англ. яз. 10кл. spotlight (английский в фокусе). teachers book (с ответами к учебнику) 2009 224c 2

Translator’s Corners Key.................................................................................... p. 222

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Spotlight 10 is an English course based on the
Common European Framework of Reference and
designed for B2 level students.
Spotlight 10 develops all four skills (listening,
speaking, reading and writing) through a variety of
communicative tasks, and systematically recycles
key language items. Above all, it is designed to
promote active (activating all new vocabulary and
structures in meaningful, everyday situations),
holistic (encouraging the creative collective use of
students’ brains as well as the linguistic analytical
use of their brains) and humanistic (acquiring and
practising language through stimulating tasks and
topics, paying attention to their needs, feelings
and desires) learning.
The coursebook consists of eight modules of nine
lessons each. Each module is designed to be
taught in eight 45-minute lessons. Each module
ends with a Spotlight on Exams section as well as
a Progress Check section. Moreover, the material
presented in each module can be enhanced and
consolidated through the Word Perfect, Grammar
Check and Spotlight on Russia sections, to be
found on pages 157 to 181 of the Student’s Book;
the Spotlight on Russia section being a separate
ten-page feature after the Word Perfect and
Grammar check sections. We suggest that the
material in these three sections as well as
activities from the Workbook are assigned to
students as homework. The Grammar Reference
Section, including a list of the most common
Irregular Verbs, can be used both by the teacher
during the lesson when it is necessary to elaborate
on a particular grammatical phenomenon and by
the students at home in order to revise the
material presented in class.
Student’s Book
The Student’s Book is the main component of the
course. Each module is based on a single theme
and the topics covered are of general interest. All
modules follow the same basic structure (see
Elements of a Module).
Workbook
The Workbook is in full colour.
The Workbook contains units corresponding to
those in the Student’s Book. It can be used either
in class or for homework upon completion of the
relevant unit in the Student’s Book. It aims to
consolidate the language presented in the
Student’s Book through a variety of exercises,
incorporating all four skills.
My Language Portfolio
My Language Portfolio contains material to be used
in a variety of tactile tasks throughout the course.
This material is printed on pages which students
may then cut out and file in their individual
Language Portfolios (see Students’ Language
Portfolios).
Teacher’s Book
The Teacher’s Book contains detailed Teacher’s
notes, which provide:
ñ objectives of each unit in a clear and concise
way
ñ step-by-step lesson plans and suggestions on
how to present the material
ñ a full Key to the exercises in the Student’s Book
and Workbook
ñ tapescripts of all listening material
COURSE COMPONENTS
Introduction
Spotlight 10 Intro Ts 12/3/08 12:12 PM Page 4

Class Audio CDs
The Class Audio CDs contain all the recorded
material which accompanies the course.
Student’s Audio CD
The Student’s Audio CD contains the recorded
dialogues and the main texts in the Student’s
Book, and may be used for the purposes of
homework, preparation and practice.
Each module starts with a module presentation
page to familiarise students with the language and
patterns in the module. The module presentation
pages also whet students’ appetites by familiarising
them with some of the text types, pictures and
activities found in the coming module. Each module
contains the sections described below.
Vocabulary
Vocabulary is introduced in a functional and
meaningful context, and is practised through a
variety of exercises such as picture-word
association and completing set phrases in order to
help students use everyday English correctly.
Further practice is provided in the Word Perfect
section at the back of the book.
Reading
Dialogues
In each module there is a situational dialogue set
in an everyday context in order to familiarise
students with natural language. This dialogue also
presents useful expressions so that students can
practise everyday English.
Texts
Throughout each module there is a wide variety of
reading texts such as e-mails, text messages,
letters, articles, poems, etc, which allow skills
such as reading for gist and reading for specific
information to be systematically practised.
Grammar
The grammar items taught in each module are
first presented in context, then highlighted and
clarified by means of clear, concise theory boxes.
Specific exercises and activities methodically
reinforce students’ understanding and mastery of
each item. There is a Grammar Reference section
at the back of the Student’s Book which offers
detailed explanation of each grammar point.
Further practice is provided in the Grammar
Check section at the back of the book.
Listening
Students develop their listening skills through a
variety of tasks which employ the vocabulary and
grammar practised in the module in realistic
contexts. This reinforces students’ understanding
of the language taught in the module. Many tasks
included in the Student’s Book are multi-sensory,
enabling students to practise all four language
skills as they complete the task.
Speaking
Controlled speaking activities have been carefully
designed to allow students guided practice before
leading them to less structured speaking
activities.
Pronunciation/Intonation
Pronunciation/Intonation activities help students
to recognise the various sounds of the English
language, distinguish between them and
reproduce them correctly.
Everyday English
These sections provide practice in real-life
communication skills and promote active learning.
Standard expressions and language structures
associated with realistic situations are presented
through everyday situations and students are
given the opportunity to fully activate the
language taught.
ELEMENTS OF A MODULE
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Songs
There are song sheets at the back of the Student’s
Book containing songs connected to the theme of
the modules as well as related tasks. Listening to
lively, high quality songs is a humanistic activity
which lowers the students’ affective filters and
allows them to absorb language more easily.
Games
These sections use the format of a team competition
to consolidate the learning of vocabulary,
expressions and grammar presented in the module.
Games enable students to use new language in an
enjoyable way and promote humanistic learning.
Study Skills
Brief tips, explanations and reminders, at various
points throughout each module, help students to
develop strategies which improve holistic learning
skills and enable students to become autonomous
learners of the English language.
Writing
In the fifth lesson of each module, students
develop their writing skills through the use of all
four language skills.
Guided practice of the relevant vocabulary is
given and consolidated and followed by a model
text which is thoroughly analysed.
Further Writing Practice
There are writing activities throughout the
modules, based on realistic types and styles of
writing, such as letters, descriptions, notes,
postcards and articles.
Culture Corner section
In these interesting and informative pages,
students are provided with cultural information
and read about aspects of English-speaking
countries which are thematically linked to the
module. The section also contains related tasks
and creative projects, which give students the
chance to process the information they have
learnt and compare it to the culture of their own
country.
Literature section
This section enables students to familiarise
themselves with literature extracts from various
authors in English and enlarge their vocabulary.
Across the Curriculum section
This section enables students to link the theme of
the module to a subject on their school
curriculum, thus helping them to contextualise
the language they have learnt by relating it to
their own personal frame of reference. These
units contain lively and creative tasks which
stimulate students and allow them to consolidate
the language they have learnt throughout the
module.
Going Green section
Through a variety of reading texts, these pages
raise students’ awareness of environmental issues.
Spotlight on Exams
The purpose of this section is to offer students
realistic practice in dealing with the types of tasks
encountered in the Russian National Examinations.
The tasks appearing here are Reading, Use of
English, Writing, Listening and Speaking. module.
Progress Check
These sections appear at the end of each module,
and reinforce students’ understanding of the
topics, vocabulary and structures that have been
presented. A marking scheme allows students to
evaluate their own progress and identify their
strengths and weaknesses.
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Word Perfect
This section aims at recapitulating the key
vocabulary of each module through a number of
concise exercises.
Grammar Check
The exercises in this section present the students
the chance to further practice the grammatical
phenomena presented in the module, and also
enable students to check for themselves the
extent to which they have assimilated these
phenomena.
Spotlight on Russia
These pages enable the students to further
explore the themes introduced in each module,
through interesting and informative passages
which present people, places and situations the
students are familiar with.
Grammar Reference
This is a thorough presentation of the grammatical
phenomena that are presented in each module.
A ― Presenting new vocabulary
Much of the new vocabulary in Spotlight 10 is
presented by encouraging students to refer to the
Word List or their dictionaries. Vocabulary is
always presented in context, and emphasis is
placed on collocations, phrasal verbs, idioms and
word association, since memorising new words is
easier when they are presented in lexical sets.
Further techniques that you may use to introduce
new vocabulary include:
ñ Miming. Mime the word to be introduced. For
instance, to present dig, pretend you are
digging and ask students to guess the meaning
of the word.
ñ Synonyms, opposites, paraphrasing and giving
definitions. Examples:
― Present optimistic by giving a synonym: Tom
is optimistic about his exam results, and his
sister is hopeful too.
― Present exciting by giving its opposite: Tom
doesn’t think computer games are exciting,
he thinks they’re boring.
― Present siblings by paraphrasing it: Nancy
doesn’t have any siblings. Nancy doesn’t
have any brothers or sisters.
― Present viewer by giving a definition: A
viewer is someone who watches something.
ñ Context. Place vocabulary items in context
with examples which make understanding
easier and more complete. For instance,
introduce the words wage and salary by
referring to the amount of money someone is
paid. Peter earns a weekly wage of £300, while
his brother’s salary comes to £40,000 a year.
ñ Visual prompts. Show photographs or drawings
to make understanding easier.
ñ Use of (bilingual/monolingual) dictionary.
Encourage students to guess the meaning of a
word, then use their dictionaries to check if
their guess is correct.
ñ Flashcards. Make Flashcards out of magazine or
newspaper pictures, photographs, ready
drawings and any other visual material which
may serve as vocabulary teaching tools.
ñ Use of L1. In a monolingual class, vocabulary
can be explained in the students’ mother
tongue, although this method should be used
only in moderation. Students also need to
compare their mother tongue to the English
language to find similarities and/or
differences.
The choice of technique depends on the type of
word or expression. For example, it may be easier
to describe an action verb through miming, and
not through a synonym or definition.
SUGGESTED TEACHING TECHNIQUES
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B ― Writing
All writing tasks in Spotlight 10 have been
carefully designed to guide students to produce a
successful piece of writing.
ñ Always read the model text provided and deal
in detail with the vocabulary tasks. Students
will then have acquired the language necessary
to cope with the final writing task.
ñ Make sure that students understand they are
writing for a purpose. Go through the writing
task in detail so that students are fully aware of
why they are writing and who they are writing
to.
ñ It would be advisable to complete the task
orally in class before assigning it as written
homework. Students will then feel more
confident about producing a complete piece of
writing on their own.
C ― Assigning homework
It is recommended that homework is regularly
assigned and routinely checked according to the
specific needs of the class.
When assigning writing tasks, prepare students as
well as possible in advance. This will help them
avoid errors and get maximum benefit from the
task.
Commonly assigned homework tasks include:
ñ Vocabulary. Students memorise the meaning of
words and phrases. Encourage students to
remember the immediate context of the
lexical items, or how these items collocate
with other words.
ñ Spelling. Students learn the spelling of
particular words without memorising the text
in which they appear.
ñ Reading aloud. Assisted by the Student’s CD,
students practise at home in preparation for
reading aloud in class.
ñ Writing. After thorough preparation in class,
students are asked to produce a complete
piece of writing.
D ― Correcting students’ work
All learners make errors; they are part of the
process of learning. The way errors are dealt with
depends on the activity.
ñ Oral accuracy. In drill work correct students on
the spot, either by providing the correct
answer and asking them to repeat it, or by
indicating the error but allowing students to
correct it. Alternatively, indicate the error and
ask other students to correct it.
ñ Oral fluency. In pairwork or free speaking
activities allow students to finish the task
without interruption, but make a note of the
errors made and correct them afterwards.
ñ Written work. Do not over-correct; focus on
errors that are directly related to the point of
the exercise. When giving feedback you may
write the most common errors on the board
and help the class to correct them.
Remember that praising students and rewarding
good work is of great importance.
E ― Class organisation
ñ Open pairs. The class focuses its attention on
two students doing the assigned task together.
Use this technique to provide an example of
how the task should be done.
ñ Closed pairs. Pairs of students work together
on a task or activity, while the teacher moves
around the classroom offering assistance and
suggestions. Ensure the task is clearly
understood before closed pairwork begins.
Stages in pairwork:
– Organise students into pairs
– Set the task and time limit
– Rehearse the task in open pairs
– Ask students to do the task in closed pairs
– Go around the class and help students
– Pairs report back to the class

ñ Groupwork. Groups of three or more students
work together on a task or activity. Class
projects or role play are often most easily done
in groups. Again, ensure students clearly
understand the task in advance.
ñ Rolling questions. A student answers a
question, then proceeds to ask a question
directed at the next student in turn. This
continues around the class.
F ― Using the Student’s Audio CD
All dialogues and texts in the Culture Corner and
Extensive Reading sections are recorded on the
Student’s CD. Students have the chance to listen
to these recordings at home as many times as they
want in order to improve their pronunciation and
intonation. The suggested stages of such self-
access study are:
ñ The student listens to the recording and
follows the lines in the text or dialogue.
ñ The student listens to the recording with
pauses after each sentence or exchange. The
student repeats as many times as needed,
trying to imitate the speaker’s pronunciation
and intonation.
ñ The student listens to the recording again, then
reads aloud.
At the beginning of the course, students should be
asked to obtain a suitable folder, or sectioned
document wallet, which will hold their personal
Language Portfolio.
This will be used to store not only the material cut
out of the printed supplement, My Language
Portfolio, but also a wide variety of other
documents and material.
In practice, Language Portfolios may include
projects or other written work; computer
diskettes with work or drawings completed inside
or outside the class; video cassettes with the
students’ favourite story, filmed performances of
songs, school plays, Evaluation Sheets and reports
from teachers, various realia or pictures and so
on. In short, it is a collection of what the learners
want to keep as evidence of what they are
learning through the medium of the English
language.
This Language Portfolio is the student’s property.
It is a tool to accompany the students’ language
learning throughout the course and is suitable for
documenting their learning both inside and
outside the classroom. The main emphasis is on
the process of learning, so that while compiling
their Language Portfolios, learners develop the
skill of working independently.
The aim of the Language Portfolio is to develop the
learners’ autonomy. However, they should be guided
at first on how to organise their work, keep records,
access their own information, etc. Learners are
usually willing to experiment and try new things,
but at the same time, can be discouraged if they are
not sure what is required of them. Once a routine
has been established and learners begin to develop
their autonomy, they can be given more
responsibility and freedom. Learners will still
appreciate feedback and appraisal though, so it is
important that their efforts are monitored and
facilitated.
First Steps
It is suggested that work on the Language Portfolio
is started a few weeks into the course once
students have made some progress in the English
language. If students are not familiar with how to
keep a Language Portfolio, at the beginning of the
first session ask them to bring a folder, plastic
STUDENTS’ LANGUAGE PORTFOLIOS
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envelopes, etc. At the beginning of the first
session, ask the students to turn to page three of
their Language Portfolio. Go through the letter
together, making sure that the students have a
thorough understanding of the concept of the
Language Portfolio. Encourage them to ask
questions about anything they do not understand.
Then give the students some time to arrange their
Language Portfolio. Go around, providing any
necessary help.
Once the students have arranged their Language
Portfolio, go through each page together,
commenting on the layout and pictures, and giving
a brief explanation of the content of each page.
Spend some time going through the Language
Biography section, providing any necessary help.
Once this has been completed, encourage the
students to do the activities in the Dossier
section.
How to approach each section
I) Language Passport
Read out the introductory paragraph as the
students follow silently. Answer any questions
they may have. Each time they are given
something for this section, remind them to
make a record and file it in the appropriate
section of their Language Portfolio.
II) Language Biography
Spend some time on each section, making sure
the students know what is required of them.
Here is a brief explanation of the rationale of
each section:
― All about me: Students fill in their personal
information and record their exposure to
the English language.
― How I learn: Go through the section along
with students, providing any necessary help.
The purpose of this section is for both
students and teacher to be able to determine
each student’s individual learning style (i.e.
visual, auditory, tactile/kinaesthetic) and
needs.
― My World of English: By updating the
record, students get a sense of achievement
in the target language.
― Now I can: Students have the opportunity to
assess their own learning. If a student moves
to a new school his/her teacher will also be
able to gauge this student’s level.
― Future Plans: Students record their
intentions and ambitions concerning their
improvement in the target language.
III) Dossier
The activities have been designed to reinforce
the language covered in each module. They
can be done upon completion of each module
or at a time convenient to the teacher,
provided that students have covered the
corresponding module.
It is suggested that teachers participate in the
activities by bringing in a completed version of
an activity to be presented. Students need to
be motivated and inspired, and the following
is a suggestion on how to approach each
activity. Every time students present an
activity, give them due praise and attention,
reward them with stickers, etc. In general,
make them feel that they have done
something special; in this way, all the class
will be encouraged to do likewise.
Experienced teachers will be aware that some of
their students learn best by listening to new
information, some prefer to read about it, whereas
other students need to do something with the new
information. There is no absolute ‘best’ method of
learning; these are all valid learning styles, as
different people learn in different ways.
Consequently, a coursebook should offer a variety
of exercises and material which stimulate all types
of learning style in order to help the learners learn
according to their personal learning styles.
TYPES OF LEARNING STYLES

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ñ Visual Learners need to see the teacher’s body
language and facial expression to fully
understand the content of the lesson. They
think in pictures and learn best from visual
displays, including diagrams, illustrations,
transparencies, videos, flashcards and hand-
outs.
ñ Auditory Learners learn best through verbal
explanations, discussions, talking things
through and listening to what others have to
say. Written information may have little
meaning until it is heard. They often benefit
from reading a text aloud and using a tape
recorder.
ñ Tactile/Kinaesthetic Learners learn best
through a hands-on approach, actively
exploring the physical world around them.
They may find it hard to sit still for long periods
and may become distracted by their need for
activity and exploration. These learners
express themselves through movement. They
have a good sense of balance and hand-eye co-
ordination. By interacting with the space
around them, they are able to remember and
process information. Involve them in role play,
pairwork and other classroom activities.
The following abbreviations are used in the
Student’s Book and Teacher’s Notes:
T teacher
S(s) student(s)
HW homework
L1 students’ mother tongue
Ex. exercise
p(p). page(s)
e.g. for example
i.e. that is
etc et cetera
sb somebody
sth something
pic picture
ABBREVIATIONS

Strong ties1Module
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Before you start …
Direct Ss’ attention to the title of the module, Strong
ties. Elicit that it summarises the theme of how we relate
to our friends and family, and our relationships with
them.
Look at Module 1
In order to stimulate discussion and interest, ask Ss
which page each picture is from. Then elicit other
information (e.g. what the picture shows, what else Ss
can see on the page and what they think the unit might
be about).
Find the page number(s) for
Allow Ss time to browse through the units and find the
relevant information. Then ask them to explain what
each one is, and elicit simple information about each
item.
Go through the rest of the sections with your Ss and
point out that by the end of the module they will know
how to perform the tasks listed.
Explain that the module has:
― a Literature section
― a Culture Corner
― an Across the Curriculum section
― a Going Green section
Ask Ss to look at the relevant pages and elicit what each
section is about.
Listen, read and talk about …/Learn how to
…/ Practise …/Write/Make …
Select Ss to read through the list of items that will be
covered in the module. Ask questions and give examples
as appropriate. If necessary, explain any new
vocabulary. Ask Ss to go through the list and put a tick
next to the items that they think they know or can do, a
cross next to the ones they don’t know or are not sure
about, and a star next to the ones they think will be the
most useful. Select Ss to report each item they have
ticked or put a star next to.
Suggested Answer Key
The Literature section seems to be about authors,
books and literature extracts. This one (p. 16-17) is
about Louisa May Alcott and an extract from her
novel Little Women. Several activities are included
to stimulate interest and explore this piece of
literature.
The Culture Corner (p. 21) contains an article on
teenage fashion in the UK.
The Across the Curriculum section (p. 22) looks at
different types of discrimination, a topic in Citizenship.
The Going Green section looks at different green
issues. This particular one (p. 23) deals with the
recycling process.
a single dictionary entry (p. 22)
(a dictionary entry is the definition of a word in a
dictionary) How is the word you’ve chosen related
to the unit?
a letter (p. 19)
(a long note to a friend) Who is this letter from?
What is the letter about? Who is it written for?
a list of things to do (p. 14)
(a note that tells us what we must do in the day)
What has Ann done? What hasn’t she done yet? Do
you write a list of things to do?
an author’s biography (p. 16)
(an author’s biography is an account of an author’s
life by someone else) Whose is this biography? How
is it related to the chapter? Look at the picture of
the woman. Does she look like an author? Why?
Focus Ss’ attention on pic 1 (p. 9).
T: What page is picture 1 from?
S1: It’s from page 12.
T: What can you see in picture 1?
S2: Three friends playing.
T: What do you think this section will be about?
S1: Probably about friendship, things to do with
friends, etc.
Pic 2 (p. 16)
What do you think the picture is about? How is it
related to the title of the unit? What could be the
relationship between these women/girls?
Pic 3 (p. 21)
What can you see in the picture? What do the other
pictures show? What are the people wearing? What
is their age?
Pic 4 (p. 11)
Who are these people? Who are the other people in
the pictures?
Spotlight 10 Mod 01 Ts 12/4/08 1:00 PM Page 12

Objectives
1 Reading Skills
a
Vocabulary: teen activities
Reading: an article about teenage free-time
activities in various parts of the world (multiple
matching)
Skills ― scanning
― reading for specific information
Speaking: express likes and dislikes; interviewing
a teenager
Writing: a paragraph about what you like/do
not like doing
Vocabulary
1 Presenting vocabulary
ñ Read through the activities and explain/elicit
the meaning of any unknown vocabulary. Elicit
answers to the questions in the rubric.
ñ Select individual students to present their
answers to the class.
Reading
2 Predicting the content of a text
ñ Direct Ss’ attention to the title and the
introduction in the text. Elicit what they think
the text is about.
ñ Play the recording. Ss listen and read through
the text and check their answers.
3 Reading for specific information
ñ Present the Study Skills box.
ñ Allow Ss 5-7 minutes to read the text and
choose the correct answer for each question.
Ask them to follow the steps explained in the
Study Skills box.
ñ Ss compare answers with a partner.
ñ Study Tip: Ask Ss to start a vocabulary section in
their notebooks. Ss write any unfamiliar words/
phrases, together with a short definition/
synonym and an example or drawing. Ss list the
words/phrases alphabetically. This helps them
revise new vocabulary.
Speaking
4 Conducting an interview
ñ Ask Ss to work in pairs. One of them imagines
he/she is a TV reporter interviewing a teenager
from the text about what he/she likes doing.
The other S imagines he/she is one of the
students. Ask Ss to conduct an interview.
ñ Monitor the task, helping where necessary.
Select pairs to present their dialogues to the
class.
Everyday English
5 Expressing likes and dislikes
ñ Elicit how someone can express likes or
dislikes. Go through the useful language table,
then ask two Ss to read out the example. Ask Ss
to use the phrases in Ex. 1. Ss complete them in
Focus ➤
A: Fiona, could you tell me what you like to
do in your free time?
B: Yes, sure. I love hanging out with my
friends and watching comedies on TV.
A: Do you like listening to music?
B: Yes. I love music.
A: What type of music do you like?
B: I love indie bands like the Arctic Monkeys.
A: And do you like shopping?
B: Oh no, I can’t stand shopping. etc
Focus ➤
Answer Key
1 C Jamie 4 E Brandon
2 A Fiona 5 D Kim
3 B Josie 6 F Emily
Focus ➤
I expect to read about what 16-year-olds in
different parts of the world do in their free
time.
Focus ➤
In my country most teens enjoy hanging out
with friends, playing computer games,
listening to music, and watching DVDs. Some
teens enjoy going window shopping and going
clubbing but not many enjoy going on trips to
the countryside. I enjoy chatting online. etc
Focus ➤
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Objectives
1a Reading Skills
pairs.
ñ Monitor the activity. Select some pairs to act
out short exchanges in front of the class.
Writing
6 Writing a short paragraph about
personal likes and dislikes
ñ Ss read the rubric. Check comprehension of the
text by asking Ss: What are you going to write?
(a short paragraph) What will it be about?
(what I like doing) Brainstorm for ideas using
the text. Check Ss’ notes before they start
writing.
ñ Select Ss to read out their paragraphs. Check
Ss’ answers. Alternatively, assign as HW.
Words of Wisdom
ñ Draw Ss’ attention to the quotation.
ñ Elicit ideas for how to paraphrase the quotation
and build up a paraphrase on the board. Ss discuss
the meaning in pairs or small groups.
ñ Elicit whether Ss agree or disagree with the
quotation and ask Ss to justify their opinions. Ask
various pairs or groups to report back to the class.
ñ As an extension, Ss could suggest similar or other
quotations on the topic from their L1.
7 Revising new vocabulary
Ss close their books and discuss with a partner new
words and phrases they have learned in this unit.
Ask Ss to make sentences using them.
(Ss’ own answers)
Focus ➤
I like hanging out with my friends and I love
skateboarding. I also like watching DVDs with
my friends or catching a film at the cinema.
Like me, most of my friends like action films
and science-fiction films. At the weekends I
like to go shopping in the city centre. My
favourite shop is Zilck. You can find great
bargains there. etc
Focus ➤
A: Do you like doing extreme sports?
B: I’m crazy about extreme sports. What sort
of thing do you like doing?
A: I love playing computer games. etc
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1 Listening & Speaking Skills
b
Reading: a dialogue (comprehension questions)
Skills ― reading for specific information
Speaking: expressing annoyance at a friend;
describing people’s character qualities; expressing
sarcasm and anger; socialising
Vocabulary: character qualities; socialising
Listening: short informal dialogues (matching); a
radio interview (ordering)
Skills ― listening for specific information
Vocabulary
1 Talking about personal qualities in
friends
ñ Ask Ss to read the poem. Explain/Elicit the
meaning of any unknown words.
ñ Ss work in pairs and think about their best
friend and why they are special. Ask some pairs
to report back to the class.
My best friend is special because she is kind
and caring and does a lot for me ― we have a
lot of fun together.
Focus ➤

1bListening & Speaking Skills
15
2 Practising language for character
qualities
ñ Read out the adjectives. Elicit/Explain the
meaning of the adjectives.
ñ Ask Ss which qualities they look for in a friend
and which they avoid. Direct Ss’ attention to
the example exchange.
ñ Ss work in groups discussing important character
qualities in a friend.
Reading
ñ Ask Ss to look at the dialogue. Explain the task.
Allow Ss time to answer the questions. Ss check
in pairs.
ñ Play the recording. Ss listen to check the rest
of the dialogue.
ñ Ask various pairs to read the dialogue aloud.
Optional extension:
ñ Read out the adjectives used to describe people.
ñ Go around the class eliciting information about
the characters of the people in the text.
4 Making true sentences
a) ñ Go through the words/phrases in the columns.
Ask students to make true statements in
relation to the text.
ñ Choose individual students to each read out
a sentence.
b) ñ Elicit answers from Ss.
ñ Ask Ss to come up with similar expressions.
Speaking
5 Practising key words used for
expressing annoyance
ñ Elicit the meaning of the word selfish. Ask Ss to
work in pairs and practise a dialogue about a
selfish friend.
ñ Write the dialogue plan on the board. Ss use it
to act out their dialogues.
ñ Select a pair to present their dialogue to the
class.
A: What’s the matter, Jill?
B: Oh, I’ve had enough.
A: Why? What’s up?
B: It’s Liz again. I lend her my clothes and she
never brings them back.
A
Ask what is wrong.
Ask for more details.
Express surprise.
Criticise your
friend’s attitude.
Change the subject
& make a
suggestion.
B
Make an angry
exclamation.
Explain problem
with friend.
Give further details.
Confirm position/
feelings.
Agree.
Focus ➤
Answer Key
“I’ve had enough.”
Laura thinks Julie is nice.
Laura thinks Kim isn’t being fair.
Laura wants to rent a DVD.
Kim thinks Julie is selfish.
Focus ➤
Answer Key
1 They are friends.
2 Because Julie cancelled her plans again.
3 Kim is telling Laura why she is angry with
her friend.
Focus ➤
A: To me a good friend should be loyal and
trusting.
B: Yes, I agree. It’s important to be able to
trust your friend.
C: Hm! I also think a friend should be
supportive when you have doubts or
problems.
B: Sure! A friend shouldn’t be mean. etc
Focus ➤

1b Listening & Speaking Skills
16
Listening
6 a) Agreeing with statements
ñ Ask Ss to read through the list of statements
and tick the ones they agree with.
ñ Select individual Ss to present their
statements to the class and give reasons for
their choices.
b) Listening for specific information
ñ Explain the task.
ñ Play the recording. Ss listen and complete
the task. Play the recording again for Ss to
check their answers.
ñ Select individual pairs to read out the
statements in the order they hear them.
TAPESCRIPT
Interviewer: We spoke to some British teenagers about
how important friendships are to them in today’s
world.
Speaker 1: I have four great friends and we’ve known
each other for years. We have so much fun together.
There is never a boring moment when I’m with my
friends.
Speaker 2: I move around the country a lot because of
my dad’s job so I change schools every couple of years.
I have to be able to fit in quickly so I can feel at home.
I like to make new friends straight away so I can have a
social life as soon as possible. I’m a friendly person so I
don’t usually have any problems.
Speaker 3: I couldn’t survive without my best friend.
Who would I discuss my problems with or share my
secrets and thoughts with? I definitely think a true
friend who understands you is the most important
thing a person can have.
Speaker 4: I don’t have many friends probably because
I am very shy, but one or two friends are enough if they
are friends you can trust and who really care about
you. It’s not worth having dozens of friends if they only
think of themselves.
Speaker 5: I have done so much with my friends.
We’ve climbed mountains, swum rivers, and gone
hiking and camping together. More than that though,
we’ve grown up together and gone through the same
things.
Say it right
7 Listening for specific information
ñ Direct Ss’ attention to the list of exchanges.
ñ Elicit/Explain the meaning of any new vocabulary.
Explain the task. Ss complete the task.
ñ Play the recording for Ss to check their answers.
ñ Play the recording again with pauses.
ñ Ask various pairs to repeat the exchanges
following the intonation patterns in the recording.
8 Listening to improve pronunciation
ñ Allow Ss time to read through (1-7).
ñ Play the recording, pausing after each utterance
so Ss can repeat orally. Check their pronunciation
and intonation.
ñ Elicit from Ss which sentences express sarcasm/
anger. Ask students to form exchanges using these
sentences, making up a response for each one.
1 A: Oh, perfect! 2 A: Unbelievable!
B: What is it? B: Oh dear. etc
Answer Key
sarcasm: 1, 4 anger: 2, 3, 5, 6, 7
Focus ➤
Answer Key
1 e 2 c 3 d 4 a 5 b
Focus ➤
Answer Key
1 E 2 A 3 C 4 B 5 F
Focus ➤
I agree with A, C and F. I can make friends
easily because I’m friendly and sociable.
Friends help us express ourselves because we
spend time together and like the same things
and so we are not afraid to express our
opinions with them. I’ve experienced a lot
with my friends because I’ve known them for a
long time and we have done a lot together.
Focus ➤
A: Really?
B: Yes, she’ll never change. I lent her my new
jacket for Saturday night and she still hasn’t
returned it. It’s been almost a week now.
A: Oh, come on! Aren’t you being a bit mean?
B: No, I don’t think so. She’s always taking
advantage of me.
A: Oh well … forget about it … why don’t we
go for a coffee?
B: Alright. That’s a good idea.

9 Learning idioms
ñ Read out the rubric and allow Ss time to
complete the idioms.
ñ Check Ss’ answers. Elicit/Explain what the
idioms mean. Elicit from Ss whether there are
similar expressions in their language.
(Ss’ own answers)
10 Understanding frequently confused
words
ñ Ss complete the task individually, using their
dictionaries if necessary.
ñ Check answers with the class.
ñ Then Ss write sentences to illustrate the
meanings of the alternative words. Check Ss’
answers around the class.
Speaking
11 Giving a two-minute talk
ñ Explain the task and elicit what qualities Ss
look for in their friends. Write them on the
board. Ask Ss why friends are important to
them. Write answers on the board. Allow time
for Ss to prepare their talk. Finally, select
individual Ss to give a two-minute talk in the
class referring to their notes to help them.
ñ Ss can record themselves while talking, using
the notes on the board and notes for the other
bullet points in the list that they will make.
I have a lot of friends and all of them are very
important to me. In fact, sometimes I wonder
what I would do without them. Friends mean a
lot to me because I think it is important to have
people around you who you can talk to about
personal issues and who you can trust. Of
course, it’s also important to have friends with
whom you can share new experiences and have
fun with. For me a friend should be loyal,
trusting and supportive. I usually go to the
cinema with my friends or play video games.
etc
Focus ➤
1 She won an award for best supporting
actress.
2 You must be careful with this, it can be
dangerous.
3 We must be respectful to our elders.
4 She’s a very mean person ― she’s been
very unkind to us.
Answer Key
1 supportive 3 respected
2 caring 4 well-meaning
Focus ➤
Answer Key
1 eye 3 shoulder 5 back
2 head 4 neck 6 nerves
Focus ➤
17

18
Objectives
1 Grammar in Use
c
Grammar: present simple, present continuous,
present perfect simple, present perfect continuous;
stative verbs
Vocabulary: phrasal verbs with look; dependent
prepositions; forming adjectives from nouns and
verbs
1 Revising present tenses
a) ñ Explain the task reminding Ss of the basic
rules for using the present tenses. Ask Ss to
refer to the Grammar Reference section if
they require further assistance. Ss complete
the task individually.
b) ñ Direct Ss’ attention to the Grammar Reference
section.
ñ Ask Ss to identify how each tense is used in
Ex. 1a.
c) Revising stative verbs
ñ Write on the board: I love films. Underline
the verb. Ask Ss: Does this verb describe an
action or a state? (a state) Can I say: I’m
liking pop music? (No). Explain that ‘like’ is
a stative verb and doesn’t have a
continuous form. Ask if Ss can think of other
stative verbs (love, hate, forget, want,
etc). Refer Ss to the Grammar Reference
section for more details.
ñ Elicit how the meaning of the verb changes
when used in the continuous form. Ask Ss to
find examples in Ex. 1a.
2 Practising adverbs of frequency
ñ Ss close their books. Write on the board: How
often do you go swimming? Not very often. I
usually go swimming twice a month.
ñ Underline the time words and elicit their
meaning and use. Ss can refer to the Grammar
Reference section for more details.
ñ Ss open their books. Explain the task. Ss
complete the task in pairs.
ñ Ss act out their exchanges in front of the class.
Ss can use their own ideas as well.
Focus ➤
Answer Key
stative verbs: think, forget, know, taste, smell
continuous form:
thinking ― means having the intention to do sth
tasting ― having a taste of it to see if it is good
Focus ➤
ñ present perfect simple: state that exists
from a point in the past up to now (has
known, have been), recent action (has
forgotten), experience (have you read)
ñ present perfect continuous: (has been
getting) an action that started in the past
and is still continuing (with emphasis on
the intensity of the action)
Answer Key
ñ present simple: present state (think,
smells) and timetable (starts)
Answer Key
1 A: Are you doing
B: don’t think, am staying, Are you going
2 A: has he known
3 A: has forgotten
4 A: Have you read
B: am reading
5 B: starts
6 A: are you doing
B: are thinking
7 A: has been getting
B: know, is getting
8 A: Do you like
B: have been
9 A: are you doing
B: am tasting
10 A: smells
B: don’t you open
Focus ➤

3 Practising for/since with present
perfect
ñ Direct Ss’ attention to the example sentence.
ñ Elicit/Explain the use of for/since. Allow Ss to
complete the task.
ñ Choose individual Ss to read out their sentences,
correcting where necessary.
4 Revising been or gone
ñ Write on the board been and gone. Direct Ss’
attention to the example. Ss complete the task.
ñ Choose individual Ss to read out their sentences,
correcting where necessary.
5 Practising yet/already with present
perfect
a) ñ Explain the task and direct Ss’ attention to
the example. Ss complete the task in pairs.
ñ Ss act out their exchanges in front of the class.
b) ñ Ask Ss to make their own list of things to do.
Ss work in pairs.
ñ Ss swap papers with their partners and ask
each other questions about what they have
done/haven’t done yet.
(Ss’ own answers)
6 Revising just, already, yet
ñ Direct Ss’ attention to the example. Allow Ss
time to complete the task.
ñ Check answers around the class. Ss give reasons
for their choices.
7 Revising for and since
Direct Ss’ attention to the example exchange. Ss
complete the task acting out the exchanges in front
of the class. Ss can use their own ideas as well.
8 Presenting phrasal verbs
ñ Elicit/Explain the meaning of each phrasal
verb. Ss complete the task.
ñ Check Ss’ answers.
ñ Allow Ss time to complete their drawings.
Collect their work and present them to the
class. Have Ss guess which phrasal verbs are
represented.
Answer Key
1 looking forward to 3 look out for
2 looks after 4 looks down on
Focus ➤
2 A: Have you been working hard?
B: Yes, since this morning./Yes, for two
hours.
3 A: Have you been playing in the garden?
B: Yes, for two hours./Yes, since this
morning.
4 A: Have you been sitting in the sun?
B: Yes, since this morning./Yes, for two
hours.
Focus ➤
2 … has just left.
3 … have not done it yet.
4 … have just finished cooking.
5 … have already had some.
Focus ➤
B: … had lunch yet?
A: Yes, she had a sandwich. Has she done the
shopping yet?
B: No, she hasn’t done the shopping yet. Has
she fixed her bike yet?
A: Yes, she has already fixed it. Has she done
her housework yet?
B: No, she hasn’t done it yet. She’s been too
busy.
Focus ➤
Answer Key
1 gone 2 been 3 gone 4 been
Focus ➤
I haven’t been to the beach since last summer.
I haven’t seen my grandparents for a month.
I haven’t written to my pen-friend since last
month. etc
Focus ➤
A: How often do you surf the Net?
B: Not often. I sometimes surf the Net at
weekends. How about you?
A: I often surf the Net.
B: Really? How often do you go clubbing?
A: Oh, I never go clubbing. I don’t like dancing.
etc
1cGrammar in Use
19

1c Grammar in Use
20
Study Tip: Ask Ss to have a ‘phrasal verb’
section in their notebook. Ss list phrasal verbs
alphabetically giving a synonym, example or
making a drawing to illustrate the meaning. Ss
can use this section to revise regularly. Invite Ss
to complete the section with any phrasal verbs
they come across in texts or exercises.
Game
ñ Ask Ss to split into teams. Ss take turns to make
sentences using a phrasal verb from Ex. 8. Each
correct sentence gets one point.
ñ The team with the most points wins.
9 Practising dependent prepositions
ñ Explain the task. Ss work individually.
Study Tip: Ask Ss to have a prepositional
phrases section in their notebooks as shown
below. Ss list verbs, adjectives, etc that go
with specific prepositions. Ss update this
section regularly. This helps them revise easily.
e.g. 1
Verbs, adjectives, nouns with prepositions
ñ Allow Ss time, in pairs, to make up sentences
using the phrases. Choose some pairs to read
out their sentences.
10 Forming adjectives from nouns
(word formation)
ñ Explain that the suffixes in the box can be
added to words to form adjectives. Explain that
each gap in the sentences can be completed by
adding one of the endings to the words in bold.
ñ Do item 1 with Ss, then Ss complete the task.
Study Tip: Ask Ss to start a Word Formation
section in their notebooks. Ss have the
following headings for each column.
ñ Ask Ss to look in their dictionaries for the
words listed under the ‘Word Formation’
exercise and complete the table. This helps
them revise regularly.
11 Practising sentence transformations
ñ Read out the rubric, stressing that the second
sentence must have the same meaning as the
first and that Ss must use two to five words.
ñ Do the first item with Ss. Ss then complete the
task individually.
ñ Check Ss’ answers on the board.
1 haven’t been abroad for
2 first time I have met
3 has been working since
4 haven’t eaten out for
5 best story I’ve ever
Focus ➤
Answer Key
1 daring, honourable 3 comical, fearless
2 fictional, powerful 4 exciting, courageous
Verb Noun Noun Adjective Adverb
forget ― forgetfulness forgetful forgetfully
Verb Noun Noun Adjective Adverb
― (personal) (abstract) ― ―
Focus ➤
I am careful with my possessions and I expect
others not to be careless with my things
either. My brother is keen on football but I am
not very enthusiastic about it.
A addicted to,
B babysit for,
C crazy about,
P protect from
Prepositional phrases
AT risk (of)
IN the wild, danger
Answer Key
2 at 4 with 6 about
3 with 5 on
Focus ➤
1 I sometimes look after my neighbours’ dog.
2 I often look up words in the dictionary.
3 I’m really looking forward to my holidays.
etc

Objectives
1 Literature
d
Vocabulary: vocabulary related to appearance;
compound adjectives
Reading: an extract from Little Women (matching)
Skills ― reading for detailed comprehension
Writing: a conversation
Speaking: acting out a conversation; describing
people; speculating
ñ Ask Ss to look at the picture and the title. Elicit
ideas from Ss about the content.
ñ Ss read the biography and answer the questions.
ñ Explain the task. Allow Ss two to three minutes
to silently read the first paragraph. Allow some
time for the Ss to answer the questions.
ñ Play the recording. Ss listen to the two music
extracts. Ask Ss which extract best matches the
description.
(Ss’ own answers)
3 Reading for detailed comprehension
ñ Explain the task. Allow Ss four to six minutes to
silently read the extract. Allow some time for Ss
to match the characters to their descriptions.
Check Ss’ answers.
ñ Ask Ss to underline the parts of the text that
helped them find the answers. Select individual
Ss to read them in class.
4 Presenting vocabulary
a) ñ Ask Ss to look at the highlighted words in
the text. Elicit their meanings.
ñ Ss match the highlighted words to the
meanings in Ex. 4a.
ñ Ss use their dictionaries to explain the words
in bold.
b) Ask Ss to match the underlined parts of the text
to the explanations.
Answer Key
good picture or two ― quite a few paintings
which were very much in her way ― bothered
her/made her feel awkward
knitting: making something from wool
twilight: moment just before nightfall
crackled: made rapid loud and harsh noises
within: inside
faded: having lost its colour
plain: simple in style
bloomed: had flowers
vain: proud of your own beauty
comical: very funny
sharp: pointed
fierce: intense/aggressive
thoughtful: thinking a lot about others
bundled: tied or wrapped together
slender: slim
swept up: cleaned dirt off a surface using a
broom
provide: give or make available to sb
Answer Key
plump ― not thin
limbs ― arms and legs
decisive ― (strong) speaking of presence of
character, demonstrating confidence, etc.
fly-away ― loose/flowing
rapidly shooting up ― growing fast
carrying herself ― moving her body
brightened ― cheered up
lecturing ― talking
worn out ― old and useless
cut in ― interrupted
Focus ➤
1 Beth (lines 29-36) 5 Beth (lines 34-35)
2 Jo (lines 17-29) 6 Amy (lines 40-42)
3 Meg (lines 13-16) 7 Amy (lines 37-38)
4 Jo (lines 21-23)
Focus ➤
Answer Key
The sisters are at home. It’s winter.
Focus ➤
The characters are all sisters. The book is
about the four March sisters who work hard
with their mother to try to be happy while
their father is away at war.
Focus ➤
21

1d Literature
22
5 Forming compound adjectives
ñ Explain the task. Present the example to the
class. Allow Ss time to complete the task.
ñ Select individual Ss to read out the adjectives
to the class.
6 a) Presenting new vocabulary
Allow Ss five to six minutes to find and
underline all the words in the text that
describe appearance under the headings in the
table. Ask Ss to complete the table and
compare it with their partner’s. Go around the
class monitoring Ss’ work.
b) Using new vocabulary
ñ Ss complete the task in pairs.
ñ Select individual Ss to describe the girls to
the class.
7 Using vocabulary
ñ Explain the task. Elicit ideas/suggestions from
Ss about what they think the March sisters
would look like today and where they would
live. Elicit how styles and fashion have changed.
ñ Ss work in pairs. Monitor the activity assisting
where necessary. Ask some pairs to share their
ideas/suggestions with the class.
8 Role play ― continuing a
conversation
a) ñ Divide Ss into groups of four. Explain the task.
ñ Go around the class monitoring Ss’ work.
Jo: That’s a good idea! What shall we get
her?
Meg: I think I will buy her a nice pair of gloves.
Jo: And I will buy her a pair of shoes.
Beth: I will buy her some handkerchiefs.
Amy: I will buy her a bottle of perfume. I
don’t think it will cost too much money.
Meg: How will we give them to her?
Jo: We will put them on the table and
bring her in to sit down and open each
gift in front of us.
Beth: Great idea!
Focus ➤
A: They would look more or less the same but
their hairstyles would certainly be different
and they would be wearing different clothes.
B: Yes, and they could be living in a block of
flats in a city, or on a farm.
A: You’re right. Also, styles and fashion have
changed a lot since the 19th century.
People wear totally different clothes now
and there is a lot more variety of style and
colour.
B: I agree, for example, these days girls wear
trousers and jeans whereas they didn’t in
the past. etc
Focus ➤
Meg is plump and fair with large eyes, soft
brown hair and a sweet mouth. etc
Focus ➤
Meg
Jo
Beth
Amy
hair
soft,
brown
long,
thick
smooth-
haired
curling,
yellow
facial
characteristics
large eyes, sweet
mouth
comical nose, sharp
grey eyes, decisive
mouth, fierce,
funny
rosy, bright-eyed,
sweet mouth,
peaceful expression
blue eyes
body/build
plump
tall, thin,
long limbs,
round
shoulders,
big hands
and feet
slender
Focus ➤
Answer Key
2 green-eyed 7 wide-eyed
3 long-legged 8 baby-faced
4 broad-shouldered 9 kind-hearted
5 stiff-necked 10 sharp-tongued
6 cold-hearted
in the text: smooth-haired, bright-eyed girl
Focus ➤
was seldom disturbed ― she rarely lost
venturing out ― leaving it
a regular snow-maiden ― a typical pale beauty
mindful of her manners ― who is very polite

b) ñ Ask groups to write their conversation
down. Ss exchange their work with another
group. Ss compare and check for mistakes.
ñ Ask all groups to present their work to the
class.
1dLiterature
23
Objectives
1 Writing Skills
e
Reading: an informal letter giving news (matching)
Skills ― reading for detailed comprehension
Writing: an informal letter giving news
Speaking: making suggestions, giving advice
1 a) Identifying beginnings & endings
ñ Allow Ss time to read the task. Ask
individual Ss to match the beginnings to the
endings.
ñ Direct Ss’ attention to the prompts. Ask Ss
to match them to each informal letter.
b) Identifying informal style
Explain the task. Elicit examples from Ss
around the class.
2 Identifying informal style
Direct Ss’ attention to the theory box on p. 18 and
allow them time to read it. Answer any questions
Ss may have.
3 a) Understanding a rubric
ñ Go through the Study Skills box with Ss.
Then read out the rubric in Ex. 3 and draw
Ss’ attention to the key words.
ñ Elicit answers to the questions in the rubric.
b) Text organisation
ñ Ask individual Ss to read aloud each
paragraph of the letter.
ñ Allow Ss time to match the paragraphs with
the headings. Ask Ss to justify their choices.
4 Practising using appropriate
colloquial expressions in informal letters
ñ Explain the task. Allow Ss some time to complete
the task.
ñ Elicit answers from Ss around the class.
Focus ➤
Answer Key
1 opening remarks/reason(s) for writing
2 life in the new city
3 writer’s feelings about the change
4 closing remarks
Focus ➤
1 a letter
2 a friend
3 to describe life in my new city
4 description of my life in new city, my feelings
about the change
Focus ➤
Focus ➤
informal greeting: Hi!
informal ending: Lots of love
everyday vocabulary: I’ve been really busy;
Thanks
short forms: I’ve; I’d
colloquial expressions: drop you a line; I haven’t
written for ages
etc
Focus ➤
Answer Key
1 D a letter giving advice
2 B a letter giving your news
3 E a letter of apology
4 C a thank-you letter
5 F a letter congratulating someone
6 G a reply to a party invitation
7 H a letter asking for advice
8 A a get-well letter
Focus ➤

1e Writing Skills
24
5 Practising making suggestions
ñ Go through the language in the box.
ñ Allow Ss time to complete the task. Ss compare
their answers with another S.
ñ Select individual Ss to read their answers to the
class.
6 Practising giving advice
ñ Explain the task. Read out the language box
and the example.
ñ Ss complete the task individually and check
their answers with a partner.
7 Understanding rubrics
ñ Read out the rubrics one at a time and ask Ss to
underline the key words.
ñ Then elicit answers to the questions in the
rubric from various Ss around the class.
ñ Draw Ss’ attention to the example and prompt
where necessary.
A key words: visit school exchange partner,
another country, not sure what clothes to
take, how to get to their house, email,
friend, asking for information
ñ My friend is going to read it.
ñ It is informal.
ñ I am writing to ask for information
about clothes and for directions to their
house.
B key words: English pen-friend’s email,
name Ann, write an email, tell her about
my birthday party, ask three questions
about trip to New York
ñ My pen-friend is going to read it.
ñ It is informal.
ñ I am writing to tell her about my
birthday party and ask about her trip to
New York.
ñ It should have two main body paragraphs.
Para 2: tell about party
Para 3: ask about trip
C key words: English pen-friend George’s
email, write an email, tell him about my
best friend, ask three questions about
plans for holidays
ñ It is informal.
ñ I am writing to tell him about my friend
and ask about his holiday plans.
Para 2: tell about my best friend
Para 3: ask about holiday plans
D key words: English pen-friend’s letter,
Michelle, write a letter, give advice, how
to overcome her problem
ñ It is informal.
ñ I am writing to give her advice.
Para 2: 1st piece of advice + reason
Para 3: 2nd piece of advice + reason
Focus ➤
2 Why don’t you take up a new hobby? This
will keep you busy.
3 Have you thought of getting a part-time
job? Then you’ll earn money.
4 You should join a youth club or a sports
team. This way you’ll meet new people.
5 If I were you, I’d look for a new job. Then
you’ll be happier.
Focus ➤
2 What about going camping together?
3 Why don’t you get a puppy for your sister?
4 Would you like to go to a concert together?
5 Why don’t I meet you at the train station?
Focus ➤
1 This is just a quick note to tell you about
my last holiday.
2 Thanks a lot for your help.
3 It was great to get your letter.
4 Sorry to hear you didn’t get the job.

1eWriting Skills
25
8 Writing an informal email/letter
ñ Ask Ss to select any of the rubrics in Ex. 7 and
write a letter/email. Allow Ss time to complete
the task.
ñ Allow Ss time to review and revise their work.
ñ Direct Ss’ attention to the table. Alternatively
you can assign the task for HW.
C Dear George,
Thanks for your email. It was great to
hear from you.
You asked about my best friend. Well,
he’s called John and he’s tall and slim and
athletic. He loves sports and he’s kind and
funny. We play a lot of basketball together
and we go to the cinema quite a lot and
sometimes we just hang out in the park.
You’d like him.
You said you can’t wait for the winter
holidays. Why? What have you got planned?
Are you going away somewhere? Do you do
many winter sports?
Write back soon and tell me all about
your plans.
Yours,
Gary
D Dear Michelle,
I’m sorry to hear that you are bored,
but I think I might have a few ideas to
help you.
Why don’t you create your own youth
club where all your friends could come? It
could be a games club or a film club in
someone’s garage or spare room. This way
you’ll have something to do.
Have you thought of taking up a sport
together? This way you could hang out
together and get fit at the same time.
I hope my advice helps. Write back and
let me know.
Love,
Joanne
A Hi Jane,
How are you? I hope you are well. I
have a couple of questions to ask you
about our student exchange.
First of all, can you tell me what
clothes I should bring with me? Is the
weather likely to be warm or cold at this
time of year? Do you think I should bring
warm clothes and a jacket or lighter
clothes and perhaps a couple of T-shirts?
Secondly, I have no idea how to get to
your house when I arrive. Do you think
you could give me some directions and
tell me which bus or train I should get?
Please let me know as soon as you can
so I can get organised. Thanks a lot.
Yours,
Mark
B Dear Ann,
Hi. How are you? It was nice to hear
from you.
My party was great, thanks for asking. I
had it in the garden because the weather
was fantastic. I had a disco and all my
friends from school came. I got lots of
presents and I had a huge cake in the shape
of a desert island. I had a fantastic time.
I was surprised to hear that you’re
going to New York. Are you going there on
holiday or to visit a friend? How long are
you staying for and where are you staying?
I’ve always wanted to go there. I bet
you’ll have a fantastic time. Please send
me a postcard.
Have a great time and write soon.
Love,
Claire
Focus ➤

1 Culture Corner
26
Objectives
Vocabulary: related to clothes; fashion &
shopping
Reading: an article about teenage fashion
(matching)
Speaking: talking about fashion; role play ―
acting out an interview
1 Presenting vocabulary to describe
fashion
ñ Elicit/Explain the meaning of any unknown
words in the rubric. Direct Ss’ attention to the
pictures.
ñ Select individual Ss to answer the questions.
ñ Play the recording. Ss listen and follow in their
books and check their answers.
ñ Allow Ss some time to read the text.
3 Presenting vocabulary to describe
fashion
a) ñ Tell Ss they may use their dictionaries to
explain the words in bold and give an
example, explanation or synonym. Encourage
Ss to try to guess the meaning of the words
from the context first, though.
ñ Then allow Ss time to scan the text for
words related to shopping places.
ñ Elicit/Explain their meaning. Ask Ss what
similar places exist in their country.
b) ñ Read the examples with Ss. Elicit more
phrases.
ñ Ss check in their dictionaries.
ñ Ss make sentences using the phrases.
4 Practising vocabulary on teenage
fashion
ñ Explain the task. Ss take roles and work in pairs.
Focus ➤
shopping expedition, shopping centre/mall,
shopping therapy, shopping around, discount
shopping
There’s a large shopping centre opening in the
town centre soon.
Shopping therapy is a good way to cheer
yourself up when you feel down.
Shops in my town are open for late-night
shopping on Thursdays. etc
Yes, we have similar places to buy clothes in
my country.
Answer Key
high street shops, street markets, second-hand
shops
keeping up with: following a trend
top designers: the most famous designers
trendy: fashionable
affordable: at a reasonable price
hit the shops: to go shopping
inspiration: sth that influences your decisions/
choices
multi-cultural: involving people of different
cultures
trends: fashions
picking up bargains: buying things at a low price
second-hand shops: shops that sell used items
stand out in a crowd: to be noticed
influenced by: affected by
the other way round: the opposite
reasonably well-dressed: dressed quite well
individuality: being yourself/different to others
bothered about: interested in sth
tend to: to usually do sth
stick to: not to change
rip: tear
Focus ➤
Answer Key
1 John 3 Amy 5 Lisa/Amy
2 Lisa 4 John
Focus ➤
British teenagers like wearing comfortable,
cheap clothes like baggy jeans and trainers,
second-hand clothes and modern colourful
designs.
Focus ➤

1Culture Corner
27
ñ Go around the class monitoring Ss’ work giving
help where necessary.
ñ Select some pairs to present their interview to
the class.
5 Writing a short paragraph on
teenage fashion
ñ Explain the task. Go through the questions and
elicit answers from Ss around the class.
ñ Allow Ss some time to write a short paragraph.
ñ Alternatively you can assign the task for HW.
In my country, there are always several trends
and so teenagers wear a variety of clothes. A
lot of teenagers are influenced by American TV
and they copy the clothes some American kids
wear. Many boys like to wear large baggy
trousers, Nike or Adidas trainers and baseball
caps. Most girls seem to follow the latest
fashion that they see in magazines and so they
wear whatever is in. Others are inspired by
rock groups and wear the same clothes that
their favourite singer wears. Teenagers who
keep up with the latest fashion and who have
the money to spend, tend to go to high street
shops while others like going to markets or
second-hand shops. I think most teenagers
would spend about ú100 a month on clothes.
Focus ➤
A: So, Amy, tell me, do you like to keep up
with the latest fashion?
B: Oh, yes! I just love fashion and I buy a lot
of fashion magazines.
A: Where do you shop mostly?
B: I do most of my shopping in the high street
shops.
A: Why’s that?
B: Because they are full of trendy affordable
clothes. etc
1Across the Curriculum – Citizenship
Objectives
Reading: case studies; a poster (comprehension
questions)
Skills ― reading for gist and specific information
Project: a two-minute talk on discrimination
Explain that Citizenship is a subject which is part of the
British National Curriculum. It helps Ss to gain the
understanding, skills and knowledge necessary to play
an effective role in society at a local, national and
international level. It deals with issues related to social
and moral responsibility, community involvement and
political literacy.
1 Understanding the meaning of
‘discrimination’
ñ Read the dictionary entry in class.
ñ Allow Ss some time to understand the meaning
of the word.
ñ Ask Ss to mention other types of discrimination.
2 a) Reading for specific information
ñ Allow Ss some time to read the text and
work in pairs to answer the questions.
A Paolo’s classmates discriminate against him
because he is Italian.
B Potential employers discriminate against
Meg because they think she is too old.
C The girls in her class discriminate against
Julie because she doesn’t like the things
girls usually like.
Focus ➤
People can suffer from discrimination because
of a disability or their gender or age. etc
Focus ➤

1 Across the Curriculum – Citizenship
28
b) Reading for gist
Allow Ss some time to read the text and answer
the questions.
3 Explaining phrases
ñ Ss explain the underlined words by giving a
definition, synonym or example using their
dictionaries as necessary. Encourage Ss to guess
the meaning from the context before checking
their guesses in their dictionaries.
ñ Allow Ss time to complete the task. Select
individual Ss to present their sentences to class.
Project
4 Giving a talk about discrimination
ñ Ask Ss to give examples of discrimination. Ss
write down ideas. Elicit ideas on how to fight
discrimination. Use the case studies to
brainstorm for ideas. Write them on the board.
ñ Ss select the points they will present in their
talk and make notes. Ss organise their notes
under appropriate headings. This will help
them to present their talk. Advise Ss to look at
the audience and use gestures and/or pictures
while talking, as this will attract and retain the
audience’s attention.
ñ Allow Ss time to use their notes and write a
two-minute talk on discrimination. Ss compare
and discuss their work. Check Ss’ work and give
feedback.
ñ Choose a few Ss to present their talk to the
class. Ss can record themselves while talking. Ss
watch the presentations and make comments.
ñ Alternatively, you can assign the task for HW
provided you have gone through it orally in class.
Note: It is extremely important that Ss learn to
use various sources to collect information for
project work. This gives them the chance to
familiarise themselves with various types of
writing in the language they are studying and
learn how to collect and organise information
through the process of selection and
presentation. If Ss are computer literate they
can make a PowerPoint presentation or OHP
transparencies of the points, thus practising
their computer skills as well.
Useful link ― www.yourrights.org.uk
www.nistudents.org
Focus ➤
1 teased 3 made redundant
2 hurt 4 tomboy
teased: made fun of
made redundant: be asked to leave your job
because you are not necessary
placement agency: an employment agency that
helps you find a job
highly qualified: to have lots of qualifications
tomboy: a girl who likes doing the things boys
usually do
hurt: upset
reluctant: not prepared to do sth
shared: to give a part to sb else
halved: reduced by half
illegal: against the law
provide: give sth
counselling: giving advice (therapist/expert)
guest speakers: sb who is invited to speak at a
conference/meeting
bullied: hurt or threatened by sb more powerful
Focus ➤
A: I think Paolo should talk to his teacher
because if not, the situation will only get
worse.
B: I agree. He can also tell his parents so they
can help him.
A: I think Meg should keep on applying for
jobs. She will find one in the end.
B: I agree. She should never give up.
A: I think Julie should start an anti-
discrimination group at school to help
others like her.
B: I think you’re right. She would make new
friends that way too.
Focus ➤

29
Discrimination is treating a person or group of people less fairly than other people because you don’t like
the colour of their skin, or because of their gender or their age. For example, some employers in some
countries don’t like to employ people who are over a certain age. This is ageism or age discrimination.
Other types of discrimination include: sexism ― where you are treated differently or unfairly because of
your gender; racism ― because of your nationality or skin colour or discrimination because of a disability.
You can fight discrimination firstly by not having preconceived ideas of certain groups of people based on
their skin colour or their nationality yourself and also by standing up for people’s rights by reporting
cases of discrimination to the militia, your parents, your teachers, etc. The most important thing is to
never give up and keep on fighting!
1Going Green
Objectives
Reading: a text about the recycling process
(word formation)
Skills ― skimming
― reading for detailed comprehension
Speaking: a two-minute talk about the
importance of recycling
Project: a list
1 Understanding a pie chart
ñ Explain that a pie chart is used to illustrate the
relative proportions of a group of things.
ñ Ss work in pairs. Allow Ss some time to look at
the pie chart and discuss what makes up our
rubbish. Ask Ss which of these we recycle.
ñ List suggestions on the board.
2 Reading for detailed understanding
ñ Allow Ss time to read the text and complete
the task individually.
ñ Check answers around the class. Ss justify their
answers.
ñ Play the recording while Ss listen and check
their answers.
3 Explaining new vocabulary
ñ Ss explain the words in bold by giving a
definition, synonym, miming, etc. Encourage Ss
to try to guess the meaning of the word from
the context before using their dictionaries to
check their guesses.
ñ Elicit/Explain the meaning of any other words
in the text that Ss do not understand.
chasing arrows: arrows logo
process: a series of actions
recycling truck: a truck that collects material
for recycling
sorting: separating items and putting them in
categories/types
manufactured: made
display: show
conserve: keep
resources: material we can use for our benefit
eliminate: to put an end to/to get rid of
waste: material that has been used and is no
longer wanted
landfills: a large hole in the ground in which
we throw rubbish and then bury it once it is full
Focus ➤
Answer Key
1 represents 6 completes
2 them 7 recycled
3 third 8 shopping
4 consumer 9 driving
5 Buying 10 manufacturers
Focus ➤
I recycle paper, glass and plastic.
Rubbish can consist of paper, wood, food, plastic,
metal, glass, clothes and other material.
Focus ➤

1 Going Green
30
4 Exploring the theme and giving a
talk about recycling
ñ Ask Ss to collect information from various
sources (e.g. the Internet, encyclopaedias,
school textbooks). Ss select the points they will
present in their speech and make notes. Ss
organise their notes under appropriate headings.
This will help them present their speech.
ñ Advise Ss to look at the audience and use
gestures and pictures while talking, as this will
attract the audience’s attention. Ss can refer
to their notes while speaking.
ñ If possible, Ss can prepare transparencies of
the main points and present them using an
overhead projector. They could also prepare a
PowerPoint presentation.
ñ Ss can record themselves while talking.
ñ Ss watch the various presentations and
comment on them.
5 Personalising the theme
ñ Ask Ss to discuss in pairs the recycling bins they
have at home and what they have in them. If Ss
do not have a recycling bin, ask them to create
one.
ñ Ss could take pictures or draw their recycling
bins. Ask Ss what they are recycling this week.
ñ Ss make a list to compare with their partners.
(Ss’ own answers)
Green Wisdom
Focus ➤
Some materials such as glass and aluminium
can be recycled over and over again so it
makes sense to recycle drinks cans and bottles
rather than throw them away. You can help by
buying recycled products. Clothes, glass
products, paper products and much more can
all be purchased in recycled varieties. Come
on! Help reduce the rubbish by recycling and
buying recycled products today!
Man is producing more and more waste and
that is why it is so important to recycle as
much as possible. Otherwise we will use up all
our resources and be overrun with waste and
rubbish.
The recycling logo consists of three chasing
arrows each representing a stage in the
recycling process: rubbish is put in the correct
bin, material is collected by recycling trucks,
and lastly the consumer buys products made
from recycled material.
Focus ➤
1 Spotlight on Exams
Listening
Listening for specific information
ñ Play the recording.
ñ Ss complete the task.
ñ Select individual Ss to read out the correct
answer.
TAPESCRIPT
1 “It’s John’s birthday party tonight. I’m really
looking forward to it but I just can’t decide what
to wear! I could put my red top on with my jeans
or I could wear my new black dress. Oh, I don’t
know! What do you think?”
2 “Well, my uncle Charlie has three boys and a girl.
Uncle Shaun has 5 boys. Oh, and my father’s sister,
Auntie Sally, has one set of boy twins and one set
of girl twins. But ― you won’t believe this ―
there’s just me in my family!”
Answer Key
1 B 3 B 5 B 7 C
2 C 4 B 6 A
Focus ➤

1Spotlight on Exams
31
3 “All of my friends really liked the new shopping
centre when we went there on Saturday, but I
wasn’t very keen on it really. OK, so there was a
good variety of shops and the prices weren’t too
expensive, but it was really busy and absolutely
huge! I was exhausted when I got home!”
4 “Introducing Teen Life ― the new teenage lifestyle
magazine! Apart from the latest fashions and
celebrity gossip, each week we’ll feature a
teenager who has done something different in
his/her life. We’ll have articles about teenage
inventors, teens with special talents and abilities
or even teenagers who have started successful
businesses. If you have a success story you would
like to see included, contact us on 020-8435093.”
5 “Greg and Mandy and I all used to hang out
together. Greg was my boyfriend. He was good-
looking, creative and fun to be with. Then Greg
and I had a fight. He started going out with Mandy
and she told a lot of lies about me. So Greg never
spoke to me again. I can’t believe she was so
dishonest!”
6 “ ‘I went for a job as a nursery school teacher but
they said they don’t take young men.’ Does this
sound like your problem? Don’t just forget about
it. The law is there to protect you. For help and
advice, call our helpline on 555 360 1936. We’re
here to help!”
7 “… and if you’ve just tuned in, you’re listening to
‘Chart toppers’ on Sparks Radio 92.3 FM… James
Blunt remains at the top of the UK singles and
albums charts whilst Daniel Powter is this week’s
highest new entry with ‘Bad Day’ going straight in
at number two…”
Reading
Reading for specific information
ñ Go through the headings (A-G) with Ss.
ñ Allow Ss time to read the texts.
ñ Select individual Ss to read out the answers.
Use of English
Answering multiple choice cloze
questions
ñ Explain the task, reminding Ss of the
importance of using contextual clues when
determining answers.
ñ Ss complete the task individually and then
compare answers with a partner.
ñ Read out the text.
ñ Ss check their answers.
ñ As an extension Ss ask and answer
comprehension questions in groups.
Writing
Writing a letter
ñ Ask a S to read out the extract.
ñ Elicit/Explain any new vocabulary.
ñ Check Ss’ understanding by asking questions:
What are you going to write? (a letter) Who is
the letter for? (my pen-friend Emma) What are
you going to write about? (my family/ask
questions about her best friend).
Hi Emma,
It was nice to hear from you and I’m glad
you told me about your family.
In my family we all get on well but, like
you, I have problems with my brother. He is a
menace. He is always playing tricks on me.
He’s always making noise too. My parents are
great though and they always help me with my
homework. My sister is very nice to me too.
She talks to me about fashion and boys and
things like that.
Anyway, you mentioned your best friend.
What’s she like? What does she look like?
Where did you meet? I’d love to hear about
her.
That’s all from me for now. Write back soon.
Love,
Mona
Focus ➤
Answer Key
1 B 3 C 5 A 7 C
2 A 4 B 6 D
Focus ➤
Answer Key
1 B 2 A 3 G 4 C 5 E 6 D
Focus ➤

32
Speaking
Role play
ñ Read out the prompts and explain/elicit that
the conversation will be informal as Ss are
talking to a friend.
ñ Ss work in pairs.
ñ Go around the class monitoring the task.
ñ Select individual Ss to act out their dialogues.
A: Oh, I know where you mean. It’s quite easy
to get there. Now all I have to decide is
what to wear. Are people going to be
dressed formally or casually?
B: I don’t really know. Just wear whatever you
want.
A: What are you going to wear?
B: I’ll probably wear my black trousers and a
shirt.
A: OK, in that case I think I’ll wear my blue
dress. What do you think?
B: Yes. That sounds great.
A: See you there, then!
B: OK. Bye.
A: Hi John. I’m really looking forward to your
party next week, but can you tell me what
time it starts?
B: Sure. Around 8 o’clock.
A: OK and how do I get there?
B: Well, first you make your way to Newtown
Road. There are a number of buses that go
there or you can take a taxi. Then you take
the second turning on the left just after
the supermarket into St Mary’s Road and
my house is number 33.
Focus ➤
Answer Key
1 1 trusting 6 patient
2 selfish 7 caring
3 loyal 8 mean
4 moody 9 dishonest
5 aggressive 10 jealous
2 1 shopping 6 grab
2 all-time 7 hit
3 brand 8 top
4 window 9 mobile
5 extreme 10 the great
3 1 have been saving 4 Are you going
2 Have you seen 5 have known
3 starts 6 gets
4 1 beautiful 4 talented
2 careless 5 resourceful
3 selfish
5 a) 1 after 4 forward to
2 up 5 down on
3 out for
b) 1 at 4 with
2 with 5 on
3 about
6 1 a 2 b 3 a 4 b
Progress Check 1 and Look at Module 2 should be done in one lesson.
1 Progress Check

Living & Spending 2Module
ñ Revise one or two points from the previous module
(e.g. friends, personal qualities, teen activities,
likes and dislikes, etc).
ñ Direct Ss’ attention to the title of the module
Living & Spending. Explain that in this module they
will learn about spending money, hobbies and
personalities, being responsible with money, etc.
Look at Module 2
can see on the page and what they think the unit might
be about).
Find the page number(s) for
Allow Ss time to browse through the module and find the
each one is and elicit simple information about each
item.
– a Literature section
– a Culture Corner
- an Across the Curriculum section
- a Going Green section
section is about.
…/Practise …/Write/Make …
As described in the relevant section in Module 1.
The Literature section is about an author and a
literature extract. This one (pp. 34-35) is about
Edith Nesbit and an extract from her novel The
Railway Children. Several activities are included to
stimulate interest and explore this piece of literature.
great British sporting events.
money matters and how to be responsible with your
money, a topic in Personal, Social and Health
Education (PSHE).
issues. This particular one (p. 41) deals with air
pollution at home.
a class enrolment form (p. 31)
(different sections that need to be filled in) What
are these different sections in the form? Why does
Andrew need to fill them in? What kind of answers
do you expect for each gap?
a postcard (p. 37)
(short pieces of writing such as thank-you notes, e-
mails, postcards, text messages, diary entries, etc)
Can you identify what each one of these notes is?
Which one do you use more often?
a sports centre advert (p. 33)
(an advert for a sports centre in a newspaper, on an
announcement board, in a magazine, etc) Where
could you see this advert? What does it advertise?
S2: A skier.
T: What might that have to do with the title of
the module?
S3: The text might be about hobbies.
Pic 2 (p. 29)
What does the picture show? How is it related to
the title of the text? What are the two teenagers
doing? Why is the girl so happy? What are the bags
behind them?
Pic 3 (p. 34)
What can you see in the picture? Who are these
people? How are they feeling? How is the picture
related to the train and the title of the text?
Pic 4 (p. 40)
What does the drawing show? What is the boy
doing? Look at the rest of the drawings on p. 40.
How are they related to the title of the article? Are
you responsible with your money?
33

34
Objectives
2 Reading Skills
a
Reading: a text about teenage shopping habits
(matching)
Skills ― scanning
Speaking: talking about spending habits (role play)
Vocabulary: words related to spending money
Writing: a short paragraph about you and money
Reading
ñ Direct Ss’ attention to the title and the first
paragraph of the article.
ñ Elicit/Explain what the title means and elicit
what they think the text is about.
ñ Play the recording and allow Ss time to read
through the text.
ñ Ss discuss their answers in pairs. Ask some pairs
to report back to the class.
a) ñ Explain the task and allow Ss time to match
the comments to the quotes.
ñ Monitor the activity. Ss compare answers
with a partner.
ñ Select individual Ss to present the sentences
to class.
b) ñ Elicit who they are most like and why.
ñ Select individual Ss to give their answers.
(Ss’ own answers)
3 Understanding new words
ñ Go through the Study Skills box with Ss and
elicit why it is important to guess the meaning
of a word from the context of a sentence rather
than using the dictionary (it helps to improve
your comprehension skills).
ñ Ask Ss to try and guess the meaning of the word
from the context only, then explain the words
in bold by giving a definition, synonym, etc.
ñ Select individual Ss to explain the words.
consumers: people who buy things for their
own use
retailer: shop owner/seller
catching up: reaching the same level as
something
digging deeper into their pockets: paying out
more money than usual
handing out: giving away
making ends meet: having enough money to
live on
resist: stop from doing something
survive: live; get by
student loan: money the government lends
students to pay for their studies
pocket money: money parents give children to
spend as they wish
household chores: routine jobs done around
the house
can’t afford to splash out: not having money
to buy luxuries, expensive things
shopping sprees: buying lots of things at the
same time
saving up: gradually collecting money by
spending less than usual
A lot of consumers enjoy buying things during
the sales.
The biggest retailers usually have shops in the
main city centres.
Most late developers will catch up with their
friends.
Prices are always going up and so I’m digging
deeper into my pockets just to pay for my
basic needs.
The government is handing out food packages
to needy families.
Both my mother and father have to work as
they have problems trying to make ends meet.
Focus ➤
Answer Key
1 F 3 B 5 E
2 A 4 C 6 D
Focus ➤
A: British teenagers spend their money on
clothes, mobile phone cards, sweets and
bus fares.
B: You’re right. They also spend it on computer
games, going out and magazines/books/
comics, etc.
Focus ➤

35
Vocabulary
4 Learning new vocabulary
a) Elicit/Explain the meaning of any unknown
words in the list. Ss answer the question.
b) Ss work in pairs and discuss the question. Go
around the class monitoring the activity. Then
ask some pairs to report back to the class.
(Ss’ own answers)
5 Using verbs related to money
a) ñ Explain the task.
ñ Allow Ss time to read through the items,
filling the gaps with the verbs they think are
correct. Check answers with the class by
asking individual Ss to present the
dictionary definitions to the class.
b) ñ Select individual Ss to answer the questions.
ñ Alternatively ask Ss to make exchanges in
pairs. Go around the class monitoring the task.
(Ss’ own answers)
Speaking
6 Asking and answering questions
ñ Ss, in pairs, take roles and ask and answer
questions using the text on p. 29.
Writing
7 Writing a short paragraph about
yourself
task by asking Ss: What are you going to write?
(a short paragraph) What is it going to be
about? (about myself and money) What do you
have to write about? (use prompts). Brainstorm
for ideas under the prompts given.
ñ Check their notes before Ss start writing.
ñ Select Ss to read out their paragraphs.
8 Revising
ñ Elicit the key skills/vocabulary learned in this
lesson.
ñ Ss close their books and tell their partners.
ñ Ask some Ss to present their ideas to class.
Focus ➤
I get £50 altogether each week. My parents
give me £20 and I get another £30 from my
part-time job. I usually spend some of my
money on going out, especially to the cinema.
I’m a real movie fan. I manage to save some
each week so I think I manage my money quite
well. At the moment I’m saving up to buy an
MP3 player.
Focus ➤
A: How much money do you get, Josh?
B: I get £15 a week.
A: What do you spend it on?
B: Things like CDs, computer games, comics
and going out. What about you, Hayley?
A: Well, I get £70 a week and I spend my
money mainly on snacks, bus fares, going to
the gym and going out. etc
Focus ➤
Answer Key
1 pay 4 save 7 earn
2 lend 5 waste
3 borrow 6 cost
Focus ➤
ñ clothes and accessories
ñ going out
ñ magazine/books/comics
Focus ➤
If I like a particular top or skirt, I can’t resist
buying it in several colours.
I can’t survive on less than £20 a week!!
My parents aren’t rich so I’ll have to have a
student loan at university.
Most parents give their children pocket
money every week.
Many children have to do household chores
like washing the dishes and making the beds.
I can’t afford to splash out on new dresses
for each wedding I am invited to.
I always go on a shopping spree to buy things
for my birthday party.
I am saving up for a holiday abroad.
2aReading Skills

Words of Wisdom
2a Reading Skills
36
Objectives
b
Vocabulary: free-time activities & personalities
Reading: a dialogue about hobbies (matching)
Skill ― reading to identify appropriate response
Speaking: acting out a dialogue about hobbies;
enquiring about/expressing preferences; suggesting,
replying; acting out a dialogue enrolling for a
class
Listening: completing a form (gap-fill)
Skill ― listening for specific information
Vocabulary
1 Presenting and practising vocabulary
related to free-time activities
activities.
ñ Ask Ss to pair activities with the right verb.
ñ Brainstorm with Ss for more activities.
2 Making sentences about hobbies and
personalities
adjectives. Read out the examples.
ñ Elicit sentences from various Ss around the class.
Everyday English
3 Enquiring about/expressing
preferences
ñ Ss close their books.
ñ Elicit/Explain how someone can enquire about
or express a preference.
ñ Ss open their books and use the language in the
box to discuss hobbies in pairs.
ñ Walk around the class monitoring the task.
ñ Ask some pairs to act out part of their discussion
for the class.
A: Would you rather go snowboarding or play
football?
B: I prefer to play football because I like team
sports. etc
Focus ➤
gardening: cautious, creative, relaxed, quiet,
sensitive, imaginative
white-water rafting/skydiving/snowboarding:
adventurous, brave, outgoing, active, strong
fishing: cautious, strong, relaxed, quiet
martial arts/archery: fit, strong, determined
football/tennis/aerobics: fit, strong, outgoing,
sociable, determined, active
board games: creative, cautious, quiet, sociable,
reserved, imaginative
Cautious people enjoy gardening, fishing or
playing board games.
Creative people enjoy gardening, martial arts
or playing board games.
Fit people enjoy martial arts or football. etc
Focus ➤
do: gardening, martial arts, aerobics, archery,
(weightlifting, track and field events)
play: football, tennis, board games, (baseball,
basketball)
go: white-water rafting, fishing, skydiving,
snowboarding, (walking, climbing)
Focus ➤

Reading
4 a) Predicting the content of a
dialogue
ñ Read out the six sentences.
ñ Allow Ss time to understand their meaning.
ñ Elicit suggestions as to what the dialogue is
about.
b) Reading to understand structure,
sequence and content
ñ Ask Ss to read the gapped dialogue, then
allow Ss time to complete the task.
ñ Play the recording for Ss to check their
answers. Then choose various pairs of Ss to
read out the completed dialogue.
c) ñ Elicit the meaning of the words in bold. Ask
Ss to try and guess the meanings of the
words from the context before using their
dictionaries and giving a definition, example
or a synonym.
ñ Select individual Ss to answer the question.
5 Role play
ñ Ss take roles and read out the dialogue in
closed pairs. Then ask some pairs to read out
the dialogue in front of the class.
ñ As an extension write the following dialogue
plan on the board.
ñ Ss work in pairs and use the plan to act out
similar dialogues.
ñ Ask various pairs to present their dialogue to
the class.
A: Hi John. Where are you off to?
B: Oh I’ve got aerobics class tonight. Fancy
coming along?
A: Me? Aerobics class? I don’t think so.
B: Not extreme enough for you, I suppose!
A: That’s right.
B: By the way, how did the skydiving go?
A: Great. I’ve got a few bruises but I just love
it! It’s such an amazing sport!
B: And so what’s next … learning to fly a
plane?
A: No, but I’m going white-water rafting this
weekend.
B: Really? Where?
A: You know, the big river in the national park.
Why don’t you come along? We’ll have a
great time.
B: Me? No way! I’d rather swim with sharks
than down a river in a rubber boat.
A: Well, why not just come and watch then?
B: I suppose I could. I know ― I’ll bring my
camera.
A: Yeah. You could get some great shots.
A
Greet and ask
where going.
Refuse.
Agree.
Say how you like
activity.
Name activity.
Give location &
invite.
Invite to watch.
Agree/Make
closing remarks.
B
Name class & invite.
Suggest reason for
refusal.
Ask about recent
activity.
Ask about next
activity.
Ask where.
Refuse in exaggerated
manner.
Agree & suggest
bringing camera.
Say goodbye.
Focus ➤
bruises: injuries that look like purple marks
on your body
come along: come with, as well
action shots: photos of something in motion
Jake likes extreme sports such as white-water
rafting and snowboarding.
Suzy likes going to art classes and taking
photographs.
Answer Key
1 C 3 A 5 D
2 E 4 B 6 F
Focus ➤
I think that the dialogue is about different
activities teenagers do in their free time.
Focus ➤
37

6 Learning idioms
ñ Allow Ss time to check in the Word List.
ñ Brainstorm for similar idioms in Ss’ L1.
Listening
tapescript
Elicit/Explain the meaning of the word
enrolment (the act of signing up for a course or
class). Ask Ss to guess the answers for each gap.
Play the recording. Ss listen and fill in the gaps.
Ss compare answers with their guesses.
TAPESCRIPT
A: Good morning. How can I help you?
B: Hi. I’m interested in taking some classes at the
community centre, please.
A: Ok, that’s great. Have you been to the centre before?
B: No, actually it’s my first time.
A: Right. Well, I’ll just take down some details from
you then. Could you give me your name, please?
B: Sure. It’s Andrew Barlow.
A: Is that B-A-R-L-O-W?
B: Yes, that’s right.
A: And could I have a contact number, please? Your
mobile telephone number if you have one.
B: Yes, certainly. It’s 0789 8756540.
A: … 8-7-5-6-5-4-0. Thank you. Now… which classes
are you interested in?
B: Well… do you have a list of what’s available?
A: Sure. Here it is. Have a look. Take your time.
B: Oh, thanks a lot. Wow, there’s a lot to choose
from. I don’t know where to start!
A: Well… maybe I can help. What kind of activities do
you like most? Are you the sporty type or do you
prefer more relaxed hobbies?
B: Well, I’m quite keen on taking up some kind of
sport.
A: Ok … well, there’s basketball. We’ve got a brand
new court at the back of the centre.
B: Hmm … sounds good but I think I’d prefer
something a bit more unusual.
A: What about kick boxing? We’ve got a really great
teacher this year.
B: Oh yes, that sounds interesting. I’ll go for that!
A: Right… kick boxing it is then! There’s a class
starting on 3rd September and another one on 28th.
B: The 3rd would be fine. How much do the classes
cost?
A: They’re £35 for 10 classes.
B: Oh, that’s a really good price.
A: Yes, all of our classes are really good value.
B: Do I pay now?
A: No, you pay on the 3rd when the class starts. Just
one last question for you, Mr Barlow. Where did
you hear about the classes at the centre?
B: Oh, I saw them advertised on a poster.
A: … on a poster … ok, that’s all for now then. See
you on the 3rd!
B: Ok. Thanks a lot!
A: You’re welcome.
Speaking
8 Enrolling for a class
ñ Direct Ss’ attention to the information in the
box and the example.
ñ Draw the dialogue plan on the board.
Focus ➤
Answer Key
1 Barlow 3 kick boxing 5 35
2 875 6540 4 3rd 6 a poster
Focus ➤
I think the form is for enrolling in a class.
1 surname
2 phone number
3 name of class
4 day/date
5 a number
6 a place or thing that has adverts
Focus ➤
Answer Key
1 cool 2 straight 3 joke
Focus ➤
B: OK. Well, I’d better get going. I’ll call you
about it later.
A: OK. Bye.
38

39
ñ Ask Ss to act out the dialogue using the plan.
ñ Ss may record each other.
Say it right
9 Choosing appropriate responses
a) ñ Ask Ss to look at the exchanges. Explain the
task.
ñ Allow Ss time to complete the task.
ñ Ss check in pairs.
ñ Ss listen to check their answers.
b) ñ Ask Ss to listen again to the recording
paying special attention to intonation and
word stress.
ñ Ss underline the stressed words.
c) Practising intonation for making
suggestions
Select pairs of Ss to read out the exchanges.
10 Revising vocabulary
ñ Allow Ss time to complete it.
ñ Brainstorm for more suggestions.
11 Consolidating the lesson
ñ Ss close their books and in pairs discuss what
they have learnt in this lesson.
ñ Ss make sentences with the new words/phrases
from the lesson and tell their partner. Go
around the class monitoring the task.
(Ss’ own answers)
Focus ➤
Fancy spending the afternoon together?
Would you like to come fishing with me?
How about going to the Da Vinci exhibition
tomorrow?
Fancy renting a DVD?
Focus ➤
Focus ➤
Answer Key
1 gym, along, really
2 cinema, tonight, love, really, can’t
3 shopping, afternoon, That, really, great
Answer Key
1 a 2 a 3 b
Focus ➤
…
B: It’s Nick Sutton.
A: Is that S-U-T-T-O-N?
A: Do you have a contact number?
B: Sure. It’s 0695786692. What classes are
available?
A: Are you the sporty type or do you prefer
something more relaxed?
B: I’m quite keen on taking up a sport.
A: Well, then there is aerobics, basketball or
kick boxing.
B: Kick boxing sounds good.
A: Ok. There’s a class that starts on 4th October.
B: Fine. Sign me up. How much does it cost?
A: It’s £40 for eight lessons.
B: That’s fine.
A: OK. We’ll see you on the 4th, then.
B: Great. Thanks. Bye.
A
Greet and ask to
help.
Ask for name.
Check spelling of
name.
Ask for contact
number.
Ask which classes
interested in.
Ask if sporty or
not.
Give list of
classes.
Give starting
date.
Give price.
Make closing
remarks.
B
Greet & express
interest in taking a
class.
Give name.
Confirm spelling.
Give phone number.
Ask what is available.
Respond.
Choose one.
Ask about cost.
Agree.
Say goodbye.

2 Grammar in Use
c
40
Objectives
Vocabulary: phrasal verbs with take; dependent
prepositions; words often confused; forming
abstract nouns
Grammar: -ing form/to-infinitive/infinitive without
to
Writing: a letter
1 a) Identifying -ing and infinitive
forms
ñ Allow Ss time to read the problem page
letter and reply.
b) Understanding grammar rules for
-ing and infinitive forms
ñ Direct Ss’ attention to the structures in
bold. Write them on the board.
ñ Elicit/Explain meaning of to-infinitive,
infinitive without to and -ing form.
ñ Direct Ss to the Grammar Reference section
and go through the rules with them.
ñ Ss complete the rules 1-7 with the appropriate
form.
2 Practising -ing and infinitive forms
ñ Go around the class monitoring the task. Ss
compare with their partners.
ñ Select individual Ss to present each sentence.
3 Revising -ing and infinitive forms
ñ Go through the verbs/phrases in the boxes.
ñ Select individual Ss to present the sentences.
4 Practising expressions with -ing/
infinitive forms
ñ Elicit the meaning of the structures.
ñ Select individual Ss to present it to the class.
5 a) Forming abstract nouns
ñ Go through the theory box with Ss.
ñ Brainstorm for more nouns.
ñ Allow Ss time to complete the task
individually and then compare answers with a
partner.
ñ Check Ss’ answers around the class.
ñ Ask individual Ss to report their answers to
the class.
Focus ➤
I look forward to going on holiday every year.
I can’t help laughing at David ― he is so funny!
I don’t mind working out each day. It keeps me
fit.
I can’t imagine living anywhere else. I really
like living in Kiev.
I can touch my toes if I really stretch.
Let me go first, please. I’m in a hurry.
I want to go to university when I leave school.
I don’t fancy going to Dublin in the winter.
Focus ➤
1 hates sailing.
2 enjoys working long hours.
3 wants to be alone.
4 likes to be on time.
5 don’t mind eating Chinese or Indian food.
Focus ➤
Answer Key
1 helping 6 playing
2 reading, watching 7 go
3 finish 8 cry
4 saying 9 to see
5 to do 10 to go
Focus ➤
Answer Key
1 -ing form
2 –ing form
3 infinitive with to
4 infinitive without to
5 –ing form
6 infinitive with to
7 infinitive without to
Focus ➤
Answer Key
Andrew needs a job because he doesn’t have
enough money.
Claire suggests that he does odd jobs for his
neighbours.
Focus ➤

2cGrammar in Use
41
b) Practising abstract noun formations
ñ Ss use their dictionaries.
ñ Allow Ss time to complete the task. Ss
ñ Check answers around the class.
ñ Select individual Ss to present answers to
the class.
6 Practising phrasal verbs
ñ Explain that each sentence can be completed
with a phrasal verb from the diagram.
ñ Ss complete the task individually.
ñ Check Ss’ answers eliciting the meaning of each
phrasal verb.
ñ As an extension ask Ss to choose a phrasal verb
and draw a picture to illustrate its meaning. Play
in teams. Ss from each team show their drawing
in turn. The other team guesses what the phrasal
verb is.
7 Revising dependent prepositions
ñ Direct Ss’ attention to Appendix 1.
ñ Ss make sentences about themselves using
prepositions.
8 Learning words often confused
ñ Allow Ss time to read through items 1-4
underlining the word that they think is correct.
ñ Ss check in the Word List to see if their answers
are correct.
ñ Check Ss’ answers and elicit/explain the
meaning of the distractor.
ñ Ss make sentences using the distractor.
1 I’m going to charge this new dress to my
credit card.
2 Can I exchange this dress for a smaller size,
please?
3 I am in debt.
4 People who earn wages are often paid an
hourly rate.
Answer Key
1 owe 2 change 3 broke 4 salaries
Focus ➤
1 I’m crazy about my girlfriend. She’s
beautiful!
2 I’m brilliant at playing tennis.
3 I’m interested in buying a cottage in the
country.
4 I’m terrible at singing.
5 I’m fond of my little sister.
6 I’m not keen on Physics and Chemistry.
7 I’m proud of mother’s baking skills.
Answer Key
2 at 4 at 6 on
3 in 5 of 7 of
Focus ➤
Answer Key
1 take over 4 takes after
2 take up 5 Take off
3 take (you) out 6 take (your clothes) in
Focus ➤
2 Some people believe that private schools
provide the best education.
3 My stamp collection has 5,000 stamps.
4 My grandma hates her dependence on others.
5 You should be proud of your achievement.
6 I like Paul’s suggestion the best. It’s the
most sensible way to do it.
7 After the car accident, he made a slow
recovery.
8 The agreement was signed on July 1st, 1997.
Answer Key
2 education 6 suggestion
3 collection 7 recovery
4 dependence 8 agreement
5 achievement
Focus ➤
Answer Key
1 action 4 selection
2 competition 5 accommodation
3 excitement

2c Grammar in Use
42
ñ Read out the rubric, stressing that the second
sentence must have the same meaning as the
first and that Ss must not use more than five
words.
ñ Do the first item with Ss. Ss complete the task
individually.
ñ Check Ss’ answers on the board.
Writing
10 Writing a letter about a problem
ñ Ss read the rubric.
ñ Check comprehension of the task by asking Ss:
What are you going to write? (a short letter) What
will it be about? (it will be about a problem).
ñ Allow Ss time to brainstorm for ideas and organise
sentences. Remind Ss of the characteristics of
letter writing. Direct Ss to the model on p. 32.
ñ Check Ss’ answers. Then Ss swap papers and
write a response again using the response on
p. 32 as a model.
Dear Claire,
My mother is always going through my
things. Every time she cleans my room she
looks in my drawers and reads my letters. She
even puts my stuff away in the wrong place.
What can I do? Please help!
Tracey, 15, London
Dear Tracey,
Why don’t you clean and tidy your own
room? Then your mother won’t have to go in
there. You could also try talking to her and ask
her to respect your privacy. Let me know how
you get on!
Focus ➤
1 is crazy about
2 can’t afford to go
3 would rather go out than
4 not keen on going
5 looking forward to seeing
Focus ➤
Objectives
2 Literature
d
Vocabulary: phrasal verbs; adjectives describing
character
Reading: a short biography, an extract from The
Railway Children (multiple choice)
Skills ― reading for gist and detailed comprehension
Writing: a diary entry
1 Identifying genre
ñ Direct Ss’ attention to the picture and the title.
ñ Ask Ss to pay particular attention to the people’s
clothes.
ñ Ask the question in the rubric.
ñ Direct Ss’ attention to the biography.
ñ Ss check their guesses against the facts in the
biography.
ñ Allow Ss some time to read the first sentence of
each paragraph. Ss guess what the extract is
about.
ñ Play the recording. Ss listen and read to check.
The extract is about the three children and
their parents. It describes them and the
relationship between them. It also describes
their lifestyle and prepares the reader for the
event that changed their lives.
Focus ➤
I think the story took place about a hundred
years ago in the early 1900s.
Focus ➤

43
ñ Direct Ss’ attention to the Study Skills box.
ñ Allow Ss time to read the text carefully and
answer the multiple choice questions.
ñ Check answers with Ss in class.
4 a) Introducing vocabulary
ñ Ask Ss to try to guess the meaning of the
words from the context before checking in
their dictionaries.
ñ Ss then explain the words in bold using their
dictionaries by giving synonyms, explanations,
antonyms or examples.
b) Matching phrasal verbs to meanings
ñ Ss match phrases individually and then
As the youngest of seven children, he grew up
very fast.
He made up lots of new recipes for his
restaurant.
She is still getting over mumps.
Answer Key
grew up ― became an adult
made up ― invented
getting over ― recovering from
went off ― exploded
turned out ― proved to be
Focus ➤
bang: a loud noise
I’m just an ordinary person.
My house is in a suburban street.
My roof is tiled with red, clay tiles.
Who’s ringing the church bells?
Our house has French windows at the back.
The estate agents will sell our house for us.
None of my friends are dull.
She read a poem aloud to her friends.
When we move into our new house we will
enjoy refurnishing it.
When I was six years old I had mumps.
The children played quietly in the nursery.
I’ve got heaps of homework tonight.
Merry Christmas to everyone.
Don’t be cross with me. I didn’t mean to do it.
It is unjust to punish the whole class if only
one student is naughty.
I can’t wait for winter to be over and done with.
I had a dreadful nightmare last night.
I like making model aeroplanes.
This house is full of charm.
The battery only lasted for one week.
His inexperience meant that he was not very
good at his job.
His intentions were clear. He wanted to be the
boss of the company.
There was a big bang and the car stopped in
the middle of the road.
ordinary: plain; usual
suburban: from an area outside the city centre
where people live and do not usually work
tiled: covered with tiles (flat, square pieces of
dried clay)
bells: devices that make a ringing sound used
to get attention or give a signal
French windows: pair of glass doors usually
leading to a garden
estate agents: people whose job it is to sell
houses and land
dull: boring
aloud: speaking out loud
refurnishing: putting of new furniture into a
house
mumps: a childhood illness where your face
and neck swell up
nursery: a room in a house where children
play and/or sleep
heaps: a lot, many
merry: very happy
cross: a little angry
unjust: unfair
over and done with: finished; ended; no more
dreadful: awful
model: a smaller but exact copy of something,
e.g. plane, train
charm: to be pleasant/attractive/likeable
lasted: existed for a period of time
inexperience: lack of skills or knowledge of
something
intentions: an idea or a plan of what you want
to do in the future
Focus ➤
Answer Key
1 C 2 D 3 D 4 C 5 B
Focus ➤
2dLiterature

2d Literature
44
5 Understanding phrases
ñ Complete the first item with the class to
demonstrate the task.
ñ Explain that a good way to check what the
words refer to is to replace the underlined
phrase with the word(s) or phrases Ss think it
refers to. If the sentence makes sense, then
the answer is probably correct.
6 Describing a character’s personality
Go through the list of adjectives and elicit
meaning. Conduct the activity as a class
discussion, inviting individual Ss to give their
opinions and state their reasons.
7 Writing a diary entry
ñ Ss read the rubric.
What are you going to write? (a diary entry)
What will it be about? (Peter’s account of the
day of the incident with the engine).
ñ Select Ss to read out their diary entries.
A dreadful thing happened today just three
days after my birthday ― my brand new model
train blew up. It really frightened the dog. He
ran off and hasn’t come back yet. He was so
scared. I can’t believe it, my perfect little
engine is destroyed and all my Noah’s Ark
people are smashed to bits. I am really upset. I
tried not to cry but I couldn’t help myself.
Everyone asked why my eyes were red but I
told them I had got a cold.
Focus ➤
The mother is reliable and loving because she’s
always there to help the children with
homework and everything they need. She is
creative and imaginative because she writes
stories and poems for the children. She is also
funny because she writes funny poems for them.
The father is fair because he is never unjust
with the children. He is also funny and
creative because he comes up with funny
reasons why he doesn’t want to play a game
with the children. He is loving because he
cares about their feelings and wants them
always to be happy.
The children’s mother is loving, reliable,
creative, imaginative and funny. (lines 18-28)
The children’s father is fair, loving, funny and
creative. (lines 34-39)
Focus ➤
‘every modern convenience’: any modern
appliance/invention which can be used in a
house ― all the mod cons
who meant extremely well: who tried hard to
do good but didn’t always succeed
paying dull calls: to visit someone who is dull
its charm lasted in its full perfection: it was
perfect and delightful
broken to bits: broken into tiny pieces
darken their lot: make their life miserable
Focus ➤
When the fireworks went off, we heard a big
bang.
It turned out that the police had arrested the
wrong man.

Objectives
2 Writing Skills
e
45
Reading: short messages (matching)
Skills ― reading for gist and detailed understanding
Writing: writing short messages
1 Identifying short messages
ñ Read the rubric aloud.
ñ Ask various Ss to answer the questions.
2 a) Understanding the purpose and
form of short messages
ñ Read out the theory box.
ñ Explain any points that Ss might have
difficulty with.
b) Analysing the structure of short
messages
ñ Allow Ss time to read the note.
ñ Read out/Explain the first example.
ñ Ss complete the task consulting the theory
box.
3 Practising language for short notes
ñ Read out the first example to the class.
4 Identifying short messages
ñ Direct Ss’ attention to the information box.
ñ Select Ss to read out the different extracts.
ñ Elicit which words/symbols were helpful.
5 Revising and using abbreviations
ñ Allow Ss time to complete the first part of the
exercise. Ss use the expressions to fill in the
gaps in the note.
ñ Select a S to read the note.
6 Identifying key words in a rubric
a) ñ Explain the task.
ñ Read out the note and elicit the key words
from Ss around the class.
Key words: Luke gone out, boots, What time
you back, Dad’s birthday dinner at 7, Leave
mum, reply, thanks, when back
Focus ➤
Answer Key
1 E 2 C 3 D 4 B 5 A
1 etc 2 e.g. 3 asap 4 P.S.
Focus ➤
A 6 thanks,
B 3 email addresses (@, com, mail)
C 4 sorry
D 1 Don’t forget
E 5 2, 2nite, u, ☺
F 2 14, Church Lane, Aylesbury
Dear Sally, Having great time here
Focus ➤
6 Got a new Saturday job. I’ll tell you when
I see you.
7 Gone to supermarket. Back soon.
8 Looking forward to our trip next month.
9 Sorry (I) didn’t call you yesterday. I’ll call
you tonight.
10 John’s buying (the) tickets for Saturday’s
match.
2 (I) Can’t come tonight ― no money.
3 Back late tonight.
4 Meeting in front of theatre at 8.
5 Your food’s in the fridge.
Focus ➤
Answer Key
2 abbreviations 5 informal linker
3 present participle 6 short form
4 imperative
Focus ➤
Focus ➤
I last wrote a written message when I left a
note for my mother on the fridge. It said that I
was going to be late home as I had hockey
practice after school.
Focus ➤

2e Writing Skills
46
b) ñ Allow Ss time to read and make a
judgement about the response.
ñ Ss judge the length, content, style, etc.
ñ Go around the class monitoring Ss’ comments.
7 Writing a short message
ñ Explain the task. Ss read the rubric.
ñ Ss compare answers with other pairs.
ñ Select pairs to discuss their work in class.
8 a) Understanding the rubric
ñ Direct Ss’ attention to the rubric and the note.
ñ Select an individual S to read out the note.
ñ Allow Ss time to find the key words and
reply to the note.
ñ Read aloud the prompts, then ask Ss
questions: What are you going to write? (a
note) Who is going to read it? (My sister)
What style are you going to use? (informal
style) What information are you going to
include? (reason I can’t make shopping trip
and suggestion to meet later).
b) Writing, checking/editing a short
note
ñ Go through all the points with Ss.
ñ Allow Ss time to write a note. Go around the
class monitoring Ss work.
ñ Ss swap notes with their partners and edit
each other’s work using the Study Skills box.
9 Writing short notes
ñ Read out the prompts. Allow Ss time to make
their choices and write their notes.
ñ Alternatively, assign the task for HW.
1 Dear Sarah,
Having great time in Brighton. Going
shopping and seeing the sights. Just love
the place. Wish you were here! Will take
lots of photos to show you when I get back.
Love,
Mark
2 To: Gill@hotmail.com
From: Sueblue@hotmail.com
Hi! Just started at Leeds University.
Fabulous city with great shops and clubs.
Think I’m going to like it here! How about
coming to stay one weekend? Let me know
asap (as soon as possible).
Love,
Sue
3 Mum & Dad
Gone to cinema with Fred. Be back at 6.
Didn’t have time to walk Dodo. Would you
walk him, please?
Thanks.
See you later.
Emma
Focus ➤
Hi Katie
Sorry can’t come shopping today. Have lots of
homework to do. How about meeting later in
front of cinema at 6?
Love,
Emma
Focus ➤
Key words: note, Emma, reason can’t go
shopping, suggest meet later, where, shopping,
Katie, 25-35 words
1 a note
2 Katie
3 informal
4 reason can’t go shopping and meeting place
Focus ➤
Hi Mum
Thanks for buying my boots. Will be home at
6.30.
Don’t worry, I haven’t forgotten Dad’s birthday.
See you later!
Luke
Focus ➤
The answer is too long.
It includes all the correct information but it
should begin ‘Dear/Hi Mum’.
The style is too formal and there are no
contractions. It should be much shorter and
have a friendlier ending.

2Culture Corner
47
Objectives
Vocabulary: British sporting events
Reading: texts about four British sporting events
(matching)
Skill ― reading for specific information
Writing: a short article about famous sporting
events in your country
Speaking: talking about a sporting event
(monologue ― role play)
ñ Direct Ss’ attention to the picture and the
titles.
ñ Explain/Elicit meaning of any difficult words.
ñ Ask Ss to think of a question for each event.
ñ Ss try to answer their questions.
ñ Play the recording. Ss listen and read. Elicit
whether their questions were answered.
a) ñ Ss read the questions carefully and scan the
texts for the information they need.
ñ Advise Ss to underline parts of the text
related to the questions.
ñ Select individual Ss to present their answers.
b) ñ Ss explain the words in bold by giving a
definition, synonym, miming, drawing, etc.
ñ Encourage Ss to guess the meaning of the
word from the context before using their
dictionaries to check their guesses.
ñ Elicit/Explain the meaning of any other words
in the text that Ss do not understand.
3 Revising vocabulary
ñ Allow Ss time to read the sentences.
ñ Explain the meaning of the distractors.
1 My dad is on the board of directors of a big
company.
2 The audience loved the performance very
much.
3 The rowers train very hard for the boat race.
Answer Key
1 presenters 3 competitors
2 spectators
Focus ➤
competitors: people taking part in a contest
extremely: very much
get out of breath: breathe very quickly and
with difficulty
take part in: be involved in
offers: gives
majority: most
raise money for charity: make money for
those less fortunate
race course: a place where horses run against
each other
presenters: people who introduce a TV
programme
comment on: talk about, give an opinion on
smart: fashionable
championship: a competition to find the best
player(s) in a sport
spectators: people who watch a sporting event
queue: wait in a line to be served/for your turn
compete: play against each other
Answer Key
1 B 2 D 3 C 4 A
Focus ➤
A When does it take place? (every spring)
B Why do people do it? (prize money, fun, to
raise money for charity)
C Where is it? (Berkshire)
D How long does it last? (two weeks)
Focus ➤

4 Making a presentation
ñ Ss choose one of the events A-D.
ñ Explain/Elicit the style and language a radio
presenter would use.
ñ Select four Ss to make their presentations in
front of the class.
5 Writing a short article about famous
sporting events in your country
ñ Brainstorm with Ss for sporting events in your
country. Write them on the board.
ñ Ss use the texts as models. Ss do the task.
ñ Alternatively you can assign the task as HW. Ss
can get information and pictures from the
Internet, magazines, newspapers etc.
One of Auckland’s most famous sporting events
is the Round the Bays fun run. Held in March
every year since 1972 and with 70,000 runners,
it is one of the world’s largest. It costs $15 to
enter but all the money goes to charity. It starts
at the city harbour and continues around 8.4
kilometres of coastal roads finishing at St
Helier’s Bay. Some of the most interesting
competitors are rugby teams, hospital staff
pushing hospital beds, firemen and parents
running with children in prams. Even members
of Greenpeace race in whale costumes!! After
the run people have barbeques at Madrill’s
Farm. Every runner gets a certificate. It is a
good day out and a lot of fun for all.
Focus ➤
Hi everyone! It’s Mike Legg here at the London
Marathon. Competitors are just lining up for
the start of this fantastic event. As always it’s
a race over 26 miles. You have to be pretty fit
to enter. There are over 40,000 people taking
part this year. Here at the starting line the
serious runners are on the left and those
raising money for charity are on the right.
Hello, they’re asking people to be quiet. …
And that was the starter pistol. There they go!
They’re off to a flying start.
Focus ➤
2 Culture Corner
2 Across the Curriculum – PSHE
48
Objectives
Reading: a quiz on money (comprehension)
Skill ― reading for detailed understanding
Speaking: expressing/enquiring about opinions,
expressing agreement/disagreement
Writing: a survey about Ss’ responsibility with
money; survey results
ñ Explain to Ss that PSHE is part of the English
National Curriculum. It is a broad topic that covers
personal matters, social and health issues. Ss and
teachers talk openly about topics such as
relationships, drugs, health for teenagers, etc. The
aim of PSHE is to make Ss more aware of important
issues in their lives. Ss learn about them by writing
poems, reports, booklets, surveys, etc.
ñ Introduce the topic of ‘Being responsible with your
money’ to Ss. Ss complete the questionnaire to find
out their attitude towards money.
1 Practising agreeing/disagreeing
ñ Direct Ss’ attention to the language box. Read
out the example.
ñ Ask Ss to debate each situation in the
questionnaire with their partners using the
language in the box.
ñ Select individual pairs to act out their exchanges.
2 A: Do you think you would tell your
friend he had paid you twice?
B: Of course! I wouldn’t want to take his
pocket money from him.
3 A: Don’t you think you should just ask
your mum for some extra money?
B: Certainly not! It’s my fault I spent all
the money at the arcade.
Focus ➤

2 Preparing a survey and writing your
findings
ñ Elicit/Explain the meaning of the word survey.
Explain how a survey is conducted (by asking a
specific number of people a number of
questions on a particular topic).
ñ Allow Ss time to come up with questions. Write
the questions on the board. Count how many Ss
answer Yes and how many answer No.
ñ Ss write a paragraph about the findings. Allow
Ss some time to write it or alternatively assign
the task as HW.
Survey
Most of the class seems to be really honest.
Only one person said that they wouldn’t return
a wallet if they found it in the street. On the
other hand, five people said they wouldn’t tell
the shopkeeper about the extra change and two
people said they wouldn’t tell the boss about
paying the extra day. However, most people
felt it was better to tell the boss to show their
honesty and perhaps be given promotion.
Name
1 ......
2 ......
3 ......
4 ......
1 ......
2 ......
3 ......
4 ......
1 ......
2 ......
3 ......
4 ......
Yes NoStatement
1 You find a wallet in the
street with an address
in it. Do you keep it?
2 A shopkeeper gives you
too much change. Do
you tell him?
3 You don’t work one
Saturday but your boss
still pays you. Do you
return the money?
Focus ➤
4 A: Don’t you agree that you should always
lend a friend money?
B: You are wrong there. If he/she doesn’t
pay you back, you might have an
argument and fall out.
5 A: Don’t you agree that taking the money
is the same as stealing?
B: That’s correct. You shouldn’t keep it.
6 A: Don’t you think that you should give
your mother back all her change when
you go to the shop for her?
B: Certainly.
2Across the Curriculum – PSHE
49
2Going Green
Objectives
Reading: a text about air pollution at home; a
quiz (comprehension questions)
Skill― reading for detailed understanding
Speaking: giving a talk about air pollution
1 Understanding air pollution
ñ Elicit/Explain the meaning of air pollution
(poisonous or dirty chemicals in the air).
ñ Read out the words and elicit/explain the
meaning of any unknown vocabulary.
ñ Ask Ss what they think causes air pollution.
ñ Play the recording. Ss follow the text in their
books and make a note of their answers.
ñ Allow Ss time to read the text. Ss answer the
questions.
ñ Select individual Ss to present their answers to
the class.
1 The air indoors is polluted by cleaning
products, dust, insect sprays, cigarette
smoke and steam from cooking.
Focus ➤
Air pollution is dirty air. It can be caused by
factories, cars, cleaning products, insect sprays,
fumes from cooking/cigarettes/paint.
Focus ➤

ñ Direct Ss’ attention to the words in bold.
ñ Elicit/Explain meaning of the words. Ask Ss to
give a definition, synonym, miming, etc of the
words, trying to guess their meaning from the
context without using a dictionary.
3 Completing a quiz
ñ Ask Ss to complete the quiz.
ñ Elicit/Explain any unknown vocabulary.
ñ Ss compare their answers/results with other Ss.
(Ss’ own answers)
4 Giving a talk about air pollution at
home
ñ Ss work in groups. Ss can consult the Internet,
magazines, books, etc to gather information. Ss
use the information gathered and from the text
and quiz to make notes and then use their
notes to complete the task.
ñ Alternatively you can assign the task as HW.
ñ Ss may record each other and comment on
each other’s talks.
Green Wisdom
Air pollution is dirty air. Dirty air-conditioning
filters can make places for dust mites and
mould to live. So clean them regularly. Also
when you are cleaning the house, always use
water-based cleaning products as they are less
polluting. In addition, if we spend less time
cooking heavy meals and make salads to eat,
we will not make so much air pollution in the
form of steam. What is more, smoking causes
air pollution as well as health problems so we
shouldn’t allow smoking in our homes. Also, a
pet’s bedding can add to the air pollution if it
is not cleaned regularly. Finally, the best and
easiest thing we can all do to have cleaner air
at home is to open all the doors and windows
2-3 times a day to let fresh air into our homes.
Focus ➤
Focus ➤
indoors: inside a building
paint: coloured liquid to coat a surface or
make a picture
insect sprays: chemicals used to kill insects
cool: not warm
traps: preventing from escaping
pollutants: gases and chemicals that pollute
dust mites: tiny creatures that live in small
particles of dirt
mould: bacteria that grows on old food or
damp surfaces
breathing problems: difficulty getting air in
and out of lungs
asthma: a lung condition that makes it
difficult to breathe
allergic: become ill when you come into
contact with a certain substance
dust: small particles of dirt
2 If we don’t allow fresh air into our houses
frequently then we trap pollutants.
3 Stale air can cause breathing problems such
as asthma especially for people who are
allergic to dust.
2 Going Green
50

2Spotlight on Exams
51
Reading
ñ Allow Ss time to read the text.
ñ Ss complete the multiple choice task.
Use of English
Using word derivatives
ñ Read out the text.
Writing
Writing a letter to a pen-friend
ñ Check Ss’ understanding by asking questions:
What are you going to write? (a letter) Who is
the letter for? (my pen-friend Matt) Why are
you writing? (to tell him about my hobbies and
ask 3 questions about pocket money).
Listening
ñ Select individual Ss to read out the answers.
TAPESCRIPT
Interviewer: I asked some people about what kinds of
sporting events they enjoy. Here’s what they had to say:
Speaker 1: My boyfriend always wants to stay in and
watch sports events on TV. It’s really annoying because
I find watching sport really boring.
Speaker 2: I usually watch sports events in the pub
with my friends when something important is on. The
atmosphere’s just not the same when you watch it by
yourself!
Speaker 3: I go to a major sporting event at least once
a year. The tickets can be a bit expensive but they are
usually worth every penny!
Speaker 4: I’m a really active person and play quite a
lot of sport. I sometimes watch sports events, on TV for
example, but I’d rather be out there doing it myself!
Speaker 5: I love watching sports. My girlfriend thinks
I’m really boring but I always stay in and watch if
something important is on.
Speaking
Practising informal conversations ―
discussing options and making a joint decision
ñ Read out the options.
ñ Go through the conversation plan with Ss
explaining the process.
Focus ➤
Speaker 1 2 3 4 5
Comment D E C F A
Answer Key
Focus ➤
Dear Matt,
Thanks for your last letter. How’s your new
baby sister?
You asked about my hobbies. Well, I’m not
really into sports. I prefer quieter pastimes
like stamp collecting. As a matter of fact, I
have a huge stamp collection ― over 5,000
stamps. Most of my stamps are from America
but I also collect Australian stamps.
Helping your mother and father is a good
way to earn money. Do you get other pocket
money, too? How much pocket money do you
get a week? What other jobs do you have to do
to earn it? I have to earn all mine.
Write again soon.
Love,
Rose
Focus ➤
Answer Key
1 enjoyable 5 usually
2 expensive 6 shiny
3 working 7 excitement
4 really 8 generously
Focus ➤
Answer Key
1 C 2 B 3 D 4 C 5 D 6 C
Focus ➤

52
ñ Select individual Ss to present their dialogue to
the class.
A
Introduce topic
& 1st option.
Ask for another
option.
Reject 2nd option
& suggest 3rd
option.
Agree on 4th
option.
B
Reject 1st option and
give reason.
Suggest 2nd option.
Reject 3rd option &
suggest 4th option.
Agree.
2 Progress Check
Answer Key
1 1 lend, pays 4 borrow 7 earn
2 cost, afford 5 cash
3 save, spent 6 waste
2 1 sporting 6 thank-you
2 start 7 text
3 pocket 8 student
4 household 9 credit
5 extreme 10 action
3 1 watching 4 help
2 playing 5 writing
3 to come 6 to go
4 1 collection 4 Relaxation
2 suggestion 5 recovery
3 amazement
5 a) 1 up 3 out 5 off
2 after 4 over
b) 1 at 3 in 5 on
2 about 4 of
6 (Suggested Answer Key)
1 I’m busy tonight.
2 be great.
3 don’t think he does./disagree.
4 do. His marks are good.

Schooldays & Work 3Module
53
ñ Revise one or two points based on you and your
favourite free-time activities. Think about what
type of person you are, what you are like and how
you enjoy spending your free time.
ñ Direct Ss’ attention to the title of the module,
Schooldays & Work. Explain that throughout the
module they will learn to talk about different types of
schools found around the world, how life is different in
each and what jobs will be available to them later in
life.
Look at Module 3
In order to stimulate interest amongst the Ss, direct
their attention to the picture on p. 45. Ask them to
identify which page from within the module each
picture can be found and discuss what each picture
represents.
Find the page number(s) for…
Allow Ss time to browse through the units and find the
item.
section is about.
literature extract. This one (pp. 52-53) is about Anton
Pavlovich Chekhov and an extract from his short story
The Darling. Several activities are included to
American High Schools.
a school situation in Brazil as part of a child’s right
to a free education, a topic in Citizenship.
The Going Green section looks at green issues. This
one (p. 59) refers to endangered species and asks for
specific information about animals in my country.
a CV (p. 55)
(a summary of your background and skills
necessary to obtain a job) Who needs a CV? What
information should be included?
a cartoon (p. 56)
(a graphic showing a funny situation, often with a
caption) Why do people write cartoons? What are
they based on?
a diagram (p. 57)
(a plan or drawing designed to demonstrate or
explain how something works) What kind of
information can be shared in a diagram? Why would
you use a diagram?
a biography (p. 52)
(a factual article about a person) Who would write
a biography? Who would read a biography? What
information should be included?
T: What do you see in picture 1?
S2: A boy, at a desk, writing in a book.
T: Where do you think he is from? etc
Pic 2 (p. 57)
What do you see in the picture? What is the lady doing?
What do you notice about her? What country is this?
Pic 3 (p. 47)
Where are these people from? Where do you think
they are? What are they doing? Do you notice
anything special?
Pic 4 (p. 48)
What do you see in this picture? Do you notice
anything special about each person? Where could
these people be from? What are they doing?

Objectives
3 Reading Skills
a
Vocabulary: types of schools & school life
Reading: text about schools around the world
(matching; multiple choice cloze)
Skills ― skimming
― reading for detailed understanding
Speaking: acting out an interview (role play)
Writing: a short article about your school
Vocabulary
1 a) Matching types of schools with
descriptions
ñ Read out the title, Types of schools & school
life. Discuss what this means and what you
will be reading about.
ñ Go through the six prompts and clarify any
necessary definitions.
ñ Draw Ss’ attention to the six following
descriptions. Read each one through with
the Ss.
ñ Explain the task and allow Ss time to
complete the work individually.
b) Identifying true statements
ñ Go through each of the statements with the
class.
ñ Explain/Elicit the meaning of any new
vocabulary.
ñ Ask Ss to identify which of the statements
are true for their own school situation.
ñ In pairs, allow Ss to discuss which of the rules
they would like to change and explain why.
ñ Review the example with Ss prior to beginning
the task.
(Ss’ own answers)
Reading
2 Matching headings to text
ñ Ask Ss to focus on the six prompts offered as
headings.
ñ Read these together and explain they will
match these to the paragraphs in the article.
Ask Ss to read the article again.
ñ Tell Ss to identify and underline key words/
phrases in the text that may help them match
the appropriate heading to each paragraph.
ñ Allow Ss time to complete the task and check
the answers together.
3 a) Gap-filling
ñ Go through the Study Skills box with Ss,
reminding them there is one correct answer
for each question.
ñ Encourage Ss to try each word if they are
unsure and select the best answer.
ñ Allow Ss time to complete the task and
advise them to read the article again after
they have completed the task in order to
ñ Review with the class to check for accuracy.
b) Eliciting meaning from text
ñ Play the recording for Ss to check their
answers and follow the text in their books.
ñ Focus Ss’ attention on the words in bold
throughout the text. Ss explain the meaning
of each word by giving a synonym, example
or explanation before checking in their
dictionaries and use them accordingly in
sentences. Ask various Ss to share their
sentences with the rest of the class.
Focus ➤
Answer Key
1 D 3 D 5 A 7 A
2 B 4 C 6 B 8 C
Focus ➤
Answer Key
A Schools of Every Shape and Size
(The different types of schools)
B To and From School
(The distance some kids travel to school)
C Studying Hours
(Different school hours)
D School Rules
(Different school rules)
E Education or No Education
(The lack of schools in some countries)
Focus ➤
Focus ➤
Answer Key
1 F 2 D 3 A 4 E 5 B 6 C
Focus ➤
54

4 Recalling information from text
ñ With a partner Ss close their books and recall
facts from the text.
ñ Explain to Ss they should each take a turn
telling one fact about a school around the
world from the text.
ñ Monitor progress around the class and offer any
assistance where necessary.
Speaking
5 Acting out an interview/Questions
and Responses
ñ Allow Ss time to prepare their interview questions.
ñ Place Ss in pairs and monitor their progress
around the room.
ñ Offer assistance when necessary.
Writing
6 Writing an article
ñ Explain the task. Review the prompts with the
class and suggest they make notes on each point
before beginning to write the article. Brainstorm
for suggestions on how to begin their article.
ñ Allow Ss time to complete their writing and
swap with a partner for peer correction.
ñ Alternatively, you can assign the task as HW.
Words of Wisdom
My school is a co-educational state school. We
study all the usual subjects such as Maths,
Science, History, Geography, Russian and
English. Most of the students live nearby and
come to school on public transport. The school
day usually starts at 8:30 am and finishes at
2:30 pm and we eat our lunch at school. There
are rules, but they aren’t that strict. Students
must respect each other and school property for
example, and we don’t have to wear a uniform.
Focus ➤
A: Hello, we’re making a TV programme about
schools in Russia. Could you tell me about
your school?
B: Yes, of course. What would you like to know?
A: When does school start?
B: School starts at 8 am.
A: And how do you get to school?
B: I go on public transport. It takes 20 minutes.
A: Do students wear a uniform?
B: No, we can wear what we like.
A: Are there rules in your school?
B: Yes, of course, but they are not that strict.
etc
Focus ➤
At Eton College in England, students wear
uniforms. It takes a long time for Japanese
children to get to school on public transport. etc
Focus ➤
dread: not to look forward to sth; to fear sth
invented: created; came up with
training: the process of learning skills for a
particular job
skills: knowledge and/or ability to do sth well
unusual: uncommon, strange
public transport: means of travelling available
to the public, e.g. bus, train, metro, etc.
attend: be present; go regularly (school)
strict: compulsory (rules)
smart: well-dressed
old-fashioned: not modern
uniform: set of clothes worn for work or school
participate: join in, take part
I dread the cold winters.
John Logie Baird invented the first television.
Training is important at a circus school.
The skills students acquire at school can help
in later life.
I find schools only for boys or girls unusual.
Buses are the cheapest form of public transport.
I attend school five days a week.
My teachers are quite strict.
People at weddings usually wear smart clothes.
My grandfather is very old-fashioned and still
wears a hat.
I have to wear a uniform at school.
It is important for people to participate in
sports.
3aReading Skills
55

Objectives
56
b
Vocabulary: jobs
Reading: a dialogue (comprehension questions;
ordering; matching)
Skills ― predicting
― reading for gist & specific information
Listening: an interview (gap-fill)
Speaking: asking about and expressing wants and
intentions; acting out an interview; giving and
reacting to news
Vocabulary
1 Expanding vocabulary
ñ Draw Ss’ attention to the job categories (1-9)
and review the types of jobs already listed.
ñ Explain the task to Ss and allow Ss time to
complete the task and review their answers
together.
2 a) Using definitions to eliminate
possibilities
ñ Ask Ss to review the list of jobs in Ex. 1. Ss
work in pairs.
ñ Explain the task and be very clear they are
looking for jobs that cannot be done by the
person described.
ñ When Ss have completed the task, ask them
to compare their answers with another pair.
ñ Monitor progress around the class and offer
any necessary assistance.
b) Matching descriptors to jobs
ñ Explain the task and draw Ss’ attention to
the fact they are looking for jobs that
match the descriptors this time.
ñ Ss work with a partner and compare their
answers with another pair.
ñ Monitor Ss’ progress and provide assistance.
Everyday English
3 Using prompts to ask and answer
ñ Draw Ss’ attention to the language box and
review the language given.
ñ Explain the task and read out the example
exchange.
ñ Encourage Ss to form their questions using the
prompts and to ask specifically about future
events.
ñ Allow Ss time to ask each other questions using
all of the prompts.
ñ Ask individual Ss to respond to similar questions
from you, in order to monitor progress.
(Ss’ own answers)
Idioms
4 Completing idioms
ñ Review what idioms are and how they are used.
ñ Draw Ss’ attention to the idioms provided.
ñ Discuss each one and offer any necessary
explanations.
Focus ➤
Focus ➤
1 naval officer 8 pilot
2 translator 9 nurse
3 secretary 10 surgeon
4 doctor 11 architect
5 carpenter 12 dancer
6 fire fighter 13 managing director
7 fisherman
Focus ➤
3 a doctor, a lawyer
4 a gardener, a carpenter
5 a pilot, a nurse
6 a fire fighter, a nurse
7 a vet, a surgeon
8 a bank clerk, a secretary
1 a naval officer, a fisherman
2 a secretary, a managing director
Focus ➤
1 a cartoonist, a website designer
2 an electrician, a builder
3 a CEO, a chairman
4 a typist, a receptionist
5 an accountant, a surveyor
6 a director, a TV presenter
7 an ambulance driver, a soldier
8 a shopkeeper, a photographer
9 a midwife, an optician
Focus ➤

ñ Explain the task and allow Ss time to complete
it. Review answers with the class.
Reading
5 Predicting the content of a dialogue
ñ Ask Ss to look at the dialogue box and read only
the first and last two exchanges.
ñ Read the exchanges again to Ss and ask them
what they think the conversation is about and
what the relationship between the speakers is.
ñ Discuss any possible answers and ask Ss how
they came to their conclusions.
ñ Play the recording for Ss to check their answers.
6 Using adjectives to describe someone
ñ Invite an open pair of Ss to read the dialogue
aloud.
ñ Assign each of the roles to Ss in pairs and ask
them to read again.
ñ Ask Ss what kind of job Ann is applying for.
ñ Review the adjectives offered as prompts and
clarify definitions of each.
ñ Ask Ss to identify which of these adjectives they
would use to describe Ann and offer
explanations for their choices.
7 a) Selecting a heading
ñ Ask Ss to read the three options offered and
select the most appropriate.
ñ Ss should be able to defend their choice.
b) Giving a dialogue an alternative
ending
ñ As a group, brainstorm for some ideas of
how this dialogue could end differently.
ñ Write the ideas on the board for everyone to
see.
ñ In pairs, Ss read the dialogue and offer their
suggestion to each other for a new ending.
assistance when necessary.
tapescript
ñ Draw Ss’ attention to the box provided.
ñ Explain this is an interview situation and that
information is missing.
ñ Tell Ss they are required to figure out what
questions the interviewer would be asking.
ñ Read the information aloud.
ñ Ask individual Ss to identify what the missing
information is.
ñ Play the recording and see if the class was
correct in their predictions.
b) Gap-filling
Play the recording again and allow Ss time to
fill in the gaps with the correct answers.
Answer Key
1 Hodgkins 4 receptionist
2 22 5 organised
3 training course 6 from 1st April
Focus ➤
I think he asks her about her name, age,
experience, qualities and when she will be
available to start.
Focus ➤
A: Do you mean I’ve got the job?
B: I can’t say right away. I have other people
to interview.
A: I see. When will I know?
B: We’ll let you know in a week or so.
Focus ➤
A Job Interview
Focus ➤
Ann is applying for a job as secretary. I think
the adjectives hardworking and outgoing best
describe Ann. She worked during her summer
holidays from college, and doesn’t mind
working long hours or weekends. She also likes
going out with friends, which makes her an
outgoing person.
Focus ➤
interviewer/interviewee
Mr Smith is interviewing Ann for a job.
Focus ➤
Answer Key
1 follow in her footsteps
2 jack-of-all-trades
3 in the same boat
4 bring home the bacon
57

TAPESCRIPT
Interviewer: Good morning, please take a seat. It’s
Sarah Hodgkins, isn’t it?
Sarah: Yes, that’s right.
Interviewer: Is that H-O-D-G-K-I-N-S?
Sarah: Yes, it is.
Interviewer: … and how old are you, Miss Hodgkins?
Sarah: I’m 21, but I’ll be 22 in two weeks’ time.
Interviewer: Nearly 22. Ok, that’s fine. Now, you’re
applying for the flight attendant training course, is
that right?
Sarah: The training course. Yes, that’s right.
Interviewer: OK. And what relevant experience do you
have?
Sarah: Well, I haven’t worked in the tourist industry
before, but I’ve got a lot of experience of working with
people. I’ve been working as a hotel receptionist for
the last two years.
Interviewer: Oh right! Well, I’m sure the skills you’ve
acquired as a receptionist would be very useful for this
job. So what other qualities do you have that would
make you a good flight attendant?
Sarah: Well, I think I have very good common sense
and communication skills. People say that I’m reliable
too and I’m also a really good organiser. Yes, I’m really
organised.
Interviewer: Well, it’s definitely important for a flight
attendant to be organised. There can be a lot to do in
a very short time on a flight! Now, if you are selected,
you will have to complete a two-month training
course. When would you be available to start?
Sarah: Well, I have to give my current employer one
month’s notice, so I would be available from about 1st
April.
Interviewer: 1st April would be fine. Well, thank you for
coming, Miss Hodgkins. You’ll receive a letter in about a
week to let you know if you have been successful.
Sarah: Thank you very much. Goodbye.
Speaking
9 Role playing
ñ Review the task with Ss.
ñ Encourage them to use the notes from Ex. 8a to
begin their interview.
ñ Suggest Ss add questions of their own to create
interest and variation.
ñ Write this dialogue plan on the board and tell Ss
to use it to act out their interviews.
ñ In pairs, allow Ss time to ask each other all of the
questions and if possible, record each interview.
ñ Monitor Ss’ progress around the classroom.
Say it right
10 Giving and reacting to news
ñ Initiate a discussion based on how people react
to different situations and how their emotions
change for each situation.
Focus ➤
Int: Hello. Have a seat. It’s Mary Smith, isn’t
it?
App: Yes, that’s right.
Int: What is your age, Mary?
App: I am 21.
Int: And you are applying for which position?
App: Sales clerk.
Int: Excellent. Do you have any experience?
App: No. I have never worked before.
Int: OK. What qualities do you have that
would be useful in this job?
App: Well, I am highly organised, practical
and hardworking.
Int: Great. When could you start?
App: As soon as possible.
Int: OK. Well thank you for coming we’ll let
you know in a couple of weeks.
App: OK. Thanks.
A
Greet, offer seat &
confirm name.
Ask about age.
Confirm position
applying for.
Ask about previous
experience.
Ask about personal
qualities.
Ask when available
to start.
Thank & offer
job/say you’ll let
them know.
B
Confirm name.
State age.
Confirm.
Give details of
previous job(s).
Give details of
personal qualities.
Give possible start
date.
Thank & say
goodbye.
Focus ➤
58

ñ Discuss how you would comment on a positive
situation as compared to a negative situation.
Ask Ss for examples.
ñ Draw their attention to the task and ask them
to choose the correct response for each item.
ñ Read each prompt and tell Ss to circle the
correct answer.
ñ Ask individual Ss to share their responses to
check with the class.
Answer Key
1 a 2 b 3 a
59
Objectives
3 Grammar in Use
c
Vocabulary: phrasal verbs with pick; words
often confused; dependent prepositions;
forming personal nouns
Reading: an article (identifying comparative
forms)
Skill ― skimming
Grammar: future tenses; comparatives/
superlatives
Writing: a paragraph about your holiday plans
for the summer
1 Identifying future tenses/matching
descriptions
ñ Do the first two questions together to clarify
for Ss. Refer Ss to the Grammar Reference
ñ Ss complete the exercise.
ñ Ask individual Ss to provide answers to correct
with the class.
2 Selecting the correct tense
ñ Read the first question to Ss using both possible
answers.
ñ Ask Ss to identify the correct response.
ñ Check the answer together. Encourage Ss to try
both answers before selecting the one they
believe to be correct.
ñ Ask individual Ss to provide answers to check
with the class.
3 Practising using future tenses
ñ In pairs, Ss ask questions and respond using the
appropriate tense.
ñ Ask one S to model this with you.
ñ Direct S to ask you the question and you
provide the answer.
ñ Allow Ss time to work through the exercise
together.
assistance necessary.
(Ss’ own answers)
4 Practising using tense in sentences.
ñ Draw Ss’ attention to the Note.
ñ Read together and clarify any questions Ss may
have.
ñ Explain the task and call on individual Ss to
complete the sentences aloud.
Focus ➤
Focus ➤
1 I’ll ― on-the-spot decision
2 I’m meeting ― fixed arrangement
3 I’m going to ― plan/intention
4 He’s going to ― prediction based on what
we see/know
5 I’ll ― on-the-spot decision
6 it’s going to ― prediction based on what we
think
7 he’ll be starting ― action in progress at a
stated future time
8 I will have been ― action finished before a
certain action in the future
Focus ➤
Focus ➤

3c Grammar in Use
60
Objectives
ñ Use each of the four examples several times
until you have asked each S at least once for a
response.
5 Revising comparatives/superlatives
ñ Review comparative and superlative forms.
ñ Ask Ss to provide examples of each.
ñ Draw Ss’ attention to the text in Ex. 5 and
explain the task.
ñ Read the article to the Ss and ask them to look
for examples.
ñ Allow Ss time to read the article again on their
own, identifying the forms throughout the
article.
ñ Review the answers as a class, asking individual
Ss to provide answers.
ñ Refer Ss to the Grammar Reference section for
more details.
6 Practising using comparative/
superlative forms
ñ Ss work individually to complete the task.
ñ Check answers together.
Game
7 Using comparatives/superlatives
ñ Divide the class in half; Team A and Team B.
ñ Explain the game to Ss. One by one Ss will make
a comparative statement and the opposing
team will use a superlative in response.
ñ Alternate from team to team, so both sides
practise each form. Continue until all Ss have had
a turn. You may want to create an initial list of
jobs on the board before beginning the game, in
order to assist the Ss throughout the challenge.
8 Gap-filling
ñ Draw Ss’ attention to the theory box and review.
the exercise.
ñ Review answers together.
9 Choosing the correct word
ñ Read the first question to Ss using each possible
answer.
ñ Ask Ss to identify which response is the most
appropriate and circle the correct answer.
ñ Allow time to complete the task and review the
answers together.
Focus ➤
1 -er 5 -ian- 9 -ian-
2 -er 6 -or- 10 -er-
3 -or 7 -er- 11 -er-
4 -ist 8 -ist-
Focus ➤
Team A S2: A train driver’s job is more exciting
than a dentist’s.
Team B S2: A pilot’s job is the most exciting
job of all. etc
Focus ➤
1 more rewarding 4 better
2 busier 5 the most tiring
3 safer
Focus ➤
Answer Key
Much, better, worse, the least are irregular
forms.
We form the comparative of short adjectives
by adding -er and the superlative by adding
(the) -est.
We form the comparative of longer adjectives
by adding more and the superlative by adding
(the) most.
Answer Key
happier ― comparative
the happiest ― superlative
unhappier ― comparative
the unhappiest ― superlative
much better ― comparative
more relaxing ― comparative
less tiring ― comparative
far safer ― comparative
worse ― comparative
much harder ― comparative
the least popular ― superlative
Focus ➤
1 she finishes college.
2 I get home.
3 he gets back.
4 they finish eating.

10 Presenting phrasal verbs with pick
ñ Review phrasal verbs and how they are used.
ñ Draw Ss’ attention to the diagram and read the
information with Ss clarifying anything necessary.
ñ Allow Ss time to complete the exercise and ask
individual Ss to provide answers to check with
the class.
ñ Elicit more sentences from various Ss around
the class.
11 Using prepositions
ñ Refer Ss to Appendix 1 and explain the task.
ñ Allow Ss time to complete the exercise and
share their answers with a partner.
12 Practising key word transformations
ñ Complete the first item together to clarify the
exercise.
ñ Ss complete the task individually and review
the answers together as a group.
ñ Remind Ss to use the word in bold and no more
than five words.
Writing
13 Writing about holiday plans
ñ Ss work in pairs and discuss their holiday plans.
ñ Ss make notes and then use their notes to write
their paragraphs.
ñ Encourage Ss to use the future tenses from Ex. 1.
ñ Ask various Ss to read out their finished
paragraphs for the class.
This summer I am going to Zelenogradsk with my
family. We will be staying in a cottage by the
sea. I’m going to swim in the sea and sunbathe
every day. I think we’ll have a good time.
Focus ➤
1 had been on time
2 were given an interesting talk
3 made me stay
4 was the first time
5 (that are) as difficult as
Focus ➤
2 Mr Smith works for Thomson & Thomson.
3 My uncle is in charge of ten people.
4 Nurses have to deal with a lot of people.
5 A pilot is responsible for his passengers.
Answer Key
2 for 3 in 4 with 5 for
Focus ➤
1 Can you pick up that book I dropped,
please? My arms are full.
2 My dad lets me pick out his tie when he
goes somewhere special.
3 The stock market has started to pick up
lately after last months’ slump.
4 Don’t pick at your dinner ― eat properly!
Answer Key
1 pick up 3 pick on
2 pick at 4 pick out
Focus ➤
1 job Work means doing something in
general. A job is more specific.
2 employee Staff is the collective noun for
employees.
3 grades Marks are usually given for
correct answers.
4 salaries Wages are paid from week to
week and depend on your hours.
3cGrammar in Use
61

Objectives
62
3 Literature
d
Vocabulary: emotions & feelings
Reading: extract from The Darling (gapped text)
Skill ― reading for detailed comprehension
Writing: a short dialogue
1 Creating interest
ñ Introduce the name Anton Chekhov to Ss and
ask them to think of three things they would
like to ask about him. Write them down.
ñ Ss read the biography. Ask if their questions
were answered.
ñ As an extension, Ss may do some research to
answer any questions they may have had that
were not answered in the biography provided.
2 Predicting information
ñ Draw Ss’ attention to the drawing for The Darling.
ñ Ask for suggestions for how the woman and the
boy are related.
ñ Ss read the story and discuss whether their
predictions were correct.
3 a) Gap-filling
ñ Draw Ss’ attention to the Study Skills box
and read through it. Ask Ss to look at the
seven sentences provided (A-G).
ñ Read them and explain these sentences
have been left out of the text and must be
put back into their appropriate position.
ñ Ss read the entire text again and begin to
replace the missing sentences. Ask Ss to
read the text one more time to ensure the
sentences have been replaced in the correct
positions.
ñ Check Ss’ answers, asking which words helped
them decide.
b) Confirming answers
Play the recording. Ss listen and check their
answers.
4 a) Matching definitions
ñ Focus Ss’ attention on the definitions and
ask them to identify the highlighted words
throughout the text.
ñ Explain the task and allow Ss time to match
the words and the definitions.
ñ Ask individual Ss to share their answers to
correct with the class.
b) Using a dictionary
ñ Direct Ss to use a dictionary to explain the
exact meaning of each of the words in bold.
ñ Ss then use each of the words in a sentence.
Ask various Ss to share these with the class.
5 Identifying emotions in text
ñ Review the words in the list and clarify the
meanings.
the exercise.
ñ Draw the spidergram on the board and ask Ss to
provide the answers when they have completed
the task.
Focus ➤
Focus ➤
Answer Key
abandoned ― left alone for a long time
fixed up ― set up, organised
sound ― deeply (asleep)
shoved ― pushed quickly and carelessly
stout ― rather fat
aroused ― awakened
difficult ― hard
Focus ➤
Focus ➤
3 F breakfast (line 21)
4 A went … to the school (line 28)
5 E ashamed of being followed
6 D fable to learn, Latin translation, a
problem (lines 51, 2)
7 B dreamed of the far-away, misty future
Answer Key
1 C abandoned (line 11)
2 G sound asleep (line 16)
Focus ➤
Focus ➤
I would like to ask what books Chekhov wrote,
where he travelled, what cities are connected
with his name, what famous plays he wrote, etc.
Focus ➤

3dLiterature
63
6 Linking a picture to a written text
ñ Refer Ss to the picture on p. 52 again and ask
them to identify the part of the text that best
describes what is happening. Ss must defend
their choice of text and share their answer with
a partner.
assistance where necessary.
7 Writing a dialogue
ñ Explain the task and remind Ss to stay true to
the characters, using similar emotions and
reactions.
ñ Remind Ss to use proper punctuation while
writing dialogues.
ñ Allow Ss time to complete the task and share
them all with the group.
ñ In pairs Ss develop a dialogue related to The
Darling.
ñ Ss can vote for the dialogues they enjoy the
most.
A: Aunt Olenka, there’s something I’d like to
tell you.
B: Yes Sasha, darling. What is it?
A: Aunt, I want to go and live with my mother.
I miss her very much!
B: What!
A: Please, Aunt Olenka. I miss my mother and
I want to be with her.
B: But your mother abandoned you.
A: I don’t care. I hate it here. School is so
difficult.
B: But I love you, Sasha darling.
A: I know, but I have to go.
Focus ➤
She stopped and stared at him until he had
disappeared through the school entrance.
The picture shows Olenka looking at Sasha as
he enters school.
Focus ➤
Olenka
sympathy: it seemed to Olenka that Sasha was
completely abandoned (l. 10–11), “How is a
little fellow to do all that?” (C)
affection: Oh, how she loved him! (l. 37),
“overflowing with love” (l. 44)
happiness/joy: so cheerfully, tears of joy
(l. 41), smiled and beamed (l. 45-46)
sorrow: both crying at how difficult it was (l. 56)
responsibility: You must try hard and learn
(l. 25-26)
dedication Never before had she given herself
up so completely (l. 38–39), given her life (l. 41)
peacefulness: content, peaceful (l. 44)
Sasha
irritation: he was a little cross (l. 22), Oh,
leave me alone, please (l. 27)
embarrassment: ashamed of being followed
by a tall, stout woman (l. 34)
sorrow: both crying at how difficult it was (l. 56)

64
3 Writing Skills
e
Objectives
Reading: formal letters; CV (matching; text
completion)
Skills ― reading for structure, gist and specific
information
Writing: a CV; a letter of application
1 Understanding the features of
formal letters
the exercise.
ñ Review together and ask Ss to justify their
selections.
ñ Read the theory box out and check Ss’ answers.
Go over the list again, making sure everyone
has the correct items selected for a formal
letter format.
ñ Ask Ss to add two more features to their lists.
ñ Read the four questions with Ss and tell
them to be prepared to answer them after
reading the letter.
ñ Ss read the application. Allow them time to
answer the questions.
ñ Ask individual Ss to share the answers to
b) Matching headings
ñ Draw Ss’ attention to the four headings and
read them aloud.
ñ Explain the task and allow time to complete
the exercise.
3 Revising features of formal letters
ñ Review the features again and allow Ss time to
complete the task in pairs.
ñ Ss read the text again and identify one example
of each feature identified in Ex. 1.
ñ When finished, Ss may compare answers with
another pair.
4 Comparing formal/informal style
ñ Allow Ss time to complete the task and provide
any necessary assistance. Check Ss’ answers.
1 I am writing to apply for
2 I am considering a career in/I would like to
gain some valuable experience working
3 I also have two years’ experience working as
4 which I enjoyed very much
5 I … have a good knowledge of my local area
6 I would be available for interview
7 I have enclosed a copy of my CV.
8 I look forward to hearing from you.
Focus ➤
Answer Key
ñ formal greetings and endings
Dear Mr Harris … Yours sincerely
ñ advanced/formal vocabulary/set phrases
I am writing to apply for the position of …, I
would like to gain some valuable experience
working …, I would be available for
interview at any time. I enclose a copy of
my CV. I look forward to hearing from you.
ñ formal linkers/phrases
For this reason, also
ñ the passive
I am described by my teachers as
ñ full forms
I am, I would, I have
Focus ➤
Answer Key
1 opening remarks/reason for writing
2 age/reason she wants the job
3 qualifications/experience/qualities
4 when available for interview/closing remarks
Focus ➤
1 Eleanor Jones
2 Because she is applying for a job
3 Mr Harris
4 It begins with ‘Dear Mr Harris’ and ends
with ‘Yours sincerely’
Focus ➤
2 very specific greetings/endings
4 advanced language/vocabulary
5 set phrases
7 use of the passive
9 formal linkers/phrases
10 full forms
Focus ➤

5 Completing a CV and providing
headings
ñ Draw Ss’ attention to the headings provided and
encourage them to match them to the
appropriate section of the CV.
ñ Refer back to the letter on p. 54 and explain to
Ss they will have to skim for information in
order to fill in the gaps 1-5.
check answers as a class.
ñ Ask individual Ss to explain any further
information contained within the CV.
6 a) Identifying key words in a rubric
ñ Ask Ss to write down the key words and
b) Selecting appropriate information
ñ Review the statements with Ss.
ñ Explain the task and allow Ss to complete it
individually.
c) Comparing answers
Ss compare answers with a partner giving
reasons for their choices.
7 a) Analysing a model
complete the exercise.
ñ Check Ss’ answers and ask for any necessary
justification or explanation.
b) Rewriting a model using formal
writing
ñ Read the letter to the class and encourage Ss
to highlight the inappropriate portions of the
letter.
ñ Individually, Ss re-write the letter changing
the areas they identified as being wrong. Ss
compare their letters with a partner.
Encourage Ss to refer back to the model on
p. 54 to help them.
Focus ➤
This job application is inappropriate for the
following reasons:
ñ It does not use formal linkers/phrases.
ñ It includes irrelevant information, i.e.
about her pets, her family, her appearance,
her summer plans.
ñ It includes negative things about her
personality
ñ It doesn’t include information about: her
qualifications, her positive qualities, the
languages she speaks, or what she is studying.
ñ It doesn’t mention when the applicant is
available for interview.
ñ It doesn’t mention a CV.
Focus ➤
Focus ➤
ñ where you saw the advert
ñ why you are interested in the job
ñ your positive qualities
ñ when you are available for an interview
ñ when you could start work
ñ what languages you speak
ñ your age
ñ what you do/what you are studying
They are the most relevant to an employer and
they are included in the model on p. 54.
Answer Key
ñ previous work experience
ñ how many GCSEs/other qualifications you
have
Focus ➤
key words: advert, Weekly Herald, write letter
of application, why … like job, why … you
would be good at it, Part-time/weekend Sales
Asssistant, gift shop, trustworthy, friendly,
sociable, suit student, apply Simon Willlis
Focus ➤
A PERSONAL DETAILS
B EDUCATION
C WORK EXPERIENCE
D PERSONAL QUALITIES
1 Eleanor Jones
2 9 GCSEs including Maths and English
3 French, German
4 Saturday sales assistant
5 Enthusiastic, confident
The CV also contains Eleanor’s address, telephone
number, date of birth, and nationality.
Focus ➤
3eWriting Skills
65

3e Writing Skills
66
8 a) Understanding a rubric ―
identifying appropriate information
ñ Read the rubric and ask Ss to identify the
key words.
ñ Write the key words on the board.
ñ Ask Ss to answer the questions and discuss
as a class.
b) Writing a letter of application
ñ Review the Study Skills box with Ss. Remind Ss
to refer back to the example CV and letter
presented in the module (pp. 54-55).
encourage them to edit their work before
completing a final draft.
ñ Display the final copies of Ss’ work for all
classmates to view each other’s work.
Curriculum Vitae
Personal Details
Name: Natasha Arnold
Address: 18 Victoria Avenue, Dover DO8 7WR
Tel.: 0196 5634344
Date of Birth: 27th May, 1992
Nationality: British
18 Victoria Avenue,
Dover DO8 7WR
19th May
Dear Mr Hargreaves,
I am writing to apply for the position of
waitress which was advertised in this week’s
edition of the Dover Independent.
I am 15 years old and in my final year at school. I
am considering a career in the catering industry.
For this reason, I would like to gain some
valuable experience working in a restaurant.
I have just completed 7 GCSEs, including Home
Economics and French. I also have one year’s
experience working as a waitress in a small café
on Saturdays. I speak French and German and
have a good knowledge of food and cooking. I
am described by my teachers as a hardworking,
confident, reliable and energetic person.
I would be available for interview at any time.
I enclose a copy of my CV. I look forward to
hearing from you.
Yours sincerely,
Natasha Arnold
N, Arnold
Focus ➤
Key words: summer job, advert, newspaper,
write CV, letter of application, energetic &
confident, waiters/waitresses, languages,
experience, Mr Hargreaves
1 I’m going to write a letter of application and
a CV because I want to apply for the job.
2 I will write to Mr Hargreaves.
3 I will include: the job I’m applying for,
where I saw the advert (paragraph 1); my
age and why I want the job (paragraph 2);
my education, experience and qualities
(paragraph 3); and when I will be available
for an interview (paragraph 4).
4 I will include: my personal details as well
as my educational and work experience
details, and personal qualities.
Focus ➤
Dear Mr Willis,
I am writing to apply for the position of Part-
Time Sales Assistant which I saw in the Weekly
Herald newspaper I bought while I was walking
my dog Pedro yesterday.
I am 16 years old and am in my final year at
school. I am tall and I have got long, brown
curly hair. I have got one sister, who I get on
with very well. I have 9 GCSEs including
English and Maths.
Although I don’t have any experience of working
in a shop, I have had a regular baby-sitting job
for a year now. I am described by my teachers
as I am trustworthy and reliable but I can
sometimes be a little impatient and moody.
I would be available for an interview after to
start work from July. I finish my exams at the
end of May. but I’m planning to go on holiday in
June. I have enclosed a copy of my CV. I look
forward to hearing from you.
Yours sincerely,
Andrea Leary
A, Leary

3e
Personal Qualities
Good knowledge of food and cooking,
hardworking, confident and reliable
Education
Qualifications: 7 GCSEs
Languages: French, German
Work Experience
2005–2006: waitress in a small café on Saturdays
Writing Skills
67
Objectives
Vocabulary: types of American schools
Reading: a text/diagram about school life and
the American school system (text completion;
comprehension questions)
Speaking: sharing thoughts/opinions
Writing: a leaflet inviting foreign students to
your school
ñ Draw Ss’ attention to the diagram on p. 57.
ñ Read the information and ask the
corresponding questions.
ñ Be sure to identify where the information is
located for each question and refer all Ss to
the answers.
b) Making comparisons and using
diagrams to represent information
ñ Direct Ss to make notes on the differences
between the information offered and the
way the system of their country is either
similar or different.
ñ Allow Ss time to draw their own diagram
representing their system.
ñ Post these diagrams in the classroom for all
of the Ss to view each other’s work.
2 Predicting information
ñ Read the title and direct Ss’ attention to the
pictures and headings and ask Ss’ opinions
about life in an American high school.
ñ Ss read the text to check.
3 a) Gap-filling ― using word formation
ñ Explain the task to Ss.
compare their answers with their partners.
ñ Play the recording. Ss listen and check their
answers.
Answer Key
1 relaxed 5 twice
2 education 6 sporty
3 driving 7 organising
4 locker 8 extremely
Focus ➤
The leaflet is for people who don’t live in the
USA but who would like to study there for a
year. The picture and headings tell us that
teaching styles are informal, class discussions
take place, and that there are sports and
other activities available in US schools.
Focus ➤
Russian School System
Elementary School: Grades 1–4 (ages 6/7–10/11)
Middle School: Grades 5–9 (ages 11–15)
Senior Secondary School or Vocational School
Grades 9–11 (ages 15–17) 4 Years (ages 15–19)
Focus ➤
ñ They start school when they are five.
ñ They go to junior high school when they are
12.
ñ They go to high school when they are 14.
ñ They leave school when they are 17.
Focus ➤
3Culture Corner

b) Defining words in bold/dictionary
use
ñ Ss use their dictionaries to define the
underlined words by giving a synonym or an
example.
ñ Check answers with a partner.
ñ Ask Ss to suggest any words that are similar
in their own language.
(Ss’ own answers)
4 Discussing thoughts/opinions
ñ In pairs, Ss complete the task.
5 Designing a leaflet
ñ In groups of 3 or 4, Ss use the example on p. 57
to design their own leaflet.
ñ Encourage Ss to gather information based on
the guidelines provided in the rubric and form
an outline of the information they will include.
ñ Remind Ss the information must be factual;
their school must provide all of the activities
that are included in their leaflet.
ñ Allow Ss time to complete the task and post the
final projects for all the class to view.
Are you aged between 15 to17?
Why not spend a year in Russia and experience
life in a Russian secondary school?
Subjects
In our school, the following subjects are
taught: Russian language and Literature,
Maths, Chemistry, Physics, Foreign languages
(English, French and German), Biology, History,
Art and Drama.
A typical day at school
You’ll travel to school by bus or metro, or on
foot if you live nearby. School starts at 8 am
and ends at 2 pm. There are about 6-7 lessons
a day, each lasting 45 minutes each.
Sports & extra-curricular activities
A number of activities are on offer in the
school, including skiing in the winter and
swimming and soccer in the summer. There are
a number of after-school clubs, such as music,
chess, local folklore and ecology clubs.
Focus ➤
A: Would you like to spend a year at an American
high school?
B: I don’t know. I think the sports and extra-
curricular activities are a good idea, but I
would miss my friends and family in Russia
if I went.
A: Well, I would like to go as I’d really like to
study American history and get the chance
to take driving lessons.
B: You should go!
Focus ➤
encourage: inspire with confidence
independently: on your own; without outside
help
journalism: the profession/study of writing or
reporting news stories for the media
business studies: a school subject that deals
with all aspects of business
experience: happen to you; go through
unique: special
chat: talk
report card: the piece of paper upon which a
student’s school grades are written
depend on: determined by
expect: to believe something will happen
cheerleading: dance and gymnastics performed
to encourage crowds to cheer on sports teams
debating: a formal discussion on a particular
topic
committee: an organisation of people set up
to promote sth
Focus ➤
3 Culture Corner
68

69
Objectives
Speaking: giving your opinion on a topic; role
play ― talking about your school
Listening: a discussion (comprehension questions)
Reading: a letter (general comprehension)
Writing: a short paragraph expressing your opinion
1 Sharing opinions
ñ Read the statements to the class and ask Ss to
identify by show of hands, which of the
statements they agree with.
ñ Call on individual Ss to explain why they agree.
2 a) Finding information
ñ Refer Ss to the letter.
ñ Ask Ss to quickly identify and answer the
information requested.
ñ Explain where to look for general information
in letters (who is it to? who is the writer?).
b) Predicting content
ñ Explain the task. Allow Ss time to read the
first paragraph. Elicit suggestions as to the
content of the letter.
ñ Play the recording. Ss listen and follow the
text in their books and check their guesses.
ñ Explain the task. Ss read the letter again
and complete the task.
ñ Check Ss’ answers and discuss any differences
of opinion.
b) Defining words in bold
ñ Ss explain the words in bold by giving an
example, explanation or synonym. Encourage
Ss to guess the meanings of the words from
the context before using their dictionaries.
4 Role play/Discussing hopes and dreams
ñ Explain the task and allow Ss time to develop
their thoughts on their character.
ñ Suggest Ss write down their ideas and use this
as a guideline in their role-play of that person.
In pairs Ss complete the task.
ñ Monitor Ss’ progress and provide any necessary
assistance.
Focus ➤
share with: if you share sth with somebody,
you both have it, use it, or occupy it
conditions: the state sth is in
expected: anticipated
well-paid: receiving a lot of money for the job
performed
rent: money paid to stay in a house/flat per
week/month
tough: difficult
sponsored events: planned or organised occasions
held to raise money for sth, especially a charity
raise money: to collect cash for a specific
purpose
put them into action: make sth happen; set in
motion
Focus ➤
No, I don’t think the children are receiving a
good education. There is only one teacher and
they only go to school for four hours a day. The
teacher works hard, but there are far too
many children in the class.
Focus ➤
The letter is about her experiences in Brazil. I
expect to read about what it is like for the
children going to school in Brazil.
Focus ➤
It is to the pupils and teachers at Mill House
Secondary School. It is from Anne Myles. She is
in Sao˜ Sebastia˜o de Jaçara in Brazil.
Focus ➤
Yes, I agree with all the statements. All
children in the world should be able to go to
school, as without an education they will find
it difficult to make a living. School classes
should be small, as it is impossible to learn in a
large class. Teachers do work hard and deserve
a good salary. I also agree that children with
difficulties in school should be helped.
Focus ➤

5 Learning about a child’s right to an
education
ñ Explain the task. Play the recording as many
times as necessary. Ss make notes under the
relevant headings.
ñ Divide Ss into groups and elicit ideas from Ss
about rights and responsibilities of education.
ñ Refer them to the prompts provided and guide
them towards a discussion of their own in
groups of 3 or 4.
ñ Allow enough time for each group to cover all of
the required areas and monitor progress around
the class providing assistance and guidance.
TAPESCRIPT
A: What’s up with you?
B: I don’t feel like going to school today.
A: You don’t know how lucky you are. Some kids want
to go to school and can’t. Many kids don’t get
much of an education at all and some don’t even
have the chance to learn to read or write!
B: You’re exaggerating!
A: No. Really! A lot of countries don’t have enough
schools or teachers. In fact, over 15 million
teachers are needed all over the world.
B: Wow! That’s terrible.
A: I know! In many under-developed countries all the
children in a village go to the same school and share
one teacher. There can be anything from 30 to 60
students in one class and different age groups, too!
That means a 6-year-old could be sharing the same
classroom and teacher with a 12-year-old.
B: How do they do that? It sounds practically
impossible to me.
A: Well, some people have no choice. At least they learn
something and make some friends and have access to
a teacher who can teach them how to learn and help
them as much as they can in the circumstances. It’s
better than nothing! Only larger towns and cities
have better schools and not many families can afford
to send their children there. There are many children
around the world that don’t go to school at all.
B: So what do they do when it comes to getting a job?
A: They end up working in a family business or doing
a manual job or working in the fields.
B: That’s terrible! These children aren’t given any
opportunities. And how do they make friends? My
friends are all from my school.
A: They have their siblings and other family members,
I suppose. And maybe they know children in their
neighbourhood.
B: Isn’t anyone going to try and change all this?
A: Only the government can really make a difference.
Each country’s Ministry of Education needs to take
responsibility and try and change this situation by
creating more state schools with enough teachers and
supplies to cater for all the children in every area.
B: But we need to raise awareness too, because a lot
of people don’t know that many children are
deprived of an education just because of where
they live. I didn’t.
A: That’s right. If the media got involved then more
people would take interest and maybe start to raise
money to help or set up a charity or something. Why
don’t we start by writing a letter to our Minister of
Education explaining our concerns? Hopefully,
they’ll be able to do something to help children who
are less fortunate than us.
B: That’s a great idea! I’ll get a pen and paper.
6 Writing a short article
ñ Tell Ss to use their notes from Ex. 5a and any
other relevant points raised in their discussion
to help them complete the task.
Focus ➤
benefits of going to school: learn to read and
write, have employment opportunities, make
friends
problems some children have: no school, one
school and one teacher for all ages, large class
sizes, no friends
who can help: governments, the media, us
Focus ➤
My name is Mrs Da Silva and I am a teacher in
Sao˜ Sebastia˜o de Jaçara in Brazil. My job is very
difficult and I have many responsibilities. I
wish I was better equipped to help my students
but there is not enough money or support. My
hopes for the future would be to hire at least
one other teacher here and create a school
that goes beyond year four. I do not like the
fact that our children must leave their homes
at age 11 to continue their education.
My name is Eliane. My school is small with only
one teacher, Mrs Da Silva. She tries hard but it
is difficult to teach children of different ages
and abilities at the same time. I hope in the
future we will have a bigger school with more
teachers and facilities. I want to finish school
but I don’t want to have to leave home to do it.
3 Across the Curriculum – Citizenship
70

ñ Check Ss’ answers in class or assign as HW.
Free Education For All
In my opinion, all children should have the right to a free education. They should have access to a school
in their local area that is equipped with enough teachers so that the class sizes are less than 30 students to
a class. The schools should also have enough books, supplies and facilities for every child. The classes
should be for children of a similar age and education level so that students can get an education that is
appropriate for them. I also believe that schools should teach practical subjects as well that will help
children in deprived areas to find a decent job.
71
3Going Green
Objectives
Vocabulary: animals
Reading: an article (comprehension questions)
Writing: a short article about an endangered
species in your country
1 Introducing the topic/Predicting text
content
ñ Draw Ss’ attention to the list of animals.
ñ Ss discuss in pairs what the animals have in
common/what is causing them to disappear.
ñ Play the recording. Ss listen and read the text
to check.
2 a) Answering comprehension
questions based on a text
ñ Allow Ss time to discuss the questions with a
partner. Ss read the text and complete the
task.
ñ Check answers with class.
b) Defining words in bold using a
dictionary/recalling information
ñ Explain the task. Ss explain the words in bold
by giving an explanation, example or synonym.
ñ Encourage Ss to try to guess the meaning of
the words from the context before checking
in their dictionaries. Then ask individual Ss to
share information they recall from the text.
extinct: no longer existing, died out
under threat: in danger
human activity: what humans do
lay: produce (eggs)
hatch: to come out of an egg
territory: an area controlled by an animal or
group
nests: structures that birds make to lay eggs
or keep their young
newly-born: just born/hatched
artificial: man-made, not natural
protection: keeping somebody or sth safe
rare: unusual, not common
volunteers: people who do sth without being
paid to help
The text talks about the loggerhead turtle,
which usually lays its eggs on beaches. The
young turtles are under threat from tourists.
An organisation in Greece is helping protect
the turtles there.
Focus ➤
3 They can become volunteers with the Sea
Turtle Protection Society or can check out
the society’s website for more information.
1 Beaches are important for the loggerhead
turtles to lay their eggs.
2 They find the beaches are crowded with
tourists.
Focus ➤
The animals are all endangered. In most cases, I
think humans are causing them to disappear by
hunting them or by destroying their habitats,
such as cutting down the forests where they live.
Focus ➤

3 Going Green
72
3 Collecting information/researching/
writing an article
ñ Provide a list of local endangered animals.
ñ Explain that Ss can collect information from a
variety of sources such as reference books,
leaflets, the Internet, etc.
ñ Draw Ss’ attention to the prompts provided and
tell them to make notes under these headings.
ñ Allow Ss time to complete the task or assign as
HW.
ñ Ask various Ss to present their articles to the
class. Post the best articles in the classroom for
everyone to view.
Green Wisdom
It lives and hunts on the ice surrounding the
North Pole. In Russia, polar bears can be found
in Siberia. There are about 20,000 in the world
still in the wild. Polar bears are endangered
because their habitat is melting. In addition,
they are under threat from illegal hunters who
kill them for their valuable furs.
Canada, the USA, Denmark, Norway and Russia
have signed an agreement to protect them and
their habitat.
Polar Bears
The polar bear is an endangered species in
Russia. It is a member of the bear family. It lives
in the Artic region around the North Pole, which
covers five countries: Russia, the United States
(Alaska), Canada, Greenland, and Norway.
Focus ➤
Listening
ñ Remind Ss how to listen for key words and
develop effective listening skills.
ñ Draw Ss’ attention to the rubric and read the
phrases and possible answers before listening to
the actual interview. Ss will listen to the
recording and identify key words.
ñ Play the recording again while Ss choose their
answers.
TAPESCRIPT
Interviewer: Today in the studio we have Tom Greenwell,
who is fifteen years old and who chose to change schools
six months ago. Tom, why did you choose to do this?
Tom: Well, to be honest, my old school was very old-
fashioned and just wasn’t much fun. The teachers were
really strict and traditional and I just didn’t feel like I
was learning much. I wasn’t very happy there at all.
Anyway, I knew quite a lot about Winterville School
because a good friend of mine went there. He was
always telling me about all the interesting things they
did there. He wanted me to leave my old school and go
to Winterville too. In the end, I asked my parents and
they agreed. I couldn’t believe it!
Interviewer: So how is life different at Winterville?
Tom: Oh, things are totally different there! First of all, I
don’t have to wear a uniform anymore ― I love that! The
best thing of all, though, is that we can choose what we
want to study. If I don’t like History, I don’t have to do it!
We can also organise our own timetable each day. So, we
can choose to start the day with Maths if we like or Art
or Music or Drama or whatever we like! It’s really cool!
Also, the atmosphere is much more relaxed. We often
have fun with the teachers while they help us with our
work, for example … and before we do a written piece
of work, we discuss things in pairs or groups.
Answer Key
1 B 3 C 5 C 7 A
2 A 4 A 6 C
Focus ➤

Basically, I find that the teachers at the school always
try to make the lessons more interesting. Last week in
my Geography lesson, for example, we used an
Internet site to learn about rivers. After that, the
teacher took us to see a real river to see what happens
as it runs down from the hills. These kinds of things
make lessons come alive and really help me to learn.
Finally, the teachers really listen to the pupils. We
have a school meeting twice a week where we talk
about things, for example if pupils are leaving rubbish
in the classrooms! We also decide on school rules
together so it’s not just the teachers always telling us
what to do. Our opinion is important too!
Interviewer: Wow! Is there anything you don’t like
about your new school, Tom?
Tom: Errm … well, the only bad thing is my journey to
school each day. It takes me an hour and a quarter. The
school is in such a nice place though. There are trees all
around it and a huge garden. Sometimes we even have
lessons outside when the weather is good. My friends at
my old school say it’s not worth travelling so far just to
go to school, but I disagree. I’m so much happier than I
was before and I’m getting much better grades!
Interviewer: Well, I can see why you’re happy there,
Tom. Thank you very much for coming to talk to us and
good luck for the future.
Tom: Thanks!
Reading
Matching profiles with text
ñ Focus Ss’ attention on the profiles and read them
aloud.
ñ Clarify any necessary information.
ñ Encourage Ss to highlight any key words that
may help them make their matches.
ñ Read the texts to Ss and again ask them to
highlight any useful key words or phrases.
ñ Remind Ss there is one text that will not be used.
ñ Allow Ss time to complete the task. You may
choose to allow Ss to work with a partner and
compare answers for this activity.
Use of English
Word formation
ñ Explain the task. Tell Ss to read the whole text
through before beginning the task.
ñ Ss complete the task and compare their answers.
ñ Check Ss’ answers on the board. Focus on spelling.
Writing
Writing an informal email
task by asking Ss: What are you writing? Who
to? What about? Write the email outline on the
board for Ss to refer to.
ñ Allow Ss time to brainstorm for ideas, organise
sentences and write their email.
ñ Select certain Ss to read their email aloud.
Dear Lucy,
Thanks for your email. I hope you’re feeling
better.
As for me, I’m quickly getting used to my new
school. It’s really nice and much better than
my old school. I’m taking lots of interesting
subjects, and there are plenty of extra-
curricular activities. I’m now on the football
team. The school has rules of course, but its
not that strict. I’ve made plenty of new
friends and I don’t feel lonely at all. I do miss
my old school a little bit though.
I’m glad to hear that you found a job. What
kind of job is it? Are the wages good? What
hours do you work? I hope everything goes well
on your first day.
Write back soon,
Alexei
Dear + your pen-friend’s name,
Para 1: reason for writing
Para 2: new school, how is it, new friends
Para 3: ask three questions about her
Saturday job
Para 4: closing remarks
Your friend,
(Your name)
Focus ➤
Answer Key
1 Russian 4 various
2 transportation 5 European
3 protection 6 rarely
Focus ➤
Answer Key
1 F 2 B 3 A 4 C 5 E
Focus ➤
3Spotlight on Exams
73

74
Speaking
Acting out a telephone conversation
about a job
ñ Draw Ss’ attention to the rubric and explain the
task.
ñ Review proper telephone etiquette and decide
what appropriate phrases and terms would be
used in a formal conversation.
ñ Write these on the board for future reference.
ñ Ss work in pairs. Give them time to prepare
their ideas.
ñ Monitor progress around the classroom and
provide assistance.
ñ Each pair will present their conversation to the
class.
A: Very good. I’m John Davis, the owner.
B: Excellent. Well, Mr Davis, I’d like to know
what my responsibilities will be.
A: Well, Alyson. We’re looking for a waitress
to work on Saturdays. You’ll be responsible
for taking orders and serving.
B: Does the job require any experience?
A: Yes. Do you have any?
B: Yes, I do. I worked in a restaurant last summer.
A: Excellent.
B: And what months can I work?
A: The job is for June, July and August.
B: Oh great, during my school holidays! And
how much is the pay?
A: We pay 200 rubles an hour.
B: That sounds great. I’d like to apply for the
job. Could you send me an application form?
A: Of course. What’s your address? …
A: Riverside Café. Good afternoon, how can I
help you?
B: Hello. My name is Alyson Ratcliffe and I’m
ringing about the job advertised in today’s
newspaper. I’d like to speak to the owner.
Focus ➤
3 Progress Check
Answer Key
1 1 armed 6 resign
2 shifts 7 freelancer
3 experience 8 report
4 applied 9 responsibility
5 runs 10 participated
2 1 medical 5 business 9 sponsored
2 pay 6 boarding 10 flight
3 public 7 managing
4 bank 8 host
3 1 is going to 6 am going to
2 won’t 7 am going to
3 ’ll/will 8 ’ll/will
4 ’ll/will 9 ’ll/will
5 is going to 10 ’ll/will
4 a) 1 up 2 at 3 up 4 on 5 out
b) 1 in 2 for 3 for 4 with 5
from
5 1 actor 3 artist 5 teacher
2 manager 4 director
6 1 Thank you. 4 Good for you!
2 Monday 10:00 am 5 Not really.
3 Oh dear!

Earth Alert! 4Module
75
ñ Revise one or two points from the previous module
(e.g. school life, jobs, etc).
Earth Alert! Elicit that it refers to environmental
issues, environmental protection, the Earth, etc.
Look at Module 4
can see on that page and what they think this unit might
be about).
item.
section is about.
literature extract. This one (pp. 70-71) is about Sir
Arthur Conan Doyle and an extract from his novel
The Lost World. Several activities are included to
Australia’s Great Barrier Reef.
photosynthesis, a topic in Science.
The Going Green section (p. 77) looks at
environmental issues. This one looks at tropical
rainforests and ways to save them.
an adoption certificate (p. 67)
(a certificate for adopting a tree) What is an
adoption certificate? Where can one find them?
Why adopt a tree?
newspaper headlines (p. 69)
(important headings in a newspaper) What is a
newspaper headline? What do they refer to? How
can you tell newspaper headlines from other news?
a mind map (p. 64)
(a diagram representing the three Rs ― reduce, reuse,
recycle) What is a mind map? What are the three Rs?
S2: A man, a flight or stairs, the Earth.
T: What is the man doing?
S3: He is going up the stairs while the Earth is
being crushed underneath.
the module?
S4: It might be related to man causing harm to the
Earth and the environment with his actions.
Pic 2 (p. 75)
What does the picture show? How is it related to
the topic of that unit?
Pic 3 (p. 65)
What does the sign stand for? What is recycling? Do
you recycle? Are there any recycling centres, bins,
etc where you live, go to school, etc?
Pic 4 (p. 77)
What can you see in the picture? What happened to
the trees? Why are forests in danger?

Objectives
76
4 Reading Skills
a
Vocabulary: environmental protection
Reading: an article on recycling and eliminating
waste (multiple choice cloze)
Skills ― reading for lexico-grammatical structure
Speaking: talking about recycling
Writing: a quiz
Vocabulary
1 Presenting vocabulary related to
environmental protection
ñ Read through the diagram/mind map and elicit/
explain any new vocabulary.
ñ Allow Ss time to make sentences with the ideas
listed.
ñ Select individual Ss to read out their sentences.
Reading
2 a) Predicting the content of a text
ñ Direct Ss’ attention to the title and heading
of the text on p. 65.
ñ Elicit what they think the writer’s purpose was
(to give information and promote recycling).
ñ Select individual Ss to say what they expect
to learn from the text.
ñ Allow Ss time to read through the text and
b) Reading for detailed understanding
ñ Allow Ss time to complete the task. Ss work
in pairs and compare their answers.
ñ Play the recording. Ss check their answers.
3 Practising new vocabulary
ñ Elicit/Explain the meaning of the words in bold
in the text by giving an example, explanation
or synonym. Ss may check in their dictionaries
where necessary.
ñ Allow Ss time to fill in the gaps.
ñ Select individual Ss to read out each sentence.
4 Understanding phrasal verbs
ñ Direct Ss’ attention to the highlighted phrasal
verbs in the text. Write them on the board.
ñ Ss work in pairs and match them to the definitions.
ñ Check Ss’ answers, then Ss make sentences with
the phrasal verbs.
Harry came up with a good idea on how to
save energy.
You shouldn’t throw used batteries away.
You should switch off the TV when you’re not
watching it.
Can you turn down the music? I can’t concentrate.
You should put on a scarf if you’re going out.
We need to cut down the amount of paper we
use.
Answer Key
come up with ― think of
throw (…) away ― put in the bin
switch off ― stop sth working
turn down ― lower
put on ― wear
cut down on ― reduce
Focus ➤
Answer Key
1 rinse 6 campaign
2 encourage 7 swap
3 create 8 decompose
4 wrapped 9 replace
5 energy 10 released
Focus ➤
Answer Key
1 C 3 A 5 C 7 B
2 B 4 B 6 A 8 D
Focus ➤
I think the writer’s purpose in writing the text
was to encourage people to reduce waste and
be more environmentally aware. I expect to
learn more about how to reduce waste and
how to be more environmentally friendly.
Focus ➤
We should reduce energy consumption. We
should reuse old containers, such as old tins,
shoe boxes, jars and bottles. We should recycle
glass, aluminium, paper and plastic. etc
Focus ➤

Speaking
5 Practising using new vocabulary
ñ Allow Ss time to reread the text.
ñ Ss make notes under the 3 Rs.
ñ Ss work in groups discussing which of these
things they do in their daily lives.
ñ Go around the class monitoring the exchanges.
Writing
6 Writing a quiz
ñ Elicit/Explain what a quiz is.
ñ Go through the example.
ñ Allow Ss time to create a simple quiz using
ideas from the text and their own ideas.
ñ Ss work in pairs. Ss swap quizzes, fill them in
and report findings to class.
ñ Alternatively, you can assign task as HW.
7 Revising what you have learned
ñ Ss think what they have learned in this section.
ñ Ss close their books and tell their partners.
ñ Select individual pairs to give their answers to
the class.
Words of Wisdom
Focus ➤
Three Rs Quiz
1 It’s a bit chilly in your living room. Do you …
a put on a sweater?
b turn up the heating?
2 You are watching TV when your friend
arrives. You and your friend decide to play
a board game. Do you …
a leave the TV on while you play?
b switch off the TV?
3 You have just finished writing an important
composition for school. Do you …
a proofread it on your computer screen?
b print it out to proofread it?
4 You have finished a drink from a glass
bottle. Do you …
a rinse the bottle and keep it to reuse
later?
b throw it away? etc
Focus ➤
reduce: switch off lights, cooker, etc, take
shorter showers, turn down the heating, use
energy saving light bulbs
reuse: shopping bags, use a reusable lunchbox,
make a compost heap, rinse out empty jars,
etc and use them to store things
recycle: swap magazines, books and clothes, if
you replace sth, give the old one to someone
who can use it
A: I always turn off the TV when I’m finished
watching it.
B: So do I and I don’t waste electricity on
heating because I prefer to wear extra
clothes rather than turning the heating up.
A: Really? What else do you do?
B: Well, I keep any plastic and glass bottles I
use and I take them to the recycling bin. etc
Focus ➤
4aReading Skills
77

Objectives
78
b
Vocabulary: environmental issues; idioms related
to the weather
Speaking: expressing concern/hope; talking about
adopting a tree (role play); discussing the weather
Reading: a dialogue (comprehension questions)
Listening: a dialogue (gap-filling)
Vocabulary
1 a) Understanding the theme
ñ Direct Ss’ attention to the picture and ask
individual Ss to describe what they can see.
ñ Elicit what message it gives (Man advancing
at the expense of the Earth).
ñ Read aloud the quotation and elicit how it
relates to the message in the picture.
b) Practising language on
environmental issues
ñ Allow Ss time to read items 1-4 and a-d.
ñ Explain/Elicit the meaning of any unknown
vocabulary.
ñ Ss then match the actions to their consequences.
Act out the example exchange with a S.
ñ Ss then discuss in groups, as in the example.
Everyday English
2 Learning to express concern and
hope
ñ Direct Ss’ attention to the language box and
explain/elicit the meaning of any new vocabulary.
ñ Explain the task and read aloud the fact file.
ñ Read out the example modelling intonation and
pronunciation.
ñ Ss work in pairs and make up exchanges.
ñ Monitor the activity around the class, then ask
some pairs to act out their exchanges.
Reading
dialogue
ñ Direct Ss’ attention to the words/phrases in
the list. Elicit/Explain their meaning.
ñ Ss guess what the dialogue might be about.
ñ Play the recording while Ss listen and read
the text to check.
b) Reading for specific information
ñ Ask Ss to read the questions.
ñ Allow Ss time to read the dialogue and
ñ Select individual Ss to read out their answers.
Focus ➤
I think the dialogue is about adopting an animal.
Focus ➤
A: I read somewhere recently that more than
150 acres of rainforest are lost every minute.
B: That’s really shocking!
A: Well, maybe we can do something before
it’s too late. etc
Focus ➤
A: Power stations are very important because
they provide electricity for our modern
lifestyles.
B: Yes, that’s true but they also increase C02
emissions which cause global warming and
climate change. etc
Answer Key
1 b 2 c 3 a 4 d
Focus ➤
I think the picture is meant to get across the
message that man is destroying the Earth
because a man is climbing up the stairs on top
of the Earth which seems to be getting crushed.
The proverb is related to it because it refers
to the fact that we only realise how much
something is worth until it’s gone. So as man
hasn’t realised the damage he is causing he
will probably only realise it when it’s too late.
Focus ➤

ñ Ss explain the words in bold. Ask Ss to infer
meaning from the context first and then
check in their dictionaries.
c) Acting out a dialogue
ñ Ss work in pairs, take roles and read out the
dialogue.
ñ Go around the class monitoring the activity.
ñ Ask some pairs to act out their dialogues for
the class.
Listening
listening exercise
ñ Direct Ss’ attention to the form.
ñ Ss try to guess what it is for and what they
expect to hear.
ñ Allow Ss time to read the certificate.
ñ Ask Ss to try and predict what kind of
information is missing (e.g. name, numbers,
etc).
ñ Ss complete the gaps individually and then
ñ Play the recording again if necessary.
TAPESCRIPT
Woman: Hi, you’ve reached the ‘Adopt a Tree
Foundation’. How may I help you?
Man: Oh, hello, I’ve just been reading about your
organisation on the Internet and I’d like to adopt a
tree as a gift for a friend, please.
Woman: Certainly, sir. Could I take your name, please?
Man: Yes, it’s Mike Hammond.
Woman: OK, Mr Hammond, we issue an adoption
certificate for each new adoption. What name would
you like to appear on it?
Man: My friend’s name is Harry Barker.
Woman: Is that H-A-R-R-Y and then B-A-R-K-E-R?
Man: Yes, that’s right.
Woman: … and what kind of tree would you like to
adopt for Mr Barker?
Man: Oh … what is there to choose from?
Woman: You can adopt an oak tree, a pine tree or a
silver birch.
Man: Errr … well, silver birch trees are really beautiful
but oak trees live longer, don’t they?
Woman: Yes, the description here says that they
support a rich variety of wildlife and can live for over
400 years.
Man: Wow! OK, an oak tree it is, then!
Woman: Good choice, sir. Now, there’s a space on the
certificate for you to include a short message. What
would you like your message to say?
Answer Key
1 Barker 4 400
2 oak 5 Happy Birthday
3 wildlife 6 lifetime
Focus ➤
The form is an adoption certificate which
states that Harry has adopted a tree.
1 surname
2 type/species of tree
3 noun
4 number
5 greeting
6 length of time
Focus ➤
Focus ➤
adopted: a child or an animal taken into your
care
enclosure: an area of land surrounded by a
wall or a fence
conservation programmes: a series of
planned actions to protect sth
endangered species: types of animals that are
at risk of disappearing
modern lifestyles: our way of life these days
natural habitats: the environment in which
animals live in nature
in return for: in exchange for
adoption certificate: a piece of paper proving
that you have adopted
Answer Key
1 When you adopt an animal you donate
money to the zoo every month.
2 Your support helps the zoo pay for the
things the animal needs like food and the
cleaning of its enclosure and helps the zoo
continue their conservation programmes.
3 When you adopt an animal you get an
adoption certificate, and a ticket which
allows you to visit the zoo whenever you like.
79

Man: Err … well, it’s for his birthday, so I guess
something like: “Happy Birthday, Harry! Hope you like
the gift.”
Woman: OK, that’s fine. Do you have any questions
about the adoption?
Man: Err … yes, I do actually … what will my friend
actually receive other than the adoption certificate?
Woman: He’ll receive information about his tree and a
photograph of course, but the adoption also includes
lifetime membership of the ‘Adopt a Tree Foundation’
so your friend will receive regular updates on all of our
conservation projects.
Man: That’s great. Thanks a lot.
Woman: You’re welcome. Now, I just need to take your
friend’s address and … (fade out)
Speaking
5 Practising new vocabulary
ñ Direct Ss’ attention to the dialogue in Ex. 3.
ñ Ss use the prompts to act out a dialogue.
Say it right
6 Discussing the weather
ñ Play the recording. Ss listen and complete the
task. Then Ss act out the exchanges in pairs.
ñ Monitor the pairs as they act out their
exchanges, providing assistance where necessary.
ñ When they complete the activity, invite a few
pairs to act out their exchanges for the class to
check answers.
7 Working with idioms
ñ Explain that the task is to complete the sentences
with the right word so that it forms an idiom.
ñ Ss complete the task individually using their
dictionaries if they wish.
ñ Check Ss’ answers and ask if there are similar
idioms in their language.
ñ As an extension ask Ss to choose an idiom and
draw a picture to illustrate its meaning. Ss, in
groups, swap papers and guess which idiom the
drawing illustrates.
8 Revising
ñ Ss close books. Allow Ss two or three minutes to
revise the lesson.
ñ Ss think of ten new words/phrases.
ñ Allow Ss time to make sentences with them.
ñ Ss then tell their partners.
(Ss’ own answers)
Focus ➤
Answer Key
1 cloud 3 day
2 weather 4 storm
Focus ➤
Answer Key
1 a 2 a 3 b
Focus ➤
Harry: Guess what? Mike just adopted an oak
tree for a birthday gift for me.
Friend: Adopted it! What do you mean?
Harry: Well, I donate £2 a month to Adopt-A-
Tree Foundation and they use the
money to protect the tree.
Friend: That’s a great idea! What type of tree
is it?
Harry: It’s an oak tree. Also, they sent me a
photograph of the tree, an adoption
certificate, lifetime membership to
the foundation and regular updates
about their conservation projects.
Friend: That sounds cool!
Harry: It is. I think It’s great to help the
environment before it’s too late.
Focus ➤
80

Objectives
81
4 Grammar in Use
c
Vocabulary: phrasal verbs with run; words often
confused; dependent prepositions; forming
negative adjectives
Grammar: modal verbs
Reading: a dialogue (two-option cloze test)
Skill ― reading for grammatical appropriateness
1 a) Understanding modal verbs
ñ Do item 1 together then allow Ss time to
complete the task.
ñ Ss compare answers, checking in a dictionary
if necessary.
ñ Ss can refer to the Grammar Reference
ñ Check Ss’ answers and offer explanations
where necessary.
b) Matching modal verbs to their
meanings
ñ Ss close their books.
ñ Write on the board the sentences below.
Elicit the situation these sentences apply to
(e.g. when having a picnic in the park).
You mustn’t litter.
You ought to/should check the weather
forecast before you set off.
You must keep your dog on a lead.
ñ Write on the board: prohibition, advice/
suggestion, obligation/duty/necessity.
ñ Ask Ss to match the sentences to the headings.
2 Choosing appropriate modals
ñ Ss read the text.
ñ Explain any new vocabulary.
ñ Remind Ss they should first decide whether the
sentences express prohibition, advice/suggestion
or obligation/duty/necessity.
ñ Allow Ss time to fill in the gaps and compare
answers with a partner.
ñ Select a pair of Ss to read out the dialogue.
answers.
3 Practising modal verbs (must/have
to/ mustn’t/should)
ñ Read out the signs.
ñ Elicit/Explain the meanings of any new
vocabulary.
ñ Choose a S to read out the example.
ñ As an extension ask Ss to notice signs they see
in their area and explain their meaning.
4 Practise using modal verbs
ñ Choose a S to read out the example and elicit
why that particular modal is used.
ñ Allow Ss time to make sentences.
ñ Elicit answers around the class.
ñ Correct Ss’ answers.
Focus ➤
Answer Key
2 You can go into the recycling centre here.
3 You mustn’t swim here.
4 You mustn’t smoke here.
5 You can recycle phone books here. You
mustn’t recycle magazines or catalogues here.
Focus ➤
Answer Key
1 should 4 must 7 have to
2 can 5 can 8 should
3 should 6 must 9 had better
Focus ➤
Answer Key
obligation/strong recommendation ― must,
shouldn’t, have to
lack of obligation/necessity ― don’t have to
permission/possibility ― can(’t)
recommendation/advice ― should/ought to/
had better
prohibition ― mustn’t
Focus ➤
Answer Key
1 E 3 F 5 G 7 A
2 C 4 B 6 D
Focus ➤

5 Consolidating modals
ñ Direct Ss’ attention to the table.
ñ Read out the table explaining the modals.
ñ Select individual Ss to read out the sentences.
Game
Practising modal verbs
ñ Divide the class into teams.
ñ Explain the game.
ñ Encourage Ss to be imaginative and creative.
ñ Ss can use their notes from Exs. 1, 2, 3, 4 to
help them.
ñ The team that guesses the most correct
answers wins the game.
6 Forming negative adjectives
ñ Explain that the prefixes and suffixes in the box
can be added to form negative adjectives.
ñ Explain that each gap in the headlines can be
completed by adding one of them to the words
in brackets.
ñ Do item 1 with Ss, then Ss complete the task.
ñ Explain the task. Tell Ss to try each preposition in
the gap until they find the one that makes most
sense and then check in Appendix 1.
8 Practising phrasal verbs
ñ Explain that each sentence can be completed
with a phrasal verb from the diagram.
ñ Check Ss’ answers, eliciting the meaning of
each phrasal verb.
ñ As an extension ask Ss to draw a picture for one
of the phrasal verbs.
ñ Ss hold up their pictures and the class tries to
identify the phrasal verb.
words
ñ Ss write sentences to illustrate the meanings of
the alternative words.
Focus ➤
Answer Key
1 ran over 4 run on
2 run out of 5 ran away from
3 ran into
Focus ➤
1 Pollution is harmful to us all.
2 Pandas are under threat of extinction.
3 What can we do to protect forests from
being cut down?
4 I am a supporter of WWF.
5 I feel strongly about protecting the
environment.
6 Many animals are in danger of extinction.
7 Some animals can be bred in captivity.
Answer Key
1 to 3 from 5 about 7 in
2 under 4 of 6 in
Focus ➤
Answer Key
1 illegal 4 unlikely
2 undisturbed 5 irresponsible
3 inaccurate
Focus ➤
A: Can I go out tonight?
B: You are asking your mum. etc
Focus ➤
1 could 3 could 5 was able to
2 had to 4 had to
Focus ➤
In my country:
car drivers must/have to wear seat belts.
you have to pay for local phone calls.
citizens must carry identity cards.
smokers mustn’t smoke in public places.
passengers mustn’t eat on public transport.
teenagers can leave school at 16.
4c Grammar in Use
82

4cGrammar in Use
83
10 Transforming sentences
ñ Explain the task, reminding Ss that they can use
up to five words to complete each sentence.
compare their answers with a partner.
Answer Key
1 are not allowed to enter
2 don’t need to use
3 should avoid eating
4 must not drive if you
5 is a good idea
Focus ➤Answer Key
1 lose
Loose means baggy, not tight. Her clothes
were loose because she had lost a lot of
weight.
2 weather
Whether means if. I’ll just check and see
whether it’s raining.
3 effects
Affects means influences (verb). Drought
affects many people in Africa.
4 deserts
Desserts are sweets, cakes, puddings, etc.
The restaurant had some delicious desserts
to choose from.
Objectives
4 Literature
d
Vocabulary: synonyms for ‘big’; similes; lexis
related to animals; adjectives
Reading: an extract from The Lost World
(missing sentences)
Skills ― reading for general & detailed
comprehension
Writing: a letter about an expedition
ñ Ask Ss to look at the title of the text and the
picture.
ñ Ss try to guess what the text is about.
ñ Allow Ss time to read the biography and check.
2 a) Predicting the next event in a
story
ñ Select individual Ss to read out the lines.
ñ Ss answer the questions. Play the recording.
ñ Ss listen and follow the text to find out.
b) Matching sentences to a gapped
text
ñ Allow Ss time to read the extract.
ñ Do the first item with Ss.
ñ Select individual Ss to read out paragraphs of
the text including the completed gaps.
3 a) Matching words to their meanings
ñ Explain the task. Draw Ss’ attention to the
highlighted words in the text.
ñ Ss match the words to their meanings.
ñ Allow Ss time to create their own sentences
with these words.
Focus ➤
Answer Key
1 E 3 F 5 G
2 C 4 A 6 B
Focus ➤
I think the professor has seen some dinosaurs.
I think they will hide in the bushes and watch
them.
Focus ➤
I think the extract is about a place where
prehistoric animals still exist.
Focus ➤

ñ Select individual Ss to read out their
sentences.
b) Learning new vocabulary
ñ Tell Ss to try and guess the meaning of the
words from the context before using their
dictionaries. Ss then give an explanation,
example or synonym for each of the words
in bold in the text.
ñ Select individual Ss to explain the words and
elicit L1 equivalents.
(Ss’ own answers)
4 Finding synonyms
ñ Allow Ss time to find synonyms.
ñ Ss make sentences using the words.
ñ Brainstorm with Ss for more synonyms of the
word.
5 Learning words related to animals
ñ Explain the example to Ss. Write the headings
on the board in a table. Give another example
(e.g. types: bird).
ñ Allow Ss time to find the rest of the words.
6 a) Understanding comparisons
ñ Allow Ss time to read through the text again.
ñ Ss complete the task and then compare with
a partner.
Focus ➤
Answer Key
classes: human, dinosaurs
parts of body: three-toed feet, five-fingered
forepaws, tails, feet, skins, muscles, brain,
heads, hand, cheeks, face
types: birds, elephants, lizards, kangaroos,
crocodiles, iguanas
Focus ➤
She had a small face with huge brown eyes.
The swimming pool in the hotel is enormous.
They’ve put a monstrous statue in the town
square.
A great many people came to see it.
Tom has rather large feet.
Answer Key
huge, enormous, monstrous, great, large
Focus ➤
fake: a fake is sb or sth that is not what they
pretend to be; an imitation
specimens: examples of sth or small quantites
of sth to be used for study
praise: to express approval
triumphantly: with a sense of victory
upright: vertical
track: a narrow path through a field or forest
swamp: an area of very wet land
clearing: an area in a forest where there is no
tall vegetation
slate-coloured: a dark greyish colour
scales: small flat pieces of hard skin that
covers certain animals’ bodies
broad: wide
sight: something you see
clumsy: awkward or careless
hopping: jumping up and down on one foot
thuds: dull sounds
bunch: a group of (flowers/grapes)
shimmering: to shine with a faint light
trunks: main stems of trees
comrades: friends
Focus ➤
I couldn’t endure the suspense any longer.
The dog was motionless as it slept.
The dog yelped when he trod on its tail.
The door was concealed in the wall.
The disco ball glittered under the lights.
The house was monstrous and had 20 bedrooms.
Stars gleam at night.
Eating chocolate cake is ecstasy for John.
He left a message for there was no one at home.
Answer Key
1 endure 6 monstrous
2 motionless 7 gleam
3 yelped 8 ecstasy
4 concealed 9 for
5 glittered
4d Literature
84

b) Using adjectives
ñ Explain/Elicit the meaning of the adjectives.
ñ Allow Ss time to complete the exercise.
ñ Ss identify the parts of the text that helped
them choose.
7 Understanding reference words
ñ Explain that a good way to check what the
words refer to is to replace the reference word
with the word or words Ss think it refers to. If
the sentence makes sense then it is probably
correct.
compare answers with their partners.
Writing
8 Writing a letter describing an
expedition
ñ Elicit/Explain the meaning of the word
“expedition” (an organised journey that is made
for a particular purpose such as discovering a
new place, etc).
ñ Ss make notes from the text and write a letter.
ñ Select individual Ss to read their letter to the
class.
Dear Ann,
I hope you are well. The expedition is
amazing. You won’t believe what I saw today.
We were walking through the jungle this
morning when Professor Summerlee pointed to
a large mark on the ground. It was a giant
footprint. Then we heard loud noises coming
from the bushes and went to investigate. I
couldn’t believe my eyes. There was a group of
huge reptile type animals; two adults and
three young. They were enormous and looked
like something I have never seen in my life.
They were as tall as trees and seemed to have
the strength of several elephants. We watched
them for a few minutes and then they left.
I know you will find it difficult to believe
but I think they are prehistoric. I’ll tell you
more when I get back.
Yours,
Paul
Focus ➤
so there was no chance of discovery: it
would be very difficult to be discovered
cheeks displayed a broad smile: had a very
big smile on his face
ironic face softened in amazement: at first
Summerlee was being ironic but now that he
saw the creatures his face showed amazement
there we may have them: we may prove them
wrong
Focus ➤
Focus ➤
Answer Key
little children ― the two professors
elephants ― the baby dinosaurs
a human hand ― footprint of the dinosaur
a lizard, great beasts, crocodiles, kangaroos ―
the dinosaurs (iguanadons)
4dLiterature
85

Objectives
86
4 Writing Skills
e
Reading: an essay (matching headings)
Skills ― scanning
reading for specific information
Grammar: linkers
Writing: a for-and-against essay
1 Introducing for-and-against essays
ñ Elicit/Explain the meaning of for-and-against
essays.
ñ Read through the theory box and explain points
by writing the essay plan on the board.
ñ Ss try to guess/explain where a for-and-against
essay can be found.
2 a) Understanding rubrics
ñ Read out the rubric and explain the task.
ñ Elicit answers to questions 1 and 2. Ask:
Why are you writing the essay? (to present
the advantages and disadvantages of
banning traffic in city centres) What style
will you write it in? (formal style)
ñ Read out the points in question 3.
ñ Ss choose which of the points can be included
in the essay.
ñ Ss work in pairs writing which are pros and
cons.
ñ Ask Ss to add more ideas.
b) Matching headings to paragraphs
ñ Allow Ss time to read the essay.
ñ Elicit/Explain any new vocabulary.
ñ Ss match the paragraphs with the headings.
ñ Ask Ss to give reasons for their choices.
ñ As an extension, ask Ss to compare the pros
and cons in Ex. 2a with the pros and cons
given in the essay.
3 Identifying topic sentences
ñ Go through the Study Skills box with Ss and give
an example from the text to illustrate the
point.
ñ Explain the task and allow Ss time to find the
topic sentences in the text.
ñ Ss then find the supporting sentences and
suggest alternatives.
Answer Key
Topic sentences
There are many positive aspects to banning
cars from city centres.
On the other hand, banning cars totally from
city centres would have its disadvantages.
Focus ➤
Answer Key
1 presenting the topic
2 arguments for & justifications
3 arguments against & justifications
4 writer’s opinion
Focus ➤
3 Points to include: reduce traffic jams
(pro), reduce accidents (pro), reduce air
and noise pollution (pro), cars faster and
more comfortable (con), crowded public
transport (con), public transport follows
fixed routes (con).
― safer for pedestrians
― quieter for people who live there
key words: banning traffic from city centres,
teacher, write essay, school magazine,
arguments for and against
1 I am writing the essay to examine
arguments for and against banning traffic
from city centres for the school magazine.
2 Formal style.
Focus ➤
For-and-against essays are found in articles in
newspapers and magazines as well as in school
assignments.
Focus ➤

4 Matching topic to supporting
sentences
ñ Allow Ss time to complete the task individually.
5 Writing supporting sentences
ñ Read out the topic sentences.
ñ Ss write supporting sentences in pairs.
ñ Ss exchange sentences with another pair and
check for mistakes.
6 a) Using linking words
ñ Elicit/Explain the meaning/use of linkers.
ñ Read through the list of linkers in the table.
ñ Elicit the purpose of each linker in the essay
on p. 72.
ñ Select individual Ss to suggest suitable
alternatives.
b) Practising using linking words
ñ Allow Ss time to choose the correct linkers
individually and then check answers with
the class.
7 Expressing agreement/disagreement
a) ñ Ss close their books.
ñ Elicit phrases used to express agreement/
disagreement.
ñ Ss open their books.
ñ Read out the list of phrases.
ñ Select individual Ss to read out each sentence.
b) ñ Allow Ss time to use the phrases to make
sentences.
ñ Ss read out their sentences.
8 Understanding beginnings & endings
ñ Go through the theory box and explain how we
use these techniques in beginnings & endings.
ñ Select individual Ss to read out the extracts (1-3).
ñ Elicit which are beginnings/endings.
ñ Ss then identify the use of the techniques in
the extracts.
Focus ➤
I agree that buying second-hand clothes can
save money.
I strongly disagree with keeping an exotic pet.
I believe that it is a good idea to reuse household
items.
Answer Key
agreement: I (strongly, etc) agree with/
believe that, I am (strongly, etc) in favour of
disagreement: I would disagree that, I
(strongly, etc) disagree with, I am (totally, etc)
opposed to/against
both: I think/I believe that, In my opinion/view,
I would argue that, It seems/appears to me that
Focus ➤
Answer Key
1 However, also
2 Not only, but
3 All in all
4 On the one hand, On the other hand
Focus ➤
Nevertheless, Firstly, Also, However, To begin
with, In addition, All in all, Consequently
Answer Key
however ― to contrast, To begin with ― to list,
In addition ― to add a point, On the other hand
― to contrast, Firstly ― to list, Also ― to add a
point, All things considered ― to conclude, For
this reason ― to introduce results/examples
Focus ➤
1 Most importantly, recycling helps reduce
waste.
2 Firstly, natural habitats are being destroyed.
Focus ➤
Answer Key
1 C 2 A 3 B
Focus ➤
Supporting sentences
To begin with, it would help to drastically
reduce air and noise pollution.
Firstly, it would be very inconvenient for
millions of people.
Alternatives
To start with, it would reduce traffic jams.
To begin with, it would make shopping awkward.
4eWriting Skills
87

4e Writing Skills
88
9 Writing a for-and-against essay
ñ Read through the steps (1-7) with Ss.
ñ Read the rubrics aloud and explain/elicit the
key words.
ñ Ss choose a topic to write about. Elicit some
topic sentences from various Ss around the
class.
ñ Alternatively you can assign the task as HW.
2 The Advantages and Disadvantages of
Keeping Animals in Zoos
Most people would agree that zoos are
important for the preservation of animals.
However many others believe that animals
are like prisoners in zoos and that they
would be happier in their natural habitats.
There are a number of disadvantages
to keeping animals in zoos. To start with,
animals do not thrive in confined spaces.
For example, animals can become
depressed or go mad. Also, animals that
have lived in a zoo rarely return to their
natural habitat. It would be impossible
for them to survive.
On the other hand, zoos have some
advantages, too. Firstly, breeding
programmes and a lot of important
research is conducted in zoos. Also, animals
now have large enclosures. Furthermore,
zoos help educate people about wildlife
protection and animal conservation.
All things considered, the advantages
of keeping animals in zoos outweigh the
disadvantages. For these reasons, I
strongly agree that zoos are important for
the protection of animals.
3 Recycling Paper in School
These days we have all been made
aware of the importance of recycling.
Schools and businesses use a lot of paper
and so doesn’t it make sense that they
should start recycling some of it?
In my opinion there are many advantages
to recycling paper in schools. To begin with,
pupils become more environmentally aware.
A study has shown that pupils who recycle at
school are 75% more likely to recycle at
home. Another important advantage is that
children learn from a young age to care for
the environment. Furthermore the process
of recycling requires organisation, so pupils
learn to work together towards a common
goal. Of course, recycling itself saves
valuable resources and helps to conserve our
trees and forests.
All in all, I believe that there are only
advantages in recycling in school and it
should be encouraged and promoted
throughout the country.
1 The Pros and Cons of Cycle Lanes
Don’t you think it is unfortunate that
people cannot cycle to school or to the city
centre safely? One way to make it safer for
people to cycle in the city is to create cycle
lanes.
Cycle lanes would make the city centre a
better place for a lot of people. Firstly,
they would make it safer for cyclists and
reduce accidents. They would not have to
watch out for cars all the time.
Furthermore, cycle lanes may encourage
people to cycle and leave their cars at
home. This would reduce pollution and have
a positive effect on many people’s health.
On the other hand, cycle lanes have
certain disadvantages. To begin with, they
take up road space and this may lead to
narrower lanes for cars and traffic jams.
Cycle lanes are also expensive to create.
All things considered, although there are
some disadvantages to cycle lanes I believe
that the advantages outweigh the
disadvantages. So perhaps it’s time for us
all to get on our bikes?
Focus ➤
Answer Key
1 ending technique: use of popular saying
2 beginning techniques: addressing reader
directly + rhetorical question
3 ending technique: rhetorical question

89
4Culture Corner
Objectives
Reading: an article on Australia’s Great Barrier
Reef (gap-filling)
Skill ― reading for detailed comprehension
Speaking: giving advice to tourists
Writing: a short article on a protected area
ñ Allow Ss time to study the pictures and read
the headings.
ñ Elicit the meaning of any new vocabulary
(coral, wildlife, etc).
ñ Ss try and guess what the Great Barrier Reef
is. Read the first paragraph aloud for Ss to
check their guesses.
b) Relating vocabulary to topic
ñ Ss read out the words/phrases.
ñ Elicit/Explain the meaning of the new
vocabulary.
ñ Allow Ss time to read through the text.
ñ Ss explain how the phrases are related to
coral reefs.
ñ Check answers with Ss.
2 a) Reading for detailed
comprehension
ñ Read out/Explain first example.
ñ Allow Ss time to complete the exercise
individually and compare their answers with
a partner.
ñ Ss listen to the recording and check their
answers.
b) Explaining new words
definition, synonym, miming, drawing, etc.
ñ Encourage Ss to try and guess the meaning
of the word from the context before using
their dictionaries to check their guesses.
ñ Elicit/Explain the meaning of any other
words in the text that Ss still do not
understand.
3 Consolidating information from the
text
ñ Ss skim the text to find the advice given to
tourists.
ñ Ss discuss the advice in pairs.
ñ Select individual Ss to report back to the class.
A: Tourists are advised not to throw rubbish or
waste water into the sea because it may
contain chemicals that will pollute the water.
Focus ➤
harmed: damaged
reverse: to make something go in the opposite
direction/way it is going
float: to remain on the surface of water
bleach: a liquid chemical used to make cloth
white or kill germs
fatal: causing death
authorities: the people officially in charge of
sth and who have the power to make decisions
endangered: at risk of dying
conserve: to protect from harm or change
Focus ➤
Answer Key
1 drastically 8 including
2 anyone 9 survival
3 everyone 10 anything
4 living 11 extinction
5 action 12 beautiful
6 careful 13 someone
7 immediately 14 generations
Focus ➤
Waste water can be harmful to coral reefs.
Coral reefs like crystal clear water.
A coral reef is a living organism.
Coral reefs are a breeding ground for fish and
other sea creatures.
A coral reef is a breeding ground for
humpback whales.
The Great Barrier Reef is Australia’s natural
treasure.
Focus ➤
I think the Great Barrier Reef is a natural coral
reef in Australia.
Focus ➤

Objectives
4 Culture Corner
90
4 Writing a short article on a
protected area in your country
Read it out and explain any points Ss are
unclear on.
ñ Elicit ideas about/Brainstorm for protected
areas in your country.
ñ Write examples on the board.
ñ Ss work in groups.
ñ Encourage Ss to get information and pictures
from the Internet, magazines, newspapers, etc.
ñ Remind Ss that they can take ideas from the
text.
ñ Advise Ss to answer all questions in the prompts
in their articles.
ñ Ss write a short article and present their work
to the class. Alternatively, assign the task as
HW.
FAR EAST NATIONAL MARINE SANCTUARY
(FENMS) is located in the Peter the Great Bay
and the region of the Japanese Sea and was
organised in 1978 by the government of the
former USSR. The objective of the park is to
protect the area’s water and habitats.
Over 200 species of fish, 300 species of
molluscs and 100 different species of
crustaceans live in the marine sanctuary.
There are also sharks and sea snakes as well as
other forms of marine life. Several of these
species, notably the sea sturgeon are
considered protected species.
Some of these species are in danger due to
illegal fishing and it is not always easy to
protect them. Another problem is man-made
pollution along and around the coastal area.
That is why it is important for tourists not to
fish in the area and not to throw any rubbish
in the sea. They should take their rubbish
home with them.
With everyone’s help we can protect this
beautiful region.
Focus ➤
B: Yes, and they are also asked not to fish and
not to remove shellfish or other creatures
from their natural habitat. etc
4 Across the Curriculum – Science
Reading: an article about photosynthesis (matching)
Skills ― reading for gist
Project: explaining photosynthesis
1 Introducing the topic
ñ Read out the definition of photosynthesis.
ñ Ss answer the question.
ñ Allow Ss time to think of two questions they
have about photosynthesis.
ñ Ss read the text.
ñ Ask Ss to read out their answers and questions.
3 a) Reading for gist
ñ Allow Ss time to reread the text.
ñ Ss match the paragraphs to the headings.
ñ Select individual Ss to read each paragraph
out.
b) Explaining new vocabularyFocus ➤
Answer Key
A 3 B 2 C 5 D 1 E 4
Focus ➤
Why is photosynthesis needed? (It provides the
plants with food.)
How many stages are there in photosynthesis?
(Two.)
Focus ➤
Green plants need sunlight to make food.
Focus ➤

4Across the Curriculum – Science
91
ñ Ask Ss to explain the words in bold by giving
a synonym or example.
ñ Encourage Ss to guess the meanings of the
words from the context before checking in
their dictionaries.
ñ Elicit answers from various Ss around the
class.
ñ Allow Ss time to read the gapped text and the
words and phrases in the box.
ñ Encourage Ss to guess if they are unsure.
5 Understanding and explaining
photosynthesis
ñ Ss work in pairs or small groups.
ñ Write the headings on the board. Elicit notes for
each heading from various Ss around the class.
Ss copy the notes into their notebooks and use
them to explain photosynthesis in their groups.
ñ Monitor the activity and clarify any points Ss
may still have difficulty with.
ñ Invite some Ss to speak in front of the class.
FOOD FROM THE SUN: animals eat plants to
get energy, other animals eat these animals,
plants produce their own food from the sun
WHAT IS PHOTOSYNTHESIS?: plants absorb
carbon dioxide through their leaves, water
through their roots. Chlorophyll in leaves
absorbs energy from the sun.
THE LIGHT AND DARK REACTIONS: first
stage is called light reaction where light is
converted to chemical energy. Second stage
is dark reaction where the plant converts
carbon dioxide and water to carbohydrates.
NOW FOR THE SCIENCE BIT:
sunlight
CO2 + 2H2O (CH2O) + O2 + H2O
green plants
A LIFE-GIVING PROCESS: the plant produces
food and also provides oxygen for life.
Plants produce their own food from the sun
through a process called photosynthesis.
Photosynthesis uses carbon dioxide, water,
chlorophyll and sunlight to produce
carbohydrates which the plant uses as food.
There are two stages in photosynthesis.
The first stage is called the light reaction
and involves converting light energy to
chemical energy and the second stage is
called the dark reaction and consists in
converting the carbon dioxide and water to
carbohydrates.
The equation for the process is:
Photosynthesis not only produces food for
the plant but it also produces oxygen which
is essential for all life on this planet.
sunlight
CO2 + 2H2O (CH2O) + O2 + H2O
green plants
Focus ➤
Answer Key
1 carbon dioxide/water
2 water/carbon dioxide
3 light energy
4 chlorophyll
Focus ➤
process: a series of actions performed to
achieve an objective
absorbs: soaks up
sucks up: draws a liquid upwards using force
roots: part of a plant that grows into the ground
substance: a solid, liquid or gas
reaction: a chemical process in which two
substances combine to form another substance
converts: changes sth into sth else
equation: a mathematical statement to explain
a process

4 Going Green
92
Objectives
Reading: a text about tropical rainforests
(comprehension questions)
Skill― reading for detailed understanding
Speaking: giving a presentation about rainforests
Project: a poster or a poem about rainforests
ñ Draw Ss’ attention to the title of the text. Elicit
what images come to mind (lots of trees,
exotic animals, etc).
ñ Play the recording and Ss listen to the sounds.
ñ Ask them to picture a scene and pay attention
to any sensory information.
ñ Select individual Ss to describe the scene.
ñ Ask Ss what they can see, hear, feel or taste.
(Ss’ own answers)
2 Understanding the topic
ñ Ask individual Ss to read out the questions in
bold in the text.
ñ Ss try to answer them.
ñ Ss listen to the recording and check.
ñ Read out the questions.
b) Explaining new vocabulary
ñ Allow Ss time to explain the words in bold by
giving a synonym, example or explanation.
ñ Encourage Ss to guess the meanings from the
context before checking in their dictionaries.
4 Making a presentation
ñ Explain the task and refer Ss to the Internet,
reference books, etc to gather information on
rainforests and make notes.
ñ Remind Ss that they can use the text as a model
for their presentation.
ñ Advise Ss to organise their notes under
headings. This will help them present their
speech.
ñ Advise Ss to look at the audience and use
gestures and pictures while talking, as this will
attract the audience’s attention.
ñ Ss can refer to their notes while speaking.
ñ Select individual Ss to give a presentation.
Focus ➤
humid: hot and damp
divided: separated
layers: levels
understorey: part of a forest between the
forest floor and the canopy where small plants
such as herbs, shrubs and fungi grow.
canopy: The dense ceiling of closely spaced
trees and their branches.
emergent: a layer of the tallest trees of the
forest
stick out: protrude, extend
tree bark: the thick skin or surface layer of a
tree trunk
cough mixture: a medicinal drink used to ease
a cough
resin: a sticky substance produced by trees
allowing: giving permission
acting: doing something/taking action
Focus ➤
3 Because they provide a home to thousands
of animal species.
4 Aspirin and quinine.
5 1) Write a letter to politicians in countries
that have rainforests to ask them to stop
allowing them to be cut down and 2) refuse
to buy furniture made with wood from
rainforests.
1 They grow in hot, wet, humid places near
the Equator.
2 By absorbing the carbon dioxide in the air
and producing oxygen.
Focus ➤
ñ Rainforests are large forests near the
Equator full of tropical plants and trees.
ñ They are important because lots of wildlife
lives there.
ñ Lots of rare and unusual trees and plants
grow there.
ñ They are in danger because man is
destroying the rainforests for fuel and to
make way for houses.
ñ We can save them by stopping people from
cutting down the trees.
Focus ➤
Focus ➤

4Going Green
93
ñ Ss watch the various presentations and
comment on them.
Project
5 Preparing a poster/poem
ñ Ss work in small groups.
HW.
ñ Remind Ss to use the words (rainforest, things,
sings, rest) if they are writing a poem or to include
pictures/artwork if they are making a poster.
ñ Select individual Ss to present their poster or
poem to the class. Display them around the
classroom.
Green Wisdom
Poem
Sometimes I think of all the things
That live within the rainforest
The lovely bird that all day sings
The parrot with its colourful crest
With all the things the forest brings
We need to take good care
Because all these special things
Can’t be found just anywhere
So let’s look after the rainforest
And give it our protection
Then it’ll be there for all the rest
Of our future generations
Focus ➤
Rainforests are very dense, warm, wet
forests. They can be found in hot and humid
regions near the Equator. The most famous
rainforest is the Amazon but there are also
rainforests in Australia, Indonesia, Africa and
some parts of the USA.
Millions of plants and animals live in
rainforests. In fact, scientists believe that
many have not yet been discovered and named.
Rainforests are essential to the health and
survival of the Earth because they produce most
of the Earth’s oxygen. There are four layers in
rainforest. The first layer is the forest floor and
next layer is called the understorey … etc.
4Spotlight on Exams
Reading
ñ Ss answer the questions.
Use of English
Reading for detailed understanding
ñ Allow Ss time to read the text carefully.
ñ Encourage Ss to read around the gaps.
ñ Elicit answers from around the class.
Answer Key
1 B 3 A 5 B 7 D
2 B 4 A 6 D
Focus ➤
Answer Key
1 D 3 B 5 C 7 C
2 A 4 D 6 D
Focus ➤

Listening
ñ Ss listen to the recording and fill in the gaps.
ñ Elicit answers from around the class.
TAPESCRIPT
A: Good afternoon, Greenleaf Conservation, how may
I help you?
B: Hello, I’ve just read an advert about your
conservation camps for teenagers and I would like
to come this summer, please.
A: That’s great! Could I just have your name, please?
B: Yes, my name is Andrew Kelly. That’s K-E-L-L-Y.
A: Okay… and how old are you, Andrew?
B: I’m sixteen.
A: Right, that’s fine… and have you decided which
camp programme you would like to take part in?
B: Err… yes, it’s the one that starts on 6th July and
finishes on 3rd August.
A: Right, just a moment because I think that one is
quite popular this year… no, it’s OK, we still have a
few places left!
B: Oh, that’s great!
A: Now, you probably read in the advert that you can
choose a special activity. Which would you like to
do?
B: Err … what choices are there?
A: At the moment there’s archery, fishing, building a
bird nesting box or nature lessons.
B: Oh, well… err… fishing I think.
A: Ok, so I’ll put fishing down as your first choice.
Can you give me a second choice too just in case?
B: Ok… nature lessons then please.
A: Right, I think that’s all the information we need for
now. Can you give me a contact telephone number,
please? As soon as we have more information we’ll
give you a call.
B: Yes, sure. It’s 7397087.
A: That’s great. Thanks for calling.
B: OK, goodbye.
Writing
Writing a for-and-against essay
ñ Direct Ss’ attention to the paragraph plan.
ñ Advise Ss to consult the relevant section in the
previous chapter.
ñ Encourage Ss to consult encyclopaedias, books,
the Internet, etc for ideas.
Speaking
Giving a talk about endangered
species
ñ Direct Ss’ attention to the prompts.
ñ Ss write a draft on endangered species based
on the prompts.
ñ Ss give their talk and then their partners ask
questions and make comments.
Focus ➤
Do you know that thousands of square
kilometers of forest are being cut down every
year? While cutting down trees can benefit
man greatly, it must be said that it also has its
fair share of disadvantages.
Trees can provide us with many useful
products. Firstly, wood is an essential building
material for housing and it is a source of
heating fuel. Certain trees also provide us
with medicine. For example, the bark of the
cinchona tree contains quinine, which is used
to treat malaria. We also get paper, cork and
rubber from trees.
However, cutting down trees has several
disadvantages. We are destroying natural
habitats and so putting animals in danger of
extinction. Furthermore, deforestation is
contributing to global warming because there
are fewer trees to absorb the carbon dioxide
in the air.
To sum up, although there are advantages
to cutting down trees I believe that it is
important to reduce the number of trees that
we cut down so we can guarantee the survival
of animal species and also slow down global
warming.
Focus ➤
Answer Key
1 Kelly 4 fishing
2 16 5 nature lessons
3 6th July 6 7397087
Focus ➤
94

4Spotlight on Exams
95
Humpback whales are an endangered
species because of illegal whaling, getting
caught in fishing nets and pollution. It is
estimated that there are only between 10,000-
15,000 humpback whales worldwide. It is very
important that we protect this amazing
creature by joining an environmental group
such as WWF or Greenpeace and by writing
letters to the governments of countries to ask
them to bring harsher penalties for whalers.
The humpback whale lives in all of the
world’s oceans. It has a bulky head and 2
blowholes. Humpback whales grow to be about
16 m long, and can weigh up to 27-45 tonnes.
They are seasonal feeders and carnivores.
They eat small fish (herring and mackerel),
tiny crustaceans and plankton. They are like
acrobats of the ocean and can swim on their
backs. The humpback whale can live up to
almost a hundred years.
4Progress Check
Answer Key
1 1 rubbish 6 emissions
2 glass 7 congests
3 repair 8 extinction
4 packed 9 banned
5 campaign 10 switch
2 1 endangered 6 climate
2 modern 7 environmental
3 vegetable 8 power
4 adoption 9 natural
5 compost 10 global
3 1 must 4 don’t have to
2 had to 5 could
3 shouldn’t 6 ought to
4 1 impossible 4 unacceptable
2 irresponsible 5 disappear
3 illegal
5 a) 1 over 3 on 5 away from
2 out of 4 into
b) 1 about 3 from 5 of
2 in 4 to
6 1 is not lost 3 in the rain
2 thinking about 4 freezing

Holidays5Module
ñ Encourage a class discussion based on Ss’ thoughts
and concerns regarding the environment. Enquire
what problems they see in the environment and
whether they can influence a change upon their
environment.
Holidays. Explain the idea of the module is to
introduce concepts relating to holidays and how
our lives and environments are affected.
Look at Module 5
To begin, ask Ss to focus their attention on the pictures
found on p. 81. Ss will be required to identify which
page from within the module each picture can be found
and discuss what they believe each picture represents.
item.
section is about.
literature extract. This one (pp. 88-89) is about Jules
Verne and an extract from his novel Around the World
in 80 Days. Several activities are included to stimulate
interest and explore this piece of literature.
The Culture Corner (p. 95) contains a leaflet about
The River Thames in London and its tourist attractions.
the weather, a topic in Geography.
issues. This particular one (p. 97) focuses on marine
litter.
a fact file about a region (p. 86)
(an article based on quick facts about a specific
area) What facts could be included? Who would use
a fact file?
a postcard (p. 96)
(a picturesque scene of a special place on which you
write a short letter to someone) Who makes
postcards? How many people have written one?
Received one?
London landmarks (p. 95)
(a prominent identifying feature of a landscape)
What do you see? Where is this place? What can you
do there? Have you been to a similar place?
a travel diary (p. 82)
(a written account of someone’s holiday
adventure(s)) Why would you write a travel diary?
When? Who would read it?
T: What do you see?
S2: People on a beach in a storm.
T: How do you think they feel?
S3: Cold and unhappy.
T: Has this ever happened to you? etc
Pic 2 (p. 97)
What is it? Have you ever seen one? Where would
you find it? What can you do with it?
Pic 3 (p. 88)
What do you see? What time period could this be?
What are they getting into?
What do you think they are doing?
Pic 4 (p. 90)
Who could these people be? What are they doing?
Why do you think they are dressed like this?
96

Objectives
5 Reading Skills
a
Reading: a travel diary (T/F); comprehension
questions)
Skills ― reading for specific information and
detailed understanding
Vocabulary: travel; adjectives
Writing: a postcard
Speaking: describing someone’s holiday
Reading
ñ Draw Ss’ attention to the travel diary and focus
on the paragraph headings.
ñ Explain the task to Ss and allow time to
complete the task.
ñ Play the recording. Ss listen and follow the text
in their books.
ñ Ask Ss to read the diary again.
the exercise.
ñ Call on individual Ss to share their answers.
ñ Ss correct any of the false statements.
ñ Ss read the text again and complete the task.
4 a) Identifying adjectives in text
ñ Review the adjectives with Ss.
ñ Explain the task drawing Ss’ attention to the
example provided.
ñ Working with a partner, Ss complete the
task, then share their answers with another
pair.
breathtaking view ≠ boring/uninspiring
spectacular scenery ≠ plain
amazing sunrise ≠ usual
friendly, young boys ≠ unfriendly, old
poor, happy villagers ≠ rich, unhappy
noisy contest ≠ quiet
wild parade ≠ boring
magnificent Bhaktapur temples ≠ modest/plain
beautiful pottery ≠ ugly
cheap campsites and hotels ≠ expensive
amazing experiences ≠ ordinary
Focus ➤
1 The weather was very foggy in Kathmandu.
In the Himalayas, it was hot in the bright
mountain sun but quite cold in the shade.
It got very cold at night.
2 In Nepal, they travelled on local buses, in a
small plane, on foot and in a taxi.
3 They stayed in cheap campsites and hotels.
4 They visited the Monkey Temple near
Kathmandu, they went on an excursion to
the Himalayas, where they camped near a
village called Phakding and tried some local
food, and they visited Bhaktapur, where
they saw the events of the annual Bisket
Jatra festival and took a guided tour of the
magnificent temples.
Focus ➤
Answer Key
1 T 3 F 5 F 7 F 9 T
2 F 4 F 6 T 8 T 10 F
2 Kathmandu is dusty, noisy and polluted.
3 The view of the Himalayas was great.
4 They were poor but really friendly.
5 Bhaktapur is an ancient town.
7 The festival lasts for days.
10 The author does not say that she didn’t
sleep at all but is looking forward to a
good night’s sleep at home.
Focus ➤
The travellers were in Nepal. I think they
climbed mountains, met local people and saw
some beautiful scenery.
Focus ➤
97

b) Explaining and using new
vocabulary
ñ Focus Ss’ attention on the words in bold in
the text.
ñ Encourage Ss to guess the meaning first
through the context before using their
dictionaries. Ss explain the words by giving
a synonym, example or explanation.
ñ Monitor Ss’ progress and review answers for
the sentences with the class.
Speaking
5 Using notes to recall information
from a text
ñ Ss work in pairs and make notes in answer to
the questions in the rubric.
ñ Call on individual Ss to use their notes and tell
the class.
Vocabulary
6 Building vocabulary
ñ Work through the first example with the class
and write the second sentence on the board.
ñ Encourage Ss to guess first and then check their
guesses in their dictionaries in order to complete
the task.
ñ Ask individual Ss to share their answers with
the class.
1 There was a fantastic exhibition in the
Louvre.
2 I’m going to hand out leaflets on saving
energy this weekend.
Answer Key
1 excursion 5 view 9 shade
2 brochures 6 book 10 take
3 beaches 7 passengers 11 rented
4 package 8 extend 12 scenery
Focus ➤
The author visited four countries in Asia
including Nepal. In Nepal she went to Kathmandu
where she visited the Monkey Temple. She also
went on a trekking excursion in the Himalayas.
Then she went to Bhaktapur and saw the events
of the Bisket Jatra festival and went on a tour of
the temples and finally she bought some
souvenirs. She enjoyed her journey but found it
uncomfortable and tiring at times.
Focus ➤
viruses: germs that cause diseases
countless: too many to count
backpacking: travelling with a backpack
home comforts: things that make life easier
such as electrical appliances
delayed: late, held up
beggars: poor people who ask strangers for
money
barber: male hairdresser
cracked: damaged with lines on it’s surface
pavement: paved area for pedestrians
escaped: got free
peaks: tops of mountains
in the distance: far away
breathtaking: amazing; spectacular
trekking: hiking, walking in difficult terrain
trail: path through forest or mountains
shade: an area out of the sun
scenery: land, water, flora you can see in a place
put up: erected
local: belonging to a specific area
ancient: very old
annual: yearly
hired: rented
tug-of-war contest: competition where two
teams pull each end of a rope to defeat the other
kick off: start
based on: developed from
candlelit: lit by candles
procession: people walking/driving in a line as
part of a public event
craftsmen: people who make things with their
hands
handicrafts: pottery, embroidery, etc made by
hand
drums: musical instrument made from a skin
stretched over a round frame that you hit with
sticks or your hands
backpacks: rucksacks
nasty: mean; unpleasant
Answer Key
1 delayed 3 ancient 5 hired
2 local 4 annual 6 pavement
Focus ➤
5a Reading Skills
98

7 Gap-filling/vocabulary building
ñ Read the possible answers and clarify the
meaning of these words.
ñ Discuss how they are similar, but stress that
they are used in different contexts and are
often confused.
Writing
8 Writing a postcard
ñ Encourage Ss to review the travel diary on p.
82 and gather information about Bhaktapur.
ñ Remind Ss they will be writing in an informal
style and they can write their postcard to a
friend or family member.
ñ Review the prompts provided and remind Ss to
cover all of them.
ñ Cards can be displayed around the class for
everyone to view.
Words of Wisdom
ñ Draw Ss’ attention to the proverb.
ñ Elicit ideas for how to paraphrase the proverb and
build up a paraphrase on the board. Ss discuss the
meaning in pairs or small groups.
proverb and ask Ss to justify their opinions. Ask
proverbs on the topic from their L1.
Natalya
Antonova
Koneva St. 15-36
678876 Irkutsk
Russia
Dear Natalya,
Greetings from ancient
Bhaktapur, Nepal. We are
here to see the annual
festival of Bisket Jatra. We
are watching a tug-of-war
contest, and later we can
see a parade and a candlelit
procession. There are also
some magnificent temples
to visit. I like it here very
much. I’ve bought some
beautiful souvenirs,
including some pottery.
See you soon!
Sasha
Focus ➤
Answer Key
1 tour 3 excursion 5 journey
2 trip 4 voyage
Focus ➤
3 Malta is well-known for its rocky coasts.
4 Some children bring a packed lunch to
school.
5 There was some wonderful scenery
around the resort we were staying in.
6 My brother is good with his hands and can
fix anything.
7 Some air travellers may suffer from
swollen ankles on long flights.
8 Bad weather can prolong your stay in a
place during a backpacker holiday.
9 She was frightened when she saw a shadow
behind her.
10 After the bank robbery, the police did
their best to catch the thieves.
11 We hired a car at the airport.
12 The hotel was located in a fantastic
setting by the sea.
5aReading Skills
99

100
b
Vocabulary: holidays ― problems and complaints
Reading: a dialogue (gap-fill)
Speaking: describing bad experiences;
sympathising; talking about holidays
Listening: short exchanges (multiple choice)
Skills ― listening for specific information
Writing: a short account of a personal experience
Vocabulary
1 a) Generating vocabulary related to
the topic
ñ Draw Ss’ attention to the rubric.
ñ Read the information and explain the task.
ñ Allow Ss two minutes to list as many words
as possible.
b) Practising vocabulary through
discussion
ñ Create a list of Ss’ answers on the board
from Ex. 1a.
ñ Review the example with Ss. Allow Ss time
to work through the task with a partner.
ñ Monitor progress around the room.
(Ss’ own answers)
2 a) Eliciting information from a
cartoon
ñ Ask Ss to focus on the cartoon on p. 84.
ñ Allow time for Ss to study the cartoon and
draw conclusions as to what they believe is
happening.
ñ Ask individual Ss to share their responses. Ss
should be able to justify their answers.
b) Matching descriptors to events
ñ In pairs Ss complete the task.
ñ Do item 1 together to help Ss understand
the expectations.
ñ Go through the footnote and review countable/
uncountable nouns related to the topic.
Reading
dialogue
ñ Draw Ss’ attention to the dialogue box on
p. 84.
ñ Read the first exchange and ask Ss to
consider what may have happened to John.
ñ Discuss as a group.
ñ Play the recording. Ss listen, read and
compare their answers.
ñ Explain the task and provide Ss with time
and assistance to complete it.
ñ Check answers with class. Ss then explain the
words/phrases in bold by guessing from the
context and checking in their dictionaries.
Focus ➤
John had a terrible holiday. I think he lost his
luggage and the weather was terrible.
Focus ➤
Answer Key
1 weather 8 health
2 travel/transport 9 crime
3 food 10 the town/resort
4 belongings 11 crime
5 the town/resort 12 service
6 belongings 13 health
7 accommodation 14 weather
Focus ➤
The problem is that the people did not expect
bad weather at the beach; they expected sunny
weather. I think the people feel disappointed
and annoyed.
Focus ➤
Focus ➤
Types of holiday
Places to stay
Activities
Weather
half-board, cruise, beach,
backpacking, skiing, etc
hotel, apartment,
campsite, etc
swimming, hiking, souvenir
shopping, sightseeing, etc
sunny, freezing cold, windy,
calm, etc
Focus ➤
Objectives

Everyday English
4 Describing personal experiences
ñ Review Ex. 2b and the example provided in
Ex. 4.
ñ Encourage Ss to use the prompts provided and
recall personal events. In the case where Ss
have no personal experience he/she may use a
situation from TV, a movie or a book.
ñ Ss complete the exercise with a partner.
ñ Monitor progress around the room and listen for
a response from each student.
(Ss’ own answers)
5 Creating a dialogue/question and
response ― role play
ñ Encourage Ss to use information from Ex. 4 to
assist them in developing a conversation for
this task.
ñ Ss should use each prompt and play both roles
of the conversation to practice both sides of
the plan.
necessary assistance.
6 Choosing the correct response/talking
about holidays
questions and possible answers before giving Ss
ñ Ss listen to the recording and check their
answers.
ñ Ss act out the exchanges in pairs.
Listening
listening task
ñ Read the Study Skills box to Ss.
ñ Allow time to practise the method of
preparing for multiple-choice questions.
ñ Elicit Ss’ predictions.
― answering multiple-choice questions
ñ Tell Ss to select the correct answer and
circle their response.
ñ Play the recording again so Ss can check
their responses.
the class. Elicit which words helped Ss
complete the task.
Answer Key
1 B 2 C 3 A 4 C
Focus ➤
I expect to hear about people’s holiday problems
and complaints.
Focus ➤
Answer Key
1 c 2 e 3 a 4 b
Focus ➤
A: How terrible!
B: To make matters worse, I lost my passport.
A: What an absolute nightmare!
B: I tell you what … I’m staying at home next
year!
B: To make matters worse, I lost my passport.
A: What an absolute nightmare!
B: I tell you what … I’m staying at home next
year!
A: How was your holiday?
B: It was the worst I’ve ever had.
A: What went wrong?
B: For a start, our flight was delayed by ten
hours!
Focus ➤
Focus ➤
went wrong: doesn’t go as planned
for a start: to begin with
fetch: bring
to make matters worse: to worsen things
absolute nightmare: extremely unpleasant
situation
look on the bright side: try to be optimistic
Answer Key
1 his passport, missed their flight
2 was delayed, was lost
3 terrible
4 to go abroad
101

102
TAPESCRIPT
1 You will hear a woman talking about her holiday.
How does she feel?
“I can’t tell you how annoyed I am! We were very
dissatisfied with the food, the staff weren’t helpful at
all and the facilities on board the ship were very
disappointing. I’m definitely going to write a letter of
complaint! We paid a lot of money for that cruise!”
2 You will hear an advert for a holiday. What kind
of holiday is it?
“Tired of backpacking, package holidays and noisy
beach resorts? Well, how about spending your holiday
teaching English as a foreign language, helping out at
a turtle rescue centre or working with street children
in Brazil? Take a break and make a difference too!
Call us on 020-7865987 for more information.”
3 You will hear a man talking about something he
has just heard on the radio. What is his reaction?
“Oh no, did you hear that? A massive hurricane is
heading for the Florida coastline. We’d better call
the airline and see if we can get an early flight home.
I wouldn’t want to get caught in something like that!
Oh dear, what if all the flights are booked up?”
4 You will hear a woman talking about the weather
on her holiday. What was it like?
“To tell you the truth, we didn’t go to the beach
very much because the weather wasn’t as good as I
was expecting it to be. The travel agent told us it
was usually sunny and hot at that time of year, but
there was often a cool breeze and there were quite
a few showers in the afternoons.”
Say it right
8 Forming and using idioms
ñ Review the use of idioms.
questions and possible answers before giving Ss
ñ Correct answers together and elicit similar
idioms in Ss’ L1.
(Ss’ own answers)
Writing
9 Writing from personal experience
ñ Go through the rubric with Ss.
ñ Make sure to point out the details that must be
included in their writing.
ñ Ask Ss to identify the points related to when,
where, who and what.
ñ For Ss that do not have any personal
experience, allow them to use a storyline from
TV, a movie or a book.
ñ Ss complete the task and share their accounts
with classmates. Alternatively, assign the task
as HW.
Last year, I went on holiday to London with my
class. We had a terrible experience. For a
start, our flight was delayed for six hours. To
make matters worse, the food in our hotel was
appalling. It also rained every single day! It
was an absolute nightmare!
Focus ➤
Focus ➤
1 annoyed
2 teaching; working
3 Oh no; Oh dear!
4 didn’t go to the beach very much, wasn’t as
good as, cool breeze, quite a few showers

Objectives
Grammar: past tenses; articles
Reading: a fact file about a region (gap-filling)
Skill ― reading for grammatical correctness
Listening: intonation in compound nouns
Vocabulary: dependent prepositions; phrasal
verbs with get; words often confused; forming
compound nouns
1 Using articles a, an or the
ñ Review with Ss when it is appropriate to use a,
an or the.
ñ Offer examples if necessary.
ñ Ss complete the task. Remind Ss to read it over
to check for accuracy.
answers.
2 Reviewing past tenses
ñ Discuss situations that happened in the past.
ñ Ask Ss how to recognise past tense language.
What are some of the key words that identify
the past tense? (was, saw, had, had been,
words that end in –ed, etc).
ñ Draw Ss’ attention to Ex.1 and read the seven
sentences.
ñ Ask Ss to identify the words that indicate the
past tense and use those words to match to the
definitions (a-g).
ñ Allow Ss time to complete the task and correct
together.
3 Practising past tenses
ñ Do the first item as an example.
compare their answers with a partner.
4 Using time linkers with past tenses
ñ Ss complete the task individually and compare
Game
Continuing a chain story
ñ Tell Ss you are going to create a chain story
where Ss must add on.
Focus ➤
1 Our dinner was cold by the time we sat
down at the table.
2 I played the piano until I was 14 years old.
3 I watched some television after I had finished
my dinner.
4 Sarah rushed home as soon as school finished.
5 The children were building sandcastles
while their parents were eating.
Answer Key
1 by the time 3 after 5 while
2 until 4 as soon as
Focus ➤
Answer Key
1 A: Did you see
B: had started, finished
2 A: happened
B: fell, broke, was riding
3 A: was Ann crying
B: had been training, found out
4 A: did you meet
B: finished
5 A: didn’t he come
B: had just arrived, realised, had left
6 A: were you doing
B: was tidying, was planting
Focus ➤
1 d 3 f 5 b 7 e
2 c 4 a 6 g
Answer Key
1 past continuous, past simple
2 past simple
3 past continuous
4 past perfect, past simple
5 past continuous
6 past perfect continuous, past simple
7 past simple
Focus ➤
Answer Key
1 a 7 ― 13 the 19 the
2 the 8 the 14 ― 20 a
3 ― 9 the 15 ― 21 ―
4 ― 10 the 16 the 22 the
5 ― 11 the 17 a 23 ―
6 the 12 the 18 ― 24 the
Focus ➤
103
5 Grammar in Use
c

ñ Explain that an opening sentence will be
provided and that one-by-one they will add on
a sentence.
ñ Write them on the board as you go along so
there is a final product at the end.
ñ Read the story as a whole after all Ss have
contributed.
(Ss’ own answers)
5 a) Forming compound nouns
ñ Focus on the theory box on p. 87.
ñ Read the information to Ss and clarify any
questions.
complete it.
b) Practising intonation in
compound nouns
ñ Read the theory box on intonation and
clarify any details.
ñ Be sure to stress the difference of compound
nouns vs. adjective and noun.
ñ Tell Ss to listen closely and complete the task.
ñ Optional Extension: use the different forms
(compound/adjective and noun) in sentences
in order to prove how they work.
6 Practising prepositional phrases
ñ Refer Ss to Appendix 1 to review the details.
ñ Explain the task and allow time to complete
the task.
ñ Ask individual Ss to share their answers.
(Ss’ own answers)
7 Using phrasal verbs
ñ Review the concept of phrasal verbs.
ñ Allow Ss time to study the diagram and
complete the sentences.
words
ñ Ss complete the task individually, using
ñ Check answers with the class then elicit
sentences for the alternative words from Ss
around the class.
9 Transforming sentences
ñ Explain the task, reminding Ss to use two to
five words to complete each sentence.
ñ Check the answers with the class.
1 got on well with
2 after he had packed
3 until after the sun had
4 sightseeing more than
5 had already packed his case
Focus ➤
1 Jane rang the travel agent’s to book her
flights.
2 A taxi will transfer your luggage to the
airport.
3 I left my phone at home so I asked Tom to
bring it to me.
4 Tourists need to go to the police
immediately if they lose their passports.
Answer Key
1 transport 3 fetch
2 crossing 4 miss
Focus ➤
Answer Key
1 getting by 3 get on 5 get in
2 get off 4 get around
Focus ➤
1 on, by 2 in 3 on 4 on
Focus ➤
Answer Key
ñ blackboard ñ widespread
ñ gentleman ñ full stop
ñ highland ñ highchair
Focus ➤
Answer Key
1 dry 5 repellent 9 card
2 agent’s 6 screen 10 sun
3 cheques 7 hair
4 sickness 8 book
Focus ➤
5c Grammar in Use
104

Objectives
105
5 Literature
d
Reading: an extract from Around the World in
80 Days (gapped text)
Skill ― reading for text structure, cohesion and
coherence
Vocabulary: adjective ― noun collocations;
synonyms for ‘said’; gestures
Writing: an alternative ending
from the title and picture
ñ Ask Ss to look at the picture and title of the text
and share their thoughts and ideas on what the
text will be about.
ñ Ask the leading questions provided and elicit
information from Ss.
ñ Ss read the biography and then compare answers.
2 a) Speculating
ñ Discuss with the class the time period the
story took place and how their possessions
would have been quite different from today.
ñ Refer again to the picture and ask Ss to
respond to the task.
ñ Tell Ss to review the statements prior to
reading the text again.
check answers.
3 Using adjectives/extending vocabulary
ñ Tell Ss to focus their attention on the Study
Skills box.
ñ Read the comments, clarify any information
and explain the task.
ñ Ss complete the task and compare answers with
a partner.
4 a) Reinforcing understanding of
vocabulary
ñ Explain the task and go through the sentences
with the class to check understanding,
explaining any new vocabulary.
ñ Ss complete the task individually, then
b) Understanding reporting verbs
ñ In pairs, Ss complete the task and check
Focus ➤
Answer Key
1 welled 3 weighed 5 slipped
2 handed 4 pleaded 6 collapsed
Focus ➤
1 A pair of stout shoes is necessary for hiking.
2 Jack wanted a quiet life so he went to live
on a small island.
3 My uncle went to live in Australia years ago
and he never set foot on his native soil
again.
4 Have you seen our new bank notes?
5 I like to walk on the sand with my bare feet.
6 Kathy didn’t have enough money to buy
first-class tickets so she bought second-
class ones instead.
Answer Key
1 shoes 3 soil 5 feet
2 life 4 note 6 tickets
Focus ➤
Answer Key
1 C 3 B 5 A
2 E 4 F 6 D
Focus ➤
I think they took clothing, maps, and money.
Focus ➤
They are Phileas Fogg and Passepartout. They
are about to get into a carriage.
Focus ➤

106
c) Defining new vocabulary
synonym, example or explanation. Encourage
Ss to try to guess the meanings of the words
from the context before checking in their
dictionaries.
ñ Review answers with class.
5 Distinguishing between shake/nod
ñ Make sure Ss are aware of the meaning of shake
and nod. Do item 1 as an example and
demonstrate the gesture.
the task.
6 a) Writing a final paragraph
ñ Remind Ss it will be necessary to use similar
language as is used throughout the story.
share it with a partner.
b) Comparing endings
ñ Ss compare the actual ending to their own.
ñ Take a class poll to see how many Ss wrote
similar endings and how many were different.
ñ Ask individual Ss to share their writing with
the class.
(Ss’ own answers)
TAPESCRIPT
The next day, as soon as it was light, Passepartout
rapped vigorously at his master’s door. Mr Fogg opened
it, and asked, “What’s the matter, Passepartout?”
“What is it, sir? Why, I've just this instant found out …”
“What?”
“That we might have made the tour of the world in
only seventy-eight days.”
“No doubt,” returned Mr Fogg, “by not crossing India.
But if I had not crossed India, I should not have saved
Aouda; she would not have been my wife, and …”
Mr Fogg quietly shut the door.
Phileas Fogg had won his bet, and had made his journey
around the world in eighty days. To do this he had
employed every means of transport ― steamers, railways,
No, it was nothing like my ending, although the
two characters did return to London on time.
Focus ➤
After 80 days travelling, the pair were
exhausted. They had sailed over seas, travelled
by coach through some of the most beautiful
countries on Earth, and had some narrow
escapes from terrible danger. Now they at the
doors of the club. “Well, gentlemen”, Fogg
said as he entered, “here I am.”
Focus ➤
Answer Key
1 shake 3 nod 5 shake
2 nod 4 shake 6 shake
Focus ➤
grin: a broad smile
eyebrows: strip of hair which grows above your
eyes
in astonishment: with great surprise
in despair: showing little sign of hope
shaking: trembling uncontrollably
travelling cloak: a warm coat worn while on a
journey
set foot: enter or reach a place
soil: ground
troubled: bothered, concerned
steamers: ships or boats powered by steam
descended: got/went down
bare: without any covering
mud: wet soil or earth
purchased: bought
have in mind: remember
due: expected
Focus ➤
1 enquired: (l. 5) means to ask for more
information on a matter.
2 returned: (l. 6) here it means to reply.
3 answered: (l. 12) here it means to reply.
4 asked: (l. 14) this means asking a question.
5 pleaded for: (l. 59) this means to ask for
sth in an intense, emotional way.
6 checked: (l. 77) in this case, the speaker is
reminding Fogg of sth.
5d Literature

carriages, yachts, trading-vessels, sledges, elephants.
The eccentric gentleman had throughout displayed all his
marvellous qualities of coolness and exactitude.
But what then? What had he really gained by all this
trouble? What had he brought back from this long and
weary journey? Nothing, say you? Perhaps so; nothing
but a charming woman, who, strange as it may appear,
made him the happiest of men! Truly, would you not for
less than that make the tour around the world?
7 Revising the lesson
ñ Direct Ss to close their books and try to recall
ten words or phrases they learnt in the lesson.
ñ Ss use them in sentences and then Ss share
their sentences with a partner.
(Ss’ own answers)
Focus ➤
107
5dLiterature
Objectives
Reading: a story (ordering)
Skills ― reading for gist and specific information
Grammar: using adjectives/adverbs; linkers;
reporting verbs
Writing: a story
1 Discussing story writing/use of
tenses
ñ Ask Ss if they have read any good stories lately,
or if they can recall a favourite story from a
previous time. What do they remember about
it? Do they know what tense it was written in?
ñ Read the theory box with Ss and discuss any
questions that may arise.
ñ Allow Ss some time to read the text.
ñ Read the questions aloud and elicit answers
from various Ss around the class.
3 Deconstructing a story
ñ Focus Ss’ attention on the paragraph plan in
the theory box and review the information.
ñ Explain the task and ask individual Ss to
identify the appropriate paragraphs.
ñ Ss should justify their answers.
4 Sequencing the events in a story
ñ Read the rubric and explain the task.
ñ Be sure Ss are clear about what they are
looking for.
ñ Remind Ss to look for key words and phrases as
they read the prompts and the text.
ñ Allow Ss time to complete the task and check
answers with the class.
Answer Key
A 6 C 3 E 10 G 4 I 7
B 5 D 2 F 8 H 1 J 9
Focus ➤
Answer Key
ñ Paragraphs 2 and 3 develop the story.
ñ Paragraph 1 sets the scene.
ñ Paragraph 4 ends the story.
The writer has used a variety of past tenses
(past simple + continuous + past perfect).
Focus ➤
3 The weather was hot and sunny and then
there was a sudden thunderstorm.
4 They found each other and had coffee in a
café.
1 The story took place at the Notting Hill
Carnival.
2 The main characters were two friends,
Rachel and Sarah.
Focus ➤
A story can be about something that happened
to us. We normally use past tenses when telling
stories.
Focus ➤
5 Writing Skills
e

5 a) Setting the scene
ñ Read the theory box and summarise the
points on the board.
ñ Refer Ss back to the story to decide whether
the scene has been properly set in this case.
ñ Ss should justify their answers.
b) Practicing setting a scene
ñ Focus Ss’ attention on the picture provided
on p. 91.
ñ Read the rubric and explain the task.
ñ In pairs Ss discuss their answers.
the class.
6 a) Introducing theory
ñ Ss read the theory box.
ñ Discuss exactly what adjectives and adverbs
are and how they are used.
b) Using adjectives
ñ Read the adjectives and make sure Ss
understand their meanings.
ñ Allow Ss time to complete the task with a
partner.
ñ Check answers with another pair.
7 a) Using adverbs
ñ Explain the task and review the adverbs,
making sure the meanings are understood.
b) Using verb/adverb phrases when
writing sentences
check their answers with the class.
Focus ➤
Answer Key
1 patiently 3 hungrily 5 loudly
2 slowly 4 anxiously 6 happily
Focus ➤
Answer Key
nice ― comfortable OK― relieved
glad ― pleased bad ― terrifying
big ― deafening
Focus ➤
Focus ➤
John, Jane, Sue and Barry decided to go sailing
last weekend. It was a sunny day with a blue
sky and they had hired a big boat.
Focus ➤
Yes, it does as it tells us who the main
characters were (Rachel and the narrator),
where they were (on the train), what time of
the year it was (summer), what the weather
was like (a cloudless summer day), and why
they were there (they were travelling to the
Notting Hill Carnival).
Focus ➤
Sarah and I looked out of the window as the
train started moving slowly away from the
platform. It was a cloudless summer day. “Not
what you would expect after last night’s
storm”, Sarah said, adding that she didn’t think
I’d need my umbrella. “It’s a beautiful day ―
perfect for the Notting Hill Carnival”, she
exclaimed.
It was early when we reached our destination.
We spent some time walking around the stalls
and looking at the floats. Loads of people had
gathered along the route before the parade
started. People in all kinds of colourful outfits
were dancing to the music while others were
taking photographs. “Look at that costume”, I
could hear Sarah shouting but I couldn’t see
her anywhere. I was lost!
Next thing I heard a clap of thunder and within
minutes it was pouring rain. I quickly opened
my umbrella and was delighted that I had it
with me. Next thing, I felt Sarah pulling my
jacket. “I’m so delighted to see you”, she said.
Soaking wet but happy that we found each other,
we found a nice café and went in for a coffee.
“Who would have thought,” Sarah said, “that a
sudden downpour would be good luck!”. I agreed,
grinning. “Yes, without it you wouldn’t have
spotted my special umbrella, Sarah!” I added.
5e Writing Skills
108

109
8 a) Expressing feelings with
synonyms and antonyms
ñ Review what synonyms and antonyms are
and how they are used.
ñ Review the task and allow Ss time to complete
it.
b) Matching information
ñ Explain the task and review the example
provided.
9 a) Identifying specific verbs in text
ñ Read the theory box together and ask Ss for
examples.
b) Using a variety of verbs/replacing
‘said’
ñ Go through the theory box and draw Ss’
attention to the verbs that can be used
instead of ‘said’.
ñ Elicit more suggestions from Ss and write
them on the board.
it.
10 a) Linkers (theory)
ñ Draw Ss’ attention to the theory box and
review together.
ñ Refer back to the story on p. 90 for examples.
ñ Ask Ss to highlight examples in the story.
b) Using appropriate linkers
ñ Explain the task and go through the example.
Allow Ss time to complete the task.
2 She was trying to unlock the door but she
was using the wrong key.
3 It wasn’t very busy around the pool so we
found two sunloungers near the bar.
4 We thought we would never find help until/
and then we saw a little house in the
distance.
5 We didn’t start to worry until it started to
get dark and Holly still hadn’t returned.
6 I turned off my bedside lamp and then
there was a knock at the door.
7 I tried to pull my leg out from under the
rock but it was stuck fast.
8 Andy went to look for Sam while I tried
calling him on his mobile phone again.
Focus ➤
Answer Key
when, and, while, but, as, by the time, just
Focus ➤
2 whispered 4 cried 6 thought
3 exclaimed 5 screamed
Focus ➤
Answer Key
told, shouted, thought, replied
Focus ➤
A She was disappointed because everything
went wrong.
B He could hardly keep his eyes open because
he was exhausted.
C She felt like crying because she was upset.
E She was confused because she just didn’t
understand it.
F He was amused because it was quite a
funny situation.
Answer Key
2 E 3 F 4 B 5 A 6 C
Focus ➤
Answer Key
1 frightened 4 calm 7 glad
2 tired 5 bored
3 worried 6 certain
Focus ➤
1 Tom waited patiently for his return.
2 The old man moved slowly down the corridor.
3 Jack ate his dinner hungrily.
4 “I hope he’s OK,” Jane thought anxiously.
5 The people on the rollercoaster screamed
loudly.
6 The mother smiled happily at her baby.
5eWriting Skills

5e Writing Skills
110
11 a) Beginning and ending a story
ñ Focus Ss’ attention on the theory box on
techniques to begin/end a story.
ñ Review each point making sure everyone
understands all of the points.
ñ Clarify any difficult vocabulary and offer
any necessary examples.
ñ Refer Ss back to the story on p. 90 and ask
them to identify which techniques were
used in the beginning and ending.
ñ Ss must justify their answers.
b) Matching beginnings to endings
ñ Allow Ss time to read the beginnings and
endings and complete the task.
12 Writing a beginning and ending
ñ Remind Ss to use the information provided and
refer them back to the appropriate theory boxes.
ñ Allow Ss time to complete the task and share
their writing with a partner.
13 a) Understanding the use of past
and present participles
ñ Read the theory box.
ñ Clarify any problems or concerns.
ñ Instruct Ss to highlight any examples they
find in the story on p. 90.
Answer Key
I told Rachel, looking at her huge green and
pink spotted umbrella.
I thought anxiously, trying to find a place to
take cover from the rain.
Dripping wet but relieved, we entered the
first café we found.
Focus ➤
Nightmare at the Festival
One evening while on holiday with my friend
Eva, we decided to go to a local festival. As we
left our hotel, the sky went dark and the wind
grew stronger. “I’ve got a feeling that something
terrible is about to happen,” I said to Eva.
Safely sipping coffee back at our hotel,
we felt quite calm. We were relieved to be
safe but would we ever find out who that dark
stranger who saved us was?
I made my beginning and ending interesting by
describing the weather, using direct speech,
creating suspense, and asking a rhetorical
question.
Focus ➤
I find beginning 3 the most interesting because
it creates suspense and this made me very
interested in the story.
I find ending B the most interesting because
the direct speech it uses is very funny.
In beginning 1, the author describes the weather
and surroundings and uses direct speech.
In beginning 2, the author asks a rhetorical
question, addresses the reader directly, and
creates suspense.
In beginning 3, the author describes the
weather and surroundings using the senses, and
creates suspense.
In ending A, the author describes his feelings.
In ending B, the author describes the feelings
of the characters and uses direct speech.
In ending C, the author describes his
character’s feelings, asks a rhetorical question,
and creates mystery.
Answer Key
1 B 2 A 3 C
Focus ➤
Answer Key
To start the story, the author
ñ described the weather and people using
the senses.
ñ used direct speech.
To end the story, the author
ñ uses direct speech.
ñ describes feelings.
Focus ➤

b) Linking sentences with
participles
ñ Explain the task and read the examples with
Ss.
check answers with a partner.
14 a) Identifying key words in rubrics
ñ Explain the task. Review the rubrics with
the class and read the questions that have
been provided. Ss underline the key words
and then begin a discussion.
ñ Monitor Ss’ progress around the class and
offer assistance when necessary.
ñ Ask individual Ss to offer answers for each
rubric.
b) Writing a story
ñ Focus on the checklist provided and
encourage Ss to use it as a final checking
process before handing in their story.
ñ Remind Ss to use all of the suggestions and
recommendations given to them throughout
the module.
ñ Allow Ss time to complete the task and offer
ñ Ss hand stories in to be corrected individually.
ñ Some Ss may require a story starter to assist
them in formulating an idea to get started.
Provide examples for Ss where necessary.
A A Perfect Day For A Festival
‘It was a perfect, sunny day at the festival
and it felt like nothing could go wrong.’ My
friends and I waved goodbye to our parents
as the train left the station. It was a
perfect, sunny day, not what you would
expect after last week’s rain. Tom and
Fiona had their bright red waterproof
jackets with them. “I don’t think you’ll be
needing those!” I said. “It’s such a great
summer day nothing can go wrong.”
Focus ➤
5 A: Where did the story take place?
B: It took place at a music festival in
another town. We travelled to it by
train.
6 A: Why were the characters there?
B: They were there for a music festival.
7 A: What were they doing?
B: They were going to see their favourite
band.
8 A: What events happened?
B: we left on the train > I laughed at my
friends for bringing jackets > we
arrived at the festival > I got lost > it
started raining > I found my friends
9 A: What happened in the end?
B: We went for something to eat and I
remarked that I would always bring a
jacket to concerts in future.
10 A: How did the characters feel in the end?
B: Cold and wet, but relieved to be going
home.
A Key words: teenage magazine short story,
beginning with “It was a perfect, sunny day
at the festival, nothing could go wrong.”
B Key words: school magazine short stories,
title A Disastrous Holiday
C Key words: short story, competition, end
with “If only we hadn’t gone to the carnival!”
(Rubric A)
1 A: Who were the characters?
B: My friends and I.
2 A: What were they like?
B: They’re young, like me.
3 A: When did the story take place?
B: It took place during the summer and in
the afternoon.
4 A: What was the weather like?
B: It was very warm and sunny at first,
but then it started to rain.
Focus ➤
3 Shaking with fear, he hid in the bushes.
4 Standing at the edge of the rock, he
admired the magnificent view.
5 Annoyed, she called her travel agent to
complain.
6 Thrilled, they couldn’t believe they were
really in Hawaii.
7 Shaking, we feared the plane was going to
crash.
Focus ➤
5eWriting Skills
111

112
We finally arrived back at our hotel,
exhausted and anxious. We were so
relieved to be back. Mum looked at me and
said, laughing: “I thought we were coming
on holiday, not to disaster zone!”
C An Unfortunate Event
You know when you get that feeling that
something terrible is about to happen? Well,
on my way to the carnival last week, I felt
extremely nervous and worried for absolutely
no reason at all. “Oh, you’ve nothing to
worry about,” my friend Anne said.
It was getting dark when we reached the
carnival. We wandered around the stalls,
admiring the beautiful and colourful floats.
There were hundreds of people around. “I’m
thirsty,” I said, “let’s get some cola.” It was
only then that I realised my purse had been
stolen. All my money was gone. I wanted to
cry because I was so upset. Then, I began to
shake uncontrollably as I remembered how
uneasy I had felt before going to the carnival
that day! “Let’s go home,” Anne said.
When we got home, I checked my bag again.
I still couldn’t find my purse. ‘If only we
hadn’t gone to the carnival!’ Next time I
have a strange feeling I will stay home.
The concert had just started when we arrived
at the music festival. There were thousands
of people there. “I can’t wait for my favourite
band to play,” I said to my friends, but when I
turned around, I couldn’t see them.
Next thing, dark clouds gathered and it
started to rain heavily. Confused, I didn’t
know what to do. It was just then that I
saw Tom and Fiona’s red jackets and I ran
towards them.
Disappointed, we managed to dash into a
small restaurant, where we sat down for
something to eat. “I’m really looking
forward to going home and getting warm and
dry,” I exclaimed. “And next time I come to
a festival, I’ll bring a jacket just in case.”
B A Disastrous Holiday
One evening while I was on holiday with my
parents, we went for a long drive in the
mountains above the city.
I was just enjoying the spectacular views of
the countryside below, when suddenly we
heard a deafening noise. “I have a feeling
that something terrible is about to
happen,” my Dad said anxiously.
Next thing there were rocks and stones
rolling down the mountains. “Oh no,” my
mother cried,” “it’s an earthquake.”
It was all over in a few seconds and luckily
our car wasn’t hit by anything. The road was
covered in rocks but we decided to return to
our accommodation immediately. It took us
some time to navigate around the rocks.
5e Writing Skills
Objectives
5 Culture Corner
Reading: a leaflet (text completion; word
formation)
Skill ― reading for lexico-grammatical
accuracy
Writing: creating a tourist leaflet
ñ Draw Ss’ attention to the leaflet on The River
Thames.
ñ Allow Ss time to study the pictures and discuss
what they think would be available as activities
there.
ñ Ss read the leaflet and compare their answers
to the actual information.
Focus ➤

113
ñ Clarify any questions and explain any unknown
vocabulary.
2 Reading for lexico-grammatical
structure ― gap-filling
ñ Explain the task. Ss complete the task.
answers. Then allow Ss time to explain the
meanings of the words/phrases in bold by
giving an explanation, example or synonym
using a dictionary if necessary.
3 Role play ― giving a guided tour
ñ Ask Ss if they have ever had a guided tour of a
place.
ñ Discuss what kind of information was shared
and how the presenter spoke to the group.
ñ Ask Ss to formulate a list of what they would
want to know about a place if they were going
to visit it.
ñ Write the list on the board for reference.
ñ Using personal experience and referring to the
text, Ss complete the task.
ñ Ss may use the prompt offered in the rubric to
begin. Ss record themselves.
ñ Listen to recordings or have Ss act out their
guided tours for the class.
4 Writing a tourist leaflet
ñ Ss work in groups of 3 or 4 to complete the task.
ñ Encourage Ss to use pictures and to use the
River Thames example (p. 95) as a guideline.
ñ Groups present their leaflets to the class when
completed.
Focus ➤
Welcome, ladies and gentlemen, to the River
Thames boat trip, which I hope you’ll enjoy.
On the left you can see The London Eye, the
big wheel built in 2000 for the millennium.
Now, ladies and gentlemen, we’re just passing
The Tower of London, which has been a prison,
a medieval fortress and an arsenal and now
where the Crown Jewels are kept.
We’re coming up on the London Dungeon which
is not for the faint-hearted. You can learn all
about things such as the Great Fire of London
and the Great Plague here.
On the right, you can now see Shakespeare’s
Globe Theatre, completed in 1997. You can learn
all about life in Shakespeare’s time there
through a permanent exhibition. Also, don’t miss
the London Aquarium and St Paul’s Cathedral.
Focus ➤
hop on and off: get on and off easily, usually
without having to buy a new ticket
great value for money: worth more than the
money it costs
bird’s eye view: the view of something when
you are looking down on it from a height
the experience of a lifetime: something you
do that is unforgettable
millennium: a period of a thousand years, e.g.
1000–1999; the celebration at the end of a
thousand year period
served many purposes: has been used for
many different things
medieval: the historical period which lasted
from the end of the Roman Empire to the
Renaissance
fortress: a building like a castle
scared out of your wits: to be extremely
frightened or terrified
faint-hearted: if someone is faint-hearted,
they are not very confident and are afraid to
do things that might be dangerous
Answer Key
1 thrilling 5 thoroughly
2 amazing 6 performance
3 famous 7 educational
4 unusual 8 exhibition
Focus ➤
I think you can have a ride on the London Eye.
I think you can learn about history at the
Tower of London and the London Dungeon and I
think you can see a play at Shakespeare’s
Globe Theatre.
5Culture Corner

5 Culture Corner
114
Objectives
5 Across the Curriculum – Geography
Reading: a postcard; an email (text completion/
word formation)
Skill ― reading for lexico-grammatical accuracy
Writing: an email from your holiday
1 Using your senses
ñ Read the rhyme aloud, then play the recording.
ñ Ask individual Ss to share their thoughts and
feelings.
ñ Discuss how one sense can stimulate the others.
2 Matching proverbs to their
definitions
ñ Read the proverbs/sayings to the class and
explain any unknown vocabulary.
it.
ñ Ask for examples of similar sayings in Ss’ own
language.
3 Reading for correct lexico-
grammatical structure ― gap-filling
ñ Check Ss’ answers by asking various Ss to read
out the completed texts.
4 Recalling specific information
ñ Create a list on the board of rainy day activities.
ñ Talk about how the weather influences our
mood and the activities we are able to enjoy.
Focus ➤
Answer Key
1 amazing 5 reading 9 guided
2 spending 6 beautiful 10 dancing
3 really 7 fantastic
4 first 8 went
Focus ➤
Answer Key
1 B 2 D 3 E 4 C 5 A
Focus ➤
I am in a forest and it’s raining slightly. I’m
walking and listening to the wind blowing
through the trees and watching the autumn
leaves falling to the ground. I’m on my own. I
feel a little sad as the warm summer has gone
and the cold winter is about to start.
Focus ➤
The Winter Palace
The Winter Palace was built between 1754 and 1762
as the winter home of the Russian tsars. It has 1,786
doors and 1,945 windows. In 1917 it was attacked
during the October Revolution. It is home to the
Hermitage Museum which holds one of the world’s
greatest collections of art.
State Russian Museum
The State Russian Museum in the Mikhailovsky
Palace is the largest art gallery containing Russian
art in the city. It was opened in 1895.
There are so many things to see and do in Saint Petersburg, Russia’s second largest city. It’s a beautiful city
and great value for money. Here are four places you can stay during your visit:
Enjoy Saint Petersburg
Saint Isaac’s Cathedral
Saint Isaac’s Cathedral is the largest cathedral in the
city and was the largest church in Russia when it was
built. It is 101.5 meters high. It took 40 years to
build and opened in 1858. It is very richly decorated
inside.
Peter and Paul Fortress
The Peter and Paul Fortress is an old fortress and
prison, which was built in 1703. It contains some
churches where many of Russia’s tsars are buried. It
is now a museum.

5Across the Curriculum – Geography
115
5 Expressing personal opinions and
preferences
ñ Ask Ss to focus on the photo.
ñ Discuss the activities and how the people are
likely to feel.
ñ As a class, discuss the situation and ask Ss to
express their opinions.
6 Writing an email
ñ Review how to write an email and discuss the
information that should be included.
ñ Allow Ss time to complete the task. Alternatively,
assign as HW.
To: Jake
From: David
Hey Jake!
Greetings from Ireland. I’m having a great
time here even though the weather here has
been pretty bad. I’ve been doing lots of
reading and I’ve been to a few museums.
Tomorrow we are going sightseeing even if it’s
raining cats and dogs.
See you soon,
David
Focus ➤
I am in the mountains with some friends. We
are playing in the snow and having a snowball
fight. It is great fun.
Focus ➤
Other activities suitable for days when the
weather is bad:
ñ painting
ñ watching a film/going to the cinema
ñ playing board games
ñ listening to/playing music
Answer Key
Postcard
ñ play all kinds of video games: rainy day
activity
ñ sitting and reading: rainy day activity
ñ sightseeing
Email
ñ doing lots of sunbathing and surfing
ñ went to a museum: rainy day activity
ñ going on a guided tour
ñ going dancing
5Going Green
Objectives
Reading: an article (comprehension questions)
Writing: a leaflet
1 Using sounds to imagine a setting
ñ Play the recording for Ss.
ñ Ask Ss questions 1-4.
ñ Call on individual Ss to share their answers with
the class.
2 Relating information to a text
ñ Discuss the task as a class.
ñ Clarify any questions Ss may have and explain/
elicit the meaning of any unknown vocabulary.
ñ Elicit how the prompts may be related to the
text, then play the recording for Ss to check
their answers.
ñ broken glass ― There might be broken glass in
the sand, although I can’t see it. It would be
very dangerous for the people on the beach.
ñ fishing net ― Sometimes you can find
pieces of fishing nets on the beach. It
makes the beach look very dirty. They can
injure animals, too.
ñ drinks cans ― People drink soft drinks
from cans and not everyone throws them in
the bin when they are finished.
Focus ➤
1 I’m sitting on a beach in a warm, tropical
country with my friend.
2 I’m enjoying the sunshine and sunbathing.
3 It is hot and sunny.
4 I love it. I feel relaxed and close to nature.
Focus ➤

5 Going Green
116
necessary assistance.
ñ Ss then explain the words in bold by giving an
explanation, example or synonym using their
ñ Elicit what Ss can recall from the text.
4 Making a leaflet
ñ Explain the task. Encourage Ss to collect more
information and pictures from various sources
e.g. reference books, the Internet, etc. Remind
Ss to use the information in the text also.
ñ Display the best leaflets around the class.
Green Wisdom
MARINE LITTER HARMS PEOPLE & WILDLIFE
Marine litter is litter such as food wrappers,
cigarette ends, drinks cans and toys that are
left behind by the many thousands of people
that visit beaches every year. It can also come
from ships, fishermen, drains and factories.
Marine mammals can get mixed up in marine
litter, which can cause injury and stop them
from escaping from their enemies. Also, some
birds, fish and mammals eat marine litter.
This fills their digestive system, making them
feel full and they starve.
Marine litter can harm people as they can cut
themselves on glass or metal.
We can:
a) take our litter home with us.
b) take other people’s litter home.
c) organise a Beach Clean-up Day.
LET’S ALL HELP
Take all your litter home with you as well as
any other litter you see. Better still ― why not
organise a Beach Clean-up Day?
Focus ➤
turtles: type of reptile that live in the sea;
has a large shell on its back
jellyfish: type of marine creature which have
no bones
fills up: makes it full
threatened: facing danger
endangered species: types of creatures which
are in danger of becoming extinct
propellers: device with blades which enables
a boat or ship to move
wrappers: paper or plastic that covers something
buckets: a container that can hold water or
sand, for example
drains: (noun) hole down which waste water goes
seals: type of mammal that live in the sea
sea lions: type of sea mammal
curious: inquisitive
injury: type of damage to the body
stops: prevents
1 Marine litter is litter such as food wrappers,
cigarette ends, drinks cans and toys that are
left behind by the many thousands of people
that visit beaches every year. It can also come
from ships, fishermen, drains and factories.
2 Marine mammals can get mixed up in marine
litter, which can cause injury and stop them
from escaping from their enemies. Also,
some birds, fish and mammals eat marine
litter. This fills their digestive system,
making them feel full and they starve.
3 Marine litter can harm people as they can
cut themselves on glass or metal.
4 We can:
a) take our litter home with us.
b) take other people’s litter home.
c) organise a Beach Clean-up Day.
Focus ➤
ñ plastic bags ― People bring food in plastic
bags. If they leave them behind they are
dangerous to animals.
ñ plastic buckets & spades ― People use
them to build sandcastles but they can be
left behind very easily. Sometimes you can
find them lying on the beach, making it
very untidy.
ñ beach balls ― Another fun toy you can find on
any beach. When they burst, nobody wants
them and they are left behind on the beach.
ñ food wrappers ― People often leave them
behind causing litter.

5Spotlight on Exams
117
Reading
ñ Remind Ss how to complete multiple-choice
tasks, by looking for key words, trying each
possible answer and choosing the best answer.
ñ Encourage Ss to double-check their answers by
reading them over after making their selection.
Use of English
Practising word formations
ñ Tell Ss to read the entire text through before
they do the task.
ñ Ss complete the task and check their answers.
Listening
Matching speakers to dialogue
ñ Tell Ss to read the prompts, identify key words
and listen to the recording.
ñ Remind Ss you will play the recording twice.
TAPESCRIPT
Interviewer: I spoke to some young people to find out
about their views on holidays. Here’s what they had to
say:
Speaker 1: I usually go on holiday at least three times
a year. I know it sounds like a lot but my job is quite
stressful so I often need to get away from it all. Also, I
just love travelling and seeing the world!
Speaker 2: I’m not very keen on flying. It makes me
feel very uneasy, although I’ve never had any bad
experiences. I try to travel with friends. That helps me
to feel less nervous.
Speaker 3: I only go on holiday once a year, so I don’t
mind paying for a little bit of luxury! I always travel
first class and stay in the best hotels.
Speaker 4: I can’t stand going on holiday in the
summer ― it’s just too hot. Going on holiday in the
winter is much nicer, even if it’s really cold! You can do
more fun things, too, like skiing and snowboarding.
Speaker 5: When I go on holiday, I like to do absolutely
nothing! Forget sports, sightseeing tours, shopping,
and all of that. I just want to lie on the beach, swim
and read a good book!
Writing
Writing a letter to a pen-friend
ñ Review the rubric with Ss.
ñ Remind Ss of the proper writing format they
will be using.
ñ Identify the information that must be included
and allow Ss time to complete the assignment.
Letters will be handed in upon completion.
Speaking
Reaching a decision through
negotiation
ñ Explain the task and review the rubric together.
ñ Encourage Ss to follow the guidelines provided
and include all of the information suggested.
Focus ➤
16 Kuybysheva St
Yekaterinburg
Russia
August 27th
Dear Ben,
Many thanks for your letter. I can’t wait
until you come to visit me.
My holiday to Finland was the worst I’ve
ever had. It was a nightmare! For a start, my
luggage got lost so I had to buy new clothes for
the week. To make matters worse, I got bitten
by mosquitoes every night. No one told me
that there were so many of them there!
Anyway, you mentioned going to a music
festival. What kind of music festival are you
going to? Is it modern or traditional music? Are
you going on your own or with friends? Tell me
more.
Best wishes,
Sascha
Focus ➤
Answer Key
1 F 2 D 3 E 4 A 5 C
Focus ➤
Answer Key
1 spectacular 5 Impressionists
2 amazing 6 historical
3 paintings 7 following
4 collection
Focus ➤
Answer Key
1 C 3 C 5 D 7 C
2 B 4 D 6 D
Focus ➤

118
ñ Remind Ss they must give reasons for their
ideas and always justify their choices.
ñ Monitor Ss’ progress and offer assistance when
necessary.
A: No, that would be far too expensive and I
don’t like ships. We need to find something
that we can both afford and can enjoy.
B: I saw an advertisement yesterday in the
newspaper for a package holiday in Italy. It’s
not that expensive and travel, accommodation
and meals are included in the price.
A: I’ve been to Italy already so I’d like something
different. Can’t you think of anything else?
B: Well, how about a backpacking holiday
around Europe then. That way we’ll see
plenty of countries. We can travel from place
to place by train. It would be great fun!
A: Yes, that sounds like a great idea. It’s the
cheapest option, we’ll see plenty of places
and countries, and we’ll meet lots of
backpackers from all over the world. Let’s
go backpacking then.
A: Hi, Sascha! Have you thought about where
we’ll go on holiday this summer?
B: Would you like to go camping in Russia?
A
Introduce topic
& 1st option.
Ask for another
option.
Reject 2nd option
& suggest 3rd
option.
Agree on 4th
option.
B
give reason.
Suggest 2nd option.
Reject 3rd option &
suggest 4th option.
Agree.
Answer Key
1 1 accommodation, appalling
2 cottage
3 luggage
4 backpacking
5 flight … delayed
6 chilly
7 Craftsmen, handicrafts
2 1 screen 3 sickness 5 card
2 repellent 4 agent’s
3 1 Did you see 4 was raining
2 arrived 5 had been driving
3 had never flown 6 finished
4 1 cruise 5 famous 8 guided
2 beach 6 breathtaking 9 local
3 trekking 7 freezing 10 candlelit
4 first-class
5 a) 1 on 3 off 5 by
2 in 4 around
b) 1 on 3 in 5 by
2 on 4 on
6 1 How awful!
2 Have a nice time!
3 Thanks!
4 Not that great actually.
5 Progress Check

Food & Health 6Module
119
ñ Revise one or two points based on holidays. Discuss
where Ss like to go and the activities they enjoy
doing.
ñ Discuss Ss’ last holiday. Talk about the different
aspects of the holiday and share ideas and
thoughts.
ñ Direct Ss’ attention to the title of the module Food
& Health. Explain that throughout the module they
will learn how these topics relate to different
places and situations.
Look at Module 6
ñ In order to stimulate Ss’ interest, direct Ss to study
the pictures on p. 101.
ñ Ask Ss to identify the page numbers from within
the module, where these pictures can be found.
ñ Discuss what each picture represents.
item.
section is about.
The Literature section is about Charles Dickens and
an extract from Oliver Twist (pp. 108-109). Several
activities are included to stimulate interest and
explore this piece of literature.
Burns Night.
teeth, a topic in Science.
The Going Green section (p. 117) looks at organic
farming.
a rainbow (p. 102)
(a brightly coloured display in the shape of an arch)
What is represented? Why use a rainbow to display
these items? What is missing?
a celebration (p. 115)
(observing an occasion that pays tribute to sth or
someone) What kinds of celebrations do we have?
What activities do you enjoy? What foods are
associated with celebrations?
a report (p. 111)
(a written document stating facts and/or opinions
based on research) Who writes reports? Who reads
reports? What information can be expressed in a
report?
T: What do you see in this picture?
S2: A young woman sitting on a bench eating an
apple.
T: What do you think she is doing?
S3: She lives on a farm and was out picking apples.
T: Would you want to live on a farm? etc
Pic 2 (p. 108)
What do you see in the picture? What are they
doing? What is in the bowl? Why are they all boys?
Where could they be?
Pic 3 (p. 117)
Explain the picture. Where is this place? What is
happening? Describe the other characters.
Pic 4 (p. 102)
What is shown in the picture? What are these
things? Do you eat all of these things? Select your
favourites and explain why.

120
Objectives
6 Reading Skills
a
Vocabulary: fruits & vegetables; cooking methods
Reading: article on foods and colours (matching)
Speaking: discussing healthy eating habits; a
two-minute talk on improving eating habits with
a rainbow diet
Grammar: countable/uncountable nouns
Writing: a healthy menu
Vocabulary
1 a) Categorising food items into
groups
ñ Make two columns on the board; one fruits
the other vegetables.
ñ Ask Ss to identify whether each item is a
fruit or a vegetable and write the name in
the appropriate column on the board.
ñ Tell Ss to study the pictures and identify
each item.
ñ Review answers with the class.
b) Identifying countable/uncountable
nouns
ñ Allow Ss time to review all items and
identify the correct answers.
2 Presenting && practising vocabulary
for cooking methods
ñ Discuss different cooking methods with the
class.
ñ Ask Ss what their favourite foods are and discuss
the different ways they can be prepared.
ñ Draw Ss’ attention to the prompts and make
sure everyone understands the vocabulary and
what the task is. Read out the example.
the class.
(Ss’ own answers)
3 Selecting the correct word
ñ Encourage Ss to use their dictionaries to check
their answers.
ñ Check answers with the class
Reading
4 a) Relating ideas
ñ Explain the task. Allow Ss time to write
their list and discuss answers with the class.
Focus ➤
Answer Key
1 still 3 spices 5 artificial
2 bitter 4 starving 6 main
Focus ➤
Focus ➤
Answer Key
countable: grape, apple, carrot, lettuce,
orange, tomato, cherry, raisin, lemon, melon,
strawberry, blueberry, aubergine, pea, pineapple,
peach, pear, raspberry, plum, watermelon,
banana, pumpkin, fig, lime, cabbage
uncountable: broccoli, corn, celery
plural forms: grapes, apples, carrots,
lettuces, oranges, tomatoes, cherries, lemons,
raisins, melons, strawberries, blueberries,
aubergines, peas, pineapples, peaches, pears,
raspberries, plums, watermelons, bananas,
pumpkins, figs, limes, cabbages, some
broccoli, some corn, some celery
Focus ➤
Answer Key
Fruit
grape (purple), apple (red, green), orange
(orange), tomato (red), cherry (red), raisin
(blue), lemon (yellow), melon (yellow, orange,
green), strawberry (red), blueberry (blue),
pineapple (yellow), peach (orange), pear
(yellow, green), raspberry (red), plum
(purple), watermelon (red, green), banana
(yellow), fig (purple), lime (green)
Vegetables
broccoli (green), carrot (orange), corn
(yellow), lettuce (green), celery (green),
aubergine (purple), pea (green), pumpkin
(orange), cabbage (green)
Focus ➤

121
text in their books.
(Ss’ own answers)
ñ Encourage Ss to review the prompts before
reading the text again.
ñ Ss should identify any key words that may
help them match ideas.
ñ Review the answers with the class.
5 Identifying vocabulary related to the
body
ñ Allow Ss time to study the text and complete
the exercise, then compare answers with a
partner. Elicit more examples.
6 a) Defining verbs/phrases
ñ Draw Ss’ attention to the definitions and
read them together.
ñ Ask individual Ss to share answers and check
with the class.
b) Defining words and identifying
their roots
ñ Explain the task, drawing Ss’ attention to the
example provided.
ñ Review the idea of word families and provide
an example (cooking ― cook, cooked,
cooker, cooks).
ñ Encourage Ss to use their dictionaries.
Speaking
7 Making decisions based on previous
knowledge
ñ Tell Ss to refer back to the list they created in Ex.
4a and to use the table on p. 103 to help them.
words in the table.
ñ In pairs, Ss discuss eating habits with their
partners and make informed statements about
how healthy each other’s diet is.
Focus ➤
boost: lift, extra energy
brain: the organ you think with
concentration: giving your full attention to sth
infections: diseases caused by germs
eyesight: the ability to see
optimistic: look for the positive side to every
situation
emotions: your feelings of happiness, sadness, etc
complain: say you are not satisfied with a
situation
tummy: stomach
rumbling: make a noise because of hunger
soothing: calming
physically: related to the body
handful: as much/many of sth that you can
hold in your hand
creative: to have the ability to invent and
develop original ideas
Word families:
boost ― booster, boosting, boosted
brain ― brainy
concentrate ― concentration, concentrated
infect ― infection, infectious, infected
sight ― eyesight ― sighted, sighting
optimism ― optimistic, optimistically
emotion ― emotionally, emotional, emotive
complain ― complaint, complainer
rumble ― rumbling, rumbled
soothe ― soothing, soothed
physical ― physically
hand ― handful, handed, handing
create ― creation, creative, creativity,
creatively
Focus ➤
Answer Key
1 treat yourself
2 fight off
3 down in the dumps
4 grinning from ear
to ear
5 in search of
Focus ➤
head, heart, hearing, etc
Answer Key
brain, mind, physical, eyesight, a smile,
grinning, ear, teeth, bones, tummy
Focus ➤
1 orange 3 purple 5 red
2 green 4 yellow
Focus ➤
6aReading Skills

ñ Monitor Ss’ progress around the class and
provide any necessary assistance.
8 Giving a talk on improving eating
habits
ñ Explain the task and allow Ss time to make
notes under the headings using the text on p.
103 and the information in the table to help
them.
ñ Encourage Ss to follow the outline provided and
write their speech.
ñ Record speeches if possible or present in class.
Writing
9 Writing a healthy menu
ñ Review all of the aspects of a healthy diet and
write the suggestions on the board.
ñ Ask each pair to present their menu to the
class.
Words of Wisdom
Monday
Breakfast: cereal with fruit e.g. strawberries,
melon, apple and banana
Mid-morning snack: a handful of nuts and an
orange
Lunch: salad with lettuce, tomatoes, cucumber,
grated carrot and chicken or fish
Dinner: Starter: corn on the cob, main course:
broccoli, peas and fish or chicken with a baked
potato, dessert: blueberries and figs
Focus ➤
We should have healthy eating habits to
prevent us from getting ill by making sure we
get all the vitamins and minerals that are
essential for good health.
A fun way to do this is to follow a rainbow
diet, that is, to eat lots of fruit and
vegetables in all the colours of the rainbow.
If you do this, you will find that red foods
such as strawberries, raspberries, apples,
tomatoes and so on will give you an energy boost
and protect you from many serious illnesses.
Orange foods such as oranges, pumpkins,
peaches and mangoes can improve your powers
of concentration, help your eyesight and help
fight off infections because they contain Vitamin
C. Yellow foods such as bananas, lemons and
pineapples help us to stay happy and green foods
like broccoli and lettuce can help us to relax and
stay calm. Blue foods like blueberries can soothe
our emotions as well as our bodies. Finally,
purple foods such as figs and plums are said to
make people more creative as well as help to
keep them looking young! For all these reasons, I
think eating a rainbow diet is a good idea and we
should all start today ― after all ― what have we
got to lose?
Focus ➤
A: Well, my list had very few fruits and
vegetables and a lot of sweets and biscuits.
I suppose that’s not very healthy because
they contain a lot of sugar and fat. What
about you?
B: Well, I’ve got quite a lot of fruit and
vegetables on my list and they are rich in
vitamins, minerals and fibre so I suppose
that’s quite healthy. etc
6a Reading Skills
122

123
Objectives
b
Vocabulary: diet & health; idioms related to health
Reading: dialogue (gap-filling)
Skills ― reading for text structure, cohesion
and coherence
Listening: an interview (multiple choice)
Speaking: advising/agreeing ― disagreeing;
interjections; talking about health
Vocabulary
1 a) Building vocabulary
ñ Draw Ss’ attention to the diagram on Teen
Diet & Health. Read together.
vocabulary.
ñ Clarify any necessary information and discuss.
ñ Focus on the prompts in the exercise and
explain the task.
ñ Allow Ss time to study the information and
match the problems to the people.
ñ Ask individual Ss to share their answers to
b) Practising vocabulary relating to
health
Choose individual Ss to answer the questions in
the rubric orally in class.
(Ss’ own answers)
Everyday English
2 Advising/Agreeing ― Disagreeing
ñ Review the information provided and read the
example.
ñ Advise Ss to use the prompts provided in the
language box on p. 104.
ñ Monitor progress around the class and provide
ñ Ask some pairs to act out exchanges in front of
the class.
Reading
Read the sentences together, ask the questions
and elicit answers from various Ss around the
class.
Answer Key
They are in a café.
Susan has a problem with her teeth.
Focus ➤
A: I’m underweight!
B: Don’t you think you ought to eat at least
three well-balanced meals a day?
A: It’s a nice idea, but I’m not sure if it’ll
work.
A: I suffer from a lack of concentration!
B: You might feel better if you eat more iron-
rich foods.
A: Maybe you’re right, but I don’t really like
vegetables!
A: I’m always so tired!
B: You might feel better if you follow a low-
carbohydrate diet.
A: That’s not a bad idea.
A: I’ve got toothache.
B: If I were you, I’d cut out sugary drinks and
snacks and visit the dentist.
A: Maybe you’re right.
A: I seem to get ill very often!
B: You might feel better if you eat foods that
are rich in vitamin C such as oranges or
peaches.
A: Thanks. I’ll try it.
A: I get such bad indigestion at times!
B: You should avoid eating late at night you
know.
A: Thanks. I hadn’t thought of that.
A: My skin is so dry these days!
B: It might be a good idea to drink more water.
A: That’s not a bad idea.
Focus ➤
Focus ➤
Answer Key
1 b 3 g 5 e 7 c
2 d 4 a 6 h 8 f
Focus ➤

b) Completing a dialogue
ñ Draw Ss’ attention to the incomplete dialogue
and ask them to read it silently.
ñ Ss read the sentences A-F again and match
them to the appropriate gap.
ñ Ss read the entire text again to check for
correctness.
ñ Play the recording. Check answers with the
class, then Ss act out the dialogue in pairs.
TAPESCRIPT
Susan: Sorry I’m late, Emma. I’ve just been to the
dentist’s.
Emma: Oh, lucky you! Everything OK?
Susan: Well … I had to have a filling … yet again! My
mouth’s still feeling a bit sore.
Emma: Oh dear! I’ll call the waiter over. You should
order a nice soothing cup of lemon tea.
Susan: Yuck! I hate tea. I’ll have a cola.
Emma: Susan! No wonder you’ve got bad teeth!
Susan: What do you mean?
Emma: Well, there are about ten teaspoons of sugar in
each can!
Susan: Wow! Really?
Emma: Yes, really! Terrible for your teeth and even
worse for your waistline!
Susan: So … it might be a good idea to cut down, then?
Emma: Now you’ve got the idea! So, what are you
going to order?
Susan: Er … OK, you win. Two teas, milk and no sugar!
4 Using interjections
ñ Review the Study Skills box.
ñ Allow Ss time to read the dialogue again and
complete the task.
Speaking
5 Role-playing/Creating a dialogue
using interjections
ñ Review the task. Refer Ss to Exs. 1 and 2 for
useful language and allow time to complete the
task.
ñ Monitor the task and offer help as necessary.
ñ Record each pair of Ss as they perform their
dialogue for the class.
Say it right
6 Selecting the correct statement
ñ Draw Ss’ attention to the statements and
possible responses.
ñ Read each prompt (1-5) and elicit the
appropriate response from Ss.
ñ Play the recording for Ss to listen and check
their answers.
Listening
ñ Remind Ss to try each possible answer before
selecting the most appropriate one.
ñ Play the recording. Ss listen and complete the
task. Play the recording again for Ss to check
their answers.
the class.
Focus ➤
Answer Key
1 d 2 a 3 e 4 c 5 b
Focus ➤
A: Ooh! My stomach hurts.
B: Oh dear! What’s the matter?
A: I’ve got awful indigestion.
B: You should have a glass of soda water.
A: Yuck! I hate soda water.
B: Well, what have you eaten?
A: I had a curry chicken earlier.
B: What! You shouldn’t eat spicy foods. That
will make your indigestion worse.
A: Really?
B: Yes, and you shouldn’t eat too quickly either.
A: Ooh. It’s getting worse. I think I will have a
soda water after all.
Focus ➤
Answer Key
surprise: Oh!, Wow!, Really?
disgust: Yuck!
sympathy: Oh dear!
hesitation: So …, Well …, Er …
Focus ➤
Answer Key
1 C 3 E 5 F
2 D 4 B 6 A
Focus ➤
124

125
TAPESCRIPT
Interviewer: An expert on teenage health and fitness,
Claire Martin has helped a number of youngsters
through this often difficult period of their lives. Claire,
from your experience, what would you say is the one
thing that teenagers seem to worry about the most?
Claire Martin: Well, I think I would have to say that they
worry about their looks and especially their weight more
than anything. They see beautiful, slim models and
actors and actresses in magazines and on their TV
screens every day and feel that they want to be like that
too. Of course, whilst some lose weight sensibly, others,
unfortunately, think that they can do it by missing meals
or drastically reducing their calorie intake. As teenagers
are still growing, this is very dangerous. Any kind of
crash diet isn’t good for them as they can miss out on
important vitamins and nutrients at this key time in
their lives. People who go on crash diets usually put all
the weight back on very quickly in any case. It’s certainly
small changes, therefore, and not a more drastic crash
diet that are more likely to bring results.
Interviewer: So what would you suggest?
Claire Martin: Well, first of all you can reduce the
amount of food that you put on your plate. It’s also a
good idea to watch what you drink. Drink water or
sugar-free drinks and skimmed or semi-skimmed milk
instead of full fat, for example. Another suggestion is
to simply stop eating when full! Eating slowly can also
help because it takes about 20 minutes for the brain to
recognise how much food is already in the stomach.
Breakfast is also very important for teens as it gives
them the energy and calcium and iron they need to
start their day well. But they should choose what they
eat carefully! Cereal with low-fat milk and a piece of
fruit, for example, is a lot healthier than a doughnut
and coffee. Healthy snacking on carrot sticks, fruit or
cereal bars instead of junk food such as crisps or
chocolate can also help teenagers to keep up their
energy levels whilst cutting down on calories.
Interviewer: Thanks, Claire. Any final words of advice?
Claire Martin: Yes! It’s important to remember that losing
weight can be very challenging, so you’ll have bad days
and make mistakes. When this happens, forgive yourself
and move on! Above all, remember that both exercise and
diet play an important role in keeping a healthy weight.
And remember….you don’t have to do a team sport or an
aerobics class to stay in shape! Again, small, simple
changes, such as walking or cycling to school instead of
taking the bus, can make all the difference!
Interviewer: Great advice, Claire! And on that note,
let me … (fade out)
Idioms
8 Understanding/Using idioms
ñ Encourage Ss to guess the answers before
checking in the Word List.
ñ Check Ss’ answers and elicit similar idioms in
Ss’ L1.
Answer Key
1 off 2 back 3 for 4 into
Focus ➤
Answer Key
1 A 2 C 3 A 4 C
Objectives
Vocabulary: words often confused; forming
words using prefixes; phrasal verbs with give;
prepositions
Grammar: conditionals 1, 2 & 3; wishes
1 Conditionals type 1,2 and 3
ñ Review conditionals with the class.
ñ Look at the prompts and explain the task.
ñ Tell Ss they must justify their selection. Refer
Ss to the Grammar Reference section for more
details.
Focus ➤
6 Grammar in Use
c

6c Grammar in Use
126
2 a) Understanding the use of if, unless,
when in conditionals
ñ Draw Ss’ attention to the sentences.
ñ Allow Ss time to discuss the similarities/
differences in meaning in pairs.
b) Practising using the first conditional
ñ Draw Ss’ attention to the example provided
and discuss.
3 a) Practising using the second
conditional
ñ Review the example and clarify any problems
Ss may have.
ñ Ask individual Ss to answer each prompt.
Work around the class until everyone has
had an opportunity to answer at least one
time.
b) Practising giving advice using the
second conditional
ñ Tell Ss to use the prompts provided, each
taking a turn at offering advice.
ñ Monitor progress around the class offering
assistance if necessary.
4 Practice using the third conditional
ñ Check answers around the class.
Game
Practising using conditionals
ñ Divide the class into teams and explain the
concept of the game. Read out the examples.
ñ Do not begin a new round using a new prompt
until one side can no longer continue with the
existing theme.
ñ Do a practice round so everyone understands the
format of the game. Each correct sentence gets
a point. The team with the most points wins.
Focus ➤
Answer Key
1 would not have 3 had been
2 had set out 4 would not have had
Focus ➤
2 If I were you, I’d eat more oily fish and
drink more water.
3 If I were you, I’d cut down. Too much
coffee is not good for you.
4 If I were you, I’d eat less and exercise more
regularly.
Focus ➤
2 If I saw my favourite actor in the street, I’d
ask him for his autograph.
3 If I lost my purse, I’d go to the police station.
4 If I had a lot of money, I’d buy a beautiful
cottage in the country.
5 If I had a headache, I’d take an aspirin.
6 If I were tired, I’d have a quick nap.
Focus ➤
2 If you don’t have breakfast, you won’t be
able to concentrate.
3 Unless she sees a doctor, she won’t get
better.
4 Unless I finish my homework, I won’t go to
the party.
5 You will feel cold if you don’t put on a
jumper.
6 When you get off the bus, you’ll see a large
white building.
Focus ➤
Focus ➤
Answer Key
1 c 2 d 3 b 4 a
Form
0 Conditional: If + present simple + present
simple
1st Conditional: If + present simple + will +
bare infinitive
2nd Conditional: If + past simple + would/
could/might + bare infinitive
3rd Conditional: If + past perfect + would/
could/might have + past participle

5 Expressing wishes
ñ Explain the task. Do item 1 as an example.
ñ Refer Ss to the Grammar Reference section.
ñ Allow time to complete the task.
6 Writing sentences using I wish/If
only
ñ Review the example with Ss.
ñ Elicit answers from various Ss to check
answers.
7 Forming sentences with conditionals
ñ Explain the task and read out the example.
ñ Complete the task as a class.
ñ Clarify any questions or concerns Ss may have.
8 Forming words using prefixes
ñ Draw Ss’ attention to the theory. Read together.
ñ Clarify any questions or concerns that may
arise. Provide further examples if necessary.
ñ Ss complete the task as outlined.
9 Learning words often confused
ñ Allow Ss time to complete the task checking in
their dictionaries as necessary.
ñ Ask individual Ss to share their answers and
sentences with the class.
10 Learning prepositional phrases
ñ Encourage Ss to try each preposition until they
find the best fit.
ñ Allow Ss time to complete the exercise.
Answer Key
1 in 3 from 5 against
2 from 4 with
1 The heavy rain resulted in floods.
2 My father sometimes suffers from a bad back.
3 It takes a long time to recover from the flu.
4 It must be difficult to cope with two small
children and a job.
5 My friend advised me against taking up
smoking.
Focus ➤
1 I’ve got a pain in my neck.
2 Can I borrow your recipe for apple pie?
3 This milk has gone sour.
4 He went to a herbalist and was cured of his
headaches.
5 The wound took two weeks to heal.
Answer Key
1 ache 3 rotten 5 cure
2 prescription 4 treated
Focus ➤
Answer Key
1 overweight 4 semi-skimmed
2 overdo 5 overcook
3 multigrain
Focus ➤
2 I wish I weren’t tired. If I weren’t tired I
could concentrate better.
3 I wish I hadn’t missed the bus. If I hadn’t
missed the bus, I wouldn’t have been late
for work.
4 I wish I hadn’t lost my wallet. If I hadn’t
lost my wallet, I could go shopping.
Focus ➤
2 If only I hadn’t forgotten to renew my
passport.
3 If only it wasn’t raining.
4 I wish it would stop snowing.
5 I wish I could speak Chinese.
Focus ➤
Answer Key
1 d 2 a 3 c 4 b
Focus ➤
… he would buy a car. If he bought a car he
could drive to work. If he drove to work, he
wouldn’t have to take the bus. etc
… I wouldn’t be so tired now. If I wasn’t so
tired now, I would be able to concentrate. etc
6cGrammar in Use
127

Objectives
128
11 Using phrasal verbs with give
ñ Review the phrasal verbs with the class,
inviting Ss to give sentences to illustrate the
meaning of any they are already familiar with.
ñ Ss complete the sentences individually.
ñ Explain the task, reminding Ss to use two to
five words only to complete the sentences.
Answer Key
1 unless we book
2 I were you I would
3 would have tasted better
4 hadn’t been so crowded
Focus ➤
Answer Key
1 gave away 3 give up
2 are giving off 4 give back
Focus ➤
Reading: extract from Oliver Twist (multiple choice)
Vocabulary: idioms related to food; synonyms
for look
Writing: a paragraph continuing a story
1 Discovering literature/Predicting
content
ñ Introduce the story of Oliver Twist and ask Ss
what they know about this piece of literature.
ñ Ss then read the biography of Charles Dickens.
ñ Allow Ss time to read the text and the questions.
ñ Remind Ss to read all of the possible answers
before selecting the most correct answer.
ñ Encourage Ss to reread the question with the
answer they have chosen to check for correctness.
3 a) Matching synonyms
b) Explaining the meaning of new
vocabulary
ñ In pairs, Ss explain the underlined words/
phrases giving a synonym, example or
explanation.
ñ Encourage Ss to find the answers using the
ñ Ss select some of the words and mime or
draw them with their partner.
ñ Monitor progress around the class.
Focus ➤
Answer Key
companions ― friends
entirely ― completely
task ― job
paralysed ― unable to move
wonder ― amazement
shrieked ― cried, shouted
Focus ➤
Answer Key
1 C 2 C 3 D 4 C 5 A
Focus ➤
Focus ➤
6c Grammar in Use
6 Literature
d

6dLiterature
129
4 Linking a picture to written text
ñ Refer Ss to the picture on p. 108 and ask them
to identify the part of the text that best
describes what is happening.
ñ Ss must defend their choice of text and share
their answer with a partner.
assistance.
5 a) Finding synonyms in a text
ñ Draw Ss’ attention to the definition box on
p. 109. Review together.
ñ Check answers by asking individual Ss to
share their responses with the class.
b) Using new vocabulary
ñ Offer an example for Ss to follow.
ñ Ask individual Ss to provide an answer for
each situation.
ñ Extension: Ss can create their own
situations to continue with a similar
exercise in small groups of three or four Ss.
Idioms
6 Working with idioms
ñ Allow Ss time to complete the task. Refer Ss to
the Word List.
ñ Check answers with the class and elicit any L1
equivalents.
7 Writing a paragraph predicting an
outcome
ñ Review details with Ss and allow time to organise
their thoughts and write their paragraphs.
ñ Ss exchange their writing with a partner to check.
ñ As an optional extension, provide/ask Ss to find a
copy of the relevant part of the original text and
tell the class what happens next in the book.
The policeman arrived and demanded to know
why he had been called out at this hour. When he
heard that the ‘crime’ was that a boy had asked
for more food, he felt sorry for the boy.
However, the master insisted that the policeman
made an example of him so that the other boys
would be afraid to ask for more themselves. So
the policeman took Oliver away and he spent the
night on the floor of a police cell until it was
decided what would be done about him.
Focus ➤
Answer Key
1 water 3 cake 5 tea
2 cucumber 4 milk
Focus ➤
1 peep 3 glance 5 catch sight of
2 gaze 4 glare 6 stare
Focus ➤
Answer Key
gaze, stare
Focus ➤
After the gruel disappeared, the boys
whispered and winked at Oliver, while his
neighbours nudged him (lines 32-34).
Focus ➤
polished: cleaned
licked: wash with tongue
stray: separate from the rest
appetites: feelings of hunger
lots were drawn: names were chosen
apron: a piece of clothing worn to protect
clothes while someone cooks
whispered: spoke very quietly
winked: to close one eye so as to give a
message to someone
nudged: push someone with your elbow
faint: weak, hard to hear

Objectives
130
6 Writing Skills
e
Vocabulary: positive/negative adjectives
Reading: an assessment report (matching)
Skill ― reading for gist
Grammar: clauses of concession; linkers
Writing: an assessment report
1 a) Making assessments ― positive
and negative
ñ Discuss with Ss how we communicate opinions
to others. What language and tone is used to
express positive and negative comments?
ñ Write a few examples on the board, under
the columns positive/negative
ñ Draw Ss’ attention to the comments on
p. 110 and read each one.
ñ Ask Ss to identify whether each comment is
positive or negative and add it to the
corresponding list on the board.
b) Identifying appropriate statements
for a written report
ñ Allow Ss time to read the theory box, review
the statements and make their selection
justifying their choices.
2 a) Understanding a rubric
ñ Explain the task and go through the questions
one by one, eliciting answers from various Ss
around the class.
b) Detailing specific information
ñ Explain the task and review the report with Ss.
ñ Discuss with the class whether the questions
have been answered ― if so, where and how.
c) Matching headings to a report
ñ Draw Ss’ attention to the headings provided.
3 Listing positive/negative points from
a text
ñ Copy the table on the board.
ñ Ask Ss to identify as many positive and negative
points as they can from the text.
ñ List the answers on the board.
4 Creating collocations using adjectives
and nouns
cosy atmosphere (positive)
relaxed atmosphere (positive)
tasty food, dishes (positive)
Focus ➤
Positive
tasty dishes, reasonable
prices, beautiful
presentation, friendly
staff, self-service feature
adds to the experience,
informal & relaxed
atmosphere, popular
place
Negative
some dishes rather
expensive,
queuing necessary
for some stalls,
waiting involved
for particular
dishes, busy at
times
Answer Key
Focus ➤
Answer Key
1 Introduction 4 Atmosphere
2 Food & Prices 5 Conclusion
3 Service
Focus ➤
Focus ➤
1 The aim of the report is to evaluate a new
indoor eating area.
2 The editor of Taste It magazine.
3 c, e, f
4 A formal style.
Focus ➤
A, B, D ― formal impersonal style
Focus ➤
Answer Key
positive: A, B, C negative: D, E
Focus ➤

131
5 Analysing conclusions
ñ Elicit answers from individual Ss around the class.
6 a) Making recommendations
ñ Ask Ss to recall the information from the
report on p. 111 and discuss how the
recommendation was made.
ñ Refer Ss to the list of possible
recommendations and review.
ñ Explain the task and allow Ss time to read
through all of the possible answers.
ñ Check answer with the class.
b) Sharing personal experiences and
opinions
ñ In pairs, Ss share their opinions with each other.
ñ Monitor progress and provide any necessary
assistance.
(Ss’ own answers)
7 Changing informal writing to formal
ñ Explain the task. Allow Ss time to read the
extracts.
ñ Encourage Ss to use their dictionaries if
necessary and reread all of the extracts after
they have replaced the words/phrases.
ñ Ss can compare answers with a partner.
8 a) Comparing writing styles of two
reports
ñ Read the two reports with the Ss and discuss
the comparison points.
ñ Clarify any questions or concerns Ss may
have in regards to the points.
ñ Allow Ss time to review all of the information
and formulate answers.
Answer Key
A is appropriate as it has a formal and
impersonal style.
1 B 4 A 7 A 10 A
2 A 5 A 8 A 11 A
3 B 6 B 9 B
Focus ➤
Answer Key
A 1 The purpose of this report is
2 assess
B 1 For example 4 fashionable
2 modern, lively 5 attract
3 In addition, 6 Finally,
C 1 All in all
2 disadvantages
3 offering
4 reasonable
5 highly recommend
Focus ➤
Focus ➤
a, c, d, e, g
Answer Key
‘Therefore I would certainly recommend it to
anyone who enjoys Asian food.’
Focus ➤
Answer Key
a school canteen ― 1 (judgement)
a sports centre café ― 3 (recommendation)
a roadside café ― 2 (both)
Focus ➤
helpful staff (positive)
warm atmosphere (positive)
varied menu (positive)
high prices (negative)
inexperienced staff (negative)
informal atmosphere (positive)
beautiful presentation (positive)
slow service (negative)
popular dishes (positive)
efficient service (positive)
friendly staff, atmosphere, service (positive)
expensive prices, food, dishes (negative)
tasteless food, dishes (negative)
international staff, food, dishes, menu (positive)
unusual food, dishes (positive)
unusual presentation (negative)
reasonable prices (positive)
Used in report: tasty dishes, reasonable
prices, beautiful presentation, friendly staff,
informal, relaxed atmosphere, popular place
6eWriting Skills

b) Identifying formal language
within a text
ñ Ask individual Ss to verbally identify the
examples, while others highlight them in the
text.
c) Comparing formal/informal
language
ñ Discuss how to identify key words that
indicate formal vs. informal language.
9 Understanding clauses of concession
ñ Refer Ss to the Grammar Reference section.
Direct Ss to read the sentences.
ñ In pairs, Ss complete the table and compare
10 a) Using linkers to join sentences
provided.
ñ Remind Ss there may be more than one way
to answer each question correctly.
ñ Ss will share their answers with a partner to
check.
ñ Call on individual Ss to share answers with
the class to review as a group.
b) Using linkers to complete
sentences
provided.
Focus ➤
2 Despite the fact that the choice on the menu
was limited, the prices were extremely
reasonable.
In spite of the choice on the menu being
limited, the prices were extremely
reasonable.
Although/Even though the choice on the
menu was limited, the prices were extremely
reasonable.
3 Despite the fact that we had phoned
earlier to confirm our booking, there wasn’t
a table available for us when we arrived.
Although/Even though we had phoned
earlier to confirm our booking, there wasn’t
a table available for us when we arrived.
In spite of phoning earlier to confirm our
booking, there wasn’t a table available for
us when we arrived.
4 Because of its relaxed atmosphere and
excellent food, Chung’s is one of the most
popular restaurants in town.
Due to its relaxed atmosphere and excellent
food, Chung’s is one of the most popular
restaurants in town.
Focus ➤
Even though + clause
In spite of, despite + noun/verb/ + -ing
due to, Because of + noun
Answer Key
Focus ➤
Answer Key
A: The purpose of this report is to assess
standards at Amirit restaurant.
B: This report is to let you know how good
Amirit restaurant is.
A: Amirit offers a wide range of Indian cuisine, …
B: There’s so much food to choose from at
Amirit!
A: The staff at Amirit are efficient, professional
and polite.
B: The waiters at Amirit are really cool.
A: While prices at Amirit are on average higher
than at other Indian restaurants, the
quality of the dishes is far superior.
B: Amirit will cost you a fortune, so it’s much
cheaper to go to another Indian restaurant
down the road!
A: … excellent value for the standard of food
which is served.
B: … the food is well worth the money.
Focus ➤
The purpose of, to assess standards, a wide range
of, beautifully presented, efficient professional
staff, this can be a problem, on average, far
superior merits, a few minor faults, provides
excellent value, I would highly recommend
Focus ➤
132
6e Writing Skills

133
ñ Remind Ss there may be more than one way
to answer each question correctly.
ñ Ss compare their answers with a partner to
check.
ñ Call on individual Ss to share answers with
the class to review as a group.
11 Comparing a report with a formal
letter
ñ Ss discuss the questions in pairs and decide on
the answers.
12 Writing a report
ñ Draw Ss’ attention to the rubrics provided.
ñ Read each rubric and elicit the key words.
ñ Review the plan and elicit answers to the
questions.
HW.
To: The Editor, Nice ‘n’ Tasty magazine
From: Jane Smith, journalist
Subject: Supermac, fast food restaurant
Date: 13th October
Introduction
The purpose of this report is to assess the
general quality of Supermac fast food restaurant
and to make recommendations.
Food & Prices
The food on offer is what you would expect from
a fast food restaurant such as burgers and chips,
however it is surpisingly tasty. There are also a
wide range of salads and sandwiches which are
also rather delicious. What is more, the prices
are cheap and offer great value for money.
Service & Atmosphere
The service is fast and friendly. I did not have to
wait more than ten minutes. The staff are well-
organised and service is given with a smile.
However, the atmosphere is that of a busy
kitchen due to the fact that there was a lot of
noise from the kitchen and there was no music
being played and the lighting was very bright. For
this reason, many people ate quickly and left or
took their food away with them. Very few people
sat down and took their time over their meal.
key words: you work as journalist, Nice ‘n’
Tasty magazine, editor, report, Supermac, fast
food restaurant, assessing quality whether you
would recommend it to readers
Plan
To: Editor, Nice ‘n’ Tasty magazine
From: my full name, journalist
Subject: Supermac, fast food restaurant
Date: 13th October
Introduction
to assess the general quality and to say whether
I would recommend it to readers
Main Body
― two paragraphs
― food & prices, service & atmosphere
― tasty food, cheap prices, fast service, poor
atmosphere
― due to, however, etc
Conclusion
― overall not bad, food good, prices cheap
― recommend takeaway
A
Focus ➤
Answer Key
a formal letter and a report have: your full
name, paragraphs, a date, the full name of
the recipient
a report has: a title, subheadings
Focus ➤
2 Despite its high prices, the restaurant is
very popular with young people.
The restaurant is very popular with young
people, even though its prices are high.
3 In spite of advertising a varied menu, the
vegetarian choices were limited.
Although/Even though they advertise a varied
menu, the vegetarian choices were limited.
4 Despite ringing the restaurant weeks
before, it was quite difficult to get a good
table at the weekend.
It was quite difficult to get a good table at
the weekend, even though we rang the
restaurant weeks before.
5 In spite of its popularity, it’s easy to find
parking in the streets around the restaurant.
It’s easy to find parking in the streets around
the restaurant, even though it is very popular.
6eWriting Skills

6e Writing Skills
134
key words: you class representative,
headmaster, report, quality of school canteen,
assessing whether meeting students’ needs,
making recommendations
Plan
To: Headmaster
From: my full name, class representative
Subject: School canteen
C
Plan
To: Healthy Eating Society members
From: Kim Brown, member
Subject: New health food takeaway in town
Date: 13th October
Introduction
The aim of this report is to comment on the good
and bad points of the new health food takeaway
on Bridge Street in Upton and assess its suitability
for members of the Healthy Eating Society.
Food
The health food takeaway offers a wide range of
healthy dishes all made from fresh ingredients
on the premises. The salads and sandwiches only
contain fresh organic fruits and vegetables that
have been grown locally and you will not find
white bread or fizzy drinks on the menu. The
food is delicious and tasty. What is more, all the
dishes are nutritionally balanced providing a
wide range of vitamins and minerals and have a
low fat content. The range of food and drinks on
offer was excellent and the menu clearly states
the contents of every dish.
Prices
Due to the fact that every ingredient is fresh,
it is not surprising that the prices are rather
expensive. However, as the quality is so high,
the customer does get value for money.
Conclusion
Despite the fact that it is expensive, I think
the new health food takeaway is highly
suitable for members of our society as it offers
a wide range of delicious, healthy dishes.I
highly recommend it to members. However, I
advise members to eat there only occasionally
due to the high prices.
Plan
From: Kim Brown, member
Subject: New health food takeaway in town
Date: 13th October
Introduction
The aim of this report is to comment on the good
and bad points of the new health food takeaway
on Bridge Street in Upton and assess its suitability
for members of the Healthy Eating Society.
key words: you work Healthy Eating Society,
report health food takeaway, good and bad
points, whether suitable for members
Plan
From: my full name, member
Subject: New health food takeaway
Date: 13th October
Introduction
good and bad points & suitability for members
Main Body
― two paragraphs
― food, prices
― healthy ingredients, wide range, fresh fruit,
etc
― rather expensive
― due to, however, despite, etc
Conclusion
― great food, high prices
― go there occasionally
B
Conclusion
All in all, the food, service and prices at Supermac
are excellent. The only thing the restaurant lacks
is atmosphere. If lively background music was
played and the lighting was softened I think
Supermac would be improved. However, in spite
of this, I recommend Supermac for people who
want quick, tasty food at low prices.

6eWriting Skills
135
13 Exchanging writing and proofreading
ñ Ss exchange their work with a partner and
proofread.
ñ Encourage Ss to look for style, format and
spelling correctness.
ñ Tell Ss to follow the checklist provided on p.
114 and report information back to their
partner.
ñ Partners return reports and all Ss make
corrections.
ñ Check Ss’ work.
Focus ➤
Prices
Although the meals in the students’ canteen
are very reasonable, a small number of
students have said that they cannot afford to
eat there on a daily basis.
Service
Students seem to agree that the staff are
generally efficient and polite. The service,
however, can be a little slow at times if any
members of staff are absent for any period of
time.
Recommendation
All in all, despite a few minor problems, the
canteen certainly provides excellent value for
the standard of food that is served. I would,
however, recommend that we add more
vegetarian choices to the menu.Suggested Answer Key
To: Mr Mason, Headmaster
From: Helen Welsh, class representative
Subject: School canteen
Date: 13th October
Introduction
The purpose of this report is to assess whether
the school canteen facilities are meeting
students’ needs and to make recommendations.
Food
The canteen offers a wide range of good
quality dishes to cater for different
international tastes and the majority of
students seem satisfied with the choice. There
are some, however, who are vegetarians and
who feel that there are not enough fruit and
vegetable dishes on the menu.
Introduction
to assess quality and whether it is meeting
students’ needs and make recommendations
Main Body
― three paragraphs
― food, prices, service
― good quality food, wide range of dishes,
few vegetarian options
― prices ― reasonable, some students can’t
afford it every day, good service but slow
at times
― however, due to, although, etc
Conclusion
― excellent value, good food
― recommend more vegetarian options

Objectives
6 Culture Corner
136
Reading: an article on a festival (true/false
statements)
Writing: a paragraph about a festival in your
country
1 Listening and predicting information
ñ Tell Ss you will play a recording and they are to
listen and imagine what is happening.
ñ Discuss Ss’ answers and ask Ss to justify their
responses.
ñ Play the recording of the text. Ss listen and
read and compare answers.
(Ss’ own answers)
ñ Tell Ss to read the sentences 1-5 prior to
rereading the text and to look for any key
words that may help identify the
information Ss will be looking for.
Encourage Ss to guess the meaning of the
words/phrases from the context before
checking in their dictionaries. Ask Ss to give an
explanation, example or synonym.
3 Rewording/Recounting a text from
notes
ñ Reinforce with Ss they are to follow the
headings provided and use all of the information
provided in the text to make their notes.
ñ Ss then use their notes to explain Burns Nights
to a partner.
ñ Monitor the activity and offer help where
necessary.
4 Writing a paragraph about special
festival
ñ Ss review the rubric.
Focus ➤
Welcome
The host says a few words
Says the Selkirk Grace
Guests stand up as haggis comes in
Food
Haggis (sheep’s stomach stuffed with sheep’s
heart, liver, lungs)
Cock-a-leekie soup (chicken & leek soup)
Dessert ― oatcakes or sherry trifle
Music
bagpipe music
Ending
Everyone sings Auld Lang Syne ― for times gone
by Burns Night is a celebration that takes place
in Scotland on the 25th of January in honour of
the poet Robert Burns. It is fantastic. First of
all, the host welcomes everyone and reads the
Selkirk Grace to say thanks for the food, then
we all stand up when the haggis comes in to the
sound of bagpipes playing. The haggis is the
food. It is a sheep’s stomach stuffed with the
heart, lungs and liver. We also eat Cock-a-leekie
soup which is chicken and leek soup and we have
sherry trifle and Scottish oatcakes for dessert,
too. At the end we all hold hands and sing Auld
Lang Syne which is a song about times gone by.
Focus ➤
in for a treat: you’ll get a surprise
heart, liver, lungs: internal organs of the
sheep (offal)
recites: reads out
toasts: drinks to the health of …
raising their glasses: lifting up their glasses
turnip: a hard root vegetable
accompanied by: goes with
Focus ➤
Answer Key
1 F 2 F 3 F 4 F 5 T
Focus ➤
Focus ➤

What are you going to write? (a short
paragraph) What will it be about? (a special
festival in my country) What information do
you need to include? (the name, when it takes
places and why; what people do/eat; any
special tradition involved)
ñ Allow Ss time to complete the assignment or
assign as HW.
ñ Select Ss to read out their writing.
The Grushinsky festival is an annual Russian
bard songs festival. It takes place in Samara in
the Mastryk Lakes. It was started in 1968 by
the Grushin bard songs club and now attracts
over 80,000 people from all over the country
who camp in tents on the site. Famous singers
and new artists sing side by side and it is very
informal and friendly.
6Culture Corner
137
Objectives
Reading: short texts on teeth (gap-filling; matching)
reading for gist
Vocabulary: types of teeth; parts of a tooth
Writing: a quiz
1 Building vocabulary
ñ Ask Ss to identify the words provided. Explain/
Elicit the meaning of any unknown words.
ñ Discuss what is already known about these words.
ñ Read the Did you know ...? section and
compare to what was previously known.
(Ss’ own answers)
2 a) Translating into your own
language
ñ Draw Ss’ attention to the diagram in text A
and discuss.
ñ Ask Ss to label the diagram using their own
language.
(Ss’ own answers)
b) Gap-filling/Building vocabulary
ñ Focus on the diagram and read each word
clearly. Clarify meanings.
ñ Ss read the text through and identify what
word fills each gap.
ñ Instruct Ss to reread the text with the gaps
filled in to check the text makes sense.
answers.
c) Explaining new vocabulary
ñ Encourage Ss to identify the meanings based
on context before checking in a dictionary.
ñ Elicit answers from individual Ss and check
with the class.
Answer Key
Three (canines, molars and incisors).
Focus ➤
fastens: keeps something in place
outer: the outside of
substance: material
layer: level, part
blood vessels: the narrow tubes that blood
flows through
nerve: long thin fibres that send messages to
the brain/body
securely: tightly, safely
Focus ➤
Answer Key
1 crown 4 jaw bone 7 pulp
2 root 5 enamel 8 cementum
3 gum 6 dentin
Focus ➤
Focus ➤
Focus ➤

b) Matching headings and descriptors
ñ Explain the task. Allow Ss time to study the
information and make their selections.
ñ Encourage Ss to identify meaning based on
context before using a dictionary.
4 Writing a quiz
ñ Encourage Ss to review the information thoroughly
before they write their questions.
ñ Ss should then read their own work to check for
understanding before exchanging with a partner.
ñ Ss exchange quizzes and answer them.
ñ Review outcomes upon completion.
QUIZ
Choose one of the answers A, B or C to
complete this quiz on teeth.
1 Our teeth are made of .......
A acid B fluoride C enamel
2 Human beings have ....... permanent
teeth.
A 20 B 32 C 44
3 We need ....... for good teeth.
A bacteria B calcium C decay
4 We have three types of teeth – incisors,
canines and .......
A crowns B molars C roots
5 A tooth is made up of two parts – the .......
A top & bottom
B seen & unseen
C inner & outer
6 It is the ....... that contains the nerve of
each tooth.
A pulp B layer C bone
etc
Focus ➤
bite: use teeth to cut into sth
grasp: hold firmly
tear: pull into pieces
chew: use teeth to break up food in your mouth
grind: crush
Focus ➤
Answer Key
a incisors b canines c molars
Focus ➤
6 Going Green
138
Objectives
Reading: short text (open cloze; comprehension
questions)
Skills ― reading for lexico-grammatical structure
Speaking: role-playing; convincing someone to
adopt a farming method
1 Using/Building new vocabulary
ñ Draw Ss’ attention to the dictionary entry.
ñ Allow Ss time to work through the questions
and share their answers with the class.
ñ Ss should justify their responses.
(Ss’ own answers)
2 Eliciting information from pictures
ñ Allow Ss time to study the pictures and form an
opinion.
ñ Ss should justify their selections.
ñ Read the labels and compare Ss’ answers.
Answer Key
A is an organic farm and B a conventional farm.
They are very different methods because the
organic farmer uses natural ways to take care
of the land whereas the other uses chemicals
which are not good for our health.
Focus ➤
Focus ➤

6Going Green
3 a) Reading for lexico-grammatical
accuracy
ñ Explain the task. Remind Ss to read the text
as is, then go back and work through filling
in the gaps.
ñ Reread the text with the gaps completed
and check for correctness.
ñ Compare answers with a partner.
ñ Allow Ss time to complete the questions.
Explaining new vocabulary
ñ Encourage Ss to identify the meanings based
on context, then use a dictionary if necessary.
ñ Allow time to complete the definitions.
4 Role-playing
ñ Explain the task. Ss work with a partner to
develop a dialogue based on the facts
presented throughout this section.
ñ Ss create a dialogue in favour of organic
farming and use words and phrases to convince
someone to adopt a new practice.
ñ Allow time to create the dialogue and practice
the role-play.
ñ Ask each pair to act out their dialogue for the
class.
Green Wisdom
Focus ➤
fertilisers: mixture put on plants to help
them grow more successfully
compost: natural fertiliser
peelings: the skins of the vegetables that we
usually throw away
pesticides/insecticides: chemicals to kill insects/
bugs
spray: to send out a liquid from a container in
small drops
intensive farming: a system whereby farmers
try to produce as many plants/animals as
possible from their land
ecosystems: systems within nature
machinery: different machines
reduced: made less
protect: take care of
manure: animal droppings that help plants to
grow in a natural way
pest control: the control of different
unwanted insects/bugs
combat: fight against
rotating crops: moving crops to different
fields so as not to use up all the goodness from
the land
nutrients: natural substances that help animals/
plants to grow
tractors: vehicles farmers use for the difficult
jobs around a farm
flame weeders: gadgets that burn the weeds/
plants that farmers don’t want/need and
which can damage other plants
crops: what a farmer grows e.g. potatoes
maintain: to keep in the same condition/state
richness: the good quality of something
beneficial insects: those insects/bugs that
help farmers to get rid of harmful insects/bugs
Focus ➤
1 Conventional farming can be harmful to the
environment because it uses a lot of energy
through the amount of machinery used. Also it
causes harm through the amount of chemicals
used in pesticides, fertilisers and insecticides.
2 Organic farming is better for the environment
because it uses less chemicals by using natural
fertilisers and flame weeders. It also uses less
energy because it uses simple tools instead of
lots of machinery.
Focus ➤
1 is 4 of 7 and
2 as 5 the 8 each/every
3 which 6 of
Focus ➤
139

140
Listening
ñ Ss read the statements prior to playing the
recording.
ñ Tell Ss they will hear a recording and they are
to identify whether the statements provided
are true or false.
ñ Replay the recording while Ss check their answers.
TAPESCRIPT
A: Good morning, Tree Tops Restaurant.
B: Oh, good morning. I’d like to book a table, please.
A: Certainly. When would you like the table for?
B: Next Saturday, please.
A: Saturday 8th June?
A: Just a moment please….ah, I’m afraid we’re fully-
booked for that evening. We have tables
available for the evening before though.
B: No, unfortunately we can’t make it on Friday. Ah
… are you open at lunchtime on Saturday?
A: Yes, we are actually. We open at 12 and serve
lunch until 3pm.
B: Well, that might be okay. We could go shopping
first. Have you got a table for 1pm?
A: Yes, we have. That would be fine. How many is the
booking for?
B: Err … at the moment three, but there’s a
possibility that there’ll be one more.
A: That’s absolutely fine. I’ll book you a table for four.
B: Oh, thank you, that’s great. I’ll have to check with
my friends though if Saturday lunchtime is OK.
A: No problem. I’ll make the booking for you and you
can call us and change it later if you need to.
B: Thanks. Is the lunchtime menu similar to the evening
menu?
A: It’s similar, but we also have a selection of salads
and lighter dishes on our lunchtime menu.
B: Oh, that’s good. One of my friends is always on a diet!
A: Don’t worry, she’ll have plenty to choose from!
Can I take a name for the booking, please?
B: Yes, certainly. It’s Brooks. That’s B-R-O-O-K-S.
A: Thank you. I look forward to seeing you on Saturday.
Reading
Reading to match specific information
ñ Encourage Ss to read the questions prior to
reading the texts and highlight any key words.
ñ Remind Ss that one text will not be matched to
a question.
Use of English
Reading for lexico-grammatical
accuracy
ñ Remind Ss to try each answer provided and
select the best option to complete the gaps.
ñ Tell Ss to read the entire text upon completion
in order to check for correctness.
Speaking
Giving a two-minute talk on food
and drink
ñ Encourage Ss to follow the guidelines provided
and make notes to help them to remember
what to say.
ñ Explain to Ss that they will be required to answer
questions from their classmates following their
talk. Ss should be prepared to justify and
substantiate any information they give.
ñ Allow time to develop their information.
ñ Ss present their work individually.
My favourite foods are fresh fish, soups and
salads. I like to drink tea and coffee as well as
lots of water. What I eat depends on the
weather. When it’s hot I enjoy eating ice
cream and I like to drink fizzy drinks like diet
coke. When it’s cold, I enjoy a cup of hot
chocolate and hot puddings. On a typical day I
eat cereal for breakfast, a sandwich for lunch
and a main meal in the early evening, usually
some kind of meat with pasta or rice. I think
my diet is quite healthy. I try to eat a wide
range of foods and I do not snack very often.
Focus ➤
Answer Key
1 B 3 D 5 A 7 B
2 C 4 D 6 D
Focus ➤
Answer Key
1 B 2 F 3 A 4 C 5 D
Focus ➤
Answer Key
1 B 3 C 5 A
2 B 4 A 6 B
Focus ➤

6Spotlight on Exams
141
Writing
Sharing opinions for/against an issue
ñ Review the writing process provided with the Ss.
ñ Read over the rubric and discuss points that
arise both for and against the topic.
ñ Write a chart on the board with two columns: one
for, one against; and list the comments Ss make.
ñ Clarify any questions or concerns Ss may have
in regards to the task.
ñ Allow Ss time to organize their thoughts and
opinions and encourage them to refer to the
list you formulated on the board.
ñ When Ss have completed their writing, they may
exchange papers with a partner to proofread
and check. Make any necessary corrections and
hand-in.
ñ Monitor progress around the class throughout
the writing process and provide any necessary
assistance.
There are a number of arguments in favour of
banning ads for junk food on TV. To start with, if
youngsters do not watch them, then they will
not be influenced by them and buy the products.
In addition, these adverts do not inform young
people of the fact that this kind of food is
unhealthy. As it contains high levels of fat, salt
and sugar, researchers say it could be addictive.
On the other hand, there are also
arguments in favour of keeping the ads. For
example, many people believe that fast food
plays an important role in society because it is
convenient, inexpensive and tastes good.
Moreover, the rise in obesity and health
problems among the young probably has more
to do with their lack of discipline in what they
eat and how much they eat rather than with
TV advertisements for fast food.
In conclusion, I believe youngsters need to
learn to take responsibility for their own
choices and the results of those choices
regardless of advertising campaigns. As long as
parents inform children of the dangers of
eating this type of food, then there is no
reason why such advertisements should be
banned from TV.
These days, young people are influenced
very much by TV advertisements, a large
number of which are for fast food. As a result,
some people believe that eating habits among
the young are becoming so bad that it is time
for such advertising to be banned completely.
Focus ➤
6Progress Check
Answer Key
1 1 carbohydrates 6 watermelon
2 rumbling 7 Raw
3 eyesight 8 Grilled
4 indigestion 9 concentration
5 recipe 10 sprinkle
2 1 artificial 5 fizzy 9 blood
2 lamb 6 tooth 10 grated
3 dry 7 stomach
4 fast 8 main
3 1 had 4 had studied
2 won’t/will not lose 5 had followed
3 would stop 6 would taste
4 1 multi 3 under 5 over
2 semi 4 co
5 a) 1 off 3 up 5 away
2 up 4 back
b) 1 against 3 with 5 from
2 from 4 in
6 1 Then you should
2 I’ve tried that
3 a bit under the weather
4 I hope you feel better soon

Let’s have fun7Module
142
ñ Revise one or two points from the previous
module. Discuss healthy eating and ask Ss
questions about how healthy they think their diet
is. Talk about eating out and ask about Ss’
favourite restaurants/ dishes, etc.
ñ Direct Ss’ attention to the title of the module Let’s
have fun. Explain that in this module they will
learn about entertainment, performances and
electronic music, etc.
Look at Module 7
can see on that page and what they think the unit
might be about).
item.
section is about.
The Literature section (pp. 128-129) is an extract
from The Phantom of the Opera and a biography of
Gaston Leroux. Several activities are included to
the famous London landmark, Madame Tussauds.
Across the Curriculum (p. 134) concerns the
subject of Music and looks at electronic music.
The Going Green section (p. 135) contains an article
on saving and recycling paper.
a literature extract (pp. 128-129)
(short piece from a novel, play, etc) Have you read
the book? What do you think it is about?
a theatre poster (p. 125)
(a poster with date information, names of shows,
box office number) Where could you see this
poster? What does it advertise? Which one would
you choose to go to?
a film review (p. 130)
(a synopsis and critique of a film) What is the
review about? Have you seen the film? Do you read
reviews before you see a film?
T: What can you see in pic 1?
S2: A lion.
the module?
S3: The text might be about a film. The photo
looks like a poster.
T: What else can you see on p. 130?
S4: A gorilla. etc
Pic 2 (p. 126)
What does the picture show? What is this building?
How is it related to the topic?
Pic 3 (p. 131)
What is this picture? Who is the girl? Are teenage
books popular? What is your favourite book?
Pic 4 (p. 122)
What is the man in the picture doing? Do you use
the computer often?

143
Objectives
7 Reading Skills
a
Reading: an article on teenagers and entertainment
(matching)
Skills ― reading for detailed understanding
Vocabulary: entertainment
Speaking: paraphrasing a text
Writing: a survey
Reading
1 a) Predicting the content of the text
ñ Ss read the title, look at the picture and try to
guess what the title refers to.
ñ Instigate a discussion by asking Ss if they
think this article describes today’s teens.
ñ Allow Ss time to read and check.
b) Understanding topic sentences
ñ Select individual Ss to read out the first
sentence in each paragraph.
ñ Allow Ss time to guess what the text is
about.
ñ Play the recording. Ss listen, read and check.
ñ Allow Ss time to read the text and answer the
questions.
ñ Invite individual Ss to read out their answers to
the class.
3 a) Explaining new vocabulary
definition, synonym, etc.
ñ Encourage Ss to try to guess the meaning of
the word from the context before using
their dictionaries to check their guesses.
ñ I think that writing on school desks is anti-
social.
ñ My Dad is such a couch potato; he’s always
watching football.
ñ David thinks it’s unfair that students get
homework at the weekends.
ñ I listen to music to unwind.
ñ You just can’t beat the feeling of lying on a
beach under the sun.
ñ My grandfather doesn’t like the party as
the music’s blaring.
ñ I like the catchy T-shirt you’re wearing.
ñ On school trips, we always sing along to
songs on the radio.
ñ You’ll love the new comedy; it’s such a
good laugh.
anti-social: not social or friendly; unwilling to
meet people
couch potatoes: people who spend a lot of
time sitting on the couch and watching TV
unfair: not right or just
unwind: relax
can’t beat: there’s nothing better
blaring: making a loud noise
catchy: easy to remember
sing along: join in and sing at the same time
as sth/sb else
It’s such a good laugh: an enjoyable time;
great fun
I can take it or leave it: It doesn’t matter to
me if I do it or not
predictable: obvious what is going to happen
I have to admit: I must confess
addict: sb who likes a certain activity very
much and spends a lot of time doing it
incredible: amazing
malls: large shopping centres
Focus ➤
Answer Key
1 Sanjit 3 Yoko 5 Anya
2 Suzy 4 Maria
Focus ➤
I think the text is about teenage free-time
activities around the world.
Focus ➤
I think the term ‘square-eyed generation’
means teenagers who do nothing else but
watch television. Yes, I think it describes
today’s teens, as they watch a lot of television
and spend a lot of time using computers.
Focus ➤

144
b) Thinking of alternative titles
ñ Ss brainstorm for alternative titles.
ñ Ss give their titles, giving reasons for their
choice.
Speaking
4 Speaking about teenage forms of
entertainment
ñ Allow Ss time to read the text and make notes.
ñ Ss read their notes to the class.
ñ Ss may record themselves.
Vocabulary
5 Introducing theme tunes
ñ Ss listen to the piece of music.
ñ Invite Ss to answer the questions.
6 a) Talking about forms of
entertainment
ñ Elicit/Explain types of forms of entertainment.
ñ Ss brainstorm for forms of entertainment in
their country.
b) Personalising a topic using
adjectives
ñ Have individual Ss read out the prompts.
vocabulary. Read out the example exchange.
ñ In pairs, Ss discuss the prompts.
ñ Ask selective Ss to act out their exchanges.
(Ss’ own answers)
7 Learning words related to
entertainment
ñ Allow Ss time to read through items 1-10
underlining the words that they think are correct.
ñ Ss now use their dictionaries to see if the
answers are correct.
ñ Check Ss’ answers and elicit/explain the
meanings of the distractors.
1 cast ― theatre
2 book ― theatre
3 stage ― theatre
4 reviews ― cinema
5 subtitles ― cinema/TV programmes
6 storyline ― cinema/books
7 directed ― cinema
8 tune ― TV programmes
9 seller ― books
10 office ― cinema
Focus ➤
Focus ➤
In my country, young people like watching
television, going to the cinema, and playing
video games.
Focus ➤
Yes, it is catchy. I can’t sing along with it, as I
don’t know the words. I think you could hear it
on the TV.
Focus ➤
A lot of teenagers in the UK enjoy watching
DVDs. Others like dancing to music in clubs. In
Mexico, lots of teenagers enjoy watching
telenovelas which are like teenage soap
operas. Lots of teenagers in Japan enjoy
karaoke while in India they like Bollywood
movies. Teenagers in Russia enjoy playing
video games and going to malls with their
friends if they live in big cities.
Focus ➤
“Teenage Couch Potatoes ― The Sitting
Generation?”
I chose this title as it asks whether today’s
teenagers do anything else apart from sitting
on the couch and watching TV.
Focus ➤
ñ Fish is OK as a food, but I can take it or
leave it.
ñ I didn’t like that book as it is too
predictable.
ñ I have to admit that I enjoy going to the
theatre.
ñ My older/elder brother is a music addict
and he’s got loads of albums.
ñ I think the new Harry Potter film is
incredible.
ñ In America lots of kids hang out at the malls.
7a Reading Skills

7aReading Skills
145
Writing
8 Writing a survey
ñ Read out the example and explain the task.
ñ Ss work in groups and prepare their questions,
then conduct a class survey using them.
ñ Ss then analyse the results and write a
paragraph about them.
ñ Invite groups to read out the paragraph to the
class.
ñ Ss compare findings.
(Ss’ own answers)
9 Consolidating vocabulary
ñ Ss close their books and think of ten new words
from the lesson and make their sentences and
share them with their partners.
ñ Invite individual pairs to read out their sentences.
Words of Wisdom
Focus ➤
Questions
Do you have a PC at home?
How many hours do you spend on it?
Do you play a lot of video games?
Do you watch a lot of DVDs?
How often do you go to the cinema each week?
Do you go clubbing often?
How many evenings a week do you stay at
home? etc
Focus ➤
Objectives
b
Vocabulary: types of performances; idioms
Reading: a dialogue (text completion)
Skills ― reading for text structure, cohesion and
coherence
Speaking: making/accepting/declining invitations;
expressing opinions; role play
Listening: short monologues (matching)
Skill ― listening for detailed understanding
Vocabulary
ñ Read out each type of performance, explaining/
eliciting the differences between them.
ñ Play the recording, pausing after each extract.
ñ Elicit what the items are in their language.
2 Matching words to their descriptions
Focus ➤
Answer Key
1 a musical 3 an opera
2 a music concert 4 a ballet
Focus ➤

146
Reading
3 a) Predicting the context of a dialogue
ñ Ss try and guess where the speakers are and
what they are talking about.
ñ Allow Ss time to read the dialogue and
familiarise themselves with the content of
the dialogue.
ñ Direct Ss’ attention to sentences A-F in part
a.
ñ Ss fill in the gaps.
ñ Ss check their answers and compare with a
partner.
ñ Play the recording again if necessary.
ñ Check answers.
ñ Ss then explain the words in bold by giving an
explanation, example or synonym. Encourage
Ss to try to guess the meanings from the
Speaking
4 Acting out a dialogue at the theatre
ñ Explain the task and tell Ss to use the dialogue
on p. 124 as a model.
ñ Invite individual pairs to act out their dialogue.
ñ Invite the class to vote for the best one.
(Ss’ own answers)
Everyday English
5 Making/Accepting/Declining invitations
ñ Explain the task and read out the example
exchange.
ñ Direct Ss’ attention to the language in the table
and explain the meaning of any new words.
ñ Direct Ss’ attention to the poster and then Ss
make up exchanges in pairs.
ñ Monitor the activity.
ñ Ask some pairs to act out their dialogues in
front of the class.
6 Learning idioms
ñ Read out the rubric.
ñ Elicit/Explain what the idioms mean.
ñ Elicit from Ss whether there are similar
expressions in their language.
Answer Key
1 hard of hearing 3 hot cakes
2 daylight robbery 4 one hit wonder
Focus ➤
A: I’m going to see A Midsummer Night’s
Dream on Friday night. It’s a play by
William Shakespeare. Would you like to
join me?
B: I’d love to.
A: If you’re free Saturday night, would you
like to see Dancing in the Streets with me.
It’s a musical.
B: That sounds nice, but I’m busy on Saturday,
sorry.
A: We’re going to see Puccini’s famous opera,
Madame Butterfly on Thursday night. Do
you fancy coming along?
B: Actually, operas aren’t really my kind of
thing.
Focus ➤
Focus ➤
surroundings: a place or an environment
fully booked: when all the tickets were sold for
something or all the rooms are taken in a hotel
further down: some distance down/along
is about: is just going to, almost at this minute
Answer Key
1 B 3 E 5 A
2 F 4 D 6 C
Focus ➤
The speakers are at the theatre. They are
talking about where they should sit.
Focus ➤
Answer Key
2 curtain
3 stalls
4 usher
5 opera glasses
6 aisle
7 balcony
8 orchestra

147
Listening
7 a) Listening for specific information
ñ Ask Ss to read out the sentences and then
check their understanding of the task.
TAPESCRIPT
Interviewer: I asked some people about what kinds of
performances they enjoy. Here’s what they had to say:
Speaker 1: My boyfriend really likes going to see
plays. I’m not that fond of the theatre, but I just go to
keep him company.
Speaker 2: The theatre totally fascinates me! I love
music concerts, ballets, musicals, plays, whatever! The
only thing I’m not that keen on is opera really.
Speaker 3: I always try to get the best seats I can when
I go to the theatre. The tickets can be quite expensive
but they’re usually worth every penny!
Speaker 4: I absolutely love ballets, but you can only
go to them in a big town or city. There’s only one
theatre in my town and it only puts on plays.
Speaker 5: I go to the theatre at least twice a month,
more if there are lots of things I really want to see!
b) Expressing personal preferences
Allow Ss time to read the comments again, then
elicit which ones they agree with.
Say it right
8 a) Expressing opinions
ñ Explain the task. Allow time for Ss to read
items 1-3.
ñ As an extension, ask various pairs of Ss to act
out the exchanges.
b) Practising expressing opinions
ñ Invite the pairs to act out their exchanges.
A: What did you think of the opera?
B: It was brilliant!
A: How was the ballet last night?
B: I didn’t like it at all.
A: Did you enjoy the musical?
B: It wasn’t bad.
Focus ➤
Answer Key
1 a 2 a 3 a
Focus ➤
I agree with D as the theatre isn’t really my
cup of tea.
Focus ➤
Answer Key
1 D 2 A 3 C 4 F 5 E
Focus ➤
Objectives
7 Grammar in Use
c
Reading: a short article on London’s IMAX cinema
Grammar: passive voice
Vocabulary: phrasal verbs with turn; forming
compound adjectives; dependent prepositions;
words often confused
1 Reviewing the passive voice
ñ Write on the board:
ñ Elicit the word order in the sentence (Tom:
subject, cooked: verb, pasta: object). Now
write on the board:
S V agent
Pasta was cooked by Tom
S V O
Tom cooked pasta
Focus ➤

ñ Elicit the word order in the sentence. Ask Ss to
compare the two sentences and elicit which
emphasises what happened to the subject,
rather than what a subject did. Explain/Elicit
that the second sentence is in the passive form
and elicit from:
ñ Write on the board: The police arrested the thief.
(active) Ask Ss to write this sentence in the
passive. Elicit the answer and write on the board:
The thief was arrested by the police. (passive)
Ask Ss to look at the two examples in the passive
on the board and say where we can omit the
agent (2nd example). Elicit reason (the agent is
obvious ― whereas if we omit by Tom in 1st
sentence then we don’t know who did the action
as it is not easily understood or obvious from the
context). Read out the example sentences and
elicit which one emphasises what happened to a
subject (passive sentence ― 2000 films are made
by Hollywood per year) and which one
emphasises what a subject did (active sentence ―
Hollywood makes 2000 films per year). Remind Ss
that only transitive verbs (verbs which take a
direct object) can be used in the passive.
ñ Ss fill in the gaps in the box.
ñ Refer Ss to the Grammar Reference section for
more details.
2 Practising passive forms
ñ Select individual Ss to identify the passive tenses.
3 Practising passive tenses
ñ Invite Ss to read out each sentence.
ñ Ask individual Ss to justify their choices.
4 a) Using by/with in the passive
ñ Read out the examples.
ñ Explain/Elicit when we use by (for a person)
and with (for an object) to introduce the
agent and when we can omit the agent
(when it is unknown, unimportant or obvious
from the context).
ñ Refer Ss to the Grammar Reference section
for more details.
b) Practising using by/with and the
passive
ñ Do the first item with Ss as an example.
ñ Ss complete the task. Check Ss’ answers.
5 Rewriting sentences ― practising the
passive
ñ Read out the example.
ñ Invite Ss to read out their sentences.
1 The cast were interviewed (by the newspaper
journalist) after the opening night of the play.
― We don’t need the agent.
2 Joy was asked (by the director) to say her lines
with more feeling. ― We don’t need the agent.
3 The new theatre will be opened by the
mayor. ― We need the agent.
4 Universal Studios are visited by thousands
of people every year. ― We need the agent.
5 The singers are being taught how to dance
by the choreographer. ― We need the agent.
Focus ➤
Answer Key
1 with 2 by 3 by 4 with
Focus ➤
Focus ➤
2 fall ― We are interested in what the
teenagers did, so the sentence is active.
3 have been sold ― Who or what did the action
is unimportant, so the sentence is passive.
4 is set ― Who or what did the action is
unimportant, so the sentence is passive.
5 applauded ― We are interested in what the
audience did, so the sentence is active.
6 be made ― We do not know who made the
films, so the sentence is passive.
1 sold ― We are interested in what the box
office did, so the sentence is active.
Focus ➤
Answer Key
1 past 3 present continuous
2 present 4 present perfect
Focus ➤
Answer Key
1 person 2 to be 3 past participle
s + to be + past participle of main verb +
agent (by)
7c Grammar in Use
148

6 a) Forming compound adjectives
ñ Read out the theory box and explain.
ñ Complete the first adjective as an example.
ñ Allow Ss time to complete the task using
their dictionaries to help them.
ñ Invite Ss to read out the adjectives.
b) Forming sentences with
compound adjectives
ñ Read out the example.
7 Working with phrasal verbs
ñ Elicit/Explain the meaning of each phrasal verb
with turn.
ñ Ask Ss to make their own sentences using these
phrasal verbs.
ñ Refer Ss to Appendix 1. Elicit/Explain the
meaning of the dependent prepositions.
words
dictionaries.
ñ Ss make sentences using the distractors.
1 will be released in the
2 they are accompanied by
3 did not turn up
4 have to see
5 are said to be
Focus ➤
1 My sister has a large group of friends.
2 Millions of viewers watched the last World
Cup final on TV.
3 My younger brother plays football every
weekend.
4 The set for the school play was fantastic
and very colourful.
Answer Key
1 audience 3 act
2 spectators 4 setting
Focus ➤
1 Charlie Chaplin is famous for his films.
2 I was impressed with the film.
3 I often mistake Al Pacino for Robert de Niro.
4 Avril Lavigne is popular with teenage girls.
5 He’s got a reputation for being difficult to
work with.
Answer Key
1 for 3 for 5 for
2 with 4 with
Focus ➤
Answer Key
1 turn up 5 turn down
2 turn on 6 turn down
3 turn down 7 turn … over
4 turn … up 8 turned over
Focus ➤
2 A tea party is not the place to find a red-
blooded man.
3 He has made many record-breaking
performances.
4 Homework can be so time-consuming.
5 I don’t like people who are self-centred.
6 My grandfather is very old-fashioned.
Focus ➤
1 far-fetched 4 time-consuming
2 red-blooded 5 self-centred
3 record-breaking 6 old-fashioned
Focus ➤
6 The new James Bond film has just finished
being filmed (by them). ― We don’t need
the agent.
7cGrammar in Use
149

150
Objectives
7 Literature
d
Reading: an extract from The Phantom of the
Opera (multiple choice)
Skills ― reading for specific information; skimming
― reading for detailed understanding
Vocabulary: similes
ñ Play the recording. Elicit what images come to
mind.
ñ Direct Ss’ attention to the picture and the title of
the book on p. 128. Elicit ideas as to the topic.
ñ Ss read the biography to check.
2 Identifying names of characters
ñ Read out the names.
ñ Ss skim the text to find how they are related to
the ghost.
ñ Play the recording. Ss listen and read to find
out if their guesses were right.
ñ Allow Ss 5-7 minutes to read the extract.
ñ Invite Ss to read out their answers.
4 a) Matching words to their meanings
ñ Direct Ss’ attention to the highlighted words
in the text.
ñ Allow Ss time to match the words with their
meanings.
ñ Ss use their dictionaries to explain the words.
ñ Direct Ss’ attention to the underlined phrases.
Focus ➤
retirement: the point in life where one has
given up full-time work
invaded: (of many people) entered a place at
once in a way that was difficult to cope with
rushed: ran quickly
resigning: just about to retire or leave a job
upturned: pointing upwards
trembling: shaking
engraving: a picture or design that has been
cut into a surface
brats: very troublesome children
superstitious: believing in something whose
existence cannot be proved by science eg.
magic, bad luck
shook: made small involuntary movements
due to fear or cold
complexion: the skin on a person's face
rubbish: silly talk or waste
dared: was courageous enough to try or do
something
spectre: a ghost-like figure
undertaker: person who organises funerals
and buries people
legend: a story about mythical or supernatural
beings or events
peculiar: strange
extraordinarily: extremely well
pupils: the dark part of the eyes
locks: bunches of hairs that grow together
Focus ➤
Answer Key
1 at ease 5 fled
2 quarrelling 6 plainly
3 vanished 7 stalked
4 practical joke
Focus ➤
Answer Key
1 D 2 B 3 B 4 B 5 A 6 C
Focus ➤
Answer Key
Sorelli is the name of one of the principal
dancers.
Jammes is one of the ballet dancers.
Giry is another one of the ballet dancers.
Focus ➤
I see ghosts, shadows and a dark theatre. The
music might be taken from the musical version
of The Phantom of the Opera. I think the book
is about a ghost who lives in a theatre.
Focus ➤

ñ Invite Ss to explain the underlined sentences.
5 Understanding comparisons
ñ Elicit/Explain meaning of the words.
ñ Ss justify their choices.
6 Understanding descriptions
ñ Direct Ss’ attention to the picture.
ñ Ss compare the picture to the phantom’s
description.
7 Writing an account
ñ Remind Ss that they can use the extract for
ideas.
ñ Ss compare account with a partner.
ñ Select individual Ss to read accounts in class.
I am the phantom of the opera. I live a lonely
life in the largest theatre in Paris. I can’t
remember how long I’ve been here, nor do I
know how I got here. I’ve never been outside,
and all I know are the dark, dusty corridors of
this building. I don’t like meeting people and
spend my time stalking about the theatre,
frightening the ballet girls and the actors. I
wear dark clothes. I sleep during the day and
wake up when I hear the actors and actresses,
dancers and audiences coming in for the shows.
I move around quietly and quickly, playing
practical jokes on people. I like scaring them.
Focus ➤
The phantom is described as being very thin,
with deep eyes, with an unhealthy looking
skin. The phantom in the picture looks
completely different and he doesn’t look as
unhealthy as the spectre described in the text.
Focus ➤
Answer Key
flowers ― Jammes as the author uses “the
forget-me-not eyes, the rose-red cheeks and
the lily-white neck” to describe her.
plums ― Giry, as the author talks about her
“eyes as black as plums”.
ink ― Giry, as the author talks about her hair
being “black as ink”.
a shadow ― the ghost who walked “like a
shadow” around the building.
a drum ― the ghost’s face. The author describes
his skin as being “stretched across his bones like
a drum”.
Focus ➤
known the glories: she lived in a time when
the opera was much more spectacular
it seemed a palace: it was much nicer and
better than what they had
dropped with a moan: fell down tired
a poor little skin stretched over poor little
bones: she was poor, and hungry and very thin
grew to enormous proportions: became much
larger than it actually was
those who laughed the loudest were not the
most at ease: the people who laughed the
most were the most afraid
he betrayed his presence: he revealed himself
or made himself seen
so little: so small
7dLiterature
151

152
7 Writing Skills
e
Objectives
Vocabulary: adjectives; recommending
Reading: a film review; short reviews (matching)
Skills ― reading for detailed understanding
― reading for gist
Grammar: adverbs with gradable/ungradable
adjectives
Writing: a review
ñ Go through the list of descriptions with Ss,
eliciting/explaining any new vocabulary.
ñ Allow Ss time to read the texts.
ñ Remind Ss to underline the key words that will
help them decide.
ñ Ask various Ss to give their answers.
ñ Refer Ss to the information in the theory box.
ñ Read out the information and explain where
necessary.
ñ Allow Ss time to answer the questions.
3 Reading for gist
ñ Allow Ss 4-5 minutes to read the review.
ñ Read out the questions.
4 Describing with adjectives
ñ Ss reread the review on p. 130.
ñ Direct Ss’ attention to the table. Go through
the adjectives explaining any new vocabulary.
ñ Ss replace the adjectives in bold in the text
with adjectives from the table.
ñ Select individual Ss to read out their answers.
ñ Ss justify their answers and offer alternative
choices, if any.
5 Understanding adverbs
ñ Elicit/Explain how we use adverbs.
ñ Read out the theory box and explain.
ñ Direct Ss’ attention to the adjectives in Ex. 4.
ñ Ss read out their sentences.
Focus ➤
ñ gripping ― thrilling (plot)
ñ terrifying ― horrifying (plot)
ñ brilliant ― excellent (acting)
ñ spectacular ― powerful (performance)
ñ fantastic ― incredible (special effects)
Focus ➤
Answer Key
Para 1 ― the name/type of film, the director,
what the film’s about, the setting
Para 2 ― the plot
Para 3 ― the cast, the special effects
Para 4 ― the writer’s recommendation, the
writer’s overall opinion
Focus ➤
4 Mostly, the present tense is used to talk
about the book, film, etc, being reviewed.
Sometimes the past tense is used to talk
about the actions of the reviewer. The
future tense is used to talk about the
future actions of the reader.
1 1 on the Internet/your PC
2 a magazine/newspaper
4 an Internet message board
5 a newspaper/magazine/TV guide
2 Young people will read them as all of the
things they review are aimed at young people.
3 Reviews 2, 3, 5 are written in a semi-
formal style, and reviews 1, 4 and 6 in an
informal style.
Focus ➤
Answer Key
1 F From, To, Subject, music, dancing,
musical
2 C film, acting, watching
3 A writing, first chapter, reading,
couldn’t put it down
4 B graphics, Battlefield 2: Modern
Combat
5 G pick of the day, 9:30, Channel 4,
episode, series
6 D pop music, dancing, lyrics, tracks
Focus ➤

6 a) Making recommendations
ñ Direct Ss’ attention to the recommendations
in the box.
vocabulary.
b) Practising recommendations
ñ Monitor pairs as they act out their
recommendations, providing assistance
where necessary.
ñ When they complete the activity, invite a
few pairs to act out their recommendation
for the class.
7 Practising using negative adjectives/
adverbs
ñ Allow Ss time to read the review.
ñ Remind Ss that they can use the adjectives/
adverbs from Exs. 4 and 5.
ñ Ss complete the task and compare with a partner.
ñ Invite Ss to read out their negative review for
the class.
8 Writing reviews
ñ Ask questions to check Ss’ understanding of the
writing task (What are you going to write
about? Who are you writing to?).
ñ Refer Ss to the review on p. 130.
ñ Ss write their reviews.
ñ Alternatively, assign the task as HW.
1 Superman Returns is Bryan Singer’s exciting
new film about our favourite extremely
powerful science-fiction superhero. It is an
action adventure film set in Metropolis five
years after Superman II.
The plot is very interesting. Superman
returns to Earth after 5 years away to find
that Lois Lane is engaged to another man
and Lex Luther is plotting to destroy him.
The acting is superb and Brandon Routh
plays a particularly excellent role. The
special effects are stunning, too.
This film is sure to be a huge success. I
enjoyed it very much. Don’t miss it
Focus ➤
brilliant ― awful
best ― worst
more impressive ― less impressive
extremely catchy and original ― incredibly
irritating and dull
exciting ― boring
Don’t miss this fantastic album! ― Don’t
bother with this one.
It’s sure to be a huge success. ― It’s bound to
be a huge flop.
Focus ➤
The last book I read was Harry Potter and the
Half-Blood Prince by J. K. Rowling. It is a
fantastic book, and the plot is incredibly
thrilling. It’s really well worth reading, and I
thoroughly recommend it.
Focus ➤
Positive
ñ Don’t miss it! (film, performance)
ñ It’s a masterpiece. (book, film, CD)
ñ It is well worth seeing/reading. (book,
film, performance)
ñ It’s a must! (all four)
ñ It’s sure to be a box office hit/a huge
success. (film/all four)
ñ It’s a highly entertaining read. (book)
Negative
ñ Wait until it comes out on DVD. (film)
ñ This is one to avoid. (all four)
ñ Don’t bother with this one. (all four)
ñ I wasn’t at all impressed (with …). (all four)
ñ It’s bound to be a huge flop! (all four)
Focus ➤
I love the Lemony Snickett books because they are
incredibly enjoyable and absolutely original.
I think Dame Judy Dench’s performance in The
Importance of Being Earnest by Oscar Wilde
was totally brilliant.
I like Keane’s new album because the songs are
really catchy and the lyrics are very moving.
7eWriting Skills
153

3 Re: James Morrison
I’ve just bought ‘Undiscovered’ by
James Morrison and it’s fantastic.
For those of you who haven’t heard of
him, he’s a British singer/songwriter whose
music is guitar blues and soul.
My favourite tracks are ‘Wonderful
World’ and ‘You give me Something’. The
lyrics are very touching and he sings with
true feeling.
With three singles released from the
album so far it is already a big success. I
recommend it to everyone who likes good
music. It’s brilliant!
2 Hi Matt,
I’ve just read The Highest Tide by Jim
Lynch. It’s an interesting novel about a
young boy called Miles who lives by the sea.
The plot is quite simple but it is a pleasant
story that will keep you entertained on
holiday. It tells the story of one summer when
he finds a giant squid on the beach and what
happens because of it. Miles is an interesting
character and his friend Phelps is funny.
I liked it a lot and I think you will too.
Also it’s not very long so it’s ideal to read
on holiday.
Hope this helps. Have a good holiday.
Regards,
Jim
7e Writing Skills
7 Culture Corner
154
Objectives
Reading: an article on Madame Tussauds (gap-
fill; word formation)
Speaking: giving a summary of a text
Writing: an article about an attraction in your
country
ñ Focus Ss’ attention on the pictures and the title.
ñ Elicit what Madame Tussauds is, where it is, etc.
ñ Invite Ss to describe the picture and relate it to
the title.
ñ Allow time for Ss to read the text to check.
2 a) Reading for lexico-grammatical
accuracy
ñ Allow Ss time to complete the exercise
individually and then compare answers with
a partner.
b) Listening for confirmation
ñ Ss listen and check their answers.
ñ Confirm the correct answers.
synonym or example sentence.
ñ Ss try to explain the meaning of the words in
bold from the context before checking in their
dictionaries.
ñ Ss then choose three words to mime or draw
the meanings.
bump into: meet unexpectedly
gaze into: look steadily into sth
life-sized: the same size as in reality
seek: look for
included: part of a certain group
Focus ➤
Focus ➤
Answer Key
1 pulling 6 attraction
2 famous 7 added
3 has 8 interactive
4 working 9 visitors
5 unable 10 adventurous
Focus ➤
Madame Tussauds is a London landmark and
visitors can see wax figures of famous people
there.
Focus ➤

155
(Ss’ own answers)
4 Testing comprehension
ñ Ss ask and answer the questions in pairs.
ñ Ss check their answers with another pair.
ñ Allow time for Ss to prepare a short summary of
the text.
ñ Invite Ss to give their summaries orally in front
of the class.
5 Understanding the meaning of
famous/popular
ñ Elicit/Explain the meanings of the two adjectives.
ñ Ss fill in the gaps.
ñ Explain the task and elicit ideas from Ss about
places in their country which are tourist
attractions.
ñ Tell Ss to get information and pictures from the
Internet, magazines, newspapers, etc.
ñ Remind Ss that they can use some of the
language from the text to help them.
Moscow Museum of Modern Art
The Moscow Museum of Modern Art is a
modern art museum at Petrovka in Moscow,
Russia that opened in December 1999.
Today the museum boasts over 1,500 works of
20th century European art and features works
by many of this century’s major Russian and
European artists, including Natalia Goncharova,
Kazimir Malevich, Pablo Picasso, Joan Miró,
Robert Falk and David Burlyuk amongst others.
There is also a special collection of Russian
avant-garde art. The museum is also famous for
its School of Modern Art that works alongside
the museum. It is a must-see for all lovers of
modern art!
Focus ➤
Answer Key
1 popular 3 famous
2 famous 4 popular
Focus ➤
Madame Tussauds is in London.
You can see life-sized wax models of famous
people (e.g. Princess Diana, David Beckham),
the planetarium, interactive exhibitions, the
Chamber of Horrors and the Pirates of the
Caribbean.
It all started when Madame Tussaud learned
wax modeling in 1777 from Dr Phillippe
Curtius in Paris. Her early models including
Benjamin Franklin were a success. She moved
to England in 1802 and opened the museum in
1835. In 1958 the planetarium was added.
Some of the exhibits in the museum are
interactive and there is Chamber of Horrors as
well as a Pirates of the Caribbean exhibit.
Focus ➤
settled: started to live somewhere
voyage: journey (usually by sea)
state-of-the-art: the very latest
courage: bravery
explore: travel around a place and find out
things about it
7Culture Corner

7 Across the Curriculum – Music
156
Objectives
Vocabulary: collocations related to music, word
families, suffixes
Listening: monologue (true/false questions)
Speaking: talking from notes
Reading: an article on electronic music
Writing: a short article on a classical composer
ñ Ss listen to the sounds and guess which sound is
electronic and which is actual.
ñ Elicit answers as to how Ss feel.
ñ Follow up with a short discussion on the
differences between electronic and actual music.
(Ss’ own answers)
2 Listening for specific information/
explaining words
ñ Explain the task. Ss read the sentences 1-5.
ñ Ss cover the text. Play the recording. Ss listen
and choose the correct answer for each
sentence. Play the recording again.
ñ Ss then uncover the text and explain the words
in bold by giving an explanation, example or
synonym using their dictionaries as necessary.
3 Talking about music technology
ñ Ss discuss how music technology has changed
music and make notes, then tell their partner.
ñ Go around the class monitoring the task,
correcting when necessary.
ñ Invite individual Ss to share their answers with
the class.
4 Paraphrasing
ñ Complete the first example with the Ss.
ñ Allow time for Ss to complete the task.
5 Forming collocations
Answer Key
1 b 2 c 3 d 4 a
Focus ➤
1 Chances are that it was one of the big hits.
2 … compose and distribute their own music.
3 … are taking advantage of this cheap,
powerful technology.
4 … is empowering people who aren’t
musicians.
Focus ➤
Technology has changed music in many ways. It
allows us to make music without real or
electronic instruments. With the help of
computer software programmes, we can make
music in our own homes, on our computers.
Technology allows people who aren’t musicians
to compose and distribute music themselves.
Focus ➤
powerful: having a lot of strength power, etc
empowering: making one more confident and
stronger
compose: to create music
distribute: to supply sth to people
armed: provided himself with a weapon
creativity: the ability to produce original or
unusual ideas
chances: likelihood of sth happening
effect: influence on sth
series: a number of similar or related things
one after the other
artificially generated: not naturally produced
revolution: a relatively sudden and absolutely
drastic change
band: a group of musicians
based: depended on specific facts or ideas
Answer Key
1 Doesn’t say 4 Doesn’t say
2 Doesn’t say 5 False
3 True
Focus ➤
Answer Key
A ― produced by musical instruments
B ― produced electronically
Focus ➤

Objectives
6 a) Distinguishing nouns from
adjectives
ñ Write the three words on the board.
ñ Ss answer the questions.
b) Practising nouns and adjectives
ñ Select individual pairs to read out their
word families.
ñ Elicit ideas from Ss about which classical
composers they can write about.
ñ Tell Ss to get information from encyclopaedias
or the Internet.
Johannes Brahms
Johannes Brahms was one of the greatest
German composers of the romantic period.
Brahms was born on 7th May, 1833 in Vienna,
Austria where he lived for most of his life.
Brahms wrote a number of symphonies and
piano concerts, the most famous of which are
the First and Second Piano Concerto and the
Tragic Overture.Brahms never wrote any
operas because he preferred to compose pure
music. He greatly admired Beethoven but he
also loved Mozart and Haydn. Brahms died in
Vienna on 3rd April, 1897.
Focus ➤
ñ electric, electrical, electrician
ñ impression, impressive, impressionist
ñ creator, creative, creativity
Focus ➤
Answer Key
ñ music ― N ― no suffix
ñ musical ― ADJ ― -al
ñ musician ― N ― -ian
Focus ➤
1 I usually hum a tune when I’m moving.
2 Jack makes music on his computer.
3 If you hit this key you can produce a sound.
4 This programme helps you to mix a song.
Reading: an article about paper (comprehension
questions)
Skill ― reading for detailed understanding
Speaking: giving a presentation in a paper factory
ñ Direct Ss’ attention to the three pictures.
ñ Invite Ss to answer the questions.
2 Predicting the content of the text
ñ Ss read the title of the text and the headings.
ñ Elicit what Ss think the text will be about.
ñ Ss listen, read and check.
3 a) Reading for detailed
understanding; explaining words in bold
ñ Allow time for Ss to read the text.
ñ Ss, in pairs, think of comprehension questions.
ñ Ss ask and answer questions in pairs.
Focus ➤
The text is about paper, how it is made,
recycling it and how we can save paper.
Focus ➤
A magazine B newspaper C books
The newspaper, the magazine and the books
are made of paper. Paper comes from trees.
Focus ➤
7
7Going Green
Across the Curriculum – Music
157

synonym or example sentence.
ñ Ss try to explain the meaning of the words
in bold from context.
ñ Ss can use their dictionaries.
b) Understanding paper recycling
Invite Ss to give reasons for recycling paper.
4 Giving a presentation
ñ Instruct Ss to use ideas from the text.
ñ Ss complete the task and record their
presentations.
ñ Ss give a presentation for the class.
Paper is made from trees. First, the bark and
roots are taken off. Then, the trees are washed
and chopped into small pieces for pulping.
Pulping is the chemical process that separates
the wood fibres from lignin and other wood
parts. We also make recycled paper. This is
made from waste paper mixed with fresh wood
pulp. You can save paper by using both sides of
it, by sharing magazines with friends and of
course by taking all your old newspapers and
magazines to a recycling centre.
Focus ➤
We need to recycle paper as it helps conserve
water and electricity. We need to recycle
paper to reduce pollution.
Focus ➤
hole punch: a tool for making holes in paper
wrap: to fold paper or cloth around an object
tightly, covering it completely
conserves: saves, uses carefully to make
something last longer
illustrate: make clear by providing examples,
usually pictures or photographs
glossy: having a smooth, gleaming surface
matt: a surface with little or no shine
thick: to have a large distance between the two
opposite sides
harvested: the process of gathering crops
chopped: past tense of chop, cut into pieces
paperboard: a cardboard suitable for making
posters
eventually: finally, after a long period of time
blank: having nothing on it
scribble: write down quickly without much
attention to detail
tear out: remove using force
line: put a layer of paper inside
shoe cabinet: a piece of furniture used to store
shoes
confetti: small pieces of coloured paper thrown
at weddings, parties, etc
A: Where are trees taken after they have been
harvested?
B: They are taken to a paper factory.
A: What is recycled paper made from?
B: It is made from waste paper mixed with
fresh wood pulp. etc
7 Going Green
Listening
ñ Explain the task and play the recording.
ñ Allow time for Ss to complete the task.
TAPESCRIPT
1 Listen to a man talking about a movie. How does
he feel?
A Annoyed B Satisfied C Disappointed
“I didn’t really enjoy the movie as much as I was
expecting to. The plot was really far-fetched and
the acting could have been better too. It’s a
shame. I was really looking forward to it.”
Answer Key
1 C 3 B 5 A 7 B
2 C 4 A 6 C
Focus ➤
158

159
2 Listen to a man talking about his life as a musician
in a band. What does he find difficult?
A Being on tour
B The tiring lifestyle
C Being away from family and friends
“Music and the band are a very important part of
my life and I wouldn’t change being a musician for
anything. I sometimes get tired, though, of being
away from home. I enjoy being on tour, but I
sometimes don’t see my family and friends for
weeks. That’s really hard.”
3 Listen to the announcement. Where would you
expect to hear it?
A A football stadium
B A theatre
C A cinema
“Ladies and gentlemen, if you’d like to take your
seats, tonight’s performance is about to begin.
Please respect the actors by not using flash
photography. Also, may we remind you that no
smoking is allowed. Thank you and enjoy the play.”
4 Listen to a woman talking about a new cinema.
What didn’t she like?
A The prices
B The location
C The car park
“I can see why everyone likes the new cinema. I
mean it’s got 10 screens, there’s a huge car park,
so there’s no problem finding parking AND it’s out
of the busy city centre. But personally I found it
really expensive when I went. I mean, £8 for just
the cinema ticket and then another £3 for
popcorn! It’s far too much if you ask me.”
5 Listen to a woman talking about an opera. Why
didn’t she get tickets for it?
A She didn’t book in time.
B She had an argument with her sister.
C She chose a music concert instead.
“Don Giovanni is my favourite opera and I really,
really wanted to go last week because it was only
in town for three days. I told my sister not to
worry and that I would get the tickets. Of course,
I left things until the last minute as always and
found, in the end, that there were no tickets left!
All gone! Helen was really angry! Anyway, in the
end we got tickets for a music concert instead
and, you know, we really enjoyed it!”
6 Listen to a woman talking about a soap opera.
How does she feel about it?
A It’s too depressing.
B It’s too realistic.
C It’s different to other soaps.
“I’ve been following this soap opera since it first
started, about 4 years ago. I’m not normally a fan of
soaps – you know, the ones about silly arguments and
relationship problems – but this one is a bit unusual!
It’s not always very realistic – the plot lines are often
really dramatic, involving things like crime, serious
family problems and even murder! Some people find
it too depressing, but I’m totally hooked!”
7 Listen to a woman talking about a book she’s
reading. What does she say about it?
A The storyline is difficult to follow.
B It’s really gripping.
C It’s the best book she’s ever read.
“I’ve just started reading a new book. It’s a real
page-turner – I just can’t put it down! I’m already
totally lost in the characters and the storyline.
This is the third book I’ve read by this author. I’ve
enjoyed them all but this is the best by far. I can’t
wait to find out what happens next!”
Reading
ñ Ss read through the texts and match them to
the headings. Remind Ss there is one text they
will not use.
Use of English
Using the correct derivative
ñ Ss fill in the gaps with the correct derivative of
the words in bold.
Answer Key
1 famous 6 competition
2 singer 7 favourite
3 training 8 immediately
4 education 9 performance
5 winner
Focus ➤
Answer Key
1 C 2 D 3 B 4 A 5 F
Focus ➤
7Spotlight on Exams

160
Writing
Writing a letter
ñ Ss read Lucy’s letter.
ñ Go through the prompts with Ss to check
understanding.
Speaking
Buying a ticket for a film
ñ Allow time for Ss to read the prompts.
ñ Select individual pairs to act out their dialogue.
A: Hello, is that the Savoy Cinema?
B: Yes, it is. How can I help you?
A: I’d like to know which films are showing
today?
B: We’ve Superman Returns, The Da Vinci
Code, and The Omen.
A: Hmm. What kind of films are they?
B: Superman Returns is an action movie, The
Da Vinci Code is a thriller, and The Omen is
a horror movie.
A: OK, I’d like to see The Da Vinci Code. When
does it start?
B: It starts at 6.30 and then at 8.30 pm.
A: And how much are the tickets?
B: They’re 200 rubles each.
A: OK, I’d like to reserve two tickets, please.
B: Certainly, sir. And your name is?
A: Yevgeny Petrov.
B: That’s fine, Mr Petrov.
Focus ➤
16 Kuybysheva St
Yekaterinburg
Russia
August 27th
Dear Lucy,
Hi. I hope you are well.
In your last letter, you asked what forms of
entertainment I like. Well, I enjoy going out with
my friends to the cinema. My favourite thing to
do though, is play computer games. I find the
best way to unwind after school is to play on my
computer. I’ve got some really exciting games.
Congratulations on getting a part in the
school play. What type of play is it? What is
your role? When will the performance be? Let
me know how it goes.
Write soon,
Alexei
Focus ➤
7 Progress Check
Answer Key
1 1 miss 6 daylight
2 spectacular 7 unwind
3 superstitious 8 legend
4 released 9 reserved
5 audience 10 boring
2 1 soap 6 special
2 theme 7 fully
3 couch 8 ballet
4 cinema 9 practical
5 far 10 best
3 a) 1 up 3 down 5 over
2 down 4 off
b) 1 with 3 for 5 for
2 for 4 with
4 1 are watched 4 will be
2 are reserved 5 has been staged
3 enjoy
5 1 Well, let’s see
2 Oh dear, what now
3 Yes, I’d love to
4 It was fantastic
5 Operas aren’t really my cup of tea

Technology 8Module
ñ Revise one or two points based on entertainment.
Discuss what types of films Ss are interested in.
Talk about their favourite form of entertainment
and elicit reasons.
ñ Create a list on the board of the favourite films
that Ss have seen. Take a poll on how many Ss have
seen/own each. Discuss.
ñ Direct Ss’ attention to the title of the module
Technology. Explain that in this module they will
learn how technology is used and how it influences
our lives.
Look at Module 8
In order to stimulate discussion and interest, ask Ss to
look at the pictures provided on p. 139 and find each
one in the module and identify their page number. Then
elicit other information (e.g. what the picture shows,
what else Ss can see on that page, etc.).
item.
section is about.
The Literature section (pp. 146-147) is about H.G.
Wells and includes an extract from his novel The Time
Machine. Several activities are included to stimulate
interest and explore this piece of literature.
The Culture Corner (p.151) displays a timeline that
represents British inventions. It contains short texts
on great British inventors and their accomplishments.
the difference between heat and temperature, a
topic in Science, and focuses on the Fahrenheit and
Celsious scales of measurement.
The Going Green section (p. 153) looks at alternative
energy sources.
an extract from a novel (p. 146-147)
(a short example of writing from a novel that
introduces you to the writer and allows you to
experience the tone and mood of the story) Who is
the author of this piece? Do you know who he was?
What do you think the story is about?
a timeline (p. 151)
(a representation of a sequence of events in
chronological order) What does this timeline
represent? What do they have in common? Who
would you want to be?
a pie chart (p. 153)
(a circular graph that represents the percentage of
things being measured) What is being shown? Is it
easy to understand? What other information can be
displayed this way?
T: What is it?
S2: It is a flat-screen TV.
T: Is it like your TV or is yours different? Explain.
S3: Mine is different. It is older and has a big box
around it and a part that sticks out at the back.
etc
Pic 2 (p. 150)
What do you see in the picture? Where is this
picture taken? What do you see happening in the
picture? Have you ever done this?
Pic 3 (p. 153)
Do you know what this is? Have you ever seen one?
Where? What is it used for? Why? Do you know how
it works?
Pic 4 (p. 147)
Where did you see the picture? Do you know what it
is? Where is it from? What would you use this for?
161

Objectives
162
8 Reading Skills
a
Vocabulary: high tech gadgets and their uses
Reading: profiles of people (matching)
Speaking: conducting interviews
Writing: an article about your favourite gadgets
Vocabulary
1 a) Developing vocabulary
ñ Discuss the idea of high tech gadgets with Ss.
ñ Focus Ss’ attention on the items presented
on pp. 140-141.
ñ Read the prompts and match each item to
its use, orally with the Ss.
b) Relating personal experiences
ñ Initiate a discussion on which high tech
gadgets Ss have themselves.
ñ Ask Ss to identify their favourites and discuss
why they have them and what purpose they
serve.
ñ Review the example and encourage Ss to carry
on the task with a partner using this format.
ñ Monitor Ss’ progress around the class.
(Ss’ own answers)
Reading
2 Predicting information/matching
ñ Allow Ss time to review the three profiles
(introductions only) and answer the questions.
ñ Then, play the recording. Ss listen and follow the
text in their books. Elicit answers from various
Ss.
ñ Discuss as a class.
ñ Ss read the text again and answer the
questions.
ñ Tell Ss to read the questions before
rereading the profiles and identify any key
words/phrases that will help them match
their answers.
ñ Remind Ss to highlight any key words as they
review the profiles.
Focus ➤
Sarah Tyson likes shopping and friends. I think
she couldn’t live without her mobile phone.
Andy Cooper likes music and video games. I
think he couldn’t live without his MP3 player
and his computer.
Tina Appleby likes cinema and photography. I
think she couldn’t live without her digital
camera.
Focus ➤
Focus ➤
12 laptop, digital camera, video mobile phone
13 laptop
14 video mobile phone, Walkman®, radio
cassette player, TV
15 laptop, PDA
1 dictaphone
2 video mobile phone, PDA
3 video mobile phone
4 camcorder
5 laptop, MP3 player, radio cassette player,
Walkman®
6 laptop, PDA
7 laptop, PDA
8 laptop
9 PDA
10 laptop
11 laptop
Answer Key
A camcorder digitally records pictures and sound.
A laptop stores and deals with large amounts
of information.
An MP3 player records and plays music
downloaded from the Internet.
A video mobile phone makes and receives
video phone calls.
A PDA organises and stores information such as
telephone numbers, addresses, etc.
A digital camera takes and stores digital
photographs.
A radio cassette player plays music from the
radio or cassettes.
A Walkman® plays music through headphones,
especially for use when travelling.
A dictaphone plays and records sounds, especially
voices.
A TV broadcasts TV programmes with pictures
and sounds.
Focus ➤

8aReading Skills
163
ñ Complete the task and review answers with
the class.
b) Identifying pronouns within a text
ñ Allow time to complete it.
4 a) Defining new vocabulary
ñ Ask Ss to identify the highlighted words
ñ Review the words/phrases offered in the
question and clarify any definitions ―
remind Ss to use a dictionary if necessary.
ñ Explain the task clearly and allow time to
complete.
b) Defining words in bold
ñ Encourage Ss to discover the meaning from the
context before using a dictionary if necessary.
ñ Check answers with Ss.
Speaking
5 Acting out a dialogue as a group
ñ Discuss possible questions the interviewer might
ask. Write these on the board.
ñ Set up groups of four Ss and assist them in
assigning roles within the group.
Focus ➤
Answer Key
admit: confess; say something is true
device: a piece of equipment that has been
invented for a particular purpose, e.g. to record
or measure sth
social life: the time you spend with your
friends enjoying yourself
techno freak: someone who is extremely
interested in technology
voice recorder: a device that can record speech
university lectures: classes at university given
by professors
ashamed: embarrassed
it goes without saying: it is obvious, clear
store: to save, keep
clients: customers, people you are working on
behalf of
Focus ➤
I’m considering going on holiday to Paris this
year.
Sarah lives near our school so it’s handy for
her in the mornings.
Helen is really hooked on tennis.
I’m not very keen on computers and I prefer
reading.
The traffic is always terrible in August with all
the tourists on the move.
I was very hungry yesterday, to the extent
that I made a huge sandwich for myself when I
got home.
Apart from playing computer games, I love
soccer.
I always edit the photographs I take with my
digital camera before I show them to people.
Answer Key
ñ considering ― thinking about
ñ handy ― convenient
ñ hooked on ― addicted to
ñ keen on ― interested in
ñ on the move ― travelling
ñ to the extent ― to the point
ñ apart from ― other than
ñ edit ― alter
Focus ➤
Answer Key
Sarah:
… couldn’t organise my life without it ― her
mobile phone
… if I keep calling them ― her parents
Andy:
… good voice recorder on it ― his mobile phone
… listen to them ― university lectures
… ashamed to admit it ― the fact that he is
hooked on his PlayStation 2®
… very keen on it ― his Playstation 2®
Tina:
… change documents on it ― her PDA
It keeps my whole life together ― her PDA
… lost without it ― her PDA
… when I visited them ― her clients
… edit them using software ― home movies
… It’s a great pastime ― making home movies
Focus ➤
Answer Key
1 Tina 3 Sarah 5 Tina 7 Sarah
2 Andy 4 Andy 6 Andy

Objectives
b
Vocabulary: electronic equipment & problems;
idioms
Reading: dialogue (matching)
Skills ― reading for structure, cohesion and
coherence
Speaking: reporting problems/responding
appropriately; polite requests
Listening: short monologues (multiple choice)
Writing: email telling a friend about a problem
you had with a new electronic gadget
Vocabulary
1 a) Understanding common problems
with electronical equipment
ñ Draw Ss’ attention to the objects in the
pictures on p. 142, identify each item and
discuss how it is used.
ñ Read the problem statements (1-6) and clarify
any questions or concerns Ss may have.
complete it.
ñ Ask individual Ss to provide answers to
Focus ➤
ñ Allow Ss time to work through the task.
ñ Monitor progress around the class and provide
ñ Ask each group to act out their interviews for
the class.
Writing
6 Writing an article
ñ Encourage Ss to use the three profiles provided
as examples.
ñ Review the requirements and allow Ss time to
complete the task or assign as HW.
ñ Ss can compare their writing with a partner.
Words of Wisdom
My Favourite Gadgets
I can’t imagine life without my mobile phone. I
am always sending text and picture messages
to my friends. Without it I’d feel so alone. I’d
also feel lost without my digital camera
because I’m very keen on photography. It takes
great photographs. I also couldn’t live without
my MP3 player. I have stored all my music on it
and I download new songs all the time. Without
it I wouldn’t be able to listen to my favourite
songs whenever I like.
Focus ➤
Interviewer: What’s your favourite gadget,
Sarah?
Sarah: My favourite gadget is my iPod®
and I love listening to it on the
way to and from school.
Interviewer: What about you, Andy?
Andy: It’s hard to say because I have
so many. I suppose my favourite
is my PlayStation 2®. I’m totally
hooked on it.
Interviewer: So you like playing computer
games?
Andy: Yes. I can play them for hours.
Interviewer: And you, Tina? What is your
favourite gadget?
Tina: I love my laptop and I couldn’t
live without my PDA. My whole
life is in it and I use it every
day. etc
8a Reading Skills
164

b) Relating vocabulary to personal
experience
ñ Review the example and encourage Ss to
follow the format presented.
ñ Monitor progress and provide any necessary
assistance.
(Ss’ own answers)
Reading
dialogue
ñ Read sentences A-F aloud.
ñ Ask individual Ss to answer the questions
and justify their answers.
b) Reading for structure, cohesion
and coherence
ñ Tell Ss to read the dialogue through, as it is.
ñ Then Ss read it again and complete the gaps
with the sentences provided.
answers.
ñ Ss should be able to explain the words in
bold based on the context of the text.
ñ Check Ss’ answers with the class.
c) Acting out a dialogue
Ask one pair of Ss to read the completed
dialogue aloud to model it for the others who
then follow on their own. Check for correctness
and make any necessary changes.
Everyday English
3 Reporting technical problems and
responding
ñ Ask Ss to focus on the language box on p. 143.
ñ Read through together and explain any new
vocabulary.
ñ Review the example and explain the task.
ñ Encourage Ss to use each prompt and allow
each other to play both roles.
ñ Monitor progress around the class, providing
ñ Allow each pair to perform one exchange each
for the class.
ñ A: I’ve got a problem with this printer.
The paper jams every time I try to use
it. Could I get it repaired, please?
B: Let me have a look at it. I’m afraid we’ll
have to send it away to be repaired.
ñ A: I think there’s something wrong with
the lens on my camera. It is scratched.
Could I get a replacement, please?
B: I’m afraid we’ll have to send it away
to be repaired.
ñ A: What’s the problem?
B: The headphones are missing from this
MP3 player. Could I exchange it, please?
A: Yes, of course.
Focus ➤
Focus ➤
fully charged: being full of energy and ready
for use
guarantee certificate: a piece of paper that
verifies that the company will replace or
repair a faulty product within a certain length
of time after it was bought
product: something that is made and sold,
usually in large quantities
under guarantee: still within the time limit as
stated on the guarantee.
provided: as long as; the first thing will
happen only if the second does
Answer Key
1 E 3 B 5 C
2 D 4 F 6 A
Focus ➤
I think the dialogue takes place in a shop that
sells electronic equipment.
It’s about a problem someone has with a
digital camcorder they bought.
Focus ➤
Focus ➤
Answer Key
1 printer 4 MP3 player
2 mobile phone 5 laptop
3 camcorder/ 6 camcorder/
digital camera digital camera
165

166
Listening
ñ Review the prompts with Ss prior to listening to
the recording.
ñ Encourage Ss to identify key words and tell them
to be sure to listen actively for those words.
ñ Tell Ss you will play the recording twice. They
should make their selection the first time and
review their answers during the second play-
back.
with the class.
TAPESCRIPT
1 You will hear a boy talking about which mobile
phone to buy. What does he want it to be like?
It’s got to look good, and I really like the ones that
play music. I also want one that has a camera so if I
can find one that has a radio and camera then that
would be best, but I don’t know if I have enough
money for that …
2 You will hear a woman talking to her friend. What
is she talking about?
Normally it works fine. It’s only in here that I have
problems with the reception. Hold on, if I step
outside you should hear me more clearly. What do
you think? Is that better? Hello?
3 You will hear a recorded message. What is the
caller being asked to do?
Welcome to Mobilite Customer Services. Due to the
high volume of enquiries we are experiencing at
present, we are unable to answer your call right now.
A customer services representative will be with you as
soon as possible. We apologise for any inconvenience.
4 You will hear a teenager talking to his friend. What
annoyed him about the shop?
… you know I told you I needed a new charger for
my camera? Well, I went to that new electrical shop
in town and I just couldn’t believe it! I waited
absolutely ages before I even got served, then they
gave me the wrong lead … twice! I got what I
wanted in the end but boy, it was hard work!
Say it right
5 a) Presenting the language of polite
requests
b) Practising polite requests
ñ Encourage Ss to follow the format in the
example in pairs.
ñ Monitor Ss’ progress around the class.
ñ Make a polite request and ask individual Ss
to respond to check Ss’ competency.
6 Completing idioms
ñ Review idioms, how and why they are used.
ñ Allow Ss time to complete the idioms and check
in the Word List.
7 Writing an email
ñ Remind Ss to use the appropriate writing style
and format for writing an email to a friend.
ñ Encourage Ss to follow the guidelines set out in
the rubric.
HW.
ñ Ss exchange their email with a partner to
correct and proofread.
Focus ➤
Answer Key
1 microscope 4 right
2 drawing board 5 rocket
3 works
Focus ➤
A: Do you think I could have a bigger bag?
B: That’s no problem at all.
A: Would it be possible for you to mend this
for me?
B: Yes, just a moment, please.
A: Would you mind helping me fix my car?
B: That’s no problem at all.
A: Would you mind giving me a hand for a
minute?
B: Yes, just a moment, please.
Focus ➤
Answer Key
1 a 2 b 3 a
Focus ➤
Answer Key
1 B 2 C 3 A 4 B
Focus ➤

Answer Key
To: John
From: Ivan
Subject: new camera
Hi John,
Sorry for not emailing you in so long, but I’ve been very busy. Last week I bought a new digital camera. It
looked really good in the shop but I’ve had some problems with it. When I got home, I saw that the lens
was scratched. I took it back to the shop and asked for a replacement. They didn’t have one in stock so I
had to wait for a new one. It should arrive soon. Hopefully this one will be OK.
Talk to you later,
Ivan
167
Objectives
8 Grammar in Use
c
Reading: news report; memo (gap-fill)
Grammar: reported speech; reported questions;
relative clauses
Vocabulary: phrasal verbs with bring; words often
confused; dependent prepositions; forming verbs
1 a) Recognising the genre and style
of a text
ñ Discuss the difference between formal/
informal speech.
ñ Allow Ss time to study the text and discuss
the questions as a group.
b) Understanding reported speech
ñ Discuss the difference between direct and
reported speech. Who is speaking? When is
it happening? Direct Ss to the Grammar
Reference section.
ñ Review the prompts provided and complete
the first item together. Direct Ss to the
relevant sentence in the text in Ex. 1a.
ñ Draw Ss’ attention to the Note at the
bottom of the box.
ñ Remind Ss that they can find the correct
verb forms in the text.
ñ Ask individual Ss to provide answers and
In reported speech the tenses change as follows:
direct speech reported speech
present simple ➝ past simple
present continuous ➝ past continuous
present perfect ➝ past perfect
past simple ➝ past simple or past
perfect
past continuous ➝ past continuous or
past perfect
continuous
future (will) ➝ conditional (would)
Pronouns also change: I–he/she, you–me, your
(plural)–our, we–they, etc.
The following reporting verbs are used: said
(that), told (me/him/her, etc) (that).
Answer Key
1 were 6 couldn’t
2 were planning 7 hadn’t received
3 had not kept 8 to wait
4 would 9 not to worry
5 had received
Focus ➤
You might see it in a newspaper. The language
is formal.
Focus ➤

2 Understanding reported questions
ñ Elicit answers from various Ss around the class.
3 Practising reporting statements and
questions
ñ Review the task and the example provided.
ñ In pairs, Ss complete the exercise.
ñ Review the answers with the class.
Game
ñ Explain the game.
ñ Divide the class into teams and play a practice
round so everyone understands the game.
ñ Be sure to alternate roles so each team practices
forming the reported speech style.
ñ Keep score on the board. Each correct sentence
gets a point. The team with the most points wins.
(Ss’ own answers)
4 a) Introducing relative clauses
ñ Draw Ss’ attention to the theory box.
ñ Read the information and clarify any
questions or concerns Ss may have.
ñ It may be necessary to offer more examples
than the one provided. Refer Ss to the
Grammar Reference section.
b) Practising relative clauses
ñ Explain the task. Do item 1 as an example.
ñ Monitor the class and provide necessary
assistance to any Ss that require extra help.
5 Introducing phrasal verbs with bring
ñ Allow time to complete it.
Answer Key
1 brought back 3 brought up
2 brought about 4 brought … on
Focus ➤
1 Brian, who lives next door, is a graphic
designer. ― ND
2 The shop, where I bought my DVD player,
sells really up-to-date products. ― ND
3 I’ve just bought a book which is about
inventions. ― D
4 Ben, whose father is a software designer,
is studying electronics. ― ND
5 Rachel, who originally trained as a
teacher, won the Businesswoman of the
Year Award. ― ND
6 I live in the centre of the city which is
very noisy. ― D
Focus ➤
Answer Key
We can omit non-defining relative clauses
without changing the meaning of the main
sentence.
Focus ➤
2 He said that he would buy me an MP3
player for my birthday.
3 My parents told me not to buy useless
gadgets.
4 She told me that she was so depressed
because she had failed the exam.
5 She asked me where I bought my laptop.
6 The teacher said that we must/had to
hand in our essays by Friday.
7 He said that someone had broken into his
car and (had) stolen his stereo.
8 She said that the children were making
too much noise.
9 Tom told me to remember to call him
later.
10 Sally asked if I could help her with that
exercise.
11 Jim asked how much Mark had paid for his
new TV.
12 My dad told me to take the faulty radio
back to the shop.
Focus ➤
We use ask + the same question word when
reporting wh- questions.
We use ask + if/whether when reporting direct
questions.
The tenses change in the same way as for
reported statements. Verbs are used in the
affirmative not interrogative form.
Focus ➤
8c Grammar in Use
168

8cGrammar in Use
169
6 Understanding words often confused
ñ Encourage Ss to complete the sentences using
both possible answers, and then select the
most appropriate.
ñ If they are unsure, they should use a dictionary
for clarification.
ñ Ss complete the task individually and compare
7 Learning prepositional phrases
ñ Refer Ss to Appendix 1 and review.
8 Forming verbs using en-/ise/-en
ñ Draw Ss’ attention to the theory box and
review.
ñ Allow Ss time to fill in the gaps using the new
form of the word provided in bold.
ñ Encourage Ss to reread the text after filling in
all of the gaps to check for accuracy.
ñ Review the rubric, stressing the point that the
second sentence must have the same meaning
as the first when complete.
ñ Remind Ss they can use two to five words to
complete the gaps.
ñ Complete the first example with Ss if necessary.
1 told me not to drive
2 me where I was going
3 who is twenty-one, is
4 which opened last week
5 which has a population of
Focus ➤
Answer Key
1 tighten 3 widen 5 enable
2 ensure 4 computerise
Focus ➤
Answer Key
1 At, in 2 under 3 out of 4 on
Focus ➤
1 I learned how to use that programme from
him.
2 The bad weather was the main reason for
our terrible holiday.
3 I had a problem with my camera.
4 Christopher Columbus discovered America.
Answer Key
1 taught 3 trouble
2 cause 4 invented
Focus ➤
Objectives
8 Literature
d
Reading: biography; extract from The Time
Machine (text completion)
Skills ― reading for structure, cohesion and
coherence
Vocabulary: metaphors/similes
Writing: a short description of a journey back in
time
from the title
ñ Ask Ss to study the picture and title provided
and predict what they think the text will be
about and whether it is fiction or fact.
ñ Ss must be able to justify their opinions.
ñ Ss read the biography and check how it
compares to their predictions.
Focus ➤

ñ Remind Ss to read only the first sentence of
each paragraph.
ñ Ask individual Ss to offer their thoughts as
you work through the extract together.
ñ Discuss any questions that may arise.
predictions.
ñ Read the opening paragraph to the class.
ñ Ask individual Ss to answer the questions.
3 Completing a text with missing
phrases
ñ Explain the task. Ask Ss to read phrases A-E.
ñ Ss read the text and complete the task.
ñ Ss then check answers with a partner.
4 Matching words and meanings
ñ Draw Ss’ attention to the highlighted words
ñ Read the definitions provided and clarify any
questions in regards to them.
ñ Explain the task, offering an example if necessary.
5 a) Explaining new vocabulary
ñ Encourage Ss to guess the meaning from the
context before using a dictionary if necessary.
ñ Ss complete the task by giving an example,
explanation or a synonym. Then Ss choose
three and mime/draw them for a partner to
guess.
principles: scientific laws to explain how sth
works
travel-worn: slightly damaged from travel
ivory: material elephant tusks are made of
bars: long straight pieces of metal or other
material
brass: a type of metal, yellow in colour;
rail: a thin piece of metal
tap: to hit slightly
screws: pieces of metal which are used to
fasten pieces of material (e.g. wood) together
drop: a small amount of liquid
quartz: a hard, shiny mineral like rock
rod: a thin piece of metal, usually in the
shape of a cylinder
saddle: a seat made out of leather, usually
put on a horse’s back or the seat of a bicycle/
motorcycle
starting lever: a handle used to start sth
Focus ➤
1 merged: Last year, our town’s two football
teams merged to become one team.
2 dashed: I didn’t want to miss that film so
I dashed home as fast as I could.
3 dim: It was late and I couldn’t read the
house numbers as it was too dim.
4 hazy: We couldn’t see the mountains at
all. It was too hazy.
5 convey: The scientist tried to convey the
importance of his new invention.
6 drew: I waited and drew a deep breath.
7 sound: My grandmother’s car is over forty
years old but is still sound.
8 anticipation: Tom has no anticipation of
winning the running competition.
9 murmur: The teacher was very annoyed
with the murmur coming from the back of
the classroom.
10 imminent: Scientists say a major disaster
is imminent.
Focus ➤
Answer Key
1 D 2 C 3 E 4 B 5 A
Focus ➤
Answer Key
One of the ivory bars was cracked and a brass
rail was bent. He didn’t fix these. One of the
nickel bars was too short and he had it remade.
Focus ➤
It is about someone presenting the time machine
to some people, describing how it works, and
what it’s like to travel in. The inventor is the
person speaking.
Focus ➤
The book might be about a machine that can
take people through time. It is fictional.
8d Literature
170

171
b) Paraphrasing literary expressions
ñ Ask individual Ss to rephrase each
underlined phrase into everyday language.
ñ Give help as necessary.
6 Understanding similes and
metaphors
ñ Draw Ss’ attention to the Study Skills box ―
review together and answer any questions Ss
may have.
ñ Be sure to focus on the examples and provide
others as necessary.
ñ Encourage Ss to follow the example provided.
ñ Ss check answers with another pair.
7 Identifying examples of descriptive
writing using the senses
ñ Discuss how our senses are activated during
reading ― sight, sound, taste, smell ― we are
often reminded of people, places and things
when we read.
ñ Explain the task and ask Ss to find examples in
the text.
ñ see: looking round, I saw, she seemed to
shoot across the room, hazy and dark,
faint and hazy, like the flapping of a black
wing, I saw the sun hopping swiftly, dim
impression, twinkling succession of
darkness and light, I saw the moon
spinning, the appearance of night and day
merged, wonderful deepness of blue,
splendid luminous colour, streak of fire
ñ hear: gave it a tap with a thud, whirling
murmur
ñ feel: sensation of falling, set my teeth,
gripped the starting lever, confusedness,
headlong motion, painful
Focus ➤
ñ … and I saw the sun hopping swiftly
across the sky. (B)
ñ … the night came like the turning out of
a lamp (l. 30-31)
ñ There is a feeling exactly like that one
has upon a switchback (l. 39-40)
ñ As I increased speed, night followed day
like the flapping of a black wing. (l. 42-43)
Focus ➤
ñ I suspected that my intellect had tricked
me: I thought that I had been imagining
things, thought that something happened
when it didn’t.
ñ The night came like the turning out of a
lamp, and in another moment came
tomorrow: The day ended and everything
went dark all of a sudden. Then, almost
immediately, night ended and a new day
began.
ñ a strange confusedness descended on my
mind: I felt confused.
ñ The twinkling succession of darkness
and light: The speed at which days
followed nights.
ñ The appearance of night and day merged
into one continuous greyness: It was no
longer possible to tell the difference
between night and day as everything was
moving so fast.
Focus ➤
thud: a dull sound
whirling: moving or turning around quickly
headlong: moving along head first
hopping: jumping a short distance
swiftly: quickly
leaping: jumping a long distance
scaffolding: the metal structure that surrounds
a building while it is being constructed
conscious: being aware of
spinning: like whirling, moving around very
quickly
faint: weak (not bright)
glimpse: a quick sight of something
luminous: glowing or shining in the dark
twilight: the time of day between evening and
night
streak: a long line of something
arch: a curved line, usually in buildings
changing: differing in appearance
flickering: shining irregularly
8dLiterature

8d Literature
172
8 Ordering events in a text
ñ Ss read the text again and make a plotline.
ñ Then in pairs summarise the text.
9 Writing a short description of a
journey through time
ñ Present the situation to the Ss.
exchange with a partner to proofread.
ñ Display the writing for all classmates to view
each other’s work.
I took a deep breath, set my teeth, gripped the
lever with both hands, and went off with a thud.
As I increased speed, night and day seemed to be
all the same. I felt strange and confused.
Then I felt quite ill as if I had travel sickness
from driving down a road with lots of twists
and turns. I felt anxious too as if I was going to
crash into something. I started to travel faster
and faster and the sun hopped quickly across
the sky. Night followed day so quickly that
soon I couldn’t tell which was which and it was
one continuous greyness.
Focus ➤
He told his friends about the time machine
and showed it to them on Thursday.
He saw a nickel bar was too short. He had it
remade. This morning it was ready. He
travelled through time from 10 am to 3.10 pm.
He saw the clock. He travelled forward in time
again. He saw days fly by and then time went
so fast the days went past like minutes. He
found himself in the open air. Time was going
so fast he could not tell night from day.
He showed the time machine to his friends on
Thursday and then on Friday he noticed a nickel
bar was to short so he had it made. The machine
was ready in the morning and then he went on a
very short trip into the future ― from 10 am in
the morning to 3.10 pm in the afternoon. He
wasn’t sure if it had really happened until he
saw the clock. Then he went on a longer
journey. He pulled the lever and watched as the
time flew by. Days quickly passed like minutes.
The lab disappeared and he found himself in the
open air. Time was going so fast he couldn’t tell
day from night or night from day.
Focus ➤
Objectives
8 Writing Skills
e
Reading: an opinion essay
Vocabulary: linking words/phrases
Writing: an opinion essay
1 Matching opinions to reasons
ñ Discuss the tone and language that is used to
express viewpoints. How can you tell the
difference between negative/positive reactions?
ñ Focus Ss’ attention on the rubric.
ñ Read the statements and the reasons and tell Ss
to match one with the other.
ñ Discover which Ss agree/disagree with which
statements through a show of hands and then
elicit further reasons and opposing viewpoints
from various Ss round the class.
Answer Key
A 3 B 2 C 1
Focus ➤

2 a) Understanding opinion essays
ñ Allow Ss time to read the theory box.
ñ Tell Ss to take notes (in point form), writing
down key words to explain the information
within the box.
ñ Discuss any questions Ss may have.
b) Analysing a rubric
ñ Allow Ss time to study the rubric and answer
the questions.
ñ Discuss Ss’ answers with the class. Ss then
read the article.
3 a) Matching paragraphs to
descriptors
b) Identifying opinion statements
ñ Ask the question and accept various answers
from Ss around the class.
ñ Ss should be able to justify their answers.
4 Identifying topic sentences
ñ Discuss the concept of topic sentences.
ñ Explain the task and allow Ss a few minutes to
review the text and identify the sentences.
5 a) Understanding the uses of
different linking words
ñ Copy the table on the board and refer Ss to
the table in their books.
ñ Read through all of the examples and clarify
as necessary.
ñ Explain the task and allow time to complete it.
ñ Complete the table on the board, eliciting
answers from Ss to check their answers.
Focus ➤
Answer Key
Para 2:
First of all they can be a serious distraction in
classrooms.
ñ They make it impossible for teachers and
students to focus on classwork.
ñ Students cannot listen to the teacher or do
their work if they are sending text
messages or playing games on their phones.
Para 3:
Secondly, there are possible risks to the safety
and general welfare of students if they are
allowed to bring their mobiles to school.
ñ Students have been attacked and robbed
of their phones.
ñ The classroom should not be used as a
place to show off possessions.
Para 4:
There are times when it can be useful for
students to have mobiles at school.
ñ Parents and children can contact each
other in case of an emergency.
Focus ➤
Answer Key
The writer believes that mobile phones should
be left at home. He states this in the
introduction. He also believes that they are an
unnecessary distraction in class and states this
in the conclusion.
Focus ➤
Answer Key
A 5 B 1 C 2 D 4 E 3
Focus ➤
I would write an article giving my opinion.
People who read the school newspaper would
read it.
I would write it in a formal style.
I would use present tenses and the passive.
I would make the following points: a mobile
phone disrupts the class, students can’t
concentrate on the lesson if they are using their
mobile phones, mobile phone theft may occur.
Focus ➤
Focus ➤
I agree with statement A. Mobile phones are
also dangerous for your health. However, some
people argue that it’s important for students to
have mobile phones in case they are in danger.
I disagree with statement B as technology can
create new types of jobs and opportunities.
However, technology has replaced man power
in the manufacturing industry.
I agree with statement C. Computers can help
with school work e.g. for research on the
Internet. However, more computers in schools
cannot teach students how to spell and how to
do Maths.
8eWriting Skills
173

b) Identifying and using linking
words/phrases
ñ Refer Ss back to the text on p. 148 and
encourage them to highlight any linking
words/phrases.
ñ Tell Ss to use any of the linking words/
phrases from the board to replace those
within the text.
6 Analysing beginnings & endings
ñ Allow Ss time to study the extracts and make
their selections.
with the class.
7 Expressing opinions
ñ Focus Ss’ attention on the theory box. Review
together and answer any questions Ss may have.
ñ Explain the task and allow Ss sufficient time to
review each of the extracts.
ñ Tell Ss to choose alternatives from the language
box.
with the class.
8 Expressing a personal opinion
ñ Ss read the statement and form a personal
opinion based on their own experience.
ñ Remind Ss to include a technique from Ex. 6,
as well as appropriate linkers.
ñ Ss exchange their work with a partner for peer
correction.
Computers have definitely made our lives
easier and so improved our quality of life.
Focus ➤
1 The writer’s opinion is that there is too
much focus on technological development
in schools. He doesn’t think that the more
traditional subjects should be removed
from the curriculum. Phrase used: it seems
to me that. Alternative: I believe
2 The writer’s opinion is that mobile phones
disturb people on public transport and that
they should be banned. Phrases used: To my
mind. Alternative: The way I see it
3 The writer’s opinion is that technology will
never replace people completely because
machines can only do ordinary work.
Phrases used: in my opinion. Alternative:
My opinion is that
4 The author’s opinion is that it is important
for people to know about technology for
work. Phrases used: It seems to me.
Alternative: To my mind
Focus ➤
3 Ending ― uses technique C
4 Beginning ― uses technique C
Answer Key
1 Ending ― uses technique B
2 Beginning ― uses techniques A and B
Focus ➤
While ― although
First of all ― To start with
Moreover ― Also
Secondly ― What is more
for instance ― for example
In addition ― Moreover
On the other hand ― In contrast
however ― though
For example ― For instance
All in all ― All things considered
Focus ➤
To list points: firstly, to begin with
To add more
points:
in addition, also, secondly,
what is more
To introduce
opposing
viewpoints:
although, in contrast, apart
from, while, however
To introduce
examples/
reasons:
as a result, for instance,
such as, in particular, for
example, because, for one
thing, since, therefore
To conclude:
to sum up, all things
considered, lastly, all in all
8e Writing Skills
174

9 a) Matching viewpoints to reasons
ñ Ask individual Ss to provide answers to
b) Writing a paragraph
ñ Remind Ss to include appropriate linking
words and phrases.
ñ Allow Ss time to select a topic sentence and
write their paragraphs.
ñ Ss exchange with a partner and compare.
ñ Ask various Ss to read their paragraphs aloud.
10 a) Analysing rubrics
ñ Explain the task and allow Ss time to identify
the key words and find all of the information.
b) Writing an opinion essay
ñ Ss now generate ideas and use their answers
in Ex. 10a to write their own opinion essay
for one of the topics.
ñ Go through the steps outlined and encourage
Ss to refer back to any useful information
within the module.
Focus ➤
1 Key words: Your school, using laptops,
classwork, for past year. Another school,
thinking of introducing computers too.
Write an article, school newspaper, giving
your opinion and reasons/examples.
ñ I will write about computers in the
classroom and whether I think they are
a good idea.
ñ My readers will be the students and
teachers of another school.
ñ I will use a formal style.
ñ I will argue in favour of computers in the
classroom and will talk about the
advantages for students and for teachers.
2 Key words: local newspaper, asked for
opinions, no longer need libraries, download
books from Internet, write essay, stating
opinion, reasons, examples
ñ I will write about libraries and give my
opinion on whether we need them these
days.
ñ The readers will be the readers of the
local newspaper.
ñ I will use a formal style.
ñ I will argue that not everyone has the
Internet (e.g. old people and young
children) and that libraries offer much
more than access to books (e.g.
journals, clubs, place to read, etc).
Focus ➤
To start with, there is more to life than
technology. Art and music in particular
encourage creativity and imagination. What is
more, subjects such as Art and Music help to
develop balanced individuals.
First of all, ICT is more useful in life than Art
and Music. For example, a knowledge of ICT is
essential for many everyday tasks such as using
the Internet to compare prices or shop online.
Furthermore, while it is true that they are
creative subjects, Art and Music have little or
no practical use.
To begin with, ICT skills are essential for students’
future careers. This is because technology will
continue to advance and we will become
increasingly dependent on computers. Moreover,
ICT skills are one of the basic requirements for
employment in any company these days.
Focus ➤
Answer Key
A 5 & 3 B 4 & 2 C 1 & 6
1 disagrees 4 agrees
2 agrees 5 agrees
3 agrees 6 disagrees
Focus ➤
Beginning
Isaac Asimov once said, “I do not fear computers.
I fear the lack of them.” As far as I am concerned,
this supports the argument that computers have
greatly improved our quality of life. I certainly
would not like to be without mine.
Ending
To sum up, while I agree that computers also
have their share of problems, as far as I am
concerned they offer a great many benefits for
a great many people.
8eWriting Skills
175

8e Writing Skills
176
ñ Explain the task clearly and allow Ss time to
complete their essays.
ñ Monitor progress around the class and
provide any necessary assistance.
ñ Alternatively, assign the task as HW.
Libraries Versus the Internet
It has been suggested by some people lately
that we no longer need libraries as we can
just download books from the Internet.
While the Internet has many advantages, I
believe that libraries are still necessary
and useful for a number of reasons.
2 Step 1: Ideas
Not everyone has access to the Internet.
The Internet does not have every book.
Libraries offer more than just books.
Step 2: Organisation
Viewpoint 1: We need libraries because
they offer more than just books, e.g.
journals, book clubs, meeting places, etc
Viewpoint 2: Not everyone has access to the
Internet, e.g. old people and small children,
also the Internet does not have all books
available online.
Opposing viewpoint: The Internet does offer
a wide range of resources for research as
well as free downloadable ebooks.
Step 3: Title & Topic sentences
Title: Libraries Versus the Internet
Topic sentences: To start with, libraries
offer more than just books. In addition, not
everyone has access to the Internet. On the
other hand, it is true that the Internet has
a lot to offer.
Step 4: Suggested Answer
Secondly, using computers for classwork
means students have fewer books and
notebooks to carry around. Heavy schoolbags
are no longer a problem when all students
have to carry are diskettes. What is more,
this saves a huge amount of paper.
On the other hand, using laptops for
classwork has some problems. For example,
it is expensive to buy all the equipment.
Furthermore, there is the possibility of
theft or vandalism.
All in all, despite the initial expense, I
believe that the benefits of using laptops
or computers for classwork outweigh any
drawbacks. They improve the teaching and
learning experience and I believe they are
essential in the modern classroom.
Computers in the Classroom
For the past year, our school has been using
laptops for classwork. While there were
some problems at the start, the use of
computers in our school has been a great
success and is very popular with students
and teachers.
First of all, using laptops in the classroom
has helped students learn important ICT
skills. ICT skills are one of the basic
requirements for employment these days
and are essential for students’ future lives
and careers.
1 Step 1: Ideas
students learn how to use computers ―
fewer books and notebooks to carry around
Step 2: Organisation
Viewpoint 1: Students should use computers
for their classwork.
Examples: Students learn how to use
computers and this will improve their ICT
skills constantly, help them find jobs in the
future.
Viewpoint 2:
Less books and copybooks to carry around.
All our work can be saved on diskettes. This
makes classwork more efficient.
Opposing viewpoint: expensive, possibility
of theft
Step 3: Title & topic sentences
Title: Computers in the classroom
Topic sentences: First of all, using
computers in the classroom helps students
learn important ICT skills.
Secondly, using computers for classwork
means students have fewer books and
notebooks to carry around.
On the other hand, using laptops for
classwork has some problems.
Step 4: Suggested Answer

8eWriting Skills
177
On the other hand, it is true that the
Internet has a lot to offer. Many books,
magazines and newspapers are available
online and you can read them from the
comfort of your own home. There is no need
to go out or to remember to return a book.
All things considered, I believe that
libraries are needed as much if not more
now than ever before. Although the
Internet offers access to a wide range of
information, it does not offer the amount
of information, resources and services that
libraries do and in my opinion it never will.
To start with, libraries offer more than just
books. For example, they offer access to
maps, journals, artwork, microfiche, CDs,
audio and video cassettes, CD-ROMs as well
as the Internet itself. Therefore, libraries
are places where all manner of information
is available in many different forms ― not
just electronic information.
In addition, not everyone has access to the
Internet. However, almost every town and
city has a library and there are even mobile
libraries that travel to remote villages. In
particular, old people and small children
generally do not have access to the
Internet or the skills to use it. Libraries are
extremely useful to these people and offer
special services such as literacy schemes,
reading groups and homework clubs.
8Culture Corner
Objectives
Reading: an advertisement (comprehension
questions); a timeline of British inventors (gap-
filling ― word formation)
Skills ― reading for lexico-grammatical accuracy
― skimming
Writing: a short text on an inventor from your
country
ñ Focus Ss’ attention on the advert presented
on p. 151. Read the rubric aloud.
ñ Ss read the advert and answer the questions.
ñ Elicit answers from various Ss around the
class.
b) Making predictions based on a
text ― skimming
ñ Elicit guesses as to who invented the
machine from Ex. 1a.
ñ Tell Ss to skim the timeline on the right and
look for key words to help them identify the
inventor.
ñ Check the answers with the class.
2 Reading for lexico-grammatical
accuracy ― gap-filling
answers.
Focus ➤
I think it was invented in 1925 by John Logie
Baird.
Focus ➤
Answer Key
It is advertising an invention called the Baird
‘Televisor’. The advert claims that a person
sitting in front of the Baird transmitter can be
seen thousands of miles away.
Focus ➤

ñ Encourage Ss to guess the meaning of as many
words as possible from the context before
checking in their dictionaries. Ss then explain
the words by giving an example, synonym or
antonym.
ñ Ask various Ss to present the inventors in the
timeline to the class.
4 Writing a short text on a local inventor
ñ Ss work with a partner.
ñ Provide Ss with a list of local inventors or elicit
whether they know of someone already, then
tell Ss to research in textbooks or on the
Internet for information about him/her.
ñ Go through the rubric and make sure Ss
understand the task.
ñ Ss write their text.
ñ Ask various Ss to read their completed text to
the class.
Vladimir Zworykin 1889-1982
Vladimir Zworykin was a physicist and an
electrical engineer. He invented the cathode-
ray tube or the kinescope in 1929. The
kinescope tube was an essential part for the
transmission of television. Zworykin also
invented the iconoscope in 1923. This was
another type of tube for television transmission
that was used in early television cameras.
Focus ➤
In 1821, Michael Faraday invented the electric
motor, without which we would not have many
of the appliances we have today.
In 1829, George Stephenson designed the
‘Rocket’, a steam train locomotive. It
encouraged the growth of railways which
played a big role in the Industrial Revolution.
In 1837, Charles Babbage invented the
‘analytical engine’ which established the base
of computing. Although he never made any of
his machines, one was built and tested in 1991
and worked very well.
In 1925, John Logie Baird produced the first TV
set. It could be made out of everyday objects. He
helped television develop as we know it today.
appliances: devices or machines that you use
to do a job, such as cooking or cleaning
take for granted: to assume, to take to be the
case or to be true
steam train: a train that operates by steam,
which is produced by burning coal
encouraged: promoted, contributed to the
progress or growth of
railways: routes between places along which
trains travel on rails
Revolution: a relatively sudden and absolutely
drastic change
established: set up, started
computing: using a computer
detailed: containing a lot of facts and
information
transmit: send from one person or place to
another
decades: periods of 10 years
Focus ➤
1 inventor 7 computerised
2 technological 8 drawings
3 designed 9 calculations
4 growth 10 scientists
5 Industrial 11 took
6 basic 12 slowly
8 Culture Corner
178

179
Objectives
Reading: short texts (T/F questions)
Writing: short paragraphs about types of
thermometers
1 Understanding the difference
between heat and temperature
ñ Write a chart on the board with two columns;
one titled heat, the other temperature.
ñ In pairs, Ss discuss what they believe is the
difference between heat and temperature.
ñ Ask individual Ss to answer the question.
ñ Write the suggestions on the board.
ñ Check Ss’ answers by reading the text with the
class.
2 a) Formulating questions on a given
topic
ñ Allow Ss time to think of their questions.
ñ Play the recording. Ss listen and see if their
questions are answered.
ñ Elicit answers from individual Ss.
ñ Focus Ss’ attention on the sentences a-d.
ñ Review the sentences and explain the task.
ñ Allow Ss time to read text B and make their
true or false selections.
ñ Ss then explain the words in bold, either
from the context of the text or using a
dictionary if necessary.
ñ Ask Ss to give an explanation, example or
synonym.
3 Making factual statements
ñ Explain the task and read out the example.
ñ In pairs, Ss use the chart to make statements
about the two scales.
ñ Monitor Ss’ progress around the class then elicit
statements from various Ss.
4 Asking and answering questions
based on a text
ñ Allow Ss time to review the texts and formulate
questions.
ñ In pairs, ask and answer each other’s questions.
ñ Monitor the activity and provide any necessary
assistance.
5 Gathering information and writing
about thermometers
ñ Ss work in small groups of three or four.
ñ Explain the task and tell Ss to collect
information from textbooks, encyclopaedias or
the Internet in class or at home.
ñ Remind Ss to be factual in their writing.
ñ Ask various groups to present their projects to
the class.
Focus ➤
A: What is heat?
B: Heat is the flow of energy from something
hot to something cold.
A: What is temperature?
B: It is a measurement of how hot or cold
something is.
A: How are heat and temperature measured?
B: Heat is measured in joules and temperature
is measured in degrees. etc
Focus ➤
1 A: Room temperature is 72°F.
B: Room temperature is 23°C.
2 A: Water freezes at 32°F.
B: Water freezes at 0°C.
3 A: Absolute zero is -459°F.
B: Absolute zero is -273°C.
Focus ➤
expands: gets larger/bigger; increases in size
contracts: gets smaller; reduces in size
determining: deciding
Focus ➤
Who invented the thermometer? No.
How do thermometers work? Yes.
Focus ➤
Heat is a form of energy that flows from
something that’s hot to something that’s cold.
Temperature is a measurement of how hot or
cold something is.
Focus ➤

An infrared thermometer, also called a laser
thermometer, measures temperature by
measuring an object’s infrared energy radiation.
They can measure temperature from a distance.
They are used in medical equipment and in
electronics production and testing.
A maximum minimum thermometer, also called
a Six's thermometer, measures the maximum
and minimum temperature during a given time.
It was devised by James Six in 1782. It is used in
horticulture and meteorology to measure the
extremes of temperature at a location.
Different Types of Thermometers
A mercury thermometer consists of mercury in a
glass tube. The tube is marked so that the
temperature can be read by how far the mercury
reaches along the tube. The mercury expands
due to the heat and rises up the tube and
contracts in the cold and goes back down the
tube. They are sometimes used in meteorology.
They used to be used in medicine to measure
body temperature but have now been replaced
by electronic thermometers or ones that contain
alcohol that has been dyed red.
180
8 Going Green
Objectives
Reading: a pie chart; an article (gap-filling ―
word formation)
― reading for lexico-grammatical accuracy
Speaking: asking/answering questions based on
facts; presenting a two-minute talk, presenting
findings of research on local energy sources
1 Reading a pie chart
ñ Explain the concept of a pie chart. Ask Ss
questions regarding the chart to indicate their
level of understanding, i.e. What is being
represented? Which is the highest percentage?
ñ Elicit an answer to the question in the rubric.
2 a) Formulating questions on a given
topic
ñ Focus Ss’ attention on the pictures, title
and subtitles of the text.
ñ Allow time for Ss to think of the questions.
ñ Ss then read the text and decide if the
questions were answered.
ñ Elicit what Ss learnt from the text by asking
various Ss around the class.
b) Reading for lexico-grammatical
accuracy
ñ Ss read the text again and complete the
task.
answers.
ñ Ask Ss to explain the words in bold by guessing
from the context before using a dictionary to
check. Ss may give an explanation, example
or a synonym as a definition.
Answer Key
1 burning 5 hits 9 windy
2 renewable 6 directly 10 cheaply
3 them 7 generator
4 pollution 8 building
Focus ➤
How does solar power work? Yes.
Where does hydroelectric power come from?
Yes.
I also learnt about wind power from the text.
Focus ➤
According to the pie chart, the world uses
fossil fuels the most to produce electricity.
(64%) Of these, coal is used the most (39%).
Focus ➤

8Going Green
181
3 Making notes && giving a two-minute
talk
ñ Tell Ss to note down the key words/phrases
from each paragraph and to be sure to include
the main points.
ñ Ss can write out the speech in its entirety and
practice reading it a few times to familiarise
themselves with the information if they choose.
ñ Choose some Ss to give their talk to the class.
4 Researching energy sources used in
your country/area
ñ Ss work in groups of three or four.
ñ Explain the task and provide Ss with the
appropriate research material to complete the
task from reference books, the Internet, etc.
ñ Encourage Ss to include all sources and the
relevant percentages. Ss may present their
findings in the form of a pie chart by following the
example provided or a PowerPoint presentation if
desired.
ñ Choose some groups to make their presentations
to the class.
Green Wisdom
The main sources of energy used to produce
electricity in Russia are: coal 18%, nuclear
power 13%, hydroelectric power 19%, and
gas 42%.
Focus ➤
Notes: 64% of electricity comes from fuels that
are not renewable ― we must find alternative
sources of energy ― alternative energy does
not pollute ― solar cells can produce solar
power ― wind can be converted into power
using wind turbines ― water is a cheap
alternative energy source
It is important for us to find alternative
sources of energy. At the moment, the world
gets 64% of its electricity from fuels that are
not renewable. This cannot continue as these
fuels will not last forever. Alternative energy
sources are the way forward as they do not
create waste or pollution.
Solar power is one source of alternative energy. It
is produced by converting sun rays into energy
using solar panels. Another clean source of
energy is the wind. Large turbines with
propellers can create large amounts of electricity
easily. A cheap source of energy is hydroelectric
power which is produced using water.
Focus ➤
pollute: make impure, dirty
power: provide the energy for something to
operate
solar cells: devices that convert sunlight directly
to electricity
convert: change the nature, purpose, or function
of something
dam: a barrier constructed to contain the flow
of water or to keep out the sea
trap: hold or prevent from moving
flows: moves continuously at a steady rate

Reading
Reading for detailed understanding
ñ Encourage Ss to read the descriptors prior to
reading the texts and identify any key words that
will help them to discover the correct matches.
Listening
ñ Remind Ss you will play the recording twice and
they will need to listen for key words/phrases
to help them select the correct answer.
ñ Play the recording while Ss make their selection.
ñ Play the recording again while Ss check their
answers.
TAPESCRIPT
A: Hi, do you need any help?
B: Oh, yes please. I’m interested in buying an iPod®.
A: Right, OK. Any one you are particularly interested
in? There are different types now.
B: I just want to listen to music really. I don’t need to
download photos onto it or anything like that.
A: Well, we have the 20 gigabyte iPod®, the 40
gigabyte and the iPod mini®. It depends on how
big your music collection is really.
B: Well, how many songs can the iPod mini® store?
A: About a thousand.
B: Oh, I think that’s plenty. And how much does it cost?
A: Well, there’s a special offer on it at the moment,
so it’s only £129.
B: Oh, that’s quite a good price. Is this pink one here
the iPod mini®?
A: Yes. It’s smaller than the regular iPod® and very
fashionable at the moment. It comes in other
colours, too.
B: Oh, great. Well, I think I’ll take one. Have you got
blue?
A: Unfortunately, we’ve just sold the last blue one
but I can order one for you.
B: Yes, OK. That would be great. How long will it take?
A: Probably a couple of days. If you leave us your
name and telephone number, we can let you know
when it arrives.
B: That’s fine. It’s Matthew Hunter and my phone
number’s 54323456.
A: OK, got it.
B: Thanks a lot. Bye.
Use of English
Using the correct form of words
ñ Allow Ss time to read the text as it is.
ñ Be sure that all Ss understand the meanings of
the words to be used in bold ― Ss may use
ñ Ss complete the task and check their own
answers by rereading the completed text.
Writing
Writing a for-and-against essay
ñ Review the points of the plan with Ss.
ñ Remind Ss to write 200-250 words.
ñ Ss complete the task and exchange their piece
of writing with a partner to proofread.
ñ Ss hand in the final copy.
Computers in Schools
Most people would agree that computers have
made our lives much easier, especially in
schools. However, some people feel that they
can be a distraction in schools. Certainly,
there are arguments for both sides.
There are many points in favour of computers
in schools. Firstly, they improve students’ ICT
skills. In fact, they are essential for this
subject. Secondly, they can be used in music
and language classes to great effect. For
example, to mix music or to play a foreign
language CD-ROM. Furthermore, the Internet
is a very useful research tool for all subjects.
Focus ➤
Answer Key
1 probably 5 inventor
2 exactly 6 different
3 famous 7 existing
4 painting
Focus ➤
Answer Key
1 B 3 C 5 B
2 A 4 B 6 A
Focus ➤
Answer Key
1 E 3 B 5 C
2 G 4 F 6 A
Focus ➤
182

8Spotlight on Exams
183
Speaking
Discussing opinions and making a
decision through negotiation
ñ Remind Ss to use the skills they have developed
and present their opinions based on facts and
good judgment. All ideas should be justifiable.
ñ Review the guidelines that have been provided
and tell Ss they must follow this format.
ñ Monitor Ss’ progress around the class, offering
assistance or suggestions where necessary.
ñ Select some pairs to act out their conversation
in front of the class.
A: Hi, Sasha! Where should we put the new
television?
B: I think the basement is the best.
A: The basement? I think it’s far too cold
down there. How about in the kitchen? It
would be great to be able to watch
television while I’m cooking.
B: No, that’s not a great idea. Remember it’s
my television too and I’d like to put the
TV somewhere that suits us both.
A: OK. Would you like to have it in the living
room then?
B: Not really. You know we have lots of visitors
to our flat and it’s not very nice to have the
television on while they’re around.
A: Oh, I don’t think so. Most of our friends
like television and we’ve always watched
TV when they have been here. But if you
don’t want it there, we could put it in the
spare room.
B: Yes, that’s a great idea. We don’t use it
for anything else. We could put the TV
there and call it the “TV room”.
A: Why not? OK, come on, let’s carry it up!A
Introduce topic
& 1st option.
Ask for another
option.
Reject 2nd option
& suggest 3rd
option.
Agree on 4th
option.
B
give reason.
Suggest 2nd option.
Reject 3rd option &
suggest 4th option.
Agree.
Focus ➤
On the other hand, there are some arguments
against computers in schools. To start with, some
students may use the Internet for purposes other
than research. For example, to go to chatrooms
or send personal emails. Secondly, students may
use the computers to play video games or to
download inappropriate material.
All in all, although there are some negative
aspects to having computers in schools, overall
they are extremely useful and beneficial. With
the right safeguards in place and with adult
supervision I believe computers are an essential
educational tool.

Answer Key
1 1 hooked 5 cracked 9 digital
2 portable 6 guarantee 10 renewable
3 stores 7 charge
4 social 8 invented
2 1 store 5 solar 9 alternative
2 social 6 techno 10 power
3 picture 7 Industrial
4 take 8 electric
3 1 She said that the plane left at 4pm.
2 The teacher told us to hand in our essays on
Friday.
3 They said that someone had broken in last night
and (had) stolen their stereo.
4 My parents told me not to waste my money on
useless gadgets.
5 The students said that they couldn’t understand
where the money had gone.
6 They told me to wait until the summer before I
decided.
4 1 tighten 3 computerise 5 ensure
2 widen 4 enable
5 a) 1 about 3 back 5 back
2 on 4 up
b) 1 at 3 out of 5 in
2 under 4 on
6 1 no/not a problem (at all)
2 of course
3 What’s the problem
4 a moment, please
8 Progress Check
184

185
Module 1 - People & Character
1 aggressive active
dreamy creative
selfish trusting
funny annoying
passionate fearful
1 creative 5 annoying 9 dreamy
2 selfish 6 passionate 10 trusting
3 caring 7 beautiful 11 funny
4 aggressive 8 fearful 12 active
2 1 hanging out 5 go 9 catch
2 chat 6 surf 10 check out
3 send 7 run 11 grab a bite
4 watch 8 do
3 1 dishonest 3 patient 5 moody
2 loyal 4 jealous
4 1 try 3 matches 5 suits
2 fit 4 go with
Module 2 - Shopping
1 1 i 3 e 5 a 7 j 9 c
2 g 4 b 6 h 8 d 10 f
2 1 cost 3 save 5 spent
2 earned 4 lend 6 waste
3 1 afford 4 borrow 7 pay
2 cost 5 credit 8 waste
3 cash 6 student
4 1 pocket money
2 catching up quickly
3 digging deeper into their pockets
4 handing out
5 make ends meet
6 household chores
7 shopping spree
8 can’t afford to splash out
Module 3 - Education & Careers
1 1 uniform 5 public 9 activities
2 rules 6 attend 10 training
3 strict 7 private
4 motivated 8 sit
2 1 applied 3 resign 5 experience
2 shifts 4 freelance 6 responsibility
3 a) 1 d 3 e 5 g 7 h
2 f 4 b 6 a 8 c
b) 1 emergency services
2 managing director
3 flight attendant
4 start date
5 bank clerk
6 communication skills
7 naval officer
8 previous employer
4 1 profession 5 attended 9 training
2 apply 6 experience 10 responsibility
3 interview 7 companies
4 skills 8 participate
Module 4 - Environment
1 a) 1 f 3 h 5 a 7 j 9 b
2 c 4 i 6 e 8 g 10 d
b) 1 modern transportation
2 global warming
3 conservation programme
4 vegetable peelings
5 negative effects
6 power station
7 wildlife habitats
8 compost heap
9 energy consumption
10 excessive packaging
2 1 adoption 4 rubbish
2 repair 5 decompose, compost
3 packed
3 1 passed 3 dumping 5 sponsor
2 raised 4 take 6 come
4 1 switch off 4 cut down on
2 put on 5 turn down
3 throw away 6 come up with
5 1 emissions 4 congestion 7 energy
2 campaign 5 encourage 8 replacing
3 ban 6 switching
Module 5 - Holidays
1 1 exotic 4 packed 7 exotic
2 package 5 nasty 8 hired
3 shaded 6 homely
2 a) 1 e 3 h 5 a 7 d 9 b
2 c 4 f 6 i 8 j 10 g
b) 1 travel brochure 6 delayed flight
2 hired a guide 7 spectacular scenery
3 annual festival 8 ancient town
4 cracked mirror 9 trekking excursion
5 local dishes 10 candlelit procession
Word Perfect Key
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Word Perfect Key
186
3 a) 1 chilly 4 viruses 7 peaks
2 repellent 5 flight 8 agent
3 sickness 6 handicraft
b) 1 snowy peaks 5 chilly weather
2 nasty viruses 6 travel sickness
3 flight delays 7 travel agent
4 insect repellent 8 handicraft tools
4 a) 1 rent 3 hire 5 hire 7 hire
2 hire 4 rent 6 rent 8 rent
b) 1 miss 3 miss 5 lose 7 miss
2 lose 4 lose 6 miss
Module 6 - Food
1 1 optimistic 4 soothing 7 handful
2 complain 5 physically 8 eyesight
3 infections 6 emotions
2 a) 1 c 3 a 5 d 7 b
2 f 4 g 6 h 8 e
b) 1 regular exercise 6 grilled fish
2 grated cheese 7 crash diet
3 recipe book 8 well-balanced
4 artificial additives meals
5 sugary drinks
3 a) 1 raw 3 artificial 5 instant
2 fresh 4 bitter 6 fake
b) 1 water 3 soup 5 apples
2 flour 4 sugar
4 Fish: sardines, trout, salmon
Seafood: prawns, mussels, oysters, lobster
5 1 carbohydrates 3 tooth 5 eyesight
2 sprinkle 4 fizzy
Module 7 - Films/media/performances
1
2 1 I have to admit
2 can’t beat
3 it’s such a good laugh
4 anti-social
5 couch potato
6 I can take it or leave it
3 a) 1 fully 4 release 7 catchy
2 audience 5 ballet 8 predictable
3 spectacular 6 blaring
b) 1 ballet dancer 6 new release
2 blaring music 7 cheering audience
3 predictable storyline 8 spectacular
4 fully booked scenery
5 catchy tune
4 1 frequent 3 unwind 5 suspense
2 practical 4 unoriginal 6 repetitive
5 1 catchy 4 realistic 6 tragic
2 blaring 5 moving 7 confusing
3 pointless
Module 8 - Technology
1 a) 1 techno 4 power 7 digital
2 guarantee 5 charged 8 social
3 software 6 recorder
b) 1 fully charged 5 guarantee certificate
2 social life 6 computer software
3 voice recorder 7 solar power
4 digital pictures 8 techno freak
2 1 apart from 4 hooked on
2 on the move 5 to the extent
3 it goes without saying
3
4 1 charge 4 invented 7 digital
2 solar 5 portable 8 renewable
3 alternative 6 player
5 1 discovered 3 experiment
2 research 4 invented
Home MP3 player, TV, digital camera,
radio cassette player, camcorder,
Walkman®
Work video mobile phone, dictaphone,
PDA, laptop
Fine Arts Performance Arts
painting,
sculpture,
printmaking
ballet, cinema, concert,
dance, opera, theatre,
storytelling, poetry reading
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187
Module 1
1
2 1 has been waiting 4 has been planting
2 have sold 5 has not come
3 have booked 6 has failed
3
4 1 haven’t heard 7 have done
2 guess 8 are throwing
3 have been studying 9 have already hired
4 have sat 10 Have you made
5 am sitting 11 starts
6 think 12 are staying
5 1 haven’t visited Spain for
2 person I have ever
3 are you doing
4 have never sent a text
5 am seeing my doctor
6 likes listening to music
7 Are you busy
8 has gone
9 you been to the new
10 has been learning English for
Module 2
1
2 2 b 4 b 6 b 8 b 10 a
3 a 5 a 7 b 9 a
3 1 to come 5 bring 9 pick
2 to invite 6 finding 10 to say
3 making 7 to stay
4 to come 8 to spend
4 1 calling 6 to drive 11 hope
2 trying 7 to hear 12 to buy
3 going 8 complaining 13 doing
4 talking 9 eat 14 asking
5 listening 10 pay 15 listening
5 1 A: visiting
B: to send
2 A: to ask
B: washing
3 A: washing
B: to take
4 A: to call
B: answering
5 A: to eat
B: eating
6 A: talking
B: to invite
7 A: to tell
B: asking
8 A: to call
B: working
9 A: taking
B: to get
10 A: to eat
B: eating
11 A: to announce
B: not going
12 A: to post
B: asking
1 A: to give
B: walk
2 A: to cook
B: making
3 A: watching
B: make
4 A: locking
B: worrying
5 A: to call
B: reminding
6 A: trying
B: to drive
7 A: to hear
B: to pass
8 A: go
B: stay
9 A: go
B: study
10 A: to play
B: to learn
1 A: is seeing
B: see
2 A: are thinking
B: think
3 A: am having
B: don’t you have
4 A: are you tasting
B: tastes
5 A: does the box
weigh
B: are weighing
6 A: is looking
B: looks
7 A: is he being
B: is
8 A: is not appearing
B: appears
1 A: are you doing
B: am playing
2 A: does it take
B: is giving
3 A: cooks
B: is making
4 A: have you been
doing
B: have been
working
5 A: Do you want
B: haven’t
finished
6 A: Are you
coming
B: don’t have
7 A: does the train
leave
B: is
8 A: am seeing
B: haven’t seen
9 A: Have you been
playing
B: have tidied,
have walked
10 A: Do you like
B: play
11 A: are you doing
B: am listening,
is surfing
12 A: Are you
working
B: is
13 A: isn’t raining
B: has been
raining
14 A: am thinking,
Do you want
B: do you think
15 A: haven’t eaten
B: am making
16 A: are having
B: haven’t told
17 A: did the film
end
B: saved
18 A: is rising
B: is getting
19 A: is always
complaining
B: is
20 A: haven’t seen
B: is working
Grammar Check Key
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Grammar Check Key
188
6 Suggested Answer Key
1 I’m used to working late on Wednesdays.
2 I used to ride my bike to school.
3 I’m keen on watching horror films on television.
4 I hate being late for appointments.
5 I’d love to have dinner in that nice new
restaurant.
6 I’d prefer to eat fish rather than meat.
7 My parents let me stay out late on Saturdays.
8 I can’t stop telling lies. It’s terrible!
9 I regret to inform you that the flight has been
delayed.
10 I don’t mind working in the weather.
Module 3
1 1 will 5 will 9 are going to
2 am going to 6 will 10 is going to
3 am going to 7 will
4 is going to 8 is going to
2 1 will be sitting 4 will be seeing
2 they will have finished 5 will have finished
3 will have done
3 2 will help you.
3 will get it for you.
4 will lend you some money.
5 will help you plant the trees.
4 1 A 3 C 5 A 7 C
2 B 4 C 6 B 8 A
5 1 is going to sell
2 will have lived here
3 won’t/will not have finished
4 is going to go
5 as soon as I get
6 am seeing a/the doctor
7 will have built the house
8 will still be cooking
9 you to arrive before
10 will have been here for
6 1 the smartest 6 the most sociable
2 more comfortable than 7 the best
3 the noisiest 8 the worst
4 cosier than 9 the nicest
5 the least 10 better than
7 1 the cheapest hotel we could
2 less prestigious than
3 is the fastest
4 more I practise the better
5 as friendly as
6 less hard working than
7 is not as tall as
8 is the most patient teacher
Module 4
1 1 Could 5 May 9 have to
2 must 6 can’t 10 ought to
3 ought to 7 might
4 needn’t 8 must
2 2 obligation
3 negative logical assumption
4 advice
5 absence of necessity
6 obligation
7 necessity
8 request
9 possibility
10 asking for permission
3 1 have to 5 can’t 8 have to
2 mustn’t 6 must 9 needn’t
3 must 7 can 10 mustn’t
4 must
4 1 You mustn’t swim here.
2 You mustn’t walk here.
3 You must only recycle phone books here.
4 You must not disturb the turtles.
5 You must not drink this water.
5 1 A 2 B 3 A 4 B 5 A 6 B
6 2 He can’t be at home.
3 We ought to use natural fertilizers.
4 You can take photographs here.
5 They might turn up later.
6 Could you help me clean up, please?
7 You should turn your TV off when you are not
watching.
8 You don’t have to water a cactus very often.
9 You mustn’t enter this area.
10 It may snow tomorrow.

Grammar Check Key
189
7 2 “I have to do my homework.”
3 “You mustn’t swim here. It is not allowed.”
4 “We should take this dog to the vet.”
5 “May I close the window, please?”
6 “Pat can’t have failed the exam.”
7 “I might come to the party.”
8 “You shouldn’t throw rubbish on the beach.”
8 1 should put recycling bins
2 may/might/be Paul’s
3 don’t have to take
4 coral reefs may survive
5 should not drink that water
6 must not fish here
7 need to do something to
8 can’t take your dog
9 may/might/could be
10 should not leave the tap
Module 5
1
2 2 Maria met Jimmy as she was leaving work./As
Maria was leaving work, she met Jimmy.
3 They were hiking up the hill when the volcano
erupted.
4 While Roland was swimming, he found an injured
turtle.
5 Clara was speaking on the telephone when the
doorbell rang.
6 Tom was reading a magazine while he was having
a coffee.
3 1 had been travelling 6 had organised
2 had booked 7 had been looking
3 had been waiting forward
4 had already been 8 had been snowing
5 had you been looking
4 1 I asked for an alarm call before I went to bed./
Before I went to bed, I asked for an alarm call.
2 We rented a car when we arrived at the airport./
When we arrived at the airport, we rented a car.
3 As soon as I got the message I called her back./I
called her back as soon as I got the message.
4 The museum had closed by the time they got
there./By the time they got there, the museum
had closed.
5 After she had unpacked, she called room service./
She called room service after she had unpacked.
1 During my last holiday, I got a great suntan.
2 This time last Sunday, I was having lunch with
friends.
3 Two years ago, while I was at university, I met
my future husband.
4 When I was seven years old, I had a fish called
Goldie.
5 On my last birthday, I got lots of presents.
6 2 We missed our flight, so we had to wait for the
next one.
3 We got to the cinema just as the film was starting.
4 I had been studying for hours and my eyes hurt.
5 By the time I got there they had already
finished the meal.
6 I couldn’t come last night because I had to help
my parents with something.
7 Ken had been walking since 8 in the morning
and had sore feet.
8 I was watching TV while Mary was reading a
magazine.
7 1 even though it was
2 had never been to Asia
3 until everyone had
4 soon as they arrived
5 had eaten all the
6 after he had finished
7 when he was playing
8 had arrived before she started
9 the time he arrived
8 1 the
2 a
3 an
4 ―
5 A
6 a
7 the
8 ―
9 ―
10 a
11 the
12 the
13 ―
14 the
15 ―
16 ―
17 the
18 ―
19 the
20 ―
1 A: were you
B: was relaxing
2 B: went
3 A: didn’t you
come
B: was studying
4 A: was
B: rained
5 A: were walking
6 A: did they spend
B: wanted,
decided
7 A: happened
B: were driving,
jumped
8 A: were you doing
B: was watching,
was cooking
9 A: Was Jack
practising
B: Did you try
10 A: Did you arrive
B: missed

Grammar Check Key
190
Module 6
1 1 would eat 7 had left
2 will not go 8 is working
3 exercises 9 were
4 arrives 10 doesn’t get
5 had 11 reads
6 would call 12 Will you help
2 1 will go 5 will you help
2 will make 6 would you do
3 were/was 7 will call
4 hadn’t come 8 don’t need
2 we would have had to stay overnight in a hotel.
3 I would make an appointment
4 we wouldn’t have realised how he felt
5 we wouldn’t have missed the start of the play
6 you will get fit
4 1 hadn’t broken 5 had remembered
2 were 6 would stop
3 hadn’t eaten 7 hadn’t forgotten
4 had written 8 had thought
5 2 I wish Bobby didn’t spend all his time on the
Internet. (desire for behaviour to change)
3 I wish James hadn’t forgotten to tell me about
the exam. (regret about a past event)
4 I wish my brother didn’t annoy me all the time.
(desire for behaviour to change)
5 I wish I could swim. (unreal situation in the
present)
6 I wish I hadn’t lost my wallet yesterday. (regret
about a past event)
7 I wish I was going on holiday this year. (desire
for a situation to change)
8 I wish I hadn’t overslept this morning. (regret
about a past event)
6 2 I wish I hadn’t overcooked the chicken. If I
hadn’t overcooked the chicken, I would have
surprised my family with dinner.
3 I wish I had signed up for the dance class on time.
If I had signed up for the dance class on time, I
would have been able to take dance lessons.
4 I wish I had saved enough money. If I had saved
enough money, I would have been able to go on
holiday.
5 I wish I weren’t afraid of heights. If I weren’t
afraid of heights, I would go up the Eiffel Tower.
6 I wish I had somebody to go with. If I had
somebody to go with, I would go to see a movie.
7 1 were you I would not
2 wishes he had some time
3 you hadn’t broken
4 the flight would have
5 wish I hadn’t missed
8
9 1 A: any 4 A: much
B: little B: a little
2 A: much 5 A: many
B: much B: few
3 A: any
B: some
10 1 Even though 3 although 5 despite
2 As much as 4 in spite of 6 whereas
Module 7
1 1 was written
2 is being repaired
3 was directed
4 Has their new album been released
5 will be shown
6 has just been injured
7 was shot
8 is being repainted
9 was invited
10 will be delivered
11 still hasn’t been fixed
12 was awarded
2 1 is dedicated 5 are performed
2 was completed 6 was created
3 is being developed 7 has been visited
4 is made up 8 is needed
3 2 Jim Jarmer has been awarded an Oscar for his
new film.
3 A Hollywood legend is being treated for his/her
injuries after a car crash.
4 The Star Wars album is going to be released soon.
5 The actor, Jules Venny was arrested for speeding
yesterday.
4 1 was held 5 are taking place
2 was announced 6 is not known
3 were not given 7 will be held
4 has not been chosen 8 will be given
1 U
2 C
3 U
4 U
5 U
6 C
7 C
8 C
9 U
10 U
11 C
12 C

Grammar Check Key
191
5 2 Yes, the role has been accepted by Jake Hans.
3 Sure! All the seats will be filled on opening night.
4 No, the location hasn’t been chosen yet.
5 No, they are being made at the moment.
6 Well, all the invitations were sent last Friday.
6 1 a by 3 a with 5 a by
b with b by b with
2 a with 4 a by
b by b with
7 1 Who directed Jurassic Park?
2 Why haven’t they finished the set yet?
3 Who will they choose for the main role?
4 When will they perform the play?
5 Where will they shoot the film?
6 Who will replace the star?
7 Why did they close down the cinema?
8 Who composed the soundtrack?
9 How much did they pay the actor?
10 When will they release the film?
8 A sequel to Zombies is being shot by Warner Movies
in the Nordfold Woods area. The main role is being
played by Jason Delore, but many minor roles in
the film are being played by locals. Hundreds of
short-term jobs have been created by the film and
services for the cast and crew are being provided
by local companies. Warner Movies says that the
movie will be released soon.
9 1 is being built
2 was chosen as the
3 will be sent
4 leg was broken during
5 will be performed
6 was being composed by
7 was given
8 was made by my
9 was completely destroyed by
10 are being sold for
Module 8
1 1 said 3 told 5 tell 7 said
2 told 4 said 6 said 8 told
2 1 She said that he didn’t know the latest news.
2 Troy said that he could store 2GB of music on that.
3 Nick said that they had been using that software
for a year.
4 Jane said that she had always loved photography.
5 Orla told May that he would copy the CD for her.
6 Ken told his dad that he was considering a
career in show business.
7 Owen said that he had downloaded the program
for me.
8 Fran said that she couldn’t get that device to
work.
9 Bob said that I mustn’t press that button.
10 Steven said that he had been playing video
games all night.
3 1 David told Jude not to forget to recharge the
battery.
2 Elizabeth told me to remember to bring her
MP3 player back.
3 She told him to be quiet.
4 The teacher told her to turn her computer on.
5 Kate told Nora not to tell anyone what she had
said.
4 2 e suggested playing a video game.
3 c offered to order a takeaway.
4 f asked my friend where he had bought his.
5 d asked him to speak up.
6 b asked my friend to help me.
5 1 who 4 which/that 6 where
2 which 5 who/that 7 when
3 that/which
6 2 whose ND YES
3 which/that D NO
4 who D NO
5 where D NO
6 who ND YES
7 which D NO
8 who ND YES
9 where D NO
10 which/that D NO
7 1 which (YES)
2 whose (NO)
3 where (NO)
4 when (NO)
5 why (NO)
6 who/that, whose (YES) (NO)
7 who, who (NO) (NO)
8 2 Greg’s new digital camera, which/that cost him
a fortune, doesn’t work.
3 Here’s an ad for the laptop which/that I think
I’ll buy.
4 This is the laptop which/that I bought from a
friend.

Grammar Check Key
192
5 I’m reading The Time Machine which/that was
written by H. G. Wells.
6 My friend bought a new MP3 player which/that
stores up to 5GB of music.
7 This is Mr Key, who is my Physics teacher.
8 The CD-ROM, which/that I ordered weeks ago,
was delivered today.
9 1 were sold by Mr Jackson
2 was the text message sent
3 who is my friend, lives
4 were delivered
5 where we ate
6 was repaired by
7 was designed by a
8 which he just bought
9 will be announced
10 who have a password

193
Song Sheets
Module 1
1 Predicting the content based on the
title and picture
ñ Ask Ss to read the title of the song and look
at the picture. Elicit suggestions as to what
the song may be about.
song in their books and check.
Allow Ss some time to read the song again and
elicit answers from various Ss around the class.
3 a) Personalising the topic/Talking
about the importance of friendship
In pairs Ss discuss how important friendship
is to them. Ask some pairs to report back to
the class.
(Ss’ own answers)
b) Giving opinions on having many/
few friends
Ss discuss the question in the rubric in
pairs, giving reasons. Monitor the discussion
around the class, then ask some pairs to
report back to the class.
Proverbs
4 Understanding English sayings
Read out the sayings and ask Ss if they can
guess what they mean. Elicit explanations from
various Ss around the class. Then ask Ss to
suggest similar sayings they know from their L1.
Allow Ss some time to come up with an
example from their personal experience that
illustrates the meaning of one of the sayings
and elicit a variety of examples from Ss around
the class.
Friends are flowers in the garden of life.
(Friends make life more beautiful just by
being there.)
A friend in need is a friend indeed. (A friend
who helps you when you really need help is a
true friend.)
The best mirror is an old friend. (A person
who has known you well for a long time can
see things in you that you may not be able to
see yourself.)
Once, I was in trouble and I needed help. My
friend helped me when no one else would and
showed that she was a really good friend.
Focus ➤
A: I think it’s good to have a lot of casual friends
because then you will always have someone
to go out with and spend time with.
B: I disagree. I think it’s much better to have
a few close friends who you can trust and
rely on. Casual friends are not as loyal as
close friends and they may let you down or
not be there for you when you need them.
A: Yes, but I have my family to rely on. I
prefer to keep my friendships casual
because close friends can make a lot of
demands on you emotionally ... etc
Focus ➤
Focus ➤
Answer Key
According to the singer, a good friend is kind
and is always there when you need them.
He/She is also helpful, loyal and strong and
always knows what to do.
Focus ➤
I think the title of the song refers to a
relationship between two people probably two
friends because the picture shows two young
women smiling at each other.
Focus ➤
Spotlight 10 Songs Ts 12/3/08 12:29 PM Page 193

194
Song Sheets
Module 2
title
ñ Explain the task and ask Ss to look at the title
and the words and phrases in the list. Elicit
answers from various Ss around the class.
3 Personalising the topic/Discussing
the relationship between wealth and happiness
Ss discuss the questions in the rubric in pairs,
giving reasons. Monitor the discussion around
the class, then ask some pairs to report back
to the class.
Proverbs
Read out the sayings and ask Ss if they can guess
what they mean. Elicit explanations from
Allow Ss some time to come up with an example
from their personal experience that illustrates
the meaning of one of the sayings and elicit a
variety of examples from Ss around the class.
Module 3
title and pictures
Allow Ss some time to read the song again
and elicit answers from various Ss around
the class.
Answer Key
The singer’s advice is to find your place in the
world and make the most of your life.
Focus ➤
I think the song is about your ambitions and
plans for the future because the title seems to
refer to finding your place in the world and
the pictures show three different jobs (a
florist, an artist and a carpenter).
Focus ➤
A fool and his money are easily parted. (If
you are not wise you will waste your money on
foolish things.)
A full cup must be carried steadily. (You
should be careful to look after what you have
so as not to waste or lose any of it.)
A great fortune in the hands of a fool is a
great misfortune. (A foolish person will not
use it wisely or put it to good use and it will
be wasted.)
Focus ➤
A: I would be very happy if I became rich. It
would be fantastic! I would buy a big house
for my family and a fantastic car and lots
of things that I’d always wanted. How
about you?
B: I don’t think I would be happier because my
life would change in ways that I wouldn’t
want it to. I would have to change my
lifestyle because people would expect me
to live and behave differently if I was a
millionaire and I am quite happy the way I
am … etc
Focus ➤
Answer Key
According to the singer, we can’t buy love,
happiness or health.
Focus ➤
I think the song is about valuing the things in
life that don’t cost any money such as your
health and your friends and family and not
worrying about money and shopping.
Focus ➤

195
Song Sheets
b) Agreeing/Disagreeing with advice
Ss discuss the questions in the rubric in pairs
to the class.
3 Personalising the topic/Talking
about future ambitions
Ss discuss the question in the rubric in pairs,
to the class.
(Ss’ own answers)
Proverbs
Read out the sayings and ask Ss if they can guess
what they mean. Elicit explanations from
Allow Ss some time to come up with an example
from their personal experience that illustrates
the meaning of one of the sayings and elicit a
variety of examples from Ss around the class.
Module 4
1 Predicting the context of words/
phrases taken from the song
ñ Explain the task and ask Ss to look at the
title and the words and phrases in the list.
Elicit answers from various Ss around the
class.
2 a) Understanding the writer’s
attitude
Allow Ss some time to read the song again
and elicit answers from various Ss around
the class.
b) Understanding the writer’s
opinion
Elicit answers from various Ss around the
class.
3 Giving a personal opinion on the
future of the planet
to the class.
Focus ➤
Answer Key
The singer thinks we can save our planet by
recycling our rubbish, by not buying things we
don’t need and by doing everything we can to
think green.
Focus ➤
Answer Key
The singer thinks we are killing the world by
not recycling and buying things we don’t need.
Focus ➤
I think the title of the song refers to
environmental awareness and I expect to hear
the phrases within this context.
Focus ➤
A place for everything, and everything in its
place. (Order is a good thing.)
A good plan today is better than a perfect
plan tomorrow. (A plan that you can put into
action straight away, even if it is not perfect, is
better than no plan at all.)
Different strokes for different folks. (All
people cannot live their lives the same way.)
Focus ➤
Focus ➤
A: I agree with the singer because I think if
you don’t know what you want to do with
your life then you may miss opportunities
or waste a lot of time doing worthless jobs
until you figure out what you want to be.
B: Well, I think you should definitely make the
most of your life but I don’t think you
should have to fit yourself into a certain
place or category because you should
always be open to change … etc
Focus ➤

Proverbs
guess what they mean. Elicit explanations
from various Ss around the class. Then ask Ss
to suggest similar sayings they know from
their L1. Allow Ss some time to come up with
an example from their personal experience
that illustrates the meaning of one of the
sayings and elicit a variety of examples from
Ss around the class.
Module 5
title and pictures
2 Understanding the writer’s attitude
about your holiday activities
Ss discuss their holiday activities in pairs.
Monitor the activity around the class, then
ask some pairs to report back to the class.
b) Talking about the perfect holiday
pairs and come to an agreement about
what sort of holiday would be perfect for
both of them. Monitor the activity around
the class and then ask some pairs to report
back to the class.
A: I definitely like to do lots of activities
when I’m on holiday so wherever we went
there would have to be sports available.
B: Well, I like to lie on the beach and relax so
it would have to be somewhere by the sea.
A: We could go to a seaside resort that had
lovely sandy beaches as well as a wide
range of water sports available as well.
B: Yes, that would be perfect. etc
Focus ➤
A: I like to go on adventure holidays and do
lots of different activities. What about you?
B: I prefer to relax on a beach and do very
little on my holidays. etc
Focus ➤
Answer Key
The singer thinks holidays are necessary
because we need a break from our daily
routine and time to relax and have some fun.
Focus ➤
I think the song is about free-time activities
because the title refers to relaxation and the
picture shows people white-water rafting and
canoeing.
Focus ➤
Things done cannot be undone. (You cannot
change things that have already happened.)
If you’re not part of the solution, then you’re
part of the problem. (By not helping to make
things better, you are making things worse.)
Actions speak louder than words. (Doing
something to help a situation is much better
than talking about it.)
All the flowers of tomorrow are in the seeds
of today. (You must start something today if
you want to see the benefits in the future.)
Focus ➤
A: I think people are finally starting to realise
that they must change the way they live to
help the planet.
B: I think you’re right. After all, we can
already see the effects of global warming.
A: I think many people have already started to
do what they can to help such as recycling
and saving energy.
B: In the future, I think we will all live in an
environmentally friendly way and much of
the damage we have done will be repaired.
A: I hope you’re right … etc
Song Sheets
196

Proverbs
Module 6
title and pictures
elicit answers from various Ss around the
class.
about exercise habits
Ss discuss their own exercise habits in
pairs, giving reasons for their answers.
Monitor the activity around the class then
ask individual Ss to report back to the class
on their partner’s exercise habits.
(Ss’ own answers)
b) Discussing types of exercise
Proverbs
Healthy body, healthy mind. (If your body is
fit and healthy then so is your mind.)
Health is better than wealth. (It is much
better to be healthy than to be rich.)
No pain, no gain. (You have to suffer a little
through a lot of hard work and effort to get
the benefits of exercise.)
Focus ➤
A: I think exercise that works the heart and
lungs is the most effective because then
the whole body gets a workout. For
example, like with running or aerobics.
B: Yes, I see your point. I also think swimming
is a very good form of exercise because it
exercises the whole body. etc
Focus ➤
Focus ➤
Answer Key
The singer thinks exercise is the key to a
healthy life.
Focus ➤
I think the song is about taking care of
yourself in terms of diet and exercise because
the title refers to taking care and the picture
shows a woman ready to exercise with a bottle
of water in her hand.
Focus ➤
All work and no play makes Jack a dull boy.
(A person who works all the time and doesn’t
take time to relax and have fun is a very
boring person.)
He lives long who lives well. (If you live a
well-balanced life, then you will live a long
time.)
Live for today for tomorrow never comes.
(You should take the time to do the things you
want to today otherwise you will never find
the time to do them.)
Focus ➤
197
Song Sheets

Module 7
1 Relating the title to words/phrases
taken from the song
Explain the task and ask Ss to look at the title
3 Personalising the topic/Discussing
fame
to the class.
(Ss’ own answers)
Proverbs
Module 8
1 Relating the title to words/phrases
taken from the song
Explain the task and ask Ss to look at the title
about gadgets
Ss discuss their favourite gadget or
electronics device in pairs, giving reasons
for their answers. Monitor the activity
around the class, then ask individual Ss to
report back to the class on their partner’s
favourite gadget/device.
(Ss’ own answers)
Focus ➤
Answer Key
The singer thinks computers and technology are
useful because they can make our lives easier.
Focus ➤
I think the title of the song refers to
technology and the future and it is related to
the phrases in the same context.
Focus ➤
The sun shines upon all alike. (Everyone is
equal on a basic level.)
Life is made up of little things. (It is the
little things in life that make it worth living.)
He is rich who is satisfied. (Being content
with your life is a very valuable quality.)
Focus ➤
Focus ➤
Answer Key
The singer thinks fame is not so important
because the only thing that matters is who you
really are and if you are happy with yourself
then you are already a superstar.
Focus ➤
I think the title of the song refers to stardom
and fame and it is related to the phrases in
the same context.
Focus ➤
198
Song Sheets

b) Discussing desirable gadgets/
electronic devices
Quotations
“When all else is lost, the future still
remains.” (No matter what happens, there is
always another day.)
“You can never plan the future by the past.”
(The future is unknown so you cannot assume
that things will happen as they have happened
before.)
“I do not fear computers. I fear the lack of
them.” (Computers are so useful and
beneficial to society that without them we
would not be so advanced.)
Focus ➤
A: I would really like an MP3 player because
they are so much smaller than portable CD
players and you can store many more songs
on them. What about you?
B: I would really like a digital camera because
you can take better quality pictures and
many more pictures than on an ordinary
pocket camera. etc
Focus ➤
199
Song Sheets

200
Before you start
The Author
1 Stratford-upon-Avon
2 He was a tradesman.
3 The King Edward VI Grammar School
4 Latin grammar and literature
5 18
6 Anne Hathaway
7 3
8 In London
9 Macbeth, Romeo and Juliet, A Midsummer Night’s
Dream, Hamlet, etc
10 On 23 April 1616
Background
1 F 3 DK 5 T 7 T
2 F 4 DK 6 F
The Plot
1 B 2 C 3 A
The Characters
1 Shylock (people treat him badly)
2 Gratiano (admires Bassanio and likes to do everything
Bassanio does)
3 Portia (a beautiful woman)
4 a) Bassanio (a loyal friend)
b) Gratiano (completely loyal to Bassanio)
5 Jessica (unhappy because she hates living with her
father)
6 Bassanio (likes to spend a lot of money)
7 Shylock ( angry because people treat him badly)
8 a) Nerissa (listens to Portia’s problems)
b) Salarino and Salanio (try to cheer Antonio up)
9 The Duke of Venice (very wise ... must decide
what to do)
10 Nerissa (always gives Portia sensible advice)
Episode 1
Before Reading
1 (Suggested Answers)
Shylock, Antonio, Bassanio and Portia / In a street in
Venice / In the first picture, Shylock and Antonio
seem to be having an unpleasant conversation; in
the second picture, Bassanio is telling Antonio of his
love for Portia.
angry: Shylock, picture 1
fed up: Antonio, picture 1
in love: Bassanio and Portia, picture 2
worried: Antonio, picture 2
While Reading
2 1 F 3 F 5 F
2 T 4 T 6 T
After Reading
ñ because he wants to marry Portia and he needs
money for the wedding.
ñ I don’t think you should make a habit of it, but
I can’t see any harm if a genuine need arises. /
Not really, if you are not sure that you can pay
it back. Also you sometimes have to pay
interest, which is expensive.
ñ I usually ask my parents / a friend / my relatives
to lend me some.
ñ Bassanio is going to borrow money from Shylock.
Episode 2
Before Reading
At Shylock’s house. / Yes, because we can see Antonio
signing an agreement in the second picture. / No,
because he looks very worried about Antonio’s ships
and whether he will be able to pay him back in the
first picture.
2 In the first picture Shylock looks worried and
unsure; in the second picture he looks pleased and
almost smiling. This is because he thinks at first
that Antonio’s ships may be lost and he will not get
his money back. Then he realises that he has a
chance of taking revenge on Antonio by taking a
pound of his flesh if he fails to repay him.
Merchant of Venice Key
Spotlight 10 Merchant STORY key 12/3/08 12:15 PM Page 200

While Reading
3 1 He thinks he will not get paid back because
Antonio may lose all his ships.
2 He doesn’t like him because Antonio thought it
was wrong to lend people money and charge
them interest.
3 Shylock will lend Antonio three thousand
ducats, to be paid back in a period of months.
If Antonio does not do this, he must let Shylock
take a pound of his flesh.
4 Bassanio thinks that Antonio is risking his
personal safety by making this agreement with
Shylock.
5 Antonio believes that his ships will return
safely and he will then have plenty of money.
After Reading
ñ He thinks Antonio’s ships won’t return and he
will be able to carry out his plan and take
revenge.
ñ Yes, he did, because although he was taking a
personal risk, he was helping his friend,
Bassanio, which shows how loyal he was. / No,
he didn’t, because he put himself at great risk
and maybe even Bassanio could have got into
trouble.
ñ Bassanio is going to get the money he needs
and he will go to Belmont to propose to Portia.
Episode 3
Before Reading
Launcelot. / A piece of paper; it could be a note.
2 She seems to be escaping from a window and maybe
she doesn’t want anyone to recognise her, so she has
dressed up as a boy.
While Reading
3 1 Jessica writes a letter to Lorenzo.
2 Jessica tells Launcelot her plan.
3 Launcelot finds Lorenzo and his friends.
4 Launcelot gives the letter to Lorenzo.
5 Lorenzo tells his friends about Jessica’s plan.
6 Lorenzo and his friends go to Shylock’s house.
7 Jessica hands down a box of gold and jewels
from the window.
8 Jessica climbs down a tree.
After Reading
ñ happy and excited, because she has made a plan
to escape and marry the man she loves.
ñ maybe lonely, as she is living alone in the house
with her father whom she doesn’t like, and she
says that nothing much happens at home.
Episode 4
Before Reading
Maybe it has something to do with Portia, as we can
see her in the second picture, where she seems to
be waiting a little impatiently for some kind of
answer or result.
2 1 He’s opening the gold box.
2 He seems disappointed with what he has found
inside.
3 He’s opening the silver box.
4 He’s probably thinking that he has been made a
fool of.
While Reading
3 1 test 3 wise 5 a piece of paper
2 sad 4 gold 6 deserved
After Reading
ñ because Portia was beautiful and rich and her
father wanted to be sure that she married the
best husband for her.
ñ a silly one, because choosing the right box is
just a matter of chance and guesswork. / a
clever one, because the inscriptions written
outside test the character of the man.
ñ the gold box, because it says many people
would want what is inside it. / the silver box,
because it says I will get what I deserve, so that
would be fair.
ñ Someone is going to open the lead box and will
pass the test, since the other two have failed.
201

202
Episode 5
Before Reading
Bassanio is opening the lead box.
2 Bassanio has passed the test of the perfect
husband and is proposing to Portia. Something
similar seems to be happening with Nerissa and
Gratiano. Both couples are exchanging rings.
While Reading
3 1 test 3 picture 5 wife
2 lead 4 ring 6 day
After Reading
1 because she was afraid he would fail it and
then they couldn’t get married.
2 because he would give and risk everything for
Portia, as the inscription asked.
3 Yes, I do, because Portia doesn’t want him to go
and Bassanio is sure he is the right man for her. /
No, I don’t, because they don’t know each other
very well and Bassanio may only want her
because she is rich and beautiful.
4 Maybe the two couples will get married, or maybe
we will find out more about Jessica and Lorenzo.
Episode 6
Before Reading
Shylock looks angry in both pictures and is
probably discussing Jessica’s escape with Salarino
and Salanio. He might be angry with Antonio
because he thinks Antonio had a hand in it. Maybe
Antonio’s trouble also includes the fact that he has
bad news about his ships, which means Shylock
will want his pound of flesh.
2 The box is probably open because Jessica has
disappeared with Shylock’s gold and jewels, as we
learned she had planned to do in Episode 3. / Shylock
must be furious and is probably threatening to punish
Jessica severely when he finds her. I suppose he is
also saying how sad he is about the missing wealth.
While Reading
3 1 F 3 F 5 F
2 F 4 T 6 F
After Reading
ñ Yes, because she is his own flesh and blood. /
No, because he treats her badly and is very
strict.
ñ because a) Antonio makes fun of him but
borrows his money,
b) he has been involved in Jessica’s
escape,
c) he accuses Shylock of charging
interest on his loans.
ñ Yes, because one bad turn deserves another
and the first person learns a valuable lesson. /
No, because two wrongs don’t make a right and
the person taking revenge only becomes more
bitter. It is better to forgive your enemies.
ñ We are going to learn more about Antonio and
his problem with the ships he has lost.
Episode 7
Before Reading
He has news from Antonio that his ships are lost
and he realises that Antonio will not be able to pay
Shylock back the money he borrowed, meaning
that Shylock can now take his pound of flesh.
2 She’s speaking to her maid Nerissa and holding a
paper, maybe a letter. She must have some kind of
plan to help Antonio out of his difficult situation.
While Reading
3 1 His ships are lost at sea and he cannot afford to
pay Shylock back his money.
2 She tells him to go to Antonio at once.
3 She writes a letter to her cousin, Doctor
Bellario, a doctor of law.
4 One of Portia’s servants.
5 Books, papers and clothes.
6 They are going to go to Venice and disguise
themselves as young lawyers to help Antonio.

203
After Reading
1 Bassanio feels very worried. / He is afraid that
Shylock will take his pound of flesh from Antonio.
2 Bellario is a doctor of law and can give her
advice about how she can help Antonio in court.
3 Yes, I think her plan will work, because her
cousin Bellario will give her good advice about
how to win in court. / No, I don’t think her plan
will work, because people will recognise Portia
and Nerissa in their disguise.
Episode 8
Before Reading
Shylock and Antonio are in court. The judge is
hearing the case for Shylock’s pound of flesh.
Portia is defending Antonio.
2 They are Portia and Nerissa in their lawyers’ disguise.
3 In the first picture, Shylock is very angry with Antonio
and sure of his case. He is going to demand his pound
of flesh. In the second picture, it seems that Portia is
winning the case for Antonio. Shylock appears to be
taken aback by something unpleasant and unexpected
and the case is not going as he had hoped.
While Reading
4 1 The Duke of Venice 4 Shylock
2 Shylock 5 Shylock
3 Portia 6 Antonio
After Reading
ñ because he wants his pound of flesh in order to
get revenge.
ñ She finds fault with Shylock’s plan. According
to the law, he must take only the flesh without
the blood, but that is not possible. Also, this
act would make Shylock a murderer.
ñ extremely relieved and grateful to Portia.
ñ very angry that his plan hasn’t worked.
ñ Antonio and Bassanio are going to thank the
two young lawyers for helping them, but I don’t
think they will find out yet who they really are.
Episode 9
Before Reading
1 Bassanio is happy because Portia has saved his
friend, Antonio.
2 Gratiano is giving her the ring in payment for
her services in court and as a token of thanks.
3 Shylock has gone home in disgust.
While Reading
2 1 D 2 C 3 A 4 E 5 B
After Reading
1 They want to play a trick on them; they want
to have some fun with them.
2 I think they were right, because the young
lawyers had saved their friend’s life and giving
the rings away showed how grateful Bassanio
and Gratiano were. / I think they were wrong,
because although the young lawyers did a very
great thing, the men should not have broken
their promises to their wives.
3 Yes, I do. My parents taught me that keeping a
promise is very important, and you can’t trust
someone who doesn’t keep their promise. / No,
not every single time. We’re all human, and
sometimes we forget or circumstances change
and it isn’t possible to keep the promise we
have made.
4 Obviously, at the end of the play Bassanio and
Gratiano have to find out who the young lawyers
really are. I don’t think the ladies will be angry
with them about the rings, because Portia said it
was all about having some fun with them.
Episode 10
Before Reading
Everybody seems to be feeling very happy because
of the successful trial, and we can see them
celebrating by raising their glasses.

204
While Reading
2 1 arrived 5 ring
2 wearing 6 surprised
3 lawyer 7 silly
4 angry 8 wives
After Reading
ñ Yes, because they confused their husbands but
they didn’t really do any harm. / No, because
the husbands felt foolish and embarrassed, and
the trick with the rings put them in a very
difficult position.
ñ The story ends happily for almost everyone,
but Shylock is not happy that his plan for
revenge has failed.
ñ It teaches us a number of lessons.
Appearance and reality can be two different
things: The three boxes show that things are
not always as they appear on the outside.
Money is less important than friendship and
love: Shylock, whose god is money, is the most
unhappy character in the play.
Friendship and love are worth sacrificing
oneself for:
Bassanio shows that he is willing to give and
risk all for Portia when he opens the lead box.
The qualities of mercy and justice receive their
just rewards:
Shylock is not prepared to show any mercy to
Antonio, but his plan for revenge misfires.
Final Comprehension Quiz
1 B 3 B 5 C 7 A 9 C
2 B 4 A 6 C 8 B 10 C
(Suggested Answers)
ñ My favourite character is Antonio, because he is
willing to take a big risk to help his friend
Bassanio.
ñ I dislike Shylock, since all he cares about is
money. He is also a cruel man who is not
prepared to show any mercy.
ñ Yes, I think it would be an easy way to make
money. / No, because I feel that it is unfair to
take advantage of people who are desperate
for money by charging them interest.
ñ Yes, because lawyers can really help people get
out of difficult situations. / No, because
lawyers are only interested in their clients and
not necessarily in seeing justice done.
ñ Clear, methodical thinking; a quick mind; good
at public speaking and persuading others.
ñ Yes, because it’s difficult to convince people.
Defending someone who is in the wrong may
make you feel dishonest. / No, since lawyers
are well prepared by their study and training.
They don’t have to make final decisions; the
judge and jury do this.
ñ When they return home to Belmont after the
trial, Bassanio and Gratiano confess to giving
the rings to the two young men in court. Portia
and Nerissa are very angry with their husbands
for breaking their promise to wear the rings
always. They decide not to tell their husbands
the true identity of the young lawyers. Instead,
they pretend to believe that Bassanio and
Gratiano have given the rings to other women.
Therefore, feeling their husbands are not to be
trusted to keep their promise, they end up
leaving them.
ñ The Pound of Flesh
Project
(Suggested Answer)
Shylock was a rich and highly successful
moneylender. Nobody liked him very much, as he
charged much higher rates of interest than other
moneylenders, but he was successful because you
could always borrow as much as you wanted
immediately.
He lived all alone in the heart of London’s
banking area. Every morning, dressed in expensive
suits and silk ties, he walked to his office round
the corner from his flat. Only very desperate
people came to Fairway Financial Services, and
the more desperate they were, the more interest
Shylock charged them.
One day a thin man dressed in shabby jeans
came into his office.

205
“My name is Tony Burns,” he said. “I need to
borrow thirty thousand pounds for my daughter to
have an operation. I have to send her for surgery in
New York next week. If I delay, she might die. The
bank can’t loan me the money that quickly. Can
you help?”
“Thirty thousand pounds is a lot of money, Mr
Burns,” replied Shylock. “What can you give me if
you fail to pay back the loan?”
“You can take my flat,” said Tony. “It’s worth
five times the amount.”
“All right,” agreed Shylock, “but I’ll have to
charge you an extra ten thousand pounds interest.
You can have a year to repay the money.”
Tony’s face fell. He was only a London taxi
driver, and he knew he could never repay forty
thousand pounds so quickly. So they agreed on
another plan. Tony would work for Shylock part-
time in the evenings as a debt collector. This
would be unpaid work over a period of five years,
so that Tony could pay back his loan.
It seemed very hard and unfair to Tony, but
there was nothing else he could do, as he loved his
little daughter dearly.
The child was operated on in New York and
within a month she was home again. The doctors
were very pleased with her progress. Tony was
overjoyed to learn that her chances of a full
recovery were almost certain.
In the meantime, he had started working for
Shylock. It was very tiring for him spending all day
driving his passengers around London, and then
having to deal with Shylock’s difficult customers,
who made all kinds of excuses why they couldn’t
repay their loans.
The other moneylenders in the area soon
realised what was happening and took legal action.
Shylock was breaking the rules of the
Moneylenders’ Association. The rules said interest
was to be no more than fifteen per cent, and
Shylock was charging more than thirty per cent.
The court ordered him to cancel Tony’s debt and he
himself was no longer allowed to practise as a
moneylender. Instead, Shylock became very poor
and had to earn his living as an insurance salesman.

206
Unit 1a ― Reading Skills
1 1 f 3 d 5 a
2 e 4 c 6 b
1 designer labels 4 window shopping
2 great outdoors 5 Horse riding
3 dance music 6 computer game
2 1 a 3 b 5 b 7 b 9 b
2 b 4 a 6 a 8 b
3 1 film 3 look 5 friend
2 bite 4 bargain
4 1 a 2 a 3 a 4 b
Unit 1b ― Listening & Speaking Skills
1 Positive ― loyal, respected, creative, supportive,
patient, trusting, dedicated, caring
Negative ― dishonest, mean, selfish, jealous,
aggressive, moody
2 1 H 4 K 7 F 10 L 13 A
2 D 5 G 8 B 11 I
3 C 6 M 9 E 12 J
3 1 eye 3 nerves 5 head
2 neck 4 shoulder 6 back
4 1 supporting 3 well-meaning
2 careful 4 respectful
5 1 b 2 b 3 a 4 b 5 a
Unit 1c ― Grammar in Use
1 1 a ― PC 5 c ― PC 9 b ― PS
2 j ― PPS 6 d ― PPC 10 h ― PC
3 g ― PS 7 f ― PPS
4 i ― PS 8 e ― PC
2 1 have 6 has been helping
2 have known 7 are going
3 send 8 is celebrating
4 try 9 have been looking
5 have started 10 am taking
3 1 am seeing; see
2 enjoys; is he enjoying
3 are thinking; don’t think
4 has; is having
5 is looking; looks
6 is appearing; appears
7 are you smelling; smell
8 Does, weigh; I am weighing
9 is he being; are
10 are you tasting; tastes
4 1 have you been doing; have been swimming; cycling
2 has Patrick worked; has been
3 Does he know; he is learning
4 Has she been studying; is sitting
5 Have you played; have been playing
5 1 have, been in 6 has been to
2 has gone to 7 has gone to
3 have been to 8 has been to
4 has gone to 9 have, been to
5 has been to 10 Have, been to
6 2 A: She looks annoyed.
B: She is. She’s been trying to send an email for
an hour.
3 A: They look happy.
B: They are. They have been waiting for their
exam results for a month.
7 1 down on 3 out for 5 up
2 forward to 4 after
8 1 on 2 at 3 with 4 about 5 at
Unit 1d ― Literature
1 a) Face: pretty, sweet, round, peaceful, plump,
long, baby, tanned, pale, spotty, youthful, slim,
expressive, thin
Hair: thick, smooth, white, long, grey, curly,
bald, spiky, fair, brown, thin, dark
Eyes: brown, blue, expressive, bright, grey,
bright, wide, pretty, round, dark, big
Nose: wide, upturned, pointed, pretty, big
Lips: big, thin, thick
Chin: pointed, big
Height: tall
Age: baby, in his/her teens, youthful
Build: plump, slim, overweight, skinny, thin
Complexion: white, fair, rosy, youthful, tanned,
pale, spotty, dark, smooth, brown
b) 1 Sue is in her teens. She has long, dark curly
hair and a slim build. She has a pretty face
with a rosy complexion and expressive eyes.
2 Bob is in his teens. He has a round face and
a tanned complexion. His dark hair is thick
and spiky. Bob has dark eyes, a wide nose
and a pointed chin.
3 Laura is in her teens. She is tall and thin. Her
hair is smooth and long and she has a pale
complexion. Laura has big lips and bright eyes.
4 Steve is in his teens. He has curly fair hair
and a pale complexion and he is skinny.
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Workbook Key
207
2 1 comical 9 bundled
2 thoughtful 10 tranquillity
3 fierce 11 knitting
4 plain 12 twilight
5 faded 13 crackled
6 vain 14 bloomed
7 sharp 15 provided
8 slender
3 2 sharp-tongued 6 baby-faced
3 broad-shouldered 7 wide-eyed
4 green-eyed 8 long-legged
5 warm-hearted 9 cold-hearted
Unit 1e ― Writing Skills
1 Key words: came back from a holiday, enjoyed a
lot, letter, English pen-friend, what you did, who
you met, what they were like
1 my pen-friend
2 in England
3 at home
4 to tell my friend all about my holiday
5 what I did; who I met; what they were like
6 Dear .......; Love,
2 a) 1 F 3 E 5 D 7 C
2 B 4 G 6 A
b) i 6 iii 7 v 4 vii 2
ii 3 iv 5 vi 1
3 1 C 2 A 3 B
4 1 B 2 C 3 A
Unit 1 ― Vocabulary Practice
1 1 conserve 4 teasing
2 take 5 tend
3 manufactured
2 1 b 3 e 5 a
2 d 4 f 6 c
1 baggy jeans 4 street markets
2 guest speaker 5 top designers
3 brand names 6 counselling service
3 1 of 3 about 5 up
2 for 4 out 6 up
4 1 individuality 4 inspiration
2 affordable 5 eliminate
3 designer
5 1 A 3 C 5 C 7 D
2 B 4 A 6 C 8 C
Spotlight on Exams
1 A 6 C 4 E 1
B 2 D 3 F 5
2 1 A 3 A 5 C 7 B
2 C 4 B 6 C
1 1 c 2 d 3 e 4 b 5 a
1 student loan 4 household bills
2 Bus fares 5 pocket money
3 shopping spree
2 1 afford 4 catch 7 wastes
2 resist 5 handing
3 survive 6 saving
3 1 borrow 3 earn 5 pay; cost
2 waste 4 lend
4 1 make ends meet 3 splash out
2 dig deep in my pockets 4 can’t afford to
1 1 skydiving 4 archery
2 snowboarding 5 white-water rafting
3 martial arts 6 aerobics
(Suggested Answers)
1 snowboarding, martial arts
2 aerobics
3 martial arts
4 archery, white-water rafting
5 skydiving, snowboarding
2 a) 1 ambitious 5 Adventurous
2 Sensitive 6 reserved
3 Imaginative 7 Daring
4 outgoing 8 Cautious
b) (Ss’ own answers)
3 1 straight 2 joke 3 cool
4 1 b 2 b 3 a 4 b 5 a
1 1 to go, bowling 4 playing, waiting
2 to get, opening 5 laughing, teasing
3 to walk, doing
2 1 b 3 a 5 b 7 b 9 a
2 b 4 a 6 a 8 b 10 b

Workbook Key
208
3 1 borrow, to wear 4 sit, standing
2 to get, meeting 5 going, watching
3 going, doing
1 swimming. 6 not to go out.
2 to go! 7 travelling.
3 reading. 8 stop talking.
4 waiting. 9 snowboarding.
5 to watch TV. 10 come to the cinema.
5 1 being 5 cry 9 to tell
2 to feed 6 to do 10 use
3 tidy 7 blushing
4 going 8 study
6 1 remind me to set
2 had to borrow money from
3 is keen on going
4 (really) taken after
5 can’t wait to go
6 took up karate
7 prefer to watch
8 can’t stand listening
9 I can afford
10 don’t mind helping him
7 1 up 3 after 5 in
2 off 4 over 6 out
8 1 at 3 on 5 about
2 of 4 in
9 1 earn 2 borrow 3 win 4 waste
1 1 suburban 3 cross 5 unjust
2 dull 4 dreadful 6 merry
2 1 c 2 a 3 d 4 e 5 b
1 French windows 4 doll’s house
2 coloured glass 5 estate agent
3 good intentions
3 1 turned 3 grows 5 going
2 getting 4 make
4 a) 1 darken 3 intention 5 perfection
2 refurnish 4 inexperience
b) 1 inexperience 3 darkened 5 intention
2 refurnished 4 perfection
5 1 f 3 a 5 c
2 e 4 b 6 d
1 1 informal opening
2 abbreviation
3 omitted preposition
4 omitted verb and pronoun
5 omitted article
6 informal closing remarks
7 omitted verb and pronoun
8 short form
A
B
C
3 No, it doesn’t. It doesn’t include the second bullet
point:
ñ you haven’t seen Dad
1 1 players 3 consumers 5 presenters
2 spectators 4 competitors 6 sports
2 1 with 3 in 5 for
2 to 4 out of 6 on
3 1 noticed 3 watch 5 view
2 observe 4 looking 6 see
4 match: tennis, badminton, rugby, hockey, boxing,
cricket, wrestling
race: dogsled, swimming, horse, go-kart, boat, car,
cross-country
5 1 c 2 d 3 a 4 e 5 b
1 cleaning products 4 air-conditioning filters
2 insect sprays 5 breathing problems
3 Dust mites
Sorry can’t come tonight ― have important
meeting. Will call you tomorrow to explain.
Take care
Hi Sally,
Thanks for email. Glad you’re happy in new
town. I’m fine. Went to cool party Saturday
night, had great time. Found part-time job
too. Will phone soon and tell you about it.
Talk soon,
Angela
Hi Ivan,
Hope you’re well. Having great time in Dublin.
Charming city and a lot to do. Went to National
Art Gallery Tuesday, saw Book Of Kells in Trinity
College yesterday. Bought you a lovely present.
See you soon,
Maria

Workbook Key
209
6 1 C 2 F 3 D 4 A 5 E
Spotlight on Exams
1 1 C 3 D 5 B
2 B 4 A 6 C
1 Type of school: boarding, single-sex, co-educational,
specialist, private, state
School subjects: maths, art, science
People in school: teachers, students
School facilities: library, science labs
Extra curricular activities: drama, sports,
photography
2 (Ss’ own answers)
3 1 student 3 degree
2 uniform 4 class
4 1 d 3 e 5 a
2 c 4 b
(Suggested Answers)
1 attend classes 4 wear a uniform
2 sit exams 5 makes the rules
3 do homework
5 1 get 3 graduate 5 enrol
2 studying 4 fail
1
2 1 c 3 a 5 f 7 b
2 d 4 g 6 e
1 emergency services
2 medical profession
3 armed forces
4 common sense
5 shift work
6 skilled job
7 highly-qualified personnel
3 1 self-employed 3 9-5 5 overtime
2 part-time 4 skills
4 1 c 3 d 5 f
2 e 4 a 6 b
5 1 home 3 boat
2 footsteps 4 jack
6 1 a 2 b 3 a 4 b 5 a
1 1 c 3 h 5 f 7 b 9 g
2 i 4 a 6 e 8 d
2 1 am going to 6 are going to
2 will 7 will
3 are going to 8 am going to
4 will 9 will
5 will 10 will
3 1 will be taking 4 am going to meet
2 will have finished 5 will have cooked
3 Will you be seeing
4 1 as soon as 3 until 5 before
2 after 4 while
5 1 the hardest 7 more interesting
2 more stressful 8 the best
3 the most hardworking 9 younger
4 more difficult 10 colder, colder
5 more 11 the worst
6 the most exciting
6 1 not as easy as English 4 more diffucult than
2 before we start 5 as soon as
3 was not as far as
7 1 artists 3 singer 5 collector
2 driver 4 actors
8 1 on 2 up 3 at 4 out 5 up
9 1 for 3 with 5 of 7 with
2 from 4 for 6 for
10 1 work 2 wages 3 staff 4 points
1 1 stared 3 purr 5 aroused
2 muttering 4 overflowing 6 beamed
2 1 commercial 3 misty 5 peaceful
2 ashamed 4 abandoned 6 sorrowfully
3 1 c 2 d 3 b 4 a
1 maternal instinct 3 sound asleep
2 school entrance 4 deep … ties
Hospital nurse, surgeon, doctor, secretary
Office managing director, lawyer, secretary,
translator, businessman, architect
Bank cashier
Outdoors fisherman, gardener, artist
From home artist, author, translator

Workbook Key
210
4 1 learn 2 die 3 open 4 mind
5 1 A 3 A 5 A 7 B
2 B 4 C 6 C
1 1 formal greeting
2 advanced vocabulary/set phrase
3 formal linker
4 full form
5 passive voice
6 formal ending
1 I am writing to apply for
2 For this reason
3 I have always been interested in
4 I have enclosed a copy of my CV
5 I can be contacted
6 Yours sincerely, Peter Bennet
3 1 C 2 D 3 B 4 A
1 1 hatch 4 share 7 encourage
2 expect 5 afford
3 experience 6 state
2 1 e 3 f 5 d 7 c
2 h 4 a 6 g 8 b
1 report card 5 organising committee
2 class discussion 6 poorly paid
3 driving lesson 7 Business Studies
4 newly-born 8 sponsored event
3 1 under 2 with 3 with 4 on
4 1 independently 3 barely
2 designer 4 protection
5 1 fault 3 extinct 5 rare
2 artificial 4 beach 6 raise
Spotlight on Exams
1 1 B 2 C 3 F 4 A 5 E
2 1 students 4 different 7 definitely
2 famous 5 cultural
3 eastern 6 quickly
1 1 f 3 b 5 a
2 c 4 e 6 d
1 writing paper 4 vegetable peelings
2 energy consumption 5 compost heap
3 packed lunch 6 excessive packaging
2 1 waste 5 harms 9 encourage
2 replace 6 released 10 swap
3 wrap 7 decomposes 11 save
4 reused 8 store
3 1 away 2 off 3 down, on 4 down
on
4
5 1 C 3 B 5 C 7 D
2 B 4 D 6 B
1 a) 1 b 2 c 3 a 4 d
b) 1 increases 4 provides
2 improve 5 destroyed
3 cutting down 6 decreased
2 1 e 2 c 3 b 4 a 5 d
1 natural habitats 4 Conservation programmes
2 power stations 5 global warming
3 modern lifestyle
3 1 electricity 3 adoption 5 enclosure
2 congestion 4 personalised 6 certificate
4 1 cloud 3 rainy
2 weather 4 storm
5 1 b 2 a 3 b 4 b
1 1 f 3 c 5 a 7 j 9 b
2 h 4 i 6 g 8 d 10 e
2 1 should 5 must 9 must
2 must 6 May 10 can’t
3 mustn’t 7 Can
4 Would 8 couldn’t
3 1 Shall we take the empty bottles to the recycling
centre?
2 Could you please turn off the cooker?
3 May I use my phone here?
4 Will you please turn off the lights?
juice
coal water
shampoo
cereal
bag
carton
box
bottle
✓✓
✓✓
✓✓
✓✓ ✓✓

Workbook Key
211
5 You mustn’t drop litter.
6 People ought to do more for the environment.
7 You should not throw away empty bottles and
jars.
8 Can you make a compost heap?
9 You ought to buy things with simple packaging.
10 The centre must be just around the corner.
4 1 would 3 May
2 shouldn’t 4 Would, don’t have to
5 2 May/Can I leave the classroom for five minutes?
3 You can’t/mustn’t take pictures.
4 You needn’t prepare anything.
5 You had better not/shouldn’t ride your bicycle
to work today.
6 I may/might be late tonight.
7 You must do your share to protect the
environment.
6 1 Swimmers must be careful.
2 You mustn’t leave rubbish behind (on the beach).
3 You mustn’t play loud music (at the beach).
4 You mustn’t light fires (on the beach).
5 You mustn’t swim (immediately) after eating.
7 1 from 3 to 5 under, from 7 of
2 in 4 in 6 about
8 1 into 3 out of 5 on
2 away from 4 over
9 1 irresponsible 3 unusual
2 uninformed/misinformed 4 inadvisable
1 Insect: fly, bee
Reptile: lizard, crocodile, snake
Mammal: elephant, horse, dog, whale, monkey, cat
Fish: salmon
Bird: eagle, robin, crow
2 1 tail 4 beak 7 paw
2 trunk 5 feather 8 scales
3 mane 6 wing 9 claw
3 1 cried 5 praised
2 glitters 6 softened
3 yelped 7 whispered
4 endure
4 1 motionless 4 amazement
2 monstrous 5 confident
3 wonderful 6 triumphantly
5 1 at 3 in 5 in
2 on 4 at 6 on
6 1 swamps 3 clearing 5 marvellous
2 track 4 thuds 6 trunks
1 1 C 2 A 3 B
1 There are many reasons why we need to reduce
the amount of paper we use.
2 It is important to stop polluting our oceans.
3 It is important to reduce the use of cars on our
roads.
3 1 In addition 4 Nevertheless
2 Not only; but 5 In addition
3 To sum up
4 a) 1 B 2 A 3 C
b) (Suggested Answers)
Firstly, people are afraid of them as they don’t
know what effect these crops will have on them
in the future. Secondly, they damage the
environment because they have a negative
effect on other plants. Finally, genetically
modified crops are expensive since farmers have
to buy the seeds from big companies.
5 a) A beginning C beginning
B ending D ending
b) A address the reader directly, use a rhetorical
question
B use a quotation
C use a rhetorical question
D (no special technique has been used)
1 a) 1 trunk 3 leaves 5 roots
2 branches 4 bark
b) 1 convert 3 grow 5 store
2 obtain 4 absorb
2 1 f 3 g 5 d 7 c
2 a 4 e 6 b
1 tropical rainforests 5 crystal clear
2 tree bark 6 cough mixture
3 coral reef 7 forest floor
4 breeding grounds
3 1 join 3 protected 5 acting
2 conserve 4 reverse 6 make
4 1 August 3 Stevens 5 Empty
2 8 4 Jill 6 Islands

prolong extend
a stay
a speech
work permit
a visit
a contract
book hire
a ticket
a car
a holiday
a tour guide
a hotel room
a flight
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Workbook Key
212
Spotlight on Exams
1 1 D 3 C 5 C 7 A
2 A 4 D 6 B
1 1 g 3 d 5 c 7 b
2 f 4 e 6 a
1 breathtaking view 5 delayed flight
2 guided tour 6 local dishes
3 street vendors 7 annual festivals
4 home comforts
2 1 temples 3 viruses 5 selling
2 beach 4 trails
3
4 1 cheap 3 ancient 5 breathtaking
2 rocky 4 nasty 6 spectacular
5 1 exhibition 3 trip 5 trek
2 coast 4 voyage
6 1 left 3 cash 5 hire
2 catch 4 tried 6 included
1 Types of holiday ― working, self-catering, adventure,
backpacking, cruise, skiing, camping
Places to stay ― B&B, chalet, hostel, hotel, caravan,
guest house
Weather ― overcast, freezing, rainy, scorching,
stormy, boiling hot
2 1 single 3 absolute 5 crowded
2 rude 4 disgusting 6 terrible
3 1 stolen 3 mugged
2 pickpockets 4 robbed
4 1 port 2 road 3 heart 4 track
5 1 How awful! 3 Not that great actually.
2 I can’t wait. 4 How disappointing!
1 1 Did you see; was sleeping
2 didn’t you answer; was taking
3 did you stay; rented
4 Were you feeling; was
5 was Jill saying, was talking
6 were you doing; Were you trying/Did you try?
2 1 had been teaching 5 had been waiting
2 had been cleaning 6 had cooked
3 had been trying 7 had been coming
4 had been 8 had written
3 1 B 4 A 7 C 10 D
2 D 5 C 8 A
3 A 6 B 9 C
4 1 haven’t written 12 moved
2 have been 13 had been studying
3 found 14 got
4 rented 15 joined
5 hired 16 had been working
6 decided 17 invited
7 were walking 18 met
8 turned 19 were examining
9 was 20 were taking
10 had not seen 21 spent
11 finished 22 took
5 1 to get by
2 had already checked in before
3 didn’t have enough money
4 as soon as they arrived
5 gets on well with
6 prolong their stay for
7 had arrived home before she
8 by the time I arrived
9 had never had such
10 had not seen her since
6 1 on with 2 around 3 by 4 in
7 1 by 2 on 3 in 4 on 5 by
1 1 tear 3 trust 5 heart
2 foot 4 eyebrows 6 do
2 1 in 3 for 5 in
2 with 4 into 6 in, for
3 1 Fear 3 quiet 5 copy
2 lose 4 troubled 6 notes
4 1 d 2 e 3 b 4 a 5 c
(Ss’ own answers)

Workbook Key
213
5 1 impressive 4 Architecture 7 selection
2 trekking 5 interesting
3 attractive 6 fitness
1 1 were jumping 6 got
2 had been waiting 7 changed
3 opened 8 had found
4 took 9 laughed
5 was sitting 10 saw
1 B 2 C 3 A
2 1 calm 4 soaked 7 comfortable
2 gentle 5 gigantic
3 deafening 6 desperate
3 1 Sheila was ready to give up when a rescue team
appeared on top of the cliff.
2 He did his best to hold on but he just didn’t
have the strength.
3 Jack was trying to fix the radio while Linda was
searching for food.
4 They watched the horror film after the children
had gone to bed.
5 He put on his coat and (he) left.
6 She took her umbrella because it was raining
heavily.
4 2 Holding on to the branch, he pulled himself out
of the water.
3 Being bored, I decided to make a few phone
calls.
4 Exhausted, Kate went to bed.
5 Opening the door, he saw his long-lost brother
standing there.
6 Smiling, she refused his invitation and said
goodbye.
1 1 experience 3 value
2 wits 4 part
2 1 rain 3 showers 5 lining
2 drizzle 4 pours
3 1 injuries 3 harm 5 wound
2 threatened 4 starve
4 1 d 3 f 5 b
2 e 4 a 6 c
1 bird’s eye view 4 food wrappers
2 digestive system 5 endangered species
3 fishing nets 6 serve a purpose
5 a) 1 cats and dogs 3 rains but it pours
2 has a silver lining 4 a little rain must fall
b) It’s raining cats and dogs.
Spotlight on Exams
1 1 D 2 F 3 B 4 A 5 C
2 1 C 3 B 5 B
2 B 4 D 6 C
1
2 1 protein 4 vitamins 7 minerals
2 fat 5 fibre
3 sugar 6 carbohydrates
3 1 water 3 steak 5 wine
2 coffee 4 courses
4 1 grilled 3 roasted 5 scrambled
2 toasted 4 toasted
5 1 sour 3 bitter
2 sweet 4 spicy
6 1 bowl 3 slice
2 handful 4 piece
7 1 starters 3 desserts 5 additives
2 main courses 4 dishes 6 fizzy drink
1 1 e 3 f 5 b
2 d 4 a 6 c
1 tooth decay
2 low carbohydrate diet
3 dry skin
4 health tips
5 spicy food
6 regular exercise
2 1 cut out 3 wander 5 catch
2 feel 4 have
Fruit
Vegetables
Meat & poultry
Dairy products
Seafood, fish
Fats & Sweets
Drinks
grapes, raspberries, cherries,
pineapple, mangoes
broccoli, potatoes, aubergine,
cucumber, pepper, carrots
chicken, lamb
milk, cheese, yoghurt
prawn, lobster, tuna, sardine
biscuit, cake, chocolate,
oil, crisps
orange juice, cola, tea

Workbook Key
214
3 1 headache 3 toothache 5 cold
2 indigestion 4 rash 6 stomach ache
4 1 colour 2 feet 3 shape 4 worse
5 1 a 3 a 5 b
2 b 4 b 6 a
6 2 I’d like a black coffee with two sugars.
3 I’d like a well done steak with roast potatoes.
4 I’d like three slices of toast with butter and jam.
5 I’d like a bottle of water, sparkling, not still.
1 1 eat; will get
2 don’t study; will fail
3 doesn’t arrive; will leave
4 will go
5 won; would buy
6 will know; start
7 had walked; would have been
8 hadn’t stayed; would not be
9 were; would wear
10 had; would move
2 1 freezes; turns 4 would call
2 were; would follow 5 had bought
3 wouldn’t have taken 6 studies; will fail
3 1 If 3 If 5 If
2 unless 4 Unless 6 unless
4 1 hadn’t eaten 6 had
2 had woken 7 had bought
3 would go 8 had worn
4 would not play 9 had seen
5 would call 10 had not said
5 3 I wish I hadn’t had homework to do last night. If
I hadn’t had homework to do last night, I would
have gone out.
4 I wish I hadn’t lost my map. If I hadn’t lost my
map, I would go hiking.
5 I wish I hadn’t had to work late last night. If I
hadn’t had to work late last night, I would have
been able to spend time with my friends.
6 I wish I had some vegetables left. If I had some
vegetables left, I would cook a Sunday roast.
7 I wish I didn’t have chores to do. If I didn’t have
chores to do, I would see my friends.
8 I wish I liked flying. If I liked flying, I would go
on holiday.
6 1 up 2 off 3 away 4 up 5 back
7 1 redecorate 4 overcook
2 preheat 5 superhero
3 semi-skimmed 6 cooperate
8 1 in 3 with 5 about
2 about 4 from
1 a) 1 glanced 3 peeped 5 glared
2 stare 4 gazed 6 peered
b) peeped
2 1 whisper 3 shrieked 5 paralysed
2 lick 4 nudged 6 winked
3 1 rise 2 raise 3 rise 4 raise
4 1 on 3 in 5 with 7 in
2 from 4 for 6 in
5 1 water 3 tea 5 milk
2 cake 4 cucumber
6 1 tightly 4 daily 7 fear
2 stray 5 totally 8 wonder
3 task 6 faint
1 1 Introduction 4 Atmosphere
2 Menu/Prices 5 Conclusion
3 Service
2
3 1 in spite of 3 In spite of 5 although
2 although 4 because of 6 However
4 A 1 Firstly 4 many
2 therefore 5 Finally
3 What is more 6 excellent
B 1 To sum up 3 a special discount
2 attract 4 senior citizens
1 1 chew 3 tear
2 bite 4 grind
2 1 fluoride 3 vessels 5 farmer
2 calcium 4 haggis
POSITIVE
POINTS
tasty, variety
friendly
affordable
relaxed and
peaceful
NEGATIVE
POINTS
nothing for
children
slow when busy
busy and loud at
night
FOOD
SERVICE
PRICES
ATMOSPHERE

Workbook Key
215
3 1 e 3 a 5 b 7 f
2 g 4 h 6 c 8 d
1 milk teeth 5 Organic farming
2 pest control 6 raise ... glasses
3 mashed potatoes 7 join hands
4 star attraction 8 Blood vessels
4 1 recite 4 toast 7 maintain
2 spray 5 rotate
3 combat 6 fasten
5 1 traditional 3 natural 5 famous
2 securely 4 entertaining 6 healthy
6 a) 1 to 2 from 3 for 4 to
b) 1 on 3 in 5 at
Spotlight on Exams
1 1 T 3 F 5 F
2 F 4 T 6 F
2 1 F 2 A 3 E 4 C 5 B
1 1 g 3 a 5 c 7 e
2 d 4 f 6 h 8 b
1 couch potato 5 soap operas
2 catchy tunes 6 predictable storyline
3 box office 7 video games
4 square-eyed 8 film industry
generation
2 1 beats 3 directed 5 sing
2 booked 4 unwind
3 1 entertaining 4 a good laugh 7 exciting
2 gripping 5 powerful
3 interesting 6 catchy
4 1 cast 4 tune 7 rehearsal
2 storyline 5 performance 8 stage
3 script 6 director 9 screen
1 1 curtain 3 orchestra 5 aisle
2 stage 4 stalls 6 balcony
2 A ballet C opera
B music concert D musical
3 1 row 3 surroundings 5 thing
2 fully 4 further 6 stage
4 1 hearing 3 hit
2 robbery 4 cakes
5 1 b 2 a 3 a 4 b
1 1 has been cancelled 6 will be presented
2 was directed 7 is being prepared
3 was A Christmas 8 was delivered
Carol written 9 was given
4 are being made 10 was not invited
5 was bitten
2 1 When was the parcel brought?
2 Has the pizza been delivered?
3 The film was directed by Spielberg.
4 Does the contract have to be signed today?
5 Who was Wuthering Heights written by?
6 Who were the dishes in the kitchen cleaned by?
7 Have the reports been typed?
8 Who will the car be fixed by?
9 Have the invitations been sent?
10 Who will the dog be fed by next week?
3 1 by 3 with 5 by
2 with 4 by 6 with
4 The Smiths’ house was broken into last night. The
house is being dusted now for fingerprints but no
evidence has been found yet. The neighbours have
already been questioned but no suspects have been
arrested yet. Two artist’s impressions have been
released by the police and hopefully the thieves
will be found soon. When they are found, they will
be interrogated and maybe the stolen goods will be
recovered.
5 1 has been attacked by
2 was given a silver pen
3 will be stolen
4 is believed that eating
5 will have been appointed
6 is going to be covered
6 1 on 4 off 7 up
2 down 5 down 8 over
3 over 6 up
7 1 for 3 for 5 with
2 with 4 for
8 1 f 3 e 5 b
2 d 4 a 6 c
1 good-looking 4 old-fashioned
2 two-faced 5 grey-haired
3 well-behaved 6 mouth-watering

Workbook Key
216
9 1 talented 4 skaters 7 probably
2 actor 5 appearance
3 promising 6 romantic
1 1 invade 4 vanished 7 shake
2 smacked 5 dares 8 rushed
3 have quarrelled 6 flee 9 stalk
2 1 retirement 4 clearly
2 performance 5 extraordinarily
3 superstitious
3 1 d 2 e 3 a 4 c 5 b
1 gala performance 4 practical jokes
2 stage bell 5 upturned nose
3 dark complexion
4 nose, eye, cheek, forehead, ear, pupil, chin
5 1 of 3 at 5 on
2 in 4 in 6 in
6 1 through 4 over 7 out of
2 across 5 along
3 into 6 onto
1 1 role 6 directed
2 audience 7 theme
3 cast 8 special effects
4 subtitles 9 based on
5 episode 10 storyline
2 a)
b) good ― brilliant/superb
bad ― awful/dreadful
nice ― superb/brilliant/excellent
good ― superb/brilliant
bad ― dreadful/awful
boring ― dull/predictable
good ― brilliant/superb
funny ― hilarious
c) (Suggested Answer)
Mission Impossible III ― An excellent movie with a
gripping opening scene. Brilliant performances by
Tom Cruise and Philip Seymour Hoffman. The
movie is full of thrills and surprises. Though
somewhat predictable, it is a superb film overall.
The Lion, The Witch and The Wardrobe ― An
excellent children’s book set in real life and a
make-believe land full of brilliantly developed
characters, this book takes us from our world to a
land of spectacular scenery and surprise. Never a
dull moment! You will enjoy the brilliant writing
throughout this novel.
3 1 extremely 3 incredibly 5 incredibly
2 really 4 completely 6 totally
1 1 e 3 h 5 b 7 f
2 a 4 g 6 c 8 d
1 air pollutant 5 music technology
2 wax models 6 software program
3 tourist attraction 7 Cardboard boxes
4 paper products 8 egg cartons
2 1 harvest 4 illustrate 7 tear
2 explore 5 wrap
3 line 6 conserve
3 1 into 4 into 7 on
2 to 5 on 8 with
3 in 6 with 9 to
4 A 1 revolution 3 celebrity
2 state-of-the-art 4 humming
B 1 notes 2 paper
5 1 play 3 take 5 produce
2 distribute 4 make
Spotlight on Exams
1 1 B 3 A 5 C 7 C
2 B 4 B 6 A
2 1 F 2 A 3 D 4 B 5 E
1 1 store 3 send 5 have 7 play
2 carry 4 take 6 stored
Ann ― C Eva ― A Duncan ― B
2 1 f 3 b 5 g 7 c
2 d 4 a 6 e
Good
Funny
Exciting
Sad
Boring
Bad
brilliant, excellent, superb
hilarious
thrilling, gripping
depressing, moving, tragic
dull, predictable
awful, dreadful

Workbook Key
217
1 social life 5 digital camera
2 university lecture 6 techno freak
3 voice recorder 7 home movies
4 music collection
3 1 considering 4 edit 7 Choosing
2 keep 5 admitted
3 burnt 6 store
4 1 on 3 to 5 on 7 on
2 on 4 on 6 in
5 1 passion 3 handy
2 portable 4 gadgets
1 1 scratched 3 torn 5 cracked
2 jammed 4 crashed
2 1 g 3 a 5 e 7 d
2 h 4 f 6 c 8 b
1 guarantee certificate 5 flat batteries
2 digital camcorder 6 good quality
3 recorded message 7 memory card
4 hard drive 8 high prices
3 1 under 3 in 5 for
2 of 4 with
4 1 science 3 under 5 works
2 right 4 drawing
5 1 b 2 a 3 a 4 a 5 b
1 1 He said (that) he had bought a new camcorder
the day before.
2 She said (that) her headphones were missing.
3 He said (that) the strap was broken.
4 She said (that) the signal was very poor that day.
5 He said (that) he thought the batteries were flat.
6 He said (that) it was not under guarantee.
7 John said not to touch the wire.
2 1 In 1983, Technology Today reported (that) the
Compaq Portable Computer was a ‘laptop’
which meant you could carry it around with you.
2 In 1984, The LA Times reported (that) the main
advantage of the Macintosh 128K was that it
was very easy to learn and use.
3 In 1995, IT Pro reported (that) Windows 95
would appeal to the experienced user and
complete beginner.
4 In 2006, Laptop Weekly reported (that) users
who frequently played music or watched
movies on their laptops would find Toshiba’s
A105-S4014 the best for entertainment.
3 2 Phil asked him what he thought of it.
3 Phil asked him why he was so keen on technology.
4 Phil asked him if/whether he had a laptop.
5 Phil asked him what his favourite gadget was.
6 Phil asked him what kind of technology we
would have in the future.
7 Phil asked him if/whether that was a new PC.
8 Phil asked him what gadget he would buy next.
4 1 Bob told me not to buy that computer.
2 He told me to show him my MP3 player.
3 The teacher told us to switch off our mobile
phones.
4 Dad told me to press the ‘on’ button.
5 He told me to send him a text message.
6 Alan told her to get a replacement.
7 Anne told him to send it back to the manufacturer.
8 He told me to help him repair the printer.
5 1 which 5 who 9 when
2 that/when 6 which/that 10 who
3 where 7 whose
4 which 8 that/which
6 1 This is the video camera that/which I bought
yesterday.
2 They love their house, which they bought last year.
3 The man who lives next door is a photographer.
4 I know a woman whose sister is an actress.
5 This is the camera that/which belongs to my
mother.
6 She wrote a book that/which was a best-seller.
7 1 enable 3 tightens 5 broadens
2 digitise 4 ensures
8 1 up 2 about 3 on 4 back
9 1 told the class to be
2 which makes $68 billion
3 if I was buying
4 told me (that) he couldn’t
5 which happened last night
6 who is hooked on gadgets
1 1 lever 2 saddle 3 screws
2 1 draw 4 grew
2 filled 5 gained
3 flickering

Workbook Key
218
3 1 flickering 3 flapping 5 crawled
2 spins 4 whirled 6 dashing
4 1 luminous 3 hazy 5 dim
2 faint 4 imminent
6 1 founder 5 development
2 weekly 6 information
3 achievements 7 twice
4 collection
1 a) Viewpoint 1/for: the classroom is for learning
Reasons/examples: students should pay attention
― they can’t if listening to music, classroom isn’t
a place to show off gadgets
Viewpoint2/for: use MP3 players to record lessons
Reasons/examples: listen to classes at home,
don’t listen in class
Viewpoint 3/against: use MP3 players in a positive
way in the classroom
Reasons/examples: give students recordings of
poetry/literature, help students improve foreign
language listening skills
b) 1 Firstly
2 Furthermore/Moreover/Similarly
3 On the other hand
4 For example
5 In conclusion
2 1 Moreover 3 because
2 Secondly 4 Nevertheless
3 2 I strongly believe that stopping art and music
classes in schools would make our world a very
boring place indeed.
3 I believe if more people read the news on the
Internet rather than buying newspapers, we
would use significantly less paper.
4 I believe everyone and especially children should
watch less television and read more books.
5 I believe that if everyone owned a personal
organiser, the world would be a better
organised place.
1 1 expanding 6 established
2 encouraged 7 determine
3 renew 8 burning
4 flow 9 convert
5 contract 10 blowing
2 1 d 3 g 5 e 7 f
2 a 4 b 6 c
1 wind farms 5 Industrial Revolution
2 alternative energy 6 power station
3 boiling point 7 high-tech gadgets
4 transmit images
3 1 water 3 molecule
2 heat 4 electricity
4 1 B 2 D 3 A 4 C
5 1 generator 4 exchange
2 renewable 5 certificate
3 measurement 6 recorder
Spotlight on Exams
1 1 A 3 B 5 A
2 B 4 A 6 B
2 A 5 B 3 C 1 D 6 E 4
a story
a place
an actor
an excuse
a machine
discover
✓✓
✓✓
invent
✓✓
✓✓
✓✓
5

Unit 1
Listening Ex. 2 (p. 11)
1 Teenage boy: It’s difficult for me to say what my
favourite pastime is. I enjoy hanging out with my
friends and playing computer games. I’m also the
sporty type and I love playing football. But above
all, I suppose going clubbing is what I most like
doing in my free time.
2 Teenage girl: My best friend’s name is Alex. We’ve
been friends for years. She’s very kind and she’s
never mean to anybody. I enjoy spending time with
her. She’s a little moody at times but I don’t mind
that at all. What drives me crazy, though, is when
she gets jealous of me.
3 Teenage girl: I love Batman. It’s brilliant. I really
like his mysterious character. I’m crazy about Meet
the Parents as well; I laugh a lot every time I
watch it. I also found Harry Potter an enjoyable
film. The main character Harry is a clever teenage
wizard who is respected by his friends.
4 Woman: I’m not sure where I’ll go on holiday this
summer. Italy has always been my favourite
holiday destination, but I’d like a change this year.
I’ve always wanted to visit Ireland and I had been
thinking of going there, but I heard it’s very
expensive. I was reading about Greece in a
newspaper yesterday and liked what I read, so I
think I’ll go there this year.
5 Teenage boy: I think you should find ways to spend
your free time. Try joining a sports club. That’s a
great way to make new friends, especially when
you move to a new town. When I come to visit next
week we can check out some places together if
you want.
6 Teenage girl: I really like shopping for clothes. I go
for the sporty look. I never buy new clothes. I go
to second-hand shops where the best bargains are.
Also, window shopping around the expensive shops
costs nothing!
7 Man:I think it’s very important for everybody to do
something for the environment. The easiest way to
do this is by recycling household waste. I try to
recycle as much as I can. I mostly recycle paper,
but also take glass and old clothes to the local
recycling centre.
Unit 2
Interviewer: Welcome back. If you’ve just joined us,
I’ve been asking callers about what they do to help
keep the environment clean and it’s quite a topic. Have
a listen and if you feel like calling, go right ahead.
Speaker 1: If no one makes an effort to walk or cycle
to school I don’t think there’s any point in me doing it.
Speaker 2: I always keep the plastic bottles I use and
put them in the recycling bin. Every little bit helps.
Speaker 3: I don’t think anyone is really interested in
the environment. We all cause pollution and that’s just
the way it is.
Speaker 4: Well, I do everything I can to help. I try to
save on heating at home and I recycle as much as I can.
Speaker 5: I want to recycle but it’s not easy. I mean
there are no recycling bins in my neighbourhood.
Where can I take my used batteries, for example? The
local authorities should take care of that.
Unit 3
Presenter: Good morning and welcome to this week’s
edition of Fashion on Friday. Now, we’ve had lots of
queries about the type of thing to wear if you want to
impress a future employer. To help us out with her
valuable advice, we have invited Annie Winter from
Catwalk magazine onto the programme. Hello Annie.
Great to have you with us.
Annie: Great to be here. Hope I can help some of your
listeners out.
Presenter: So, Annie, I bet you’ve never been in a
situation where you were completely inappropriately
dressed for an interview.
Annie: Well, believe it or not, Shauna, I wasn’t always
as interested in fashion as I am now. When I was
starting off, I went for an interview for a fashion
designer wearing the dullest clothes possible. I looked
so awful that they didn’t even interview me! They just
sent me home!
Presenter: Oh dear. But you’ve certainly changed. You
dress very fashionably now. So what would you say to
young people facing their first interview?
Annie: Well, first of all, there is so much competition
for jobs these days that you have to stand out a little if
you want to make an impression.
Presenter: You mean, wear something really outlandish?
Annie: No, I don’t mean that at all. Just like experts tell us
to brighten up our CVs and tailor them to the job in
question, I would say to do the same with our appearance.
219
Workbook Tapescripts
Spotlight 10 WB Tapes 12/3/08 12:31 PM Page 219

Presenter: How?
Annie: Well, if the interview is for a creative job, let’s say
the position of art director, you’re not going to show up in
a long, black suit and white shirt. But then again that’s
exactly appropriate if you’re interviewing for a marketing
manager’s position. You know what I mean?
Presenter: I see. And what about the guys out there?
Any ideas?
Annie: I’m afraid women have a lot more opportunities
to be creative in their dress than men but the lads can
do something too. They can show their individuality in
their choice of tie, or wear an unusual tiepin. The most
important thing to bear in mind is that you should be
presentable. No visible tattoos or body piercings.
Presenter: I see.
Annie: And I can’t stress this enough. The more
research you do about a company, the better. This can
benefit you in many ways. You will handle the interview
better and you will get a clearer idea of what the dress
code might be like.
Presenter: Dress code?
Annie: Yes. It’s like the rules of what you should and
should not wear. Some companies are very conservative
while others allow a bit of individuality.
Presenter: And how can our listeners find out this
information?
Annie: Try to get in touch with people who already work
for that company and ask questions about the dress
code. Another alternative is to take the bull by the
horns and just call the Human Resources office and ask.
Presenter: Great. Any general tips that you consider a
must for any potential interviewee?
Annie: Well, first and foremost, never wear jeans.
They are far too casual for any interview. Women
should avoid short miniskirts and loud noisy jewellery.
Men should not wear casual jumpers or leather jackets.
Better stick to a suit, either blue or grey in colour.
Presenter: Well, that’s all been so helpful. Thank you
so much for being with us today.
Annie: You’re very welcome. Glad to be of help.
Unit 4
Listening Ex. 4 (p.34)
Middle-aged hippy: Well, I think that’s all we’ve got
time for this week. I want to thank both our guests for
their talks and thank all of you for coming. Before you
go, let me just take a moment to remind you about our
next meeting on Thursday the twelfth of August. As
always we’ll start at eight pm. I think you’re really going
to like this meeting. The world famous marine biologist
Douglas Stevens is going to give a speech and so is Jill
Adams. I’m sure you’re all familiar with Jill’s wonderful
books about the coral reefs of Australia. Douglas is going
to give a speech entitled Empty Arctic, which sounds
very interesting, and Jill is going to give us a speech
called Sinking Islands. I do hope you can all come.
Unit 5
Listening Ex. 1 (p.43)
Speaker 1: Well, I can’t really say anything about my
summer holidays this year for the simple reason that I
haven’t been away yet! I’m taking two weeks off in
September and I can tell you that it isn’t too soon either.
Speaker 2: I went to Ibiza. It was amazing. It’s the best
place in the world. I’ll never forget it for as long as I
live …
Speaker 3: Terrible and a waste of money. Everything
went wrong. Our flights were delayed. Then the airline
lost our luggage. The hotel was beside an oil refinery.
And then to top it all, my wallet was stolen and I didn’t
have any money for three days …
Speaker 4: Well, every year I go with my friends but I
wanted a holiday alone with my girlfriend this year so I
booked a week in Bulgaria. When we turned up at the
hotel who did we see there but all my friends sitting
around the swimming pool? I couldn’t believe my eyes.
They had booked the same holiday without knowing it.
We had a good laugh about that.
Speaker 5: It was okay but I wasn’t exactly thrilled.
Let’s say I’ve had a lot better. I think I’ll have to choose
more carefully where I go next time.
Unit 6
A: BoHo Hotel. How may I help you?
B: Good afternoon. I would like to book a room for a
Christmas party on the 23rd of December.
A: Certainly sir. We have a couple still available. How
many people will be attending?
B: Around a hundred or so.
A: That’s no problem at all. Our bar area will easily
accommodate your guests.
B: Fantastic. How much is it to hire out?
A: It is 600 pounds, but you have to spend a minimum
of 2000 pounds all together.
B: That’s not a problem. Now, what about food? We
didn’t want a sit down meal. They can get a little
boring. We would prefer a buffet. Is that possible?
A: Of course! We have a party food menu especially
for occasions like this.
B: What kind of dishes are there to choose from?
A: Well, there are lots of dishes, for example … chilli
with nachos, smoked salmon, potato skins, vegetarian
spring rolls, fish and chips … that kind of thing.
B: Umm stop! You are making me hungry. How about
desserts?
A: Well there’s Christmas Pudding of course, Crème
Bruˆle´e, a selection of cheeses.
B: Sounds just the job. Now what else ...
A: (interrupting) Would you like us to arrange a DJ?
220

B: Oh yes, it wouldn’t be a party without some happy
Christmas music to get things swinging.
A: OK. That is easily arranged.
B: Marvellous, will you do me a favour and put all this
down on paper and send it to me as soon as
possible? I need to show my boss.
A: Yes. I will draw up a plan and email it over to you
tomorrow.
B: Great. Thank you very much for your help.
A: My pleasure.
Unit 7
1 I’ve never seen such a cool band. I mean a lot of
the other bands do really nice songs and I love
their videos and all that, but these guys can
dance. They really know how to move on stage.
2 No, I’m quite shy so I’m always a bit nervous meeting
fans or signing autographs. I mean I do enjoy it a bit,
but it’s just that I feel uncomfortable about it. I think
I like a lot of things about my job but I think that
being on the set is what gives me most satisfaction. I
just love playing role … pretending to be other
people. Yeah. That’s what my job is about.
3 I’ve never seen anything like it! Terrible! Well, all I
can say is that I’m glad I saw it before my children
did. They certainly won’t be seeing it. No way! I
can’t believe that people make films with no story
or meaning to it, just guns and fights. And they
call that a thriller.
4 It’s not easy to say because I like all of them.
They’re all great actors and quite handsome too. I
think Danny Brown is probably one of the most
talented actors of our time but I must say John
Moore is probably my favourite; even though I’d
never miss a Sammy White film either.
5 What I’m saying is that I’d like some more quality
programmes. It’s unbelievable! Every time I turn on
the TV, I see the same old thing. Doesn’t anybody
watch documentaries anymore? I mean, apart from
the news, all we seem to get on TV these days are
those shows about the boring everyday lives of a
bunch of friends or neighbours. I’ve had it!
6 Now the next book, which was written by someone
you all know and who’ll be joining us shortly, is not
difficult to follow. It’s a romantic story about two
friends who meet at college. But, I must say it’s
not your typical romance that makes you cry. No,
in fact it’s also a story full of mystery and suspense
that makes you want to read on. I couldn’t put the
book down, and I read it in six or seven hours.
7 In can’t believe it! It was so loud and everyone was
screaming and jumping and pushing. I almost lost
my camera in the crowd. It was the worst concert
I’ve ever been to. They should have been more
organized for all of those people.
Unit 8
Teenage boy: Hi, I’m looking for something to listen to
music on while I’m travelling to and from school.
Sales assistant: Would you be interested in a Walkman?
Teenage boy: No, not really, as I don’t have any tapes.
Sales assistant: What about a Discman, then?
Teenage boy: No. I want something that I can listen to
digital music on.
Sales assistant: OK. Well then you need an iPod or another
MP3 player.
Teenage boy: Hmm. What do you suggest?
Sales assistant: Well, the iPod is a great product and
most popular, but is a little bit expensive. This MP3
player, for example, does much the same thing and is
much cheaper.
Teenage boy: I see. I’m also interested in getting a
new mobile phone.
Sales assistant: Well then you should think about this
model. It’s a mobile phone, camera and MP3 player all
in one!
Teenage boy: Fantastic. I think I’ll go for one. How
much does it cost?
Sales assistant: Well, this one here costs ú199 while
this one costs ú150.
Teenage boy: Well, I’ve been saving for weeks, so I’ll
take the more expensive one, please.
Sales assistant: Certainly. You can pay over there.
221

222
Module 1
1. a) to hang out with friends, to run errands, to surf the
net, to go clubbing, to hit the shops, an all time
favourite (film), to keep up with time, to grab a bite, to
go for a sporty look, to look forward to the school holi-
days; b) to look out for the rain, to look after the chil-
dren, to look forward to the summer, to look down on
the others, to look the word up in the dictionary;
c) respected person, respectful silence, trusting child,
trustworthy facts, careful movement, caring mother,
mean words, well-meaning deeds
2. a) 1. When I have free time, I like to chat with my friends
on the Internet. 2. You shouldn’t text on the mobile in
class. 3. At the weekend they decided to catch a film,
and after the show to check out the shops for new
clothes. 4. I think that window shopping is a waste of
time. I prefer to go on a trip to the country or meet my
friends. 5. There was a sale in our local shop and we
decided to pick up some bargains. We hoped to find some
designer labels there. 6. My friend has become (became)
a total football fan (fan of football). In my opinion foot-
ball in our country is a really national pastime. b) I often
think what I am like (kind a person I am). Some of my
friends think that I am quite reliable (a reliable person),
that I am trustworthy (I can be trusted) and I can be help-
ful and supportive at hard times (in a difficult situation).
Others say that I can be cross and arrogant. That makes
me sad (unhappy). I want everybody to consider me
friendly and fun. I don’t like aggressive people myself.
3. Tom: Hi, Angela. How are you? You look wonderful.
Angela: Thanks. You look fine, too. I like your new
sporty look. Do you do a lot of sports?
Tom: I do. I go to the gym every day. I am crazy about
basketball. It’s (really) a cool game.
Angela: Basketball? I don’t like (fancy) team games very
much. I’m really into horse riding. It keeps me fit and
gives me a chance to take a look at the great outdoors.
Tom: That sounds cool (great). Will you take me with
you some day? I also would like to try it.
Module 2
1. a) to pay by credit card, to make ends meet, to borrow
money, household chores, shopping spree, student loan,
to have a great time, to play it cool, to play it straight,
to work overtime; b) to take after one’s parents, to take
up painting, to take over, to take in one’s favourite
skirt, to take off one’s coat; c) to win money in a lot-
tery, to earn money during (the) summer holidays, to
lend your friend 50 roubles, to borrow 100 roubles from
one’s neighbour, to spend money on books, to save
money to buy a bike (for a bike), a manager’s salary,
(the) workers’ wages for a day
2. a) 1. They say we live (are living) in a consumer society.
Every day producers offer us new goods and we have to
dig deeper into our pockets. 2. Modern teenagers expect
their parents to give them pocket money. Some parents
hand out big sums of money to their kids, but some par-
ents can’t afford it. 3. My younger brother can’t resist
buying ice-cream(s), that’s why he often catches colds. 4.
That day we had some spare money and we decided to
splash out on CDs and videos. 5. Which of you will volun-
teer to raise money for charity? It’s not as easy as it
seems. 6. TV presenters love to comment on the details of
stars’ personal lives. b) If you ask me what I spend my
money on, I’ll tell you that I try to spend as little as I
can on such trifles as chewing gum or chips. I prefer to
save up to afford to buy fashionable clothes or my
favourite disks. But my friend is a sports fan, that’s why
he seldom spends his pocket money on anything except
tennis balls and rackets or tickets for tennis champi-
onships which are very expensive.
3. Alice: Look here, Mike, I need your help.
Mike: What can I do for you?
Alice: I have to do a lot of shopping. I don’t think I can
(’ll be able to) cope alone. Will you help (me)?
Mike: Certainly, I will. What else are friends for? Though
I can’t say I am keen on taking part in your shopping
sprees. I’d much rather help you about the house. You
know I love cooking.
Alice: Thanks. But today my (house) chore is to go to the
shops. And I hate it.
Mike: You know Alice, if I were you, I’d try and order
food with the help of your computer.
Alice: It’s a great idea. I think I should try it.
Module 3
1. a) a co-educational school, to get to school on public trans-
port, a single-sex school, specialist school, to dread one’s
future, an old-fashioned uniform, to participate in extra-
curricular activities, to work as a freelancer, to run one’s
own business, to work in the medical profession; b) to pick
at one’s food, to pick up one’s relative from the hospital,
to pick on younger children, to pick out a gift for one’s
mother, to pick up a magazine from the floor; c) a well-
paid job, the work to do (to be done), to sack (dismiss) an
employee, junior staff, an excellent mark in the register,
to increase a salary, a/the plumber’s wages
2. a) 1. I would like to run my own business in the future,
though I dread possible problems. It’s so easy to get broke
in your business. 2. I don’t mind working long hours if I
like the job. 3. Every day new and more complicated
computer games are invented and you should be really
smart to play them. 4. I spend about 40 minutes to get to
school because I go to school on public transport. 5. If you
want to become a fashion designer and create fashion-
able clothes, develop your drawing skills. 6. The school
building and school yard require regular cleaning. All
schoolchildren should participate in it. b) If you ask me
what job I would like to choose, I will say that I dream
of becoming a photographer. First of all, it is a creative
job, then you may work from home as a freelancer which
gives you a certain freedom. I definitely hope to work for
some popular magazine, meet interesting people and
make photos of famous celebrities.
3. Mother: Susan, dear, I have long waited to talk to you
about your plans for the future. What are you going to do
when you leave school?
Susan: Will I disappoint you if I say that I don’t want to go
to university? I hope to become a skilled hairdresser.
Mother: Really? I thought you would become a profes-
sional person with a university degree. You are so good
at languages.
Translator’s Corners Key
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223
Susan: I don’t think so, mum. Besides, it takes so much
time to graduate from a university and I don’t want to
wait so long. I would like to begin working as soon as I can,
to gain experience. In the future I hope to win at interna-
tional hairdressers competitions and become famous.
Module 4
1. a) a compost heap, to release into the environment, to
swap magazines, to wrap in paper, not to create paper
waste, to turn down the heating, energy consumption, to
encourage one’s friends to save energy, to throw away
empty jars, a reusable box; b) to run away from the
bridegroom, to run out of vegetables, to run into one’s
favourite actress, a car that runs on gas, to almost run
over a stray dog; c) to have ice-cream for dessert, to
turn into a desert, whether he is ill, rainy weather,
effects of global warming, to affect the wildlife, to lose
natural habitats, loose clothes
2. a) 1. Each person can cut down or reduce energy con-
sumption in their house. For example one can switch off
the light in empty rooms or watch less television. 2.
Some day scientists will be able to come up with an
effective way (method) of energy conservation. It would
be very useful because the modern lifestyle(s) require(s)
a lot of energy. 3. On the one hand, modern transport
saves us time, on the other hand it congests our cities
and pollutes air. 4. Try not to harm the environment by
following these three rules: reduce, recycle and reuse.
5. Modern factories and plants often poison wildlife and
change ecosystems. 6. If you break some thing (object),
try and repair it but don’t hurry to replace it. b) My
friend Michael is really green. Recently he started a
“Help Wild Animals” campaign at our school. He encour-
aged all our class to adopt a tiger-cub at the zoo. We got
an adoption certificate that allows us to see our cub at
the zoo any time we like. As you know, tigers are endan-
gered species so we’re helping nature.
3. George: I heard recently that floods threaten Europe
again. Last year the situation was just shocking.
Mary: I read somewhere recently that climate changes
do not depend on Man.
George: I don’t believe this theory. In my opinion the
reason for climate change is human activity. The more
energy we use — and we need more and more with each
year — the more the climate changes.
Mary: Maybe not everything is lost and there is still hope
that people will think of something to stop this process.
George: Yes, but then we must act fast before it is too late.
Module 5
1. a) a delayed flight, street sellers, a breathtaking view,
spectacular scenery, an annual festival, countless tem-
ples, trekking excursions, a mountain trail, to put up a
tent, to put on backpacks; b) to get by, to get on the
train, to get off the tram, to get in a taxi, to get out of
the car, to get around the city; c) to miss the plane, to
lose (the) money, ferry crossing, money transfer, a mode
of transport, a long travel around Europe, to bring (the)
pencils, to go to the kitchen and fetch the pencils (to
fetch the pencils from the kitchen)
2. a) 1. Under the trees, where there was some shade,
street sellers sat, offering (the) tourists their exotic sou-
venirs. There (In the same place) among the beggars, I
saw a little shoeshine boy. 2. The hero (main character)
of this fairy tale is a craftsman. He sells his handicrafts
and once meets a beautiful princess. 3. For the first time
I went backpacking (backpacked) when I was sixteen. I
still keep the pictures (photos) with breathtaking views
which I made then. 4. When the soldiers approached the
walls of that ancient town, they heard the sound(s) of
countless drums in the distance. 5. The best way to get
acquainted with a museum is to hire a guide, who will
tell you of all the exhibits and their history. 6. The trail
led us to the top of the hill, from which we got a bird’s
eye view of that medieval town. b) I remember very well
how once my friends and I decided to escape the dust,
noise and pollution of the city and go backpacking. On
that day we had walked about ten kilometers with heavy
backpacks and were quite tired. We put up the tent in
the shade of some trees and began cooking dinner. When
you’re backpacking, you can’t expect to have any home
comforts. But I’m afraid we were not ready for the fact
that the dirty (polluted) water in the river would threat-
en us with nasty viruses and the weather would change
for the worse so quickly. Very soon it started pouring.
Even the spectacular scenery couldn’t cheer us up.
3. Stephen: Hi, Jane! I hope you enjoyed your weekend.
Jane: I wish! My trip to the sea(side) turned out to be an
absolute nightmare.
Stephen: Oh, dear! What a shame! What went wrong?
Jane: Practically everything. For a start, the coach (bus)
was delayed and I had to wait at the station. Besides,
the hotel, where I stayed, happened to be just terrible.
Stephen: How disappointing!
Jane: To make matters worse my favourite beach was
closed and the other (the rest of the) beaches were over-
crowded. I feel really angry: my weekend was ruined.
Stephen: Oh, I’m really sorry to hear that. I hope you’ll
have better luck next time.
Module 6
1. a) tasty aubergines, to give extra boost, soothing food, to
keep emotions under control, to fight off infections, to
make one’s eyesight better, to do the gardening, a handful
of raisins, to start rumbling, to complain about food; b) to
give away clothes to the poor, to give up smoking, to give
off smell, to give the book back to your classmate, to give
off smoke; c) to feel the familiar ache in the back, to feel
a sharp pain in the leg, to write out a prescription for the
patient’s headache, a recipe for the cake, to throw away
a rotten egg, a sour lemon, to treat the boy for earache,
to cure the child of the disease, to heal the wound
2. a) 1. Everybody knows that vegetables and fruit are rich in
vitamins and minerals. Vitamins help your body fight off
infections and minerals make your teeth and bones
strong(er). 2. Physically strong and healthy people, as a
rule, are more optimistic and can keep their emotions
under control. 3. I hate diets. I can’t understand how one
can live on a handful of raisins or half an orange. Where in
this case can one get the necessary boost? 4. In class one
needs concentration. And what concentration can you talk
about if your tummy (stomach) is rumbling? 5. When Alice
invited me for dinner, I knew I was in for a treat. Alice is a
wonderful cook, besides I was starving. 6. Those who read

224
a lot or work a lot on the computer often complain of
headaches. I can recommend them from time to time to sit
in silence with their eyes shut or listen to soothing music.
b) To make a tasty dish is not easy but food presentation is
as important as its taste. You should be a creative person to
make your dishes look appetizing. Decorate grilled fish with
slices of lemon and leaves of celery, put it on a big dish
together with vegetables of different colours — carrots,
peas, broccoli, corn — and you’ll see how beautiful it will
look. Experiment, use your brains and you’ll be a success.
3. Lucy: What’s the matter? Why aren’t you eating anything?
Nina: I’ve recently put on some weight and am trying to
lose it.
Lucy: If you are trying to lose weight, it doesn’t mean
that you must starve. Don’t you think that you should
just choose the right food?
Nina: I’m not sure that it will work.
Lucy: Why don’t you try? For example, I find a diet of
vegetables and low-fat meat helpful.
Nina: Maybe you’re right. It’s a good idea, but I need to
lose weight fast. I want to look good at the New-Year party.
Lucy: You know, Nina, if I were you I wouldn’t do it. I'm
sure it’s bad for your health. You’d better give up fat
and sweet food and lose weight slowly.
Nina: Thank you. I’ll think about it.
Module 7
1. a) a coach potato, to unwind, catchy melodies, totally
unfair labels, to sing along, to sing to the music, you
can’t beat a good song, a predictable result, to have to
admit, a video game addict; b) to turn down the music,
to turn up at a party, to turn over TV channels, to turn
on the air-conditioning, to turn the gentleman down;
c) a group of students, an incredible audience, a crowd
of spectators, a TV viewer, to play video games, to act
brilliantly on the stage, a perfect setting for the film, a
wonderful set of tools
2. a) 1. I like meeting my friends to unwind and have a good
laugh together. 2. The success of the film was quite pre-
dictable: the most popular film stars (megastars) took part
(appeared) in it. 3. The music in the youth club was blar-
ing, that’s why we couldn't go on arguing and just joined
the dancing people. 4. I must admit that I’m not a lover
(fan) of classical music, I can take it or leave it, but the
music I heard that night was really catchy. 5. That night the
theatre was fully booked, the viewers (audience) were
(was) looking forward to the moment when the curtain will
rise and they will hear their favourite opera. 6. I thorough-
ly recommend teenagers to read this new exciting book.
Believe me, it is well worth it. Don’t miss it! b) Tastes dif-
fer. It’s unfair to believe that all teenagers like the same
things: computer games, dancing to blaring music and
action films. This is not true. Some of my friends prefer
serious films and classical music. I myself think that noth-
ing can beat an interesting book. To be honest, only few of
my friends consider reading to be exciting, but I often tell
them about the books I’m reading. I hope they will under-
stand how entertaining reading may be.
3. Alex: If you’re free on Saturday night, do you fancy
going (would you like to go) to the cinema? (catch/
catching a film)?
Mary: That would be lovely, but I don’t think there’s
anything interesting on at the moment.
Alex: You are making a mistake here. We’re going to
watch the new thriller “Rage”. Would you like to join us?
Mary: You know, thrillers aren’t really my kind of thing
(my cup of tea). If you want to go and watch a comedy,
I’ll join you for sure.
Alex: OK. Good idea. I’ll choose some nice comedy for you.
Mary: Thank you. That sounds nice (attractive).
Module 8
1. a) a tiny device, to have to admit, it goes without say-
ing, to survive without a mobile, a techno freak, a good
voice recorder (dictaphone), to be ashamed to say, to
store information for (the) clients, a convenient gadget,
to be under guarantee; b) to bring back the tools, to
bring up children, to bring trouble on oneself, to bring
the professor’s anger on somebody, to bring about great
changes; c) subjects taught at school (school subjects),
to learn English, the cause of death, the reason that he
didn’t come, to see no problems in the future, with a
new gadget, to have a lot of trouble with (the) chil-
dren, to discover America, to invent a new medicine
2. a) 1. Something has gone wrong with my printer. It
won’t print. I think some paper is jammed in it. 2. It
goes without saying, I couldn’t (wouldn’t be able to) live
without my laptop. It helps me to store all the necessary
information. 3. John is a real techno freak. He has got a
lot of gadgets: a digital camera, a camcorder and a per-
sonal digital assistant (PDA). 4. I’m ashamed to mention
that, but I’m not interested in computers. More than
that, I think they do a lot of harm, though I admit that
they are convenient. 5. Harry, my digital camera won’t
work. Have a look, please, what the problem is. May the
battery be flat? 6. We’ll have to send our tape recorder
to be repaired. When I press the button — there is no
sound. But I think it will be repaired free of charge as
we’ve got our guarantee certificate. b) My friend Andy
is a techno freak. He has always been interested in
gadgets. At home he has got a digital camera, an MP3
player, a PDA and certainly a TV set and a CD player.
Lately he has had a new passion — (for) a camcorder. He
travels a lot and makes amateur videofilms. And then he
edits them using the software of his laptop.
3. Rachel: You know, Tony, I’ve got a problem with my com-
puter (laptop).
Tony: Oh, that’s too bad. What seems to be the problem?
Rachel: The signal is very poor. I can hardly read the
text on the screen and besides I think there’s a virus on
my hard drive.
Tony: How long has it not been working properly (has it
been working like this)?
Rachel: Let me think. I believe it began eight or ten days
ago.
Tony: Probably, the battery is getting flat?
Rachel: But the situation is the same if I plug it in.
Tony: I see. You know, Rachel, I’m not very good at
repairing computers. I think you’d better send it away
to be repaired.
Rachel: OK. I will. I wish it would not take them a lot of
time.

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