English For The 21 Century: Level 3 Teacher's Book

ENGLISH FOR THE 21st CENTURY
Level 3
Teacher’s Book
logy • Learn
h no in
g
ec
2 1 st
T
an
d
d I
, Media an
CENT
nnovation •
SKIL URY
LS
ion
at
Li
m
fe
or an
d C nf
areer • I
Bill Mascull
GARNET
E D U C A T I O N
C21 ENGLISH FOR THE 21st CENTURY
Level 3 Teacher’s Book
Bill Mascull
GARNET
E D U C A T I O N
Published by
Garnet Publishing Ltd
8 Southern Court
South Street
Reading RG1 4QS, UK
Copyright © Garnet Publishing Ltd 2023
Bill Mascull has asserted his right under the

Copyright, Designs and Patents Act, 1988, to be identified
as the author of this work.
All rights reserved.
No part of this publication may be reproduced, stored in a

retrieval system, or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording or otherwise,
without the prior permission of the Publisher. Any person who
does any unauthorized act in relation to this publication may
be liable to criminal prosecution and civil claims for damages.
ISBN: 978-1-78260-901-8
British Library Cataloguing-in-Publication Data

A catalogue record for this book is available
from the British Library.
Production
Project manager: Daniel Deacon, Rachel Finnie
Editorial team: Alice Beecham, Ella Brice-Jeffreys,
Sally Etherton, Michela Elliott,
Nina Elliott, Chris Little, Emily McIntyre
Design & layout: Mike Hinks, Alison Spiers Davis
Digital team: Matthew George, Figen Güngör,
Monique McClymont, Samuel Wiltshire
Photography: Getty Images, iStockphoto
Additional material: Sally Etherton
Printed and bound in Lebanon by International Press:

[email protected]
C21ENGLISH FOR THE 21st CENTURY
Contents
Introduction 4
Unit 1 Communication10
Unit 2 Arrangements18
Unit 3 Travel experiences24
Unit 4 Faraway places30
Unit 5 Changing times36
Unit 6 Healthy lifestyle42
Unit 7 Health & safety48
Unit 8 Future plans54
Unit 9 Preparing for work58
Unit 10 Teamwork65
Writing skills 71
C21 skills 79
Progress test answers 87
English for the 21st Century • Contents 3

3
Introduction
Introduction
The course Course components
C21 English for the 21st Century is a course that combines a Each level of the course comprises:
general English syllabus with a focus on C21 skills. C21 skills • a course book in interactive digital format
are a combination of academic skills, study skills and • a workbook in interactive digital format with recoverable
21st century skills such as critical thinking, creative thinking answers
and collaboration. The aim of the course is to encourage • a teacher’s book in digital format
learners to develop their overall communicative ability and • a website at www.garneteducation.com/aou/student-
become independent, autonomous learners. resources with resources including audio and slideshows.
Learners are asked to take a more active role in the learning
process. They are given help and guidance in achieving this Unit structure
aim, both through specific notes and activities, and as an
approach running through the course. For many activities, Each course book contains ten units for Levels 1–3, and
giving simple yes/no answers is discouraged and learners six units for Levels 4 and 5. Each unit has three sections, A
are often asked to explain or support their answers. They to C, covering a combination of vocabulary, grammar and
are also asked to bring their own experiences and ideas into the four skills – listening, speaking, reading and writing. It
the classroom. also integrates the 21st century skills (more on these below)
Learners are introduced to a wide range of skills that will be throughout the unit. There is one general topic per unit,
useful to them in both their future studies and when they which is divided into sub-topics in each section.
enter the world of work. Learners are encouraged to think
about ways in which they can think and act more effectively. Sections
They also focus on how to be more creative and are often
required to produce creative solutions to problems similar A unit section is usually two or three pages. A unit section
to those that they are likely to face themselves in the future. focuses on one particular area, e.g., vocabulary, grammar, skills
Research plays an important part in this process; learners will or a combination of skills such as listening and speaking. The
be required to do work between classes and not treat the unit as a whole builds a complete stage of development by
course as simply something they do in the classroom. providing a balance of these areas. For easy reference, the
main skills in each section are indicated by the following icons:
At the same time, learners are introduced to the various
aspects of collaboration – how to work effectively with other
people, respecting their opinions and cultures, whether they Vocabulary Grammar Reading
be similar or different to their own. Communicating in groups
and teams is challenging and learners are given opportunities Writing Listening Speaking
throughout the course to develop awareness of themselves
and the people they work and study with, and to adapt and
develop strategies that allow them to work creatively and Activities and flow of the material
productively whilst avoiding misunderstanding and conflict. Activities are designed to be engaging and effective. The
activities that require the students to think and prepare are
carefully balanced with activities that require them to use
their English actively and interact with each other. With the
aim of developing core C21 skills of communication,
collaboration and critical thinking, each section features
activities that encourage students to personalize the target
skills, share their experiences and opinions and/or think
critically about the themes in the units. These activities are
indicated by a light bulb icon:
4 English for the 21st Century • Introduction

Introduction
Navigation The target section is divided into:

• Vocabulary
Page headings are clear and easy to understand, making • Grammar
navigation through each unit easy. Here is an example: • Language skills.
These are explained next.
Section title
Vocabulary
Vocabulary development is a key element of each unit. The
focus is usually on a group of related words – for example,
Main learning point
places in a town – and there may also be work on word-
building using prefixes or suffixes, and noun phrases. The
students are also encouraged to use their critical thinking
skills to evaluate the vocabulary items introduced, for example,
Icons to show the main evaluating the advantages and disadvantages of using different
skills you work on forms of communication such as email, texts and letters.
When new words or phrases are introduced, you can use
the photos and illustrations to help students understand the
meaning and contexts in which they are used.
There are also headers and footers signposting the unit
and section. The activities in this section encourage the students to
actively use the vocabulary that is introduced. Get the
students to use the vocabulary as much as possible so
Opening pages that they can develop an understanding of how the words
The opening spread of each unit starts with a photo or can be used in various situations. Listening activities give
photos related to the topic. It also contains an overview of the students clear models of the most typical use of the
the learning objectives for the unit. vocabulary in everyday situations.
The amount of new vocabulary being introduced is limited
Provides an overview of the language content of the unit. so that the students have a chance to fully understand the
This is an opportunity for the students and teachers to look meaning and to remember the words. If some students are
ahead to what is coming up or to review a unit later. quicker than others, you can encourage them to explore
other words related to the topic using a dictionary or
online research.
Highlights the skills developed in the unit.
Grammar
In each unit, the students look at and practise one or more
grammar or functional language point, learning to put them
into practice in specific contexts. Over the ten units of the
book, the grammar points treated in each unit build into a
grammar sequence appropriate for the level.
The grammar and functional language is introduced in a
typical context, either through a reading or listening text.
The texts contain examples of the language at a level
that is accessible to the students. The texts are based
on contemporary topics or issues that provide an initial
discussion platform. Students also have the chance to
Quizlet QR codes link students with extra personalize the topic and talk about their own experiences
exercises on key unit vocabulary. and ideas.
Focus boxes provide notes on the form and use of the
Focuses the students’ attention on the topic of the language. They are followed by practice activities that support
unit. Gives the teacher the chance to see what the the students in using the language for themselves. Finally,
students know about the topic, the vocabulary they the students have an opportunity to use the language more
know or don’t know, and to engage their interest. freely in speaking activities in pairs or small groups.
English for the 21st Century • Introduction 5

Introduction
Skills: Listening students learn about contemporary events and issues related
to a wide range of areas including technology and the digital
Students listen to audio material and practise their listening world, health and lifestyles, the world of work, and various
comprehension in a sequence of exercises. There is a full aspects of culture.
transcript at the back of the course book. Typically, the Reading skills are developed in stages and students are
listening activities develop the students’ ability to listen in introduced to the various ways in which we read, depending
different ways. on our purpose. Skimming is a key skill that allows us, in a
Listening is one of the main ways that students gain insight similar way to listening for gist, to get the general meaning
into the various features of conversational English. This is of the text. Scanning focuses the students’ attention on only
an important stage in their development, as it provides a the information they need, which means that they read more
model for them to follow and adapt when they communicate efficiently and do not waste their effort on unnecessary detail.
themselves. The listening material in the course is carefully Reading for detail helps the students to read a text closely and
adapted to suit each level and gives examples of typical understand the text at a micro level – an important skill for
interactions between native speakers. reading academic texts, for example.
Listening skills are also developed throughout the course.
Listening for gist is an important skill because it allows Skills: Writing
students to get the general idea of what is being said, rather
than focusing on detail. Focusing on detail can mean that Students learn how to write connected text in a variety of
students cannot keep up with the pace of what is being said. genres. Note-taking is a core skill that can be applied to
Similarly, listening for specific information allows the students academic study and also to the world of work. Students are
to filter out unimportant information and focus solely on also given guidelines as to how to compose a clear, concise
information they need. email message, both in professional and everyday contexts.
Text messages, personal profiles and application letters are
Listening activities also provide opportunities for students
some of the many areas of writing that are also covered in
to hear the grammar and vocabulary they have learnt in
the course.
previous sections being used in different contexts. This helps
to broaden and consolidate their understanding and also Students need to be able to write in a way that is both
aids memorization. coherent and clear. The course introduces the ways in which
we organize ideas and uses appropriate language to make this
organization clear to the reader.
Skills: Speaking Marking students’ writing is an important part of the process
The course provides practice in different modes of speaking. and students value feedback from the teacher – both praise
One important area is using functional language to do and constructive criticism. Comments on the students’ work
something specific with the language – for example, make a should guide them as to how to improve their work, both in
request, give an opinion, offer help or exchange information. their use of language and in the way they construct a text.
Students are given spoken examples of the necessary phrases
to perform these functions in typical everyday conversations,
which they then use as models for pairwork practice.
Pronunciation
Students are also encouraged to discuss topics and bring their Pronunciation is highlighted throughout the course, in places
own experiences and ideas into the classroom. Student input where the students need to be able to produce the correct
is a valuable part of each lesson and the more they share pronunciation of individual sounds, individual words including
their knowledge and thoughts with each other, the richer the word stress, phrases and complete sentences, including
lessons will be. basic intonation patterns. Students should be encouraged
to use the correct pronunciation in the subsequent speaking
Collaboration is an important part of the student’s skill set,
activities to reinforce their ability to say individual and
and working together to make decisions, solve problems and
connected sounds accurately and fluently. Spoken models of
achieve goals is one of the most important aspects of the
these features are provided in the audio material.
course. This is achieved through speaking activities in small
groups, class discussions, poster presentations and a variety of
other activities. C21 skills
Each unit introduces two or three C21 skills, so 30 skills areas
Skills: Reading are covered per level. Together they encourage students to
think actively and critically about what they read and listen
Reading activities are based around texts that have been
to, and provide insights into the skills they need to master
written specifically for the level and relate to the topic of the
in order to function effectively in a contemporary and
unit. Reading is an integral part of the process of learning
international environment.
new vocabulary and grammar. It is also the means by which

Introduction
The C21 skills have been selected on the basis of their How to work with the slideshows
relevance to language learning (e.g., communication, study
skills) and their importance in preparing students for life
You study photos from each slideshow to
and study in the 21st century (e.g., critical thinking, creativity,
life skills and collaboration).
predict what the slideshow is about, and the
key words you’ll hear.
C21 skills area and sub-skill
You watch each
C21 slideshow and
share ideas about
STUDY SKILLS: what you hear.
Key words
See page 48 ➝
You discuss
questions raised
Reference to practice activities in the in the slideshow
C21 pages at the end of the unit in pairs or small
groups and share
your ideas with
the class.
As an additional activity for Levels 4 and 5, encourage students

to create and share their own slideshows and commentaries,
using appropriate software such as PowerPoint.
Practice activities from the C21 skills She’s a social scientist.
pages for the unit II
Slideshows Teachers and students can pause and play back

the commentary at any point. Subtitles can also be
Section C of Units 2, 4, 6, 8 and 10 features a slideshow and
switched on and off to help students with parts of the
audio commentary relating to the theme explored in the
slideshow they find tricky to understand.
previous two units. The slideshows can be accessed from .
the interactive course book or the resources section of the
website: www.garneteducation.com/aou/student-resources. • T ranscripts can be found at the end of the course book.
They provide extensive listening practice and a set of related These should be used sparingly with students with
discussion and writing activities. lower levels of English as they can reinforce the idea that
students need to catch every word.
The listening activities are designed to build skills for
• Visual organizers are available on the C21 website
understanding the main ideas rather than every small detail.
www.garneteducation.com/aou/student-resources
A strong emphasis on listening in pairs encourages students
as support for the note-taking phase of the listening
to share what they understand, rather than panic about what
activities and for the follow-up writing tasks.
they have missed.

Introduction
Writing skills Support material

Each unit introduces a Writing skills double-spread page
to encourage the students to improve their writing skills Focus boxes
through various guided activities. These help the students to Notes in Focus boxes provide essential information to help
learn how to produce connected texts in a variety of genres, students with activities in class or for reviewing units later.
following step-by-step guidelines. Students are encouraged They are colour-coded to highlight their purpose.
to apply these guidelines on how to compose emails, text
messages, postcards, personal profiles, application letters Grammar
for professional contexts, descriptions, short texts and FOCUS
paragraphs, etc.
Grammar Focus (Green)
Students need to be able to write in a way that is both
Provides notes on the form and
coherent and clear. The course introduces the ways in which
meaning of the grammar points.
we organize ideas and use the appropriate language to make
this organization clear to the reader.
FOCUS
Expression
Expression Focus (Pink)

Contains functional language, useful
expressions and tips to improve
students’ written and spoken
communication.
Pronunciation
FOCUS
Pronunciation Focus (Yellow)

Provides models of pronunciation
to support speaking tasks and help
students to recognize features of
Assessing progress spoken English, such as connected
speech or short forms that can impede
After every unit, there are activities to assess students’ understanding.
progress and encourage them to become responsible for
their own progress and become independent learners; one of Writing
the underpinning C21 skills. FOCUS
Writing Focus (Blue)

Planning ahead activities
Provides information about English
Units 1, 3, 5, 6, 9 & 10 writing conventions and structures to
These self-evaluation activities encourage students to think help students improve their mechanics
about their learning, identifying areas of strength and areas for in written texts and assignments.
improvement. Encourage students to answer the questions
honestly and revisit at regular intervals so they can see the
progress they are making and update their learning priorities LANGUAGE REFERENCE
and study plans.
Every unit will provide a link within a ‘Language
reference’ box, which will enable the students
Progress tests after every two units
to learn more about the relevant grammar
Units 2, 4, 6, 8 & 10 topics from each unit.
The tests cover the main areas the class has studied in the
previous two units. They can be done in class or as homework
after the units have been completed. The results should give Activities
teachers and students a good idea of progress and indicate
For some more extensive speaking or writing activities in
areas where they may need to do further study.
the units, additional material can be found in the Activities

Introduction
section at the back of the course book. These take the form 5 G et the whole class to read the dialogue in simultaneous
of prompts such as charts or illustrations or full case studies pairs, with each pair reading at their own speed, of
and role-plays for pairwork and sometimes for small groups. course. The teacher should listen to different pairs, in
For pairwork activities, where students exchange information, larger classes walking around the room, noting mentally
separate pages are provided for Student A and Student B so or on paper any points that are causing difficulty or need
that they cannot see each other’s information. improvement, especially difficulties experienced by more
than one pair.
Transcripts 6 When most pairs have finished, call the class to order.
7 Go over points that have been causing difficulty or need
All the listening material is available in written form in this
improvement and get one or two students to listen
section. You can suggest to the students that they read the
and repeat.
transcripts after the lesson as revision. You could also get the
8 Get one or two pairs to redo the activity for the whole
students to refer to the transcripts after a listening activity
class, ensuring that they incorporate any corrections/
to check on anything they could not understand. However,
improvements that you have mentioned.
students shouldn’t focus too much on understanding
9 Pairwork can often be followed up with written activities.
everything, as this may slow down their progress.
Suggestions for these are given in the unit-specific notes.
Word list
Group work
The word list is a good resource for reviewing vocabulary.
Similarly, group work is a good way for students to do certain
The word list contains all the words that the students should
activity types, for example, discussion activities, in a way that
be aware of in a given unit. These words will also appear in
is not dominated by the teacher.
each relevant unit and in the colour of each level course book.
1 Explain the activity and make sure the whole class
This will help the students understand the context they are
understands it. Say what you expect at the end of the
used in. As suggested above, the students can use the word
activity. For example, after the activity, you might want
list in various ways to reinforce their understanding of the
a spokesperson for each group to summarize what the
words and phrases they have studied.
group has discussed and the conclusions it has come
to, being ready to summarize differing conclusions from
Learning methods within the group if necessary.
2 Divide the class into groups of three or four, and get
One of the main dangers in language learning is for the
students in each group to select a spokesperson, or, if they
teacher to talk too much, and become the main focus of
hesitate, appoint one yourself for each group. Try to avoid
class attention, instead of the students. C21 has been
students always working together in the same groups. Also
designed to maximize student-centred classroom interaction,
avoid groups always having the same spokesperson.
and the notes in this teacher’s book are written from this
3 Get the students to start their discussion.
perspective. These general notes, and the unit-specific notes
4 The teacher listens in to different groups, walking around
that follow them, present ways of putting students at the
the room, if necessary, noting mentally or on paper any
centre of learning.
points that are causing difficulty, especially difficulties
experienced by more than one group.
Pairwork 5 When most groups have finished, call the class to order.
Many activities in the course book lend themselves to 6 Go over points that have been causing difficulty and get
pairwork, not just the ones shown as pairwork in the one or two students to listen and repeat after you.
exercise instructions. Here is a procedure for introducing and 7 Get the spokesperson from each group to give a summary
exploiting pairwork in the reading of a dialogue. of the outcome of its discussions. If there is time and
1 Explain the task and make sure the whole class interest, you can then develop a whole-class discussion,
understands it. comparing the points of view of different groups.
2 Divide the class into pairs. Try to avoid students always 8 Group work can often be followed up with written
working together in the same pairs. activities. Suggestions for these are given in the unit-
3 With the whole class listening, the teacher reads the part specific notes below.
of Speaker A with one of the students taking the part of
Speaker B, perhaps only speaking the first few lines of the
dialogue, while the rest of the class listens.
Unit-specific teaching notes
4 Another student takes the part of A and the teacher takes In the next part of this book, you will find step-by-step notes
the part of B again, while the rest of the class listens. You on the teaching of each unit, along with answers to exercises
can omit steps 3 and 4 if you think the class can start to and suggestions for supplementary activities.
work in simultaneous pairs without a ‘model’.

1
Vocabulary
Communication
As this is the first unit of this level of the course, make sure
your explanations and instructions are very clear. The first few
• Types of communication lessons will help students to see and understand some of the
• Describing body language features of the course.
Grammar
• Using talk, say, tell and speak
• Past simple
• Past simple questions With the whole class, get students to look at and comment
on the photo in relation to the Talking point question. Bear
Language skills in mind that most young students will only know indirectly
a world of handwritten letters, snail mail (teach this phrase),
• Speaking: Discussing communication and queues at the post office to buy stamps, phone boxes,
body language telephone operators, telegrams, etc.
• Reading: Interpreting pictures
• Reading: Reading to match information
• Listening: Listening to understand body language
• Listening: Listening to match people and opinions
• Listening: Listening to complete sentences
• Listening & Speaking: Expressing opinions
and reacting
• Writing: Learning about the three parts of a
paragraph
C21 SKILLS
Communication
• Body language
• Choosing the best way
to communicate
• Discussions
10 English for the 21st Century • Unit 1

Unit 1
1A First impressions
3 Explain the task and get students to continue to work
in pairs. Walk around the class to monitor and assist
where necessary.
With the whole class, praise good points that you
heard and work on any difficulties.
Types of communication
Elicit the answer from particular pairs. The people
1 With the whole class, get students to look through in photo c are smiling, shaking hands and making
the photos and match them to the phrases. (Explain, if eye contact.
necessary, that you can say send/get an SMS, but send/
get a text is used more frequently.) Discuss any other
types of communication the class comes up with.
C21
COMMUNICATION: Body language
Answers
a send/get a text Draw students’ attention to the C21 skills reference, and
b make/get a phone call introduce the idea of C21 skills. (Look at the Introduction
c talk face to face of these teacher’s notes for more on these.) As this is the
d send/get a letter first time students will meet the C21 skills references in
e send/get an email this level, spend a little time explaining what C21 skills
are, using language appropriate for the students’ level,
2 To give students the idea about the pairwork, form a
but don’t give a long lecture. Students will learn more
‘pair’ with one student. Ask them to say how often they
about what the skills involve as they proceed through
use each type of communication and get them to give
the book.
an advantage and a disadvantage for each type of
communication in 1, giving reasons. Get students to complete the exercises on page 24
of the course book now, or come back to them later.
Get the whole class to work in simultaneous pairs,
ensuring they are covering both parts of the exercise. The teacher’s notes for the exercises are on page 79
Walk around the class to monitor and assist where of this book.
necessary. For extra support, explain body language: where we
With the whole class, praise good points that you look, how close we stand to another person, and what
heard and work on any difficulties. Get students to we do with our hands, are all examples of body language.
repeat the exercise, incorporating any corrections and Explain that sending positive messages with your body
improvements that you made. language and understanding other people’s body
language are important communication skills.
Get particular pairs to give their ideas and discuss them
with the whole class.
Possible answers 4–5 Explain
the tasks and get students to work in groups of
Advantages Disadvantages three or four. In a multinational class, get students from
different cultures to work with each other so as to bring
(Emails are free and (You need a computer.)
out contrasting attitudes.
very quick.) (Students may point out
that you only need a Walk around the class to monitor and assist where
Phone calls: You can get
smartphone.) necessary, for example, with the vocabulary of bowing,
immediate answers to
hugging, kissing on the cheek, embracing, etc.
questions. Phone calls disturb
people at inconvenient With the whole class, get particular pairs to say what
Letters, especially
times. they came up with in relation to each item in 4 and 5.
handwritten ones, give a
Treat any differences of opinion tactfully.
personal touch. Letters can take a long
Texts are good for giving time to arrive and can get 6 1.1 Get students to focus on the question and then
key information. lost in the post. play the recording. Then play it again and stop after
Texts can seem each speaker, getting students to say if they feel similar
Talking face to face is
impersonal. to the speaker, giving reasons and developing points.
good because you can
For example, in relation to Speaker c, get students to say
see the other person’s Talking face to face can
what ‘talking about money’ might mean in this context.
gestures and body be difficult to arrange.
For example, is this more likely to be about the cost of
language, etc.
living in a particular city, or the speaker’s salary? – the
former, probably.
English for the 21st Century • Unit 1 11

Unit 1
Grammar
Transcript 1.1 FOCUS
a T he first thing I do when I meet someone is say
‘It’s very nice to meet you’. Then I usually talk Using talk, say, tell and speak
about my job and I ask questions about their job. Go through the information and work on any
I think it shows you are interested if you ask a lot difficulties.
of questions. I don’t tell jokes or funny stories. For extra practice, the students are invited to see
I only do that with close friends. And I don’t make Section A of the digital workbook.
a lot of eye contact. I’m quite shy so I look at my
hands or at the floor a lot of the time.
b When I meet someone for the first time, I tell 8 Explain the task and do the exercise with the whole class,
them my name and I always shake their hand. working on any difficulties. When eliciting the answers,
I think that’s the polite thing to do. I often feel get students to say why they are correct, in relation to
nervous when I meet new people so I sometimes the information in the Focus box.
play with my hair. I wish I didn’t do that. What do Answers
I usually talk about? The weather and jobs. But I a (say)
don’t talk about money. That’s just rude! b talk
c I speak four languages – English, French, Arabic c tell
and Chinese. So when I meet someone I say d talks
‘Hello’ or ‘Bonjour’ or ‘Merhaba’ or ‘Ni hao’. And I e speak
sometimes kiss the person, or I shake hands, or f tells
sometimes I bow. It depends on what country g tell
the person is from, of course. And conversation? h say
Well, I generally meet people through my job so
9 Get students to discuss the sentences in pairs and then
we talk about money.
have a general discussion with the whole class. Keep this
d I think the most important thing to do when
light-hearted.
you meet someone is to be friendly. So I always
smile and I tell a joke or a funny story. I never talk 10 Again, get students to discuss the questions in pairs.
about boring things like the weather. Why does Walk around the class to monitor and assist where
anyone want to talk about that? I like interesting necessary, especially with the vocabulary of body
conversations about politics and things like that. language.
With the whole class, praise good points that you heard
7 1.1 Play the recording again and get students to and work on any difficulties. Get students to repeat
make notes about the body language of each speaker. the exercise, incorporating any corrections and
improvements that you made.
Check the answers and, above all, discuss them with
the whole class. Discuss students’ views about situations Get particular pairs to say what body language they
where humour is appropriate (teach ‘humour’) and discussed for each emotion, and which emotions are OK
inappropriate. to show. Develop this into a whole-class discussion.
11 Get students to introduce themselves to other students.
Possible answers
Allow 2–3 minutes for this task so that students go
Speaker Body language beyond initial greetings and start to talk about subjects.
Then get students to quickly make notes about the
a (doesn’t make a lot of eye contact), looks at body language they used and the subjects they
his hands or the floor a lot of the time discussed. Get feedback from individual students and
b shakes hands, plays with her hair develop this into a whole-class discussion.
c kiss the person, shake hands or bow – it

depends on which country the person
is from
d smiles

Unit 1
Pronunciation Answers
FOCUS
Enjoyed ✔/ Reason
1.2 Play the recording and get students to repeat
Didn’t enjoy ✘
the words all together and individually, making sure
they practise the correct pronunciation. a Danying ✘ felt lonely because
couldn’t use phone
Transcript 1.2 b Marwan ✔ head felt clear
annoyed danced played c Erica ✘ bored
bored jumped talked
d Brandon ✔ spent more time
called surprised
chatting and
laughing with
friends
1B Switch off Transcript 1.3

Danying I don’t have a TV and I don’t play video
games, but I use my phone a lot. Yesterday,
Past simple I didn’t have my phone and I couldn’t send
texts to my friends so I felt very lonely.
1 Introduce the topic of this section by getting students Marwan I usually listen to music, text my friends
to talk about the picture at the top of the page and and read the news at the same time. But
ensure they understand the title Switch off. Elicit or give yesterday I went outside and I walked for
turn off as a synonym. two hours. My head felt very clear!
With the whole class, introduce the subject of the Erica I love the internet and I spend hours on
discussion by asking two or three students about their it every day. During this experiment I
media habits. Explain that media is the plural of medium. didn’t know what to do. I didn’t leave the
Then, in simultaneous pairs, get students to look at the house! I just stayed in the kitchen and
list of media. Ask if they access old media, like TV and made cups of tea. I wasn’t happy because
radio, through new devices, like tablets. it was really boring!
Brandon I live with my friends, but we don’t talk
Students talk about the media that they use and
very much. Everyone just watches TV. But
how often. Walk around the class to monitor and assist
yesterday we chatted and laughed all day.
where necessary.
It was one of the best days of the year!
and work on any difficulties.
Get two or three pairs to summarize their discussions for C21
the whole class, incorporating any improvements that COMMUNICATION: Choosing the best way
you made. to communicate
2 Read the article aloud for the whole class.
Get students to complete the exercises on page 25
Get individual students to say why they think of the course book now, or come back to them later.
participants enjoyed the experiment or not. Work
The teacher’s notes for the exercises are on page 79
through 3 before you go through the C21 skills page.
of this book.
3 1.3 Explain the task and play the recording,
explaining any difficulties. (The language should be
quite easy for students at this level.) 4 Get students to look through the sentences before
doing the exercise as a fast-paced whole-class activity.
Then play the recording again, stopping after each
Bring their attention to the fact that the sentences relate
speaker and getting students to put a tick or a cross
to the listening exercise that they have just heard.
against the speaker in question, giving a reason.
Elicit the answers. If necessary, play the recording again.
With the whole class, check the answers and have a
discussion about them.

Unit 1
Answers Then get the whole class to each write four sentences –
a (don’t play), (use) two positive and two negative – on separate pieces of
b went, walked paper, i.e., one sentence per piece of paper.
c didn’t leave 6 Get students to work in groups of four. Get them to mix
d wasn’t up their pieces of paper. Then students take turns to
e live, don’t talk read out a sentence, with the others guessing whose
f was sentence has just been read out.
Grammar Walk around the class to monitor and assist where
FOCUS necessary. With the whole class, praise good points
and work on any difficulties. Then ask students from
Past simple each group how good they were at guessing who
Go through the information in the box, working on wrote the sentences.
the structure and pronunciation of past forms.
7 Get students to ask each other the questions in pairs.
For extra practice, the students are invited to see Walk around the class to monitor and assist where
Section B of the digital workbook. necessary. Ensure that they are using the past simple
and not the present perfect.
With the whole class, work on any difficulties and
Pronunciation
FOCUS get two or three students to talk about their partner,
e.g., Pia didn’t use her phone yesterday.
1.4 Play the recording and get students to
repeat, ensuring that they are saying the contracted Pronunciation
FOCUS
forms correctly.
Answers 1.5 Play the recording and get students to
The contracted forms of not are stressed in both repeat correctly.
sentences: wasn’t; didn’t. This is to put an emphasis
on the negative aspect of each statement.
Transcript 1.5
wasn’t
Transcript 1.4
didn’t
I wasn’t happy this morning. doesn’t
I didn’t have a job last year. don’t
5 Prepare students for the exercise by getting individual 8 1.6 Play the recording once or twice and then get
students to say which of the verbs in the box are regular students to answer the question in relation to their own
and which are irregular, and to give their past forms. Get use of electronic media.
them to pronounce the forms correctly. Ensure that they
say lived, played, etc., as one syllable, not two.
be − was/were Transcript 1.6
buy – bought A So, did you use your phone yesterday?
do − did B Yes, I did. I used it all day.
eat − ate A Who did you ring?
go − went B I rang my friends Mehmet and Khalid. And I sent a
have − had lot of texts and emails. What about you? What did
live − lived you do?
make − made A I did some research on the internet for my
play − played assignment.
talk − talked B Did you finish it?
watch − watched A No. The internet connection was really slow.
B Were you at home?
Get four students to each make a sentence about
A No, I was in the library. There was a problem with
themselves – two positive and two negative – and write
the server.
them on the board. Work on any difficulties. For example,
B Oh, no.
ensure that they are using the infinitive (‘base’) form of
the verb for the negative sentences and wasn’t/weren’t
for the verb be.

Unit 1
9 1.6 Play the recording again, stopping after each LANGUAGE REFERENCE
speaker, and get students to complete the conversation,
either individually in writing or orally with the whole class. Get students to click on the link provided in the box to learn
If students have done the exercise individually, elicit the more about the relevant grammar topic from the unit.
answers and work on any difficulties.
Answers
1 C Conversation styles
a (did)
b used
c Who
d do
e did
f finish Conversations and games
g was
1 Explain the task. Get students to look at the photos in
h Were
simultaneous pairs to identify the games and work on
i was
questions a and b. Tell them not to look at c for
the moment.
Grammar
FOCUS Walk around the class to monitor and assist where
necessary. With the whole class, work on any problems,
Past simple questions for example, the vocabulary, in relation to table tennis,
Go through the information and point out that this of bat, net, score points, etc.
refers to questions with -ed forms, e.g., surprised, and Then get various students to repeat the answers they
with adjectives, e.g., expensive. gave to questions a and b, incorporating any corrections
For extra practice, the students are invited to see and improvements that you made.
Section B of the digital workbook. Then get students to work in pairs on question c. Refer
students to the title of the article and the explanatory
10 Get students to work on the exercise in pairs. Walk sentences. Students read the three parts of the article.
around the class to monitor and assist where necessary. Walk around the class to monitor and assist where
necessary. Then get students to compare the games to
With the whole class, elicit the answers and work on
the styles of conversation. Discuss the ways in which
any problems.
the games are similar to conversation styles with the
Then ask students in pairs to write two more questions whole class.
about communication. Elicit suggested questions from
several students.
Answers
a Frisbee, bowling, table tennis
Answers b Students’ own answers.
a (Did you discuss your assignment yesterday?) c The Frisbee style – taking turns to throw/speak.
b Did you finish your research last week? Cooperating to keep the game/conversation going.
c Was your first phone expensive? The bowling style – taking turns to bowl/speak. This is
d Did you have a good internet connection last a slow game and a patient style of conversation.
weekend? The table tennis style – playing to win by attacking
e Did you talk to your teacher yesterday? the other person. This is a competitive, fast game and
f Were you busy last week? style of conversation.
11 Explain the task and point out that students should ask 2 Discuss situation a with the whole class to give students
each other the questions from 10, for example, Did you the idea. A university lecture is more like bowling – it’s a
discuss your assignment yesterday? They should add more one-sided game with no real two-way exchange.
information to their answer, for example Yes I did. Then get students to discuss the other two situations in
I discussed it with my teacher, as in the example. groups of three or four. Walk around the class to monitor
Walk around the class to monitor and assist and assist where necessary.
where necessary. With the whole class, get members of different groups
to say what they came up with, giving their reasons.

Unit 1
Possible answers Hanif Really? I’m not sure. He never uses slides
a B owling. A lecture is like a one-sided game with
and his explanations are so long.
no real two-way exchange.
Tahsim I see your point, but some lectures are OK.
b Frisbee. Easy-going (teach this expression) and
Hanif Well, anything is better than maths.
cooperative.
Tahsim I completely agree.
c Table tennis. An argument usually contains
quick-fire exchanges.
3 1.7 Get students to look at the phrases. Play the
3 Do this with the whole class. Students might come up
recording again and get them to raise their hands when
with ‘conversations’, like parliamentary debates, which
they hear any of the phrases.
could be compared to sports with two opposing teams
of players, e.g., football and rugby. Get individual students to say the phrases, including b,
which is not used in this exercise.
For the second part of the task, ask if conversations
between strangers are ‘cooperative’ or not in the Answers
students’ country or countries. Treat this tactfully. Expressions that occur: a, c, d, e.
4 Explain the task (teach impolite if necessary) and get
Opinions students to work on it in simultaneous pairs. Walk
around the class to monitor and assist where necessary,
1 Get students to have a discussion about the sentences but it should be quite straightforward.
in small groups of three or four. Walk around the class to
Answers
monitor and assist where necessary. Ensure that they are
Giving your opinion I think our Engineering lectures
using agree correctly, e.g., I agree that lectures are boring.
are OK.
Tell them that it’s better to say I don’t think that … rather
Asking for an opinion (What about you?)
than I disagree that … as this is not correct English.
Agreeing I completely agree.
With the whole class, praise good points that you heard Disagreeing I disagree.
and work on any difficulties. Get students to repeat Not decided I’m not sure.
the exercise, incorporating any corrections and
improvements that you made. Expression
FOCUS
Then get two or three students to talk about the
conclusions that their group came to. Opinions
C21
Go through the completed table with the students.
Ask students to suggest any additional phrases that
COMMUNICATION: Discussions could also be used, but don’t spend too much time
on this.
Get students to complete the exercises on page 26 of
the course book now, or come back to them later.
The teacher’s notes for the exercises are on pages 79–80 Pronunciation
FOCUS
of this book.
1.8 Play the recording of the phrases from the
2 1.7 Explain the task and play the recording – it Expression Focus box. Students listen and repeat.
shouldn’t be difficult. Elicit the answer – they discuss
sentence b from 1. They agree with it. Transcript 1.8
Lectures are boring.
Transcript 1.7 I think our Engineering lectures are OK.
Hanif Hi, Tahsim. How are you doing? What about you?
Tahsim Pretty good. And you? What do you think?
Hanif OK. But lectures are really boring. My You’re right.
lecturer speaks very slowly and he just I completely agree.
reads his notes. What about you? I disagree.
Tahsim Well, you’re right basically. Lectures I don’t think so.
are boring. But I think our Engineering I’m not sure.
lectures are OK.

Unit 1
5 Refer students to the discussion topics in 1. Have one

or two exchanges with individual students to give all
students the idea. Then get the whole class to do the
exercise in simultaneous pairs.
Walk around the class to monitor and assist
where necessary.
and work on any difficulties. Get students to repeat
the exercise, incorporating any corrections and
Then get different pairs to repeat some of their
exchanges for the whole class.
6 Refer students to page 167 of the course book. If
students have access to the internet in the classroom
this can be done as a classroom activity. If not, set it
for homework. Go through the list of topics, and put
students into small groups. Within each group, students
choose one of the topics. They then have to choose an
aspect of the topic to research. Encourage students to
think of an interesting discussion point. If necessary, use
the example ideas to help them.
Examples:
general news – Is it serious or too serious?
sports – Should school students have to do sports
at school?
technology – Is it a good thing?
entertainment – Are computer games a waste of time?
health – Are we living healthier lives?
education – What’s more important: what you know
or who you know?
Explain that the research aim is to find evidence in
support of or against the discussion point. If this is
a classroom activity, get students to collect their
researched points in their groups and discuss the topic.
If this is a homework task, allow time in a future lesson
for students to discuss their points in their group.
Monitor and ensure that all students participate in the
discussions. Ask one member of each group to report
back to the whole class.
Writing skills
Get students to complete the activities on pages 22–23 of the
course book now, or come back to them later.
The teacher’s notes for the Writing skills activities are on
page 71 of this book.

2
Unit 1
Unit 2
Arrangements
Vocabulary
• Abbreviations for text messages
Grammar With the whole class, get students to look at and comment
on the photo in relation to the Talking point questions. First,
• Present continuous and present simple elicit some examples of arrangements that students make
• Present continuous for future arrangements with each of the three groups of people in the first question:
people at college, friends and family. Then discuss how
Language skills students prefer to make the arrangements for each group.
• Speaking: Hypothesizing about pictures

• Speaking: Discussing friendships
• Listening: Listening for the main message
• Listening & Speaking: Making arrangements
• Reading: Reading to understand informal
communication
• Writing: Writing messages using abbreviations
• Writing: Writing a description
C21 SKILLS
Critical thinking
• Inferring information
from pictures
Study skills
• U
nderstanding the purpose
of writing

Unit 2
2 A Where are you?

5 With the whole class, elicit the answers − all the
sentences are in the present continuous, except
sentence b, which is in the present simple.
6 With the whole class, go through the information
resent continuous and
P and examples in the Focus box. Then get students to
complete the rules.
present simple
Answers
1 Get students to discuss these questions in simultaneous present simple
pairs. Walk around the class to monitor and assist where present continuous
necessary.
With the whole class, get two or three pairs to say what Grammar
FOCUS
they came up with.
2 With the whole class, get students to guess what they Present continuous and present simple
think is happening. Pavel is looking at his watch, so it Read through the completed text with the students.
looks as if (teach this expression) they have agreed to To check understanding, ask why the present simple
meet and that he is late. is used in 4b.
3 2.1 Play the recording and get students to check For extra practice, the students are invited to see
their answer from 2. Section A of the digital workbook.
Transcript 2.1
7 With the whole class or individually, get students to work
Pavel Hi, Tina. Where are you? out the names of each person in photo a.
Tina I’m standing outside the cinema.
Pavel Yeah, I’m sorry, but I’m a bit late. Answers
Tina Where are you? From left to right: Sam (wearing a watch), Adel (smiling
Pavel I’m walking past the park. and talking to Sam), Veronica (looking at Eman), Reem
Tina Past the park? Can you see the bus stop? (wearing a red hairband), Deborah (standing up), Eman
Pavel Yes, the bus is coming. (talking to Reem), Ana (sending a text).
Tina Great. 8 Get students to look at the two photos and the example.
Pavel Oh, no. The bus is going! Then get them to find other differences in simultaneous
Tina Pavel. pairs. Walk around the class to monitor and assist
Pavel I’m sorry. I’m going as fast as I can. where necessary.
Tina OK. I’ll see you in the cinema.
Possible answers
Pavel OK.
Sam is talking to Adel in photo a, but he’s talking to Ana
in photo b.
4 2.2 Play the recording. Get students to do the task Adel is talking to Sam in photo a, but he’s showing Eman a
individually. photo on his smartphone in photo b.
Answers Reem is talking with Eman in photo a, but she’s talking
a ’m standing on her phone in photo b.
b ’m (Accept any reasonable answers.)
c ’m walking
d is coming 9 With the whole class, elicit the answer − they seem to be
e is going friends because they’re smiling, joking, etc.
f ’m going 10 Again, elicit the answers with the whole class as a fast-
paced activity. However, get students to explain the
Transcript 2.2 reasoning behind their choice of answers.
a I’m standing outside the cinema. Answers
b I’m a bit late. (do you know) do you do
c I’m walking past the park. ’re Do you want
d The bus is coming. work, we sit ’s not listening
e The bus is going. Are you writing ’s talking
f I’m going as fast as I can. usually do, ’m writing

Unit 2
11 2.3 Play the recording and get students to check Answers

their answers. a A (doing)
B ’m standing, ’m looking
Transcript 2.3 A ’s happening
B ’re coming
Adel So Sam, how do you know Reem?
A Is
Sam Oh, we’re old friends. We went to school
together. How about you? B ’m looking, ’s saying, is
Adel I work in the same office. Actually, we sit B ’s getting
next to each other. b A are
Sam Oh, right. So you’re a journalist, too. B don’t know
Are you writing anything interesting at A doing
the moment? B ’m standing
Adel Hmm … Yes, I am actually. I usually do all A ’s
the boring stories, but at the moment B isn’t working
I’m writing an article about problems in
A ’s
primary schools.
B ’s snowing
Sam Oh, right.
Adel And what do you do, Sam? 14 2.4 Play the recording and get students to check
Sam I’m a teacher. their answers to 13. Work on any remaining difficulties.
Adel Oh! Let’s change the subject then. I’m
thirsty. Do you want a drink?
Sam Yeah, that would be nice. Thanks.
Transcript 2.4
Adel Reem? Reem? She’s not listening. a A What are you doing?
Sam That’s because she’s talking to Eman. B I’m standing outside my car. I’m looking at
some really dark clouds.
12 Get students to write five sentences about each photo. A What’s happening?
Walk around the class to monitor and assist where B They’re coming closer.
necessary. Students may use tenses that they have not A Is it a storm?
covered yet in this course, e.g., the present perfect of Her B Just a minute. Well, I’m looking at my phone.
car has broken down. However, when making corrections It says a tornado is two kilometres away.
and improvements, focus on the present simple vs A Two? You’d better get out of there!
present continuous, etc., and other points that you have B Yes, it’s getting a bit windy!
covered with students.
b A Where are you?
With the whole class, elicit sentences from individual B I don’t know.
students. A What are you doing?
13 Explain the task and do the exercise with the whole B I’m standing in the road.
class or in simultaneous pairs. If doing it in simultaneous A What’s the problem?
pairs, walk around the class to monitor and assist where B My car isn’t working.
necessary. In both cases, get students to explain their
A What’s the weather like?
choice of answers. (For example, they should explain
B It’s snowing.
present simple use of be, know, etc., as these verbs are
not normally used in the continuous in contexts such A Oh, dear. That doesn’t sound good.
as these.)
C21
CRITICAL THINKING: Inferring information
from pictures
of this book.

Unit 2
2 B Meeting friends
15 Explain the task and, with the whole class, elicit one or
two possible situations to give them the idea, but don’t
pre-empt the rest of the task – different classes will
require different levels of help to inspire them. (Teach
mobile service, and ask them if there is much service in
remote parts of their countries.) Making arrangements
Get students to work in simultaneous pairs. Walk around
the class to monitor and assist where necessary. 1 2.5 Explain the situation, get students to focus on
With the whole class, praise good points that you heard the question and play the recording, explaining any
and work on any difficulties, especially ones relating to difficulties, for example, I’d love to (short answer for I’d love
the present continuous and the present simple. to go to the cinema).
Give pairs time to incorporate your corrections and If necessary, play the recording a second time. Then elicit
improvements into their conversations, and then ask two the answer.
or three pairs to read theirs for the whole class. Answer
b
LANGUAGE REFERENCE
Get students to click on the link provided in the box to learn

Transcript 2.5
more about the relevant grammar topic from the unit. Reem Hi, Ana. How are you?
Ana I’m fine, thanks.
Reem Listen, are you free on Saturday?
Ana No, I’m afraid I’m busy. I’m meeting a friend.
Reem Oh, OK. How about Sunday?
Ana Yes, I’m free. What shall we do?
Reem Would you like to go to the cinema?
Ana Yes, I’d love to!
Reem Great! Let’s meet at the cinema at 7.30.
Ana Good idea. See you then!
Grammar
FOCUS
Present continuous for future arrangements

Go through this information with your students – it
may be familiar to some of them, of course. Point out
that We’re not going to the party tonight can also be
said, using a different contraction: We aren’t going to
the party tonight.
For extra practice, the students are invited to see
Section B of the digital workbook.

Unit 2
2 With the whole class, get students to look at the

chart and explain how it works.
Elicit which expression goes in each gap. Then get
students to read the conversation in simultaneous pairs.
Answers
Are you free this evening/tomorrow/on Saturday?
Yes, I’m free. What shall we do? No, I’m afraid I’m busy. I’m meeting a friend/playing football.
Would you like to go to the cinema/have dinner?
Yes, I’d love to. Oh, OK. How about tomorrow evening/next Wednesday?
Great! Let’s meet at the cinema at 6.00/at my house at 4.00.
Good idea. See you then.
3 Get students to identify the sentence in 2 that uses the Get individual pairs to repeat their conversations
present continuous. I’m meeting a friend/playing football. for the whole class, incorporating any corrections
Ask whether it is talking about the present or the future and improvements.
– the future, as it is answering the question about this
evening/tomorrow/on Saturday? Text messages
4 Explain that students are going to make arrangements
with other students. Get them to turn to page 167 in 1 Give students time to read the email and the text
their course books. message. Then elicit the differences – the text uses
abbreviations.
In this activity, students write three entries in their own
diary. Use the example dialogue and the activities in 2 With the whole class, get students to read out the
the box to help them. Then they ask if other students highlighted words in the text as instructed. Students
are free to join them in their activities. They will also then compare what they have read with the ideas in the
make arrangements with two other students by asking Focus box.
and answering questions. Get students to write down
the names of two other students in their diary and the Expression
FOCUS
activity they will join them to do in the correct time slot.
You may wish to pre-teach or remind students of useful Text messages
responses, such as I’m afraid I’m already going to have Get students to look at the abbreviations in the box
dinner on Saturday night, so I can’t go on Friday night./ and then say them and their full forms aloud.
Yes, I’d love to. Then, with books closed, test students by getting
Stop the activity when most students have finished. With them to spell out the text abbreviations for in my
the whole class, praise good points that you heard and opinion, tonight, etc. Write them on the board.
work on any difficulties, especially ones relating to the
present simple and present continuous.

Unit 2
3 With the whole class, get students to come to When students are ready, get them to text their partners
the board to write each of the sentences using text and text you at the same time. Their partners should
abbreviations. Work on any difficulties. then reply along the lines given in the scenario, again
texting you at the same time.
Answers
a You’re wrong, IMO. Study the copies of the texts before the next lesson, and
b Can we meet 2nite? LMK. don’t forget to come back to them then. Start the next
c THX for the present. It’s gr8! lesson by praising good points in the texts, and showing
how they can be improved.
C21
2 C A language we all
STUDY SKILLS: Understanding the purpose
of writing
Get students to complete the exercise on page 39
of the course book now, or come back to it later.
understand
The teacher’s notes for the exercise are on page 80
of this book.
Slideshow
For extra support, explain that the first stage of writing
is deciding on the purpose of your message. You might Now play the slideshow and do the related listening,
need to explain purpose, and give the alternatives aim discussion and writing activities. You will find the slideshows
and objective. Tell students that common writing goals in the interactive course book or in the resources section
include: inviting, refusing, accepting and apologizing, and of the website: www.garneteducation.com/aou/student-
write them on the board. Students will need these for resources.
exercise 5. With the whole class, elicit five more reasons For more information on how to work with the slideshows,
for writing something. see page 7 of this book.
Expression
4 Do this as a fast-paced whole-class activity, explaining FOCUS
any difficulties.
Take the students through the information in the box
Answers
and get them to practise their short description of a
a apologizing
painting in 6.
b thanking
c asking for help
5 Explain the task and underline the light-hearted nature
of the activity. Writing skills
Remind students of some of the common reasons for Get students to complete the activities on pages 37–38 of the
writing: inviting, refusing, accepting and apologizing. course book now, or come back to them later.
Elicit some specific examples of these to give students
the idea. Get students to suggest a very brief scenario for The teacher’s notes for the Writing skills activities are on
each aim, including the answer, and write them on the pages 71–72 of this book.
board, e.g., invitation to party, my flat, Sat 7 p.m. Answer:
not able to go – give reason – going to the cinema instead.
To add authenticity, allow students to use their phones
to write their text messages. So, for this activity, people
on different sides of the class, not sitting near each other,
can be paired. Make it clear who is paired with whom.
Allocate a particular type of text to each pair,
e.g., inviting.
Get students to prepare their texts. Walk around the class
to monitor and assist where necessary.

3
Vocabulary
Travel experiences
• Adjectives for describing life in different countries

• Sources of travel information
With the whole class, get students to look at and comment
Grammar on the photos in relation to the Talking point questions.
Encourage them to use It could be …, It may be …, It might be
• Present perfect …, because … Ensure they give reasons for their choices and
say why the places are unique. (The three photos are of Machu
Language skills Picchu in Peru, Hagia Sophia in Istanbul, Turkey, and Stonehenge
in the UK.)
• Reading: Reading to identify main points Work on vocabulary, like exceptional, unusual, strange,
• Reading: Reading to understand opinions beautiful, curious, etc.
• Reading: Reading for specific information Then get students to talk about unique places in their own
• Speaking: Discussing and describing your country country/countries.
• Speaking: Describing photos
• Speaking: Sharing personal opinions and choices
• Listening: Listening for specific information
• Writing: Writing a review
C21 SKILLS
Life skills
• Avoiding national stereotypes
Study skills
• Key words
Critical thinking
• Facts and opinions

Unit 3
3A Unique people and places

as ‘empathy’ (teach). Allow them to use bilingual and
English–English dictionaries for this.
Get them to talk about special words in their own
culture(s). Work on the language of definitions and
explanations, for example, expressions such as
Describing life in different countries It means …, It’s like …, kind of, type of, etc.
1 With the whole class, get students to match the If they find question c difficult, move on to the next
countries to the photos, giving their reasons. exercise, but students might come up with cultures
that have words for particular emotions, like saudade
Answers (Portuguese) and hüzün (Turkish), both meaning
a (South Korea) ‘a mixture of nostalgia, sadness and regret for a
b Greece lost past’.
c Finland
d India 4 With the whole class, get students to look back at the
four posts and say if the highlighted words are positive,
2 Start by asking students what else they know about negative or both. As ever, discuss the reasoning behind
each of the countries in the photos in 1. their choices.
Get students to cover the four blog posts from the
Answers
website and to look just at the questions: What is special
noisy − negative. Compare with ‘loud’, which is
about your country? and What do you like or dislike about it?
more neutral.
Ask students to guess how the people from each of the
crazy − usually negative, though sometimes crazy ideas/
four countries answer these questions. Treat this tactfully.
people are positively viewed!
For example, they might anticipate that the Finnish
simple − either, depending on context
person likes lakes and forests but dislikes long winters.
horrible – negative
Have a brief whole-class discussion, getting students to boring − negative
read the posts silently to themselves. Walk around the modern − usually positive
class and explain any difficulties. polite − positive
Then have a whole-class discussion about whether
they correctly guessed what people would write in the
blog posts.
C21
LIFE SKILLS: Avoiding national stereotypes
Elicit what is special about each country.
Answers Discuss the concept of stereotypes with students, using
India: jugaad – new and clever way to make ‘All British people like drinking tea, eating fish and chips
or fix something and watching football.’ as an example. Explain that
Finland: sisu – deciding what they want and stereotypes can be unhelpful because they often aren’t
fighting hard to get it true, and they can upset people. Work on pronunciation
Greece: meraki – making something with love of stereotype and explain that the word is also used as a
South Korea: nunchi – understanding other verb, with the same pronunciation. Point out the related
people’s feelings and moods form stereotyping.
3 Get students to discuss these questions either with the
whole class, or in simultaneous pairs. The nature of the
discussion will depend on whether they come from the The teacher’s notes for the exercises are on pages 80–81
same language/cultural background or not. of this book.
If discussing in simultaneous pairs, walk around the class For extra support, ask students if they can think of
to monitor and assist where necessary. stereotypes about people from their countries, and
whether or not they are true. Treat this tactfully.
Get individual students or pairs to say what they came
up with. Ask them if they were able to translate jugaad,
etc., into their own language(s) and also ask them to
translate the four words into English. For example, they
might translate jugaad as ‘skill at improvising things to
find a fix’ (teach ‘improvise’), sisu as ‘determined’ (teach
this word), meraki as ‘making things with love’ and nunchi

Unit 3
Walk around the class, monitoring and assisting

Expression
FOCUS where necessary.
Antonyms
and work on any difficulties. Get students to repeat
Explain that antonyms are more usually called the exercise, incorporating any corrections and
‘opposites’. Go through the information with improvements that you made.
the students.
Get members of different groups to say what they came
Get students to suggest different prefixes for up with, and have a tactful discussion with the whole
opposites in addition to the example in the box – in- class about the issues raised. (Don’t show agreement
inconvenient − for example, unhappy, impossible and with students when they talk about negative things in
illegal. Don’t go into detail as to the reasons for the their own countries!) Ensure that students incorporate
different prefixes, but tell them that im- and il- take any corrections and improvements from the previous
into account the vowel that follows. step in this exercise.
9 Refer students to the research activity on page 168 of
5 Explain the task and get students to work on it in the course book. If students have internet access in
simultaneous pairs. As ever, walk around the class to class, you can do this as a quick classroom task. If not,
monitor and assist where necessary. set the research for homework and ask students to find
With the whole class, elicit the answers, explaining any out what each of the words mean. Different sources will
difficulties. Work on the pronunciation and stress of have slightly different interpretations, so it is useful to
these words. collect ideas with a brief whole-class discussion.
Possible answers
Answers wa – a Japanese term used to describe harmony, unity
a crazy sensible (Check that students don’t
and conformity
confuse this with ‘sensitive’.)
b quiet noisy hygge – a Danish term that describes coziness, such as
c lovely horrible sitting together relaxed on a cold winter’s night
d complicated simple bulldog spirit – a British term that describes the
e boring interesting behaviour exemplified in the bulldog breed of dogs –
f modern traditional (Compare with ‘old- calmness in adversity, determination and defiance
fashioned’ – negative.)
g rude polite
6 Get students to do this in simultaneous pairs, with each
student working at first individually and then comparing 3 B Experiences
their results with their partner’s.
With the whole class, elicit the answers and get students
to say why they are correct. Present perfect
Answers 1 With the whole class, go quickly through the words
a (noisy) in the box (which shouldn’t present any difficulties) and
b modern get individual students to use them to talk about the
c simple photos. Remind them about It could be …, It might be …,
d polite etc.
e crazy Do not confirm answers at this stage.
f horrible
2 3.1 Explain the task and play the recording once.
7 Again, in simultaneous pairs, get students to say
Work on any difficulties and get students to say if their
which sentences are true for them, explaining their
earlier guesses were correct or not.
answers. Walk around the class to monitor and assist
where necessary.
With the whole class, get members of some of the pairs
to repeat their sentences. Work on any difficulties.
8 Explain the task and get students to work in groups of
three or four on the questions. (Tell them that dis- in
dislike is also a kind of negative prefix.)

Unit 3
Photo b
Transcript 3.1 e A ‘favela’ is a very poor area of cities in Brazil.
Photo a f Rio de Janeiro
A Have you seen this photo? g Because they noticed that the people living there
B Wow! Who’s that? are good at painting.
A His name is Hans Müller. He’s climbed some of h The outside of houses.
the most dangerous places in the world without 4 Write the answer to the first question on the board
any safety equipment. and underline the present prefect tense.
B What? Do you mean he doesn’t use ropes
Then, with the whole class, elicit the answers to the
or anything?
other questions.
A Exactly! And he takes a photo of himself at the top.
B That sounds very dangerous. Has he ever had Answers
an accident? a (has climbed)
A No, he hasn’t. He must be a very good climber. b A Has, had
B But why does he do it? B hasn’t
A He says he likes the views! c A have, painted
B Well, we all like taking selfies, but have you ever B have painted
taken a selfie like that? d have had
A No, I haven’t!
Photo b C21
A Have you ever painted something?
STUDY SKILLS: Key words
B Yes, I have. I painted my bedroom last year. Why?
A Well, there’s a good story here. You know those Get students to complete the exercises on page 53
really poor areas of cities in Brazil? of the course book now, or come back to them later.
B Yeah, they’re called ‘favelas’, aren’t they? The related teacher’s notes for the exercises are on
A That’s right. Well, these two artists went to Rio page 81.
de Janeiro in Brazil. They noticed that a lot of the
people living in the favelas were very good at
painting. So they organized a big painting project. Grammar
B What have they painted? FOCUS
A They’ve painted the outside of the houses in the
favela. You can see in the photo. They’ve used all Present perfect
sorts of colours and shapes. Talk students through the information. As they
B They’re amazing. How many buildings have they should know this already, elicit from students that
painted so far? has is used with he, she and it, and have with I, you,
A They’ve done one part of the favela. But they’ve we and they.
had some problems because the favela is a For extra practice, the students are invited to see
bit dangerous. Section B of the digital workbook.
B Really?
A Yeah. But they are planning to carry on.
Pronunciation
Answers FOCUS
a dangerous, mountain, selfie
b Brazil, housing, paint 3.2 Play the recording. Get students to listen to
the recording again and repeat the examples with
3 3.1 Play the recording again and get students to the correct pronunciation of have.
answer the questions. They will have answered some of
them already in 2, but get them to confirm their answers.
Transcript 3.2
Have a class vote on the favourite story.
a I’ve met the King of England.
Answers b Amir hasn’t driven a car before.
Photo a c A Have you ever lived in another country?
a Hans Müller B No, I haven’t.
b Not mentioned, but some of the most dangerous
places in the world.
c He doesn’t use safety equipment.
d For the views and to take selfies.

Unit 3
5 Get students to work on the exercise individually. 7 Explain the task and get students to interview each
Walk around the class to monitor and assist where other. Walk around the class to monitor and assist
necessary. Encourage students to use contractions where necessary.
whenever possible. With the whole class, praise good points that you
With the whole class, elicit the answers. heard and work on any difficulties. Get students to
Answers repeat the exercise, incorporating any corrections and
a (have you travelled) i Have there been improvements that you made.
b have you done j he hasn’t enjoyed Then get members of pairs to talk about their partners,
c We’ve done k We’ve stayed for example, Zoe jumped from a bridge when she was on
d we’ve been l he’s been holiday last year.
e we’ve slept m Has he missed
f We’ve climbed n he’s missed LANGUAGE REFERENCE
g we’ve swum o He’s learnt
h we’ve met Get students to click on the link provided in the box to learn
more about the relevant grammar topic from the unit.
6 3.3 Play the recording. Get students to check their
answers, working on any difficulties.
Have a brief whole-class discussion about Shona
Mitchell and her son. Do your students approve?
3 C Before you go
Transcript 3.3
Interviewer Where have you travelled with your Travel reviews
son and what have you done?
Shona Mitchell Where do I start? We’ve done so 1 Introduce the subject of travel and get students to
many amazing things together. discuss the items in pairs.
So far we’ve been to the Sahara Then, with the whole class, ask members of particular
and we’ve slept in the Amazon pairs about what they came up with and have a general
Rainforest. We’ve climbed discussion about the items, e.g., Which guidebooks
mountains and we’ve swum with do they recommend, in their own language(s) and in
dolphins. And, of course, we’ve met English? Do they look at the reviews on TripAdvisor or
some amazing men and women other sites?, etc.
from many different countries.
Interviewer Have there been any problems? 2 Get students to look at the information about the Frida
Shona Mitchell Well, he hasn’t enjoyed everything. Kahlo Museum in pairs. Point out that they should just
We’ve stayed in some very basic read the museum information, not the two reviews
accommodation. And he’s been below it. Students should discuss and decide together if
sick a few times. they would like to visit the museum. (They don’t have to
Interviewer And what about his education? Has agree about this.)
he missed a lot of school? Walk around the class to monitor and assist where
Shona Mitchell Honestly, yes, he’s missed quite a necessary. With the whole class, praise good points that
lot of school. But I think school is you heard and work on any difficulties. Get students to
less important than travelling and repeat the exercise, incorporating any corrections and
seeing the world. He’s learnt more improvements that you made.
about the world from our travels Get several pairs to talk about their reasons for wanting
than at school. I plan to take him to visit the museum, or not.
on another trip soon.
3 With the whole class, get students to read the two
reviews to find which reviewer liked the museum
better, giving their reasons.
Answers
Travelgirl205 preferred the museum. She liked it because
it’s an ‘amazing museum’ (even if there aren’t many of
Kahlo’s important pictures). It helps you understand the
life of the artist, especially if you use an audio guide.

Unit 3
4 Explain the task, emphasizing that students should not 5 Do as a fast-paced whole-class activity.
just find the answers, but also make a note of where
Answers
the relevant information can be found in the reviews.
a There can be a queue for tickets at the museum.
Students should then work on it individually.
b It can get quite busy later in the day.
Walk around the class to monitor and assist where c It’s great to listen to stories of Frida’s life.
necessary. With the whole class, elicit the answers. d The Coyoacán area is really beautiful.
Answers 6 Get students to do this individually in class or for
a +52 55 5554 5999 (museum information) homework. Explain the task and ensure that students
b Nerys459 (the date of the review) understand that their writing should divide clearly into
c No – Mex$120 for adults and Mex$40 for students three sections: Facts, Opinions and Advice.
(museum information) If doing in class, walk around the class to monitor and
d Tuesday–Sunday (museum information) assist where necessary and ensure that students are
e ‘It’s difficult to find.’ (second review) following the three-part format.
f Nerys459 – ‘It’s a beautiful house.’
g Yes (first review – ‘It’s an amazing museum’, so With the whole class, even if students haven’t finished,
presumably interesting, too) work on any common difficulties. Get students to finish
h Because ‘… it’s great to listen to stories of Frida’s the task for homework and to also make a poster of
life …’ (first review) their work. Ask students to email their work to you
for checking before they do this. Don’t try to correct
Questions a–d are asking for facts and questions e–h everything in their work, but bring their attention to the
are asking about opinions. main problems.
C21 In the next class, get students to put their posters on the
walls of the classroom. Students go around and look at
CRITICAL THINKING: Facts and opinions others’ recommendations and discuss them together.
Explain that facts are pieces of information that are true. 7 Do this in the next class, after students have had a
Facts are often things you can measure and can be chance to read all of the posters.
expressed in numbers, e.g., There are 15 students in this Divide the class into groups of three and get them to
class. Opinions are things that some people believe. They explain to each other why they chose the place that
are usually things which you can’t measure, and often they did.
contain adjectives, e.g., The students in this class are
Walk around the class to monitor and assist where
hard-working.
necessary. With the whole class, get members from
Get students to complete the exercises on page 54 now, particular groups to explain what happened in
or come back to them later. their groups.
The teacher’s notes for the exercises are on page 81.
For extra support, ask students to find three facts and Writing
FOCUS
three opinions in the travel website on page 48 of the
course book. Take the student through the information in the
Possible answers Focus box and refer them to exercise 2 to help them
Three facts understand how to write a review. Get them to do
The museum is in the Coyoacán area of Mexico City. exercise 6 in pairs. Walk around the classroom to
The entrance fee for students is Mex$40. monitor their work.
It’s closed on Mondays.
Three opinions
It can be busy later in the day. Writing skills
It’s difficult to find.
It’s a bit expensive for adults. Get students to complete the activities on pages 50–51 of the
pages 72–73 of this book.

4
Vocabulary
Faraway places
• Types of holiday
Grammar With the whole class, get students to look at and comment
on the photo in relation to the Talking point questions. First,
• Verb phrases elicit some factors that students might like to consider for
• Present perfect and past simple both days out and holiday, for example who they are going
with, the cost, what sort of places they like to visit, how they
Language skills get there, how far away it is, the purpose, and where they
choose to stay. They then discuss their individual choices
• Reading: Skimming and reflect on what that says about their values, for example
• Reading: Reading for detail luxury versus budget, and who they prefer to travel with.
• Speaking: Discussing holiday options
• Listening & Speaking: Completing and discussing
a survey
• Listening: Listening to identify false information
• Listening: Listening to order information
• Writing: Writing an advert
• Writing: Writing a diary entry
• Reading & Listening: Reading and listening to
complete graphs
C21 SKILLS
Critical thinking
• Evaluating
Study skills
• Reading and describing graphs

Unit 4
4A Types of holiday Verb phrases; Types of holiday

1 With the whole class, talk with students about the fact
that some verbs are used with prepositions to make
Holiday adverts verb phrases. (Stick to this expression rather than ‘phrasal
verb’, which is mostly used when the meaning cannot be
1 Introduce the subject by talking briefly about a holiday ‘guessed’ from the verb + preposition combination.)
you went on recently, or make one up! Explain the task Then get students to look through the holiday adverts
and get students to talk in simultaneous pairs about again to find verb phrases to complete the information
where they have been on holiday and what they did. in the Focus box.
With the whole class, get two or three students to talk
about their partner’s holiday, not their own. Do not work Grammar
on language improvement or correction yet. This can FOCUS
come at the next stage.
Verbs phrases
2 With the whole class, get students to look at the photos Go through the completed Focus box and ask
and adverts and to answer the question. (The Dubai students to suggest other prepositions (for example:
holiday is probably more expensive, because it describes up, next to, along, on).
a luxury hotel experience.)
Answers
3 Get students to read the adverts in simultaneous a go
pairs and complete the table. Walk around the class to b ask
monitor and assist where necessary. c stay
Draw the table on the board and, with the whole class, d look
elicit the information to complete it. (Point out that the For extra practice, the students are invited to see
expressions 15-day holiday and five-star hotel are not Section A of the digital workbook.
plurals – -s has not been added to holiday and star –
because they are used as adjectives in these expressions,
and adjectives do not change.) 2 Do this as a fast-paced whole-class activity.
Then have a whole-class discussion with individual Answers
students saying which holiday they would like to go on a (at)
and why. b for
Answers c for
See table below. d after
e about
f with
g for
h to
Transport Duration Accommodation Staff Food
traditional wooden
Cambodia (cycling) 15 days (all from Cambodia) local markets
houses
helicopter flight/ from around

Dubai 1 week five-star hotel (international)
speedboat cruise the world

Unit 4
Pronunciation If doing for homework, don’t forget to collect it in when

FOCUS you next see your students, and to provide feedback
when you have looked at their work.
4.1 Play the recording and ask individual students
to say which part of each word is not stressed. The 6 Get students to read other students’ adverts in
unstressed syllable has a neutral sound known as simultaneous pairs and provide brief descriptions of the
schwa \´\. photo(s) they would use if necessary.
Write ‘I would like to go on X’s holiday because …’ on the
Answers board and get students to use this expression, when you
Unstressed syllables are underlined. ask which holiday they would prefer to go on.
a scenery e private
b suggest f waiters
c local g international A survey
d villages
1 4.2 Tell students they will hear a researcher asking
questions about people’s holidays. Get them to look
Transcript 4.1
through the four areas that the researcher will ask about,
a scenery and to anticipate what they think they will hear. For
b suggest example, in 1, students might well anticipate that the
c local speaker will say ‘I fly because it’s the quickest way to get
d villages somewhere’.
e private
Play the recording, stopping after each section 1–4, and
f waiters
get students to see if they hear what they thought they
g international
were going to hear.
Answers
1 (the quickest and the cheapest)
3 Have exchanges with individual students to give
2 want to feel comfortable
everyone the idea.
3 I don’t want to get ill
Then get students to work in pairs. Walk around the 4 don’t need a guide
class to monitor and assist where necessary. Ensure
that B is using the correct present perfect participles
if they answer with never. Also ensure that they use the Transcript 4.2
past simple when giving a specific time, e.g., I stayed at Interviewer Thank you for agreeing to do this
the Ritz in Paris last year. This anticipates what they will survey. There are just four questions.
see in section 4B, so don’t spend too much time on So, let’s start with the first question.
it here. How do you travel when you go on
With the whole class, work on any problems, for example, holiday?
the participles and past simple forms just mentioned. a Well, I usually fly because it’s the
quickest and the cheapest way to get
Then get individual pairs to repeat their exchanges,
somewhere.
ensuring that they incorporate your suggestions.
Interviewer Great.
4 Have a whole-class discussion about different types of b And I drive because I like to see
holiday and write the types of holiday that students different places on the way. The
mention on the board. Some possible ideas may include: journey is like a holiday, too.
cruise holidays, camping, caravanning, touring (driving), Interviewer OK.
scuba diving and activity centre holidays. c Me? I go by train because it’s better
5 This can be done in class if there is time, or for homework for the environment. And it’s quiet
if not. Go through the holiday-related vocabulary that and peaceful.
students have seen in the unit, eliciting it from students Interviewer Thank you. So let’s move on to the
by giving ‘clues’. Emphasize that this is the sort of next question. Where do you usually
vocabulary that they should try to use in their advert. stay on holiday?
a For me, I stay with a local family. You
If doing in class, walk around the class to monitor and
can learn about their lives and they
assist where necessary. (If possible, get students to find
will get some money.
photos to go with their adverts. If this isn’t possible,
Interviewer OK.
students can describe the photos, etc., they would use,
or sketch them.)

Unit 4
b And I stay at a five-star hotel.

Possible answers
1a, 2c, 3a, 4b Economy/budget traveller – not
It’s expensive, but I want to feel
much time
comfortable on my holiday.
1b, 2a, 3b, 4a Curious (teach this word) traveller
c Well, I stay at the cheapest hotel I can
1c, 2b, 3c, 4c Traveller with money − not curious
find. Then I can spend my money on
more interesting things.
Interviewer Great answers. OK. Next question.
Where do you normally eat?
a I go to the local markets for fresh food
and I eat street food. I learn the names
4 B Changing cities
of things in the local language.
b I find a restaurant where all the local Present perfect and past simple
people are eating and I ask the waiter
to choose the food for me. 1 With the whole class, get students to talk about the
Interviewer I see. photos. Help them with vocabulary, if necessary:
c And I go to a restaurant I know booming city, road construction, etc.
like McDonald’s. It’s probably more
2 4.3 Get students to read through the statements
expensive, but I don’t want to get ill.
and play the recording once. Elicit the answer.
Interviewer Brilliant. And last question. How do
you find your way around? Answer
a I use local guides to tell me everything b
about the culture and I learn some
words to speak to local people.
Transcript 4.3
b I walk around and look at things, but I
don’t need a guide. My name is Daiyu. I was born in 1972 and I am from
c I’m not interested in visiting places the city of Shenzhen in Southern China. My city has
or learning about anything. I’m here changed so much in my lifetime, it’s incredible. When
to have fun and relax. It’s a holiday, I was a child it was just a fishing village, but Shenzhen
not school. has become a very important world city. In 1980, the
Chinese government made it a ‘special economic
zone’ and it began to change very quickly. The
2 To prepare students for the task, ask the four questions population has grown so much! In 1979, it was about
of the survey to four individual students and elicit 314,000. Now it is more than ten million. In just five
their answers. years, from 1990 to 1995, the population grew from
Then get students to work on the task in simultaneous 1,214,000 to 4,491,000.
pairs. Walk around the class to monitor and assist Most of the people in Shenzhen have moved from
where necessary. other parts of China and millions of them leave the
Then get one or two pairs to repeat their exchange for city at the weekend and go back to see their families.
the whole class. But, of course, it’s not just the population that has
grown. Thirty years ago there weren’t any tall buildings
C21 in Shenzhen, but today there are 23 buildings over
200 metres high. My favourite is the Shun Hing
CRITICAL THINKING: Evaluating Square. Workers finished building it in 1996 and at that
Get students to complete the exercises on page 68 of time it was the tallest building in Asia.
the course book now, or come back to them later. It’s difficult to say if all these changes have been
The teacher’s notes for the exercises are on page 81 positive or negative. A lot of things have improved,
of this book. of course. We have better roads and an international
airport, and we even have a metro system. It opened
in 2004. And all the development has created a lot of
3 Work on this with the whole class. Get students to group jobs. But not everything has been good. Pollution
the values that emerge from the survey. The groups they has got worse and, of course, the city is more
will find are probably as follows, but students may come crowded now.
up with other adjectives.

Unit 4
3 4.3 Get individual students to say the years correctly Get students to briefly discuss reasons for the
− for years beginning 19 only accept nineteen seventy- changes, but don’t get into complex economic/
two, etc., (not ‘one thousand nine hundred and seventy- demographic issues.
two’). For 2004, accept ‘twenty-oh-four’ or ‘two thousand Possible answers
and four’. a (The population has gone up by 480,000.)
Then get students to look through the events a–e. b The world population has increased by 2.3 billion.
Explain any difficulties, e.g., zone (= area). Point out the c The number of people over 65 in Japan has gone up
correct form in sentence b – Daiyu was born (not ‘is born’ from 11.6% to 26% since 1989.
or ‘has been born’). d A loaf of bread in the UK has gone up from 9 pence in
1970 to 137 pence today.
Play the recording again and elicit the answers. Work on
e The average life expectancy in the UK has gone up
any remaining difficulties.
from 72 in 1970 to 81 today.
Answers f The number of cars in China has gone up by 215
a 1996 million since 2011.
b 1972 Possible reasons:
c 2004 a The types of jobs have changed. Some people have
d 1980 moved away, and other people have moved in.
e 1979 b Better healthcare, fewer children dying at birth or
while young.
Grammar c Better healthcare, Japanese diet (raw fish, etc.), fewer
FOCUS
people being born, increasing the percentage of
Present perfect and past simple older people.
Take students through the information in the box d Increased costs, in line with inflation (teach this word).
and get them to complete the rules. Tell them that e Better healthcare, fewer people who smoke, etc.
the rule given for the present perfect only covers one f More people in China can afford to buy a car
use of this tense; there are others. these days.
Answers 6 Explain the task and get one student to talk about their
a past simple own city, to give other students the idea.
b present perfect Get students to write their sentences then compare
For extra practice, the students are invited to see answers in simultaneous pairs. Walk around the class to
Section B of the digital workbook. monitor and assist where necessary.
With the whole class, elicit sentences from different
students.
4 Get students to work on this individually. Walk around
the class to monitor and assist where necessary. Model answers
With the whole class, elicit the answers and work on In the last 20 years, Bristol has become more interesting.
any difficulties. No big projects have been built, despite many plans.
The traffic has got worse.
Ask students which participles are regular (a, d and e) The number of cyclists has grown.
and which are irregular (b, c and f ). Ask for the infinitive The restaurants have improved.
(base form) and past simple of these verbs (become, The city has lost its character.
became; grow, grew; get, got).
Answers
a (has changed)
C21
b has become STUDY SKILLS: Reading and describing graphs
c has grown Get students to complete the exercises on page 69 of
d have improved the course book now, or come back to them later.
e has created
f has got (Accept the American English ‘gotten’
of this book.
if a student mentions it.)
5 Explain the task and do this as a fast-paced
whole-class activity. 7 Draw the incomplete line graph on the board and get
individual students to read out sentences in the text and
to come up and draw the line on the graph on the board.

Unit 4
4 C A sense of adventure
Get students to copy this into their own course
books. Walk around the class to check they have
done this correctly.
Answers
Students need to plot the following figures on
their graphs:
Slideshow
1950 – 20,000 Now play the slideshow and do the related listening,
2002 – 150,000 discussion and writing activities. You will find the slideshows
2010 – 300,000 in the interactive course book or in the resources section
2020 – 670,000 of the website: www.garneteducation.com/aou/student-
resources.
8 4.4 Tell students that they are going to hear a
recording about the populations of Tokyo, New York For more information on how to work with the slideshows,
and Mexico City over the last 20+ years. Tell them that see page 7 of this book.
they have to draw in another line on the graph, this time
about the population of New York. Ensure that students FOCUS
are not distracted by the information about Mexico City,
which they do not need to do this exercise. Take the students through the information in the box
Play the recording and get students to draw in the line. and get them to practise their diary entry in 6.
Play the recording again if necessary. With the whole
class, get one student to come to the board and draw
the line for New York on the graph. Writing skills
Answers Get students to complete the activities on pages 66–67 of the
Students need to plot the following figures on
their line graphs:
1950 – 12 million The teacher’s notes for the Writing skills activities are on
1975 – 16 million page 73 of this book.
2000 – 18 million
2005 – 19 million
2015 – 20 million
Transcript 4.4
New York had the biggest population in the world in
1950. The population was about 12 million – about
one million more than Tokyo. As Tokyo’s population
doubled, New York’s population went from 12 million
in 1950 to just 16 million in 1975. Between 1975 and
2000, Mexico City became the second largest city
and New York moved to third place. Its population in
the year 2000 was nearly 18 million. Between 2000
and 2005, the population grew by about one million,
and over the next ten years it went up by another
million to over 20 million. So, in 65 years New York’s
population increased by about eight million and
Tokyo’s increased by over 24 million.
LANGUAGE REFERENCE

9–10 S tudents can complete this for homework and

present their graphs in the next class.

5
Vocabulary
Changing times
• Survival in dangerous situations

• Language learning
With the whole class, get students to look at and comment
Grammar on the photo in relation to the Talking point question. First,
elicit what the photo shows and implies; for example, the
• Using will and won’t for predictions technological advances in smartphones. Then discuss what
the likely impacts will be.
Language skills
• Reading: Reading to confirm predictions
• Reading: Reading for detail
• Reading: Reading for gist
• Speaking: Discussing facts, ideas and experiences
• Speaking: Ranking items and giving reasons
• Speaking: Speculating about the future
• Speaking: Ranking ideas based on personal
preference
• Listening: Listening to make notes
• Listening: Listening for specific information
• Listening: Listening to identify opinions
• Writing: Writing guidelines
C21 SKILLS
Critical thinking
• Prioritizing
Creativity
• Giving a presentation
Critical thinking
• Reading between the lines

Unit 5
5A What do we need?
Discuss the questions with the whole class. (Don’t
be surprised by any unsentimental attitudes towards
hunting.) For question f, teach decisive and indecisive.
7 Discuss the objects with the whole class. Answers should
be fairly self-explanatory (d is a rubber mat for sleeping
Survival on) and students will listen to check in 8.
1 Get students to look at the photo. Get individual 8 5.1 Play the recording. Tell students that the letters
students to say one sentence each, helping them with a–d refer to the photos in 7. The recording also contains
any vocabulary, e.g., We can see a man cooking something details of other objects. Students only need to take notes
on a stove (teach this word) in front of a tent. The place on objects a–d. Play the recording again for students to
looks very wild and remote (teach this word), etc. check their notes.
2 Get students to read the article. Point out that survival/ Answers
survive are explained in the first paragraph. Don’t explain a w ater bottle − in a desert, it’s important to have
any more vocabulary yet. enough water
3 Get individual students to talk about the rule of three b GPS − tells you where you are and gives you directions
and how to avoid the related problems. c lighter − good to be able to light a fire to keep warm
and to cook
Answers
d rubber mat − lie down and rest and not get wet
The rule of three refers to:
Three minutes − the length of time most people can
hold their breath. Avoid this problem by coming up to Transcript 5.1
breathe! (Work on pronunciation of breathe (verb) and A So what do you think is useful in a survival
breath (noun).) situation?
Three days − the length of time you can survive without B What do you mean? Like being in the desert?
water. Avoid this problem by drinking water regularly, A Yes, or on a mountain in the snow. That sort
but ensure that water is clean. Boil it first if necessary. of thing.
Three weeks − the length of time you can go without B Well, in the desert the most important thing is to
food. Avoid this problem by eating, but be careful not to have enough water. So I think a water bottle is
eat anything poisonous. the most useful.
A Yes, I agree.
4 Get students to work on this in simultaneous pairs.
B What about being lost? You need something to
find your way.
necessary.
A Definitely. The best thing is a GPS.
With the whole class, elicit the answers. B What’s that?
Answers A GPS is short for Global Positioning System. It’s a
a (shelter) gadget that tells you where you are. It has a map
b exhausted and you can ask it for directions.
c thirsty B Sounds good.
d hunt A The only problem is when the batteries run out.
e underwater B Maybe a map is better. I mean a paper map.
f poisonous A You need a compass as well, though.
g decisions B That’s true. And they’re really hard to use. What
h breathe about in the mountains? What do you need
when it’s really cold?
5 Get students to work in pairs to choose three interesting
A I think a lighter is really useful. You can start a fire
facts. Walk around the class to monitor and assist
and keep warm.
where necessary.
B Good idea. You can also cook and boil water.
With the whole class, ask students for the facts they A How about sleeping?
selected, and ask why they selected them. Ask them about B Yes. I think a mat is important, too. You can lie
other ideas for survival (e.g., good clothing and boots). down and rest and not get wet.
6 Get students to discuss the questions in simultaneous A You mean like a rubber mat?
pairs. Walk around the class to monitor and assist B Yes, it rolls up and you can carry it with you.
where necessary. A Sounds good.

Unit 5
C21
Work on any difficulties, especially relating to will and
won’t. (If students use going to – e.g., Robots are going
CRITICAL THINKING: Prioritizing to be smarter than humans one day, tell them that this is
possible, but get them to use will for the purposes of
Get students to complete the exercises on page 84 of the exercise.)
3 5.2 Explain the task and get students to look at the
questions. Play the first half of the recording (relating to
of this book.
questions a–c) and, if necessary, explain any difficulties
and play it a second time. Follow the same procedure for
9–10 Explain the task and get students to work in the second part of the recording.
simultaneous pairs on it. One student in each pair Answers
should work on Situation 1 and the other on Situation 2. a language
For the moment, they should just make their lists of b They will read all our emails and everything we type.
priorities. Walk around the class to monitor and assist c Yes, at least according to Raymond Kurzweil.
where necessary. d seven months
When most students have finished, get students to e NASA will send robots to investigate the planet.
explain their priorities to their partners and then add f They will be away from home for at least two years.
their reasons. Again, walk around the class to monitor
and assist where necessary. Transcript 5.2
With the whole class, praise good points that you This week, we are looking at technology and how it
heard and work on any difficulties. Get students to will change the way we live. First, we’re going to look
repeat the exercise, incorporating any corrections and at robots and then we’ll look at the possibility of living
improvements that you made. on another planet and the role robots might play.
In groups, or with the whole class if the class is relatively So first, robots. Robots are basically computers that
small, get individual students to explain their partner’s act like human beings. They are already quite clever,
priorities (not their own), giving their partner’s reasons. and one man thinks that one day these robots will be
Groups (or the whole class) then discuss these priorities. cleverer than humans. Raymond Kurzweil is a director
at Google, and he says that by 2029, computers will
understand language. They will make jokes and tell
5 B The future stories better than we can. They will read all our
emails and everything we type. Then they will use
this information to learn about us and the way we
think. Kurzweil says these computers will know the
sing will and won’t for
U answer to your question before you’ve asked it. But
will these robots be safe? Some people are frightened
predictions about having very clever robots. But Kurzweil isn’t
1 Introduce the topic and get students to work on it worried. He says the robots won’t be dangerous. They
in simultaneous pairs. (Work on pronunciation and will be our best friends.
meaning of frightened if necessary. Walk around the class So what about living on another planet, and how will
to monitor and assist where necessary.) Praise good robots help? For many years, humans have dreamed
points that you hear and work on any difficulties. of going to Mars. But it’s not been possible, for many
Get individual students to say how they feel and why. reasons. Firstly, it’s a very long journey. Experts predict
Try to avoid too much ‘doom and gloom’. (You could also it will take around seven months. And, of course,
teach this!) Mars is a dangerous place. For example: there is no
air to breathe; there is a lot of radiation from the
2 Start by revising pronunciation of years: twenty-twenty, sun; and the red sand that covers the planet may
twenty-thirty, etc., through to twenty-one hundred. be poisonous to humans. However, NASA – the US
Also, remind students that the negative of will is won’t National Aeronautics and Space Administration –
(= will not). thinks that there are solutions to these problems.
Get students to use will and won’t to talk about the four NASA plans to send astronauts to Mars in the 2030s,
predictions, giving their reasons. (Get them to make and thinks that maybe, in the future, people will
links, where appropriate, with any predictions they made even live there. But how will they survive? First, NASA
in the previous exercise.) will send robots to Mars to investigate the planet.

Unit 5
One robot, the Curiosity, landed in 2012; another, 5 Get students to complete the answers with will or won’t
the Perseverance, landed in 2021. Other robots will individually, in relation to their own predictions about
follow. Scientists hope that the robots will bring back themselves.
soil and information about the weather. The robots With the whole class, get individual students to say what
will even use special equipment to make oxygen they wrote. Treat this tactfully.
for people to breathe! All of this research will help 6 Model the example dialogues with one or two individual
astronauts travel safely. But the first astronauts will students. Draw attention to the contracted form in the
make a very big decision: they will be away from replies. Students work in simultaneous pairs to practise
home for at least two years. dialogues based on the items in 5. Walk around the class
to monitor and assist where necessary.
4 Get students to discuss the questions in simultaneous Choose pairs to practise a dialogue for the class,
pairs. Walk around the class to monitor and assist incorporating any corrections and improvements that
where necessary. you made.
With the whole class, praise good points that you heard 7 Explain the task and get students to work on it in
and work on any difficulties. Get students to repeat simultaneous groups of three or, in bigger classes, five.
the exercise, incorporating any corrections and Get students in each group to vote on the predictions
improvements that you made. and when they think they may happen. (An odd number
With the whole class, get representatives of some of the of students − three or five − will allow a majority
pairs to summarize what they discussed, incorporating, decision in each case.) Walk around the class to monitor
where necessary, corrections and improvements that and assist where necessary.
you made in the previous step. With the whole class, praise good points that you heard
Grammar Get a spokesperson for each group to say what the
FOCUS
group’s prediction was for each point (and when they
Using will and won’t for predictions think they will happen).
Talk the students through the information and get 8 Then get students to work in the same groups on the
two students to read the dialogue. Ensure that six areas mentioned here. Allocate the first three areas to
Speaker B pronounces the contractions won’t and half the groups to work on and the second three areas to
don’t correctly. the other half of the groups.
For extra practice, the students are invited to see Get them to develop their ideas in draft form before
Section B of the digital workbook. designing their posters. It’s probably easier to have one
poster for each area, even if the poster isn’t completely
full. Walk around the class to monitor and assist where
Pronunciation necessary. In this way, you can prevent major language
FOCUS
errors from appearing on the final posters.
5.3 Play the recording and get students to repeat
the contractions individually. C21
CREATIVITY: Giving a presentation
Transcript 5.3
I’ll Tell students that when they are giving a presentation, they
you’ll should think about what they want to say, and how they
he’ll want to say it. They should also think about what visuals
she’ll they will use, and remind them that the more they practise,
we’ll the more comfortable they will feel.
they’ll Get students to complete the exercises on pages 84–85 of
I won’t the course book now, or come back to them later.
you won’t The teacher’s notes for the exercises are on page 82
he won’t of this book.
she won’t
we won’t
they won’t

Unit 5
LANGUAGE REFERENCE Transcript 5.4

Get students to click on the link provided in the box to learn a I’m studying French. Unfortunately, going to France
more about the relevant grammar topic from the unit. is too expensive, so I think it would be better for
me to find another way of studying. You can learn
a lot from classes and watching French TV.
9 Get members of each group to present each poster to b I’m from the Emirates and I lived in Australia for
the other groups. If the class is large, keep some of the one year. When I wanted something, a coffee or
presentations until the next class. Discuss with the whole a sandwich, I couldn’t ask in Arabic, of course. So
class which presentation they liked best and why. I was always speaking English, every day. I had no
10 Decide how much time you want to spend on this task, choice! And that’s why my English has improved
and set it for individual or group work. Refer students so much.
to page 168 of the course book. Students choose one c I lived in Argentina for six months. I went there to
topic to research online and find several sources of learn Spanish, but also to have fun. I made a lot of
information. This can be done in class or for homework friends and I had an Argentinian boyfriend. It was
as a written or spoken presentation. Remind them to so interesting to learn about a different culture. It
use language from the lesson. Set aside time was the best time of my life!
for presentations. d I went to London and tried to improve my
English. It wasn’t a good experience. I’m quite shy
and I found it really difficult to speak to people.
I was nervous because they often couldn’t
5 C How we study understand me. In the end, I came home early.
3 Get students to read the text, explaining any difficulties,

and discuss with the whole class. Work on I would like
Real and virtual learning to … and I wouldn’t like to … To end the discussion, get
students to vote on whether they would like to learn
1 Begin by asking students what they understand by English using avatars.
virtual (= describing situations/activities that are not ‘real’,
but are done on a computer). Pronunciation
FOCUS
Get students to individually grade the seven options for
language learning. They will hopefully choose option g
5.5 Play the recording and get individual
as the best way, in which case, ask them to say what the
students to repeat the positive and negative forms.
ideal mix is. This will also help you to understand their
own priorities better.
Transcript 5.5
2 5.4 Explain the task and play the recording once
right through. Then play it again, stopping after each I do I don’t
speaker to give students time to complete the table. you do you don’t
she does she doesn’t
Answers we do we don’t
Positive/Negative Reasons they do they don’t
a (Negative) (too expensive)

had to speak English by living
b Positive 4 Do this as a fast-paced whole-class activity, with
in Australia
individual students saying what they think will happen
had fun in Argentina, had in the future in the area of learning in general, not just
a boyfriend, learnt about language learning. Ensure students use contractions and
c Positive
another culture, improved pronounce them correctly.
her Spanish
lonely in London, difficult
d Negative to speak to people, came
home early

Unit 5
5 Explain the task and get students to work in groups of 7 Do this as an individual task, either in class or for
three or four, depending on class size. homework. Explain that students have the headings
Walk around the class to monitor and assist where in 6 to draw on, and the sentences from 5. They
necessary. Ensure that students discuss the last two should add an appropriate and clear heading and
questions in the exercise instruction. Get one person in add their own ideas under each of the headings. Each
each group to record each student’s answer. point should be bulleted ‘•’. Students can write their
guidelines in their notebooks or as posters for the class.
With the whole class, elicit the answers from each group,
Allow class time for students to compare ideas and
and get them to talk about the number of students in
share suggestions.
their group who had tried each tip, and which tip(s) they
approved of most.
Answers
Writing skills
a (2) Get students to complete the activities on pages 82–83 of the
b 7 course book now, or come back to them later.
c 5
d 4 The teacher’s notes for the Writing skills activities are on
e 1 page 74 of this book.
f 6
g 3
6 Do this as a fast-paced whole-class activity. Get
students to develop ideas around their answers,
giving reasons for their choices.
Possible answers
Listening a (where websites have video/audio), c
Reading (a), c, e, g
Speaking d
Vocabulary all, but particularly a, b, c, e, f, g
Writing b, d (email or chat exchanges), f
C21
CRITICAL THINKING: Reading between
the lines
Explain reading between the lines to students: using the
text and your own experience to understand something.
Sometimes you may understand something different
from other people.
Get students to complete the exercises on pages 85–86
of this book.
For extra support, get students to read between the
lines of the ‘Virtual Learning’ article on page 80 of the
course book, thinking about the positives and negatives
discussed in exercise 2 on page 79. As a class, discuss why
virtual language learning might be popular.

6
Unit 6
Healthy lifestyle
Vocabulary
• Healthy habits
• Working conditions
Discuss the Talking point questions with the whole class.
Grammar Students will probably mention diet, exercise, smoking, etc.
Work on vocabulary and structures − these can be tricky
• Gerund as subject and object of a sentence when talking about this subject, but don’t pre-empt later
• can, can’t; have to, don’t have to content in the unit. However, do ensure that they stick to
correct idiomatic language, e.g., I don’t get enough exercise.
Language skills Rather than strange-sounding things, such as ‘I practise
sports’, get students to say go running, play football, do yoga,
• Speaking: Rating and discussing healthy habits etc. Also introduce get fit, keep fit and fitness.
• Reading: Reading for specific information
• Reading: Understanding a graph
• Listening: Listening to complete sentences
• Listening: Listening for detail
• Listening: Listening to make notes
• Writing: Writing to complete sentences with your
own ideas
• Reading & Speaking: Reading and discussing the
differences in health and lifestyle (now and 50
years ago)
C21 SKILLS
Critical thinking
• Questioning opinions
Life skills
• Rules
Critical thinking
• Making assumptions

Unit 6
6A Is it good for you?

probably anticipate that drinking more than six cups of
coffee gives you headaches – teach this word.)
Get students to read the article and answer the
questions in simultaneous pairs. Walk around the class to
monitor and assist where necessary.
Healthy habits
With the whole class, work on any vocabulary or
1 Leading in from the Talking point discussion, get pronunciation issues that you noticed (for example, the
students to discuss the questions in simultaneous pairs. pronunciation of stomach, heart and muscles and the
Ensure students are using I drink three cups of tea a day, meaning of depressed and upsets).
I go running twice a week, etc. Then elicit the answers, discussing with students
Walk around the class to monitor and assist where whether their initial responses were confirmed or not.
necessary, checking that students are incorporating the
Answers
vocabulary and structures you highlighted during the
a It can give you headaches, stomach upsets and you
Talking point.
may not sleep well.
With the whole class, get students to report on their b It can make you overweight if you eat a lot, but it can
partner’s habits, rather than their own. make you feel happy if you’re depressed.
2–3 Elicit the answers and discuss them with the whole c It contains protein and vitamins.
class or in simultaneous pairs. d You can damage your heart and muscles.
e It can cause exhaustion, stress and loss of sleep.
If discussing in pairs, round up key discussion points
f The main point of the article is that you shouldn’t
with the whole class by asking some of the pairs if they
jump to conclusions (teach this expression) about
disagreed about anything.
whether something is good or bad for you. Find out
Answers more about it before deciding.
a bad (but might not be unusual in some places) g Students’ own answers.
b good (except if you take a route with heavy traffic)
c
d
good
bad
C21
e good CRITICAL THINKING: Questioning opinions
f good Explain to the class that there are three key questions
g bad they can use when they question a statement or opinion:
Is the statement biased? Is the statement supported by
Grammar evidence? Is the reasoning clear?
FOCUS
Work on the pronunciation of biased and introduce its
Gerund as subject and object of a sentence opposite − balanced.
Go through the information and examples. Although With the whole class, determine whether the article on
gerunds may be familiar to many students, stress the page 91 of the course book is biased or balanced [It is
way that they can be used as the subject or the object balanced and unbiased in its approach.].
of a sentence and elicit one or two other examples.
4 Explain the task and get students to work on it in The teacher’s notes for the exercises are on pages 82–83
simultaneous pairs. Explain that they should get into of this book.
more complex discussions about exercise and diet, for
example, Running is good for the heart, but can be bad for
the joints (teach this word), for example, your knees. Walk 6 6.1 Introduce the exercise, play the recording once or
around the class to monitor and assist where necessary. twice and elicit the answers.
With the whole class, get several pairs to talk about some Answers
of their arguments for and against particular activities a (cycling at the weekend)
and foods. b lose weight
c going to the gym, cakes
5 With the whole class, go through the questions and, d run a marathon, get fit
before they read the article, get students to guess what
it will say about each of the items. (For example, they will

Unit 6
views will partly depend on whether they have actual

Transcript 6.1 work experience or not. If your students do have work
Jack How do you keep fit, Jodie? experience, get them to talk about it, of course.)
Jodie I like cycling at the weekend. How about you? 2 6.2 Prepare students for the task, then play the
Jack I like going to the gym and doing a few weights. recording once or twice.
Jodie I don’t like going to the gym. It’s too crowded.
Elicit the answers.
Jack I know what you mean. How about your diet?
Jodie Well, I want to lose weight, so I’m not eating Linking back to 1, ask students which company they
meat at the moment. would prefer to work for, and why.
Jack Good idea. I want to stop eating so much Work on any remaining difficulties, playing the recording
sugar, but I love eating cakes. again, if necessary, stopping to explain and work on
Jodie Oh, dear. anything that students have not understood.
Jack I know. I want to run a marathon next month, Answers
so I really must get fit. 1 a , b, d (Phones are also mentioned, but not the issue
of a company smartphone vs personal.)
7 Explain the exercise and get students to write 2 b, c (Hours are mentioned, but not salary.)
sentences about themselves. Emphasize that they
should make their own sentences as well as use the
ideas in the exercise. Transcript 6.2
1 Interviewer So Mrs Carter, how do you like to
Possible answers
manage your staff?
I don’t like watching TV. I want to watch less TV.
Boss Rules are important. My staff have to
I like going to the gym.
start work very early and work hard.
I want to start running.
And they have to look smart, too.
I don’t want to stop eating fast food.
Interviewer Do they have to wear suits?
I want to drink less coffee. I want to cut down from five
Boss Yes, the men do. They have to wear
cups to two cups a day.
trousers, a shirt and a tie. And they
I enjoy eating healthy food. I never eat fast food.
can’t grow beards. Women have to
I don’t need to get more sleep. I sleep eight hours a night.
wear skirts or dresses. They can’t
I like swimming and cycling. I go swimming on
wear trousers.
Wednesdays and cycling on Sundays.
Interviewer What about the weekends?
I don’t want to lose weight. I don’t need to.
Do they ever have to work
I don’t want to watch less TV, as I don’t watch much
on Saturdays?
anyway. In the evenings, I only watch the news, and I
Boss Yes, of course they do! And
never watch TV during the day.
they have to keep their phones
8 Refer students to page 169 of the course book. Students switched on 24 hours a day so I can
choose a topic and use their online research to help contact them in an emergency. If I
them decide what questions to ask. Set a time limit for send someone an email at 3 a.m.,
this research, and check that they have all prepared they have to reply immediately.
five yes/no questions for their survey. Students then go Interviewer Really? That seems a bit unfair.
round the class and interview other students. Allow time Boss I’m not interested in being fair.
for them to write up their survey results. Revise useful And I’m not interested in people
vocabulary, such as: being happy or enjoying the job.
Sixty per cent said … I’m interested in making a lot of
Five out of 14 people said … money. And if my staff work hard
Most people prefer … and obey the rules, they will make
a lot of money here. The average
6 B Work-life balance
salary is $100,000! And there are a
lot of interesting parts to the job.
Employees often have to travel to
different countries.
Interviewer Really? That sounds good. Can they
can, can’t; have to, don’t have to bring their partners or children
with them?
1 With the whole class, discuss the alternatives and, above
all, your students’ reasons for choosing them. (Their

Unit 6
Boss No, they can’t! They are there to Grammar

FOCUS
work, not for a holiday!
Interviewer Of course. But can your employees can, can’t; have to, don’t have to
take time off work if they’re ill?
Go through the information, which should be clear
Boss Yes, they can. But they can’t have
after previous exercises. (Ensure students understand
more than a week off work.
the difference in grammatical function between
2 Farouk I don’t believe in having a lot of choice (noun) and choose (verb).)
rules in the office. I believe happy
workers are productive workers.
Therefore, I treat my staff like adults 4 Explain the task, emphasizing the idea of a logical link
and I let them spend time with between the two parts of the conversations, and get
their families. Staff don’t have to students to work in simultaneous pairs. Walk around the
work at the weekends or in the class to monitor and assist where necessary.
evenings, and on Fridays they don’t Don’t elicit the answers yet.
have to come into the office at all!
Instead, they can work from home 5 6.3 Play the recording and get students to check
and be with their families. their answers from 4 individually.
They can also leave their young With the whole class, elicit the answers, again working
children at the office nursery. on the logic of the conversations.
Consequently, they can spend time Get students to read the conversations in simultaneous
with their kids in their breaks and pairs. Walk around the class to monitor and assist
at lunchtime. where necessary. Ensure that students are pronouncing
There is also a gym on the top floor contractions correctly.
of the building and employees can
Get individual pairs to read out the exchanges for the
use it between the hours of 7 a.m.
whole class.
and 7 p.m. I believe that a healthy
body means a healthy mind. Answers
And there aren’t any rules about a (I’m afraid not. It’s booked for a meeting.)
the clothes people wear. So men b No, you don’t have to hand them in till Monday.
don’t have to wear a shirt and tie. c We have to start work by 10.00. The core hours are
They can wear shorts and a T-shirt if 10.00 to 16.00.
they want to! d Yes, you can. Just ask the driver.
e Oh! Where’s the nearest car park?
f No, I don’t. Do you want to go out?
3 6.2 Explain the task, get students to look at the
g She’s lucky. Does she only work four days a week?
examples, and play the recording again, stopping at key
h Yes. It’s five euros fifty.
points to give students time to write notes.
Possible answers Transcript 6.3
Company 1 Company 2 a A Can I work in this room?
(Staff have to start (Staff don’t have to work B I’m afraid not. It’s booked for a meeting.
work early.) weekends or evenings.) b A Do we have to finish our reports tonight?
B No, you don’t have to hand them in till Monday.
Men have to wear suits; Men don’t have to wear c A What are your working hours?
women have to wear suits; men and women B We have to start work by 10.00. The core
skirts or dresses. can wear what they like. hours are 10.00 to 4.00.
Staff have to keep their Staff don’t have to come d A Can we buy our tickets on the bus?
phones switched on. into the office on Fridays. B Yes, you can. Just ask the driver.
Employees often have to Staff can leave children in e A I’m sorry, but you can’t park here.
travel abroad. the office nursery. B Oh! Where’s the nearest car park?
f A Do you have to work tonight?
If they are ill and take Staff can use the gym to B No, I don’t. Do you want to go out?
time off work, they have stay fit and healthy.
to return after a week.

Unit 6
Then get the writer from each group to join another

g A My sister has a great job. She doesn’t have to
group. Members of the new group ask questions about
work on Mondays.
the opinions of the writer’s group. The writer can read
B She’s lucky. Does she only work four days
out the sentences they wrote to the new group, or they
a week?
can improvise answers based on their group’s discussion.
h A Can I pay in euros?
Again, walk around the class to monitor and assist where
B Yes. It’s five euros fifty. necessary.
With the whole class, compare, contrast and discuss the
C21 opinions of each group.
End by having a vote on key issues of clothes, salaries,
LIFE SKILLS: Rules worktime flexibility, etc. Write the results up on the board
Get students to complete the exercises on page 101 to give students an overview of their choices.
6 C Health trends
of this book.
LANGUAGE REFERENCE
Get students to click on the link provided in the box to learn Health and lifestyle
1 With the whole class, get students to give/guess the
meaning of life expectancy − how long, on average,
Pronunciation someone in a particular country can expect to live.
FOCUS
Go through the topics, working on pronunciation, stress
6.4 Tell students to listen out for the different and possible related adjectives, for example:
pronunciations of the can and can’t sounds. Play Standard of living: high, medium, low
the recording and elicit the answers. Point out the Climate: cold, mild, hot, tropical
American English pronunciation of can’t, which is Environment: polluted, unpolluted
more similar to can than in British English. Diet: healthy, unhealthy
Answers Healthcare: good, poor
Three different ‘a’ sounds: Safety: safe/secure, unsafe/insecure, dangerous
1 The sound of can as the first word in questions, Work also on the pronunciation of the names of the
like \œ\. eight countries.
2 The sound of can’t in b \A…\. Divide the class into groups of three or four. Get half
3 The neutral (schwa) sound in c and d \´\. the groups to work on Japan, China, Pakistan and South
Sudan, and the other half to work on the other countries.
Transcript 6.4 Depending on time and facilities available, tell students
a Can I work in here? whether they should research the countries on the
b Yes, you can./No, you can’t. internet, or whether they should just make notes on
c Where can I work? what they know/guess, even if it’s not very much. Walk
d You can work in the library. around the class to monitor and assist where necessary.
With the whole class, get representatives of different
groups to say what they came up with for each country.
2 With the whole class, illustrate what is required by
6–7 Explain the task and get one or two individual students
writing up thought bubbles on the board and getting
to suggest responses so as to give everyone the idea.
individual students to suggest what should go in them,
Divide the class into groups of three or four, depending relating to how the factors from 1 affect life expectancy
on class size, and get one person in the group to write in the four countries they are working on.
down what their group agrees are the best suggestions
Then get students to work in simultaneous groups of
for each prompt. Walk around the class to monitor and
three or four to continue entering information into
assist where necessary. Concentrate on the correct use
the bubbles.
of language from this section.

Unit 6
3 6.5 Go through the questions and check students With the whole class, work again on vocabulary and get
understand the terms, such as health insurance, which representatives of each group to say what their answers
occur in the recording. Play the recording. Elicit the are. For a, the answer is ‘yes’, but get any students with
answers to each question in turn. the opposite view to express their opinion as well.
For b, get representatives to suggest additions to the box
Answers you drew on the board earlier. (Stronger students will
a H itoshi has a nice apartment. He eats healthy food
point out that something in the top left box can also go
and he exercises in the park. He lives in a safe country.
in the bottom right box, and something in the top right
b He has to commute a long way. It gets very hot in the
box will also go in the bottom left box, e.g., community
summer, and the city can get polluted.
life was positive 50 years ago, but it is negative now.
c Everyone pays health insurance and the health
However, do not write in repetitions like these.)
service is good. People have a lot of check-ups and
life expectancy is high. With the whole class, discuss the findings of the different
groups as you put them in the matrix.
Possible answers
Transcript 6.5
My name is Hitoshi. I live and work in Tokyo. I live
in a nice apartment, but I have to commute about
50 years ago
90 minutes every day. I eat healthy food and exercise strong community life
few holidays at work
in the local park. less travel
poor health facilities
Japan is a safe country. lots of physical
industrial pollution
exercise
It’s very hot in the summer – about 40 degrees, and
the city can get quite polluted.
Everyone pays health insurance and we have a good
health service. The government makes sure that good car safety
too much fast food
medical fees are cheap, and in Japan, we go for more better diet choice
more traffic and noise
Now
check-ups than in many other countries. That’s why available

life expectancy is about 84. pollution
health and safety rules
less physical exercise
at work
4 Students work in simultaneous pairs to discuss their ideas.
Then have a whole-class discussion. Treat this tactfully. Positive Negative
C21 6 Get students to read the article individually. Assist with

any vocabulary problems.
CRITICAL THINKING: Making assumptions
With the whole class, work on any difficulties, especially
Get students to complete the exercises on page 102 of ones encountered by more than one student.
Then get students to work in groups of three or four,
The teacher’s notes for the exercises are on page 83 comparing the article with the information in the matrix
of this book. on the board.
For extra support, explain assumptions and the related With the whole class, collect opinions from different
verb assume. Get students to share examples of when groups in the usual way.
they have made an assumption and it has turned out not
to be correct.
Writing skills
5 With the whole class, draw the matrix for question b Get students to complete the activities on pages 98–99 of the
on the board and get individual students to make course book now, or come back to them later.
suggestions as to how to complete it – see the answers The teacher’s notes for the Writing skills activities are on
for further suggestions to help give everyone some pages 74–75 of this book.
initial ideas.
Then get students to work in groups of three or four
on both questions. Walk around the class to monitor
and assist where necessary, for example, with related
vocabulary, such as public health, housing, lifestyle, diet, etc.

7
Unit 7
Health & safety

Vocabulary
• Abbreviations and symbols for note-taking
Grammar With the whole class, elicit ideas about why people might
cover areas in cities and towns with graffiti. Students may
• should and shouldn’t for advice make suggestions that refer to creating art, expressing
themselves, making urban places look brighter, or because
Language skills it’s just something that certain groups of people do. See what
students think the health and safety risks are. They should
• Speaking: Giving advice mention the fact that spray paint is toxic and it is not healthy
• Reading: Reading to assess ideas to keep on breathing in the fumes; some graffiti artists go
• Reading: Predicting content from photos to dangerous places to create graffiti, for example, along the
• Reading: Reading and assessing problems side of railway lines, high up on walls, etc. They could fall or
be injured. Elicit the general views of students on graffiti.
and solutions
• Listening: Listening to match opinions to ideas
• Listening: Listening to take notes
• Writing: Using notes to write an email
• Writing: Writing an email with a recommendation
C21 SKILLS
Creativity
• Thinking creatively
Study skills
• Note-taking

Unit 7
7A Creative solutions FOCUS

Pronunciation
7.2 Play the recording and get students to listen

and repeat the unstressed form of should.
Giving advice
Transcript 7.2
1 Look through the items and get individual students
to say what you should and shouldn’t do. Work on the a ou should eat five types of fruit and
Y
pronunciation of shouldn’t. vegetables a day.
b You should wear a helmet when you cycle.
Write the results up on the board. If there are c You should have a break every 30 minutes
disagreements, write the number of votes up on when you use a computer.
each side. d You should drink a litre of water a day.
Don’t elicit answers at this point.
2 7.1 Play the recording and get students to check their
answers from the previous exercise.
Grammar
FOCUS
With the whole class, discuss and elaborate on their
answers. Remind students of the expression It depends …
Using should/shouldn’t to give advice
For example, on coffee consumption, they may say that
it depends on how strong the coffee is. Different cultures Read through the information and get individual
will have differing ideas about what is reasonable. students to repeat the examples. Having done the
earlier exercises, everything should be clear.
Answers
a shouldn’t
Section A of the digital workbook.
b should
c should
d shouldn’t 4 Get students to work in simultaneous pairs. Walk around
e shouldn’t the class to monitor and assist where necessary.
f should
With the whole class, work on any common problems.
g shouldn’t
Elicit some pieces of advice from different pairs,
h should
repeating exchanges for the whole class.
Possible answers
Transcript 7.1 a You should read or study until you go back to sleep.
a ou shouldn’t drink more than three cups of
Y b You should try to relax by _______ing.
coffee a day. (Teach this structure.)
b You should eat five types of fruit and vegetables c You should get more sleep at night.
a day. d You should study harder.
c You should wear a helmet when you cycle. e You should visit them.
d You shouldn’t sleep ten hours a night. f You should try to concentrate on Economics,
e You shouldn’t watch TV for more than two hours rather than the person.
a night. g You should tell the canteen manager.
f You should have a break every 30 minutes when
you use a computer.
g You shouldn’t drink fizzy drinks.
Nudging
h You should drink a litre of water a day. 1 Refer students to the ideas. Ask the students to suggest
reasons why the ideas are organized in the way they are.
3 Do this as a fast-paced whole-class activity. (Larger printed ideas are more popular – similar to the
way ‘wordles’ work in cloud storage software.)
With the whole class, get students to say which course
of action they would choose and why.
2 Get individual students to say what they see in the two
photos. Top: a device telling drivers how fast they are
going. Bottom: footsteps leading to a litter bin (teach this

Unit 7
7B Days off
expression). Get students to guess what the two photos
might have in common − ways of encouraging/nudging
(teach this word) people to do something.
Then get students to read the article individually. Answer
any questions about vocabulary.
Days off work
With the whole class, get students to talk about the two
photos again and discuss any other ideas they have 1 Explain the exercise and get students to work in groups
heard about in this area. (There is an article on Wikipedia of three or four, appointing a reporter for each group,
entitled ‘Nudge theory’ that they could look at for who will record its findings and report back later to
homework.) the whole class. Walk around the class to monitor and
3 Discuss the question with the whole class. (The main assist where necessary. You will probably have to help
problem might be people who don’t want to be individual groups with accident- and illness-related
nudged. Some may consider that it is not the business of vocabulary, such as trip, fall, strain, stress, ache, pain, etc.
government to nudge in the first place.) Teach also sick, off sick, sick pay.
4 With the whole class, get students to make suggestions Work on the vocabulary with the whole class, getting
about the four problems. students to incorporate it into their feedback on their
group’s discussions.
Make notes on the board about the possible solutions
for each one. 2 7.3 Play the recording once and see how much
students can remember by getting them to take turns to
C21 recount what they heard.
CREATIVITY: Thinking creatively Transcript 7.3

Get students to complete the exercises on page 116 Let’s start with some facts about time off work
of the course book now, or come back to them later. for illness in the United Kingdom. These facts and
The teacher’s notes for the exercises are on page 83 figures are from 2013. So, in 2020, there were 118
of this book. million days lost to sickness. That might sound like
a lot, but it’s much less than 25 years ago, when
records began.
5 Get students to read the solutions in pairs or small
Now, what do we know about who is taking this
groups. Walk around the class to monitor and assist
time off work? Well, we know that government
where necessary.
organizations report the most sick days among
With the whole class, praise good points that you heard staff. Much more than private companies. Perhaps
and work on any difficulties. Get students to repeat unsurprisingly, people working in healthcare take the
the exercise, incorporating any corrections and most sick days.
We know that women have more time off work than
Elicit some of the groups’ reactions to the solutions and men. And we know that as people get older, there
relate them to the ideas from the previous exercise that is an increase in the number of sick days they take.
you put on the board. Encourage whole-class discussion. We also know that the lowest rates of sickness are
among managers.
6 Refer students to the photo and read the question. Have
a brief whole-class discussion on this point. (Some signs And what are the main reasons for taking time off
are located close to cameras, or where mobile police work? Well, you might think stress was the biggest
radars are used. Others are more general warnings. They problem, but actually it’s only the third most
have some impact, but regular road users get to know common reason. Second is muscular problems like
where the fixed cameras are, and where mobile police neck aches and backaches. The problem that causes
units often park.) the most time to be taken off work is minor illnesses,
things like colds and flu.
Refer students to page 169 of the course book. Explain
the exercise. Students work in groups to brainstorm and Further down the list, we have various other health
then agree on the most effective solution. Allow time conditions. Interestingly, around six per cent of
for each group to report back on the alternatives they sickness absences are for undisclosed reasons. That
discussed, and their preferred solution. could mean a very serious illness, of course – or it
could mean taking a day off to watch the football!

Unit 7
3 Do this as a fast-paced whole-class activity and work f important

on any difficulties. g date of birth
h near
Answers i per annum (year) (= per year)
h (Ç) m =
j reference
i È n !
j > o ? 6 7.3 Play the recording again without stopping
k < p ... and get students to take notes individually. Play the
l accidents at work recording again if necessary.
With the whole class, write one version up on the board,
4 Again, do this as a fast-paced whole-class activity
getting individual students to make suggestions.
Possible answers
Answers
UK 2020 – 118 m days lost but  from 25 years ago
a ! f =
Govt > private cos. Most in healthcare.
b ? g ...
Women > men, older > younger, managers least
c Ç h >
Reasons − 1. colds and flu, 2. neck aches and backaches,
d (<) i È
3. stress
e accidents at work
Then other conditions
6% undisclosed
C21 7 Explain the task and read the email with the whole class.
STUDY SKILLS: Note-taking Elicit the answer to the question: the things to listen for
are a) the problem and b) what they want Jeremy to do
Get students to complete the exercise on page 117
about it.
of the course book now, or come back to it later.
8 7.4 Play the recording and get students to write
The teacher’s notes for the exercise are on pages 83–84
notes on what is important.
of this book.
With the whole class, have a round-up of the answers
For extra support, take students through the following
and write notes about the meeting on the board.
tips to help improve their note-taking skills:
• Don’t write down every word. Possible answers
• Use symbols and abbreviations. Create your own. 12%  staff illness/sick days in last year co. loses
• Don’t worry about spelling and grammar. (Remind money ($1 m p.a.) incl. pay to those off sick.
students that their notes are only for themselves, not Problems and solutions:
for the teacher!) 1 Bad backs
• Look at your notes soon after taking them. Organize Managers to check sitting position of people in dept.
them by theme and use different colours to separate in relation to screen and keyboard.
them into groups. 2 Headaches
a Get employees to take regular breaks. (not > 1 hr
at screen).
LANGUAGE REFERENCE b Reduce stress − regular meetings with staff and
don’t shout at them.
3 Sleepless nights
Stress and overwork. No one to be in office
after 7 p.m.
5 Get students to work in pairs, and then elicit the
answers with the whole class. (Don’t assume that the
abbreviations are all international. For example, i.e. will
probably be unfamiliar to most students.)
Answers
a (government)
b morning
c three million dollars (Point out that the dollar sign,
pound sign, etc., comes before the amount, not after.)
d United Kingdom
e that is (Don’t get into Latin id est unless students ask.)

Unit 7
Answers
Transcript 7.4 Possible discussion points:
Hello and welcome, everyone. Thank you for coming; 1 It might not be the sitting position, but design of
I know I didn’t give you much warning … So I’ve furniture (height of chairs and desks).
asked you here because I want to talk to you about 2 It might be a wider question of staff morale (teach
the health of our staff. More specifically, there has this word) as a whole. Regular meetings not enough
been an increase in staff illness over the past 12 – must look at way people are managed.
months. In fact, there has been a 12% increase in sick 3 Must also ensure people don’t take work home.
days this year compared to last year. Obviously, this 10 Get students to write their emails individually for
causes several problems. Perhaps most importantly, homework and to email them to you. Tell them that
the company loses money. We calculate that staff Shami has a very good relationship with her boss,
illness has already cost us more than one million Jeremy, and feels free to make all sorts of suggestions!
dollars this year. Because, of course, we have to pay
Answer any questions students may have before the
the wages of the ill employee, but, in addition, we
end of the lesson.
often have to pay for someone to replace them.
So, what are the main problems and how can we try Possible answer
and improve the situation? Well, in terms of physical To: [email protected]
illness, the most common complaint is bad backs. From: [email protected]
Clearly, there is a problem in how employees are Date: 2nd Sept 2020
sitting at their desks. Could you all check the desks and Subject: Re: managers’ meeting
chairs in your offices and make sure every member of Hi Jeremy,
staff is sitting properly with the computer screen and The key points to come out of the managers’ meeting
keyboard in the correct position? yesterday were as follows:
A lot of time off work is also caused by headaches. There has been a 12% increase in staff illness/sick days
Could you please make sure staff are not spending in the last year, meaning that the company loses money
more than an hour in front of a computer screen ($1 m p.a.) incl. pay to those who are off sick. There are
without a break? three main problems.
Of course, another reason for headaches could be Problem 1 − bad backs. We were told that managers
stress. And this is another big problem with our staff. should check sitting position of people in dept. in
So it’s a good idea to look for signs of stress in all your relation to screen and keyboard, but it seems to me that
employees. You should have regular meetings with this might be more related to the design of the furniture
each member of staff to discuss any problems they’re – the desks and chairs are uncomfortable to use.
having, or anything they’re worried about. And can
Problem 2 − headaches. At the meeting, we were told
you also be careful how you speak to employees,
that managers are to make sure employees take regular
please? We’ve had a couple of complaints recently
breaks so that they don’t spend more than an hour
about managers shouting at staff … and I will remind
in front of the screen. They are also to have regular
you that shouting is never acceptable.
meetings with staff, and avoid shouting at them (!).
Finally, we have had some staff take days off work Relations between you and the staff are very good,
because they can’t sleep at night. Again, this is often but perhaps there are more basic problems of staff
caused by stress, but also by overworking. Can you management in other departments?
check your staff are not working long hours? Nobody
Problem 3 − sleepless nights. We were told that the
should be working past 7 p.m.
causes are stress and overwork. Again, this is not a
OK, that’s about it, I think. Are there any questions? … problem in our department, but the new rule is that no
one should be in the office after 7 p.m. But how to avoid
9 Get students to discuss problems and their solutions in people taking work home?
pairs. Walk around the class to monitor and assist where I hope all this helps,
necessary.
Shami
With the whole class, get representatives of pairs to say
what they discussed. 11 Before the next class, give students feedback on their
emails, especially in relation to the language of health
and illness at work. Get students to incorporate your
feedback in a corrected version of their work that they
then email to you.

Unit 7
Send five or six of the emails to each student. Tell them

to read and think about the emails before the next class.
In the next class, spend time comparing and contrasting
the emails, discussing the language and the ideas for
improving the health situation at the company.
7C What’s good for you?

Slideshow
Now play the slideshow and do the related listening,
discussion and writing activities. You will find the slideshows
in the interactive course book or in the resources section
of the website: www.garneteducation.com/aou/student-
resources.
For more information on how to work with the slideshows,
see page 7 of this book.
Expression
FOCUS
Take the students through the information in the

box and get them to practise giving advice in a
short email in 6.
Writing skills
Get students to complete the activities on pages 114–115 of
pages 75–76 of this book.

8
Unit 8
Future plans
Vocabulary
• Adverts
• Job adverts and applications
Demonstrate the task with the whole class. Brainstorm four
Grammar or five obstacles to someone getting the job they want. Put
these on one side of the board. Divide the rest of the board
• Zero conditional into two columns: inside your control, and outside your
control. Discuss each obstacle with the class and put it into
Language skills the correct column. Students work in simultaneous pairs
and make new lists. Share ideas with the whole class. Discuss
• Reading: Reading to check opinions possible ways in which students can increase their chances
• Reading: Reading for detail of success.
• Listening: Listening for positive opinions
• Speaking: Giving speculative answers
• Reading & Writing: Reading and writing cover
letters for job applications
• Writing: Writing a personal account
C21 SKILLS
Critical thinking
• Preparing for the future
Communication
• Register

Unit 8
8A Study abroad Transcript 8.1

Amira So have you thought any more about
studying abroad?
Jasmine Yeah, but I don’t know.
Zero conditional
Amira I think you should do it. You can really
1 Introduce the subject by asking question a to the improve your English if you speak it every
whole class and elicit a list of reasons, which you write day. It’s a great opportunity.
on the board. Jasmine Yeah, maybe.
Get students to work on the remaining questions in Amira But you’ll have to speak to English people,
pairs. Walk around the class to monitor and assist of course. English people are usually very
where necessary. friendly. Everyone says that if you start
With the whole class, work on any difficulties, especially talking to them, they always want to have a
ones related to the language of studying abroad. Then conversation with you.
get students to talk about their partner’s answers, not Jasmine But what will I do if I don’t understand my
their own. teachers?
2 Get students to read the advert. Walk around the class to Amira Well, it will be difficult when you arrive, but
monitor and assist where necessary. it will get easier.
With the whole class, elicit the answers and write them Jasmine Yeah, I suppose so. But England’s
on the board. expensive, isn’t it? If I don’t get a job after
Answers graduating, I can’t travel anywhere. What
1 They are looking for adventure. do people do if they run out of money
2 They want to see the world and experience a when they are abroad?
different culture. Amira You won’t run out of money. You just need
3 They want to continue their education while abroad. to be careful. Don’t go out for meals - cook
4 International employers are looking for self-motivated at home. And don’t go shopping every
people with real-world experience. week! Your parents will send you money
5 They learn important social skills. each month.
3 Discuss the first question with the whole class. Their Jasmine Yeah, my parents. If I’m away from my
answers will depend on where they are in relation to parents and friends for more than a week or
studies and work, of course. Then get students to discuss so, I usually feel homesick. It’ a long time!
the second question in simultaneous pairs. Walk around Amira Of course it is. But you’ll make new friends
the class to monitor and assist where necessary. quickly.
With the whole class, elicit the answers. Jasmine But I’ll miss my old friends! Like you!
Possible answers Amira Don’t worry. If you feel homesick, you can
Feelings of loneliness and isolation, especially at first. video call me!
Quality of education varies widely around the world.
It can be difficult to understand the educational/study
methods of other countries. Pronunciation
FOCUS
If you stay too long abroad, you may lose your network
and possible job contacts in your home country. 8.2 Remind students about stress, explain the
Potential challenges of learning a new language while task and play the recording once right through.
studying.
Play the recording again, stopping after each item to
4 8.1 Play the recording, work on any difficulties and elicit the answers.
elicit the answers. Answers
Answers a If people study in England, their English improves
You can really improve your English, if you speak it quickly.
every day b But what do you do if you don’t understand your
It will be difficult to understand your teachers when you teachers?
arrive, but it will get easier. c If I need any career advice, I go to the careers
You won’t run out of money. You just need to be careful. centre at my school.
You’ll make new friends quickly.

Unit 8
d If you want to do this study abroad programme,

you need to send your application in this week.
C21
e If you ever get lost, call me! CRITICAL THINKING: Preparing for the future
Transcript 8.2 the course book now, or come back to them later.
a If people study in England, their English The teacher’s notes for the exercises are on page 84
improves quickly. of this book.
b But what do you do if you don’t understand
your teachers? For extra support, suggest that students can prepare
c If I need any career advice, I go to the careers for the future by asking themselves a few questions:
centre at my school. ‘Is it possible that X will happen in the future?’ ‘If X
d If you want you to do this study abroad happens, what does that mean for me?’ ‘What are the
programme, you need to send your consequences?’ ‘How can I prepare for X?’.
application in this week. In simultaneous pairs, ask students to think of some
e If you ever get lost, call me! possible future scenarios like those in 6, and discuss what
they think the possible consequences are. Do students
agree with their partners? Walk around the class to
monitor use of the first conditional.
5 Ask students to complete the sentences individually,
based on the conversation in the recording from 4. With the whole class, work on any remaining difficulties.
(If necessary, play the recording again and stop to elicit
the answers.)
Answers
a
b
c
can, speak
start talking, always want
don’t get
8B Applying for a job
d do, are
e ‘m, usually feel
1 The speakers are talking about events in the future.
A cover letter
2 The highlighted things are possibly going to happen. 1 Read through the advert with the whole class, explaining
any difficulties.
Grammar
FOCUS Ask students if they would like this job. Ensure that they
use correct job-related vocabulary in giving their reasons.
Zero conditional
2 Get students to read the advert again and to discuss the
Talk the students through the information and questions in groups. Walk around the class to monitor
the examples. and assist where necessary.
Write one example on the board and underline the With the whole class, elicit the answers from members of
verb tenses. different groups.
Answers
Section A of the digital workbook.
a high-quality graduate, self-motivated
b excellent IT skills
6 Explain the task and do one or two of the items with you, c working in teams and busy environments
the teacher, as A and a student as B, to give everyone 3 Get students to read the cover letter silently and ask if
the idea. the candidate will be invited for an interview. (It looks
Then get students to have the exchanges in a pretty good match with the recruiting company’s
simultaneous pairs. Walk around the class to monitor requirements.)
correct use of tenses. 4 Get students to work on this individually or in
With the whole class, work on any remaining difficulties simultaneous pairs. Walk around the class to monitor and
and get different pairs to repeat the exchanges for the assist where necessary.
whole class. With the whole class, elicit the answers.

Unit 8
Answers 6 Either in this class or a later one, get students to compare

a (6) their completed letters with a partner’s.
b 7 Then, with the whole class, get individual students to
c 1 talk about their letter in relation to their partner’s.
d 10
Write a model letter on the board, getting individual
e 3
students to suggest possibilities.
f 4
g 5 When correcting, bear in mind that the sample
h 9 answer given here is just one model − there are other
i 2 possibilities, of course.
j 8
Expression
C21
FOCUS COMMUNICATION: Register
A cover letter Get students to complete the exercises on page 129

Talk students through the information and key of the course book now, or come back to them later.
phrases. Then get students to close their books and The teacher’s notes for the exercises are on page 84
‘test’ them on the phrases, for example, by asking of this book.
‘What are three possible ways of expressing the
reason for writing?’.
You may wish to point out the greeting convention LANGUAGE REFERENCE
that Dear Sir/Madam, goes with Yours faithfully, and
Dear + name, goes with Yours sincerely,.
5 Explain the task and get students to work on it

individually. Walk around the class to monitor and assist
8 C Are you in control?

where necessary. Ensure that students are using the key
phrases of cover letters.
If necessary, get students to complete their letters
for homework.
Possible answer Slideshow
Dear Mr Yasin,
Now play the slideshow and do the related listening,
I am writing to apply for a place in the Graduate
discussion and writing activities. You will find the slideshows
Management Programme as advertised on the Skills
in the interactive course book or in the resources section
Space website. Please find my CV enclosed.
of the website: www.garneteducation.com/aou/student-
I am currently studying Business and Management resources.
Studies at the London School of Economics, and I have a
For more information on how to work with the slideshows,
good level of English – my IELTS score is 8.0. I believe this
see page 7 of this book.
course has prepared me for a programme like yours in a
number of ways. I also have experience of working in car
salesrooms. I had a part-time job in a salesroom Writing skills
last summer.
I have a very positive, can-do attitude. I would like the
opportunity to meet you and show you my passion for
car sales management. The teacher’s notes for the Writing skills activities are on
Thank you for taking the time to consider my application. pages 76–77 of this book.
I look forward to hearing from you in the near future.
Yours sincerely,

9
Unit 9
Preparing for work

Vocabulary
• Describing jobs and salaries
• Positive and negative personal qualities
Discuss the questions with the whole class. General note
Grammar (also applying to the whole unit): discussion will largely
depend on whether your students have work experience –
• be going to bear this in mind.
Language skills
• Listening: Listening to complete a table
• Listening: Listening to assess job
interview responses
• Reading: Reading for detail
• Reading: Reading to check predictions
• Reading: Reading to match information
• Reading: Reading to categorize tips
• Speaking: Discussing future plans
• Speaking: Talking about job interviews
• Speaking: Role-playing a job interview
• Writing: Writing guidelines
C21 SKILLS
Critical thinking
• Long-term and short-term aims
Life skills
• Networking
Communication
• Why we communicate

Unit 9
9A Graduate jobs FOCUS

Pronunciation
9.1 Remind students about the concept of

syllables and play the recording.
Describing jobs and salaries Elicit the answers and work on any difficulties.
1 Explain the task and get students to match the job Get students to repeat the jobs again, with
sectors to the photos. the correct stress and correct pronunciation of
unstressed syllables.
With the whole class, elicit the answers.
Answers
Answers
a 3
a (financial services)
b 3
b IT services
c 2
c energy
d 4
d healthcare
e 2
e human resources
f 4
f construction
g 3
Other possible sectors include:
aerospace
cars (automotive) Transcript 9.1
food processing a surveyor
consumer goods b advisor
steel c dentist
textiles d developer
telecommunications e banker
media f paramedic
property g engineer
retail
tourism
2 With the whole class, give students time to think about 3 Get students to work in groups of three or four,
the sectors for the jobs and then elicit the answers. appointing a reporter for each group, who takes notes
Answers on the discussions. Walk around the class to monitor and
financial services − chartered accountant, investment assist where necessary.
banker With the whole class, praise good points that you heard
IT services − games developer, web designer and work on any difficulties, especially ones related to
energy − petroleum engineer, power plant manager the topic of this unit. Get students to repeat the exercise,
healthcare – dentist, paramedic incorporating any corrections and improvements that
human resources − careers advisor, recruiting manager you made.
construction − architect, building surveyor Get the reporter from each group to say what its
findings were, and have a whole-class discussion about
them, with students incorporating your corrections from
the previous stage. (Don’t be surprised if jobs have a
different status in different countries.)
Expression
FOCUS
Writing an invitation email

Take the students through the information in the box
remind them a billion is a thousand million, and that
a trillion is a thousand billion. Complete the table in 4
as a class, after listening to the recording.

Unit 9
4 9.2 Explain the task and play the first part of the That’s a lot less than was made on computers,
recording. Write the table from the course book on the though. The IT services industry made $19.3 billion
board. Elicit the answers for the first one or two jobs and graduates earned $45,000.
and write them on the board. Point out that a billion is a But what is the most important thing in the world?
thousand million, and that a trillion is a thousand billion. What do we care about most? It’s our health, of
(These are now generally accepted in global English; in course! And that’s why the healthcare industry made
the past, British English used billion to mean a million an incredible $21.8 billion last year. But the pay isn’t
million, but do not get into this unless students ask that great; a doctor only gets around $33,000 in their
about it.) first year.
Then play the rest of the recording once or twice, as
necessary, and get students to complete the other jobs 5 Get students to work in pairs. In each pair, one student
and salaries individually. reads one of the profiles and the other student reads the
Elicit the answers and work on any difficulties. other. Walk around the class to monitor and assist where
necessary with vocabulary.
Answers
Then get students to ask each other about their texts in
Sector Revenue Salary simultaneous pairs.
Construction $1.7 trillion $33,000 With the whole class, work on any difficulties and get
Human resources $12.3 billion $28,000 different pairs to ask and answer the questions for the
whole class.
Financial services $1.26 trillion $65,000
Discuss the skills required for each job with the whole
Energy $17.5 billion $36,000
class, not just the ones mentioned here. (For example,
IT services $19.3 billion $45,000 being good with numbers is a useful skill for a chartered
Healthcare $21.8 billion $33,000 accountant.) Also, extend the discussion about
advantages and disadvantages of each job.
Answers
Transcript 9.2
Chartered accountant
This programme is for young people who are a A chartered accountant gives financial advice
thinking about the future and the kind of business to people and businesses.
they want to work in. You need to think about lots b From £30,000 up to £60K after five years.
of things, for example, ‘What am I good at?’ or ‘What (Teach K abbreviation.)
do I like doing?’. You also need to think about money. c weekdays and some evenings
There are two questions you need to answer. One, is d a CA qualification
the sector I want to work in successful? And two, will e will study law, business management, finance*
I earn a good salary? Let’s look at some of the most Possible advantage: well paid
popular sectors for graduates at the moment. Possible disadvantage: evening work (unsocial hours)
First of all, one of the biggest sectors is construction. Paramedic
The construction industry made $1.7 trillion last a A paramedic responds to emergency calls, treats
year. Graduates can expect a starting salary of patients and drives them to hospital.
about $33,000. b £21K to £34K
What about a sector that focuses on people? Well, c 37 hours/week including night shifts and weekends
the human resources sector made $12.3 billion last d Study Paramedic Science at university
year, which is well below construction but is still e helpful personalities, rapid decision-making,
successful. Starting salaries are around $28,000. excellent driving skills*
And talking of money, how about finance? You Possible advantage: pleasure of helping people
probably won’t be surprised to hear that the financial Possible disadvantage: relatively low pay
services industry makes a lot of money – $1.26 trillion *Discuss with students what they understand by skills:
to be precise. Salaries depend on which area you For example, with the paramedic, the need to be fit is
work in. To give an example, investment banking not really a skill, but it is essential.
offers a very generous $65,000 a year. A very good 6 Remind students of the questions they asked each other
start for a career. in 5. Explain that they will be asking each other similar
Now gas, oil, solar, wind, all the different types of questions about two new jobs. Divide students into pairs
energy, make up the energy business. Last year, it (Student A and Student B). Refer A students to page 169,
made $17.5 billion and new recruits get $36,000. and B students to page 170 of the course book. Explain

Unit 9
C21
the task. Students read their respective job profiles, and
then interview each other and make notes. With the
whole class, ask several students to report back on their CRITICAL THINKING: Long-term and
notes from their interview. Students then check their short-term aims
answers by reading their partner’s job profile.
Get students to complete the exercises on page 145 of the
Answers course book now, or come back to them later. The teacher’s
Job title: A Building surveyor B Games developer notes for the exercises are on pages 84–85 of this book.
Role: give advice on design and For extra support, ask students to write lists of five long-
building projects program games term and five short-term goals. Get them to work in
Salary: graduates: £22,000– starting: under simultaneous pairs. Walk round the class to monitor and
£26,000 £20,000 assist where necessary.
£50,000 in five years£40,000 in five years With the whole class, get some of the pairs to talk about
Hours: 9 a.m.–5 p.m., some long but flexible their two different lists.
evenings hours
Entry graduate, but good graduate, but
requirements: to have a degree in useful to have a
9 B Study to work
Building Surveying, degree in Graphic
experience in Design, Computer
construction Science or Software
Engineering
Necessary good excellent IT
skills: communicators, skills, able to use be going to
able to analyze and different programs,
solve problems, creative, use time 1 Introduce the subject and get students to answer the
report-writing and well question as a fast-paced whole-class activity.
presentation skills Encourage use of have to as an alternative to must.
7 As in many other parts of this unit, discussion here 2 Work on stress and pronunciation of challenges
will largely depend on whether your students have /tSœlEcLIz/ and get students to read the article silently,
work experience. bearing in mind the points that came up in discussion in
Get students to work in groups of three and explain that the previous exercise. Walk around the class to monitor
a group reporter will later talk about the expectations of and assist where necessary.
each member of the group. With the whole class, work on any general difficulties
Walk around the class to monitor and assist where and ask students if they had anticipated any of the
necessary. points in the article.
heard and work on any difficulties. Get students to C21
repeat the exercise, incorporating any corrections and LIFE SKILLS: Networking
Then, with the whole class, get the reporter from each Get students to complete the exercises on pages 145–146
group to summarize what each member said. of the course book now, or come back to them later.
Have a whole-class discussion with students. The teacher’s notes for the exercises are on page 85
of this book.
3 Explain the task, get students to look at each of the plans

and the text in 2 again individually. Elicit the answers and
discuss them with the whole class.
Answers
Henrik − Networking
Fatima − Daily schedules
Joe − Professionalism
Rachel − Teamwork
Samir − Appearance

Unit 9
Grammar A What’s that?

FOCUS
B It’s when a company employs a new graduate for
be going to a few months or a year and the graduate gets real
work experience.
Talk students through the information and the
A OK. But are they going to pay you?
examples. The tense will already be familiar to them
B No. They’re going to pay for my travel, but they
at this level, so use this as an opportunity to revise it.
aren’t going to pay me a salary.
For extra practice, the students are invited to see A So how are you going to live? Is your father going
Section B of the digital workbook. to help you?
B Yeah, he’s going to give me some money
each week.
4 Do this with students writing the answers individually.
It should not be difficult for students at this level.
6 Get students to have simultaneous exchanges in
Answers pairs. Start by working with one student, asking them
a (are you going to do) questions with Are you going to … and getting them to
b I’m going to sleep elaborate on their answers to give everyone the idea.
c Are you going to apply
d I’m not going to do
necessary.
e I’m going to get
f are you going to get With the whole class, work on any difficulties and get
g I’m going to work some pairs to repeat some of their exchanges.
h I’m going to do
i are they going to pay
j
9 C Interviews
They’re going to pay
k they aren’t going to pay
l are you going to live
m Is your father going to help
n he’s going to give
Preparation and practice
5 9.3 Play the recording, getting students to check
their answers, stopping after each line of dialogue that 1 Get students to talk about the questions in simultaneous
contains an answer. pairs. Walk around the class to monitor and assist where
With the whole class, work on any remaining difficulties. necessary, for example, with the vocabulary. (If they have
Discuss the advantages and disadvantages of internships not been in interview situations, get students to imagine
with the whole class. (Possible advantage: allows young how they would feel before one.)
people to gain work experience. Possible disadvantage: With the whole class, get several pairs to talk about their
companies can employ people without paying them, or partner’s experience of interviews, if any, or of how they
paying them very little.) think they would react in the situation. (For question d,
get students to talk about school reports, references, etc.)
Transcript 9.3 2 Get students to work in groups of three or four. Walk
A How was your graduation? around the class to monitor and assist where necessary.
B It was great, thanks. My parents came and I think With the whole class, elicit the answers and vote on
they were really proud. which tip they find most useful.
A Of course they were! So what are you going to Answers
do now? before − a, b, c
B Well, I’m going to sleep for a while! during − d, g
A Ha ha! But I mean after the summer. Are you going after − e, f, h
to apply for some jobs?
B No, I’m not going to do that yet. I’m going to get 3 Do this as a whole-class activity, with individual students
some experience first. giving the correct word order. Work on any difficulties,
A But how are you going to get experience if you’re for example, pronunciation of strengths.
not working? Answers
B Oh, I’m going to work. I’m going to do an internship. a (Why did you choose this company?)
b Why are you interested in this position?

Unit 9
c What do you know about the company? 5 Get students to work on this in pairs. Walk around
d What are your main strengths? the class to monitor and assist with meaning and
e What are your career goals? pronunciation if necessary.
4 9.4 Explain the task and play the recording until With the whole class, ‘test’ the meaning and
the end of the candidate’s second answer to the first pronunciation of previously unfamiliar words, by
question. Ask students which answer is ‘better’ – probably quizzing individual students, e.g., by asking, ‘Give me a
the first one, but it could be argued that if the candidate word/expression that means …’
says more about why the company is considered ‘nice’, Answers
the second one could be a better answer.
Positive feedback Negative feedback
Play the rest of the recording and get students to note
the other answers. Stop after each answer to give them a can-do attitude a loner
time to choose the best answer. a team player dishonest
With the whole class, discuss the answers. You may easy-going good at one thing only
wish to introduce the difference between answers that good at multitasking lacking confidence
are modest (not much substance to them) and replies
(hard-working) lacking motivation
that incorporate the idea of modesty (confident, but
not boastful). honest (lazy)
polite negative
Answers
positive rude
Answer 1 Answer 2
self-motivated stubborn
a ✔
b ✔
Pronunciation
FOCUS
c ✔
d ✔ 9.5 Remind students about intonation: the
e ✔ way the voice goes up and down in different ways
for different purposes, e.g., statements, questions,
exclamations, etc.
Transcript 9.4 Play the recording and elicit the answer.
a Why did you choose this company? Explain that the voice usually goes down at the end
1 Because it’s the leading company in of Wh- questions.
its sector.
Answer
2 Because it’s a nice company.
The intonation for all the questions goes down at
b Why are you interested in this position?
the end.
1 It sounds interesting.
2 Because it will give me an opportunity to
use my experience and qualifications. Transcript 9.5
c What do you know about the company? a Why did you choose this company?
1 It’s a very large company. b Why are you interested in this position?
2 It has a very strong brand and a unique c What do you know about the company?
range of products. d What are your main strengths?
d What are your main strengths? e What are your career goals?
1 I’m good at lots of things.
2 I think my greatest strengths are that I’m
flexible and I’m a fast learner.
e What are your career goals?
1 I would like to continue to develop and
C21
COMMUNICATION: Why we communicate
learn. Finally, I would like to lead my
own department. Get students to complete the exercises on page 146
2 I want a promotion as soon as possible. of the course book now, or come back to them later.
of this book.

Unit 9
Possible answers
LANGUAGE REFERENCE
(The interviewers are smiling.)
Get students to click on the link provided in the box to learn They are making eye contact.
more about the relevant grammar topic from the unit. Two people are shaking hands.
3 Get students to work in simultaneous pairs. Walk around
the class to monitor and assist where necessary.
6 Get students to think of a job that they would like to
have. Tell them they will do interviews in simultaneous With the whole class, work on ways of talking about
pairs. First, one student interviews, and then the other, body language. Then, get individual students to talk
in relation to another job. Emphasize that they should about the tips they came up with, incorporating your
use the language of this unit, not just the vocabulary of improvements.
the previous exercise. (Quickly take students through 4 Tell students that the article covers more than just body
previous sections of this unit again to remind them of language. Get them to read it, bearing in mind the
the areas covered.) Also remind students of the idea of advice they gave. Walk around the class to monitor and
body language (first touched upon in Unit 1A C21 skills) assist where necessary, for example, with vocabulary like
− posture, amount of eye contact, amount of smiling, interact, approach, rucksack, pace around, nervous, lap,
etc. Get students to say what would be appropriate in lean forward.
their own countries.
With the whole class, work further on any vocabulary
When they are ready, get students to start their questions that you were asked. Ask individual students if
interviews, getting students to sit opposite each other, they saw the same advice that they gave in the previous
hopefully at a distance appropriate for a job interview. section. Then discuss the other advice given in the
Walk around the class to monitor and assist where article. Bear in mind cultural differences. Talk also about
necessary. the right sort of clothes, for example, for men – is a tie
When most pairs have finished their two interviews, necessary?
end the activity. With the whole class, praise good points 5 Remind students that for this task they need to
that you heard and work on language relevant to this incorporate guidance on body language and the more
unit that requires attention. Get individual students general advice included in the article. This can be set for
to repeat points, incorporating any corrections and homework or in class. They should make notes under
improvements that you made. each heading, and write a series of guidelines to help
7 Get three or four pairs to repeat one of their interviews candidates in their countries.
for the whole class. Make time for students to share their ideas with other
After each pair, get students to ‘score’ them on the students in class and to suggest improvements. Go
language they used and their body language. Treat this round and monitor. Ask individual students to read out
tactfully, and remind students that you, the teacher, are some of their points. You may wish them to redraft their
the final judge and arbiter of performance! guidelines and present them as posters.
Body language in interviews Writing skills

1 If you have covered the C21 skills section in Unit 1A then Get students to complete the activities on pages 143–144
this will be revision. If not, this may be an opportunity to of the course book now, or come back to them later.
focus on these (see page 24 of the course book).
With the whole class, ask why body language is page 77 of this book.
important in interviews. Get students to give some
examples. (Sit up straight, engage eye contact with the
interviewer, but not too much − ask students what they
think is appropriate − don’t run your fingers through
your hair, etc.) There may be cultural variations about
what is acceptable, of course.
2 With the whole class, get students to comment on
the photo.

10
Unit 10
Teamwork
Vocabulary
• The workplace
Grammar Discuss the Talking point with the whole class.
• First conditional Students may talk about their own groups in relation
to pairwork or group work in class, of course. No doubt
they will mention sports clubs and teams. Students with
Language skills work experience may mention teams working on
company projects.
• Listening: Listening to identify advantages Among benefits, they might mention the idea that many
and disadvantages
people find it easier to be part of a group than to work
• Listening: Listening to complete sentences individually. Among challenges, they may mention the
• Reading: Reading problems to think of solutions importance of leadership (teach this word) and finding the
• Reading: Reading to identify different roles right leader.
within groups
• Reading: Reading to match headings with texts
• Reading: Reading for specific information
• Writing: Writing about a dream job
• Speaking: Discussing roles in a team
• Listening & Speaking: Brainstorming
C21 SKILLS
Critical thinking
• Finding solutions
Collaboration
• Working in a team
Creativity
• Learning from mistakes

Unit 10
10A Working together Transcript 10.1

a I work from home. I just walk into my living room
and switch on my laptop. It’s nice because I spend
a lot of time with my family. But sometimes I don’t
he workplace
T leave the house all day, and I don’t like that. I’m
self-employed, so I don’t have a boss. I like that,
1 With the whole class, get individual students to say if they
of course!
prefer working alone or in a team, giving their reasons.
b I work in an open-plan office. If I want to speak
2 Again with the whole class, get students to say what to a colleague, I just walk to their desk. It’s quite
they can see in the four photos and then match them a small company, but there are a lot of us in the
with the sentences a–d and think of examples of a job office and it can get quite noisy. I’m glad that I
for each one. only work part-time – from 9 a.m. to 1 p.m.
Possible answers c I am a builder so I work outside most of the time.
a 4 A writer often works from home. In the summer, it’s great getting fresh air every
b 2 (An oil worker often works outside.) day, but it’s not so good in the winter. I’m the boss
c (1) Office workers often work in an open-plan office. and I have 12 employees. I work long hours. I start
d 3 Senior managers often have a private office. at 8.00 in the morning and finish at about 7.00 in
the evening.
3 Explain the task. Tell students that they should find one d I work for a multinational company, so I travel a lot.
advantage and one disadvantage for each workplace, I have my own private office so I work on my own.
and get them to work on it in pairs. Walk around the It’s easy for me to do all my work because nobody
class to monitor and assist where necessary as usual. disturbs me. But I do have a lot of meetings in my
Possible answers office and outside.
a W orking from home allows me to think without e I work full-time at a small company in my town. It’s
interruptions, but it can be lonely. an easy job. I usually do the day shift, which is 9.00
b Working outside, I breathe fresh air, but when the to 5.00. Because our customers call from around
weather is bad it can be unpleasant. the world, I sometimes work night shifts. It’s hard
c In an open-plan office, I feel part of the team, but working during the night and sleeping in the day.
there is also a lack of privacy.
d (I can concentrate when I work in my own office.) 5 Discuss the underlined words with the whole class.
But sometimes it’s hard to know what’s going on Answers
in the rest of the building. a not an employee of a company
4 10.1 Explain the task and play the recording once b someone who works with you for the
right through, explaining any difficulties. same organization
Play the recording again, this time stopping after each c a company with only a few employees
speaker. Elicit the advantages and disadvantages d for only part of the normal working day
mentioned by each speaker, related to their working e people working for a company, a government
situations, rather than other factors (e.g., In c, the fact of organization, etc.
being a boss and having 12 employees is not relevant, as f for a long time each day
this is true for people in other working situations. It’s the g a company with activities in several countries
fact of working outside that is important here.). h about eight hours a day (Ask students what
‘full-time’ work means in their own countries.)
Answers i working at night
Advantages Disadvantages
a (spend time with family) don’t leave the house
walk into living room and all day
turn on computer, no boss
b easy to talk to colleagues noisy
c summer – fresh air winter – not so good
d nobody disturbs them a lot of meetings
e easy job works night shift

Unit 10
Pronunciation Get individual students to give solutions to the problems

FOCUS that they studied, incorporating your language
improvements. Have a whole-class discussion about
10.2 Play the recording, getting students to each situation, before moving on to the next one.
repeat and answer the question.
9 Get each pair to think of one situation where one of
Answers the students faced a problem recently, and what
a home, show \´U\ solution he/she found. Discuss two or three of the
b office, spot \Å\ most interesting situations and their solutions with the
whole class.
Transcript 10.2
10 Get students to do this for homework. Emphasize
a open-plan don’t that their work must follow the points given here.
b boss long Get students to email their work to you (give them a
deadline, of course), and email students back to tell
them where to make corrections, without telling them
6 Students work individually and then compare their ideas exactly what the corrections are. They then email their
in pairs to complete the table. Check answers with the work to you a second time for you to check.
whole class. ‘Family’ is implied by photo 4 in 2. 11 In the next class, get some of the students to talk about
Answers their dream jobs that they chose (or, before the class
meets, email about six of the best dream jobs to each
Place of Who you People Hours member of the class), and have a whole-class discussion
work work for
about them.
home call centre (family)
full-time –
9 a.m.–5 p.m.
open-plan multinational colleague long hours –
office
outside
private
company 8 a.m.–7 p.m.
self-employed employees night shifts
small boss part-time –
10 B Leaders and teams
office company 9 a.m.–1 p.m.
First conditional
C21 1 Introduce the theme of this section and, in simultaneous
CRITICAL THINKING: Finding solutions pairs, get students to come up with a list of five or six
leaders. Then discuss them with the whole class. Clearly,
Get students to complete the exercises on page 160 the discussion will depend on whether students are
of the course book now, or come back to them later. familiar with each others’ country backgrounds. If the
The teacher’s notes for the exercises are on page 85 leaders are unfamiliar to other class members, get
of this book. students to say why they have chosen the people that
they have and what the leaders’ qualities are.
7 Get students to read the text individually. Ask a student 2 Read the Teamwork podcast text with the whole class.
to summarize the situation in their own words. Get students to say what the three types of leader
Then get other students to say if they agree with the might be. This will partly depend on them knowing
solution, giving their reasons. What other solutions are who the people in the photos are anticlockwise from
available? (Suleman could be given his own office, etc.) top: Amazon founder Jeff Bezos, former South African
president Nelson Mandela, the Emirati engineer and
8 Get students to work in small groups on these situations. astronaut Nora Al Matrooshi and footballer Lionel Messi.
Allocate a situation to each group and get them to find
two or three possible solutions for it. The question about the three types of leader is quite
difficult, so even if your students don’t know some
Walk around the class to monitor and assist where of these people, ask them what different types of
necessary. leadership are required in sport, business and politics.
heard and work on any difficulties. Get students to
repeat the exercise, incorporating any corrections and

Unit 10
3 10.3 Tell students to listen out for the three types of

leader. Play the recording, and get them to raise their
C21
hands when they hear the names of each of the three COLLABORATION: Working in a team
leader-types: participative, delegative and authoritarian. Get students to complete the exercises on page 161
Work on stress and pronunciation of these words. of the course book now, or come back to them later.
The teacher’s notes for the exercises are on pages 85–86
Transcript 10.3 of this book.
Imagine you are a leader of a team and you are
starting a big project. How are you going to lead your
Grammar
team? Well, there are three main styles of leadership. FOCUS
First, there is the participative style. To `participate’
First conditional
means to join in or be part of the team, so you want
everyone to join in. If you ask people in your team for Talk the students through the information and the
their opinions when you need to make an important examples. Write one example of each form on the
decision, you’ll be able to make good decisions that board and underline the verb tenses. Point out that
the people in your team trust. will is never used in the same clause as if.
Next, there is the delegative style. ‘Delegate’ means For extra practice, the students are invited to see
to give another person responsibility. If you use this Section B of the digital workbook.
style of leadership, you’ll find that you’ll have less
work to do yourself because you can give some
5 Get students to read the sentences and do the exercise
tasks to members of your team to do. This gives the
individually.
team member confidence and they can learn about
making decisions and taking responsibility. Then ask students for their responses and have a whole-
class discussion about them. (Some of the possible
Finally, there is the authoritarian style. This is simple.
responses are less obvious than they look at first sight.
You make all the decisions and you aren’t interested
For example, in c, it might be necessary for the leader
in the opinions of anyone who disagrees with you.
to make a final decision when there is a disagreement.
Everyone listens to you and does what you say. The
There may also be differences in students’ cultural
advantage of this is that everyone knows what’s
attitudes. In e, students from more authoritarian cultures
happening. The disadvantage is that your decisions
might say that team members must not disagree, but in
may be unpopular or wrong.
other cultures, they may say that team members have
There is something very important to remember. the right to disagree.)
A really good leader will use all three styles. The key
to good leadership is knowing when to use each 6 Get students to cover the text in 7 and brainstorm other
one. However, if you know what the different styles roles. Write suggestions on the board.
involve and how to use them, you’ll be able to do this 7 Read through the article with the whole class and
effectively. discuss/explain the vocabulary where necessary. For
So today I’ve talked about leadership and leaders. example, get students to think of an equivalent word for
But the leader is just one member of the team. There argument, e.g., disagreement.
are several other roles. And all of them are equally Get individual students to say which type they are,
important. If you want to find out more about the and to say how they perceive some of the other class
other roles in a team, I will give a talk about that next members. Treat this tactfully.
Wednesday at 7 p.m. I hope to see some of you
8 Get students to discuss the question in pairs and then
then …
check students’ opinions with the whole class.
9

Get students to look at this exercise in pairs and then
4 10.3 Get students to read through the sentences report back to the whole class on their partner’s attitudes,
in the exercise, then play the recording again. Elicit the as revealed by the way they finished the sentences.
answers from the whole class. Work on any language issues as usual.
Answers
1 ask, ‘ll be able to LANGUAGE REFERENCE
2 use, ‘ll find that you’ll have
3 know, ‘ll be able to Get students to click on the link provided in the box to learn
4 want, will more about the relevant grammar topic from the unit.

Unit 10
10 C Brainstorming Transcript 10.4

A OK. So, exams start in two weeks and we need
to get some good grades.
B Right.
How to brainstorm in groups A Any ideas?
B Just a moment. Can someone write some notes?
1 Introduce the topic by getting students to look at the
C OK. I will.
photo and discuss the questions. If they have not heard
B And could someone be the facilitator?
of brainstorming, move on to the next exercise.
A How about you?
2 With the whole class, get students to look at the B Oh, OK. So let’s get started.
headings and read the description. All the vocabulary C Well, how about studying some past papers?
here should be familiar to students. Explain any that is B Good idea. How do we get those?
not. Ensure that students pronounce features correctly C They’re online and I’ve got some from last year.
(/fi…tS´s/). Check this. B Great. Thanks, Francis. Any more ideas?
Then get students to place the headings correctly. D Well, I always write lots in my exams, but I get
low marks because I don’t answer the question.
Elicit and discuss the answers.
B OK. So, read the question carefully.
Answers A And make some notes before you start writing.
1 Features of brainstorming It’s a bad idea to start writing without a plan
2 The brainstorming process or outline.
3 Disadvantages of brainstorming B Thanks, Alana. What do you think, Jamie?
3 Get students to work in simultaneous pairs. Walk around E Me? Oh, I usually go to bed late, so the night
the class to monitor and assist where necessary. before an exam I go to bed early, like before 12.00.
B Sounds good. Are you getting all this, Francis?
With the whole class, elicit and discuss the answers.
C Yup. So far.
Answers
a yes
b not at first – only at the end of the process Expression
FOCUS
c yes
d at the end of the process How to brainstorm in a group
C21
Take students through the phrases, getting individual
students to pronounce them correctly. This will lead
CREATIVITY: Learning from mistakes in nicely to the next section.

of the course book now, or come back to them later. Pronunciation
FOCUS
of this book. 10.5 Get students to listen and repeat, paying
particular attention to intonation. Play the recording.
4 10.4 Introduce the task and get students to read
through the ideas and then play the recording, getting Transcript 10.5
students to identify the ideas that they hear.
Any ideas?
Answers Any more ideas?
Ideas mentioned, in this order: Karen?
(Study past papers.) Me?
Make notes before you write the answer.
Go to bed early the night before.
(The other ideas are not mentioned.)

Unit 10
5 Write the three headings on the board. Get students to

brainstorm in groups of three or four. Ensure that they
choose a facilitator and a writer before they start.
Walk around the class to monitor, but this time don’t
intervene − allow students to brainstorm freely.
However, do ensure that the facilitator and writer are
doing their jobs in each group.
6 When most groups have finished brainstorming, get the
class to move on to the next phase. Each group must
decide which points they want to keep and which to
delete. Get them to write the points that they keep in
the form of a mind map. Refer students to page 171 of
the course book for an example of a mind map.
Then get a representative of one of the groups to write
their mind map on the board and have a whole-class
discussion about it.
7 Refer students to the brainstorming activity about ‘world
leaders’ on page 170 of the course book. Decide how
long you want to spend on this task, and set the initial
research task either for classroom work or homework.
In groups, students brainstorm which three leaders to
research. After their research, they brainstorm the ideas
they have found and organize their ideas. Allow time for
each group to give a mini-presentation to another group.
Monitor and check that all group members participate.
Writing skills
page 78 of this book.

Writing skills
Writing skills
Unitt 1
Uni
5
Tell students to read the explanation about the linking
word so.
1 Ask students to look at task 5 and join the sentences with so
and correct punctuation.
Get students to tell you what they know about paragraphs.
Check their work by writing the linked sentences on
Tell the class to read and match the parts of a paragraph with
the board.
the definitions.
a I know that food is important for our health, so I eat a lot
Check their work by reading a definition and getting students of fruit.
to say the part of the paragraph. b I want to learn how to drive, so I will start driving lessons
a 3 next week.
b 1 c I have a problem with vocabulary, so I am going to start
c 2 recording new words.
2
Tell students to read the parts of a paragraph and put them
Unitt 2
Uni
in order.
Elicit answers from the class.
a 2
b 3
c 1 1
Explain the task and get students to mark the parts of a
3
paragraph.
Get students to read the paragraphs in 2 again and match a C
them to the correct essay question. b M
Elicit the correct essay question from the class. c I
a 2
4 Review the parts of a paragraph by reading the box about
Have students read the explanation about linking ideas and writing a good paragraph with the class.
the review of capital letters and full stops. Explain the task. Ask students to read the paragraph in 2 and
Explain the task. Students must put the words in order and underline the topic sentence and the concluding sentence.
rewrite and punctuate the new sentences. Remind them that Then tell them to count the number of sentences in the main
we use because to link the second sentence which gives a body.
reason. To check answers, get students to read out the topic sentence,
Ask students to read their re-ordered sentences to you. As the concluding sentence and the number of sentences in the
they read them, write the sentences on the board, but without main body.
the punctuation. Get students to tell you how to punctuate Using public transport has some disadvantages compared
each sentence. with travelling by car. Firstly, you often have to wait for a bus,
a I don’t like swimming because the salt in the sea hurts and this can waste your time. Secondly, buses may not go
my eyes. exactly where you want to go. This means that you may need
b People in the UK do not use air conditioners because the to walk to your destination or take another bus to get there.
weather is not hot there. Thirdly, buses are often crowded so you may have to stand
c I do not go to the mall on Friday nights because it is up for your journey, which could be uncomfortable. These are
too crowded. some of the reasons why many people prefer private transport
d I can’t come to class tomorrow because I have a hospital over public transport.
appointment. There are four sentences in the main body.
English for the 21st Century • Writing skills 71

Writing skills
Unitt 3
Uni
3
Review topic sentences. Get students to tell you where they
are written (usually at the beginning of a paragraph) and their
purpose (to tell the reader what the paragraph is about).
1
Ask students to read task 3 and write a topic sentence for
Review topic sentences by getting students to read the
each topic.
Focus box.
Share the topic sentences by getting students to read them to
Read the box about contrasting linking words with the
a partner or the class.
class. Explain that we use However and In contrast to give an
4 opposite opinion or fact.
Elicit different linking words and phrases that the students can Tell students to look at the pictures in 1 and elicit as much as
remember. For example, the ones that give reasons (e.g., so, possible about the text. Elicit any facts that students know
because), the ones that order information (e.g., first, secondly, about museums and Egypt.
next, after that) and the ones that give evidence (e.g., for Tell them to read the text in task 1 and answer the questions.
example, for instance, such as).
Elicit answers from the class.
Ask students to look at task 4 and put the sentences in the a Both museums have a problem with space and have
correct order. Tell them to pay attention to the linking words thousands of artefacts in storage.
and phrases. b The British Museum (stone cutting tool which is 1.8 million
Check their work by saying a letter (a–f ) and getting students years old).
to say the sentence.
2
a 4
b 1 Get students to read task 2 and elicit more things to compare
c 2 between the museums. Accept all answers. For example,
d 5 popularity, entrance fees, number of staff, visitor facilities
e 3 (shops, café, toilets), audio tours, opening hours.
f 6 3
5 Tell students to complete the sentences in 3 with contrasting
Get students to match the supporting sentences to the topic ideas. Elicit some examples verbally from students before they
sentences. start writing.
a However, I do like modern street art.
Check their work by saying a letter (a–d) and getting students
b However, it didn’t break.
to say the supporting sentence.
c In contrast, we use cars, planes and bikes today.
a 3
d In contrast, Salim’s brother hates cars and cooking.
b 1
e However, the food was disgusting and it was in a
c 4
busy street.
d 2
In contrast, the second hotel was small and had poor
6 facilities.
Get students to read task 6. Elicit favourite paintings or f However, it was really expensive.
portraits from the class. In contrast, the second car I looked at had a smaller engine
and was much cheaper.
Tell students to look at the painting by Seurat. Ask the
questions and elicit personal responses from the students. 4
You can also ask more factual questions about the painting. Get students to tell you when to use a capital letter in English.
Accept all answers. For example: For example, start of a sentence, names of people, days of the
Who painted it? (A French artist called Georges Seurat) week, months, seasons, nationalities, languages, countries,
When was it painted? (Around 1885) capital cities.
What time is it in the painting? (Sunday afternoon – people are Ask students to look at the table in task 4. Elicit words in the
relaxing and the light is casting long shadows) table with capital letters.
Where is it? (It is set in France on the River Seine) Tell the class to tick types of words that use capital letters and
How is it painted? (tiny dots – known as Pointillism) cross types of words that don’t.
Tell students to write a short description of the painting.
They should use the questions in the task to help them
describe the painting.
72 English for the 21st Century • Writing skills

Writing skills
Elicit answers from the class. 3

a towns and cities ✓
With the whole class, elicit the types of information they could
b countries ✓
compare.
c seasons ✓
a size, location, famous buildings, popular places
d days of the week ✓
b products, opening times, friendliness, prices
e types of money ✗
c cost, engine size, fuel, number of seats, size
f the first letter of the first word in a sentence ✓
d location, climate, population, facilities
5
4
Get students to look at the table in 4 again and contrast
Have students read and complete the sentences by looking
information verbally, using However and In contrast. For
at the linking words and adding a contrast or something
example:
surprising.
The Van Gogh Museum opened in 1973. However, the Louvre
While they are working, walk around the class to monitor and
opened in 2017.
assist where necessary.
Tell the class to write a short paragraph comparing the Van
Have students compare answers with a partner, then share
Gogh and Louvre Museums. They should look at the table in
answers as a class.
task 4 and the example in task 1 to help them.
a I do spend time looking at a computer screen.
While they are writing, walk around the class to monitor and b the second game was very exciting.
assist where necessary. c it provides a lot of useful information.
Share the comparisons by getting students to read them to a d I write letters and cards.
partner or the whole class. e you should think of safety and the environment.
f It was very expensive!
6
g it arrived at 7.30!
Tell students they are going to write about a well-known h I felt relaxed when it started.
traveller. Elicit examples of famous travellers and write them
on the board. 5
Ask the class to read task 6. They are going to write an Get students to compare the city or town they know with one
interview with a famous traveller. Tell them to include they would like to visit.
the present perfect because they are writing about past Tell them to plan their writing by making a list of different
experiences and get them to look at the model text on things they could compare. For example, size, pollution,
page 47 to help them. landmarks, climate, cost and transport.
Share the interviews by getting students to role-play them Ask students to write a short paragraph comparing the two
with a partner. towns/cities. Tell them to use linking words to compare and to
show something surprising. Students can look at the model
text and the Focus boxes in 1 to help them.
Walk around the class to monitor and assist where necessary.
Unitt 4
Uni Get students to share their comparisons with a partner and
then the class.
6
1
Tell students to write a short advert for a holiday resort
On the board, write the city names New York and Phoenix.
they know well. Get them to think about the transport,
Elicit anything the students know about the two cities.
accommodation, staff and food. They can use 2 on page 58 to
Tell the class to read the text in 1. help them.
When they have finished reading, get students to share Share the adverts by displaying them, or by getting students
any new information they learnt and any information that to read their completed advert to a partner.
surprised them.
2
Tell students to think about the text in 1 and elicit the types
of information it compared. For example, location, population
and tourism.
Get them to think about the information they would compare
in a–d.

Writing skills
use words and phrases that tell the reader whether they are
Unitt 5
Uni talking about past or modern life. They should support their
opinions by giving reasons, using linking words. Students can
look at the text in 1 to help them.
1 Walk around the class to monitor and assist where necessary.
Review linking words. Write the following three headings Have students compare answers with a partner, then elicit
on the board: Time, Contrast, Extra Information. Elicit linking answers as a class.
words to go under each heading.
6
Ask the class to look at the task. Get students to read the text,
or read it with them, and tell students to answer the questions. Ask students to look at task 6. Tell them to write a paragraph
about where they think they will be living and working in ten
With the whole class, elicit the answers.
years’ time. Get students to look at page 78 of the course book
a these days, nowadays, modern
to help them.
b In the past, one hundred years ago
c In addition, another area of change is … After writing, ask students to check and edit their work for
capital letters, punctuation, linking words and will and won’t.
2
Share the predictions by getting students to read their
Get students to complete the sentences with the words and paragraph to a partner and/or the class.
phrases from the box.
To check, read each sentence, pausing so that students can fill
in the gaps.
Unitt 6
Uni
a over
b a wide range of
c rural
d developments in
1
3
Get students to look at the task. Give the class some time
Discuss the ideas before students write their answers. Write to think about how their lives have changed since starting
rural area on the board. Read it and elicit what some students university.
think of when they hear that phrase. Get students to compare their ideas with a partner and with
Tell the class to look at the task and write three things they other students in the class.
think of when they hear the phrase.
2
Check their work by getting students to share their three
personal responses with a partner and then with the Tell students to read the text. Ask some comprehension
whole class. questions to check their understanding. For example, Before
university, did the writer have discipline? (No. They used to stay
4 up late and chat to friends.) How have the writer’s eating habits
Ask the class, What is better: city life or rural life? Elicit some changed? (They used to eat fast food, but now they eat it once
responses from students. or twice a month.) Does the writer get more exercise at university?
(No, the writer joined a gym but doesn’t go to it regularly.)
Get students to look at the task and write two sentences
giving good things about city life and two good things about Discuss with students the lifestyle changes in the text, lifestyle
rural life. changes they have experienced and other students have
experienced.
While they are writing, walk around the class to monitor and
assist where necessary. 3
Have students compare their opinions with a partner, then Tell students to write three things that they used to do
elicit some opinions as a class. regularly and that now they don’t anymore. If necessary,
5 model some examples on the board. For example, I used to get
up at 11 a.m., but now I get up at 8 a.m.
Elicit some things that students associate with modern life.
Elicit some answers from the class.
Write them on the board.
Explain task 5. Tell students to write a paragraph about
modern life. They should include two things they like and
two things they dislike about modern life. Tell students to

Writing skills
4 8
Get students to read the Focus box on gerunds. Explain Review features of a letter. For example, address, date, greeting/
that, although the words end with -ing, they are not in a Dear…, why you are writing, main body, signing off.
progressive/continuous tense. Instead, they are nouns and Have students look at task 8. They are going to write a letter
form the subject or object of the sentence. For example, to a friend describing some good habits they have recently
Visiting the library is important. The students practised speaking. included and why. They should give examples with used
Tell students to read the text in 2 again and underline to … . Remind students that it is polite to also ask about the
examples of the gerund. Ask them to write down the words recipient of the letter. Get students to look at the information
that come before the gerund. on page 98 to help them.
Elicit answers from the class. After writing, get students to edit and improve their letter by
I think my lifestyle has changed quite dramatically since correcting capital letters, punctuation, etc.
I started university. Before starting university, I had no Have students share their letters with the class by displaying
discipline. I used to stay up late to talk or chat to my friends. In them, or getting students to read them to each other.
addition, I didn’t have good study habits. I used to study only
one or two days before an exam. Another problem area was
exercise. I didn’t use to go to the gym or even walk very much.
Unitt 7
Uni
Finally, when I was younger, I used to eat a lot of fast food.
After starting university, I changed a lot of these things. For
example, these days my sleep patterns are better, except on
some weekends. I also try to follow a study plan. Following a
plan helps me to review my work regularly. Also, since starting 1
university, I only have fast food once or twice a month. Eating Get the class to suggest some possible safety issues that could
healthy food makes me feel much better. The only problem happen at home.
area is exercise. I’m afraid that there have been no major Ask students to think of a safety issue they have had at home
changes in that area. Although I joined a gym, I don’t go to it and compare their experiences with a partner.
regularly. Going to the gym is my top goal for next year!
2
5
Tell students to read the email and answer the two questions.
Get students to look at the underlined words in 4 and With the whole class, elicit and discuss personal answers.
complete the rules about the gerund.
a before, since 3
b start Ask students to read the Focus box about relative pronouns.
6 Explain that we can give more information about a noun by
adding a clause beginning with a relative pronoun such as:
Tell students to complete the sentences with gerunds, using who, which/that, when, where.
their own ideas. Read the first sentence with the class and
Tell students to complete the sentences in task 3 with their
elicit possible answers. For example, going on a long journey/
own ideas. If necessary, read the first sentence and elicit
driving/visiting my family.
answers. For example:
Walk around the class to monitor and assist where necessary.
A pilot is a person who flies a plane/works in a plane/controls
Have students compare answers with a partner, then elicit the plane.
answers as a class.
Get students to share their sentences by reading them to a
7 partner and/or the whole class.
Tell students to look at the example and write six sentences a … who flies the plane.
about themselves using the gerund. b … where there are lots of artefacts.
c … when it rains.
While they are writing, walk around the class and support d … where your children are.
students. e … when you can visit.
Share the sentences by getting students to read their work to f … was very kind.
a partner.

Writing skills
Unitt 8
Uni
4
Get the class to suggest some problems that could happen in
their building.
Have students look at task 4. They are going to write a letter 1
to a building manager informing them of problems in their
Get students to read the text and decide whether Saif will be
building. Discuss features of the letter, structure and formality.
successful in a business career. Elicit opinions from the class
Tell students to read the Focus box about giving advice on
and get students to give reasons to support their views.
page 113 again to help them.
Have students share their letters with the class by displaying 2
them or getting students to read them to each other. Tell the class to read about Saif again and complete the mind
5 map.
Get students to look at their completed mind maps and elicit
Tell students to read the text about the construction industry
some of the information they have written. For example:
in the USA. Get them to discuss what the ‘Fatal Four’ are and
which one is the deadliest with their partner. AOU Studies: studying Business Studies/wide range of topics on
the course/will start final semester in three months
6
Saif: good people skills/interested in marketing and
Get the class to read the text and table. Ask questions to check management/learning Korean
their understanding. For example:
Future Plans: will apply for an international company/work in
What was the main cause of accidents in 2015? (Falls) an Asian country or China
What percentage of accidents were caused by electric shock in
3
2021? (9%)
Get students to complete the sentences with their own ideas.
Which type of accident increased dramatically from 2014 to 2015?
Tell then to read the Focus box on page 126 and remind them
(Caught in/between)
that we usually follow the present perfect with the present
7 simple tense.
Get students to look at the table in 6 again. Tell them to write While they are writing, move around the class, monitoring and
a paragraph comparing the data for 2015 and 2021. supporting students where necessary.
While they are writing, walk around the class to monitor and With the whole class, elicit answers from the individual
assist where necessary. students.
Share the paragraphs by getting students to read their 4
completed profile to a partner.
Get students to look at the text in 1 and look for the term
8 ‘global village’. Ask them to read around the phrase and then
Get the class to tell you about the lunches and snacks they discuss what it means.
had when they were at primary school. Tell them to think of Explain the task. Tell students to write a paragraph explaining
a primary school they know and tell the class what the pupils the term ‘global village’ and a second paragraph agreeing
eat for lunch and for snacks. or disagreeing with Saif, and supporting their opinion with
Ask students to read the task. Explain that they are going to reasons and examples. Each paragraph should start with a
write to the headteacher of a primary school that they know topic sentence.
and make suggestions about how to improve the children’s While students are writing, walk around the class to monitor
lunches and snacks. Tell them to look at the Focus box about and assist where necessary.
giving advice on page 113 and at the email in task 1 to Have students read their paragraphs with a partner, then elicit
help them. examples as a class.
Have students share their emails with the class by displaying
5
them or getting students to read them to each other.
Tell the class to read about Ayesha and complete the mind map.
Get students to look at their completed mind maps and elicit
some of the information they have written. For example:
AOU Studies: studying IT and Computing/studying at AOU for
over 2 years/enjoys the course

Writing skills
Ayesha: flexible plans/ likes web design/interested in software a the second sentence
design b the first sentence
Future Plans: wants to work in IT/would like to find work in her c the third sentence
country/would like to have her own business d present simple, will, would like to, be going to
6 3
Explain the task. Elicit contrasting linking words that might be Get students to complete the sentences with the correct form
useful (although, however, on the other hand, but). of the words in brackets.
Tell students to write a short paragraph comparing Saif’s plans Check their work by saying a letter (a-g) and getting students
and Ayesha’s plans. They should use their mind maps from 2 to say the sentence.
and 5. a started
b love, be
While students are writing, walk around the class to monitor
c have been
and assist where necessary.
d am doing
Get students to share their paragraphs with a partner and e will finish/is going to finish/finishes
then the class. f will try
7 g will become/is going to become
Ask students to write a short paragraph about their current 4

studies and their future plans. They should look at the texts on Find out if any students have had a job interview and how
Saif and Ayesha to help them. they felt about it.
Get students to share their paragraphs with a partner. Get students to think about different companies they know.
8 For example, Google, Aramco, Apple, Al Rajhi Bank, Shell,
Walmart. Elicit some companies and write them on the board.
Ask students to think about their skills and what jobs they Ask students which ones they would want to work for and why.
would like to do. Get them to share their ideas with a partner.
Ask the class to look at task 4. Explain that Salma and Faiza are
Elicit some skills from the class and discuss the jobs they
talking about an interview that they had. Tell students to read
might suit.
the texts and decide which company they would prefer to
Tell students to read the task. They are going to write a cover work for and why.
letter for a job they think they have the skills for, by following
Get students to discuss their answers and reasons with
the model text in 3 on page 123.
a partner.
Share the completed cover letters by displaying them or by
getting students to read them to a partner. 5
Explain the task. Elicit contrasting linking words that might be
useful (although, however, on the other hand, but).
Tell students to write a short paragraph comparing Salma and
Unitt 9
Uni Faiza’s experiences of having a job interview, and their feelings
about it.
While students are writing, walk around the class to monitor
1 and assist where necessary.
Tell students to read the text with a partner and discuss the Get students to share their paragraphs with a partner and
questions. then the class.
Elicit opinions and their reasons from individual students. 6
2 Tell students to write a short job profile. They can use task 5 on
Explain the task and get students to read Mariam’s story and page 136 as an example. Get them to look at the bullet list of
answer the questions. information to include.
Check their work by saying a letter (a–d) and getting students Ask students to share their completed profile to a partner.
to say the answers.

Writing skills
While they are writing, walk around the class to monitor and
Unitt 10
Uni assist where necessary.
Have students share their paragraphs with a partner and then
ask some of them to read their writing to the class.
1
5
Get students to tell you what makes a good working
environment for them. Is it the university library, their own Get students to tell you their dream job. As they suggest
home, their own room? Do they like quiet, noise, isolation or them, ask students questions such as, Who will you work with?
people around? Do they like working in the morning or late Where will you work and What hours will you work?
at night? Explain the task. Get students to write a short paragraph
Tell the class to look at the task. Get them to read the describing their dream job. They should answer the questions
paragraphs and make notes on the most important points in in the task.
each text. Share the students’ paragraphs by displaying them or getting
After writing their notes, tell students to use their notes to them to read them to a partner or the whole class.
write a short paragraph comparing Sarah and Ali’s working
environments. Ask them to read the Focus box on using the
phrase ‘pros and cons’ and ‘contrasting ideas’.
While they are working, walk around the class to monitor and
assist where necessary.
With the whole class, elicit some personal responses from
individual students in the class.
2
Discuss some of the pros and cons of going to university with
the class. When students give an opinion, model using the
phrase, ‘on the other hand’ and invite contrasting ideas.
Get the class to read the task. Students have to complete the
paragraphs with their own ideas.
With the whole class, elicit the individual ideas from
the students.
3
Get the class to think about Sarah and Ali in 1 and elicit some
of the pros and cons of working from home. Discuss them
with the class.
Get students to write a short paragraph describing the pros
and cons of working from home. They can also look at the
language in task 5 on page151 to help them.
Check their work by getting students to read their completed
profile to a partner or the class.
4
Write ‘Participation leaders’, ‘Delegate leaders’ and ‘Authority
leaders’ on the board. Get students to tell you the main
characteristics of each type of leader.
Tell students to read the paragraph in task 4. Get them to
circle the topic sentence, underline linking words that contrast
ideas and circle the writer’s opinion.
Get students to write a similar paragraph comparing Authority
leaders and Participation leaders.

C21 skills
C21 skills
Unitt 1
Uni
B C
OMMUNICATION: CHOOSING
THE BEST WAY TO COMMUNICATE
1
Go through the communication methods in the
introduction and get students to say which is
A COMMUNICATION: BODY LANGUAGE appropriate for each item. Note that your students’
choices may not be yours. For example, ask them if
1
Get students to tick the examples individually and then they still use email at all. Get them to give a reason for
discuss each example in pairs. Tell them not to just go their answers.
straight through them.
Possible answers
Answers a Facebook/Twitter/Instagram
Positive Negative b email
c text/email/phone call
Smile (✔)
d invitation (card/digital invite)
Bow your head ✔ e face to face
Raise your eyebrows ✔ f email
g phone call/text/email
Lean back in your chair ✔
h Facebook/Instagram/blog
Wave ✔
2
Get students to work on this in pairs and then discuss
Make eye contact ✔
with the whole class.
Bite your nails ✔
Possible answers
Fold your arms ✔
Advantages of spoken Advantages of written
Frown ✔ communication communication
Yawn ✔
(You can include body (You don’t have to be
Shake hands ✔ language as part of your with the person you are
Point at someone ✔ message.) writing to.)
The message arrives You can think about
2
Discuss answers with the whole class. Sometimes the immediately. what you want to say.
answer is ‘It depends’. For example, bowing your head The person can respond There is a record of the
may show respect in Asia, but it may show desperation immediately. ‘conversation’.
at someone’s comments in a European meeting.
Waving to an interviewer on leaving a job interview is
probably negative in all cultures! Smiling too much or C COMMUNICATION: DISCUSSIONS
at inappropriate moments is probably unacceptable
everywhere, too.
1
Do this in small groups and then discuss with the whole
3
Do as a fast-paced whole-class activity. Discuss class in a light-hearted way.
each phrase.
2 1.9 Explain the task, play the recording and do the
Answers exercise with the whole class. Discuss with students
a Make an effort. whether they are familiar with this sort of situation.
b I am listening carefully.
c Persuade him to do something. Answers
d Don’t do anything risky. a Keeping the kitchen clean.
e Thank/Congratulate him. b Have you got a minute?; Well, …
f It was very expensive. c Last night, he spent half an hour cleaning up before
he could eat.
English for the 21st Century • C21 skills 79

C21 skills
d They stayed calm.

e Apologies: I’m so sorry.
Offering solutions: Look, let’s try to clean up in future.
And we need to talk to Jim …
Unitt 2
Uni
f Both try to clean up in future, and talk to Jim.
Transcript 1.9 A C
RITICAL THINKING: INFERRING
Chris Oh, hi, Gemma. Have you got a minute? INFORMATION FROM PICTURES
Gemma Yes, sure. Why?
Chris Well, it’s just about the kitchen. It was a bit 1
With the whole class, get students to talk about the
of a mess last night. I had to spend half an father and son shopping. Get them to describe the visual
hour washing the dishes and cleaning up clues in the photo and to make notes.
before I could eat.
Gemma Really? I’m so sorry. But actually most of the 2
Get students to use their notes to write individual
mess has been there for two or three days. stories. Walk around the class to monitor and assist
Chris Right. Yes, I see your point, but some of the where necessary. Students can complete their stories for
mess was yours. homework if there is not enough time in class.
Gemma Yes, OK. Look, let’s both try to clean up in
future. And we need to talk to Jim. He never 3
Repeat the above procedure with students talking and
washes up. writing about the photo, or finding their own photo to
Chris You’re right. Thanks, Gemma. bring to talk about next time.
3
Allocate role-plays to different pairs, walk around the class B S
TUDY SKILLS: UNDERSTANDING
to monitor and assist where necessary. Then get individual THE PURPOSE OF WRITING
pairs to repeat their discussion for the whole class.
1
Go through the reasons for writing, explaining any
PLANNING AHEAD difficulties. Then do the exercise with the whole class.
Answers
Progress a thanking
1–2 Get students to look through the unit and make b arranging
their lists individually. Give them plenty of time. c sympathizing (Point out to any Latin-based language
When they are ready, get them to compare their list speakers the specific use of this in English – it doesn’t
with their partner’s and discuss some of them with just mean being nice.)
the whole class. d suggesting
e informing
My learning plan for next week
f warning
1–2 Get students to make their plans and compare g requesting
them with their partner’s. (Point out that it may not
be possible to have exact timings for some things.)
Unitt 3
Uni
3
Don’t forget to come back to the action points
next week to see if students have kept their good
resolutions. (No need to actually use or teach this
word at this level!)
Communication in class
1–3 Get students to rate themselves and then to share A L IFE SKILLS: AVOIDING
their answers in pairs. Treat this tactfully. NATIONAL STEREOTYPES
Get them to write three ideas about how they can
be more active and share their ideas in pairs. 1
Do this as a fast-paced whole-class activity and don’t
forget to discuss the numbers. At this level, students’
Then get them to discuss their ideas with the
handling of numbers should be very good. Work on
whole class.
any difficulties.
80 English for the 21st Century • C21 skills

C21 skills
Answers
a 300
C C
RITICAL THINKING: FACTS
b four (Ask students which ones: German, French, AND OPINIONS
Italian and Romansh.)
c 81% 1
Discuss the difference between facts and opinions
d 37% with the whole class. Then do the exercise. This is more
e quarter subjective than it looks, for example, some students
f 1.7 might argue that what constitutes early and small are
based on opinion. Even warm and convenient are open
2–4 Discuss the photos with the whole class, working on to interpretation. Teach the expression ‘You call that
the related vocabulary. All the photos are of the United early/warm!’, etc.
Kingdom. The point of the exercise is that the images all
Possible answers
represent different features of one country, even though
a F e O
they are very different.
b F f O
For 4, get students to find images (for example on the c F g F
internet) of their country to bring to talk about in the d B
next class.
2
Get students to work on this in small groups and then
present their advert to the whole class.
B STUDY SKILLS: KEY WORDS
PLANNING AHEAD
1–2 3.4 Explain the task, play the recording once or
twice as necessary. Elicit the answer after each speaker, Repeat the procedure outlined on page 80.
asking students to say the key words that helped them
to understand.
Answers
a commentator – stadium, teams, players’
b station announcer – First-class, train
c chef – stirring, added
Unitt 4
Uni
Transcript 3.4
a T he level of noise in the stadium is growing
A CRITICAL THINKING: EVALUATING
steadily. The two teams are coming out of the
players’ tunnel. The crowd are clapping and waving. 1
Get students to read the text for themselves, then
This is a very important match for both teams. answer the questions. Ask students about their own
b The train now approaching platform six is the bus-taking behaviour and preferences.
13.26 service for Gatwick Airport, calling at Answers
Reigate, Redhill and Gatwick Airport. First-class a w illingness of people to take the bus under
accommodation is at the front of the train. different conditions
c … and now you need to make the sauce. I’ve b more than 1 km, £2
used a mix of butter, flour, milk and cheese and c time, cost, weather, existence of bus shelter or not
I’ve added a little salt and pepper. Now I’m stirring (for comfort), knowledge of when bus would arrive
them together … I’ve also added some garlic to
increase the flavour. Heat the mix until the sauce is 2–3 Get students to absorb the information. Then discuss
nice and thick. There … a perfect white sauce. the options with the whole class, after they have
discussed them in small groups and presented their
‘findings’. Work on the language of evaluation.
3
Get students to find a text for homework and bring it
with them next time to present to the whole class. Don’t
forget to follow this up.

C21 skills
B S
TUDY SKILLS: READING AND C C
RITICAL THINKING: READING
DESCRIBING GRAPHS BETWEEN THE LINES
1
Get students to identify the charts and graphs. 1
Ask students if they have a similar expression to ‘reading
between the lines’ in their own language(s). Get students
Answers
to look at a, b and c in simultaneous pairs and then
a Figure 2
discuss with the whole class.
b Figure 3
c Figure 1 Answers
a Someone is planning to steal something.
2
Discuss with the whole class which chart or graph is best b Someone calculating if it’s worth running for the bus.
for each type of information. c The person is suggesting that there are too many
Answers adjectives in the first paragraph, that there are spelling
a Figure 3 mistakes and that the handwriting is difficult to read.
b Figure 2
2
Work on this with the whole class. Discuss the logic of
c Figure 1
the answers.
3
Get students to choose an idea or their own subject. Answers
Ensure that they select the best type of chart or graph to a (Could you be a little quieter, please?)
illustrate it. b Could you turn the air conditioning on, please?
Students should give mini-presentations of their graphs c Can you do the washing-up?
to the whole class. d Can you do your work now?
e Could you get me something to eat?
f Could you turn the light on, please?
Unitt 5
Uni
3
Get students to suggest three more situations where we
make unstated requests.
Possible answers
1 C ar passenger to driver: I’m feeling sick. (request to
slow down/stop)
A CRITICAL THINKING: PRIORITIZING 2 Guest to host: It’s very hot in here. (request to turn
heating down/off)
1
Get students to look at the diagram and get individual 3 Flatmate to flatmate: The rubbish bin is full. (request
students to say what it shows, e.g., The top left-hand to empty it)
corner is for tasks that … Then get them individually to
put one of their own tasks in each category.
PLANNING AHEAD
2
Get students to discuss in small groups and then with the
Repeat the procedure outlined on page 80.
whole class. Point out that in some business meetings
now, there is a ten-minute break every hour for employees
to consult their smartphones, which they leave at the
door when they arrive for the meeting. Ask students if
Unitt 6
Uni
they think this is a good way to avoid distractions.
B CREATIVITY: GIVING A PRESENTATION

1
Discuss with the whole class. Don’t be surprised if A C
RITICAL THINKING:
students say that there are no speeches at weddings in QUESTIONING OPINIONS
their culture, e.g., in France or India.
1
Get students to read the texts individually and complete
2–3 Get students to prepare their presentations based on the table. Discuss with the whole class. There is a lot of
the ideas. If you have the time and equipment, get them potential for discussion!
to prepare PowerPoint presentations with photos or
illustrations. Otherwise, go for more low-tech alternatives.

C21 skills
Answers 2
Discuss with the whole class. Perhaps we can trust the
Opinion Biased? Supported Clear advert as far as it goes (teach this expression), which isn’t
by evidence? reasoning? very far!
a yes no yes
b no yes yes
PLANNING AHEAD
c no no no Repeat the procedure outlined on page 80.
2
Get the students to think about the opinions in 1 and
decide what their own opinions are. They should also
Unitt 7
Uni
think of some evidence, possibly facts, they can find
online. They then discuss their opinions with another
student. Check that the students are aware of the
concepts of being biased, supporting their opinions,
and giving clear reasons.
A CREATIVITY: THINKING CREATIVELY
B LIFE SKILLS: RULES 1
Discuss with the whole class. There are no right answers
here. Get students to talk about their preferences. For
1
Do this as a fast-paced whole-class activity. The rules example, some people prefer lists for everything.
are for children. The benefits are mainly for the children
so that they learn good behaviour and habits. Students 2
Get students to work on this in small groups and then to
should discuss their own ideas for c. report back to the whole class with their solutions. One
possible idea would be for Carol to do an evening course
2–3 Get students to work on these in small groups. Allocate in web design.
an aspect of life to each group, and get students to write
three rules about it. Tell students to use the structures
have to and can … but … Get some of the groups to B STUDY SKILLS: NOTE-TAKING
read out their rules for the whole class. Then discuss who
would make these rules, e.g., transport authorities for 1 7.5 Remind students about note-taking − key points,
travelling to work, sports body (teach this word for this using abbreviations, etc. Explain the task, get them to look
context) in playing a sport, etc. at the two sets of notes and play the recording.
Answer
C C
RITICAL THINKING: b is better – more concise, informative, with nothing
MAKING ASSUMPTIONS irrelevant (teach these words)
1
Get students to discuss the slogan and answer the Transcript 7.5
questions in small groups. Hello. My name’s Simon Worthy, and I’m from the
Council. Thank you for inviting me here today to talk to
Answers
you about health at work. Did you know that last year
a 46
there were 630,000 injuries at work? It’s a big problem,
b We don’t know.
isn’t it, both for employers and for employees? I was
c Anything from 0 to 20%.
surprised by that number, and that’s why today I’m
d (Calculate in relation to May–September 2020.)
going to talk about two things. Firstly, how to avoid
e We don’t know.
accidents, and secondly, what to do if there is one. I’m
f We don’t know.
also happy to take any of your questions, but we’ve
g Does Cleanright reduce tooth decay?
got a lot to get through, so let’s do that at the end of
h The slogan doesn’t, but perhaps the actual survey
my talk. OK?
results do./We don’t know.
i We don’t know. Anyway, starting with avoiding accidents, I’m going
j We don’t know. to cover accidents with hot water and food, and
accidents from furniture. So, I’d like to ask you, how
many of you use hot water to make yourself a drink

C21 skills
at work? And how often do you carry hot drinks up 4

Get students to work on these individually and then
and down steps, or carry your books, laptops and discuss with the whole class. Talk about the possible
hot drinks at the same time as trying to open a door addition of please to each of these with no pause before
between different rooms? These are dangerous things the please.
to do. That’s why I’m encouraging employers to put Possible answers
safe water heaters on each floor. a I wonder if you could give me a lift.
b I was wondering if you could lend me your
course notes.
c Could you send me your contact details?
d I hope you don’t mind me asking, but can you tell me
Unitt 8
Uni what the salary is?
e Could you show me what the right answer is?
A C
RITICAL THINKING: PREPARING FOR
THE FUTURE
Unitt 9
Uni
1–3 Explain the meaning of ‘likelihood’ as ‘probability’ and
give an example of how to fill in the matrix based on
the template in the course book. Get students to draw A C
RITICAL THINKING: LONG-TERM
matrixes of their own and to complete them. Walk AND SHORT-TERM AIMS
around the class to monitor and assist where necessary.
Then get a few students to present their matrixes, drawing Get students to discuss the Peter quotation in the
them quickly on the board, and presenting them. introduction. Also mention the Yogi Berra quote: ‘If you come
Ask questions 2 and 3 to individual students after they to a fork in the road, take it!’
have presented their matrixes individually.
1 9.6 Explain the task, get students to look at the
questions, play the recording once or twice. Work on any
B COMMUNICATION: REGISTER difficulties. Elicit the answers.
Answers
1
Tell students that they are getting to a point in their a get married, start a family
learning where they should be able to use language b finish marketing report, visit parents, save up for a
appropriate to the level of formality/politeness. Point out mini-break for them
the difference between formality and politeness. c John travelling so much, her own work
Ask students to look at the four forms of address and d Students’ own ideas.
decide on their formality.
Transcript 9.6
Answers Hi, I’m Rachel. I’m getting married to John sometime
Informal Formal next year. But there’s a lot to do before then. We
c b d a haven’t fixed a date yet because we’re both so busy.
John’s job means he travels abroad once or twice a
2
Get students to give concrete examples of using month, and my manager often needs me to work late
each greeting. to write reports. In fact, I have to finish a marketing
report by Wednesday. That means we haven’t had
Possible answers
enough time to start making arrangements. My dad
a and d − letter from tax authorities, electricity
hasn’t been well, either, so it’s been hard on my mum.
company, etc.
I visit my parents every weekend. I want to buy them
b and c − between friends. But tell students that some
a nice mini-break, so I’m saving up for that. John and
companies in the UK address letters to customers, etc., like
I hope to start a family after we get married, but first
this, much to the annoyance of older people, especially.
we need to make a bit more money. I’m hoping John’s
3
Discuss with the whole class. Language gets more going to get promoted soon. He deserves it!
complex as it gets more formal and also makes more use
of the past tenses.

C21 skills
2
Make sure each student has a long-term aim, or has
imagined one, before they start completing the PLANNING AHEAD
diagram. Walk around the class to monitor and assist Repeat the procedure outlined on page 80.
where necessary.
Then get a few students to present their diagrams,
drawing them quickly on the board.
B LIFE SKILLS: NETWORKING Unitt 10

Uni
1–2 Explain what networking is and do the quiz with the
whole class, getting students to raise their hands for
each answer. The answer will often be ‘It depends’. The A C
RITICAL THINKING: FINDING
main point of the quiz is to stimulate discussion, but SOLUTIONS
get students to score themselves, and tactfully compare
scores with the whole class. 1–3 10.6 Explain the task, play the recording once and
Get students to think of and discuss ways to improve get students to complete the table.
their networking, in small groups, and then discuss with Play the recording again and get students to list
the whole class. solutions, e.g., buy a fan and split the cost.
3
Discuss these points quickly with the whole class. Get students to choose solutions and then discuss them
with the whole class. Get students to vote for different
Answers solutions before and after discussion.
The sentences are polite ways of …
a introducing yourself to someone you don’t know. Answers
b leaving a conversation to talk to someone else. Lucy Mark
c talking to someone who may or may not remember
Problem office too cold office too hot
you from a previous meeting.
d asking for sensitive (teach this word) information. Working hours 8 till 4.30 10 till 6
e asking for someone’s details. Lunch hours 12 till 1 1 till 2
C C
OMMUNICATION: WHY Transcript 10.6
WE COMMUNICATE One of the problems in shared offices is how warm
or cool people want the office to be. Lucy’s main
1 9.7 Get students to listen to the recording once problem is that she gets cold in her office. She works
or twice and elicit the answers. Then get individual from 8 a.m. until 4.30 p.m. She shares a large office
students to replicate the stress and tone of the with Mark. He sits near the window. During the day, he
sentences. Concentrate on the polite ones. gets hot and he finds it difficult to concentrate.
He likes the window open. His working hours are
Answers 10 a.m. to 6 p.m. They both have a lunch break. Lucy
a and d sound polite and friendly. takes her lunch from 12 to 1, and Mark takes his lunch
break from 1 to 2. There is a shop that sells desk fans
Transcript 9.7 100 metres from the office. The fans cost $15 each.
a Can you close the door, please?
b Can you close the door. Please!
c Can you close the door? Pleeeaase.
d Can you close the door, please. B COLLABORATION: WORKING IN A TEAM
2
Discuss this with the whole class. The correct answer is 1
Students read the text individually. Work on any
probably c. difficulties. Then they answer the questions. Discuss with
the whole class.

C21 skills
Answers
a how people relate to each other
b parent–child and adult–adult
c assertive adult–adult exchanges
2
Discuss the possibilities with the whole class, bearing in
mind students’ different cultural attitudes.
Possible answers
a ✘ aggressive
b ✔ assertive
c ✘ aggressive
d ✔ assertive
e ✘ aggressive and unhelpful
f ✘ too weak to convey the impact not having the
report has
3
Set this as homework and get students to email it to you
before the next class.
C CREATIVITY: LEARNING FROM MISTAKES
1–2 Emphasize the importance of risk-taking in language

learning and do the exercises.
Answers
a I am from Spain. 6
b I think that these are good ideas. 4
c Last night, I wrote down some ideas for my project. 5
d Next Saturday, I’m looking after my baby sister. 1
e I can’t study at home. I prefer reading
(or ‘to read’) in the library. 3
f There is a new member in our group. 2
3
Don’t forget to do this, but remind students that you are
the final judge of what is acceptable.
PLANNING AHEAD
Repeat the procedure outlined on page 80.

Progress test answers
3
Unitts 1 & 2
Uni a What
b right
1 c point
a (send) d about
b get e sure
c make
d say
4
e speak
f talk a do you work
g tell b Do you want
c do you know
d are you doing
2 e she is talking
Present Present Past

simple continuous simple 5
Possible answer
a He watches (He is watching He watched Hi Amela,
plays. a play.) a play. Thanks for the invitation. I’m afraid I’m busy. I’m meeting
b I eat my I’m eating my I ate my someone later this evening.
breakfast. breakfast. breakfast. Have a great evening.
Bob
c They go to They are going They went to
college. to college. college.
d Donna makes a Donna is making Donna made a Unitts 3 & 4
Uni
quick phone call. a quick phone quick phone call.
call.
1
e Do you get Are you getting Did you get a historic
bored? bored? bored? b best
f I buy my food I am buying my I bought my c interesting
from the market. food from the food from the d lovely
market. market. e quiet
g She doesn’t play She’s not playing She didn’t play f fantastic
video games. video games. video games. g noisy
h busy
h Do you live in Are you living in Did you live in i easy
Beirut? Beirut? Beirut? j polite
i She doesn’t She isn’t sending She didn’t send
send any any postcards. any postcards.
2
postcards.
a (modern)
b slow
c rude
d simple
e clever
f sensible
English for the 21st Century • Progress test answers 87

3
a He hasn’t stayed in a five-star hotel.
Unitts 5 & 6
Uni
b He has swum in the sea.
c He has met local people for a meal. 1
d He hasn’t slept under the stars. a (thirsty)
e He has been to the capital city. b boil, ill
f He has taken a selfie on the beach. c hunt
g He hasn’t climbed to the top of the castle. d poisonous
e shelter
f sleep
4
a T he museum contains the largest collection of exhibits
from ancient history in Turkey. 2
b It is in the old part of Ankara. Students’ own answers.
c The best ways to get there are to walk or to take the metro.
d No, you can’t book tickets in advance.
e You should visit early or late in the day to avoid the crowds. 3
f The exhibits are clearly laid out and the jewellery and a (virtual)
artwork are beautiful. b avatar
g You can buy souvenirs. c experience
d nervous
e order
5 f running
Possible answers g improve
Fact h dictionary
a It is situated in the old part of Ankara. i abroad
b Some of the oldest exhibits are from 8000 BCE. j cheaper
c The museum building was used as the bazaar until 1921.
Opinion
4
d Coach tours can be expensive.
e Entrance tickets are cheap. a accurate
f It’s a good idea to go early or late. b quick
c remote
d exact
6 e useful
a (about) f difficult
b with g safe
c for
d at
5
e for
f after c
g to
6
7 a (No, they don’t.)
a (has changed) b No, it isn’t.
b grew c Yes, they are.
c have got d No, they don’t.
d has become
e developed 7
f attracted
Evaluate each alternative. 3
g built
h started Define the problem. 1
i has not lost Choose the most effective solution. 4
Think of possible alternatives. 2
88 English for the 21st Century • Progress test answers

Unitts 7 & 8
Uni Unitts 9 & 10
Uni
1 1
Possible answers a (financial services)
a (If I’m not free during the day,) b human resources
b If I can’t remember something, c energy
c If a colleague looks stressed, d construction
d If I can’t talk to anyone about my work, e IT services
e If my boss lets me, f healthcare
2 2
a (am going to apply)
(Brainstorm) Organize Prioritize b is going to help
c am going to send
d am going to do
3 e is going to lend
a … because she has always had an interest in singing. f are going to let
b … because the leader of the choir said nice things g am going to move
about her singing.
c Some members said her singing style was different. 3
As a result … a self-employed
d Her singing improved because she took singing lessons. b multinational
c employees
4 d colleague
a (work abroad) e call centre
b write your CV f night shift
c apply for a job
d do an internship 4
e search online
a (time)
f join an employment agency
b behind, deadlines, stressed
c frustrated
5 d identify
a (bad) e concentrate, open
b good
c bad
5
d good
e bad a (the leader helps to build everyone’s confidence.)
f good b share it with your colleagues.
g bad c the ‘doctor’ in the group can help identify and solve it.
h good d express your opinion in a positive way.
e the planner will plan the next stage of your project.
f they should celebrate.
English for the 21st Century • Progress test answers 89

ENGLISH FOR THE 21st CENTURY
C21 is a five-level skill- and task-based course designed to prepare the 21st century learner to use English effectively in
social, educational and professional contexts. C21 is a unique research-based programme that has been developed in line
with the latest educational trends and strategies. These include:
a strong focus on independent learning, while at the same time actively highlighting the central role of
collaborative learning
essential 21st century skills highlighted in the 21st century framework, including those related to communication,
study skills and life skills
the key language skills that learners need to engage socially, academically and professionally with their surroundings.
Language skills: Vocabulary 21st century skills: Life and Career

Grammar Learning and Innovation
Four skills – listening, speaking, Information, Media and Technology
reading and writing
Key features:
C21 follows an integrated approach to introducing and providing learning opportunities that emphasize 21st century skills together
with communication skills; a combination that is now recognized as vital for success in the 21st century.
skill- and task-based course ideal for students wishing to improve their
targeted specifically at college and university students performance in international benchmark and
skill-based examinations such as IELTS
contexts and content that cater for global citizens of
the 21st century writing skills in every unit guide students on writing
academic genres
low-level entry point
ongoing assessment and progress tests
coverage of all essential vocabulary and competencies
for pre-sessional students fully interactive course book and digital workbook
Course components:
Interactive Course Book and Slideshows
Digital Workbook
Teacher’s eBook www.garneteducation. com
Progress tests
Ongoing assessment tests ISBN 978-1-78260-901-8
Academic Skills material
Extra Vocabulary and Grammar material
Quizlet sets for each unit
For C21 resources: www.garneteducation.com/aou/student-resources/ 9 781782 609018

English For The 21 Century: Level 3 Teacher's Book

Uploaded by

Copyright:

Available Formats

English For The 21 Century: Level 3 Teacher's Book

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

English For The 21 Century: Level 3 Teacher's Book

Uploaded by

Copyright:

Available Formats

ENGLISH FOR THE 21st CENTURY

Level 3 Teacher’s Book

Copyright © Garnet Publishing Ltd 2023

Bill Mascull has asserted his right under the

All rights reserved.

No part of this publication may be reproduced, stored in a

British Library Cataloguing-in-Publication Data

Printed and bound in Lebanon by International Press:

Level 3 Teacher’s Book

English for the 21st Century • Contents 3

4 English for the 21st Century • Introduction

Navigation The target section is divided into:

English for the 21st Century • Introduction 5

6 English for the 21st Century • Introduction

As an additional activity for Levels 4 and 5, encourage students

Practice activities from the C21 skills She’s a social scientist.

pages for the unit II

Slideshows Teachers and students can pause and play back

English for the 21st Century • Introduction 7

Writing skills Support material

Expression Focus (Pink)

Pronunciation Focus (Yellow)

Writing Focus (Blue)

8 English for the 21st Century • Introduction

English for the 21st Century • Introduction 9

10 English for the 21st Century • Unit 1

English for the 21st Century • Unit 1 11

c kiss the person, shake hands or bow – it

12 English for the 21st Century • Unit 1

1B Switch off Transcript 1.3

English for the 21st Century • Unit 1 13

14 English for the 21st Century • Unit 1

English for the 21st Century • Unit 1 15

16 English for the 21st Century • Unit 1

5 Refer students to the discussion topics in 1. Have one

English for the 21st Century • Unit 1 17

• Speaking: Hypothesizing about pictures

18 English for the 21st Century • Unit 2

2 A Where are you?

English for the 21st Century • Unit 2 19

11  2.3 Play the recording and get students to check Answers

20 English for the 21st Century • Unit 2

Get students to click on the link provided in the box to learn

Present continuous for future arrangements

English for the 21st Century • Unit 2 21

2  With the whole class, get students to look at the

Are you free this evening/tomorrow/on Saturday?

Would you like to go to the cinema/have dinner?

Great! Let’s meet at the cinema at 6.00/at my house at 4.00.

Good idea. See you then.

22 English for the 21st Century • Unit 2

English for the 21st Century • Unit 2 23

• Adjectives for describing life in different countries

24 English for the 21st Century • Unit 3

3A Unique people and places

English for the 21st Century • Unit 3 25

Walk around the class, monitoring and assisting

26 English for the 21st Century • Unit 3

English for the 21st Century • Unit 3 27

5 Refer students to the discussion topics in 1. Have one

11 2.3 Play the recording and get students to check Answers

2 With the whole class, get students to look at the

b And I stay at a five-star hotel.

9–10 S tudents can complete this for homework and

LANGUAGE REFERENCE Transcript 5.4

3 Get students to read the text, explaining any difficulties,

Boss No, they can’t! They are there to Grammar

C21 6 Get students to read the article individually. Assist with

CREATIVITY: Thinking creatively Transcript 7.3

3 Do this as a fast-paced whole-class activity and work f important

d If you want to do this study abroad programme,

Answers 6 Either in this class or a later one, get students to compare

5 Explain the task and get students to work on it

9.1 Remind students about the concept of