c 6 d
2 take 6 keep 2 1 somewhat 4 horror
3 alleviate 7 offset 2 remarkably 5 perfectly
4 kick 3 Unbelievably 6 utterly
16 1 a 2 c 3 e 4 b 5 d

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 ANSWER KEY

3 1 Haven’t got 4 Liberty 7 1 for 5 for

2 I 5 let 2 on 6 about
3 Am I 3 of 7 in
4 1 ’d/would be OK 4 for/to 8 on
2 won’t ask for help when she needs it 8 1 to stay 5 highly
3 ’d/would have put the heating on 2 echo 6 for
4 ’ll/will have received it 3 warm 7 you make
5 would tell us stories while we fell asleep 4 educated 8 interesting
VOCABULARY How to ...
5 1 bearing 4 effect 9 1 consensus 5 interest
2 rapport 5 self-deprecating 2 assume 6 expressed
3 unapproachable 6 implausible 3 contradict 7 cite
6 1 mediocre 4 long-winded 4 illustration 8 speaking
2 lengths 5 cogent 10 1 F 2 I 3 I 4 F 5 F 6 I 7 I 8 I
3 credibility 6 gauge
VOCABULARY
7 1 identify 4 charged 1 1 b 2 e 3 c 4 a 5 f 6 d
2 melancholic 5 back
3 conjures 6 confrontational 2 1 through 4 dynamic
2 feed 5 adjust
8 1 e 2 a 3 d 4 f 5 b 6 c
3 take 6 inspire
9 1 anti 4 fence
3 1 showcase 4 take
2 sleep 5 embarking
2 quiet 5 facilitate
3 subscribe 6 second
3 detrimental 6 harm
10 1 actively 4 deeply/completely
4 1 frowned 4 common/commonplace
2 completely 5 patently/completely
2 standing 5 peculiar/particular
3 strictly 6 hotly
3 rooted
11 1 winced 4 soothing
5 1 morale 4 poured
2 distressing 5 shrill
2 wet 5 engender
3 gasped 6 started
3 aggravate
12 1 c 2 a 3 e 4 d 5 b
6 1 prioritise 4 toxic
How to ... 2 shared 5 sound
13 1 perfectly 4 hesitation 3 field 6 social
2 follow 5 will you 7 1 realise 4 vehemently
3 for 2 immediately 5 push
14 1 f 2 a 3 d 4 e 5 b 6 c 3 fuel 6 blindingly
15 1 on 4 with 8 1 Profit 4 finite
2 just 5 look 2 zero- 5 online
3 lot 6 some 3 umbrella
9 1 squashed 4 viral
CUMULATIVE REVIEW 1–8 2 embellish 5 distort
GRAMMAR 3 escalated
1 1 studying 4 submitted 10 1 c 2 d 3 a 4 e 5 f 6 b
2 explaining 5 what
11 1 breaking 4 fiendishly
3 Whatever 6 how
2 sheer 5 plunged
2 1 e 2 f 3 b 4 g 5 c 6 h 7 a 8 d 3 resonate 6 grips
3 1 has been fired 4 had our windows replaced 12 1 authentic 4 pristine
2 is thought 5 needs to be made 2 opulent 5 panoramic
3 to be selected 6 to be done 3 rugged 6 dense
4 1 b 2 c 3 a 4 a 5 c 6 b 7 a 8 b 13 1 c 2 a 3 e 4 f 5 b 6 d
5 1 given 5 been told 14 1 overwhelmed 4 narrow
2 Affected 6 Knowing 2 indecisive 5 investigate
3 shouting 7 missed 3 chop 6 limitations
4 invested 8 Planted
15 1 shape 4 hardwired
6 1 joined 5 didn’t have 2 fetched 5 overcome
2 ’d/had been thinking 6 was having 3 get to
3 invited 7 found
16 1 loosen 4 kick-start
4 had been set 8 hadn’t read
2 keep 5 open
3 unwind

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