NEW

Challenges
Teacher’s Handbook 4 Patricia Mugglestone

Con en s
Introduction ii

Students’ Book contents pages x

Teacher’s notes 4

Student A/B activities 89

Questionnaire scores and answers 90

Time Out magazine 91

Time Out answer key 97

Word Bank 98

Students’ Book audioscript 108

Workbook key 112

Workbook audioscript 117

= Students’ Book material

 Introduc ion to New Challenges
About the Students’ Book
The course has eight main modules and a Get Ready revision module at the start to get students to use language from
New Challenges 1, 2 and 3. At the end of the book there is a magazine section related to the units with fun activities
like puzzles, games and reading for pleasure. Each module starts with a Get Ready page which introduces the module
topic. There are then three main lessons. In odd-numbered modules, there are Across Cultures lessons and in even-
numbered modules, there are Your Challenge and Understanding Grammar spots. Each module finishes with a Language
Check and a Study Corner with learner development activities to help students become better learners.

Features in Students’ Book 4

Speak Out
These sections give students the chance to express their personal views about topics and ideas presented in the units.
For example, students are asked to talk about how they feel about animals (Module 1, Unit 1, Exercise 12, page 11),
about areas of natural beauty (Module 3, Across Cultures 2, Exercise 7, page 37) and about designer clothes and
appearance (Module 5, Get Ready, Exercise 5, page 49).

Word Bank
The Word Bank (pages 104–113) provides a module-by-module study and reference resource for students to use during
lessons and for revision purposes. It lists and expands vocabulary from the Module under headings such as Multi-part
Verbs, Prepositions, Confusing Words, Compounds and Word Building as well as grouping vocabulary in word families,
e.g. Talk (Module 1).
Vocabulary is presented with definitions and example sentences using the words or phrases in context, e.g. heavy rain a
lot of rain: There was heavy rain last night. (Unit 20).
During lessons, students are referred to the Word Bank to develop their word building skills (e.g. Module 2, Unit 5,
Exercise 9, page 23); to explore collocations (e.g. Module 4, Unit 11, Exercises 5 and 6, pages 42–43) and to check their
answers to an exercise (e.g. Module 1, Unit 2, Exercise 7, page 13).

Helps
These sections offer advice that students then put into practice in reading, writing, listening and speaking activities.
The Help sections cover reading skills such as reading headlines (Module 2, page 22), writing skills such as planning
emails and letters (Module 2, page 26), listening skills such as working out meaning (Module 3, page 35) and speaking
skills such as being polite (Module 4, page 45).
The Study Help sections in the Study Corners give study skills advice, e.g. on using the Internet (Module 1, page 18) and
using dictionaries to increase knowledge of informal and formal language (Module 2, page 28).

Everyday Listening
These sections give students the opportunity to listen to English in everyday situations, such as short informal
conversations (Module 1, Unit 3, page 15), extracts from radio programmes (Module 3, Unit 9, page 35) and shopping
dialogues (Module 4, Unit 12, page 45). The exercises train students to listen as we do in real life, for example for
specific facts and key information.

Text Builder
These sections occur in Your Challenge (Modules 2, 4, 6 and 8). They build on the sentence level skills that students
practised in the Sentence Builders in New Challenges 1 and 2. Text Builders focus on important features of whole
‘texts’, such as discourse functions of paragraphs (Module 2, page 26), sequencing (Module 4, page 46) and linkers
(Module 6, page 66).

Fact or Fiction?
The Fact or Fiction? texts provide short real-life contexts related to the module topic. Students decide whether they
think the information is true or false. Sometimes students can use their general knowledge (e.g. page 63, the origin
of the word athlete). Sometimes students have to guess (e.g. page 23, the world’s best-selling newspaper). Encourage
students to discuss and give reasons for their guesses.

The Time Out magazine

At the back of the Students’ Book there is the Time Out section, a set of ‘fun’ activities and puzzles in a magazine
format. There are twenty-four activities in the magazine, one for each of the twenty-four core units in the Students’
Book. Students can do the activities working individually, in pairs or in small groups.
The magazine activities are designed to be used when there is time after students have completed a related activity in
the Unit, at the end of a Unit or at home. The magazine recycles language and topics of the Units in new contexts and
authentic, motivating activities such as puzzles (e.g. Activity 22, page 102), quizzes (e.g. Activity 9, page 96) and stories
(Activities 19–21, pages 100–101).
ii
 Introduc ion to New Challenges
How to use this Handbook
This Handbook contains reduced pages from the Students’ Book, together with teaching suggestions, background
information on the content of the Unit, pronunciation guidance for difficult names and places, audioscripts, answers to
exercises and ideas for extra activities; it also includes the answers for the Workbook.
The Handbook will help you plan your lessons and is handy for use during lessons.

Module objectives
The module objectives are listed at the top of the first page of each Module in the Students’ Book.
When starting a Module, read through the objectives with the students and check that they understand any new
vocabulary, e.g. ‘networking’ in Module 1, ‘gerunds’ in Module 2. If appropriate, ask students to discuss any of the
activities they have done, using their own language or English, e.g. ‘writing a personal email or letter’ (Module 2).
Encourage students to say what they remember about any of the grammar points they have studied in the past, e.g.
present tenses (Module 1).
At the end of a Module, ask students to read the objectives again. Help students assess how well they have achieved
the objectives and to say which objectives they found easy or more difficult to achieve.

Background information
Background Information provides facts and information about aspects of the social and cultural content of the Units. It
is intended primarily for the teacher but is helpful when students ask about events, people and places mentioned in a
Unit, e.g. Bristol (Module 1, Get Ready, page 8).

Ways of checking answers

Students can work in pairs or small groups.
Try to vary how you check students’ answers to exercises:
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page 29, Exercise 5) by referring to the answers given in the book and to the Language Check by listening to the CD.

Extra activities
Use the short Extra activities if there is time in the lesson. These activities develop from the content of the Students’
Book and are intended to give a change of focus and help student motivation and concentration.
Extra activities include:
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Digital components
New Challenges offers teachers digital material to support learning in a variety of different ways.
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ew Challenges Active Teach: an interactive version of the Students’ Book suitable for using with any IWB or
simply with a computer and projector. Using the touch-sensitive screen of the interactive whiteboard, you can easily
integrate audio, video and interactive activities into your lessons to motivate your whole class. Includes Teacher
Development Workshops, photocopiable resources, print ready tests and easily customisable tests with answer keys,
games, all the audio for the Students’ Book and Workbook, the New Challenges DVD and DVD worksheets, and the
Word Bank – in short, all the New Challenges resources at the click of a button!

iii
 Introduc ion to New Challenges
Challenge
We first thought of the title of this book after speaking to
the inspired (and inspiring) head teacher of a secondary
school in a working class district outside Warsaw. He
was talking to us about all the problems his school
faced and, despite them, the many achievements of his
students inside and outside the classroom. They took
part in science olympiads, sporting events, choirs, youth
orchestras, theatre groups, chess competitions and many
other activities. This demonstrated the kind of enthusiasm
and challenge we wanted to inspire in our own material.
Our definition of a ‘challenge’ is a task that, while not
easy to accomplish, is worthwhile and rewarding.
A challenge requires patience, hard work and the ability
to overcome problems. Many challenges also involve
working with other people as a team to achieve goals that
would be impossible to reach as an individual.
For many years, in both society and education, there
has been a tendency to focus on activities that give
instant reward and success. However, more and more
young people are taking part in challenging activities
like popular marathons, expeditions, extreme sports and
voluntary work. Even in the unlikely world of computer
gaming, game designers have found that the most
popular games are those that are the most difficult, hence
the expression ‘hard fun’. The conclusion must be that a
challenge is often fun because it is not easy; people enjoy
being stretched and challenged.
Challenge In The Classroom
Within the English language classroom there is one
obvious challenge: learning a foreign language in a few
hours a week within a school context. The challenge is
there for students (and teachers) whether we like it or not.
It may sometimes look insurmountable but it is not if we
break it down into a series of smaller tasks or ‘challenges’.
In New Challenges, each module contains a series of
grammar and skills activities and builds towards final
speaking, writing and listening tasks in which students can
use the language they have learnt. Because these tasks
are achievable, they build students’ confidence as well as
laying the foundations for communicative competence.
In parallel, there are learner development activities, such
as self-checks at the end of each module that encourage
students to be aware of how well they are progressing
towards the greater challenge of learning English.
The theme of ‘challenge’ is also present in such topics
in New Challenges 4 as protecting the environment and
being eco-friendly, the ex-model Waris Dirie and the
Paralympic champion Tanni Grey-Thompson. In addition,
the story focuses on how a group of teenage characters, at
both a group and personal level, take part in challenges.
In New Challenges 4, the characters start an Internet
radio station: they report news, interview local people
and challenge business malpractice.
iv
The characters in the story provide positive role models
for teenage students because they are doing something
worthwhile and overcoming personal and group problems
to achieve their goals. The story provides a springboard
for education in citizenship: making students aware
of their rights and responsibilities; helping others and
working for the community; being a good citizen.
The Students’ Book
Organisation
New Challenges has a topic-based approach. It enables
students to learn about the world through English and to
learn the language at the same time.
The course is divided into eight main modules plus a Get
Ready module. The Get Ready module gets students to use
language from New Challenges 1, 2 and 3, familiarises
them with the course and develops their awareness as
learners.
The themes in the main modules:
1 are related to students’ own world (e.g. social
networking, shopping, fashion, sports and games,
books and films)
2 are cross-curricular (e.g. the environment, law and
order, art, literature, history)
3 develop citizenship education (e.g. learning about
people around the world, rights and responsibilities of
teenagers)
4 are about other cultures around the world (e.g. means
of communication, national parks, body art, Rapa Nui)
In New Challenges 4, the eight main modules are
organised like this:
1 a Get Ready page introduces students to the topic
2 the first lesson presents grammar through reading texts
and gives plenty of practice
3 the second lesson develops reading, presents
vocabulary and practises speaking
4 the third lesson develops the story and has a major
focus on speaking and listening
5 odd-numbered modules have Across Cultures lessons
with reading, speaking and a project
6 even-numbered modules have Your Challenge spots
with writing tasks and Understanding Grammar spots
7 at the end of every module there is a language check
and learner development spot
At the end of the book there is Time Out, a magazine
section related to the lessons with fun activities like
puzzles, games and reading for pleasure. Students can do
the activities if they finish early in class or at home. There
is also a Word Bank organised by lexical features (Multi-
part Verbs, Word Families, Compounds etc.). Students can
use this section to do activities in the coursebook and as a
reference to revise and increase their own vocabulary.

Approach
Grammar
In New Challenges 4, grammar is the first lesson in each
module.
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Grammar is presented in context. Students read a variety
of texts and then focus on the structures.
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First there is a focus on form. Then students work out,
in a guided way, how to use the new structure.
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Practice moves from easier, more guided exercises on
form to freer speaking and writing tasks.
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The final activity (Your Turn) gives students an
opportunity to use the grammar to talk about their own
lives.
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There are four Understanding Grammar sections that
focus on problematic areas such as verb patterns.
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In the Study Corner, students test their knowledge and
are guided to remedial exercises.
Sentence Builders
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Sentence structure has often been neglected in ELT
even though most language groups have quite different
syntax from that in English (e.g. verb position in Slav
languages; adjective position in Latin languages). L1
interference causes mistakes of word order and these
are usually more serious than other mistakes because
they affect understanding.
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Sentence Builders focus on sentence structure which is
often related to the main grammar or content of the
module (e.g. be like, look like and like related to fashion
and appearance).
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Target patterns appear in texts, are explicitly focused on
in Sentence Builders and are then practised in guided
exercises. Sentence Builders can be used as a pattern
bank to help students when revising.
Lexis

ey Word boxes in New Challenges 4 cover lexical
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areas such as communication, the media, the
environment, landscape, money, materials, clothes,
hairstyles, sports and games, crime. Key Words help
students to understand both reading and listening texts
and give them essential vocabulary for writing and
speaking tasks.
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Word Builders focus on key lexical features and help
build up students’ capacity to organise and learn English
vocabulary. Lexical features include multi-part verbs
(e.g. look for something), dependent prepositions (e.g.
afraid of), verbs with prepositions (e.g. argue about),
word families (e.g. little/low/tiny), confusing words
(e.g. argue and discuss) and compound nouns and
adjectives (e.g. footprint and air-conditioned).
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5
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Word Bank provides a reference for all of the
lexical features in New Challenges 4 and also contains
the lexical features that students looked at in the
previous three levels of New Challenges.
Introduc ion to New Challenges
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Key Expressions are related to key functional areas from
B.1.1, B.1.2 and a few of those from B.2 in the Common
European Framework (e.g. expressing opinion, giving
personal news, making arrangements, complaining).
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There are other useful phrases in the story dialogues.
These are focused on in the Workbook.
Pronunciation
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The main pronunciation spot is in the Everyday Listening
section. Pronunciation focuses on difficult sounds for
students (e.g. /əʊ/, /aʊ/, /ɪə/ and /aɪ/).
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Listen Closely, also in the Everyday Listening section,
looks at supra-segmental pronunciation work. One of the
biggest problems students have with listening to natural
English speech is actually hearing words and expressions,
as many words just seem to disappear. Listen Closely
tasks at this level focus on stress in common expressions,
changing meaning with stress and word boundaries.
Skills
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New Challenges 4, skills activities are guided,
structured and, wherever possible, integrated with
other skills.
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There are speaking activities in every lesson and
tasks always use language that has been presented to
students (vocabulary, grammar and Key Expressions).
Students are given time to think about their ideas and
prepare for speaking as well as time to report back to
the class.
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There are at least three reading texts per module.
Text types include: magazine articles/letters; letters,
emails and notes; extracts from non-fiction; interviews;
questionnaires; travel brochures; stories; biographies.
There is also extra reading in the Time Out magazine.
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There are three listening tasks in every module. First
there is a gist listening in the Get Ready section. In
the story unit, students read and listen to dialogues
which help them see the relation between spoken
language and its written form. The Everyday Listening
has both extensive and intensive tasks. Listen Closely
and Pronunciation tasks develop learners’ ability to
distinguish sounds, words and expressions.
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There is writing in every module. In odd-numbered
modules, there are projects which students can either
do in pairs or on their own. Projects give students
a chance to write about their own world and to
be creative. There are clear models and stages. In
even-numbered modules, Your Challenge spots focus
on more interactive writing: an email; a letter of
complaint; a sports survey and report; a story. Students
are given clear models and the writing tasks are
carefully staged. Text Builders focus on the structure of
the target text and on linking words and expressions.
v
 Introduc ion to New Challenges
Culture
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a b
Module 5 these boxes show
Talk about clothes and describe people.
Read about hairstyling, a top model and ‘body art’. teachers and
Listen to a street survey and short dialogues.
Write a description of a famous person.
Learn about used to and would.
students the
d e objectives of
c
each module
these pages
introduce the
module topic activities develop
Get Ready 2.11 3 Listen to the street survey and complete the
gist listening skills
questionnaire for the boy.
1 Look at the Key Words. What kinds of clothes
do you like?
Fashion Survey
2.10 A magazines C friends
Who or what influences
1 the way you dress?
B famous people D TV

A smart C casual
How would you describe
2 your style?
B alternative D trendy

A baggy C tight
What style of jeans do
3 you like?
B flared D torn denim

lexical areas 4 Do you ever wear anything

on your head?
A baseball cap
B hood
C woolly hat
D no, never

C sometimes
speaking
A all the time

related to the
Do you ever argue with
5 B rarely D never

activities relate
your parents about clothes?

4
module topic
Work in pairs. Ask each other the questions
from Exercise 3. Do you have anything in
common with your partner?
the topic to the
are presented 2 Use the Key Words to describe the people in
the photos (a–e). Give your opinions.
5
1
Speak Out Discuss these statements.
There is a lot of pressure on young people to
buy designer clothes. students’ own
The person in photo a) looks smart. She’s wearing a 2 People worry too much about their
plain blouse. 49
lives
appearance.

Grammar
these activities 13 S yle or Comfor ?
Grammar: used to and would 9 Look at the photo from the 1980s.
grammar is
introduce the Warm-up
1 Look at the photos. Do you like any of
a b
4 Complete the sentences from the text with used to,
didn’t use to, would and wouldn’t.
Make four sentences about it. Use used
to or would.
Men used to wear eye make-up.
presented
the hairstyles? Why / Why not?

unit topic 2 What do you think you need to do the

hairstyles?
used to
1I put curlers
would
4I spend ages
Boys and girls used to use a lot of hairspray.
through guided
in. combing my hair.

Reading 2 My mum
the hair cream.
like 5I
him.
speak to
discovery
2.12 3 Read the text and match the people 3 Did you use to use 6 Would they shave their
(1–4) with the photos (a–e). There is curlers? own heads?
one extra photo.
5 Find more examples of used to and would in the text.
Did the people do these things once or regularly? Do
they do the same things now?

From the enormous wigs of seventeenth-century Europe to the

6 Compare the sentences. Circle the correct words to

c
easy-care, casual hairstyles of today, men and women have always
styled their hair to make themselves more a rac ve. Teenagers of
all genera ons have experimented with clothes and hairstyles and
1
2
complete the rules.
I used to / would go to the barber’s every month.
I used to / would have short hair.
grammar practice
o en they are influenced by music, film and TV stars. Last week,
we asked you to send us your photographs of yourselves looking
your best – or worst!
We use used to / would only for actions. We use used
to / would for both states and actions. moves from
1 Dan
͚/ŶƚŚĞϭϵϱϬƐ͕/ƵƐĞĚƚŽŚĂǀĞĂƋƵŝīďĞĐĂƵƐĞ/ǁĂŶƚĞĚƚŽůŽŽŬůŝŬĞŵLJ
ŚĞƌŽ͕ůǀŝƐWƌĞƐůĞLJ͘/ƵƐĞĚƚŽďƵLJĂƉŽƚŽĨŚĂŝƌĐƌĞĂŵĞǀĞƌLJǁĞĞŬ͊ĞĨŽƌĞ/
ǁĞŶƚŽƵƚ͕/ǁŽƵůĚƐƉĞŶĚĂŐĞƐĐŽŵďŝŶŐŵLJŚĂŝƌ͘DLJŵƵŵĚŝĚŶ͛ƚƵƐĞƚŽůŝŬĞ
Practice
7 Complete the sentences with used to, didn’t use to or
would. In which sentences is used to the only correct
controlled to freer
ƚŚĞŚĂŝƌĐƌĞĂŵďĞĐĂƵƐĞŝƚŵĂĚĞĂŵĞƐƐŽĨƚŚĞĨƵƌŶŝƚƵƌĞ͘^ŚĞƵƐĞĚƚŽƉƵƚ
ƉŝĞĐĞƐŽĨŵĂƚĞƌŝĂůŽǀĞƌƚŚĞďĂĐŬƐŽĨĂƌŵĐŚĂŝƌƐƚŽƉƌŽƚĞĐƚƚŚĞŵ͛͘
2 Julia
1
2
answer?
In the 1950s, Dan used to use hair cream.
He have a quiff. Your Turn
exercises
͚/ŶƚŚĞϭϵϳϬƐ͕ĂůůƚŚĞŐŝƌůƐŝŶŵLJĐůĂƐƐǁĂŶƚĞĚƚŽůŽŽŬůŝŬĞƚŚĞĂĐƚƌĞƐƐĞƐŝŶ 3 Julia put curlers in every day.
ŚĂƌůŝĞ͛ƐŶŐĞůƐǁŚŽŚĂĚůŽŶŐŚĂŝƌĂŶĚůŽƚƐŽĨďŝŐĐƵƌůƐ͘DLJŚĂŝƌƵƐĞĚƚŽďĞ 4 Julia’s brother be a punk. 10 Make sentences about the time when

reading texts
ůŽŶŐďƵƚŝƚŝƐŶĂƚƵƌĂůůLJƐƚƌĂŝŐŚƚƐŽ/ƵƐĞĚƚŽƉƵƚĐƵƌůĞƌƐŝŶĞǀĞƌLJĚĂLJďĞĨŽƌĞ 5 Rory shave his own head between visits to you were seven years old. Use the cues
ƐĐŚŽŽů͘/ǁŽƵůĚƐƚĂƌƚŐĞƫŶŐƌĞĂĚLJĂƚĂďŽƵƚƐĞǀĞŶŽ͛ĐůŽĐŬŝŶƚŚĞŵŽƌŶŝŶŐ͊ and used to and would. Add your own
the barber.
DLJďƌŽƚŚĞƌǁĂƐĂƉƵŶŬĂŶĚŚĞƵƐĞĚƚŽĚLJĞŚŝƐŚĂŝƌďůĂĐŬ͕ŐƌĞĞŶĂŶĚƉŝŶŬ͘ ideas.
/Ĩ/ƐĂǁŚŝŵŝŶƚŚĞƐƚƌĞĞƚ͕/ǁŽƵůĚŶ͛ƚƐƉĞĂŬƚŽŚŝŵ͊͛ 6 He like the Hugh Grant hairstyle.
d 7 Chloe have long hair. I used to play with my friends every day. We
present new 3 Rory
͚/ǁĂƐƌĞĂůůLJŝŶƚŽ,ŝƉ,ŽƉŝŶƚŚĞϭϵϵϬƐƐŽ/ŚĂĚƌĞĂůůLJƐŚŽƌƚŚĂŝƌǁŝƚŚĂ
ƐŚĂǀĞĚƐŚĂƉĞŝŶŝƚ͘/ƵƐĞĚƚŽŐŽƚŽƚŚĞďĂƌďĞƌ͛ƐĞǀĞƌLJŵŽŶƚŚďƵƚďĞƚǁĞĞŶ
8

8
She want hair extensions.

Use the cues with used to and didn’t use to to make

would meet up at the school sports ground.
Kids didn’t use to have a lot of homework in
ǀŝƐŝƚƐ/͛ĚƐŚĂǀĞŝƚŵLJƐĞůĨ͘^ŽŵĞŽĨŵLJ sentences about these people. those days.
grammar in ĨƌŝĞŶĚƐĂƚƐĐŚŽŽůĐŽƉŝĞĚƚŚĞĚƌĞĂŵLJ͕
ŇŽƉƉLJƐƚLJůĞŽĨƚŚĞƌŝƟƐŚĮůŵƐƚĂƌ͕,ƵŐŚ e
'ƌĂŶƚ͘/ ĚŝĚŶ͛ƚƵƐĞƚŽůŝŬĞŝƚʹ/ƚŚŽƵŐŚƚŝƚ
A hundred and fifty years ago, women in Europe – have
long hair, wash it very often, brush it one hundred times
at night, wear their hair up, have a messy, casual style
have a lot of homework
play computer games
ǁĂƐ ƐŝůůLJ͛͘

context
wear fashionable clothes
4 Chloe A hundred and fifty have long hair
͚&ŽƌƐĐŚŽŽů͕/ƵƐƵĂůůLJǁĞĂƌŵLJŚĂŝƌŝŶĂŶ years ago, men in go to bed early
ƵƉĚŽ͘/ƚ͛ƐƋƵŝĐŬĂŶĚĞĂƐLJĂŶĚ/ůŝŬĞƚŚĞ Europe – go to the read comics

lessons end with

ĐĂƐƵĂů͕ŵĞƐƐLJůŽŽŬ͘tŚĞŶ/ǁĂƐLJŽƵŶŐĞƌ͕ barber for a shave, watch kids programmes
/ƵƐĞĚƚŽŚĂǀĞƐŚŽƌƚŚĂŝƌĂŶĚ/ǁŽƵůĚŶĂŐ shave at home, have like school
ŵLJƉĂƌĞŶƚƐƚŽƉĂLJĨŽƌŚĂŝƌĞdžƚĞŶƐŝŽŶƐŽƌ moustaches, short hair, read a lot of books
ĂŚĂŝƌƉŝĞĐĞ͘EŽǁ/ƉƌĞĨĞƌĂŶĂƚƵƌĂůůŽŽŬ use hair oil be tall

personalisation
ƐŽ/͛ŵŐůĂĚ/ĚŝĚŶ͛ƚŐĞƚĞdžƚĞŶƐŝŽŶƐ͛͘
A hundred and fifty years have a lot of toys
play with friends
ago, women in Europe
used to have long hair.
50 TIME OUT! Page 98, Exercise 13 51
activities
vi
 Introduc ion to New Challenges
Skills
a variety of tasks 14 Deser Flower these lexical
3 Look at the Reading Help. 8 Preposition Quiz Complete the

systematically Warm-up
1 Look at the photos of ex-model 2.13
Reading
2 Read the text about Waris Dirie and check your
Reading Help: Sentence gaps
t
3FBE
UIF
QBSU
PG
UIF
UFYU
XJUI
UIF
HBQ
BOE
JEFOUJGZ

sentences with the prepositions in the
box. quiz activities
Waris Dirie. Guess the answers to the guesses from Exercise 1. above for on in at over

develop reading test students on

the topic (e.g. family, marriage, work).
questions. t
3FBE
UIF
TFOUFODFT
CFGPSF
BOE
BGUFS
UIF
HBQ
1 Where was she born? 1 In the holidays, I spend a lot of
a) India b) Somalia c) South Africa ‘Waris’s story is t
$IPPTF
B
TFOUFODF
ZPV
UIJOL
HPFT
JO
UIF
HBQ
-PPL
GPS

references to people (e.g. she, them, the man), things
time the Internet because I’m

skills 2 What was her childhood like?

a) unhappy c) comfortable one of remarkable (e.g. it, this) or times (e.g. two years later, after that).
t
8IFO
ZPV
mOJTI
DIFDL
UIF
FYUSB
TFOUFODF
EPFTOU
mU

2
too busy when I’m
I was
game. I was
school.
my way to a football
a hurry but there
the same lexical
b) difficult but happy
courage.’ Elton John in any of the gaps! was a traffic jam and we had to wait
3 Why did she leave her country?
a) war c) political problems
b) family problems
4 Use the Reading Help to complete the gaps (1–5)
in the text with the sentences (a–f). There is one
extra sentence.
3
ages.
The town of Puno is
metres sea level
3,800 feature as the
Word Builder but
4 What changed her life? the border of Peru and Bolivia.
a) meeting a photographer a) The man was sixty. 4 the past, there were a lot of
b) doing a university course b) Waris now lives in Vienna and Gdansk. wolves living the wild.
c) winning a competition c) She used to race camels with her brothers and
5 Which of these jobs did she not do?
a) cleaner c) model e) maid
b) actress d) teacher
sisters.
d) Within months, she had started a new career.
e) She was an illegal immigrant at first.
f) However, in 1997 she decided to give up her life
9
Word Bank, page 106

Look at the Sentence Builder.

Match the questions and answers
using vocabulary
6 What rights does she campaign
for now?
a) animal b) children’s c) women’s 5
as a model.

Read the text again and answer the questions.

about Waris Dirie.
they have seen
before. Students
1 Why did Waris run away?
2 What were the most difficult times of her life?
3 What is she still sad about?
4 How was her childhood in Somalia different
Waris Dirie was born in
are referred to
model so he immediately from her life now?
Somalia. Her name means ‘desert offered her work. 3
flower’. Her mother was quite She became a top fashion 6 Look at the Word Builder. Complete the
well-off but her father was from a model, advertising beauty phrases from the text with prepositions.

tasks include
poor family. After they married, her
parents were on the move all the
time with their goats and camels.
Life was hard but Waris had a happy
products and her face was
on the covers of hundreds
of magazines around the
world. She was even in a
Speaking
the Word Bank to
discussion,
childhood. 1

When she was thirteen, her father

arranged for her to marry an old man in exchange
James Bond film, The Living
Daylights, in 1987.

Waris had such a warm and attractive face

10 Work in pairs. Choose a famous
celebrity. Ask and answer questions
about him/her using the Sentence
help them and
to check their
Builder. Guess the celebrity.
for five camels. 2 It was such a horrible that her modelling career was a huge success.

quizzes,
4
idea that she decided to run away to the capital, She wrote her autobiography, A What’s he or she like?
Mogadishu. There, she moved from one relative Desert Flower, about her exciting and B She’s intelligent and hard-working.
to another. Finally, a kind aunt got her a job as a exceptional life. ‘It’s very sad,’ she says.

questionnaires
maid in the Somalian Embassy in London. When
the ambassador returned to Somalia, she lost her
job. Suddenly, she was in real trouble. Waris was
‘I had to make the choice to leave my
country.’ What was it like in Africa? ‘Africa
was different,’ she says. ‘I was young. I had
11
She’s . . .
Work in pairs. answers
on her own and out of work in a foreign country. nothing to worry about. I had my family, Student A, page 89
She lived by herself, had no money and her I had my animals, I had my simple life.’

and information
Student B, page 90
English was so bad that it was difficult for her to 5 She works for the United Nations
7 Complete the sentences about your life.
find work. Eventually, she got a job as a cleaner in
McDonald’s.
and campaigns for women’s rights all over 1
2
I like being on my own when I am …
Once, I was in trouble at school because I …
Fact or Fiction?
the world. There is never a dull moment. ‘I’m Top models have to be

gap activities One day, everything changed. By chance, a fashion

photographer came in for a burger and saw
Waris cleaning the floor. She looked like a perfect
trying to sit down for a moment and there’s
no time for that,’ she laughs. ‘In Somalia, we
don’t care what time it is!’
3
4
Once, by chance, I found a …
I first went to school by myself when I was …
at least 1.8 metres tall.
Answer on page 91.
these boxes focus
52 TIME OUT! Page 98, Exercise 14 53

on key features of
sentence structure

15 Fashion Show
Warm-up
1 Look at the Key Words. What
are your opinions about the
people in the photo?
I think Steve’s quite good-looking but
I don’t think he’s handsome.
2.14
Skills
extensive listening
Speaking
2.15
Reading and Listening
2 Read and listen to the dialogue. What do Ellie and Tanya think
3 Look at the Sentence Builder.
2.16
Everyday Listening
1 Listen to four dialogues. For each
is developed
about the male model? Which of the clothes does Abi like? question, choose the correct answer,
Radiochill.org cover a fashion show organised by local students.
Tanya Ellie, have you seen that model with short, brown hair?
1
a, b or c.
What is the boy’s new hairstyle like?
a) spiky, blue hair
through a variety
of tasks
He’s really cute!
b) long, straight, black hair
Ellie Mm ... He’s nice but he’s not really my type.
c) spiky, orange hair
Steve Tanya, did you get the results of those tests from your
mum? 4 Add like where necessary. 2 What birthday present does the girl buy
Tanya Yes. There are toxic chemicals in the river – the same as Paul looks really stylish. He’s tall and he’s got blue for her friend?
a) a ring

dialogues and
those in the shampoo!
Ellie Wow, now we’ve got a really great story.
Steve Don’t you think we should go to the police?
Ellie .BZCF
-FUT
UBML
BGUFSXBSET
*UT
TUBSUJOH
hair – he looks a model. His leather jacket looks
cool. It looks an old one from the 50s. His tight b) a pair of earrings
jeans look fantastic. His T-shirt looks an organic c) a shoulder bag
cotton one. Paul’s watch looks Swiss and the strap 3 What type of jeans did the boy buy?

photos develop Abi Hi. This is Abi, your style guru from radiochill.org, at the
fashion show. Here’s the first model. I think his clothes
look pretty cool. He’s a slim guy with short, brown hair
looks leather.

5 Look at the Key Expressions. Which of them are

a) short, cut-away jeans
b) baggy jeans with pockets
c) torn, denim jeans
functional
and he’s got shades on. They look like expensive ones. He’s positive (+), neutral (–) and negative (x)?

the story wearing a long, grey striped jacket. It’s really original. It’s
so long it looks like a coat. His trousers go with the jacket
but they’re a different shade of grey and they look a bit
4 What will the girl take back to the shop?
a) a mini-skirt
b) a top
c) a short dress
language is
short. Underneath the jacket, he’s wearing a black T-shirt
with white designs on it. Okay, here’s number two. She’s
wearing an orange jacket and a matching top. It doesn’t
really suit her because she’s very pale. Round her neck,
2.17 2 Listen again and answer the questions.
Dialogue 1: Why did the boy change his
focused on and
practised
she’s got a white scarf. Her skirt doesn’t go with the jacket hair?
either because … Dialogue 2: What do you know about the
girl’s friend?
Dialogue 3: Why does the boy like the
jeans?
Dialogue 4: Why is she going to take it
back to the shop?

2.18 3 Listen Closely Listen to six polite

questions from dialogue 2. Would the

6 Write sentences about the people’s clothes in

the photo. Use the words below. 2.19 4
intonation be similar in your language?

Listen again and repeat the questions.

deals with
features of
t
look 2.20 5 Listen to six replies from dialogue 2.
t
suit him/her because Which of them are a) certain b)
t
look a bit hesitant?
t
don’t suit him/her because
t

t

looks rather
don’t go with his/her
The model’s clothes look a bit strange.
2.21 6 Listen again and repeat the replies.
natural speech –
7 Work in pairs. Look at other photos of people
in the book. Describe what the people are
wearing and give your opinions.
in other modules,
A The boy in photo c on page 49 is wearing a
baseball cap and jeans. I think he looks cool. Pronunciation
B Yeah, I agree. His baseball cap has got a cool logo.

54 TIME OUT! Page 98, Exercise 15 55

deals with sounds
and word stress

in even- Your Challenge Unders anding Grammar: Articles: the these sections
numbered Writing: A letter of complaint
1 Read the mixed-up parts of the letter (a–g)
Text Builder
2 Put the parts of the letter (a–g) in the correct
1 Read the text. Which holiday offers the best value for money?
present and
LAST–MINUTE HOLIDAY DEALS
modules there are 1
2
quickly and answer these questions.
Who wrote the letter?
What did he buy? 3
order.

Look at the linking words in blue. Which of City Tour £500

Ocean Paradise
Hire an island on the Seychelles and practise grammar
these do they express? During this one-week tour, you stay in a luxury villa to enjoy the

Your Challenge 3

a
Where did he buy it?

?beea\ehmWhZje^[Wh_d]\hecoek$
a) time

4
b) addition c) reason

Look at the Writing Help.

d) contrast explore Prague, the picturesque
capital of the Czech Republic,
take a cruise on the Danube
comforts of the rich and the amazing
wildlife of the Indian Ocean.
All services provided. which can often
while visiting Budapest and walk £1500
and Understanding b :[WhI_h%CWZWc"
Writing Help: Formal letters
t
"MXBZT
CF
QPMJUF
the narrow streets of the old
town of Tallinn. Enjoy 5* hotels
and top restaurants in the fastest
per day
for 2
people be difficult for
Grammar spots c Oekhii_dY[h[bo"
t
-FBSO
TPNF
DPNNPO
QISBTFT
MJLF
I am
looking forward to hearing from you and
Yours sincerely
developing part of Europe.

Explore South students

d ?^Wl[Xek]^j cWdoj^_d]i_dj^[fWij
\hecoekhedb_d[i^efWdZj^[i[hl_Y[
WdZgkWb_jo^WiWbmWoiX[[d[nY[bb[dj$
>em[l[h"?h[Y[djboehZ[h[ZWdCF)
fbWo[hWdZ?Wcmh_j_d]je_d\ehcoek
t
%POU
VTF
DPOUSBDUJPOT
MJLF
I’ve, I’m and
don’t
6TF
I have, I am and do not
t
/FWFS
VTF
TMBOH
XPSET
PS
FYQSFTTJPOT
5 Find formal words or expressions in the letter
that mean:
America £4000
Exciting three-week holiday.
Fly from the United States to
Chile to watch the penguins and
admire the snow-capped peaks of
the Andes. In Peru, go to Lake
Titicaca and climb Machu Picchu to see the
famous Inca ruins. 3 Complete the sentences with the
tortoises. Flights, where necessary.
Cruise the Galapagos Islands to see the giant

this section looks e

e\WfheXb[c$

I_dY[?WcWh[]kbWh Ykijec[h"YekbZ
t
IFMMP
t
UP
UFMM
t
DBOU
t
EPOU
XPSL
t
XSJUF
CBDL
TPPO
t
HPPECZF

6 Write a letter to a company complaining about

travel and accommodation in good quality tourist

Kayaking in
hotels included.

£300
1
/JMF
JT
UIF
MPOHFTU
SJWFS
JO

the world and
JT
UIF
EFFQFTU
MBLF

-BLF
#BJLBM

at text structure, oekfb[Wi[i[dZc[iec[d[m Croatia 2
3JP
(SBOEF
TFQBSBUFT

something you bought recently. .FYJDP
GSPN

6OJUFE
4UBUFT

^[WZf^ed[iehik]][ijWdWbj[hdWj_l[ A five-day active break on the Adriatic,
iebkj_ed5 3 *
TQFOU
NZ
MBTU
IPMJEBZT
JO

kayaking from one unspoiled island
1

5IJOL
PG
B
QSPEVDU
ZPV
CPVHIU
BOE
JNBHJOF

STEP

/FUIFSMBOET
*
XPSLFE
JO
B
CBS

XIBU
XBT
XSPOH
XJUI
JU to another. Visit historical villages

linking and f F[j[hC_bd[h

B
DPNQVUFS
HBNF
EBNBHFE


B
QBJS
PG
KFBOT

UPP
UJHIU


on Korcula island and try delicious
local food at amazing prices on Krk.
Accommodation in guesthouses.
4
in
"NTUFSEBN

$SFUF
JT
UIF
CJHHFTU
(SFFL

island in
4FB
Mediterranean

punctuation 2

8SJUF
ZPVS
MFUUFS Flights and travel not included.

STEP

g ?^Wl[ZemdbeWZ[Zcki_Y\heccoWXb[ t
HJWF
ZPVS
SFBTPO
GPS
XSJUJOH 5
$[FDI
3FQVCMJD
BOE

Yecfkj[hikYY[ii\kbboXkj?Wckded[i t
EFTDSJCF
UIF
QSPCMFN 4MPWBLJB
VTFE
UP
CF
POF
DPVOUSZ

jeb_ij[dje_jX[YWki[j^[^[WZf^ t
TBZ
XIBU
BDUJPO
ZPV
XBOU
UIFN
UP
UBLF XJUI
UIF
DBQJUBM

1SBHVF
Wh[\Wkbjo$ J^[fheXb[cc_]^jX[ Remember
2 Complete the table with examples of geographical names 6
:BOHU[F
UIF
MPOHFTU
SJWFS

X[YWki[e\ WXWZYedd[Yj_edWi t
CF
QPMJUF
o
BMXBZT
TBZ
please and
from the text and your own examples. Which names take JO
"TJB
TUBSUT
JO
%BOHMB

iec[j_c[i j^[iekdZYec[i thank you
the and which do not? Mountains in
5JCFU

j^hek]^ed[i_Z[$ t
VTF
GPSNBM
XPSET
BOE
FYQSFTTJPOT Examples from the text Your examples
7
"NB[PO
TUBSUT
JO

"OEFT
GMPXT
UISPVHI
Peru,
continent South America Colombia and
#SB[JM

3

$IFDL
ZPVS
MFUUFS
GPS
DPOUSBDUJPOT
BOE
MJOLJOH

STEP

XPSET country and enters
"UMBOUJD
0DFBO

the final writing the + country the United States BU
UIF
FRVBUPS

7 Work in groups. Read each other’s letters. city
8
5IBNFT
XIJDI
GMPXT

Whose complaint is the most serious? Whose UISPVHI

0YGPSE
BOE

letter is most convincing? river the Danube -POEPO
JT
POF
PG
UIF
MPOHFTU

task is the lake

sea/ocean
mountain top Machu Picchu
4
SJWFST
JO

6OJUFE
,JOHEPN

Write six sentences about your

country. Include information

students’ own 46
mountain range
island
group of islands
Krk t

t

about:
JOUFSFTUJOH
DJUJFT
SJWFST
BOE
MBLFT
47

challenge
t
mountains and the sea

vii
 Introduc ion to New Challenges
Across Cultures 3
in odd-numbered Warm-up 3 Read the text again. Which types of body art: 7 Preposition Quiz Work in pairs.
Make sentences using the words in there are four
1 Tattooing t
bring you good luck?

modules, there
Look at the photos and Key Words. Which the two boxes.
Ötzi the Ice Man, a frozen human, was found in t
keep you cool and clean?
things have you done? What would you like or
not like to do?
I’ve dyed my hair but I wouldn’t like to shave my head.
Austria and is 5,300 years old. His frozen body
had fifty-seven tattoos. From the position of the
t

t

t

show status?
cure illness?
improve hunting skills?
apologise come complain
fall in love know learn listen projects in the
are Across Cultures 2.22
tattoos, we think he had them done for health
reasons because he suffered from arthritis in his
ankles, knees and lower back.
Only female mummies in Ancient Egypt were
4 Look at the Sentence Builder. Find similar sentences in
the text.
pay talk think wait worry

about from for to with book which give

lessons tattoed. This tradition may have had something
to do with childbirth.
Plato and Herodotus
I come from London.
Word Bank, pages 105–106 students the
refer to tattooing in
Ancient Greece. Tattoos
were used as marks for
slaves and criminals.
In the eighteenth
Speaking
8 Work in pairs. Discuss this
chance to work
Reading statement:

together and
century, many French
sailors returned from
5 Use the cues to write sentences like the ones in the
Sentence Builder. All piercings and tattoos look horrible
2.23 2 Read the text about body art. Which section do voyages in the South and are unhygienic.
you think is the most interesting? Why? Pacific with 1 I can’t wear those earrings. I / not / ears / pierce

ALL KINDS OF BODY ART

elaborate
tattoos. This
became a
tradition in
2
3
I haven’t had my ears pierced.
I went to a beauty salon. I / nails / paint
Your hair’s very long. When / you / going to / it / cut? A description
be creative
4 I didn’t like the colour of my jacket. I / it / dye black
ARE COMMON IN HISTORY. the British
Navy in the 5
6
Have you seen Barry? He / back / tattoo with a dragon
That’s not her natural colour. She / hair / dye
Write a description of a famous person.

19th century. 1 Find a good full-length photo of a

LET’S TAKE A LOOK. 6 Look at the Word Builder. Find the verbs in blue in the
famous person in a magazine and
cut it out.
text and complete them with the prepositions in the box.
Body painting 2 Find information and make notes
Henna is a natural dye with a reddish-orange colour. to with as in of from on about these things:
It was first used by women in Mesopotamia over Body piercing
4,000 years ago to paint their hands. Over 500 years ago, tongue piercing was t
personal information (date and place
In India, women still paint their hands and feet of birth; family background; career

the Word Builder

with henna for their wedding day. They believe in its
power to make their marriage successful.
In Morocco, some women rely on henna patterns
to protect them from evil and bring good luck.
performed in Aztec ceremonies in Mexico.
The native people of Alaska traditionally had highlights)
their noses pierced at birth to please the spirits t
physical description (height, face,
of animals and to help them when hunting. The hair)

texts look at
decoration consisted of an eagle’s feather, a sea
lion’s whisker or a small bone.

Head shaving
t

3
what they are wearing in the photo

Write your description. Use

focuses on a
expressions from the module. Then

cultures around
Ancient Egyptians had their heads shaved to help
them deal with the heat and to keep clean. They
wore wigs for different occasions and shaved young
check it for prepositions, spelling and
punctuation. relevant lexical
4
feature
boys’ heads, leaving one piece of hair down the Stick your photo with your description.
side of the head as a sign of childhood.

the world For the ancient Greeks, the length of your hair
depended on your status in the community. Long
hair was a symbol of money and power; having a
5 Make a class display or pass your
descriptions around the class. Who
do you think is the best-dressed
shaved head meant you were a slave and belonged celebrity?
to a master.
56 57

S udy Corner 5
Language Check 3 Complete the text with used to, didn’t use to,
would or wouldn’t. Use would or wouldn’t when

self-test exercises 1
1
2
Complete the adjectives in the sentences.
She often wears hair e
It’s difficult to walk in these h -
.
possible.
In World War I, American soldiers 16
wear woollen clothes and they often 17
h shoes.

check students’ 3
4
5
I like wearing p -n
He’s bald and he often wears a w
I wear s -s
jumpers.
.
shirts in
be very hot in the summer. European soldiers
18 have light, cotton undershirts. The
Americans noticed this and soon wore them,
calling them T-shirts because of their shape.

vocabulary, 6

7
the summer.
My dad wears s
goes to work.
I think those trousers are a bit o
shirts when he

-
‘I 19 wear white T-shirts because I
thought they looked like underclothes,’ recalls
George (eighty). ‘But then stars like Marlon Brando

grammar and 8
f
That shirt is really t
.

colours are absolutely horrible!

– the
and James Dean started wearing them and all the
youngsters 20 copy them.’
Margot, fifty-five, said ‘My boyfriend and I
9 At the party, the women were wearing long, 21

functional
buy white T-shirts and dye them a
a -l evening dresses. mixture of bright colours. It was the fashion then.’
10 I always wear c clothes, like jeans
and T-shirts. 4 Complete the dialogue with look and like.

language 2 Complete the answer to a clothes survey with

prepositions.
A
B
What does your new boyfriend 22
Well, he 23 great. He looks 24
his brother who is in your maths class.
like?

Well, I rely 11 my friends for fashion ideas A Oh! I know who you mean. And what’s he
but I always go shopping for clothes 12 25 ?
my own. Sometimes, I look at shop windows B He’s really nice. He’s fun to be with.
13 ages before going into the shop. Other
Grammar / 10
times, I go straight in and look around. It depends
14 how I feel. I don’t often go to shops
that belong 15 big chains; I prefer small,
5 Complete the dialogue.
independent shops. A Those trousers don’t 26 with that top.
Vocabulary / 15 They are a different 27 of red.
B Are you sure?
A Yes, and they don’t really 28 you.
B Well, here are some trousers with a 29
top. It’s exactly the same colour.
A Yes, but the trousers 30 a bit small.
Feedback Key Expressions /5
2.24 t
Listen and check your answers to the
Language Check. Write down your scores.
t
Look at the table below. Check where you
made mistakes. S udy Help: Dictionary skills (1)
t
%JDUJPOBSJFT
VTF
QIPOFUJD
TZNCPMT
UP
TIPX

Wrong answers: Look again at: the pronunciation of words.

students listen Numbers 1–10

Numbers 11–15
Get Ready – Key Words
Unit 14 and Across
t
6TF
B
EJDUJPOBSZ
BOE
XSJUF
OFX
XPSET
XJUI

phonetic symbols.
learner
Cultures – Word Builders t
5SZ
UP
MFBSO
TPNF
PG
UIF
QIPOFUJD
TZNCPMT

and check their Numbers 16–21

Numbers 22–25
Unit 13 – Grammar
Unit 14 and Unit 15 –
t
8IBU
BSF
UIFTF
GBTIJPO
XPSET
1 /bægɪ ʃɔːts/ 3 /ʃǝʊldǝ leŋθ heǝ/
development
2 /fleǝd dʒiːnz/
answers before Numbers 26–30
Sentence Builders
Unit 15 – Key Expressions t
8PSL
JO
QBJST
8SJUF
UISFF
XPSET
VTJOH
UIF

phonetic symbols to test your partner. activities help
t
Now do the exercises in Language Check 5
doing extra 58 of the Workbook. Phonetic Chart on page 91.

students become
revision better learners

The Workbook
4HEWorkbookGIVESFURTHERPRACTICEOFTHELANGUAGE SkillsUNITWHICHALSOINCLUDESAFOCUSONPUNCTUATION4HE
INTRODUCEDINTHE3TUDENTS"OOK%ACHUNITDIRECTLYREmECTS Language CheckINEACHMODULEACTSASAFOLLOW UPTOTHE
THECONTENTOFTHECORRESPONDINGUNITOFTHE3TUDENTS"OOK Language QuizINTHEStudy CornerOFTHE3TUDENTS"OOK
'ROUPSOF+EY7ORDSANDLEXICALFEATURESFROMWord Builders !LTERNATEMODULESOFTHE7ORKBOOKlNISHWITHAReading
ARERECYCLEDANDPRACTISEDONTHEGet ReadyPAGEANDIN CornerWHICHCANBEUSEDASA@READINGFORPLEASUREACTIVITY
THESkillsUNIT'RAMMARSTRUCTURESANDUSESAREPRACTISED ORTOGIVEFURTHERREADINGCOMPREHENSIONPRACTICE4HERE
INTHEGrammarUNITANDEXERCISESAREGRADEDACCORDING AREEXTRALISTENINGACTIVITIESONEVERYGet ReadyPAGEANDIN
TODIFlCULTYWITHAONE TWO ANDTHREE STARSYSTEM4HERE THESkillsUNIT4HERECORDINGSAREONTHENew Challenges 4
ISALSOAHANDYGrammar ReferenceSECTIONATTHEBACKOF WorkbookAUDIO#$
THEBOOK2EADINGANDWRITINGSKILLSAREPRACTISEDINTHE

viii

Council Of Europe
The Common European Framework of Reference for
Languages is a system of describing different language
levels and competences. This means that students
studying different languages, for example Spanish and
German, in different countries can share a common and
agreed level of competence. The Common European
Framework helps teachers to plan their teaching and
to match their students’ progress and level to a Europe-
wide system. The Common European Framework is also
important for assessment. Different international language
examinations are linked to levels with the Framework.
This means that students, teachers and employers can link
examinations to specific level descriptions as provided by
the Framework.
New Challenges 4 covers virtually all descriptors at
higher and lower Threshold (B.1.1 and B.1.2). As with the
previous levels, it is important to remember that, while
New Challenges 4 contains activities that present and
practise language, tasks and strategies relating to ‘can
do’ statements, this does not automatically mean that
students will be able to fulfil them. This will depend on
the students, their previous learning experiences, the
number of hours of class, etc. There is also always going
to be an important gap between the input that learners
receive and what they are capable of actually achieving.
At each level New Challenges covers the basic
Common European Framework (CEF) objectives for the
corresponding CEF level and a few for the next level.
The rationale behind this is that students need time
to assimilate both language and strategies before they
can be said to be actually capable of carrying out
the performance objectives established by the CEF.
Consequently in New Challenges 4 a few of those from
B.2 are also covered.
The only specifications that are not covered are those
related to work or adult situations which would
be beyond teenage learners, both cognitively and
experientially. For example, New Challenges 4 does not
cover descriptions of jobs or study experiences which are
clearly not relevant to most 11–16-year-old students.
On the other hand, New Challenges 4 does cover areas
which are not reflected in the CEF descriptors. This is
particularly the case in writing, where project work
is important (e.g. writing a poster and describing a
national park).
Although New Challenges takes into account the
specifications of the UCLES exams as part of the broader
European framework, it is most definitely not an exam
book. It would be relevant for any educational system
with its own exams that are informed by the CEF.
Introduc ion to New Challenges
Topics and the CEF
How well does New Challenges 4 cover ‘the topics which
are the subject of discourse, conversation, reflection or
composition’ (CEF pp. 44)?
Personal identification
Module 1 (how you use technology, opinions); Module 2
(personal news)
House and home
Module 3 (communities, houses and neighbourhoods)
Environment
Module 1 (animal communication); Module 3 (going
‘green’, fair trade, national parks)
Daily life
Module 1 (using social networking and the Internet);
Module 2 (news); Module 3 (volunteering, getting
involved); Module 4 (money); Module 5 (fashion, clothes
and appearance); Module 7 (qualities for jobs)
Free time and entertainment
Module 2 (news and magazines); Module 3 (going out);
Module 6 (sports and games); Module 7 (films and TV);
Module 8 (art, films, books, TV)
Travel
Module 5 (travel brochures)
Relations with other people
Module 1 (keeping in touch); Module 3 (traditional
communities); Module 7 (crime and punishment)
Health and body care
The ongoing story (shampoo)
Shopping
Module 4 (shop dialogues, charity auctions); Module 3
(fair trade)
Places
Module 3 (national parks); Module 8 (Easter Island)
Language
Module 1 (whistling languages, drums, smoke signals)
Science and technology (not in the CEF list)
Module 1 (communication, social networking); Module 2
(robot fish); Module 5 (archaeology)
History (not in the CEF list)
Module 2 (Christopher Columbus); Module 4 (money);
Module 5 (hairstyles, body art); Module 6 (the Lewis
Chessmen, the Olympics); Module 7 (Easter Island);
Module 8 (geniuses)
ix
 Con en s
Unit/Page Language Skills
Get Ready
A Back to school (pp. 4–5) Grammar: Future tenses for arrangements, Study Help: Writing personal study objectives
intentions, plans and predictions
B Good Advice (pp. 6–7) Grammar: Future and unreal conditionals Study Help: Managing your work

1 Communication
Get Ready (pp. 8–9) Key Words: Communication Listening: The New Challenges characters Reading: An advert
Speaking: Teenagers and communication
1 Animal Talk (pp. 10–11) Grammar: Present tenses review Reading: Animal communication
2 Social Networking Word Builder: Multi-part verbs Reading: Social networking Writing: Rules for social networking
(pp. 12–13) Sentence Builder: for and since
3 www.radiochill.org Sentence Builder: Negative questions Reading and Listening: The New Challenges story
(pp. 14–15) Key Expressions: Opinions Speaking Help: Class discussions Speaking: A discussion
Everyday Listening: Short conversations Listen Closely: Stress in
common expressions
Across Cultures 1 Word Builder: Opposites Reading: Keeping In Touch
(pp. 16–17) Speaking: Languages and codes Project: An article
Study Corner 1 (p. 18) Study Help: Using the Internet

2 News
Get Ready (p. 19) Key Words: In the Media Listening: The news Speaking: The media
4 In Other News Grammar: Past tenses review; Past Perfect Reading: Unusual news stories
(pp. 20-21)
5 Breaking News Word Builder: Compound adjectives Reading Help: Headlines
(pp. 22–23) Sentence Builder: Linking with after/before + -ing Reading: Imaginary news stories from history
+ clause Speaking: What’s in the news?
6 Finding News Key Expressions: Personal News Reading and Listening: The New Challenges story Speaking: Roleplay
(pp. 24–25) Everyday Listening: Personal news and gossip
Listen Closely: Confusing word boundaries
Your Challenge (p. 26) Text Builder: Organisation; informal language; Writing: An email
ellipsis in informal written language Writing Help: Planning emails and letters
Understanding Grammar Verb patterns
(p. 27)
Study Corner 2 (p. 28) Study Help: Informal/Formal language

3 Save the Planet

Get Ready (p. 29) Key Words: The Environment Listening: Two points of view Speaking: Environment questionnaire
7 Going Green Grammar: Present Perfect and Present Perfect Reading: Eco-friendly family
(pp. 30–31) Continuous
8 Fair Trade Sentence Builder: although and despite Reading: Traidcraft Reading Help: Facts and opinions
(pp. 32–33) Speaking: Being eco-friendly
9 The River (pp. 34–35) Key Expressions: Making Arrangements Reading and Listening: The New Challenges story
Sentence Builder: I’d rather/I’d rather not Speaking: Roleplays Everyday Listening: Radio programme
Pronunciation: /əʊ/, /aʊ/, /ɪə/ and /aɪ/ Listening Help: Working out meaning
Across Cultures 2 Key Words: Landscape Reading: Nature holidays Speaking: Discussion
(pp. 36–37) Word Builder: Adjectives Project: A poster
Study Corner 3 (p. 38) Study Help: Unknown words

4 Cash
Get Ready (p. 39) Key Words: Money Listening: Radio programme about teenagers and money
Speaking: Money proverbs
10 Auction (pp. 40–41) Grammar: The passive Reading: Charity auction website
11 Funny Money Key Words: Materials Word Builder: Partitives Reading: The history of money
(pp. 42–43) Sentence Builder: such a … that/so … that Speaking: Negotiating
12 Value for Money Key Expressions: Complaining Reading and Listening: The New Challenges story
(pp. 44–45) Pronunciation: Problem consonant sounds Speaking Help: Being polite Speaking: Shop roleplays
Everyday Listening: Shopping situations
Your Challenge (p. 46) Text Builder: Reason linkers because, because of, Writing: A letter of complaint
since, as Writing Help: Formal emails or letters
Understanding Grammar Articles: the
(p. 47)
Study Corner 4 (p. 48) Study Help: Communication problems

2
x
Unit/Page Language Skills
5 Fashion
Get Ready (p. 49) Key Words: Clothes and Hairstyling Listening: Street survey about style Speaking: Survey
13 Style or Comfort? Grammar: used to and would Reading: Hairstyles from the past
(pp. 50–51)
14 Desert Flower Word Builder: Prepositions in common phrases Reading Help: Sentence gaps Reading: Life story of Waris Dirie
(pp. 52–53) Sentence Builder: be like, look like and like Speaking: Guess the celebrity
15 Fashion Show Key Words: Looks Sentence Builder: looks …, Reading and Listening: The New Challenges story
(pp. 54–55) looks like …, look … Key Expressions: Describing Speaking: Describing people in photos
People Listen Closely: Intonation in questions Everyday Listening: Short dialogues
Across Cultures 3 Key Words: Looks Sentence Builder: have something Reading: Body art Speaking: Body decoration
(pp. 56–57) done Word Builder: Verbs and prepositions Project: Description of a famous person
Study Corner 5 (p. 58) Study Help: Dictionary skills (1): phonetic symbols

6 Sports & Games

Get Ready (p. 59) Key Words: Sports & Games Listening: TV programme about sport Speaking: Opinions on
dangerous sports
16 Games (pp. 60–61) Grammar: Speculating Reading: The Lewis Chessmen
17 The Olympics Word Builder: Multi-part verbs (3) Reading: The Olympics
(pp. 62–63) Sentence Builder: as well as, apart from, instead Reading Help: Taking Notes
of + noun Speaking: The Olympics
18 The Police Station Key Expressions: Giving Advice Reading and Listening: The New Challenges story
(pp. 64–65) Speaking: Roleplays Everyday Listening: Sports news
Listen Closely: Changing meaning with stress
Your Challenge (p. 66) Text Builder: Organisation; linking review Writing: A sports survey and report Writing Help: Checking
Understanding Grammar Modals referring to the past
(p. 67)
Study Corner 6 (p. 68) Study Help: English outside school

7 Law and Order

Get Ready (p. 69) Key Words: Crime Listening: Famous fictional detectives
Speaking: Talking about qualities
19 Order in Court Key Words: Punishment Reading: Crimes and their punishments
(pp. 70–71) Grammar: Reported orders and requests
20 Sherlock Holmes Word Builder: Idiomatic expressions Reading: Story – The Hound of the Baskervilles
(pp. 72–73) Sentence Builder: Having done … Speaking: Information gap
21 The Factory Sentence Builder: Indirect questions Reading and Listening: The New Challenges story Speaking: Roleplays
(pp. 74–75) Key Expressions: Requests Everyday Listening: Two crime scenes Listening Help: Taking notes
Listen Closely: Word boundaries in questions
Across Cultures 4 Word Builder: Word families e.g. big, enormous, Reading: Easter Island – A mystery solved
(pp. 76–77) massive, vast Speaking: Environmental issues
Project: An unsolved historical mystery
Study Corner 7 (p. 78) Study Help: Revision for exams

8 Imagination
Get Ready (p. 79) Key Words: Adjectives Listening: Descriptions of paintings; musical extracts
Speaking: Imagining and describing a scene suggested by music
22 Inspired Genius Grammar: Reported statements Reading: Gifted artists
(pp. 80–81)
23 The Hobbit Sentence Builder: Prepositions + -ing form Reading: The making of The Hobbit
(pp. 82–83) Speaking: Making a film
24 Success! (pp. 84–85) Key Expressions: Interrupting and changing the Reading and Listening: The New Challenges story
topic Speaking: Guided conversation Listening Help: Answering questions
Everyday Listening: Conversations Listen Closely: Word boundaries
Your Challenge (p. 86) Text Builder: Time linking review; organisation Writing: A story Writing Help: Planning
Understanding Grammar Talking about quantity
(p. 87)
Study Corner 8 (p. 88) Study Help: Dictionary skills (2): non-literal language

Student A Activities (p. 89)

Student B Activities (p. 90)
Phonetic chart (p. 91)
Questionnaire scores and answers (p. 91)
Fact or Fiction answers (p. 91)
Time Out! (pp. 92–103)
Word Bank (pp. 104–112)
Irregular Verbs (p. 113)
3
xi
 A Back o School
This Uni Warm-up

Get Ready
4IPSU
PG
UJNF set some of the 1 Look at the list of events on a school’s
exercises for homework (e.g. website. Do you think the events are
Exercises 7 and 8) fun (F) or serious (S)?
.PSF
UJNF do the Extra
activities
Bowgate High School
Background
This unit is about future School events this term: gXi\ekjË\m\e`e^ jgfikj[Xp
forms and covers the use ZXi\\ij]X`iS \e[$f]$k\id[`jZf
glYc`Z\oXdj
of be going to for plans and jkl[pki`g
ZfeZ\ik dfZb\oXdj
predictions, may/might for jZ_ffcgifd
uncertain predictions, the
Present Continuous for definite
arrangements, and will/won’t 2 Add three events that happen at your Reading and Listening
school.
for opinions and beliefs. It also 1.4 5 Read and listen to the conversation and
introduces the idea of personal May 1st: public holiday for Labour Day complete the sentences with Amelia,
Summer term: class picnic Grace, Lewis or George.
study objectives.
1 Amelia is annoyed that the exams
Listening are close to the holiday.
Warm-up 2 Grace plans her revision carefully.
1.2 3 Listen to the teacher talking about 3 George ’s parents always go to
events in the school calendar. How parents’ evening.
Exercise 1 many things does she talk about? 4 Lewis ’s parents can’t always go to
t
After working in pairs, parents’ evening.
1.3 4 Listen again and complete the 1
students share their information. Amelia Mock exams in the week after
opinions with the class. half term! That’s going to ruin my
holiday!
Encourage students to give School diary Grace I think you’ll need to start revising
reasons for their opinions. before then! I’m going to start a





month before the exams.
Suggested answers  Tuesday


 Amelia Really? Will you remember anything?
concert F 

7.00 p.m.
Grace Of course I will!


  Amelia You always get good marks so I
end-of-term disco F might start early, too.






mock exams S Grace I’ll believe that when I see it!




parents’ evening S 2





Lewis Are your mum and dad coming to
public exams S 


 the parents’ evening?

school prom F 

 
 


George Definitely! They never miss it.
 November

sports day F I expect they’ll ask about subject
options for next year. What about
study trip S yours?
Lewis Well, Mum’s working in the evenings
next week so my dad’s coming on
his own. I’m quite pleased – last
Exercise 2 year both of them were working.
t
Students work individually, George Will you come with him?
thinking of three more Lewis I don’t know. I think I may have to
4 babysit for my little sister.
events that happen at their
school.

Extra
Draw a timeline representing
your school year on the board.
1.2 Exercise 3
Elicit the months and seasons
from the class before asking
students to put the events from
Exercises 1 and 2 on the timeline
in the order that they happen at
their school.
Listening 1.3 Exercise 4
t
Give students time to read through
the information before you play the
Audioscript ➞ page 108 recording.
t
Play the recording for students to t
Play the recording, twice if
listen and count how many things necessary, for students to listen and
the teacher talks about. complete the information.
t
Tell students not to worry about
understanding every word at this Answers ➞ student page
stage but to focus on listening
for gist.
Answer
three things

4
 Revision

Grammar: Future tenses for 8 Complete the sentences with the correct future
arrangements, intentions, plans and forms in the boxes.
predictions going to join is joining may join will join Practice
6 Complete the rules (1–4) with the verb forms 1 A new student is joining the class tomorrow
(a–d). and I want you all to make her welcome. Exercise 7
a) be going to + infinitive 2 I don’t think Russia will join the European t
Students do the exercise,
b) may/might + infinitive Union.
c) Present Continuous 3 I may join the science club but I haven’t working individually. They
d) will/won’t + infinitive decided yet. can compare answers
4 Tom’s going to join the army when he’s older. in pairs before checking
We use: It’s his ambition.
Present Continuous for definite answers as a class.
1
’s going to work is working
arrangements when we know when and
where something will happen.
may work won’t work Answers ➞ student page
2 d) for opinions and beliefs about may work
5 I in a factory in the holiday or
the future. volunteer in a charity shop.
3 a) for (1) things we plan or want 6 In the future, people won’t work five days Exercise 8
to do and (2) predictions based on the
present situation.
a week. t
Check answers by asking
7 Sam wants to get better marks this year so he
4 b) for uncertain predictions and ’s going to work harder. individuals to read aloud
guesses about the future.
8 My mum is working next Saturday and the sentences.
Sunday because we need some extra money.
Practice Answers ➞ student page
Speaking
7 Look at the cartoons (a–d) and choose the
correct future forms. 9 Work in pairs. Make a list of four events in
1 She’s going to fall
a your school diary. For each one, make three Speaking
over. sentences using:
She’s falling over. 1 Present Continuous 2 going to 3 will Exercise 9
t
Monitor the activity but
Sports day
We’re having our school sports day on 12th June. do not interrupt students’
I’m going to run in the 100 metres. fluency. Make a note of
2 Let’s enter. We might
b any common language
I think Jake will win the high jump again.
win it. difficulties to go over with
Let’s enter. We’re
going to win it. the class afterwards.
S udy Help: Writing personal study t
After the pairs activity,
objectives
students tell the class some
t
Writing personal objectives will help you of their sentences.
3 It isn’t going to c study better.
taste good. Read the list. Tick (✓) the best idea.
It will taste better Study Help: Writing
than it looks. J^_io[Wh$ $ $
?½c]e_d]je0
personal study
Zeco^ec[mehaedj_c[$ objectives
fhe]hWcc[i$
mWjY^;d]b_i^bWd]kW][JL t
Look at the examples of
4 Run! The coach is d
leaving at four o’clock. ?½cdej]e_d]je0 personal objectives with the
Run! It may leave at mWij[j_c[_db[iiedi$ class. Encourage students to
four o’clock. Yefoco\h_[dZi½^ec[meha$ say which ideas they think
Now write your study objectives.
5
are the best and add their
own ideas.
t
Give students time to work
individually, writing three
to five study objectives.
Reading and Listening Grammar: Future tenses They can compare their
for arrangements, intentions, objectives in pairs or groups
1.4 Exercise 5 of three before reading their
t
Play the recording for students to plans and predictions objectives to the class.
listen and complete the sentences. t
Make time in future lessons
Exercise 6
to remind students of their
Answers ➞ student page t
Students work individually, objectives and to discuss
completing the rules. with them whether they are
t
After checking answers, ask students fulfilling them or not.
Extra to find examples of each verb form
Play the recording for students to focus in the conversations in Exercise 5.
on pronunciation, stress and intonation
Answers ➞ student page
patterns. Students work in pairs, reading
the dialogues and changing parts.

5

This Uni
4IPSU
PG
UJNF set some of the
exercises for homework (e.g.
Exercises 7, 8 and 9)
.PSF
UJNF do the Extra
activities
Background
This unit looks at conditionals
for real and unreal present and
1.5
future situations. It also covers
study skills to help students
manage their work and covers
three common study problems.
B Good Advice
Warm-up
1 Work in groups. Which study problems do you have?
Can you help each other?
A I never have enough time to do all my homework.
B I plan my time carefully before I start.
C I find it difficult to remember things.
D I make lots of lists and notes then I read them when
I have a few spare minutes.
Reading
2 Read the problems (1–3). What are the writers
worried about?
It doesn’t matter what you’re worried about, you can be sure you are not alone.
Post your message below, and you’ll see.

1 I can’t motivate myself
Warm-up
Exercise 1
t
After working in groups,
students tell the class their
study problems and discuss
possible solutions. They
can see how many different
2 I want to leave school
to do my homework.
I always plan to do it but
when I look at it, I don’t
know where to start. Then
I waste time watching
TV or playing computer
games. Sometimes I think
I’ll do it in the morning but
I don’t. I need help with
this problem because if the
school rings my parents,
I’ll be in serious trouble.
3 I’m really worried about school
because I’m really frightened
of exams. It started when I was
about twelve years old and now
it’s getting worse. As soon as I
get my exam timetable, I start
to worry. My friends and family
revise with me but it doesn’t
help. For the week before an
exam, I feel ill and I can’t sleep.
Then, in the exam, I shake and
I forget everything. Can I get a
job without exams?
and my future. I work hard but
I find subjects like maths really
difficult and I don’t get very good
marks. My parents and teachers want
me to go to university but I think it
will be too difficult for me. I’m not
academic and I’d rather train for a
practical job. If I could have any job
in the world, I’d be a make-up artist
on films. If I tell my parents, they’ll
be disappointed – if I don’t tell them,
I’ll make myself unhappy.

solutions they can think of

for each problem. 3 For each problem (1–3), choose two answers (a–f). Which reply do you think is most helpful?

Reading
1.5 Exercise 2
t
Play the recording once for
students to listen and read
and identify the three basic
worries.
t
When checking answers,
ask students if any of them
have the same problems and
elicit possible solutions.
Answers
1 motivating him/herself to
do homework
2 doing exams
3 not being academic and
disappointing his/her
parents
Exercise 3
t
Students work in pairs,
matching two replies to each
of the problems.
t
The pairs can then form
groups of four and discuss
which replies they think are
most helpful.
Answers
1 d, e
2 a, c
3 b, f
a If you left school tomorrow,
you’d never take another
exam – but you’d get a terrible
job. You must beat your fear. If
you look on the Internet, you’ll
find lots of information about
exam nerves and study skills.
b It’s important that you choose the
career you want. If you explain
your worries about the future, your
parents will understand.
Writing
4 Choose one of the problems and write some advice for the person.
5 Work in pairs. Show your advice to your partner. Can they match the advice
6 with the right problem?
Extra
Ask students to read the replies again
and identify the phrases which are used
to give advice or recommendations, e.g.
You must/mustn’t … ; It’s important
that … ; … is the most difficult part of
anything.; You’ve got to … .
Elicit from students other common
expressions for giving advice, e.g. You
should/shouldn’t … ; You need to … etc.
c You mustn’t let your fear of exams
spoil your education! You’ve got e Starting is the most
difficult part of anything.
good friends and a kind family who
want to help you. If I had a big If you save TV and
problem, I’d be positive and think computer games as a reward
for doing your homework,
about the good things in my life.
you’ll get it done.
d You’ve got to sort out
this problem before f Why are you complaining! I’ve
it gets too big. If we all got to get a job when I’m sixteen.
I’d be delighted if my parents
waited for motivation,
we’d never do anything! wanted me to go to university.
Writing
Exercise 4
t
Students work individually, choosing
one of the problems and writing
some advice. Check students’ texts.
Exercise 5
t
Students work in pairs, taking turns
to read the advice and match it to
the right problem.
t
The pairs report back to the class,
saying what advice their partner
gave and if they think it is helpful
advice or not.

6
 Revision

Grammar: Future and unreal Your Turn

conditionals
9 Complete the sentences with your own ideas. Practice
6 Match the sentences (1–3) with their meanings 1 if we went on a school trip to
(a–c). Are these sentences 1st (future) or 2nd Australia. Exercise 7
(conditional). 2 If , we could use the Internet in
lessons.
t
Elicit the second sentence
1 If you left school tomorrow, you’d 3 Everyone will be amazed if I . from the class. Students
never take another exam. b) 2nd 4 I’d be very pleased if . complete the exercise,
5 If , I’d be fluent in English.
2 If you are stressed all the time, you
c) 1st working individually.
won’t get good marks.
Speaking t
Check answers by asking
3 If we all waited for motivation, we’d a) 2nd
never do anything! individuals to read aloud the
10 Work in pairs. Look at the sentences you sentences.
a) an imagined present situation wrote in your study objectives. Tell your
b) an unlikely situation in the future partner about them and explain why they
c) an opinion or belief about the future are a good idea. Answers ➞ student page
A What’s your first study objective?
Practice I’m going to watch English language programmes.
B Exercise 8
7 Match the conditions with the results. A Why? t
Students complete the
B Because if I watch English language programmes,
Condition Result I’ll enjoy them and I’ll practise listening. What exercise, working individually.
1 If I could use a a) you’ll do well in about you?
dictionary in the test, g vocabulary tests.
Answers ➞ student page
2 If you learned all your b) you’ll be in trouble.
subjects in English, d) S udy Help: Managing your work
3 If he got a place at c) my parents would Your Turn
Harvard University, f) be angry. As you get older, your work will increase
and your teachers will expect you to work
4 If we revise together, e) d) you’d be fluent. Exercise 9
more independently. Below are some ideas
5 If you don’t do your e) it’ll be more fun. for managing your work. Which idea is bad?
homework, b) t
Students complete the
t
Take notes of key points in lessons. sentences using their own
6 If you learn twenty f) he’d move to the If you copy and organise your notes
words a week, a) United States. later, it will help you remember the ideas. Check students’
7 If I didn’t do my g) I’d get better information. sentences.
homework, c) marks. t
Plan your homework/revision time
t
In turn, students read aloud
carefully. If you take a short break
every forty-five minutes, you’ll one of their sentences to the
8 Complete the conditional sentences with the concentrate better. class.
correct form of the verbs in brackets. t
If you don’t understand something,
1 If everyone spoke (speak) the same language, keep quiet.

2
it would be (be) easier to communicate.
British students would be (be) better at
t
Use any free/study time in school. If
you do your homework during the week,
Speaking
foreign languages if more people didn’t speak you won’t have to spend all weekend
(not speak) English. catching up. Exercise 10
3 You ’ll spend (spend) some time abroad if t
Read through the instructions
you study (study) languages at university.
4 I wouldn’t need (not need) a dictionary if with the class.
I knew (know) every word in English! t
Ask two students to read
aloud the example dialogue.
t
Students refer back to the
personal study objectives
7 they wrote at the end of the
previous lesson and tell their
partner about them.

Grammar: Future and Extra Study Help: Managing

unreal conditionals your work
Students work in pairs, finding and
t
Read through the Study Help
classifying all the other examples of
Exercise 6 notes with the class.
conditionals in the texts in Exercise 3 in
t
Students work individually, t
Give students time to read
the same way. Check answers by asking
matching the sentences with their through the four ideas
individuals to read aloud the sentences
meanings and conditional types. carefully and decide which
in the texts and say if they refer to the
t
After checking answers, ask students idea is bad.
present or future and if they are first or
to translate the three sentences. t
When checking the answer,
second conditionals.
ask students to correct the
Answers ➞ student page bad idea, e.g. If you don’t
understand something, ask for
help. If you ask someone for
help, you’ll learn more.
Answer
Bad idea – If you don’t
understand something, keep
quiet. 7
 Ge Ready
Module 1
Talk about communication and give opinions.
Background Read about animal communication, social
Online radio has taken off networking and unusual languages.
massively in the last few Listen to short conversations.
years. There are two types: Write about safety online.
conventional radio stations that Learn more about present tenses.
also have their programmes
streamed on the Net; and
small local stations that are
just online and often run by
young people.
Bristol is a city in the west of
England with a population
of about 420,000. It was a
very important port in the
eighteenth and nineteenth Get Ready
centuries, but now the port is
a few miles outside the city at 1 Look at the Key Words. What forms of
communication do you use?
Avonmouth. The centre was
bombed badly in the Second 1.6

World War, but there are still

some historic buildings. The
most beautiful area in Bristol
is Clifton with its eighteenth-
century streets and squares.
The Clifton Suspension Bridge,
probably the most famous
construction in Bristol, was
designed by Isambard Brunel
and completed in 1864.
1.6 Exercise 1
t
Play the recording for
the students to listen and
repeat the Key Words.
Check word stress and
students’ understanding.
Pay particular attention
to the main stress in
expressions such as face-to-
face conversation. Check that
students understand that
SMS stands for Short Message
Service.
t
Students work in groups or
as a whole class, saying what
forms of communication
they use. They can find out
the most popular form of
communication for their
class and if there is any
form of communication that
none of them uses.
8
2 Work in pairs. Complete the information with
the Key Words. Check your answers on page 91.
900 BC Early 1 postal service in China. Messages
are carried on horseback.
1874 A.G. Bell has the first successful
2 telegraph conversation.
1969 The first computer 3 network links
universities in the United States.
1972 The first 4 email is sent. The
message explains how to use the @
symbol.
1983 Motorola make their first 5 mobile phone .
It measures 25 centimetres x 8 centimetres!
1996 6Instant messaging is invented. You can now
chat to your friends on your computer.
2006 The 7 micro-blog site Twitter starts.
A message can’t be longer than 140
characters.
2010 Apple launches the first 8 tablet
with a touch screen. Bigger than a smart
phone but smaller than a netbook, it
8 doesn’t have a keyboard.
Exercise 2 1.7
t
Give students time to read through
the gapped sentences and check the
meaning of any new words.
t
Students check their answers on
page 91 of the Students’ Book.
Answers ­student page
Extra
Ask individuals to read aloud the
sentences. Correct any serious
pronunciation errors.
Encourage students to say what they
know about the people or things,
e.g. A.G. Bell, Apple.
1.7 3 Listen to the people in the photo. Match their
names with the information (A = Abi,
E = Ellie, S = Steve, T = Tanya).
1 E and T had the idea for an online radio
station.
2 S seems quite artistic.
3 E is interested in ‘green’ issues.
T and A were not born in Bristol.
4
5 S and T like football.
6 A is very keen on music.
Exercise 3
Audioscript ­ page 108
t
Ask students to look at and talk
about the four people in the photo,
e.g. appearance and clothes, where
they are, what their banner is about.
t
Give students time to read through
the sentences before you play the
recording.
t
Play the recording once for students
to listen and match the names
with the information. Tell students
not to worry about understanding
everything on the recording at this
stage.
Answers ­student page
4 Read the advert for ‘radiochill.org’. What 5 Work in pairs. Read the questions and then
programme would you like to listen to? tell your partner about yourself.
1 What do you use your phone for most?
a) phoning c) taking photos e) playing games
b) texting d) downloading music Extra
2 How do you prefer to chat to your friends?
a) face to face c) by texting e) by email
Encourage students to discuss
b) on the phone d) by instant messaging their favourite radio stations and
3 What do you use the Internet for? radio programmes. Ask:
a) email c) buying things e) Skype What local radio stations do you
b) instant messaging d) homework
listen to? Do you listen online?
4 Which of these things do you send by post?
a) postcards c) personal letters e) formal letters
b) birthday cards d) Valentine cards Exercise 5
t
Read through the questions
with the class. Check that
Tanya students understand any
new vocabulary.
Ellie t
Students work in pairs,
Abi Steve discussing their answers to
the questions. Tell the pairs
to remember their answers
because they will need them
in Exercise 6.

Extra
The pairs tell the class some
of their answers, e.g. I use my
mobile phone mostly for texting,
but (Anna) uses hers mostly for
playing games. (Anna) and I both
prefer to use instant messages
to chat to our friends. Students
can find out which is the most
popular answer to each question
for their class.

Exercise 6
t
Ask one of the students to
read aloud the statement.
t
Give students time to
think of their answers and
6 Speak Out Do you agree or disagree with
reasons.
the statement below? Tell the class.
Nowadays teenagers use computers and mobiles to
t
Students work in groups or
communicate with friends but spend most of their as a class, saying whether
time on their own. E OUT! 9 they agree with the
TIM Page 00, Exercise 0
statement and explaining
their point of view.
t
Encourage students to think
Extra of situations when they
Exercise 4
would choose to email or
t
Encourage students to say what they text rather than phone or
Divide the class into four groups. Ask
know about Bristol. If you have a speak face-to-face and vice
each group to listen carefully to one
large map of the UK, display it for versa.
of the speakers and make a note of
students to find Bristol.
extra information about the person.
t
Give students time to read the
Play the recording. Each group then
advert. Encourage students to
tells the class their extra information.
guess the meaning of ‘hottest new
Check that students understand any
bands’ (latest and very exciting) and
new vocabulary.
check understanding of any new
vocabulary.
t
In turn, students say which
programme they would like to
listen to.

9

This Uni
4IPSU
PG
UJNF set some of
the exercises for homework
(e.g. Exercises 8, 9 and 10)
and shorten the feedback in
Exercise 12
.PSF
UJNF do the Extra
activity
Background
Animals use various means
of communication: smell
(pheromones produced with
urine or by special glands),
sound (sounds that can be
heard by people as well as very
high and low frequency sounds
we can’t hear, e.g. produced by
bats and whales), movement
or position (bee dances, tail
wagging in dogs), etc.
Visit:
www.yptenc.org.uk
www.acp.eugraph.com
for more information.
Warm-up
Exercise 1
t
Give students a few minutes
to work in small groups,
discussing what they know
about the animals.
t
The groups then share their
information as a class.
Reading
1.8 Exercise 2
t
Play the recording for
students to read and listen
for general comprehension.
t
Students work individually,
reading the text and noting
down how the seven
animals communicate.
t
When checking answers, ask
students to read aloud the
section of the text that gives
the answer.
Answers
rats: By smell – smell of urine
ants: By smell – spread
pheromones
bees: By smell and by ‘dance’
birds: By singing
frogs: By making two-part
calls
elephants: With sounds that
people cannot hear
whales: With sounds that
people cannot hear
10
1 Animal Talk
Warm-up 3 Have you got a pet? How does it communicate?
1 Look at the photos of animals. What do you
know about them? Think about:
Grammar: Present tenses review
t
XIFSF
UIFZ
MJWF
t
XIBU
UIFZ
FBU
4 Identify the tenses in the examples (1–6):
t
UIFJS
TJ[F
BOE
XFJHIU
t
DIBSBDUFSJTUJD
GFBUVSFT Present Simple, Present Continuous or Present
Perfect. Then match them with the uses (a–f).
Reading
Examples
1.8 2 Read the text about animal communication. 1 What is he trying to tell me? d)
How do these animals communicate? 2 Scientists are doing a lot of research in this
t
SBUT
t
BOUT
t
CFFT
t
CJSET
t
GSPHT
area. f)
t
FMFQIBOUT
t
XIBMFT 3 Scientists have discovered that a rat can
identify another rat. b)
4 Ants spread pheromones. a)
5 Everyone has heard birds singing e)
6 We know little about how whales hear. c)
Uses
a) an activity that happens regularly
b) a past event with consequences in
the present
c) a present state
d) an activity happening now
‘My dog is sitting in front of e) an event that happened in the past
my desk, wagging his tail but it doesn’t matter when
and looking at me intensely. f) an activity happening around now
What is he trying to tell me?’
Jane Roberts investigates.
eople have always been interested in how
P animals communicate and scientists are doing
a lot of research in this area.
Most animals communicate by smell; they produce
chemical substances called ‘pheromones’. Scientists
have discovered that a rat can identify another rat: its
age, sex and social status, just by smelling its urine.
Ants spread pheromones to guide other ants to a food
source. Bees not only use pheromones but also ‘dance’
to tell other bees where to find food. For example, if
a bee flies straight upwards, it means they should fly
directly towards the sun.
Everyone has heard birds singing. Research has
shown that many other animals use sound to
communicate. Some male frogs make two-part calls:
the first part can only be heard by other male frogs,
and it is a warning. Females only hear the second
part, which is a mating call!
Scientists have known for some time that many
animals, like bats, whales and elephants, communicate
with sounds that people cannot hear. Their calls
produce waves that travel through the ground, water
or air. We know that elephants probably receive
these signals with their feet or trunks. However, we
know little about how whales hear. Ecologists say that
nowadays loud noise from ships is interfering with
10 whales’ communication.
Exercise 3 Exercise 5
t
Students discuss the questions
Answer ­student page
in groups or as a whole class. If
some of them haven’t got a pet,
encourage them to talk about pets Exercise 6
that their friends or relatives have.
Answers ­student page
Grammar:  Present tenses
Extra
review
After checking answers, draw two
Exercise 4 timelines on the board. Ask individuals
t
Students can compare answers in
to mark points on the timelines and say
pairs before checking answers as
pairs of sentences about themselves, e.g.
a class.
I’ve lived in this city for five years. I lived
Answers ­student page in a very small village for three years
when I was a child.
 Grammar

5 Read the sentence. Choose the meaning (a or 8 Complete the text with the verbs in brackets
b) for the verb in bold. in the Present Simple, Present Continuous or
Present Perfect.
Scientists have known for some time that I 1 have (have) two dogs, Choc and Ginger. Your Turn
many animals communicate with sounds that Ginger 2 has been (be) in our family for seven
people cannot hear. years and Choc 3 is (be) just two years Exercise 10
a) situation that started in the past and old. They 4 don’t like (not like) each other very
continues up till now much. Choc 5 sleeps (sleep) in my bedroom t
Students write the questions
b) situation that happened in the past and I 6 think (think) Ginger 7 is (be) working individually.
jealous. Ginger 8 has bitten (bite) Choc a few t
Check the questions before
6 Match the sentences (1–2) with the times and she often 9 barks (bark) at her.
At the moment, we 10 are trying (try) to train students do the pair activity
timelines (a–b).
them. I 11 ’ve found (find) a good dog trainer in Exercise 11.
1 I’ve had a cat for two years. a) and I 12 take (take) the dogs to her three
2 I had a cat for two years. b) times a week. She’s really great! Answers
x 9 Use the cues to write about Catherine, who 2 Do you get on well with
a)
2 years ago now studies elephant behaviour. animals?
b) x x 1 live in Africa / for ten years 3 Have you ever been bitten
2002 2004 now She has lived in Africa for ten years. by an animal?
2 love animals / always
3 have a pet / never 4 Have you ever had a pet?
Practice 4 investigate elephants’ family life / this summer 5 How often do you watch
5 take photos of elephant calves / now programmes about
7 Match the sentences (1–3) with the pictures 6 write her observations / every day
(a–c). 7 observe the animals at night / often animals?
1 I’ve fed the animals. b)
8 not published many articles / yet 6 Are you looking after an
2 I’m feeding the animals. a) animal now?
3 I feed the animals. c) Your Turn 7 Are you allergic to any
b 10 Use the cues to write a questionnaire about animals?
a how people feel about animals. Use the 8 Are you enjoying this lesson
correct tenses.
about animals?
1 you / be afraid of any animals?
Are you afraid of any animals?
2 you / get on well with animals?
3 you / ever / be bitten by an animal? Exercise 11
4 you / ever / have a pet? t
Tell students to remember
5 How often / you / watch programmes about
animals? their partner’s answers.
6 you / look after an animal / now? t
Monitor the pair activity but
7 you / be allergic to any animals?
8 you / enjoy this lesson about animals?
do not interrupt students’
c
fluency. Make a note of any
11 Work in pairs. Ask and answer the questions. general problems to go over
12 Speak Out Report your partner’s with the class afterwards.
answers to the class.

Exercise 12
t
In turn, students report their
partner’s answers to the
class.
t
Choose two or three
questions and find out
TIM E OUT! Page 92, Exercise 1 11
how many students have
answered ‘yes’, e.g. question
1 and question 3.

Exercise 9 TI M E OUT! Page 92,

Practice Exercise 1
t
Elicit the answers to items 2 and 3
Exercise 7 before students work individually, Photocopiable activity 1,
completing the exercise. Active Teach
Answers ­student page
Answers
2 She has always loved animals.
Exercise 8 3 She has never had a pet.
t
Advise students to read quickly 4 She is investigating/has investigated
through the text for general elephants’ family life this summer.
understanding before they start 5 She is taking photos of elephant
completing it. calves now.
t
Check answers by asking individuals 6 She writes her observations every
to read aloud the sentences. day.
7 She often observes the animals at
Answers ­student page night.
8 She hasn’t published many articles
yet.
11
 2 Social Networking
This Uni Warm-up
4IPSU
PG
UJNF set some of the
exercises for homework (e.g.
1 Work in pairs. Imagine your school is starting an intranet site.
Think about four headings for the student profile page.
Exercises 4 and 6) school events
.PSF
UJNF do the Extra
activities Reading
1.9 2 Read the texts about social networking (1–3)
Background and match them with the text types (a–c).
Students using New Challenges a) a leaflet for parents 3
today will all be digital natives. b) an online reference book 2
c) a TV guide 1
Unlike their teachers, who
probably grew up in a time
when digital technologies were
not widespread, the current
generation cannot easily
conceive of a life without the
Internet, tablet computers, 1
smartphones and the like. Tonight at 9.00: The Social Network
STAR PICK

Much work is underway to

revise teaching practices in
light of this new generation’s
expectations. More information
about both the social
networking phenomena and
digital natives is available on
the Internet.
Warm-up
Exercise 1
t
Check that students
understand that an intranet
site is similar to a website
but only available on an
internal network within
an organisation. In turn,
pairs tell the class possible
headings for the student
profile page.
Extra
Find out how many of the
students use social networking
sites. Encourage them to tell the
class about them. Ask students to
say which social networking sites
they prefer using and why.
Reading
1.9 Exercise 2
t
Students work individually,
matching the texts with the
text types.
Answers ­student page
12
1 2
A film about Mark Zuckerberg who started Facebook
when he was a student at Harvard University. The story of
how the world’s favourite social network started in 2004 is
fascinating.
2 WEBPEDIA the online encyclopaedia
Facebook
Facebook is the most visited site on the Internet with
more than 600 million users. Research in 2011 found
that an average user:
t 2has 130 friends on the site
t 3 , visits it forty times a month
t spends twenty-three minutes on each visit
3 no information (NI)?
Facebook: Know the facts
Many teens keep up with their friends on Facebook
so you can’t ignore it. If you don’t understand
social networking, you must bring up the subject
with your kids and find out how it works. Discuss
it and ask them to help you to set up your own
page. Then you can friend your child. That way,
you can keep in touch with the things they are
doing online. You don’t have to join in with their
conversations or post things on their wall but
3 1 – like you do in the real world.
It’s important to agree rules with your kids.
Check out the security settings so you can talk
to them about safety on the Internet.
12
Exercise 3
t
Tell students not to worry about
understanding every word but to
read for gist comprehension in
order to put the sentences in the
correct places.
Answers ­student page
Exercise 4
t
When checking answers, ask
students to correct the false
sentences.
----
3 Put the sentences (1–3) in the correct places
in the texts in Exercise 2.
1 you need to know they are safe
2 starring Jesse Eisenberg and Justin Timberlake.
3 sends eight friend requests per month
4 Are the statements true (T), false (F) or is there
1 F Jesse Eisenberg started Facebook.
2 F The Social Network is about how people
use social networks now.
3 F Facebook is less popular than video-
sharing websites.
4 T The average Facebook user visits the site
more than once a day.
5 NI The average Facebook user belongs to fifty
interest groups.
6 T Parents need to understand social
networking.
7 F Parents shouldn’t look at their teenage
children’s online profile.
Answers ­student page
1 F – Jesse Eisenberg stars in the film
about Facebook.
2 F – The Social Network is about how
Facebook started.
3 F – Facebook is the most visited
site on the Internet.
7 F – Parents should friend their
children so they can see what they
are doing online.
Exercise 5
t
Students work individually or
in pairs, finding the verbs and
completing the expressions with
the correct prepositions.
Answers ­student page
 Skills

5 Look at the Word Builder and find the verbs in 7 Game How many sentences can you make
text 3 from Exercise 2. with the verbs in the box?
Exercise 9
get off get up go out with put on
put up take care of t
Read through the
expressions in the box and
up Word Bank, page 104
out the example sentence with
up 8 Look at the Sentence Builder. When do we use the students. Elicit two or
out for and since – with a period of time or a point three more sentences from
in time?
the students.
in with
up with t
Students work individually,
writing eight sentences
with containing the expressions.
Monitor and point out
any errors for students
6 Complete the sentences with the verbs from
to correct. Help with
Exercise 5 in the correct form.
1 I use Skype to keep in touch with my cousins 9 Write true sentences with for or since and the vocabulary where necessary.
in Australia. We speak to each other most time expressions in the box. t
In pairs or small groups,
weekends. students exchange and read
2 He’s very quiet. He never joins in with two hours eight o’clock Tuesday
class discussions. a few days three years 2011
each other’s sentences.
3 Why did you bring up the topic of Christmas ages
homework? It always leads to an argument.
4 Let’s check out that video on I haven’t eaten for two hours. Writing and
YouTube.
5 I set up a Facebook page for my Speaking
grandparents so they can see my photos. Writing and Speaking
6 Do you keep up with the news online? Exercise 10
Or do you still read a newspaper?
10 Work in pairs. Write social networking rules to
find out go in an advice leaflet for young teenagers. t
Read through the instructions
7 We need to some
information for our project on the environment. Think about: and check that students
t
TBGFUZ
t
QPTUT
t
CVMMZJOH
understand what to do.
t
QSJWBDZ
t parents
t
Students may find it helpful
Use these words to help you:
to think of a few example
t
B
GSJFOE
SFRVFTU
t
B
QBTTXPSE
t
B
QSPGJMF

t
UP
CMPDL
t
UP
GSJFOEVOGSJFOE
t
UP
QPTU rules as a class first.
t
UP
SFQPSU t
Students then work in
11 Compare your advice with other students.
pairs, writing their social
networking rules.

Exercise 11
t
After pairs have read their
Fact or Fiction? rules aloud to the class, they
In 2011 a couple named
their baby Facebook.
can discuss as a class the
Answer on page 91. relative importance of each
rule.

Fact or Fiction?
TIM E OUT! Page 92, Exercise 2 13
t
After checking the answer,
encourage students to
think about other cases
where parents have given
Exercise 6 Exercise 8 an unusual name to their
t
Read the sentences with the child. What do students
Answers ­student page students. think about giving children
Answers strange names?
Exercise 7 for – a period of time TI M E OUT! Page 92,
t
Give students time to read through since – a point in time Exercise 2
the verbs. Elicit one or two
sentences from the class. Photocopiable activity 2,
t
Give students time to look at the Extra Active Teach
Multi-part Verbs section in the Word Elicit three or four more expressions
Bank before they write their own with for or since to use in the example
sentences. sentences, e.g. I’ve been with her for four
t
Working individually or in pairs, years. or I’ve been with her since April.
students write as many sentences
as they can. If you wish, give a time
limit of two minutes. Monitor and
check students’ sentences.
13

This Uni
4IPSU
PG
UJNF set some of the
exercises for homework (e.g.
Exercise 4) and shorten the
discussion in Exercises 1 and 7
.PSF
UJNF do the Extra
activities
Background
The radiochill.org team meet
in the radio’s headquarters in
Ellie’s house and discuss the
first broadcasts of ‘radiochill’.
Warm-up
Exercise 1
t
Ask students to look at and
talk about the photo, saying
where the people are, how
they are feeling and what
they could be talking about.
t
Give students time to work
in pairs, looking at the body
language of the people and
answering the questions.
t
Students tell the class their
answers and see how much
general agreement there is.
Reading and
Listening
1.10 Exercise 2
t
Play the recording for
students to read and listen
and check their answers
from Exercise 1.
Answers ­student page
Extra
Play the recording for students
to focus on pronunciation,
stress and intonation patterns.
Students work in groups of
four, reading the dialogue and
changing parts.
Exercise 3
t
Read the sentences with
the students and then read
aloud the explanation.
t
Ask students to repeat
the questions after you.
Check that they use a rising
intonation at the end of the
questions.
14
3 www.radiochill.org
3 Look at the Sentence Builder. We use negative
questions when we want the listener to agree
Warm-up with us or to show surprise.
1 Look at the body language of Ellie, Steve,
Tanya and Abi in the photo. Who do
you think …
1 A likes looking cool?
2 S doesn’t say much?
3 E is very enthusiastic?
4 T has a good sense of humour? 4 Complete the dialogue with negative
questions. Use the cues in brackets.
Reading and Listening A I think that CD’s great. (you / like / it?)
1.10 2 Read and listen to the dialogue. Check your Don’t you like it?
answers from Exercise 1. B Yeah, but I prefer Green Day’s new album.
The group meet at the radiochill.org studio in Ellie’s A I’ve heard it’s good but I think Foo Fighters are
better. (you / think / so?)
house.
B Yeah, I do. They’re great. They were on TV last
Ellie Okay, we’re ready to start next week. We’ll
week. (you / see / them?)
do an hour a day at first.
A No, I didn’t. I was on holiday.
Abi I don’t think an hour’s very much.
B Really?
Steve It’s a long time on the radio.
Ellie That’s true. We could start the first
A Yeah, (you / know / that?)
programme with an introduction about
ourselves.
Abi What about music? If you ask me, music’s
much cooler than chatting.
Tanya I don’t think so. I agree with Ellie. An intro
would be good. What do you think, Steve?
Steve Fine.
Ellie What about news? Didn’t we agree on that
before?
Abi We haven’t got any news yet! We’ve got to
find some.
Tanya ‘Radio reporter, sixteen, pushes girl into
fountain in Millennium Square.’
Abi Yeah, that was funny, wasn’t it?
Tanya Yeah, it was for you but not for me!
Ellie Come on you two, let’s get back to the
subject.
Tanya Well, there’s an athletics competition
in Bristol next week. I think it’ll be
interesting. Don’t you think so?
Steve
Ellie
Yeah, definitely.
I think so, too. We can have that later with
the news. So we have the intro and then
some music. Then the news, then more
music.
Tanya Yeah. We can add more programmes later.
You’ve got plenty of music, haven’t you,
Abi?
Abi Lots of cool stuff!
Ellie Okay, let’s get down to some work!
14
Extra Exercise 4
t
Students work individually,
Write cues on the board for students to
completing the dialogue.
make into negative questions, e.g.
t
After checking answers, students
1 … you born in this country?
work in pairs, reading the dialogue
2 … you like pop music?
3 … you done your homework yet?
aloud.
4 … you got a computer at home?
Answers
5 … you ride a bike? Don’t you think so?
6 … you coming to my party this Didn’t you see them?
evening? didn’t you know that?
Answers:
1 Weren’t 2 Don’t 3 Haven’t
4 Haven’t 5 Can’t/Don’t 6 Aren’t
 Skills

Speaking 7 Work in groups. Use the advice in the Speaking

Help and Key Expressions from Exercise 5 and
5 Look at the Key Expressions. Classify them. talk about these things.
a) agreeing c) giving opinions t
UIF
CFTU
GPPUCBMM
UFBNT
t
UIF
CFTU
GJMNT Everyday Listening
b) disagreeing d) asking for opinions t
UIF
CFTU
SBEJP57
QSPHSBNNFT
BU
UIF
NPNFOU
t
UIF
CFTU
XFCTJUFTCMPHT
t
UIF
CFTU
UFOOJT
TUBST 1.11 Exercise 1
t
UIF
CFTU
QPQ
HSPVQTTJOHFST
Audioscript ­ page 108
c) Tom I think Chelsea are the best team.
Ann Yeah, definitely. Don’t you agree, Simon? t
Give students time to read
d) c) Simon No, I don’t think so. I think Liverpool are through the questions and
c) better. answers.
b)
a) t
Play the recording once
Everyday Listening for students to listen and
a) 1.11 1 Listen to six short conversations. Choose answer the questions.
the correct answer, a, b or c. t
Play the recording again
6 Look at the Speaking Help. 1 Where is Tim on holiday? and pause it after each
a) on the coast c) on a boat
b) in the mountains
conversation to check the
Speaking Help: Class discussions 2 What are Roxy’s favourite blogs about? answers.
t
Always use English except for names in your a) films b) pop music c) football
language (e.g. TV programmes, films, groups). 3 What homework has Kelly not done? Answers ­student page
a) maths b) chemistry c) geography
t
Listen to your partner’s opinions and wait for 4 How does Tom usually get to school?
them to stop before you speak.
a) by bus b) on foot c) by car
t
Ask the others their opinions, too. 5 What instrument can Susan play? Extra
a) piano b) flute c) guitar
6 How did Cath wish her cousin ‘Happy Play the recording for more
Birthday’? intensive comprehension.
a) by mobile phone c) by email
b) with a card
Pause the recording after each
conversation and ask one or two
1.12 2 Listen Closely Listen to the sentences comprehension questions, e.g.
below and underline the stressed word
or words. Conversation 1: Where is the
1 It’s not fair. 6 I couldn’t help it. boat? (in the Mediterranean),
2 How’s it going? 7 I can’t play any, How long will Tom and his friend
3 It’s a nightmare! actually. be on the boat? (for three weeks)
4 Do you want me 8 He’s a really nice
to help? guy. Conversation 2: What sport does
5 You’re late again. the boy like? (football), Why
doesn’t Roxy like personal diary
blogs? (They’re boring.)

1.12 Exercise 2
t
Play the recording, twice
if necessary, for students
to listen and underline the
stressed word or words.

Answers ­student page

TIM E OUT! Page 93, Exercise 3 15
Extra
Play the recording again for
students to listen and repeat the
Speaking Exercise 7 sentences, stressing the words
t
Ask three students to read aloud the correctly.
Exercise 5 example dialogue.
t
Students can compare answers in t
Give students time to think about TI M E OUT! Page 93,
pairs before checking answers as each of the topics. Exercise 3
a class. t
Students work in groups of three
to five, discussing each topic in
Answers ­student page turn. Monitor but do not interrupt
students’ fluency. Make a note of
any general problems to go over
Exercise 6 with the class afterwards.
t
Read aloud the advice.
t
Ask students if they enjoy and
feel confident when taking part in
discussions in English and in their
L1. Encourage them to discuss
any difficulties they have in class
discussions in English.
15
 Across Cul ures 1
Background
Silbo-like whistling has been
found in pockets of Greece,
Turkey, China and Mexico, but
none is as highly-developed
as the silbo language of La
Gomera in the Canary Islands.
Warm-up
Exercise 1
t
Ask students to look at and
talk about the pictures,
guessing where the people
are and what is happening.
t
Students work individually
or in pairs, reading the
sentences and guessing if
they are true or false.
Reading
1.13 Exercise 2
t
Play the recording for
students to read, listen and
check their guesses from
Exercise 1.
t
When checking answers, ask
students to correct the false
sentences.
Answers ­student page
2 F – You can only send
simple messages.
3 F – You can hear them up
to eight kilometres away.
4 F – They were first used in
West Africa.
Extra
Give students time to read the
text again. Explain or encourage
them to guess the meaning of
any new vocabulary. Play the
recording for students to read
and listen, paying particular
attention to pronunciation.
16
Across Cultures 1
Warm-up Reading
1 Look at the photos and guess if these sentences are true (T) 1.13 2 Read the text and check your
or false (F). guesses from Exercise 1.
1 T Smoke signals started in North America and China.
2 F You can send detailed information with smoke signals. 3 What are the advantages and
3 F You can hear ‘talking drums’ twenty kilometres away. disadvantages of each type of
communication?
4 F Communicating with drums began in South America.
5 T Some children learn how to whistle messages at school.
Keeping In Touch
In the dark days before mobile phones,
people had different ways of communicating
over long distances. Lucy Marr looks at some
of these methods.
Smoke signals are well-known from Hollywood wild west films.
They started in North America and China hundreds of years
ago. By passing a blanket over a fire, you can make a puff of
smoke. If you are careful, you can control the size and shape of
the puffs to create signals. However, you can only send simple,
short messages such as ‘everything is okay’, ‘danger’ or ‘help!’.
Smoke signals can be seen from a long way off but they are
useless if you want to keep something secret. Everybody in
the area knows what you’re saying – it’s a bit like listening to
people on their mobile phones on the bus!
Talking drums can send quite complicated information. And
they’re loud – you can hear them up to eight kilometres away.
They were first used in
West Africa. When
Europeans were first
exploring the forests
there, they were
surprised to find the
natives knew they
were coming. The use
of drums spread to
South America and
the Caribbean during
the slave trade. In
fact, talking drums
were banned because
slaves were using them
to communicate in a
secret code.
Whistling languages
are very rare. People
whistle messages to
each other on the
16
Exercise 3 Exercise 4
t
Students say what advantages and t
Students work individually, reading
disadvantages are mentioned in the text and completing the table.
the text.
t
Encourage students to think of Answers ­student page
advantages and disadvantages that
are not mentioned in the text, e.g.
You don’t need special equipment to Exercise 5
send smoke signals. (advantage) t
Read through the cues with the
class. Ask one of the students to
read aloud the example sentences.
t
Tell students to write at least two
sentences about each of their four
chosen topics. Monitor and help
students correct any language
errors.

4 Look at the Word Builder. Complete it
with the words in blue from the text
with the opposite meaning.
unknown
short
complicated
careful
useless
loud
rare
5 Write sentences about four of these
things using words from the Word
Builder.
t
BO
BOJNBM

t
B
NBUIT
QSPCMFN
t
IFBWZ
NVTJD
t
B
DBMDVMBUPS

t
B
TUSFFU

t
B
DBSQFOUFS
t
B
TJOHFS

Giraffes have got long necks. They are
common in Africa.
Canary Island of La Gomera. The origins
of the language are unknown but it
probably came from the Berber people
of Morocco. Until recently, it was dying
out but now children on the island have
to learn it at school. Silbo sounds a bit
like a bird song and has a vocabulary of
over 4000 words! People originally used
it to communicate over the steep hills
and valleys of the island but now it has
other uses. Juan Cabello, a resident of the
island, says: ‘I use it for everything – to call
my wife, to tell my kids something, or to
find a friend in a crowd. It’s useful for just
about everything but not very good for
romance – everyone on the island would
hear what you were saying!’
Exercise 6
t
Ask individuals to read aloud the
words in the box.
t
Ask two students to read aloud the
example question and answer.
t
Give students time to check the
opposites in the Word Bank on
page 111.
t
Students work in pairs, taking turns
to ask and answer questions.
Extra
In pairs, students write six to eight
sentences using some of the adjectives.
The pairs then form groups of four
students and read each other’s
sentences.
Extra
6 Adjective Quiz Work in pairs. Test your partner on the Write two or three sentences on
opposites of the words in the box.
the board, each using a different
Word Bank, page 111 secret code to communicate the
correct hard-working patient happy kind message ‘My name is Mike.’, e.g.
outgoing dangerous tidy tall pleasant YM EMAN SI EKIM = My name is
strong experienced comfortable lucky
Mike.
healthy fair rich
13 25 14 1 13 5 9 19 13 9 11 5 =
A What’s the opposite of ‘correct’? My name is Mike.
B ‘Incorrect.’ What’s the opposite of . . .? NB MZNV RH NRPV = My name
is Mike.
Speaking
Students work individually,
7 Work in pairs. Ask and answer the questions. breaking the three codes.
1 How many foreign languages can you understand a bit of?
They then work in pairs, writing
2 How many languages can you say ‘hello’ in?
3 What other foreign language would you like to learn? Why? their own short sentence in
4 Have you ever made up a secret code? If so, how did it code. They can use one of the
work? three example codes or invent
5 Are there any words that only you and your friends use?
6 If you spoke a secret language, when would you use it? their own code.
The pairs write their sentence
on the board for the rest of the
class to decode.
An article Answers:
1 Work in groups. Choose an important type of 1 letters in the words are
communication for each student (see the Key reversed
Words on page 8). 2 sequence of numbers matches
2 Find out more details about your type of sequence of letters
communication and make notes. 3 letters are counted from the
t
say when and where it started beginning and the end of the
t
show an example of it
t
explain the advantages and disadvantages alphabet
3 Write your article and ask your group to check it.
4 Give your article to other students to read.
t
Read through the stages of
The anc ent Egypt ans had a system of p cture
the project so that students
wr t ng called h eroglyphs. Each h eroglyph
understand what to do.
represented a th ng or an dea. For example,
t
Students work in groups
th s h eroglyph represented … of four or five. Each
student in the group
chooses a different type of
17 communication to find out
about.
t
Give students time in class
or at home to research their
topic.
Speaking t
Tell students to write four to
seven sentences and include
Exercise 7
all the points from Stage 2.
t
Read through the questions with t
Each group checks grammar,
the class. Check comprehension of spelling and punctuation in
any new words, e.g. (to) make up. their articles. They can ask
t
After the pair activity, students tell you if they are unsure about
the class some of their answers. any corrections.
Students may like to see how many t
The groups exchange and
languages they can say ‘hello’ in. read each other’s articles.
17

Language Check
Exercises 1–3
Answers ­student page
Exercise 4
Answers
16 have used
17 consists
18 represent
19 read
20 have started
21 are discussing
Exercises 5 and 6
Answers ­student page
1.14 Feedback
t
Students listen to the
recording to check their
answers. Check spelling
where necessary by asking
individuals to write the
answers on the board.
t
After checking answers to
Exercise 6, students work in
groups of three, reading the
dialogue aloud. Correct any
serious pronunciation errors.
t
Students look at the table
to see which sections in the
Students’ Book they need to
look at again.
t
Give students time in
class or at home to do
Language Check 1 of the
Workbook.
Study Help:  Using
the Internet
t
Read aloud the advice in
the Study Help. Check that
students understand any
new words.
t
Ask students which Internet
sites they found most useful
for their Project in Across
Cultures 1.
t
Encourage students who use
the Internet a lot to add
some of their own tips to
the advice in the Study Help.
t
Give students time to
read through the list of
topics and choose a topic
to find out information
about. Check that students
understand that F.C. stands
for Football Club.
18
S udy Corner 1
Language Check
1 Complete the phrases. Then match the words
(1–4) with the definitions (a–d).
t
NJDSPCMPH
1 b t
FNBJM
2 c for reading since the nineteenth century. Braille
t
UFYUJOH
3 d t
JOTUBOU
NFTTBHJOH
4
a) sending written messages by mobile phone
b) an online diary with very short pieces of
information
c) a message sent by computer
d) chatting to friends online
2 Complete the gaps with one word.
5 I set up an online bank account.
6 Can you check out the train times, please?
7 She wants to bring up the subject of safety.
8 How did you find out about the party?
9 He loves keeping up with my friends’ news.
10 I think it’s unkind to join in with gossip.
11 She keeps in touch with her old boyfriend.
3 Complete the sentences with the opposite of
the underlined word.
12 I’m very careful with my phone and games but
I’m a bit careless with my clothes.
13 She was unknown before she won the
competition; now she’s a well-knownsinger.
14 I thought this homework would be simple but
it’s quite complicated.
15 I had nine correct answers and only one
incorrect answer in the maths test.
Vocabulary
Feedback
1.14 t
Listen and check your answers to the
Language Check. Write down your scores.
t
Look at the table below. Check where you
made mistakes.
Wrong answers: Look again at:
Numbers 1–4 Get Ready – Key Words
Numbers 5–11 Unit 2 – Word Builder
Numbers 12–15 Across Cultures 1 –
Word Builder
Numbers 16–21 Unit 1 – Grammar
Numbers 22–25 Unit 2 – Sentence Builder
Numbers 26–30 Unit 3 – Key Expressions
t
Now do the exercises in Language Check 1
of the Workbook.
18
t
Elicit possible Key Words for two or
three of the topics.
t
Give students time in class or at
home (if they have access to the
Internet) to find out information
about their topic. Remind them to
keep a list of the websites where
they find their information. Tell
students to copy useful parts of the
websites onto their computer or
print them out.
t
Students who chose the same topic
can compare which websites they
found most useful.
4 Complete the text with the verbs in brackets
in the correct tense: Present Simple, Present
Continuous or Present Perfect.
Blind people 16 (use) the Braille system
a 17 (consist) of a series of raised dots
which 18 (represent) letters of the Latin
alphabet. There are about two million people
in the UK with sight problems but only twenty
thousand 19 (read) with Braille. In the
last few years, many young people 20
(start) to use electronic text instead of Braille.
At the moment, experts 21 (discuss)
how to make Braille more attractive for young
people.
5 Complete the sentences with for or since.
22 He hasn’t phoned me for two weeks.
23 We’ve lived here since 2008.
24 I haven’t seen her since Friday.
25 She’s taught in our school for six years.
Grammar / 10
6 Choose the correct option in italics.
Sue I 26think / believe their new CD is great.
Mel I don’t think 27so / that. I prefer the first one.
Pat I agree 28with / in Sue. It’s better for dancing.
Don’t you think 29that / so?
Sue Yes, that’s 30so / true.
Key Expressions /5
/ 15
S udy Help: Using the Internet
t
First, write key words in a search
engine like Google (e.g. ancient Egypt +
language).
t
If you can’t find any good sites, change
the key words (e.g. ancient Egypt +
hieroglyphics).
t
When you find a good site, don’t try to
understand everything. Bookmark the site
(Favourites) so you can return to it.
t
Copy useful parts of a website onto your
computer or print them out. Then you can
read them more slowly and take notes.
t
Always put a list of the websites where
you got the information from at the end
of your work.
t Use the Study Help to find out information
about one of these people or things.
t
TJHO
MBOHVBHF
t
#SJTUPM
t
-JWFSQPPM
'$

t
"EFMF
t
4FCBTUJBO
7FUUFM
Extra
In turn, students tell the class what they
found out about their topic. The rest
of the class listen and say if any of the
information is surprising.
Module 1 Test, Active Teach
£1
THE DA
ILY NEW 5th July
Running head

EXCLUSI
VE INTER
S
Module 2
WITH JES V
S ICA ENNIEIW
Talk about news and give personal news.

S 1.16 Exercise 2
Read newspaper and website stories.
Listen to news programmes.
Audioscript ­ page 108
Write a personal email or letter.
Learn about the Past Perfect, gerunds
t
Give students time to read
and infinitives. through the items and
questions so they know what
WORLD NEWS CHARITIES UNHCR
information to listen for.
ANGELINA WHY AFRICAN t
Play the recording, twice if
CHILDREN NEED OUR HELP necessary, for students to
take notes.
t
Students compare their
notes with a partner before
IS THERE checking answers as a class.

LIFE Answers
AFTER 1 (south coast of) Cuba, ten
o’clock tonight
HARRY 2 (near Piccadilly Station in)
POTTER? Manchester, 0161 876 543
INTERVIEW 3 she is expecting a baby boy,
WITH THE footballer
STARS 4 Australia, tomorrow
5 grey and rainy today,
sunny and bright tomorrow
morning
Get Ready 3 Work in pairs. Ask and answer the
questions.
1 Look at the Key Words. Where do you read or hear the
1 Look at the news website. What
things in the Key Words: in newspapers/magazines, on
TV/radio or online?
would you like to read about? Exercise 3
2 What other things in the Key Words
do you enjoy reading?
t
Students work in pairs,
1.15
3 What things in magazines or online discussing the questions.
do you like doing? t
The pairs then form groups
4 Speak Out What do you think of four or six and exchange
about statements (1–3)? Tell the ideas.
class.
1 Teenage magazines should have
more serious news topics. Exercise 4
2 There are too many news channels t
Read through the statements
on TV.
3 In five years’ time, no one will read with the class. Give students
1.16 2 Listen to the radio news and take notes about the newspapers. time to think about the
items (1–5). Compare answers with a partner.
statements and their
1 Hurricane: Where? When? Cuba . . .
2 Bank robbery: Where? Police phone number? responses to them.
3 Actress: Why in hospital? Husband’s job? t
Students tell the class
4 New goalkeeper: Where from? Begins training? TIM E OUT! Page 00, Exercise 0 19 what they think about the
5 Weather: Today? Tomorrow?
statements. They can see if
there is general agreement
or if there is a wide range of
t
Play the recording for the students opinion in their class.
Get Ready to listen and repeat the Key Words.
Check word stress and students’
Background understanding.
This introduces the topic of news and t
Ask students to look at the
the media. The answers to Exercise 1 first three Key Words and say if
are highly subjective depending on these things are in newspapers/
both students’ personal preferences magazines, on TV/radio or online.
and their own countries and cultures. t
Students work in pairs, matching
the Key Words to newspapers/
1.15 Exercise 1 magazines, TV/radio or online. Tell
t
Ask students to look at the photos students there is more than one
and identify the different news possible answer in some cases.
sources (newspaper, magazine and t
If students disagree about an
website). Encourage students to say answer, ask them to give reasons for
what they know about the people their answer.
and what they think the news
stories will be about. Answers
Students’ own answers 19

This Uni
4IPSU
PG
UJNF set some of the
exercises for homework (e.g.
Exercises 9 and 10)
.PSF
UJNF do the Extra activity
Warm-up
Exercise 1
t
Students work in pairs or
small groups, guessing what
the stories are about.
t
Students discuss their
ideas as a class. Help with
vocabulary where necessary.
Reading
1.17 Exercise 2
t
Play the recording for
students to read and listen
and check their guesses
from Exercise 1.
t
Explain or encourage
students to guess the
meaning of any new words
in the stories.
t
Ask students to say which
story they think is the
strangest and give reasons
for their choice.
Answers
1b) 2c) 3a)
Exercise 3
t
Give an example yourself by
telling the class a ‘strange’
story from the news or
about a friend or member
of your family.
t
Write question cues (Who?
When? Where? What
happened?) on the board
and give students time to
think about their story.
t
Students tell the class their
story.
Grammar:  Past tenses
review
Exercise 4
t
Check answers by drawing
the timeline on the board.
Ask one of the students
to write the names of the
tenses on the timeline on
the board.
Answers ­student page
20
4 In Other News
Warm-up
1 Look at the photos (a–c) and the headlines (1–3). What do you think the stories are about?
GLOBE NEWS
a b
TOP HEADLINES
1 Stolen camel’s head
David Cox checked in his luggage at
Sydney Airport then went to wait for
his flight. Later, when he was looking
out of the window, he saw an airport
worker on the airfield. Mr Cox was very
surprised because the airport worker
was wearing the fancy dress costume
he had packed in his case. Mr Cox
said, ‘I was very shocked. Somebody
in the airport had opened my bag and
stolen the camel’s head.’
Reading
1.17 2 Read the news stories and check your
guesses from Exercise 1.
3 Speak Out Have you heard
any unusual news stories? Tell the
class.
Grammar: Past tenses review
4 Read the sentence and put the names
of the tenses (Past Simple, Past
Continuous) on the timeline.
When he was looking out of the window,
he saw an airport worker on the airfield.
a) Past Simple
x before / after another event in the past.
b) Past Continuous
20
Exercise 5
t
Students work individually,
completing the sentences.
t
After checking answers, ask students
to find other examples of the Past
Perfect in the texts in Exercise 1.
Answers
1 had opened
2 hadn’t read
Exercise 6
Answer ­student page
Exercise 7
Answers ­student page
News | Sport | Weather | TV | More
c
2 Late payment 3 Ireland’s Worst Driver
In 2009, a bill for a television and For several months, the Irish police were
radio licence was sent to Adam Ries, looking for a person who had committed
a famous German mathematician. fifty driving crimes in different parts
However, Adam Ries hadn’t lived in of the country. They didn’t understand
the house since 1559. The person who
lives there now returned the letter and
why the driver hadn’t been stopped.
They knew the driver’s name, Prawo
explained that Herr Ries had died in the Jazdy, but they couldn’t find the person.
sixteenth century. Two weeks later, a Eventually, the police realised it wasn’t
reminder was sent to Adam Ries. The a name, it was Polish for ‘driving
house owner said, ‘Obviously, they licence’. The officers had copied the
hadn’t read my letter. I told them Herr wrong information when they stopped
Ries couldn’t listen to radio or watch TV.’ the drivers.
5 Complete the Past Perfect sentences from the news stories.
Past Perfect
Affirmative
1 ‘Somebody in the airport my bag.’
Negative
2 They my letter.
Questions
Why had they sent a letter to a dead person?
Short answers
When the police stopped the cars, had the drivers
committed a crime?
Yes, they had. / No, they hadn’t.
6 Complete the rule.
We use the Past Perfect to talk about an event that happened
7 Look at the two events in each sentence. Underline the
event that happened first.
1 When he sat down, he saw the man in the camel’s head.
2 When he sat down, he had seen the man in the camel’s head.
Practice
Exercise 8
t
Students do the exercise, working
individually. They can compare
answers in pairs before checking
answers as a class.
Answers ­student page
Exercise 9
t
Read through the instructions and
the example sentence with the class.
Elicit the second sentence to explain
why Terry failed his maths test.
t
Check answers by asking individuals
to read aloud the sentences.
 Grammar

Practice 10 Complete the texts with the verbs in

the Past Simple, Past Continuous or
8 Match the sentences (1–4) with the pictures (a–d). Past Perfect.
1 When they started singing, everybody left the room. b)
Exercise 10
People in the Sea Garden park in Varna,
2 When they started singing, everybody had left the room. a)
Bulgaria 1 were enjoying (enjoy) their
t
Advise students to read
afternoon when an escaped tiger 2 quickly through each text
a b (come) through the gates. Everybody
3
for general understanding
(run away) in panic. The tiger
4 (escape) from its cage at the zoo.
before completing them.
The police 5 (catch) the animal and t
Check answers by asking
6 (take) it back to the zoo. individuals to read aloud
A cow 7 (jump) into a neighbour’s the sentences.
swimming pool during a heatwave in
Brazil. The owner of the house said: ‘I Answers
8 (cook) lunch when I 9 (hear)
a noise. I 10 (go) out to check what 2 came 3 ran away
11 (happen) and I 12 (see) a 4 had escaped 5 caught
cow in the swimming pool! It 13 6 took 7 jumped
(get) over the fence and 14 (go)
3 We saw that someone had been in the kitchen. d) straight to the pool.’ Fire fighters 15 8 was cooking 9 heard
4 We saw that someone was in the kitchen. c) (get) the animal out of the pool and 10 went 11 was happening/
16 (take) it back to the farmer.
had happened 12 saw
c d 13 had got 14 had gone
Your Turn 15 got 16 took
11 Work in pairs. Look at the pictures.
Student A, page 89
Student B, page 90 Your Turn
a Exercise 11
t
Divide the class into pairs.
Student A in each pair looks
at page 89 and Student B
looks at page 90.
9 Match the events (1–3) with the reasons (a–f). There are
t
Students work in pairs,
two possible reasons for each event. Use the Past Perfect
for the reasons. taking turns to ask and
What happened? Why? answer the questions.
1 Terry failed his maths test. a) didn’t study enough t
Check answers by asking
a) Terry failed his maths b) caused a tragic
pairs of students to ask and
test because he hadn’t accident
studied enough. c) went to a party the answer the questions.
2 Josh was taken to hospital. night before b
3 A pop star was put into d) stole clothes from a Answers
prison. shop 2 Because the security
e) a dog bit him
f) fell off a horse camera had filmed the
robber’s face.
3 Because he had left the
mask at home.
4 Yes, because the robber
TIM E OUT! Page 93, Exercise 4 21 had left his fingerprints in
the bank.
5 Yes, because the robber
had hidden the money in
his house.
Answers Extra 6 Because he had seen a
1 c) Terry failed his maths test because Write cues on the board, e.g. cow in the road.
he had gone to a party the night She went to the doctor’s because … 7 No, but he hadn’t slept
before. (e.g. she had hurt her arm.) well the night before.
2 e) Josh was taken to hospital Our teacher was pleased because … 8 Yes. He had won a
because a dog had bitten him. (e.g. we had all worked hard.) few amateur driving
f) Josh was taken to hospital He didn’t get to the interview on time competitions.
because he had fallen off a horse. because … (e.g. he had missed the bus.) 9 No, because he had
3 a) A pop star was put into prison My little sister was upset because … dropped his girlfriend at
because he/she had caused a tragic (e.g. she had lost her teddy bear.) the bus stop.
accident. Elicit several reasons for each situation 10 The owner of the cow had
d) A pop star was put into prison from the class using the Past Perfect. called the police.
because he/she had stolen clothes
from a shop. TI M E OUT! Page 93,
Exercise 4
Photocopiable activity 3,
Active Teach
21

This Uni
4IPSU
PG
UJNF set some of the
exercises for homework (e.g.
Exercises 5, 8 and 11)
.PSF
UJNF do the activity in
the Time Out section
Background
Romeo and Juliet are most
well-known from Shakespeare’s
play, but the story was a
popular Italian folk tale long
before that. The story had
already appeared in at least
three versions by Italian authors
prior to Shakespeare’s version
at the end of the 16th century.
The legend of St George and
the Dragon has its origins
long before Christianity even
existed and for many centuries
St George was portrayed as a
simple soldier. The story of his
slaying the dragon and rescuing
the princess first appeared
around the time of the Crusades
in the Middle Ages.
Christopher Columbus (1451–
1506), born in Genoa (modern
Italy), is popularly regarded as
the discoverer of America. He
believed the world was round
and that he could reach Asia
by sailing west.
Warm-up
Exercise 1
t
In pairs, students discuss
what they think the stories
are about.
Reading
Exercise 2
t
Read aloud the Reading Help.
t
Ask students if headlines in
newspapers in the students’
L1 miss out words and use
difficult vocabulary.
Exercise 3
t
Students work in small
groups or as a class,
guessing the meaning of the
headlines on page 91.
t
When checking answers,
point out that it is usually
the small words that are
left out of headlines, such
as articles (e.g. an, the),
prepositions (e.g. in, of),
pronouns (e.g. their) and
22 verb forms (e.g. is, has been).
5 Breaking News
Warm-up
1 Work in pairs. Look at the pictures. What do you
think the stories are about?
Reading
2 Look at the Reading Help.
Reading Help: Headlines
t
)FBEMJOFT
JO
&OHMJTITQFBLJOH
OFXTQBQFST

are difficult because they miss out words and
use difficult vocabulary.
t
5SZ
UP
NBLF
B
GVMM
TFOUFODF
GSPN
UIF
IFBEMJOF

(e.g. Ten Die in M5 Horror Crash = Ten
people died in a horrible car crash on the M5
motorway).
3 Turn to page 91. Use the Reading Help to guess
the meaning of the headlines.
1.18 4 Read the headlines about historical news. What
do you think they mean? Read the texts and
check your ideas.
5 Read the three texts again and answer the
questions.
1 How long had Romeo and Juliet known each
other?
one week
2 How did they die?
3 Why does the headline refer to a ‘mystery man’?
4 Why are the animal rights campaigners
interested in somebody called George?
5 Where did Columbus think he was when he
landed?
6 What surprised Columbus about the people
he met on the island?
6 Work in pairs. Which story is:
a) true? b) a legend? c) fiction?
7 Look at the Word Builder. Complete the
compound adjectives with words from the
texts. Then classify the adjectives:
a) numbers, b) third forms, c) -ing forms.
22
Answers
1d) 2a) 3b) 4c) 5e)
1.18 Exercise 4
t
Ask students to read the three
headlines and guess what each
means.
t
Play the recording for students to
read, listen and check their guesses.
Suggested answers
1 People have found the bodies of
the missing lovers.
2 A mysterious man has saved a
young princess from a dragon.
3 Columbus thinks the island he has
found is like paradise.
Romeo and Juliet
,K22K-&+.5$12%.4-#
¨€žßFrom our correspondent in Verona.
The war between two well-known local families ended
yesterday with the shocking discovery of the bodies of
Romeo Montague and Juliet Capulet. Police say the deaths
are suicide and that they have released an elderly man who
they had arrested earlier.
A spokesperson for the families read a statement to
journalists: ‘This is heart-breaking for both our families.
Romeo and Juliet were both much-loved children and we
will miss them terribly. We have been enemies for too long
and it has killed our children.’
The young couple, who fell in love when they met at a party
last weekend, will be buried together in a private ceremony.
St George and the Dragon
<HBC4AH<0=B0E4B?A8=24BB
Killagers in a remote area are today thanking a mystery man who
has killed a dragon and saved the life of a local princess.
The seventeen-year-old princess told our reporter, ‘It was,
like, amazing. I was tied to a rock waiting to be killed by a five-
metre dragon. Suddenly this good-looking guy rode up on his
horse and killed the dragon. I can’t thank him enough.’
The hero rode off into the sunset without leaving his name.
However, animal rights campaigners think he could be George
who has killed other dragons in the past.
Exercise 5
t
Students work individually, reading
the articles and answering the
questions.
t
If students disagree about any of
the answers, ask them to read aloud
the section in the article that gives
the answer.
Answers
2 It was suicide.
3 Because he left without leaving his
name.
4 Because he has killed dragons in
the past.
5 He thought he was somewhere near
the coast of China.
6 They were completely naked. / They
didn’t have any weapons.
 Skills

9 Game How quickly can you make the seven

compound adjectives using the words in the
two boxes?
Exercise 9
XPSME
BGUFS
BJS
&OHMJTI

GJWF
MPOH
IBSE
t
Ask students to put up
their hand when they have
conditioned haired famous matched the compound
school speaking working star adjectives.
t
After students check their
Columbus world-famous answers in the Word Bank
Word Bank, page 107 on page 107, elicit one
10 Look at the Sentence Builder.
or two sentences for each
answer.

ADMIRAL’S PARADISE Answers

after-school, air-conditioned,
ISLAND English-speaking, five-star,
October 12, 1492.
Our special correspondent on the Santa Maria. long-haired, hard-working
After being at sea for three months,
Christopher Columbus (41) has finally reached
an unknown island, somewhere near the Exercise 10
coast of China. After landing on the island, t
Read the sentences with the
Columbus claimed it for Spain and named it students.
‘San Salvador’. It is a beautiful place with a
lot of plants and brightly-coloured fruit. The 11 Rewrite these sentences. Use the structures
locals are dark-skinned and completely naked. from the Sentence Builder. Exercise 11
Before leaving the island, Columbus and the 1 Before he got up, Fred listened to the radio for
natives exchanged presents. In a ten-minute ten minutes. Answers
press conference on the Santa Maria this Before getting up, Fred listened to the radio . . .
afternoon, the Admiral said: ‘These people are
2 After Susan arrived at
2 After arriving at school, Susan did her school, she did her
very easy-going and peaceful – in fact, they homework in the library.
don’t have any weapons.’ This well-organised 3 Before we had lunch on Saturday, we did homework in the library.
expedition is the first to cross the ocean. ‘The some shopping. 3 Before having lunch on
voyage seemed never-ending but we’ve made 4 After I got home, I had a shower.
it,’ said Columbus to reporters . . . 5 Before going to bed, Sam watched a film.
Saturday, we did some
6 After he finished the exam, Simon went for shopping.
a run. 4 After getting home, I had a
8 Use six of the adjectives from Exercise 7 in shower.
sentences about your own life. Speaking 5 Before Sam went to bed, he
Sometimes, maths lessons seem never-ending. 12 Work in groups. Talk about these things. watched a film.
t
the main international news yesterday 6 After finishing the exam,
t
the main news in your country Simon went for a run.
Fact or Fiction? t
a celebrity in the news
The world’s best-selling newspaper t
the most important sporting event this week
is the Japanese Yomiuri Shimbun. The main news in our country was about the floods
It sells ten million copies a day! in the north. Speaking
Answer on page 91.
Exercise 12
TIM E OUT! Page 93, Exercise 5 23 t
Remind students of
the advice about class
discussions from Unit 3.
t
Give students time to think
about the topics before they
Exercise 6 Answers discuss them in groups.
t
In pairs, students decide which 1 well-known b) 2 heart-breaking c) t
Monitor the activity but
story is true, which a legend and 3 much-loved b) 4 seventeen-year- do not interrupt students’
which fiction. old a) 5 five-metre a) 6 good- fluency. Make a note of
looking c) 7 brightly-coloured b) any common language
Answers
8 dark-skinned b) 9 ten-minute a) difficulties to go over with
a) Admiral’s paradise island
10 easy-going c) 11 well-organised b) the class afterwards.
b) Mystery man saves princess
12 never-ending c)
c) Missing lovers found
Fact or Fiction?
Exercise 8 t
Ask students to guess which
Exercise 7 is the best-selling newspaper
t
Students work individually, writing
t
Check answers by asking individuals in their country. They can
their sentences. Monitor and point
to write the compound adjectives use the Internet to check the
out any errors for students to
in three groups on the board: answer.
correct.
a) numbers, b) third forms, c) -ing
forms.
t
In groups of three or four, students TI M E OUT! Page 93,
read each other’s sentences. Exercise 5
Photocopiable activity 4, 23
Active Teach

This Uni
4IPSU
PG
UJNF set some of the
exercises for homework (e.g.
Exercise 4)
.PSF
UJNF do the Extra
activities
Background
In this episode, Ellie and
Steve go out looking for local
news stories while Abi and
Tanya make their first online
broadcast.
Warm-up
Exercise 1
t
If students don’t know
people who have been on
local TV or radio, widen the
discussion and ask if they
or anyone they know have
been in the local newspaper.
Reading and

IJ
UIFSF

&MMJF
)PX
BSF
UIJOHT
Listening
1.19 Exercise 2
t
Give students time to read
the questions before you
play the recording so they
know what information
they need.
t
After checking answers,
explain or encourage
students to guess the
meaning of any new
vocabulary, e.g. mugging.
Answers
1 a boy who goes fishing
2 There are some dead fish in
the river.
3 She feels awful because she
was so nervous that she
dropped her papers on the
floor.
Speaking
Exercise 3
t
Students work individually
or in pairs, reading through
the sentences in the box.
Advise them to look at the
dialogue to check which is
the reaction to good news.
Answer
Great!
24
6 Finding News
Warm-up
1 Have you ever been on local TV or radio?
Do you know anyone who has?
Reading and Listening
1.19 2 Read and listen to the dialogue.
Answer the questions.
1 8IP
EP
&MMJF
BOE
4UFWF
JOUFSWJFX
2 What do they find out about the river?
3 How does Tanya feel after the first
programme? Why?
Steve and Ellie go out to find a story.
Ellie Hi. We’re reporters from radiochill.org.
Can we ask you a couple of questions?
Boy Okay. Go ahead.
Ellie We’ve heard there was a mugging near
here yesterday. Do you know anything
about it?
Boy Sorry, I don’t.
Steve So how’s it going? The fishing, I mean.
Boy Not very well, I’m afraid.
Steve That’s a pity – I like fishing, too, you
know.
Boy Well, the river’s useless these days.
I saw a couple of dead fish. They
should do something about it.
Ellie Did you say ‘dead fish’? That sounds
interesting. Where exactly did you see
these fish?
Afterwards, Ellie comes back to the studio.
Tanya 0I
Ellie Not bad. Pretty good really. I think
we’ve got a story.
Tanya Great! What did you find out?
Ellie We talked to this boy who was fishing.
He found some dead fish in a river.
We’re going down there tomorrow.
What about you? How did
everything go?
Tanya Oh, the programme was a nightmare.
Ellie I’m sure it wasn’t that bad.
Tanya It was. Honestly. I was so nervous, I
dropped my bits of paper on the floor.
Ellie Oh, no! I’m sorry about that, Tanya.
Don’t worry about it.
Tanya I feel awful.
Ellie Never mind. It’ll be better next time.
Tanya I hope so!
24
Extra Exercise 4
t
Elicit one or two examples for each
Play the recording of the dialogue from
topic from the class.
Exercise 2 again for students to focus on
t
Give students time to think of their
the stress and intonation patterns used
own examples, inventing things if
in the Key Expressions. Students work
necessary. Students can make brief
in groups of four (Ellie, Steve, the boy
notes of their events, if they wish.
and Tanya), reading the dialogue aloud
and changing parts. Monitor, paying
particular attention to the pronunciation
of the Key Expressions. Some of the
groups can act out the dialogue in front
of the class.
 Skills

Speaking
3 Look at the Key Expressions. Which of the reactions is to
good news? Everyday Listening
1.20 Exercise 1
Audioscript ­ page 108
t
Give students time to read
through the questions before
you play the recording.
t
Play the recording once
and check if students have
answered all the questions.
If necessary, play the
recording again.
4 Think about your life last week. You can make things up
if necessary! Answers
t
HPPE
UIJOHT
UIBU
IBQQFOFE
t
UIJOHT
UIBU
XFOU
XSPOH 1 No, he doesn’t. He played
t
JOUFSFTUJOH
QFPQMF
ZPV
NFU badly in the match.
5 Exchange news with your partner. Use the Key Expressions from 2 They like the woman. She
Exercise 3. seems nice and sociable.
A How’s it going? They don’t like the husband
B Pretty good. Guess what! I met Ali yesterday. or the dog. The husband is
A Great! Did you get his phone number? odd and never says a word.
B Yeah, and I gave him mine. What about you? How did everything The dog is big and ugly and
go at the weekend? looks dangerous.
A It was a nightmare. We lost 8–2 in the hockey. I was awful.
3 No, it didn’t. He was late,
B I’m sure it wasn’t that bad.
he’d forgotten his pen and
the exam was difficult.
Everyday Listening 4 Yes, it did. They went to see
a film.
1.20 1 Listen to four conversations and answer the questions.
1 Does Gary feel okay? Why or why not?
2 Do the women like the new neighbours? Extra
Why or why not?
3 Did the exam go well? Why or why not?
4 Did Teri’s date with Colin go well? Where did they go? Divide the class into four
groups. Ask each group to listen
1.21 2 Listen Closely Listen and choose the correct option carefully to one of the dialogues
in italics.
and make a note of extra
1 Have you met the new neighbours / two neighbours?
2 I was fifteen minutes / fifty minutes late. information. The groups then tell
3 I looked and / Luckily they let me in. the class their extra information.
4 You want to / won’t believe it.
5 And what about the actual / factual exam?
1.21 Exercise 2
Audioscript ­ page 109
TIM E OUT! Page 94, Exercise 6 25 t
Give students time to read
through the sentences
before you play the
recording.
Exercise 5 Extra t
After checking answers, play
the recording for students
t
Ask two students to read aloud the
To give students more practice in using to listen and repeat the
example dialogue, using appropriate
the Key Expressions, ask them to change sentences.
stress and intonation patterns.
partners and exchange their news from
t
Students work in pairs, exchanging Answers ­student page
Exercise 4 with their new partner. Each
and reacting to their news from
pair then says two or three of their
Exercise 4. Monitor but do not
exchanges for the class to hear. TI M E OUT! Page 94,
interrupt students’ fluency. Make a
Exercise 6
note of any common problems to
go over with the class afterwards.

25

Your Challenge
Writing:  An email
Exercise 1
t
Students work individually,
reading the email and
choosing the correct options.
Encourage them to guess the
meaning of any new words
from the context and Steve’s
style of writing. Tell students
they will study new words
and expressions in Exercise 3.
t
Students can compare
answers in pairs before
checking answers as a class.
Answers ­student page
Text Builder
Exercise 2
t
After checking answers, ask
students if this is how they
organise information in their
emails to friends.
Answers
1b) 2c) 3a)
Exercise 3
Answers

good – cool
silly person – nerd
as usual – typical

try it – check it out
get interested in – get into
Exercise 4
t
Students work in pairs,
reading the email and
making a note of sentences
with words missing.
t
When checking answers, ask
students what the complete
sentences could be.
Answers
(I/We) hope people get into it.
(Can you) imagine that!
(I) must go now.
(I’ve) got to take some photos.
(Give my) love to everybody.
26
Your Challenge
Writing: An email
1 Read Steve’s email. Choose the correct
option in italics.
1 ($4&T
BOE
"MFWFMT
BSF
exams / projects.
2 Steve likes / doesn’t like his sister’s boyfriend.
3 Steve fancies Ellie / Tanya.
From: stevejbjones@hotmail.com
To: attach
damgreenwood@tophat.com
Subject:
BIG NEWS!
Hi Damian,
1 How’s it going? Did your GCSEs go all right? Mine were okay but I think I failed physics! I just hope I pass
enough to do art, English and French for my A-levels next year. What do you want to do?
Everything’s cool here. Annie is still going out with Charlie. (What a nerd he is!)
2 I did quite well in athletics at school – came second in the 400 metres. Anyway, the BIG NEWS is that last
week we started an online radio station! There are four of us – Ellie, Tanya, Abi and me. Tanya’s really nice
but I think she’s got a boyfriend. Typical! You can listen to us at www.radiochill.org – check it out! We do
three hours a day of music and local news. Hope people get into it. I’m a reporter (imagine that!) and I
also take photos for our website (that’s more ‘me’).
3 Well, must go now. Got to take some photos for our website. Write back soon! Love to everybody!
Steve
Text Builder 4 Find sentences in the email with words
missing. This only happens in postcards
2 Match the paragraphs (1–3) with what they do (a–c). and informal letters.
a) finish off (I) came second in the 400 metres.
b) ask about the other person (That’s) Typical!
c) give the main news
5 Write an email to a friend or someone in
3 Find colloquial words or expressions in the email your family who lives in another town.
that mean: Tell them your news (real or imaginary!).
t
HPPE
t
TJMMZ
QFSTPO
t
BT
VTVBM

t
USZ
JU
t
HFU
JOUFSFTUFE
JO STEP 1 Look at the Writing Help and plan your
email.
2 Write notes for three paragraphs (see
STEP
&YFSDJTF

Writing Help: Planning emails
and letters
3 Write your email. Try to write in an
STEP
t
Think about the person you are writing to. JOGPSNBM
TUZMF
TFF
&YFSDJTFT

BOE

How well do you know him/her?
4 Check for spelling, grammar and
STEP
t
What would he/she be interested to hear about? punctuation.
Family news? School news? Your social life?
t
What do you want to know about him/her? 6 Work in groups. Read each other’s emails.
Think of some questions to ask. Who has the most interesting news?
26
Exercise 5 Exercise 6
t
Read through the Writing Help and t
After each group has chosen the
Steps 1–4 so students understand most interesting news in their
what to do. emails, they can tell the class about
t
Help students with vocabulary and the news.
informal expressions if necessary.
t
When students are checking their
emails, they can ask you if they are
unsure of any corrections.
 Unders anding Grammar: Verb patterns
1 Read the text. What is the author’s opinion about magazines 4 Circle two correct verbs that
for teenagers? can be used to complete the
sentences. Exercise 2
1 Mike to bring some t
Read through the table with
A lot of us like buying magazines, don’t we? We enjoy
reading about films, fashion and sport. And for us
girls, magazines are also a good place to find out about
CDs to the party.
a) offered c) promised
the class.
t
Elicit one or two more
b) suggested
important things like health, relationships and birth 2 Children should answers using some of the
control. watching horror films. verbs in bold from the text.
a) refuse b) avoid c) stop
From magazines, you can learn how to put on make-up
3 My mother me to wash
t
Students work individually,
and how to stop biting your nails. They suggest having
a healthy lifestyle and give practical tips: how to give
up. completing the table. They
up eating sweets, how to avoid smoking and start doing
a) asked b) made c) helped can compare answers
4 The teacher me to join
exercise at home.
a sports club. in pairs before checking
They advise us to do these things but the advice comes a) advised c) wanted answers as a class.
with adverts which tell us to buy various things: body b) enjoyed
lotions that will help us lose weight, shoes that will 5 I’ve reading the Answers
newspaper.
make us look more attractive and energy drinks that
a) started c) given up verb + to infinitive: learn,
promise to keep us active all night.
b) agreed promise, offer, try, want,
One jeans ad says, ‘In a world where you can be agree, stop, refuse, decide
anything, be yourself.’ The problem is that companies 5 Complete the text with the
only want us to ‘be ourselves’ with the help of their correct form of the verbs in verb + object + to infinitive:
product. They never offer to show us how to be more brackets. advise, tell, want, ask
creative or more involved in community life. They ask Teenage magazines are a load verb + object + infinitive:
us to wear their brand names and try to convince us of rubbish so I stopped
1 reading (read) them a long help, make, let
that this will let us express ‘who we really are’. In fact,
they just want to sell us as much as possible. And we time ago. My history teacher verb + -ing: like, enjoy, stop,
shouldn’t agree to buy it anymore! advised me 2 (start) suggest, give up, avoid, start,
3 (read) newspapers,
Of course, advertisers know that we are important which can help me 4 love
customers. We love going shopping and, on average, we (understand) the world better.
spend $38.55 each time we go. But I think we should He suggested 5 (try) The
stop to think about what we are buying. We should Guardian and offered Exercise 3
6 (lend) me his copy
refuse to let companies manipulate us. We should
decide to really be ourselves! every day. I loved 7
(read) the sports pages but Answers ­student page
tried 8 (go) through the
political and economic news as
2 Complete the table with the verbs in bold in the text. well. I had promised 9
(read) everything. After some Exercise 4
time, I learnt 10 (find) t
Check answers by asking
verb + to infinitive want to do something interesting news quickly. Now
I want 11 (buy) some individuals to read aloud
verb + object + to infinitive want somebody to do something
magazines, like Newsweek or the pairs of sentences.
verb + object + infinitive let somebody do something Time, and see if I will enjoy
12 (read) them as well.
verb + -ing like doing something
Answers ­student page
enjoy reading
3 Read the sentences (1–2) from the text and match them with Extra
the meanings of the verb stop (a–b).
1 We should stop to think about what we are buying. a) Elicit sentences containing the
2 You can learn how to stop biting your nails. b) verbs that are not the answers
a) interrupt an activity in order to do something else in the exercise, i.e. 1 suggested,
b) give up the thing you are doing 27
2 refuse, 3 made, 4 enjoyed,
5 agreed.

Exercise 5
Unders anding Suggested answers t
Check answers by asking
Grammar Magazines give advice about health individuals to read aloud
the sentences.
etc., but this always comes with
adverts for products./Magazines t
Encourage students to say
Verb patterns say they want young people to be what sort of newspaper
themselves, but companies only they think The Guardian is
Exercise 1 and what sort of magazines
want you to do this by buying their
t
Students skim the text for general Newsweek and Time are.
product./Magazines don’t show their
understanding and to find out
readers how to be more creative or
what the writer thinks of teenage Answers
more involved in community life.
magazines. 2 to start 3 reading
t
Encourage students to refer back to 4 understand 5 trying
the text to support their answers. Extra 6 to lend 7 reading
8 to go 9 to read
Ask students which teenage magazines 10 to find 11 to buy
they like. Do students agree with the 12 reading
opinions in the text?

27

Language Check
Exercise 1
Answers ­student page
Exercise 2
Answers
11 went 12 had received
13 had stolen 14 were
going 15 escaped 16 ran
17 had left 18 told
19 found 20 was hiding
Exercises 3 and 4
Answers ­student page
1.22 Feedback
t
Students listen to the
recording to check their
answers. Check spelling
where necessary by asking
individuals to write the
answers on the board.
t
After checking answers to
Exercise 4, students work in
pairs, reading the dialogue
aloud. Correct any serious
S udy Corner 2
Language Check 2 Complete the news story with the correct form
of the verbs – Past Simple, Past Continuous or
1 Complete the compound adjectives in the news Past Perfect.
stories with the words in the box.
Last week, police in Germany 11 (go) to
metre known year kilometre going a man’s house to arrest him. They 12
coloured hundred minute third organised (receive) an anonymous phone call the night
before. Apparently, the man 13 (steal)
several cars in the city. However, while the police
14 (go) in through the front door of the
suspect’s house, he 15 (escape) out of the
Professor Hu, a well-
1 known back door and 16 (run) into a neighbour’s
scientist at Essex University, recently garden. Unfortunately for him, he 17
developed the world’s first robotic (leave) his dog, Lumpi, in his house. One of the
2
fish. He gave a thirty-
minute police officers 18 (tell) the dog to find its
3well-organised and
demonstration which was very owner. When Lumpi 19 (find) the man, he
4 tly- coloured robot
interesting to watch. The brigh 20 (hide) behind some bushes!
moved just like a real fish.
3 Choose the correct option in italics.
21 You should avoid sitting / sit / to sit at the
A 5hundred -year-old driver from Belgium was computer for too long.
given a discount by his insurance company
yesterday after an 6eighty- year
22 Heather offered helping / help / to help me
period with my homework.
without an accident. Mr Delacauw still makes 23 My parents make me tidying / tidy / to tidy my
the 7two- kilometre trip to the shops every day. He room every weekend.
plans to keep driving until he is a 110.
24 She was late because she stopped buying / buy
/ to buy a magazine on the way home.
25 I enjoy reading / read / to read music
magazines.
Orlando Fonseca, twenty-nine, is an 8easy- going Grammar / 15
man but yesterday he got angry about the noise from
the flat upstairs. He leaned out of his window and 4 Complete the dialogue.
caught his neighbour. She had fallen through her
A Hi there, how are 26 things ?
9 third -floor window and was hanging over an
B Not very well, I’m 27 afraid . My maths exam
10eighteen- metre drop.
was pretty bad.
A That’s a 28 pity .
B Never 29 mind . I’m sure I’ll pass. And how
Vocabulary / 10 about you? How did the match 30 go ?
A We won, 3–1. I scored a goal.
B Great!
Feedback
Key Expressions /5

pronunciation errors. 1.22 t
Listen and check your answers to the

t
Students look at the table Language Check. Write down your scores.
to see which sections in the S udy Help: Informal/Formal language
t
Look at the table below. Check where you t
When you look up words in good
Students’ Book they need to made mistakes.
dictionaries, you can see if they are informal.
look at again. Wrong answers: Look again at: guy /gaɪ/ noun informal a MAN (from ‘Longman
t
Give students time in Wordwise Dictionary’)
Numbers 1–10 Unit 5 – Word Builder
class or at home to do t
8IFO
ZPV
XSJUF
EPXO
OFX
XPSET
BOE

Numbers 11–20 Unit 4 – Grammar
Language Check 2 of the expressions, note if they are informal or formal.
Workbook. Numbers 21–25 Understanding Grammar Hi, Chris. How’s it going? informal
Good morning. How are you, Mr Tallen? formal
Numbers 26–30 Unit 6 – Key Expressions
t
Now do the exercises in Language Check 2 t Make a list of informal words and
of the Workbook. expressions from this module.
28

Study Help:  Informal/

Formal language
t
Read aloud the advice in the Study
Help. Encourage students to discuss
when it is appropriate to use
informal language, e.g. depending
on who you are talking to and the
topic of conversation.
t
Give students time in class or at
home to make a list of informal
words and expressions from this
module.
t
Students then work in small groups,
comparing their lists.
Module 2 Test, Active Teach

28

Get Ready
1 Look at the photos and the Key Words.
Which of the things are good for our
planet?
1.23
1.24 2 Listen to Tom and Keith. How do they
answer the questions?
1 How important is the environment for you?
Tom – really important. Keith – not important.
2 What do you think is the biggest
environmental problem (in the world or
your area)?
3 How will global warming affect our lives?
4 What can we do to help the planet?
Get Ready
Background
This introduces the topic of the
environment, which has also been
part of the citizenship syllabus in
the previous levels (for example New
Challenges 1 – Units 19 and 20). Hybrid
cars are cars with both electric and
petrol (or diesel) engines. They use the
electric engine in towns and at lower
speeds. They use less fuel and give off
fewer emissions than normal cars.
Running head
Module 3
Talk about the environment; make arrangements.
Read about lifestyles, green shopping and
natural wonders. 1.24 Exercise 2
Listen to a ‘what’s on’ radio programme. Audioscript ­ page 109
Make a poster. t
Give students time to read
Learn about the Present Perfect and Present through the questions before
Perfect Continuous.
you play the recording.
t
Play the recording, twice if
necessary, for students to
listen and make notes of
Tom and Keith’s answers.
t
Play Tom’s speech and check
the answers for him. Then
play Keith’s speech and
check the answers for him.
Answers
2 Tom – climate change
because of greenhouse gases
Keith – air pollution (in
London)
3 Tom – the planet will get
3 Work in pairs. Ask and answer the questions in
hotter so there will be
Exercise 2. more droughts, storms and
hurricanes. The ice caps
4 Work in pairs. Use the questionnaire to interview
your partner. at the poles are melting
and the sea level is going
up. Some countries might
F7827>5C74B4C78=6B3>H>D3>. disappear.
 Cda]cWT[XVWcb^UUfWT]h^d[TPeTPa^^\ Keith – doesn’t think there
! FP[Z^aRhR[Tc^bRW^^[TeTahSPh will be big problems in his
" ;TPeTcWTCE^aWXUX^]bcP]SQh lifetime. Maybe there will
# DbTPaTdbPQ[TQPVfWT]h^dV^bW^__X]V be in his grandchildren’s
$ DbTQ^cWbXSTb^UP_XTRT^U_P_Ta lives. He’d like the British
% 3a^_[XccTafWT]h^dÂaT^dcfXcW
h^daUaXT]Sb climate to change and have
& 2^[[TRcP]SaTRhR[TRP]bP]S hot, sunny summers.
 _[PbcXRQ^cc[Tb 4 Tom – save energy at
home, walk to school,
recycle paper and batteries,
5 Speak Out Check your answers on page 91. join a green organisation
Tell the class about your partner. Keith – does nothing to
Monica is quite green but she doesn’t . . . help the planet. He has a
TIM E OUT! Page 00, Exercise 0 29 good time, shopping and
partying. He’s going to get
a car as soon as he can.
1.23 Exercise 1
t
Play the recording for the students
Exercise 3
t
After the pair activity, find
to listen and repeat the Key Words. out what most students
Check word stress and students’ think is the biggest
understanding. Pay particular environmental problem.
attention to word stress in
compound words. Exercise 4
t
Students identify the things in t
Remind students to make a
the photos (hybrid cars, organic note of their answers.
vegetables, solar energy, wind farms).
In groups or as a class, students
Exercise 5
discuss which things are good for
t
Students tell the class how
our planet, giving reasons.
‘green’ their partner is.
t
Ask students if they agree
with the description of
themselves according to
their questionnaire score.
29

This Uni
4IPSU
PG
UJNF set some of the
exercises for homework (e.g.
Exercises 8, 9 and 10)
.PSF
UJNF do the Extra
activities
Background
The topic of the unit is the
fictional Benson family who are
making a concerted attempt
to help the environment by
extensive recycling. Although
the family is quite an extreme
case, the text should generate
some genuine discussion
about being eco-friendly. More
information about recycling
schemes is available on the
Internet at:
www.recyclenow.com
www.recycling-guide.org.uk
Warm-up
7 Going Green
Warm-up Grammar:  Present Perfect and
Present Perfect Continuous
1 How can a family become greener? Make a list
of four things. 4 Complete the sentences from the text with the
2 Speak Out Work in pairs and compare
correct verb forms.
your lists. Tell the class your ideas. Present Perfect Continuous
Affirmative
Reading We 1 cotton shopping bags.
1.25 3 Read the text. Why is the family unusual? Their daughter 2 about how people can
recycle crisp bags.
Negative
Eco-fr iendly family He hasn’t/We haven’t been gardening all day.
Questions
Has she/Have you been working in the garden?
Short answers
Yes, she has./I have.
No, he hasn’t./I haven’t.
5 Compare the sentences from the text. Match
the tenses (1–2) with the rules (a–b).
1
a) She’s been writing about how people can
recycle crisp bags.
b) They’ve written a list of their rubbish each
week.
2
a) Mrs Benson has been planting tomato seeds
ver the past few years the Benson family in empty juice boxes.
O has been trying to reduce their carbon
footprint and they have become enthusiastic
b) She has planted more than fifty!

Exercise 1
t
Students work individually,
listing four ways in which a
family can become greener.
Exercise 2
t
In pairs, students compare
their ideas then discuss
them as a class.
Suggested answers
drive less, recycle paper/glass
etc., turn off lights in empty
rooms, wash clothes at a
lower temperature
1.25 Exercise 3
t
Encourage students to
speculate about what the
family are doing and why.
t
Students read the text and
find out how the family is
unusual.
Suggested answer
Because they recycle as much
as possible. Last year, they
threw away only one bag of
rubbish.
Extra
Play the recording for students
to listen and read the text and
make a note of new vocabulary.
Explain or encourage students to
guess the meaning of any new
words.
30
recyclers. Two years ago, they threw away
only one bin of rubbish and in the last
year, they have thrown away just one bag
of rubbish. It contained a few broken toys,
plastic razors and some used pens.
The family started to take recycling very
seriously when they watched a documentary
about the damage plastic bags do to sea
animals. ‘Since we saw the programme, we’ve
been using cotton shopping bags when we
go to the shops. We haven’t used plastic
supermarket bags for three years.’
From that simple start, the family has
discovered lots of other ways to reduce their
waste. They recycle glass, metal, paper and
plastics, compost leftover food, take their own
containers to the butcher and reuse things as
much as possible.
They look at everything and think about
how they can use it. For example, this spring,
Mrs Benson has been planting tomato seeds
in old juice boxes. She has planted more than
30 fifty!
Grammar:  Present
Perfect and Present Perfect
Continuous
The Present Perfect Continuous is
commonly presented as a tense
referring to activities that started
in the past and haven’t finished.
However, in most cases the function
of the Present Perfect Continuous
is actually to draw attention to the
activity itself, regardless of whether it
has been completed. That’s why the
sentence: I’m completely exhausted. I’ve
been marking essays. could be uttered
in two possible contexts – when all the
essays have been marked and when
the marking isn’t finished.
1 We use the Present a) a) the focus is on
Perfect Continuous when the activity.
2 We use the Present b) b) the focus is on the
Perfect Simple when achievement / the
result of an activity.
The family writes a blog about their campaign
to reduce waste. Each week for the last three
years, they’ve written a list of their rubbish and
suggested different ways of recycling things.
This week, their daughter has been writing
about how people can recycle crisp bags.
A final word from Mr Benson, ‘We’ve been
recycling for a few years and it’s become part
of our lives. Traditionally, people have always
recycled materials – it’s only the modern world
that allows us to waste so much.’
Exercise 4
Answers
1 have been using
2 has been writing
Extra
Students find three more examples of
the Present Perfect Continuous in the
text (The Benson family has been trying
…; Mrs Benson has been planting …;
We’ve been recycling for …).
Exercise 5
Answers ­student page
 Grammar

Practice 9 Put the verbs in brackets in the

Present Perfect Simple or the
6 Complete the sentences with the verbs in the Present Present Perfect Continuous.
Perfect Continuous.
Reporter Can you tell me about your
Exercise 8
1 I want to recycle more. I have been reading (read) about school’s green campaign?
Zero Waste Week. Student Yes, we 1 have joined (join) Answers
2 Mike is exhausted. (he / cut) wood for the fire? an organisation called Reduce, 2 I’ve been working in the
3 Jo and Sue look happy. What (they / do)? Recycle and Reuse and we
2
garden. I’ve cut my hand.
4 Our Green Group (remove) rubbish from the (try) to be greener.
canal all day. Reporter What have you been doing? 3 He’s got two bags of drinks
5 We got a letter from the council because we Student Well, we want to reduce cans. He’s been collecting
(not sort) our recycling properly. the amount of electricity we use for a week.
in school. We 3 (turn off)
7 Match the sentences with the pictures. lights when we leave classrooms and
4 They haven’t been driving to
1 I’ve planted some potatoes. a) we 4 (not leave) computers work. They’ve sold one car.
2 I’ve been planting some potatoes. b) on standby.
Reporter Great. What about recycling?
a b Student The school 5 (put)
paper, metal and plastic recycling Exercise 9
bins in each classroom. Every week, t
Advise students to read
the bins are collected by a recycling
company and this term we through the dialogue before
6 (raise) £100 for the school. they start completing it.
Reporter 7 (you / recycle)
glass too? Answers
Student No, we haven’t. They
8 (not give) us glass
2 ’ve been trying
3 We’ve collected bags of rubbish. d) recycling bins because we aren’t 3 ’ve been turning off
4 We’ve been collecting bags rubbish. c) allowed to bring bottles to school. 4 haven’t been leaving
Reporter I see. What else have you 5 has put
c d been doing?
Student Some students 9 6 ’ve raised
(start) a school garden. They 7 Have you been recycling
10 (work) really hard after 8 haven’t given
school to grow carrots and onions.
Reporter 11 (you / try) the
9 have started
vegetables yet? 10 ’ve been working
Student Yes, we have! Every day this 11 Have you tried
week 12 (eat) a school 12 ’ve eaten
lunch made with their vegetables.
8 Use the cues to write one sentence in the
Present Perfect Simple and one in the Present Your Turn
Perfect Continuous. Your Turn
1 The computer is switched on because Dan is 10 Write about the green things you
doing a project on recycling. (not read any and your family have been doing
books about the environment / do some and have done recently. Exercise 10
research on the Internet) I’ve been writing a blog about green ideas. t
Ask one of the students to
He hasn’t read any books about the environment. My mum’s started a vegetable garden. read aloud the example
He’s been doing some research on the Internet. sentences.
11 Work in pairs.
2 I need a plaster. (work in the garden / cut my t
Students work individually,
hand) Student A, page 89
3 Tim keeps drinks cans for recycling. (got two Student B, page 90
writing four or five pairs of
bags / collect for a week) sentences about what they
4 My parents want to use less petrol. (not drive have been doing and what
to work / sold one car)
they have done recently.
TIM E OUT! Page 94, Exercise 7 31

Exercise 11
t
Divide the class into pairs.
Student A in each pair looks
Practice Extra at page 89 and Student B
looks at page 90.
Write cues on the board: t
Give students time to read
Exercise 6 1 I haven’t slept for two nights. …
t
Check answers by asking individuals through their situations and
2 I’m exhausted. … explanations and check that
to read aloud the sentences. Elicit one or two suggestions for the
Encourage students to use short they understand them.
second sentence in each situation, e.g.
verb forms where appropriate when t
Students work in pairs,
I’ve been worrying about the exams.;
saying the sentences, e.g. I’ve been taking turns to ask and
I’ve been playing football all afternoon.
… , We haven’t been … . answer questions to guess
Students work in pairs, writing two
sentences for each situation. the explanation. If students
Answers cannot guess the explanation
2 Has he been cutting Exercise 7 after asking ten ‘yes/no’
3 have they been doing t
Students do the exercise, working questions, their partner gives
4 has been removing individually. They can compare the explanation.
5 haven’t been sorting answers in pairs before checking TI M E OUT! Page 94,
answers as a class. Exercise 7
Answers ­student page Photocopiable activity 5,
Active Teach 31

This Uni
4IPSU
PG
UJNF set some of the
exercises for homework (e.g.
Exercises 5 and 7)
.PSF
UJNF do the Extra
activity
Background
Traidcraft was started in
Newcastle in 1979 and has
grown over the years from its
original six members of staff to
nearly one hundred and fifty
employees. It now operates
out of two huge warehouses in
the Newcastle area. Traidcraft
also has offices in Kenya, India
and Bangladesh and works
with over thirty developing
countries.
For more information visit:
www.traidcraft.co.uk
Warm-up
Exercise 1
t
Students work in pairs,
finding out where the items
were made.
t
Ask them what they know
about working conditions
for the people in those
countries.
Reading
1.26 Exercise 2
t
Play the recording for
students to read and listen
and find examples of green
products and fair business.
Suggested answers
1 tissues made from recycled
paper; notebook with
recycled cover and paper;
rubber made without using
PVC
2 profits from coffee growing
used to help the local
people; employing local
people to roast and pack
coffee; paying workers in
the Nepalese factory fair
wages; paper company
putting money into the
local community
32
8 Fair Trade
Warm-up Reading
1 Work in pairs. Do you know where your 1.26 2 Read the text about Traidcraft. Find two
shoes, bag, phone and clothes were made? examples each of:
Make a list. 1 green products.
shoes: China 2 fair business.
T-shirt: Bangladesh
GIFT SELECTION GROCERIES SPECIAL OFFERS
TRAIDCRAFT The organisation that fights poverty by
giving a fair deal to producers in the developing world.
Welcome to the Traidcraft gift catalogue! All our fantastic,
good-value gifts are guaranteed to help the people who
make the products.
TISSUES CHOCOLATE
We make our tissues in the UK
from 100% recycled paper. We
don’t cut down any trees to make
them – and we are using waste
paper that would otherwise have
gone into landfill. Despite making
the tissues in the UK, we use the
money to help people in the
developing world by teaching
them important skills.
ADD TO BASKET GO
COFFEE
An Indian cooperative grows
the beans that make our coffee.
Over 5000 farmers are in the We use pretty, recycled, handmade
cooperative and they use their paper from Nepal to pack our delicious
profits to pay for clean water, chocolates. Despite living in one of
education and health care. the poorest countries in the world,
Although they grow the coffee the workers in the paper factory have
for export, it isn’t only the farmers good pay and working conditions. In
who benefit. Local people roast addition to being a good employer, the
and pack the coffee in India, paper company pays for education and
which gives them employment. environmental projects.
ADD TO BASKET GO ADD TO BASKET GO
32
Exercise 3 Suggested answers
t
Read aloud the Reading Help. Facts:
t
Encourage students to say how facts we don’t cut down any trees
and opinions are expressed in their we use the money to help people
own language. Is it always easy to we make our rubber without using
separate the two? PVC
an Indian cooperative grows the
Exercise 4 beans
t
Students work individually or in Opinions:
pairs, reading the text and making a important skills
note of four facts and four opinions. this cool notebook
t
In turn, individuals read aloud one pretty, recycled, handmade paper
fact and one opinion to the class the workers in the paper factory have
and see how many different facts good pay and working conditions
and opinions they have found in
the text.

3 Look at the Reading Help.
Reading Help: Facts and opinions
t
Information presented as facts often has
figures, dates and places.
t
Opinions often have opinion adjectives (e.g.
boring, attractive), opinion verbs (e.g. think,
believe) or modals (may, might).
4 Read the text again. Find four facts and
four opinions.
fact: We make our in tissues in the UK from
100% recycled paper.
opinion: fantastic, good-value gifts
NOTEBOOK AND RUBBER
The ‘Tyred of Poverty’ notebook has got a
recycled car tyre cover! And we use recycled
paper inside this cool notebook so we don’t
cut down any trees to make it.
Most stationery companies make rubbers from
PVC – one of the worst plastics. Although we
make our ‘Rub Out Poverty’ rubber without
using PVC, it works really well!
ADD TO BASKET GO
Extra
Play the recording again for students to
read and listen and make a note of any
new vocabulary.
Exercise 5
t
Students do the exercise, working
individually. They can compare
answers in pairs before checking
answers as a class.
t
When checking answers, ask students
to correct the False sentence.
Answers ­student page
3 F – They make the ‘Rub Out
Poverty’ rubber without using PVC.
Skills
5 Are the sentences true (T), false (F) or is there
no information (NI)?
1 NI Traidcraft is a children’s charity. Exercise 7
2 T The tissues are eco-friendly. t
Students do the exercise,
3 F They make the ‘Rub Out Poverty’ rubber
from PVC. working individually.
4 T The coffee farmers’ profits help the
Check students’ sentences,
environment.
5 T The paper company wants local children to including the use of the
go to school. comma.
6 NI You must be older than fourteen to make
things for Traidcraft. Answers
6 Look at the Sentence Builder. Find another 2 Despite fair trade goods
example of each form in the text. being a bit more expensive,
I prefer to buy them.
3 Although there are already
5,000 farmers in the
cooperative, more want to
join.
7 Rewrite the sentences using the words in 4 Although the US has oil, it
brackets.
still imports a lot.
1 It’s a poor country but the schools are good.
(although)
5 Despite trying to recycle old
Although it’s a poor country, the schools are good. video tapes, I couldn’t.
2 The fair trade goods are a bit more expensive 6 Although they said the tap
but I prefer to buy them. (despite) water was clean, I didn’t
3 There are already 5000 farmers in the drink it.
cooperative but more want to join. (although)
4 The US has oil but it still imports a lot.
(although)
5 I tried to recycle old video tapes but I couldn’t.
(despite)
Speaking
6 They said the tap water was clean but I didn’t
drink it. (although) Exercise 8
t
Read through the statements
Speaking with the class.
8 Work in small groups. Discuss the statements. t
Students work in groups
1 I don’t mind paying more for green products. of three or four, discussing
2 I don’t worry about workers’ conditions in the statements and giving
other countries.
3 I always read labels to check that products reasons for their opinions.
don’t harm the environment. t
Open up the discussion to
4 I avoid buying things which are imported the class and see how much
by air.
general agreement there is.
Fact or Fiction?
In Europe, Dutch farmers who grow flowers in
greenhouses and deliver them by lorry use less
Fact or Fiction?
energy than African farmers who grow flowers in t
After checking the answer,
the sunshine and deliver them by plane.
Answer on page 91.
encourage students to
speculate about the reasons
TIM E OUT! Page 95, Exercise 8 33 why the items in Exercise
1 (shoes, bag, phone and
clothes) were made where
they were. Do they think
Exercise 6 they are eco-friendly?
t
Read the sentences with the
students.
TI M E OUT! Page 95,
Exercise 8
Answers Photocopiable activity 6,
Although they grow the coffee for Active Teach
export, it isn’t only the farmers who
benefit.
Although we make our ‘Rub Out
Poverty’ rubber without using PVC,
it works really well!
Despite making the tissues in the UK,
we use the money to help people in
the developing world.
Despite living in one of the poorest
countries in the world, the workers in
the paper factory have good pay and
working conditions.
33
 9 The River
This Uni Warm-up Speaking
4IPSU
PG
UJNF shorten the 1 What happened in the last story episode? 3 Complete the Key Expressions from the dialogues.
discussion in Exercise 1 and the
roleplay in Exercise 6 Reading and Listening
.PSF
UJNF do the Extra
activities 1.27 2 Read and listen to the dialogues. Answer
the questions. Let’s
1 Why does Steve want Ellie to move the What about Well rather
Background fish?
2 Why does Tanya feel better when Ellie don’t idea
In this story episode, Steve phones?
and Ellie go down to check 3 Why does Ellie want to talk? could great
out the river. They find a dead 4 Where do Ellie and Tanya arrange to
meet?
fish. Tanya and Abi meanwhile Shall
Steve and Ellie check out the river.
prepare and present a
Ellie Look … over there! fancy Sorry
programme of what’s on in Steve What is it? make
Bristol. After the programme, Ellie A dead fish! Something’s killing the
can
which goes better, Ellie phones fish.
Steve Can you move it a bit so I can take
Tanya and they arrange to go a good picture? See
to a new restaurant that has Ellie I’d rather not do that, Steve.
Steve Come on, use that stick. Remember,
just opened in the area. you’re a reporter. You’ll do anything
to get a story.
Ellie Oh, all right. Yuk.
Warm-up Abi and Tanya put on the Friday edition of
radiochill.org. Afterwards …
Exercise 1 Tanya Hi, Ellie.
t
Students work in groups or Ellie Hi. I heard the show. You sounded
great!
as a class, seeing how much Tanya Thanks. I feel a lot better now. I was
they can remember of the so nervous before the programme.
last episode without looking Ellie Listen. We’ve got a lot to talk about.
Steve and I got photos of dead fish at
back at it. the river.
t
Students can then look back Tanya Well done! Let’s meet up.
at Unit 6 and check that Ellie Sure. What about the usual coffee
bar?
they have remembered all Tanya Well, I’d rather go somewhere else.
the important information. Why don’t we try that new place near
the market?
Ellie Good idea. We could have something
Reading and to eat there, too.
Tanya Sounds great! What time?
Listening Ellie Er, I can be there in half an hour.
Tanya All right, shall we meet at about five?
Ellie Brilliant.
1.27 Exercise 2 Tanya Maybe we could go out later. Do you
t
Ask students to look at the fancy going dancing?
Ellie Sorry. I can’t make it tonight. Maybe
photo and guess what is tomorrow. We can talk about it later.
happening and how Ellie is Tanya Okay. See you at five. Bye.
feeling. Ellie Right. Bye.
34
t
Give students time to read
the questions before you
play the recording.
Answers Speaking Exercise 4
1 So he can take a good t
Read the sentences with the
picture of it. Exercise 3 students.
2 Because she did well t
Check that students understand that
t
Students work individually,
this time although she ’d stands for would in I’d rather.
completing the table.
was nervous before the
t
Check answers by asking pairs
programme. Answer
of students to read aloud the
3 Because she wants to tell preferences
suggestions and replies.
Tanya about the dead fish.
4 They arrange to meet at the Answers ­student page
new place near the market.

Extra
Play the recording of the second
conversation (between Tanya and Ellie)
in Exercise 2 for students to focus on
stress and intonation patterns. Students
work in pairs, reading aloud the
34 dialogue and changing parts.

4 Look at the Sentence Builder. Do we use
’d rather for preferences or requests?
1.28
5 Work in pairs. Act out these situations.
1 A Offer to help with your partner’s
homework.
B You don’t want any help.
A I’ll help you with your homework.
B Thanks, but I’d rather do it myself.
2 B Invite your partner to a disco.
A You’d prefer to go to the cinema.
3 A Ask your partner to hold your hamster.
B You hate them!
4 B Ask your partner to go shopping.
A You’d like to have a pizza.
6 Work in pairs. Make arrangements for
going out to two places at the weekend.
Use expressions from Exercises 3 and 4.
A Do you fancy going to the Foo Fighters’
concert on Friday?
B Well, I’d rather see Franz Ferdinand.
1.29
1.30
1.31
Exercise 5
t
Ask two students to read aloud the
example exchange. Point out that it
is polite to thank the other person
before you say what you would
prefer to do instead.
t
Elicit suggestions for item 2 from
the class.
t
Students then work in pairs, acting
out the situations and changing
parts. Monitor but do not interrupt
students’ fluency. Make a note of
any general problems to go over
with the class afterwards.
Skills
Everyday Listening
1 Listen to Abi and Tanya. Complete the gaps in
Everyday Listening
the adverts.
FREE
1.28 Exercise 1
Exhibition 1 December–18th 2 Audioscript ­ page 109
‘Fashion Through The Ages, 3 – 2000’
Open 4 –5.30. Closed 5 Answers
1 2nd 2 January 3 1800
APOLLO 4 9.30 5 Mondays 6 9.00
FRI: FOO FIGHTERS 7 £12
SAT: FRANZ FERDINAND
SUN: PINK FAIRIES
6 –11.30 (APPROX) ALL TICKETS 7
Exercise 2
2 Look at the Listening Help.
t
Read aloud the advice in the
Listening Help.
Listening Help: Working out meaning
t
You won’t know some words when you listen. 1.29 Exercise 3
Don’t panic and continue to listen.
t
Give students time to read
t
Guess the meaning of important new words through the questions and
and expressions. Use the context to help you
(e.g. check out the river = look at/investigate – answers before you play the
you know that Steve and Ellie are journalists recording again.
looking for a story).
t
If students disagree about
3 Listen to the programme again. Work out the any of the answers, ask
meaning of the words and expressions. them to explain their
1 stuff from the sixties reasons for their choice of
a) shirts b) fashions c) ties answer.
2 bellbottom trousers
a) tight trousers c) flared trousers
b) baggy trousers Answers ­student page
3 weird, freaky shirts
a) strange b) valuable c) fashionable
1.30 Exercise 4
4 Pronunciation Listen and repeat the words.
t
Play the recording several
1 no /nəʊ/ 3 near /nɪə/
times for students to listen
2 now /naʊ/ 4 night /naɪt/
and repeat the words. If
5 Practise saying the words with the underlined appropriate, point out
sounds. Then listen and repeat.
the phonetic transcription
1 We aren’t going bowling tomorrow night.
2 I won’t fly because I don’t like heights.
and the two vowel sounds
3 Wow! He won about five thousand pounds! (diphthong) in each word.
4 You could hear the loud cheers from the crowd.
5 My house is quite near the theatre. 1.31 Exercise 5
6 She’s small now but she’ll grow into those clothes.
t
Students work in pairs,
saying the words containing
TIM E OUT! Page 96, Exercise 9 35 the underlined sounds
quietly to each other. You
may wish to check the
pronunciation of these
words with the class before
Exercise 6 playing the recording for
t
Ask two students to read aloud the students to listen and repeat
example dialogue. Elicit suggestions the sentences.
for continuing the dialogue. t
Students listen and repeat
t
Elicit suggestions from the class of the sentences chorally and
where to go and what to do at the individually. Try to ensure
weekend. that each student says at
t
Students work in pairs, making least two of the sentences.
arrangements for going out to two
places and agreeing where and TI M E OUT! Page 96,
when to meet. Exercise 9
Extra
Students change partners and make
a different dialogue with their new
partner.
35
 Across Cul ures 2
Background
Across Cultures 2
This lesson looks at three Warm-up Reading
natural wonders: the Perito
Moreno National Park, the 1 Work in pairs and answer the questions. Use 1.33 2 Read the text and choose the best title, a, b or c.
the Key Words to help you. a) Green Tourism
Everglades National Park In your country which are the areas of greatest b) National Parks
and the Victoria Falls. More natural beauty? What can you see there? c) No-fly Holidays
information about all three is
1.32 3 Work in groups of three. Each student reads
available on the Internet at: about one national park (paragraph 1, 2 or 3).
www.patagonia-argentina.com Make notes about:
www.nps.gov/ever t
UIF
OBNF
BOE
XIFSF
JU
JT
t
UIF
XJMEMJGF
www.victoriafalls.co.za t
UIF
MBOETDBQFTDFOFSZ
t
BDUJWJUJFT
www.sevennaturalwonders.org 4 Tell your group about your place.
whc.unesco.org NATURE HOLIDAYS

Warm-up In the modern world, some parts of our planet are being damaged by human activity.
However, it isn’t all bad news. Many countries have created national parks to protect areas
1.32 Exercise 1 of outstanding natural beauty. These parks provide open, natural spaces for people to
t
Play the recording for enjoy and they protect the environment, landscape and wildlife. Read below about three
the students to listen and national parks where anyone can go to experience our extraordinary natural environment.
repeat the Key Words. Check
word stress and students’ 2 The Everglades National Park in southern Florida
understanding. has a unique swamp landscape. Nowhere in
the whole park is more than 2.5 metres above
t
In pairs, students answer the
sea level. This unique habitat is home to a
questions and use the Key wide variety of species, including endangered
Words as appropriate. animals such as the Florida panther and the
North American crocodile. The area is good for
bird-watching and fishing although people have
Reading to use boats to get around the wet ground. The
Everglades is also a great place for canoeing but
watch out for alligators. Despite looking slow,
1.33 Exercise 2 these creatures can move at lightning speed
t
Students skim the text for when there is a meal nearby.
general understanding and 1 In Patagonia’s Perito Moreno National Park, the
choose the best title. dramatic Andes Mountains stretch along the
border between southern Argentina and Chile. The
high, snow-capped mountains form an amazing
Answer background to deep, freshwater lakes, thick
b) National Parks forests and thundering waterfalls. One of the most
spectacular places in the park is the Perito Moreno
Glacier and Lake Argentino. The glacier is one of the
few in the world that isn’t retreating. In addition
to the magnificent landscape, Patagonia is home
to some fascinating animals: pumas, rheas (South
American ostriches), armadillos and condors, the
world’s largest bird of prey. The area is perfect for
36 doing outdoor activities like walking and climbing.

Exercise 3 Suggested answers

t
Read aloud the instructions and Perito Moreno National Park in
check that students understand Patagonia – mountains, glaciers,
what to do. lakes, forests, waterfalls; pumas,
t
Monitor and check students’ notes, rheas, armadillos, condors; walking,
helping as necessary. Students can climbing
look up the meaning of new words Everglades National Park in Florida
in their dictionaries if they need to – swamp, very low/flat; panthers,
include the words in their notes. crocodiles, birds, fish; bird-watching,
fishing, canoeing
Exercise 4 Victoria Falls National Park in
t
In turn, each student tells their Africa – large waterfall, river; lions,
group about their place and why it leopards, elephants, buffaloes, black
is a great place to visit. rhinos; safaris, white-water rafting,
sightseeing flights over the falls

36
 Speaking
5 Read the text again. Are the statements true 6 Complete the Word Builder with the adjectives
(T), false (F) or is there no information (NI)? in red from the text. Exercise 7
1 F Governments create national parks to t
Read through the
make money.
2 NI Most national parks have big five-star
instructions and the
hotels. statements with the class.
3 NI The weather in Perito Moreno National t
Students work individually,
Park is usually cold.
4 T You can’t go hiking in the Everglades
making notes for and
National Park. against each statement and
5 F You can go whitewater rafting over the then discussing them in
Victoria Falls.
6 F There are only five species of animals their groups.
in the national parks near the Victoria t
Students tell the class and
Falls. then see how much general
agreement there is.

Speaking
7 Speak Out Work in groups. Discuss the
statements below. Write notes for and against
each one. Tell the class. t
Read through the stages of
1 National parks are a waste of land and money. the project so that students
2 To protect areas of natural beauty, national
parks should ban visitors. understand what to do.
3 Governments should look after people before t
Elicit one or two example
they protect the landscape and endangered places from the students’
animals.
country.
t
Give students time in class
or at home to research their
topic.
A poster t
In Stages 1 and 2, students
1 Think of an area or a national park in your
country that is popular with visitors. Find
can work together in
3 The Victoria Falls are on the border of Zambia out about it from the Internet, books, tourist pairs or small groups,
and Zimbabwe and they give their name to the information or ask people. helping each other to find
Victoria Falls National Park. The African name 2 Use your information to write notes for four information and photos and
for the waterfalls is Mosi-oa-Tunya which means paragraphs.
‘the smoke that thunders’ and it’s easy to to organise their notes into
t
UIF
OBNF
BOE
XIFSF
JU
JT
understand where the name comes from: when t
UIF
MBOETDBQFTDFOFSZ four paragraphs.
you get near the falls there is a deafening noise t
UIF
XJMEMJGF
ZPV
DBO
TFF
UIFSF t
Students use their notes
and there is spray and mist everywhere. Every t
UIF
BDUJWJUJFT
ZPV
DBO
EP
UIFSF
minute, 550,000 cubic metres of water drop into
to write a draft of their
3 Use your notes to write four paragraphs. description. Monitor and
the Zambesi River, 100 metres below.
Remember to include words from Key Words
Visitors can fly over or go whitewater rafting
and the Word Builder. Find or draw pictures point out any language
in the Zambesi River under the falls. They can
also go on safaris in other national parks near
to illustrate each paragraph. errors for students to
the falls. There are lots of exotic animals to 4 Make a poster with your paragraphs and correct. Encourage students
see, including Africa’s ‘big five’: lions, leopards, pictures. to help each other correct
elephants, buffaloes and black rhinos. 5 Display your poster in the classroom. 37 any language errors.
t
Students make their posters
and display them in the
classroom.
Exercise 5 Exercise 6 t
Give the class time to read
t
Students work individually, reading t
Students work individually or in the posters and say which
the texts and answering the pairs, completing the adjectives. ones they think are most
questions. interesting and informative.
t
When checking answers, ask Answers
students to correct the false 2 magnificent, unique
sentences. 2 thick
2 freshwater
Answers ­student page 2 snow-capped
1 F – Governments create national 2 deafening
parks to protect areas of outstanding
natural beauty.
5 F – You can go whitewater rafting in
the Zambesi River under the falls.
6 F – There are lots of exotic animals
in the national parks near the
Victoria Falls.

37

Language Check
Exercise 1
Answers ­student page
Exercise 2
Answers
11 ’ve been
12 ’ve been doing
13 ’ve had
14 ’ve been reading
15 haven’t got
16 have been working
17 ’ve been planting
18 haven’t been helping
Exercise 3
Answers
19 Despite cars being bad for
the environment, they are
very popular.
20 Although vegetables are
healthy, I hate them.
21 Although I try to be eco-
friendly, I always forget to
turn off the lights.
22 Despite living in a hot
country, we don’t have
solar power.
23 Although putting plastic,
glass and paper in
different boxes takes time,
recycling helps the planet.
Exercise 4
Answers ­student page
1.34 Feedback
t
Students listen to the
recording to check their
answers. Check spelling
where necessary by asking
individuals to write the
answers on the board.
t
After checking answers to
Exercise 4, students work in
pairs, reading the dialogue
aloud. Correct any serious
pronunciation errors.
t
Students look at the table
to see which sections in the
Students’ Book they need to
look at again.
t
Give students time in
class or at home to do
Language Check 3 of the
Workbook.
38
S udy Corner 3
Language Check
1 Complete the text with environmental words.
1C a r b o n d i o x i d e is a gas produced
by traffic, industry and domestic heating and is one
of the 2g r e e n h o u s e g a s e s that are
heating up the planet. We don’t know how much
3g l o b a l w a r m i n g there will be this
century but some scientists think the temperature will
rise by five degrees. The main solution to this problem
will be the use of 4r e n e w a b l e
e n e r g y like wind and solar energy instead of
5f o s s i l f u e l s like oil, gas and coal.
Everyone can reduce their 6c a r b o n
f o o t p r i n t . For example, by driving
7h y b r i d c a r s , 8r e c y c l i n g
paper and glass and buying 9e n e r g y -
s a v i n g light bulbs. These are all
10e c o -f r i e n d l y ways to help save our
planet.
Vocabulary
2 Complete the email with the correct form of the
verb in brackets.
Hi Ava,
I 11 (be) very busy recently. At school, we 12
(do) exams for a week now – so far, I 13 (have)
maths, environmental studies and English. In my free
time, I 14 (read) that book you lent me about
global warming. It’s a bit difficult so I 15 (not get)
past chapter one yet! Mum and Dad 16 (work)
very hard in the garden recently and they 17
(plant) lots of vegetables. I 18 (not help) them but
I’m looking forward to eating the potatoes and carrots.
How are things with you?
Jack
Feedback
1.34 t
Listen and check your answers to the
Language Check. Write down your scores.
t
Look at the table below. Check where you
made mistakes.
Wrong answers: Look again at:
Numbers 1–10 Get Ready – Key Words
Numbers 11–18 Unit 7 – Grammar
Numbers 19–23 Unit 8 – Sentence Builder
Numbers 24–30 Unit 9 – Key Expressions
t
Now do the exercises in Language Check 3
38 of the Workbook.
Study Help:  Unknown
words
t
Read aloud the advice and
examples for ‘depressed’ and
‘mobile home’. Elicit sentences to
explain ‘fossil fuels’, ‘glacier’ and
‘recycling’.
t
Read aloud the advice about words
with a Latin origin or words that
might be similar in English. Elicit
the correct word for the sentence
about Beethoven. (composer)
t
Students work individually, looking
through Modules 1–3, choosing five
difficult words and noting down
how to describe the words.
3 Rewrite the sentences so they mean the
same.
19 Cars are bad for the environment but they
are very popular. Despite
20 Vegetables are healthy but I hate them.
Although
21 I try to be eco-friendly but I always forget
to turn off the lights. Although
22 We live in a hot country but we don’t have
solar power. Despite
23 Putting plastic, glass and paper in different
boxes takes time but recycling helps the
planet. Although
Grammar / 13
4 Complete each gap with one word.
A 24 Let’s do something this weekend.
B Great! What do you want to do?
A Do you 25 fancy going dancing tonight?
B Sorry, I can’t 26 make it tonight.
/ 10
A What 27 about Saturday?
B Right. Why 28 don’t we go to that coffee
bar first? We could have something to eat
before we go.
A Yeah, good 29 idea What time?
B 30 Shall we meet there at six o’clock?
A Okay. See you then.
Key Expressions /7
S udy Help: Unknown words
t
When you are speaking and you don’t
know a word, don’t stop speaking.
t
Try to explain with words you know.
It means you feel really sad and miserable.
(depressed)
It’s a house that you can move around.
(mobile home)
t

*G
ZPV
UIJOL
B
XPSE
JO
ZPVS
MBOHVBHF
IBT
B

Latin origin or might be similar in English,
make a guess. Check if it is right.
Beethoven was a famous … compositor?
Is that right?
t Work in pairs. Choose five difficult words
from Modules 1–3. Take turns to describe
the words to your partner. Your partner
guesses what they are.
t Think of five words in your language
which could be similar in English. Check
with your teacher.
t
In pairs, students take turns
describing their five words and
guessing their partner’s five words.
t
Students work individually or in
pairs, listing five words which
could be similar in English. Check
students’ words.
t
Students tell the class their five L1
words and write the English words
on the board. Check spelling and
pronunciation.
Module 3 Test, Active Teach
 Running head

Module 4
Talk about money and make a complaint.
Read about charity auctions and the history Extra
of money.
Listen to dialogues in shops.
Students work individually,
writing five sentences using
Write a formal letter of complaint.
some of the Key Words. Check
Learn more about passives and articles.
students’ sentences. Each student
then reads aloud two of their
sentences to the class.

1.36 Exercise 2
Audioscript ­ page 109
t
Give students time to read
through the text before you
play the recording so that
they know what information
to listen for.
t
Play the recording, twice if
necessary, for students to
Get Ready complete the information.
t
Check answers by asking
1 Look at the Key Words. What is the 3 Work in pairs. Ask and answer the questions. individuals to write the
difference between: 1 Do you get pocket money? Do you have to do answers on the board. Check
t
win and earn
t
borrow and lend? jobs at home to get your pocket money? What
kind of jobs? that students write and say
1.35 2 Have you got a part-time job? If so, what kind percentages and money
of job? correctly.
3 List the three main things you spend your
money on.
4 Do you save money? If so, where do you keep Answers ­student page
it? What are you saving for?

4 Speak Out Discuss the proverbs. What Extra

do you think they mean? Are there similar
Word Bank, page 107 sayings in your language? Tell the class.
Write statements on the board:
2 Listen to the programme about teenagers and 1 The best things in life are free.
1.36
2 Money doesn’t grow on trees.
1 The survey was done for
money in the UK. Complete the information.
3 A fool and their money are soon parted. 12–18 year olds.
TEENAGERS AND MONEY IN THE UK 2 Pocket money was higher last
year than this year.
Average pocket money in the UK: 1 £ 9.76 . Average wage: 6 £ 27 .
3 Girls get about 40p more pocket
Highest pocket money in the UK (London): nearly Most popular jobs: delivering 7newspapers and
2£ 12 . working in a shop. money a week than boys.
Lowest pocket money in the UK (Wales): about Spending: sweets / crisps / chocolates 8 68 4 Girls earn less than boys in
3£ 6 . %; going out 9 59 %; mobile phones: their part-time jobs.
Chores: % of teenagers who do jobs around
10 40 %.
the house: 4 50 . Saving: % of teenagers who save: 11 49 ; 5 24% of teenagers have a part-
Part-time jobs: nearly a 5 third of 12- to average savings: 12 £ 107 per year. time job in a shop.
16-year-olds have part-time jobs. TIM E OUT! Page 00, Exercise 0 39 Play the recording again for
students to listen and decide if
the statements are true or false.
Answers: 1 F 2 T 3 T 4 F 5 F

Get Ready 1.35 Exercise 1

t
Play the recording for the students
Exercise 3
to listen and repeat the Key Words. t
After students have done the
Background pair activity, they can tell the
Check word stress and students’
This lesson looks at money vocabulary class their partner’s answers
understanding.
and how teenagers deal with money. to questions 2 and 3.
t
Check that students understand
The information in the audioscript in t
The class can find out which
the difference between the pairs of
Exercise 2 is taken from the Halifax three main things most of
words, win and earn, and borrow
pocket money survey in 2006. This them normally spend their
and lend. Elicit sentences containing
is an annual survey so you might money on.
the words, e.g. I’ve forgotten my
be interested in getting updated
dictionary. Can I borrow yours,
information by searching for ‘Halifax
please? Exercise 4
pocket money survey’ on the Internet.
t
Students check the meaning of t
Students discuss the
the Key Words in the Word Bank proverbs in small groups.
(Confusing Words and Compounds) t
Discuss the meaning of the
on page 107. proverbs with the class.
t
Ask students to look at the photos
and identify the objects.
39

This Uni
4IPSU
PG
UJNF set some of the
exercises for homework (e.g.
Exercises 9 and 10)

NVTFVNT

PQFSB

FUD


.PSF
UJNF do the activity in
the Time Out section
Background
The topic is a charity auction
organised on the fictional
website, egiving.co.uk. There
are numerous real online
shopping and auction websites
where you can buy and sell
things all over the world and
raise money for charity at the
same time.
For more information visit:
www.biddingforgood.com
www.charityfolks.com
www.charitybuzz.com.
Warm-up
Exercise 1
t
In pairs, students read the
list of charities and add two
more. Help with vocabulary
where necessary.
t
Students tell the class their
ideas and see how many
different charities they have
thought of.
Exercise 2
t
Encourage students to tell
the class what they have
done to raise money for
charity and how much
money they raised.
Reading
2.2 Exercise 3
t
Play the recording for
students to read and listen
and answer the questions.
Answers
The buyers are helping
charities for: the victims
of landmines, adults with
learning problems and a
children’s charity.
Exercise 4
t
Students discuss the
questions in groups.
t
The groups then report back
to the class.
40
10 Auc ion
Warm-up
1 Read the list of different types of 2 Speak Out Have you ever raised money for charity?
charities. Add two more. What did you do? Tell the class.
t
BSUT
HBMMFSJFT
t
DIJMESFOT
t
FEVDBUJPOBM
Reading
t
NFEJDBM
SFTFBSDI
t
XJMEMJGF
2.2 3 Read the texts. What sorts of charities are the buyers
helping? Can you add to the list in Exercise 1?
Welcome to [giving.co.uk
The site where money can be made by anybody, for any charity. Find something
to sell, upload the details and wait for the bidding to start! It’s that easy!
Success stories
A thousand pounds was raised for a disabled charity when will be given to a children’s hospital. Mrs Fletcher,
a well-known writer auctioned the name of a character in who is a big fan of the programme, will be filmed later
a novel. The prize was won by Marc Parsons who wanted this summer and her performance can be seen on
to see his name in print. ‘It’s amazing that my name will 15th September at 7.30 p.m.
be read all over the world! And I’ve helped a good cause.’ Don’t worry, not everything is expensive. Smaller items
A non-speaking part in a soap opera has recently been include photos that have been signed by TV and music
auctioned by a TV drama company. The part was bought for stars. Follow the link to see the full list of items for sale
£10,000 by Charlie Fletcher, for his wife, Chloe. The money this month.
Buy | Sell | Community | Contact LOGIN
TODAY’S TOP AUCTIONS
A rare poster of the Glee stars.
It is signed by the eight club
members, Dianna Agron, Chris
Colfer, Kevin McHale, Lea
Michele, Cory Monteith, Amber
Riley, Mark Salling and Jenna
Ushkowitz. This poster is from
the original series and all the
signatures are hand-written! A real
collector’s item. Profits will help
BIDDEM
adults with learning problems.
BIDDEM
Red football boots donated by A baseball cap worn by
Lewis Hamilton, the Formula
England and Manchester United
Glee
star, Wayne Rooney. These One racing driver. The cap was
boots are made for professional worn by Lewis Hamilton and has
players by Nike. The boots are been autographed by him. The
personalised with Rooney’s shirt profits from the sale will be used
to help a children’s charity.
number, eight. The money raised
will go to help the victims of
landmines.
BIDDEM
1 2 3
4 Discuss the questions.
1 Would you pay to be in a book, song, film or TV programme?
Which one?
2 Would you buy something in a charity auction that had belonged
40 to a famous person? What? How much would you pay?
Grammar: The passive Exercise 6
t
Read aloud the sentences. Students
Exercise 5 then work individually, matching
the sentences with the reasons for
t
Students complete the table,
using them.
working individually. Monitor and
t
Point out that sometimes more than
help as necessary.
one reason may be true for using
t
Check answers by asking individuals
the passive. Ask students to find
to read aloud each example, tense
more passive verbs in the text in
and form.
Exercise 3 and say which reason(s)
Answers explain why the passive is used.
2 was won 3 have been signed
4 can be seen 5 will be used Answers
6 was/were 7 have/has 1c) 2b) 3a)
8 been 9 be
 Grammar

Grammar: The passive 8 Look at use a) in Exercise 6. Choose the best

way (a or b) to continue the sentences (1–2).
5 Complete the sentences (1–5) from the texts with
1 Picasso painted a lot of paintings. Exercise 9
the correct forms of the passive. Then complete
a) One of them was bought for £58 million. t
Advise students to read
the rest of the table (6–9).
b) Someone bought one of them for £58
Example Tense Form million. through the text quickly
The boots Present is/are + past
2 Elton John put the whole contents of his before they start rewriting it.
1 are personalised with London house on sale.
Simple participle
a) Almost everything was bought by
t
Students do the exercise,
Rooney’s shirt number.
collectors and fans. working individually or in
The prize 2 Past 6 /
by Marc Parsons. Simple +
b) Collectors and fans bought almost pairs.
everything.
past participle t
Check answers by asking
Smaller items include Present 7 / 9 There are nine examples of the active form in individuals to read aloud
photos that 3 Perfect + the text that should be passive. Find them and the sentences in their new
by TV and music stars. 8 + rewrite the text.
past participle er
text. If students disagree
said it was a fake. Oth
They have removed experts have disagree
d about any of the answers,
Her performance modal can/will/must a Vincent Van Gog
h
4 an with this opinion. encourage them to refer
on verb + +9 + pain ting from
They put off the
e
15th September. infinitive past participle auction after someon sale when the museum back to the three reasons
questioned its authen- agreed to re-examine
The profits from the ticity. the work. After museum for using the passive in
sale 5 to help Someone had found experts have examined
a children’s hospital. the small oil painting
in the painting, auctioneers
Exercise 6.
at a market in Paris will put it on sale again.
1991 and sold it for less Auctioneers hope that
6 Compare the passive and active sentences in the than £1,500. Exp erts
they will sell it for
at Answers
h
table. Why do we use the passive in these situations? from the Van Gog least two million. A Vincent Van Gogh painting
Match the sentences (1–3) with the reasons (a–c). museum in Amsterdam
1 has been removed from an
Passive Active 10 Put the verbs in brackets into the active auction after its authenticity 2
1 My name will be read People will read my or passive. was questioned.
all over the world! name. 1 Edgar Degas 1 attended BUUFOE

BO
BVDUJPO
The small oil painting 3 had
2 It is signed by the eight The eight club where someone 2 sold
TFMM

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PG
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club members. members signed it. paintings for $100,000. The artist 3was asked been found at a market in
3 These boots are made Nike makes these boots BTL

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IF
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Paris in 1991 and 4 had been
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sold for less than £1,500. It
4 is given
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by Nike. 5 was said to be a fake by
2 John Lennon 5 signed
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album, Double Fantasy, for his murderer, experts from the Van Gogh
We use the passive when: Mark Chapman, just before he 6 was shot museum in Amsterdam. …
a) We don’t want to start a sentence with new TIPPU

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JU
7was bought
CVZ

GPS

information. $1.8 million. The sale 6 was put off when
b) The subject is too long. … it 7 will be put on sale
c) We don’t know/it isn’t important who does it. again. It 8 is hoped that it
Your Turn
9 will be sold for at least
Practice 11 Game Work in groups. In one minute, write
as many true sentences as you can about your two million.
7 Decide which sentences below would sound life. Use the verbs in the box and the passive.
better in the passive. Rewrite them.
asked stolen made injured found
1 A retired bank manager has bought the Rolls bought invited used stopped broken Exercise 10
Royce. written lost cleaned sold repaired
2 A person can buy autographed photos of Lionel Answers ­student page
Messi in an auction. My bike was stolen last week. My computer has
3 Someone caught the bank robbers. been repaired. I will be invited to my cousin’s
4 Peter gave me ten red roses.
5 A pop star whose name is still unknown donated
the money.
wedding.
Your Turn
TIM E OUT! Page 96, Exercise 10 41
Exercise 11
t
Read through the example
sentences and verbs with
Practice Exercise 8 the class.
t
Check answers by asking t
Students work in groups
Exercise 7 individuals to read aloud the pairs of three or four, writing as
t
Elicit the first answer from the class. of sentences. many sentences as they can
t
Students complete the exercise, in one minute.
working individually. They can Answers t
Each group reads aloud
compare answers in pairs. 1a) 2a) their sentences to the class.
Encourage the class to help
Answers correct any errors in the
1 The Rolls Royce has been bought by sentences.
a retired bank manager.
2 Autographed photos of Lionel Messi TI M E OUT! Page 96,
can be bought in an auction. Exercise 10
3 The bank robbers were caught.
Photocopiable activity 7,
4 The sentence sounds better as it is.
Active Teach
5 The money was donated by a pop
star whose name is still unknown.

41

This Uni
4IPSU
PG
UJNF set some of the
exercises for homework (e.g.
Exercises 4, 6 and 9)
.PSF
UJNF do the activity in
the Time Out section
Background
This unit looks at how money
has developed. You might
like to point out the following
facts:
– the Romans paid their
soldiers in salt, thus the
origin of the English word
‘salary’.
– the coins from Lydia (a
Greek city on the coast of
Asia Minor) were made of
an alloy of gold and silver
called electrum.
– the Totnes pound was
introduced in the market
town of Totnes in Devon in
March 2007. Similar ‘local
currency’ schemes operate
in many other towns around
the world.
Warm-up
2.3 Exercise 1
t
Play the recording for
the students to listen and
repeat the Key Words. Check
word stress and students’
understanding.
t
Students work in pairs or as
a class, guessing what the
objects are made of.
Reading
2.4 Exercise 2
t
Play the recording for
students to read and listen
and check their guesses.
t
Encourage students to say
what the objects are as well
as what they are made of.
Answers
a) metal (ancient Chinese
spade)
b) stone (from Yap in the
South Pacific)
c) paper (Totnes pound)
d) gold and silver (coin from
Lydia, Turkey)
e) glass, stone (beads)
42
11 Funny Money
a
b
Warm-up
2.3 1 Look at the Key Words and the photos.
Guess what the objects are made of.
I think a) is made of iron.
Reading
2.4 2 Read the text. Check your guesses from Exercise 1.
i¾hajcX]i^bZVcYndj¾kZ\diildha^XZhd[YZa^X^d
jh]dbZbVYZ
> XV`Z#L]ViYdZhndjg[g^ZcYhVn4 ½>[ndj\^kZb
XV`Z!>¾aa\^kZndjV WV\d[ Xg^heh#¾I]Vi¾hcdiV
hdndjVchlZg!½Ndjbjhi WZ_d`^c\>¾aa\^kZn
ZVe^ZXZd[
kZgn\ddYYZVa
djVe^ZXZd[XV`Z^[
jVcY ndjg[g^ZcYVgZ
3
1
What type of money in the
text:
would look nice in the
ndj\^kZbZVWV\d[Xg^hehVcYV hVcYl^X]#¾Nd garden but wouldn’t fit in
WVgiZg^c\ your pocket?
¾hcdi V\ddYlVnd[
 EZdeaZ]VkZWVgiZgZY[dgXZcijg^ZhWji^i 2 looks nice but is worth
Yd^c\ Wjh^cZhh#;dgZmVbeaZ!VhigVlWZggn[Vgb
ZgXVc¾ihlVel^i]
nothing?
^[[ZgZcii^bZh#Ndj
VcVeeaZ[VgbZgWZXVjhZi]Z^gXgdehVgZg^eZViY 3 does not exist physically?
g]da^YVnWZXVjhZ^i¾h
XVc¾iXVggnV e^VcdidVcV^gedgiideVn[dgndj
iddW^\¹VcYi]ZV^ga^cZegdWVWanYdZhc¾ilVci
Ve^Vcd#I]^h^hl]n
4 Read the text again. Answer
n¾!i]^c\ha^`Zh^akZg
eZdeaZhiVgiZYidjhZgVgZi]^c\hVhh^beaZ½bdcZ the questions.
VcY\daY!h]Zaah![ZVi]Zgh!WZVYhVcYhVai# 
iVaVhbdcZnWjii]Z 1 Why does the person in
 I]ZVcX^Zci8]^cZhZ jhZYhbVaaW^ihd[bZ
[^ghigZ VaXd^c hlZgZ egdYjX ZY^cA nY^Vb dYZgc Ijg`Zn^ci]Z,i] QBSBHSBQI

TBZ
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CF

^mijgZ d[\daY VcYh^ akZg#:Vgan:jgdeZVc joking’?
XZcijg n78# I]Znl ZgZVb
djcYjhZYid WZV 2 Why did people begin using
Xd^chlZgZjhjVaanh^akZgVcYVXijVaanV7g^i^h]e
edjcY2#*` ^add[ h^akZg# =dlZk Zg!hdb ZEVX^[ ^X^haVc YZghegZ[ZggZY feathers as money?
^\\Zhi lZ^\]ZYc^cZ
bjX]]ZVk^Zg Xd^ch/ i]Z^gh lZgZhidcZVc Yi]ZW 3 What happens when you pay
TPNFPOF
UFO
AUJNF
DSFEJUT
idch
^c8]^cVdkZgVi]djhVcY
 E^ZXZh d[eVeZglZgZ[^ghijhZYVh bdcZn 4 What is Noney useful for?
i]ViWVc`cdiZh
nZVghV\dWji^ilVhcdijci^ai]Z &,i]XZcijgn What is it not useful for?
VgZeVeZgdgVineZ
VeeZVgZY^c:jgdeZ#Bdhi bdYZgcWVc`cdiZh
d[eaVhi^XWji!^ci]ZeVhi!i]ZnlZgZbVYZ[gdb
adihd[Y^[[ZgZci 5 Look at the Word Builder.
bViZg^Vah^cXajY^c\ aZVi]ZgVcYh^a`# Find the words in red in the
eZdeaZbV`ZVa^hihVn^c\
 ½I^bZ 7Vc`h¾VgZVcZl^YZV#6\gdjed[ text and match (1–6) with
deaZ\Zi^cidjX]l^i]
l]ViZVX]eZghdclVcihVcYXVcd[[Zg#I]Zc!eZ (a–f).
VcYi]Zneji[^kZ
ZVX]di]Zg#;dgZmVbeaZ!>Y^\hdbZdcZ¾h \VgYZc
dgYVhdc\hd>eVn
XgZY^ih^cbnVXXdjciZkZgnlZZ`#>lVciidgZX
[dginXgZY^ih idjhZ hdbZgZXdgY^c\Zfj^ebZci#
^c\i]Z^gdlcbdcZn#
 6cdi]ZgcZl^YZV^c7g^iV^c^hidlch]Vk
i]Z½IdicZhedjcY¾
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ZidheZcYbdcZn^c
V[ZlnZVghV\dWZXVjhZi]Zidlc lVciZYeZdea
adXVah]deh#I]ZWZcZ[^ihVgZi]Vi bdcZnhiVnh^
ci]ZadXVaXdbbjc^in e)
ZgbVg`Zih#
¹VcY eZdeaZgZYjXZi]Zb^aZhi]ZnYg^kZidhje c)
i]ZVgi^hiDWVY^V]:ZaXji
 ½CdcZn¾VgZYZXdgVi^kZWVc`cdiZhi]Vi b)
Vgil]^X]XVcWZ
[^ghibVYZ^c '%%(#:VX]cdiZ^hV hbVaaldg`d[ d)
egdWaZb^hi]Vicdi
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cdibdcZn!kVajZ#
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ZlNdg `Zgig^ ZYide Vn[dg VXjed [Xd[[Z ZVcYVha^XZd[idVhi
DcZC
!¾XVbZi]ZgZean#
42
l^i]^i^cVXV[‚#½NdjXVc`ZZei]Vi[dgndjghZa[
Exercise 3
Answers
t
Students work in pairs, reading the 1 Because he/she doesn’t think a bag
text and answering the questions. of crisps is worth a piece of cake.
2 They were an easier way of doing
Answers
business than bartering.
1 The Pacific islanders’ stone coins
3 They do something for you in
2 Noney money
exchange.
3 ‘Time banks’
4 Noney is decorative, but it has no
real value so you can’t necessarily
Exercise 4 buy things with it.
t
Students do the exercise, working
individually. They can compare Exercise 5
answers in pairs.
Answers ­student page
 Skills
c
d

8 Look at the Sentence Builder. How Exercise 9

do you say these sentences in your
language? Answers
a) such a

BEKFDUJWF


OPVO

that 2 It was such a noisy party
b) so + adjective + that
e 3 It was such a good hotel
9 Join each pair of sentences in two
ways using so and such.
1 It was an easy exam. Everybody
got 100%!
It was such an easy exam that everybody
got 100%!
The exam was so easy that everybody got
100%!
2 The party was noisy. The neighbours
6 Which of these words can you not use together? complained.
3 It was a good hotel. We decided to
1 a bag of
stay there next year.
a) crisps b) sugar c) sweets d) hot chocolate
4 The film was sad. I cried!
d) hot chocolate 5 It was a cold day. We didn’t go out.
2 a piece of
a) chocolate b) chalk c) milk d) paper Speaking
3 a bit of
a) bread b) coffee c) chocolate d) cake 10 Imagine you belong to a ‘Time Bank’.
4 a group of Write a list of your ‘offers’ and ‘wants’.
a) friends b) apples c) students d) animals offers take dogs for walk, help with
5 a cup of
maths homework
a) leather b) tea c) hot milk d) coffee
wants copy of the new Black Eyed Peas CD
6 a slice of
a) rice b) bread c) cake d) meat 11 Work in groups. Show the others your
lists. Then negotiate. Did you agree
Word Bank, page 112
to do business?
7 Game Work in groups and play the game. Use these A If you lend me your bike, I’ll take your
words: dog for a walk.
bag, bar, bit, bottle, box, can, carton, cup, glass, packet, B No, thanks. But I’ll lend you my bike if
piece, pile, slice, tube you buy me a cola.
A I went shopping and bought a bag of crisps ...
B I went shopping and bought a bag of crisps and a carton Fact or Fiction?
of milk ... Some Celtic coins, made in Britain
C I went shopping and bought ... between 150 BC and AD 50, are in the
shape of hedgehogs.
Answer on page 91.
TIM E OUT! Page 97, Exercise 11
Exercise 6 t
Students play the game in groups
t
Students do the exercise, working of five or six. If a student makes a
individually or in pairs and then mistake, they are ‘out’ of the game.
check their answers in the Word The game stops when only one
Bank on page 112. student is left in it. The group then
start the next game. Monitor and
Answers ­student page make a note of any errors in the
collocations. Check these with the
class afterwards.
Exercise 7
t
Read through the list of words. Exercise 8
Elicit words to use with box, e.g. t
Read the sentences with the
‘chocolates’, packet, e.g. ‘biscuits’ students.
and tube, e.g. ‘toothpaste’.
t
Ask three students to read aloud the
example sentences and to complete
Speaker C’s sentence.
that the neighbours
complained.
The party was so noisy that
the neighbours complained.
that we decided to stay
there next year.
The hotel was so good that
we decided to stay there
next year.
4 It was such a sad film that
I cried.
The film was so sad that I
cried.
5 It was such a cold day that
we didn’t go out.
It/The day was so cold that
we didn’t go out.
Speaking
Exercise 10
t
Encourage students to think
of at least five ‘offers’ and
five ‘wants’.
Exercise 11
t
Ask two students to
read aloud the example
exchange. Point out the use
of the conditional structure
(If you do X, I’ll do Y.).
t
Students work in groups of
four or five. Monitor but
do not interrupt students’
fluency.
43 t
Each group tells the class
what ‘business’ they agreed
and what ‘wants’ and ‘offers’
they were left with.
Fact or Fiction?
t
After checking the answer,
ask students if they know
of any other coins that
have a strange shape or are
unusual, e.g. coins with a
hole in the centre.
t
If any of the students collect
foreign coins, ask them to
bring some into class. They
can tell the class about their
coins.
t
If you have some UK coins
and notes, bring these into
class to show to students.
TI M E OUT! Page 97,
Exercise 11 43
 12 Value for Money
This Uni Warm-up 3 Look at the Key Expressions. Use the dialogue to
complete the gaps (1–8).
4IPSU
PG
UJNF shorten the 1 Look at the photo. Where are Ellie,
discussion in Exercise 1 and set Tanya and Abi? What do you think they
Exercise 3 for homework are talking about?

.PSF
UJNF do the Extra

activities
Background
In this episode, Abi goes to
take some shampoo back
to a market stall and meets

DBO
*
IFMQ
ZPV
Ellie and Tanya. Ellie thinks it
might be another story. In fact,
Natural Products are the ones
polluting the river, too – but
don’t tell the students!
Warm-up

IFSF
ZPV
BSF

Exercise 1
t
Encourage students to
speculate about why Abi is
showing the woman his hair.
Reading and
Listening
2.5 Exercise 2
Answers
They are at a market. They
are talking about some
shampoo that Abi bought. It
made his head hurt and then
his hair started to fall out.
Extra
Ask students to compare this
market and a typical market in
their country. Do students like
going to markets? What do they
buy there?
Reading and Listening Excuse
2.5 2 Read and listen to the dialogue. Check afraid
your guesses from Exercise 1.
Abi goes to the market and meets Ellie and
Tanya there.
sorry
Abi Excuse me?
Woman :FT
please
Abi Well, I bought this shampoo last a lot
week. I’m afraid there’s a problem
with it.
apologise
Woman Really, what’s that?
Abi Well, the first time I used it, my
refund
head hurt a bit. Then, my hair
started to fall out!
Woman I’m terribly sorry about that. Let
me have a look at it.
Abi It’s made by Natural Cosmetics.
Woman Have you got a receipt, please?
very much
Abi :FT
Woman Thanks a lot. Well, I really
apologise about this. Would you
like a refund or would you like to
choose another kind of shampoo?
Abi I’d like another shampoo, please.
One for dry hair.
Woman What about this one? It’s slightly
more expensive but it’s a really
good one.
Abi Okay, I’ll have that one, please.
Woman Right, here you are. And I’m sorry
about that other shampoo.
Abi That’s okay. And thanks very
much.
Woman Not at all.
Abi Hi, you two! What are you doing
here?
Ellie We’ve just been having lunch over
there. What about you, Abi?
Abi Well, I’ve just taken back some
shampoo. It was weird. It hurt my
head and later some of my hair
started falling out!
Tanya Oh no! Poor you.
Abi It’s not funny, Tanya!
Ellie No, it isn’t funny. I bet other
people have had the same
problem. We might have another
story here!
44

Speaking
Exercise 3
t
Check answers by asking
individuals to read aloud
the sentences.
Answers ­student page
Extra
Play the recording of the
dialogue in Exercise 2 again for
students to focus on the stress
and intonation patterns of the
sentences in the Key Expressions
box.
44
Exercise 4
t
Read through the Speaking Help.
t
Ask students what phrases they
use in their L1 to be polite and to
sound less aggressive.
Exercise 5
t
Read through the instructions with
the class.
t
Elicit an example dialogue from the
class, encouraging students to use
polite expressions and correct stress
and intonation patterns.
t
Students work in pairs, making
dialogues and taking turns to be the
shop assistant and the customer.
t
Some of the pairs act out one of
their dialogues in front of the class.
Everyday Listening
2.6 Exercise 1
Audioscript ­ page 109
t
Give students time to read through
the information in the table.
t
Play the recording of the first
dialogue for students to listen
and complete the information
for Customer 1. Check answers.
t
Then play the recording for
dialogues 2 and 3 for students
to listen and complete the
information.
t
Check answers for Customers 2
and 3.
Answers ­student page

4 Look at the Speaking Help.
Speaking Help: Being polite
t
In English, it is important to use please
and thank you a lot.
t
To make something sound less
aggressive, we use expressions like:
I’m afraid . . . , I’m sorry but . . . .
5 Work in pairs. Take turns to be a shop
assistant and a customer. Use the Key
Expressions to complain about something
you bought. Remember to be polite!
Think about these things:
1 What did you buy?
t
B
CFBVUZ
QSPEVDU
t
DMPUIFT

t
B
HBEHFU
t
B
DPNQVUFS
HBNF
2 What was wrong with it?
t
JU
IBE
CBE
TJEF
FGGFDUT
t
JU
EJEOU
XPSL
t
JU
XBT
EBNBHFE
t
TPNFUIJOH
XBT
NJTTJOH
t
JU
XBT
UPP
UJHIU
PS
CBHHZ

3 What do you want?
t
B
SFGVOE
t
B
SFQMBDFNFOU
2.7 Exercise 2
t
Play the recording for students to
listen and match the adjectives with
the people.
t
Check answers by playing each
dialogue separately and eliciting
which adjectives describe the shop
assistant and customer in that
dialogue. Ask students if they can
remember some of the words and
expressions the person says that
sound ‘rude’, ‘tired and sleepy’, etc.
Answers ­student page
Skills
Everyday Listening Exercise 3
2.6 1 Listen to three shop dialogues and complete t
Write the first three or
the table. four words on the board
1 What did the customer buy?
for the class to pronounce
Customer 1 a model car and identify any difficult
Customer 2 a computer game consonant sounds. Underline
Customer 3 a top these consonants in the
2 Why did the customer complain? words on the board.
Customer 1 because there were pieces missing t
Check that students can say
Customer 2 it doesn’t work on his computer the remaining words in the
Customer 3 because the colours ran list.
3 What does the customer get in the end? t
Students work individually,
Customer 1 a replacement of the same model quietly saying the words and
Customer 2 another game underlining the consonant
Customer 3 her money back / a refund sounds that are difficult.
Monitor and help as
2.7 2 Listen again. Match the adjectives with the
people. necessary.
rude tired and sleepy aggressive polite
cheerful nervous 2.8 Exercise 4
t
Play the recording several
Dialogue 1: customer nervous ,
shop assistant polite times for students to listen
Dialogue 2: customer aggressive , and repeat the words,
shop assistant rude chorally and individually.
Dialogue 3: customer cheerful ,
shop assistant tired and sleepy t
Students may find it helpful
to isolate the difficult
3 Pronunciation Practise saying the words
sounds and repeat them
below. Underline the consonant sounds
(eg. sp, th) that are difficult for you. after you. Where appropriate
twelfth receipt gathering environment
(e.g. ‘th’ sounds), point
marathon crisps weekly wage pounds out and demonstrate the
weird product baggy third tests sweets position of the tongue
hedgehog birthday exhibition maths
district battlefield origin detached
and lips when making the
another Wednesday auction challenge sound(s).
spending especially
Exercise 5
2.8 4 Listen and repeat the words. t
Students work individually
5 Look back through the first four modules. or in pairs, reading the
Make a list of the difficult words to pronounce. Key Words in the first four
modules (as far as Unit
12) and writing down the
words they find difficult to
TIM E OUT! Page 97, Exercise 12 45 pronounce. You may wish to
limit the number of words,
e.g. to 20.
t
In groups, students compare
their lists and say the words.
Extra Monitor and help with
Play each dialogue separately and ask pronunciation.
more detailed comprehension questions, t
Select ten to twelve words
e.g. Dialogue 1: from the lists. Write them
Who did the customer buy the model car on the board for the class to
for? (her son) practise saying them.
Why? (for his birthday) TI M E OUT! Page 97,
Has she got the receipt? (yes) Exercise 12
Is there another model car like this one
in the shop? (no) Photocopiable activity 8,
What’s the shop assistant going to do? Active Teach
(to order one)
Why does the customer want that
particular model? (Because her son
collects them and he especially wanted
that one.)
45

Your Challenge
Writing: A letter of
complaint
Exercise 1
t
Read aloud the questions.
Tell students not to try and
order the parts of the letter
at this stage, but just to
skim the parts quickly to
answer the questions.
Answers ­student page
Text Builder
Exercise 2
t
After checking answers, ask
an individual to read aloud
the sentences in the letter in
the correct order. Explain or
encourage students to guess
the meaning of any new


B
QBJS
PG
KFBOT

words.


Answers ­student page
Exercise 3
t
After checking the answers,
ask individuals to read aloud
the sentences containing
since, because, because of
and as.
Answer
c) because
Exercise 4
t
Read through the Writing
Help.
Exercise 5
Answers
hello – Dear
to tell – to inform
can’t – am unable to
don’t work – are faulty
write back soon – I look
forward to hearing from you.
goodbye – Yours sincerely,
46
Your Challenge
Writing: A letter of complaint
1 Read the mixed-up parts of the letter (a–g)
quickly and answer these questions.
1 Who wrote the letter? Peter Milner
2 What did he buy? MP3 player
3 Where did he buy it? an online shop
a ?beea\ehmWhZje^[Wh_d]\hecoek$ 5
b :[WhI_h%CWZWc" 1
c Oekhii_dY[h[bo" 6
d ?^Wl[Xek]^jcWdoj^_d]i_dj^[fWij
\hec oekhedb_d[ i^efWdZj^[i[hl_Y[
WdZgkWb_jo ^WiWbmWoiX[[d[nY[bb[dj$
>em[l[h"? h[Y[djboehZ[h[Z WdCF)
fbWo[hWdZ ?Wc mh_j_d]je_d\ehcoek
e\WfheXb[c$ 2
e I_dY[? WcWh[]kbWhYkijec[h"YekbZ
oekfb[Wi[i[dZc[iec[d[m
^[WZf^ed[iehik]][ijWdWbj[hdWj_l[
iebkj_ed5 4
f F[j[hC_bd[h 7
g ?^Wl[ZemdbeWZ[Zcki_Y\hec coXb[
Yecfkj[hikYY[ii\kbbo Xkj ?WckdWed[i
jeb_ij[dje _jX[YWki[j^[^[WZf^
Wh[ \Wkbjo$J^[fheXb[cc_]^jX[
X[YWki[e\W XWZ Yedd[Yj_edWi
iec[j_c[ij^[iekdZ Yec[i
j^hek]^ ed[ i_Z[$ 3
46
Exercise 6
t
Read through Steps 1–3 so students
understand what to do.
t
Advise students to use the three
points in Step 2 to organise
their complaint into three short
paragraphs (reason for writing,
describe the problem, say what
action you want the company to
take).
t
Remind students to use linking
words and not to use contractions.
Help students with vocabulary if
necessary.
Text Builder
2 Put the parts of the letter (a–g) in the correct
order.
3 Look at the linking words in blue. Which of
these do they express?
a) time b) addition c) reason d) contrast
4 Look at the Writing Help.
Writing Help: Formal letters
t
"MXBZT
CF
QPMJUF
t
-FBSO
TPNF
DPNNPO
QISBTFT
MJLF
I am
looking forward to hearing from you and
Yours sincerely.
t
%POU
VTF
DPOUSBDUJPOT
MJLF
I’ve, I’m and
don’t. Use I have, I am and do not.
t
/FWFS
VTF
TMBOH
XPSET
PS
FYQSFTTJPOT
5 Find formal words or expressions in the letter
that mean:
t
IFMMP
t
UP
UFMM
t
DBOU
t
EPOU
XPSL
t
XSJUF
CBDL
TPPO
t
HPPECZF
6 Write a letter to a company complaining about
something you bought recently.
1 Think of a product you bought and imagine
STEP
what was wrong with it.
B
DPNQVUFS
HBNF
EBNBHFE
UPP
UJHIU
2 Write your letter.
STEP
t
HJWF
ZPVS
SFBTPO
GPS
XSJUJOH
t
EFTDSJCF
UIF
QSPCMFN
t
TBZ
XIBU
BDUJPO
ZPV
XBOU
UIFN
UP
UBLF
Remember
t
CF
QPMJUF
o
BMXBZT
TBZ
please and
thank you
t
VTF
GPSNBM
XPSET
BOE
FYQSFTTJPOT
3 Check your letter for contractions and linking
STEP
words.
7 Work in groups. Read each other’s letters.
Whose complaint is the most serious? Whose
letter is most convincing?
Exercise 7
t
Students work in groups of five or
six. After each group has chosen the
most serious email and the most
convincing email, they can read
them aloud to the class.
 Unders anding Grammar: Articles: the
1 Read the text. Which holiday offers the best value for money?
t
The groups tell the class
LAST–MINUTE HOLIDAY DEALS their extra examples for
Ocean Paradise each category. Tell students
City Tour £500 Hire an island on the Seychelles and
During this one-week tour, you stay in a luxury villa to enjoy the
not to worry about using
explore Prague, the picturesque comforts of the rich and the amazing English pronunciation for
capital of the Czech Republic, wildlife of the Indian Ocean. names of countries, rivers,
take a cruise on the Danube All services provided.
while visiting Budapest and walk £1500 mountains, etc.
the narrow streets of the old
per day
town of Tallinn. Enjoy 5* hotels for 2 Answers
people
and top restaurants in the fastest
continent: South America
developing part of Europe.
country: Chile, Peru
Explore South the + country: the United
America £4000 States, the Czech Republic
Exciting three-week holiday.
Fly from the United States to
city: Prague, Budapest, Tallinn
Chile to watch the penguins and river: the Danube
admire the snow-capped peaks of lake: Lake Titicaca
the Andes. In Peru, go to Lake
Titicaca and climb Machu Picchu to see the
famous Inca ruins. 3 Complete the sentences with the sea/ocean: the Adriatic, the
tortoises. Flights, where necessary.
Cruise the Galapagos Islands to see the giant Indian Ocean
hotels included.
travel and accommodation in good quality tourist 1 The Nile is the longest river in mountain top: Machu Picchu
the world and – Lake Baikal
Kayaking in £300 is the deepest lake. mountain range: the Andes
Croatia 2 The Rio Grande separates – island: Krk, Korcula
A five-day active break on the Adriatic, Mexico from the United States.
3 I spent my last holidays in the
group of islands: the
kayaking from one unspoiled island Galapagos, the Seychelles
to another. Visit historical villages Netherlands. I worked in a bar
on Korcula island and try delicious in – Amsterdam.
local food at amazing prices on Krk. 4 – Crete is the biggest Greek
Accommodation in guesthouses. island in the Mediterranean
Flights and travel not included. Sea. Exercise 3
5 The Czech Republic and – t
Do the first two sentences
Slovakia used to be one country
with the capital, – Prague. with the class.
2 Complete the table with examples of geographical names 6 The
:BOHU[F

UIF
MPOHFTU
SJWFS
t
Students then work
from the text and your own examples. Which names take in Asia, starts in the Dangla individually, completing the
the and which do not? Mountains in – Tibet.
7 The Amazon starts in the exercise.
Examples from the text Your examples Andes, flows through – Peru,
continent South America – Colombia and – Brazil Answers ­student page
country and enters the Atlantic Ocean
the + country the United States at the equator.
8 The Thames, which flows
city through – Oxford and – Exercise 4
river the Danube London, is one of the longest
rivers in the United Kingdom.
t
Read through the
lake
sea/ocean
instructions with the class.
4 Write six sentences about your Elicit one or two suggestions
mountain top Machu Picchu country. Include information
mountain range about: for interesting information
island Krk t
interesting cities to include in the six
group of islands t
rivers and lakes sentences about cities,
t
mountains and the sea 47
rivers, lakes etc. in the
students’ country.
t
Give students time in class
or at home to find out facts
Unders anding Extra and information if they
wish.
Grammar If you have a world map, display it
for students to find the countries and
t
Advise students to refer to
the texts in Exercise 1 when
cities mentioned in the texts. Encourage
Articles: the students to talk about any of these
writing their sentences.
t
Monitor and help students
places they have visited or would like to
Exercise 1 visit. Leave the map on display to refer
correct any errors.
t
Students work individually, to when doing Exercises 2 and 3.
reading the texts and deciding
which holiday is the best value for
money. Point out that this may not Exercise 2
necessarily be the cheapest holiday. t
Students first complete the table
t
Students then form groups of five with names from the text, writing
or six and exchange opinions, giving one example in each section of
reasons for their choice. the table. Check students’ answers.
t
The groups report back to the class Students then work in pairs or small
and find out which holiday was groups, adding an example of their
chosen by the majority of students own to each space in the table.
as the best value for money. Monitor and correct any errors. 47
 S udy Corner 4
Language Check
Language Check
4 Put the verbs in brackets into the active or
Exercise 1 1 Complete the text with money words. the passive.
I’m 1 my money to buy a motorbike. Last week, a bank in central Bristol 16
Answers I’ve already got £359 in my bank 2 . I get SPC

BOE
b
NJMMJPO
17
TUFBM

5IJT

1 saving 2 account £5 3 money every week from my mum morning, the police 18
BSSFTU

B
NBO
)F

19
IPME

GPS
RVFTUJPOJOH
CZ
UIF
QPMJDF

3 pocket 4 earn and dad and I do a part-time job on Saturday
mornings to 4 extra money. My 5 Tomorrow, he 20
UBLF

UP
#SJTUPM
1SJTPO
5 wage 6 spend is only £15 for four hours work but it helps a
lot. I don’t 6 much money on sweets or 5 Complete the text with the when necessary.
chocolates. The most expensive house in the world is in
21 the UK. It has 103 bedrooms and five
Exercise 2 2 Complete the text with suitable words. swimming pools. It is near 22 the
River Thames.
I sometimes buy a 7bag/packet of crisps and a – North
Answers ­student page 8 can of cola on my way back from school. The most expensive house in 23
America is in 24 the United States. It is on
Then, when I get home, I usually have a 9 cup 25 the Atlantic coast and has its own
of tea and a 10piece/slice of my granny’s fruitcake.
golf course.
Exercise 3 Vocabulary / 10 Grammar / 15

Answers 3 Put the verbs in brackets in the correct form of 6 Complete the dialogue.
the passive. Which sentence is false?
11 were used B Can I 26 help you?
11 :FBST
BHP
TIFMMT

VTF

BT
NPOFZ
CZ
B
A Well, I’m 27 afraid there’s a problem with
12 has been introduced lot of North American Indians. this shirt. I bought it last week and it’s got a
13 are bought and sold 12 Since 1999, the euro
JOUSPEVDF

JO
mark on it.
sixteen European countries. B I’m terribly 28 sorry about that. Have you
14 will be made (false) 13 Every year, a lot of old coins
CVZ
got a 29 receipt ?
15 is recorded BOE
TFMM

PO
UIF
*OUFSOFU A :FT
IFSF
ZPV
BSF
14 Next year, euro notes with a picture of the B Thanks. Would you like a 30 refund or would
Queen on them
NBLF

JO
UIF
6, you like to choose another one?
15 *G
ZPV
CFMPOH
UP
B
MPDBM
A5JNF
#BOL
ZPV
NVTU

Exercise 4 remember that every transaction you make Key Expressions /5
SFDPSE

Answers
16 was robbed
17 was stolen Feedback S udy Help: Communication problems
18 arrested 2.9 t
Listen and check your answers to the t

5P
DIFDL
UIBU
TPNFPOF
VOEFSTUBOET
ZPV

19 is being held Language Check. Write down your scores. don’t say: Do you understand me?
It sounds rude. Use these expressions:
20 will be taken t
Look at the table below. Check where you Do you know what I mean? I think … ,
made mistakes. don’t you?
t

*G
TPNFPOF
EPFTOU
VOEFSTUBOE
XIBU
ZPV

Wrong answers: Look again at: say, try saying it in a different way.
Exercises 5 and 6 A I need to lend a pound for the bus.
/VNCFST
o (FU
3FBEZ
o
,FZ
8PSET
B Sorry?
Answers ­student page /VNCFST
o 6OJU

o
8PSE
#VJMEFS A I mean, I haven’t got a pound for the bus.
/VNCFST
o 6OJU

o
(SBNNBS Can you give me a pound?
B Ah, you want to borrow a pound.
/VNCFST
o Understanding Grammar
2.9 Feedback /VNCFST
o 6OJU

o
,FZ
&YQSFTTJPOT
t Work in pairs. Say these sentences in a
different way.
t
Students listen to the
t
Now do the exercises in Language Check 4 t

*WF
HPU
B
DPNQMBJOU
BCPVU
UIJT
XBUDI
*UT

recording to check their of the Workbook. no good.
answers. Check spelling t

8IBUT
UIF
QSJDF
PG
UIBU
.1
QMBZFS
PWFS

there?
where necessary by asking t

8PSLJOH
JO
B
QJ[[FSJB
JT
NZ
QBSUUJNF
KPC
48
individuals to write the
answers on the board.
t
After checking answers to
Exercise 6, students work in
pairs, reading the dialogue Study Help: t
Some of the students say their
aloud. Correct any serious sentences to the class. They can see
Communication problems how many different sentences they
pronunciation errors.
t
Read aloud the advice and example have thought of.
t
Students look at the table
sentences. Ask students to repeat
to see which sections in the
after you Do you know what I Suggested answers
Students’ Book they need to
mean?, using polite intonation. Ask 1 Excuse me, I bought this watch
look at again.
students what they say in their own here last Saturday, but I think
t
Give students time in
language to check that someone there’s something wrong with it.
class or at home to do
understands them. It’s not working properly.
Language Check 4 of the
t
Before students work in pairs, ask 2 Excuse me, could you tell me the
Workbook.
the class to read the dialogue and price of that MP3 player over there,
say whether any sentences are rude please?
or whether a listener might not 3 I work in a pizzeria … that’s a
understand some of the words in place that makes pizzas. It’s a part-
it. (A’s first sentence is rude. The time job … I do it on Saturdays.
other sentences might sound rude, / I do it for 10 hours a week.
depending on the intonation.)
Module 4 Test, Active Teach
48
 Module 5
a b

Talk about clothes and describe people.

Read about hairstyling, a top model and ‘body art’.
2.11 Exercise 3
Listen to a street survey and short dialogues.
Write a description of a famous person.
Audioscript ➞ page 110
Learn about used to and would. t
Give students time to read
through the questionnaire
d e before you play the
recording.
c t
Play the recording, twice
if necessary, for students
to listen and complete the
questionnaire.
Answers
1c) 2c) 3a) 4b) 5c)

Extra
Write on the board:
1 alternative clothes?
2 formal clothes?
3 slogans on his T-shirts?
Get Ready 2.11 3 Listen to the street survey and complete the
questionnaire for the boy. Play the recording for students
1 Look at the Key Words. What kinds of clothes to listen for information about
do you like?
Fashion Survey the three things.
C friends
2.10 Who or what influences
A magazines Answers:
1 the way you dress?
B famous people D TV
1 Alternative clothes are hippie,
C casual
How would you describe
A smart heavy metal or goth.
2 your style?
B alternative D trendy
2 He doesn’t like formal clothes,
C tight
What style of jeans do
A baggy
e.g. ties and jackets. He has
3 you like?
B flared D torn denim
to wear them every day at
A baseball cap C woolly hat
Do you ever wear anything school.
4 on your head?
B hood D no, never
3 His parents sometimes don’t
A all the time C sometimes
Do you ever argue with like the slogans on his T-shirts.
5 your parents about clothes?
B rarely D never

4 Work in pairs. Ask each other the questions

Exercise 4
from Exercise 3. Do you have anything in t
Students work in pairs,
common with your partner? taking turns to ask and
5 Speak Out Discuss these statements. answer the questions from
2 Use the Key Words to describe the people in Exercise 3.
the photos (a–e). Give your opinions. 1 There is a lot of pressure on young people to
buy designer clothes. t
Each pair tells the class
The person in photo a) looks smart. She’s wearing a 2 People worry too much about their if they have anything in
plain blouse. appearance. 49
common in the clothes they
like or don’t like.

Exercise 5
t
Check that students understand any
Get Ready new vocabulary. Encourage them t
Encourage students to
think of specific examples
to use their knowledge of word-
Background building to guess the meaning of to support their opinions
Teen fashions change quickly and words like sleeveless and hairdryer. about the statements, e.g.
this might be an opportunity to ask t
Students tell the class what sort of where does the pressure
the class what’s ‘in’ and what’s ‘out’ clothes they like. Ensure that each come from to buy designer
at the moment. Teachers may wish student says at least one sentence. clothes?
therefore to extend the Key Words with
additional vocabulary to talk about Exercise 2
current styles and fashions. t
Students work in small groups,
describing the people and what
2.10 Exercise 1 they are wearing and giving their
t
Play the recording for the students opinions.
to listen and repeat the Key Words. t
Each student tells the class about
Check word stress and students’ the people and their clothes and
understanding. Pay particular hairstyles in one of the photos and
attention to word stress in gives their opinion.
compound words. 49

This Uni
4IPSU
PG
UJNF set some of the
exercises for homework (e.g.
Exercises 7, 8 and 9)
.PSF
UJNF do the Extra
activity
Background
Like fashion, hairstyles
have evolved continually
since Ancient Egypt. Since
antiquity, fashion has always
been important to at least
a part of the population,
although it is only in the
last few centuries that it has
become more important with
more or less everybody in
the developed world. More
detailed information about
both hairstyles and fashion
in general is available on the
Internet.
Warm-up
Exercise 1
t
Students work in pairs or
small groups, looking at the
photos and discussing which
hairstyles they like.
t
Open up the discussion
to the class. Encourage
students to give reasons for
their opinions.
Exercise 2
t
Students work in groups or
as a class, thinking what
is necessary to do the
hairstyles, e.g. gel, hairspray,
lots of patience.
Reading
2.12 Exercise 3
t
Play the recording for
students to read and listen
and match the people and
the photos.
Answers
1e) 2d) 3b) 4a)
Extra
Ask students to read through the
text again and make a note of
words that are connected with
‘hair’, e.g. wigs, quiff, hair cream,
comb, curlers, dye, shave, barber,
floppy, extensions, hair piece.
50
13 S yle or Comfor ?
Warm-up a b
1 Look at the photos. Do you like any of
the hairstyles? Why / Why not?
2 What do you think you need to do the
hairstyles?
Reading
2.12 3 Read the text and match the people
(1–4) with the photos (a–e). There is
one extra photo.
From the enormous wigs of seventeenth-century Europe to the
easy-care, casual hairstyles of today, men and women have always
c styled their hair to make themselves more a rac ve. Teenagers of
all genera ons have experimented with clothes and hairstyles and
o en they are influenced by music, film and TV stars. Last week,
we asked you to send us your photographs of yourselves looking
your best – or worst!
1 Dan
‘In the 1950s, I used to have a quiff because I wanted to look like my
hero, Elvis Presley. I used to buy a pot of hair cream every week! Before I
went out, I would spend ages combing my hair. My mum didn’t use to like
the hair cream because it made a mess of the furniture. She used to put
pieces of material over the backs of armchairs to protect them.’
2 Julia
‘In the 1970s, all the girls in my class wanted to look like the actresses in
Charlie’s Angels who had long hair and lots of big curls. My hair used to be
long but it is naturally straight so I used to put curlers in every day before
school. I would start ge ng ready at about seven o’clock in the morning!
My brother was a punk and he used to dye his hair black, green and pink.
If I saw him in the street, I wouldn’t speak to him!’
d
3 Rory
‘I was really into Hip Hop in the 1990s so I had really short hair with a
shaved shape in it. I used to go to the barber’s every month but between
visits I’d shave it myself. Some of my
friends at school copied the dreamy,
floppy style of the Bri sh film star, Hugh e
Grant. I didn’t use to like it – I thought it
was silly.’
4 Chloe
‘For school, I usually wear my hair in an
updo. It’s quick and easy and I like the
casual, messy look. When I was younger,
I used to have short hair and I would nag
my parents to pay for hair extensions or
a hair piece. Now I prefer a natural look
so I’m glad I didn’t get extensions.’
50
Grammar: used to and Exercise 4
t
Check answers by asking individuals
would
to read aloud the sentences in the
We use used to and would to talk
table.
about past habits. Used to can be used
to talk about both states and habits, Answers ➞ student page
whereas would can only be used to
talk about past actions. However, some
verbs, although technically classified Exercise 5
as activity verbs, e.g. live, are not used t
Students read the text again to find
with would. and read aloud more examples of
The negative form wouldn’t often has used to and would, e.g. My hair used
a slightly different meaning, expressing to be long.; I didn’t use to like it –
refusal (She wouldn’t wear a skirt. She I thought it was silly.; I would spend
wouldn’t lend anybody her bike.). ages combing my hair.
t
Check that students understand
that the people did these things
regularly and that they don’t do the
same things now.
 Grammar

Grammar: used to and would 9 Look at the photo from the 1980s.
Make four sentences about it. Use used
4 Complete the sentences from the text with used to, to or would. Exercise 8
didn’t use to, would and wouldn’t.
Men used to wear eye make-up. t
Read through the cues and
used to would Boys and girls used to use a lot of hairspray. the example sentence with
1 I used to put curlers 4 I would spend ages the class. Give students time
in. combing my hair.
to think of sentences.
2 My mum didn’t use tolike 5 I wouldn’t speak to
the hair cream. him. t
Students work in pairs,
3 Did you use to use 6 Would they shave their taking turns to make
curlers? own heads? sentences about the
lifestyles of men and women
5 Find more examples of used to and would in the text.
in Europe a hundred and
Did the people do these things once or regularly? Do
they do the same things now? fifty years ago.
6 Compare the sentences. Circle the correct words to Suggested answers
complete the rules.
1 I used to / would go to the barber’s every month. A hundred and fifty years
2 I used to / would have short hair. ago, women in Europe used
We use used to / would only for actions. We use used to have long hair. They didn’t
to / would for both states and actions. use to wash it very often,
but they used to brush it
Practice one hundred times at night.
7 Complete the sentences with used to, didn’t use to or
They used to wear their hair
would. In which sentences is used to the only correct up. They didn’t use to have a
answer? messy, casual style.
1 In the 1950s, Dan used to use hair cream. A hundred and fifty years
2 He have a quiff. Your Turn
3 Julia put curlers in every day. ago, men in Europe used to
4 Julia’s brother be a punk. 10 Make sentences about the time when go to the barber for a shave
5 Rory shave his own head between visits to you were seven years old. Use the cues
and used to and would. Add your own because they didn’t use to
the barber.
6 He like the Hugh Grant hairstyle. ideas. shave at home. They used to
7 Chloe have long hair. I used to play with my friends every day. We have moustaches and short
8 She want hair extensions. hair. They used to use hair oil.
would meet up at the school sports ground.
8 Use the cues with used to and didn’t use to to make Kids didn’t use to have a lot of homework in
sentences about these people. those days.
A hundred and fifty years ago, women in Europe – have
have a lot of homework
Exercise 9
long hair, wash it very often, brush it one hundred times
at night, wear their hair up, have a messy, casual style play computer games t
Monitor and check students’
wear fashionable clothes sentences.
A hundred and fifty have long hair
years ago, men in go to bed early t
In pairs or small groups,
Europe – go to the read comics students read aloud their
barber for a shave, watch kids programmes
shave at home, have sentences to each other.
like school
moustaches, short hair, read a lot of books
Your Turn
use hair oil be tall
A hundred and fifty years have a lot of toys
play with friends
ago, women in Europe
used to have long hair. Exercise 10
TIM E OUT! Page 98, Exercise 13 51 t
Give students time to
read through the example
sentences and the cues
and to think of their own
Exercise 6 Practice sentences. Encourage them
t
Students work in pairs, reading the to add their own ideas.
sentences and working out the rules. Exercise 7 t
In small groups, students
t
After checking the answers, ask t
Students do the exercise, working tell each other about the
students to look at the beginning individually. They can compare time when they were seven.
of paragraph 1 (Dan) of the text. answers in pairs before checking Encourage students to help
Read aloud the sentence In the answers as a class. each other correct any
1950s, I used to have a quiff. Check t
Check answers by asking individuals language errors.
that students understand that this to read aloud the sentences. TI M E OUT! Page 98,
describes a state and so only used to
Answers Exercise 13
is correct here.
2 used to 3 used to/would Photocopiable activity 9,
Answers ➞ student page 4 used to 5 used to/would Active Teach
6 didn’t use to 7 didn’t use to
8 used to
used to/didn’t use to is the only
correct option in sentences 2, 4, 6, 7
and 8
51

This Uni
4IPSU
PG
UJNF set some of the
exercises for homework (e.g.
Exercises 4, 5 and 8)
.PSF
UJNF do the Extra
activities
Background
The text tells the true story
of Waris Dirie. She was born
into a traditional desert
nomad family in East Africa
and suffered a painful female
circumcision when she was
only five. This sensitive area
has been left out of the text
and it is up to teachers to
discuss the issue or not. After
over ten years as a supermodel
advertising beauty products,
Waris became a United Nations
Ambassador and devotes
her time to women’s rights,
particularly campaigning for
the abolition of female genital
mutilation.
Warm-up
Exercise 1
t
Ask students to look at the
photos and describe the
appearance of the person
and her facial expression in
each photo. Encourage them
to speculate about what sort
of person she is.
t
Students work individually
or in pairs, guessing the
answers to the questions.
Reading
14 Deser Flower
Warm-up Reading
1 Look at the photos of ex-model 2.13 2 Read the text about Waris Dirie and check your
Waris Dirie. Guess the answers to the guesses from Exercise 1.
questions.
1 Where was she born?
a) India b) Somalia c) South Africa ‘Waris’s story is
2 What was her childhood like?
a) unhappy c) comfortable one of remarkable
b) difficult but happy
3 Why did she leave her country?
courage.’ Elton John
a) war c) political problems
b) family problems
4 What changed her life?
a) meeting a photographer
b) doing a university course
c) winning a competition
5 Which of these jobs did she not do?
a) cleaner c) model e) maid
b) actress d) teacher
6 What rights does she campaign
for now?
a) animal b) children’s c) women’s
Waris Dirie was born in model so he immediately
Somalia. Her name means ‘desert offered her work. 3 d)
flower’. Her mother was quite She became a top fashion
well-off but her father was from a model, advertising beauty
products and her face was
poor family. After they married, her
parents were on the move all the on the covers of hundreds
time with their goats and camels. of magazines around the
Life was hard but Waris had a happy world. She was even in a
childhood. 1 c) James Bond film, The Living
Daylights, in 1987.
When she was thirteen, her father
arranged for her to marry an old man in exchange Waris had such a warm and attractive face
for five camels. 2 a) It was such a horrible that her modelling career was a huge success.
idea that she decided to run away to the capital, 4 f) She wrote her autobiography,
Mogadishu. There, she moved from one relative Desert Flower, about her exciting and
to another. Finally, a kind aunt got her a job as a exceptional life. ‘It’s very sad,’ she says.
maid in the Somalian Embassy in London. When ‘I had to make the choice to leave my
the ambassador returned to Somalia, she lost her country.’ What was it like in Africa? ‘Africa
job. Suddenly, she was in real trouble. Waris was was different,’ she says. ‘I was young. I had
on her own and out of work in a foreign country. nothing to worry about. I had my family,
She lived by herself, had no money and her I had my animals, I had my simple life.’
English was so bad that it was difficult for her to 5 b) She works for the United Nations
find work. Eventually, she got a job as a cleaner in
and campaigns for women’s rights all over
McDonald’s.
the world. There is never a dull moment. ‘I’m
One day, everything changed. By chance, a fashion trying to sit down for a moment and there’s
photographer came in for a burger and saw no time for that,’ she laughs. ‘In Somalia, we
Waris cleaning the floor. She looked like a perfect don’t care what time it is!’
52

2.13 Exercise 2
t
Students read the text and
check their guesses from
Exercise 1.
Answers ➞ student page
Exercise 3
t
Read aloud the sentences in
the Reading Help. Point out
that it is important to check
that the missing sentence
goes with the sentence
before and the sentence
following it.
Exercise 4
t
Read through the sentences (a–f)
with the class. Check that students
understand any new words, e.g.
illegal immigrant.
t
Students work individually, reading
the text and deciding where the
sentences fit in.
t
Check answers by asking individuals
to read aloud the section of text
containing the missing sentence and
the sentences before and after it.
Answers ➞ student page
Exercise 5
t
Students work individually, reading
the text and answering the questions.
Suggested answers
1 Because her father had arranged
for her to marry an old man.
2 When she ran away from home
and when she lost her job at the
Somalian Embassy in London.
3 She had to choose to leave her
country.
4 In her childhood in Somalia, she
had nothing to worry about and
her life was simple. Now she has
a very busy life working for the
United Nations.

52
 Skills

3 Look at the Reading Help. 8 Preposition Quiz Complete the

sentences with the prepositions in the
Reading Help: Sentence gaps box. Exercise 9
t
3FBE
UIF
QBSU
PG
UIF
UFYU
XJUI
UIF
HBQ
BOE
JEFOUJGZ

the topic (e.g. family, marriage, work). above for on in at over t
Read the sentences with the
t
3FBE
UIF
TFOUFODFT
CFGPSF
BOE
BGUFS
UIF
HBQ students.
1 In the holidays, I spend a lot of
t
$IPPTF
B
TFOUFODF
ZPV
UIJOL
HPFT
JO
UIF
HBQ
-PPL
GPS
time on the Internet because I’m
references to people (e.g. she, them, the man), things at school. Answers ➞ student page
too busy when I’m
(e.g. it, this) or times (e.g. two years later, after that). on my way to a football
2 I was
t
8IFO
ZPV
mOJTI

DIFDL
UIF
FYUSB
TFOUFODF
EPFTOU
mU
game. I was in a hurry but there
in any of the gaps! was a traffic jam and we had to wait
for ages. Speaking
4 Use the Reading Help to complete the gaps (1–5)
3 The town of Puno is over 3,800
in the text with the sentences (a–f). There is one Exercise 10
metres above sea level on
extra sentence.
the border of Peru and Bolivia. t
Demonstrate the activity
a) The man was sixty. 4 In the past, there were a lot of
b) Waris now lives in Vienna and Gdansk. wolves living in the wild. by thinking of a celebrity
c) She used to race camels with her brothers and yourself and answering the
sisters. Word Bank, page 106
d) Within months, she had started a new career. class’s questions so they can
e) She was an illegal immigrant at first. 9 Look at the Sentence Builder. guess the person.
f) However, in 1997 she decided to give up her life Match the questions and answers t
Give students time to plan
as a model. about Waris Dirie.
what to say about their
5 Read the text again and answer the questions. chosen person before they
1 Why did Waris run away? work in pairs.
2 What were the most difficult times of her life? c)
3 What is she still sad about? a)
4 How was her childhood in Somalia different b) Exercise 11
from her life now?
t
Divide the class into pairs.
6 Look at the Word Builder. Complete the Student A in each pair looks
phrases from the text with prepositions.
at page 89 and Student B
looks at page 90.
Speaking t
Give students time to read
in for 10 Work in pairs. Choose a famous
through the information
in celebrity. Ask and answer questions about the people. Check that
on about him/her using the Sentence students understand what
Builder. Guess the celebrity.
out of to do. If appropriate, elicit
by A What’s he or she like? Student A’s first question
by B She’s intelligent and hard-working. and Student B’s choice of
within She’s . . .
over answer from the class.
for 11 Work in pairs. t
Students work in pairs,
Student A, page 89 taking turns to ask and
Student B, page 90 answer the questions. Help
7 Complete the sentences about your life.
students correct any serious
1
2
I like being on my own when I am …
Once, I was in trouble at school because I …
Fact or Fiction? errors in the use of like.
Top models have to be
3 Once, by chance, I found a …
at least 1.8 metres tall.
t
Ask pairs of students to ask
4 I first went to school by myself when I was … and answer the questions
Answer on page 91.
for the class to hear. Ensure
TIM E OUT! Page 98, Exercise 14 53 that each pair of students
asks and answers at least
once. Ask students which
people they think will get on
Extra Extra with each other and why.
Ask students what they know about two
of the topics in the text – Somalia and
Ask students to look at the Word Builder
in Exercise 6 and find the six expressions
Fact or Fiction?
the United Nations. Encourage students that are not used in Exercise 7, i.e. t
After checking the answer,
to use English as much as possible. on the move, in exchange for, out of ask students if they think
work, within months, over the world, there is a minimum height
Exercise 6 for a moment. Students work in pairs, for other jobs, e.g. police
writing six sentences containing these officers, fire fighters,
Answers ➞ student page expressions. Each student reads aloud ballet dancers? (In the UK,
two of their sentences to the class. there are no height limits
for police officers or fire
Exercise 7 Exercise 8 fighters. For ballet dancers
t
Elicit two or three suggestions for in Europe, the minimum
completing the first sentence. Answers ➞ student page is 1.78 metres for male
t
Students work individually, writing dancers and 1.63 metres for
their sentences. Check the sentences female dancers.)
and help with vocabulary, if
TI M E OUT! Page 98,
necessary. 53
Exercise 14

This Uni
4IPSU
PG
UJNF set some of the
exercises for homework (e.g.
Exercises 4 and 6)
.PSF
UJNF do the Extra
activities
Background
The characters attend a
fashion show. It is common
for fashion students to display
their designs at the end of the
course.
Warm-up
2.14 Exercise 1
t
Play the recording for
the students to listen and
repeat the Key Words. Check
word stress and students’
understanding.
t
Students work in pairs or
small groups, giving their
opinions about the people
in the photo.
t
Ask the class to suggest the
names of famous people
they think are ‘glamorous’,
‘handsome’, ‘elegant’ or
‘unattractive’.
Extra
Find out if any of the students
have attended or taken part
in a fashion show. Encourage
them to tell the class about their
experiences.
Reading and
Listening
2.15 Exercise 2
t
Play the recording for
students to read and listen
and answer the questions.
t
Ask students what they think
Ellie’s ‘type’ is.
Answers
Tanya thinks he’s cute. Ellie
says he isn’t her type. Abi
likes the clothes of the first
model, especially the long
jacket.
Extra
Ask students what has happened
about tests on the sample of
river water and what they think
the group should do now.
54
15 Fashion Show
Warm-up Reading and Listening
1 Look at the Key Words. What 2.15 2 Read and listen to the dialogue. What do Ellie and Tanya think
are your opinions about the about the male model? Which of the clothes does Abi like?
people in the photo?
Radiochill.org cover a fashion show organised by local students.
I think Steve’s quite good-looking but Tanya Ellie, have you seen that model with short, brown hair?
I don’t think he’s handsome. He’s really cute!
Ellie Mm ... He’s nice but he’s not really my type.
2.14 Steve Tanya, did you get the results of those tests from your
mum?
Tanya Yes. There are toxic chemicals in the river – the same as
those in the shampoo!
Ellie Wow, now we’ve got a really great story.
Steve Don’t you think we should go to the police?
Ellie .BZCF
-FUT
UBML
BGUFSXBSET
*UT
TUBSUJOH
Abi Hi. This is Abi, your style guru from radiochill.org, at the
fashion show. Here’s the first model. I think his clothes
look pretty cool. He’s a slim guy with short, brown hair
and he’s got shades on. They look like expensive ones. He’s
wearing a long, grey striped jacket. It’s really original. It’s
so long it looks like a coat. His trousers go with the jacket
but they’re a different shade of grey and they look a bit
short. Underneath the jacket, he’s wearing a black T-shirt
with white designs on it. Okay, here’s number two. She’s
wearing an orange jacket and a matching top. It doesn’t
really suit her because she’s very pale. Round her neck,
she’s got a white scarf. Her skirt doesn’t go with the jacket
either because …
54
Speaking Exercise 5
t
Do the items in the first two
Exercise 3 sentences with the class.
t
Read the sentences with the t
Students work individually or in
students. pairs, completing the exercise.
t
Draw students’ attention to the
sentence structure used with each Answers ➞ student page
expression, i.e. look like + noun,
look + adjective.
Exercise 6
t
Tell students they can write about
Exercise 4 the clothes of the model and of the
Answers people in the audience.
He looks like a model. t
Students work individually, writing
It looks like an old one. six sentences using the cues.
His T-shirt looks like an organic Monitor and point out any language
cotton one. errors for students to correct.
The strap looks like leather. t
In turn, students read aloud two of
their sentences to the class.
 Skills

Speaking
Everyday Listening
3 Look at the Sentence Builder.
2.16 1 Listen to four dialogues. For each Answers
question, choose the correct answer,
a, b or c.
1 All his friends have got hair
1 What is the boy’s new hairstyle like?
like that.
a) spiky, blue hair 2 She doesn’t wear make-
b) long, straight, black hair up and she doesn’t like
c) spiky, orange hair
shoulder bags but she loves
4 Add like where necessary. 2 What birthday present does the girl buy
for her friend? long earrings.
Paul looks really stylish. He’s tall and he’s got blue
hair – he looks a model. His leather jacket looks a) a ring 3 Because they aren’t too
cool. It looks an old one from the 50s. His tight b) a pair of earrings tight and they’ve got a lot
jeans look fantastic. His T-shirt looks an organic c) a shoulder bag
of pockets.
cotton one. Paul’s watch looks Swiss and the strap 3 What type of jeans did the boy buy?
looks leather. a) short, cut-away jeans 4 Because there is a mark on
b) baggy jeans with pockets the mini-skirt.
5 Look at the Key Expressions. Which of them are c) torn, denim jeans
positive (+), neutral (–) and negative (x)?
4 What will the girl take back to the shop?
a) a mini-skirt 2.18 Exercise 3
b) a top
– c) a short dress t
Check that students can
+ recognise when a speaker’s
2.17 2 Listen again and answer the questions. intonation is going up or
Dialogue 1: Why did the boy change his
x
hair?
down. The shop assistant’s
Dialogue 2: What do you know about the polite questions have a
– girl’s friend? rising intonation.
Dialogue 3: Why does the boy like the
+ jeans?
t
Students discuss whether the
– Dialogue 4: Why is she going to take it intonation would be similar
back to the shop? in their language.
x
x 2.18 3 Listen Closely Listen to six polite
questions from dialogue 2. Would the 2.19 Exercise 4
intonation be similar in your language? t
Play the recording for
6 Write sentences about the people’s clothes in
students to listen and repeat
the photo. Use the words below. 2.19 4 Listen again and repeat the questions.
t
look the questions, chorally and
2.20 5 Listen to six replies from dialogue 2.
individually.
t
suit him/her because Which of them are a) certain b)
t
look a bit hesitant?
t
don’t suit him/her because
looks rather
2.20 Exercise 5
t
2.21 6 Listen again and repeat the replies.
t
don’t go with his/her t
Play the recording for
The model’s clothes look a bit strange. students to listen and decide
if the replies are certain or
7 Work in pairs. Look at other photos of people
hesitant.
in the book. Describe what the people are
wearing and give your opinions. t
Students listen again
A The boy in photo c on page 49 is wearing a to identify whether the
baseball cap and jeans. I think he looks cool. intonation is rising or
B Yeah, I agree. His baseball cap has got a cool logo. falling. The intonation
is falling in the girl’s
TIM E OUT! Page 98, Exercise 15 55 certain replies. When she
hesitates, she uses a rise-fall
intonation.
Answers
Exercise 7 Everyday Listening 1b) 2a) 3b) 4a) 5a) 6b)
t
Students look at the photo of the
boy on page 49. Ask two students 2.16 Exercise 1
to read aloud the example dialogue Audioscript ➞ page 110 2.21 Exercise 6
from Exercise 7. t
Play the recording for
t
Give students time to read through
t
Elicit expressions for giving students to listen and repeat
the questions and answers before
opinions, agreeing and disagreeing. the replies, chorally and
you play the recording.
t
Students work in pairs, looking at individually.
and talking about other photos of
people in the book.
Answers ➞ student page TI M E OUT! Page 98,
t
In turn, each pair tells the class Exercise 15
which photo to look at as they say 2.17 Exercise 2 Photocopiable activity 10,
one of their dialogues. t
Play the recording, pausing it Active Teach
after each dialogue for students to
answer the question.

55
 Across Cul ures 3
Background
This unit looks at some of
the most common forms of
body decoration in different
cultures, both past and
present. We have avoided
more unpleasant techniques
2.22
such as ‘scarification’ (cutting
the body to leave patterns of
scars) or altering the shape of
body parts (e.g. foot binding
in Imperial China and neck
binding in parts of Africa).
Warm-up
2.23
2.22 Exercise 1
t
Play the recording for
the students to listen and
repeat the Key Words. Check





word stress and students’
understanding.
Across Cultures 3
Warm-up
#
1 Look at the photos and Key Words. Which
things have you done? What would you like or Ötzi the Ice Man, a frozen human, was found in
not like to do? Austria and is 5,300 years old. His frozen body
had fifty-seven tattoos. From the position of the
I’ve dyed my hair but I wouldn’t like to shave my head. tattoos, we think he had them done for health
reasons because he suffered from arthritis in his
ankles, knees and lower back.
Only female mummies in Ancient Egypt were
tattoed. This tradition may have had something
to do with childbirth.
Plato and Herodotus
refer to tattooing in
Ancient Greece. Tattoos
were used as marks for
slaves and criminals.
In the eighteenth
Reading century, many French
sailors returned from
2 Read the text about body art. Which section do voyages in the South
you think is the most interesting? Why? Pacific with
elaborate
tattoos. This


became a
tradition in





 "
the British
Navy in the




"
t
Ask one of the students to
read aloud the example
sentence. Elicit two or three
more sentences from the
class.
t
Students work in pairs or
small groups, taking turns
to say what they have done
and what they would or
wouldn’t like to do.
!


##
Henna is a natural dye with a reddish-orange colour.
It was first used by women in Mesopotamia over
4,000 years ago to paint their hands.
In India, women still paint their hands and feet
with henna for their wedding day. They believe in its
power to make their marriage successful.
In Morocco, some women rely on henna patterns
to protect them from evil and bring good luck.
19th century.

##
Over 500 years ago, tongue piercing was
performed in Aztec ceremonies in Mexico.
The native people of Alaska traditionally had
their noses pierced at birth to please the spirits
of animals and to help them when hunting. The
decoration consisted of an eagle’s feather, a sea
lion’s whisker or a small bone.

Reading
2.23 Exercise 2
t
Play the recording for
students to read and listen.
Tell students not to worry
about understanding every
word but to read for gist
comprehension and decide
which section is most
interesting.
t
Students tell the class which
section they thought was
most interesting and give
their reasons.

#
Ancient Egyptians had their heads shaved to help
them deal with the heat and to keep clean. They
wore wigs for different occasions and shaved young
boys’ heads, leaving one piece of hair down the
side of the head as a sign of childhood.
For the ancient Greeks, the length of your hair
depended on your status in the community. Long
hair was a symbol of money and power; having a
shaved head meant you were a slave and belonged
to a master.
56
Exercise 3 Exercise 4
t
Students work individually, t
Read the sentences with the
reading the text and answering students.
the questions. They can compare t
Students work individually or
answers in pairs before checking in pairs, reading the text and
answers as a class. finding and reading aloud similar
sentences, e.g. The native people of
Answers Alaska traditionally had their noses
bring you good luck: henna pierced at birth.
keep you cool and clean: head shaving
show status: the length of your hair
cure illness: tattooing
improve hunting skills: nose piercing

56
 Speaking
3 Read the text again. Which types of body art: 7 Preposition Quiz Work in pairs.
t
bring you good luck? Make sentences using the words in Exercise 8
the two boxes.
t
keep you cool and clean? t
Students work in pairs,
t
show status?
t
cure illness? apologise come complain discussing the statement
t
improve hunting skills? fall in love know learn listen and giving reasons for their
pay talk think wait worry
opinions.
4 Look at the Sentence Builder. Find similar sentences in
t
Open up the discussion to
the text. about from for to with
the class and see how much
I come from London. general agreement there is.
Word Bank, pages 105–106

Speaking
8 Work in pairs. Discuss this
statement: t
Read through the stages of
5 Use the cues to write sentences like the ones in the
the project so that students
Sentence Builder. All piercings and tattoos look horrible
1 I can’t wear those earrings. I / not / ears / pierce
and are unhygienic. understand what to do.
I haven’t had my ears pierced. t
Give students time to find
2 I went to a beauty salon. I / nails / paint
information and a picture of
3 Your hair’s very long. When / you / going to / it / cut? A description their chosen famous person
4 I didn’t like the colour of my jacket. I / it / dye black Write a description of a famous person. in a magazine or on the
5 Have you seen Barry? He / back / tattoo with a dragon
6 That’s not her natural colour. She / hair / dye
Internet.
1 Find a good full-length photo of a
t
Advise students to organise
famous person in a magazine and
6 Look at the Word Builder. Find the verbs in blue in the cut it out. their notes and write
text and complete them with the prepositions in the box.
their description in three
2 Find information and make notes
to with as in of from on about these things: paragraphs, following the
t
personal information (date and place three topics in Stage 2.
of birth; family background; career Remind them to use the
highlights)
from structures look like … and
t
physical description (height, face,
on with
hair)
like … where appropriate.
from to t
Encourage students to help
with from t
what they are wearing in the photo
each other check their
on as 3 Write your description. Use
to of paragraphs for prepositions,
expressions from the module. Then
check it for prepositions, spelling and spelling, punctuation and
punctuation. the use of expressions from
4 Stick your photo with your description.
this module.
t
After students have read all
5 Make a class display or pass your the descriptions and looked
descriptions around the class. Who
do you think is the best-dressed at the photos, they can
celebrity? vote for the best-dressed
celebrity.
57

Exercise 5 Exercise 7
t
Ask one of the students to read t
Check that students have matched
aloud the example sentence. each verb with the correct
t
Students complete the exercise, preposition before they make
working individually. They can sentences. Students can check their
compare answers in pairs before answers in the Word Bank (pages
checking answers as a class. 105–106). If appropriate for your
class, explain that some of the
Answers verbs can go with more than one
2 I had my nails painted. preposition, e.g. I apologised to my
3 When are you going to have it cut? neighbour for breaking her window.
4 I had it dyed black. t
Students work in pairs, writing
5 He’s had his back tattooed with a sentences using words in the boxes.
dragon. Check students’ sentences.
6 She’s had her hair dyed. t
The pairs then form groups of
four or six and read each other’s
sentences.
Exercise 6
Answers ➞ student page
57

Language Check
Exercises 1–5
Answers ➞ student page
2.24 Feedback
t
Students listen to the
recording to check their
answers. Check spelling
where necessary by asking
individuals to write the
answers on the board.
t
After checking answers to
Exercises 4 and 5, students
work in pairs, reading the
dialogues aloud. Correct any
serious pronunciation errors.
t
Students look at the table
to see which sections in the
Students’ Book they need to
look at again.
t
Give students time in
class or at home to do
Language Check 5 of the
Workbook.
Study Help:
Dictionary skills (1)
t
Depending on how familiar
your students are with
phonetic symbols, they
will need more or less
information and examples
of this area of study.
t
Check that the dictionaries
your students are
using provide phonetic
transcriptions.
t
Give students time to look at
the phonetic chart on page
91. Suggest which symbols
are most useful for them to
learn.
t
Students work individually,
working out the three
fashion words (1 baggy
shorts, 2 flared jeans,
3 shoulder length hair).
t
Each student then writes
three words using phonetic
symbols. Students can
check their transcription by
referring to their dictionary.
t
Students then work in pairs,
testing their partner.
58
S udy Corner 5
Language Check 3 Complete the text with used to, didn’t use to,
would or wouldn’t. Use would or wouldn’t when
1 Complete the adjectives in the sentences. possible.
1 She often wears hair e x t e n s i o n s .
2 It’s difficult to walk in these h i g h - In World War I, American soldiers 16 would
h e e l e d shoes. wear woollen clothes and they often 17 used to
3 I like wearing p o l o -n e c k jumpers. be very hot in the summer. European soldiers
18 used to have light, cotton undershirts. The
4 He’s bald and he often wears a w i g .
5 I wear s h o r t -s l e e v e d shirts in Americans noticed this and soon wore them,
calling them T-shirts because of their shape.
the summer.
6 My dad wears s t r i p e d shirts when he ‘I 19 wouldn’t wear white T-shirts because I
goes to work. thought they looked like underclothes,’ recalls
7 I think those trousers are a bit o l d - George (eighty). ‘But then stars like Marlon Brando
f a s h i o n e d. and James Dean started wearing them and all the
8 That shirt is really t a s t e l e s s – the youngsters 20 would copy them.’
colours are absolutely horrible! Margot, fifty-five, said ‘My boyfriend and I
9 At the party, the women were wearing long, 21 would buy white T-shirts and dye them a
a n k l e -l e n g t h evening dresses. mixture of bright colours. It was the fashion then.’
10 I always wear c a s u a l clothes, like jeans
and T-shirts. 4 Complete the dialogue with look and like.
A What does your new boyfriend 22 look like?
2 Complete the answer to a clothes survey with B Well, he 23 looks great. He looks 24 like
prepositions. his brother who is in your maths class.
Well, I rely 11 on my friends for fashion ideas A Oh! I know who you mean. And what’s he
but I always go shopping for clothes 12 on 25 like ?
my own. Sometimes, I look at shop windows B He’s really nice. He’s fun to be with.
13 for ages before going into the shop. Other
times, I go straight in and look around. It depends Grammar / 10
14 on how I feel. I don’t often go to shops
that belong 15 to big chains; I prefer small, 5 Complete the dialogue.
independent shops. A Those trousers don’t 26 go with that top.
Vocabulary / 15 They are a different 27 shade of red.
B Are you sure?
A Yes, and they don’t really 28 suit you.
B Well, here are some trousers with a 29 matching
top. It’s exactly the same colour.
A Yes, but the trousers 30 look a bit small.
Feedback Key Expressions /5
2.24 t
Listen and check your answers to the
Language Check. Write down your scores.
t
Look at the table below. Check where you
made mistakes. S udy Help: Dictionary skills (1)
t
%JDUJPOBSJFT
VTF
QIPOFUJD
TZNCPMT
UP
TIPX

Wrong answers: Look again at: the pronunciation of words.
Numbers 1–10 Get Ready – Key Words t
6TF
B
EJDUJPOBSZ
BOE
XSJUF
OFX
XPSET
XJUI

Numbers 11–15 Unit 14 and Across phonetic symbols.
Cultures – Word Builders t
5SZ
UP
MFBSO
TPNF
PG
UIF
QIPOFUJD
TZNCPMT
Numbers 16–21 Unit 13 – Grammar t
8IBU
BSF
UIFTF
GBTIJPO
XPSET
1 /bægɪ ʃɔːts/ 3 /ʃǝʊldǝ leŋθ heǝ/
Numbers 22–25 Unit 14 and Unit 15 –
Sentence Builders 2 /fleǝd dʒiːnz/
Numbers 26–30 Unit 15 – Key Expressions t
8PSL
JO
QBJST
8SJUF
UISFF
XPSET
VTJOH
UIF

phonetic symbols to test your partner.
t
Now do the exercises in Language Check 5
of the Workbook. Phonetic Chart on page 91.
58
Extra
In turn, each student writes one of their
words in phonetic transcription on the
board for the rest of the class to say the
word.
Module 5 Test, Active Teach

Get Ready
1 Look at the Key Words. Add as many sports as
you can to the lists in two minutes.
Personal achievement: high jump, ski jumping
2.25
2 Which sports and games have you played?
Which would you like to play?
2.26 3 Look at the photos. When did people first play
the sports? Listen to a sports programme and
put the sports in chronological order.
Get Ready
Background
Ancient boxing had fewer rules than
the modern sport. Boxers fought
without rounds until one man was
knocked out, or admitted he had
been beaten. Unlike the modern
sport, there was no rule against
hitting an opponent when he was
down. There were no weight classes
within the men’s and boys’ divisions;
opponents for a match were chosen
randomly. Instead of gloves, ancient
boxers wrapped leather thongs (called
himantes) around their hands and
wrists which left their fingers free.
Module 6
Talk about sports and games; give personal
advice.
2.26 Exercise 3
Read about great moments in sport
and a historical discovery. Audioscript ­ page 110
Listen to sports programmes. t
Check that students can
Write a short report. identify the sports in the
Learn about modal verbs for speculation and photos (basketball, surfing,
for referring to the past.
boxing).
t
Encourage them to guess
when people first played
each of these sports.
t
Play the recording once for
students to listen and make
a note of the answers.
Answers
1 boxing – 5,000 years ago
2 basketball – fifth century
3 surfing – 1777
2.27 Exercise 4
t
Give students time to read
through the questions before
you play the recording.
2.27 4 Listen again. In which of the sports:
t
Play the recording, twice if
1 were the people in danger? Why?
necessary, for students to
Aztec basketball, cut off head if you lose
2 could the players hit their opponent on the
answer the questions.
floor?
3 could the players not use their hands? Answers
4 could the players die if they lost? 1 surfing. Because the surfers
5 Work in pairs. Do you think violent and tried to go as near to the
dangerous sports like boxing, rugby and motor rocks as possible and then
racing should be banned? Give reasons. Use jump off the board into the
some of the words in the box.
water at the last moment.
accident challenge danger death 2 boxing
freedom health injury pain
risk rules safety 3 basketball
4 basketball
I think boxing is a horrible sport. Boxers risk their
health and even death.
Extra
Divide the class into four groups.
Ask each group to listen carefully
59 to one of the sections and make
a note of extra information
about the history of the sport.
Play the recording. Each group
then tells the class their extra
2.25 Exercise 1
t
Play the recording for the students
information.
to listen and repeat the Key Words.
Check word stress and students’ Exercise 5
t
Read aloud the words in
understanding.
the box. Check students’
t
Students work in pairs or small
understanding.
groups, adding as many sports as
t
Elicit three or four sentences
they can to the lists in two minutes.
from the class.
t
The pairs discuss violent and
Exercise 2
dangerous sports.
t
In groups or as a class, students say t
Each pair tells the class their
which sports they have played and opinion about one of the
which they would like to play. sports.
59

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PG
UJNF set some of the
exercises for homework (e.g.
Exercises 6 and 7)
.PSF
UJNF do the Extra
activities
Background
The Lewis Chessmen were
found in 1831 on the Isle of
Lewis in the Outer Hebrides.
A total of ninety-three pieces
have survived, of which
eleven are exhibited at the
National Museum of Scotland
in Edinburgh and eighty-two
at the British Museum in
London. Most of the chessmen
are kept on display, although
parts of the collection are
frequently lent out to form
part of temporary exhibitions
in other museums due to
their importance in Medieval
European art history. More
detailed information about The
Lewis Chessmen is available on
the Internet by searching for
‘Lewis Chessmen’ at:
www.nms.ac.uk
www.britishmuseum.org
Warm-up
Exercise 1
t
Students discuss the
questions as a class.
t
Encourage any students who
are particularly keen on
board games to tell the class
why they enjoy them.
Reading
2.28 Exercise 2
t
Play the recording for
students to read and listen
and answer the questions.
t
If you have a large map of
the UK, display it and show
students where the Isle of
Lewis is.
Answers
1 in the twelfth century in
Norway
2 in the nineteenth century
on a Scottish island
3 in a museum
60
16 Games
Warm-up
1 Which board games can you play? Do you
enjoy them? Why/Why not?
Reading
2.28 2 Read the text and answer the questions.
1 When and where were the chessmen made?
2 When and where were they found?
3 Where are the pieces now?
THE
LEWIS
CHESSMEN
he Lewis Chessmen were discovered on a
Scottish island in the nineteenth century.
However, they had been made in Norway
in the twelfth century so chess must have been
a popular game then. The pieces were found on
a beach where they may have been hidden for
safety. Historians think that the ninety-three pieces
could have been part of a travelling salesman’s Grammar: Speculating
stock because there are nearly enough pieces for
four chess sets. Nobody knows why the Norwegian 3 Complete the sentences from the text with the
pieces were left on the island. The owner might correct form of the verb.
have left them for someone to collect or he could
have planned\WZM\]ZVNWZ\PMU0MLMÅVQ\MTa Speculating about the past
couldn’t have lost them accidently because they
were hidden carefully. It must 1 have been a popular game then.
Most of the pieces must have been made in the
same place because they are very similar. However, They may 2 for safety.
one king is very different so it can’t have been The owner might 3 them for someone to
made with the other pieces. collect.
The sets are incomplete so archaeologists think they He could 4 to return for them.
KW]TLÅVL some more pieces. Also, because the island He couldn’t 5 them accidentally because
is on the old trade route between Scandinavia and
Ireland, the chessmen may not be the only valuable
they were hidden carefully.
things hidden there. There might be other things of
historical interest. Speculating about the present
Now the pieces are kept in a
museum where they are very Archaeologists think they could 6 some
popular with visitors. A guide more pieces.
says, ‘I think people must like The chessmen may not 7 the only valuable
them because you can see a lot things hidden there.
of emotion in the pieces’ faces.
It can’t be because everyone There might 8 other things of historical
loves chess. Recently, somebody interest.
showed a similar chessman to the It couldn’t 9 a missing piece.
museum’s expert. However, it was People must 10 them because you can see
made from a different material so a lot of emotion in the pieces’ faces.
it couldn’t be a missing piece.’ It can’t 11 because everyone loves chess.
60
Exercise 4
Grammar: Speculating
t
Students work individually, working
Exercise 3 out the rule.
t
Check answers by asking individuals
Answers ­student page
to read aloud the sentences.
Answers
2 have been hidden 3 have left Exercise 5
4 have planned 5 have lost
Answers
6 find 7 be 8 be 9 be
1d) 2b) 3c) 4a)
10 like 11 be
 Grammar

4 Complete the rule. 7 Complete the second sentence so it means the

same as the first. Use the correct modal verbs.
To speculate about the present, we use a
modal verb + 1st form of .the verb
1 It’s possible that archaeologists found it in a
pyramid.
Your Turn
To speculate about the past, we use a modal Archaeologists might have found it in a
verb + have + 3rd form of the verb. pyramid. Exercise 8
2 Perhaps they didn’t find the pieces. t
Students work in pairs or
5 Match the modals (1–4) with the speaker’s They the pieces.
groups of three, reading
level of certainty (a–d). 3 Maybe the players moved from the tail to the
1 must a) I’m almost sure it’s
head. the cues and speculating
The players from the tail to about the people’s past and
2 may / might / could not true.
the head.
3 may / might not b) Maybe it’s true.
4 I’m sure the board is stone. present. Encourage students
4 can’t c) Maybe it’s not true.
d) I’m sure it’s true.
The board stone. to agree and disagree with
5 It’s obvious that the board isn’t plastic. each other’s opinions, e.g.
The board plastic.
Practice 6 Perhaps the board belonged to an important A: They must have studied
person. archaeology at university.
6 Complete the conversation with the correct The board to an important
B: I don’t think so. They
form of the verb in brackets. person.
Alice Hey, look at this thing. It’s a sort of might have studied art or
computer game. Your Turn history.
Erik It must 1 be (be) really ancient. It
looks about a hundred years old. 8 Look at the people in the photo. Use the cues Suggested answers
Alice Don’t be silly – it can’t 2 (be) that and the modal verbs in this lesson to make
old. But it was made more than thirty guesses about their lives past and present.
They must be interested in
years ago. Do you understand how it t
study archaeology at university
history.
worked? t
be interested in history They might be married.
Erik I think they must 3 (put) the t
be married
cassette in and then connected it to a They may work all over the
t
work all over the world
screen. t
find something valuable world.
Alice Well, they couldn’t 4 (connect) it t
discovered the Lewis Chessmen They might have found
to a PC – most people didn’t have them. t
want to work indoors
They must 5 (connect) it to their something valuable.
t
become interested in archaeology at school
television. They couldn’t have discovered
Erik Really! Do you think this one works now? They must have studied archaeology at university. the Lewis Chessmen.
Alice Well, it’s in very good condition so it might
6 (work). They might want to work
Erik Yes, the owner can’t 7 (use) it very indoors.
often.
Alice Or they might 8 (buy) a better
They might have become
one! interested in archaeology at
school.

Fact or Fiction?
A chess master lost a game to a
computer for the first time in 1980.
Answer on page 91.
TIM E OUT! Page 99, Exercise 16
Extra
Practice
Students work in pairs, reading aloud the
Exercise 6
t
Advise students to read through
dialogue and changing parts. Monitor
and correct any serious pronunciation
the dialogue quickly for general errors.
understanding before they start
completing it.
t
Check answers by asking individuals Exercise 7
to read aloud the sentences. t
Check answers by asking individuals
to read aloud the pairs of sentences
Answers for each item.
2 be 3 have put 4 have connected
Answers
5 have connected 6 work
7 have used 8 have bought 2 may/might not have found
3 may/might/could have moved
4 must be 5 can’t be 6 may/
might/could have belonged
Extra
Ask students to look at the
people in the classroom and
make guesses about them. Give
one or two examples, e.g. Mike
looks tired. He must have gone
to bed late last night.; Susan
likes climbing mountains. She
61 can’t be frightened of heights.
Students work in groups of three
to five, speculating about their
classmates. Each group then tells
the class two or three of their
speculations.
Fact or Fiction?
t
Ask students if they have
ever played chess with a
computer. Did they win?
TI M E OUT! Page 99,
Exercise 16
Photocopiable activity 11,
Active Teach

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set some of the
exercises for homework (e.g.
Exercises 3, 6 and 9)
.PSF
UJNF do the Extra
activities
Background
The ancient Olympic Games
had the following events:
boxing, wrestling, chariot
racing, horse racing,
pankration (feats of strength),
discus, javelin, jumping and
running. Athletic contests were
one way the ancient Greeks
honoured their gods. Visit:
www.olympic.org
for more information.
Warm-up
Exercise 1
t
Ask students if they like
watching the Olympics on
TV and what their favourite
events are.
t
Students work in groups or
as a class, discussing the
questions.
Reading
2.29 Exercise 2
t
Students read the first two
paragraphs of the text to
check their answers for
Exercise 1.
Answers
1 in Olympia
2 crowns of olive leaves
3 every four years
4 chariot and horse racing,
boxing, running, discus and
javelin throwing
Exercise 3
t
Read aloud the advice in the
Reading Help. Check that
students understand what
the abbreviations mean,
e.g. v.gd = very good.
t
Build up notes for the first
and second paragraphs on
the board with the class.
t
Students work individually,
reading and making notes
about paragraphs 3, 4 and
5. Monitor and help if
necessary.
62
17 The Olympics
Warm-up 3 Look at the Reading Help. Make notes about
the text.
1 What do you know about the ancient Olympic
Games? Try to answer these questions. Reading Help: Taking notes
1 Where did the ancient games take place?
2 What did the winners get?
t
Read each paragraph to find the topic
or main point. Write down a key word
3 How often did they hold the games?
4 What sports were in the games?
or phrase (e.g. paragraph 1 – the first
Olympics).
t
Find information related to the topic
Reading (e.g. 776 BC / Olympia / important
religious centre + port).
2.29 2 Read the first two paragraphs of the text. Check
your answers from Exercise 1.
t
When taking notes, only write down key
words (not words like the, is or in). Also
use abbreviations (e.g. +, –, v.gd).
1 The first Olympic Games were held in Olympia in although he came last in every event, he did not
776 BC to honour the god Zeus. As well as being an drop out of the competition. Eric Moussambani
important religious centre, Olympia was easy to get (‘Eric the Eel’) from Equatorial Guinea, was the
to by ship. This was important because athletes and unlikely star of Sydney 2000 – for swimming one of
spectators came from as far away as Spain or Egypt. the slowest races in history. He had only learned to
swim five months before and nearly gave up because
2 Only Greek-speaking men could take part and the
he thought he was going to drown!
games were always in the same place. Instead of
giving out medals, they presented crowns of olive 4 The modern Olympics have sometimes been
leaves to the winners. However, some things are controversial. In the 1936 Olympics in Berlin,
still the same today. Like the old games, the modern
Olympics take place every four years and athletes
the Nazi leader Adolf Hitler congratulated all the
winners apart from black athletes such as Jesse
get a lot of money for winning. Apart from chariot Owens. And although there was a terrorist attack
and horse racing, competitors still do most of the on the Israeli team at the 1972 Munich games, they
original events like boxing and running, as well as decided to go ahead with the games.
discus and javelin throwing.
5 Apart from politics, the biggest controversy of recent
3 The Olympics have produced colourful characters times has been ‘doping’, as some athletes try to cheat.
as well as great champions, like the Soviet gymnast In 1988, the Canadian, Ben Johnson, won the 100
Larissa Latynina, winner of a record eighteen metres in record time but let his country down when
medals. Polydamus of Thessaly once killed a lion he tested positive for drugs. He didn’t get away with
with his bare hands to entertain the crowd! More it but he was only one of many athletes taking drugs.
recently, British ski jumper ‘Eddie the Eagle’ became Since then, he has spoken out against drugs but
a celebrity in 1988. Eddie was overweight, wore ‘doping’ is still a big issue.
glasses and dropped like a stone. However,
Eddie Larissa Eric the Eel
the Eagle Latynina
62
Extra Extra
Explain or encourage students to guess Students change partners and ask and
the meaning of any new vocabulary. answer their questions with their new
Play the recording for students to read partner.
and listen, focusing on pronunciation of
new words. Exercise 5
t
Students work as a class, finding
Exercise 4 the verbs in blue in the text
t
Ask two students to read aloud the and guessing their meaning. Ask
example question and answer. students what they would say in
t
Give students time to read through their L1 for these expressions.
their notes and think of four or five t
Students look at the Word Builder
questions to ask about the text. (Multi-part Verbs, pages 104–105)
t
In pairs, students take turns asking and check their guesses by reading
and answering questions about the the explanations and example
text. sentences.

4 Work in pairs. Close your books. Use your
notes to ask and answer questions about
the text.
A Why were the ancient games held in Olympia?
B Because it was an important religious centre
and port.
5 Look at the Word Builder. Guess the meaning
of the verbs in blue in the text.
6 Rewrite the sentences (1–5). Replace the verbs
in italics with verbs from the Word Builder in
the correct tense.
1 He gave his opinions against racism in sport.
2 She was in last position but she didn’t stop.
3 He failed his exams and left university after
the first year.
4 They distributed free sun hats to runners in
the local marathon.
5 I really tried in the race because I didn’t want
to disappoint my school.
7 Verb Game Work in groups. Make sentences
(minimum five words) with the verbs below.
The first group with eight correct sentences is
the winner!
t
put on / put up / put off / put down
t
turn on / turn up / turn off / turn down
Word Bank, pages 104–105
Exercise 6
t
Students do the exercise, working
individually. They can compare
answers in pairs before checking
answers as a class.
t
Check answers by asking individuals
to read aloud the sentences.
Answers
1 spoke out against 2 give up
3 dropped out of 4 gave out
5 let down
Skills
8 Look at the Sentence Builder. Find more
examples of the linking words in the text.
Exercise 8
t
Read the sentences with the
students.
t
Students find more examples
in the text and read them
aloud.
Exercise 9
t
Elicit three or four more
sentences about some of the
topics.
t
Students work individually,
writing six to eight sentences
9 Use linking words from the Sentence Builder to about some of the topics
write sentences about these things.
and using the three linking
t
TQPSUT
t
TDIPPM
TVCKFDUT
t
NVTJD
t
UFBNT
t
DPMPVST
t
XSJUFST
t
WFHFUBCMFT
t
IPCCJFT expressions. Check students’
t
DPNQVUFS
HBNFT sentences.
As well as playing volleyball, I also play tennis.
I like playing most sports, apart from rugby. Speaking
We played basketball instead of football in PE.
Speaking Exercise 10
t
Students ask and answer the
10 Work in pairs. Ask and answer the questions. questions in pairs.
1 What are the most popular Olympic events in
t
The pairs then form groups
your country?
2 Who are Olympic celebrities in your country? of four or six and tell each
3 Do you do any sports that are in the Olympics? other their answers.
How good are you?
4 Would you like to take part in the Olympics?
Why or why not? Exercise 11
11 Work in pairs. t
Divide the class into pairs.
Student A in each pair looks
Student A, page 89
Student B, page 90 at page 89 and Student B
looks at page 90.
t
Give students time to read
Fact or Fiction? through their Olympic
The word athlete is an ancient Greek
word. It means ‘champion’.
sports. Check that students
understand what to do.
Answer on page 91.
t
Students work in pairs,
taking turns to ask and
answer ‘yes/no’ questions
to guess the sport. If
TIM E OUT! Page 99, Exercise 17 63 students cannot guess the
sport after asking ten ‘yes/
no’ questions, their partner
gives the name of the sport.
Exercise 7
t
Elicit an example sentence for put Fact or Fiction?
on from the class. Remind students
that the sentences must have at Extra
least five words in them. After checking the answer, write
t
Check the sentences as each group these statements on the board:
finishes. Point out any language 1 Top Olympic athletes are paid
errors in the sentences for the too much nowadays.
group to correct. 2 Most top athletes take drugs.
3 Men and women should
Extra compete against each other at
Each group reads aloud their sentences. the Olympics.
The rest of the class listen and see how Students discuss the statements
many sentences are over five words long. as a class or in groups, giving
reasons for their opinions.
TI M E OUT! Page 99,
Exercise 17
63

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4IPSU
PG
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discussion in Exercise 1
.PSF
UJNF do the Extra
activities
Background
Steve and Ellie go to the police
to tell them they’ve found toxic
chemicals in the river water.
A slightly threatening email
arrives at the radiochill.org
website. Tanya and Abi present
a sports round-up programme
for their online radio station.
Warm-up
Exercise 1
t
Students pool what they can
remember about the story
and the people without
looking back through the
book.
t
They can then look back at
previous episodes to check
if they have remembered
correctly and if they have
omitted anything important.
Reading and
Listening
2.30 Exercise 2
t
Give students time to read
through the questions before
you play the recording.
Answers
1 the shampoo
2 He tells them to bring all
the results and samples
to the police station, to
go to an environmental
group like Greenpeace,
to be careful and not to
mention the company’s
name publicly until the
police have finished their
investigation.
3 pollution of the river
4 students’ own suggestions
64
18 The Police S a ion
Speaking
Warm-up
3 Look at the Key Expressions. Match the advice
1 What can you remember about the story (1–4) with the replies (a–d).
so far?
Reading and Listening d)
2.30 2 Read and listen to the dialogues. Answer the c)
questions. b)
1 What does Steve show the police officer?
2 What advice does the police officer give? a)
3 What is Tanya’s programme about?
4 Who do you think the note is from?
Ellie and Steve go to the police station.
Policeman Can I help you?
Ellie Yes, we’re from radiochill.org, a radio
station for young people. We’d like to
report something.
Policeman What exactly?
Ellie Well, there were dead fish in the river so
we took a sample of the water. There are
toxic chemicals in it. We’ve tracked these
chemicals to a local cosmetics factory!
Steve Yes, they’re in this shampoo, for example.
Policeman Are you sure?
Ellie The analysis was done at the university.
Policeman Right. First, you should bring me all
your results and samples.
Ellie Right, we’ll do that.
Policeman And if I were you, I’d go to an
environmental group like Greenpeace.
I’m sure they’ll help.
Steve That’s a good idea.
Policeman And you’d better be careful.
Ellie Of course. We will be.
Policeman I mean, you shouldn’t mention the
company’s name publicly – not until
we’ve finished our investigation.
Ellie No, we won’t. I promise.
Steve Thanks for your help.
Policeman Not at all.
Back at the studio …
Tanya … so now we know the river is
being polluted. Okay, that’s all
from me on radiochill.org.
Abi Hey, look at this note. It says,
‘We heard your report about the
river. It is false. Keep your noses
out of other people’s business.’
There’s no name or address.
Tanya Wow! What should we do?
Abi Let’s phone Ellie and Steve. Maybe
we need to check out that factory!
64
Extra
Speaking
Play the recording of the first dialogue
Exercise 3
between the policeman, Ellie and Steve
for students to focus on the speakers’
t
Check answers by asking pairs
stress and intonation patterns. Students
of students to read aloud each
work in groups of three, reading
sentence giving advice and the
aloud the dialogue and changing
reply to it.
parts. Monitor and correct any serious
t
Check that students understand
pronunciation errors.
what the short verb forms stand for,
e.g. I’d go (I would go), You’d better
(You had better).
Answers ­student page

4 Work in pairs. Choose a problem. Give
your partner some advice.
t
You haven’t done your maths homework
and maths is your next lesson.
t
It was your boyfriend’s/girlfriend’s
birthday yesterday but you forgot.
t
Your parents bought you a new mobile
phone but you’ve lost it already.
t
Your friend invites you to stay at his/her
house for the weekend but he/she has got
a dog and you’re allergic to dogs.
A Oh no! I haven’t done my maths homework
and I’ve got maths next lesson.
B If I were you, I’d do it now.
A I can’t. I haven’t got time.
B Well then, you should tell the teacher.
Exercise 4
t
Ask two students to read aloud the
example dialogue.
t
Give students time to read through
the situations and think of advice to
give.
t
Students work in pairs, taking turns
to describe a problem and to give
advice to their partner. Monitor but
do not interrupt students’ fluency.
Make a note of any language
problems to go over with the class
afterwards.
Extra
Each pair says one of their dialogues for
the class to hear. The rest of the class say
whether they think the advice is good.
Skills
Everyday Listening
2.31 1 Listen to radiochill.org’s sports report. Are 2.32 Exercise 2
the sentences true (T), false (F) or is there t
Play the recording first for
no information (NI)?
1 T They have a sports report every week.
students to listen and then
2 F Bristol City football team lost. again for them to listen and
3 T Arsenal are top of the Premier League. repeat the sentences with
4 NI It was raining during the athletics
the correct stress.
competition.
5 T A Russian won the women’s 100 t
Ask individual students in
metres final. turn to choose one of the
6 F Britain finished fourth in the long
sentences to read aloud
jump.
7 NI The athletics competition finishes at and another student to
four o’clock. respond, e.g.
8 F The Bristol Warriors ice hockey team
are top of the league. A: It’s half-past five on
Saturday.
2.32 2 Listen Closely The meaning of a sentence B: Not Friday.
can change if you put the stress on a
different word. Listen to the examples.
1 It’s half past five on Saturday. = not 2.33 Exercise 3
quarter past t
Play the recording, twice if
2 It’s half past five on Saturday. = not half
past four
necessary, for students to
3 It’s half past five on Saturday. = not Friday listen and mark the main
stress and then choose the
2.33 3 Listen to sentences from the sports report
and mark the main stress. Then choose correct meaning.
the correct meaning, a, b or c. t
Check answers by playing
1 Today was a good day for Bristol City. the recording again, pausing
a) not yesterday c) not Bristol Rovers after each item for students
b) not a bad day
to identify the main
2 Manchester United stay in second place
after their draw against Liverpool last stress and give the correct
night. meaning.
a) not first place c) not last week
b) not win
Answers ­student page
3 She just beat the Canadian Sindy Turner by
two hundredths of a second.
a) not the American
b) not three hundredths
Extra
c) not tenths of a second
Ask students to look at the
4 The Romanian, Alexandru Telegdy, threw
an amazing seventy-three metres. answers that were not correct
a) not Bulgarian c) not centimetres for each sentence. Ask them
b) not seventy-two which word would be stressed if
5 An important match for Bristol Warriors these answers were correct. For
tonight against top-of-the-table Coventry.
a) not Bristol Juniors example, in sentence 1, Today
b) not tomorrow would be stressed for answer
c) not bottom-of-the-table
a) (not yesterday) and good would
be stressed for answer b) (not a
TIM E OUT! Page 99, Exercise 18 65 bad day).
TI M E OUT! Page 99,
Exercise 18
Everyday Listening
2.31 Exercise 1
Audioscript ­ page 110
t
Give students time to read through
the sentences before you play the
recording.
t
Tell students not to worry about
understanding every word at this
stage but to focus on listening for
the information in the statements
they hear.
Answers ­student page
65

Your Challenge
Background
This report is about the sports
facilities in a British town
of about 11,000 people. It is
based on factual information
about the town of Ludlow.
Writing: A sports
survey and report
Exercise 1
t
Students read the survey
quickly to find sports
facilities they use.
t
Students tell the class which
sports facilities they use.
Ask them if they use any
sports facilities that are not
mentioned in the text.
Text Builder
Exercise 2
t
Students work individually,
completing the survey with
the linking words. They can
compare answers in pairs
before checking answers as
a class.
t
Explain or encourage
students to guess the
meaning of any new
vocabulary in the survey.
Answers ­student page
Extra
Ask students to read the survey
and find expressions for how
many people said the same
thing, e.g. Nearly everybody
thinks … , (Two) people would
like … , Over half the people
think … .
Elicit more expressions, e.g.
100%/about one-third/under half
the people.
66
Your Challenge
Writing: A sports survey and 3 Do a survey and write a report about sports
report facilities in your area.
1
1 Write some questions.
STEP
Read the sports survey. Which sports facilities
do you use? t

8IBU
TQPSUT
GBDJMJUJFT
JO
ZPVS
BSFB
EP

you use?

t
8IBU
EP
ZPV
UIJOL
BCPVU
UIFN
Text Builder

t
)PX
DPVME
UIFZ
CF
JNQSPWFE
2 Complete the survey with the linking words in
t

8IBU
PUIFS
TQPSUT
GBDJMJUJFT
EPFT
ZPVS

the box. town need?
2 Ask other students your questions and write
STEP
although as well as instead of however
too apart from finally for example down their answers. Don’t write their names.
3 Write a short report of the results of your
STEP
Sports Survey survey in rough. Try to include the linking
words from Exercise 2.
le about
Here are the opinions of ten peop
our town (Woo ferton,
the sports facilities in Writing Help: Checking
popu latio n 1 1 ,000) .
t
3FBE
UIF
JOTUSVDUJPOT
BHBJO
)BWF
ZPV

Positive things: DPNQMFUFE
UIF
UBTL
)PX
DPVME
ZPV
NBLF

your text more interesting?
ts centre is
Nearly everybody thinks the spor
excellent. Two peop le like the gym because t
)BWF
ZPV
VTFE
UIF
MJOLJOH
XPSET
People enjoy t
)BWF
ZPV
DIFDLFE
TQFMMJOH
BOE

it has lots of exercise machines.
1 too . According punctuation?
classes at the centre,
to two people, the aero bics teac hers are
4
-PPL
BU
UIF
8SJUJOH
)FMQ
$IFDL
ZPVS
SFQPSU

STEP
brilli ant.
and rewrite it neatly.
most sports
There are clubs in the town for
2 apart from hockey and basketball (you have
to 4 Read each other’s reports. Do any results
rugby club
go to Shrewsbury for those). The surprise you?
has good facilities and people
think the
mountain bike circuit is fantastic.
3 However , there are some criticisms:
Over half the people think that
activities
cent re are too expe nsive –
at the sports
4for example, the fitness centre costs 4.30
£ an
for
peop le woul d like a disc ount
hour. Two
students..
ming pool. It is
People complain about the swim
n close d to the publi c beca use of school
ofte
5apart from being old and crowded.
classes
ts centre to
Three people would like the spor
nise more activ ities for youn g people in
orga
the school holidays.
has good sports
To sum up, although the town
6
ming pool
facilities, we need a new swim
7 as well as the old one we’ve got now and
8 Finally , there should be more
activities in the school holidays.
66
Exercise 3 t
Students work individually, writing
t
Read through Steps 1–4 so students a draft of their report and including
understand what to do. linking words where appropriate.
t
Read aloud the questions in Step t
Read through the Writing Help with
1. Elicit suggestions for three or the class. Encourage students to
four more questions. Tell students work with a partner, checking their
to write three to five questions. reports and correcting any mistakes.
Weaker students may find it helpful They can refer to you if they are not
to work in pairs for Steps 1 and 2. sure about any of the corrections.
t
Depending on your teaching t
Students rewrite their report neatly.
situation, students walk around
or sit in groups to ask and answer Exercise 4
questions. t
In groups of four to six, students
read each other’s reports and say if
any of the results surprise them.
 Unders anding Grammar: Modals referring to the past
1 Read the text. What do the numbers (a–d) refer to 3 Choose the correct comment (a or b) for
in the text? each situation.
a) 30 b) 16 c) 13 d) 7 Exercise 2
1 You shouted at the referee and she sent
you off the pitch. t
When checking answers,
a) You shouldn’t have shouted at her. draw students’ attention
Tanni Grey-Thompson was born with b) You needn’t have shouted at her.
a spinal condition which means she 2 You queued all night and bought a new
to the position of ‘not’ in
is paralysed from the waist down. computer game. negative sentences (e.g. need
When Tanni was a young child, she
wore leg supports but when she
a) You could’ve bought a computer not have got).
game.
was seven she had to start using a
b) You were able to buy a computer
t
Point out the sentence
wheelchair.
game. pattern in sentences with
With her competitive character and
sporting ability, Tanni was able
3 You had a race so you trained for had to/was able to (had to
a month.
to become one of Britain’s most
a) You should’ve trained.
start/was able to become)
successful and popular athletes.
In her competitive career, she won b) You had to train. and the sentence pattern
sixteen Paralympic and thirteen World Championship with should/shouldn’t (should
4 Choose the correct modal verbs in italics.
medals for wheelchair racing. She also broke more than thirty have built/shouldn’t have
world records. In 2002, when she could have taken a break after 1 There was a false start so the runners
the birth of her daughter, she won the London Marathon for the had to begin / shouldn’t have begun received).
sixth time. again.
Tanni has also won a lot of awards. However, she couldn’t 2 We should’ve / could’ve got tickets – there Answers ­student page
collect her third place Sports Personality of the Year award in were lots of empty seats in the stadium.
2000 because there was no wheelchair access to the stage. A lot 3 The runner was injured so he was unable
of people were angry about this because the organisers should to finish / needn’t have finished the race.
have built a ramp for her wheelchair. However, Tanni said 4 It was fantastic when we had to / were Exercise 3
people needn’t have got annoyed for her, it was just a mistake. able to see our school team in the
When she was given an honorary degree, her husband, Dr Ian
Thompson, joked that she shouldn’t have received it without
national finals. Answers ­student page
5 You needn’t have / shouldn’t have stayed
writing a 60,000-word essay.
up late the night before an important
PS Tanni’s real name is Carys but when she was born, her sister match.
Sian said she was ‘tiny’. However, Sian wasn’t able to say tiny
Exercise 4
properly so she pronounced it ‘tanni’ and the nickname stuck. 5 Complete the second sentence so it
means the same as the first. Use the t
Check answers by asking
modal verbs from Exercise 2. individuals to read aloud
2 Complete the sentences from the text with the correct 1 Did you manage to go skiing this year? the sentences.
form of the verb. Match the sentences (1–7) with the to go skiing this year?
meanings (a–g). 2 It was a mistake to push the other player. Answers ­student page
1 She had to start using a wheelchair. I the other player.
2 Tanni was able to become one of Britain’s most 3 Was it necessary for the players to swap
successful and popular athletes. shirts?
3 She couldn’t collect her Sports Personality of the swap shirts? Exercise 5
4 There were lots of tickets so we queued
Year award.
in the rain unnecessarily. t
Elicit the answer to item
4 The organisers should have built a ramp.
5 People needn’t have got annoyed. There were lots of tickets so we 1 from the class. Check
queued in the rain. that students can form the
6 She shouldn’t have received it without writing a
5 It was possible to buy tickets on the
60,000-word essay. Internet but we didn’t. question correctly.
7 She wasn’t able to say tiny properly. bought tickets on the Internet. t
Students work individually
a) It wasn’t possible and she didn’t do it. 7 or in pairs, rewriting the
It happened but it was wrong. 6
6 Finish the sentences to write about things
b) that have happened to you in the last sentences by using verbs
c) She didn’t manage to do it because it was impossible. 3 few days. from Exercise 2.
d) She managed to do it although it was difficult. 2
e) She had no choice, she was forced to do it. 1 1 I had to … 4 I was able to …
f) It wasn’t done and it was a mistake. 4 2 I shouldn’t have … 5 I needn’t have … Answers
3 I should have … 6 I could have … 1 Were you able
g) It happened but it wasn’t necessary. 5 67
2 shouldn’t have pushed
3 Did the players have to
4 needn’t have
5 We could have
Unders anding Exercise 1
t
Students work individually, reading
Grammar the text and finding out what the
Exercise 6
numbers refer to.
t
Elicit one or two examples
Modals referring to Answers for the first two sentences
the past a) 30 = the number of world records from the class.
Tanni Grey-Thompson broke t
Students then work
Background b) 16 = the number of Paralympic individually, writing
Tanni Grey-Thompson was born in medals she has won sentences about things that
1969 in Wales and is one of the UK’s c) 13 = the number of World happened to them in the
most successful disabled athletes. She Championship medals she has won last few days. Tell them they
has received numerous honours and d) 7 = the age when she had to start can write about true things
awards and now works extensively as using a wheelchair or they can invent things.
a motivational speaker. Visit: Monitor and check students’
www.tanni.co.uk sentences.
www.paralympic.org t
In pairs or small groups,
for more information. students read aloud their
sentences. 67

Language Check
Exercises 1–3
Answers ­student page
Exercise 4
Answers
20 They can’t have been
playing ice hockey that
day because they didn’t
take their skates.
21 She might be in the school
team because she’s a good
chess player.
22 Tom can’t be good at
sport because he’s lazy.
23 He must have been a good
gymnast because he won
ten medals.
24 Emily can’t have come to
school today because her
bike isn’t here.
25 Dan must have been
training because he
had become a better
footballer.
Exercise 5
Answers ­student page
2.34 Feedback
t
Students listen to the
recording to check their
answers. Check spelling

UP

where necessary by asking
individuals to write the
answers on the board.
t
After checking answers to
Exercise 5, students work in
pairs, reading the dialogues
aloud. Correct any serious
pronunciation errors.
t
Students look at the table
to see which sections in the
Students’ Book they need to
look at again.
t
Give students time in
class or at home to do
Language Check 6 of the
Workbook.
68
S udy Corner 6
16 Michael Phelps won eight gold medals in 2008.
Language Check
He may / must have trained very hard.
1 Look at the pictures and write the names of 17 The winner’s medal disappeared from her hotel
the sports. room. Someone must / might have stolen it.
18 Alex is standing on the second step so he could /
must have won the silver medal.
19 The winter Olympics this year could / must be
somewhere with lots of snow!
1 weightlifting 2 discus 3 javelin 4 high jump 4 Complete the second sentence so it means the
same as the first. Use can’t, may/might and must.
20 They didn’t take their skates so they weren’t
playing ice hockey that day.
They ice hockey that day because they
.
5 cricket 6 ice hockey 7 long jump 21 She’s a good chess player but I don’t know if
she’s in the school team.
2 Complete the multi-part verbs in the text. She in the school team because .
22 Tom’s lazy so I don’t think he’s good at sport.
It was the hardest race of my life. The weather Tom good at sport because .
was terrible but the school decided to go ahead 23 He won ten medals so he was a good gymnast.
8 with the race. The first two miles were okay
He good gymnast because .
but then we had to cross a river and go up a hill. 25 Emily’s bike isn’t here so she hasn’t come to
I nearly gave 9 up because I felt terrible. school today.
Then, I got a pain in my leg and was going to drop Emily to school today because .
out 10 of the race. But I didn’t want to let 25 Dan became a better footballer so I think he had
my team 11 down . In the end, I finished the been training.
race and came third. I was really happy when they Dan training because .
gave 12 out the medals!
Grammar / 13
Vocabulary / 12
5 Complete each piece of advice.
3 Choose the most appropriate modal verbs. A I’ve got a terrible headache.
13 The Olympics are every four years – 2008 and 2012 B You 26 should take an aspirin.
so there could / must be an Olympic Games in 2016. A It’s going to rain.
14 Modern skis must / might be much lighter than B You’d 27 better take your umbrella.
old wooden ones. A I can’t do this homework.
15 Our neighbour is an athlete. I think he might / B If I 28 were you, I 29 would ask Kim.
must be in the Olympic team but I’m not sure. A I’ve got a bad cold.
B You 30 shouldn’t go out tonight.
Key Expressions /5
Feedback
2.34 t
Listen and check your answers to the
Language Check. Write down your scores.
t
Look at the table below. Check where you S udy Help: English outside school
made mistakes.
Which of these would you like to try?
t
W
atch an English DVD with the subtitles in
Wrong answers: Look again at:
English.
Numbers 1–7 Get Ready – Key Words t
3FBE
B
1FOHVJO
3FBEFS
GPS
ZPVS
MFWFM
Numbers 8–12 Unit 17 – Word Builder t
3FBE
NBHB[JOFT
JO
&OHMJTI
t

(P
UP
UIF
##$T
XFCTJUF
XXXCCDDPVL
Numbers 13–25 Unit 16 – Grammar and practise your reading. You can also listen to
Understanding Grammar BBC radio programmes online.
t

-JTUFO
UP
TPOHT
JO
&OHMJTI
BOE
HFU
UIF
XPSET

Numbers 26–30 Unit 18 – Key Expressions from the Internet.
t
Now do the exercises in Language Check 6 t

5BML
UP
GPSFJHO
UPVSJTUT
JO
&OHMJTI
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ZPVS

68 of the Workbook. town or when you are on holiday.
Study Help: English
outside school
t
Read through the suggestions with
the class.
t
Students say what they have tried
and if they enjoyed it and found
it helpful, e.g. which magazines
they read, which songs they got the
words of.
t
Students discuss which of the
suggestions they are going to try.
They can report back in a later
lesson and discuss how they got on.
Module 6 Test, Active Teach
 a

Module 7
Talk about detective stories and films;
make requests.
Read about punishment, a Sherlock Holmes story Answers
and archaeological mysteries. General: alibi, investigation,
Listen to descriptions of detectives and crime murder
b scene investigations.
People: criminal, witness
Write an article about a mystery.
Evidence: blood, fingerprints
c Learn about reported orders and requests.

d 3.3 Exercise 3
Audioscript ­ page 111
t
Read aloud the statements
(1–8).
t
Ask students to look at the
photos of the detectives and
try to match them with the
statements.
t
Play the recording, twice
if necessary, for students
to listen and match the
detectives (a–d) with the
statements (1–8).
Get Ready 4 Which of these qualities do
you think a detective needs? Answers ­student page
1 What are your favourite detective stories, films or TV
t
BO
BOBMZUJDBM
NJOE


programmes?
t
B
HPPE
TFOTF
PG
IVNPVS


‘CSI’ is one of my favourite programmes. t

UIF
BCJMJUZ
UP
PCTFSWF
UIJOHT
Extra
DBSFGVMMZ

2 Put these words in the correct groups in the Key Words. t
GFBS
PG
UIF
VOLOPXO

Divide the class into four groups.
t
B
HPPE
NFNPSZ


BMJCJ
CMPPE
DSJNJOBM
GJOHFSQSJOUT

t
QIZTJDBM
GJUOFTT

Ask each group to listen carefully
JOWFTUJHBUJPO
NVSEFS
XJUOFTT t
B
MPHJDBM
NJOE to one of the descriptions and
make a note of extra information
3.2 5 Speak Out Which
of these jobs requires the about the detective. Play the
qualities above? Why? Tell the recording. Each group tells the
class.
class their extra information.
An archaeologist needs an analytical
mind because he or she has to study Check that students understand
3.3 3 Listen to the descriptions of the four detectives (a–d) in the evidence and look for clues. any new vocabulary.
photos. Match them with the sentences (1–8).
t
BSDIBFPMPHJTU

1 b IBT
HPU
B
NPUPSCJLF t
EPDUPS
Exercise 4
2 c EPFTOU
IBWF
B
IBQQZ
IPNF
MJGF t
IJTUPSJBO


3 a TUBSUFE
IFS
PXO
CVTJOFTT t
KPVSOBMJTU
t
Students work in small
4 d XSPUF
NZTUFSZ
TUPSJFT t
MBXZFS
groups, discussing the
5 a XPSLT
OFBS
XJME
BOJNBMT t
QPMJDF
PGGJDFS


6 b XBTOU
HPPE
BU
IJT
KPC
XIFO
IF
TUBSUFE
JU t
TDJFOUJTU

qualities a detective needs
7 c EPFTOU
IBWF
B
HPPE
EJFU t
UFBDIFS
and giving reasons.
8 d NPWFE
UP
/FX
:PSL t
KVEHF 69 t
The groups feed back to the
class and see how much
general agreement there is.

Get Ready
Background
Crime and detective series have been
incredibly popular in the USA and the
UK since the 1950s. They have been
broadcast all over the world and often
repeated many years after the series
has finished. Many series are adapted
from books and have been filmed
more than once with different actors
in the leading roles. These include the
works of Agatha Christie (Miss Marple
and Hercule Poirot), Sir Arthur Conan
Doyle (Sherlock Holmes) and Henning
Mankell (Wallander).
Exercise 5
Exercise 1
t
In groups or as a class, students t
Ask one of the students to
discuss their favourite detective read aloud the example
stories, films and TV programmes, sentence.
giving reasons for their choice. t
In pairs, students discuss
which qualities each job
3.2 Exercise 2 requires, giving reasons.
t
Play the recording for the students t
In turn, each pair tells the
to listen and repeat the Key Words. class the qualities required
Check word stress and students’ for one of the jobs and why.
understanding.
t
Check that students understand any
new vocabulary.
t
Students work in pairs, adding the
words in the box to the categories
of the Key Words.

69

This Uni
4IPSU
PG
UJNF set some of
the exercises for homework
(e.g. Exercises 8, 9 and 10)
and shorten the discussion in
Exercise 1
.PSF
UJNF do the activity in
the Time Out section
Warm-up
3.4 Exercise 1
t
Play the recording for
the students to listen and
repeat the Key Words. Check
word stress and students’
understanding. Students
listen and repeat the Key
Words after the recording,
paying particular attention
to word stress in compound
words.
t
Students discuss what
they think are suitable
punishments for the crimes
in pairs or small groups.
t
The groups exchange ideas
about punishments as a
class.
Reading
3.5 Exercise 2
t
Play the recording for
students to read and listen
and complete the table.
Answers ­student page
Exercise 3
t
Students work individually,
putting the crimes in order
of seriousness.
t
In pairs, students compare
their ideas and give reasons
for their answers.
Exercise 4
t
Discuss the four crimes with
the class.
t
After discussing the
appropriacy of the
punishments with the class,
ask students which of the
judges’ sentences surprised
them most.
70
19 Order in Cour
Warm-up Reading
1 What do you think are suitable 3.5 2 Read the text about crime and punishment and complete
punishments for the crimes the table.
below? Use the Key Words to
discuss your ideas.
Crime Punishment
t
TUFBMJOH
B
QIPOF

t
QBJOUJOH
HSBGGJUJ
PO
B
XBMM

having a film-and music- a year in prison and a fine of $3.5 million –
t
LJMMJOH
TPNFCPEZ

sharing website later changed to no prison but a higher fine
t
TIPQMJGUJOH

killing a schoolboy 300 hours community service
3.4
refusing to move when the £50 fine which she refused to pay –
police told her to then sent to prison
a mobile phone rang in court 46 people arrested, some sent to prison
3 Look at your answers in the table. Put the crimes and
punishments in order from most to least serious.
4 Do you think the punishments are right? Discuss your ideas.
T
he job of a judge is to manage the courtroom, listen to
evidence and, if the jury reaches a guilty verdict, decide on
the criminal’s punishment. However, not everybody agrees
with the judges’ sentences. Below are some court decisions.
Three people were arrested in Scandinavia because their website
allowed people to share films and music. They were accused of
stealing and the court found them guilty. The judge sentenced them
to a year in prison and ordered them to pay a fine of $3.5 million.
Later, their lawyer persuaded the judge to reduce the sentence but
then he told them to pay a higher fine.
A cyclist who hit and killed a schoolboy was arrested and taken to
court. The cyclist asked the judge to send her to prison because she felt
terrible about the accident. However, the judge said prison was a waste
of tax payers’ money and ordered her to do 300 hours community
service. The judge also warned her to cycle more carefully in the
future. The dead boy’s parents were shocked by the sentence.
A Scottish student took part in a peaceful anti-war demonstration.
The police told her to move because she was stopping the traffic.
When she refused to move, the police arrested her. The judge
ordered her to pay a £50 fine. She refused to pay the fine so she was
sent to prison for two weeks. After a week in prison, her parents
persuaded her to pay the fine and she was released.
One judge in the United States was very angry when a mobile phone
rang in the public area of his court. He asked the owner of the
phone to stand up but nobody admitted it was their phone. So, like
a school teacher who punishes a whole class, the judge ordered the
court officials not to let anyone leave the court. Forty-six people were
arrested and some were kept in prison. The judge later lost his job.
70
Grammar:  Reported orders Answers
and requests 1 told them to pay a higher fine.
2 asked the judge to send her to
Exercise 5 prison.
t
Read aloud the first entry in the 3 warned her to cycle more carefully
table. in the future.
t
Students work individually, 4 persuaded her to pay the fine.
completing the table. 5 asked the owner of the phone to
t
Check answers by asking students to stand up.
read aloud each pair of original and 6 ordered the court officials not to let
reported sentences. anyone leave the court.
 Grammar

Grammar:  Reported orders and requests 9 Rewrite the sentences in direct speech.
1 )F
PSEFSFE
NF
UP
HJWF
UIF
QPMJDF
B
%/"

5 Match what the people said with sentences from
the text. Complete the table.
TBNQMF Exercise 9
‘You must give the police a DNA sample.’ t
Remind students to punctuate
The words said and the reported order/request 2 .Z
GSJFOE
XBOUFE
NF
UP
HJWF
IFS
BO
BMJCJ
A:PV
NVTU
QBZ
B
GJOF
PG
$
NJMMJPO 3 5IF
MBXZFS
UPME
NF
UP
TQFBL
UP
UIF
QPMJDF the direct speech sentences
5IF
KVEHF ordered them to pay a fine of $3.5 million. 4 5IF
KPVSOBMJTU
BTLFE
NF
UP
EFTDSJCF
UIF
correctly (with quote marks

TVTQFDU

A/PX
ZPV
NVTU
QBZ
B
IJHIFS
GJOF
and question marks) and
)F
1 5 5IF
QPMJDF
PGGJDFS
XBSOFE
IFS
OPU
UP
QJDL



VQ
UIF
HVO
change other words such as
A1MFBTF
TFOE
NF
UP
QSJTPO pronouns where necessary.
5IF
DZDMJTU
2
 10 Read the information a police officer
A:PV
NVTU
DZDMF
NPSF
DBSFGVMMZ
JO
UIF
GVUVSF gives to a witness. Report the direct Suggested answers
5IF
KVEHF
3
 speech in italics. Use ask, tell or warn.
The police officer told the witness to arrive at the 2 ‘Please give me an alibi.’
A1MFBTF
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UIF
GJOF
)FS
QBSFOUT
4
 court on time. 3 ‘You must speak to the
A8JMM
UIF
PXOFS
PG
UIF
QIPOF
TUBOE
VQ police.’
)F
5
 First, 1make sure you arrive at the court on 4 ‘Can you describe the
time. 2 It’s natural to feel nervous giving your
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BOZPOF
MFBWF
UIF
DPVSU evidence, 3 listen carefully to the questions and suspect, please?’
5IF
KVEHF
6
 answer clearly. Remember, 4 you must tell the 5 ‘Don’t pick up the gun.’
truth. Also, it’s important that you 5 don’t
discuss the case with other witnesses. 6 You
6 Look at the rule and add more verbs from Exercise 5. need to look smart. 7 Please borrow a suit from
somebody.
8IFO
XF
SFQPSU
TPNFCPEZT
PSEFST
PS
SFRVFTUT
Exercise 10
XF
VTF
UIJT
QBUUFSO
BTL

TPNFCPEZ
UP
EP
TPNFUIJOH Answers
PSEFS OPU
UP
EP
Your Turn 2 The police officer told the
7 witness that it was natural
Look at the reports of one request. Complete the 11 Game Work in groups. On separate slips
gaps with the correct pronoun. of paper, write anonymous requests to feel nervous giving his/
Criminal A1MFBTF
EPOU
TFOE
NF
UP
QSJTPO addressed to everyone in the group. her evidence.
Criminal I
BTLFE
her
OPU
UP
TFOE
me
UP
QSJTPO
Alfie! Can you help me with my physics? 3 The police officer told the
Judge
He
BTLFE
1 me
OPU
UP
TFOE
2 him
Mia! Please don’t phone me after 10 p.m. because
UP
QSJTPO

witness to listen carefully
my mum gets angry. to the questions and to
Journalist
3 He
BTLFE
4 her
OPU
UP
TFOE
5 him

UP
QSJTPO 12 Report what someone wants you to do answer clearly.
and guess who the person is. 4 The police officer warned
Practice Alfie: Someone asked me to help them with their the witness to tell the truth.
physics. I think it’s Lucas.
8 Report the orders and requests. 5 The police officer told/
1 A%POU
UBLF
QIPUPHSBQIT
JO
DPVSU
warned the witness not to
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discuss the case with other
The judge ordered them not to take photographs in court. witnesses.
2 A$BO
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UIF
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6 The police officer told the
TIF

BTL

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3 A%POU
UPVDI
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BU
UIF
DSJNF
TDFOF
witness that he/she had to

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IFS
look smart.
4 A1MFBTF
HFU
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PG
ZPVS
DBS

QPMJDF
PGGJDFS

BTL

ESJWFS


7 The police officer asked the
5 A:PV
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TUBOE
VQ
XIFO
UIF
KVEHF
TQFBLT
witness to borrow a suit
UP
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DPVSU
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QSJTPOFS

from somebody.
6 A-FBWF
UIF
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JO
B
CBH
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TUBUJPO

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XBOU

UIF
QBSFOUT

TIM E OUT! Page 100, Exercise 19 71 Your Turn

Exercise 11
t
Read aloud the example
Exercise 6 sentences.
Practice t
Elicit two or three more
t
Draw students’ attention to the
reporting verb used in each Exercise 8 sentences.
reported sentence. t
Students work individually,
Answers writing three to five
Answers 2 She asked the scientist to compare anonymous requests for the
persuade, tell, warn the DNA evidence. group.
3 The detective warned her not to
touch anything at the crime scene. Exercise 12
Exercise 7 4 The police officer asked the driver t
Collect in the papers and
t
When checking answers, ask to get out of his/her/the car. redistribute the sentences.
students if the criminal and judge 5 The court officer told the prisoner t
Read aloud the example
are male or female (criminal – male; to stand up when the judge spoke sentence before students
judge – female). Ask students to tell to him/her. work in groups, reporting
you which pronouns refer to the 6 The kidnapper wanted the parents the requests and guessing
criminal (2, 3, 5) and which to the to leave the money in a bag at the who the person is.
judge (1, 4). station.
TI M E OUT! Page 100,
Answers ­student page Exercise 19
71
Photocopiable activity 12,
Active Teach

This Uni
4IPSU
PG
UJNF set some of the
exercises for homework (e.g.
Exercises 3 and 7)
.PSF
UJNF
do the Extra
activity
Warm-up
Exercise 1
t
Students discuss the
questions in small groups,
giving reasons for their
answers.
Reading
3.6 Exercise 2
t
Play the recording for
students to read and listen
and check their guesses
from Exercise 1.
Answers
1 Stapleton
2 Holmes
3 Sir Charles Baskerville
Exercise 3
t
Students work individually
or in pairs, reading the text
and choosing the correct
words. Advise them to read
through the text quickly first
for general understanding.
Answers ­student page
Exercise 4
t
Read aloud the instructions
and check that students
understand the meaning
of ‘idiomatic expressions’.
Students may find it helpful
if you refer to two or three
idioms from their L1.
t
When checking answers,
point out that the
expression ‘the black sheep
of the family’ has negative
connotations and is used
when someone is different
from the rest of the family
because that person is
considered to be a failure
or an embarrassment, e.g.
someone who gets into
trouble with the police,
someone who goes abroad
and doesn’t keep in touch
with their family.
72
20 Sherlock Holmes
Warm-up Reading
1 Look at the pictures (a–f). Who do 3.6 2 Read the story and check your guesses from
you think was: Exercise 1.
1 the murderer?
2 the detective?
3 the murder victim?
a The Hound of
the Baskervilles
Sir Charles
Baskerville L ast week, the body of another Baskerville, Sir Charles,
was found outside Baskerville Hall. There were no
marks on his body but next to it were footprints of a huge
dog. This reminded Holmes that in the 17th century, the evil
b Sir Hugo Baskerville had been killed by an enormous hound.
Sir Charles’s young nephew, Sir Henry Baskerville,
returned from America. On his first day, he mysteriously
lost a boot at his hotel and soon afterwards, received a
threatening note. Holmes and Watson went to see him.
Having talked to Sir Henry, Holmes sent Watson to
Sir Henry stay with him at Baskerville Hall. Watson was a light
Baskerville
Holmes sleeper and heard strange noises that night. The next
morning, he went for a walk on the moors and met Mr
Stapleton, a neighbour. Stapleton told Watson how
dangerous the moors were because of the hound and the
c bogs, where people could easily drown. While they were
talking, Stapleton’s wife arrived. She whispered to Watson:
‘Go back to London immediately!’
Watson One night, Watson saw the Baskerville’s butler
signalling to someone on the moors. He found out that
he was helping a prisoner who had escaped from a nearby
prison. The next day, Watson saw another stranger on the
moors and followed him. But the stranger turned out to be
Holmes! Suddenly, they heard terrible screams. They ran
towards the noise and found the dead body of the prisoner
Stapleton
–wearing Sir Henry’s clothes. That night, having looked
d at the Baskerville portraits, Holmes realised that Stapleton
was the spitting image of old Sir Hugo.
The following day, Sir Henry went for lunch with
Stapleton. Holmes and Watson decided to follow him. It
was very foggy, and on his return, Sir Henry was attacked
by a huge dog. Holmes took out his gun and shot it.
the butler Luckily, Sir Henry was safe and sound. They went back
to Stapleton’s house and found Mrs Stapleton tied up. She
e told them about her husband’s plan to kill the Baskervilles.
Stapleton was really Sir Charles’s nephew, although Sir
Holmes Charles had never met him. Stapleton was the black sheep
of the family who had gone away to South America. But he
had returned because he wanted to get the family’s money.
Mrs Stapleton showed them where her husband had
hidden the hound on the moors. They followed Stapleton’s
Sir Hugo’s footprints but they disappeared in the bog. Having got lost
portrait
in the fog, Stapleton must have drowned in the bog! The
mystery of the Hound of the Baskervilles was over.
72
Exercise 5
Answers
t
Do the first two sentences with
a light sleeper – easily woken up
the class.
safe and sound – unhurt
t
Students complete the exercise,
the spitting image – exactly like
working individually. They can
someone
compare answers in pairs before
the black sheep of the family –
checking answers as a class.
someone who is different from the
rest of his/her family
Answers
over – finished
1 literal 2 idiomatic 3 literal
4 idiomatic 5 idiomatic 6 literal
 Skills

3 Read Holmes’s explanation. Choose the correct 5 Are the underlined words literal or idiomatic?
option in italics. 1 That bag is very heavy.
2 There was some very heavy rain last night.
‘Elementary, my dear Watson! Stapleton came back 3 We walked for ten miles yesterday. Exercise 7
from 1 South America / the United States to live 4 This laptop is miles better than my old one.
near Baskerville Hall. He knew about the story of 5 The exam was a nightmare – it was really hard!
2Sir Henry / Sir Hugo and he trained an enormous Answers
6 I had a bad nightmare last night.
dog which he kept 3on the moors / in his house. Sir 1 Having rented a house near
Charles also knew the legend and was frightened. Word Bank, page 111 Baskerville Hall, Stapleton
Stapleton arranged to meet him one night but sent
his dog instead. Sir Charles died 4of a heart attack / 6 Look at the Sentence Builder. Find more
got to know Sir Charles.
from a bite when he saw the horrible dog. examples in the story. 2 Having heard about the
When Sir Henry arrived, Stapleton went to London. legend of the hound, he
He followed Sir Henry and stole one of his 5boots / bought and trained a huge
hats to get his 6name / smell for the dog. When you
and Sir Henry got to Baskerville Hall, Stapleton’s
dog.
wife tried to warn you because she thought you 3 Having taken Sir Henry’s
were 7Sir Charles / Sir Henry. Later, the dog killed boot, Stapleton used it to
the escaped prisoner because he was wearing 8Sir
Charles’s / Sir Henry’s clothes which had his smell!
get the hound to attack
That evening, I realised Stapleton was a Baskerville him.
when I saw 9Sir Hugo’s / Sir Charles’s portrait.
7 Rewrite the sentences using the structure in the
Sentence Builder. 4 Having followed Sir Henry’s
The next day, Stapleton sent his dog to attack smell, the hound then
1 Stapleton rented a house near Baskerville Hall.
Sir Henry but I shot the dog. When he saw this,
Stapleton tried to escape but he drowned in the
He got to know Sir Charles. killed the prisoner wearing
2 He heard about the legend of the hound.
bog. Finally, we found Mrs Stapleton tied up
Afterwards, he bought and trained a huge dog.
his clothes.
because she was 10for / against her husband’s plans
3 Stapleton took Sir Henry’s boot. After that, he
to get the Baskerville’s money.
used it to get the hound to attack him.
4 The hound followed Sir Henry’s smell. It then
killed the prisoner wearing his clothes.
Speaking
4 Look at the Word Builder. Find the idiomatic
expressions in the text and match them with
Speaking Exercise 8
these meanings.
t
Divide the class into pairs.
t
TPNFPOF
XIP
JT
EJGGFSFOU
GSPN
UIF
SFTU
PG
8 Work in pairs. Read about two situations and
Student A in each pair looks
IJTIFS
GBNJMZ
t
FYBDUMZ
MJLF
TPNFPOF
ask your partner yes/no questions to try and
t
GJOJTIFE
t
VOIVSU
t
FBTJMZ
XPLFO
VQ explain them. at page 89 and Student B
Did somebody come in through the window? looks at page 90.
t
Give students time to read
Student A, page 89 Student B, page 90 through their situations and
explanations and check that
they understand them.
t
Students work in pairs,
taking turns to read aloud
a situation and ask and
Fact or Fiction? answer ‘yes/no’ questions
Sir Arthur Conan Doyle got tired of to guess the explanation. If
Sherlock Holmes and ‘killed’ him in a students cannot guess the
story. People complained so much that
f Conan Doyle had to bring him back to life. explanation after asking
Sir Henry Answer on page 91. ten ‘yes/no’ questions,
Baskerville their partner gives the
explanation.
TIM E OUT! Page 100, Exercise 20 73
Fact or Fiction?
t
After checking answers,
ask students to think of
Extra Exercise 6 other fictional characters
t
Read the sentences with the whose ‘death’ would be
Read through the section on ‘Idiomatic very unpopular, e.g. Agatha
students.
Language’ in the Word Bank with the Christie’s Belgian detective
t
Students work in pairs, finding
class. Hercule Poirot, James Bond.
and reading aloud more examples
Point out that a good dictionary will
include idiomatic expressions. Students
from the story. (1 That night, having TI M E OUT! Page 100,
looked at the Baskerville portraits, Exercise 20
may like to look up expressions such
Holmes realised that Stapleton
as black sheep (listed under ‘black’) and
was the spitting image of old Sir Photocopiable activity 13,
spitting image (listed under ‘spitting’) in
Hugo.; 2 Having got lost in the fog, Active Teach
their dictionaries.
Stapleton must have drowned in
Give students examples of other similar
the bog!) Point out the use of the
expressions, e.g. He’s a heavy sleeper.;
comma in the sentences.
This laptop is tons better than my old
one.

73

This Uni
4IPSU
PG
UJNF set some of the
exercises for homework (e.g.
Exercises 4 and 5)
.PSF
UJNF do the Extra
activities
Background
Ellie and Steve go to the
cosmetics factory to interview
Mrs Foster, the owner, and to
get evidence that the factory
is polluting the local river. Mrs


Foster is not very cooperative,
denies all knowledge of
toxic chemicals and asks

DPNF
JOUP
NZ
PGGJDF


4 8IBU
EPFT
TIF
EP
the reporters to leave. They

EP
ZPV
UIJOL
ZPV

decide to hide and wait for

QMFBTF
an opportunity to look for

OP
QSPCMFN
evidence inside the warehouse.

ZPV
DBOU
Warm-up
Exercise 1
t
Students work in groups,
guessing where Steve and
Ellie are and who the
woman is, and describing
what is happening in the

*
EPOU
photos.
Reading and

XFMM


Listening

UPP

3.7 Exercise 2

&MMJF
-FUT
HP
t
Read through the questions



with the class before you
play the recording.
t
Play the recording for
students to read and listen


and answer the questions.
Students can also check their
guesses from Exercise 1.
t
When checking answers,
encourage students to guess
the meaning of take legal
action.
Answers
1 Because she has something
to hide.
2 Because they ask about
dangerous chemicals in her
products and say that she
has killed fish in the river.
3 She will take legal action if
Ellie and Steve say anything
on the radio.
74
21 The Fac ory
3 Look at the Sentence Builder. Notice the change in
Warm-up word order.
1 Describe what is happening in the
photos.
Reading and Listening
3.7 2 Read and listen to the dialogue. Answer
the questions.
1 8IZ
EPFTOU
.ST
'PTUFS
MFU
&MMJF
BOE

4UFWF
TFF
UIF
GBDUPSZ
2 8IZ
EPFT
.ST
'PTUFS
HFU
BOHSZ
3 8IBU
UISFBUT
EPFT
.ST
'PTUFS
NBLF
Ellie and Steve visit Mrs Foster, the boss of 4 Change these direct questions to indirect questions.
the cosmetics factory. 1 8IFSF
EP
UIFZ
MJWF

Ellie .ST
'PTUFS
$PVME
XF
UBML
UP
ZPV
Could you tell us where they live?
QMFBTF
8FSF
GSPN
SBEJPDIJMMPSH

2 8IBU
UJNF
JT
JU
Mrs F *N
BGSBJE
*N
WFSZ
CVTZ

Ellie +VTU
UXP
NJOVUFT
y
QMFBTF 3 *T
UIFSF
B
QPTU
PGGJDF
OFBS
IFSF
Mrs F
8FMM
PLBZ
5 8IP
JT
UIBU
NBO
$PVME
ZPV
UVSO
UIBU
SFDPSEFS
PGG
6 %JE
IF
QIPOF
MBTU
OJHIU
Ellie
0G
DPVSTF
4UFWF
DPVME
UVSO
JU
PGG
Steve 4VSF
Ellie
%P
ZPV
NJOE
JG
XF
UBLF
B
MPPL

BSPVOE
UIF
GBDUPSZ
Mrs F *N
TPSSZ
Ellie
*T
JU
PLBZ
JG
XF
BTL
ZPV
TPNF

RVFTUJPOT
BCPVU
ZPVS
QSPEVDUT
Mrs F (P
BIFBE
Ellie
$PVME
ZPV
UFMM
VT
JG
UIFSF
BSF

BOZ
EBOHFSPVT
DIFNJDBMT
JO
ZPVS

QSPEVDUT
Mrs F
0G
DPVSTF
UIFSF
BSFOU
"MM


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QSPEVDUT
BSF
OBUVSBM
Ellie
8F
GPVOE
USJDMPTBO
JO
POF
PG
ZPVS

TIBNQPPT
%P
ZPV
LOPX
XIBU
JU
JT
Mrs F /P
Ellie
%P
ZPV
LOPX
IPX
NBOZ
GJTI


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LJMMFE
JO
UIF
SJWFS

Mrs F
%POU
CF
SJEJDVMPVT
*G
ZPV


TBZ
BOZUIJOH
PO
UIF
SBEJP
UBLF
MFHBM
BDUJPO
Steve
4PNF
QFPQMF
IBWF
IBE
BO


BMMFSHJD
SFBDUJPO
BGUFS
VTJOH


ZPVS
QSPEVDUT
Mrs F
8JMM
ZPV
MFBWF
NZ
PGGJDF
*N
CVTZ

Steve 0LBZ
$PNF
PO
Ellie
5IBOL
ZPV
GPS
ZPVS
UJNF
.ST
'PTUFS
Later …
Ellie -FUT
IJEF
8F
DBO
MPPL
SPVOE
UIF

GBDUPSZ
JO
UIF
MVODI
CSFBL
$PNF
PO
4UFWF
2VJDL


74
Exercise 3 Exercise 4
t
Read the sentences with the
students. Answers
t
Explain that indirect questions 2 Do you know what time it is?
usually sound more polite, 3 Could you tell me if there is a post
especially in formal situations. office near here?
t
Draw students’ attention to the use 4 Do you know what she does?
of Could you tell us/me if … ? when 5 Do you know who that man is?
making yes/no direct questions 6 Could you tell me if he phoned last
into indirect questions and Do you night?
know (what ) … ? when making Wh-
questions into indirect questions.
Point out that Do you know … ? in
items 2 and 3 does not change and
is not affected by the verb tense.
 Skills

Speaking 6 Work in pairs. Take turns to be a student and a

teacher. Ask for permission to do these things.
5 Look at the Key Expressions. Which of the A Is it okay if we use dictionaries in the exams?
requests (1–6): a) ask for permission? b) ask Exercise 7
someone to do something? Which request is
B I’m sorry, you can’t.
t
VTF
EJDUJPOBSJFT
JO
UIF
FYBNT
t
Elicit two or three dialogues
not polite?
t
PQFODMPTF
UIF
XJOEPX from the class before
t
HP
UP
UIF
UPJMFU students work in pairs.
t
XPSL
JO
HSPVQT
t
HJWF
ZPVS
IPNFXPSL
JO
MBUF
t
Check that students do not
t
HP
IPNF
FBSMZ make incorrect sentences
t
VTF
B
MBQUPQ
JO
DMBTT when using Do you mind
t
MPPL
BGUFS
ZPVS
QFU
JO
UIF
IPMJEBZT
… ? For example, Do you
7 Work in pairs. Take turns to ask your partner mind taking my book back
to do these things. to the library? is correct but
t
UBLF
B
CPPL
CBDL
UP
UIF
MJCSBSZ Do you mind if you take my
t
FYQMBJO
UIF
NBUIT
IPNFXPSL
t
MFOE
ZPV
B
EJDUJPOBSZB
CPPLB
$% book back to the library?
t
EPXOMPBE
TPNF
NVTJD
GPS
ZPV is not.
t
MFOE
ZPV
TPNF
NPOFZ
GPS
UIF
CVT

Everyday Listening
Everyday Listening
1 Look at the Listening Help. Exercise 1
t
Read aloud the advice
Listening Help: Taking notes about taking notes. Remind
t
-JTU
UIF
UPQJDT
ZPV
XBOU
UP
NBLF

students of the advice in
OPUFT
BCPVU
Unit 17 on taking notes from
t
"T
ZPV
MJTUFO

XSJUF
JNQPSUBOU
XPSET

a written text.
OFYU
UP
FBDI
UPQJD
t
%POU
XSJUF
GVMM
TFOUFODFT
6TF

BCCSFWJBUJPOT 3.8 Exercise 2
Audioscript ­ page 111
3.8 2 Listen to detectives describing two crimes.
Use the Listening Help to make notes t
Students write two lists of
about these things for each crime (when the six topics (one list for
possible).
each crime), leaving space to
t
DSJNF
t
WJDUJN
t
TVTQFDU


t
NPUJWF
t
FWJEFODF
t
BMJCJ write their notes.
t
Play the recording, twice if
3 Work in pairs. Compare your notes with
necessary, for students to
your partner’s. Who got the most details?
listen and make notes.
3.9 4 Listen Closely Listen to the questions and
complete the gaps. Then listen and repeat Answers
the questions.
1 )PX
do
you
LOPX Students’ own answers
2 Do
you
IBWF
BOZ
TVTQFDUT
3 Does
she
have
BO
BMJCJ
4 8IFSF
is
she
OPX Exercise 3
5 8IFO
do
they
XBOU
UIF

NPOFZ t
In pairs, students compare
their notes to see if they
TIM E OUT! Page 101, Exercise 21 75 agree about the facts and
who got the most details.
t
Play the recording, pausing
it appropriately, for students
to check their notes.
Speaking Exercise 6
t
Ask two students to read aloud the 3.9 Exercise 4
Exercise 5 example dialogue.
Audioscript ­ page 111
t
Elicit one or two more dialogues
Answers using some of the cues before
a) ask for permission: 1, 4, 5 Answers ­student page
students work in pairs.
b) ask someone to do something:
2, 3, 6 Extra TI M E OUT! Page 101,
not polite: 6 Exercise 21
Each pair of students say one or two of
their dialogues for the class to hear.
Extra
Play the recording of the dialogue from
Exercise 2 for students to focus on the
stress and intonation patterns in the
requests and responses. Students then
work in groups of three, reading aloud
the complete dialogue from Exercise 2
and changing parts. 75
 Across Cul ures 4
Warm-up
Exercise 1
t
You may wish to introduce
the topic of unsolved
mysteries such as how the
ancient Egyptians built the
pyramids, the existence
and location of Atlantis,
the Loch Ness monster, UFO
(Unidentified Flying Objects)
sightings, etc., before
turning to the photo and
drawing of Rapa Nui (Easter
Island).
t
Students work in small
groups, looking at the
pictures and guessing what
the statues represented
and why they were there.
Each group discusses
which reason they think
was the most likely for the
destruction of the island’s
old civilisation.
t
The groups exchange
ideas as a class. Help with
vocabulary where necessary.
Reading
3.10 Exercise 2
t
If you have a large world
map, display it for students
to see where Easter Island is.
t
Play the recording for
students to listen and read
and check their answer to
Exercise 1.
Answer
c)
Exercise 3
t
Read through the phrases
(1–8) and the example
answer with the class. Check
that students understand
any new vocabulary, e.g.
cannibals.
t
Students work individually,
reading the text and finding
the sentences. They can
compare answers in pairs
before checking answers as
a class.
t
Check answers by asking
individuals to read aloud
the sentences. Check that
students understand any
new vocabulary in these
sentences.
76
Across Cultures 4
Warm-up
1 Look at the photo and picture. Guess what
destroyed the island’s old civilisation, a, b or c.
a) "
WPMDBOP
FSVQUFE
BOE
LJMMFE
FWFSZPOF
b) &VSPQFBOT
JOWBEFE
UIF
JTMBOE
BOE
LJMMFE
NPTU
PG

UIF
QFPQMF
c) 5IF
JTMBOEFST
DVU
EPXO
UIF
GPSFTUT
BOE
IBE
OP

GPPE
Reading
3.10 2 Read the text and check your answer to Exercise 1.
R apa Nui (Easter Island) is the most remote island in
the world, 3600 kilometres off the coast of Chile in the
vast Pacific Ocean. The island is a little triangle of a 100
square kilometres with a volcano on each corner. Tourists
go to see the huge stone heads on the island.
How did these massive, stone statues get to this small,
treeless island? Some people thought that UFOs must
have put them there or that the island was once part
of the lost city of Atlantis. Only recently, scientists solved
the mystery of Rapa Nui by studying the old language
and customs, analysing the DNA of the inhabitants and
examining the local soil and rocks.
76
Answers
2 Some people thought that UFOs
must have put them there or that
the island was once part of the lost
city of Atlantis.
3 Between 1300 and 1600 years ago,
a group of Polynesians came to
Rapa Nui in canoes.
4 This was an ancient Polynesian
tradition.
5 (These giant statues couldn’t be
moved, but) the Rapa Nui people
transported others around the
island on rollers made from palm
trees.
Between 1300 and 1600 years ago, a group of
Polynesians came to Rapa Nui in canoes. They found
a green, fertile island full of palm forests. They planted
crops for food and began to make statues of their
ancestors from the volcanic rock. This was an ancient
Polynesian tradition. They made bigger and bigger
statues as the chiefs competed with each other. Some
of the enormous heads were nine metres high and
weighed up to a 160 tons! These giant statues couldn’t
be moved, but the Rapa Nui people transported
others around the island on rollers made from palm
trees. They cut down so many trees to do this that the
soil eroded and the crops failed. The islanders tried to
build even taller statues to please their ancestors and
eventually cut down all the trees.
Food supplies were low and the islanders began to
fight each other; some even became cannibals. There
was no wood to make canoes so they were trapped
on the island and fishing became difficult. Every year,
the islanders had a competition to swim through shark-
infested waters to collect birds’ eggs from some rocks.
The winner was called the ‘birdman’ and there are
important carvings of ‘birdmen’ in the cliffs.
In the eighteenth century, Europeans arrived and
made things worse. They destroyed the remains of
Rapa Nui culture and slave traders took away young
and healthy islanders. By 1877, Rapa Nui had a tiny,
ageing population of only a 110 people.
Maybe Rapa Nui should be a lesson for all of us.
Perhaps in the twenty-first century we are doing the
same as the islanders did, destroying the place that
gives us life.
6 Food supplies were low (and the
islanders began to fight each
other).
7 (In the eighteenth century,
European) slave traders took away
young and healthy islanders.
8 Perhaps in the twenty-first century
we are doing the same as the
islanders did, destroying the place
that gives us life.


TP
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3 Find the sentences in the text that tell
you these things:
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The island is a little triangle of 100 square
kilometres.
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4 Look at the Word Builder. Complete gaps
(1–3) with the words in blue from the text.
Exercise 4
t
Students work individually or
in pairs, reading the text and
completing the table.
t
Check pronunciation of the words
when checking answers.
Answers
big – vast, huge, massive, giant
old – ancient, ageing
small – little, low, tiny
Suggested answers
5 Replace the underlined words to make the 2 vast 3 enormous 4 lovely
description more interesting. Do not repeat words. 5 tiny 6 ancient 7 glorious
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57
TDSFFO
Exercise 6
5IFJS
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HPBM
XBT
B
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t
Students work in groups
BNPVOUT
PG
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ESJOL
of four or five, discussing
Word Bank, page 112 the statements and giving
reasons for their opinions.
Speaking t
Open up the discussion to
6 Speak Out Work in groups. Do you agree or
the class and see how much
disagree with these statements? Give your reasons. general agreement there is.
1 8F
BSF
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3 5PVSJTUT
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t
Read through the stages of
the project so that students
understand what to do.
t
Elicit suggestions of other
mysteries, including
An article mysteries from the students’
1 Choose a historical mystery. Here are own region and country.
some ideas.
t
If you wish, students can
t
UIF
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XPSME
PG
"UMBOUJT work in pairs, researching
t
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MJOFT
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the same topic and pooling
t
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their information. They
2 Make notes about the mystery. Use the
should then plan and
Internet or an encyclopaedia.
write their article working
3 Write your article in three paragraphs: individually.
a) UIF
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t
Encourage students to work
b) QPTTJCMF
FYQMBOBUJPOT
c) ZPVS
QFSTPOBM
PQJOJPO in pairs, helping each other
check their paragraphs
4 Work in groups. Read each other’s articles.
for grammar, spelling
Which is the most interesting mystery?
and punctuation. Remind
77
students to use different
adjectives to make their
article more interesting.
t
Students then work in
groups, reading each other’s
Exercise 5 articles and discussing which
t
Before doing the exercise, elicit two mystery is most interesting.
or three adjectives to replace nice
in a text. If you wish, students can
read the ‘Word Families’ section in
the Word Bank (page 107) before
doing the exercise.
t
Remind students not to repeat
words. Advise them to read quickly
through the text before they start
replacing the words so that they can
select the most appropriate word
for each noun, e.g. delicious goes
with food but not with weather.
t
Students complete the exercise,
working individually or in pairs.
Monitor and help as necessary.
77

Language Check
Exercises 1 and 2

QMFBTF 

Answers ­student page

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Exercise 3
Answers
11 ‘You must listen carefully
to the evidence.’
12 ‘Could you turn off your
mobile phones?’
13 ‘Please don’t send me to
prison.’

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21 okay
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*
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HP
 ahead

Exercise 4

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Answers

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16 to put her hands up and
turn around

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seen
18 not to go near the escaped

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30 will
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criminal

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station
20 to write an article about
the crime

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Exercise 5

8PSE

Answers ­student page
3.11 Feedback
t
Students listen to the
recording to check their
answers. Check spelling
where necessary by asking
individuals to write the
answers on the board.
t
After checking answers to
Exercise 5, students work in
pairs, reading the dialogue
aloud. Correct any serious
pronunciation errors.
t
Students look at the table
to see which sections in the
Students’ Book they need to
look at again.
t
Give students time in
class or at home to do
Language Check 7 of the
Workbook.
78
S udy Corner 7
Language Check 4 Complete the reported speech.
1 Complete each gap with one word.
16 A
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ZPVS
IBOET
VQ
BOE
UVSO
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He ordered her

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Grammar
/ 10
2 Complete the idiomatic expressions.
6 :PVSF
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image
PG
ZPVS
CSPUIFS
5 Complete the dialogue with the words in the
ZPV
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TP
BMJLF box.
7 *
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light
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PLBZ
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TPSSZ
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TBGF
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sound

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BXBZ Mum
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Key Expressions
/ 10
Feedback
3.11 t
Listen and check your answers to the
Language Check. Write down your scores. S udy Help: Revision for exams
t
Look at the table below. Check where you t
"TL
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made mistakes. QBSUT
PG
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t
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New Challenges
BHBJO

Wrong answers: Look again at: -PPL
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o
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o
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Now do the exercises in Language Check 7 JO
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$%30.
of the Workbook.
78
Study Help:  Revision for Extra
exams Students often find it helpful to answer
t
Read aloud the advice in the Study some ‘mock’ or ‘practice’ exam questions
Help. during their revision period, especially if
t
Tell students about the exams. the exam is a timed exam.
Check that they understand the Module 7 Test, Active Teach
different parts of the exams and
what the exams test.
t
Remind students that they can test
each other on vocabulary, especially
if they have written new words and
expressions in their vocabulary books.
t
When students have looked through
their written work and listed their
most common mistakes, ask them
to show you their lists so that
you can suggest suitable practice
activities for them to complete.
 Module 8
Talk about paintings, music and fantasy.
Read about genius and fantasy worlds. Extra
Listen to descriptions of paintings and
everyday conversations. Divide the class into three
Write a story. groups. Ask each group to
Jacques-Louis David: Learn about reported statements; quantity. listen carefully to one of the
Napoleon Crossing the Alps
speakers and make a note of
extra information about his/her
opinion of the painting. After
listening, each group tells the
class their extra information.

Exercise 4
t
In turn, each student tells
Honoré Daumier:
the class which painting
Don Quixote they like most, giving their
reasons. Encourage them to
use the Key Words where
appropriate.

Extra
Paul Klee: In groups or as a class, students
Mountain Village talk about their personal
favourite painting (not one of
the paintings in this Unit), saying
why they like this painting and
Get Ready 4 Which painting do you like most?
Why? giving some information about
1 Look at the Key Words. Describe the paintings. the artist. They can bring a
3.15 5 Listen to two pieces of music and picture of the painting to class
3.12 imagine two scenes. Answer the
questions about each scene. to show the other students.
1 Where is it taking place (e.g. a street
scene, a café, a mountain top)? 3.15 Exercise 5
2 What’s the weather like (e.g. foggy,
sunny, snowing, windy)?
t
Give students time to read
3 What’s happening (e.g. birds singing, through the questions before
3.13 2 Listen to three people (a–c). What adjectives do they cars passing)? you play the recording.
use to describe each painting? 4 How do you or the people in the
scene feel (e.g. sad, excited, bored,
t
Play the recording twice
3.14 3 Listen again. Complete the sentences about the frightened)? for students to listen and
speakers (a–c). answer the questions.
1 a doesn’t like the painting. 6 Speak Out Tell the class about
the scenes you have imagined. Tell them to answer the
2 b likes abstract art because it makes you think.
3 c thinks the painting is about growing old. The first scene is in a big city. There are lots questions in note form.
4 b and c can spend a long time looking at the painting. of cars and . . .
5 b imagines people in the painting.
6 a thinks the painting is symbolic of the man’s life. 79 Exercise 6
t
Students work in groups,
exchanging ideas. Point out
that there are no ‘right’
answers – people interpret
Get Ready 3.13 Exercise 2 music in very different ways.
Audioscript ­ page 111 Students who are used to
Background t
Play the recording for students listening to a fairly wide
You may prefer to bring in some music to listen and then discuss the range of music and have
of your own choice for Exercise 5. adjectives as a class. a lot of imagination may
find this an easier task than
3.12 Exercise 1 others.
3.14 Exercise 3 t
The groups feed back to
t
Play the recording for the students t
Give students time to read through
to listen and repeat the Key Words. the class and see how many
the sentences before you play the different scenes they have
Check word stress and students’ recording.
understanding. imagined for each piece of
t
Play the recording, twice if music.
t
Students work individually, making necessary, for students to complete
a note of which words they would the sentences with speakers a–c.
use to describe each painting.
t
In small groups, students compare Answers ­student page
the adjectives they have chosen,
giving their reasons.
79

This Uni
4IPSU
PG
UJNF set some of the
exercises for homework (e.g.
Exercises 7, 8, 9 and 10)
.PSF
UJNF
do the Extra
activity
Background
The topic of the unit is a
popular hypothesis that
genius coincides with mental
problems, most often
schizophrenia and manic
depression.
Warm-up
Exercise 1
t
Students work in small
groups, discussing the
questions. Encourage them
to talk about contemporary
artists as well as past
painters, musicians and
writers.
Reading
3.16 Exercise 2
t
Play the recording once for
students to read and listen
for general understanding.
t
Students work individually,
reading the text and
answering the questions
about the famous geniuses
and their problems.
Answers
Vincent van Gogh – artist,
mental health problems
John Forbes Nash –
mathematician, schizophrenia
Virginia Woolf – writer,
depression
Frida Kahlo – artist, physical
pain and depression
Extra
Ask students if they have any
artistic skills. When are they
more creative – when they are
happy or unhappy?
Grammar:  Reported
statements
Exercise 3
t
Check answers by asking
individuals to read aloud the
actual words and reported
statements.
80
22 Inspired Genius
Warm-up
1 Look at the paintings and photos in this
module. Do you think creative people are
different from other people? In what ways?
Reading
3.16 2 Read the text and answer the questions.
1 What jobs did the four people do?
2 What sort of health problem did they all have?
Biographies of creative people show and when he wasn’t. However, Forbes When somebody asked Kahlo how she
that many of them have difficult lives. believed he would be more successful if was, she replied, ‘I am not sick. I am
In fact, psychological studies have he was like a ‘normal’ person. broken. But I am happy when I paint.’
found that original thinkers suffer from The British writer Virginia Woolf The relationship between creativity
mental illnesses like schizophrenia experienced depression throughout and mental problems is, to some
and depression more than the general her life and often had to spend time extent, logical. To be creative, you need
population. However, is their mental in hospital. However, between periods to use parts of your brain that most
illness part of their creativity? of illness, she was very creative and people rarely use and this can lead to
For example, Vincent van Gogh wrote many classic books including emotional and psychological
admitted that he was risking his life To the Lighthouse and Mrs Dalloway. problems. Obviously, there are
for art. He explained that he dreamed Finally, her health problems became many creative people who
of painting and then he painted his too difficult and she killed herself. She enjoy good mental health
dreams. Van Gogh predicted that left suicide notes in which she said she and have happy
painting would make him mad. He was was going to go mad again and that she private lives.
right. His mental health problems got couldn’t fight it any more.
worse and he committed suicide at the The Mexican artist Frida Kahlo
age of thirty-eight. was a medical student when she
The Nobel-prize-winning was seriously injured in an accident.
mathematician John Forbes Nash She found that painting helped as
(played by Russell Crowe in the she recovered from her injuries.
film A Beautiful Mind) suffered from She suffered from physical pain and
schizophrenia. He commented that he depression for the rest of her life, but
had been successful when he was ill painting improved her mental health.
Grammar:  Reported statements
3 Complete the table with sentences from the text.
Actual words Reported statements
1 ‘I am risking my life for art.’ Vincent Van Gogh admitted that he was risking
his life for art.
2 ‘I dream of painting and then I paint my He explained that he dreamed of painting
dreams.’ and then he painted his dreams.
3 ‘Painting will make me mad.’ Van Gogh predicted that painting would make him mad.
4 ‘I have been successful when I am ill and when He commented that he had been successful
I’m not.’ when he was ill and when he wasn’t.
5 ‘I’m going to go mad again and I can’t fight She said she was going to go mad again
any more.’ and that she couldn’t fight it any more.
6 ‘I am not sick. I am broken. But I am happy She replied that she wasn’t sick. She was broken.
80 when I paint.’ But she was happy when she painted.
Answers ­student page Exercise 5
t
Write the tense changes on the
board.
Exercise 4
Answers
t
Students work individually or in present continuous ­ past continuous
pairs, underlining the verbs in will ­ would
Exercise 3 that are used to report present perfect ­ past perfect
people’s words or thoughts. be going to ­ was/were going to
Answers
1 admitted 2 explained
3 predicted 4 commented Exercise 6
5 said 6 replied Answers
I ­ he/she
my ­ his/her
me ­ him/her
 Grammar

9 Read what these creative people said.

Report their words.
1 ‘Creativity is my job. I do it from
Monday to Friday.’ Answers
The author explained that creativity was 2 couldn’t spell.
his job. It was what he did from Monday to 3 hadn’t been a good piano
Friday. student because she hadn’t
2 ‘I’m a famous writer but I can’t spell.’ listened to her teacher.
The author revealed that he …
3 ‘I wasn’t a good piano student because I 4 (that) she would never
didn’t listen to my teacher.’ paint another picture.
The musician admitted she …
4 ‘She’ll never paint another picture.’
5 was working on a book of
The art critic predicted … children’s poems.
5 ‘I’m working on a book of children’s
poems.’
The poet told the journalist she …
4 Underline the reporting verbs in Exercise 3. Exercise 10
5 Compare the sentences in the table. What changes
10 Report what these creative people said. t
Elicit the sentence for the
Use different reporting verbs.
are made to the tenses? first item from the class.
Present Simple p Past Simple 1 ‘Art is not what you see, but what you
make others see.’
6 What other changes do you notice? Edgar Degas Suggested answers
I p he 2 ‘I really don’t believe in magic.’ 1 Edgar Degas explained that
JK Rowling
3 ‘I can take a lot of praise. I love it when
art was not what you saw,
Practice I get admiring letters from people.’ but what you made others
Norman Rockwell see.
7 Match the reported statements (1–4) with when 4 ‘From a hundred pictures, mine will
they were said (a–d). always look the best.’
2 JK Rowling admitted that
1 He said he would paint a landscape. b Tamara de Lempicka she really didn’t believe in
2 He said he had painted a landscape. a) 5 ‘People either love me or they hate me, magic.
or they don’t really care.’
a) after he painted
Banksy 3 Norman Rockwell
b) before he painted
commented that he could
3 She said she was writing a short story. d)
4 She said she was going to write a short story. c) Your Turn take a lot of praise. He
c) before she wrote (admitted that he) loved
d) while she wrote 11 Think of a book, a film and a TV
programme that people have told you it when he got admiring
8 Read the reported statements. What were the about. Report what they said and give letters from people.
actual words? your opinion. 4 Tamara de Lempicka
1 Somebody told us that the art gallery was open on My brother told me that he liked ‘To Kill a explained that from a
Sundays. Mocking Bird’. I enjoyed it, too. hundred pictures, hers
‘The art gallery is open on Sundays.’
would always look the best.
2 The museum guide admitted that the paintings
weren’t very interesting. 5 Banksy said that people
‘The paintings …’ either loved him or they
3 A critic predicted that her poems would be read in hated him, or they didn’t
300 years’ time.
‘Her poems …’
Fact or Fiction? really care.
4 The author announced that he was going to burn The artist Vincent van Gogh cut
all his work. off his right ear.

Your Turn
‘I …’ Answer on page 91.
5 A spokesperson said the musician’s family didn’t
want lots of fans waiting outside the hospital.
‘They …’ TIM E OUT! Page 102, Exercise 22 81 Exercise 11
t
Read aloud the example
sentence.
t
Give students time to think
Practice of things that people have
Answers
told them about books,
2 ‘The paintings aren’t very
Exercise 7 films and TV programmes.
interesting.’
t
After checking answers, ask students They can invent what people
3 ‘Her poems will be read in 300
to say the actual words for each said if they wish.
years’ time.’
reported statement, e.g. 1 I’ll paint a t
Students tell the class
4 ‘I’m going to burn all my work.’
landscape.; 2 I’ve painted a landscape. their sentences. Encourage
5 ‘They don’t want lots of fans
students to help each other
waiting outside the hospital.’
Answers ­student page correct any errors.

Exercise 8
Exercise 9 Fact or Fiction?
t
Ask one of the students to read t
After checking the answer,
t
Elicit the answer to the second item ask students what else they
aloud the example sentence.
from the class. know about Vincent van
t
Remind students to change both
t
Students complete the exercise, Gogh.
tenses and pronouns as explained in
working individually.
Exercises 5 and 6.
t
Check answers by asking individuals TI M E OUT! Page 102,
to read aloud both sentences in Exercise 22
each item. 81

This Uni
4IPSU
PG
UJNF set some of the
exercises for homework (e.g.
Exercises 8 and 9)
.PSF
UJNF do the Extra
activity
Background
The Hobbit and The Lord of
the Rings were published in
the mid-twentieth century
and took their author, Oxford
professor John Ronald Reuel
Tolkien, well over a decade
to write. After his death in
1973 additional material
was published, revealing the
depth of detail of Tolkien’s
fictional world. His preparatory
notes included folk tales,
histories and complex invented
languages all of which filtered
into the main works and
subsequently the films.
Warm-up
Exercise 1
t
In pairs, students discuss
which fantasy books or films
they have read or seen (in
their L1 or in English).
Exercise 2
t
As a class, students give
their opinions of some of
the books and films.
Reading
3.17 Exercise 3
t
Play the recording for
students to read and listen
for general comprehension.
t
When checking answers, ask
students to give reasons why
making the film The Hobbit
was difficult, e.g. There were
problems with money.; The
first director left the project.
Answer
difficult
82
23 The Hobbi
Warm-up
1 Which fantasy books or films have you read or
seen?
I read ‘The Wizard of Earthsea’ about four years ago.
I’ve seen the ‘Twilight’ films on DVD.
2 Did you enjoy them? Why/Why not?
Reading
3.17 3 Read the text. Was making the film The Hobbit
easy or difficult?
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Jc^kZgh^in!Wji]Z^hbdhi[Vbdjh[dglg^i^c\
i]Z[VciVhncdkZahI]Z=dWW^i&.(,VcY
I]ZAdgYd[i]ZG^c\h&.**#I]Z=dWW^i
iZaahi]Zhidgnd[]dl7^aWd7V\\^ch!V]dWW^i!
\dZhidÄcYVg^c\l]^X]]VhWZZchidaZc
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i]ZX]VgVXiZghl]dVeeZVg^cI]ZAdgYd[i]Z
G^c\h![dgZmVbeaZ<VcYVa[!<daajb!;gdYd
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Y^gZXidgaZVk^c\i]Zegd_ZXi
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WZ\^cc^c\d['%&%#=dlZkZg!i]ZY^gZXidg
<j^aaZgbdYZaIdgd]VYidaZVkZi]Zegd_ZXi#
6[iZg]ZaZ[i!i]ZgZlZgZ>ciZgcZigjbdjgh
VWdjil]dldjaYiV`Z]^heaVXZ#Hj\\ZhiZY
cVbZh^cXajYZY9Vk^YNViZhl]d^h[Vbdjh
[dgY^gZXi^c\i]Z=VggnEdiiZgÄabh#;^cVaan!
^ilVhVccdjcXZYi]ViEZiZg?VX`hdc!I]Z
AdgYd[i]ZG^c\hY^gZXidg!ldjaYY^gZXi
i]ZÄab#
82
Exercise 4
t
Students work individually, ordering
the list of events from the text.
t
Check answers by asking individuals
to read aloud the sentences in
order.
Answers ­student page
I]Zc!WZ[dgZÄab^c\XdjaYhiVgi!i]ZgZlZgZ
Vg\jbZcihWZilZZci]ZÄabXdbeVcnVcY
Y^[[ZgZcijc^dchVWdjildg`^c\XdcY^i^dchdc
I]Z=dWW^i#EZiZg?VX`hdclVhi^gZYd[Vg\j^c\
VcY]Zi]gZViZcZYidbdkZÄab^c\id:VhiZgc
:jgdeZ#I]ZgZlVhVYVc\Zgd[YZhigdn^c\
i]ZÄab^cYjhign^cCZlOZVaVcYhdi]Z
\dkZgcbZci]ZaeZYWneVhh^c\cZlaVlh#
6adid[VXidghlZgZ^ciZgZhiZY^cVeeZVg^c\
^cI]Z=dWW^i#67g^i^h]VXidg!
BVgi^c;gZZbVc!\dii]ZbV^c
eVgid[7^aWd7V\\^ch#HdbZd[
i]ZVXidgh[gdbI]ZAdgYd[i]Z
G^c\hig^ad\nVgZ^c^i!idd/8ViZ
7aVcX]Zii!:a^_V]LddYVcY
DgaVcYd7addb#
I]ZgZlVhVegZhhXdc[ZgZcXZ
idaVjcX]i]Zegd_ZXi!WjiEZiZg
?VX`hdcXdjaYc¼i\dWZXVjhZ
]ZlVhgZXdkZg^c\[gdbVc
deZgVi^dc#=ZidaYgZedgiZghi]Vi
]ZlVhhV[ZgVi]dbZWZXVjhZ Peter Jackson
i]ZVXidghbVYZ]^baVj\]hd
i]ZgZlVhVYVc\Zgd[WgZV`^c\]^hhi^iX]Zh#
I]ZVXidghhV^Yi]ZnlZgZc¼ildgg^ZYVWdji
VeeZVg^c\^cVÄabi]Vi]VY]VYhdbVcn
egdWaZbh#6[iZgnZVghd[Y^[ÄXjai^Zh!Äab^c\
hiVgiZY^cBVgX]'%&&#
Exercise 5
t
Give students time to look back
at the text and circle the correct
answers.
t
Students can compare answers in
pairs before checking answers as
a class.
Answers ­student page
Extra
If your students have seen or read The
Hobbit or The Lord of the Rings ask them
if they enjoyed them. If some students
have both seen and read them, ask them
to say which they prefer and why.
 Skills

4 Read the list of events from the text (a–h). Put 7 Complete the rule.
them in order from first to last (1–8).
a) Filming started. 8 When we use preposition + verb, the verb
b) Guillermo del Toro, the director, left the is / isn’t in the -ing form.
Speaking
project. 4
c) JRR Tolkien created Bilbo Baggins. 1 Exercise 10
d) Martin Freeman got the part of Bilbo Baggins. 7 8 Match the two parts of the sentences.
e) Peter Jackson agreed to direct The Hobbit. 5 1 He doesn’t worry … a
t
Elicit some ideas from the
f) The Lord of the Rings was filmed. 2 2 He was famous … e) class before students work in
g) The New Zealand government changed the She was tired … b)
law. 6
3 pairs. Encourage students to
4 There’s a danger … c)
h) They decided to film The Hobbit. 3 5 We were interested … f) use vocabulary they already
6 She helped … d) know.
5 Read and choose the correct option in italics.
a) about performing in front of a big audience.
1 JRR Tolkein’s main job was writing fantasy
b) of acting in three films a year.
books / teaching at a university.
c) of falling rocks.
Exercise 11
2 The Hobbit was filmed / written before The Lord
of the Rings.
d) by typing the script. t
In their new pairs, students
e) for starring in a film when he was a child. tell each other about their
3 All / Some of The Lord of the Rings films were
f) in seeing where The Hobbit was filmed.
successful. plans. Encourage them to
4 The Hobbit was filmed in Eastern Europe / New 9
Zealand.
Complete the sentences with preposition ask their partner questions.
+ -ing forms. Use your own ideas.
5 The main character in the films is called Bilbo
Baggins / Martin Freeman. 1 I’m worried about failing my exams.
6 Peter Jackson wasn’t at the press conference to 2 I’m interested Exercise 12
launch the film because he was going to have / 3 I think there’s a danger t
Divide the class into pairs.
had had an operation. 4 I’d like to be famous
5 At home, I help Student A in each pair looks
6 Look at the Sentence Builder. Complete it with 6 I’m tired at page 89 and Student B
words from the text. Then find more examples looks at page 90.
in the text. Speaking t
Remind students of the Key
10 Work in pairs. Choose a book to make into a Expressions for Giving Advice
film. Decide: in Unit 18.
t
where you will make the film t
Students work in pairs,
t
which actors will be the stars
t
who will sing the title song taking turns to ask and
answer questions. Make
11 Form new pairs. Tell each other about your a note of any general
plans.
language problems to
We’re going to film ‘The Hound of the Baskervilles’ in go over with the class
Scotland. Johnny Depp is going to be Sherlock Holmes
and Robert Pattinson is going to be Dr Watson. We afterwards.
want Mumford and Sons to sing the title song. t
Some of the pairs say their
dialogues for the class to
12 Work in pairs.
hear.
Student A, page 89
Student B, page 90
TI M E OUT! Page 102,
Exercise 23

TIM E OUT! Page 102, Exercise 23 83

Exercise 6 Exercise 8
t
Read the sentences with the t
Students work individually or in
students. pairs, matching the two parts of
t
After checking answers, students the sentences.
find and read aloud more examples t
Check answers by asking individuals
from the text, e.g. Film producers to read aloud the sentences.
liked the idea of making a film of
‘The Hobbit’.; There was a danger Answers ­student page
of breaking his stitches.
Answers Exercise 9
1 of arguing 2 of destroying t
Give students time to read through
3 by passing 4 in appearing the cues. Elicit two or three example
5 about appearing sentences from the class.
t
Students work individually, writing
their sentences.
Exercise 7
Answer ­student page
83

This Uni
4IPSU
PG
UJNF shorten the
discussion in Exercise 1
.PSF
UJNF
do the Extra
activities
Background
Ellie and Steve tell the others
what happened at the factory
and the news story is resolved.
The characters celebrate their
first ‘scoop’ in the evening.
More information about Brunel’s
‘SS (steam ship) Great Britain’
is available on the Internet at:
www.ssgreatbritain.org
Warm-up
Exercise 1
t
Check that students
remember what happened
in the last episode.
t
In groups or as a class,
students look at the photos
and guess what happened
after the last episode.
Encourage them to suggest
as much detail as they can,
e.g. What happened when
Ellie and Steve were at the
factory at lunchtime? Who
contacted the police? Where
did the police arrest the
woman?
Reading and
Listening
3.18 Exercise 2
t
Play the recording for
students to read and listen
and check their guesses
from Exercise 1.
t
Encourage students to guess
the meaning of any new
vocabulary, e.g. heavies and
illegal.
Extra
Play the recording for students
to focus on pronunciation,
stress and intonation patterns.
Students work in groups of four,
reading the dialogue aloud and
changing parts. Monitor and
correct any serious pronunciation
errors.
84
24 Success!
Warm-up Speaking
1 Look at the photos and guess what happened after 3 Why do we use these Key Expressions?
the last episode. a) to change the topic
b) to go back to a topic
Reading and Listening c) to interrupt
3.18 2 Read and listen to the dialogues. What really
happened?
Abi and Tanya are in the studio.
c)
Abi I bought this album yesterday. It’s really …
Tanya Sorry to interrupt. Have you heard from Ellie and
a)
Steve?
Abi No, I haven’t. By the way, we’ve got to get the b)
news ready soon. a)
Tanya Oh, here they are. What happened? a)
Ellie Well, we spoke to Mrs Foster. She was obviously
lying so we hid outside. Then, at lunchtime, we
looked around the factory.
Tanya Wow!
Steve Yeah, and we found some triclosan!
Ellie As I was saying, we were in the factory. We were
taking photos when suddenly we heard somebody
shouting! We ran to our bikes.
Steve Yeah, and Mrs Foster and two heavies were there!
Tanya Oh, no!
Steve We started riding away as fast as we could.
Ellie But they followed us in a car!
Steve Luckily, we got away and phoned the police.
Ellie They arrested her and the two heavies. They were
trying to move the chemicals.
Tanya Amazing!
Ellie Let’s start work. We’ll be first with the news!
Later, the group celebrate at the ‘SS Great Britain’.
Abi Can I say something? Let’s drink to radiochill.org
and our first big story!
Tanya Thanks to Ellie and Steve!
Steve Changing the subject, look at that guy smoking
inside. It’s illegal in cafés now.
Ellie Hey – that’s a good idea for a programme.
Tanya Come on, Ellie. Let’s talk about that later.
Let’s have some fun!
84
Speaking Exercise 4
t
Read through the cues in the
Exercise 3 instructions with the class.
t
Students work individually or in t
Build up an example conversation
pairs, referring back to how the with the class. Ask two students to
Key Expressions are used in the read aloud the example question
dialogues and deciding why we and answer. Then, elicit suggestions
use them. to continue the conversation,
following the cues.
Answers ­student page t
Students work in pairs, making
conversations and taking turns to
begin the conversation. Monitor
but do not interrupt students’
fluency. Make a note of any general
problems to go over afterwards.
 Skills

4 Work in pairs. Use the Key Expressions and the

instructions to have a conversation. Everyday Listening
A Did you see that film last night? 1 Look at the Listening Help. Extra
B Yeah, amazing, wasn’t it? By the way, did you see
the Arsenal game? Divide the class into two groups.
Listening Help: Answering Ask each group to listen carefully
A Start talking about last night’s TV. questions
B Reply. Change the topic to sport or clothes. to one of the conversations
A Reply. Change the topic to film or books. t
Read the questions before you listen. and make a note of extra
B Go back to sport or clothes. t
Remember, the words in the question
A Reply. Go back to films or books. may not be exactly the same on the CD. information. Play the recording.
B Reply. Change the topic to school. t
Think of synonyms and examples. For Each group then tells the class
A Reply. example, if the question asks about their extra information.
sport, the speaker might mention
games or exercise (synonyms) or
football or tennis (examples).
3.20 Exercise 3
3.19 2 Listen to two conversations. Are the t
Play the recording two or
sentences true (T) or false (F)?
three times, pausing it after
Dialogue 1 (Sue and Ben)
each sentence for students
1 T Steve and his girlfriend went out
to listen carefully.
with each other for a long time.
2 F Ben doesn’t like sport. t
Check that students identify
3 F Ben and Sue both liked Steve’s which sound disappears or
girlfriend.
4 T Ben doesn’t want to go to the
changes in each sentence.
birthday party. Some students may find
Dialogue 2 (Katy and Tom) this easier than others. If
5 T Tom’s dad is getting a new computer. necessary, say the phrases
6 F Katy has passed her driving test. slowly yourself so that
7 F Katy had a serious crash.
8 T Tom was once injured in a car crash. students can focus on
which sound disappears or
3.20 3 Listen Closely Some sounds disappear changes. (It is not necessary
or change in natural speech. Listen to
the sentences. to use technical terms such
1 They’ve been together for ages. as elision or intrusive /r/.)
2 He looked terrible. t
Students may find it helpful
3 He’s such a good guy.
4 I better start getting ready.
if you can give some
5 It’s her eighty-sixth birthday! examples from their L1
6 I’ve got to do two more of my maths where sounds disappear
problems.
or are changed in natural
3.21 4 Listen again and repeat the sentences speech.
in Exercise 3.
Answers
1 for ages (intrusive /r/)
2 looked terrible (elision of
/t/)
3 good guy (elision of /d/)
4 start getting (elision of /t/)
5 sixth birthday (elision of
TIM E OUT! Page 103, Exercise 24 85
/θ/)
6 more of (intrusive /r/)

3.21 Exercise 4
Everyday Listening 3.19 Exercise 2 t
Play the recording several
Audioscript ­ page 111 times for students to listen
Exercise 1
t
Give students time to read through and repeat the sentences
t
Read aloud the advice about
the questions before you play the chorally and individually.
answering questions.
t
Elicit synonyms and examples recording. TI M E OUT! Page 103,
for another topic, e.g. the topic t
Play the recording, twice if Exercise 24
of hobbies (near-synonyms are necessary, for students to listen
pastimes, leisure activities and and mark the sentences true (T) or Photocopiable activity 14,
interests, and examples are cycling, false (F). Active Teach
singing and photography).
Answers ­student page

85

Your Challenge
Writing:  A story
Exercise 1
t
Ask students to look at and
talk about the picture, e.g
Where do you think this is?
What time of year? How
would you describe the two
young people? Do the two
young people live in this
place? How long do you think
they have known each other?
t
Read through the
expressions together before
students work in groups or
as a class.
Exercise 2
t
Students read the story and
check their answers from
Exercise 1.
Answers
after midnight
hot weather
fall in love
Text Builder
Exercise 3
t
Students work individually,
completing the text with
the linking words. They can
compare answers in pairs
before checking answers as
a class.
t
Check answers by asking
individuals to read aloud
the sentences containing the
linking words.
Answers ­student page
Exercise 4
t
Students work individually,
matching the paragraphs
with the notes.
t
After checking answers, ask
students to read the text
and make a note of any
new vocabulary. Explain or
encourage students to guess
the meaning of any new
words.
Answers
1 when and where it
happened
2 how it all began
3 the main action
4 what happened in the end
86
Your Challenge
Writing: A story Text Builder
1 Look at the picture. Which three of the expressions in
3 Complete the text with the
the box do you think are not in the story?
linking words in the box.
after midnight sandy beach long, dark hair after afterwards during
hot weather punk music open-air café meanwhile suddenly then
fall in love firework display when while
4 Match the paragraphs (1–4) with
the notes below.
t
what happened in the end
t
when and where it happened
t
the main action
t
how it all began
5 Write a story beginning: I was on
holiday in … when it happened.
1 Look at the Writing Help.
STEP
Writing Help: Planning
2 Read the story and check your answers from Exercise 1. t
When planning a story, think of a topic
you know about. Avoid topics with
difficult vocabulary and language.
t
When you are making notes, try to use
1 It happened 1 during our summer holiday in Spain. We
rented a house in a village on the coast. The house was near
the words you know. Only look up new
words when it is very important.
a sandy beach, like those you see in travel brochures but the
water was freezing!
t
When you are writing, avoid grammar
2 after
structures you are not sure about.
2 One day, we were going back home we had
spent all day on the beach. A driver was having problems with
his car. 3 When we saw that the car was completely stuck
2 Decide what kind of story you
STEP
in the sand, my friend Paul and I offered to give it a push. want to write.
4 Then two Spanish girls came and helped us. Having got t
B
DSJNF
t
BO
BDDJEFOU
the car out, one of the girls thanked us in English and smiled t
HFUUJOH
MPTU
t
B
SPNBODF
at me. ‘I’m Isabel,’ she said. ‘That’s my dad. Maybe we’ll
3 Write notes using the headings
STEP
see you at the fiesta?’
in Exercise 4.
3 The following Friday was our last day. We went to the
fiesta after dinner. The streets were crowded. In the square,
4 Use your notes to write your
STEP
5 Suddenly ,
a local group was playing Spanish punk music. story. Check the story for
I saw Isabel and her friend, Blanca! Paul and I walked spelling, grammar, vocabulary
nervously across to them. Isabel looked lovely with her tanned and linking words.
skin, brown eyes and long, dark hair.
4 We had a lemonade in an open-air café and Isabel and I
6 Work in groups. Read each
other’s stories.
talked and talked for ages. Meanwhile, poor Paul and Blanca
6
were getting bored, so we danced for a while and then
watched the firework display. While we were watching the
7
fireworks, we held hands. But Paul and I had to go home, so
8 s
we all swapped mobile numbers. Afterward I phoned her to
say goodbye. We kept in touch for a while but then we stopped.
I still think about Isabel sometimes and smile, even now.
86
Exercise 5 Exercise 6
t
Read through Steps 1–4 so students t
In groups of four to six,
understand what to do. students read each other’s
t
Draw students’ attention to the stories.
advice on ‘Planning’ in Step 1. t
Students can make a display of
Emphasise that students should try their stories.
to use vocabulary and grammar
that they already know.
t
Elicit three or four suggestions for
different story lines. Students with
less imagination can use one of
these story lines if they wish.
t
Students work individually, planning
and writing their story.
t
Encourage students to work with
a partner, checking and correcting
their stories. They can refer to you
if they are not sure about any of
the corrections.
 Unders anding Grammar: Talking about quantity
1 Read the text. Which is your country’s most famous gallery? Have you ever visited it?

All countries are proud of their artists and most capital cities British kings and queens as well as
Exercise 3
have a national gallery where you can see famous works of art. ordinary people like actors, scientists
For example, the Prado in Madrid and the Zach ta in Warsaw and singers. Answers ­student page
are both world-famous art galleries. There are also some famous
Both places have special activities for
galleries in London.
young people. In the National Gallery,
Most of London’s galleries are free and they are usually open students can study the science of colour
every day but visitors must remember that none of them open or use the pictures to tell stories and Exercise 4
on 25th December. The National Gallery and the National create plays. t
Students complete the rules
Portrait Gallery are very popular. Both of the galleries are in
Trafalgar Square and neither of them has an entrance fee. In the
The National Portrait Gallery has a with the correct words.
special programme for people aged fourteen to twenty-one. The
National Gallery you can see paintings by great artists from the
activities include drawing, film making and photography. All of
thirteenth to nineteenth centuries, for example, Vincent Van
the activities are outside school hours so most of them are at the Answers ­student page
Gogh. The National Portrait Gallery has an enormous collection
weekends but some of them are in the holidays.
of paintings and photographs. There are portraits of all of the

2 Complete the table with examples from the text. 7 Complete the sentences
Exercise 5
with words from the table in t
Draw the line on the board
A B Exercise 2.
all/both/most/some + plural all/both/most/some/none/ for individuals to write the
noun neither + of + pronoun/ 1 I had two photographs in the words in the correct places
the + plural noun exhibition and both of
them sold for £25! on the line.
all countries all of the activities 2 My friend and I get bad marks
both places both of the galleries for art because neither of Answers ­student page
most capital cites most of London’s galleries us can draw.
some famous galleries some of them 3 Most things in the
museum shop were expensive
none of them but I found some cheap Exercise 6
neither of them postcards. t
Check answers by asking
4 We’ve studied some
3 Complete the rule with A or B from Exercise 2. abstract artists at school but individuals to read aloud
not many. the sentences.
In column A , all, most and some refer to people 5 There was a terrible fire
or things in general. and sadly none of the Answers ­student page
In column B , all, most and some refer to specific paintings were saved.
people or things. 6 It was Christmas Day so
all of the galleries were
4 Use the text to complete the rules with both, neither and none. closed in London. Exercise 7
1 Neither and none have negative meaning. 8 Think about your class. Make t
Students do the exercise
2 Neither and both are used to talk about two people sentences beginning with All/ working individually. They
or things. None/Most of us …
can compare answers
5 Put all, none, most and some on the scale. All of us are learning English. in pairs before checking
none some most all None of us has got a car. answers as a class.
Most of us enjoy sport.
0% 100%
9 Work in pairs. Write five Answers ­student page
6 Complete the sentences with of where necessary. sentences with Both of us …
and five with Neither of us …
1 Not all – artists are successful.
2 I took photographs of some of the paintings. Both of us like modern art. Exercise 8
3 We experimented with some – colours. Neither of us likes traditional art. t
Ask individuals to read
4 Most – art galleries have activities for students.
5 I asked both of them for help. aloud the example
6 None of the paintings interested me. TIM E OUT! Page 00, Exercise 0 87 sentences.
t
Elicit one or two more
example sentences before
giving students time to think
of sentences about their
Unders anding Exercise 2
t
Look at the table with the class.
class.
Grammar Point out that some phrases, but
t
Students tell the class their
sentences. Ensure that each
not all, can be used with and student says at least two
Talking about quantity without of and so examples can sentences.
be written in both columns of the
Exercise 1 table.
t
Students work individually, reading t
Students work individually or Exercise 9
the text about famous galleries. in pairs, reading the text and t
Ask one of the students to
t
Encourage students to say what they completing the table. read aloud the example
know about their country’s most t
Draw the outline of the table on sentences.
famous gallery. the board. Check answers by asking t
After the pairs have written
individuals to complete the table on their sentences, they can
the board. form groups of four or
six and read each other’s
Answers ­student page sentences.

87

Language Check
Exercise 1
Answers
1 symbolic 2 relaxing
3 clever 4 imaginative
5 surprising 6 realistic
7 impressive 8 peaceful
9 confusing 10 colourful
Exercise 2
Answers
11 She said (that) she liked to
work outside.
12 She said (that) her
favourite artist was Paula
Rego.
13 She said (that) she had
become famous when she
had won the Turner Prize.
14 She said (that) she would
never stop painting.
15 She said (that) her art
teacher had encouraged
her to use watercolours.
Exercises 3–5

JEFOUJGZ
UIF
LFZ
XPSE
JO
UIF
QISBTF


Answers ­student page

MPPL
GPS
BO
FRVJWBMFOU
JEJPN
JO

3.22 Feedback
t
Students listen to the
recording to check their
answers. Check spelling
where necessary by asking
individuals to write the
answers on the board.
t
After checking answers to
Exercise 5, students work in
pairs, reading the dialogue
aloud. Correct any serious
pronunciation errors.
t
Students look at the table
to see which sections in the
Students’ Book they need to
look at again.
t
Give students time in
class or at home to do
Language Check 8 of the
Workbook.
88
S udy Corner 8
19 His career was helped by going to a good
Language Check
university.
1 Complete the sentences with the adjective form 20 She worries about leaving her cats.
of the nouns in brackets.
1 I think the swan is (symbol) of love.
4 Complete the sentences with all, both, most,
neither or none.
2 I think landscape paintings are (relaxation).
3 Magritte’s ideas are very (cleverness). I’ve got two brothers. 21 Both of them love art
but 22 neither of them can paint.
4 The artist uses everyday objects in an
(imagination) way. The art gallery was enormous! 23 All of us
5 A (surprise) number of artists have spent several hours there but 24 none of us saw
mental health problems. everything.
6 Some people prefer (reality) sculptures I like 25 most creative activities, for example
but others like abstract ones. sculpture, drawing and photography but I hate
7 Guernica by Picasso is the most writing poetry.
(impression) painting in the gallery. Grammar / 15
8 Monet’s paintings are very (peace).
9 The gallery is (confusion) because the 5 Complete the dialogue.
paintings are grouped by subject, not date.
10 Her paintings are very (colour). A 26 Sorry to interrupt you, Pat. Have you seen
my mobile?
Vocabulary / 10 B It’s over there. 27 By the way, Sue phoned.
She wants to see us on Saturday.
2 Report the sentences from an interview with an A I think we’re meeting Sandra, aren’t we?
artist. Start each sentence with She said … 28 Let’s talk about that later. 29 As I was
11 ‘I like to work outside.’ saying, where’s my mobile?
12 ‘My favourite artist is Paula Rego. B There, on the table.
13 ‘I became famous when I won the Turner Prize.’ A Oh, yeah.
B 30Changingthe subject, can you read this letter?
14 ‘I’ll never stop painting.’
15 ‘My art teacher encouraged me to use watercolours.’ Tell me what you think.
Key Expressions /5
3 Complete the sentences with the correct
prepositions.
16 I’m tired of doing the same thing every day.
17 Don’t stand there. There’s a danger of
falling over the edge. Study Help: Dictionary skills (2)
18 I’m interested in visiting the sculpture
garden. Read the advice below.
t
A

good dictionary can help you work out
the meanings of idiomatic expressions.
Feedback t
'
JSTU
e.g. He lost his temper when I told him that
3.22
1.0 t
Listen and check your answers to the I had broken the window. Then look up the
Language Check. Write down your scores. key word in your dictionary, lose.
t
Look at the table below. Check where you t
'
JOBMMZ
made mistakes. your own language or try to paraphrase the
Wrong answers: Look again at: English one.
Numbers 1–10 Get Ready – Key Words Find idiomatic expressions with these
meanings in sentences 1–3.
Numbers 11–15 Unit 22 – Grammar do badly / not realise something /
Numbers 16–20 Unit 23 – Sentence Builder not know where you are
1 We lost our way when we were in the forest.
Numbers 21–25 Understanding Grammar
2 The computer game was such good fun
Numbers 26–30 Unit 24 – Key Expressions I lost track of the time.
3 Our basketball team lost out because their
t Now do the exercises in Language Check 8 players were much taller than us.
88 of the Workbook.
Study Help:  Dictionary Answers
skills (2) 1 lost our way – not know where you
t
Read through the advice with the are
class. 2 lost track of – not realise
t
Students look up the idiom lose something
(your temper) in their dictionary. Ask 3 lost out – do badly
them to give an equivalent idiom or
paraphrase in their L1. Module 8 Test, Active Teach
t
Students work individually, reading
sentences 1–3 and matching the
idiomatic expressions with the
meanings.
 Student A and B Activities
S uden A
Unit 4, Exercise 11, page 21
Ask your partner these questions about picture A.
Read the notes about picture B and be prepared
to answer your partner's questions. Use the Past
Perfect in the answers.
A Why did he decide to rob the bank?
B Because he had lost all his money gambling.
A Is it a team sport? Do they need special equipment?
Why did he decide to rob the bank?
How did they manage to catch the robber?
Why didn’t he wear a mask?
Were the police certain they had the right man?
Did they find the money?
he – see a cow in the road
no, but he – not sleep well the night before
win a few amateur driving competitions
he – drop his girlfriend at the bus stop
the owner of the cow – call the police
Unit 7, Exercise11, page 31
Read the situation and answer your partner’s
questions.
Situation You have been clearing rubbish from
the river. You have taken out two old bikes
and a bag of plastic bottles.
Your partner has got dirty hands. Find out why.
Use the Present Perfect Simple and Continuous.
Unit 14, Exercise 10, page 53
Read the information about two people and
answer your partner’s questions.
t
Chloe: friendly and outgoing; small with dark
hair; music and dancing
t
William: serious; dark hair and glasses;
computer games and playing the drums
Find out about your partner’s people. Ask what
their names are and use questions with like. Who
do you think will get on with each other?
89
Unit 17, Exercise 11, page 63
Choose an Olympic sport and answer your
partner’s questions.
javelin throwing volleyball swimming
Your partner has a list of different Olympic
sports. Find out which one they have chosen.
Ask ten yes/no questions.
Unit 20, Exercise 8, page 73
Read these situations and explanations. Then
answer your partner’s questions.
Situation A man is in bed. He makes a phone
call, says nothing and then goes to sleep.
Explanation The man is in a hotel and can’t sleep
because someone in the next room is snoring.
The man phones the next room, wakes up the
snorer and then goes to sleep.
Situation There are some stones, a carrot, a hat
and a pipe on the ground in the middle of a
garden.
Explanation The objects are the remains of a
snowman which has melted.
Unit 23, Exercise 11, page 83
You are a film director. Look at the information
and answer your partner’s questions.
You are:
tired of arguing with actors
worried about finding a good title song for
your film
Ask your partner what they are tired of and
worried about. Can you give them any advice?
Use Why don’t you … , You should … and What
about …
89
S uden B
Unit 4, Exercise 11, page 21
Ask your partner these questions about picture B.
Read the notes about picture A and be prepared
to answer your partner's questions. Use the Past
Perfect in the answers.
A Why did he decide to rob the bank?
B Because he had lost all his money gambling.
B Is it a team sport? Do they need special equipment
lose all his money gambling
security camera – film the robber’s face
leave the mask at home
the robber – leave his fingerprints in the bank
the robber – hide the money in his house
Why did the man crash into the tree?
Was he driving too fast?
Was he a good driver?
Were there any passengers in the car?
How did the police learn about the accident?
Unit 7, Exercise11, page 31
Read the situation and answer your partner’s
questions.
Situation You have been working in the
vegetable garden. You have dug up some
potatoes and planted some tomatoes.
Your partner has got wet feet. Find out why. Use
the Present Perfect Simple and Continuous.
Unit 14, Exercise 10, page 53
Read the information about two people and
answer your partner’s questions.
s &REYAQUIETDYEDBLACKHAIRANDPIERCEDEARS Ask your partner what they are tired of and
ONLINEGAMINGANDPLAYINGTHEGUITAR
s ,IAMWARMTALLANDFAIRSEEINGFRIENDSAND
HAVINGFUN
Find out about your partner’s people. Ask what
their names are and use questions with like. Who
do you think will get on with each other?
90
Unit 17, Exercise 11, page 63
Choose an Olympic sport and answer your
partner’s questions.
basketball ski jumping marathon running
Your partner has a list of different Olympic
sports. Find out which one they have chosen.
Ask ten yes/no questions.
Unit 20, Exercise 8, page 73
Read these situations and explanations. Then
answer your partner’s questions.
Situation Oliver and Sam are lying dead on the
floor in a pool of water. The window is open.
Explanation Oliver and Sam are goldfish. The
window blew open and knocked the goldfish
bowl onto the floor. The bowl broke and the
fish died.
Situation A woman buys a new pair of shoes,
goes to work and dies.
Explanation The woman is a knife-thrower’s
assistant in a circus. Her new shoes have high
heels. She wears them during the performance
and is taller than usual, so a knife kills her.
Unit 23, Exercise 11, page 83
You are a film director. Look at the information
and answer your partner’s questions.
You are:
tired of making horror films
worried about never directing a classic film
worried about. Can you give them any advice?
Use Why don’t you … , You should … and What
about …
 Questionnaire scores and answers Results:
Module 1, Get Ready, Exercise 2, page 8 6 or under You are a disaster for the planet!
Over 6 That’s quite good but you can do
2 TELEGRAPH 5 MOBILEPHONE 8 TABLET more!
3 NETWORK 6 )NSTANTMESSAGING Over 10 Brilliant! You’re a good green!
4 EMAIL 7 MICRO
BLOG
Unit 5 Exercise 3 Page 22.

Look at the headlines about the news stories in

Fact or Fiction?
Get Ready, Exercise 2, page 19. Guess what they Unit 2, page 13, fiction (A couple named their baby
mean. Like – after the button on Facebook.)
1 Aussie Saves United Unit 5, page 23, fact The figure is rising daily!)
2 Cuba Crisis Declared Unit 8, page 33, fiction (The flowers from Africa use
3 Proud Parents Pose less energy than the flowers from Europe.)
4 Masked Gunman Caught
Unit 11, page 43, fiction (The Celts used coins
5 Thousands Flee Homes
shaped as rings and wheels but not as hedgehogs!
Now match the headlines (1–5) with the Some coins were made in the shape of animals.
explanations (a–e). In Ukraine, in the fifth century BC, coins in the
a) The government have declared a state of shape of dolphins were used.)
emergency in the south of the island. Unit 14, page 53, fiction (There are no height limits.
b) Julie and Jeff invited journalists to their home Most models are between 1.73 – 1.8 metres tall
to take photos of them and their son, Ben. but many are smaller or taller.)
c) One of the men who robbed the Natwest Bank Unit 16, page 61, fiction A computer chess game
in Manchester has been arrested. first beat a person in 1996 – Deep Blue beat
d) Dave Smith played brilliantly and saved two Garry Kasparov.)
penalties against Liverpool.
e) Large numbers of people in Cuba have had to Unit 17, page 63, fiction (It means ‘someone who
leave their houses. competes for a prize’.)
Unit 20, page 73, fact (Holmes was killed in The
Which of these things do you do? Exercise 5, page 29 Adventure of the Final Problem but reappeared
in The Adventure of the Empty House after public
Questionnaire scores:
pressure for the popular detective to be brought
1 Turn the lights off when you leave a room. back to life.)
+2 points (Why? Leaving lights on wastes a lot of
Unit 22, page 81, fiction (He cut off his left ear.)
electricity.)
2 Walk or cycle to school every day. +5 points
(Why? Many short car journeys are unnecessary
and create more pollution and greenhouse gases Phonetic Chart
than long journeys.) \p\ = pen \dZ\ = join \OÜ\ = form
3 Leave the TV or hi-fi on standby. –2 points (Why? \b\ = bad \m\ = man \U\ = put
Leaving machines on standby increases our \t\ = tap \n\ = not \uÜ\ = do
electricity use by about 7–10%.) \d\ = do \N\ = ring \ø\ = cup
\k\ = can \h\ = hot \‰…\ = skirt
4 Use a reusable bag when you go shopping.
\g\ = get \l\ = let \´\ = the
+3 points (Why? Over 500 billion plastic bags are \f\ = few \r\ = rain \eI\ = make
used and thrown away every year.) \v\ = view \j\ = yet \´U\ = home
5 Use both sides of a piece of paper. +2 points \T\ = throw \w\ = way \aI\ = fly
(Why? 40% of all the trees cut down are used to \D\ = though \e\ = let \aU\ = now
\s\ = see \œ\ = add \OI\ = enjoy
make paper.)
\z\ = zoo \iÜ\ = teeth \I´\ = near
6 Drop litter when you’re out with your friends. \S\ = shop \I\ = bit \e´\ = care
–8 points (Why? Litter looks horrible, costs a lot \Z\ = measure \AÜ\ = art \Ue\ = poor
of money to clean up and is bad for wildlife.) \tS\ = cheese \Å\ = dog
7 Collect and recycle cans and plastic bottles.
+5 points (Why? Recycling saves energy and
resources (e.g. aluminium in cans). It also reduces
the amount of rubbish we produce which has to
be put somewhere.)

91

90
 3 4 Stories in Reverse
Here is a funny news story from Germany. Put the
A sentences in the correct order to find out why the
woman called the police.
TI M E OUT!
Animal Talk An old woman called
1 Animals can’t talk but they communicate in other the police ...
ways. Just one thing – the names of the animals
a Before that, the parrot
are in the wrong places! Can you correct them?
had started to call
‘Mama, Mama!’
1 b Before that, the woman had
1 Horses show they’re angry by putting out their tongues. ! thought her new neighbour’s child was
You r O w n R a di o S h ow alone in the house.
2 Elephants put their tail between their legs when they are frightened. Here’s your chance to be a top DJ – c Before that, the woman had heard someone
3 Giraffes rub noses as a sign of affection. plan your own radio show here! calling for their mother.
4 Kangaroos show affection by holding each other’s trunks. Playlist d Before that, the woman’s new neighbours
had put their pet parrot in its cage and
5 Dogs press their necks together when they are attracted to each other. had gone out.
6 Gorillas hit the ground with their back legs when there is danger.
B Here’s a story from Brazil.
Put the sentences in the
correct order to find out
).34!.4-%33!'%3 Special guest what happened.
 Who?
Helen, Miriam and Lydia were chatting online, but something went wrong Write three questions to ask your guest. Some boys found $60,000 ...
with the program and it put the messages in the wrong order. Put them
in the correct order.
a Before that, some
robbers had hidden the money
in a suitcase in the garden of an old house.
a) Miriam: Yes. It took me ages. And you?
‘Hot topic’ for a phone-in b Before that, the robbers had robbed a bank.
Write a topic for your listeners to give
b) Helen: Are you sure you just don’t want to miss the physics test? 1 c Before that, they had climbed over the fence
their opinions about. into the garden and had seen a suitcase full
c) Lydia: Hi, Miriam. Have you done the maths homework? of money.
1
d Before that, the boys had played football.
d) Miriam: I’m not going to school. I’ve got a cold. Compare your radio show with your e Before that, they had lost the ball in the garden
friends’. Which show is the best? of an old house.
e) Lydia: I can’t do number 3 .

f) Lydia: So are you gonna miss the party on Saturday?

5 Headlines from History e
RUSSIA LAUNCHES
g) Miriam: I don’t think I’ve done it right, either. Look, Helen’s online. Match these headlines from history with the years.
SPUTNIK SATELLITE
1348 1492 1789 1893 1912 1957 1969
h) Miriam: Well, I think I’ll be better for that!
c f
i) Miriam: No, honest, I’ve got a sore throat and temperature.
a Black Death: Killer REVOLUTION IN FRANCE ~
TITANIC SINKS! Disease Hits Europe KING FLEES VERSAILLES
j) Helen: Hi, you two. No problem – I’ve done number 3 . I’ll show you on the bus
tomorrow. b d g
MAN WALKS ON Colombus Finds Women Get Vote
THE MOON
‘New World’ In New Zealand
92 93
Animal Talk: 1 gorillas, 2 dogs, 3 horses, 4 elephants, 5 giraffes, 6 kangaroos Instant Messages: 1 c, 2 a, 3 e, 4 g, 5 j, 6 d, 7 b, 8 i, 9 f, 10 h
Stories in Reverse: Story A: 1 b, 2 c, 3 a, 4 d Story B: 1 c, 2 e, 3 d, 4 a, 5 b Headlines from History: a 1912, b 1969, c 1348, d 1492, e 1957, f 1789, g 1893

91
92
d glass e metal f plastic g paper

6 7 Sort the
Mixed-Up News Rubbish!
Find two different news stories. a garden compost b
Find the right place (a–h) on page 95 for the rubbish
Match each sentence (a–h) with the charity shop
(1–20). There may be more than one answer.
headlines (A or B) and then put
them in the correct order. 1 cardboard cereal packets/egg boxes recycling centre
normal
c h (metal/batteries)
2 plastic packaging rubbish
A BATHROOM PLAY 3 broken televisions/computers
4 newspapers/magazines
B RADIO ROBBERY 5 plastic bottles (washed)
6 glass bottles/jars (washed)
B 1 a) A Brazilian DJ was robbed while 7 tea bags
he was doing his daily radio show.
8 envelopes/letters
 4IPQQJOH
)BCJUT
Read about three families’ shopping habits.
b) The play, called Thorough Search,
9 broken fridges How green are they? Classify them:
is staged in a bathroom at the
10 books (in good condition) a) ultra-green b) not very green c) very bad for the planet!
Renaissance Theatre.
Give three reasons for each of your answers.
c) The police said: ‘The robbers 11 clothes (in good condition)
2
didn’t realise what was going on 12 old mobile phones Tim and Kathy Myers walk
and we were able to surprise to the local shops twice a week
them and arrest them.’ 13 flowers/plants with their re-usable shopping
bags. They buy organic fruit and
d) A new play is a surprise hit in the 14 fruit vegetables in the market – both of
Brazilian city of São Paulo. 15 tins/cans (washed) them are vegetarians. They also
grow vegetables in their small 3
e) Only thirty people can fit inside 16 waste paper garden which they fertilise with Rodney and Margaret
the bathroom and they have to their own compost. They have Caldwell go shopping twice a
stand up during the thirty-minute
17 vegetables week at a big hyper-market about
ten hens which give them eggs,
performance. 18 meat/fish and a goat which gives them twenty miles from their house.
milk. Sometimes, they buy They’ve got a big four-wheel-drive
f) Tiago Amorin da Silva was talking 19 re-usable car so it’s a comfortable journey.
low-energy light bulbs for their
‘live’ on Verde e Rosa radio station furniture house. They haven’t got a They go on foreign holidays four
at 2 a.m., when two men broke 1 Every Saturday, Tina and
computer or television at home. or five times a year, especially to
into the studio and demanded
20 polystyrene Colin Royle go by car to the South Africa, the Far East and
They listen to their wind-up radio!
money. packaging supermarket two miles away Australia, and they like buying
from their home. They don’t like delicacies from around the
g) A spokesperson for the vegetables very much but in the world. They always buy the best
producers said: ‘We are a huge summer, they sometimes buy vegetables available: apples from
success. We have to perform local fruit from a farm shop near Chile, kiwis from New Zealand and
extra shows every week!’ them. Their favourite food is pizza, raspberries from Kenya. Rodney
hamburgers and chips and they and Margaret like buying gadgets.
h) The thieves didn’t realise that usually buy frozen food. They buy They have four plasma TVs,
they were on the radio and over a lot of tins, too, especially baked three computers, two enormous
a hundred listeners called the beans. Colin loves chocolate and washing machines, a dishwasher
police. he always buys a few packets of and two big fridges. They love
chocolate biscuits. They would like clothes and drive two hundred
to buy a new TV because the one miles to London every month to
they’ve got is very old. go to the best shops.

94 10 b, 11 b, 12 h, 13 a, 14 a and c, 15 e, 16 g, 17 a and c, 18 c, 19 h, 20 c Shopping Habits 1 b, 2 a, 3 c

95
Mixed-Up News: Story A: d, b, e, g; Story B: a, f, h, c. Sort the Rubbish! 1 g, 2 f, 3 h, 4 g, 5 f, 6 d,7 a and c , 8 g, 9 h,
 - 6][;fYYbEi]n 11 Time Bank Quiz
Read about a local Time Bank and complete the accounts below.
<ck[fYYbUfYmci38ch\Yei]nUbXZ]bXcih7cad`YhY
Tom Kempton is a dentist who decided to set up a Time Bank
h\Y[Udgk]h\U VcfW" in his street in London. One hour’s work gives everybody in
the Time Bank one time credit. One time credit means that you
% Recycling and . ) Drink cartons are difficult to recycle
a) creates jobs can get an hour’s work from someone else in the Time Bank. h
because they are . The Elfindale Avenue Time Bank has now been going for
b) saves energy
c) wastes resources
a) reusable
three months and there are seven people in it: Tom; two
C i
b) made from recycled materials Y 
c) made from lots of different materials teenagers called Joanna Davies and Chris Waterstone; b 7]fW`Yh\Y
& Composting recycles . a guitar teacher called Carol Carson; an electrician CXXCbYCih"
a) animals called Neil Simons and his wife Sharon; and an
C
* Plastic is made from .

b) insects a) oil elderly lady called Mrs Waits.
c) plants
1 a) bank account
X
b) glass b) auction c) cheque book
c) tin In the first week, Mrs Waits wanted someone to
X
d) credit card e) savings account
' C
 harity shops are great because paint her living room. Joanna and Chris painted
+ and give
they and . it for her during the school holidays. They each 2 a) dollar b) French franc
us renewable energy.
a) sell cheap things spent three days doing it and worked four hours c) euro d) yen e) pound
b) recycle clothes  a) Oil
b) Wind power
a day. When they finished, Chris spent half of
c) are all the same his credits on guitar lessons with his neighbour 3 a) to make money b) to earn money
c) Solar power
%& C

Carol Carson. Chris spent eight more credits c) to win money d) to lose money
( You can’t put in to pay Neil Simons to repair his sound system. e) to raise money
a glass recycling bin.
, Recycled plastic bottles can Neil was organising a birthday party for his
be made into . daughter and his neighbour Mrs Waits made 4 a) eBay b) auction c) boots
a) brown glass
b) drinking glasses  a) paper cakes and biscuits for it. It took Mrs Waits d) on sale e) market
c) green bottles b) compost
c) clothes twelve hours to do this. In the same week, Carol
Carson, had a problem with a tooth and went 5 a) a piece of paper b) a cup of coffee
to Tom. Her treatment took Tom nine hours. c) a slice of cake d) a bag of crisps
e) a glass of orange juice
Tom then went away on holiday in Spain for a
6 a) bronze b) cloth c) iron d) tin e) silver
<ckaUbmX]Xmci[Yhf][\h3 week and Mrs Waits looked after his house and
fed his cat. This took her ten hours because she 7 a) shampoo b) a refund c) money back
+¶%$.mciUfYjYfm[fYYb (¶*.mciUfYUV]h[fYYb $¶'.c\XYUf
did Tom’s ironing, too. Neil’s wife, Sharon, is now d) a receipt e) a replacement
a housewife but worked before as a hairdresser.
She cut and styled Joanne Davies’s hair twice a 8 a) It doesn’t work.
month in this three-month period and took an hour b) It’s damaged.
each time. She also spent two hours piercing Joanna’s c) A part is missing.
ears. Sharon needed someone to babysit and Carol d) It’s expensive.
Carson came round and looked after her daughter for three e) It’s too tight.
10 Guess the Price hours.
Guess how much the objects below
were sold for at auction.
Time Credits Total (+ or –)
$22,000 $140,000 $60,000 $17.4 million Mrs Waits +12 +10 –24 –2
Joanna Davies
1 A hat and a cane from one of Charlie Chaplin’s films. Chris Waterstone
Tom Kempton
2 A black cocktail dress worn by Marilyn Monroe in one of her films. Carol Carson
3 An angry letter to a journalist written by John Lennon. Neil Simons
Sharon Simons
4 Four American flags from the American War of Independence
captured by an officer in the British army in 1780.

96 97
Big Green Quiz: 1 a, b, 2 c, 3 a, b, 4 b, 5 c, 6 a, 7 b, c, 8 c Guess the Price: 1 $140,000, 2 $60,000, 3 $22,000, 4 $17.4 million Odd One Out: 1 b, 2 b, 3 d, 4 c, 5 a, 6 b, 7 a, 8 d

93
94
16 Sports Commentaries
What do you know about football and tennis?
13 Fashion Quiz Read the sports commentaries.
Read the sentences and guess who the fashions were popular with. ‘It’s another World Find three factual mistakes in each.
Cup disaster for England. We
are losing AGAIN in the quarter finals
to Argentina. It’s the fifty-second minute

men
women
both
In the finals of
and England are losing 2–0. Can we score
the 2011 Wimbledon tennis
1 Aristocratic Egyptians wore eye make-up. before half-time? Rooney takes the ball … But
tournament, the Czech player
he loses it to Mascherano. Mascherano passes to
2 Young people in Ancient Greece wore short tunics called chitons. Petra Kvitova beat the Russian player
Cambiasso. Cambiasso goes past two men and sends
who won in 2004, Venus Sharapova. On
3 Fashionable Romans wore a lot of jewellery. a long pass to Tevez on the right. Tevez centres the
Wimbledon’s famous centre court in Sydney,
ball and passes to Messi in the penalty area. Jack
4 The average Roman citizen wore a white toga. Ms Kvitova won in straight sets: 6–3, 6–4.
Wilshere challenges him and Messi goes down
Her winning shot was a perfect ace which
5 Long pointed shoes were popular in 15th-century Europe. in the area. I’m afraid that’s a penalty for
landed outside the line. After the match
Argentina! That’s the third yellow card for
6 At the end of the 16th-century, people wore very big collars called ruffs. Ms Kvitova told reporters that when she
Wilshere, too, so now England only
was growing up, her favourite player
7 Fashionable people in 18th-century Europe wore wigs. have twelve men!
was the Czech player Martina
8 Very tall hairstyles (up to 1 m) were popular at the end of the 18th century. Navratilova.

9 The suit became a uniform for many people in the mid-19th century.
10 People started to have shorter hair after World War I (1914–1918).
1

17 Sports Crossword 2 3 4

Can you do the crossword?

Across
1 & 13. A football referee shows this when he sends a player off. 5 6
3. In this event you throw a pointed stick. 7
Fashion 15 Spot the 5. The type of medal a winner gets.
Difference 7. Someone who is good at sports.
Find ten 9. This person performs in a gym.
8
14 Report
differences in 12. In this event you throw a heavy disc.
14 (& 8 down). Event in which you jump over a horizontal bar. 9 10 11 12
appearance
What is ‘in’ this 17. A group of players.
year in your area? between the 18. A drug problem in sport.
twin girls. 19. The king of the gods in ancient Greece. 13 14 15 16
Complete the report.
Read it to the class. Down
Example Mary’s jeans 2. You get one if you come 1st, 2nd or 3rd. 17
are not torn but 4. The first modern Olympics were held here in 1896.
6. Olympic city in 2008.
Margaret’s are. 10. This race is over 42 km long!
18 19
8eoi 11. Styles in this sport are freestyle, breaststroke and butterfly.
15 & 16. A sport played on ice.

Jheki[hi0 =_hbi What are the anagrams in the sports news?

I^_hji0 18 Anagram News
 Jheki[hi0
@WYa[ji%9eWji0
Here is the sports news. Yesterday, seconds. The winner of the men’s
I^e[i0 Ia_hji%:h[ii[i0
5 sicsdu was Virginijus
Arsenal won their first game in the
Jefi%8beki[i0 European Champions 1 aeuegL Alekna of Lithuania with a 6 whrto
>Wji0
– three–nil against of just over 70 metres.
@WYa[ji%9eWji0
 Glasgow Rangers. Manchester Everything is ready for the London
United were lucky to get a nil–all 7 rahnmoat next week.
I^e[i0
2 wrad against Benfica Tomorrow we will be talking with
>Wji0 of Portugal. In the athletics some of the top women 8 tteaslhe
3 etoimpontic at Wembley, – Roba Tola of Ethiopia,
Asafa Powell of Jamaica won the Reiko Tosa of Japan and Jelena
98 Margaret Mary Prokopcupa of Latvia. 99
Fashion Quiz: 2 men, 3 women, 4 men, 5 both, 6 both, 7 men, 8 women, 9 men, 10 both 100 metres 4 ifanl in 9.8

The urders in the Rue orgue
 "MFPLAB
"MFPLAB maybe it just made sounds. Also,
U Look at the picture and think of possible answers to these questions.
1 What was the crime? 3 What was the motive?
2 What time did it happen? 4 Who did the crime?
U Read Episode 1. Which questions are answered?
Let me tell you about Auguste
Dupin, a man with not only great
powers of analysis but also a great
imagination. We met by chance
one day in a small library in Paris.
In fact, we were both looking for
the same book and we began a
most pleasant conversation. To
cut a long story short, we became
great friends and decided to share
an apartment to save money.
Soon after we had moved into our
apartment, Dupin read out a story
from the morning newspaper. It
concerned some horrible murders
in the Rue Morgue. According to
the newspaper, this is what had
happened.
One night, about three o’clock in
the morning, some neighbours
of Madame L’Espanaye and her
100 daughter, Camille, were woken by
screams from their apartment on
95
1 The orang-utan escaped from the Paris zoo.
the fourth floor. They immediately
called the police. When the police
arrived, they had to break into
the locked apartment and found
the room in a complete mess. It
was an obvious crime scene with
many pieces of evidence. There
was a razor with blood on it, some
reddish-brown human hair and
several bags of money, but at first
the police couldn’t find any victims.
Then one of the policemen noticed
some marks on the floor leading
to the chimney, where they found
the body of Madamoiselle Camille.
It seems the murderer must have
killed the girl and then pushed her
body up the chimney. But where
was her mother? The police and
neighbours searched the area near
the apartment and found Madame
L’Espanaye’s body in the yard at
the back of the building. Her
throat had been cut.
by Edgar Allan Poe

U Read Episode 2. What
conclusions does Dupin
have about these things:
1 the motive?
2 the murderer’s language?
3 how the murderer got in?
4 the murderer?
The next day, the newspaper
gave more details about the
crime. All the witnesses agreed
that they had heard two voices.
One was a deep Frenchman’s
voice. The other was a higher
voice; some witnesses thought it
was foreign, others that it may
have been a woman’s voice. It
also announced that the police
had arrested a man, Adolphe
Le Bon, in connection with
the murders. When I read this
last point to Dupin, he became
concerned. He knew Le Bon, a
bank clerk who had once done
a favour for him, and did not
believe he was capable of these
violent murders.
Dupin immediately went to
the police and got permission
to investigate the crime scene.
Afterwards he told me his
conclusions. He thought the
police were trying to find a
motive, but maybe there wasn’t
one. He also thought the police
had not interpreted the statements
of the witnesses carefully. For
example, nobody could be certain
the high voice was a man’s or
woman’s, the language it spoke, or
indeed if it spoke any words –
the police said no suspect could
have climbed the wall of the
building and entered the apartment
through a window. However, when
Dupin investigated the scene, he
concluded that a very athletic
person could climb the electric
cables on the outside wall and
jump onto the window ledge. This
final point, linked with the horrible
violence of the murders, led
Dupin to the conclusion that this
crime must have been committed
by someone, or something, with
superhuman strength and inhuman
violence.
‘Are you saying the murderer is not
human?’ I asked.
‘Let me just say that I don’t
believe the hair the police removed
from Madame L’Espanaye’s
fingernails is human hair,’ replied
Dupin. ‘And one more thing.’ At
this point he took out a pencil and
drew a picture the same size and
shape of the hand that killed the
two women.
‘What are you suggesting,
Dupin?’ I asked.
‘All I am saying is that all the
evidence points to one conclusion.
The murderer was an animal – an
orang-utan.’
 "MFPLAB
U Read the last sentence of Episode 2 again. If Dupin is
correct, what do you think happened?
2 The orang-utan was somebody’s pet and it escaped.
3 The murderer was somebody dressed as an orang-utan.
U Read Episode 3 and check your answers.
The next day, Dupin put an I shouted for him to come
advert in the newspaper. He back but had to watch as
offered a reward for the safe he killed the mother and
capture of an escaped her daughter. He threw the
orang-utan. mother’s body into the yard
‘I believe we will soon meet the below.’
owner of this animal,’ he said. Everything was now
‘He’s probably a sailor.’ explained, including the two
‘Why do you say that?’ I asked. mysterious voices; the deep
‘When I examined the yard voice was the sailor’s and
at the back of the building, I the high voice were the cries
found some cloth tied with a of the orang-utan. Dupin
sailor’s knot. That’s something informed the police and they
else the police didn’t notice.’ released the suspect, Le Bon.
As Dupin predicted, later
that day a sailor arrived at
our apartment. Dupin told
the sailor he believed he was
innocent.
‘Tell me all you know about
the murders,’ he asked.
‘I brought the animal back
with me from a voyage to the
Far East,’ replied the sailor.
‘I was going to sell him to the
zoo but decided to keep him as
a pet. I kept him in a cupboard
in my apartment but one night
he escaped. He grabbed my
shaving razor and ran out
into the street. I followed
him to the Rue Morgue and
watched him climb up the
cables on the wall of a
building and jump through
a window. I couldn’t follow
him because I couldn’t climb
the wall.
101
96
6

,@QKA;AKL 24 A Trick of the Eye

His theories of
 $=FAMK-MRRD=
Match the people with the descriptions. ‘relativity’ and famous a d
3 equation ‘e = mc2’ completely
a) Wolfgang Amadeus Mozart changed modern physics.
b) Leonardo da Vinci JLAKLK;A=FLAKL He was given the Nobel
c) William Shakespeare Prize for physics
d) Pablo Picasso 9F<=F?AF==J in 1921.
e) Isaac Newton His most famous painting
f) Charles Darwin is the Mona Lisa. He
g) Michelangelo made notes and drawings 7
h) Albert Einstein for a tank, helicopter
and submarine.
1
,9AFL=J9F<K;MDHLGJ
He developed a new
style called ‘cubism’.
His most famous painting, Guernica,
shows the horrors of war.
2 basis of modern physics.
GEHGK=J
He was a musical genius and
spent his childhood touring
Europe. He spent most of
his life in Vienna. His operas
include Don Giovanni and
The Magic Flute.
,9AFL=JK;MDHLGJ
9J;@AL=;L9F<HG=L
4 His most famous works are the
statue of David in Florence and
)9L@=E9LA;A9F9F<K;A=FLAKL his painting on the ceiling of
b e
He formulated the rules of the Sistine Chapel in Rome.
advanced mathematics and
showed that light consists 8
of different colours. He also
proposed the laws of gravity *9LMJ9DAKL
and motion, which form the
He went on a sea
voyage to South
America and the
5 Pacific in 1831 and
used the experience
J9E9LAKL9F<HG=L to formulate his
He wrote and acted in his own theory of evolution in
plays, which include Romeo and his book The Origin
Juliet, Macbeth and Hamlet. of Species in 1859. c f

J]fhiU`Kcf`Xg
FYUXUVcihcb`]bYWcadihYf[UaYg"
K\Uhkci`XmcifbYkW\UfUWhYfcfºUjUhUf»`cc_`]_Y3
8fUk]hUbXg\ck]hhcUZf]YbX"
&'
More and more people, when they come
home from work or school, enter a virtual
world via online computer games. Games
such as Second Life, The Sims Online and
Everquest are extremely popular. Players
can create a new personality, meet different
people and do things they could never do in
real life. Let’s look at one of these games.
RuneScape
The action takes place in the imaginary world
of Gielinor, which contains various kingdoms,
tropical islands and deserts. Players can look
at maps of the place any time they want.
They can travel in different ways: on foot, in a
variety of vehicles, or by magic ‘teleportation’.
102 Each part of RuneScape has different types of
monsters and players have to complete tasks.
When you join RuneScape, you first create
your own character or ‘avatar’ and choose a
task. Players interact with each other through
chatting, buying and selling things, and going
on missions together. These missions may
involve fighting weird monsters or getting
out of tricky situations. Sometimes you can
change into something else, like a bird or a
rabbit, to get into or out of difficult places.
RuneScape is a multiplayer online role-
playing game. With nearly nine million active
players and 800,000 paying members, it is
one of the top online games in the world.
Genius Puzzle: 1 d, 2 a, 3 b, 4 e, 5 c, 6 h, 7 g, 8 f
An optical or visual illusion is a picture that tricks your eyes and your mind. Look
at the illusions on this page. Match the descriptions (1–6) with the illusions (a–f).
What’s odd about this shape? It is possible to draw Look at the picture of the woman. Do you see
1 it but it’s impossible to make! 4 someone who is young or old? Depending on
how you look at this, you see either the head and
Look carefully at the black squares with grey lines. shoulders of a young woman looking away from
2 What colour are the dots between the squares? you – or the face of an old woman.
Can you count them? Now try holding your book
very close to your eyes. What happens? When you look at this, what can you see? Can you
5 see a glass? or can you see people looking at each
Look at the point in the middle and move the other?
3 page closer and further away from you. What
happens to the two outside circles? They look like When you look at this, the blue shapes move in
they are moving because your brain ‘sees’ them 6 circles. If you want to make them stop, look at one
getting bigger and smaller. blue shape and don’t move your eyes. 103
Time Ou ! Answer Key
1 Animal Talk: 1 gorillas, 2 dogs, 3 horses, 4 elephants, 16 Football: 1 It can’t be before half-time because it’s the
5 giraffes, 6 kangaroos fifty-second minute of the game (each half of a football
2 Instant Messages: 1 c, 2 a, 3 e, 4 g, 5 j, 6 d, 7 b, 8 i, game is forty-five minutes). 2 Wilshere can’t be
9 f, 10 h getting a third yellow card (you must leave the game
4 Stories in Reverse: Story A: 1 b, 2 c, 3 a, 4 d Story B: if you get two yellow cards). 3 England can’t have
1 c, 2 e, 3 d, 4 a, 5 b twelve men left (there are only eleven men on a
5 Headlines from History: a 1912, b 1969, c 1348, side at the beginning of a game).
d 1492, e 1957, f 1789, g 1893 Tennis: 1 Maria Sharapova won Wimbledon in 2004
(not to be confused with Venus Williams).
6 Mixed-Up News: Story A: d, b, e, g; Story B: a, f, h, c.
2 Wimbledon’s famous centre court is in London in the
7 Sort the Rubbish! 1 g, 2 f, 3 h, 4 g, 5 f, 6 d, 7 a and c , UK (not Sydney, Australia). 3 Her winning shot can’t
8 g, 9 h, 10 b, 11 b, 12 h, 13 a, 14 a and c, 15 e, 16 g, have been outside the line (it must have been inside).
17 a and c, 18 c, 19 h, 20 c
17 Across: 1 red 3 javelin 5 gold 7 athlete
8 Shopping Habits 1 b, 2 a, 3 c 9 gymnast 12 discus 13 card 14 high
9 Big Green Quiz: 1 a, b, 2 c, 3 a, b, 4 b, 5 c, 6 a, 7 b, c, 17 team 18 doping 19 Zeus
8c Down: 2 medal 4 Athens 6 Beijing 8 jump
10 Guess the Price: 1 $140,000, 2 $60,000, 3 $22,000, 10 marathon 11 swimming 15 ice 16 hockey
4 $17.4 million 18 1 League 2 draw 3 competition 4 final
11 Time Credits Total 5 discus 6 throw 7 marathon 8 athletes
(+ or –) 19 Questions 1 and 2 are answered. The crime is murder.
Mrs Waits +12 +10 –24 –2 It happened about 3 o’clock in the morning.
Joanna Davies +12 –6 –2 +4 20 1 There wasn’t a motive. 2 Nobody could be
Chris Waterstone +12 –6 –8 –2 certain about the murderer’s language. 3 The
Tom Kempton +9 –10 –1 murderer got in the apartment by climbing the electric
cables on the outside wall and jumping onto the
Carol Carson +6 +3 –9 0
window ledge. 4 The murderer isn’t human. It’s an
Neil Simons +8 –12 –4
orang-utan.
Sharon Simons +6 +2 –3 +5
21 2
12 Odd One Out: 1 b, 2 b, 3 d, 4 c, 5 a, 6 b, 7 a, 8 d 23 Genius Puzzle: 1 d, 2 a, 3 b, 4 e, 5 c, 6 h, 7 g, 8 f
13 Fashion Quiz: 2 men, 3 women, 4 men, 5 both, 6 both, 24 1e) 2b) 3f) 4c) 5d) 6a)
7 men, 8 women, 9 men, 10 both
15 1 Mary’s jeans are not torn but Margaret’s are.
2 Margaret’s belt is wider than Mary’s. 3 Margaret’s
watch has a white face. Mary’s watch has a red
face. 4 Margaret is wearing red and white striped
socks. Mary is wearing blue and white striped
socks. 5 Margaret’s T-shirt is green. Mary’s T-shirt is
black. 6 Margaret’s T-shirt has a black triangle on it.
Mary’s T-shirt has a blue triangle on it. 7 Margaret
has a tattoo on her neck but Mary doesn’t. 8 Mary
has her nose pierced but Margaret doesn’t. 9 Mary
is wearing two earrings but Margaret is only wearing
one earring. 10 Mary is wearing a woolly hat and
Margaret is wearing a baseball cap.

97
 Word Bank
Multi-part Verbs
be named after someone to be given the same
name as someone (often someone in your
family): I was named after my father.
blow something up to destroy a building, etc.
using a bomb: Guy Fawkes tried to blow up the
Houses of Parliament.
break out of somewhere to leave a prison, etc. by
force: Three men broke out of prison yesterday.
bring something in to introduce a new law, etc.:
The government brought in a new law allowing
shops to be open on Sunday.
bring something up to introduce something in a
conversation, discussion, etc.: Lucy brought up
the subject of her holiday during dinner.
care about someone / something to have feelings
for a person, animal, etc.: She really cares
about animals.
check something out to get information about
something: I checked out that new MP3 player
on the Internet.
come back to return: We came back home late.
come past someone / something to pass by: The
bus comes past our house every hour.
cut something down to use a saw, etc. to bring
down a tree: We cut down the tree outside our
house because it was dangerous.
die out to disappear completely: Two types of
tiger have died out in Indonesia.
drop out of something to leave a course, etc.
before finishing: She dropped out of the course
because it was too difficult.
end up to finish: We ended up going to bed late.
fall off something to fall by accident: My brother
fell off his motorbike last week.
fall out to come out, e.g. hair or a tooth: My hair
is falling out. I must be going bald.
find out about something to learn or discover:
My mum hasn't found out about my tattoo yet.
get away with something to escape without
punishment: I got away with not doing my
homework because the teacher was away last
Tuesday.
get back to return: What time do you get back
from school?
get by to manage: We don’t have much money but
we get by.
get something down to move (something) to a
lower place: Can you get that book down for
me? What are you doing up there? Get down!
get hold of someone / something to catch and
hold a person, thing, etc. tightly: I got hold of
him and pulled him away from the fire.
get in to enter a place: They got in a taxi. Hurry
104 up and get in!
98
get into something to become interested in
something: Recently, I’ve really got into taking
photos and I’ve got thousands on my computer.
get off to leave a bus, train, plane, etc.: Let’s get
off here. They got off the bus at the station.
get on to walk on to a bus, train, plane: I got on
the wrong bus!
get on with someone to be friendly with
someone: We get on with our neighbours.
get out (of something) to leave or escape a car,
house, etc.: There was a problem and we
couldn’t get out of the lift. Quickly, let’s get out
of here.
get something out to remove something: I got a
book out of my bag.
get to to arrive at: We got to the airport early.
get up to move out of your bed or a chair: I get
up late at weekends. He got up and left the
room.
give something out to distribute: The teacher gave
out photocopies at the start of the class.
give something up to stop doing something: My
dad gave up smoking cigarettes last year.
give up to stop an activity: The crossword was too
difficult and in the end I gave up. Why don’t
you just give up – you’ll never win!
go ahead to continue / do something:
Student: Can I do the project on my computer?
Teacher: Go ahead but don’t copy from
websites.
go ahead with something to start something as
planned despite problems: We went ahead
with the party even though some people
couldn’t come.
go away to leave a place or person: They went
away at the weekend.
go down to get smaller: The price of petrol is not
going to go down this year. It’ll probably go up.
go on to happen: I heard a noise upstairs and
wanted to know what was going on.
go out with someone to have a romantic
relationship with a person: Fred’s going out
with my sister.
join in with something to participate in
something: My brother never joins in with
party games, he’s so boring!
keep in touch with someone to continue to talk
to, write letters or email someone you don’t
see often: I keep in touch with my uncle in
Australia.
keep up with something to follow, understand,
know what’s happening with fashions, friends,
etc.: Mum doesn’t keep up with the latest
fashion trends anymore.

let someone down to disappoint a person: I
didn’t feel like going to lunch with my granny
but I didn’t want to let her down.
log on to connect to the Internet: I always log on
first thing in the morning to check my email.
look after someone / something to care for a
person, animal, etc.: She looked after my
goldfish when I was on holiday.
look around to look at different things in a place
to find out about it: Why don’t you go and look
around while we park the car?
look for someone / something to try to find a
person, animal, object, etc.: Can you help me
look for my passport?
look through to search a place: I looked through
my cupboards but I couldn’t find that jacket.
look something up to find information in a book:
I looked up that word in the dictionary.
put something down to put something you are
holding onto the floor or table: Put your bags
down on the table.
put something off to cancel or change the date to
a later one: They put off the match because of
the fog.
put something on 1 to get dressed: I put on
my gloves because it was cold. 2 to organise
something: We put on a disco last Saturday at
school.
put something out 1 to put something outside:
Have you put the cat out? 2 to extinguish: We
used an old blanket to put out the fire.
put something up to build / assemble something:
It took us hours to put up our tent.
run away to leave somewhere running: The
children rang the doorbell and then ran away.
run into someone to meet a person by chance:
I ran into Steve in the street yesterday.
send someone off to force a person to leave a
place: The referee sent him off for fighting.
set something up to organise a project: Ellie set
up an online radio station.
show up to arrive (often unexpectedly): Guess who
showed up at the party?
speak out (against / about something) to say
something publicly: We should speak out about
the state of the swimming pool. It’s terrible!
take something away to move something from a
place: The waiter took away our glasses.
take something back to return an object: I forgot
to take that library book back.
take care of someone / something to look after a
person, animal, thing, etc.: My sister took care
of my dog when I was away.
take something down to move something
from a high place: We took down the party
decorations.
Word Bank
take something off to move clothes off your
body: He took off his coat.
take off to leave the ground and go into the air:
The plane took off an hour ago.
take something out to move something out from
where it was: He took out a gun from his
pocket.
take part in something to do an activity with
other people: I take part in the school sports
day every year.
take place to happen: The party took place in a
very big house.
take something up to start doing an activity: He’s
taken up golf.
tie someone / something up to fasten someone
or something with rope or string: The thieves
tied up the bank manager.
turn something down 1 to make a machine
produce less volume: Turn that radio down!
2 to say no when someone offers something:
They offered her the job but she turned it
down.
turn something off to make a machine stop
working: I turned the TV off and went to bed.
turn something on to make a machine start
working: I turned my radio on and listened to
the news.
turn out to happen in a particular way: The cake
turned out well.
turn lights out to make a light stop working: Turn
the lights out before you come to bed.
turn something up to make a machine produce
more heat, sound, etc.: It was cold so we
turned up the central heating.
wake up to stop sleeping: I woke up early today.
wipe something out to eliminate: The animals
were wiped out by disease.
work out to do exercise: I spent an hour working
out in the gym.
Prepositions
with adjectives
afraid of I’m afraid of snakes.
allergic to I’m allergic to strawberries and get red
bumps all over my body if I eat them.
frightened / afraid / scared of My mum is afraid
of spiders.
interested in I’m interested in ancient civilisations.
keen on I’m keen on chess; I really like it.
with verbs
argue about We never argue about money.
complain about We complained about the noise
after the neighbours had a party.
105
99
 Word Bank
know about I didn’t know about the party. Why
didn’t you tell me?
learn about We’re learning about the Vikings in
history.
talk about We talked about films and music for
hours.
think about What are you thinking about? You’re
not listening to me!
worry about Don’t worry about the exam; it’ll be
okay.
name after My parents named me after my
grandfather.
use as They used sticks and stones as weapons.
arrive at We arrived at the theatre at seven.
take / have a look at Let’s take a look at these
photos.
apologise for I apologised for breaking my friend’s
bike.
campaign for They campaign for children’s rights.
pay for My dad paid for my new laptop.
wait for I waited for the bus for ten minutes and
when it arrived it was full!
come from I come from Wales but I live in
London.
protect from This vaccine protects you from
tetanus.
return from I returned from London on Monday
night.
suffer from Do you suffer from allergies?
believe in Do you believe in ghosts?
consist of Water consists of hydrogen and oxygen
molecules.
agree on We have similar ideas; we agree on most
things.
rely / depend on You can always depend on
Frank; he’s very reliable.
listen to I love listening to music when I’m doing
my homework.
refer to The President didn’t refer to the war in his
speech.
agree with I agree with you.
argue with I often argue with my brother.
compete with We competed with three other
schools on our sports day.
deal with My boss always gets her secretary to deal
with problems at the office.
do with Her job is something to do with
computers.
in phrases
a long way off The fire is a long way off – about
five kilometres away.
above sea level London is only a few metres above
sea level.
106
100
around the world Teams from around the world
play in the football world cup.
at home / work He’s not at home; he’s probably
at work.
at school I spend six hours a day at school.
at sea The fishermen were at sea for two weeks.
at the same time Don’t try and do your homework
and watch TV at the same time.
by chance It was pure luck. By chance, I met my
friend Paul in a street in London.
by my / your / him / herself I managed to repair
my bike by myself – nobody helped me.
for ages I haven’t seen Simon for ages.
for a moment Could you just wait here for a
moment?
get a job as a He got a job as a waiter.
good for Recycling is good for the environment.
in a hurry I must go – I’m in a hurry.
in exchange for He gave me some CDs in exchange
for my computer games.
in her/his twenties / thirties / forties, etc. That
man must be in his seventies.
in hospital I was in hospital for five days when I
had my appendix out.
in reply to I’m writing in reply to your letter of
5th April.
in the holidays I spend a lot of time at the pool in
the holidays.
in the north / south / east / west Newcastle is in
the north of England.
in the past In the past, people used to wear hats a
lot in Europe.
in the sixteenth / nineteenth / twenty-first
century Charles Dickens lived in the
nineteenth century.
in the wild There are only about a hundred
Imperial eagles in the wild.
in trouble I’m in trouble at home for arriving late
last Saturday.
off the coast It’s an island off the coast of Mexico.
on holiday We visited my aunt when we were on
holiday in Florida.
on horseback They crossed the mountains on
horseback and it took them ten days.
on my own I have lived on my own for three years.
on my way to I was on my way to the shopping
centre when I met Paula Jones from school.
on the beach We played volleyball on the beach.
on the border There were long traffic jams on the
border because of problems between the two
countries.
on the coast We stayed in a lovely village on the
south coast of France.

on the Internet My brother spends hours on the
Internet.
on the moors / island There are no trees on the
moors.
on the move Nomads are people who are always
on the move from place to place.
on the radio I listen to the news on the radio.
out of control He was so angry that he was out of
control.
out of work My uncle is out of work at the
moment because the factory closed down.
all over the world That shop has got branches all
over the world.
over (8,800) metres Mt Everest is over 8,800
metres high.
face to face I’m not going to phone; I want to
speak to him face to face.
thanks to You were late. I missed the bus, thanks
to you!
up to The statues weighed up to a 160 tons.
with a conscience (without feeling guilty) You can
shop with a conscience.
within months He started to learn the piano and
within months he could play quite well.
Word Families
talk
argue to disagree with someone, often loudly:
They argue a lot about politics.
chat to talk in a friendly and informal way: We
chatted about the weather.
discuss to talk or give opinions about something:
I can always discuss my problems with my best
friend.
gossip to talk about other people’s private lives:
They were gossiping about their neighbours.
small
little small (object, person, place): He loved
painting when he was a little boy.
low small (amount, level, price, weight): The price
of petrol is very low in the USA.
tiny extremely small (animal, object, person,
place): Have you seen that new mobile phone?
It’s tiny!
nice
delicious good, tasty (food or drink): That pizza is
absolutely delicious!
glorious extremely good (weather): It was a
glorious summer’s day.
lovely very nice (event, food, person, place,
weather): Thanks for dinner. The food was
lovely.
Word Bank
very big
enormous They’ve got an enormous house.
giant The group played on a giant stage.
huge They’ve got a huge dog.
massive There was a massive crowd at the
demonstration.
vast Vast areas of the country are desert.
old
ageing (getting) old: The UK has got an ageing
population.
ancient very old (place or thing): We visited the
ancient town of Pompeii. We saw some ancient
monuments.
Confusing Words
argue to disagree with someone, often loudly:
They argue a lot about politics.
borrow to take something temporarily from
another person: I borrowed two pounds from
my sister.
discuss to talk about something: They discussed
what to do at the weekend.
earn to get money by doing a job: I earn €35 by
working two evenings a week in a pizzeria.
lend to give something temporarily to another
person: I lent a CD to my friend.
salary the pay you get from your (professional)
job: He’s on a salary of £30,000 a year.
wage the weekly pay you get from your (unskilled)
job: My wage is £140 per week.
win to get money or a prize in a competition: I’d
like to win lots of money on the lottery.
Compounds
one-word nouns
background things (e.g. in a picture) that are not
main ones you see or hear
chequebook a book of printed cheques
childbirth the act of giving birth to a child
dishwasher a machine to clean dishes
ecosystem the animals and plants in an area
fingerprint a mark left by the top of your finger
firewood wood used to make a fire
firework something you light so that it explodes
and produces bright lights in the sky
footprint a mark left by your foot
landmine a bomb in the ground
masterpiece a work of great art
network a system of things connected to each
other
newspaper sheets of paper with news and adverts
shipwreck a disaster when a ship sinks 107
101
 Word Bank
spokesperson (spokesman or spokeswoman) a
person who gives information in public
sweatshirt a thick cotton shirt without buttons
warship a ship used for war
waterfall water that flows over high rocks into a
river or the sea
weightlifting the sport of lifting heavy weights
wheelchair a chair on wheels for people who
can’t walk
wildlife animals and plants that live in natural
conditions
two-word nouns
adventure sport exciting, often dangerous sports
air pollution pollution from cars, houses and
factories
bank account a record of money that you keep in
the bank
bank note a piece of paper money
baseball cap a hat used in American baseball that
is now popular with young people around the
world
bike lane a part of a street or road for bicycles
brand name a name of a well-known company
making products like clothes, shoes and
electrical goods
bus shelter a covered place to wait for a bus
carbon dioxide the gas produced when carbon is
burned in air
carbon footprint the effect we have on the
environment measured by the amount of fossil
fuel that is burned.
chat show a TV or radio show where someone
speaks to famous people
child labour people under sixteen who have to
work
city centre the central area of a city
climate change major changes in climate
community centre a hall or club where local
people can meet
compost bin a place where you put organic waste
to make fertiliser for your garden
corner shop a small local shop in a city
credit card a system of paying with a card that
gives you credit that you pay back later
crime scene the place where a crime has
happened.
debit card (or cash card) a card that gives you
cash from a machine. You can also pay for
things with it directly from your bank account
developing country a country in the early stages
of industrial development
dinner jacket formal evening clothes for men
fair trade a system where producers in developing
108 countries get a fair price for their products
102
first aid simple treatment for someone who is
injured
fitness centre a sports centre where you can do
exercise
fossil fuel oil, coal or gas fuels
game show a TV programme where people play
games to win prizes
global warming increase in world temperatures
greenhouse gas a gas that goes into the world’s
atmosphere and helps to keep heat in, causing
a rise in temperature
guerrilla tactics fighting against a much larger
enemy using surprise attacks
hair extensions hair attached to the head to
create a long-haired look
heart attack a sudden illness when the heart
stops beating, often resulting in death
high jump an event in athletics where athletes
have to jump as high as possible
horse racing races between horses with riders
hybrid car a car with two engines: electric and
petrol or diesel
ice hockey hockey played on ice
instant messaging a computer program which
allows you to communicate with friends
long jump an event in athletics where athletes
have to jump as far as possible
make-up cosmetics for your face to make you look
more attractive, e.g. lipstick
mobile phone a phone you can carry with you
and use anywhere
motor racing racing between cars or motorbikes,
e.g. Formula 1
mountain biking riding a bicycle off roads or
streets – especially in hilly or mountainous
areas
national park an area protected by the national
government
nuclear power energy produced by splitting
atoms
oil spill an accident caused when oil gets into the
sea, usually after a shipwreck
oil tanker a ship that transports oil
online connected to the Internet
online shop a shop on the Internet
organic waste waste vegetables, plants, paper
personal care products products you use to keep
yourself clean and improve your appearance,
e.g. soap, deodorant, shampoo, make-up
pocket money money young people get regularly
from parents, grandparents, etc.
pole vault an event in athletics where an athlete
has to jump a particular height using a pole
postal service a company that collects and
delivers letters and parcels

problem page a page in a magazine where an
‘expert’ replies to letters from readers about
their problems
prison sentence a punishment involving a length
of time in prison
ransom note a note demanding money that
criminals send after a kidnapping
renewable energy energy produced from
renewable sources, e.g. the Sun, waves or wind
scuba diving diving underwater using oxygen
tanks
sea level the altitude of the sea
ski jumping the sport of jumping from a height
with skis
sky diving the sport of jumping from an
aeroplane
slave trade the buying and selling of people to
use as workers
smoke signals signals made of smoke
social event an occasion when you get together
with friends
social life relationships with other people, e.g.
friends and acquaintances
solar energy energy from the Sun
solar panel a sheet of silicon which absorbs heat
from the Sun
style guru an expert in fashion who other people
follow
take off the moment when an aeroplane leaves
the ground
toxic chemicals poisonous chemicals
voluntary work work you do for no money
wall charger a machine that recharges batteries
from the mains electricity
water pollution harmful chemicals and waste in
rivers, lakes and the sea
water polo a sport played by two teams in a
swimming pool with a ball and two goals
weather forecast prediction of the weather
conditions in an area
wind farm a group of wind turbines
working conditions what it is like to work at a
place – the heating, salary, breaks, etc.
world record the best / fastest / highest, etc. in
the world
verbs
download I download free music from the Internet
upload You can upload your family photos onto
your blog.
adjectives
after-school happening after the end of the
school day
Word Bank
air-conditioned (a room / house / car) kept cool
by a machine
ankle-length (a dress / skirt) going down to your
ankle
breathtaking very impressive
brightly-coloured with bright colours
cross-country through fields and woods
dark-skinned with a dark skin, e.g. indigenous
people from South America
easy-going relaxed and calm – not angry
eco-friendly kind to the environment
energy-efficient using energy in an economical
way
energy-saving describing something that saves
energy
English-speaking with the ability to speak English
everyday happening regularly, common
fair-trade giving a fair deal to producers in
developing countries
five-star (a hotel / restaurant) very good or luxury
freshwater water without salt – not seawater
fully-grown that has reached full size
good-looking (men and women) attractive
hard-working someone who works hard
heartbreaking something that really happens
high-heeled (shoes) very high
long-haired with long hair
long-sleeved with sleeves down to your wrist
middle-aged aged between about forty and sixty
much-loved someone or something that is
extremely popular
never-ending that seems to take a very long time
normal-sized of a size you expect
old-fashioned something that is old and not
fashionable now
open-air (an open-air concert) not inside
outdoor happening or used outside
part-time (job) some of the time
ready-made that are ready to use, e.g. clothes
that you can put on and wear
shark-infested (parts of the coast) with many
sharks
short-sleeved with sleeves above your elbows
shoulder-length with hair going down to your
shoulders
snow-capped (mountains) with snow on the top
solar-powered describing a machine that uses
solar energy
stuck-up unfriendly; thinking you are superior
top-quality the best
two-part (a TV programme) having two parts
water-efficient (washing machines / dishwashers)
not using much water 109
103
 Word Bank

well-known famous times

well-off with quite a lot of money ten-minute (a break) that lasts for ten minutes
well-organised efficient / well-planned two-hour (a journey) that lasts for two hours
well-paid receiving a lot of money for a job five-day (a holiday) that lasts for five days
world-famous well-known around the world
sizes
ages five-metre (a length) that is five metres long
two-year-old being the age of two
fifteen-year-old being the age of fifteen
seventeen-year-old being the age of seventeen
thirty-nine-year-old being the age of thirty-nine

Word Building
Noun Adjective Verb Adverb
action / activity active action actively
attraction attractive attract attractively
beauty beautiful – beautifully
colour colourful – colourfully
confusion confusing / confused confuse confusingly
creation creative create creatively
danger dangerous – dangerously
death dead die –
difference different differ differently
disobedience disobedient disobey disobediently
enormity enormous – enormously
entertainment entertaining entertain entertainingly
expense expensive – expensively
fame famous – famously
humour humorous – humourously
imagination imaginative imagine imaginatively
impression impressive impress impressively
incompetence incompetent – incompetently
logic logical – logically
luxury luxurious – luxuriously
mystery mysterious mystify mysteriously
nervousness nervous – nervously
peace peaceful – peacefully
physique (build) physical – physically
power powerful – powerfully
practice practical practise practically
protection protective protect protectively
ridicule ridiculous ridicule ridiculously
seriousness serious – seriously
surprise surprising / surprised suprise surprisingly
suspicion / suspect suspicious suspect suspiciously
thought thoughtful think thoughtfully
use useful / useless use usefully
usual / unusual – –

110

104
 Word Bank

Compounds
one-word nouns
backpacker a person (usually young) travelling with a backpack or rucksack
bird-watching watching and studying birds for a hobby
bookshelf a piece of furniture where you keep books
campsite a place where you can stay with a tent
hardback (book) a book with a hard cover
laptop (computer) a computer that you can carry around
lifeboat a boat that is sent out to help people in danger at sea
lifestyle the way people live
lunchtime the time in the middle of the day when people eat lunch
nightlife entertainment in a city at night
paragliding flying with a parachute
phonebook a book where you keep your phone numbers (also in mobile phones)
rainforest a tropical forest with tall trees
seaside an area or town by the sea
sightseeing visiting famous or interesting places
skateboarding riding on a small board with wheels
Opposites
beautiful ugly careful careless uncomfortable
dangerous safe painful painless uncommon
enormous tiny thoughtful thoughtless unfair
hard-working lazy useful useless unfit
high low unhappy
long short impatient unhealthy
loud quiet impolite uninhabited
overweight slim impossible unkind
rich poor unknown
shy outgoing unlikely
silly sensible inconsiderate unlucky
simple complicated incorrect unnecessary
strange normal incredible unpleasant
strong weak inexperienced untidy
tall short invisible unusual
well-known unknown

Idiomatic Language
be a light sleeper to be easily woken up: I’m a
light sleeper; the smallest noise wakes me up.
be a nightmare be a complete disaster: The exam
was a nightmare.
be over to be finished: The party was over before
midnight.
black sheep of the family someone who is
different from the rest of his/her family in an
unfavourable way: He never visited his mother;
he was the black sheep of the family.
heavy music loud and powerful rock music:
I quite like heavy music.
heavy rain a lot of rain: There was heavy rain last
night.
miles (better, bigger, safer, etc.) much (better,
bigger, safer, etc.): This chair is miles more
comfortable.
safe and sound completely safe or unhurt: The
parents were injured in the crash but the baby
was safe and sound.
spitting image (of someone) exactly like
(someone): She’s the spitting image of Mary.
111

105
 Collocations
Verb Noun Adjective Noun
be in danger, in pain, worth a clothes
fortune ankle-length boots, dress, skirt, socks
borrow / lend money, a car, a bike baggy jeans, jumper, shorts, trousers
cause / look for trouble checked jacket, scarf, shirt
change course (as ship), direction corduroy jacket, trousers, skirt
declare war (on) cotton T-shirt, shirt, blouse, trousers
drop litter denim jacket, jeans
dye your hair designer label, clothes
earn money flared jeans, trousers
fail an exam, a test flat shoes
keep a secret, in touch high-heeled boots, shoes
leave a message, your name and knee-length dress, jeans, shorts, skirt
address
linen jacket, suit
lose your job, your temper
long-sleeved shirt, top, T-shirt
pierce your ear, eyebrow, lip, nose,
tongue mini skirt
raise money (for charity) narrow jeans, trousers
receive a phone call, a letter, a plain shirt, blouse
message, an email, a text pointed boots, shoes
recycle batteries, glass, paper polo-neck jumper, shirt, sweater, top
save electricity, energy, money, time round-neck jumper, top
send an email, a letter, a message, a short-sleeved jacket, jumper, shirt, top,
text message t-shirt
shave your legs, head silk blouse, shirt, tie
solve a mystery, a problem sleeveless top, T-shirt
spend money, time striped shirt, socks, T-shirt, jumper
tattoo your arm, back, neck tight dress, jeans, jumper, skirt,
waste electricity, energy, money, time shorts, top, trousers, t-shirt
win a competition, a medal, a prize, torn jeans
a race, the lottery V-neck jumper
write a letter, a blog, an email woolly hat, jumper, scarf, sweater, top

Quantity/ Noun places

Container amazing, small, variety
a bag of crisps, sweets, sugar, potatoes, flour, wide
apples bad, cold, good, weather
a bit of bread, cake, food, chocolate hot
a bottle of water, milk, cola, lemonade, beer, beautiful, sight, view
wine breathtaking
a box of chocolates, matches common, species
a can of cola, orange, lemonade endangered
a carton of milk, fruit juice, yoghurt deafening, loud noise
a cup of tea, coffee, hot milk, hot chocolate deep, freshwater lake
a glass of water, milk, orange juice, wine dense, pine, rain, forest
thick
a group of people, friends, animals, students
exotic, rare animals
a kilo of apples, potatoes, onions, meat
heavy, light rain
a litre of milk, water, fruit juice, petrol
high, rocky, mountain
a packet of biscuits, crisps, peanuts, cigarettes snow-capped
a piece of bread, cake, chocolate, wood
a pile of books, rubbish, clothes, firewood
a slice of bread, toast, cake, meat, fruit
a tin of beans, sardines, paint, tuna
112
a tube of toothpaste, sun tan cream

106
Irregular verbs Irregular verbs
Present Simple Past Simple Past Participle Present Simple Past Simple Past Participle
be was / were been lend lent lent
become became become let let let
begin began begun lie lay lain
break broke broken light lit lit
bring brought brought lose lost lost
build built built make made made
burn burnt, burned burnt, burned mean meant meant
buy bought bought meet met met
catch caught caught pay paid paid
choose chose chosen put put put
come came come read (/red/) read (/red/)
cost cost cost ride rode ridden
cut cut cut ring rang rung
dig dug dug run ran run
do did done say said said
draw drew drawn see saw seen
dream dreamt, dreamt, sell sold sold
dreamed dreamed send sent sent
drink drank drunk set set set
drive drove driven show showed shown
eat ate eaten shut shut shut
fall fell fallen sing sang sung
feed fed fed sink sank sunk
fight fought fought sit sat sat
find found found sleep slept slept
fly flew flown smell smelt, smelled smelt, smelled
forget forgot forgotten speak spoke spoken
get got got spend spent spent
give gave given spill spilt, spilled spilt, spilled
go went gone stand stood stood
grow grew grown steal stole stolen
have had had swim swam swum
hear heard heard take took taken
hide hid hid teach taught taught
hit hit hit tear tore torn
hold held held tell told told
hurt hurt hurt think thought thought
keep kept kept throw threw thrown
know knew known understand understood understood
lead led led wake woke woken
learn learnt, learned learnt, learned wear wore worn
leave left left win won won
write wrote written

113

107

S uden s’ Book Audioscrip
Get Ready
Page 4, Exercise 3.
Pay attention everybody … Welcome
back – I hope you all enjoyed the holidays
and that you’re all ready to work hard this
year. There’s an important change to the
school diary: parents’ evening on Tuesday
… err … Tuesday the seventeenth of
October is starting at 7 o’clock, not 6.30.
Please pass on the message – parents’
evening is starting half an hour later than
advertised. 7.00, not 6.30.
Ahh … everyone’s favourite … mock
exams. You all know they are happening
in the week beginning the seventh of
November. The timetable is on the school
website so make sure you read it and plan
your revision.
Mmm … what’s the next thing? Oh, yes,
the careers fair. Right, the arrangements
for the careers fair are confirmed … it’s
starting at lunchtime on Wednesday the
sixteenth of November and finishing the
following day at 5.00. There are going to
be twelve local companies here so make
sure you all go along and talk to them
about work experience. And, before you
ask, yes, there’s going to be …
Module 1. Communication.
Page 8, Exercise 3.
Ellie Hi, I’m Ellie. I’m from Bristol. Tanya
and I wanted to start an online radio
station, and we asked Steve and Abi to
help us, so here we all are. I’m going to
be a reporter. I’m going to look for news,
interview people, that sort of thing and
Steve’s going to work with me. He’s in my
class at school. I’d like to do some reports
on the environment. I’m against all this
pollution everywhere and all these cars.
Bristol’s got terrible traffic, you know. I’m
a vegetarian, too – I never eat meat. I’m
sixteen and I’ve just done my GCSE exams.
Over to you, Steve.
Steve Er, my name’s Steve. I’m sixteen
and I was born here, in Bristol. I like
football and I’m a Bristol Rovers fan.
I often watch them when they play at
home. Er, I’ve got two more years at
school. My best subject is art, I suppose.
I like taking photos and I got a good
digital camera for my last birthday. I’d
like to be a designer or a photographer or
something like that when I leave school.
Maybe I’ll go to art college – I’m not
really sure. Ellie asked me to help her
on radiochill.org. I’m going to help her
with reporting and I’ll take photos for the
website. I think it’ll be really cool. Your
turn now, Tanya.
Tanya Hello, my name’s Tanya. I’m from
Kiev in Ukraine but we moved here ten
years ago, when I was six. My mum and
dad are both scientists and work at Bristol
University in the Pharmacy Department.
I’m sixteen. I want to go to university,
but I don’t know what I want to do yet.
I’ll probably do sciences like my parents.
Maybe medicine. I’d quite like to be a
doctor. Maybe. My real interest is sport
and I just love football. I follow Dynamo
Kiev from Ukraine and my favourite
English team is Chelsea. I know Ellie and
Steve from school and I’m going to be the
sports reporter for radiochill.org. It’ll be
good fun, I think. And now, Abi.
108
Abi Right. My name’s Abi. My parents are
from Nigeria, originally, but I was born in
London. We moved to Bristol three years
ago for my dad’s work. I like it here. I’m
really into music and I know all the new
bands in the Bristol area. I’ve got millions
of CDs and I sometimes work as a DJ at
parties and that sort of thing. Tanya lives
in our street and she asked me to help
with this online radio station, so I said
yeah, great. I’m going to be the DJ and
play all the music I like! It should be really
cool. I’m also going to go to a fashion
show with Tanya. That’ll be an experience!
I think it’s important to look good, you
know what I mean? When I’m a bit older,
I’d like to have my own club and get local
bands to play there.
Page 15, Exercise 1.
1 rainy day here in Manchester, and the rain
A I haven’t seen your brother Tim lately.
What’s he up to these days?
B Tim? Didn’t you know? He’s on
holiday. He’s got this friend in France.
They’re on a boat in the Mediterranean for
three weeks.
A A boat? It’s not fair. Some people have
all the luck, don’t they?
2
A My favourite ones are about football.
There’s a great Manchester United blog.
What about you, Roxy?
B No, I don’t like sports blogs! And I
don’t like those personal diaries, they’re
so boring. There’s a good cinema blog I
look at sometimes. I get ideas for what
films to see.
3
A Hi there, Kelly. How’s it going? Did you
do your maths yet?
B Yeah, no problem. I finished
chemistry, too, but I’ve got problems with
geography. It’s a nightmare!
A Do you want me to help? Why don’t
you come over to my place?
4 B Well, she seems nice, very sociable, but
A Morning, Tom. You’re late again. What
was the problem this time?
B Sorry, Miss Williams. I couldn’t help
it. My mum’s car didn’t start. I had to get
the bus.
5 think.
A What instruments can you play?
B I can’t play any, actually. I had piano
lessons at school, but I wasn’t really
interested. What about you, Susan?
A Oh, I play the flute. I had a really good
teacher.
6 B It was a nightmare.
A Who are you sending that to, Cath?
B My cousin. It’s his birthday today, so
I’m sending him an email. He lives in
the States, but he came over here last
summer. He’s a really nice guy.
Module 2. News.
Page 19, Exercise 2.
A And now over to Joanna Wright with
the four o’clock news.
B Thanks, Jerry. Hurricane Carlos is going
to hit the south coast of Cuba at about ten
o’clock tonight. Experts think that Carlos
might be one of the worst hurricanes in
the last ten years – possibly as bad as
Hurricane Katrina in 2005. The Cuban
government has already moved tourists
from holiday resorts on the south coast.
In Manchester this morning, three men
tried to rob the Natwest bank near
Piccadilly Station. The men, all armed
and wearing masks, entered the bank just
after it opened at nine o’clock. The men
escaped in a red Ford Mondeo. Anyone
who saw the robbery is asked to contact
Manchester police on 0161 876 543.
Julie Williams, the Manchester-born actress
from Westenders, went into hospital this
morning. She is expecting a baby boy. Her
husband, footballer Jeff Bowles, said they
were both nervous but looking forward to
having a son.
Finally football. Manchester United have
signed a new goalkeeper. Dave Smith
is twenty-one and is from Australia. He
begins training with the club tomorrow.
That’s all from me, now over to Stuart
with the weather.
C Thanks Jo. Well, we’ve had a grey,
is going to continue through the night,
I’m afraid. Tomorrow will be a lot better
though and it’ll be sunny and bright in
the morning. In the afternoon, it will …
Page 25, Exercise 1.
1
A Hiya, Gary.
B Hiya, Mark.
A How was the match?
B All right.
A Did you win?
B We drew, two-two.
A That’s not bad. Are you okay?
B Yeah … well, no, not really.
A What’s the matter?
B I played really badly. I even missed a
penalty!
A Really? I’m sorry about that.
B It’s okay.
2
A Hi, Madge.
B Hi, Pat.
A Have you met the new neighbours?
B The couple in number twelve? Yes, I
have.
A What do you think?
her husband is a bit … odd.
A Mmm, I know what you mean, he
never says a word.
B What does he do?
A Something to do with computers, I
B Have you seen their dog?
A I have. Big ugly thing.
B Looks dangerous to me.
A I think so, too.
3
A Hi, Sean. How was the exam?
A I’m sure it wasn’t that bad.
B Oh yes it was!
A Why? What happened?
B For a start, when I arrived I couldn’t
find the room, so I was fifteen minutes
late. Luckily they let me in. Then, you
won’t believe it, when I sat down, I
realised I’d forgotten my pen.
A Oh no!
B Yeah, so I had to put my hand up to
ask to borrow a pen. I felt really stupid.
A And what about the actual exam?
B It was hard. I mean, it was really
difficult.
A Do you think you’ve passed?
B No way.
4
A Hi, Cheryl.
B Hi, Teri. How did it go then?
A How did ‘what’ go?
B You know, your date with Colin.
A Oh, fine.
B Where did you go?
A We went to see a film.
B And then?
A Then what?
B You know what I mean.
A Nothing. I got the bus home.
B Are you going to see him again?
A Yeah, I’m meeting him in town on
Friday.
B Great!
Page 25, Exercise 2.
1 Have you met the new neighbours?
2 I was fifteen minutes late.
3 Luckily they let me in.
4 You won’t believe it.
5 And what about the actual exam?
Module 3. Save the Planet.
Page 29, Exercise 2.
Tom I think the environment’s really
important because we’re destroying our
planet. I mean, we’re polluting rivers,
cutting down forests, killing animals. And
the biggest problem is that, because we
produce greenhouse gases, we’re even
changing the Earth’s climate. Did you
know, the ten warmest years in history
have been since 1990? In the future, it’s
going to get much worse, and that’ll affect
me and my generation. In this century,
the planet will get hotter by up to five
degrees. That will cause more droughts,
more storms, and more hurricanes. In
2006, there were so many hurricanes
that they ran out of names for them!
The ice caps at the poles are starting to
melt, too, so the sea level’s going to go up
by a few metres. Some countries might
even disappear! Imagine that. What can
we do about it? Well, everyone can do
something. For example, you can save
energy at home, walk to school, or recycle
paper and batteries. You can join a green
organisation like Greenpeace and protest.
Some people say it’s no fun being green,
and it’s all too serious. But I’m in a group
called Trees for London and we have street
parties to raise money. You can have fun
and help the planet at the same time!
Keith Personally, I’m bored of ‘the
environment’. We get it at school and
from our parents. We get it on TV, too.
People say the world’s going to end but
everybody still drives their cars and flies
to Spain on holiday. I suppose there are
some problems. The biggest problem here
in London is air pollution, but it’s the
same as smoking twenty cigarettes a day,
isn’t it? Anyway, I don’t think we’ll have
big problems in my lifetime. Maybe in my
grandchildren’s lives. There’s no reason
to worry now. People say the climate is
changing and there’s global warming but
the climate’s changed before. I mean,
there was an ice age twenty thousand
years ago! Anyway, I’d actually like the
British climate to change. Hey, we’ll get
hot, sunny summers every year! What
do I do for the environment? Well, I
love having a good time, shopping and
partying, so I’ve got no time for cleaning
rivers and all that ‘save the planet’ stuff.
As soon as I can, I’m going to get a car
and I’m NOT going to feel guilty about it.
There’s no point getting upset about the
future. Enjoy yourself when you can, that’s
what I say.
Page 35, Exercise 1.
Abi And now on radiochill.org it’s time
for ‘What’s On’ in Bristol.
Tanya Yes, it’s Friday and it’s the
weekend at last! And if you’re into clothes,
like me, there’s a great fashion exhibition
at the City Art Gallery. It starts on the
second of December and goes on till the
eighteenth of January. I went last week
and there are some really cool clothes
from the 1800s up to the year 2000. The
gallery’s open from nine-thirty in the
morning till five-thirty in the afternoon,
except for Mondays. And it’s free!
Abi Can’t be bad. Is there any stuff from
the sixties?
Tanya Oh, yeah. The dresses and
hairstyles are amazing.
Abi I like all those bellbottom trousers –
you know the ones that are really wide at
the bottom. And those weird, freaky shirts
and strange ties.
Tanya Me too.
Abi Anyway, let’s finish with music. If
you want to see a band, you’re in luck
this weekend, Tanya. At the Apollo club
they’ve got Foo Fighters on Friday, Franz
Ferdinand on Saturday and the Pink
Fairies on Sunday.
Tanya Sounds great.
Abi Who’s your favourite band?
Tanya Out of those three?
Abi Yeah.
Tanya Er, Franz Ferdinand, I think.
Abi Right. Well, all the gigs start at nine
o’clock and finish about half-past eleven.
Tickets are twelve pounds.
Tanya You’re listening to radiochill.org.
It’s just coming up to twelve o’clock.
Abi So that’s what’s on in Bristol this
weekend. And that’s all from me, Abi
Abacha.
Tanya And me, Tanya. From radiochill.
org, have a great weekend everyone!
Module 4. Cash.
Page 39, Exercise 2.
A Hello, and welcome to Your Money.
Today, we’re going to talk about teenagers
and money. How much pocket money
do teenagers get? How many teenagers
have part-time jobs? What do they spend
their money on? We have financial expert,
Andrew Watts, with us to answer some of
these questions. First, Andrew, what about
pocket money?
B Well, there are surveys about pocket
money every year. Pocket money has gone
up a lot in the last few years, but this
year it’s a little lower than last year. The
average pocket money for 12- to 16-year-
olds in Britain is nine pounds seventy-six
pence per week.
A Nine pounds seventy-six, that’s still a
lot of money. Are there any differences
between boys and girls or different parts
of the country?
B Yes, it changes from year to year,
but this year girls get on average forty
pence more than boys. And the top area
for pocket money is London. London
teenagers get nearly twelve pounds a
week.
A And the lowest?
B The teenagers who get the lowest
amount of pocket money are those in
Wales – they get just over half the amount
of Londoners.
A Mmm, about six pounds. That’s a
big difference. Do teenagers have to do
anything to get their pocket money? When
I was younger, we had to do jobs around
the house.
B About fifty per cent of teenagers
say they have to do chores at home,
like tidying their bedroom or doing the
washing up. So, yes, a lot of them do
something to earn their money.
A What about part-time jobs?
B Well, nearly a third of 12- to 16-year-
olds do part-time jobs to pay for their
lifestyle. The average wage is about
twenty-seven pounds and girls do rather
better here than boys. The most popular
job is delivering newspapers – twenty-four
per cent of teenagers have a paper round.
Working in a shop is quite popular, too,
and seventeen per cent of young people
do that.
A And so what do British teenagers
actually spend their money on?
B Well, the most popular items are, wait
for it, crisps, sweets and chocolates! Yes,
sixty-eight per cent of teenagers spend
their own money on sweets and snacks.
Fifty-nine per cent spend most money on
going out, you know, to the cinema, clubs
and so on, and forty per cent spend their
money on using their mobile phones.
A Andrew, do teenagers ever save any
money? I never did!
B Yes, they do. In fact they’re better than
a lot of adults in this. Forty-nine per cent
of teenagers save money, and the average
savings are a hundred and seven pounds
a year.
A Mmm, that’s quite a lot.
B Yes, it’s not bad.
A Well, that’s all we have time for today.
Thanks a lot Andrew for coming in.
B Not at all.
Page 45, Exercise 1.
1
Shop Assistant Can I help you?
Customer Yes, I bought this model
car for my son’s birthday, and when he
opened it there were some pieces missing.
Shop Assistant Let’s have a look. Right.
Have you got the receipt?
Customer No, sorry, I can’t find it. Oh,
here it is.
Shop Assistant Thanks. Would you like
a refund or would you prefer to choose
another model?
Customer Well, have you got the same
model car?
Shop Assistant I’m afraid that was the
only one we had. I could order one for
you.
Customer Yes, could you? Thanks very
much. He collects them, you see, and he
especially wanted that one.
Shop Assistant Okay, fine, can I just take
your name and phone number?
Customer Yes, it’s …
2
Shop Assistant Can I help you?
Customer Err, I bought this game on
Saturday but it doesn’t work on my
computer.
Shop Assistant Let’s see. Look, it says
what you need on the cover.
Customer I didn’t look when I bought it.
Can I change it for another game?
Shop Assistant Well, not really, because
109
 you’ve opened the box and put it in your
computer. We can’t sell it again.
Customer What … but I’ve got the
receipt.
Shop Assistant Okay, wait a minute, I’ll
have a word with the manager. … You’re
in luck. He said you can change it for
another game.
Customer Oh, good.
Shop Assistant Make sure you check
what it says on the box this time!
Customer All right.
3 sticking up everywhere … and the colour!
Customer Excuse me?
Shop Assistant Yes, can I help you?
Customer I hope so. I bought this top
last week but when I washed it the colours
ran. Here, can you see? It’s gone all pink.
Shop Assistant Oh, yes. That’s not very
good, is it? Have you got the receipt?
Customer Yes, here it is!
Shop Assistant Great. Well, I can give
you a refund, or I can change it for
another one.
Customer I think I’d prefer my money
back, please.
Shop Assistant Sure, no problem.
Module 5. Fashion.
Page 49, Exercise 3.
A Excuse me? Can I ask you a few
questions, please? We’re doing a survey
about young people’s fashion. It’ll only
take five minutes.
B Yeah, all right.
A Thanks. First question. Who or what
influences the way you dress and the
way you style your hair? Is it magazines,
friends, pop stars, or maybe the TV?
B I don’t know, really. I suppose me and
my friends wear the same sort of clothes
and have similar hairstyles.
A So, you get ideas from your friends.
B Yeah, friends.
A How would you describe your style? I
mean, what kind of clothes do you wear?
Are they smart, casual, alternative or
trendy?
B What do you mean by alternative?
A Well, I mean clothes that are a bit
hippy, heavy metal or goth. Do you know
what I mean?
B Yeah. Well, I usually wear casual
clothes. I don’t like formal clothes and I
hate wearing ties and jackets. We have to
wear them every day at school, you know.
A Right. And what style of jeans do you
like?
B This style, like these.
A The style you’re wearing now?
B Yeah, quite baggy with loads of
pockets.
A What about hats? Do you ever wear
anything on your head – for example, if
it’s cold?
B I don’t wear hats.
A What about the hood on the hoodie
you’re wearing?
B Oh yeah, I suppose that’s a sort of hat.
A And what about your hair? Is that
important for you?
B Yeah, it is. I like it short and I use gel
to style it.
A One last question. Do you ever argue
with your parents about clothes?
B Err, sometimes, yeah. It’s usually when
110 I go out with my friends. And sometimes
they don’t like the slogans on my T-shirts.
A Okay, that’s all. Thanks a lot.
Page 55, Exercise 1.
1 could fight a small man. Also, the boxers
A Hi Mum.
B Hi Darren … Oh, my …
A What’s the matter?
B What’s the matter? Look at your hair!
What have you done?
A It’s all right, Mum. All my friends have
got hair like this.
B But it’s … it’s like a punk’s hair –
It’s awful!
A Calm down, Mum. Orange is cool.
2 game and modern basketball is that you
A Can I help you?
B Yes. I’m looking for a birthday present
for a friend.
A How about a T-shirt?
B I don’t know.
A Or some make-up?
B No. She doesn’t wear make up.
A Maybe a ring?
B Mmm. Maybe.
A A nice shoulder bag?
B No, she doesn’t like them.
A Earrings?
B Yeah, that’s a good idea. These look
nice and she loves long earrings. What are
they made of?
A Silver. And they’re really good value at
eleven ninety-nine.
B I’m not sure. Okay, I’ll take these.
3 sports report.And let’s start with today’s
A Hi Paul.
B Hi Tony.
A New jeans?
B Yeah. I got ’em yesterday for my
birthday.
A They’re great. I like jeans that aren’t
too tight.
B Yeah. All these pockets are great.
A What do you put in ’em?
B This one’s for my mobile, this is for my
keys, here I’ve got my wallet and here my
MP3 player. It’s great, isn’t it?
4 the programme. But now, athletics. Tanya?
A Hiya Lucy, what did you get?
B Well, there were loads of offers, so I
got a few things. This top …
A Ooh, that’s nice …
B … and this mini-skirt. It’s not too
short, is it?
A No, let’s have a look.
B And this dress. I thought it would be
okay for dancing.
A Mmm, I like the colour. Wait a minute.
There’s a mark on this mini-skirt.
B Oh, I didn’t see that. I’ll have to take
it back.
A How much was the …
Module 6. Sports and Games.
Page 59, Exercises 3 and 4.
Sport. You may work out in the gym, go
fishing on Sundays, or just enjoy watching
football on the TV. It’s part of our daily
lives. But why do we do it? And where did
our modern sports come from? In tonight’s
programme, we’ll be looking at the origins
of some of our most popular sports.
Boxing. Some people love it, some people
think it’s too violent, but it’s been around
for a long, long time. In fact, it’s probably
one of the oldest sports in the world.
There was boxing in ancient Greece five
thousand years ago but the rules were
quite different from today’s. They didn’t
categorise fighters by weight, so a big man
didn’t wear gloves. Oh, and a boxer could
hit his opponent when he was down on
the floor! Not very fair, was it?
Basketball. One of the most popular sports
in the world today, but did you know
the Aztecs played a game like basketball
as long ago as the fifth century? There
were two teams like in today’s games and
they had to get a rubber ball through a
stone hoop, a bit like a modern basket.
One difference between the ancient Aztec
could touch the ball with any part of your
body except for your hands. Oh, and one
other thing; if you lost the game, they cut
off your head! Ugh!
Ah, surfing. Golden beaches in California,
South Africa or Australia. But surfing was
first seen by the British explorer Captain
Cook in 1777 off the islands of Tahiti in
the South Pacific ocean. The natives in
Polynesia didn’t have modern surfboards,
of course, they just used a piece of wood.
And the original version of the sport was
much more dangerous – surfers tried to go
as near to the rocks as possible and then
jump off the board into the water at the
last moment!
Page 65, Exercise 1.
Tanya Hello, it’s half-past five on
Saturday, time for radiochill.org’s weekly
football. Abi?
Abi Hello, everyone. Yes, today was
a good day for Bristol City but not so
good for Bristol Rovers. Bristol City beat
Doncaster two–one at home this afternoon
with goals from Clarke and MacDonald but
Bristol Rovers lost two–nil away at Chester.
Dan Smith also got a red card. Up in the
Premier League, the leaders Arsenal won
comfortably at home to Newcastle, three–
nil, and Manchester United stay in second
place after their draw against Liverpool
last night. We’ll have all the results later in
Tanya Yes, today is the second day of
international athletics right here in Bristol.
This afternoon we saw the Russian girl,
Svetlana Sokolova, win the women’s one
hundred metres final. She just beat the
Canadian Sindy Turner by two hundredths
of a second! Meanwhile, in the men’s
discus, the Romanian, Alexandru Telegdy,
threw an amazing seventy-three metres to
win that event for Romania.
Abi Nothing for Britain?
Tanya I’m afraid not, Abi, though we
came close in the long jump. Clive Bell
jumped a personal best of eight metres
but finished second to the American, Max
Willis. The competition finishes tomorrow
afternoon with the marathon. That starts
in the Millennium Square at two o’clock
and finishes in the stadium.
Abi And now, ice hockey. An important
match for Bristol Warriors tonight against
top-of-the-table Coventry. We really need
the points, so why don’t you get down
there and give them some support. The
game starts at seven-thirty at the John
Nike ice rink in Frogmore Street.
Tanya And finally those football results
we promised you. First, the Premier
League. Arsenal three, Newcastle nil.
Chelsea one, Birmingham nil. Everton
three, Bolton one …
Module 7. Law and Order.
Page 69, Exercise 3.
A When Precious Ramotswe’s father
died, she sold his cows and used the
money to start The No.1 Ladies Detective
Agency. Precious isn’t a qualified detective
but she investigates anything that people
want – and usually she is successful.
She is a fun, confident, logical woman
who solves crimes through a mixture of
intelligence, understanding of people
and good luck. She works in Botswana so
the crimes she investigates reflect life in
Africa: when she was looking for a missing
husband she discovered that he had been
eaten by a crocodile.
B Raymond ‘Ray’ Langston was a doctor
and a university professor before he got a
job with the Las Vegas crime laboratory.
On his first case, he made lots of mistakes:
he damaged a fingerprint and dropped a
dead body. He also got the victim’s blood
on his clothes so they became evidence!
Ray is a private person but we know that,
although he is divorced, he still wears
his wedding ring. Outside work, he loves
riding his motorbike and he is interested
in blues music.
C Kurt Wallander is a detective in the
police department in the Swedish town
of Ystad. He often gets too involved
in his cases and he sometimes doesn’t
follow orders or listen to the advice of his
colleagues. However, he usually solves his
cases – even if his methods are different.
Wallander’s private life is a mess: he is
divorced, he has difficult relationships
with his family and his lifestyle is very
unhealthy.
D Jessica Fletcher used to be a high
school teacher. When she retired, she
began to write murder mysteries. She
quickly became a famous writer and
is very rich. She bought an apartment
in New York and she became more
glamorous. She is an excellent detective.
She investigates very carefully. She looks
for motives and eliminates suspects. She
usually catches the murderer herself; she
then talks to him or her and then tells the
police!
Page 75, Exercise 2.
1 Tom It’s horrible when they do that.
A Okay, so tell me about the case.
B Well, a cleaner found the body in the
main office at about seven-thirty.
A Dead?
B Oh, yes, very dead, sir.
A And who’s the victim?
B A ‘Mr Brown’. He is, or was, the
manager of the company.
A Murder weapon?
B A knife, sir. An ordinary kitchen knife.
A How do you know?
B We found the knife outside in the car
park. It’s got blood on it. We’re checking
the blood group.
A Right. Do you have any suspects?
B Yes … his wife.
A And what’s her motive?
B Apparently Mr Brown was seeing
another woman.
A And what evidence do we have that
she killed him?
B The knife is from the Brown’s house.
And it’s got Mrs Brown’s fingerprints on it.
A And my kitchen knife has got my
fingerprints on it. It doesn’t make me a
murderer.
B No, sir.
A Does she have an alibi?
B She says she was at home all night
with her young child. She phoned her
husband’s office and his mobile phone,
but he didn’t answer. She thought he was
with the ‘other woman’.
A Okay. Where is she now?
B In the interview room.
A Right, I’ll see her now.
2 Sue Well, they’ve been together for
A Right, tell us about this kidnapping.
B Well, Danny Cole is eighteen. He’s the
son of Peter Cole …
A I know, the millionaire businessman.
B That’s right. And, basically, the
kidnappers want a million pounds.
A And if Mr Cole doesn’t give them the
money?
B Well, they don’t say exactly but I think
they’re serious.
A Mmm. Any suspects?
B It could be that group from Bristol.
They left a similar kind of phone message
in that kidnapping in March.
A When do they want the money?
B Saturday, midnight.
A That gives us two days.
B The kidnappers don’t know Mr Cole
has spoken to us.
A Okay, but I need to speak to Mr Cole.
Get him on the phone now.
B Sure.
Page 75, Exercise 4.
1 How do you know?
2 Do you have any suspects?
3 Does she have an alibi?
4 Where is she now?
5 When do they want the money?
Module 8. Imagination.
Page 79, Exercise 2.
A It’s a very impressive painting but I
don’t like it. In some ways it’s realistic
but in others it’s symbolic. What I mean
is, you can see exactly what it is – a man
on a horse in some mountains – but at
the same time it is symbolic of his power.
The figure is on a powerful horse and
it dominates – fills – the centre of the
painting – like he dominated Europe
at the time. The other figures are very
small and I think they’re walking so they
definitely aren’t important. No, I definitely
don’t like it, it’s all about power …
B I love looking at this painting. I find
it very relaxing – and every time I look at
it, I see something different. That’s why
I like abstract art – you can bring your
own imagination to it. It’s colourful but
the combination of colours is warm and
peaceful. It’s a clever painting – I used to
think the green shapes were fields and the
triangles were roofs but now I think it is a
picture of the different people who live in
the village. I don’t mean it’s like an optical
illusion – it doesn’t change as I look at it.
My ideas change, not the picture.
C I spend a lot of time looking at this
painting but I don’t know why! I find it
quite confusing because – if you know the
story of Don Quixote – he is often quite
a ridiculous figure in paintings. But here
he doesn’t look funny – he looks lost and
the horse looks like him – very old and
thin and sad. Also, it’s weird that he hasn’t
got a face – I think that maybe the artist
wants you to see every person – we all get
old, don’t we? Although I think it’s a sad
painting, it’s quite colourful. The bright
blue sky and the brown earth always make
me think of Spain.
Page 85, Exercise 2.
1
Sue Hey Ben, have you heard about
Steve and his girlfriend?
Ben No, I haven’t.
ages, haven’t they? And then yesterday
afternoon she told him it was all over. Just
like that! I saw him in the street.
Ben I never liked her myself. By the
way, what’s on telly tonight? Ah, it’s
Wednesday! Great, there’s the Milan–
Arsenal game on! I completely forgot
about it.
Sue Not football again! As I was saying,
I saw Steve in the street. He looked
terrible, poor thing. And he’s such a good
guy. You’re right about his girlfriend. She
was a bit …
Ben A bit strange?
Sue Yeah, that’s right … strange. Did
you see that dress she wore at our party?
By the way, I’d better start getting ready
for tomorrow. We’ve got Grandma’s
birthday party, you know. It’s her eighty-
sixth birthday!
Ben Do we have to go? I hate that kind
of party. Anyway, I’ve got to do two more
of my maths problems before the match
starts. I’d better get on with it. See you
later.
Sue All right.
2
Tom Did I tell you my dad’s getting a
new laptop for work? He says I can use his
old one. It’s still quite new.
Katy Lucky you! I’d really like a good
laptop. We’ve just got the old computer at
home. It’s so slow on the Net.
Tom By the way, how did the driving
lesson go?
Katy It was awful! I was going along the
street, really slowly. And this lorry came
up behind me. It got really close, and I got
nervous.
That reminds me of once when we were
in France, on holiday. There was this huge
lorry and we …
Katy Well, as I was saying, this lorry
was just behind me. I kept looking in the
mirror and I didn’t notice a car on the
corner in front of me. It suddenly hit us.
My driving instructor was really angry.
Tom Do you mean you hit the car, or the
car came out of a side street and hit you?
Katy Well, I suppose I hit the car. It was
parked.
Tom Parked? You mean you hit a parked
car!? That’s just what happened when I
had my first driving lesson. Did it do much
damage?
Katy No, not much. Luckily.
Tom My crash was a nightmare. The
car was badly damaged. They took me to
hospital but I wasn’t badly hurt.
Katy Hey, Tom. Have you seen the time?
We’re going to be late for class!
Tom Yeah, we’d better go. 111
 happening? 7 How many people do
Answer Key Workbook 4 you usually work with? 8 Have you
Language Check 1
Exercise 1 2 e 3 c 4 f 5 h 6 g
Get Ready A published an article yet? 7 a 8 b
Exercise 1 2 careers fair 3 mock Exercise 6 2 ’ve been 3 ’ve got Exercise 2 1 up 2 joins 3 keep
exams 4 ’m attaching/’ve attached 5 ’s lived 4 about 5 take 6 with 7 up 8 get
4 sports day 5 class picnic 6 parents’ 6 ’s 7 ’re trying 8 understands Exercise 3 1 Have you ever owned / ’ve
evening 9 says 10 doesn’t say 11 likes never had 2 is the dog barking / thinks
Exercise 2 2 school prom 3 study 12 ’s playing 3 haven’t you written / ’m revising 4 do
trip 4 concert 5 public exams Exercise 7 2 Have you received a text animals do / warn 5 are you learning /
Exercise 3 Answers will vary. message yet today? 3 Are you writing a ’m going
Exercise 4 2 will get 3 may lot of emails at the moment? 4 Do you Exercise 4 1 for 2 since 3 for
4 will be 5 might 6 going to like communicating by phone? 5 Have 4 since 5 since
pass 7 ’re going 8 might go you ever used sign language? / Do you
Exercise 5 1 definitely 2 true 3 so
9 ’re going 10 aren’t going ever use sign language? 6 How many
4 think 5 ask
emails do you send every week? 7 How
Exercise 5
often do you use instant messaging? Module 2 News
2 will be study will study
3 we will go we’re going Answers will vary.
Get Ready
4 I might be I’m going to be Exercise
2 Skills
5 I’m going to get I may/might get
Exercise 1 2 f 3 a 4 b 5 d 6 e 1 2 puzzles 3 news 4 gossip
6 passing pass
7 he will be he’s going to be Exercise 2 2 C 3 C 4 I 5 I 6 I 5 letters 6 headlines 7 crosswords
8 What you going What are you going 7 C 8 C 8 cartoons 9 interviews 10 articles
9 I’ll go I’m going 11 advice 12 horoscopes 13 reviews
Exercise 3 2 join in with 3 find out
Exercise 6 2 might stay 3 ’re going 14 forecasts
about 4 keep up with 5 check out
4 ’ll need 5 ’m not going to pass Mystery word: questionnaires
6 set up 7 bring up
6 ’m not going 7 will be 8 ’re going Exercise 2 2 sports
Exercise
to have 9 might come 10 ’ll have reports 3 problem page 4 game
4 2 off 3 with 4 on 5 up
Exercise 7 Answers will vary. shows 5 chat shows
6 of
Exercise 3 3 1 2 5 4
Get Ready B Exercise 5 2 since 3 for 4 since
5 for 6 since 7 since 8 for Exercise 4 Answers will vary.
Exercise 1 2 a 3 b 4 b 5 a 6 b
7 a 8 b Exercise 6 2 join in with 3 set up 4 Vocabulary and Grammar
4 keep in touch with 5 put up 6 put Exercise 1 2 airfield 3 airport
Exercise 2 2 f; pass 3 a; gets
on workers
4 e; didn’t have 5 b; ’d (would) learn
Answers will vary. 4 luggage 5 pack 6 check in
6 c; ’ll give
Exercise 7 2 I haven’t seen my best Exercise 2 2 committed 3 licence
Exercise 3 2 wouldn’t be able 3 lost
friend since … 3 I’ve lived in my house 4 driving 5 bill 6 reminder
4 wouldn’t be 5 ’d (would)
for … 4 I’ve had this English book for
know 6 had Exercise 3 1 rang 2 saw / was
… 5 I haven’t had a party since …
7 go 8 ’ll feel 9 make 10 will be walking
6 I haven’t bought a CD for … 7 I’ve
11 ’ll be able 12 make 3 caught / was trying 4 were making /
known my best friend since …
Exercise 4 Answers will vary. got
Answers will vary.
5 rescued / were putting out 6 arrived /
Module 1 Communication 3 Communication were waiting
Get Ready Exercise 1 2 a 3 time 4 Come Exercise 4 2 yes 3 no 4 yes 5 no
Exercise 1 2 conversation 3 phone 5 back 6 of 7 on 8 stuff Exercise 5 2 were laughing 3 found
4 messaging 5 language 6 service Exercise 2 2 Didn’t we agree on that? 4 took 5 was checking 6 realised
7 network 8 messages 9 phone 3 Don’t you think so, too? 4 Didn’t you 7 had disappeared 8 had / got
10 blog know? 5 Don’t you like it? off 9 put
Exercise 2 Suggested answers: 2 sign Exercise 3 2 Haven’t you seen it? 10 posted 11 was serving 12 escaped
language (the others all use a computer) 3 Didn’t we agree on that? 4 Don’t you 13 made 14 had travelled 15 broke
3 body language (the only non-verbal remember? 5 Don’t you agree? out
form of communication) 4 netbook (the Exercise 4 2 b 3 a 4 a 5 b 6 a Exercise 6 1 d 2 b 3 f 4 a
others are ways of communicating) 5 e 6 c
Exercise 5 2 I agree with you. 3 I
5 intranet (the others are gadgets) Exercise 7 Answers will vary.
think so, too. 4 What do you think? 5 I
Exercise 3 1 a 2 c 3 c don’t think so. 6 Yes, definitely. 5 Skills
Exercise 4 Answers will vary. Exercise 6 Answers will vary. Exercise 1 2 e 3 b 4 c 5 a 6 d
1 Vocabulary and Grammar Exercise 7 2 I 3 C 4 C 5 I 6 I Exercise 2 2 ten-minute 3 brightly-
Exercise Reading Corner 1 coloured 4 never-ending 5 well-
1 2 warning 3 mean 4 noise organised 6 easy-going 7 good-looking
Exercise 1 2 information 3 subject
5 receive 6 tell 7 identify 8 tail 8 dark-skinned 9 well-
4 newest 5 top
Exercise 2 2 are singing 3 ’m doing known 10 much-loved
Exercise 2 b
4 communicate 5 understand 6 barks Exercise 3 2 c 3 e 4 h 5 a 6 d
Exercise 3 2 c 3 e 4 a 5 d 7 g 8 b
Exercise 3 2 every day 3 at the
moment 4 now 5 always 6 never Exercise 4 2 Tina Exercise 4 2 Before beginning the
S 3 KayJay 4 James press conference, the actor refused to
Exercise 4 2 a 3 c 4 b 5 c 6 d
5 TK and Eddie X 6 Mikey J 7 KayJay talk about his divorce. 3 After hearing
7 a 8 b
Exercise 5 2 T 3 F 4 F 5 F 6 T the weather forecast, we decided to stay
Exercise 5 2 How long have you been
7 F 8 T in. 4 Before reading the article, I tried
interested in animals? 3 What are you
working on at the moment? 4 What Exercise 6 2 b 3 a 4 b 5 a 6 b to understand the headline. 5 After
do you do every day? 5 Is bird song Exercise 7 Answers will vary. finishing the article, Leo wrote a letter to
changing nowadays? 6 Why is that the editor. 6 Before going to the match,
112
Fiona read a sports magazine.
Exercise 5 2 After getting up, my mum
… 3 Before doing our exams, my friends
and I … 4 After doing my homework
yesterday, I … 5 Before handing in
my last project, I … 6 After arriving at
school today, my friends … 7 Before
giving us a test, our teacher …
Answers will vary.
Exercise 6 1 c 2 b 3 a 4 d 5 b
6 Communication
Exercise 1 2 go ahead 3 I mean
4 you know 5 honestly 6 awful
Exercise
2 2 well 3 nightmare 4 bad
5 sorry 6 worry 7 better 8 so
Exercise 3 1 B Pretty good really. We
won the basketball match and I was top
scorer. A Great! Well done. B Thanks.
2 A How’s it going? B Not very well.
I just failed my music exam. A Never
mind. You can always take it
again. B Yes, I suppose you’re right.
Exercise 4 Answers will vary.
Exercise
5 2 hockey 3 £275 4 Thursday 14th
April 5 www.schoolnews/garden
6 1,000 metres
Writing Challenge 1
Exercise 1 2 Amy 3 Amy’s
sister 4 Amy and her friends
(mates) 5 Amy and her family
Exercise 2 1 a 2 b 3 a
Exercise 3 2 I’ve just finished my
exams, … 3 It’s great! 4 … but I/we
had a great time on all the rides. 5 I’m
looking forward to it … 6 Well, I must
go now. 7 I’ve got to start packing my
stuff.
Exercise 4 2 d 3 h 4 a 5 f 6 c
7 b 8 g
Exercise 5 Answers will vary.
Understanding Grammar
Exercise 1 2 suggest, advise 3 offer,
enjoy 4 decide, make 5 start, let
6 avoid, stop
Exercise 2 1 verb + -ing 2 verb
+ to infinitive 3 verb + object + to
infinitive 4 verb + object + infinitive
Exercise 3 2 b 3 b 4 b
Exercise 4 2 do 3 watching 4 to
help
5 doing 6 stay 7 to do
Answers will vary.
Exercise 5 2 let my friends borrow
3 want to question 4 tell us to be
5 advise us to save 6 suggest buying
7 refuse to spend 8 try not to believe
Language Check 2
Exercise 1 1 review 2 crossword
3 game show 4 headline 5 forecast
6 problem page 7 sports reports
Exercise 2 2 h 3 b 4 i 5 f 6 g
7 d 8 c 9 a
Exercise 3 1 to watch 2 to use 3 to
have 4 to come 5 (to) do 6 reading
Exercise 4 1 was listening 2 was
delivering 3 bit 4 had seen 5 had
escaped 6 arrived 7 was waiting
8 pushed 9 had bitten
Exercise 5 1 Not 2 mind 3 better
4 are 5 really
Module 3 Save the Planet
Get Ready
Exercise 1 2 recycling 3 greenhouse
gas 4 energy-saving 5 wind farms
6 climate change 7 hybrid 8 solar
9 deforestation
Mystery word: renewable
Exercise 2 2 coal 3 pollution
4 drought 5 fossil fuels 6 wind farms
7 organic 8 Recycle 9 friendly
10 carbon footprint
Exercise 3 global warming, recycling,
saving energy
Exercise 4 Answers will vary.
7 Vocabulary and Grammar
Exercise 1 compost, use, throw, plant,
recycle, take, reduce
2 throw 3 reduce 4 take 5 compost
6 use 7 plant 8 recycle
Exercise 2 Answers will vary.
Exercise 3 2 haven’t been
using 3 have / been working 4 have /
been doing
5 Has / been learning 6 ’ve been
thinking
7 haven’t / been collecting 8 has been
trying
Exercise 4 2 has been raining 3 has
collected 4 have you been
going 5 have joined 6 been
collecting 7 planted
8 been repairing
Exercise 5 2 have been preparing
3 ’ve already earned 4 ’ve been working
5 ’ve just joined 6 ’ve
cleaned 7 haven’t finished 8 ’ve
been 9 ’ve been researching
10 haven’t given 11 haven’t joined
12 ’ve been waiting
Exercise 6 Answers will vary.
Exercise 7 Answers will vary.
8 Skills
Exercise 1 2 poverty 3 a fair deal
4 cooperative 5 profits 6 working
conditions 7 landfill 8 education
Exercise 3 Although landfill is reducing,
we still need to recycle more. 4 Despite
being only six, she recycles all her paper
and plastic. 5 Despite spending hours
cleaning, there was still a lot of graffiti
left. 6 Although we started the campaign
a month ago, we have already reduced our
carbon footprint.
Exercise 3 Answers will vary.
Exercise 4 2 d 3 a 4 d 5 c
9 Communication
Exercise 1 2 Yuk 3 Come on
4 Remember 5 You’ll do anything
6 a bit 7 somewhere else 8 Maybe
9 a lot
Exercise 2 2 could 3 What 4 you
fancy 5 ’d rather 6 make it 7 Why
don’t we
Exercise 3 11, 6, 1, 8, 3, 12, 9, 2, 5, 4,
7, 10
Exercise 4 Suggested answers:
2 I’d rather go for a walk. 3 I’d rather
chill out at home. 4 We’d rather go
shopping. 5 I’d rather go ice skating.
6 We’d rather play basketball.
Exercise 5 Answers will vary.
Exercise 6 2 I 3 C 4 I 5 I 6 C
Reading Corner 2
Exercise 1 b science fiction
Exercise 2 2 could 3 weren’t
4 wasn’t
Exercise 3 2 F 3 F 4 T 5 F
Exercise 4 1 b 2 a 3 a 4 b 5 b
Exercise 5 4, 2, 7, 6, 1, 8, 3, 5
Exercise 6 2 h 3 f 4 a 5 b 6 g
7 c 8 e
Exercise 7 Answers will vary.
Language Check 3
Exercise 1 2 h 3 c 4 b 5 a 6 f
7 g 8 d 9 e
Exercise 2 1 despite 2 although
3 Although 4 Despite 5 despite
6 although 7 Despite
Exercise 3 1 waiting 2 living 3 lost
4 ’ve been painting 5 known
Exercise 4 1 ’ve been reading / have
you finished 2 haven’t left / ’s been
raining 3 haven’t arrived / ’ve been
waiting 4 has been studying / hasn’t
taken 5 have been collecting / ’ve raised
Exercise 5 1 going 2 go 3 What
4 make 5 Sounds
Module 4 Cash
Get Ready
Exercise 1 2 coins 3 cash 4 bank
account 5 cheque book 6 bank notes
7 make 8 borrow 9 lend 10 credit
card 11 salary
Mystery word: pocket money
Exercise 2 2 salary (the others are
verbs)
3 cash (the others are plastic) 4 spend
(the others involve keeping
money) 5 cheque book (the others are
real money)
Exercise 3 1 Vicky 2 Ali 3 Jake
Exercise 4 Answers will vary.
10 Vocabulary and Grammar
Exercise 1 2 upload 3 items
4 autograph 5 donate 6 a good cause
7 bidding 8 profits 9 raise 10 rare
Exercise 2 2 has been set up 3 are
sold 4 can be bought 5 mustn’t be
sold 6 will be made
Exercise 3 2 a 3 b 4 a 5 b 6 a
Exercise 4 2 was bought for
$165,000,000 on eBay 3 have been sold
on eBay 4 can be bought from people in
other countries 5 mustn’t be sold at the
auction 6 will be raised for charity
Exercise 5 2 is / used (f) 3 are /
made (e) 4 can / be used (h) 5 was
/ introduced (c) 6 can / be used
(b) 7 are / recognised (d) 8 might / be
replaced (a)
Exercise 6 2 want 3 can be sold 113
 4 take 5 can be brought 6 won’t sell
Exercise 7 2 came 3 were
sold 4 was bought 5 were
raised 6 have already spent 7 will be
organised
11 Skills
Exercise 1 2 cloth and leather
3 wood 4 paper and glass 5 tin
6 plastic 7 copper, bronze and iron
8 stone
Exercise 2 2 b 3 c 4 c 5 b 6 a
Exercise 3 2 money 3 sweets
4 woman 5 water 6 bread 7 pasta
Exercise 4 2 e 3 d 4 f 5 g 6 b
7 a
Exercise 5 2 The book was so good
that the whole class read it. 3 It was
such a bad storm that the electricity went
off. 4 The shop was so expensive that
no-one went there. 5 It was such a long
play that some people got bored. 6 The
blog was so good that everyone visited it.
Exercise 6 Answers will vary.
Exercise 7 Answers will vary.
12 Communication
Exercise 1 2 weird 3 have 4 by
5 you 6 bet 7 one 8 slightly 9 one
Exercise 2 2 I’m terribly sorry about
that. 3 I really apologise about this.
4 Have you got a receipt, please?
5 Thanks a lot. 6 Would you like a
refund or would you like a replacement?
Exercise 3 2 I’m afraid there’s a
problem with it. 3 Have you got
a receipt, please? 4 Well, I really
apologise about this. 5 I’d like a refund,
please. 6 And I’m sorry again about the
game. 7 And thanks very much. 8 Not
at all.
Exercise 4 Answers will vary.
Exercise 5 2 a 3 b 4 b 5 c
Writing Challenge 2
Exercise 1 2 c 3 a 4 b
Exercise 2 2 T 3 T 4 F 5 F
Exercise 3 b because of c because
d Since
Exercise 4 2 Since I am a regular
customer, please send me a replacement
as soon as possible. 3 I am unable to
use the mobile because it was damaged
in the post. 4 I did not receive my
order because of a problem on your
website. 5 As you have not given me a
refund, I will not order from you again.
Exercise 5 2 a 3 b 4 e 5 c 6 d
Exercise 6 Answers will vary.
Understanding Grammar
Exercise 1 2 the Europe 3 the United
States 4 the Athens 5 the Thames
6 The Lake Garda 7 The Irish
Sea 8 The Pacific Ocean 9 the
Everest? 10 the Himalayas 11 The
Baffin Island 12 the Canary Islands
Exercise 2 2 The Czech
Republic 3 The Alps 4 The Canary
Islands 5 Athens
6 Montenegro 7 Moscow 8 Serbia
114 9 Hungary 10 The Baltic
Exercise 3 2 – 3 the 4 – 5 the
6 – 7 – 8 the 9 – 10 the 11 The
12 – 13 –
Exercise 4 a 3 b 2 c 1
Exercise 5 Answers will vary.
Language Check 4
Exercise 1 1 lend 2 earn 3 bank
account 4 money 5 spend
Exercise 2 2 a 3 e 4 b 5 f 6 d
Exercise 3 1 bag 2 carton 3 bar
4 slice 5 pile
Exercise 4 1 The euro is used in a
lot of countries. 2 The car was sold in
an auction. 3 A lot of money has been
raised this year. 4 All kinds of things can
be sold on the Internet. 5 An Internet
auction will be held next month.
Exercise 5 1 made 2 was interviewed
3 explained 4 was bought 5 will be
built
Exercise 6 1 the 2 the 3 the 4 –
5 –
Exercise 7 1 I’m afraid 2 I’m
3 receipt 4 Would 5 refund
Module 5 Fashion
Get Ready
Exercise 1 1 Answers will vary.
2 denim, corduroy, leather, linen, silk,
wool
3 2 jumper 3 jeans, trousers 4 shoes,
boots 5 shirt, blouse, T-shirt, top
4 Top: checked, plain; Bottom: polka-
dot, striped 5 make it curly / make it
straight: curlers / straighteners; change
the colour: hair dye; shave it: razor; dry
it: hairdryer; fix the style: hair cream / gel
/ spray; add more hair to it: hair piece /
extensions, wig
Exercise 2 2 E 3 A 4 L 5 V 6 L
7 A 8 E
13 Vocabulary and Grammar
Exercise 1 2 comb / brush 3 barber’s
4 shave 5 easy-care 6 messy
Exercise 2 2 c 3 e 4 d 5 g 6 b
7 a
Exercise 3 2 use 3 would 4 would
5 used
to 6 wouldn’t 7 didn’t 8 have
Exercise 4 2 would / used to 3 used
to / would 4 would / used to 5 used
to / would 6 used to / would 7 would
/ used to 8 would / used to
Exercise 5 2 d 3 a 4 d 5 a 6 c
Exercise 6 2 would / put on 3 would
/ dress 4 Did / use to have 5 did / use
to go shopping 6 would / last
Exercise 7 2 used to have 3 didn’t
use to get on with 4 didn’t use to do
well 5 used to play 6 didn’t use to
enjoy
Exercise 8 Answers will vary.
14 Skills
Exercise 1 2 advertising 3 attractive
4 covers 5 career 6 success 7 dull
8 photographers
Exercise 2 2 in 3 at 4 for 5 by
Exercise 3 2 in / for 3 out of
4 around 5 over 6 above
Exercise 4 2 What does he look like?
3 What’s he like? 4 What does he look
like?
5 What does he like? 6 What’s he like?
Exercise 5 1 on 2 on 3 in 4 by
5 on 6 in
Answers will vary.
Exercise 6 1 I 2 C 3 I 4 I 5 C
6 C 7 I 8 C
15 Communication
Exercise 1 2 b 3 a 4 b 5 b 6 a
Exercise 2 1 shades / original 2 style
guru / cover 3 pale 4 my type
Exercise 3 2 looks like it’s 3 look like
4 looks like 5 looks smart 6 It looks
like
Exercise
4 2 Underneath 3 with 4 go
5 shade 6 matching 7 suit 8 looks
9 round
Exercise 5 Answers will vary.
Exercise 6 2 c 3 c 4 a 5 b
Reading Corner 3
Exercise 1 Answers will vary.
Exercise 2 c
Exercise 3 2 A bit like a uniform
3 A high price to pay 4 A change in
thinking 5 An interesting experiment
Exercise 4 2 T 3 T 4 T 5 F 6 F
7 T 8 F
Exercise 5 2 items 3 affordable
4 look 5 sweatshops 6 harmful
7 textiles 8 becoming more aware of
9 swapping 10 altering 11 set up
12 underwear
Exercise 6 Answers will vary.
Language Check 5
Exercise 1 General style: casual, trendy,
scruffy; Types of clothes/shoes: knee-
length, high-heeled; Materials: silk,
denim; Patterns: checked, striped;
Hair: extensions, straighteners
Exercise 2 1 in /during 2 for 3 By
4 in 5 on / over
Exercise 3 1 use 2 wouldn’t 3 used
to 4 Did you use to have 5 Did
6 used to 7 to wear 8 used to
9 would
Exercise 4 1 look 2 does 3 What
4 like 5 looks 6 Does
Exercise 5 1 matching 2 Underneath
3 round 4 suit 5 look
Module 6 Sports and Games
Get Ready
Exercise 1 Suggested answers:
2 sky diving (all the others are
in or on water) 3 horse racing
(none of the others involve an
animal) 4 discus (all the others involve
an opponent) 5 wrestling (all the others
require equipment) 6 scuba diving (all
the others are races) 7 cards (the others
use a board)
Exercise 2 2 ice hockey 3 horse
racing 4 marathon 5 surfing
Exercise 3 1 a 2 c 3 d 4 b 5 b
Exercise 4 Answers will vary.
16 Vocabulary and Grammar
Exercise 1 2 Historians 3 discovered
4 pieces 5 materials 6 experts 7 to
8 Archaeologists
Exercise 2 2 b 3 a 4 a
Exercise 3 2 Archaeologists might find
out more about the history of games.
3 There can’t be any pieces missing from
the backgammon set. 4 The old games
they found could be valuable. 5 Senet
may be the first board game ever
invented.
6 Millions of children must have played
Scrabble in different languages.
Exercise 4 2 b 3 a 4 c 5 a 6 b
7 d
Exercise 5 2 have sunk 3 have
come 4 be 5 have taken 6 have
carried
7 have been 8 have called 9 be
Exercise 6 2 could / may / might
3 could / may / might 4 must 5 can’t
6 could / may / might
Exercise 7 Answers will vary.
17 Skills
Exercise 1 2 cheat 3 take
4 gymnast 5 competitor 6 winner
7 come 8 event
Mystery word: champion
Exercise 2 2 drop out of 3 give out
4 get away with 5 let everyone down
6 give up 7 speak out
Exercise 3 2 on 3 down 4 down
5 up 6 off 7 off 8 up
Exercise 4 2 At my school we do most
team sports, apart from water polo.
3 Instead of training on Wednesday, we
met on Friday. 4 As well as getting a
medal, I also got a certificate for winning
the race. 5 I haven’t tried a lot of winter
sports, apart from skiing. 6 Instead of
going to the match, we watched it on TV.
7 As well as being a good way to keep fit,
mountain biking is also a great way to see
the countryside.
Exercise 5 1 c capoeira 2 b fencing
3 a korfball 4 e triathlon
18 Communication
Exercise 1 2 out 3 tracked 4 sample
5 keep 6 business 7 on 8 be
Exercise 2 2 a 3 b 4 a
Exercise 3 2 You shouldn’t buy any
more clothes. 3 You should get a
Saturday job. 4 If I were you, I’d stop
using my mobile all the time. 5 You’d
better be more careful with money.
Exercise 4 2 b 3 a 4 c 5 d
Exercise 5 2 shouldn’t turn
up 3 had better practise 4 had better
be 5 should go to bed 6 shouldn’t
break
Exercise 6 2 You should go to the
doctor’s. 3 You shouldn’t give up now.
4 If I were you, I’d stop working.
5 You’d better apologise. 6 You
shouldn’t go to bed late.
Exercise 7 Answers will vary.
Exercise 8 2 b 3 c 4 a 5 c 6 c
Writing Challenge 3
Exercise 1 2 f 3 e 4 a 5 c 6 b
Exercise 2 2 a quarter 3 at the
weekend 4 early 5 very few 6 Fewer
Exercise 3 2 However 3 instead of
4 too 5 Although 6 apart from
7 Finally 8 As well as
Exercise 4 Answers will vary.
Understanding Grammar
Exercise 1 2 had to 3 couldn’t
4 should 5 was able to 6 needn’t
have 7 shouldn’t
Exercise 2 2 a 3 a 4 b
Exercise 3 2 We had to give up
playing. 3 We could have entered the
competition but we didn’t. 4 I shouldn’t
have tried the full marathon. 5 We
weren’t able to finish the match. 6 You
should have booked a tennis court.
Exercise 4 2 could have won
3 shouldn’t have stayed 4 Were / able
to find 5 should have checked 6 had
to finish
Language Check 6
Exercise 1 1 marathon 2 rugby
3 sky diving 4 javelin 5 fencing
6 rowing 7 boxing 8 draughts
Exercise
2 1 give 2 get 3 out 4 out
5 drop 6 let 7 with
Exercise 3 1 might 2 not 3 can’t
4 must 5 could
Exercise 4 1 can’t have got lost
2 might have missed the plane 3 could
have dropped your wallet in
town 4 must have given you my
address 5 may have left us a message
Exercise 5 1 needn’t 2 apologised
3 leave 4 have 5 weren’t
Exercise 6 1 were 2 would 3 better
4 shouldn’t 5 should
Module 7 Law and Order
Get Ready
Exercise 1 2 thief 3 theft 4 clues
5 crime
scene 6 footprints 7 fingerprints
8 DNA 9 witnesses 10 alibi
11 investigation 12 suspects
Exercise 2 2 victim 3 criminal
4 kidnapping 5 kidnapper 6 blood
7 murder 8 murderer 9 murder
weapon 10 ransom note 11 case
12 judge
Exercise 3 cleaned away fingerprints
and footprints at the crime scene; threw
away the ransom note; called the
kidnappers
19 Vocabulary and Grammar
Exercise 1 2 community sentence
3 fine 4 death sentence 5 prison
sentence
Exercise 2 2 Kim to sit down
3 me to take 4 wanted Mrs Clarke to
come 5 the officer not to leave
6 not to speak 7 to tell the truth
Exercise 3 3 warned / not to go faster
than thirty 4 ordered / not to use a
mobile 5 told / to turn left 6 asked /
to keep quiet 7 warned / not to use a
camera 8 ordered / to stay out
Exercise 4 2 The detective asked Amy
to describe the woman in the bank.
3 The lawyer told Amy not to worry about
being a witness in court. 4 The detective
warned Amy to think carefully about her
answers. 5 The police officer wanted
Amy to look at the photos of possible
suspects.
Exercise 5 2 her to drive carefully
3 me/us not to be late home after school
4 him not to be so lazy 5 her to help
me with my homework 6 us to tidy it
7 her to give us a lift 8 to check my
passport
Exercise 6 Answers will vary.
20 Skills
Exercise 1 2 found / dead body
3 heard / terrible scream 4 took out
/ gun 5 found / tied up 6 received /
threatening note
Exercise 2 2 ’s the spitting image of
3 nightmare 4 heavy 5 over 6 safe
and sound
Exercise 3 2 black (a – L, b – I)
3 heavy (a – I, b – L) 4 miles (a – L,
b – I)
Exercise 4 2 Having got away with
millions of pounds, the criminals left the
country. 3 Having read the first part
of the story, I guessed who the criminal
was. 4 Having received the ransom note,
the detective contacted the kidnappers.
5 Having checked my alibi, the police
officers let me go. 6 Having watched The
Hound of the Baskervilles on TV, I decided
to read the book.
Exercise 5 Answers will vary.
Exercise 6 2 d 3 c 4 a 5 bx
21 Communication
Exercise 1 1 Sure. No problem.
2 A Could I talk to you, please? B I’m
afraid I’m busy. 3 A Is it okay if I ask
you some questions? B Go ahead. 4 A
Could you help me with my homework? B
Of course. 5 A Do you mind if we take
photos? B I’m sorry, you can’t. 6 A Will
you leave this library? B Okay. Let’s go.
Exercise 2 Suggested answers:
1 A Do you mind if I borrow your mobile?
B I’m sorry, the battery’s run out.
2 A Could you turn that TV down,
please? B Of course. 3 A Do you think
I could try your new computer game?
B Sure. Go ahead. 4 A I’ve got a lot
to do this afternoon. Do you think you
could take the dog for a walk? B Sure, no
problem. 5 A Is it okay if I have a glass
of cola? B Go ahead.
Exercise
3 2 Could 3 busy 4 minutes
5 allergic 6 ridiculous 7 take 8 time
Exercise 4 2 Could you tell me when
the next bus leaves? 3 Do you know if
our team won? 4 Could you tell us who
Mrs Clarke is? 5 Do you know if there’s
a music shop near here? 6 Could you
115
 tell me what the time is? / … tell me what Exercise 3 2 ‘The children’s concert Answers will vary.
time it is? / … tell me the time? starts at 2.45 p.m.’ 3 ‘All the artists
and musicians have worked very
Language Check 8
Exercise
5 1 Sanchez 2 mind 3 think hard.’ 4 ‘The artist Rosie King isn’t giving Exercise 1 1 complicated 2 abstract
4 London 5 theft 6 murder a talk today.’ 5 ‘The festival is going to 3 ridiculous 4 weird 5 clever
be very successful in the future.’ 6 imaginative 7 colourful 8 confusing
Reading Corner 4 6 ‘I think everyone will enjoy themselves.’ 9 impressive
Exercise 1 1 was 2 lent 3 suspect Exercise 4 2 c The musical director Exercise 2 1 in 2 of 3 by 4 of
Exercise 2 2 T 3 T 4 F 5 F said (that) the composer had done a 5 about 6 for
Exercise 3 Answers will vary. brilliant job. 3 e The special effects Exercise 3 1 could 2 were training
Exercise 4 2 6 4 7 1 5 3 producer said (that) all films in the future 3 had bought 4 would be 5 wasn’t
would use the same technology. 4 b going
Exercise 5 2 in the museum 3 the
The fans said (that) they had already seen 6 wasn’t 7 didn’t go 8 had played
necklace 4 Derek 5 Derek 6 the
loud bang 7 the museum the movie three times. 5 a The starring Exercise 4 1 Some people 2 All None
actress said (that) her award went to all 3 None of my 4 All of 5 Both of
Exercise 6 1 Because somebody paid
the actors in the film. 6 d The stunt 6 Neither of them 7 most of
him to steal it. 2–5 Answers will vary.
woman said (that) it was one of the most Exercise 5 1 By 2 As 3 Changing
Language Check 7 dangerous films she’d ever worked on. 4 Let’s 5 about
Exercise 1 1 motive 2 fingerprints Exercise 5 2 looked 3 could 4 was
3 murder 4 crime 5 witnesses making 5 would win 6 ’d (had) bought
6 theft 7 note 8 an alibi 7 was going 8 me
9 kidnapper Exercise 6 Answers will vary.
Exercise 2 1 over 2 image 3 heavy
4 miles 5 nightmare 6 light 23 Skills
Exercise 3 1 not to leave 2 to leave Exercise 1 2 studios 3 part 4 made
3 the people 4 told him not 5 not to 5 script 6 industry 7 trilogy
steal 6 to agree 7 told them to 8 to 8 filming
explain Answers will vary.
Exercise 4 1 help us 2 you give me Exercise 2 2 e 3 a 4 f 5 b 6 c
the name of the suspect 3 mustn’t/ 7 g
can’t report the case 4 shoplift Exercise 3 2 f 3 a 4 c 5 b 6 e
again 5 you to tell me the names of the Exercise 4 Answers will vary.
vandals 6 don’t discuss the case with Exercise 5 1 d 2 b 3 f 4 e
your friends 7 must arrive at the court
on time 24 Communication
Exercise 5 1 busy 2 mind 3 sorry Exercise 1 2 album 3 be 4 Thanks
4 okay 5 ahead 5 as 6 Luckily 7 amazing 8 to
Exercise 2 2 As I was saying 3 By the
Module 8 Discoveries way 4 Changing the subject 5 Let’s
Get Ready talk about that later.
Exercise 1 Exercise 3 Answers will vary.
I M P R E S S I V E Exercise 4 1 b 2 c 3 b 4 b 5 c
E
Writing Challenge 4
A B S T R A C T
L S Exercise 1 2 T 3 F 4 T 5 T
W E I R D Y Exercise 2 1 b 2 a 3 b 4 a
C O N F U S I N G M Exercise 3 b Meanwhile c When
T B d After e during f while
I F O g Afterwards h suddenly
P E A C E F U L Exercise 4 2 Then 3 While 4 When
N I
5 during
N C
Y Exercise 5 Answers will vary.
Exercise 2 2 surprising 3 relaxing Understanding Grammar
4 unusual 5 complicated 6 colourful Exercise 1 2 most of 3 Some
7 ridiculous 8 clever 4 neither of 5 Most of 6 none of
Exercise 3 Answers will vary. Exercise 2 2 b 3 a 4 b 5 a 6 a
22 Vocabulary and Grammar Exercise 3 3 – 4 of 5 of 6 –
Exercise 1 2 original thinker 7 of 8 –
3 relationship 4 creativity 5 biography Exercise 4 2 All the fans were
6 genius 7 logical 8 poem disappointed with the concert. 3 Most
Exercise 2 2 admitted (that) musicians work very hard. 4 Both
she hadn’t had a very creative six the theatre and the concert hall need
months. 3 revealed (that) the critics rebuilding. 5 None of the players
didn’t like his new style. made a mistake. 6 Some of the people
4 announced (that) she was going to complained about the price of the tickets.
become an artist. 5 predicted (that) a Exercise 5 2 Some of my friends
teenager would win the art prize of the enjoy … 3 Both my parents like
year. … 4 Neither of my grandparents were
6 explained (that) technology in art was born in … 5 Most students at my school
getting more popular. play … 6 None of my family lives in …
116

Workbook 4 Audioscrip
Module 1. Get Ready. Exercise 3.
1 understand.
Ellen I’ve got a mobile phone – and I’ve
got a computer in my bedroom – so I send
text messages and emails to my friends.
But the most important thing for me is
sign language. My little brother can’t hear,
so we use signing to communicate with
him. It’s a real language – just like talking
face to face, really.
2 been found and taken to hospital. The
Nick I had a mobile phone but I lost
it last month, so I can’t send texts. At
school, we all talk face to face, of course,
but I couldn’t live without my computer
at the weekends and in the evenings.
Instant messaging is the best way to
communicate. I contact my friends and
we chat for hours. And I’ve had messages
from people in lots of different countries.
3 they are going to split. They say they will
Susie People think I’m old-fashioned,
but I hate using cellphones or email to
communicate. All my friends live near me,
so I like to talk to them face to face. You
just communicate better that way, because
of voice and body language … Email and
instant messaging are so fast that people
sound rude.
Module 1. Unit 3. Exercise 7.
Fiona Hi, Paul. What did you think of
the film on TV last night? If you ask me, it
was a bit silly.
Paul Yes, I thought so, too. The plot
was really stupid. And I didn’t understand
the ending. I prefer watching films at the
cinema anyway. They’re much better on
the big screen, with a good sound system.
Fiona Oh, I don’t think so. I’d much
rather see films on DVD at home. It’s
always noisy in the cinema: people eat
sweets and have drinks. And someone
always stands up during the most
important scene.
Paul Yes, but what about films with
special effects? You have to see films like
James Bond and The Lord of the Rings on
the big screen.
Fiona Sorry, I don’t agree. We’ve got the
latest TV at home, so the screen and the
sound are very good. And the best thing is
that you can watch films when you want
to.
Paul But it’s important to see films
in a group. It’s great when everyone is
frightened or when everyone laughs at the
same time.
Fiona That’s not important to me. I’m
happy to watch a film by myself – or with
my family and friends. It’s the story that’s
the important thing.
Paul That’s true. I’m interested in the
plot of a film, too. But it’s important to go
to the cinema to support the film industry.
If we all watch DVDs at home, we won’t
have good films in 50 years’ time.
Fiona No, I don’t agree with you. There’ll
always be good films. The difference now
is that people have the choice: to go to
the cinema or to watch at home.
Paul Okay then, let’s go and see the
next Pirates of the Caribbean film at the
cinema. You must want to see that on a
big screen.
Fiona No thanks. I’m happy to wait a
few months for the DVD.
Paul All right … But I still don’t
Module 2. Get Ready. Exercise 3.
Presenter And now, over to the news
room for an update on today’s news.
Newsreader Abroad, the main story
is still the earthquake in Japan. Rescue
services are continuing to search the
area. Up to now fourteen people have
Prime Minister has offered support to the
Japanese government. Closer to home,
there was a big traffic jam in the town
centre this morning when a bus broke
down in the High Street. A lot of children
were late for school. One shopkeeper said
‘This is very bad for business.’
In the world of celebrity, members of the
girl band GirlTalk have announced that
always remain friends, but they won’t be
making any more CDs together.
And now football: Arsenal beat Chelsea
three-one, but the match between
Manchester United and Aston Villa has
been postponed, due to the bad weather.
And finally over to Janet for the latest
forecast. Janet, what’s going to happen
with all this snow?
Janet Well, there is little change today
and tomorrow. The snow will continue
to fall during the night, making travel
conditions very difficult. Temperatures will
fall below freezing, so don’t drive unless
you have to and do keep warm.
Module 2. Unit 6. Exercise 5.
Hi everyone and welcome to ‘Schools
News’. There’s a lot to update you on
today so let’s get started.
First: sport. The under-16s football team
won their match against Greybridge School
4–2, so well done, team! In hockey, the
captain of the girl’s team scored six goals
and our team won the championship.
Congratulations to everyone in the hockey
team.
Next, our charity events. We raised £275
for the children’s home in our sponsored
walk. Thanks to everyone who took part
in the walk – and to all the sponsors of
course. There’s a change to the date of
our next event. The charity concert won’t
be on Friday the 15th of April, it will be
on Thursday the 14th. You can buy tickets
from the school office.
And now, some news on our
environmental projects. The cleaning up
of the area around the school was very
successful, but we need volunteers to help
with the nature garden. Mrs Clarke and Mr
Hill from the Science
Department are leading the project. There
is information on the school website.
Please sign up to help build the garden at:
www.schoolnews/garden.
That’s www.schoolnews/garden.
Finally, some news about individual
students. Diane Nichols has just passed
her Grade 7 Music exam; Jim Andrews
came first in the 1,000 metres in the
athletics competition; and Su Lee got the
lead part in the City Theatre’s production
of The Sound of Music. Well done, guys!
That’s all from me for today …
Module 3. Get Ready. Exercise 3.
Charlie Phew, it’s hot. And it’s only April.
Lindsay I know. It’s getting hotter
and hotter every year. It must be global
warming.
Mike Do you believe in that?
Lindsay Of course. The climate is
changing all over the world. Some places
are suffering droughts, so they can’t grow
food, and other places are getting floods.
Charlie That’s true, but I think there are
other problems, too. What about all the
rubbish that we produce? We don’t recycle
enough. Look at all the rubbish around
school. There’s paper, plastic bottles, and
cans everywhere.
Mike That’s because some people are
lazy. But there are simple things that
you can do to save energy and help the
environment. We’ve just fitted energy-
saving light bulbs in our school – and we
turn off all lights and computers when the
rooms are empty. And some new houses
have solar panels to generate electricity.
Charlie Not much use in the winter!
Mike Very funny! You can store the
energy produced by the panels. Anyway,
every little helps.
Lindsay Mike’s right. We can all do
something. People just need information
to help them.
Module 3. Unit 9. Exercise 6.
Chris Look at the date, Lucy. It’s the end
of term in two weeks. Why don’t we have
a party?
Lucy Sounds great! We could book a
room in the sports centre.
Chris Yes, the sports centre is nice – but
it would be very expensive. What about
the youth club? They have a big room.
And it’s very cheap.
Lucy Good idea. Let’s go for the youth
club.
Chris Right. Now what about the date?
Lucy The last day of term is Friday the
17th, so let’s have the party then.
Chris Yes, but everyone will be tired
after a week at school. We could have the
party the next day – on the Saturday.
Lucy But lots of people do different
activities on a Saturday, so they won’t be
able to make it. I think Friday is the best
day.
Chris Sorry, but I’d much rather have it
on the Saturday.
Lucy Okay, we can’t decide now. Let’s
ask the rest of the class. We can have a
vote, and then choose the day.
Chris Sure. What about music? I’ve got a
lot of CDs – Franz Ferdinand, Green Day,
the Foo Fighters: why don’t I be the DJ?
Lucy Brilliant! That will save us some
money. And we could ask people to bring
food: pizzas, sandwiches, crisps, drinks …
That’ll be cheaper than ordering the food
from a café.
Chris You’re right. What about the time
for the party?
Lucy How about starting at 9 p.m.?
Chris That’s a bit late. I’d rather start at
eight because we’ll need to tidy up the
room at eleven. 117
 Lucy You’re right. That would be only
three hours, so we need to start earlier.
Okay, so we’ll start the party at eight
o’clock but we still need to decide the date.
Chris Yeah, that’s it. I’m really looking
forward to it now …
Module 4. Get Ready. Exercise 3.
Ali I get £20 a week: £10 pocket money
and £10 from my Saturday job. I put
half of the money into my bank account
because I’m saving for a new bike. I spend
the rest. I spend most of my cash on my
mobile. And I sometimes buy CDs. I’m
usually broke at the end of the week so I
have to borrow money from my brother.
Jake My pocket money is £15. I don’t
have a part-time job. I can’t afford to
save any money, so I don’t have a bank
account. My mum pays for my mobile, but
I don’t have to buy phone credit. I spend
about three quarters of my money on
CDs. The rest is spent on cinema tickets or
magazines. I don’t usually buy sweets or
drinks.
Vicky I’m really lucky: I have a part-time
job and I get pocket money from my mum
and dad. And then my grandma gives
me money if I do jobs around the house
for her, so I get about £30 a week. I put
£10 in my bank account, so that’s about
a third. Then I spend the rest! I buy a CD
every week for about £10 – and the rest
goes on magazines. I buy three or four
fashion magazines every week!
Module 4. Unit 12. Exercise 5.
1 Lynn You won’t find any hair products
A That’s £59.98 please.
B I haven’t got any cash with me. Can I
pay by credit card?
A Sorry. The card machine isn’t working.
B Oh, okay. Can I pay by cheque then?
A Yes, that’s fine.
2 just now so I’m really into my new striped
A Dad, can I borrow £20?
B Why? You had £10 pocket money last
weekend.
A Yes, but I spent that on Mum’s
birthday. I need some money for the
school trip.
B You don’t need £20 for the school trip
– that’s too much. Here’s £15 – you can
borrow that until you get paid for your
Saturday job.
A Okay, Dad, thanks.
3
A Can I help you?
B Yes, can I have a slice of chocolate
cake and a glass of orange juice, please?
A There you are. Would you like a hot
drink, too? The hot chocolate is very good.
B No, thanks. Just the cake and the
juice, please.
4 Interviewer Good … One last question –
A Oh, no. I don’t believe it.
B What’s the matter?
A I’ve got to go back to the clothes shop.
B Why? Are the jeans the wrong size?
A No, the jeans are fine. The T-shirt is
damaged – there’s a hole in the sleeve. I’ll
take it back tomorrow after school.
5 and boots! Put on your striped dress and
A I bought this double CD yesterday but
118 I’m afraid there’s a problem with it.
B Oh, is it damaged?
A No, but one of the CDs is missing.
Look, CD1 is here but there isn’t a CD2.
B Oh, I’m really sorry about that. Would
you like a replacement?
A Yes, that would be great. Thanks.
Module 5. Get Ready. Exercise 2.
1 new clothes? I’m a style guru, aren’t I?
Vikram My appearance is important to
me. I enjoy styling my hair. I use a lot of
hair gel to fix my spiky style. And I never
go out without sunglasses.
2 short. You can see your wrists and your
Eddie I guess my style is pretty cool, but
not too formal. My favourite clothes are
my jeans, a T-shirt my brother brought me
from New York, designer trainers and my
leather jacket.
3 We have a special offer in the clothes
Aisha I like changing my hair a lot. At
the moment, I’m wearing hair extensions
so that I can have a ponytail.
4 of colours. You will find the clothes
Lynn My mum says I look scruffy but I
like my look. I have a skater style, I guess.
I never wear formal clothes, because I live
in my hoodie.
5
Vikram I sometimes wear hats, but
never baseball caps or woolly hats. My
latest look is tight black denim jeans, flat
boots, a white shirt and a striped, silk
waistcoat.
6
in my bedroom. I have straight hair and
I never change it. I often wear a black
woolly hat that covers my hair anyway.
7 achievement sports are the most
Aisha I would never wear torn or baggy
clothes – too scruffy! Stripes are trendy
top, my knee-length trousers and my flat
boots.
8 Ellen Well, my dad loves cricket – but I
Eddie I use hair products most days to
keep my style. I would never dye my hair.
I’m very blonde and I like that.
Module 5. Unit 15. Exercise 6.
1 football, basketball, hockey, or volleyball?
A Lisa, look! Andy’s here.
B Which one is Andy?
A The boy over there with dark spiky
hair. He’s wearing baggy jeans.
B The one wearing the T-shirt?
A No, he’s wearing a hoodie. He’s
gorgeous!
2
A These hoodies are nice, Mum.
B You are not having a hoody – you’ll
look like a yob. This jumper is nice.
A Mum, it’s got a round neck. I’ll look
like a girl if I wear that. Can I have one of
these T-shirts?
B Yes, okay. But why do you have to
wear such baggy clothes?
3 I’d love to try scuba diving, but I haven’t
A What are you wearing? You can’t go
to granny’s in a mini-skirt, sleeveless top
flat shoes.
B No way! I hate that dress. It’s so old-
fashioned. What about my striped skirt?
A Yes, okay. At least it’s knee-length.
B And I’ll wear my white T-shirt and
sandals.
A Good. But please hurry up.
4
A Hey, Mel, what do you think of my
B Well, the jeans go with the T-shirt. But
I’m not sure about the jacket …
A Why? Do you think it’s too big?
B Not exactly. I think the sleeves are too
watch.
A Oh, Mel. That’s the fashion! All the
models are wearing this style.
5
Good afternoon, ladies and gentlemen.
department – girls’ polo neck jumpers
are reduced from £15.99 to £9.99. That’s
£9.99 for polo neck jumpers in a range
department on the sixth floor …
Module 6. Get Ready. Exercise 3.
Interviewer Er, excuse me? Can I ask
you a few questions about sport, please?
We’re doing a survey. It will only take five
minutes.
Ellen Yes, sure.
Interviewer Thanks. The first question
is about different types of sport. Which
category of sport do you prefer to watch
on TV: ‘personal achievement’ sports like
long jump, racing like a marathon, or
sports against one opponent, like boxing?
Ellen Oh, I hate boxing! and I don’t
enjoy racing much, so I think personal
interesting.
Interviewer Okay, thanks. Next question.
Which of these team games do you like
to watch: cricket, rugby, basketball, or
hockey?
don’t really understand it. I never watch
rugby or hockey, but I do like watching
basketball.
Interviewer Right. Question 3. Which of
these team games do you play every week:
Ellen I go to a girls’ school and we don’t
play football. I play volleyball every Friday,
but I never play the other two.
Interviewer Okay. Next question. Which of
these more unusual sports would you like to
try: fencing, water polo, or ice hockey?
Ellen Hmm. I’m hopeless at skating, so I
don’t think ice hockey is for me. But water
polo or fencing sound fun. I think I’d go
for water polo because I’m quite a good
swimmer.
have you ever tried any of these adventure
sports: surfing, scuba diving, sky diving, or
paragliding?
Ellen Well, I’m terrified of heights, so
I’ve never tried sky diving or paragliding.
yet. But I did go surfing on holiday – and
it was great fun.
Interviewer Okay, that’s great. Thanks a
lot.
Module 6. Unit 16. Exercise 6.
1 crime scene?
[tennis match sound effects]
2 boot marks off the carpet. And there was
[sound of lion or tiger roaring]
3 so I dusted it all.
[Sound of person typing on computer,
people talking in background]
4 footprint evidence! Those were really
[Sound of young people laughing]
5 must be tidy. Oh – and I threw away the
[Sound of child crying]
6 Detective What note?
[Sound effects of a traffic jam or accident:
sirens (police / ambulance) and vehicles
driving quickly]
Module 6. Unit 18. Exercise 8.
Coach Okay, everyone, listen up, please.
That was a good training session, but we
need to talk about the team’s performance
in the last few weeks. We’ve lost four
of the last six matches, so we need to
improve. Don’t feel bad about the matches
we lost. It’s important to learn from the
mistakes, but you shouldn’t worry about
the past.
Girl But what should we do to start
winning again?
Coach The first thing is training. If you
don’t come to the sessions, then you won’t
play well in matches. Training is very
important and you shouldn’t miss any
training session, unless you’re really ill or
you have a serious problem.
And the next thing is understanding your
opponent. You need to know the other
team’s strengths and weaknesses. So, you
should go to watch matches as often as
you can. That way, you can see who are
the best players and how they play.
Okay, the next match is in two weeks, so
you’d better prepare well. One thing I
want you to do is watch a video of the City
College team. We are playing them in the
next match.
Now: diet. Remember that you need
a good diet to be able to play well.
That means a balance of different food
groups. Two thirds of your diet should be
carbohydrates – that’s things like pasta,
rice or potatoes – with the rest divided
between protein and fruit and vegetables.
Boy And what about drinks?
Coach Good question, Dean. Yes, you
need to drink, but you’d better avoid tea
and coffee. Things like water and fruit
juices are good – and not just on hot days.
You need to drink every day – at least six
to eight glasses. Now, let’s talk a little bit
about …
Module 7. Get Ready. Exercise 3.
Detective Okay, let’s have a look at
the crime scene and I’ll also interview
the staff … Right, Mrs Evans you are the
cleaner.
Cleaner Yes, that’s right.
Detective And you were here when Lady
Barnford was kidnapped.
Cleaner Yes, she was taken from her
bedroom. But I’ve tidied everything up
now.
Detective What!? Have you entered the
Cleaner Yes – I picked up all the broken
glass from the window and cleaned the
a lot of white powder on all the furniture,
Detective You du … ! But you have
taken away all the fingerprint and
important clues.
Cleaner Well, Lady Barnford’s bedroom
note they left.
Cleaner The note from the men. I threw
it away after I rang the number.
Detective You contacted the kidnappers?
Have you gone crazy?
Cleaner Well, I wanted to give them a
piece of my mind. I told them, ‘You bring
Lady Barnford back now and never mind
this £500,000 ransom.’ I expect they’ll be
here later.
Detective Where is the note now?
Cleaner Oh, it’s gone in the rubbish.
The dustbin men always come on Monday
mornings.
Detective I just don’t believe it … How
can I investigate a crime with absolutely
no evidence?
Module 7. Unit 21. Exercise 5.
Mike Hello. Today’s reviewer is Angela,
and she’s going to tell us about a new
detective story that she has enjoyed.
Angela Thanks. Yes, the book I wanted
to recommend is called One Hundred
Suspects. It’s by an American writer called
Monica Sanchez – that’s S-A-N-C-H-E-Z.
The main character is the detective Harry
Lee. The unusual thing about him is that
he used to be a thief! He’s given up his
life of crime of course, and he’s become
a detective. He’s very observant and he’s
got an analytical mind, but the most
important thing is that he knows how
criminals think.
The story is set in New York and London.
The descriptions of the people and the
places are very clear. You can almost hear
the busy streets of Manhattan as you read.
The action starts with the theft of a
priceless painting from a New York gallery.
Then the painting is sold at auction in
London. During the story, Harry Lee comes
across more and more people who could
have stolen the painting. He keeps a list of
the suspects, and by about halfway there
are a hundred! – that’s where we get the
title One Hundred Suspects.
He interviews everyone on the list. Of
course, most of them have alibis. And
there are some interesting clues for
the reader to spot. At the end of the
investigation, Harry has just two suspects
on his list. But then there is a murder and
that changes everything.
I won’t give away the ending in case some
of you want to read the story. Overall, I
think this is an interesting and creative
book, with a clever story. I think I would
give it four stars.
Mike Thank you, Angela. Now if anyone
has any questions they would like to ask
… 119
Module 8. Get Ready. Exercise 3.
Now listen carefully. We’re going to try an
exercise in imagination. In front of you
is a half-finished picture. I’d like you to
listen and draw what I tell you.
Right. There’s a river running through the
countryside and there’s a boat on the river
bank. Draw a person in the boat. Now:
opposite the boat, on the other side of the
river, draw a tree.
Then draw a mountain in the distance – a
long way behind the tree.
It’s a lovely hot day, so draw the sun up
in the sky.
And now some animals: draw a few birds
in the sky.
And an animal in the water: you choose
the animal.
Okay. Now compare your picture with a
partner …
Module 8. Unit 24. Exercise 4.
1
Wow! Look at this picture: isn’t it weird!
The sky is black, but the sun is shining.
And the people are carrying umbrellas
even though it isn’t raining. It’s a bit
confusing. What do you think it’s trying
to say?
2
A I had a really strange dream last night.
B Really? What happened?
A Well, I was flying across the sky really
fast – and I was laughing and joking with
all my friends.
B That’s not so strange. You were
probably thinking about your holiday and
the flight.
A No, I wasn’t in a plane: I was on the
back of a big bird!
B Right. That is weird.
3
A So, what do you do to help your
creativity? Do you listen to other
musicians?
B No. I can’t listen to music when I’m
writing songs myself. Some people say
they draw or paint, but the best thing for
me is travelling.
A Really? Do you mean going abroad?
B Yes. I visit other countries and I get a
lot of inspiration.
4
A Now it’s time for the prize for the
special creativity project. There were lots
of ideas for this: painting a picture for
the school hall, writing a new school song
… But the class that showed the greatest
imagination was 5C with their poetry on
school life. Here’s Tom from 5C.
B Thank you for this prize. None of us
had written poems before, but it was a
lot more interesting than just doing a
painting.
A Well done, all of you!
5
A My little brother is so clever!
B Why? What can he do?
A Well, he’s only six but he can draw
really well. And he’s got a good voice.
B What things does he sing?
A He sings children’s songs while my dad
plays the guitar.