Scope and sequence

GRAMMAR VOCABULARY PRONUNCIATION

7 Inspiration
for change
defining relative
clauses; used to
understanding different
the environment accents; understanding
elision (1): used to
Pages 82–93

ng
ni
8 The world

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present perfect and saying the final /n/ sound;
of work past simple; yet, just
and already
jobs understanding linking
sounds: /w/ and /j/

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Pages 94–105

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9 hi
saying long and short
Health and second conditionals;
ap sounds (3):
happiness must, have to,
should
health /ɔː/ and /ɒ/; understanding
elision (2): negative
Pages 106–117
auxiliaries
gr
eo

10 Entertainment
G

understanding the past

Pages 118–129 past perfect; articles film and TV perfect; saying words
starting with /str/
l
na
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11 Challenges
at

reported speech; adjectives understanding connected

Pages 130–141 can, could, be to describe speech: told; saying /tʃ/
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able to emotions and /dʒ/

©

12 Technology
Pages 142–153
passives; modals
of prediction and
possibility
technology
saying final -s sounds;
saying final consonants:
/g/ and /k/

6
 COMMUNICATION CRITICAL
READING LISTENING WRITING USEFUL LANGUAGE
SKILL THINKING

a conversation
five texts about talking about things
about cleaning up a blog post; using
important inventions; finding that inspire you;
the environment; paragraphs and persuading people
finding meaning (2): connections persuading people;
predicting the topic sentences
using definitions introducing topics
content

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ni
using positive
an article about the

ar
an explorer talks a CV; proofreading making a good combining language at an
changing world of
about her work; and checking impression at an information from interview; writing
work; understanding
making mind maps information interview different sources about your skills

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cause and effect
and experience

c
hi
an explorer talks reflecting on
an article about
about his health; an online diary; how things make
living without
staying positive keeping the reader
ap
saying ‘no’ when you
us feel; finding saying ‘no’ politely
pain; identifying need to
when you don’t interested positives in
supporting examples
understand negative situations
gr
eo

an explorer talks
showing that
G

two folk tales; about what he does

a review; giving showing you value identifying the a relationship
understanding for entertainment;
opinions people moral is important;
sequence in a story listening for general
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describing a show
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meaning
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four different text an explorer talks

at

connecting a
types about social about working in
a report; writing topic to personal asking for help;
media challenges; extreme conditions; asking for help
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factual information opinions and writing reports

recognizing genre listening for
experiences
and message signposts
©

an article about art explorers talk about an online returns managing a

and technology; technology; taking form; giving taking turns on a drawing group video call;
recognizing notes when you only necessary group video call conclusions describing a
paraphrase listen information problem

Reflect and review Page 154 Grammar reference Page 166 Extra speaking tasks Page 180
Vocabulary reference Page 160 Irregular verbs Page 178 Audioscripts Page 183

7
 UNIT 7
Inspiration for
change

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UNIT GOALS
7A Reading and speaking

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• use definitions to find meaning in
a text; find connections between

ar
pieces of information; talk about
inventions

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7B Listening and grammar,
pronunciation, speaking

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• listen to people talking about

hi
things that inspire them; use
defining relative clauses to ap
describe a person, place or thing;
understand different accents

7C Listening, vocabulary,
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grammar, pronunciation and

speaking
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• listen and predict the content of a

conversation; talk about protecting
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the environment; talk about past

habits with used to; understand
elision in fast speech
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7D Speaking 82
• understand different ways to
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persuade people and practise

persuading someone
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7E Writing
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1 Sample answers
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• use paragraphs and topic • Optional step Ask, What does 2 The title and material suggest that the
sentences; practise ways of ‘Inspiration for change’ mean? (= a artwork is a warning about the future. If
introducing topics; write about an positive reason or example that makes we continue to pollute the environment,
©

inspiring role model you want to change things) What people a disaster will happen.
or events have inspired you to change?
Photocopiable resources ABOUT THE PHOTO
• Students work in pairs and discuss
Communication activities: pp. 235–236 the questions. In feedback, read the ‘Strawpocalypse’ (a play on ‘straw’
Vocabulary activity: p. 254 caption and explain ‘Strawpocalypse’ and ‘apocalypse’) was created by
Grammar activities: p. 274–275 (see About the photo). Vietnamese installation artist Von Wong.
Pronunciation activity: p. 294 • Optional step Before students speak, It is 3.3 metres high, 11 metres wide
Mediation activity: p. 310 use the photo on the page to elicit and and took six months to construct. The
teach key words: (drinking) straws, artwork highlights the issue of plastic
Workbook
bucket, artwork, sculpture, art gallery, waste pollution. Plastic drinking straws
Unit 7 pp. 46–51 are impossible to recycle and do not
plastic, waste.
biodegrade. In many countries their use is
now banned.
116
 7
Inspiration for
you and you can try again.’ They really
supported me and inspired me to become
a marine scientist – to do something I care
about.

change
When I was growing up, I never noticed
plastic pollution on the beaches where I
lived. I always used to draw in the sand
for hours with a stick or a small stone.
GOALS However, now I go back to the same
• Use definitions to understand short texts beaches and I notice plastic everywhere.

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• Use relative clauses to define people and things
• Talk about the environment
Rather than do nothing and watch it get
• Predict the content when listening to a story worse, I want to fix it.
• Persuade others to use your ideas
I’m very happy that my research has

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• Write about someone who inspires you
helped to stop the use of microbeads – tiny
1 Work in pairs. Discuss the questions. pieces of plastic that could be damaging

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1 Look at the photo. What does it show? to animals, humans and the environment.
2 What do you think the artist is trying to say about Many beauty companies all over the world
the future?

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used to put them in facial scrubs and
3 Can you think of any works of art that communicate
messages about the future? shower gels. My research showed how
dangerous they are and helped change
WATCH the laws in many countries. I am currently

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2 7.1 Watch the video. Answer the questions. researching how many microplastics come

hi
NATIONAL GEOGRAPHIC EXPLORER
off clothes in the washing machine and
ap how to stop them going into the ocean.
I would like to inspire everyone to do
one thing, such as saying no to a plastic
her parents
bottle. I think it would have a huge
gr
IMOGEN NAPPER
and seeing positive impact on our environment.
plastic on Plastic pollution is a huge problem but by
1 Who or what inspired Imogen to be a scientist? the beach
working together, it can be fixed. I hope I
eo

2 What kind of science does she do? She‘s a marine scientist.

3 What example does Imogen give for how we can can inspire more people to make a positive
change the world? Say no to plastic bottles. difference in the world!
3 Make connections. What has inspired you to do
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A boy walks through ’Strawpocalypse’, an

artwork made from 168,000 drinking straws what you do (or want to do)? How do you think 3
from the streets of Ho Chi Minh City, Vietnam. we can change the world? • Ask students to work with a new
partner or in small groups. Set a five-
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© Benjamin Von Wong | [Link] | Strawpocalypse

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minute time limit for the discussion.

83
Extra activity
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If students are short of ideas for Exercise

3, write this list on the board and ask
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students to say which change is the most
Extra activity • Students compare answers in pairs important and why:
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before checking as a class. stop using coal

Ask students to imagine being a visitor
stop cutting down forests
at the ‘Strawpocalypse’ exhibition and
stop eating meat
to describe the experience. Use these
©

VOCABULARY NOTES stop transporting oil

prompts: I’m standing in … I can see …
aim for the stars /eɪm fə ðə stɑːrz/ = be stop using plastic bags
I feel …
very ambitious
positive impact /ˈpɒz.ə.tɪv ˈɪm.pækt/ = a ABOUT THE EXPLORER
WATCH change for the better
IMOGEN NAPPER is a British marine
2 7.1 scientist who specializes in plastic
• Optional step Point out science VIDEO 7.1 pollution. She has been working to
(subject) and scientist (person). Key identify technology that can catch the
Imogen: My parents always told me to do
words from the video to pre-teach what I love, even if it’s different to what tiny plastic fibres that enter the water
include: marine (= connected to the sea), everyone else is doing. I remember my when clothes are washed.
pollution and microplastics. dad always saying ‘aim for the stars, and
• Play the video. Students note answers. if it doesn’t work, the clouds will catch

117
LESSON 7A
7A
Life-changing inventions
LESSON GOALS
• Use definitions to find meaning in a text
• Find connections between pieces of information
• Talk about inventions

LESSON GOALS
• READING The main aim is to guide READING 6 Look at the Critical thinking skill box. Then work
students to look for definitions 1 Work in pairs. Look at photos A–E on page 85.
in pairs to answer questions 1–5.
in a text to work out what new Answer the questions. CRITICAL THINKING SKILL
Finding connections
words mean. They practise finding 1 What does each invention do?
2 Where do you think each inventor got their idea? Finding connections between pieces of
connections between pieces of
information helps us think about how things
information so they can see what is 2 Match these words from the texts on page 85
are similar or different. You can read different stories
with the definitions.
similar or different in each text. and compare …
• when each story happened and what the exact
• SPEAKING The speaking aim is to accidentally create glue weak wipe
facts of the story are.
talk about and compare inventions. • how and why things happened.
1 clean or dry something by moving something soft

ng
over it wipe 1 Which three inventions happened around the
2 a sticky material that holds things together glue same time?
READING 3 make (something) create
4 by mistake accidentally
2 Which two inventions happened over a hundred

ni
years apart?
5 not strong weak 3 Which inventions did someone discover
ABOUT THE TEXT 3 Quickly read about each invention. Check your accidentally?

ar
answers to Exercise 1 and match the photos 4 Which inventions did someone else improve?
The text type is an informative magazine (A–E) to the texts (1–5). 5 Which inventions keep people safe?
article. It describes the inspiration behind 4 Read the texts again. Which inventor … 7 Read the texts again. Can you find any other

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the invention of five things that are now in 1 designed a digital home helper? Rohit Prasad similarities or differences? Discuss your ideas.
common use. The text is divided into five 2 used Spencer Silver’s invention to help him when
SPEAKING
short sections, each of which describes one he was reading? Arthur Fry
Charlotte Bridgwood
3 improved the design for windscreen wipers? 8 Work in pairs. You are going to look at some
of the five inventions.

c
4 made something to help people cross the road and other inventions.
The original series of Star Trek ran from

hi
get on trains? Seiichi Miyake Student A: Go to page 180.
1966 to 1969 on American TV. Since the 5 created a material now used for safety clothing? Student B: Go to page 182.
Stephanie Kwolek
1980s, there have been numerous films 5 Look at the Reading skill box. Then underline the
and spin-off TV series. It tells the story of
ap
definitions of windscreen, Alexa, tactile paving,
9 Work in pairs. Look again at the inventions in
Exercises 1 and 8. Which do you think is the most
the crew of the Starship Enterprise as it Kevlar and adhesive in the texts. important? How do you think these products
might change or improve in the future?
explores space. READING SKILL
gr
Finding meaning (2): using definitions 10 Think of some everyday problems. What
1 To help you with new words and phrases invention could help solve them?
eo

in a text, look for definitions. Sometimes My friend uses a wheelchair. Some metro stations
• Optional step Ask students to point punctuation, such as: have no lift. It would be great to invent a wheelchair
out life-changing inventions in the • commas ,..., • quotation marks ’...’ that climbs stairs.
classroom (e.g. the whiteboard, phones, • brackets ( ) • dashes –
can show us where the definition or a synonym is.
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laptops, etc.). Ask, Why are these People used to rub out – or erase – pencil marks ...
inventions important or life-changing? Or the definition might be in the sentence before
or after the word/phrase.
• Start by reading out the captions to each
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EXPLORE MORE!
na

photo and making sure students are

Are there any other inventions you want to know more about?
familiar with the inventions. You may 84 Look online and share the information with the class.
need to explain that Alexa is a home
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assistant computer, that kevlar is a type

of strong, plastic material, and that
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tactile means you can feel it easily. 43118_U07_082-[Link] 84 1/18/22 10:45 AM

• Students discuss the questions in personalized check questions: If you do Kevlar – a material used in tyres, boats,
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pairs. Set a three- or four-minute time something accidentally, do you want brakes, safety clothing (hard hats and
limit. In feedback, elicit ideas from to do it? What have you used glue for boots)
different pairs.
©

recently? What do you use to wipe Tactile paving – helps visually impaired
Answers plates? people walk along the street / use public
Don’t give answers yet – see Exercise 3. transport.
3 Post-it® Notes – for notes and for keeping
2 • Students skim and check predictions. places in books.
• Elicit the first answer to get students Make sure students do this correctly by Alexa – helps people buy things online /
started. Students match words and setting a short time limit (three minutes). turn on music.
definitions individually. Let students 2 Where do you think the inventors got the
Answers
check with a partner. idea for each product? Windscreen wiper –
1 What does each invention do?
• In feedback, show or write up the Windscreen wiper – cleans front window tram had to keep stopping so driver could
correct answers so students can check. on a vehicle so driver can see when it’s clean snow from windscreen.
• Optional step Check students’ raining or snowing. Kevlar – by accident – trying to improve
understanding in feedback by asking tyres

118
 Answers
windscreen: Its large front window
Alexa: one of many home assistants, such
A Post-it® Notes B Kevlar C Alexa D tactile paving as Apple’s Homepod and Google Home,
which help people to turn on music, find
3 People used Seiichi Miyake’s ‘tactile paving’ for the first information and buy things online
How did they time in 1967. After one of his friends lost their sight,
Miyake wanted to help blind and visually impaired people
to walk along the street and get onto trains easily. Thirty
tactile paving: raised yellow paving blocks
Kevlar: – a very light plastic material, which
think of that!? years later, many countries made it law to have Miyake’s
raised yellow paving blocks at all train stations and
pedestrian crossings. D
is five times stronger than the strongest
metal and doesn’t catch fire.
adhesive: a really strong glue
4 In 1968, Spencer Silver was trying to make a really strong
1 In 1902, Mary Anderson was travelling by tram in the
glue for the plane industry. Instead, the adhesive he

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snow. The driver had to frequently stop, get out of the
made was a very weak one, but he found it could hold
tram and wipe the snow off the windscreen. Its large
two pieces of paper together and didn’t make a mess.
VOCABULARY NOTES
front window was covered in snow again in seconds.
Anderson had the idea to make a wiper to clean the
Nine years later, Silver’s co-worker, Arthur Fry, used frequently /ˈfriː.kwə[Link]/ = very often

ni
the glue to stick small pieces of paper into his book so
windscreen that the driver could control from inside
the vehicle. In 1913, Charlotte Bridgwood improved the
he could easily find the correct page. In 1980, 3M, the protective vests /prəˈtek.tɪv vests/ =
company where Fry and Silver worked, started selling
clothing that is thick and worn on the

ar
design and made it electric. E
these Post-it Notes. A
upper body – it can stop a bullet or
5 Rohit Prasad is the engineer who created Amazon’s
2 In 1965, research scientist Stephanie Kwolek was trying knife

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Alexa, which was first sold in 2014. Alexa is one of
to find a way to improve tyres, when she accidentally
many home assistants, such as Apple’s Homepod and
created Kevlar – a very light plastic material, which is
Google Home, which help people to turn on music, find visually impaired /ˈvɪʒ.u.ə.li ɪmˈpeəd/ =
five times stronger than the strongest metal and doesn’t
catch fire. We now use Kevlar in hundreds of products,
information and buy things online. A popular 1960s having problems seeing
television programme called Star Trek inspired these
such as vehicles, sports equipment and mobile phones;

c
also, importantly, in clothing that saves lives, such as
inventions. The main characters in the show live on a pedestrian crossing /pəˈ[Link].ən ˈkrɒs.
spaceship in the future and have conversations with the
ɪŋ/ = a place where people can cross

hi
hard hats, boots and protective vests for police officers. B
ship’s computer. C
ap the road
inspired /ɪnˈspaɪəd/ = gave someone
the idea
gr

6
eo

• The Critical thinking skill box aims to

help students compare the information
in texts to find connections. For example,
G

with these texts, they might compare

E windscreen wipers and find that the inspiration for two
different inventions was similar, or that
l

two inventions happened at more or less

na

85 the same time.

• Read through the Critical thinking skill
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box and ask students to listen, or read

silently before asking a check task: Give
at

43118_U07_082-[Link] 85 1/18/22 10:45 AM

an example of a connection you might
find in two texts. (e.g. the same year).
Tactile paving – friend lost sight and 5
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inventor wanted to help • Ask students to answer the

• Read out the information in the Reading questions, then check with a partner. In
Post-it® Notes – by accident – trying to skill box. feedback, elicit answers and write them
©

make a really strong glue for the plane

• Students work together to find clearly on the board.
industry
and underline answers. In feedback,
Alexa – Star Trek TV programme. Answers
point out how the definition of Kevlar
1 Kevlar, tactile paving, Post-it® Notes:
4 is introduced by a dash, and that the
1965, 1967, 1968
• Read through the questions with your definition of adhesive comes before the
2 newest: Alexa (2014), oldest: windscreen
class. Check key words: designed = word (in the previous sentence).
wipers (1902)
planned and made; improved = made • Optional step You may wish to ask 3 Post-it® Notes, Kevlar
better; created = made (new). students to work out the meaning of 4 Windscreen wipers: Charlotte
• Students read and note answers. Let other words in the text from context (see Bridgwood improved the design;
students compare answers in pairs. the Vocabulary notes). Post-it® Notes: Arthur Fry used Spencer
Silver’s glue
5 windscreen wipers, tactile paving, Kevlar

119
7 • Optional step Extend the speaking by having students
• Ask students to research the texts and share answers with a discuss the ideas in groups of four (by putting pairs together).
partner. Elicit ideas from different pairs. Students have to agree on a list of the most important
inventions.
Sample answers
1 Mary, Charlotte and Stephanie were women inventors at a time 10
when it was unusual for women to be making inventions. • Start by eliciting problems students can think of (see Sample
2 Kevlar and Post-it® Notes are used for something the inventors answers below). Then ask students in pairs to prepare their own
didn’t intend them to be used for. ideas. Set a five-minute time limit. In feedback, elicit ideas from
3 Stephanie, Spencer, Arthur and Rohit were working for different pairs.
companies when they made their inventions.
4 Vehicles use windscreen wipers and Kevlar. Sample answers
Here are some ideas:

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Extra activity 1 1 a microwave that cools things down instead of heating
Write Mary, Charlotte, Stephanie, windscreen wipers, Kevlar, things up
Arthur, Seiichi, Spencer, Rohit, Post-it® Notes, tactile paving and 2 medicine that is really tasty

ni
1960s on the board. Ask students to cover the texts or close their 3 completely waterproof mobile phones
books. In pairs, students ask each other what they remember 4 ketchup that you can easily remove from your clothes

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about the people and things on the board (e.g. What does the 5 windscreen wipers for glasses
text say about Mary / tactile paving?). They must try to remember Extra activity

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information in the texts to answer.
Write the list below on the board (or copy or dictate it). Ask
students to decide in pairs or groups if the invention is a good
Extra activity 2 idea and to describe exactly how it might work:

c
Revise vocabulary and passive structures and get students to A device for not dropping your book in the bath.

hi
summarize the texts by writing the following phrases on the board A bookmark that points to exactly where you were on the page.
and asking them to complete the sentences with information from A device for cutting onions into small pieces.
ap
the texts: Slippers that light up at night.
... was designed by …
... was created by … EXPLORE MORE!
gr
... was inspired by … How you exploit Explore More! will depend on internet access in
... was improved by … your classroom. If you have none, set this as a homework task.
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... is used by … You could ask students to research an invention and present their
... is sold by … findings to the class in the next lesson.
Inventions with unusual inspirations from nature (which students
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SPEAKING could search for using key words):

The boxfish inspired the Mercedes Benz bionic car
8
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Butterflies inspired IMOD (a technology that uses the reflection

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• Organize the class into pairs. It is a good idea to mix of light on a surface to produce different colours) – it is used by
students at this point so they get to speak to different class mobile phones.
members. Ask students to decide who is A and who is B. Swifts (a type of bird) inspired micro air vehicles.
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• Ask students to read their task and text carefully (A reads the The bill of a kingfisher inspired the design of the nose of the
task on page 180; B reads the task on page 182). Japanese bullet train.
at

• Give students one minute to think of the inspiration behind the

See Workbook pages 46–47 for extra practice (Reading).
three items in the pictures in their task.
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• A presents their ideas, then listens to B’s descriptions of the

inspiration behind each invention. Then B presents their ideas
©

and listens to A’s descriptions of the inspiration behind each

invention.
• In feedback, ask students what surprised them about the
inspiration behind the inventions. Ask if there are any
connections between the stories.

9
• Students compare and discuss the inventions. You could ask
students to choose and order a top five. Set a five-minute time
limit. In feedback, elicit ideas and opinions.

120
LESSON 7B
LESSON GOALS
• LISTENING AND GRAMMAR The main aim is to practise using defining relative
clauses to describe a person, place or thing. The grammar is contextualized in texts in
which people talk about a story, a place and a person that inspire them.
• PRONUNCIATION Students listen and try to understand different accents.
• SPEAKING The speaking aim is to have students talk about people, places and things
that inspire them.

LISTENING AND GRAMMAR Zena: A person who inspires me is Edwina Brocklesby. She started
running at 50 and did an Ironman triathlon at the age of 74.
1

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Imagine swimming 3.8 kilometres, cycling 180 kilometres and
• Optional step Start by writing What inspires you? on the then running 42 kilometres! She’s amazing! I’ve just finished the
board. Explain that if someone or something inspires you, they book that she wrote.

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make you want to do something, or give you ideas, or make
you dream of doing great things. Elicit ideas from students. VOCABULARY NOTES

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A possible list might include: a good teacher, a celebrity role waste collectors /weɪst /kəˈlek.təz/ = people who pick up
model, a person who is similar to them who has become a rubbish from outside your home

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scientist, a politician or leader, a novel they read, a song they
heard, an article they read, a place they visited, a speech or rubbish bins /ˈrʌb.ɪʃ bɪnz/ = where you put your rubbish (trash
demonstration. cans in US English)
• Students discuss questions about the photo in pairs or hike /haɪk/ = walk long distances

c
small groups. In feedback, ask a few students for ideas.

hi
runs alongside /rʌnz əˌlɒŋˈsaɪd/ = goes next to
Sample answers
Students may suggest: The man is in a library, choosing a book. triathlon /traɪˈæθ.lɒn/ = a long distance race in which you
ap
Perhaps they were inspired by a book / by learning to read / by swim, cycle then run.
studying in a library
3
gr
Answers are provided after Exercise 2.
• Students read the Grammar box and complete the tasks. In
2 7.1
feedback, check understanding by asking check questions: Do
eo

• Optional step Preview the text by saying that the three you use ‘who’ or ‘which’ for people? (who) Can you use ‘that’
speakers are inspired by a place, a story and a person. to give information about a place? (no).
Alternatively, you could make this the first listening task. Tell
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students to cover the text and just listen. Set this task: Who is
GRAMMAR NOTES
inspired by a place, who by a story, who by a person?
The emphasis, at this low level, is on recognizing when to use
• Play the audio. Students listen and read and note answers.
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who, which or where when joining two clauses. Note that in

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Let students compare answers in pairs before checking as a

many languages the choice of pronoun depends on whether
class.
the subject or object replaced is plural or singular, or masculine,
• Optional step Ask students to underline new words in the text
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feminine or neuter. So, the idea of person, thing or place

and check their meanings (see the Vocabulary notes). may be new to students and hard to grasp. Ask students to
at

Answers compare with their first langage to see how English differs.
In the photo, the man is in a library opened by Turkish waste Be aware that relative pronouns can replace subjects or objects:
collectors for the local community.
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She inspires me A person who/that inspires me is …

Alem is inspired by the story because it has helped the local
community. I like her A person who/that I like is …
©

Beatriz is inspired by a place (Lake Falkner in Argentina).

Be aware that we can omit the pronoun when it replaces the
Zena is inspired by a person (who runs triathlons) and her book
object:
(her name is Edwina Brocklesby).
AUDIO 7.1 I’ve just finished the book that she wrote.
Alem: A story that inspired me was one I read about some Turkish
For further information and practice, see Grammar reference
waste collectors who opened a library with books that they found
Unit 7B on page 172 of the Student’s Book.
in rubbish bins. They first shared the books with friends and
family, but soon they had 6,000 books, so decided to share them
with the local community. They think it’s wonderful.
4
• Elicit the first answer to get students started. Students
Beatriz: The place where I feel inspired is Lake Falkner in compare completed sentences in pairs.
Argentina. It’s absolutely beautiful and very peaceful. I go there
to hike, and my favourite place to stop and look at the view is the • In feedback, encourage students to justify answers (see the
beach which runs alongside the lake. Grammar notes).

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LESSON B
7B
LESSON GOALS
• Understand people talking about things
that inspire them
• Use defining relative clauses to describe a

GRAMMAR NOTES Something that inspires me person, place or thing

• Understand different accents

1 which refers to thing

2 who refers to person
3 which refers to blog post
4 where refers to beach (a place)
5 that refers to person
6 which refers to something

5
• Optional step You may want students
to think of ideas first. Tell them to think

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of and write examples in the gaps in
sentences 1–5. Once students have
ideas, tell them to underline the word

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LISTENING AND GRAMMAR
that will be replaced by the pronoun ‘A story that inspired me was one I read about
(e.g. it in sentence 2). 1 Look at the photo. Work in pairs. Where is the some Turkish waste collectors who opened a library

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man and what is he doing? How do you think he with books that they found in rubbish bins. They
• Ask students to rewrite might have inspired someone? first shared the books with friends and family, but
sentences. Let students compare answers

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2 7.1 Listen to and read about three people: soon they had 6000 books, so decided to share
in pairs or small groups. Alem, Beatriz and Zena. Find out the answer to them with the local community. They think it’s
Exercise 1. What inspires the other two people? wonderful.’
• In feedback, ask students to justify Alem
3 Read the Grammar box. Are sentences 1–3
answers. A common error is to leave in about people, places or things? Circle the

c
the object pronoun (e.g. … which I think relative pronouns.

hi
you should read it) – point this out if ‘The place where I feel inspired is Lake Falkner
GRAMMAR Defining relative clauses
necessary. in Argentina. It’s absolutely beautiful and very
A clause is part of a sentence. Use defining relative
Answers
ap
clauses to give important information about a
peaceful. I go there to hike, and my favourite place
person, place or thing. Use relative pronouns who/ to stop and look at the view is the beach which
1  is an amazing person who (or that for people, which/that for things and where runs alongside the lake.‘
that) taught me so much. for places. Beatriz
gr
A person who inspires me is Edwina Brocklesby.
2  is a book which (or that) I think I’ve just finished the book that she wrote.
you should read. The place where I feel inspired is Lake Falkner.
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‘A person who inspires me is Edwina Brocklesby.

3  is a place where I like to go
She started running at 50 and did an Ironman
and relax. Go to page 172 for the Grammar reference.
triathlon at the age of 74. Imagine swimming
1 The books that are in the library are all from
4  is a food which (or that) I eat 3.8km, cycling 180km and then running 42km!
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rubbish bins. thing

every day. 2 The beach where Beatriz likes to enjoy the view is
She’s amazing! I’ve just finished the book that
she wrote.’
5  has a spectacular view which on the shores of Lake Falkner. place
Zena
(or that) you need to see. 3 Edwina is the woman who did a triathlon. person
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6 86
• Read through the Useful language
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box with your class. Point out the verb

patterns (inspire (s.o) to do; make (s.o.)
at

do; remind (s.o.) of + -ing). Explain

43118_U07_082-[Link] 86 1/18/22 10:45 AM
that remind = makes you remember or
think of. For additional practice, refer to the • In feedback, ask students what they
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Grammar activity on page 274 of the noticed about each accent.

• Ask students to prepare sentences.
Teacher’s Book.
Monitor and help with ideas and
©

vocabulary. PRONUNCIATION NOTES

• Students compare sentences in pairs. PRONUNCIATION 1 A Scottish accent. Notice the rolled ‘r’
sound and short vowel sounds.
Extra activity 7
• Read through the Clear voice box with 2 A Latin American accent. Notice the
Ask students to think of the following and
your class. In feedback, discuss which pronunciation of ‘wh’ and ‘h’ – Spanish
tell their partner:
accents students find difficult. speakers make these hard sounds. ‘i’
A film which makes you cry
may be pronounced as a long vowel
A day that you’ll always remember 8 7.2 sound.
A person who you only met once but • Play the audio. Students listen and
remember well tell their partner which accent was most 3 A Turkish accent. Some Turkish
A place where you went on holiday similar to theirs. speakers may make the following errors
with consonant sounds: /v/ instead of

122
 4 Choose the correct option to complete 1 A song which/that makes me think of
the sentences. is because … • Optional step Before interviewing
1 The thing who / which reminds me of camping A song that makes me think of my sister is ‘I
need U’ by BTS because it always makes her their partner, ask students to ask you
holidays is walking on grass with no shoes on.
2 She is the person who / which inspired me to want to sing! questions about people, places and
volunteer. 2 A person who/that helped me things in your circles (which you could
3 I saw a blog post on social media which / who is because ...
where
put on the board). This models the task.
gave me the idea to walk across China. 3 A place I feel is
4 That’s the beach which / where I got the idea to because …
write the poem I sent you. which/that
Extra activity 1
4 The weather makes me want to
5 The person that / where makes me want to travel is because … As an alternative to Exercise 10, ask
to India is my friend Arminder.
6 Something where / which relaxes me is the sound
students to mingle round the classroom
PRONUNCIATION
of rain. and speak to three or four students before
7 Look at the Clear voice box. Which accents do sitting down in pairs or groups to share
5 Change the two sentences in 1–5 into one
you find difficult to understand?
sentence, using a relative clause. Complete each information about three or four people.

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sentence to make it true for you. You might CLEAR VOICE
need to remove pronouns. Understanding different accents
1 is an amazing person. They The majority of English speakers in the Extra activity 2
taught me so much.

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world did not grow up in an English-speaking
My aunt is an amazing person. They who taught country. There are many different ways to speak Tell students to work in pairs or small
me so much. English. It can help your understanding of English to groups to make a vocabulary quiz using

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2 is a book. I think you should read listen to lots of different accents.
the three question starters below:
it.
3 is a place. I like to go and relax
8 7.2 Listen to the sentence below said in four What is the name of the place where …?

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different accents. Can you hear the differences? What do you call the thing that you use
there.
Which is the most similar to your accent?
4 is a food. I eat it every day.
The place where I feel inspired is the lake near
to …?
5 has a spectacular view. You need
my house. What do you call a person who …?
to see it.
Elicit one or two possible questions to start

c
6 Look at the Useful language box. Then complete SPEAKING
sentences 1–4 about you using who, where,
(What is the name of the place where …

hi
which or that. 9 Copy the circles into your notebooks and you can buy bread / doctors and nurses
complete them with one or two word answers work?). When students have prepared six
about people, places and things that inspire you.
Useful language Talking about things that
inspire you
ap questions, put groups together to test each
Things that give you ideas Places other with their questions.
People Things
It inspired me to (learn to play the guitar). (e.g. teachers, (e.g. streets,
(e.g. books,
gr
It gave me the idea to (start my own business). actors, musicians, towns, lakes,
paintings, films, For additional practice, refer to the
writers, artists) mountains,
Things that make you feel emotions buildings)
songs) Mediation activity on page 310 of the
It makes me want to (party / laugh). Teacher’s Book.
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It makes me feel (happy / like singing).

10 Work in pairs. Ask and answer questions about
Things that make you remember the past why you wrote each word. Use defining relative
It reminds me of (my childhood / visiting Japan).
EXPLORE MORE!
clauses and the Useful language.
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It makes me think of (winter mornings /

being ten).
A: Why did you write ‘Joe’s cafe’? How you exploit Explore More! will depend
B: Joe’s café is a place where I go to relax. It reminds
on internet access in your classroom. If you
me of a little café in my home town.
have none, set this as a homework task.
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EXPLORE MORE!
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Find out more about the library in Turkey. Search for ‘Turkish + rubbish collectors + library‘. Students might find the following extra
87 information:
The library is housed in a former brick
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factory.
It now has over 25,000 fiction and
at

43118_U07_082-[Link] 87 1/18/22 10:45 AM nonfiction works, sorted into 17

/w/, /d/ instead of /ð/, /z/ instead of /s/, • Provide three or four minutes categories.
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for example. They often replace long preparation time for students to think of People now donate unwanted books to
vowel sounds (the sounds in place, feel ideas and let students compare ideas in add to the library.
pairs. Monitor and help with ideas and It is in a suburb of Ankara (the capital).
©

and near above, for example) with short

sounds. vocabulary. You can borrow books for two weeks.
It is popular with local schools, who visit.
4 A North American accent. Notice the 10
long vowel sounds. • Organize the class into new pairs. See Workbook page 48 for extra practice
Ask pairs to interview each other about (Grammar, Pronunciation).

SPEAKING the information in their circles.

• As students speak, listen carefully and
9 note errors. At the end, in feedback,
• Model the activity by copying the circles write on the board three or four errors
on to the board and writing examples you heard while students talked and ask
that have inspired you (for example, students to correct in pairs.
under Places, you could write Lake Erie,
Grand Central Station).

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LESSON 7C
7C
An inspiring story
LESSON GOALS
• Predict the content of a conversation
• Talk about protecting the environment
• Understand elision
• Talk about past habits

LESSON GOALS
• LISTENING A main aim is to develop SPEAKING LISTENING SKILL
Predicting the content
the skill of predicting the content of a 1 Work in pairs. What plastic do you often throw
conversation when listening. Listening is easier when you have an idea
away at home or in your workplace?
of what it might be about. You can look at
• VOCABULARY Students use relevant 2 Work in pairs. Look at the infographic. What the pictures, headings and infographics around the
do we throw away in huge quantities across listening task to think about what it might be about.
vocabulary to talk about protecting Talking with someone about the things that you
the world? Do you find any of the answers
the environment. surprising? plastic products already know about the topic can help too.

• GRAMMAR A further main aim is to 4 7.3 Listen again. Answer the questions.
LISTENING
practise used to / didn’t use to when 1 What is Musa upset about?
talking about past habits. 3 7.3 Look at the Listening skill box. Then 2 Who worked for no money at the beach?

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look at the photo. Work in pairs. What is 3 What does Musa think people need to do to stop
• PRONUNCIATION AND SPEAKING the man doing in the photo? What might be plastic pollution on the river?
Students understand elision when the connection between the photo and the 4 What do Musa and Marjan do to use less plastic?
speakers talk quickly; students infographic? Listen and check. 5 What does the story inspire them to do?

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describe past habits and things that
were true in the past. All the plastic the world doesn’t recycle

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We buy 1 million plastic drinks bottles every
minute around the world.

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SPEAKING Afroz Shah,
Versova beach,
1 Mumbai, India. We made 24.2 billion
pairs of shoes worldwide in 2018.
• Optional step Brainstorm plastic

c
objects to the board (see Sample
The US threw away 1 billion

hi
answers below). used toothbrushes in 2019.
• Students discuss ideas in pairs, then
report in feedback.
ap
8 million metric tons of
Sample answers plastic ends up in the oceans
every year = five shopping bags
shopping bags, sweet wrappers, food
gr
of plastic rubbish for every 30cm
packaging, plastic tubes (e.g. for of coast around the world.
toothpaste), children’s toys, bottles, crisp Plastic bags take more than 400 years to disappear.
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packets, plastic cups and stirrers

2
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• Optional step Ask focus questions

about the infographic: What does it
show? What pictures can you see?
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• Students read and discuss ideas in

pairs. 88
• Optional step Check any challenging
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vocabulary (see the Vocabulary notes).

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VOCABULARY NOTES 43118_U07_082-[Link] 88 1/18/22 10:45 AM

know about the topic of plastic waste? Sample answers

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throw away /θrəʊ əˈweɪ/ = stop using Elicit ideas from students. The man is wearing rubber gloves and
and put in a bin • Students discuss the questions about there is a lot of plastic rubbish, so he
the photo and infographic in pairs, then is probably cleaning the beach. The
©

end up /end ʌp/ = here, reaches and

report ideas in feedback. connection between the photo and
stops eventually
• Optional step Explain that students infographic is that Afroz is dealing with the
coast /kəʊst/ = where the land and sea will listen to two friends (Musa and problem described in the infographic.
meet Marjan) who will talk about the problem On the audio, Marjan tells us that Afroz
of plastic pollution and tell Afroz Shah’s cleaned the beach by himself – it wasn’t
disappear /ˌdɪs.əˈpɪər/ = here, stop being
story. his job.
in the environment
• Play the audio. Students listen and 4 7.3
LISTENING check ideas. Let them compare answers • Optional step Pre-teach key words:
in pairs. lawyer, neighbour, volunteer, turtles, lay
3 7.3 eggs.
• Read the Listening skill box with your
class. In feedback, ask, What do you

124
 VOCABULARY 1 I used to eat my lunch with a plastic fork every day.
a In the past I ate my lunch with a plastic fork.
plastic bags, bottles, cups, toothbrushes ...
5 7.4Complete the sentences with these words b I usually eat my lunch with a plastic fork. everywhere. Then this local lawyer, Afroz
from the conversation in Exercise 3. Then listen 2 I didn’t use to care about the environment. Shah, decided he was going to clean it
and check. a I will care in the future, but I don’t now. up. He just went out with his neighbour
b I care now, but I didn’t in the past.
care about environment planet pollution one day, then more people joined him.
recycle reduce reuse (v) rubbish 8 Find the mistakes in 1–5 and correct them. In the end 1,000 people volunteered!
1 I didn’t used to care about my local area, but now
1 I try to reduce how much plastic I use by I volunteer every week. use
Politicians, famous actors and actresses …
bringing my own fork, knife and spoon. 2 She used to throwing crisp packets out of the car schoolchildren.
2 I get annoyed when people don’t put their window. throw
rubbish
Musa: Wow! That’s incredible.
in the bin. 3 Did you used to drive everywhere? use
3 In my local area, we can recycle paper, 4 He use to fly somewhere every month. used Marjan: Let me find a photo on my phone
plastic, metal and glass. 5 What did you use eat for lunch as a child? use to eat … look, turtles are laying eggs there now!
4 I planted some trees last week because I want to All because one man started picking up
help the environment . PRONUNCIATION AND SPEAKING
some rubbish one day.

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5 Air pollution in my area is really bad. There
9 7.5 Read the Clear voice box. Listen to the
Musa: Wow! That is amazing! What a
are too many cars, buses and factories.
examples. Can you hear any difference?
6 My sister doesn’t care about how much difference!
CLEAR VOICE

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plastic she uses – and she uses a lot!
Understanding elision (1): used to Marjan: We could do that!?
7 I always reuse water bottles, bags and
gift paper. Sometimes, when speakers say words quickly, Musa: Hmmm. But why don’t people take

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8 We only have one planet . I think it’s some letters disappear. For example they can responsibility for their own rubbish? They
make used to and use to sound the same, because
important that we look after it.
the d sound disappears.
should just respect the environment and
Go to page 163 for the Vocabulary reference. put things in the bins!

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It used to be full of rubbish.
6 Work in pairs. Discuss which sentences from I didn’t use to have a water bottle.
Marjan: Yes! I totally agree.
Exercise 5 you agree with or have a similar
experience to. 10 7.6 Write the three sentences you hear.
Musa: People should also reduce how
used to much plastic rubbish they create. I used to

c
1 I swim in the river.
GRAMMAR 2 How did you use to get to school? use plastic toothbrushes but I buy wooden

hi
3 I didn‘t use to reuse my bags. ones now. And I reuse my water bottle and
7 Read the Grammar box. Choose the sentence
(a or b) that means the same as sentences 11 Write two true sentences and one false sentence
ap take a bag with me everywhere.
1 and 2. about you. Use used to / didn’t use to. Think
about …
Marjan: Me too. I used to buy so many
GRAMMAR used to • things you used to do/eat/like/think as a child.
shower gel bottles but I changed to a bar
Use used to + verb and didn’t use to + verb to talk • things you didn’t use to care about, but do now. of soap.
gr
about habits you had in the past or things that • things you used to care about, but don’t now. Musa: But we still need to do something
were true in the past, but have changed.
12 Work in pairs. Read your sentences from Exercise with all the plastic we’ve used and thrown
I used to buy plastic toothbrushes, but I buy
11 to your partner. Ask and answer follow-up
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wooden ones now.

questions to find out more. Then guess which of
away. I read an article the other day that
There didn’t use to be so much plastic pollution. said we don’t recycle 91% of all plastic!
What did you use to care about when you were your partner's sentences are true.
a child? Why did you use to care about it? Marjan: 91%! That means we only
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Did you use to ... ? recycle 9% of our plastic! But I think more
Go to page 173 for the Grammar reference.
companies are selling things made from
recycled plastic.
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EXPLORE MORE!
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Musa: Yeah, true! Actually, my shoes are

Find out more about the Mumbai beach cleanup.
Search for ’Mumbai + beach + cleanup’. 89 made from plastic bottles. Do you like
them?
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Marjan: Ooh. Yes! They’re cool.

Musa: So, anyway, that story about
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43118_U07_082-[Link] 89 1/18/22 10:45 AM Mumbai beach has got me thinking, we

• Play the audio. Students note AUDIO 7.3 really need to do something … do you
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answers. Let them compare answers in Marjan: Hi, Musa. How are you? want to clean up the path along the river
with me? Maybe on Saturday? We can ask
pairs. Musa: I’m annoyed. I just cycled along the
a few other people too.
©

Answers river and I saw so much rubbish. People

just throw things away without thinking. Marjan: Good idea. I’ll ask my friends at
1 Litter on the cycle path along the river. work. They cycle along that path every day.
Crisp packets, plastic bottles, plastic bags
2 Afroz Shah and 1,000 other people Musa: Excellent! Thanks for telling me that
... everywhere!
including politicians, famous actors and inspiring story!
actresses and schoolchildren. Marjan: I know. It makes me sad. There
didn’t use to be so much plastic pollution Marjan: Yes, well it inspired me too!
3 To respect the environment and put
in the river. It was so beautiful but now it’s Thanks for changing the world with me!
things in bins. To reduce their plastic
a mess. Musa: Ha! I’m not Afroz Shah!
usage and reuse things instead of using
them once and throwing them away. Musa: I wish I could change it, but nobody Marjan: Yet …
4 Use wooden toothbrushes, reuse water cares about the environment!
bottles and bags, use bars of soap Marjan: You can change it! I saw this
instead of shower gel. inspiring story about the beach in Mumbai,
5 Clean up the cycle path by the river. India. It used to be full of rubbish …

125
LESSON C
VOCABULARY For additional practice, refer to the Grammar activity on page
275 of the Teacher’s Book.
5 7.4
• Optional step Read through the words in the word box and
ask students to repeat for pronunciation (see page 163 of the PRONUNCIATION AND SPEAKING
Student’s Book ). 9 7.5
• Students complete the sentences. Let them compare • Read out the Clear voice box.
answers in pairs. • Play the audio. The ‘d’ in used to is not pronounced, so it
• Play the audio. Students listen and check. sounds the same as ‘use to’ (it disappears).

VOCABULARY NOTES 10 7.6

• Play the audio. Students listen and complete. Let students
Pronunciation compare answers in pairs.

ng
Note the stress: reuse, reduce, pollution, rubbish
PRONUNCIATION NOTES
Environment: /ɪnˈvaɪrənm(ə)nt/ or /ɛnˈvaɪrənm(ə)nt

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Speakers tend to elide ‘d’ and ‘t’ because they are both the
For further information and practice, see Vocabulary reference same sound, except that /d/ is voiced and /t/ unvoiced. Note

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Unit 7 on page 163 of the Student’s Book. that to is often reduced to /tə/: /ˈjuːstə/.

6 Extra activity

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• Students discuss the sentences in pairs, then report Play a chain game in groups. Student A (Maria) says, When I
experiences in feedback. was ten, I used to … (and inserts something true about herself).
Student B says, When I was ten, I used to … (insert fact), and

c
For additional practice, refer to the Vocabulary activity on page
Maria used to … Student C then continues, and must remember
254 of the Teacher’s Book.

hi
what both A and B said. Students can use didn’t use to as well as
used to. If a student can’t remember what people said, they are
GRAMMAR
ap
out. Continue until all students but one are ‘out’.
7 For additional practice, refer to the Pronunciation activity on
gr
• Read the Grammar box with the class. Students choose a or page 294 of the Teacher’s Book.
b, then check in pairs.
11
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• Optional step Check form by labelling the example sentences.

Check meaning with check questions. (See the Grammar notes). • Optional step Model the activity with examples from your
experience. Read out two true statements and one false
G

statement. Students have to guess which is false.

GRAMMAR NOTES
• Give students four minutes to prepare. Monitor and help with
Meaning ideas.
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I used to eat my lunch with a plastic fork every day.

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• Students take turns to show and read out their sentences.

Ask, Are we talking about now or the past? (the past)
Partners guess which sentence is false.
Did the speaker do the action once or more than once? (more
than once) For additional practice, refer to the Communication activity on
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Common errors for students include: page 235 of the Teacher’s Book.
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1 Confusion with ‘usually’ – thinking that used to do is the

same as usually did or usually do. The form can’t be used in the
12
• Partners ask questions to find out more information about
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present.
the true sentences.
2 Thinking it is the same as past simple. The past simple form • As students speak, monitor closely and note any errors you hear
©

I got up early yesterday can’t be changed to I used to get up with the use and pronunciation of used to. Write up errors you
early yesterday, because it is one action. heard on the board for students to correct.
3 Confusion with historic past. Some languages have a historic
past, but English doesn’t. Used to can be used with recent past EXPLORE MORE!
events: Until recently, I used to live in the town centre. Extra information students can find online:
They removed five million kilos of rubbish in 85 weeks.
For further information and practice, see Grammar reference India’s Prime Minister Narendra Modi praised Afroz Shah as an
Unit 7C on page 173 of the Student’s Book. ’inspiring example’.
Ask students to look for examples of similar projects worldwide by
8 putting ‘beach clean project’ and the name of a country in their
• Elicit the first answer to get students started. Let students search engine.
compare answers in pairs before showing answers in feedback.
See Workbook pages 49–50 for extra practice (Listening,
Vocabulary, Grammar, Pronunciation).
126
LESSON 7D
LESSON GOALS
• SPEAKING The lesson integrates reading and listening as well as speaking. Students
are introduced to five common ways to persuade people and consider the best style
to use to persuade different people. The lesson ends with a roleplay in which students
practise persuading people using different persuading styles.

SPEAKING Discuss – how to do something that’s good for both of you, talk
about it and agree so that you both get what you want
1 Connect – show you understand what’s important to them, so
• Optional step Pre-teach persuade = make somebody change they might agree to do what you are suggesting

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their view and agree with your plan or opinion. Inspire – talk about something so excitedly it makes someone
• Organize the class into pairs or small groups to discuss else want to do it, tell a story that encourages someone to try
the questions. Elicit ideas in feedback. something

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Sample answers In the follow-up task, students may suggest individuals they could
2 Ideas: telling them how good my idea is, offering to do use the styles with. Insisting may work best with close friends,

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something they want to do, being enthusiastic about my idea, while connecting and reasoning may work best with people you
listening to their view first know less well.

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VIDEO 7.2
MY VOICE In general, people like others to use their ideas or do things
their way, but some people are better at persuading people than

c
COMMUNICATION SKILL NOTES others.
Think about the last time you went for dinner. Did you persuade

hi
This lesson looks at persuading styles (insisting, reasoning,
discussing, connecting and inspiring) and introduces key someone to go to the restaurant you wanted or did you agree
with someone else’s plan?
language that students can use when they have to persuade
ap
people to agree with their ideas. The lesson aims to get People use lots of different ways to persuade others. You might
students to think about what persuading style is best to insist someone does what you would like. For example, maybe
gr
use in different situations (e.g. at work or within your local you want to go to a concert, but your friend wants to go for a
community) and with different people (e.g. a close friend or a walk. You tell them your ideas are the best. You might even argue
with them until they decide you are correct.
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colleague). Take the opportunity to provide plenty of practice.

See Exercise 9 and the Communication Activity on page 236. You can also reason with people. You tell the other person why
you think it’s the best option and use facts to make the other
person agree.
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2 7.2 Or you can discuss how to do something that’s good for both of
• Optional step Start by asking students to try to match the you. If your friend wants to go for a walk and you want to go to a
l

verbs to the icons. Elicit students’ suggestions, but do not concert, you might talk about it and agree that you’ll walk to the
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confirm at this stage. concert so that you both get what you want.
• Play the video. Students listen and match. Let students Or you can connect with someone – show you understand what’s
important to them, so they might agree to do what you are
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compare answers in pairs.

suggesting. For example, you might suggest going to hear some
• In feedback, elicit matches and ask students to justify answers
music you know the other person is interested in to show you
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by saying what they heard.

know what they like.
3 7.2 You can also try to inspire someone. You might tell a story that
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• Optional step To guide students’ note taking, ask them to encourages someone to try something. Maybe you sound so
write the five headings (1 to inspire, 2 to reason, etc.) in a list on excited when you describe what the reviews are saying about the
©

a piece of paper with space beneath each to write notes. band that you make the other person want to go to the concert
too.
• Play the video again. Students listen and note what they
The way we choose to persuade someone depends on the
hear under the headings. Let students compare answers in pairs.
situation, who we’re talking to and where you are. What is OK in
• Optional step Note taking is demanding. If necessary, pause one place may not be in another.
the video at key places to give students time to write, or play
Sometimes you may use more than one technique. If you want
the video twice so students can check and add to their first set a friend to come to a karate class with you, first you might talk
of notes. You could let students check answers by looking at the about it over coffee, see what they think about the idea, tell them
video script. all the reasons it would be good for both of you or even show
Sample answers them some video clips of people enjoying karate.
Insist – say their ideas are best, argue until they get their way If the other techniques don’t work, you might try to insist. Don’t
Reason – say why it’s the best option, use facts to make others push too hard though. If someone doesn’t want to do something
agree you can always ask another friend.

127
LESSON D
4
7D
Persuading people
LESSON GOALS
• Understand different ways to persuade
people
• Choose the best way to persuade someone
• Practise persuading someone

• Read out the Communication skill

box. Check difficult words in the skill SPEAKING 4 Read the Communication skill box then look at
and task: identify = see and agree on; 1 Work in pairs. Discuss the questions.
examples of persuading styles 1–10. Match the
examples with the persuading style from the box
encourage = help someone feel positive 1 You want to go out, but your friend wants to stay you think each refers to. There are two examples
about something (or about themselves); in and watch a film. Who usually chooses in the for each style.
end? Why?
benefits = good things; effect = what 2 How do you persuade others to follow your ideas? COMMUNICATION SKILL
will happen. Persuading people

• Give students time to read the task. Elicit MY VOICE Five common ways to persuade people to
agree with your idea:
the first match to get students started. 2 7.2 Watch the video about ways to persuade to insist: tell people what you think the best idea is
people. Match pictures A–E with the persuading
• Students discuss matches with a to reason: tell people why something is a good idea

ng
styles 1–5 below. to connect: identify ideas and values you share to
partner. 1 to insist C win someone’s support
• In feedback, ask different pairs to justify 2 to reason E to discuss: talk about possible ideas so that everyone
gets something they want
answers. 3 to discuss A

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to inspire: encourage someone to see how great
4 to connect D
an idea is
5 to inspire B
SPEAKING

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Most people have a style they prefer, but it may
A be helpful to change your technique for different

5 people, situations and places. In some situations, you

may need to use a variety of different styles to get

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• Students discuss the questions with what you want.

a partner. B
1 Get excited about opportunities and share your
• In feedback, ask different pairs to share excitement with others. inspire

c
2 Talk about different ideas until you find one that
ideas and reasons.
keeps most people happy. discuss
C

hi
3 Explain the benefits of your ideas. reason
Extra activity 4 Get people to imagine the effect your ideas
Follow-up questions for students to will have. inspire
discuss:
ap 5 Have a chat and try to agree a plan that involves
D
doing what you prefer and helping the other
When was the last time you persuaded person. discuss
someone to do something? How did you 6 Argue with others until they change their mind. insist
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7 Show you understand what’s important to
do it? E someone. connect
Describe a time when you persuaded 8 Give information, facts and figures to show why
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someone to do something – and it went people should do something. reason

9 Present your ideas and tell people to use them. insist
wrong! 3 7.2 Watch the video again and take notes on 10 Talk to someone about what they value and show
the different styles in Exercise 2. Work in pairs.
G

how your idea supports that. connect

6 Who might you use each style with? Why?
• Read out the Useful language box. Point
out the meaning and use of phrases
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(see the Language notes). Ask students

to repeat after your model to practise 90
pronunciation.
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• Students read the conversation and

discuss answers with a partner.
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8 OWN IT!
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USEFUL LANGUAGE NOTES verb + -ing and preposition + -ing (don’t

Use and meaning mind + -ing, think about + -ing, etc.) • Optional step Start by asking students
Notice how you use would when being to tell you what persuading styles they
©

tentative, which is a good idea when can remember from the Communication
discussing or connecting: Wouldn’t it 7 skill box. Ask, What persuading style
be great to ...? I think you would really • Students act out the conversation in would you use if you were the man in
enjoy … pairs. the photo?
• Optional step Ask fast finishers • Mix students so they are working
Notice strong adjectives when insisting to change the useful language in with a new partner. Students discuss the
or inspiring: brilliant, great, amazing, the conversation and act out the questions in pairs. Set a five-minute time
etc. conversation again. limit.
Notice the verbs patterns:
adjective + infinitive (happy to do, great
to do, etc.)

128
 SPEAKING 7 Work in pairs. Practise the conversation in
Exercise 6.
5 Work in pairs. Discuss the questions.
8 OWN IT! Look at the situations and people.
9
1 Which persuading style is the most common in
your country or in other countries you know well? Which persuading style would you use? What • Mix students so they are working
2 Which is more important to you: a) persuading language would you use? with a new partner. Give students
someone to do something b) keeping someone 1 You want your boss to provide free healthy snacks preparation time. Tell them to choose
happy by doing what they want? at work.
2 You need a family member to help someone you a situation and prepare three or four
6 Look at the Useful language box. Then decide know learn to swim / get a job. things to say, and then decide which role
what persuading styles are used in each part of
the conversation (1–6).
3 You want a neighbour to stop parking their car each will play.
outside your house.
4 You want a close friend to join a running group • When students are ready, they act out
Useful language Persuading people
that you are in. the three roleplays. Set a five-minute
Insist 5 You want a classmate to help you prepare food for
I have a brilliant idea! Let’s … a class lunch.
time limit.
I think it’s much better if we … 6 You want your young child to put their jacket on • As students speak, monitor closely and

ng
and come home with you.
Reason make a note of any errors students
I read this article and it’s important that we … 9 Work in pairs. Choose three situations in
The fact is …
make.
Exercise 8. Roleplay the situations, using
• At the end, in feedback, write up errors

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Discuss different persuading styles and the Useful
I’m happy to do X if you don’t mind doing Y. language. Change roles. on the board and ask students to correct
What do you think about (going together)?
them in pairs. Point out any good uses of

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Inspire useful language that you heard.
Wouldn’t it be great to …?
I heard this amazing story about …

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For additional practice, refer to the
Connect
I know that you believe ..., so I think this idea will ... Communication activity on page 236 of
I think you would really enjoy … the Teacher’s Book.

c
A: I read this incredible story about kayaking in Extra activity

hi
Norway. Wouldn’t it be amazing to go kayaking?
1 inspire If you’d like to extend the roleplay task in
B: I’m not sure. I think we should go to the Exercise 9, here are some other situations
beach and relax. That’s a much better idea.
ap to practise:
2 insist
A: But I saw this programme about how relaxing
You want to repaint the living room in your
kayaking is. In fact, it’s great for your health. shared flat.
gr
3 reason You want people to sponsor your round-
B: I don’t care. I’m going to the beach. You can go
kayaking by yourself!
the-world trip.
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4 insist You want your friend to get their hair

A: It’s important we do something we both enjoy. We cut short.
both like sport, and you like hot weather, so ...
5 connect
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B: I want to go on holiday with you too. If we go

somewhere hot, I might kayak on one of the days.
6 discuss
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91
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Sample answers I think it’d be much better if you parked

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1 Reason, Discuss or perhaps Connect elsewhere. / What do you think about

Example language: parking in front of your house?
4 Reason, Discuss, Inspire, Connect
©

I read this article and it’s important that

we eat healthier snacks. / I know that you Example language:
believe in a healthy workplace, so I think Wouldn’t it be great to get really fit. / I
this idea will ... know you would really enjoy joining.
2 Insist, Discuss, Inspire, Connect 5 Discuss, Connect
Example language: Example language:
Wouldn’t it be great to help Jo? / I think I’m happy to make sandwiches if you do
you would really enjoy giving someone a coffee.
chance. 6 Reason, Inspire, Connect
3 Insist, Reason, Discuss, Connect Example language:
Example language: We’re going to make biscuits when we get
home and then you can eat them all!

129
LESSON 7E
7E
My role model
LESSON GOALS
• Use paragraphs and topic sentences
• Practise introducing topics
• Write about an inspiring role model

LESSON GOALS
• WRITING The aim of the lesson is SPEAKING 3 Look at the Writing skill box. Which paragraphs
to guide students to write about an 1 Work in pairs. Discuss the questions.
do topics A–D describe? Write 1–4.
inspiring role model. The reading A role model 1 Are you interested in the natural world? Why? / WRITING SKILL
is someone Paragraphs and topic sentences
text provides a model. Students use who inspires Why not?
you. They 2 Do you know what a role model is? Do you Imogen uses four paragraphs to separate the
paragraphs and topic sentences and could be different subjects she mentions in her writing.
have one?
practise introducing topics. someone 3 What, if anything, do you know about David Paragraphs usually present one topic and have a line
you know,
or a famous Attenborough? space between them. They help organize pieces of
person. writing and make things clearer and easier to read.
Imogen uses topic sentences to introduce each new
SPEAKING READING FOR WRITING
paragraph. These tell us what the paragraph will
be about.

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NATIONAL GEOGRAPHIC EXPLORER
1 2 Read Imogen Napper’s blog post about someone A meeting David Attenborough 4
• Optional step Brainstorm ‘role models’ who inspires her. Why does Imogen think David B introduction to David Attenborough 1
with students and write their ideas on Attenborough is inspiring? He has made nature 3

ni
C David Attenborough’s environmental work
documentaries all over the world, taught millions of people about
the board. Build up a list of students’ animals, plants, birds and the climate crisis. He makes everything D why she likes David Attenborough 2
interesting and easy to understand. He has helped protect many animals.
suggestions. Then ask students to say

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why they are role models or to compare
role models on the board.

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• Students discuss the questions in
Someone
pairs.
who
inspires

c
READING FOR WRITING me

hi
2 Natural scientist and
TV presenter Sir David
• Optional step Pre-teach key
ap Attenborough.
words: documentaries = factual TV
1 c because he goes deep into the ocean and shows you all
programmes; explore = visit and find out
He is a natural scientist and television presenter who the amazing creatures within it.
about a new place (so, unexplored = a
gr
has made lots of nature documentaries all over the 3 a
place that nobody has been to). world, including Blue Planet and Life on Earth. His His documentaries The State of the Planet and Saving
programmes are really popular and many people Planet Earth show just how much the Earth is changing
• Students read and note answers. In
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respect him. and how rising temperatures, pollution and plastics are
feedback, elicit answers. 2 d such a big problem. He has also helped protect many
I love his documentaries because they bring an animals and regularly asks people to take care of the
unexplored world to our eyes and make you realize natural world.
G

VOCABULARY NOTES how beautiful our tiny planet is. I used to watch them 4 b
Other challenging words in the text that with my family when I was a child. He makes everything He was as kind and genuine as he is on TV. He took the
easy to understand and interesting. I love watching his time to learn about my research and told me to keep
students can guess from context:
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new programmes. My favourite series is Blue Planet up the good work!

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presenter /prɪˈzen.tər/ = somebody who

introduces programmes on TV 92
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genuine /ˈdʒ[Link].ɪn/ = used to describe

a person who is real and honest
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‘keep up the good work’ /kiːp ʌp ðə 43118_U07_082-[Link] 92 1/18/22 10:45 AM

ɡʊd wɜːk/ = an expression meaning

3 match with the topic sentences provided
(e.g. ‘a’ goes with 3 because the
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• Read through the Writing skill box with

continue doing what you are doing paragraph lists ways that climate change
your class.
is happening).
• Students work in pairs or small
©

BACKGROUND INFORMATION groups to discuss the question. • Let students compare answers in
pairs before whole class feedback.
Sir David Attenborough was born near
London in 1926. In the early part of
4
• Optional step Ask, What is a topic
his career, Sir David made films and LANGUAGE NOTES
sentence? What makes a good topic
wrote books about the wonders of the A good topic sentence is concise and
sentence? Elicit ideas (see the Language
natural world. In his more recent work, emphatic.
notes).
however, he has been very strongly Although often at the start of
in support of environmental causes, • Students read the text again and match
topic sentences. Tell them to skim each paragraphs, a topic sentence may be
including restoring biodiversity, using placed in the middle or at the end.
renewable energy and reducing meat paragraph to find words and ideas that
consumption.

130
 4 Complete paragraphs 1–4 in the blog post with
topic sentences a–d.
Useful language Introducing topics 7
One person who I really admire is (David • Optional step Model the task by briefly
a I think David Attenborough is inspiring because he Attenborough).
has done so much to help the climate crisis. Someone who really inspires me is (my
summarizing what you would say about
b I was delighted because I got to meet him recently grandmother). a person you admire.
at the Natural History Museum in London. I think (David Attenborough) is inspiring because
c One person who I really admire is David (he educates people about nature). • Students work in pairs to prepare
Attenborough. I love (Imogen Napper’s) work because (it helps ideas.
d I admire David Attenborough because he has protect the environment).
taught millions of people about animals, plants
and birds.
One of the things I respect the most about (my
sister) is (that she doesn’t let anything stop her). 8
• Once students have prepared
5 Choose four topic circles. Write the name of one
person who inspires you for each of these four
7 Make notes on the answers to the questions. notes, ask them to discuss with a
areas. Discuss your ideas with a partner.
Use one of the people you wrote about in partner how to organize their ideas into
Exercises 5 and 6. Work in pairs and ask and
answer the questions. Use the Useful language.
four paragraphs. You could suggest:
environment introduction (who and what they do)

ng
education 1 Who do you think is inspiring?
2 What do they do? inspiration (why they are inspiring)
3 Why do you think they are inspiring?
4 In what ways have they changed the world?
achievement (what they have done)

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5 Have you ever met them or would you like to conclusion (why you would like to meet
meet them? them)

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8 Plan four paragraphs about the person you • Students prepare topic sentences.
arts and business talked about in Exercise 7. Write a topic sentence
entertainment for each.

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WRITING TASK
WRITING TASK

9 WRITE Using Imogen’s text as a model and 9 WRITE

the other information you’ve talked about and • Students write their posts.

c
sport health written, write a blog post about someone who
inspires you. 10 CHECK

hi
10 CHECK Use the checklist. Your blog post ... • Ask students to use the checklist and
has a heading. check their work.
has four paragraphs.
ap
has a topic sentence for each paragraph.
answers the questions in Exercise 7. 11 REVIEW
fashion internet uses language to introduce topics. • Students exchange posts with a
gr
11 REVIEW Exchange posts with another student. partner and provide feedback to each
Did they include at least three things from the other.
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checklist? Ask and answer more questions about

the person. Then make suggestions for how your • Optional step Organize groups
6 Look at the Useful language box. Copy the
partner might include the new information. of four or five. Students sit in a circle,
It has a heading. pass round posts and write comments.
G

sentences and complete them with information

You used four paragraphs.
about people who you admire. Use the people Students make changes based on
you wrote about in Exercise 5. Go to page 157 for the Reflect and review.
comments.
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EXPLORE MORE!
Extra activity
Do you want to watch David Attenborough in action? Watch one of his documentaries online.
93 For homework students write another post
to describe one of the other people they
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thought of in Exercise 5.
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43118_U07_082-[Link] 93 1/18/22 10:45 AM EXPLORE MORE!

Extra activity 6 As well as his iconic nature series, try
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Ask students to discuss whether they think • Read through the Useful language with
searching for these Attenborough
Sir David is a good role model or not. Tell your class. See the Language notes.
documentaries:
them to make a list of the reasons why
©

• Students prepare four sentences and Extinction: the facts; Our Planet; Seven
Imogen thinks he is good and say which are write them down. Let students compare Worlds, One Planet; The Year the Earth
most important in a role model to them. with a partner. Changed; A Life on our Planet (a sort of
5 televised autobiography)
• Optional step Brainstorm well-known LANGUAGE NOTES See Workbook page 51 for extra practice
people in each of these areas to get These types of introductory sentences (Writing).
students started (some suggestions: (One person who …, Someone who
Greta Thunberg – environment; Steve …, One of the things (that )… etc.) are For Unit 7 Reflect and review, see
Jobs – business; Marie Curie – health; sometimes called ‘cleft’ sentences. They Student’s Book page 157.
Yohji Yamamoto – fashion). are emphatic, drawing attention to the
• Ask students to prepare and person or thing we want to focus on.
compare ideas in pairs.

131
 UNIT 8
The world of
work

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UNIT GOALS
8A Reading and speaking

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• understand cause and effect in an
article; combine information from

ar
different sources to decide on your
opinion; talk about how the world

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of work is changing

8B Reading and grammar,

c
pronunciation and speaking

hi
• understand an article about
living without money; use the ap
present perfect to talk about past
experiences; practise saying /n/ at
the end of a word
gr

8C Vocabulary, listening,
grammar and speaking
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• talk about jobs; make a mind map

to help understand an interview;
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use yet, just and already with the

present perfect
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8D Speaking and reading,

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pronunciation and speaking 94

• practise making a good impression
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in an interview; use positive

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8E Writing 1 depict the lives of inhabitants of remote

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• Ask students to look at the photo areas who, for the first time, have access
• practise proofreading and checking and discuss the questions in pairs. to electricity through the power of solar
information; learn how to write energy. In this photo, the men are shown
©

• Optional step Before students speak,

about your skills and experience; going about their everyday job, repairing
use the photo on the page to elicit and
write a CV motorbikes, under solar lights.
teach key words they will need: solar
lights (= lights powered by the sun),
Photocopiable resources WATCH
repair, engine, tools
Communication activities: pp. 237–238
Vocabulary activity: p. 255
2 8.1

Grammar activities: p. 276–277

ABOUT THE PHOTO • Optional step You may wish to pre-
This photograph by Rubén Salgado teach some key words. Ruben: electricity,
Pronunciation activity: p. 295
Escudero is part of his ongoing project torch, batteries, candles, portrait. Anne:
Mediation activity: p. 311
‘Solar Portraits’ which has been published microscope, glacier.
Workbook by National Geographic Magazine. Rubén • Play the video. Students note answers.
Unit 8 pp. 52–57 talks about this in Exercise 2. The portraits

132
 8
The world of work
The project started in Myanmar, but then I
went to India, Uganda, Mexico, Colombia
and the US. These solar lights are making
a big difference to people’s lives. I love
telling stories in my photographs. I want
to show people that life is very difficult
without electricity, but I want to do it in a
GOALS positive way!
• Understand cause and effect in an article
• Use the present perfect to talk about unfinished time
Anne: I’m an environmental microbiologist
• Talk about jobs at the Natural History Museum in London.

ng
• Use mind maps to help understand an interview I’m interested in microbiomes and the
• Give a good impression at an interview
• Write a CV environment, especially very cold places.
Let me explain what a microbiome is! So,

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1 Work in pairs. Discuss the questions. microbiology is the study of really, really
1 Look at the photo. Describe what you see. tiny living things – things you can only see

ar
2 Do you know anyone who does a similar job? with a microscope. And the microbiome
3 What are the best and most difficult things about
is all the tiny living things that live in one
your job/studies?
place!

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WATCH One very interesting project was to study
2 8.1 Watch the video. Answer the questions. the microbiology of glaciers in South
Georgia, an island in the south Atlantic.

c
NATIONAL GEOGRAPHIC EXPLORERS
People think that glaciers are just ice

hi
and that there’s nothing living there, but
they’re not just frozen water. They’re really
interesting and there’s lots of life in a tiny
ap
piece of glacier! I love being able to tell the
RUBÉN SALGADO ESCUDERO ANNE JUNGBLUT
world how much life there is in a glacier
and what an important environment
gr
1 What do Rubén and Anne do?
2 What has been their favourite project at work? they are. The world is getting warmer
3 What world problems do they want to tell people and glaciers are getting smaller. It is a big
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about?
problem.
3 Make connections. What do you have in common
with Rubén and Anne? How are you different? 3
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Anne is interested in the environment, so am I. • Ask students to work with a new

Rubén travels a lot for work, but I don’t travel
Two men work by solar lights in their for work.
partner or in small groups. Set a five-
motorcycle shop in Nbeeda, Uganda. minute time limit for the discussion.
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A photo by Rubén Salgado Escudero.

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Extra activity
95
Point out that the young men in the photo
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on this page couldn’t work in the evenings

without solar lights. Ask students to
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make a list of activities they do which are

43118_U08_094-[Link] 95 12/13/21 4:08 PM

VIDEO 8.1 dependent on electric light.

• Students compare answers in pairs
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before checking as a class. Rubén: My favourite project is probably

my Solar Portraits project. I started when I ABOUT THE EXPLORERS
Answers
lived in Myanmar, which used to be called RUBÉN SALGADO ESCUDERO was born
©

1 Rubén is a photographer, Anna is

Burma. I photograph people who don’t in Madrid and currently lives in Mexico.
a research scientist / environmental have access to electricity. We live in a
microbiologist. Rubén’s photography has been exhibited
world where 770 million people still don’t in over 20 cities worldwide, including
2 Rubén – Solar portraits – taking photos have access to electricity! 770 million! So
of people with no electricity using solar- London, New York, Tokyo and Paris.
I take photos of people who didn’t have
powered lights. ANNE JUNGBLUT is a microbiologist
electricity but do now because they have
Anne – Glaciers in South Georgia – lots and polar scientist based at the Natural
solar lights. They leave the solar panel in
of life in a glacier the sun all day and at night they can use History Museum in London. She studies the
3 Rubén – 770 million people don’t have it instead of candles or torches. Torch ecology of the cold North and South poles.
electricity; Anne – climate change is batteries are expensive and candles are
melting glaciers. expensive and dangerous – especially for
people living in wooden homes!

133
LESSON 8A
8A
Is your job safe?
LESSON GOALS
• Understand cause and effect in an article
• Combine information from different sources
• Talk about how the world of work is changing

LESSON GOALS
• READING The main aim is to guide READING READING SKILL
Understanding cause and effect
students to understand cause and 1 Look at the photos. Discuss the questions.
effect in an article by recognizing 1 Have you heard of the jobs in the photos? Do you
A cause is the reason why something
happened and the effect is what happened.
the use of phrases such as because, know what they involve?
The text gives lots of reasons why changes have
2 Are these jobs common today? Why? / Why not?
therefore, mean, etc. They practise happened in the world of work. Look for words such
3 Can you think of other jobs that were once as because, therefore, as and so or other ways of
combining information from different common that have changed or disappeared? In explaining, such as digital storage means less paper.
sources in order to think critically what ways have they changed and why?
about a topic. 2 Look at the Critical thinking skill box. Then skim CAUSE EFFECT
the article and the infographic on page 97. What
• SPEAKING The speaking aim is to is the main message in both? Are the messages
1
Improved technology
working from home,
flexible work hours

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talk about how jobs are changing and similar or different? the arrival of cars, 2 working from home,
whether they will be around in the CRITICAL THINKING SKILL
electricity and computers flexible work hours
fewer jobs for people
future. Combining information from 3 technology
dealing with the public

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different sources
robots can’t care for people 4 healthcare jobs are safe
It is helpful to think critically about a topic
using information from two or more sources. more doctors, nurses and

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READING people live until 80+ 5
You can compare each source and decide on your social care workers needed
opinion. As you read, think about how the new 6 climate change more environmental jobs
information relates to the other sources and how this

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ABOUT THE TEXT connects to, or changes, your own ideas. 7 more cyclists and more bikes and electric
car mechanics
electric cars
The text type is an informative magazine stay flexible and learn
always have a job
3 Read the article again. What information does it
8
new skills
article. It describes how the world of work give us about topics 1–4?
is changing. It describes jobs that died out

c
1 three jobs of the future
SPEAKING
in the past and jobs that are safe or under 2 three jobs that will disappear

hi
3 the effect of technology on jobs
threat of change now. It advises people 4 the effect of the environment on jobs
7 Work in pairs. Discuss the questions.
to be flexible and skilled to adapt to a 1 Have you noticed the changes in the article and

changing world of work.

ap
4 Read the infographic. What information does it infographic happening where you live?
give us about the topics in Exercise 3?
2 Do you know anyone who does any of the jobs in

1 5 Work in pairs. Can you find this information in the article or the infographic? Which ones?
3 In what ways might your job or a job you want
gr
the article (A), the infographic (I) or in both (B)?
• Start by focussing students on the jobs in 1 numbers and percentages of people in jobs I change in the future?
the photos. 2 changes to workplaces and habits A 8 Work in pairs. Look at these jobs. Do you think
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3 reasons for changes to certain jobs A they will still be around in ten years’ time?
• Students discuss the questions in pairs. 4 predictions about jobs in the future B Why? / Why not?
Set a three- or four-minute time limit. 5 advice for protecting your own job A
delivery driver dental nurse lawyer
Answers 6 Look at the Reading skill box. Complete the
G

parking attendant website designer

table below with the causes and effects using
1 Lamplighters lit gas street lights every information from the article.
evening in cities, switchboard operators
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connected telephone callers and carriage

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EXPLORE MORE!
drivers drove passengers in a horse and Search online to find two jobs that will be common in the future
carriage. 96 and two that might disappear. Search for ‘jobs of the future’ or
‘disappearing jobs’.
2 No. Electricity replaced lamplighters,
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computers replaced telephone

operators, cars replaced carriage drivers
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(though some countries still use them 43118_U08_094-[Link] 96 12/13/21 4:08 PM

for tourism, or special occasions) Answers: 2

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3 See extra activity below. Common jobs A telegraph operator sent and received • The Critical thinking skill box aims to
to have changed include secretary (now messages using Morse code. encourage students to think critically
a PA whose job is to organize, not take
©

A barber surgeon pulled teeth and fixed about a topic by comparing information
dictation and type) and designer (who bones, as well as cutting hair. from different sources.
works on a computer not on paper). A knocker-upper was a man with a long
• Read through the Critical thinking skill
Extra activity stick who knocked on the windows of
box and ask students to listen or read
industrial workers to wake them up.
Write the following out-of-date jobs on the silently before asking a check task: Why
A lift operator stood in lifts and pressed the
board: telegraph operator, barber surgeon, is it a good idea to read information
buttons for people.
knocker-upper, lift operator, town crier, from different sources?
A town crier stood in the centre of towns,
chimney sweep, scribe. • Ask students to skim and find
rang a bell and read out news and notices.
Ask students to guess what they think answers, then check with a partner.
A chimney sweep cleaned chimneys.
they might be and to describe them to
A scribe used to write letters for people Answers
a partner. Ask students to research and
who couldn’t read or write. Main message of infographic: changes
describe jobs they don’t know.
in jobs – some will disappear, some will

134
 4 More people will be needed to help
companies make their businesses
and buildings greener – recycling and
transport
4
lamplighter switchboard operator carriage driver • Elicit the first answer to get students
started. Students find answers in the
The changing world of work infographic individually. Let students
check with a partner.
The world of work is changing fast. In the past, people used Most healthcare jobs are also safe because everyone
to travel to work and work regular hours, but improved needs their services and, so far, no one has invented • Optional step Ask pairs to compare
technology means more and more people work on their a robot that can listen and really care for someone. In answers to Exercises 3 and 4 and tell you
computers at home and choose their working hours. Offices addition, people are living longer, so in the future there
four differences.

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have also changed. In the last twenty years many offices will be more need for doctors, nurses and care workers.
have become more friendly places to work, with comfortable Other areas of work are growing; for example,
sitting areas, free gym classes and social events for staff. because of climate change, we need more people to
Answers
The jobs have changed too. Technology has killed or help companies make their businesses and buildings 1 computer programmers, recycling

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changed many jobs over the last 50 to 100 years. Carriage greener. There is also more need for people who can workers, teachers, healthcare workers,
drivers, lamplighters and switchboard operators lost their repair bikes and electric cars as more people choose
jobs because of cars, electricity and computers. More greener forms of transport. engineers

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recently, machines have started to take over jobs such as In the future everyone may have several different 2 postal workers, bank tellers, factory
supermarket cashiers, ticket sellers at stations and check-
in staff at airports. On the other hand, while many jobs are
jobs and jobs may change often. It’s a good idea to workers, vegetable pickers
be confident with technology, to stay flexible and

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dying because of technology, we now need more people to gain as many skills as possible so that you can always 3 Machines could replace 14% of jobs,
fix and develop that technology. Good news for computer
programmers and engineers!
find work. 32% of jobs could change a lot because
of technology.
4 More ‘green’ environmental jobs as we

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JOBS OF THE PAST AND JOBS OF THE FUTURE GREEN JOBS
use more green energy and less oil or

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Many of the jobs people are doing now didn’t even exist 20 years ago. Some experts
predict that in ten years’ time 60% of jobs will be ones we don’t have yet!
11 million gas – more jobs in wind, biofuel, solar
people worked
DISAPPEARING JOBS SAFE JOBS in green energy and hydro power.
ap in 2018. This
will grow as we
use more green
5
energy and less oil • Students compare ideas in pairs.
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or gas.
Postal worker Factory worker Computer programmer Engineer Healthcare worker
• Optional step To provide guidance
1.2 million for this task, encourage students to
wind power jobs
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scan each text quickly to find answers.

3.2 million For example, say, Scan quickly – are
biofuel power jobs
Vegetable picker Bank teller Recycling worker Teacher there numbers and percentages in the
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JOBS AND THE FUTURE 3.6 million infographic? (yes) … in the article? (no
solar power jobs
Machines 32% of jobs could change A growing population percentages).
could replace a lot because of technology. means we will need
2.1 million
600 million new
14% of jobs.
6
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hydropower jobs
jobs by 2030.
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97
• Read out the information in the Reading
skill box.
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• Students work in pairs to complete

the table.
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43118_U08_094-[Link] 97 12/13/21 4:08 PM

• Optional step You may wish to set up
the task by asking students to tell you
be safe; also how technology, a growing • Optional step Instead of feeding back
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how cause and effect are linked for 1

population and green energy will change on answers to Exercises 3 and 4, monitor (improved technology means more and
jobs closely and help as students make notes more people work on their computers at
©

Article: changes in jobs – how and why and compare. That way you will only home).
jobs have changed in the past, and will have to feedback on the comparison
change in the future, and how to keep task in Exercise 5.
your job safe LANGUAGE NOTES
Answers
The messages are similar in that they are 1 healthcare workers, (environmental jobs), Notice the words that explain cause and
about changes. The text gives more detail electric car mechanics, bike mechanics effect in 1 to 8:
and reasons while the infographic gives 2 supermarket cashiers, ticket sellers at 1 means, 2 because of, 3 because,
more statistics and numbers. stations, check-in staff at airports 4 because, 5 in addition, 6 because of 7
as, 8 so that
3 3 more people working from home,
because / because of / as = give reason
• Elicit the first answer to get students machines taking over jobs; more people
needed to make or fix machines in means = gives explanation
started. Students match information to
future so that = gives result
topics individually. Let students compare
answers with a partner.

135
Extra activity 1 parking attendant = They could disappear as cameras photograph
Ask students to think of causes for the following effects (which you arriving and leaving a car park and people pay parking tickets
are common in many cultures in today’s workplace): online. In the future, cars could be tracked by GPS, apps or
More people work online cameras in the street.
More people take maternity or paternity leave website designer = People can design their own websites using
People retire later software, but there will still be a need for designers to design
People change jobs more often these websites, or websites for big companies. So, they are
More women have senior positions unlikely to be replaced, but basic, uncreative website design could
Note: Adapt this task for your class by changing any of the be done by a robot.
statements which are not typical in their country, or asking Extra activity
students to add two or three ‘effects’ from their own experience. Ask students to predict whether the following will be around in
ten years:

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Extra activity 2 City centre company headquarters
Work canteens
Ask students to categorize jobs mentioned in this lesson. For
Paid holidays

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example, you could write the categories below on the board and
Early retirement
ask students to find words in the lesson that go in each category:
Fixed 9–5 working days

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flexible jobs (= you can work any time, anywhere): people doing
Meetings in a boardroom
office work at home
Company cars

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technology jobs: programmer, engineer
jobs that are dying out: supermarket cashiers (= people who work
EXPLORE MORE!
on the cash machines in a supermarket), ticket sellers, factory
workers A UK-based careers advisory service came up with the following

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interesting list of jobs of the future:

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SPEAKING 1 Technology jobs: cyber security expert, robotics engineer,
software developer, data analyst, esports coach (training computer
7
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gamers), maintenance technician.
• Organize the class into pairs. It is a good idea to mix 2 Creative jobs: artist, designer, etc.
students at this point so they get to speak to different class 3 Essential jobs: nurses, teachers, care workers (shortages in all
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members. these jobs), sales reps, accountants
• Give students a few minutes to discuss questions. One website lists the following disappearing jobs:
eo

• In feedback, ask students to share any interesting personal Flight attendant, newspaper reporter, librarian, fast-food cook,
experiences or ideas. travel agent
You could ask students to say whether they agree, and to research
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8 reasons why. For example: I think we’ll need flight attendants –

• Optional step Pre-teach the jobs in the box: delivery driver = what if there is an emergency; I think reporters will work online
takes parcels from one place to another in a van; dental nurse = on computers; Robots will cook all our fast food.
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helps a dentist do work on teeth; lawyer (pronounced /ˈlɔːjə/

See Workbook pages 52–53 for extra practice (Reading).
or /ˈlɔɪə/) = advises and acts on the law; parking attendant =
puts tickets on cars that are illegally parked; website designer =
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creates new online material

• Students discuss the questions in pairs. Set a five-minute
at

time limit. In feedback, elicit ideas and opinions.

• Optional step Extend the speaking by having students
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discuss the ideas in groups of four (by putting pairs together).

Students have to debate, persuade, agree on which will be
©

around and which won’t.

Sample answers
delivery driver = In the future, people will order more things online
so there will be a greater need for delivery drivers – however, there
is a possibility that they could be replaced by drones.
dental nurse = Nursing is a caring job, so it should be safe, but
there may be aspects of the job that could be done by machines.
lawyer = unlikely to be replaced for serious situations – they give
expert personalized advice and listen to clients. However, for
routine work they might be replaced by an online advice lawyer
which could be a robot

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LESSON 8B
LESSON GOALS
• READING AND GRAMMAR Students read and understand an article about living
without money. The main aim is to practise using the present perfect to talk about
past experiences.
• PRONUNCIATION Students practise saying /n/ at the end of a word.
• SPEAKING The speaking aim is to have students asking and answering questions
about past experiences.

READING AND GRAMMAR 5

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• Students read the Grammar box and answer the question. In
1 feedback, check understanding by asking check questions (see
• Optional step Start by writing Money on the board. In two
the Grammar notes).

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minutes, elicit as many words as you can connected with money
and write them on the board. Feed back by checking any Answers
We use lived in the first part because it refers to a completed

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interesting or difficult words students suggest. A possible list:
spend, buy, sell, lose, save, cheap, pay, expensive, dollars, euros, period in the past, we use has lived in the second clause because
economics, bank. it refers to a time that began in the past but still continues in the

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• Students discuss questions in pairs or small groups. In present.
feedback, ask a few students for ideas.
Sample answers GRAMMAR NOTES

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Students may suggest: The idea of finished and unfinished past can be hard to grasp

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1 Every day: bus fare, petrol, lunch; every week: gym, night out for some students. In other European languages, French for
with friends, cinema, supermarket shopping; every month: rent, example, the form have + past participle is used to describe
new clothes, weekend away, bills
ap finished actions, so students will say, for example, I have done
2 gambling, clothes you don’t need, too much chocolate it yesterday. The present tense is used in many languages to
express the idea of a continuing state or action, so they will say,
2
gr
for example, I live here since 2016.
• Elicit the first match to get students started. Let students
Try to keep explanations simple for students by concentrating
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compare answers in pairs before checking as a class.

• Optional step Use check questions, visuals or mime to check on when. If you say when (and it is finished), you use past
the words in feedback. For example, use the photo to check simple. Compare the following, with use of check questions:
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caravan and tyre. Mime exchanging things. Ask students for He lived without money between 2008 and 2011.
examples of organic food that they buy.
Do we say when? (yes)
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3
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Is this time finished? (yes)

• Optional step Start by asking, What can you see in the photo?
What does the photo tell us about Mark? He has written four books.
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• Ask students to predict answers to the question in pairs.

Do we say when? (no)
Elicit a few ideas before students read.
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Are we interested in when? (No – we are interested in the

4 experience)
• Students read and compare answers in pairs.
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He has lived without technology since 2016.

• Optional step Ask students to underline any other words
they don’t know in the text. Ask them to use context to check Do we say when? (yes)
©

meaning (see the Vocabulary notes).

Is this time finished? (no)
Answers
How: by living on an organic farm and exchanging his services for
his rent and somewhere to grow food For further information and practice, see Grammar reference
Why: because he cared about the environment and was interested Unit 8B page 173 of the Student’s Book.
in the idea of exchanging services not money
6
VOCABULARY NOTES • Elicit a first example to get students started. Students
compare the examples they find in pairs.
degree /dɪˈɡriː/ = university qualification
• Optional step In feedback, ask students to write up one or
rent /rent / = money you pay to live somewhere
two examples of both forms on the board and label the forms
motivate /ˈməʊ.tɪ.veɪt/ (others) = make others do things or
(have + past participle).
change the way they do things

137
LESSON B
GRAMMAR NOTES
8B
A different way to work
LESSON GOALS
• Understand an article about living without money
• Use the present perfect to talk about past
experiences
• Practise saying /n/ at the end of a word

Compare the different uses:

has lived without technology since 2016 READING AND GRAMMAR 1 the people who live in an area community
2 the black rubber part of a wheel tyre
= action that started in the past and is 1 Work in pairs. Discuss the questions. 3 not using chemicals (of food or farming) organic
continuing 1 What do you spend money on every day, every 4 the act of giving one thing and receiving another
week and every month? Make a list for each. (also a verb meaning the same thing) exchange
has (always) been … = state that started 2 What do you think are not good ways to 5 the study of finance and money economics
in the past and is continuing spend money? 6 a little house on wheels caravan
3 Do you think you could live without money?
Why? / Why not?
3 Look at the photo. Mark Boyle lived without
has written (four books) = actions that money for three years. How and why do you
happened in the past but we don’t say 2 Match these words with the definitions. think he did it?
when caravan community economics 4 Read the article about Mark. Were your

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exchange organic tyre ideas correct?
has chosen to live an unusual life for
many years = action that started in the
past and is still true
Living without money

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have had different reactions = actions Mark Boyle lived without money for three years between

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2008 and 2011 and has lived without technology
or experiences that happened at some since 2016.
time in the past (but we don’t know or He grew up in Ireland and studied business and economics

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say when) at university. When he finished his degree he moved to
the UK and managed an organic food company.
has motivated others = actions or Mark has always been interested in alternative ways of
experiences that happened at some living. In 2007, he decided to live without money for a
year. He bought a cheap, old caravan and started living

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time in the past (but we don’t know or on an organic farm. He exchanged three days’ work on
say when)

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the farm for his rent and somewhere to grow his own
vegetables.

7 Born in 1979, Mark has written four books. He uses the

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money from his books to help people live in a freeconomic
• Optional step Ask students to read the community. Freeconomists exchange services and skills
for the things that they need instead of working for the
text with a focus question first: How has money to buy them. For example, Mark needed new tyres
gr
Kim Dinan’s life changed? for his bike, so he wrote a blog post about eco-friendly
tyres for a company. The company gave him free tyres.
• Students complete the text with the
Mark has chosen to live an unusual life for many years
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correct forms. Elicit the first answer to and people have had different reactions to his story.
get them started. Let students compare Some think his ideas are crazy, but his experience has
answers in pairs. motivated others to use less money themselves. They
argue that the lifestyle Mark has chosen doesn’t create
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• In feedback, ask students to justify much waste or have a negative impact on other people or
the environment. Personally, I admire Mark, but I love hot
answers. A common error is to change showers and the internet too much to live like him!
go to gone not been. See the Grammar
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notes.
98
GRAMMAR NOTES
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Go has two past participles – gone and

been. Been is also the past participle of
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be. Compare: 43118_U08_094-[Link] 98 12/13/21 4:08 PM

Joe has gone to Spain = he’s not here Extra activity PRONUNCIATION AND
N

– he’s in Spain (a past action that is still Ask students to write a list of all the things SPEAKING
true) they have done so far today. Model the
activity by providing your own list first. For 8 8.1
©

Joe has been to Spain = he went to • Read through the Clear voice box
example: So far today, I’ve eaten eggs for
Spain and came back (an experience with your class. Model and show
breakfast, I’ve had a shower, I’ve taken the
that happened in the past but we don’t how to make the /n/ sound (see the
bus to school, I’ve marked your homework,
say when) Pronunciation notes).
I’ve taught the present perfect.
In Exercise 7 (number 4), we are talking Set a four-minute time limit. Ask the • Play the audio. Students listen and
about experiences, so use been. student who says they have the longest list repeat.
after four minutes to read it out.
Notice that we can use both made or
has made in answer 9 – it depends For additional practice, refer to the
on whether the speaker sees this as a Grammar activity on page 276 of the
finished action or an experience with a Teacher’s Book.
result now.

138
 5 Read the Grammar box. Look at the first PRONUNCIATION AND SPEAKING
sentence of the article. Why do we use lived in
8 8.1 Look at the Clear voice box. Listen follow-up questions and show interest in
the first part of the sentence and has lived in
the second?
and repeat. students’ answers.
CLEAR VOICE • Students ask and answer questions
GRAMMAR Present perfect and past simple Saying the final /n/ sound
in pairs.
Present perfect Many past participles end with the spelling –
en (e.g. taken). When you make the sound /n/, • As students speak, monitor closely and
Use the present perfect (have/has + past participle)
for:
put your tongue to the top of your mouth. The air note errors students make.
should come out of your nose, not your mouth. Your
• actions or experiences that happened at some
time in the past (but we don’t know or say
when).
throat should vibrate.
taken, been, spoken, given, written, done
11
Mark has written four books.
• Organize the class into new pairs.
• an action or state that started in the past and is 9 Make full questions using the present perfect. Ask pairs to take turns to tell each other
continuing or still true in the present. 1 (you / ever / live) without something for a while?
about their partners’ experiences.
Mark has chosen to live an unusual life. Have you ever lived without something for
• As students speak, listen carefully and

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a while?
Past simple
Use the past simple for finished actions in the past
2 Do you know anyone who (earn money) in an note errors. In feedback, write on the
unusual way?
with a known time.
3 (you / ever / take) a big decision to change your life board three or four errors you heard
He grew up in Ireland.

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– or do you know anyone who (change their life) while monitoring Exercises 10 and 11,
Use for with the past simple and present perfect to completely? and ask students to correct in pairs.
talk about periods of time (e.g. for five years). Use 4 (anyone / do) anything kind for you recently?

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since with the present perfect to talk about dates
or times (e.g. since 2002, since 3 p.m.).
5 How many different languages (you / speak) Extra activity 1
this week?
6 How long (you / be) in your current job or at your Copy and show or hand out these

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Go to page 173 for the Grammar reference. college? sentences:
6 Read the article again. Circle all the examples of 7 Do you know any books or films about people
the present perfect and underline the examples who (give up their jobs) for a new life? Have ever you bought something you
of the past simple. 10 Work in pairs. Ask and answer the questions didn’t need?

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7 Complete the text with the present perfect or in Exercise 9. Ask a follow-up question in the Do you know anyone who they have
the past simple. past simple. stopped using smartphones?

hi
Like Mark Boyle, Kim Dinan 1 has completely changed A: Yes. I have. I lived without a car for a year because
(completely / change) her life in the last few years. In
Have you ever try exchanging services or
I wanted to save money.
left skills with somebody else?
2012, she and her husband 2
sold
(leave) B: How did you get around?
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their good jobs and nice house and 3 A: I cycled everywhere. It was great! You have ever made your own clothes?
(sell) all their possessions to travel the world. Since
then, she 4 has been (go) to over 25 countries 11 Work with another pair and describe your Have you ever saving money to buy
something important?
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on five continents. Thanks to her job at Backpacker partner’s experiences.
magazine, she 5 has also climbed (also / climb) some Ask students to correct them then use
of the highest mountains and 6 has had
them to interview a partner.
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(have) many other adventures. A few years ago, she

even 7 walked (walk) across Spain alone. So (Correction key: Have you ever bought …?
far she 8 has written (write) two books about her Do you know anyone who has stopped …?
experiences. Kim Dinan 9 has made/made (make) her
Have you ever tried exchanging …? Have
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dream come true – one she 10 has had (have)

since she 11 was (be) a young girl! you ever made …? Have you ever saved
money …?)
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99 Extra activity 2
Tell students to prepare Have you ever …?
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questions using the prompts below. Tell

them to think of other questions about life
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43118_U08_094-[Link] 99 12/13/21 4:08 PM experiences to ask.

PRONUNCIATION NOTES • Provide preparation time for students win a competition
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to prepare questions and let students buy something very expensive

The /n/ sound is voiced, which means lose something important
compare answers in pairs. Monitor and
you use your vocal chords. To produce write a letter (not an email)
help as students write.
©

the sound, put your tongue against the have an adventure

ridge just behind your top teeth so that Answers
work for no money
your mouth is completely blocked and 1 Have you ever lived …
When students have prepared questions,
voice out through your nose. 2 … who has earned money …
have a class mingle. Students walk round,
3 Have you ever taken … has changed
interview different people and report on
For additional practice, refer to the their life …
their findings to the class at the end.
Pronunciation activity on page 295 of 4 Has anyone done …
the Teacher’s Book. 5 … have you spoken … For additional practice, refer to the
6 … have you been … Communication activity on page 237 of
9 7 … have given up their jobs … the Teacher’s Book.
• Start by eliciting the correct form to
complete the first two questions. 10 See Workbook page 54 for extra practice
• Optional step Model the activity by
(Grammar, Pronunciation).
asking questions round the class. Ask
139
LESSON 8C
8C
Dream jobs
LESSON GOALS
• Talk about jobs
• Make a mind map to help understand an interview
• Use yet, just and already with the present perfect

LESSON GOALS
• VOCABULARY Students use relevant VOCABULARY 3 Work in pairs. Discuss the questions.
vocabulary to define and talk about 1 Work in pairs. Look at the ‘dream jobs’ in the 1 What word endings do the jobs in Exercise 1
jobs. and 2 have?
photos. Discuss the questions.
2 Can you think of other jobs with these endings?
• LISTENING A main aim is to develop 1 Would you (or do you know anyone who would)
3 Which word endings are the most common?
like to do any of the jobs?
the skill of making mind maps to help 2 What is your dream job?
LISTENING
understand an interview when listening. 2 8.2Complete the definitions with these jobs.
• GRAMMAR A further main aim is to Then listen to check. NATIONAL GEOGRAPHIC EXPLORER
practise yet, just and already when accountant admin assistant biologist hairdresser 4 8.3 Listen to Anne Jungblut. What jobs does
using the present perfect. instructor journalist politician researcher
she mention?

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• SPEAKING Students talk about jobs, 1 A(n) hairdresser cuts people’s hair. 5 8.3 Look at the Listening skill box. Copy
dream jobs and work plans. 2 A(n) accountant records financial information Anne’s mind map on page 101 into your
for a person or company. notebook. Listen again to Anne and complete

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biologist her mind map by making notes on each topic.
3 A(n) is a scientist who studies
VOCABULARY living things. LISTENING SKILL

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4 A(n) admin assistant helps other people in an Making mind maps

1 office with their work.

5 A(n) journalist reports the news for a
A good way to help you understand what
someone says is to create a mind map: a
• Optional step Start by pointing to

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newspaper, website or TV channel. diagram with the main idea in the middle and other
the photos, saying the jobs and asking 6 A(n) instructor teaches a skill such as yoga,
ideas around it. This can help you understand,
organize and summarize information.
students to repeat. Check by asking: fitness or driving.
7 A(n) politician works in politics and leads a 6 Draw a mind map about you, using Anne’s to
What does (an astronaut) do? etc. (see

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region or a country. help you. Discuss your mind map with a partner.
the Vocabulary notes). 8 A(n) researcher studies a subject in detail or

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• Students discuss the questions in tries to find information about a subject.
pairs, then report in feedback. Go to page 163 for the Vocabulary reference.
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an astronaut a musician an author
VOCABULARY NOTES
a dream job = a job you really want –
gr
but it is difficult or impossible to get it
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astronaut /æstrənɔːt/ = goes into space

musician /mjuːzɪʃən/ = plays the guitar /
drums / piano, etc.
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author /ɔːθə/ = writes books

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photographer /fətɒgrəfə/ = takes

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photos
100
video games tester = makes sure that
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new games work well

film director = makes films
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43118_U08_094-[Link] 100 12/13/21 4:08 PM

• Optional step Elicit the word endings

2 VOCABULARY NOTES
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8.2 and a few examples first to get students

• Optional step Start by drilling accountant instructor started. You could make this task
the words in the box to focus on admin assistant journalist competitive – which pair can make the
©

pronunciation (see the Vocabulary notes biologist politician longest list in three minutes?
for strong stresses). hairdresser researcher
Answers
• Elicit the first answer to get students 1 Common occupation endings = -ist, -ant,
started. Let students compare answers in For further information and practice, see -er, -or, -ian
pairs. Vocabulary reference Unit 8 on page 2 Possible jobs students might list:
• Play the audio. Students listen and 163 of the Student’s Book. -ist = artist, psychologist, receptionist,
check. archaeologist, geologist, pianist, chemist,
• Optional step Check vocabulary with
3 pharmacist, dentist
• Students discuss the questions in -ant = shop assistant, flight attendant
mime or check questions: Who works with
pairs. -er = teacher, taxi driver, firefighter, office
money? Who works on a newspaper?
Who teaches you new things? Who works worker, police officer, engineer, farmer,
in an office? Who is a scientist? manager, writer, waiter, cleaner, plumber,

140
 1 Have you done your homework yet?
current job adult dream job For additional practice, refer to the
2 I’ve just finished my homework.
3 I’ve already finished my homework.
Vocabulary activity on page 255 of the
Teacher’s Book.
8 Complete the sentences with yet, just or already.
education Anne 1 I haven’t started my university course
yet
interests
2 My sister has
.
just moved to Oman to
LISTENING
work. She went last week.
3 He’s only 29 but he’s already worked in
4 8.3
past work
experience childhood dream job many different places. • Optional step Ask students: What do
4 Have you finished your report yet or you remember about Anne Jungblut?
do you need more time? What does she study? Explain that
5 I have just turned the computer off.
GRAMMAR AND SPEAKING students will listen to Anne talking about
It’s time to relax!
6 I’ve already asked my boss twice about
her past and present jobs and her dream
7 Read the Grammar box. What’s the difference in

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meaning between sentences 1, 2 and 3? taking holiday. Still waiting for an answer! jobs.
9 Work in pairs. Discuss the questions about your • Play the audio. Students note jobs they
GRAMMAR Yet, just and already own experience. Try to use yet, just and already hear.

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Anne uses yet, just and already with the present in your answers.
perfect to say when something happened. 1 Do you have a full-time job? • Students compare answers in pairs.
She uses yet at the end of negative statements to 2 Have you had an opportunity to practise your • In feedback, explain that an Egyptologist

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say that something hasn’t happened, but it might. English outside the class?
I haven’t been there yet! 3 Have you learned anything interesting recently?
studies ancient Egypt (i.e. Egypt 5,000
Also use yet at the end of questions to find out if 4 Do you know anyone who is doing their years ago) and check hieroglyphs

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something has happened.
She uses already to say something happened
dream job? (explained in the text as ancient Egyptian
5 Do you have work or study plans?
before the time of speaking.
6 Have you recently arrived in the place you live or
symbols).
I’ve already got my dream job.
have you been there for a while?
She uses just to say something happened very Answers

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recently. research scientist, admin assistant,
I’ve just got back from a trip to the Arctic.
research assistant, researcher, Egyptologist,

hi
Go to page 173 for the Grammar reference. ap astronaut

a photographer a video games tester a film director

5 8.3
• Read the Listening skill box with your
class. Ask students what they remember
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about each topic in the mind map from
the first listening.
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• Play the audio. Students add details to

the mind map.
• Students compare answers in pairs.
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• Optional step 1 Play the audio again

and pause when appropriate if students
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need time to add to and complete notes.

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101 • Optional step 2 You may wish to check

difficult words in the text connected
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with Anne’s job: have exhibitions, do

research, find out/explore new things
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43118_U08_094-[Link] 101 12/13/21 4:08 PM Sample answers

sports player, soldier, reporter, painter, Current job – research scientist at Natural
receptionist, archaeology/archaeologist,
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gardener, builder, baker, dancer, computer History Museum

geology/geologist, pharmacy/
programmer, web designer Adult dream job – research scientist,
pharmacist
-or = actor, supervisor, doctor, professor astronaut
©

-ian = librarian, beautician, optician, However, adding -ian shifts the stress: Interests – hieroglyphs (Egyptian text),
magician, electrician library/librarian, magic/magician, Egypt, wants to travel to Egypt
3 -er is the most common electric/electrician. Note also: piano/ Childhood dream job – Egyptologist –
pianist. study Egypt
Past work experience – admin and research
VOCABULARY NOTES
Extra activity assistant
In general, suffixes are unstressed. Education – Germany – biology, Australia –
Play ‘20 questions’. Students work in
However, notice the stress on the last science/English, Canada – science
groups. One student chooses a job from
syllable of engineer /endʒɪˈnɪə/.
the lesson. The rest of the group have a
In general, the suffixes don’t change the maximum of 20 questions to ask before
stress of the word they are added to. guessing the job. The student with the job
So: psychology/psychologist, reception/ can only answer Yes or No to any question.

141
LESSON C
AUDIO 8.3 Answers
Interviewer: Today, we have Anne Jungblut, a research scientist, 1 You are asking about something that you expect to happen.
with us. Hi, Anne, can you tell us what you like about your job? 2 You finished it very recently.
Anne: Well, the Natural History Museum is a really interesting 3 You finished it, perhaps sooner than expected.
place to work because we have all the exhibitions and we also do
research and teaching. One of the things I love most is discovering GRAMMAR NOTES
new things, like things we didn’t know before. That’s cool. And
I get to travel to amazing places. I’ve just got back from a trip to Meaning
the Arctic. Every day is different. These adverbs are used with the present perfect because they
relate the past to the present:
Interviewer: Sounds amazing! What did you do before you
worked at the Natural History Museum? just = a short time before now
Anne: Well, I’ve worked here since 2010, but before that I did
yet = at any time up to now – used to emphasize that we
some research at universities in Canada, Australia and Germany.

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expect it to happen
After high school I studied biology, you know, the science of
plants and living things, in Germany. Then I did another year in already = before now – and earlier than expected
Australia to improve my English, then worked as a researcher in

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Canada. When I was at university in Germany, I once worked as an
admin assistant during the holidays. But more often I tried to get For further information and practice, see Grammar reference

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jobs as a research assistant at the university to learn something Unit 8C on page 173 of the Student’s Book.
new.
8

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Interviewer: What was your dream job when you were a child?
• Elicit the first answer to get students started. Let students
Anne: When I was a child, I wanted to be an Egyptologist, you
compare answers in pairs before showing answers in feedback.
know, someone who studies ancient Egypt. When I was in high

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school, when I was like 12, 13, 14, before I got into biology, I was Extra activity
super-interested in Egypt – it’s thousands of years of history! My

hi
Write the following on the board (adapt the list depending on
mum took me to an exhibition about Egypt at a museum and I
your students and the time of day):
just loved it. I had a pencil case with an Egyptian mummy and
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drink coffee, have lunch, check emails, call home, watch TV, listen
I learned how to write in hieroglyphs – you know, the ancient
to music, go to the gym
Egyptian symbols?
Ask students in pairs or groups to talk about these activities using
Interviewer: The ones that look like drawings?
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yet, just and already (for example, I’ve already drunk loads of
Anne: Yes. That’s them! coffee but I haven’t had lunch yet).
Interviewer: Are you still interested in Egypt?
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Anne: I think that was more when I was little, but I still find it very 9
interesting to find out and learn about ancient history. I always • Optional step Model the activity by providing examples from
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love going to the museums when I’m travelling. I’d also still like to your own experience.
visit Egypt. I haven’t been there yet! • Give students two or three minutes to read the questions and
Interviewer: What is your dream job now? prepare things to say. Monitor and help with ideas.
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Anne: Well, I’ve already got my dream job, but it would also be • Organize the class into pairs or small groups. Students
amazing to be an astronaut. It’s the ultimate job of finding out take turns to discuss the questions.
and exploring new things. • As students speak, monitor closely and note any errors
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Interviewer: Ha, yes. It would be incredible, wouldn’t it? Though involving the use of the present perfect, yet, just and already. In
I think I am happier with both feet on the ground! Well, thanks feedback, write up four or five incorrect phrases or sentences
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for chatting to us. you have heard and ask students to work in pairs to correct
6 them.
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• Optional step To model the task, draw your own mind map Extra activity
on the board and tell students about it, or ask them to question
Ask students to discuss which of the following ‘dream jobs’ they
©

you about it.

would like to do and why: mountain guide, steam train driver,
• Students copy Anne’s mind map, but write their own name in ski instructor, cruise ship chef, beach lifeguard, racing driver,
the middle. Students then add personal details to categories on zookeeper, helicopter pilot
the mind map. Set a three- or four-minute time limit. Monitor Ask students to think of their own list of their top five dream jobs.
and help with ideas and vocabulary.
• Students take turns to describe their mind map in pairs. For additional practice, refer to the Grammar activity on page
277 of the Teacher’s Book.
GRAMMAR AND SPEAKING See Workbook pages 54–56 for extra practice (Vocabulary,
7 Listening, Grammar).
• Read the Grammar box with the class. Students discuss the
sentences in pairs.

142
LESSON 8D
LESSON GOALS
• SPEAKING Students practise making a good impression at an interview and practise
using positive language to present themselves in a positive light.
• PRONUNCIATION Students listen to and recognize the linking sounds /w/ and /j/
when two vowel sounds come together at word boundaries.

SPEAKING AND READING students are applying for a job in a different country, or within
1 a different industry, as well as the concerns interviewees often

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• Optional step Focus students on the photos as a class. Ask, have about job interviews. It introduces ways of behaving
What can you see? What are they doing in the two photos? and things to say in order to come across as positive and
How are they different? employable.

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• Organize the class into pairs or small groups to discuss
questions. Elicit ideas in feedback. 3 8.2

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Sample answers • Optional step Start by explaining that students will watch a
1 Students may argue both ways. In person, you have the video giving tips on how to do well in an interview.

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advantage of interacting – you can shake hands, smile, make • Play the video. Students listen and take notes. Let students
eye contact, and you have the interviewer’s attention. Online, compare answers in pairs. In feedback, elicit the speaker’s main
you have the advantage of being in your own environment – advice.

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you can control your environment, you may feel less nervous.
3 Ideas include: practise answering questions, get to know as 4 8.2

hi
much as possible about the company and the job, prepare • Optional step Pre-teach key words. Use mime to check
things to ask, dress professionally, buy new, smart clothes, get breathe. Check confident/nervous.
ap
a haircut • Give students time to read 1–5 carefully. Play the video
4 Ideas include: some jobs expect formal clothes and attitude again. Students listen and note advice. Let students compare
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(e.g. accountant, lawyer, sales manager) whereas others don’t answers in pairs.
(e.g. creative jobs like design); there will be a relaxed friendly • Optional step Note taking is demanding. If necessary, pause
approach to interviewing for part-time, casual work (e.g. a the video at key places to give students time to write, or play
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summer job in a bar) whereas senior company positions will the video twice so students can check and add to their first set
involve formal, demanding interview procedures of notes. You could let students check answers by looking at the
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2 video script.
• Students read and compare the situations in the five quotes. Sample answers
• Organize the class into pairs to compare answers. Elicit ideas 1 Be positive.
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in feedback. 2 Find interview questions online. Practise answering them.

3 Act confident. Stand up straight, make eye contact, smile. Think
Sample answers
about all your good qualities.
Quote 1 – In their country brown shoes are smart, but in the
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4 Say you’re learning how to do it or talk about the things you

country they interviewed they have to be black, grey or dark blue.
can do.
Quote 2 – Long application process and very formal.
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5 Ask for time to think about your answer (but not too long).
Quote 3 – Used roleplay at the interview – embarrassing.
Quote 4 – Their CV was too long. VIDEO 8.2
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Quote 5 – Informal when they expected formal. Job interviews can be different for different jobs and in different
countries. It’s a good idea to do some research on the company
Extra activity
©

that’s interviewing you. However, one thing is the same for all jobs
Ask students about their workplace culture. If students aren’t all over the world. Interviewers like positive people!
currently in work, they can talk about a typical workplace culture For some people, one of the hardest things to do is to ‘sell
where they’re from: What is the dress code in job interviews? How yourself’ – that is to talk about how great you are. The interviewer
long does the interview procedure take? Would you feel comfortable might ask ‘What makes you the perfect person for this job?’ and
making small talk or doing roleplays? Are CVs long or short? you might think ‘I’m probably not the perfect person!’ But you
need to be able to tell the interviewer, with confidence, why you
MY VOICE would be good for their company. One of the best ways to do this
is to be prepared.
COMMUNICATION SKILL NOTES Look online for some example interview questions and prepare
answers to each question. You can also make notes of things
This lesson looks at making a good impression at job or college
you’ve done well that you can talk about. Once you know what
interviews. This is a situation that many adult language learners you want to say, practise with someone else, or talk to yourself in
will face. The lesson looks at cultural issues, which could arise if the mirror.
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LESSON D
And try to keep a positive attitude. Even
8D
Making a good impression
LESSON GOALS
• Practise making a good impression at an
interview
• Use positive language
• Understand linking sounds

if you’re feeling nervous, it’s good to

act confident. Before you go into the at an interview
interview, think about all your good
qualities, the times you’ve been successful SPEAKING & READING
– all the times you’ve helped someone, did 1 Work in pairs. Discuss the questions.
well in an exam or solved a problem. 1 Look at the photos. Do you think it’s easier to
make a good impression at an online interview or
But how do you stay positive when they in person? Why?
ask you about skills and experience that 2 Have you ever been for an interview for anything,
you think you don’t have? They might e.g. for a job, college or a speaking test? Discuss
ask you ‘What management skills do you your experiences.
3 What can people do to prepare for a job
have?’ and you might think ‘I don’t have

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interview?
any management skills!’ Well, don’t say 4 In what ways do you think job interviews might
‘I don’t have any management skills.’ Be be different depending on the job or college, the
positive. Talk about the skills you have position, or the country?

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that will help you manage a team. If you 2 Read the quotes about interview experiences.
How were the experiences different? What did
organized an event or taught someone

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each person think was surprising?
how to do something, you could use these
as examples. You could also tell them that ‘I didn’t get a job because I wore the wrong colour shoes!

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you’re learning new things or looking for In my country brown shoes are smart, but over there they
have to be black or grey or dark blue.’
ways of improving.
‘I applied for a job and it took months. First the CV,
And finally remember these tips. then a phone call interview, then an exam and, finally,
Dress well, but wear something a face-to-face interview. In the end, I didn’t get the

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comfortable so that you look good and job because I was too informal. In my country we

hi
often chat for a while before talking about the job.
feel good. That was a mistake.’
Before you go in, take some time to sit
quietly and breathe.
ap ‘I went for an interview and they got me to roleplay
customer service situations. I had to act out talking with
During the interview, if you need time to an angry customer. It was really embarrassing.’

think of an answer, give yourself time by ‘I applied for a job in another country, but they said
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my CV was too long. They wanted one or two pages,
saying ‘Oh, that’s a good question, let me
I gave them five or six pages!’
think about it for a minute’ or asking if you
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‘I think I was too formal at my last interview. In my

can return to the question later. previous job interview they used titles, like Mr, Ms or Dr,
And remember, if you sound confident and but where I did the interview they wanted first names. I
positive, your interviewer is likely to see think that’s too informal and a bit disrespectful. We sat
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on comfortable chairs - not even around a table - and

you as confident and positive too! everyone was wearing jeans and drinking coffee and

5 eating biscuits. I got the job, but I think they thought I was
too polite.’
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• Read out the Communication skill box.

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Check difficult words in the skill and

102
task: reword = write/say in a different
way; improving = getting better.
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• Give students time to read the task.

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Point out the example answer to get

43118_U08_094-[Link] 102 12/13/21 4:08 PM
students started.
I can’t start for at least three months; I • Let students compare sentences
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• Students reword the phrases. Let

am terrible at proofreading; I don’t like with a partner. In feedback, ask different
students compare sentences in pairs.
working with other people. (Answers: I students to say what they learned about
• In feedback, ask different pairs to read
©

can start in three months; I am improving their partner.

out a reworded sentence. my proofreading; I am great at working by
Sample answers myself) LANGUAGE NOTES
2 I am improving my ability to sell/promote
myself. 6 Notice how -ing is used after
• Read through the Useful language box prepositions:
3 I am getting more confident with
speaking in public. with your class. Explain any vocabulary be confident with / good at + -ing; have
4 My study skills are getting better. or grammar problems (see the Language experience of + -ing; learn more about
5 I am developing my organization skills. notes). + -ing
• Optional step Model the task by
Extra activity volunteer /ˌvɒl.ənˈtɪər/ = do a job for no
providing some examples from your own
Here are other phrases to reword for fast experience. money
finishers:
• Give students time to prepare sentences.

144
 MY VOICE 7 Think about a job, volunteering role or
course you are interested in. Write answers
PRONUNCIATION AND
3 Watch the online presentation about
8.2 to the questions. Try to use the advice from SPEAKING
making a good impression at an interview. What the Communication skill box and the Useful
main advice does the video give for interviews language. Add two more questions. 8 8.4
anywhere in the world? be positive 1 Why did you apply for this job/course?
• Read through the Clear voice box with
2 Have you ever trained someone to do something?
4 8.2 Watch the video again. What advice does
your class.
3 Can you give me an example of a time when you
it give for problems 1–5?
improved something at work? • Play the audio. Students listen and notice
1 ‘I don’t like saying how great I am.’ 4 What skills and experience do you offer?
2 ‘I don’t know what the interviewer will ask me!’ 5 Can you tell me about a time that you organized the linking.
3 ‘I am not a confident person.’ an event?
4 ‘I don’t know how to do that.’ 6 Tell me about your strengths and weaknesses.
5 ‘Oh no! I can’t think of an answer to this question!’ 7 Have you ever solved a problem at work?
PRONUNCIATION NOTES
5 Look at the Communication skill box. Then /j/ links words that end in: /i:/ as in sea,
rewrite sentences 1–5 to make them positive. PRONUNCIATION AND SPEAKING /ai/ as in sky, /ei/ as in say.

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COMMUNICATION SKILL 8 8.4 Look at the Clear voice box. Listen to the
Making a good impression
example and notice how the sounds link. /w/ links words that end in: /əʊ/ as in
at an interview
CLEAR VOICE
go, and /u:/ as in shoe.
Job interviews can be very different

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w/ and /jj/
Understanding linking sounds: /w
depending on the country, the company (or
college, etc) or the job (or course, etc.).
Before an interview it’s a good idea to research the
When two vowel sounds come together,
some speakers add an extra sound such as /j/
9 8.5

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company, find out how they interview and prepare or /w/. Knowing this can help you understand spoken • Play the audio. Students listen and
questions you think they might ask. English better. circle. Let students compare answers in
At the interview be confident, give examples and be We /j/ asked them to /w/ invite a special guest.

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positive. Reword negative phrases. Talk about what pairs.
you are good at and how you are improving. 9 8.5 Listen to the interview questions in
w/ or /jj/.
Exercise 7. Circle the linking sounds /w
Answers
1 I don’t know much about this company.
10 OWN IT! Work in pairs. Use your notes from
1 … you/w/apply …; 2 … you/w/ever …;
I’m looking forward to learning more about this
3 … me/j/an … … you/w/improved …;

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company. Exercise 7 to do the interview. Change roles.
2 I’m not very good at ’selling myself’. Student A: Ask interview questions, take notes and 4 … you/w/offer?; 5 … me/j/about …

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give feedback.
3 I can’t speak in public.
Student B: Answer the questions. Listen to the
you/w/organized …; 6 … me/j/about …;
4 I don’t have very good study skills.
7 … you/w/ever …
5 I’m not an organized person.
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feedback. Use the checklist to help you.

6 Look at the Useful language box. Make the

sentences true for you.
•
•
stay relaxed
make eye contact 10 OWN IT!
• ask for thinking time • Mix students so they are working
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• give positive answers
Useful language Using positive language at
• give examples with a new partner. Give students
an interview
A: Why did you apply for this job? preparation time. Tell them to decide on
I’m confident with (computers).
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I’m really good at (customer service). B: I enjoy working with people and I would like to get roles and prepare things to say.
I have experience of / I’m currently learning more more experience of working in customer service.
about (managing a team).
• When students are ready, they act out
I am a hardworking/organized/reliable team member. the roleplay. Set a five-minute time limit.
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I have studied/worked/volunteered (in an office for

three years). • As students speak, monitor closely and
I have excellent communication/problem-solving/ make a note of any errors students make.
team-working skills.
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EXPLORE MORE! • At the end, in feedback, write up errors

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Search online for advice on how to answer different

103
on the board and ask students to correct
types of interview questions.
them in pairs. Point out any good use of
useful language that you heard.
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For additional practice, refer to the

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43118_U08_094-[Link] 103 12/13/21 4:08 PM Communication activity on page 238 of

Sample answers the Teacher’s Book.
7
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• Start by eliciting possible answers to 1 Because I’m interested in … / I’m

confident with … / I’m really good at … EXPLORE MORE!
questions one and two to get students
2 Yes. Once / Last year, I trained … to …
©

started. One website suggests the following types

3 Once / In my last job, I …
• Give students time to read the of questions and examples:
4 I have experience of … / I’m currently
questions. Students prepare answers. Situational: A colleague has made a
learning more about …
Let students compare sentences with a mistake at work, but only you have spotted
5 Once / In my last job, I …
partner. it. What do you do?
6 I am a hardworking/organized/reliable
• In feedback, ask different pairs to read Competency-based: Tell me about a time
team member
out answers. Elicit and write up possible when you had to be creative to solve a
7 Once / In my last job, I …
extra questions. problem.
Behavioural: Describe a time when
• Optional step Guide students by
something didn’t work. How did you learn
showing useful phrases to use when
from it?
answering 1–7 (see the sample answers).
See Workbook page 57 for extra practice
(Pronunciation).
145
LESSON 8E
8E
Looking great on your CV
LESSON GOALS
• Practise proofreading and checking information
• Learn how to write about your skills and
experience
• Write a CV

LESSON GOALS
• WRITING The aim of the lesson is READING FOR WRITING
to guide students to write their CV. 1 Look at these categories. Which kinds of CV Exercise 7
The reading text provides a model. information would you include in a CV in your CONTACT INFORMATION more
adjectives:
Students practise proofreading and country or in the kind of work you do? Which
Name: Rubén Salgado Escudero hard-
would you not include?
checking information and learn how working,
• contact information • photo Tel: +52 013478629 (example number) reliable,
to write about skills and experience. • education history • profile creative
Website: [Link] more
• hobbies and interests • references work-
Address: 31 Calle del Sol, Mexico City (example related
• languages • work experience
address)
READING FOR WRITING NATIONAL GEOGRAPHIC EXPLORER
verbs:
plan, lead,
Email: Rubén@[Link] (example address)

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arrange,
1 2 Read Rubén Salgado Escudero’s CV. What skills, PROFILE coordinate

• Optional step Ask students to compare experience and qualifications does Rubén have? Enthusiastic, outgoing and curious photographer with
a passion for travel. I have exhibited my photographs
personal CVs on their phones. (Note that 3 Find examples of the present perfect, past simple

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in twenty cities worldwide, published my work
in US English a CV or curriculum vitae is and present simple forms in Rubén’s CV. Match in Time, GEO, El País, Der Spiegel and National
each tense with its use.
called a résumé /ˈrezjuːmeɪ/). Geographic Magazine and presented at international

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1 Present simple a for experiences conferences including TEDx events.
• Students discuss the questions in 2 Present perfect b for previous completed
WORK EXPERIENCE
pairs. 3 Past simple jobs, projects and

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May 2013–present: Freelance Photographer
education
Freelance photographer with special interest in social
Answers c for current jobs, projects
and cultural issues around the world. Projects include
Every country, organization and industry and education
‘Solar Portraits’ for National Geographic.
is different. CVs should be tailored to 2003–2013 3D animation, Berlin

c
each job application. Some countries may Rubén Salgado Worked as part of a team to design and develop

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require professional photos, others not. Escudero is video games. Organized and managed 3D animation
a freelance projects. Trained new employees.
Students may make languages prominent photographer.
EDUCATION HISTORY
to present their skills, or omit if not
ap 1999–2003, Savannah College of Art and Design,
relevant for the job role. Hobbies and US
interests listed should make you sound Bachelor’s degree in Fine/Studio Arts, General
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motivated. Avoid ‘watching TV’ or ‘reading LANGUAGES
I speak Spanish, English, German, Portuguese. I have
social media’.
excellent intercultural communication skills.
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2 HOBBIES AND INTERESTS

Travelling, cooking, yoga, reading, languages,
• Optional step Ask students what they
live music
remember about Rubén from earlier in
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REFERENCES
the unit. Available on request
• Students read Rubén’s CV and note
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answers to the questions. In feedback,

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elicit answers.
104
• Optional step Ask students to
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underline words in the CV they don’t

know – check in feedback (see the
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Vocabulary notes).
43118_U08_094-[Link] 104 12/13/21 4:08 PM

Answers
3
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Skills: photography, public speaking, curious /ˈkjʊə.ri.əs/ = wants to find out

new things • Start by pointing out an example of one
training, 3D animation, team working,
of the tenses in the CV. Students find
organization, management, languages, exhibit /ɪɡˈzɪb.ɪt/ = show to the public
©

further examples and match rules.

intercultural communication (in a gallery)
Experience: photographer, public speaker, • Students check matches with a
designer of video games, managed bachelor’s degree /ˌbætʃ.əl.əz dɪˈɡriː/ partner.
projects, trained new employees = a first degree from university (BA, Answers
Qualifications: Bachelor’s degree (BA) in BSc, etc.) 1c (Projects include; I speak; I have
Fine/Studio Arts available on request /əˈveɪ.lə.bəl ɒn excellent)
rɪˈkwest/ = ask and I will give them to 2a (I have exhibited / presented /
you published)
VOCABULARY NOTES
3b (worked / organized / managed /
freelance /ˈfriː.lɑːns/ = working trained)
enthusiastic /ɪnˌθjuː.ziˈæs.tɪk/ = very
independently, not for a company
interested in things

146
 4 Look at the Writing skill box. Then find four
errors in the CV extract for a design job below.
7 Circle three personality adjectives and three
work-related verbs in Rubén’s CV. Can you think
7
Think about spelling, grammar, punctuation and of three more personality adjectives and work- • Students work in pairs to find
whether the information is in the correct place. related verbs that you could use in your CV? adjectives and verbs. In feedback, elicit
Discuss your ideas. other suggestions and build up a list on
WRITING SKILL
Proofreading and checking information 8 Use the Useful language and the adjectives and the board.
It is important that any official writing such verbs from Exercise 7 to make sentences about
as a CV has no errors. CVs need to impress
the employer, so check for any mistakes in spelling,
you for these headings:
• Education
8
punctuation, grammar, typing or formatting. This is • Work • Optional step Start by modelling
called proofreading. Ask a friend, family member or a • Hobbies sentences from your own experience, or
professional to check it before you send it. Also check • Languages
that the information you include is necessary for the eliciting ideas from students round the
job you want.
WRITING TASK class.
9 WRITE Using Rubén’s CV as a model and the
• Once students have prepared a few
sentences, ask them to compare ideas

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CV other information you’ve talked about, write a
CV for a job you want. with a partner and work together to
WORK EXPERIENCE
10 CHECK Use the checklist. Your CV ... correct each other’s work.

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2011–present: Company Director, Sanford Design includes all the headings you think are important.
I manage a small team of designers. I am visiting visit lists all the information under the correct headings.
homes and advise clients on furniture and wall includes personality adjectives and work-related WRITING TASK

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colours colour’s. My job involves marketing, acounting and accounting verbs.
financial planning. I speak English and Hindi. [information in includes information that is important for the job 9 WRITE
wrong section]
you want. • Start by eliciting what jobs students

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2010–2011: Chef, Happy Sun Restaurant
I prepared delicious meals in a 120-seat restaurant. I uses some of the Useful language. want. Build up a list on the board and
was responsible for cooking, buying ingredients and doesn’t have errors (spelling, grammatical, help with the English job titles of jobs
hiring staff. punctuation, etc.).
students are unsure of. Point out that
11 REVIEW Exchange CVs with another student.

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Did they include at least three things from the
students should write their CVs to help
5 Read the CV extract again. Is any information them get the job they want – avoiding

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checklist? Suggest any way they might make the
unnecessary for a design job?
I prepared delicious meals in a 120-seat restaurant. CV better for the job they want or sell themself any unnecessary information.
6 Look at the Useful language box. Work in pairs. better.
Discuss other information you could put in the
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It has important information for the job you want. • Students write their CVs.
brackets. I liked that you use lots of personality adjectives and

Useful language Writing about your skills

work-related verbs. 10 CHECK
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and experience You have no spelling mistakes. • Ask students to use the checklist to
Worked as part of a team to (provide excellent Go to page 157 for the Reflect and review. check their work.
customer service).
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My special interest is (the environment).

Trained (new members of staff).
11 REVIEW
Presented my work (at international conferences). • Students exchange CVs with a
Organized (events for customers and employees). partner and provide feedback to each
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My skills include (intercultural communication,

sales and problem solving). other.
Extra activity
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EXPLORE MORE!
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Look online for examples of CVs in the area

Find a page online or in a newspaper
you work in, or would like to work in. 105 of jobs you think your students will be
interested in. Ask students to choose a job
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from the page and adapt their CV to make

it appropriate for applying for that job.
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43118_U08_094-[Link] 105 12/13/21 4:08 PM Alternatively, ask students to adapt their

CV for a dream job that they find online.
4 LANGUAGE NOTES
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• Read through the Writing skill box with

My job involves = What I do in my job EXPLORE MORE!
your class.
is …
©

• Students read and find errors in the You could ask students to make a list
Work Experience section of a CV. Let be responsible for = be the person who of five key criteria in a CV then research
students compare answers in pairs. makes the decisions online to find the CV that best matches
those criteria.
5
• Students read the text again and answer 6 For additional practice, refer to the
• Read through the Useful language with Mediation activity on page 311 of the
the question.
your class. Teacher’s Book.
• Let students compare answers in pairs
before checking with the whole class. • Elicit one or two examples of
See Workbook pages 56–57 for extra
information to put in the brackets.
• Optional step Check new phrases (see practice (Writing).
Students discuss ideas in pairs.
the Language notes – add these phrases
to the Useful language in Exercise 6). For Unit 8 Reflect and review, see
Student’s Book page 157.

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 UNIT 9
Health and
happiness

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UNIT GOALS
9A Reading and speaking

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• understand an article about
experiencing no pain; identify

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supporting examples; reflect on
our emotional reactions to a text;

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talk about aches and pains and
how to treat them

9B Reading and grammar,

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speaking

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• understand the main points of a ap
blog post; use second conditionals;
talk about what you would do in
imagined situations
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9C Speaking and reading,

listening, vocabulary,
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grammar, pronunciation
• use words and phrases to talk
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about health; follow the main

points of a monologue and follow A single figure walks in the forest
in Inverness, Scotland in the UK.
tips to stay positive when you
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don’t understand everything you

hear; use must, have to and should 106
to talk about rules and advice;
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pronounce long and short sounds

/ɔː/ and /ɒ/
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9D Speaking and pronunciation 43118_U09_106-[Link] 106

• Optional step Before students speak,

1/18/22 10:35 AM
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• practise saying ‘no’ when you need Photocopiable resources use the photo on the page to elicit and
to; give reasons, ask for more time Communication activities: pp. 239–240 teach key words they will need: forest,
or suggest other solutions to say (pine) trees, fresh air
©

Vocabulary activity: p. 256

‘no’ politely; understand negative Grammar activities: pp. 278–279
auxiliaries in speech Pronunciation activity: p. 296 ABOUT THE PHOTO
Mediation activity: p. 312
9E Writing Inverness (/ɪnvərˈnes/) is a city in the
Workbook Scottish Highlands. The land is rugged, hilly
• write an online gratitude diary; keep
and covered with pine forests.
readers interested by keeping posts Unit 9 pp. 60–65
short, adding interesting details,
WATCH
sharing feelings and giving reasons, 1
writing about senses and finding • Ask students to work in pairs and 2 9.1
the positive in negative situations discuss the questions. • Give students time to read the questions
carefully. Play the video. Students note
answers.

148
 9
Health and
VIDEO 9.1
Federico Fanti: It may sound a bit strange,
but when I’m on a work trip, I’m very
relaxed. After work the team relax together

happiness
and share stories and plans. On the other
hand, when I work in the office I need
to relax more. Music is a huge help and
classical music is my favourite when I need
GOALS
to focus on something. I also find it very
• Identify supporting examples
• Use the second conditional to talk about imagined useful to go for a walk – just get out of the

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situations office and walk for 5–10 minutes.
• Talk about health
• Stay positive when you don’t understand When it comes to stress, my attitude is to
• Learn to say ‘no’ when you need to follow a simple plan. I ask myself: can this

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• Write an online diary about things you are grateful for
be fixed? If the answer is no, I calm down
1 A forest of pine immediately as there are things you simply

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1 Work in pairs. Discuss the questions. trees; somebody is
1 Look at the photo. What can you see? walking up through
can’t change. You just have to accept
2 How do you feel when you look at the photo? the trees them. For example, there is not much you

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3 What do you do when you want to relax? wearing warm can do if there is a thunderstorm and we
clothes and a hat;
it’s very green; it’s
can’t get out to work. If the answer is yes,
WATCH
on a steep hill I try to focus on the solution and make the
2 9.1 Watch the video. How does Federico stressful situation as short as possible!

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answer the questions?
In terms of sleep, I usually don’t sleep as

hi
NATIONAL GEOGRAPHIC EXPLORER much as I would like to, but I do fall asleep
ap easily everywhere and in every situation. I
think it’s easier to sleep if the last thing you
do before bed makes you smile. Your brain
needs to know it’s time to sleep and put
gr
FEDERICO FANTI aside what’s happened in the day. When
1 What do you do to relax? I’m home I’ll play with my kids but when
2 How do you stay calm in a stressful situation? I’m on a work trip I tell jokes, sing or go for
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3 What helps you sleep well?

a short walk.
3 Make connections. Answer the questions in
Exercise 2 about you. 3
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• Ask students to work with a new

partner or in small groups. Set a short
time limit for students to discuss the
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questions.
107
Extra activity
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If students are short of ideas for Exercise 3,

write this list of things to do when stressed
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43118_U09_106-[Link] 107 1/18/22 10:35 AM

on the board. Ask students to say which
• Students compare answers in pairs they do and why, or ask them to categorize
VOCABULARY NOTES
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before checking as a class. the ideas as ‘useful’ or ‘not useful’:

share stories /ʃeər ˈstɔː.riz/ = take turns breathe slowly, close your eyes and
Answers to tell stories imagine you are calm, go for a walk, listen
©

1 On work trips, he relaxes with his team to music, change your focus by walking
after work. In the office, he listens to a huge help /ə hjuːdʒ help/ = a very big
away, eat a snack, massage your head,
music (especially classical) or goes for a help
jump up and down and shake your body,
walk. my attitude is … /ˈætɪtjuːd/ = my point sing a song, write down how you feel
2 To stay calm, he asks himself if he can of view is … / the way I do things is …
do anything (about the situation). If he
can’t, he relaxes. If he can, he does what thunderstorm /ˈθʌn.də.stɔːm/ = when it ABOUT THE EXPLORER
he can to fix it. rains and there is thunder and lightning FEDERICO FANTI is an Italian
3 He does something that makes him in the sky palaeontologist and geologist. He explores
smile before going to sleep – playing focus on /ˈfəʊ.kəs ɒn/ = think about / the history of life on Earth, looking at
with his kids, telling jokes, singing or work at very carefully fossils and rocks. He is a professor at the
walking. University of Bologna in Italy.

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LESSON 9A
9A
Pain and positivity
LESSON GOALS
• Understand an article about
experiencing no pain
• Identify supporting examples
• Reflect on how things make you feel

LESSON GOALS
• READING The main aim is to guide READING 5 Look at the Critical thinking skill box. Work in
students to understand an article 1 Work in pairs. What do you think the advantages
pairs. Ask and answer questions 1–5.
about experiencing no pain and to and disadvantages would be of not being able to CRITICAL THINKING SKILL
Reflecting on how things make us feel
reflect on its ideas and the emotions experience pain?
2 Match these words with the definitions. When we reflect on a text, we take time to
it makes the reader feel. They practise think about what it means to us and what
identifying supporting examples that anxiety extraordinary heal hip reactions we have to it. As we read we can think
a writer gives to support arguments. in a good mood operation painkiller about whether we agree or disagree with the ideas
suffer treat wound in the text, what our emotional reactions to it are
• SPEAKING The speaking aim is to and why.
talk about aches and pains and how 1 feel or experience pain (in your body or mind) suffer
1 Do you think it’s surprising that Jo didn’t realize

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2 try to make someone better (e.g. with medicine) treat
to treat them. 3 the feeling of being very worried anxiety
she had the condition until she was in her 60s?
2 How would you feel if you discovered you had a
4 happy or positive in a good mood
rare condition like Jo’s?
5 a serious cut or other damage to the skin wound
3 Do you think it would change your life? How?

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READING 6 grow and become healthy again (e.g. of a cut or
broken bone) heal
4 Did the article make you feel there were more
advantages or more disadvantages of Jo’s
7 medicine to reduce pain painkiller

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condition? Why?
ABOUT THE TEXT 8 act of cutting open a person’s body to make it
5 How would you feel about scientists studying you
better operation
The text type is an informative magazine in order to help treat other people’s problems?
9 very special and unusual extraordinary

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article. It describes the life experiences 10 part of the body at the top and side of each leg hip 6 Work in groups. Do you feel differently about
the idea of living with no pain after reading the
of Jo Cameron, a woman with a very 3 Quickly read the web article on page 109. What
article? Why? / Why not? What might be the
does it say about the question in Exercise 1?
rare condition which means she feels no advantages and disadvantages of living with no
physical pain and feels no fear. It describes 4 Look at the Reading skill box. Then read the fear?

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article again. What examples does the article
the benefits and downsides of her

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give to support statements 1–5? SPEAKING
condition and how scientists hope to learn READING SKILL
more about treating pain from her story. Identifying supporting examples
7 Work in pairs. Look at the different kinds of
ap pain. Check you understand what they mean.
1 Identifying the examples a writer gives
to support their argument can help you
Which have you suffered from? Which do you
think is the worst?
• Optional step Ask students, When was understand the argument and judge whether you
a headache sore muscles
gr
agree. For example if the text simply said Jo Cameron
the last time you hurt yourself, or felt was ‘extraordinary’ that would be an opinion. But the a toothache a cut
pain? What happened? How did you next sentence tells us she has a condition that only a stomach ache a burn
one other person in the world has.
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feel? backache an insect sting

1 It was sometimes dangerous to feel no pain. a sore throat sunburn
• Students discuss the question in
2 It made life easier to suffer no pain. 8 Do you know of any ways to treat the kinds of
pairs. Set a four- or five-minute time 3 Jo Cameron does not worry.
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pain in Exercise 7 without using medicine?

limit. In feedback, elicit ideas from 4 She experiences no fear in dangerous situations. My grandmother used to put honey on bee stings.
different pairs and build up a list of pros 5 Jo’s situation may help other people in the future.

and cons on the board.

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Sample answers
Advantages: pain hurts so it’s good not 108
to feel it; you can take more risks and
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do dangerous things; you don’t need

painkillers
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Disadvantages: you don’t know if you have 43118_U09_106-[Link] 108 1/18/22 10:35 AM

damaged your body and need medical good mood today – if so, why? Have
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help; you are too brave and might put a good / bad / great / awful mood
you ever had an operation? If you have
yourself in a dangerous situation; you don’t a headache, which painkiller do you The wound / cut healed
know if you are ill
©

take? How can you treat a wound on

have an operation on (your hip)
your foot? Name an extraordinary day in
2 your life. Other words on this topic to check:
• Elicit the first answer to get students
started. Students match words and a rare / serious condition = an
definitions individually. Let students VOCABULARY NOTES uncommon / very bad medical problem
check with a partner. Note common collocations with these
words: test results
• In feedback, show or write up the
correct answers so students can check. feel / suffer (from) anxiety burn (yourself)
• Optional step Check students’ cut (yourself)
understanding in feedback by asking treat a wound (= a wound /wuːnd/
personalized check questions: What is a type of injury in which the skin is
makes you feel anxiety? Are you in a opened – so from a sharp object, etc.)

150
 4
• Read out the information in the Reading
skill box.
• Students work in pairs to find and
underline supporting examples in the
article. In feedback, elicit and discuss
answers.
Answers
1 When she burned herself on her oven.
When her hip got really bad.
2 When she was having her children.
Jo Cameron

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feels no pain.
3 When she had a minor car crash and the
other driver was very upset and she was

What it means to live without pain calm.

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4 She had tests that showed her levels
Jo Cameron describes herself as ordinary, but in reality she is rather extraordinary. Because were zero.

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of a very rare condition (there is only one other person in the world who has it), she feels no 5 Scientists believe her condition will
pain and suffers no anxiety or fear.
help them produce better painkillers
Now in her 70s, Jo Cameron was in her 60s before she realized she was unusual. Until then,
and treatments for anxiety, PTSD and

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she just thought of herself as a very happy and healthy person.
When some problems she had with her hip became so bad that she could hardly walk, the wounds.
doctors finally agreed to operate on it. Until then, because she wasn’t suffering pain, no one
realized how serious it was. After the operation, the doctors couldn’t believe that she needed
no painkillers. They sent her for tests and the results of these began to explain a lot of things
5
• The Critical thinking skill box aims to

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about Jo’s life.
help students reflect on the text. For

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Although Jo Cameron says she is happy with the way she is, she understands now that pain
can be important for letting you know when there is danger or when the body has a problem. example, students may agree or disagree
Over the years she has burned herself many times while cooking or ironing because she didn’t
with its ideas, or respond to its content
ap
get the warning signals. Sometimes she knows she’s burning herself only because she smells
it. On the other hand, she has had many other small operations and has given birth to two by being angry, surprised or upset.
children with no need for painkillers at all. Another positive benefit of her condition is that
although she cuts herself regularly, her wounds heal very quickly. • Read through the Critical thinking skill
box and ask students to listen or read
gr
As well as not experiencing pain, she also feels no fear, thanks to large amounts of a chemical
called anandamide in her system. When she had a small accident while driving, the other silently before asking a check task: Give
driver was shaking and upset, while she was completely calm. She says she isn’t brave, she just
an example of how you might react to a
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doesn’t feel frightened. It also means she’s always in a good mood and, in tests for depression
and anxiety, she scored zero. However, her condition means she is more forgetful. text in an emotional way.
Scientists believe they will be able to learn a lot about the pain system and about ways to treat
pain from Jo Cameron. There is hope that in the future this will help produce better painkillers
• Ask students to discuss the questions
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and treatments for anxiety, post traumatic stress disorder and wounds. in pairs. In feedback, elicit answers and
find out whether students have similar
responses or not.
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EXPLORE MORE!
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Sample answers
Search online for more information on Jo Cameron or other people who don’t experience pain.
109 1 Probably yes. It’s surprising that Jo didn’t
have an accident, illness or experience
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earlier in her life that made her realize

her condition.
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43118_U09_106-[Link] 109 1/18/22 10:35 AM 2 Surprised. But, if you had Jo’s condition,
you would be calm and positive about it.
Answers
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A treatment for post traumatic stress 3 It hasn’t changed Jo’s life much. But for
Advantages: she has given birth and had
disorder (PTSD) = a mental condition some, it might – they could become
operations without needing painkillers;
involving fear or stress which is caused famous, work with science, or become
©

she cuts herself regularly, but her wounds

by experiencing something horrible (e.g. an adventurer and do dangerous things.
heal very quickly; also she feels no fear; is
a car accident) 4 More advantages. She is happy and
calm after accidents; is never depressed,
healthy, helping science, and has had no
frightened or anxious – is always in a good
negative experiences, and not suffered
mood
3 Disadvantages: because she wasn’t
any pain even when she had a baby.
• Optional step Ask students to look at
suffering pain, no one realized how serious
the photo and the caption. Ask, What is
her hip problem was; she doesn’t know
special about Jo? Do you think her life is
when there is danger or when the body
happy or unhappy without pain?
has a problem (and has badly cut and
• Students read and note answers. Set a burnt herself); she is forgetful because
short time limit (three minutes). of her condition (forgetful = she doesn’t
remember things)

151
6 Extra activities
• Ask students to discuss ideas in small groups of four or five. Here are ways of introducing and checking the words:
Elicit ideas from different pairs. 1 Mime the kinds of pain and brainstorm the words from
Sample answers students.
Living with no fear: 2 Use photos to elicit and drill the words.
Advantages: you can do brave, dangerous things; you will feel 3 Ask students to use dictionaries to find as many ‘pain’ words as
calm in scary situations (e.g. road accidents); you won’t feel they can in five minutes.
nervous about tests
Disadvantages: you might take too many risks; you won’t have
8
• Optional step Start by eliciting or giving two or three
experiences of excitement in scary situations that others have (e.g.
examples (see sample answers below).
when skydiving)
• Students share ideas in pairs or small groups. Set a five-

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Extra activity minute time limit. In feedback, elicit ideas.
Ask students to rate their anxiety levels from 1–5 in the following Sample answers
situations: Here are some traditional ways of dealing with these problems

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1 You are about to do an important English language test. without medicine:
2 You are about to do a sky dive. 1 headache: Put your feet in hot water; wrap damp cloths around

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3 You are about to do a talk to a large audience. your head; burn sweet-smelling wood
4 You are about to take your driving test. 2 toothache: Use saltwater; put ice in your hand; use oil of cloves

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5 You are about to ask somebody to dance with you. on your tooth; eat garlic or ginger
Students compare and decide who is the most fearless. Ask 3 stomach ache: Take a bath; eat mint, rice or bananas; drink tea
students to say what other situations would really make them 4 backache: Lie down on a hard floor; do yoga; take a bath in salt
anxious.

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water
5 a sore throat: Drink tea with honey; use salt water or soda

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SPEAKING water
6 sore muscles: A cold bath; a massage; a long rest
7
ap
7 a cut: Put coconut oil, honey or garlic on it
• Organize the class into pairs. It is a good idea to mix 8 a burn: Run cold water over it; cover it with honey
students at this point so they get to speak to different class 9 an insect sting: Put ice on it; use garlic, honey, onion salt or
gr
members. Ask students to define and discuss the words. vinegar
• Optional step You could deal with meaning here in a variety 10 sunburn: Take a cold shower; take a bath with oatmeal in it
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of ways. See the Vocabulary notes and extra activities.

Extra activity
Ask students to find and present traditional remedies on the
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VOCABULARY NOTES
internet for some of the problems in Exercise 7.
Meaning
Use mime to show the meaning of the words. EXPLORE MORE!
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Sore = it hurts a little – often because it has been used too You can find Jo Cameron’s amazing story reported in a number of
much, or rubbed hard well-known online sources including the BBC, Guardian and New
Yorker.
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A cut = from a knife or sharp object

Like Jo, Stefan Betz, a German university student in his twenties,
A burn = from fire or something hot has congenital insensitivity to pain, or CIP. Students could research
at

A sting = from a plant or insect with a sharp point his story.

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Sunburn = red and sore from too much sun See Workbook pages 60–61 for extra practice (Reading).

Pronunciation
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Drill students to practise these difficult sounds:

ache = /eɪk/
stomach = /ˈstʌmək/
sore = /sɔː/
throat = /θrəʊt/
burn = /bɜːn/

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LESSON 9B
LESSON GOALS
• READING AND GRAMMAR The main aim is to practise using second conditionals
for imagined or unreal situations. The language is contextualized in a blog post about
doing nothing.
• SPEAKING The speaking aim is to talk about what to do in imagined situations.

READING AND GRAMMAR Answers

1 If I got a pound every time someone says ‘I can’t relax’, I’d be
ABOUT THE TEXT rich.
2 If I didn’t slow down sometimes, I’d get ill!

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The text type is a blog post about the Dutch concept of niksen 3 I’d be bored, if I just sat around all day!
(which literally means to do nothing, to be idle or doing 4 I wouldn’t have so many ideas for my blog posts if I wasn’t
something without any use). It refers to the work of Manoush

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bored at times!
Zomorodi, who has written about the subject. The art of doing 5 If I didn’t schedule ‘me time’, I’d probably start doing
nothing is to schedule time for yourself – to relax, eat or do

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something.
something you enjoy without feeling you have to be busy or
productive.

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GRAMMAR NOTES
1 Form
• Optional step Start by asking students to look at the photos.
Ask, What are they doing? (watching TV, playing a type of past would (’d) + infinitive

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guitar) How do they look? (bored, interested). If I didn’t slow down sometimes, I’d get ill!
Point out that we are using the past form to talk about a

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• Students discuss questions about the photos in pairs or
hypothetical, imagined present. Notice that English is unusual
small groups. In feedback, ask a few students for ideas.
in that it recycles the past to express hypothesis here – most
ap
2 languages use a subjunctive form.
• Optional step Preview the reading by asking students to Use
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say what it will be about from the title and photos. Ask, Is Although this lesson focuses on the second conditional use
doing nothing an art? In what way? You could pre-teach key alone, it may be instructive for students to contrast with the
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words: concept = idea; purpose = reason for doing something; first conditional (which they looked at in Unit 5). The first
boredom = the state of feeling bored; schedule = put in your conditional is used when the situation is real (it may happen)
timetable or diary. and the second conditional when it is unreal or hypothetical (it
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• Students read and compare answers in pairs before can’t happen or is unlikely to happen).
checking as a class. Compare these uses:
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3 Doctor to patient: You’ll get ill if you don’t slow down.

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• Focus students on the table. Students read and note Is the patient ‘slowing down’? (No)
answers. Let students compare answers in pairs before checking
What will be the result if the situation continues? (ill)
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as a class.
Blogger: If I didn’t slow down sometimes, I’d get ill!
4
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• Explain that ‘me time’ = time when you can do things you Is the blogger ‘slowing down’? (Yes)
want to do. Students discuss questions in pairs.
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So, is she talking about a ‘real’ situation and result? (No – an

5 imagined one)
• Students read the Grammar box. In feedback, check form and
©

understanding by asking check questions: What verb form do For further information and practice, see Grammar reference
you use after ‘if’? (past). What verb form do you use in the Unit 9B on page 174 of the Student’s Book.
result clause (would + infinitive) (see the Grammar notes).
• Point out the first example of a second conditional in the 6
text (If I got a pound for every time someone said ‘I can’t relax’, • Elicit the first answer to get students started. Students
I’d be rich!) Students then underline other examples and check compare completed sentences in pairs.
in pairs. In feedback, elicit answers. Point out how the real • In feedback, encourage students to justify answers.
situation (e.g. She plans time for herself) is different/opposite to
the situation she imagines (e.g. If I didn’t schedule ‘me time’…).

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LESSON B
9B
LESSON GOALS
• Understand the main points of a blog post
• Use second conditionals for imagined or

If I had more time,

unreal situations
Extra activity • Talk about what you would do in
imagined situations
Ask students to change the sentences in
Exercise 6 to make them true for them I would do less
(e.g. If I worried less, I’d work better). Ask
students to share their revised sentences in READING AND GRAMMAR 2 Read the blog post. Which photo do you think is
more like the blogger?
a discussion in pairs or small groups. 1 Look at the two photos. Work in pairs. Discuss
the questions.
For additional practice, refer to the 1 Which person are you the most similar to?
2 How often do you spend time at home doing
The art of doing nothing
Grammar activity on page 278 of the nothing? Do you enjoy it? If I got a pound for every time someone said ‘I can’t
Teacher’s Book. 3 Are you good at doing nothing? relax’, I’d be rich! For many of us, doing nothing is
a skill we need to learn. But once you learn it, you’ll
A love it!
SPEAKING

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The Dutch agree with me. They have a concept called
7 niksen. And it’s all about not doing anything or not
doing anything with a purpose. People used to be
• Optional step Model the activity by negative about the idea of doing nothing, but as the

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telling students two or three examples world becomes more stressful, we begin to see how
from your own experience (e.g. I think important this is. If I didn’t slow down sometimes,

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I’d get ill!
I’d feel better / bored / happier if I spent
However, when the Dutch talk about doing nothing,
more time doing nothing).
they don’t really mean doing absolutely nothing. I’d

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• Provide three or four minutes’ be bored, if I just sat around all day! The art of doing
preparation time for students to think nothing is more about learning to be and not trying
to be useful all the time. Everyone has different ways
of ideas. Monitor and help with ideas,
to do this. In fact, Manoush Zomorodi has written a
vocabulary and accuracy.

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great book about how boredom actually makes you
• Students compare and discuss more creative: I wouldn’t have so many ideas for my

hi
B blog posts if I wasn’t bored at times.
sentences with a partner.
So how do I do nothing? Well, firstly, I make time
Sample answers
ap for it. If I didn’t schedule ‘me time’, I’d probably start
1 I think I’d have better ideas / feel more doing something. Sometimes I stay in bed and read,
relaxed, if I spent more time doing then have a good breakfast. Or I have my own little
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concert – play my music really loudly and sing and
nothing. dance along.
2 If I played video games all day, I would I’ll be honest, in the past I used to get stressed if
feel bored / would get better at solving
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I wasted time, but now I know that doing nothing

problems. feels great, helps me relax and makes me more
3 If I practised more / studied more, I creative.
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would speak English really well. What about you? Tell me how you do nothing!

4 If I moved to another country, I wouldn’t

enjoy the food / miss here very much.
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5 If I ate less meat, I would feel better /

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would save money.

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6 I wouldn’t feel so stressed if I weren’t so
busy.
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Ask pairs to decide who is A and who B, • A starts by interviewing B, who must • As students speak, listen carefully and
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and to find and read their information improvise answers using the second note errors. At the end, in feedback,
on pages 181 and 182. Help with any conditional. B then interviews A. When write on the board three or four errors
difficult vocabulary (appointment =
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students have completed the first you heard while students talked, and ask
formal meeting – e.g. with doctor or situation, they move on to preparing and students to correct in pairs.
business client; accommodation = where acting out the second situation.
you live; accidentally = by mistake). • Optional step After acting out the first
• Optional step If you think your situation, mix pairs so that students act
students will struggle for ideas, allow out the second situation with a new
them to read the questions and prepare partner.
answers before they ask and answer.

154
 3 Read the blog post again. Find at least three 1 The blogger doesn’t get a pound every time
answers for each category. someone says ‘I can’t relax’. For additional practice, refer to the
If I got a pound every time someone says ‘I can’t
Advantages of doing Things to do when relax’ … Communication activity on page 239
nothing ‘doing nothing’
2 She doesn’t get ill from stress. and the Mediation activity on page 312
allows her to slow read a book in bed 3 She doesn’t sit and do nothing for 24 hours. of the Teacher’s Book.
down, 4 She sometimes feels bored.
5 She plans time for herself.
6 Complete the conditional sentences with the EXPLORE MORE!
verbs in brackets.
1 If she worried (worry) less, she
Students might find some of Manoush
feels great, helps her have a good breakfast ’d/would sleep (sleep) better. Zomorodi’s TED talks online, or references
relax
2 If I didn't have (not / have) exams soon, to her book Bored and Brilliant: How
I ’d/would have (have) more time to see you. Spacing Out Can Unlock Your Most
3 They ’d/would see (see) their family more if
they moved (move) to Delhi.
Productive and Creative Self.

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4 If you didn’t go (not / go) out every night, Basically, Manoush’s argument is that
makes her more dance and sing you ’d/would have (have) a lot more money. boredom makes you more creative
creative to herself
5 We ’d/would sail (sail) every weekend if we because you daydream when bored.

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had (have) our own boat.
lived
When daydreaming, your mind wanders
6 If I (live) by the beach,
I ’d/would swim (swim) all the time. and you start thinking a little bit beyond
4 Work in pairs. Look at the table in Exercise 3.

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Answer the questions. 7 I wouldn’t rent (not / rent) a top-floor flat if it the everyday world. Your brain connects
didn't have (not / have) a lift. different ideas and starts solving problems
1 What do you think is the main advantage of ’me

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time’? and this is when you are most likely to
2 What do you do when you have time to ‘do SPEAKING
have great new ideas.
nothing’?
7 Complete the second conditional sentences
3 How similar is the blogger’s idea of ‘doing nothing’
to yours?
about your lifestyle. Discuss with a partner. See Workbook page 62 for extra practice.

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1 I think I’d , if I spent more time (Grammar)
5 Read the Grammar box. Underline the examples doing nothing.

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of second conditionals in the blog post. Then 2 If I played video games all day, I
match them with the real situations 1–5.
3 If , I would speak English really
ap
well.
GRAMMAR Second conditionals
4 If I moved to another country, I wouldn’t
The blogger uses the second conditional (if +
past simple + would(n’t) + infinitive) to talk about
imagined situations. She shortens would to ‘d. 5 If I ate less ,I
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If I didn’t slow down sometimes, I’d get ill. 6 I wouldn’t feel if
Notice you can also put the if clause in the second 8 Work in pairs. Ask and answer questions. Student
half of the sentence.
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A begins.
I wouldn’t have so many ideas for my blog posts
Student A: Go to page 181.
if I wasn’t bored at times!
Student B: Go to page 182.
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Go to page 174 for the Grammar reference.

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EXPLORE MORE!
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Find out more about Manoush Zomorodi’s ideas. Search for ’Manoush Zomorodi + bored’.
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Extra activity 1 Extra activity 2

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As an alternative to Exercise 8, ask It is easy to think of lots of imaginary What

students to mingle round the classroom would you do if …? situations for students
and speak to three or four students before to discuss. For example:
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sitting down in pairs or groups to share What would you do if …

different ways that students answered the ... you lost your house key on your way
questions. home?
… your dog ate your homework?
… your boss invited you to dinner?
… you found 100 euros in the street?
… your friends forgot your birthday?
… your country won the World Cup?
Prepare questions based on your students’
interests and experiences.

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LESSON 9C
9C
Staying healthy
LESSON GOALS
• Use words and phrases to talk about health
• Stay positive and follow the main points of a
monologue
• Use must, have to and should to talk about
rules and advice
LESSON GOALS • Pronounce long and short sounds

• SPEAKING AND READING Students SPEAKING AND READING LISTENING

describe information in an infographic. 1 Work in pairs. Look at the health infographic NATIONAL GEOGRAPHIC EXPLORER
• LISTENING A main aim is to develop and answer the questions. He didn’t
drink enough
the skill of staying positive and 1 What three things does it advise if you work with a 2 9.1Look at the Listening skill box. Listen to water or
computer? Federico Fanti talking about his health. What sleep enough
relaxing when listening and to focus 2 What advice does it give for eating and drinking? things from the infographic does he mention? and got
heatstroke; he
on getting the main idea, recognizing 3 Which of the advice mentioned in the infographic LISTENING SKILL says exercise,
words you know and keywords. do you follow? Staying positive when you healthy food
don’t understand and
• VOCABULARY Students collocate Staying healthy at work or study When you listen to people, it’s sometimes
drinking
water are
verbs with nouns, adjectives and not possible to understand everything. It’s important.

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phrases to talk about illness and Move Get some exercise. Walk or cycle. important to stay positive, try to relax and keep
Climb the stairs. Take a walk at break listening. Try to …
health. time. Stand up and talk to others instead • get the main idea. Don’t worry if you don’t
of sending emails.
• GRAMMAR A further main aim is understand all the words.

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• use the words you do know to help you.
to practise must, have to and should
Relax You must take breaks regularly. • write keywords.
when talking about rules and advice.

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Your brain works better when it’s relaxed. • look at and circle information as you listen to help
Switch off your screen, leave your desk
• PRONUNCIATION Students say long and take 5-10 minutes to close your eyes
you concentrate.
Remember, the more you listen, the better you will
and short sounds: /ɔː/ and /ɒ/. and think about your breathing.

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become.

Eat To stay healthy you should

eat healthy food. Pack your
SPEAKING AND READING own lunch from home – it’s
cheaper and healthier than

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1 buying a sandwich.

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• Optional step Brainstorm ways of
staying fit and healthy at work or college Drink Bring a reusable bottle of
(e.g. cycle to work, go to the gym at
ap
water to work. Try to refill your
water bottle 3 or 4 times a day.
lunchtime, take time out to relax, eat
healthy food at lunchtime). 3 9.1 Listen again. Are the sentences about
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Federico true (T) or False (F)? Give reasons for
Socialize Talking to
• Ask students to look at the pictures and colleagues is a great way to
your answers.
words in bold on the infographic and say relax, help each other and find 1 He thinks he’s quite healthy. T
eo

out about new opportunities. 2 He isn’t very careful about his sleep and diet. F
what each section is about. Pre-teach 3 He’s never been to hospital. F
difficult words: instead of = in place 4 He has interesting ways to make his children take
Sit Your eyes should face
of; refill = put things in again; face = your computer screen medicine. T
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5 He thinks it’s important to eat when you are

look at. and your feet should rest
hungry. T
comfortably on the floor
• Students discuss the questions in (with your knees level to 6 He believes exercise has to be difficult. F
your hips). 7 He’s been lucky with wild animals. T
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pairs, then report back to the class in

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feedback.
112
Answers
1 Move – visit colleagues’ desks instead of
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emailing; Relax – switch off screen and

leave desk for breaks; Sit – facing screen
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• Play the audio. Students note Answers

2 Eat healthy food and pack your own
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answers, then compare in pairs. 1 True – (in pretty good shape)

lunch; Drink three to four bottles of
2 False – (I think about what I eat and I try
water a day (from a reusable bottle).
3 9.1 to eat a bit less. I also try to be sensible
©

• Optional step Pre-teach key words: about sleeping … and drinking)

LISTENING heatstroke = an illness caused by 3 False – (went to hospital with
2 9.1 spending too long in a very hot place; heatstroke)
• Read the Listening skill box with your sensible = not doing stupid things; 4 True (lemon and sugar, jam or Nutella)
class. In feedback, ask, What is the best Nutella = a popular type of chocolate 5 True – (‘What you eat is important, so is
advice for you in the skill box? Elicit ideas spread; needle = metal thing used to when’. … ‘you must eat when it’s time’.
from students. inject vaccines or drugs … ‘you shouldn’t ignore your body’)
• Optional step Set the situation before • Give students time to read the sentences 6 False – (could be climbing stairs or
listening. Ask, What do you remember and note T or F if they can remember cleaning)
about Federico? Say: Federico will talk from the first listening. 7 True – (lots of scary times when animals
about his health, his travels and his kids. • Play the audio again. Students note might have attacked him, but ‘I’ve
What do you think he will say? answers, then compare in pairs. always been OK’)

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 VOCABULARY 7 Rewrite the sentences with positive or negative it right, it fizzes! They love it. Kids often
forms of must, have to or should. Start each
4 9.2Work in pairs. Complete the sentences
sentence with You. don’t like taking medicine, so I have to mix
with the correct form of these verbs. Discuss any
1 It’s a good idea to wear a raincoat. their tablets with jam or Nutella.
words in bold you don’t know the meaning of.
Then listen to check. You should wear a raincoat. What you eat is important, so is when
2 It’s not necessary to go to the doctor. Just rest.
3 It’s very important to wash your hands.
you eat. A lesson I learned from work
feel get have prevent stay take
4 Try to eat five vegetables or pieces of fruit a day. trips is that you must eat when it’s time.
1 I got sunstroke / ill / better while I 5 My advice is not to go to bed late. It’s sometimes difficult to take a break,
was on holiday. 6 Don’t phone an ambulance if it’s not an but you shouldn’t ignore your body. It’s
had emergency!
2 She a serious accident / a bad also very important to exercise and to find
cold / a high fever last weekend.
felt PRONUNCIATION exercise you like. You don’t have to think
3 He ill / sick / very tired all day
yesterday, so he stayed in bed. of it as ‘hard work’, just make time to stay
8 9.3 Look at the Clear voice box. Listen
4 We exercise a lot to try to stay and repeat.
fit. So maybe at 6 p.m., do 30 minutes of
healthy / in good shape / young. exercise, but, trust me, just climbing the

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prevent CLEAR VOICE
5 I’m eating well to a cold / illness Saying long and short sounds (3): stairs or cleaning can be very good exercise
/ putting on weight. ɔː/ and /ɒ
/ɔː ɒ/ too.
6 It’s important to take a break / your
It is easy to confuse the short /ɒ/ sound I’m actually surprised that I haven’t had

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medicine / exercise. (hot) and the long /ɔː/ sound (water). The
5 Work in pairs. Discuss the questions. difference in length between the two vowels is any other health problems when I’m away.
important. There have been lots of scary times when

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1 When was the last time you got ill?
You can spell the sounds in different ways, especially
2 Have you ever had a high fever or got sunstroke?
the long /ɔː/ sound.
snakes, bears, crocodiles, or spiders might
3 Have you ever had an accident and gone to
It was hot. have attacked me, but I’ve always been

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hospital?
4 What can people do to prevent illness? I was exhausted. OK!
5 How do you stay healthy and in good shape?
9 9.4 Tick (✓) the correct sound. Then listen,
Go to page 164 for the Vocabulary reference.
check and repeat. VOCABULARY

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/ɒ/ /ɔː/ /ɒ/ /ɔː/
GRAMMAR
1 abroad ✓ 5 want ✓ 4 9.2

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6 Read the Grammar box. Complete 1 and 2 with 2 stop ✓ 6 body ✓ • Elicit the first answer. Students
the correct negative form. Give reasons. 3 saw ✓
ap 7 thought ✓ complete sentences. Let them compare
GRAMMAR must, have to, should
4 talk ✓ 8 blog ✓ answers in pairs.
Federico uses have to/must/mustn’t + infinitive to SPEAKING • Play the audio. Students listen and
talk about rules and things that are necessary. check.
gr
I mustn’t do that again! 10 Work in pairs. Choose a situation from the list or
I have to mix their tablets with jam. use your own ideas. Give six pieces of advice or
He uses don’t have to for things that aren’t information to a friend about what to do and VOCABULARY NOTES
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necessary. not do. Use must, mustn’t, have to, don’t have
You don’t have to think of it as ‘hard work’. to, should and shouldn’t. Meaning
He uses should and shouldn’t to give advice.
You should drink lots of water if it’s hot ...
• they say they are always tired get = here, catch or become
• they have moved to a new place and are lonely
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Go to page 174 for the Grammar reference.

• they are training to do a marathon Note that get ill = become ill (a change
• they have started attending your school but don't
1 You mustn’t eat it. It’s dangerous. know the rules
of state) whereas be/feel ill = describing
your state, not a change of state (I’m
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2 You don't have to do that. I’ll do it!

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feeling ill / I’m getting ill).

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stay (or keep) in good shape = stay fit
and healthy and not overweight
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put on weight = get heavier

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Pronunciation
AUDIO 9.1 tired, I was thirsty, it was hot and by lunch
The strong stress is on the first syllable
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Federico: My health? Well, I think I’m in I was exhausted. I went to hospital and
of all the words. Note the /ks/ sound
pretty good shape. I don’t get sick much, they gave me an IV drip, y’know, a needle
and a tube with water and salts and sugar in accident /ˈaksɪd(ə)nt/ and exercise /
but when I do, it’s the standard traveller
©

in your arm! Then I was back in my tent ˈeksəˌsaɪz/.

illnesses. It’s kind of, you eat something
and then you get ill! When I’m away, I sleeping. I was stupid because it’s my
think about what I eat and I try to eat job to look after myself and stay healthy. 5
a bit less. I also try to be sensible about I mean, heatstroke!! I mustn’t do that • Students discuss the questions
sleeping, eating and drinking. again! Take my advice. You should drink in pairs, then report experiences in
I’ve only ever ended up in a hospital lots of water if it’s hot and you shouldn’t feedback.
once and that was when I stupidly got stay in the sun all day!
heatstroke! I should know better! I flew If I was with my kids, I’d be more sensible!
to Canada and it was a long flight and I I look after them much more than I do
didn’t drink enough water. I think I got myself! When they’re sick, I make this
to camp at 1 a.m. and at 6 a.m. we were magic drink. It’s just lemon juice and sugar,
having breakfast and starting work. I was but when you add the hot water, if you do

157
LESSON C
Extra activity PRONUNCIATION
Ask students to discuss how important the following are to
prevent getting ill:
8 9.3
• Read out the Clear voice box.
A good night’s sleep; Taking vitamin pills; Eating a balanced diet;
Drinking lots of water; Avoiding sugary foods. Follow up by asking • Play the audio. Students listen and repeat.
students to share their own ideas for preventing illness.
9 9.4
For further information and practice, see Vocabulary reference • Give students time to read 1–8 and to think about whether the
Unit 9 on page 164 of the Student’s Book. sound is long or short.
• Play the audio. Students listen and tick the correct sound.
For additional practice, refer to the Vocabulary activity on page Let students compare answers in pairs.
256 of the Teacher’s Book.
AUDIO 9.4

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/ɒ/ /ɔː/
GRAMMAR stop abroad
6 want saw

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• Read the Grammar box with the class. Students write body talk
correct forms, then check in pairs. blog thought

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• Optional step Check form by labelling the example sentences.
Check meaning with check questions (see the Grammar notes). PRONUNCIATION NOTES

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Answers Note that /ɒ/ is formed with more rounded lips than /ɔː/ and
1 mustn’t (it’s very serious so we wouldn’t use shouldn’t here) the sound is made further back in the mouth.
2 don’t have to (it’s not necessary because I intend to do it)

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Extra activity

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GRAMMAR NOTES
Ask students to make sentences with both sounds then practise
Meaning
saying them (e.g. We want a story; It’s a warm spot).
Depending on their first language, students may find these
ap
uses tricky. Romance language speakers (e.g. French and For additional practice, refer to the Pronunciation activity on
Spanish) tend to avoid modal uses and say things like It is page 296 of the Teacher’s Book.
gr
necessary to … or He has need to … German speakers can be
confused that muss nicht in German means doesn’t have to
SPEAKING
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not mustn’t.
Compare the following: 10
Strong obligation: You must, You have to, You mustn’t • Optional step Model the activity by providing examples from
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Weak obligation (i.e advice or suggestions): You should, You your own experience.
shouldn’t • Organize the class into new pairs or small groups. Give
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students four or five minutes to choose a situation and prepare

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No obligation: You don’t have to ideas. Monitor and help.

Compare and check: You have to vs You should, You mustn’t • Students take turns to show and read out their sentences.
vs You shouldn’t and You mustn’t vs You don’t have to.
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Sample answers
Go to bed early / work fewer hours; get a hobby / join a club; run
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For further information and practice, see Grammar reference with other people / get a coach; look online / ask friends
Unit 9C on page 174 of the Student’s Book. Extra activity
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7 Ask students to look at the following rules or good advice from

• Elicit the first answer to get students started. Let students around the world. Tell them to discuss the reason behind the law
©

compare answers in pairs before showing answers in feedback. and whether they think they are good rules.
You have to drive under 50 km/h on all roads. (Samoa)
Answers You mustn’t put chewing gum in your mouth in the street.
1 You should wear a raincoat. (Singapore)
2 You don’t have to go to the doctor. Just rest. You don’t have to wear a helmet if you are riding a bike.
3 You have to/must wash your hands. (Denmark)
4 You should eat five vegetables or pieces of fruit a day. You have to keep a ladder for access to the roof of your house.
5 You shouldn’t go to bed late. (Sweden)
6 You mustn’t phone an ambulance if it’s not an emergency! Ask students to find other interesting rules from around the world
For additional practice, refer to the Grammar activity on page online.
279 and the Communication activity on page 240 of the
See Workbook pages 63–64 for extra practice (Listening,
Teacher’s Book.
Vocabulary, Grammar, Pronunciation).

158
LESSON 9D
LESSON GOALS
• SPEAKING Students practise saying ‘no’ politely by giving reasons, asking for more
time or suggesting other solutions. The lesson ends with a roleplay task in which
students practise asking for help and declining politely.
• PRONUNCIATION Students listen and notice the unstressed final /t/ sound in negative
auxiliaries.

SPEAKING VIDEO 9.2

Vlad often finds it difficult to say ‘no’. He wants to keep everyone
1 happy, so sometimes he says ‘yes’ to things that he doesn’t have
• Optional step Focus students on the photo. Ask, Is the baby

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time to do.
saying yes or no? How is the baby saying no? What different For example, when Suki asked him to help her move house on
ways of saying no can you think of? Saturday, he said ‘yes’ although he has many other things he

ni
• Organize the class into pairs or small groups to discuss needs to do. He said ‘yes’ because he doesn’t want to feel bad.
questions. Elicit ideas in feedback. He wants to be helpful and he wants Suki to think that he’s a

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Sample answers good person.
2 embarrassed, rude, unfriendly But it’s OK to say ‘no’! It would actually be better for Vlad to say

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3 by making an excuse / saying sorry / very directly / with a smile / ‘no’ when Suki asked him than for him to feel stressed and have
by suggesting something else to cancel at the last minute.
4 In some countries, refusing to help a family member could be In fact, if Vlad keeps on saying ‘yes’ and then has to cancel, or if
rude, in some you shouldn’t say ‘no’ to a guest in your house; he keeps doing jobs badly because he doesn’t have enough time,

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it may be rude to say ‘no’ to an invitation (e.g. to a party, people may start to think that he isn’t reliable. Saying ‘no’ at the

hi
wedding, etc.) beginning can help him to keep their trust.
Occasionally, Vlad isn’t sure whether to say ‘yes’ or ‘no’. In these
MY VOICE
ap situations, he could ask for more time to decide. It can be very
easy to give an answer as soon as someone asks, but sometimes
it’s a good idea to take time and think it over.
gr
COMMUNICATION SKILL NOTES
And when Vlad needs to say ‘no’, he could give a reason for this.
This lesson looks at saying ‘no’ and introduces strategies (giving He might explain to Suki that he wants to help, but he’s just too
reasons, asking for time, making suggestions) and the key
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busy. If Suki sees that he’s thought about the situation in detail
language necessary to act out scenarios in which students have and he has reasons for saying ‘no’, she might trust him more.
to politely refuse. It explores the idea that it is sometimes better When you say no and explain why, it can be a good idea to
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to say ‘no’ if this avoids letting someone down later, or putting choose your reasons carefully. Some reasons could look like
yourself in a difficult situation. Take the opportunity to provide excuses.
plenty of practice. See Exercise 8. It’s important to give a reason that is right for the situation. You’ll
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give different reasons when saying no to your family than you

would to people at work.
2 9.2
• Optional step Start by asking students to read questions Sometimes, when you can’t help someone, you may be able to
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1–6. Check advantages (good things) and disadvantages (bad suggest a different solution.
things). It’s important to be able to say no when you need to. Remember,
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it’s OK to take your time to decide if you can help someone. If you
• Play the video. Students listen and note answers. Let
can’t help, you don’t have to give a reason, but it can be helpful
students compare answers in pairs.
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and it will help the other person understand. And make sure you
• In feedback, ask students to justify answers. choose the right reasons for the situation.
Answers
3
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1 Because we want to keep everyone happy, we don’t want to

• Read out the Communication skill box. Check difficult words in
feel bad, we want to be helpful or because we want others to
the skill and task: appointment = formal meeting (e.g. with a
think that we are good people.
doctor or client); a delivery = a letter or parcel brought to your
2 If you say ‘yes’ but don’t mean it, it can be stressful and you
house.
might end up cancelling at the last minute.
3 People trust you more (better than cancelling at last minute, • Give students time to read the task. Students discuss
feeling stressed or doing a bad job), otherwise people might situations with a partner.
start to think you are unreliable. Sample answers
4 Ask for more time. All good reasons (depending on people and situation) except for
5 It shows you are busy rather than not wanting to help and 4 (too vague – help with what?) and 5 (too specific - cleaning a
shows you’ve thought about it carefully (more trust). cupboard not essential)
6 It can look like you’re making excuses.

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LESSON D
4
9D
Saying ‘no’ when you need to
LESSON GOALS
• Say ‘no’ when you need to
• Choose how to say ‘no’ in different
situations
• Understand negative auxiliaries in speech

• Organize students into pairs or

small groups. Elicit one or two ideas for SPEAKING 3 Look at the Communication skill box. Then look
the first situation to get students started. 1 Work in pairs. Discuss the questions.
at reasons 1–6 for saying ‘no’. Work in pairs.
Discuss which you have used in the past. Which
Students discuss situations. Elicit ideas in 1 How often do you say ‘yes’ to things you don’t would you think are good reasons if someone
feedback. want to do and why? said them to you?
2 How do you feel when you say ‘no’ to someone or
Sample answers they say ‘no’ to you? COMMUNICATION SKILL
Saying ‘no’ when you need to
Situation 1: You are away 3 How do you usually say ‘no’ to things?
4 Are there any situations where it might be rude to It’s OK to say ‘no’ to things that you don’t
Situation 2: You are busy at work / having say ‘no’ in your country? want to do, or don’t have time to do. If
dinner you’re not sure, you can ask the person to wait until
you’ve decided. When saying ‘no’, it can be helpful
Situation 3: You have too much work / a MY VOICE
to give reasons. This shows that you aren’t able to

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family crisis 2 9.2 Watch the video about how you can say help someone rather than that you don’t want to.
It’s important to choose the right reason for the
Situation 4: You have to study ‘no’. Answer the questions.
situation. You’ll give different reasons to your family
1 Why do people say ‘yes’ to things they don’t want
5 than you would with your work.

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to do?
2 What can be the disadvantages of saying ’yes’? 1 I have to study.
• Read out the Useful language box. Point 3 What can be the advantage of saying ’no’ at the 2 I have an appointment.

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out the meaning and use of phrases beginning? 3 I am waiting for a delivery.
(see the Language notes). Ask students 4 What can you do if you can’t decide whether to 4 I have to help my family.
say ‘yes’ or ‘no’? 5 I have to clean my kitchen cupboard.
to repeat after your model to practise

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5 What are the advantages of giving reasons? 6 I am very busy with work at the moment.
pronunciation. 6 What problems can there be with giving reasons?
• Students compare ways of saying
‘no’ in their language with a partner.

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USEFUL LANGUAGE NOTES ap
Use and meaning
Notice how ’d (would) is used when
being tentative and polite (I’d be happy
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to … I’d love to …).
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Notice the use of but here: I can’t help

you, but …; I’d love to, but …
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Extra activity
Ask students to choose a phrase from the
Useful language box that they like and
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write it down on a small piece of paper.

Monitor and make sure that students are 114
not choosing exactly the same phrases
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– you want a range of phrases to be

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When students are ready, ask them to PRONUNCIATION Answers

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stand up with their piece of paper (as a 1 yes

prompt). Put on some instrumental music 6 9.5 2 yes
and tell students to circulate. Stop the • The emphasis here is on helping students
©

3 no
music. Tell students to ask the person hear the /t/, which signifies whether the 4 no
nearest to them for help with something. auxiliary is positive or negative. There is 5 no
Students use their selected phrase to no need to practise saying these words.
AUDIO 9.6
respond. Play the music again. Students, • Play the audio. Students listen and say
circulate, stop and ask. 1 I can do it at the weekend.
what they hear.
After a few times, ask students to swap 2 I’ve made some time tomorrow.
Answers 3 He isn’t available right now.
phrases with another student. Tell students
All ‘t’s are weak and difficult to hear.
to try to memorize their new phrase. Play 4 I won’t be able to until next year.
the music and do the activity again. 7 9.6 5 I’m afraid I haven’t got time at the
• Play the audio. Students listen and moment.
note ‘yes’ or ‘no’. Let students compare
answers in pairs.

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 4 What reasons for saying ‘no’ might you give in 7 9.6 Listen to five sentences. Are the speakers
these situations? saying ‘yes’ or ‘no’? 9
• Your friend asks you to water the plants in their
flat every day while they’re on holiday. SPEAKING
• Optional step Elicit examples of
• A family member wants to video call at 8 p.m. ideas students could ask about and
8 OWN IT! Work in pairs. Roleplay two of the give students a little time to think of
• Your boss wants you to write a report for situations. Take turns to be Student A and B.
tomorrow morning. Can you reach an agreement? something. Some examples include: help
• Your teacher needs your help to prepare for the with homework, help carrying furniture
end of term party. Student A Student B
You need some help with You are going to the cinema
upstairs, help doing a weekly shop for
5 Look at the Useful language box. How do you
say ’no’ politely in your language?
some English that you don’t with a friend tonight. You you because you’ve hurt your leg.
understand. Ask Student B are busy tomorrow morning.
for help. Politely say ‘no’ to Student A. • When students are ready, they stand
Useful language Saying ‘no’ politely If they say ’no’, you’re
worried you’re going to fail
Give reasons. up, walk round the class and try to get
Giving reasons your exam tomorrow. help. Set a five-minute time limit.
I’m sorry, I really don’t have time at the moment.
• Again, as students speak, monitor closely

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I’d be happy to help next time, but I’m afraid I’m
too busy right now. Student A Student B
I’d love to help you, but I have to (revise).
and make a note of any errors students
You need someone to do You are very busy at the
some work for you as soon moment but might have a make.
Asking for more time

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as possible. You can pay little time in your diary. You
Can I get back to you in a few days? I need to good money. Ask Student need to check. Ask Student A • At the end, in feedback, write up
check my diary.
If you can wait until (May), I’d be able to do it.
B. You need a decision for more time. errors on the board and ask students to

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immediately.
I won’t be able to help you this week. Would (next correct them in pairs. Point out any good
week) work for you? uses of language that you heard.
Student A Student B

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Suggesting another solution You want to paint your flat You can’t help on Saturday
Maybe you should ask my brother. He’s really on Saturday and need help. because you have band Extra activity
good at (maths). It’s the only day you can do practice, but you know that
I can’t help you, but you could try (my friend). it. Ask Student B. your sister has no plans. Say In this game, students may not repeat the
no to Student B politely. same phrase twice.

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Suggest your sister can help.
PRONUNCIATION Start by writing the following on the

hi
6 9.5 Look at the Clear voice box. Listen to the Student A Student B board:
examples and notice how the speakers say don’t, You need to borrow a bike You’ve just bought an Could you …
to do a charity cycle on expensive new bike. You
won’t and can’t. Can you hear the final /t/ sound?
Saturday. Ask Student B if
ap
wanted to use the bike on
… help me move house?
CLEAR VOICE you can borrow their bike. Saturday. The last time a … help me write my CV?
Understanding elision (2): negative friend borrowed something
auxiliaries from you, it was broken … correct my essay?
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Sometimes speakers don’t stress the final /t/
when they returned it. Say … fix my bike?
‘no’ to Student A. Give
in can’t, don’t and won’t. The final /t/ sound reasons. Elicit four more questions students could
in negative auxiliaries can often be difficult to hear.
ask. Write them on the board.
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This can make it hard to understand what a speaker 9 Think of something you need help with. Walk
is saying. around the classroom and ask your classmates Organize the class into groups of five or
I’m sorry, I really don’t have the time at the moment. for help. Say a polite ‘no’ to everything your six and tell them to sit in a circle. Ask one
I won’t be able to help you this week. Could you classmates ask you to do.
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wait a few days? student in each group to sit in the middle.

I’m afraid I can’t help you, but you could try my Students in each group take turns to ask
friend.
the person in the middle Could you …?
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questions. They can choose any question

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115 from the board. The student in the middle

must say ‘no’ using phrases from this
lesson, or their own excuses. If the student
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repeats a phrase, they are out and another

student goes and sits in the middle. Find
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out which student in each group is able to
SPEAKING choose and prepare useful phrases for give the most different responses to the
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B to use to say ‘no’ before practising. Could you …? questions.

8 OWN IT! Another idea is to have students write
• Optional step Start by asking focus their dialogue before practising it. See Workbook page 64 for extra practice
©

questions and getting students to read • When students are ready, they act out (Pronunciation).
the four situations. Ask, What does A the two roleplays. Set a five-minute time
need help with in each situation? Why limit.
does B want to say ‘no’?
• As students speak, monitor closely and
• Mix students so they are working make a note of any errors students
with a new partner. Students decide make.
who is A and who is B, and choose two
• At the end, in feedback, write up
situations.
errors on the board and ask students to
• Optional step It is a good idea to give correct them in pairs. Point out any good
students preparation time before they uses of useful language that you heard.
practise their two roleplays. One idea
is to ask students to work together to

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LESSON 9E
9E
I am so grateful for this!
LESSON GOALS
• Keep readers interested
• Find the positive in negative situations
• Write an online gratitude diary

LESSON GOALS
• WRITING The aim of the lesson is SPEAKING
My diary
to guide students to write an online 1 Read what someone posted on social media What am I grateful for today?
gratitude diary. The reading text about positivity. Do you agree? This online gratitude diary is helping me
provides a model. Students think Jess T 22 August look at life in a positive way, even when
about keeping the reader interested things feel difficult! I feel happier and
Think positive and more confident now and I think I sleep
and finding positives in negative positive things will happen. better and feel less stressed too!
situations.
2 Work in pairs. Discuss the questions. Week 3!
1 Do you know people who you think are very
Monday
SPEAKING positive? How do they stay positive?

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2 What do you do to make yourself feel more Malina: Today I’m feeling very
grateful for this little guy! 2 years old
1 positive?
3 How is positive thinking good for you?
today! He’s my nephew and he
makes me remember how important
• Optional step Ask, How can you be

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3 Think about a time you felt stressed or unhappy. it is to not be too serious! I love his
positive in class, especially when tired or Did any of these (or other) things help? If not, laugh!
finding it hard work? Brainstorm ideas which could be helpful?

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Tuesday
• writing down your thoughts Other things that
from students. For example: listen, look could help: Malina: I am so glad that I can
• getting more sleep play the piano because it stops me
interested, smile, ask questions, say hello • phoning a friend take a bath,

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eat comfort food, worrying. Today I practised ‘Happy’ by
to people, work hard, ask for more time • using social media
go for a long walk, Pharrell Williams. I always feel, well,
• thinking positively
to do things. do your hobby happy … when I play it!
• doing exercise
• Students read and discuss the post in • listening to a happy song Wednesday

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pairs. Elicit students’ opinions. • spending time outdoors Malina: My favourite moment of the
day! That first sip in the morning just

hi
Sample answers READING FOR WRITING tastes so good. And I love just sitting
with the hot cup in my hands and
Go with your students’ ideas. Some may 4 Read the online diary. Tick (✓) what Malina is
ap breathing in the smell.
be cynical about the concept and others grateful for.
Thursday
may have cultural or religious views which 1 a person ✓ (her nephew) 6 an object ✓ (piano) Malina: I feel lucky to have a garden.
go against the idea that our individual 2 a skill ✓ (piano playing) 7 a routine ✓ (yoga, coffee) It reminds me how incredible nature
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3 a life change 8 entertainment ✓ (‘Happy’ is. I always think vegetables from the
actions influence our lives. garden taste better. Today I planted a
4 a hobby ✓ (piano, gardening,(e.g. music/film)by Pharrell
2 yoga) Williams) jasmine bush. It will smell incredible in
5 a place ✓ (garden) summer.
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• Students discuss the questions. Elicit 5 Look at the Writing skill box on page 117. Find
examples of how Malina keeps the reader Friday
students’ opinions. interested in the online diary. Malina: I’m very thankful for yoga. I
feel so relaxed after my yoga session
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Sample answers this afternoon – I fell asleep at the

3 It can make you feel good / happy; you end! If I didn’t do yoga, I would be
much less calm.
can achieve difficult things by being
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positive; being positive can make you

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healthy.
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3
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• Optional step Ask, What do you do

when you feel unhappy or stressed?
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your own examples. you feel happy, calm and thankful. Senses: hear her nephew’s laugh
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Gratitude = thankfulness. Details: nephew, two years old

• Students read the questions and
• Students read and tick the things that Tuesday
list. Check thoughts (= things you are
Malina is grateful for. In feedback, elicit Feelings: glad, happy
©

thinking). Students discuss in pairs or

answers. Reasons: likes playing piano because it
small groups.
stops her worrying
5 Senses: hear piano
READING FOR WRITING • Read through the Writing skill box with Details: played ‘Happy’ by Pharrell Williams
your class. Wednesday
4 Feelings: Favourite moment, love sitting
• Optional step Pre-teach key words: • Students work in pairs to complete
grateful for = thankful for; glad = happy, the table with information from the Reasons: smells and tastes good
pleased; sip (of coffee) = small taste (of diary. Senses: smell and taste coffee, feel hot cup
coffee or any drink); stressed vs calm or in hands
Answers
relaxed. Introduce the idea of a gratitude Details: drink every morning, favourite part
Monday
diary – a diary that describes what makes of day
Feelings: grateful, not serious
Thursday
Reasons: he makes me remember how
Feelings: Feels lucky
important it is to not be too serious
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 WRITING SKILL 9 Complete the sentences to describe what you Extra activity
Keeping the reader interested feel grateful for. Think about the ideas in
Malina keeps the reader interested by … Exercises 4 and 5. Ask students to think of and write three
• choosing nice photos and adding 1 I am grateful for my because it other negative situations in pairs. Students
interesting details. makes me feel . then exchange situations with another
• keeping her posts short. 2 When I hear I feel
pair who must then make them positive.
• sharing her feelings and giving reasons for how she .
is feeling using as or because or adding another 3 I am so glad I can as
Some ideas: I’ve lost my smartphone. / The
sentence to say why. . shopping centre is closed.
• writing about her senses – things she can see,
4 I love the taste of .
touch, smell, taste and hear.
5 I feel thankful for as 8
. • Students discuss in pairs. In
Feelings Reasons Senses Details
6 helps me relax.
Monday feedback, encourage students with
7 The smell of reminds me of
Tuesday . experience of a gratitude diary to tell the
class about it.

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Wednesday 8 I feel lucky to .I .

Thursday

Friday
WRITING TASK 9
10 WRITE Using Malina’s diary as a model and your • Optional step Ask students to read

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6 Look at the Critical thinking skill box. How
answers from Exercise 9, write five short posts in through the sentences and underline
diary form about things you were grateful for phrases used to express feelings and

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would Malina see situations 1–4 more positively?
this week.
CRITICAL THINKING SKILL gratitude. Check the meaning and
11 CHECK Use the checklist. Your diary ...
Finding positives in negative situations grammar of these phrases. See the

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has an introduction in the first paragraph.
Malina says that writing her gratitude diary
has at least five posts.
Language notes.
made her more positive about difficult
situations. It can be helpful to think about negative says what you are grateful for in each post. • Students prepare sentences
situations positively. gives a reason why you are grateful using as and individually and write them down. Let
because in each post.

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This makes their time students compare with a partner.
1 She doesn’t see her nephew often. together more special. changes negative thoughts to positive in each
2 She is stressed. This is a great opportunity to play the

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piano or do yoga. post.
3 She is tired.
She can drink coffee. refers to the senses and feelings and includes
4 Gardening is hard work. It’s fun and rewarding to LANGUAGE NOTES
work hard to grow vegetables, which always taste better. interesting details.
7 Work in pairs. Change these negative situations
ap I am/feel grateful/thankful for + -ing/
12 REVIEW Exchange diary posts with another
to make them positive.
student. Did they include at least three things noun
1 I can’t leave the house because I’m sick. from the checklist? Were any of the things
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2 Since it’s raining we can’t have a picnic. you were grateful for similar? Ask for more I am glad (that) + clause
3 She lost her job. information about each post.
4 I was in a traffic jam for two hours. It reminds me of + -ing/noun
It has five things you are grateful for.
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5 I can’t afford to go abroad this year.

You used as, because and since well.
8 Work in pairs. Discuss the questions. You say the smell of chocolate makes you feel happy.
I am/feel lucky to + infinitive
1 Have you ever kept a diary similar to Malina’s? Go to page 158 for the Reflect and review.
2 How do you feel about keeping a diary of things
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that you are grateful for? WRITING TASK

10 WRITE
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• Students write their posts in diary form.

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11 CHECK
• Ask students to use the checklist to
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12 REVIEW
Reasons: reminds her how incredible 7 • Students exchange diary posts with a
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nature is • Elicit suggestions for the first situation to partner and provide feedback.
Senses: vegetables taste better, smell of get students started. Explain traffic jam
jasmine (= when cars can’t move because roads Extra activity
©

Details: planted jasmine bush, will smell are busy) and can’t afford (= not enough For homework, students write posts to say
incredible money). what they are grateful for after each day
Friday of next week. In a later lesson, students
• Students discuss ideas in pairs.
Feelings: thankful, relaxed, calm compare posts and say how they made
Reasons: if she didn’t do yoga, she would Sample answers
them feel at the end of each day.
be much less calm 1 I don’t have to go to work. / I’ll have a
Senses: - lovely day at home to relax. See Workbook page 65 for extra practice
Details: fell asleep at the end 2 We can have a delicious lunch at home. (Writing).
3 She can look for a better job now.
6 4 I had some quiet time to listen to the For Unit 9 Reflect and review, see
• Read through the Critical thinking skill radio and think about things. Student’s Book page 158.
with your class. 5 I can have a great holiday in my country.
• Students discuss ideas in pairs.

163
 UNIT 10
Entertainment

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UNIT GOALS
10A Reading and speaking

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• understand sequence and
identify the moral in two

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traditional folk tales

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10B Listening and grammar,
pronunciation, speaking
• understand people talking about

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their experiences of performing;

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use the past perfect to talk about
things that happened before ap
another past event; hear and
understand the contracted ’d
sound when using past perfect
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10C Listening, vocabulary,

grammar, speaking
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• listen for general meaning in a

conversation or interview; talk
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about favourite books, films and

TV series; use articles correctly Mucca Pazza, a 30-piece band from
(a, an, the, no article) Chicago, US, performs at Globalfest
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in New York City, US.

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10D Speaking and 118

pronunciation
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• use language to show a

relationship is important to you;
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10E Writing 1 Extra activity

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• Ask students to discuss the questions In groups, students imagine forming

• write a review of a show or in pairs. In feedback, ask students a band with classmates. Ask, What
performance; give your opinion, whether they would like to listen to the instruments will you play? What songs will
©

describe the story and give band (see About the photo). you perform? What will you wear?
recommendations • Optional step Before students speak,
Photocopiable resources
use the photo on the page to elicit WATCH
and teach key words: band / group,
Communication activities: pp. 241–242 costumes, play instruments (violin, 2 10.1
Vocabulary activity: p. 257 trumpet, trombone, clarinet, guitar, • Optional step Students met Andrej
Grammar activities: pp. 280–281 xylophone, drum). in Unit 4. Ask students what they
Pronunciation activity: p. 297 remember about him.
Mediation activity: p. 313 • Give students time to read the
ABOUT THE PHOTO
questions. Play the video. Students note
Workbook Mucca Pazza are known for their energetic, answers, then check in pairs.
Unit 10 pp. 66–71 chaotic performances and physical theatre.

164
 10
Entertainment
We play all sorts of rock ’n’ roll and metal.
We play the classics – like Dire Straits and
Metallica and we play our own songs too.
There’s five of us in the band – two girls
who are professors in the music school
and three boys. The girls went to the music
school and the boys … well, we taught
GOALS ourselves. And I like it. We play maybe
• Understand sequence in a story once or twice a month because we’re all
• Talk about what happened before another past event
• Talk about films and TV programmes too busy. It’s really sociable – we have a

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• Listen for general meaning in an interview group chat on our phones and we talk a
• Show you value people lot about everything but when it comes to
• Write a review of a stage show
A musical band; they playing together, it’s hard to find time. We

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are wearing colourful
1 Work in pairs. Discuss the questions. costumes and playing haven’t played live yet because we haven’t
1 Look at the photo. What can you see? different instruments been together for very long. Hopefully, we

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2 How do you think the people in the photo feel? happy, can do that soon. I used to play concerts
3 What other types of entertainment might you see excited,
exhausted in high school. That was fun. Anyway,
in a public place? buskers singing, jugglers,
our band is called ‘Who cares?’. The band

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hip hop dancers, mime
WATCH artists actually got the name by accident, in a
way. We were playing together for a while
2 10.1 Watch the video. Answer the questions.
then someone asked for the name of the
NATIONAL GEOGRAPHIC EXPLORER
band but we hadn’t thought about a name

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at all and then I just said ‘Who cares?’,

hi
because who cares if you have a name or
not. But they thought it was pretty cool,
ap so I texted the band and said ‘This is our
ANDREJ GAJI name – Who cares?’ and the band liked it.
Who cares is also our drummer’s nickname.
gr
1 What type of music does Andrej like? rock, metal and techno
2 How often does his band play together? once or twice a month He’s the one who started the band.
3 How did the band get its name? Someone asked Andrej
what the name of the band was and he said ‘Who cares?’.
3
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3 Make connections. What kind of music do It’s also the

you like? What do you enjoy about playing or drummer’s
nickname.
• Ask students to work with a new
listening to music? partner or in small groups. Set a short
I’m in a band too. I play the keyboard. I like it because
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it’s is relaxing.
time limit for students to discuss the
I can’t play a musical instrument but I love listening to questions.
music. I like dance, pop and hip-hop.
Extra activity
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Brainstorm types of music with the class

119
and write suggestions on the board. Ask
students to discuss the following questions:
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What are your favourite bands or singers?

What was the first song or album you
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remember listening to?
VOCABULARY NOTES BACKGROUND NOTES Which bands have you seen in concert –
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‘The classics’ = here, Andrej is referring Metallica is an American heavy metal where, when and what do you remember?
to the rock songs that are most well- band. Which bands would you like to see?
©

known and played most often

Dire Straits were a British rock band in
ABOUT THE EXPLORER
nickname /ˈnɪ[Link]ɪm/ = a friendly or the 1980s and early 1990s.
jokey name used to call our friends ANDREJ GAJI  C’ is a shark research
scientist from Bosnia and Herzegovina.
by accident /baɪ ˈæk.sɪ.dənt/ = they VIDEO 10.1 He is involved in shark conservation and
didn’t plan to do it – it just happened Andre Gajic: ’ My favourite kind of music studies the diseases caused by pollution
is rock and metal but I also like techno. in the Mediterranean and other marine
Who cares? = an expression which
Actually, I’ll listen to anything that I think environments. He is a biology professor,
means ‘it’s not important’ sounds good. I am less interested in the author and underwater photographer.
words, it’s more about the quality of the
music. I play guitar in a hard rock band.

165
LESSON 10A
10A
Stories from around the world
LESSON GOALS
• Read two traditional stories
• Understand sequence in a story
• Identify the moral of a story

LESSON GOALS
• READING The main aim is to guide READING
students to read two traditional folk 1 Look at the pictures. Discuss the questions.
How the tiger got its stripes
1 A long time ago
, when tigers had no stripes, a tiger
tales and understand the sequence 1 What can you see in the pictures? needed help on his farm. He told the other animals
in a story (the beginning, middle and 2 What do you think each story might be about? he would give them a cow if they helped him.
2 First , he asked a monkey, but it was too
end). They practise identifying the 2 Match these words with the definitions.
lazy. 3 Next , he asked a goat, but it ate
moral of a folk tale. folk greedy hide jealous jewellery realize everything. 4 Finally , a hardworking rabbit
came to help. 5 After a while , the rabbit asked
• SPEAKING The speaking aim is to tell for its pay and the tiger gave the rabbit a cow.
1 traditional (stories, art, etc.) from different cultures folk
stories from pictures. 2 wanting more than you need greedy
6 As soon as /When
the rabbit got home, the tiger
arrived. The rabbit offered to share the cow, but the
3 things people wear for decoration (e.g. a ring) jewellery greedy tiger ate most of it. 7 The next day , the

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4 wanting something someone else has jealous rabbit built himself a cage and told the tiger danger
READING 5
6
put something in a secret place hide
know and understand something suddenly realize
was coming. The tiger wanted a cage too, so rabbit
built a cage around the tiger. 8 When/As soon as the
tiger realized he couldn’t get out, he started to fight
3 Read the stories on page 121. Are sentences 1–6

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his way out. To this day, the tiger has stripes from
ABOUT THE TEXT true for Bawang (BW), Anansi (A) or both (B)? the cuts he got when he broke out of his cage.
The text types are folk tales. 1 There are two characters with opposite

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personalities. BW
Bawang merah and bawang putih 2 One character helped another character. B 6 Look at the Critical thinking skill box. Match
(Indonesian and Malay for Shallots and 3 The main characters are animals. A morals 1–3 with the three stories (Bawang,

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Garlic) is a popular story which has the 4 One character decided not to be greedy. B Anansi and Tiger).
5 Two characters got punished for being greedy. BW
same theme and moral as the European 6 One character gave good advice to another. A
CRITICAL THINKING SKILL
Identifying the moral
folktale Cinderella. It is about two half- 4 Look at the Reading skill box. Circle the time Traditional stories often have a ‘moral’ or life
sisters, one greedy and one kind, and their

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expressions in the stories on page 121. lesson. Think about the personalities of the
mother, who favours the greedy daughter main characters, what they do, what they say and

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READING SKILL
how the story ends for them. Ask yourself ‘What is
Bawang Merah. Understanding sequence in a story
the story trying to teach us?’
Anansi /əˈnɑːnsi/ is a west African folk Every story has a beginning, a middle and
character who often takes the shape of a
ap
an [Link] writer uses different phrases 1 Don’t give something then take it away. Tiger story
(e.g. as soon as, one day, after a while) to show the 2 It’s better to share knowledge. Anansi story
spider. He plays tricks on people and tells relationship between events and the order in which 3 Choose kindness, not greed. Bawang story
they happened. Time expressions can make the story
stories and is one of the most important
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more interesting and avoid repetition of and or then.
characters of West African, African SPEAKING

American and Caribbean folklore. These 5 Complete the tiger story with these time 7 Work in pairs. Do you know any similar stories?
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tales originated in Ghana. Anansi is most expressions.

8 Work in pairs. Go to page 181. Tell a story using
well-known for intelligence and wisdom. after a while a long time ago ... as soon as the pictures.
finally first next the next day when
9 Work with another pair. Retell your stories.
1
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Decide which story you like best and why. Can

• Optional step Pre-teach folk story / you write a good moral for the story?
tale – a traditional story that teaches us a
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lesson about life. Ask, What are the most

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well-known folk stories in your culture? 120

What are the most famous characters?
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• Students discuss the questions in

pairs. Set a two- or three-minute time
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different pairs.
• In feedback, show or write up the punished = here, it means something
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Sample answers correct answers so students can check. bad happened because they did
1 Picture 1 shows three women in a • Optional step Check students’ something wrong
tropical forest in a country in the far
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understanding in feedback by asking • Students read and note answers

east. Perhaps three sisters or a mother personalized check questions: When do and check in pairs. Set a short time limit
and two daughters. One woman has a you feel jealous? Are you ever greedy – if (three or four minutes).
bowl with jewels. so, when? Where could you hide in this
Picture 2 shows a spider climbing a room? Are you wearing any jewellery? 4
plant, holding a (clay) pot. • Read out the information in the Reading
2 3 skill box.
• Optional step Pre-teach other key • Students work in pairs to circle
• Elicit the first match to get students
words in the stories: lazy = didn’t work expressions. In feedback, elicit and
started. Students match words and
hard; half-sisters = one parent the same; discuss answers.
definitions individually. Let students
pumpkin = large vegetable that you can
check with a partner.
take the insides out of to make a bowl;
clay pot = (use illustration to teach);

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 Two Folk Tales Answers
1 A long time ago (= start of a story –
Storytelling may be one of the oldest forms compare: Once upon a time, Many years
of entertainment. Here are two popular folk
tales from around the world.
ago, etc.)
2 First (= 2, 3 and 4 are a sequence: First
… Next … Finally … – compare: second,
Bawang Merah and then)
Bawang Putih 3 Next
4 Finally
INDONESIA AND MALAYSIA
Bawang Merah and Bawang Putih were very different
5 After a while (= signalling that time has
half-sisters. Bawang Merah was greedy and lazy while passed – compare: later, later that day,
Bawang Putih was kind and hardworking. One day, the next day)
Bawang Putih was washing clothes at the river when

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her favourite scarf washed downstream. She walked 6 As soon as / When (best answer is as
along the river until she met an old woman who was soon as because the two actions happen
holding the scarf. The woman said ‘I will give you the
scarf if you help clean my house.' Bawang Putih worked at the same time)

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very hard until the house was cleaner than it had ever 7 The next day
been. The old woman returned her scarf and offered
her a choice of two pumpkins – one big and one small.
8 When / As soon as (notice that these

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Knowing the old woman was poor, Bawang Putih took two time expressions introduce a clause:
the small pumpkin. When she got home, she cut it open
and discovered it was full of gold and silver jewellery.
When he … , he …)

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Bawang Merah and her mother were very jealous,
so they went to the river and threw in their scarves. Anansi and 6
After a while, they found the old woman and cooked
and cleaned for her. When the woman offered them a the pot of knowledge • The Critical thinking skill box aims to
help students read closely and reflect in
pumpkin, they took the big one. As soon as they arrived

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home, they cut it open, but found it was full of snakes, WEST AFRICA order to identify and interpret the life
not jewellery. Once upon a time, there was a very clever spider called lesson in the texts.

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Anansi who wanted to know everything about the world.
He took an enormous clay pot and travelled around • Read through the Critical thinking skill
collecting knowledge. When he had filled his pot, he
ap
decided that he wanted to keep all the knowledge for
box. You could ask students to tell you
himself, so he tied the pot around his neck and started the moral of each story in their own
to climb a tall tree so he could hide it. The pot was words before reading the three given
heavy around his neck and made it difficult to climb.
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After some time, his son noticed and said ‘Father, why morals to confirm.
don’t you tie the pot to your back? Then you can climb
the tree more easily.’ Anansi did what his son advised
• Ask students to match morals to the
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and was able to climb to the top of the tree easily. He stories, and check in pairs. In feedback,
saw that his son had found a solution even though he elicit answers and discuss whether
didn’t have the pot of knowledge. Anansi had thought
he knew everything about the world, but, in the end, he students think that they are useful life
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realized it wasn’t true. He decided to hold the pot up so lessons or not.

the wind could blow the information all over the world.
Extra activity
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EXPLORE MORE! Ask students to say whether these famous

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Look for common folk tales online. Search for ‘folk tales
121 morals from Aesop’s fables* are useful life
+ [name of country]’. Think about the moral of the story.
lessons or not. Ask students if they know
which stories they come from – if they
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don’t, students could look them up online

(or you could give the information that
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follows):
Extra activity 5 Slow and steady wins the race, so never
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Ask students to categorize the time • Optional step Read out the title. Ask give up.
expressions (circled in the story) according students if they know the story and, if Be happy with what you have – don’t lose
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to whether they would use them at the not, ask them to predict how the tiger it by being greedy.
start, middle or end of a story. might have got its stripes. (There are a If you work hard, you’ll find a way of
Start: one day, once upon a time number of stories from round the world solving the problem.
Middle: when, until, when she got home, on this theme – this is actually a South If you help someone, don’t expect a
after a while, as soon as American tale). reward.
End: after some time, in the end (after a • Students read for understanding – and *Aesop’s fables are a series of stories
while and when she got home could be tell you how the tiger got its stripes. written in Greece in ancient times (about
the end, too) 600 BCE). They are often stories involving
• Students complete the story. Let
animals which have a moral or life lesson.
students compare answers in pairs. In
The morals above come from the following
feedback, elicit and discuss answers. Ask
stories: The Tortoise and the Hare (the
students to justify answers (see the notes
tortoise wins a race when the hare falls
in the answers).

167
asleep), The Dog and the Shadow (a dog drops and loses his meat Extra activity
when he sees a reflection of himself – and wants the ‘other’ dog’s Ask students to write a folk story from their culture using time
meat), The Crow and the Glass (a crow gets to drink by dropping expressions. In the next lesson, collect the stories and either put
stones in a glass full of water), The Wolf and the Crane (the crane them on the classroom wall so everybody can read them or make
helps the wolf, but the wolf refuses to give a reward). a class book of folk tales.
If students write and send their stories to you online, you could
SPEAKING correct the stories, then make them available for students to read.
You could post them on the class website, or create a file or pdf of
7 stories for students to access.
• Organize the class into pairs. It is a good idea to mix
students at this point so they get to speak to different class EXPLORE MORE!
members. Ask students to discuss and tell stories they know.

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You could ask students to research a folk tale and retell it to the
Extra activity class in the next lesson.
If you have a multicultural class, this is an opportunity to facilitate Some of the most internationally famous folk tales are the

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pluricultural space by doing some story-telling. Ask students to following:
prepare a story from their country and write the title on the board. Aesop’s Fables (Ancient Greece)

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The class have to predict the content of the story from the title. Grimm’s fairy stories (Germany)
Then they take turns to tell stories to the class. Hans Christian Andersen’s tales (Denmark)
If students are from the same culture, brainstorm five or six story One Thousand and One Nights (Middle East)

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titles to the board and ask different students to outline a story. Panchatantra (India)
The class can then discuss what the moral is. You could choose Américo Paredes’ Folktales of Mexico
classical European fairy tales if you think your students will be The Malachite Box (Russia)

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familiar with them: Sleeping Beauty, Beauty and the Beast, Red
See Workbook pages 66–67 for extra practice (Reading).

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Riding Hood, etc.

8
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• Organize the class into pairs. Students have to work
together to prepare and tell a story, using two sets of pictures.
Refer students to page 181 of their Student’s Book to find the
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pictures – the pictures can also be found on page 217 at the
back of the Teacher’s Book.
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• Tell students to start by telling each other what their pictures

show. Read out the example sentences and show students they
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have to take turns telling the story, using one of their pictures
each time they speak.
• Give students time to practise telling their story in pairs two
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or three times. As students speak, monitor closely, correct and

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prompt students to use a variety of time expressions.

9
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• Put pairs together so students can retell stories. When

students have refined and improved their stories, ask some pairs
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to perform their story for the class.

• Optional step Ask the class to listen to each other’s stories and
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say what they think the moral might be.

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168
LESSON 10B
LESSON GOALS
• LISTENING AND GRAMMAR The main aim is to practise using the past perfect
to talk about things that happened before another past event. The language is
contextualized in the listening text – people talking about their experiences of
performing.
• PRONUNCIATION Students hear and understand the contracted ’d sound when using
the past perfect.
• SPEAKING The speaking aim is to tell stories about personal experiences involving
having to perform.

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LISTENING AND GRAMMAR audience /ˈɔː.di.əns/ = people watching (a show, play, film, etc.)
1 on stage /ɒn steɪdʒ/ = on the place where you do a show in a

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• Optional step Start by miming/acting out the activities theatre
in the box. For example, mime act by pretending to be a

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Shakespearean actor delivering a speech then responding over- speech /spiːtʃ/ = a formal talk to an audience
dramatically to an imaginary dagger. Students have to say which put on a show = do a show / performance

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activities you are miming.
• Students discuss the questions in pairs. In feedback, ask a concert /ˈkɒn.sət/ = a musical performance
few students to share experiences. microphone /ˈmaɪ.krə.fəʊn/ = the thing you talk or sing into

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which makes your voice louder
2 10.1

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• Optional step You could ask students to cover the texts on the
page for the first listening. Students listen and answer the focus
ap 4
task without reading. • Students read the Grammar box and complete the timeline.
• Play the audio. Students listen (or listen and read) and In feedback, check form and understanding by asking check
answer the question. Let them compare answers in pairs. questions (see the Grammar notes).
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Answers
Malee: told jokes; Kofi: cousin’s child sang; Nam: played music
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GRAMMAR NOTES
3 10.1 Form
• Optional step Pre-teach key words connected to the topic past perfect past simple
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(see the Vocabulary notes). Use the photo to pre-teach play a I’d practised for weeks, so I felt ready.
recorder. What is ’d short for? (had).
To form the past perfect, you use ‘had’ plus what? (past
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• Give students time to read the sentences carefully. Play the

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audio again. Students listen and correct. Let them compare participle).
answers in pairs. Use
• Optional step Let students check and complete answers by Which past action happened first – practised or felt? (practised)
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reading the three texts closely in follow-up to the listening.

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Answers For further information and practice, see Grammar reference

1 Malee practised a lot. Unit 10B on page 175 of the Student’s Book.
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2 Kofi and Nam’s families were in the audience.

3 Malee and Nam spoke about themselves performing on stage. 5
4 Malee loved telling jokes (as soon as she had relaxed). • Elicit the first underline to get students started. Students
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5 Kofi hadn’t planned it (it was an accident). compare answers in pairs.

6 Nam didn’t play very loudly (he made no sound as he didn’t • In feedback, encourage students to justify answers by referring
play at all). to the timeline.
• Optional step Ask students to find and circle time phrases
VOCABULARY NOTES (e.g. after, as soon as) and explain their use in the sentences.
Pre-teach these words connected with performing before doing
Exercise 3, or at the end in a vocabulary in context check in
which students find and underline the words in the three texts:
perform /pəˈfɔːm/ / performance /pəˈfɔː.məns/ = do a show in
front of people

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LESSON B
GRAMMAR NOTES
10B
I hadn’t made a sound!
LESSON GOALS
• Understand people talking about performing
• Use the past perfect to talk about things that
happened before another past event
• Understand past perfect forms

Notice how, when relating a series of

events in a narrative, we can change the LISTENING AND GRAMMAR
I remember my first comedy show well. I’d
‘time order’ by using the past perfect to 1 Work in pairs. Look at these activities, then practised for weeks, so I felt ready. But when I
refer back to something that happened discuss questions 1–3. got on stage I couldn’t remember anything. I’d
earlier. This makes the story more forgotten all my jokes! I just stood there, staring
act dance play music read a poem at the audience for what felt like ages! Thankfully,
interesting and emphasizes the event sing a song tell a joke or story
I’d written a few notes on my hand before I went
we wish to emphasize. Compare: on, so finally, I looked at them and started talking.
1 Have you ever done any of the activities in the box
Once everyone laughed at my first joke I relaxed
I forgot the jokes I got on stage or any other performance to entertain others?
and everything was OK. In fact, I loved it!
2 Have you ever seen a friend or family member
I couldn’t remember them entertaining others in this way?
(Malee)

3 How much did you enjoy the experiences?

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I got on stage I couldn’t remember
2 10.1 Read and listen to people talking about
the jokes I had forgotten them! their experiences of performing in front of During the speeches at my wedding we noticed
others. Which of the things from Exercise 1 did something moving under the table. It was my
In sentences 1, 3, 4 and 5 of Exercise 5,

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they talk about? cousin’s three-year-old son, Ebo. He had hidden
the past perfect form comes after the under the table as part of a game with the other
3 10.1 Listen again. Correct the sentences.
past simple even though it refers to a children! My wife picked him up and asked

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1 Everyone practised a lot before their performance. him to say a few words. As soon as he got the
time before. 2 Everyone’s family was in the audience. microphone, Ebo started singing ’Happy Birthday’!
3 Everyone spoke about themselves performing on He had obviously thought the big party was for

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Notice how we often use past perfect stage. our birthday. All the guests loved him and our
with time phrases that tell you the 4 Malee hated telling jokes on stage. family still tell this story about the surprise song at
5 Kofi had planned for his cousin’s son to perform at
time order of things. Often this use is his wedding.
our wedding.
(Kofi)
optional: 6 Nam played very loudly.

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As soon as the concert finished / had

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finished I went to find my mum. When I was at school, we had to put on a show
and I had to play a few songs on my recorder
The speaker can use past perfect to
ap with some other students in my class. The night
before the show I felt very anxious because I
show that the event comes before hadn’t learned the songs, but it was too late to
finding her mum, but could choose to learn them. So, the next day, I stood on stage
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use past simple as the phrase ‘as soon and moved my fingers but didn’t blow into the
recorder. As soon as the concert had finished I
as’ already tells us the time order. went to find my mum. Luckily, she said nobody
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had noticed.
(Nam)
6
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• Elicit the first match to get students

started. Students compare answers in
pairs.
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• In feedback, encourage students to

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justify answers. 122

Extra activity
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Ask students to rearrange the short stories

below to make them more dramatic. Tell
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them to use the past perfect and time
phrases. We (had) spent two days looking for Joe PRONUNCIATION
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1 I left my concert ticket on the bus. I before we found him. He had fallen down
arrived at the stadium. I realized that I the mountain and broken his leg. 7 10.2
• Read out the Clear voice box. Notice
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didn’t have my ticket. Amy was upset because she had lost the
race. She had been ill and hadn’t done any that the emphasis here is on hearing and
2 Joe fell down the mountain. He broke
training. understanding – students don’t need
his leg. We spent two days looking for
to attempt to produce the contraction
Joe. We found him.
For additional practice, refer to the themselves.
3 Amy was ill. She didn’t do any training.
Grammar activity on page 280 and the • Play the audio. Students listen and
She lost the race. She was so upset.
Communication activity on page 241 of notice.
Example answers:
the Teacher’s Book.
As soon as I (had) arrived at the stadium, I
realized that I didn’t have my ticket. I had
8 10.3
• Give students time to read 1–3 and to
left it on the bus.
think about which forms might be hard
to hear.

170
 4 Read the Grammar box. Complete the timeline PRONUNCIATION
with the phrases in bold from the example in
7 10.2 Read the Clear voice box. Listen to the Sample answers
the box.
examples and notice the contractions. 2 had forgotten the words
GRAMMAR Past perfect CLEAR VOICE 3 hadn’t been funny
Use the past perfect to talk about something that Understanding the past perfect 4 had passed my exam
happened before another past action and after
phrases such as when, after, until, and as soon as.
It can sometimes be difficult to hear the 5 he had left it at home
difference between the past perfect and
I’d practised for weeks, so I felt ready. the past simple. This is because many speakers
contract had to ’d.
10
Go to page 175 for the Grammar reference. No one had realized the children were hiding! • Organize the class into new pairs.
Past now future
They’d loved her. Provide five minutes’ preparation time
for students to think of ideas and make
8 10.3 Listen to the past perfect sentences.
1 ’d practised 2 felt the show Which is the easiest to understand – the
notes. Monitor and help with ideas and
contracted form or the full form? vocabulary.

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5 Look at the examples from the texts. In each 1 I’d called my friends before the show.
sentence, underline the action that happened
first.
I had called my friends before the show. 11
2 He’d practised the songs every day.
1 When I got on stage I couldn’t remember
• Students take turns to tell stories.
He had practised the songs every day.

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anything. I’d forgotten all my jokes! 3 They’d filmed everything. • As students speak, listen carefully and
2 I’d written a few notes on my hand before I They had filmed everything.
went on.
note errors. At the end, in feedback,

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3 We noticed something moving – Ebo had hidden SPEAKING
write on the board three or four errors
under the table! you heard while students talked and ask
4 He sang ’Happy Birthday’. He had obviously 9 Complete the sentences in your own words.

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thought the big party was for our birthday. Use the past perfect. Discuss your ideas with
students to correct in pairs.
5 The night before the show I felt very anxious a partner. • Optional step If you think your
because I hadn’t learned the songs. 1 When I arrived at the theatre, I realized that I … students will struggle for ideas, allow
6 As soon as the concert had finished I went to find A: … I realized that I’d left the tickets at home.
them to use their imaginations and

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my mum. 2 I couldn’t sing the song because I …
6 Match the sentence halves. 3 Everybody was surprised because the comedian … invent a story.

hi
4 My family were delighted that I …
1 Once I’d finished telling the story about her … c
2 When I finally got to the show … e
5 He had to sing without his guitar because …
ap Extra activity 1
3 I hadn’t noticed there was an insect in my shoes … d 10 Work in pairs. Look again at the ways to perform As an alternative to Exercise 11, ask
4 I didn’t know my teacher … f in Exercise 1 and think of a time that you or
5 I had purple eye makeup on my nose, but … a
students to mingle round the classroom
someone you know entertained an audience in
6 He couldn’t perform in the play because … g one of these ways. Make notes on the following: and speak to three or four students before
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7 My friend had given me the wrong shoes … b • what the activity was sitting down in pairs or groups to share
• when it happened
a I didn’t notice until I came off stage. stories they heard.
b so I fell over while I was performing my dance. • who the audience was
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c I realized she was standing right behind me! • what preparation you needed
d when I put them on. • what went well or badly
e everyone had already gone home!
Extra activity 2
11 Tell your partner the story. Use the past perfect
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f had invited so many people. where appropriate. Ask students to write (or prepare notes
g he had left his costume at home.
then tell) a story which ends with one of
the sentences below.
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I had forgotten to give him my phone

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123 number.
I had left the lottery ticket on the train.
I hadn’t taken my shoes off.
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I had already called the police.

I had eaten both ice creams.
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I had cut down the tree.
• Play the audio. Let students compare SPEAKING
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answers in pairs. See Workbook page 68 for extra practice

9 (Grammar, Pronunciation).
Answers • Optional step Model the activity by
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The full form is easier to understand. producing two or three examples for the
first situation (e.g. I had left my house
door open.; I had come on the wrong
PRONUNCIATION NOTES night.; I had seen the play before).
Notice how the ’d sounds here are • Provide five minutes’ preparation
reduced before other consonants, so time for students to think of ideas and
that they are barely pronounced – let students compare ideas in pairs.
the voiced quality of /d/ is lost. If the Monitor and help with ideas, vocabulary
participle were to begin with a vowel and accuracy.
sound (e.g. He’d arrived), the /d/ would • In feedback, students share their best
be easier to hear as it would be fully ideas with the class.
pronounced.

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LESSON 10C
10C
It’s so entertaining
LESSON GOALS
• Listen for general meaning in an interview
• Use film and TV vocabulary to talk about
your free time
• Practise using articles correctly

LESSON GOALS
• LISTENING The aim is to develop the
skill of listening for general meaning
in an interview.
• VOCABULARY Students talk about
films, TV series and books.
• GRAMMAR Students practise using
articles (a, an, the and no article). dancing going to a concert playing video games ✓
• SPEAKING Students talk about a film,
a TV series, a video game or a book

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that they like.

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LISTENING
1

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going to the cinema watching films and TV ✓ reading fiction
• Optional step Use the photos to check
the vocabulary. Drill the words, pointing

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out pronunciation features (e.g. the
stress on photography).
• Students discuss the questions in

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pairs.

hi
• In feedback, ask different students to
report what their partner told them to watching a play playing music ✓ photography ✓
the class.
ap
LISTENING LISTENING SKILL

2 10.4 1 Look at the photos. Work in pairs. Discuss the

Listening for general meaning
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When people talk about entertainment,
• Read the Listening skill box with your questions.
they often speak quickly and it’s hard to
class. In feedback, ask, How can we get 1 Which of these things do you enjoy doing in your understand, for example, the names or the titles of
free time?
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films or books they mention. However, it isn’t always

the general meaning when listening? 2 What else do you do in your free time? necessary to get the exact names. Try to understand
Elicit ideas from students (e.g. don’t what they are saying about things or how they
worry about specific names or titles; NATIONAL GEOGRAPHIC EXPLORER describe them to get the general meaning of the
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conversation.
listen for general descriptions of things). 2 10.4 Look at the Listening skill box. Listen to

• Optional step Help students by setting the interview with Andrej Gajić. Tick the photos
showing the activities he usually does in his
up the situation before listening. Ask,
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free time.
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What do you remember about Andrej

from the start of the unit? Tell students 124
to tick photos on the page when Andrej
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mentions them.
• Play the audio. Students listen and
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tick the things Andrej mentions. Let 43118_U10_118-[Link] 124 1/18/22 11:51 AM

them compare answers in pairs. • Play the audio again. Students note In Lost, the survivors of a plane crash
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answers. Let them compare answers in

3 10.4
pairs.
have to stay alive on a deserted tropical
• Optional step Pre-teach key words: island. It ran for six seasons from 2004
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wildfires = fires in the countryside that to 2010.

are out of control; seasons = American BACKGROUND NOTES
Stephen King (born 1947) is an
word for TV series – a number of Only the Brave (2017) is based on a true American author of horror, supernatural
different episodes of a TV programme; story. In the film, a group of firefighters fiction, suspense, crime, science-fiction
the Balkans = the area of south-east risk their lives to save a town and its and fantasy novels. His books have sold
Europe that includes Andrej’s country people from a terrible wildfire. more than 350 million copies.
Bosnia and Herzegovina. You could
In The Shawshank Redemption (1994), Based on a Stephen King novel, Under
also ask if students know the things
two men who are in prison form a close the Dome ran on TV in the US and
mentioned in the table (see the
friendship. It is a story about finding around the world from 2013 to 2015.
Background information).
meaning in life by being good, kind and
• Give students time to look at the table decent. It regularly features in lists of
and note what they can remember from the best American movies.
the first listening.
172
 3 10.4 Listen again to Andrej. What does he say GRAMMAR
Interviewer: Oh, why do you like video
about each topic? Complete the table.
6 Read the Grammar box. Why does Andrej use a games?
dome and then the dome in this example?
Only the Brave film about firefighters in the US
‘It’s about a town that gets covered by a dome … Andrej: Well, they’re fun because it’s not
The Shawshank
a classic film he loves The dome stops radio signal … getting to the town.’ only me. Half of my team from work play
Redemption
too. A lot of the scientists I know here in
mystery TV series – desert GRAMMAR Articles
Lost
island the Balkans like video games. I call it team
Use a/an and the before most nouns.
Stephen King
science fiction – writes books,
Use a/an to talk about what something is and to
building! I like them because everything
stories, movies, TV series happens so fast and you don’t have time
say what job someone has.
town under a dome with no
Under the Dome
radio or electricity I’m a scientist. to think about different issues ...
only reads fiction – he spends a Use the to talk about things there is only one of
books or something you and the listener know you’re
lot of time reading at work
talking about. VOCABULARY
VOCABULARY The one where they get stuck on the desert island.
Use a/an to talk about something for the first time 4 10.5

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4 10.5Match these film and TV words with the and the for the second time.
definitions. Which words can you also use to talk Don’t use an article with most place names or with • Optional step Read through the
about a book? Listen and check. uncountable nouns, plurals, people’s names and words in the word box and ask students
3, 4 and 10 can also be used to talk about a book meals when talking in general.
to repeat for pronunciation (see the

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animation director drama mystery plot I love listening to the music.
romantic comedy scene science fiction Vocabulary notes).
series star Go to page 175 for the Grammar reference.
• Students match words and

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Different types of film and TV programmes 7 Complete the paragraph with a/an, the or no definitions. Let them compare answers in
1 a story told with pictures not actors animation article (–). Why did you choose each?
pairs.

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2 a story about people’s lives and relationships drama In my 1 – free time, I like to read
– a
3 a story where something strange has happened mystery
2
crime books. Once 3
a
• Play the audio. Students listen and
4 an imaginary story about space or the future science fictionmonth I go to 5 book club. Last
4

month, we read a book called The check.

5 a funny story about love romantic comedy
Number One Ladies Detective Agency by Alexander
Other words about films and TV The

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McCall Smith. 6
book is set in
6 a set of TV programmes about the same series 7 – Botswana. 8 The main VOCABULARY NOTES

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characters, which usually runs for a long time character, Precious, is 9 a private
7 a section of a film or programme where the events detective, who sets up 10 an agency Pronunciation
happen in one place scene run by women private detectives. It’s one of Notice the stress: animation, director,
8 the person who tells the actors what to do director
11 the
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best books I’ve ever read.
romantic. The other words are stressed
9 a famous actor or singer or the best performer 8 Think of a film, a TV series, a video game or a
in a show star book that you like. Write a paragraph about it.
on the first syllable.
10 events that happen in a film or programme plot Use articles and the example in Exercise 7 to help
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Go to page 164 for the Vocabulary reference. you. Think about …
Notice: series /ˈsɪəriːz/ (called season in
• when you watched, read or played it. US English), scene /siːn/
5 Work in pairs. Discuss the questions.
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• where it’s set, what it’s about, what the plot is.
1 What type of films and TV do you like to watch?
• who the main characters are.
2 What type of books do you like to read?
• why you enjoy(ed) it. For further information and practice, see
3 What is your favourite TV series?
4 Who are your favourite film stars and directors? Vocabulary reference Unit 10 on page
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SPEAKING
5 Do you have a favourite scene in a film or 164 of the Student’s Book.
TV show? 9 Work in pairs. Talk about what you wrote in
6 Have you ever found a plot too difficult to follow? Exercise 8. AUDIO 10.5
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1 An animation is a story told with pictures

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125 not actors.

2 A drama is a story about people’s lives
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and relationships.
3 A mystery is a story where something
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43118_U10_118-[Link] 125 1/18/22 11:51 AM

strange has happened.
AUDIO 10.4 where they get stuck on a desert island. 4 A science fiction film tells an imaginary
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Interviewer: What do you do in your free Yeah, I also like science fiction. So that’s story about space or the future.
time? why I love everything about Stephen King 5 A romantic comedy is a funny story
Andrej: Well, what I love best is – his books, his stories, his movies, his TV about love.
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photography. As you know, I also play in series … I loved ‘Under the Dome’. It’s 6 A series is a set of TV programmes about
a rock band but when I want to relax at about a town that gets covered by a dome, the same characters which usually runs for
home, I watch a film or play video games. like a huge roof, and the people can’t a long time.
leave and no one can come in. The dome 7 A scene is a section of a film or
Interviewer: Oh, cool. What’s your
stops radio signal and electricity getting programme where the events happen in
favourite type of film?
to the town. It was like three seasons and one place.
Andrej: I like drama. I love real stories, I watched them all in maybe ten days! I
like you have to see ‘Only the Brave’ if 8 A director is the person who tells the
rarely read books for entertainment as I
you haven’t already. It’s about firefighters actors what to do.
spend almost twelve hours a day looking at
putting out wildfires in America. I almost scientific papers. If I do, it has to be fiction. 9 A star is a famous actor or singer or the
cried – and I never cry! It’s a great movie. But when I’m reading a book, even if I get best performer in a show.
I love classics, like ‘The Shawshank into it, I always have something different 10 The plot is the events that happen in a
Redemption’. And I love adventure or on my mind. So, to relax, give me a video film or programme.
mystery TV series like ‘Lost’ – the one game!
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LESSON C
5 Extra activity
• Students discuss the questions in pairs, then report Show these sentences and ask students to correct them and say
experiences in feedback. why they are wrong:
We live in small town.
Extra activity
I love the Paris.
Ask students to work in pairs or small groups to design a quiz Did you eat the breakfast this morning?
with five questions using vocabulary from this lesson. Students I’m great artist.
set the quiz for other pairs or groups. You could ask them to She is at a front of the queue.
provide three alternative answers for students to choose from. For This is best day of my life.
example:
1 Who is the star of the Mission Impossible films? 8
A Brad Pitt B Tom Cruise C Antonio Banderas • Elicit things to write about to get students started. As students
prepare their text, monitor closely and prompt students to

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For additional practice, refer to the Vocabulary activity on page correct errors with articles.
257 of the Teacher’s Book.
For additional practice, refer to the Grammar activity on page

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281 of the Teacher’s Book.
GRAMMAR

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6 SPEAKING
• Read the Grammar box with the class. Students answer the

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question. 9
Answers • Optional step Model the activity by describing a film or TV
A dome: because it is the first time the dome is mentioned series you like. Include one or two errors with articles – ask
students to stop your description and correct you if they hear an

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The dome: because the dome has already been mentioned – it is
error.

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the second time we talk about it, so we know which dome we are
talking about. • Organize the class into new pairs or small groups. Give
students four or five minutes to discuss their favourites.
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GRAMMAR NOTES • As students speak, monitor closely and note any errors with
articles. In feedback, write errors on the board and ask students
Articles can be very challenging for some students, largely
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to work in pairs to correct them.
because their use may well be very different in their first
language and therefore counter-intuitive. If your students share Extra activity
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their first language, compare differences with English use. Ask students to play a variation of ‘Just a minute’. In this activity,
(See the extra activity after Exercise 7, which uses a correction students have to talk about a topic for one minute without
activity to focus on typical errors). making a mistake using articles or stopping for a long time. Write
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To check, show these two short descriptions and ask students a list of topics on the board:
to explain how articles are used: my favourite book
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I live in a small village. There’s a river in the village. (first my favourite film
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mention; second mention) my favourite TV series

a book I’m reading now
I love bridges. There’s a great bridge near my house. (general a film I saw recently
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plural; specific singular – first mention) a series I’m watching now

Organize your students into small groups. One student is the
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For further information and practice, see Grammar reference timekeeper – they need a clock so they can time speakers. Student
Unit 10C on page 175 of the Student’s Book. A starts talking about the first topic. If they make an articles error,
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another student can say STOP, correct the error and take over
7 talking. The person who is talking when the timekeeper says TIME
• Elicit the first answer to get students started. Let students
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UP wins a point. Repeat the activity with the next topic.

compare answers in pairs before showing answers in feedback.
See Workbook pages 69–70 for extra practice (Listening,
Answers with explanations:
Vocabulary, Grammar).
1 – (uncountable in general); 2 – (plural in general); 3 a (here, a
= every); 4 a (first mention); 5 a (first mention); 6 The (second
mention); 7 – (country); 8 The (only one); 9 a (job – first mention);
10 an (first mention – noun starts with vowel sound); 11 the (only
one - superlative)

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LESSON 10D
LESSON GOALS
• SPEAKING Students practise showing appreciation for someone and showing that a
relationship is important to you using appropriate language. The lesson ends with a
roleplay task in which students make plans to meet and practise showing they value
the other person.
• PRONUNCIATION Students practise saying words that start with /str/.

SPEAKING MY VOICE
1 COMMUNICATION SKILL NOTES
• Start by reading out the words in the word box and drilling

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them for pronunciation. Check meaning with examples and This lesson looks at ways of showing you value people
definitions. (see the Vocabulary notes). (sharing feelings, keeping up contact, showing understanding
• Organize the class into pairs or small groups to discuss and saying thanks). Students will already be aware of the

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questions. Elicit ideas in feedback. importance of showing warmth, understanding and support,
but may be less confident about demonstrating these qualities

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Sample answers in English. This lesson gives students practical tips on how
1 All possible they can improve their ability to relate positively within a
2 reliable, a good listener, fun to be with

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relationship, as well as the language they need to help them
3 The friends seem to have a good sense of humour and shared demonstrate this in conversation. Take the opportunity to
interests. They are happy together. provide plenty of practice. See Exercise 8.

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VOCABULARY NOTES 3 10.2

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Meaning • Optional step Start by asking students to read questions 1–4.
Check the meaning by reading out the sentences in brackets Check benefits (good things) and qualities (positive parts of your
in a random order and asking students to say which word or
ap personality).
phrase in the box is being described: • Play the video. Students listen and note answers. Let
students compare answers in pairs.
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good sense of humour (friends who make you laugh)
• In feedback, ask students to justify answers by saying what they
helpful (friends who do things for you) heard.
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honest (friends who always tell the truth) Answers

intelligent (friends who are clever and know a lot) 1 Makes us happier, more confident, creates opportunities
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2 They need care and attention. It’s important to share feelings,

kind (friends who do nice things especially when you feel bad) care/understanding, tell them what you like about them,
tell them you’ve missed them etc., give time/contact, create
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respectful (friends who aren’t rude and think about your

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feelings) opportunities for shared experiences, show thanks,

3 someone whose company you enjoy, honest, reliable, kind,
shared interests (friends who like the same things as you) good listener, someone who shows they care/understand
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understanding (friends who listen and show they know how 4 many people have busy lives, but technology can help – video
you feel) calls, etc.
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VIDEO 10.2
Pronunciation
Humans are social. Most people like being with other people
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The stress is on the first syllable except for: intelligent,

and want other people to like them. Having strong relationships
respectful, understanding
with others can make us happier and more confident. And good
relationships can open opportunities.
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2 But relationships are like flowers: they need care and attention
• Start by reading out the sentences and checking meaning (stay to grow and stay strong. Here are four things you can do to give
in touch = regularly message or call; arrange = organize (an your relationships care and attention.
event)). First, if you value someone, share how you feel about them as
this may not always be clear to people, especially if you don’t see
• Organize the class into pairs or small groups to discuss
them often. You can tell them what you like about them, that
answers. Elicit what students said in general in feedback and you’ve missed them or that you enjoy spending time with them.
discuss the results. This shows the other person that they are important to you.
Second, it can be difficult to find time for relationships when
we are busy, but it’s important to keep up contact to keep a
relationship strong.
It’s a good idea to create opportunities for shared experiences.
There are many ways to do this, such as spending time with them

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LESSON D
or, if you can’t meet, picking up the phone
or chatting with them on a video call.
10D
Showing you value people
LESSON GOALS
• Show you value people
• Use appropriate language to show a
relationship is important to you
• Say words starting with /str/

Third, when your friends have a problem,

show understanding so that they know SPEAKING
MY VOICE
you care about how they feel; spend
1 Work in pairs. Check you understand these words
time finding out how they would like you and phrases. Then discuss questions 1–3.
3 10.2 Work in pairs. Discuss the questions.

to treat them. Remember that it might Watch the video about ways of showing you
value people. How does the video answer
be different from what you want in a good sense of humour helpful honest intelligent
each question?
kind respectful shared interests understanding
friendship. It’s important to listen to your 1 What benefits are there to having strong
friends, be there when they need you and 1 Which of the characteristics in the box do you look relationships?
show them how much you value them. for in a friend? 2 What do strong relationships need?
2 Is there anything else you look for in a friend? 3 What qualities do you think good friends have?
And finally, if they do nice things for you, 3 How would you describe the relationship in the 4 Why can it be difficult to make time for others?
make sure you find a way to say thanks. photo?
4 Look at the Communication skill box. Can you

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Sometimes it’s enough to just say thank 2 How much do you agree or disagree with each think of a time that these strategies were easy or
you to someone; at other times you might sentence? Choose a number from 1 (disagree) to difficult for you? How do you do these things in
5 (agree). Discuss your answers with a partner. your country? Share your experiences in pairs.
write them a note, or do something kind in

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return, to show you are grateful. 1 I am good at making new friends. COMMUNICATION SKILL
Showing you value people
If you want your relationships to grow and 1 2 3 4 5

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Relationships grow and get stronger when
get stronger, it’s important to give them 2 I am good at staying in touch with people. you give them time and show you value
care and attention to show people that 1 2 3 4 5 them. You can use these four strategies to show

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warmth and positivity:
you value them. 3 I often arrange social events for others. 1 Share your feelings: Tell people what you like

4 1 2 3 4 5
about them.
2 Keep up contact: Take time to call, message or
• Read out the Communication skill box. 4 A few good friends are better than lots of friends. see people.

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Check difficult words in the skill and 1 2 3 4 5 3 Show understanding: Be caring when people need
you to be.

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task: value (somebody) = show that you 5 I am confident with people I don’t know well. 4 Say thanks: Thank people for the things they do
think they are important and interesting; 1
ap2 3 4 5
for you.
take time (to do something) = don’t
hurry – spend more time than you need.
A group of
• Give students time to read the task. friends in
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Students discuss experiences with a Auckland,
New Zealand.
partner.
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Extra activity
Ask students when and why they might do
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any of the following to show they value a

friend:
Send a card; Buy a gift; Knock on a friend’s
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door (uninvited); Invite a friend to a meal

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at your home; Hug a friend. Follow up by

126
asking students what other things they do
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to show they value someone.

5
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• Read out the Useful language box. Point 43118_U10_118-[Link] 126 1/18/22 11:51 AM

out the meaning and use of phrases (see

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catch up (with) someone = meet them That sounds really hard.

the Useful language notes).
(or contact them online) and tell each
• Optional step Ask students to repeat I’m so happy for you.
other news
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some of the phrases after your model to

practise pronunciation. Do you fancy + -ing? = Would you like For additional practice, refer to the
• Elicit the first word in the to …? Do you want to …? Communication activity on page 242 of
conversation to get students started. Pronunciation the Teacher’s Book.
Students complete the conversation Notice the strongly stressed and
before checking answers with a partner. intonated words shown in bold below. PRONUNCIATION
By using a strong stress and intonation,
you show warmth and interest:
6 10.6

USEFUL LANGUAGE NOTES • Read through the Clear voice box and
It’s so good to see you! model the pronunciation of the words.
Meaning
Elicit other words beginning with str
be in touch (with) someone = be in I missed you last night …
(strawberry, strength, strike, etc.).
contact (in person or online)
I’d love to catch up. • Play the audio. Students listen and repeat.

176
 5 Look at the Useful language box. Then PRONUNCIATION
complete the conversation below using the (see management ideas in the optional
6 10.6Look at the Clear voice box. Listen
Useful language.
and repeat. step below).
Useful language Showing that a CLEAR VOICE • Optional step It is a good idea to give
relationship is important Saying words starting with /str/ students preparation time before they
Show warmth Words starting with two or more consonants practise their roleplay. Here are three
It’s so good to see you! can be difficult to say. Some speakers might
How are you doing? add an extra vowel sound, for example, before the
possibilities:
I missed you last night. I’m looking forward to first consonant /estr/ or between the consonants 1 Ask students to improvise a
seeing you next week. /sətr/, while others might miss one of the consonant
sounds. If you want to be easy to understand, it’s conversation, using the conversation
Keep up contact
Sorry I haven’t been in touch for a while. I’d love
often better to say every consonant sound. in Exercise 5 as a model, but changing
/str/ strong, stream, strict, strange phrases. Once students have
to catch up with you.
Do you fancy (getting together)? improvised two or three times, tell
I have tickets to (a comedy festival). Would you be 7 Look at the extract from the conversation
them to close books and act out their

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up for it? in Exercise 5. Underline the words with the
Show understanding and support str/ sound. Work in pairs and practise the
/str dialogue without looking at Exercise 5.
That sounds really hard. Sorry to hear that. conversation.
Oh no! What happened? Are you OK?
2 Ask students to work together to
S: I’m OK. I’m a bit stressed! I’m trying to find

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Poor you! What do you need? Stratford Street. Do you know it? choose and prepare useful phrases
That’s brilliant news! Congratulations! I’m so H: Yeah. Go straight on. It’s the next on the left. to use. Students note down these
happy for you.

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phrases then improvise the dialogue
Say thanks SPEAKING
That’s very kind, thank you. around these phrases.
Thanks for doing that. It was really helpful. 8 OWN IT! Work in pairs. Take turns to be 3 Another idea is to have students script

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Students A and B. Use the strategies from the
good Communication skill box and the Useful language. their dialogue before practising it.
S: Hi! Han! It’s so 1 to see you! I
haven’t seen you for ages. Make plans to meet. Use Exercise 5 to help you. After reading it out once or twice,
H: Oh! Shahadi! You look great! How are you Student A: You have been very busy because you are students should try to cover parts and

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2 doing ? studying for exams. You haven’t had time for your
friend. You want to see them, but you can only really remember or improvise it, then cover
S: I’m OK. I’m a bit stressed! I’m trying to find

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Stratford Street. Do you know it?
socialize on Saturday evening. You are going to the the whole written dialogue and try to
theatre on Saturday night and have a spare ticket they
H: Yeah. Go straight on. It’s the next on the left. can have for free.
ap recreate it from memory.
Where are you going?
fancy
Student B: You haven’t seen your friend in a long • As students speak, monitor closely and
S: I’m trying a new gym. Do you 3 time. You have been very busy at work, so you are
coming with me? tired in the evenings. You want to see your friend, but
make a note of any errors.
H: I’ll walk with you, but I can’t join you today. you’re a bit worried about money. You are happy to • At the end, in feedback, write up errors
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S: Thanks for walking with me. That’s very help them study for their exam or to cook lunch for
kind them one day this week.
on the board, and ask students to
4
.
H: No problem. I have free tickets to a concert on 9 Work in pairs. Think about a strong relationship
correct them in pairs. Point out any good
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Tuesday. Would you be 5 up for it ? that you have. Answer the questions. uses of useful language that you heard.
S: Sounds great. I’d love to 6 catch up
1 Why do you enjoy spending time with that person?
with you! 2 How often do you communicate? How? 9
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3 What do you do when you are together? • Optional step Provide a model (and
4 What things do you do for each other?
5 Is there anything more you could do to show you live listening) by briefly describing a
value them? relationship you value.
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• Students read the questions and

127 prepare things to say before talking to a
new partner.
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• Optional step Vary the interaction

by asking students to talk in groups,
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43118_U10_118-[Link] 127 1/18/22 11:51 AM or to walk round the class and talk to
For additional practice, refer to the different people. Set a five-minute time
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PRONUNCIATION NOTES limit.

Pronunciation activity on page 297 of
It is a good idea to investigate whether the Teacher’s Book. Extra activity
your students find it hard to put the
©

three consonants together to say /str/. Start by writing (or showing) the following
Ask students in pairs to practise saying
SPEAKING on the board:
/str/ or strong and telling each other if 8 OWN IT! I’ve bought you flowers; My cat isn’t
they are saying the sounds right. Notice • Optional step Start by asking students very well; I’ve got nothing to do at the
that Spanish speakers tend to say /estr/, to read the two roles, A and B. Ask focus weekend; Hello, stranger. I haven’t
Italian speakers insert vowel sounds questions: Why have the two friends had seen you for ages; I’ve missed my train.
(e.g. /sətr/) and German speakers may little time for each other recently? When Ask students to take turns reading out a
say ‘shtr’ at the start of words. would A like to meet up? When would B phrase and responding with a phrase that
like to meet up? shows they value their relationship with
7 the speaker.
• Mix students so they are working
• Elicit the first word with ‘str’ to get with a new partner. Students decide who See Workbook page 70 for extra practice
students started. Let students compare is A and who B, and act out the roleplay (Pronunciation).
answers in pairs.
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LESSON 10E
10E
I totally recommend this show!
LESSON GOALS
• Give your opinion
• Describe a show
• Write a review of a show

LESSON GOALS
• WRITING The aim of the lesson is to SPEAKING 4 Look at the Writing skill box. Underline all the
guide students to write a review of 1 Work in pairs. Discuss the questions.
opinions in the review. Which of the ways of
giving opinions from the box do they use?
a show or performance. The reading 1 Do you ever go to the theatre or to other live
WRITING SKILL
text provides a model. Students learn performances, e.g. concerts or dance?
Giving opinions
2 Do you often read reviews before deciding to go?
useful language for giving opinions, 3 What things do you write online reviews about? Reviews are an opportunity to share your
describing the story and giving opinion with lots of people. The reviewer can
recommendations. READING FOR WRITING express their opinions in the following ways:
• using a range of adjectives as well as comparative
2 Read the review. How did the reviewer feel and superlative forms
about the show? • using expressions like: In my opinion, In my view,
SPEAKING

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For me and I thought
3 Read the review again. Are the sentences true (T)
or false (F)? • saying what they liked or disliked
1 1 The reviewer didn’t know the story. F
• saying how they felt
• Optional step Ask, What is a review? 2 The costumes were really good. T

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3 The elephant was a dancer. F 5 Look at the Useful language box on page 129.
Where can you read them? What Find seven positive and two negative adjectives
4 The story is set in the African grasslands. T
information do they give you?

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5 Everyone is kind to Simba. F in the review. Can you think of any other
6 The music in the show was the same as the film. F adjectives to describe different types of
• Students discuss the questions in
7 The reviewer thought Simba and the monkey were entertainment?
pairs. Elicit students’ opinions in feedback. Other adjectives: spectacular, surprising,

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brilliant. T
8 The rest of the audience were quiet and polite. F shocking, brilliant, colourful

READING FOR WRITING

2 The Lion King

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• Optional step Focus students on the

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title, the five stars and the photo. Ask, I recently saw the musical The Lion King at the Simba will be king, so scares him away. However,
What is the name of the show? What theatre. I had watched Disney’s classic animated film when Simba grows up he returns to save the
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many times when I was a child and I enjoyed the grasslands. The music in the stage show is a bit
do you already know about this show? 2019 movie too, so it was really exciting to hear that different to both films but, in my view, it’s still very
From the photo, what is the show the stage show was in town. powerful and at times I felt like singing along!
about? Do you think the reviewer has a
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I loved it when the show started and all the animals The performers were fantastic, especially Simba as a
positive opinion? (yes – five stars) danced down the aisle. There were giraffes, zebras child. He had so much energy. But, for me, the star of
and a huge elephant and their costumes were the show was the woman who played the monkey,
• Students read the review and discuss
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incredible. The elephant was so big it needed one Rafiki. She had the most wonderful voice.
the answer with a partner. dancer for each leg! It was amazing that they could The one thing I didn’t enjoy was the annoying person
still dance so well! in front of me who chatted noisily to their friend
Sample answer The story in the stage show is the same as the films. throughout the whole show!
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The reviewer loved it. She totally Simba is a young lion in Africa whose father is the Overall, I totally recommend this show. It’s perfect for
king of the grasslands. His uncle Scar is jealous that
recommends it. (She uses the words all ages.
amazing, fantastic and perfect to
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EXPLORE MORE!
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describe it)
Look for reviews of the Lion King stage show or films online. Search for ‘Lion King stage show’
128 or ‘Lion King original film’ or ‘Lion King 2019 film’.

BACKGROUND NOTES
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The Lion King began as a 1994

American animated musical drama film
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released by Walt Disney Pictures. There 43118_U10_118-[Link] 128 1/18/22 11:51 AM

• Students read the sentences 7 T (fantastic: so much energy / the most
was a CGI remake in 2019.
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carefully. Then ask them to read and wonderful voice)

The stage version opened on Broadway,
note true or false. Let students compare 8 F (the annoying person in front of me
New York in 1997 and it is still running,
answers in pairs. In feedback, ask who chatted noisily to their friend)
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making it the third longest-running

show and highest grossing Broadway students to justify answers. 4
production in history. It has been Answers • Read through the Writing skill box with
performed in theatres across the world. 1 F (I had watched Disney’s classic your class.
animated film many times / The story in • Students work in pairs to find and
the stage show is the same as the films)
3 2 T (their costumes were incredible)
underline opinions.
• Optional step Pre-teach key words:
aisle = gap between rows of seats in a
3 F (one dancer for each leg) 5
4 T • Read through the Useful language box
theatre; jealous = you want to be/have
5 F (Uncle Scar is jealous … so scares him with your class.
what other people are/have; grasslands =
away) • Students work in pairs to find and
large, flat areas of grass in Africa where
6 F (a bit different) circle adjectives.
lions and other large animals live

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 Useful language Describing a show
WRITING TASK • Optional step 2 If your students write
Giving opinions 7 WRITE Using your notes and The Lion King reviews for homework, they could share
I thought/For me/In my view/In my opinion (the review as a model, write a review of a show (or them and comment on them online.
performers) were … performance) you have seen. Use the Useful
brilliant/fabulous/entertaining. (positive) language and the tips for giving opinions. Extra activity 1
terrible/awful/boring. (negative)
I loved/liked/disliked/hated the (main character). 8 CHECK Use the checklist. Your review ... For homework, students write a review
One thing I’d change is (the music). has a heading and a star rating.
My favourite (character/song/part) was …
of a TV programme. Ask students in class
includes information about why you chose it.
The star of the show was (a young actor). summarizes the plot, the people and the place.
to decide on a programme (that is easily
Describing the story includes opinions. available to all your students), or suggest
The story was (very sad). / It was set in the (forest). gives a recommendation. a programme that you choose for them to
It was about (a poor man who becomes rich). / It
tells the story of (a young Russian girl). 9 REVIEW Exchange reviews with another watch. Students watch and write a review.
Giving recommendations
student. Did they include at least three things In the next lesson, put the reviews on
from the checklist? Ask questions to find out
I totally recommend this (show). / I wouldn’t the classroom wall for everybody to read.

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any missing information, then help your partner
recommend this (show). Students walk round and decide which
decide where to put it.
6 Think of a show (or other live performance) It gives three stars. reviews have similar points of view, which
you have seen. Write six sentences giving your It says you thought the plot was entertaining. they agree with and which make very

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opinion of the show. Use adjectives and the
Useful language. Discuss your ideas in pairs.
Go to page 158 for the Reflect and review. interesting observations.

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I saw Aladdin when I was at school. I thought it was
brilliant. The main character had an incredible voice.
After the show I felt so happy. I loved every second. Extra activity 2

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Ask students to spend one minute
making a list of books, films and/or shows
they have seen in the last year. Then
Rafiki in The Lion King tell students to stand up, walk round

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in Singapore.
and find a classmate who has seen or

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read at least one of their books, films or
shows. Encourage students to find a new
ap partner they don’t work with often and
put students in threes if necessary. Once
students have found a partner, tell them
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to share what they thought of the book,
film or show. Students have to tell the class
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about two things they both thought were

good and one thing they both disliked.
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For additional practice, refer to the

Mediation activity on page 313 of the
Teacher’s Book.
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129 EXPLORE MORE!

You could ask students to research
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a review and note answers to these

questions:
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43118_U10_118-[Link] 129 1/18/22 11:51 AM Is it mostly positive or negative?

6 • Optional step You could ask students What did the reviewer like the most?
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• Optional step Elicit the names of to write reviews for homework then do What would the reviewer change?
shows students have seen (you may need Exercise 9 in the next lesson. What adjectives does the reviewer use?
to provide the English title, if possible). Here is one review of The Lion King
©

Ask what they liked and disliked about

8 CHECK stage show on Broadway to share: ‘Julie
• Ask students to use the checklist to
the show. Taymor’s imaginative ideas seem limitless.
check their work.
• Students pick a show and write six It’s a gorgeous, gasp-inducing spectacle.
sentences. Monitor and help with ideas 9 REVIEW Most important – against all odds – it
and vocabulary. • Students exchange reviews with a has innocence. The show appeals to our
• Students compare their sentences in partner, and provide feedback to each primal, childlike excitement in the power of
pairs. other. theatre to make us see things afresh’.
• Optional step 1 Organize groups See Workbook page 71 for extra practice
WRITING TASK of four or five. Students pass round (Writing).
reviews and write comments. Students
7 WRITE make changes based on comments. For Unit 10 Reflect and review, see
• Students write a review. Student’s Book page 158.

179
 UNIT 11
Challenges

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UNIT GOALS
11A Reading and speaking

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• recognize genre and message
in a text and connect a topic

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to personal experience; discuss
ideas for social media challenges

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11B Reading and grammar,
pronunciation, speaking

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• understand an article about

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a personal challenge; report
what other people have said; ap
understand the way speakers
pronounce told in connected
speech
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11C Reading, listening,

vocabulary, grammar and
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speaking
• listen for signposts in an
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interview; describe emotions;

talk about things that you know
how to do, that you’re allowed A waitress balances seven plates
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in a café in Hanoi, Vietnam.

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to do and that are possible.

130
11D Speaking and
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pronunciation
• practise ways of asking for help;
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clearly pronounce voiced /tʃ/ 43118_U11_130-[Link] 130 1/18/22 11:55 AM

and /dʒ/ at the end of words; • Optional step Before students speak,
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roleplay situations in which you Pronunciation activity: p. 298 use the photo on the page to elicit and
get help Mediation activity: p. 314 teach key words: balance plates, carry,
serve, eat out
©

11E Writing Workbook

• write a report about classroom Unit 11 pp. 74–79 ABOUT THE PHOTO
challenges; learn how to Hanoi is the capital city of Vietnam. It is
introduce a report, order tasks, 1 located in the north of the country and has
state facts and conclude a report • Optional step Start by asking students a vibrant café and restaurant culture.
to explain a challenge (= something that
Photocopiable resources is difficult and needs great mental or
physical effort to be done successfully).
WATCH
Communication activities: pp. 243–244
Vocabulary activity: p. 258 • Students discuss the questions in 2 11.1
Grammar activities: pp. 282–283 pairs. In feedback, elicit ideas. • Give students time to read the questions
carefully. Play the video. Students note
answers.

180
 11 Challenges
VIDEO 11.1
Anne Jungblut: When I finished my
degree in Biology, I enjoyed Biology,
learning and doing research so much that
I decided to continue with postgraduate
studies. I did a PhD in Microbiology,
GOALS
• Recognize different genres and messages
which took four years. A PhD is all about
• Report what someone says research and discovering something new
• Use adjectives to describe emotions in a research topic. In my case about
• Listen for signposts in an interview
• Ask others to help you microbiology in Antarctica. I loved it. My

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• Write a report about classroom challenges biggest challenge was to finish writing
it on time. It took much longer than I
1 Work in pairs. Discuss the questions. expected. At the end I spent ten hours a

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1 Look at the photo. What are the people doing? day, seven days a week for three months
What do you think they feel?
2 What do you think could happen next?
to finish it! Luckily, I finished just in time

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3 What are the other challenges of working in a on the last day! It was a good lesson about
restaurant? time management for the future.

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WATCH
One everyday challenge is living in London.
It is an exciting city with lots of culture,
2 11.1 Watch the video. Answer the questions. interesting shops and amazing restaurants
NATIONAL GEOGRAPHIC EXPLORER but it’s so expensive! It can be very difficult

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at the beginning. After a while I found

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smaller, cheaper restaurants with amazing
food and special cheaper deals to go to the
cinema and theatre.
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ANNE JUNGBLUT It’s also so hard to know what to wear!
1 What was challenging about Anne’s postgraduate On the tube train it’s always very hot, so
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studies? I need thin clothes even in winter. The
2 What does she find challenging about where she weather changes a lot in the UK. I recently
lives?
got into cycling but when I cycle I need to
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3 What solutions has she found?

wear waterproof clothing and bring extra
3 Make connections. What’s your biggest challenge
at the moment? What challenges do you have
clothes to work.
Also, with cycling it’s important to plan the
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every day?
route to avoid busy streets, which can be
dangerous. Lots of people, including me,
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wear very bright cycling vests to make sure

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drivers can see us.

131
3
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• Ask students to work with a new

partner or in small groups to discuss the
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43118_U11_130-[Link] 131 1/18/22 11:55 AM questions.

• Students compare answers in pairs VOCABULARY NOTES Extra activity
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before checking as a class.

PhD = doctorate in philosophy, the Brainstorm to the board everyday
Answers highest post-graduate university challenges that your students experience.
©

1 finishing the final writing of her PhD on qualification you can achieve Ask students to talk about which ones are
time the most difficult (challenging).
2 She lives in London: expensive/difficult to postgraduate studies /ˌpəʊstˈɡrædʒ.u.ət
Examples: getting to work on time, looking
know what to wear/cycling is dangerous ˈstʌ[Link]/ = studies you do after you have
after relatives, staying in touch with friends
3 She has found cheaper but good got a first degree at university
restaurants. She has found good deals a cheaper deal /ə tʃiːpə diːl/ = an offer ABOUT THE EXPLORER
for cinema and theatre. She takes that is less expensive
changes of clothing and wears thin ANNE JUNGBLUT (who we met in Unit 8)
clothes. She plans her routes and wears the tube /ðə tʃuːb/ = the London is a microbiologist and polar scientist based
very bright clothes. Underground at the Natural History Museum in London,
who studies the ecology of the cold north
waterproof clothing /ˈwɔː.tə.pruːf ˈkləʊ.
and south poles.
ðɪŋ/ = clothing that keeps you dry

181
LESSON 11A
11A
Personal challenges
LESSON GOALS
• Recognize genre and message in a text
• Connect a topic to personal experience
• Discuss ideas for social media challenges

LESSON GOALS
• READING The main aim is to guide READING 5 Read the texts again. Are the sentences true (T)
students to skim four different text 1 Work in pairs. Look at the photos. Do you know
or false (F)?
types and recognize the genre and 1 The blogger thinks we only enjoy watching
anything about the ice bucket challenge? Do you
challenges when they’re funny. F
message. They practise connecting know of other social media challenges?
2 The article claims the ice bucket challenge was
a topic they have read about to 2 Match these words and phrases from the texts popular in India, Lebanon and Venezuela. F
with the definitions. 3 Eva thinks a selfie challenge will show the council
their own personal opinions and
that the community cares. T
experiences. donate go viral have access to raise tag waste 4 Harun challenges @Dhano1982 to do the ice
• SPEAKING The speaking aim is 1 to collect (e.g. money) for a particular purpose raise
bucket challenge. F

to discuss ideas for social media 2 to be shared widely on social media (e.g. a post, 6 Look at the Critical thinking skill box. Then

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video or story) go viral answer questions 1–5.
challenges.
3 to name someone else in a post tag CRITICAL THINKING SKILL
4 to use something valuable or important in an Connecting a topic to personal
unhelpful way waste opinions and experiences

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READING 5 to get the opportunity to use something that will
After you read, it can be helpful to think
help you have access to about how the information in a text relates
6 to give something (e.g money or food) to charity donate

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to your own ideas, feelings and experiences. Think
ABOUT THE TEXT 3 Look at the Reading skill box. Work in pairs. about what you learned, how you feel and what you
What features do social media posts often have? might do.
The text types are a blog post, a news

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article, an email and a social media post READING SKILL 1 How do you feel about each challenge mentioned?
Recognizing genre and message
(e.g. a tweet). They are all broadly on the 2 Do you agree with the blogger’s reasons for why
There are many different types – or genres – social media challenges are popular?
same topic – social media challenges to of texts: blogs, text messages, social media 3 What do you think the 4th and 5th reasons in
raise money for charity.

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posts, newsletters, articles, emails, reports, etc. Each
text 1 might be?
genre has different features. For example, news
The ice bucket challenge involves pouring

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articles often have a headline and might begin with 4 What would you say in a reply email to Eva about
ice cold water from a bucket over your a summary sentence, while blogs may have short her suggestions and any alternative ideas?
head, then challenging other people to do paragraphs with a list of numbered headings and 5 Have you – or people you know – taken part in

the same. In the US in 2014, organizers

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links to other websites. Recognizing the genre can any social media challenges?
help you understand the message as different genres
started promoting the challenge with the are written for different readers and reasons.
SPEAKING
specific aim of raising money to promote
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4 Skim texts 1–4 on page 133 and match them with 7 Work in pairs. Think of a social media challenge
awareness of the disease amyotrophic genres A–D and messages E–H. (using a selfie, video, photo, etc.) that could go
lateral sclerosis (ALS), also known as motor A blog post
viral. Decide what you want to raise money for.
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neuron disease in the UK and Lou Gehrig’s B social media post (e.g. Tweet) 8 Work with another pair. Discuss your ideas from
disease in the US, and to encourage C email Exercise 7. Whose idea do you think might raise
D news article the most money?
donations to research. Some estimates say
G

E Asking for help to raise money

that The Ice Bucket Challenge has raised F Facts about some popular online challenges
over $220 million worldwide and has G Reasons why online challenges are popular
H Asking someone for advice
led to various similar challenges on the
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internet.
132
1
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• Optional step Pre-teach social media

challenge – something that is funny,
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embarrassing, physically difficult, scary,

43118_U11_130-[Link] 132 1/18/22 11:55 AM
exhausting or hard to do, which you
2 patience challenge – put a bowl of 2
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do and share with people online, then

challenge others to do. sweets in front of your young child, tell • Elicit the first match to get students
them not to eat them, then film them started. Students match words and
• Students discuss the questions in
©

while they try not to definitions individually. Let students

pairs. Set a two- or three-minute time
3 dress like a painting – dress up like your check with a partner.
limit. In feedback, elicit ideas from
favourite painting and put the photo
different pairs. • In feedback, show or write up the
online
correct answers so students can check.
Sample answers
Extra activity • Optional step Check students’
See About the text notes above for
information on the ice bucket challenge. Ask students to discuss which social media understanding in feedback by asking
Other popular social media challenges: challenges mentioned so far they would personalized check questions: What
1 superhero bin day – dress as a superhero like to try, or have tried. Write (and explain) websites do you have access to at work
then take out the rubbish the following words on the board and ask or college? If you had a lot of money,
students to say which word best describes what good causes would you donate to?
social media challenges and why: childish, Have you ever raised money for charity –
pointless, entertaining, useful. how?

182
 1 2
5
Online challenges are here to stay • Optional step Pre-teach other key
In 2014, 17 million people don’t have access to clean
around the world posted drinking water, so instead of words in the texts: blogger – a person
videos of themselves wasting water, people gave who writes a blog or online diary or
throwing buckets filled with buckets of rice to those in
ice and water over their need or to food charities. article; share = send to other people
heads. This simple challenge In Lebanon and Venezuela online; post = put online; selfie = photo
raised $115 million for the some people made videos of
ALS Association, a charity themselves throwing empty of yourself
that helps people with ALS, buckets over their heads
a disease which damages to show how important • Students read again, note true or
the brain and the body’s water is, while in the Ivory false and check in pairs. Ask students to
muscle control. Coast people threw soapy
The challenge inspired
water over themselves justify answers in feedback.
to communicate the
other ideas, such as the
rice bucket challenge in
importance of washing to Answers
prevent disease.

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India. There, many people 1 False – People also like sharing other
people’s pain.
What is it about 3 2 False – They thought it wasted water
social media challenges? New Message

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rice / empty bucket challenge
To: Juliana@[Link] 3 True – She says: we should do
Almost every day someone I know shares a challenge

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to raise money for charity and asks people to join something fun that could go viral online.
From: Eva@[Link]
them. It could be posting ten photos in ten days, eating Then the council can see the community
something disgusting or sharing a no make-up selfie. Subject: Social media challenge really wants it.

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Why are they so popular? Here are five reasons:
1 Human interest Hi Juliana, 4 False – Dhano1982 challenged him.
People love seeing other people doing challenges. We had a meeting yesterday to talk about some ideas
By watching friends do something difficult or silly for raising money for an outdoor gym in the park. We
all agreed that we should do something fun that could
6
or funny we can share their experiences. We can
• The Critical thinking skill box aims to

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enjoy their laughs – or their disappointments. go viral online. Then the council can see the community
really wants it. We thought maybe people could post encourage students to focus on their

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2 Videos and photos
selfies of themselves looking really hot and red-faced
Social media is perfect for video and photo
after exercise. What do you think? Any better ideas?
personal reaction to what they read in
sharing. It’s more interesting than text and you can
the texts. By thinking about what they
see your friends embarrass themselves. You can Regards,
ap
see celebrities do the same too! have learned or felt, students are more
Eva
3 Sharing likely to get a deeper understanding of
The best way to make online challenges go
what they have read.
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4
viral is for people to share posts and tag their
Harun
friends. Someone shares an entertaining video • Read through the Critical thinking skill
of themselves and names three friends to do the @Harun
box.
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same. Those three friends then challenge another Thank you @Dhano1982
three and it’s all over the internet in no time. for inviting me to do the • Ask students to read and prepare
#alsicebucketchallenge! answers to the questions, before
Page 1 of 2 < > I challenge @SabeehaB2
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@Beatrice101 @Hilmi_Z next! discussing them in pairs or small groups.

Donate here: [Link]
Sample answers
EXPLORE MORE!
1 Challenges mentioned: posting photos,
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Look online for examples of social media challenges. Search for ‘ice bucket challenge’ or ‘social media challenge’.
eating something disgusting, sharing a
133 no make-up selfie, ice bucket challenge
(rice, soapy or empty bucket challenge),
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selfies looking really hot and red-faced

after exercise.
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43118_U11_130-[Link] 133 1/18/22 11:55 AM Students may feel they are funny, silly or
embarrassing. They may feel some are
3 4
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pointless and self-centred. Some may

• Read out the information in the Reading • Students skim and note answers say they are for a good cause, or raising
skill box. and check in pairs. Set a short time limit important issues.
©

• Students discuss the question in to ensure students skim quickly (two 3 They might be: Good for raising money,
pairs. In feedback, elicit and discuss minutes). Celebrities join in, Good for raising
answers. • Optional step As a follow-up question, issues or creating talking points
Answers ask students to say who each text is 4 Possible response: selfies of people
emails and social media posts often have written for (see answers below). miming using gym equipment
the names of the sender/recipient at the Answers
top; they can be formal but are more 1 A, G – for online readers
often written in informal language, often 2 D, F – for news readers
accompanied by exclamation marks, 3 C, H – for Juliana
emoticons and gifs (short, animated 4 B, E – for friends and online friends
images)

183
Extra activity EXPLORE MORE!
Here are further questions to ask to get students to connect to the You could ask students to find a list of ten challenges and to put
topic: them in order from the best idea to the worst in their opinion.
Why do you think that some people are critical of social media See the sample answers to Exercise 1 for some common viral
challenges? challenges of recent years.
What makes a good social media challenge?
Are there any types of social media challenge that you would See Workbook pages 74–75 for extra practice (Reading).
never do – what type and why?

SPEAKING
7

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• Optional step Brainstorm ideas to the board first. Ask, What
social media challenges have we already discussed? What other
challenges can you think of?

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• Organize the class into pairs. It is a good idea to mix
students at this point so they get to speak to different class

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members. Ask students to decide on a challenge and a cause.

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• Organize the class into groups of four by matching pairs.
Students have to work together to compare ideas and decide
on the best.

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• As students speak, monitor closely and note errors, which you

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could focus on in an error feedback at the end of the activity. ap
Extra activity 1
Ask different pairs to present their challenge idea to the class.
Have a class vote and decide on the best idea.
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Extra activity 2
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Ask students in groups to decide on a suitable challenge to raise

awareness of and money for the following:
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A children’s art group

A football pitch for inner-city kids
A local museum
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A pet rescue centre

The mountain rescue service
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Extra activity 3
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Set up a class debate on the following motion: Social media

challenges are not a good way of funding good causes and should
stop.
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Ask students in two groups to prepare ideas in support of

challenges or against. When they are ready, they debate their
©

arguments and vote on the issue.

184
LESSON 11B
LESSON GOALS
• READING AND GRAMMAR The main aim is to practise using reported speech to
report what other people have said. The language is contextualized in the text – an
article about a personal challenge.
• PRONUNCIATION Students hear and understand the pronunciation of told in
connected speech.
• SPEAKING The speaking aim is to talk about a personal challenge.

READING AND GRAMMAR 3

• Give students time to read the questions carefully. Elicit the first

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ABOUT THE TEXT answer and point out how it is introduced by reported speech
The text type is a magazine article about the personal challenges (Doctors told him that …).

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facing Ed Jackson. • Students read and underline. Let them compare answers in
Edward Jackson (born 1988) is an English former professional pairs.

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rugby union player who played for a number of premiership sides
in England and Wales as a Number 8 forward. He represented
VOCABULARY NOTES

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England and captained both the under 16 and under 18 teams.
Jackson suffered a spinal injury after diving into the shallow end of shoulders /ˈʃəʊl.dərz/ = tops of your arms
a swimming pool. Because he was a professional athlete, he was get engaged to /ɡet ɪnˈɡeɪdʒd tuː/ = agree to get married
able to train really hard and that is why his recovery is amazing.

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Today, he can walk without help, but suffers from Brown-Sequard support (people) /səˈpɔːt/ = help people financially and with

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Syndrome, a neurological condition that results in weakness or care
paralysis of one side of the body and loss of sensation on the
other.
ap Extra activity
In 2021, Ed launched a podcast, named ‘It’s Good to Walk’, where Ask students to discuss any other inspiring people they have heard
he talks to other inspirational people about their experiences. of (or know) who have overcome a great physical challenge. You
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The podcasts provide practical advice about living well, as well as could brainstorm names first. Some international figures: Professor
inspiration and encouragement, for listeners. Stephen Hawking, Frida Kahlo, Andrea Bocelli, Helen Keller,
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1 Ludwig van Beethoven.

• Optional step Start by checking understanding of physical (of
the body) and mental (of the mind) challenges.
4
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• Students read the Grammar box and complete the sentences.

• Students discuss the questions in pairs. In feedback, ask a In feedback, check form and understanding by asking focus
few students to share experiences. questions (see the Grammar notes).
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Sample answers
2 Physical challenges: running a race (e.g. a marathon); long- GRAMMAR NOTES
distance walking (e.g. coast to coast path); learning to ski,
Many languages use the same verb for say and tell, so students
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waterski, surf, etc.

find the use hard to remember and make errors such as He told
3 Mental challenges: getting better after serious illness; working
that … and He said me that …
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hard to complete a course, pass an exam, etc.

Basically, say is intransitive and tell is transitive (it takes an
2
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object). Compare She said she was tired vs She told me she
• Optional step You could ask students to predict from the
was tired – in the second sentence who the speaker is talking
photo: Where is Ed and what is he doing? Why might this be a
to is specified.
©

challenge? What might he be preparing for?

• Students read and note challenges. Let them compare Ask students to look at the Grammar box examples and answer
answers in pairs. these questions:
Answers Which word takes an object – say or tell?
Learning to walk again (after an accident); climbing the highest
Do reported verbs go one tense back or stay the same?
mountain in Wales; climbing a 6,500-metre mountain in Nepal;
climbing the height of the world’s tallest mountain by climbing his What changes to pronouns do you notice?
parents’ stairs; starting his own charity.

185
LESSON B
For further information and practice, see
Grammar reference Unit 11B on page
11B
Making the impossible possible
LESSON GOALS
• Understand an article about a personal challenge
• Report what other people have said
• Understand told in connected speech

176 of the Student’s Book.

READING AND GRAMMAR 3 Read the profile again. Answer the questions
5 1 Work in pairs. Discuss the questions.
about things people talked about. Look for
words like said and told to help you. Underline
• Elicit the first correct option to get 1 Do you enjoy a difficult challenge? Why? / the answers in the text. They would never
students started. Students choose the Why not?
1 What did doctors tell Ed and Nasser? walk again.
2 What physical challenges have you done or have The woman who
correct options and compare answers in you heard about?
2 Who did Ed say he wanted to get better for? is now his wife.
3 What did Nasser tell Ed after half a year? He was walking
pairs. 3 What examples of mental challenges can you think
4 What does Ed say happens after he does a with a stick.
of? Have you had any in your own life recently?
• In feedback, encourage students to challenging climb? His body can do new movements.
justify answers by referring to the 2 Read the magazine profile. What challenges has 5 How did Ed say he felt during the stair challenge?
Ed faced? He had loved it despite it sometimes being
Grammar box. painful and boring.

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6
• Elicit the first rewrite to get students
Meet Ed Jackson:

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started. Students compare answers in
pairs. a man who loves challenges

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Extra activity
Ed Jackson was a professional rugby player, but in
Tell students that they have written 2017 he had an accident diving into a swimming

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pool. Afterwards he couldn’t move his body from the
an email asking a friend, who is an shoulders down.
experienced climber, to give them help Doctors told him that he’d probably never walk again, but
and advice before they try to climb their Jackson didn’t want to believe this. He had recently got

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engaged to the woman who is now his wife and he said
first mountain. Write the following on the that she was the main reason he wanted to recover. He
board and say that they are extracts from

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spent six days staring at his toes and trying to make them
move – and, finally, he succeeded! This was the start of a
their friend’s reply: long journey.
I have climbed lots of mountains.
ap
While in hospital, Ed met Nasser, a man in his late thirties.
I’ll help you prepare. Doctors had also told Nasser he would never walk again,
but Ed encouraged him not to give up and six months
You have to buy good quality equipment. later, Nasser told Ed he was walking with a stick.
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You are going to have a great time. Only a year after his accident, Ed climbed the highest
Ask students in pairs to report the mountain in Wales. Since then he has also climbed
a 6,500-metre mountain in Nepal and he said that he finished, he told a news reporter he had loved it
comments using My friend said … and/or
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after each big climb he noticed his body could do new despite it sometimes being ‘painful’ and ‘boring’. He also
My friend told me … movements. raised £46,000 for charity.
Two years later, 31-year-old Ed Jackson climbed 8,848 Jackson hopes his story can help people. That’s why he
For additional practice, refer to the metres, the height of the world’s highest mountain, by started his own charity, M2M, which aims to support
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going up and down his parents’ stairs 2,783 times. When ‘people facing challenges in life.’
Grammar activity on page 282 of the
Teacher’s Book.
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PRONUNCIATION 134
7 11.1
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• Read out the Clear voice box. Note that

the emphasis here is on hearing and
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understanding – students don’t need to 43118_U11_130-[Link] 134 1/18/22 11:55 AM

produce the sound themselves. AUDIO 11.2 4

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• Play the audio. Students listen and 1 He /təʊlmi:/ I was brilliant.

notice. In feedback, notice how the I /təʊldəm/ they could do anything. He /təʊld miː/ I was brilliant.
©

first speaker drops the /d/ sound at the I /təʊləm/ they could do anything.
end of told and the second speaker PRONUNCIATION NOTES
I /təʊld ðem/ they could do anything.
pronounces the /d/, but drops the /ð/
2 Notice how pronouns can be reduced
sound at the start of them.
I /təʊlər/ she might win. and barely pronounced in fast speech.
8 11.2 I /təʊldə/ she might win. So /ðem/ becomes /əm/, /hɪm/ becomes
• Give students time to read 1–4 and /ɪm/, and /hɜː/ becomes just an /ə/
I /təʊld hɜː/ she might win.
to speculate what the missing words sound.
3
might be.
I /təʊldɪm/ you’ll call him later.
• Play the audio. Let students compare SPEAKING
I /təʊlɪm/ you’ll call him later.
answers in pairs.
I /təʊld hɪm/ you’ll call him later. 9
• Optional step 1 Model the activity
by telling the class about a personal

186
 4 Read the Grammar box. Complete sentences 6 Rewrite the direct speech using reported speech.
1 and 2. 1 ‘Everyone is so kind.’ Show, write up, or give (as a handout) the
He said that everyone was so kind . list of utterances. Tell students that these
GRAMMAR Reported speech 2 ‘That was excellent!’
The article uses said and told + pronoun/noun She told me/him/us, etc. (that) it had been excellent
.
are all things that Ed said in interviews.
to report someone else’s words. Sometimes the 3 ‘He’s feeling better.’ Student A chooses and ‘serves’ a sentence
speakers add that before the reported speech. The
speakers also change some pronouns.
He said (that) he was feeling better . by reading it out. B ‘returns’ by reporting it
‘You’ll probably never walk again.’ ➞ Doctors told 4 ‘Your family will be proud!’ using ‘Ed said’ (e.g. A: I’ve climbed a lot of
She told me/him/us, etc. (that) my/his/our, etc. .
him (that) he’d probably never walk again. family would be proud mountains; B: Ed said he’d climbed a lot of
‘She’s the main reason I want to recover.’ ➞ 5 ‘She hated every minute!’
He said (that) she was the main reason he He told me/him/us, etc. (that) she had hated every. minute mountains). B gets a point if correct, A gets
wanted to recover. 6 ‘I am looking forward to next year.’ the point if B is incorrect. Now it’s B’s turn
‘I am walking with a stick!’ ➞ Nasser told Ed he She said (that) she was looking forward to next year
. to ‘serve’ and A’s turn to ‘return’. Students
was walking with a stick.
‘I loved it’ ➞ He told a news reporter (that) he choose utterances at random and continue
PRONUNCIATION
had loved it. until someone wins a game. If time, they

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Verb tenses change: present simple (can) ➞ 7 11.1 Look at the Clear voice box. Listen to
past simple (could), present continuous ➞ past then play another game (and invent their
the examples and notice the two different
continuous, will ➞ would, past simple + present pronunciations of told. own utterances).
perfect ➞ past perfect
Use the tennis method of scoring (which

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CLEAR VOICE
Go to page 176 for the Grammar reference. Understanding connected speech: told you may need to explain to students): 15-0
said In fast speech, some speakers drop the d in (15-love); 15-15 (15-all); 30-15; 40-15; 40-

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I Ed that he wanted his charity to
help other people facing big challenges. told if the next word begins with a consonant, 30; Game, etc.).
2 Ed told Nasser to keep trying. e.g. told me ➞ /təʊlmi:/.
Other speakers keep the /d/ sound but drop the /ð/ Utterances:

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5 Choose the correct options. in them and the /h/ of him and her, e.g. told her ➞ I’ve climbed a lot of mountains.
1 ‘Ed Jackson was a professional rugby player.’ /təʊldə/.
/təʊlðem/ I told them it was for charity. I can walk without help.
The article said / told that Ed had been a
professional rugby player.
/təʊldəm/ I told them it was for charity. I do training every day.
To help you understand, it’s important to know that
I’m training for a marathon.

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2 ‘He has also climbed a 6,500-metre mountain in
some speakers might do this.
Nepal.’ I’ll climb another mountain soon.

hi
It told us that he had also climbed / also climbed a
6,500-metre mountain in Nepal. 8 11.2 Listen and complete the sentences. Which I’ve raised a lot of money.
3 ‘He’ll never stop trying.’ speaker is easier to understand? I love climbing.
It said that he’ll / he’d never stop trying. 1 I told them
ap they could do anything. I’ve met lots of people.
4 ‘Jackson hopes his story can help people.’ 2 I told her she might win.
him
I won’t play rugby again.
The article said that Jackson hoped his story can / 3 I told you’ll call him later.
I played rugby before the accident.
gr
could help people. 4 He told me I was brilliant.
5 ‘The charity is raising money for a hospital in The last speaker in each case is easier to understand.
Nepal’
SPEAKING
Extra activity 2
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It said that the charity was raising / raised money

for a hospital in Nepal. 9 Work in pairs. Talk about a challenge (e.g.
6 ‘It hosts challenge events.’ physical, professional, personal) you have had. Ask students in pairs or groups to
The article told / said that the charity hosted Take notes on what your partner said. Change remember things that the teacher and
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challenge events. partner and report what your partner said. students have said so far in this lesson. Tell
Last month I gave a presentation at work. It was
the first time I had spoken in public and I felt very
them to write down as many things as they
nervous! can in two minutes (for example, It’s a nice
EXPLORE MORE!
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Find out what M2M means and learn more about Ed Jackson. Search for ‘Ed Jackson + M2M’.
day, I’ve done my homework, Sorry we’re
135 late). Ask pairs or groups to exchange their
list with another pair or group. Students
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report the list of comments using said

and told.
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43118_U11_130-[Link] 135 1/18/22 11:55 AM

challenge of your own. You could write • When students are ready, they talk EXPLORE MORE!
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a couple of simple focus questions on about their challenge in pairs and take You could ask students to find five facts
the board before you speak, in order to notes. about Ed and present them to the class.
make sure students listen to the story.
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• Organize students into new pairs. Some information students might find:
For example, What was my challenge? Using their notes, students report their M2M = millimetres to mountains
Why was it difficult? partner’s experience. Millimetres to Mountains means: to
• Optional step 2 Brainstorm examples • As students speak, monitor closely and overcome any of life’s challenges you have
of challenges students could talk about note any errors, especially with the use to start small but dream big.
and write them on the board. Examples: of reported speech. In feedback, write Ed runs M2M with his wife Lois and friend
driving test, final exams, sponsored walk, four or five phrases or sentences on and fellow ex rugby player Olly Barkley
organizing an event. the board, containing errors, and ask Ed started the charity to raise £250,000 to
• Provide five minutes’ preparation time students to correct in pairs or groups. build a hospital spinal unit.
for students to think of ideas. Monitor
and help with ideas, vocabulary and Extra activity 1 See Workbook page 76 for extra practice
accuracy. Play ‘reported speech tennis’. Students (Grammar, Pronunciation).
work in pairs.

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LESSON 11C
11C
It can be minus five!
LESSON GOALS
• Listen for signposts in an interview
• Describe emotions
• Talk about skills, permission and possibility

LESSON GOALS
• LISTENING Students develop the READING
What are the limits
skill of listening for signposts in an of the human body? 1 Read the infographic. What does it say about the
interview (words and phrases that human limit for being …
The human body can only survive 1 somewhere very cold? 4 without food?
tell you what kind of information is in water of 4.4°C for 15-30 2 high in the mountains? 5 without water?
coming next). minutes! Ice water divers are
3 underwater without air? 6 without sleep?
able to stay safe for 30 minutes
• VOCABULARY Students describe because they wear dry suits. However,
LISTENING
in 1999, Swedish Anne Bågenholm
emotions. survived for 80 minutes when she
got trapped under ice. NATIONAL GEOGRAPHIC EXPLORER
• GRAMMAR Students practise using
can, could and be able to to talk 2 Look at the Listening skill box. Then read the

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about ability, permission, possibility. In cold temperatures we need to wear the signposting phrases (1–6) from Anne Jungblut’s
right clothes to survive. The human body is talk about working in very cold places. Work in
• SPEAKING Students talk about usually 37°C. Humans can’t usually survive if pairs. Decide what kind of information you think
unusual skills they have now or had as their body temperature drops below 21°C. she might give next.

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a child. LISTENING SKILL
Listening for signposts

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The average human is able to breathe until Signposts are words and phrases that tell
READING 4572 metres before needing oxygen.
Only 200 people have climbed the world’s
you what kind of information is coming next.
Here are some common signposts …

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tallest mountain, 8848 metres without
1 oxygen.
• to introduce a topic: let’s start by, firstly, to begin
• to give contrasting information: on the other hand,
• Optional step Focus students on the although, but then again
infographic. Ask, What’s the title? What • to give past, present or future information: a while

c
Herbert Nitsch free-dived to 214m (with ago, now, next year
does ‘limit’ mean? (= the point that you no breathing equipment) in 2007. Most • to give a reason: because, since, as

hi
cannot go any further) What do the people can hold their breath for less than • to give an example: such as, like, for instance
2-3 minutes. Herbert Nitsch is able to
pictures show? hold his for nine minutes.
ap 1 So I’ll start by talking about …
• Ask students to read the questions. She’s introducing a topic, maybe about living
You could create a prediction task by somewhere cold.
Humans can generally survive without
asking students to guess the limits for food for around three weeks and 3-7
2 It’s really different to our normal environment
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because of things like …
1–6. Students read and discuss questions days without water. The longest anyone
3 Although it’s challenging to work in the freezing
has gone without food is around 382
in pairs, then report in feedback. days and water around 18 days. cold …
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4 It can be five, six degrees plus in the Arctic. But

Answers then …
1 4.4°C for 15–30 minutes. Ice water 5 I’m able to work late since …
Most people can stay awake for no more
divers need a dry suit to stay in for 30 6 Before I go there, …
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than 24 hours before they start to feel

minutes. Anne Bågenholm survived very tired, annoyed or make poor decisions.
However, Randy Gardner was able to stay
for 80 minutes after an accident. Body awake for 11 days (264 hours).
temperature must be over 21°C. EXPLORE MORE!
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2 Most people need oxygen at heights Find out more about some of the people in the infographic.
over 4,572 metres. 200 have climbed 136 Search for [the name] + human limits’.

8,848m without oxygen.

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3 Most people can go without air for two

to three minutes. Herbert Nitsch can
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hold his breath for nine minutes. 43118_U11_130-[Link] 136 1/18/22 11:55 AM

4 Usually three weeks but one person Sample answers

hold your breath /həʊld jər breθ/ = stop
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managed 382 days. 1 Introducing a topic, [Link] in Arctic/

breathing (for a short time)
5 Usually three to seven days but one Antarctic – sleep, food, clothes, light
person managed 18 days. stay awake /steɪ əˈweɪk/ = not go to 2 Contrasting info + example: e.g. sleep,
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6 Most people: no more than 24 hours. sleep food, clothes, light, temperature
Randy Gardner managed 11 days. 3 Contrasting info: e.g. something positive
about working in cold (the landscape is
LISTENING beautiful)
VOCABULARY NOTES
2 4 Contrasting info: e.g. could be warmer
survive /səˈvaɪv/ = stay alive • Read the Listening skill box with your at other times
class. In feedback, say, Close your 5 Reason: e.g. I have nothing else to do,
trapped /træpt/ = unable to get out
books – What signposting phrases can it’s light, the light gives me energy
drop below /drɒp bɪˈləʊ/ = go down you remember? Elicit suggestions from 6 Past info: e.g. I pack, I get ready, I plan
below students. 3 11.3
breathe /briːð/ = take air in and out • Students discuss the phrases in pairs. • Play the audio. Students note
answers. Let them compare answers

188
 3 11.3 Listen and note down how Anne actually GRAMMAR AND SPEAKING
Answers
finishes the sentences in Exercise 2.
8 Read the Grammar box. Complete 1–3 with Washing: Challenge = can’t shower/wash
4 11.3 Listen again. What challenges does Anne present, past or future.
hands; Solution = use baby wipes
face at work? How does she solve them?
GRAMMAR Can, could and be able to Food: Challenge = can’t eat normal food;
Challenge Solution Use can and be able to to talk about things that Solution = eats chocolate, brings food, can
washing you know how to do, that you’re allowed to do, eat frozen fruit and vegetables
and that are possible.
food I can pack really well. (know how to) Water: Challenge = hard to drink enough
water We can’t take many things home with us. – dry air and lots of hiking; Solution = need
(allowed to)
temperature freezing -5°/-10°C We can’t get normal food. (not possible)
to drink lots of liquid
working Use could and couldn’t as the past tense of can Temperature: Challenge = freezing -5°/-
hours and can’t. 10°C; Solution = wear right clothes, know
sleep I couldn’t sleep because I was so cold.
Use will/won’t + be able to for future.
body
Working hours: Challenge = long days,

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5 Work in pairs. Look at the infographic again. Tick We won’t be able to take many things back.
(✓) the things that Anne mentions. works for a few days then sleeps; Solution
Go to page 176 for the Grammar reference.
present
= stay up late, start work later next day
1 can/can’t + am/is/are (not) able to

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VOCABULARY
2 could/couldn’t + was/were (not) able to past Sleep: Challenge = can feel exhausted – 24
6 11.4 Match the emotions 1–7 with definitions
3 will/won’t + be able to future hours daylight/long days; Solution = makes

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a–g. Listen and check. herself warm + pulls hat over eyes for
1 amazed a very tired 9 Read the infographic again. Complete the
2 anxious b something wasn’t as sentences with can, can’t, couldn’t, able to and darkness
not able to.

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3 delighted good as you’d hoped
1 The average person can’t survive for
AUDIO 11.3
4 disappointed c surprised and upset about
5 exhausted something bad 40 minutes in water of 4.4°C. So I’ll start by talking about the challenges
6 scared d very happy 2 Most people are not able to breathe without of my working environment. I work in the
7 shocked e worried something bad oxygen at 5000 metres. polar regions, so it’s really different to our

c
might happen 3 Herbert Nitsch can hold his breath for
f afraid nine minutes.
normal environment because of things

hi
g extremely surprised 4 Humans are able to survive without food
like coldness and the light. We can’t wash
Go to page 165 for the Vocabulary reference. for about three weeks.
ap properly, like we don’t shower or wash our
7 Work in pairs. Use the adjectives in Exercise 6 to 5 Even Randy Gardner couldn’t stay awake hands for weeks and we have to use baby
discuss how you might feel in these situations. for 12 days. wipes. It’s also hard to drink enough. The
6 We won’t be able to survive if our body
More than one option is possible. air is very dry at very low temperatures and
temperature drops lower than 21°C.
gr
1 You got excellent results from an exam you
7 Anne Bågenholm was able to survive for
we do a lot of hiking. Therefore, we all
thought you’d done really badly in.
2 You’ve just run 42km. over an hour under the ice. need to watch out that we drink enough
water all day. We aren’t able to get fresh
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3 You are sleeping in a tent in the forest. You wake 10 Do you have any unusual skills – or did you have
up and there’s a lion outside. any when you were a child? Make notes. Then vegetables and fruit in our field camps, but
4 You spent £100 on theatre tickets and the show
was terrible.
tell a partner. Find out if they can/could do we get very good supplies of frozen and
the same.
tinned vegetables and food. I can live off
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5 You have an exam tomorrow. You have studied

When I was a child I could touch my ear with my
every day for the last month.
foot. Can you do that?
chocolate because you burn lots of calories
6 You won £1000. when it’s cold!
7 Your best friend lost their job.
Although it’s challenging to work in the
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freezing cold, it’s not like you see it in the

137
movies. But it’s still cold. And we live in
tents, so it’s warm, but it’s not like being
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warm in a house. I mean, maybe it can be

five, six degrees plus in the Arctic. But then
at

43118_U11_130-[Link] 137 1/18/22 11:55 AM in Antarctica, it can be minus five, minus

in pairs and work together to build up 6 Before I go there, I think about what I ten outside. And yeah, it’s about having
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whole sentences. can’t live without. the right clothing and knowing what your
body can take. You have to look after
Answers 4 11.3
yourself. On my first trip, I couldn’t sleep
©

1 So I’ll start by talking about the • Optional step Pre-teach key words: well at first because I was cold, but I now
challenges of my working environment. baby wipes = wet tissues for cleaning; know that I need to wear lots of layers
2 it’s really different to our normal supplies of food = food that is brought – including socks. I just know I can sleep
environment because of things like or delivered; burn calories = use up better if I’m warm. And I don’t worry what
coldness and the light energy from food; layers of clothes = I look like!
3 Although it’s challenging to work in the one item of clothing on top of another; We are here to do science. We only have
freezing cold, it’s not like you see it in luxury items = things that you don’t a limited amount of time to do the work
the movies. But it’s still cold. need but are tasty and/or expensive. and we can’t take many things home with
4 it can be five, six degrees plus in the us. It is very expensive and difficult to go
• Give students time to look at the table
Arctic. But then in Antarctica, it can be to Antarctica and therefore we often only
and note what they can remember from
minus five, minus ten outside now. have a few weeks to do everything. So
the first listening.
5 I’m able to work late since the light gives sometimes we have very, very long days.
me energy. • Play the audio again. Students note
And then we also have 24-hour daylight.
answers and compare in pairs.

189
LESSON C
I quite like the daylight. I’m able to work late since the light gives Extra activity
me energy. Sometimes I work until 3 or 4 a.m. for a few days then Mime the emotions and ask students to say which you are
I sleep well. But if we do this, we can feel exhausted, so we need miming. Then ask students in pairs to take turns acting out each
to find ways to be able to get enough sleep. For example, I have
emotion.
to wear my hat over my eyes to sleep.
Some people tell me that my work ‘is a brave thing to do’, but For additional practice, refer to the Vocabulary activity on page
it’s not dangerous if we look after our body and mind. But if you 258 of the Teacher’s Book.
plan ahead, you will be able to live just fine. Before I go there, I
think about what I can’t live without, which includes good gloves
and some luxury items including plenty of chocolate, nice tea and GRAMMAR AND SPEAKING
coffee, as well as a selection of books to read. 8
5 • Read the Grammar box with the class. Students complete the
rules.

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• Students work in pairs to tick things in the infographic. Elicit
a first answer to get students started.
Answers GRAMMAR NOTES

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Students should tick: wearing the right clothes and sleep Can, could, will and their negative forms are modal auxiliary
verbs. If your students share their first language, ask students

ar
VOCABULARY to compare phrases they use to express these ideas with the
use in English.
6

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11.4
• Optional step Read through words 1–7 and ask students to
repeat for pronunciation (see the Vocabulary notes). For further information and practice, see Grammar reference
• Students match the words and definitions. Let them Unit 11C on page 176 of the Student’s Book.

c
compare answers in pairs.
9

hi
• Play the audio. Students listen and check. ap • Elicit the first answer to get students started. Let students
compare answers in pairs before sharing answers in feedback.
VOCABULARY NOTES
Pronunciation GRAMMAR NOTES
gr
Note the stress: amazed, delighted, disappointed, exhausted.
Note that all these sentences are talking about things that are
The other words are stressed on the first syllable.
possible or not possible.
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For further information and practice, see Vocabulary reference

Unit 11 on page 165 of the Student’s Book. 10
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• Optional step Brainstorm unusual skills and write them on the

AUDIO 11.4 (AND ANSWERS) board. This is an opportunity to introduce / revise some useful
1 Amazed means extremely surprised. vocabulary in this area. Think about introducing some of the
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2 Anxious means worried something bad might happen. words in the extra activity below.
3 Delighted means very happy. • Organize the class into new pairs or small groups. Give
4 Disappointed means something wasn’t as good as you’d hoped. students two or three minutes to prepare ideas before asking
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5 Exhausted means very tired. and answering questions about skills.

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6 Scared means afraid. • As students speak, monitor closely and note any errors with
7 Shocked means surprised and upset about something bad. can, could or be able to. In feedback, write errors on the board
and ask students to work in pairs to correct them.
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7
• Elicit an emotion or two for the first example to get Extra activity
©

students started. Students discuss possible feelings in pairs, then Ask students to talk in groups and say which of the following they
report ideas in feedback. Encourage them to give reasons. can, could or would like to be able to do:
Sample answers sing, dance, whistle, juggle, do a forward roll / cartwheel /
1 amazed (because very surprising) headstand, play a musical instrument, box, head a football, touch
2 exhausted (42 km is a marathon – that’s a long way to run) their toes.
3 scared (lions can kill) For additional practice, refer to the Grammar activity on page
4 disappointed (not as good as hoped) 283 and the Communication activity on page 243 of the
5 anxious (very worrying situation) Teacher’s Book.
6 delighted (you got something good)
7 shocked (surprised in a negative way) See Workbook pages 76–78 for extra practice (Listening,
Vocabulary, Grammar).

190
LESSON 11D
LESSON GOALS
• SPEAKING Students practise ways of asking for help using direct language (Can/Could
you …? etc.) and more indirect language (Would you mind …? etc.). The lesson ends
with a roleplay task in which students put the tips and language they’ve used into
practice.
• PRONUNCIATION Students listen and practise voiced /tʃ/ and /dʒ/.

SPEAKING person. This can be someone you trust who has the knowledge
and experience you need and the time to help.
1 One way to ask for help is to use these three stages:

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• Optional step Ask students about the photo on the page.
One: Background information. Two: Goals. Three: Challenges.
Ask, What are they doing? Why (do you think)? What are the
First, give some background information. Tell your story. What are
advantages of getting lots of people to help?
you doing and why are you doing it?

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• Organize the class into pairs or small groups to discuss
For example, maybe your friend lost their hearing … and you want
the questions. Elicit ideas in feedback.
to raise some money for them … making and selling cakes.

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Some people will prefer to hear what you need quickly and clearly.
MY VOICE Others may prefer to learn more about the context first.

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Second, explain your goals. It’s a good idea to tell the person
COMMUNICATION SKILL NOTES helping you what you want to achieve.
For example, what do you plan to do with the money you raise?
This lesson looks at ways of asking for help, using direct and

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Maybe you want to raise enough money for your friend to get
indirect questions and tentative modal verbs such as could and

hi
a hearing aid … or for your whole class to take sign-language
would. It is important to select the questions we use carefully lessons.
depending on the situation, the relationship with who you are
ap
asking to help and type of help you need. The lesson explores
Giving reasons for what you want to achieve can make people
more likely to help you. However, some people may just want to
ways of getting people to be happier to help and finding the
help because they trust you and want to help you succeed.
right person to help – by providing background, saying what
gr
Finally, explain what you’re finding difficult and what you need
you hope to achieve and explaining the problem. Take the
help with.
opportunity to provide plenty of practice. See Exercise 8.
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Maybe you’re not sure where to sell your cakes. You want to ask
your friend because he’s a teacher and he can ask his school if you
2 11.2
can sell your cakes there … or maybe you want other people to
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bake cakes with you … or maybe you need someone to show you
• Optional step Start by setting up the situation. Say, You will
how to raise money online.
hear an expert talk about the three stages of asking for help.
Ask, What could the stages be? When you tell someone exactly how you’d like them to help you,
they can decide if they can help. You might find that you need to
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• Check key words: trust someone = believe that they will give look for someone else. But that’s OK. Talking things through helps
good advice and will always be there to help you; goal = a clear other people understand what you need.
aim; talk things through = talk about ideas or problems in detail
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Remember, when asking for help we can give people some

• Play the video. Students listen and note answers. Let background, talk about our goals and describe our challenges,
students compare answers in pairs.
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saying what it is we need help with. This can also allow us to

• In feedback, ask students to justify answers by saying what they check that we have the right person with the skills and experience
heard. to help us.
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Answers 3
3 stages: 1 (give) background information; 2 (explain your) goals; • Read out the Communication skill box. Check difficult words in
©

3 challenges (explain what you are finding difficult and what you the task (use the icons on the page to help): stand up comedy
need help with). = when you stand alone on stage and tell jokes to an audience;
Ask someone with the right skills and experience who wants to train for a marathon = prepare by running or working out in the
help you. gym.
VIDEO 11.2 • Give students time to read the task. Students discuss
When you’re doing something challenging, it can be difficult to answers with a partner.
ask for help but usually there’s no need to worry. Generally, other
people like to be helpful and will try to do what they can.
One of the most important things you can do is find the right

191
LESSON D
Extra activity
Ask students to think of B, G or C
11D
Asking for help
LESSON GOALS
• Practise ways of asking for help
• Clearly pronounce voiced /tʃ/ and /dʒ/ at the
end of words
• Practise asking for help

sentences (i.e. questions about background

information, goals or challenges) for the SPEAKING 4 Look at the Useful language box. Work in
pairs. How could you ask for help in the three
situations below: 1 Work in pairs. Discuss the questions. situations in Exercise 3? Would you prefer to use
You want to get a new job 1 How often do you ask for help? direct or indirect questions? Why?
2 In what situations would you ask for help?
You want to travel round the world 3 What are some reasons you don’t ask for help? Useful language Asking for help
You want to learn French
Direct
MY VOICE
4 2 11.2 Watch the video about asking for help.
Can/Could you give me a hand with this light?
Would you help me set the table?
• Read out the Useful language box. Point What three stages does it advise when asking for Indirect
out the meaning and use of the phrases help? Who should you ask for help? Would you mind (helping me move this fridge)?

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(see the Useful language notes). Ask Could you possibly help me out with (something
3 Look at the Communication skill box. Then read
important)?
students to repeat after your model to sentences 1–9. Which sentences give background
I was wondering if you could help me (peel these
information (B), explain goals (G) and describe
practise pronunciation. challenges (C)?
oranges)?

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• Elicit ways of asking for help in the COMMUNICATION SKILL 5 Discuss the questions with your partner.
first situation in Exercise 3. Students Asking for help
1 What challenges do you need help with at the

ar
work with a partner to think of ways of When you ask for help, find someone who moment? Give them some background and
has the time and skills to help you. Then: explain your goals.
asking for help in situations 2 and 3.
1 Give them some background to what you need 2 What help do you need and when?

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Sample answers help with. 3 Who could you ask for help?
2 Tell them what you hope to achieve. 4 Which phrases from the Useful language box and
Students’ own ideas. Whether students Exercise 3 would you use?
3 Explain what you are finding difficult and what you
choose to be direct or indirect depends think they can help you with. 5 How would you apply the techniques from the
on who they are talking to and how big

c
Asking for help using the right kind of question (for Communication skill box?
the situation and for the person you are asking) may
a favour it is. So for example, Would

hi
also make the other person happier to help you. PRONUNCIATION
you listen to me practising my jokes,
Mum? might be direct. In contrast, I was You want to do a stand up comedy show. 6 11.5 Look at the Clear voice box. Listen to the
ap
1 People always say I’m (quite funny). B examples and notice the difference between the
wondering if I could learn by watching you 2 I’m finding it difficult as I (am quite words with /tʃ/ and /dʒ/.
perform, Mr Dodd? might be indirect. shy). C
CLEAR VOICE
3 I’m hoping to get better (at public
gr
Saying /tʃʃ/ and /dʒ
ʒ/
speaking). G
To make the sound /tʃ/ touch your tongue
USEFUL LANGUAGE NOTES You want to run a marathon.
to the top of your mouth then move it down
4 I’ve only ever (run 5km before). C
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Use 5 My aim is to (finish in less than four hours).

to let the air out. When you touch your throat you
G shouldn’t feel a vibration because it is unvoiced.
Direct questions are less complex 6 I’m training for (a marathon to raise /tʃ/ coach
money for charity). B
in form and use a simple inverted To make the sound /dʒ/ touch your tongue to the top
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You want to stop being scared of spiders of your mouth then move it down to let the air out,
question. Notice that Can you help me? 7 I’m terrified of (spiders). B this time try to make your throat vibrate.
is more direct and informal than Could / 8 I would like to (feel calm around them). G /dʒ/ orange
Would you help me? Using past modals 9 It’s hard because (I feel quite anxious). C
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makes the request more tentative and

polite. 138

Indirect questions are made even more

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tentative and polite by adding ‘possibly’

or ‘I was wondering if …’
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Notice that English has no polite,

5 • Play the audio. Students listen and
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formal form of ‘you’, so using indirect notice.

questions and modals like could and • Give students time to read the five
questions. Students work with their • Optional step Elicit other words with
would is a way of adding politeness.
©

partner to think of ways of answering these sounds (e.g. chair, chess, giraffe,
Students may find it over-polite – point
the questions. job; March, patch, garage, hedge).
out that English can sound too direct if
you just say Help me out! For additional practice, refer to the 7 11.6

Pronunciation Communication activity on page 244 of • Optional step Ask students to read first
Notice that when asking for help, an the Teacher’s Book. and guess which sounds are likely to be
exaggerated intonation pattern, with /tʃ/ and which /dʒ/.
rising intonation at the end, is used to PRONUNCIATION • Play the audio. Students listen and
sound polite and tentative. repeat.
6 11.5 • Students practise in pairs.
• Read through the Clear voice box and
model the pronunciation of the two
sounds.

192
 7 11.6 Listen and repeat the sentences. Circle the 1: You have moved into a new flat with a shared
/tʃ/ and /dʒ/ sounds. Work in pairs. Practise saying garden. It’s a mess. You don’t want to annoy SPEAKING
the sentences. your new neighbours, but you’d love to make the
1 Would you mind holding my torch? I need to garden look better and perhaps put a bench in
that you can all use. You know everyone is busy,
8 OWN IT!
change the light in the fridge.
but you have an idea for how it could look and • Pre-teach shared garden (= a garden that
2 You have a huge knowledge of languages. Could
you coach me in German? would like to share it and get people to each do everybody in the flats can use) and talent
3 Would you judge our singing competition in something to help. show (= a performance in which people
March? 2: You want to put on a talent show to raise money
for the local community. You need a big room to do different things – singing, dancing,
4 We don’t know much about science. Do you know
anyone who could teach us? have the show, some chairs and someone to make telling jokes, etc.).
5 Could you possibly watch our things? We’re doing food and drink for before and after the show. You
also need people to sing, dance, act, tell stories or
• Optional step Start by asking students
a swimming challenge for charity.
play music. Your friend said they can make adverts to read the two situations, 1 and 2. Ask
SPEAKING
and help you sell tickets, but they are very busy. focus questions: What is the problem
8 OWN IT! Work in pairs. Read the situations
with the garden? What is your goal?

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(1 and 2). Choose one situation or use your own What is the challenge? Why do you
idea. Decide who to ask for help. Make notes on want to put on a talent show? What are
background information, goals and challenges.
the challenges?

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Ask other students in the class for help. Use the
tips in the Communication skill box, the Useful • Mix students so they are working
language and the phrases in Exercise 3. Did with a new partner. Students decide on a

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anyone agree to help you?
situation and prepare notes. Monitor and
help with ideas and vocabulary.

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• Put pairs together to make groups of
four, or ask students to mingle around
the class and ask a variety of classmates.

c
• As students speak, monitor closely and
make a note of any errors students

hi
ap make.
• At the end, in feedback, write up errors
on the board and ask students to correct
them in pairs. Point out any good uses of
gr
useful language that you heard.
Extra activity
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Put the following on the board and ask

students in pairs to think of and ask one
direct or indirect question to ask for help
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(NB: If students think it inappropriate to

Volunteers working at a charity
construction project in Argentina. be direct, they can just ask an indirect
question):
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You want to borrow money from a friend

139
to buy a car.
You want your friend’s help to revise for
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exams.
You want your colleague’s help to
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complete an important job on time.
Extra activity You want your friend to check your
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PRONUNCIATION NOTES
Put the following tongue twisters on the homework for mistakes.
Take time to show students how the You want your friend to show you how to
board and ask students in pairs to try
two sounds are formed and how similar
©

saying them: cook paella.

the tongue movement is. Ask students
I love chocolates and oranges.
if they can hear the voiced and unvoiced For additional practice, refer to the
I’m wearing jeans with patches.
sounds. Students should be able to hear Mediation activity on page 314 of the
I love playing chess and Jenga.
the vibration if they cover their ears Teacher’s Book.
I have a Japanese watch.
when practising the two sounds.
I’ve been to China and Jamaica. See Workbook page 78 for extra practice
For additional practice, refer to the (Pronunciation).
Pronunciation activity on page 298 of
the Teacher’s Book.

193
LESSON 11E
11E
A fun challenge
LESSON GOALS
• Learn how to write factual information
• Learn language for writing reports
• Write a report about classroom challenges

LESSON GOALS
• WRITING The aim of the lesson is
to guide students to write a report
about classroom challenges. Students
learn useful language for writing
reports and learn how to write factual
information.
CLASSROOM CHALLENGE REPORT
SPEAKING
SPEAKING 1 Work in pairs. Write the word knowledge in your
Introduction
The purpose of this report is to provide information on a

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notebook. How many words can you make using
1 some of the letters in this word in any order?
classroom challenge. The class of twelve students completed a
simple challenge and recorded the results.
• Start by eliciting two or three The challenge
possible words (e.g. know, now, gone). READING FOR WRITING

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The challenge was to see how many new words the class could
Make the activity competitive by setting 2 Read the report about a class that did a similar make using the letters in a long word. Each student had one
minute to write down their words. The teacher wrote the word
a three-minute time limit and finding challenge to the one in Exercise 1. What word

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‘exhausted’ on the board then started the timer. After one
did they use? exhausted
out which pair has the most words at minute, everyone counted up the words. The words could use
3 Read the report again. Answer the questions. the letters in any order, but had to be three letters or more. They
the end. recorded results for how many and how long their words were.

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1 What were the rules of the challenge?
• Optional step Limit possibilities by 2 What information did the writer record? Results
saying words must have at least three (or 3 What future challenges does the writer The average number of words was six. One student got eight
recommend? (eat, hat, sad, the, tea, heat, hate, shut). This was the highest.
even four) letters, or must all contain ‘o’. Most people wrote words that were three or four letters long,
4 Read the Writing skill box. Rewrite the

c
but one student wrote seated and another wrote there.
Sample answers information below to follow the advice.
Conclusions

hi
On, no, now, know, edge, end, one, done, WRITING SKILL In summary, this was a fun challenge for the class. In future,
gone, low, log, long, week, weed, won, Writing factual information
ap it would be interesting to find out what students could do in
ninety seconds.
glow, gold, do, go, led, down, keen, leg, When writing facts in a report, it is important
to think about what the reader needs to
lego, knee, owl, nod know. Include background information such as Results: number of words students made
Other possible words (but high for your number of people, times and rules. Use clear but Student
Number
Student
Number
gr
brief sentences to keep each fact separate and easy of words of words
students’ level): ledge, wed, wedge, dew, to understand. Avoid using informal language and Norbert 8 Norma 6
keel, lode, dole, weld, doe personal pronouns like I and me. Jing 7 Huni 7
eo

Renata 7 Li 5
1 My class has fifteen students and our challenge
READING FOR WRITING was to write lots of words beginning with B. Jaewon 6 Matheus 5
2 It was OK to write words like big, bigger, biggest Zoe 7 Pallas 7
2
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and my teacher timed everyone using her phone. Rafa 5 Anwar 6

• Students read the report and discuss Average

76 ÷ 12 = 6.3 words
the answer with a partner.
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3
• Optional step Pre-teach key words: 140
purpose = reason for; provide = give;
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record = write down (so other people

can see)
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• Students read the report carefully 43118_U11_130-[Link] 140 1/18/22 11:55 AM

and note answers. Let students compare • Students rewrite the information, 5
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answers in pairs. then compare sentences in pairs. • Read through the Useful language box
Answers with your class.
Answers
©

1 To make as many words as possible in 1 The challenge was to see how many • Students work in pairs to circle
one minute from letters in the word words the class could make beginning examples.
exhausted. Words had to be three letters with the letter B. (Make less personal,
or more. They could use the letters in use more formal language, give more 6
factual information). • Students match headings to
any order.
2 The students could use similar words sentences then check in pairs.
2 The number of words each student
such as big, bigger, biggest. The teacher
wrote and how long the words were.
timed the class.
7
3 How many words students could make • Optional step Start by asking students
in ninety seconds. (Use less informal language, separate
to read the counting challenge and then
facts into separate sentences, avoid
4 personal pronouns and unnecessary
asking one student to explain it to the
• Read through the Writing skill box with class in his or her own words. Elicit two
information).
your class. or three possible sentences about the
information to get students started.

194
 5 Look at the Useful language box. Circle examples Counting challenge • Optional step If there isn’t time to do
of each kind of language in the report. How many seconds did it take for students to count to
the challenge in class, students can use
30 changing between English and their first language?
Useful language Writing reports For example, one (English), dos (Spanish), three (English), the ‘counting challenge’ and the table in
Introduction
cuatro (Spanish), etc. Rule: If students make a mistake, Exercise 7 as the basis for their report in
they can correct and continue.
The purpose of this report is to (present the results Exercise 9 instead.
of a classroom challenge). Student Results Student Results
In order to prepare this report (the class ... ). Norbert 60 Norma 65 seconds 9 WRITE
Ordering tasks Jing 50 Huni 50 seconds
• Students write a report.
Before we started, (the class decided the rules). Renata 35 Li 50 seconds
Firstly, we (talked about the rules).
Jaewon 45 Matheus 65 seconds
• Optional step You could ask students
Secondly, we (predicted our results).
After that, (we did the challenge). Zoe 30 Pallas 70 seconds to write reports for homework then do
Then, we (discussed the results). Rafa 35 Anwar 80 seconds Exercise 11 in the next lesson.
Total: Average = 53 seconds
Stating facts
The challenge for the class was to (say the 10 CHECK

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alphabet backwards). WRITING TASK
• Ask students to use the checklist.
The average time was (ten seconds).
Each student had to (remember ten new words). 8 Work in groups of four. Do a classroom challenge.
Most students thought (they could) ... 1 Choose one of the ideas below or use your own 11 REVIEW

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Every student (in the class took part). idea for the challenge. • Students exchange reports with a
The results found that (most students) ... a How well can you count to 30, changing
between your first language and English?
partner and provide feedback to each

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Conclusion
In conclusion / To conclude, (this challenge) ... b Can you say the alphabet backwards with no other.
In summary / To summarize, (this task) ... mistakes?
2 Make a list of rules and information you need to
• Optional step 1 Organize groups

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record, e.g. time, quantity. of four or five. Students sit in a circle,
6 Match headings 1–4 with sentences A–D.
1 Introduction B
3 Do the challenge with the rest of your class. Make a pass round reports and write comments.
note of the results.
2 The challenge A Students make changes based on
3 Results D 9 WRITE Using the report as a model, write a comments.

c
4 Conclusions C report about the classroom challenge from
Exercise 8. • Optional step 2 If your students write

hi
A Everyone had to read as much of a text as possible
in one minute. 10 CHECK Use the checklist. Your report ... reports for homework, they could share
B The purpose of this report is to give information uses appropriate headings. them and comment on them online.
about a classroom challenge.
ap
includes information about time, distance,
C To summarize, it was a fun challenge, but more
quantity, etc. Extra activity
difficult than we thought it would be.
states factual information clearly.
D The results showed that most people read about A variation on the word game at the start
gr
half of the text. gives the results.
uses formal language.
of this lesson is to provide a set of nine
7 Read about the counting challenge and look at letters and to ask students to make words
gives ideas for more research.
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the table. Make sentences about the information

in the table using the Useful language. Share 11 REVIEW Compare your report with the other
(including one word using all letters). They
your ideas with a partner. people in your group and give each other could play individually, in pairs, or in teams.
Most students did the challenge in less than a minute. suggestions for how to improve. Then exchange Here are a set of nine letters to write on
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reports with another student from a different

group. Did they include at least three things
the board:
from the checklist? A O S D N G R E U
Go to page 159 for the Reflect and review. Key: dog, done, sound, song, rose, nose,
EXPLORE MORE!
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sore, son, our, sour, soda, DANGEROUS

Look online for other challenges to do with friends. Search for ‘fun challenges you should try with friends’.
141
EXPLORE MORE!
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You could ask students to research a

challenge and write a report on it.
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Here are some fun challenges:
• Students make sentences then check The results showed that all students could
Twenty questions / Animal, Vegetable,
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in pairs. complete the challenge but at different

Mineral
speeds.
Sample answer Impression challenge (Have to impersonate
To summarize, it was a fun challenge, but
©

The purpose of this report is to present the celebrities and guess who it is)
not easy to do.
results of a counting challenge. Egg drop challenge (Have to decorate and
The challenge for the class was to count ‘clothe’ an egg then drop it – the winner is
to 30 changing between English and their WRITING TASK the one that doesn’t break)
first language. 8 Try not to laugh challenge (Try to make
Most students did the challenge in less • Organize students into new groups your friends laugh – if they don’t, they win)
than a minute. of four. Students follow instructions to See Workbook page 79 for extra practice.
The average time was 53 seconds. carry out the challenge. Once students
Each student could correct and continue if have prepared their rules, students For Unit 11 Reflect and review, see
they made a mistake. can go round the class separately to Student’s Book page 159 (Writing).
interview two or three classmates before
getting together again to compare and
collate information.

195
 UNIT 12
Technology

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UNIT GOALS
12A Reading and speaking

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• understand an article about
upcycling old devices to make

ar
art; recognize paraphrase in
a text; draw conclusions from

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a text; talk about upcycling
and what you do with old
technological items

c
12B Listening and grammar,

hi
pronunciation and speaking ap
• understand a talk about how
technology has changed our
world; understand and use the
gr
passive voice correctly; say -s
sounds at the ends of words;
talk about how robots could
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help humans in the future

12C Vocabulary, listening,

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grammar, pronunciation
and speaking
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• use words and phrases related

to technology; take notes when 142
listening to an interview; make
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predictions about the future

using modals of prediction and
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possibility; practise saying /g/ 43118_U12_142-[Link] 142 12/13/21 4:08 PM

and /k/ sounds • Optional step Before students speak,

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Photocopiable resources use the photo on the page to elicit and

12D Speaking Communication activities: pp. 245–246 teach key words they may need: racing
• learn how to take turns on a car, helmet, gloves, body or chassis (of
©

Vocabulary activity: p. 259

group video call; learn useful Grammar activities: pp. 284–285 a car), cockpit, wing mirrors, steering
language for managing a group Pronunciation activity: p. 299 wheel
video call; practise having a Mediation activity: p. 315
group discussion ABOUT THE PHOTO
Workbook
12E Writing Unit 12 pp. 80–85
This image is one of a series of
compositions by John Grusd about
• complete an online returns form;
automobile racing and the driver’s
describe a problem and include 1 relationship to the distractions and danger
only necessary information when • Students discuss the questions in inherent in motorsports.
you write pairs.

196
 12 Technology
use a laptop, of course. And I need a lot of
batteries to keep everything working!
What else? Well, in the places I go to study
insects the weather can be challenging. It
can rain or snow – a LOT! – and sometimes
there are really big storms. So I need
GOALS
• Recognize paraphrased information
technology to keep me alive.
• Use the passive voice And it’s hard to get to those wild places,
• Talk about technology
• Take notes when you listen
so I often use a special boat. It’s a pretty
• Take turns on a group video call amazing piece of technology. When I’m

ng
• Complete an online returns form not using it, it’s small and light enough to
fit in my backpack. And when I want to
1 Work in groups. Discuss the questions. use it, I can just blow air into it and I have

ni
1 Look at the photo. What technology can you see?
2 What technology is in the photo that you
a boat!
can’t see? Paola: Like everyone, I use my phone all

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3 How might car technology change in the future? the time. I study coral reefs and so I have
to use technology to do my work. I also
WATCH

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need to take my laptop everywhere I go.
2 12.1 Watch the video. Which kinds of
But although I am always connected, I try
technology does Isaí mention? Which does Paola
mention? Write I or P or B (both).
to have breaks from it. So I will never get
one of those smartwatches – you know? –

c
NATIONAL GEOGRAPHIC EXPLORERS
the watches that connect to a phone?

hi
And at the lab where I work, I have a lot of
technology, too. The coral structures that
ap I study are really small. So I have different
kinds of microscopes.
ISAÍ MADRIZ PAOLA RODRÍGUEZ
Of course, coral reefs are underwater, so
gr
1 backpack I 4 camera I 7 phone B sometimes I have to go diving to study
2 batteries I 5 laptop B 8 smartwatch P them. When I do that, I need special
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3 boat I 6 microscope P 9 television P

equipment so I can see what I’m doing
3 Make connections. Discuss the questions. while I take notes and carry out my work.
1 Do you agree that all of the examples from Exercise
2 are technology? Why? / Why not? At home, I don’t use much technology. I
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2 How often do you use each thing? have friends who have so much stuff, but
3 In general, do you like using technology, or do you for me, a TV is enough.
A racing driver remains calm and prefer to avoid using it? Why?
focused while driving at high speeds. 3
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• Students work with a new

143
partner or in small groups. Set a short
time limit for students to discuss the
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questions.
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43118_U12_142-[Link] 143 12/13/21 4:08 PM Extra activity

Extra activity • Students compare answers in pairs Ask students to tell their partner about a
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Ask students to share any high-speed before checking as a class. piece of technology which they use every
experiences in a car, boat, plane, etc. Ask, • Optional step Point out some useful day at work, college or home. Ask, What
What was it like? How did you feel? is it? How does it work? What do you use
©

new vocabulary in the video: in the field

= scientists use this phrase to say they it for?
WATCH are studying in the natural world, not
in the laboratory; wild places = natural ABOUT THE EXPLORERS
2 12.1 places where people don’t live
ISAÍ MADRIZ is a zoologist who lives in
• Give students time to read the questions
carefully. Read out words 1–9 for VIDEO 12.1 Chile. He is especially interested in the
pronunciation (the stress is on the first Isaí: Technology helps me do my work, freshwater insects of Patagonia.
syllable of all words except television) which is studying insects. When I’m in the PAOLA RODRÍGUEZ is a coral reef
and use visuals or mime to check field, I take a lot of pictures, so my camera researcher from Mexico who studies how
students know the words. Point out that is really important. Sometimes I can’t use tropical coral structures will be affected by
my camera, so I also bring two phones, global climate change.
television is also TV.
which are lighter and easier to carry. I also
• Play the video. Students note answers.

197
LESSON 12A
12A
The art of technology
LESSON GOALS
• Recognize paraphrased information
• Draw conclusions
• Talk about upcycling and recycling

LESSON GOALS
• READING The main aim is to guide READING 4 Look at the Reading skill box. Then read the
students to understand an article 1 Look at the title of the article on page 145. It is a
article. In which paragraph (1–3) can you find a
paraphrase of the information in a–c below?
about upcycling old devices to make well-known expression. Work in groups. Discuss
READING SKILL
art; they learn how to recognize the questions.
Recognizing paraphrase
1 What do you think the expression means (a, b
paraphrase in a text, and practise or c)? Paraphrasing means giving the same
drawing conclusions from a text. a People should be careful not to get rid of things information in a different way. It can be
that are valuable. used to shorten, simplify or combine ideas or to
• SPEAKING The speaking aim is to b A thing that is not useful for one person may be avoid repetition. Comprehension questions often
talk about upcycling old technological valuable to somebody else. paraphrase a text, so it is useful to recognize common
items c Things that people think are useless can paraphrasing methods, such as changing the
grammar, word order and/or some of the vocabulary.

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become valuable over time.
2 Do you know any expressions with a similar
meaning in your language? a Looking at parts of old technology made the artist 3
READING 2 Work in pairs. Complete the definitions with
think about the natural world.

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b Recycling and upcycling are two ways to deal with 1
these words or phrases from the article.
the problem of old technology.
ABOUT THE TEXT c The artist used junk to make a prize-winning 2

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devices environmentally friendly get rid of junk
materials pleasure sculpture waste sculpture while still at school.
The text type is an informative magazine
article. It describes how two artists, Junk 5 Look at the Critical thinking skill box. Choose the
1 means stuff people do not want

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correct option in 1–3. In which conclusion are
Gabriel Dishaw and Julie Alice Chappell, because it is old, broken or useless.
both options correct? Underline the parts of the
2 Waste means the unwanted part of
are using discarded technological items to text that help you.
something that remains after you have used it.
make works of art (See the Explore More! 3 Devices are small machines that people
CRITICAL THINKING SKILL
Drawing conclusions
box at the end of this section for more

c
use, for example, to connect to the internet.
information). 4 Materials are what we make other things When reading a text, sometimes you can

hi
from. Examples are plastic, wood and metal. understand a point based on information the writer
Star Wars is a series of sci-fi films made by gives even though they don’t mention this point
5 A(n) sculpture is a 3-D work of art, often
director George Lucas – the first film was directly. For example, if a friend writes: ‘Just dropped
made in 1977. The artwork featured here
ap
made from wood, stone or metal. my phone! Time to buy a new one’, you can draw
6 Something that is environmentally does not the conclusion that the phone is broken.
friendly
shows the head of one of the robots in the damage our air, our water or our planet.
get rid of
film (C-3PO). 7 To something means to throw it 1 Upcycling is different from / the same as recycling.
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away because you no longer want or need it. 2 Dishaw loves trainers / reading novels.
1 8 To experience pleasure means to feel 3 Chappell has been turning junk / the natural world
enjoyment or happiness.
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into art for some years.

• Optional step Pre-teach trash (= of no
use or value – you throw it away) and 3 Work in groups. Follow the instructions and
answer the questions. SPEAKING
treasure (= of important use or value – 1 Skim the article. How does it relate to the title? 6 Work in pairs. Have you ever upcycled a piece of
lG

you look after it). 2 Scan paragraph 1. What do you think upcycling is? furniture or an item of clothing? What do you
• Students discuss the questions in do with your old technological items?
small groups of three or four. Set a short
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time limit. In feedback, elicit ideas from

different groups. 144
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VOCABULARY NOTES
Trash is the US word for rubbish (in
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British English). The words junk or 43118_U12_142-[Link] 144 12/13/21 4:08 PM

rubbish could be used to replace trash 2 VOCABULARY NOTES

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in this idiom. Traditionally, it was ‘One • Elicit the first answer to get students
Note the difference between these
man’s trash is another man’s treasure’ started. Students match words and
similar words:
definitions individually. Let students
©

– but it is often revised in our more

inclusive age. check with a partner. trash (US) /træʃ/ / rubbish (UK) /ˈrʌb.
• In feedback, show or write up the ɪʃ/ = things we throw away – i.e. cans,
correct answers so students can check. bottles, boxes, food wrappers, etc.
Extra activity
• Optional step Check students’ junk /dʒʌŋk/ = broken things that don’t
Ask students in pairs or small groups to
understanding in feedback by asking work – so technological devices like
describe a personal possession that is
personalized check questions: How broken phones, but also anything from
‘treasure’ to them (but of no value to
do you get rid of old batteries? Name toys to washing machines
anyone else). Provide examples from your
a famous sculpture. What materials
own experience to start students off (e.g. waste /weɪst/ = used to describe ‘the
do builders use? How can you be
an old teddy bear, a shell you found on a unwanted part’ – e.g. waste food (after
environmentally friendly? Is there
beach, a gift from a childhood friend). you’ve eaten), waste paper (after you’ve
anything in this room that is junk?
made something)

198
 One person's trash is
another's treasure VOCABULARY NOTES
Upcycling is a recently invented word,
1 Modern technology has improved our world in many ways,
from recycling. Reusing means using
but there is a hidden cost to all the devices we now have, the same thing again; Recycling means
such as TVs, computers and [Link] often get rid changing or breaking down something
of their old device when they get a new one, which creates
up to 50 million tons of waste every year. While recycling
that has been used or broken so it
old technology can solve part of the problem, some artists can be used again; Upcycling means
have found a more creative solution by upcycling it instead. changing a used or broken thing and
In other words, they turn it into art, which brings pleasure to Sculpture from
themselves and to others. Star Wars series using it in a better way than before.
by Gabriel
2 When Gabriel Dishaw was a teenager, he did a school Dishaw.

ng
project on ‘Junk Art’, using parts from old machines to make
a sculpture of a woman riding a donkey. When his piece
won first prize in a competition, Dishaw became more and
• Read out the information in the Reading
more interested in working with old technology and giving it skill box.

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a new life in creative and environmentally friendly ways. He
says that typewriters and adding machines have some of the
• Students work in pairs to find
most interesting parts. His sculptures explore things that he paraphrases. In feedback, elicit and

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loves, such as characters from popular films, comics and video discuss answers.
games. He has also made many sculptures of trainers.
Answers

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a: paragraph 3 (When Chappell got some
circuit boards from old computers and
A circuit board. 3 In her art, Julie Alice Chappell also wants to
make people think about the environmental cost of
video games, the shapes and colours
reminded her of nature)

c
throwing away our electronic technology. Her interest
began when she found a box full of parts from old b: paragraph 1 (While recycling old

hi
computers. The microchips looked like insects to her,
so she took them home and enjoyed turning them
technology can solve part of the problem,
into ants with her children. Some years later, when some artists have found a more creative
ap
Chappell got some circuit boards from old computers solution by upcycling it instead)
and video games, the shapes and colours reminded
her of nature. She cut pieces from the boards and
c: paragraph 2 (When Gabriel Dishaw was
combined them with other materials to produce the a teenager, he did a school project on
gr
beautiful sculptures of butterflies, spiders, and other ‘Junk Art’, using parts from old machines
bugs that she makes and sells today.
to make a sculpture of a woman riding a
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donkey)
Dragonfly by Julie Alice Chappell.
5
lG

• The Critical thinking skill box aims

to help students learn how to draw
conclusions from information that is not
EXPLORE MORE!
given directly.
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Search for more information about Gabriel Dishaw and Julie Alice Chappell. Whose
work do you like more, and why? 145 • Read through the Critical thinking skill
box and ask students to listen. Provide a
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second example to check understanding.

For example, say, I hate musicals. Anyone
at

43118_U12_142-[Link] 145 12/13/21 4:08 PM

want my ticket? Ask, What conclusion
• Students answer the questions and can you draw? (You don’t want to go to
litter /ˈlɪt.ər/ = rubbish that you throw
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discuss answers in small groups of three see the musical).

away on the ground instead of putting
in the bin or four. • Ask students to work in pairs to
complete the task.
©

Answers
1 The article explains how two artists turn Sample answers
3 unwanted technology (trash) into new 1 different from (Source: some artists
• Optional step Ask students to look at works of art (treasure). have found a more creative solution by
the photos and the caption. Ask, What 2 Upcycling is taking something old and upcycling it instead … i.e. upcycling is
do the photos show? Trash or treasure? turning it into something new and different because it is more creative)
• Revise skim (= read very quickly to get useful or attractive (they turn it into art, 2 trainers (Source: His sculptures explore
the general idea) and scan (= read which brings pleasure to themselves and things that he loves … He has also made
closely to find a very specific piece of to others). many sculptures of trainers ... the word
information). ‘many’ suggests they are things he loves)

199
3 junk AND the natural world. (Source: The microchips looked Extra activity
like insects to her, so she took them home and enjoyed turning Ask students in pairs or groups to decide how to upcycle the
them into ants with her children; ... to produce the beautiful following (possible solutions in brackets):
sculptures of butterflies, spiders and other bugs that she makes An empty glass bottle (a vase or lamp)
and sells today). Old toilet rolls (desk organizers; bird feeders)
Extra activity 1 A chair with three legs (a side table; wall art)
Ask students to say which of the following conclusions can be A bicycle wheel (a clock)
drawn from the text as a whole: An old biscuit tin (storage for pens)
1 The author likes the art of Dishaw and Chappell. (Yes – can Old football boots (a place to grow flowers)
be drawn: ‘creative solution … brings pleasure … beautiful
sculptures’) EXPLORE MORE!
2 The art of Dishaw and Chappell changed over time. (No – can’t

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You could ask students to find five interesting facts about one
be drawn) person and present their findings to the class in the next lesson.
3 Using art to highlight environmental concerns is a good thing. Gabriel Dishaw is based in Indianapolis in the US. He says
(Yes – can be drawn: ‘hidden cost … waste; a more creative

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that his mission is to create dialogue and help find creative,
solution by upcycling’) environmentally sound ways of re-purposing e-waste. His favourite

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machines to upcycle are adding machines and typewriters and he
Extra activity 2 often goes to antique shops to find things.
Julie Alice Chappell is based in the UK. She says that she finds

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Ask students to focus on some of the difficult vocabulary in the art to be a free-flowing and abstract way to experiment, see and
text by writing the paired words below and asking students to use understand the natural world. She loves both science and art. She
dictionaries and general knowledge to say if the words mean the is critical of planned obsolescence – the idea that we make things
same or are different:

c
which are not supposed to last very long and are designed to
a hidden cost / a first prize

hi
break down and be thrown away.
parts / pieces
create / produce See Workbook pages 80–81 for extra practice (Reading).
ap
throw away / get rid of
device / machine
look like / remind of
gr
bug / insect
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SPEAKING
6
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• Optional step If you have an ‘upcycling’ story of your own, tell

it to the class to model the activity.
• Organize the class into pairs. It is a good idea to mix
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students at this point so they get to speak to different class

members. Students discuss the questions in pairs.
• Optional step If you think your students may be short of
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ideas, brainstorm some things to talk about before they start.

For example: mending holes in jeans or a dress, putting new
at

covers on cushions, making a bedspread from pieces of old

material, painting an old table, using shoe boxes to store things,
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making a children’s toy from plastic containers. Alternatively, put

students in groups (not pairs) to tell stories, or ask them to talk
©

about things they have bought which have been upcycled, or

places they can visit to buy second-hand or upcycled things.

200
LESSON 12B
LESSON GOALS
• LISTENING AND GRAMMAR The main aim is to practise using the passive voice
correctly. The language is contextualized in a podcast about how technology has
changed our world.
• PRONUNCIATION Students practise saying -s sounds at the ends of words.
• SPEAKING The speaking aim is to talk about how robots could help humans in the
future.

LISTENING AND GRAMMAR Woman: You got it! Houses that are built by robots could be
much cheaper because they can be made really quickly. For
1

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example, a company called ICON has a robot that uses 3D printing
• Optional step Elicit key words from the photos: make / deliver to build a small home in less than a day. And another company
pizza; a hand-written letter / a letter written by hand (i.e. not – FBR – can build you a home with three bedrooms and two

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typed); painting, artist. bathrooms in just three days – using … you guessed it – a robot.
• Students discuss in groups. Elicit ideas in feedback but don’t Man: Extraordinary. Still, only humans can do creative things like

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reveal what connects the photos until after the listening in produce art, right?
Exercise 2. Woman: Well … actually, a robot called CloudPainter won a

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competition in 2018 for producing paintings similar to works by
2 12.1 famous artists from history. And robots can do more than just
• Optional step Give students time to read sentences 1–5 copy human art. They’ve created completely new art, too.
carefully. Point out that one is a pronoun, used to replace a Man: So I guess in the future, it’s likely even more things will be

c
singular noun. done by robots?

hi
• Play the audio. Students listen and complete. Let them Woman: Yeah. Perhaps we need to start looking for a new job?!
compare answers in pairs. ap Maybe we’ll have to ask a robot to help us find one!
AUDIO 12.1
Woman: So, technology is changing our world in many ways, but BACKGROUND NOTES
there are still certain things we need humans for, right?
gr
Picnic is a company which makes robotic pizza assembly
Man: Right!
systems that can top pizzas with precise amounts of toppings,
Woman: Well, maybe wrong! Do you like pizza, for example?
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allowing pizzerias to produce pizzas quickly and with little food

Man: Love it! waste.
Woman: How about pizza made by a robot?
New York-based Bond is a company which offers a robotic
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Man: What?
hand-written note service – useful if you have to write
Woman: Yep! Several companies are developing pizza-making hundreds of thank you letters to wedding guests, for instance.
robots. One company, called Picnic, has a robot that can make
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300 pizzas an hour. ICON and FBR develop advanced construction technologies,
Man: That’s much faster than pizzas can be made by humans, including printing 3D houses.
surely? CloudPainter was invented by Pindar Van Arman, an award-
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Woman: Exactly. Robots have been created that can deliver pizzas winning AI painter who builds, codes and experiments with
to customers too! robots that paint in a variety of styles.
at

Man: So, no people are needed at all? Amazing!

Woman: Here’s another thing. How often do you get a letter that 3
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was written by hand? • Students read the Grammar box. In feedback, check form and
Man: Hmmm, my grandmother used to write to me a lot, but understanding by asking check questions: When do you use
©

these days, I hardly get any. the passive voice? How do you form the passive? What is the
Woman: But you miss them, right? In these days of emails and agent? (see the Grammar notes).
texts, when you get a handwritten letter, it feels special … but • Point out that the explanation in the Grammar box has
guess what? seven passive forms, including the two example sentences.
Man: Letters will be written by robots! Students underline examples and compare answers in pairs.
Woman: Not will be: it’s already happening! A company called • Optional step Ask students to label the parts of each passive
Bond has a robot that writes with a pen in any style. If you send to show an understanding of form.
the company an example of your writing, letters can even be
written in your handwriting.
GRAMMAR NOTES
Man: Wow!
Form
Woman: For most of us, a house is the most expensive thing we
Be + past participle. Be changes to the tense required (e.g. is
will ever buy, but that might change in the future.
being, has been, were being, etc.).
Man: How? No, wait. Let me guess. Robots?

201
LESSON B
Use
12B
Who was it made by?
LESSON GOALS
• Listen to a talk about how technology has changed
our world
• Understand and use the passive voice correctly
Passive forms are used quite extensively • Say -s sounds at the ends of words

in English when other languages may

use other forms (e.g. forms using the
impersonal One, or reflexive forms).
Compare with students’ first language
use and see whether passives are used
similarly or differently.
Common contexts in which we prefer
to put the object at the front (and
therefore stress or emphasize it), or

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in which the subject is unknown,
include: processes (sugar is added to
the mixture), events such as inventions

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and discoveries (It was built in …, It
was invented by …) and impersonal or

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formal situations (Guests are requested
to …; Applications will be considered).

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For further information and practice, see
Grammar reference Unit 12B on page LISTENING AND GRAMMAR 3 Read the Grammar box. Underline all seven
177 of the Student’s Book. examples of passives in the box.

c
1 Work in groups. Look at the photos and discuss
4 what you think the four things all have in

hi
12.2 common. One refers to ‘a robot’ in each sentence. The
GRAMMAR Passives
four things were each created by a robot. Most sentences use the active voice to focus
• Optional step Give students time to 2 12.1 Listen to a podcast about technology.
on the person or thing that does the action
read sentences 1–8. Check key words:
ap
Complete the sentences with the word or (the agent).
battery, light bulb, fresh. number you hear and decide what the word one Technology is changing our world in many ways.
refers to in each sentence. The passive voice is used instead when the speaker
• Elicit the first answer to get students 1 Picnic has created one that can make doesn’t want to mention the agent or the agent
gr
started. Students compare completed 300 pizzas every hour. isn’t known. In passive sentences, the object of the
sentence is turned into the subject. The passive can
sentences in pairs. 2 Bond has developed one that can hold a
pen be formed from any tense.
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and write letters.

• Play the audio so students can check. In 3 ICON has produced one that can build a small
Robots have been created that can deliver pizzas
to customers.
feedback, encourage students to explain home in less than a day. Sometimes the agent is added after the passive
the choice of tense in their answers. 4 FBR has one that can build houses with verb using by and a noun.
lG

three/3 bedrooms in a few days. Letters will be written by robots.

5 12.2 5 In 2018 , one called CloudPainter won
a painting competition. Go to page 177 for the Grammar reference.
• Play the audio again. Students
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discuss answers in small groups.

6 146
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• Start by eliciting ways of forming

questions 1–4 (see answers). You could
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drill the questions for pronunciation,

43118_U12_142-[Link] 146 12/13/21 4:08 PM
pointing out the weak stress on words
like was and can. 3 How is it / can it be used? Student B’s Invention 2
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4 Where is it often found? • It was invented in 1876 in the US.

• Organize the class into new pairs
Student A’s Invention 1 • It is used to talk to people in another
and ask them to decide who is A and
©

• It was invented in 1886 in Germany. place.

who is B. Students read their information
• It is used for travelling around. • It is often found in people’s pockets
carefully on pages 181 and 182 of the
• It is often found on roads or in garages. these days.
Student’s Book. Be ready to help with
Student A’s Invention 2
any unknown words.
• It was invented in the 1920s in the UK. 7
• Students take turns to ask and answer • It is used for watching programmes. • Start by brainstorming things students
questions (without saying their • It is often found in homes and hotels. could describe. For example: plane,
invention). In feedback, find out who Student B’s Invention 1 helicopter, computer, cardboard, wood,
guessed the inventions. • It was invented about 2,000 years ago metal. Give students three minutes to
Answers in China. prepare a description.
Questions: • It is used for writing notes and letters • Organize the class into small groups
1 Where was it invented? on. of three or four and ask them to take
2 When was it invented? • It is often found in offices. turns describing.

202
 4 12.2 Work in pairs. Complete the sentences PRONUNCIATION
with the correct passive form of the verbs. Then
8 12.3 Look at the Clear voice box. Listen There is a logic in following sibilant
listen to check your answers.
1 The earliest battery was created (create)
and repeat. sounds (/s/, /z/, /ʃ/, etc.) with the vowel
around 220 years ago in Italy. CLEAR VOICE sound /ɪ/ in /ɪz/ - it is impossible to
Saying final -s sounds
2 The first modern photograph was taken follow one sibilant sound with another.
(take) in France in 1826 or 1827. There are three common pronunciations for
3 Light bulbs were invented (invent) by two words that end with -s:
people in the year 1879. • /s/ when the previous sound is /t/, /p/, /k/ or /f/
robots, backpacks, apps
9 12.4
4 Electric refrigerators have been used (use) to keep • Give students time to look at the three
• /z/ when the previous sound is a vowel or /b/, /d/,
food fresh since the 1920s.
was built
/g/, /l/, /m/, /n/, /ng/, /r/, /v/, /w/ sounds and practise saying them.
5 The first electric computer (build) computers, smartphones, videos
in the US in the 1940s. • /ɪz/ when the previous sound is /ʃ/, /tʃ/, /s/,/z/, • Play the audio. Students listen, write
6 These days, smartphones are carried (carry) or /dʒ/ and tick. Let students compare answers
by over 3.5 billion people around the world. searches, pages, addresses
in pairs.
7 It is likely that powerful new technologies

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will be developed (develop) in the future.
8 Voices that sound human can now
9 12.4 Listen to six words. Write the word you
hear and tick the final -s sound.
10 12.4
be produced (produce) by computers.
/s/ /z/ /ɪz/
• Play the audio again. Students repeat.

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5 12.2 Work in groups. Listen again. Discuss 1 programs ✓
which of the sentences you think were spoken 2 documents ✓
For additional practice, refer to the
Pronunciation activity on page 299 of

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by a person and which were produced by a 3 messages ✓
computer. Sentences 3, 4, 6 and 8 were spoken 4 laptops the Teacher’s Book.
by a computer. ✓
6 Work in pairs. Read about two inventions. 5 houses ✓

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Student A: Go to page 181. 6 emails ✓
Student B: Go to page 182.
10 12.4 Listen again and repeat.
SPEAKING
Make questions from prompts 1–4. Then ask the
questions about your partner’s two inventions.
SPEAKING
11

c
Take notes. Can you guess what your partner’s • Optional step Model the activity by
inventions are? 11 Work in groups. Discuss the questions. telling students how you would answer a

hi
1 Where / invented? Give examples and try to give as much detail
2 When / invented? as possible. couple of the questions.
• Provide two minutes’ preparation
3
4
How / used?
Where / often found?
ap
1 In what ways could a robot help you in your
daily life?
time for students to read the questions
2 Is there anything you would never want a robot to
7 Think of an invention you know or a product and think of ideas. Monitor and help
do for you?
you use. Write a few sentences to describe it. Use
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the passive voice when possible. Work in groups. 3 In what ways do you think robots could help all with ideas and vocabulary.
Take turns to describe and guess the inventions. humans? • Students discuss ideas.
4 Are there any things you think people should never
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A: It’s a material. It can be soft or hard. It can be

made into many things. A lot of it is found in the get robots to do? Sample answers
oceans, unfortunately. 1 clean the house; control lighting,
B: Plastic? temperature, etc.; drive the car; order food
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2 do my job; answer my phone or emails;

cut my hair
EXPLORE MORE!
3 by doing jobs people don’t want to do;
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In addition to making pizza, writing letters, building homes and creating art, find
by doing dangerous jobs (e.g. clearing
out about other things that can be done by robots. Share what you learned. 147 landmines); by looking after the elderly or
sick; by performing operations; by doing
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scientific research
4 be president; run the army
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43118_U12_142-[Link] 147 12/13/21 4:08 PM

Extra activity
• As students speak, listen and note errors Communication activity on page 245 of
Ask students in pairs to invent a ‘dream’
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involving the use of passives, which you the Teacher’s Book.

could focus on in the feedback stage. robot to do a specific job that they find
difficult (e.g. a robot to take the bin out).
PRONUNCIATION
©

Extra activity Pairs present their idea to the class.

Ask students to research one of the 8 12.3
For additional practice, refer to the
inventions below online and to answer the • Read out the Clear voice box. Mediation activity on page 315 of the
four questions in Exercise 6. Alternatively, • Play the audio. Students listen and Teacher’s Book.
students could guess answers and check at repeat.
home. Students can present their findings
to the class or ask and answer about EXPLORE MORE!
inventions in pairs: PRONUNCIATION NOTES You could ask students to find and present
helicopter, bicycle, smartphone, /s/ is unvoiced and follows unvoiced one interesting robot and then vote as a
dishwasher, radio, submarine. consonant sounds (e.g. /t/). class on the most useful robot.
For additional practice, refer to the /z/ is voiced and follows voiced See Workbook page 82 for extra practice
Grammar activity on page 284 and the consonant sounds (e.g. /d/) and vowel (Grammar, Pronunciation).
sounds (which are all voiced).
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LESSON 12C
12C
Tech-Oh no!-logy
LESSON GOALS
• Learn and use words and phrases
related to technology
• Take notes when you listen to an
interview

LESSON GOALS • Make predictions about the future

Sample answers @ = at; = = equals, same as;
> = bigger / better than; % = per cent; ... = so,
• VOCABULARY Students learn and VOCABULARY LISTENING therefore Note that some further examples are
use words and phrases related to in Exercise 5, so don’t deal with these here.
1 Work in groups. Look at the lesson title. Discuss 4 Work in groups. Look at the Listening skill box.
technology. what you think it means and how it relates to Discuss some other well-known abbreviations
the photo. and symbols you know.
• LISTENING A main aim is to develop
the skill of taking notes when 2 12.5 Work in pairs. Complete the definitions LISTENING SKILL
by adding computer or internet. Then listen Taking notes when you listen
listening, including learning strategies to check. Taking notes when you listen can help you
(using abbreviations and symbols, 1 Electronic devices use electricity and understand what you hear. You won’t have
computer chips to run.
noting main ideas and important time to write every word that you hear, so use these
2 Social media includes internet sites and strategies to take notes quickly and effectively:
words). • Use abbreviations (short ways to write things)
apps that let people share ideas and photos.

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• GRAMMAR A further main aim is 3 Software and apps are programs that people use instead of full words. These can be well-known
abbreviations, such as tech for technology or they
to practise modals of prediction and on a computer , a smartphone and so on.
can be ones that you make up, such as wthr for
possibility. 4 To download something means to copy it from weather.

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the internet onto a computer or other • Use symbols instead of words, such as:
• PRONUNCIATION Students practise device. & or + (and)
saying final consonants: /g/ and /k/. 5 To install something means to put it onto a / (or)

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computer ’s drive or memory so that it can ➞ (becomes or causes)
• SPEAKING Students describe and be used. • Note down only main ideas and important words
discuss predictions about education, 6 To program a computer means to write like nouns, verbs and adjectives. For example, if

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a speaker says, ‘We experienced three serious
arts, sport, etc. instructions that let it perform useful actions.
problems during the second week …’, your notes
Go to page 165 for the Vocabulary reference. might be 2nd wk: 3 big probs
3 Work in pairs. Write five questions to ask your
VOCABULARY

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partner using the vocabulary from Exercise 2.
How many electronic devices do you own?
1

hi
• Optional step Start by asking questions
about the photo. Ask, Where are they?
ap
What are they doing? How often do you
see this? Are they like you?
gr
• Students discuss in small groups,
then report ideas in feedback. Find out
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whether your students are sympathetic

to the negative view of technology
suggested by the title – their view could
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depend on age and circumstances.

Sample answers
Tech-Oh no!-logy may be commenting on
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the fact that some people find it annoying

or harmful that people spend so much 148
time using technology.
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In the photo, two young people are

engaging with their phones, not talking to
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For further information and practice, see

2 VOCABULARY NOTES
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12.5 Vocabulary reference Unit 12 on page

• Students complete the sentences. Meaning 165 of the Student’s Book.
Let them compare answers in pairs. Compare: upload = put it on the
©

• Play the audio. Students listen and computer / download = copy it from the 3
check. computer; software = programs used • Give students three minutes to
by computers / hardware = the actual prepare questions. Students take turns
• Optional step Ask students to provide
physical parts of a computer; electronic to interview their partner.
personal examples to show their
refers to equipment using electricity,
understanding. Ask, What apps do you Extra activity
whereas electrical is used in a more
have on your phone? What was the last
general sense (e.g. electrical equipment Ask students to discuss whether they agree
thing you downloaded from the internet
/ engineering). or disagree with the following:
/ installed on your home computer? How
Smartphones should be banned:
much memory does your phone have? Pronunciation
if you sit in the best part of the café (e.g.
What electronic devices do you have at Note the strong stress is on the first
by the window); when walking along a
home? syllable of all words in this exercise
city centre street; when talking to a service
except for: electronic and install.

204
 NATIONAL GEOGRAPHIC EXPLORERS 9 Work in pairs. Put these phrases in the correct Answers
order to make some predictions. Then change
5 12.6 Work in pairs. Look at the notes. Discuss the underlined phrase or phrases in each abbreviations:
what you think each abbreviation and symbol sentence and make new predictions that you + = and; = caused; cos = because; w/ =
believe will happen.
means. Then listen to an interview with Isaí with; batts = batteries.
Madriz. Complete the notes with a word or 1 become much smaller / but more powerful /
abbreviation. computers / I think / probably / will AUDIO 12.6
2 at school / children in the future / have robot Interviewer: Have you ever had a problem
On trip: teachers / possibly / will
3 on holiday / might / people / take rockets, not
when your technology didn’t work?
Storm + 1 wind hole in tent
water no power cos 2 batteries damaged
planes / when they go Isaí: Oh, sure. Once I was on a trip – a
charged devices w/ solar panel = slow!
4 but it / ever live / could happen / won’t / probably / long expedition. We had a big storm and
on Mars / people the wind made a hole in my tent while I
Future?:
5 if I have enough money, / buy a new phone /
Batts: last longer w/ more 3 power
might / in a few months / I
was sleeping. When I woke up, I was lying
4 cameras : smaller + more memory, not in water. My batteries were all damaged,

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cheaper PRONUNCIATION so I had no power. Luckily, I had a small
10 12.8 Look at the Clear voice box. Listen
solar panel that gets energy from the sun.
6 12.7Listen to an interview with Paola
and repeat. I could use it to charge my devices, but it

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Rodríguez. Take notes as you listen. Then
CLEAR VOICE
was really slow.
exchange your notes with a partner. Do you both
have all the main points? g/ and /kk/
Saying final consonants: /g I: How do you think – or hope – that

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7 Work in pairs. Discuss the questions. The consonant sounds /g/ and /k/ are very technology might change in the future?
1 Have you had any problems with technology? similar, but /g/ is voiced and /k/ is not. This To keep you safer or help you do your
means that your throat should vibrate when you say

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2 Do you agree with what Paola says about the
the /g/ sound but not when you say the /k/ sound. work better?
problems with technology?
/g/ bag, blog, dug, pig Isaí: Hmm. Well, batteries may last longer
/k/ back, block, duck, pick
GRAMMAR and have more power. And cameras
8 Read the Grammar box. Then find and underline
will probably get smaller but have more

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any other examples of modals of prediction and SPEAKING memory for photos. They probably won’t

hi
possibility in the audioscripts for tracks 12.6 and
11 Write one sentence about something that you get cheaper, though!
12.7 on page 192.
predict will or might happen in the future in
6 12.7
GRAMMAR Modals of prediction and
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each of these areas. Then work in pairs and
possibility
discuss your sentences. Take notes on each • Play the audio. Students write notes.
other’s predictions. Finally, discuss how likely you
To make a prediction, use will or won’t + infinitive. Let them compare notes in pairs.
think each other’s predictions are. Give reasons.
gr
I’ll be able to understand how corals feel. • Optional step Share the sample
To talk about things that will possibly happen,
but you’re not sure, use may, might or could + education arts and sport answers below and ask students in pairs
entertainment
infinitive. To talk about things that possibly won’t to compare with their notes. Did they
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happen, use may not or might not.

Do you think these problems might get better?
get all the main points? Did they use the
Use will probably to talk about very likely things or same abbreviations?
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probably won’t for very unlikely ones.

Cameras will probably get smaller … They
food fashion Sample answers
probably won’t get cheaper, though. Phone = problem?
Go to page 177 for the Grammar reference. + use it for everything
- use it too much / worry when don’t
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149 have it
Bad:
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ppl don’t talk – just text / email

call > 100 messages to understand sthg
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Future?
43118_U12_142-[Link] 149 12/13/21 4:08 PM
Balance = tech 4 work & fun v. no tech w/
provider (e.g. a waiter, shop assistant, • Students discuss ideas in small friends & family
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ticket seller); from all cinemas and theatres groups. In feedback, elicit and note New tech?
– before and after as well as during a students’ suggestions on the board. machine to understand animals cos wants
performance.
©

5 12.6 to understand corals

For additional practice, refer to the • Optional step Ask, What do you AUDIO 12.7
Vocabulary activity on page 259 of the remember about Isaí from the start of Interviewer: Paola, I know you use
Teacher’s Book. the unit? From the notes, what is the technology for your work too. What
topic of Isaí’s interview? problems have you had with it?
LISTENING • Tell students to guess the meaning Paola: Actually, my phone is a kind of a
of the symbols and abbreviations. Let problem. I can use it for everything,
4 them compare ideas with a partner. which is great … but maybe I use it too
• Read the Listening skill box with your much, you know? I worry when I don’t
• Play the audio. Students complete
class. In feedback, ask, What is the best have it near me. I think a lot of people
the notes. Let them compare answers in
advice for you in the skill box? Elicit ideas feel that way. I also think it’s bad that
pairs.
from students. people don’t talk anymore, they just text

205
LESSON C
or email. Sometimes it takes like 100 messages to understand
take not – may not). Notice that may not and might not don’t
something. But maybe a two-minute call could help everybody to
understand. contract.
I: Yeah, I agree with a lot of what you just said. So, uh, what Notice how the word probably goes after or before depending
technology do you want to see in the future? Do you think these on whether you use will or won’t. We can also use possibly and
problems might get better, for example? definitely to qualify will or won’t.
Paola: Hmm. I think – I hope – people will try to find a balance.
You know, using technology for work and fun, but also spending For further information and practice, see Grammar reference
time with friends and family without technology. Unit 12C on page 177 of the Student’s Book.
I: What about new technology?
Paola: Well, my wish is for a machine that can help people
9
• Elicit the first answer to get students started. Let students
understand what animals are thinking and feeling.
compare answers in pairs before showing answers in feedback.

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I: Wow! That would be incredible. Do you think that could
happen, though? • Once you have checked that students have ordered the
sentences provided correctly, ask students to improvise their
Paola: Well, I hope so, one day. Then I’ll be able to understand
own sentences in pairs. Elicit ideas in feedback.

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how corals feel and what they need.
Answers
7

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1 I think computers will probably become much smaller but more
• Optional step Model the activity by providing examples from powerful.
your own experience. 2 Children in the future will possibly have robot teachers at school.

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• Organize the class into new pairs or small groups. Give 3 People might take rockets, not planes, when they go on holiday.
students a minute to prepare ideas before discussing. 4 People probably won’t ever live on Mars, but it could happen.
5 If I have enough money, I might buy a new phone in a few
Extra activity

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months.
Have students discuss how they feel and what they do in the

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following situations: For additional practice, refer to the Grammar activity on page
Your internet goes down at home in the evening. 285 of the Teacher’s Book.
ap
You can’t access your favourite social media site.
You are watching a film online – and it keeps buffering (= the PRONUNCIATION
picture stops and starts).
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You are staying with friends in the country – and their internet 10 12.8
signal is very poor. • Read out the Clear voice box.
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• Play the audio. Students listen and repeat.

GRAMMAR
PRONUNCIATION NOTES
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8 The sounds /k/ and /g/ are produced by blocking air briefly
• Read the Grammar box with the class. when the back of the tongue touches the upper palate. If
• Ask students to find and underline examples in the students cover their ears, they should hear /g/ vibrate, while /k/
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audioscripts on page 192 of the Students’ Book. Let students does not.
check in pairs.
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• Optional step Check form by labelling (see the Grammar Extra activity
notes).
Ask students to copy the pairs of words below. Read out one
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Answers word from each pair. Students listen and circle it. Then ask
See underlining in scripts 12.6 and 12.7 above. students to repeat the activity in pairs.
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back/bag, lock/log, dogs/docks

GRAMMAR NOTES
Meaning SPEAKING
©

Depending on their first language, students may find these

uses tricky. Romance language speakers tend to avoid modal 11
uses. • Optional step Model the activity by writing a prediction on the
board (e.g. All teachers will probably be robots) and discussing
May, might and could are basically synonymous. Point out that it with your class.
I’ll come (= 100%), while I may/might come (= 50%). Could • Organize the class into new pairs or small groups. Give
not (couldn’t) is not used to express possibility. students four or five minutes to prepare ideas.
Form • Students take turns to read out and discuss sentences.
May, might and could are modal auxiliary verbs so they are
followed by the infinitive without to and they conjugate as For additional practice, refer to the Communication activity on
auxiliaries (e.g. they invert for questions – Might I …? and they page 246 of the Teacher’s Book.

See Workbook pages 83–84 for extra practice (Vocabulary,

Listening, Grammar, Pronunciation).
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LESSON 12D
LESSON GOALS
• SPEAKING The lesson integrates reading and listening as well as speaking. Its aim
is to learn how to take turns on a group video call. Students learn useful language
for managing a group video call, including ways of adding a point, dealing with
interruptions and allowing and inviting others to speak. The lesson ends with a
roleplay task in which students practise participating in a group video call.

2 Always a problem. Try to move to a quieter room so that

SPEAKING
the noise doesn’t disturb the other people on the call. Mute
1 yourself.
• Elicit two or three reasons in open class to get students 3 Don’t look away from the screen too often because it can give

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started. Organize the class into pairs to make a list. a bad impression to other people. They may think you are
uninterested, busy with other things, or not listening.
2 Other possible problems: Not all of your face is on screen

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• Ask each pair to work with another pair to compare lists – move camera; you are dark or light – move device so you
from Exercise 1 and discuss the questions. don’t have light behind you; there are distracting things in the

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Sample answers background – move device so that there is a wall or books
1 Common reasons: work meetings when people are working behind you.

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from home or in different countries; online presentations; online
lessons; family get-togethers when people are far apart COMMUNICATION SKILL NOTES
3 We are likely to make more video calls: more people working
This lesson looks at making effective video calls. Being able

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from home; online meetings; reduce travelling; better
to focus on a number of speakers, take turns and present

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technology; people more comfortable with using online
yourself and your contribution positively is becoming a key part
technology
of daily life for many workers and students as video meetings
3
ap and lessons become more widespread. Students learn phrases
• Optional step Focus students on the social media posts. Ask, to add points and deal with interruptions and to bring other
What’s Jeff’s question? How many posts and responses are speakers in to speak. Take the opportunity to provide plenty of
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there? Pre-teach key words: expressions = the way you look; practice. See Exercise 9.
device = piece of technology (computer, laptop, phone, etc.);
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microphone = you speak into; headphones = you listen with.

• Students read and match. Let students compare answers in MY VOICE
pairs. 5
lG

12.2
Extra activity • Optional step 1 Set the scene. Point out that students will
hear about five people talk about how they deal with turn-
Ask students in pairs or small groups to think of other advice that taking on a video call. Pre-teach key words: turn-taking = one
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they would give people making a video call, either in a formal or person speaks, then another speaks; raise a hand = put it in
informal situation. Ideas include: smile, keep eye contact, have the air; wave = move your hand; urgent = must happen now;
something cool in the background (e.g. books, ornaments). mute/unmute = press button so you can’t/can hear someone;
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Students could share these in feedback, or write them as interrupt = start speaking before somebody finishes speaking
comments on a piece of paper passed round the class (which you
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• Optional step 2 Start by asking students to predict answers.

could photocopy and hand out at the end).
Ask, If you want to make a point on a video call with a number
4 of speakers, what do you do? Elicit ideas.
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• Ask pairs to discuss the problem situations. • Play the video. Students listen and note answers. Let
• Ask each pair to work with another pair to compare ideas, students compare answers in pairs.
©

problems and solutions. • In feedback, ask students to justify answers by saying what they
Sample answers heard.
1 It’s usually a bad idea to eat or drink during a video call Answers
(although a small glass of water is acceptable). It suggests The first person raises their hand and waits for their turn
you are not focused on the call. The noise you make can be (Narrator: good strategy but the wave needs to be noticed)
frustrating. You could speak with your mouth full – rude in The second person uses the features of the video call app
some cultures. It is only not a problem in a long meeting when (Narrator: a good idea, but you need to make sure that everybody
all speakers agree to have a working lunch. Solutions include knows how to use these features)
asking someone not to eat, or switching off the camera and/or The third person leans forward and waits for a moment of silence
microphone and just listening in while eating. (Narrator: can be good but may interrupt a speaker)

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LESSON D
The fourth person makes a noise like ‘Um’
or ’Er’ (Narrator: good because it doesn’t
12D
Making effective video calls
LESSON GOALS
• Learn how to take turns on a group video call
• Learn useful language for managing a group
video call
• Practise having a group discussion

interrupt other people – but hard to hear;

say a short phrase, such as ‘Could I say
something?’ and then wait)
The fifth person waits for somebody to ask
them (Narrator: OK. Don’t wait too long.
The video call might finish)
VIDEO 12.2
Video calls and meetings have become an
important part of our lives. They are great
in many ways, but there can be problems

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with them. One common problem is
SPEAKING
knowing when to speak and when to let
Jeff
other people speak. We call this turn- 1 Work in pairs. Make a list of reasons why people

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make video calls. How can you look and sound good during video calls?
taking.
2 Work with another pair. Compare your list and Wendy
Five people who often make group video

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discuss the questions.
calls were asked how they manage turn- 1 What do you think are the most common reasons
Choose a room that’s clean and tidy. If you can’t
change the room, move your device so the camera
taking. The first person said that she for making video calls? only shows a tidy area.

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usually just raises her hand and waits for 2 How many people in your group make video calls?
To whom? How often? Junko
her turn. 3 Do you think you’ll make more or fewer video calls
Make sure the room isn’t too dark. If possible, have
Sometimes it’s a good idea to raise in the future? Why? a light in front of you, not one that shines directly
your hand and wave it gently because 3 Work in pairs. Match reasons 1–6 with one into your face.

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something that’s moving is easier to see. person’s advice from the social media posts.
Julio

hi
You may also want to raise both hands 1 Everybody on the call will hear you better, and you
Sit close to your device so your face and the top
will hear them more easily too. Rahul
if you have something very important or part of your body fill most of the screen. Sit up
2 Others taking part in the call might get a negative
urgent to say.
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feeling if things are not tidy. Wendy
straight too.

The second person said she usually uses 3 It may be hard for the other people to see your Tyler
the video call app. For example, with some face because it’s too dark or bright. Junko Try not to move around too much during the call.
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apps, you can mute your mic when you’re 4 The other people may feel sick or find it hard to This is especially true if you are using your phone
focus if there is a lot of movement. Tyler or tablet.
not speaking and then unmute when you 5 The expressions on your face will be easier for the
want to talk. The icon on the screen shows
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Fatimeh
other people to see and understand. Julio
when you have something to say. Or you 6 You will feel comfortable. Fatimeh In most cases, wear clothes that look good on you
might send a chat message to everyone and that are not too formal or informal.
lG

to let them know that you want to say Rahul

something. If possible, either use headphones with a
microphone or use headphones and a separate
If you use these features, make sure microphone in front of you.
that everybody knows how to use them.
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Otherwise, people may not notice that you

150
are waiting to speak.
The third person said he does what he
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usually does in a face-to-face meeting.

He sits forward when he wants to say
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and then just starts speaking. Remember it can be hard to hear short And if you do have a point to share, don’t
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Sitting forward can be good because it sounds on video calls. You can also say a wait too long.
shows people that you have something phrase, such as ‘Could I say something?’ The video call might finish before anybody
and then wait for your turn.
©

to say, but be careful that you aren’t asks for your opinion!
interrupting another person. The fifth person said he was shy and
that he usually just listens and waits for 6
The fourth person said she doesn’t like • Read out the Communication skill box.
interrupting others, so she usually waits somebody to ask him what he thinks.
But sometimes nobody asks him and he Check difficult words. Use mime to show
for a moment of silence and then makes
doesn’t get a chance to speak. lean forward.
a noise – like ‘Um’ or ‘Er’– to let people
know that she has something to say. Then Not everybody likes to speak up and that’s • Give students time to read the
if there’s silence after that, she continues OK. But remember there are a number of questions. Students discuss the situations
talking; but if not, she says she just waits different techniques you can use if you with a partner.
for her turn. want a turn to speak.

208
 4 Read the possible problems. Discuss if (or when) 8 Look at the Useful language box. Which heading a meeting, it is important to avoid being
you think they are a problem and how you would you put 1–3 under?
would deal with them. Add one other possible
too direct and abrupt.
problem and think of a solution. Finally, discuss Useful language Managing a group
your ideas with another pair. video call
Just is used to suggest that what you
1 People eating or drinking during a video call have to add or say is a small thing – it
Adding your point
2 Having a video call in a busy, noisy room Could I just add something? is a way of emphasising that your
3 Looking away from your screen during a video call I’ve got a couple of points I’d like to make. contribution will be important but brief.
A point I’d like to add is ...
4
Dealing with an interruption
MY VOICE Thanks, [name of person interrupting]. Just to
finish my point ... 9 OWN IT!
5 Watch the video about how to show you
12.2 Sorry, could I just say ... • Optional step Start by asking students
want to make a point on a group video call. Allowing and inviting others to speak to read the four situations. Ask, What do
Take notes on the different suggestions. Then Sorry, I interrupted you. Please continue.
compare your notes with a partner. Have you finished, Tim?
you have to discuss in each situation?

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6 Look at the Communication skill box. Then Did you have something to add, Ali? • Mix students so they are working
Is your hand up, Sam?
discuss questions 1–3 in pairs.
Can we hear from you, Kai? with new people. Students need to be
COMMUNICATION SKILL in groups of four or more. Tell them to

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Taking turns on a group video call 1 You go ahead, please. Allowing and inviting others to speak choose a situation to roleplay.
As with all types of conversation, it is 2 Yes, I also think that ... Adding your point
3 Sorry, if I can just finish ... Dealing with an interruption
• Optional step It is a good idea to give

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important to take turns when you are on a
group video call. In general, turn taking means one
9 OWN IT! Work in groups of four. Choose one
students preparation time before they
person speaks while the other people listen and
wait for a chance to share their opinions. There are of the situations to discuss. Roleplay a group act out their roleplay. One idea is to ask

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different strategies you can use to signal that you video call. Make sure everyone takes their turn students to work together to choose
want a turn to speak. to speak.
and prepare useful phrases to use. Since
1 Make a noise, such as Um, or say a word or phrase 1 You all think that you use technology too much,
like I’d like to add something. especially for entertainment. Discuss three students are acting out this roleplay as if
2 Use body language, such as leaning forward or it is a video call, discuss how best to do

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enjoyable things you can do with other people
raising or waving a hand. that don’t need technology. this – students could sit so that one pair

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3 Use one of the features of the app, such as the 2 You have all heard that robots might take people’s
mute button or sending a chat message. jobs in the future. Discuss three jobs that robots faces another pair, which imitates the
will probably never be able to do as well as idea of sitting looking at faces.
1 Which do you think is the best advice? Do you use humans.
ap
any of these strategies already? Are there some 3 You are all thinking about taking an online course
• When students are ready, they act out
things you would never do? in the future. Discuss either three advantages or the roleplay. Set a five-minute time limit.
2 How easy or difficult is it for you to take your turn three disadvantages of online learning.
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to speak in a group call?
• As students speak, monitor closely and
4 You are all interested in making a science fiction
3 What advice from the video might be useful for film about the future. Discuss three new kinds of make a note of any errors students
turn-taking in face-to-face conversations? Which technology that might appear in the next 25 years. make.
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would not?
• At the end, in feedback, write up errors
7 Work in groups. Talk about a time when you had
a video call. Say what method you used to let
on the board and ask students to correct
lG

other people know when you wanted to speak. them in pairs. Point out any good uses of
Say how successful this method was, and why. useful language that you heard.
• Optional step Ask fast-finishing groups
EXPLORE MORE!
to choose and act out a second roleplay.
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Which video call apps are popular in your country? Which of those apps have you
used? Which one do you like the most, and why? 151 Alternatively, remix students and ask
them to prepare and act out a new
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roleplay with different partners.

Extra activity
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43118_U12_142-[Link] 151 12/13/21 4:08 PM

Ask students to prepare their own situation
Sample answers 8 to discuss in a video call. You could then
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3 Face to face, learning forward or saying • Read out the Useful language box. Point act this out as a real video call. You could
‘um’ and ‘er’ or ‘Can I make a point?’ out the meaning and use of phrases (see do this in class if you have the technology
are the best strategies. Raising hands
©

the Useful language notes). Ask students and space, or you could arrange for
and clicking apps are not appropriate. to repeat after your model to practise students to make a video call together out
7 pronunciation. of class and report on how it went in the
• Optional step Set up this activity by • Students match headings. Let next lesson.
describing a personal experience of a students compare answers in pairs.
video call and the method you used. EXPLORE MORE!
• Organize students into small groups USEFUL LANGUAGE NOTES You could ask students to tell the class
of four or five to discuss experiences. about any video call apps they have used.
Use and meaning
Notice the use of Sorry, Please and
Thanks and the polite, tentative modals
would and could. When turn-taking in

209
LESSON 12E
12E
Return, replace, or refund
LESSON GOALS
• Give only necessary information when you
write
• Describe a problem
• Complete an online returns form

LESSON GOALS
• WRITING The aim of the lesson is SPEAKING A Return an item
to guide students to complete an 1 Interview your classmates. How many people Order Number
online returns form. The reading text answer ‘yes’ to each question? Have you ever … 2343-5466-ABDS
provides a model. Students learn how 1 paid for some software or an app online?
2 bought a digital device in a shop? Description of Problem
to describe a problem and include only
3 bought a second-hand piece of technology? I’m writing about a problem with the tablet that I
necessary information. 4 read reviews written by other customers before ordered last week on Tuesday at 11:17 a.m. The order
you bought any technology? number is 2343-5466-ABDS. The first problem is
2 Work in groups. Discuss the advantages and that I paid for next-day delivery, but the tablet wasn’t
SPEAKING disadvantages of buying technology online or delivered until yesterday. This was very disappointing.
buying technology in a shop. The second problem is that the battery runs out of

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1 READING FOR WRITING
power very quickly. It only lasts three or four hours,
usually. This is really frustrating too. I checked online
• Optional step Ask, What do the words
and I see that other people have the same problem,
in the title, return, replace and refund, 3 Read the online returns forms and label photos

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so I don’t want a replacement tablet. Could you
A–D with a word or phrase from the forms.
mean? (return = send back; replace refund me, please, including the extra money I paid
= send a different one; refund = give for next-day delivery, and explain how to return the

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device? Thank you. I look forward to hearing from
money back). Pre-teach second-hand =
you soon.
used before and resold.

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Requested Action
• Students ask and answer questions
Return the item for a refund
with classmates. You could do this in
groups or as a class mingle. Submit

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A tablet B cable
2

hi
B Return an item
• Students discuss the topic in small Order Number
groups. Elicit students’ opinions in
feedback.
ap 3435-9041-HGEW

Description of Problem
Sample answers
The description on the website says the keyboard
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Advantages: you can look at many sites comes with a cable to charge it, but there was no
C USB drive D keyboard
and get a good price, it can be delivered to cable in the box. The description also says it comes
your home; Disadvantages: you can’t touch with a free 32GB USB drive, but there was no USB
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4 Read the online forms again. Match the customers drive in the box either.
the item, no shop assistants to answer in forms A and B with situations 1–4.
Requested Action
questions. 1 received an incomplete product B
2 had a problem with delivery of an item A Send a missing part or piece
lG

3 wants to get his or her money back A

READING FOR WRITING 4 wants to receive two missing items B Submit

3
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• Optional step Ask, What is an online

returns form? Why might you need one? 152
What are the three sections of the two
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forms on page 152? Pre-teach: order

number = the number of the thing you
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for it online; run out of power = stop Answers Sample answers

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working. Online form B follows the advice, but What else to change:
online form A does not. It repeats I have two problems with this order. First,
• Students read and label the photos.
information, includes information that is I paid for next-day delivery, but the tablet
©

Let students compare answers in pairs.

not important and the writer mentions wasn’t delivered until yesterday. Second,
4 his or her personal feelings about the the battery runs out of power after only
• Students read and match. Let situation. three or four hours.
students compare answers in pairs. 6 7
• Students cross out unnecessary • Read through the Useful language box
5 information. Elicit the first thing to cross with your class. You may need to use
• Read through the Writing skill box with
out to get them started. Let students examples to teach some of the words
your class.
work in pairs to discuss what else to (see the Vocabulary notes).
• Students work in small groups of change. • Students discuss problems they have
three or four to discuss whether the
had in pairs.
forms follow the advice.

210
 WRITING TASK
10 WRITE
• Students complete a form.
• Optional step You could ask students
to complete forms for homework then
do Exercise 12 in the next lesson.

11 CHECK
• Ask students to use the checklist.
5 Work in groups. Look at the Writing skill box. 8 Think about problems you have had when you
Discuss whether or not the two online forms
follow the advice in the box.
bought some technology. These can be ones
mentioned in the online return forms or other 12 REVIEW
WRITING SKILL
problems. Make notes about some of them. Use • Students exchange forms with a

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Giving only necessary information the Useful language and your own ideas. partner and provide feedback to each
In general, clear, effective writing includes 9 Work in groups. Discuss the problems you other.
only the information that a reader needs made notes about in Exercise 8. Talk about who
experienced the worst problems, and why. • Optional step Organize groups

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to know in order to understand the situation. For
example: of four or five. Students sit in a circle,
• If a specific piece of information is not important, WRITING TASK pass round forms and write comments.

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there is no need to mention it at all.
• In non-personal forms of writing, mentioning your 10 WRITE Look at your notes from Exercise 8 and Students make changes based on
personal feelings is usually not helpful. choose one problem. Create a similar form to comments.

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• Even if you are not happy about a situation, it is a the ones in Exercise 3 and write the necessary
good idea to be polite. information in each section. Extra activity 1
6 Cross out the parts of the first online form that 11 CHECK Use the checklist. Your form … For homework, students write a response
you don’t need. Work in pairs to discuss what makes it clear what the item is. to their online returns form (or that of

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else you should change in order to follow the has a clear description of the problem(s).
advice in the Writing skill box.
another student). You could introduce
only includes necessary information in the

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description. some useful language:
7 Look at the Useful language box. Which of the
problems have you had? includes a clear and appropriate requested action.
ap We are sorry to hear that …
has a polite and factual tone. We apologize for the inconvenience.
Useful language Describing a problem We will send … as soon as possible.
12 REVIEW Exchange forms with another student.
The (box/packaging) was damaged. Did they include at least three things from the
The (screen/case) was (scratched/broken).
gr
checklist? Give each other feedback to help
(A cable / The manual) was missing.
It said the (batteries/instructions) were included,
improve your writing. Extra activity 2
but they weren’t. Go to page 159 for the Reflect and review.
Debate whether shopping online or in the
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The device doesn’t (turn on / work).

It was delivered late. / I didn’t receive it. town/city centre is best when buying the
I was sent the wrong (colour / number of items).
The item didn’t match the description.
following products:
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The quality wasn’t good. New clothes

A new fridge
A new smartphone
EXPLORE MORE! A second-hand car
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What are the three most popular online shopping sites in your country now? How often do
you use each one? Have you ever had problems when ordering something? 153 A sofa
A gift for a friend
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EXPLORE MORE!
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43118_U12_142-[Link] 153 12/13/21 4:08 PM You could ask students to compare two
VOCABULARY NOTES 8 sites for price and choice. You could also
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• Optional step Elicit suggestions first. ask students to do an informal survey,

damaged /ˈdæm.ɪdʒd/ = slightly broken asking friends and family which sites they
You could provide an example from
– e.g. a small mark, or slightly bent, or use most, to give an indication of the most
your own experiences. Ask anyone with
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something broken off (use the photo on popular.

experience to describe problems.
page 153 to teach this)
• Students make notes to describe a See Workbook pages 84–85 for extra
broken /ˈbrəʊ.kən/ = not working or in problem with a product. Let students practice (Writing).
pieces compare ideas and sentences in pairs.
scratched /skrætʃd/ = a mark made with For Unit 12 Reflect and review, see
a sharp object
9 Student’s Book page 159.
• Match two pairs together to make
missing /ˈmɪs.ɪŋ/ = not there groups. Students discuss and comment
on the problems.
It didn’t match the description. = it
wasn’t the same as the description

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 Vocabulary reference
UNIT 1 UNIT 2 UNIT 3 UNIT 4

confident (adj) /ˈkɒnfɪdənt/ He is very confident and is art (n) /ɑːt/ We use paints and brushes in our art class. allergy (n) /ˈælədʒi/ I have an allergy to nuts. challenge (n) /ˈtʃælɪndʒ/ I like the challenge of learning
always sure that he is right. biology (n) /baɪˈɒlədʒi/ In yesterday’s biology lesson we delicious (adj) /dɪˈlɪʃəs/ This cake is delicious. a new language.
creative (adj) /kriˈeɪtɪv/ She’s always making things – studied how the heart works. dish (n) /dɪʃ/ The best dish on the menu is the lasagne. encourage (v) /ɪnˈkʌrɪdʒ/ She’s a very good teacher
she’s really creative. chemistry (n) /ˈkemɪstri/ The students looked at prepare (v) /prɪˈpeə(r)/ Do you want me to prepare and always encourages her students when they find
friendly (adj) /ˈfrendli/ He is kind, helpful and very different kinds of metals in their chemistry lesson. dinner tonight? something difficult.
friendly with everyone. drama (n) /ˈdrɑːmə/ We’re studying a Shakespeare play raw (adj) /rɔː/ Did you cook this chicken enough? It praise (n) /preɪz/ He received a lot of praise for his
honest (adj) /ˈɒnɪst/ I can always believe what she says in our drama class. looks raw. essay.
because she is honest. geography (n) /dʒiˈɒɡrəfi/ My favourite subject is serve (v) /sɜːv/ I usually serve salmon with potatoes and prize (n) /praɪz/ The prize for this competition is a
patient (adj) /ˈpeɪʃnt/ It’s important to be calm and geography – I love learning about mountains and rivers. broccoli. return flight to New York.
patient when you work with children. history (n) /ˈhɪstri/ You need to remember lots of names vegan (n) /ˈviːɡən/ I don’t eat anything that comes from punish (v) /ˈpʌnɪʃ/ When my father wanted to punish
professional (adj) /prəˈfeʃənl/ He always works hard and and dates for history. animals because I’m a vegan. us, he sent us to bed early.
is polite and professional. IT (n) /ˌaɪ ˈtiː/ Our IT class was about how to make vegetarian (n) /ˌvedʒəˈteəriən/ She’s a vegetarian, so she purpose (n) /ˈpɜːpəs/ What is the purpose of your
reliable (adj) /rɪˈlaɪəbl/ When she promises to do simple computer games. doesn’t eat meat or fish. phone call?
something, she does it – she’s reliable. maths (n) /mæθs/ I’m not very good at maths because I reward (n) /rəˈwɔːd/ Police will give a reward for any
1 Complete the text with words from the word list. information about the crime.
serious (adj) /ˈsɪəriəs/ He’s a quiet and serious person can’t remember every times table.
Two words are not needed.
and doesn’t often laugh. PE (n) /ˌpiː ˈiː/ Last week we played football in our PE 1 Match the beginnings of the sentences (1–6)
It was my sister’s birthday yesterday, so she
1 Choose the correct option to complete the lesson. invited some friends round for lunch. I offered to with the endings (a–f).
sentences. physics (n) /ˈfɪzɪks/ In today’s physics class, we’re 1
the meal. At first, I wanted to make 1 I answered the question correctly ...
1 Richard is very friendly / serious and enjoys learning about light and colour. my sister’s favourite 2 : vegetable 2 There is a big reward ...
lasagne. But then I remembered that her friend, Amy, 3 The coach encouraged the players ...
meeting new people. 1 Look at the quotes from teachers (1–10). Write 4 I don’t punish my children, but I always ...

ng
2 I usually watch funny films, but this film is actually the correct school subject for each quote. is a 3 . So I had to think of something
very honest / serious. with no cheese, milk or any other animal products. 5 Running a marathon will be a challenge, ...
1 ‘You need to look carefully at the object you are
3 She knows that she’s a good singer – she’s very I found a great recipe for pasta with tomatoes and 6 The purpose of entering the competition ...
painting.’
confident / patient. 2 ‘I want you to do this work without using your pine nuts, but I didn’t know that Amy’s brother, Tom, a to play well and improve.
4 You can be reliable / honest with me and say what calculators.’ has a nut 4 ! Anyway, it was fine, b give them praise when they do well.
you think. 3 ‘Add the salt to the water and heat the water because I decided to 5 the pasta with c but I’m looking forward to it.
5 Ferdi isn’t very reliable / creative – he isn’t good at salad, so Tom had the salad and everyone said the d and I won a prize of $500.

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again. What do you notice?’
thinking of new ideas. 4 ‘How do we make electricity?’ food was 6
! e is to motivate myself to improve.
6 I need a reliable / friendly person for this job – 5 ‘Please get into groups of four and get a ball from 2 Complete the sentences with your own ideas. f for anyone who can help us.
someone I can trust. the sports cupboard.’ Then compare with a partner. 2 Work in pairs. Say if you agree or disagree with
7 She’s a patient / professional mother and never 6 ‘Romeo and Juliet are the names of the two most 1 The most delicious food is ... the sentences and why.

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gets angry with her children. important characters in this play.’ 2 My favourite vegetarian dish is … 1 We need challenges in our lives.
8 It’s important to follow all the rules and be 7 ‘What is the capital city of Brazil?’ 3 Some people want to be vegan because … 2 Sometimes you can give people too much praise.
professional / creative in this job.
4 The last time I prepared food was … 3 Children should get a reward when they do
2 Work in pairs. Complete the sentences with 8 ‘How do we know that a spider is not an insect?’ something good.
personality adjectives and your own ideas.

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9 ‘Turn on your computer and open a new
1 I think it’s important to be
document.’
because …
10 ‘What are the dates of the First World War?’
2 I would like to be more .
3 I think the adjective describes
me best. 2 Work in pairs. Discuss the questions.
4 I like people who are and 1 What was your favourite subject at school?
. 2 What school subject were you best at?

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3 What school subject did you find most difficult?

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Vocabulary reference
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UNIT 5 UNIT 6 UNIT 7 UNIT 8

awful (adj) /ˈɔːfl/ Our holiday accommodation was abroad (adv) /əˈbrɔːd/ We lived abroad for three years care about (phr v) /keə(r) əˈbaʊt/ I care about making accountant (n) /əˈkaʊntənt/ My accountant calculates
awful, so we left it early and moved into a hotel. when I was a child. the world cleaner and greener. my tax payments.
brilliant (adj) /ˈbrɪliənt/ This book is brilliant – it’s really board (v) /bɔːd/ It’s time to board the plane now. environment (n) /ɪnˈvaɪrənmənt/ Cutting down trees is admin assistant (n) /ˈædmɪn əˈsɪstənt/ He works as
very bad for the environment. an admin assistant, replying to emails and arranging
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funny and clever. check in (v) /tʃek ˈɪn/ We need to check in at least two
disgusting (adj) /dɪsˈɡʌstɪŋ/ The food at the restaurant hours before our plane leaves. planet (n) /ˈplænɪt/ There are plenty of ways that we meetings for his boss.
last night was disgusting! gate (n) /ɡeɪt/ The flight departs from gate number 3. can help to look after our planet. biologist (n) /baɪˈɒlədʒɪst/ As a biologist, she looks at
enormous (adj) /ɪˈnɔːməs/ He lives in an enormous land (v) /lænd/ What time does the plane land at the pollution (n) /pəˈluːʃn/ We want to find better ways to how some plants can grow in the desert.
house with eight bedrooms and a swimming pool. airport? fight pollution in our cities. hairdresser (n) /ˈheədresə(r)/ My hair is too long – I
filthy (adj) /ˈfɪlθi/ Please clean the bathroom – it’s queue (n) /kjuː/ There was a long queue of people at recycle (v) /ˌriːˈsaɪkl/ We recycle plastic, glass and paper must make an appointment with my hairdresser.
filthy! the ticket desk. at our school. instructor (n) /ɪnˈstrʌktə(r)/ I love driving, so I think I
freezing (adj) /ˈfriːzɪŋ/ It’s freezing outside and I think security (n) /sɪˈkjʊərəti/ Please check your bags at reduce (v) /ˌrɪˈdjuːs/ Let’s try to reduce how much we might train to become a driving instructor.
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it might snow later. security. use our car and walk or cycle more often. journalist (n) /ˈdʒɜːnəlɪst/ My sister works as a
spectacular (adj) /spekˈtækjələ(r)/ The views from the set off (phr v) /set ˈɒf/ We set off early in the morning reuse (v) /ˌriːˈjuːz/ You don’t have to throw plastic bags journalist for a local newspaper.
top of the mountain are spectacular. and didn’t arrive until late at night. away – you can reuse them. politician (n) /ˌpɒləˈtɪʃn/ Our politicians want to
tiny (adj) /ˈtaɪni/ My bedroom is tiny, but I have my take off (phr v) /teɪk ˈɒf/ I like looking out of the rubbish (n) /ˈrʌbɪʃ/ Please take all your rubbish home introduce laws to protect the environment.
own bathroom. window when the plane is taking off. with you. researcher (n) /rɪˈsɜːtʃə(r)/ When I wrote a novel, I paid
a researcher to check information for me.
1 Choose the correct option to complete the 1 Complete the email with the correct form of the 1 Complete the text with words from the word list.
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sentences. words and phrases from the word list. Everyone should 1 the world we 1 Read the sentences and match them with the
1 The cake looked delicious, but it tasted filthy / Hi Tara, live in. We only have one 2 . That’s jobs from the word list.
disgusting. We’re having an amazing time in Egypt, but our why we should all think about the 3 1 ‘Do you want to try a shorter style this time?’
2 My friend thought the film was very bad, but I journey here was awful! First of all, we wanted to in our daily lives. There are lots of ways that we
at

thought it was awful / brilliant.

1
early for the airport, but our can look after our rivers, trees and green spaces. 2 ‘I’m writing an article about the future of IT.’
3 Please clean the kitchen. It’s enormous / filthy. taxi didn’t arrive on time. When we got to the We can plant flowers in our gardens to encourage
4 Our old car was big, but our new one is tiny / airport, there was a long 2 of insects, birds and animals to visit. Planting trees is 3 ‘We promise to spend more money on health and
brilliant. people all waiting to 3 . Then at also a good way to 4 the amount education.’
5 Yesterday it was very warm, but today it’s
4
, I took my laptop out of my hand of air 5 . We should think about 4 ‘Last year your company spent more than $15,000
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freezing / tiny. luggage and dropped it! We finally got to the our 6 before putting it in the bin. on training.’
6 His house is quite boring, but his garden is
5
just a few minutes before the Sometimes we can 7 something 5 ‘For this project, I have to find out information
spectacular / disgusting. departure time. We 6 the plane and several times before throwing it away and we can about the music industry.’
7 We have a very small cat, but our neighbour’s cat then … nothing happened! The plane just waited 8
most items that are made of 6 ‘I have to organize my manager’s trip to Paris.’
is freezing / enormous. on the ground for two hours! When the plane finally plastic, glass, paper or cardboard.
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8 I hated the book. It was spectacular / awful.

7
, everyone on the plane was happy. 2 Work in pairs. Complete the sentences with your 7 ‘Now move your arms slowly above your head and
But the weather during the flight was terrible and own ideas. breathe out.’
2 Think about these topics. Then compare your the plane 8 in Cairo in the evening – 8 ‘Most animals only have one heart, but the
ideas with a partner. 1 Three items that I recycle regularly are …
three hours late! Maybe next year we won’t go octopus actually has three.’
• two types of food that you think are disgusting 9
for our holiday – we’ll stay 2 Three items that I reused for a different purpose
• two awful films at home! are … 2 Work in pairs. Discuss the questions. Give reasons
• two brilliant books 3 Three ways to reduce our use of water or for your answers.
See you soon,
• a tiny animal Amber electricity are … Which of the jobs from the word list:
• an enormous animal • has the best salary?
• a spectacular place 2 Work in pairs. Discuss the questions. • has the best working hours?
1 Do you always set off on time when you travel? • is the most interesting?
2 What’s the longest period of time you’ve ever • is the most difficult?
spent in a queue? • involves a lot of travel?
3 Do you prefer going on holidays abroad or in your • do you need to study for the most?
own country? Why?

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212
 Vocabulary reference
UNIT 9 UNIT 10 UNIT 11 UNIT 12

feel ill /fiːl ˈɪl/, feel sick /fiːl ˈsɪk/, feel very tired animation (n) /ˌænɪˈmeɪʃn/ The film was a mix of amazed (adj) /əˈmeɪzd/ I’m amazed that your brother app (n) /æp/ I’ve got a really good dictionary app on
/fiːl ˈveri ˈtaɪəd/ I ate something bad and now I feel animation and real actors. won the competition – I didn’t even know he could my phone.
sick. director (n) /daɪˈrektə(r)/ The director will tell the sing! download (v) /ˌdaʊnˈləʊd/ You can download the
get better /get ˈbetə(r)/, get ill /get ˈɪl/, get sunstroke actors what to do. anxious (adj) /ˈæŋkʃəs/ I’m feeling very anxious about music from this website.
/get ˈsʌnstrəʊk/ I’m not well and I hope I get better drama (n) /ˈdrɑːmə/ I like watching dramas about tomorrow’s exam. drive (n) /draɪv/ The photos are all saved on my drive.
soon. people’s relationships. delighted (adj) /dɪˈlaɪtɪd/ She was delighted when she electronic (adj) /ɪˌlekˈtrɒnɪk/ You are not allowed to
have a serious accident /həv ə ˈsɪərɪəs ˈæksɪdənt/, mystery (n) /ˈmɪstri/ The story is a mystery about a saw her birthday present. take electronic devices into the exam.
have a bad cold /həv ə bæd ˈkəʊld/, have a high fever child who hears strange noises at night. disappointed (adj) /ˌdɪsəˈpɔɪntɪd/ He’s feeling install (v) /ɪnˈstɔːl/ I tried to install the new printer, but
/həv ə haɪ ˈfiːvə(r)/ My brother had an accident on his plot (n) /plɒt/ The acting in the film was excellent, but very disappointed because he didn’t manage to finish it isn’t working.
way to school. the plot was silly. the race. memory (n) /ˈmeməri/ My laptop hasn’t got much
prevent a cold /prɪˈvent ə ˈkəʊld/, prevent illness romantic comedy (n) /rəʊˈmæntɪk ˈkɒmədi/ In this exhausted (adj) /ɪɡˈzɔːstɪd/ I’ve worked so hard today memory, so it’s very slow.
/prɪˈvent ˈɪlnɪs/, prevent putting on weight romantic comedy, two young people fall in love and – I’m exhausted! program (n) /ˈprəʊɡræm/ I can create drawings on my
/prɪˈvent ˈpʊtɪŋ ɒn ˈweɪt/ Not eating late at night is decide to buy a zoo. scared (adj) /skeəd/ She’s scared of spiders and snakes. computer with this free program.
one way to prevent putting on weight. scene (n) /siːn/ The best scene in the film was the shocked (adj) /ʃɒkt/ We were all shocked when we program (v) /ˈprəʊɡræm/ My sister learned how to
stay healthy /steɪ ˈhelθi/, stay in good shape ending. heard about your car accident. program computers at college.
/steɪ ɪn gʊd ˈʃeɪp/, stay young /steɪ ˈjʌŋ/ You can science fiction (n) /ˌsaɪəns ˈfɪkʃn/ People from the software (n) /ˈsɒftweə(r)/ With this software, you can
1 How are these people feeling? Write an translate texts into different languages.
stay young by doing things you enjoy and looking after future travel back in time in this science fiction film. adjective from the word list for each person.
your body. series (n) /ˈsɪəriːz/ Are you going to watch that new 1 Match the questions (1–5) with the answers
1 That’s wonderful news! I’m so happy for you.
take a break /teɪk ə ˈbreɪk/, take your medicine series on TV tonight? (a–e).
/teɪk jə(r) ˈmɛdsɪn/, take exercise /teɪk ˈeksəsaɪz/ star (n) /stɑː(r)/ The star of the show is the family’s pet
I’m tired so I’ll take a quick break from my work. cat, Tigger. 2 What? I can’t believe it. How awful! 1 Where is the video of a It helps to protect
yesterday’s lesson? your computer.
1 Complete the sentences with the correct form of 1 Choose the correct option to complete the 2 What does this b Just click that button

ng
3 Oh no! I only got 45% in the test.
the verbs from the word list. sentences. software do? there.
1 Taking vitamins and washing your hands regularly 1 It can take hundreds of hours to produce just a 3 Why hasn’t my c Probably my phone.
4 I’m worried about the party tonight. I might not
are two ways to a cold. few minutes of animation / drama. A two-minute phone got much d There are too many
know anyone there.
2 The doctor gave me this medicine, which I have to plot / scene can take around six months to create. memory? apps on it.
three times a day. 2 The star / series of this film has never been in a 5 Help! There’s a big spider in the kitchen! 4 How can I install this e I saved it onto the
3 I a fever, so I can’t go into work serious drama / romantic comedy before, although program? shared drive.

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today. he’s famous from the popular mystery / science 6 I’m so tired – I can’t keep my eyes open. 5 Which electronic
4 I’m ill today, so I’m going to bed fiction TV scene / series about a family that moves device do you use
early. to the planet Mars. 7 I was surprised and really happy to find out most often?
5 I want to healthy, so I exercise 3 The star / plot of this film was difficult to that my grandfather wants to run a marathon. 2 Work in pairs. Discuss the questions.

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every day. understand and, although I usually enjoy 1 Describe your favourite app. How often do you
6 He stayed too long in the sun yesterday and he animations / mysteries and stories about strange
2 Work in pairs. Think of something that made you use it?
sunstroke. events, I didn’t really understand the ending. 2 Do you think we spend too long looking at
feel one of the emotions from the word list. Tell
4 She’s a successful writer and director / drama. Her
2 Write some advice in your notebook for young your partner about what happened. Can they electronic devices? Why? / Why not?
films include several very funny romantic comedies 3 What are some of the possible problems of
people on how to stay fit and healthy. Use the guess the correct emotion?

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/ plots from the 1990s. downloading things for free?
verbs from the word list and some of these A: I swam in the sea for the first time when I was
words and phrases. 2 Work in pairs. Complete the tasks. 12 years old.
1 Give an example of an animation, a romantic B: Were you anxious before you did it?
a bad cold exercise healthy ill illness in shape tired comedy and a science-fiction film from the last ten A: No, but I was scared when I was in the sea!
years. Say why you liked or didn’t like each film.
2 Describe one of your favourite scenes from a film.

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Grammar reference UNIT 2 1 Complete the sentences with the correct past simple
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form of the verbs.

UNIT 1 • Definite adverbs of frequency generally go at the end of the
2B Past simple 1 Last year, we 1 (go) to Mexico on
clause or sentence.
holiday. We 2 (have) a good time
1B Adverbs of frequency He tries to exercise every day, but sometimes it’s only three • Use the past simple to talk about something that
and we 3 (stay) in a big hotel. We
or four times a week. happened and finished in the past. We often use it with 4
(spend) hours at the hotel pool and
Indefinite adverbs of frequency a past time expression (ten minutes ago, yesterday, last
• Use indefinite adverbs of frequency to give a general idea of
1 Rewrite the sentences using the adverbs. week, in 2020, when I was a child, etc.).
that’s where I 5 (learn) to swim.
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1 My teacher gives us homework on Fridays. (always) 2 I6 (enjoy) my time at school, but I

how often you do or feel something. • To form the past simple of regular verbs, add -ed to the
2 I am late for work. (never)
7
(not like) some subjects, like history
always (100%) infinitive.
and geography. Physics and maths 8
often 3 I meet my friends at the weekend. (not often) play – I played football this morning.
(be) my favourites. And I 9 (not be)
usually 4 We go to the theatre. (about once or twice a year) Note the following exceptions to this rule. very good at sports, so I 10 (not enjoy)
sometimes 5 We eat out. (a lot) PE much.
occasionally 6 I go to a café. (several times a week) Past
Infinitive
rarely simple
2C Making questions
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never (0%) 1C Present simple and present continuous For verbs that end in -e, add
arrive arrived
• Use not with always, often and usually to make them -d. Question
• Use the present simple to talk about things that last for a Auxiliary Subject Infinitive
negative. long time, e.g. facts, things that are always true, regular For verbs that end in word
I don’t usually wake up early at the weekend. events, habits and routines. consonant + -y, change the -y study studied
Are you OK?
I’m not often late for work. I usually arrive at work at around 8.30. to -ied.
• Indefinite adverbs of frequency generally go before a verb. Were they happy?
My brother lives in a big city. For one-syllable verbs that
end in a consonant + vowel speak
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I sometimes play tennis. • Use the present continuous to talk about something which Do you
stop stopped
NOT I play sometimes tennis. is happening at the time of speaking, or around the time of + consonant, double the final English?
But they go after be. speaking. Use it for things that do not last for a long time. consonant and add -ed. finish your
Did you
He is occasionally late for work. It isn’t raining today. For verbs that end in a homework?
NOT He occasionally is late for work. I’m reading a great book at the moment. consonant + vowel + your email
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consonant and the stress is on prefer preferred What is

• You can also put often, occasionally, sometimes and usually • Note the contrast in this sentence. address?
at the beginning or the end of a sentence. the last syllable, double the
She normally works in the office, but she’s working at Why are you sad?
final consonant and add -ed.
Sometimes, I work from home. home this week.
I work from home sometimes. For verbs that end in a When does the film start?
consonant + vowel + your go to
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• You can use a lot to say you do something often. It goes at Remember! open opened Where did
the end of the sentence. There are some ‘state verbs’ (e.g. believe, know, consonant and the stress is not parents school?
remember, want) that are not usually used in the on the last syllable, add -ed.
I play tennis a lot.
continuous form. • To form a question, use this order: Question word, Auxiliary
I know what you mean. • Some verbs have an irregular past form. The infinitive form verb, Subject, Infinitive (QuASI).
Remember!
and the past simple form are different. For a full list, see • When the answer to the question is yes/no, do not use a
Use adverbs of frequency on their own to give a short NOT I am knowing what you mean.
page 178. question word.
answer.
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I went to a café yesterday.

A: Do you sometimes play video games? 2 Complete the sentences with the present simple or A: Do you like coffee? B: Yes, I do.
B: No, never. continuous form of the verbs. I had a very happy childhood. A: Am I late? B: No, you aren’t.
Samir bought a new phone last week.
• Use How often … ? to ask about frequency. 1 Please be quiet. I (listen) to the radio. • To give a short answer to yes/no questions, use the
• To make a negative past simple sentence, use didn’t + correct form of the auxiliary verb be or do. Do not use the
How often do you travel abroad? 2 What (you / cook)? It smells great.
infinitive. infinitive verb.
• You can also use Do you …? with always, often, usually and 3 We rarely (go) to the cinema. We
I didn’t like that film. A: Are you hungry? B: No, I’m not.
sometimes. usually (watch) films at home.
He didn’t go to university. A: Do you like maths? B: Yes, I do.
Do you always cycle to work? 4 I (know) a great place for real Italian
• The past simple of be is I/she/he/it was and you/we/they NOT Yes, I like. or Yes, I do like.
food. (you / want) to go there?
Definite adverbs of frequency were. To form the negative of be, use not or -n’t. • To make an open question, use a question word (what,
5 Ava isn’t here at the moment. She
• Use definite adverbs of frequency to be more specific about There was a park here when we were children. when, where, which, who, why or how).
(play) tennis with Esme. They (play)
how often something happens. You can use phrases with I wasn’t tired last night. What is your name?
every Saturday morning.
every ... and once/twice/three times a (day/month/year), etc. Zuzanna and Jan weren’t at work today. When does the supermarket close?
I go to the cinema once a month. Where do you live?
Which jacket is yours?
Remember!
Who do you like most in your family?
You don’t usually say one time or two times (a day/
Why were you late?
month, etc.).
How are you?

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 Grammar reference Remember! UNIT 4
You can use some- to make offers.
• You can use the past continuous with the past simple when Would you like something to eat? 4B Future plans
Remember! one action happens in the middle of, or interrupts, a longer Do you want to eat somewhere else today?
You can use other words with How to ask questions, action that started earlier. Use the past continuous for • Use be + going to + infinitive for future intentions and
e.g. How often, How much, How many, How old, the longer action and the past simple for the action that Every- plans. You have already made the decision before the time
How big …? interrupts. of speaking.
• Use every- in positive and negative statements and in
I’m going to buy a new phone.
• For present simple questions, use the auxiliary verb be (am/ He called. questions. Every has a similar meaning to all. Use every- with
a singular verb (Everyone was ..., Everything is ...). She isn’t going to work tomorrow.
are/is) when there is no infinitive verb in the sentence. For
past simple questions, use was/were. Thank you for a lovely meal. Everything was delicious. They’re going to get married next year.
What is your favourite subject? What are you going to do in the summer?
Now No- • Use the present continuous for definite arrangements in the
Was Mai in class today? I was making lunch. • Use no-one, nobody, nothing and nowhere as alternatives to future (for something that is already fixed and is more than
• For present simple questions, use the auxiliary verb do/does not anyone, not anywhere, etc. just an intention or a hope). You often need to mention a
when there is an infinitive verb in the sentence. For past
• You can use when, while or and to link the actions. Use We saw no-one. (= We didn’t see anyone.) time, day or date to make the meaning clear.
simple questions, use the auxiliary verb did.
while or when before the past continuous. Use and or when There’s nothing to drink. (= There isn’t anything to drink.) I’m meeting Erica at 7 o’clock this evening.
Do you play a musical instrument?
before the past simple. • Don’t use not with nothing, no-one, nowhere, etc. They’re getting married on 25th March.
What films does Juan like?
I was making lunch when/and he called. I said nothing. / I didn’t say anything. • It is sometimes possible to use both going to or the present
Did you have a good weekend?
While/When I was making lunch, he called. NOT I didn’t say nothing. continuous with no difference in meaning. For example,
What did the teacher say yesterday?
• You can put the past continuous first or second in the both these sentences are about something that has been
• The form of the auxiliary verb do shows that the question sentence. If the part of the sentence with when/while comes
2 Complete the conversations with these words. There is decided before the time of speaking.
is about the past or the present (not the infinitive verb). one word you don’t need.
first, use a comma. I’m going to watch the football tonight. / I’m watching
Did you speak to Ranvir? the football tonight.
NOT Did you speaked to Ranvir? 1 Complete the sentences using the past simple or past anyone anything everything no-one
continuous form of the verbs. nothing someone something somewhere
2 Find and correct the mistake in each question. 1 I (fall) asleep while I Remember!
1 Where you are from? (watch) TV. When the verb after going to is go, you can leave it out.
1 A: What shall I cook tonight – omelette, chilli, risotto?
Where are you from? I’m going to the supermarket. (= I’m going to go to the
2 I (see) you last night. You B: I’m happy to eat .

ng
supermarket.)
2 Why that song do you like? (wait) for the bus. 2 A: Thank you so much for dinner. was
3 Did you enjoyed the food? 3 While we (walk) to the park, it delicious. 1 Choose the best options to complete the
4 What your favourite subject at school was? (start) raining. B: You’re welcome. conversations.
5 Where you went to university? 4 My parents (meet) when they 3 A: phoned you earlier. It was a 1 A: You need a haircut!
6 Where is you work now? (work) in the same school. woman. B: I know. 1I’m going to phone / I’m phoning the
7 Your sister speaks English? 5 I (read) my book in the café when B: Did she leave a message or give any information? hairdresser to make an appointment soon – maybe I can

ni
Helen and George (walk) in. It A: No, . She didn’t even say her name. do it this afternoon.
8 How old your brother?
(be) great to see them. 2 A: 2I’m going to meet / I’m meeting Kerry and Toni this
4 A: Do you know who is vegan?
B: No, . evening, for pizza. Do you want to come along?
3D Indefinite pronouns B: Which restaurant 3are you going to / are you going to
5 A: Shall we go for lunch?
UNIT 3 go to?

ar
• Use indefinite pronouns to talk about people or things in
B: Yes, good idea. How about that new Mexican
general. Use them as the subject or object in a sentence. A: We’re not sure. 4We’re going to decide / We’re
restaurant?
3B Past simple and past continuous Indefinite pronouns can start with some-, any-, every- or no-. deciding when we meet. Anyway, 5we’re going to meet
They can end with -body, -one, -thing or -where. / we’re meeting in the city centre at 6.30.
• Use the past simple to talk about something that happened
and finished in the past. Some- and any-
4C will and won’t for promises, offers and

Le
I saw Olga yesterday. • You can use some- in positive statements and any- in
• Use the past continuous to talk about an action in progress negative statements. spontaneous decisions
at a specific time or over a period of time in the past. I want to eat something. (= it’s not important to say what I • Use will to make promises and offers.
They were waiting for a long time. want to eat) A: Can I tell you a secret? B: Sure. I won’t tell anyone.
• Form the past continuous with subject + was/were + -ing I didn’t eat anything this morning. (= I ate nothing) A: I’ve got a lot of work. B: I’ll help you.
verb. • You can use any- to mean ‘it doesn’t matter which’ in a • Use will + infinitive to make a spontaneous decision
positive statement. (a decision you make at the time of speaking).
Subject was/were -ing verb I don’t mind where we eat. Anywhere is OK. A: It’s cold in here. B: Yes, you’re right. I’ll close the

c
I/He/She/It was • Use any- for general questions when you don’t know what window.
waiting.
the answer will be.
You/We/They were studying.
Can anyone help me?

hi
Did you do anything interesting at the weekend?

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Grammar reference For one- and UNIT 6

eo

two-syllable
• You can put the if clause first or the main clause first. When adjectives dry drier driest 6B Present perfect (+ ever/never)
Remember! the if clause is first, use a comma. ending in -y, early earlier earliest
You can use the contracted forms ‘ll and won’t for If I have time, I’ll email you the photos. change the healthy healthier healthiest • Use the present perfect to talk and ask about experiences in
informal situations. Use the full forms will and will not in -y to -ier and someone’s life without saying when these things happened.
I’ll email you the photos if I have time
more formal situations. -iest. Use it to describe a single event or something that
If I’m too tired, I won’t go to the party.
I’ll see you next week! (informal) happened several times.
I won’t go to the party if I’m too tired. For most
lG

I will contact you again soon. (formal) I have been to Russia twice.
adjectives
Sara hasn’t eaten sushi.
2 Write a response to each situation. Use will or won’t Remember! with two or
expensive
more most
more syllables, expensive expensive Have you been to Japan?
to make a decision, a promise or an offer. Use the Don’t use a future form in the if clause.
words in brackets. use more or • Form the present perfect with have/has + past participle.
NOT If I will have time, I’ll email you the photos.
the most. Use the contracted forms ’ve and ’s in informal situations.
1 There’s a knock at the door. (get / it)
I’ll get it. 2 Complete the conversations with the correct form of Some past participles are the same as the past simple form,
the verbs. • There are a few irregular comparative forms. but some are irregular. Use the irregular verbs list to help
2 Your friend needs a lift to the station. (take / you) you (page 178).
na

1 A: If we 1 (not leave) now, we good better best

3 Your car is in a ‘no parking’ area. (move / it) • You can use ever in present perfect questions. It means ‘at
2
(miss) the bus. bad worse worst
4 You need your friend to help you. (help / me) any time in your life’. It goes before the past participle.
B: Don’t worry. We 3 (get) a taxi if we far farther/further farthest/furthest
5 There’s no milk in the fridge. (go and buy / some) 4
(miss) the bus. Have you ever eaten Thai food?
The weather is better today than yesterday.
6 It’s important to be early for the meeting. (not be / late) Has Salman ever been to the UK?
2 A: Ola is taking her driving test next week. This is the worst day of my life.
• Use never with the present perfect. It means ‘at no time’. It
B: Well, if she 5
(not pass), she • Use than to compare two things.
goes before the past participle.
6
(not be) happy.
io

The train is quicker than going by bus.

I’ve never seen Star Wars.
UNIT 5 • Most extreme adjectives (brilliant, enormous, freezing, etc.)
5C Comparatives and superlatives are not used in the comparative or superlative form. Use
Remember!
5B Zero conditionals • Use comparative adjectives to compare different things. ‘normal’ adjectives instead.
We don’t usually use ever with the present perfect in
The US is smaller than Canada. Russia is bigger than Japan.
positive statements.
at

• Use the zero conditional to talk about facts and situations

• Use the + superlative adjective to compare one thing with NOT Russia is more enormous than Japan. I have been to Mexico.
that are always true, or when one thing always follows
other things in a group. Today is the coldest day of the year. NOT I have ever been to Mexico.
another.
Russia is the biggest country in the world. NOT Today is the most freezing day of the year. But you can use ever in positive statements with
If you heat water to 100°C, it boils.
• Use less as the opposite of more. Use least as the opposite superlatives.
• Form the zero conditional with if + present simple + present
Adjective Comparative Superlative of most. This is the best food I have ever eaten.
N

simple.
The place I live in is less crowded than the city centre.
• You can also use when instead of if in zero conditional For most
one-syllable It’s not a good idea to buy the least expensive clothes. • You can use What’s the … you have ever …? with
sentences.
When you heat water to 100°C, it boils. adjectives, small smaller smallest superlative adjectives to ask about someone’s best/worst
add -er and Remember! experiences.
• You can put the if/when clause first or the main clause first.
-est. We don’t often use less or least with short or irregular What’s the best beach you have ever been to?
When the if/when clause is first, use a comma.
©

For adjectives adjectives. • Use the present perfect to talk or ask about an experience
The red light flashes if the power is low.
ending in -e, nice nicer nicest This laptop is better than my old one. in general. Use the past simple to give details about what
If the power is low, the red light flashes.
add -r and -st. NOT This new laptop is less bad than my old one. happened at a specific time in the past.
1 Complete the conversations with the correct form of I’m the youngest person in my family. A: Have you ever been skiing?
For most
the verbs. NOT I’m the least old person in our family. B: Yes, I have. I tried it in California last year.
adjectives
1 A: What does the orange light mean on this computer? ending with 3 Complete the conversation with the correct comparative 1 Complete the conversations with the present perfect
B: If it 1 (flash), it 2 a vowel and or superlative form of the adjectives. Add the or than form of the verbs.
(mean) the power 3 (be) low. a consonant, big bigger biggest where necessary. 1 A: 1 (you / study) a lot of
2 A: Did Lucia reply to your email? double the A: What’s 1 (good) way to get around the Shakespeare’s plays?
B: Yes. She always 4 (answer) very final letter and city? B: No, 2 (I / never / read) any of his
quickly when I 5 (send) her an email. add -er and
B: Well, the metro is 2 (easy) and plays before now.
-est. 3
(quick) the bus. That’s 2 A: What’s the most interesting country
5B First conditionals Do not double 4
(bad) thing about the bus – it’s always 3
(you / ever / go) to?
the final letter slow. 5 (big) problem with the metro is
• Use the first conditional to talk about possible future slow slower slowest B: Well, 4 (I / go) to lots of great
if it is -w, -x that it’s 6 (expensive) the bus. The bus is
situations and their results. places and 5 (I / have) some amazing
or -y. probably 7 (cheap) way to get around the
If I see Dina, I’ll give her your message. experiences. But I think India is the most interesting
city. The other good thing about the bus is that it’s usually place 6 (I / ever / visit).
• Form the first conditional with if + present simple + will/ 8
(crowd) the metro, so you can get
won’t.
a seat.

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 Grammar reference 7C used to • The past participle of go can be both been or gone, but
• Use used to to talk about habits or situations in the past there is an important difference in meaning:
6C Verb patterns: -ing and to + infinitive UNIT 7 which have changed. He has gone to Rome.
I used to go to the cinema every week, but now I don’t. (= He recently went to Rome, and he is there now.)
Verb + -ing 7B Defining relative clauses He has been to Rome.
• Sometimes, two verbs appear together in a sentence. After Remember! (= He went to Rome at some point in his life, but he is not
• A defining relative clause is part of a sentence. It gives
many verbs, the second verb needs to be in the -ing form: We do not use used to to talk about single actions. there now.)
important information about a person, place or thing. It
avoid, don’t mind, enjoy, feel like, finish, involve, keep (on), I played in the park yesterday. • Use since + a point in time (when the situation started) with
says exactly what person, place or thing we are talking
practise, miss, recommend, stop, etc. the present perfect.
about. A defining relative clause comes immediately after NOT I used to play in the park yesterday.
She practises singing every day. He has worked in IT since 2015.
this person, place or thing. The relative clause begins with a
I’ve finished working. relative pronoun (who, which, where, that, etc). I’ve had this jacket since I was a teenager.
• An -ing form also follows many verbs which express likes The film that I saw yesterday was good. • Use used to + infinitive.
and dislikes (like, dislike, love, can’t stand, hate, etc.). There used to be a park here. Past simple
• Use which or that in defining relative clauses to talk about
I love travelling by train. • To form the negative, use didn’t use to + infinitive. • Use the past simple to talk about something that happened
things.
I hate sitting down all day. Teresa didn’t use to have long hair, but she does now. and is finished in the past.
I’ve found a book which/that helps me with English
I grew up in the north of England.
Verb + to + infinitive grammar. • To form a question, use did + subject + use to + infinitive.
She moved to Lima ten years ago.
• After many other verbs, the second verb needs the form to • Use who or that in defining relative clauses to talk about A: Did you use to have long hair? B: Yes, I did.
people. • Use for + a period of time (ten years, six months, two
+ infinitive: (can) afford, agree, aim, arrange, ask, choose, 2 Rewrite the sentences with the correct form of used to weeks, a few minutes, ages, etc.) with the past simple or
decide, fail, hope, intend, manage, need, offer, persuade, The person who/that inspires me the most is my so the meaning is similar. the present perfect.
plan, promise, refuse, try, want, would like, etc. grandmother.
1 I ate meat in the past. But I don’t eat meat now. I lived in Oxford for five years.
We need to leave soon. • Use where to refer to places. Use when to refer to times. I used to eat meat. She’s worked here for six months.
We’re planning to go to the beach. Look, there’s the hotel where we stayed last year.
2 When I was a child, I cycled to school every day. We have had this car for ages. (for ages = a long time)
Would you like to visit the museum? June is the month when I usually go on holiday.
When . 1 Complete the conversations with the present perfect
3 I drank more coffee in the past than I do now. or past simple form of the verbs.
Remember! Remember!
Use an object between verbs like persuade and the The relative pronoun (that, which, who, etc.) replaces I . 1 A: 1 (you / ever / go) to Spain?
4 Was there a café here in the past?

ng
infinitive. the subject or object. Do not also include the subject or B: Yes, we 2 (go) there a couple of
He persuaded me to go with him. object. Did . years ago.
With ask and want, you sometimes need to use an object A person who she inspires me is Edwina Brocklesby. 5 I usually recycle things now, but I didn’t in the past. 2 A: Elif 3 (work) here since 2015.
before the infinitive. Have you read the book that I lent you it? I . B: Yes, she 4 (start) here just
He asked me to help him. before me.
Both -ing and to + infinitive • You can leave out who, which or that when it is the object of 3 A: How long 5 (they / be) married?
the relative clause.
B: About ten years. They 6 (get)

ni
• A small number of verbs can go before both the -ing form
or to + infinitive with no or little difference in meaning.
Have you read the book (that) I lent you? UNIT 8 married just after university.
These include: continue, hate, like, love, prefer, start, etc. 1 Rewrite the sentences using a defining relative clause. 4 A: 7 (you / see) Raphael yesterday? He
I started learning / to learn English three years ago. 8B Present perfect and past simple 8
(come) into the office.
1 I met someone yesterday. He says he knows you.
2 Complete the email with the correct form of the verbs. I met someone yesterday who says he knows you. Present perfect B: No. I 9 (not see) him for ages. I last

ar
2 Did you move the magazine? It was on the table.
10
(see) him six months ago.
Hi Masha, • Use the present perfect (have/has + past participle) to talk
Hello from Peru! I intended 1 (write) Did you move ? about something that happened at some point in the past.
3 That’s the person. She helped me. Use the present perfect when you don’t know (or you don’t 8C Yet, just and already
to you when we first arrived, but we’ve been really busy.
We decided 2 (go) to Cuzco because That’s . say) when the event happened. • Use yet in negative statements with the present perfect to
we wanted 3 (see) Machu Picchu first. They’ve bought a new house. say that something has not happened. Use yet in questions
4 There’s the restaurant. We ate there last week.

Le
So, we managed 4 (get) a flight when Have you seen Valeria recently? with the present perfect to ask if something has happened.
There’s .
we arrived here. We didn’t even leave the airport. Cuzco • You can also use the present perfect to talk about Yet usually goes at the end of the sentence.
is great and I love 5 (walk) around the 5 Here’s the book. You wanted to borrow it.
something that started at some point in the past and I haven’t finished my work yet.
place. I really enjoy 6 (speak) Spanish! Here’s . continues to the present. Have you spoken to Ash yet?
We’re planning 7 (spend) three or four I’ve been tired all day. Note that not yet is a common and useful response to a
days here and then go back to Lima. I’m sure that when we She’s worked here for ten years. present perfect question.
get to Lima, we’ll feel like 8
(do) nothing A: Have you been shopping? B: No, not yet.
for a few days. OK, I need 9 (book) the Remember!
• Use just with the present perfect to say something has
train tickets to Machu Picchu now.

c
Don’t use the present perfect with a specific finished
happened very recently. Just usually goes before the
Speak to you later, past time.
main verb.
Natasha They bought a new house last month.
I’ve just emailed my mother.
NOT They’ve bought a new house last month.

hi
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Grammar reference UNIT 10 • Use a/an with singular nouns to talk about something
eo

when it is one of many.

• Use already with the present perfect to say something has 9C must, have to, should 10B Past perfect Is there a bank near here?
happened before the time of speaking (often sooner than • Use must + infinitive and have to + infinitive to talk about • We often use a/an when we talk about something for the
expected). Use already in positive statements and questions. • Use the past perfect to make it clear that one past action
rules and things that are necessary. Have to and must are first time.
Already usually goes before the main verb or at the end of happened before something else in the past.
similar in meaning. Use them in positive statements. I saw an amazing film last night with my friend. The film
the sentence. We set off after we’d had breakfast.
We must / have to leave now or we’ll miss the bus. had lots of good actors in it.
I’ve already had lunch. / I’ve had lunch already. • Use the past simple to talk about the main past action, and
lG

You must / have to wear a seatbelt when you drive.

Have they already left? the past perfect to say what happened before that. You
• Mustn’t and don’t have to have different meanings. Use Remember!
can often use time expressions (by the time, when, after,
2 Put the words in brackets into the correct position in mustn’t + infinitive to talk about things we are not allowed as soon as, until, etc.) to link the two parts of the sentence
Use a before a consonant sound and an before a vowel
the conversations. to do, or to say it is important not to do something. sound.
and make the time clear.
You mustn’t do that – it’s dangerous. a university, an umbrella
1 A: I’ve made some food. Do you want any? (just)
We mustn’t be late. Past a house, an hour
B: No, thanks. I’ve eaten. (already) Now
2 A: Have you had your interview? (already) • Use don’t have to + infinitive to say something is not
necessary.
na

B: No, I haven’t had it. It’s tomorrow. (yet) the

I don’t have to work tomorrow – it’s the weekend. • Use the (definite article) to talk about something specific.
3 A: Have you finished the report? (yet)
B: Yes. In fact, I’ve sent it to you. (just)
• You can use should/shouldn’t + infinitive to say what is the Vera left I arrived This is when there is only one of something, you are talking
correct thing to do. You can use should or shouldn’t to give about something for the second time, or it is obvious what
or ask for advice. Vera had left when I arrived. you are talking about.
You look tired. You should go to bed. • The past perfect can be in the first or the second part of Where’s the TV remote control?
You shouldn’t eat so much fast food. the sentence. I saw an amazing film last night with my friend. The film
io

UNIT 9 What should I do? When I arrived, Vera had left. had lots of good actors in it.
• Form have to and don’t have to like normal verbs. • You can use the past perfect with already and just. • Use the with these things.
9B Second conditionals I have to go. I didn’t go to see the film because I’d already seen it.
• Use the second conditional to talk about imagined, She has to go. The meeting had just started when I got to the office. ‘plural’ countries the US, the UK
at

hypothetical or unlikely situations in the present or future. What do I have to do? • Form the past perfect with had + past participle. Some past some geographical the equator, the Far East,
If I didn’t have so much work, I’d go out tonight. We don’t have to do an exam. participles are the same as the past simple form, but some features and regions the Arctic
If you went to bed earlier, you wouldn’t be so tired all My sister doesn’t have to wear a uniform at school. are irregular. Use the irregular verbs list to help you (see mountain ranges, rivers, the Pacific, the Danube,
the time. • To form questions with must or should, put the modal verb page 178). You can often use the contracted forms ’d and canals, seas, oceans, the Andes, the Sahara
• Form the second conditional with if + past tense + would. before the subject. hadn’t, especially in speaking. deserts
N

You can contract would to ‘d, especially in speaking. The What time must we arrive? I’d forgotten my keys.
the names of cinemas, I went to the British
clauses can go in either order. When the if clause is first, use Where should we go? They hadn’t seen the film. theatres, hotels and Museum.
a comma. Had you been there before?
If it wasn’t cold, I’d go for a walk. 2 Choose the correct options to complete the museums

I’d go for a walk if it wasn’t cold.

conversations. 1 Complete the sentences with the past simple or past
1 A: You 1mustn’t / don’t have to go to the meeting, but perfect form of the verbs. no article
• You can say If I/he/she/it was … or If I/he/she/it were … .
you can if you want to. 1 We (have) lots to talk about because
©

• Use no article with plural or uncountable nouns to talk

If I was/were very rich, I’d stop working.
B: OK, I won’t go. I 2should / don’t have to finish my we (not see) each other for ages. about things in general.
• You can use If I were you, I’d … to give advice.
report instead. 2 I (not join) them for lunch because I Children love playing games.
You look tired. If I were you, I’d go to bed. (already eat).
3 A: What time 3do we have / must we to be at the gym? • Use no article with these things.
B: The class starts at 6.30 and we 4don’t have to / 3 The bus (just leave) when I
Remember! (get) to the station. meals Breakfast is at 7.30.
shouldn’t be late.
Do not use would in the if clause.
4 A: You 5mustn’t / don’t have to use your phone when 4 Rachel (already leave) by the subjects Maths is my favourite subject.
you’re driving. time we (get) to the party, so we
sports I play basketball.
(not see) her.
1 Rewrite the sentences using the second conditional. B: I know. It’s against the law.
continents, countries, There are lots of countries in
1 I don’t live near a train station, so I need to drive a lot. 5 A: Is there a sauna at the gym?
10C Articles states, cities, towns Europe.
If I lived near a train station, I wouldn’t need to drive a lot. B: Yes. But you 6should / shouldn’t book it in advance. It’s and villages She’s from Turkey.
2 I don’t have a coat, so I feel cold. always popular. a/an mountains and lakes I flew over Kilimanjaro.
3 It’s raining, so I won’t go for a walk. • Use a or an (indefinite article) to talk about what How big is Lake Macquarie?
4 She wants to go out tonight, but she needs to work. something or someone is.
streets, parks, squares, I live in West Street.
5 I’m not you, but I think you should look for a new job. She’s a teacher.
stations, airports We flew to Narita airport.
That’s an interesting story.

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 Grammar reference 2 Complete the sentences with the correct form of can, 1 Complete the sentences with the correct passive form
could or be able to and the verbs. There is sometimes of the verbs.
more than one possible answer.
Remember! 1 More than four million mobile phones
Remember! Humans 1 (use) and control fire for a very
You often need to change pronouns and time words. (sell) every day around the world.
Don’t use an article and a possessive adjective together. long time. As soon as humans 2 (use) fire
This is the your phone. ‘I’ll give you the money tomorrow.’ 2 The first glass (produce) around
safely, they 3 (cook) food and make tools.
She said she would give me the money the next day. 4,000 years ago.
Today, thanks to fire, we 4 (send) people
into space and it is possible that one day in the future, 3 What new discoveries (will / make)
2 Complete the conversations with a, an, the or no • It is possible to report what a person says without using said and again because of fire, we 5 (live) on in the future?
article (–). or told. It’s also possible to summarize the information, rather another planet. 4 Robots (use) by humans since the
1 A: Have you seen my 1 glasses? than report all the words. 1950s.
B: Yes, they’re in 2 kitchen. You left ‘I’ll probably be about 20 minutes late.’ ➔ Jim has just called 5 The planet Venus (can / see) in the
them there when you had 3 lunch. to say he might be late. night sky very easily.
2 A: Did you see 4 Italy v Germany 1 Rewrite the direct speech using reported speech. UNIT 12
game last night?
1 ‘I’ve always wanted to be a doctor.’
12C Modals of prediction and possibility
B: No, I didn’t. What was 5
score?
She said . 12B Passives • Use will or won’t + infinitive to make a prediction about
A: It was 2–0 to 6 Italy. It was • Use active sentences to focus on the person or thing that the future. Use will or won’t when you are sure about
2 ‘There’s a nice café in the park.’
7
excellent game. does the action (the agent). something.
He said .
3 A: What do you do? Johannes Gutenberg invented the printing press in In the future, most people will work from home. There
3 ‘We’ll contact you in a few days.’ won’t be any offices.
B: I’m 8 student. I’m studying the 1400s.
9
music. They told . • Use will probably to talk about likely things or probably
(This sentence focuses on Johannes Gutenberg.)
A: Cool! Do you play 10 instrument? 4 ‘I’m planning to run a marathon next month.’ won’t for unlikely ones.
• Use the passive when you do not want to focus on who
B: Yes, I play in 11 band, actually. She told . The price of food will probably go up.
does the action. This is usually because who does the
We’ve got 12 concert tonight at 5 ‘I forgot to do my homework yesterday.’ action is not important, not obvious or not known. We probably won’t have robot teachers in the future.
13
Curzon Theatre, if you want to He said . The printing press was invented in the 1400s. • Use may, might or could + infinitive to talk about things
come. 14 concert starts at 8 o’clock. (This sentence focuses on the printing press.) that are possible in the future, but not very likely. Use this
11C Can, could and be able to The object of the active sentence (e.g. the printing press)
language when you are not sure about something.

ng
It may/might/could rain later, but I’m not sure.
• Use can, could and be able to to talk about ability (things becomes the subject of the passive sentence.
that you know how to do), possibility (things that are • Use may not or might not to talk about things that
• Form the passive with a form of be + past participle. You
possible) and permission (things you are allowed to do). probably will not happen in the future. Do not use could
can also add modals (will, can, etc.) before be + past
UNIT 11 participle.
not in this way.
• Use can/can’t + infinitive to refer to the present or the future.
English may/might not be the most important language
Sara can speak three languages.
11B Reported speech Subject be Past participle in the future.
We can’t park here.
NOT English could not be the most important language in

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• You can use say and tell to report what someone says. Use These are(n’t) made in Japan.
Can you help me later? the future.
an indirect object (me, you, the teacher, etc.) after tell. You
• Use could/couldn’t + infinitive as the past form of can. The first were(n’t) sent in the 1970s.
can also use that when you are reporting. Note that may is generally more common than might in
I could swim when I was three. emails
He said (that) he was a doctor. formal situations, like writing.
I couldn’t stay outside for long – it was too cold. My laptop is(n’t) being repaired.
He told me (that) he was a doctor. 2 Complete the sentences with a modal. Use the

ar
• Use be able to + infinitive as an alternative to can or could.
• When you report with said and told, you usually have to My car was(n’t) being serviced this morning. information in brackets to help you. There is
Some people are able to stay awake for days.
change the verbs. sometimes more than one possible answer.
I wasn’t able to speak English until I was fifteen years old. Our lives have(n’t) been transformed by
1 In the future, most humans live to
Direct speech Reported speech • Be able to is not a modal verb. We form the negative with technology.
be 100 years old. (I’m sure.)
not or ’nt and we form questions by putting be before the We will / won’t be served by robots in
present simple ‘I work in She said she 2 Some of us live to be over 130 years

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subject. shops.
past simple Ancona.’ worked in Ancona. old. (It is possible.)
I’m not able to come with you.
The film can(‘t) be downloaded for free. 3 Humans go to Mars this century. (It
present continuous ‘It’s snowing.’ He said it was Were you able to fix the problem?
past continuous snowing. is possible.)
• You can also use be able to in other forms, for example with • Form questions by putting the subject after the first
past simple past ‘I missed the He told us he’d auxiliary verb. 4 There be hotels on the moon in the
will and the present perfect.
perfect bus.’ missed the bus. Where are most computers made? next century. (It is likely.)
Will you be able to come with us tomorrow?
Has the room been cleaned? 5 Because of technology, people not
present perfect ‘We’ve just had He said they’d just I’ve been able to ski since I was six.
need to learn languages in the future. (It is possible.)
past perfect lunch.’ had lunch. • Use was/were able to, not could, to talk about a situation in • Use the passive with by + noun to say who or what does
6 There be cities under water. (It is

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the past when the meaning is ‘managed to’. the action (the agent).
will would ‘He’ll call you She said he’d call unlikely.)
later.’ me later. We got lost, but we were able to find our way home. The printing press was invented by Johannes Gutenberg.
(= we managed to find our way home.) The new species was discovered by Australian scientists.

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Irregular verbs Irregular verbs

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INFINITIVE PAST SIMPLE PAST PARTICIPLE INFINITIVE PAST SIMPLE PAST PARTICIPLE INFINITIVE PAST SIMPLE PAST PARTICIPLE INFINITIVE PAST SIMPLE PAST PARTICIPLE

be was / were been hear heard heard sing sang sung teach taught taught

become became become hide hid hidden sit sat sat tell told told
lG

begin began begun hit hit hit sleep slept slept think thought thought

break broke broken hold held held smelled / smelled / throw threw thrown
smell
smelt smelt
bring brought brought hurt hurt hurt understand understood understood
speak spoke spoken
build built built keep kept kept wake woke woken
na

spelled / spelled /
spell
burned / burned / spelt spelt
burn know knew known wear wore worn
burnt burnt
spend spent spent
buy bought bought leave left left win won won
stand stood stood
learned / learned / write wrote written
choose chose chosen learn
learnt learnt
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swim swam swum

come came come lend lent lent
take took taken
cost cost cost let let let
at

cut cut cut lose lost lost

do did done make made made

drink drank drunk

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mean meant meant

eat ate eaten meet met met

fall fell fallen pay paid paid

feel felt felt

©

put put put

find found found read read /red/ read /red/

fly flew flown ride rode ridden

forget forgot forgotten run ran run

forgive forgave forgiven say said said

get got got see saw seen

give gave given sell sold sold

go went gone send sent sent

grow grew grown set set set

have had had show showed shown

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 Extra speaking tasks Extra speaking tasks
PAGE 72, 6A, EXERCISE 8 PAGE 84, 7A, EXERCISE 8, STUDENT A PAGE 111, 9B, EXERCISE 8, STUDENT A
Work in pairs. Read the information and do the task. What do you think gave someone the ideas for these First situation
Imagine you live in a place where you have to travel by bus products? Tell Student B your ideas. Were you correct? Student B is staying at their best friend’s house. Their friend
for 15km every day. You live in the countryside and work in goes to work and accidentally locks them in the house. Find out
the centre of a busy city by the sea. Your office is 1km from what they would do. Think about these different situations and
the beach, near a big park. You want to try a different way to add your own ideas. Ask them:
travel. Compare the types of transport below. Think about the What would you do if:
cost, the journey time, what you need to carry, where to keep 1 you had an important appointment?
it and what clothes you might need. Which type of transport
2 your friend works nearby / far away?
would you choose and why?
3 there was no food in the house?
Example: A helicopter will be the quickest, but the most
expensive. The jet-ski would be fun but I still need to walk 1 km 4 you didn’t have a mobile phone?
to the office. Second situation
a plastic bottle plastic made from fish waste Your friend offers you a job on a small island. There are no
1 a bicycle 5 a camel
other people on the island. Answer Student B’s questions. Use
Student B will tell you what they think inspired someone second conditionals to respond.
to invent a home security system and a pencil rubber. That sounds awful. I wouldn’t take the job. I hate being alone.
Listen to their ideas and then tell them if they were
correct.
PAGE 147, 12B, EXERCISE 6, STUDENT A
Answer student B’s questions using this information and
your own knowledge. Answer in full sentences that use
2 a jetski 6 a helicopter the passive voice. Don’t say the name of the inventions
until your partner has tried to guess them.

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Invention 1 (the car): 1886 / Germany
Invention 2 (the television): 1920s / the UK

PAGE 120, 10A, EXERCISE 8

home security system Work with another student. Make a story using some or

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3 a hot air balloon 7 your own idea all of these pictures. Take turns to say what happens. Use
In 1966, Marie Van Brittan Brown invented a home security
time expressions and decide on a moral at the end.
system using cameras, a TV, a telephone and peepholes (little

?
A: One day it was raining. The weather was terrible. It was cold
glass holes in the door to look through). She didn’t feel safe at
and wet.
home and wanted to know who was at her door.

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B: Then my alarm went off. I didn’t want to get out of bed.

4 a skateboard

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a pencil rubber

People used to erase pencil marks with bread. Then in 1770,

Edward Nairne accidentally picked up some rubber, a material

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that comes from a tree, and noticed that it was better
than bread.

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Extra speaking tasks

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PAGE 84, 7A, EXERCISE 8, STUDENT B PAGE 111, 9B, EXERCISE 8, STUDENT B
Student A will tell you what they think inspired someone First situation
to invent a plastic bottle and plastic made from fish You stayed at your best friend’s house. Imagine your friend
waste. Listen to their ideas and then tell them if they went to work and accidentally locked you in. Answer Student
were correct. A’s questions. Use second conditionals to respond.
lG

If I didn’t have anything important to do, I’d turn on the TV,

make some breakfast and wait for my friend to come home.
Second situation
Student A has been offered a job on a small island. There are
no other people on the island. Find out what they would do.
Think about these different situations and add your own ideas.
Ask them:
na

What would you do if:

a plastic bottle 1 there was no internet or electricity on the island?
2 your accommodation was very uncomfortable?
Engineer Nathaniel Wyeth invented the plastic bottle in 1973.
He worked for a plastics company and wanted to make a 3 it was a beautiful island somewhere hot and sunny?
bottle that didn’t break, stayed the same shape and kept the 4 the money was really good?
drinks fizzy.
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PAGE 147, 12B, EXERCISE 6, STUDENT B

Answer student A’s questions using this information and
your own knowledge. Answer in full sentences that use
at

the passive voice. Don’t say the name of the inventions

until your partner has tried to guess them.
Invention 1 (paper): about 2000 years ago / China
Invention 2 (the telephone): 1876 / the US
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plastic made
from fish waste

Lucy Hughes is a product design student who invented a

compostable plastic made from fish skin. She wanted to solve
two problems – what to do with fish skins that don’t get eaten
and how to reduce the amount of plastic in the world.
©

What do you think gave someone the ideas for these

products? Tell Student A your ideas. Were you correct?

a pencil rubber

home security system

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217
Vocabulary and Grammar reference Answer key

VOCABULARY REFERENCE 4B GRAMMAR: FUTURE PLANS 1 1 I’m going to phone

2 I’m meeting 3 are you going to (are you going to go to is
UNIT 1 1 1 friendly 2 serious 3 confident 4 honest possible, but we often omit go after going to) 4 We’re going to
5 creative 6 reliable 7 patient 8 professional decide 5 we’re meeting (we’re going to meet is also possible)
UNIT 2 1 1 art 2 maths 3 chemistry 4 physics 5 PE 4C GRAMMAR: WILL AND WON’T FOR PROMISES, OFFERS
6 drama 7 geography 8 biology 9 IT 10 history AND SPONTANEOUS DECISIONS 2 1 I’ll get it. 2 I’ll take
UNIT 3 1 1 prepare 2 dish 3 vegan 4 allergy 5 serve you. 3 I’ll move it. 4 Will you help me? 5 I’ll go and buy
6 delicious some. 6 I won’t be late.

UNIT 4 1 1 d 2f 3a 4b 5c 6e 5B GRAMMAR: ZERO CONDITIONALS 1 1 flashes

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2 means 3 is 4 answers 5 send
UNIT 5 1 1 disgusting 2 brilliant 3 filthy 4 tiny
5 freezing 6 spectacular 7 enormous 8 awful 5B GRAMMAR: FIRST CONDITIONALS 2 1 don’t leave

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2 ‘ll miss 3 ‘ll get 4 miss 5 doesn’t pass 6 won’t be
UNIT 6 1 1 set off 2 queue 3 check in 4 security 5 gate
6 boarded 7 took off 8 landed 9 abroad 5C GRAMMAR: COMPARATIVES AND SUPERLATIVES 3 1 the

ar
best 2 easier 3 quicker than 4 the worst 5 The biggest
UNIT 7 1 1 care about 2 planet 3 environment 4 reduce 6 more expensive than 7 the cheapest 8 less crowded than
5 pollution 6 rubbish 7 reuse 8 recycle

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6B GRAMMAR: PRESENT PERFECT (+ EVER/NEVER) 1 1 Have
UNIT 8 1 1 hairdresser 2 journalist 3 politician 4 accountant you studied 2 I’ve never read 3 you’ve ever been 4 I’ve been
5 researcher 6 admin assistant 7 instructor 8 biologist to 5 I’ve had 6 I’ve ever visited

c
UNIT 9 1 1 prevent 2 take 3 have 4 feeling 5 stay 6 got 6C GRAMMAR: VERB PATTERNS: -ING AND TO + INFINITIVE

hi
UNIT 10 1 1 animation 2 scene 3 star 4 drama 5 science 2 1 to write 2 to go 3 to see 4 to get 5 walking / to walk
fiction 6 series 7 plot 8 mysteries 9 director 10 romantic 6 speaking 7 to spend 8 doing 9 to book
ap
comedies 7B GRAMMAR: DEFINING RELATIVE CLAUSES 1 1 I met
UNIT 11 1 1 delighted 2 shocked 3 disappointed someone yesterday who says he knows you. 2 Did you move
gr
4 anxious 5 scared 6 exhausted 7 amazed the magazine which/that was on the table? 3 That’s the person
who/that helped me. 4 There’s the restaurant where we ate last
UNIT 12 1 1 e 2a 3d 4b 5c week. 5 Here’s the book (which/that) you wanted to borrow.
eo

GRAMMAR REFERENCE 7C GRAMMAR: USED TO 2 1 I used to eat meat. 2 When I

1B GRAMMAR: ADVERBS OF FREQUENCY 1 1 My teacher was a child, I used to cycle to school every day. 3 I used to drink
lG

always gives us homework on Fridays. 2 I am never late for more coffee than I do now. 4 Did there use to be a café here?
work. 3 I don’t often meet my friends at the weekend. 4 We go 5 I didn’t use to recycle things.
to the theatre about once or twice a year. 5 We eat out a lot. 8B GRAMMAR: PRESENT PERFECT AND PAST SIMPLE 1
na

6 I go to a café several times a week. 1 Have you ever been 2 went 3 has worked 4 started
1C GRAMMAR: PRESENT SIMPLE AND PRESENT 5 have they been 6 got 7 Did you see 8 came 9 haven’t
seen 10 saw
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CONTINUOUS 2 1 ‘m listening 2 are you cooking 3 go;

watch 4 know; Do you want 5 ‘s playing; play 8C GRAMMAR: YET, JUST AND ALREADY 2 1 A: I’ve just made
at

2B GRAMMAR: PAST SIMPLE 1 1 went 2 had 3 stayed some food. Do you want any? B: No, thanks. I’ve already eaten
4 spent 5 learned (or learnt) 6 enjoyed 7 didn’t like / I’ve eaten already. 2 A: Have you already had your interview /
N

8 were 9 wasn’t 10 didn’t enjoy Have you had your interview already? B: No, I haven’t had it yet. It’s
tomorrow. 3 A: Have you finished the report yet? B: Yes. In fact,
2C GRAMMAR: MAKING QUESTIONS 2 1 Where are you I’ve just sent it to you.
©

from? 2 Why do you like that song? 3 Did you enjoy the
food? 4 What was your favourite subject at school? 5 Where did 9B GRAMMAR: SECOND CONDITIONALS 1 1 If I lived near
you go to university? 6 Where do you work now? 7 Does your a train station, I wouldn’t need to drive a lot. 2 If I had a coat,
sister speak English? 8 How old is your brother? I wouldn’t feel cold. / I wouldn’t feel cold if I had a coat. 3 If it
wasn’t raining, I’d go for a walk. / I’d go for a walk if it wasn’t
3B GRAMMAR: PAST SIMPLE AND PAST CONTINUOUS 1 raining. 4 If she didn’t need to work, she’d go out tonight. / She’d
1 fell; was watching 2 saw; were waiting 3 were walking; go out tonight if she didn’t need to work. 5 If I were you, I’d look
started 4 met; were working 5 was reading; walked; was for a new job. / I’d look for a new job if I were you.
3D GRAMMAR: INDEFINITE PRONOUNS 2 1 anything 9C GRAMMAR: MUST, HAVE TO, SHOULD 2 1 don’t have
2 Everything 3 Someone; nothing 4 anyone; no-one to 2 should 3 do we have 4 shouldn’t 5 mustn’t 6 should
5 somewhere

218
10B GRAMMAR: PAST PERFECT 1 1 had, hadn’t seen 2 didn’t 11C GRAMMAR: CAN, COULD AND BE ABLE TO 2 1 have been
join, had already eaten 3 had just left, got 4 had already left, able to use 2 could use/were able to use 3 could cook/were able
got, didn’t see to cook 4 can send/are able to send 5 will be able to live
10C GRAMMAR: ARTICLES 2 1 – 2 the 3 – 4 he 5 the 12B GRAMMAR: PASSIVES 1 1 are sold 2 was produced
6 – 7 an 8 a 9 –10 an 11 a 12 a 13 the 14 The 3 will be made 4 have been used 5 can be seen
11B GRAMMAR: REPORTED SPEECH 1 1 She said (that) she’d 12C GRAMMAR: MODALS OF PREDICTION AND
always wanted to be a doctor. 2 He said (that) there was a POSSIBILITY 2 1 will 2 may/might/could 3 may/might/
nice café in the park. 3 They told me (that) they’d contact me could 4 will 5 may/might 6 won’t
in a few days. 4 She told me (that) she was planning to run a
marathon next month. 5 He said (that) he had forgotten to do his
homework yesterday.

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ni
ar
Le
c
hi
ap
gr
eo
lG
na
io
at
N
©

219
Credits Student’s Book
Illustration: All illustrations are owned by © Cengage. Buglass; 73 (tl) Alexander Heinl/dpa picture alliance/Alamy Live News/
Cover © Jeremy Woodhouse Photography; 3 © John Grusd; 4 (tl1) © Alamy Stock Photo, (tr) © Pear Video, (bl) © Lucy Carter ABSki
Guido Taroni, (tl2) © Catherine Panebianco, (cl1) © Harry Hartano, Childcare, Tignes France, (br) Matej Divizna/Getty Images News/Getty
(cl2) Alex Broadway/[Link]/[Link], (bl1) Simply Laurie Images; 74 Henn Photography/Cavan Images; Courtesy of Salome
Photography/[Link], (bl2) Chubarova Iryna/Shutterstock. Buglass; 76 (br) © Mapping Specialists Ltd./Cengage, (cr) © Tim Dee;
com; 6 (tl1) © Benjamin Von Wong [Link], (tl2) Ruben 78 © Javier Joaquin/Beehive Illustration/Cengage; 79 tirc83/iStock
Salgado Escudero/National Geographic Image Collection, (cl1) Luis Del Unreleased/Getty Images; 81 (cr) Garudeya/[Link], (br)
Río Camacho/[Link], (cl2) Karsten Moran/The New York Angel Terry/Alamy Stock Photo; 82-83 (spread) © Benjamin Von Wong
Times/Redux Pictures, (bl1) © Giang Pham, (bl2) © John Grusd; 8 (tl) [Link]; 83 © Eleanor Burfitt; 85 (tl) Vitaly Korovin/
© Edin Whitehead, (tr) © Arianna Soldati, (cl1) © Fernando Caamano, [Link], (tc1) Jason Finn/Alamy Stock Photo, (tc2) Mahathir
KipperTie, (cl2) Courtesy of Alexis Chappuis, (cr1) Courtesy of Brian Mohd Yasin/[Link], (tr) Ruben Ramos/Alamy Stock Photo,

ng
Kastl, (cr2) Courtesy of Ellie de Castro, (bl) © Jacquie Ujetz, (br) (b) Salvator Barki/Moment/Getty Images; 86 Adem Altan/AFP/Getty
Courtesy of Federico Fanti; 9 (tl) Robbie Shone/National Geographic Images; 88 (c1) (c2) (cr1) (cr2) (b) (bc) © Josy Bloggs/NB Illustration
Image Collection, (tr) Paola Rodriguez-Troncoso/National Geographic Ltd./Cengage, (b) Azhar Khan/NurPhoto/Getty Images; 90 (cl1) (cl2)

ni
Image Collection, (cl1) © Eleanor Burfitt, (cl2) © Isai Madriz, (cr1) (cl3) (cl4) (bl) © Javier Joaquin/Beehive Illustration/Cengage; 91 Lynn
Courtesy of Salome Buglass, (cr2) Courtesy of Ruben Salgado Johnson/National Geographic Image Collection; 92 Rob Cousins/

ar
Escudero, (bl) Nora Shawki/National Geographic Image Collection, (br) Minden Pictures; 93 (cl1) avooda/[Link], (cl2) (cl4) (cl5)
© Tsiory Andrianavalona; 8-9 (spread) Robert Harding Picture Library/ (cl6) (bl2) Davooda/[Link], (cl3) Colorlife/[Link],
(bl1) Doctor Vector/[Link]; 94-95 (spread) Ruben Salgado

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National Geographic Image Collection; 10-11 (spread) © Guido
Taroni; 11 © Arianna Soldati; 13 (t) Peshkova/[Link], (b) Escudero/National Geographic Image Collection; 95 (cr1) © Jacquie
LightField Studios/[Link]; 14 (cl) (c) (bl1) (bl2) (bc) (br) © Ujetz, (cr2) Courtesy of Ruben Salgado Escudero; 97 (tl) Trinity Mirror/
Matt Lebarre/Blasco Creative Artists/Cengage; 16 (tl) © AGU, (cl) (bl) Mirrorpix/Alamy Stock Photo, (tc) Pictorial Press Ltd/Alamy Stock

c
© Arianna Soldati; 18 Visualspace/iStock/Getty Images Plus/Getty Photo, (tr) imamember/iStock Unreleased/Getty Images, (cl1) (cl2) (cr2)
(bl1) (bl3) (br2) (br3) (br5) Microvone/[Link], (c1) yayasya/

hi
Images; 21 PNC Collection/Alamy Stock Photo; 22-23 (spread) ©
Catherine Panebianco; 23 (cr1) Robbie Shone/National Geographic [Link], (c2) [Link]/[Link], (cr1)
StockSmartStart/[Link], (bl2) Tartilastock/[Link],
Image Collection, (cr2) Nora Shawki/National Geographic Image
ap
(bc1) Jemastock/[Link], (bc2) intararit/[Link],
Collection; 25 (tl) Steve Taylor ARPS/Alamy Stock Photo, (tc1) Jan
Zwoliński/Alamy Stock Photo, (tc2) Oleksiy Maksymenko/Robert (br1) Iconic Bestiary/[Link], (br4) Olga Kurbatova/
[Link]; 98 Ersoy emin/Alamy Stock Photo; 100 (bl) Geopix/
gr
Harding Library, (tr) Alter-ego/[Link]; 26 (bl) Colin
Underhill/Alamy Stock Photo, (br) Clive Tully/Alamy Stock Photo; 29 Alamy Stock Photo, (bc) recep-bg/E+/Getty Images, (br) Beata Zawrzel/
(cl1) Pensiri/[Link], (cl2) Pking4th/[Link], (cl3) NurPhoto/Getty Images; 101 (bl) Michael Nolan/Robert Harding
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Cube29/[Link], (cl4) Popicon/[Link], (c1) Digital Library, (bc) gorodenkoff/iStock/Getty Images Plus/Getty Images, (br)
Bazaar/[Link], (c2) JKI14/[Link], (cr1) (cr2) Titov AF archive/Alamy Stock Photo; 102 (tl) vgajic/E+/Getty Images, (bl)
Nikolai/[Link], (cr3) T. Lesia/[Link], (cr4) insta_photos/Alamy Stock Photo; 104 © Ruben Salgado Escudero;
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Joingate/[Link]; 30 Joe Klementovich/Robert Harding 106-107 (spread) Luis Del Río Camacho/[Link]; 107 Courtesy
Library; 33 Matthew Wakem/Alamy Stock Photo; 34-35 (spread) © of Federico Fanti; 109 Peter Jolly/[Link]; 110 (tl) Marko
Harry Hartano; 35 (cr1) © Tsiory Andrianavalona, (cr2) Courtesy of Klaric/EyeEm/Getty Images, (bl) Tetra Images/Getty Images; 112 (cl1)
l

GN Illustrator/[Link], (cl2) Monbibi/[Link], (c1)

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Brian Kastl; 37 (tr) Olha Afanasieva/Alamy Stock Photo, (cr)

Nadezhda_Nesterova/iStock/Getty Images Plus/Getty Images, (br) Chaim Devine/[Link], (c2) GzP_Design/[Link],
Brent Hofacker/Alamy Stock Photo; 38 (t) South_agency/E+/Getty (bl) Ratoca/[Link], (bc) Elchin Jafarli/[Link], (br)
Federico Fanti/National Geographic Image Collection; 114 surajet.l/
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Images, (tc) JosepPerianes/[Link]; 40 © Caroline Bennett;

43 10’000 Hours/DigitalVision/Getty Images; 44 (bl) © Tolotra Niaina [Link]; 116 (tl) Maskot/Getty Images, (tr) FG Trade/E+/
Getty Images, (cl) Kakimage2/Alamy Stock Photo, (cr) Wahavi/Alamy
at

Ramihangihajason, (cr) © Pierre Maffre; 46-47 (spread) Alex

Broadway/[Link]/[Link]; 47 (cr1) © Edin Whitehead, Stock Photo, (br1) Veronica Fanciulli/EyeEm/Getty Images, (br2)
SrdjanPav/iStock/Getty Images Plus/Getty Images; 118-119 (spread)
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(cr2) © Fernando Caamano, KipperTie; 49 © Mac Siebert; 50 (bl) ©

Edin Whitehead, (br) Courtesy of Andrej Gajic; 52 (cl) (c1) (c2) (cr) Karsten Moran/The New York Times/Redux Pictures; 119 © Fernando
(bl1) (bl2) (bc1) (bc2) Macrovector/[Link], (br) Robuart/ Caamano, KipperTie; 121 (tr) (bl) © Cindy Revell/Deborah Wolfe Ltd/
Cengage; 122 RichLegg/E+/Getty Images; 124 (tl) gradyreese/E+/Getty
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[Link]; 54 loreanto/[Link]; 57 Pekic/E+/Getty

Images; 58-59 (spread) Simply Laurie Photography/[Link]; Images, (tc) Christian Bertrand/[Link], (tr) 10’000 Hours/
59 (cr1) Courtesy of Alexis Chappuis, (cr2) Courtesy of Ellie de Castro; DigitalVision/Getty Images, (cl1) Klaus Vedfelt/DigitalVision/Getty
61 Joanne Rathe/Boston Globe/Getty Images; 62 John W Banagan/ Images, (cl2) aerogondo2/[Link], (c1) Kevin Kozicki/Cultura
Stone/Getty Images; 65 (tr) © Rusty Compass, (cr) September15/ Creative RF/Alamy Stock Photo, (c2) FatCamera/E+/Getty Images, (cr1)
iStock/Getty Images Plus/Getty Images, (br) cheegin tan/E+/Getty naturaegeek/[Link], (cr2) Pan Guangxing/EyeEm/Getty
Images; 66 (cl) Nancy Hoyt Belcher/Alamy Stock Photo, (cr1) Images; 126 kaz_c/E+/Getty Images; 129 James D. Morgan/Getty
Bowonpat Sakaew/[Link], (cr2) Robert_s/Shutterstock. Images Entertainment/Getty Images; 130-131 (spread) © Giang Pham;
com, (bl1) ArtistMik/[Link], (bl2) Laura.h/[Link], 131 © Jacquie Ujetz; 133 (tl) avid_creative/E+/Getty Images, (bc)
(br) Kayocci/[Link]; 68 (t) Marco Haberberger/EyeEm/Getty ZUMA Press/Alamy Stock Photo; 134 © Ed Jackson; 136 (tl) (tc) (cl) (c)
Images, (c) FG Trade/iStock/Getty Images Plus/Getty Images; 70-71 (bl) (bc) © Matt Lebarre/Blasco Creative Artists/Cengage, (tc)
(spread) Chubarova Iryna/[Link]; 71 Courtesy of Salome Myimagine/[Link]; 138 (bc1) Skarida/[Link],

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(bc2) Mantav Jivva/[Link], (bc3) omibomotu/Shutterstock. Bank/Getty Images, (tr3) Khuruchon Chanthanyakorn/EyeEm/Getty
com; 139 Hispanolistic/E+/Getty Images; 140 Olaf Doering/Alamy Images, (tr4) (cr1) spanteldotru/E+/Getty Images, (tr5) Richard
Stock Photo; 142-143 (spread) (t) © John Grusd, 143 (cl) © Isai Newstead/The Image Bank/Getty Images, (cr2) Peter Dazeley/The
Madriz, (cr) Paola Rodriguez-Troncoso/National Geographic Image Image Bank/Getty Images, (cr3) Hemera Technologies/PhotoObjects.
Collection; 145 (tr) © Coleman Norris, (bc) © Julie Alice Chappell; 146 net/Getty Images, (cr4) jopstock/Moment/Getty Images, (cr5) Hazal
(tl1) Romain Gaillard/REA/Redux Pictures, (tl2) STR/AFP/Getty Images, Ak/[Link], (cr6) jskiba/E+/Getty Images; 182 (tl)
(tr1) © Handwrytten, (tr2) © CMIT ReART/Kasetsart University/ stocksnapper/Getty Images, (cl) danilsnegmb/iStock/Getty Images, (bl)
Chowarit Mitsantisuk; 148 David Litschel/Alamy Stock Photo; 149 © MarinaTex.
(br1) a Sk/[Link], (br2) (br4) Davooda/[Link],
(br3) Colorlife/[Link], (br5) Doctor Vector/Shutterstock.
com; 150 Alistair Berg/DigitalVision/Getty Images; 152 (cl) Betty Text: p52: Lydia Sweatt. July 14, 2016. 19 Quotes About Motivation.
LaRue/Alamy Stock Photo, (c) Andrii A/[Link], (bl) Coprid/ Retrieved from [Link]
[Link], (br) Sean Gladwell/Moment/Getty Images; 153 motivation/; p52: Stephen Hawking. (n.d.). However difficult life
Jeffrey Coolidge/Stone/Getty Images; 154 (tl) © Guido Taroni, (tr) © may seem, there is always something you can do, and succeed at.
Catherine Panebianco; 155 (tl) © Harry Hartano, (tr) Alex Broadway/ It matters that you don’t just give up. Retrieved from [Link]

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[Link]/[Link]; 156 (tl) Simply Laurie Photography/ [Link]/2017/07/25/stephen-hawking-quotes-inspire-you-
[Link], (tr) Chubarova Iryna/[Link]; 157 (tl) © think-bigger/stephen-hawking1-copy/; p52: Chris. (AUG 11, 2017).
Benjamin Von Wong [Link], (tr) Ruben Salgado No One Will Motivate You. Only You Can Motivate You. Retrieved

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Escudero/National Geographic Image Collection; 158 (tl) Luis Del Río from [Link]
Camacho/[Link], (tr) Karsten Moran/The New York Times/ can-motivate-you/; p34 Source: Donald McRae. (2019, April 03).

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Redux Pictures; 159 (tl) © Giang Pham, (tr) © John Grusd; 180 (tc) Ed Jackson: ‘I want to be the first quadriplegic to climb Everest’.
danilsnegmb/iStock/Getty Images, (tr) © MarinaTex, (cl1) philia/ Retrieved from [Link]
[Link], (cl2) Bahruz Rzayev/[Link], (c) ed-jackson-rugby-interview-everest; p134 Source: MILLIMETRES TO

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EdwardSamuelCornwall/iStock/Getty Images, (bc) jskiba/E+/Getty MOUNTAINS ED JACKSON. (n.d.). Retrieved from [Link]
Images; 181 (tl) EdwardSamuelCornwall/iStock/Getty Images, (tr1) news/2019/10/millimetres-to-mountains-ed-jackson/
Wittaya Bunjua/EyeEm/Getty Images, (tr2) Michael Duva/The Image

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Credits hi
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Teacher’s Book
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Illustrations: All illustrations are owned by © Cengage. (br) icona/Alamy Stock Photo; 248 Ed Hammond/Illustration Online;
3 © John Grusd; 4 (tc1) © Guido Taroni, (tc2) © Catherine 250 Claudia Totir/Moment/Getty Images; 254 Billy Hustace/Corbis
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Panebianco, (c1) © Harry Hartano, (c2) Alex Broadway/[Link]/ Documentary/Getty Images; 256, 259 Ed Hammond/Illustration
[Link], (bc1) Simply Laurie Photography/Shutterstock. Online; 263 Education Images/Universal Images Group/Getty Images;
com, (bc2) Chubarova Iryna/[Link]; 6 (tc1) © Benjamin 265 martin-dm/E+/Getty Images; 267 Christian Draghici/Alamy
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Von Wong [Link], (tc2) © Ruben Salgado Escudero, Stock Photo; 268 Ed Hammond/Illustration Online; 269 Maskot/
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The New York Times/Redux, (bc1) © Giang Pham, (bc2) © John Songmor/Moment/Getty Images; 272 Seth K. Hughes/Image Source/
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Getty Images; 275 KOLOstock/Photodisc/Getty Images; 276 Antonio

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Grusd; 8 © Jeremy Woodhouse Photography; 18 (tl) © Dan Barber/

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Images; 278 David C Tomlinson/The Image Bank/Getty Images; 279
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Byers/Cengage, (bl1) © Christien Lee/Cengage, (bl2) © Gary Pathare/

Cengage; 232 iconim/[Link]; 236 Andrew Paterson/ BadaL_studio/[Link]; 281 RaulAlmu/[Link];
282 AP Images/Kin Cheung; 283 Image Source/Getty Images; 284
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Alamy Stock Photo; 238, 241 Ed Hammond/Illustration Online; 243

howcolour/[Link]; 245 (tr) ZU_09/iStock/Getty Images, matsabe/[Link]; 308 Vika Prakhova/[Link]; 315
Ed Hammond/Illustration Online.
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Pronunciation chart
VOWELS DIPHTHONGS

iː ɪ ʊ uː ɪə eɪ
eat it put blue hear take

e ə ɜː ɔː ʊə ɔɪ əʊ
leg the her for tourist toy old

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æ ʌ ɑː ɒ eə aɪ aʊ

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hat but car from where why how

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CONSONANTS

p b t d tʃ dʒ k g

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hi
pay buy talk day cheap
ap jam cap get

f v θ ð s z ʃ ʒ
gr
for vet think that sell zero she vision
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m n ŋ h l r w j voiced
G

my near long hot like right way yellow unvoiced

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The International Phonetic Alphabet (IPA) chart above provides a reference for the pronunciation symbols used
in Voices. Note that the phonetic transcription of words in Voices, and in most British English dictionaries, is
based on Received Pronunciation (RP) – the accent traditionally regarded as the standard for British English.
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However, most people who speak (and teach) English, either as their first or second language, do not speak
with an RP accent. When teaching pronunciation in class, consider using the symbols as a guide, but allow
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students the flexibility to speak with their own accent, providing their pronunciation is intelligible.
Research suggests that the quality of consonant sounds is much more important for intelligibility than vowel
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sounds. As such, the majority of pronunciation practice in Voices Pre-intermediate focuses on differentiating
between consonant sounds, for example /t/ vs /d/, /p/ vs /b/ and /k/ vs /g/. Note that not all consonant sounds
©

cause problems of intelligibility. One example is the pair /ð/ and /θ/, as in brother and three. These are very
often said (both by first and second language English users) as /d/ and /t/ or /v/ and /f/ with little or no impact
on intelligibility.
There is a lot of variation in vowel sounds in Englishes around the world; however, these differences rarely
lead to miscommunication. For example, the diphthong /aʊ/ in house is often said as /uː/ in a Scottish accent,
while way in Australian English typically rhymes with eye. Research on intelligibility in international contexts
indicates that it is not so much the quality of the vowel or a diphthong that matters, but its length, such as
the difference between the sounds /ɪ/ and /iː/. One exception to this is /ɜː/, as in turn, where it is important to
maintain both its quality and length.

336
VOICES
PR E-INT ER MEDIAT E
T EAC H ER ’ S B OOK

Develop your voice in English.

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The Voices Teacher’s Book provides full instructional support for every

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lesson and includes suggestions for extra activities, optional steps for
exercises and comprehensive explanations of the target vocabulary,

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grammar, pronunciation and communication skills.

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The Voices Teacher’s Book features:
 Complete Student’s Book pages with wraparound teaching notes.

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 Answer keys for Student’s Book and Workbook.

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 Video and audio scripts for Student’s Book.
 Photocopiable worksheets for every unit including communication,
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grammar, vocabulary, pronunciation and mediation activities.
 A bank of practical teaching tips that focus on ‘in the classroom’
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techniques.
 Accompanying teacher companion site with additional planning
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and teaching resources and Virtual Voices Online Teaching Toolkit –

designed to support teachers delivering blended and online classes.
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[Link]/voices
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CEFR correlation

A1 A2 B1 B2 C1
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©

BRITISH ENGLISH

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