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CONTENTS Introduction Students' Book Contents Teacher's Notes Module 1: Identity Module 2: Big Events Module 3: Taste Module 4: Houses Module 5: Image Module 6: Heroes Module 7: Adventure Module 8: Habitat Module 9: learning Module 10: Careers Module 11: Inspiration Module 12: Innovation Culture Choice Skills Builders Student A and B Activities Word list Irregular Verbs language Choice Students' Book Audioscript Workbook Audioscript Workbook Answer Key

ii 2 5 13 21 29 37 45 53 61 69 77 85 93 102 114 121 122 125 126 132 145 152

INTRODUCTION 1 THE COURSE Choices is a five -level course for secondary students, taking learners from Elementary to Advanced level. Choices Intermediate offers ninety-six lessons of core material but because of the in-built flexibility of the course, this could be extended considerably.

2 WHY CHOICE? When you have an element of choice in what you do, you are more likely to be motivated, and motivation is fundamental for teenage learners . People have different learning styles and need to work in ways best-suited to them . The ability to make choices when learning is an important strategy in itself and is a crucial element of life-long learning skills which will become more and more important in the 21 SI century as technology and jobs change rapidly.

Teachers work in very different contexts (e.g. number of hours, facilities, equipment) with very different groups of learners (e.g. numbers in classes, previous learning experience, interests).

• Learning Links: There are references throughout the book to extra activities which provide a further element of choice. At the end of each module, students are directed to further cultural input (Culture Choice at the back of the book), plus extra revision, practice and self assessment (in the Workbook!MyLab). • Culture Choice: These optional lessons at the back of the book include cultural input, literature, songs and projects. They are related to pairs of modules but can be done at any time. The extensive reading can also be done by students on their own and is a good way of introducing students to guided readers (see the Penguin Readers collection). • Online Skills (Workbook): These activities, developed by ELT technology specialists, develop information-handling skills and critical thinking within the context of the internet. • Sound Choice (Workbook): Different language learners have different problems according to their own language and according to their own personal difficulties. A short diagnostic exercise is followed by a choice of exercises on problem sounds.

4 APPROACH In addition to the learner-development features of Choices that are related to the central concept of choice, the course contains other key elements :

Every teacher has his!her own ideas aboutlearning and teaching.

3 CHOICE IN CHOICES In an educational context, choice must be guided to avoid chaos in the classroom. Choices introduces these elements of guided choice: • Topic Talk Networks: Using a language is a creative activity and involves constant choice and options . Vocabulary networks provide guided choice by marrying functional exponents with lexical items. • Your Choice: These exercises give students the opportunity to choose between different topics to discuss. • Grammar Practice: Grammatical structures are first compared and contrasted, then students are trained in choosing forms that best express given meanings or intentions.

• DVD Choice: This is an optional section with authentic video material that extends the lesson topic. • Listen or Watch: Target functional language is presented through dialogues which can be watched t!l!l!ll or listened to depending on the equipment available. • Listening Choice: The teacher can choose between two levels of difficulty in the listening COs. One is slower ( ), without accents. The other is faster and more natural ((11)}, with different regional accents. This feature gives the teacher a choice, depending on the level of the students, and the option of listening to the more difficult version after students have listened to the easier level. • Language Choice: This booklet, which provides options for extra practice related to new language and language reference, comes in a convenient, fold -out section at the back of the book. • Skills Builders: Teachers and learners have the choice of using this section while doing communicative tasks and when revising: it gives support in terms of both strategies and language, with examples of linkers, explained text models and model dialogues. • Language Review/Self Assessment: Students do language revision exercises, listen and check their answers and use a feedback guide to choose what they need to practise more.


The strong content syllabus covers the key areas in the Common European Framework of Reference (CEFR), has systematic crosscurricular input and includes up-to-date and challenging topics. Each topic-based module is introduced in the Topic Talk, then the lessons include input on different thematic strands related to the main topic. In reading lessons, there are Learning Links to Online Skills in the Workbook that enable learners to find out more about the topic.

Choices not only provides systematic cultural input about English speaking and other cultures but gives frequent opportunities for students to talk and write about their own culture, thus strengthening their own cultural identity. In main lessons, Your Culture spots relate the topics to the students' own culture. The six Culture Choices at the end of the coursebook have input about English-speaking culture and cultural awareness, literature (poems and stories) and songs, and My Culture Projects allow students to research information about their own culture and then talk or write about it.

Rather than establish a false dichotomy between vocabulary on the one hand and grammar on the other, the language syllabus in Choices integrates different strands of linguistic input in both grammar and skills lessons through a comprehensive focus on morphology, synta x, word grammar, lexical features, text grammar, functions, conversational grammar and phonology. Features in Choices that enable the course to cover this broad scope of language are: • Vocabulary Networks: They combine key functional language with useful lexical sets and enable students to talk about common exam topics in a personal way. • Sentence Builders: They focus on difficult areas of syntax which often cause students problems and systematically cover written linkers. • Word Builders: They look at lexical features such as prefixes! suffixes and mUlti-part verbs. • Text Builders: They cover text organisation and style in written language.

• Skills Builder (a section of support strategies and model language and te xts)

As in real life, where communication usually involves more than one channel at a time, ski lls in Choices are always developed together, For example, in the main skills lesson, there are always at least three out of four of the main skills:

• Culture Choice (optional lessons which present reading te xts, poems and a song with projects related to the students' own culture)

• Oral Production: Every Topic Talk has an activity in which learners can talk about their own lives, There are other such tasks in the main skills lessons and Speaking Workshops,

• Language Choice booklet (which provides further language practice of both vocabulary and grammar and also has a reference section for each language point that is presented)

• Oral Interaction: There are interactive speaking activities throughout the book, especially in the oral skills lessons and the Speaking Workshops, • listening (Watching): There are four or five listening tasks in each module with a wide variety of text types: monologues, stories, dialogues, interviews and radio documentaries, Watching tasks include TV documentaries, interviews, dialogues and a situation comedy TV programme, Pronunciation activities involve intensive listening with tasks to develop learners' ability to distinguish sounds, words and expressions, There is further listening in the Culture Choices and there is a song, • Reading: There is one major reading text per module and other shorter ones in the grammar lessons and the workshops, Text types include articles, book reviews, adverts, letters, notes, a postcard, websites, magazine interviews, a magazine letter page and blogs, There are also further reading texts in the Culture Choice sections (stories, poems and a song), • Writing: There is wr iting in every module, In odd-numbered modules, there is a focus on written syntax, reference and linking followed by a short writing task: descriptions, advert, blog post and instructions, In even-numbered modules, there are more text types in the Writing Workshops: an email, a book review, a report, a letter of complaint, a CV and covering letter and an essay, Clear models are provided and there are staged tasks, plus work on text organisation and style, Further models of text types are given in the Skills Builder, which illustrates target features and language,

Elements of critical thinking are introduced in reading and listening ta sks: inference of non-explicit information, analysis of textual el ements such as author's style or context, evaluation of content or arguments in the text, application and discussion of knowledge or ideas from texts , The information-handling activities in the Online Skil ls in the Workbook provide further activities to develop learners' sk ills in selecting, evaluating and processing information in the context of the internet.

The Workbook gives further practice of the language introduced in the Students' Book, Each module directly reflects the content of the corresponding module of the Students' Book, Every module contains a Remember section which revises basic grammar points from the previous level. At the end of each module, there is a revision section followed by a Module Diary where students assess their progress, After every second module, there is an extensive exam practice zone with practice tests for reading, listening, speaking and writing, The Sound Choice section allows students to work on their pronunciation , Finally, at the end of the book, there is a section called Online Skills, which develops information-handling skills in the context of the internet.

This online resource allows teachers and students to interact beyond the classroom, It has all the practice exercises of the Workbook, which can be automatically graded, and instant feedback can be sent to the student, Teachers can use MyLab to assign homework and see their students' progress in the gradebook,

The Teacher's Handbook contains reduced pages from the Students' Book, along with teaching notes, answers, teaching tips, suggestions for extra exercises and background information about the contents of each spread , It also contains the Students' Book audioscript, the Workbook audioscript and the answer key,

This DVD-ROM is a teaching resource, providing everything needed both for the classroom and for preparation, It contains: • an interactive whiteboard of the Students' Book with integrated audio and DVD, interactive activities and zoomable areas • photocopiable activities to use in the classroom • teacher development workshops on different elements of language teaching • the Test Master, so teachers can create their own versions of tests

Th ere is a systematic focus on communication strategies in the Sk ills Builders for both receptive and productive skills, For reading and listening, there are both general processing strategies such as working out the meanings of new words, plus exam task strategies su ch as doing matching or multiple-choice tasks, Writing strategies are em bedded in the tasks in the Writing Workshops and explicit speaking strategies appear in the Speaking Workshops,

Both shorter and longer productive tasks are guided in Choices, Fo r example, in main skills lessons Your Choice tasks contain brief preparation stages, In the longer Writing Workshop and Speaking Workshop, there are explicit stages followed by feedback activities to ena ble students to reflect on or react to their partners' writing or what they have said, The Skills Builder acts as a back-up when learners are doing these tasks, providing model texts and dialogues,

5 COMPONENTS The components of the course are as follows:

The Students' Book consists of twelve thematic modules, Each module s clearly divided into sections: Topic Talk (opening page of the module), Gra mmar, Skills, Writing Workshop, Speaking Workshop, There is a oneoag e Language Review after Modules L 3, 5, 7, 9 and 11. At the back of ihe Students' Book, there are the fo llowing:

• a comprehensive mapping of Choices to the CEFR,

The Class Audio COs contain all the listening activities recorded in the two levels of difficulty, plus recordings of all the reading texts,

6 CHOICES AND THE COMMON EUROPEAN FRAMEWORK OF REFERENCE Choices covers most of the descriptors of the Common European Framework of Reference (CEFR) at each level, except some of those related to wo r k and other adult contexts :


Elementary Pre-Intermediate Intermediate Upper-Intermediate Advanced

CeFR A1-A2 A2-81 Bl-82 82 82-Cl


For a complete breakdown of the descriptors covered at this level, see the Teacher Development Workshop entitled Evaluation: European Framework of Reference on the Choices ActiveTeoch,


TOPIC TALK These boxes contain the learning objectives of each module.

The Topic Talk introduces the module topic.


Systematic practice of pronunciation (e.g. unstressed words, word stress, contractions).

Vocabulary networks present key lexical sets and functional language to talk about the topic.

The Language Choice booklet provides extra practice and reference.



Talking about identity Complete the description . I l ~ I' m quite an idealistic type of 2_ _ . I'm passionate about politics and I'm keen )_ _ photography · I'm •_ _ going to photoeraphy

Students have the chance to personalise the topic and talk about themselves.

exhibitions. I suppose I'm a bit s_ _ laid-back sometimes because I'm , _ _ into studying very much. I live in Brussels but my ' _ _ roots are in England and my parents come from London. I am not very nationalistic but I'm , _ _ of London -I think it's a

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There is a variety of reading texts (e .g. articles, adverts, websites) .

2 I think that rugby is amazing. 3 I have sent a text message to my friend. 4 My brother'S wedding was incredible and we all had good fun. S The police have arrested three men for that ban k robbery. 6 When I get home, I'm going to have something to eat and go to bed.

1 Matching (identifying the main topic) Before you listen. look carefully at the list of topics. Use photos and any ol her information to make guesses about what the text is gOing to be about. listen and check your guess. Remember that all the topics can be mentioned but the main topic is the one that sums up the text best .

Before you listen. read the Questions carefully. Try to guess answers to the questions where possible. Use your knowledge of the world and use any pictures there are. Often the information in the text is expressed In a different way from the question. Sometimes It Is in a different form: Question = Apartheid was bad for black South Afr/cans. Texf = BlOCK South Africons hod no rights. When you listen again, try to get the rest of the information. When you don't know an answer. make a guess.


SKILLS LlSTENINCi/SPEAKINCi Students can listen to or watch everyday functional dialogues.

The DVD Choice section provides optional authentic video footage.

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40 Agreeing and disagreeing (1)

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Pronunciation activities foc us on inton ation.

A: I'm not into tattoos. 8: Neither am I.

Talk Builders present functional language . Skills Builders provide furth er referen ce.

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WRITINCi/SPEAKINCi WORKSHOPS _ _ _ _ _ _ _ _ _ _ _ _ __ Skills Builders provide m odel texts with explanations.


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Text Builder


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Talk Builders focu s on conversational grammar.

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There are reading activities with model texts .

Listening input and focus on pronunciation are provided. Skills Builders give communication strategies.





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Key onfor ylestory linkers

Hi Andy, How's it gOing? I VP Just come back from my sister'S weddins. lt was really (DOL III It was in ~unu kind ,f Scottish castle and we arrived late the night before. The next day, after having breakfast. we went out for a walk and then we sot chansed for the ceremony.

LANGUAGE REVIEW _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Exercises test knowledge of language from the previous module (Modules 1 and 12) or from the previous two modules.

Language Review

Module 1

Revision of Grammar

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Students listen, check their answers and decide on further practice.

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Sound Choice focuses on problem sounds.

CULlURE CHOICES Reading tasks include inference (reading between the lines) and evaluation.

Culture Choices are optional lessons at the back of the coursebook. r'


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Projects get students writing and talking about their own culture.




Topic Talk (p.5)

Vocabulary network: Identity Pronunciation: Contractions

listening: Three interviews Speaking: Talking about your identity

1 Avatars (pp. 6-7)

Word Builder: Compound adjectives Sentence Builder: Uses of like

Reading: Article about avatars (Matching, T/F/No information) Writing: Personal description

2 languages (pp. 8-9)

Grammar: Present tenses Grammar Alive: Personal information

Reading: Article about saving languages listening: Dialogue about languages

3 Tribes (pp. 10-11)

Vocabulary: Urban tribes Talk Builder: Agreeing and disagreeing (1) Pronunciation: Intonation (replies)

listening: Interview with a sociologist (T/F ) DVD Choice: Documentary about goth weekend (Matching) Watching/Speaking: Two interviews (Matching)

Revision: (Gap fill )

Self Assessment


language Review (p. 12)


Topic Talk (p.13)

Vocabulary network: Memories Pronunciation: Emphatic stress

listening: Two interviews Speaking: Talking about memories

4 The Wall (pp. 14-15)

Grammar: Past Perfect Grammar Alive: Excuses and explanations

Reading: Personal accounts of a historical event listening: Short dialogues

5 The Big Game (pp. 16-17)

Word Builder: Multi-part verbs (1) Sentence Builder: Uses of just

listening: Dialogue (Mult iple choi ce) Reading: Newspaper interview (T/F)

6 Birthdays and Funerals (p. 18)

Grammar: used to and would

Reading: Personal memory

Writing Workshop 1 (p. 19)

Text Builder: Informal style Sentence Builder: Time linkers: after, before, while + -ing

Reading/Writing: Email w it h a personal anecdote

Speaking Workshop 1 (p. 20)

Pronunciation: Intonation (reactions) Talk Builder: Telling stories

listening: A story (ordering pictures) Speaking: Telling stories

Culture Choice 1 (pp. 102-103)

Story: Fever Pitch by Nick Hornby

Project: A sporting event



Topic Talk (p.21)

Vocabulary network: Food Pronunciation: Word boundaries

listening: Dialogue about food habitsllikes Speaking: Talking about food habits/likes

7 Cooking (pp. 22-23)

Word Builder: Verbs + prepositions Sentence Builder: Reason linkers: because, (just) in case, as

Reading: Magazine profile (Matching, Multiple choice ) Writing: Invitation

Slce Cream (pp. 24-25)

Grammar: The Passive Grammar Alive: Describing a process

Reading: The history of ice cream listening: Tour guide presentation

9 Restaurants (pp. 26-27)

Vocabulary network: Eating out Talk Builder: Eating out (requests/replies) Pronunciation: Polite requests

listening: Review of a TV programme (Gap fill ) DVD Choice: Documentary about Fifteen restaurants (TIF ) Watching/Speaking: Dialogue in a restaurant (Matching, Role -play)

language Review (p. 28)

Revision: (Gap fill , Sent ence transformation )

Topic Talk (p. 29)

Vocabulary network : Houses Pronunciation: Unstressed function words

listening: Three descriptions of homes Speaking: Talking about your home

10 An African Village (pp. 30-31)

Grammar: Present Perfect Continuous Grammar Alive: Explanations

Reading: Interview with anthropologists listening: Dialogues

11 Floating Homes (pp. 32-33)

Sentence Builder: Modifiers and comparatives: much, a bit, even more, slightly more Word Builder: Prepositions and adverbs (e.g. downstairs, go downstairs)

Reading: Magazine article about a new isLand (Gap fi ll) listening: Description of a house

Self Assessment

12 Makeovers (p. 34)

Grammar: have/ get something done

Reading: Magazine article about a makeover

Writing Workshop 2 (p. 35)

Text Builder: Language for reports

Reading/Writing: Report and graph

Speaking Workshop 2 (p. 36)

Talk Builder: Asking about accommodation/ Making offers Pronunciation: Intonation (offers)

listening: Hostel dialogue Speaking: Hostel roleplay (Role-p lay)

Culture Choice 2 (pp. 104-105)

Story: Dracula by Bram Stoker

Project: A famou s buildin g



Topic Talk (p.37)

Vocabulary network: Appearances Pronunciation: Word boundaries

listening: Descriptions of celebrities Speaking: Describing a celebrity

13 looking Good (pp.3S-39)

Word Builder: Word pairs (e.g. black and white) Sentence Builder: Verb patterns (e.g. want somebody to do something)

Reading: Magazine article about clothes shopping (Matching) Writing: Note to a friend

14 Fashion Contest (pp. 40-41)

Grammar: Speculating about the present Grammar Alive: Gossiping

Reading: Dialogues about a fashion competition listening: Dialogue for speculating

15 Celebrity Culture (pp. 42-43)

Vocabulary network: Celebrity Talk Builder: Complaining and apologising (in shops) Pronunciation: Intonation

listening: Talk about celebrity (Matching) DVD Choice: Documentary about celebrity (Matching) Watching/Speaking: Dialogues in a shop (Matching, Role-play)


Revision: Revision (Gap fill , Sentence transformation )

Self Assessment


Topic Talk (p. 45)

Vocabulary network: Biography Pronunciation: Dates

listening: Descriptions of life stories Speaking: Describing a hero/heroi ne

16 little Hero (pp. 46-47)

Grammar: Speculating about the past Grammar Alive: Making guesses

Reading: Newspaper article about child labour listening: Dialogue with guesses

17 Action Heroes (pp.4S-49)

Sentence Builder: Prepositions at the end of sentences (questions/relative clauses) Word Builder: Prefixes

Reading: Dialogue about a film (Multiple choice) listening: Novel extracts: The Boume Identity

18 local Hero (p. 50)

Grammar: Question tags

Reading: TV Interview

Writing Workshop 3 (p. 51)

Text Builder: Organisation and style Sentence Builder: Addition linkers

Reading/Writing: Book review

Speaking Workshop 3 (p.52)

Talk Builder: Talking about photos (vague language, speCUl ation, additions) Pronunciation: Intonation (end of sentences)

listening: Describing a photo Speaking: Describing a photo

Culture Choice 3 (pp. 106-107)

Story: Jane Eyre by Charlotte Bronte

Project A fictional hero/ heroine

7 ADVENTURE Topic Talk (p. 53)

Vocabulary network: Adventure Pronunciation: Emphatic stress

listening: Dialogue about extreme sports Speaking: Talking about adventure

19 Risk (pp . 54-55)

Word Builder: Confusing nouns Sentence Builder: Prepositions + -ing forms

Reading: Adverts for extreme sports (Matching) Writing: Personal email about holiday

20 Expedition (pp. 56-57)

Grammar: Predictions, intentions, arrangements Grammar Alive: Plans and predictions

Reading: Diary of an expedition listening: Dialogues with plans and predictions

21 Adventure Holidays (pp. SS-59)

Vocabulary network: Adventure sports Talk Builder: Asking for information Pronunciation: Polite intonation

listening: Radio adverts DVD choice: BBC documentary about adventure holidays listening/Watching: Dialogue in a tourist information centre (Multiple choice, Role -play)

language Review (p. 60)

Revision: (Gap f ill, Sentence Transform ation)



Self Assessment

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TopiC Talk (p. 61)

Vocabulary network: My environment Pronunciation: Word stress

listening: Dialogue about environment Speaking: Talking about your environment

22 Into the Wild (pp. 62-63)

Grammar: Future Continuous Grammar Alive: Requests

Reading: Dialogue about survival tips listening: Dialogues with requests

23 The Sun (pp. 64- 65)

Word Builder: Uses of take Sentence Builder: Reduced re lative clauses (e.g. tourists coming to the island)

listening: Interview with a scientist Reading: Article about Longyearbyen (Multiple cho ice)

24 Going Green (p.66)

Grammar: myself, yourself, ourselves; each other

Reading: Newspaper article about green living

Writing Workshop 4 (p. 67)

Text Builder: Formal style Sentence Builder: Cause linkers

Reading/Writing: Formal letter of complaint

Speaking Workshop 4 (p. 6S)

Text Builder: Agreeing and disagreeing (2) Pronunciation: Intonation

listening: Dialogue about traffi c Speaking: Discussing visual material

Culture Choice 4 (pp.lOS-109)

Story: A Walk in the Woods by Bill Bryson

Project A be autiful natural area




Topic Talk (p.69)

Vocabulary network: School (1) Pronunciation: Contractions

Listening: Three monologues about school Speaking: Talking about school

25 Co-education? (pp. 70-71)

Word Builder: Making nouns (-ationl-mentl -ence/- ity/ -ship) Sentence Builder: Example linkers

Reading: Online magazine posts (Matching, Multipl e choice) Writing: Blog post

26 Brain Power (pp. 72-73)

Grammar: Reported statements Grammar Alive: Reporting (1)

Reading: Advice website Listening: Radio interivew

27 School Life (pp. 74-75)

Vocabulary network: School (2) Talk Builder: Asking for permission Pronunciation: Intonation

Listening: Dialogue about schools DVD choice: BBC programme extract Watching/Speaking: Dialogues asking for permission (Matching, Role -play)

Language Review (p. 76)

Revision: (Gap fill , Sentence tran sformation)

Self Assessment

Topic Talk (p.77)

Vocabulary network: Careers Pronunciation: Unstressed function words

Listening: Interviews about careers Speaking: Talking about careers

28 Odd Jobs (pp. 78-79)

Grammar: Reported questions Grammar Alive: Reporting (2)

Reading: Website about jobs Listening: Dialogue/job interview

29 Future Jobs (pp. 80-81)

Word Builder: Multi-part verbs (2) Sentence Builder: Asking what to do

Reading: job adverts (Matching) Listening: Phone-in programme (Mu lt iple choice)

30 Got Talent (p. 82)

Grammar: Conditionals

Reading: Article about talent shows

Writing Workshop 5 (p.83)

Text Builder: Organisation Sentence Builder: Purpose linkers

Reading/Writing: Curriculum vitae; Letter of application

Speaking Workshop 5 (p. 84)

Pronunciation: Intonation (requests) Talk Builder: Polite requests (indirect questions)

Listening: job interviews Speaking: job interview roleplays (Role-play)

Culture Choice 5 (pp. 110-111)

Story: An Ordinary Life by Amy Macdonald


Project: A famous musician

11 INSPIRATION Topic Talk (p. 85)

Vocabulary network: The Arts Pronunciation: Word boundaries

Listening: Dialogue about the arts Speaking: Talking about the art s

31 Musicals (pp. 86-87)

Word Builder: Noun + noun (e.g. pop singer) Sentence Builder: Contrast linkers

Reading: Two reviews Writing: Short review of a performance

32 Masterpieces (pp. 88- 89)

Grammar: Past Conditional Grammar Alive: Regrets

Reading: Exhibition catalogue Listening: Dialogue at a museum

33 Young Artists (pp. 90- 91)

Vocabulary network: Art Talk Builder: Opinion s: Reasons and examples Pronunciation: Intonation

Listening: Radio interview (Mat chin g. Mult iple choice) DVD choice: Interviews with artists Watching/Speaking: Classroom debate

Language Review (p. 92)

Revision: (Gap fil l, Sentence transformation)

Topic Talk (p. 93)

Vocabulary network: Science and technology Pronunciation: Word stress

Listening: Dialogue about science Speaking: Talking about science and technology

34 DNA Detectives (pp. 94-95)

Grammar: Past modals Grammar Alive: Obligations and mistakes

Reading: Science magazine article Listening: Dialogues about obligations and mistakes

35 Science Fiction? (pp. 96-97)

Word Builder: Multi-part verbs (3) Sentence Builder: whatever/ whenever, ete.

Reading: Newspaper article (Multiple choice) Listening: Interview about science fiction writers

36 Experiment (p. 98)

Grammar: Verbs with -ing or infinitive

Reading: Magazine article about an experiment

Writing Workshop 6 (p. 99)

Text Builder: Organisation; Discursive language

Reading/Writing: Opinion essay

Speaking Workshop 6 (p. 100)

Talk Builder: Giving presentations Pronunciation: Intonation (linking expressions)

Listening: Presentation about an invention Speaking: Presentation

Language Review (p.101)

Revision: (Gap fill, Sentence transfo rmation)

Culture Choice 6 (pp. 112-113)

Poems: Two poems by Wendy Cope and Brian Pattern

Skills Builders : Listening: (pp. 114-115) Irregular Verb List (p. 12 8)


Reading: (pp. 116-11 7)

Student A Act ivities (p. 129)

Self Assessment

Self Assessment Project: A famous poet

Writing: (pp. 118-121)

Student B Act ivities (p. 130)

Speaking: (pp . 122-127)

Wo rd Li st (pp. 131-136)



Give students a few minutes to read th e information in the netwo rk. Check the meaning of an y vocabulary students don't know, Elicit any information they remember about Owen before they listen again.

Answers: Student page


Make guesses about which of the people in the photos (a-c): are proud of their nat ionalit y • belong to an urban tribe (e.g. goths/skaters/ punk s) • are int o sport • care about the environment

listen to the people (1-3) and check you r guesses from Exercise 1. listen again to the first person. Complete t he information in the network. country. flag. language. national anthem. national landmarks (e.g. famou s buildings/places), national sport s t eams, t raditional costume/music/houses

y f amily root s are in lEngland@ I am proud of my/our zl~"9,,~qe .

climate, foo d, landsca pe, lifestyle, people, wildlife

On e thi ng I love about my country is the 3. .~.~dJc(if P.J.-,

Answers: But maybe I'm a bit


suppose I'm a/an '..J22!i:t- type of person but I'm a bit too 51~id-b~<k

advent urous, creat ive, easy-going, energetic, hard-working, idealistic, outd oor, outgoing, prac t ical, romantic, sport y

on '1i@ionate a@Wikeen an 7 art/fashion! lOture@J! ete. on (not ) into


Check understanding of contraction , Ask: What is the full form of 'I'm? Repeat the process with more examples, e,g, you 're, that's, You may need to play the recording a few times, Check the answers with the class , Elicit what the contractions are short for, e,g , don 't - do not. we're - we are and I've - I have, Focus on two or three of the sentences , Use choral drilling,


w eari ng badges, band T-sh irts, clothes w ith resig ner labels, team sh irts, T-shirts with logos : ercings, tattoo s

listen and write down the contractions. Then listen again and repeat them.

too laid-back sometimes, l'Qlike to have a Welsh flag tattoo. And I don't like clothes with designer labels, either. We're a real sporting nation, But I've got family roots in Poland . So you're a real skater? We're a really good group. For pract ice, students turn to


Put student s in groups of four. Give them a few minutes to do this activity, Monitor and help where necessary,

Work in groups. Use the network to talk about your identity.

Now your students can: • talk about their identity (or the identity of other people)

o o

Stu dents discuss their ideas for a few "'"'1 ln utes in pairs , Write up any interesting 3 gu age on the board . Ask students to give -2aso ns f or their ideas.

Tell students to make notes as they listen, Pause the recording after each speaker and ask students to identify which person is speaking ,

• describe what people are like,

Answers: Photo a: Owen is proud of his nationality, speaks two languages and is into sport Photo b: Haruka speaks two languages and cares about the environment Photo c: Piotr belongs to an urban tribe and is into sport




Background Avatar: an image that represents a person in a virtual world . Role-playing game: a game in which players assume the roles of characters in a fictional setting.

Simon BosweLL investigates the weird and wonderful world of on line avatars.

Instant messaging (IM): a form of real -time communication between two or more people using computers . Blog: a diary which you put on a website for others to read . It may contain personal information or comments on topics of interest to the writer. The word blog is combined from the words web and log.




3 Avatars in online worlds like Second Life can talk, walk and fly around, meet people, go shopping or go to classes. There is lots of room for creativity and you can get a brand-new identity. If you're well-off, you can spend a fortune on buying virtual clothes and jewellery for your well-dressed, fashion-conscious avatar.

K _~~ L Lf,d,. Use the strategies to match the paragraphs (1-6) with the headings (a-g). There is one extra heading.

4 Of course, the avatar you choose says a lot about your personality. If your blog avatar is a picture of a kitten, your message is 'I'm a playful, laid-back person.' Wellknown cartoon characters or laughing chimpanzees say 'I'm a really funny person.'

How avatars have developed 2The future of avatars " Avatars in virtual world s 3 Your avatar and you 'iBuying virtual jewellery Improving your loo ks 5 Identity on line 1

Read the text again. Are the sentences true (T) or false (F) or is no information given (?)? 1 When you are on line, you can take on any identity. T 2 Avatars first appea red on internet c!lats. 3 Some people spend a lot of money on their avatars. 4 People use avatars to express their own identity. 5 A person's avatar is usually not as good-looking as he/she is in real life. F 6 Virtual worlds will be more expensive in the future. ?



5 Use the strategies in the Skills Builder to choose a title (a-c) for the article.

a b c d e f g

Warm Up

it's probable that students already know a lot about avatars. This is a good chance for 'real' interaction with students. Encourage them to tell (or teach you!) about what they know. Ask them about the most popular games, blogs or chat rooms among their friends.

2 The first, simple two-dimensional avatars appeared in the mid 1980s in role-playing computer games. By the late 1990s, they were in web chats like Instant Messenger. Nowadays, avatars are everywhere. In most chats, people use simple, ready-made images or upload their own images but you can also use dynamic avatars that move around and talk when you type in your message.

a More Avatars than People @ Creating Identity Online c The Dangers of Avatars

Part 1

Tip: Being a digital generation,

Work in pairs. Which of the avatars in the pictures (a-d) do you like most? Why? Describe an avatar you have used in a chat, blog or computer game.


Virtual world: an online community that is a computerbased simulated environment. In virtual worlds, like Second Life, you can earn virtual money by having a job or starting a business. Some people have made a lot of money from selling services and products in virtual worlds .

Before students open their books, write up the words avatar, a chat and blog on the board. Elicit ideas about what these are. Ask students if they have seen the film Avatar. Encourage those students who visit blogs to explain to the others what they are. Ask students to open their books and use the pictures to aid the discussion further. If students use any words that you think may be useful to the lesson, e.g. virtual, character, internet, write them up on the board.

1 When you are online you can be anyone or anything you can create your own image and a new personality, you can be anyone you want to be.

Warm Up






5 Surprisingly, most people create avatars that look more or less like them and behave like them. However, nearly all avatars are tall, young and nice-looking so people obviously make a few improvements to their bodies and they also experiment with things like long hair, tattoos and piercings. Many people have more than one avatar, a sensible one for work, a goodlooking, easy-going one for meeting people and a silly one for having fun. 6 Soon, over eighty percent of internet users will have at least one avatar and in some countries there will be more avatars than real people. Some people say that we spend too much time in virtual worlds and will become afraid of meeting people in the real world. Others look forward to the time when their avatar will look and act just like a real person and be able to travel around bigger, more exciting virtual worlds.




Go through l.J and check students understand the strategies. Tell them to quickly read through the text, identifying key words that will help them match it to a title.

Extra Exercise As a follow up to -" fi :), ask students in pairs to compare which words they underlined to help them match the headings. Tell students to help each other with the meaning of any difficult words too.

Answer: Student page



Answers: Student page

Go through and check students understand the strategies by eliciting how they are going to approach the task.

Answers: Student page

Give students a few minutes to complete the exercise.




Vocabulary look at the Word Builder. Match the adjectives with the meanings below. rich attractive (x 2) stylish relaxed (x 2) totally new can be used immediately a flat image into wearin~ all the latest styles famous


Word Builder Compound adlectives c

brand-new, easy-goin~, fashion-conscious, good-looking. laid-back, nice-looking, ready-made, two-dimensional, well-dressed, well-known, well-off

d e

Work in pairs. Ask and answer the questions.

I like chattin~ online. ~, 7 (verb: to talk about preferences) My handwriting is like my dad's. / My handwriting looks like my dad's. :2-, 'i, 5 (preposition: similar to) What is your friend like? 3 (preposition: ask for a ~eneral description) What does my avatar look like? 1 (preposition: ask for a description of appearance) There are various virtual worlds, like Second Lije. (prepo si tion: jar example) ~


What well-known stars (film/music/sport) do you think are ~ood - Iooking? 2 How fashion-conscious are you? Give examples. What do you wear when you want to be well-dressed? 4 How easy-going are you? Give exa mples. 5 If you suddenly became very well-off. what brand-new thin~ would you buy?






Answers: Student page Go through SIlILL J R and check students understand the strategies. For practice, students turn to f r


Let students make notes before discussing the questions,



Tell students to include language from both the Word Builder and the Sentence Builder to write their notes.

Work in pairs . Ask and answer the questions.

1 Who are you like in your family? Who do you look like? 2 What clothes do you like? Give exam ples with like. 3 What do you like doing online? Wh at kind of computer games do you like? Give examples. 4 What websites do you visit mo st often? Give examples w ith like.



Ask students to match the examples in the te xt in Exercise 7 with the uses gi ven in the Sentence Builder.

Sentence Builder like




look at the Sentence Builder. Match other examples of like (I-B) in Exercise 7 with the uses (a-e) below.


Read the description and look at the picture . Find four differences.


Set this as either a tenminute task in class or for homework.


Monitor and help where necessary, In feedback, look at the most interesting ideas,

Create your own avatar. Write notes about the things below: • • • •

what it looks like how it behaves where you use it why you chose your avatar


Wha t does my avatar look ' like? Well, she looks a bit ' like me but she's a bit

Check understanding of exception. Ask students why Groucho Marx might want to forget the face,

~ Use your notes to write a description of your avatar like the one in Exercise 7.

t aller and slimmer and she's got long brown hair and blue eyes. What


is she ' like? When she's in her virtual world, she

Work in groups. Ask and answer questions about your avatars. Use the cues in Exercise 10.

A: What does your avatar look like? B: He's tal/ with long red hair. He looks

usually behaves 4like me.


Now your students can:

a bit like me.

• describe themselves and others using like

She's an alternative and reb ellious kind of person, just slike me. She 6likes really cool

• use compound adjectives to write interesting descriptions.

'I never forget a face but in your case I'll make an exception.' American comedian

and hanging out in cool places in the virtual world, alike the coffee shops on Sora Island.

O' •


0 0



If there are any meanings that students ,,-e un sure of, encourage them to find the -e levant compound adjective in the reading :ext and try to deduce the meaning from the - nt ex t.

= r prac tice, students turn to





Students find the differences.

Answers: She's got blond hair, not brown hai r. She's got brown eyes, not blue eyes. She likes colourful clothes, not bla ck clothes ,

," ,

Part 2


Tell students to review the words in the

,,I rd Builder before they work in pairs, Give

- em ten minutes to discuss. Monitor and help " ere necessary.





Background Celtic: descri be s somet hing

Warm Up

belonging to an an cient European people who were related to the modern-day Irish, Scots, Welsh and Bretons.


Amurdag: a Native Australian

o Read the text and answer the questions.

language hi storically spoken in the Northern Territory of Australia. There is only one living speaker.


a project that identifies are as where languages are endangered and documents those languages .


Your Culture Where in the world is your language spoken? What languages have influenced your language? What fo reign words are used in your language now?

Name the tenses (Present Simple or Present Continuous) in the sentences (1-5) underlined in the text and match them with the things they talk about (a-e) . a b c d e


Give students a fe w minutes to study the map. Elicit the names and positions of the continents in English (Asia, Africa, North America, South America, Antarctica, Europe and Australia) and write them up on the board . Then elicit students ' ideas.


feel ings and opinions 3 facts and permanent situations 7routines. t hings that happen regu larly 1 thi ngs happening exactl y at t he time of speaking 5 things happening around now. not necessari ly at t he time of speaking '/-

P rtire

believe. be long, know, like, prefer, remember, wont. understand.


Older speakers of th e language die. (",re dyil13) 2 We believe we can help save some enda ngered languoges. /110


Pre-teach any words that you feel students may have problems with, e.g. endangered, ex tinct, discriminated, Aborigines, illegal and plants.

() Match the Present Perfect sentences (1-2) with the uses (a-b) .


are discriminated against and some languages die naturally. 2 They record the speakers . 3 because they carry amazing knowledge and culture


o Which of the people (a-c) could!!Q1 say these sentences? Why? 1 'I'm livi ng in the Amazon jungle: @ a native Amazon India n b a student on holiday in the jungle c an engineer build ing a road in the jungle 2 '1 teach English: a an experi enced t eacher of English b a f Ull-tim e English teacher Š a PE teacher t eaching an English class

Australian and South American natives have always used plants to treat people. b 2 A lat af languages af smaller cultures have disappeared. "

Answers: 1 Some languages

' Every t wo week s, a lang uage dies. Languages are becoming extinct fa ster than endan gered ani mals. Because language i s part of nation al identity, minori ~ languages have of ten been discrimi nated against. In the 19 th cen t ury, Native Australian s an d American Indian s were not allowed to use their native language i n public in Au stralia and th e United Stat es . It was also illegal to speak Celtic languages in Ireland, Scotland and Wales i n the street. Some languages die naturally. While the languages of powerful groups have always spread, the languages of smaller cultures have disappeared. Small communities stop speaking thei r tradition al language and choose the more 'popular' one . Slowly, older speakers di e and th e original language is forgotten.

Read the rule. Can you change the verb forms in bold in the sentences (1-2) into the continuous? â&#x20AC;˘ We use the Present Si mple (not Present Continuous) with state verbs like t hese: be.

Answers: Student page

3 'I've done my homework: a a student giving her homework to t he teacher b a student after she f inished her homework a student planning to do her homework

We ta lk about past events when it doesn't matter when t hey happened (often they have some consequences in the present). We talk about a situation or habit that started in the past and is still going on.



Present tenses


Students complete the exerc ise in pairs or individually.

Answers: Present Simple: a, b, c Present Continuous: d, e Student page


Check the rule with the class.

Answers: Student page


Ask: When did South American natives start using the plants? (We don't know - some time in the past.)

Answers: Student page


lang uage

Present tenses

Warm Up

Students work in pai rs. Ask them to use the map to identify where your language may be spoken. If your language isn't widely spo ken, ask students to think about which countries people may emigrate to the most. Discuss which languages any foreign words in your language originally come from .

@) = endangered

1 Why do languages di sappea r? 2 What do sc ient ists do t o save languages? 3 Why do we want to save them?

Enduring Voices project:


'K -e-y - - - l

Look at the map of world languages. Which continents have the lowest number of endangered languages? Asi",



Check understandin g of PE (Physical Education). Give students a few minutes to complete the exerci se. Student s che ck in pa irs before the clas s check.

Answers: Student page For practice, students turn to L ')


- - - - - - - - - - - - - - --

- - -- - - -- - - - -- --------------------


Answers: 1 Martha: Italian, Spanish James: None 2 Martha: French James: Italian 3 Martha: Italy James: Spain

Grammar Alive Personal information


Listen to the dialogue. Answer the questions about Martha and james. What languages do they speak well? 2 What languages are t hey learni ng? 3 What count ries have they been to?


Check understanding of feel stressed and fall in love. Do the example together as a class, then in pairs. Elicit item 2 if necessary and drill it as a class. Put students in A/B pairs . Monitor and check the use of tenses only.

~ Work in pairs. Use the cues to make dialogues .

A: Hove you ever learned a foreign language? B: 5ure. I study French

at school. I'm revising

f or a test now.

- 'a ny enda ngered lan guages have no written ":'m but they car ry amazing knowledge of loca l =-lironments. Native Au stralians and South -~e rica n s have always used plants to t reat people. _- ;ortun ately, many of th eir languages are dyi ng and ~-s knowledge may one day be lost forever. : - ""'sti ne Davies, fro m t he Enduri ng Voices project.

=J us: ' 3 We believe we can help save so me =- :angered languages. 4 We are recordi ng the :: =.3 ers of endange red lan guages on all con ti nents . =:- exam ple, in Austra li a we have recorded th e only ; ~g spea ker of Am urd ag, so thi s language won't :-5all pear completely. But while 5 we' re ta lking now, :- " ",st speakers of some nati ve languag es all over the -::-ld are dyi ng, t aki ng their culture and knowledge -:- t hem . So we have to hurry:

A starts

B answers

1 lea rn a language?

1 study French at school - revise for a t est now 2 often go to Spain learn Spanish now 3 talk to fa mous people all t he time text Zac Efron now 4 buy designer clothes al l the time - wear an Arm ani jacket today

2 vis it Barcelona? 3 talk to a fa mous person? 4 buy des igner cl othes?

B starts 5 appear on TV?

6 feel reall y stressed? 7 fall in love?


Use the notes to write sentences the people (1-3) could say. Use the Present Simple, Present Cont inuous an d Present Perfect. 'm learning my 1 O~ language now. I work at university. ve studied languages since f was at school.


an expert on languages • learn my 10 th language now • work at university • study languages si nce I was at sch ool a 6·year-old nat ive Au stralian child • speak our language at home • learn to writ e in English at school • never speak to a foreigner an explorer • be a t raveller since I was t went y • spend very little t ime at home • prepare for a trek in t he And es

B use a laptop

Tip: When students are doing a practice activity, it's useful to focus on one aspect of what they are doing. If you have a lot of students, it would be impossible to monitor everything they are saying, e.g. pronunciation, use of vocabulary and grammar. In this case, just monitor their use of tenses and if they're forming them correctly.

A answers 5 appear on TV regularly - act in a soap opera t his week 6 feel st ressed often feel stressed about the next class 7 fa ll in love all t he time - fa ll in love with you right now 8 often use a laptop - chat online on it ri ght now


Tell students to use their notes from Exercise 9 and what they practised in Exercise 10 to help them .


\0 Use the cues to write a questionnaire. Use

Students wor k in pairs. Then choose a few students to share their information about their partner.

correct tenses. How many languages - speak] How many languages do you speak?

2 3 4 5 6


What languages - learn now? What subj ect s - like lea rnin g? How many di ff erent countries - visit? How many times - speak t o a f orei gner? What f oreign language - need most often?

Now your students can: • identify and use present tenses to describe situations.

Work in pairs. Ask and answer the questions. Tell the class about your partner.



Stu dents work in pairs . Monitor and help ,', ~e r e necessary.

nswers: 2 I speak our language at home. - earning to write in English at school. I've - :: er spoken to a foreigner. 3 I've been a ell er since I was twenty. I spend very little - -e at home. I'm preparing for a trek in the


- - j es. =:;- pract ice, students turn to


Grammar Alive


Before you play the recording, ask students if they speak other languages. How well do they speak them? What countries do they like to visit on holiday? Where have they been where they didn't know the language? Check the answers w ith the class . Elicit the key sentences and write them up on the board, e.g. I'm learning .... I don 't know any languages. I've only ever been to Spain. I've been to Italy. I speak Italian. I'm listening to ... . I don't understand .... by asking What did Martha say? What did lames say? Check the tense and use.


Background Evanescence: an American


rock band .


Whitby: a place in Yorkshire on the north-east coast of England . Whitby has featured in literary works, television and cinema, most famously in Bram Stoker's novel, Dracula.


Vocabulary Look at the network and the photos (a-b). Try to match the tribes w ith the descriptions (a-g).

o Urban t ribes emos. geeks. goths. metal heads. punks. skaters. trendies

The Whitby Gothic Weekend: a twice-yearly

â&#x201A;ŹID Listen to an interview about ur ban tribes in the UK. Check your guesses from Exercise 1.

â&#x201A;ŹID Li sten again . Are the sentences true (T) or false (F)? 1 Urban tribes sta rte d in t he 1 970 s and 80s . F 2 There are more trib es aro und t hese days. T 3 Tribes are changing f aster than before because of the internet.

Descriptions a have dyed black/straight hair - into pessimistic punk music - wear dark clothe s emos b into horror fi lms - have dyed hair - wear silver jewellery/black make-up - into Evanescence jotkr have scruffy clothes/shaved hair - chains/ piercings PIiI1k.r like deSigner labels/loose shirts (male) - into clubbing/shopping tn>tdie.s e wear dull clothes - obsessed with technology and gaming jUks f have long hair/beards - wear leather jackets/ black T-shirts - into heavy metal wte.ttif/ he.ti!ds g wear baggy clothes - hang out at skate parks - into indie and punk S

festival for goths. Since it started in 1994, it has grown into one of the most popular gothic events in the world .

Warm Up


4 Tribes are always based on ta st es in mus ic and clothes.


5 The identity of some t rib es is based on interests. T 6 Most young people now only belong t o one t ri be. F


Your Culture Work in pairs. Which of the tribes in Exercise 1 do you have in your country? Can you think of any others? Tell the class.

Extra Exercise ",.. LANGl AGE

Find some photos, either from magazines or printed off from the internet that show the urban tribes. Stick the photos around your classroom or on the board and ask students to match them to the tribes listed in Exercise 1.






Use the photos (both those you may have brought in and those in the Students' Boo k) to help with any vocabulary problems.

Answers: Student page For practice, students turn to



The Warm Up should provide plenty of lead in to this listening activity. Check understanding of sociologist before students listen.


Ask: Do you know what urban tribes were popular in your country in the 80s? What other pop or rock bands do yau associate with certain tribes? Do you agree that 'geeks' are not into clothes? Aren't all teens from any social groups into computers and technology?

Answers: Student page



Do this as a class discussion if possible. Perhaps try to match the names of tribes in your own language to those in English.

o Choice CD

In feedback, choose a student and say sentence 1. The student must reply with their answer. You can repeat the same sentence to several students until you have covered all of the possible answers. Then repeat with sentences 2-6,

crl!llIl Watch the documentary without sound. Order the thi ngs the journalist does (a-e). Then watch it with sound and check your answers. a He goes to the party in goth clothes and make-up. <ITwo goths put make-up on him and change his hair. 3 He feels relaxed with his appearance. 5 He travels to Whitby for a goth weekend. 1 He interviews some goths. :2 ~

Watch again. Match the descriptions (1-5) "ith the people (a-d). journalist (x 2) goth man


c goth woman d goth musician

has been a goth for a long time b usually feels different from other people but not in Whitby s worried about dressing up like a goth "f doesn't like the journalist's clothes cl now feels confident in goth clothes "f

Give students a few minutes to write their statements, Encourage them to use the vocabulary and ideas from the listening text to help them,



'ou ld you like to go to the Whitby Goth Weekend? rt'ou ld you dress up like a goth?

atching and Speaking


(ll!llEl Listen to or watch two interviews. Match the :escriptions (1-5) with the people.



• Tom

::';slikes goths Tim and Tom es goth music C;fAlr:g'<es punk music H"frry -35 got tattoos H"frry :; IIl KS he is independent but isn't


Write replies to the statements below with your opinions ,

Neither om I. 1 2 3 4 S 6



If possible, do this as a class activity, letting students mingle, Before students start, ask them to copy the following chart into their notebooks, They can use this to record the responses,

I'm not into heavy metal. I think goth clothes are great. I don't think urban tribes are bad. I'm really into hip hop and rap. I don't like beards and long hair. I think piercings and tattoos are horrible.



~ Look at the Talk Builder. Listen or watch again, --- se the replies to the opinions you hear.


Choose one of the topics (a-e). Write five statements about your topic.

------• •

I don't think tho! goths are very Interesting, a b c d e

Builder Agreeing and disagreeing (l) Agree Disagree - - they're a bit silly. @ 50 do I. b Me too. c I don't. - - ~ t into their clothes. @ Neither am I. c I am. b Me neither. c I do. : : -llhink we're a tribe. @ Neitherdol. b Me neither. a So do I. @Me too. c I don't. _S: ove urb an tribes. - ;0 lheir music. a So am I. b Me too. @ 'm not. :: - : like t hose groups. a Neither do I. @ do. b Me neither.


urban tribes in your country clothes and fashion different styles of music personal appearance interests and habits

Work in groups. Take turns to say your statements to each person in your group. Record their responses.

A. I like band T-Shirts. B: Soda I.

e: I don't,

~ Report your results to the class. Listen to the opinions and replies and notice the :lation. Listen and repeat the replies.

Extra Exercise If you have access to a camcorder, you could organise a 'project lesson' where either you or students film short vox pops (like those they watched in Exercise 8), For larger classes, split them into groups.

~ If you don't want students

Sixty percent oJ the closs don't like plercings. Forty percent like them,

to take time working out percentages, ask them simply to tell you how many students liked or disliked something,

Now your students can: VD Choice

o ~-:

sk students to read the sentences first gu ess the order before watching the DVD.

swers: Student page I necessa ry, stop the DVD at appropriate :: -ts to help students.

swers: Student page )0 this as a class activity. Encourage =-:.:ents to explain why or why not Also, -,,=e- st udents back to Exercise 1 and check -:: clo thing the people in the documentary =-2 wearing. Are there other items they can - ify?

Watching and Speaking


Write up What do you think oj urban tribes? on the board, Elicit what people, e.g. students' grandparents, think of urban tribes, Write up their ideas on the board , Listen or watch and check if their ideas were the same,

• give their opinions and use agreeing and disagreeing phrases,

Answers: Student page


Check the answers with the class.

Go through examples,

for further

Answers: Student page


Before drilling, elicit the intonation and write it above the phrases on the board,


This review focuses on the vocabulary and language areas covered in Module 1.

o Answers: Student page o Answers: Student page o Answers:

Language Review Module 1 o


special occasions like weddings. I'm a 3~ too rebellious and I sometimes have problems at school. I'm passionate 4<'{bout folk music and I'm keen 5~ playing the guitar. I'm not 6 i>1iO wearing band T-shirts.


B: I 25 writiWl (write) to my co~sin Eric. A: The one from Belgium? l 26 ve~er(never meet) him. B: He's really nice. He 27 lives (live) in Brussels and he can speak four languages. His English is so good that people often 2B thi>1k (think) he is English .


A: Lucky him. I 29 w""t (wan,V. to learn Italian but we can't do it at school. I ;ostu:!iw (study) French for three year?,tlUt I'm terrible at it. B: Well, I 31 visited (visit) Italy a couple of times and I

Compound adjectives Add one extra word to the words in brackets to complete the sentences with the correct adjectives,

" :','jj;;z (understand) a bit of Italian. It's a great


A My sister i6 r~~;t' '""",,o!j.(fashion) and she loves wearing 8~ (new) designer cloth es,


B I am not very ' weil-olf (well) so I haven't got much money for clothes but I always try to be 10 wtll-drused (dress). .. , weil C Robert Pattlnso '},~~£_ reaIIY' Ww,,- (know) actor and he's very 12~(good) - everybody likes him .


usually speak? 19 What languages are you learning this year? 20 What language do you want to learn? 21 How many countries have you visited so far? 22 Have you ever done a language course abroad? Student page Student page

Self Assessment


Agreeing and disagreeing (1) Complete the dialogues.

A: Ilike goth clothes. -+ (disagree) B: 134 .."d",o",,,'''-. t _ _ _ _ _ _ _ _ _ _ _ __ A: I'm not into piercings. -+ (agree) B: Me 35 l'1£itke-r A: I don't like skater clothe s. -+ (disagree)

like Put like in the correct place in the sentences.

13 14 15 16

What does your cousin, Jenny, look? She looks a bit me but she is taller and slimmer. And what is she? She is an easy-going and laid-back type of person my brother, Tom. 17 She is really into doing sports hockey and basketball. 15


B: I 36"'d"'o_ _ _ _ _ _ _ _ _ _ _ _ __

A: I'm into urban tribes. -!o (agree) B :Me 37~ t~ oo~_ _ _ _ _ _ _ _ _ _ ____ A: I don't like tattoos. -!o (agree) B: Neither 38"' ''-''0''''1_ _ _ _ _ _ _ __ __ A: I'm not into dyed black hair. -!o (disagree) B: I ,,-"<!'{.<.Wt. "'-_ _ _ _ __ _ _ _ _ _ __

Present tenses Use the cues to write questions, 18 19 20 21 22

what language / you usually speak? what languages / you learn this year? what language I want to learn? how many countries I you visit so far? you ever do a language course abroad?

A: I'm into clubbing and shopping. -!o (agree) B: So 4° -""LCWt. "'-" 1~ _ __ _ _ _ __ _ ____



Self Assessment Listen and check your answers. Write down the scores. Use the table to find practice exercises. Exercise

1 2

• Students check their answers by listening to the recording, Check spelling where necessary, • When they have finished, get them to look at their scores for each section and decide what language areas they need to do more work on, Ask them to use the table to find practice exercises , • Give students time in class or at home to complete the practice exercises they identify, • Direct students to the Learning Links at the bottom of the page to complete either in class or at home,



A: I think punk music is great. -!o (agree) B: So " ...!d""o.... I _ _ _ _ _ _ _ __ __ __


18 What language do you

Present tenses Complete the phone conversation with the verbs in brackets in the correct tense, A: Hi, Anna. How are things? B: Okay, Claire, but I'm a bit tired because I 23 Mve (have) two exams today. A: Wh~ 24 ~.z!y~t{ • (do) at the moment?

thing I really love ' <'{bou t Scotland is our traditional costume, the kilt, and I sometimes wear mine on

o Answers:

e Answers: o Answers:


I'm very proud my surname, Bruce, because my ancestor was Robert the Bruce who defeated the English at the battle of Bannockburn in 1314. One

13 What does your cousin, Jenny, look like? 14 She looks a bit like me but she is taller and slimmer. 15 And what is she like? 16 She is an easy-going and laid-back type of person like my brother, Tom, 17 She is really into doing sports like hockey and basketball.

Identity Complete the text with the correct words.

3 4 and 5


If you need practice, go to Language Choice 1 Language Choice 2 Language Choice 3 Language Cho ice 4 and 5 Students' Book (SB) p.ll ex.ll



In feedback, find out if students can remember any sad events,

Answers: 1 wedding 2 2009 Cup Final 3 the election of Barack Obama 4 Wimbledon Final 2009 5 eighteenth birthday party


Before listening, tell students to look at the network and check any words they don't know in their dictionaries,

Answers: Student page


You may need to pause the recording after each sentence and play it a second time for students to write down the sentences, After checking the stressed words, play the recording again for students to repeat using chora l drilling,

.. , we dd ing of ... One specia l event I remember was t he

: wedding of mv older s~J~[d .11 It was great because we ' ~ . A sad occasion was the fun eral of my ' grandfather/

â&#x201A;Ź ndmath]p

the lQM One of my best sporting m~'P3[.lp was ' Cu p FI""1 Th e best bit was when 5 s<ard .

One of my ~strangest memories was the '~ when I was abou t six. When it happened, I was ' watching


rifEome with my fa!ffiiJi:iat school.

danced all night. had a great time, hugged each other, laugh ed a lot. sang songs

Sporting events t he cup final, the game between ... and ... , t he Olympics, the world championships my team scored a goal, won the game/race, collected the medal/prize/trophy the crowd cheered/went wild ~~~=

Answers: 2 Well , a very sad occa sion for me was the funeral of my grandmother. 3 But all my family was there and that was really good, 4 It was fantastic. The crowd went wild and we all cheered and hugged each other. It was brilliant , 5 We woke up in the morning and it wa s impo ssible to leave the hou se because of the water. 6 It was horrible and I was really frightened . Fo r practice, students turn to

Extra Exercise Put st udents into sma ll groups to add some new words or phrases to the network.


Serena Williams: a famous tennis player who,

The FA Cup: an important competition in

in 2009, defeated her sister Venus to win her third Wimbledon title and her eleventh Grand Slam singles title,

: -gli sh f ootball. It is managed by The Football - :sociation (The FA), the govern ing body "1lc h runs English football. The competition s:ar ted in 1871. The 2009 final was played ::: Jliembley Stadium in London on 30 May .:: ::;0 9 and was between Chelsea and Everton , =- el sea won 2-1 to give them their fifth FA =_p success ,

3a rack Obama: the first African American to : ~co me President of the United States , In the .:: ::;0 8 general election, he defeated Republican - :: Il inee John McCain and was inaugurated as : -e sident on 20 January 2009,



Write up wedding, Cup Final an d flood on the board , Ask st udents t o match t he wo rds wi t h the photos, Elicit more inf ormat ion about wh at is going on and how the people are feelin g. Refer studen ts to t he networ k to check .


Draw a timeline of your life on the board for students to use as a model. Think of, or invent, events in you r childhood and teenage years whi ch will inspire students f or their timelines , Monitor and help where necessary.

Now your students can: â&#x20AC;˘ talk about important eve nts in their past




Background The Berlin Wall: between 1961 and 1989, the Berlin Wall prevented almost all em igration from East Germany. Only Poles were allowed to travel to Western Europe in the 1970s and 1980s. In the rest of the communist countries, travel outside of the country was strictly controlled . The West Berlin city government sometimes referred to it as the Wall of Shame. The political system in the communist countries in Europe changed in 1989 and 1990. When the wall came down in 1989, the public chipped away parts of it. It was officially taken down over a period of time, concluding on 3 October 1990.

rm Up

o look at the photos (a-b) and read the

information about the Berlin Wall. When were the photos taken?

o Read the web~ te with memories of the fall of the Berlin e

Check understanding of armed soldiers, Checkpoint Charlie, to demonstrate and tyranny.


Elicit ideas and write them up on the board , t hen discuss with the class .

o Read the Past Perfect sentences. Find more examples in the website.

Your Culture What has been the most important event in your country's recent history?

Affirmative Her brother had died trying to climb over the wall.


I arrived in West Berlin on 10 November. Poland had already chosen its democratic government. The atmosphere was amazing: people had come from all over Europe to celebrate. We cheered every East German car that came through the gate. But I remembered crossing that border before on the train to Paris - it had been very scary, with never-ending luggage checks, unfriendly soldiers and police dogs. And now, the people who had lived all their lives under tyranny were finally free. f'\. Joanna, Poland If\f



Past Perfect

Wall in November 1989. What were joanna, Richard and Dieter doing in Berlin at that time?

Warm Up

Write up communist. democratic and barrier on the board. Elicit ideas about the meaning of the words and the subject of the te xt that students are going to read . Students open their books. Give students a few minutes to read and check . Before talking about the photos, check understanding. Ask: When was the wall built? (1961) What happened in 1989? (commun ist governments were falling) What does 'failing ' mean? (losing power) How long did the wall stand? (twenty-eight years) Why were 150 people killed? (because they tried to cross the wall) .

The Berlin Wall was built in 1961 to stop East Germans escaping from their communist country to the democratic West. In 1989, the communist governments in Eastern Europe were falling and on 9 November, East Berliners broke the barriers at the crossing points between East and West Berlin. In the twenty-eight years of the Wall, over 150 people were killed when . they were trying to cross It.

I went to primary school in West Berlin . When the border was opened, our teacher took us to Checkpoint Charlie, a famous border crossing point. We gave flowers to the people who were crossing from the East. They hadn 't seen their relatives for almost thirty years! Awoman was crying - her brother had died trying to climb over the wall. Richard, UK


It was like a dream. The people who had demonstrated against the walljust a few days earlier were still in prison. And now, all the checkpoints were open. The dogs and armed soldiers .b..a..d...g,Qn. We were knocking down the wall with all sorts of tools, even our bare hands. Ironically, it wasn't difficult to destroy: the communist builders hadn 't used good quality materials to build it. Dieter, Berlin

Past Perfect


Recap the form had + past part iciple. Ask students to find more sentences on the website page.

Answers: Student page



The communist builders hadn't used good qUality materials.


Had the police arrested any people?

Read the sentences. Which event (1 or 2) happened firs t? Wh ich event is given first by the author? Complete the timeline (a-b) with the name s of the tenses used in the sentences (1-2). 2 ; 1 ' I arrived in West Berlin on 10 Nove mber. People ' had com e from 011 over Europe.

. .~*

o Read the sentences. Match the verb forms


with the uses (a-c). Write the names of tenses for the uses (a-c).

We ' gave flowers to the people who were crossing from the East. A woman ' was crying - her brother ' hod died trying to climb over th e wall. Post Per(u.t Post S;m pif Post c."t;""o,,",

a an event that happened before other events in the past 3 b an event in the past 1 c an activity that continued for a period of ti me in the past :2


Do thi s as a cl ass. Then cho os e two other sentences to focu s on and as k questions to further check und erstanding, e.g. ask: It wasn't difficult to destroy: the communist builders hadn't used good quality materials to build it. Which happened first? (The wall was built.) Did they use good materials? (no) What did this mean? (I t was easy to destroy.) Which event is given first by the author? (d estroying the wall) . Use th e timeline to help you .

Answers: Student page


El icit th e answers from the class.

Answers: Student page





Grammar Alive




Grammar Alive Excuses and explanations

Match the sentences (1-3) with the time the speakers visited Berlin (a-c).

~ mJ Listen to the dialogues and answer the questions. Dialogue 1: 1 Where was Fiona going? 2 Why did the underground close? 3 Was Fiona in danger?

1 When I arrived in Berlin. the wall was falling. c 2 When I arrived in Berlin. the wall had fallen. " 3 When I arrived in Berlin. th e wall hadn't fallen. b




b 1987

c 1989

Use the informat ion from the website in Exercise 2 and the Past Perfect to complete the sentences. Use the verbs below.

Dialogue 2: 4 Where was Mark going? 5 Wha t caused the problem on the bus? 6 Why were the police called? 7 Why was Mark late?

~ Work in pairs. Use the cues to make dialogues. A: Why didn't you eat anything? B: I wasn't hungry. I had eaten a big lunch.


2 3








It was easy to destroy the Berlin Wall because the communist builders had used bad quality materials. There was a crowd of people in Berlin who Md come. from all over Europe. People remembered their relatives who Md died when they were t rying to escape to West Berl in. I couldn't forget crossing the East-West Germany bord er - it kgd bUI1- a very unpleasant experience. I couldn't believe that the wall was down because the police Md q rre.rtedmy brother duri ng a demonstration a fe w days earlier.

Co mplete the sentences with the verbs in brackets in the Past Simple, Past Continuous and Past Perfect.

A starts

B answers

1 You didn't eat anyth ing. 2 You didn't laugh. 3 The teacher shouted at you. 4 You walked home.

1 11 not hungry I eat big lunch 2 I1 hear t he joke before 3 She I angry I I1 not do my homework 4 Someone I steal my bike

B starts

A answers

5 You didn't go to the cinema with us. 6 You didn't come to the school dance. 7 You missed the concert. 8 Your parents didn't believe in you r story.

5 I 1 already see the film 6 I1 have an argument with my boyfriend 7 I1 not get the ticket 8 Il li e to them before

~ Use the notes to prepare explanations of why you did not go to a friend's birthday party. Use the Past Simple, Past Continuous and Past Perfect.

1 When an earthquake struck Haiti in 2010, a scientists had warned (warn) that the island was at risk many times. b a lot of countries _ _ _ (send) rescue t eams there. c a lot of people _ _ _ (sleep) in their homes .

I was going to your party when I realised that I had left your present at home. I walked back home and I slipped and broke my arm.

go to your party - realise - leave your present at home walk back home - slipped and break my arm 2 in the shopping mall. look for a present for you - police arrest a man - he robbed a bank the day before - police interview all shoppers - home at midn ight 3 trave l on the underground - someone stop the train a group of football fans start a fight - spend two hours on the platfo rm 4 jog in the park - see a girl in the lake - fa ll into wa terjump in and save her - take a first aid cour se earlier in the year

2 When the Worl d Trade Center towers in New York were attacked on 11 September 2001, a a lot of New Yorke rs _ _ _ (travel) to work. b firemen _ _ _ (try ) to rescue the people from the buildings. c terrorists _ _ _ (hijack) four planes. 3 When Princess Diana died in 1997, a most British people _ _ _ (cry). b she _ _ _ (run away) from photographers. c she and Prince Charles _ _ _ (be) divorced for a year.

~ Work in pairs. Ask for and give explanations.


o Give students a few minutes to complete :le exercise indi vidually. Check the answers :Ji t h the class.

Answers: Student page =or further practice, students turn to


Give students a few minutes to complete : he exerc ise individually. Check the answers " ith the class. Ask further comprehension : es tions if necessary.


Allow students time to complete the exercise individually. Monitor and help where necessary.

Answers: 1 b sent c were sleeping 2 a were travelling b tried c had hijacked 3 a cri ed b was running c had been For further practice, students turn to . It could be set for homework to allow time in class to work on the Grammar Alive section.

Check understanding of underground before students listen. Check the order of events once students have listened. Ask: Did they find the bag before or after the underground was closed? (before) When did the fight happen - before or after the fans were drinking? (after).

Answers: Dialogue 1: to a wedding; there was a bag on the rails; No, she wasn't in danger. Dialogue 2: to an exam; because there was a fight; people had been drinking; because the po lice interviewed everyone


Write up the first prompts on the board. Then go through the example with students using choral drilling.


Go through the example with the class.

Suggested answers: 2 I was in the shopping ma ll, looking for a present for yo u, when the pol ice arrested a man. He had robbed a bank the day before. The pol ice interviewed all the shoppers. I arri ved home at midnight. 3 I was travell ing on the und erground when someone sto pped the train. A group of football fans had started a f ight, I spent two hours on the platf orm. 4 I was jogging in the park when I saw a girl in the lake. Sh e had fallen into the water. I jumped in and saved her. I had taken a first aid course earlier in t he year.


Put students in A/B pairs. Fast finishers could invent some new explanations .

Now your students can: â&#x20AC;˘ use past tenses to describe events â&#x20AC;˘ give excuses and explanations.

Answers : Stud ent page



Background Francois Pienaar: a former rugby player who played for the South African rugby union team (the Springboks) from 1993 until 1996. He was the captain of the Springbok s and led them to victory in the 1995 Rugby World Cup.

Warm Up


1 What are the national sport s in yo ur country? 2 What are th e names of some of your greatest nati ona l sport ing heroes? 3 Wha t have been your country's most famous nationa l sporti ng victories? Do you remember t hem? How did you fee l? How did you celebrat e?


Inv;cfus: the film telling the story of the events in South Africa before and during the 1995 Rugby World Cup hosted there . The film was directed by Clint Eastwood and starred Morgan Freeman as Nelson Mandela and Matt Oamon as Francois Pienaar. It was released in 2009 and the title Invictus means 'undefeated' in Latin.




Use the strat egies in the Skills Builde r t o listen again and choose t he best answers to the quest ions.

1 He came out of prison in 1990. d 2 They met up, <l; d 3 They got on well. <l; d 4 He went out to speak to the players. S They stood up and cheered. ( 6 Everyone joined in. ( 7 They kicked off. ea They got together and celebrated. b





Refer students to LS . If they need prompting to speculate about the photos, ask: What do you think the sport is? (rugby) Who is the actor in the middle? (Matt Oamon) What country do you think it's in? (South Africa).


These are sentences from the listening te xt, All of t hese mUlti -part verbs are intransitive, i,e, they are not followed by an object,

Answers: Student page For practice, students turn to


AC r

Read the newspaper interview. What is it about? Vocabulary Use the strategies in the Skills Builder to match the words in red with the meanings (a-e):

Read the interview again. Are the sentences true (T) or f alse (F)? 1 2 3 4 S 6

6 The most important result of the game was t hat: ® South Afri cans became more un ited. b the crowd we nt wi ld. c Pienaar got the trophy. d ther e were big celebra ti ons .



a to stand on the road and as k ca r drivers to take yo u somew here b stressful c all of d someth ing becomes very important and urgent e with no contact wit h other peop le

S What happened in the f inal? a It was a 12-12 draw. b New Zea land played bad ly. © South Africa won in the end . d South Afri ca won eas ily.




4 Wh ite South Afr icans changed their attitudes to the 'new' South Africa because: a the team sang the old nationa l anthem. @ Ma ndela appeared in the team jersey. c th e team had f ive non-white players. d Mandela spoke to the crowd .



Word Builder Multi-part verbs (1)


3 Black Sout h Africans didn't like their rugby t eam befo re t he World Cup because: a all the players were white. b South Africa weren't very good. c Pienaar was t he captain. @ the team was a symbol of apartheid.

Do this as a class activity. Elicit ideas and write them up on the board. Encourage information on any sports as students may have varying interests.

Answers: Student page

the film Invictus Nelson Mandela

2 When did Nelson Mandela become president> a 191 8 b 1990 © 199 4 d 1995


Refer students to lLS and check students understand the strategies. Ask them to think about how they are going to approach the task. Give them a few minutes to read through the multiple-choice questions. As the Skills Builder suggests, ask students if they think they know any of the answers. Write up any key language or vocabulary that may be helpful on the board .

c d

Vocabulary Look at the Word Builder. Match the sentences (1-B) from the dialogue with the people they are about (a-e) . Then listen to the sentences and check your answers. a Francois Pienaar b South Afri ca ns c t he crowd d Nelson Mande la e t he South Afri can te am

1 The system of 'apartheid' in South Africa: a was bad for wh ite South Africans. b f inished after 1995. © separat ed people of diff erent races. d was good for black South Africans.

Warm Up


Look at the photos (a-b). Listen and choose the main topic in the conversation . a Sout h African rugby @ South African history

Part 1

Answer: Student page

Your Culture Work in pairs. Ask and answer the questions.

South Afri ca were th e fa vou rites to win . F Francois fe lt nervous before th e game. T He hasn't got stron g memories of th e game . F The game brought all South African s to get her. T Francois was very grateful to Nel son Mandela. T The car driver was amazed to see them. T

Africa) Who presented the trophy? (Nelson Mandela) How did Pienaar feel when they won? (It was a special moment.).


Refer students to and check students understand the strategies , Students work in pairs.

GUAGE Answers: a hitch-hiking b tense c the whole d the pressure was on e isolation

Part 2



If you are startin g a new lesson, recap on the subject of the spread, Give students a few minutes to read the t ext. Ask questions to make sure students have und erstood the gist, e,g , Which two countries were playing? (New Zealand and South Afr ica) Who wo n? (South


Students work individually to complete the exercise, Tell them to read through the sentences first and decide on what they think the answers are, Then ask them to read to check their answers,

Answers: Student page


Encourage students to look back at the main text to see the wider context. JlNC;UAGE CHOICE 1 ~ will give students some more controlled practice of just before doing Exercise 9.

Answers: Student page ois Pienaar received the trophy for the 1995 Rugby World

from then President Nelson Mandela after an exciting, Iow- 9 final. Here Pienaar talks about his country's historic ry over New Zealand.

o Look at the Sentence Builder. Match the words (a-c) with the different uses of just (1-3 ).


really b only


re not one of the fa vourites to win, were you ? tea m and had just come out of sporting isolation because of - - eid. We'd had a good season but the Australians were - ~ ou ri tes. _about the day of the final? Was it exciting from start to finish? ;.: 'lcredibly tense and emotional - some of the guys were 311y il l. You can't imagine but it's such an important hour-and=: , your life. Then the pressure was on . Can South Africa do it? ., - ~n t before, I only slept four or five hours - I was constantly -g about the game. When I woke up, I thought about getting - -::Jhy. Later, when we got to the ground, there were sirens and =~ - ·ng. It was like a scene out of a movie. It was good to :J ay. o you remember about the game? every minute of the game. It's still very clear in my mind.

Sentence Builder just 1 We had just come out of isolation. C 2 The atmosphere was just incredible. 3 He just said 'please get in'. b



~ If necessary, this can

o Write six senten ces about your life with just.

I have just closed my notebook. I think Arsenal are just fantastic. I just love rugby.

~-: - be r

wa s your reaction when the final whistle went? -: "'1y knees. Then all of a sudden I realised the whole team was -:; me - that was a special moment. - all a little crazy aft erwards? ., =::-'osp here on the streets of South Africa was just incredible. -~ 'i rst time, all the people had come together and all races and :"s were hugging each other. It was just wonderful. ;~tting the trophy from Nelson Mandela was '" ing special? .::- ', andela said, 'Thank you very much for what you 've done ::_: Africa: but I said, 'Thank you for what you 've done: I __ 'elt like hugging him but it wasn't appropriate, I guess. Then I -: --e trophy. It was unbelievable -I can't describe the feeling.

t about the night out afterwards? e got back to the hotel after the official dinner, nothing ,,-ned . I ended up hitch-hiking with my girlfriend and Joel -: •• and his wife. There was no transport because the other -,,0 ake n it but we'd decided to go for a drink. So we hitched. :;- , opped and the look on the driver's face was incredible ::.5 so surprised. He just said 'please get in' and then couldn't ~ ':x the rest of the journey. --


. by Matt Majendie

~ Choose a sporting event you have participated in or watched . Write notes about the things below:

• when and where it happened how you felt before it what happened during it • what the resul t was how you felt afterwards


... n C

= 2. n


be set for homework. Tell students that it doesn't have to be a big national or international event. It could be a school team that they watched or a local sporting event. Refer them to the Word Builder on page 16, and encourage them to use the multi-part verbs they have learnt on the page .


~ Work in groups. Ask and answer questions about your sporting events.

'1: my country we go to prison firsta:~j then become President.'


Tell students they can use any topic to illustrate the use of just. If you think they will need help, brainstorm some possible topics and write them up on the board, e.g. schoolwork, hobbies, favourite bands, foods, etc.


-= :outh Africa n public was hoping we'd do well but we had a ~ -:;

For practice, students turn to L G 1-1


If you have set Exe rcise 10 for homework, you could use this as a Warm Up for your next lesson. If not, let students stand up and walk around to ask and answer their questions. However this activity is organised, it is important to elicit the questions and write them up on the board before you start . In feedback, choose three or four students to tell the class about the most interesting event they heard about.



Ask students about the tone of the comment. Was Nelson Mandela being serious?

Now your students can: • use strategies to approach a multiple-choice task • write and talk about sporting events .






This lesson focuses on used to and would within the context of family history and traditions .

Read the sentences. Then match the verbs (1-2) with the uses (a-b) to com plete the rules . She would/used to go to every funeral. She wetikI/used to believe thot birth ond deoth ore important events. She would/ used to help the neighbours. She wetikI/used to have a lot of friends.

Warm Up

1 We use used to or would " 2 We use on ly used to b

Ask if any student s have the same name as their granddad or grandma or any other member of their family. If yes, why? Ask what makes (or made) their grandparents special (if they are no longer with us). Ask students to open their books. Elicit ideas with the class.

a wit h repeated activities in the past. b wi th states in t he past (be, hove, know, believe, etc.).


Read the sentences (1-6) about life in modern Europe. Then use the cues in brackets and used to/didn 't use to to describe what things were like a hundred years ago.

. 1 Most women give birth in hospital. (at home) A hundred years ago, women in Europe used to give birth at home. Fathers look after babies. (not look after bobies) Small children go t o nursery school. (stoyat home) 4 Teenagers don't work to earn their living. (work) 5 People live about seventy-six years on average. (about fo rty years) > Mast teenagers go to sc hool unt il t hey are sixteen. (not go to schoo l)

Tip: If you are able to personalise a topic by asking students a few questions, it will help create interest and bring up vocabulary that may be useful.


In feedback, ask checking questions: What hobbies did Granny joy have? (ba ki ng, knitting) What religion are they? (Catholic) Ho w old was Granny joy? (89) What two events do they remember on 4 December? (the birth of joy and the death of Granny joy).

Rewrite the underlined verbs using used to or WOUld. There are two verbs th at cannot be changed .


Read these sentences and complete t he rule. Find more examples of used to and would in the t ext. Affirmative

She used to spend 0 lot of time helping others. She would bake cokes f or people's birthdoys.


She didn't use to stay at home much. She wouldn 't forget anyo ne 's birthdoy.


Did she use to have 0 lot of f riends? Would she help the neigh bours?

Answers: The baby was named after Granny joy.

used to and would


Ask students if they can identify ways in the te xt of talking about the past. If they mention the Past Simple or Past Continuous as well, th is is fine. If students identify used to or would, write up examples on the board. Based on the examples you elicit ask them the question in Exercise 3: Are they repeated or single activities? (repeated). Refer students to Exercise 4 to consolidate.

Answers: Student page


Thin k of the time w hen you went to pri mary school. Describe your memories using used to and would. I used to wolk to school. After school, we would play football in the school playground. I didn't use to be o good ployer but I loved it

â&#x20AC;˘ We use used to and wo uld + inf init ive to ta lk about single~ act iviti es or situations in the past.



Give students a few minute s to complete t he exercise.

one funeral. 9 Th ere was just one ceremony and therefo re th e phone coul d only ring once.)

Answers: Student page

Answers: 1 used t o love 2 used to/would


organ ise 3 didn't use t o miss/wouldn't miss 4 used to ma ke/w oul d make 5 used t o tell/ would t ell 6 used t o know 7 no change 8 used to know 9 no ch ange 10 use d t o carry/ would carry 11 used t o like

Students complete the exercise, then check in pairs. Monitor and help where necessary. For practice, students turn to



Give students a few minutes to comp lete the exercise. Monitor and help whe re necessary. Ask one or two st udents to tell the class. Ask why it is not poss ible to change words 7 and 9. (7 He cannot have more t han


My grand fat her Ronal d 'lIDl.e.d ceremonies and ce lebrations. He 2~ part ies on every poss ible occasion. he 3~ a wedding, he '!Ilillle speeches and 5:t.QJlLanecdotes. He 6kn.el!.1 everybody in our town. His funeral 7~ quite an event. too. The people he 'kru:w all came. In the mid dle of the ceremony, a mobi le ' @!lg really loudly. The so und was coming from the coffi n. Granddad l 0!!.!:i.e.d his phone in his pocket all t he time and someone had left it there. And someone said 'Ron lllike.Q company, so I guess he wanted to keep in touch after he'd gone :


Give stud ents a few min utes to complete the tas k. Monitor and help w here necessary.

Now your students can: â&#x20AC;˘ use used to and would to ta lk about past habits.


Writing Workshop 1

Text Builder

o Ask students to read through Elicit some main features of informal style.

Text Builder Match the informal words and expressions in blue in the email with the words and expressions (1-6).

1 clothes 3 very tired 2 Dear 4 goodbye

Answers: 1 gear 2 Hi there 3 wiped out 4 All the best 5 nightmare 6 lots of

5 horrible 6 a lot of


o Look at the Sentence Builder. Rewrite the

Students can use the examples in the Sentence Builder and _ to help them rewrite the sentences. Write up sentence 1 on the board . Ask students what happened first and second. (They had a snack first. then got on the train .)

sentences (a-d) below.

Sentence Builder after/before/while + -ing


Look at the photo of a Star Trek wedding. Which of these people (a-d) can you see?

® the bride

© the groom

b the bridesmaid


d the best man

After getting (after we had got) to the hotel, we met Carol and Dave. 2 They told us about the ceremony before giving us (before they gave us) our clothes. 3 Dave dropped his laser pistol while kissing (while he was kissing) the bride. 1

Read the email . Would you like to go to a Star Trek _ wedding? Why/Why not?

Answers: b We talked about From: Katy Subject: My cousin's weird wedd ing!

Before getting on the train. we had a snack.

Date: 3 March 20:32:06 BOT

b We talked about him while we were waiting for the train. ( After we had got to the station, we drove home. d While he was talking on the phone, he checked his emails.

To: Isobel

Hi there Isobel, How's everything? We've just been to my cousin Carol's wedd in g in London - it was really WEIRD!!!!!!!!!! After arriv ing at the hotel, we met Caro l and Dave, her future husband. They told us about the surprise Star Trek ceremony before giving us ou r Star Trek clothes. We then went to the reg istry office fo r the civil ceremony which was quite short. Afterwards, we went back to the hotel to change into our Star Trek gear. My Uncle Alan was Capta in Kirk, Martin, the best man was an alien and Sally, the bridesmaid, was a doctor. During the cere mony, Uncle Alan spoke in Klingon (the Star Trek language) w hich wa s very stra nge. Then Dave dropped his laser pistol wh ile kissing the bride and I cou ldn 't stop lau ghing. After the second ceremony, th ere w as a big lunch w ith lots of speeches and later, there was a disco. Unfortunatel y, the journ ey home was a NIGHTMARE because the trains were delayed. In the end, it took six hours - when we got home I felt completely wiped out! Write soon. :-) All the best, Katy xxxxx

him while waiting for the train. c After getting to the station, we drove home. d While talking on the phone, he checked hi s ema ils,

a Before we got on the train, we had a snack.


This sect ion of the lesson will take around twenty to thirty minutes. Set for homework if you don't have time in class, but if you do, it would be a good idea to get students to write the notes in class. Tell students to organise their email like the example email in and to include the structures in the Sentence Builder. If students write the email for homework, they can check each other's emai ls at the beginning of the next lesson and rewrite, before moving onto the next stage.

o Write an email to a friend about a social event. 1 Choose an event . Write notes about the t hings below : • when and where it happened • who was there / how people felt what happened before I during the event • what was funny how it finished I how you got home 2 Use your notes to write your email . 3 Give your email to your partner to check for mistakes. Then rewrite it.


Work in groups. Ask and answer questions about your event (see ideas above in Stage 1). A: What sort of event was it? B: It was a party after a summer course.


Background Star Trek: an American science -fiction TV series which follows the adventures of Ca ptain Kirk and his crew . They are on a space exploration mission, travelling between galaxies aboard a spaceship called the USS Enterprise . There have also been eleven Star Trek feature films . Star Trek has some very dedicated fans who call themselves trekkies or trekkers.


Show students the photo and ask if they have seen Star Trek. Use the Background notes to give them some information if they haven't seen it. Introduce any specific vocabulary or people, e.g. Captain Kirk and Klingan.

Answers: Student page


Check understanding of registry office, laser pistol and ceremo ny. In feedback, ask students if they have been to a themed wedding.


Give students a few minutes to ask and answer about their event. In feedback, write up any interesting vocabulary or ideas on the board.

Now your students can: • use informal expressions in an email • write about events in the past using after/before/while + -ing.



Speaking Workshop 1


o Complete the story with expressions from

In this lesson, students will look at how to tell stories and anecdotes in a natural way,

the Talk Builder. It k"We"e.d tk" l~ d"lj. I 'd '~

'lot 0++ the. bus ",d I '~ ,",,'ki'q "'0''1 th" st,e."t i" the. c.f-,,+m 0+ to," •. '~, IS"," tki5 '1UIJ ".d I tho"'1h+ I ,uo'1,is"d l1 i,,,. Ii" 10oK"d I,l" +i1 is +,i",d I hcd ,"kM I '""s "t p,il\''','1 school. So 6~, th". I ,"",t "pto hiM ".d st",+e.d spe."ki,,'1 to hiM b"t i>e. look"d "t M" V"'ij stra''1e.llj. M"ljbe., he. tho"qht I '""s " bit crazlj, So the. ,e.<t '~ I did '""s to s"ij sorrij ",d st",t to ,""IK "'""ij. \3"t '~, I he.",d hi"" c,,1I '''Ij '''I\\e. . lie. h"d n~.Me.tUbe.'e.d 1\\e.1 A+te., '~, ,"e. s+",+e.d +"lki,'1 "bou+ +he. old d"ijs "t sdlOol. '~y,"e. ,"M+ +0, " bu''1e., +o'1e.+he.,. I +e.I+ ,e.,,1I1j pIMSe.d +0


In feedback, ask students the order of the drawings, Encourage them to describe them rather than just giving the letter. Elicit language from the drawings that will come up in Exercise 2, e.g. film crew, cameraman, briefcase and



Check the answers with the class .

Se.e. hiN. be.c.alfsf... we. Id 105+ cOI\-rac-t-. NOlc.l

o o o

Answers: Student page


If necessary, play the recording a couple of times. Students check in pairs before they listen for the second time. At this point, refer H students to -1 for further examples of the Talk Builder language in context. Alternatively, wait until Exercise 6.

fEi) Listen again and order the sentences (a-j) in the Talk Builder,

This should consolidate the phrases in the Talk Builder and give students a further example of the language in conte xt. Give students a few minutes to complete the exercise.

Answers : St udent page


o Tell a story about an experience you have had.


And then? What? An d? No' Wow! Amazing! Oh no! Really?

a b c d

a bit worri ed <{surprised about something bad su rpri sed/exc ited :2wanting to know more 1

Extra Exercise Prepare two stories about yourself to tell students (one true and one untrue) using the words and phrases from the Talk Builder. They can be based on any of the ideas in Exercise 6, Tell students that you are going to tell them two stories, and they must vote on which one is the true story,

Give students plenty of time to prepare, Go through , Tell them to use it as a model to help them structure the ir own stories, Monitor and help out with language and vocabulary where necessary. As with the Extra Exercise, students can be

Choose something (true or invented) that happened to you. meeting someone for t he first time • an exciting or dangerou s experience going to a big event (e.g. a football match)

Pronunciation Listen to the listener's reactions (1-4) , Match them with their meanings (a-d) , Then listen again and repeat them , 1 2 3 4



It was the weirdest thing that's ever happened to me, W So the next thing I did was to use my judo. 10 I'd just fini shed classes, :2I was riding my bike, 3 It happened the other day, 1 So anyway, then I went towards the mugger. 5 Eventually, everything was fine, 'I But then, the old guy was angry, 7 After that. the director came over. K Suddenly, I saw t hese two guys, <{-

a b c d e f g h I

Do this as a class exercise using chora l drilling to start and then choose a few students to repeat the reactions .


Me. ,UM+lij.

fEi) Listen to the story and check your guesses.


Answers: Student page

+he. ,ice.s+ "~ th,,+ 's h"pPMe.d +0

Talk Builder Telling stories

Answers: St udent pa ge

Tip: If students are embarrassed about practising pronunciation, start off by chorally drilling short phrases . Once you think they've got it, select individual students to repeat after you. If you are uncomfortable giving a model, use the recording.

,"e. se.e. e."ch o+he.','1 ,"e.e.KMd. 1+ '""s

Look at the drawings (a-d) and guess the order.




L'LL 't Use the strategies in the Skills Builder to write notes and prepare to tell your story.


Work in groups. Take turns to tell your story to your partners ,

What was the best story in the group? Tell the class. Moniko's story was about meeting her boyfriend, It was very funny because they didn't get an at first and they hod an argument ...

encouraged to guess if the story was true or invented and remind them to react to what they hear.


Elicit two or three 'best' stories from students and check any common problems or errors that may have arisen from the Talk Builder language.

Now your students can: • tell stories and react accordingly,


You may want to pre-te ach a few of the food items before students listen,

Answers: Harry: chip butty, egg and chips, fish and chips, roast beef and roast potatoes, burgers, pizza, curry and rice, ice cream Georgina: vegetables, salad, fruit, sushi


Students check in pairs before they listen again ,

Answers: Student page

e 1

This exercise is to help students listen to how letters can be missed out when a native spea ker is talk ing, e,g, What 's that becomes Whas that?

Classify the dishes in the photos (a-d):


absolutely delicious! okay '" not very nice really disgusting! 2

.il! -}:-

listen to the words. Which letters

can't you hear? What's that? <4 chip butty roast beef important meal favourite dish tastes bitter

look at the network. Give examples of the types of food listed and add more examples of dishes.


listen to a conversation. What kind of food do Georgina and Harry eat? list two examples of healthy and unhealthy food that they mention.


listen again. Complete the information in the network for Harry.




' :

Work in groups. Use the network to talk .about the food you like and dislike.

Types of food cereals, dairy products, fish, fruit. meat, seafood, vegetables fast. fattening, fresh, home·made. organic, vegetarian f ood

Tip: Pronunciation can seem daunting to students, particularly at lower levels, but it's essential not only to help students to make themselves understood, but also to help them understand native speakers. This exercise can help language learners to be aware that native speakers run word s to gether when spea king. Answers: 2 chif3 butty

Health very much. It's/They're good/bad for you because it's/

calories, carbohydrates, fat fibre, minerals, protein, salt sugar, vitamins

th ey've got a lot of ' vitqWtil1.f . The most important mea l fo r me is , breokfostlJunch~

My all-time favourite dish is 5~"'1"!:..JJ."-'-''''''''''-t It tastes 6~~~,..aJJ.:d..._ _ _ _ _ _ _-I and It'S got a texture. _ _ _ _ _- ;


Dishes apple pie, bacon and eggs, boiled lobster, a chip butty, chocolate cake, curry, dark-chocolate ice cream, fish and chips, fried chicken, grilled steak, omelette, roast beef

~J'd never try 9rots/snoiJst@n'iErQ9> Taste: bitter, delicious, sour, spicy, sweet Texture: creamy, crispy, crunchy, smooth, soft

3 roast beef 4 important meal 5 favourite dish 6 tastes bitter Fo r pract ice, students turn to and .


If students have had any problems with the terms for how foods are cooked, ask them to complete L ~(. 1 before doing this exercise ,

Now your students can:

Background Snails: la nd snails, fre shwater snails and sea sna ils are eaten in var ious coun t ries, including =rance and Italy,

Chip butty: the word butty comes from Juttered bread although it actu ally means sa ndwich' and comes from the dial ect in the l orth of England,

Grilled rat: in south-east Asia , in Ghana and ') parts of India, rats are essentia l to the diet.

~r a ditiona l

o o

• talk about types of food,

As students classify the dishes, elic it where they think the food might come from ,

Elic it some examples , Stud ents work in pai rs to complete the exerci se.

Possible answers: cereals: corn dairy products: milk, yoghurt fish: salmon, cod fruit: pears, bananas meat: lamb, steak seafood: prawns, crab vegetables: broccoli, carrots fast: hamburger, chips fattening: biscuits, cake, cream fresh: salad, tomatoes home-made: cake, pie organic: vegetables, fru it vegetarian food: salad





Luke Hayes-Alexande r

Luke Hayes-Alexander:

Warm Up

a teenager who is a chef in his own restaurant and has written two cookery books . His website is



Look at the cook in the photo. Ma ke guesses about his age, nationality. interests, etc.

o o


o Reading


he talks "bout food. you can hea r his passion for cooking:

Luke's style of cooki ng Introducing Luke 1 An unusual child 3 Famous restaurant ;2


after th eir eighteen-month-old son. Luke's now attracts foo lovers from all over the world because of the exciting new dishes created by its brilliant young chef

Read the te x t again and use the strategies in the Skills Builder to choose the best answer to the questions.

kid. he did not play video games or watch TV and he hatec sport. He read War and Peace when he was seven (and understood it!) and he preferred cookbooks to comic boo路 about all of the ingredients in the food he ate. Soon. he started helping his father in the kitchen and thinking "bo

2 Who is it written fo r?

new recipes.

a other prof essiona l chef s @ teenagers c people interested in food d English la nguage students


At the age of fourteen. Luke left school and, with his

parents' help, com b ined home school ing with b,rning mo

3 Who is it written by? @a profe ssi onal journa list b a f riend of Luke's c one of his custom ers d a professional chef

about food. Then, wh en Luke was on ly sixteen, he took t he position of chef from his father and started changing the small family restaurant into a centre of creative cu iSine.

4 What is the writer t rying to do? a give news b tell people about the restaurant 漏tell peop le about Luke d give his/her opinions about f ood


3 Luke did not have a typical childhood. When he was a

After finding out that he had diabetes, he had to know

a a newspaper report @ a magaz ine prof ile c a w ebsite d a teenage magaz ine arti cle

Tip: Ask students to read

5 Luke loves looking for new and unusua l combinations of Aavours and textu res for his d ishes. Luke cares a lot about his ingredients; they all come from local farms and

Vocabulary Loo k at the Word Builder. Find the verbs and prepositions in blue in the te xt . Then answe r the questions below about Luke.

everything in the res taurant is home-made.路1 enjoy cooki r almost every thing: he says, 'if it is beautiful and fresh: Surprisingly, although he is a vegetarian. Luke is an expert ~ prepa ring and cooking meat and his smoked sausages are

Answer: He's eighteen yea rs old . He's from Canada. He likes strange hats, loud music, food and cooking .

Word Builder Verbs + prepositions

del iCious.

1 2 3 4

6 Luke is happy in Kingston but has many plans and

to to to to

talk about be about know about think about

5 to learn about 6 to care about 7 to find out about

is already working on a cookery book w ith dozens of his interesti ng recipes. 'I'd love to write books to teach people to inspire them: he says. He would also like to go to Europ=

1 What 2 Wha t 3 What 4 What 5 What



e The future ID Cooking meat Learning to cooktfg Some advice 7 h

2 Luke Hayes-Alexander is executive chef of Luke's in Kingston, Canada, started by his parents in 1993 and namE<"

1 What type of text is it?

texts in different ways . Do this by limiting the time they have to read the te xt and choosing a suitable task to match the time you give them . Skimming for specific information is one way of asking students to read . The emphasis should be on the key information and not on understanding eve ry word .

'My life is about food - shopping, preparing. developing an serving:

Read the tex t again . Match the headings (a-h) with the paragraphs (1-7). There is one ex tra heading.

Give students a few minutes to skim through the te x t to find the key information .

Thi s mult iple-choice task is a little di fferent as the questions require students to focus on conte x t. Therefore, you may want to go to and make su re students understand the

loud music. Luke speaks softly and is quite shy but when

Read the te xt. Check your guesses from Exercise 1.

a b c d

Elicit ideas about the boy in the photo and write them up on the board .


1 Luke looks like a typical eighteen-year-o ld. He is tall


Warm Up

Answers: Student page


(1.95 metres), skinny and pa le and is into strange hats and

Part 1

Students will need to read in more detail to complete this ta sk. Give them five minutes. If you wish students to approach this like an exam tas k, you may not want to pre-teach vocabulary. In this case, pick out some key words to focus on after they have matched the te xts, e.g. passian jor, diabetes, creative cuisine, expert and dozens.


to fi nd out more about European cooking and talk to his

was the article about? have you learned about Luke7 do you know about his food? does Luke ca re about? else would you like to f in d out about Luke?

heroes like the Spanish cook Ferran Adria.

7 What tips does Luke have for other teenagers interestea food) 'Have fun, get dirty. listen to some good. funky music andCOOKl'

zz strategies. In feedback, ask students to justify their choices with reference to the te x t .

Answers: Student page Extra Exercise Before doing Exerci se 5, tell students to look at the verbs + prepositions in blue in the te x t. As k them to write sentences about themselves using the phrase s. Give a few ex amples about yourse lf f irst. e.g. I know a lot about history. I'm learning about Spain at the moment. Tell students to use the conte x t of the te x t to help them with mean ing.


Give stud ent s a few minutes t o ask and answer the qu est io ns in pairs. As k th em if they can fi nd f ive other comm on ve rbs w ith these prepos itions: to, on, jrom, j or, into (listen to music. wo rking on a book, come j rom local jarms, passion jor cooking an d be in to strange hats). For practice, st udents turn to . If y ou wis h, you co ul d set thi s f or homework.


Students complete the exercise, then check in pairs,

Answers: Student page Extra Discussion


Look at the Sentence Builder. Which of the words in bold express a reason to prepare for something that may happen in the future? What tense do we use after those linkers?

Put students in pairs or groups and tell them to discuss their favourite party food . They should discuss if they can cook, if they enjoy cooking, what dishes they like to cook or meals they can make. Tell students that they can use vocabulary from the Topic Talk page to help them.

Sentence Builder Reason linkers 1 I'm having a party because it's my birthday. 2 I can't come as I'm going to be in Scotland.

3 Bring a jacket in case it gets cold. 4 Tell me bef orehand just in case t here's a problem.



Read the invitation (a) and replies (b-c). Match the informal words and expressions in blue with the words and expressions below.

B;~ng~t aa~a~~~::,~~:~ '~ir::m

Tell students to write notes about the things in the list.

complete the sentences.

• inv itation invite • come (to the party) • contact you • goodbye (x 3) • I am organising

Hi everyone, . t at home (27 Mill Street, Leighton) Amhavmg a par Y 't' y Saturday 20 July at six o'clock because 1 s m ~7GHTEENTH birthday! I'm going to make pIzzas the b ther will be busy on the barbeque In and my ro .' t cold You can garden! bu; tell me stay over ' blem beforehand just in case there s a pro . Hope you can make it. All the best , A1ex


o Use the linkers from the Sentence Builder to


1 Bring an umbrella in case it ra in s. 2 I'm afraid I can't come buqKse I've got exams. 3 You might wan t to go for a swim. Bring your swimsuit hut i'1l./.1se il1, ""se. / 4 This is my phone number~eyou get lost. 5 I'm having a party ~ I've passed my

Tell students to use the example invitations as a model. Remind them to include the linkers and some of the informal words and expressions in their invitations and replies. Monitor and help where necessary .

final exams .

o Plan a meal or a party. Write notes about the things below: • food to buy • dishes you are going to make • when/whe re it is and why



.. C



~ Ask a few pairs to tell the




Work in pairs. Write an invitation and then give it to your partner. Write a reply to your partner's invitation.

Extra Exercise Students check in pairs. Have they used reason linkers and the informal language correctly?

Hi Nn. ThanK, for the invitation. I'm afraid I Gan't wme a,

GI Tell the class about your partner's

I'm gOing to be awai on holidai Hope iOU have a great

invitation .

time - I'll br TJKr Gart.

Mario invited me f or dinner next Saturday. He is going to make burgers. I am going.

,n lond when I get baG\:.



0/ r:ourse'

Ask students if this comment describes them or someone they know.

G " don't even butter my bread; I consider that cooking.'

Now your students can: 23

Part 2



Check understanding once students have read the texts. Ask: How old will Alex be? (eighteen) What should guests bring? (a ja cket) What time does the party finish? (We don't know but you can stay overnight.) Who is going on holiday? (Chloe) Where is To m's exchange student from? (Finland).

. , Give students a few minutes to read and work out the answers. In feedback, check understanding of in case. Ask: When does 'in case ' refer to? (a point in the future) Da we know it will be cold? (no). Go through for further examples,

• use strategies to deduce the context of a text • write invitations using reason linkers,

Answers: in case/just in case; Present Simple

Answer: be in touch; make it; All the best; Take care; Cheers; Am having




Background Ice cream: the world 's top five consumers of ice cream in order are USA, New Ze aland, Denmark, Australia and Belgium/Luxembourg. An important development in the t wentieth century was the introduction of soft ice cream, but the 1980s saw a return of the older, thi cke r ice creams being sold as 'premium' varieties under brands such as Ben & Jerry's and Haagen-Dazs.

Warm Up

o o



Write up chocolate, pistachio, strawberry, mint and vanilla on the board. Ask students what they are (ice cream flavours) and if there are any other flavours that are popular in their country. Elicit ideas about what ingredients are in ice cream, how often and at what times people tend to eat it in their country.

Refer students back to the original list of ice creams you wrote up on the board. Elicit any unusual flavours they have tried.


milk snow

cream ri ce

What is you favourite flavour of ice cream? What is the most unusual flavour you have tried?

(. Complete the table with examples of the Passive from the text. Tense

The Passive: example

Present Simple

is c",rried out is stirred

Present Continuous

js bei>y ",ked

Present Perfect

he:!ve. beel'\. urte.1t

Past Si mple

~~~e~n.v/~~Ie~ s

Past Continuous


Past Perfect

h.d bwt dejYOJted

going to + infinitive

New ice cream flavours are going to be invented.

con/will/should + infinitive



• •

The Passive

Warm Up

Answers: In the past: fruit, snow, milk, rice Now: cream, sugar

Read the text. Which of these ingredients was ice cream made of in the past? Which are used now? fruit • sugar


With books open , use students' ideas from the discussion in Exercise 1 to guess the answer as a class before they read. Then ask them to read and check their answers. Ask some further checking questions: Where was it invented? (China) How was it made? (by hand) How is it made now? (by electric ice cream makers) Why did it use to be dangerous? (people were poisoned) Why shouldn 't you leave ice cream out of the freezer? (because it can create bacteria).

Is ice cream popular in your country? Is it healthy or unhealthy? Why?



,,,,ea I

bei"!3 stirred



will be JOld

Read the Passive sentences (1-4) from the text. Match them with the uses (a-b).

1 The production process is carried out by electric ice cream makers. b 2 Ice cream can be bought everywhere. Cl

Ice cream and sorbets have been eaten since ancient times. Cl 4 Ice cream was defrosted and frozen again by vendors. b

a We use the Passive when we don't know who does th e action or the action is more important than the person who does it. b We use a by phrase to put emphasis on who does the action.

have been eaten all over the world since ancient times. A frozen mixture of milk and rice was invented around 200 BC in China. The Roman Emperor Nero ate fruit mixed with snow from the mountains. For a long time, ice cream was a luxury and was made by hand. A bowl with the ingredients, e.g. fruit and cream, was placed inside another bowl filled with ice and salt. The ice and salt mixture was used for freezing - when the ice cream ingredients were being stirred, they Ice cream maker slowly changed into ice cream. Nowadays, ice cream can be bought everywhere. The production process is carried out by electric ice cream makers. The mixture of cream, sugar and other ingredients is stirred mechanically while it is being cooled to get a smooth, creamy texture. Before the second half of the 20th century, when electric freezers became common, eating ice cream was considered quite risky. People were often poisoned after eating ice cream which had been defrosted and frozen again by vendors. Now, everybody knows that to prevent the development of bacteria and avoid food poisoning, ice cream shouldn't be left out of the freezer for long. There are already hundreds of flavours of ice cream and sorbets. And no doubt unusual flavours, like tomato sorbet or green pepper ice cream, will soon be sold.


The Passive


Give students a few minutes to find the tenses, Check the answers with the class. Elicit how the Passive is formed, Le, the appropriate form of be + past participle of the verb,

Answers: Student page


Do this as a class activity,

Tip: Students know all of these tenses and they simply need to learn how to add to them to make the Passive , You may find it useful to compare some of the forms to your own language. It may help students to notice similar or different patterns to their own language. Answers: Stud ent page



Grammar Alive Describing a process


1 Chocolate was discovered by Mayas and Aztecs. 2 Cocoa beans ~ to Spain by Hernan Cor te sd h ~ conqueror of Centra l America. to the paste after sugar and cocoa 3 Milk butte r. 4 Bad cocoa beans throw>1- ""'"Y 5 The chocolate mixture i~tr.~~'l? constantly to give it a smooth texture.




Nancy Johnson in t eB43.

3 Ice cream can pro.{1;e.{ (produce) at home . 4 Electric freezers ~ (use) since the mid 20'" century.

(advertise) by big ice cream companies.

Rewrite the advertisement using the Passive for t he underlined verbs (1-6). The phrases in blue are t he new subjects.

J Dream Cream ice cream and sorbets hove been mode jar thirty years.

' We have m ade ~~ ice crea m an d so rbe ts for thirty yea rs. ' We carefu lly se lect a ll ingredi e nts a nd t hey are a lways the b est qua lity. In t h e past. 'you co ul d 9.Dl.Y. fin d our so rbet s i n t he best resta ura nts a nd cafes. Now. 'yo u can Q!!y ou r fa m o us lem o n sorbet in most superma rkets. Soo n. ' we are a lso gQjng 12 sell ou r p each a nd ora nge sorbet s. And w h il e 6 yo u r g uests <!E en joyin g th e deli cio u s sorbe t. don't forget to follow i t cup of our aroma ti c


Wi~ ha


..JJWJ es presso.

• o


Work in pairs. Use the cues and the Passive in the correct tenses to write your questions. Then ask and answer the questions .

A: How con ice cream be made at home? B: It con be mode with an ice cream maker A starts

5 Marco Polo bro'\9ht (bring) recipes for ice cream fro m China in the 13'" century. 6 Calori e-f ree ice cream is going to be ".{vertised



Complete the sentences with the verbs in correct f orms. There is one sentence where the Passive cannot be used. Why?

1 Sorbets ~ (make) from fruit, sugar, water and egg whites. W"s 2 The fi rst ice cream maker i"ve"ted (invent) by


Listen to a man talking about chocolate. Complete the information .

Grammar Alive

B answers

1 Haw can I ice cream I 1 with an ice cream maker

Answers: Student page

make at home?

2 Where I ca la I invent? 2 in the USA 3 When I healthy fast 3 now in some shops foad I going to sell in the shops? 4 Where I tapas I eat?

4 in Spain

B starts

A answers

5 What I sushi I make

5 rice and raw fish

of? 6 When I first electric fridge I invent? 7 How shou ld I tea I serve? 8 How long I coffee I drink in Europe?


Go th rough the example on the board . Give students a few minutes to prepare the questions. Monitor and help where necessary. Check students are using the correct tenses , Put students in A/B pairs . Give them time to be both A and B.

6 at the beginning of the 20'" centur y 7 in a cup. with milk or lemon 8 since the 17'" century


Students should be able to do this orally, but you could ask them to make notes if necessary. Check the answers with the class ,

a!> Use the cues and the passive to tal k about the food items below.

Yoghurt is mode oj mtlk. It should be kept in the jridge. It can be eaten on its own or used to make desserts.

Answers: 2 Tea is grown in

yoghurt - make of milk - should keep in the fridgecan eat on its own or use to make desserts 2 tea - grow in Asia - drink all over the worldcan drink with milk or lemon 3 eggs - eat for thousands of yearsshould eat fre sh - can boil or fry 4 pasta - invent in Italy - make in different shapescook in water - often eat with tomato sauce



P actice Stude nts complete the exerci se. then :-eck in pa irs. For practice. students turn to

"' swers: Student page, The Passive cannot

=. . sed in number S, The person here is as - -ortant as the action.

Play the recording a couple of times to allow students to complete the tas k. The first time, ask them to listen to find out where the man is (in a chocolate factory) and what he is doing (showing people around the factory) . Then give them a few minutes to read through the sentences and complete anything they can from memory, Play the recording again and let students complete any gaps in their answers .


Students work in pairs .

Answers: 2 All ingredients are carefully selected and they are always the best quality, 3 In the past. our so rbets cou ld only be f ound in the best restaurants and cafes , 4 Now. our famous lemon sorbet can be bought in most supe rmarket s. 5 Soon, our peach and orange sorbets are also going to be so ld. 6 And while the delicious sorbet is bein g enjoyed by your guests, don't forget to foll ow it up w ith a cup of our aromatic Dream Cream espresso.

As ia. It is drunk all over the world , It can be drunk with milk or lemon, 3 Eggs have been eaten for thousands of years , They should be eaten fresh . They can be boiled or fried , 4 Pasta was invented in Italy. It is made in different shapes and it is cooked in water. It is often eaten with tomato sauce.

Now your students can: • use the Passive in various tenses to describe processes ,

For practice choosing between active or passive, go to


Background Jamie Oliver: an English celebrity chef and restaurant owner, known not only for his cookery television shows and books but also for his campaigns to encourage hea lthy eating , jam ie's speciality is Ita lian cuisine, although he has a broad international reperto ire, He has tried to improve unhealthy diets and poor cooking habits in the UK and the US and he has campaigned against the use of processed foods in UK school dinners, In 2003, he was awarded an MBE (Member of the Order of the British Empire: an honour given to a person by the Queen for a particular achievement),

Warm Up




Fif teen: jamie Oliver created the Fifteen Foundation in 2002 , Each year, fifteen young adu lts who come from a disadvantaged background, have a criminal record or history of drug abuse are trained in the restaurant business ,

Vocabulary/Your (ulture Look at the vocabulary network. Ask and answer the questions , 1 What kind of caf es and restaurants are the most co mmon in your city or area? 2 What sort of fo od and drink ca n you find there? What dishes are t he most popu lar? 3 When you go out w ith your fa mily and f riends, w ho usually boo ks the tab le? How much do peop le usually leave as a t ip in your country?

LOl1do l1 Left ~ci1ool at ti1e aqe of 3 1~ Worked il1: < LaMa" re~taural1t~ 1'1'13: 110Ticed by t i1e r glK 1'1'1'1: fir~t ~ucce~~fu l ' er09r.",,'" al1d cookbook 2002: created t i1e f ifTeel1 f oul1daTiOI1 f or yOUl1q


Indian/ Thai/japanese. fish, seafood, self-servi ce, vegetarian restaurant

Courses starter/first course,


main course. dessert

Give students a few minutes to read the network and check any unknown vocabulary, Put students in groups of four and give them a few minutes to discuss the questions using the network, Monitor and help with vocabulary where necessary,

Students can complete a dialogue based on the network vocabulary in



Ask students to name any celebrity chefs they may know from their own country, What sort of people are they? Ask them if they know any foreign chefs, Elicit ideas from the class about jamie Oliver.

Answers: He's outgoing, funny and passionate about food .


people witi1 : 7 proble""s Trail1ee~ learl1 to: I work. with. oti1cr people aVId , or9qttiro t i1eir I lve~ 2005": TV proqrawrwrc al1d cawrpaiql1 to ilM proVe: " s,hoot f ood iVi Br it ail1 2003: calMpaiql1 TO teaci1 " gritisk {.""itiu ~oif~~ 2010: calM paiql1 to iwrprove f ood il1 ti1e

Actions book a ta ble. ask f or th e menu, order food. pay the bill (by cred it cardlin cash), leave a tip


f'D Use the strategies in the Skills Builder to listen again and complete the notes,

Borl1 il1: '_ _ _ his Itclped il1 ti1c kJtci1el1 of 'jq""UY's e芦b l1ear

Places cafe/coffeehouse, f ast路food bar, pizzeria.

Warm Up


f'D Look at the photo of the famous chef, jamie Oliver. What kind of person do you think he is? Listen to a programme about him and check your guesses,


Ask students to give some ideas about how to approa ch a tas k of this kind, Write up thei r ideas on the board , Go through and check students understand the strategi es , Play the recording, then as k students to ch eck their answers in pairs,

Answers: Student page


Watching and Speaking

Watching and Speaking e u Watch the clip about the Fifteen re staurants without soul'fd . Try to guess which of the things (a-c) it is about. Then watch it with sound and check your guess. a the food and style of cooking at t he res t aurants @ the training programme for young people c Jam ie Oliver's reasons for starting Fifteen

o e u Watch again , Are the sentences


a is friendly C b is a bit bossy ] c has a food allergy }


true (T) or false (F)? 1 Trainees on the programme are between sixteen and twen t y-four. T 2 Lorna thinks Fifteen is a great restaurant. T 3 Trainees spend t wo years on the cou rse . F " Trainees work t wo days a week at th e restaurant. F 5 The Fifteen programme has changed Portia's life. T 6 Trainees are helped with their personal problems. T 7 Jamie Oliver is pleased with the results of the programme . T


Iil!lD Listen to or watch the restaurant situation. Match the descriptions (a-g) with the people: Charles (C), julie (J) or waiter (W). d loves fattening food e makes a mistake W f enjoys the meal C


Listening or watching will give students the opportunity to listen to the language in context before they look at the Talk Builder.


Iil!lD Look at the Talk Builder. Match the phrases (1-13) with the people: the customers (C) or the waiter (W). Then match the replies (a-f) to the requests in bold.

Answers: Student page


a Of course, madam . d Of course, sir. b Certainly, sir. e Righ t, madam. c Right, si r. f All right.

Students match before they listen and check. They can listen a couple of times if necessary to check both tasks. For an example of another Eating out dialogue, refer students to UllDEq

Talk Builder Eating out 1 A table for t wo, please. C 2 Have you got a reser vation? W 3 Would you mind waiting for a couple of minutes, please? W, 4 Can I take your coats? W 5 Could we have the menu, please? C; b 6 I'm af raid we're out of salmon. W 7 Could you bring us a large bottle of mineral water, please? (; '" B I'll have a large glass of col a, please. C; ~ 9 Are you ready to order? W 10 I'd like the vegetable soup for a starter, please. C; eI I How would you like your steak: rare, medium or well-do ne? 12 Can we have the bill, please? C; d 13 Would you like to pay by cash or credit card ? W


Would you like to go on a catering course? Why/Why not? Would you like to eat out at a Fifteen restaurant?

Answers: Student page


Do this as a class exercise using choral drilling to start and then choose a few students to repeat if they are confident enough to do so ,





Pronunciation Listen and repeat the requests . Notice the polite intonation.

~ Work in pairs. Think of a restaurant. Write notes about the things below: • the restaurant (What type of food is there? Is it expensive or cheap?) the menu: think of nine dishes (starter/main coursel dessert) • the prices


Work in pairs. Use the Talk Builder to act out your dialogue, Take turns to be the waiter and the customer.

--• •


Students work in pairs . Give them ten minutes to wo rk out their menus and ideas. Tell students to refer back to the Top ic Talk page for ideas .


Monitor and help where necessary. Focus on the key phrases to make sure stu dents are using them correctly. In feedback, write up any problems or good ideas on the board ,

Extra Exercise Ask one or two pairs to act out their dialogue for the class,

eve Choice


Students can sometimes panic when as ke d to watch authentic mate ria l. 'No sound' 's a useful technique to use when watching a JV D, It encourages students not to focus on he language but on the visual aspect which can often help with understanding as a whole.

Answer: Student page



Give students a few minutes to discuss in pairs before the class check.

Tip: When a pair or a small group of students is acting or role-playing in front of the class, ask the rest of the students to listen and watch carefully and make notes on any language errors or anything that they th ink is done particularly well. This helps to keep the whole class engaged ,

Now your students can: • use polite phrases to order food .

Go through the sentences with students , Stu dents watch the DVD again with sound this : ime. Check the answers with the class.

Answers: Student page


This review focuses on the vocabulary and language areas covered both in Module 2 and Module 3.

Language Review Modules 2 and 3 o

o Answers: Student page o Answers: Student page o Answers: 18 After getting back to the hotel we had lunch. 19 Bring an umbrella in case it rains, 20 I've just finished reading that book, 21 We're having a party because it's Christmas, 22 That chocolate cake was just delicious, 23 When we met we just talked for hours, 24 I can't come to your party as I'll be away, 25 She had an accident while driving to work.

o Answers: 26 When I got up, my dad had already left for work , 27 When I went into the kitchen, my mother was having breakfast. 28 When I got home, I had already done my homework, 29 While I was going to school, I texted my friend Alice , 30 I arrived at school, then I went to the library,

o Answers: 31 used to believe 32 saw 33 would always celebrate

Memories/Food Complete the sentences with the correct words. l


One special eve>1t I remember was my tenth birthday. 2 That party was great bu • ....,e we all danced until 3a.m. 3 A sad ,uM;' lt l re member was my granddad's fun era l. l1r1 el11l1rl eJ' 4 One of my best sporti ng _ _ was when my club won the FA Cup. 5 Finally, one of my earliest memories was a forest fire. When it".pp~ we were at my aunt's house. 6 I eat seafood but I don't like fish very "",,:ch . 7 The most important "" ..I for me is lunch . 8 My all-time favourite d'.h is my mum's chocolate cake. 9 That ice cream t'Jtu delicious! 10 I'd like to --1!L snails. 11 I'd "ever eat rats because I think they're 111 disgustin g.


Multi-part verbs (l)/Verbs + prepositions Complete the sentences with the correct words. 12 My family often gets ~et"er for big meals. 13 We usually meet -...!iP.._ in an Italian restaurant. 14 My grandma knows a lot .bo~t food . 15 At the meal, grandma stood --1!L_ and made a speech. 16 Then we all joined _ _ to sing Happy Birthday. 17 Everyone talked .bo~t the party for weeks. 16



just, Reason linkers, after/before/while + -ing Order the words in the sentences.

18 19 20 21 22 23 24 25

to the hotel I after I getting back I we had lunch an umbrella I it rains I bring I in case just I that book I reading I finished I I've a party I because I we're having I it's Christmas that chocolate cake I just I was I delicious talked I met I we just I when we I for hours away 11'11 be I as 1I can't come I to your party driving I while I had I to work / an accident I she



Past Simple, Continuous and Perfect Use the cues to make sentences in the past. 26 when I get up / my dad already leave for work 27 when I go into the kitchen I my mother have breakfast 28 when I got home 1I already I do my homework 29 wh ile I go to school I I text my friend Alice 30 I arrive at school I t hen I go to the library

Past tenses/used to and would Complete the sentences with would, used to or the Past Simple when they are not possible. In 2003, I ,, _ __ (believe) in Father Christmas but that year, I ,,_ __ (see) my dad bring in the presents. We 33_ _ _ (always ce lebrate) Christm as at home and I " _ _ _ (love) opening my presents . For lunch, we 35 _ _ _ (have) turkey. 15

o The Passive Rewrite the sentences in the Passive. 36 The Mayans discovered chocolate. (Chocolate .. ) 37 When the Spaniards arrived, the Aztecs used chocolate beans as money. (Choco/ote beans .. 38 In the 17" century, Londoners drunk hot chocolate. (Hot chocolate ... ) 39 We have eaten chocolate for years. (Chocolate .. ) 40 We will use chocolate as medicine. (Chocolate ... )



Telling stories Complete the story with the words and phrases below. the next thing



in the end suddenly

We'd 41 _ _ _ finished lunch when 4' _ __ two guys took my mum's bag. 43 _ _ _ 1 did was to shout 'help!' Then, the police arrested the men. 44 _ _ , everything was fine but it was one of the nastiest things t hat's 45 _ _ _ happened to me. 15


Eating out Complete the restaurant dialogues. C: A table for one, please. W: Have you got a 46ruerv.tialt, madam? C: Yes. Could I have the menu, please? W: Certainly. I'm afraid we're "~ of sa lad. C: Would you 4B ""iita' bringing me a cola, please? W: Are you ready to 49~ , madam? C: I'd like steak, please. W: Would you like it rare, medium or 'Owell dOIt< ? 15

Self Assessment Listen and check your answers. Write down the scores. Use the table to find practice exercises. Exercise 1 2 3 4 and 5 6 7 B

If you need practice, go to Language Choice 7 and 13 Language Choice 10 and 15 Language Choice 11; S8 p.23 ex. 7, p 19 ex. 4 Language Choice 8, 9 and 12 Language Choice 16; S8 p.20 ex.5 S8 p.zO ex.5 Language Choice 18


34 used to love 35 would have

o Answers: 36 Chocolate was discovered by the Mayans, 37 Chocolate beans were used as money by the Aztecs when the Spaniards arrived , 38 Hot chocolate was drunk by Londoners in the 17 th century, 39 Chocolate has been eaten for years , 40 Chocolate will be used as medicine,

o Answers:

Self Assessment

41 just 42 suddenly 43 The next thing

• Students check their answers by listening to the recording, Check spelling where necessary,

441n the end 45 ever

o Answers: Student page

• When they have finished, get them to look at their scores for each section and decide what language areas t hey need to do more work on, Ask them to use the table to find practice exercise s, • Give students t ime in class or at home to complete the practice exercises they identify, • Direct students to the Learning Links at the bottom of the page to co mplete either in class or at home.




After listening, students check in pairs, Play the recording again if necessary,

Answers: Student page

Tip: Approach listening texts in different ways to keep students on their toes, Preteach vocabulary to help them feel secure. Alternatively, play the recording with minimal information in more exam-like conditions.


Exp lain to students that this exercise will help them understand native English speakers , Play the recording a few times if necessary,

live in a 1 terraced house

air-conditioning, central heating, fitted cupboards!

t's got 2 two~four bedrooms.

wardrobes, a fireplace, games room, garden,

't's also got like my room because it's 4~ .

home cinema, lawn, pond, staircase, terrace Appliances

"1y f1at~ is

a dishwasher, fridge, freezer, oven, washing machine

5,,, the J,tbWDJ ------1

"'Iy dream is to live in a ~two-bedroom nat with a big ~gorden. d like to live '1ifihe cen}?ffYin

the country.

Answers: 2 My room ~ tiny but i1 gets lots of sun, well, all the sun we get here ill London! 3 My dream is to live lli one-bedroom flat with a big terrace and views of the river. 4 But when I finish college, I'd like to live lli motor home for 9. few years and travel round the country. 5 It's even got 9. kitchen with a dishwasher and washing machine and all that stuff. 6 And it's 9. bit boring too out here in the suburbs. For practice, students turn to


Give students a few minutes to make notes before speaking. Monitor and help where necessary, Extra Exercise

Background -he background information about the photos "1 this lesson is on page 129 of the Students' 300k. Motor home: a large motor vehicle 2quipped for living in while travelling.




Before turning to page 129, elicit some deas and useful vocabulary and write them up on the board , Give students a few minutes to read and check if any of their ideas were cor rect.


Students are going to listen to people that live in more traditiona l homes, You may want to vary your approach and go through some of the vocabulary in the network before students listen, When discussing which house they would like to live in, encourage them to justify their choice using information from the listening,

Follow up Exercise 5 by telling students to write a description of their home. They can use r't, the network and to help them.

Now your students can: â&#x20AC;˘ talk about houses and their homes,

Answers: 1 terraced house; dream house is a one-bedroom flat with a big terrace and views of the river, in the city centre 2 apartment; dream house is a motor home 3 detached house; dream house is a houseboat


Background The Himba: an ethnic group of peo ple who live in the far nor th-west of Namibia, in southern Africa .

Living with the Himba

arm Up

For t he last two months, a n t hropologists Alice and Rob 5mythe have been living in a Himba village. Peter 5tewart talked to them about their new home.

Look at the photos (b-c) and read the information below. Which of these things do you think a Himba home has?

Himba life: is semi-nomadic. Th e Himba breed cattle and goats and, depending on t he ti me of year, they move with t hei r animals to different water ing holes.

• a bathroom • ~ir~ 19

• •

a kitchen a staircase

Peter: You don't smell very nice. What have you been doing? Rob: We've been collecting cow dung to finish our house. The Himba kids are helping us . Peter: It's this hut, right? It looks very simple. Alice: Yes, it's one room, with just a fireplace to keep us warm at night. We've been building it for two weeks. We've built the walls but the roofis not ready yet. We use dung because mud is too dry. Peter: I see ... There is no bathroom in your hut, I suppose, so how do you keep clean? Alice: Well, we've been using ash to wash our hands and brush our teeth, just like the Himba. I've been taking aromatic smoke saunas, like all Himba women. We haven't been washing our clothes because t here isn't enough water - it is only used for drinking . Peter: You look thin. Have you been eating enough? Alice: We've mainly been eating dried meat and milk. Let us show you the village kitchen - it's that open hut over there .

The Himba people live in northern Namibia. They move their 'villages' from one place to another to find food for their animals: cattle and goats. They have adapted to living with almost no water. The Himba women are famous for their amazing hairstyles.

Himba houses: are simple co ne-shaped structu res, made fro m young trees covered in mu d an d dung. Himba hair: you can te ll if a woman is married or t he socia l position of a man from their ha irstyles . The Himba put a paste made from butter, ochre and ash into their hai r. Their hair is long, and pla ited into intricate designs.



Read and listen to the interview and check your guesses from Exercise 1. Would you find the Himba lifestyle easy or difficult? Why?

Present Perfect Continuous


Warm Up


Use the photos to create interest in the topic. Ask: Where in the world do you think the people are? What sort of life do they live?


Pre-teach anthropologist (and check pronunciation), cow dung, hut, mud, ash and aromatic. Check understanding, but avoid questions that include the target grammar. Ask: What is th e hut made of? (cow dung) What do they brush their teeth with? (ash) Do they have a lot of water? (no - just for drinking). Answers: Student page


Explain that the Himba li ve in a remote, dry and mountainous area and that th ey have a very traditional lif e, hardly changed by the modern world . Elicit opinions and encourage students to explain their reasons.

Read the Present Perfect Continuous sentences and complete the patterns .

Affirmati ve

We've been using ash to wash our hands. subject + have/has +bu-l1-+ v- ing

Negat ive

We haven't been washing our clothes. subject + have/has (not) +bul1-+ v-ing

Quest ion

Have you been eating enough? have/has + subject + bu-l1-+ v-ing


Read the Present Perfect Continuous sentences (1-2) from the text. Match them with the uses (a-b).

1 We've been building the hut for two weeks. 2 We've built the walls.

J We've been eating dried meat. <'f > I smell horrible. I've been collecting cow dung. b

• We use the Present Perfect/Present Perfect Continuous when we want to fo cus on t he act ivity or process. f inished or unfinished. We use t he Present Perfec t /Prese nt Perfect Continuous when we want t o focu s on achievements. on the resu lts of a finished activity.

a an acti vity that started in the past and is still going on at present b an activity (f inished or not) which has some visible side effects in the present

Present Perfect Continuous


Students complete the table as a class .

Read the sentences (1-2) . l.!.n.!!erIln.e the correct words in the rules below.


Students com plete the exercise.

Answers: Student page

Answers: Student page

o You may want to get students to look at Exercises 5 and 6 together before checking answers. Use further examples from the te xt to check understanding. Ask: What have they been collecting? (cow dung) Have they finished? (We don't know.) Answers: Student page



Give students three minutes to do t he exercise. Tell them to use the table in Exercise 4 if they need help with form . Answers: 2 Alice is tired . She's been milking cows and writing about the Himba. 3 Alice is relaxed . She's been watching the sunset and ta lking to other women . For pract ice, students turn to



Grammar Alive Grammar Alive Explanations ~ f:If:) Listen to a dialogue between a brother and sister. Complete the information.

What has he/she been doing?

What has hel she done?

Amy Bill Pat

~ Work in pairs. Use the cues to act out dialogues. A: Your eyes are red. B: I've been reading all night.



Use the cues and the Present Perfect Continuous to explain what has been happening.

A starts

B answers

1 eyes - red 2 look worried

1 read all night 2 listen to the news about the hurricane 3 paint my room

3 white marks on your hands 4 jeans - dirty

1 Alice is dirty. (repair the roof, collect mud) She has been repairing the roof She hos ..

2 Alice is tired. (milk cows, write about the Himba) 3 Alice is relaxed. (watch the sunset, talk to other women)

o Make sentences about Alice. Use the cues and the

B starts

A answers

5 brown marks on your fa ce 6 look sleepy

5 build a mud house

7 kitchen - mess 8 look tired

Present Perfect or the Present Perfect Continuous.

4 repair my bike

6 work on a project all night 7 cook lunch B clean t he house

drink only milk for t wo weeks - drink half a litre today

e Use the cues and your own ideas to

Alice has been drinking only milk for two weeks. Alice has drunk half 0 litre today.

write sentences about yourself in the Present Perfect and the Present Perfect Continuous .

2 look for a lost cow - not find it 3 save water - use only 5 litres of water this week 4 carry water all morning - bring 10 litres of water to the village today 5 collect cow dung - not collect very much


I've been reading Frankenstein. I've writ ten an essay an the French Revolution.

read a book work on a project write an essay go out with someone work out in the gym play tennis/football think about my fu t ure

Use the cues to write sentences about the life of Nathan, a researcher in Africa. Use the Present Perfect or the Present Perfect Continuous. live among tribes in Kenya for five years


Nathan has been Jiving among tribes in Kenya far five years.

2 3 4 5 6

'Home is the place w h ere, when you have to go there, they have to take you in.'

write a book about Africa for two years build a few huts in his life observe the Masai people since last year interview 120 people publish some articles about Kenya

American poet

Extra Warmer Get students to listen to find out what the brother and sister are talking about (tidyin g the house before their parents return). Ask: Have you ever been left home alone? If so, were your parents happy when they arrived home?


The listening text provides the grammar in a context that students will be familiar with . Encourage students to write full answers.

Answers: Amy: she has been cleaning the house; she has cleaned the kitchen, the bathrooms and her room. She has also cooked lasagne. Bill: he has been looking for a new lamp; he has bought some flowers . Pat: she has been helping Amy in the kitchen; she has tidied her room.


Put students in A/B pairs .

Give students a few minutes to write the sentences.

Extra Exercise Tell students to choose one sentence from Exercise 12. Ask them to stand up and walk around the class. They should say their sentence to each student they meet. Whe n students sit down, ask them if they can remember what the other students have been doing.

No Comment


Give students a few minutes to complete the sentences in pairs. Ask further checking questions if necessary: Has she finished looking for the cow? (possibly not - finished or unfinished process) Has she found it? (no - the result).

Answers: 2 Alice has been looking for a lost cow. She hasn't found it. 3 Alice has been saving water. She's only used 5 litres of water this week . 4 Alice has been carrying water all morning. She's brought 10 litres of water to the village today. 5 Alice has been collecting cow dung. She hasn't collected very much . For pra ctice, stude nts turn to


Tell students to consider whether we are focusing on the activity or process (Present Perfect Continuous) or the achievements or results of the activity (Present Perfect).

Answers: 2 Nathan has been writing a book about Africa for two years . 3 He's built a few huts in his life. 4 He's been observing the Masai people since last year. 5 He has interviewed 120 people, 6 He has published some articles about Kenya.

Check understanding of take in. Ask students who they refers to (parents). Ask them to write a definition of home, then discuss with a partner.

Now your students can: â&#x20AC;˘ use the Present Perfect and Present Perfect Continuous to describe activities.

uA E





Background Spiral Island 11: a floating, artificial island in Mexico built by British artist Rishi (Richart) Sowa. It has been open for tours since 2008. It is situated in t he waters of Isla Mujeres, near Cancun. The island is about twenty metres (sixty-six feet) in diameter.

Warm Up


a ise on Plastic

Look at the title of the article. the first line and the photos (a-b) in it. Guess what it is about.

Debbie Green investigates one man's dream to build a paradise on top of rubbish and help the environment.


making an island that floats on plastic bottles b using plastic bottles to build a house on a tropical island c the problems of plastic bottles in tropical islands

Part 1


Warm Up



Ask students if they can remember the unusual houses from the Topic Talk (page 29) or know about any other unusual houses or have an idea for one themselves. Ask students to open their books. Elicit ideas.


Read the article quickly and check your guess from Exercise 1.

C> SKll~ 6, IlDER 7 Read the article again. Use the strategies in the Skills Builder to complete the notes below.




Occupatiol1s : ~~~~e-~id~(Ct PcrSO/llafi1Y"-----f-, mctlt",1

Answer: Student page



t1U1bitlo~s ,

solve t he problcU1s a~of

of'--I'.lqstic rubbish '~Seg


Spiral Jsla~of 1, Co~structio~, fro,., to JOOS"


Destroyeof Iy'

H!1rricq>t.e E",i1X

Spiral IslaMof J, two-storey house 7


ql1d Joitlr


Sclf.-suffiCic~t, grows COCO M!{tS .

Jto.:;;g~/f1td~i;h~r~dr ttV1d keeps

'Spiral Island 11' feels like an island and certainly looks like one with its beaches, mangroves, palm trees, two ponds and waterfall. But unlike most tropical islands, underneath it there are thousands of plastic bottles to keep it afloat. All of this is the work of one man , Rishi (Richart) Sowa, artist, musician, carpenter and idealist. In 1998, Rishi gave up his job and left the UK to live a much simpler life in Mexico. He did not have enough money to buy land so, because he is a practical person, he decided to build his own island which he called 'Spiral Island'. He collected 250,000 empty plastic bottles, put them into nets and built a woo den structure on top of them. On it, he built a small house and collected soil to plant trees and bushes in . Rishi lived happily on the island with his dog, Rainbow, cats, Bonita and Easy, two ch ickens and a duck until 2005 when Hurricane Emily washed his island onto the beach and destroyed his home. However, Rishi did not give up and immediately sta rted another island in a slightly more protected part of the coast. Spiral Island 11 is a bit smaller than the first island but is even more comfortable and Rishi's two-storey house has wind and solar power. It also has a compost toilet, a solar-powered oven, a wave-powered wash ing machine and a solarpowered waterfall plus a fountain. Rishi's island is almost self-sufficient; he keeps chickens and so always has a supply of fresh eggs and he grows coconuts, lemons, bananas, tomatoes and almonds. Rishi's island is near the tourist resort of Cancun and the local people have been very understanding and helpful. Visitors help to finance his project and he has a website where he shares his ideas about the future. According to Rishi, his islands help to so lve the problem of plastic rubbish which pollutes the sea and kills sea creatures. At the same time, his islands can deal with the problems of rising sea leve ls and over-population: 'Maybe building islands is the answer,' says Rishi. 'You can be totally se lf-sufficient on a spiral island. You can catch rainwater for showers and grow your own produce.' Rishi is opt imistic about the future: 'One day we'll sail out on the ocean and become a small, floating country,' he says.




Limit the time students have to read the text so that they skim the article to check their guess. They will read it in more detail in Exercise 3.


Go through and make sure students understand the strategies. In feedback, check how they will approach the text. Before reading, give students a few minutes to read the notes and make guesses about the gaps. Give them a few more minutes to read the main text and underline any key words or phrases before completing the notes.

Answers: Student page


Part 2

o Work in pairs. Ask and answer the


questions about the text. What are the advantages and disadvantages of Rishi's island? Z Would you like to visit Rishi's island and meet him? Why/Why not? 3 Why are plastic bottles so bad for the environment? How could you use fewer bottles?


o o

Look at the Sentence Builder. How do you say the expressions in bold in your language?

Student A • reason s for the design how you get to it Edda's bedroom the views fro m the house • th e to p floor

Sentence Builder Modifiers and comparatives 1 He wan t ed a much simpler life in Mexico. Z The new island is a bit smaller but even more comfortable. 3 He sta rted a new island in a slightly more protected part of the coa st.

f:ID ~ C> SKILLS BUILOEP 4 Work in pairs. Listen to Edda's description of her house. Use the strategies in the Skills Builder to write notes about one of the lists (A or B).


Student B • the ground f loor • the living room • the main terrace • the cellar advantages of living there

Vocabulary Look at the Word Builder. How do you say the words in your language? Do you use the same words for place and movement?

Word Builder Prepositions and adverbs ~ LANGUAGE CHO CE Zl


Work in pairs. Take turns to say sentences about the rooms (a-c) with the adjectives below: My parents' bedroom is 0 bit bigger than my bedroom but my room is much cosier.

a your bedroom/your parents' bedroo m b your classroom/the school library c your living ro om/the local sports hall big small (un)comfortabl e ugly cosy quiet attractive noisy warm cold good views

'e 1 2 3 4 5 6 7 8

downstairs there is ... upstairs there is ... inside there is a ... outside there is a .. along one wall there are .. on one side of the room there is ... in the corner there is ... below the ground floor there is .. 9 above the living room there is ...

go downstairs go upstairs go inside go outside go along the path go onto the terrace get into the boat go down to the storage area go up to the top floor

Go through SVILLS BUILnER 4 , Students write an empty network in their books, Draw an example on the board, They choose either List A or B as their headings for each section. As they listen, they make notes under each heading in their network. Recap on the strategies to do this. Answers: A It's floating because of flooding and rising sea levels, You get to it along a path next to the canal. One side of Edda's bedroom has got a round wall and on the other side, there's a fitted wardrobe and there's a washbasin in the corner. It's very cosy - a bit like a ship's cabin . It's got great views with enormous w indows. The top floor has another terrace and her parents' room.

B Downstairs there are two bedrooms, hers and her sister's, plus a small bathroom . The living room is enormou s, It covers all the first floor, Outside the living room there's a big terrace with lots of plants, Below the ground floor there's a stora ge area in the cellar, She's into sailing; it's quiet and they get lots of birds and wildlife, too. Her dad likes fishing,


o Work in pairs. Use your notes from Exercise 7 and expressions from the Word Builder to ask and answer questions about Edda's house. A: What is there on the ground floor? B: Downstairs, there's ...

~ Choose one of the options (a-c). Write notes about it.

a your home b your ideal home c another home you know well ~ Work in groups. Ask and answer questions about your home from Exercise 10.

A: What do you see when y ou go through the from door? B: There's 0 small hall with three doors.

o o

to L


Students discuss the questions.

Answers: 1 Advantages: can live a simple life; helps solve the problem of plastic rubbish; can deal with problems of rising sea levels and over-population; can be self-sufficient Disadvantages: vulnerable to the weather; students can also suggest their own ideas 2 students' ideas 3 Plast ic rubbish pollutes the sea and kills sea creatures.


Check understanding of simpler and protected, Elicit what the expressions in bold are in Ll. Ask: How much smaller is the new island? (a bit) Is this a large or small amount? (small) Does 'slightly' mean a lot more protected or 0 small amount more? (a small amount more) How much simpler is his life in Mexico? (a lot).

For practice, students turn to (HO ( 22 .



Write up the first prompt on the board and go through the exam ple with students. Elicit further examples.

For practice, students turn G J GE HOI(E 23 ,

Put students in A/B pairs. Give them time to be both A and B,

~ Give students ten minutes to write the notes,


Students ask and answer in pairs ,

Now your students can: • use modifiers and comparatives to describe their surroundings • use prepositions and adverbs to describe houses.




Background Cleaning tips : TV programmes and magazine art icles abo ut reorganising your home are popular in the UK. How Clean is Your House? is a light-hearted show where expert s clean dirty houses and give cleaning tips .

Warm Up

have/get something done


o Read the sentences (1-3) from the text.

Look at the photo. Who do you think lives in the flat?

Who did all of the activities (a or b)?

a a group of male students @ a group of female students ( a mixed group of students


We got 011 these things removed. b

2 We had to get the wh ole kitchen disinfected. b

3 They have their carpets cleaned. b

Read the text. What problem did the students have wi th the things (a-d) below?

a the person who is the subject of th e sentence b someone else. an expert

a their clothes ( their kitchen b washing d cooking


Warm Up


Are you clean and tidy at home? WhyfWhy not?


• subject + hove/get + somethi ng

Ask students how the photo makes them feel.

Answer: Stud ent pa ge

o Rewrite the sentences using


We hod the carpets washed yest erday.

2 3 4 S 6


Carrie Douglas presents a TV programme about housekeeping. She helps people clean their homes and tidy the mess. She talks about three (ollege students who took part in her show.

'They were t he messiest people I've seen. They rented a flat together and never cleaned anything. There were dirty clothes everywhere. They didn't have a washing machine so we had one installed for them so that th ey could wash their clothes. The flat was full of rubbish. like old magazines. dead plants and ugly souvenirs. We got all these things removed. The worst place was the kitchen - the smell was horrible. the table and worktops were covered with unfinished take-away meals (they never cooked. they had all their meals delivered), and the sink was full of dirty mugs and plates. There were insects in the cupboards so we had to get the whole kitchen disinfected. The girls took part in our programme because they had no idea how to keep their home clean. I'm still in touch with them. They say they have changed and now they clean regularly. they have their ca rp ets cleaned once a year. They've had their old clothes taken away to be sold by a charity. Let's hope the change is permanent l '


Students discuss in pairs . Ask a few students to tell the class about their partner.

have/get something done


Students complete the exercise . Check the answers with the class.

Ans wers: Stude nt page


Elicit examples from the class. Students then complete the patte rn.



Students complete the exercise, then check in pairs.

Suggested answers: 2 I'll get someone t o pa int the kitchen. 3 We have had all t he window s re placed. 4 We have to have the roof repaired . 5 We get ou r §5as cooker checked regu lar ly. 6 "-'e'l l get our grass cu t -:....,orrow.



1 A person washed the carpets yesterday.

Answers: a dirty clothes everywhere b no washing mac hine c smelly, dirt y worktops, in sects in the cupboards, sink full of di rty mugs and plates d They didn't cook, t hey had meals delivered.

For practice, students turn to


something done.

Give students a few minutes to skim the text.

Answer: St udent page

Find similar sentences in bold in the text and complete the pattern .


I'll ask someone to paint the kitchen. The builders have replaced all the windows. Someone has to repair the roof. A person regu larly checks our gas cooker. Someone will cut the grass in our garden tomorrow.

Use the verbs in brackets to write sentences about these situations (1-6). Use corre ct tenses. The window is broken . (replace) We hove to hove the windo w replaced.

2 The tap leaked. (repair) The clock has stopped. (fix) 4 The tree was too high. (cut) S The living room walls are dirty. (point) 6 The computer doesn't open those files. (upgrade)


Use the cues to write sentences about what people have done in the places (1-6). We have our car repaired in a garage.

teeth - checked health - checked car - repaired car - washed hair - cut glasses - made 1 garage 2 dentist's 3 doctor's

4 optician's S hair salon 6 car wash



Ask a few students to write up the answers on the board.

Suggested answers: 2 We have had the tap repaired . 3 We have to get the clock fi xed . 4 We have had the tree cut. 5 We have to get t he living room wa ll s pa inted. 6 We have to have t he comp ute r upgraded.


Put students into A/B pairs . They can do th is exercise orally to get some spoken practice of the language.

Answers: 2 We have our teeth checked at t he dentist's. 3 We have our health checked at t he doctor's. 4 We have our glasses made at the optician's. 5 We have our hair cut at the hair sa lon. 6 We have ou r car washed at the car w ash.

Now your students can: • use have/get someth ing done to describe activities that someone has done for them.

SKillS _______ _

------ ----

Writing Workshop 2 Graph about household chores amongst children and young people in the UK -


Boys Girls '00

Text Builder


Text Builder

Answers: a about; around b just over c just under d only e all of f over g under h most of i none of j some of

o Match the words in blue in the report with the meanings (a-j).


a b c d

app rox imately (x 2) a bit more tha n a bi t less t han not more tha n a particular number e 100%of

f g h i

more t han less than the majo ri ty of 0% of a few of

For more examples in conte xt, students turn to


la Cook meals

Tidy their Iron the ir raom clothes

Make bed

Mow lawn

the correct words to complete the sentences . 1 OnIY/Under/Over~S!~y'ii>70% of the class make t heir beds . (71% 2 About/Only/Unde,; ust unde 60% of the class t idy t heir roo ms. (59%) 3 â&#x201A;ŹJ]JtAII of/None of/Som e a/the class do something at home. (90%) 4 About~Over/lust over 20% of the class iron their clothes . (15%) 5 ({fjjjyIUnder/AboutlOver 2% of the class do the cooking. (2%)

you hate doing? What other chores do you do? Tell the class.

o Look at the graph a nd read the report. Find two differe nces between t he results in the national and t he school survey. Do you agree with the writers' conclusions?


o Work in pairs . Write five questions about household chores.

Survey of Household Chores:

1 Around 12% of boys and only 3% of girls do nothing at home. Most ofthe students do some household chores . However, none of the students spend more than an hour a day on chores. 2 More girls than boys do chores at home except for mowing t he lawn, taking out the rubbish and walking the dog. 3 Over 75% of girls and boys make their beds and tidy t heir rooms. 4 Only about 18% of boys and around 25% of girls cook meals at home. S Under 30% of girls and just under 10% of boys sometimes iron their clothes . To sum up, girls do more housework than boys although all of the students at our school have the same amount of homework and free time. This is probably because some of the parents treat girls unfairly and expect them to do more housework than their brothers.

Answers: Student page

How long do you spend on chores every day? What chore do you like/hate doing? Do yo u ever cook meals at home?

Yarpole School According to various studies, British women still spend much more time on household chores than men. We interviewed j ust over a hundred students at our school to find out about differences between male and female teenagers. Here are the results:

Go through the first item with the class. Check the meaning of the words to rule each wrong answer out. Refer students to the example of only in the te xt (and only 3 percent of girls do nothing) . Check understanding. Ask : Does 'only' mean many or very few of something? (very few). Therefore, the answer must be just over.

o Look at the percentages in brackets . Choose

o Look at the graph . Which of the household chores do



Students use the graph, su rvey and the te xt from the grammar lesson for id eas.

Work in groups or go around the class. Ask and answer your questions. Write down the results.


If you have a large class, split them into two or three groups to complete the task.


o Work in pairs. Use your information to

This can be set for homework. Make sure students have all th e information they need before they start the task.

writ e a repo rt.


Calculate your res ults in percent ages. Then use these results to draw a graph .


Use your graph to write a report like the one in Exercise 2.


Pass you r reports around the class .

For guidance on the form of a report, students look at


o What was the most interesting report? What

Ask students if they think the graph is representat ive of their country too .


Check students know how to say % in Eng lish (percent) . El icit the percent ages shown on t he graph for each cho re. Ask st udents to skim read t he articl e and find the diffe rences.

Suggested answers: At Yarpole School, around 70% of girls and 60% of boys make t heir beds. Only 65% of boys tidy their rooms .


Extra Exercise

results surprised you? Tell the class.


o Check understanding of ch ores.

Students check in pairs.

Write up Useful phrases and Linking words on the boa rd. Students go through the survey again and find three useful phrases and four linking words and write them under the correct headings. They chec k their answers by looking at


In feedback, choose a few students to tell the class the results . If students were working in groups, ask one person from each group to te ll the class two results.

Now your students can: â&#x20AC;˘ write a report usin g linking words, useful ph rases and w ord s t o describe quantities.



Speaking Workshop 2


o f:lP tID

In this lesson, students will look at how to make offers and accept or refuse them in a hotel situation.

Look at the photo and listen to the dialogue. Write information about the things (1-8) below.

1 2 3 4

5 6 7 8

Extra Warmer In pairs, students describe the photo. Ask them to speculate about where the girls are, what they are doing, how old they are and how they are feeling .


type of hotel backpackers' hostel cost of a double room £75 location of single-sex showers floor cost of internet It's fre.e.. cost of breakfast £(" t imes of breakfast 7 <1.1'11.. - 10 <1.1'11.. common room equipment TV <lM 3<'11'11.e.J <'Ire.<'! reception opening times :2-<1- hours <I d<ly

mtID Listen again. Answer the questions. 1 2 3 4

What kind of accommodation do Tereza and Katerina choose? Which of the sisters wants to see round t he hostel? Which of them wants to go to bed earl y? Which of them is friendly to t he receptionist? 5 Which of them is a bit bossy?

Tip: Remind students when they are doing an exam-style task . Ask them where a task like this might occur (in the speaking part of an exam) and what language they need to think about (describing photos, e.g. in the background, on the left, modals for speculation).



L t:R Listen to four parts of the dialogue again. Which of the strategies in the Skills 8uilder are used to correct the mistakes (1-4)? What are your most common mistakes? Tell the class . 1 too much things


2 a reserve


double room with bath washing place

Look at the Talk 8uilder. How would you say the offers in your language?


Think of your ideal hostel. Write notes about the things below: • accommodation and price (dormitories, rooms, cost per night. breakfast included) • washing facilitie s and laundry (showers. washing machines, etc.) • common rooms (sitting area, TV room, games area, kitchen) • other facilities (internet access, swimming pool, sports facilities, 24-hour reception)

o Work in pairs. Act out a dialogue at a hostel.


Talk Builder Offers

Write up backpacking on the board. Elicit what it means. Ask students if they have done it, what was good about it, where they stayed and if they did it in their own country or abroad. Try to elicit some vocabulary that will be useful for the listening, e.g. rucksack, reservation, en-suite, dormitory and hostel. Students check in pairs after listening.

.5 BUILO[ ~



Yes, please.

I'm okay. thanks.

2 Do you want a hand with your luggage?

Thanks a lot.

It's okay, thanks. I'll manage.

3 Shall I give you my credit card?

Okay. Thanks.

No, it's okay.

Can I help you?

4 Would you like me to show That's kind of you, No, thank s. you around the hostel? thanks.

5 I'll give you a map,

Yes, please.

No, thank s.

Okay, great.

It's all right, thanks .

if you like. 6 Let me show you some places to go.

o Pronunciation Listen and repeat the offers and replies. o Work in pairs. Use the Talk Builder to practise making offers


Students complete the exercise, then check in pairs.

2 Act out the role-play. Use the information from Exercise 7, the expressions from the Talk Builder and the strategies from Exercise 3 to correct your mistakes. 3 Change roles and act out another role -play.


Answers: Stud ent page

One person is the receptionist and the other person is the hostel guest. Write questions about the hostel (the guest) or think of offers to make (the receptionist).

and replying.

Answers: 1 t wo beds in the

o Tell the class about your partner's hostel. Monika's hostel is amazing. It's got an Olympic-size swimming pool and a sports centre. Breakfast is incredible and only costs 5 euros!

wo men's dormitory 2 Ka terina 3 Tereza 4 Katerina 5 Tereza


Go through and check students understand the strategies. Give them a few minutes to read through the bullet points and check their understanding. Elicit the five main points and write up a brief summary for each on the board: a) correct yourself, b) ask about it, c) carry on speaking, d) try to say it in a different way, e) write a list. I

Answers: 1 Correct yourself. 2 Correct yourself. 3 Say I mean. 4 Ask abo ut it.


Tip: Encourage students to see mistakes as an inevitable part of learning. If they aren't afraid of making mistakes, they will become more fluent speakers of English and more confident learners.


Students translate the offers in pairs.

Either go through I _ at this point or see below for an alternative idea.


Do this as a class activity. You could then go through - , put students in pairs and let them act out the dialogue. Monitor and check pronunciation.


Give students a few minutes to practise their own sentences.

o o

Elicit what students remember from the listening text to start them off with some ideas.

Give students ten minutes to work out their dialogues and practise them. Make sure they have the chance to be both people. They can use for guidance, although you may want to just refer them to the Talk Builder if you feel they will copy the dialogue. Monitor and help where necessary.


In feedbac k, choose a few pairs to tell the class.

Now your students can: • make offers and accept or refuse them.





Give students a few minutes to do this exercise in groups, You might like to ask them to name a couple of films that each person has been in to help students who are unsure who they are.


Play the recording, then ask students to check their ideas in pairs, Ask them to go through the network. Which words did they use? Which words are new?

glamorous 9, gorgeous, handsome cf, pretty 9, stunning 9, ugly, unattractive I think _ _ is



He/She is in his/her Zearfy@

-Ifate teensl

<fiv"ยง!ig,lthirtieslforties. He/She's

muscu lar, overweight, plump,

3~ and 4~ .

He/She's got (a)

'fo".itJ- w ith (a) ".rtmlJJilL...lo.>t<L..J2jrQjf"

He/She tends to wear

7~~ like ' .je"".r ""d..


long/round/square/thin face big/small/nice chin, ears, eyebrows, eyes, lips, mouth, nose, teeth

casual, co lourful. dark, designer, elegant. formal,

high/Iow forehead

good quality, imaginative, old-fashioned, smart

long/short. curly/straight!

clothes baseball caps, dinner jackets, evening dresses,

wavy, blond/fair/grey/brown/ red hair

jeans, leather jackets, overcoats, suits, T-shirts

Answers: Speaker 1: Kristen Stewart Speaker 2: Robert Pattinson Speaker 3: Cameron Diaz


Play the recording, then ask students to check their ideas in pairs.

Answers: Student page


This pronunciation activity focuses on how letters disappear when spoken quickly, e,g, best looking, (We don't pronounce the t of best.)

Answers: 2 mie twenties 3 de you know 4 late twenties 5 dark casual clothes 6 biggest stars 7 elegant-designer clothes


For practice, students turn to




Work in groups. Choose a celebrity and use the network to talk about


Students could choose a sports person or politician instead,

Extra Exercise

Background Daniel Radcliffe: an English actor who Jeca me famous in 2001 play ing Harry Potte r ., t he Harry Potter film series, Robert Pattinson: an English actor who JJayed Cedric Diggory in Harry Potter and the :oblet oj Fire. He became famous when he 50t t he leading role of Edward Cullen in the :.. m Twilight in 2008, He is also a model and a "'1us ician , Keira Knightley: an English actress who ::arted acting when she was a child , She has s'arred in many films includ ing Bend it Like 3eckhom (2002) and Pirates oj the Caribbean.

Kristen Stewart: an American actress who is best known for playing the role of Bella Swan in the Twilight saga films , Cameron Diaz: an American actress and former mode l. She became famous during the 1990s and is the star of various films including There 's Something About Mory (1998) and The Holiday (2006) , Reese Witherspoon: an American actress who became famou s when she starred in the film Legally Blonde in 2001. She has starred in many films such as Sweet Home Alabama (2002) and Walk the Line (2005) ,

Ask students to make some notes about a celebrity, In groups, they should take it in turns to describe the person without saying the name. The rest of the group has to try and guess who the person is, The group can also ask questions to work out who it is.

Now your students can: โ€ข describe what people look like.

0': male

9: female 37



Background The text in this lesson might be found in a men's magazine. Magazines for men are becoming more popular in the UK and men and boys are often just as interested in fashion as women!

Warm Up


Do you enjoy clothes shopping? Why/Why not? Tell the class.



Part 1

Read the questions and advice. Where is the text from? a a wom en's magazin e @ a men's magazine c a blog for t eens

Warm Up


Extra Discussion Although there is plenty on the page for male students to relate to, you may want to start off with some more neutral discussion questions which make sure they are included from the outset. Ask: INhere do you shop? (online, at shopping centres) INhat do you shop for the most? (trainers, computer games, COs, jeans) 00 you prefer to buy branded clothing? (Nike, Adidas, Levi) 00 you have a problem with buying fake clothing? These questions will also be helpful for the main text. Ask students to discuss in pairs . Elicit any useful vocabulary and write it up on the board.

JE .~ Use the strategies in the Skills Builder to match the sentences (a-f) with the gaps (1-5) in the text. There is one extra sentence. a Choose ones made of organic cotton and recycled plastic and ru bber. 3 b Does th e w ebsite give enough information about them? 5 c Try it on, decide where you want to put t he design and measure it. 1 d In fact, they can do t hem seri ous damage. </ e I'm afraid the se ones are obviously not very good quality. They should be fou r or f ive centimetres from t he floo r. ;2


Which of the advice do you think is most useful? Have you got any shopping tips? Tell the class. It's better to go clothes shopping with just one good friend and not in a big group.

Include this question along with those from the Extra Discussion if you choose to do it.

Shopping expert, Boris Baxter, answers our readers' questions. Original, good quality clothes are so expensive and I 'd love to make my own but it's really complicated. Any ideas, please? Tbn, Bri.ghton Making your own personalised T-shirts can help you save money. First of all, buy a plain cotton T-shirt and some printable fabric. 1_ _ __ Then choose a design and scan it to your computer or cut and paste 0 1 : from the Net. After that, put the printable fabric into your printer and print the drawing from your computer onto it. Then tut out the design, sew the fabric onto the shirt and use marker pens to add colour. Now you've got your own personalised T-shirt - it's nice and easy to do and you can use bits and pieces of the fabric again!

I'm not exactly tall and slim and I have problems buying nice jeans to fit me. I'd like someone to give me some advice. Please help! Saan, Bristol There is nothing worse than b adly fitting jeans but the right ones can make you look a lot better. First, measure yourself around the waist and go for one size bigger so the jeans are not too tight. Avoid flared jeans and ones that are low around the waist. Go for darker colours, too and make sure they are not too short. , _ _ __

Lots of trainers are made in factories around the world with terrible working conditions. Where can I get men's trainers that look good but don't involve exploitation? Colin, Oxford The big brands like Nike and Adidas are not as bad as they use d to be but it 's safer to choose traine rs from smaller brands. All traine rs should also h ave detailec information about the ma terials used to make them. 3 _ _ __ you're a vegetarian, look out for logos that show that the re a re no animal products eithe r.

Many things that people buy and sell on the Net are not genuine and the problem is getting worse. Fake sunglasses are dangerous because they don't protect your eyes. 4 Look at the price, too because if they are too cheap, they can't be the real thing. Also, when buying online, look for information about the quality of the sunglasses. especially of the lenses. 5 Check that the re is a proper box and guarantee and look out for spelling mistakes (e.g . Guci not Gucci)


Tip: It's really helpful to recap and revise language and learning strategies as you go through the year. This helps students remember what they have learnt and makes it easier for them when it comes to tests and exams.


I bought some attractive designer sunglasses on the Net but my family and friends say they are fal{e and don't want me to wear them. Can you help me identify the genuine article? Stuart, Glasgow


Extra Exercise Recap the skills learnt in I S LulL for deducing context by asking students if they remember what they can use to help them find out the type of text, who it is written for and by.



Only give students a few minutes to skim the text. Ask them to explain their answer. Ask some further checking questions: INhat does Boris suggest you could make yourself? Is the person who asks about jeans thin or fat? INhat did 5tuart buy that was fake? Answer: Student page


Go through and check students understand the strategies. When you ask students to match the sentences with the gaps, ask them also t o focus on one of the key elements of the - checking reference words. Tell them to circle words in the te xt and in the sentences which show that they match, e.g. 1 Then choose a design. Circle design. In item c, circle it. Students check their ideas in pairs before class feedback.

Answers: Student page


If you think students might struggle to come up with shopping tips, give them a few minutes to write down some ideas in small groups.




Vocabulary Look at the Word Builder. Complete with word pairs in blue from the text.


Read the messages (1-2) . Complete them with the words below. is making



I'd like



Word Builder Word pairs Adjectives: black and white. good and bad, rich and famous, nice and '~ , tall and ,~ Nouns: brother and sister, men and women, mum and dad, fami ly and ~J, bits and 4~ Verbs: ask and answer, come and go, eat and drink, buy and 5~ , cut and 6.[2!Mk ,


Complete the sentences with word pairs from the Word Builder.

1 You should listen to advi ce from

friends and


M1 mum want", ' ~ to go to a famil1 wedding witn ner on ~aturdal l need ' SOme.tl11£, to lend me a ",mart wat a", mine i'" a bit old, Do 10U thinK I ~ould borrow 10ur ni~e bl a~K one? We're about tne bame "'iLe. I'll help ' you fini",h that E.ngli"'h proje<t if 10Udolllll All the be",!. ~ophie

~ ,


slim ,

~ and ~ on the Net are fake, 4 When you make your own clothes, never throw away bits and pieces of fab ri c. 5 You can ~ and P!ifste. designs from th e Net. 6 It's ".ue. and ~ to personalise a T-shirt.

My 5porn tetlcher 'is WUlki"!{l Wl e ttlke Ptlrt iM the teMMi5 COWlpetitiOM Mcxt wee/<. but I htIVeM't pltlyed WlUCh. " I'd Like. 50WleOMe to qive Wle tI bit of COtlchiMq. you're retllly qood _ could you help Wlc7 I/<.MOW you' re bU5y but I'll ' help you do your pil.ZtI delivery OM Stlturdtly Miqht if you do. Grive Wle tI riMq , PJc/<.


Sentence Builder Verb patterns 2 3 4

I'd like someone to give me some advice. !if They can make you look a lot better. b It can help you save money. b They don't want me to wear them, !if

Choose one of the options (a-c) . Write a note to a friend about it .

Extra Exercise Tell students to sign their names on their notes. Instead of asking them to simply swap their notes with their partner, tell students to stick their notes around the classroom . Then, let the class choose a note that they would like to reply to, They should then return the note to the writer.

a ask to borrow something b ask him/her to go shopping with you c ask for advice about clothe s

~ Work in pairs. Give your note to your partner and reply to it . a verb + object + to + infinitive b verb + object + infinitive

Give each student a piece of paper, large enough for a note and a reply, Allow students time to choose and write their notes individually on their piece of paper. Encourage them to use language from both the Word and Sentence Builders.

Allow a further five minutes for them to reply.

Iti GrrtlhtlWl ,

Look at the Sentence Builder. Match the sentences (1-4) with the patterns (a- b). How do you say the sentences in your language?






Encourage students to read through the messages before attempting to fil l the gaps,

Answers: Student page Hi

2 Choose the ri ght jeans to make you look ~ 3 Be careful because a lot of t hings that people


Hi Carla, Of course I can lend you that silk scarf ...

Elicit ideas from students on who they think is stylish,

Now your students con: • use strategies to approach a gapped te xt

'Fashion can be bought. Style, one must possess.'

• write short notes.

form er editor of Vogue


Give students a fe w minutes to find the :airs.

nswers: Student page

o Give students a few minutes to complete : e exercise.


o Give students a minute to read the sentences. Elic it the answers from the whole class.

Answers: Student page

nswers: Student page ::or practice, students turn to

Part 2


Turn to for an example of a short note showing the verb patterns in conte xt. provides controlled practice of the verb patterns.




Background Gossip: a conver sation about

Parkway High S<?~ool Fashion Competition !!!

other people and their private lives. It has a reputation for being exaggerated or untrue. Recent research claims that people use it for social bonding.

Fashion shows: are often held at schools to raise money for charity or for the school. Sometimes local sho ps will get involved and it is possible to buy clothes at the end.

ired b classic trends, students model their own styl~S. . Y hi h com/fashion/vote) for your favourite OUtfitS. Vote onhn~ ( . 9 . ÂŁ1 00 voucher to spend in clothes shops. The malO pnze this year IS a

Warm Up


Extra Warmer Recap on the vocabulary and language from the Topic Talk page and write it up on the board. Give students a few minutes in pairs to describe the people in the photos. Elicit ideas from a few students.


Students should be able to explain why fairly easily if you have done the Extra Warmer.


It will be useful to play the recording as well so that students can get a sense of the intonation before they go on to practise the language in the Grammar Alive section. Check vocabulary and understanding as well as the questions here. Ask: If you spent 'a fortune', would it be a lot or a little? (a lot) What is a kilt? (a traditional Scottish skirt) If Greg 'borrowed' the clothes, are they his clothes? (no) Whose are they? (his granddad's). Tip: Reading and listening at the same time allows students an opportunity to focus on spelling, pronunciation and intonation when listening as opposed to focusing solely on catching the meaning.

Answers: 1 c 2 d 3 a 4 b Amy likes girl d and Beth likes boy b.


Elicit ideas from the whole class.



Warm Up



o l.::ID Read and listen to

two friends discussing the photos. Match the dialogues (1-4) with the photos (a-d). Which styles do Amy and Beth like?

o How important is fashion to you? What clothes do you like wearing? Where do you buy them?

Loo k at he:. She must love hippie clothes. She looks cute, don 't you

thm~? I thmk her mum was a hippi e in the 1970s. These could be her

o Look at the poster for a

fashion contest. Which of the people in the photos do you think should win? Why?


mum s old clothes. Maybe, they look old. But she might buy them in second-hand shops as well. They've got loads of hi ppie stuff there, too.

Amy: This girl looks really cool. She's so smart and confident. Beth: Yes, .she may be working as a part-time model. Amy: I thmk she should win. She looks really glamorous. Beth:

Personally, I think she looks a bit too serious. Her clothes are all deslgner labels. She must spend a fortune on them. But they make her look old. Amy: Oh , come on. You 're j ust jealous.


Amy: Do you knowthat boy? Beth: No. H,e may be ~cottis h: Scottish people wear kilts, don 't they? Amy: I don .t thm k ~e s Scottish. He could be wearing the kilt j ust to loo k mo re mteresting. Beth: The problem is, I think, that the kilt doesn 't go very well with his bo t Amy: I don 't agree. I like his style, it's different. 0 s. Amy:

Look at ~im ! He probably borrowed these clothes from his grandfather. They can t be new. They look so old-fashioned. :erhaps ~hey are old but I think he looks very original. He may Just not llke modern fa shion . But he's got style. He's my favou rite, definitely.

'D Speculating about the present

Grammar Alive Gossiping



Read the sentences (l-6) from the text. Complete the table with correct modals.

1 She must spend a fortune on clo th es. 2 These could be her mum's old clothes. 3 They can't be new. 4 He moy be Scottish. S He may not like modern fashion. 6 She might buy her clothes in second-hand shops. Meaning I'm certain it's tru e. = I'm certain it's not t ru e. = Perhaps it's tru e. = Perhaps it's not t ru e. =



must ~ moy, COIA./d , miBht may not. IWt


Mat ch the sentences (l-2) with the uses (a-b) .

1 She moy be working as 0 model. b 2 She moy like hippie clothes. " a We're specul at ing about a present habi t or stat e. b We're specul at ing about an acti vity going on now or around now.





require students to think about which modal to use. Unless you feel that students particularly need the extra practice in class, you could set thi s for homework.

Look at the photo of Mark. What are your first impressions of him? Listen to Lizzie, judy and lames talking about Mark. Complete the speculations with correct modal verbs .

Answers: 2 may/could/might

1 judy: He con' t be older than sixteen . 2 Lizzle. He fashion 3 judy: His jacket _ __ second-hand. 4 lizzle He as young as you t hink. S judy: His gloves _ __ his mother's. 6 judy: He _ __ a lot of time doing his hair.

be watching 3 might not/may not know 4 can't buy 5 must be planning

Grammar Alive

o Elicit ideas from students, Encourage them to use modals to speculate about Mark,

~ Work in pairs. Use the cues and must/may/


might/eouldto make dialogues .




Both this exercise and

Play the recording twice if necessary, then ask students to check in pairs.

A Alex always cycles to school. B: He must be fit.

Match the situations (l-3) with the comments (a-b) .

A starts

B answers

1 A man is wearing designer clothes. @ He must be rich . b He can't be rich. 2 A woman is drawing in a caf e. @ She could be working on new deSigns. b She could work on new designs . 3 A boy is buying a jacket in a second -hand cl othes shop. a He may have enough money to buy new clothes. @ Hemay not have enough money to buy new clothes.

1 Alex - always cycle t o

1 be fit

school 2 Maria - look smart 3 Mi ke - be dressed in black today

Answers: 2 may be studying

2 going to a party 3 be in a bad mood

3 could be 4 may not be 5 must be 6 must spend

B starts

A answers

~ Put students in A/B pairs ,

4 jen ny - never eat meat S Sa lly - run ning across the pa rk 6 Nick - always busy at weekends

4 be veget arian

Allow students time to be both A and B. Monitor and help with form and pronunciation where necessary.

Rewrite the sentences using correct modals and infinitiv es. 1 I'm sure Monica is interested in fa shio n. Monica must be interested in fas hi on. 2 Perhaps she is watching Young Foshion on TV at t he moment. She _ _ _ Young Foshion at the moment. 3 Perhaps she doesn't know what clothes she looks good in. She _ _ _ what clothes she looks good in. 4 It's obvious th at she doesn't buy her clothes from chain stores. She her clothes from cham stores S I'm certain she is planning her outfit for t he party. She _ __ her out f it f or th e part y. u\

S doing her morning exercise 6 have an interes ting life

and your own ideas to make guesses about the people . justify your opinions.


Tell students to refer back to the te xt so :lat they can see the sentences in conte xt to el p them,

Answers: Student page

o Ask students if they can find one other ?xample of a modal + continuous form in the :ex t (He could be wearing the kilt " ,),

nswers: Student page

Put students in A/B pairs , Ask them to write four more prompts but this time they can use con 't as well as must/may/ might/could, e,g, Student A: Simon - always walk to school Student B: have a cor

• be cheerful/conservative/rebellious/sa d/ f riendly Hugh con't be cheerful. Cheerful people don't weor block.

like shopping in his/her free t ime want to become a model/fashion designer/ musician in the fut ure • be int erested in fashion /spo rt/computers (not) have a lot of money • like rock /punk/classical music

lnJI-\ l:. l M..JILt C.J

Speculating about the present

Extra Exercise

~ Look at the photos on page 40. Use the cues


Put students in pairs to do this activity orally,


Now your students can: • use modals to speculate about the present.

Practice () Students complete the task, then check in pairs before class feedback. Ask: What would the man be wearing for the answer to be b? (clothes that were worn and old looking) Why do we use the continuous form in number 2? (because the woman is doing it at the time of speaking) ,

Answers: Student page For practice, students turn to



Background Celebrity: someone who


is famous, especially in the entertainment business . In the twenty-first century, the public fascination for celebrities has seen the rise of magazines and blogs about celebrities .

o o

Vocabulary Find words in the network with these meanings. 1 2 3 4

Role models: many celebrities are role models for young people who look up to t hem and copy them. Some celebrities who take drugs or behave badly face criticism for being negative role models .


Look at the phot o below. Describe what is happening in it.

so meone who takes photos of celebrities f or a li ving p({p'm'lui a fan w ho f ol lows a celebrity around obsess i v~ly ({ s.t({lker ta lking about celebrities' private lives celebnty .j0SSLP . a famous person who other people imitate pOSLtwe/ >teg({ltwe J

ro e ww'le

Mass media • journalists. paparazzi • celebrity gossip: magazines.

TV talk shows. websites

a b c d e f g h


Fans • stalkers. super fans • admire famous people, have obsessive behaviour

G Celebrities • film/sports/poplrock stars/superstars • advertise products. sell image/private life • positive role model (e.g, hard-working/healthy lifestyle) • negative role model (e,g, problems with drug/alcohol abuse)

Mark Chapman: the killer of former Beatles member John Lennon on 8 De cember 1980. He shot Lennon in front of Lennon's wife Yoko Ono in New York and was sent to prison .




Your Culture Work in pairs . Ask and answer the questions. 1 How much celebrity gossip is t here in your country? 2 Who are the most famous stars? Which of them advertise products or sell information about their private life? Which celebrities are negative or positive ro le models? Why?

Kurt Cobain (1967-1994): an American musician, best known as the lead singer and guitarist of the grunge band Nirvana . Their second and probably most popular album is called Nevermind.

fm) Use the st rategies in the Skills Builder to listen and match the part s of t he tal k (1-7) w ith the headings (a-g) . There is one ex t ra heading. The hist ory of celebrity 2Advice about celebrities The price of fame 7 Why peo ple are fans 'iNegative role models ID Obsessive fans 5 What celebrity culture is 1 Celebri ty culture now 3

fm) List en again and answer t he questions. 1 What is one of the earliest examples of celebrities? 2 Why did ce leb ri ty cu lture deve lop a lot in the 20" centu ry? 3 How has the internet changed celebrity cultu re? 4 Who was Mark David Chapman? 5 Why is Britney Spears a bad role model? 6 What disadvantages are there of being famous?

Amy Winehouse (1983-2011): an Engl ish singer-songwriter. Her 2006 album Back to Black led to five Grammy Awards .

Tiger Woods: an American professional golfer, formerly the World Number One.

Part 1

Warm Up


Do this as a class activity. Encourage students to use langu age such as in the foreground and also the modals from the previous lesson, e.g. They could be fans. It might be a film premiere. Write up any useful vocabula ry items on the board .


You could al low students the t ime to do th is exercise ,.;: :t and as well because this will check much of the vocabulary in the network.

Answers: Student page



This is a nice follow up to Exercise 2, as students can use the vocabulary in their discussion . Monitor and check whe re necessary. Make notes of any controvers ial statements . In feedback, tell students some of the information you heard and encourage them to agree or disagree.



Go throu gh and check students understan d the strategies. Ask what they sho uld do bef ore t hey listen (look at th e list of t opics, underline ke y w ords in the list ma ke gu esses) . They chec k their answers in pairs .

Answers: Student page


Students check in pairs. If necessary, let them listen a third ti me.

Answers: 1 gladiators 2 the arrival of mass media 3 Information travels quickly, 4 He killed John Lennon , 5 She has alcohol and drug problems , 6 no privacy

Choice G)

Watching and Speaking

Loo k at the Talk Builder. Match the phrases (1-10) with the people who say them: the customers (C) or the shop assistant (SA).


Students should answer after watching just once.

Talk Builder Complaining and apologiSing 1 I'd like to complain about ". II'd like to make a complaint about ". C 2 What's the problem, exactly? I Can you tell me about the problem?

Answers: The T-shirt has lost shape, has faded and has shrunk. The perfume box is ripped and the bottle is broken.


3 The problem is that ... C


4 Have you got a receipt/guarantee? SA 5 Yes, I have. Here's the receipt. I I'm afraid I lost it. C 6 Did you follow the instructions' SA 7 Can you give me a refund, please? II'd like a complete refund, please. C 8 I'm afraid we don't give refunds without receipts. I We can give you the full refund. SA 9 I'm very sorry about that. I We're sorry for causing you all this trouble. SA 10 Never mind. I That's all right. I Right, but what are you going to do about it? C

mD Watch the documentary without sound . Which of the celebrities do you recognise? Which of them do you like?


mD Watch the documentary with sound. Match the descriptions (1-4) with the people (a-d). a Jeft '2c b Melanie If d 1 2 3 4


the first fan 3 the second fan 1

has come from Australia to see film stars th in ks celebrity is a good thing has waited a long time to see her favourite stars th inks celebrity can be a bad thing

mD Watch again. Answer the questions. What new class of people has appeared? 2 Why do people like celebrities according to Jeft? 3 What does Melanie think can be dangerous? 4 What kind of event are the two fans at? What are newspapers and magazines full of?



mD listen to or watch two dialogues. Which problems are there with the celebrity products the customers bought? is scratched is broken has lost shape has faded (lost colour) has shrunk (got smaller) is fake is torn or ripped


• the object you bought/when you bought it • what happened when you opened itl star ted using it/washed it what problems there are now • what things can you take to the shop • what you want

To check the ir answers, students turn to B


Do this as a class activity. Focusing on pronunciation will be useful before students go on to practise their own dialogues.

~ c




n' /I)



~ Work in pairs. Take turns to be the customer and shop assistant. Act out the dialogue. Tell the class about your complaint.

Part 2

DVD Choice


Students should be able to do this without listening to the te xts again .

Work in pairs. Choose the correct options to complete the dialogue. Then act it out.

notes about the things below:

mD listen or watch again. Match the descriptions (1-8) with the customers: A, 8 or both of them . , doesn't complain very confidently A 2 brings along the thing she bought A l brings a receipt for the product 5 brings the box and the guarantee 5 5 didn't follow the instructions A b asks for a refund A; 5 accepts the shop assistant's explanations A gets her money back 5


Pronunciation listen and repeat the sentences . Notice the intonation.

~ Choose an object you have bought. Write

Students will probably enjoy a bit of cel ebrity-spotting! If necessary, put students n new pairs before they watch in case some are not interested in 'ce lebrity' and may not now the celebrities.

Students check in pairs.

Answers: Student page

A: I'd like to 'dO/8 a complaint about this shirt I bought last week. S: What's the problem? ..,.-;_-:--:-.,. A: The problem is that ' t hos jade it is broken. S: Have you got the ' ecei guarantee? A: Yes, I have. Here 4is it@ I 5 want~a complete refund, please. S: Of course. We can give you the 'If!!Jlttotol refund. We're sorry 70 bout,qQj)causing you all this trouble. A: Never mind. That's "011 okoy~

Watching and Speaking



I made a complaint about a poir of jeans. The problem was that."


You may want to stop the DVD as you go along to give students time to digest the information and make notes.


Put students in A/B pairs. This gives them a chance to practise a dialogue as well as focusing on some of the confusing words that they may make mistakes with.

Answers: Student page

~ Give students a few minutes to write notes.


Choose a few pairs of students (those who are happy and confident enough to do it) to act out their dialogues to the class. Tell the rest of the class to pay attention as you will be asking questions about the dialogue!

Now your students can: • use a variety of phrases to complain and apologise.

Answers: 1 celebrity class 2 We can talk about them , 3 because people become obsessed with celebrities 4 award ceremony 5 information about celebrities


Students read through the sentences Jefo re listening to the DVD.

Answers: Student page


This review focuses on the vocabulary and language areas covered both in Modu le 4 and Module 5.


Language Review Modules 4 and 5 o

plump dream

Answers: Student page

e Answers: Student page



Answers: 33 Tim must spend a lot of money on clothes. 34 Tim can't buy second-hand clothes. 35 Tim might be/may be/could be saving money for a new coat. 36 Tim might not be/may not be into wearing T-shirts and jeans. 37 Tim might be/may be/could be looking for a girlfriend . 38 Tim must be into fashion because he reads Vogue.

o Answers: Student page



(do) ten hours a day. A: Wow! So, what changes " _ _ _ (made)? 8: Well. 1" _ __ (paint) all th e rooms. A: Have you done everyth ing yo urself? 8: No, I 30 _ __ (have) the windows ,, _ __ (replace) and next week I am going to get air·cond itioning 32_ __ (instal l). 18



SECOND-HAND CLOTHES We " sell and buy~ quality secondhand clothes from the 1980s for both men and 18g irls/<i¥.o!jieJp secondisbest@ 18 Verb patterns/Prepositions and adverbs Order the words in the sentences.

Self Assessment • Students check their answers by listening to the recording . Check spelling where necessary. • When they have finished , get them to look at their scores for each section and deci de w hat langu age areas they need to do more work on. Ask them to use the table to find practice exercises.

Offers/Complaining and apologising Complete the hotel dialogues with the correct words. A: Good morning. 39~ I help you? 8: Yes, '0-p~ . I've got a reservation for two nights. "...JhillL. 1give you my passport? A: Thanks. You're in room 22. Would you 42~ someone to show you to your ro om? 8: That's 43 kii1d of yo u, thanks. A: Do you want a ,,~ with your luggage? 8: It's 45~_ t ha nks. I'll manage. A: 1'6 __'I_I _g ive you your passport back later. 8: Thank you very much. 8: I'd like to complain 47~ t he air-con ditioning. A: What's the " -p- rob1e.m ,exactly? 8: The problem " __is_ _ t hat my room's f reezing. A: I'm very 50 SOITl"- about that. I'l l send someone to look at it immediately. 11Z

A great present fo r 14parents~ a n d friends this Christmas. Ou r T-shi rts are 15a bit~ more original than any oth er T-shi rts you can buy and have lovely animal desi gn s i n both colour and black and '~/red_ Ani m

19 me / my room / on Sundays / my mum / tidy / makes 20 t here is a terrace / on one side / and outside / of my room / th ere is a big window 21 to go downstairs / the centra l heating / I'd li ke you / t o check 22 helps me / in th e flat upst ai rs / t o do my art homework / the lady 23 a f lat / my parents / my sister / to get / in t he cent re of town / wa nts 24 an d it is / go downstairs / to get to the office / on t he left / to t he ground floo r 16

Speculating about the present Rewrite the sentences with modals. 33 Tim definitely spends a lot of money on clothes . 34 It is obvious that Tim never buys second-hand clothes . 35 Perhaps Tim is saving money for a new coat. 36 Maybe Ti m is not into wearing T-shirts and jeans. 37 I t hink it's possible t hat Tim is look ing for a girlf riend. 38 I'm sure Ti m is into fas hion because he reads Vogue. /6



Present Perfect Continuous/have/get something done Complete the dialogue with the verbs in the correct form . A: You look really tire d. What 25 _ _ _ (do)? 8 : I 26_ _ _ (work) on my new flat. I ,,_ __

Modifiers and comparatives/Word pairs Choose the correct words to complete the advertisements.

DESIGNER SUNGLASSES - ONLY €10 Our 'Star' sunglasses are cheap but look like those worn by rich and l1a ttractive~ peop l e. Our new 'Five-star' sunglasses are a 12 slightljl@f]jj9@expensive at €1 1 but are " even moreJ@!g} better quality.


Answers: 25 've you been doing 26 've been working 27 've been doing 28 have you been making 29 've been painting 30 've had 31 replaced 32 installed

garden cen t re like pretty wavy views twent ies

My cousi n, David, is in his late ' twe",iu and lives in a one-bedroom flat in t he 2~ of Ed inburgh. The fl at hasn't got a lot of 3-E'.3fL . But I like it because it has nice 4 views of the castle . David loves animals and his 5~ is to buy a cottage in t he country with a big 6 ,9.ordevt and live there with his girlfriend, Kirsty. Kirst y is very nice and I think she is very 7~_. She is a bit 8~ but she's got lovely green eyes and long, 9~_ red hair. She tends to wear fo rmal clothes 1O~ suits and dresses. I th ink David and Kirsty will be very happy together. 110


Answers: 19 My mum makes me tidy my room on Sundays. 20 On one side of my room there is a big window and outside there is a terrace. 21 I'd like you to go downstairs to check the central heating. 22 The lady in the flat upstairs helps me to do my art homework. 23 My sister wants my parents to get a flat in the centre of town . 24 To get to the office go downstairs to the ground floor and it is on the left.

Houses/Appearances Complete t he te xt with the words below .

Self Assessment Listen and check your answers . Write down the scores. Use the table to find practice exercises. Exercise

1 2 3 4

5 6

If you need practice, go to Language Cho ice 19 and 25 Language Cho ice 22 and 26 Language Cho ice 27 and 23 Language Choice 20 and 24 Language Choice 28 and 29 S8 p.36 ex.4, p.43 ex.13

• Give students time in class or at home to complete the practice exercises they identify. • Direct students to the Learning Links at the bottom of the pa ge to complete either in class or at home.






Write up some facts about the heroes on the board. When students have discussed the questions, they should match the facts with the people.


Pause the recording between each 'talk'. Ask students what led them to choose the person.

Answers: 1 Ghandi 2 Elizabeth I 3 Jose de San Martin


Choose eight words from the network that you think students won't know. Tell them to read the Biography information and check any words they don't know in thei r dictionaries.

Answers: Student page


wealth y, well-known, working class family

joined the army, civil serv ice studied law, medicine, science ::nildhood, =.s a young man/woman he/she 4~

took part in/organised (peaceful ) demonstrations, protests, a rebellion

: ,er that, he/she Indians in Sou th Africa. nglitr -Aler, he/she 6 b;;'«kftltp India. _ _ __

worked as a doctor, lawyer, scientist, teacher

s<fi.r,:¥!,":t<O f


Remind students that we say sixteen-oh-three (number 5) . Put students in pairs. Give them five minutes to write down four dates that they think are important, and why. Match each set of pairs with another pair and ask them to discuss their choices in groups.

Answers: 11869 2 1947 3 1533 4 1588 5 1603 6 1778 7 1811 8 1850 For practice, students turn to

my opinion, he/she was

LA. 'jut GC Ch.JICE 31 .


You might like to get students to research their hero for homework and discuss in the next lesson.


='zabeth I (1533-1603): the daughter of -::: - ry VIII and Anne Boleyn . She became - _"en and ruled England for for t y-five years.

- ..Ing San Suu Kyi: a politician who opposes

- =government in Burma. In 1988, she :::= arrested for speaking at peaceful :::,onstrations for freedom in Burma , She - ::: - spent six years in prison and fifteen =='s under house arrest. She wa s awarded -::: 1.9 91 Nobel Peace Prize.

Jose de San Martin (1778-1850): an Argentine general and the leader of South America's successful struggle for independence from Spain, liberating Chile in 1817 and Peru in 1820.

Now your students can: • talk about the lives and achievements of important people in history.

Joan of Arc (circa 1412-1431): born a peasant girl in eastern France, she led the French army during the Hundred Years' War. She was captured by the English and burned at the stake.

Gandhi (Mohandas Karamchand Gandhi) (1869-1948): the political and spiritual leader of India during the Indian independence movement.


Background Bonded labour: forced work for an employer without being paid . IQbal Masih (1983-1995): was born in Muridke, Pakistan . He was sold as a child slave f or US$12. He escaped and became an international fi gurehead for the Bonded Labour Liberation Front. He was awarded the Reebok Human Rights Award in 1994 but he was shot in the back in 1995 at the age of twelve, possibly by the 'carpet mafia' w ho might have felt that his w ork threatened their profits.

Child Hero Shot in Pakistan

We started work at sunrise. We were forbidden to stop or to talk. Our arms and shoulders ached. Our hands worked on their own, out of habit. If we didn't work fast enough, we were punished. There were fourteen of us. Fatima was the youngestshe can't have been older than five, she was so small. The oldest was Karim. He must have worked in the factory since he was very little because he couldn't even remember his family or home. His parents may have sold him to our master to pay their debts, like most of our families. Salman was chained to his machine, day and night. I don't know why - he might have made a mistake in the carpet pattern. Nobody had the courage to run away.

Iqbal Masih, 12-year-old campaigner against chIld labour in Pakistan, has been murdered, probably by the powerful 'carpet mafia'. I bal became a slave at t he age of four and worked in a carpet factory for SIX years before he managed · he contacted Bonded . ' NGO' to escape. After t h IS Labor Liberation FrOnl\a ~~~i~~::~ himself. and helped to free a 0 0 He sneaked into factories, took P~oto:'hO the po ,dce'h a nd collected evidence forand free t e later arrested the owner~ot two years after slave workers. He was s 250 million his escape. There may be .over working children worldWIde.

'Carpet mafia': some carpet manufacturers in Pakistan who help and protect each other's businesses, by exploiting workers or using criminal means.

From the moment he arrived we knew that Iqbal was different. When he escaped and came back with the police to free us all, our master was shocked. He must have thought that Iqbal was just another helpless child. But he wasn't.

'NCO _ non_governmental organisation

Warm Up

Warm Up

Speculating about the past

In pairs, give students a few minutes to look at the photos and come up with some ideas. Monitor and write up any good suggestions on the board (especially those including any type of modals). In feedback, ask students to comment on the suggestions on the board.



Give students a few minutestoreadjustthe newspaper cutting. Check understanding of the key facts. Check they remember campaign against which came up in the Topic Talk lesson and carpet mafia, sneak and evidence. Students read the extract from a novel and work through the questions in pairs. They can use the network in the Topic Talk lesson to help them.





• When we speculate about the past. we often use must/ may/might/could/con't ~+ 3" form of the verb (perfect infinitive).

Read the newspaper cutting about Iqbal and an extract from a novel about his life. Answer the questions. 1 What was life and work in the carpet factory like? 2 Why did the children work there? 3 What did Iqbal do? Why did he die?

Read the speculations (1-3) from the text. Complete the rule. 1 He might have made a mistake. 2 She can't have been older than five. 3 He must have worked in the factory since he was very little.

The children might be from India. They could be earning money jar their f amilies.


Suggested answers: 1 Life and work was hard. They had to get up early, they couldn't talk and their arms ached. 2 Children worked there to pay their family 's debts. 3 Iqbal escaped and brought the police to free them.

Look at the photos (a-b). Make guesses about the children.


Your Culture Are there any child workers in your country? At what age can you start work?

Read the sentences (1-2). Match them with the uses (a-b) .

1 There may be over 250 million working children worldwide. " 2 Our master must have thought that Iqbal was 0 helpless child. b

a speculation about the present b speculation about the past



Students answer the questions. Ask: What kind of jobs can children do in your cauntry?

Extra Exercise Ask students to discuss the following in groups: Could these actions help to stop child labour? Arrange them in order from the most to the least effective. • not buying goods produced in countries with child labour • introducing compulsory education all over the world • organising campaigns and protest marches against child labour

Speculating about the past


Once students have completed the rule, check the meaning with questions such as: Did he make a mistake? (We don't know.) Why don 't we know? (because might is used) When did this happen? (in the past).

Answer: Student page


Recap what modals and verb forms are needed to make speculative present statements.

Answers: Student page

HEROES Practice

Grammar Alive Making guesses



Match the sentences (1-3) with the best paraphrases (a- b).

1 He can 't have made a mistake.

Grammar Alive

Listen to the dialogue . What reasons do Usa and Rob give for James becoming a volunteer?

~ Work in pairs. Use the cues and modals to make

a Maybe he didn't make a mistake. ® I'm cer tain t hat he didn't make a mistake.


2 He must have worked in a carpet factory.

A: Anna is crYing. B: She may have broken up with j oke.

a I'm sure he works in a carpet factory. ® I'm sure he worked in a carpet facto ry.

A: She can't have broken up with him. Sh e loves him!

3 The children may have escaped from slavery. @ Perhaps the children escaped from slavery. b The children certainly escaped f rom slavery.


A st arts

Use the cues to complete the sentences . 1 Iqbal sneaked into carpet fa ctories ma ny t imes. He must have been clever (must I be Clever). 2 A factory manager has been arrested. He _ _ (may I employ children in his factory). 3 A gi rl is selling snacks in the street. She _ _ (can't I be born into a rich fami ly). 4 The child disappeared from the street. The carpet mafia _ _ (may I kidnap her). (might I S The chi ldren look hungry. They _ _ not eat anything all day). 6 This carpet is beaut iful. It _ _ (must I take a lot of time to make it) .



Use the cues and mustlmoy / mightlcould/can 't and have + the 3" form of the verb to make sentences about Iqbal. have a lot of courage be weak be intelligent have a rich family hate hi s sit uat ion dream about freedom plan his escape for a long time go to school

B answers

1 Anna is crying. (She loves Jake.) 2 Mike hasn't come to school today. (He's very healthy.) 3 Kate looks unhappy. (She's the best student.) 4 Dave is late. (He's always on time.) S Ma ria isn't answering t he phone. (She's waiting for Jack's cal l.)

1 may I break up with Jake 2 may I catch a co ld 3 must I fail a test 4 could I miss the bus S must I switch it off

B st arts

A answers

6 Vicki is out. (It's only 8 a.m.) 7 Nick is driving! (He's a terrible driveL) 8 Fiona has a great sun tan. (I saw her at school last week.) 9 Adam has no time for his f riends. (He is too lazy.) 10 Colin didn't come to the party. (He has very good memory.)

may I go to the cinema 7 must I pass his driving test 8 could I be on holiday 6


Refer students back to the girl selling snacks in Exercise 7. Ask: Do you think she has a home? (probably not) What do we call people who have nowhere to live? (homeless) . In feedback after listening to the recording, check if some of their suggestions were correct.

Answers: He may have seen some homeless people in the street. Maybe he tal ked to some of t hem. He could have j ust w anted to get to know Fion a better. He must have falle n in love with someone t here. Maybe he f inds thi s wo rk rea lly intere sting.


Put students in A/B pairs. Give them a few minutes to read through the cues and check any unknown language. Demonstrate the example with a confident student.

must I find a part·time job 10 may I forget


Gl Look at the photos (c- d) and make guesses about the people. He may have run away from home. He must be frightened.


In pa irs, students can speculate about the people in the photos, then discuss with the class .

Now your students can: • speculate about situations in the past • make guesses using past modals .


For practice, students turn to

o As k students to tell you whi ch words ~e l p ed

them answer, e.g. can 't have - certain.

=or practice, students turn to



An swers: Student page


Check the meaning of some of the : entences, e.g, 3 - What is the girl doing? se lling snacks in th e street) Why is she doing :lis? (She can't get a job. She has no money.)

nswers: 2 may have employed children in - s f actory 3 can't have been born into a rich - " ily 4 may have kidnapped her 5 might - ot have eaten anyth ing all day 6 must have -:; en a lot of time to make it




Students work in pairs .

Su ggested answers: He must have had a lot of courage. He can't have been weak . He can't have had a rich family. He must have been intelligent, He must have hated his situation. He must have dreamt about freedom . He must have planned his escape for a long time. He can't have gone to school.




Background The Bourne Identity: the fi rst in a trilogy of films released in 2002 and starring Matt Damon. Damon is Jason Bourne, a former CIA assassin w ho has amnesia . The film is ba sed on the novel by Robert Ludlum, an American author w ho wrote twenty-five thriller novels. The following film s are called The Bourne Supremacy (2004) and The Bourne Ul timatum (2007) and all three have been popu lar box office hits .

Warm Up


Look at the photos (a-b). Who are your favourite action heroes and what are your favour ite action films?




4) €Ili) Use the strategies in the Skills Builder to listen to a conversation about a film and ch oose the best answer fo r t he quest ions. 1 Wha t has Alice been doing? a studying @ doing exercise c shopping 2 How does Simon f eel? a bored b relaxed © t ired 3 How does Alic e f eel? @ bored b worri ed c impatient 4 What does Simon become? a bored @ irritated ( tired 5 Where are Ali ce and Simon? a at school @ at home c on holiday 6 Who are Alice and Simon? a f ri ends b classmates © brother and sister

Part 1

Warm Up



Encourage general interest by asking if students have been to the cinema recently: What film did you see? What type of film was it? What is your favourite type of film?

Look at the Sentence Builder. Try to complete the sentences. Then listen and check your guesses. How would you say them in your language?

Sentence Builder Prepositions at the end of sentences Questions Who's he working for? What are you ta lk ing 1 gbou.t ? Who is he talking , _t_ o _? Why don't you ring someone 3--"iP_?


o Ask students if they can

Read the extracts from Robert Ludlum's novel, The Bourne Identity. Order the sentences (a-f). a The doctor found information about a bank account in Switzerland. 3 b Bourne found out that he had a lot of money and that his first name was Jason. "' c A badly injured man was picked up from the sea . 1 d Bourne remembered how to get to the bank where he had the account. 5 e His life was saved by a doctor but he had lost his memory. ~ He went to a hotel in Zurich that he rem embered from before and found out his surname . </

'W ho's there? Who's in lhis room? ' Washburn went quietly to the bed. He did not wanllo make a sudden noise or movement that could cause his patient ne w psychological damage. The next few minutes would be as important as the surgery he had performed on the man many times during the past month. 'A friend; he said softly. 'You speak English. 1 thollght you would. How do you feel" 'I'm not sure: 'You were brought here, to the French island of lie de Port Noir. by fishermen who found YOll in the Mediterranean. You'd been shot, many times. I'm a doctor - your doctor. My name is Geolfrey Washburn. What's yours?' The stranger was sil ent for a minute. Then he turned and looked into the doctor's eyes. 'r don't know; he said.

Relative clauses He's an actor I've never been keen on . That's what he's famou s 4-f~ . She's watching that quiz show she's good

remember what to do when approaching a multiplechoice exercise. Go through and check students understand the strategies.

5----.PfL .


Work in pairs . Ask and answer the questions . 1 2 3 4

What new film is everybody talking about? What actors and actresses are you keen on? What films are they famous for? What cinema do you usually go to? 5 Who do you usually ring up and arrange to go to the cinema with?

Answers: Stu dent pa ge Extra Exercise Ask students to listen to the conversation again and answer these questions: What does Alice think of Matt Damon? (He's always in action films and he's not very goodlooking.) What does she think of Daniel Craig? (He's very good-looking.) Who does jason Bourne work for? (nobody) What problems has Bourne got? (He can't remember anything.) Why does Alice dislike action films? (They're always the same with lots of fighting and running around the place.).



All of the sentences come from the listening text.

Extra Exercise

Answers: Student page For practice, students turn to


Tip: Translating sentences sometimes helps students notice differences in how language works. Ask: Does your language use prepositions at the end of sentences?



Students complete the exercise in pairs . Monitor and help where necessary. Make a note of interesting ideas and any common mistakes. In feedback, discuss with the class.

Choose ten words from the reading text tha t you think students won't know. Stick the words and their definitions randomly around the classroom. Ask students to walk round and match the words and meanings. Give students a few minutes to read through the text and check the meanings of the words that you chose . Check the meaning of the words further in L1 if you need to.

o Students read the extracts. They check in pairs before the class check. Answers: Student page



_,d th is piece of film under your skin. It says: Die Gemei nschaft, II Bahnhofstrasse, Zurich, 07 -


~ -O - 14 -260:

-Jy. The numbers are in you r handwrit ing - they're ..-- signature for an acco u nt in Zurich .'

hllew the name of the hotel. Carillon du He - given it to the tax i driver witho ut th inking. He ~... the reception area, and the big glass windows that ,ed out over Lake Zurich . He had been there before. good to see you again, sir: the receptionist saj d. _ I d on't know you! [ don't know me' Help me! :.i5e! -.l11 k yo u: he said. 'I've hurt my ha nd. Could you _n the form fo r me and th en I'll tr y to sign it: The 'ent he ld h is breath . co urse, sir: The rece ption ist completed th e form, n turned it aro und fo r the signature. - '. Bourne, New Yo rk, NY, USA. 5tared at it. He had a n ame - par t of a name. :,ou rne. Jo hn? lames? Josep h? He Sign ed .

.eft his room and wal ked in to t he st reet. H is reet _::led to take him on a route that h e knew - and then c7e was the Gemeinschaft Bank. ::onte red through the heavy glass doors an d was ~ted to a first floor receptionist.

G o


Read the fi lm s ynopsis. Find three differences between the book and th e film. In the book, he finds a bank statement in the box . In the film....


Cf!l) A fishing boat picks up an unidellt.if:ed man who is badly wounded . The captain is uns.ympat.hetjc but the shi p ' s engineer looks after the man ; he removes two bullets from his back and finds a plastic tube under his skin . When the man wak es up , he does not know who he is . The engi n eer unwraps the tube and finds information about a bank account in Zurich , The man recovers f r om his wou nds but can ' t remember anything and is impatient to get to Zurich . When he arrives there, he sleeps in a park and two policemen try to arrest him becaus e it is rllegal . After a fight , he disap pears a nd in t he morning goes to the bank wh ere they t ake hi m to an impersonaJ underground roo m and give h i m a box . Inside it there is a pas sport in t he name of Jason Bourne, lots of mon ey in ca s h a nd a gun . The man unpacks the th i ng s and finds five more passports with five d iffe ren t n ames .

o Vocabulary Look at the Word Builder. Find words in blue in the film synopsis to complete the box. Then add prefixes to the words (a- g) to make opposites .

. . =-r signatu re, please: the man requested, passing him

a tidy b like C co mfortable e known f frien d ly g happy

. :111 .

!ooked and understood; no name was need ed th is -:?, just the number of the account. He wrote out th e _-:1bers and \vas shown to a private room.

d correct

Word Builder Prefixes --, banker opened the box and passed th e papers to -" o ther man, who stared at the top page in disbeUef. --e amount in the account was 11,850,000 Swiss francs. _ re than fOll r mi ll ion American dollars. How? Why' --e bo ttom statement showed that the first payment - -0 the accollnt had been from Si ngapore: 51,750 Swiss -mcs. Below that was an envelope wi t h 'Owner only. -=:(er of the Treadstone Seventy-one Company' typed r: It. He open ed it and read: .-ne r: Jason C har les Bourne -..:!dress: Unlisted ~lli o na lity : American

un + adjective/a dverb: un pleasant 1 unidentified , 2~t ai, un + verb: und ress, 3~ 4~ iflinlim + adjective: in visi ble, irregul a r, imposs ible, 5~t,6~ ,'!Ml

dis + verb:

disag ree,




Write up the words in blu e on the board. Some of the words are difficult to pronounce. Check pronunciation by asking students to identify the strong syllable in each word. For practice, students turn to ~GurGr




Answers: a untidy b dislike c uncomfortable d incorrect e unknown f unfriendly g unhappy


Give students a few minutes to prepare some answers before completing the sentences,


Give students a few minutes to complete the exercise,

~ Make it clear that students shouldn 't say the name of their film,

Now your students can: • form sentences with prepositions at the end


o Work in pairs. Take turns to complete the sente nces. 1 I get impatient when people ..

• talk about films using adjectives and ve rbs with prefi xes,

2 The things I find unpleasa nt are ... 3 The most uncomfortab le place I know is .. 4 In my co untry, it is il legal to ...


Choose a film that you like . Write notes about t he th ings below: ge neral information • favou rite scenes

• summary of story

~ Work in groups . Tell your pa rt ne rs about the film . They have to t ry to guess the film.

Part 2


Cho ose seve ral stron ger students to read a couple of senten ces each of the synopsis out loud for the cla ss t o hear. This is a small t ext and it will keep students focused . Then pu t studen ts in new pai rs and give them a f ew minutes t o find any differences they can t ogether.

Possible answers: 1 operated on by English speaking doctor (the ship's engineer in film) 2 shot many times (in the film only two bullets) 3 in Zurich he goes to a hotel (he sleeps in a park and has a fight with the police who try to arrest him) 4 at the hotel, he finds out that his name is J. Bourne (in the film he doesn't find this out until later) 5 at the bank, the banker opens the box (in t he film he opens the box himself) 6 the papers in the box are bank statements in his name with a lot of money (in the film he finds lots of money in cash, a gun and passports) 7 he finds out that he used to work for a company called Treadstone (in the film he doesn't find this out until later)




Warm Up Extra Exercise To give students practice of describing pictures, bring some interesting newspaper or magazine photos into class (particularly ones which show heroes), In pairs, students choose a photo and describe what they can see, Remind them of phrase s such as in th e background, on the lef t et c. â&#x20AC;˘



Warm Up

o o

Look at the phot o. Wh o are t he people? Read and listen to th e inter v iew. Are t he sentences true (T) or f alse (F)? 1 The robber was arm ed. T 2 Michael hit t he robber w ith a bottl e. T 3 Michael ha s been t ak ing self- def ence lessons .

1 You live in this street, don 't you ?

2 He wasn 't armed, w as he? 3 He th reatened to kill everyone, didn 't he? 4 You haven 't been ta king self-defence lessons, ha ve you?

We normally use a pasitive/~ tag af ter a positive statement and a positi ve/negative t ag af ter a negative statement .



Elicit idea s from the class ,

After listening, give students a few minutes to work out the answers , Play the recording again and check pronunciation of the question tags,

Answers: Stude nt page

Complete the questions with corre ct question tags. You live in this street. don't vou ? 2 He wasn't masked, w"' kc ? 3 The streets we re empty, W,rm't t"ey ? 4 You can't do kara te, '"". you 7 5 You have tal ked to the po lice, "qv,"'! yo>( 7 6 The shop w ill be closed tomo rrow, WO"'t it ? 7 You wouldn't do it aga in, wo"M yO" ? 8 You haven't been comin g recently, kqve Y'" ? 9 The people are grat eful to you, Me",'f tkey ?

Reporter: With us here is Michael Franklin, who's helped arrest a robber. Michael, you live in this street, don't you? Michael: Yes, I live near the shop. Reporter: Tell us what happened. You were buying a newspaper at this local shop, weren't you? Michael: Yes, I was paying when this man ran In and .. Reporter: He wasn't armed, was he? Michael: Well, he had a kitchen knife and he .. Reporter: He threatened to kill everyone, didn't he? Michael: No, he told the owner to give him the money from the till. Reporter: Were there any other people in the shop? Michael: Yes , there were four other people. Reporter: So you took a bottle and hit him, didn't you? Michael: I did. Reporter: You haven't been taking self-defence lessons. have you? Michael: No, I haven't but I . Reporter: But now you will, won't you? M ichael: I don't know. Reporter: Thank you, Michael. We've been talking to Michael Franklin, who's saved four lives today. And now ..

Tip: Rather than ask ing students to listen to the recording, tell them to read the dialogue in pairs, It's good speaking practice and you can also get an idea of how well they pronounce the question tags as you monitor. Play the recording again as a pronunciation check,

Read the ques ti ons (1-4). Underline the correct w ords to complete the rul e.


For each quest io n (1-6), make posit ive and negative que stions w ith question tag s.

1 Are you r friends brave? Your friends are brave, aren't they? Your friends aren 't brave, are they?

2 3 4 5 6


Use t he cues and your know ledge of you r partner to ask positive or negative t ag questi on s, Add t hree questi ons of your own . (not) be very brave

Question tags


You ore very brave, aren't you? You oren't very brave, are you?

Question tags

Give students a few minutes to read through and then elicit the rules as a class,


2 3 4 5 6

Re ad the repor t er's qu estion s (1-2). Mat ch t hem w ith t he explanations (a-b) .

1 You hit him, didn 't you? " 2 Were th ere any other peop le in the shop? b

Answers: St ud ent page



a The reporter think s he kno ws t he answer and only wants Michael to confirm. b The reporter doesn't kno w t he answer.

Students work individually before the class check,

Answers: Student page

(no t) learni ng sel f-defence (not ) be in a dange rou s situation (not ) want to bec ome a hero (not ) ca n give fi rst aid (no t) become a police officer

Work in pairs , As k and answer your questions .

A. You ore very brave, aren't yo u? 8: No, I am not.



Students refer to th e initial dialogue for help,

Answers: Student page Faster finishers complete , Alternatively, set for homew ork,



In fe edback, encourage students t o f ocus on the correct inton ati on.

Answers: 2 You can put out a fire, can't you? You can't put out a fire, can you? 3 Your friends have done first aid training, haven't they? Your friends haven't done first aid training, have they? 4 There was an accident in your school last year, wasn't there? There wasn't an


Ca n you put out a fi re? Have your fr iend s done fir st aid tr aining? Was t here an acc id ent in your sch ool las t year? Did t he cri minal have a gun? Would you like to lea rn self-defence?

accident in your school last year, was there? 5 The criminal had a gun, didn't he/she? The criminal didn't have a gun, did he/she? 6 You would like to learn self-defence, wou ldn't you? You wouldn't like to learn self-defen ce, would you?

o o

Put stud ents in pairs w ith someone they know f airly we ll, In fee dback, co rrect mi st akes in for m or inton ation,

Now your students can: â&#x20AC;˘ use quest ion t ags,



- --

riting Workshop 3 l ook at the book cover. What sort of story do you think it is? Read the book review and check your guess. historictl/ rOI'lMfMLe


a summary and recommendation 4b description of the plot Jc introduction and background 1 d opinions about character and plot


I3lae kmore in I !J69 and is a hislorical


1 you should really read it 2 it happens in ..

a a hest-seller


when it came out and since then al

Answers: Student page Extra Exercise


Ask students to pick out words in each paragraph that helped them to match the topics, e.g. Zb: the story is about.

Find formal expressions in blue in the text with these meanings (1-4).


c entury I" ngland. II \\ 3S

Students need to refer back to the text a second time in order to match the topics.

Match the paragraphs (1-4) with the topics (a-d).

Lorna Doone was

i ll


Text Builder

wrillen by It D.

ro mance :-:. t'l

Text Builder

3 the story's got lots of 4 one more bad thing is ..


Give students a few minutes to focus on this and then check answers in pairs.

Look at the Sentence Builder. How do you say the linkers in bold in your language?

leas t ten films have heen made o[ the


Sentence Builder Addition linkers

Answers: 11 wou ld definit ely

The story is about

1 The plot is full of both action and drama. 2 John Ridd is not only loyal and honest but also brave. 3 Lorna is kind and sensitive as well as beautiful.

recommend reading 2 set in 3 The plot is full of 4 Another criticism

love bet\veen the herojlle~ rA)rna Doone, a nd a farl1ler's son

called John Hicirl. One

day, young John meets Lorna after hnding


h is way into the secret valley when~ she

li ves . Later, he finds out that she is from a' fa mily of robbers and rnurclerers but he likes LorllH and knows it is nol her fault she is a Do une . When he is older, John goes back 10 th e valley alld he and Loma [all in love. However, Carver Doone, Lhe t11urdf'rer



John 's father, wants to many Lorna. loo and

For practice, students turn to

1 The Doones: robbers f murderers (both fond) The Doones were both robbers and murderers.


Tell students to use 'i I..L t> ' I J'l and the main text to help them.

2 Lorna: beautiful woman f good person (as well as) 3 John: very strong + brave f honest + loyal (not only f but also)

-Don the baltle be lween Ibe Iwo Ifwn I""gins. T he pl nl i, lull of both actiolJ alld drama and

Read the sentences as a class and elicit the translations.

Use the cues and the linkers in brackets to write sentences about Lama Doone.

4 The book: exciting to read f very romantic (both fond)

Answers: 2 Lorna was a

the Illain characters are generally interesting. Jo hn Ridd is the strong. s ilent type \'\-'ho is .

nol only loyal and honesl !,ul also brave. His e nf'In Y, Carver Doone~ is al so strong and good-looking but is a violent and evil man.


beautiful woman as well as a good person. 3 John was not only very strong and brave but also honest and loyal. 4 The book was both exciting to read and very romant ic.

Write a short book review.

Lorna is kind and sensitive as weJJ as e:\ tremely beautiful though she is sometimes Choose a story you have read recently. Write notes about it using the topics in Exercise 2.

a bit too gono to be true. An other critici :-,! u thal can be made of the hook is dial the fig ht bel\veen the good and evil is a hit lnn

2 Use your notes to write a review.


3 Check spelling, vocabulary and grammar.


To sum up, the book is an e_:xciling story of lo n~ antI murder. H you enjoy romance '-HId

ac tion, I \\o tdd de fill itei., rf-'coI1lJll('ud feu di ng this classic story.


Work in groups. Read each other's reviews. Which of the books would you like to read? Tell the class.


Background ~ichard

Doddridge Blackmore (1825-1900):

=.., English novelist who spent much of his :lild hood in Exmoor in Devon. Lomo Ooone : a romance based on a group of historical :,aracters set in the late seventeenth :2 ntury in Devon and Somerset. Blackmore - co rporated real events and places into the - ::>vel. Apparently, Blackmore invented the - 3me Lorna , possibly drawing on a Scottish :::>u rce . Blackmore had difficulty in finding :: publisher and only 500 copies of Loma

Ooone were publ ished, anonymously, in 1869. Only 300 sold. The following year it was republished and became a huge critical and financial success. Since then, it has never been out of print.

If you wish, you could set this for homework. Tell students to do the first point in class and to write a plan of what they intend to put into each paragraph. They should use the main text to help them .., and


If you wish, use this activity as a warmer in your next lesson.

Now your students can â&#x20AC;˘ write a book review using linking words.


Elicit ideas. Give students a couple of minutes to read the text. Check their guesses and use the Background information to confirm or correct any other information.

Answer: Student page



Speaking Workshop 3

Background Phil Borges: a photographer who has lived with and documented indigenous and tribal cultures around the world . He attempts to create a relationship between the audience and his photographic subjects.

o o

Women's rights in Afghanistan: when the Taliban came to power in Afghanistan in 1996, they imposed a medieval type of regime on women, banning women from working, forbidding girls from attending schools, and punishing women for minor misdemeanours. The Taliban were overthrown in 2001 and conditions fo r women have been improving gradually ever since.


Look at the Talk Builder. Match the functions (a-d) with the groups of expressions in bold (1-4).

Talk Builder Talking about photos She must be in her mid thirties. She's probably from a Muslim country. It might be Syria or Turkey. She looks friendly. She may have done something for poor people. 2

She's wearing a kind of scarf. It might be Syria or somewhere like that. She looks a kind sort of person. In the background, you can see more children. Behind her, on the left of the photo, there is a notice board.


You can see them clearly, the children I mean


Tell students to note down their guesses (they will need this for Exercise 2).



As students listen, tell them to tick the guesses that were correct from Exercise 1.



She must be good at her


~Ob' I think


Pronunciation Listen and repeat the sentences. Notice the intonation at the end of the sentences.


Tell students to use the Talk Builder to help them,

Answers: Student page

For practice, students turn to

To give students further practice, bring in photos from magazines or newspapers and ask them to do the task again in different pairs.


Do this as a class exercise using choral drilling to start and then choose a few students to read longer sentences,



Complete the sentences.

Extra Exercise

Answers: Student page

• where it is • who is in the photo • what else you can see in the photo (e.g . in the background) • what is happening now • what has happened before • what is going to happen next



Do the first item as a class, then give students a few minutes to match the others.

Describe the man in photo b.

Look at the photo and write notes about the things below:

1 The t eacher is fi fty and the student about fifteen. She looks experienced, the teacher I mean, 2 It could be a theatre, or somewhere like t hat. 3 She looks a nice person, I ~ . 4 The police officer is arresting the man. He looks worried, the ~ I mean.

Extra Exercise

Tip: Dictation practises listening, writing and spelling.

OD Listen to Karen talking about the photo. Which of her guesses are the same as (or similar to) yours?

a vague language (you use when you don't know the word or are not sure about something) :2b speculation (about the present or the past) 1 c additions to the end of the sentence (e.g. to clarify or comment) <id descriptions of position in the photo 3

Captain Chesley 'Sully' Sullenberger: successfully ditched a US Airways flight in the Hudson River in New York City on 15 January 2009, saving the lives of all t he 155 people on board the aircraft.

Dictate five statements of your own choice about the listening text. Some statements should be true and others false. Play the recording again and tell students to mark the statements true or false.

Look at photo a. Make guesses about: • the place • the wom an: - her age - nationality - job • why she is a heroin e

Read the strategies in the Skills Builder for how to keep talking, Practise saying sentences.

3 Work in pairs . Ask and answer questions about the two photos .


Tell the class your guesses about the photo. Then check them on page 129.


Give students five minutes to prepare and make their notes, Tell them to use the Talk Builder and L to help them, Tell them also to look at for ideas on how to keep talking. Monitor and help where necessary when the pa irs describe the photo,


Elicit ideas from students , They may already know the story. If so, elicit what they remember.

Now your students can: • use a variety of expressions to describe photos,




â&#x20AC;˘ Ask students which of the sports in the photos they would like to do.


If necessary, you could pause the recording after the key information is given for students to check their answers .

Answers: a Dean Potter, American, nearly forty, high lining, rock climbing, BASE jumping b Jessica Watson, Australian , sixteen, sailed around the world c Maya Gabeira, Brazi lian, twenty-two when she surfed the biggest wave for a woman There is no way I would ever go

:ikli.rl.a.- .


e<tr~m~------f -' n .~~::::::i:E:::::~=::::~~:::::::-,~rm

I wou ld rather go 2~_ than ' hi9/' li"i"9 . I th ink people who go 4 . MSf _ are ~ brave/stupid But I'd lovJ ';~'~~~ dimpi'!9. i... . c t ltr+limifu,y., The most exciting experience I've ever had was when I 7wel1t 011. " aMt


It was 8~ but I was ' ,<.red ,tifj. - -f -c

o Let students listen twice if necessary.

went on a boat. horse, mot orbike, plane, roller coas t er, yach t went caving, surfing, etc. travelled to ...

awesome, exhilarating, great fun, incredible, thrilli ng, the ultimate thrill a bit frightened, petrified, really scared, scared sti ff, terrifi ed

Answers: Student page

o Let students listen a couple of times if necessary, then ask them to listen and repeat. Ask students what they notice about the stress, How do the speakers sound, e,g, amazed, excited?

Answers: 1 amazing 2 no way 3 forty 4 crazy 5 great 6 is 7 stiff B huge Extra Exercise

Background Kite surfing: a sport where a rider uses the .\find to pull them through the water on a small surfboard, BMX riding: a sport where riders cycle on dirt tracks with obstacles . BMX stands for 'b icycle 'Tl otocross '. BMX bikes are great for doing Jumps and tricks. Caving: a sport of walking and climbing in caves. It is also known as spelunking in the US and potholing in the UK.

High lining: is different from tightrope walking be ca use the rope which 'high liners' balance on stretches and bounces like a long, narrow trampoline , Extreme skiing: skiing off-piste down mountain slopes of more than forty -five degrees,

As a follow up to Exercise 4, use the network and tell students to write five sentences that are true for them. Write up some prompts on the board, e.g. I think people who ", are crazy. It'd be great to '" , I was sacred stiff when '" , Put students in pairs , They read the ir sentences to their partner stressing the word they want to emphasise , For practice, students turn to

e Students discuss. Monitor and help where necessary.

Now your students can: â&#x20AC;˘ talk about sporting experiences,




Background Tandem sky diving: where a student skydiver is connected via a harness to an instructor. The instructor guides the student through the whole jump from exit through freefall , piloting the canopy and landing.

Warm Up


Work in pairs. Order the activities (a-g) in terms of danger. Check your answers on page 129. Which figures surprised you? a scu ba diving b car travel c smoking

d climbing e cycling

f footbal l g parach uting

Where does it take place?

Our newest fantastic zero-g adventure can be experienced i the Aurora Aerospace Training (enter in 5t Petersburg, Flori~


Zero gravity experience: The Zero Gravity Corporation ( founded in 1993, operates a modified Boeing 727 which flies parabolic arcs like those of NASA's Reduced Gravity Aircraft. Flights may be purchased for both tourism and resea rch purpose s.


a _ _ __ Read the adverts. Match the questions (1-7) with the gaps (a-f) in the text . There is one extra question .

1 What exact ly do I get f or my money? d 2 How exciti ng is it? 3 How much does it co st? b 4 Aren't they very dangerou s? cS How safe is jumpin g? c 6 How does it work? (If 7 Are these eco adventures?


Look at the facts and opinions from the adverts on page 130. Use the strategies to identify three facts and three opinions.

Part 1

Warm Up

Opinion: It's great value. Fact: Tile plane is a De Havilfand DHC-3.


Students need to consider how many people die when doing the se activities. In f eedba ck, try to get a clas s consensus, then chec k the answers.

o G

Read the adverts again . Which of them gives the most useful information? Vocabulary Look at the words in red in the text. Match the words in bold (1-7) in the Word Builder with the definitions (a-g).

Word Builder Confusing nouns


1 jour~ ey a 2 trip b


Students will need t o re ad in detail in order to comp lete th is ta sk, so give them ple nty of time . Students turn to to remind them of how t o approach a t as k of thi s kind .

3 flight 4 voyage

c d

5 surfaS e te 6 ground f 7 floor


going somewhere by aeroplane t ime spent travelling f rom one place to another going somewhere by ship or boat going away for a certain time and then comi ng back the surface of t he eart h the surface you stand on inside a building, aeroplane, etL the top layer of something (e.g. of water)

Answers: Student page


Students turn to before they do this ta sk as they may not have done a t ask of thi s ki nd befo re.

Answers: Opinions: 3, 5

Facts: 2, 4, 6


o o

Elic it ideas. Encourage students t o agree or disagree w ith each other.

Tell students to refer back to th e te xt so that they can see the word in conte xt if they are unsu re. For practice, st udents t urn to


Lose Weight the Fun Way No Astronaut Experience Required.


We simulate the zero-gravity of space when our plane di from 34,000 feet* to 24,000. When the plane starts going do for ten seconds gravity seems to disappear and everythfloats off the floor ofthe plane. We wilt film and photograph during the journey and you're free to fly, float and somersa about the cabin.

b _ _ _ __

This incredible space adventure is only $4500 and that inclu both training and hire of a special suit (but not transport accommodation). It's great value because, when you boo路 space adventure with us, it's just you, your pilot and your co ... You don't have to share floating space with anyone else and . can decide when you want to take your flight with us. *Key: 1 foot - 0.3 metres

at o



Elic it the L1 equivalent. Ask students what the difference is, if any.

Look at the Sentence Builder. How do you say the sentences in your language? Find two more examples of prepositions +-ing forms in the email in Exercise 6.

Answers: Student page Sentence Builder Prepositions + -ing forms

For practice, students turn to

1 Thanks for sending me your photos. 2 I'm writi ng thi s email before going for 3 4

_ with great white sharks the size of cars! Dives the USA Mexico and South Africa and no dive experience is required_

For practice, students turn to

aswim. I was a bit worried about coming here. It went away without attacking us.


Give students a few minutes to work th rough the sentences in pairs . Monitor and chec k where necessary. Write up any common errors on th e board and get students to correct them .

- In

~azlng shark dive adventures use protected cages and ,snorkel-like equipment to provide air. You are always near ace so diving w ith us is as easy as snorkelling. There are ; ths about sharks and people think that they are killing _~s but. according to International Shark Attack File. you e likely to be killed by other animals like dogs.


Work in pairs. Use the cues to say sentences. Add sentences of your own.


interested I go to Florida

2 worried I do badly in exam 3 bored I watch action fi lms 4 t hanks I help me wi th homework 5 go ing t o relax a bi t I after get home 6 ca n do t his exercise I wit hout use a dictionary

= On every tnp there are expert marine biologists who :-alhelr knowledge. so you 'lIlearn a lot while having lots ;~rln g your voyage on our 116-foot safari boat Nautlius

o Choose a holiday destination in your


country or abroad . Imagine you are there and write notes about the things below:

o Read the email . Match the paragraphs (1-3) with the t opics (a-c) . a reason to f inish t he emai l 3 b introduction c news about t he holiday 2.

Tell students that it might be best to choose somewhere they are fam iliar with . Tell them to use the Topic Talk page for ideas of plans they might have.

I'm interested in going to Florida.

-- olease don 't tell anyone. People tend to think of eco

:~_ DOrlng natur~ lessons and our shark adventures are the


the place you are staying • what you have done so fa r what your plans are

To: Angie From: Lucy @toodl Su bject: Holiday photos



Tell students to use the model on this page and the one on page 118 to help them .

...n C



~ Put students in new

n' tD

pairs . Monitor and help where necessary.

~ Use your notes to write a personal email.

Hi Angie.

Extra Exercise Recap on the adject ives from the Topi c Talk pa ge, e.g. amazing, exhilarating, great fun , incredible, etc. and w ri te th em up on t he board . As stud ents are doing Exe rcise 11, tell them to use th e adjectives to comment on the ir partner's activi t ies. Tell them to remember the pronunciat ion work that they focu sed on .

~ Work in pairs. Ask and answer

1 Tha nks for se ndin g me yo ur ho liday photos. I'm writing this email in th e hotel before going for a sw im (the pool's grea t! ).

questions about your and your partner's holiday.

2 I was a bit w orried abo ut coming to Fl orida but I'm rea lly enjoyi ng it. At the w eekend . we were on a boat trip w hen a huge alligator suddenly appeared -I was scared stiff of being eaten but it went awa y w ith out attacking us. Yeste rd ay. we went to th e Kennedy Space Centre. I was getting a bit bo red of goin g around until we got to th e ci nema. Tomorrow. we're going to Di sney World and I'm re ally interested in goin g on the Rockin' Roll er Coaster.

A. Where ore you staying?

B: In 0 hotel on the Bulgarian coast.

'The first time I wen t skiing I w a sn 't very good and broke a leg. Luckily, it wasn 't mine.'

3 We ll, I mu st go now because Mum wants to use th e lapto p. See you next week. Ta ke care, Lucy


Part 2

Writing E tra Warmer ;Ju t students in pairs. Ask: Which of the olidays in the advertisements wo uld y ou Jrefer to go on? Why? Eli cit some other types of adventure holiday, e.g. sai ling, sw im min g Ni t h dolph ins, sk iin g, scuba divin g, going on safari an d hiking. As k: What's y our dream advent ure holiday? In feedb ack, discuss with he class .


Give students two minutes t o complete. In feedba ck, ask some quick comprehension questions: Where is Lucy on holiday? (Florida) What did she see on the boat trip? (an all igator) Where is she going tomorrow? (D isney World) .

Answers: Student page

As k students if they have inj ured themselves or anyone el se doing a sport.

Now your students can: • understand the meaning of some confu sin g nouns • write a sho rt email about activities and plans.



Background Sea Stallion: the world 's


largest reconstruction of a Viking ship. The ship can carry a crew of sixty, but there is not much storage room for provisions or goods. The crew have to sleep on deck. The ship wa s built using only Viking tools as an archaeological experiment. It was launched in 2004. The voyage was planned in order to understand how the Vikings managed to travel so far and wide . The ship made the 1000-nauticalmile (1700 kilometres) -voyage from Roskilde in Denmark across the North Sea to Dublin in Ireland. The North Sea has some of the worst weather conditions in the world and the voyage took si x weeks .

1 July

I1ccoro{ll1g to the offiCIal scheo{ule, 1 we leave Ros/<.I/o{e il'l two 110urs l l'Wl really exclteo{'

6 July

Norway. The sky IS cOWl p/ct dy grey - it loo/<s like 2it'S l'I ot goll1q t o stop rail'lll'lq for the ~ext few o{ays. 11~0{ the latest weather forecast is t hat It 3 W0I1 't cl1al1qe SOOI1 IfS so bao{ we 4 Wlay be stuck here for a week or so. I ca~'t stal1o{ the fooo{ - o{ark breao{ It ti~l1eo{ fish all the tlWle But t he Val1es sceWl to love It 1


15 July

15 August 2007 After a six-week voyage from Denmark, the Sea Stallion, a replica of a Viking ship with an intern ati onal crew, was greeted by crowds of people as it sailed into the Dublin Dockl ands. The ship repeated the voyages the Vikings made from Scandinavi a to the Bri ti sh Isles over 1200

19 July

years ago.

Warm Up

o o

Warm Up


Elicit ideas from students. Be prepared to prompt students if necessary. Ask them to imagine the sleep ing conditions, food, illness and general conditions on the ship.

o o

Students are scanning fo r specific information here, so limit their time.


Elicit reasons why they would or wouldn't take part.


Read the diary of the Sea Stallion voyage, written by an Irish sailor. List two pleasant and two unpleasant things that happened during the voyage.

•• •• • • •

24July 30 July

Isle of Skye. Wc wel1t sl,!htseel~g a~o{ were al",,05t eatel1 tJ by ""lo{gcS. "I'Wll1otqOil1q to /cave the ship aqai~ 1

4rrlveo{ tJt Islay We ca~ use the publIC 5wlWl""ll1g pool al1l;( showers for free' ThiS Is gooo{ l1eWS - we havel1't hao{ a

proper bath for wec/<s' 11 August IrcltJl1o{ at ItJst' 12WC sail Il1to Publil1 tOWlorrow. I wOl1o{er how ""tJI1Y people will cO""C t o greet us.

Would you like to take part in the Sea Stallion voyage? Why/Why not?

Match the sentences in bold in the text (1-12) with the meanings (a- g). a b c d e f

will (spontaneous decision) 7 will (predi cti on based on experi ence / knowledge/i ntuition) 3' S

may (un cert ain prediction) 'ibe going to (prediction based on the pre sent situation) 2be going to (intention) fa; 11 Present Continuous (perso nal arrangement t hat we ca n ch ange) 5; q g Present Simple (offici al arrangem ent. impossible to change) 1; 12-

Answers: Pleasant: the Orkney Islands are charming, a Scottish breakfast. he can use the showers for free Unpleasant: the weather, the food, the midges, he hasn't had a proper bath for weeks

Ask students to read through the diary again. Ask: Which countries or islands does he mention? (Norway, Scotland, Orkney Islands, the Isle of Skye, Islay, Ireland) Who does he mean by 'the Danes ? (th e Danish people) What country are the Orkney Islands near? (Scotland) What is a midge? (a mosquito).

Look at the photos (a-b) and read the newspaper extract. What is unusua l about the Sea Stallion?


"ti1cy'lIlove it ' I'"" ~ot surprlseo{ thatthe Vlkl~gs chose the or kl1ey Islal1o{; their base IfS absolutely char""ll1g here. The forecast Is gooo{ so 9 we are leavil1q f or the Isle of Skye to""orrow ""or. 10We'lI probably see SOWle seals or cvc~ whales 011 the way.

Predictions, intentions and arrangements


Extra Exercise

22 July

The weather has fil'lally got better so swe are leavil1q for Scot/al1o{ at Wl lo{l1iql1t. I1t.1. a.Wl. , we fil'lally saw the lIghthouses o~ the ork~ey Islal1o{s. I ~ the ""or~ll1q, 61aWl '10111'1 to l1ave a properScotff!;> breakfast . I thll1k 71'11 il1vlt e SOWle of Wly Pal1isl1 frle l1o{S -


Predictions, intentions and arrangements


Give students enough time to complete the exercise .

Answers: Student page



Grammar Alive Plans and predictions


o Complete the predictions with the verbs in brackets and will, mayor be going to.

Complete the dialogues with sentences describing decisions, intentions or arrangements. Use will, be going to, Present Continuous or Present Simple.





Listen t o a conversation before a trip to the mounta ins. An swer the questions , 1 Whe n does t he trip begin and end?

2 What are the arrangements for accommodation and fo od?

Maybe we ~ (see) some whales during our voyage. There are dark clouds everywhere and th e wind is getting stronger. Thereis 90i't9 to be (be) a storm. I'm sure you will <!!joy (enjoy) the voyage. The sea looks calm but who knows ... The weather "'gy eM'tge (change) any time. 'i I've eaten th at t inned f ish and I feel horribl e. r~...tQJ1.e( b e ) sick. 1 It has stopp ed raining but the capta in """y du ide (decid e) to stay for another day.




Work in pairs , You are planning a camping holiday, Make sure you can answer all the questions below. Me and loe ore go ing to the Lake District. We 're going to sleep in 0 tent - lae is taking it. ....

1 2 3 4 5 7 8


Hi, Jane. How is your tour? Is it well-orga nised? Hi, Mum. Yes, the plane to Florido take , off at 2..lL1L (t he plane to Florida 1 take off at 1 p.m.) I'm a bit tired so (11 sleep on the plane). I haven't seen our guide this afternoon. He's away. (He 1 meet some f ri ends t onight). Not that again, we've had fis h every day this weekl Okay then, (11 cook chicken curry). How shall we celebrate our last night at t he camp? Well, (11 cook something special). What about you? Have you got any holiday plans? Yes, (we 1 go to Scotland in July to do some sea kayaking). I can't leave before the end of June. I've got exams, Okay, _ __ (11 change the reservation),

Where are you going? What time does the trainlbus leave? Who is going to buy the tickets? Where are you going to sleep? Are you taking your own food? Who is going to cook? When are you going to come back?

Work in groups. Ask and answer the questions from Exercise 8 about your holidays.

A' Where ore you going? B' We ore going 10 the Lake District.


Listen to the two t rekkers talking about the we ather. What weather is predicted for tomorrow by: a the radio? b Pau l? c Mark? â&#x20AC;˘ dry ."d s",my bIt's 30i"9 to r. iloL,

e It will be olu!y,

~ Work in pairs. Take turns to ask about tomorrow's weather, Use the cues and will or be going to to

Grammar Alive


Check the answers w ith the class.

Answers: 11 p,m. Monday until Sunday 2 They will sleep in tents and in a hostel. They w ill cook their own food , Extra Exercise Play the recording again and pause after each future form , asking students to identify them . Ask them to match them with the meanings in Exercise 4.


Put students in pairs, Give students five to ten minutes to discu ss their plans. Monitor and check ,


Put the pairs of students with other pairs , Monitor and check ,


to t o w rite a weat her forecast.

Encourage students to give full answers using the correct form , Ask why the boy uses will (They say Scotland will be dry and sunny all day.) (a prediction based on knowledge) and why the second boy use s going to (Have you seen those clouds? It's going to rain,) (a prediction based on present situation) ,

It will be windy and cloudy The temperature is failing so it is going to snow at night.

Answers: Student page


A: What do you think the weather will be like tomorrow? B: Maybe it will rain maybe ,.. (ra in) It's cold and cloudy ." (snow) It's windy ". (weather - change) think ". (be sunny) It's frosty,,, (roads - be icy) sure ' .. (temperature - drop) 7 probably, .. (be windy)

2 3 4 5 6

~ Thin k of t omorrow's weather. Use will and be going


Students ask and answer.


Tell students to use their practice in Exerci se 11 to help them. As k a few students to read their weather forecasts to the cla ss,

Extra Exercise

Practice =or practi ce, stude nts t urn t o


Gi ve stu dents t im e to compl et e t he ?xercise, Check why students chose particular :enses w ith check in g qu estion s, Ask : In umber 2, what is t he present situation? :here are dark clouds) In number 3, which eaning of 'will' is being used? (will for ltuiti on),

nswers: Students page () Monitor and hel p where necessa ry. Tell S ' udent s to refe r to Exe rci se 4 t o help them if :ley are unsure,

Answers: 1 I'm going to sleep on the plane 2 He's meeting some friends tonight 3 I'll cook chicken curry 4 I'm going to cook something specia l S we're going to Scotland in July to do some sea kayaking 6 I'll change the reservation For practice, students turn to . If you wish, fast finishers could do th is exercis e.

Extra Discussion As k: Have you ever been on a bad journey or voy age? What happened?

Put students in A/ B pairs. Tell them to write down three plans (real or imaginary) that they have for next week . Student A says the plan and Student B responds saying why it's a good or bad idea, e,g. Student A: I'm going to go for a bike ride on Friday. Student B: Tha t's not a good idea. It's going to rain on Friday,

Now your students can: â&#x20AC;˘ identify and use var iou s future f orms.


Background Bungee jumping: the first modern bungee jumps were made on 1 April 1979 from the 250-foot (76 m) Clifton Suspension Bridge in Bristol. The jumpers were arrested shortly after, but continued bungee jumping w ith jumps in the US from the Golden Gate and Royal Gorge Bridges. Canyoning: is the activity of jumping into fast-flowing mountain streams and being carried floating down the stream.

Warm Up

o Vocabulary Look at the list of adventure sports. Which


Students work in pairs . Give them a few minutes to look at the sports and discuss what they are. Tell students to use the context around the vocabulary to work the words out. In feedback, discuss with the class.

activities can you see in the photos (a-c)? Choose three activities that you would like to do. Tell the class.

Adventure sports do a bun gee jump off a bridge fly in an ultra-light plane over some waterfalls

go canyoning down a waterfall go on a canoe safari along a river go white-water rafting down some rapids go sea kayak ing along the coast go trekking in the mountains

go on a zip-line across a canyon

Answers: Photo a: going canyoning down a waterfall Photo b: going on a zip-line across a canyon Photo c: flying an ultra-light plane over some waterfalls


'11 UA(.

le 4


listening G

For practice, students turn to . This exercise will help clarify what the activities are if there is any confusion.

@fl) Listen to two radio adverts. Which activities from Exercise 1 can you do with these companies? a Scottis h Adventure b Victoria Adventure Ho lidays


â&#x201A;Źm Use the strategies in the Skills Builder to listen again and list three facts and three opinions. Fact: Scottish Adventure organises weekend expeditions Opinion: Th ey are the top adventure company in Scat/and.



Check answers and ask students a few more checking questions: INhat animals can you see in Scatland? (dolphins) INhat is the highest mountain in Scotland? (Ben Nevis) INhat animals can you see in Victoria Falls? (elephants, hippos, lions) INhere can you bungee jump from? (Victoria Falls Bridge). Answer: a sea kayaking, sailing, trekking, canyoning and white-water rafting b flying an ultra -light plane, white-water raft ing, canoe safari, bungee jumping, going on a zip-line



Go through <"lOLLS BUILOEI listening again .


Answers: Scottish Adventure: Facts: 1 There are about 50 dolphins in the area. 2 Organise weekend- and week-long expeditions, Ben Nevis is 1,344 metres high. 3 Price for weekends start at two pounds. Opinions: 1 We are the top adventure sports company. 2 The dolphins are beautiful. Victoria Adventure Holidays: Facts: 1 Victoria Adventure Holidays offers five- and ten-day trips to the largest waterfalls in the world . 2 Prices range from 500 to 1,500 US$ and include basic accommodation and transport. Opinions: 1 We organise the most

exciting adventure activities in the Victoria Falls area. 2 ... the world's best white-water rafting on the amazing Zambezi River 3 ... canoe safari down the lovely Lower Zambezi River. 4 You can see amazing wildlife such as elephants, hippos and lions. 5 .. . you can do the incredible bungee jump 6 You can go on a zip-line across the canyon - the views are spectacu lar.


(il!IlD Watch the BBC documentary without sound. What activities can you see? How do you think the presenters feel about doing them? Notice t hese things:



Give stu dents a fe ~ minutes to com plete the exercise. Students tu rn to t o C e -, their answers befo re the C,2S: check.

a ask for advice/information b agree to give information ask for clarification apologise for not giv ing information

body language (how they stand) • gesture s • facial expressions



Look at t he Tal k Builder. Which of the things (a-d) do the sentences (1-12) do?

(il!IlD Watch the documentary with sound . Check your answers to Exercise 4.

Answers: Student page

Talk Builder Asking for information


Excuse me? Could you give me some information about ... , please? " Of course. b I'd like some information about .' .. please, " What activitie s do you recommend? " C Sorry, what does ... mean? , 6 Could you tell me about ... , please? " 7 Do you know where I can do ... ? " 8 I'm sorry. what is .. , exactly? , 9 Have you got any information about "' , please? " 10 I'm afraid I can't help you. But here's the number of t he ... d 1 Can you tell me where it is, please? " I;> No problem. b

(il!IlD Watch again. Match the descriptions (1-6) with the people: man (M), woman (W) or both of them (B). thinks the atmo sphere is amazing W does a sixty-foot jump M before it, doesn't want to do the acti vity 5 think s the acti vity is great fun afterwards 5 5 decides not to do the jump W

1 2 3 4


Do this as a class exerc s= using choral drilling.

Extra Exercise For further pronunciat ion practice, ask students to ~-­ to 0 c= again and read the dia logu: pairs. Tell them that t he fo is on being polite.

~ Tell students to use _ Talk Bu ilder to help th em Make sure that stude nts _ _ managed to form all of t he questions correctly before they go on to ask and ans.',=

Listen and repeat the questions. Notice the polite intonation.

~ Work in pairs. Rewrite the questions below. Then ask and answer about your area.

Answers: 2 Have you gc-

1 I'd like some informat ion about the town. Could you give me some information about the town. please?

2 Could you give me some in formation about sail ing, please? (Have ... , please?) ) Where can I do it? (Do ... do it?) 4 What are the best advent ure acti vities? (What ...

Watching and Speaking


t:!l.lllIl» Listen to or watch the dialogue and choose the best answers to the questions.


Have you got any information about canoeing, please? (Could ... , please?) 6 Where is the outdoor centre? (Con ... is, please?)

What is the young man's job? a to sell holidays b to give directions (9 to help tourists

? What does the older man want to do? @ something exciting b bungee jumping c extreme skiing ~

G) Your Culture Choose a place in your country and write notes about an adventure holiday. Write about the things below: • t he place • t he adventure activities • the accommodation the cost s (and what is included)

What is the older man's last request? for directions @ forataxi for a phone number d

How does the young man react to the situation? He is rude and unhelpful. (j) He is surprised and amused. He is bored and irrit at ed.


n :r-

o ;::;.



Gl Work in groups. Ask and answer the questions about your holidays .

any information about S2 please? 3 Do you know I can do it? 4 What advero _ activities can you recorr-5 Could you give me sor ;; information about can oe - please? 6 Can you tell r"'= where the outdoor ce nt-= please?

Extra Exercise Tell students to write t _ questions and answe rs .;e_:_ Exercise 10 as a dial ogL= ':'S( a couple of pa irs of st u =-3 to act out their dialogu:: :: the class .

~ Students work in p2 -s Encourage them to d is c~:s and use agreeing or disagree "'g language.

DVD Choice


Ask stud ent s t o make notes of t heir ideas. Pause t he DVD w hen rel eva nt to talk abo ut how the presenters are f eeling.


Tell st udents to t ick t hei r ideas from Exercis e 4 that are correct .

Watching and Speaking


Ask students to describe what is happening in the photo. Then get them to choose the best answers to the questions in pairs.


Give students a fe " minutes to swap ideas. on itor and check.

Now your students can: • ask for information politel y.

Answers: Student page

Answers: doing a bungee jump; canyoning down a waterfall; zip-lining; fly ing in an ultralight plane


Chec k the answe rs wi t h t he class. Discuss any oth er quest ion s students may have about t he language.

Extra Discussion Put students in groups and ask th em to discuss the activ ities in Exercise 1. Which would they like to do? Which ones would they definitely not do? Why? Tell them to talk about any adventure sports that they have tried.

Answers: Stud ent page


Language Review Modules 6 and 7

This review focuses on the vocabulary and language areas covered both in Module 6 and Module 7.


o Answers: 1

into 2 childhood 3 as 4 against 5 opinion 6 way 7 rather 8 experience 9 went 10 stiff

Nelson Mandela was born 1 an aristocratIc family and he had quite a privileged ' _ _ _ . As a young man he worked , _ _ _ a lawyer. He campaigned 4_ _ _ apartheid and spent nearly thirty years in prison. In my 5_ _ _ , he was a great leader. There is no ' _ _ _ I would ever go skydiving and I wou ld ' _ _ _ go caving than snow boarding. The most exciting ' _ _ _ I have ever had was when I 9 _ __ on my uncle's motorbike. It was exhilarating but I was scared 10_ _ _ . 110

Student page

25 Zoe has a sun tan so she must have been in Spain recently. 26 Sam is happy so he may have passed his exams last week. 27 Tom isn't here so he can't have got my message. 28 Sue looks depressed so she might have had an argument with her boyfriend. 29 Andy is tired so he could have been at that party last night.

o Answers:


It's the last day of school. It's great. 'O~ it? Fantastic, what are you doing in the holidays? I " ~j(vis it) my family in Canada. You've got cousins in Canada, 3Z~ you? Yes. I "~ (f ly) on Friday. But I've got to go clothes shopp ing first. B: "~ (I/ help) you! Last time we had fu n, 'S~ we?

A: Yes. Let's meet this evening. At 4.30, 36...I....f!!lYL (1/ have) a dentist appointment. 17




o Speculating about the past Use the cues to write

37 The book is both funny


and realistic. 38 The plot is clear as well as exciting. 39 There is a lot of comedy as well as action. 40 The language is not only beautiful but also easy to understand.

25 Zoe has a sun tan / so she must be / in Spain recently 26 Sam is happy / so he may pass / hi s exams last week 27 Tom isn't here / so he can't / get my message 28 Sue looks depressed / so she might have an argument / with her boyfriend 29 Andy is tired / so he could be / at that party last night 15

o Answers: Student page

Talking about photos Choose the best options to complete the description.

Asking for information Order the words in the questions . 46 give / me / the town / please / some information / you / about / could 47 tickets / got / have you / any / about / information 48 recommend / what / do / activities / you 49 tell / sailing / could / me / you / about 50 1/ you / rent a boat / can / do / where / know 15


o Answers:

The book is funny and realistic. (both) The plot is clear and exciting. (as well as) There is a lot of comedy and action. (as well as) The language is beautiful and easy to understand. (not only, but 0150) 14

The woman ' 1q)£o!iE.b]ylreally works for the UN and she 42can'U1l1I!rPbe a doctor because she is t reating a baby. I think she is a very nice 4 ~class of person. It must be in Burma or 4 "'Qmewh ~/something like that. It is probably in a hospital because they are ill- the people, I 45 think/~. 15

Prepositions with questions, relative clauses, + -ing forms Choose the correct prepositions to complete the dialogue. A: Thanks 17to.(fQj) inviting me to your party. I'd love to come but I'll be busy before lB g o/@!i9 on holiday. B: When are you going 19 out~? A: Monday, to Spain - somewhere I'm interested 20 on@ But I'm worried 2lfor~flying. 8 : Who are you going 22to@ ? A: A person I work 2@ /0t. She's " of@ travelling.

Addition tinkers Rewrite the sentences with the words in brackets. 37 38 39 40



Question tags/Predictions, intentions and arrangements Complete the question tags and put the verbs in brackets into the correct form . A: B: A: B: A:

Confusing nouns/Prefixes Choose the correct option or add a prefix to the words in brackets to complete the sentences. A: The l ~voyoge was lZ~ (pleasant) because the plane was old. B: I am 13~ (tidy) and my bedroom 1'WQ9JI ground is a mess. C: 1 15~ (like) the car '~trip to school.

Student page

o Answers:


stiff way as experience childhood against went rath er opinion into

o Answers: Student page

e Answers: o Answers:

Biography/Adventure Complete the texts with the words below.

Self Assessment €!li) Listen and check your answers. Write down the scores. Use the table to find practice exercises. Exercise

1 2 3 4 5 6 7 8

If you need practice, go to Language Choice 31 and 37 Language Choice 38 and 35 Language Choice 34 and 39 Language Choice 32 and 33 Language Choice 35, 40 and 41 SB p.51 ex.5 SB p.5Z ex.5 SB p.59 ex.lO

• I

46 Could you give me some information about the town, please? 47 Have you got any information about tickets? 48 What activities do you recommend? 49 Could you tell me about sailing? 50 Do you know where I can rent a boat?


Self Assessment • Students check their answers by listening to the recording. Check spelling where necessary. • When they have finished, get them to look at their scores for each section and decide what language areas they need to do more work on. Ask them to use the table to find practice exercises.

• Give students time in class or at home to complete the practice exercises they identify, • Direct students to the Learning Links at the bottom of the page to complete either in class or at home,


Check understanding of

care about and coast. Tell

students to listen for the key information listed in items 1-6 and not to worry about words they don't understand. Answers: Student page Extra Exercise Tell students to select four words that they don't know f rom the network, Give them a few minutes to check with the cl ass, If possible, let students wal k around the class . Alternatively, split students into two groups.


Students read the network and try to fill in some of the gaps before they listen again. They could do this in pairs ,

' ly area's got a '-111ikL climate. ne temperature ' often/sometimes/rarefy/

Answers: Student page

~ goe s up t o more than 30 degre es and

",rely drops below minus 5 degrees. 'ly favo urite beaut y spot is a 3~


mou ntain, plain, rainfo rest, valley

ne biggest problem(s) in my area is/are .~

ink we should 5 w~lk

.,,4 'y<le

air/ noise/wat er pol lution, climate change,


Tell students not to worry about the meaning of the words at this stage, but just to focus on the pronunciation,

" my fami ly, we t ry to 'W !lfL>9""""'I''l-'''' the extinction of species, extreme weather, floodi ng, forest fires, litter, smog, tra ffi c (exhaust fumes, traffic j ams)

Itions ::icle/walk more, help wildlife, plant trees, recycle 5' ass/paper, reduce consumption, re-use things, scve energy, share cars, use public transport, use :newable energy (solar panels/wind t urbines)

Answers: temperature; temperate; accidents; beautiful; wildlife; climate change; rainforest; Q.!JJ:l.lic transport; solar panel; wind turbine; beauty spot; enlLironment; desertification; consumption; extinction; renewable; fantastic; enormous; re - ~ reQLcle; reduce; semi-desert; deforestation; subtropical; Mediter@nean; equatorial; inf ormation For practice, students turn to fGE

ackground - mate change: an important issue for -:. ernments and environmentalists. Many -=Jp le think that climate change (and global 3" ning) is caused by humans. Burning fossil _:: s, driving our cars, cutting down the :: - forests and generally not looking after _- planet are seen as the causes of global 3- lling which in turn is thought to cause - _s ua I weather conditions, such as flooding : drought.




Students identif y t he env ironment al problems , Ask them in wh ich countries they think these problems wou ld be worse,

Answers: a forest fires b litter c smog

ICE "3.


Tell students that this could be anywhe re that they have visited, not just a local area.

Now your students can: â&#x20AC;˘ tal k about the environment.


GRAMMAR ______________________________


Background This lesson is about surviving in extreme conditions. Many

Warm Up

people now use GPS (Global Positioning System) trackers when undertaking dangerous expedition s be ca use it provide s reli able location inf ormation in all weathers .

keep warm?


Read these tips for surviving in very low temperatures. Are they bad (8) or good (G) advice? • Take off some clothes if you feel hot. G Don't touch snow. • Keep some wood inside your clothes. Don't cover your head with a sleeping bag at nig ht. • Don't drink too much. 5 • Eat snow or ice if you are thirsty. 5


Warm Up



Elicit ideas. Help with vocabulary if necessary. Ask students to consider what t hey would do if they were outside and lost in the cold . How would they keep warm?



Check understanding of wood and sleeping bag. St udents work in pairs. In fe edback, check the answers w ith the class.

OD Read and listen to an arctic survival expert giving tips to a group of travellers in Northern Canada . Check your guesses from Exercise 2. Explain why some of the tips in Exercise 2 can be dangerous.

o Look at the Future Continuous sentences from the text. Find more examples. Future Continuous

Answers: Student page


Give students a few minutes to go back and check their answers to Exercise 2.



At this time on Soturdoy. 0 helicopter will be waiting for you.


Will anyone be helping us?


We won't be following you.


Elicit ideas from the class.

w,ll "li bo ,"t1')'l'!9 IjP5 t""kus;


a an event in the future b an activity during a certain time or around a point in time in the future


Future Continuous Do this as a class activity and elicit more examples from the text. Draw a timeline on the board to show the first sentence in the grammar box. Demonstrate some other examples on the timeline if necessary. Point out that we ofte n use a time reference wi th the Future Continuous (At this time on Saturday ... ).

Tip: Some students are more visu al learners and timelines can be very helpful for them . It's wort h trying different


ways of expla ining the grammar to students to find out what works for them.

Answers: Student page


Do this as a class activity. Give students other examples and ask them to match them to the uses if you think it's necessary, e.g. There will be an English class tomorrow. At this time tomorrow we will be learning English.

Answers: Student page

You should reach this pOint in forty-eight hours. We won't be following you but we'll know where you are. Traveller: How? Expert:You will all be carrying GP5 trackers and we'& be watching your position all the time. Now, your biggest problem is the cold. The temperature will drop to minus 30 degrees at night. You have to save the energy you've got in your body. Before it gets dark, build a shelter. Traveller: Will anyone be helping us? Expert: This morning we taught you how to build a shelter with tree branches and snow so this time you'll do it on your own. When you are working, take off some of your clothes to keep cool and dry - you don't want the sweat to freeze in your clothes later . And don't touch snow or metal- th ~ will conduct heat out of your body. Traveller: Will we have to make fire? Expert: Yes. Use dry wood - you can keep some of it warm inside your clothing. Build your beds above the ground so that hot air from the fire can get under your bed. You will be using sleeping bags but don't cover your faces with them - the water from your breath will make you cold later. Traveller: What about food ? Expert: You've got plenty. But remember to drink a lot - if you don't drink, your blood circulation slows down and you get colder. And drink on ly warm stuff - by eating snow you will only waste calories and body heat. And think positively. At this time on Saturday, a helicopter will be waiting for you near this lake. You'll find us in this clearing

will bo w.ri'!9 s/upi'!9 b'!9

Read the sentences (1-2) from the text . Match them with the uses (a-b) .

1 The temperature will drop to minus 30 degrees. 2 You will be carrying GPS trackers. b

Answers: You will lose heat from your body if you touch snow. Eating snow will waste ca lories and body heat. The water from your breath will make you cold later if you cover your face with your sleeping bag. You should drink a lot to keep your body circulation going and to keep you warm .



Future Continuous



Expert: So, let's look at your map.

o How cold is it where you live? What do people do to



- - --



Grammar Alive Requests


€!l:') Listen to dialogue 1. What does Anna really want to do when she says Will you be going out? a She makes an offer.

@ She signals that she will ask Mark to do something. c She wants to kno w Mark's plans.

~ €If.Ii) Listen to dialogues 2 and 3. What does Anna want Mark to do in each dia logue? What questions does she ask before the requests? Dialo gue 2 _ _ _ _ __ Dialogue 3 _ _ _ _ __

~ Use the cues to complete the requests with introductions in the Future Continuous.



The travellers are preparing for a walk in the forest. Complete the sentences they say with the verbs in the Future Continuous.

1 At B a.m., we will be aockin a (pack) our backpacks. 2 I can leave my cosmetics here, 1_ __ (not use) t hem for the next two days. 3 _ _ _ (you I wear) th is anorak? 4 At 1 p.m., we _ _ _ (walk) through this forest. 5 In the afternoon, everyone _ _ _ (collect) wood for the f ire. 6 1_ _ _ (not make) the fire, 1_ _ _ (build) the shelter. 7 What time _ _ _ (they I cross) the lake? B At thi s time on Sunday, 1_ _ _ (si t) in a hot bath. Nul-Aut'


go out with your fr iends use your MP3 player cook dinner go to the supermarket eu~ tiEI,ets te the Be~eAEe EeAEert watch TV


I-In rF 44

Use the cues and will + infinitive or the Future Continuous to write the sentences.

1 In the afternoon I we I find a good place for

1 Will you be bUYing tickets to the Beyonce concert? Could you buy me one, too?

2 _ _ _ ? Can you get me some fruit? 3 _ _ _ ? Could I listen to some of your songs? 4 _ _ _ ? Could you watch the weather forecast for tomorrow? 5 _ _ _ ? Co uld you make spaghetti bolognese? 6 _ _ _ ? Could I join you?


Work in pairs. Use the cues to make requests and respond to them.

A: Will you be making tea? Could you make me a cup, too? B: Sure, no problem.

1 make tea I make me a cup 2 read the newspaper Ilook up t he opening hours of the National Gallery 3 go on the internet I check the football score 4 sit here Ilook after my bags for a minute 5 go shopping I buy me some bread 6 see Jim I tell him about the party

a shelter 2 At 11 p.m. tomorrow night III lie in my bed 3 On Saturday morning I a helicopter / pick us up 4 At B p.m. tomorrow I we I get ready for the night 5 We I send a radio signal if we are in trouble 6 At this time on Saturday, we I look for a nice place to celebrate 7 The rescue team I monitor you all the time B Don't worry, you I not freeze

Grammar Alive


Ask students if they can remember the intonation of Anna's question (it's more enquiring than just a straight question).

Answer: Student's page ~ Tell students to try and make a note of the full questions, They listen again and make a note of what Anna really wants (the main request). Ask students why she uses the Future Continuous initially (because she wants to know if Mark is going to do something in the future over a period of time).

Answers: 2 She wants him to make her something to eat, Mark, will you be making something to eat? 3 She wants him to check the weather on t he internet. Mark, will you be going on the in ternet?


Give students a few minutes to complete the exercise. In feedback, ask students to remember the correct intonation.

Answers: 2 Wil l you be going t o the supermarket? 3 Will you be usi ng you r MP3 player? 4 w ill you be watching TV? 5 Wil l you be cooking dinner? 6 Wi ll you be going out with your frien ds?


Practice Check understanding of cosmetics and ::;norak. Students complete the exercise.

nswers: 2 won't be using 3 Will yo u be ea ring 4 will be walking 5 will be collecting 5 ,von't be making; '11 be building 7 will they :e crossing 8 '11 be sitting =2S t finishers turn to LANGUAGE CHOICE 44 .


Do number 1 with the class . Check what tense students would use (will + infinitive) and ask why (because it's one future action).

Answers: 1 In the afternoon we'll find a good place for a shelter. 2 At 11 p.m. tomorrow night I'll be lying in my bed. 3 On Saturday morning a helicopter will pick us up. 4 At 8 p.m. tomorrow we' ll be getting ready for t he night. 5 We'll send a radio signal if we are in trouble. 6 At this t ime on Saturday, we'll be looking for a nice place to celebrat e. 7 The rescue team w ill be monitoring you all the time. 8 Don't worry, you won't freeze.

Students should not write the sentences out but should use the prompts to practise orally. Do the first example together as a class and tell students to focus on the intonation as well.

Now your students can: • use the Future Continuous to describe future continuous events • make requests using the Future Continuous before a main question.

For practice, students turn to LA GUAGE CHOICE 45 .


SKillS _ _ _ __


Background Longyearbyen: one of the world 's most northerly towns and the largest settlement in Svalbard, an archipelago in the Arctic in Norway. Longyearbyen has a polar cli mate, with cold summers and long, bitterly cold winters .

Warm Up


o Vocabulary Match the subjects (a-d) with the lists of words (1-4) . Which subject is most interesting? a med ici ne b physics c astro nomy d biology

1 2 3 4

Midnight sun: when the sun

photosynthesis / oxygen / ca rbon dioxide / plants d galaxy / universe / planet / star / light year c hydrogen atom / ra diation / heat / light / fusion b skin cancer / Vitamin 0 / immune system /depression ti


remains visible twenty-four hours a day. This occurs in areas close to the Poles in the time around the summer solstice (around 21 June). On the Poles, the sun shines for twenty-four hours a day for half of the year.


Work in pairs. Use the strategies in the Skills Builder to write four questions about the Sun before listening to an interview with a scientist. How old is the Sun?


CD Listen to the interview. Try to answer your questions from Exercise 2. How old is the Sun? About 4.6 billion years old.

Polar night: occurs in winter


when the sun stays below the horizon throughout the day.

CD Listen again. Complete the information. 1 2 3 4 5 6 7 B

Part 1

Warm Up


Before students match the words, check the meaning of some of the words in Ll.


Tip: Sometimes it's useful to use your Ll as a tool for

ay by day in late January and early February, the sky gro ws light again. And today, the people living in Longyearbyen, Spitsbergen, probably the most northern town in the world , wi ll have their first sight of the sun since early October. Spring's light has beer around the island this week, so the mountains look p the sea deep blue and the sky pink. green and yellow

Reading Cl)

Vocabulary Listen to the sentences from the interview. Match the verbs (1-5) in the Word Builder with the meanings (a-e). a b c d e

checking understanding of vocabulary or grammar. It adds variety to lessons and helps students to think about the relationship between your Ll and English. On this occasion, students have a lengthy text to read and if time is short for your lesson, this is an economical way of dealing with the vocabulary.

diameter of the Sun 1.4 million km distance to our nearest neighbour '1-.:2- light ye.<!rs temperature on the Sun's surface ro,ooo°c chemicals in photosynthesis ctirbol1- diox:ide; ox:xgel1% of skin cancer caused by sun 85% sun gives our bodies VittiW!il1- D too little sunshine can cause depressiol1solar energy in 2050 (% of total) :25%

comes the sun

1 What is the article about? c the summer a the co ld @ the darkness b the sp ring

do something with other people :2stop work 1 do something 'Ilook after someone/something 5 make good use of something 3

2 How long is it completely dark in Longyearbyen? ÂŽ for three months c from early October b for four months d until March 3 What are the main activities on the island? @ mining and research c winter sports b tourism and research d tourism and mining

Word Builder take 1 2 3 4 5

Read the article. Choose the best answer for the questio ns.

take a break take part in something take advantage of something take action take care of something/someone

4 What does not happen to people in the long winter? @ They get less sociable. c They get depressed. b They leave the island. d They get a bit scared . 5 Who does the darkness affect most? ( people working undergroua tourists @ people who stay at home b young people

Answers: Student page



Go through SKILL BUILDER 8 and check students understand the strategies. In pairs, students go through the stages to help them write their questions. Drawa large sun on the board. Elicit students' questions and write them in it.


Make sure students have a note of their questions. In feedback, ask if they found the answers to their questions. What were they?



Give students a few minutes to read through the notes. Check they remember how to say % (percent). Ask them to make notes about any information they remember before they listen again.

Answers: Student page


Play the recording again if necessary to help students identify the meaning of the words. Did they notice any other phrases with take, e.g. take place, take a walk?

Answers: Student page For practice, students turn to


Part 2

Reading Extra Warmer Tell students to look at the photos and the main heading. Elicit ideas from students as to what they think the text might be about. Where do they think Longyearbyen might be?


Check understanding of pay a high price and can't take the dark before students read. Encourage students to read through the text once first before they attempt the multiplechoice exercise.

Answers: Student page


o o Look at the Sentence Builder. Rewrite the expressions in blue (1-6) in the text with full relative clauses.

The community is changing because of the tourists who come to ride snowmobiles.

Sentence Builder Reduced relative clauses 1 The people living in Longyearbyen (who live in Longyearbyen) wi ll have their fi rst day of sun. 2 There is a solitary Iranian selling kebabs (who se lls kebabs). However, the 2000 inha bitants pay a high price for this: -ee month s of freezing and total blackness. When the ..:~k ness comes, there is little to do but work; coal must be - ned, scient ific experimen ts done an d the com munit y fed and .i:ed for. Founded a century ago by US mi ning magnate John ~ngyear, Longyearbye n is now an internationa l centre for - >li ng a nd env ironmental research. Most res idents are .:-rwegian bu t there a re a few hund red Ru ss ian s, sevent y or §.hty Thais and a solitary Iran ian selli ng kebabs from a van . -~e comm unit y, though, is changing, partly because of lthe -bts coming to ride snowmobiles and look for the bears , and -~~tly because of ' new immigrants arriving from all over the rid . 'The dark ness is very hard: says Mary-Ann Dahle, who runs ~i' of the town's three hotels. 'It feel s good when the light starts - come back, the darkness can be very depressing especially for se not tak ing part in the communi ty.' She thinks the long, ,.2, - winters a re one reason w hy ' people com ing to the island _c:l't stay a s long as they used to. 'Young people used to come <O':e fo r about five or ten yea rs but now they only sta y for one.' Like many ' workers spending much of their lives -: erground, Longyearbyen's miners are indifferent to the -angi ng seaso ns. 'The dark is okay: says 30-year-old Guttorm Jh elmsen, ' I do have friends who can't take the dark . They ; go back to the mainland when it comes.' Th e constant ~ht of the midnight sun from Apr il to September is far more -noy ing to him. Liv Rose Flygel, ' 3 glass artist a lso working in the cafeteria ;he tiny airport, ca me to Longyearbyen when she was a -by. ' [ like the da rkness and it doesn't both er me because I ":e grow n up w ith it. She believes the s lart of winter tends to -ire Longyearbyen. 'When it gets da rk, people come together, -=cause they a re scared of the darkness - and the polar bears. -:ey start visiting, too.' Wben Liv Rose and her husband retire, -~y w ill probably have to leave the island and go to Norwa y but - her Longyearbyen is her home. 'l love it here: she says . .5.m1 Jones in Longyearbyen 8 March

o Work in pairs. Student A, look at the picture on page 129. Student B, look at page 130. Take turns to describe the picture and find four differences. Use the structures from the Sentence Builder.

A: There is a man wearing red winter clothes. B: In my picture, there is ...

o Your Culture Choose your favourite (or least favourite) season in your country and write notes about the t hings below. • light/sun • weat her nature (w ildlife/ptants) • effects on life (feelings/ou tdoor activities) ~ Work in pairs. Ask and answer questions about your seasons. A: My favourite season is spring.

B: Why? A: I like the flowers and ..

'It's spring in England. I m issed it last year. I was in the bath room.'

actor and singer


C ...,




n' 11)

Go through the Sentence Builder together as a class , Look at the first example and then elicit number 2, Students complete the rest in pairs .

Answers: 2 ,.. because of the new immigrants who are arriving from ... 3 .. , especially for those people who are not taking part ... 4 ... one reason why people who come to the island don't ... 5 Like many workers who spend much of their lives underground, .. , 6 .. , a glass artist who works in the cafeteria ,.. For practice, students turn to





Elicit one difference as a class, encouraging students to use a reduced relative clause as they do so.

Answers: 1 There is a girl skiing in picture A, (She hasn't got any skis in B.) 2 There is a boy cooki ng in picture A. (He is reading in 8.) 3 There is a bear sleeping in picture A. (He is eating a fish in B,)


Wri te up any useful words or ph rases on the board. Encoura ge students to try and use phrases w ith take and reduced relative claus es in their notes, e,g, people taking a break in the park,

~ Elicit some question s fir st before students ask and answer.

cum . . e=,t Ask : What's the longest season in your country?

Now your students can: • identify and use the verb take in a variety of meanings • use reduced re lative clauses to describe situations ,




Background Going green: living a lifestyle which conserves the Earth's resources . People are becoming 'greener' in the UK. Supermarkets encourage people to reuse shopping bags and local governments provide different bins for people to separate their rubbish for recycling. The Green Party in the UK has 11,000 members and won its first seat in Parliament in recent elections. Other groups such as Friends of the Earth, Greenpeace and the Environmental Law Foundation also campaign for a greener way of living.

Warm Up


Extra Warm Up Ask: What do you do to save energy? Is there anything more you could do?

o Give students a few


minutes to read the text. Elicit ideas. Check understanding of urbanisation and liberating.


a simpler, cleaner life, you have to think about other people, no TV, computers, they ta lk to each other more Disadvantages: no washing machine, no cooker, no latenight TV, no computer games or MP3 players all the time


myself, yourself, ourselves


Tell students to use the text to help them.

a The person did something with no one's help. b The person is the object of their own action . c We emphasise the fact that we mean this person and not anyone else.



Complete the sentences with me/you. ete. or myself/ yourself. ete.

1 My parents love music so I bought ~ a CD player. 2 I don't like fast food so I usually cook for 3 I will help -y~ . You can't wash all this yourself ¡ 4 I was hungry so Mum made ~ a sandwich. She made one for herself . too.


each other


Match the sentences (1-2) with the explanations (a-b). Translate the sentences into your language. 1 Me and my jriends cook jar eoch other

Would you like to live like the people in the text? Why/Why not?

a My friends cook for me and I cook for them. b I cook for myself and my friends cook for themselves. Complete the sentences with ourselves/themselves/ yourselves or eoch other.




I you he she it we you they

me you him her it us you them

myself yourself


himself herself its elf

3 4





2 Me and my friends cook jar ourselves. b


Complete the table with the correct pronouns.

Complete the sentences with the correct pronouns: myself yourself. ete.

1 They installed the wind turbine t hemselves 2 I bought ~ a batte:;:-operated TV set. 3 The prime minister ~~lf- promotes using green energy. 4 My brother cut kiWlSe/f when he was chopping wood. S Painting walls isn't difficult. We usually do it ""se/yu .

myself, yourself, ourselves

Answers: Advantages:

Read the sentences (1-3) from the text. Match them with the uses (a-c). I myself didn't use to watch television a lot. G 2 It heats up the water in which we wash ourselves. b 3 We wash our clothes ourselves. 0{

n these times of growing urbanisation, there are people who choose to escape from cities and live a simp ler, cleaner life. We talked to Lillian Harper, from Canada. 'We use solar panels and a wind turbine to heat the house and produce electricity. But we still have to save energy so we wash our clothes ourselves, without a washing machine, and we cook on a wood stove which also heats up the water in which we wash ourselves. To save wood, we and our neighbours cook for each other. It's great to think about others and not just yourself. Our bigges! challenge is entertainment. You can 't stay up late watching TV because that uses a lot of energy. I myself didn't use to watch television a lot but my husband missed football games at first. My childre n can't play computer games or listen to their MP3 players all the time - they need new ideas to amuse themselves. Surprisingly, we have found that life without electric gadgets is quite lib erating. We read more, we talk to each other and we spend more time outside.'

Warm Up

Elicit students' ideas. Encourage them to justify their answers by giving examples from the text.


Read the text. List advantages and disadvantages of 'going green'.

You don't know vourselves very well if you think you could live without electricity. They must love _ _ very much if they built this cabin for III the middle of nowhere Ben and I have known _ _ since primary school. We produce enough electric power for _ _ and our neighbours. In our village. the neighbours help _ _ to repair the wind turbines.




each other

Elicit the answers from tile class.


Read through the sentences as a class. Elicit the matching meanings.

Answers: Student page


Tell students to use the text and the table to help them complete the exercise. For practice, students turn to


Answers: Student page

Answers: Student page


Students complete the exercise.

Answers: 2 each other; themselves 3 each Answers: Student page

other 4 ourselves 5 each other


For practice, students turn to

This exercise helps students differentiate between when we use reflexive pronouns and when we use object pronouns.

Answers: Student page


Now your students can: â&#x20AC;˘ use refle xive pronouns to describe actions.



Writing Workshop 4 o Read the brochure. Which of the animals really exists? Check your answers on page 130.

Text Builder


Go through to check students understand the strategies. Students read the ideas about what they could be looking for when identifying formal style.

Text Builder


Read the letter again and find five examples of formal style . I am writing to you about ".

Day 1: Arrival in Santa Marta, the capital of Costaguana. Days 2-4: Rainforest trek with an experienced native gu ide. See wild kinkajous, giant hamsters and the rare flying penguin. Days 5-8: Cruise on our luxury yacht. Go snorkelling and diving. See giant octopuses and pink and yellow sharks. Pric:e (£2200) includes: five-star accommodation, delicious food, transport and direct flight from London. We plant a tree for each person on the trip.

o Look at the Sentence Builder. Which linkers in bold are followed by a noun?

due to;


Answers: Student page



Sentence Builder Cause linkers

Read through the sentences with the class. Elicit translations.

1 As there was no direct fli ght. the journey took twenty hou rs. 2 We flew 3000 kilometres extra because there were no direct flights . 3 We arrived late due to the delays. 4 I slept terribly because of the mosquitoes.

Answers: Student page Go through for further examples of cause linkers in context.



o Read the lette r of complaint. list five mistakes in the brochure.


Si r /Madar:l ,

: cr.) ~.;r l itina to y ou about my h o l iday l ast -n' i th Eca-Cost a Holid ays .

2 ~i _st, as there na s no direct fl i ~ht , the ..::;::_ ney took twenty hOU I S and we a:cr i ved _~::

hour s lat.e due t o the d e l ays . Then ,

~ __

ing the r ainfo re s t trek we only saw a

: ~,; ~: in ka jous in a 7. 00 and the c ru i se wa s :.::. 2.n old fishinq b oa t J n o t a l u xur-y y?.cht .

3 ::: you r advert is i ng. you ment i on !~ licious food ' a nd ' f i ve - star - ::o:t:1oda t ion '. 1'he food wa s teI' l ible, ... _-:- acc omr.lodation was two-sta r a nd I :" ~=-t terri bly be cause of the mosquitoes , -_::~l ly, thele was n othinfS ' eco ' c.bou t _7 :_oliday . fo r ex e , we f I e'. 3000 _::J:letres e:r.t r 8 be cau s e there were no

Give students time to complete the exercise. Elicit and check answers .

1 The fl ight was late. The wea t her was bad. (due to)

The flight was not direct.



Use the words in brackets to join the sentences.

The flight was la te due to bad weather. 2 The journey was awful. There were stop-ofts

Answers: 2 The journey was awful because of the stopoffs in New York and Hawaii. 3 The trip was not 'eco' as we travelled in a large old bus. 4 The station was closed due to a f ire .

in New York and Hawaii. (because of) 3 The trip was not ·eco'. We trave lled in a large old bus. (as) 4 Th e station was closed. There was a fire . (due to)

o Write notes with ideas for a fantastic holiday. Write about the things below: • destination • activ ities • accommodation/food

transport • the guide(s)


If some students are not very good at imagining a holiday, tell them that it can be based on a fantastic holiday they have had.

o Write a letter of complaint about a holiday.

fli"hts. Ou r 11;ui de , Sil via , 'H as from :5: __ c. lia a nc11:new n othing abou t local


and 'd'ildl i fe , ~~~ : co~plained dur in ~ the t r i p , Si l via _5. --:..:.! i te lud e, I would be f! 1" atp,f'ul i f you - _: .:. €i \"e r.le a fu ll r e f und of my mone y __ -=-r-. the next th18 € 'dee1:s . _ : ::::::~: for ',-/aI-d to hea r inq fror.l y OU .


Work in pairs. Read your partner's notes. Choose three or four things to complain about.


Use your notes to write your letter of complaint. Write four paragraphs .


Check your letter for mistakes.



o Work in groups. Read your partners' letters of complaint. Which do you think is the best letter?


ackground - e kinkajou: a rainforest mammal, also : - as t he honey bear. It is native to - - -3 an d South America. It is seldom seen :=::J e because it only appears at night. e North Pacific giant octopus: the largest - : : _s species. It weighs about 71 kg. It can -: _Ol d in t he coastal North Pacific.

.', at is on eco-holiday? Hove you ever :.:. - :)f] one? Would yo u like to go on one?


Ask students why the company would plant a tree for each person on the trip (to give back to the planet because of the carbon footprint travelling by plane leaves).


Tell students that the letter of complaint is based on the advert in Exercise 1. Students check in pairs to see if they have found the same mistakes .

Suggested answers: the kinkajous weren't w ild, the 'luxury yacht' was an old fish ing boat, th e food was terrible, the hotel was two star, it wasn't an 'eeo' holiday, there wasn't an experienced native guide

The letter of complaint should be based on their ideas in Exercise 6. Go through J . Ask students to read the letter and underline five problems with the holiday (trip took over ten hours, no food available when arrived, cockroaches in room, no en-suite bathroom, just fruit for breakfast).

Tip: Before students write their letters, recap on the structure of the letter. Ask how it should start and what kind of information should follow in the next paragraphs.


Students should be ab le to give you concrete reasons for their choices .

No l1li your students can: • write a letter of complaint using cause linkers.


SKillS -

Speaking Workshop 4

Background Congestion charge: a system

o Which of the things below do you have in your

of charging car users in periods of peak demand. Some large cities such as London, Stockholm, Singapore and Milan have introduced it to reduce traffic congestion .

Travel to school in (11-16-year-olds)

area? • speed limits/cameras • bike and bus lanes • road humps (to slow cars down) • a congestion charge (payment for cars going into the centre)


Speed hump (or speed bump, also known as sleeping policeman): a raised area across a road , created in order to make drivers slow down .

CD Listen to a conversation. Match the descriptions (1-7) with the people: Tim (T), Ruby (R), both (B) or neither (N). 1 is in fa vour of bike lanes T 2 is against road humps R 3 thi nk s people should walk and cycle more B 4 is in favour of a congestion charge T 5 doesn't think pollution is a problem N 6 doesn't think local public transport is very good 7 doesn't like cycling N


Warm Up Ask students to discuss in pairs: How do you usually travel? How do other members of your family or your friends usually travel?


Look at the Talk Builder. How do you say the expressions in bold in your language?

Talk Builder Agreeing and disagreeing (2)

Traffic jams outside schools Every morning and afternoon, parents in large four-wheel-drive vehicles drop off and pick uc their chi ldren near my house.


1 They are great. Don't you think so?


Check the meaning of the vocabulary first. Give students an example of somewhere that you will all know f irst before eliciting their ideas.

Yes, I do. / No I don't (think so).

2 I think people should No, I don't (think so). / Yes, I think so, t oo. 3 That's a good thing, isn't it? Yes, it is. / No, it isn't. 4 It's really bad. cycle more, don't you?

Don't you agree? 5 I think it would be good. 6 I don't think that's a very good t hing.

o Students listen twice if necessary. Elicit ideas from the class .



Yes, I do. / No, I d]O 't. So do I. /1 don't.




You might like to let students discuss these phrases in pairs. Elicit and check their answers.

Work in pairs. Give your opinions about the plans (1-4). Agree and disagree with your partner. A speed limit of 80 kmph is 0 good idea, isn't it?

For practice, students turn to

a speed limit of 80 kmph better pub lic transport more bike lanes and speed cameras free public transport for under-eighteens



Extra Exercise If you feel that students need the extra pronunciation pract ice, go through !: sn to practise the dia logue in pairs, focusing on the intonation.


Give students time to form their questions if you feel they need it before going on to practise orally in pairs.


t: - • Use the strategies for discussing visual material and write notes.


Work in pairs or groups. Discuss these questions: • What issues does the material deal with? • What advantages and disadvantages are there with the different kinds of transport? (energy/emissions/health/convenience) What could we do to improve transport in cities? What transport do you use? How could you reduce your energy use?

Pronunciation Listen to the questions and repeat them. Notice the intonation.

1 2 3 4

Use the information above to have a discussion about the environment.

1 Neither do I. / I do.


Answers: Student page

The questions here are taken from the main dialogue. Allow students to listen and repeat as a class . Pause after each question and check that students are pronouncing them correctly. Use choral drilling and then ask individual students.

More commuters on two wheels There has been a 15% increase in people cycling to work since the price of petrol started to go up last year.

What did you agree about? Tell the class. We both think that bike lanes are a goad thing.


Go through : and make sure students understand the strategies. Elicit ideas for each bullet point relevant to the material on the main Students' Book page, Write up students' ideas on the board. Then give students a few minutes to look at the material and to read through the bullet-pointed questions, Check understanding of vocabulary. Give students a few minutes to discuss, Monitor and check where necessary,


Tell each group to give you one point that they agreed on.

Now your students can: • use certain phrases to give their opinions and encourage others to respond • agree or disagree with statements,



Pause the recording after each sentence, Tell students to write the full sentence down, The sentences are only short, so this shouldn't be a problem , Once they have written down the nine sentences, give them further time to work out the full forms, Answers: 2 I've (I have) 3 I'd (I WOUld) 4 That'd (That WOUld) 5 It's (It is) 6 There's (There is) 7 ICT's (ICT is) 8 It'd (It WOUld) 9 I'd (I WOUld) For practice, students turn to â&#x20AC;˘ r I IJ ",CICE 50 ,


Try to group students with people that they may not know so well.

Tip: With group exercises, students that are good friends will probably know so much about each other already that it makes the task mechanical. Re-group students to make the activity more authentic.

: // . Read the notes on page 1 is education in your country different?


Extra Discussion The subject I like best is



And my least favourite subject is 2 1~";;:i;e I'd like to drop it and do 3~ Instead, I suppose I'm good at 4


""I!::lf. i"' but I'm not

so good at 5pollss il1;9 ex,,1"AS - - - - - -fI'.> Outside class, 1 6~ and )~!.Q!W-f*!i"0 It'd be great t o

' d, <liMbi"!}

'" ots

art and design, business studies, citi ze nship, drama, economics, English language/literature, geography, ICT (information and computer technology). phi losophy. politics, religious education, technology

Learning skills analysing information/ideas, assessing my progress, conce ntrating in class, memorising fac t s/numbers/ ideas/images, organising my le arn ing, passing exams,

Extra-curricular activities belong to the cadets (army), choir, debating club,

Ask students to discuss these questions in small groups: Should you study subjects that you enjoy or that will get you a well-paid job? What skills do you need to succeed at work? Are extra-curricular activities important?

presenting work neatly, solv ing problems, working in

Now your students can:

fi lm club, orchestra, poetry club

â&#x20AC;˘ talk about their learning and extra-curricular activities,

do adventure activities, astronomy, chess, climbing, dancing, painting, sport. voluntary work learn about carpentry, cookery, f irst aid/li fe saving, personal finance, write for the school magazine



Compare and elicit the differences with the class , Ask students what they would prefer,

Extra-curricular activities: are activities t hat are not subjects tha t are studied in school. In t he UK, each school varies as to how many activ ities they provide for students outside of class time ,





Ask students which activity they would prefer to do,

Tell students to make notes as they listen, You could structure this by telling them to listen for what subjects they are studying, the ir strengths or weaknesses as a student and what they like doing outside school. Ask a few students to give reasons for why they are most like the person they chose, Allow students to listen a few times if necessary,

Answers: Student page Answers: a t he cadets b cookery c dancing




Background State schools: sc hools t hat

o o

numbe r of sing le-sex state schoo ls in the UK has fa llen from nea rl y 2,500 to just over 400 in forty yea rs but most private or independent schoo ls are st ill si ngle-sex.

Use the strategies in the Skills Builder to match the points of view (a-f) with the introduction and the posts (1-5) in the magazine. There is one extra point of view. 'I'm t otally aga in st single-sex schools: 3 'Boys do badly in mixed schools: if 'Single-sex schoo ls are old-fashioned: 'I'm in f avour of cooperation between single-s ex schools: 5 e '1 can see that there are two sides to t he arg ument: 1 'G irls have more freedom at all-gi rl s' schools: ).

Warm Up

Should we go back to single-sex schools? 1

a b c d

Part 1

More and more state schools in the USA are ch anging back to singlesex education . According to some American experts, male and female brains are not the same, boys and . girls develop at a different rat e and they lea rn differently. Other experts disagree; according to them, there are more learning differences between individuals than between the two genders and girls and boys lea rn better tog~ther. They say there is no evidence that single-sex schools Improve academic performanc e either.

o Read the te xts again . Are the arguments


(l-B) for (F) or against (A) mixed schools?

Ask students to look at the photos and elicit ideas of what they show. Ask: What can you see? What are they doing? What type oj students are there? You need to encourage them to look at who as well as what is in the photos as the main te xt is about single-sex and mi xed-sex schools .

1 They help you socialise wi t h people of the oppos ite sex. F 2 Male and f ema le bra ins are different. A 3 Persona lity is more important than gender. F 4 These schools educate you fo r real life. F 5 Boys and girl s learn differently. A 6 Boys do bad ly because of the way students' work is marked. F 7 Girls don't do technical subjects because of stereotypes. A 8 Sport is t oo important in all-boys' schools. F

o Vocabulary Look at the Word Builder. Find ten more examples of nouns with these endings in blue in the text.




Look at the photos. Is your school single-sex or mixed?


Single-sex schools: the

Point out to students that this is a blog, with various bl og posts following it. Go throu gh and check students understand the strategie s. Give them a few minutes t o re ad through the points and elicit how they will approach the te xt . Give students a few more minutes to skim the article first for the main topics . Ask some general checking questions: What is the article generally about? (single- and mi xed-sex schools, how boys and girls work together at school) Who gives their point oj view in the article (various students). Then get students to read again and underline opinions and sentences which compare . Then go through the example together as a class . Ask students to find what information in section 3 gives them the answer. Give

Life Education

Warm Up

are pa id for by cit izen s through thei r t axes. They are also known in th e US and Cana da as public sc hoo ls. Publ ic schools in t he UK are very expe nsive private schoo ls.

What do you think? 2

I went to a mixed school until last yea r when I moved to an all girls' school. In my previous sc hool, the boys ta lked all the time and there were lots of discipline problems in class. There were a lot of stereotypes, appearance was really important and was linked to t he gi rl s' popularity. There were only two girls in the ICT classes so I didn't do that as an option. Now, at my new schoo l, classes are qu ieter and we can ta lk about t hings more ope nly. I fee l more relaxed in class. too - I'm not worried about what the boys t hink about me. This year I'm doing ICT and I'm in the school football team , too! Alldrea (Bironingham)


Work in pairs . What do you think are/should be the most important things at school? Order the elements and give your reasons .

Word Builder Making nouns otion: ment: ence/once: ity: ship:

cooperation, education development difference ability champion ship

A: I think the most important thing is preparation jar the world oj work.

B: I don 't agree. I think It should be ..

• • • •


fr iendships with other people preparation for the world of work academic performance passing publ ic examinat ions learning about cooperation and teamwork personal development


students a further five minutes to complete the exercise.


Students underline the words.

-ation: education , examination -ment: embarrassment, arrangement -encel-ance: performance, appearance,

Answers: Answers: Student page


Do the first example together as a class . Elicit where in the te xt students can find the information to confirm this is 'for' (section 3).

Answers: Student pa ge

evidence -ity: popularity, personality -ship: friend ship For practice, students turn to


Extra Discussion

Extra Exercise

Ask students if they would like to go to a single-se x school. Why?/ Why not? What do they think the advantages and disadvantages would be?

Put students in pa irs to write a new exerci se for five of the other Word Builder nouns . They should use the exerci se as a model. They swap papers with another pair and complete th e exercises.



Elicit the translations of the words with the class .

The boys talked all the me and there were lots of ;scipline problems. '

For practice, students turn to


Students complete the sentences, then they compare in pa irs. Refer students to the Topic Talk page for ideas if they need them .

o Look at the Sentence Builder. How do you say the words in bold in your language?

Sentence Builder Example linkers


1 For example, I have more in common with girls.

Tel l students to use the te xt to help them. Monitor and help where necessary.

2 They are obsessed with sports such as footbal l. 3 They don't learn to socialise, like a f riend of mine who is very shy with girls.


Allow students a few minutes to write their blog post s. Emphasise the language th at you want them to use.

o Complete these sentences about your life. 'm at a mixed schoo l and I'm aga inst single;6' classes. I think t hat it's not your ge nder -" is important but you r personality. I t hink it's -:>ortant to have friendships with both boys ~-j girls. For example, I have more in common - two or three girls I know than with lots of :_:,s. I t hink male single-sex schools are du ll , - - because they are obsessed with sports : :n as football, cricket and rugby and I'd hate -;;;;! Guys at all-boys' schools don 't learn to s:c alise with girls, li ke a friend of mine who dies :" e'T1 barrassment every time he meets a girl. I Idn't like to be like him ! So I'm in favour of - , ed education because it educates you for life. n (Cardiff) go to a mixed school but most of my teachers women. In some subjects, I don't get such ;;:00 marks because my work is not very neat ~-d my handwriting is terrible - I don 't think that s .ery fair. We have lots of proj ect work, too but : prefer to have examinations as I do better in -em. Also, among the boys in my class studying s ~ nsi dered a 'girly' thing. If you do well at OO:11ething, the others laugh at you. I think I'd do :errer at an all-boys' school.


1 I am interested in subjects such as _ _ _ _ 2 I don't enjoy subject s like _ __ _ 3 I would like to study other subjects at school. For

~ Students discuss their

example, _ _ __ 4 I have to do things for homework such as _ _ __ 5 We do activities outside class like _ _ __

blog s in groups of four.

Extra Exercise

o Choose the kind of education you are in favour of (a-d) . Think of arguments for it. You learn to socialise with the opposite sex.

a si ngle-sex schools b mixed education c sing le-sex classes in a mixed school d two single-sex schools t hat work together


Instead of putting students into groups, you could as k them to stick their blog posts around the classroom , Students must find a blog post that they want to reply to , They should wr ite their reply and repo st the blog post onto the w al l.




=r o i::r ID

o Use your notes to write a blog post like those above. Use t he expressions below and give examples to support your argument s. I'm in favour of ... because ... I'm against ... because ...

e Work in groups . Read each others' posts. What do

Ask students what t hey think the difference is betwe en filling a bucket and lighting a fire and how it could relate to education .

you think? Tell the class. We 're all in favour of mixed education because ..



I go to a girls' school but there's a boys' school -.. door. I think it's the best kind of arrangement :eca use we have lots of social events together but e study separately.

'Education is not the filling of a bucket but t he lighting of a fire.'

Now your students can:

Irish poet

â&#x20AC;˘ identify nouns with a variety of endings


â&#x20AC;˘ use example linkers to de scribe their school and extra-curricular interests.

Part 2


Give stud ents a few minutes to order t he elem ents . Th ey should try and come to an agree ment in th ei r pairs. In feedbac k, encourage th e class to co me t o a consensus of t he ord er.

Tip: Revise langua ge from previous module s wheneve r you can. You could refer students t o Modu le B, Spea kin g Wo rkshop, Tal k Build er and ask th em t o use the phrases they learnt there.






Background Brain power: the human

~ Newsletter

brain can remember tens of t hou sands of individual bits of information . Many of the world 's top scientists believe there are many things you can do to keep your brain sharp, for example exerci sing regu larly, interacting with othe rs, cha llenging your mind, sleeping well, reducing stres s, eating properly and taking supplements.

o o o

Look at the photos (a-c) on page 73 . Which of the people are doing something good for their brain?


'I' ve read somewhere that there are ways to increase brain power. Any tips on that? I really have to make my brain work at its best to revise before the exams .~

Read the online foru m. Were your guesses correct? What tips about bra in power have you learned?

Replies How well do you look after your brain? What good and bad things do you do?

Reported statements


List the verbs in bold from the text that people use to report people's words, thoughts or actions . believe,s<'fY, <'fdmit, d<'fim, <'fftlWUI1U., thi>1k, W<'fnt-


Warm Up


Elicit ideas and write them up under headings as to how they can be good for the brain (or not). Tell students to make notes of the ideas.

Read the sentences and see how they are reported in the te xt . When does the tense of the original sentence change? ~

Dmitri posted 12 April 22:57

Scientists claim (that) junk food is bad for t he brain.

Caffeine and alcohol ki/l brain ce/ls. ~

My grandmother thought (that) caffeine and alcohol killed brain cells.


Tell students to tick off the ideas that were correct in Exercise 1 as they read.

Write the reported sentences from the te xt . Name the verb forms.

1 Oily fi sh is t he best brain food. (Present Simple)

2 We don't prod uce new bra in cell s. (Present Simple) 3 These kids are getting poor results in memory test s. (Present Continuous) 4 He didn't make any big discoveries on the run. (Past Simple) 5 The rats can't solve problems that they have already solved. (Present Perfect) 6 Negative people will make you depressed. (wil~ 7 The rats can't solve problems. (con)

b, the people are doing som ething good for their brain: sleep improves concentration and allows the brain to process new information, jogging exercise stimulates new brai n cells and increases concentration . In photo C, the person is stay ing up late and studying which is bad for your brain as lack of sleep is bad for you r concentration and learning ability.

'awfu l thi ngs to your concentration and learning ability. Scientists claim that after 21 hours without sleep (or three late nights and early mornings) our brain works si milarly to someone who is drunk. When we sleep, the brain processes new informati on and even solves problems. The Russian chem ist Mende leev 'invented ' t he periodic table in a dream. Jonat han posted 12 April 17:28 3 You should always eat breakfast. But watch what you eatl Scienti sts stud ied kids who usually had fizzy drin ks and sugary snacks for breakfast. After the study they announced that these kids were getti ng the same results as 70-year-ol ds in memory tests. My grandmother thought caffeine and alcohol killed brai n cell s. She often told me that oily fish, like salmon or tuna, was the best brain food and she was right. Also, scientists claim that iunk food is bad for the brain. I recently read about an experi ment on rats that were given only ju nk food to eat. The authors said t hat t he rats couldn't solve problems that they had already solved before. ..

She thought that oily fish was the best brain food. (Post Simple)

Answers: In phot os a and

Jessica posted 12 April 23:10 1 Go jogging! Until recently, scientists believed t hat new brain cells were not produced after we were born but actually, phys ica l exercise st imulates the growth of new brai n cell s. Running or aerob ics can increase your concentration and learn ing ability. My science teac her said run ni ng gave him time to t hink. He admitted that he had n't made any big discoveri es on the run but said th at running he lped his mind relax.

'I 2 Get more sleep. Lack of sleep does

Junk food is bad for the brain.



About us

Warm Up

o Read the sentences

(1-2) from the text. What were the original sentences? How did the pronouns in bold change?

1 He admitted that he hadn't mode any big discoveries but said that runn ing helped his mind relax.

Maria posted 11 April 12:02 4 Being happy and positive hel ps the brai n so f ind friends who have a good sense of humour and avoid people who complain. My granddad always warned me that being wi th negative people would make me depressed .

2 My granddad always warned me that negative people would make me depressed.

Discuss with the class.


Reported statements


Give students a few minutes to make a note of the verbs. Check the meaning of any words you think they may not know.

Answers: Student page


Read through the sentences with the class .

Answer: The tense changes when the reporting verb is in the past .



Go through the example with the class so that students understand what to do,

Answers: 2 She thought that we didn't produce new brain cells . (Past Simple) 3 He thought that those kids were getting poor results in memory tests . (Past Continuous) 4 He said that he hadn't made any big discoveries on the run. (Past Perfect) 5 He said that the ra t s could n't solve problems that they had already solved. (Past Perfect) 6 She said that negat ive people would make you depressed. (would) 7 He said that the rats couldn't solve problems. (could)


Give students a few minutes to think about the sentences. Elicit, then w ri te th em up on the board.

Answers: 11 haven't made any big discoveries but running helps my mind relax. 2 Negative people will make you depressed.

Grammar Alive


Before listenin g, allow students to read throug h e statements and und er lin e ey words.

Answers: 2 He said t hat -- c: had already trained over ~e­ thousand people a yea r. 3 ,/ 4 He said that we coulc improve our learning ab ilit, =_ twenty percent. 5 ,/ 6 He S2 : that they were working 0[1 2 · memory training program me 7 He said they would offer three new courses in the spring.

Grammar Alive Reporting (1) ~

Listen to an interview with Brian, talking about speed learning. Which of the reported statements below are correct? Correct the ones which are not. 1 Brian said they had st arted many years ear lier. incorrect - Brian said they hod

started three years earlier. 2 Brian said they trai ned over ten thousand people a year. 3 Brian said they taught people how to concentrate more effectively. 4 Brian said that we cou ldn't improve our learning ability. 5 Brian said they were interested in memory. 6 Brian sa id they had worked out a memory trai ning programme. 7 Brian sa id they had t hree new courses on offer.

o Match the reported statement s (1-4) with the time the original words were said (a-b). 1 She said she had failed the exam.- -- a 2 She said she would faif the exam. - -- b


du ring the t est

to be easy. "A 4 The st udent thaught the test was easy. b

before the test

The student though t the tes t was gO i?!!.



af ter the exam before the exam




Use the beginnings in brackets to report what Mary, a brain scient ist, said in an interview. I'm interested in brain chemistry. (She said ... )




Answers: 2 She said that she hadn't failed an exam in her life. 3 She said that her fathe r wanted her to be a lawyer. 4 She said that her boyfrien d was only interested in footba ll. 5 She said that they were not working very hard at the moment. 6 She said that they would study more in their final school year.

Listen to a student's statements and report her words in your notebook.

Work in pairs . Write three sentences about your true or made-up achievements, habits, interests, ete. Share them with your partner.

Alternative Exercise

I om learning Russian. I've won a song con test. lam 0 fast reader.

She said that she was interested in brain chemistry.

I fa iled some t ests in primary school. (She admitted .. ) My tea m have done lots of work. (She reparted ... ) We're going to study emotions. (She says ... ) There will be more and more research into abstrac t thi nking . (She believes ... ) 6 I'm working on learning styles. (She told us ... ) 7 I don't remember people's names. (She admitted . . ) 8 Alcohol can cause brain damage. (She warned .. . )

Pause the recordin g after each sentence to give stu den s time to write their answ ers.

She said that she slept too little and that she drank too much coffee.


2 3 4 5



Choose a student to write on the board. You play and stop the recording and students tell the student at the front what to write. Alternatively, split the class into groups and each group should choose one student to write.

Work w ith another person. Report to them what your previous partner said . She said she was learning Russian. She said she had won a sang contest. She cfaimed she was a fast reader.






Th is exercise should help students to rea lise that we can still use a variety of tenses to report our thoughts and ideas.

Answers: Student page For practice, students turn to



Work as a class . One student w rites up the answer to number 2 on the board and a different student writes up number 3, and so on. All the answers will be on the board.

Answers: 2 She admitted that she had failed some tests in primary school. 3 She reported that her team had done lots of work . 4 She says that we're going to study emotions. 5 She believes that there wi ll be more and more research into abst ract th inking. 6 She told us that she was working on learning styles. 7 Sh e admitted that she didn't remember people's names. 8 She warned that alcohol could cause brain damage. For practice, students turn to


Students decide which statement is untrue. However, don't get them to reveal to their partner yet.


They should report the sentence they believe to be false using claim. The student who is listening to the reported statement has to decide if they agree that that is the false statement. In their original pairs, students find out which statement is false . In feedback, check answers w ith the class.

Now your students can: • use different reporti ng verbs t o make repo rted statements.


DVD Choice


o Iil!l!JlJ

Watch the extract from a BBC programme without sound and order events (a-e). Watch the extract with s and check your guesses.

Grange Hill: a BBC television drama series for children about a fictional comprehensive school called Grange Hill. It followed the lives of students as they progressed through the school. From the start, the series caused controversy for its real-life, gritty portrayal of school life.


1 2 3 4

What sort of schoo l do you go to? What facili ties has your school got? What equipment have your classrooms got? What is the atmosphere in your school like? 5 Wh ich rules do you have at your school?

Atmosphere: competiti ve, friendly,

laid-back. lively. noisy. relaxed. serious, sociable, strict Problems: aggressi ve behaviour. bull ying. fi ght ing.

Warm Up


Put students in pairs. Give each pair a dictionary and tell them to use it to check any words they are unsure of in the network. In feedback, each pair says one word they found the meaning of. Then give them a few minutes to discuss the questions.

Rules: arrive on time, attend school daily. hand in homework on ti me, leave personal items at

home (e.g. phones). no hats/ hoods/jewellery. wear a uniform


Tip: Give students the responsibility to decide what they need to find out. They won't always have you around to give them the answer.


For practice, students turn to


LA, ,I"A

o Iil!l!JlJ

Watch again. Are the sentences true (T) or false (F)?

Schools: UK: primary (4/ 5-11). secondary (e.g. comprehensive school) (11-18). sixth-form college

1 The radio news was about an asteroidmight hit the Earth. T 2 The teacher gets very angry because Dennis's excuse. F 3 The teacher make s Dennis do extra homework. F 4 The teacher will not punish Dennis if the world ends at 3.20 because of th e asteroid. T 5 The teacher is in a bad mood because _ has had too much coffee. F


US: elementary school (5-11). middle school (11-14). high school (14-18)

Facilities: science/computer/language lab. sports hall/gym. theatre/ assembly hall. library Equipment: computers, projectors and screens, high-speed internet access/wi-fi


Has anything ever happened to your homework? Did your teacher believe yo<_What is the funniest excuse you have heard in class?



CM Hf$ 路




Work in pairs. Listen to two exchange students (Alice and Polly) talking about their schools. Student A answers the questions in Exercise 1 for Alice. Student B answers the questions for Polly.


Listen again and answer the questions.



Make sure students know which person they are listening for. It might be useful to pause the recording after students first hear both Alice and Polly to check they know who is who (AI ice is American).

Answers: Alice: 1 High School 2 Science labs, library 3 internet access in the classrooms; online materials 4 relaxed, laid back 5 no hats, hoods and 1 bit of jewellery Polly: 1 a secondary (comprehensive) schoo l 2 library, sports hall 3 computers, projectors in the classrooms; wi-fi everywhere 4 competitive 5 to wear a uniform

a The teacher gives him a punishmen t. b Dennis doesn't hand in his homework _ c Dennis is having breakfast and listenir, the radio. 1 d Dennis makes a joke. 5 e His notebook catches fire on the toa st2

Vocabulary Use the vocabulary network to answer the questions.

3 4


Which of the two girls is more enthusiastic about her school? What are the girls' favourite extra-curricu lar activities? Where do Pally's ideas about US high schools come from? What kind of problems were t here in Alice's old school? What is Pally surprised about? What are they both looking forward to?


Give students a few minutes to look through the questions before playing the recording again. Tell them to make notes about what they remember.

Answers: 1 Alice 2 Polly: debating club Alice: fashion club 3 films 4 graffiti 5 security guards with guns 6 finishing school and going to university/college

DVD Choice


Students needn't worry about understanding the language as this exercise focuses on the visual aspects. Answers: Student page


Students guess the answers before they watch ,

Answers: Student page


Students may not want to share their excuses with you! If not, put them in groups and give them just a few minutes to discuss, Encourage a few students to share excuses about friends using reported statements (they could then keep them anonymous).





look at the Tal k Builder. Which of the expressions (a or b) are more fo rmal?

Pause the recording after each question and reply. Use choral drilling with the class.

Talk Builder Asking for permission


1 Attract attention: @ Excuse me. Miss Roberts. b Hey. Katie! 2 Ask to speak to someone: a I want to speak t o you.@Could I possibly have a word with you. please? 3 Make a request: a Can I ... ?/Ca n't I ... ? @Would it be all right if I ... 7 I Is it okay if I ... ? 4 Refuse permission: a Sorry. @ I am sorr y but ... 5 Give permission: a Oh, all right. @ Ves, you can do t hat. 6 Try to end a conversation: @ I'm sorry but I really must be going. b Look, I've really got to go. 7 Say goodbye: a Bye, see you.@ Goodbye. See you on Monday.


Check the example with students, Ask: Is 'Excuse me' a formal or informal phrase? (formal).

Answers: Student page


Elicit a few examples of how students could change the dialogues, Write them up on the board before students act out the dialogues,


Students plan out their dialogues in new pairs , Tell them to use the Talk Builder to help them, Remind them to use the correct formal or informal language,

listen and repeat the questions and replies. Notice the intonation .

e Complete the dialogues with words and expressions from the


Talk Builder.

Once students have acted out their dialogues in their pairs, ask a few of them to present their dialogues to the class ,

Excuse me , Mr Smith. Could I possibly '1>1'0 • ",or.with you, please? I need more t ime f or my maths homework. ' WoMla it bo all right if I handed it in tomorrow? B: Yes, you 4~ t hat . I'm 5~ I rea lly must be going.


tching and Speaking (ll!l!I!!) Use th e strategies in the Skills Builder to tisten to or watch two dialogues and match the people with their intentions (1-7). There is one extra intention.


C 6~ , Sam. I want to speak t o you. 7~ borrow your di ctionary? 0: 8~ , Anni e. It's at home. ( Well, 9~ come round and get it? 0: Oh, 10 .11 >tiqht .

~ Work in pairs . Act out the dialogues above. Change the things to ask for.

• Jamie U) • Miss Roberts (MR) • Katie (K) doesn't want to help th e ot her perso n /( _ wants to borrow so mething] needs to get to a class K want s to invite someone to a match] wants to get to a meeting V(tm want s more t ime for a project] wants t o arrange to meet]

~ Choose two situations to act out - one from each list (1-2). Think of imaginative reasons. You want permi ssi on f rom your te acher to: leave scho ol early. , use a computer in an exam. 2 You want to: Q use a fr iend's computer. borrow a schoolmate's lapt op. come to hislher house t o stud y t ogeth er. 1

a miss an exam.



Now your students can: • ask for permission formally and informally,

~ Work in pairs. Act out the dialogues , Make it difficult for your partner!

Is it al/ right if I arrive late? Why are you going to be late? I'm sorry but ...

Watching and Speaking Extra Exercise -,llow students to watch (or li sten) firs t before :;oing the task, Ask : What is the relationship etween the first couple (teacher and st udent) and the second couple (friends) , ..Jhat does the student want to discuss? (h is omework).


Go through and check students understand the strategies ,

Answers: Student page


Give students a few minutes to discuss and complete in pairs. Play the DVD (or recor ding) again if they are unsure or to check answers.

Answers: Student page Go through _ - for further examples of the language in context.


This review focuses on the vocabulary and language areas covered both in Module 8 and Module 9.


Language Review Modules 8 and 9 o

I live in a subtropical 1 ,li M~tc and the temperature never drops Z below freezing. The biggest problem is traffic and air 3 pollutio~ and this causes health problems. I think people should use their cars less and I always try to walk or 4~ everywhere. I go to a big secondary school which is very friendly. The only thing I don't like is that we have to wear a 5u""fc rM . At school. I do well at science and the 6 subiut I like best is biology. However, I'd like to drop PE and do drama 7 i>tSt",d . Outside class, I do debating. II'd be 8~ to learn cookery because it is so useful. 18

Answers: Student page

o Answers: 9 take care of 10 difference 11 appearance 12 take part in 13 take a break 14 examinations 15 performance 16 education 17 take advantage of 18 cooperation



Answers: 19 There is a lot of pollution due to exhaust fumes from cars. 20 Forest fires are increasing because of climate change . 21 I always walk everywhere as I have not got a car. 22 We should find new ways to save energy such as car sharing. 23 I am in favour of renewable energies like solar energy. 24 There are a lot of accidents happening on that road because people drive too fast. 25 Scientists working on climate change have produced a new report. 26 People living in the USA consume twice as much energy as those living in the UK.


Answers: 27 will be leaving 28 will you be arriving 29 we'll be walking 30 Will you be going 311'11 definitely be going

o o


I go to an experimental school with no classes or teachers - the adults are 'advisers' who 9_ _ (take care) our learning. The first big 10_ _ (differ) from other schools is that there are no classrooms but one big room with the 11_ _ (appear) of a modern office. Students can 12_ _ (take part) group projects and can also 13_ _ (take break) when they want. There are no compulsory 14_ _ (exam) but the students' academic 15_ _ (perform) is above average for the USA. I like the school because it is a more creative type of 16_ _ (educate). If you 17_ _ (take advantage) the school you learn a lot. like 18 _ _ (cooperate) with other people.



Answers: Student page


Cause linkers/Example linkers/Reduced relative clauses Join sentences 19-23 using the words in brackets. Re -write sentences 24-26 as reduced relative clauses, 19 There is a lot of pollution. It is caused by exhaust fumes from cars . (due to) 20 Forest fires are increasing. The reason for this is climate change. (because of) 21 I always walk everywhere. I have not got a car. (as) 22 We should find new ways to save energy. Car sharing is one example. (such as) 23 I am in favour of renewable energies . Solar energy is one type. (like) 24 There are a lot of accidents on that road . The accidents are happening because people drive too fast. 25 Scientists have pro duced a new report. The scientists are working on climate change. 26 People consume twice as much energy as those in the UK . These people are living in the USA .


Self Assessment • Students check their answers by listening to the recording. Check spelling where necessary. • When they have finished, get them to look at their scores for each section and decide what language areas they need to do more work on. Ask them to use the table to find practice exercises . • Give students time in class or at home to complete the practice exercises they identify. • Direct students to the Learning Links at the bottom of the page to complete either in class or at home.

Future Continuous Complete the dialogue with the Future Continuous form of the verb in brackets. A: You're going on holiday tomorrow? Lucky you! B: Yes. we " _ _ (leave) the house at 6.30 A: What time 28_ _ (you arrive) in New York? B: Tomorrow afternoon. This t ime tomorrow " _ _ (we walk) around Manhattan. A: 30_ _ (you go) to the NBA shop? B: Yes. 31_ _ (I definitely go) there! 15


Pronouns Complete the sentences with myself, ourselves, himself or each other (x 2).

32 I got up and looked at ~ in the mirror. 33 We painted the bedrooms at home ~ . 34 My neighbours are friendly and we help ""ek otlu-r 35 My brother hurt kimsclf when he fell over. 36 We have known""k otlu-tS ince we were four. 15

take/Making nouns Complete the text with the correct form of the words in brackets and prepositions where needed.

Answers: Student page

Answers: 37 He said that he was good at remembering dates. 38 She told us that she had never failed an exam. 39 He warned that not sleeping could be unhealthy. 40 He believes there will be more computers. 41 He admitted he was bad at doing homework. 42 He told us ICT was going to be important.


Environment/School Complete the texts with the correct words.


Reported statements Report the statements below.

37 'I'm good at remembering dates: (He said .. . ) 38 'I have never failed an exam.' (She told us .. . ) 39 'Not sleeping can be unhealthy: (He warned .. ) 40 'There will be more computers: (He believes .. ) 41 'I'm bad at doing homework: (He admitted ... ) 42 'ICT is going to be important: (He told us ... ) 16


Agreeing and disagreeing (2)/Asking for permission Complete the dialogues. A: Excuse me. Could I 43 possibly have a word with you? 44 Would it be all right if I used a computer in the exam? B: I am 45~ but we don't usually allow that. A: But I hurt my finger. Is it 46~ if I use one just this time? A: I think ICT classes are great. 47 do>t't you? B: No, I don't th ink 48 _S_0 _ . They're not interesti ng. Don't you agree? A: No, I 49 do>t't . B: But maths is more useful. Don't you think 5 0 _S_0 _ ?


Self Assessment

cm Listen and check your answers. Write down the scores . Use the table to find practice exercises . Exercise 1 2 3 4 5 6 7

If you need practice, go to Language Choice 43 and 50 Language Choice 46 and 51 SB p.67 ex.5, p.ll ex.7; Language Choice 47 La nguage Choice 44 Language Choice 48 and 49 Language Choice 52 and 53 S8 p.68 ex.5, p.75 ex.10



Give students a few minutes to read through the network, Students check in pairs before the class check,

Answers: Student page


Ask students to write all the sentences down first, Make sure they are ready to continue after each sentence , Then play the recording again and tell them to underline the unstressed words,

Answers: 21 think I'd enjoy 9. career in design or fashion , 31 don 't want to work in a typical office, 4 I'd like to do some voluntary work in my area,S I've bought and sold 9. few things on eBay and made 9. bit of money, 6 I'd like to get some work experience in an office, For practice, students turn to ,. ..






Give students a few minutes to discuss,

Extra Exercise

I'm pretty good at


dealing with oeople .

I'd like to be better at 2 /'!U1ki~ . UH'."'f'- _ -

communicating ideas/information, designing things, dealing with people/information/money, doing calculations/ experiments/sport, making money/things, repairing things, using computers/machines/tools

I've got 3 a gaod/~no idea about what I want to do in the futu re. I think I'd enjoy a career in '~ . I (don't) want to work in a/an s bank/~factory/ hospital.

In the future, I think I might like a job as a 6~e.r I've done part-time work as a 7 <SJf§p assistif!jJt> cleaner. I'd like to do a summer job as a ' taur guide<1f1e gua?!p

Career areas art/design, business, construction, education, engineering, farming, fashion, finance, ICT, industry, law and secu rity, the media, medicine, politics, science, show business, sport. tourism

businessman/woman, comedian, dealer, detective, farmer, fashion designer, journalist. lawyer, mechanic, police officer, psychotherapist. surgeon, technician

Background Careers advice: schools in the UK often appoint a careers teacher to help guide students into a career that they are interested in,

Work experience: popular with students in the UK, They are able to spend one or two weeks working at a local business or shop to get a taste of working life,



Elicit a description of the photos, Write up ideas on the board,

Put students in A/B pairs, Elicit the questions that the careers teacher on the recording asked: What do you think you are good at? What would you like to be better at? What sort of career are you interested in? Have you done any parttime jobs? What are your plans for the next summer holidays? Student A is a student and Student B is a careers teacher. Using the questions and the network, they act out a conversation,

Now your students can: â&#x20AC;˘ talk about jobs, careers and abilities,

Answers: b dealer; finance; doing calculations and making money c journalist; the media; communicating ideas and dealing with people


Ask students who could help them at school with careers advice (a careers teacher), What sort of advice do they offer (where to find work experience and what job would suit the student's abilities)?

Answers: 1 d 2 c 3 a




Background Furniture tester:·tests furniture for safety and comfort. Once the test is complete, the furniture gets approval to be displayed and sold in showrooms .


o o o

Elicit ideas from the class and tell them to give you reasons, if they can .

t"le day. ,·.anted to know whethe r E-_O~ 19 the job.

- -E J


Jane, how long have you been a furniture tester? I started last year, when I lost my last job.

What do you do? Everybody asks me if I sit on the sofa all day but in fact I work really hard - I have to sit on hundreds of chairs, move them,

Read how lane reported the interview to a friend and complete the table with the reported questions.

lean back and for wa rd and assess the level of comfort. Are you tired at the end of the day? Oh, yes. I often feel like I've run a marathon .

Reported questions

Are you enjoying the job? I think I'll leave as soon as I find something more interesting. pretty boring to sit on chairs all day, you see.


o They wanted to know what / did.


Match the direct questions (1-5) with the reported questions (a-d). There are two direct questions that go with one reported question. Do you work?- - a 2 Have you wOr~ ked ? b 3 Did you work? c 4 Will you work? d 5 Are you working?

Are you enjoying this job?

Look at the table in Exercise 4 and complete the rules.


When we report a Question: We use reporting verbs (e.g. ask) and expressions (e.g. wont to know) . We use or whether when there is no question word (e.g. what. when, why) in the question. We use the word order of a € tem i@JI question. We change the tense in the reported Question if the reporting verb is in the past tense.


0 ..

I asked I asked I asked I asked

if if if if

she worked. she was working. she would work. she had worked.


Order the words in the reported questions.

1 She asked / was / interesting / my job / whether


Tip: It's possible that you may

E - : :::: "


Are you tired at the end of the day?

Students may not know the English for more unusual jobs. Either give them the name of the job or ask them to find out for homework.

--=" asked if I was tired at the

things for a living.

Would you like to do either of these jobs? What is the most unusual job you know?

What do you do?


:ES:e r


How long hove you been a furniture tester?

minutes to read. Tell them to write F (furniture tester) or S (snake milker) next to each description in Exercise l.

Answers : They asked me how ::::"' 15 had been a furniture

Read about people who do really unusual

Read the text and check your guesses from Exercise 1.


o Give students a few

Give students time to complete the table. In fee dback, draw the table on the board and write the answers on to it.

is dangerous? 5 requires physical activity? is boring? F is very well-paid? 5 is tiring? F

They asked me how long I had been a furniture tester. Then. they wanted to know what I did. They asked if I was tired at the end of the day. Finally, they wanted to know whether I was enjoying the job.



strange jobs.

Reported questions

Warm Up

Reported questions

a series on

Look at the photos (a-b). Which of the jobs do you think: a b c d e

Snake milker: removes venom from different types of poisonous snakes and this venom is used for producing anti -venom or other medicines. A snake milker also breeds snakes for snake population growth. He or she needs to have a degree in Biochemistry or Herpetology (the study of amphibians and reptiles) .

not know the English for a very unusual job or sometimes are simply unable to answer a question on the spot for a student. In this situation, tell students to find out the answer and have it ready to share with the class the next time you meet.

We're running

Warm Up

She asked whether my Job was interesting.

2 3 4 5 6

He wanted to know / working hard / was / I / if She asked / started work / what time / I He asked / chosen this job / had / why / I She asked / could / I / eat lunch at work / if She asked / how long / would / work here / I




Answers: Student page

Answers: 2 He w anted to know if I was working hard, 3 She asked what time I started work, 4 He asked why I had cho sen this job, S She asked if I could eat lunch at work, 6 She asked how long I would work here.

Give students a chance to work through these individually before checking as a class . Tell students to use the table to help them .

Practice () This exercise allows students to focus on the tense change with reported questions highlighting that the Past Simple and Present Perfect both change to the Past Perfect. For practice, students turn to LA 6.

An swers: Student page

Tell students to use the table and the rules in Exercise 5 to help them . Do the first item together as a class.



- Iker. Is your j o b _angerous? ell, the snakes I deal h are extremely


..,ow enough about or if you lose

:::.ncentration, you can be ::men and even die.

:Ei) Listen to a job interview in a restaurant. Do you think the boy will be a good waiter? Make notes and then report the questions.

Question: What do you do> She asked him what he did,

-ow do you get the enom out of a snake? hold the snake by the

Answers: Job: a waitress Possible questions: Would

~ Choose a job from the list below, Prepare five interview questions for a candidate who wants to do the job,

-ead and press the venom ; ands behind the snake's ?'yes. The venom is then :3

Play the recording twice, Play it once for students to answer the gist question, During the second listening, pause the recording as you go along to give students a chance to write their questions, Remind students that they need to write the direct questions,

Have you been waiting long?

::oisonous. So if you don't



~ (E1) Listen to Sharon talking about her job interview. What job did she get? Write three of the questions that the manager asked her,

you are a snake

:~a ke s

Grammar Alive

Grammar Alive Reporting (2)


you like a cup of tea? Do you like the re staurant? What languages are you learning at the college? What grades have you got? What will you do after college? Can you work late?

a teacher - Have yo u worked with

en to a laboratory and

children? 00 you like teochinQ others?

..sed to produce anti-

a teacher d shop assistant b dancer e farmer c police officer f dentist

enom, -<ave you ever been bitten by a snake?

es, once, but I got the anti-venom at once so I was just a bit unwell


":lr a few days.

"re you planning t o do this for the rest of your life?

es, th is is a great job! And it's well-pa id, too - snake venom can cost a few thousand pounds per gram'



Work with a new partner. Report the questions you were asked in the interview.

1 Do you like your job?

t1arto asked me if I liked children


4 5

6 7


People ask me it I like mv job Is your job unusual? She wanted to know if ""y job WM ",",kw,_1 How long have you worked for your comp any? She asked how 10'19 I h_d work£d for ""y """P_"'Y Who is your boss? They want to know wlw my-"b"" os"'-. s -",is_ __ What are you working on? The teacher asked M<. w~t I wes worki"9 0,", When will you have a holiday? My family wanted to know wh<", I would hMO • ,lwlid_ y Can you take a break from time to time? I wanted to know ifI <o"ld t.k£ _ br~k ti-m" tiM<. to tim< Was it easy to get this job? Everybody aske d it it ~ d b"","" U'lsY.J2.4J.t this job _H


~ Follow the same procedure as for Exercise 10. Remind students that this time they need to change the questions into reported speech,

A: Do you like children> 8: Yes, I do.

Complete the reported questions. Decide if you need to change the tense,



Work in pairs. Interview each other for the job. Decide if they would do the job well.

Answers: She asked him if/ w hether he had wo rked in a restaurant before , She asked him if/wh ether he had a good memory, She as ked him if/ wh eth er he could w ork at weeke nd s,

'The longer the title, the less important the job.' American h is toria n


Tell students that they could get ideas from the Topic Talk page to help them (the network box on abilities in particular),



Read the interview with the snake mi lker again and write a report that Ross could make. Use the furniture tester's report in Exercise 4 as a model. They wonted to know if my job was dange rous , Then, ..




Answers: Student page

example and remind students to report only the questions and not the whole text.

Give students a few minutes to complete. Elicit answers from individual students,

Check understanding of laboratory, concentration and anti-venom. Go through the

Number 4 does not chan ge t ense be ca use t he reportin g verb is in the prese nt.

Answer: Then, th ey wa nted t o know how I

For practice, students turn to \. 11 - ,. or set the exercise for fast f inishers,

got t he venom out of a snake , They asked if I had ever bee n bitten by a snake. Finally, t hey wa nted to know if I wa s planning t o do thi s fo r the rest of my lif e,


Give students time to take the part of interviewer and interviewee, Tell them that they should make notes of the questions their partner asks to help them with the next exercise,

~ Tell students to use the texts on the page and their answers from Exercise 13 to help them,

No Comrent Ask students if the y agree, What jobs do they think are the most useful?

Now your students can: • recognise and use reported questions using a variety of tenses.




Background Th is lesson is about

imaginary jobs of the future

Warm Up

and the skills that people might need to do them .


Look at the pictures (a- c) and t he job titles (1-4) in the text . Which of the jobs looks most int eresting? Why?

Reading Part 1

o o

Warm Up


Elicit ideas on the pictures. Write up comments on the board.

Refer students to the network about abilities on the Topic Talk page. Ask them what abilities they think they would need to do these jobs.





If students ask questions about what the jobs might be, encourage them to speculate before deciding which one they would like best.

Tell students to read carefully in order to match the abilities. They may underline key words or phrases in the main text to help them .

Answers: Student page


Vocabulary Look at the Word Builder. Match the multi-part verbs in bold in the sentences (1-7) w ith the mean ings (a-g). a contact b hope to c think of d have a good relationship with e assist with f update your knowledge about g look after



Read the adverts again . Which of the jobs (1-4) would be good for the people (a-e)? Give reasons. There is one extra person . a I'm good at working with people and communicating inf orm ation. I am healthy and love travel. 4 b I'm creative and I'm good at thinking of new ideas. I've t ravelled a lot and my mother is Chinese and my father is Australian. 1 c I got a good degree in Information Technology at Montreal University where I come f rom. I'm good at languages and am good at dealing with information. d I'm systematic and good at doing experiments. I'm hard-working and am an experienced scientist. 3 e I'm practical and good at using machines and repairing th ings. I don't mind difficul t weather condit ions. ;2

Tip: The Topic Talk page can be referred back to quite often throughout the modules, giving students valuab le revision of the vocabulary.

Answers: 1 a 2 a 3 b 4 b

Use the strategies in the Skills Builder to choose the correct definitions below for the words in blue (1-4) in text 1. Then use a dictionary to work out the meanings of the other words in blue . 1 a a business organisation b when someone is wit h you 2 a knowledge/ski ll f rom doing a job b somethi ng t hat happens to you 3 a an area of land b a subject t hat people st udy 4 a a group of people who play sport b a group of people at work

Extra Exercise

Go through U and check students understand the strategies and how to approach the new vocabulary. Give them time individually to complete. Check answers. In feedback, ask: Are both meonings oj the word given possible? (yes, but only depending on the context). Explain that the following words have more than one meaning so they need to read the context to make sure they choose the correct meaning.

Read the adverts. Which job would you li ke to do?

Word Builder Multi -part verbs 2) 1 You will need t o come up with ideas. , ~

You will need to keep up with t he latest developments. j

3 You must be able to get on with people. 4 You must take care of passengers..,9


5 You must help out with social events. e. 6 7

Get in touch with Anne Cosby. " We look forward to receiving applications. b


: I

o Tell students to find the multi-part verbs in context in the text to help them .

Answers: Student page For practice, students turn to


Extra Exercise Ask students to choose one of the jobs and write an advert for it. Tell them to include the multi-word verbs where they can . You can display the advert s around the classroom and ask students to decide which job they th ink they wou ld like.



listening (ID Listen to a phone-in programme with a careers expert. Choose the best answers to the questions.

1 What do they talk about? a Scottish jobs @ future jobs in Scotland c skills for the future 2 What does the expert try to do? a convince people of the importance of skills b predict what jobs there will be in the future © talk about the skills needed for differen t jobs a foreign languages and people skills @ knowledge of one subject c communication and IT skills

o Explain that each of the questions came up in the listening text. Ask students why polite questions were used (the expert guest and callers didn't know each other). Ask which parts of the question indicate that they are polite (the parts in bold).

4 Why will learning to learn be important? a people will have four or five jobs @ people will have different careers c people will have one job for life

5 How will people work? a with other people in the same building @ remotely from their own home c in different countries

6 What abi lities are important for 'critical thinking'? a to remember and repeat information @ to understand and select good information (" to come up with new ideas

For practice, students turn to ~u GE (HO C[ Jt') .

Look at the Sentence Builder. Write simple questions for the polite questions (1-4).

1 Whot sh ould I do?

Sentence Builder Asking what to do 1 Could you advise me what to do? 2 Could you advise me how to prepare for the future? Can you tell me where to get more specific advice'

4 Can you recommend which foreign languages to learn?


Write six questions asking for careers advice using the st ructures in the Sentence Builder and the cues below. I'm interested in a job as a wind farmer. Can you tell me what practical skills to learn?

Skills: communication skills. languages. ICT skills. practi ca l skills Education: places to study at courses to study. qualifications to get Experience: jobs to do. places to visit companies to work for Practical help: places to find information. people to talk to

A: I'd like to be a wind f ormer. Can you tell me what ...

Recap on strategies for multiple-choice listenin g exercises in I< \. 2 . After the first listening, check students don't have any major problems before playing the recording again.

Answers: Student page

3 Whi ch of these things will be least important?



Answers: 2 How should I prepare for the future? 3 Where can I get more specific advice? 4 What foreign languages should I learn?


Tell students to choose one of the jobs on the page as the job that they are interested in doing.


Put students in pairs. Give students a few minutes to ask and answer their questions. Monitor and check that they are using the questions correctly.

Now your students can: • identify and use a selection of multi-part verbs


• form polite questions to get advice.

Part 2 Extra Warmer Put students in groups and tell them to discuss other jobs that will be possible in the future that aren't possible now. Tell them to think of three jobs and to come up with a short description of what the job would consist of doing. One person from each group can present their ideas to the class.



- - - -- - - - - - - --


Background Britain's Got Talent: a British television show in which performers compete against each other for votes from the public.

Warm Up





Susan Boyle: a Scottish singer who appeared as a contestant on Britain 's Got Talent in 2009, singing I Dreamed a Dream from Les Miserables, Global interest in Boyle was triggered by the contrast between her powerful voice and her ordinary looks ,


Would you like to have a career in show business? What would you like to do?

1 If they are really good, they get 0 chance to record o CO. (present) 0

Read the te xt, In wha t w ays were the two performances si milar/different?

2 If she had movie-star looks, the effect wouldn't be the some. (present) C 3 If she ever stopped singing. millions of her fans would be very disappointed. (future) b 4 If she visits London with her show, /'11 certainly go to see it. (future) d

What are the good and bad t hings about t alent shows?

a b c d

The Got Talent show is now produced in over t hirty cou ntri es. I n the show, singers, da ncers and oth er performers compete for aud ience support. If t hey are rea lly good, t hey get a chance to record a CD or travel with t heir act. Susan Boyle's performa nce on Britain's Got Talent ma de th e 47-yea r-old Scottish charity worker globally famous. 'You see a plain middle-aged woman and you expect her to fail. But she opens he r mouth and it is magica l. If she had movie-star looks, the effect wouldn 't be the same: sa id a member of the audience. Susan's first album was the number one best-sell ing CD in the worl d. If she ever stopped singing, millions of her fans would be very disappointed. 24-year-Old Kseniya Simonova, the winner of Ukraine 's Got Ta lent, used dramatic music, a huge light box and 'sand pa inting' to tell the story of Germany's invasion and occupation of Ukraine during World War 11. Most people in the studio cried duri ng her performance. Ksen iya's performance got over 4 million hits on YouTube. 'If she visits London with her show, I'll certainly go to see it: sa id t heatre critic Melvin Barge,

Kseniya Simonova: the winner of 2009's Ukraine's Got Talent. During the show, she told several sand stories, She became an online sensation when , du ring one day, her video from the show about World Wa r II received more than a million views ,

Warm Up


Elicit the sort of jobs that are 'show business' jobs, e,g, actor, presenter, singer, comedian ,


In addition to the differences, ask further checking questions: What made Susan Boyle's singing special? (that she didn't have movie-star looks) Did her first album do well? (yes) What did Kseniya Simonova use for her act? (music, a light box and sa nd painting),

Match the conditional sentences (1-4) with the meanings (a-d).


a ru le, somethi ng that is always t ru e a f ut ure situation t hat is unlikely a present sit uation t hat is unrea l a f uture situation th at is possible

Look at the sentences in Exercise 4, Complete the patterns (1-3) and match them with the uses (a-d) in Exercise 4. One pattern goes with two uses.

1 if +Pre.J<"t 5'''' pi<, Present Simple . 2 if, will + infinitiv e d 3 if + Pqst Simple • would/cou ld + infin it ive b; ,


Use the cues to complete th e sentences,

1 If Susan's vo ice wasn't goad (not be) good, she wouldn't sing in a chu rc h choi r. 2 If l ---fi~ (find) Susan's CD in a shop, I'll buy it, 3 The performer is unhappy if t he aud ience dOeJ.o:li...qp-p~ (no t app laud). 4 If I ,,"-id (can sing), I'd be in a t al ent show. S Kseniya could go on a tour if she (wa nt). 6 If someon edowe't have) talent, t he judges criticise them.




Write conditional sentences based on these situations,

1 He is probably a good da ncer so I t hink he will do we ll in the ta lent sho w. If he is 0 oood dancer he will do well in the talent

>11mtL . 2 I am not ver y funn y so I can't be a comedian. If I was ____,,6 01.11)!- I COLtld be " cOWtedimt, 3 Mus icians who practise a lot are good . If musicians practise !!J...k£ the~ "re j~ . 4 I'm not going to take part in a danci ng conte st becau se I will be the wo rst. If I took part il1." dgvu.i"W cOl1iut, I WOLtld . be the worst


Answer: Both the shows w ere very good and had an emotional effect on the audience , Th e acts were very different ,


Ask students about their avour ite talent shows and .'J ich acts t hey enjoy,



Students check individually befo re the class check, Ask: (1) What happens if they are good singers/musicians? (They can re cord a CO,) (2) Does she have movie-star looks? (n o) Can she change her looks? (no) So, what is the effect? (better because you don 't ex pect it) (3) Could she stop singing? (yes) Does the speaker think it is likely she will stop singing? (no) How would her fans feel? (disappointed) (4) Will she visit London? (possibly) Would the speaker like to see her show? (yes)

Answers: Stu dent page


Complete the patterns with the cla ss,

For practice, students turn to

Answers: Student page


Students complete the exercise,

Answers: Student page


They ch eck in pairs before the cla ss check ,

Answers: Student page

Now your students can: • identify w he n to use the Present Condition al and the Unreal Conditional.


Writing Workshop 5 o Read the job advert, jonathan's CV and his letter.


illmvon Ddvmnturm

is looking for group leaders for our summer camps in Barnstaple next year (canoeing, kayaking, riding, climbing, trekking). Free accommodation and board . Contact us at devonadventure@

Give students a fe w minutes to read through aga in and answer.

Match the parts of the letter (1-4) with the topics (a-e). There is one extra topic. b reaso ns for wanting t he job a forma l ending 'i c relevant qua lifications and experi ence ;2 d personal qua lities e reason for writing 1

Answers: Student page



Check through the purpose linkers together. Go through for further examples of the language in conte xt.

o Look at the Sentence Builder. Which of the linkers in bold is followed by a a noun, b an infinitive or c a pronoun and modal verb (e.g. can/could)?

C urriculum Vitae Pe rsonal information "'. me : JOllalhan Smith Date of bi rth : 15/05/95 "'a riona lit)': British Address: 22 Corve Street, Barn staple EX9 IGH Email : jrtsmi th@zmail.eol11 Tel: 004415973387

Expe ri ence: 2009, Voluntary work with di sabled rid ers


Text Builder

Do you think he will get the job? Why/Why not?

Education and qu alifications School: Exeter sixth-fol111 GCSEs: maths. science, history, geography, economi cs, Engli sh. French , Spani sh

Text Builder

Answers: for is followed by a Sentence Builder Purpose linkers 1

2 3 4


Other skills: Advanced Certificate in Rid ing, British Red Cross First Aid Certificate. Dri ving liccnce In terests: riding. pa inting, guitar, singing

noun, in order to is followed by an infinitive, so that is followed by a pronoun and a modal verb

I am writing to apply for the job. b I am interested in working for you in order to use my riding sk ills. b I would like to work for you so that I can learn more about dea li ng wit h people. , I wou ld li ke the job for wo rk experience. ti!


Give students a few minutes to complete the exerc ise, Tell them to use the Sentence Builder to help them ,

Complete the sentences wi th purpose linkers: to/in order to, 50/50 that or for.

Answers: Student page

1 I am writing -..llLask for information. 2 I would like the job " th~t bo I can practise canoeing. 3 I did t he job ---k:.-- money. 4 I studied languages ~ I could work abroad . 5 I am interested in the job ;'1 order to learn about adve nt ure sports.


For practice, students turn to for another model letter to help them. Tell students to use the headings of the model CV on the lesson page to help t hem. Give t hem plenty of time t o w rite th eir CV, notes and letters,

Dear Sir/M adam,

1 I am writ ing to apply for the position of group eader at your summer camp advertised in Th e Daily Telegraph last week. 2 I am in my final yea r at sixth-form college and w ill be doing my A levels t his summer. I am a Keen rider and I belong to my loca l ri din g club . have cert ificates in ridi ng and first aid, I can drive and I speak some French and Spanish. In the last ;w o years, I have done voluntary work wi t h young disabled ri ders so I have plenty of experience in outdoor act ivit ies and deal ing with younger teens.


Yours fait hfu lly, Jonathan Smith


Tell students to focu s on the purpose linkers and the structure of the letter.

Choose one of the jobs. Write a simple CV. 2 Use your CV to write notes f or your covering letter. Think about these things: • reasons for wanting the job • relevant qualif ications and experience

3 I am in te rested in working for your organisat ion in orde r to use my riding skills and so t hat I can learn more about dea ling wit h people. I would also like to do the io b for the practical work experience . 4 I look forward to hearing from you .

Wri t e a CV and cove ring letter to apply fo r one of t he jobs on page 130.

3 Use your notes to write your letter.


Work in pairs. Read your partner's letter. Check the letter for mistakes and make suggestions for improving it.


Background n this lesson , stu dents wi ll look at how to m ite a formal letter of application and a CV.


Ask students what they have to send in order to apply fo r a job (a CV and covering letter) , As k what sort of information the letter and CV should contain (i nformation ab out qualifications, experien ce and abilities), Student s open their books. Check understanding of group leader, voluntary and disabled. Elicit ideas from students an d as k th em t o give reasons from the te xts about .vhether they think Jonathan will get the job or not.

Tip: When asking students to check each other's work, set them the task of finding three positive things and one thing that could be improved on , Students often don't feel comfortable about criticising each other's work, so it helps to enable them to give positive feedback and w ill also encourage good relationships in class ,

Now your students can: • write a CV and job application letter • use purpos e linkers to link sentence parts ,


Speaking Workshop 5 - :- 5 esson, students will ook at how to make polite requests in a job interview situation.


Look at the Talk Builder. Write a direct question for each pOlite request (1-5). Notice the differences in word order in 2 and 3. 1 Can I take notes?


Talk Builder Polite requests

Elicit ideas. Encourage students to use full sentences and describe the interviewees as they would a photo in an exam-style task.

Is it okay if I take notes? Could you tell me why you' re interested? (an you say what problems you might have? Do you mind if I ask you a question? Do you think I could look around. please?

2 3 4 5



Tell students that the interviews will be with the two interviewees in the photos. Ask students to predict who they think will do better.



Answers: Student page


Pronunciation Listen and repeat the requests. Notice the intonation. Rewrite the sentences so that they have the same meaning. Then work in pairs and ask and answer the questions. 1 Can I open the window?

After you have discussed the answer to question 3 as a class, ask students to sum up what you should and shouldn't do in a job interview.



Go through . Ask students if they can see any of the words or phrases that the interviewee in the first interview used. Elicit the words and phrases and write them up on the board after listening again.

• body language facial expression


Suggested answers: Hey, can I come in? No problem. Can't stand ... . That'd be really coo/, -:ght? He's really horrible. Bad news, eh? telly; Bye.


• •

2 What qualifications have you got? (an you tell me w"M quqli/iUftioou you Mve qot ? 3 How old are you? (ould you tell me J.uJw oLd YOH qre 4 Why do you want the job? Can you say why you wq~t the job 5 Could I have a look round? Do you mind ifI "qve q look rou¥

appearance general attitude

@) Listen to two interviews. Match the descriptions (a-f) with the interviewees (1-2) . a sounds calm ;L b takes notes ;L c asks questions


A: Is it okay if I open the window? B: Sure. no problem.

Look at the photos (a-b). Which of the interviewees do you think will get the job at the summer camp in the Writing Workshop? Think about the things below.


d answers the questions well ;L e speaks clearly ;L f has to turn off his mobile 1 ;L


1 Look through your CV and covering letter from Writing Workshop 5. Write notes to answer questions about the job.

Which interviewee do you think gets the job? Give reasons.

2 Think of questions to ask when you are the interviewer. Practise asking them. 3

Use the strategies in the Skills Builder to listen again to the first interview and write down two expressions that sound too informal in a job interview. No problem. Yeah ...


Give students a few minutes to complete the exercise. Go through for further examples.

Answers: 2 Why are you interested? 3 What problems might you have? 4 Can I ask you a question? 5 Can I look around, please?

o o

Do this as a class exercise using choral drilling.

Check the sentences before doing the pairwork. Remind students about pronunciation .

Answers: Student page

Work in pairs. Act out job interviews .


Look at the strategies for gaining time in the Skills Builder. Use them to act out the interviews. Take turns to be the interviewer and the interviewee.

Would you give your partner the job? Tell the class. Give reasons.


Students prepare before working in pairs . Elicit a few questions and write them up on the board. Go through Ask a few checking questions: What sort of words are 'hesitation' words? (you know, you see) Should you use long, complicated sentences? (no).


Students give their reasons.

Now your students can: • use polite requests.


TOPIC TALK Extra Exercise Get some pictures of art and cultural events from magazines or printed from t he internet. Choose a range, e.g, a work of art, a ballet, a photo of a band in concert, a play and an orchestra, Put the different photos around the classroom, Ask students to walk around making notes about what they see, Elicit ideas about what they are, Ask: Have you been to any, for example the ballet? Where did you go? Encourage them t o describe what it was like.

ballets, contemporary dance perfor mances, concerts, painting exhibitions, action/drama/ I prefer seeing

4 WlllrtJ

than ~~~'<I'"',",,,+-..J

comedy films, musicals, operas, plays

I oftenJSQmetlm ~Sioccosjonally = -"'-"-.1'.""'"'1""'"\ I'd love to be able to " i'19 better Th e @ 'warstth ing I've been to recently was a concert. It was rea lly 9 brill i.", .

act in plays/films, compose music, create sculptures, draw/paint pictures, play in a group/ orchestra, si ng in a choir, take photos, write poems /stories/ song lyrics

3mazing, awful, brilliant, entertaining, funny,

Tip: Allowing students to come up w ith their own ideas first gives you a chance to see what they already know and also acts as revision,


Elicit descriptions of the photos, Ask: What kind of play do y ou think it is?


Give students a fe w min utes to rea d t hrough before they listen ,

Answers: Student page

good fun, disturbing, dull, inspiring, moving, original,


s ocking, spectacular. weird

Give st ud ents a f ew minute s t o read t hrough the network before they li sten ,

Answers: Student page


Background Art installation: a form of modern sculpture :,here the artist may use sound, movement 3'ld space as well as objects to make a work J " art. Art installations can be temporary or ::;ermanent,

TH.2058 (photo a): an installation in the Tate .'o dern's Turbine Hall fo r part of the annual _Ilil ever series in 2008, It was by a French ::-tlst called Dominique Gonzalez-Foerster, ---{ 2058 is an acronym for Turbine Hall (in the _. ear) 2058, i,e. fi fty years in the future,

Waiting for Godot (photo b): a play by Samuel Beckett. When the play was first put on in London fifty years ago, it shocked as many people as it delighted, The play consists of two men arguing and repeating themselve s, as they wait for a mysterious character called Godot who never arrives .

Les Miserables (photo c): a musical composed in 1980 by French composer Claude-Michel Schbnberg,

These are extracts from the previous listening, The first five examples are of elision (the dropping of the f inal syllable of the first word). The rest are of blurred word boundarie s with liaison with /w/ in numbers 8-10 and with /j/ in number 11. Fo r practice, students turn to


Students make a list of different things they have been to before they discuss,

Now your students can: â&#x20AC;˘ talk about art and cult ure and how the y feel about them ,




Background The West End: the entertainment centre of London with the largest shopping district in Europe. It is the home of the UK theatre and film industry as well as numerous bars, restaurants, hotels and nightclubs.

The West End musical We Will Rac" You has been running for over eight years despite not getting any good reviews from the critics, The script was written by Ben Elton to include most ofthe hit songs of the 1980s British band, Queen, and their celebrity singer, Freddie Mercury, who died in 1991. It was produced by Robert de Niro with the musical direction of Brian May and Roger Taylor, who are still members of Queen. The story is set in 2032 on Planet Mall where t he big corporation, Global Soft, controls the world's mt:: industry. It has banned all musical instruments and people can only listen to computer-generated song s by girl and boy bands, However, young Galileo and r.:.: girlfriend, Scaramouche, try to keep alive the legenc rock music and to fight against Global Soft and its eL leader, the Killer Queen. Although the plot is weak in places, it does not matter because it links together all of the songs and there is some great comedy. There are some excellent special effects with lasers and huge digital TV screen _ although some of the choreography and dancing cou:': be better. Despite having a strong voice and soundin~ like the great Freddie Mercury himself, the lead actor playing Galileo is sometimes uncomfortable on stage unlike other members of the cast such as the funny Scaramouche or the brilliant Killer Queen. However, the best thing of all is the music and eve: if you have never heard Queen before, you will love listening to their greatest hits like UncIer Pressure and We Are ihc Champions. That explains why over ten milL people around the world have been to see the show despite the opinions of the theatre critics.

Warm Up


Vocabulary Look at the photos and the network and answer the questions. 1 What musicals have you seen (live or on TV)? What was good about them? What was not so good? 2 Which of the things in the network do you think are most important in a good musical? Dancing: choreography, dancers

We Will Rock You: a musical which opened in the West End at the Dominion Theatre on 14 May 2002. The musical has become the longest-running musical at the theatre.

Story: plot, script, story line

Music: band, musicians, singers, songs

Freddy Mercury (19461991): the lead singer of t he British rock band Queen, formed in London in 1971.

Stage design: set, special effects

Acting: actor/actress, cast,



Ben Elton: a London -born comedian, author and playwright. He wrote the cult TV comedy series The Young Ones and Blackadder. He has published thirteen novels and has also written the musical Love Never Dies (2010), the sequel to The Phantom oj the Opera.

o o

Read the two reviews quickly. Which of them is negative and which is positive? Read the reviews again. For each review, are the things below listed as arguments for or against the musical? Review 1: For: com edY/Jokes, ". Against plot, .. acting comedy/jokes dancing lead singer/gu itarist plot special effects


Part 1


Work in pairs . Use the strategies in the Skills Builder to answer the questions for each review.


1 What useful or interesting information do you get from it? a not very much :2 b a lot 1 2 How well -organised is it? a it is difficult to read :2 b it has clear paragraphs and organ isation 1 3 How well ,arg ued is it? a the opi nions are supported by facts and examples 1 b it just lists opinions :2

Warm Up


Elicit ideas from students. Give them some suggestions if they are unsure, e.g. some popular recent musicals in film are Mamma Mia, Chicago, Fame and High School Musical.


For practice, students turn to

Vocabulary Complete the Word Builder with nouns in the text in blue that we use like adjectives.

Word Builder Noun


lead actor, 1 legd guitarist, pop music, 2 ro,k music, girl band, 3 boy band, West End musical, ' LondoV!, musical, s a ,lebrity 6 singer, hit song, 7 music industry, 8 N screen, 9 thUltn critic, greatest 10 hits album

Would you like to go to see the musical in the texts? Why/Why not?




Give students a time limit of about three minutes.

Answers: Number 1 is posit ive and number 2 is negative.


Find in review 1 where it me ntions the plot. Ask why the comment is negative (the plot is weak) . Also find where it men tions comedy and ask w hy it is positive (some great comedy). Students complete th e exercise.


Answers: Review 1 for: acting, comedy/ jokes, lead singe r/guitarist special effects, music Review 1 against: dancing, plot Review 2 for: lead singer/ guitarist special effects, musi c Review 2 against: acting, comedy/jokes, plot Neither: dancing


Go through and check students understand the strategies, Give students a few minutes to complete the task ,

Answers: Student page


Elicit ideas and reasons,


Do the first one together as a class to check students know what to do, In feedback, check answers and get the translation.

Answers: Student page For practice, students turn to








Give students a chance to read through the examp le sentences. Elicit the ans w ers from the class.

Look at the Sentence Builder. Which of the linkers in bold: a always comes at the start of a new sentence? MWever b comes before an -ing word or a noun?


Answers: Student page Sentence Builder Contrast linkers 1 2 3 4

Go through for further examples of the linkers in context.

There are some great special effects although the dancing could be better. There are some great specia l effects. However, the dancing could be better. Despite havi ng a good voice, Gal ileo is not confident on stage. Galileo is not confident on stage, despite his good voice.

o e

Tell students to underline the examples they find. Go through the example on the board .

Answers: 2 Despite having


lots of good paintings, the museum only has a few visitors. 3 Although that TV serie s is long -running, the storyline is very weak. 4 De spit e some good scenes, I didn't enjoy the play. 5 The ballet wa s too long. However, I liked one of t he scenes.

Find more examples of the linkers in the reviews.

~ Rewrite the sentences with the words in brackets. 1 The f ilm was exciting but I didn't like the ending. (although) The film was exciting although I didn't like the ending. 2 It has got lot s of good paintings. However. the museum only has a few visitors. (despite) Th at TV series is long-running but the storyline is very weak . (al though) 4 There were some good scenes but I didn't enjoy the play. (despite) 5 The ballet was too long but I liked one of th e scenes. (however)

~ Choose one of the things (a-e) below


that you have seenllistened to recently. Use the network in Exercise 1 to write a 'for and against' list.

Work in pai rs. Think of examples of the things below and give your opinions of them.

a a f ilm b a concert c an album or song

A: My favourite celebrity singer is Lady Gaga. I think she is great B: I don't think so. I prefer ...

celebrity singer girl/boy band lead actor in a recent film a hit song lead guitarist of a rock band greatest hits album

e e

d e f

a play a TV series a musical


Give students an example using something you have seen recently. Before making their lists, ask students to make some notes about the thing that they have chosen using the netwo rk . Give them a few minute s to write their lists .



'""' n



j:;' tJ)


Encourage students to use some of the nouns from the Word Builder and the contrast linkers if they are able to.

Use your notes to write a short review (a paragraph) with your opinions. Work in pairs. Read your partner's review. Do you agree with it? Tell the class.



Part 2 Extra Warmer Noun + noun hangman Recap on the noun + noun phrases from the previous lesson by

play ing Hangman on the board. Using these phras es as prompts, brainstorm the other phrases with the class. Write them up on the board.


If students haven't seen or heard the film or song in the review, ask them to comment on whether it is a useful review instead. Ask: Would you go to see the film or buy the album?

Elicit ideas and write them up on the board.

Now your students can:

Tip: Even if an exercise looks straightforward,

â&#x20AC;˘ evaluate a text

students sometimes find it difficult to come up with ideas and this can hinder the activity. Elicit some ideas from the class first to help out those students who might struggle and to get the activity moving.

â&#x20AC;˘ use noun + noun and contrast linkers to make their writing more interesting.



ac g ound /,





Vincent Van Gogh

Warm Up

(1853-1890): a Dutc h postImpressionist painter. He suffered f rom anxiety and frequent bouts of mental illness throughout his life.

o Choose one of the paintings (a-c). Which words below describe it best? Explain your choice. beautiful weird moving original

Starry Night: a paint ing by Van Gogh which he painted while in a mental clini c.

o Read the texts (1-3) and match them with the statements (a-c).

a The artist understood art as an intellectual activity. 3 b The original shapes and colours in the painting are due to the author's illness. 1 c The painting was inspired by a moving personal experience. 2-

Edvard Munch (1863-1944) : a Norwegian Symbol ist pa int er. His best-known composition , The Scream, is pa rt of a series called The Frieze of Life.

o Which of the paintings would you like to have in your room? Why?

The Scream: a painting by Edvard Munch which shows an agonised figu re against a blood-red sky.

Past Conditional

o Read the Past Conditional sentence and answer the questions , It Von Gogh's vision had been 'norma/', he could have sold more than one pointing in his life.

Rene Fran~ois Ghislain Magritte (1898-1967): a

I Vin cen t Va n Gog h's Stan ] N ight shows the nigh t , : \.vith clouds, s tars in ci rcles of lig ht and a brig ht m ~ Va n Gagh had visio n pro bl ems and maybe, if he hadbeen ill , he wou ld have pain ted Stan ] N ight d ifferen Ex perts think that he was po isoned with the lead frothe paints he used and may have seen ci rcles of light aro und obj eclS . Va n Gogh also suffe red from e pil ep" and LOok a d ru g that can ma ke yo u see yellow SpOlS. just li ke the sta rs in rh is pa inti ng. Unfo rtu na tely, Van Gogh's unique pa inting wasn't very popu lar and he only so lei onc painting in his life. W ho knows, he could have sold more if his vis ion had been 'n ormal

1 Was Van Gogh's vision normal? >1.0 2 Did he sell more than one painting in his life? >1.0

8e lgian Surrea list artist. He became well known for a number of witty and thoughtprovoking images .

The Empire

scary disturbing intellectual

4) Read the Past Conditionals in bold in the text and complete the pattern. (condition) If +

0/ Lights: a


(result) tense


painting by Magritte.

would/could/ might + ft.vo + 3" form of the verb

o Read the rule. Then write the facts from the past which the conditionals refer to.

Warm Up

We use the Past Conditional to talk about unreal past situations that we only imagine a nd their imagined consequences.


Check understanding of weird, intellectual and disturbing (in L1 if you need to). Elicit ideas from students. Encourage them to give reasons, e.g. It's weird because the face looks strange. Ask students if they know any of th e paintings.

1 If Van Gogh hadn't been ill, he would have painted Starry Night differently. Fact 1: He was ill. Fact 2: He painted Starry Nigh t as we can see it. 2 Munch might not have painted The Scream if he had felt good. Ho p.i",,,,,

Fact 1:

=_=: f' S

Fact 1:




Past Conditional


Read the sentence and do the checking questions as a class.

Answers: Student page


Elicit the Past Conditional. Write up the patterns on the board. Ask checking questions like the ones for Exercise 4: Did Munch feel okay (better)? (no) Did he point 'The Scream'? (yes) Did Magritte wont to make people think? (yes) Did he point 0 starry sky? (no).

Answers: Student page :: :: : :eas and ask : ---= :::-:: :: 5 . e reason s.

. Fact 2: Ho did".'t fed

would have painted 0 starry sky. Ho Fact 2: Ho did'1.'t p.i", . pe4pte to tMU'iK ~ !t"l'rry .fky


Give students a few min utes to read the texts. Ask some further checking qu est ions: What did Van Gogh point? (the clouds, the s ars and the moon) What " ness did he hove? (epilepsy) ; / at type of pointing is 'The Scream '? (expressionist) What ess did Munch suffer from? : f'J ress ion) Is the Magritte : ::: -: ing th e day time or night oth) What did he .', :- ~ is painting to be like?

Tho 5""",,,,

3 If he hadn't wanted to make people think, Magritte


Students write the facts.

Answers: Student page

2 The Scream by Edva rd Munc h is an expressionist painting , shOWing a fi gure against a blood red sky. In his diary, Mu nc h tal ks abou t his inspira ti on. '[ was walking along with two friends and the sun was se lling. Sudd enl y the sky turned blood red - I stood there s hak ing - I felt a scream o f nat u re .' Mu nc h suffered from depression. He might n ot have pa inted Th e Scream if he had felt better. ExperLs claim tha t the paimi ng represen lS the pain of people suffering from I11 cn lal illn esses.



Grammar Alive

Grammar Alive Regrets 3 The Empire of Light.l , a surrea li st paintin g by Rene M'grille , presents a night scene under a daytime sky.


11 takes time to noti ce th at

this scene is co mplete ly impossibl e. Magriue was a painter of thoughts and ideas. His pai nti ngs are intell ectual puzzles, p layi ng w ith rea li ty and illus ion . His m ethod was to shock th e viewer and chall enge their preconcepti ons. If he hadn't wanted to make peo ple think, he would have painted a s tarry sky.

Listen to two people visiting a museum . What three things does Heather regret about her past actions?

~ Work in pairs. Use the cues to take turns to ask and answer about things you regret about the past.

A: 00 you regret anything from your past? B: If I hod gone on the school trip to PariS, I would've seen the most famous impressionist paintings.

1 didn't go on the school trip to





Which of the sentences (1-2) is correct about Edvard Munch? 1 Why? How do you say the sentences in your language?


1 If Munch hadn't painted The Scream, he wouldn't have 5

become famous. 2 If Munch had painted The Scream, he would have become famous.

6 7



Complete the Past Conditionals with correct forms of the verbs in brackets. Van Gogh would have sold (sell) more paintings if he had not had (not have) vision problems. 2 If Van Gogh (not kill) himself at the age of thirty-eight, he (become) a successfu l painter. 3 If Munch (not observe) nature, he _ _ _ _ (get) inspiration from somewhere else. 4 Magritte _ __ __ (not make) his paintings intellectual (not have) a sense of humour. puzzles if he


Paris - didn't see the most famous impressionist paintings painted my room dark red -I had to repaint it after two weeks didn't buy a Picasso poster - couldn't hang it in my bedroom haven't been to Madrid - haven't visit the Prado didn't go to art classes - didn't learn to draw spent all my money on silly thingscouldn't buy a Gaugin reproduction painted a picture for my girl fri end - she left me wasn't born in a artistic family - didn't learn to paint

~ Complete the sentences to say something true about yourself. Write three more conditional sentences to talk about your imagined past.


Play the recording t wice if necessary,

Answers: 1 She regrets going shopping and not to t he museum , 2 She regrets that she didn 't learn to draw or paint. 3 She regrets that she brought Jim with her.


Go through the example and prompts carefully with the class, Do a second example if necessary,


Students do the exercise, then check their answers in pairs before the class check.

Ask students how the paintings on the page prove this,

Now your students can: â&#x20AC;˘ use the Past Conditional to talk about the unreal past and regrets.

1 If I had been born a hundred years ago, _ _ _ . 2 If I had been brought up abroad, 3 If I had chosen a different school.

Write Past Conditionals based on these facts. 1 Picasso lived for nin ety-two years. He painted hundreds of pictures . If Picasso hadn't lived for ninety-two years, he wouldn't have painted hundreds of pictures.

2 Leonard o da Vinci was a perfectionist. He spent twelve years painting Mono Usa's lips. 3 The Mexican painter Frida Kahlo had an accident as a child. She painted self-portraits full of pain. 4 Rembrandt was a respected painter in his lifetime. He tau ght a lot of important Dutch painters. 5 Andy Warholloved celebrities . He painted Marilyn Monroe.




These sentences should clarify for students how the negative form can be used t o ta lk about the unreal past (even though it has a positive meaning - he did paint The Scream and he did become famous),

Answer: Student page Fo r practice, students turn to

'A m an paints with his brains and not with his hands.'



Go through the example, Students do the exercise, then check their answers in pairs ,

Answers: 2 hadn't killed; would have become 3 hadn't obse rved; woul d have got 4 wouldn't ave made; hadn't had

Students use Exercise 5 and the examples from the text to help them,

Answers: 2 If Leonardo da Vinci hadn 't been a perfect ionist he wouldn't have spent twel ve years paint ing Mono Usa's lips. 3 If the Mexican pa inter Frida Kahlo hadn't had an acci dent as a chi ld, she wouldn't have painted self-portraits f ull of pai n, 4 If Rembrandt hadn't been a respect ed paint er in his lifetime, he wouldn't have taught a lot of important Dutch paint ers. 5 If Andy Warhol hadn't loved ce lebri t ies, he wouldn't have paint ed Marilyn Monroe, For practice, students turn to



Background George Gordon Byron (Lord Byron) (1788-1824): a leading figure in Romantic ism, he is regarded as one of t he greatest Bri tish poets , His works inc lude t he poe ms She Walks in Beauty and When We

Two Parted,

Mary Shelley (nee Mary Wollstonecraft Godwin) (1797-1851): a Britis h novel ist, short-story writer, dram atist, essayist, biographer an d trave l writer.

Frederic Chopin (1810-1849): a Po lis h compose r, pia ni st and music teac her, He was one of t he great masters of Romantic mus ic.


Tracey Emin: an Engl ish art ist and part of the group known as the YBAs (Young British Artists) ,

C1ID Look at t he pictures of the artists (a-e). Listen and match them with the descriptions (1-5 ). 1 This artist painted a pictu re at the age of twent y·

choreographer - dance - ballet

Types of art

Pablo Picasso (1881-1973): a Spa nish pa inter and sculptor who lived in Fra nce, He is best known for co-founding the Cubist movement.


Vocabulary Look at the network. Match three types of artists with their types of art and the works they create.

six that changed modern art. d 2 This artist presented her own bed as a piece of ar in the 1990s. e. 3 This person started co mposing music in his teen s and died young. c 4 This person wrote a f amous novel at the age of twenty during a wet summer. b 5 This English Romantic poet, called 'mad, bad and dangerous to know', died at thir t y-five. "

Artists choreographer, composer,

Visual arts: dra wing, film,

film director. musician, novelist

pa inting, photography, sculpture Literature: fiction, poetry Performing arts: dance, opera,

painter, photographer, playwright, poet. scriptwriter. sculptor, songwriter

music, theatre


C1ID Listen again and answer the questions. 1 The artists who most often do their best work

Works of art • a drawing, a film, a painting, a photo.

Warm Up


a sculpture, an art installation • a novel, a poem, a screenplay. a short story • a ballet. a concert. a musical, an opera, a play, a symphony

Give students a few minutes in pairs to work out a variety of combinations,

Extra Exercise Write words from the network on small pieces of paper - one word on each piece, Make sure you have one piece for each student. Give each student one word, Tell them to find other students to match their wo rd , Once they have done t his, tell them to move around ag ain and find new partners, For practice, students turn to


Give students a few min utes to complete the exercise, Tell them to use the network in Exercise 1 to help , em , Elicit ideas,




4 Your Culture Choose two of the greatest artists from your country. What are they famous for? Cervantes is the most famous Spanish writer He wrote fiction and is famous for the novel Don Quixote.


when young are: a painters and sculptors. ~ musicians and poets. c film directors and novelists . Young artists often want to: a do things the same way as always . b express more emotion. © t ry new styles . The lives of the English Romantic poets were often: @ unconventional. b not very interesting. c conventi onal. Chopin produced his best work in his : a teens. @ twenties. c thirties. Tracy Emin's work: @ was shocking. tJ changed modern art. ( is now considered great.



Elicit anything students may know about the artists in the photos. Give students a chance to read through the sentences before listening, Can they match any of the facts to the artists before li stening?

Answers: Student page


Give students time to read through the choices and circle any of the answers they already know before playing the record ing again.

Answers: Student page


o Choice


Do this as a class exerc ise using choral drilling to star t, then choose a few students t o repeat each expression ,

4) Cilm1D

Watch two interviews without sound . Are the sentences true (T) or false (F)? Watch the interviews with sound and check your guesses.

2 3 4 5

Interest in modern art is increasing in the UK. T There is more and more art outside the galleries and museums . T Stuart Semple sent thousands of smiley clouds into the sky in Bristol. F Stuar!'s clouds are made of helium and snow. F jeppe Heine's labyrinth is made of thousands of mirrors. F


Give students a fe w minutes to complete the exercise, Students check in pairs before the class check,


Emphasise that they can choose anything they like, it can be modern, e,g, a recent film, song or book that they have enjoyed.

o Cilm1D Watch again. Match the things the artists want to do with their installations (a-d) with the artists: Stuart (S) or jeppe (J) .


Give students a few minutes to discuss,

a get people to interact with art] b become part of the installation] c help people to make contact with each other] d make people happy and laugh 5

Extra Exercise Put students in groups to discuss their works of art. Tell them to try and persuade each other to read, see or listen to their work of art. They can use adjectives from the Topic Talk page to describe them,

atching and Speaking


Cll'!l!J!'j listen to or watch a classroom presentation . Answer the questions.

1 2 3 4

What reasons does Katie give for liking Follow Me? Why does jamie like t he statue of Cary Grant? Why doesn't he like Follo w Me? Why doesn't Katie like the statue of Cary Grant?

Now your students can:

o Look at the Talk Builder. Which of these things

• identify types of art and artists

(a or b) do the expressions (1-10) do? a give examples to support an opinion b give reason s to support an opinion

Talk Builder Opinions: Reasons and examples

Z 3


In my opinion, it's really interesting because of all the refle ctions. b For example, you can see reflections. <If The main reason I like the statue is that it's so natural. b Another reason I like it is that you can also see reflection s of yourself. b The details are great, like the lines on his face. <If Another example is his book. <If The reason for that is that I'm not really into modern art. b I prefer traditional art as it's more natural. b Take jeppe Hein's labyrinth, for example. <If I didn't like it because it's not very imaginative. b


Pronunciation listen and repeat the expressions .

~ Use the Talk Builder to write sentences with your opinions about the two works of art.

a. Work in pairs. Choose one of your favourite works of art from the list (a-d) below. Write notes about your reasons for liking it with examples. a b c d

a famous painting, drawing or photo a play, musical or film a piece of music or concert a poem, short story or novel




n' to


• give their opinions with reasons and examples,


~ Work in pairs. Use your notes to talk about your works of art.

DVD Choice 4)

Some of these statements will be easier answer than others without sound, Tell stud ents not to worry as the first viewing will e just to familiarise themselves with the clip. '0

Answers: Student page


Watching and Speaking


The presentation is about the mirrors installation and a statue of Cary Grant,

Answers: 1 You can see trees, plants, the reflections of other people and your own reflection . 2 It looks natural. The details are great too, like the lines on his face and his clothes . 3 He's not into modern art, It's a bit weird and difficult to understand. 4 It's not very interesting. It's just a copy of him,

Check understanding of installation again , -\I so, check which artist is responsible for :lhich installation so that students are clear Jefore they try to match (Stuart: the smiley :::Iouds; Jeppe: the mirrors).


Answers: Student page

Answers: Student page

These are all expressions from the text,

Go through

R 55 ,


Language Review Modules 10 and 11

Th is review focuses on the vocabulary and language areas cov ered both in Module 10 and Modu le 11,


o Answers: Student page o Answers: Student page o Answers:

There is quite a lot 5~ where I live. I 6~ watching plays than reading novels. I'd love to be 7~ to paint better. The best 8~ I've been to recently was a 18 musical.


Multi-part verbs (2)/Noun + noun Complete the review with one or two words for each gap. I went to a concert with a friend who I get with very well. I was looking forward 10_t_o_ it but the group played pop 11 wtlo!.fu. and they have come 12u p with some terrible new songs. The 13~ singer was bad and the group hadn't kept H U p with the latest sounds. They played some good songs from their greatest hits 15 qibwn but in genera l we were 17 disappointed.


21 You should study ICT in order to get a job, 22 I did a part-time job for the money, 23 I am doing a Spanish course so that I can work in Spain, 24 The salary is good although the hours are long, 25 Despite her good qualifications, she has no experience, 26 Although her CV was good, she didn't get the job,


Asking what to do Order the words to make questions about London. 16 advise / you / could / me / where / to visit? 17 what / do you / know / there is / to do? 18 how / you / could / to travel/ advise me / around? 19 where / tell me / concerts? / to see / can / you 20 to visit? / which I you I do I know I museums 15

o Purpose/Contrast Iinkers Use the words in

Polite requests Use the words in brackets to rewrite the questions. 39 40 41 42 43


Can I ask you a question? (is I okay) Can I close the window? (do I mind) Could I take a break? (do I think) Why do you want to learn English? (con I say) Where are the toilets? (can / tell me)

Opinions: Reasons and examples Complete the monologue.


Self Assessment €ID Listen and check your answers. Write down the scores. Use the table to find practice exercises. Exercise If you need practice, go to 1 Language Choice 55 and 61 2 Language Choice 58 and 63 3 Language Choice 59 4 S8 p.83 ex.4, p.87 ex. 10 5 Language Choice 56, 57, 60, 64 and 65 6 S8 p.84 ex.5 S8 p.91 ex.10 7

23 I am doing a Spanish course. I want to work in Spain. (so that) 24 The salary is good. The hours are long. (a/though)


In my 44~ , that musical was good 45~ of the songs in it. For 46 extlfwtpie , the last one was great. Another 47~ I enjoyed it was that the acting was good. "'~ the lead singer, for 49~ - he's a brilliant dancer. I didn't like the story - the 50 retlfsol1- for that was the weak ending.



27 He wanted to know how


brackets to join the sentences. You should study ICT. It's important for a job. (in order to) 22 I did a part-time job. I needed the money.

o Answers:

Reported questions/Conditionals/Past Conditionals Rewrite the sentences with the words in brackets, 27 'How long have you been a doctor?' (He wanted to know .. , ) 28 'Did you enjoy the musical?' (I asked them .. , 29 'What languages are you studying?' (She asked me ... ) 30 'What will you do after the exam" (They asked her ... ) 31 People who study at that university get good jobs. (If you study at ... ) 32 She can't get a job because her English is poor. (If her .. , 33 My cousin did not study and he got a bad job. (If my cousin ... ) 34 He needs to do a good interview to get the job. (If he ... ) 35 I am bad at maths so I can't study ICT. (If / wasn't ... ) 36 I didn't enjoy it because the acting was bad. (If the acting ... ) 37 I failed because I didn't answer the question. (/f / ... ) 38 Van Gogh saw things differently so his paintings 112 were original. (If Van Gagh ... )


o Answers:



I'm good at 1~ with people so I'd enjoy a in the media. In the 3~ , I might work as a reporter. In the past. I've done part-time 4 work as a life guard.

16 Could you advise me w here to visit? 17 Do you know what there is to do? 18 Could you advise me how to travel around? 19 Can you tell me where to see concerts? 20 00 you know which museums to visit?

long I had been a doctor. 28 I asked them if they had enjoyed the musical. 29 She asked me what languages I was studying, 30 They asked her what she would do after the exam , 31 If you study at that university, you will get a good job, 32 If her English wasn't poor, she could get a job, 33 If my cousin had studied, he wouldn't have got a bad job, 34 If he does a good interview, he will get the job, 35 If I wasn't bad at maths, I could study ICT. 36 If the acting hadn't been bad, I would have enjoyed it, 37 If I had answered the question, I wouldn't have failed , 38 If Van Gogh hadn't seen thi ngs differently, his paintings wou ld not have been original.

Careers/The arts Complete the texts with one word for each gap.

25 She has good qualifications. She has no experience. (despite) 26 She didn't get the job. Her CV was good. (a/though)


o Answers: 39 40 41 42 43

Is it okay if I ask you a question? 00 you mind if I close the window? 00 you think I could take a break? Can you say why you want to learn English? Can you tell me where the toilets are?

o Answers: Student page

Self Assessment • Students check their answers by listening to the recording, Check spelling where necessary, • When they have finished, get them to look at their scores for each section and decide what language areas they need to do more work on. Ask them to use the table to find practice exercises, • Give students time in class or at home to complete the practice exercises they identify, • Direct students to the Learning Links at the bottom of the page to complete either in class or at home.




Give students a few minutes to work out the answers in pairs, Before they match the inventions with the dates, ask them to order the inventions from the earliest to the most recent, This will help them with the matching, Ask students what they think is the most useful invention out of the eight objects ,

Answers: page 130 Extra Exercise

I've studi ed 1..JliQ1.QaJL ,


Tell students to look through the other inventions in the network, In pairs, ask them to choose three inventions that they think are the most important, Check understanding of some of the most common unknown words , Are there any other inventions they would like to add to the box?

and chc ... istry

I '@don't like science because of the

' moths/


focts/e&!erime~/teochers. I'd like to learn (more) about ' ... eleprology I think the t wo most important inventions ever are (the) 5 i.uernu and (the) ~

Tell students that they are going to listen to two teenagers talking about inventions. Give them one mi nute to read through the st at ements ,


Two inventions that make life more comfortable are (the) 61ight bull:a nd (the) ~ . In the 21" century, I predict that , ."'ili,i./ ,. " ,,

Answers: Student page


Tell students to read through the network and elicit any answers that they can remember.

Answers: Student page


Pause the recording as necessary to allow students time to mark the stress.


The match: was invented by English chemist john Walker.

The wheel: the oldest wheel was discovered

Asprin: Felix Hoffmann, a German chemist

in Me sopotami a and is believed to date back to 3500 BC.

discovered the form of aspirin that we use today when searching for something to help with the pain of his father's arthritis,

The compass: was invented in China , Before the invention of the compass, navigators used t he Pole star, the moon and the sun .

The button: was not used to fasten clothes

The zip: officially invented by Gideon Sundback, head of design at the Universal Fastener Company in New jersey, America ,

until the thirteenth century in Europe,

The microchip: wa s invent ed by Americans

The battery: a device that stores and

j ack Kilby (an electrical engineer) and Robert Noyce. They had both been work ing separately on the same idea.

converts chemical energy into electric energy. It was invented by Alessandro Volta, an Italian physicist

Answers: Student page For practice, students turn to LANGUAGE CHOICE 67,

e Try to mix the groups with boys and girls if possible - they will probably have different ideas,

Now your students can: â&#x20AC;˘ talk about science and technology,




Background Nicolaus (opernicus (1473-1543): a priest at th e cathedra l at Frombork, a town in northern Poland . He studied the stars and planets. Copernicus was the first to produce a mathematical model to show how th e Earth revolves around the Sun (heliocentri sm) but he wa s worried about publishing his wo rk because he was afraid of being charged with heresy. Titled De revolutionibus orbium coelestium, his work was finally publ ished in 1543.

Warm Up


Copemicus's Grave Found

Read the information below about Nicolaus (opernicus. Which facts did you know before and which were new?

Researchers used DNA evidence to identify Copernicus's bones.

Nicolaus Copernicus (1473- 1543), a Polish mathematician, physician , artist, astronomer, diplomat and economi st, was the first scientist to create a mathematical model of the uni verse with the Sun, not the Ealth , at the centre.


DNA testing: in Z010, DNA profiling identified Tutankhamun's parents.


n 2005, Polish archaeologists found a skull and an incomplete skeleton in the cathedral in Frombork, where Copernicus was buried on 24 May 1543. The skull was used for identification and forensic experts found that it had belonged to a 70year-old man, with a broken nose and a cut above the left eye. Copernicus died at seventy, had a broker: nose as a result of a childhood accident and in a self-portrait painted himself with a scar above the left eye. Experts were able to reconstruct the man's face and it matched Copernicus's contemporary portraits. However, they had to perform DNA tests to confirm the identity of the skull's owner. They couldn't easily find genetic material from Copernicus's close relatives but they were able to find a book he had owned for decades, at Uppsala University. They didn't have to look long to find nine hairs within the pages, some with good DNA samples. The DNA from the hair was the same as from the bones found at Frombork cathedral. Interestingly, the analysis revealed th at Copernicus probably had blue eyes, although he usually has dark eyes in his portraits. Some scientists say the team should not have announced their findings so early - they should have looked more carefully for the DNA from Copernicus's mother or her relatives to check the results, as it is the mother's DNA that is passed on intact from mother to child. Despite these controversies, the great astronomer was officially buried again on 22 May 2010 in Frombork cathedral. The search for his mother's DNA still continues.


Read the text and look at the photos. Which features of (opernicus's face did scientists discover from his skull and his DNA? How did they identify (opernicus's skeleton? Do you know about any other cases where DNA tests were used to identify someone? Tell the class about it.

Past modals

Warm Up


Extra Exercise

When we talk about past actions. we often use these modal verbs and expressions:

Write up Nicolaus Copernicus on the board. Elicit any information that students know about him. Write up their ideas on the board. Tell students to open their books and check their ideas by reading the short text.


was/were able to, cou/d/couldn't, had to!didn't have to + ~>titive . â&#x20AC;˘ should/shouldn't + ~ + 3" form of the verb.


Read the text aloud or ask a confident student to read it.

Answers: From his skull, t hey discovered that he had a broken nose and a cut above the left eye. From his DNA, t hey discovered that he probably had blue eyes.


If students are unable to come up with exact examples, as k them more generally what DN A can be used for or give th em some examples. (See the Background notes for help.)


Match the sentences (1-6) with the meanings (a-f). Use the examples in bold in the text to help you. 1 I was able to

o o

Give students a few minutes to skim the text. Ask further checking questions: When was it found? (ZOOS) What did they find at Uppsala University? (a book that belonged to Copernicus) Where did they find his DNA? (on hairs in the book) What colour eyes did he have? (blue) When was he officially buried? (Z010).

Look at the verb forms in bold in the text and complete the rule.

2 3 4 5 6


a I didn't do it because it was impossible! too difficult. I couldn't do it. b I was obliged to do it. I had to do it. c I was not obliged to do it. I didn't have to do it. d I had the ability! possibility to do it. I should have ; one J it f e I did it and I feel bad about it. I shouldn't have f I didn't do it and I done it. feel bad about it.


Past modals


Students complete the exercise before the class check.

Answers: Student page


This exercise will help students with the meaning of the forms. Give them a few minutes to complete. Students check in pairs before the class check.

Answers: Student page


Grammar Alive


Obligations and mistakes

Match the sentences (1-3) with the comments (a-b) .


1 After a long search I found a photo of

Grammar Alive


Tell students to look at the photo. Elicit ideas from them about what it is. Ask them what they think archaeologists have to do.

~ Listen to dialogue 1. What were Peter's duties? What did he ill!! have to do?

Copernicus' DNA. @ I was able to f ind a photo of Copern icu s's DNA. b I couldn't fi nd a photo of Copernicus's DNA .

2 I failed the exam because I didn 't study. a I had to study. @ I should've studied.

Answers: Peter had to clean t he tools and remove the sand . He had to get up ve ry early but he didn't have to cook or clean .

3 I didn't have astronomy at school so I didn't learn it. @ I didn't have to learn astronomy. b I shouldn't have learned astronomy.



Rewrite the sentences using the modals from Exercise 5.


8: A: 8: A: 8:

Scientists were able to discover the DNA of 0419 million-year-old bacteria.

2 It was impossible for Coperni cu s to publish his work f or th irty yea rs. 3 I wasn't obliged to learn about DNA at school. 4 Archeo log ists were obl iged to provide more evidence for their f ind ings. 5 Forensic experts made a mistake - they destroyed a piece of ev idence. 6 It was a mistake that I didn't study more science subjects. 7 My science teacher had the ability to explai n the most difficult problems to us. Complet e the sentences about the past with had to, didn 't have to, COUldn 't, was/were able to, should have, shouldn 't have and a correct form of the verb in brackets . 1 My dad ~ (get) a job as a sc ience teac her becau se he didn't have a degree in science. 2 Th e mummy was in bad condition but scientists _ _ _ _ (identif y) its DNA. 3 The police at t he crime scene _ _ _ _ (put on) gloves - t hey damaged some evidence. 4 Scientists (do) a lot of tests in order to confi rm their theory. 5 We (sea rch) for evidence for a long time, we found it very quick ly. 6 I (choose) to study science - I hate sitting in a laboratory all day. L




Work in pairs . Use the cues to act out dialogues.

A: What did you do last summer?

1 It wasn't easy but scienti sts discovered t he DNA of a 41 9 million-year-old bacteria.


Put students in pairs. If you had a job as a teenager, tell students what you had to do or didn't have to do. Ask them if they have ever had a holiday job. Elicit from them what they did or didn't have to do. Give students a few minutes to ask and answer.

I worked in a res taurant. Wha t did you have to do' I had to take orders and serve the toad. Did you have to wash up? No. I didn·t.

1 in a restaurant I (+) take ord ers and se rve the food I (-) w ash up 2 at a petrol station I (+) wash wi ndscreens I (-) serve the customer s 3 at a swimming pool I (+) teach swi mming I (-) play with sma ll kids 4 in a hotel I (+) carry the customers' luggage I (-) dea l with money 5 at a fast-food bar I (+) prepare th e fo od I (-) clean


Tip: Telling students a few appropriate details about what you might have done in your life often helps with class rapport. Although you are their teacher, you still have experiences that you can share that are both useful and can help establish a good relationship.

::..::> Listen to dialogue 2. What mistakes does Peter think joe made?

~ Work in pairs. Take turns to use the cues to act out dialogues .


A: I'm hungry. 8: You should've eaten a bigger breakfost. 2 3 4 5 6

hungry -+ eat a bigger breakfas t have got a headache -+ not go to bed so late fail the test -+ study more have got a cold -+ wea r warmer clothes haven't got any money -+ not spend it on COs ti red -+ not play computer games all night

Answers: He should have

~ Use the beginnings to write about things that happened to you last week.

made hims elf a sandwich at bre ak fa st. He got up too late. He shou ldn't have gone out the night befo re.

I had to _ __ _ __ __ __ _ 2 I should have _ _ _ __ __ _ __ 3 I was able to _ _ _ _ _ _ _ _ __ 4 I couldn't _ __ _ __ __ _ __


G 95




Check understanding of mummy as you do number 2.

Students complete the exe rcise.

For practice, students turn to


Answers: Student page


Students complete the exercise.

Answers: 2 Copernicus wasn't able publish his

For practice, students turn to


40 Answers: 2 were able to id entify 3 should have put on 4 had to do 5 di dn't have to search 6 shouldn't have chosen

Ask checking questions:

Did Joe make a sandwich? (no) Why not? (because he got up too late) What did Joe do last night? (he went out).

Put students in pairs. Elicit the answer to number 2. Give students a few minutes to ask and answer.


Students complete the exercise. They check in pairs before the class check.

Now your students can: • identify and use a variety of Past modal verbs • talk about obligations and mistakes.

work for t hirty years . 3 I didn't have to learn about DNA at school. 4 Archeologists had to provide more evidence for thei r findings. 5 They shouldn't have destroyed a piece of evidence. 6 I should have studied more sci ence su bjects. 7 My science teacher cou ld explai n t he most difficult problems to us .



Background This lesson is about predictions that have been made about the future in science fiction books and films.


Part 1


Warm Up


Extra Warmer

o Read the article again and answer these

Warm Up look at the headings in the text. Which of the things predicted by science fiction exist now or have happened?

Read the text and check your guesses from Exercise 1.


Ask students if they like sci-f i books or films. If so, what are their favourites?

1 The text is from: a a scientific te xtbook. (Ba newspaper. c a scient ific journa l. d a teenage magazine.


2 The writer's intention is to: a review sci-fi fi lm s b talk about his favourite science fict ion. © laugh at sci-fi mistakes. d explain th e science in science fictio n.

Go through each heading. Elicit what students think 'intelligent robots' might do. Write up any useful vocabulary on the board. Check pronunciation of sci-fi /sal fa d

3 The writer was a child in: a the 1950s. b t he 1960s. c the 1980s. @ the 1990s.

4 He thinks current technology is: a amazing. @ disappointing. c useful. d like that in sci-fi films.


5 He thought that the toys when he was a kid were: a exciting. @ boring. c sophisticated.


Give students a few minutes to skim the text for the answers.

d futuristic.


Answers: vi deo phones

Use a dictionary to match the verbs in blue in the text with the meanings (1-8). Then classify the verbs as a, b or c below.

Inventions of the future? If you were a child in the 1950s, by 2010 you would haVE expected to see moon bases and a robot in every house. recently as the 1980s, we were told to expect flying cars hover-boards but what do we actually have now? We just have touch·screen mobile phones and Wikiped ia what we were promised by science fiction. 50 who thou gthese predictions up and got them wrong?

Intelligent Robots The 1949 short story Robbie by Isaac Asimov is set in the year 1998 and is about a robot helper and a friend to a cl' : called Grace. However, in 1998 the on ly robots you coul d f • in real life were those in car factories. Nowadays in Japan, robots ca rry out simp le domestic tasks but they are certain_ not friendly or clever.

Space Travel 5tanley Kub ri ck's 1968 film. 2007: A Space Odyssey, pred ic-~ many things: killer compute rs, moon bases and video phone; (that guess was right althoug h th ey've never been that pop_ One of the main predicti ons was a trip to Jupiter and fre quespace flights on which strangely dressed space-hostesses ha- _ drinks out. In the real wo rld a few years after 2001, there a= plans for space tourism to take people into orbit for short periods. NASA had plans to send astronauts to Mars but it" quietly giving them up. So Space Odyssey was nearly rig ht a: space travel.

1 to be made pub lic 2 to stop doing somethin g


3 to move 4 to disappoint somebody 5 to give something to someone 6 to do a job

Te ll students that th is is about the w riter's intention. Elicit how students should approach this type of multiplechoice exercise. Ask : Do you need to look for specific details or overall context? (context) Will you find the answers in certain parts of the text or in a range of places? (a range of places). Give students a few minutes to complete the exercise.

7 to find something


Vocabulary look at the Word Builder. Answer the Questions.

8 to invent something

a no object, e.g. to come out b object is always at the end . e.g. to

When do we put the object in the middle of the verb: when it is long or short? who!' it is s/.uJrt 2 When we use a pronoun, where do we put it?

come across

il1- the. middle-

something/somebody c object can go in the midd le or at the end,


the. multi- p(I(rt ve-rb

e.g. to

think something up

Word Builder Multi·part verbs (3)

1 Who thought these predictions up? 2 Who thought up all these science fiction predictions? 3 '. Ilie the~ght all these seieAee fiftffift ~reaietieAs ~II?


Who thought them up?

5 ',,'lie lhe~ght till tlieffi?


10 VOCA t. AkY F'RAC

Answers: Student page


Go through S


BUILDER 22 to recap on choosing definitions. Check the answers to the meanings before students move on to classifying the verbs.

Answers: 1 came out 2 give up 3 go around 4 let down 5 hand out 6 carry out 7 come across 8 think up l a 2 c 3a4 c S c 6 c 7 b 8 c



Go through the questions with the class.

Answers : Stud ent page Fo r practice, students turn to


Extra Discussion Either in groups or as a class, ask students what they think of the predictions in the text. Do they think that any of the predictions that haven't come true so far, will do in the next 20 years? Do they have any of their own predictions?




Students make notes about anything they remember before listening again.



~ Use the strategies in the Skills Builder to listen to an interview about science fiction and work out the meaning of the words (a-h).

Answers b sky-scrapers, high-speed trains, television, submarines, spaceships c atom bomb, air conditioning, lasers d human-like machines e test tube babies, cloning f totalitarian society, CCTV g internet, virtual reality h communication satellites

a sky-scrapers b high-speed train c atom bomb d test tube bilbies e cl oning f clo sed-circuit TV cameras g communications satellites h manned space mission

Discovering Alien Life n the 1984 fi lm, Odyssey /I, a spaceship comes m oss alien life in t he oceans of Euro pa, one of _J piter's moons. This predictio n is reasonabl e Jecause astro-biolog ists consider Europa one of :ne best places for extraterrestrial life in ou r sola r ;ystem. Unfortunately, nobody will be there any Jme soon.


a Mary Shelley: the dangers of science, artificial life b Jules Verne c HG Well s d Karel Capek e Aldous Huxley f George Orwell g Stanislaw Lem h Arthur C Clarke


; ccording to the Back to the Future fi lm series ,'h ich was popular in t he late 19805 an d ea rl y -9905, yo ung people should now be going ;round everywhere on hover-boa rd s. A generation :f chi ldren, like me, wanted one in t hei r :h ristmas stocking but our parents let us down - all we got were disap poi ntin g 'futuristic' toys such as a virtual pet ca lled a Tamagotchi which :.a me out in 1996.

TIme Travel :ut the 1994 film, Timecop, starring Jean-Claude an Damme, said that time travel would take : ace in t he year that it came out. It was wrong.

Look at the Sentence Builder. When do we use the words in bold?


Give students one minute to read through the sentences before eliciting the answer. Check understanding.

a to talk about a specific time/person/place @ when we don't wan t t o be specific

Anti-gravity Skateboards

-~e re have been many fil ms about t ime t ravel

~ listen again. Write notes with the writers' predictions.

Sentence Builder whatever/whenever, etc.

Answer: Student page

There are closed -circuit TV camer as wherever you go. They film whoever goes past them and whatever they do. Whenever it is, it'll be very exciting. However we look at it. science can be dangerous.

For practice, students turn to

o o

Put students in pairs. Give them a few minutes to think up a strange planet and make notes. They then complete the sentences. Ask pairs to tell you about their planet. Who does the class think has the most interesting/dangerous/ exciting planet?

Work in pairs . Think up a strange planet and complete the sentences .

1 On the surface of t he planet. you can see red rocks and blue 2 3 4 5

clouds wherever you look. Whenever you go outsid e you need to _ _ __ However you t ravel around th e planet. don't f orget to _ _ . Whatever you do. don't _ _ __ Whenever you see an alien you should _ _ _ .

~ Choose two of the questions (a-d) below. Write notes about the answers . Tell the class your answers. a Do you li ke sci ence fic t ion? Wh y/Why not? b What are t he best sci-fi f ilms, books and computer games ever? Why? c What science fi ction predictions do you t hin k will come true in the future?

OICE 71 .



Students discuss their ideas in groups.

..,c: n





Ask students if they believe that there is life elsewhere. Would it be intelligent life?

Now your students can:

'Th e surest sign th at intelligent life exists elsewhere in the universe is that it has never tried to contact us.'

â&#x20AC;˘ identify and use a variety of multi-part verbs b I Workbook page ll6

Listening Part 2


Go through 8 and :heck students understand the strategies. Go -hrough the first item, eliciting students' ideas as you go, e.g. ask: Can you guess the meaning of 'sky-scraper? Are any of the words similar 1 y our language? Go through the second item efo re they listen. Allow students to listen : w ice if necessary. Students do the exercise in airs before the class check .


â&#x20AC;˘ use whatever. etc. to make their writing more interesting.

Answers: a very high build ings b very fast trains (that can travel up to 300 kmph) c a nuclear weapon d In vitro fertilisation (IVF) where a baby is created outside of the body e creating genetically identi cal ani mals or individuals f cameras on the streets that re cord information g a sat ellite in space use d for t elecommunications h space travel where humans f ly the rocket




Background Cockroaches: flat black or brown insects sometimes found in the home,

Racing Roaches

Robert BolesJaw Zajonc (1923 -2008): a Polish-born

cgv _ __ _ _ _ _ _ _ _ __ _ __ __

In the 1960s, a decade of famous experim ents in soci al psycholog y, a lot of researchers decided to study social behaviour in innovative ways. An American psycholog ist, Robert Zajonc, experi mented w ith cockroach races, He put a cockro ach in a box and switched o n a strong lig ht - he wanted the insect to get sca red. Th e cockroach started to run away from t he light and Zaj onc ti med the run . He denied doing it ju st for sport - he wanted to see how individ uals reac ted to an audience. He fo und th at cockroaches ran faster in the prese nce of t heir mates. This phenomenon has been t ested on other ani ma ls and, of course, human s. Resea rchers

American social psychologist who is known for his decades of work on a wide range of social and cognitive processes ,

Warm Up

discovered that j oggers start running faster w hen passing som eone sitting by the side of the path. The same effect see ms to work in most animal species. The expl anati on is simple: when you are alone, you can take thing s easy but if other peopl e are around, they don 't let you do it. You ca n't risk relaxing in case you need to respond to something they do. This extra alertn ess helps you to improve yo ur performance in simple tasks, like running. However, in complex t asks, w here we have to concentrate, the audience doesn't help us perform better. When Zaj onc made the cockroaches go through a simple maze, they finished later if their companions wa tched.

Extra Warmer Ask students to look at the title of the lesson, the text and the pictures, Ask them what they think the article might be about ,

Warm Up




Give students one minute to sk im the text. Ask further checking questions: Who is Robert Zajonc? (an American psychologist) Did he test humans? (yes) What happens when we do complex tasks? (we have to concentrate so the audience doesn't matter),

Read about an experiment. What did the researcher lea rn about cockroaches' behaviour?

1 The stud ent _ _ _ to help with t he experiment. offered ® promised c suggested

In wh ich of th ese situat ions should having an audience improve your performa nce? Why/Why not?

2 The cockroach ® refused b enjoyed

© didn't want

3 The psychologist ® told b made

© advised

athlet ics co mpeti tion • chess tourna ment


Answer: Cockroach es perform

• repairing a bike exam

Complet e t he t able with t he verbs in bo ld in the te xt . Some verbs belong t o more than one category.


competition and a che ss tournament as there would be people watching



Use your knowledge and a dictionary to add t hese verbs to the table.



Check the first verb together as a class ('decided ' to study), Give students a few minutes to complete the exercise,

Answers: start, w ant need, have; want, help; make; help; deny, sta rt, ri sk Students work in pairs,

Answers: agree, fai l, hope, manage, offer, pla n, promise, refu se; advise, ask, tell; -; ad mit avoid, can't stand, celebrat e, don't mind, enjoy, o Je practise, suggest

For practice, students turn to If you wis h, as sign th e t ask to fast finisher s,


Ask students why in number L suggested isn't pos sibl e (the -ing form follows suggested) , Tell stu dents to use the table in Exercise 3 to he lp them if they are unsure ,

Answers: Student page


Students ski m th e t ext fir st wi thou t trying to comp lete it. Ask : What is it about? (a researcher conducting an experiment) What game is being played? (bas ketball) What animal appears? (a gorilla), Check understanding of distracted,

the rats eat everything. b decided c loved

Complete the description of an experiment with the correct form s of the verbs in brackets. The researcher asks l YOU to watch (you / watch) a basket ba ll game between a white team an d a black team . She want s ' VC" to ",,"t (you / count) the number of times the white team pass the ball. The video starts ,~~_ (play) and you start , ""'1£''1;1 (cou nt) the passes. You successful ly avoid 5--.9~- (get) distracted and you hope 6 to qet (get ) a good res ult. You don't enjoy 7~_ (do) th e task very much but you manage 8 to ",,"t (count) f ifteen passes. When you tell her t he num ber, she asks: 'Did you see the gorilla?' What gorilla?! She lets 9 yo" wot,,, (you / wat ch) t he video again . Halfway through it you see a gorilla in the crowd of players. How did you fa il 10 to see (see) it?

admi t ask avoid can't stand advise agree celebrate don't mind enjoy f ail hope learn love manage offer plan practise promise tell refuse suggest

Verbs with -ing or infinitive


6 They @ let

verb + object + infinitive

Answers: an athletics

me to take a ho li day.

5 They expe rim enting on an imals. a agreed @ denied © started

verb + -ing form

Elicit ideas from the class,

t o take part in the race.

4 I read ing psychology ha nd books. © enjoy a manage b admit

verb + object + to infinit ive

better when they are bein g watched by other cockroaches,



Verbs with -ing or infinitive

verb + to infin iti ve


. , Circle the verbs that can complete the sentences. There may be more than one correct answer.

' f

Tip: Asking students to read aloud can improve confidence and help pronunciation , In feedback, chec k pronunciation of one or two words that you noticed they had problems with,

Answers: Student page Extra Discussion Ask students if they know about any other interest ing social experiments carried out by psychologists, What were the results?

Now your students can: • identify and use co rrect verb patterns ,

S . IllS

Writing Workshop 6 GENETIC. E.N(,.NEERJ~(7 101 -------~

Text Builder


Students do the exercise in pairs before the class check,

Text Builder


Answers: 2 On the other hand 3 To sum up 4 As well as tha t 5 According to them 6 opponents 7 supporters 8 pros and cons 9 drawbacks 10 benefits 11 impact

Match the expressions in blue in the essay with the meanings (1-11).

1 2 3 6 7

one side of t he argument is ... on the one hand ... th e opposite point of view is .. in co nclusion 4 in addition 5 t hey say th at ... peop le w ho are against something people w ho are for something B t he advantages and disadvantages 9 t he disadvantages 10 th e advantages 11 the influ ence of something

··Okay-is there anybody ELSE whose homework ate their dog!"

o Look at the cartoon. Which of these areas is


Check the examp le with students. Give them a few minutes to complete the rest.

Rewrite the sentences using expressions from Exercise 3.

genet ic engineering used in?

According to some scientis ts, .

• robotics • f arm animals • crops • curing diseases • endangered species • developing drugs • making micro· chips

1 Some scientists think tha tthe influence of GE



Answers: 2 On the one hand, GE produces more food . On the other hand, it's dangerous , 3 Supporters of GE disagree with opponents of GE about its impact on human health. 4 I think there are some benefits to GE. 5 To sum up, you can ta lk for hours about the pros and cons of GE.

on t he environment is bad. 2 One point of view is that GE produces more food . The opposite argument is that it's dangerous. 3 People for GE disagree w ith people against GE abou t its influence on human heal t h. 4 I t hin k there are some good things about GE. 5 To conclude. you can talk for hours about the advantages and disadvantages of GE.

Read the essay and check your guesses from Exercise 1.

I 'Genetic engineertng' (GE) is whcn scientists change the genes of a plant or animal. In the 1990s. the first companies produced geneticaUy modified (GM) crops and gene t herapy has been used in med icine. However. there is still debate about the p ro ~ and cons of genetic engi neering.



2 On L1 l c Olle hand , the supporters of GE claim that it increases food prod uction because GM plants are more resistant so i t can ma ke food cheaper, more n u iriliou s and tastier. O th er brnellis include


Go through SI' ~S LI LDrr ~9 for another example essay to help them. Take student s through the stages, giving them a t ime limit for each section,

Write an opinion essay.

LL~ tit! L

1 Choose one of the essay titles (a-c) : a 'Sc ience has created more problems than it has solved.' b 'Scientists are more creative than artists.' c 'We depend too much on te chnology.'

making fa rm an imals more productive and saving

endangered species. As well as that , GE ha s m ed ical uses such as cu ring diseases, d eveloping from anima ls.

fo r: bad things from science ' nuclear bombs against : because of science we live longer, ...

3 On the other ha nd . th e "PPollen.s o f GE point out its drawIJacb. Accord ing 10 thCOl . GM plants breed with oth e r plants and affect the environme n t a nd 'Frankenstein lood' ca n h ave bad effects on huma n hea lth, sllch as increasing a llergies . They a lso say that GM c ro ps a re ba d for far mers in poorer cou ntries beca u se the seeds are so expensive. OUler cri tics arc aga inst gene therapy in m ed icin e for religiou s reasons. 4 To sum lip. gen e tic en gi neering has g reat potential. However. in my opinion. we should be ca refu l with GM crops becau se of th eir possible impart on the environnlent and on peopl e's h ealth .

Tip: Give students time limits, It keeps them focused and also keep s your lesson on track.

2 Brainstorm ideas for and against:

plants for drugs and prodU Cing tra ns pla nt organs

3 Write notes for four paragraphs : • introduction • reasons aga inst • reasons for • conclusion

Extra Exercise You could brainstorm each of the essay titles together as a class so that students can collect a range of ideas before deciding on which one to write.

4 Use your notes to write an essay. Use ex pressions from this lesson . S Check your essay for mistakes.



Work in groups. Read each other's essays and then have a discussion about them .


Background The dog ate my homework.: a humorous phrase used to convey the idea of a poor exc use for not handing in one's homework on ti me,


Look at the cartoon w ith the class . Ex plain th e phra se The dog ate my home work. Ask w ha t ki nd of students they are, what their ho mework was and why the cartoon might be un ny. Elicit ideas on genetic engineering. Answers: Genetic engineefing is used in farm ani mals, crops, endangered species, cu ring :::Iseases and developing drugs.


Tell students to tick the items that are mentioned in Exerc ise 1. Ask: How is genetic engineering positive? (It increases food production , makes farm animals more productive, saves endangered spec ies, cures diseases,) What is meant by 'Frankenstein food? (It's what opponents of GM cal l GM crops which they claim are bad for human health.) What are the other negative aspects? (They 're bad for farmers in poorer countries .)

Put students in groups of three. Give them a few minutes to discuss.

Now your students can: • write an opinion essay.

SKillS - - - - _

Speaking Workshop 6

Background This lesson helps students to organise and give a presentation on a chosen topic.


Look at the Talk Builder. Which of these things (a, b or c) do the expressions (1-10) do? a clarify/correct what you've said b start and finish c organise the presentation


Discuss the points with the class, Write up any good ideas on the board,

( Talk Builder Giving presentations


Allow students to listen twice if necessary, Students do the exercise in pairs before the class check,


Look at the photo and answer the questions. 1 Have you ever given presentations in class in your language or in English? 2 Why is giving a good presentation difficult? 3 Which of these things do you think can make a presentation interesting> • PowerPoint slides with pictures/information • music/short video clips • objects to show people 4 Which of these things are important for a talk? • clear organisation of ideas • practice before the presentation • good examples • information but not too much • a bit of humour

Answers: Student page


Check any problems before playing the recording again,

Answers: a easy to watch too muc h, don't do exercise, get out and meet people, too much advertising, reality shows are terrible b late 1940s and 50s in the US c news programmes, educational programmes, good for people living alone d 1926 e more sport and reality shows, talent shows f became less important because of int ernet and other technology gTV h 1935


1 Hi, everybody. As you can see from the picture, today we're going to talk about ... b 2 First of all, let's look at ... b 3 Sorry, I mean ... '" 4 So, the next question is: ... ? c 5 What I mean is ... '" 6 Now let's look at ... C 7 To start with, ... / Then, ,.. /In the last few years, ... b B That brings us to ... C 9 So, to sum up ... b 10 Thanks very much for listening to us. Has anybody got any questions> c




~ ~ Listen to a presentation about an invention. In which order are these questions answered?

IlL t R 56

What are its disadvantages? 7 When did it become popular? </What are its advantages? 10 When was it invented> ;L How has TV content changed? (e.g, game/ talk shows, soap operas, reality TV) 5 f What about the future? 8 g What is the subject of this talk? 1 h When did it start to be used? 3



4 Give your presentation to the class,

if Use the scale below to evaluate the presentation, A: interesting and very well prepared and presented B: quite interesting and well presented but sometimes difficult to follow C: neither very clear nor interesting

Ask students to give reasons for their choices,

SB ~ Use the strategies in the Skills Builder to find out information about your topic, write notes, organise the information and prepare visual material.

3 Rehearse your presentation with your partner.

~ Listen again, Answer the questions from Exercise 2,


Work in pairs, Give a presentation to the class,

1 Choose one of the titles (a-c). a 'Is television a good influence on society?' b 'What is the most important invention in the last twenty years?' c 'Computers are necessary in modern life:

a b c d e


Pronunciation Listen and repeat the expressions,


Use the scale in Exercise 4 to evaluate other people's presentations. Think of questions to ask them, When did colour television 5tart?




Answers: Student pa ge

Tip: Not all students feel confident speaking in front of a class especially in a second language, Make sure that if they aren't presenting or talking that they still have a task to make them feel involved,

Look at the example as a class and elicit the answer to number 2, Students work in pairs , Go through l for an example presentation text to help students if they are unsure or to check their answers,


Do this as a class exercise using choral drilling,


Give students ten to fifteen minutes to work together using and S 11 to prepare their presentation , Monitor and help where necessary,


Let students volunteer to give their presentations, Tell the rest of the class to make notes as they listen,

Now your students can: • give structured presentations using linking expressions,

Language Review o

Science and technology Complete the text w ith the correct words.


Past modals Rewrite the sentences w ith had to, should have, shouldn't have, didn't have to,

couldn 't, was/were able to.

I've studied science since primary school and I love it bee."_" of the experiment s. I'd like to learn more 2~ zoology because I love animals. I think the two most import ant 3i"ve>1ti,,,, are the wheel and the personal ' <"""puter . Without the wheel, we would be nowhere and t he PC is changing our lives. Two inventions that make life more comfortable are the l ight 5~ andthemobile 6~ . 16

26 I managed to find the information on a new



because he I me down I my birthday I my uncle I forgot I let 8 at the start l out I the art teacher I brushes I handed I of the lesson 9 given I Dave smoked I up I but now I he's I for years I it 10 carry I in the I complicated jobs I robots will I future l out 11 some I thought I stories I lsaac Asimov I science fiction I up I fantastic 15


website. (I .. . ) It was im possible to fin ish the report because I didn't have enough time. (I ... ) 28 She needed to do more revision for that English exam to pass it. (She .. . ) 29 We left the cooker on when we left home this morning. (We ... ) 30 When I was at primary school they made us wear 15 a uniform . (I ... ) 27

Multi-part verbs (3) Order t he words in t he sentences.



Verbs with - ing or infinitive Complete the description of an ex periment with the correct form of the ve rbs in brackets and the preposition to where necessary. In 1971, Or Philip Zimbardo, a psychologist at Stanford University, asked some university students 31~ (take part) in an experiment about prison life. He told them 3Z~ (put on) the uniforms of 'guards' and 'prisoners' and gave the guards weapons . During the expe ri ment Zimbardo let the guards 33~ (do) what they wanted and soon some of them became cruel. The guards seemed to enjoy 34~ (treat) the prisoners badly and made the prisoners 3S~ (do) diffic ult tasks. 15

whatever/whenever, ete. Complete t he sentences w ith whatever, whenever. et e.

12 You can come Whe-f'!£.Ver you like -I'll be in all day. 13 HOWever you do the experiment, be very careful because it's dangerous. 14 Wlwever does the best project will win the prize. 15 Whe-rever you go in t he safari park, never get out of your car. 16 Don't get nervous wlu!tever happens . 17 Whe-f'!£.Verl want to go for a walk it starts raining. 16



Self Assessment • Students check their answer s by listening to the recordin g, Check spelling where necessary. • When they have fin ished , get them to look at their score s f or each section and decide w hat language areas th ey nee d to do more wo rk on, Ask them t o use the t able to find prac t ice exerci ses. • Give students time in class or at home to complet e the practi ce exercises they identify, • Dire ct students to the Learnin g Lin ks at the bottom of the page to complete either in cla ss or at home,

Presentations Complete the linking expressions in the presentation . First of " ---'flL , let's look at the invention ofthe car. So, the next 37 quuti,", is: when did people actually start using cars? Now 38~ look at the different makes of cars, like Citroen in France. That 39~ us to the debate about cars. So, to sum ' 0---..-!:ll'..-- , cars are still very important. 15

Essay language Complete the essay. There is a lot of debate about the pros and of nuclear power. On the one 19 ~ , supporters of nuclear power say that it has many 2°.dv.I1i.Qe.rsuch as being cheap and reliab le. 2l~ well as that, it does not produce a lot of CO, em issions like many other kinds of energy. On the " othe-r hand, opponents of nuclear power point out it s drawbacks. 23Aaordi'!9to them, it is unsafe and rad iation has terrible " e,f/uts on human health . To sum 25---"1fL- , nuclear power has some advantages but, in my opinion, it is too dangerous to use . 18

Module 12

16 ~

This review f ocuses on the vocabulary and la nguage are as covered in Module 12,

o Answers: o Answers: 7

Student page

My uncle let me down because he forgot my birthday, 8 The art teacher handed out brushes at the start of the lesson, 9 Dave smoked for years but now he's given it up, 10 Robots will carry out complicated jobs in the future , lllsaac Asimov thought up some fantastic science fiction stories ,

o Answers: Student page

Self Assessment U. Listen and check you r ans w ers . Write down t he sco res . Use the table t o fi nd pract ice exercises. Exercise If you need prac t ice, go to 1 Language Choice 67 2 Language Choice 70 Language Choice 71

4 5 6 7

58 p.99 eX.3 Language Choice 68 and 69 Language Choice 72 58 p.I0D ex.5

o Answers: o Answers: 26

Student page

I was able to find the information on a new website . 27 I couldn't finish the report because I didn 't have enough time. 28 She should have done more revision for that English exam to pass it 29 We shouldn't have left the cooker on when we left home this morning. 30 I had to wear a uniform at primary school.

o Answers: Student page o Answers: Student page 101





Nick Hornby: an English novelist whose best-known books are the bestselling novels High Fidelity and About a Boy. His novels are often about male obsessions and crises and the themes are often music or sport.

Watching: f ootbal l ground /pitch flags. scarves. so ngs/chants, danci ng foot ball cro wds/supporters hooligans, violence

Organisation: FIFA Wor ld Cup, national leagues, footba ll clubs, national teams

Highbury: former home ground of Arsenal Football Club from 1913 until 2006. It was known as Highbury, as th is is the name of the area where it was situated in north London. In July 2006, Arsenal left Highbury for the new Emirates Stadium.



Playing: win/lose a game/match. score a goal, get a penalty


Read and listen to the extract f rom Fever

Pitch and check your guesses f rom Exercise 6. Use the glossary to read the extract again. Are the stat ements true (T) or false (F)?



4 5 6


Quiz Work in pairs. Try to answer the Quiz. 1 Where and when were the ru les of f ootball invent ed? a It al y in t he 16'" centur y .@ England in th e 19'" century c France in 1904


Nick did not study very hard in his first year at university. T He fel l in love with a woman who was training to be a nurse. F They had a serious re lationship. T Arsena l was hav ing a very good season that year. One Arsenal player scored three goals. F His girlfriend laughed at t he people w hen they celebrated the goa l. T

Work in pairs . Answer the Questions . 1 What other sit uati on does Nick Horn by mention tha t looks silly f rom a different angle? 2 Have you been in a 'seri ous' situati on that you thought was fu nny?

2 How many foot ball players (a mat eur and ~ profess ional) are there in the world? _ a 25 mi llion @ 250 mi llio n c 2.5 billion 3 How many peo ple wa t ched t he 2010 World Cup Fina l bet ween Spai n and Holland? a 70 million @ 700 million c 2.7 billion



4 What is t he typ ica l style of footba ll in England? a skilf ul b creative and stylish ©fast and physical

Go through the vocabulary in the network with the class, checking any wo rds t hat student s don't know before eliciting their like s and di sli kes . Even if there are students that don 't li ke footb al l, they can still contribute so encourage them to tell the cla ss what it is they don't li ke.

5 What are the two 'big' South American f ootba ll nations? a Brazil/Chile b Uruguay/Argentina @Argentina/B razil


6 Which country has won the World Cup five times? a Argentina b Italy (£;Brazil 7 Which supporters sing You'l! never walk alone? a Manches t er United b Arsenal ©.-iverpool

8 How many f emale f oo tb al l players are there in th e world ? a 3 millio n b 13 mi ll ion © 30 million



Discu ss with the clas s. Write up any useful vocabulary on the board.


Answers: Student page

Look at the drawing about one of Nick Hornby's experiences. Which of these things do you think happened?

® Nick went to an Arsenal game w ith his girlfriend. @ His t eam scored a goa l. c They both celebrate d th e goa l. @ His girlfriend t hought th e sit uation was funny.


1 How popu lar is foot ball w ith young people? 2 What are the most famous clubs and players? 3 What st yle of football does your national team play? 4 How do support ers from your country behave at foot ball matches?

David Anthony O'leary: an Irish football manager and former player.

Allow students to listen twice if necessary. Check the answers with the cla ss. Ask students if any information surprised them .

o Style: (un)crea t ive, fast/slow. hard, physical. (un) skilful, stylish, good/bad ba ll


Read the information about Nick Hornby on page 103. When did he become an Arsenal fan? Wha t are his feelings about his club?

Your Culture Work in pairs. Ask and answer the Questions about your country.

Graham Cryril Rix: a former football player and coach .



Vocabulary Look at the network. What do you like and dislike about football? I love big games when my t eam scores 0 goal!

Fever Pitch: sold over a million copies in the UK . It won the William Hill Sports Book of the Year in 1992.

Give students five to ten minutes to complete the quiz. It might be a good idea to pair students so that you have one student who likes football and one who doesn't.


CD Listen to the talk about football and check your guesses from Exercise 3.



Give students a few minutes to read through the text. Alternatively, you could as k various students to read a sentence each. Discuss the answers with the class.

Tip: Allow ing students to listen as w ell as rea d can focus t hem more and they ma y also have a better understanding of t he text as it appeals to both visual le arners as well as to au dit ory learners.

Answers: He became an Arsenal fan when he was a boy. He has a love/hate relationship with them.


o o

Give students a few minutes to discuss their ideas in pairs . In feedback, elicit answers from the class .

Answers: Student page

Give students te n minu t es t o w ork through the t ext . Th ey should refer to t he glossary if th ey need it. Put st ude nts in pa irs to chec k t heir answe rs . After doing a cla ss che ck, f ind out if there were an y othe r unknown vocabul ary items wh ich were not in the glossary.

Answers: Student page

o 102

Once stud ents have discu ssed, elic it ideas. Ask : Ha ve yo u ever been to a fo otball match? Did yo u enjoy it?


My Culture Project Tip: The project element of this lesson can be set as work to complete outside the classroom where students have access to books or th e internet to help them. If you wish, you could set the research fo r homework before the lesson so that students come prepared. Alternatively, it could be set at the end of the lesson. Then do the asking and answering element in the ne xt class .

Glossary bottom: (n) the part of you r body you sit on

ch arm : (v) to make someone like you company: (0) when someone is with you consecuti ve: (adj) one after another


debut: (n) first public appearance of a player or


Elicit some ideas for sporting events from the class and write them up on th e board. Tell students to use the network and ideas from the te xt to help them when they write their notes.

decade: (n) a period of ten years f all for someone: (v) to fal! in love wit h

someone film set: (n) where a fi lm is made losin g streak: to lose several times in a period of t ime

his first year at Cambridge University, Nick went to see rsenal with hi s new g irlfriend and found her reaction to the sa me v ery interesting. did something else in that year, apart f ro m w atc h foot ball , talk and listen to music: I fell stomach-clenchin gly for a smart, pretty and vivacious girl from the teacher- t raining :ollege. We spent much of the next three or fo ur years in each Jther's company. : e is part of t his story, I think in seve ral ways. For a start, sh e was t he ~rst girlf riend w ho eve r came to Highbury (in the Easter holi days at ;n e end of ou r seco nd term). Arse nal had just beaten the cl ub reco rd =or the longest losing st reak in t heir hi story - they had managed to 'Ose, in co nsecutive games, to Manchester City, Middles brough, West am. Everton. Ipswich. West Brom and QPR. She charmed t he team. ~oweve r. mu ch as she had charmed me. and we sco red t hree times in :, e fi rst qu arter of th e game. Graham Rix got t he first on hi s debut .:.nd David 0' Leary, w ho w ent on to score maybe another half a ~ozen tim es in th e next decade. got t wo in the space of ten mi nutes. 3ecause it was a special occasion , N ick had bought expensive tickets so t hat they cou l d watch the game comfortably sitting ow n. : was strange havi ng her t here - all I remember is how she responded each time Arsenal scored. Everyo ne in th e row stood up apart f rom her - three ti mes I looked down t o see her shaking w ith laughter. ' It ¡s so ':J nny.' she said by way of ex pl anation, and I co uld see her point. It had - ever really occurred to me befo re t hat fo otball was, indeed, a funn y "ame. and t hat like most t hings w hich only work if one believes, the :lack view (and because she re mained seated she had a back view, right jow n a line of mostly misshapen male bottoms) is preposterous. like the -ear of a Hollywood fi lm set.

misshapen: (adD not a normal shape occ ur to someo ne: (n) to have an idea about

something preposterou s: (adj) silly or ridiculous rear: (n) the back of an object or a place row: (n) a line of th ings or people see someo ne's point: (v) to understand someone's opinion shake with laughter: (v) to laugh violently


Give students a few minutes to discuss.

stomach,clenchingly: (adj) painfully. madly vivacious: (adj) full of life

Extra Exercise You could extend the project and ask students to research an important sporting event. They could then give a presentat ion at the beg inning of the next cla ss .

~ Choose a sporting event that w~s

important for your country. region or city. Write notes about the thmgs below, why it was important . the atmosphere before It . who you watched the event With what happened during t he event â&#x20AC;˘ how you fel t at the end what happened afterwards

Now your students can: â&#x20AC;˘ tal k about important events.

G) Work in pairs. Ask and answer questions about the sporting event.

A' Why was it important? B: Well. it was the final of the World Cup and my country hod never won it bejore.

~-------- ----------~--------103


Background The Tower of London: situated on the north ba nk of the River Thames in London . The tower was used as a prison for enemies of t he Crown during the 16 th and 17th centuries. The Crown Jewels are kept there.

Bran Castle: is situated near Bran, Romania . It is now a museum and is commonly known as 'Dracula's Ca stle'.


Vocabulary look at the network. Choose a historic building f rom your country. Use the net work t o say two or th ree things about it .

weapons), prison, royal pa lace

Features: banqueting hall. chapel, dungeon, entrance, fireplace, royal apartments. stables, tower. (inner/outer) wall


St udents thin k of a castle t hat t hey have visited. Elicit w here they have been and w hat t hey saw. Write up any useful vocabulary on the boa rd .


O!t listen t o a guide t al king about t he Tower of

Read the extract again and answer t he questions. 1 Why was 5t George's Day so special? 2 Why did jonathan have to go to see Dracula? 3 Why didn't the coach driver want to leave him? 4 What was strange about t he carriage driver? 5 What was Dracu la's castle like? 6 What was strange about t he count?

.1 066: William the Conqueror builds the first castle of wood ,~ : The White Tower built of stone 1244: The last independent Prince of ' W"iu dies t rying to escape


• 1483: Murder of Edward V and his brother by

Ch eck understand ing of execution, blo w up and raven. Stu dents li sten out for dates an d other inf ormation .

their 4~ •


~ : Execution of Anne Boleyn, Henry's second wife

• 1542: Execution of Catherine Howard. Henry's ·~ wife 7 1G,OG, : Execution of Guy Fawkes for trying to blow up the Houses of Parliament

Answers: Student page

• 1944: There was only one raven left in the Tower during


World War 8~ .


An swer the questions togethe r as a cla ss.

o CDO!t

listen again and answer the questions.

1 Why did Will iam the Conqueror build the Whi t e Tower? 2 What was t he Tower used for unti l the 17'" century? 3 What happened in th e Bloody Tower? 4 What ghosts can you see in t he Tower? 5 What is t here to see in the White Tower?

Answers: 1 To control the


Re ad the informat ion about Bram Stoker on page 105. Wha t was Stoker's story about? How successful has t he story been?

Work in pairs. Choose another of the buildings from your country. Write notes about the thin gs below: where it is • why it is important a description of it • its history stories and legends about it


Use your notes to tell the class about your building.



Give students t ime to re ad through the senten ces first. Check the fir st an swer with them and direct them to th e first sentence in the t ext where the answer is bef ore playing the re cord ing. Allow students t o check t he orde r bef ore class f eedbac k.

Answers: Student page

Answers: It was about a

Tip: It is important with aut hent ic t exts that

a:. yer w ho visited Count _ -acula It has been very =_ccessful.

you give students plenty of t ime to discuss their answe rs. Students can help each ot her out with general meaning as well as vocabulary. It also give s them time to f orm qu estions f or you which you can then help out with .



london. Complet e t he inf ormati on .


Elicit any informat ion a ou t Bram Stoker and write it p on the board. Re ad the te xt r ask t wo or t hree students o read.

a jonathan gets a letter from Count Dracula. :2 b The coach drops off jonathan at the Borgo Pass. 5 c jonathan fa lls asleep and wakes up at Dracula's castle. 7 d The lady at t he hotel asks jonathan not to go to see Dracula. 3 e Count Dracula invi t es j onathan to come in. g f A carriage comes and picks jonathan up. G, g jonathan gets to the hotel. 1 h People point to jonathan outside the hotel. 'i-

Uses: museum (exhibitions/ collections. e.g. armour and

Twilight: a series of four vampire -themed fantasy romance novels by American author Stephenie Meyer.


Read and listen t o the extract from Dracu/a. Order the sentences (a-h).

Bran Castle in Romania became famous because of Bram Stoker's book, Dracula. 'Draw/a 's Cost/e' is naw a museum.

Bram Stoker (1847-191 2): began writing novels in 1890.

pe ople of London and to provi de a safe place for William the Conqueror. 2 a royal palace and a prison 3 King Edward V and his younger brother were ~urd ered by their uncle. 4 the murdered brothers and Acm e Bo leyn 5 a chapel, roya l apart ments and a banqueting "all



Tell stu dents to use the glossary to help them answer th e questions. When they have f ini shed, te ll them to choose five wo rds in the te xt that t hey don't know. They shou ld ch oose the on es that t hey think are most importa nt fo r underst anding t he te xt. Ask them t o look them up in t heir dict ionaries.

Answers: 1 That day evil things will take over. 2 Because he had important business to do. 3 He was worried about Mr Harker's safety. 4 He had red eyes. 5 sinister 6 He was as cold as ice - like a dead man .

Tip: Encourage stud ents to guess meanings and to focu s on general understanding.


Y9~iJ~9 H~rkr'sYtlr9~{ ') }'f~: Count Dracula had directed me to the hotel, The Golden Crown. I was â&#x201A;Źxpected because an elderly woman in peasant dress said, 'The Hen Englishman?' 'Yes: [ said, 'Jonath an Harkd She smi led and her husband brought me a letter: 'My fri end, welcome to th e Carpathian s. I am anxiousl y expecting you. Sleep well tonight. Tomorrow, the coach wi ll leave for Bukovina. At th e Borgo Pass my carriage will collect you and bring you here. I hope that your journey from London has been a happy one, and that you enjoy your stay in my beautifu lland. - Your fri end, Dracula: When [ asked him about Count Dracula, both he and his wife refused to answer. They looked very frightened. M~: This morning before I left, the oJd lady sa id anxiously: 'M ust you g01 Tonight is the eve of St George's Day and at midnight all the evi l things in the world will take over. Do you know where you are going, and what you are going t0 1' Fi nally, she went down o n her knees and begged me not to go. It was all very ridicul o us and I felt uncomfortable but [had 'important business to do.


') M~: (The Castle): Many strange things happened yesterday. Before we left, there was an anxious crowd around the hotel door an d they all stared and pointed at me. The jou rney was through beautiful countryside and it was getting dark when we entered th e Borgo Pass. The driver spoke to me: 'There is no carriage here. You are not expected after all. You can return tomorrow or th e next day' Wh ile he spoke, the horses began to move wildly and th e passengers screamed as a carriage with fou r ho rses came up to the coach. They were driven by a tall man, with a lo ng beard and a large black hat which hid his face. I could only see a pair of very bright red eyes. 'G ive me the Herr's luggage: said the driver, and soo n I was in his ca rriage. I was frightened whUe we travelled to the castle because of the howling of wo lves. I wanted to jump from the carriage and run but the driver carried on. I fe ll asleep and woke up when we were arriving at the huge, sinister castle. The driver helped me get down and I noticed how strong he was. He put my things next to a large door and left me there. I wa ited th ere for a lo ng Lim e and started asking questions. What kind of person was I dealing with? Who was this mysterious count? What would Mina think of it all ? It all felt like a terrible nightmare. Then the door opened and inside stood a tall o ld man with a long white moustad1e, dressed in black. He spoke: Welcome to my house r' He took my hand so strongly that it hurt; his hand was as cold as ice, more like the hand of a dead man than of a living man. I said, 'Count Oracular He bowed and replied, '[ am Dracula, and I welcome you, Mr Harker, to my house:

My Culture Project anxiously: (adv) in a way that is worried or nervous; in a way that shows you are keen for something to happen beg: (v) to ask for something in a very nervous way bow: (v) to put your head and body forwilfd to show respect carriage: (n) a small vehicle pulled by a horse coac h: (n) a vehicle pulled by a horse eve: (n) the night or day before an important event (Christmas Eve) evil: (adD very cruel and bad peasant (n) iI person from a poor country area

sinister: (adj) looking bad or evil

Tip: The project element of this lesson can be set as work to complete outside the classroom where students have access to books or the internet to help them, If you wish, you could set the research for homework bef ore the lesson so that students come prepared. Alternatively, it could be set at the end of the lesson. Then do the asking and answering element in the next class .


Tell students they can choose the building that they discussed earlier in the lesson if they want to. Give students ten minutes to write their notes.

Extra Exercise If you think students may struggle for ideas, try to bring in pictures to help them out or allow them to choose a building that they may have visited abroad.


Choose two or three pairs to present their ideas to the class,

Now your students can: â&#x20AC;˘ describe historic buildings.



Background lane Eyre: was published in 1847, The novel is about orphan jane Eyre who takes up the job of governess at Thornfield Hall.


Elicit ideas from students, Encourage them to explain why they think they are heroines, Bring in photos for students to discuss if you think they may not come up with ideas,



Ask students if they can also name the women, Check understand ing of governess,



After listening, ask students if they were correct in naming any of the women ,


o OJCD Listen again and match the descriptions below with the five heroines in the pictures . There are two for each woman . can control other people a has a good sense of humour e wants to be equal to her man b t ri es to look afte r her family c und erstands how people t hink d becomes a better person during t he story c 7 does not appea r very interesting d 8 want s her independe nce b 9 is a very powerful woman " 10 is not a perfect modern woman e 1 2 3 4 5 6


Give students time in pairs or groups to discuss this question before eliciting their ideas ,





your guesses from Exercise 2.

Answers: Student page

Tip: When asking further questions about a text, try to make sure they aren't just yes/no questions so you encourage students to use more language,

a govern ess at a big house b the qu ee n of a country " f rom the South of t he USA c in he r thi rti es and fr om London e a detective in a small English vi llage

o OJCD Listen to the interview, Check

Give students one minute to read through the statements , Ask if they can remember who matches number 1 (Cleopatra - she dominates Mark Antony) , Students check the ir answers in pairs before the class check,

Answers: She was a governess, She was independent. She wanted to be equal to men,

Look at t he pictures (a-e) of fic t ional heroines , Guess which of t hem is : 1 2 3 4 5

Answers: Student page

Allow students time to read first. If necessary, play the section of the recording about lane Eyre to help students , Ask further checking questions: How many sisters did she have? (2) What did her sisters do? (They were writers too ,) How did she w rite her first books? (under a male name),

Your Culture Which important heroines from novels or film s f rom your count ry can you t hink of?

o 106

Which of the heroines do you think is the most interesting? Give your reasons . Read the information about Charlotte Bronte . How was Charlotte like her most famous ch aracter, jane Eyre?

ne summer evening, I was walk ing in the garden at ThomE when I saw Mr Rochester. () 'lane: he said, 'Thorn field is a pleasant place in summer, isn', 'Yes, sir.' 'And J can see yo u are fon d oflittle Adele, too. What a pity that you have to leave.' 'Must I leave Th ornfield>' I asked. '[ am sorry, Jan e, but I suppose 'Th en yo u ARE going to be married, si r?' ' Yes, in abollt a month's time. But I will try to find a place for YOll somewhere else. Maybe in Ireland as my future mother-in-law has contacts there.' 'It is a long way away, sir. A long way from YOU, si r.' I said this with.. thinking. 'It is, to be sure. We have been good friends lane, haven't we?' 'Yes, sir.'

'I shal l miss you a lot. W hen T am with you I have a strange feeli ng ~' you - I feel close to yo u. Blit YOll will forget about me soon.' "That I NEVER will, sir. I love Thornfield. I love it, because I have known yo u, Mr Rochester. But I have to leave because of your fu tu re bride, Miss lngram. I mu st go.' 'No: you must stay!' 'J m ust go! Do yo u think I can stay to become nothing to yo u? Do ) thi nk I am an automaton - a machine without feelings? Do you th m;. that, because I am poor, plain, and little, I have no heart?

Charlotte Bronte (1816-1855) was a novelist and poet, t he eldest of three sisters who were all f amous writers. In her twenties, 8ronte worke d as a govern ess and t eacher but was very unhappy in both jobs, because she wanted to be more independent and to wri te. She wrote her first books under a male name but before her death had become a well-known writer using her own name. In her writin g, 8ronte defended t he basic right of women to be equal to men.

,Jride: (n) woman who is going to get married ~ estj ny : (n) the f uture of a person d oubt: (n) feeling of uncertainty and of (adj.): to have affection for someone or somethin g i ar: (n) someone who does not teH the trut h , lain: (adj) not very attractive JO ss essions: (n) things and money that you have swear: (v) to make a formal promise



Use the glossary to read and listen to the extract from lane Eyre . Match the sentences (1-10) with the characters: lane (J) or Mr Rochester (R). I'm sorry, but you'll have to leave your job in my house. R 2 I'll try and get you a job somewhere else. R 3 I'll mi ss you when you leave here. R 4 I can't stay here and see you married to another person.] 5 I'm not rich or attractive but I have emotions like everybody else.] 6 I am independent and want to decide my own future.] 7 I don't want to marry that other person because it is just about money. R B I want to marr y you because I love you. R 9 I don't believe what you are saying.] 10 I'll marry you if you really love me.]

Answers: Student page

Read the extract again and answer the questions ,



"vu are wrong! If] were beautiful and rich, I would have m ade it as = d for yo u to leave me, as it is now for me to leave you. We are equals ",,(ore God: '~'e are!' repeated Mr Rochester. He took me in hi s arms and kissed ;;::e but I fought to get free. .:>Ut you are going to marry someone you don't love. I am a free human ""ing and 1 have decided to leave this place: 'Uld you shall decide your destiny: he said: '1 offer you my hand, my .;.earl , and a share of all my possessions: ,ou are laughing at me: · '0, 1 ask you to spend your life with me: 3ut you have already decided: Come here, lane, and let us talk: · '0, your bride stand s between us: Ay bride is here: he said, again pulling me towards him, 'because my "iual is here. lane, will you marry me?' : .,. d not answer. !)o you doubt me, lane? ' -at ally: :x, you think 1 am a liar" he asked. 'What love do I have for Miss - ram? None: and you know that. What love h as she for me? None. . ',h en she thought that 1 was not so rich, she and her mother were cold ;0 me. 1 love YOU. I beg you to marry me!' nut 1 have no friends in the world or any money!' But I want you. Will yo u be mine? Say yes, qu ickly: · lr Rochester, let me look at your face: His face was full of emotion. lane accept me quickly. Say, Edward - give me my name - Edward - 1 ;ill marry you: Do you really love me? Do you sincerely want me to be your wife?' 1 do, I swear it: Then, sir, I will marry you:


Ask if any students have read lane Eyre. If yes, ask if they could give a brief synopsis of the story. If not, you may find it useful to do this for them, Allow students to read through the glossary first and underline the words in the text. Give students a few minutes to read through the statements. Students check their answers in pairs before the class check.

Do number 1 as a class (it's a formal relationship). Ask students where in the text it indicates that the relationship is formal (She says Yes, sir,).

1 What kind of relat ionship do lane and Mr Rochester have at the beginning of the dialogue? (e.g. fo rm allinformal) 2 Why does l ane have to leave Thorn fi eld? 3 Why will Mr Rochester miss lane? 4 Why does Mr Rochester not want t o marry Miss Ingram? How has l ane and Edward 's rel at ionship changed by the end of the dialogue? 6 What decisions have th ey changed? How do you think t hey feel about each other?

Answers: 1 formal 2 because Mr Rochester is getting married 3 because they have been good friends 4 because she doesn't love him 5 it's less formal 6 He won't marry Miss Ingram and will instead marry Jane, 7 They love each other.

Mt( C«ft«t>e ?t>Oject


Work in pairs. Choose a fictional hero or heroine from your country. Write notes about the things below:

·· ·

My Culture Project

background and early life personality and abilities what he/she did what happened to him/her in the end why you like him/her

~ Work in groups. Ask and answer

questions about your heroes or heroines . A: Why do you like her? 8 : I like her because she is 0 reol person with a ... '<' ~-


Tip: The project element of this lesson can be set as work to complete outside the classroom where students have access to books or the internet to help them , If you wish, you could set the research for homework before the lesson so that students come prepared, Alternatively, it could be set at the end of the lesson. Then do the asking and answering element in the next class.


Elicit some ideas of fictional heroes and heroines from novels and films and write the names on the board. Tell students to choose one and give them a few minutes to discuss what they know about him/her.


Give students a further few minutes to share their ideas.

No"" your students can: • talk about important figures in film or novels.


Background Bill Bryson: an Ame rican writer and journalist who ha s lived in North Yorkshire and Norfolk in the UK for most of his adult life, He has also written Notes from a Small Island and A Short History of Nearly Everything, The Appalachian National Scenic Trail: a marked hiking trail in the eastern US extending between Springer Mountain in Georgia and Mount Katahdin in Maine, It is around 3,510 kilometres long, The majority of the trail is in wilderness, although there are some sections of the tra il which go through towns and roads and cross rivers ,


Go through the network as a class eliciting the meaning of the vocabulary and discussing the main question ,



Vocabulary Look at the network. What wildlife can you see in your country? Fauna: black bear. deer, eagle. elk, grizzly bear. mosquito. skunk, wo lf

o o

Flora: birch/fir/maple/oak/pinetrees/forests, wild flowers


<m Look at the photo and map of the Appalachian Trail below, List en t o the dialogue and complet e t he notes below . Tota l distance: 1 over 2000 miles Time needed: 2 Jix m~ .,tkr Wildlife: ' wolves beg," elk. deer Forest s: (the South) 4 o.k (th e North) s- - = 1 L Advantages of trail in Maine: ' "ot mg"y mo.rq:~itoes : lot.< Equipment needed: 900d ,du ping h.q: of b"'lHiy spot.< w"frWl do ti-te.r



<m Listen again and answer t he questions. 1 2 3 4 5 6 7

What are the Appalachian s? What accommodation is there on the t rail? What is one of the biggest problems on the trail? Why is it not easy to get lost ? How experienced at hiking is the man? What part of the trail in Maine does she recommend? Why does she recomm end it?


Read the information about Bill Bryson on page 109, Why do you think he and his friend found the trail difficult? Read and listen to the extract. Find three mistakes in the drawing. Use the glossary to read the extract again. Answer the questions.

2 3 4 5 6 7

How do you t hink Bill f eels when he hears t he noise? Why? What objects have they got for defence? What kind of an imal might it be? What does Bill do to f righten the animal away? How sympathetic and helpful is Stephen? What are the animals doing t here? What happens in t he end?


Choose a national park in your country, Wnte notes about the things below. • location/size • flora. fauna and landscape climate/ best season t o viSit • outdoor activities • t ourist informat ion

o Wor~

in pairs. One person is a foreign tounst and the other is a travel agent. Act out the situation,

Check pronunciation of Appalachian (I,repg'leltfi;ml ), Ask students if they know where it is (in the US), Check understanding of trail (a path for hikers to walk on) , Read through the notes with students before they listen ,

Answers: Student page


Read through the questions together eliciting what students remember before they listen again, Ask students if they have ever done a long hike like this, Where was it? What did they enjoy or not enjoy about it?

Answers: 1 moun tains 2 shelters and campsites 3 mosquitoes 4 Th ere are white arrows showing t he way. S He isn't very experienced. 6 the middle part 7 beca use it's flatter

o e

Students read the inf orm ati on .

Give students a few minutes after listening/reading to ident ify the mist akes, Check understanding of skunk.

Answers: tiny knife, threw a stick, two tents


Elicit the synopsis of the story,

Answers: 1 He feels scared because he thinks it's a bear. 2 a tiny knife, some nail clippers, a stick 3 a bear, a skunk or a deer 4 He thro ws a stick and shouts , S He isn't very helpful. He goes to sleep. 6 They are drinking. 7 The animals go away. Bill goes to sleep.



Bill Bryson (1951-) was born in the USA but has lived most of his life in Britain. He was a journalist before becoming a best·selling author of books about travel. science. and the English language. Bill IS interested in the environment. and is President of The Campaign to Protect Rural England. In his travel book, A Walk . the Woods Bill describes hiS attempts to walk ~e APpalach'ian Trail with an old friend. Both of the iddle· aged and a bit overweight and have . R dford has men are m various adventures on the trail. Robert e plans to make a film of the book.

blink: (v) close and open your eyes Quickly bolt: (v) to run away brute: (n) cruel person buck: (n) ma le deer despairing: (adj) losing hope distressingly: (adv) causing unhappiness How the hell ... ?: t o show you are angry/surprised imitation: (n) copy of someone else joyous: (adi) very happy loosen your grip: st op hol ding something strongly merciless: (adi) unkind nail ctippers: (n) object to cut your fingernails pack: (n) to put things into a case or bag

pause: (v) to stop for a mome nt

Bill Bryson and Stephen Kalz are in their tents after a long day's walk close 10 a freshwater spring Bill hears a noise and immediately thinks, 'BEAR,,'

'Stephen, you awake?' I whispered. 'Yup: he replied in a weary but normal voice. 'What was thatT 'How the hell should I know?' 'It sounded big.' 'Everything sounds big in the woods.' Bill takes out his tiny knife, climbs out of his tent and shines his torch into the darkness.

Something about fifteen or twenty feet away looked up at me. I couldn't see anything at all of its shape or size - only two shining eyes. It went silent, whatever it was, and stared back at me. 'Ste phen: I whispered at his tenL 'Did you pack a knife?' 'No.'

'Have you got anything sharp at a ll'!' He thought for a momenL 'Nail clippers .' I made a despairing face. 'Anything a little more vicious than that? Because there is definitely something out here.' 'It's probably just a skunk.' 'That's one big skunk. Its eyes are three feet off the ground.' 'A deer then.' I nervously threw a stick at the animal , and it didn't move, whatever it was. A deer would have bolted. This thing just blinked once and kept staring. I reported this to Katz.

roll over: (v) move your body t o another side

Scat!: Go away! sharp: (adi) something that cuts well silence: (n) Quiet snuffle : (v) make a noise with your nose stare: (v) to [oak for a long time stick: (n) a piece of wood timid: (adj) shy weary: (adj) tired whisper: (v) to speak quietly with a light heart ~ in a relaxed way withdraw: (v) to leave

'Probably a buck. They're not so timid. Try shouting at it.' I cautiously shouted at it: 'Hey! You there! Scat!' The creature blinked again, singularly unmoved. 'You shout: I said. 'Oh , you brute, go away, do!' Katz shouted in merciless imitation. 'Please withdraw at once, you horrid creature .' Bill moves his tent closer to Stephen's but sees another pair of eyes.

'Well , I'm going to sleep: Katz announced. 'What are you talking about? You can't go to sleep: I ordered. 'Sure I can. I've done it lots of times.' There was the sound of him rolling over and a series of snuffling noises, not unlike those of the creature outside. 'Stephen, you can't go to sleep.' But he could and he did, with amazing rapidity. Bill gets into his tent and sits there nervously witll his knife and a walking stick to defend himself

The bears - animals, whatever they were - drank for perhaps twenty minutes more, then quietly departed the way they had come. It was a joyous moment - but I knew from my reading that they would be likely to return. I listened and listened, but the forest returned to silence and stayed there. Eventually, I loosened my grip on the walking stick and put on a sweater - pausing twice to examine the tiniest noises ... - and after a very long time got back into my sleeping bag for the warmth. I lay there staring at total blackness, and knew that never again would I sleep in the woods with a light hearL And then, irresistibly and by degrees , I fell asleep.

My Culture Project Tip: The project element of this lesson can be set as work to complete outside the classroom where students have access to books or the internet to help them. If you wish, you could set the research for homework before the lesson so that students come prepared. Alternatively, it could be set at the end of the lesson. Then do the asking and answering element in the next class.


Give students time to think about the questions they might ask before they act out their situations, You could recap the dialogue that students listened to about the Appalachian trail. Elicit some of the questions that the tourist asked and if necessary play the dialogue again,

Now your students can: • talk about wildlife including fauna and flora,


Elicit s.ome national parks in your country and write up their names on the board , Give students ten minutes to make notes,



o Scottish performers: Scotland is a small country, but it ha s produced many f amous people in cluding mu si cian s and actors.

Your Culture Work in pairs. Ask and answer the questions. 1 Which performer (singer/dancer/actor) from your country has had the most successful international career in the last few years? 2 Which young performer do you think might be successful in the future?



Students check in pairs before the class check . Write up any interesting ideas on the board. Elicit adjectives to describe the performers.

<lID listen to the radio interview. Match the descriptions (1- 8) with the people: Amy Macdonald (A), Ewan McGregor (E) or both of them (B). 1 is from a small Scottish town B became interested in performing in his/her teens 15 3 completed his/her studies at school A 4 was helped by an uncle E 5 had music or drama lessons E 6 sent a CD to a music producer A 7 became successful and famous in his/her twenties 8 is now an international star 15


Play the recording twice if necessary. Students check in pairs before the class check.


Answers: Student page

about their careers.


1 What made Amy want to learn the guitar? How did she learn? 2 What was her first song about? 3 What was Ewan good at doing at school? 4 Why did he leave school? 5 Who helped Amy in her career? How?

Give students time to read through the questions and elicit any information that they may remember before playing the recording again.


Answers: 1 Amy went to a concert and decided she wanted to learn the guitar. She downloaded lessons from the internet. 2 Her first song was about her sister who was an obsessive fan of Ewan McGregor. 3 He was good at singing and playi ng t he guitar and drums. 4 Because he had problems at school. 5 A producer called Pete Wilkinson. He worked with her on her songs. He got her a cont ract with a record company.



Give students a few minutes to complete the exercise. They work or check in pairs.

Answers: Student page


by l-~my Macdonalc1 What makes you different from anyone in~here? i~" from the crowd. ,~ What makes you What makes your mother so proud of you .

Read and listen to the lyrics again . Match the words and expressions in blue in the lyrics with the meanings (1-5).

1 2 3 4 5

Who is the singer talking to in the song? How is that person different from everybody else? How does the singer feel about fame? How might her life change in the future? What are her main objectives in life?


~~ -



. -


I don ' t know where I ' ll be i n ten years '

to admire someone a lot worship ~t your jrOt<M to be better than/different from other people st~M make you angry drive, YOt< I'IUfd at{{ to be without anybody else "ll "Lol1e, lights for singers/actors on a stage spotLigkt.r

Read the lyrics again and try to answer the questions.


At night when you go to bed ~ Do these thoughts run thr ough your head . When you ' re lying there al:" "''.. lC', Do you think of us instead?

listen to the song by Amy Macdonald and . read the lyrics. Do you like it? Why/Why not? .


Students may have differing ideas about the song. This is fine . Encourage them to give reasons for their ideas and also to agree or disagree with each other.

0 1 dina IY., Life

What makes us

1 2 3 â&#x20AC;˘ 5


r'\ . . Y1 J. 1

<lID listen again. Answer the questions (1-5)


I want to be free I don ' t care about the cameras I don't care about the lights All I wanted was an ordinary life What makes you happy? What makes you sad? Do paparazzi -"."8 Do you miss your life back home? u had~. h t Were they the best days t a yo I don ' t know where I ' ll be in ten years ' Where will the music take me? I donrt care about the 5~ ~ 3 I don ' t care about the nights . All I wanted was an ordinary 11fe



Give students a few minutes to complete the exercise. Follow this up with some vocabulary work.

Answers: 1 She is talking to Hollywood actor Gerard Butler. 2 He's f amous. 3 She doesn't care about it. 4 She might become famous. 5 She wants an ordinary life.

Extra Exercise Write up the following words from the te xt on the board: reflection. inspiration, Scots-born, launch party and to bother someone. Te ll students to write them in the ir notebooks. Next. read out simple definitions. Students have to match the definition to the correct word . reflection : a sign or result of something inspiration : someone or something that gives you ideas for doing something Scots-born: born in Scotland launch party: an event to celebrate or introduce something new to bother someone: to annoy or cause problems for someone



cs o Read the inf ormation from Amy's w ebsit e and check your answers from Exercise 6. How has Amy's life not changed in the last few years? What kind of person do you t hink she is?

The title of Amy Macdona ld's new album, A Curious Thing, is taken from one of the new songs on it ca lled No Roots: 't hi s life I lead, it's a curious thing but I can't deny the happiness it brings'. It's a reflection on how her life has changed in the fou r years since she signed a record deal at the age of eighteen . Of course, many things are still t he same for her. Home is still small town in Scotland, a few miles from Glasgow; inspiration contin ues to come from her heart; and her favourite creative environment is still t he small studio in t he Surrey home of her manager and producer, Pete Wilkinson. 'It's the way we do it and the way we're comfortable and the way we like it: she says firmly. Amy Macdonald began writing songs for the album last spring during a short break from touring . In the song, An Ordinary Life, Macdona ld's describes Scots-born Hollywood actor Gerard Butler at a party he held in Glasgow late last year to mark the opening of a new film. Lots of people wanted to talk to him and be around him just because he was so famous. Amy tried not to bother Gerard, even though he'd already said how much he loved her first album. 'I thought, thi s is strange, this Hollywood actor telling me I' m amazing!' But that night the re were so many people there just so hungry for fame that Amy and Gerard weren't ab le to talk. 'So t hat song's actually about him : she continues. 'You're in this room and everyone's looking at you. For me, I've still got that ordinary life and Ijust want to ho ld on to that for as long as I can. I don't ever want to have album launch pa rti es where people interested in fame come along and bother me !' However, Amy Macdonald needs to be careful as A Curious Thing is likely to make her even more popular than she is now.

My Culture Project Tip: The project element of thi s less on can be set as work to complete outsi de the clas sroom where stud ents have access to book s or the internet to help them. If you wi sh, you could set the re sea rch f or homework before the lesson so that student s come prepared. Alternatively, it could be set at the end of the lesson. Then do th e asking and answeri ng element in the next class .


Eli cit some idea s first t o chec k that students choo se appropri ate people before giving th em plenty of t ime t o resea rch . Tell students to ma ke notes. In feedbac k, as k students about what they f ound out.


Students wor k in pairs.

Now your students con: â&#x20AC;˘ t alk about the lives of f am ous peopl e.

o ( boose a fa mous singer or musician from your country from now or f rom the past. Find out information about t he t hings below: his/her career his/her songs and music his/her personal life â&#x20AC;˘ music awards/prizes other achievements

o Work in pa irs. Ask and answe r questions about you r singers . A: When did he make his first record? B: When he was eighteen but It didn '! sell very well.

L~~-~~---=~~;:;-~ '111

Extra Discussion Put st ud ents in groups. Write up What are the advantages and disadvantages of celebrity? Would you want to be a celebrity? on t he board. Give student s t en minute s t o disc uss. Mon itor an d help whe re necessary. In f eedb ack, eli cit id eas fro m eac h gro up.


Students chec k th eir answ ers f ro m Exe rc ise 6.


Background William Shakespeare (1564-1616): a poet and


o Your Culture Work in pairs. Ask and answer the questions.

playwright. He wrote most of his work between 1589 and 1613. He wrote 38 plays and 154 sonnets.

a b c d e

1 Who are the most famous poets in your country? Which of them is your favourite? 2 Do you know any famou s lines of poetry? Can you translate them into English? 3 What are your favourite lines of poetry? Why do you like them?

Emily Dickinson (18301886): an American poet. Her


work was unconventional for the times and not much of it was published during her lifetime. Her poems are dark, but playful. The opening of I'm nobody! Who are you? Are you nobody too? is about her position as a woman in a maledominated society and as an unrecognised poet.

Read the extracts again. Try to match the descriptions (a-e) with the extracts of poe~s (1-3).


Read the extracts of poems (1-3). Match them with the images (a-c). Which of the extracts do you like best?


it is to a close f riend of the poet 2 it is to someone the writer loves 1 it is about an experience 3 it is about the importance of nature it is about friendship ')


ClIIi) Listen to the radio programme and check your guesses from Exercise 3. ClIIi) Listen again. Why is each poem personally important for Tom?

'Shalll compare thee to a slimmers day' Tholl art more lovel y and more temperate: Sonn et 18 by William Shakespeare

2 '['m nobod y! Who are YOll' Are you nobody, too' Then there's a pair of LI S - don't tell"

William Wordsworth (1770-1850): a maj or English

I'm nobody ! W ho are you?

by Emily Dicki nson

Romantic poet who lived in the Lake District in northern England . Wordsworth made his debut as a writer in 1787 when he published a sonnet in a magazine. I Wandered Lonely as a Cloud (also known as Oaffodils) was written in 1804 and it was first published in

3 'J wandered lonely as a cloud ... When all at once I saw a crowd, A host of golden daffodils: Daffodils by William Wordsworth



Give students a few minutes to complete the exercise. Write up any interesting ideas on the board.


Students discuss the answers and their ideas in pairs before class feedback.

Answers: 1 b 2 c 3 a




o Students check the answers with the

Answers: Poem 1: It reminds him of school

Ask students to give reasons for their answers.


Answers: Student page Tip: Poetry can often be ambiguous . If students have differing ideas and can give a legitimate explanation for it. they may not be 'wrong'.


Pause the recording after each description to allow students time to make notes.

when he was studying English . He fell in love with one of the girls in his class and he always thinks of her when he reads this poem . Poem 2: It has an important message - to have a few close friends and not to worry about what everybody else thinks . Poem 3: He identifies with the poem saying it's the same for him . After a good walk in the countryside, he feels like a different person , like a new man.

o o

Brian Patten (1946-) was born in Li verpool and left school at the age of fifteen to become a music journ alist. He became famous after t he publication of The Liverpool Scene in 1967, a co llection of poems with Adrian Hemi and Roger McGough. His poetry can be both funny and serious and he often writes about personal relationships.

Read about two more poets: Brian Patten and Wendy Cope . What similarities and differences are there between their careers? Read and list en to the poems (1-2). Answer the questions. Poem 1 1 Wha t is going to happen? 2 Why has the person changed the time of his/her watch? 3 How do you think he/she is feel ing?

Wendy Cope (1945-) worked as a teacher for fifteen years after leaving Oxford University and bef ore becoming a full-time writer and journalist in the 1980s. Her poems are about simple, everyeJay topics and are often f unny. She'is married to t he Scottish poet LachlaQ, Mackinn on. She has won two awards and is one of Brita in's most popu.lar poet s.

Poem 2 4 How is the man different from other men? 5 Why did he think about giving his wife/girlfriend flowers but not get them in the end? 6 What was her reaction? How does she probably sti ll feel about him?


Work in pa irs . Ask and answer the quest ions. Which of the poems do you like best? Why? 2 Have you ever felt the same as the people in the poems? Have you ever written poetry? What was it about?

Mu Cuft

o Write about a famous poet from your country. Find out about his/her life and work and wri te notes. â&#x20AC;˘ Choose your favo urite line or lines from his/her work and try to t ranslate them into English (use a dict ionary and ask for help) .

~ Work in groups. Read out you r lines and tell your group about the poet you have chosen.

Extra Exercise


I have changed the numbers on my watch I have changed the numbers on my watch, And now perhaps something else wiU change. Now perhaps At precisely 2 a.m, You wiU not get up And gathering your things toget her, Go forever. Perhaps now you wiU find it is Far too early to go, Glossary gather together: (v) Orfar too late, And stay forever.

col lect forever: (adv) for all future time

Brian Pa ttern

precisely; (advl ex actly

Some men never think of it. You did. You 'd come along And say you'd nearly brought me flow ers. But someth ing had gone w rong . The shop was closed . Or you had doubtsThe sort that minds like ours Dream up incessantly. You thought I might not want your flowers. It made me smile and hug you the n. Now I can only smile. But, look, the flowers you nea rly bought Have lasted all this while .

Gl ossary doubt: (n) feeling of uncertainty hug: (v) to hold someone tightly

incessantly: (adv) all the time last: (v) to remain in good condition mind: (n) brain

Wendy Cope

Students look at the poems again, Ask them wh ich one rhymes and which one doesn't (Flowers rhymes). Tell students to underline the rhyming words (along/wrong; ours/flowers; smile/while), Ask students also to look at how the poems are written, e,g, Flower is written in four stanzas but I have changed my watch '" has lines of differing lengths and isn't split up. Ask students if this matters (no), Tell students that act ually how poems are wri tten can also reflect what th e writer is t rying to say,

My Culture Project Tip: The project element of this lesson can be set as work to complete outside the classroom where st udents have access to books or the internet to help them , If you wish, you could set t he research for homework befo re the lesson so that students come prepared, Alternat ive ly, it could be set at the end of the lesson. Then do t he ask in g and answering element in the next class,


Refer students back to the beginning of the lesson. Remind them of the poet s they came up with.

~ Group students who aren't so interested in poetry wit h those who are to give them some mot ivation,

Extra Exercise


Give st udents a f ew minute s indi vidu ally to comp lete.

Answers: Differences: Brian Patten left school early but Wendy Cope went to Oxford University. Similarities: They were both journalists. They both write about personal or funny topics,


Listen to the poems as well as reading them as the tone and phrasing will probably help students to understand them more fully.

Suggested answers: 1 There may be change.lHopefully he/she won't go. 2 To sto p the person he is writing about leaving, 3 sad 4 He thinks of things other men never thi nk of, 5 Either the shop was closed or he thought she might not want them , 6 She smiled and she still loves him,


Give students a few minutes to discuss the questions, In feedback, discuss wi t h the class,

Brainstorm two different topics (elicit the topics from the students), and adjecti ves and nouns to match your topics, Remind students about rhyming and the shape of poems, Tell them that they are going to write their own short poem,

Now your students can: â&#x20AC;˘ talk about important poets and poems,





Read the task first. Guess what kind of information you are listening for (e.g. a year, a number, a place, an activity, an action). Make guesses about the information where possible. (e.g. 1 born in 19BO - from the photo of jamie Oliver) Also use your general knowledge to help you . When you are listening, listen out for the key word s in the notes (e.g. campaign). Also listen out for words wi t h a similar meaning (e.g. work to improve ... ). Use abbreviations to wri te down the information on a piece of pape r (e .g. 2 rsts 2 restaurants). After listening, write ou t your notes. Make guesses when you are not sure.

3 Note completion (specific information)



Before you listen, read the Questions carefully. Try to guess an swers to the Questions where po ss ible. Use your knowledge of the world and use any pictures there are. Often the information in the text is exp ressed in a different way from the Ques t ion. Sometimes it is in a different form: Question Apartheid was bad far black South Africans. Text Black South Africans had no rights. When you listen again, try to get the rest of the informa tion. When you don't know an answer, make a guess.

2 Multiple choice (specific information)

Before you listen, look carefully at the list of topics . Use photos and any other information to make guesses about what the text is going to be about. Listen and check your guess. Remember that all the topics can be mentioned bu t the main topic is the one that sums up the text best.

1 Matching (identifying the main topic)

o Listening


the views from the house

Edda's bedroom

th e t op floor

Fi rst, identify the baSic situation (where it is and what is happening). Then li sten out for information about what has happened beforehand. Think about the people. Who are they and what is the re lations hip between them? What do they call each other? What do they know about each other? What sor t of language (formal/in forma l) do t hey use when they speak to eac h ot her? Listen close ly to the intonation of t he speakers to iden tif y how they are feeling. Also listen out for sounds like sighing or yawning or words or expressions that show their mood (e.g. I"ve had a really hard day ).

6 Multiple choice (context)

Look at the list of headings to get a general idea of the talk. Underline key words in the list (e .g. his tory/advice). Make guesses about what is going to be men ti oned (e.g. obsessive Ions - stalkers, dangerous fans). When you listen the first t ime. try to get a general idea of each part of the talk.. Write notes . Remember that the talk will have some words re lated to different topics to distract you . If you are no t sure abou t the answers, make a guess.

5 Matching (headings/parts of a talk)

When you listen t he fi rst t ime, identify the list of topics (or write down a list of t hem). When you listen again, write down important information rela ted to each topic. 00 not try to write down too much information. Use abbreviations. After listening. add any other information to the ne t work that you remember and that is relevant .

how you get to it

reasons for t he deSign IIsing sea levels

Before you listen, draw an empty ne t work to comp lete or use any topics that are given to draw it.

4 Taking notes

SA · top adven ture company in Scotla n d

Look at the topic and kind of tex t you are going to lis ten to or wa tch (e.g, an interview with a scientist about the Sun). First, think about what you know about the topic (e .g. the Sun gives us light and heat). Make predictions about what the peopl e are going to talk about (e.g. 0 scientist will probably give facts abou t the Sun). Wri te down four ques t ions that you would like to know the answers to. Think about differen t areas related to the topic (e.g. age of (he Sun. size, location, its effects on life, etc.). When you have written you r ques t ions, check them and compare t hem w ith your partner's. While lis tening, lis ten out for answers to your Questions. Don't worry if you can't answer ail (or eve n most) of your Ques t ions. Tell the class what informa t ion yo u have fo und out and wha t yo u wanted to know bu t didn' t find out.

8 Asking questions before listening

The first time you listen, write down facts. Use ab breviat ions t o take notes. See Skills Builder 4 (Taking notes). Listen again and complet e your table or network w ith opinions. Not ice opi nion adjecti ves wi t h special emphasis. (e.g. You con see omaling wildlife).


FACTS Scottis h Adventu re: organ ise wee kend expeditions

Ad venture Holi day s

Read the information again about facts and opinions in Skills Builder 19 (reading) again. Draw a table or network:

7 Identifying facts and opinions

• Look a t the words and t ry to guess the meanings bef ore you listen. (e.g. Is it simi lar to a word in your language?) • When you listen, try to work out the meaning. No t ice the part of speech (e.g. noun/ver b) and the context (e.g. test tube babies - babies created in laboratories). Use your knowledge of t he subject to help you guess.

11 Working out the meaning of words from context

• Wh en you listen to dialogues, you can notice informa l style fro m language like t his (formal language in brackets): Titles/Names Mary, Tim (Mr Baxter, Ms Williams) Informal expressions Hi there/Hello (Good morning): Bye (Goodbye); Hey (Excuse me); Of course (No problem) Requests Can I sit dawn? (Could I sit down, please? Wou ld it be 011 righ t if I sot down, please?) Informal words caol (lovely, very nice); kids (children)

10 Identifying informal style

- react positively or negativ ely to reques ts! suggestions

Listen the first ti me to get the general idea of the situation. Who is speaking? Where are they? What is the relationship between the people? What is going to happen next? Listen again. Notice the speakers' tone of voice. Are they fr iendly. relaxed, stressed or angry? How much ti me have t hey got t o t alk? Decide w hich of these things t hey want to do: - help th e ot her person - give information/tell somebody something - make a sugg est ion/give advice/express an opinion - ask for something (he lp/i nformation! permiss ion/to borrow somet hing)

9 Matching (speakerslintentions)





• Notes, emails, letters or postca rds to friends or f ami ly have an in for mal style. Blogs and chats on th e internet are also usually informal. • Some features of informal style: - starting letters, ete.; Hi: Hi there: Hello; Ho w are things?; How ore you? - finishing : Write soon; See you; Take care; AI! the best; Lo ve - colloquial words: cool, mate, okay, anyway - short forms: (I'm) Having a great time.l(1'II be) Back on Tuesday. - punctuation: contractions (e.g. can't); AMAZING (capital letters): !!!!!!! (exclamation mark s); ~ (dashes): xxxxx (k isses at the end of a letter); the use of smileys (e.g. @)

15 Identifying informal style

(e.g. It is abou t a big sporting event). • Match the words and the meani ngs. If you are not sure, guess.

• Use the context in the text to guess the meaning

• Work ou t what part of speech the word is: a ver b, adjective, noun, adverb, preposition or fixed ex pression. • Is it similar to a word in your language? (e.g. isolation)

14 Matching (words/meaning)

• Read all of the text quickly to get the general idea. • Read each paragraph carefully. especially the first sentence which usually introduces the topic of the paragraph. • Underline impor tant words in each paragraph and select a heading for each paragraph. • Make sure one of the headings does not match a pa ragraph.

13 Matching (headings/paragraphs)

Which title sums up the general t opic of the text? Choose that one.

the text related to the titles.

Look through the text more slowly. Find parts of


First. look quickly at the text and any photos or drawings with it. Try to guess the topie. Read the text quickly to check your guess. 00 not try to understand all the words. Read the question and look: again at the different

12 Multiple choice (choosing a title)

~ Reading


• Read the text(s) and identify the topics of t he different texts or parts of the text. .. Read the gapped sentences. Id en t ify th e topics. .. Read the sentences before and after t he gaps. Look for linking words (e.g. first/then/because) . • Look closely at ref erence words in the gapped senten ces and t hos e after them. These words refer back to something: one/ones, helshe/h islher, itlthem. this/these. that/those. then (time). there (place). .. Check that th ese reference words work in the text (e.g. choose ones = materialS) . .. Check that the extra sentence does not fit in any gap.

18 Sentence gaps (connectionsllinking)

• Read the tex t first to get the general idea. • Then look at th e notes. Guess w hat kind of information you are looking for (e.g. jobs. dates, features of a house/i nformation about persona lity). • Make guesses about t he information using any photos and your general knowledge. • Read the t ext again and underline key words and information with a pencil. • Use abbreviations to write down the information. Make guesses when you are not sure.

17 Getting specific information (completing notes)

• Before you read. think about w hat kind of text it looks like (e.g. newspaper report. ma gazine article, teenage magazine article. brochure. letter. website. blog). Think about the format and design. the number of pictures and the size of t he text. • Read the text quickly to check you r guess about the kind of text. Notice the sty le. Is it forma l (e.g. a llew spaper/forma l leUer) or informal (blogl postca rdlinfo rmallette r)? • Dec id e what kind of reader the text is written for (age, occupation, nationality). Think about the topics mentioned and the references to places (e.g. Kingsto n. (onoda). • Think about the relationship of the wr iter to his/her subject. Is he/she an expert? How well~ wr itten is the text? Has it been w ritten by a professiona!? • Read the t ex t closely to find out what the writer is trying to do; give information; express opinions; tell a story; se!! somet hing; ask for somethin g; complain about something.

16 Multiple choice (focus on context)

and identify the main topics . • Rea d it again and under lin e opinions (e,g. I am in fovour of .... I om ogoinst .... I feel ... / I think ... / I don't think ...) • Also underline sentences w hich compa re two things (e.g. classes are quieter I we con tolk more freely). • Texts which present both sides of an argumen t usually report other people's opinions (e.g. according to American experts) and do not express personal preferences and opinions.

• Read the tex t s quickly. Read each text again

21 Matching (texts/points of view)

• In formal, written Engl ish we do not use contractions (e.g. I'm writing to YOu), colloqu ial words and expressions (e.g, it's cool) or direct request s (e.g. I wone you to send me ...). • Look out for th ese feat ure s to st art and finish formal letters: - Dear Sir/Madam, Dear MrlMs Smith • Yours fOithfully. Yours sincerely. With best wishes, With kind regards • Look out 'for these forma l expressions in letters: - I om writing to comploin obou t/osk about/tell you about .. , · 1 would be grateful if you could give me a full refund/give me information about .. - I look forwa rd to hearing from you.

20 Identifying formal style

• Fa cts have information which is presented as t rue (e.g. Th e boat is 116 feet long). However. be careful- sometimes wri t ers get their f acts wrong! If you are not su re about a 'fact ', check it. • Look out for references in books or ~ in websites that give t he source of informat ion (e .g. occording to UNESCO) t o check the fact. • Facts about travel often have numbers, dates. prices and name s. • Opinions often contain opinion adjec t ives (e.g. amazing, incredible). • There are opinions in many predictions (e.g. You'lI have a great time), comparisons and superlatives (e.g. Th is is the most exciting trip you'll ever go on).

19 Identifying facts and opinions

a text in English, try to answer th ese

• Grade the text out of five for each of the areas above. Discuss your evaluation with someone else.

new to you? Is it useful. prac tical? Is there any inf ormation missing? 3 How clear is the organisation and layout of the text (e.g. pictures, size of the text)? Does it have clear paragraphs? Does it have titles and sub ~titles that make it easier to read? How clear is the order of the information? 4 What are the opinions and arguments in the text? Are they for or against so mething? Do they show different points of view about a subject? How convincing are the arguments for you? Are the opin ions backed up by facts and examples?

2 Is the information th at is in it interestin g an d

(e.g. th e language. the topic)

1 How ea sy was it to understand? Why?

To eva luate questions:

23 Evaluating texts

• Choose the defin ition that fits in best with the use of the wo rd in the text (e.g. training progromme) . • Finall y. read the sentence aga in and check to see if it makes sense wi th this meaning,

Use the strategies in Skills Builder 14 to try to work out the mea ning of new words. • If you cannot guess t he mea ning, use a dictionary. Decide if the word in th e t ex t is a verb, adject ive, noun or adverb, etc. Look for that use of the word in the dictionary (e .g. programme n.) Common dictionary abbreviations are: n (noun); adj (adjective); adv (adverb); prep (preposition); prOIl (pronoun): v (verb). • Under that use. you will often find more than one definit ion. Example: programme n. 1 a show on television or radio: What's your favourite TV programme? 2 an important plan to develop or improve something: the US space programme. 3 a set of planned act ivities: a fitness programme. 4 a written description you get at a concert. play. etc. That tells you about it.

22 Choosing definitions (dictionary skills)







story linkers

informal qyle



All the best,

Write soon.

Anyway, I'll tell you all about her soon .

The next day, we got the train back to London - luckily Sophie was on the same train, I think I'm in love!lH!!

Scottish dancing. While dancing. I met this AMAZING girl called Sophie and we immediately got on well and talked for ages. In the end. I went to bed at 3 a.m.

photos, During the ceremony, Fred's mobile suddenly wen t off and everyone looked at him, Afterwards, we had a big lunch with lots of speeches and laler some

8efore going into the church, my dad took lots of

late the night before. The next day. after hav ing breakfast, we went out for a walk and t hen we got changed for the ceremony.

It was in some kind of Scot ti sh castle and we arrived

wedding. It was really COOL!II!!!

How's It going? I've just come back from my sister's

Hi Andy,


26 An informal email

After leaving the church, we went to the hotel for the reception. (After we hod left the church ". ) Before having lunch, we listened to 0 speech by the best man. (Be/ore we had lunch ". ) While walking back to the hotel there was a big storm. (While we were wolking ... )


25 after/before/while + -ing

places in the virtual world like the cafes.

shy and he is very outgoing. He likes meeting people in cool

is he like? He does not really behave like me because I'm quite

.r.llliIiIlmliliW J


8 Page 23. Exercise 7

27 Short notes/Reason linkers



Thanks for the invite, I'd love to come but can I brin€ a mate of mine? It's because an old friend is staying with me,

Hi Sa m,


Take care,

Thanks for the invitation. I'm afraid I can't come as I'm going to be in London. Hope you have a great time - I'll be in touch when I get back.

Hi Sam,


All the best,

Hop e you (an make it.


some drinks in case we run out. My mum can pick you up from the stat ion but tell us beforehand just in case she's

make my famous chicken curry. Bring

15 August at eight o'clock to celebrate getting into UNIVERSITY!!!! I'm going to

Am having a party at home on Friday

HI everyone,

informal styl e reason linke rs

'ci, Key

What does my avatar look like? Well, he looks ver y like me but


he's taller and he's got short green hai r and yellow eyes . What


24 Descriptions of people with like

f/J Writing



and 7

Key Qua nti t ies linking words u ;pf'JI pili

{je~(r l bing

Jane is not only kInd and sensitive but also Intelligent. Jane is both kind and sensitive and intelligent. Jane is kind and sensitive os well os intelligent.

Linking adjectives

The plot is full of action os well as drama.


The plot is full Of both action and drama. There plot is not only full Of action but also oj

linking nouns

30 Addition linkers


All the best,

My girlfriend wants me to go to the fancy dress as Elvis Presley on Saturday because I've made her go as Greta Garbo! I need someone to _ lend me a leather jacket. Do you th ink I could borrow your nice black one? We're about the same size. I'll help you fix your computer. . .

Hi Fred,

29 Short notes/Verb patterns

To sum up, girls do more housework than boys although all of the students at our school have the same amount of homework and free time. Thl_ i~ probJbly betduse some of the parents treat girls unfairly and expect them to do more housework than their brothers.

Under 20% of €irls and just under 15% of boys sometimes iron their clothes.

Only about 20% of boys and around 30% of girls cook meals at home.

Ove r 80% of girls and boys make their beds and tidy their rooms .

More girls than boys do chores at home except for mowing the lawn, taking out the rubbish and walking the dog.

on chores.

some household chores. However, none of the students spend rnore than an hour a day

Around 8% of boys and on ly 5% of girls do nothing at home. Mo't of the students do

Accordin~ t, ,3rious studie~ , Scottish women still spend much more time on household chores than men. We interviewed just over fift y students at our school to find out about differences between male and female teenagers. Here dre the re!)ults.:

Surv ey o f Househol d Chores

Pace 35, Exercis ~s

28 A report


...... .....




bot h action and drama and the two main Chdfdckrs are brilliant.

Afrrr arriving a t the airport, we took a taxi ro OH' (('n (l(, 1111 "(}I 1 Y / 0 1 I moor ,' ng your birthday. /'/11 uu"" Of p11lV11l1) fao /boil. 1'lIl I.Il1lWl1f1V (Ibout If/IIIIIQ rile exam. I'm Ond Ol dol" fJ mot/I \

Other examples of prepositions + ·jng forms:


Take care,

See you nex t week .

Well, I must go now. I've got to get changed before goin g out.

! was a bl t worried about coming to London but I'm really enjoying it. At the weekend, we were on a boat trip down the Thames when there was an accident - I was scar ed stiff of falli ng in but we got back without hav ing any problems. Yesterday, we went to the Science Museum. I was a bit tired of looking at stuff abou t energy until we got to the 3-D cinema. Tomorrow, we're going to Cambridge and I'm really interested in going on the river in a boat which people say is really cool.

Thanks for sending me an invitation to your party on Facebaok. It looks great!!!!!

Hi Si man,

32 Short holiday emails/Prepositions + -ing forms

I .


InforMal' ~"I'

verb pattern s


To sum up, the book is the fascinating story of one woman's life and her great love. If you like great literat ure, I would df'finitcfy recommend reading this classic story.

kind and sensitive but also intelligent. Al t hough she is poor, she fights to be independent. Jane Eyre has become one of the most impor tarlt bOOKS in English literature as well as important read ing for modern feminists.

Edward Rochester is an experienced man though he is rather selfish, Jane is not only

The pl01

They are going to get married when she finds out a terrible secret.

to work in a big house, where she falls in love with the owner, Edward Rochester.

The story i~ dbout the life of lane Eyre, whose parents die when she is young and who is later sent away to a horrible school. After leaving school, she goes


I I1 (; XlJf t::S~lor "

linking expressions


IS set Hl 19U> century England and is partly autobiographical. It was successfu l when it came out and since t hen many films have been made of the book.

Jane Eyre was written by Charlotte Bronte in 1847.

31 A book review


formal expressions ca use linkers


There are lots of extra-curricular octivities at our schoal like debating, sport and music. There are lots of extra·curricular activities at our school such os debating, sport and music. There ore lots of extra-curricular activities at our school. For example, there is debating, sport and music. At A level, you con study subjects /ike business studies and psychology. At A level, you can study subjects such os business s tudies and psychology. At A level, you can study different subjec ts. For example, you can do business studies and psychology.


35 Examples linkers

Thomas More

YourS faithfully,

I look forward to hearing from you .

+ infinitive (to/m order to) { am writing to ask for information about the job. I am interested in doing the job in order to get experience with computers. + modal (con/could) I would like to do the job so that I can practise my English. I wanted to do the job so that I could practise my English. + noun (for) I would like to do the job for the work experience. f om only doing this job for the money.

J, E

36 Purpose linkers

When I complained about the hotel, the manager was very unhelpfuL ! would be grdtefu! If you (ould give me a full refund of my money within the next two weeks.

In yOU! ddvertismg. you mention 'clean accommodation' but I couldn't sleep due to the cockroaches in our room. There was no en-su ite bathroom and because of thal l fell over one night because I had to walk down the corridor to the bathroom and it was so dark. Beca use breakfast was just some fruit, I felt hungry all morning.

First as the tour bus had mechanica l problems, the trip took over ten hours. Then, when we finally arrived there was no food available at the hotel.

I am writing to you about my holid ay last month at the Superb Hotel organised by Fun Tours .

Dear Sir/Maddm.

34 A letter of complaint

As the airline delayed our flIght, the journey took twenty hours. (os + su bject + verb) The journey lOok twenty hours because the airline delayed the flIght. (because + subject + verb) Be cause of the airline delay, the journey took twenty hours, (because of + noun) The journey took twenty hours due to th e airline delay. (due 10 + noun)

33 Cause linkers





~irfMildrrn ,


Key formal expressions

J!S iyJvan td gl' linking expressions;l.'~"

To sum up, the television has been a very successful invention although, in my opinion, we shou ld not watch too much because of its negative irnpact on our health.

On t he other hand, television has its drawbacks. Acco rd ing to some experts, we watch too much tel evision an d in the UK three hours a day is the average. Too much TV (an affect our social lives and have bad effects on our health because we do not do enough exercise. Other critics are against reality shows and say that there is too much sex and violence on TV.

On the one hand, te!evlsion news programmes help us to see what is happening around the world. Other benefiTS of TV are educational and there are many documentaries about nature and science. As well as that, television is good for people who li ve on their own or who have mobility problems.

and the USA. It is very popular nowadays and some programmes, like football World Cup finals, get several hundred viewers. However, there is stHI debate about the pros and cons of television.

The television is a machine which transmits moving images and sound using radio waves. It was developed in the early 20 th century in various countries such as Germany, the United Kingdom

39 An opinion essay


despite +- -ing forms/nouns Despite being weak. the plot links together the songs in the musical. The plot links together the songs in the musical, despite being weak. The musical is good despite the weak plot. Despite the weak plot the musical is good.

h owever links two sentences The plot 0/ the musical is weak. However. it links together the songs in the musical.

although + subject + verb Although the plot is weak, it links together the songs in the musical. The plot is weak although it links together the songs in the musical.

38 Contrast linkers

Tom JOI1f:)

tows I clftrullv,

I !( '1K forward to II(><1r' if fwm you .

! am interested in working for your shop in order to get more experience and I can also develop my (omputer skills. I would also like to do the job tor fun as llove computers.

I am in my first year at sixth -form college and [will be doing my A levels next year (maths, physics and ICT). As wet! as studying ICT at school, ! have done courses in computer programm ing and! can repair computers. I know all the latest models of computers and I can also speak some French. In the last two years, I have often worked in my uncle's clothes shop on Saturday mornings and because of that I have plenty of experience in dealing with customers.

advertised in the Ashjord Journal last week.

I In writinp to JP;.ly for the Pt) ,'iar of part-time shop assistant at your compute r shop


37 A job application letter


A: Yes! I'm gOing to have dinner with them. B: Wow ! Amazing ! A: Yeah, it is, isn't it? It was the weirdest thing that's ever happened to me.

B: Nol He didn't!

actors afterwards!

B: Oh, no! A: Well anyway, I felt really terrible. But after that ... B:What? A: After that, the director came over to talk to me. B: And? A: Eventually everything was fine, Th e director invited me to wa tch the filming and meet the

round, I saw a film crew.

I did was to use my judo and get him on the ground. B: Yeah? Really? A: But then, the old guy wa s angry. When I turned

Th e mugger started to run . So the next thing

B: Wow! A: So anyway, then I went towards the mugger.

and a young guy in jeans with a knife,

A: And suddenly, I saw these two guys. An old guy,

B: And then?

classes and I was riding my bike down the street.

A: Well, it happened the other day. I'd just finished

41 Telling stories

C: I'm not. I prefer roc k.

A: I'm really into hip hop and rap. B: So am I.

e: I am. I'd like to have one.

A: I'm not into tattoos. B: Neither am I.

A: I love clothes with designer label s. B: Me, too. But they're so expensive.

A: I don' t like heavy metal. B: Neither do I. It's too loud. C: I do. I think it's great!

A: I don 't think piercings look very nice. B: Me neither. They're horrible!

A: I think punks look a bit silly. B: So do I. C: I don't. I think they're Quite cool.

40 Agreeing and disagreeing (1)

• Speaking

B: Not at al l. sir/madam. We look forward to seeing you again.

A: Cash, please. Thank you very much.

cash or by credit card?

A: Could you bring me the bill, please? B: Of course, sir/madam. Would you like to pay in

B: Would you like dessert~ A: "11 have some apple pie, please, B: Right, sir/madam.

steak: rare, medium or well -done? A: Rare, please.

B: Right, sir/madam. And how would you like your

And steak for the main course.

A: Yes, "d like the tomato soup for a sta rter, please,

B: Are you ready to order?

B: Certa inly, sir/madam. I'm afraid we're out of chicken. A: (ould you bring me a large bottle of mineral water, please? B: Of course, sir/madam.

A: Could I have the menu. please?

please? A: All right. B: (an I take your coat? A: Thank you.

S: Would you mind waiting for a couple of minutes.

B: Good evening. sir/madam. Have you got a reservation? A: No, I'm afraid I haven't.

A: Good evening, a table for one, please.

43 Eating out

• Use your notes to practise, It can be use ful to re cord yourself and listen to yourself. Get a friend or member of your fam ily to listen to you, tool

say it in a simpler way.

from your own language. If you don't know the vocabulary or the grammar, don't try to say it or

- When and where did it happen? - What had you just done? - What were you doing? - What suddenly happened? - What did you do? - What happened in the end? - How did you feel? • When writing notes, don't try to translate directly

Write notes to answer these questions;

• Write shor t notes about what you want to say.

• First choose an event to talk about.

42 Preparation strategies





A: B: A: B:

Good evening. Can I help you? Ves, please, Do you want a hand with your luggage? It's okay, thanks. I've got a reservation for one room for two nights. Here's my passport. Shall I give you my credit card, too? A: Thanks. You've got a reservation for one Single room with en· suite bathroom. That's fSO a night. 8 : Fine. Is breakfast included in the price? A: No, it's £6 and it's served in the cafe from 7.00 until 10.00 in the morning, 8 : What about the intern et? How much does it cost? A: There's wi·fi in most of the hostel. It's free. And there's a common room w ith a TV lounge and games area, Would you like me to show you around the hostel? B: That's kind of you, thanks . Maybe later. What time do we have to be back in the ho stel? A: The reception's open twenty·four hours a day, I'll give you a map of the area, 11 you like. 8: Yes , please. A: Let me show you some good places to go on the map. B: Okay, great, Thanks .

45 Asking about accommodation/Making offers

• If th e other person does not understand you, try to say it in a different way. (I mean ,.. , What I mean is ... ) • Write down a list of your most common mistakes with their corrections. Try to remember the correct form.

thing is to co mmunicate.

or expression correctly. • If you think something might be wrong, ask about it. (e.g. Is that correct? Is that right? Do you say it like that?) • If you are really not sure, ca rry on speaking. Don't worry too much. The most important

• If you know you have made a simple mistake. correct yourself. Use expressions like: I mean ". , Sorry,., and say the sentence

44 Dealing with mistakes

KillS BUllDlRS

• When you are talking, don't try to use long, complex sentences. Use short chunks that you can add on to: She looks nice. Very kind, I think. • When you don't know a word in English, don't stop speaking but use these strategies to continue talking: - Try to make a word from your language 'sound English': I've got a 'camera video' (video ca mera). - Use vague language to describe the word: a sort 0/ school, a kind of school, a school or something like thot. - Use gestures and sounds to describe the word, e,g. a kind of scorf. - Where possible, describe it in words : It's Q scarf which a lot 0/ women wear on their heods in some countries. • When you're not su re that the other person understands you, try to clarify : It seems poor, the place I mean.

48 How to keep talking (strategies)

Additions : You can see them clearly, the people I mean. He'd be interesting to meet. I think.

Photo: In the background, you can see three or four more people. Behind the policeman, on the left of the photo, there is a notice board.

Vague language: He's wearing 0 kind Of uniJorm. It might be a policeman's or something like that. He looks a nice sort of person.

Speculation: He must be in his early or mid forties. He's probably fram 0 Eurapean country, It might be Germany. He may have done something brave.

47 Talking about photos

A: Good morning. Can I help you? B: Yes, you can. I'd like to make a compla int about these jeans I bought at this shop last week. A: Right. What 's the problem, exactly? B: Well, the problem is that the jeans are torn here and I didn't do it. The jeans have also shrunk and lost shape. The colours have faded, too. A: I'm very sorry about that. Have you got a receipt? B: Yes, I have. Here's the receipt. A: It says here you shouldn't put it in the washing machine. Did you follow the in structions for washing it? B: Yes, I did, A: Well, I'm sorry about that. B: Right, but what are you going to do about it? I'd like a complete refund, please. A: Well, okay, I'll give you a full refund. B: Thank you. I'd like the refund in cash, please. A: Right. Here you are. And I'm sorry for causing you all this trouble . B: Never mind. That 's all right.

46 Complaining and apologising

A: I think bikes are better than cars. B: So do I. They're much hea lthier for people. C: I don't. They're more dangerous.

A: I don't think the buses are very good. B: Neither do I, They're always late, C: I do. They're very cheap,

A: Cars produce C02emissions and they cause climate change . Don't you agree? B: Ves, I do, We should reduce them. C: No, I don't . I don't think the climate's changing .

A: I think it would be good to build a new motorway, don't you? B: Ves, I think so, too , It would reduce the t raffic jams. C: NO, I don 't think so. Motorways just create more traffic.

A: Road humps are useful. aren't they? B: No, they aren 't . They are bad for cars . C: Ves, they are. They stop accidents,

A: I think speed cameras are a good thing. Don't you think so? B: Yes , I do. They reduce speed and save li ves. C: I don 't . The police just use them to get money.

50 Agreeing and disagreeing (2)

information about the town, please? B: Of course . What would you like to know? A: I'd like information about outdoor activi t ies, please. What activities do you recommend? B: We've go t brochures abollt different activities here. You can go sailing or canoeing on the loch. A: Sorry. What does 'loch' mean? B: It's a lake or a closed part of the sea. A: Thanks , Could you tell me about high lining, please? 00 you know where I can do that? B: I'm sorry, what is high lining exactly? A: It's walking across a canyon on a wire. Have you got any information about it, please? B: Well, I'm afraid I can't help you . But. here's the number of the local outdoor centre. I'm sure t hey can help, A: (an you tell me where it is, please? B: No problem. It's down the street next to the park. A: Thanks for your help. B: Not at all. Enjoy your stay here.

A: Excuse me? Could you give me some

49 Asking for and giving information

INFORMAL: A: Hey, Tim! I need to speak to you . B: Wha t. Suzie? I'm in a hurry. A: ( an I borrow your copy of Loma Doone? I've lost mine and we've got to wri te a review of it, B: Sorry, SUlie, I'm really busy. Can't you buy another one? A: Oh come on, Tim. (an I drop round and pick it up? I can come this evening. B: We'll all be out. Sorry, SUlie. A: Well, what about tomorrow evening? B: O~ , all right . At abou t 6.00. Look, I've got to go. I've go t football in ten minut es.

FORMAL: A: Excuse me, Mr Smith? Could I possibly have a word with you, please? B: Hello, Joanna. What is it? A: Vou see, I've got problems with my project. B: And what's the problem? A: Well, I won't be able to finish it by Monday. Would it be all right if I handed it in on Wednesday? B: Ves, you can do that, Jaanna. A: By th e way, Mr Smith. Just one more thing . Would it be okay if I used some photos of my own? B: Of course you can . That's a good idea. Now, I'm sorry, I reall y must be going. A: Thanks a lot.

52 Asking for permission

• Look at the visual material (e,g. photos, headlines, captions, short extracts, adverts, notices, graphs, etc.). • Make a list of useful words and expressions linked to the topic (e.g. commu ters, bus lanes, congestion charge), • For each item th ink about these things: - where it might be from (e,g, a teenage magazi ne) - if it gives you facts or opinions - how the topic relates to you personally (e.g. your journeys to school and back) - your opinions on the topic (e.g. Do you think bike lanes are use ful? Are you in favour of speed ca meras?) • Think about questions someone might ask you about the material and your possible answers.

51 Talking about visual material






84. Exercis(> t S .d~e 3

wha t I mean.; Actually; Of course. • Repeat the que stions you are asked: What qualifications have I got? Well, I ... ; Experience? First,I ... • Do not try to answer a Question immediately: A: Why do you want the j ob? 8: Well, I would like the job for various reasons. First I'm interested in computers. Second, I would Uke .. Do not try to use long or complicated sentences. You do not always need to answer with full sentences: A: How many A levels have you got? B: Three. I've got three. In leT. maths and science.

• Use hesitation wo rds and expressions: Mm; Well .. , ; You know; I mean; You see; You see

especiall y in difficu lt situations like interviews,

time to thi nk about what you are going to say.

• When you are speaking in English, you need

"~: :e

54 Gaining time

A: Is It okay If I t ake notesl B: Of co urse. Could you tell me why you're Interested in the job in our co mputer shopl A: We l1. I'd really like to work with computers. I've always loved them. B: Could you tell me what experience yo u've got with computers? A: I'm doing ICT at school an d I' ve done two courses in programming. I've also repaired several computers for famHy and friends . I'm good with machines. B: Can you say what models of computers t o recommend to customers? A: Well, that depends on what they are going t o use them for and how much money they have to spend. Do you mind if I ask a question? B: Of course not. Go ahead. A: Could you tell me how much you pay? B: £10 an hour. A: Do you t hink I could look around the shop, please? I'd like to see the latest computers you've got. B: Of course . Right. we'll get in touch with you this week. A: Thank you, Ms Jones. I look forward to hearing from you.

Page 84, Exerci<:t> 5

53 Polite requests (indirect questions)


In my opinion, Starry Night by Van Gogh is very interesting because 0/ the way it is painted. The main rea son I like it is that the colours are lovely. For example, I like the contrast between the yellow stars with the blue sky and the black tree on the left of the picture. Another example is the orange and yellow Moon which you can see on the right. Anot her reason I like it is that it is full of movement. You can see movement everywhere, like the tree which is moving like Q dancer or the clouds in the sky. Personally, I think Van Gogh is one of the best pointers ever. The reason for that is that he saw the world differently from other people. Take his picture, Starry Night, for example, which is very original because of the colours and parterns.

e·,ercl,;e 8

55 Opinions: Reasons and examples



Key linkin g expressions to organise presentation correction/clarification )thE'1 linkers


.00, Exercl ;t,



offices/personal communication


important uses

how they work

• Add useful information to the network that you know. • Then think of four or five more questions to ask about the subject (see Skills Builder 8 - Asking Questions before listening), Example: When were computers invented? • If you are working with a partner, divide up questions to answer. • Use a search engine like Google to find three or four useful websites in English. • Evaluate them: a easy to understand b clear information c useful pictures • Write notes to answer your Questions. Do not write down more information than you need. Check important facts on more than one website. • Organise your notes into a clear order (see Skill s Builder 56 - Giving presentations) , Example: basic information/history/use/pros and cons. Do not write out the presentation. • Find visual aids to help you: slides, photos, diagrams, ete. • Practise giving your presentation by yourself or with you r partner. Go through it again just before you are going to give it.


advantages/ disadvantages

down the possible areas to talk about.

• First. decide on the topic and write it down on a piece of paper. Create a network and write


57 Preparing presentations

Thanks very much for listening to us. Has anybody got any questions?

So, to sum up, TV is still important. But we think it's going to be less important this century.

That brings us to the debate about TV. Some people say it has a 101 of advatHage-... advantages. But there are a lot of disadvantages, too. First, it is easy to watch too much. Because of that, people don't get out. There is also too much advertising, especiallv for children. Finally, a lot of people criticise reality shows.

Now let's look at programmes. To start with, programmes were like those on the radio. Then game shows started to appear. In the last few year'i, there have been more an d more reality programmes.

So, the next question is when did people start actually watching televi sion? What I mean is when did people have TVs to watch?

First of all, let's look at the invent of the TV. Sorry, I mean its inven tion. Various scientists developed it 10r example Gottlieb, Rosing and Baird.

As you can see from the picture, today we're going to ta lk about television .


56 Giving presentations





'Sully' Sullenberger is a 57-yea r-old American pilot. After leav ing school he joined the United States Air Force for several years before becoming a commercial pilot fo r US Airways, He is an internationa l expert on airline safety. On 1 5 January 2009, Su lly had to put into practice all his know ledge and experience to save his aerop lane, an Airbu s 320. Soon after leaving La Guardia airport, New York, large numbers of bi rds disabled the engines of Flight 1549. Air traffic controllers advised him to land at the nearest airport but Sully knew that he would not get to an ai rport and wanted to avoid a disaster in the highly populated area of Manhattan. He decided to land the aeroplane on the Hudson River, an extremely dangerous procedure. Because of the ski ll of Sully and his co-pilot the aeroplane landed successfully on the river. All 1 55 passengers were safe and after the landing went out ont o the aeroplane's wi ngs before rescue boats arrived, Sully checked the passenger cabin tw ice and was the last to leave the plane. He was given various medals and awards for his bravery and skill in avoiding a terrible accident.

M6, Speaking Workshop 3, Exercise 7


A Houseboat (Amsterdam, the Netherlands) There are houseboats all over the world but those in Amsterdam are some of the most famous. 2400 families live in houseboats on the canals of the city . In Amsterdam, there are houseboat hotels and even a flower market on

19.9 16.5 0.12

car travel


f ootba ll

There is Q

man wearing red clothes.

Take t urns to describe the pic ture.

M8, lesson 23, Exerc ise 8

269 4 3.8

scuba diving


parachu t ing

3000 567


Th e Walkin g House (Denmark) It was designed by a group of Danish artists in 2008. It 'wa lks' at the speed of 60 metres an hour and has solar panels. It is 3.5 metres high and is designed for one or two people.

Fatalities per million participants


build tree houses when they have problems with their neighbours. The tree houses can be up to SO metres high and family groups live in them .

M7, Lesson 19, Exercise 1

The Korowai people live in a remote area of Papua. They

A Korowai Tree House (Papu a in Indone sia)

M4, Topic Talk, Exercise 1





man wearing blue c/otlles.

Flying penguin (penguins can't fly) Giant hamsters (t hough there is a large animal called t he capybara which looks a bit like a giant hamster) Pink and yellow shark (though there is a rare shark ca lled the goblin shark w hich is pink)

Anim als that don't ex ist:

Kinkajous (honey bears): live in Central and South America and spend most of their time in trees Giant octopu ses: live in the Pacific and can weigh up to 70 kilos

Animals that exist:

MS. Writing Workshop 4, Exercise 1

There is

Take turn s to describe the picture.

MS, Lesson 23, Exe rcise S



3 4


You'll learn a lot while having lots of fun. Opinion You exit the plane at approximately 30,000 feet. It is amaZing value. According to Shark Attack File, you are more likely to be killed by other animals like dogs. Diving with us is as easy as snorkelling. Our shark dive adventures use protected cages and special snorkel-like equipment to provide air.

M7, Lesson 19, Exercise 3

STUDENT B M9, Topic Talk. Exercise 2



_ .. _ .. __ _ _ ... __ ... _ . _ _


M12, Topic Ta lk, Exercise 1 Inventions: abacus (190 AO), aspirin (1899), battery (1800), bicycle (1861), button (1235), camera (1826), compass (1190), fridge (1 235 ), gun (14'" Century). light bulb (1848). match (1826), microchip (1958), mobile phone (1947), paper (105 AD), Computer (1977), penicillin (1928), interne! (1969), wheel (3500 BC). zip (1913)



1 _ _ _ . _.J

T iverto n Amuse ment Park are looking for stude nts to work in th e sum mer (clean ing/ticket sales/ help ing with chi ldren). Cont act .

~' ''."''.-'''.~ ''''''~- ~"''1':.,....,...,c .. - ~ " ,....,,-- , - ¡, ...

Waiters/waitresses are needed for July and Au gust at our new Fast 'n' Easy restaurant. Good conditions and pay. Contact Ms June Cordell at ..

Job adverts

MI0, Writing Workshop 5, Exercise 5

Number of subjects studied from t he age of 14 to 16: between 8 -10 Number of subjects st udied from the age of 16 to 18: between 3-4 Public exam s at the age of 16: GCSEs School -leaving exams (at the age of 18): A levels

Education in En gland and Wale s:



1101(,11 ' " The climate in Mexico is hot and dry. (oumry How many (ountlies are there in Europe? flag The French nag has blue, white, and fed stripes.

The landscape looles completely different when it snows. She speaks Ihlee languages, including Japanese. Children who grow up on falms have an OlJldOOi lifestyle. 4 July is a natiooal holiday in the United States. The crowd sang their national anthem belOl'e the match started. Tile Empile State Building is a famous landmark in New York. It is one the top sporlS teams in the country. The res taurant serves traditional Italian food. The villagers were dressed in traditional national costume. We saw a 10l of wildlife, including bears and wolves.


The police officer was wearing a badge on his uniform He leels more comfortable wearing a baggy T·shirt and jeans. I cannot afford to buv expensive designer labels The company 101:0 appears on Its letters. She has a tattoo of a rose on her ankle. Did it hurt to have a body piercine? He's from New York but has family roots in Russia. We grew up in the countJyslde surrounded by nature. I was in mv bedroom listening to punk music. I got injured playing rugby. Skateboarding is very popular with all my friends. The skaters often meet up at the sJc:atepark. Urban tribes consist of yoong people who wear the same clothes and do the same things. My brother was a goth and always WOC"e black clothes. Irish people have a SlrOl'lg sense of natlooalldentity. She seemed keen to spon and dancing.

metal head punk skater trendie baggy chain pIerCing shaved

se" goth


He is a compuler geek whO spends all day on the Internet When 1was a goth. I died my hair black. Metal heads love bands like Led Zeppelin. A group of punks wlth spiky hair and leather jackets arrived. The skate park was lull 01 skaters and skateboarders. This palt of Lom1on is very popular with young trendies. He prefers wearing a baggy T·shirt and jeans. She wO(e a gold chain around her neck Does It hurt to eel a body pier-cing? Many of the soldiers had shaved heads.

Page 10 11

golh Identity keen

badge baggy designer label logo tattoo piercing family fOOlS nature punk rUBby skateboarding skater urban uibe


AUjectives dl~scriblnf: pE ,lie adventurous Ad~nturous people like !ravelling anel eKtreme sports My si'iter is very creative and makes her own jewellery creative MV boss is easy-gOing and very friendly. easy-going energetic Small chitdren are ener8etic and enjoy running around _ hard-wOIking He's a hard-working teacher who puts in a lot of effort. idealistic As an idealis tic young man, he wanted 10 change the world independent My grandmother still lives alone and is ~(y independent. laid-back She seems verv laid-back about her eKarns. nationalistic He is nationalistic about the impor tance 0 1 his country. He likes hiking and other outdoor activities. outdoor Everyone likes him because he is so outgoing and friendly. outgoing He is passionate about football and plays every week. passionate practical He's a practical person even when he's in a diftkuh situation. proud I was proiJd of my son when he became a doctor. rebellious Kart was very rebellious and wouldn't lollow the rules. romamic My boyfriend is very romantic and often buys me flowels. shy She is very shy and doesn't have many friends. I was Quite spor ty al school and played for the football team. sporty Why is your bedroom always so untidy? untidy



sports team tradi t ional

anthem landmark





We went 10 the supermarket to buy food.




Module 1 Page 5


Fruit and vegetables ale healthy foods, The kangaroos were resting in the shade 01 the tree. Would you like to come to our place on Sunday for it meal? Rats carry disease. In France, people eat snails. The mushroom'i tasted really disgusting. t don't like the taste of fish. The prOblems are the (esult of her unheillthy dlel

p(">'\ of fO' ld (erea l I had a bowl of cereal for breilkfast. dairy product You must keep dairy products such as milk In the fridge. fast I lived on fast food when I was at college. fattenlng Try to avoid fattening foods like chocolate. fish We had fish cooked with onions ilnd tomiltoes.

snail taste taste unhealthy



deli<.ious disgusting dish goodIbad for you healthy kangaroo

Module :3 Page 21 This SOllP is delicious - can I have 'iOffie more? This medicine tastes dlsgustingl lasagna is a well·known Italiiln dish. POliuoes are good for you but chips are bad lor you.

We cooked some meat on the barbeque. Can you collect all the books and put them 011 my desk? Going to a football match is one of my earliest memories. He could never forget the events that took place The players V'Jere hugging each other and celebrdting, We couldn't stop Iilughing at his jokes. She has a good merllOf'lIOf names. I went there on several occasions. I'm having a pilr ty to celebrate my birthday. The lady was singing a song softly to her Odby. love is (he strongest emotion The crowd went wild when she appeared on stage.

barbeQU€ collect earliest event hug !auah memory occasion party sing stroneeSI wild


le' The eanhQuake destroyed large pans of the city. Some of lhe farmer's animals were killed In the floods. The lorest fires was started by a barbeQue, The stOlm blew down a tree outside our house.

Many families have been homeless since the war.

Fe!lcia won the election with more votes than Ben. Hundreds were killed or injUred in the tenO/ist attack.

There was a bad caf crash on the motorway. The village was completely destlOyed by fire. The accident at Chernobyl was the worst ever nuclear disaster.

earthquake nood forest fire storm

Potll l! election tefrO(is t allack


AI 'Id,rlt crash fire nudear

,nortror. P\ 'nt<; championship An English tennis player won the championship. cheer Fans cheered as the players {an onto the field. crowd There was a crowd of people waiting for the bus. cup final The FA cup final is ptayed at Wembley. goal Russia scored three goals in sixteen minutes. medal He won an Olympic gold medal for the 100 mettes hurdles. prize She woo first prize in a poetry competitton. ra ce Twelve people took part in the race. score Jlm scored the winning goal in the Iilst minute of the game. trophy Stella won the Rosebow1 Trophy fOf best young singel.

Persona l/family events anniversary They are celebrating their wedding anniversary (on~ratulatlons on the birth of your daughter birth celebrate The team celebrated winning the Bame. death Alter her husband's death, she lived alone. tuneal t was too upset to filO 10 my aunt's funeral. weddinc I haven't been Invited to their wedding.

Page 13

Module 2



This soup is lovely and creamy I like my bilcoo crispy. I prefer apples that are nice and cruochy. The cheese sauce was very smooth. The mea t had a lovely salt texture.

The leaves taste quite bitter The apple pie was sour so I added some sugar. Some curtles are very spicy and very hot. Chocolate sauce is verV sweet.

Action"i oil! book cash credit card menu order

l( IU"'(' desselt first course main cow se st.arter

PI,:r to f dl ca fe cofieehouse fast·food bar fish Indian Japanese pizzeria seafood sell-service take-away Thai vegetarran

He checked the bill and p<lld using his credit card. He booked a table at the restaurant fOf eight o'clocK. I haven't got much cash. Can I pay by cheQue? You (an pay by cash Of by credit card. I looked at the menu and ordered a hamburger. The waiter asked u'i if we wer"e reildy to order.

For dessert we had apple pie and ice cream. Ihadsoupasa firSlcourse. The waiter asked us what we wanted as the main course. We had soup as a starter, followed by steak.

We hada cup of tea in acafe neilf the lake. We stopped at a coffeehouse fO! a drink The High SHeet [s full of fast food b.1rs. I went to a fish restaurant on my birthday. Would you like to go out to an Indian restaurant? I love Japanese restaurants, especiilUy sushi b,us. Paota owns iI pizzeria in Covent Garden. Bostoo is famous for its seafood restaurants. We chose our own food at the sell-service restaurant. I ordered chow mein from the Chinese take-awilY. Thai restaurants are my favourite. The vegetarian restaurant does not serve meat.


Pages 26-27

smooth 50ft


bitter sour spicy sweet TexturE> creamy crispy




Roast beef sandwiches are my favourite. boiled Dinner was usually meat and boiled vegetables. I have made a chocolate cake for dessert cake chicken Would you like a cilick.el sandwich? Chip h(Jtty I had a (hip buny IQ( lunch. ctlOcolale Can I have another piece of chocoliue? curry I don', like spicy food like curry. dilfk chocolilte Ilike most flavolJrs but (j,uk chocolate ice cream is i[ecream my favourite. Ihad a boiled em:: and toOlS\" lor breakfast. fiSh and (hips We salon a bench 10 eat our fish and chips. fried I put some fried onion .. on my burger. grilled Grilled bacon contains less fal than fried bacon. omeleHe I had a cheese ometetle fQ( lunch. roast We had roast beef lor Sunday dinner. steak l'Ullave The grilled beef steak. please.

apple pie bacon and eggs

I think I'll have anath@(sliceof apple pie. 00 you want bacon and eggs fot breakfast?

Don't eat high-calorie food if you're trying to lose weight. Bread imd rice contain a lot of calbohydliltes. OOOOlS telf us we should eat less fat Try to eat foods that are high in fibre. Fish is a good source of vitamins and minerals. Eggs contain a 10 1 of protein. This sauce needs more salt. 00 you want sugar in your tea? Oranges contain a lot of vitamin C

f-lf till calorie (al bohydrate fat fibre mineral plotein salt sugar vitamin


I eat plenty of fresh !ruit. Bananas are my favourite fruil I prefer home-made ice (feam to Ice (Team you buy in a store. I'm a veeetadan so I don't eat meat. The farm grows organiC vegetables. I don't eaf fi sh because I don', like seafood. It's Important to eat plenty of fresh vege,ables. Vegetarian food does not contain meat.

fresh fruit home-made meat Olganic seafood vegetable vegetarian


You pay over there at the till. Old you leave a tip lor the waiter?

All the BUyS rn the gym had big muscular arms. Yoo are overweight and should get more exerme. Oora's not faL she's just a little plump

duli muscular overweight plump

An the girls think /3Son Is gOOd-looking. People! always think that actors have slJ(h a glamorous life. She !ookec1 sorgeous In her wedding dress. He's a very handsome man, wi th blilCk hair. Alisonwas slKteen and ve rlJ pre ttv He looks absolutely stunning in th at suit The .... Itch was an ugly old woman with a lont': bent nOse. He was extremely unattractive. with his lon8 greasy hair.

HIS new glllfrlend is very aWilctrve. What a cute kitten.

The motorway is illways busy at rush hour The city centre has lots of shops and restallr.m t ~ . He went to live on .)Iarm in Ihe (OUflUy I usually take the subway if I am going downtown. My office ;s on the third floor. hie moved to the outskirts of London because it WilS cheaper \-Je live on a OIce Quiet road near the park.. Go to the end of the street and turn lefl I lived rn a suburb of New York until I moved to Milnhattan. His flat IS Just a short walk from the nearest tube statIOn. I grew up in a small village In Yorkshire.

Please put the dirty dishes in the dishwasher. There's some ice cream in the freezer. Is there any milk ;n the fndge? He"t the oven to 200 d€grees Celsius. We use the wasfling machine every day.

Vou need art conditioning in the summe r. The (erHfill h('iltinB Is {In all day In the winter I'm goln8 to clean the kitchen cupboards. The room has an oliglnal tireplace but wc don't lIse it. The bedroom has fitted cupboards and wardrobes The hotel has a games room and il gym. The kids are playing in the filarden. I liKe watching films so I bought a home cinema system. The chrldren were running around outside on the lawn. Wc led Ihe ducks at the pond He carried hiS bass up the staircase. We saTon the terrace and watdled the sunset I hung my dress in the wardrobe.

ThIS Is a really cosy Irttle house in the winter We live on a nice Quiet road IlCK ( to the palk. There Isn't enough space In our house to have it big party. There Is a lovely vIew of the bay Irom our bedroom. It got qUite warm In the room when the fire was on.

Appeardnc illtractive cute good-looking glamorOl.1s gorgeous handsome pretty stunnins ugly unattractive

Page 37

Module 5

busV centre country downtown floor outskirts Quiet street suburb tube station village

washing machine


Apphdfl :~ dishwasher freezer fridge

Fedlur air-conditioning cenual heaUng cupboard fireplace fitted games loom garden home cinema laWn pond staircase terrace wMdlobe

cosy Quiet space vIew


- )~ of hou';)(;' apar tment I live In a two· bedroom apartment on the second floor. bedroom My parents live in a big house with"ve bedrooms. bungalow They moved to a small bungalow n~ar the coast. camper van We set off to France in an old camper van collage I always wanted 10 live m a country (ottage. detaChed We plan (0 sell our fiat and buy a (jewched house. dream My dream house would be near the ocean. flat They're moving to a new flat In the city centre. The local people live In huts In the toresl. hUI lIlotor home We tOUled around EulOpe in a malO( home. semi·detached I1 was a nice semi·detached house 00 a pleasant street. terraced The row of terraced house were an painted the same coloor. two·bedroom I'm movmg to a two-bedroom flat near Regents Park.

Page 29

Module 4

pay tip



Her mouth is pretty when she smiles. "Helln dMlmg:' Mum silid, w ith a smile. Don't forget to brush your teeth. S IH~ puts ;'l (rl::ilrn on her face that helps prevent wrinkles.

I wear casual clothes at work. usually Jeans and a T-shirt They wore colourful costumes, some silver ;lOd others red. Her hair is very dark, illmost blaCk. Designer clothes look good but they ale so expensi ve. Mar), wore an elegant dress to the dinner party. You should alwilYs weilr formal clothes for a job interview. Buy 800d quality :.i'loe:. <:lnd thev will last you a long time The gir lS h;)ve a lot of irnuginative ideas about fashion. The (.Iothes from the 1940s look reall y old -fashioned now. You should wear a SfIlart suit if you are going to a wedding.

Celeur ities ahuse advertiSe alcohol drug fame hard·wOIking healthy lifestyle negative pOSitive role mode! star superstar

Mmir!.! obsessive st alker suner tan


I see myself as: a positive role model for yOUl18 kids. A father should be a good role model for his sons. He dreamed of becoming a famous film star. My guest tonight is Hollywood superstar Tom Cruise.

I think some rllp artists are negative role models for children

The tigures show that alcohol abuse is increaSing. Do VDU plan to advertise the product on TV? I didn't drink alcOhol until I was eighteen. He insists that he never takes drugs. Appearing in the him brought him instant fame. Dytan is a hard-wolkln8 student who will pass his exams. He maintains a healthy lifestyle by exerCising regularly.

ladmirehera ctingskiJls. Admiration can lead to obsessive behaviour. The stalker fo!!owed her everywherc that she went. lily Alien superfans queued lor days to get ticket s.

Pages 42-43

1ypes of lIoth(><:, baseball cap He likes to weal his baseba!! cap backwards. dinner jacket I hild to borrow a drnner jacket to go to the event evening dress The other women were wearing beautiful evening dresses jeans You won't be allowed into a club wearing an old pair of jeans IClIther jacket lie rode a motorbike and wore a black leather jacket. Take your overcoat with you' it's cold. c;uit The train was till of businessman wearing dark blue suits. T·shlll Mike tends towea ' jeans-and a T·shil l most of the time.

casual colourlul dark designer elegant form;)1 good Quall tv imaginative old-fashioned

Adje( flvc' dcs(fibin~ clothes

blonde brown cur ly fa ir grey hair long red sholt stlalght wavy


wf'ink le


She is VCIY beautiful. wilh long blonde hilir. He has brown hair and brown eyes. My son had lovely curly hair when he was a child. Uke her mum, June has blue eyes ;lOd fair hair My mum's hail start ed to BU grey wl)en slle was <Hound fifty. She washed her lace and brushed her hair. She's taU and slrm, with long brown h,m. I have got red hair but my sister's hair Is brown. She has short hair like a boy. My hair Is straight but I wrsh i t was curly. Her long, wavy half covers her shoulders.

00 you think' Sl1011ltJ grow a moustaChe?


mou th

Her lips alc big and red

Jenny has red hair and a lot of freck les on hel nose. Glen's eyeSight is now so poor that he has to wear glasses.

moustache '"



eye eyebrow fOtch c<Jo

He raised hi.. eyebrows in surprise. Her flinge covers most of her forehead.

She whispe red some thing in his ear. t-Ier baby has big blue eyes and blond h,m



I oecided to shave my beard oft. I (ut my (hin shaving.


Basketball players are usually tall (lOO weU -bllilt.

She is from a rich afistocratic family. I had a happy childhootl. He had il difficul t { hildhood after his father died. I was 50 happy to hear aboullhe birth of your baby. Middle·t!ass f amilies are likely to have two cars. We weT£! so poor we couldn't afford to heat the house. Students Ir om privileged backglOunds study there. She met Prince Harry and ot/ler members of the royal family. Wealthy Ileopie can aHord to live in big houses. We have paintlllg:. by well "known artists. including Van Gogh. He was worklne-class Clnd worked as a carpent er

He put the books in a large cardboard box. Several pf'ople complained ilbout the rood. The dark blue curtains had fadl?d to IiCht blue. He used Cl fake ID to get into IIle buildin~. The laptop has a 12·month Guara rlt ee and will be lepla[ed. Follow the instructions on how to l lse th e machine Woollen clothes lose their sl1ape if you wash them often I paid for the bag and the assistant gave me a leceipt. f brought the dress back to the SlOre and asked for a refund I felt my troosers rip when I ben! down. Someone had scratched the ca r door with iI key My dress shrank. when I washed it. I tore my pocket on a nail.


anist explorer leader liberator proneer revolutionary ruler scientist soldier social reformer thinker writer

Heroes Salvador Qal; was Cl famous Spanish artist. Early explorers did not have had any maps to help them. The issue will be discussed at the meeting of world leaders. The soldiers were greeted as liberators. He was a pioneel in the study of African languages. A group of revolutionaries stormed t!'le embassy. He became the luler of Egypt when he was nine Scientists think that there may be water on the Moon. The soldiers wOle uniforms and carried heavy guns. Social reformers want to fiRht poverty He is one of the great thinkers of his age. Have you always wanted to be a writer?

My brother dedded to join the almy. She campaigned fOl an end to the Wilr The laws re8ulating child labour are being ignored. I joined the civil service nearly thirty year s ago. Gandhi w;.}s against British colonialism in Indiil. We took part in the demonstration against tlte war. The company was found guilty of radal discrimination. Woman started to demand equal ri8hl S and equal pay. They want to fight agilinst discrimination. We are fighting 10/ beller pay and working condi tions. I support his right to freedom of speech even if I don't agree with him. The new taw goes against human right s. if~depelH:1ence India got its independence in 1947. invader People hated and feared the foreign invaders. jam Helen has joined a running club to try and get tit. march Eve took J,lart in the march against the war. organise The school has orsanized a trip to the seasidt!. peace After twenty year s o f war, people want peace. peaceful The plDtests were pec)celul poverty Millions of people around the world ale living in poverty protest He took palt In a protest against the budget cuts. racism We will not tolerate racism in this organization. rebellIon There was widespread rebellion and eventually civil war slavery Slavery WilS abolished in the US after the Civil War. take part in Thousands of people took part In the protests women's rights They urged people to campaign for women's riflhts in Iraq

army campaign child labour CIVIl service colonialism demonstration discrimination equal rights fi Chl against fight for freedom of speelh human lights


aristocratic childhood difficult happy middle-cl<lss poor privileged royal wealthy well·known workine class


Module 6 Page 45

complain fade fake guarantee illstruction lose shape receipt relund rip scratch shrink teal



There were a lot of TV celebritIes at tile ceremony. I don't believe the celebrity gossip you lead in magazines. The ioumalist wants to intewiew vou abou t the film I bought a magazine 10 read on the \lain. The paparaw follow !'Ier everywhere. He is the host of popular talk show. For more information about the hotel. visit our websi te.

Problems with products

William mustlle six foot. w hich is taU for

tall well -built


The d,1ncers were all very slim

boy of tw elve.

She was very skinn y ilt school but now she's really tat





celebrity gOSSip journalist ma8azlne paparazzi TV talk show website

Short people are not usvillly good ,lttJ.lsketball




You should always go rock climbing wllh a partne,. We plan to go backpacking in America this summer. Base jumping is a very dangerous sport. BMX M inIS is popular in my town. They went down the river in a small boat . My fri ends and I went camping in France laST summer We plan to GO cal10eine on the river on Saturday Before you go caving, you need to have th e right equipment. Don't go too near rhe e d~e 01 !lle cliff. We tried to climh 10 Ihe top 01 the tree. Chris dived Irom the rock into the pool My friend brok.e hisieg when he went exlferne skiing High lining is a dangerous balan(e spoil I like to go hiking in the mountains. Ileilrned to ride a hOl se w hen I was quite young. He jumped into the lake to cool down. We fou nd a fast rive{ and went kayaking. He WdS fined for riding a motorbike without a helmet We spent the weeken d climbing in the Peak Distl ict Our plane landed in Chicago Just alter 6.00. The rivel is lull of deep pools. I wanted to go on the roller (oas ter but Fran was too scared. They invited us to go sailing on their yacht. I had scuba diving lessons on holiday in Turkey. It was too cold to swim in the sea. Ski jumping must be so dangerous. I could never do it. He loves the thril( 11e gets flom sk.ydiving. We went snorkel1int;l on the reef. Many people would rather 80 snowbQarding tl1an skiing. We wenl surfing every day when we were In Australia. We travelled by train 10 Bangkok Theleareh(Jlldreds {)f t,ree s in the park We plan to sail around tile Mediterranean in his yacht

Surlmc (hOse huge waves must be the ultimate thrill.

lIz hilS always been frightened of the dark. I'm petrified of spiders. I'm not scared 01 ghosts, are you? l was scared stiff at the thought of base jumping. He could not swim and was terrified of drowning.

equatorial eXHeme Mediterranean




Module 8 Page 61

NuturJI pl<1(f' canyon coast rapids wil\erfall

The sand in the desert wa s very hot during the day. California has a very dry clima le. Equatorial rain fore sts are warm and wet all year round. The extreme weathel conditions make dally life difficutt. Spain and Italy have a Meditenanean climate.

The Colorado River flows through the Gfand (anyon, We uS\Ial1y go to the coas t in the summer. We passed through white-water rapids in a canoe. Wate r flowed noisily over the top of Ihe waterfall.

AdventuflJ 5por t~ bungee Jump I did a bungee jump off a bridge in Australia. We went on canoe safari on the Lower Zambezi River. canoe satari canyonlng Colorado is a gleat place for activities li~e canyonlng. sea kilyaklng The men went sea kayaking off the [oast of COlnwall. trekking Have you evel been trekking in Nepal before? ultra-light plane They flew over Victoria Falls In <In ultra-light plane. white-water We went white·waterraftlng atong a last l iver. rafting zip-line The zip line descends 918 feel. ilnd vou travel at neatly 100mph.

Pages 58-59

frightened petrified scared scared stiff terrifi ed

Negative teelings

ultimate thrill

PO'irtive ff'p.!ings Jumping out of a plane was awesome! awesome exhilarating Flying over the Grand Canyon was an exhilarating experience. It was gleat fun to windsurf at the beach great fun inuedible Climbing tile mountain gave me an incredible thlill. thrilling ArsenallJeilt SPUlS 3·2 in a thrilling game.

ski jumping skydlvrng snorkelling snow boarding surfing (fave!to Irf'e yacht

(rock) climhing backpilcking BASE jumrins 8MX riding boat camping canoeing caving cliff climb dive into extreme skiins high lining hiking horse jump into kayaking rnotOfbike mountain plane pool roller coas ter sailing sculla diving

Adv(>lItllrf' sport'

Module 7 Page 53


analyse infOf mation idea assess my progress

learmne skills

art and design business studies c!ti2ensnlp drama econom jcs English language English literature geography

Scientists analysed the water and found chemicals. We did the survey and then analysed the information. That's a good idea, let's see if it works. Hy teacher assessed my progress over the last year.

I love painting so all and design 15 my favourite subject. The college run s a course in business studies. I must take classes In cftlzenship. Orama classes allow students to try acting. I want to study l"Conomics at university. English language is my least favour ite subje<t. I have an A·levp[ in English literature. We have four geography lessons a week. ICT We have new computers in the lCT department. philosophy He studied philosophy at unIversity, physical f'ducat ion The physical education te achers organised matches. politics He got an A for his politicS essay. religious edlKation t would like to drop religiOUS education and do history. technology Gids who study te chnology find it an interesting subject.


ModulI! 9 Page 69

Turn off the lights to reduce electricity consumption. She cycled over to Jane's house on her brolheJ"s bike. You should recycle used bonles, paper and cans. We had to reduce the price to £100 Renewable enelgy will never run out You can re· use plastic shopplns bags several tim es. Insulating vour home saves enersy. The four of us shared a car for the journey to Leeds. The solar panels in the roof supply il!l OUI energy needs. Most Londoners use public transport ralhel Than drive to work. I usually walk or cycle to COllege. Wind turbine s 8ener;.}te green energ y.

Solut ions consumption cycle recycle reduce renewable energy re -use save energy shareacar solill panel use public transpOft walk wind turbine

COt emissions from cars ildd to global war ming Defolestation in the Himalayas led to flooding Deser\ilicatlol1 is i;l problem in the Arna20n The exhaust fumes from the traffic pollute the srr. ( Irmate chilngecol..lldleilU to IlleextinctlOIl01 sevewl species. Extreme weathel include,:> hurricanes and floods Heavy lain caused a lot of flooding. The forest tire burnt for three days The ~tree t s weIC covered m litter after th e pariltle Noise pollution can cause loss of hearing. Pollution In the river has killed all the fish. The smoS over the ci ty wrll set \ as traffic incrcases. There won'l be much Iraffic on the rOilds at night We gol stuck in a traHic jam and missed OUl fl ight. Putting waste into rivers causes water pollution.

Ait pollution causes bleathlng problems. Farmers worry about the eHens of climate change.

In this loresl, thele aren't any fwtlls thlOugn the trees Their house ;s on a hill above the sea. They five in a houseboat near lake MIchigan, The plant grows in wet areas such as marshes and ponds We spent the weekend climbing in the mountains. From the mountains, we coul d look down across the plain The Brazilian rainforest is home to many strange insects. The village is in the Loire Valley, near Angers.

We walked along the beach and looked at th e ocean. Don't go near the edge of the ell ff The Sahara Oesert;s One of the hottest plaCes 011

Spa in has quite a mild climate. with very little snow Few plants (an grow In these arid semi-desert conditions Despite the subtrop(cal climate, we fel t comfortable. Plants grow quickly in Queensland's warm tr opical climate The temperate (limat e is ideal fOl growl11g grapes. It was a wet summer with ten Inches of rain.

air pollution cllmat€chanGe CO' emissions deforestation desertificatlon exhaust fume s extimtionof species extreme weather flooding lorest tire IHtel noise pollution pollutiOfl smog traffic traffi c jilm water pol(ution


lJndscape beadl cliff desert Earth. forest hili lake Illarsh mountain plain rainfolest valley


mild semi·deseft subtropi(al tropical temperate


loA N


C{)f1Centfnte in

I want you work in !!?ams and then discuss your ideas. I worked online from home before going into the ottice

The debating club learn how to spea k in public How many students heloflEl to the film clutl? At scouts, we leamt about giving someone first aid Volunteers must "ave a !ife savin8 Qualificil tion She plays violin in the school orchestra. He did a wonderful nainting of a horse. How can I mana!,!e my pt.:!rsonal finance? Is there Cl poetry club I ciln join? Jack wrote an article tor the schOol magilZinC'. [like to play mo<>l Sport<; but basketball is my fllvnurile. Or Miller does voluntar y work for the Red (ross.

learning a new language is a tong and complex process. We will only solve this problem it we work IOBethe!. The nietures help to stimulate the reade r's Imagination

debating club film dub first aid life saving orchestra painting person<ll finance poetry dub school magazine sport voluntary work

process solve stimul<ltP



I 'lspht '(' SIeve is very competitive and hates to lose. The nursery school has <l warm, friendly atmosphere. The atmosphere al college is more laid·ba(k. A SIOUP 01 lively six-year·olds were runn ing around. I cannot concentrate when your friends are being so noisy. She looks happy and relaxed in her holiday phOTOS. The chess match took nlace in serious atmosphere Susan is a very sociable person and Ms a lot of friends Her nilrlmts ()le very stlict and neverlct her stay outla!e.

We will not lolerate aggressive behllviour towilrds members of staff. He was a vic tim of bullying at school. The teachel saw David and Bill fightillg

Children go to comprehensive school from the age of eleven. I went to elementary school in Newark unlil we moved to Derwer. My sister is in 10th glade at Sornerville High School. He is in middle school now but will go to high school soon PupilS at the primory school have to wear a school uniform Fees a! some public schools can ne very expensive I went to s~ondary school unli~1 was sixteen. I did my A levels at sixth· form (Otle€w in Birmingham Government fUnding for state schools will n01 be CUI

School lIfe t.l: ,lltlee:; assemblyh,111 We have assembly every moming in the assembly hall computer [ab The school has a \l"JeU·eQllipD€d computer l()b gym I go to the gym two or three limes a week language lab We used the 1.1ngtJage lab TO practice our French library I went to the library to borrow some books sciencel<lb There W;)S a sm,1U explosion In the science l<lb. spoltshall The sports hall h()s indoor lennis and ba<;ketball COll/"tS. theatre Would you like to go to The theatre to seE' a play?

comprehensivto school elementary school high school middle school prim;)ry school public school '>econdalY school sixth-form college Slate school

)choollilr TYI-JI''> of :h ~I

aegressive behllviour bullying fighting

5r,",001 If; P ,hlr>m"

comnetitive friendly laid·back lively noisy rel<lll.ed serious sociable SHict


Pages 74-75

Police cadets have 10 pass a final eXamination He is good at carpentry and wants to become a carpenter Would you like to play a game of chess? Sue belongs to the choir and sings at church every Sunday. I leamt ali i know about cookery from my mum We went d;mcing on New Ye<tr"S Eve.

Adventure aaivities at the centfe Include rock cllmbine I like astronomy so I bouElht a telesc.ope Put the books back on the shelf whele they belonEl.

adventure activity aSironomy belong cadet carpentry chess choir cookery daming

Thele's ajotJl nallsl on lhe phone he wants to inlmview you He Instructed his lawver to sue the new..paper. 1 hert:! musl he a life guard on duty when the pool IS open. We asked the mechaOlc if he could hx the car. The public want to sec more police officers on the streets. I-le discussed his problems with a Dsychotht:!rapisl. I asked the shop assistant for help He WII! be operated on by surgeons later today. Getting the science lab ready is part 01 the technician's job. The tOUI guide told us all allout the history of the building

A local busmessman IS planning 10 buy the company. She Save up a lob as a businesswofllan to have ch ildren. The cleaners start work eally, before the olher staff arrive He's a velY funny comedIan. I sold the painting to an art dealer. The rn\ln is being interViewed by seniOl detectives. Fanners are worried about the lack 01 ra in. I le I~ one of Milan's top lashlon deSigners.

Arts & Culture Places art gallery We spent all afternoon around the aft gallery. Shall we go to the cinema to see that film you mentioned? I decided to go on the school trip to the museum theatre Would you like to go 10 the theatre tonight?

Page 85

Module 11

businessman businesswoman cleaner comedian dealer dcwc(lvc fanner ta sllion d(!slgner journalist lawyer life guard mechanic police officel psychotherapist shop assistant surgeon technician tour guide


medicine politics sCience security sho w business sport tile media touri sm




I enJoy studying business. Construction of the road will rake two years. I wanted to work in education so I became a teacher . The engineering firm I wellk fOf makes pailS for car engines. Europe has a large farming industry. I would like to work in the fashion industry as a designer. I decided to pursue a (ilieel in finance by workin~ for a bank. The designers in lCT ha~'e developed a new graphics program. Blito!lin's manufa<turing industry is becoming weaker. She studied law and became a sllcccss t ullawyel. He sludied medicine and be(ame a top doctor. He retile<! flom politics after losing the election. Developments m sCience have chanse<! our lives He is in charge of security at the airport. I love ~illging and [want a careel In show business. I like to pldY most sportS but basketball is my favour ite. The crime was widely repOlted in the media. Tourism IS the island's main Industry.

I love painting so art and design is my lavoul ite subject.

art and design business construction education engineering farming fashIOn fillanc!'

Caret" dr('a:.

Our teacher did the calculations on the blackboald. He is able to communicate hiS ideas clearly. That's a good idea, let's see it it works. We did a survey Jnd then analysed Ihe infOfmation The system canrtQt deal with too much information. Sally designs and makes at! her own clothes. We did an experiment on the effect of acid 0/1 metal. We bought a new washing machine to repl<lce the old one. Comj)dnies that don't make money go out of business. How much Will it cos t to fep air the car? I like to play most sports but basketball is my favourite. I did not have the light 100ls to fix the car. I learnt how to use computers at school.

like many students. I had 10 get a par t· lime job. Win you get a summer j ob or have a holiday?

calculation communicate idea information deal with desisn experiment m.1cliine make money repall sport TOol use computers


pall-time summel job

Ca reer,",

Module 10 Page 77

SLhOO ll ifl' EQUipment

computer I saved my work and turned oH the computel . high·speed High speed internet access allows you to download internet access films and music Quickly. projector The information is displayed on a sCleen uSIng a prOJ(>ctOf. screen The television has a 42-lnch screen. wl · fi The hotel has wi -ti, so I will be able to elllaU you.

r like history but r find it hard to memorise aUlhe fa(ts. The bOOk is full 01 interesting facts about the war. That's a good idea, let's see If It works. It is sometimes easier to remember images than words. Add all the numbers together an(! divide the total by twO I learnt to organise my learning and hand aSSignments Inon l ime. I passed aH my exams and went 10 university. You must preSEnt work neatly so t h;)t others can feadit. You must solve the plOblems in each question

He finds it hard 10 concentrate in class and his work Is

su ffering.

rxtril-rl.lrrl(lJ ,r lrtIVltl(''';


work in learns

solve problems

present work neatly

pass iln exam


organise my




memorise la(l



art ins tallation ballet canteri drawing film musical novel oil painting opera painting photo play poem s(ulpture short story symphony wa l erCO!Olll work/piece 01 art

Works of art


choreographer composer filmdirettor musician novelist painter photographel playwright poet scrip twrit el scu lptor


Pages 9091

A rts & Culture: amaz.rng awful brilliant disIlIIbing dull entertaining funny good Iun inspiring moving original shoc king spectacular weird

films act in plays compose music Cleate sculpture draw group orchestra paint picture sing in il choir son!] Iyri(~ slolies take photos write poems

act in

play s<ulplwe


musical opera paintIng


Arts & Cuiture: ballet classical concert contemporary dance performance exhibition

These pieces ille part of a big ar t installation. She had never been 10 see a balle t before. We went to the lady Gaga (Oncert last night. He did a drawing of a cat al school. Star Wors is one of my favourite films Some ml.lsicals, like Chicogo. get mi;1de into films. She wrote her first novel when she was twenty. Thele is an exhibition of his oil paintings al the gallery, Mozan wrote many f,lInous operas. The painting was sold at auc tion for £2 million. I took some black and white photoS of the beach. The play is se! in 16" cen turyPar;S. My favou/ile poem is Ode loo Niglllingole hy John Keats As a young artIst he created several bronze sculptures. Tile Dubliners is a collection ot short stDlies by James Joyt:fo, The orchesHa played Beethoven'S fifth Symphony. He owns thlee watelcoloUlS by the artist A [3 Frost. The w alls inside the Vatic an are covered in work:s of art

Betore he became a choreographer, he was a ballet dancer. The opera is by German composer Richald Wagner. As a film dilectOl. Iget to wOIk with many talented actors. His friends are all experienced jazz musicians. The "ovelist Oan Brown has wrlnen many bestseUers My f"vourile painter is Mon!!t. Til e ptlolograpl1er took some piclUres IOf the maeazine. Shakespl!me is the most famous English playwright The Scottish poet Uzlockhead has won seve"ll awards The scripwriters made some changes 10 the script. The gallery has pieces by the sculptor Henry MODlI!, He is olle of the best so n~w!ilers of his genelalion.

describing art I liked it because the sin!;ling was ama zing. The cinema was dirty and the film was awful. The show was brilliant. I really enjoyed il. Th!" scene we/e his palents die was quite disturbing. The film was so dull I fell asleep. It was a lively and entertaining film. wi th plenty of comedy. His jokes are so funny they always make me laugh. That was really good lun. I'd love to do it again. He is an inspiring athlete, i) fine example tQ otheni'. It's a moving story of a man who fights against slavery. The book is full of original ideas fOI decorating your home. He painted shocking pictures of animals kept in tiny cages. The stage design was spectacular. There was Cl weird scene wi th a dog that was able to talk.


He composed all the music for the album himself. He treated several bronze sculpturE'S as a young artisl. I tried to draw a picture o f the s(ene. A Stoup of teenage boys wele standing next to the car. She plays violin in the school orchestra. He painted a beautiful pic-ture of a sunfiower. She sing::; in the church choir every Sunday Do you know WllO w rote the lyHCS of the song? He has written two novels and a book of shOft stories. I look some photographs of the lands(ape. Wordsworth wrote some wonderful poems

I started acting in plays at school.

Have you ever acted in a Hollywood film?

We went to an exhibitIon of his paintings at the an gallery Have you ever acted in a Hollywood film? We saw a production of the musical Guys and Dolls. Do you ever go 10 the opera? Her son did a lovely painting of a horse. He Is interested in photography and takes 101501 photographs. He staffed in production of the play at the Globe Theatre. The museum displayed the sculptures with the paintings.

Events I've only been to the ballet once but I enjoyed it Do you like classical music? My friends and I went 10 a rock concell last night They mix traditional and contemporary dance pedorrnance very effectively.

Rp~(,Jrth ,)reJ,> artificial intelllgeflCe bio·technology geneTiC engineerlOg nanotechnology robotics space Tfavel virtual reality

penklUin wheel lip


internet light bulb match microchIp mobile phone


abacus aspIrin battery bicycle button camera compass computes fr idge


medicine meteorology physiCS psychology zoology


anthropology archaeology alchitectule astronomy biology botany chemistry ecology economiCs engineer ing genetics geography geology


Module 12 Page 93

labyrinth literature modem art musIc opera painting pertormingarts phOtography poetry sculpture theatre visual arts


dance drawing fiction

Types of \lrt

Artificial intelligence will never replace human beinss. The drug was developed by () bio-technology company. Could genetic engIneering produce plants that harm the environment? With nanot echnology, compu ters wiJl be smaller and faster. Advances in robotics allow us to use unmanned spacecraft. In the 1960s space tr<'lvel became a reality. Virtual rea lity is a lIseful tool for training piJots.

He calculated the total amount using an abacus. She had a headache so she Took some <l spirln. I need 10 recharge the b;)l1eries for my camela. Old you come by bicycle 01 btls? A button has come oH my shirt I brought my camera to tak e some pictures of the baby Take a milp and compass with you if you go hiking. I swit ched on Ihe comrluter .md logged on. Is there any milk in the fridge? The police in America all ca rry guns I bought it from a webslte on thl;! Internet. Sue changed the light bulb nut;n a new one. He struck a match and lit the cilndle Each microchip performs a speci<ll job. I tried to call him on his mobile phone. Wri te your answers on a shetol o f paper I took penicillin to get rid 01 th e infection A bicycle has two wheels. The zip on my jacket has broken

I'm studying AfrIcan anthropology at Glasgow University. She needs three A levels to study archaeology at university He wants 10 study architectUle and become an architect. 1was interest.ed In as"tronomy. so I bought a telescope. In blol0ElY, we're studying heir; plants get energy from sunlight I wanted to study botany because I love plants. In chemistry class, we did experiments with different metals. Cutting down the forest w!ll damage the ecology of the area. He is a professor of economics at Cambridge UniverSity. The course gives studen ts an intso(!uctlon to engineering. He plans to do research into !;lenetiC'> I enjoyed learning about volcanoes in geographl,l class. He graduated from university with a degree in geology Th e computers in Ihe leT department are gelting quite old This branch of medicine studies infectious disease~ . The course covers the topic of meteorologl,l. In physics, we learned abOut magnets She studie s psychology and learns how the mind works He spent three years studyIng for a degree in zoology

I like modern dance but 1prefer ballet, I am not very good at drawing My brother !lkes books about sc ience but I read fiction. The i"l(tor is best known lor his work In film . The old part of town Is a labyrinth of narrow stJeets. I'm Interested In English litera ture, especially novels. His Interest In modern art began when he lived In Paris. I like to listen to music wh en I am driving. I dOln like opera at all, do you? I took classes in painting and drawing. He studied dance at a school ot performing arts. He loves photogranhy and has an expensive camera. Have you read any of her poetry? He is good at art. especially painting ilnd sculptwf:!. His career in theatre began with a small part in Dthello. I became Interested In the visual arts at art college.

WORD LIST _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ __


2nd form (Past Simple)

3rd Form (Past Participle)


2nd form (Past Simple)

3rd Form (Past Participle)












































bought -






















































































































































































































N a"I



does you.r qirLfrie.vtd look like.

's the


like. i". you.r tow".

visit differe.11-t pl",ces like. clil'fis "'".,{ clubs

languages. 2 Talk to him now! He ____ (not do) anything important. 3 _ _ _ _ (you / Iike) listeni ng to French songs? 4 1_ _ _ (never / be) abroad. 5 This week the students ____ (learn) to write letters in English. 6 ____ (you / ever try) to learn Arabi c?

1 My granny doesn't speak (not speak) any foreign

Present tenses Complete the sentences with the Present Simple, Present Continuous and Present Perfect.

clubs. You c"'".

6 Yo u can visit different places, for example, cafes and


5 Can you t ell me about the weather in your town?

4 I am very similar to my dad in lots of ways. I ",m like. my d",d i". lots of wOIYS


I do..{t rf./illLy Like. doi"!;! ou.tdoor ",ctivitie.s 3 Tell me about your new girlfriend's appearan ce.

2 I am not really into doing outdoor activities.

Wha t is your new bovfriend like 7

1 What sort of person is your new boyfriend?

like Rewrite the sentences with like.

5 having an attractive appearance: g ~ - Looki"!;! 6 made for you to use immediately: r~ - WLtiIde


1 completely new and not used yet: bra nd - new 2 having a lot of money: w~ - ~ 3 known by a lot of people: w~ - Ww". 4 wearing attractive, fashionable clot hes:

Compound adjectives Complete the compound adjectives next to the definitions.

2 isn't doing 3 Do you like 4 've never been 5 are learning 6 Have you ever tried





I ' suppose I'm quite an idealistic type of ' perso". . I'm passionate about pOlitics and I'm keen ,~ photography - I'm '~ go i ng to photography exhibitions. I suppose I'm a bit '~ I aid-back sometimes because I'm .~ into studying very mu ch. I live in Brussels but my , f"'miLy roots are in England and my parents come from London. I am not very nationa listic but I'm B prou.d of London - I think it's a great city.





1 Tom is a skat er. He wears

~ clothes and ~ out at skate parks. My older brother is a metal head. He has got ~ ha ir and wears leather ioclat, and black T-shirts. I'd like to be a goth. I'm into !wrror fi lms and I wear si lver jewellery but I never wear ~ make-up or strange clothes. My neighbour is a trendy and wears clothes with labels and is into d"",bi~9 and shopping. My mum says my dad was a punk. He wore ~ clothes an d chains and had ~ and shaved ~ .

Talking about appearances Complete the sent ences about the urban tribes .

2 Have you seen 3 's writing 4 've alrea dy asked 5 doesn't know 6 have taken 7 don't take 8 Have you looked 9 you've left 10 are you doing 11 'm working 12 is 13 are you hiding 14 need 15 want



Bill: May, you know I ' _ _ _ (not take) your books without asking. B_ __ (you / Iook) in the living room ? Maybe 9 _ _ _ (you / Ieave) it there. May: Okay, I'll check the living room. And what '0 _ _ _ (yo u / do)? Bill : Can you leave me alone, May? 111_ _ _ (work) on a project about Barcelona. May : Barcelona 12 _ _ _ (be) in Spa in. Oh, no, what " _ _ _ (you / hide) there? This is my dictionary! Bill: I'm sorry, May but I really ,,_ _ _ (need) it. Please, let me fin ish! May: You are impossible, Bill ! You can keep it for half an hour and then 1 15_ __ (want) it back.

May : Bill, I ' 'm looking (look for) my Eng lishSpanish di ctiona ry. , _ __ (you / see ) it? Bill: No, but ask Dad. He , _ _ _ (write) emails in Spanish in his room. May: I ' _ _ _ (ask / already) him. He ,_ _ _ (not know) where it is. I think you 6_ _ _ (take) it.

2 had stolen 3 had scored 4 had already started 5 hadn't t rained 6 hadn't left

Last Saturday t here '--'i!iQ.L (be) a ro ck co ncert in my town. I '~ (go) to the concert when I , r<.ollised (realise) that I ' did,,'t hove(not have) the ticket with me -I '~ (Ieave) it at home. So I .we~.~",k (go back) home to get t ~~} i c ket. When I 7~ (cross) the centre, I B ''''Pnsed (be surpri sed) that the streets 9 ~ (be) so qui et. My house 10 wo, (be) quiet, too because my parents 11 h,,~~~~ (go away) for the weekend. 1 12~ (find) the ticket and, as I " wo, c/osi~9{close) the kitchen door, I 14~ (see) t he ca lenda r in the hall - it was Sunday! I 15/,",1 missed(miss) the concerti

Past tenses Complete the story with the correct past forms of the verbs in brackets.






hod destroyed (destroy) our town a few days earlier. After the demonstration we discovered that someone _ _ _ (steal) our car. When the 2010 World Cup ended, Germany _ _ _ (score) fifteen goa ls. I tried to get home but it was too late - the storm _ _ _ (already / start). We lost the final because we _ _ _ (not train) hard enough. When the revo lution began, the president _ _ _ (not leave) th e country.

1 We didn't have a wed ding party because a hurricane

Past Perfect Complete the sentences with the Past Perfect form of the verbs in brackets .




a One specia l ' event I remember was the party to ce lebrate my gra ndparents' fiftieth wedding anniversary. It was great ' buo""e all my aunts, uncles and cousins came t o it and we ,~ a real ly good time. b A very sad' o"osio", for me was the ' ~ of my great-grandmother last year but she was nearly a hundred when she died and had had a good life. c One of my best sporting G",eMori" was the 2010 World Cup Fi nal between Spain and Holland. My mum is half-Spanish and we supported Spain. The best '~ was when Spain scored just before the end and the crowd B~ wild . d One of my 9~ memories was a f orest fire in Spain when I was six. When it 10 Mppe>te<i I was at my grandmoth er's home and it was re ally fri ghtening.

Talking about memories Comp lete the memories.


fill 1 11


3 I have j ust sent a text message to my friend. 4 My brother's wedding was just incredible and we all had good fun . 5 The police have just arrested three men for that bank robbery. 6 When I get home, I'm ILl st goinr, to havp somPthinr, 10 1",11 ,1 1HI

~ 2 I th in k that rug by is just amazing.





We would/used to organise big parties every Saturday. I ;:oJ!d/use d to like wed din g parties. As a child, I wettle /used to believe that my neighbour was a witch. My family \Jcu !d/ used to live in a small village in Northern Scotland. My grandfather wou ld/used to watch all Real Madrid games. Our house '.JQu! d/used to be a police stat ion.

~ used to and would Cross out would where inappropriate.

2 I think that ru gby is amazing. 3 I have sent a tex t message to my friend. 4 My brother's wedding was incred ib le and we all had good fun. 5 The police have arrested three men for that bank robbery. 6 When I get home, I'm going to have something to eat and go to bed.


1 I took my bag and walked out of the room. I just took my bag and walked allt oj the

GI just Add just to the sentences below.


I t~well with my cousins and we sometimes go to wa t ch our local clu b together. The best game was last year when we won the loca l league. We '~ a t my uncle's hou se near t he stadium. It was raining a lot when the players 3 Oat and it was almost dark when they ' kieked off . It was a really close game wi th no goals and when we scored just before the end everyone 5 , tood "P and cheered. We were cold and we t when we 6 ,ome Oat of the ground but we were really happy and we ' qot toqether with lots of friends to celebrate at my uncle's house.

~ Multi-part verbs (1) Complete the text with multi -part verbs.

PRACTICE Present tenses Complete the dialogue with the Present Simple, Present Continuous and Present Perfect.





Talking about identity Complete the description.







At our house I thi nk we eat very well. We eat a 1 JQl QL cereals and vegetables but not very mu ch meat or fish because my mum is a vegetarian. I don't like bananas very ' much but I love all other fruit - it 's very good you because it 's got a lot of vitamins. The most important , WlUII for me is Sunday lunch. My ' 'Ill-time. favourite dish is my dad's home-made ice cream. It 6 tqste.s delicious and it's got a lovely creamy and smooth texture. I'd like to 7~ different kinds of ice cream but I'd ' I1£.ve.r try strange things like rats or kangaroo! Yuck!

Talking about food Complete th e descript ion.




B: Lucky you . What sort of resta uran t is it? A: It's an 6 It"lIi4tL restaurant and my aunt makes dishes like ravioli and lasagne!

~ a ti p!

A: Do you often 1..eQL out? B: Not really because it's so expensive. But sometimes I go t o ' fqst food bars wi th my f riends and somet imes we get food f rom a local Chinese ' t"ke, -away. What about yo u? A: I somet imes go with my family to my aunt's res t au ran t for fa mily parties. We don't have to book a ta ble, pay t he bi ll or

Eating out Complete the dialogue.

Everybody 1 loves (love) pasta I It , _ _ __ (enjoy) all over the world for centu ries . It is not clear when and where it , ____ (first' make). Pasta ' (eat) in Europe, As ia, Africa. It -_ _ _ _ (usually' serve) with some kind of sauce, sea food or vegetables . Over the centuries, Ita lians 6 (invent) hundreds of shapes of pasta li ke spaghetti, pen ne or farfalle. Pasta _ _ _ _ (can' buy) fresh or dried but it _ _ _ _ (should' cook) right before serving.

Passive or active? Complete the description w ith the correct fo rms of the verbs in brackets.

co~letdy tt:utclUJ.

8 The cook had not added ~ to the soup and it was completely tasteless. 5~lt Ma' ""t bee>t. ~a'a'ea' to ti<L JOup ~"'" it "'~J

3 The cook has made this dessert without eggs. This duserl "'(If.! bul1, M(If«e witltout eqqJ. 4 Parents should not allow illllOr.en to eat too many sweets. Ghildre.vt. show.ldvt.'t be allowed to Uft tiJO M"'l1.y JWut.l. S We are going to order:tb.e...fQ.Q.Q fro m a res t aura nt. The food is 90(.119 to be on/uGc{ frOM (If restDluml1t. 6 People eat a lot of fish in Japan. A lot of fisk is eate>!. i", T~p~",. 7 You can buy fresh fruit and vegetables at the market. Fruh tu-it (11)1.4 vegetables utl1. be. boW/ht (1ft the M(lf r-kU.

2 Someone brought ~ to Europe from Peru. Potatoes were brov..qllt to El-tr"ope. from. Per-M..

.QQfl!L .

Over twentv dishes are being prepored for the

1 We are preparing oyer twenty dishes for the party.

The Passive Ch an ge the sent ences int o t he Pas sive using the underli ned phrases as subje cts.

2 is enjoyed 3 was first made 4 is eaten 5 is usually served 6 have invented 7 can be bought 8 shou ld be cooked


1 I like talking (fgyabout1for1from my frien ds when we are all together on the bus to school. 2 That book is tolff§§gyfor1from food. 3 I'd like to learn tolQ@Jjforlfromcooking. 4 This fruit comes tolaboutlforJff§!JJ>o ur garden. S I often th ink tolfi§§JlJfforlfrom food when I'm going@ aboutlforlfrom school because I never have time for breakfast.

~ Verbs + prepositions Choose the correct prepositions t o complete t he senten ces .

1 At home we eat@ tfriedsausages because they have less fat. 2 I was really hungry and ate two steak cokes@ for lunch, 3 Do you want to go out for a<fififf]Jfood? 4 My f avourit e<fififf]Jdish is dinner. S My favourite meo~is spaghetti for lunch. 6 I didn't eat the roast@?J>egg because it was too hard .

complet e the sent ences.

~ Confusing words Choose the correct words to





(GOP per capita: $32.000)



richerthan Mexico.

(area: nearly 250,000 km'

To get to my house you go ' up to/~ a r k Street 100 metres and t urn left at t he cinema. It's a sma ll detached house and ~along it there is a big pine t ree. When you go into the house, '~nsta!}}fupstairs there is a big kitchen and a living room. There is a big tab le @ on the kitchen where we have meals. To get to my room you go ' downstairs stair and it is next to the bath room . My room is bove below th e kitc hen so it's always nice and warm in the w inter.

Prepositions and adverbs Choose the correct words to complete the description.

(GOP per capita: $8000)

4 The UK is a bit@

(area: nearly 2 million km' )

~ I~

3 Mexico is a slightlylQg@J> biggerthan the UK.

(population: 12 million)


~ I~

slightlybigger than London .

(population: 21 million)

2 Mexico City is @

~ 1 haven't finished 2 has been cleaning / has on ly cleaned 3 have been cooking / have made 4 have been si t ting / have eaten 5 has been trave lling / has seen 6 have been repa iring / have fi ni shed

been eating 4 haven't been thinking / have been hanging out 5 have you been doing 6 has been was hing

3<t tk"WI. ,kuiw«check , th em). "'ere b~vil1j 6 The ceilin g was damaged when we ti<L roof rep~Lrea' (repair ' roo f ).

1 I must have the computer checked (check' the com puter) as so ~JS poss ibl e. 2 Last year we bouro p;T.fted (pa int, t he house). 3 The carp et looks great. I 'vo iust bqa' it dealtea' (just' clean ' it). 4 I hate washing up. I 'WI. .ott;"" q disk",v,Jku i>\.Jt~llea' (insta ll' a dishwasher) nex t week. S My teeth are healthy because I regularly

complet e the sentences .

~ have/get something done Use the cues to




(temperature: 18-33 degrees) (temperature: 5-21 degre


1 It is @ Ia bit hotter on the coast of Mexico than in the UK .

adverbs t o complete the compari sons.

1$1 Modifiers and comparatives Choose t he best

~ 2 Have you been planting 3 has

1 We ha ve been building (bui ld) a tree house. (not finish) yet. We 2 My sister (clea n) the windows fo r ages. She (only' clean) two so far. (cook) all morning. I 3 I (make) two starters, some soup and two desserts. (sit) at t he table for two 4 My guests hours. They (eat) twent y cakes . S A fri end of mine (trave l) around (see) a Scotland for a few weeks. He lot of castles. 6 The buil ders (repair) the roof for two days. So fa r, t hey (finish) half of it.

~ Present Perfect and Present Perfect Continuous Complet e t he sentences wi t h the verbs in brackets in t he correct t ense.

1 We are t ire d. We have been cleaning (clean) the house since th is morning. 2 Why are you dirty? (you' plant) trees in t he garden? 3 He (eat) strawberries. His hands are covered in re d juice. 4 I (not th ink) about my girlfriend . _ _ _ _ (hang out) at Tim's house. (you ' S Why are you so late? What do)? 6 Her hands are wet. She (wash) the dishes.

~ Present Perfect Continuous Complete the sentences with t he Present Perfect Conti nuous forms of the verbs in brackets .

I live in a t wo-bedroom 1.l.1!JL in the centre of Manchester in the North of England . It's got a big terrace and it's new so it's got air-conditioning and central ' hMti>Jg . My room 's quite big and Ilike it because I've got lots of ' SP(lfce. fo r all my th ings. Our flat is on the tenth '-fMgr. so we've got fantastic views of the city. It's in a quiet street so it's not very noisy and it's only ten , mil1J1tes from lots of cinemas and restaurant s. My 6 drulW\. is to live in a motor home and travel around t he world. Maybe I'll do that w hen I'm older!

~ Talking about houses Compl ete t he description.






has made a lo t of money.

They make us wear jackets and lies at school. 2 for a chat / come round / you to / I'd like 3 make / helped / my mum / me / a dress 4 would like / me to / my mum / study French 5 make / look / those jeans / you / taller 6 cross / helped / the street / I / the old man

1 jackets and ties / they make / at school/us wear

Verb patterns Order the words to make sentences.






That star is a neQot ive role model because of his problems with drugs. A lot of pOfpOfrOfzzi took photos outside the cinema before the film premiere. I hate reading about ce lebrity 30ssir - I'm just not interested in other people's lives. My brother is a fOf~ of Lady Gaga and he goes to all her concerts. There are a lot of TV tOflk shows in my country with unimportant celebrities. _ 5rorts_ stars are very popular, especially footballers.

G> Talking about celebrity Complete the sentences .

be training to be a hairdresser. (Pe \tl~p sfWt;,7 iS.) 3 janet never wears earrings. She might fWt like jewellery. (Perhaps she doesn't.) 4 Peter looks fantastic. He Might/ ""Id be looking for a new girlfriend . (Perhaps he is.) 5 Mary never goes out She , • .et have a lot of friends. (I'm su re she doesn't) 6 Mark is wear ing white shoes. He ~ clean them every day. (I'm sure he does.) 7 Eva is a very good student. She , • .et be lazy. (I'm sure she is n't) 8 Mix,~ r ~~~7ed to lend you money7 He -'!1 ;4ht fWt be your best friend. (Perhaps he isn't.)

1 Miriam talk s about clothes all the time. She must be really into fashion. (I'm sure she is.) 2 Robe rt has dyed his hair blond. He .!!:!eiqht/ "uld

~ Speculating about the present Read the information in brackets to help you complete the sentences with must, may/might/could, may not/might not or can't.



2 I'd like you to come round for a chat. 3 My mum helped me make a dress . 4 My mum would like me to study French. 5 Those jeans make you look taller. 6 I helped the old man cross the .,treet.



late last night b"yi"q

6 He's good at .M se/il'1;1 things on the Net and





TV in the garage from the 1960s. I'm into maki 'lllt'l10del aeroplanes and my house is full of ..tdpiues of wood and plastic. It was .u,e .M ,",sy to buy things from that website - it only took five minutes. Th t\Vc~ three of us in my family and my .M sister ,Tom and Kate, are twins . My m"m .M d.dwere angry when I came home

1 We fou nd my grandma's old black and white


~ Word pairs Complete the sentences with word

like ~suits.

1 I think Cristiano Ronaldo is very €;;d~;~ pretty- he is the best· looking footbal ler. 2 Cristiano is in his<:ii!&.tweniJiJ;tearly-jarties, I think. 3 He is ~short and 0 bit overweight. 4 He is ~plump and has got long blond/ !Jiort daW hair. 5 He's got a ~thin face w ith a big,~ mouth. 6 He tends to wear ~old-fashioned clothes

and choose the correct words to complete the sentences.

~ Talking about appearances Look at the photo




She<@ay)!may not be rich. james doesn't know how to get to Oxford Street He may,@D ive in London. Mike has been working all day. He ۤJYcon't be tired. Mary loves fashion. She ~might not work for a fashion magazine. John hasn't come to my party. He ~con'tthink I'm boring. jane's cupboard is huge. She ~may not have over fifty dresses.

1 Fiona is wearing designer clothes .

the correct modal verbs to complete the speculations. Florence Nightingale was a great woman. Her family came from England but she was born in Florence and named after the city. She was born 1 into a wealthy family and had a privileged 'childhoodand a good education. 3~ a young woman, she visited hospitals but there was no professional nursing at that time . After 4 tMt ,she trained to become a nurse in Germany before going to Tu rkey during the Crimean War. She worked 5_ _Of_S_~ the dire ctor of the British hospital in Istanbul and improved conditions there and in other hospitals. For the rest of her long life, Florence campaigned 6~ better hospitals and better nursing.

Telling life stories Complete the life story of Florence Nightingale.


2 I really dislike. (like) that group and turn the radio off when I hear them. 3 The shop assistant was ""fci,"dly (friend) and I never went back to that shop. 4 It is ~.~I_ (legal) to drive fas te r than 120 kmph in my country. 5 When we got to the hotel we ",MP.,ke.d (pack) and went to the beach for a swim. 6 When I was ill the nurse was very "".rymp_thai, (sympathy) and didn't help me.

1 Going to the dentist was very unnleo,onf (please) because he took out one of my teeth.

Prefixes Complete the sentences with the correct forms of the word in brackets.


do";t wOft(h qctiol1.filwts, do they?


WOfS O!!l.9ressive, WOfSI1.'t fte.?

is fte.?

3 He could have stolen something In the market. 4 She can't have received any education. 5 The boy's parents might have sold him into slavery. 6 The children's parents must have been very poor,

~ 2 The children must have been very young.

8 Is the criminal in prison? (-) The. (rimi'1fll is";t il1. prisol1.,

VOI<{ were wOflki'19 howu., were";t you?

7 Were you walking home? (+)

The. police will tOflk to you, wo";t tfte.y?

You (Of";t shoot, cql1. you? 6 Will the police talk to you? (+)

5 Can you shoot? (-)


4 Was the man aggressive? (+)

The. qUI1. Ms";t heel1., MS it?

3 Has the gun been used? (-)


2 00 the children watch action films? (-)

You're fit oren't VDU?

1 Are you fit? (+)

1$ Question tags Use question tags to write positive (+) or negative H questions.


2 keen on I is I a sport I basketball / I'm not 3 to / music / I often / it's I listen 4 Up7 / did you / what / time I get 5 from? I where / does I come I she 6 never II've / to / someone I she's / talked

What films is that actor famous for7

1 what films I that actor I for? / famous / is

~ Prepositions at the end of sentences Order the words to make sentences.

2 Basketball is a sport I'm not keen on. 3 It's music I often listen to. 4 What tim e ~0t 11[175 Wh0rp rlor>~ ,hp rOlnr> fllllll7 6 '>Ill" ',rlll\l'rllll' 1'1//' 1H'I/I'I I,!I~I'IIIII rlirt you


2 I'm sure the children were very young. (must) 3 Maybe he sto le something in the market. (could) 4 I'm certain the girl did not receive any education. (can't) 5 It's possible that the boy's parents sold him into slavery. (might) 6 It's certain that the children's parents were very poor. (must)

The c,~ildren may not hove eaten anything since morning.

morning. (may not)

1 Perhaps the children didn't eat anything since

Speculating about the past Rewrite the sentences using the modal verb in brackets and the Past Perfect.

worked all day. 2 The girl is crying . She con't~have got lost 3 The police arrested a drug gang. They ~couldn't have prepared the operation for a long time. 4 The man spent last night in the streets. He ~must have had enough money for a hotel. 5 The boy was sold into slavery. His parents must~ ave been rich. 6 The ch ildren are begging in the street. They ~might not have escaped from home.

1 The children look tired. They may notltjiTgtljJh ave

~ Speculating about the past Choose the correct modal verbs to complete the speculations.




~ Speculating about the present Choose











to Oxf ord . We went in the morning and came back at night. It rained all night and in the morn ing the jJ rov..vui outside my house was covered w it h water. The car jov..r>1-e.Y f rom my house to school t akes fo rty minutes. The f rom London to New York was delayed because the plane had mechanical problems. I've got a nice carpet on the floor in my room. I didn't know that the sv..rftilce. of the tab le was made of plastic and when I put a hot pan on it. t here was a mark.

1 When I was in London we went on a ~

surfa ce ground fl oor ffip journ ey fl ight

Confusing nouns Complete t he sentences with the words below.

6 I don't like fly in g but t his was amazi ng and t he views were great. Fly in an v..Ltrtil-Liql-tt pLtiI>1-e.

Do a ~e.e.

Z It was ex hilarat ing going down th e rapids so fast and I th ought the boat was going to turn over at one point. Go wl-tite.-wtilte.r r4h'1£! 3 We t rave lled between the islands and it was great but a bit f ri ght ening when there were big waves. Go se.<'!-kvTytilki'1£! 4 Goin g down t he canyon was amaz ing but terrifyi ng at the same time. Go Ctil>1-Y0"l-i'1£! 5 I didn't want t o ju mp but when I did it was incredible and I wa nt t o do it aga in.

Goona ~

1 It on ly took thirty seconds to go down the li ne but it was very exciti ng!

~ Adventure sports Identify the adventure sports .

Maria: I hear yo u 1 ocpnt goina (not go) on the class trip with us. Why? lash: I don't.,e like mountains. I thi nk we ' go,~g to spe'l"{spend) most of the ti me walki ng an d I don't like it. Maria: Come on, I'm su re we ' will (have) a good t im e. losh: I do n't th in k so. I checked the weather fo recast: it 4 gO'"9 '10 c.i" (rain) most of the t ime . I 5-j,F.;' t:;"~et (not get) we t and catch a co ld. Maria: Don't worry. I've al ready packed the first aid kit .1 6..fjoi"$·ro t.k.e (take) lots of aspirin. losh: Okay, I 7 will tfti'lk (thi nk) about it . Maybe I a will t.k.e (take) my laptop. I could watch some films then.

~ Predictions, intentions and arrangements Complete the dialogue with will, be going to, the Present Cont inuous or the Present Simple .



Z 3 4

is going to change /changes . I'm t ired. I t hink I ~am going home. We've got to hurry. The ferry~willleave at 8.30. The weather here changes all t he t im e. There ~will be a storm tonight. I've booked the flight. I€ fjy@ifmay fly to Florence on Friday night. Peter is clever and logica l. He~is making a good sc ientist.

1 The wind is getting stronger. The weather

Predictions, intentions and arrangements Choose the correct verb forms to complete the sentences .

2 Thanks for asking me to your party. 3 I always log on to my computer after getting home. 4 He left the restaurant without paying the bill. 5 She was worried about failing that exam. 6 A lot of people are scared of climbing and sky diving.


get home 4 He /Ieft the res t aurant / witho ut / pay the bill 5 She was / worried / fai l t hat exam 6 A lot of people / scared / climb and sky dive

2 Thanks / ask me / to your party 3 I always log on to my computer / after /

lam tired of going to school by bus.

1 I am / tired / go to school by bus

write sentences.

€D Prepositions + ·ing forms Use the cues to


I'm into most adventure sports but there is no l~ I would ever go extreme sk iing because it's just too dangerous, in my opin ion. I would 2-..r11!.tke.t- go surfing 3 tl-ttil>1hang·glidi ng because I just love the sea . I th ink peopl e 4 w/.to go high lining are really brave because it must be f rightening to be hundreds of metres above the ground. I'd love 5 to go scuba diving but it's quite ex pensive to learn . The most exciting had was when experience I've 6 I went on my brother's motorbike wi t h him he goes rea lly f astl


3 wil l be helping 4 won't be cooking 5 will you be doing 6 will be crossing

take Rewrite the sentences using take.

Z Last year I was invo lved in the sc hoo l play and it was great fun. 3 We must do something to stop climate change. 4 We had a rest after wa lking for t wo hou rs. 5 He didn' t make good use of t he rev iSion classes an d failed th e exam. 6 I looked afte r my frie nd 's ca t wh en she was on holiday.

I took 0 lot of photos at the festival.

1 I used my camera a lot at th e f esti va l.



2 Last year I took part in the school play and it was great fun. 3 We must take action to stop climate change. 4 We took a break after walking for two hours . 5 He didn't take advantage of the revision classes and failed the exam. 6 I took care of my friend's cat when she was on holiday.

5 If you are hu ngry, make some sandwiches you," 6 You can't sh out at e!!CM othe.r all the t im e.


4 On hol iday, my fri ends and I always do t he cooking

e.tlch othu

twenty years. Z I don 't th ink my paren t s enjoy tf.uowt.felyes at big parties. 3 My friends and I spend a lot of t ime t alk ing to

1 My parents have been in love w ith each other for

each other Complete the sentences with each other or ourselves/yourselves/themselves.

1 I don't want to hurt :you /you rself Z She always does the homewo rk herlfiiijiJ}. 3 The president him~ pe n e d th e exhibition. 4 They bought @'myselfa ni ce prese nt. 5 Parents have to th ink abo ut themlfliemse/ ~ not just abou t t hei r chil dren. 6 Why don't you come w it h@'ourselves?

myself, yourself, ourselves Choose the correct words: me/you/ ... or myself/yourself/ ... to complete the sentences.

My town has about 10,000 peop le l..l.!Ji.l!JQ. (li ve) in it permanently bu t the re are mo re people in the summer. Tourists 2 visiti'1£! (vis it) th e area like it because it's very beautif ul and it's not so hot in the su mm er. In the summer, there is a nice atmosph ere and t here are always a lot of people 3 wClLki'1£! (wal k) aroun d the streets or , sitti'1£! (s it) on the ter races of th e ca f es . There are some shops 5 se.LLi'1£! (se ll ) souvenirs and some good res t aurants 6 offixi'1£! (offe r) good local f ood .

with the correct forms of the verbs in brackets.

G Reduced relative clauses Complete the description


A: Lucky you! Tomo rrow morning you 1 will be walkmq (walk) the streets of Rome wh ile I ' '11 be sitti"$ (sit) he re reading emails. B. Don't complai n! You've had your holiday and (go L~ffa in next year. you 3 '1/ 90 A: Well. any way ... ' you be aoi>1£! (you / do) anythi ng inte res t ing at 8 p. m. tonight? Arsenal are playi ng Liverpoo l. B: I'm afra id I 5'11 be"$ (have) a big Italian meal at t hat t ime. A: Okay, I 6 '11 text (text) you the score after t he ga me. ~

will do/will be doing Complete t he dialogue with the correct forms of the verbs in brackets .

1 I won't be sunbathing (not su nbat he) at 10 a. m. tomorrow, I (cycle) aroun d the lake. Z _ _ _ _ (you / use) your GPS during the expedition? 3 The guide (he lp) you al l the t ime but she (not cook) for you. 4 Wh at (you / do) at th is ti me tomorrow? 5 Six hours from now we (cross) the river in the midd le of the fo rest.

Future Continuous Complete the sentences with the Future Continuous forms of the words in brackets.

~ 1 '11 be cycling 2 Will you be using



I live in Athe ns and my country's got a nice Medit erranea n 1 climate . In the city, t he temperatu re often 2 goes up to more tha n 35 degrees in the su mme r but it rarely 3 droP-L- be low zero in the winter. Greece is a very beauti ful country and there are hundreds of lovely places but my favourite bea uty 4 spot is the island of Santori ni an d it is amaz ing when you arrive there by boat. The bi gges t ' proble.m in Athens is the traffic and t he smog in the sum mer ca n be bad. I am worried about the future of t he planet and I think we 5 s/.tov..Ld use more rene wa ble energy like sola r en ergy. In my f am ily, we recy cle at home and we walk an d we use pub lic 7trtil>1-Jp0rt to travel around the cit y.

the des cription.

PRACTICE 4D Talking about your environment Complete

PRACTICE I:D Talking about adventure Complete the









m""chil1f..f wcJuld ntle. the. w(Jrld 0 11(:,


2 I was born in a very poor family. (tell) He tol d me he w"s bol'"l1. t"t ~ very poo r ("Mil y 3 We know very little about how the brain works. (admit) He. ttdmitted they kl1£.w ve.ry little (;Ibou.t how the br-~il1. wo rked 4 Machines wil l rule the world one day. (warn)


The brain doesn't develop during our lifetime. (believe) He believed the bmin didn't develop durina Our

Reported statements Report what a scientist said a hundred years ago using the correct forms of the words in brackets.

with me about my application letter. 3 I came up with some good ideas ... . 4 My cousin and I get on and " . . 5 I'm really looking forward to ... 6 Everyone else in the class knows more Spanish than I do so I find it hard to keep up with them.

~ 2 Someone from the company got in touch

2a They want to know where I am staying in London. b They asked where I was staying in London. 3a They want to know if my family lives here. b They asked if my family lived here. 4a They want to know if I have studied foreign languages. b They asked if I had studied foreign languages. Sa They want to know what I will do with the money. b They asked what I would do with the money.


8 She said she didn't like studying at night. I do~t like studvil14 "t l1-iaht

I'm aoil14 to study phvsiu

7 She said she was going to study physics.

I ao ioaail14 eVer y d"v

6 She said she went jogging every day.

I'm writil14 ,,11- ess"v

5 She said she was writing an essay.

L £<tI1.JUIf'!'LLb.i l1Ue_il1-_six _WU} I1-tkr

5 I have invented an artificial brain . (claim) One of the most important things in life is llillLing, He. c/.:;rime.d he I-utd iwel1ted ""11- tlfrtificitlfi bm iltL friends (friend) 6 My student are carrying out experiments on One of the most important things in life is pigs' brains. (report) friendship. He reported tht:ft his st £{del1.iJ Wen, c(;{rryi'Yl 0/,(1 experi mel1ls 2 I did a course and learned more about working 7 I can guess people's thoughts . (announce) ' " pigs' bmi"" w ith other people . (cooperate) cooper"tiol1He ~H1.i1O/'{l1£ed he l Ot-tt" qUeJ.r people's thoW/ilts 3 Learning memory techniques can help you improve how well vou do in exams. (perform) petjorYJot<{l1£.eB I am going to study people suffering from brain damage. (say) 4 The kind of person you are is more important than He stifid he WtifS 90 i ~ to study pupil! sulforimJ tom .' if you are ma le or female. (personality) PersoMlity b nHIt dOfl'l11if!Je 5 Some experts say that boys' and girls' ~ Talking about school (2) Complete the is different. (develop) developmel1-t sentences. 6 In some schools, the wav you look is very important. (appear) "ppurr"l1£.e I used to go to a private school but I now go to a state secondary school. ~ Reported statements Write original sentences 2 The classrooms at our school have good from the reported statements. eq"ip>lwlt , with computers, a projector and screen and wi -fi . 1 She said she was clever. 3 The _f.,i/itie.r at our school include science I am clever . laboratories and a sports hall. 2 She said she had passed the test. 4 One of the ~ I don't like at our school IS I've o"ssed the. test that we can't have our mobile phones there. 3 She said she wou ld never eat fast food. 5 The MWlOsphere at our school is serious but I will I1£-ver urt f"st fo od friendly. too. 4 She said she could learn Chinese in six months.

the underlined words with the noun forms of the words in brackets.

Gl Making nouns Rewrite the sentences replacing

The subject I like l~ at school is business studies and my 2 lUlst favourite subject is maths. I'd like to drop it and do art 3 iVlStegd but I know that maths is very useful. I ' suppose I'm good at organising my learning and memorising things - I'm lucky because I have a photographic memory. Outside class. I ' belo")9 to three clubs: chess. debating and poetry. It'd be 6 qrurt to learn about first aid as I think it's so important.



Where are you staying in London? Does your family live here? Have you studied foreign languages? What w ill you do with the money?

2 Can/Could you advise me what language to learn? 3 Can/Could you tell me how to get a good job? 4 Can/Could you recommend who to talk to about careers? 5 Can/Could you recommend when to go on ho liday there? 6 Can/Could you tell me how often to take a break?

2 3 4 5

1 How old are you? a They wont to know how old lam. b They asked how old I was.

a They want to know ... b They asked ...

report them: a starting with a reporting verb in the present, b starting with a reporting verb in the past.

~ Reported questions Read the questions and

6 How 10")9 "re yougoi")9 to st"y il1- this towl12 7 Would you be Mppy to e<{rI1- £')00 " week?

5 [gl1- you fix brokel1- elu trol1-ic eql{ipmel1-t?

Is vour oresent iob

2 Ho w Wluch do yOl{ egnt? 3 Hgve you worked with computers before? 4 Wh4t QLt<{lifiCgtio!1S Mve YOl{goP

interestin0 7

First, they asked me ' if my present job was interesting and 'how much I earned. They wanted to know 'if I had worked with computers before and 'what qualifications I had. They asked ' whether I cou ld fix broken electronic equipment. Then they asked ' how long I was going to stay in this town. Finally, they wondered 7if I would be happy to earn £200 a week.

that the person was asked during a job interview.

~ Reported questions Write the original questions

I'm pretty good at doing sport and repairing things but I'd like to be l luWfL at dealing with money and doing calculations. I've got a good 2 idUl about what I want to do in the future. I think I'd enjoy a 3 c"reer in sport or tourism. I definitely don't want to work in an office or a bank. In the future, I think I 4 miqht like a job as a mechanic or a technician. I've done part-time ' work as a tennis instructor and I'd like to do a summer 6~ as a life guard.

~ Talking about careers Complete the description.

2 Someone from the company contacted me about my application letter. 3 I thought of some good ideas for the fancy dress competition. 4 My cousin and I have a really good relationship and spend a lot of time together. 5 I am really excited about going on holiday to Croatia next month. 6 Everyone else in the class knows more Spanish than I do so I find it difficult to do as well as them.

I helped out organising the end-oJ-year school dance.

school dance.

1 I did a bit of work organising the end-of-year

Multi-part verbs (2) Rewrite the sentences using multi-part verbs.

2 I am not a pop star. If I (be) a pop star, I (have) a lot of fans. 3 I'd like to take part in a talent show. If my parents (agree), I' ll go to a casting. 4 Don't worry! You (do) well if you concentrate just on singing. 5 Paparazzi follow celebrities even if they (not want) to be filmed. 6 Being a pop star must be tiring. If I had to be famous, I (prefer) to be a film director.

If I have 0 cold, my sister sings instead of me.

1 I sing in a rock group. If I (have) a cold, my sister (sing) instead of me.

Conditionals Complete the sentences with the correct forms of the verbs in brackets.

advise me' what language 'learn? tell me , how' get a good job? recommend' who' talk to about careers? recommend' when' go on holiday there? tel l me' how often' take a break?

Could you advise me where to find ICT courses?

you you you you you

fans. 3 If my parents agree, I'll go to a casting. 4 You'll do well if you concentrate just on singing. 5 Paparazzi follow ce lebrities even if they don't want to be filmed . 6 If I had to be famous, I would prefer to be a film director.

~ 2 If I was a pop star, I would have a lot of


2 3 4 5 6

1 you advise me , where' find ICT courses?


~ Asking what to do Use the cues to write




~ Talking about school (1) Complete the description.




... ...

1 The stage ~ was great and I loved the JP«UtI effects. '.Jt had lots of good actors and 2 The actresses. 3 The dancing was amazing because the C""«l.£!!eI:!x was so good. plot was a bit weak because of the 4 The ending. S I thi nk it was the best "",",icgl I have ever seen and even better than We Will Rock You.

Talking about musicals Complete the sentences.

2 If I didn't love Magritte's pa intings, I wou ldn't ha ve bought the posters with his art. 3 If my friends had had a lot of money, th ey would n't ha ve hi t ch- hiked from Florence to Barcelona. 4 If I had known abou t the Van Gogh museum in Amsterdam, I would have gone the re. 5 If the Europeans hadn't conque red America, ancient Indi an monuments wou ld ha ve survived. 6 If Van Gogh hadn't been menta ll y ill, he wo ul dn't ha ve killed himself .


become / had had 3 hadn't discovered / would have developed 4 hadn't been / would n't have ac hieved 5 wouldn 't have been stolen / hadn't been pai nted 6 wo uldn't be / ha dn't appeared

~ 1 wou ldn't have painted 2 would have

1 Last year I went to a theatrelTvtfo'EJestival with lots of really good bands like Arctic Monkeys. 2 When I was younger I used to 10veQ manlstar bands like ill Sync. 3 There were big TV programmeslguides~ on the stage. 4 The racklmusic~ ctress was Jessica Alba. S I have got all their music and I love their greatest hits songllyrics~ 6 The theatre channels~stors did not like the musica l.

complete the sentences.

I$) Noun + noun Choose the correct words to


There is not a lot 1 ~ in the small town where I live but I go to the cinema quite a z~ and from time 3 to time I go to concerts in the nearest city. I prefer watching films ~ going to the t heatre. I sometimes take photos and I'd love to be S gbLe to draw better. The best 6 thi"!9 I've been to recently was a film with Ewan McGregor in.




6 someone who writes plays:


5 someone who plans the movement of dancers:


4 a person who writes music:


2 what a sculptor creates: scuLpture 3 a long piece of music played by a big orchestra:


a person who w ri tes the dialogu e of a film:

Talking about the arts (2) Identify the words.

6 Van Gogh (was mentally ill / killed himself)

5 Europeans (conquered America / ancient Indian monuments didn't survive)

4 I (didn't know about the Van Gogh museum in Amsterdam / didn't go there)

3 My friend s (didn't have a lot of money / hitchhiked from Florence to Barcelona)

1 We (didn't go to Rome / didn't see the Colosseum) It we had gone to Rome we would have seen the Co losseum 2 I (loved Magritte's paintings / bought the po sters with his art)

Past Conditional Use the cues to write conditional sentences.






If impressionist painters hadn't been (not be) poor, they (not paint) so many picture s. I (become) an artist if _ _ __ (have) drawing lessons as a ch ild. If prehistoric people (not discover) art, humans (develop) differently. If Leonardo da Vinci (not be) a genius, he (not achieve) so much in art and science. Mono Usa (not be stolen) if it _ ___ (not be painted) by da Vinci. (not be possible) A lot of modern art if digital technology (not appear).

~ Past Conditional Complete the sentences with correct forms of the verbs in brackets.

for hel ~:3~lj"~as too nervous . The next day I felt 111- 1fj,qve to"d, M (touch) that green Je lly In a glass container.

A few weeks ago 11 wa s able to visit (visit) a for r.;: sic laboratory. I was rea lly excited . We , to .,;i,., (wear) special clothes and shoes and we t OHld",,'t to"d{touch) anything . Luckily, I 4.'!1{~f.N~e (put on) one of those horrible masks - everyone looks awful in them. The scientist showed us how to look into the micro ~co 9j' s. I didn't understa nd very well so I ' h!l~~o~rJ01 (ask)

Past modals Complete the story with the verbs in brackets and had to, didn't have to, was able to, couldn't, should have, shouldn't have.

1 Three hundred years ago you IC~didn 't hove to see bacte ria under the microscope. 2 19'" century British archaeolo ists didn't hove to transport ouldn't hove transporte ncient monuments to London. 3 The people who found the body ~ shouldn't have called the police immediately. 4 His liver was damaged but luckily doctors € ~had to do an operation. S For a very long time people~had to understand that the Earth isn't flat. 6 The results of the experiment were very clear: sc ientistsCZ@n't have]lJicouldn't rep eat it.

Past modals Choose the correct modal verbs to complete the sentences.

lat e for his party. 3 They've thought up a new kind of ice cream. 4 Smok ing is bJd ror him so he gave it up. 5 Th e t eJcher took out t he ex am pap ers and handed th em out. 6 I gave up my plans to go on holid ay to Greece .

~ 2 She let him down beca use she was



I'v e studied physics, biology, chemistry and a bit of geology. I like science a lot because 1..QL the experiments and because I've had some very good teachers . I'd like to learn 2 I'IMre about astronomy because I am going to get a telescope for my next birthday. I think the two most important inventions 3 ever are pen icillin and aspirin because they have saved lives and helped people in pain. One invention 4~ makes life more comfortable is the mobile phone - I don't know what I'd do without mine. In the 21" century, I predict that bio-technology and genetic engineering ' wiLL become more important.

~ Talking about science and technology Complete the description.

w il l alwJy s be ab le to make calls. 3 Whoever invented t he wheel wa s very cleve r. 4 Al l these book s are good - you can read whichever one you like, S Call me whenever you have a problem. 6 You can do the project however you like but don't co py and paste from the internet.

~ 2 Wherevel you go with tha t mobil e, you

1 We agreed (fo~toking part in t he experiment. 2 The researcher suggested to work/~ in a small wh ite room. 3 We didn't mind to sit~ n the floor. 4 We refus e d ~shouting at each other. S We couldn't stand to listent@t~J&Pto very loud modern music. 6 We enjoyed to do~ physical exercise. 7 We failed 0 finis 'finishing the experiment. 8 We decided 0 g going home early.

verb forms to complete the sentences.

iD Verbs with -ing or infinitive Choose the correct

2 It doesn't matter where you go with th at mobile, you will always be able to make ca lls. 3 The person who invented the wh eel was very clever. 4 All of these books are goo d - you can read any of them that you like. S Call me any time you have a probl em. 6 You can do the project any way you like but don't copy and paste from the intern et.

Wh enever I hove an exam I ston {('('Iinq nervous.

1 Any time I have an exam I start feeling nervous.

~ whatever/whenever, etc. Rewrite the sentences using whoever/whatever, whenever, wherever, however, whichever.

(him) she /Iet down / because /Iate for his party (a new kind of ice cream) they / thought up (it) smoking / bad for him / so he gave up (them) the teacher / took out / exam papers / handed out 6 (my plans to go on holiday to Greece) 1/ gave up

2 3 4 S

They are carrying out repairs to the rood outside my house.

carry out

1 (repairs to the road outside my house) they /

and the cues to write sentences.

fl:> Multi-part verbs (3) Use the words in brackets


PRACTICE ill Talking about the arts (1) Complete the





CD1, Tracks 4 and 5 Repeat of speaker one from Tracks 2 and 3

CD 1, Track 6

o = Owen

H = Haruka I = Interviewer P = Piotr 0: But maybe I'm a bit too laid -back sometimes.

Module 1: Identity CD 1, Tracks 2 and 3 I = Interviewer P = Piotr





1 I: So, Owen, where are you from? 0: Well, now I live in England but both my parents are Welsh and I was born in Wales so my family roots are there. I'm very proud of our language because it sounds beautiful and we all speak it at home. I: What else are you proud of about your country? 0: Our national anthem. We all like singing in Wales, you know. And one thing I really love is our landscape - in Wales it's so green. I: So, what sort of person are you? How would you describe yourself? 0: Well, I suppose I'm a sporty type of person. But maybe I'm a bit too laid-back sometimes. That's what my mum says, anyway. I: What things are you really keen on? 0: Sport, especially rugby. I'm passionate about it. I play rugby and I'm in the school team. My dad and I also go to all the Wales games. I: And how do you express your identity? In your appearance, I mean. 0: Well, I'd like to have a Welsh flag tattoo but my mum isn't very keen on that. But I om into wearing team shirts like the Welsh national team rugby shirt . I wear it quite a lot. I: Thanks,Owen. 2 I: Where are you from, Haruka? H: Well, I'm from Vancouver in the west of Canada but my family roots are in japan. My grandp arents came here from japan in the 1960s, you see. We speak both Japanese and English at home, but I feel Canadian. I: What things are important for you about Canada? H: Well, I'm not very nationalistic but I guess I am proud of being Canadian - Canada is a great cou ntry to live in and it's a very beautiful country, you know. I: What kind of person are you? H: I suppose I'm an idealistic kind of person. I'm quite creative too but I'm a bit too shy somet im es. You know, at parties with people I don't know. I: What things are you into? H: Nature. I'm really passionate about nature. I love going trekking in the forests and I'm in an env ironmental group too here in Vancouver. I: How do you show your identity in your appearance? H: Well, I'm not into flags and badges and that sort of thing. And I don't like clothes with designer labels, either. But I om into wearing T-shirts with slogans and logos of groups lik e Greenpeace and Amnesty International. 3 I: You're Australian, Piotr7 P: Yes, I'm from Sydney in New South Wales. But I've got family roots in Poland . My granddad's Polish so that's why I'm Piotr, not Pete. I can't speak Polish but I'm going there next year. I: What's the most important thing for your identity? P: Well, I'm passionate about skateboarding. It's my life really. I spend a lot of time down at the skate park with my friends. We're a really good group. I: So you're a real skater? P: Yeah, I guess so. I'm into wearing all the clothes, yo u know baggy trousers and that so rt of thing I'm into punk and indie, too, and Ilike wearing band T-shirts. Arctic Monkeys are one of my favourites. I: What kind of person are you? P: Well , I guess I'm a bit too rebelliou s sometimes. And I'm not a very outgoing kind of person . I: What about Austra li a? What are you proud of? P: Proud of? Our sports teams. We always beat Eng land at cricket and rugby, don't we? We're a real spo rt ing nat ion, us Aust ra lians, and I love sport, too.


0: I'd like to have a Welsh flag tattoo .. H: And I don't like clothes with designer label s, either. P: But I've got family roots in Poland. I: So you're a real skater? P: We're a really good group. P: We're a real sporting nation.

CD 1, Track 9 I = lames M = Martha I:

Hi, Martha . What are you doing?

M: I'm listening to some French songs.


Do you speak French?

M: Not yet, but I'm learning.


Really? I don't know any languages. I'd like to speak Italian and I'd love to go to Italy, but I've only ever been to Spain on holiday. M: I've been to Italy a few times . It's funnyl Everybody always th inks I'm Italian. I: Do they? M: Yesll speak Italian really well. My accent is almost nati ve. And I speak Spanish too. I: If you speak Italian, you could probably help me. M: I can try. What's the problem? I: I don't understand this email. Could you translate it into English? M: jimmy, my darling ... I'll never forget that day ... it was so romantic ... What is this, james? I: Well, I've met this girl, Carla. I went to a club on Saturday and she was there. We had a very good time together. M: I can see that! But you don't speak Italian! I: I'm learning. But I only know a few words. Can you translate the rest? M: I don't think so. Carla can wait until you learn a bit more.

CD 1, Tracks 10 and 11 P = Presenter


C Cia ire P: Hi and welcome to Street Scene. Today, we've got SOCiologist Claire Adams in the stud io. c: Good afternoon. P: How have urban tribes changed in the last fifty years?

C: Well, the scene is more complicated nowadays. In the 60s, 70s and 80s there weren't that many different tribes. P: You still see some people from old tr ibes around, like punks, don't you? C: Yes, punks started in the late 70s. And they still have shaved hair and strange haircuts. They wear lots of chains and have piercings too. P: The re are still people into heavy metal too. C: Yes, metal heads. They started in the 70s and 80s. They're into heavy metal groups like Metallica and wear leather jackets and black T-shirts. The guys often have long hair and beards. P: What about goths? C: Well, they started in the 80s in the UK with their black make-up and clothes . They still like horror films and groups like Evanescence. P: And wh at about newer tribes from this century? C: Well, things are changing faster with digital technology and social networking. Tribes don't last as long as they did before. P: So, what are the most popular ones here in the UK? C: One popular tribe is the emos. They're into pessimi st ic punk like My Chemical Romance. They wear mostly black clothes and have long, straight dyed black hair. They 're a bit like the goths in some ways, I suppose. P: Any others? C: Well, there are the trendies. They've got lots of money, are into deSigner clothes and love clubbing and shopping. P: So it's not only music that's important, is it?

C: No, other things are important too and not just fashion. For example, skaters like wearing baggy clothes and they're into indie music. But they are obviously into skat ing and hang out at skate parks, too. P: I see. C: And there are the geeks who are not really into clothes. But they 're obsessed with technology and they're great at using it. They're good at gaming too . P: But not all people belong to tribes, do they? C: No, that's the interesting thing. A lot of young people these days mix things a lot. For examp le, so me people are into heavy metal and emo music at the same time. Or they're geeks into computers but they're trendies into clothes at the same time . P: So young people are becoming more independent. That's a good thing. C: I think so . . P: Thanks a lot, Claire. C: Not at all.

CD 1, Track 12



H = Heather Ti Tim To Tom 1 H: Excuse me, can I ask you a few questions? Ti: Some questions? To: Yes, of course. Ti: No problem. H: First, can you tell me your name s? Ti: I'm Tim To: And I'm Tom. H: Thanks, Erm ... What do you think about urban tribes like the goths, Tim? Ti: The goths? I don't like them . To: I think they 're a bit silly. Ti: So do I. To: I'm not into their clothes . Or their make -up. Ti: Neither am I. They look like something from a horror filml To: Absolutelyl H: Do you belong to a tribe? Ti: Us? Ha ha! To: I don't think we're a tribe. Ti: Neither do I! To: We don't wear special things. Ti: And we aren't into special music. To : We're individuals. Ti: Absolutely. We're individuals. H = Heather G = George Ha = Harry 2 H: Excuse me. G: Oh , good morning. Ha: Hello. H: Can I ask you a few questions? Er, what are your names? G: I'm George. Ha: And I'm Harry. H: What do you think of urban tribes, George? G: Urban tribes? H: You know, groups of yo ung people w ith a different look. Like the goths. G: Oh, I just love urban tribes. Ha: Me, too. G: Actually Ilike the goths. I once saw The Cure, you know. Ha: Did you? G: I'm into the ir music. Ha: I'm not. It isn't heavy enough. G: Oh, you're just an old punk . Ha: And you're an old hippy ! G: I don't like those groups like the Sex Pistols - all that horrible noise. Ha: I do. I think the Sex Pistols were great. I just love Anarchy in the UK. H: Were you really a punk? Ha: Yes, of course. Would you like to see my punk tattoos? H: Your tattoos? Ha: Yes. ju st a moment. Would you hold my coat, George? G: Yes, of course. Ha: I've got several tattoos on my chest. H: Er, no ... Please ... Erm ... Cut!

CD 1, Tracks 17 and 18

CD1, Track 13 To








1 To: I t hi nk t hey're a bit sill y. Ti: So do I.

2 To: I'm not into their clothes . Ti: Neither am I.

3 To : I don't think we're a t ribe. Ti : Me neither.

4 G: I just love urban tribes . Ha: Me too. S G: I'm into the ir music. Ha: I'm not. 6 G: I don't like those gro ups. Ha: I do. 1 So do I. 2 Neither am I. 3 Me neither. 4 Me too. S I'm not. 6 I do.

Module 2: Big Events CD 1, Tracks 15 and 16 1

A: What are your best persona l memories? B: Well, one special event I remember was the wedding of my older sister, Julia. It was a couple of years ago in Scotland and she got married in a castle. It was great because we danced all night. There were lots of young people there and I met this Scott ish girl. I'm not telling you any more t han t hat! A: What about sad memo ri es? B: Well, a sad occasion for me was the funeral of my grandmother last year. But all my family was there and that was really good. And she was ninety-three and had a good life. A: What are your best memories of sport? B: Mm, one of my best sport ing memories was the 2009 Cup Fina l. It was between Che lsea and Everton. I went with my dad . We're Che lsea fans in my family. The best bit was when my team scored a goal. I mean the second goal which won the game. It was fantastic. The crowd went wild and we all cheered and hugged each oth er. It was brilliant. A: What are you r earli est memo ri es? B: Well, one of my earliest memo ries was the big flood. That was back in 2000 whe n I was abo ut six . When it happened I was at ho me w ith my fami ly. We woke up in the morning and it was impossible to leave the house because of the water. It was ho rrib le and I was really frightened . 2 A: What big events can you remember? c: Well, one of my strongest memories was the election of Barack Obama as President of the United States in 2008. I'm from an African American fam ily so you can imagine how I felt. When it happened, I was with my family at home . We were watching t he TV w hen t he news came t hrough. We all we nt out into the st reets and eve ryone was cheering and singing. It was awesome! A: What are your best sporting memories? C: I guess I'm not into sport very much. I hate football and baseball and all that kind of stuff but I am into te nnis and one of my heroines is Serena Willi ams. One of my best sporting memories was the Wimbledon Final in 2009 betwee n Se rena and her sister, Venus. The bes t bit was when Serena scored the winning point in t he fi rs t se t. A: What about pe rsona l memories? C: A sad occasion was the death of my dog, Rover, last year. He was twelve . I stil l real ly miss him. A: And good memories? C: One really specia l event for me was t he party we had to celebrate my eighteenth birt hday. It was great because there was a big group of us and we had a barbecue at our house. We laug hed a lot danced a lot and had a really f un even ing.

Repeat of speaker one from the prev ious t racks

CD 1, Track 19 1 It was great beca use we danced all night. 2 Wel l, a very sad occas ion for me was the funeral of my gran dm other. 3 But all my fami ly was there and that was really good . 4 It was fantastic. The crowd went wild and we all cheered and hugged each oth er. It was brilliant. S We woke up in th e mo rni ng and it was impossible to leave the house beca use of t he water. 6 It was horr ible and I was really f rightened .

CD 1, Track 21 W = Woman

F = Fiona 1 W: Why are you so late, Fiona? The we dd ing is over. Everybody was waiting for you! F: I know, I'm so sorry. They closed t he un dergro un d because they had found a bag on the ra ils. Th e police checked the bag but there were just some old clothes in it. Someone had put it th ere as a joke. I don't understa nd w hy some peop le are so thoughtless. T = Teacher M = Mark 2 T: What happened to you , Mark? The exam started an hour ago. We couldn't wait for you and you can't come in now. M: Oh, no! It's because there's t hat important footba ll game this eve ni ng. The tow n is abso lutely ful l of fans. I was sitt ing on a bus when the fans from the two t ea ms started a fight. They had drunk too muc h I think. The driver stopped the bus and called the po li ce. The police officers were very nice but they int erviewed all the passengers on my bus. It took ages !

CD 1, Tracks 22 and 23 A: Hey, Rob, have you seen any good film s lately? B: Yeah, I've just seen one with Matt Damon and Morgan Freeman. A: Is that the one about South Africa? B: Well , it's really about the Rugby Wor ld Cup there in 1995. A: What's so interesting about that? B: Well , apartheid had just ended and democracy had ju st started . A: Right. We've just done that at school. Apartheid meant that black and white South Africa ns had to live separate ly. And black South Africans had no ri ghts. B: True . And Nelson Mandela was" A: Nelson Mandela was born in 1918. He spent twenty -six years in prison and came out in 1990. He became president just four years later. B: That's right a year before the World Cup . Well, the f ilm's about Mandela and t he captain of the So ut h Afr ican rugby tea m, Franco is Pienaar. A: What hap pened? B: We ll, Mandela decided to use the World Cup to unite the country and get support from the wh ites f or t he new Sou t h Africa . A: How did he do that? B: Before the competition, Mandela and Pienaar met up. They got on very we ll alt houg h rugby was mainly a game for w hite South Af ri cans . The South African team had on ly one non-white player in it and black South Africans didn't support it. A: Okay. So the rugby team was something that reminded peop le of the old days bef ore democracy? B: Yes. Anyway, with Pienaar the players learnt the new nationa l anthem . A: That's God Bless Africa. It's got f ive languages in it. B: Yes . Any way, South Africa got to t he f ina l, against New Zealand . Before the game, Mandela went out to speak to the players wea ring the green South Afr ican rugby jersey and that was really popu lar. All of t he crowd stood up and started to scream Nel-son , Nel -son. A: Wow! B: Then everyone joined in the new national anthem and South Africa kicked off. It was close, both teams played well and the game went into

extra ti me. Just before the end it was 12-12 and then Joe l Stransky sco red. A: So, Sout h Afr ica won in the end . B: Yea h. All th e crowd we nt w il d w hen Mand ela gave t he trop hy to Pien aar. And eve ryo ne got together and celeb rat ed in Sou t h Africa . They went mad . And Mandela was ri ght. Aft er t hat the country became more united than befo re. A: So now I know t he end in g t o th e filml B: Yea h, but that doesn't matte r. It's a really great f ilm.

CD 1, Track 24 1 Nelson Mand ela came out of prison in 1990. 2 Before the competition, Mandela and Pi enaa r met up. 3 Mandela and Pie naar got on we ll. 4 Mandela we nt out to spea k to t he players. S All of t he crowd st ood up and chee red. 6 Then all of the crowd joined in the new nationa l anthem . 7 The South African team kicked off. B South Africans got together and ce lebrated .

CD 1, Tracks 27 and 28 A: B: A: B:

So how are t hings? Great. I'm go ing to have dinne r with a fi lm crew! No! Come on. Te ll me al l about it. Wel l, it happened the other day. Right outside t he co ll ege. I'd just finished classes and I was riding my bike down the street past the park. A: And the n? B: And sudden ly I saw t hese two guys. I knew something was wrong . The re was an old guy in a suit. An old guy, and t hi s young guy in jeans w ith a knife, you know. A: Wow! B: Yeah , and the old guy's brief case was on the gro und . It was open and it was f ull of money. Tho usa nds of pou nds! So anyway, th en I went towards the mugger. I shouted Stop! but t he mugger started to pick up the money. So the next t hi ng I di d was to use my judo and get him on the ground. A: Really? Surely, that was a bit dangerous? What about the knife? B: Ah, he dropped t hat. But then, the old guy was angry. He di dn 't say Thank you but shouted Stop! It's only a film! When I turned round , I saw the film crew! A: Oh no! B: Yes , they were in the park . Three of them : the director, the cameraman and the sound guy. We ll anyway, I felt really terrible. But after that ". A: What? B: After that, the director came ove r to ta lk to me. A: And? B: Eventua lly everything was fine. The director was reall y nice. He said Don 't worry. You did the right thing. You can come and watch the filming tomorrow and meet all the actors afterwards! A: No ! He di dn't! B: Yes! I'm go ing t o have dinner with th em. A: Wow l Amazi ng! B: Yeah , it is, isn't it? It was t he w ei rdest t hi ng that's ever happened to me.

CD 1, Track 29 1 2 3 4

And the n? What? And? No! Wow! Amaz ing! Oh no! Really?

Module 3: Taste CD 1, Tracks 30 and 31 G = Geo rgina H = Harry G: Hey, Harry, what's that you're eating? H: It's a chip butty, Georgina. A sandwich with chips. G: I know what a chip butty is. But it's disgustingand it's got thousands of calories! H: Well , I love chips and potatoes - egg and chi ps, fish and chi ps, roast beef w ith roast pot atoes. I eat a lot of mea t but I don't like veget ab les very mu ch . I know they're good for you because they've got a lot of vita min s but th ey 're boring, aren't they? G: I don't think so. At home, we eat a lot of vegetab les, sa lads and fruit. So we get lots of vitam ins, minera ls and fibre.


H: We don't eat a lot of that stuff at home - we li ke fast food li ke burgers and pizzas. The most important meal for me is dinner on Friday night. We always order t hree or four enormous pizzas . With lots of cheese. Mmmm! I love pizzas. G: Think about all that fat and salt! My favourite di sh is sushi. H: You mean that Japanese stuff? G: Yes, I think it tastes delicious. H: I don't like t hat sort of stuff much though I enjoy a good curry and rice f rom time to time . But my all-time favourite dish is dark chocolate ice cream. Mm, it tastes bitter and sweet at the same time. Wonde rf ul ! And it's got a love ly creamy texture. G: Mm, Ilike ice cream too. We had some deli ciou s ice cream in Ital y and France this year when we we re on holiday. It's very fattening but it's love ly. H: Mm, but they eat some stran ge things over there in France, don't they? Like sna ils. G: Yes, I think sna ils are great. H: Do you? Snai ls? Disgusting! I'd like to try ka ngaroo steak though. That's different, isn 't it? Th ey eat kangaroo in Australia where my uncle lives. G: Well, I'd like to try lots of new things. Like bread ice cream for example. I saw something in a magazine about it. Did you know they eat grilled rats in Vietnam? H: Rats? Delicious with chips. And ve ry heal th y. G: Yugh! H: Only j oki ng! Would you li ke to try some of my chip butty? G: No, th anks.

CD 1, Track 32 What's that? chip butty roast beef importan t meal fa vo urite dish tastes bitter

CD 1, Track 35 PM = Peter Morse W = Woman M = Man PM: Welcome to Brandt's chocolate factory. I'm Peter Morse and my job is to show you arou nd today. Let me start with a sho rt introduct ion. Choco late was discovered by Mayas and Aztecs in Central America . It was called the food of Gods. W: How did it arr ive in Europe? PM: Cocoa beans were brought to Spain by Hernan Cortes, the conqueror of Central America. For a long time, choco late was known only as a drink. In the nineteenth century, new technology was invented and so lid choco late could be produced. Let's move on to the next ro om ... So, cocoa beans are brought here from Latin America. They are cleane d and roasted and th en made into cocoa paste. In th is room the cocoa paste is mixed with suga r and cocoa butter. Milk can be added at this stage t oo, to produce milk choco late. M: Do you check the cocoa beans bef ore they enter the production process? PM: Yes, of course, the beans are ca refull y checked and the bad ones are thro wn away. Now for the next room ". In this room you can see anothe r process . As you can see, the choco late mi xture is being constantly stirred. This gives chocolate its smooth textu re. Now, let me "

CD 2, Tracks 1 and 2 I = Irene KK = Kevin Kelly I: Now here to talk about the new progra mm es on NBCT this summer is Kevin Kelly. Hi there, Kev in . KK: Hi, Irene. We've got some great new se ri es coming up this summer. First is a j ami e Oliver series about food. I: Could you tell us something more about j am ie Oliver? Who is he exactly? He's not ve ry we ll known over here. KK: Well, j am ie's probably Britain's best- known chef and a great TV perso nality. He's a real star. He's outgoing, fu nny and passionate about food. I: Tell us so met hing about his life. KK: Well, jamie was born in 1975 and helped in the kitchen of his family' s pub nea r London. I: So he sta rted young.


KK: Yes, he didn't like high schoo l and left when he was sixteen to go to cater in g college. After that, he had two jobs in London restaurants and in 1998 was noticed by the BBC. They asked him to make a TV programme the follo w in g year. The show was an amazing success and a best-selling cookbook came out of the programme. I: But jamie's not just a successful celeb ri ty chef, is he? KK: No, in 2002 he sta rted the Fifteen Foundation for young people w it hout a future - yo un g people between the ages of sixteen and twenty-four who had left school early or w ho'd had problems with the police. I: Young people with serious personal problems. KK: That's right . jam ie too k them and trained them to cook and, at the same time, helped to change the ir li ves. The trainees lea rnt to work w ith other people and to orga nise their ow n lives. The Fifteen Foundation's st ill going strong and there are four successful restaurants aroun d the world, two in the UK, one in Holland and one in Australi a. I: Nothing here in the States, yet. KK: Not yet! After Fifteen, jamie started looking at another problem - that of peop le in wealthy countries eatin g unhealthy food and becoming overweight. I: Yes, that's a big prob lem. KK: He made a TV progra mme in 200 5 about school food in the UK. Alt houg h a lot of people didn't li ke his campaign, British sc ho ols now provide healthier school meals than t hey did before. I: Mm, that's import ant. KK: His next programme in 2008 was about teaching British families to cook better. To help ordinary people learn to cook good, healthy food. I: Mm, a good idea. KK: jamie came to the States a few years ago, in 2010. He went to a to wn with the worst hea lth problems caused by fast food in all of t he United Sta tes. He worked wi th local families and schoo ls to try to improve the food. I: So, tell us all about his late st programme. KK: We ll, jamie's new series is about"

CD 2, Track 3 J = Julie C = Charles W = Waiter J: Good afternoon, a tab le fo r two please. W: Good afternoon, madam. Have you got a rese rvation? J: No, I'm afraid we haven't. W: Wou ld you mind waiting for a couple of minutes, please? J: All right. W: Can I take your coats? J: Thank you. C: Thank you very much. That's very kind of you. It's nice and wa rm in here, isn't it? ". Could we have the menu, please? W: Certainly, sir. C: Thank you . W: I'm afraid we're out of salmon. And we haven't got the ro ast beef either. C: Oh, that's a pity. J: Could you bring us a large bottle of mineral water, please? W: Of cours e, madam. e: And I'll have a large glass of co la, please. W: Right, sir. ". Are you read y to order? J: Yes, I'd like the vegeta ble sou p for a starter, please. W: Right, madam. J: And the chef's sa lad for the main cou rse. Without nuts. I'm allergic to nuts. So none of those, please. And I'm a vegetarian so no bits of ham or anything like that, please. C: And I'll have the prawn cockta il for star ters and then the steak w ith lots of chips. J: With a few ch ips. W: Right, madam . Sir, how would you like yo ur steak: rare, medium or well -d one? c: Rare, please. W: Was eve rything okay? J and c: Yes, thank you. W: Would you like dessert?


Not for me, than ks. just a black coffee for me, please. C: I'll have some appl e pie, pl ease. With lots of cream. J: Charles, yo u shouldn't. Remember the do ctor. C: All ri ght, ju st a little cream, please. ". That was del icious. Ca n we ha ve the bill, please? W: Of cou rse, sir. J: No, it's my turn, Charles. ". We only had one glass of cola. W: I'm terribly so rry, madam. That's thirty-three pounds then. Would you like to pay by cash or by credit card? J: Cash, ple ase. C: That was a lovely me al. Thank you ve ry much. W: Not at all, sir. We look forward to see ing you aga in .

CD 2, Track 4 1 Would you mind waiting for a couple of minute s, please? 2 Could we have the menu, please? 3 Could you bring us a large bottl e of mineral water, please? 4 I'll have a large glass of cola, please. S I'd like the vegeta ble soup for a starter, please. 6 Can we have the bi ll, please?

Module 4: Houses CD 2, Tracks 6 and 7 1 We ll, I li ve in a little terraced house with my parents and my yo unger sister. Our house ha s got three bedrooms but they're not very big. Down sta ir s there's a ga mes room which is really cool. We've also got a little garden at the back - with a small law n and a pond. My room is tiny but it gets lot s of sun, wel l, all t he sun we get here in London ! Ilike it because it's cosy and it's got all my things in it. You know, the typical st uff, like my posters, my books and my gu itar. OUI' house is in the suburbs in the north-east of the city - it's about forty -fi ve minutes from the centre of London by tube. And we're qu ite near a tube stat ion, which is go od . My dream is to live in a one-bedroom flat with a big terrace and views of the river. I'd like to live right in the centre of the city. Th at wou ld be really coo l and yo u wouldn't have to worry about getting ba ck home on a Saturday ni ght. 2 I live in a two-bedroom apa rtment in dow ntown Manhattan. It's not very bi g but I li ve t here w ith just my mom and our cat, Garfield, so it's ok ay. It's also got a little te rrace and it's quite mode rn so it's got good air-conditioning and central heating and all that kind of stuff. My room's not very big but I really li ke it because it's got fantastic views of the Hud son River - our apa rt ment is on the twent y- first floor! We're opposite a big hospital and our street is quite busy but it's not no isy becau se we're so hi gh up. I like it here because there's always somet hin g go ing on. But w hen I finish college, I'd like to live in a motor home for a f ew years and trave l round the country - t here are so many places I'd like t o go to. My gran dparents have got a motor home and it's rea ll y cool. It's even got a kitchen with a dishwa sher and wash in g machine and all that stuff. It's great that you can just move on when you want to! 3 My family and Ilive in a detached house in the west of Sydney. It's quite a big house and we've got a bi g ga rden too - but that's quite normal round here. Th ere are fiv e of us in our family, plus two dog s, three cats and a parrot. We've got five bedrooms, a livin g room and a home cinema downstairs where we watch f ilms. Ilike my bedroom a lot becaus e th ere's lots of space in it . Our house is in a qui et street but we're over an hour from the centre of the city and the sea. The good thing is that we are near to the mountains and they 're great for hikin g. But my dream is to li ve on a house boat w ith a group of friends. I'd like to live in Syd ney Harbour - that's right in the middle of the city. That'd be reall y coo l because yo u'd be ri ght next to th e sea and yo u'd be in th e centre of the city. And it's a bit boring too out here in the su burbs.

CD 2, Tracks 8 and 9 Repeat of speaker one fr om the tracks above

CD 2, Track 10

E: There's a spiral staircas e in the hall. You go

1 We've also got a little garden at the back - with a

upsta irs t o ge to t he livi ng ro om , I: How big is t7 E: Enormous covers all t he first floor, The kitchen area is nea r the stair s and next to the dining area , There s a sittin g area at the other end w ith a f irep lace and along most of one wall there are boo ks helves , I: So it's a rea lly nice room? E: Yes, it's got great views w ith enormous w indows, You can mo ve the house around too so that you al wa ys get lots of sun and light. I: That's amaZ ing , E: It's prett y coo l, isn't it? We could move so mew here else if w e w anted too, We just need a boat to co me and pul l us, I: But you ha ven't got a garden, right? E: No, out sid e t he li ving room there's a big terrace w ith lots of plants, From there you can go up to t he top floo r wh ere there's another terrace and my parents' room , Below the ground floor there is a sto rag e area in the cellar. We go down there to check the central heating too, I: Why do you like living there? E: Well, I'm into sailing, I can just go outside, get into my boat and start sailing right away! It's quiet and we get lots of birds and w ildlife, too, My dad goes onto the terrace to fish so we so metimes have fresh fish for lunch! I: That soun ds great, Thanks a lot. Edda , E: Not at all. We've got photos of our house on our Facebook page, And you can come and vis it us if you like, I: Thanks for the inv itation, Edda, Now let's look at some more examples of floating houses '"

A: Do you want a hand w it h yov _§§:;~'O B: It's okay thanks, 3 B: Shall I give you my credit card? A: Okay, thanks ,

CD 2, Tracks 18 and 19


small lawn and a pond, 2 My room is tiny but it gets lots of sun, well, all the sun we get here in London! 3 My dream is to live in a one-bedroom flat with a big terrace and views of the river. 4 But when I finish college, I'd like to live in a motor home for a few years and travel round the country, 5 It's even got a kitchen with a dishwasher and washing machine and all that stuff, 6 And it's a bit boring too out here in the suburbs,

CD 2, Track 11 P = Presenter PS = Peter Stewart RS = Rob Smythe AS = Alice Smythe P: For the last two months, anthropologists Alice and Rob Smythe have been living in a Himba village, Peter Stewart talked to them about their new home, PS: You don't smell very nice , What have you been doing? RS: We've been collecting cow dung to finish our house, The Himba kids are helping us, PS: It's this hut, right? It looks very simple, AS: Yes, it's one room, with just a fireplace to keep us warm at night. We've been building it for two weeks, We've built the walls but the roof is not ready yet, We use dung, because mud is too dry, PS: I see ,, ' There is no bathroom in your hut. I suppose, so how do you keep clean? AS: Well. we've been using ash to wash our hands and brush our teeth, just like the Himba, I've been taking aromatic smoke saunas, like all Himba women, We haven't been washing our clothes because there isn 't enough water - it is only used for drinking, PS: You look thin, Have you been eating enough? AS: We've mainly been eating dried meat and milk, Let us show you the village kitchen - it's that open hut over there,

CD 2, Track 12 B = Bill

A = Amy

B: Why are you wearing those horrible clothes, Amy? A: I've been cleaning the house , Mum is coming back tonight and I don't want her to say that we can 't look after the house, I've cleaned the bathrooms, the kitchen and my room, Where have you been, Bill? B: I've been looking for a new lamp for my desk, No luck there but I've bought these flowers for the living room, Where is Pat? A: She's been helping me in the kitchen and she's tidied her room, Pat has already done enough, Bill. Now it's your turn. I hope you can do the living room, You've already got the flowers, B: You are much better at it than me , I can cook something nice for dinner in the meantime , What would Mum like? A: I know you hate cleaning but I've been doing it all day and I think it's your turn now, And the dinner is ready -I 've made lasagne,

CD 2, Tracks 14 and 15 I = Interviewer E = Edda I: You li ve in an unusual house, Edda, Can you tell us about it?

E: Well, our house is a bit different because it floatsl I: Why is that? E: Well , it was designed by a famous Dutch architect. He designs floating houses because of flooding and rising sea levels, a big problem here in Holland, you know, I: Mm, interesting, So, can you describe your house, Edda? E: Well. to get to it you go along a path next to the canal. You go across a little bridge and come to a terrace w here we keep our bikes , When you go inside, there's a hall. Downstairs, there are two bedrooms, mine and my sister's, plus a small bathroom, I: What's your room like? E: Well, on one side it's got a round wall and on the other side, there's a fitted wardrobe and there's a washbasin in the co rner. It's very cosy - a bit like a ship's cabin, I: What about the next floor?

M = Martin

T = Tereza

K = Katerina

M: Hi there, Can I help you? My name's Martin, T: Yes, please, just a moment , M: Do you want a hand with your luggage? Those rucksacks look a bit heavy, T: It's okay, thanks, K: Thanks a lot. I've got too much things, I mean too much luggage, T: Right. We've got a re serve, sorry, a reservation for two people for three nights , Here are our passports, Shall I give you my credit card, too? M: Okay, thanks, I'm afraid you have to pay in advance for the rooms, So it's Tereza and Katerina Novotna, like the tennis player. K: That's right, M: You've got a reservation for two beds in the female-only dormitories, That's fifteen pounds a night each, Okay? T: Mm, how much is a double room with bath? M: Sorry? T: I mean how much is a double room with an ensuite bathroom? M: It's seventy-five pounds a night. But they're all booked, I'm afraid , T: Okay, just two bed s in the women 's dormitory then, What about was hing place? Is that correct? M: Well, washing facilitie s, Well, there are sing lesex showers on every floor, T: What about the internet? How much does it cost? A: There's wi-fi in most of the hostel. It's free, T: And breakfast? Is breakfa st included in the price? M: No, it's six pounds and it's served in the cafe from seven until ten in the morning, But we've got a kitchen so you can make your own breakfast. K: Is there anywhere we can sit and relax? M: Yes, there's a common room with TV lounge and games area , Would you like me to show you around the hostel? K: That's kind of you , thanks , T: No, thanks , Katerina, we've got lots to do, Come on, K: Okay, Tere za, See you later. M: See you , Welcome to the hostel. T: What time do we have to be back in the hostel? M: The reception's open twenty-four hours a day, I'll give you a map of the area, if you like, K: Yes, please , M: Let me show you some good places to go on the map ,

K: Okay 15-=:: M: Th ere s 2 g::: ::-e -~-e 0-::; -e- :::: : - 5-: club in th iS s:-eeK: Brillian T: We won: -:.e - -e -: _ e -e e: 2- ear.} night. Come c- . e-e -:; T: All rig ht See,: _ e - _ _ - _ M: Se e you '<2:e- -:0

CD 2,


T = Tereza

M = Ma- -

1 Thank s a lot _e §:- -:: - __ - -- -5: n ean too much lu ggage, 2 Right. We've go:: -e:e e : for t wo peo ple for :--ee - ;--


:; -ese-vation

= _: - -- :e:

T: Mm, how mu ch IS 2


M: Sorry? T: I mean, how muc suite bathroom?

se:: _ - "

4 T: Okay, justtwo beds - :-e

: - 21 en-


then, What about was hwg: e~=Well, washi ng facilit ies ,



:: -1

- 0- ::-=::]

CD 2, Track 21 1 A: Can I help you? B: Yes, please,


A: Would you like me to show you arou n: hostel? B: That's kind of you, thanks, 5 A: I'l l give you a map, if you like , B: Yes, please,


6 A: Let me show you some places to go, B: Okay, great.

Module 5: Image CD 2, Tracks 22 and 23 1 I think she is stunning , In my opinion, she's one of the best-looking stars around at the moment and I really love her films, I don 't know exactly how old she is but I think she's in her mid -twenties, Anywa y, she's notthe typical Hollywood beauty, do you know what I mean? For example, she's not blonde , She's tall and slim and she's got a high forehead with straig ht. long brown hair. She's also got nice big green eyes but. in some of her films, her eye s are dark brown , In most of the photos I've seen of her she's always very well-dressed with evening dresses and that kind of thing, But in her private life she tends to wear casual clothes like jeans and T-shirts, I'd really like to meet her one da y but I probably never w ill ! 2 I think he's re all y go rgeous, Easily the mo st attractive young star around at the moment, in my opinion, He's in hi s late twenties, I think, He's quite tall and slim, I guess he spends quite a lot of time in the gym because he's quite muscular. He's got a long face w ith a high forehead , His nose is quite big and he's got lovely blue eyes , His hair is wavy and brownbut its colour changes in some of his films, He's got a nice smile but he often looks quite serious, In the photos I've seen of him in real life, he tends to wear dark, casual clothe s like baseball caps, T-shirts , jeans and trainers, I think he's going to be one of the biggest stars around in the future, 3 She's been famous for years and my dad still really likes her. Anyway, I think she's pretty but not that pretty, She's in her late thirties now and she's tall and sl im , She's got a rather square face and very large blue eyes w ith a very big mouth, Her mouth is a bit too big, I think, She's also got a very bright. friendly smi le and she looks very outgoing, She usually has lon g blond hair but I don 't think that's her natural co lour. She tends to wear very elegant


designer clothes in public like glamoro us evening dresses. She always looks great - she used to be a model, you know, before she we nt int o film and you ca n tell. I reall y love the cloth es she wears.They're ima ginat ive and original.

CD 2, Tracks 24 and 25 Repeat of speaker on e fr om the tracks above

CD 2, Track 26 best-looking mid-twenties do yo u know late twenties dark casual clothes biggest stars elegant designe r clothes

CD 2, Track 28 A = Amy B = Beth 1 A: Lo ok at her. She must love hippie clothes . She looks cute, don 't you t hin k? I think her mum wa s a hippi e in the 1970s . These could be her mum's old clot hes. B: Maybe, they look old. But she might buy them in second hand shops as wel l. Th ey 've got loads of hippie stuff there, too.

2 A: Thi s gi rl looks really cool. She's so sma rt and conf id ent. B: Yes, she may be working as a part-time model. A: I think she should w in. She looks really glamorous. B: Persona lly, I think she looks a bit too serious. Her clothes are all designer labels. She must spend a fortune on th em. But they make her look old. A: Oh, come on. You 're ju st je alous. 3 A: Do yo u know that boy? B: No. He may be Scottish . Scottish people wear kilts, don't they? A: I don't th ink he's Scottis h. He co uld be wearing the kilt just to look more interesting. B: The problem is, I think, that the kilt doesn't go ve ry we ll with his boots . A: I don 't agree . I like his style, it's different.

4 A: Look at him! He probabl y bo rro w ed these clothes from his grandfath er. They can't be new. They look so old-fashioned. B: Perhaps they are old but I think he looks very or iginal. He may just not li ke modern fa shi on. But he's got sty le. He's my favourite, defin itely.

CD 2, Track 29 L = Lizzie lu = ludy la = james L: Look at t hat boy, ju dy! Isn 't he gorgeous! ju: Come on , Li zzie, he can't be old er than sixteen. L: But I love his st yle. He may be studying fashion. He looks so original. ju: He can't be a fashion student - he's far too yo ung. And his clothes just look old , the j acket could be second hand, an d the shoes ... L: His shoes are great ! An d he may not be as young as you think! ju: Well, he just looks a bit funn y. The gloves must be hi s mother's. Th ey look like lad ies' gloves. L: I love his bag. And hi s hai rsty le. ju: Well, he must spend a lot of ti me doing his hair. ja: Hi, girls, who are yo u goss ipin g about? ju: Oh, hi, j ames . Lizzie can 't stop t alkin g about that boy. ja: Mark? I know him. L: Oh, james, is he a friend of yo urs? I'd love to meet him. ja: He's not real ly a fr iend. He's my f ri end 's younger brother. He's only fifteen but I'm sure he'd love to meet you! He might be look in g for a new girlfri end . ju: Are you still inte rested, Li zzie?

CD 2, Tracks 30 and 31 1 Today, we're go in g to look at ce lebrity cul ture, a cu lture in which people spend a lot of time following the li ves of famous people - on TV, in magazines or on the Net. At the same time, the celebrities make


a lot of money because they can sell t hei r image to advert ise rs, companies pay a lot of money to celeb riti es to advertise their products . Celebrities ca n also sell information about their pri vate life to gossip magazines and TV programmes. Th is is fine whe n their life is go in g well but we find out about all their prob lems to o, like their separations and divorces. 2 We have always had famous people. For exa mpl e, in Ancient Rome, gladiators cou ld become rich and very famous . But it was in the twentieth cent ury that celebrity culture really developed, wit h the arrival of mass medi a, li ke cinema, television and the radio. From the 19 30s, film sta rs, like Greta Garbo, became ce lebrities and then in the 1950s musicians, like Elvis Presley, also became supersta rs. Sports stars, like the footba ll er Maradona, were the next to become international ce lebrities from the 19BOs. 3 But present ce lebr ity culture is differentbecause of t he in ternet, news and inform ation trave ls quickly. There is no escape f rom fame and celebrity. Paparazzi follow ce lebrities and anyone can take a photo of a star with their mobile phone . And there is more and more ce lebrity gossip. Television all over the wor ld is full of talk shows and magazines and the Net is ful l of celebrity goss ip. All of this ce lebri ty cu lture has an effe ct on the fans and the ce lebrities themse lves. 4 Of cou rse, it is natural to adm ir e a famo us and successfu l person, especia ll y when you are young . And many ce lebrit ies ca n be good role models to follow because they have worked hard to be successful and they are talented too . Th e onl y problem is that a lot of young people now want to be rich and famous film, pop or sports sta rs, which are not very reali stic ambit ions. S However, some peopl e become super fans and they read and watch everything abo ut their he ro or hero ine. They start to feel they have a relatio nship w ith their star even though they ha ve neve r actually met them . Some become so obsessed that t hey follow their celebrities around - they become stalke rs and can even be dangerous . For examp le, Mark David Chap man who killed John Lennon thought he was one of Th e Beatles. 6 Another problem is that some celeb rities are not good ro le mode ls because of t hei r lifestyles and young peop le may try to imitate the ir behaviour. An examp le of this is Kurt Cobain who had prob lems w ith drug abuse and who killed himself when he was twenty -seven. More recent examples are the singers, Amy Winehouse and Britney Spears, w ith their alco hol and drug prob lems . 7 Finally, fame can be bad persona lly for ce lebriti es . They have no pr ivacy and eve rything they do in the ir lives appears in new spapers, magazines, on TV or th e internet. One moment they are he roes and the nex t moment, like Tiger Wood s, everybody knows al l about the ir private li ves.

CD 2, Track 32 M = Mark S = Sophie 1 M: Oh, good morning. I'l l cal l you in a bit. See yo u. I'm sorry about th at. Can I help you? S: Yes, I hope so . I'd like to complain about something I bought at this shop last mo nth. M: Right. What's the problem, exactly? S: We ll, I'm a big Ni ck Page fan . I really love his mus ic .. M: Me too. S: ... and I bou ght this top last month. I wo re it all the time .. . and I put it in the wash the first time yesterday. Th e problem is that it's shrunk and lost its shape. Th e colours have faded too. Now it's too sma ll for me and it ju st looks horrible. M: I'm very sorry about that. Have you got a receipt? S: I'm afraid Ilost it. M: Did you fol low the instru ctions for w ashing it? It says here you shou ldn't put it in the w ashing machine. You shou ld wash it by hand. S: No, I didn't see that. Erm, can you gi ve me a refund, please? M: I'm afra id we don't give refunds w it hout rece ipts and you didn't fol low the instructions. I'm ver y so rry about that . S: That's all right.

M: Look, but I can give you a free Ni ck Page poster, if you like. It's of his latest UK tour. S: Oh, thanks a lot. M: Not at all. 2 M = Mark R = Rosie R: Good morning. M: Listen, I ha ve to go. I'll catch you later. Bye ... Can I help yo u? R: Yes, I'd like to make a complaint about so me perfume I bought here on Saturday mornin g. M: OK, can yo u te ll me about the problem 7 R: We ll, I bought this perfume for my mum . She just loves Sca rl ett Kelly. I mean, she's seen all her films. So when I saw the advertisements fo r her new perfume, I thought I'd buy it for my mum's birth day. M: Uh huh. So what seems to be the problem? R: We ll, the box is ripped and the bottle is broken. M: And you say you bought it here? R: Yes. M: Have you got a receipt? R: Yes, I have. Here's the receipt. And I've got the box. And here's the guarantee. M: Thanks. I'm sorry. R: Right, but w hat are you goi ng to do about it? M: Erm , it's a bit of a problem ac tu all y. R: Why? M: We ll, the things is, your mum's used the perfume . R: Of course she has. But only once ! I'd like a complete refund, please . M: Right ... wel l ... we ca n give you the full refund. R: OK. M: And erm ... we're sorry for causing you all this trouble. R: It was thirty-five pounds. I'd like the refund in cash, please. M: Right, here yo u are. R: Thank you.

CD 2, Track 33 1 2 3 4 S

I'd like to compla in about so methin g. I'd like to make a comp laint about so me perfume. Ca n you give me a refund, please? I'd like a complete refu nd, ple ase . Right, but what are you go in g to do about it?

Module 6: Heroes CD 3, Tracks 2 and 3 1 I think this person was a great man. He came f rom Gujarat in India and is known as the father of t he Indi an nation. He was born into an aristocratic fami ly in 1869 and had a privileged chi ldh ood . As a you ng man, he studie d Law. Afte r finishing hi s stud ies he went to South Africa to wo rk as a lawye r. One day, he was travelling on a train when a white passenger got angry because he did not want an Ind ian man in the sa me carr iage, so he had to get off the t rain . After that, he campa igned for equa l ri ghts of Indians in South Africa and la ter he fought for the ind epende nce of Indi a. He also campaigned f or the poorest people of the country. He organ ised peaceful protests against British rule an d pa rtly because of this peaceful resi stance, the Bri tish gave the country its independence in 1947. Unfortunately, many people were killed w ith the division of t he old empire into the t wo new countries of Indi a and Pakistan. In 1948, he orga ni sed a peacefu l march throu gh a dangerous area and was killed by a Hindu fanatic. In my op inion, he was a great liberator, espec iall y be ca use he ach ieved in dependence by peaceful means. 2 Wel l, I think th is person was mayb e the greatest Englishwoman ever. She was born into the Eng lish ro yal fam ily in 1533 and her father was Henry VIII. She had a difficult childhood because her mother, Anne Boleyn, wa s executed but she had a good education and learned to wr ite we ll in English, Latin and Ital ian . As a young wo man, she became Queen of England . A lot of people wanted her to marry but she was careful. She wan t ed to be ind ependent and she did not want a foreigner to become King of England . She ruled the country for forty-five years and it was a time of peace alth ough there were rel igious problems in th e rest of Europe. Her greatest problem came w ith England's wa r against Phi lip 11 of Spain and his powerful empi re . In 1588,

he sent a large army to invade England but Elizabeth wo rked hard to plan for her army to stop t he invade rs . Luckily, the inva sion failed, mainly beca use of ve ry bad weather. When she died in 1603 mo st Eng li sh people were very sa d. In my op ini on, she was a great ruler, definitely one of the best rulers Eng land has eve r had. 3 For me, he is the most important person in the hi sto ry of Argentina, my country. He was born in 1778 into an aristoc ratic family and w hen he was seve n, he and his family went t o li ve in Spain. He had a privileged chi ldh ood and, as a young man, he fou ght in the Spanish army in the wa rs against Napoleon. However, in 1811 he left Spain and later went back to Argentina to f ight for its independence from Spain . He soon became a leader in the rebellion against Spain and head of the Argentinian army. In 1817, w ith Chil ea n leaders like O'Higgins, he crossed the Ande s, defeated the Spanish and liberated Chile . In 1820, he led an expedition to Peru and helped Peru becom e independent from Spain. After t hat, there were a lot of di visi ons in the country and in 1824 he had t o leave Argen ti na to go and li ve in Europe. He never returned to the co ntinent w hich he had liberated. He died in 1850 and is now a great hero in Argentina and other South American countries. He fou ght successfull y for the independence of half of a cont in ent. In my op inion, he was a brilli ant lead er and soldier.

CD 3, Tracks 4 and 5 Repeat of speaker one from the track s above

CD 3, Track 6 1 1869 2 1947 3 1533 4 1588 S 1503 6 1778 7 1811 8 1850 CD 3, Track 8 L = Usa R = Rob L: Rob, did you know that lam es is a vo lunteer in a charity7 He work s with the homeless. R: Really? What do es he do? L: He he lps to cook and give out mea ls. I wonder why he chose the homeless. R: Well , he may have seen some homeless people in the street, like the men over the re . They can 't have had a hot mea l for ages . So maybe he talked to so me of them and .. L: Do yo u thin k so? I think Fiona wo rks for the sa me cha rity and he could have ju st wanted to get to know her better. R: Lisa , you are jealou s! L: I'm not. It's just that he spends all hi s f ree time there . He mu st have fa llen in love with so meone there. R: Or maybe he finds this wo rk reall y interesting. Why don't you become a vo lu nteer? L: Me? We ll ... Maybe that's an idea. I could

CD 3, Tracks 9 and 10 A = Alice S = Simon A: Hi th ere. I had to wait ages for the bus outside the spo rts centre. And th e pool was rea lly crowded. s: Mm. Hello, Alice. How are things7 A: So what are you watching, Simon? It looks a bit violent to me. S: The Bourne Identity. It's an old action fi lm I like. Haven't you seen it? I've watC hed it three or four tim es. A: No, I haven 't . It's not my kind of thing. And Matt Damon's an actor I've never been ke en on . You know, he's always the same in all his films - lots of fighting and running around the place. Well, t hat's what he's famou s for. And he 's not very good-looking eith er. s: Come on Alice. Damon 's a real pro fess ional acto r. A: Wel l, he's not as good as other acto rs like Daniel Craig. s: Daniel Craig? What are you talking about? Those Bond fi lm s are totall y sill y. A: It's not the Bond films I'm interest ed in. He's made some other great ones. And he's very goodlooking. S: Oh, yea h. A: But what about you and Ange lina jo lie? Yo u're a fan , aren 't you? S: Look , I'm trying to watch this film, Alice. I've had a rea lly hard day with t wo exa ms and I slept badly last night. I just ne ed to relax a bit. A: 50, now who's Matt Damon ta lking to?


Well, jaso n Bourne's in a bank in Zurich . He's got a secre t accoun t. A: An d w ho's he working for? The CIA? S: Nobod y. Before, he was an agent for the Ame rica n go vernment but he ca n't remember an yt hing ab ou t it. A: Why not? S: Be cause he w as shot. A: Why? S: Be cause he was trying to kill someone. A: Typical. More violence. It's always the sa me, isn't it, in these films? S: Al ice. Why don't you go and speak to mum or something? A: She's watching that quiz show she's good at. She kno ws all the answers, doe sn't she? S: What about Dad? What's he up to? A: He's on the computer ta lking on Skype to that Canad ian guy he works with. S: We ll, w hy don't you ju st rin g someone up? Come on . just gi ve me a break , w ill yo u? A: All right, all right . Enjoy the fi lm. Bang, bang l S: Thanks .

CO 3 Track 11 A = Alice S = Simon A: Who's he w orkin g for? S: What are you talkin g about? A: Who's he talking to? S: Why don't yo u ring someo ne Up7 A: He's an actor I've never bee n keen on . S: That's w hat he's famous for. A: She's wa tchin g that qui z show she's good at.

CD 3, Tracks 16 anc. 17 A: So Karen , can you tell me so methi ng about t he photo? B: Well, it's a photo of a wo man with a you ng boy. The woman must be in her mid-thirtie s. She's got glasse s and dark hair and her skin's quite dark. The boy 's probably about seven or eig ht. He's got sh ort dark hair and he's quite pale-skinned . A: Where do you think they 're probab ly f rom? B: Th e wo man's wea ring a kind of scarf over her head and sho uld ers so she's probably f rom a Muslim country. It might be Syria or Turkey or somewhere like that bec ause th e boy 's quite pale. A: Okay, an d w hat sort of person do you think she is? B: I think she looks friendly. An d she looks qui t e a kind sort of person. She's probably patient too, in my opinion . For exa mple, she's waiting patiently w hile th e boy is reading something. A: What about her job? B: I think she definitely must be a teacher because in t he background, you can see more children w ith paper and paintbru shes . You ca n see th em cle arly, the children I mean . They are all looking at t heir teacher so she must be goo d at her job, I think . The boys are wea ring blu e and t he girls are wearing w hite and their head s are covered . A: What else can you see? B: We ll, behind her, on the left of the photo, th ere is a notice board with some students ' work . So I think t he y mu st be in a schoo l. It see ms nice, t he school I mean. For example, there are decorations on the wa ll and on the ceiling. A: And why do you think she might be a heroine? B: I don 't know exactly. It's difficult to say, isn't it? She may ha ve done something for poo r people in her country or she might ha ve worked for women's right s. She'd be interesting to meet, I think.

CD 3, Track 18 1 2 3 4 S

She's probably patient too, in my opinion . Yo u can see them clearly, the ch ildren I mean. It seems nice, the school I mean . She must be good at her job, I think . She'd be interesting to meet, I th ink.

Module 7: Adventure CD J, Tracks 19 and 20 F: Friend S = Sam F: Hey Sa m. S: Yeah? F: Did you see that programme about extreme sport s last night?

S: Yeah, I did. It was amazing. Some of tho se sport s are rea ll y crazy. Th ere is no way I wo uld ever go extreme sk iing. I mean, they ski off the top of mountains. F: Mm, I agree . And w hat about that American guy? S: Dean Potter you mea n, the crazy guy w ho does high linin g and rock cl imbin g. F: And he's nearl y forty! S: He 's one of the wo rld 's best rock climbers . Hmm, I think I'd rather go extreme skiing than high linin g. F: Yea h, im agine wa lking along a tightrope thousands of metres from the ground. And t hen BASE jumping. It's really dangero us. S: Mm, I t hin k people who go BASE jumping are

crazy. F: Yea h, you 've got to be a bit mad to jump off a buildin g or mountain w ith a parachute. S: Like Dean Potter. He 's the f irst person eve r to do it from a ti ghtrope. And he's got the world record for BASE jumping. I certainly woul dn 't do it. F: Me neither. S: But I'd love to go climbing in the Himalayas. It'd be greatto climb Everest. F: Yeah? I'd like to go surf ing in places w ith big waves. I've been a couple of times in Brita in but other places like South Africa have got reall y bi g waves that professional s like surfing. S: Mm, like that Bra zi lia n wo man, Ma ya Gab eira , in the programme, last night. F: Yeah, she's incredible, isn't sh e? Didn 't they say she was only twenty-two w hen she surfed the bigge st wave ever for a woman? It was nearly fifteen metre s hi gh - imagine that . S: Scary. But she is the wor ld 's top female surfer. F: All th e sa me, that's a very big wave . S: Mm, the most excit in g experien ce I've ever had w as when I went on a boat. It was my uncle's boat and th ere was a storm . It was awesome but I was scared stiff at times! There we re so me huge waves! F: I'd like to go sailing. I'd love to sai l around th e world like that Australian gi rl, jessica Watson . She sa il ed around the world this year and she's on ly sixteen . S: And she did it on her own . Th at's incredi ble. F: Hey, is that the time? We're go in g to be late for the cla ss. S: Okay, come on. Let's go.


rack 21

It was amazing. Th ere is no way I wo uld ever go extreme skii ng. And he's nearl y for ty! I think people who do BASE jumping are crazy. It'd be great to climb Everest. But she is the world 's top female surfer. 7 It was awesome but I was sca red stiff at tim es. 8 There were some huge waves! 1 2 3 4 S 6

(0 3, Traclr 24 GL = Group leader P = Paul M = Mark GL: I hope everyone is ready for our one-week trek of the Scottish Highlands. We leave Glasgow on Monday morning - we're meeting our guide, Ellen McLeod, at the sta rt of the West Highlan d Way at 1 p.m. We finish in Fort William next Sunday. P: Where are we go ing to sleep? GL: We're taking our ow n tents and we're going to spend most night s in the mountains . P: I hate sleeping in a tent. It's hot and stuffy. Can 't we st ay in hotels 7 GL: Hotel s are expensive, Paul. We've only booked rooms in Glencoe and we're spend ing the night in a hostel there. P: What about food? GL: We're going to cook our own meals on the fire or gas stoves . P: I'm not cooking. I'm alle rgic to smoke. M: Come on, Paul. Camping in the mountains is fun .

CD 3, Track 25 M = Mark P = Paul M: Stop li sten in g t o that junk, Pauil Let's get some sleep . P: What ? M: Let's get some sleep . We sta rt ear ly tomorro w to get to Glencoe before dark. I heard the weath er for ecast. They say Scotland wil l be dr y and sunn y all day.


P: I don't think so. Have you seen those clouds? It's going to rain. It may even snow! M: Snow in August? Don 't be such a pessimist. Paul. There is a strong wind so the weather is going to cha nge. I'm sure it'll be okay tomorrow. It may still be windy but I don't mind that. The wind will scare the midges off. P: I hate w ind, Mark. It gives me earache . And I hope we don't have to walk in the rain all day.

CD 3, Tracks 26 and 27 1 Are you tired and stressed out? Do you need a break? Do you fancy some adventure in your life? Well , Scottish Adventure is the answer for you. We are the top adventure sports company in Scotland. We organise weekend and week-long expeditions throughout the year. Come sea-kayaking or sailing along our wonderful west coast with incredible opportunities to see wild life. There are about fifty dolphins in the area and they are beautiful. Trek up Ben Nevis, at 1.344 metres the highest mountain in Scotland, with amazing views from the top! Go canyoning down a waterfall or white-water rafting in the lovely Cairngorm National Park. At Scottish Adventure we have excellent instruct ors and smal l groups. Prices for weekends start at 200 pounds, includ in g transport and accommodat ion . Interested? Phone us on 159B887697. That's 1598887697. Or email us at That's scott Put some adventure into your life with Scottish Adventure! 2 Victoria Adventure Holidays offers five- and ten-day trips to t he Victoria Falls, one of the natural wonders of the world and the largest waterfalls in the world with a volume of over a thousand cubic metres a second. We organise the most exciting adventu re activities in the Victoria Falls area. For examp le, you can fly in an ultra-light plane over the Falls or enjoy the world 's best white-water rafting on the amazing Zambezi River. Another option is a relaxing canoe safari down the lavely Lower Zambezi River. You can see amazing wildlife such as elephants, hippos and lions. If you don't mind heights you can do the incredible bungee jump off the Victoria Falls Bridge. It's a ll1-metre drop! Or if that's too scary, you can go on a zip- line across the canyon - the views are spectaculor. Prices range from SOD to 1,500 dollars and include basic accommodation and transport from Johannesburg in South Africa. Contact us at victoria@adventure. .

CD 3, Track 28 MH = Mr Hill

1= losh MH: Excuse me. Excuse me! I: Oh, I'm sorry. How can I help you? MH: Is this the tourist information office? I: Er, yes, it is. MH: Could you give me some information about the island, please? I: Of course. What wou ld you like to know? Skye is a wonderful island for a quiet and relaxing holiday. MH: I'd like some information about adventu re sports, please. j: Adventure sports . MH: That's right. j: Erm, well, we've got various brochures here. MH: Could you tell me about extreme sports, please? I'm sorry? Is somethi ng funny? j: No, no. MH: So what activities do you recommend? j: Well, there's erm ... there's bungee jumping. MH: Sorry. What does bungee jumping mean? j: You jump off a bridge or a building attached to an elastic cord. MH: I did something like that in the army. I found it rather boring. j: Well , in that case, what about BASE jumping? That's a bit more exc iting. MH: What is BASE jumping exactly? j : It's jumping off the top of a mountain with a parachute. MH: Excellent! That's more like my sort of thing! Do yo u kn ow w here I can do BASE jumping? j: No ... not really. MH: Ha ve you got any information about it?


j: I'm afraid I can't help you. Very sorry. But here's the number of the local outdoor centre . I'm sure they can help. MH: Can you tell me where it is, please? j: No problem . It's ju st down the street next to the church. A couple of minutes from here. MH: Thank you very much for yo ur help. j: Not at all. Enjoy your stay on Skye. MH: Oh, one las t thing. j: Yes? MH: Could you cal l a taxi for me, please? It's a long walk and I feel rather tired.

CD 3, Track 29 1 Could you give me some informati on about the island, please? 2 Could you tell me about extreme sports, please? 3 What activities do you recommend? 4 Sor ry. What does bungee jumping mean? 5 What is BASE jumping exactly? 6 Do you know where I can do BASE jumping? 7 Have you got any information about it? 8 Can yo u tell me where it is, please?

Module 8: Habitat CD 3, Tracks 31 and 32 l = lucy C = Carlos 1

l: That was a really good class, wasn't it?


Yes, I enjoyed the discussion at the end .

l: So, where are you from in Spain, Carlo s? C: The south east of Spa in. A place ca ll ed Almeria. And you, Lucy? Here in London? l: No, I'm from Helston in Cornwall. c: Cornwall? Where's that? l: In South-West England. It's very different from London. Much nicer. c: Yes? Is the weather any better? l: I think so. My area's got a mild climate, though it's a bit wet and windy, especially in the w inter. C: Mm. I don 't like rain . l: But it's never very hot or cold. The temperature never goes up to more than thirty degrees and rarely drops below minus five degrees. C: That's different from where I li ve. It never goes be low zero but in Almeria it sometimes goes up to more than 40 degrees in the summer. l: Wow! C: And it's ve ry dry. It's a semi-desert climate really. l: A desert in Europe? c: Yes, but it's very beautiful. I live near a nationa l park, El Cabo de Gata. It's fantastic and it's got some lovely places. I rea ll y love the cliffs there. l: We've got lots of those in Cornwall too. But my favourite beauty spot is a beach. It's not far from where Ili ve and it's an enormous, sandy beach. C: Mm, that's nice. l: Most of the time yes, but in the summer it's very crowded. C: Yeah, we get a lot of people too in the summe r. The thing I really hate is the litter, espec iall y on some of the beaches . l: The biggest problem in my area is traffic. Ilive near a big road and we get lots of traffic jams, with lot s of exhaust fumes. I think we should wa lk and cycle more. C: I agree. And save energy at home and that sort of thing . l: Yeah, we do that. And in my family, we try to reduce consumption too. You know, not buy things when we don't need them. C: So you're not coming shopping with the group after classes, this afternoon? l: No way! I hate shopping. And I haven't got any money either.

CD 3, Track 33 1 temperature




2 wildlife climate change rainforest public transport solar panel wind turbine beauty spot

3 environment desertification consumption extinction renewable fantastic enormous

4 re-use recycle reduce se mi-desert deforestation subtropical

5 Mediterranean



CD 3, Track 35 A = Anna M = Mark Dialogue 1 A: Ma rk, w ill you be going out? B: Yes, I have to buy some milk for breakfast. Why? A: Could you get me a bottle of fruit ju ice? I'm thirsty. B: There is some apple juice in the fridge. A: I know, but I'd like orange juice.

CD 3, Track 36 Dialogue 2 A: Mark, will you be making someth in g to eat? B: Well, I've just had a sa lad . But I can make you a sandwich, if you like. A: That would be great! Can you make me a cheese sa ndwich with tomato and mayonnaise? B: Sure, no problem. Dialogue 3 A: Mark, will you be going on the internet? B: What? No, not now. Maybe later. A: Remember to check the weather for tomorrow. B: Oh, no, he missed again .... What? The weather .. Okay, I'll check.

CD 4, Tracks 1 and 2 I = Interviewer OT = Or Thornton I: Hello and we lcome to Science Alive on the twenty-first of December, the shortest day of the year. The su n came up at just after seven o'clock and it'll go down before fo ur. The sun's really important in our li ves but we don't really know very much about it. So today we've got Or Andrea Thornton from London University in the stud io to take so me of your questions. Good morning, Or Thornton. OT: Good morning. I: Could you tell us something about the Sun? OT: Well, it is 4.6 billion yea rs old and it's quite a small star - some stars are 1.000 times bigger. The diameter of the Sun is 1.4 million kilometres. I: Where is it in the universe? OT: We're in a galaxy called the Milky Way - 4.2 light years from our nearest nei ghbour, That's a long way - it would take hundreds of years to get there in a spaceship, I: And how does the Sun actually produce energy? OT: Well, a process of fus ion takes place, That's when two hydrogen atoms join together which creates a lot of heat. The temperature on the surface of the Sun is 6,000 ' centigrade and fourteen million degrees at the centre. I: So how doe s the Sun affect us on Earth? OT: Well , we get radiation from the Sun and that creates life through a process called photosynthesis, With the Sun's energy, plants use carbon dioxide to grow and they produce oxyge n that we breathe, I: What about our health? Is the Sun good for us or bad fo r us? OT: Well, 85 percent of skin cancer is caused by the Sun. But if you take care of your skin, if you put on sun cream, the Sun is good for you. I: How? OT: It gives us Vitamin 0 and that's good for our bones and our immune system. You can take vitamin pills, but the Sun's much better. I: And it makes yo u feel good too, doesn't it? OT: Yes, when you don't get enough sun, you feel down. Some people even ~et depression because of too little sun. For examp le, people working in offices all day without ever taking a break outs ide, I: So we need to get outside, take a walk. Take part in some so rt of outdoor activity, OT: That's right. I: One last question, What about energy from the Sun? How can we take advantage of it? OT: Well, the Sun produces thousands of times more energy than we need. Green groups say we

need to take action now on solar energy. According to Greenpeace, at least twenty-five percent of our energy will be solar by the year 2050. I: That'd be great. Thank you very much Dr Thornton. DT: Not at all.

CD 4, Track 3 1 For example, people working in offices all day without ever taking a break outside. 2 Take part in some sort of outdoor activity. 3 How can we take advantage of it? 4 Green groups say we need to take action now on solar energy. S But if you take care of your skin, if you put on sun cream, the sun is good for you.

CD 4, Tracks 6 and 7

T =Tim R =Ruby T: Hey, Ruby. Have you seen all those new bike

lanes in the centre? R: Yes, I have. T: But bike lanes are great. Don't you think so? R: No, I don't, Tim. There's less room for cars now . T: Well, that's a good thing, isn't it? R: No, it isn't. Bike lanes are like those horrible road humps. They slow everything down. Now there'lI just be more traffic jams and more pollution . I don't think that's a very good thing. T: Neither do I. but bike lanes are good. I mean, ! think people should cycle more, don't you? R: Yes, I think so too, if they want to. But people like their cars because they're nice and comfortable . T: That's true, but people need to get out of their cars and start walking and cycling. R: How can you get people to do that? T: Well, a congestion charge would make people drive less and reduce traffic. R: I'm not so sure. T: Well, I think it would be good. R: I don't. It'd be okay for rich people who can pay it but not for everybody else. T: But they've got to do something . The pollution is terrible in this city and it's really bad for people's health. Don't you agree? R: Yes, I do. But cars are just more convenient than public transport - and the buses aren't very good round here, are they? T: No, they aren't. R: Especially at night. T: Well, with the money from a congestion charge, they could improve the buses . And with less traffic. people will walk and cycle more. They'll be healthier too. R: Not in this city with all the pollution. Ilike cycling but I never cycle in the centre because of the smog. And it's dangerous too. T: But if fewer people use their cars, the pollution won't be so bad and it'll be safer. It's not that bad anyway. I use my bike all the time. R: But you don't go into the centre every day, do you? T: No, but ... Ruby, I give up. You're so negative and pessimistic. R: No, I'm not. T: There you are. You disagree with everything I say. R: No, I don't.

gr oup proj ect work and th at so rt of thing. But I'm not so goo d at pass in g exams! Outside class, I do bas ketba ll - it's great fun. An d I belong to the cadets too . It's like a clu b for young people to do army-style tr ai ning. We do lots of ou tdoor things like going on exped it ion s and learni ng how to survive in the f ores t. It'd be great t o do climbing . There's a club at t he school for older st ud ents - but my parents don't like t he idea. May be wh en I'm a bit older. 2 I've got anoth er ye ar at school so I'm studying for my A-Le vels at t he moment. My subjects are English liter at ure, hi story and politics but I'm also doing so me extr a clas ses in ICT. The subject I like best is Eng li sh. I've always loved reading and writing and poe try. My leas t favourite subject is ICT - I'd like to drop it and do Spanish instead but I know ICT's really useful fo r jobs. At school, I suppose I'm quite good at memo ri sing and analysing information . But I'm not so good at presenting work neatly -I'm really untidy! Outside class, I write articles for the school magazine and I'm in the film club too. We watch f ilms and we're making a short film at the moment. It'd be cool to learn more about painting -I do it at home in my spare time but I'd love to learn different techniques and things. 3 I've got my A-Level exams next month. I'm doing four subjects: maths, physics, chemistry and ICT. I suppose my favourite subject is ICT because I'm really into everything to do with computers. My friends say I'm a bit of a geekl The subject Ileast like is physics. I'd like to drop it and do biology insteadbut it's much too late now! I suppose I'm quite good at solving problems and remembering numbers. But I'm not so good at concentrating in class - I get a bit bored, you know. Outside school , I do chess and I'm in the debating club - I quite like arguing and I'm quite good at it. The debating club's really cool. It'd be great to learn more about astronomy because I've been interested in Space since I was a kid and I got a telescope for my last birthday.

CD 4, Tracks 11 and 12 Repeat of speaker one from the tracks above

CD 4, Track 13 1 2 3 4 S 6

It'd be great. I've got my GCSE exams. I'd like to drop it. That'd be great. It's like a club. There's a club. 7 ICT's really useful. B It'd be cool. 9 I'd love to.

CD 4, Track 16 Dialogue 1

Module 9: Learning

BH =Brian Hall I: With us in the studio is Brian Hall. His fast learning courses have become really popular recently. Tell us something about your course, Brian. BH: Well, we started three years ago and we have already trained over ten thousand people so we have a lot of experience. We teach people to learn faster by working on their concentration. People usually find it hard to focus for longer than a few minutes. But you can remain focused for much longer if you know how. You can improve your learning ability by twenty percent. I: That's interesting. Could you tell us about some other courses you do? BH: We are also interested in other things, like memory and the brain. We're working on a memory training programme. It is going to be based on the most up-to -date research into memory and learning. Actually, we'll offer three new courses in spring: memory training, speed reading and brain improvement. The brain ..

CD 4, Tracks 9 and 10

(0 4, Track 17

CD 4, Track 8 1 2 3 4

They are great. Don 't you think so? I think people should cycle more, don't you 7 That's a good thing, isn't it? It's really bad. Don't you agree?

1 I'm sixteen so I've got my GCSE exams next month and I'm doing eight subjects. The subject I like best at school is geography and my least favourite subject is English language. I'd like to drop it and do business studies instead. That'd be great, but I'll have to wait until next year when I start my A-Levels. I'm not a very competitive kind of person and I suppose I'm good at working in teams - doing

I = Interviewer

1 2 3 4 S 6

I sleep too little and drink too much coffee. I haven't failed an exam in my life. My father wants me to be a lawyer. My boyfriend is only interested in football. We are not working very hard at the moment. We will study more in our final school year.

CD 4, Tracks 18 and 19

A = Alice P =Polly A: Hey, Pol !y7 P: Yeah.

A: So what sort of high school do you go t o? P: A secondary school. it's called a comp rehen si ve

school over here.

A: Comprehensive? P: Yes, it's a large secondary school in West London with over a 1.000 students. it's a state sch ool. A: You mean a public school? Run by the government. P: That's right - it's not private. So what's your school like? A: It's a big high school in New York that specialises in science. P: Science? A: Yeah, it's got great facilities for science with awesome science labs. P: Lucky you. A: And we've got high-speed internet access in the classroom and online materials. P: Well, we've got computers and projectors in all the classrooms and wi-fi everywhere though it's a bit slow in some places. We've got a good library and the sports hall is okay too . A: Yeah, we've got an amazing library too and because we're a science school, we do research projects - they're really interesting. And there are lots of extra activities like sports and debating. I'm in the fashion club . We design clothes and make them . P: Yeah? That sounds great. Our school's not that bad and we have activities after school too . I'm in the debating club. It's okay. So what's the atmosphere like in your school? Is it like in the films? A: No it's not like High School Musical! Bu t it's really relaxed and laid-back. P: That's good. Mine's a bit competitive. A: Yeah, most people are real ly nice though some of the teachers are rea l st rict. But three years ago, I wa s at another high school. It was t errib le. There was graffiti on the w alls an d we had security guards w ith guns. P: Gun s! Wow! A: Well, it was in a difficu lt neighbourhood . P: At our school, there are fights occasionally and there's a bit of bullying and that sort of thing. A: Yeah, you get that in the States too, especially at Middle School. P: My school's okay now I'm in the sixth form but I didn't like it wh en I was younger. But at our school we still have to wear a sort of uniform in sixth form . I really don't like that. A: You wear a uniform? P: Yep . A: We can wear our own clothes but there are lots of rules. We can't wear hats or hoods or more than one bit of jewellery. I th ink that's a silly rule. P: I'm looking forward to finishing school and going to university. A: Me too. I'm can't wait to get to college. I'm gonna

CD 4, Track 20 1 j = jamie MR = Miss Rober t s K = Kat ie j : Excuse me, Miss Roberts? Could! possibly have a word with you , please? MR: I'm sorry but I'm bus y. j: It won't take a minute, miss. MR : What is it? j: It's just that I won't be able to finish my homework for tomorrow. You see, I've had lots of extra football practice for the match on Saturdayyou know, for the school team. It's an important game. The Cup Final. MR: I don't know anything about it. j : Really? Everybody'S talking about it, miss. MR: I've been busy with other things. j: Are you going to Paris, miss? MR: What? Yes, I am. This weekend . I've never been there before. j: I've got the best ever guide book to Paris. MR: Really?



Yeah. It tells you everything you need to know. The best hotels, the best res t aurants , the best shops. It's amazingl Wo uld yo u like to borrow it? MR: Oh yes. I'd love to. I: Erm, if I bring you t he gu ideb ook on Monday, is it OK if I take a bit longer on my homework? MR: How much lo nger? I: Wou ld it be all right if I hand it in a week late? You know, when you get back from your holiday in Paris? MR: Yes, you can do that. I: Great! I'm so rry but I really must be going. I've got football practice aga in. MR: Goodbye, jamie. See you on Monday. And good luck in the match. I: Thanks . Goodbye!



Hi, Katie. Hey, Katie! I want to speak to you. K: What. jamie? I'm in a real hurry. I: Can I borro w your guidebook of Pa ri s? The one you lent me last summer? K: Sorry, j ami e. I'm really busy. Can't you buy one 7 I: Oh come on , Katie . Can't I come round and pick it up? I can come on Saturday evening, early? K: We'll all be out. Sor ry, jamie. I: We ll, w hat about Su nday? Su nd ay morning. K: Oh, all ri ght. At about ten . Look, I've really got to go. I've got my dance cla ss in five minutes. I: Okay, thanks, Katie. By the way, are yo u coming to the match on Saturday? K: Maybe, if I've got time. See you. I: Right, see you on Sun day at ten. Don't forget. K: I wo n't. Bye. See you, j amie.

CD 4, Track 21 1 2 3 4 S 6 7 S

Co uld I possibly have a word with you, please? Can I ". ? Can 't I ." ? Would it be all right if I ". ? Is it okay if I ". ? I'm sorry but ." Oh, all right. Yes, you can do that.

Module 10: Careers CD 4, Tracks 23 and 24 I = Interviewer A = Andy R = Ruth Ra = Rab 1 I: So, Andy, what do you think you're good at7 A: Well, I suppose I'm a 'people person'. I'm pretty good at dealing with people - especially when they get angry. I'm pat ient and I like helping friends wi th their problems too. I: What wou ld you like to be better at? A: Mm, I'd like to be better at making things . I'm terrible with my hands, you see. I: What sort of career are yo u interested in? A: Well , I've got some idea about what I want to do in t he f ut ure. I think I'd enjoy a ca reer in law, so met hin g like that. But I don't wa nt to work in an office. So in t he future, I think I might like a job as a police office r - like my mu m. I: Have you done any part-time jobs? A: I've done part-time work as a shop assistant. It was in my uncle's shop. I: What are your plan s for next summer holidays? A: I'd like to do a summ er job as a life guard in a summer camp. I'm good at swimming and I'd like the social life at a camp. You know all the parties! I: Okay, thanks, Andy.

2 I: So, Ruth, w hat are you good at? R: Wel l, I'm pretty good at deSigning and making things. For example, I make jewellery and I even sel l it to my friends! I: So w hat would you li ke to be better at? R: I'd love to be better at doing sport. I'm really into tennis. But I'm just not very good at it! In fact. I'm terrible. I: What about careers? R: I've got quite a good idea about what I want to do. I think I'd enjoy a career in deSign or fashion. You see, I don't want to work in a typical office. In the future, I think I might like to be a fash ion designer. I: What about work experience?


R: I've done part-time work as a cleaner - it was in some big blocks of flats near where I li ve. It was f un because I he lped repair things a bit too. I'm good at that sort of thin g. I: What are your plan s for next summer? R: I'd like to do some vo luntary work in my area. Maybe with younger kids. I: Okay, thanks Ruth . 3 I: So, Rob, what do you think you're good at? Ra : Wel l, I'm not that creat ive but I om very systematic and tid y. In my room, all my clothes are organised by co lou rs! I'm pretty good at that sort of thing. I: What would you like to be better at? Ra: Dealing with people. I'm a bit shy I suppose. I: What about ca reers? Ra: I've got no idea about what I want to do when I leave schoo l. I'm good w ith mon ey - I've bought and sold a few things on eBay an d made a bit of money. So maybe a career in business would be good for me. I certainly don't want to w ork in a factory like my old er brother. Yes, in the future I think I might like to work as a businessman. I: What about work exper ience? Have you done any part-t ime jobs? Ra: I wo rked at the local supe rmarket last year. It was good fun. I: What are your plans for next summer holiday s? Ra : I'd like to get some work experience in an office. Our neighbour's got her own business so I might be ab le to wo rk th ere. I: Okay, thanks Rob. Ra: No problem.

CD 4, Tracks 25 and 26 Repeat of speaker one from the tracks above

CD 4, Track 27 1 And I'd like the socia l life at a camp. 2 I th in k I'd enjoy a ca reer in design or fashion. 3 I don't wa nt to work in a typical office. 4 I'd li ke to do some voluntary work in my area . S I've bought and sold a few things on eBay and made a bit of money. 6 I'd like to get so me work experience in an office.

CD 4, Track 29 A: Hi Sharon! How did it go? Did you get the job? B: I did! I thought it wou ld be harder but the manage r was really nice. She asked if I had been wa iting long and if I would like a cup of tea . Then she showe d me the restaurant and asked me if I li ked it. A: That's nic e! Did she ask you any other questions? B: Quite a few. She asked me what languages I was learning at the col le ge and what grades I had. She wanted to know what I would do after co ll ege. I wasn't sure what she wanted to hear, I sa id I was planning to study psychology. A: We ll, psycholo gy is quite far from wa itress in g. B: But she seemed happy. She asked me whet her I could work late and then said I could start next week . A: Congratu lations! Do they need any more staff?

CD 4, Track 30 A: So what do you do? B: I'm a student at Bristol Uni versity. A: Have you worked in a restaurant before 7 We would prefer people with some experience . B: Yes, I have. I helped my uncle in his cafe at the seaside last summer. A: That 's great. Do you have a good memory? Our wa iters have to remember a lot of orders. B: At my uncle's place I sometimes had to se rve twenty people at the sa me time and I usua lly remembered their ord ers. Also, I'm a good student so I think my memory must be okay. A: Good. Can you work at weekends? We need extra staff on Saturdays and Sundays. B: Yes, no prob lem. A: Okay then. You can sta rt this weekend.

CD 4, Tracks 32 and 33

P =Presenter FMc =Fergus McDaugall K = Kirsty C = Charlie P: And now we've got careers ex pert. Fergus McDouga ll, to answer li ste ners' questions about the future for jobs in Scotland. FMc: Good morning. P: First. Kirsty from Aberdeen. K: Hello. I'm leaving sc hool soo n. I wa nt to get a good job but I don't really know what to study. Do you know where to find informa tion about university co ur ses? I want to choose a good co urse to get a good job for th e future. FMc: We ll, you can f ind information on the university websites. It's good to look for a course that w ill help you get a job, but we can't predict exactly the jobs of the future. A lot of routine office or factory jobs w ill probably disappear but there'lI be new jobs related to info rmation te ch nology, bi otechnology and green technology. K: What jobs? FMc: We don 't know the exact j obs because everything is changing so fast. But we know what skills yo u'll need. K: So could you adv ise me what to do, how to prepare fo r the future? FMc: First, yo u'l l need the abil ity to learn . In the past, people stayed in one job all their lives. Now people have f our or five different jobs. In the future, people wi ll have four or five different careers. So Kirsty, you wi ll ha ve to be read y to change careers and learn so mething completely new. K: I see. But can you te ll me w here to get more spec ific advice? FMc: Get in touch with us and we' ll try and help. We're at K: Thanks very much, Mr McDougal1. P: Thank you, Kirsty. Now our next caller, Charlie, from Edinburgh. C: I've got three teenage ch ildren. You mentioned learning skills. What other skills wil l my children need? What about the internet? FMc: Yes, in the future a lot of us won't be going to offices - we'll be working from home. We'll be using the internet to work with vi rtual teams of people from all over the world. We'll need to get on w ith people from different backgrounds and to und ersta nd their cultures. C: What about computer ski lls? FMc: Well , ICT skills w ill be more important than ever. And other commun icat ion ski lls wil l be important - presenting ideas and using multi -med ia for example. C: And languages? Can yo u recommend which foreign languages to learn? FMc: A second language wi ll be important. More peop le w ill speak Chinese, Spanish and Arabic , for examp le. C: What about dealing with information? My kids have prob lems with that. FMc: Crit ica l th in kin g wi ll be imp ortant. That is the ability to ana lyse and evaluate information, not just to remember it. C: I see. FMc: One fina l thing is creativ ity. A lot of routine jobs w ill go but we' ll need people who can come up with new id eas, peop le w ho can do things differently. And not ju st for arty job s like design. C: Thanks very much, Mr McDougal1. P: Th ank you Charl ie. Now our next caller. janet from"

CD 5, Tracks 2 and 3 M = Mary MB = Mr Baxter MW = Mr Williams MB: Hey, ca n I come in? M: Yes, please come in and sit down. MB: No problem. M: Right. Mr Baxter. You're seve nteen, aren't you? MB: Yeah, that's righ t. Mary. My date of birth is

03 .10.94. M: I can see from your CV that you've got nine GCSEs but no languages. MB: No, I gave up French. Can't stand French. Boring, isn't it? M: Right. Mr Baxter, cou ld you tell me why you're interested in the job?

MB: Well, I love climbing and I'm'd be good to spend all summer doing what I like. I want to save up money to climb Everest one day. That'd be reall y cool, right? And I need the cash too. M: I see. You mention in your letter that you've got a certificate as a group leader for outdoor activities . MB: Mm, sorry. M: Your cert ifi cate in outdoor activities. MB: I did it last year in Scotland. Nasty weather and food. M: Could you tell me what experience with children you've got? MB: I've got a younger brother. He's really horrible ! M: Okay. Can you say what problems you might have climbing with small kids? MB: Well, the biggest is safety. We don 't want them to fall off, do we? Bad news, eh? M: Okay, Mr Baxter. Have you got any other practica l sk ills? MB: I've got a certificate in first aid. M: What about your other interests? MB: Wel l, I'm into computer games and watching T V. All kids are into those, aren't they? Can you watch telly in the camp? M: Yes, there is a television. Okay, thank you very much, Mr Baxter. MB: No prob lem. Thanks. Bye. M: Come in and take a seat Mr Williams. MW: Thanks, Ms Wilson. Is it okay if I take notes? M: Of course. I see that you've got seven GCSEs including French and Spanish. Th at's interesting because we get kids from abroad at our camp. MW: Mm, good. I'd like to get more practice. M: Right could you tell me why you're interested in the job? MW: Well, I'd really like to work w ith child ren. And I love horse riding. M: And you've got the advanced cert ificate in riding. MW: Yes, level five . That in clud es teaching people to ride. M: Could you tell me what exper ience you've got with children? MW: I've done voluntary work since 2010, doing riding with disabled children. M: Mm. Inter est ing. Can you say what problems you might have? MW: Well, some children get nervous with horses . You've got to be very patient. M: Okay. Any other practical skills? MW: Well, I've just passed my driving test. M: What about your interests, apart from riding? MW: I enjoy painting, playing the guitar and singing. M: Okay, thanks. MW: Do you mind if I ask a couple of questions? M: Of course not. Go ahead. MW: Could you tel l me how many hours I would work? M: About forty. You get one full day off a week. MW: Thanks . Cou ld you tell me what kind of accommodation there is in the camp? M: We ll, you' ll have to sha re a room with another boy but the rooms are big. MW: Do you think I could look around the camp, please? I'd like to see the horses. M: Of course, Mr Williams. Right we'll get in touch with you this week. MW: Thank you, Ms Wilson. Ilook forward to hearing from you.

CD 5, Tracks 4 and 5 Repeat of interv iew one from the tracks above

CD 5, Track 6 1 2 3 4 5

Is it okay if I take notes? Could you tell me why you're interested? Can you say what problems you might have? Do you mind if I ask a couple of questions? Do you think I could look around, please?


LUCK , Y u ve ri ght in the middle of the count r _ - r ere sn t a lot on wh ere I live. It's really quiet anc du nos! of th e time. K: Well . s g-eat in Londo n because there's always a lot on ' ilns ex hibition s, plays and co ncerts . Ever y th ing rea lly. I could n't possibly li ve in the cou ntr y S: m. K: I go to museum s quite a lot and from time to time I go to the theatre, with my parents and sometimes with the school. I also go to art galleries and the cinema , but exhibitions are my favourite, especially photo exhibitio ns. S: Right . I go to films quite a lot in the nearest town but most of them aren't that exciting. From time to time, I go to a conce rt - I go into Bristol because there are some great concerts on there. K: Real ly? S: Yes, I prefer seeing concerts than plays or exhibitio ns. I'm not really into all that sort of arty stu ff. K: No? Well, I ju st love photography and I often take photos at the weekend. I go out round London and take photos of different places in the city. Often just ordinary places like streets and bridges and car parks can be beautifu l. S: Car parks? K: Yes, they can be beautiful too. That inspires me to take photos. S: Hmm, I sometimes play in a group - well it's not really a group - just some friends playing together really. I play the drums and sing a bit. But I'd love to be able to sing better. S: Er, so what's the best thing you've seen recentl y? K: Well, the best thing was an amaz in g exhibition by Oominique Gonzalez-Foerster at Tate Modern . S: Right. K: There was a giant spider about twenty or thirty metres high. It was really spectacular! S: Mm, well the best thing I've been to recently was a concert of Arctic Monkeys in Bristol. K: They've been around for years, haven 't they? S: Yes, but I really like their music and their live performance was even better, it was really bri ll iant. It really inspired me to go home and play the drums . And since that concert I've been practising two hours a day! Luckily, our nearest neighbours are a mile away so nobody complains. K: How interesting.

CD 5, Track 9 1 nearest town 2 different places 3 giant spider 4 sing better 5 best thing 6 plays and concerts 7 streets and bridges 8 I go into Bristol. 9 I go out. 10 go to a concert 11 be able to

CD 5, Track 12 H = Heather J = Jim H: Look, jim! There a Magritte! I love Magritte! When I was fifteen, my parents went to see his museum in Brussels but I went shopping instead. It's a real pity. If I had known his paintings we re so clever. I would've gone with them. J: Well, maybe you didn't miss much, Heather. You can buy posters w ith his paintings. H: But they are not the same. Ah, and here is a Picasso! J: I'm not a great fan of Picasso. Anybody cou ld paint like that! H: Exactly! Why didn't I learn to paint when I was a kid? If my parents had sent me to drawing lessons, I could've become a famous artist. And you could see my paintin gs in museums around the world. J: Stop dreaming, Heather. Shall we go to the cafe and have a snack? I'm hungry. H: Oh, jim, you're so dull! If I had known you better, I wouldn't have brought you here. We could have gone to a football game instead.

CD 5, Tracks 13 and 14


Module 11: Inspiration CD 5, Tracks 7 and 8

s = Seb K = Kathy s: So Kathy, whe re are you from? K: The centre of London.


P Presenter KA Or Kay Austen P: Today, on Art Alive we are going to look at yo uth and creativity. In t he studio, w e have Or Kay Austen from Sussex Uni versity who has just written a book on the subject. KA: Good morning . P: Or Austen, is it true that there's a link between youth and creativity?

KA: Yes, there is . Mo st great artists begin creating when they are very young. Obviously, the re are important differences between art forms. A lot of musicians and poets produce their best works w hen very young and this often happen s a bit later for painters, sculptors, film directors and novelists. P: And a lot of artists die young too. KA: Yes, that's true. The most famous examples of this are those of the Romantic period. For example, three of the great English Romantic poets, Keats, She lley and Byron all died in their twenties or mid-thirtie s. P: Why are young people often so creative? KA: Well, they are more open to change, to doing things differently. The Romantic poets are a good examp le of this. Th ey rejected classica l literature and wanted to write poetry that was more personal, full of feeling and emotion. P: And the y had intere sting personal lives too. KA: Yes, they were against the convent ions of the older generations . For examp le, the poet Byron had a life full of love affairs and adventure. One of his ex-lovers called him 'mad , bad and dangerous to know '. P: Mm. KA: Of course the Romantics weren't on ly poets. A good example is the nove list, Mary Shelle y. She wrote Fronkenstein when she was on ly twenty! She was staying with some friends in Switzerland . It was a very wet summer and so they told each other stories to pass the time. That's when Mary Shelley came up with the idea for her novel, and w rote Fronkenstein. P: And what about musicians? KA: Well, everyone knows about Mozart but my favourite composer is Frederic Chopin. He's another Romantic of course. Chopin started composing in his teens and produced some of his best work in his twenties. P: And of course he died young too. KA: Yes, in his thirties. But of course there are a lot of great artists who produce some of their best work when they are young but go on and live a long time . Like Pablo Picasso. He lived a long life but produced some of his most famous work in his t w enties. For example, his painting in 1907 called Les Demoiselles d'Avignon. It was a painting that changed modern art and he painted it when he was only twenty-six. P: Is that still happening? Are young artists still producing great work? KA: Well, it's too ea rly to tell what work is going to last what work is going to be seen as 'great'. But in the 90s there was a group of artists in Britain called the Young Briti sh Artists and they were very successful with young art ists like Oamien Hirst and Tracey Emin. P: Tracey Emin is the one with the bed. KA: Yes, she presented her own untidy bed as art. A lot of people were shocked and hated it. Other people thought it was something different something new and interesting. P: Well, that's another subject isn 't it? Okay, thank you Or Austen. Or Austen's book is published by ..

CD 5, Track 15




T Teacher K Katie J Jamie T: OK , Katie. Could you come out to the front of th e class now, please? And can you te ll us about the sculptu re you chose from your trip to Bristol last Satu rda y? K: Well, I've chosen an in stal lation by the Danish artist jeppe Hein. It's ca lled Follow Me. It's a labyrinth of seventy-six mirrors made of steel. And it's in the gardens of Bristol University. In my opinion, it's re ally interesting because of all the different reflections yo u can see. For example, you can see reflections of trees and plants ... and sunlight as wel l. That's really lovely. Another reason I like it is that you can see reflections of yourself - and of other people, too! When you w alk around in side the labyrinth, yo u see other people . And everybody interacts and ta lks to each other. I think that's so cool. T: Th at was great, Katie. OK, jamie, it's your turn. Which scu lptur e did you choose? J: Well, I've chosen a statue of the actor Cary Grant. I love his films and I didn't know he came from Bristol. Or that his real name was Archibald Leach !

The main reason Ilike the statue is that it lo oks so natural. I mean, that's Cary G' And he's walking along the street and he looks really rela xed . Th e details are great, too, like the lines on hi s fa ce and his clothes. Another example is hi s book - it's a script of a film by Alfred Hitchcock. T: Thank s, jamie' What did you th ink of th e mirrors? J: Personally, I didn't like the mirror la byrinth much. The reason for that is that I'm not really into mode rn art. I prefer traditiona l art as it's more natural. I mean, a lot of modern art like Follow Me is a bit we ird and difficu lt to understand - in my opinion anyway. K: I don't ag re e. Take jeppe Hein's labyrinth for example. You don't have to understand anyth ing. You can just wa lk around it and enjoy it. It's fun ! T: So w hat did you think of th e Ca ry G sculpture? K: I didn 't like it because it's not very imag inati ve. It's just a copy of him . J: Well, I may not know much about mo dern art, but I know what I like! T: Fantastic! Tha nks very much both of yo u.


Okay, w hat t wo in ventions make our lives more comfortab le? For me, t wo importa nt inventions that make life more comfortab le are the light bulb and the fridge. We couldn't live without fridges, could we? What about you? V: Things that make my life more comfortable: the zip and the button. What would we do w ithout them? J: Very funny. Last que st ion. What technology w ill become more important in the future? V: I don't know. Mayb e, bio-technology. I think we'l l all live a lot longer than now because of it. But it cou ld be dangerous too, yo u kno w, creating new diseases and that sort of thing. J: Wel l, I predict that artificia l intelligenc e will be more im portant in the 21 " century. I think machines are go in g to be more intel li gent than now and more caring too. V: What a thought! I'd like a machine to finish my French essay right now though. But I haven 't , so I'd better get on with it. J: Okay.

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CD 5, Track 20

1 In my opinion, it's re all y interesting because of all t he reflections. 2 For example, you can see reflection s. 3 The main reason I like the statue is that it's so natural. 4 Another reason Ilike it is that you can also see reflections of yourself. 5 Th e detai ls are great like the lin es on hi s face. 6 Another exa mple is his book. 7 The reaso n for that is that I'm not rea ll y into modern art. S I prefer traditional art as it's more natura l. 9 Take jeppe Hein's labyrinth for example. 10 I didn't like it becau se it's not ve ry imaginat ive.


Module 12: Innovation CD 5, Tracks 18 and 19 J =Joe v =Vikk i 1


Hey Vikk i, t here's a questionnaire on this website because it's National Science Week. V: So w hat? I'm busy, joe. And you know I don't like science. J: Oh come on. Only five minutes. V: All right. J: What sciences have you stud ied? Sin ce primary sc hool, I've studied biology, physics and chemistry. V: I used to do th ose t oo but now I do eco nomics. J: That's not a science. V: Well, it's a social science. J: Oh, al l righ t. Number 2. Did yo u, or do you, enjoy science at school? V: I didn't like it because of th e maths. That's why I gave up sc ience when I was sixteen. J: Well, Ilike sc ience becau se of the exper im ents. We cut up a frog in biology yesterday. It was great . V: Yuk! You're a killer, joe. J: I know, but the ex plosi on s in chemistry are even better. Th ey're more interesting tha n physics experiments anyway. V: We ll, I couldn't st an d physics when I did it. J: I remember that! Right, question 3. What wo uld yo u li ke to know more about? I'd like to learn more about meteoro logy. I thi nk the weather's really interesting. And you? V: Ps ychology. I think the way people behave is f as cinating. J: Okay, ne xt que stion. Wh at do you think are the two most important inventi ons for hum anity? I think the two mo st important invent ions ever are the internet and the abacus. Th e internet is important because it's changed the way we live so quick ly and the abacus because it helped develop maths and maths is the basis of all sc ie nce, isn't it? V: That's why I hate it. J: SO what inventions would you choose? V: For me, first penicillin because it's saved the lives of millions of pe op le. Second, I'd choose asp iri n. It makes all the difference when you've got a headache, doesn't it ?


arch itect ure medicine abacus aspirin batte ry internet B economic s engineeri ng ge netics physics computer penicillin artificial robotics C archaeology anthropology astronomy botan y biology chemistry eco lo gy geography geology meteorology psychology zoology intelligence technology rea li ty

CD 5, Track 22 Dialogue 1 J = Joe P = Peter J: I'm looking for a ho lid ay job. Have yo u heard about anything interestin g, Pete r? P: I'm going to an archeo logi cal si t e in Ireland. I worked wi th the team there last summer. You can come with me, j oe. I'm sure they ne ed more people. J: What did yo u do there? P: It was easy -I had to clean the tools and remov e t he sand. I had to get up very early because they started work at 6 a.m. J: Did you have to cook or wash up? P: No, there was a cook and he did all that. I didn't have to clea n, either. There was a cleaner. J: That so und s great' I hate washing up and cleaning.

CD 5, Track 23 Dialogue 2 J Joe P Peter J: Oh Pet er, yo u shou ld 've told me this job was so hard. We've been wo rkin g for fiv e hours without a break. I'm hungry. P: It's your fault, joe. You should've made yourself a sa nd wic h at breakfast. Everybody did. J: I hardly had the time to eat my toast . P: You got up too late. You shouldn't ha ve gone out last night. J: I had to get away. You ca n't ta lk about Celtic pottery all the time . I needed a brea k. P: Come on, it's almost luncht ime. And Celtic pottery is not ..



CD 5, Tracks 25 and 26

P =Presenter PW =Patrick Wilson P: And now on The Book Progromme we've got

Patrick Wil son, the sci-fi writer ..

PW: Good evening . P: You 've written ten novels and lots of sto ries. Can sc ie nce fict ion pre dict the future? PW: Well, so metimes it gets it right. An example is Mary Shelley's novel, Fronkenstein. We've rece ntly sta rted to create artificial life an d, more importantl y, Mary Shelley predicted the dangers of science. In the story, the monste r w hich Or Frankenstein creates kil ls his w ife. Howeve r we look at it, science can be dan ge rous as well as useful. P: Wha t about jules Ve rne? I used to love reading his books.

PW: Well, he got lots of things ri ght. He predicted sky-scrapers like the ve ry hi gh buildings we have these days. He also predicted high -s pe ed trains that co ul d go 300 ki lometres an hour, television, submarin es that co uld go round the wor ld and spaceships that could get to the Moon. P: In terestin g. And HG Wells was another great writer. PW: Mm. He predicted the atom bomb thirty years before Hiro shima and Nagasaki and other th in gs like air-co nditioning and the use of las ers. In his novel, The War aj the Worlds, the Martians use lasers to attack humans. P: Robots are another popular theme, aren't they? PW: Yes, the person who gave the name for them , from the Czech robota, was the Czec h w riter, Karel Capek. He wrote about human -like machines to do our work for us . P: Another idea in sc ience f iction is bio -technology and genetic engineering. PW: Well, various writers thought this one up but Aldous Huxley, in his book Brave New World, was the first to talk about it serio usly. In hi s book, babies are created in laboratories, a bit like test tube babies now. And Huxley talks abo ut cloning too and we've had cloned animals since 2002. P: But Huxley's predictions were a bit depress ing. A bit like George Orwe ll's. PW: Well , Orwell got some things w ron g. For example, he thought that we would be all li ving in totalitarian soc ieties now. But he was certainly ri ght about television cameras . Now there are closed-circuit TV came ras, or CCTV, wherever you go in Britain. They film w hoever goes past them and w hatever th ey do. P: Other writer s predicted the internet and global communications, didn't they? PW: Yes, the Polish writer, Stanislaw Lem , made predictions about the internet and virtual realit y. And Arthur C. Clarke predicted communications satellites going round the planet thirty years before they happen ed. P: So what predictions from science fiction do you think will come true in the next twenty or thirty years? PW: We ll, I think that we' ll send a manned spacecraft to Mars. We've al ready sent several robot expedit ions. I don 't know exactly when we'll send a manned mission, but whe nev er it is it'll be very exciting. I also think that we' ll get intel ligent and interactive robots too ..

CD 5, Tracks 29 and 30 A: Hi, everybody. As you can see from the pictu re, today we're going to talk about ... TELEVISION! B: First of all, let's look at the inve nt of th e TV. Sorry, I mean its invention. It wasn't invented by one person; various scientists from different countries helped to develop it. For examp le, a 20-year-old Germ an stude nt called Paul Gottli eb, t he Russ ian Boris Rosing and the Scot John Lo gie Baird. Baird gave th e fir st publ ic demonstration of television in 19 26, but the picture was not brilliant. A: So, the ne xt question is when did people start actually watc hin g television? What I mean is, when did people have TVs and programmes to watch? Well, the first TV service sta rted in Germany in 1935, then in Britain in 1936 and the USA in 1939. But only very few people had televisions and could watch TV until after World War 11. Everybody still listen ed to the radio . B: The first country where th e TV became popular and took over from the radio was in the US A in the late 1940s and 50s. In 1946, onl y 0.5 percent of homes had TVs but by 1954 55 percent of them had televis io ns and by 196 2 90 percent of American homes had TVs. In other countries this happened a bit later, ma inly in the 60s and 70 s. A: Now let's look at pro gra mm es. To start with programmes were just like those on th e radio. Then in the 1950s, programmes like game shows started to appear as we ll as comedies and soap operas. Sport also became popular when the qualit y of TV got better, especially with the introduction of colour TV. In the la st few years, there have been more and more reality programmes like Big Brother and talent shows like Britain's Got Talent.

B: That brings us to the debate about TV. What is its impacU Some people say it has a lot of advantage ... advantages. News programmes can tell us what is happen ... happening around the world. And there are a lot of educational programmes where you can learn a lot. about nature for examp le. The TV is also good for people living on their own. A: But there are a lot of disadvantages too. First. it is easy to watch too much. Most people in Br itain watch about three hours a dayl Because of that. people don't do exercise or get out and meet people . There is also too much advertising on TV, especiall y for children and it makes people too materialistic. Finally, a lot of people criticise programmes like reality shows because they are terrible. Other people say that there is too much sex and violence on TV. B: So, to sum up, TV was very important in the second half of the twentieth century and it's still important now for most people. But we think it's going to be less important this century because of the internet and other technology. Young people now watch less TV than they used to a few years ago. A: Thanks very much for listening to us. Has anybody got any questions?

CD 6, Tracks 2 and 3 Today we're going to look at how football has become a global sport. The photo you can see is from the 1B60s in England. That is when the rules of footba ll were agreed on. The game of football was played in the sixteenth century in Italy but it wasn't until the end of the nineteenth century that the rules of the modern game were decided. Then in 1904 in France the FIFA was started, in French that stands for Federation Internationale de Football Association or in English International Federation of Association Football. Now, there are over two hundred and fifty million players around the world and billions of people watch football live or on TV. For example, about 700 million people watched the 2010 World Cup Final in South Africa between Spain and Holland. The rules of football are the same everywhere but the game is very different in different countries. In England, the game is typically fast. hard and physical. In other European countries like Italy, Spain and Germany, the game is often slower but more skilful. And in Argentina and Brazil, the two great footballing countries of South America, skill and creativity are even more important. People say that football was invented in England but perfected in Brazil and in Brazil you can see people playing football everywhere: in the street. in the parks, on the beaches. Some experts say that the ball control and technique of great players like Pele come from Brazil's love of dancing the samba, but I'm not so sure. Anyway, Brazil has won the World Cup five times so they are definitely doing something right. Now of course football is much more international. Perhaps the richest league at the moment is the Premier League in England and it is watched all over the world on TV. The games between the top clubs like Manchester United and Arsenal are often popular like other big European matches between Barcelona and Real Madrid in Spain, or Milan versus Inter in Italy. The teams now are more international but the supporters are still very different. English football supporters got a very bad name in the 70s and 80s because of violence and hooliganism but nowadays things are better. English crowds are famous for cheering their team even when they are losing and there are some famous football chants and songs, like Liverpool's song You'lf never walk alone. Dutch supporters are famous for their fancy dress and bright orange clothes and Brazilian supporters are well-known for dancing as well as singing. Going to a football match in Brazil can be a bit li ke a carnival. One final thing that has changed recently is women's football. Years ago very few women or girls played football but the numbers have gone up by sixty percent since 2000 and there are now nearly 30 million players around the world. Right. has anybody got any questions?

CD 6, Tracks 5 and 6 Right. everybody. We're now right in the middle of the Tower of London, probably London's most famous building. To get here we've come through the two main walls - the outer wal l has six towers

and the nner :;all has thirteen towers. We'll see some of them ater wi th interesting names, like the Blood_ To',',er Okay first a bit of history. The castle was first built of wood in 1066 wh en William the Conqueror came to Eng land from Norman dy and conquered the country. Then in 1078 William built the stone tower you can see in fro nt of you, the White Tower. William wanted to cont rol the people of London and have somewhere to go if things got a bit difficult. For a lon g time, the Tower was a royal palace, though it w asn 't very comfortable. It was also used as a pr ison for important people and England's enem ies . One perso n was King James I of Scotland. Another wa s the last independent Prince of Waleshe died trying to escape from the Tower in 1244. Over two hun dred years later, in 1483, twelve-yearold King Edward V and his younger brother Richard w ere mu rdered in the Tower by their uncle Richard. They are ca lled the Princes of the Tower and lots of people have seen their ghosts in the Bloody Tower. So be careful when you go there. In the sixteenth century, Henry VIII organised the executio ns of two of his six wives in the Tower. Anne Boleyn, his second wife, was killed in 1536 and then Cathe rine Howard, his fifth wife, was executed in 1542. People have seen the ghost of Anne Boleyn walk ing around the Tower and carrying her head. Right. first we're going to go into the White Tower. The entrance is up on the first floor where we will see St John's Chapel. It's a beautiful chapel from the eleventh century. In the White Tower, we'll also see some of the royal apartments from the medieval palace and the banqueting hall. Another interesting exhibition is of weapons and armour. For example, you can see some of King Henry VIII's armour there. The vis it to the White Tower finishes in the basement which is now the shop. In the old days it was the dungeon where they kept some of the prisoners like Guy Fawkes before his execution in 1606 after he tried to blow up the Houses of Parliament. Ah, I forgot to tell you one important thing . You see those black birds over there? Well. they are the famous ravens of the To we r of London. There are seven of them nowadays. Ravens have been in the Tower for centuries and there is a legend that. if the ravens leave the Tower, it will be the end of the King or Queen of England. In 1944, in the middle of the Second World War, there was only one raven alive . The ravens are very well looked after and the oldest one, called Jim Crow, lived until he was forty-four. That's not bad for a raven. Okay, can you all follow me, please?

CD 6, Track 7 Narrator: Dracula. Jonathan Harker's Journal, 3 May: Count Dracula had directed me to the hotel, The Golden Crown. I was expected because an elderly woman in peasant dress said, 'The Herr Englishman?' 'Yes: I said, 'Jonathan Harker.' She sm iled and her husband brought me a letter: 'My friend, welcome to the Carpathians. I am anxiously expecting you. Sleep we ll tonight. Tomorrow, the coach will leave for Bukovina. At the Borgo Pass my carriage will collect you and bring you here. I hope that your journey from London has been a happy one, and that you enjoy your stay in my beautiful land. Your friend , Dracula.' When I asked him about Count Dracula, both he and his wife refused to answer. They looked very frightened. 4 May: This morning before I left. the old lady said anxiously, 'Must you go? Tonight is the eve of St George's Day and at midnight all the evil things in the world will take over. Do you know where you are going, and what you are going to?' Finally, she went down on her knees and begged me not to go. It was all very ridiculous and I felt uncomfortable but I had important business to do. 5 May (The Castle): Many strange things happened yesterday. Before we left. there was an anxious crowd around the hotel door and they all stared and pointed at me. The journey was through beautiful countryside and it was getting dark when we entered the Borgo Pass. The driver spoke to me: 'There is no carriage here. You are not expected after all. You can return tomorrow or the next day.'

While he spoke, the horses bega n t o move wildly and the passengers screame d as a carriage with four horses came up to the coac h. They w ere driven by a tall man, with a long beard and a large blac hat wh ich hid his face. I could onl y see a pair of very bright red eyes. 'Give me the Herr's luggage: said t he drive- a"lo soon I was in his carriage. I was frig hteneo e ,',e travelled to the castle because of the hOl'. 'lg of wo lves. I wanted to jump from the carriage and rLn J_:: e driver carried on. I fell asleep and woke up .'. ~Ewe were arriving at the huge, sinis ter cast e - -2 driver helped me get down and I noticed ha.', 5;-C-g he was. He put my things next to a large GOC' 3-: left me there. I waited there for a long time 2-: started asking questions. What kin d of pe rsc- :,35 I dealing with? Who was this mysteri ous cO Ln;' ,', -2.: would Mina think of it all? It all felt like a terr : E nightmare. Then the door opened and inside 5:::: a tall old man with a long white mou sta che ceSSE: in black. He spoke: 'Welcome to my hous e!' He :::. my hand so strongly that it hurt; hi s ha nd was 2S cold as ice, more like the hand of a dead ma n t~=-- :' a living man. I said, 'Count Dracula?' He bowed and replied, 'I am Dracula, and I welcc~E you, Mr Harker, to my house.'

CD 6, Tracks 8 and 9 J = John LT = libby Turner J: Hello and welcome to The Book Progra mme It's International Women's Day today and we ha. E people in the studio to talk about thei r fa vou rite heroines from literature and film. First we ha ve ;-E wr iter and journalist Libby Turner. LT: Hello, John. J: Libby, you've written about women in lite ra turE Who are your top five favourite heroines? LT: We ll, my area is nineteenth-century liter at ure so my top heroine is Jane Eyre. Charlotte Bro nte s novel. jane Eyre, is about her and not abou t the mein it. unl ike most novels. It is about her life: a po or orphan who goes to look after and teach a ch ild in =big house, to work as a governess. She falls in love with her rich employer but refuses to become his lover. She only returns and marries him much later when his w ife has died and when she has mon ey herself, when she is an equal. J: SO she is a strong character. LT: I think she is the strongest heroine of nineteenth-century English literature. She has a hard life but she wants to be independent. Th at was not very easy then. J: Okay, what about your number two? LT: Shakespeare's Cleopatra. She's extraordinary. She charms the Roman general Mark Antony and ca n dominate him. She is Queen of Egypt so she ha s a lot of power too. But, in the end, she loses everyth ing and dies young. J: What about her personality? LT: Well, Cleopatra is not an easy person. She is arrogant, moody and sometimes violent. But at the same time she is strong, and intelligent. I think sh e is probably Shakespeare's strongest woman. J: Who comes after her on your list? LT: Well, it's a bit of a contrast. It's Mis s Marple, from Agatha Christie's detective stories. She's an unmarried old woman who looks conventional, dull even. But in fact she's got an incredible brain and an amazing understanding of people. She lives in a village and solves murders that the local police can't. She's not frightened of the occasional dea d body either. J: That's true! LT: After Miss Marple, I'd put Scarlett O'Hara from Margaret Mitchell's novel, Gone with the Wind, made into a film in 1939. Scarlett comes from a rich fam ily in the South of the USA but loses nearly everyth ing after the Civi l War. At the start of the story, she's a very pretty but rather selfish young woman. Then she falls passionately in love but the man she lo ves marries someone else. However, in the end, she becomes a stronger person . And she thinks of other people too - she fights to help her family. J: You've got one more. LT: You're going to laugh at this one. My last heroine is thirty-something Londoner, Bridget jones, from Helen Fielding's novels in the 1990s,


later made into films, Some people think she is not a heroine because she is funny, a bit ridiculous, really, She makes mistakes all the time, That's true but I think she is a heroine because she has the typical pressures of many modern women - to look great. to be successful , to find a man, to be perfect. And Bridget learns to accept her life and her own personality - and she can laugh at herself too, That's very important. I think, J: Thanks very much, Libby, That's a very interesting selection, Right now let's talk to ..

CD 6, Tracks 11 and 12 A: Hi, can I help you? B: Erm, yes, I'm here on holiday for a couple of weeks and I'd like to visit one of your national parks, And I'd like to do some hiking too, A: Well, you might be interested in the Appalachian Trail. It's quite easy to get to from here in Boston, B: The Appalachian Trail? A: Yes, it goes along the Appalachians from Georgia down in the South all the way up to Maine near the Canadian border. They 're not very big mountains, more like hills in lots of places , B: I see, That sounds interesting, How long is the trail? A: It's over two thousand miles long, This is one BIG country, you know , B: Two thousand miles, That's a long way! A: Well the whole distance takes about six months so very few people do that anyway, But you can do shorter hikes or even short day trips , B: Mm, I'd like to do a week or so, But. what places are there to stay in? A: The trail's got lots of shelters and there are campsites, They're all free too , B: Oh good, But is it safe? A: Well there are some wild animals like wolves and bears, You get elks and deer too but they're pretty cool. B: Bears and wolves? I don't like the sound of that, A: Don't worry, The bears are black bears, They're not like those out west and the w olves keep out of people's way, The nastiest animals are probably the mosquitoes, They can get bad in the summer in the south, B: Oh, I see , A: But the land sc ape's amazi ng, Th ere are oak forests in th e south , They're lovel y, And t here are maple forest s in th e north up in Maine, That's a lovely area, you kno w, There are a lo t of beauty spots in Maine - and there aren't many mosquitoe s so it's a good place to start off, B: Okay, that sounds interesting, What about the trail? Is it easy to get lost? A: No, it's very well marked with white arrows , You can see them all over the place, B: So what kind of stuff do you need for hiking? I've only done a bit in England, you know, A: It can get quite cold up in Maine even in the summer. You need a good sleeping bag and some warm clothing, The best bit of the trail in Maine is in the middle, There are lots of streams to cross in the south part of the Maine trail and some high mountains in the north but the central part of the trail in Maine is flatter so it's quite easy to do, Just a moment. I'll show you on a map,


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CD 6, Tracks 17 and 18

P = Presenter AMc = Angela McDowell P: Hello and welcome to Show Business, Today, we've got journalist Angela McDowel1 to talk about the early careers of two Scottish pe rformers, the actor Ewan McGregor and the singer Amy MacDonald, Hello, Angela, AMc: Hi there, good morning, P: So what have these two got in common? AMc: Well, they are both Scottish like me, They are both from small towns and they both became successful very young, P: When did they both become interested in music or acting? AMc: Both of them were in their teens, Amy was thirteen when she went to a concert and decided to learn the guitar. She learned on her dad's guitar and down loaded guitar lessons from the Net, The first song she wrote, The Wall, was about her sister who was an obsessive fan of the actor .. , Ewan McGregor. P: That's interesting, AMc: By the time she was fifteen, Am y was writing and singing her own songs in cafes around the Gla sgow area, And studying at school of course , P: What about Ewan? AMc: Well, he wasn't really into acting at school. He was more musical and was in the school choir and orchestra as well as playing the guita r and drums, Ewan had a lot of problems at school and, when he was sixteen, he left school and decided he w anted to be an actor like his uncle, P: Who is that? AMc: The actor Dennis Lawson who is quite famous, He helped Ewan a lot. A year later Ewan went to London to study at drama school. P: So when and how did Amy and Ewan become successful? Did it take a long time? AMc: Not really, At the age of eighteen, Amy finished school and she was ready to go to university but she decided to take a year out from studying to try a singing career. She worked on her songs and sent a CD with them on to a producer, Pete Wilkinson, who was amazed, At first. he didn 't believe she had written them - they were so good, They were easily the best of five hundred COs that he had received, P: Wow! AMc: Pete could see that Amy was talented and worked for several months with her on the songs and finally got a contract for her with a record company, Her first record, This is the Life, came out in 2007 and was an immediate success, It sold over three million copies and wa s top of the charts in the UK and other countrie s like Holland, Amy was an international star at the age of onl y twenty, P: What about Ewan? AMc: Well, he was successful quickly too, Ewan worked very hard at drama school and got a job in a BBC drama series when he was still a student and then, when he was twenty-five, got his first big film role, Three years later, Ewan was an international star in Star Wars as the young Obi Wan Kenobi. In 2001, he showed how important his singing still was when he starred in the musical film , Maulin Rouge, with Nicole Kidman, Ewan has sung in a lot of his films but his most famous performance is of Your Song in Moulin Rouge, P: And of course Ewan is now a top international star. Like Amy McDonald, AMc: Yes, Ewan's been in a lot of really big films recently and Amy's second album came out in 2010, So they're both right at the top at the moment, P: Thanks a lot. Angela , AMc: Not at all.

1= Interviewer TB = Tom Burns I: Today on Desert Island Poetry we've got the musician Tom Burns to talk about his favourite poems, TB: Hello, I: So Tom, what are your three favourite poems? If you had to go and live on a desert island, what poems would you take with you? TB: Well, my first choice is a poem by William Shakespeare, It's Sonnet 18 and it's above love, It reminds me of school when I was studying English, I fell in love with one of the gir ls in my class and I always think of her when I read this poem, She was really beautiful. Anyway the poem starts off like this: Shall I compare thee to 0 summer's day? Thou art more lovely and more temperate, I think it's the most beautiful love poem ever, I love the way Shakespeare dea ls with the topic of beauty, I think the poem is probably about a young woman who the writer is in love with, Shakespeare compares her beauty with that of a summer's day but gives various reasons why her beauty is better, For example, her beauty is there all the time while an English summer is not always very reliable, The final and most important reason is that summer does not last but the beauty of his friend will live forever through the words of the poem, I: Yes, it's one of my favourites too, What's your second poem? TB: My second poem is another one I first read when I was young, when I was a teenager, It's by Emily Dickinson, I love it and think it's funny too, I'm nobody! Who ore you? Are you nobody, too? Then there's 0 pair of us - don't tell! I think Dickinson is writing to a friend and saying that it is better to be a nobody than to be a famous or important person , Friendship between two people is more important than be ing popular in a big group of people, That was an important message for me when I read it, To have a few close friends and not to worry about what everybody else thinks, I: What about your last poem? TB: My last poem is Daffodils by the Romantic poet. William Wordsworth, It's one of the most famous poems in English, isn't it? I: Yes, it is, "'Jhy do you like it? TB: Well, I love walking and I often go to the Lake District in the north of England where Wordsworth lived and wrote the poem, That's why Ilike it so much, Anyway, one day Wordsworth was walking in the countryside in the Lake District alone: I wondered lonely os 0 cloud .. Suddenly, he came across a fie ld with hundreds and hundreds of beautiful daffodils, When 011 at once I sow 0 crowd, A host of golden daffodils, Words worth describes this exper ience beautifully, For him, nature was very important and made him feel better. Nature made him feel alive, It's the same for me, After a good walk in the countryside I feel a different person, you know , I fee l like a new man, I: Thanks very much for your se lect ion, Tom, TB: Not at all.


Exercises 3 and 4, page 8

1 A: I think punks are dangerous.

B: I don't. They just look dangerous. 2 A: I love old rock music. B: So do I. It's much better than modern music. 3 A: I don't like wearing lots of make-up. B: Neither do I. It looks terrible. 4 A: I'm into horror films. B: So am I. 5 A: I don't think British teenagers look very fashionable. B: I do. Most young people look really cool. 6 A: I hate piercings. B: Me, too. They're awful. 7 A: I'm not into fashionable clothes. B: Really? I am. B A: I don't want to go to the concert on Saturday. B: Me neither. It's too expensive. 9 A: I'm in favour of downloading music from the internet without paying. B: I'm not. It's stealing. 10 A: I'm not into reality TV shows. B: Neither am I.

Sound Check, page 10 a I'm wearing, My dad's been b plays, watches, works crude / root, ice / eyes, cold / gold d fit / feet. bend / band, man / men e badge, designer, foreign f So do I, I don't, Neither am I g foreigner, rebellious, creative

Exercise 1, page 10 1 I'm wearing a black shirt today. 2 My dad's been to twelve countries. I don't like tattoos. My friend's watching television at the moment. I've seen this film twice. We're playing football at the moment.

3 4 5 6


Exercise 2, page 10

likes, plays, watches, does, chooses, wears, starts, works, washes

â&#x20AC;˘ Exercise 3, page 10 1 2 3 4 5

root class pack tie boat

1 2 3 4

feet bend man leave

6 7 8 9 10

eyes niece gold vet buy

Exercise 4, page 10 5 fun 6 land

7 cap

Exercise 5, page 10 1 badge 2 designer 3 foreign 4 everywhere 5 listen

6 talk 7 writing

8 jewellery 9 buildings

Exercise 6, page 10 1 So do 1. 5 Dn not. 2 1don't. 3 Neither am 1.

4 1do.

6 Me neither. 7 Me too.

8 So am 1.

iB Exercise

7, page 10

rebellious, creative, appearance, nationalistic. idealistic, independent, energetic, passionate, foreigner

Exercise 8, page 10 1 2 3 4 5

hard-working easY-gQing brand-new fashion-conscious good -looking

6 7 8 9

laid-back ready-made two-dim.e.nsional well-dressed 10 well-known

Module 2 Exercises 1 and 2, page 14 Man : Today on Sporting Stories, we are looking at one of the worst sport in g disasters to happen to a Bri t ish spo rt s team . Ma nchester United had won the Eng li sh ch ampionship in both 1956 and 1957 with a very youn g team and, in February 1958, they had just won a European Cup match against Red Star Be lgra de. They could n't fly directly to London from Be lgrad e sO,first. they had to fly to Munich. When the plane tr ied to leave Munich, there was a strange no ise coming from the engine. The pilot tried again but the noise was still there so the players got off and w ent back to the airport. While they were w aiting, it started snowing heavily. Fifteen minutes later, they got back on the plane and the pilot tried for a third time . The plan e was going too fast to stop but not f ast enough to take off and it crashed. Eight players died and two were never able to play again. With their best players dead or injured and their manager also in hospital, they only won one more match all year and finished ninth. When their manager came out of hospital. he built a new team and, ten years later, in 1968, they won the European Cup 4 -1 against Benfica of Portugal. In 1998, a group of fans had the idea of a fortieth anniversary match. The club's director agreed to hold a match on a date as close as possible to the anniversary. At the same time, Eric Cantona, who had played for l"1anchester United in the early 1990s, asked the director if he could return to the club to say 'goodbye and thank you' to the fans. The director decided it would be easier to organise just one match for both the anniversary and for Cantona. Unfortunately, Cantona couldn't come in February and, in the end, they played the match in August. A lot of fans were there and it made a lot of money for the players who had been in the crash or their families. However, people we re upset because August wasn't the fortieth anniversary at all. The fiftieth anniversary was much more special. On February the tenth, 2008, Manchester United played Manchester City. Before the kick off, a man played the bagpipes, a Scottish musical instrument, and there was a minute's silence. All the fans behaved perfectly, standing up and remembering the dead, even the City fans who have never got on well with the United fans. The players wore shirts similar to those the players wore in 1958 and the only thing that wasn't special for United was the score - Manchester City won the match 2-1.

Exercise 1, page 16 A: A very lucky thing happened to me recently. B: Really? A: Yes. I was going to a concert with some friends. We met up at a cafe on a busy road. B: And then? A: After saying hello, I looked at my watch and we decided to go to the concert hall. Just then, I looked in my pocket and realised I had lost the tickets and all my money. B: Oh no! A: Yes. So, we walked back the way I'd come and there they were on the ground with a ÂŁ20 note. There w ere hundreds of people walking past and no one had seen them. B: Amazing! A: I know. I felt so happy, I couldn't believe it.

c::.. Exercise 3, page 19 Speaker: Today on Living Languages, w e are going to look at some of the musicians and bands who choose to sing in minority languages rather than in English , French , German or any other national languages. To help them, an organisation called Liet International organises the Liet song festival each year. The winne rs of the 2009 festival were SomBy from the Sami area of northern Finland. They sang in Sami although that isn't as simple as it sounds. There are about ten languages and speakers of one cannot always understand speakers of the other nine. The numbers of speakers of the Sami languages are decreasing in Norway, Sweden , Finland and Russia, and these languages are in real danger of disappearing. Perhaps SomBy can help to stop that happening. Amazingly, SomBy are the fourth Sami winners of the competition in the last

St yle fest ;2 5 -:- - Isle s as wel 25:: - :-,,-

playing an d, again , the re ,'.cs ,,- - _ =:Fionnar were a Scottish roc~ :2-: --"" c-:-=were Welsh punk s an d there ,',2: 2 - --c -:: sound from Irish band The Te-::-: _ this Nos 015 different to Nos is ;-2: competition, it's just a concert le E-_:_ :: --c :-='-:: are more relaxed and the perfo rrr2- :=: better because of that. We can no ,'. 5::c-:: =_--:2 Not Secular'S new CD and the n the~,', :2 -c-"':: talk to me about their mu sic and the _ 10: ~=:: . '"


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Exercise 4, page 19

Examiner: What do you thin k of interna; :-" sports competitions? A: Well, the biggest are the Olympi cs but - -::: really interested in them. B: Neither am I. They're really bo ring . I love ' oc ::" though. A: So do I. Especially the Cup Final. I'm very exc about the Wimbledon tennis champi onshi ps this year, too. B: So am I. I hope the British players do we ll th is time. Examiner: What environmental problems are you worried about? A: We have had floods near our house so I'm w orried about them. B: I'm not. We don't live near a river so we're safe. We get a lot of pollution from traffic. though . Examiner: Do you take an interest in the world's problems? A: No, I'm not interested in disasters in other countries . B: I am . I always try to do something to help. Examiner: Are you interested in the lives of famous people at all? A: I sometimes read about them in newspapers and magazines but I never watch funerals or weddings of famous people. B: Neither do I. I can't understand w hy anyone is interested . Examiner: What are your favourite days? A: I guess my birthday is the most important to me. I always have a big party. B: I don't. I neve r celebrate my birthday but Ilike other people's. A: Why don't you celebrate your birthday? B: I don't want to grow old. A: I do, w ell, not old but I can't w ait until I'm old enough to get a job and start earning some money.



Exercise 5, page 19

Examiner: What do you think of international sports competitions? A: Well, the biggest are the Olympics but I'm not really interested in them. B: Me neither. They're really boring. I love football, though. A: Me too. Especially the Cup Final. I'm very excited about the Wimbledon tennis championships this year, too . B: Me too. I hope the British players do well this time. Examiner: What environmental problems are you worried about? A: We have had floods near our house so I'm wor rie d about them . B: I'm not. We don 't live near a river so we're safe. We get a lot of pollution from traffic, though.


Examiner: Do you take an interest in the world 's problems? A: No, I'm not interested in disasters in other countries. B: I am . I always try to do something to help. Examiner: Are you interested in the lives of famous people at all? A: I sometimes read about them in newspapers and magazines but I never watch funerals or weddings of famous people. B: Me neither. I can't understand why anyone is interested. Examiner: What are your favourite days? A: I guess my birthday is the most important to me. I always have a big party. B: I don't. I never celebrate my birthday but I like other people's. A: Why don 't you celebrate your birthday7 B: I don't want to grow old . A: I do, well , not old but I can't wait unti l i'm old enough to get a job and start earning some money.

Module 3 Exercise 4, page 26 Mrs G: Good evening , a table for two, please. Nick: Good evening , madam . Have you got a reservation? Mrs G: No, I'm afraid we haven't. Nick: Would you mind waiting for a couple of minutes, please? Mrs G: All right. Nick: Can I take your coats? Mrs G: Thank you. Mr G: Thank you very much. That's very kind of you. It's nice and warm in here, isn't it? ... Could we have the menu, please? Nick: Certainly, sir. Mr G: Thank you. Nick: I'm afraid we're out of salmon. And we haven't got the roast beef either. Mr G: Oh, that's a pity. Mrs G: Could you bring us a large bottle of mineral water, please? Nick: Of course, madam. Mr G: And I'll have a large glass of cola , plea se. Nick: Right, sir. Nick: Are you read y t o ord er? Mrs G: Yes, I'd like the vegetable soup for a starter, please. Nick: Right, madam. Mrs G: And the chef's salad for the main course. Without nuts. I'm allergic to nuts. So none of those, please. And I'm a vegetarian so no bits of ham or anything like that, please. Mr G: And I'll have the prawn cocktail for starters and then the steak with lots of chips. Mrs G: With a few chips . Nick: Right, madam. Sir, how would you like your steak: rare, medium or well-done? Mr G: Rare, please . Nick: Is everything okay? Mrs G: Yes, thank you . Nick: Would you like dessert? Mrs G: Not for me, thanks . Just a black coffee for me, please. Mr G: I'll have some apple pie, please. With lots of cream. Mrs G: Charles, you shouldn't. Remember the doctor. Mr G: All right, just a little cream, please .... That w as delicious. Can we have the bill, please? Nick: Of course, sir. Mrs G: No, it's my turn , Charles . ... We only had one glass of cola . Nick: I'm terribly sorry, madam. That's thirty-three pounds then . Would you like to pay by cash or credit card? Mrs G: Cash, plea se. Mr G: That was a lovely meal. Thank you very much. Nick: Not at all , sir. We look forward to seeing you again.


Exercises 5 and 6, page 26 Waiter: Good evening, sir, madam. Man: Good evening. A table for two, please. Waiter: Have you got a reservation? Man: No, we haven't. Is that a problem? Waiter: No. We'll have a table soon. Would you mind waiting for a few minutes? Man: No, that's fine. Waiter: Can I take your coats? Man: Thank you. Waiter: Please sit here while you're waiting. Man: Could we have the menu, please? We can look at it while we're waiting. Waiter: Of course. Here you are .... The table is free now. Please, come this way. Man: Thank you. Waiter: Are you ready to order7 Man: Yes. We'd like two vegetable soups and two fish and ch ips. Waiter: We're out of fish I'm afraid. Man: Oh, well, a chicken salad for me. What about you? Woman: I'll have the grilled steak , please. Waiter: How would you like the steak? Woman: Rare, please . Man: Could we have the bill , please? Waiter: Certainly, sir. Would you like to pay by cash or credit card? Man: Credit card, please.

Sound Check, page 28 a We'd been there, I'd never seen b We used to go, We didn 't use to go c danced, ordered, tasted d trophy, grilled, chocolate e it/eat, fu ll /fool, wok/walk f wedding, marriage, occasion g I'd just finished my meal. So, the next thing I did was h And then? Wow! Amazing. i vegetarian, police, dairy

Exercise 1, page 28 1 2 3 4 5 6

We'd been there for three hours. I'd never seen it. He'd forgotten his bag. They'd lost every game. You 'd gone home. It'd been a good party.

1 2 3 4 5 6

We used to go to Blackpool for our holidays. We didn't use to go to Blackpool for our holidays. Did you use to go to Blackpool for your holidays? They used to be rich. They didn't use to be rich. Did you use to be rich?

Exercise 2, page 28

Exercise 3, page 28 ordered, reserved, hugged, danced, attacked , laughed, tasted, elected, celebrated

_ 1 2 3 4 5 6 7

8 9


Exercise 4, page 28 special trophy breakfast grilled chocolate products storm credit champion crunchy

Exercise 5, page 28 1 2 3 4

it, eat fool, full not, naught wok, walk

1 2 3 4 5

wedding marriage occasion allergic terrorist

5 beat, bit 6 pool, pull 7 at, art 8 hard, had

Exercise 6, page 28 6 fattening 7 seafood 8 hugged 9 anniversary

Exercise 7, page 28 1 I'd ~finished my meal .. 2 So, the ~thing I did was .. 3 Would you mind waiting here .. 4 Could we have the menu, please? 5 It was the ~ thing that has to me.

ever happened

Exercise 8, page 28 1 A: I'd just finished my mea l whe n I rea lised I'd forgotten my wallet. 8: And then? A: I'd just finished my mea l when I rea lised I'd forgotten my wallet. B: And then?

2 A: So, the next thing I did was to jump out of the boat and start swimming. B: Wow! A: So, the next thing I did was to jump out of the boat and start swimming. B: Wow! 3 A: So, anyway, then the ball came and I scored a brilliant goal. B: Amazing. A: So, anyway, then the ball came and I scored a brilliant goal. B: Amazing.

4 A: Suddenly, three muggers came towards me. B: Oh no!

A: Suddenly, three muggers came towards me. B: Oh no!


Exercise 9, page 28

anniversary, 1ml:becue, be[QLg, dairy, democracy, election , incredible, nuclear, polkg, po.rnto, seafood , vege.rnrian

Module 4 Exercise 2, page 32 Woman: Ladies and gentlemen, welcome to Dubai House. It's a cold and wet day here in London, but there is a chance for you to escape the weather for a short time with a holiday on the Palm Island resort in Dubai. First I'm going to tell you a little about the history of the resort and then I'll show you some photos of the houses you can stay in on the island . Work began on the Palm Island resort, which gets its name because it looks like a pa lm tree, in 2001. The island is five kilometres long and five kilometres w ide and it is the largest man-made island in the world . There is a 300 -metre -long bridge to the island from Dubai so it is easy to drive to. Some people have called it the eighth wonder of the world , and I think you can see why. Builders made the island from sand which they took from the bottom of the Red Sea. Forty thousand workers helped to build the is land and it cost twelve point three billion dollars. The f irst homes were ready in 2006 and now the island is comp lete. There are eight thousand homes and over thirty hotels here. Even more amazing than Palm Island is The World, two hundred and sixty islands in the shape of a world map. It is slightly bigger than Palm Island and it was also a bit more expensive, cost ing fourteen billion dollars. You can't stay on The World at the moment but you can visit it. Our next idea is for an even bigger group of islands called The Universe but w e haven't started building that one yet. So, our houses are on Palm Island. They are big. Each house has four bedrooms and six bathrooms and up to ten people can sleep there comfortably. This is a photo of one of the two living rooms. As you can see, along one wall is a very large sofa and, on the other side of the room is a TV, only slightly smaller than a cinema screen. The kitchen is even more ama zing with computer-controlled appliances and a table for ten people. From the kitchen, there is a door to the terrace outside . Go along a path from the terrace, through the beautiful garden, and you come to the swimming pool. Every house has its own pool. At the front of the house, there is a garage for two cars or we will bring you to the house from the airport for free.

All this can be yours. The house costs six hundred and forty-four euros a week in the summer or one thousand three hundred and fifty-two euros a we ek in December and January, the most popular tim e of the year. If anyone would like more information, we hav e brochure s here and you can book a house now if you wa nt. Has anyone got any que st ions?

Exercise 3, page 34 Ted: Hello, are you movin g in to number six 7 Hr Davies: Yes. Ted: I'm your new neighbour. My name's Ted. Can I help you? Hr Davies: We're okay, thanks. led: Do you want a hand with carrying boxes or furniture? Hr Davies: It's okay, thank s. We'll manage. Ted: Would you lik e me to make you a cup of tea? Hr Davies: That's kind of you, thanks. I hope the people w ho are helping us arrive soon. Ted: Shall I phone them for you? Hr Davies: It's okay, thanks. I've got my mobile. I'll phone them after I've finished my tea. Ted: I'll make some more if you like. Hr Davies: No, thanks. Time to do some work. It's going to be a busy day. Is the re a pizzeria near here? led: Yes. Let me show you where it is. I've got a map. Hr Davies: Okay, great .

Exercises 3 and 4, page 37 Today we are talking about environmentally friendly hom es and we are go in g to sta rt by lo oking at one man and what he ha s done in hi s hometow n of Huntsville, a small town with a population of about thirty-five t housand which is in east Texas, about a hundr ed kilometres north of Houston. Hi s name is Dan Phi llips, th at's P-H-I-L-L- I-P-S . He's now sixty- four years old and ha s worked in many jobs in cluding the army and as a dance teacher. Th en, in 1997 he had an idea to bui ld houses from recycle d materials. Three thin gs gave him the id ea. The f irst was watching children play in g with toy building games and how much fun they had. The second was see in g how much rubbish is t hrown away, rubb ish tha t co uld be re cycled. Finally, he cares a lot about poor people and wanted to do someth in g to help them. So, he started his own company, Phoe ni x Commotion, that's spelt P-H-O-E-N-I-X C-O-M-M-O-TI-O- N, in 1997, and started to build homes for people w ho didn't have enough money for a normal house. At first, the houses took eighteen months to bu ild but he can now build a house in just six months. Five bui lders work for Phoenix Commotion but Dan also asks the person who wants the house to he lp to build it. When they do that, they reall y feel it is theirs . About eighty percent of everything he uses to build the houses is recy cled. Some of it comes from other builders, other things he finds in the street s or in rubbish bins. He uses anything. Bits of old cars, DVDs, broken mirror s and more. The local govern ment like s what he do es and ha s helped hi m. In 2004, they opened a specia l area where people ca n throwaway t hin gs they don 't want anymore. That me ans that Dan doesn't have to look for them, which saves him a lot of time. There have been so me problems. About half of the people w ho have bou ght hi s houses have now sol d them or left. Thi s is usually because they have had money problems but some people have also foun d that their new hous e can make them a lot of mo ney. So me ri cher people in the town have bought the hou ses be ca us e they wan t somethin g a bit different and special. Dan is a bit sad about this bu t he doesn't mind too much. The people who he has he lped have either got a nice new house or have got so me money to buy a different house. He knows he could make more money by sell in g the hou ses to the rich people himself but he doesn 't make them to beco me ri ch.

Exercise 5, page 37 A: Good evening. Can I help you? B: Yes, please. We need a room for the night. Have yo u got one 7 A: Wa it a minute ... Yes, we have. It's on the tenth f loor.

B: That's fine.

A: There isn 't a lift. Do you wa nt a hand with your bags? B: Yes, please . They're very heavy. A: No problem. Wou ld you like so meo ne to show yo u around the hotel before you go to yo ur room? B: Yes , okay. That's a good id ea . A: I can give you a map of t he town too if you li ke. It show s all the restaura nts and shops near here. B: Great, thanks. Er, Sha ll I give yo u my passport now? A: No, don't worry. I can look at it later. First, let me show you the dining room . It's open now if you're hungry. B: Great. We're starv in g.

Module 5 Exercise 2, page 44 1 Customer: I'd like to compla in about these trousers. Shop assistant: Oh yes. What's the problem exac tl y? Customer: They've got a hole in them. Shop assistant: Ha ve you got the receipt' Customer: No, I ha ve n't . I lost it. Shop assistant: I'm sorry. I'm afraid we can't give refunds w it hout a receipt . Customer: Oh, right .

2 Customer: I'd like to make a co mplaint about this CD player. Shop assistant: Oh yes. What's w ron g with it? Customer: It doesn't wo rk. Shop assistant: Let me have a lo ok ... Hav e you got t he gua ra ntee? Customer: Yes , here yo u are. Shop assistant: Thank yo u. I'm very sorry about thi s. Customer: Never mind . Shop assistant: Do you want a new one? Customer: No, tha nk s. Can I have a refund , please? Shop assistant: Yes, of course.

Sound Check, page 46 a We had our roof fixed. My f riend has lost his mobile pho ne. b My dad was stopped on the way home. Big Ben is visi ted by thousands of people eac h year. c home, brown d traine rs, near, boat, because e Can I he lp yo u? Do you wa nt a hand? I'd like a refun d. f dung, drink, built

Exercises 1 and 2, page 46 1 2 3 4 S 6

We had our roof fixed . My fr iend has lost hi s mobile phone . Dad has hi s car washed eve ry month. Those paparazzi have been here for ages. Have you finished you r dinner? How oft en do you have yo ur eyes te sted?

Exercise 3, page 46 1 was stopped 2 we re you give n 3 are usually ea ten

4 I've been se nt S is visited 6 was given

Exercise 4, page 46 1 Big Ben is visi ted by t housands of peop le each year. 2 I was given a phone for my birthday. 3 Were yo u told what to do befo re you sta rted work 7 4 Yorkshi re pudd in gs are usuall y eaten with beef. S My dad was sto pp ed by the police on the way home. 6 I've been sent an ema il by my co usin in Australia .

. Exercise 5, page 46 1 2 3 4 S

home, sew, house own, rou nd, show brown, clothes. around so und, logo, cosy how, fo un d, phone

Exercise 6, page 46 trainers, near, boat, because, beard, road , wa ist

Exercise 7, page 46 1 2 3 4 S 6

Can I llliQ you? Do yo u want a hand? Sha ll 1carry that for you? Let me show you where it is? Wou ld you like me to llliQ you? I'd li ke to coma lain about this skirt. 7 I wa nt to make a comalaint. 8 I'd like a reiJ.lilll. 1 2 3 4 S 6

Exercise 8, page 46 7 dent ~t

dung elegant journalist drink plump built

8 apa rtm ent 9 thing 10 lamp 11 think 12 salt

Module 6 Exercise 1, page 50 Alan: Hi, Sarah. What are you read ing7 Sarah: Hi, Alan. It's a book about Amelia Earhart. Alan: Oh, w as she the flyer who disappeared w hile she was fly ing round th e world? Sarah: That's ri ght. That's w hat she was famous for. But she wasn't just a pilot . I've learned a lot about he r. Alan: Like w hat? Sarah: Well, as a chi ld she was very adventurous. She loved cl imbi ng trees and doin g wild things. She once t ri ed to fly off the ro of on a box . Alan: What did her sc hool fri end s think of her? Sarah: She didn't go to schoo l. She was taught at home for a long time. Then, when she was still a teenager, she saw some injured sol diers co min g back fr om the wa r, the First World War, an d she joined a voluntee r group at the local hospital. After that she de cided to stud y med icine but she left co ll ege after a year. Late r, she joined the National Women's Party and fought for equa l rights for wo men. Alan: So how long have yo u been reading this book for? Sarah: Two days. Alan: Two days? It's impo ssible to read that much in two days and do you r homework carefu lly and sleep. Sarah: Remembe r, I don 't waste time on uninteresting computer games. unlike some people I kno w. Alan: What are yo u talking about? I don't waste my time. Playing computer games is a great way to spend time. What else is there to do? Sarah: Lots of th in gs. You need a passion. Alan: I like watc hing football. Sarah: But you neve r go to matches. Alan: Wel l, I've got no on e to go with. And it's difficult to get to th e stadium . Tickets are ex pensive too. And it's uncomfortable, and .. Sarah: That's another thing I like about Amelia. When she decided that she wanted t o fl y, she did eve rythi ng sh e cou ld to make it possible. She saved $1000, wh ich was a lot of money in those days. The airport was six ki lometres fr om the nearest bu s stop but she wa lked t here and ba ck every day. That's a rea l passion . Alan: Are the re any photos in that book7 Sarah: Yes, look. She wanted to look like a real f lyer. She bought a leather j acket and slept in it until it looked old and she had her hai r cut short . Alan: So w hat do yo u do t o make yo ur dreams come true 7 Sarah: We ll, I work every Saturda y and I save the money I ea rn . I don 't go out to the cinema or for meals. Wh en I do go out, I try not to spend anything. All my money is for my summer ho lida ys. Alan: Two weeks in a hotel by the sea? Sarah: No. I tra vel cheaply and stay in hostels. Next yea r, Melanie and I are going cyc ling in Holland. Alan: Hol land's a good place for cycling. Ve ry flat.


Exercise 1, page 52 A: So, can you tell me something about this pictu re? B: Well, it's a picture of a woman and two men. She must be in her mid-thirties. He looks younger. A: Where do you think she's probably from? B: Well, she's wearing a kind of dress and, looking at her hair, she's probably a Native American Indian. A: And what sort of person do you think she is? B: She looks strong, I think. She must know a lot about the area. She also looks a helpful sort of person. A: Where do you think they are? B: There are mountains in the background so it's probably in the Rocky Mountains in the USA. Perhaps the men are trying to find a way through the mountains. A: What do you think has happened? B: I think they've had some sort of problem . She might have helped them to escape from some other Native Americans. A: And why do you think she might be a heroine? B: I've heard stories of a Native American woman who helped two explo rer s cross the USA. She'd be a very useful person to know, I think.

Exercise 3, page 55 A: For the next part of the exam, I'd li ke you to look at two pictures. They show two different heroes. I'd like you to say what you think they did and what kind of people they were. B: The first picture is of a man . He must be in his mid-fifties. He's wearing a kind of uniform. He's probably a soldier. He looks very strong and not very friendly. There's a desert in the background. Haybe it's Iraq or Afghanistan but it was taken a long time ago, I think. The second person is a woman. She looks very kind. In the background, I can see a room with chi ldren in it. They look very poor. In my opinion, she's probably a nurse or maybe some sort of soc ial reformer helping to stop child labour.

Exercise 4, page 55 Rory: Hi. Amy. You look worried. What's wrong? Amy: Oh, hi Rory. I have to write ab out a real life hero for a history project . I don't want to writ e about anyone obvious like Churchill or Napoleon . I've been look in g on the internet for ages but I can't find anyo ne really good to w ri te about . Rory: How about Douglas Bader? Amy: Who? Rory: He was a pilot in the 1930s. He was ve ry sporty. He was very good at rugby and cricket and he enjoyed life. Most of all he loved flying. Amy: Did he fly across the At lantic or someth in g? Rory: No, nothing like that. He loved fl yi ng dangerously and, one day, he crashed. When he woke up in hospital, he found that he had lost both of his legs. Amy: Oh no! What happened then? Rory: He got special legs made of wood, I think . Th e doctors said that he would never be able to walk properly with them but he was very determin ed . He tried and tried . It took a long time and he fell over a lot but, eventually, he managed to walk again. Amy: So why is he a hero? Rory: Well, a few years later, the Second World War started and he wanted to f ly aga in . Everyone sa id it was impossible. Th en, after a year, because so many pilots had been killed, he got his chance. He was a really good pi lot and not having real legs didn't matter at all. Then, one day, his plane was shot down over Europe. His legs were stuck but he was able to take them off and jump out . He was caught and taken to a prison camp. Amy: With no legs? Rory: Yes , with no legs but the Germans contacted the British and another plane flew over and dropped a new pair of legs for him. As soon as he got t hem, he tried to escape but he wasn't able to and he stayed there until the war ended. After the war had finished, he came back to England and the country had a special celebration. Hundreds of pl anes flew ove r London and Douglas Bader was in the f ir st one, lead in g all the others. Amy: Wow. A rea l hero. I'll look for more information on the internet. Thanks.


Rory: They made a fi lm about him a few yea rs later. I've got it on DVD. It's very old and in black and white but it's such a wonderful story that it doesn't matter. Amy: Really? Let's watch it. I'll start my work later. Sha ll I come to your house? Rory: No, I'll bring it here. Switch off your laptop and make some popcorn. Wow! I can't believe this. Amy: Wh at? Rory: You asking to watch a war fi lm. A black and wh ite war film! Amy: Well, this is work but I want so mething new with lots of computer effects on Friday evening!

Module 7 Exercise 2, page 62 1 A: Sorry but what does BASE jumping mean? B: It's the sport of jumping off buildings with a parachute.

2 A: Have you got any information about high-lining? B: Yes, we've got this brochure and there's more abo ut it on our website.

3 A: Excuse me, cou ld you give me some information about extreme spo rt s? B: Of course. What wou ld you like to know about them?

4 A: Can you tell me where th e snorkelling club is, please? B: Certainly. It's on the beach, next to the cafe. S A: I'm go ing hiking tomorrow and I need some new boots. Have you got any? B: No, I'm sorry. I'm afra id I haven't . But here are the names and add resse s of some loca l sport s shops.

6 A: What activities wou ld you recommend for a teenager w ho doesn't want to do anything too dangerous? B: Our canoe safaris are very interesting and safe.

7 A: I'm sorry but what is extreme sk iing exactly? B: It's the same as skiing but you do it away from the normal ski areas in much more difficult and dangerous places .

8 A: Do you know where I can do sea kayaking? B: Yes. There are several places on the coast which offer lesso ns and rent bo ats .

Exercise 3, page 62 Hr Harris: Excuse me. Excuse me! losh: Oh, I'm sorry. How can I help you? Hr Harris: Is this the tourist information office? losh: Er ... yes, it is. Hr Harris: Could you give me some information about t he islan d, please?

losh: Of cou rse. What would you like to know? Skye is a wonde rfu l is la nd for a quiet and relaxing holiday.

Hr Harris: I'd like some information about advent ure sports, please.

losh: Adventure sports .. Hr Harris: That's ri ght. losh: Erm, we ll, we've got various brochures here ... Hr Harris: Could you tell me about extreme sports, please? I'm sorry? Is somet hing funny?

losh: No, no ... Hr Harris: So what activ ities do you recommen d? losh: Well , there's erm ... there's bungee jumping. Hr Harris: Sorry. What does bungee jumping mean? losh: You jump off a bridge or a bu ilding attached to an elastic cord . Hr Harris: I did something like that in the army. I found it rather boring. losh: Well , in that case, what abou t BASE jumping? That's a bit more excitin g. Hr Harris: What is BASE jump ing exactly7 losh: It's jumping off the top of a mountain w ith a parachute. Hr Harris: Excellent! That's more like my sort of thing! Do you know where I can do BASE jumping? losh: No ... not really.

Hr Harris: Have yo u got any information about it 7 losh: I'm afraid I can't help you. Very sorry. But here's the number of the lo cal outdoor centre . I'm sure they ca n help. Hr Harris: Can you tell me where it is, please? losh: No problem. It's just down the street next to the church. A couple of minutes from here. Hr Harris: Thank you very much for your help. losh: Not at all. Enjoy your stay on Skye. Hr Harris: Oh, and one last thing. losh: Yes? Hr Harris: Could you call a taxi for me, please? It's a long walk and I feel rather tired.

Sound Check, page 64 a I won't go bungee jumping again. I'll meet you outside the post office. b You're the new student, aren't you? You're new here, aren 't you? c racism, scientists, myths d poor, proud, royal e fought, poor, board f Could you give me, do you, What doe s

Exercises 1 and 2, page 64 1 2 3 4 S 6

I won 't go bungee jumping again. I'll meet you outside the post office. You mustn't use your phone in here. Tommy ca n't count to ten in German yet. My dad doe sn't often get angry. There aren't any snorkelling lessons thi s week.

1 2 3 4 5 6

Yo u're the new student, aren't you? You're new here, aren't you? You go surfing, don't you? You like heavy metal, don't you? Thi s isn't your bag, is it? Thi s isn't the right address, is it?

1 2 3 4 5

-is m, racis m -ists, scientists - end, friend -eged, privileged -ence, experience

1 2 3 4 5 6

poor, born , hot not, proud , poverty boil, ground, cloudy royal , voyage, bou ght frost , about, crowds snorkel, cost, floor

Exercises 3 and 4, page 64

Exercise 5, page 64 6 -yths, myths 7 -isk, risk 8 -ent, equipment 9 -ound, ground

Exercise 6, page 64

Exercise 7, page 64 fought / bought, co uld / WOUld, thousands / w it hout, labour / journey, ~ poor / floor, sc hool / pool, childhood coast / boat, ll.o..a& noi se / co in,

Exercise 8, page 64 1 2 3 4 5 1 2 3 4 5

Could yo u give me .. do you .. What does ... I'm so rr y, but w hat is .. Have yo u got any information ... Cou ld vou give me some information about skiing? What activities QQ.Jl.Q..u recommend? What doe s BASE jumping mean? I'm so rry. but what is high-lining exactly? Have you got any information about BMX riding?

Module 8 Exercises 2 and 3, page 68 P: Good morning. Our guest on Earth Matters today is Peter Jenkins of the Rainforest Society. Good morning, Peter, and thank yo u for taking a break from your wo rk to come and talk to us. We'l l be tak ing questions from li steners later on but, first, what exactly is a rainforest? G: Good morning, Michelle. Thank you for havi ng me. To answer your qu estion, a rainforest is a forest wh ich gets at lea st two hundred centimetres of rain a year. P: And how big are they?

G: We ll, they cover two percent of the Earth's surface wh ich is six percent of al l the land. The biggest rainforest is the Amazon in South America which produces twenty percent of the world's oxygen. That's why ra inf orests are so important. They take carbon dioxide out of t he atmosphere and give us oxygen. P: And they are home to lot s of animals and plants. G: That's right. Scienti st s have found about 250,000 species of plants in the worl d and 170,000 of these are from rainforests . Fifty percent of all species li ve in rainforest s. I can give you an example. In Europe, there are three hundred and twenty-one spec ies of butterfly. In one National Park in Peru , there are one thousand , three hundred species of butterfly. P: Ama zi ng. G: It is. They are amazi ng places. P: But there are prob lems. I know you have taken action to save the rainforests. Why are they so important? G: For a number of reasons. Deforestation leads to the extinction of species . Scientists think that about a hundred and th irty-seven species disappear every day. Th e second problem is the effect on climate change because of the extra carbon dioxide. Thirdly is the water cyc le effect. Water goes from the gro und into the trees and then into the atmosphere. Whe n the fo rests disappear, this process stops and the rain stops. That's when desertification starts and the la nd is no use for anything. Finally, t he rainforests are home to local people who we can learn from. P: What kinds of things? G: People li ving in ra inforests kno w a lot about the plants there. They can help us to find plants that we can use. Do you kno w that twenty-five percent of the medicines we use are from rainforest ingredients? P: Really? G: Yes. And, although we eat about t wo hundred different kinds of frui t fro m rainforests, people li ving there eat abo ut t wo tho usand different kinds. P: So, why are they disappearing? Why don't governments take more care of them? G: Again, there are a number of reasons. Th e wood from the trees is wo rth a lot of money. A lot of land is used for farming although it isn't good land and, after a few years, nothing w ill grow there any more so the farmers have to destroy more forest. In count ries like India, people need more land to li ve on because the country is so crowded. P: Thank you very much. We're now going to start taking questions. The number is ..

Exercise 2, page 70 1 A: I believe that cli mate change is the biggest problem for the wo rld . B: So do I.

2 A: The police should stop people from dropping litter. Don't you think so? B: Yes, I do.

3 A: I think everyone should have to share their car. Don't you? B: No, I don't think so. I don't think that's a good idea.

4 A: Solar panels are a rea ll y good thing, aren't they? B: Yes, they are.

5 A: I don't think there are enough cycle lanes. B: Neither do I.

Exercise 3, page 73 P: On Wildlife at One this mont h, we've been looking at different kinds of habitats around the wor ld where w ildlife and pla nts are ab le to live and grow safely. Today, we're look ing at an urban forest, that is a forest in sid e a city. My guest today is jennifer Elkins w ho lives and works in Epping Forest, in the north- east of London . Good morning, jennifer. G: Good morn ing. P: Tell us about Eppi ng Forest and its history.

G: We ll, Epp ing Forest is nineteen kilometres lon g from north to south and about four kilometres w ide. It's not all forest. There are rivers, marshes and areas of grass as well. It became a roya l forest in the twelfth century. This was a place whe re the king could go hunting. It stayed a royal fore st unti l 1878 when the City of London became responsible for it. That means that it becam e a public space. You can't buy land there or bu ild on it. You can't hunt ani mals or cut down trees. It is protected but anyone can go there to see it. P: So, how important is it as a habitat for plants and animals? G: Very. One of the most special things about it is that no one has cut down any t rees since 1878 or taken the wood away. So, the trees are now much bigger than in most forests and there is also a lot of dead wood, where trees have fallen over in storms. Many insects li ve in this dead wood and it is also home to several plants which like dark, wet places . There are also so me bigger animals in the forest. There are severa l deer and Britain's on ly poisonous snake. There's also an animal called a muntjac which is a kind of small deer. They come from China and south Asia but, in 1925, a few of them escaped from a zoo and now they live all over southern England. P: So, it's a protected area but are there any problems? G: There are a few. Some roads now go through the forest so we have to build fences to stop the deer running onto the roads. The other problem is more surprising. The trees are now so big that it is difficult for sunlight to reach the ground. That means that many of the flowers and plants that grow in light places have died. P: The forest is open to people. Is it a popular place? G: Oh yes. It's very popular. A lot of people cycle there or ride horses. Others go walking or running. There is a special walk every year to remember what happened in 1878. It takes place on the thi rd Sund ay in September and we get hundreds of people taking part in that. It's a very enjoyable day. P: Wel l, thank you very much for telling us all that . I w ill have to visit the forest one day.

Exercise 4, page 73 Examiner: What issues does the material deal with? A: I think the material deals with the problems of waste and how we can reduce this by recycling. Don't you agree? B: Yes, I do. We can see some rubbish bins in the picture. Th e headline shows what the government is do in g to solve the problem and the tab le shows that the UK has a bigger problem than a lot of other countr ie s. Examiner: What problems are caused by waste? B: There are severa l problems, aren't there? A: Yes, there are. There's litter in the streets, the problem of where to put rubbish and the fact that recyc li ng can save energy and trees . Examiner: How can we encourage peop le to recycle more? A: It's a difficult problem, isn't it? B: Yes , it is. I don't think there are enough recycling bins. A: Neither do I. People don't like carrying their rubbish a long way. But I don't like ideas like making peop le pay more to throwa way their rubbish. B: I do. I th in k it's a very good idea. Examiner: How much do you rec ycle? A: I recycle paper, glass and plastic but I should recycle more. B: Me too. I know it's important but sometimes, I'm lazy.

Module 9 Exercise 3, page 80 William: Hey, jake! jake: Yes? William: I want to speak to you, jake: What about? William: Is it okay if I go to lunch with you? jake: Yes, okay, if you pay! William: No way! jake: Well, ca n you lend me some money unti l tomo rrow?

William: Oh, all right. But don't forget. jake: Thanks , I won' t. ... That was a good pizza. William: Yes, it was . Look, I've got to go. I've got chess club. jake: Okay, bye. William: See you l

Exercise 4, page 80 j = jamie HR = Hiss Roberts j: Excuse me, Miss Roberts. Could I possibly have a word with you, please? HR: I'm sorry but I'm busy. j: It won't take a minute, miss . HR: What is it? j: It's just that I won't be able to f ini sh my homework for tomorrow. You see, I've had lots of extra football practice for the match on Saturday. You know, for the school team. It's an important game. The Cup Final. HR: I don't know anyth ing about it. j: Reall y? Everybody's talking about it miss. HR: I've been busy with other things. j: Are you going to Par is, miss? HR: What? Yes, I am ... Next weekend. I've never been there before. j: I've got the best ever guidebook to Paris. HR: Really? j: Yeah. It tells you everyth ing you need to know. The best hotels, the best restaurant s, the best shops. It's amazing. Wou ld you like to borrow it? HR: Oh yes. I'd love to . j: Erm ... if I bring you the gu idebook on Monday, is it okay if I take a bit longer on my homework? HR: How much longer? j: Would it be all right if I hand it in a week late? You know, when you get back from your holiday in Paris? HR: Yes, you can do that. j: Great! I'm sorry but I really must be going. I've got football practice again. HR: Goodbye, Jamie. See you on Monday. And good luck in t he match. j : Thanks. Goodbye!

Exercise 5, page 80 jamie: Hi Katie. HEY KATIE! I want to speak to you. Katie: What, jamie? I'm in a real hurry. jamie: Can I borrow your gu idebook of Paris? The one you lent me last summer. Katie: Sorry, jamie, I'm really busy. Can't you buy one? jamie: Oh come on, Katie. Can't I come round and pick it up? I can come on Saturday evening, early. Katie: We'll all be out. Sorry, jamie. jamie: Well, what about Sunday? Sunday mornin g. Katie: Oh, all right. At about ten . Look, I've reall y got to go. I've got my dance class in five minutes. jamie: Okay, thanks, Katie. By the way, are you coming to the match on Saturday? Katie: Maybe, if I've got time. See you. jamie: Right see you on Sunday at ten. Don't forget. Katie: I won't. 8ye. See you jamie.

Sound Check, page 82 a b c d e

1tlink, 1tlis, ba.s.ic. vi.s.ion latg[, area, tillbine mange, sl:!are, 1tlink, Mysical Don't you think so? Can I borrow your CD? exam, examination, persona l, personality

Exercise 1, page 82 basic, aggressive, comprehens ive, vision, occasional ly, decision, this, weather, neither, think, theatre, enthusiast ic

Exercise 2, page 82 Part One: /3/, /0/, /0/ Part Two: later, never, area, drama, literature, serious

Exercise 3, page 82 Part One: bird, heard, murder Part Two: turbine, journey, expert, work, learn

Exercise 4, page 82 change, Hlink, share, philosophy, sixth, atm osphere, chat, marsh, thousand, physical. championship


Exercise 5, page 82 1 2 3 4 5 6 7

Don't you think so? Don 't you want to? Don 't you agree? Don't you? Could I have a word with you, please? Would it be all right if I arrived late? Can I borrow your CD?

Exercise 6, page 82 friend - :fri.eru!ship, ctJgffipion - championship, examexamiuation, edJ.[cate - edul:..ation, cOQj2eratecooperation, develop - development. emb.ilrrass embarrassment, ar~ - ar~ment, apD.f!MaPD.f!Mance, perform - performance, lillferentdifference, ab le - ab.ility, Q.QQular - popula.rity Q.eIsonal- personi!lity

Module 10 Exercises 1 and 2, page 86 M: Hello, Alison. Thanks for coming to see me before you go. How have you enjoyed working here this summer? A: It's been great. I've enjoyed the fact that we do different things each day, not just the same job all the time. Even though I don't like doing everything, it's good that we can sometimes choose to do what we really enjoy. M: Do you think you wil l want to work here again next year? A: I'm su re I will. M: Good. Now, I asked everyone last week to think about ways to make the centre even better. Have you had time to think of anything? A: Yes, I've come up with one or two ideas. First of all, I reall y think we need a kids club . We have lots of act ivities for children here but the parents need to be with them all the time. I think , if we have people to take ca re of the children while the parents do something else, it would make us much more attractive for families. Parents need a rest sometimes. M: Is that something you 'd like to help w ith? A: Yes. I've done some babysitting and Ilike children. I wouldn't feel ready now, though because I think I'd need to know more about first aid . Maybe, you should organise a course during the week before we start work so that we know exactly what to do if there is an emergency. M: I think we could do that, yes. Excellent. Anything else? A: Yes, I think you need to do more to bring the part-time workers and full-time workers togeth er. M: What do you mean? A: Well, there are about twenty of us who work part-time in the summer. We all get on well with each other and he lp each other out. We are a team but ... M: Yes? A: Well, I think some of the full-time workers think we're not as good as them . M: Well, it's difficult. They all know each other. I don't know what we could do. A: Well, at school, when there's a new student, one other student has to look after them for one week. They show them round, and introduce them to other students. It works really well. Maybe, here, one fulltime worker could look after one part-time worker for a week. Then we'd all get to know each other and not be in two different groups. M: I see. That could work . I'll think about it. You'll make an excellent manager one day. You are very good at communicating ideas. Thank you. Please get in touch with me in May next year about working here again in the summer. Maybe next year you'll be able to work the whole two months. That wo uld be great. A: I'll think about it. Thank you for everything. Goodbye. M: Goodbye. Ilook forward to seeing you again.

Exercise 2, page 88 Boy: Good morning, I've come for the interview for summer work. Woman: Could you tell me your name, please? Boy: Ben, Ben Harper.


Woman: Ah, yes. Come in. Boy: Thank you. Is it okay if I sit down? Woman: Of course. Would you like some tea or coffee? Boy: No, thank you. Do you t hink I could take my jacket off, please? Woman: Yes, certainly. It's warm in here isn't it? Now, do you mind if I ask you a few questions? Boy: No, not at all. Woman: Could you tell me ho w yo u heard about the job? Boy: Yes, I saw the advertisement in the loca l paper. Woman: And could you tell me what part-time work yo u've done before? Boy: Yes, of course. Last summer I worked as a waiter at the Beach Cafe and I have also worked in a sports shop on Saturdays. Woman: Can I ask you how much money you got at the Beach Cafe? Boy: Er ... do you mind if I don 't answer that.

Exercise 6, page 91 E: Right. now for the next pa rt of t he exam, I'm going to ask you both a few questions about English. First of all, Ela. A: Er ... is it okay if I have a drink of wate r? E: Of course. Is that bette r? Good. Now, El a, co uld you tell me how long you have been studyi ng English? A: I've been studying Eng li sh for f ive years. We started in Year six an d I have be en go in g to privat e lessons for two years . E: I see. Can you say how yo u use Engli sh outside schoo l? A: Er,well. B: Do you mind if I answer this question? E: I'm sorry, but these are Ela's questions. I'll ask you in a minute. So, Ela. A: Wel l, I read a lot in English and I write a blog in Engl ish. I also .. B: Do you think I could say something, please? E: In a minute, Hans. Please let Ela finish.

Exercises 3 and 4, page 91 P: Today on Business Week, we're looking at he lping people to find work an d be successfu l but with a sl ight difference. My gues t is Roger Danie ls. He is a member of the group 'Success for Schoo l Students' which gives advice to schoo l students who are looking for part-time work or who are actually working. Roger is in his final year at university and is hoping to become a businessman whe n he finishes his studies. Good morning, Roger. G: Good morning. P: You're very young to be giving advice to school students. Do they listen to you? G: Yes, I think the fact that we aren't employers and can remember our own school days makes our advice more relevant for a lot of peop le. P: So, what exactly does your group do? G: A number of things. Of course, we can't go round the country helping individuals but we do give ideas of where to look for work. People who have never worked before often don't think about even quite obvious ideas such as looking in the local newspaper. Once they ha ve found a job, they then often need help with the interview. P: In what way? G: Things like what to wear and simple things like having clean shoes or making your hair look nice. As wel l as lookin g right. they need to know how to behave, for example waiting to be asked to sit down and look ing into the interviewer 's eyes when they are talking . People who look away don 't look honest. They look as if they are trying to hide somethi ng. Probably, they are just very nervous but that's not what the interviewer wil l think and they w ill be less likely to get a job. Finally, they need help with what to say. They need t o talk about them se lves and make their li ves and interests so und interesting . P: How can they do that? G: Well, extra-curricular activities are a very good thing to put on a CV. The difference between saying 'My interests are comput ers and films ' and saying 'I go to the school's computer club t w ice a week and also belong to the film club' is huge. They are the same interests but have a different effect on the interviewer. P: I see w hat you mean. What about when students are in work. Do they still need help? G: Oh yes . At school. teachers are always telling you what to do. At wo rk , you often ha ve to be much more independent. work on yo ur own or as part of a team and be able to organise you r time yourself. P: So how do you give this advice? Is there a magazine? G: No, it's too expensive. We have a webs ite with lots of articles on it and pages wh ere school students can share their experiences and learn from other people's mistakes. Our next plan is to put some vi deo s of good and bad interviews onto the website . P: That sounds great. Good luck and thank you fo r coming. G: Thank you.

Module 11 Exercise 2, page 98 A: Why do you like Van Gogh? B: In my opinion he's the best art ist who eve r live d because of his use of colo ur and hi s amazi ng way of seeing things . His best pa intings, like Sunflowers and his Cote Terrace At Night. are very rea listic but also very different to a photo. The reaso n fo r that is that he could see things that other people co uld n't see. A: What's so good about Hollywood ac ti on fi lms? B: The main reason Ilike them is t hat t hey are great fun. You can forget all about yo ur wo rries for two hours. Another reason why I lik e t hem is that you never know what is going to hap pen next. Take, Speed, for example . Yo u know Kea nu Reeves and Sandra Bul lock w ill live but it's a shock when his friend dies. Another example is th e Indiana jones films. They're quite old but t hey're bri ll iant because the action never stops.

Exercises 3 and 4, page 98 Teache r: Okay, Katie . Could you come out to the front of the class now, please? And can you tell us about the sculpture you chose from your trip to Br istol last Saturday? Kati e: Well, I've chosen an installation by the Danish artist. jeppe Hein. It's called Follow Me. It's a labyrinth of seventy-six mirrors made of steel. And it's in the gardens of Bri sto l University. In my opinion, it's rea lly interesting because of al l t he different reflect ions yo u ca n see. For example, you can see ref lections of trees and plants ... and sunlight as well. That's rea lly love ly. Another reason I like it is that you can see reflections of yourself and of other people too! When you walk around inside the labyrinth, you see othe r peop le. And everybody interacts and talks to each other. I think that's 50 cool. Teac her: That was great. Ka ti e. Okay, jamie, it's your turn. Which sculpture did you choose? Jamie: Well, I've chosen a st atue of th e acto r Cary Grant. I love his films and I didn't know he came f rom Bristol. Or that his rea l name wa s Arc hiba ld Leach! The main reason I li ke t he statue is t ha t it looks so natural. I mean, that's Ca ry Gra nt! And he's wa lki ng along the street and he looks rea lly relaxed. The details are great, too, li ke the lines on his face and his clothes. Another example is his book - it's a script of a fi lm by Alfred Hitchcock. Teache r: Thanks, Jamie. What did you think of the mirro rs? Jam ie: Pe rsona lly, I didn't like the mirror labyrinth much. The reason for that is that I'm not really into modern art. I prefer traditional art as it's more natural. I mean, a lot of modern art like Follow Me is a bit weird and difficult to understand - in my opinion anyway. Katie: I don 't ag ree . Take j eppe Hein's labyr inth fo r examp le. Yo u don't have to und erstand any th ing. You can just wa lk around it and enj oy it. It's f un! Teac he r: So what did you t hi nk of the Ca ry Grant sculpture? Katie: I didn 't like it because it's not very imaginative. It's just a copy of him.

Jamie: We ll, I may not know much about modern art, but I know what I like! Teacher: Fantastic! Thanks very much both of you .

Sound Check, page 100 a If I'd known it was so bad, I wou ldn't have gone. If I'd had enough money, I would have bought the watch . b My teacher asked me if I'd like to be in the sc hool play. Dan asked Louisa where she had been. c designing, sing, painting d there, ca re er, appear e In my opinion, Holl ywood films are boring. Co uld you tell me where the theatre is? f ca lculation, technician, action g science, scr ipt. choir

Exercise 1, page 100 1 If I'd known it was so bad, I wou ldn 't have gone. 2 If I'd had enough money, I would have bou ght the watch . 3 My brother wo uld have come out toni ght if he hadn't had so much work. 4 I'd have preferred it if we'd stayed at home.

Exercise 2, page 100 1 Would you like to be in the schoo l pla y? Co uld you tell me if yo u'd like to be in the school play7 !'1IL teacher asked me if I'd like to be in the sc ho ol play. 2 Where have you been? Could you tell me where you have been? Dan asked Lou isa whe re she had been. 3 Did your mum like the exhibition? Do yo u know if your mum liked the exh ibiti on? I asked my friend if his mum had liked the exhibition .

Exercise 3, page 100 1 2 3 4

designing painting sing thing

5 song 6 inspiring 7 moving S wrong

Exercise 4, page 100 there, career, pure, fea r, fair, idea, hair, appear. sure, poor, care, cure

Exercise 5, page 100 1 In mY opinion, Hollywood films are ! 2 Could you tel l me w here the ~ is? 3 I'd J.ike to know how much I will earn. 4 The!llilln reason Ilike this paintin g is the ruLmli. 5 The r.e.a.s.o.n for that is that I don't like movi es. 6 Do yo u know if yo u've got the jQh yet ?


Exercise 6, page 100 calculation, education, techn ician , exh ibition, musician, action, politician

Exercise 7, page 100 s..cience, $.hript, orillestra, Ch in ese, illoir, dloreography, beadLdlange, s..creen , $.hu lpture, s..cene

Module 12 Exercises 1 and 2, page 104 P: Today on Literature in Five Minutes, we're looking at science fiction novels. To help us explain everything in five minutes, we've got Lou is Cramer from Ne w York, a lecturer in science fiction . Good morning. G: Good morning. P: So, is it possible to give us a complete history of the different kinds of scie nce ficti on books in just a few minutes? G: Well, I'll try. We' ll sta rt w ith proto science fiction. Early books sim ilar to scie nce fiction stories . I've chosen Utopio by Thoma s More for this . It w as written in 1516 and is about a perfect, imaginary world. Well, perfect except for very strict rules and slavery. Th en comes scientif ic romance. I've chosen The Lost World by Sir Arthur Conan Doyle, written in 1912. It's about an area of the Amazon rainforest w here dino sa urs still live. Mi chae l Crichton used the sa me tit le for jurassic Pork Port 2. P: Keep going .

G: 0 a in lr we have th e pulp magazines. These were c eap maga zin es ful l of short stori es. I've chosen Amazing Stories published by Hugo Gernsback. It sta rted In 1926 and was the first English language sc ienCE fiction maga zine. Hugo thought up the name sc ience fiction. There are now awards for the best sc ience f ict ion books each year called the Hu gos . At about th e same time as the pulps, we had peop le wri t in g about dystopian society. P: Dystopian? Wh at is that? G: It's a land w here the re is no freedom . We are all controlled. Th e most famous examples are Bra ve New World and 1984 but I've chosen We by Yevge ny Zam yatin . He wrote it in 1921 and based it on his own experi ences in Russia. He set it in the future in a world where most people had been killed in a huge war. P: We're half way now. You 'll ha ve to go more quickly. G: Okay, next comes the go ld en age of the 1940s and 1950s. Books and films from thi s period are mainly abo ut invasion from space. I've chosen Day of the Triffids by John Wyndham from 1951. The wo rld is invaded by giant plants which can move wherever they want to and ki ll and eat people. P: I know that, it's an excellent story. G: Yes. In the 1960s we had the new wave . The most famous is Dune by Frank Herbert. It came out in 1965 and won the Hu go in 1966. It's the fir st pa rt of a six-book story about space and the future . New wave was followed by cyberpunk. The fi lm, The Motrix is a great example. It came out in 1999 and is about virtual reality. Well , it's about a lot more than that but I can't explain it, I'm afraid . P: You've let us down! G: I'm sorry. So, the last type is postc yberpunk. I've chosen The Diamond Age by Neal Stephenson, another Hugo winner f rom 1995 w hich is about a world changed by nanotechnology. P: That's it. No more time left. Thank you very much.

Exercise 2, page 106 1 Hi, everybody. As you can see from the picture, today we're go in g to talk about commun ication. 2 First of all, let's look at traditiona l forms of commun ication . 3 When I say 'snail mai l', what I mean is tra diti onal. non -e lectronic mail. Letters, postcards and thing s li ke that. 4 So, the next question is, w hat is the most popular form of communication amongst teenagers? 5 Now let's look at th e internet. 6 To start with, we're going to show you a short hi story of texting. 7 That bring s us to soc ial networking we bsites and Twitter. S So, to sum up, communication has changed comp lete ly in the last t en years and it w ill proba bly change completely again in the next te n.

P: Ah yes. Now this I like. It lo oks musical. There aren't any musical instruments but the effect w hen Ilook at it is of music. Something like jazz, maybe. I'm not sure why. G: That's excellent. Kandinsky was a musician as we ll as an artist. Next is Onement 1 by Barnett Ne w man. P: This is a little bit boring. It looks like a piece of wood with a badly painted orange stripe do w n the middle. G: Newman called those lines 'zips' and most of his paintings had them. P: I always think of line s when I think of modern art. G: Wel l, the next two paintings will make you happy. The first is Composition Ten by Mondrian. P: Ah yes, it looks like little metal pipes going from sid e to side and up and down . It's a bit like a computer game. I quite like thi s. G: Th e next is Counter-Composition five - with a Roman five , like a V, by Theo van Doe sburg . P: This is very bright with a large red square but I prefer Mondrian's lines. G: Okay, next we have one by Fernand Leger and it's called Roilwoy Crossing . P: It's great. It looks very modern w ith an idea of ind ustry and technology. The only thing I can't see is a railway crOSSing! G: It's there. Keep trying. Now, my last painting is Whistler's Black and Gold - The Falling Rocket. It's a picture of fireworks over the Tham es but it's very dark. P: I love the dark, black smoke . You can almost smell it. It might not look great in a living room but. in a bright art gallery where you can stand bac k and look at it from a distance, this must be very impressi ve. Thank you for bringing these. I liked some of them more than I expected. G: Thank you for inviting me. I'm glad I have been at least half successful.

Exercise 5, page 109 Examiner: What music do yo u like listening to? Student: In my opinion , older rock music is better than mus ic made now. For example, some of t he songs that The Beatles sang nearly fifty yea rs ago still so und great and fresh when you hear them on the radio. The main reason Ilike rock musi c is th at t here are many different so und s all being pla yed at t he same time and you hear so mething different each tim e you li st en. Another reason Ilike it is th at it is good to lis t en to, goo d to dance to , good to sing or just to have in the background. Examiner: Imagine you could have only one song on you r MP3 player. What would it be? Student: I love the classic groups like Pink Fl oy d, The Doors an d Led Zeppelin. I would choos e a song by on e of them. Th e so ng I wou ld choo se is Stairway to Heaven. The reason for that is that it is a mi xtu re of different styles.

Exercises 3 and 4, page 109 P: On Art Today, my guest is an ex pert on abstra ct and modern art which is normally the sort of thing I avoid but I have agreed to look at ten 'classic' art works and learn something about them . We lcome, Antonia Fisher. G: Thank you. I'm sure you'll like these. P: Let's start with number one. G: This is Block Square by Kazimir Malevich, a Russian artist and it is a black square. He cal led this the zero of modern art. like the number zero in maths. The start of everything. So, what do you think? P: I guess, my main thought is that I could do that. There's no artistic ski ll to it. G: A lot of people think like that but it's th e idea that is important. Okay, number t wo is The Snail by Matis se . It's mad e of pieces of co loured paper stuck down in th e shape of a snail 's shell. P: Almost like a sna il 's shell. This looks very much like what my five -y ear-old so n does at school. Perhaps he's a genius too? G: Perhaps he is! I think you' ll like th is, It's cal led On White and it's by Wassi ly Kandinsk y.


WORKBOOK ANSWER KEV Module 1 Topic Talk 1 2 landscape 3 anth em 4 languages 5 teams 6 music 7 costume 8 country 2 1a 2c 3c 4b Sa 3 2 proud 3 thing 4 kind 5 bit 6 about 7 keen 8 into 4 2 Flag 3 Language 4 Music 5 National anthem 6 Lan dmarks 7 Landscape 8 National cost ume 9 Food 10 Wildlife 11 Climate 12 People

b1 c5 d3 e4 f2 2 a 3f 4c 5d 6e 1T 2F 3T 4F 5T 6F 2 goi ng; back 3 lookin g; dressed new; dimensional 5 co nsc ious; off 2 like 3 looks like 4 like 5 likes 6 is like 1100k like 2 are; like 3 Are; like 4 Do; like does; lo ok like

Lesson 3 Skills 1 2 be into 3 hang out 4 wear 5 wear 6 have 7 wea r 8 hang out 9 wear/have 10 have 11 be into 12 be into 2 2 punk 3 metal head 4 emo 5 goth 6 trendy 7 skater 3 2 A 3 A 4 A 5 0 6 A 7 0 8 A 9 0 10 A 4 1B: don 't 2A: love B: So do 3A: don't like B: Neither do 4A: I'm into B: So am I SA: don't think B: I do 6A: hate B: Me too 7A: I'm not into B: am 8A: don't want B: Me neither 9A: in favour B: I'm not lOA: I'm not into B: Neither am I 5 1 So do I. 2 Ne ither am I. 3 Me neither. 4 Me t oo. 5 I'm not. 6 I do.

Check Your Progress 1 1 1 anthe m 2 labels 3 kee n 4 landmark 5 climate 6 proud 7 into 8 landscape 2 1 b 2 e 3 f 4 g 5 a, c, d 3 1 well-off 2 good -looking 3 well -dressed 4 ready -made 5 well -known 4 1 been 2 have been 3 like 4 look 5 are tryin g 6 are stan di ng 7 don't th ink 8 are having 5 1 So am I. 2 I don't. 3 I'm not. 4 So do I.

Sound Choice 1


3 don 't

Topic Talk 1 2 6 3 4 5

2g 3b 4a Sf 6h 7d 8c 2 crash 3 attack 4 disaster 5 floods earthquake 7 fire 2 hugged 3 sco red 4 won 2 It was great 3 sportin g memories 4 best bit ear lie st mem ories 6 it happened

Lesson 4 Grammar

Lesson 2 Grammar A 1B: I enjoy 2A: don't usua ll y catch B: is working 3A: are you reading B: I'm readi ng, I love 4A: is he gOing B: He's go in g, He often goes B 2 has been 3 Have you ever vis ited 4 have been 5 haven't had 6 have see n 7 Have you bought 8 ha s promised 9 haven't eaten C 2 'm writing 3 have 4 does 5 goes 6 isn't 1 2 has become 3 do yo u usua ll y do 4 wears 5 have lived 6 'm doin g 7 watches 8 Are yo u doing 9 Have you done 2 2 visi ts 3 isn't 4 have been 5 have had 6 tells 7 gives 8 am thinking 9 ha sn't, has bou ght 3 2,/ 3'/ 4)( I've had th ese badges 5,/ 6)( Do you belon g 7)( Have you ever studied 8'/ 9)( What are you t hin ki ng about 10)( I haven 't got 4 1 thinks; is visiting 2 don 't know; have been; am trying 3 has just started; wants; is read ing 4 are doin g; have spent; doesn't understand 5 2A: What do you usua ll y use Engl ish for? B: I so metimes read books in English . I wr ite a blo g every week. At the moment, I'm trying to under stand the wo rd s to a song by Jet. 3 A: How many blo gs have yo u written this month? B: I've written three so far. 4 A: Do people often leave com me nts about your blogs? B: Yes, my friend always writes co mments. 5 A: How ofte n do you play online games in Engl ish? B: Every day, but I don't re ad the instructions .

1 2 dad's been 6 We're


Module Z

Lesson 1 Reading 1 2 3 4 4 5 6 5

2 /s/: sta rts, works /z/ : plays, does, wears /rz/: watc hes, chooses, was hes 3 2 class 3 pack 4 tie 5 boat 6 eyes 7 niece 8 go ld 9 vet 10 buy 4 3 '/ 4 lea ve 5 fun 6'/ 7 cap 5 2 designer 3 foreign 4 ev.e.rywhere 5 li sle n 6 talk 7 w riting 8 jew.e.llg ry 9 buildings 6 2 I don't 3 Neither am I 4 j do 5 I'm not 6 neither 7 t::1.e. too 8 So am 1 7 000: creat ive, appea rance, fo reigner 0000: rebellious 0000: independent, energetic 00000: natio nali stic, idealistic 8 The stress is on the seco nd word: hard-working,, brand-!l.e.lllL. ia.s.J:lion -conscious, good lookin g, laid-back, ready-!Jlilljg, two-dim.e.nsional , we ll -~ well-k.o..QlllLn

4 friend's

5 I've

A 2 was 3 got 4 started 5 ran 6 fell 7 didn't hurt 8 bought 9 went 10 didn 't have 11 sw itched 12 stood 13 dropped B 2 went 3 were you cooking 4 did yo u do 5 were driving 6 walked 7 were the y going 8 we re going 9 Did they stop 10 drove 1 2e 3a 4d Sf 6b 2 1 had eaten 2 had crashed; had closed 3 had thrown; hadn't ra ined 4 had bought; hadn't told 3 2 had been 3 had so ld 4 wa tched 5 finished 6 were sti ll watchi ng 7 had been 8 was shi nin g 9 were standing 10 went 4 2 was leaving 3 told 4 had co me 5 hadn 't told 6 told 7 was wa lkin g 8 stopped 5 2 was wea ri ng 3 didn't you buy 4 bought 5 didn't you wear 6 had disappeared 7 had it gone 8 had taken

Lesson 5 Skills 1 2,4,6,7,1,3,5 2 1c 2c 3d 4d 5a 6a 7b 3 2 went out 3 came out of 4 meet up/get together 5 joi ned in 6 got on w ith 7 stood up 4 2 reall y/totally 3 only/simply 4 only/simply 5 very recently 6 really/to ta ll y

Exam Choice 1 1 1T 2F 3T 4F SF 6T 7F 8F 2 1 Heartwarming - happy 2 Over the moon - very happy 3 Our hearts were in our mouths - we were ve ry nervous 4 It was pointless - there was no reason for it 3 1b 2b 3d 4c 5b 6d 4 2 So do 3 So am 4 not 5 am 6 Neit her do 7 don't 8 do 5 1 Me neith er 2 Me too 3 Me too 4)( 5)( 6 Me neither 7)( 8)( 6 1C 2B 3B 4A SA 6 C 7B 8A 9C lOA 7 1 fash ion -conscio us, easy -go in g, hard -working 2 reading, watching TV, skiing, taking photograph s 3 blonde, slim, ta ll, good -looking 4 actors, like Tom Cruise, Johnny Oepp an d Ewan McGregor, sports, like basketball, foo tba ll and hockey, urban tribes, li ke goths, punks and emos 8 Students ' own answe rs

Module 3 Topic Talk 1 Cereals: rice Dairy products: butter, yoghurt Seafood: sush i, fish Vegetables: carrot, potatoes Fruit: app le, lem on 2 2 home -made 3 delicious 4 fa ttening 5 creamy 6 fast 7 fat 8 calories 9 disgusting 10 carbohydrates 3 2 bad for you 3 it's got a lot of 4 I'd like to tr y 5 meal for me 6 tastes delicious 7 minerals and proteins 8 all -time favourite meal 9 I'd never try 4 2 chip butty 3 choco lat e cake 4 apple pie 5 fish and chips 6 bacon and eggs

Lesson 7 Skills 1 1 f 2 c 3 d 4 a 5 b 6 g 7e 2 2A 3H 4B 50 6C 7G 3 2 know 3 care 4 is 5 find out 6 thinking 7 know 4 2 as/because (Ke ith Floyd) 3 because (Nige ll a Lawson) 4 j us t in case/i n case (Oe li a Smith) 5 because/as (C hing He Hua ng) 6 becaus e (Jam ie Oliver) 7 in case (Hairy Bikers) 5 Student s' own answers

Lesson 8 Grammar

Lesson 6 Grammar 1 2 used to be 3 used t o sco re 4 didn't use to eat 5 didn't use to watch 6 didn't use to be 2 3 didn't use to invite/wou ldn 't invite 4 didn't use to have/wouldn't have 5 used to eat/would eat 6 didn't use to got woul dn't go 7 used to get/ wo uld get 8 used to open/would open 9 didn't use to wait/wou ld n't wai t 3 2 both correct 3 both correct 4 wettltI 5 ~ 6 both correct 7 both correct 8 I,eule ~eu 9 both correct 4 2 you use to switch off 3 wouldn't say anything 4 used t o love 5 would alw ays close

Workshop 1 Writing 1 2 While wait ing 3 Whi le wa itin g 4 After eatin g 5 While watching 6 Before goi ng 2 2 Ho w's eve rythin g? 3 a nightmare 4 w iped out 5 lots of 6 All the best 3 Students' own answers

Speaking 1 2 An d then? 3 Oh no! 4 Amazing! 2 2 just 3 was wearing 4 Suddenly 6 anyway 7 After 8 Eve nt ual ly

4 11 didn't use to have much money then. 2)( 3 My grandfather used to give me the money for the ci nema. 4 My grandfather would give me the money for the cinema. 5)( 6)( 7 He used to come to dinner with us every Sund ay. 8 He would come to dinner with us every Sunday.

5 but then

Check Your Progress 2 1 1 birth 2 celebrate 3 wedd ings 4 funera ls 5 death 6 wedd ing anniversary 2 lout 2 up 3 on 4 out 5 up 6 in 3 1 died 2 was listen ing 3 stopped 4 had died 5 told 6 were watch ing 7 hadn't heard 8 didn 't be li eve 9 play 10 used to

A 1 was given; gave 2 Ha s your mum made; have all been eaten 3 Have yo u been asked; I've been asked; haven't said 4 Are you told; is switched, check B 2 we re you given 3 are alway s g iven 4 Were you sent 5 have been wo rn 1 1 are used 2 is often eaten; often eat 3 was written; w rote 4 was preparing; was being prepared 5 are building; are being built 6 had been eaten; had eaten 7 are gOing to be put; are gOing to put 8 can make; ca n be mad e 9 we re be ing cleaned; were cleaning 10 was cooked; co oked 2 2 have bee n added 3 had been pro duced 4 was invited 5 were offered 6 be bought 7 w ill be created 8 is visited 9 be visited 10 are so ld 11 are now being built 3 2 should be taken out of the water after three minutes 3 is go in g to be eate n at 8 p.m. 4 are being t aught how to cook duck today (by the chef) 5 will only be gri ll ed for a few seconds on each sid e 6 had been told about the chef's recip e before 7 this ch icken fried for 8 usu all y eate n w ith sushi 4 2 ca n still be fo und 3 can be kept 4 were brought 5 were eaten 6 are now grown

Lesson 9 Skills 1 2 3 4

1 first 2 ma in 3 dess ert aZ b5 d4 e3 1 coffee hous e 2 fast-food bar 3 pizzeria take-away 5 self-service 6 vegetarian

4 1 vegetable soup 2 prawn cocktail 3 chef's salad, no nuts or ham 4 steak (rare) and chips S apple pie with cream 6 a bottle of water 7 cola (large) 8 coffee (black) 9 ÂŁ83 .00 10 cash S 2 you got a reservation 3 yo u mind waiting 4 I take S we have the menu 6 you ready to order 7 we're out of 8 would you like 9 we have the bill 10 you like to pay

Check Your Progress 3 1 1 dairy

2 vegetarian

3 fibre

4 calories

S seafood

2 1 talk 2 learnt 3 find out 4 is S know 3 1 I've made you some sandwiches because you might be hungry on the journey. / I've made you some sandwiches in case you're hungry on the journey. 2 Take you r mobile phone just in case you want to contact us./ Take you r mobile phone because you might want to contact us. 3 I'm going to work all summer as I want to save some money./ I'm going to work all summer because I wa nt to sa ve some money. 4 Take a book to the doctor's just in case you have to wait a long time. / Take a book to the doctor's because you might have to wait a long time. 4 1 are sometimes made 2 is added 3 is asked 4 has been given S was being put 6 had bee n cooked 7 was added 8 be put S 1 table 2 a reservation 3 out of 4 like S '11 have 6 Cou ld

Sound Choice 2 1 Repeat only 2 1 used 2 use 3 use 4 used S use 6 use 3 Id/: reserved, hugged It/: danced, attacked, laughed IId/: tasted, elected, celebrated 4 2 tr 3 br 4 gr S ch 6 pr 7 st 8 cr 9 ch 10 cr S 2 fool , full 3 not. naught 4 wok, walk S beat. bit 6 poo l, pull 7 at, art 8 hard , had 6 2 r - marriage 3 c - occasion 4 1- allergic S r - terrorist 6 t - fattening 7 0 - seafood 8 g - hugged 9 n - anniversary 7 2 next 3 mind 4 menu S weirdest, ever 8 2 Reply 1 3 Reply 2 4 Reply 1 9 00: before, pol ice 00: dairy, seafood 000: barbecue, nuclear 000: election, potato 0000: democracy, incred ibl e 00000: vegetarian

Module 4 Topic Talk 1 2 apartment

3 terraced house house S camper van 6 cottage 2 2f 3a 4e Sc 6b 3 2 bedrooms 3 space 4 fitted

4 detached

S heating 6 machine 7 home 8 outskirts 9 centre 4 2 b cosy (adjective to describe advantages of a house) 3 c lawn (not a type of house) 4 a village (not an appliance) S d freezer (not an outside feature) 6 b flat (not an adjective to describe a house)

Lesson 10 Grammar A 2 ha ve lost 3 has stopped 4 have spent b 4 c3 d1 B 2 Have you ever eaten snake? No, I haven 't. 3 Has your mum ever worn a football team shirt? Yes, she has. 4 Has your sister ever given you good advice? No, she hasn 't. 1 2 She has been cutting onions. 3 They have been running. 4 She has been cleaning. S He has been cooking . 6 They have been swimming. 2 2 have been painting 3 has also been tidying 4 has been cleaning S Have you been helping 6 have been study ing 7 have been going 8 haven't been eating 3 2 Th ey have been shopping all morning .. What have they bought so far?, They have bought a sofa and two armchairs. 3 I've been working all morning ., Have you been doing housework?, I've been cleaning., Have you finished?, I've cleaned , I haven 't tidied 4 2 She's seen it three times - she always cries . 3 They've been argui ng. 4 They've decided not to go out with each other anymore . S they 've been playing for ten minutes 6 they haven't scored yet 7 I've been wa lki ng in the ra in. 8 I haven't had a chance to change my clothes yet.





l l a 2 t: 3 0 2 1 20 : 2 "lan-made island 3 300 me rES 4 qE:: Sea 5 12.3 6 more expensive 7 ba;~'oo"lS 8 erra ce 9 two ca rs 10 summer 3 2s g " 3 much more 4 even 4 2 above 3 On 4 In 5 along 6 go along 7 on 0 8 go in side 9 go out side Lesso~

12 Grammar

1 2 got

3 had 4 are going to get 5 have had, haven' , had 6 got 2 2 haven't had the old w in dows replaced 3 Have you had the bedroo ms painted 4 had one room pa in ted 5 is going to get centra l heating put in 6 Ha ve you had the firep laces clea ned 7 have to get them do ne 3 2 How often does your mum have her teeth chec ked? She has them checked every six months. 3 How often does you r dad get his car repaired? He doesn't get it repaired. 4 How many times has your sister had her eyes tested in her life? She hasn't ha d t hem tested. S When will you next have your photo take n? I'll probably have it taken at the end of the sc hool yea r.

Workshop 2 Writing 1 Students' own answers 2 3 4 5

2 e 3a 4f Sd 6b 2 A few 3 Less than 4 only

5 100% 6 None

Students' own answers Students' own answers

1 2 Do 3 Shal l 4 Would 5 if. like 6 Let 2 b6 c2 d5 e 4 f1 3 2 Do you want a hand with 3 We'll manage 4 Wou ld you like me to 5 That's kind of you 6 Shall I phone them 7 It's okay, thanks. 8 if you like 9 Let me show you 10 great

Check Your Progress 4 1 Types of houses: bungalow, cottage Advantages: cosy, nice views Features: staircase, air-conditioning Location: in the suburbs, on the outskirts 2 1 above 2 Outside 3 along 4 Upstairs, Downstairs 3 1 have been tidying 2 have found 3 have been waitin g 4 Have you forgotten 5 has been sitting 6 hasn 't even eaten 4 1 don't have to have the house cleaned 2 have had the roof fixed 3 are going to have the kitchen painted 4 had the fridge replaced 5 had the sofa mended






Exam Choice 2 1 a 2 1 Cornwall / the south -west of England 2800 years 3 warm/hot 4 the local area 5 kinds of pasties 6 break 7 their hands 8 smaller 9 Span ish 3 Students' own answers 4 la 100 km (north) b 35,000 2a Phillips b He was in the army and was a dance teacher 3a Phoenix Commotion b 1997 c 18 months 4a About 80 percent b 2004 5 (About) half of them

5 1 WooItl Can 10 WooItl Shall

5 RelfJ hand 7 11 ffta*e let


9 tItat if

6 6 7 8 9

1 was sent 2 case 3 about 4 bit 5 had like me 7 more 8 to have 9 is being 10 hand Students' own answers Students ' own answers 1 because 2 in case 3 just in case 4 as 10 Students' own answers

Module 5 Topic Talk 1 6 9 2

2 high 3 low 4 hair 5 young 6 wavy dinner 2 mid 3 handsome 4 gorgeous 5 we ll-built muscular 7 long 8 wavy 9 chin 10 tends 11like 12 old-fashioned

Lesson 13 Reading 1 2 SC 3 SC 4 M 5 M 6 SC 7 M 8 M 2 2a 3f 4e Sb 3 2 bad 3 famous 4 friends S answer 6 paste 7 slim 8 dad 4 2 (to) choose 3 to wea r 4 to buy 6 to get 7 look 8 (to) decide

S to make

S Students ' own answers

Lesson 14 Grammar A 2 could 3 can't 4 can't S couldn't 6 Can you B 2 May 3 must 4 May 5 mustn't 6 must C 2 Can 3 X 4 Can S can't 6 X 1 2 may 3 can't 4 might not S can't 6 could 2 1b 3; c 1 2a 3; b 1; (2 3a 1; b 3; (2 4a 3;

b 1; (2 3 2 can't be

3 may/ might be 4 may/might be S must be 6 may/might find 7 might have 8 must think 9 may/might be do in g 10 may/ might be looking 11 can't be looking 4 2 She must love shopping. 3 She may/might be American 4 They must be/mig ht be brother and sister S They can 't be brother and siste r 6 You must know that 7 He may/might be an emo 8 He can't be an emo 9 He mu st be a punk with that hair and those clothes 10 He must have a lot of money

Lesson 15 Listening


5 1c

3 7 4 6

2 muscu lar 3 stunning 4 ugly 5 well-built handsome 7 ->skinny ~s l im 8 go rgeous plump 10 cute 2 low 3 big 4 wavy 5 casual 6 dinne r

1 2i 3h 4f Sb 6d 7 e 8c 9a 2 2 problem 3 receipt 4 lost S afraid 6 refunds 7 receipt 8 make 9 complaint 10 guarantee 11 Never 12 refund

Check Your Progress 5 1 6 9 2 3

1 handsome 2 bit 3 eyes 4 big S forehead well-built 7 cur ly 8 gorgeous /s tunning stunning/gorgeou s 1 women 2 buy 3 white 4 easy S famous 1 could/might/may be having a test 2 can't be twenty-five - he's sixteen 3 must like him 4 He might/may not really be blond S must be ill- he's never late for school 6 can 't be out 7 they might/ may not want to see us

4 d1

g 2 a3







Sound Choice 3 1 2 3 4

Repeat only






Repeat only 2 was given 3 Were you to ld 4 are usually eaten 5 was stopped 6 I've been sent 5 2 round 3 clothes 4 sound S phone 6 ai: waist ea: beard oa: road 7 2 hand 3 I 4 show S help 6 complain , skirt 7 complaint 8 refund 8 2 nt 3 st 4 nk S mp 6 It 7 st 8 nt 9 ng 10 mp 11 nk 12 It

Module 6 Topic Talk 1 4 7 2

2 freedom of speech 3 women 's rights independence S peace 6 ch ild labour slavery 8 racism 9 discrim inati on 10 poverty 2 worked as a 3 took part in 4 joined Stook part in 6 joined 7 studied 8 studied 9 worked as a 3 2 artist 3 explorers 4 so ldier S leader 6 liberator 7 social reformer 8 pioneer 4 2 came 3 born 4 had 5 As 6 that 7 for 8 against 9 In

Lesson 16 Grammar A 2 does Top Fashion sell 3 did Charlie buy 4 Did Melanie buy S bought 6 did Melanie spend B 2 do you 3 doesn't he 4 don't yo u S aren 't the y 6 is there 1 2 could have flown 3 may have walked 4 can't have been 5 can't have jumped 6 can't have swum 7 could have used 8 must have hidden


2 2 might not have been 3 might have thrown 4 can't have been S must have missed 6 must have left 7 could have switched 3 2 could have fought 3 could have tried 4 must have been S could have been 6 can't have wanted 7 must have planned a must have been 9 must have changed 4 2 He could have los t something 3 He might have hurt himself 4 They must have sold all the tickets S People must have got here early to buy them 6 Someone might have bought lots of them to sell them on the internet 7 It might have run away from home a The owner could have thrown it out of the house 9 It might have got lost while on a walk

S 2 ever; Students' own answer 3 like/love; Students' own answer 4 rather; Students' own answer S think 6 who; Students' own answer 7 experience a ever 9 when; Students' own answer 10 was; Students' own answer

Lesson 19 Skills 1 2d 3a 4c 2 2g 3a 4f Si 6h 7c ab 3 2 trip 3 voyage 4 surface S flight 6 journey 7 ground 4 2 in learning 3 about kayaking 4 seeing S trying 6 of watching 7 without attacking a before having 5 Students' own answers

Lesson 17 Skills

Lesson 20 Grammar

l lb 2b 3a 4a Sc 6b 7b ac 2 2 works for 3 keen on 4 talking to S famous for 6 write about 3 2 un 3 dis 4 il Sin, dis 6 un 7 un air

A 1b will enjoy c may be

Lesson 18 Grammar 1 b1



2 2 are we 3 doesn't he 4 does it S have you 6 aren't they 7 won't he a wasn't it 9 were you 10 can't I 3 2 aren't you 3 did you 4 is he S doesn't he 6 don't you 7 didn't they a won't we 9 are there 10 have they 11 weren't we 12 can't we 13 would I 4 2 will come to the cinema with me, won't you? 3 having a bath when I phoned, were you? 4 is open on Sundays, isn't it? S has got a car, hasn't she? 6 is where your dad works, isn't it? 7 want to come with us, does he? a watched this film last week, didn't we?

Workshop 3 Writing 1 2 by 3 drama 4 set S best-seller 6 since 7 made a sum up 9 would 10 recommend 2 2 Another 3 both 4 not only S as well as 3 Students' own answers

Speaking 1 2 looks 3 kind 4 probably 7 sort a background 9 have

S looks

6 think

10 think

Check Your Progress 6

2a may b will be c '5 going to crash B 2 are leaving (home) 3 is meeting 4 are flying S are staying 6 'm not sharing 7 'm staying/ sleeping 1 2 will be 3 may be 4 'm going to be S 'm meeting 6 arrives, leaves 2 2 '11 phone 3 '11 be 4 going to have 5 doesn't leave 6 '11 pay 7 will cost a 'm meeting 9 go ing to go 10 '11 eat 3 2 may find 3 may be 4 '11 be S 'm going to make 6 leaves 7 does it arrive a arrives 9 will the weather be 10 Will it be 11 may be 12 are you going to take 13 'm not going to take 14 'm going to be 4 2 No, I'm going (to go) with Jack and Tommy. 3 Where are you going (to go)? 4 We're going to Scotland. 5 How are you going to get there? 6 It leaves at six o'clock in the morning. 7 My mum is going to/will wake me up. a We're going to sleep in a tent. 9 You'll be cold. 10 The weather forecast says it's going to be warm and sunny all day. 11 Well , it may be sunny tomorrow but it won't be sunny for long.

Lesson 21 Listening 1 1 sea kayaking, white -water rafting, trekking 2 bungee jump, zip-line, ultra-light plane, trekking 3 go canyoning down a waterfall 4 trekking 2 2g 3a 4h Sb 6c 7f ae 3 2 like - W 3 information - ( 4 brochures - W S about - ( 6 mean - ( 7 is - ( a where - ( 9 information - ( 10 can't - W 11 where - C 12 problem - W

1 1 liberator 2 pioneer 3 aristocratic 4 privileged S civil service 6 army 7 medicine a law 9 equal rights 10 freedom of speech 11 poverty 12 child labour 2 1 invisible 2 disagree 3 unpleasant 4 disappear S impossible 6 unfriendly 7 unsympathetic a illegal 3 2 can't have been 3 might have played 4 might have met S must have read 6 can't have fallen 4 1c 2a 3d 4b Se

2f 3g 4c 5e 6h 7a ab 2 journey 3 voyage 4 ground S flight 6 floor 7 transport a surface 3 1 are you meeting 2 is going to phone 3 does the train leave 4 're going to try 5 are you going to do 6 may go 7 won't go 4 1 Excuse 2 abou t 3 course 41ike S sorry 6 exactly 7 any a mean

Exam Choice

Sound Choice 4


Check Your Progress 7 l


2 1 t rip

1 11 2e 3a 4c Sb 6d 2 11 2d 3e 4a Sg 6c 3 1 must 2 kind 3 probably 4 looks S background 6 Maybe 7 think a In 9 look 10 opinion 11 of 4 1c 2a 3b 4c Sc 6a 7b S 1 slavery 2 illegal 3 wealthy 4 twenties S racism 6 poverty 7 impossible a disagreed 9 demonstrations 10 women's 6 1 wants 2 make 3 like 4 to help 7 Students' own answers

1 Repeat only 2 2 I'll 3 mustn't 4 can't S doesn't 6 aren't 3 2 NS 3 K 4 NS 5 NS 6 K 4 Repeat only 5 Repeat only 6 2 proud 3 boil 4 bought 5 frost 6 cost 7 ou: fought, bought; could, would; thousands, without; labour, journey; country (no pair) 00: poor, floor; school, pool; childhood (no pair) oa: coast, boat; board (no pair) oi: noise, coin; gaing (no pair) 8 Repeat on ly

Module 7

Module 8

Topic Talk

Topic Talk

1 2 backpacking

3 hiking 4 sailing S surfing 6 camping 7 snorkelling a ski jumping 2 2 river 3 motorbike 4 caving S India 3 2 exhilarating 3 great fun 4 incredible S ultimate thrill 6 bit frightening 7 really scared a petrified 9 scared stiff 10 terrified 4 2 rather 3 most exciting; ever; when ; incredible; scared 4 way; who


1 1 temperate 2 Mediterranean 3 sub -tropical 4 desert 5 equatorial, tropical 2 2 mountain 3 cliff 4 desert 5 lake 6 valley 7 ma rsh 8 plain 9 f orest 3 Problems: 2 f 3 g 4 c S h 6 e 7 b 8 a Solutions: 1 e 2 g 3 a 4 f 5 b 6 d 7 c 4 2 temperate 3 temperature 4 rarely S degrees 6 1andscape 7 hills 8 problems 9 litter 10 solutions 11 recycle 12 cycle

Grammar A 2 his 3 it 4 them S theirs 6 mine 7 Hers 8 ours 9 yours 10 me 11 us 12 her B 2 something 3 everyone 4 anything 5 no one 6 nothing 7 everyone 8 something 1 2 will be sitting 3 won't be swimming 4 won't be travelling, I'll be cycling 5 will you be wearing 6 will be waiting 7 will be studying 8 Will you be using 2 2 I'll be cleaning the tables in the restaurant 3 I'll be getting the restaurant ready for lunch 4 I'll be opening the restaurant 5 I'll be tidying the restaurant 6 I'll be walking home 3 2 will you be going 3 '11 be leaving 4 will you be doing S will be driving 6 won't be watching 7 '11 be listening 4 2 Will your dad be working 3 won 't be coming 4 Will you be going 5 won't have 6 Will you be cycling 7 won't let 5 2 Will you be going downstairs? e 3 Will you be doing your maths homework soon? c 4 Will you be going to school by car tomorrow? a S Will you be playing tennis tomorrow? d 6 Will you be watching the football on TV tonight? b

Lesson 23 Skills 1 2 How many species of butterfly are there in Europe? 3 What is the water cycle effect? 4 Why are the rainforests disappearing? 2 2 321 3 Water goes into the ground and then up into the atmosphere from the trees. 4 People use the wood, people need the land for farming or homes. 3 1 (At least) 200cm a year 2 2% (6% of the land) 320% 4170,000 5 (about) 137 6 plants we can use 7 (about) 2000 8 The land isn't very good and can only be us ed for a few years. 9 People need land to live on. 4 2 care of 3 action 4 part in 5 advantage of 5 2 who works on the 3 Farmers cutting down 4 Everyone who listens

Le5son 24 Grammar 1 2 herself

3 himself 4 myself 5 yourself itself 7 ourselves 8 themselves 9 herself 2 itself 3 himself 4 yourself 5 herself ourselves 7 themselves 2 yourself 3 you 4 them S me 6 myself herself 8 you 9 himself 4 2 myself 3 us 4 them 5 each other 6 each other 7 themselves 8 him 9 them 6 2 6 3 7

Workshop 4 Writing 1 2 writing

3 grateful, refund 4 forward , hearing S faithfully 2 2 because 3 because of 4 due to 5 because 3 (suggested answers) 2 the guides didn 't know anything 3 the uncomfortable bed 4 the dirty toilets 5 I had to pay for my lunches 4 Students' own answers.

Speaking 1 2 So do I.

3 Neither do I.

6 Yes, I do. 2 2 Don't; do 5 Neither do

4 I don't.

3 think 50; good

5 I do.

4 aren't they; are

Check Your Progress 8 1 1 tropical equatorial

2 Mediterranean temperate 4 marsh 5 plain 6 climate change 1 jams 2 change 3 extinction 4 fumes renewable 6 Plant 7 Share 8 public 1 break 2 care 3 action 4 part 5 advantage 4 1 What will you be doing tomorrow at 11 a.m.? I'll be doing an English test. 2 Will you be eating lunch at school? (raig and I will be going to the pizzeria. 5 1 yourself 2 myself 3 herself 4 each other 5 ourselves 6 itself 3 2 5 3

Exam Choice 4 1 2 free F 3 finished F 4 checked F 5 value 0 624 F 2 1g 2i







3 1 1n the north-east of London 2 19km long and 4km wide 3 In the 12th century 4 The City of London 5 Insects and plants (th at like dark wet pl aces) 6 dee r, snake s, muntjacs 7 Chin a and south As ia a Roads goin g th rou gh t he fo rest. trees gettin g too big and stopping the sunl ight reachin g the ground 9 The third Sunday in September 4 1 ag ree 2 do 3 t here 4 are 5 it 6 Neither 7 do a think 9 too 5 1 in 2 of 3 about 4 goin g 5 di vi ng 6 part 7 be a the mselves 9 to 10 ot her 6 1 se ndin g 2 going 3 doin g 4 fi nishi ng 5 doing 7 Students' own answers

Module 9 Topic Talk 1 2 art and design 3 informati on and co mpute r techn ology 4 En gli sh li teratu re 5 reli gious education 6 philosophy 7 geograp hy a English lang uage 2 2 pass ing 3 concentrate 4 teams 5 0nline 6 analysing 7 so lving a prese nt 9 organising 3 2 orche st ra 3 cho ir 4 chess 5 danci ng 6 vo lunt ary wo rk 7 fir st-a id a ca rpe ntry 9 pe rso nal f inance 10 t he sc hool magazine 4 2 least 3 drop 4 instead 5 not 6 so 7 Outside a belong 9 do 10 be 5 Stu dent s' own answers

Lesson 25 Reading 1 2 3 5 7 4 5

1 d 2 e 3f 4 b 5 c 1 L 2L 3 N 4 L 5 L 6 N 7 N 2 performance 3 ed ucation 4 ab ili ty difference 6 pop ul arity, personality appearance a cooperation 2 as 3 like 4 examp le 5 suc h 6 For Students' own answe rs

Lesson 26 Grammar A 3 to do 4 to organise 5 not to do 6 to teach 7 not to dro p a not to worry B 2 My mum told me not to eat so quickly 3 My friend advised me to join the debatin g club 4 My f riend asked me not to fo rget to br ing his COs to school 5 Our t eac her to ld us (a ll) to concent ra t e 6 I advised my younger brothe r not to spend so much time on t he internet 1 l e 2 b 3 b 4 c Sa 6 d 2 2 had decided 3 didn 't like 4 cou ld 5 my 6 was working 7 he 3 2 am wai ti ng 3 haven 't had 4 will meet 5 go 6 fa il ed, have n't fa il ed 4 2 did 3 tried 4 worked 5 ha d passed 6 could 7 hadn't finished a was goin g to talk 5 2 she liked 3 her class were reading 4 was her 5 t hey hadn't finished 6 she knew 7 happened a she had seen

Lesson 27 Skills 1 2 e 3 a 4c 5 d 2 Facilities: gym, science labs Atmosphere: competitive, sociable, strict Equipment: highspeed internet. projectors, wi-fi Problems: aggress ive behaviour, bu llying, fighting 3 2 I want to speak to 3 Is it okay if I 4 No way 5 Oh, all right 6 Loo k, I've got to go 7 See yo u 4 2 Could I possibly have a wo rd with you , please? 3 I'm sorry but I'm busy 4 Wo uld it be all right if 5 I'm so rry but I really must be gOing 6 Goodbye 5 2 speak 3 Can 4 Sorry 5 all 6 Look 7 See

Check Your Progress 9 1 1litera t ure 2 conce nt rating 3 tec hnology 4 memo ri sing 5 studies 6 assess 2 1 wrote 2 did 3 be longed 4 learn 5 do 6 written 7 belong 3 1 differences 2 friends hip 3 evidence 4 embarrassment 5 appearance 6 ability 4 1 he ne ver drank coffee 2 I want t o join 3 a chess club had ope ned 4 I'm learnin g 5 Yo u wi ll hav e to 6 You ca n borrow my 1 Excu se 2 word 3 Would 4 sorry 5 real ly 6 must


'- ...

c.. 5

aggressive, comp rehensive /3/: occasionally, deciSion 0: weather, neither /e/: theatre, enthusiastic 2 Repeat only 3 1 turb ine 2 jou rne y 3 expe rt 4 work 5 learn sh : share, marsh ch : change, chat sh and ch : champio nship th: t hink, sixth, t housand ph: philosop hy, atmosphere, physica l Repe at only 6 eXilill - examilliltion, eQucate - edul:.!l.t ion, cOQ.O.e rate - cooperation: Change in the position of stress . develop - delLe!opment. emllilIrass emQ.a.rrassment. arrang.e - ar~me n t: No change in t he position of stress. ap~ - ap~ance , perio.D:n - performance, different - difference: No change in t he position of stress. " bl e - aMit y, QQQula r - pop ulillity, ~o n a l - persona lity: Change in t he position of stress S â&#x20AC;˘

Module 10 Topic Talk 1 2 construction 3 media 4 show busin ess 5 f ashion 6 medi cine 2 2 f 3h 4 a S e 6 15 7 c a b 3 1 po litics 2 dealing with money, finance 3 experiments, science 4 repai ring, engin ee rin g 5 dealing, education 4 2 pretty 3 ca lculations 4 office 5 career 6 pa rt-time 7 summer

Lesson 28 Grammar A 2 h 3 c 4 d S f 6 e 7 15 a a B 2 is 3 don't send 4 wo n't wri te 5 wi ll you join 6 Do t he stu dents in your class work 7 don't pass a listens 1 1 a 2b 3 b 4 b S a 6 b 2 2 I wa nted to do 3 if my parents we re teac hers 4 if my mum worked 5 if he wo uld wo rk 6 I had had 7 when I was a I had gone 3 2 if he could 3 if I want ed 4 my unif orm was 5 if I was t hi nking 6 she had wo rked 7 we would get a my mum worked 4 2 if t here was any thin g I need ed 3 if I knew what ti me we starte d work 4 how many ti mes I had been late sin ce I had sta rted work 5 if I had heard what she had said 6 if I wou ld lose my job 7 if I really want t he job a how I will cha nge 5 2 asked what was wro ng with it 3 asked him if t hey asked him 4 asked him if he cou ld te ll me a joke 5 asked him what he was doi ng now 6 whe n it would be on t elevis ion

Lesson 29 Skills 1 1 just fi nishing 2 she gives the manager some ideas 3 two 2 1 c 2 b 3 c 4 a Sb 6 c 3 2 e 3 15 4 f 5 d 6 b 7 a 4 2 in to uch wit h 3 up with 4 out w ith 5 up wit h 6 on; w ith 7 forward to see ing/meeting 5 2 Can/Could you advise me what to write on my application f orm? 3 Ca n/Could you recommend so me webs ites to look at for summer work? 4 Can/Could you te ll me how to wri t e a CV?

Lesson 30 Grammar 1 2 e 3 a 4d S f 6 b 2 2 won't work 3 was 4 usuall y leave 5 didn't need, wou ldn 't do 6 don 't write 3 2 will you do 3 won 't be 4 don't go 5 we nt 6 didn't play 7 Wo uld yo u babys it 4 2 th ink 3 wi ll you tell 4 won't remember 5 was/were 6 wo ul dn't 7 don 't kn ow

Workshop 5 Writing 1 b 3 c6 d 5 e2 f 4 2 ii order iii so iv for 3 St ude nts' ow n answe rs

Speaking 1 2 c 3 15 4 a 5 d 6 b 7 f 2 2 Is it okay if I sit down? 3 Do you thi nk I could take off my jacket ? 4 Do you mind if I ask a few questions? 5 Could you tel l me how you heard

about the job? 6 Could you tell me what part-t im e work you 've done befo re? 7 Can I ask you how much money yo u got at the Beach Cafe? a Do you mi nd if I don't answer t hat ?

Check Your Progress 10 1 1 art/des ign 2 fashion designer 3 show business 4 journa li st 5 po lice offi cer 6 det ective 2 1 what time I finished 2 if she wanted to go ou t 3 how mu ch money he had 4 w hat questions the interviewe r had as ked me 5 if I was wo rking 3 1 up 2 out 3 see in g 4 up 5 t ake 6 on 7 get 4 1 Will I get a present if I do we ll in my exam s nex t month? 2 If you had lots of money, what car would you buy? 3 If I was/were ric h, I wou ld buy a Mercedes. 4 Where do you go if you wa nt t o go shopp in g? 5 1 so 2 to 3 order 4 for 6 1 tell 2 okay 3 mind 4 say

Exam Choice 5 1 1 c 2 f 3 e 4 a 5b 2 b 5 cl d4 ex f 3 3 a 6 b 3 c 7 d1 e 4 f 2 15 5 4 1 b 2 c 3 c 4b S a 6b 5 l is it okay if I have a drink of wat er? 2 Could you te ll me how long yo u have bee n stud ying Eng li sh? 3 Ca n you say how you use English outside school? 4 Do you mind if I answe r t his question? 5 Do yo u t hink I co uld say so methin g, please? 6 1 S 2E 3 E 4 S S S 7 1 1was good at 2 difference between 3 get in touch with 4 he had taken 5 me why you wou ld like 6 me how to start 7 comes up with a subjects I wanted 9 take care of 10 if my broth er be longed a 1 c 2 a 3b 9 Stude nts' ow n answers

Module 11 Topic Talk 1 2 dance 3 museum 4 sculpt ure 5 musica ls 6 ope ra 7 art gallery a ba llet 9 acti on 10 comedy 11 pa inting 2 2 compose 3 create 4 draw 5 play 6 sing 7 take a write 3 2 enterta inin g 3 brilliant 4 funny 5 original 6 disturbing 7 shocking a moving 9 wei rd 10 awfu l 11 dull 12 inspirin g 4 2 ci nema/th eat re 3 goin g to con ce rts/plays 4 compose music/draw 5 best /wo rst 6 concerti f ilm 7 awful/brilliant

Lesson 31 Reading 1 1 Michael Jackson 2 2009 3 a good length 4 Severa l peop le play 5 music 6 happy 7 pos iti ve 2 Review 1: 2 F 3 F 4 F S F 6 F 7 F a A 9 F Review 2: 1 A 2 A 3 F 4 F 5 A 6 F 7 A aF 9 A 3 2 musical 3 critic 4 industry 5 song 6 band 7 actor a screen 9 music 4 2 Alt hough 3 Desp ite 4 alt hough 5 desp ite 5 2 The act ors we re good dance rs. Ho weve r, non e of t hem were goo d at sin gi ng 3 Th e acto rs were good dancers, alt hough none of th em we re good at sing ing 4 De sp ite bein g good dancers, none of the acto rs were good at singing 6 Students' own answers 7 Stude nts ' own answe rs

Lesson 32 Grammar A 2 We left the cinema before t he fil m f ini shed beca use it (t he fi lm) was so awful. 3 I didn't have much money so I didn 't go to the play. 4 I wa nted to understa nd what t he song was all abo ut so I read t he lyrics. 5 I didn't laugh because the jokes we ren't f unny. 6 I on ly dow nl oade d t hree so ngs beca use I didn't wa nt the whole album . 7 The cast were brill iant singers so t he mu sical was goo d. B 2 so that 3 altho ugh 4 so that 5 Although 6 when 1 a 2 f 3 15 4 c 5 (b, d didn't happen)


2 2c 3b 4a 5b Ga 3 2 I had listened 3 would have gone 4 I wouldn't have had 5 I had had G hadn't wanted 4 2 If he hadn't given it away, he might not have been poor when he died. 3 If you hadn't been late, you might have had a better time. 4 If you had had a better camera, you wouldn't ha ve taken better photos. 5 If there had been an expert there, you might have understood them better. 5 2 If I hadn't eaten too much, I wouldn't have felt sick. 3 If I hadn't cut my own hair, my friends wouldn't have laughed at me. 4 If I had studied hard, I wouldn't have failed my exams. 5 If I had remembered my girlfriend's birthday, she wouldn't have left me. G If I hadn't broken a window with my football, I wouldn't have had to spend all my money on a new one .

Lesson 33 1 Visual arts: painting, photography, sculpture Performing arts: dance, opera , music, theatre Artists: composer, director. playwright. musician 2 2 because of 3 like 4 The reason for that 5 main reason G Another reason 7 Take a for example 9 Another example is 10 because 3 Katie: Main reason: All the different reflections Other reasons: You see other people/Everyone interacts. Ooesn 't like: Statue of Cary Grant Reasons for not liking it: It's not very imaginative. Jamie: likes: Statue of Cary Grant. Main reason : It's natural Other reasons The details. Doesn't like: Follow Me, Reasons for not liking it: It's weird and difficult to understand. 4 1 my opinion 2 Another reason I like it is that 3 The main reason I like 4 Another example 5 The reason for that G like; in my opinion 7 because

Check Your Progress 11 1 1 play 2 compose 3 create 4 drawing 5 take G choir; orchestra 2 1 dull 2 weird 3 funny 4 brill iant 5 moving 3 11ead 2 pop 3 boy band 4 West End 5 screen G hits 4 1 although 2 Despite 3 However 4 despite 5 1 would ha ve gone; had known 2 hadn't painted; not have become 3 have sung; hadn 't had G 2 Ilike this photo becau se Qf.. 3 Th e main reason Ilike rock music ~ that .. 4 I prefer cla ss ical music to rock mu sic as / be ca use it's ...

Sound Choice 6 1 Repeat onl y 2 Repeat onl y 3 2 painting 3 sing 4 thing 5 song G inspiring 7 moving a wrong 4 repair: there, fair, hair, care weird: career, fear, idea, appear tour: pure, sure, poor, cure 5 2 theatre 3 like, earn 4 main, colour 5 reason, action G job G -tion: calculation , education, exhibition, action -cian: technician, musician, politician 7 Is/: scene Isk /: script, screen, sculpture I k/: orchestra, choir, choreography ItV Chinese, beach,change

Lesson 34 Grammar

Exam Choice 6

A 2 don't have to pay 3 have to switch 4 don 't have to switch 5 have to be G have to be 7 don't have to leave B 2 You should go to a gym 3 Should I stop 4 Yes, you should 5 And you shouldn 't eat G Should I stay 7 No, you shouldn 't a You should get 9 should I do 10 you should do 11 you should have 1 2e 3f 4a 5d Gg 7c 2 2 couldn't 3 were 4 have 5 should G could 7 was 3 2b 3c 4a 5c Gb 4 2 were able to grow 3 had to write 4 should have gone 5 didn't have to use G couldn't control 5 2 Did you have to wear a uniform? 3 Did you have to work hard? 4 Were you able to go anywhere or did you have to work the whole holiday? G 2 I shouldn't have stayed there so long. 3 I should have had a holiday as well. 4 I shouldn't have worked so hard.

1 1b 2c 3d 4e Sa 2 1a 2c 3a 4d 5c Gc 7b 3 1c 2d 3a 4f Se Gg 7b ah 4 (Suggested answers) 2 It's like what my son does at school 3 It looks musical 4 It's boring, it looks like a piece of wood with a badly painted orange stripe down the middle S looks like metal pipes, looks like a computer game G Very bright. it has a large red square 7 It looks very modern, ideas of industry and technology, can't see a railway crossing a I love it, it would look good in a bright gallery, you can almost smell the smoke S 10pinion 2 For 3 main 4 that S Another G like 7 reason G 1b 2d 3b 4a Sc Ga 7c ad 9b 10 d 7 1 although 2 Despite 3 However 4 Although a Students' own answers

Lesson 35 Skills 1 2h 3g 4b 5c Gd 7a ae 2 21912, about an area of the Amazon where dinosaurs still live 3 Started 1926, the first English language science fiction magazine 419 21, based on Russia, set in the future after a huge war which killed most people 5 1951. giant plants invade Earth from space and kill and eat people G 1965, first part of a six-part story, about space and the future 71999 - a film not a book, about virtual reality a 1995, about a world changed by nanotechnology 3 2 carry all the tasks out 3 hand them out 4 give up my dreams of going back in time and meeting William Shakespeare 5 let the film down 4 2 Whenever 3 Whoever 4 whatever S however

Lesson 36 Grammar 1 2a 3b 4b Sa 2 2 managed to get 3 planned to study 4 decided to change S admitted being G to help readers understand 7 fail to think a wanted to become 9 helped to create 3 2 refused to lend me no. 3 loves reading 4 managed to pass her physiCS test S let me stay out until 11 p.m. on Friday G suggested going to the Science Museum at the weekend 7 failed to find anyone to come/go to her science club

Workshop 6 Writing 1 2 cons 3 one 4 hand 5 supporters G benefits 7 well a other 9 hand 10 opponents 11 drawbacks 12 According 13 sum 14 up 15 impact 2 2d 3a 4b 3 Students' own answers


Module 12

1 2 i 3 g 4 aSh G k 7 f a j 9 c 10 b 11d 2 2 let's look 3 mean 4 next question 5 Now let's G start with 7 brings us a sum up

Topic Talk

Check Your Progress 12

1 2f 3h 4a 5d Gg 7e ab 2 1 intelligence 2 nanotechnology 3 robotics 4 genetic engineering 5 bio-technology G space travel 7 virtual reality 3 2 compass 3 fridge 4 light bulb 5 wheel G zip 4 2 I like/don 't like ... because of the... 3 I'd like to learn more about ... 4 I think the two most important inventions ever are ... and.. 5 Two inventions which make life more comfortable are ... and... G I predict that ... will become more important in the 21 " century.

1 1 compass 2 penicillin 3 match 4 abacus S light bulb G battery 7 microchip a gun 2 1 chemisty 2 medicine 3 Architecture 4 Economics S Botany 3 1 able 2 should 3 had 4 could Shave 4 1 Who thought them up? 2 ... two men were handing out free gadgets/handing free gadgets out 3 Have you given them up? 4 ... but they were let down by the government ... 5 1d 2c 3a 4b G 1b2a3b4a


Online Skills 1 1 1 July and August 2 February 3 Beijing (200B) and London (2012) 4 baseball and water-skiing

Online Skills 2 3 1 Builds and repairs homes for people in need, including improving water and sanitation 2400,000 3 homeowners and volunteers 4 twenty-two 4 lone week 2 Nacho is a volunteer from Spain. He says that the experience of volunteering has made him feel good about himself. 3 ArcelorMittal is the partner. It produces steel.

Online Skills 4 3 Students' own answers 4 1c 2d 3f 4a 5b


On line Skills 6 2 Speak Walk/move horizontally Move vertically Play games Make precise movements Communicate Clean Make noise

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Robot 2 X

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Pearson Education Limited Edinburgh Gate Harlow Essex CMZO ZJE England and Associated Companies throughout the world. © Pearson Education Limited ZOlZ

The right of Emma Szlachta to be identified as author of this Work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988. All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical. photocopying, recording, or otherwise without the prior written permission of the Publishers. First published ZOlZ ISBN: 978-1-408Z-9617-Z

Set in Neo Sans Regular 9/12 pt Printed in Malaysia (CTP-VVP) Acknowledgements We are grateful to the following for permission to reproduce copyright material: Figures Figure on page 35 from Census at School, reproduced by kind permission of the CensusAtSchool team ( Text Extract on page 16-17 adapted from Interview with Francois Pienaar - 1995 by Matt Majendie rugby_union/rugby_world_cup/history/3110397.stm, bbc.coml sport; Extract on pages 48-49 from The Bourne Identity (Ludlum, R. 1980), Orion Books, an imprint of The Orion Publishing Group, London, Copyright © 1980 The Estate of Robert Ludlum; Extract on pages 54-55 adapted from Incredible Shark Adentures and More: with permission from Jane Reifert, President and Chairman, Incredible Adventures, Inc; Extract on pages 64-65 adapted from After three months of dark, it's morning at last, The Guardian, 08/03/2008 Uones, S,), Copyright Guardian News & Media Ltd. Z008; Extract on pages 96-97 adapted from What happened to those inventions of the future? Daily Telegraph, Z6/01lZ010 (Chivers, T. and McDiarmid, I.), © Telegraph Media Group Limited Z010; Extract on page 103 . after Fever Pitch, Penguin 800ks (Hornby, N. ZOOO) pp. 9Z-93. (First published by Victor Gollancz 199Z, Penguin Books ZOOO.) Copyright © Nick Hornby, 199Z. Reproduced by permission of Penguin Books Ltd. and from Fever Pitch by Nick Hornby, copyright © 199Z by Nick Hornby. Used by permission of Riverhead Books, an imprint of Penguin Group (USA) Inc; Extract on page 109 after A Walk in the Woods by Bill Bryson, published by Doubleday. Reprinted by permission of The Random House Group Ltd; Lyric on page 110 frorr: An Ordinary Life by Amy Elizabeth Macdonald. Warner/Chappell Publishing Ltd. (PRS). From the album, A Curious Thing, Melodramatic Records; Poetry on page 113 'I have changed the numbers on my watch' by Brian Patten, Copyright © Brian Patten. Reproduced by permission of the author c/o Rogers, Coleridge & White Ltd., ZO Powis Mews, London W111JN; Poetry on page 113 from Serious Concerns, Faber and Faber Ltd . (Cope, W. 199Z) copyright © Wendy Cope 199Z.

Illustration acknowledgements Seb Camagajevac: p.105, 109; Rachel Clowes: p.107, 11Z; Nigel Dobbyn: p.6-7, 80-81, 96-7; Boy Fitzhammond: p.79, 98, 114, 1Z8; Jo Goodberry: p.111; Martin Sanders: p.8, 14, 56, 108; David Shephard: p.ZO, 103 Photo acknowledgements The publisher would like to thank the following for their kind permission to reproduce their photographs: (Key: b-bottom; c-centre; I-left; r-right; HOp) Alamy Images: 31, Art Directors & Trip Z9tr, Pat & Chuck Blackley 108b, Bon Appetit 21c, Nic Cleave Photography Bb, foodfolio Zlbr, Fotosonline 18, Stephen Frink Collection 55t, Alexander Gatsenko 50, David Grossman 69r, Doug Houghton 56t, © INTERFOTO 14r, Andrew McConnell 21 tr, Jeft Morgan 08113t, United Archives GmbH 66, Patrick Ward 691, World History Archive 941; ©Architectuurstudio HH: 33; Bridgeman Art Library Ltd: The Empire of Lights, 1954 (oil on canvas), Magritte, Rene (1898-1967) I © ADAGP, Paris and DACS, London ZOl1 89, The Scream, 1983 (oil, tempera & pastel on cardboard), Much, Edvard (1863-1944) I © Munch Museum I Munch - Ellingsen Group, BONO, Oslo I DACS, London ZOl1 88b, The Starry Night, June 1889 (oil on canvas), Gogh, Vincent van (1853-90) I Museum of Modern Art, New York, USA 88t, 1Z6; Corbis: Alyson Aliano 73tr, Nic Bothma I EPA 53b, Philippe Giraud I Sygma 58t, Heritage Images 45 (a), Jon Jones I Sygma 61t, Mike Kemp Iln Pictures 68, Michael Rosenfield I Science Faction 771, Steve Starr 61b, Tom Stewart 36, © STRINGER I RUSSIA I Reuters 8Zb, John Van Hasselt 46c1; Education Photos: John Walmsley 69c, 71; Mary Evans Picture Library: AISA Media 45 (c), INTERFOTO I Sammlung Rauch 106b; Sergiu Bacioiu 6cl, Jaspal Bahra 1041, marksykes Z4b, Tyler Olson 6Zb, PixAchi 104r, Giuseppe Porzani 93 (a), Radu Razvan 93 (f), Remco Rutten 301. James Steidl 98cl. 98bc; Getty Images: Absodels 5bl, AFP I Carl De Souza Bc, AFP I John Gurzinski 19, AFP I Manpreet Romana 47r, AFP I Patrick Baz 77r, AFP I Paul Ellis 10Z, Beat Kammerlander I Barcroft USA 53tl, 53tr, Bloomberg 77c, DEA I G.Dagli Orti 45 (d), Digital Vision I Ableimages 100, Sergio Dionisio 53cl. The FA Collection 13t, Christopher Furlong 10r, Hulton Archive 90 (c), 105, Hulton Archive I Apic 90 (a), 90 (d), Hulton Archive I Dinodia Photos 45 (e), Hulton Archive I John Kobal Foundation 106 (c), Keystone-France I Gamma-Keystone 106 (a), Minden Pictures I Michael & Patricia Fogden 79, National Geographic I joy Tessman 30r, Per-Anders Pettersson 46tr, PhotoAlto I Katarina Sundelin 34, Photographer's Choice I Mark Scott 78, Riser I LWA 73tl, Riser I Rana Faure 74, Time & Life Pictures I March of Time LCl4, Noel Vasquez 53bc, Wirelmage I Venturelli 37 (d), Wirelmage I Eduardo Parra LClZ, Wirelmage I Jean Baptiste Lacroix 37 (f), Workbook Stock I James F. Dean 38br; 54t, 54b; iStockphoto: 9Z40816 30 (Background), blackred 93 (h), Calvinng 98cr, largeformat4x5 381. LauriPetterson Z4c, plientje 16tl, ProfessorVasilich 6Z1, worput 61c, ZargonDesign 57bl. Zocha_K 57br; ©2005-2011 Liisa Jokinen and Sampo Karjalainen: 40 (Greg), 40 (Hugh), 40 (Sandy), 41; Kobal Collection Ltd: © ZOth Century Fox I Sue Adler 111 t, Miramax I Universalll Alex Bailey 106 (e); Magnum Photos Ltd: Alex Webb 471; Masterfile UK Ltd: AlaskaStock 63t, Ty Milford 73b; Pearson Education Ltd: Gareth Boden 84 (a), 84 (b); Penguin Books Ltd: Lorna Doone by R D Blackmore ISBN 9780141000633. Television tie-in Edition (30 Nov ZOOO) 51; AGE Fotostock Z9b, 65t, All Canada Photos I Randy Lincks 58b, Frederic Cirou 70, Fresh Food Images 211, Fresh Food Images I Philippe Desnerck Z5b, Image Source 40 Uulie), Planet Observer 64b, Still Pictures I Adrian Arbib 46tl, Still

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