REAL WORLD ENGLISH B2

B2

203
REAL WORLD ENGLISH B2
Unit 1 Living Abroad
1.1 Getting Ready
1. A Word To Begin
As the theme of the unit “Living Abroad” suggests,
the first module begins with the initial phases of
leaving one’s country. Ask your students if they
want to move to another country for specific reasons
(business, education, marriage, employment etc.).
Let them choose a country/city that they want to live
in and discuss the differences between their lives in
their own country and the life styles they would have
there.
Give your students some time to match the words
with their definitions. You may devise vocabulary
games and encourage them to use the new words in
their own sentences.
Answers:
1=c, 2=d, 3=e, 4=a, 5=f, 6=b
2. Listening
Tell your students that they will listen to a couple
who has decided to move abroad discussing where
they want to go. Students need to list the positive
and negative aspects of the places. Following the
activity let them discuss their own preferences about problems may arise when they move to a different
where they want to go and live by giving reasons.
Answers:
City:
Positive:
1. Cheap housing and accommodation opportunities read the questions to find the answers while reading.
2. It is convenient to go everywhere using public
transportation which can help in saving money.
There is no need to buy a car.
Negative:
1. It is noisy and crowded. There is noise pollution 2. She mentions the difficulties of culture shock: a
and traffic.
2. People are rude and there is a rising crime rate.
Coastal Town:
Positive:
1. It is relaxing and quiet. People can enjoy the view 4. (optional)
of the sea.
Negative:
1. The houses are very expensive and they cannot
buy a property there.
2. It is hot and far from civilization. They will need
a car to get to work which will be expensive.
3. Speaking
a) Give your students some time to contemplate the
questions and let them discuss their experiences and
opinions. You can support them with any unfamiliar
vocabulary when necessary. If you have access to
the Internet, you can show them blogs of people who
moved abroad and a few example lists stating “the
best” places to live considering the living conditions.
b) Draw your students’ attention to the job offers and
let them discuss the advantages and disadvantages of
living and working there. Then let them choose one
of the offers and state their reasons for their choices.
PS: You can also refer to “The Big Apple”,
” New York” and “The American Dream” and
how people from rural areas try to pursue a life in
big cities. Let them discuss the realities of living
abroad or trying to fit into a different culture and
possibility of low standards of living that await some
immigrants.
4. Reading
Ask your students what kind of difficulties and
country. Let them share their experiences of living in
a different country if they have any. Then, tell your
students that they will read an extract from Helen’s
e-mail to her friend describing what she thinks about
moving abroad. Give your students some time to
Answers:
Part A
1. Because her family got bored of the subject.
new currency, a different climate, unusual social
customs and traditions, unusual work ethics and
a different cuisine.
3. Yes, she does. She worked in Beijing when she
was 22.
204
REAL WORLD ENGLISH B2

Part B 3. new apartment

a) Present perfect continuous 4. cash flow problem
b) Present simple 5. new job
c) Present perfect 6. learning the language
d) Past simple
e) Present continuous You can introduce a few examples of compound
f) Past continuous adjectives and let your students listen to the
recording again to catch the missing words.
Part C Answers:
a) continuous 1. long-haul flight
b) simple 2. two-bedroom apartment
c) perfect 3. five-storey building
4. brightly-lit living room
5. Speaking 5. five-day week
Drawing your students’ attention to the given aspects 6. English-speaking country
of living in a different country, let them express
their opinions about what they want to do abroad. 3. Speaking
Encourage them to mention working hours, quality As an extension of the previous activity, now it’s
of life, cost of living, health care, cuisine and social your students’ turn to call their parents to let them
life. catch up with the details of their new lives. Allow
your students some time to read the instructions and
1.2 Settling In to get into the role by studying the given areas that
1. A Word To Begin they need to focus on.
Ask your students if they are familiar with the places
or they have ever been there. Then, give them some 4. Reading
time to match the places with the definitions. a) This exercise serves as an example to introduce
Answers: a legal document such as a rental agreement and
1. Consulate help them become familiar with the formality of the
2. Department of labor language.
3. Exchange office Tell your students that they will read a contract to
4. Embassy rent a house and let them complete it with their own
5. Civil registrar’s office personal details. You can also encourage them to
underline the words reserved for legal documents
2. Listening and consider their meanings together.
Draw your students’ attention to the pictures and ask
them if they have ever lived far from their families. b) Ask your students how many of the currencies
If yes, let them share what they talked about with given in the picture they know. Then, give them
their fathers during the first few weeks of their new some time to write the currency and the symbol
residency. of each abbreviation. The first one is done as an
Tell your students that they will listen to a example.
conversation between Wendy and her father.
Students need to put the events in order by giving Answers:
the numbers as they are mentioned. RUB: Russian Ruble ₽
Give your students some time to read the GPB: Great Britain Pound £
advertisements to match them with the pictures. SEK: Sweden Krona Kr
USD: United States Dollar $
Answers: TRY: Turkish Lira ₺
1. flight CHF: Swiss Franc CHF
2. lost baggage EUR: Euro €

205
REAL WORLD ENGLISH B2
6. Speaking
Ask your students what they know about applying
for a permanent residence and let them share their
experiences if they have ever applied or know
someone who did it. Introduce the procedure of
applying for a residence permit and tell them they
need to have an interview discussing their reasons,
motivations and budgets to support themselves.
Give them some time to read the instructions to
get into the role and study the questions they may
encounter during the interview.
1.3 Different Countries / Different Rules
1. A Word To Begin
Ask your students if they know the rules of different
countries, especially the unusual ones. Then let
them think about petty and major crimes that are
universally illegal (hijacking, ransom, robbery,
arson, assault, kidnapping, perjury etc.)
Let your students match the words with their
definitions and encourage them to use new
vocabulary in their own sentences.
Answers:
1=f, 2=d, 3=a, 4=e, 5=c, 6=b
2. Listening
Firstly draw your student’s attention to the flags
and check whether they know which countries the
flags belong to. Then tell your students that they
will listen to a radio interview with an expert in
international law and give them some time to study
the questions to find the answers while listening.
Answers:
1. China
2. The U.S.A
3. Japan
3. Speaking
As funny as they may sound, some of the laws are
real. Read the laws with your students and draw
their attention to the Useful Language Box while
discussing which of these laws are real.
PS: Except for 3 (if you don’t own TV, you won’t
pay), all of them are real.
4. A Reading
Introduce the phrase “prescription drugs” (medicines
which can only be obtained by a certified doctor’s
prescription) and ask your students if they know
206
what it means or if they have one.
Tell your students that they will read an information
leaflet about carrying prescription drugs while
traveling by plane. Let them discuss what regulations
and procedures different countries request when it
comes to carrying prescribed drugs.
4. B Reading
Draw your students’ attention to the drug prospectus
and make sure that your students understand the
vocabulary. Ask them to describe the drug with the
details they remember. Then, give them some time
to study the questions to find the answers while
reading.
Answers:
1. It is used for allergies.
2. Yes, it is.
3. It’s not for sure, but you may feel sleepy.
4. First you need to ask a doctor.
5. Not more than 12 tablets.
5. Writing
Students are expected to create a leaflet including
useful information for foreign visitors visiting their
town. Building on what they have learned in the
module so far, encourage your students to write
about the laws given in the spidergram to help
foreigners not to break the
law. Draw your students’ attention to the “tips” box
and allow them some time to do the writing task.
1.4 Life As An Expat
1. A Word To Begin
Explain the difference between an expatriate (skilled
professional working abroad) and an immigrant
(manual laborer moving abroad to earn more
money). Ask your students what they think about the
life differences of expats and immigrant.
Give them some time to match the words with their
definitions.
Answers:
1=c, 2=e, 3=a, 4=b, 5=d
2. Listening
Tell your students that they will listen to Lisa talking
about her life as an expat living in Turkey. Give your
students some time to study the questions to find the
answers while listening.
REAL WORLD ENGLISH B2

Answers: 5. Writing
1. fifteen years Introduce the scenario and make sure your students
2. her husband and daughter understand the instructions. They are expected to
3. fluently write a letter sharing their experiences as expats
4. in a school living in a foreign country to inform other expats or
5. communicate in the language of the country you people who want to move to that country. Encourage
are in your students to reflect what they have learned in the
6. Her mother-in-law lives there. unit so far while writing the letter.
7. that she is a foreigner
8. her age and salary
9. These questions are not asked in England.
10. (optional)

3.A Reading
Tell your students that they will read the comments
of a few expats. Give them some time to read
their comments and help them with unknown
vocabulary. Let your students discuss if they have
common problems and what are the challenges they
face. Encourage your students to elaborate on the
hardships of living life as an expat.

3. B Reading
Introduce the scenario and give your students some
time to understand the instructions to get in the role.
As an extension of the previous activity, students
are expected to interview each other discussing the
changes they have experienced. Draw their attention
to the Useful Language Box to get hints while
preparing for their roles.

4. Reading
Ask your students if they have heard of the word
“guarantor” and what their responsibilities are. You
can also ask them if they have ever taken out a loan
and if they are familiar with the requirements.
Tell your students that they will read about Martin
Samuel’s, an expat, experience of buying a car. Give
them some time to study the pictures to find the
answers while reading.
Then, let them discuss what Martin should do.

Answers:
1. He needed a guarantor to buy a car because he
was a foreigner. Since he was a “stranger in
town”, he didn’t have anybody that could do him
this favor.
2. (optional)
3. (optional)

207
REAL WORLD ENGLISH B2

Unit 1 – Revision Test Module 4 - Life As An Expat

Module 1 - Getting Ready A)
1. used to be
A) 2. Did you use to
1. happening 3. did you use to
2. worked 4. didn’t use to
3. have told 5. didn’t use to
4. is asking
5. Meet B)
B) 1. That man with the beard used to work for me in
1. looks the past
2. weighs 2. Susan is getting used to driving to school
3. are fitting 3. She is used to getting up late
4. tastes 4. We are used to being among noisy children
5. is seeing 5. I used to have a pet at home, but now i haven’t got
one
Module 2 - Setting In

A)
1. fully equipped
2. densely populated
3. time consuming
4. old fashioned
5. 24 hour
B)
1. i̇ sn’t
2. am
3. am
4. are
5. hasn’t

Module 3 - Different Countries - Different Rules

A)
1. must
2. must
3. must
4. may
5. may

B)
1. must have borrowed a large sum of money from
the bank
2. can’t be mary
3. must be a hardworking student.
4. can’t be
5. must be

208
REAL WORLD ENGLISH B2
Unit 2 Ancient Cities
2.1 Machu Picchu
1. A Word To Begin
You can bring promotional pictures and videos of
Machu Picchu and show them to the class. Ask your
students what they know about Machu Picchu. As
students are expected to learn the target vocabulary,
you may devise vocabulary games and encourage
them to use the new words in their own sentences.
Give them some time to match the words with the
definitions.
Answers:
1=d, 2=e, 3=f, 4=b, 5=c, 6=a
2. Listening
Tell your students that they will listen to the story
of Machu Picchu. Remind them to take notes while
listening to answer the questions.
Answers:
1. It is in Peru. It is located on the eastern slopes of
the Andes Mountains.
2. It served as the emperor’s royal estate / his
temporary lodging.
3. When the Spaniards conquered the country,
Incan rule ended. It fell into ruin as the empire
fell.
3. Speaking
Draw your students’ attention to the news bulletin
about Machu Picchu which serves as an example
to encourage students write a similar news bulletin
about an archaeological discovery in their country.
Tell them to make use of the suggested words and
phrases while they are preparing to write.
4. Reading
Ask your students what they know about the Incan
civilization and draw their attention to the article
about the discovery of the lost city of the Incas. Give
your students some time to study the article in order
to summarize it to the class.
Help them with unknown vocabulary when
necessary and encourage them to memorize the most
important details.
5. Speaking
Let your students brainstorm criteria for a place to
be considered a “wonder of the world” and make a
list of these features. Let them discuss whether there
209
are places in their country that meets the criteria to
be considered as a wonder. Ask them if they know
Seven Wonders of the World and if they have ever
had the chance to visit them. Then, give them some
time to match the wonders with the countries.
Answers:
1=d, 2=e, 3=g, 4=c, 5=a, 6=b, 7=f
If your students are interested, you can channel
them to do further research about the wonders of the
world: What are the ancient wonders?
What are the most recent ones?
You can create a board to with the information that
they give.
2.2 Pompeii - An Ancient Disaster
1. A Word To Begin
TV producers tend to be inspired by historical events
and revive all the essential features of a period
in such as series Spartacus and Pompeii. You can
show short videos from similar TV series that deal
with historical places and events as well as finding
pictures of the historical site in Pompeii as well as
different opinions about the volcanic eruption that
destroyed the city.
Encourage your students to brainstorm words that
they already know related to antiquity and history
and let them match the words with the definitions.
Answers:
1=g, 2=d, 3=c, 4=h, 5=f, 6=b, 7=a, 8=e
2. Listening
Tell your students that they will listen to information
about the volcanic eruption that destroyed Pompeii.
Give them some time to study the table to complete
it with the missing details while listening.
Answers:
1. Name of the mountain: Vesuvius
2. Date of eruption: 79 A.D.
3. How many people died? 15.000 - 20.000
4. How long did the eruption last? 24 hours
5. How often does the volcano erupt? Every
2.000 years
6. When was the last eruption? March 1944
REAL WORLD ENGLISH B2
3. Speaking
This exercise aims at practicing students participate
in discussions about historical sites and learn how
to use time-gaining expressions. Give your students
some time to study the questions in the boxes to
express their opinions about the topics.
4. Reading
Tell your students that they will read an article
about Pompeii and allow them some time to study
the questions to find the answers while reading.
Help them with unknown vocabulary and you can
ask basic comprehension questions or let them
summarize the text in their own words.
Answers:
1. Because the bodies of the victims were preserved
in great detail in the lava.
2. The ordinary folks of Pompeii had been going
about their everyday lives when the volcano
erupted. Some had been working in the fields,
while others had been bathing at the public bath well, they will be destroyed in the end.
house in the city.
3. No, the eruption was completely unexpected.
5. Speaking
Draw your students’ attention to the news bulletin
and let them read it while checking for unknown
words. Then, introduce the scenario and allow them
some time to understand the instructions to get into
the role. A reporter will carry out an interview with
two people working on the site.
2.3 Atlantis - The Lost City
1. A Word To Begin
You can bring various visual materials such as
famous depictions of the city, movie scenes and
references from popular culture. If your students
are interested, you may channel them to search for
“Timaeus and Critias”, Plato’s two texts in which he
mentioned the city.
Tell your students to match the words with their
meanings. They need to write another form of each
word and state which parts of speech they are.
Answers:
1=e, 2=d, 3=b, 4=a, 5=c
Examples: utopian (adj), historical (adj), corrupted
(adj), philosophical (adj), morally (adv)
210
2. Listening
You may show a larger version of the painting to
your students and draw their attention to details by
encouraging them to describe it.
Then, tell them that they will listen to the story of
Atlantis. Remind them to take notes while listening
to answer the questions. Students need to retell the
story in their own words, so let them figure out the
most important details of the story.
Answers:
1. Plato’s writing ignites our imagination and helps
us believe that a better world can exist.
2. It was a paradise with huge supplies of fruit,
water and animals.
3. They were friendly, educated, cultured, and kind.
They loved art, beauty and knowledge.
4. He didn’t believe the human race could live in
harmony forever.
5. His warning was that if people don’t behave
3. Speaking
Introduce the words “utopia” and “dystopia” and ask
your students if they have ever heard of these words.
Let them discuss what kind of a society they live in-
how would they call it?
Allow your students some time to think about the
qualities of each type of world and let them discuss
the questions. You may bring examples from popular
culture such as novels and movies that are referred to
as utopias/dystopias.
4. Reading
Tell your students that they will read the story of
Atlantis. Make sure that students understand the text
and get an overall idea about what has been said
about the city. Help them with unknown words when
necessary and give them some time to study the
questions to find the answers while reading.
Answers:
1. Because it is a story which captures the
imagination.
2. Plato said that Atlantis had existed approximately
9,000 years before his own time.
3. Because the people started to become greedy and
power-hungry and confrontations began to occur.
REAL WORLD ENGLISH B2

5. Speaking
Building on what they have learned in the module so
far, students are expected to discuss their opinions
about the existence of Atlantis. Draw their attention
to the Useful Language Box to study how they
can argue a topic by defending their own opinions.
Encourage them to read the clues that can help them
support their views (for/against).
2.4 Camelot - A Myth?
1. A Word To Begin
You can find various visual materials to introduce
the topic of the module such as character depictions
of the story, short videos from TV series and movies
and shortened version of the myth.
Give your students some time to match the words
with the definitions and let them use new vocabulary
in their own sentences.
Answers:
1=b, 2=f, 3=g, 4=h, 5=a, 6=c, 7=e, 8=d
4. Reading
Tell your students that they will read an excerpt
from a novel by Fay South based on the legend of
King Arthur. Check their understanding by asking
basic comprehension questions and help them with
unknown words. Give your students some time
to study the questions to find the answers while
reading.
Answers:
1. His father made a promise Merlin, a mighty
magician, before he was born. That’s why Arthur
was brought up by Sir Ector.
2. Because he thought that he could find the future
king.
3. Merlin placed the sword in the stone because
only the real king could pull the sword from the
rock.
4. Arthur will become the king.

2. Listening
Ask your students if they have ever heard of the
legend of King Arthur or if they watched movies/TV
series about the legend. Then, tell your students that
they will listen to a radio talk show where the host is
interviewing a historian about the legend. Give your
students some time to study the questions to find the
answers while listening.
Answers:
1. She grew up with the legend of King Arthur
and Camelot. She has spent many happy hours
watching the stories of Merlin and Excalibur.
2. It cannot be know for sure but there are some
similarities.
3. In 1133 A.D
4. He based his work on an ancient Celtic
document.
5. The story of the Round Table

3. Speaking
It may be a better idea if you let your students spend
more time on this activity by doing further research
to find different depictions of characters in the
legend. The pictures in the activity belong to Merlin
(a TV series) and King Arthur (2004 movie). These
can inspire students to compare the original legend
with later productions.

211
REAL WORLD ENGLISH B2

Unit 2 – Revision Test Module 4 - Camolet - A Myth?

Module 1 - Machu Picchu A)
1. to lock
A) 2. to say
1. had left 3. to explain
2. had just had 4. taking
3. had eaten 5. paying
4. had never seen
5. had lost B)
B) 1. It is a waste of time watching that film.
1. had had 2. I had difficulty in understanding his Accent.
2. wasn’t - has been 3. Tom expects to get the job he applied for.
3. rang - told had gone 4. She regretted telling the truth when she was the
4. went - met expression on his face.
5. had already started - entered 5. He was not sure at first, but then he decided to
attack his rival.
Module 2 - Pompeii - An Ancient Disaster

A)
1. had been living - moved
2. had been driving - happened
3. had been watching - went
4. was - had been working
5. had been waiting - had come
B)
1. had been running
2. had been talking
3. had been snowing
4. had been raining
5. had been working

Module 3 - Atlantis - The Lost City

A)
1. in order to
2. is case
3. in order not to
4. so that
5. in case

B)
1. save - to buy
2. to wake
3. get
4. get
5. work - to become

212
REAL WORLD ENGLISH B2
Unit 3 Communication
3.1 Body Language
1. A Word To Begin
You can imitate some of the most well-known
postures and gestures of body language and ask your
students if they know what these actions mean. Body
language is important for us to convey nonverbal
messages. That’s why many employers pay attention
to the body language of job candidates. Moreover,
people interested in body language act upon the
signals that they get from you.
Give your students some time to match the words
with the definitions. Always try to remind them to
use the new words in their own sentences.
Answers:
1=c, 2=d, 3=e, 4=a, 5=b
2. Listening
Introduce the forms of body language and let your
students guess their meanings. Then, tell them
that they will listen to a program called “Morning
Chat” hosting a psychoanalyst talking about body
language. They need to match the different forms of
body language with their meanings. Then, encourage
your students to discuss what they found interesting
or surprising about the radio talk.
Answers:
1=c, 2=d, 3=e, 4=b, 5=f, 6=a
3. Speaking
Draw your students’ attention to the questions and
give them some time to study the Useful Language
Box to get hints while discussing the questions.
4. Reading
Tell your students that they will read Anna’s letter
to Sam telling what happened between her and her
boyfriend as a result of a misunderstanding. Help
your students with unknown words when necessary
and encourage them to summarize Anna’s story in
their own words.
5. Speaking
As an extension of the previous activity, allow
students some time to answer the questions about
Anna’s letter in exercise 4. After discussing the
questions, let them use the given phrasal verbs
and idioms to talk about the ways of maintaining a
healthy relationship.
213
6. Writing
Students are expected to write a reply to Anna’s
letter assuming that they are her friend whom she
asked for advice. Draw your students’ attention to
example sentence starters and encourage them to
employ a positive attitude in their writing. They need
to suggest possible solutions and give some advice.
3.2 Levels Of Formality
1. A Word To Begin
Ask your students what comes to mind when they
hear the words “levels of formality” and let them
discuss their opinions. In this exercise, students are
expected to match the words with their more formal
synonyms.
Answers:
1=d, 2=b, 3=e, 4=f, 5=a, 6=c
2. Listening
Tell your students that they will listen to
conversations between a man and people in his life.
Students are expected to find who he is talking to in
each instance according to the levels of formality in
his voice and rhetoric.
Answers:
1. a family member, perhaps mother
2. boss/manager or a colleague
3. girlfriend/love interest
4. close friend
5. perhaps a police officer
Synonyms:
1. stop by
2. discuss
3. right away
4. free
5. in regard to
3. Reading
Give your students some time to read the instructions
and introduce them the scenario. Help them with
unknown words when necessary. The students are
expected to retell what happened in the stories as
if they happened to themselves. Encourage them to
describe their feelings and finish their stories with
the given quotations.
REAL WORLD ENGLISH B2
4. Reading
Prepare basic comprehension questions to ask your
students to check if they can skim through the text
that is written using a formal language.
Tell your students that they will look over a
smartphone operation manual as quickly as possible
to find the answers of the questions you will ask.
5. Reading
Draw your students’ attention to the sentence starters
and useful words given in the exercise to let your
students talk about experiencing problems with their
cell phones.
6. Writing
Looking at the useful phrases given in the exercise,
students are expected to write a letter of complaint
for a smartphone they bought 2 months ago.
3.3 British Or American English?
1. A Word To Begin
Introduce the difference between American and
British English: pronunciation, spelling and different
names. Let your students match the words with their
counterparts. Encourage your students to brainstorm
more words having different names in British and
American English.
Answers:
10e, 2=j, 3=b, 4=g, 5=c,
6=h, 7=g, 8=i, 9=a, 10=d
2. Listening
Ask your students if they can recognize the
difference in accent between American and
British English, especially the difference in the
pronunciation of the same words. Tell your students
that they will listen to two women saying the same
words. The first woman is British and the second
woman is American. Let your students write “A” for
American English and “B” for British English next
to the words.
214
Answers:
1. AB
2. BA
3. BA
4. AB
5. BA
6. BA
7. BA
8. AB
3. Speaking
Draw your students’ attention to the comments of
people stating their preferences for English accents:
British or American? Give your students some
time to read what people said and discuss the topic
expressing their own ideas.
Help them with unknown vocabulary and make
sure that they understand what is said in the
comments. Encourage them to get hints from the
Useful Language Box while they are discussing the
questions.
4. Reading
Introduce the scenario to your students. In last
month’s issue, a magazine asked its readers to share
their experiences of using an American English word
that has a completely different meaning in British
English. Tell your students that they will read the
responses sent to the magazine. Help them with
unknown vocabulary and ask them if they have ever
had a similar experience. You can also find short
ESL videos about this topic and let your students
watch them while having fun.
5. Writing
Tell your students that they will read a note which is
written in British English and you’re your students
to underline the words that can be different in
American English.
Answers:
Pub=bar, mate=friend/pal, babysitter=sitter, half-past
seven=7.30, behaviour=behavior, criticise=criticize,
dialogue=dialog, rubbish=trash, nappy=diaper,
litre=liter, fridge=cooler, lift=elevator, flat
shoes=flats, trousers=pants, apologise=apologize
REAL WORLD ENGLISH B2

3.4 Idioms And Metaphors

1. A Word To Begin

Introduce the new vocabulary and let your students

match the words with their definitions. Encourage
your students to brainstorm more words related to
figures of speech.

Answers:
1=b, 2=c, 3=d, 4=e, 5=a

2.Listening
Answers:
1=c, 2=e, 3=a, 4=f, 5=d, 6=b

3. Speaking
Draw your students’ attention to the pictures and
the idioms. Ask them if they know what these
idioms mean. Then, let them read the instructions
to understand what is expected of them. In this
exercise, they will write three possible meanings (of
course only one of them is correct) for one idiom.
They can play with words to suggest literal meanings
as well.

4. Reading
In exercise 1, students became familiar with figures
of speech and they are expected to

underline the idioms, metaphors and similes as they

read the story.

Answers:
Like a beaver, the early bird, spill the beans, blow
his top, from the horse’s mouth, brightest lightbulb

5. Writing
As an extension of the previous activity, ask your
students how they can finish the story. Encourage
them to use the expressions that they have learned in
the module.

215
REAL WORLD ENGLISH B2

Unit 3 – Revision Test

Module 1 - Machu Picchu

A)
1. decreases - will increase
2. will suffer - do not look after
3. would go - weren’t
4. were - would look
5. could drive - would lend
B)
Answers will vary.

Module 2 - Levels Of Formality

A)
Answers will vary.
B)
1. wouldn’t feel - hadn’t eaten
2. wouldn’t be - hadn’t been bitten
3. wouldn’t be - hadn’t forced
4. would be - had told
5. would have passed

Module 3 - British Or American English?

A)
1. walking - taking
2. to go - stay
3. to wear
4. phoning - writing
5. eat - eat

B)
1. as long as
2. unless
3. as long as
4. unless
5. provided

Module 4 - Idioms And Metaphors

A)
1. cut corners
2. cry over spilt milk
3. Don’t put all your eggs in one basket.
4. with a grain of salt.
5. see the back of

B)
Answers will vary.

216
REAL WORLD ENGLISH B2
Unit 4 International Days
4.1 Valentine’s Day
1. A Word To Begin
Ask your students what they know about Valentine’s
Day and introduce a brief history of it. Then let
your students discuss how this day is celebrated
throughout the world and what the arguments of
its opponents and supporters are. You may show
your students the typical preparations for the day:
ornaments, cards, toys, gifts, everything dedicated to
this special celebration.
Give your students some time to match the words
with the definitions and encourage them to use new
vocabulary in their own sentences.
Answers:
1=e, 2=a, 3=e, 4=c, 5=b
2. Listening
What are the characteristics of a romantic person?
Ask your students if they define themselves as
romantic. Encourage them to share their opinions
about celebrating Valentine’s Day in their culture
and country.
Tell your students that they will listen to a live radio
show carried out on the streets where the host is
asking questions about Valentine’s Day. Give your
students some time to read the questions to find the
answers while listening.
Answers:
a)
1. Her husband always surprises her with a special
gift on Valentine’s Day.
2. He is working.
3. He feels sorry because he wants to celebrate
Valentine’s Day with his girlfriend because she
loves it.
4. Because she saw that her boyfriend was cheating
on her.
b)
I wish he was more assertive.
I wish he would learn how to say no. I wish we
could be together.
I wish I had never met him.
3. Speaking
Give your students some time to read the instruction
to get into the role. Explain them the scenario and
help them with unknown vocabulary if they need.
Building on what they have learned in the previous
217
activity, students are expected to carry out a street
interview and share their feelings for Valentine’s
Day.
4. Reading
Introduce the phrase “chick flick” to your students
and ask if they like watching this kind of movies or
reading this kind of books.
Encourage them to express their opinions about
“love is in the air” atmosphere of Valentine’s Day in
the media.
Draw your students’ attention to the pictures and
give them some time to read the book reviews. Then
ask them if they read book reviews before they buy
a book. Do they think that film reviews spoil the
ending? Let your students discuss the book reviews
and decide which book to buy giving their reasons.
5. Speaking
Don’t want to sound too consumerist, but special
days are for giving or receiving gifts. Ask your
students what they think about buying gifts for their
loved ones on special occasions and celebrations. Let
them share their experiences of buying or receiving a
Valentine’s Day gift.
Give your students some time to read the instructions
to get into the role and draw their attention to Useful
Language Box to get hints while preparing for their
roles.
6. Writing
As an extension of exercise 4, students are expected
to write a book review and find a suitable book title
to promote a new book. Encourage them to use
adjectives in their writing to attract more attention.
Happy Valentine’s Day folks!
4.2 World No-Tobacco Day
1.A Word To Begin
Ask your students if they smoke and if they know
how dangerous it is for their health. Introduce some
related vocabulary such as “smoke like a chimney”
and “chain smoker”. Ask them how they started
smoking and what they have done to quit it. Let
them express their opinions and experiences about
ban on cigarettes on public places.
REAL WORLD ENGLISH B2

Allow your students some time to match the words 4. 40

with the definitions. Encourage them to use new 5. 5.4
vocabulary in their own sentences. 6. 31
Answers:
1=i, 2=e, 3=d, 4=c, 5=j, 6=h, 7=a, 8=f, 9=b, b) Present simple:
10=g 1. Deaths are caused
Past simple:
2. Listening 1. Tobacco day was created
Tell your students that they will listen to a talk about 2. this date was postponed
smoking. Give your students some time to study the 3. a resolution was passed
table to find the answers while listening. 4. it was first met
After the listening activity, encourage them to
talk express their opinions and guesses about the Future simple:
methods to reduce smoking in their own countries. 1. smokers will be encouraged
Answers: 2. smoking will be increased
1. use of tobacco
2. 21.6% Impersonal passive
3. People with disabilities 1. It is said that Passive + to infinitive
4. people between ages 25 and 44 1. this day to be observed
5. 12%
6. increasing the price of tobacco products, anti- 5. Writing
tobacco media campaigns, smoke-free laws for Read the instructions with your students. They are
workplaces and public places expected to write a summary of what they have
learned in the module. Introduce them the mind
3. Speaking map which will help them organize the main topics
Draw your students’ attention to the picture and that they want to write about in their summary.
ask them if they know the harmful ingredients in Draw their attention to the structure of an essay to
tobacco. Most of the people who are heavy smokers emphasize the introduction, body and conclusion
are aware of the dangers of smoking, but they don’t paragraphs. Finding an
quit smoking. Are there any psychological reasons attention-grabbing title must be the easiest task!
behind their insistence on smoking?
Give your students some time to read the situations. 4.3 International Literacy Day
Encourage them to share their opinions about the 1. A Word To Begin
price of tobacco, and smoking bans in public places Ask your students if they know the status of literacy
as well as the psychological effects of smoking such in the world and in their own country. What is the
as stress and keeping fit. relationship between illiteracy and poverty? What
are some of the aspects of life that literacy effects?
4. Reading What is the importance of being literate? You can
What is World No-Smoking Day? Ask your students also introduce famous quotations emphasizing the
what they know about this special day. Why is there importance of literacy:
a need to specify a date? “Once you learn to read, you will be forever free”.
Tell your students that they will read an article about (Frederic Douglas)
World No-Smoking Day and give them some time “Literacy is a bridge from misery to hope”. (Kofi
to study the questions to find the answers while Annan)
reading. Encourage your students to work in pairs and tell
Answers: them to teach unknown words to their partners.
a) 1. 24
2. 7
3. 1988

218
REAL WORLD ENGLISH B2
2. Listening
Tell your students that they will listen to a radio
program featuring a phone-in quiz on World Tobacco
Day. Give your students some time to study the
questions and the choices to choose the correct
option while reading.
Answers:
1. c, 2=b, 3=c, 4=a and b,
6. She is going to get her car fixed and her house
decorated.
3. Speaking
Draw your students’ attention to the pictures and ask
them if they have ever watched a movie emphasizing
the importance of literacy and problems related to
illiteracy. Give your students some time to read the
film reviews and encourage them to summarize the
plots of the films. Let them discuss the themes and
morals of the films and decide which one to watch.
4. Reading
Allow your students some time to read the articles
and find the meanings of unknown words. Encourage
them to underline the essential parts of the articles to
keep them in mind while they are summarizing them
to their partners.
PS: Students are expected to find a sentence from the
text with the same meaning to the given sentence.
This serves as an example on how to paraphrase/
summarize a given text.
Make sure that your students are aware of it.
a) The aim is not to increase the quantity of books
read.
5. Speaking
Introduce the scenario to your students and help
them with unknown words to make sure that they
understand their roles. Give your students some
time to study the examples to come up with their
own ideas and sentences. Draw their attention to the
causative structure. It’s better if you provide more
examples before the exercise to encourage them to
use causatives while expressing their opinions.
4.4 Other International Days
1. A Word To Begin
Students have studied three international and
special-themed days so far (Valentine’s Day, World
219
No-Tobacco Day and Literacy Day). Ask them if
there are other international days that they know and
let them discuss the importance and themes of these
days. You can also ask them if they have ever taken
part in the celebrations or demonstrations on these
days.
Introduce your students what prefix is and draw their
attention to the words to let them state the meanings
and functions of the given prefixes.
Answers:
a)
1. inter: between, among
2. un: not, against, opposite
3. re: back, again
4. dis: opposite of, reverse
5. en: cause to become
b) intercultural, unrecognized, retell, discourage,
enable
2. Listening
Draw your students’ attention to the pictures and
if possible, you can bring more visual materials
to the class. Ask them if they are aware of these
international days and if they are celebrated in their
country every year.
Tell them that they will listen to a recording about
these four international days and remind them to
take notes while listening to find out the requested
information in the exercise.
Answers:
1. International Youth Day: established in 1999 &
celebrated on August 12th
Countries around the world work towards
increasing opportunities for young people.
2. World Against Child Labor Day: created in 2002
& celebrated on June 12th
Aim is to raise awareness and promote action to
prevent child labor in both economic and military
fields.
3. International Women’s Day: It was first observed
in 1911 & celebrated on March 8th
It focuses on respect and love towards
women as well as women’s economic, political
and social achievements.
4. World Population Day: established in 1989 &
celebrated on July 11th
Aim is to raise awareness of global population
issues.
REAL WORLD ENGLISH B2

3. Speaking Help your students with the scenario: They are

What are possible ways of saving water? How expected to apply to the UN to have their day
should we use our water resources? What can we recognized. They need to come up with a proposal
do to contribute to water conservation? What might and a cause for an international day. Allow them
happen when we run out of water? some time to study the questions to brainstorm ideas
Why do you think that people say that water is the for their day and let them prepare notes for a brief
new oil? speech they will present to the UN.
Give your students some time to study the short text
giving information about World Water Day to and
answer the questions.
Answers:
1. 90%
2. Rice
3. 1%
4. Agriculture
5. The U.S.A.

4. Reading
Ask your students what it means to act like and talk
like a girl. If they make stereotypical or degrading
remarks, ask them why they think and feel like
that. Draw their attention to the problems such as
lack of freedom, access to education, forced and
child marriages, inequality, discrimination in social,
political and economic spheres that girls face and
how they begin to face this dilemma at an early
age. You can also let your students contemplate on
negative self-images promoted in the media that
effect girls. Introduce the worldwide campaign
“because I am a girl” and ask your students if this
campaign can change negative self-images and
reveal true role models for girls.
Tell your students that they will read an article about
International Day of the Girl Child and they need
to match the paragraph headings with the suitable
paragraphs.
Answers:
1. The first International Day of the Girl Child
2. Aims of the resolution
3. When and why it started
4. The importance of schooling

5. Speaking
Read the text with your students in the class and help
them with unknown vocabulary when necessary. Ask
them if they know that they can apply to the United
Nations to have their international day recognized
and if they have ever heard of International
Happiness Day.

220
REAL WORLD ENGLISH B2

Unit 4 – Revision Test Module 4 - Other International Days

Module 1 - Valentine’s Day A)
1. im - im
A) 2. ir - im
1. had 3. ir - ir
2. stopped 4. im - ir
3. had 5. ir - ir
4. wouldn’t lie B)
5. knew 1. post / anti
B) 2. un
1. hadn’t eaten 3. pre
2. could have gone 4. un
3. hadn’t made 5. in
4. had had 6. un
5. had started 7. pre
8. bi
Module 2 - World No - Tobacco Day 9. mono
10. in
A)
1. A lot of money had been bet on the game.
2. The prisoner was being brought into court by the
guards.
3. I would have been told what happened.
4. Many hours would be spent on the project by her.
5. This house had been built by my grandfather right
after the war.
B)
1. Tom’s company might send him to Brazil in
September.
2. The travel agent is going to meet the tourist.
3. Nobody has driven the car in several weeks.
4. They shouldn’t have ridden the horse so much.
5. The job wasn’t offered to him because of not
having enough experience.

Module 3 -International Literacy Day

A)
1. converted
2. approved
3. written
4. to check
5. makes
B)
1. will have my room cleaned.
2. will get Sue to organise the picnic.
3. is having the hairdresser cut her hair now.
4. had her skirt shortened.
5. made me read out a poem.

221
REAL WORLD ENGLISH B2
Unit 5 Customs and Rituals
5.1 Rituals Past and Present
1. A Word To Begin
Introduce the word “ritual” (an established or
prescribed procedure for a religious or other rite) and
ask your students what kinds of rituals exist in their
country and if they know rituals of other countries.
Let your students form groups to work on target
vocabulary. They can either look up the words
that they don’t know in a dictionary or give the
definitions of the words they know. You can also
distribute the words to the groups equally and let
each group present them to the class.
2. Listening
Ask your students if they know or what they know
about Thanksgiving. As it is a popular theme in
many movies, students may be familiar with the
word. You can bring pictures of Thanksgiving
celebrations, traditional dishes and a short video
pointing out the importance of this celebration in
America.
Tell your students that they will listen to
the interview of a film about the history of
Thanksgiving. Encourage them take notes focusing
on the main details and key words so that they will
be able to retell the story/plot to their friends.
3. Speaking
In this exercise students are expected to read three
example rituals and guess where they originate. You
can ask them to discuss the relationship between
civilization and rituals as well. What a modern
person considers a horrific act is seen as a ritual in
many cultures, especially the ancient ones.
Draw your students’ attention to the “what if” box
and let them discuss their opinions and feelings on
the topic by giving their reasons
4. Reading
Ask your students if they have ever heard of the
Hindu ritual known as “Upanayana”. Let them
guess what it is for and what kind of ceremony takes
place. Then, ask them if they are familiar with any
other coming of age rituals. Why do they think that
passage to adulthood is important?
Tell your students that they will read an article
about “Upayana”. Let them read the text to get a
general understanding and then, find the meanings of
222
unknown words.
Sage (n): a profoundly wise person; a person famed
for wisdom.
Initiation (n): admission or acceptance into
an organization or club, adult status in one’s
Community or society, etc.
Non-sectarian (adj): not affiliated with or limited to a
specific religious denomination.
Studious (adj): hardworking
Ancestor (n): a person from whom one is descended
5. Speaking
Students are expected to choose a ritual commonly
practiced in their own country and prepare a news
bulletin about it giving as many details as possible.
Draw your students’attention to the example
questions and encourage your students to keep them
in mind while preparing their news bulletin.
“Did you know” sections give interesting
information about the themes of the modules. Spare
time for them, who knows when trivia questions can
save your life. Surprise!
5.2 Coming Of Age In The USA
1. A Word To Begin
As students have already become familiar with
“coming of age” ceremonies in the previous module,
you can ask them what kind of coming of age
ceremonies take place in America.
Sweet sixteen parties are popular topics in the media
and in many movies this passage to adulthood is
addressed. Ask your students what they think about
the topic and also let them discuss why there is a
tendency to create the image of never-ending high
schoolers.
Introduce the new vocabulary to let your students
find the synonyms of the words.
Answers:
1. random, relaxed in order, by chance
2. conversion, development, evolution
3. entire, overall
4. banned, closed
5. harsh, rigid, severe
6. real, original, genuine
7. defer, delay, suspend
8. approved, confirmed
REAL WORLD ENGLISH B2
2. Listening
If you haven’t discussed sweet sixteen celebrations
in the previous exercise, you can introduce them and
let your students brainstorm more on the topic. You
can also give such celebrations from other cultures
such as Quinceañera (Hispanic) and Bar Mitzvah
(Jewish).
Tell your students that they will listen to a recording
about sweet sixteen traditions. Give them some time
to study the table to decide whether sentences are
true or false.
Answers:
1. False
2. False
3. True
4. True
5. True
6. True
7. False
8. True
3. Speaking
Ask your students if they keep online journals or
blogs to share important occasions in their lives.
Then, draw your students’ attention to a girl’s blog
entry about her sweet sixteen celebrations. Give
your students some time and let them paraphrase
what happened on that day. Form a debating table
and let your students discuss whether this kind of
celebration is sensible. There are various arguments
related to sweet sixteen celebrations. You can also
allow your students to do some research and discuss
the topic later.
Draw your students’ attention to their country
and ask them if they had a coming of age ritual.
Encourage them to use the given clues in the
exercise while they are referring to celebrations they
had. (If they do not have coming of age celebrations,
let them imagine a desirable ceremony).
4. Reading
Who are the Amish people? Ask your students what
they know about the Amish community and provide
more materials (videos, pictures, slides) to introduce
them. You also need to mention Rumspringa
(adolescence) and its importance for Amish people.
Tell your students that they will read a journal entry
belonging to a young Amish girl named Emma.
Encourage your students to underline the important
223
details to memorize the text quickly in order to retell
it to the class at the end of the activity. Give them
some time to study the questions to find the answers
while reading.
Answers:
1. Amish people believe that young people should
be given the opportunity to experience the world
without restrictions imposed by Amish way of life to
make a comparison and eventually a choice between
whether they want to return to the community or
carry on with their new lives. The time given to
young people to observe the world outside is called
Rumspringa.
2. She has to decide whether she will go back to the
Amish community or continue in her new life.
3. Shopping at the mall, wearing make-up, using cell
phones, dressing freely, driving cars and dating are
not allowed by the Amish
Allow your students some time to discuss the
subsequent questions. You may elaborate on the
ideas mentioned in the exercise to give your students
a few examples. They are expected to discuss the
advantages and disadvantages of the situation. So
encourage them to express their opinions on the
topic by referring to the aspects of the modern world
and a closed community.
5. Writing
Ask your students if they have ever watched a
movie that mentioned or related to Amish people
and Rumspringa. As these people are living very
different lives, they have always attracted attention
and caused surprise.
Tell your students that they will write a movie
review of a recently watched movie. Give them
some time to read the sample movie review which
serves as a model and draw their attention to the
writing tips to help them structure their reviews.
5.3 Coming Of Age In The Law
1. A Word To Begin
Introduce the phrase “legal age” and ask your
students to define what it is. Ask them if it changes
according to different countries and actions. Then,
allow your students some time to form vocabulary
groups to find the antonyms of the words in the
exercise.
REAL WORLD ENGLISH B2
Answers:
1. minimum
2. harsh, tough
3. manual
4. temporary
5. deny
6. free, optional, voluntary
2. Listening
Draw your students’ attention to the pictures and
tell them that they will listen to a recording about
the differences among countries and actions while
setting the legal age. They need to find out which of
the topics represented in the pictures are mentioned.
Answers:
1, 2, 3, 4, 5, 6, 9
Ask your students if they know the age limits in their
own country and let them discuss whether these age
limits are appropriate or not.
Encourage them to refer to the pictures and tell the
age limits in their country for these acts.
Read the tips for discussing issues effectively with
your students. They need to express their opinions
on the legal age of marriage: What is the most
appropriate age to get married? What should be the
minimum age?
Give them some time to contemplate on the
questions and encourage them to include the
sentence starters and words from the tips while
preparing their speech.
3. Speaking
As an extension of the previous activity, students
are introduced to the minimum legal age to get
married in some countries. Let them consider the life
conditions in those countries and make a connection
between the legal age and marriage.
Students are expected to discuss the advantages and
disadvantages of getting married when young or
when older. Allow them some time to brainstorm
ideas and discuss the topic. Remind them to use
conjunctions of contrast (although, however,
whereas etc.) while expressing their opinions.
4. Reading
Tell your students that they will read comments of
a few people on the topic of getting a children’s
license. Students have learned so far that there are
age limits to do some acts such as voting, leaving
224
school or getting married. Now they need to discuss
an unusual idea: Should there be a license to have
children?
Give them some time to read people’s opinions
about the topic and let them discuss the comments
they agree with the most.
5. Writing
Allow your students some time to read the
instructions and introduce them the scenario. They
will love the idea of being the president of a country,
but the responsibility is too much.
They are expected to set the age limits and enforce
laws about the issues mentioned in the exercise.
Remind them to take notes while they are deciding
on the laws, because they are expected to present a
speech stating their purposes and supporting their
arguments.
Draw their attention to the quote and remind them
to keep this saying in mind while enforcing the laws.
5.4 Unusual Rituals
1. A Word To Begin
Pre-inform your students to do some research about
the unusual rituals around the world. They can ask
Google and it will surely display many results.
Encourage them to share what they have found
with the class by stating what the purposes and
consequences of the ritual are.
Give them some time to match the words with their
meanings. It’s a good idea to let them guess where in
the module these words will be used.
Answers:
1=g, 2=f, 3=c, 4=h, 5=a, 6=b, 7=e, 8=d
2. Listening
Not to spoil the surprise, do not tell your students
what these rituals are. As they can infer from the
pictures, these rituals do justice to the name of
the module. Encourage them to take notes while
listening and if necessary you can make them listen
more than once, as they are expected to recount what
they learn about the rituals to the class.
REAL WORLD ENGLISH B2

3. Speaking
Draw your students’ attention to the pictures and
give them some time to read the profiles and let
them choose one of them. Then, let them read the
instructions to get into the role. Help your students
with unknown words and make sure that they
understand. Then, introduce intensifying adjectives
and encourage them to use the given words while
preparing their speech.

4. Reading
Tell your students that they will read six short
articles describing girls’ coming of age rituals in
different countries.
Draw their attention to the pictures and tell them that
they need to match the paragraphs with the correct
pictures which symbolize the articles.
After the matching activity, encourage them to find
suitable headings for the paragraphs.
Answers:
1. B
3. C
4. D
6. A

5. Writing
Building on what they have learned so far in the
module, students are expected to write a short essay
stating their opinions about the coming of age rituals
that they have studied in the module. Allow your
students to read the short intro in the beginning
of the exercise which summarizes the topic of the
module. Encourage your students to contemplate on
the questions and refer to them while writing their
essays.

225
REAL WORLD ENGLISH B2

Unit 5 – Revision Test B)

Module 1 - Rituals Past And Present 1. He made a great effort, he failed
2. Smoking and drinking, I bet he’ll live till he’s a
A) hundred
1. which 3. Jack likes reading novels, whereas his brother
2. who hates it.
3. who 4. While he is not a perfect teacher in many respects;
4. to whom however I like the way he treats his students.
5. that 5. Although there are still drawbacks, however
B) technology has made our lives easier.
1. France is the country where the best wine is
produced. Module 4 - Unusual Rituals
2. That is the radio which I won in the competition. A)
3. This is the man whose house was destroyed by the 1. big
earthquake. 2. pure
4. That was the summer when I met my wife. 3. complete
5. She’s the girl who works in the library. 4. utter
5. absolute/total
Module 2 - Coming Of Age In The USA
B)
A) 1. great
1. After having done my homework, I went to bed. 2. big
2. shaving, I cut myself. 3. big
3. driving 4. large
4. graduating from university, I have worked in 5. biggest
several places.
5. Watching TV, I fell a sleep.
B)
1. As soon as announced, the plan came into effect.
2. Once learned, language cannot easily be forgotten.
3. Though written for children, the book is popular
among adults as well.
4. Killed yesterday was a friend of my uncle’s.
5. Offered by our department are basically elective.

Module 3 -Coming Of Age In The Law

A)
1. Although
2. In spite of
3. Although
4. In spite of
5. In spite of

226
REAL WORLD ENGLISH B2
Unit 6 Crime & Punishment
6. 1 Petty Crime
1. A Word To Begin
Ask your students if they know the phrase “petty
crime” and let them give examples. You can
encourage them to talk about the difference between
major crimes and petty crimes and brainstorm words
that they know related to the topic.
Give your students some time to match the crimes
with the definitions.
Answers:
1. jaywalking
2. pickpocketing
3. grand larceny
4. trespassing
5. vandalism
6. theft
2. Listening
Ask your students if they can classify crimes and
introduce the words “felony and misdemeanor” to let
them categorize the crimes. Then, tell your students
that they will listen to a recording about different
kinds of crimes and decide to which category they
belong.
Answers:
Felonies: murder, armed robbery, grand larceny,
possession of hard drugs
Misdemeanors: theft, reckless driving, vandalism,
trespassing, possession of soft drugs
Petty crimes: public drunkenness, jaywalking,
pickpocketing
3. Speaking
Introduce the scenario to your students and let them
read the instructions to get into the role. Encourage
them to use the Useful Language Box to get hints
while expressing their assumptions about the
situation.
Examples:
He can’t have stolen the car. He was in the library
with me.
He might have stolen the car. I know that he had
debts and no money to pay them.
4. Reading
Ask your students if they know the meaning of the
phrase “red-handed” and if they have ever witnessed
a theft. Draw their attention to the growing rate
227
of shoplifting among young people and let them
express the possible motivations of shoplifters. Then
introduce the term “kleptomaniac” and let your
students discuss the psychological reasons behind
it and what people should do to prevent such a
behavior.
Tell your students that they will read an article about
a young person who caught at a mall while he was
stealing something. Give them some time to study
the questions to find the answers while reading.
Answers:
1. Catch red handed: to catch a person in the act of
doing something wrong
2. They were in shock and they couldn’t believe that
he did it, because he was a successful and popular
student that is loved by his friends, teachers and
family.
3. Deviant: One that differs from a norm, especially
a person whose behavior and attitudes differ from
accepted social standards.
4. It’s a psychological illness that gives people
irresistible urges to steal.
5. Speaking
Draw your students’ attention to the two instances of
petty crimes. They are expected to discuss whether
the punishments for these crimes are appropriate.
Help your students with unknown words. You can
also bring news and accounts of crimes to discuss
what punishments they got and reflect on situations
where the punishment doesn’t match the crime.
6.2 White-Collar Crime
1. A Word To Begin
Business corruption is a widespread phenomenon.
Ask your students if they are familiar with the phrase
“white-collar crimes” and let them discuss what they
know about them. They can give examples from
their own country and comment on the motivations
and consequences of people’s behavior and actions
who committed the crime.
Give your students some time to search the meanings
of the given white-collar crimes and put them in
order (1-10) from the most to least serious.
REAL WORLD ENGLISH B2
2. Listening
Tell your students that they will listen to local
radio news. They need to complete the table with
the missing information. Background noises and
distorted sound might be a challenge!
Answers:
Name: Michael Towers Crime: murder & fraud
Punishment: 190 years in prison
Name: Nancy Hansen Crime: embezzlement
Punishment: 6-10 years in prison
Name: Timothy Falls Crime: forgery
Punishment: up to 2 years in prison
Name: Sarah Payton Crime: identity theft
Punishment: 5 years in jail
Isn’t it a good idea to recommend your students
“Crime and Punishment”? Rest in peace, Fyodor
Dostoyevsky!
3. Speaking
Introduce the phrase “mug shot” while drawing your
students’ attention to the picture. Give them some
time to read the questions to discuss their opinions
about how white-collar crimes should be dealt with.
Are they really “victimless crimes”? You can also let
your students contemplate on the following idiom:
Some ends justify the means.
4. Reading
Ask your students if they have watched the movie
“Catch me if you can” and what they know about
Frank Abagnale. Introduce the phrase “con artist”
and tell them that they will read a short biography of
Frank Abagnale, the notorious impostor. Help them
with unknown vocabulary and ask comprehension
questions to check their understanding of the text.
Introduce the scenario and let your students form
groups of two. An FBI officer is going to interview
a fraud suspect. The officer needs to prepare the
questions and the suspects should give detailed
answers to prove his/her innocence.
5. Writing
Tell your students that they will write a short
summary of the article in the previous exercise.
Give them some time to read the instructions and
follow the suggestions. Introduce the adverbs and
adverbials and encourage your students to make use
of them to link the ideas in their writing.
228
6.3 In Court
1. A Word To Begin
You can bring pictures of famous courts to the class
and ask your students if they have ever been to a
court. Introduce the court system and different types
of courts. Give your students some time to match the
courts with their definitions.
Answers:
1=c, 2=f, 3=e, 4=a, 5=d, 6=b
If they are interested, you can let your students do
some research about the court system in their own
country.
2. Listening
Tell your students that they will listen to a recording
about the sequence of events in the Criminal Justice
System. Give them some time to study the table to
complete it.
Answers:
(in order of appearance)
arrest
released without prosecution
detention or bail
pleads guilty
probation
parole
3. Speaking
Tell your students to read the details of a crime and
discuss the questions. Draw your students’ attention
to the Useful Language Box to study sentence
starters and connectors while they are preparing their
speech.
4. Reading
Introduce the roles of prosecution and defense. It is
a good idea to find a short video of a trial to let your
students watch it in the class. Allow them some time
to read the arguments of both sides and encourage
them to fictionalize the event. Remind your students
to underline the key points of the closing arguments
of each side and give a verdict.
The students are expected to decide which side they
want to be and present closing arguments in their
own words. Allow them some time to contemplate
on how they will develop their arguments and
present them to the class.
REAL WORLD ENGLISH B2
5. Writing
Introduce the scenario to your students and
give them some time to study the tips to write a
persuasive essay. As an extension of the previous
activity, students are expected to write an analysis of
the trial (as if they were newspaper reporters) stating
whether Billy Thompson is guilty or not.
6.4 On The Inside
1. A Word To Begin
There are a few notorious prisons in the world (i.e.
Alcatraz). You can show your students short videos
displaying these places and find documentaries about
them. Ask your students to brainstorm words related
to imprisonment and jails. Let them discuss how
security is kept in prisons and what kind of images
come to mind when they talk about life in prison.
Give your students some time to match the types of
prisons with the standards of safety.
Answers:
1. medium security
2. high security
3. low security
4. minimum security
2. Listening
Tell your students that they will listen to a
conversation between a prison officer and an
inmate’s relative. Give them some time to study the
questions to find the answers while listening.
Answers:
1. No, she can’t. Visiting hours are on Sunday It is also a good idea to give this task as homework
between 2 and 3 o’clock.
2. She needs to have a visiting order.
3. She can’t bring anything.
4. The prisoner is her husband.
5. (optional)
3. Speaking
Ask your students if they know any programs that
aim at reducing the rate of reoffending and let them
discuss possible ways to prevent criminals from
reoffending.
You can allow your students to do some research
about the topic before the speaking activity as well.
Draw your students’ attention to the Useful
Language Box to incorporate the given sentence
starters in their speech.
229
4. Reading
What is a discursive essay? Explain it to your
students before the reading activity. Tell your
students that they will a discursive essay about the
prison system in America.
First, let them read the text to get a general
idea about it and then help them with unknown
vocabulary to let them understand the details more.
Give them some time to study the questions to find
the answers while reading.
Answers:
1. Protect the public from dangerous offenders.
Custodial sentences punish through depriving
someone of their liberty.
2. The key elements are: 2 days spend in a
correctional facility with an inmate / first-hand
experience of the deprivations of prison life / two
days education with a probation officer with videos
of offenders & motivational materials / 50-500 hours
community service improving the community for
children & youth to protect the general public from
dangerous offenders
5. Writing
Give your students some time to read and discuss the
conditions of probation. Let them brainstorm their
ideas to do the writing task. They are expected to
choose two crimes from the list and decide which of
the given conditions should be applied to someone
who commits the crime.
which enables students spend more time elaborating
on what they want to write.
REAL WORLD ENGLISH B2

Unit 6 – Revision Test Module 4 - On The Inside

Module 1 - Petty Crime A)
1. since
A) 2. noreover
1. can’t 3. therefore
2. should 4. due to
3. can’t 5. as a result
4. must
5. needn’t B)
1. they’re inexpensive
B) 2. was awful
1. shouldn’t have sold the house 3. close
2. shouldn’t have shouted at your mum 4. enter
3. can’t have been studying 5. didn’t have
4. needn’t have missed the bus
5. may have missed the bus.

Module 2 - White - Collar Crime

A)
1. last
2. soon
3. lately
4. now
5. occasionally

B)
1. Unfortunatelly, all the rooms have been booked
2. Does your elder brother often stay out late night
3. My father has been to many countries recently
4. Sue hardly ever goes to a dentist
5. I visited my grandparents two weeks ago

Module 3 -In Court

A)
1. because
2. Due to
3. because
4. because of
5. Due to

B)
1. in order to
2. so that
3. not to
4. so that
5. so that

230
REAL WORLD ENGLISH B2
Unit 7 The Olympics
7.1 The History of The Olympics
1. A Word To Begin
Ask your students what they know about the
Olympics. You may also find pictures of Olympic
sports and famous sports people. Ask them how
often the Olympics take place. Then, introduce the
target vocabulary and give your students some time
to match the words with their meanings.
Answers:
1. e 2.c 3.d 4.f 5.a 6.b
2. Listening
Tell your students that they will listen to a historian
talking about the history of the ancient Olympic
Games. Give them some time to study the questions
before the listening activity. You may play the
recording more than once when necessary.
Answers:
1. In 776 BC
2. We know from historical records
3. Because Emperor Theodosius thought they
were pagan.
4. The aim was to show the physical qualities
of young men, and to encourage good relations 1. A Word To Begin
between cities in Greece.
5. The winners received a palm branch and
red ribbons.
3. Speaking
Draw your students’ attention to read the texts and
comments to discuss whether they agree or disagree
with what is mentioned. Introduce the structure of
perfect modal “should” by providing more examples.
Give your students some time to express their
opinions about the third situation.
4. Reading
Tell your students that they will read a short passage
about the history of the modern Olympic Games.
Give them some time to go over the text.
Encourage them to read for gist: to find the
differences and similarities between the ancient and
the modern games.
Answers:
Similarities:
1. The ancient and modern games were both held at
the Panathenaic stadium.
231
2. Most of the sports in the ancient games were also
on the program of the modern games.
3. The ancient games were exclusively male, as were
the first Games in 1896.
Differences:
1. The ancient games were always held in the same
place, whereas the modern games are held in a
different city and country every four years.
2. The ancient games lasted one day. The modern
games last up to sixteen days.
3. The ancient games were only for Greek citizens.
The modern games are open to all countries.
Give your students some time to discuss the
questions. You can encourage them to make
sentences by giving examples.
5. Speaking
Let your students read a short text about Vanessa
Mae, a famous violinist to discuss the given
questions. You can also find more Olympic scandals
and share them with the class.
7.2 Olympic Sports And Cities
Introduce the icons and ask your students if they
know any of these icons and the sports that they
represent. Give them some time to do the matching
activity.
Answers:
1. e
2.d
3.b
4.f
5.a
6.c
7.g
8.h
2. Listening
Tell your students that they will listen to an Olympic
expert to complete the table. Give them some time to
study it to find the answers while listening.
REAL WORLD ENGLISH B2

Photography Event Years Description Olympic candidate city: Istanbul.

Give them some time to read the text and help with
1 rope 1896, Competitors the unknown vocabulary. It’s a good idea to read the
climbing 1904, climbed up questions first and underline
1906, a rope using Answers:
1924, only their 1. Istanbul was well-prepared to be an Olympic
1932 hands and city, because of its new venues; improvements in
arms. infrastructure; the planned third bridge over the
Bosporus; the ability to cope with large numbers of
100 m only open to tourists; international-standard sports facilities.
2 free style 1896 sailors of the 2. There were going to be 4 zones.
swimming Royal Greek 3. Istanbul was competing against Tokyo and
for sailors Navy. Madrid.
4. It is still possible for Istanbul to become a future
3 underwater 1900 it was held Olympic city, because other cities like Pyeongchang
swimming over a in South Korea applied to be hosting cities a number
maximum of times before being successful.
distance
of 60 5. Writing
meters and Introduce the scenario to your students. They have
competitors applied to the International Olympic Committee to
were get one of their country’s national sports included
awarded in the Olympics. Now that the committee refused
two points their request, students will write a letter to express
for each their disappointment and will appeal against their
meter swum decision.
underwater.
7.3 Being An Athlete
a 1. A Word To Begin
4 200 m 1900 combination You may find short articles about the lives of
obstacle of a famous athletes and share them with the class. Ask
swimming swimming your students what they think about the problems,
race race and an hardships and rewards of being an athlete.
obstacle race Give your students some time to match the words
with their meanings and let them use the new words
in their own sentences.
3. Speaking Answers:
Give your students some time to read the questions. 1.b 2.d 3.a 4.e 5.c
It is a good idea to bring a few pictures of gold
medal winners and the countries they represent as 2. Listening
well as a longer list of countries participated in the Tell your students that they will listen to Melanie
Olympics. talking about her swimming career. Give your
students some time to study the questions to find the
4. Reading answers while listening.
If you have access to the Internet, show your Answers:
students the advertisement videos of Olympic 1. Melanie has been a competitive swimmer for
candidate cities. Ask them which sports are 8 years
represented in the advertisement. 2. Melanie competed in 2 Olympic games.
Tell your students that they will read a text about an 3. Melanie believes she will be a good coach,

232
REAL WORLD ENGLISH B2
because she will be able to empathize with her
students. She is good at motivating people and she is
able to command respect.
4. It can be difficult to be a coach, because you have
to make all the decisions and you are not always
popular with students because of this.
3. Speaking
Give your students some time to read the text
about the sacrifices to become an Olympic athlete.
Encourage your students to express their opinions
whether they are willing to make the necessary
sacrifices or they do not want to show any effort.
4. Reading
Introduce your students what letter of
recommendation is and you may also find more
letter samples on the Internet. Ask them what kind
of recommendation is in the letter. Help them
with unknown vocabulary and let them answer the
questions.
Answers:
1. Yes, he is.
2. Thomas is committed, dedicated, a good team
player, modest, able to motivate others, calm under
stress.
3. The coach recommends that the school make
Thomas team captain.
5. Writing
Students are expected to write a letter of
recommendation after reading an article about how
to write a letter of recommendation.
Introduce the scenario to your students.
As they are the coach of the school team, they need
to write a letter of recommendation for a player who
is applying for a scholarship. They have to decide on
the sport and the details of the person. .
7.4 The Paralympics
1. A Word To Begin
Ask your students if they have ever heard of
“Paralympics” and what they know about it. Give
your students some time to do the matching activity.
Encourage them to discuss the ambition and
determination of Paralympic athletes.
233
Answers:
1.f 2.h 3.e 4.g
5.a 6.d 7.c 8.b
2. Listening
Tell your students that they will listen to a talk about
the Paralympics. Remind them to take notes and give
your students some time to study the questions to
find the answers while listening.
Answers:
1. No. The International Paralympic Committee
(IPC) controls the Paralympics, and the
International Olympic Committee (IOC) controls
the Olympics.
2. The games originally began in 1948 for British
soldiers who had been injured in the Second
World War.
3. The 6 categories are: amputee, cerebral palsy,
intellectual disability, wheelchair, visually
impaired and “Les Autres” (The Others)
4. The Paralympic sign shows three ‘agitos’ on a
white background
5. There is a large financial support gap received by
Olympic and Paralympic athletes.
3. Speaking
Introduce the scenario to your students and draw
their attention to Useful Language Box to get hints
while preparing for their roles.
4. Reading
Tell your students that they will read an article about
a well-known Paralympic athlete. The students are
requested to make a list of the athlete’s achievements
and summarize her life. Give them some time to
read the text and encourage them to emphasize the
most important details of her life. The students will
paraphrase the article using their own words and
with what they can remember from the text.
5. Writing
Drawing on the previous exercise, the students are
expected to write a similar article about a fictional
Paralympic athlete. Let your students work in pairs
to brainstorm what they want to include in their
article, but they will write the articles individually.
REAL WORLD ENGLISH B2

Unit 7 – Revision Test B)

Module 1 - The History Of The Olympics 1. will have completed
2. will have lost
A) 3. will have been
1. shouldn’t 4. will have graduated
2. could 5. will have already eaten
3. could
4. could Module 4 - The Paralympics
5. would A)
1. will have been staying
B) 2. will have been iving
1.You shouldn’t have paid me fort hat. 3. will have been working
2.He couldn’t have been at school yesterday. 4. will have been living
3.Tom couldn’t have met Jack before. 5. will have been studying
4.You shouldn’t have come so early.
5.You shouldn’t have painted your house in rainy B)
weather. 1. will have been cleaning
2. will have been flying
Module 2 - Olympic Sports And Cities 3. will have been staying
A) 4. will have been working
1. Was going to buy me a diamond ring, but he 5. will have been living.
forgot.
2. My mum was going to bake a cake, she got ill.
3. Tom thought he was going to be fired, but he got
promoted instead.
4. Jane was going to meet me at the concert, but she
never showed up.
5. Tom was going to participate in the race, but he
broke his leg.

B)
1. I was going to visit my mother at the weekend.
2. I was going to see that newly released film
tomorrow.
3. We were going to stay there for two days.
4. The athlete was going to compete in 5 events.
5. The team was going to participate in the
competition.

Module 3 -Being An Athlete

A)
1. is - will have retired - settled
2. will have taken
3. will have been
4. starts - will have graduated
5. will have done - cooked - come

234
REAL WORLD ENGLISH B2
Unit 8 Heroes
8.1 Call Center Heroes
1. A Word To Begin
You can introduce emergency call lines to your
students. You may find emergency instances and
recorded conversations of probably the most well-
known call line, 911. Ask them if they have ever
needed help and called the emergency lines and if
people misuse these hotlines. Give your students
some time to match the words with their meanings.
Answers:
1= d
2= a
3= f
4= e
5= c
6= b
2. Listening
Tell your students that they will listen to a phone
conservation between a customer and a careline
representative. Encourage them to take notes while
listening to answer the questions.
Answers:
a)
1. Frank demands to know what happened to his
order.
2. She apologized for the problem.
3. He threatened to do business with a different
company.
4. It was sent to his old address.
5. She would have his order redispatched and call
him the following day.
6. Yes, she did. She was kind and helpful.
b) As an extension of the previous listening activity,
students are expected to make up a similar dialog
role playing given situations.
You can play the recording once more so that they
can take some notes to prepare what they can say.
3. Speaking
Give your students some time to contemplate the
questions and discuss them with their classmates.
4. Reading
Tell your students that they will read an article about
the call centers of utility services in America. Give
them some time to read the article and help them
with unknown vocabulary when necessary. You
235
can also let them summarize the text to check their
understanding.
Answers:
1. He said that the bad weather lasted for a while
when it hit.
2. He said that they had seen the technicians
working in the snow, but they hadn’t seen those
working behind the scenes.
3. He is proud of their call center personnel.
4. The continuing extreme weather conditions made
the repair work so difficult.
6. Speaking
a) Draw your students’ attention to the useful
language box to let them get hints while they prepare
for their roles. Introduce the scenario to and give
them some time to decide what they will say. Let
them choose an extreme weather condition and do
the interview. Tell them to take notes for the next
exercise.
b) Students are expected to write a news bulletin
reporting what the people in the previous activity
said and comment on the recent situation of the
crisis.
8.2 Coincidental Heroes
1. A Word To Begin
Ask your students to define the phrase “coincidental
heroes” and let them share the stories of coincidental
heroes if they know.
Give your students some time to match the words
with their definitions.
Answers:
1. d 2.g 3.e 4.h
5.a 6.c 7.b 8.f
2. Listening
Tell your students that they will listen to a short
report about fear and to record the keywords and
phrases to summarize it.
3. Speaking
The text tells the story of how a mountain climber
leading an expedition saved the life of another
climber. Let three students assume the role of Danny,
Lincoln and the reporter. The reporter will prepare
the interview questions. Then, a journalist will ask
questions about the interview to discover more
details.
REAL WORLD ENGLISH B2

4. Reading b) Introduce the reporting verbs to your students

Give your students some time to read the questions and encourage them to use reporting verbs and
to find the answers while reading. You can let other phrases of expressing opinions while they are
them summarize the text and discuss how unusual recalling a story.
experiences Graham had.
Answers: 4. Reading
a. The first man that Graham saved, Charles Benson, Tell your students that they will read real accounts of
had suffered a diabetic attack while driving. He animal heroes. Give them some time to read the text
also saved an unconscious female passenger on an and help them with the unknown words. Let them
aircraft that fallen into the sea. choose one of the accounts and explain the reason of
their choice.
5. Writing
Students are expected to retell Graham’s story as a 5. Writing
newspaper article. Draw their attention to the writing Encourage your students to create their own stories
tip to get clues on how to write a newspaper article. using the given picture prompts to tell the story of an
animal hero.
8.3 Animal Heroes
1. A Word To Begin 8.4 My Heroes
Ask your students if they have ever heard of stories 1. A Word To Begin
about animal heroes that save the lives of people. Let your students brainstorm the word “hero” and
You can also talk about service animals trained for ask them what comes to mind when they hear the
specific purposes. Give your students some time to word and what characteristics a hero has.
do the matching activity. Give your students some time to match the words
Answers: with definitions.
1. c Answers:
2.e 1= h
3.g 2= c
4.h 3= f
5.b 4= a
6.a 5= b
7.d 6= g
8.f 7= e
8= d
2. Listening
Draw your students’ attention to the picture and let 2. Listening
them guess the story behind it. Then let them listen Tell your students that they will listen to a short
to the recording to find out if their predictions are history of Gandhi’s life. Give them some time to
correct. study the sentences to complete the missing parts
The story: On August 16, 1996, at Brookfield Zoo while listening.
in Chicago, Illinois, a 3-year-old boy fell into the Answers:
gorilla enclosure. A mother gorilla, Binti Jua, picked 1. 1869
him up, protected him from the other gorillas and 2. 13
carried him to safety. 3. 20
4. 1914
3. Speaking 5. achieve independence through nonviolence / to
a) Tell your students that they will read two different help poor farmers and workers protest excessive
opinions about Binti Jua’s behavior. Give them taxation and discrimination.
some time to discuss their ideas trying to answer the 6. January / 1948
questions. 7. Hindu extremist
8. Dr. Martin Luther Jr. / Nelson Mandela

236
REAL WORLD ENGLISH B2

3. Speaking
Introduce the scenario to your students. Their
country will celebrate the first National Heroes Day.
They are among the committee members to choose
the person to be nominated and they need to deliver
a formal speech.
The students are expected to choose a person
keeping in mind what features he/she should
possess to win the award. You can give this task as
homework so that the students can prepare for their
roles effectively.
Draw their attention to the clues provided next to the
text to help them use a more formal language. After
each student presents their speech, let the whole
class decide who deserves the award.

4. Reading
Tell your students that they will read an article
about Eglantyne Jebb, a pioneer of children’s rights.
Give them some time to study the questions and
paraphrase the text.
Answers:
1. 67 years (from 1923 until 1990)
2. The declaration was based on 5 criteria.
3. Because on that date the United Nations General
Assembly created the Declaration of the Rights
of the Child.
Encourage your students to brainstorm their ideas to
discuss the fourth and the fifth questions.

5. Writing
Building on what they have learned in the module
so far, students are expected to write an article about
the common characteristics of heroes. Draw their
attention to the pictures and give them some time to
read the quotes. Ask your students if they know the
people in the pictures and what they are considered
as heroes.

237
REAL WORLD ENGLISH B2

Unit 8 – Revision Test Module 3 -Animal Heroes

Module 1 - Call Centre Heroes A)
1. admitted
A) 2. accused
1. Tom asked me when would be ready 3. encouraged
2. Tom asked whose car was he driving the day 4. reminded
before 5. warned
3. Tom asked whether I had seen his shoes
4. Tom asked if I was still looking for a job at the B)
call centre. 1. apogolised
5. Tom asked how many new employees. 2. insisted
3. regretted
B) 4. suggested
1. Julia told me to stay out of her sight 5. denied
2. Tom asked me to pass him the salt
3. The traffic poliçe told me not to exceed the speed Module 4 - My Heroes
limit A)
4. She told her maid to clean the room and feed the 1. I have hardly ever seen such a good film
dog. 2. John not only went bankrupt, but also he lost his
5. She asked me to come early. wife
3. The school did not announce the exam dates until
Module 2 - Coincidental Heroes June
A) 4. You shouldn’t let the Doberman out under any
1. They said thy were going to play football the circumstances
following weekend. 5. I had only once been so lucky before.
2. She said she hadn’t known about the meeting the
previous week. B)
3. She said if I came early, we could have breakfast 1. A
together the next day. 2. A
4. She said she had studied until 11.30 the night 3. B
before. 4. B
5. She asked if she had to finish all the work then. 5. B

B)
1. Tom asked Pamela if she had seen my new glasses
anywhere.
2. The police officer told Tom he mustn’t park his car
there
3. The teacher asked her students if they could tell
her what the capital of Peru is
4. John’s sister asked him to help her with her
homework
5. She asked the information officer if he knew
where the nearest post office was.

238
REAL WORLD ENGLISH B2

Language Focus Answer Key Exercise 2

Unit 1 Module 1 Living Abroad 1. The 3 Primary Auxiliary Verbs are:
Exercise 1: a) Be b) Do c) Have
1. Present Perfect Simple 2. We don’t use auxiliary verbs with
2. Present Continuous a) Present Simple & b) Past Simple
3. Present Simple 3. We use ‘Do’ to form questions and negatives
4. Present Perfect Simple with the present and past simple tenses.
5. Present Simple 4. We use ‘Have’ to form all perfect tenses.
6. Present Perfect Simple 5. We use ‘Be’ to form all continuous tenses.
7. Future Simple 6. We use ‘Be’ to form all passives.
8. Past Simple
9. Past Continuous Exercise 3
10. Present Perfect Continuous 1. densely-populated (g)
2. built-up ( e)
Exercise 2 3. time –consuming (f)
4. old-fashioned (a)
STATIVE VERBS ACTIVE VERBS
5. 24-hour (j)
6. high-risk (h)
Want Smell Tell Visit
7. well-planned (b)
Hope Believe Work Pretend
8. fully-furnished (i)
Need Like Start Emigrate
9. ill-equipped (d)
10. 1-year (c )
Exercise 3
1. B Unit 1 Module 3 Different Countries –
2. B Different Rules
3. B Exercise 1
4. A 1. He doesn’t wear any rings. He can’t be married!
5. C 2. He didn’t go to bed until three o’clock
this morning. He must be tired!
Exercise 4 3. She grew up in Switzerland. She must be able
1. When did you buy this car? to speak German.
2. How long have you been learning Spanish? 4. Dad forgot mum’s birthday again! She must
3. When did you move here? be angry.
4. How long have you been working for 5. She worked so hard to pass her exams.
this company? She can’t fail!
5. Did you enjoy your flight? 6. John: Where’s Sam?
Nancy: I’m not sure, but he doesn’t work
Unit 1 Module 2 Settling In on Fridays, so he can’t be at work.
Exercise 1
1. This city is very expensive, isn’t it? -2- Exercise 2
2. A) I am terrified of flying. 1. Do you know where Gary is?
B) So am I -5- E.g. He may be in the kitchen.
3. I’m having a wonderful time. I do love this 2. Where is my bag? I can’t find it.
place! -6- E.g. It might be on the sofa.
4. Are you going to start working here on Monday? 3. Nancy isn’t answering the phone right now.
Yes, I am -3- E.g. She must be working.
5. A) I want to watch the sunset this evening. 4. That man has been standing on the corner
B) You do? -4- for ages. I wonder what he is doing.
6. I am flying to New York on the weekend. -1- E.g. He may be spying on someone.

239
REAL WORLD ENGLISH B2

5. I’m waiting for Ann. She still hasn’t arrived, and 5. doing = do
I’m getting a bit worried. 6. travel = traveling
E.g. She must be on her way. 7. correct
6. She’s driving here. She left the house at 5 o’clock, 8. correct
but she hasn’t arrived get. 9. cook = cooking
E.g: She must be on the way here. 10. working = work
7. The road where she lives is very busy. There is too 11. correct
much traffic. 12. correct
E.g: She must get tired in this traffic. 13. correct
8. She comes to this restaurant every day in Beijing. 14. be getting = get
E.g: She must like this restaurant a lot. 15. drive = driving

Unit 1 Module 4 Life As An Expat Unit 2 Module 1 - Machu Picchu

Exercise 1 Exercise 1
1. Primitive people used to live in caves. 1.had already left
2. I didn’t use to like him much before starting 2.had not finished
to work in the same office. 3.had eaten
3. Did they use to live in that old house? 4.had lost
4. I used to eat more vegetables when I was younger. 5.hadn’t cleaned
5. There didn’t use to be a roundabout here, 6.had sold
did there? 7.had never seen
6. I used to feel really homesick when there were 8.had just had
public holidays.
Exercise 2
Exercise 2 1. emigrated
1.b used to 2.a would 3.a used to 4.a used to 2. had never travelled
5. a he gave up 6.b Did-use to-did 7.a used 3. had tried
8. c used to / didn’t 9.a would/ used to 4. could
10.c went 5. settled
6. grew up
Exercise 3 7. went
1. Day by day, I am getting used to driving on 8. had grown up
the left. I wasn’t used to it before I moved to 9. had always wanted
England. 10. had
2. How can I get used to living here? It’s awful!
3. She still hasn’t got used to living in a small Exercise 3
apartment. No set answers
4. I haven’t bought a washing machine yet, but
it’s not a big deal for me. I’m used to washing Unit 2 Module 2 Pompeii – An Ancient Disaster
everything by hand. Exercise
5. Before Sam started his computer course, he 1. moved
didn’t used to type on the computer, but he’s got 2. had
used to it now, and enjoys it. 3. had been / was
4. had been waiting
Exercise 4 5. (had) never thought
1. get =getting 6. had tried
2. be = being 7. realized
3. earning = earn
4. be = being

240
REAL WORLD ENGLISH B2

Exercise 2 Exercise 3
1. was / crossed / had been running Verb Noun Adjective Adverb
2. had never been / was / had seen Stimulate stimulation stimulating Stimulatingly
3. had been watching İnterpret İnterpretation interpretable interpretably
4. had been snowing / interpreter
5. had been waiting Behave Behavior behavioral behaviorally
6. had been drinking
7. had been running
Destroy Destruction destructive destructively
8. had been reading
Create Creation creative creatively
improve improvement improvable improvably
Exercise 3
No set ideas
Unit 2 Module 4 Camelot – A Myth?
Unit 2 Module 3 Atlantis – The Lost City Exercise 1
Exercise 1 1. have having
1. I let him buy an ice-cream. 2. say saying
2. Don’t forget to visit the temple when you get 3. help to help
there. 4. crying cry
3. Did you remember to lock the door when you 5. visiting visit
went out? He doesn’t dare tell him that he broke 6. to tell telling
his computer. 7. help to help
4. I would rather listen to rock than jazz music any 8. attack to attack
day. 9. going go
5. It was wonderful to see him after so many years. 10. succeeding succeed
6. He always seems to be anxious about something.
7. This medication will help you relax / to relax. Exercise 2
(both are correct) 1. getting
8. When did you make him go to the 2. feeling
9. dentist’s? 3. feel
10. I went to the house twice so as to see if he was 4. improve
alright. 5. to see
11. He might not want to come this evening. 6. to ask
12. She always makes me laugh when she does that.
Exercise 3
Exercise 2 1. cleanly
1. c 2. southwards
2. a 3. likewise
3. c 4. clockwise
4. a 5. high
5. b 6. busily
6. a 7. straight
7. a 8. lengthwise
8. c
9. c Unit 3 Module 1 Body Language
10. c Exercise 1
1. If you don’t get an early night, you will feel)
horrible at work tomorrow.
2. If she speaks too fast, I never understand her. She
should speak more slowly.

241
REAL WORLD ENGLISH B2

3. If I were you, I would invest some money, and
then buy a house.
4. If we had seen her on the way home yesterday
evening, I would have told her that you were
trying to reach her.
5. If she doesn’t tell the truth, how will you know
what happened?
6. If you had left early, you would have been at
home when he called.
7. If you don’t keep that food in the freezer, you
will have to consume it as soon as you open the
packet.
8. If you were in my shoes, what would you say to
him?
9. Hurry up! If we get there on time, we will be
able to see her before she leaves.
10. How will he contact me, if he forgets his cell
phone?
Exercise 2
No set answers.
Unit 3 Module 2 Levels Of Formality
Exercise 1
No set answers.
Exercise 2
No set answers.
Unit 3 Module 3 British Or American English?
Exercise 1
1. I prefer cats to dogs.
2. I would much rather stay at home than go to the
theatre.
3. I prefer listening to British English than listening
to American English.
4. I don’t want to go on holiday this year. I’d prefer
to save my money.
5. Would you rather go for a meal, or a drink?
Exercise 2
1. Hank prefers volleyball to basketball.
2. Jeremy prefers cycling to work than commuting.
3. Would you rather talk to mom than talk to dad?
4. They want to watch the news, but I’d prefer
watch / to watch a movie.
5. I love dancing on the weekends, but I think I
prefer playing sport.
6. I would much prefer to travel at night than in the
day.
Unit 3 Module 3 British Or American English?
Exercise 1
1. I prefer cats to dogs.
2. I would much rather stay at home than go to the
theatre.
3. I prefer listening to British English than listening
to American English.
4. I don’t want to go on holiday this year. I’d prefer
to save my money.
5. Would you rather go for a meal, or a drink?
Exercise 2
1. Hank prefers volleyball to basketball.
2. Jeremy prefers cycling to work than commuting.
3. Would you rather talk to mom than talk to dad?
4. They want to watch the news, but I’d prefer
watch / to watch a movie.
5. I love dancing on the weekends, but I think I
prefer playing sport.
6. I would much prefer to travel at night than in the
day.
Exercise 3
1. As long as (providing / provided that) you work
hard, you will succeed.
2. But for his age (he is too young), I would go out
with him.
3. Unless you listen to me carefully, you will get
lost.
4. But for me, you wouldn’t have met him.
5. As long as (providing/ provided that) you don’t
tell anyone, I will help you.
6. You won’t have any problems as long as
(providing/ provided that) you learn the language
quickly.
7. You can keep a dog as long as (providing/
provided that) it doesn’t bark.
Unit 3 Module 4 Idioms & Metaphors
Exercise 1
1. He is like a bear with a sore head in the
mornings. ---------S-----
Being in a bad mood causes you to treat
other people badly.
2. Did your parents never tell you that life is not a
bed of roses? ------M----- Not easy

242
REAL WORLD ENGLISH B2
3. He is like a ray of sunshine in the classroom.
------S---------
Someone who makes others feel happy.
4. I can’t decide, so I think I will just play it by ear. Exercise 3
I--------
Not to have a set plan / to be flexible and wait
to see what happens.
5. He’s not working hard enough. He needs to
pull his socks up immediately. I-------
To make an effort to work harder and do better.
6. He is a real pig. He never stops eating.
-----M----
-To be greedy.
7. She is the apple of her dad’s eye. She can’t
do anything wrong. -----M--------
The person someone loves very much.
8. I don’t want to go out tonight. I’m feeling a
bit under the weather I-------
To feel unwell.
Exercise 2
No set answers.
Exercise 3
1. I will be glad to see the back of him. To be happy
when a person leaves
2. You shouldn’t cry over spilt milk.
Don’t get upset by things you can’t change.
3. It is never a good idea to cut corners. You must
do the job properly otherwise mistakes will be
made.
To do something in the easiest or cheapest
way, often means not following the rules, or 4. Emily Bronte’s only novel, Wuthering Heights
omitting something.
4. You should take what he says with a grain of salt.
Don’t believe all he says.
5. Don’t put all your eggs in one basket.
Don’t put all your resources or effort into
one area.
Unit 4 Module 1 Valentine’s Day
Exercise 1
1. I wish you wouldn’t criticize your son in front of
his friends.
2. If only he understood how I feel.
3. He wishes he could read and write.
4. If only I felt well enough to eat something.
5. I wish he would come soon.
243
Exercise 2
No set answers.
1. I wish my best friend wasn’t always late.
2. I wish I could speak French.
3. I wish my girlfriend wasn’t ill.
4. I wish I lived somewhere quieter.
5. I wish I had worked harder.
6. I wish I had a boyfriend.
7. I wish I were 18.
8. I wish my neighbors wouldn’t play their music
loudly.
9. I wish I had gone to the party.
10. I wish I hadn’t forgotten the Valentine’s Day.
Unit 4 Module 2 World No- Smoking Day
Exercise 1
1. Tobacco has been smoked since ancient times.
2. New therapies are offered at most GP surgeries.
3. It is said that every cloud has a silver lining.
4. The house is being decorated at the moment.
5. The catering for the wedding is being done by
Wedding4U.
Exercise 2
1. The pyramids are being damaged by the constant
flow of tourists each year.
2. His latest movie will be released next month.
3. Mount Everest was first climbed by Sir Edmund
Hillary and Nepalese Sherpa Tenzing Norgay in
1953.
was published in 1847.
5. The car is being repaired right now.
Exercise 3
1. I will not stay at this hotel again. My bed has not
been made again!
2. When I got home, the windows had been cleaned
by the window cleaner.
3. The flights will be booked by our office
tomorrow.
4. The bridge was built in 1878.
5. When I arrived, all the food had been eaten.
REAL WORLD ENGLISH B2

Exercise 4 Exercise 3
verb Noun Adjective 1. biannual / bipolar / bipod
2. triathlete / triathlon / tripod /
1.tolerate toleration tolerant 3. millimeter / millipede
2.complete completion complete 4. monorail / monopod
3.prefer preference preferred 5. unilateral / universal
4.criticize criticism critical 6. kilometer / kilogram
5.equip equipment equipped
Unit 5 Module 1 Rituals Past & Present
Exercise 1
Unit 4 Module 3 International Literacy Day 1. He is from Plymouth, which was the pilgrim’s
Exercise 1 first place of settlement in America.
1. feel 2. Thanksgiving, which is on the fourth Thursday
2. work of November, is celebrated throughout the USA.
3. to help 3. George Washington, who was the first president
4. shortened of the US, declared Thanksgiving as an official
5. carry celebration in 1789.
6. work 4. In 1620, the Mayflower, which carried 102
7. to take passengers, sailed from England to America.
8. help 5. Robert Holt’s new film, which is about the
9. lengthened Pilgrim Fathers, will be released on August 1.
10. to iron
Exercise 2
Exercise 2 1. I visited the place which you recommended to
1. fixed by her tailor me.
2. checked 2. Mr. Martin’s son, who is older than you, helped
3. tidy up my room me mow the lawn.
4. got / had / fixed 3. Paris, which is the capital of France, is the most
5. fix the pipes / fixed by a plumber romantic city in the world.
6. to help with the household chores 4. The baby who lives next door cries constantly.
7. to cut my lawns 5. This is Jane whose mum works at the bank.
8. do your hair for the ceremony / done by the 6. Peter, whose dad is from France, lives in Korea.
beautician for the ceremony
9. to drive you to the airport Exercise 3
10. typed by your brother
noun verb adjective adverb
Unit 4 Module 4 Other International Days ritual ritualize ritual ritually
Exercise 1 observation observe observant observantly
1. malfunction strength strengthen strong strongly
2. illegal decision decide decisional decisionally
3. disharmony symbol symbolize symbolic symbolically
4. malcontent respect respect respectful respectfully
5. unprofessional
6. irreversible
7. unrecognizable
8. anti-Government

Exercise 2
No set answers.

244
REAL WORLD ENGLISH B2

Unit 5 Module 2 Coming Of Age In The Usa Exercise 2

Exercise 1 1. Despite / In spite of
1. Being covered in mud 2. despite / in spite of
2. finishing with him 3. though
3. horrible, she preferred 4. However
4. knowing the way 5. Although
5. Owing him
6. Seeing the dog Exercise 3
1. immature
Exercise 2 2. inappropriate
1. Having slept 3. slow
2. Having not known 4. mean
3. Having waited 5. deep
4. Having not realized 6. temporary
5. Having moved 7. loose
8. blunt
Exercise 3
1. talking to him Unit 5 Module 4 Unusual Rituals
2. going out Exercise 1
3. Closing the door quietly No set answers.
4. Having lost my ticket
5. Having paid the bill Exercise 2
6. Watching TV No set answers.

Exercise 4 Exercise 3
1. perhaps 1. great
2. incredible 2. large
3. frequently 3. large
4. ecstatic 4. big
5. healthy 5. biggest
6. error 6. big
7. passion
8. awareness Unit 6 Module 1 Petty Crime
Exercise 1
Unit 5 Module 3 Coming Of Age In The Law 1. a 2. b 3. b 4. b 5. a
Exercise 1 6. b 7. b 8. b 9. b 10. b
1. Teenagers can travel alone by air under the
guidance of an air hostess, whereas small Exercise 2
children cannot travel unattended. 1. must have paid
2. Despite having been robbed twice, he loved 2. must have been
living in that neighborhood. 3. could / might have dropped
3. It’s a great book although the plot is a little bit 4. couldn’t
complicated. 5. can’t have made
4. Despite the case being thoroughly investigated, 6. might / could have dropped
the police couldn’t catch the culprit.
5. In spite of not having a great background,
Jonathan was shortlisted for the job.

245
REAL WORLD ENGLISH B2

Exercise 3 Exercise 2
1. He must have been right There are no set answers. The following answers are
2. She might / could have done that. examples.
3. You should not have raised your voice at your 1. I called him last night in order to ask him about
grandpa. the party.
4. She might have come late. 2. Sheila is learning Spanish so that she can
emigrate to Spain.
Unit 6 Module 2 White-Collar Crime 3. I worked hard to prepare my speech so as to
Exercise 1 make a good impression.
1. last 4. I was late, seeing as I missed my train.
2. soon 5. I hurried to work in order not to be late again.
3. next
4. before / yet Exercise 3
5. lately / since No set answers
6. now
7. tomorrow Unit 6 Module 4 On The Inside
8. ago / for Exercise 1
9. This 1. Firstly / First of all
10. ever 2. In conclusion
11. occasionally 3. For example / For instance
12. then 4. on the other hand
5. In short / In summary
Exercise 2 6. Secondly / Then Next - Thirdly / Finally
1. He hardly ever sees a doctor.
2. I occasionally stay at home. Exercise 2
3. Have you ever been to Hard Rock cafe? 1. To start with
4. Unfortunately, the tickets have all been sold. 2. Firstly
5. Has she heard from him lately? 3. and
6. She’s been to many countries recently. 4. also
7. Do you often stay out late at night? 5. Even though
8. I visited my uncle a few days ago. 6. Frankly
7. such as
Exercise 3 8. However
No set answers 9. Finally

Unit 6 Module 3 In Court Exercise 3

Exercise 1 1. B 2. A 3. C 4. A 5. A 6. B
1. More prison officers have been employed so as 7. A 8. C 9. A 10.B 11. A
to improve safety.
2. Due to the fact that more prison officers have Unit 7 Module 1 The History Of The Olympics
been employed, the number of both serious and Exercise 1
minor incidents has decreased. 1. should have
3. Because rioting broke out in the prison last 2. should have
month, all prisoner visitation rights have been 3. could have
revoked. 4. would have
4. More officers are accepting the option of early 5. could have.
retirement seeing as the laws have changed. 6. should have
5. Because random drug testing is essential, the 7. would have
number of prison doctors is being increased. 8. shouldn’t have

246
REAL WORLD ENGLISH B2

Exercise 2 Exercise 3
1C 2E 3D 4A 5B 1.c 2.f 3.e 4.b 5.a 6.d

Exercise 3 Unit 7 Module 4 The Paralympics

No set answers Exercise 1
1. Are you sure that Sally will have been working
Unit 7 Module 2 Olympic Sports And Cities here for 10 years by the end of the year?
Exercise 1 2. Gary will have been playing guitar for just three
1. I was going to visit you at the weekend. months by the time he plays in the concert.
2. I was going to buy the tickets on the weekend. 3. Jane will have been dancing for three hours by
3. We were going to stay in Paris for five days. the time her dad arrives to take her home.
4. I was going to compete in 5 events. 4. They will have been living in this camp for 12
5. They were going to introduce 5 new events at months by the time they are rehoused.
this Olympics. 5. I will have been playing tennis for 15 years by
the time that I retire.
Exercise 2
1. James said that he was going to play golf on Exercise 2
Saturday morning. 1. Will he have finished singing by now?
2. My mom promised she would bake a cake for 2. Denise will have been talking non-stop on the
my birthday, but she forgot. phone for 2 hours by bedtime.
3. Mike thought Australia would win the cup, but 3. How long will you have been working for this
they came last. company by the time you emigrate?
4. Ben promised Mike he would be careful, but he 4. He will have been watching the marathon
had an accident. live on TV for 3 hours by the time his friend
5. Laurence thought he would be sacked at work, completes it.
but he got a promotion. 5. You will have written twenty letters by this
6. Jerry promised he would leave work early and evening. Well done!
meet me at the concert.
Exercise 3
Unit 7 Module 3 Being An Athlete No set answers
Exercise 1
1. Will you have finished your homework by the Unit 8 Module 1 Call Center Heroes
time I get home? Exercise 1
2. You will have worked there for many years by 1. told
the time you retire. 2. said
3. Do you think Leo will have got home yet? 3. had risked
4. I won’t have finished my homework by the 4. say
weekend. 5. told
5. What will you have accomplished by the time 6. told
you are thirty? 7. had been
6. I will have baked ten cakes by this evening. 8. couldn’t
7. That’s impossible! I will not have painted 9. told
every room by the time you get back. 10. had not been
8. Simon will not have got to the peak yet. He 11. told
can’t have climbed that quickly! 12. would

Exercise 2
No set answers

247
REAL WORLD ENGLISH B2

Exercise 2 9. Tom asked Mrs. Green if she had seen his pet
1. June asked how many employees the call center Mouse.
employed. 10. They asked where their money was.
2. Mandy asked if I would like to attend the awards 11. The men said that they didn’t like staying there.
ceremony with her on Saturday. 12. Jane told her mom that she would take her some
3. She told me not to go in there, because they were flowers.
very busy.
4. He told me that I had to read that newspaper Unit 8 Module 3 Animal Heroes
report, because it was incredible Exercise 1
5. My mom asked me if I had seen the weather 1. admitted
report that day. 2. refused
6. She asked if I would mind helping her move that 3. blamed
chair. 4. praised
7. Ken told Mike that he had been waiting all day 5. thanked
for him to call. 6. apologized
8. George told me that the dog was hiding in the 7. convince
garden. 8. tell
9. accused
Unit 8 Module 2 Coincidental Heroes 10. blame
Exercise 1
1. Jane said that she would call her (him) the Exercise 2
following day. 1. The boy admitted taking / having taken that
2. Peter asked them what they had been doing at 5 money from his wallet.
o’clock the previous day. 2. He offered to carry the bags for Mr. Jones.
3. The reporter said that the ceremony would be 3. The club refused to accept members over 60 years
held that evening at the school. old.
4. Marcus asked him what he would be doing at 4. The surgeon claimed to be really good at those
that time the following week. kinds of operations.
5. The receptionist asked if he had filled in the 5. She tried to persuade Joan to join their meetings.
registration form. 6. She thanked Danny for his valuable support.
6. The tenant said that they were moving out the 7. He threatened to shoot if I didn’t drop the gun.
following week.
Exercise 3
Exercise 2 1. Jane’s dad congratulated her on passing her
1. Jack told Claire that he would meet her there at 8 driving test.
o’clock that evening. 2. Jane begged the man to help her.
2. Nancy asked Sally what time she was going to 3. My friend’s mom suggested that I stayed with
take the boys over. them that night.
3. The teacher asked his pupils if they could tell 4. John decided to buy a new phone the next day.
him the name of the animal. 5. Frank denied breaking the vase.
4. The police officer told him that he couldn’t park
his car there.
5. The old lady told him that he would have to go
and see her again the following week.
6. John asked his friends to wait for him.
7. She told the reporter that they were on holiday at
that time.
8. Chris said that his mom had asked them to go
home early.

248
REAL WORLD ENGLISH B2

Unit 8 Module 4 A National Hero

Exercise 1
1. We never considered giving up.
2. I have rarely seen such a talented young
musician.
3. We hardly ever have time for a cooked lunch at
home.
4. She had hardly started on the job when she got
ill.
5. She had just unpacked when she was called back
to the UK.

Exercise 2
1. C
2. A
3. B

Exercise 3
1. A
2. B
3. B
4. A
5. C
6. C
7. B
8. A

249