Introductory Unit

G
(
*
NVTU
EP
NZ
IPNFXPSL
CFGPSF
*
HP
PVU
Reading 1 p8 g S exciting
1 Key I

(
:FTUFSEBZ
*
XFOU
UP
-POEPO
J
(
8IFSF
EJE
ZPV
HP
MBTU
OJHIU
1a 2b 3c 4b 5a 6b
K

(
5

IJT
DBS
JT
DIFBQFS
UIBO
BMM
UIF
PUIFST

2 Key L
(

*
EPOU
UIJOL
UIFSF
JT
BOZCPEZ
JO
UIF
IPVTF

1c 2d 3e 4b 5f 6a
2 Key
3 Key a I study English and German.
a, f, i, j b My sister’s got three mobiles.
b, e, h c I’m going to London, because there are many
c, d, g interesting places to see.
d I like football, rugby and athletics.
5 Key e How old are you?
1A 2C
f This book, which he wrote ten years ago, is still
6 Key very popular.
1 C You can learn to take photos of wildlife. g She’s coming to see me later this morning.
2 A You can learn to paint. h My friend doesn’t have time to do his homework.
3 B You can learn to dance and do a Spanish class. 3 Key
7 Suggested answers a, e,
1 You can learn to take photos of wildlife. b, h
You must be up early each day. c, f, g
You might get a perfect picture. d, i
You should have previous experience of
photography. etc.
4 Key
a fortunately / luckily
8 Key b obviously / naturally / of course
a 3
… you need to be fit and full of energy … c In fact / Actually
b 2
… visit some of the best restaurants … d surprisingly / luckily / to my surprise
c 1
… wildlife … e obviously / naturally / of course
d 1
… learn to take dramatic and unusual
photographs … 5 Key
e 2 No previous experience of painting is 1 Although 4 When
necessary … 2 because 5 then
f 3 … there is an optional conversation class to 3 so 6 Despite
improve your language skills!
6 Key
a I felt very tired so I went to bed early.

Writing p10
I went to bed early because I felt very tired.
b When I got home I had a shower.
1 Key I got home, then I had a shower.
a S received c Because it was dark, I couldn’t see anything.
C
(
8IFO
*
HFU
IPNF
*
XJMM
DBMM
ZPV When it was dark, I couldn’t see anything.
c S tomorrow d Although Pablo works hard, he never seems tired.
E
(
)F
BTLFE
NF
IPX
PME
*
BN Pablo works hard but he never seems tired.
e S especially

Introductory Unit 7
 e When Emma won the prize, she was 5 Key
congratulated by her teacher. I guess, (my father) wasn’t keen on, in his view, in
Emma won the prize, so she was congratulated my opinion, I suppose, I believe.
by her teacher.
7 Key
a, i b, e c, d f, j g, h Listening p14
8 Suggested answers 1 Key
a The last time I was really disappointed was In picture 1 a man is jogging in a park with
when I failed my driving test. friends, and looking very relaxed.
b I get annoyed when my neighbours are noisy. In picture 2 the same man is enjoying himself
c My favourite films are ones that make me feel watching a football match in a stadium.
relaxed. In picture 3 the same man is about to take part in a
d I will be surprised if it rains today. race. He looks very tense and is concentrating.
e I would be very excited if I had a new car. 2 Key
9 Key 1C 2A 3B
a 3 Key
10 Key 1
a A day that started badly – disappointed, sad Audioscript 1
b A big surprise – amazed, surprised, happy, Woman Hello John! How was your weekend? Did you
pleased win the race on Saturday?
John No, I really thought I could win but in the end I
c A celebration – happy, pleased came fourth.
d A journey I will never forget – amazed, happy / Woman Were there a lot of people in the stadium?
scared, disappointed John Yes, but the crowd wasn’t as big as it was for
e The day I won a prize – amazed, surprised, the football match last Sunday.
Woman So are you going to carry on training at
happy, pleased weekends now that the race is over?
f My last day at school – happy, pleased / sad John No, I’m going to have a rest from racing; I’m
just going jogging in the park at weekends for
fun from now on!

Reading 2 p12
Woman That sounds much more enjoyable!

1 Key 4 Key
a 5.45 e 15:45
Stagecoach is a group of theatre schools for young
people. b 16,733 f 13.5
c 1814 g 17th
2 Key d 80
a was started d limit class sizes to
b currently e opportunities Audioscript 2
c overseas f on the stage a The party will be at a quarter to six; don’t be late!
b There were 16,733 people in the stadium last night!
3 Key c The college was founded in 1814.
a didn’t want d enjoy / like d She’s got eighty pairs of shoes! Can you believe it?
b easy e enjoy e The 15:45 train is late; we’ll just have to wait!
c good f learn f The answer to the question is 13.5. Did you get it right?
g My birthday’s on November 17th; don’t forget to send
4 Key me a card!
aF bF cF dF 5 Key

(MPVDFTUFS

,BWBOBHI
2 Winchcombe 5 Eastleigh
3 archaeology 6 Constable

8 Introductory Unit
 Audioscript 3 Tom Do you remember when there was a band in
the park? They gave a free concert. I was really
Girl Dad, I’ve got to write about a museum for
impressed by the music.
homework. I was thinking about that place you
Anna You must be joking! I thought it would be a lot
went to last weekend.
better. They looked fantastic but the singer’s
Man You mean the museum in Gloucester?
voice was a bit weak and the drums were too loud.
Girl Yes, but can you spell Gloucester? My spelling is
Tom Well, yeah, I guess so, but it was fun! You know one
terrible.
thing about the park that I didn’t like?
Man It’s G-L-O-U-C-E-S-T-E-R.
Anna What’s that?
Girl And I need the exact address too. Do you know it?
Tom Well, there was quite a bit of litter, especially
Man Let me see. It’s Winchcombe Street. That’s W-I-N-
near the children’s playground. I was quite
C-H-C-O-M-B-E. Have you got that?
disappointed by that. Do you think it might have
Girl Yes thanks. Is there anything special to see at the
got better?
museum?
Anna I doubt it. You know what? I think they should put
Man Well … there’s a really good archaeology section.
up more signs telling people not to drop litter. But
Girl Archaeology? Is that A-R-C-H-A-E-O-L-O-G-Y?
it’s still one of the best places in town, isn’t it?
Man Very good!
Tom Oh yes, it’s brilliant. Why don’t you ask Clara and
Girl I have to write the name of the museum director
Jim if they want to come with us on Sunday?
too. I don’t suppose you know that?
Anna It’s unlikely that Clara will be free, she’s very busy
Man Yes, it’s Mrs Kavanagh.
these days.
Girl How do you spell that?
Tom Oh well, never mind. Anyway, I can’t wait to get to
Man It’s K-A-V-A-N-A-G-H. And you should mention
the park. It’s going to be fun!
the new art gallery that’s inside the museum. It’s
called the Eastleigh Gallery.
Girl Is that E-A-S-T-L-E-I-G-H?
Man Yes, and don’t forget all the wonderful paintings
by John Constable. Speaking p16
Girl Constable? I’ve never heard of him.
Man Really? Well, it’s spelt C-O-N-S-T-A-B-L-E. He’s 1 Key
very famous! a present simple d going to
Girl I’ll get some more information about him on the
b past simple e would like
Internet. Thanks for your help, Dad.
c present perfect
6 Key 3 Key
a3 b6 c5 d2 e1 f7 g4 a2 b1 c2 d1 e2 f1 g2 h1 i1 j2
7 Key 5 Key
1a 2b 3b 4a 5b 1 could 3 about
Audioscript 4 2 Why 4 Shall
1 I was really impressed by the concert last night.
6 Key
2 £18! You must be joking!
3 I felt my team should have done better. B
8IBU
EP
ZPV
UIJOL

)PX
BCPVU
ZPV
4 I couldn’t believe my eyes when I saw the birthday b That’s true. / Yes, you’re right!
present. c No, that’s not a good idea. / I’m sorry but I
5 I’d rather go riding than go swimming. don’t agree, Maria. / I don’t think so.

8 Key 7 Key and suggested answers

a correct e incorrect a There are a box of matches, a radio, a cooking
stove and pot, a blanket and a camera.
b incorrect f correct
b A box of matches could be used to start a fire,
c correct g incorrect
a radio could be used to listen to the weather
d incorrect h correct
forecast, a cooking pot could be used to cook on
Audioscript 5 the fire, a blanket could be used to keep warm
Anna Why don’t we go to the park on Sunday? at night and a digital camera could be used to
Tom Well, I really enjoyed it last week but remember take pictures of the scenery.
that was a Tuesday. It’s always very crowded at
the weekend, especially when the weather’s good.
Anna Well, I like the atmosphere when there’s more
people in the park. It’s nice and lively.

Introductory Unit 9
 1 Holidays and travel
Lead in p18
is usually eaten with a fork and spoon, not with
chopsticks.
a Students will need to describe pictures in the The Royal Palace in Bangkok was the official
Speaking paper, so encourage them to say what home of the kings of Thailand from the eighteenth
they see in each picture. century, although the current king doesn’t live
Photo A is of the Eiffel Tower in Paris, and is an there. It contains many different buildings,
example of a city / sightseeing holiday. the most famous of which is the Temple of the
Photo B shows a beach / seaside holiday. Emerald Buddha, which is the most important
religious symbol for Thai people. Buddhism is the
Photo C shows someone mountain biking and is an
official religion of Thailand.
example of an adventure holiday.
Elephants and tigers used to live in the wild
Use the three photos to elicit or preteach some
in Thailand. They are now endangered, and
holiday locations and types, e.g.
conservation projects ensure that they survive and
city holiday / break, sightseeing, tourist attraction, live in good conditions.
beach / seaside holiday, sunbathing, swimming,
snorkelling, surfing, diving, adventure holiday, Thai boxing is a special form of boxing where you
mountain walking / climbing, hiking, canoeing. can kick your opponent with your feet, as well as
hit them with your hands and arms.
Some of this vocabulary will come up in the
Reading activity in this unit. Key
"
nPBUJOH
IPUFM
PO
UIF
3JWFS
,XBJ
MJOF

b Use the photos to elicit or preteach some adjectives
B people working in the rice paddies (line 20)
for describing holidays, e.g. interesting, relaxing,
exciting, etc. Then get students to discuss which C a boat trip at sunset (line 35)
holiday they would prefer. Make sure that they D The Royal Palace in Bangkok (line 45)
answer the ‘Why?’ part of the question and give 2 Ask students to underline the key words in
reasons for their choice: they will need to do this sentences 1–10 and then go through the answers
in the Speaking paper. They could also explain with the class.
why they don’t like certain kinds of holiday. (They
1 for teenagers on both sea and land
will need to use some negative adjectives to do
this, e.g. boring, tiring, dangerous, etc.). 2 for teenagers and their families
3 to learn a sport in northern Thailand
4 On their last evening teenagers cook for local
Reading p18 people
5 early in the day
1 Students could prepare for this activity by finding
6 some of the sharks are dangerous
out about Thailand as a homework activity. Ask
them to describe what they see in each of the 7 Day two of the visit to Phuket on foot
photos before they read the text. 8 two different types of hotel
Background information 9 sightseeing and shopping in Bangkok
Thailand is one of the world’s biggest rice 10 All the teenagers most enjoyed
producers and exporters. Rice is grown in paddies Key
(wet fields), which are naturally wet from rainfall,
1 T Along the coast … On land … (lines 3 and 6)
or are artificially flooded. Rice is picked by hand.
2 F … specially designed for teenagers who are
Thai people eat rice with almost every meal.
going on holiday alone … (line 9)
Thai food is famous for being hot and spicy, and

10 Unit 1
 3 T … you fly to the north of the country … you 3 a Model some answers with the whole class then
can learn new skills such as Thai boxing get students to work in pairs or small groups.
(line 13) Focus on the correct use of prepositions, e.g.
4 F … local people serve you (line 24) I go to school by bus in the morning.
5 F After lunch … (line 28) b Encourage students to expand their answers and
6 F … they’re not the kind that attack! (line 32) explain why they would (or wouldn’t) like to
7 T On the second day you hike through use the different forms of transport e.g.
magnificent countryside (line 33)
Motorbikes are fast and exciting, and they’re
8 F … you’ll spend two nights in a floating hotel cheaper than cars.
(line 38)
I disagree. I wouldn’t like to ride one. They’re
9 T you’ll visit … you can buy … (lines 45 and 49)
noisy and unsafe.
10 F … the best bit for me was on the island
(line 54); My favourite part was Thai boxing Some of the adjectives you can elicit with this
(line 65) activity are: fast, efficient, safe, convenient,
comfortable, exciting and their opposites: slow,
Optional activities inefficient, unsafe, inconvenient, uncomfortable,
1 When students have completed the task, boring.
get them to look back at the key words they
underlined in sentences 1–10. Which of the
words they underlined did they (or didn’t they)
need to use, in order to decide whether the
Listening p20
TFOUFODFT
XFSF
DPSSFDU
BOE
JODPSSFDU 1 Key
2 Remind students about the second point in Australia, New Zealand, Wanaka, Lake Wanaka,
the ‘How to do it’ box, which tells them not Mount Aspiring National Park and Queenstown.
UP
XPSSZ
BCPVU
EJGmDVMU
XPSET
(FU
UIFN

to underline all the words in the text that 2 Key
they found difficult. Review as a class. Does 1 B Is that by air? No, that’s driving. I … drove my
FWFSZPOF
BHSFF
XIBU
UIF
EJGmDVMU
XPSET
XFSF
jeep …
Can they work out the meaning of the difficult 2 A The scenery is really varied …
XPSET
GSPN
DPOUFYU
%FNPOTUSBUF
UIBU
UIFZ
3 B … on a jet boat … by helicopter … we went
didn’t need to understand the difficult words in for a walk
order to be able to answer exercise 2.
4 C The whole thing takes about three and a half
hours
5 B … then we landed high above the glaciers …
Vocabulary p20 That’s when I took some fantastic photos.
6 B I went in the morning. In summer there’s also
1 The speaker in the Listening will describe the one in the afternoon.
different forms of transport she used on her
journey, so this vocabulary will help students to Audioscript 6 and 7
anticipate some of this language. Presenter Welcome to the travel programme. Today,
Key we’re looking at unusual and interesting trips
and journeys. Megan Smith, our travel writer
A hovercraft E ferry for Australia and New Zealand, is here to tell
B hot-air balloon F motorbike us about a place she’s been to recently. Hi,
$
MPSSZ
(
IFMJDPQUFS Megan. Welcome to the programme.
Megan Hello. It’s great to be here.
D bicycle Presenter Tell us where you went, Megan.
Megan Well, I went to Wanaka, which is a small and
2 Key really beautiful town in New Zealand. It’s
a hot-air balloon, helicopter on the southern shores of Lake Wanaka and
b boat, hovercraft, ferry that’s right next to a place called Mount
Aspiring National Park. It’s also fairly close to
c camel, lorry, motorbike, elephant, bus,
Queenstown. In fact it’s about an hour and a
underground train, horse, bicycle half from Queenstown.

Unit 1 11
 Presenter Is that by air? Key
Megan No, that’s driving. I flew to Queenstown in the
first place, and then drove my jeep to Wanaka, 1 went 9 got
although there is a regular bus service too. 2 flew 10 enjoyed
Presenter And why is Wanaka such a great place to go? 3 didn’t stay 11 didn’t relax
Megan Well, there are lakes, rivers, mountains and
4 left 12 did
glaciers. The scenery is really varied and really
beautiful. 5 were sailing 13 were exploring
Presenter And you took a boat trip across Lake Wanaka? 6 swam 14 were riding
Megan Well, I did more than that. I went on an 7 had 15 fed
organised trip to the glaciers. It took us across
the lake on a jet boat and then we travelled by 8 stayed
helicopter for a close-up look at the glaciers.
Then we went for a walk in the wilderness and
got back in the boat for the last bit of the
journey. Listening p22
Presenter And how long does that trip take?
Megan The whole thing takes about three and a half 1 This exercise encourages students to look at the
hours and that includes the helicopter ride, pictures before they start listening. This is a
which is about 25 minutes. useful technique for the exam. As well as making
Presenter Did you take many photos? a list, you could get them to describe, contrast,
Megan Yes. I took a few when we were crossing the and compare the different pictures. This is good
lake and also while we were flying. They were
all right, but not too clear. But then we landed
practice for the Speaking paper. For example:
high above the glaciers and got out of the
helicopter for a short time. That’s when I took
Picture B is somewhere hot, because there are
some fantastic photos. There’s such a clear palm trees, but Picture C is somewhere cold,
view from up there. because there is snow on the mountains.
Presenter So, what time of day can you go on this trip?
Megan I went in the morning. That was in winter Encourage students to use prepositions of place:
though, when they only organise one trip by the sea, next to a lake, below the mountains, in
a day. In summer there’s also one in the the distance, etc.
afternoon.
Presenter Well, it sounds really fantastic. Thank you
for telling us about it, Megan. Moving on to Optional activity
another interesting place to go … Use ‘spot the difference’ photos or drawings, and
get students to practise using them. You can find
examples in newspapers, puzzle magazines, and on

Grammar p21
2
the Internet.

For Listening 8, the Part 1 questions are not heard

1 Key on the recording.
a went: past simple
b was driving: past continuous 3 Refer students to the Tip. Remind them that they
have to listen to the whole recording before they
c took: past simple; were flying: past continuous
will have enough detail to be sure of the correct
2 Key answer. For Listening 9, the Part 1 questions are
a past simple c past continuous heard, but as they are not reproduced on page 22,
b past continuous d past simple students will need to listen carefully. This is good
training for the exam.
3 Students work individually, then check answers as
a whole class. When you review students’ answers, Key
get them to say which of the four rules in exercise 1C 2B
2 they are using to decide how to fill each gap.
Audioscript 8 and 9
1 Where did the woman stay on holiday?
Man Did you have a good holiday? Did you stay in
your grandparents’ villa on the coast again?
Woman They don’t live by the sea now. They moved last
year.
Man Really? Did they move to the countryside?
Woman Yes, they’re in a mountain village, next to a lake.
It’s lovely.

12 Unit 1
 2 Where was the man’s campsite? Make sure that students are using the correct
Woman How was your camping holiday? What did you do? prepositions in their answers:
Man It was good, thanks. We stayed in a very nice
campsite in a big field near a river, so I did a lot I went to Greece in July by plane. We stayed at a hotel.
of fishing.
Woman What about walking? Were you near the Optional activity
mountains?
You can get the person asking the questions to take
Man Not really, but we did some hiking in the hills
behind us and we drove down to the beach once notes and report back to the class.
or twice.

Vocabulary p23
Vocabulary p22 1 The first part of the task is a grammar area testing
1 Check that students know the meaning of articles. Get students to fill in the gaps individually
individual words. For example, ask: What’s the and then check answers as a class. This is a way
difference between … a hotel and a youth hostel? … of training students to describe what they see in
surfing and diving?, etc. Other possible contrasts are: the photos, as they have to do in Speaking Part 3.

Things to do: sightseeing and photography; a safari Optional activity

and a cruise.
If students need more practice with articles, find a
Places to stay: a hotel and a villa; a youth hostel text that you think would interest them. Write your
and a campsite. own gap-fill exercise by replacing all the articles
Key with gaps. You will need to insert some extra gaps
where you think students might wrongly use an
a sunbathing, photography, safari, cruise,
article.
sightseeing, surfing, diving
b hotel, youth hostel, villa, campsite, cruise ship Key
1 an
2 Use this question to teach or review the structures:
2 a
I prefer X to Y.
3 a
I enjoy -ing. 4 –
You could expand this activity by encouraging 5 The
students to use other verbs (like, love) and 6 the (We use the because the island has already
intensifiers (really, very much). been mentioned.)
7 – (We don’t use the with the names of most
I really love windsurfing.
countries.)
I like sightseeing very much.
2 Ask students to guess which country each photo
This question ties in with the Lead in at the was taken in. Encourage them to use different
beginning of the unit, where students were adjectives. You can prepare for this by getting
initially asked to think about what sort of holidays them to underline the adjectives in the short text.
they usually go on. It also leads in to the Speaking Then elicit some synonyms and opposites, e.g.
activity below, in which they should draw on = –
the various sections in the unit as a source of
hot sunny cold
structures, vocabulary, and general ideas.
fantastic great, wonderful terrible, awful
clear (sea) transparent (sea) cloudy (sea)

Speaking p22 deep (blue) dark (blue) pale (blue), light (blue)

Explain that this is a good way of noting down

Students could ask and answer the questions in
and studying vocabulary. If they can show a
turn, or for practice in giving longer answers, each
good range of vocabulary, this will help them in
try to speak for a minute, using the questions as
all parts of the exam, especially Speaking and
prompts. The words in the Vocabulary Reference
Writing. The vocabulary they are looking at here
may help them with ideas.
leads directly into exercise 3.

Unit 1 13
 Key Explain that they will need to change what they
A wood field hill write, according to who they are writing to and
why. For example, the way Carla ends the card
B mountain sea river cliff coast
is appropriate for writing to a friend. Explain
C wood forest
that this point will come up again in the Writing
D mountain river valley
activities in later units.
E desert hill valley
Background information Remind students that they need to do a word
count. If their answer is too long, they need to cut
The photos show:
some words. If it’s too short, they should check
A sunflower field, Tuscany, central Italy whether they have really covered all three points
B Lake Garda, northern Italy in their answer.
C bluebells in southern England
A good technique for the writing task is:
D Mount Aspiring National Park, South Island,
1 Start by writing a sentence for each of the three
New Zealand (see Listening page 20)
points in the question.
E the Sahara Desert, taken in Morocco
2 Put the three sentences together (in order).
3 Add a greeting and an ending (considering who

Writing p23
they are writing to and why).
4 Count the number of words.
1 Get students to work individually, then check 5 Cut or add words, as necessary.
answers as a whole class. You could check
students’ answers by getting them to answer Tell students to try to use the language presented
questions a–f (if they can), e.g. and practised throughout the unit (vocabulary,
grammar, etc.) when they write their answer. If
‘Where is she on holiday?’ – ‘She’s in Egypt.’
they are short of ideas, get them to choose one of
‘Who’s she with?’ – ‘She doesn’t say.’ the pictures in the unit and imagine they were on
‘Where’s she staying?’ – ‘In a hotel.’ etc. holiday in the place in the picture.

The purpose of this task is to encourage students Here, and in similar questions later on, make
to focus on what information is asked for in sure that students’ answers don’t copy the sample
the exam question and to exclude irrelevant answer too closely. They will lose marks if they do
information (see note in exercise 2 below). this.
Key Optional activity
a, c, e
(FU
TUVEFOUT
UP
QSBDUJTF
DVUUJOH
BOE
BEEJOH
XPSET

2 Point out that because Carla has addressed the to some model answers in order to meet the
three items in the question, she has been able to word count. If they are not sure which words to
write within the word limit. Remind students that cut, suggest that they look first at adjectives and
if they don’t include all the points in the task, they anything not directly connected to the three points
will lose marks (and will probably be under the in the question.
word limit). On the other hand, if they include There is an assessed authentic answer to this task
irrelevant information, they will also lose marks on page 5 of the Writing and Speaking Assessment
(and will probably be over the word limit). Booklet.

Key
Yes
3 Go through the points in the ‘How to do it’ box
before students begin the writing activity. Reading
the instructions carefully is very important.
Students can waste time answering a question
incorrectly if they don’t do this.

14 Unit 1
2 Learning
Lead in p24
Key
2 a something creative
1 a Students work individually, then check answers b regularly during the day
as a whole class. When you have checked 3 a at home
answers, get students to suggest (or find in b artistic
their dictionaries) words associated with each 4 a wildlife and nature
activity, e.g. b a short course
cookery: to bake / grill / fry / roast / boil, recipe, 5 a socialising and having dinner parties /
ingredients, to stir / chop / pour / taste having friends over for dinner
dressmaking: material, needle, scissors b in the evenings after work
drama: theatre, play, actors, to learn lines 2 Explain to students that in order to choose the best
drawing: paint, pencils, to draw, to sketch, course, all the things that people want have to be
to paint matched in the description. For example, Mario
archaeology: dig, to date something, and Lucia would like to do something creative.
archaeologist Several of the classes involve something creative:
drawing (A), acting (D), and dressmaking and
Some of this vocabulary will be useful for the fashion design (E). But acting is the only one
Reading task that follows. that they can both do regularly through the day.
Key (The drawing course is an online course and the
dressmaking and fashion design are at weekends.)
A dressmaking D cookery
B archaeology E drama Also explain, with reference to the Tip box, that
C drawing when they compare the five descriptions with the
eight texts, they shouldn’t look for exactly the
b Discuss as a whole class. Make sure that same words. For example, text H doesn’t mention
students give reasons for their choices when ‘wildlife and nature’ directly, but there are several
they answer. These could include negative other words that are clearly connected to them:
reasons, e.g. ‘I think the best way to learn zoo, animals, giraffes, penguin, etc. This should be
cookery is by going to a class. You can’t enough information for students to get the correct
learn on the Internet, by studying books, or answer.
by watching an expert, because you need to
practise the different kinds of cooking in front Key
of a teacher.’ 1F 2D 3A 4H 5C

Reading p24 Grammar p26

1 Tell students that they need to read the 1 Students work individually, then check answers
descriptions of the five people before they start as a whole class. Explain that the list starts with
reading the eight texts. In this first exercise, most frequent at the top and goes down to least
students only need to focus on the five people frequent.
and pick out the key words that enable them to
Key
answer questions a and b. This will give them the
information they need for exercise 2. a usually c hardly ever
b often d never

Unit 2 15
 Optional activity Sentences 1, 3, and 4 are about facts: what people
When students have completed the table, get them do or are going to do. (Explain that the main verbs
to look for examples of the adverbs of frequency in are all actions: works, will go, is going to do.)
the Reading text on page 25. Sentences 2, 5, and 6 are about opinions: (Point
E: hardly ever, Never, usually out the main verbs: is sorry, wants, likes.)
F: always
It will help students to understand fact and
You could also mention the other ways of opinion for the Part 4 task in exercise 2.
describing frequency in the text, e.g. Key
C: on Saturday mornings, on Wednesdays and 1 fact 4 fact
Fridays, at the end of each month.
2 opinion 5 opinion
D: on Mondays, twice a year 3 fact 6 opinion
E: each Saturday
2 Key
2 The usual position in a sentence for an adverb of 1 correct: I write compositions, read loads of books
frequency is between the subject and the main and go to lectures. I often study late at night.
verb (e.g. I sometimes design my own clothes). 2 correct: Harry thinks it’s a shame that Ella had
However, other positions are possible and the Key to give up her clubs.
below shows alternative answers. 3 incorrect: I’m planning to have a year off before
Key I start university.
a Our teacher is never late for our lesson. 4 incorrect: I’m hoping to do chemistry at
university.
b I sometimes design my own clothes. / I design
my own clothes sometimes. / Sometimes, I 5 correct: They do a good chemistry course at my
design my own clothes. university. Why don’t you try there?
c My uncle and aunt often go on holiday to India. / 6 incorrect: Harry replies I don’t think so when
My uncle and aunt go on holiday to India often. Ella suggests his Spanish might be good enough
after his year in South America.
d My brother usually goes to his art class on
Wednesdays. / My brother goes to his art class Audioscript 10
on Wednesdays usually. / Usually my brother Harry Hi Ella. How’s university?
goes to his art class on Wednesdays. Ella It’s great thanks, Harry. I’m really enjoying it.
e We rarely go on holiday in winter. Harry I imagine you’re having a lot of fun and not
studying at all!
3 Make sure that students give full answers (as in Ella You’re right, I’m having a great time, but
the Example). This is good practice for Speaking actually, doing history’s really difficult. I write
compositions, read loads of books and go to
Part 1, where they will need to give expanded
lectures. I often study late at night.
answers. Harry Oh, that’s not so good then. What about clubs?
Have you joined any?
Ella I was in the photography club and the art club,

Listening p26
but they used to meet too often and I didn’t have
time, so I left.
Harry That’s a real shame. I think I’ll join the film club
1 Before you start, check that your students when I go to university.
understand fact and opinion. Ask which of these Ella Will that be next year?
examples is a fact and which is an opinion. Harry Actually, I’m planning to have a year off before
I start university. I feel I need a break from
I think it’s going to rain this afternoon: the sky studying. I fancy going to South America to
looks very grey. (Opinion) improve my Spanish.
It’s going to rain this afternoon: I heard it on the Ella Good idea, then you can go to university the year
weather forecast. (Fact) after and do a Spanish degree. You’ll be much
better than everybody else.
A fact is something that is true; an opinion is what Harry I love languages but I want to study them as a
hobby. I’m hoping to do chemistry at university.
someone thinks, feels, or believes. Ella They do a good chemistry course at my university.
Why don’t you try there?
Harry Thanks, but I’m considering applying to a few
universities abroad.

16 Unit 2
 Ella Really? Where are you thinking of? 3 Key
Harry I’ve been looking at universities in the US or
maybe in Canada. 1  5 are recruiting
Ella What about Spain? 2 teach 6 include
Harry Well, my Spanish is good, but it isn’t that good. 3 are offering 7 take
I couldn’t study chemistry in Spanish at the
4 are 8 
moment.
Ella After a year in South America you might be able
to!
Harry I don’t think so.
Ella Well, I’m sure wherever you go you’ll have a great
Vocabulary p28
time!
Harry Thanks! I’m sure I will too!
1 Get students to work individually or in pairs. Then
compare answers as a class and write the correct
answers (in five columns) on the board.
Get students to suggest titles for each of the
Vocabulary p27 categories, e.g. by completing these definitions.
(With more advanced students, you could elicit the
1 Students work individually, then check answers as
words in brackets.)
a whole class.
There are all people who (study).
Key There are all people who (teach).
a take f do
These are all things you can get when you have
b have g take (passed) your exams.
c done h do
You (go to) these when you are studying.
d do i took
These are all different ways of working for an
e do
(exam).
Optional activity Key
Elicit some more expressions with make, have, and 1 learner, pupil, undergraduate
do. Encourage students to make a list of their own 2 coach, professor, instructor
in their vocabulary books and to use a learner’s
3 class, course, lecture
dictionary to find other examples.
4 diploma, degree, qualification
2 Get students to choose two or three of the 5 learn, revise, study
questions and then take turns to ask and answer.
If there is time, get a few of the pairs to report
2 Students could answer this as a class. Write the
new words in the table for exercise 1. This is quite
back on their conversations to the whole class.
a difficult question, so they might need help. You
could elicit the extra words by giving them the
initial letter or number of letters, like this:
Grammar p27 L _ _ _ _ _ _ R = LECTURER
1 Key Or you can play a game like ‘Hangman’, where
a write c are learning students have to guess the missing letters. When
b lives d are doing you have completed the activity, suggest to
students that they record the new vocabulary in a
2 Check that students understand the differences notebook. Explain that if they organise it by topic,
between the four uses by eliciting examples that it will be easier to revise and refer back to.
apply to themselves, e.g.
Suggested answers
1 I play football every Saturday.
1 student, trainee
2 I finish school at 3.30. 2 teacher, lecturer
3 I’m writing my answer now. 3 certificate
4 I’m doing extra homework this week. 4 seminar, lesson
Key 5 memorise, research
1a 2b 3d 4c

Unit 2 17
 Speaking p28
2 Key
Dear Yolanda, (optional comma)
1 Remind students that in the exam they need to How are you? Thank you for your letter. You asked
start talking immediately, so should be thinking me to tell you about something new I’m learning.
about these prompts as soon as they see their Part A few months ago, I joined a drama class. I go
3 photo. Suggested answers are given for photo 1; every Saturday morning for three hours. The class
similar answers should be given for photo 2. is really informal and the teacher always gives us
really interesting things to do. Every week, we do
Suggested answers for photo 1 acting, singing, (optional comma) and dance. We
a They are in a classroom. spend one hour on each subject.
b They are a teacher and some school students.
At the moment we’re practising a musical and we’ll
c They are having a lesson. perform it at the local theatre. I can’t wait for that!
The teacher is writing. I hope you and your family are well.
The boy in the middle is holding up his hand
(because he wants to answer the teacher’s Love, (optional comma)
question). Stella
The girls at the front are taking notes.
d There are some notice-boards at the back of the Optional activity
classroom. (FU
TUVEFOUT
UP
FYQMBJO
PS
HJWF
FYBNQMFT
PG
UIF

There are some books and a calculator on the punctuation rules in their own language. Are they
desk. UIF
TBNF
BT
UIPTF
JO
&OHMJTI
The teacher is old: he has white hair.
The students are teenagers. 3 Students work individually and write their
They aren’t wearing a uniform. answers in note form.
The girl on the left is wearing a red top. Key
The boy in the middle is wearing a blue jumper. a a drama class
2 In Speaking Part 3, the two candidates describe b every Saturday morning
their pictures while they look at each other’s c three hours
photos. If students aren’t giving enough details, d acting, singing, dancing / dance
you could tell them to imagine that they are e practising for a musical
describing the photos to someone who can’t see
them, as this will encourage them to include more
4 The students’ letters should give you a good idea
of which punctuation rules they have understood,
details.
and which they need to practise. If you are doing
this activity in class, ask students to work in
pairs and check each other’s punctuation. Monitor
Writing p29 students and review any problems with the whole
class.
1 Get students to work individually, then compare
answers as a class. In some cases (e.g. after There is an assessed authentic answer to this task
greetings and before the last item in a list) the use on page 6 of the Writing and Speaking Assessment
of a comma is optional. The Key includes both Booklet.
options in these cases.
Key
exclamation mark 1 (d)
full stop 5 (a, b, c, f, e)
speech marks 1 (f)
comma 3 (f, g)
capital letter 9 (a–g)
apostrophe 2 (c, g)
question mark 1 (e)

18 Unit 2
3 Buying and selling
Lead in p30
2 Key
a shampoo, toothpaste d magazine
1 If students have difficulty explaining the words b beef, meat e potato, grape
in English, ask them to match the words to these c bread f CD player
definitions.
3 Students work individually or in pairs and then
sales: a time when shops sell things at prices that review their answers as a class. As you don’t know
are lower than usual. which words students will think of, be prepared
bargains: things that are cheaper or at a lower to explain the irregular spelling of plurals when
price than usual. these occur.
(buy) at a discount: (buy something) at a lower
price than usual. Optional activity
(pay) by credit card: (pay) with a small plastic You can turn this into a game. Set a time limit of
card that you can use to buy things and pay for five minutes and give points to students who have
them later. words in their list that nobody else in the class has
thought of.
receipts: pieces of paper that you are given to
show that you have paid for something.
cost: be the amount of money you have to pay for
something. Reading p31
2 Students can do this in pairs, small groups, or as Go through the answers to the three questions in the
a whole class. Make sure that they give complete ‘How to do it’ box:
answers, and don’t just answer ‘yes’ or ‘no’. 1 It’s in a shop. It’s for customers. It’s there to
announce the sale.
2 It’s on the door of a restaurant, probably in a
Grammar p30 department store. It’s for the customers. It’s to
tell people that the restaurant is closed.
1 Students can work individually, then check their 3 It’s in a car park. It’s for car owners. It’s to warn
answers as a class. people not to leave valuable things in their car.
4 It’s in a railway station. It’s for passengers. It’s
Key to tell people they can pay on the train if the
Countable singular ticket machine is broken.
magazine 5 It’s in a restaurant. It’s for customers. It’s to tell
CD player adults about an offer of free meals for children.
potato
The purpose of this exercise is to help students
grape predict the correct information before they read
Countable plural the options in A–C.
magazines
Also check that students understand the key
CD players vocabulary used in the text:
potatoes
item: a product that is on sale
grapes
half price: 50% of the normal price
Uncountable snack: food you can eat quickly; not a main meal
shampoo
valuables: things you own that are worth a lot (e.g.
bread
jewellery)
meat
toothpaste
Unit 3 19
 thieves are active in this area: there are people who Disadvantages: You can’t see the products before you
steal things here buy; you have to be at home when the products are
out of order: not working properly delivered; it might be less secure.
offer applies 4–6 pm: the offer is available from
4–6 pm
on weekdays: Monday to Friday; not at the
Listening p32
weekend. 1 Before they do the matching activity, get students
Students work individually, then check answers as to suggest what you might do on websites 1–6.
a whole class. (You could write the website names on the board
Make sure that students read all the notices at if you don’t want them to see the answers in a–f.)
least twice: once to answer the questions then This will help students to develop the skill for
again to check their answers. predicting what they might hear by looking at cues
in the questions.
Finally, while you are going through the answers,
see whether students can explain why the two 2 Remind students that the items will be mentioned
incorrect options in each question are wrong. in the recording in the same order as in 1–6.
See the Key below for help with this.
Key
Key 1d 2b 3c 4f 5e 6a
1 A (B isn’t correct because the notice says
hundreds of items and not everything. C isn’t 3 You could refer students to the ‘How to do it’ box
correct because it says that the sale starts on page 46. Warn them about distractors. You
tomorrow.) can do this after they have done the exercise,
2 B (A isn’t correct because the sign refers especially if they got any of the answers wrong, by
to a coffee shop on the third floor, not a going through the explanations of the distractors
restaurant. C isn’t correct because snacks are in the Key below.
food.)
Key
3 C (A isn’t correct because, if it were, the sign
would say ‘Do not park here’ or ‘No parking’. 1 B … if you log on now or in the next couple
B isn’t correct because the sign says thieves of days, you can get a discount on some
are active.) purchases. Many – but not all – the products
BSF
GSPN
UIF
6,
TP
"
JT
OPU
DPSSFDU There
4 C (A and B aren’t correct because there is a
are only a few different types of things to buy,
ticket machine. You only need to buy from
so C is not correct.
a member of staff if the ticket machine isn’t
working.) 2 C Try the website ‘Look Like a Celebrity’,
because it sells cheap versions of what the
5 C (A isn’t correct because the offer applies on
stars are wearing. The presenter mentions
weekdays. B isn’t correct because the offer
websites … that sell very expensive designer
applies from 4 o’clock to 6 o’clock, not before
clothes or clothes that used to be owned by the
4 o’clock.)
stars, but then says, Don’t look at those!, so
we can eliminate A and B.
3 A … so many, you may not be able to decide.
Speaking p32 Are many and aren’t many sound similar,
but the surrounding context should make
For b, ask students to explain what kind of things it clear that B is wrong. Sports lessons are
they do and don’t buy on the Internet, and why. If mentioned but the text doesn’t say that these
students don’t shop online, concentrate on question c. are best.
For question b, you could also ask them to imagine 4 A Exchanging is a website just for swapping
that they had a credit card and access to the Internet. unwanted items. Explain that just here means
What would (and wouldn’t) they buy, and why? ‘only’. There’s no maximum number so B
Suggested answers isn’t correct.
c Advantages: More products are available; products
are delivered to your home; it’s often cheaper.

20 Unit 3
 Finally … travel. There are plenty of good travel websites
5 B it reviews all the best music sites … you’ll around, but I think Truth about Travel is really excellent.
find out … which are the best sites for you to It reviews holiday destinations and also gives you links
download music from. The site doesn’t advise to other websites where you can book your holiday. At
about music itself, so A isn’t correct. the moment it only reviews places in Europe, but this is
changing next month. The organisation and advice about
6 A At the moment it only reviews places in
where to stay will be the same, but it will also review
Europe, but this is changing next month hotels and other top accommodation in Australia and
… it will also review hotels and other top other continents.
accommodation in Australia and other That’s it for now. Tune in next week for more website
continents. The site gives you links to other advice. For details of where to find all the websites in
websites where you can book your holiday so today’s programme … .
C isn’t correct.
4 Students could follow this up by talking about
Audioscript 11 their favourite websites and why they like them.
… and that brings the time to almost midday, so now let’s
review some of this week’s best websites.
Our first one for the week is Natural Living, a ‘green’
website selling natural products in an environmentally
friendly way. Many of the products are from the UK, but
Grammar p33
there are also some items from Asia and South America. 1 Key
This is a new site, so there are only a few different types
of things to buy, these include jewellery, gifts and beauty
a a few (types: countable)
products. They’re all really lovely and if you log on now b How much (money: uncountable)
or in the next couple of days, you can get a discount on c many (ideas: countable)
some purchases. d any (gifts: countable)
Now … how often do you look in magazines at the
clothes your favourite celebrity is wearing and wish that e plenty of (websites: countable)
you had clothes like that too? How much money would
you spend on them? There are a lot of websites around
2 This task is similar to Reading Part 5, except the
that sell very expensive designer clothes or clothes that focus here is on a specific grammar point. Follow
used to be owned by the stars. Don’t look at those! Try the same procedure as you would for practising
the website Look Like a Celebrity, because it sells cheap the Reading paper. The ‘How to do it’ box is on
versions of what the stars are wearing. page 105.
On to the next website … buying activities as gifts
such as a sports lesson or a meal in a restaurant is very 1 Get students to read the text once for overall
popular these days, and Experiences is a great website to sense.
look at. There are many different ideas to choose from – 2 Encourage students to try to identify the missing
so many, you may not be able to decide. Don’t worry! You
can buy a gift voucher so that the person can choose for words before they look at the options. Remind
themselves. They’ll definitely find something to interest them that they should look carefully at the
them. words on either side of the gap.
Now … have you got any gifts you don’t want? Some
people sell their unwanted gifts, but have you thought Key
about exchanging them for something instead? 1B 2A 3C 4C 5A 6C 7D 8A
Exchanging is a website just for swapping unwanted 9 C 10 A
items. You list your unwanted objects on the website –
there’s no maximum number. Then you look for something
that you want to exchange them for. You email the owner
and send your unwanted gift to them and they send their
unwanted gift to you. Easy!
Vocabulary p34
Nowadays there are a lot of music download sites and it 1 Encourage students to check their own answers in
can be difficult choosing which ones to use. The website
a dictionary, before class feedback. Explain that a,
What Sounds? does the work for you because it reviews
all the best music sites. You can’t actually download b, and d contain phrasal verbs. Refer students to
music here, but you’ll find out about costs, how easy the Grammar Reference note on Phrasal Verbs on
different sites and software are to use, and which are the page 124. Students can get help with these (and
best sites for you to download music from. the other words in this exercise) from a dictionary.
Key
a try on d wear out
b take off e wear
c get

Unit 3 21
 Speaking p34 B K A H Y S R E Y Q S S
O R C N S I C E G E M W
1 When students have matched the pictures to the
places, ask them to give examples of things they J R A E M A N N D L A I
usually buy in each place. N U R C L F I A T E R T
Key F D M K E R P R R G T T
1A 2D 3B 4E 5C O T C P R L I J E A N S
2 Ask students to discuss in pairs or small groups. S E H A E H E T B N A A
They should talk about each place in detail and N T E B S R U T S T G W
try to reach an agreement, as they would need to
C A S U A L S K I R T R
do in Speaking Part 2. Review their suggestions
for extra advantages and disadvantages as a whole B E L T T R O U S E R S
class. F O R M A L S C A R F I
Suggested answers O H A D N O M N E E T N
Place Advantages Disadvantages
1 market – often cheap – you can’t return
– you can usually
‘haggle’ (negotiate
faulty products
Writing p35
lower prices)
2 supermarket fast long queues at
1 This exercise helps with Writing Part 1. You may
checkout need to explain that for b like isn’t correct as this
3 website goods delivered to you can’t see the would be a general question, while Would you like
your home goods first is about a specific occasion.
4 shopping everything in one noisy and crowded
centre place Key
5 boutique personal service less choice a wait e came
b fancy f give me
3 Optional activity
c got g of love
Review each pair’s conclusions as a whole class
d don’t we
and take a vote on the best type of shop.
2 Students have already looked at phrasal verbs in
the Vocabulary section on page 34, but check that
Vocabulary p35 they understand ‘contractions’, ‘abbreviations’
and ‘informal phrases’ by asking them to give
1 If students have problems with the ‘style’ examples of each before they do the exercise.
adjectives, elicit or preteach them. Remind students that in the Writing paper, they
smart – good enough to wear on a formal only have to write informal letters, not formal
occasion, like a wedding or job interview ones.
casual – opposite of smart. (e.g. jeans, not smart Key
trousers) a I’d
formal – similar to smart. (e.g. a formal shirt: not b come round, get on
a T-shirt) c etc., Bye
elegant – an attractive style, usually quite smart d Do you fancy, Hope you can come!
(mainly used for women’s clothes)
3 There is an assessed authentic answer to this task
The Vocabulary Reference on page 114 will help on page 7 of the Writing and Speaking Assessment
with this exercise. Booklet.
Key
a jeans, skirt, tousers, jumper, dress, shirt, suit
b belt, scarf, bracelet, necklace, earring
c casual, formal, elegant, smart

22 Unit 3
Review 1 p36–37
1 Key
1B 2A 3D 4C 5C 6B 7A 8A
2 Key
a took e take
b do f do
c take g taking
d do
3 Key
a I was eating my breakfast when the postman
arrived with a parcel.
b My brother went to France yesterday.
c I am never late meeting my friends when we go
out.
d I often play sport because I love it. / I rarely
play sport because I don’t like it.
e Do you listen
UP
UIF
SBEJP
WFSZ
PGUFO
f My brother and sister are watching
B
%7%
JO

the living room at the moment.
g We are learning to play basketball at school
this term.
h I bought a few CDs from the market – they’re
all great and a real bargain!
i There are plenty of chocolates left, so help
yourself.
j I don’t have any / much money until I get paid.
4 Key
1 ferry 4 villa
2 island 5 diving
3 sunbathing 6 bicycle
5 Key
1D 2B 3A 4B 5D 6B 7B
6 Key
I also went to some great restaurants!
7 Key
Hi Sophie, (optional comma)
I went shopping in Brussels last weekend. I bought
some fantastic clothes in the boutiques there and
plenty of delicious Belgian chocolates too. I also
went to some great restaurants! Do you fancy
meeting in London soon? I’d love to come and see
you in the summer.
Bye!
Anna

Unit 3 23
 4 Animals and humans
Lead in p38 Reading p38
1 If students don’t know the names of some of the 1 Explain to students that for Reading Part 4, they
animals, elicit them by giving the initial letter need to read the text at least twice. The first time
and / or the number of letters, e.g. D _ _ _ _ _ _ , or they read it, they should skim (quickly read) the
play a game of ‘Hangman’ (see page 22 Vocabulary text in order to find out the topic and general
exercise 2). meaning of the text as a whole. Remind them that
they also need to look at the title of the text, as
Key this will help them to predict the content.
A parrot E sheep
B monkey F dolphin Key
$
IPSTF
(
DPX Because he climbs buildings without using
D chicken equipment.

2 Discuss as a whole class. Encourage students to 2 For this activity, students need to scan the text to
give reasons for their opinions and to challenge find specific information.
each other’s opinions. Key
3 As before, encourage students to expand their a Alain Robert
answers by giving reasons. b Bare Hands
c Jin Mao Tower; the Eiffel Tower; Sydney Opera
House; The Petronas Towers; Lloyds of London;
Vocabulary p38
3
Taipei 101
Question 1 focuses on the writer’s general purpose
1 Key in writing the text. If necessary, give students an
A tail, feather, beak, claw, wing example of the point made in the Tip. For example,
B hair, tail, tooth, thumb the reference to Alain’s ‘wife and three children
C hair, tail, tooth, hoof at home’ (lines 29–30) fits option A (‘to talk about
D tail, feather, beak, claw, wing Alain Robert’s personal life’), but this is not the
E tail, tooth, hoof main aim of the text as whole.
F tail, fin Question 2 asks for a specific piece of information.
(
UBJM
UPPUI
IPPG
Key
Optional activity 1 D 2 C (lines 19–20)
Play a ‘twenty questions’ game. One student
pretends to be an animal (either one of the animals
in the picture or another one). The other students
ask questions, which can only be answered with
Vocabulary p39
‘yes’ or ‘no’, e.g. Do you have wings? Do you eat 1 Key
grass?, etc. The first student to guess the animal 1 hand 4 wrist
correctly wins. If they can’t guess within twenty
2 elbow 5 arm
questions, the student answering the questions
wins. 3 nose 6 foot
2 Key
"
FZF
%
IFBE
(
DIFTU
B finger E ear H leg
C stomach F mouth

24 Unit 4
Grammar p40
(1) will be a number (of years)
(2) will be a time
1 First, ask students to predict what the story will be (3) will be a verb (because it is followed by or
about from the picture and the title. Students can play)
read the Grammar Reference before or after they (4) will be a noun as the object of bring
do the exercise. Check they have understood the
(5) will be an adjective describing dogs
more difficult vocabulary, e.g. left (to leave in this
sense means ‘to give something to somebody when (6) will be a noun described by homemade
you die’); pooch (colloquial name for a pet dog). Also, explain that this is not a grammar test, and
Encourage students to guess the meaning of these the form of the word they have to write is always
words from the context. This is an important skill exactly what they will hear: they will not be
and shows students that they don’t necessarily expected to change the form in any way.
need to know the meaning of every word in order Key
to understand the general meaning of a text. 1d 2b 3c 4e 5a 6e
Key 2 Key
Superlative adjectives: the sweetest; most
1 five / 5
handsome; the richest
2 9.00 / nine / 9 am / nine am / 9 o’clock
Comparative adjectives: richer; luckier
3 sleep
2 Encourage students to read the text before they try 4 Lunch / lunch
to fill in the gaps. Point out that there are clues 5 Small / small
before or after the gaps. For example: 6 biscuits
‘the’ before a gap indicates a superlative (e.g. gap
(1): the most beautiful and not the more beautiful);
Audioscript 12
Thank you for inviting me here today to talk to you about
‘more’ before a gap indicates a comparative (e.g. my salon – Celebrity Cats and Dogs. I’m very happy to say
gap (4): more expensive and not most expensive); that we are one of the best salons for cats and dogs in
New York. We have ten members of staff who all have
‘than’ after a gap indicates a comparative (e.g. gap
more than five years’ experience with animals and most
(7): more fashionable than and not most fashionable importantly, they all really love animals. We know you
than). love your pets and we love them too!
First let me tell you about our daily timetable. You should
Point out that most of the adjectives in this text bring your pet to the salon at 8.45 because our day
have three or more syllables, which means that begins at 9 o’clock with a 30-minute run in the garden for
the comparatives are formed with more … and the dogs. Then all the animals have their first treatment.
not by adding -er. If students are confused about That’s a haircut and a pedicure. At 11 o’clock, the cats
usually sleep, but we also have a room where they can
when to use -er / -est or more … / the most … , or play with cat toys. Meanwhile, the dogs have a bath and
about irregular forms, refer them to the Grammar then a massage. Lunch for all the animals is at 12.30 and
Reference. we ask owners to bring this with them in the morning.
After this, the animals rest and wait for their owners to
Key collect them.
1 most beautiful 5 the most popular Now for the cost … Well, for cats, the cost of our service
for one day is $50. It’s $80 for small dogs and the price
2 biggest 6 the best
rises for larger dogs. As I said, you bring the food, but we
3 more exciting 7 more fashionable provide everything else.
4 more expensive We also have a shop at the salon. We sell all the
equipment you need for your pet. We also sell food and
homemade biscuits – for your pets of course! Thank you

Listening p41
for listening. If you have any questions, I’ll be happy to
answer them.

1 In Listening Part 3, students have to listen out

for specific information. This exercise encourages
them to read the instructions and questions
carefully and to think about what sort of word is
missing. They can predict that:

Unit 4 25
 Speaking p41
g
h
scary
exciting
Encourage students to give as much detail as they can. i brilliant
These photos are connected to the Lead in and in the j amusing
Listening by topic. They provide useful practice for Part
3 but in the exam the photos will not be so specific.
Speaking p42

Vocabulary p42
Tell the student who is listening to the description
to use the prompt questions. Whenever their partner
1 Ask students if they have seen any of the films gives them some information, they should try to ask a
A–F and if so, what they were about, and whether follow-up question to keep the conversation going.
they enjoyed them and why (not). If they don’t
recognise the films, ask students to say which
details in the posters help them do the task. Writing p43
Key 1 The purpose of this exercise is to focus students
A animation on the content of the model answer, and how it
B comedy / romance is organised. This should help them to plan their
C fantasy / adventure own answer in exercise 3.
D western Key
E romance
a 5 when Benicio del Toro first changes into the
F romance / historical drama Wolf Man
2 When you review students’ answers, get them to b 2 horror film
explain which of the words helped them decide c 1 The Wolf Man
which kind of film is being described. Explain that d 3 an American man … strange wolf-like creature
these key words are sometimes – but not always – e 4 The special effects … one of the most exciting
the ones in bold. If they can’t answer because films I’ve seen
they are having trouble understanding the words
in bold, tell them to go straight on to exercise 3 2 The purpose of this exercise is to make students
(rather than using a dictionary). read the Writing question carefully.

Key Key
a comedy (key words: amusing, laughed) a an English penfriend
b romance (key words: hero, heroine) b a film you like
c horror (key words: monsters, graveyard, scary) c about 100 words
d computer animation (key word: graphics) 3 The letters in Writing Part 3 are always informal,
e science fiction (key word: in space) so they might include expressions such as the ones
f thriller (key word: exciting) in the Tip, but not formal ones, such as Dear Sir /
g historical drama (key words: Roman times) Madam (for beginnings) Yours sincerely or Yours
h fantasy (key words: wizards; special effects) faithfully (for endings). Students may ask you to
i adventure (key words: in search of; hidden give them examples of other ‘suitable’ ways of
treasure) beginning or ending letters.
j western (key words: cowboys, ranch, US) The expression used here – Write soon (= ‘Write to
3 Key me soon’) – is a typical informal way of ending a
a costumes letter. Ones they have seen in the Writing sections
in previous units are See you soon! (= ‘I’ll see you
b hero, heroine, main character
soon’) and Bye! (= ‘Goodbye’).
c set in
d special effects There is an assessed authentic answer to this task
e favourite scene on page 8 of the Writing and Speaking Assessment
f graphics Booklet.

26 Unit 4
5 Health and sport
Lead in p44
Key
B
1 Tell students to read the text and to predict the
2 Refer students back to the ‘How to do it’ box on
missing words. They might be able to work out the
page 18. Remind them that the questions always
meanings of the missing phrasal verbs, for example:
follow the order of the text: this will make it easier
1 eat fewer for them to find the information they need to
2 stop eating answer the questions. Encourage them to support
3 remove their answers by referring to specific words
4 start (doing) and phrases in the text; you can go through the
5 get out of bed / wake up examples in the Key below to show them how to
do this.
Once you have elicited the meanings, and have
reviewed them with the class, they can then Key
try to match the different meanings to the five 1 T snow all year round (lines 9–10)
phrasal verbs in the box. Encourage students to 2 F The temperature is maintained at around
use a dictionary before you give them the correct –1°C or –2°C (lines 14–15)
answers. 3 F snow boots … included in the entrance price
Key (lines 17–18)
4 F but this isn’t essential for adults (line 20)
1 Cut down on 4 take up
5 T It’s a great place for families (lines 22–23)

HJWF
VQ

(FU
VQ
6 F an area … for the more advanced (lines
3 Throw away
29–30)
2 As well as using the ideas in the box, encourage 7 T there’s the option of having lessons (line 32)
students to make other suggestions of their own. 8 T you can … watch the skiers practising
For example, ask them to work in pairs or small (line 34–35)
groups and make a list of things you can take
up, give up and cut down on to have a healthier
lifestyle. Review their answers with the whole class. Grammar p45
1 Get students to write in the present perfect forms
Reading p44 individually and review with the class before
telling them to do the second (matching) part of
1 This task encourages students to read through the the question. Check their spelling as there are a
whole text before they do the main exam task. number of irregular verbs. They will need correct
They need to get into the habit of doing this for spelling of irregular verbs for the Writing Paper.
the Reading paper and elsewhere in the exam. You could ask them to spell out their answers: this
is good pronunciation practice.
Explain to students that, as well as looking
for the correct answer, they need to eliminate Key
the incorrect answers. They should be able to a has finished (2) e has opened (2)
eliminate A because the text says It’s a great place b have become (3) f have seen (3)
for families (line 22). They can eliminate C because c Have you bought (2) g has taken part (1)
the text mentions cafes and a shop (lines 35 and d have tried (1)
36). To confirm that B is correct, the text mentions
skiing (paragraphs 1 and 4); sledging (line 23) and
snowboarders (line 27).

Unit 5 27
 2 Tell students that they need to answer with a
complete sentence. For example: Listening p46
Have you ever bought something really expensive? 1 Go through the advice in the ‘How to do it’ box
– No, I’ve never bought something expensive. and make sure students can match photo C to the
– Yes, I have bought something expensive. (or Yes, I topic. Play the recording twice. When you review
have.) I bought a Rolex watch last year. the correct answers, remind students about the
need to eliminate incorrect answers.
Review this example with the class. Point out that
Key
ever in the question Have you ever? means ‘at some
time in your life up till now’, so we use the present 1 B when people used to dive ... to catch fish to eat
… It’s about 4,000 years old, not ‘less than
perfect. In the second sentence, the speaker is
four hundred years’, so we can eliminate C.
talking about a single event in the past which is
not connected to the present, so the past simple is 2 C Also called ‘breath-hold’ or ‘apnea’. We can
eliminate A because It’s the art of diving
used (not the present perfect).
without any breathing equipment, and B
Key because It’s a sport which sets records.
B
)BWF
ZPV
FWFS
CPVHIU
TPNFUIJOH
SFBMMZ
FYQFOTJWF 3 C She spent a lot of her childhood snorkelling and
C
)BWF
ZPV
FWFS
XPO
B
QSJ[F
JO
B
DPNQFUJUJPO looking at the fish and other sea life. She used to
D
)BWF
ZPV
FWFS
NBEF
B
TQFDJBM
NFBM
GPS
TPNFCPEZ love diving as deep as possible looking for rocks
and shells.
E
)BWF
ZPV
FWFS
SJEEFO
B
IPSTF
FMFQIBOU
PS
DBNFM
4 B In 1997, Tanya did an introductory class on
F
)BWF
ZPV
FWFS
NFU
B
GBNPVT
QFSTPO
free-diving. She was really good and decided
3 Explain to students that just and already normally to carry on with it.
go between the auxiliary and the main verb, while 5 A Tanya … spends two hours every day either
yet normally goes at the end of the sentence. running or riding a bike. She then dives and
swims in the pool for another three hours.
Key The total number of hours exercising is five.
a My parents have just bought a new house. She swims in a pool so we can eliminate B
C
)BT
ZPVS
VODMF
NPWFE
UP
4XJU[FSMBOE
ZFU and is either running or cycling, so we can
c I have already tidied my room today. eliminate C.
d The decorators haven’t finished painting my 6 B The first thing you should do is to have
bedroom yet. (or The decorators haven’t yet professional classes … . The previous
finished painting my bedroom.) sentence You may not ever want to enter any
e I’ve just spoken to our new neighbours. competitions and you certainly don’t have to
start off in the sea means we can eliminate C
and A.

Speaking p46 Audioscript 13

Hello, I’m Sarah Robinson and I’m going to talk to you
Get students to discuss the questions in pairs. Make about free-diving. Today free-diving is an extreme sport
sure they give complete answers and that they ask which is very popular all around the world. However,
their partner for more information. See the notes the origins of free-diving go a long way back in history,
for the Unit 3 Speaking activity on page 42 of the about 4,000 years in fact, when people used to dive for
pearls and to catch fish to eat.
Student’s Book. Ask them to describe what they can So what is modern free-diving exactly? Also called
see in the photos, then to say what they think the ‘breath-hold’ or ‘apnea’, it is the art of diving without any
purposes of the sports are and why people enjoy breathing equipment. It’s a sport which sets records for
doing them. Ask if they know what they are called: the deepest dive and the longest time somebody holds
their breath.
A sky diving There are a lot of talented free-divers, but one of the
b white water rafting world’s most successful and most popular is Tanya
C free-diving Streeter. Tanya grew up in Grand Cayman, an island in
the Caribbean Sea, so of course, she spent a lot of her
Free-diving is the subject of the Listening which childhood snorkelling and looking at the fish and other
follows. sea life. She used to love diving as deep as possible
looking for rocks and shells.

28 Unit 5
 Then in 1997, Tanya did an introductory class on free- Key
diving. She found out that she was really good so decided
to carry on with it. Within months, she started to enter a She’s been a free-diver since the 1990s.
competitions. In 1998, she set the World Women’s No b I’ve been interested in water sports for a long
Limits Record with a dive of 113 metres off the coast time.
of the Cayman Islands. She went on to set many more c 
records after that.
Although free-diving is a really exciting sport, it can also d My family have lived on this island for ten years.
be very dangerous. Not breathing for a very long time e They’ve been in the classroom for half an hour.
can cause damage to your brain. Free-divers have to f 
learn the right breathing techniques, but they also have
to be extremely physically fit. Most free-divers have a 3 Either get students to write out the whole
very hard training schedule. Tanya, for example, spends interview or get them to practise it in pairs as a
two hours every day either running or riding a bike. She
speaking activity. Point out the structure used in
then dives and swims in the pool for another three hours.
Of course, if you want take up free-diving, I’m not the racing driver’s reply in the Example:
suggesting you take it quite so seriously at first. You Since I was ten years old.
may not ever want to enter any competitions and you
certainly don’t have to start off in the sea. The first thing
Explain that (When) I was ten years old is a
you should do is to have professional classes to learn fixed point in time, and is used with since. This
about safety. You’ll need to find a swimming pool that structure is practised again in d (Since I was a
offers these. You should also get as fit as possible. You’ll teenager).
then find out that free-diving is a really wonderful way to
experience the underwater world. Key
B
)PX
MPOH
IBWF
ZPV
CFFO
ESJWJOH
SBDJOH
DBST
3 Elicit or preteach some of the words needed for this – For five years.
discussion, e.g. exciting / excitement, dangerous / C
)PX
MPOH
IBWF
ZPV
CFFO
SBDJOH
GPS
UIJT
UFBN
danger, afraid / fear, stamina, fitness, etc. – Since last June.
D
)PX
MPOH
IBWF
ZPV
LOPXO
ZPVS
JOTUSVDUPS
Optional activity – For about seven years.
Ask students to research some extreme sports on E
)PX
MPOH
IBWF
ZPV
MJWFE
JO
4XJU[FSMBOE
the Internet and then give a presentation in class. – Since I was a teenager.
The presentations could include What is the history F
)PX
MPOH
IBWF
ZPV
PXOFE
UIJT
IPVTF
of the sport? How long does it take to learn? How do – Since 2007.
you train for it? Is it dangerous? etc.
Optional activity
Ask students to work in pairs to do another
Grammar p47 interview with a real sports person or another
famous person.
1 Remind students that we use for to talk about what
happens during a period in time and since to talk
about what happens from a fixed point in time.
Key
Speaking p48
for: six weeks several years ages five minutes
1 Key
since: April I was a child this morning 1999 1b 2c 3d 4e 5a

Suggested answers 2 The purpose of the task is to encourage students to

for: two months, a month, two days expand their answers in Part 2, and to make what
since: I started school, last month, two days ago they say more interesting by using adjectives and
adverbs, and giving reasons.
2 When you review students’ answers, point out that
the main verb in each sentence is in the present Key
perfect. a We should play sport regularly because it’s good
exercise.
b We should take long walks in the countryside
because it’s good for the mind and body.
D

(PJOH
PO
SFMBYJOH
IPMJEBZT
IFMQT
ZPV
BWPJE

stress.

Unit 5 29
 d It’s very important to get plenty of sleep. Key
e Eating healthy food every day gives you energy a helmet e pitch
and is good for your skin, etc. b bat f go
3 Get students to look at the Tip before they begin c referee g play
discussing. Explain that, as well as using the d manager h kick
expressions in the list, there are other ways of
being polite in a discussion (e.g. taking turns; not
4 Key
interrupting the other person.) Make sure that basketball
the pairs discuss each picture in turn in as much 5 You can do this as a pairwork activity or as a
detail as possible. game played by the whole class. Make sure that
the descriptions of the sports follow the model
in exercise 4, i.e. that they answer the questions:
Vocabulary p49 Where do you play it?, How many people play it / are
in a team?, What do you do?, and What equipment
1 If students don’t know the names of some of the do you use?
sports, elicit them by giving them the initial letter
and / or the number of letters, eg. T or Optional activity
T _ _ _ _ _ (for tennis). You could elicit other questions, e.g. How long does
Key it take?, How fit do you have to be? Is it dangerous?,
Do you wear special clothes?, etc. One way of
A tennis E golf
doing this would be to have a game of ‘Twenty
B basketball F gymnastics Questions’.
$
TVSmOH
(
JDF
TLBUJOH
D boxing
2 Get students to answer the questions with
complete sentences as in the Key. Encourage them
Writing p49
to try answering as many questions as possible 1 Key
before looking at their dictionaries. Instead of No, he’s written too many words.
reviewing the answers with the whole class, you
could also get them to work in pairs and correct
2 and 3 Refer students to the Tip about the
importance of doing a word count. The purpose of
each other’s answers (using their dictionaries to
the exercise is to show students that if they include
check each answer).
information not asked for in the question, their
Key answer will probably be too long.
a You play tennis on a court. Key
b You do gymnastics.
The sentences not needed are the second (I’ve never
c Tennis players hit the ball with a racket. seen a class like this before.) and the fourth (I’m
d A player scores goals. trying to be healthy, so I think this would be good for
e A goalkeeper saves goals. me.). The remaining three sentences answer each
f In basketball you throw the ball into a basket. point in turn.
g A scuba-diver wears a mask.
There is an assessed authentic answer to this task
3 First, get students to look at the gaps in sentences on page 9 of the Writing and Speaking Assessment
a–h and decide whether the missing words are Booklet.
verbs or nouns. Then get them to find the correct
answers among the questions in exercise 2. (You
might need to go through the first one with the
whole class as an example.)

30 Unit 5
6 Homes and lifestyles
Lead in p50
by deciding what type of word (noun, verb,
adjective, etc.) is missing. For example, they
should be able to predict that:
1 Key
(1) is the name of a family
E
(2) is an adjective
2 The phrases are useful for Speaking Part 3; at PET
(3) is a noun, probably a place or the name of a
level, students are not expected to speculate about
room
their photo, but if they run out of things to say,
these could give useful ideas. Students can see (4) is an adjective or a number
how quickly they can work out which photo their (5) is an adjective
partner is describing. (6) is a place, probably a shop of some kind
3 Background information Third point: If they write words, remind them to
The photos show: avoid common mistakes like sixteen thousands
A The head office of Longaberger, a company in instead of sixteen thousand. If they write figures,
Ohio, USA, that makes baskets. make sure they use commas for thousands and
points for decimals.
B The Dome House, a private home in Maryland,
USA. Fourth point: This applies to gap (1).
C A thatched cottage in the south of England.
Play the recording twice. Get students to answer
D The Rogner Spa and Hotel in Bad Blumau, individually, then review answers as a whole class.
Austria.
E A treehouse in Alnwick Gardens, England Key
(Alnwick Castle is the subject of the Listening 1 Percy
on page 51). 2 Italian
3 dining room
4 16,000 / sixteen thousand / 16 thousand
Vocabulary p50 5
6
historical
gift shop
Key
a town, village, countryside, city Audioscript 14
Good afternoon and welcome to Alnwick Castle. My
b flat, bungalow
name’s Amy Knight and I’m your tour guide. Before we
c kitchen, bedroom, bathroom, living room begin the tour, I’d like to tell you a little bit about the
d stairs, hall, balcony, patio castle’s history. Alnwick is medieval, with the original
parts of the building dating back to 1096. As you may
know, the Percy family – that’s P-E-R-C-Y – have lived

Listening p51
here since 1309. Before the Percy family moved to
Alnwick, the castle had belonged to a family called De
Vesci. They had actually been here for about two hundred
1 Go through the points in the ‘How to do it’ box. years before the Percys arrived.

First point: Remind students that they can try to

predict the missing words:
by looking at the title and getting a general idea of
what the text is about;
by looking at the words before and after each gap;

Unit 6 31
 Now a word about the architecture. The castle was Key
restored by the first Lord Percy of Alnwick soon after
he had taken over the castle in the early 1300s. The a I had / I’d never heard of the castle until I came
furniture and style of decoration has changed very to England.
much over the years with each new family that has lived b During the tour, the guide told us that they
here, and each room has its own special style. You’ll see had / they’d built the original parts in the 11th
that the drawing room has an Italian-style decoration century.
and some extremely beautiful and interesting pieces
of furniture, which we’ll talk about when we get there. c We had to go back to the cafe because my friend
The dining room is another fine room to visit, with its had left her bag there.
fantastic display of hand-painted china. Also in the d After we had / we’d finished the tour, we went
dining room are paintings of particular historical interest, to the gift shop.
which will delight all art lovers. Another fine part of the
e I bought some postcards of parts of the castle I
tour takes in the library, where you’ll find a collection of
16,000 books. It really is quite an amazing sight. had seen / I’d seen earlier during the tour.
One other important piece of information about the
castle … I’m sure you’ve already noticed how beautiful
3 Note the alternative answers in question 4. Tell
the scenery is around here. For this reason, the castle students that been is often used as a past participle
has become very popular with modern filmmakers. Many of to go and to come. Point out the use of already
TV series have been made here, as well as historical in gap (2). This is often used with the earlier of
documentaries, but most famously Alnwick was used as two events and usually goes between had and the
Hogwarts School in the first two Harry Potter movies.
main verb.
Finally, don’t forget the cafe. I’ve just had my lunch there
and I can definitely recommend it! Has anybody been to Key
the gift shop yet? It’s definitely worth a visit if you want
to buy some souvenirs of your day here. Don’t worry if 1 knew 7 had made
you haven’t managed to get there yet, because we finish 2 had already read 8 thought
our tour at four o’clock, but the castle doesn’t actually 3 had also given 9 wandered
close until five.
4 had been / gone 10 tried
Thank you for listening. We’ll now get on with the tour –
please ask any questions while we are going round. 5 enjoyed 11 had seen
6 told
2 Get students to start the conversation with Have
you ever … ? and to use the present perfect (to
revise the grammar in Unit 5). Make sure students
take turns asking and answering, and that they
Reading p52
keep the conversation going by asking follow-up 1 This exercise encourages students to look for key
questions (e.g. Did it look the same as on TV / information in the descriptions of the people before
in the film? Did it look different from what you they read A–H. Point out that not all the descriptions
expected?, etc.). will contain the three pieces of information (a–c).
Emphasise that the question asks where the people
want to live, not where they live now.
Grammar p51 Check that students understand that in the country
and in the countryside mean the same here;
1 Key
(opposite: in the city; in town). Also check that
B
UIF
%F
7FTDJ
GBNJMZ they understand bungalow (a house that is all on
b the past perfect one level, without stairs).
c the past simple
Key
2 Before students correct the mistakes, ask them to 1 a in the town centre (close to his job)
decide which of the events happened first. They
b a flat
should change the verb for the earlier event to the
c one
past perfect. In d, they also need to change the
2 a in the country
past perfect we’d gone to the past simple we went.
b a small house
c –
3 a in the country
b a house
c at least three bedrooms

32 Unit 6
 4 a by the sea or in the countryside. 3 In exercise 2 opposite meanings paired different
b a holiday home words. Opposites can also be formed by adding
c – prefixes, as in this exercise. These alternatives
5 a a quiet area of town can give a wider choice of meaning. For example,
b a bungalow or a flat the word cheap can sound negative, whereas
c two inexpensive sounds more positive. Explain that the
normal prefixes for negative forms are un- and in-.
2 Key We use im- (rather than in-) in front of some words
1 H (This is the only one-bedroom flat.) beginning with p. There are some exceptions, so
2 A (F might have been possible for Lisa, but only students should check in a dictionary if they aren’t
A has regular train and bus services nearby.) sure.
3 B (Only B has a big enough garden –
Key
‘approximately 1000m 2 of land’.)
a unfashionable f unnecessary
4 E (C might have been possible but only E is
within walking distance of … restaurants and b uninteresting g inconvenient
cafes.) c inexpensive h unpleasant
5 D (F might have been possible, but only D is d uncomfortable i incorrect
close to the shops – five minutes’ walk from the e imperfect j impossible
town centre and local services.)
3 Make sure students give reasons for their
preferences, keep the conversation going by asking Writing p53
each other questions, and use as much vocabulary
Remind students to use ideas and language from the
from this unit as possible.
unit so far and to keep to the word limit. If they are
having difficulty with ideas, tell them to describe
their own home or the home of someone they know.
Vocabulary p53
Optional activity
1 Explain that, for some words, there are simple
Ask students to look at house advertisements on the
spelling rules. For example, for words ending in y, Internet as part of their preparation for this.
the y usually changes to an i when a suffix (word
ending) is added.

beauty ¢ beautiful Speaking p54

happy ¢ happiness 1 Students can write their answers individually,
then ask and answer in pairs. In Speaking Part 1
For words ending in e, the e is usually dropped
it’s important not to give one-word answers. They
when a suffix is added:
should extend their answers with an explanation
bore ¢ boring or example.

However, useful, careful, etc. 2 In Part 1, students will mainly need to use present
tenses, but may also be asked about their past
Students should learn the spellings of adjectives, experiences or future plans.
nouns and verbs they use most often, and check in
a dictionary if they aren’t sure. 3 Before they start, ask students to match the
adjectives to the two photos. Then ask them to add
Key some more adjectives of their own. Ask them to
1 beautiful 3 expensive include these adjectives in their descriptions.
2 fashionable 4 boring
Key
2 Key Photo A: busy, exciting, stressful, interesting
a wonderful c boring Photo B: boring, peaceful, quiet, relaxing
b beautiful d expensive

Unit 6 33
 4 Remind students about the difference between
positive and negative-sounding adjectives. For Review 2 p56–57
example, quiet and relaxing sound positive, 1 Key
whereas boring sounds negative. Busy and exciting
a beak, claw, feather, tail, wing
sound positive, whereas stressful sounds negative.
b finger, hair, thumb
You can help elicit or preteach some ideas for c adventure, comedy, fantasy, thriller
advantages and disadvantages by suggesting d boxing, cycling, golf, judo
different aspects of daily life, e.g. e court, pitch
Facilities: schools, local shops, banks and post f bat, racket
offices, sports centres, swimming pools g balcony, hall, kitchen, stairs
Jobs: unemployment, commuting to work 2 Key
Transport: public transport, traffic congestion; a up d up
rush hour b away e up
Entertainment: cinemas, theatres, restaurants, bars, c down on
clubs
Cost of living: low-paid jobs, income, expenses
3 Key
a uninteresting f inconvenient
b comfortable g unpleasant

Writing p55 c
d
incorrect
wonderful
h
i
fashionable
impossible
1 Make sure that students understand What’s it like? e imaginative j boring
and What’s he / she like? What are they like? Make
sure they don’t repeat like in their answers, e.g.
4 Key
What’s your town like? – It’s very lively. NOT It’s a Beth is taller than Max.
like very lively. b I haven’t been / gone on holiday since 2005.
c We haven’t been / gone shopping for a long time.
Key d Trains are faster than boats.
a by the sea e Bob is better than me at maths.
b an apartment f Physics is as difficult as chemistry.
c swimming, going to the beach g Egypt is one of the hottest countries.
d usually very hot h We haven’t received our exam results yet.
e very lively with lots of shops, cafes, restaurants
and tourists 5 Key
1C 2A 3C 4A 5A 6B
2 Encourage students to follow the advice in the Tip
7 C 8 C 9 C 10 B 11 A 12 B
box and to make notes answering the questions in
exercise 1. 6 Key
Dear Ben Clark (You don’t need to use the surname
You could extend this by getting students to
for an informal letter.)
interview each other in pairs. Remind them that
they can present the information in any order, but Thank you for your last letter. It was great to hear
from you. The ice hockey sounds brilliant!
that it’s usually easier to follow the order asked
for in the question. They need to include all the You asked me if I enjoy sport. Well, I live near the
information asked for but no extra information, or sea and I love surfing, so I’ve just joined a club. It’s
really good fun because the people are very nice
they will probably go over the word limit.
and I’ve already made some good friends.
There is an assessed authentic answer to this task I haven’t been surfing on my own yet, but I’m having
on page 10 of the Writing and Speaking Assessment lots of lessons. I’m already a lot better than before.
Booklet. I hope you can come here one day and we can go
surfing together!
See you soon!
Miguel

34 Unit 6
7 Art and entertainment
Lead in p58
Make sure that students check the options they
haven’t chosen. There are some explanations of
why the incorrect answers are wrong in the Key
1 Get students to do the crossword individually or
below.
in pairs, then check answers as a whole class.
Students could spell the words out. Key
Key 1 B The main explanations of how Duncan
works are in the first and third paragraphs.
Across
2 D His popularity with the media is shown in
5 orchestra
lines 7–8 ... cinema, advertising, tourism, and
6 opera for magazine photos. A is not correct because
8 dance He started out as a chef (line 5) and C is not
10 sculpture correct because the text mentions ‘Duncan
Down and his team’ (line 11).
1 rock 3 A We know they make the ice themselves from
2 concert Duncan and his team work very carefully to
produce their ice (line 12). B is not correct
3 festival
because if the ice is completely frozen, it can
4 ballet
be very hard to work with (line 14). D is not
7 artist correct because the ice can burn, so the artists
9 circus have to wear protective clothes (line 15).
4 D Many of the sculptures even look better after a
few hours at room temperature (line 21). A is
Reading p58 not correct because of references to ice cubes
(line 10) and the smaller ones (line 24); B is
1 Before students start reading, go through the not correct because the smaller ones don’t
points in the ‘How to do it’ box. The purpose of last long at all (line 24).
this task is to get students to read the text and its 5 D
title before they look at the questions. The main
information students will need to answer this
question is in the final paragraph. Explain that
this shows the importance of skim reading the
Grammar p59
whole text. 1 Explain that adjectives follow a set order, given in
Key the table.
Duncan Hamilton makes sculptures using ice, so in Optional activity
the end they melt.
You could use photos or images from magazines or
2 In Reading Part 4, some of the questions ask about the Internet for students to write descriptions using
specific detail, while others are more general and multiple adjectives.
rely on understanding the whole text. Explain that
this is why students should read the whole text
Key
(and the title) before they answer the questions. Opinion: unusual
Size: huge
Ask students to identify which are general Age: old
questions (1, 2, and 5) and which are specific (3 Shape: round
and 4). Tell students that they can answer the Colour: red
general questions last, if they prefer to. Nationality: African
Material: wooden

Unit 7 35
 2 Key Audioscript 15
a long green silk Rosa Hi, Tom. How was your weekend?
b horrible old blue Tom It was quite interesting actually. I went to see a
show.
D
MPWFMZ
CJH
(SFFL Rosa Oh yes? What did you see?
d pleasant young French Tom It was called Stomp.
e beautiful small silver Rosa Is that a rock band?
Tom Well no, it was at the theatre …
f expensive white leather Rosa Oh, a play?
Tom No. It’s a musical show. It’s a group of people who
use objects like bins and pots and pans to make
Listening p60 music.
Rosa Really? That sounds unusual.
Tom Yes, it is. You should go and see it. I’m sure you’d
1 Ask students to describe the picture and say what
like it
sort of performance they think it is. Then go Rosa I think you’re right. It sounds different. I’m bored
through the ‘How to do it’ box and ask which of of going to the same things all the time. Is it still
statements 1–6 are fact, and which are opinion. on at the theatre?
Questions 1, 3 and 6 refer to facts; questions 2, 4, Tom Yes, I think so. I think they’re playing every night
this week.
and 5 refer to opinions and feelings. For the latter,
Rosa How did you find out about them?
get students to identify the key expressions: thinks Tom The only reason I went was because my sister got
she would enjoy; (2); enjoyed (4); is excited about (5). tickets from somebody at work.
Rosa Oh, I see. So did you enjoy it?
When students have checked their answers Tom Well, I didn’t expect to, and the beginning was a
during the second listening, check that they have bit slow. I couldn’t really understand the idea at
understood the reasons for each answer; there are first, but after a while I got used to the music and
some explanations in the key below. You can do thought it was very entertaining and funny. The
performers were great dancers and actors as well
this by asking some concept check questions based as musicians.
on these explanations, e.g. for question 4: Rosa It sounds brilliant – much better than my weekend
Did Tom enjoy the start of the show? – No. anyway. I stayed at home. So, what are you doing
next weekend? Anything exciting?
Did Tom enjoy the show by the end? – Yes. Tom I don’t know about that. This time my sister’s got
tickets for some modern ballet that she wants
Key me to go to. I don’t really enjoy watching ballet,
1 incorrect: Rosa makes two incorrect guesses (Is though.
that a rock band?, ... a play?). This shows that Rosa I’ll buy the ticket from you if you like! I love ballet.
she hasn’t already heard of Stomp and doesn’t Tom I’m not sure about that. My sister might be upset
know what it is. if I don’t go. But I’ll ask her to get you a ticket if
you like. I think there’s some left.
2 correct: When Tom says I’m sure you’d like it, Rosa Fantastic!
Rosa agrees, saying I think you’re right. Tom We’re going for a meal afterwards so come for
3 incorrect: Tom says The only reason I went was that too.
because my sister got tickets from somebody at Rosa Great! I can’t wait! It sounds like a brilliant night
work, so it wasn’t his idea. out!.
4 incorrect: Tom didn’t enjoy it at first (the
beginning was a bit slow. I couldn’t really 2 Encourage students to explain why they didn’t enjoy
understand the idea at first) but eventually (after the performance. Students could also talk about a
a while) he started to enjoy it. TV programme or film that they didn’t enjoy.
5 incorrect: When Rosa asks Tom if he’s doing
anything exciting at the weekend, he replies I
don’t know about that (meaning ‘no’). He then
says I don’t really enjoy watching ballet.
6 incorrect: When Rosa offers to buy his ticket,
he says I’m not sure about that (which is a polite
way of saying ‘no’). Tom refuses to sell Rosa the
ticket because he’s worried that his sister would
be upset if he didn’t go. But he offers to ask his
sister to get another ticket and Rosa accepts, by
saying Fantastic.

36 Unit 7
Grammar p60 Vocabulary p62
When students have completed the matching activity, 1 You could make this more challenging by asking
go through the explanation in the Grammar Reference students to cover up the words in the box and then
notes. asking them to fill in as many of the gaps as they
can, perhaps with the help of a dictionary. Point
1 Key out that it’s a good strategy to learn words grouped
a3 b1 c2 by theme (in this case, theatre). The words in
the box are all nouns; students could list verbs,
2 Get students to answer the questions individually
adjectives and adverbs as well. They can find some
or in pairs. You could let them check their answers
in the text and add their own examples:
using a dictionary before you go through the
answers as a whole class. Explain that there are no adjectives: a local theatre company, a famous
absolute rules for this, so they need to try to learn play, a powerful performance, great talent, superb
which form (gerund or infinitive) follows the verbs, costumes, etc.
phrases and prepositions they use most often. verbs: to give a performance, to show talent, etc.
Key adverbs: each scene was directed brilliantly
a to go e being examples: They gave a powerful performance; The
b to learn f to meet cast showed great talent, etc.
c to listen g painting Key
d to work h helping 1 performance 5 costumes
3 Encourage students to give full answers and to 2 play 6 audience
ask each other questions to keep the conversation 3 actresses 7 exit
going. They can do this by using some of the verbs 4 scene
from exercise 2. Check they are using -ing forms
2 The review can be positive or negative. Tell students
with enjoy, looking forward to, and imagine, and
not to copy too many phrases from exercise 1. If
the infinitive with arrange (to) and manage (to).
they want to write a negative review, you could
refer them back to the Vocabulary activity on
opposite / negative adjectives in Unit 6 (Student’s
Speaking p61 Book, page 53).

1 Key
Photo 1: b, c, f, h
Photo 2: a, d, e, g
Listening p62
2 Suggested answers Remind students to read the questions and look at
the pictures first, and to focus on the differences
a traditional costume
between the pictures, especially the details in 1
b fantastic stage and 3.
c rock / pop concert
d excited audience Key
e pretty village 1C 2B 3A 4C 5A
f sing loudly
g clap enthusiastically
h bright / flashing lights

Unit 7 37
 Audioscript 16 In the first two sentences, he writes I had a
1 fantastic time and The music was great. He is
Man Hello Jan, how’s work? Are you still enjoying ‘saying how much he enjoyed the concert’, so at
life in the theatre? this stage the correct answer could be either A or
Jan Well, actually I’ve given up trying to be an C (we can rule out B straight away). In the third
actress. I decided I was more interested in
sentence, he writes I loved it when they sang ‘Ruby’
writing words than saying them. So, I’ve got
a job in a bookshop at the moment and I’m and everybody joined in. Here, Javier is ‘describing
starting a creative writing course next month. his favourite part’, so the correct answer is
I’m going to write short stories and then I’m probably C. We can confirm it’s C if Javier
going to start my novel. ‘suggests meeting up’ at the end of the email. He
2
does this by writing Do you fancy going?, so the
Olivia Hi Ben, it’s me, Olivia.
Have you heard about the new show in town? correct answer is definitely C.
It’s on Wednesday and Friday evening and on
Saturday morning. This weekend is no good
Key
for me and I play basketball on Wednesdays, 1C
but I’m free on Friday evening. Do you fancy
coming along with me? Give me a ring when 2 When students have identified the three
you get back! Bye. expressions in Javier’s email, ask them for
3 alternative expressions for the three bullet points.
Woman I’m going to the concert tonight. How about These will be useful when they go on to write
you? Did you get tickets?
their own email in exercise 3, e.g.
Man I wanted to go, but they’d sold out when I
finally rang. I’m going to the cinema tomorrow Say how much you enjoyed the concert: It was
evening, so I might just stay at home and really wonderful / excellent.
watch TV tonight. There’s a good film on with
one of my favourite actors. I hope you enjoy Describe your favourite: My favourite / part was
the concert! when ... The best part was when ...
Woman Thanks. I’ll tell you all about it! Suggest you meet up: Would you like to go to... ?;
4 How about going to ... ? Why don’t we go to ... ?
Nick Hi Lisa, how are your piano lessons going?
Lisa Hello Nick. I gave up playing the piano Key
several months ago. I still wanted to play an Say how much you enjoyed the concert: I had a
instrument though, so I tried the guitar for a fantastic time / The music was great
while, but I didn’t really do well with it. Then I
Describe your favourite part: I loved it when ...
thought I’d have a go at playing the drums. I’m
not very good yet but I’m really enjoying it! Suggest you meet up:
%P
ZPV
GBODZ
HPJOH
5
Woman Did you buy that painting you wanted for your 3 Remind students of the usual rules about including
sister’s birthday? all three points, keeping to the word limit, etc. Tell
Man No, I didn’t have time today. Then I thought them not to copy the expressions in Javier’s email.
about buying her a sculpture for her garden, The suggested extra activity for exercise 2 above
and someone at work suggested giving her should help with this.
tickets for the circus. In the end I decided
that the painting’s the best idea, so I’ll get it There is an assessed authentic answer to this task
tomorrow afternoon.
on page 11 of the Writing and Speaking Assessment
Booklet.

Writing p63
1 This exercise focuses on addressing the three
bullet points and not including irrelevant
information.

When students have compared their answer with a

partner, check as a whole class. You can do this by
looking at Javier’s email sentence by sentence, e.g.

38 Unit 7
8 Safety
Lead in p64 Reading p64
This activity encourages students to think about 1 Tell students to use their answers to Lead in
the general theme of this unit and to use some of question c (above) to help them find the key words
the vocabulary they will need later, especially for in 1–5.
Reading exercise 1.
Key
Ask students why some signs have a red line through Text 2: picture 1 (safety helmet)
them; (they are prohibitions: they tell you not to do Text 5: picture 6 (sit up straight – to avoid back
something). Ask why one is inside a triangle; (it’s a problems)
warning; it tells you that something is dangerous).
2 Tell students to read the Tip on page 65. When you
For question c, students can answer either by using review the correct answers, point out that several
imperatives, e.g. Don’t start a fire or using the of the incorrect options include words or phrases
structure: It tells / warns you to / not to ... . The use of from the text, but they are still clearly wrong. Use
imperatives will be reviewed (and contrasted with the the notes in the Key to help you explain why, if
use of modals) in the Listening activity in this unit. students are having problems.
Key Key
a They are all connected with safety. 1 B Can I see you later to get the information?
b Possible answers Sam is going to visit Jo so we can eliminate
1 on a building site A.
2 in woods / forests 2 C Please report to reception to collect one.
3 on a mountain road You might also need to explain to report
to, which means ‘to tell someone you have
4 at a lake
arrived’, and is usually used in a work
5 at a campsite
situation.
6 in an office
3 C Everyone please leave by the nearest exit. We
7 on packaging can eliminate A because stay in the building
c 1 Wear a safety helmet / hard hat. / It tells is the opposite of leave. The first sentence
you to wear a safety helmet / hard hat. in the sign means ‘There will be one fire
2 Don’t use matches here. / It tells you not to practice today at 3 p.m. and one tomorrow at
use matches here. 3 p.m.’, so we can eliminate B.
3 Be careful of / Beware of falling rocks. 4 A Out of order means that the machine isn’t
4 Don’t swim here. / It tells you not to swim working. The second sentence makes it clear
here. that there’s another drinks machine in the
5 Don’t drink the water. / It tells you not to building, so we can eliminate B and C.
drink the water. 5 B Members of the Health and Safety Department
6 Sit up straight at your desk; (you could teach are available today to advise you. This doesn’t
the word posture) mean to fix (= ‘to repair’) something, so
7 This object can break easily. we can eliminate A. Explain that the Health
and Safety Department in a company is
Optional activity responsible for preventing accidents and
(FU
TUVEFOUT
UP
mOE
PUIFS
FYBNQMFT
PG
TBGFUZ
TJHOT
making sure employees are safe in the
and explain where you would see them and what workplace.
each one means.

Unit 8 39
 Grammar p65
actor
You must have a good memory so you can learn
your lines. You don’t have to be good-looking,
1 When students have completed a–c, get them to
though some actors are.
write more sentences using these structures. They
could write about things they must do / have to do school teacher
(or that they don’t have to do) at school, at home, You must / have to know your subject. You must /
at work, etc. have to be able to control your class.
comedian
Key You must / have to be able to remember jokes. You
a must … have to must be funny!
b mustn’t
c don’t have to … needn’t
2 Key Vocabulary p66
a shouldn’t d must 1 Ask students to spell out their answers. For cooker,
b have to e ought to kettle, and spoon, tell students that they can say
c don’t have to ‘double o’ and ‘double t’ instead of ‘o-o’ and ‘t-t’.
This is useful for Speaking Part 1 when students
Optional activity have to spell their name.
When you have checked answers, get students to
rephrase the correct answers using It’s / It’s not a
Key
good idea to ... , and It’s / It isn’t necessary to ... , 1 saucepan 5 cupboard
e.g. 2 cooker 6 spoon
It’s not a good idea to tell jokes that could upset 3 kettle 7 plate
people. 4 fork 8 knife
It’s necessary to wash your hands before serving 2 Teach structures for describing what things are
people etc. made of (including adjectives), e.g.
3 Ask students which expressions in each sentence It’s made of metal / wood / plastic glass.
helped them choose. a metal knife
Key a wooden table (N.B. not a wood table)
a comedian a plastic bag
b waiter a glass jug
c school teacher
Key
d lorry driver
a fork, knife, spoon c plastic bag
e actor
b table, cupboard d jug, glass
4 Check that students are using the bare infinitive
(without to) after the modal verbs (e.g. You must Optional activity
be careful and not You must to be careful or You Ask students to name other objects made from
must being careful). these four materials. You could ask students to
describe objects in the classroom. As well as
Suggested answers practising the target vocabulary, this is also a good
lorry driver XBZ
PG
SFWJFXJOH
UIF
(SBNNBS
BDUJWJUZ
PO
UIF

You mustn’t / shouldn’t drive if you are feeling order of adjectives in Unit 7.
tired. You mustn’t / shouldn’t drive for too long
without taking a break.
waiter
You must / have to be able to remember what
people ordered. You must / should be polite.

40 Unit 8
Grammar p67
Key
1 wet
1 This is a continuation of the Grammar section 2 liquid
on page 65 and covers other key meanings of the 3 irons
main modal verbs. 4 gloves
Key 5 saucepans
6 plastic
a can A d might P
b might (not) P e can’t A Audioscript 17
c may P f could P Thank you for coming to our talk on safety in the home.
I’m going to start by talking about the kitchen, as that’s
2 Key where so many accidents take place. Kitchen fires are a
a can … could major problem. Most kitchen fires are caused by heating
fat or oil. To put out a fire like this, you must cover
b may … might … could it with a fire blanket or a wet cloth, and turn off the
3 Students can work in pairs or small groups, then power immediately. A lot of people think they should
throw liquid over a fire like this. This isn’t true. You must
compare answers as a whole class. Make a note of never throw liquid onto hot cooking oil, it can explode.
any of the kitchen vocabulary the students have Another common cause of fires in the kitchen is electrical
difficulty with, and review it at the start of the faults, but there are things you can do to prevent these.
Vocabulary section that follows. You should always check your irons, kettles and other
electrical appliances to make sure that they are safe and
not broken or damaged. If they are, either repair them, or
replace them. Remember too that leaving material close
Listening p67 to heat and flames is very dangerous. Always keep cloths
and oven gloves well away from the cooker, as they can
1 Key easily catch light.
Now for some more general advice. Think about which
The saucepan is at the front of the cooker with rings to use on your cooker. You should always try to
its handle over the edge. Cleaning materials, use the back rings and place your saucepans and your
which may be dangerous, are not kept safely in a frying pans with their handles facing in. You don’t want
cupboard. somebody knocking pots and pans, full of hot liquid or
food, onto the floor. Finally, if there are small children
2 Point out the use of modals in the recording and in the house, keep cleaning products, matches and
imperatives in questions 1–5. Refer back to the plastic bags in a high cupboard. Thank you very much for
Lead in, where students first saw this kind of listening. Please ask any questions and then we will go on
to talk about safety in the bathroom.
transformation.
(1) Always use ... = To put out a fire like this, you 3 Make sure that students extend the conversation
must cover it with a fire blanket or a wet cloth by taking turns, giving reasons for their
(2) Do not throw = You must never throw liquid suggestions, asking each other questions, and
onto hot cooking oil using the vocabulary and structures covered
(3) Make sure = You should always check previously in the unit, especially modals.
(4) Don’t leave ... close to = Always keep ... well Suggested answers
away from You should fit a smoke alarm and every six months
(5) Put ... and turn away ... = You should always check that the battery hasn’t run out.
... place ... facing in. You shouldn’t connect more than one plug to the
(6) Make sure ... are kept = keep ... in a high same socket.
cupboard If you have a gas cooker or fire, you should always
check that you have turned it off when you have
Remind students to try to answer each question, stopped using it.
even if they aren’t sure that their answers are You should keep a fire blanket in your kitchen.
correct.

Unit 8 41
 Speaking p68
Suggested answers
torch: an electric light powered by batteries you
1 Students can work in pairs or small groups, then can carry in your hand. You use it to see where
compare answers as a whole class. you are going in the dark.
whistle: you blow through it to make a noise so
If students are having difficulty in thinking up that people can find you.
ideas, tell them to think about problems they
might have with the weather, their clothing, the
route they follow, etc.
Vocabulary p69
Suggested answers
1 Explain that knowing the relevant vocabulary for
We might get lost / lose our way.
the weather can be useful for describing photos in
We might not get back before dark.
the Speaking paper.
We might have an accident.
The weather might be bad. Point out the question What’s the weather like?
etc. Make sure that students don’t make common
errors like What is the weather? or How is the
2 If students don’t know the names of some of the weather?
objects, try to elicit the answers by giving the first
letter and / or the number of letters in each word. 2 Check that students understand the meaning of the
more difficult words, either by using a dictionary
Explain that descriptions a–f are paraphrases: or by asking concept-checking questions, e.g.
ways of describing things when you don’t know
their name. They will practise paraphrasing in Which word means that it hasn’t rained for a long
exercise 4. period? (drought)
Key What’s the difference between a gale and a
1 e map 4 d mobile (phone) hurricane? (They are both very strong winds but in
2 a rope 5 f binoculars a hurricane there is also a storm.)
3 c waterproof (jacket) 6 b compass
What’s the difference between a hurricane, a
3 You could ask students to choose the two or three blizzard and a tornado? (They are all storms with
most important items, then compare their answers strong winds, but in a blizzard there is snow and
as a whole class. Encourage them to explain in in a tornado the winds move in a circle and form
what way the items are useful and why they have a column of air that’s narrower at the bottom than
chosen them. the top.)

4 Elicit or pre-teach a few useful ‘describing’ Key

expressions, e.g. a dry, foggy, humid, sunny, cloudy, wet, rainy,
It’s a sort / type of … snowy
b freezing, cool, boiling
It looks like …
c drought, tornado, blizzard, hail, flood,
It’s for … -ing hurricane, gale, lightning, thunder
You use it to … Suggested extra words:
a stormy, misty, icy
You could write some suggestions on pieces of
paper to prompt students (e.g. a water bottle, a b hot, warm, cold, chilly
flask, a rucksack, a pocket knife, etc.) c storm, snowstorm

Explain that the student listening can ask 3 Before you begin, elicit or pre-teach the
questions like: expressions It will be ... + adjective and There will
be ... + noun (see suggested answers in the Key
What does it do? below). For question b, check that students use
What does it look like? might (or could) correctly in their answers, with
How do you use it? bare infinitive forms after the modal.

42 Unit 8
 Suggested answers Key
a Monday It will be very sunny / hot / a The past continuous to set the scene and
boiling. There will be sunshine. describe what was happening when the main
Tuesday It will be quite / fairly sunny. It action of the story began (e.g. it was raining,
will be a bit cloudy. There will be we were staying); the simple past to describe
sunshine and some cloud. actions and events that took place in the story
Wednesday It will be (very) rainy / wet. There (e.g. Harry slipped and hurt his ankle; I tried to
will be heavy / a lot of rain. call ... ; I decided to go ... , etc.)
Thursday It will be thundery / stormy. b At first, then, suddenly, after a while, finally
There will be storms / thunder / 3 Go through the points in the ‘How to do it’ box
lightning.
and make sure that students use the grammar and
Friday It will be snowing (heavily). There vocabulary presented in this unit in their answers.
will be a lot of / heavy snow. Tell them to pay particular attention to the tenses
b The bad weather could make driving difficult. and linking words.
There could be floods.
The lightning could start a fire. etc. Explain that the best way to make a plan for a
story is use the three stages (background, main
event, ending) presented in notes 1, 2, and 3 in
Writing p69 exercise 1. Following the plan will help them to
keep within the word limit.
1 The sequence of the notes (background, main
event, ending) should help to confirm the correct
order. Ask students to underline the key words
and expressions that helped them to decide on
the correct sequence. Check their choices when
you review the answer with the whole class.
Focus especially on the opening words of each
paragraph:
Last weekend, ... A time reference is a typical
way of starting a narrative. Elicit other similar
examples (e.g. When I was seven years old, ... Two
years ago, ... etc.)
Suddenly ... An adverb is a typical way of
introducing something dramatic: the main point
of the story. It would not normally come at the
start of the text. Elicit other similar examples (e.g.
Quickly, Slowly, Immediately.)
When I finally arrived ... Concluding words
like finally usually signal the end of the story.
Elicit other similar examples (e.g. In the end ... ,
Eventually ... .)
Key
Correct order is: C(2), A(3), B(1)
2 For question a, tell students to underline or
highlight all the verbs and decide which tenses are
being used and why.

For question b, make sure students understand

how the linking words indicate the development of
the story.

Unit 8 43
 9 Science and technology
Lead in p70 Reading p70
1 If students don’t know the names of the items, get 1 This activity practises scanning for specific words.
them to answer the questions What does it do? or
How do you use it? This will revise some of the
Key
‘describing’ language on page 68. cameras, planes, paper, telescopes

Key 2 Refer students to the advice for ‘True / False’

questions on page 45 and the ‘How to do it’ box on
a aeroplane (1)
page 18.
b paper (2), microwave oven (6)
c camera (3) Ask for examples of where the text and the
d microscope (4), telescope (5) questions say the same things in different ways.
For example:
2 Get students to discuss in pairs then review as a
whole class, going through each of 1–6 in turn and Question 5: ‘Visitors can do practical experiments’
listing all of their reasons, e.g. (line 32) ... visitors can take part in around 250
I think the aeroplane is most important because: experiments
It lets people visit foreign countries. Question 6: ‘Visitors to the museums are likely to
It helps people do business with each other. visit them more than once.’
(line 42): … and many people come back a second
Give students an opportunity to disagree with each
time.
other’s choices, but make sure they use appropriate
language. Key
1 T (line 14)
I’m sorry but I don’t agree. I think aeroplanes aren’t
2 F (... currently only exhibit about a quarter of the
important because people could travel to foreign
things they own (line 17)
countries before they were invented, it just took
3 F (without leaving the museum (line 23)
longer. Also aeroplanes are noisy and they damage
the environment. 4 T (... you must apply in advance (line 27)
5 T (lines 31–34)
Finally, you can take a vote and decide which 6 T (Many people come back a second time
three the class thinks are most important. (line 42)
3 Use this exercise to practise describing language Optional activity
(Why is it important? What does it do?, How do you
Ask students to prepare a short class presentation.
use it, What does it look like?, etc.). You could turn
this into a ‘Twenty Questions’ game by getting a Ask students if there is a similar museum where
they live, or which they have visited elsewhere.
students to ask each other questions about their
(FU
UIFN
UP
EFTDSJCF
JU
1SPNQU
RVFTUJPOT
UP

invention, which they can only answer ‘yes’ or
help them prepare: How big is it? What’s in it?,
‘no’.
etc.
If you think students will have difficulty thinking b Ask students to find out about an invention
of inventions, hand out examples on pieces of or discovery and the person who invented /
paper. Possible inventions include: personal discovered it. Prompt questions to help them
computers, telephones, washing machines, prepare: What is it? Why is it important? Who
televisions. invented/discovered it? Where? When, etc.

44 Unit 9
Grammar p71
5 Optional activity
Ask students to prepare similar questions for
1 There are four possible answers: students only a class quiz. They should also find the correct
need to find three of them. If you think students answers before they bring them to class.
aren’t clear about what a passive form is, write an Key
example on the board and check why the passive
1 b The Pyramids were built by the Egyptians.
form is used.
2 c Oranges are usually grown in hot countries.
Key 3 d Mobile phones were first sold in the 1970s.
The original was built by Konrad Zuse (line 15) 4 e Camels are used for transport in the desert.
The museum is divided into fourteen departments 5 a Paper was invented by the Chinese.
(line 16)
a suitcase is made (line 22)
The Space Museum ... was set up in 1896 (line 36) Vocabulary p72
2 Key 1 Key
1 to be a 4 software
2 past participle b 7 calculator
3 action c 5 computer
d 1 keyboard
3 Ask students which of the three parts of the rule in
exercise 2 are broken by the incorrect sentences. e 3 laptop
f 8 mouse
Key g 6 printer
a A lot of tea be is grown in India. h 2 screen
b A painting has was stolen from the art gallery
last night. B I M T S C R E E N E L
c My shoes was were made in Italy.
N Q V Q C X R D C O U Z
d When is were
93BZT
EJTDPWFSFE
e Who was the World Wide Web inventing P K M M A P Q J O O S J
invented by X E K J L T D H M I O V
f The football cup final was saw seen by millions P Y W D C P E Y P N F H
of fans.
E B G M U D A X U S T I
4 Explain that we use by in passive sentences to
L O P O L Q B T T E W J
say who or what did something. In questions, by
comes at the end of a sentence, e.g. A A S U A C H Z E R A M
Who was paper invented by? and not By who was P R P S T F R A R N R S
invented paper? T D T E O C W T C K E J
In sentences, by comes after the main verb:
O I A B R B O N Q L N U
The Pyramids were built by the Egyptians.
P I I M G P R I N T E R
Key
B
8IP
XBT
QBQFS
JOWFOUFE
CZ 2 Model some of the ‘explaining’ expressions
C
8IP
XFSF
UIF
1ZSBNJET
CVJMU
CZ students might want to use, e.g.
D
8IFSF
BSF
PSBOHFT
VTVBMMZ
HSPXO It lets you ..
E
8IFO
XFSF
NPCJMF
QIPOFT
mSTU
TPME It helps you to ...
F
8IFSF
BSF
DBNFMT
VTFE
GPS
USBOTQPSU You use it to ...
It’s powered by ...

Remind students that this is useful practice for

Paper 3, if they can’t remember the word for
something.

Unit 9 45
 Grammar p73
In question 6, Rebecca uses the present perfect I’ve
had three (phones) and not the present simple I
have three. The sentence following reinforces the
1 Key
statement.
A I need a new mobile phone. positive
A I don’t buy expensive clothes. negative Key
A The boys don’t like playing computer games. 1 correct: ... didn’t you buy a new laptop recently?
negative – That was six months ago.
A Josh thinks this laptop is great. positive 2 incorrect: I think it’s much nicer than the other
one. – Well, so do I.
2 Key 3 correct: In my opinion, people change their
1 So do I. computers too often. It just isn’t necessary.
2 Neither / Nor do I. 4 correct: Well, I find it relaxing.
3 I don’t. 5 correct: Technology has improved all kinds of
4 I do. things about our lives. – I can’t argue with that
6 incorrect: Well, I’ve had three, but every time
3 Key I buy a new one, I give my old phone to
a 6 somebody else.
b 1
c 2 Audioscript 18
d 5 Rebecca What do you think of my new laptop? It’s nice,
isn’t it?
e 4 Joe Yes, but didn’t you buy a new laptop recently?
f 3 Rebecca That was six months ago.
Joe That’s not very long!
Rebecca Well it is really. You know how quickly

Listening p73
technology changes. This one’s much faster
than the other one and look how slim and neat
it is. The screen’s much clearer too. I think it’s
1 Monitor the pairs’ conversations. As well as much nicer than the other one.
making sure that they are taking turns and Joe Well, so do I, but was it expensive?
expanding their answers, check their use of tenses Rebecca It was quite expensive, yes. But then, you get
what you pay for.
and of other structures (e.g. superlatives).
Joe Well, that’s true, but do you think you really
needed to buy it? I’ve had my computer for
2 This is a listening equivalent of the scanning
two years now. OK, I’ve got a new keyboard,
activity in Reading exercise 1. and I changed the mouse, but that’s it. In my
opinion, people change their computers too
Key often. It just isn’t necessary.
laptop, screen, computer, keyboard, mouse Rebecca Yes, but I use a computer all the time. It needs
to be fast and efficient.
3 Ask students which questions relate to facts (1 and Joe What for? Gaming?
6), and which relate to opinions and feelings (2, Rebecca No, I don’t just play games on my computer. I
3, 4, and 5). They should listen for corresponding use the Internet a lot too and I send loads of
expressions. There are also examples of the short emails.
Joe Yes, but you have got a lot of games and you
responses in the Grammar section: see if students do spend quite a lot of time playing them.
can identify them when they listen again to check Rebecca Well, I find it relaxing, and, I don’t spend my
their answers. money on anything else. I don’t buy expensive
clothes, or go out much.
In question 5, students need to identify I can’t Joe Neither do I.
argue with that as an ‘agreeing’ expression. Rebecca Well, I think technology isn’t just about gaming
(The expression Fair enough – used later in the and entertainment. Technology has improved
all kinds of things about our lives. Think of the
conversation – has a similar meaning. Another
improvements in medicine for example.
way of saying this would be: You’re right there or
You’re right about that.)

46 Unit 9
 Joe I can’t argue with that, but in my opinion
there’s a difference between technology for
entertainment and technology for other more
Vocabulary p75
serious issues and I think people change things 1 Tell students to compare their answers with a
far too often just to get the latest model. partner, before they use a dictionary to check.
Take mobile phones, for example. I’ve had one
phone in two years. How many have you had? Ask students to say the words aloud: explain that
Rebecca Well, I’ve had three, but every time I buy a new the vowel sounds and syllabus stress change in
one, I give my old phone to somebody else. I
don’t have lots of mobile phones lying about at some of the words, e.g.
home. photograph, photographer G!6U!HSBG
G!U2HS!G!
Joe Fair enough, but I really don’t have the same
politics, politician Q2M!U*LT
Q2M!U*4O
interest in technology that you have, so
perhaps we’ll just have to agree to disagree. library, librarian MB*CS!SJ
MB*CSF!SJ!O
music, musician NKV[*L
NKV[*4O
Key
Speaking p74 photographer, artist, designer, banker, politician,
dancer, instructor, librarian, scientist, producer,
1 Make sure that students are describing the person,
musician, sailor, director, writer
where they are, and what they are doing (using
the present continuous), e.g. for Photo 2: 2 Students work in pairs. Tell students that they
She’s a student. should not use the actual name of the job when
they are describing it, e.g.
I think she’s about sixteen.
This person takes pictures with a camera NOT This
She has red hair.
person takes photographs.
She’s wearing a white top.
She’s in a library. Optional activity
She’s writing in her book. One student chooses a job and the other students
have to guess it by asking questions. The original
2 Explain to students that they will need to give student can only answer ‘Yes’ or ‘No’ to reply. For
reasons for their answers in Part 2 and 4, and example:
these are helpful examples.
Do you have to study? – Yes, I do.
Key Do you work in a laboratory? – Yes, I do.
a1 b1 c2 d2 e1 f2 Do you do experiments? – Yes, I do.
3 Remind students that if they use one of the short Are you a scientist? – Yes, I am.
agreeing / disagreeing expressions (so do I, neither The game will work better if they choose different
do I, etc.), they need to follow this up with a jobs from those in exercise 1.
longer answer.

Elicit or pre-teach some expressions for asking

opinions, e.g. Writing p75
What do you think? 1 This question focuses on including only relevant
How about you? points.
What’s your opinion / view? Key
How do you feel about that? c, e
Finally, explain that just saying I don’t agree can 2 Key
sound rude. If they need some other ‘disagreeing’ a No, it’s too long.
expressions, elicit or pre-teach: b I bought some games last year, but I never play
I’m sorry, but I don’t agree. them. (1d)
I see your point, but ... My computer’s quite old and I’d rather have a
laptop, but never mind. (1a)

Unit 9 47
 10 Relationships
Lead in p76
3 Encourage students to look at the Vocabulary
Reference before they check the words in a
1 Tell students to focus on age, hair and clothes, dictionary.
and appearance, and model some describing Key
expressions, e.g. 1 reliable – (someone that you can trust) –
He looks about eighteen. / He’s in his twenties. positive
She’s wearing a blue shirt. / He’s wearing a yellow 2 patient – (someone who is able to stay calm and
T-shirt. / He’s wearing a striped shirt. not get angry, especially when you have to wait
She has grey hair. / He has long, dark hair. a long time) – positive
3 bossy – (someone who likes telling other people
She’s smiling. / He looks friendly. / He looks serious.
what to do) – negative
She is pretty / attractive. He is handsome / good- 4 funny – (someone who makes other people
looking. laugh) – positive
These will help with describing people in Speaking 5 generous – (someone who helps other people,
Part 3. for example with time or money) – positive
6 gentle – (someone who is kind and careful with
Optional activity other people, so that they are not hurt) – positive
7 sociable – (someone who enjoys being with
(FU
TUVEFOUT
UP
EFTDSJCF
TPNFPOF
GBNPVT
XJUIPVU

other people; a friendly person) – positive
saying who they are: the other students have to
guess. 8 selfish (someone who only thinks about his or
her own needs or wishes and not other people’s)
2 Key – negative
1 grandmother 4 sister 4 Elicit one or two more examples from the whole
2 father 5 cousin class, before they start working in pairs. They
3 aunt could also use some of the negative adjectives
3 Key practised in exercise 2 by using the expression: I
don’t like people who are ... .
a wife d daughter
b son e nephew
c husband f niece
Speaking p77
1 This exercise encourages students to think about
Vocabulary p76 each picture in turn. They may be able to use some
of the personality adjectives from the Vocabulary on
1 Key page 76.
a polite d hard-working
b kind e brave
c clever
Vocabulary P78
2 Remind students that it’s a good idea to note down
and learn adjectives with their opposites. 1 Key
a (get) on with
Key
b (get) together with
a hard-working d polite
c (get) out of
b kind e brave
d (get) over
c clever

48 Unit 10
2 Make sure students extend the conversation by Ask students to complete these two lists.
asking for and giving reasons for their answers. Possessive pronouns Possessive adjectives
With stronger students, encourage them to make my mine
their own questions using the phrasal verbs in your yours
exercise 1, e.g. his his
Do you get on with your brothers and sisters? hers hers
Where do you usually get together with your friends? its its
our ours
What do you do to get out of doing housework? your your
What’s the best way to get over a cold? their theirs
You could explain that possessive forms are the
words we use to show:
Reading p78 that something belongs to someone: my shirts, his
1 This task encourages students to read all the car, they’re mine; it’s his, etc.
information before they begin the exam task. Get relationships: he’s her brother, she’s our mother, etc.
them to identify the key words and phrases in each physical features: your eyes are brown and mine
description that helped them answer the questions. are blue, etc.
Remind them that the words in the questions and
things people produce: Have you done your
those in the text will not always be the same, so
homework? (like examples b and d)
they need to look for synonyms and equivalent
expressions; in this exercise these are: things people choose or decide: My favourite ice
cream is strawberry. Have you chosen your dessert?
1 wedding anniversary (meaning that they are
husband and wife) You could ask stronger students to match the
2 and her sister example sentences in the Student’s book to the
3 boss different functions.
4 share a flat Key
5 going out together (i.e. boyfriend and girlfriend) a your c yours
b Their d her
Key
a4 b1 c3 d2 e5 2 Check students’ answers for common mistakes
with apostrophes, such as it’s her’s instead of it’s
2 Remind students to check their answers by looking hers.
again at the three reviews they were not able to
match. Key
1 your 5 ours
Key 2 mine 6 her
1 H 3 his 7 hers
2 C 4 your
3 F
4 D
5 E
Listening p80
1 In Listening 19, the Part 1 questions are not heard
Grammar p79 on the recording. Encourage students not to look at
the pictures or questions in exercise 2 yet.
1 Tell students that three of the possessive forms in
sentences a–d are adjectives and c is a pronoun. Key
1 girlfriend, parents
2 brothers, mum, sisters
3 sister, friend
4 sister
5 mum

Unit 10 49
 2 Several of the dialogues have distractors, and you 5 What is the boy allowed to buy?
might need draw attention to the key expressions Boy Mum, I really need some new football boots
and some new football socks.
if students answer incorrectly. They will also
Woman Sorry, but I bought you some new trainers last
need to understand certain key phrases to answer weekend, I can’t afford to buy you football boots
correctly, for example: as well. You can have the socks if you like.
1 a few of us (indicating they’re going out as a Boy All right. I’ll get them in town this afternoon.
group of friends)
Why not? (used to accept an invitation or
TVHHFTUJPO

A(PPE
JEFB
2 Sometimes we’re like sisters, we get on so well
Grammar p81
(= ‘We aren’t sisters, but we like each other so 1 Key
much that sometimes we behave as if we were.’)
1b 2a 3b 4c 5e 6f 7d
3 I got a taxi and my friend gave me a lift home
(= ‘I got to the party by taxi but my friend 2 Key
drove me home.’)
1 I’m going to visit 5 I’m meeting
4 I’ve already said yes (= ‘I’ve already accepted
the invitation.’) 2 we’re going to travel 6 we’re going
5 You can have the socks if you like (= ‘You’re 3 I’ll 7 I’ll phone
allowed to buy the socks.’) 4 will you ask 8 he’ll say

Key
1C 2A 3C 4C 5B
Writing p81
Audioscript 19 and 20
1 Who will the boy go out with this evening?
1 Students can only be completely sure the answer
Girl Are you seeing your new girlfriend tonight? is a (and not b) in the final sentence of the story,
Boy I’d like to but she’s going out for a family meal when the writer says he is ‘going out’ with the
with her parents. Greek girl he met in the cafe. This shows the
Girl Well, a few of us are going to the cinema this importance of reading right through to the end.
evening. Do you fancy coming along?
Boy Why not? Sounds like a good idea. Key
2 Who does the girl get on with best in her family?
a
Girl I’ve got younger twin brothers. There’s quite a 2 Explain that the paragraphs help both the writer
big age difference between us – they’re nine
and the reader, and students will get marks
and I’m sixteen. I like playing with them and
I often help them with things. But my ideal for using them correctly in the exam. A good
day is going shopping or just chatting with paragraph structure for this kind of story might be:
my mum. Sometimes we’re like sisters we get 1 giving the background (what led up to the main
along so well.
event)
3 How did the man get to the party? 2 the main event (in this case, meeting the girl in
Woman Did you enjoy your sister’s party? the cafe)
Man Yes, but it didn’t start well. My car broke down
on the way, so I went back home and phoned 3 bringing the story up to date
my friend, but he’d already left.
Woman Did you stay at home then?
Suggested answer
Man No I got a taxi and my friend gave me a lift Paragraph 1 ‘I remember the day ... young people.’
home. Paragraph 2 ‘On our last day ... going to my town
– Brighton.’
4 What is the woman going to do tomorrow?
Man I’m going to the beach with Ben and Jess Paragraph 3 ‘I gave her my address ... ever since!’
tomorrow. Do you want to come?
Woman I’d love to, but the problem is, my sister asked
me to go for a picnic in the park with her and
her family. I’ve already said yes.
Man Well, how about doing something on Sunday
then? We could go for a walk by the river.
Woman Yes, maybe. I’ll phone you.

50 Unit 10
3 Students can continue their stories individually, 7 Key
then compare answers in small groups or as a It was my friend’s birthday. We had arranged to
whole class. In sentence a, the writer is likely to meet at 7 o’clock in a little Italian restaurant.
remember a sequence of events in the past. This is When I arrived, no one was there and the waiter
similar to the model answer in exercise 1. In this didn’t have our booking. He said I could sit down
kind of story, the second sentence normally gives and wait for my friends. While I was waiting, a girl
the background to the main event. For example: came into the restaurant. I recognised her from my
I was / We were on holiday / at a party / in a cafe, old school. She was with her family, but they asked
etc. me to sit at their table. We ordered some food and
I forgot about my friends. Then as we were coming
or I was / We were staying / visiting / working / out of the restaurant, I saw them. They were
living … etc. coming out of the pizzeria opposite.
In the story in sentence 2, the action begins
immediately and the writer does not give any
background information.

Review 3 p82–83
1 Key
1C 2B 3A 4A 5C 6B 7C 8C
2 Key
a kettle, spoon, saucepan, cooker
b wood, china, metal, plastic
c sunny, cloudy, cool, boiling
d screen, mouse, laptop, printer
e designer, banker, sailor
3 Key
1C 2D 3C 4C 5D 6A 7A
8 C 9 B 10 D
4 Key
a Jessica is wearing a beautiful, long red skirt.
b I’m bored of studying every day.
c You don’t have to wear a tie, but you should be
smart.
d Can you imagine being
SJDI
BOE
GBNPVT
e Drivers should to drive carefully in the rain.
f Can I borrow yours
QFO
*WF
MPTU
NJOF
g I can’t afford to go out tonight.
h We are meeting in town at 2 o’clock tomorrow.
5 Key
1 do 4 don’t
2 Neither 5 does
3 do 6 haven’t
6 Key
C

Unit 10 51
 11 The natural world
Lead in p84
2 A Dr Ebbesmeyer ... realised that observing the
ducks ... can help us understand how ocean
currents work (line 17).
1 Get students to describe the four pictures (either
3 C The ducks are bleached and worn after so
before or after they match them to the sentences).
much travelling (line 30). The expression (to
Key be) bleached means ‘to lose colour through
1A 2C 3D 4B being exposed to the sun’.
4 C If any students wrongly answer D, explain
2 Key that although the final paragraph mentions
a natural habitat c dump that ‘some of the ducks have been found’, this
is not the main point of the article.
b litter d global warming
3 Students can work individually or in pairs. Make
sure they attempt their own answers before
checking them in a dictionary.
Grammar p85
1 Key
a3 b1 c2 d6 e5 f4
Reading p84 Point out that the If clause doesn’t always have to
come first (e.g. in sentences c2 and d6). We can
1 Check that students are able to read aloud years use unless to mean ‘if ... not’ (e.g. in sentence d6
and large numbers correctly. = ‘There won’t be enough oxygen if we don’t
1992: ‘nineteen ninety-two’ protect the rainforests’).
29,000 ‘twenty-nine thousand’ (not thousands)
2 Key
10,000 ‘ten thousand’ a zero = c, f
3,000 ‘three thousand’ first = a, b, d, c
Key 3 Students can write their answers individually, then
1992 when the ducks fell overboard discuss their ideas in small groups or as a whole
29,000 the number of ducks class. Remind them to put a comma after the if
10,000 the number of containers lost every year clause. This doesn’t apply if the if clause comes
3,000 the number of kilometres the ducks after the main clause:
travelled to the North Pole If global warming continues, ice in the Arctic will
melt.
2 Ask students which questions are about specific
information (2 and 3), and which are about the Ice in the Arctic will melt if global warming
text as a whole (1 and 4). Remind students that continues.
they can answer the former first. Suggested answers
Key a … global warming will get worse.
1 B If students wrongly answer D, explain that b … we don’t take action now.
the text says the ducks have helped scientists c … we will pollute the sea.
understand how ocean currents work but the d … we keep flying by aeroplane so much.
text doesn’t explain in detail how the water F
y
EPOU
MFBWF
UIF
57
PO
actually moves in the ocean.

52 Unit 11
Vocabulary p86
Key
1 B I came across a story = I found / discovered
Ask students to skim-read both texts and suggest a a story by accident; I wasn’t looking for it.
title for each one, e.g. 2 A We can eliminate options B and C because
Protecting the Great Barrier Reef the references to books and the Internet are
both negative: There aren’t many books ... the
Saving endangered animals Internet wasn’t that helpful.
Ask students to try to fill in all the gaps before 3 B Adam says the bits of spacecraft and
checking in their dictionary. astronauts’ tools are things you would expect,
but shows he is surprised by the ordinary
Key rubbish, because he says amazingly.
1 on 5 in 4 B The size of the rubbish and the material it’s
2 in 6 of made from is not important: it can be of any
3 on 7 for size ... and material, so we can eliminate
4 from 8 about options A and C.
5 C Adam doesn’t say that there are a lot or
that numbers are growing. He says that the

Grammar p86
amount of rubbish is increasing but not the
number of accidents, though perhaps the
number of accidents might increase as well
1 Remind students that we can contract would to ’d
at some time in the future.
especially when speaking or writing informally
(see alternative answers in the Key). Tell them 6 C We can eliminate option A because it fell on
land (Western Australia) as well as sea. We
to look out for irregular past simple forms in the
can eliminate option B because bits of it fell
main clause (e.g. hit in sentence e).
(i.e. it fell in two places but it didn’t break
Key into just two pieces).
a had d would buy / ’d buy Audioscript 21
b would love / ’d love e hit Interviewer We often see litter in the streets, on
c were / was f would be / ’d be beaches and in parks, but how many people
know that there’s also litter in space? Today,
3 Key Adam Green, a journalist, talks about this
problem. Adam, welcome to the programme.
1 unless Adam Thank you.
2 I’d take / I would take Interviewer Adam – how did you become interested in
3 you study the problem of litter in space?
4 don’t / do not put Adam Well, that’s a good question. I’d never been
particularly interested in space, or litter for
5 wouldn’t be / would not be that matter, but then I came across a story
about an astronaut called Edward White.
In 1965, he lost a glove during the first
Listening p87 American spacewalk. It made me think about
what other rubbish was up there. After all,
astronauts live and work in space, don’t
2 Key they, so they must create rubbish.
a  I’d never been particularly interested in space. Interviewer So you started to investigate?
Adam That’s right. There aren’t many books on the
b  There are thousands of bits of rubbish up there subject and the Internet wasn’t that helpful,
and the amount is growing. so I talked to different environmental
c  Skylab … fell into the Indian ocean and across groups, and I was amazed at what I found
Western Australia. out. I felt that people didn’t really know
anything about it, and that it was something
3 Ask students to explain how they arrived at their useful to write about.
answers. There are some suggestions in the Key.

Unit 11 53
 Interviewer What rubbish is there in space?
Adam Well, there are things you would expect,
such as bits of spacecraft, and tools that
Speaking p88
astronauts have dropped, but amazingly 1 Remind students that the Part 4 questions will be
there are also things that you would find in connected to the photos, so that they can use some
your own rubbish bin – plastic bags, broken of the ideas from Part 3.
pens, bent CDs and so on. I was astonished.
There are thousands of bits of rubbish up Encourage students to think in broad terms about
there and the amount is growing.
Interviewer And what sort of problems can this cause? the answers to the questions. For ‘Who?’ they
Adam Well the fact is that bits of rubbish of any can give a physical description, including age and
size, shape and material can reach speeds of clothes. For ‘Where?’ they can talk about location
thousands of kilometres an hour in space. and specific objects. For ‘When?’ they can talk
This means if even a very small piece of about time of day or year, etc.
rubbish hit a spacecraft, it could damage
it, or of course it could injure an astronaut 3 Key
who’s outside his or her spaceship.
Interviewer So have there been many accidents involving 1 c
rubbish in space itself? 2 b
Adam Thankfully not – so far.
Interviewer Why do you think that is?
Adam Well, space is very, very big and so the
chances of being hit are small. But … on
the other hand, as I say, space rubbish is
Writing p89
increasing, so perhaps this situation will 1 Key
change.
Interviewer And finally, I imagine everybody listening will Elena’s letter is about air pollution. She helps by
want to know the answer to this question – cycling to school every day.
does space rubbish ever fall to earth?
Adam Well, in 1979, the space station, Skylab, fell 2 Students can work individually, or as a whole
from space. It broke up and bits of it fell class. Ask students to compare answers to see
into the Indian Ocean and across Western if they can find all nine. Encourage students
Australia. to become aware of the mistakes they make
Interviewer Really?
regularly.
Adam Yes, but I wouldn’t worry too much if I were
you. There are few incidents of this kind Key
really. There’s more danger in space itself.
Dear Maria
Thanks for your letter. It was great to hear from you.
You wanted to know about some of the environmental
Vocabulary p88 problems in my country. In my opinion, the worst
thing is air pollution. There are too many cars in
1 Key our cities. If people used their cars less, it wouldn’t
a turn e run be so bad.
b turn f fill Last month, I bought a bike and now I cycle to
c throw g give school every day. This is much better for the
environment and it keeps me healthy too.
d pick
Write soon!
Optional activity Elena
Get students to work in pairs and make a list of
some more phrasal verbs, using the verbs in the
box. For example: pick on, run for, turn away, turn
to, give away, throw off, cut down on, fill in.

2 Students could work in pairs and choose one or

two of the questions that interest them. Encourage
them to have a proper conversation, give extended
answers, ask their partner questions, etc.

54 Unit 11
12 Food and celebrations
Lead in p90 Reading p91
This activity introduces some of the vocabulary of 1 The task encourages students to think about
food and food types that students will find useful the context and purpose of the texts before they
later in this unit. Students can discuss the four answer the questions.
questions in pairs or small groups, but allow time to
review their answers as a whole class. Point out that With stronger students, you could get them to
some foods fall into more than one category. write the equivalent complete sentences, e.g.
After you open this, keep it in a cool, dry place and
Key use it within three months. Do not refrigerate it.
a
You get a free soft drink with every pizza you order.
Fats, oils and sweets: olive oil, sweets (butter, sugar)
Dairy: milk, cheese (cream, yoghurt) Key
Protein: nuts, fish, chicken (eggs, meat) a3 b 4 c 1, 2
7FHFUBCMFT
DBSSPU
QFBT
POJPO
DBCCBHF
CFBOT
2 Explain the meaning of within when talking about
Fruit: banana, apple (grape, strawberry) periods of time = ‘in a period not longer than’.
Carbohydrates: pasta, rice, bread (potato, cereal) Also explain that after opening means ‘after you
c have opened it’. Another example of this on a food
most: carbohydrates label is:
least: fats, oils and sweets After cooking, do not refreeze. = ‘After you have
cooked this, do not refreeze it.’
Key
Vocabulary p90 1 A
2 B
1 Point out that in the questions with How much ... ?
and How many ... ? (a, c, and e), the words in 3 C Students might wrongly answer B here, in
the gap are countable and so are in plural form: which case explain that ‘Free soft drink’ in
the notice means a free soft drink – one per
spoonfuls, slices, glasses.
pizza ordered, and not an unlimited number.
Key 4 B Lucia is cooking the meal, not Alberto, so we
a spoonfuls d cup can eliminate A. Marco is coming round, so
b bowl e glasses we can eliminate C.
c slices f packet ... bar

2 Suggested answers Grammar p91

a cup of hot chocolate
a packet of peanuts, sweets
1 Make sure that students have underlined the
complete phrases. Ask students which sentences
a slice of meat, cheese, pineapple, melon
are comparatives (a, b, and c) and which
a glass of juice, milk, cola
superlatives (d).
a bowl of ice-cream, soup, strawberries

Unit 12 55
 More advanced students might ask you about 2 Key
other exceptions to this, e.g. soon, hard, early, 1 incorrect: I’ve had Moroccan food home cooked a
late, fast, low, high, near. If so, explain that some few times so I knew I’d like it.
adverbs, especially ones that have the same form 2 incorrect: Luis … loves trying out different foods
as adjectives, form comparatives and superlatives from around the world.
with –er and –est.
3 correct: I remember him now. I spoke to him
Key about living in Paris at your party, didn’t I?
a more slowly than 4 correct: … we started with mezze – that’s the
b much better than traditional starter.
c as quickly as Chinese Is that small dishes of things?
d the most noisily That’s right
5 incorrect: I don’t think it’s for me though.
2 Make sure that students get the irregular adverbs I’d forgotten that you’re vegetarian.
hard and fast right (not hardly and fastly). See the 6 correct: Joe is trying to persuade Claudia to try
explanation in exercise 1 above. As in exercise it:
1, get the students to say which sentences they serve loads of other things you’d like. The
are comparatives (a, b, and c) and which are salads are fantastic and they do a vegetable
superlatives (d). tagine – you’d really enjoy that. You must come
Key with us next time.
a as hard as c less fast than Audioscript 22
b more fluently than d the most loudly Claudia Hi Joe! How was your meal out on Friday?
Weren’t you going to an Indian restaurant?
3 This exercise practises Writing Part 1. Refer Joe No, we didn’t go there in the end, Claudia. We
students back to the ‘How to do it’ box on page 86. went to the new Moroccan restaurant in town.
Have you been there yet?
Point out that in c and e, Nobody and Everyone are Claudia No, I haven’t. I’ve never eaten Moroccan food,
followed by third-person singular verbs. I don’t think. What was it like? Was it very hot
and spicy?
Key Joe No, it was quite mild really. I’ve had Moroccan
a better than d more carefully food home cooked a few times so I knew I’d
like it.
b better e trains less hard Claudia I didn’t know you liked cooking!
c as beautifully as Joe Well, it’s not me that does the cooking at
home. It’s my flat mate – Luis – the one that
wants to be a chef. I can cook a bit, but Luis

Listening p92
Claudia
cooks much better than me and he loves trying
out different foods from around the world.
Lucky you!
1 Before you listen, brainstorm some food adjectives. Joe I know. In fact, Luis is planning to work in a
If students have difficulty coming up with ideas, top French restaurant one day.
give examples of different kinds of foods and get Claudia Oh yeah, I remember him now. I spoke to him
about living in Paris at your party, didn’t I? I
them to suggest adjectives, e.g.
didn’t know he was a chef.
curry: hot, spicy Joe He’s just started his training.
olives, anchovies: salty Claudia So what did you have at the restaurant?
Joe Well, we started with mezze – that’s the
lemons: sour traditional starter.
Claudia Is that small dishes of things?
Explain that hot can mean the opposite of cold, Joe That’s right, we had some salty olives, some
and ‘spicy’. You could also elicit some words used vegetable salads, dips, flat bread, things like
to say how something tastes, e.g. delicious, tasty, that. Then we had Lamb Tagine.
Claudia Lamb Tagine?
etc. This vocabulary will be useful for exercise 3.
Joe Yeah, it’s meat rubbed with lots of spices. It’s
Key cooked really slowly in a special dish called a
tagine.
hot, spicy, mild, salty, sweet Claudia Is Moroccan food cooked more slowly than
other foods? Is that how it’s different?

56 Unit 12
 Joe I suppose so, plus the spices of course. c The word order is the same, but we add
Anyway we had it with couscous. It was lovely! a to-infinitive and for negative requests
You’d love it. and commands we replace Don’t by not +
Claudia Hmm, I don’t think it’s for me though.
to-infinitive, e.g.
Joe Ah .. yes, of course, I’d forgotten that you’re
vegetarian. Well, they serve loads of other Claudia told Joe not to leave it too long and not
things you’d like. The salads are fantastic and Claudia told Joe to don’t leave it too long.
they do a vegetable tagine – you’d really enjoy
that. 4 This activity focuses on the difference between
Claudia Yeah, maybe. the reporting verbs say, ask, and tell. Explain
Joe And we had rice pudding with pistachio nuts that we can use ask to report questions, tell to
and rose petals. You like sweet things, don’t report requests and commands, and say to report
you? You must come with us next time!
Claudia Now that does sound good. Make sure you give
statements. Remind students that tell usually has
me a ring when you’re going again! a personal object, but say doesn’t. So we can say
Harry said ... and Harry told me ... but not Harry
3 Make sure that students extend their answers to said me. Point out that ask can be followed by if
the questions. (in sentences d and g) and told is followed by a
to-infinitive (in sentences c and e).
Optional activity
Key
(FU
TUVEFOUT
UP
UBML
BCPVU
GPPET
UIFZ
EPOU
MJLF
BOE

a said e told
explain why. Pre-teach I don’t like it because it’s too
b asked f said
… / it isn’t … enough, and some negative adjectives
for describing food, e.g. horrible, oily, greasy, etc. c told g asked
d asked h said

Grammar p92
Speaking p93
1 Make sure students understand how to form the
reported speech sentences before going on to Before you start, review the adjectives students
exercise 2. have already seen in the previous Listening section,
and add any new ones they need to understand the
Key questions, e.g. salty, bitter; fishy, meaty. Get students
a present simple becomes past simple; present to give examples of foods rather than trying to define
perfect becomes past perfect the adjectives: they will find this much easier.
b first person becomes third person
As students have already seen and used some of
2 Key this vocabulary, you could treat this a speaking
fluency practice activity. Get students to expand their
a Joe said that Luis was planning to work in a top
French restaurant. answers, by giving other examples of foods with the
different tastes described in the questions.
b Joe said that they’d been to that new Moroccan
restaurant in town. If you did not do the Optional activity on negative
c Joe said that they’d probably go quite soon. ways of talking about food suggested for the Listening
3 For example 1 point out that the verb go normally activity, this would be a good moment to do it, as this
changes to have been in the present perfect form. vocabulary would help them to answer the questions
here.
Key
a 3 and 4
b It’s the same as for a normal statement, e.g.
Claudia asked Joe if he had been to an Indian
restaurant and not Claudia asked Joe if had he
been to an Indian restaurant

Unit 12 57
 Vocabulary p94 Speaking p95
1 Key 1 If students are all from the same country, tell the
students who are listening to the description to
1 a birthday (There are presents and a birthday
imagine that they are foreigners and to ask some
cake; it is the man’s birthday: he is blowing out
the candles and wearing a party hat.) questions.
2 Christmas Day (A big lunch with roast turkey is
Optional activity
the traditional Christmas Day meal, and there is
a Christmas tree.) (FU
TUVEFOUT
UP
SFTFBSDI
PUIFS
GFTUJWBMT
GSPN

3 Hallowe’en (The children are wearing costumes around the world and to give a presentation to the
and carrying a pumpkin.) class.

7BMFOUJOFT
%BZ
5IF
DPVQMF
BSF
LJTTJOH
BOE

holding red roses and a red heart-shaped box
of chocolates, which are traditional presents for
7BMFOUJOFT
EBZ
Writing p95

2 Key 2 Key
C
a New Year’s Eve
It’s a happy ending.
b Easter Day
c Hallowe’en
Optional activity
d Mother’s Day
(FU
TUVEFOUT
UP
SFBE
UIFJS
TUPSJFT
PVU
UP
UIF
SFTU

F
7BMFOUJOFT
%BZ
of the class, but tell them to stop before they read
f Thanksgiving out their final sentence. Then ask the other class
g a wedding members to guess how the story ends.
h a birthday
3 As well as the vocabulary in the box, you
might also want to teach some of the other key
vocabulary relating to marriage, e.g. husband,
wife, to get married and to be married, to marry
someone, to get engaged, fiancé(e), etc.
Key
1 church 7 wedding
2 presents 8 confetti
3 bride 9 reception
4 bouquet 10 speeches
5 bridesmaids 11 honeymoon
6 groom

Optional activity
When you have checked students’ answers, get
them to talk about what happens at weddings in
their country.

58 Unit 12
13 TV and media 1
Lead in p96 Listening p97
1 Before students begin doing the Wordsearch, 1 The vocabulary from the Lead in section will be
brainstorm some examples of forms of media and useful for this activity. Students hear some of the
people in the media with the whole class. They words used in context.
can then see how many of the examples they
thought of are in the Wordsearch. For this exercise, the Part 1 questions are not
heard on the recording. Encourage students not to
When they have completed the Wordsearch, check look at the pictures or questions in exercise 2 yet.
that they understand the meanings. You could get
students to say which words refer to people, then
Key
ask What’s the difference between ... ? questions, 1 magazine
e.g. 2 radio; Internet

mMN
DJOFNB
%7%
57
‘What’s the difference between a photographer and 4 reporter; newspaper
a cameraman?’ – ‘A photographer takes pictures / 
XFBUIFS
GPSFDBTU
57
photographs and a cameraman operates a TV
camera.’ 2 Before they do the Part 1 task, check that students
have looked at the three pictures carefully. Get
‘What’s the difference between a reporter and them to describe each of the possible answers they
a commentator?’ – ‘A reporter reports what is see in each picture; make sure they use the correct
happening in the news and a commentator says prepositions: e.g.
what he or she thinks about the news.’
1 It’s on the chair / It’s on the table / It’s in the bag.
Encourage students to use a dictionary if they are 2 He found out from the radio / from the Internet /
unable to explain the differences. on the phone.
Key 3 He will see it on the TV / at the cinema / on DVD.
channel, magazine, programme, newspaper, radio, 4 He will be in the newspaper on Monday / on
photographer, paparazzi, cameraman, journalist, Thursday / on Saturday.
commentator, presenter, weatherman 5 She will be on TV at 6.30 / at six o’clock / at 5
o’clock.
P D O R C H A N N E L Y
H C J C Y P I S O M P W Key
1 A The kitchen table (B) is a distractor, because
O N O A E R N T G A R E
the girl picked up the magazine and put it
T E U M C E T U A G O A into her bag after the boy had seen it. The
O W R E M S L E E A G T bag (C) is a distractor, because the magazine
‘isn’t there now’.
G S N R R E B S A Z R H 2 C The question asks how the man found out
R P A A A N N C E I A E about the accident. He found out from Sue
‘on the phone’, so C is correct. It was Sue,
A A L M D T E T R N M R
and not the man speaking, who found out
P P I A I E T T A E M M from the Internet, so B is a distractor. And
H E S N O R H V D T E A A is a distractor because the woman ‘didn’t
hear anything’ about it on the radio.
E R T E D I Q C R T O N
R P A P A R A Z Z I E R

Unit 13 59
 3 C The boy didn’t see the film at the cinema –
he ‘missed’ it, so B is a distractor. It will be Speaking p97
PO
57
AFWFOUVBMMZ
CVU
OPU
OPX
TP
"
JT
B

distractor.
1 This exercise encourages students to expand their
answers during the conversation parts of the
4 B The match was on Saturday, but not the
Speaking Paper.
newspaper report, so C is a distractor.
And the paper comes out on Thursday, not Make sure students read the Tip about tenses before
Monday (i.e. the man is wrong), so A is a they answer the questions. Remind them that, in
distractor. the exam, they should use a tense that matches the
5 A The news starts at 6 o’clock but the man’s one the examiner uses in his or her questions.
sister isn’t on till 6.30, so B is a distractor.
It takes five minutes (but doesn’t start at 5 Go through the questions and short replies:
o’clock), so C is a distractor. QUESTION AFFIRMATIVE NEGATIVE
Audioscript 23 and 24 Do you ... ? Yes, I do. No, I don’t.
1 Where did the girl leave her magazine? Would you ... ? Yes, I would. No, I wouldn’t.
Girl I think I left my magazine on the bus. Have you (ever) ... ? Yes, I have. No, I haven’t.
Boy No, you didn’t. I saw it on the kitchen table this
morning. Remind students that they also need to remember
Girl Yes, but I picked it up and put it in my bag and it
to use -ing forms after like, enjoy, love, don’t like,
isn’t there now. I was reading it on the way home.
Boy Well, I don’t think you’ll see it again then. hate.
2 How did the man find out about the traffic news?
Woman I’m going into town. Do you want anything?
Man Are you driving? Don’t go near Green Street.
There’s a lot of traffic there today because of an
Reading p98
accident. 1 Students can discuss these questions in pairs,
Woman That’s funny. I was listening to the radio earlier small groups, or as a whole class. This question
and I didn’t hear anything about that.
Man Well, I spoke to Sue on the phone ten minutes will help you to elicit and pre-teach some of
ago. She said she’s just seen it on the Internet, the vocabulary that comes up in the reading
so it’s only just happened. passage. You should also check that they are using
3 How will the boy see the film? correct sentence structures to answer each of the
Girl Did you see that film at the cinema – the one questions. (See the Key for more suggestions.)
about the man who went to live in Russia?
Boy No, I missed it. Can I get it on DVD yet? Suggested answers
Girl Yes, but I imagine it will be on TV eventually.
Boy I think I’ll buy it. I don’t want to wait forever. a finding / checking / researching information;
finding an audience and guests for the programme;
4 When will the man’s son be in the newspaper? telephoning people, helping with filming.
Man My son and his football team had a great match
on Saturday. They were interviewed by a local b They would need to be energetic, interested in
reporter. people, careful, friendly, etc.
Woman Really? Are they going to be in the newspaper on c They would need to be well organised, have
Thursday? good communication skills, pay attention to
Man Yes, but I thought it came out on Mondays? details, etc. Check that students understand
Woman No, it’s Thursdays. I’ll make sure I buy it.
the difference between personal qualities
5 What time is the man’s sister on TV? (described in b) and skills (described here). You
Hi Jan. It’s Steve here. Do you remember I told you my can extend this by asking the students how the
sister’s going to do the weather forecast on TV? Well, skills are relevant to different aspects of the job,
she’s on tonight. It’s after the news which starts at 6
o’clock. So she’ll be on at about 6.30. It only takes about
e.g. They need to have good communication
five minutes, but she’s really nervous! Anyway, hope skills because the job involves talking to people
you’re OK. See you soon. a lot.
2 Ask students which questions are about the whole
text (1 and 5) and which are about specific parts of
the text (2, 3, and 4).

60 Unit 13
Key
1 B The title of the article could suggest that it
Grammar p99
JT
BCPVU
AXPSLJOH
JO
57
JO
HFOFSBM
SBUIFS
1 Key
than specifically about ‘working about a a no b yes
QBSUJDVMBS
KPC
JO
57
JF
BT
B
SFTFBSDIFS 

Point out to students that this shows the 2 For stronger students, you can explain how to
importance of reading the whole article, and avoid repeating the main clause in the second part
not deciding what the whole text is about of each sentence. Model some sentences, e.g.
just by looking at the title. He didn’t use to work in an office, but he works in
2 C Researchers have to find a studio audience an office does now.
and guests for quiz and chat shows (line
9), which would involve talking to lots of He used to work with actors, but he doesn’t work
people. Also, You can meet really interesting with actors now.
people … . (line 40). He didn’t use to have children, but he has children
In line 30, Louise says you go out and help now.
the rest of the team with the filming, so we He didn’t use to be married, but he is married
can eliminate A and D. Louise says that now.
there’s not a typical day at work (line 25), so
we can eliminate B. Key
3 A Louise says The research and communication a He didn’t use to work in an office, but he works
skills I learned at university were all I really in an office now.
needed (line 21), so A is the correct answer b He didn’t use to wear a suit, but he wears a suit
and we can eliminate D (as she already now.
had the research skills when she went to c He used to work with actors, but he doesn’t
Madrid). She studied Spanish at university work with actors now.
and worked at the BBC after her studies, so d He didn’t use to have children, but he has
we can eliminate B and C. children now.
4 B Louise advises Do any job, however boring, e He used to have long hair, but he hasn’t got long
and work on any type of programme (line 45). hair now.
This means the opposite of A and C, so we f He used to have an earring, but he doesn’t have /
can eliminate them. She doesn’t say that hasn’t got one now.
someone needs to learn languages to do the
g He didn’t use to use a camera, but he uses a
job (although she did so herself), so we can
camera now.
eliminate D.
h He didn’t use to be married, but he is married
5 D Both ‘working hard’ and ‘meeting people’
now.
are mentioned. We can eliminate A because
Louise says the job is often exciting (line 50) 3 Students can work in pairs, small groups, or as a
(but not ‘never boring’). She says You must whole class.
be able to work as part of a team (line 31), so Monitor them, and check that they are not saying
we can eliminate B. She does not state that
I am used to (or I’m used to) instead of I used to. If
all researchers will be able to travel round
necessary, explain the difference:
the world, so we can eliminate C.
I used to play football. (= ‘I played football in the
past but I don’t play it now.’)

I am used to playing football. (= ‘I am familiar

with playing football: I do it a lot.’)

As you are encouraging students to ask questions

with used to, you could also teach the expression
I still do. Explain that they can use this in replies,
when they are still doing the thing that the
questioner is asking about. For example:
‘Did you use to play tennis when you were younger?’
‘Yes, and I still do. I play every weekend.’

Unit 13 61
 Speaking p100 Writing p101
1 Key 1 This exercise helps to develop students’ ability
1 What / Who / Which 5 What to recognise synonyms (different words with the
2 Who 6 How many same meaning). Synonyms are regularly used in
3 What / Which 7 Where the exam, in Listening and Reading questions as
well as in Writing. When students are writing,
4 When; What
using a synonym can also help them to avoid
The expected answer for 7 is Where, but Who
repetition and to not copy the question.
would be grammatically correct.
2 The exercise encourages students to give full
Key
answers. Point out the expression That’s difficult, saw = watched
at the start of answer b. Explain that this sort of really good programme = fantastic documentary
expression is useful in the Speaking Paper as a was about = showed
way of getting some ‘thinking time’. You could something else = another programme
elicit or teach some other similar expressions, e.g.
2 You could explain that the synonyms don’t always
I’m not sure. mean exactly the same thing. A good example is
I need to think about that. d – 2: talked – chatted. To chat means ‘to have a
friendly, informal conversation’. So, for example,
Key we could say He chatted to his friends about his
a5 b2 c6 holiday but not He chatted to the doctor about his
3 Tell students to prepare by writing down some illness.
new questions before beginning the interview. Key
Check the questions the interviewers have written
a5 b6 c1 d2 e3 f4
down and, if there is time, get some of the pairs to
‘act out’ their interview in front of the whole class. 3 See if students can come up with their own words
Make sure they take turns being the interviewer before you let them use their dictionaries.
and the musician, and that they extend their
answers in the way they have been shown in the
Suggested answers
previous Speaking section and here. a loved
b tiny, little
c hilarious, really amusing
Vocabulary p101 d
e
famous
saw, realised
1 Ask students to think of examples of each type of f disliked, hated
programme from their own country.
Key
a wildlife programme e chat show
b documentary f quiz show
D
SFBMJUZ
57
TIPX
H
UIF
XFBUIFS
GPSFDBTU
d soap opera

62 Unit 13
14 Communicating
Lead in p102
2 Key
1 B The causative have something done is
1 Key FYQMBJOFE
JO
UIF
(SBNNBS
TFDUJPO
UIBU

1 telephoning follows.
2 leaving a message / a message board 2 C
3 texting 3 B Check that students understand these points:
4 talking / chatting Is there any change of getting a lift home


A$PVME
ZPV
ESJWF
NF
IPNF 
5 by post / sending a letter
I had my car taken to the garage (= ‘I arranged
6 emailing / instant messaging
for my car to be taken to the garage.’)
2 Discuss as a whole class. Ask students to answer it won’t be ready by this evening (= ‘it won’t
in complete sentences, using should and shouldn’t. be ready until after this evening’)
Check that students are using the correct verb 4 C Check that students understand:
with each of the ways of communication (e.g. send she’s having her eyes tested (= ‘she’s
an email; leave (someone) a note; have a chat; put arranged to have an eye test’)
up a notice).

Encourage them to give reasons for their answers,

as in the Example. Grammar p103
Suggested answers 1 Use concept questions to check that students
a You should leave them a note. understand how this structure works. For example,
b You should write an application letter and send in text 1, ask:
ZPVS
$7
:PV
TIPVMEOU
TFOE
BO
FNBJM Is Belinda painting her house herself? (No)
c You should have a face-to-face chat. You Who is painting it? (The decorators)
shouldn’t phone or send a note. Did Belinda tell them to paint it? (Yes)
d You should send them all an email.
e You should phone the receptionist. Point out that when we use this structure, we
f You should put up a notice or send an email. don’t always need to say who is doing the action.
For example, in text 3 Alberto doesn’t say that his
3 Ideas include texting, social networking sites, car was taken to the garage by one of the garage
e.g. Facebook and Twitter. Encourage students to employees, but we can understand this from the
try to explain how these ways of communicating context.
work. You could develop the ideas into non-verbal
communication, such as body language, signs and Key
signals, etc. I’m having the house painted (text 1)
a Belinda
b the decorators
Reading p103 I had my car taken to the garage (text 3)
a Alberto
1 Key b Someone from the garage
1 email She’s having her eyes tested at the optician (text 4)
2 note a Jess
3 email b the optician
4 note / telephone message
You can explain to students that they can use get
something done instead of have something done.

Unit 14 63
 2 Key Key
1 my hair cut 1 exams 4 5 minutes / five minutes
2 is having 2 clearly 5 70 / seventy
3 am having 3 friendly 6 say
4 had their house
Audiocript 25
5 am having
Hello, my name’s Robert Kyle. Thank you for inviting me
to your college. I’m here today to talk to you about how
to communicate in an interview.
Speaking p104 During your life, you will have all kinds of interviews.
There will be interviews for college and university places,
interviews for part-time jobs and full-time jobs and even
2 Get students to discuss in pairs or small groups,
interviews as exams. But all the tips I’m going to talk
then report back to the whole class. This leads in about today are useful in any of these situations.
to the Listening exercise, in which someone gives One of the key things to remember is how to speak
advice to students about having an interview. during your interview. If you’re nervous, you may speak
very quickly, so try to slow your voice down. Speak
Suggested answers clearly and remember the importance of body language.
You should speak clearly. You shouldn’t speak too Always make sure that you look at the interviewer. If
quickly or too quietly. there is more than one interviewer, make sure you look at
each one of them. This makes you seem open and honest.
You shouldn’t fold your arms or cross your legs. Smiling is always very positive as it suggests you are
You should wear smart clothes if it’s an office job. enjoying yourself and it makes you appear friendly and
You should smile. relaxed. Listen carefully when someone else speaks, for
example the interviewers or any other candidates if it’s
You should arrive on time. You shouldn’t be late.
an exam situation. A good speaker is also a good listener.
Finally, I want to give you some interesting statistics.
Most people decide what they think about a stranger
Listening p104 within five minutes of meeting them. According to
research, 70% of somebody’s impression is based on
2 Remind students to try to decide what type of body language and the way a person is dressed. The rest
is based on the way you speak and what you say. This
word is missing. is surprising, but important information. Thank you for
1 a noun – something you are interviewed for / in listening. In my next session, I will talk about why it’s
important to wear the right thing to an interview.
2 an adverb
3 an adjective
4 a period of time
5 a number
Grammar p105
6 a verb 1 Key
a to b so that c in order to
Point out the Tip, which applies to gaps 4 and 5.
You might also want to return to this question to 2 Point out the alternative form of the causative in
practise saying, and recognising the difference 10c, using get instead of have.
between, seventy and seventeen (and other similar
pairs of numbers).
Key
1C 2C 3B 4D 5C 6B 7B 8D
You could also point out the phrase the way you 9 A 10 C
speak and what you say. Ask students to say
which part of the phrase means ‘the words they
use’ (what they say) and which part means ‘how
they say those words’ (the way they speak). Ask
Speaking p106
students to give examples of different ways of 1 Because students can’t be sure about how people
speaking: quickly, slowly, quietly, nervously, etc. are feeling, they can use expressions like:
I think he’s feeling ...
He looks as if he’s feeling ...
He might / could be feeling ...

64 Unit 14
 Students are not expected to speculate in the to people) rather than using new language, as in
exam, but if they can it may give them more to say answer 2b. Answer 2b also shows knowledge of
about their photo. You could also focus on some of a wider range of structures and vocabulary than
the expressions used to describe how people are answer 2a.
positioned: they are leaning forward, she has her In answer 3b, the student’s answer is too short
arms folded, they have their backs to us. and does not really answer the question. This is
what is known as a hypothetical question. The
Suggested answers question asks Would you enjoy a job which ... ?,
Photo A which means the person answering has to imagine
I think it’s a cookery lesson. themselves doing that job; the fact that they have
There are three students and a teacher. The never tried that kind of job in real life is irrelevant.
students (two men and a woman) are wearing
blue aprons. It looks like a uniform so I think it’s
4 Make sure that students take turns asking and
answering and that they remember the four points
in a college. They might be in their twenties. The
in exercise 3.
teacher is wearing a white chef’s uniform and a
hat.
There are pots and pans on the stove, which is
between the students and the teacher. Vocabulary p107
The teacher is pouring some oil into a saucepan.
I think the students are feeling happy and are 1 Check that students understand the words in the
enjoying the lesson because they are all leaning list by asking them for sentences in the form:
forward and watching what the teacher is doing I’m ________ when / before / after … e.g.
and smiling. The teacher is smiling too, so I think I’m angry when I miss the bus in the morning.
she is enjoying the lesson as well.
I’m nervous before I take an exam.
Photo B I’m embarrassed when my phone rings in class.
I think it’s a lesson in a school.
There’s a woman standing in front of the class: You can also check they know the words by
she’s about thirty. She is wearing a blue cardigan asking them to find opposites, e.g.
and black skirt. She is watching one of the pupils, a cheerful / miserable; relaxed / nervous; confident /
boy who looks about 14 or 15, who is also standing frightened; excited / bored.
in front of the class. He is talking to the rest of the
class. I think it’s a talk he has prepared, because he Key
is holding some notes. A embarrassed C relaxed
We can see five other members of the class (girls B angry D delighted
and boys) facing the teacher and the boy giving the
talk. They are sitting at their desks and listening to 2 In several of the questions, more than one
the talk. adjective is possible. Use this to revise the topic of
I think the boy and his teacher are feeling happy synonyms covered in Unit 13 Writing.
because they are both smiling. I think the boy Suggested answers
might be feeling proud.
a confident / positive d delighted / excited
2 This exercise focuses on giving relevant responses. b excited e bored
c angry f happy / delighted
Key
1a 2b 3a 3 If you think students might be embarrassed to
talk about their personal life and experiences,
3 Get students to discuss this in pairs or small encourage them to give invented answers and let
groups, then review as a whole class. them discuss these questions in pairs and not as a
Key whole class.
In answer 1b the student is answering a different These questions would also make good topics for
RVFTUJPO
GSPN
UIF
POF
BTLFE
A%P
ZPV
MJLF
UBMLJOH 

writing.
PS
A%P
ZPV
UBML
B
MPU 
"MTP
JU
JTOU
MPOH
FOPVHI
In answer 2a the student begins by copying the
language in the question (I don’t mind talking

Unit 14 65
 Writing p107
5 Key
Hi Suzie, (optional comma)
1 This exercise focuses on writing content relevant Thanks for your last letter. You told me / said that
to the title given. you went to an 18th birthday party. It sounded
great!
Key I went to a really good party two weeks ago. It was
b a surprise party for my parents to celebrate their
2 Key 25th wedding anniversary. We had a fantastic meal
and afterwards there was music and dancing. The
badly, immediately, desperately, slowly, calmly best bit for me was probably the food. I always love
3 Suggested answers eating! The worst bit was that we ran out of coke
and I had to drink water.
1 loudly, lazily 4 nervously, anxiously
I hope we can go to a party together one day.
2 slowly 5 fast, quickly
Bye for now.
3 Suddenly
Love
Claudia

Review 4 p108–109
1 Key
1 c 5 a, b, c
2 a, b 6 a, b, e
3 a, c 7 c, d
4 b, c, e 8 a, b, e
2 Key
a up e down
b out f up
c off g up
d on
3 Key
1B 2C 3A 4C 5A
6 A 7 C 8 D 9 D 10 A
4 Key
a Sam asked me if I was enjoying my course.
b No-one in the class works harder than Henry.
c I am having / getting my bike fixed at the
moment.
d Lisa said that she would see me the following
week.
e If I finish my homework, I can go shopping.
f Nobody in my family eats as healthily as me.
g I didn’t use to like school when I was a child.
h We had / got some trees planted in our garden
last week.

66 Unit 14