Ready for Planet English Split Edition - Intermediate TB - A+B

PLANET ENGLISH Ready for INTERMEDIATE

Ready for TEACHER’S BOOK

• Student’s Book teaching and cultural notes

• Student’s Book & Workbook answer key and audioscripts

• Unit Tests

• Summative Skills Tests

• Revision Tests

• B1 Preliminary for Schools Mock Test

The pleasure of learning

A-B

INTERACTIVE DIGITAL BOOK

The interactive Digital Book contains:

• interactive exercises with automatic marking

• audio tracks for listening

• videos and animations

• interactive, educational games

• user-friendly e-book version with high readability that allows students to change the font and size of characters, line spacing and the background colour mode of the pages.

To download the Digital Book, visit www.elionline.com/digitalbooks, follow the instructions and insert the code: ELICERT-518571

Scan the QR code to access the video tutorial

Use the App to look at and listen to the multimedia content of your book on your smartphone or tablet

Download the App from App Store for iOS or from Google Play for Android. Access the content and download. Frame the page of your book.

Ready for PLANET ENGLISH

Contents A

Unit

1 Sports & Free time p. 11

Grammar

Present simple Present continuous Stative verbs

Verbs + infinitive or -ing form

2 People & Relationships p. 21

3

Vocabulary & Listening

Free-time activities

Sports equipment and venues

Past simple Present perfect simple and continuous Subject and object questions

How Are You Feeling? p. 31

4 A Changing Society p. 41

Past perfect simple and continuous used to / would

Friendship and relationship expressions

Collocations and phrasal verbs relating to relationships

Feelings and emotions

Life events

Phrasal verbs with up

The passive have/get something done

Jobs and professions

Crime and criminals

Phrasal verbs with come

5 Fashion and Design p. 51

Modal verbs for obligation/necessity and advice

Modal verbs for deduction and degrees of certainty

Modal verbs in the past

Grammar Reference & Practice pp. 62-71

Writing Bank pp. 72-76

Fashion and clothes

Clothes shopping

Expressions and phrasal verbs with keep

Video & Global Skills Language Skills

A very active life I love sports!

Life Skills: Know yourself

Learn to be more self-confident

Reading: A text about adventure sports in Queenstown

Listening: Talking about rafting

Speaking: Describing a picture using prompt questions

Writing: An email on extreme sports

Use of English

Multiple choice cloze: Lockdown hobbies

Key word transformation

Make a difference! Volunteer hairdresser

Life Skills: Respect Others

Consider other people’s needs and preferences

Emotions are OK

Ben’s vlog

Life Skills: Know Yourself

See things in a positive way

Reading: Are we born leaders?

Listening: A girl’s podcast

Speaking: Talking about family relations

Writing: Describing what has been happening

Learn to Learn Oral interviews

Reading: What is self-esteem?

Listening: Abraham Maslow’s best-known theory

Speaking: The Rosenberg test

Writing: A brief biography

Learn to Learn Writing narrative texts

Multiple choice cloze: How Technology Has Changed

Our Relationships

Key word transformation

Gapped text: The most important event in my life!

Key word transformation

Cops on the job

PC Louis and PC Rossi’s job

Life Skills: Communicate and cooperate

Working in a team

Our clothes

Ade’s experience in Ghana

Life Skills: Get thinking

Dealing with peer pressure

Reading: A passage from Oliver Twist

Listening: An extract from Oliver Twist

Speaking: Presenting a report

Writing: A book review

Learn to Learn Writing book reviews

Reading: The best places to study fashion

Listening: Short dialogues about fashion and clothes shopping

Speaking: The most important skills in the fashion industry

Writing: An online review of a store

Learn to Learn Writing reviews

Key word transformation: Excellent Career Opportunity in Hospitality

Punctuation & Phonetics p. 77

Audioscripts and videoscripts pp. 78-86

Gapped text: Jeans

Multiple choice cloze: My Personal Stylist

Contents B

Unit

6 Leisure p. 7

7

Grammar Vocabulary & Listening

Revision: will, be going to, Present simple and Present continuous for future Future continuous Future perfect

8

The arts

Leisure activities and entertainment

Collocations and expressions with get Phrasal verbs with down

Money p. 17

First, second and third conditionals wish, if and if only, mixed and inverted conditionals

Body Language p. 27

Reported speech

Reporting verbs

Reported questions

Reported commands and requests

Money and shopping

Collocations and phrasal verbs relating to money

Body language

School life and education

Collocations with get and have Common phrasal verb collocations

9 Advertising p. 37

Relative pronouns and clauses Compounds of -ever

10 Our Planet p. 47 Inversions

Verb patterns: Infinitive or -ing form

Advertising

The media Shopping

Grammar Reference & Practice pp. 58-67

Writing Bank pp. 68-72

Food and health

The environment

Nouns and adjectives ending in -ful/-less

Video & Global Skills Language Skills

Gadgets that will change the world

Dei’s vlog

Life Skills: Get thinking

Find ideas and information

Reading: A passage from a novel by J. Joyce

Listening: An extract from a novel

Speaking: Talking about future dreams and ambitions

Writing: A personal statement

Use of English

Gapped text: First Night Blues

Key word transformation

How to make money and travel full time

Bee and Theo’s vlog

Life Skills: Career/Work

How to make money doing something you like

A Japanese school

Sophie’s experience in Japan

Life Skills: Respect others

Value other cultures

Reading: A passage from a short story by D.H. Lawrence

Listening: An interview

Speaking: Discussing a topic

Writing: An essay

Reading: A text about global hand gestures

Listening: Talking about a body language course

Speaking: Talking about a photo

Writing: An email

Multiple choice cloze: Seven steps to becoming a millionaire

Key word transformation

Open cloze

Key word transformation

A cool job

Ice sculpting

Life Skills: Get thinking

What makes others creative

Reading: An article about influencers

Listening: Four people talking about what influences them

Speaking: Comparing pictures

Writing: A product review

Multiple choice cloze: The history of advertising

Open cloze: The best ad campaigns

A biofuel trip

Sean’s trip to a green orphanage

Life Skills: Communicate and cooperate

Talk about problems

Audioscripts and videoscripts pp. 73-81

Punctuation & Phonetics p. 82

Reading: Two summaries of famous books

Listening: Five people reviewing an environmental documentary

Speaking: Talking about a book

Writing: A story

Learn to Learn Writing stories

Gapped text: Comfort food

Key word transformation

Introduction Components

Ready for PLANET ENGLISH is an innovative English language course for secondary schools. The aim of the syllabus is to develop the language competences and skills, as defined by the Council of Europe in the common European framework of Reference for Languages (CEFR).

Ready for PLANET ENGLISH extends the educational offer, taking the students to B2 level competences at the end of the course.

Components

For students

• Student’s Book & Workbook + DIGITAL BOOK

• 5-level course Ready for PLANET ENGLISH

The Student’s Book contains:

• A tree-page Entry Test

• Ten units of ten pages each

• A section of Grammar reference & practice which summarizes the grammar presented in the book, with an extra page of targeted activities

• A Writing Bank section to practice and reinforce writing skills

• Audioscript and videoscripts of the listenings and videos of the volume

The Workbook contains:

• A two-page Entry Test

• Ten units of six pages each

• Phrasal verbs list

• Irregular verbs list

• Punctuation and phonetics

• A Word Building section dedicated to word formation

• Audioscripts of the listenings of the volume

For teachers

• Teacher’s Book with Tests & Resources: teaching guide with notes on methodology, cultural notes, teaching notes for each lesson, photocopiable unit and skills tests, and a unit revision test section, each test focused on a unit

• Class audio CDs

• Digital books

Course characteristics

Introduction

Entry test

A three-page entry test aimed at testing students’ language competences and skills in a fun and engaging way.

The first two pages take the form of a multiple choice grammar and vocabulary quiz, the third page is a skills-based reading text and a personalization task.

Unit structure

Unit Opener

Each unit opens with an illustrated page which introduces the topic and encourages students to think for themselves with the Fact / The Big Question sections. The unit objectives for vocabulary, grammar, functions and Life Skills are also presented on this page.

Introduction Course characteristics

Presentation 1

The unit opens with a double page spread, starting with a target vocabulary task. This is vocabulary which students must understand and actively use in context in English.

The target grammar is presented through the reading text and highlighted in short, focused and clear boxes, with examples from the text and explanations of use. There is also a link to the relevant Grammar reference & practice after the units.

The authentic reading text introduces the topic presented in the unit. Comprehension tasks include: matching, choosing correct alternatives, open questions, true/false and completion.

The lesson ends with personalization and production tasks.

Presentation 2

This page has a listening text, often in the form of an interview, a conversation or a short monologue. It is always followed by a comprehension task, aimed to stimulate students.

The grammar presented in the text is highlighted in the boxes and followed by a guided task, practicing the target language.

The Grammar Lab takes a closer look at the grammar structures presented in the first two lessons. An intuitive approach is used for each grammar structure. Students are given different examples to analyze and understand, which enable them to complete the grammar rules. This is followed by a series of exercises gradually moving from structured to semi-structures to free. The section ends with a Round up task, where students have to use all the new structures.

The lesson ends with a personalization task, usually involving critical thinking.

Links to the related Grammar reference & practice pages and verb tables.

Introduction Course characteristics

Vocabulary & Listening

In addition to the vocabulary introduced in Presentation 1, this section contains more complex vocabulary and expressions aimed at extending and enriching the lexical group.

Vocabulary is frequently presented with audio to aid passive comprehension of new words and active reproduction and modeling of good pronunciation.

Video & Life Skills

This page contains authentic video content (a vlog or an interview) set in different, reallife situations. There are some pre-watching and target vocabulary tasks before the videos, followed by comprehension tasks. This page can be used in class by showing the video and then carrying out the tasks; or as a flipped lesson, where students watch the video and do the compression tasks at home, and the teacher does the interactive and collaborative tasks in class.

Different types of authentic listening texts are presented in the course book including: interviews, dialogues, voice messages, radio programs.

The page always concludes with tasks practising, personalising and producing the target language in the video presented.

The pages in this section aim to develop students’ Life Skills.

Course characteristics

Introduction

Language Skills

The two pages of Language Skills focus on developing the receptive reading and listening skills, and on the productive skills of writing and speaking.

There is always a warm-up task before the reading to help students navigate the text. This can be vocabulary or picturebased.

Reading is always followed by various types of comprehension task.

The topic of the Listening text is linked to the reading text, but with a particular angle which presents another aspect of it. The variety of listening texts include: conversations, short talks, phone messages, and instructions.

Oral and written skills aim to build, improve and consolidate the competences required for international certification with speaking or writing tasks.

All the learning strategies suggested to help develop study skills are part of the Learn to Learn competences framework.

Introduction Course characteristics

Grammar reference & practice

After the Student’s Book units, there is a dedicated section of Grammar reference & practice. There are two pages for each unit. The first page contains comprehensive grammar tables with all forms and persons (including long and short forms of verbs). These are followed by examples of specific usage and Watch out! boxes highlighting false friends, common mistakes and exceptions. There are also links to the specific practice exercises on the second page. Tasks include: completion, choosing the correct alternative, word order in sentences, identification and categorization, and error correction.

Use of English

This section revises the vocabulary and grammar structures presented in the units. As a plus, it focuses on the Use of English style tasks that students will encounter in Cambridge B2 First for Schools certification.

Writing Bank

There are many different types of text presented and practiced in the Writing Bank: essay, blog, letter, article, advertisement etc.

Interactive exercises, audio and video

The interactive tasks on the DIGITAL BOOK cover both the Student’s Book and the Workbook. They are self-check tasks, which allow students to have instant results, and for the teacher to assess their strengths and weaknesses and modify the teaching-learning path accordingly.

Results of the interactive tasks can be saved automatically and cancelled after completion. They may contain audio and video and the karaoke function (present for all the course audio and videos), which enables students to follow the text while reading and to mute one or more voices. The karaoke is particularly useful during drama class tasks or when students are acting out dialogues, as students can interact directly with recorded native speakers and practice pronunciation and intonation.

The teacher’s version only has the ‘answers’ button, which shows the solutions to all the tasks.

Additional resources for students

In the DIGITAL BOOK there are lots of extra resources:

• an illustrated and interactive Vocabulary Bank;

• a Grammar Bank for the entire volume;

• a phonetic symbol chart with audio: a word representing the sound of each phonetic symbol with the phonetic transcription and audio, to listen and practice pronunciation;

• geographic maps: UK and Ireland map, The United States map, English-speaking countries map.

Additional resources for teachers

In the teacher’s DIGITAL BOOK teachers can find all the teacher’s resources together:

• a PDF version of the Teacher’s Book;

• Test & Resources in word format, so they can be changed.

Introduction Learning by competences

21st-century life skills

Life skills are the ability to adopt positive behaviors which enable a person to deal successfully with the demands and challenges of every day life.

In 1993 the Department of Mental Health of the World Health Organization (WHO) established these psycho-social skills in the personal, social, interpersonal, cognitive and emotional spheres of individuals as essential to promote health in formative years. They are:

Decision making

Finding constructive solutions to problems in different situation and contexts in life. The ability to actively develop the decision-making process can have positive effects on health by evaluating the different options and consequences implicated.

Problem solving

A skill which enables you to constructively deal with different problems, which unresolved could cause mental stress and physical tension.

Creativity: finding solutions and original ideas

A skill which helps us deal with all the situations of daily life in a flexible way; contributes both to the ability to make decisions and the ability to solve problems, allowing us to explore possible alternatives and the consequences of different options.

Critical skills: analyzing and evaluating situations

The ability to analyze information and experiences in an objective way, evaluating advantages and disadvantages of a given situation in order to come to a more mindful decision. Critical skills can contribute to health, enabling the recognition and evaluation of different factors which influence attitudes and behaviors, such as peer pressure and the influence of mass media.

Effective communication: expressing yourself in an effective way both verbally and non-verbally

This consists in knowing how to express yourself both verbally and non-verbally, in an effective and appropriate way within a culture and in any given situation. It means expressing opinions and desires, but also needs and feelings; being able to listen correctly, in order to understand others. It also means being able, when necessary, to ask for help.

Ability to interact with others: relate in a positive way to other people

The ability to interact with and relate to others in a positive way in order to create and maintain significant relationships with friends and family, vital for psycho-social wellbeing. Such a competence also enables you to interrupt relations constructively, where necessary.

Self-awareness: knowing yourself

Self-awareness and knowing your own character, strengths and weakness, desires and needs. Ability to recognize stress. A vital prerequisite for effective communication, for positive interpersonal relationships and for empathetic understanding of others.

Empathy: understanding and listening to others

The ability to understand others, to ‘put yourself in their shoes’, even in unfamiliar situations. The ability to improve social relations, acceptance and understanding of others.

Managing feelings: recognizing and managing your own feelings

The ability to recognize emotions in yourself and others. The ability to experience intense emotions, such as anger and pain. An understanding of how feelings influence our behavior and the ability to manage ourselves.

Managing stress: recognizing and controlling sources of stress

Competences in recognizing the causes of stress in every day life and ability to control them, by changing your environment or lifestyle. The ability to relax and manage tensions.

Learning by competences

Application of life skills

When applying life skills in Health Education you should consider:

• the biological characteristics of a person (age, sex, etc.);

• the social characteristics of a person (culture, social environment etc.);

• the self-efficacy of a person or a group;

• the place of the intervention;

• the type of risk area that the intervention aims to tackle.

The most important factor in choosing to use one technique rather than another, is the type of risk area to be tackled by the intervention. The theoretical premise behind teaching life skills is the ‘social learning theory’ developed by Albert Bandura. According to which, learning is the active assimilation occurring during the transformation and the structuring of the learning experience. The theory is that individuals do not passively absorb environmental influences, but interact with it, and can enhance their self-efficacy by gaining new skills and abilities to tackle and manage different and difficult situations.

Learning can take place either through direct experience, or through indirect experience, observing and modelling actions on those of others who you identify with; or by developing situation-specific skills, such as self-assessment, which reinforces the belief that you are able to behave in a certain way.

Life skills can be grouped into three areas:

• learning to know: cognitive skills needed for decision-making, problem-solving and critical thinking;

• learning to be: personal skills, which allow you to develop the internal locus of control, managing feelings and stress;

• learning to live together: social skills needed for interpersonal communication, negotiation and/or to refuse; empathy, cooperation and group work, giving support.

Life skills in school

School is the best place to learn life skills, for the following reasons:

– the important part it plays in socialization processes;

– the ability to reach practically the entire youth population;

– the use of existing infrastructures, without having to create new or expensive services;

– teachers’ experience and training;

– the high level of credibility of a school for parents and the community;

– the ability to carefully assess the effectiveness of life skills education within learning assessment as a whole.

Life skills are not delivered as an additional ‘package’ to teachers, but as a tool to enhance the learning experience, in as much as they promote students’ psycho-social skills. The benefits of life skills education can be seen in health education:

– promoting students’ self-esteem;

– improving everyday relations between staff and students and between students themselves;

– reducing behavioral problems in class and promoting educational achievement;

– increasing school attendance;

– reducing violent behavior and need for specialist help;

– improving relations between parents and children;

– improving relations between school, family and local communities;

– promoting staff’s health and wellbeing;

– increasing collaboration with local experts;

– developing services to promote health and wellbeing at school.

The WHO considers 6 to 16 to be the ideal age for learning life skills, as any behaviors that could jeopardize health have not yet been consolidated.

Introduction Learning by competences

Life skills in the Ready for PLANET ENGLISH course

Throughout the course teachers will be able to work on all life skills, with particular focus on the following:

Critical thinking

The ability to objectively analyze information and experiences. It can contribute to wellbeing by helping us to recognize factors influencing our behavior, such as values, peer and media pressure.

(Albert Bandura, Social Learning Theory, 1977)

Creative thinking

This contributes both to decision-making and to problem-solving abilities, enabling us to analyze available alternatives and consequences of our actions or non-actions. It helps us to look beyond direct experiences and respond with flexibility to various situations which we are presented with in daily life.

(Albert Bandura, Social Learning Theory, 1977)

Communicating

Is the ability to express yourself verbally or non-verbally, in a way which is appropriate to the culture or situation in which you find yourselves. This means being able to express desires, needs and fears. It can also mean being able to ask for advice or help when needed.

(Albert Bandura, Social Learning Theory, 1977)

Collaborating

Helps us to interact positively with others. It makes us able to establish and maintain good relations with others, enables us to get help when needed. Being able to end relations in a constructive way is also part of interpersonal skills.

(Albert Bandura, Social Learning Theory, 1977)

New CEFR descriptors

The following information about the Common European Framework of Reference for Languages is from the Companion Volume with New Descriptors, published by The Council of Europe in 2018. It shows how the descriptors have changed since the 2001 edition.

The Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) presents a comprehensive descriptive scheme of language proficiency and a set of common reference levels (A1C2) defined in illustrative descriptor scales, plus options for curriculum design promoting plurilingual and intercultural education.

BACKGROUND TO THE CEFR

The CEFR was developed as a continuation of the Council of Europe’s work in language education during the 1970s and 1980s. The CEFR ‘action-oriented approach’ builds on and goes beyond the communicative approach proposed in the mid-1970s in The Threshold Level, the first functional/notional specification of language needs.

The CEFR, and the related European Language Portfolio that accompanied it, were recommended by an inter-governmental Symposium held in Switzerland in 1991. As its title suggests, the CEFR is concerned principally with learning and teaching. It aims to facilitate transparency and coherence between curriculum, teaching and assessment within an institution and transparency and coherence between institutions, educational sectors, regions and countries. The CEFR was piloted in draft versions in 1996 and 1998 before being published in English (Cambridge University Press) and French (Hatier-Didier) in 2001 and has since been translated into 40 languages.

Summary of changes

Pre-A1 Descriptors for this band of proficiency that is halfway to A1, mentioned at the beginning of CEFR Section 3.5, are provided for many scales, including for online interaction.

Changes to 2001 descriptors

Changes to C2 descriptors

Changes to A1-C1 descriptors

A list of changes to existing 2001 descriptors appearing in CEFR Chapter 4 for communicative language activities & strategies, and in CEFR Chapter 5 for aspects of communicative language is given in Appendix 7.

Most of the changes proposed in the list in Appendix 7 concern C2 descriptors included in the 2001 set. Some instances of very absolute statements have been adjusted to better reflect the competence of C2 user/learners.

Very few changes are proposed to other descriptors. It was decided not to ‘update’ descriptors merely because of changes in technology (e.g. references to postcards or public telephones). The scale for Phonological control has been replaced (see below). Changes are also proposed to certain descriptors that refer to linguistic accommodation (or not) by ‘native speakers’, because this term has become controversial since the CEFR was published.

Plus levels The description for plus levels (=B1+; B1.2) has been strengthened. Please see Appendix 1 and CEFR Section 3.5 and 3.6 for discussion of the plus levels.

Phonology The scale for Phonological control has been redeveloped, with a focus on Sound articulation and Prosodic features.

Mediation The approach taken to mediation is broader than that presented in the CEFR book. In addition to a focus on activities to mediate a text, scales are provided for mediating concepts and for mediating communication, giving a total of 19 scales for mediation activities. Mediation strategies (5 scales) are concerned with strategies employed during the mediation process, rather than in preparation for it.

© Council of Europe www.coe.int/lang-cefr

Introduction New CEFR descriptors

Pluricultural The scale Building on pluricultural repertoire describes the use of pluricultural competences in a communicative situation. Thus, it is skills rather than knowledge or attitudes that are the focus. The scale shows a high degree of coherence with the existing CEFR scale Sociolinguistic appropriateness, although it was developed independently.

Plurilingual The level of each descriptor in the scale Building on plurilingual repertoire is the functional level of the weaker language in the combination. Users may wish to indicate explicitly which languages are involved.

Specification of languages involved

It is recommended that, as part of the adaptation of the descriptors for practical use in a particular context, the relevant languages should be specified in relation to:

- Cross-linguistic mediation (particularly scales for Mediating a text)

- Plurilingual comprehension

- Building on plurilingual repertoire.

Literature There are three new scales relevant to creative text and literature:

- Reading as a leisure activity (the purely receptive process; descriptors taken from other sets of CEFR-based descriptors)

- Expressing a personal response to creative texts (less intellectual, lower levels)

- Analysis and criticism of creative texts (more intellectual, higher levels)

Online There are two new scales for the following categories:

- Online conversation and discussion

- Goal-oriented online transactions and collaboration

Both these scales concern the multimodal activity typical of web use, including just checking or exchanging responses, spoken interaction and longer production in live link-ups, using chat (written spoken language), longer blogging or written contributions to discussion, and embedding other media.

Other new descriptor scales

New scales are provided for the following categories that were missing in the 2001 set, with descriptors taken from other sets of CEFR-based descriptors:

- Using telecommunications

- Giving information

New descriptors are calibrated to the CEFR levels

Sign language

The new descriptor scales have been formally validated and calibrated to the mathematical scale from the original research that underlies the CEFR levels and descriptor scales.

Where variants of CEFR descriptor scales have been adapted for sign languages in the ProSign Project, this is indicated in the top right-hand corner of the scale with the logo. In addition, seven scales specifically for signing competence are included in this Volume on the basis of research conducted in Switzerland.

Parallel project:

Young learners Two collations of descriptors for young learners from ELPs are provided: for the 7–10 and 11–15 age groups respectively. At the moment, no young learner descriptors have been related to descriptors on the new scales, but the relevance for young learners is indicated.

© Council of Europe www.coe.int/lang-cefr

Cambridge Qualifications: B1 Preliminary for Schools – Exam Updates 2020

Teachers will find a mock B1 level test at the end of the Teacher’s Book.

B1 Preliminary for Schools is an intermediate level qualification in practical everyday English language skills. It follows on as a progression from A2 Key and it can help give learners confidence to go on and study for taking higher level Cambridge English Qualifications such as B2 First. It is aimed at school students who want to show they can:

• read simple textbooks and articles in English

• respond to emails on everyday subjects

• understand factual information

• show awareness of opinions and mood in spoken and written English.

The B1 Preliminary for Schools certificate is recognised around the world as proof of intermediate level English skills for industrial, administrative and service-based employment. It is also accepted by a wide range of educational institutions for study purposes.

Exam format in detail

The updated exam is made up of four papers developed to test students’ English skills. You can see exactly what’s in each paper below.

you can read and understand the main points from signs, newspapers and magazines.

Shows you can write a variety of text types, with a focus on organisation, structure and accuracy of language to clearly communicate your message.

you can follow and understand a range of spoken materials including announcements and discussions about everyday life.

how good your spoken English is as you take part in conversation by asking/answering questions and talking, for example, about your likes and dislikes. Your Speaking test will be conducted face to face with one or two other candidates and two examiners. This makes your test more realistic and more reliable.

Candidates show ability to use general interactional and social language, responding to questions, and giving personal or factual information.

Describing photographs and managing discourse, using appropriate vocabulary in a longer individual turn.

Using functional language to make and respond to suggestions, discuss alternatives, make recommendations and negotiate agreement, based on picture prompts.

Talking about likes/dislikes, preferences, habits, opinions and agreeing/disagreeing. Part 4 is now linked to the collaborative task.

Common European Framework of Reference (CEFR) – Can Do statements for B1 level

What can students do when they reach level B1 of the Common European Framework of Reference (CEFR)? These statements will give you an idea.

Ability Reading and Writing Listening and Speaking

Overall general ability Students can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.

Students can produce simple connected text on topics which are familiar or of personal interest.

Students can interact with English speakers on familiar topics.

Students can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

Social and tourist

Students can create simple texts on topics of personal interest.

Students can deal with most travel situations in areas where the language is spoken.

Study Students can create simple connected text on topics which are familiar or of personal interest.

Students can write personal letters describing experiences and impressions.

Students can talk about relationships and dating, including meeting people through social media.

Students can talk about their favorite music and music trends and plan a night out to listen to live music.

Students can go to a restaurant, order food, engage in polite dinner conversation and pay for their food.

Students can narrate a story or relate the plot of a book or film and describe their reactions.

Students can describe their education and their plans for future training.

The UN 2030 Agenda

TRANSFORMING OUR WORLD: THE 2030 AGENDA FOR SUSTAINABLE DEVELOPMENT

Texts taken from sustainabledevelopment.un.org

Preamble

This Agenda is a plan of action for people, planet and prosperity. It also seeks to strengthen universal peace in larger freedom. We recognise that eradicating poverty in all its forms and dimensions, including extreme poverty, is the greatest global challenge and an indispensable requirement for sustainable development. All countries and all stakeholders, acting in collaborative partnership, will implement this plan. We are resolved to free the human race from the tyranny of poverty and want and to heal and secure our planet. We are determined to take the bold and transformative steps which are urgently needed to shift the world onto a sustainable and resilient path. As we embark on this collective journey, we pledge that no one will be left behind. The 17 Sustainable Development Goals and 169 targets which we are announcing today demonstrate the scale and ambition of this new universal Agenda. They seek to build on the Millennium Development Goals and complete what these did not achieve. They seek to realize the human rights of all and to achieve gender equality and the empowerment of all women and girls. They are integrated and indivisible and balance the three dimensions of sustainable development: the economic, social and environmental.

The Goals and targets will stimulate action over the next fifteen years in areas of critical importance for humanity and the planet:

People

We are determined to end poverty and hunger, in all their forms and dimensions, and to ensure that all human beings can fulfil their potential in dignity and equality and in a healthy environment.

Planet

We are determined to protect the planet from degradation, including through sustainable consumption and production, sustainably managing its natural resources and taking urgent action on climate change, so that it can support the needs of the present and future generations.

Prosperity

We are determined to ensure that all human beings can enjoy prosperous and fulfilling lives and that economic, social and technological progress occurs in harmony with nature.

Peace

We are determined to foster peaceful, just and inclusive societies which are free from fear and violence. There can be no sustainable development without peace and no peace without sustainable development.

Partnership

We are determined to mobilize the means required to implement this Agenda through a revitalised Global Partnership for Sustainable Development, based on a spirit of strengthened global solidarity, focussed in particular on the needs of the poorest and most vulnerable and with the participation of all countries, all stakeholders and all people. The interlinkages and integrated nature of the Sustainable Development Goals are of crucial importance in ensuring that the purpose of the new Agenda is realised. If we realize our ambitions across the full extent of the Agenda, the lives of all will be profoundly improved and our world will be transformed for the better.

For more information about the 2030 Agenda, visit www.sustainabledevelopment.un.org

The UN 2030 Agenda

How the 2030 UN Agenda is reflected in Ready for PLANET ENGLISH Intermediate materials:

Unit 1

& Free time

3 # Good health and well-being

Ensure healthy lives and promote well-being for all at all ages

Reading p. 13, Ex 2 p. 14, Video lesson p. 17, Ex 1 p. 20 Unit 2

3 # Good health and well-being

10 # Reduced inequalities

Unit

Unit

10 # Reduced inequalities

17 # Partnership for the goals

5 # Gender equality

10 # Reduced inequalities

12 # Responsible consumption

Unit 6 Leisure

8 # Good jobs and economic growth

11 # Sustainable cities and communities

Unit 7 Money

Unit 8 Body Language

11 # Sustainable cities and communities

10 # Reduced inequalities

4 # Quality education

Unit 9 Advertising

12 # Responsible consumption

8 # Good jobs and economic growth

Unit 10 Our Planet

2 # No hunger

11 # Sustainable cities and communities

9 # Innovation and infrastructure

15 # Life on land

Ensure healthy lives and promote well-being for all at all ages

Reading pp. 22-23, Listening p. 29

Empower and promote inclusion. Learn to know and respect one’s own and other people’s personality, interests and feelings

Ex 6-7 p. 27, Reading p. 28

Empower and promote inclusion. Learn to know and respect one’s own and other people’s personality, interests and feelings

Reading pp. 32-33, Listening p. 34, Video lesson p. 37

Strengthen the means of implementation and revitalize the global partnership for sustainable development

Video lesson p. 47

Achieve gender equality and empower all women and girls

Ex 4 p. 45

Empower and promote inclusion. Learn to know and respect one’s own and other people’s personality, interests and feelings

Reading pp. 52-53

Ensure sustainable consumption and production patterns

Video lesson p. 57

Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all

Ex 3 p. 62

Make cities and human settlements inclusive, safe, resilient and sustainable Video lesson p. 67

Make cities and human settlements inclusive, safe, resilient and sustainable Video lesson p. 77

Empower and promote inclusion. Learn to know and respect one’s own and other people’s personality, interests and feelings

Reading pp. 82-83, Reading p. 88, Ex 7 p. 89, Ex 1 p. 90

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Listening p. 86, Video lesson p. 87

Ensure sustainable consumption and production patterns

Listening p. 94, Ex 5 p. 95, Ex 4 p. 96, Listening p. 99

Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all

Video lesson p. 97, Reading p. 98

End hunger, achieve food security and improved nutrition and promote sustainable agriculture

Reading pp. 102-103

Make cities and human settlements inclusive, safe, resilient and sustainable

Listening p. 104, Listening p. 106, Video lesson p. 107, Reading p. 108

Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation

Video lesson p. 107

Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss

Video lesson p. 107, Listening p. 109

Unit 1 • Volume A

Sports & Free time

Vocabulary ● Free-time activities, sports equipment and venues

Grammar ● Present simple, Present continuous, Stative verbs, Verbs + infinitive or -ing form

Page Opener p. 11

TEACHING NOTE

Have the students look at the photo and ask them what feelings and emotions the image suggests.

Have one student read the Fact out loud, then ask to answer The Big Question in pairs or small groups. Have a couple of volunteers give the answers to the class. Presentation 1 pp. 12-13

Student’s Book: Teaching notes, keys and audioscripts

Personal answers

Presentation 2 p. 14

Personal answers

2 2

Audioscript

Jake Hey Andrew, look at this!

Andrew What is it?

Jake It’s the program for the sports camp this summer.

Andrew You mean the one in Bradfield?

Jake Yeah, it looks great! Look... there are loads of sports, like badminton, climbing, cricket, squash, baseball... there’s even sailing and horseback riding!

Andrew I love playing baseball... and cricket.

Jake Cricket? Ugh, I can’t stand watching cricket on TV. It’s so boring.

Andrew Really? I don’t mind watching it. You know, my dad plays cricket every Sunday morning and he’s teaching me too... the rules are a bit complicated so he practices a lot.

Jake Mmm, well, maybe... I like playing squash and I really want to learn something new...I fancy doing climbing. It looks good.

Andrew Yeah, it does. My uncle goes climbing at the local sports center. He’s promised to take me one weekend. I hope I manage to go soon.

Jake I think it’s quite a dangerous sport but I’d like to do something a bit more exciting than football.

Andrew Mmm, yes, there’s a football field at Bradfield and tennis courts as well, I think.

Jake Yes, you’re right, and there’s a running track too. I enjoy running, especially in the summer.

Andrew My mom runs every morning.

Student’s Book: Teaching notes, keys and audioscripts Unit 1 • Volume A

Jake Wow, your family is really sporty! My family doesn’t like doing any sports.

Andrew Yeah, I know! And my little sister goes horseback riding twice a week.

Jake So, do you want to go then?

Andrew Yes definitely! Let’s fill in the online application form now. How many weeks should we do?

Jake I’d like to do two weeks.

Andrew Me too, but I need to ask Mom and Dad first. I hope they agree to pay!

Answers

1 They need to fill an online application form.

2 Two weeks. 3 2

TEACHING NOTE

This activity prepares students for the B1 Preliminary for Schools exam of the Cambridge English Qualifications, Listening Paper, Part 2.

1 They are talking about sports.

2 Andrew’s dad practices cricket a lot because the rules are complicated.

3 Andrew’s uncle has promised Andrew to take him climbing at the local sport center.

4 Jake thinks it is quite dangerous but more exciting than football.

5 Andrew’s mom.

6 Andrew needs to ask his mom and dad.

Mark That’s amazing! I’m at Grand Central Station, too! I4 ’m standing in line at the ticket office. I 5 need a new travel card. Where 6 are you standing? We can meet up.

Ruby I’m on Platform 16. It’s really crowded today.

Mark OK! See you in a couple of minutes!

1 a, 2 a, 3 a, 4 b 4 1 to take

to watch

running

playing

to ask

to take

going

to have

to pay

waiting

1 buying, to buy

to learn, learning

to send, meeting

to have, seeing

to inform, studying

getting, to call

to meet

are

hang

doing

happening

Audioscript/Answers

Ruby Hey, Mark. 1 Do you want to meet up later? I’d like you to meet my cousin Joan from New Jersey.

Mark Sure, that’ll be great. 2 Is she staying with you now?

Ruby Not quite yet. I3 ’m waiting for her at Grand Central.

Unit 1 • Volume A

Student’s Book: Teaching notes, keys and audioscripts

Video & Global Skills p. 17

1

2

Personal answers

3

1 horseback riding

2 squash

3 ice skating

4 snowboarding

5 climbing

6 soccer

Videoscript

Helen What do you usually do at the weekends, Nadia?

Nadia I go horse riding every Sunday.

Helen Really? Have you got a horse?

Nadia No, but I ride the same horse every week. His name is Moon.

Helen I’d love to go horse riding!

Nadia And what about you, Helen? Do you do any sports?

Helen Yes, I absolutely love playing squash!

Nadia Squash? Is it difficult?

Audioscript

Ellie Hi Max! How’s it going?

Max Yeah, pretty good. I can’t wait to finish my exams.

Ellie I know what you mean. I can’t stand studying when the weather is nice.

Max I know! I prefer to go to the beach.

Ellie Anyway, I’m ringing because Lisa and I hope to go for a pizza on Friday night. What do you think?

Max Oh, I’m really sorry I can’t. I promised to take my little brother to the movies.

Ellie What are you planning to do afterwards?

Max I don’t know yet.

Ellie Well, we probably won’t go for a pizza until about 8 p.m. Once you’ve finished watching the film, why don’t you come and join us?

Max Yeah, okay. See you on Friday!

Helen No, it’s a really fun game. I play every Saturday morning, and in the afternoons I go ice skating.

Nadia Ugh, I don’t like ice skating. I can’t stand being in the cold!

Helen Oh, it’s great. I love snowboarding too! I go to the mountains every winter with my family and we go snowboarding all the time.

Nadia I really want to learn something new, like baseball or diving. My dad’s promised to take me to the British Diving Championships next week.

Helen Sounds great!

Nadia So you’re really busy with squash and ice skating…

Helen Yeah, and I’m learning to climb too. There’s a climbing centre near my house so I go every Friday evening with my cousin. It’s hard but I enjoy doing it.

Nadia … and football?

Helen No, I hate it! I hate watching football on TV but my brother loves playing, watching and talking about it!!

Nadia Agh no, it’s so boring!

Student’s Book: Teaching notes, keys and audioscripts Unit 1 • Volume A

what she usually does what she would like to do

Helen plays squash goes ice skating goes snowboarding goes climbing

go horseback riding

Nadia goes horseback riding baseball diving

4

1 Every Sunday.

2 No, she doesn’t.

3 Every Saturday afternoon.

4 She goes ice skating.

5 The cold.

6 In the mountains every winter.

7 To the British Diving Championships.

8 Playing or watching football.

4 6

Audioscript

7 Personal answers

Language Skills pp. 18-19

1, 2

1 South Island

2 a lake

3 1860s

4 adventure tourism

3

TEACHING NOTE

This activity prepares students for the B1 Preliminary for Schools exam of the Cambridge English Qualifications, Reading part 3.

1

Do you enjoy pushing your mind and your body to the limit? Then bouldering may be the sport for you. It is essentially rock climbing without a rope or a harness. But don’t worry that’s not as dangerous as it sounds – as long as you know what you’re doing or you’re with somebody that does! Indoor bouldering is a great way for beginners to learn in a safe place. While there are no ropes or harnesses, indoor climbing gyms have mats for a soft landing if you fall! Another good thing about indoor bouldering is that you don’t need to buy any expensive equipment to get started. All you need is a comfortable pair of sneakers, or climbing shoes, a t-shirt and shorts or leggings. You also might like to use a chalk bag to stop your hands from slipping as you climb. People love going bouldering because it is a very social activity and a great hobby to get into with a group of friends or your family, or a way of meeting sporty people like you. As an extra bonus, indoor and outdoor bouldering give you an excellent full body workout. Climbing uses lots of different muscle groups all over your body. Traditional gym workouts like cycling or rowing focus on repeating the same movements, targeting specific muscle groups. Climbing is more complex. You need to change your movements, depending on the route you follow up the wall. This means you exercise a variety of different muscles every time you climb. Lifting and pulling your bodyweight makes you strong and flexible, but physical strength isn’t the only thing you need when you are climbing. Indoor bouldering is also a great workout for your mind. You need problem solving skills to help you find the fastest and safest way to the top of the wall. And you quickly stop thinking about the stresses of daily life as you push your body and mind up that wall!

Student’s Book: Teaching notes, keys and audioscripts Unit 1

Use of English p. 20

TEACHING NOTE

This activity prepares students for the B1 Preliminary for Schools exam of the Cambridge English Qualifications, Reading Paper, part 5, and for the B2 First for Schools exam of the Cambridge English Qualifications, Listening Paper, Reading and Use of English Paper, Part 1.

2

TEACHING NOTE

This activity prepares students for the B2 First for Schools exam of the Cambridge English Qualifications, Listening Paper, Reading and Use of English Paper, Part 3.

1 don’t mind doing

2 prefer taking

3 need to exercise more

4 try to have/host

5 you fancy going kayaking

6 ‘ve promised/promised to look after

Student’s Book: Teaching notes, keys and audioscripts Unit 2 • Volume A

People

& Relationships

Vocabulary ● Friendship and relationship expressions

● Collocations and phrasal verbs relating to relationships

Grammar ● Past simple

● Present perfect simple and continuous

● Subject and object questions

Page Opener p. 21

TEACHING NOTE

Have the students look at the photo and ask them what feelings and emotions the image suggests. Have one student read the Fact out loud, then ask to answer The Big Question in pairs or small groups. Have a couple of volunteers give the answers to the class.

5

TEACHING NOTE

This activity prepares students for the B2 First for Schools exam of the Cambridge English Qualifications, Reading and Use of English Paper, Part 7. It also prepares for the B2 Communicator exam of the LanguageCERT International ESOL, Written exam, Reading Part 3.

1 B, 2 A, 3 B, 4 D, 5 A, 6 D, 7 C, 8 C 6

1 met

2 didn’t speak

3 Have you seen, haven’t seen

4 has worked

5 have you known, were

6 haven’t been, fell out

7

Presentation 1 pp. 22-23

1 7

Audioscript/Answers

1 hit it off (with sb)

2 keep in touch (with sb)

3 see eye-to-eye (with sb)

4 take to (sb)

5 get on well (with sb)

6 hang out (with sb)

7 get to know (sb)

8 fall out (with sb)

9 have a lot in common (with sb)

10 get along like a house on fire 2

8

1 have always liked

2 ‘ve been studying

3 have you had

4 seen, ‘ve been waiting

5 ‘ve wanted

1 Have you been running?

2 has been texting her new boyfriend.

3 has been living in Paris.

4 have been practicing a lot.

5 has been raining all morning.

9

Personal answers

Presentation 2 p. 24

1

Personal answers 4 David

Personal answers

Student’s Book: Teaching notes, keys and audioscripts Unit

Audioscript

Interviewer Today we’re talking to Britishborn Alex Hall who spent six months doing what was advertised as the best job in the world. So, what was the job Alex?

Alex I was caretaker of Australia’s Hamilton Island, which is off the coast of Queensland in Australia.

Interviewer Wow! How did you get such an amazing job?

Alex Back in 2018 I applied for the job along with another 34,684 candidates from over 200 countries… and I was lucky enough to be selected as the official caretaker of Australia’s Hamilton Island for six months.

Interviewer So who employed you?

Alex The Queensland Tourist Board – it was part of a big publicity campaign for them.

Interviewer And was it the best job in the world? What was a typical day at work like for you?

Alex Ha! Ha! It was the best job in the world, but it was a very busy job too. Every morning I got up and went for a run. Then I did whatever the tourist board wanted me to do. So, during the six months there I traveled along the whole Great Barrier Reef using different modes of transportation: boat, seaplane, train, motorbike and car. I visited 60 of the tiny islands there and stayed on each one for about three days… sometimes in a luxury hotel with other people and sometimes in a tent all on my own.

Interviewer But what did the tourist board pay you to do exactly?

Alex Basically they paid me to record everything I saw and publish it on the Internet. So, I took lots of pictures and made short films of everything I saw. Then every evening I wrote my blog and

edited videos, before posting them online and finally getting to bed at around midnight.

Interviewer That sounds awesome but very tiring Alex!

Alex Yes, it was! In total I wrote 60 blogs, posted 2,000 photos, 47 video diaries and 1,500 tweets, and I presented a six-part National Geographic series. I even did 124 media interviews in just one day. I think that’s probably a record of some kind.

Interviewer I have to ask Alex, I know there were some difficult moments and once you nearly got killed. What happened?

Alex Just two days before the end of my contract. I was climbing down from a jetski, when I got stung by an Irukanji jellyfish. They are very difficult to see in the water, but they can kill you. It was a horrible experience… I was shaking all over and my muscles tensed up, but they quickly gave me an injection and I was OK after that.

Interviewer And what have you done since finishing the job? Have you had such exciting experiences?

Alex Living on the island was a unique experience, but I’ve done lots of exciting things since then. I have run 19 marathons, in 2020 I traveled from Singapore to London without flying with my wife, Sophie. Oh and we had a baby boy called Aron in 2021!

Interviewer Do you have any advice for other people applying for the best job in the world?

Alex It is important that you have a good plan for what to do after the job, as it’s hard getting back to living a normal life!

Interviewer Well Alex, thank you so much for this interview, I’m sure it’ll inspire a lot of people.

Alex Thank you for having me.

Answer

Caretaker of Hamilton island off the coast of Queensland in Australia.

Student’s Book: Teaching notes, keys and audioscripts Unit 2 • Volume A

Vocabulary & Listening p. 26

TEACHING NOTE

This activity prepares students for the B1 Preliminary for Schools exam of the Cambridge English Qualifications, Listening Paper, Part 4, and for the B2 First for Schools exam of the Cambridge English Qualifications, Listening Paper, Part 1.

1

1 pick somebody up

2 break up with somebody

3 fall for somebody

4 date somebody

5 make up

6 cheat on somebody

2

1 fell for

2 picked (her) up

3 dated

4 cheated on

5 broke up with

6 make up

3

1 -ed, 2 didn’t, 3 did, 4 has, 5 haven’t, 6 past participle, 7 be, 8 -ing

4

Family: brother-in-law, half-sister, relative, stepfather

Romance: boyfriend, ex, fiancé, fiancée, girlfriend

Work: colleague, employee, employer, workmate

School/College: classmate, school friend, tutor

Other: acquaintance, apartment mate, family friend, neighbor, teammate

1 ex, boyfriend

2 neighbor, family friend

3 stepfather, half-sister

4 teammates, school friends

5 employer, workmates

6 relatives, acquaintances

5 9

Audioscript

Speaker 1

When I was sixteen, I fell for someone who was quite a bit older than me. I felt really grown up and enjoyed doing things like going out for meals, or going clubbing. My parents were really worried about me. They thought it would stop me from going to university and having a career. In the end, I just got a bit bored, because all my ex’s friends were older than me, they liked different things and had jobs. So we broke up.

Unit 2 • Volume A

Speaker 2

I’ve always enjoyed shocking my family by choosing really unsuitable partners in their eyes. This one time they really didn’t know what to do or say when I brought my punk rocker boyfriend home to meet them. My dad couldn’t take his eyes off his punk hair, eye make-up, and the tattoos and piercings on his body, while my mom tried to ask lots of normal questions like ‘what’s your father’s job’?

Speaker 3

I am a British Indian Muslim. I was born and brought up in the UK and my family is really easy-going and allows me to make my own choices in life. But the one thing I knew we wouldn’t see eye-to-eye on was my falling for a Hindu. But Rana and I really hit it off and I knew it was serious, so after dating for a few months, I brought my girlfriend home to meet my family. They are getting to know each other slowly. Fingers crossed they will fall for her like I did!

Speaker 4

I have to admit I felt like I was in Romeo and Juliet, when Tim told me that his dad was an old friend of my dad’s and they fell out when they were young. We really didn’t know how we could tell our dads, so we decided to get to know each other better first and see how things went. We’ve been together for 10 years now, we’re married with two kids and our dads have kinda got used to the idea…

Speaker 5

When I was eighteen, I went on a school trip to Paris and met Veronique. After I came back we tried to keep in touch, but it was really difficult having not time or money to be able to hang out together. So I decided to move to Paris to be with her, which our parents weren’t happy about. I was a little concerned about us being different – but I’ve been living here for 6 months now and we have a lot of things in common and we’re really happy together.

Answer B 6 9

Student’s Book: Teaching notes, keys and audioscripts

Video & Global Skills p. 27

Personal answers 2

1 make, difference

2 makes, feel good

3 make friends

4 make, smile

5 made, happy 3

Videoscript

Volunteer hairdresser

In a busy world, how can we make a difference?

Narrator Josh Coombes is a hairdresser who wants to make a small difference to people’s lives. He volunteers his time and skills, giving free haircuts to the homeless.

Josh I’m a hairdresser and recently I’ve been going out on the street to cut hair for those who are homeless.

Narrator Josh started a project called ‘Do Something for Nothing’. He wants to show people that helping others is good for the community and makes you feel good too.

Josh So the last time you got your hair cut was two years ago?

Involve others

Josh Do Something for Nothing was born in 2015. This was when I started going out on the street with my scissors, to cut hair for people who need it. And I always wanted other people to get involved.

Narrator So that people can see the work that Josh is doing in his community, he uploads ‘before’ and ‘after’ photos of the people that he helps.

TEACHING NOTE

This activity prepares students for the B2 First for Schools exam of the Cambridge English Qualifications, Listening Paper, Part 3.

Josh Out of a hundred people who like a photo, or a thousand people who see a video, you don’t know which one of those is gonna go ‘actually, I feel like this is for me too’.

Narrator One person who saw Josh’s posts is Jade, a vet who wanted to help. Jade helps homeless people look after their dogs. Often, Jade and Josh will

Student’s Book: Teaching notes, keys and audioscripts Unit 2 • Volume A

go out volunteering together.

Narrator Volunteering lets Josh and Jade help people, and also meet people, and make friends. Today, Josh and Jade are going to go to East London, to see what they can do to help in the community.

It’s good to talk

Narrator A big part of Josh and Jade’s work is speaking to people in the community and learning about their lives. Even conversations can make a positive difference to someone’s day.

Josh Just stop and talk to someone, right? Just stop and just see how someone’s doing, try and build some community, some friendship, I think that’s really really important, isn’t it, mate?

Narrator Even if you don’t have money, speaking to people, asking them about their day, will make people smile.

Josh You know, you don’t have to solve every one of their problems. You can just say hello and smile and recognise that they’re, whatever situation they’re in, they are a person.

There we go, mate. Cheeky look at that. It’s nice, huh? Faded up the sides into the top.

Man Yeah, that’s how… that’s how I like it… That looks fine.

Josh Cool. Nice one mate.

Man Yeah, that’s great. Nice one. Thank you.

Josh You’re welcome.

Help others, help yourself

Josh It’s really about connecting with people, it’s about what you get in return, like, I’m the happiest I’ve been doing this and it’s OK to recognise that.

Narrator Helping people has made Josh happy. Do you think there is something you could give to your community? Answers

1 He is a hairdresser who gives free haircuts to the homeless.

2 ‘Do something for nothing’, which he started in 2015.

3 He uploads ‘before’ and ‘after’ photos for people to like and share.

4 She is a vet and she helps people look after their dogs.

5 Speaking to people in the community and learning about their lives.

6 You don’t have to solve every one of their problems. You can just say hello and smile and recognize that they are a person.

4

5

Personal answers

6 Personal answers

7 Personal answers

8 Personal answers

Language Skills pp. 28-29

1 Personal answers

2

First-born children: Angela Merkel, Bill Clinton, Jeff Bezos

Last-born children: Andy Murray, Eddie Murphy, Serena Williams

Only children: Ada Lovelace, Daniel Radcliffe, John Lennon

3

TEACHING NOTE

This activity prepares students for the B1 Preliminary for Schools exam of the Cambridge English Qualifications, Reading Paper, Part 4, and for the B2 First for Schools exam of the Cambridge English Qualifications, Reading and Use of English Paper, Part 6. It also prepares to the B2 Communicator exam of the LanguageCERT International ESOL, Written exam, Reading Part 2.

Personal answers

10

Audioscript

So my family has been keeping busy during coronavirus lockdown in different ways. Grandad has been painting pictures of the flowers and trees in the garden every day and he has quite a collection now, so has planned an online exhibition for friends and family. Grandma has been learning Spanish from an app on her phone. She has wanted to do it for a long time, so she’s really pleased she’s got the time. Dad has been cooking all sorts of things from bread to stews to cakes and cookies. He has been getting a little more creative every day as he finds he doesn’t have all the ingredients in the house. Mom has been doing online yoga. She hasn’t done any yoga for over ten years, so she’s started very slowly but she’s really enjoying herself, apart from when the dog walks in on her and disturbs her. My brother Tom has been learning to play the guitar, but I’m afraid he’s not very good at it yet, but we haven’t told him because he’s very enthusiastic. And I have started recording this podcast about my family in lockdown – this is the first episode – I hope you’ve enjoyed it! Let me know what you and your family have been doing.

Answer

What her family has been doing during lockdown/in quarantine.

Personal answers

Use of English p. 30

TEACHING NOTE

This activity prepares students for the B1 Preliminary for Schools exam of the Cambridge English Qualifications, Reading Paper, Part 5, and for the B2 First for Schools exam of the Cambridge English Qualifications, Reading and Use of English Paper, Part 1.

1 B, 2 D, 3 A, 4 B, 5 C, 6 C, 7 D, 8 B

2

TEACHING NOTE

This activity prepares students for the B2 First for Schools exam of the Cambridge English Qualifications, Reading and Use of English Paper, Part 3.

1 incredibly

2 exploded

3 viewers

4 streaming

5 popularity

6 characters

7 student

8 relating

9 friendships

10 completely