Choices Upper Intermediate - Teacher's Book

CHOICES
CHOICES
CHOICES
UPPER INTERMEDIATE
UPPER INTERMEDIATE
Choice motivates. Motivation creates successful learners.
Flexibility in Choices caters for all your students’ needs and encourages them to be
independent learners, equipped with skills for the 21st century. No student is left behind!
Components for the student

Choose a paper Workbook or a blended solution
UPPER INTERMEDIATE TEACHER’S BOOK
TEACHER’S BOOK with Resources DVD Multi-ROM

or
with Resources DVD Multi-ROM
Students’ Book with MyEnglishLab
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Online learning for students, instant
Students’ Book Workbook marking and monitoring for teachers
with Audio CD www.MyEnglishLab.com/choices
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Components for the teacher
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Teacher’s Book with Teacher’s Class CDs ActiveTeach
Resources DVD Multi-ROM Interactive Whiteboard software
Includes photocopiable resources, and Teacher’s resources
video and tests
The perfect blend of print and digital.

SZLACHTA
CEFR For further teacher development www.pearsonELT.com

A1 we recommend:
Elementary
A2
Pre-intermediate
B1
Intermediate
B2 Upper Intermediate B2
C1 Advanced EMMA SZLACHTA
CVR_CHOI_TB_UINGLB_2223_CVR.indd 1 17/12/2012 09:49

CHOICES UPPER INTERMEDIATE TEACHER’S BOOK
with Resources DVD Multi-ROM
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CONTENTS
Introduction ii
Students’ Book Contents 2
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Teacher’s Notes
Module 1: Relationships 5
Module 2: Campaigns 15
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Module 3: The Media 25

Module 4: Advertising 35
Module 5: Well-being 45
Module 6: Genius 55
Module 7: Communities 65
Module 8: Landmarks 75
Module 9: Business 85
Module 10: Design 95
Student A and B Activities 105
Culture Choice 106
Skills Builders 116
Word List 123
Language Choice 126
Students’ Book Audioscript 136
Workbook Audioscript 148
Workbook Answer Key 154
Online Skills Answer Key 159
Irregular Verbs 160
A01_CHOI_TB_UINGLB_2223_PRE.indd 1 17/12/2012 10:30

INTRODUCTION
1 THE COURSE • Learning Links: There are references throughout the book to extra
activities which provide a further element of choice. At the end of
Choices is a five-level course for secondary students, taking learners each module, students are directed to further cultural input (Culture
from Elementary to Advanced level. Choices Upper Intermediate Choice at the back of the book), plus extra revision, practice and
offers eighty lessons of core material but because of the inbuilt self assessment (in the Workbook/MyLab).
flexibility of the course, this could be extended considerably.
• Culture Choice: These optional lessons at the back of the book
include cultural input, literature and projects. They are related to
2 WHY CHOICE? pairs of modules but can be done at any time. The extensive reading
can also be done by students on their own and is a good way of
Choice for learners
introducing students to guided readers (see the Penguin Readers
When you have an element of choice in what you do, you are more collection).
likely to be motivated, and motivation is fundamental for teenage
learners. • Sound Choice (Workbook): Different language learners have
different problems according to their own language and according
People have different learning styles and need to work in ways to their own personal difficulties. A short diagnostic exercise is
best suited to them. followed by a choice of exercises on problem sounds.
The ability to make choices when learning is an important strategy
in itself and is a crucial element of life-long learning skills which will 4 APPROACH
become more and more important in the 21st century as technology
and jobs change rapidly. In addition to the learner-development features of Choices that are
related to the central concept of choice, the course contains other
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Choice for teachers key elements:
Teachers work in very different contexts (e.g. number of hours,
facilities, equipment) with very different groups of learners a Educational Content
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(e.g. numbers in classes, previous learning experience, interests). The strong content syllabus covers the key areas in the Common
Every teacher has his/her own ideas about learning and teaching. European Framework of Reference (CEFR), has systematic cross-
curricular input and includes up-to-date and challenging topics. Each
topic-based module is introduced in the Topic Talk, then the lessons
3 CHOICE IN CHOICES include input on different thematic strands related to the main topic.
In an educational context, choice must be guided to avoid chaos in
b Cultural Input
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the classroom. Choices introduces these elements of guided choice:
Choices not only provides systematic cultural input about English-
• Topic Talk Networks: Using a language is a creative activity and speaking and other cultures but gives frequent opportunities for
involves constant choice and options. Vocabulary networks provide students to talk and write about their own culture, thus strengthening
guided choice by marrying functional exponents with lexical items. their own cultural identity. In main lessons, Your Culture spots relate
• Your Choice: These exercises give students the opportunity to the topics to the students’ own culture. The five Culture Choices at the
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choose between different topics to discuss. end of the coursebook have input about English-speaking culture and
cultural awareness and literature (poems, stories and a play), and My
• Grammar Practice: Grammatical structures are first compared and
Culture Projects allow students to research information about their
contrasted, then students are trained in choosing forms that best
own culture and then talk or write about it.
express given meanings or intentions.
• DVD Choice: This is an optional section with authentic video c A Broad Approach to Language
material that extends the lesson topic. Rather than establish a false dichotomy between vocabulary on the
• Listen or Watch: Target functional language is presented through one hand and grammar on the other, the language syllabus in Choices
dialogues which can be watched DVD 1 or listened to 1.39 , integrates different strands of linguistic input in both grammar
depending on the equipment available. and skills lessons through a comprehensive focus on morphology,
• Listening Choice: The teacher can choose between two levels of syntax, word grammar, lexical features, text grammar, functions,
difficulty in the listening CDs. One is slower ( 1.2 ), without accents. conversational grammar and phonology. Features in Choices that
The other is faster and more natural ( 1.3 ), with different regional enable the course to cover this broad scope of language are:
accents. This feature gives the teacher a choice, depending on • Vocabulary Networks: They combine key functional language with
the level of the students, and the option of listening to the more useful lexical sets and enable students to talk about common exam
difficult version after students have listened to the easier level. topics in a personal way.
• Language Choice: This booklet, which provides options for extra • Sentence Builders: They focus on difficult areas of syntax which
practice related to new language and language reference, comes in a often cause students problems and systematically cover written
convenient, fold-out section at the back of the book. linkers.
• Skills Builders: Teachers and learners have the choice of using this • Word Builders: They look at lexical features such as plurals and
section while doing communicative tasks and when revising; it gives multi-part verbs.
support in terms of both strategies and language, with examples of • Text Builders: They cover text organisation and style in written
linkers, explained text models and model dialogues. language.
• Language Review/Self Assessment: Students do language
revision exercises, listen and check their answers and use a
feedback guide to choose what they need to practise more.
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d Integrated Skills At the back of the Students’ Book, there are the following:
As in real life, where communication usually involves more than one • Skills Builder (a section of support strategies and model language
channel at a time, skills in Choices are always developed together. For and texts)
example, in the main skills lesson, there are always at least three out • Culture Choice (optional lessons which present reading texts, and
of four of the main skills: songs with projects related to the students’ own culture)
• Oral Production: Every Topic Talk has an activity in which learners • Word List (list of key words and their definitions for every module)
can talk about their own lives. There are other such tasks in the
main skills lessons and Speaking Workshops. • Language Choice booklet (which provides further language
practice of both vocabulary and grammar and also has a reference
• Oral Interaction: There are interactive speaking activities section for each language point that is presented)
throughout the book, especially in the oral skills lessons and the
Speaking Workshops. 2 Workbook
• Listening (Watching): There are four or five listening tasks in The Workbook gives further practice of the language introduced
each module with a wide variety of text types: monologues, stories, in the Students’ Book. Each module directly reflects the content of
dialogues, interviews and radio documentaries. Watching tasks the corresponding module of the Students’ Book. At the end of each
include TV documentaries, interviews and dialogues. Pronunciation module, there is a revision section followed by a Module Diary where
activities involve intensive listening with tasks to develop learners’ students assess their progress.
ability to distinguish sounds, words and expressions. There is
After every second module, there is an Exam Choice zone with practice
further listening in the Culture Choices.
tests for reading, listening, speaking, use of English and writing. The
• Reading: There is one major reading text per module and other Sound Choice section allows students to work on their pronunciation.
shorter ones in the grammar lessons and the workshops. Text types Finally, at the end of the book, there is a section called Online Skills,
include articles, book reviews, adverts, letters, notes, a postcard, which develops information handling skills in the context of the internet.
websites, magazine interviews, a magazine letter page and blogs.
There are also five further reading texts in the Culture Choice 3 MyLab
sections (three poems, two stories and a play). This online resource allows teachers and students to interact beyond
• Writing: There is writing in every module. Text types in the Writing the classroom. It has all the practice exercises of the Workbook, which
Workshops include: an informal email, essays, a review, a formal can be automatically graded, and instant feedback can be sent to the
letter, a description of a person, a description of a place, a story and student. Teachers can use MyLab to assign homework and see their
a report. Clear models are provided and there are staged tasks, plus students’ progress in the gradebook.
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work on text organisation and style. Further models of text types
are given in the Skills Builder, which illustrates target features and 4 Teacher’s Handbook
language. The Teacher’s Handbook contains reduced pages from the Students’
so Book, along with teaching notes, answers, teaching tips, suggestions
e Critical Thinking and Information-handling for extra exercises and background information about the contents
Elements of critical thinking are introduced in reading and listening of each spread. It also contains the Students’ Book audioscript, the
tasks: inference of non-explicit information, analysis of textual Workbook audioscript and the answer key.
elements such as author’s style or context, evaluation of content or
arguments in the text, application and discussion of knowledge or 5 ActiveTeach
ideas from texts. The information handling activities in the Online This DVD-ROM is a teaching resource, providing everything needed
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Skills in the Workbook provide further activities to develop learners' both for the classroom and for preparation. It contains:
skills in selecting, evaluating and processing information in the context
• an interactive whiteboard of the Students’ Book with integrated
of the internet.
audio and DVD, interactive activities and zoomable areas
f Communication Strategies • photocopiable activities to use in the classroom
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There is a systematic focus on communication strategies in the • teacher development workshops on different elements of language
Skills Builders for both receptive and productive skills. For reading teaching
and listening, there are both general processing strategies such as • a comprehensive mapping of Choices to the CEFR.
working out the meanings of new words, plus exam task strategies
such as doing matching or multiple-choice tasks. Writing strategies are 6 Class Audio CDs
embedded in the tasks in the Writing Workshops and explicit speaking The Class Audio CDs contain all the listening activities recorded in the
strategies appear in the Speaking Workshops. two levels of difficulty, plus recordings of all the reading texts.
g Guided and Staged Production

Both shorter and longer productive tasks are guided in Choices.
6 CHOICES AND THE COMMON EUROPEAN
For example, in main skills lessons Your Choice tasks contain brief FRAMEWORK OF REFERENCE
preparation stages. In the longer Writing Workshop and Speaking
Choices covers most of the descriptors of the Common European
Workshop, there are explicit stages followed by feedback activities to
Framework of Reference (CEFR) at each level, except some of those
enable students to reflect on or react to their partners’ writing or what
related to work and other adult contexts:
they have said. The Skills Builder acts as a back-up when learners are
doing these tasks, providing model texts and dialogues. Choices CEFR UCLES
Elementary A1–A2
5 COMPONENTS Pre-Intermediate A2–B1 KET
The components of the course are as follows: Intermediate B1–B2 PET
Upper Intermediate B2 PET/FCE
1 Students’ Book
Advanced B2–C1 FCE/CAE
The Students’ Book consists of ten thematic modules. Each module is
clearly divided into sections: Topic Talk (opening page of the module), For a complete breakdown of the descriptors covered at this level,
Grammar, Skills, Writing Workshop, Speaking Workshop. There is a one- see the Teacher Development Workshop entitled Evaluation: European
page Language Review after every module. Framework of Reference on the Choices ActiveTeach
ActiveTeach.
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TOPIC TALK
These boxes contain

the learning objectives The Topic Talk
of each module. introduces the
module topic.
Systematic practice
of pronunciation (e.g. Vocabulary
unstressed words, word networks present
stress, contractions). key lexical sets
and functional
language to talk
The Language Choice about the topic.
booklet provides extra
practice and reference.
Students have
the chance to
personalise the
topic and talk
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GRAMMAR
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Presentations encourage
Warm Up sections students to work out rules
introduce the lesson topic. in a guided way.
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Grammar Alive
sections link
grammar with
functional areas and
provide practice in
everyday contexts.
Students read
texts containing Practice activities
target grammar check concepts and
in context and do provide oral and
simple reading written practice.
tasks.
The Language Choice

booklet provides more
grammar practice and
reference.
iv

SKILLS READING / WRITING
Word Builders systematically
present lexical features (e.g.
Warm Up activities prefi xes/multi-part verbs). Sentence Builders
introduce the topic focus on linkers and
of the lesson. sentence structure.
Skills Builders at
the back of the
book provide useful
reading strategies.
No Comment boxes
n Your Choice activities

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include quotes about give students an
the lesson topic. element of choice.
SKILLS READING / LISTENING

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There is a variety
of reading texts
(e.g. articles,
adverts, websites).
Your Culture
activities relate
the lesson topic
to the students’
own context.
Language Choice
activities provide
reference and
further practice.
Skills Builders at
the back of the book
have useful listening
strategies.

SKILLS LISTENING / SPEAKING
The DVD Choice

section provides
Pronunciation
optional authentic
activities focus
video footage.
on intonation.
Your Culture
activities have
speaking practice.
Listening texts
give input about
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the lesson topic.
Talk Builders present functional

language. Skills Builders
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provide further reference.
WRITING / SPEAKING WORKSHOPS

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Staged speaking
and writing tasks
are provided.
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Skills Builders
provide model texts
with explanations.
Talk Builders focus

on conversational
grammar.
Listening input
There are reading and focus on
activities with Students can listen
pronunciation
model texts. to or watch everyday
are provided.
functional dialogues.
Skills Builders give
communication
strategies.
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LANGUAGE REVIEW
Exercises test knowledge

of language from the
module
Revision of the
Talk Builder
Revision of the
Vocabulary network Revision of
Grammar
Revision of the
Word Builder
Students listen,
check their answers
and decide on
further practice.
Revision of the
Sentence Builder
Learning Links
Revision of direct students to
Grammar
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the Workbook.
Sound Choice focuses

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on problem sounds.
CULTURE CHOICES
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Culture Choices are Reading tasks include
optional lessons at the inference (reading between
back of the coursebook. the lines) and evaluation.
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Your Culture
activities relate the
topic to the students’
Glossaries
own culture.
provide
meanings of
new words.
Listening texts
provide cultural Texts include
background. poems and
novel extracts.
Projects get students

writing and talking about
their own culture.
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2 Students read the
phrases before listening
to the recording. Check
understanding of complicated
and virtual. Students check
their answers in pairs before
the class check.
Answers: Fiona: e, g
Toby: b, d, h Sally: c, f, i
3 Students read through the

network, filling in any answers
they may remember first. Once
students have listened to the
recording, check answers by
asking individual students
around the class.
Answers: 1 big 2 lots of

3 cousins 4 are very close
5 always have a real laugh
together 6 best friend
7 got to know 8 classmates
9 have similar interests and
tastes 10 meet up 11 week
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Students look at the
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Relationships part of the
network. Tell them to decide
which qualities are positive
or negative, and why. Tell
them to give examples when
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they can. Check other words
in the network that you think
students don’t know.
4 Do the first couple of
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words as a class. Elicit the

answers and write them up on
the board before playing the
rest of the recording.
Answers: boyfriend,
classmate, grandfather, great-
grandmother, half-brother,
stepmother
For practice, students turn to

Background TOPIC TALK LANGUAGE CHOICE 1: PAGE 3.
1 Give students a few minutes to read the 5 Put students in pairs.
Skype: allows people to chat and see each information in the network. Students discuss Give them five minutes to
other over the internet for free. in pairs. In feedback, have a class discussion. discuss. Monitor and help
Virtual friends: are people you communicate where necessary. Make a note
with online. Extra Discussion of any interesting comments
Ask students what sort of relationship they or language that needs
Modern families: the typical British two-
have with their grandparents. How is it correcting.
parent family has changed over the last
different from the relationship they have with
century. Cohabitation has risen in the last
decade. Britain has the highest proportion of
their mum and dad? Now your students can:
lone parents in Europe – a quarter of children • talk about relationships.
now live with a single mum. Step-families are
very common in Britain. One in three Britons is
involved in a step-family situation.
M01_CHOI_TB_UINGLB_2223_P1.indd 5 12/12/2012 11:37

Background
The smartphone: is a mobile

phone with more advanced
ability and connectivity than
a normal phone. They include
portable media players,
compact digital cameras,
pocket video cameras and
GPS navigation units. Modern
smartphones also include
high-resolution touchscreens
and web browsers that can
access and properly display
web pages.
Twitter: is an online social
networking service that
enables its users to send and
read text-based posts of up
to 140 characters, known as
‘tweets’. There were over
140 million active users as of
2012, generating over 340
million tweets daily. It has
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been used to organise protests
(Twitter Revolutions), e.g. the
2011 Egyptian revolution and
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the Tunisian protests, 2009–
2010. It has also been used as
a form of civil disobedience,
e.g. several celebrities who
had taken out anonymised
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injunctions were identified by
thousands of users in protest
at traditional journalism being
censored.
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Chris Pirillo (b. 1973): is a

technology expert on CNN
and other TV stations and
websites.
Warm Up
1 Write up Advantages of
modern communication on the
board with a circle around it. Reading 3 Tell students to read in more detail. Give
Put students into pairs. Give them five minutes to re-read the text and
2 Give students four minutes to read the
them three minutes to make a complete the exercise.
note of three advantages. Ask text. Tell them not to read in too much detail
for volunteers to write up their at this point as they just need to get the main Answers: Student page
ideas on the board around the idea. Allow them to check their answers in
pairs before eliciting the answer. 4 Give students two minutes to read
main heading. Discuss their
through SKILLS BUILDER 10. Elicit what
ideas with the class.
Tip: Tell students how they are reading (for they need to do first (bearing in mind they
Extra Exercise example, for gist) and for what reason. It will have read the text already, the first step is
Give students three minutes help them to apply the techniques when they to underline the arguments). Give students
to come up with three are working alone or in an exam situation. one minute to do this and then a further
disadvantages to match their few minutes to underline opinions. Students
Answer: Student page
advantages. Write these up on then complete the table with reasons and
the board in a different colour. information.

LANGUAGE CHOICE 2: PAGE 3.
7 Give students one minute
to read the sentences. Elicit
the answer from the class.
Answers: an adjective; a noun

LANGUAGE CHOICE 3 PAGE 3.
8 Go through the example
with the class. Ask which word
we need to add in order for it
to make sense (that) and which
word we need to drop (very).
Give students five minutes to
complete individually. They
can use the Sentence Builder
for guidance.
Answers: 2 I spent such a

long time on the computer
that I didn’t get to bed until
3 a.m. 3 My internet connection
is so slow that I can’t watch
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video or TV on my computer.
4 I have got such an old phone
that it hasn’t got an internet
so connection or a camera.
5 She is such a Facebook
addict that she updates her
wall ten times a day. 6 Some
people have such good fun
online that they hardly ever
ar
go out and meet people.
9 Read through the options

first and remind students to
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choose only two to discuss.

Give them ten minutes for the
discussion. Monitor and help
where necessary.
10 Invite students to share
their experiences and opinions.
Elicit opinions from the class.
No Comment
Answers: Reasons: communication Ask students if they think
6 Tell students to find the sentence for
technology can be distracting; communication this statement is true and if
number 1 in the text. Elicit the answer. Give
technology makes people treat others as they can give an example to
students three or four minutes to read and
‘pausables’ or not worthy of their time support their opinion.
complete. Tell them to refer back to the text
Information: the young woman hardly pays to see the sentences in their context if they
attention to her grandmother; the woman’s
Now your students can:
are unsure.
husband works rather than talk to her in • recognise and understand
hospital; children complain about parents Answers: 1 thinking about 2 negatively more multi-part verbs
texting at the table or in the park; my friend affected 3 listens to 4 contact 5 established
• use so and such to link
made me feel like he was putting me on pause 6 is our responsibility to
sentences.
5 Put students into groups of four. Give
Tip: These verbs are not ‘typical’ multi-
them five minutes to discuss. Monitor and help part verbs (phrasal, prepositional, phrasal/
where necessary. Refer students back to your prepositional), but idiomatic multi-word verb
notes on the board. Ask which advantages and constructions (verb + prepositional or noun
disadvantages Professor Turkle didn’t mention. phrases).

Background
Speed-dating: is a way of
meeting people for possible
romantic relationships which
involves talking with a lot
of people for a short time
to see if you like them. This
usually takes place at an
organised venue. Supporters
argue that speed-dating
saves time, as most people
quickly decide if they are
romantically compatible and
first impressions are often
permanent.
Extra Exercise
Ask students to look at the
photos and elicit what is
happening. Ask what sort of
‘dates’ are being shown in 3, 8
the first two photos (speed- 5
4, 9
dating and cinema). Ask what
they think about speed-dating
and if they think the cinema/
6
7
2
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theatre is a good idea for a
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first date.
Warm Up
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1 Give students a few b, e
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f
minutes to read and discuss in g
pairs. In feedback, discuss with i
h
the class.
Tip: If your class are happy to

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speak out enthusiastically then

you could skip the pairwork
suggested in Exercise 1 and go
straight to a class discussion.
2 Give students five
minutes to read and check.
They discuss in pairs.
3 Give students a few Present and past tenses

minutes to discuss the 4 Give students five minutes to read and
questions in pairs. If you think match. Give them time to check their answers
your class will be happy to in pairs before the class check.
discuss as a group, encourage
ideas and opinions from the Answers: Student page
class.
Extra Exercise
Check the form of the more complex tenses, e.g.
Past Perfect and Present Perfect Continuous.
5 Tell students to refer back to the example
sentences in the text to help them complete
the exercise. Students discuss their answers
in pairs before the class check.
Answers: Student page

Tip: In some cases using a
tense is a matter of choice,
haven't therefore more than one
seen
are you answer is possible in Exercise 7.
doing
'm going 've been working
is
improve 8 Students read through the
don't
know dialogue in pairs. Tell them not
send
to worry about the gaps, but
did you
get just to try and get a sense of
was found
surfing what is happening. Students
applied
said had hired then complete the dialogue
called individually. Ask two students
to read the complete dialogue
in order to check the answers.

Grammar Alive
to read through the prompts
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first. Tell them to make notes
as they listen, but not to
write whole sentences at
so this point. Give them a few
minutes in pairs to construct
the sentences from their notes
then check their answers in
pairs.
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Answers: 2 Steve has met
a lovely girl. 3 Lucy studies
photography in the Arts
School. 4 Lucy was taking
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photos for a project. 5 Steve

met Lucy in the park. 6 Steve
took a photo of Lucy. 7 Lucy’s
broken up with her boyfriend.
8 Lucy’s probably waiting for
Steve’s call.
10 Students may choose to

be a famous person. If so, give
them time to make notes first
before they begin.
Practice 7 Go through the example with the class.
Give students five to ten minutes to complete
6 Give students a few minutes to read Tip: For activities that are
the exercise individually. Check the answers
the sentences and think about the answers personalised, try to make sure
with the class. Ask students to explain why
individually. Go through each one with the that you pair students up with
two answers are sometimes possible.
class. Ask questions to eliminate the incorrect someone they are comfortable
answers, e.g. for number 1, ask: What tense Answers: 2 We went to a concert. 3 What talking to so that you get the
is in sentence b? (Past Perfect) Why isn’t have you been doing recently? 4 My girlfriend best out of the exercise.
this possible? (because there is no other dumped/has just dumped me. 5 Who are you
action within the sentence that happened going out with? 6 I broke/'ve broken up with Now your students can:
before) What tense is in sentence c? (Present him because he cheated/was cheating on me. • recognise, understand and
Continuous) Why isn’t it possible? (It suggests 7 What happened/What's happened? 8 She use present and past tenses
that Peter is still in the house.) wore/was wearing a red dress. • give and ask about personal
Answers: Student page information using a variety of
tenses.

Background
In this lesson, students will

talk about different kinds of
families and focus on words to
describe trends. They will also
watch a DVD.
Extra Exercise
Before opening books, write
up Changing families on the
board and elicit ideas from the
students as to what this might
mean. Write up any useful
language on the board.
Warm Up
1 Give students a few
minutes individually to match
the households with the chart.
Answers: b 3 Cohabiting
(stepfamily) d 4 Lone parents
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e 5 Married (birth parents)
g 1 Married (stepfamily)
2 Put students into groups

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of three and refer them to
the different ‘households’ in
Exercise 1 to discuss. Monitor
and help where necessary.
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In feedback, discuss any
interesting points with the
class.
Tip: With large classes, it is

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still possible to have group

discussions. Keep the groups
small for more focused quick
discussions, but make sure
you get feedback by bringing
the whole class together for a
quick round-up of their ideas.
Listening Tip: Listening texts can be approached the

same way as reading tasks – listening for key
3 Check understanding of trend before
points or gist first to get a broad sense of the
playing the recording. Tell students to make text before listening in more detail.
quick notes as they listen.
4 Ask: What are you going to do on the
Answers: More people are living on their first listening? When you play the recording
own. The number of people marrying has again, ask: What are you going to do? (focus
gone down. The number of unmarried couples on answers they are not sure about) Students
has increased. Divorce and stepfamilies are discuss their answers in pairs before the class
more common. Families with one parent are check.
increasing. More adult children are living
with their parents. There are more extended
families. There are fewer children.
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9 Give students five minutes
to complete individually before
has gone down the class check. Go through
amount SKILLS BUILDER 32 and
figure summarise
check students understand
has gone up look at;
comment on the strategies.
10 Pause the recording to

give time for students to say
the sentences. Use choral
drilling.
F 11 Tell students to use all of

F the words in the Talk Builder,
T
T
not only those words that are
T in bold. Give them five minutes
to complete individually before
the class check.

J
12 Put students into pairs.
S Go through SKILLS BUILDER
A
33 and check students
TP understand the strategies.
up Give them five to ten minutes
A trend
in to prepare the presentation.
amount When students are ready, put
down
percentage
from to n
between
them into groups of four to
give their presentations. Tell
so
the ‘listening’ pair to make
notes and ask questions when
the presentation is finished.
Monitor and help where
necessary.
ar
Tip: The speaking

presentations can be set for
homework when students can
do the research they need in
order to give the presentation
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the next lesson.

13 In feedback, ask a few
students to comment on the
presentations they heard.

DVD Choice 6 Give students a few minutes to think • use strategies to approach
about the answers before playing the DVD multiple-choice exercises
5 Refer students to the photo before they
again. successfully
look at the statements. Ask students what
they know about Indian families. How are Answers: Student page • use a variety of expressions
they different to their own? Give students a to describe trends
few minutes to discuss their answers in pairs 7 Elicit ideas, then discuss with the class.
• organise and give a
once they have watched the DVD. Check the 8 Give students one minute to read presentation describing
answers with the class. Ask: What country do through the statements. Ask them what sort statistics and using linking
you think the family are living in? of information might be missing – figures, expressions.
percentages? Check understanding of
sedentary (involving little exercise or physical
Tip: Students often panic when they have to activity).
watch and listen at the same time and think
Answers: 1 54% 2 16–24 3 went up from
they can’t understand. Listening without the
11% to 16% 4 one in three 5 internet users
sound is less stressful and they can focus on
6 social networking 7 watching TV
what they see first, getting an idea of the
content.
11
M01_CHOI_TB_UINGLB_2223_P1.indd 11 27/01/15 12:39 PM

Background
In this lesson, students will look

at ways of expressing quantity.
, less,
a little, much
Warm Up both, neither of
hardly any, few
1 Refer students to the less, fewer
photo to make the discussion
more general than personal
if this works better for your
class. Elicit ideas as to what
the people could be arguing
about. Ask students what
makes the relationship most hardly
any
many some few no
between a parent and much
child difficult. Write up any
comments on the board.
2 Give students three all
minutes to read the text. Tell
very few
them to ignore the words in a little
red for now. Along with the none
main question, refer students
n
back to the ideas they had for
Exercise 1. Which were right? both
few neither
Answers: should: show
so little
less
respect, listen, agree about
discipline, give support and a Both
little freedom, practise what little neither
both
they preach.
fewer
ar
3 In feedback, students less
little
discuss their ideas with the
class.
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Quantity
4 Tell students to read the
text again in more detail in
order to complete the exercise.
check their answers in pairs
before the class check.
5 Give students five minutes 7 Read the first sentence to the class. 8 Put students into groups of four. Tell them
in pairs to discuss and complete Elicit the answer. Give them a few minutes to refer back to the main text for ideas. They
the table. Elicit answers from to complete individually. Monitor and help should make a sentence for each expression.
individual students. where necessary. Refer students back to the In feedback, ask each group to read one or
main text and table when needed. Elicit the two sentences from their list to the class.
answers from the whole class. Encourage the other students to comment.
6 Students answer the Answers: Student page
questions. Now your students can:
For practice, students turn to LANGUAGE • use a variety of words and phrases to
CHOICE 6: PAGE 4. describe quantity.
12

Text Builder
3 Direct students to the
numbered paragraphs and
elicit the answer to the first
paragraph. Give students a few
minutes to complete. Give them
2 time to check their answers in
4 pairs before the class check.
6
1
5
3
4 Go through SKILLS
BUILDER 11 and check
students understand the
features. Tell them to look
at the list of features and
By the way underline those that they find
Anyway
To be honest
in the letter.
Actually: In fact Answers: Informal ways

especially of starting letters: Hi there
As you know
Informal ways of finishing
letters: Love, Colloquial
words: anyway; by the way
Contractions: I'm sorry; I'd like
n
to study Punctuation:
capital letters: EXHAUSTING;
DULL exclamation marks:
so exhausting!!!!; dull!! dashes: …
really busy – ; about Alan –
emoticons: especially for
history ; things aren't great
; I haven't laughed so much
for ages ; with Tony
ar
minutes to individually match
the words. Check the answers
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with the class.
6 Tell students to refer to

the main text and Exercise 5 if
they are unsure.
7 Go through the instructions

as a class. Students refer to
Background 2 Do number 1 with the class. Refer
SKILLS BUILDER 22 for further
students to the email and tell them to look
examples of style, organisation
at the greeting (Hi there Lucy!) and the
In this lesson, students will focus on informal and language.
end (Love, Karen) to answer the question.
style when writing emails/letters. 8 Give students a few
Students complete the exercise. Give them
time to check their answers in pairs before the minutes to read and discuss.
1 Ask students how they keep in contact class check. How many students found the
with friends. Ask how long they spend keeping false information?
in touch with friends. Students read through Answers: 1 friends 2 Karen’s and Lucy’s
the email and answer the question. Ask why boyfriends 3 how she is getting on at school/ Now your students can:
the other adjectives are not possible (active her plans 4 advice about Alan 5 students’ own
• organise and write an
and sporty because she does volleyball; ideas
informal email
sociable because she went to a party;
• use complex linkers to add
independent because she wants to make her
interest to their writing.
own decisions about her future).
13

This review focuses on the
vocabulary and language areas
covered in Module 1.
1 – 3 lose
ogether
rust
up
4 Answers:
ompany augh percentage
17 don't get
18 was chatting ond
19 didn't buy
in
20 had never had
21 haven't met of
22 has your mum been working in One
23 are you doing up
24 had all gone Pay to
25 haven't seen
into
26 Does your sister like
way
5 and 6
in
n
so
ar
Pe
Self Assessment • Give students time in class or at home to

complete the practice exercises they identify.
• Students check their answers by listening
to the recording. Check spelling where • Direct students to the Learning Links at the
necessary. bottom of the page to complete either in class
or at home.
• When they have finished, get them to look
at their scores for each section and decide
what language areas they need to do more
work on. Ask them to use the table to find
practice exercises.
14

Tip: Describing photos is an
exam task. Make use of any
photos in the coursebook by
getting students to describe
them in detail.
to read through the opinions.
Check any vocabulary you
think they might be unsure of.

to read through the network.
Tell them to make notes in
C
D
pencil of any answers they
B think they remember.
C
B Answers: 1 a lot 2 against
nuclear weapons 3 against
nuclear power 4 wildlife
conservation 5 whale hunting
6 belong to Greenpeace
7 worked as a volunteer
8 been on a demonstration
n Extra Exercise
Distribute dictionaries. Tell
students to choose up to three
so
words from each network box
that they don’t understand.
Tell them that they first need
to ask two other students for
a definition, but if they also
ar
don’t know it, they should
then refer to a dictionary. They
should write a definition for
the word in their notebooks/
Pe
vocabulary books. Check four

or five words with the class to
check understanding.
4 Do numbers 1 and 2
together as a class so that
students are clear what they
are listening for. Repeat
phrases as necessary.

Background Volunteering: people volunteer for a number
of different reasons, ranging from a desire to For practice, students turn to
learn new skills, have fun or make a difference. LANGUAGE CHOICE 11:
NGO (Non Governmental Organisation): is a Some are completely devoted to the cause, PAGE 8.
legally constituted organisation that operates while others simply wish to do their bit 5 Give students five minutes
independently from any government. There are where they can. Over 50 percent of people to discuss. Monitor and help
thousands of international NGOs operating in in England volunteer at least once a month. where necessary.
the UK and numbers are even higher in Russia. Volunteers are mostly women.
Examples include Greenpeace and Oxfam. Now your students can:
Greenpeace: is an organisation that defends • use a variety of words and
the natural world and promotes peace. It
TOPIC TALK phrases to talk about big
investigates and confronts environmental issues.
abuse, exposing those who break the law. It 1 Elicit descriptions of the photos.
also champions environmentally responsible Encourage students to describe all aspects of
solutions. the photos, e.g. clothes, how the people might
be feeling, what they might be saying. Write
up any useful language on the board.
15

Background
RAK (Random Acts of

Kindness): are promoted by
various organisations and
campaigns. For example, in
2008, BBC Radio launched
the One Million Random Acts
of Kindness Campaign and in
2006, a Free Hugs Campaign
was made popular by a
music video on YouTube. The
general idea is that someone
will perform a random act of
kindness to either assist or
cheer up a person or people.
Extra Exercise B
If you have an anecdote that W
W
you can share with students B
about an act of kindness that
you experienced, then do
so. Alternatively, make up an
example. Ask students how
they would feel or if they
would do the same thing.
n
so
Warm Up 4
3
1 Elicit ideas with the class. 5
Encourage students to give 1, 2
1, 2
reasons for their opinions.
ar
2 Give students two
minutes to read through the
c
text and match the people.
e
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b
3 Discuss with the class and
a
ask students if they can give d
any more examples of acts of
kindness.
Talking about the past

4 Refer students to the
first story by Wendy. Elicit the
5 Elicit the first answer with the class.
first sentence as an example
Give students a few minutes individually
and give students a further
to complete. Give them time to check their
five minutes to order the
answers in pairs before the class check. Check
sentences and check them in
understanding of, e.g. number 4: What was
pairs.
the background past event? (He was looking
Answers: Student page for food.) What was the other event that
happened while this was happening? (Wendy
saw him.)
16

9 Ask: Why do we need
to use the Present Perfect
Continuous for the ‘lost toy’
cue? (‘for hours’ suggests a
continuous period of time)
Answers: 2 Heather was

chosen as the most popular
person at her school because
she had represented her
school at some song contests/
she had been helping other
2 students with maths. 3 Mike
felt excited because someone
1
had bought him a lottery
1 ticket/he had been getting
mysterious love letters. 4 The
2
were homeless man was shocked
travelling
b broke had been driving because someone had given
down
were him $50/been bringing him
were
had were fresh coffee every morning for
a forgotten wondering
pulled up a week.
fixed invited
had been /
lived
had
used to be worked LANGUAGE CHOICE 8: PAGE 6.
had had
n
spent
10 Students read through
the text to get the general
idea of the story. In feedback,
so encourage students to give
reasons for their choice.

ar
Grammar Alive
11 Read through the
questions first before playing
the recording. Tell students
Pe
to make notes while listening.

After listening, they make
the notes into complete
sentences. Elicit answers.
Answers: 1 Her bicycle broke.

2 She’d been studying all day.
3 Her sister had been mugged
in that area. 4 They’d been
studying at the same college
Past Perfect Continuous Practice since September.
6 Go through the explanations 1 and 2 first. 8 Ask: What activity happened first? (the 12 Students make notes to
Give students time to read and complete the friend looking after the cats) Tell students form their stories. Tell them
exercise individually. In feedback, check form, that the full form is fine, but also elicit the not to write out the story
if necessary. contracted I’d/he’d. completely. Put students into
pairs to tell their stories.
Answers: Student page Answers: 2 The man was desperate. He had
been trying to start his car for half an hour.
7 As students complete the exercise, write Now your students can:
3 I was tired. I had been helping my neighbour
up the timelines on the board. In feedback, ask in her garden. 4 The shop assistant offered • identify a variety of past
a student to come and write up the answer to help me. I had been looking for free-range tenses
on the board. Use the timeline to check when eggs in the supermarket. 5 Mary was unhappy. • use the Past Perfect
events happened. She had been arguing with her boyfriend for Continuous to describe events
Answers: Student page weeks. 6 We sang a few songs at a charity in the past.
concert. We had been practising for weeks.
For practice, students turn to LANGUAGE

CHOICE 7: PAGE 6.
17

Background
Claudette Colvin (b. 1939):

was arrested just nine months
before Rosa Parks. Her act of
civil defiance did not spark a
bus boycott as Parks’ arrest
did. She was 15 when she was
arrested. She became a nursing
assistant in a nursing home.
Amritsar: scene of the famous
Amritsar massacre on 13 April
1919. Following the rebellion
of 1857, and the attempted
mutiny in 1915, the British
authorities had been nervous F
about any further uprisings.
NI
In 1919, the third Anglo-
Afghan war began in India and T
F
the authorities introduced
the Rowlatt Act to extend T
‘emergency measures’ first F
introduced during World War I T
to control public unrest. This T
n
led to widespread protests. NI
Mohandas Karamchand T
Gandhi (aka Mahatma (Great
so
Soul) Gandhi: 1869-1948): was
leader of Indian nationalism. 2
3
Employing non-violent civil 1 (thrown off)
disobedience, Gandhi led India S
1 (give up)
to independence. He was
4
ar
assassinated on 30 January
1948.
Salt March: on 12 March
1930, Gandhi and his followers
began a 240-mile journey
Pe
from Sabarmati to Dandi.

Gandhi broke the salt laws
in Dandi on 6 April 1930,
causing the greatest acts of
civil disobedience against
the British across India. The
campaign changed both British
and international attitudes
towards independence.
Harry Belafonte (b. 1927): 2 Along with checking Exercise 1, ask some 4 Go through SKILLS BUILDER 12 and
is an African-American singer, additional checking questions, e.g. Where did check students understand the strategies.
songwriter and social activist. Claudette Colvin live? (Montgomery, USA) Work through each point and choose words in
In the 1950s, he helped to How old was she at the time of the protest? the text that describe the writer's opinion.
popularise Calypso (a style of (a teenager) In which town did the protest
music from the Caribbean) and Answers: b brave, determined, idealistic,
happen? (Amritsar)
his most famous song was The peaceful, proud of her people, rebellious,
Banana Boat Song. Answers: 1 against racial discrimination in well-educated c arrogant, cruel, undemocratic,
the USA, in particular segregation on buses unfair, violent d brave, clever, determined,
2 against the extension of emergency idealistic, imaginative, rebellious
Part 1 measures
5 Tell students to refer back to the main
Warm Up 3 Make sure students are aware that some text to help them, if necessary.
1 Elicit ideas with the class. sentences might have no information given
Write up any useful vocabulary (NI). In feedback, check any vocabulary that
on the board and check you think students might not know. For practice, students turn to LANGUAGE
pronunciation. CHOICE 12: PAGE 8.
18

Answers: 2 He did different
jobs such as fundraising
and writing letters. 3 After
university, he got a job with a
charity as he had experience
working for NGOs. 4 He visited
Africa several times as well as
going to the USA and Australia.
5 One day, as he was going to
work, he had an idea for a new
NGO. 6 His new group is not
as big as other NGOs, but he is
happy.
8 In pairs, students come up

with ideas and make notes.
9 Put the pairs into groups
of four to discuss their ideas.
No Comment
Ask students what they
think the quote is about
(censorship).

3
4
5
n • analyse a text for the

writer’s opinion
6
so
2 • recognise and use more
1 multi-part verbs
• recognise and use different
meanings of as.
ar
Pe
Part 2 7 Tell students to use the example

6 Tell students to find and underline the sentences in the Sentence Builder and the
Sentence Builder sentences in the text. definitions to help them. Go through the
Do the first matching together with the example with the class. Ask: Which definition
class, eliciting the answer. Give students five of 'as' is being used? (to describe someone’s
minutes to complete. role or job)

CHOICE 13: PAGE 8.
19

Background
The RSPCA: was set up

in 1824 and is the oldest
and largest animal welfare
organisation in the world.
Fox hunting: the sport was
banned in Scotland in 2002,
and in England and Wales in
November 2004.
Warm Up
1 Tell students to refer back
to the Topic Talk for support.
Give them five minutes to
discuss, then share their ideas.
3
Listening 2
2 Students read through 4
the statements. Check any 5

unknown vocabulary by giving
n
-
a quick L1 translation.
1
so
3 Go through SKILLS
BUILDER 1 and check
strategies. Check what sort
of words they need to listen
ar
for. They make notes as they
listen, not full sentences. Give
them a few minutes after to
form full sentences.
Pe
Answers: Facts: 1 The

government stopped fox
hunting in England in 2004.
2 The RSPCA rescue and help
over 80,000 animals a year.
3 900 million farm animals are
reared every year in the UK
mainly for people to eat. 4 In
2011, the use of wild animals in
circuses was banned in England.
Opinions: 1 I don’t think 4 Students work individually. 5 Go through the two examples with the
animals should have the same class, pointing out the difference between
Answers: 2 I disagree with people who
rights as people – that’s silly. how the sentences are formed when we are
organise all this anti-hunting stuff. 3 I admire
I think all kinds of hunting talking about people and things. Give students
the RSPCA. 4 I hate the use of animals in
should be banned. 2 It’s really a few minutes to complete. They check in
circuses.
horrible! 3 I don’t think we pairs before the class check.
should use animals for our own For practice, students turn to LANGUAGE Answers: 3 The dogs I really love are
benefit. 4 I think it’s all a load CHOICE 9: PAGE 6. Alsatians. 4 The campaigns I’m in favour of are
of rubbish personally. 5 I don’t
those which are against animal testing. 5 The
think that they’ve got rights
insects I’m afraid of are those that bite.
like us.
6 The place I love going to is the local zoo.
6 Students discuss. Monitor and help where

necessary. Elicit opinions from the class.
20

12 Refer students to SKILLS
BUILDER 34 to prompt them
on key phrases. Put students
into groups of four. Give them
one minute to decide which
statement they would like to
discuss and who is in favour
and who is not. Separate the
students who are for and
against to give them time to
prepare their arguments. Refer
them to SKILLS BUILDER 35
to help them prepare. Give
them ten minutes to discuss
their opinions. In feedback,
comment on any useful
language and common errors
that you heard.
13 Ask one student from
each group to summarise their
discussion.

• write sentences using
n
emphasis to make them
interesting
• use a variety of words and
so
phrases to give opinions and
reactions.
ar
Pe
7 Do this as a class activity. Encourage 10 Encourage students to repeat the

discussion and write up the agreed sentences as they hear them in order to work
suggestions on the board. out the emphasised word.
8 Tell students to correct the answers that
Answers: 2 Absolutely 3 Exactly 4 In fact
they got wrong as they listen. 5 Surely
Answers: 1T 2F 3T 4F 5T 11 Students complete individually, then read
9 Students complete individually, then the dialogue in pairs to check their answers.
check their answers in pairs. Go through Monitor and check their answers. In feedback,
SKILLS BUILDER 34 and check students discuss any common mistakes.
understand the strategies. Answers: Student page
Answers: a definitely b actually; in fact
c absolutely; exactly d frankly e surely
21

Background

look at how to use linking
prepositions.
c
d
Warm Up e
b
1 Elicit ideas from the class. a
Ask students to think about
the lives of models as well as
their physical differences.
2 Give students two minutes
to skim the text for gist. Elicit
Answer: It wanted to make

teenage girls and women
aware that lots of images
in the media are artificially
manipulated.
Extra Exercise
n
Read definitions for four or
five words in the text that you
think students won’t know.
Read each definition, giving
so
students time to find the
correct word in the text. Some
ideas might include distorted
(changed from the usual,
ar
original, natural or intended
form), self-esteem (belief and
confidence in your own ability
and value), alter (to change
something, usually slightly),
Pe
manipulated (to control

something or someone to your
advantage, often unfairly or
dishonestly) and airbrushed
(to cover or improve the
appearance of something).
3 Do this as a class activity.
Linking prepositions
Tip: Remind students that we can use being 7 Tell students to refer back to the main
4 Tell students to refer to talk about actions and behaviour, but not to text and Exercise 4 to help them. Remind
to the main text to see the talk about feelings. them that the -ing form or nouns should be
words in their full context to
For practice, students turn to LANGUAGE used after the key phrases.
help them match the answers.
CHOICE 10: PAGE 6.
Give them a few minutes to Answers: 1 Instead of doing a protest march,
complete the activity. Check 6 Give students three or four minutes to we organised a rally. 2 Apart from carrying
the answers with the class. complete individually before the class check. banners, we carried photos of homeless animals
too. 3 Except for my brother, everybody helped
Answers: Student page Answers: 1 except for 2 In addition to
in the preparation. 4 In spite of the weather
3 instead of 4 because of 5 In spite of
5 Give students a few being horrible, the rally went on for three
minutes to check each hours. 5 As a result of the demonstration, the
preposition in the text. Check government promised to change the law.
the answers with the class.
Answers: a noun and the -ing

form of a verb • use linking prepositions to link sentences.
22

4 Elicit the answer to
number 1 from the class as
an example. Give students a
further three or four minutes
to match the remaining words.
Answers: 1 to sum up 2 apart

4 1 from; moreover; furthermore;
3 2
as well 3 for instance
4 according to 5 on the other
hand; despite; although

number 1 as an example. Tell
students to refer to the text
and Exercise 4 to help if they
are unsure. Give students
three or four minutes to
complete individually before
the class check. If any answers
are incorrect, ask students to
explain why.
n
BUILDER 23 for another
example of a ‘for and against’
essay. Give them five minutes
so to choose an essay title,
then brainstorm ideas for
and against the statement
chosen. Monitor and check
that everyone has made a
ar
selection. Remind students
that they can also refer back to
the Topic Talk for vocabulary.
Give students a further ten
minutes to write their essay.
Pe

where there is a mix of essay
choices. Give them five
minutes to discuss their ideas.
In feedback, comment on any
useful language or interesting
ideas that you heard.
Tip: Language and vocabulary

that students might have come
Background SKILLS BUILDER 13 and check students
understand the strategies. Give them a few up with that isn’t included in
minutes to decide which statements are the lesson will probably be
In this lesson, students will look at an essay facts and which are opinions. In feedback, ask useful to the rest of class. Tell
focusing on linking expressions. students to explain why the statement is a students and/or write it up on
fact or an opinion, e.g. number 1 is based on the board. This will also give
1 Do the exercise as a class. Elicit ideas and information from the Worldwatch Institute. them a sense of achievement.
encourage discussion.
Answers: 1 fact 2 fact 3 opinion 4 opinion Now your students can:
2 Give students no more than two minutes 5 fact 6 opinion • organise and write a ‘for and
to read the essay. Ask: What organisations are
against’ essay
mentioned? (Worldwatch Institute, the United
Nations) What is good about factory farming? Text Builder • use linking expressions to
(costs are low, but production is high) What is make an essay more organised
3 Give students one minute to complete
bad about factory farming? (animals are kept and cohesive.
individually. Elicit answers from the class.
in small spaces and it generally has a negative
impact on the environment) Go through Answers: Student page
23

as important
1 Answers: Student page as
rights As a
power such as
2 Answers:
6 How long had you been cuts as well as
driving when the accident
speech
happened? conservation
7 We had been driving for
eight hours.
8 What had he been doing?
9 He’d been jogging.
10 What had you been eating?
11 I had been eating spaghetti
bolognaise – very quickly!
3 Answers: oubt
orry
12 had been raining urely
13 had been walking fraid
14 hadn't taken pinion
15 had seen
4 and 5
n
for
Answers: Student page as
of
from
6 Answers:
so of
25 The people I disagree with of
are the ones who want to cut
in
spending.
26 The party we agree with is
the Green Party.
ar
27 The people I don’t like are speak
those who are cruel to animals. give

28 The thing I don’t
understand is why some look
Pe
people are so greedy.
bring
7 and 8
Answers: Student page throw

or at home.
practice exercises.
24

Elicit a few ideas for the types
of words students need to
listen for, e.g. number 6 – types
of TV programmes.
Answers: 1 music websites,

like NME 2 watch 3 the TV
news online 4 listen to
5 online radio 6 drama series
7 our school website 8 search
engines, like Google 9 science
websites 10 use my social
networking site
Extra Exercise
Tell students to use the
network as a framework for
their own ideas. This can also
be done as a written exercise.
Students then read out two
or three sentences to their
partner.
4 Play number 1 and
3
1
n stop the recording to check

the answer with the class.
Students complete the
2
so
- exercise, then check in pairs.
Extra Exercise
ar
Dictation: Play each sentence
again once. Students should
write key words they hear in
the sentence (they will not
have time to write the whole
Pe
sentence). Students then

work in pairs to reconstruct
the whole sentence from
their notes and what they
remember.
LANGUAGE CHOICE 14:
PAGE 9.
5 Group students with
Background TOPIC TALK people they don’t usually
sit with – this will make for
1 Students discuss the photos in pairs. Ask
New Musical Express: NME started in 1952 a more authentic discussion
if they can think of equivalent examples in
and is a weekly publication. An online version as students probably won’t
their own country.
was launched in 1996 and is the world’s know so much about the other
biggest standalone music site. Answers: b a music magazine c a newspaper people.
on a mobile phone d TV news e online film
reviews Now your students can:
2 Give students one minute to read through
phrases to talk about their
the types of broadcasts. Elicit the type of
media use.
information they might hear.
25

Background
Hurricane Irene: in 2011,

Hurricane Irene was one of the
costliest hurricanes on record
in the Northeastern United
States. It caused widespread
destruction and at least 56
deaths.
Hurricane names: are
managed by a committee
at the World Meteorological
Organization (WMO). They
recycle a list of names every
six years. Only female names
were used in the rotation -
before 1979, until male names
were introduced to the list. c
The naming system makes it a

easier for clarification purposes,
b
as multiple hurricanes could be
happening simultaneously in
nearby regions.
Jerry Seinfeld: is an American
stand-up comedian, actor,
writer, and television and film
n 6
7
-
producer.
so 3
5
4
Part 1
Extra Discussion
2
Elicit ways in which students
ar
can find information
about current events,
e.g. newspapers, online b
a, c
newspapers, blogs and
websites designated for
Pe
certain topics. Ask them which

is the most reliable source of 5
3
information. Why/Why not?
2
4
6
Warm Up 1

to discuss. Monitor and write
up notes on the board as they
discuss. Use these notes to do 3 Ask: How are you going to read the 5 Students find the idioms in the text
class feedback. text now? (in more detail) What do you and underline them. Tell them to use the
need to do to match the sentences? (look at information around the idiom to help them
Reading the sentences that come before and after work it out. Do the first one with the class.
within the text as well as linking pronouns, Ask: How did New Yorkers feel after the
2 Ask: Are you going to read
vocabulary and grammar) hurricane had been downgraded to a tropical
the text in detail or skim it?
storm and wasn’t so bad? (relieved) How
Why? (skim it because it’s a Answers: Student page
might you physically react if you were
general comprehension task)
4 Go through SKILLS BUILDER 14 and relieved? (you might breathe out deeply and
Students skim and match.
check students understand the strategies. Tell relax your body) Are they worried any more?
Answers: Student page them to use it as a guide in order to answer (no) Check answers individually with the class.
the question. Encourage students to explain Answers: Student page
their answers based on the SKILLS BUILDER
information. For practice, students turn to LANGUAGE
CHOICE 15: PAGE 9.
26

Extra Exercise
Tell students to read through
the sentences in Exercise 7
2
1 and match them to the
3 meanings a–c in Exercise 6.
to read through the questions.
Give a personal answer as
another example for number 1.
Give students five minutes
to ask and answer. Monitor
and check that they are using
the correct form of used to.
In feedback, comment on any
common errors related to the
grammar that you have heard.
8 Give students five to ten
minutes to make notes. Tell
them that they don’t have to
write out the full news story.
of four and give them five
to ten minutes to discuss.
In feedback, choose one or
n
two of the real stories that
were interesting. Ask other
students if they remember the
so
events and what they think of
them.
No Comment
Ask students what they think
ar
Jerry Seinfeld meant by this
comment. Do they think that
some news items are not
‘newsworthy’? What news
Pe
would newspapers decide not

to print?

• recognise and understand
a variety of idiomatic
expressions
• recognise and use different
uses of used to.
Part 2 Tip: Although students are probably used to
6 Tell students to find the sentences in seeing certain grammar structures, it is a good
the text and underline them. Give them one idea to ask some checking questions just to
minute to match before the class check. Ask make sure they remember how it is used.
checking questions about each sentence, e.g. For practice, students turn to LANGUAGE
for sentence 1, ask: Do Americans get ready CHOICE 16: PAGE 9.
for hurricanes now? (not in the same way) For
sentence 2, ask: Have they experienced many
hurricanes? (yes) Do they still experience
hurricanes now? (yes)
27

Background
Ryan Gosling (b. 1980): is a

Canadian actor and musician.
He has been voted best new
leading man as well as the
hottest star in a variety of
magazines and websites.
Barack Obama (b. 1961):
the inauguration of Barack
Obama as the 44th President
of the United States took place
on 20 January 2009. Held in
Washington, D.C., the combined
attendance numbers, television
viewership and internet traffic
made it one of the most
watched events ever by a
global audience. Obama is the
2
first African-American to hold
the office. 1
Moon landing: Neil Armstrong 3

and Edwin ‘Buzz’ Aldrin, Jr were
on board the United States’
Apollo 11. It was the first
manned mission to land on the
n
Moon on 20 July 1969.
so
Warm Up
ar
minutes in pairs to look at the
photos and headlines before
discussing the questions with
the class.
Pe
2 Read through the rubric.

Check understanding of 24/7
(all the time) and in-depth
(great detail). Check the
answers with the class.
3 Give students three or

four minutes to read the
text. Ask some general
4 Check understanding of agricultural and
comprehension questions,
tumour. Give students five minutes to discuss.
e.g. How many news stories
does Reuters produce in one
year? (3.5 million) What sort Verb patterns
of stories are we more likely 5 Give students five minutes to complete,
to remember? (stories about
then check in pairs. In the meantime, write
celebrities or trivial things)
up the headings from the table on the board.
Why doesn’t the US cover
In feedback, write the answers in the correct
worldwide stories? (because
column.
stories about celebrities are
cheaper and readers prefer Answers:
them) Discuss ideas for the verb + to + infinitive: want, manage, used
best title with the class. to, decide, learn
verb + -ing + form: can't stand, require, be
worth, enjoy, prefer, give up, start, not mind,
finish, be used to
28

and elicit the start to number 2
to make sure students know
what they have to do. As
a
students are completing, ask
b
b
individual students to come
a and write up their answers
b on the board so that you can
a
check them in class feedback.
a
Suggested answers:
b 2 He doesn’t stop playing
computer games. 3 Try
listening to the radio. 4 I
regret going there. 5 I forgot
to invite them to dinner.
watching 9 Put students into groups

reading
of three or four to discuss.
watching
watching Monitor and check that they
to tell
to turn off are using the correct verb
to read
reading patterns.
reading
to buy to get
interested Tip: Correcting errors as a
reading
to close class does not have to be
to talk
work embarrassing for the student
n concerned. It’s possible that a

few students made the same
error, so make this clear by
so
saying A few of you said … .
LANGUAGE CHOICE 18:
PAGE 10.
ar
Grammar Alive
to read through the sentences
Pe
before playing the recording.

Check answers with individual
students in the class.
11 Put students in A/B pairs.

Give them time to be both A
and B. Check the answers with
the class, referring back to
the meanings in Exercise 6 if
6 Give students six minutes to complete. Practice necessary.
Allow them to confer with a partner. Monitor
7 Tell students to use the table in Exercise 5
and help where necessary. Check the answers Answers: 2 Stop reading
and the explanations in Exercise 6 to help
with the class, clarifying any difficult points. them. 3 Try watching
them if they are unsure. Give them five
something different.
Answers: Student page minutes to complete. Students check in pairs
4 Remember to add salt to
the water. 5 Don’t forget to
Answers: Student page take the dog with you. 6 Stop
watching those late-night
For practice, students turn to LANGUAGE horror films. 7 Try finding a
CHOICE 17: PAGE 10. good book instead.

• understand the difference
in meaning of verb patterns.
29

Background
The Office: is a popular

sitcom/spoof documentary
which is set in an office.
Flying penguins: the BBC
filmed a documentary for April
Fool’s Day called Miracles of
Evolution. The video shows
a colony of Adélie penguins
suddenly taking to the skies
to the astonishment of the
presenter. The TV clip was
supposedly filmed on King
George’s Island.
The War of the Worlds:
was written by H.G. Wells
and published in 1898. It is
a science fiction novel set in
London and the countryside
southwest of London as Earth
is invaded by Martians.
f
d b
n
a h
Warm Up e c

so
to read the information, then
discuss the questions in pairs.
Elicit ideas for number 2 from
the whole class.
ar
Listening
4
to read through the sentences.
Check understanding of 1
Pe
meteorite (a piece of rock or 6

other matter from space that
5
has landed on Earth) and
creature (a large or small living 3
thing) before playing the
2
recording.
3 Go through SKILLS BUILDER 2 and make Tip: It is important that students have time
sure students understand the strategies. to check their answers with a classmate,
Check they have understood by asking what particularly if they are doing it in English. It
they need to do. Give students one minute is good for students to help each other out
to read through the definitions. Play the and also means that when you are checking
recording. Tell students to match any words answers, a student won’t be embarrassed if
they can. Give them a further two minutes to they don’t have the answer.
check with a partner any words they couldn’t 4 Give students a few minutes to discuss. In
match. feedback, elicit general class opinion.
30

to read the statements. Check
understanding of boarding
pass and speedy boarding.
Students check their answers
in pairs before listening to the
recording again if necessary.
2
1
4
BUILDER 36 before giving
5 them a few minutes to
3
complete individually.
10 Pause the recording. Do

this as a class exercise using
choral drilling.
11 Tell students to use
Exercise 9 to help them
if necessary. Give them
two minutes to complete
individually before the
class check. Ask students
n why, in number 2, At first is

wrong. (because you are not
contrasting then and now,
so
rather two or more events)

to complete stages 1 and 2,
ar
monitoring and helping with
c vocabulary. Refer students to
b
SKILLS BUILDER 37 to use
a as a guide for stage 3. Give
Pe
them a further three to five

e minutes to practise. Finally,
d students describe their scenes
a; a in pairs. Tell the student who
is listening to answer the
questions in stage 2. Monitor
and help where necessary,
making a note of good
language and common errors.
DVD Choice 6 Give students a few minutes to read and Tip: In activities where some
discuss answers they may remember before students are expected to
5 Ask students what they know about
playing the DVD again. listen, it’s good to give them a
penguins: Where do they live? What do they task to keep them focused.
eat? Can they fly? Give students one minute Answers: 1 They would be able to fly to
13 In feedback, ask a few
to read through the statements before playing the rain forests of South America, where
students for their opinions.
the DVD. Give them a few minutes to discuss the climate is tropical. 2 since the 1950s
the order in pairs. 3 They copied the movements of another
bird (guillemot) that most closely resembled
Answers: Student page • describe a scene using
the penguin. 4 They used a green screen,
fake snow and a wind machine. 5 Because linkers to order it.
Extra Exercise everything that is green is cancelled out and
Stop the DVD after the initial feature and can be replaced with a different background.
before the explanation. Ask students what is
wrong with the documentary. 7 Ask students if they know of any other
spoof TV programmes. Elicit ideas as a class
for their own spoofs.
31

Background

look at ways of expressing
negation.
any
1 Encourage discussion with few, little
the class. Ask students what
they are interested in (nuclear T
F
energy, breakthroughs in T
drugs for diseases). T
Extra Exercise
Write up Science in a circle on
the board. As you have the
discussion for Exercise 1, elicit
any words to do with science
and write them on the board
around the circle. Try to elicit
as many words as you can that
come up in the article (genetic,
vaccine, experiment, results,
etc.).
2 Give students three
minutes to read the text and
one minute or so to answer
the question.
n
so
Tip: Even though this is a

grammar lesson, it’s useful to
ar
do a quick comprehension of
the text and also check any
vocabulary. Students need
to feel confident that they
understand the text in order
Pe
to work out the grammar.

3 Elicit ideas with the class.
Negation
4 Go through the instructions
as a class. Give students
two minutes individually to
complete. Allow them time to
discuss their answers in pairs 6 Do number 1 with the class as an example 8 Give students five minutes to complete
before the class check. on the board. Give students five minutes to individually. Refer them to the Sentence
Answers: Student page complete. Tell them to use the main text and Builder for help. Check the answers by eliciting
Exercises 4 and 5 to help them. them from individual students.
5 Go through the example.
Give students a few minutes Answers: 1 There is nothing interesting in Answers: 1 He gives hardly any scientific
to complete and then compare them. 2 We’ve got little time to finish. 3 You facts. 2 I hardly ever read science articles.
their answers with a partner. can’t understand science with no science 3 Hardly any journalists have science degrees.
In feedback, check what key education. 4 Journalists should never write 4 We hardly understood the lecture.
words are needed to form the about things they don’t understand. 5 (I think)
No one believes tabloids. 6 There are few For practice, students turn to LANGUAGE
new sentences, e.g. don’t and CHOICE 19: PAGE 10.
anything in item 2. facts in this book.
Answer: Student page 7 Look at the Sentence Builder. Ask Now your students can:
individual students to read one sentence each. • use a variety of words and phrases to show
Elicit the translations with the class and write negation in sentences.
them up on the board.
32

Text Builder
3 Give students two
minutes individually to match.
Check the answers with the
class.

2 3
4 1
minutes to read the sentences
and match. Allow them to
discuss in pairs before the
class check.
c
a
b 5 Go through the example
c with the class. Ask students
what the other possibility is
for this sentence (There are
such a lot of characters in the
programme …). Tell students to
use the Sentence Builder for
help if they are unsure. Give
them five minutes to complete
n Answers: 2 The film cost so

much/such a lot of money
so to make that the production
company went out of business.
3 There were so many/such
a lot of bad dialogues that
I turned off the TV. 4 There
ar
was such a lot of/so much
traffic in the town centre that
we got to the cinema late and
missed the film. 5 There was
so much/such a lot of noise
Pe
in the cinema that I made a

complaint to the management.
6 Refer students to
SKILLS BUILDER 24 which
gives another example of a
review. Give students five
minutes individually to make
notes. Refer students back
to the main text and how it
Background 1 Tell students to look at the text and is organised. Give them ten
the title. Ask them what sort of text it is (a minutes to write the review
review) and what they think the programme and check it for mistakes.
David Walliams (b. 1971): is an English
might be about. Give them three minutes to
comedian, writer, children’s author and actor. 7 Put students into
read and answer the question.
He swam 225 km up the River Thames in groups of four to discuss
2011 for charity. Answer: negative their reviews. In feedback,
Matt Lucas (b. 1974): is an English comedian, encourage students to agree/
2 Give students five minutes to make their disagree with them.
screenwriter, singer and actor best known for
notes. Elicit answers from the class.
his work with David Walliams in the television
show Little Britain. Answers: Positive: concept is good; good
acting; great characters; very funny bits • write a review of a TV
Little Britain: is a British character-based
Negative: sense of story lost with so many programme or film
comedy sketch show which was first
broadcast on BBC radio and then turned into a characters; get bored of the same jokes; crude • use result linkers to make
television show. racial and sexual stereotypes; cruel humour; their writing more interesting.
bad jokes; dull
33

1 and 2 out
Answers: Student page up
up
3 Answers:
11 I used to wake up at 7 a.m. social
but now I have to get up at
operas
6 a.m.
12 I’m slowly getting used to
being a celebrity.
13 The British are not used to
snow.
steam
14 I didn’t use to like sigh
documentaries but now I love
head
them.
15 I’m in Year 12 at school so
I’m used to studying. world
teacup
4 and 5
6 Answers:
27 There isn’t anything to do
here.
n
28 There wasn’t anyone to
so
talk to.
29 I don’t (ever) want to see
you again. to
translate
30 There aren’t any great
journalists any more. spending
ar
31 I saw no one famous.
to buy
32 We never publish gossip.
writing
7 Answers: getting
Pe
33 I hardly know him at all.

34 I hardly ever use my home
to give
phone.
35 Hardly any of my friends
has a blog.
36 There is hardly any useful
information on this website.
8 Answers:
37 There are such a lot of
magazines in this shop that I Self Assessment • Give students time in class or at home to
don’t know which one to buy. complete the practice exercises they identify.
38 There are so many adverts • Direct students to the Learning Links at the
to the recording. Check spelling where
in this newspaper that it isn’t bottom of the page to complete either in class
necessary.
worth buying. or at home.
39 I’ve got so much work to • When they have finished, get them to look
do that I haven’t got time to at their scores for each section and decide
watch television. what language areas they need to do more
40 There is such a lot of traffic work on. Ask them to use the table to find
on the roads that it is quicker practice exercises.
to walk to school than to go
by car.
34

information in the network
Students check in pairs before
the class check.
Answers: 1 think 2 TV
commercials 3 pop-ups
4 funny 5 dull 6 washing
powder and household
products 7 computers or
phones 8 read product reviews
online
Extra Exercise
Tell students to choose five
1 aftershave 2 trainers 3 sat-nav
words individually from the
network that they don’t know.
Distribute dictionaries and tell
students to find the meaning
of the words and write one
sentence in their notebooks
that shows the meaning of the
word (not a definition). Monitor
n
As a follow-up activity, put
students into pairs. Each
so
student takes turns to read
their sentences but leaving
the word out (or beeping). The
other student has to work out
which word from the network
ar
it is.
Tip: Give students

responsibility to choose what
they want to learn. They will
Pe
all choose different words,

which means that a wider
variety of words will be
checked than if the teacher
chose the words.
4 Play the recording, then
pause. Elicit the correct
answer. Play the remaining
sentences, repeating them as
necessary. Check answers by
Background TOPIC TALK playing each sentence again
1 Students discuss the adverts in pairs. Tell and eliciting the answer.
JWT: J.Walter Thompson is the world’s best- them not to check their guesses yet. Elicit
known marketing communications brand. It is Answers: Student page
ideas with the class, then check on page 105.
one of the largest advertising agencies in the
United States and the fourth-largest in the Answers: a shoes b shampoo c an airline
LANGUAGE CHOICE 23:
world. company (British Airways ‘premium economy’
PAGE 14.
seats)
Saatchi and Saatchi: was founded by 5 Give students five minutes
brothers Maurice and Charles in 1970. It is a 2 Give students a few minutes to discuss to discuss. Remind them to use
global advertising agency network with 140 their answers in pairs. In feedback, ask the words and phrases from
offices in 80 countries. individual students for their views. the network.
phrases to describe adverts.
35

Background
Advertising and children:

advertising is regulated in
the UK by the Advertising
Standards Authority
(ASA). There are rules that
advertisers have to abide by,
including making sure that
ads targeted at or likely to be
seen by children don’t contain
anything that is inappropriate
or harmful. Depictions of
violence that may cause
distress or encourage copycat
behaviour should be shown
only at appropriate times and
in places where children are
less likely to see them.
T
Warm Up C
T
1 Look at the adverts and T
n
elicit ideas from the class.
C
Encourage students to be
descriptive. Write up any
useful vocabulary on the
so
board.
Answers: a breakfast cereal

b jeans c a watch
ar
minutes to read the article and
one minute to complete the
exercise. Check the answers
with the class. Ask: Do we see
Pe
a lot of adverts or very few?

(lots) What word in the article
tells us this? (bombarded) How
can parents be made to feel?
(guilty) Why? (because they
don’t buy an item) What do
street teams do? (they spread
the word about products)

The Passive Answers: Present Simple: are targeted, are
3 Elicit ideas from students. created, are marketed, have to be advertised,
4 Give students four or five minutes to
Encourage them to give are driven, are sent
examples. complete. Give them one minute to discuss in Present Continuous: are being bombarded,
pairs before the class check. are being pushed
Present Perfect: have been invited, have
been employed
be going to + infinitive: is going to be
advertised
will + infinitive: won’t be liked
modal + infinitive: can be made, need to be
given, can be sold, may be set up
36

8 Go through number 1 with
the class as an example. Give
students three minutes to
complete. Tell them to refer
to the table in Exercise 4
if necessary. In feedback,
elicit answers from individual
students.
Answers: 1 shouldn’t be
shown 2 being treated
3 should be banned 4 to be
accepted; are forced 5 is used;
to be told/being told 6 to be
cheated; are praised 7 don’t
have to be advertised 8 can’t
be trusted; are created

LANGUAGE CHOICE 21:
PAGE 12.
9 Tell students to read
through the advert first before
reading again and completing
the gaps. Students check
n
in pairs. In feedback, ask
individual students to read one
sentence each.
so
Answers: 2 to be noticed
3 are designed 4 can be worn
5 are made 6 will be admired
7 will be protected
ar
Grammar Alive
first. Check students know
Pe
the words before playing the

recording.
11 Put students in A/B pairs.

Go through the examples.
Ask pairs of students to read
them. Give students a further
five minutes to work out the
dialogues orally.
5 Ask one student to read each of the Practice
sentences. Elicit the answers from the class. 12 Elicit some ideas with
7 Go through number 1 with the class as
the class and write them up
Answers: 1 b being paid 2 a to be fooled an example. Give students three minutes to
on the board. Give students
complete.
6 Give students a minute individually to
five minutes to write their
Answers: 1 are shown 2 have been produced descriptions.
complete. Check the answers with the class.
3 are being read 4 will be broadcast 5 were
Answer: 1 a 2 b Are being pushed … by created 6 was advertised Now your students can:
their parents; are driven by the desire; being • recognise and use a variety
influenced by adults; have been employed by For practice, students turn to LANGUAGE
of passive tenses
clothing and record comparies CHOICE 20: PAGE 12.
• give information about
items using the passive.
37

Background
Adverts: research has

shown that consumers view
advertising as an integral
part of everyday culture – a
source of information and
entertainment. However, the
acceptance of advertising by
consumers relies not just on
its entertainment value, but
also on its trustworthiness.
The Advertising Standards
Authority (ASA) regulates this
by enforcing rules which cover 1
2
most types of advertising, 1
including magazines, 2
brochures, cinema commercials 2
1
as well as adverts on DVD. 2
Will Rogers (1879–1935): an 1
American cowboy, vaudeville
performer, humorist, social
commentator and motion
picture actor. He was one
n
of the world’s best-known
celebrities in the 1920s and
1930s.
so
Part 1
Extra Exercise
If possible, bring in an item of
ar
your own to describe so that
students have a model for
Exercise 1. Tell them when and
why you bought it and why
you are disappointed.
Pe
Warm Up
to think about their own item
and a further two minutes in
pairs to discuss. Monitor and
help where necessary. Ask a
few individual students to tell
the class about their item.
Tip: Tell students that there are some Extra Exercise
chemical/scientific words in text 1. These Write up the following words from the text
Reading are not needed to understand the text and on the board: pharmaceutical (connected
2 Tell students to look at students shouldn’t worry about them. with the production of medicines), alternative
the photos and titles of each (different), antioxidant (a substance which
text. Elicit ideas about what slows down the rate at which something
the texts are about. Ask if it’s decays), inexpensive (not expensive),
a product they would consider stunning (extremely beautiful or attractive),
using or buying. Give them five multitasking (a person’s ability to do more
minutes to read the texts and than one thing at a time). Read definitions
match the messages. in a random order, giving students time to
find the word in the text and match it. Check
pronunciation and stress.
38

6 Students work in pairs.
Choose two or three of the
sentences and give personal
examples yourself (they don’t
have to be true). Give students
a few minutes to discuss their
own answers.
7 Look at the Sentence
Builder as a class. Read the
sentences and elicit the
correct answer.
Answer: Sentence 2
Tip: Need + -ing is common

in British English and has a
passive meaning. Deserve and
require are the same.
LANGUAGE CHOICE 25:
PAGE 14.
8 Read through the example
with the class and then give
students a few minutes
n
individually to complete.
In feedback with the class,
check answers with individual
so
students.
Answers: 2 need to be taken

3 need repairing 4 needs to be
vaccinated 5 needs cutting
6 needs to be applied
ar
9 Choose an item yourself
and describe to students,
including the bullet points as
a model. Give students five
Pe
minutes to make notes about

their own item.
10 Encourage students to ask
you questions about the item
you described in Exercise 9.
Give students a few minutes
to discuss their own objects.
No Comment
3 Give students five minutes to complete. Part 2
Ask students if they think this
Tell them to eliminate the incorrect answers 5 Give students five minutes individually to is accurate. Does advertising
first if they are unsure. In feedback, ask complete. They check in pairs before the class serve any other purpose?
students why other sentences are not correct. check.
Encourage them to give examples from the Now your students can:
text. Answers: a bit by bit b once and for all c now
and then d by and large e pick and choose • recognise and understand a
Answers: Student page f more and more g far and wide h sick and variety of word pairs
tired i face to face j sooner or later
4 Give students one minute to read SKILLS • understand and use two
BUILDER 15. Tell them to answer the For practice, students turn to LANGUAGE meanings of need.
questions in order to evaluate the adverts. CHOICE 24: PAGE 14.
Elicit ideas from the class.
39

Background
Online advertising: email

campaigns, classified adverts
and display ads are all
classed as online advertising.
Companies use ‘cookies’
to monitor their users to
find out which products or
services they are interested
in and send them targeted
advertisements.
Extra Exercise
Recap the word pairs from the
previous lesson. Put students
into four or five teams. Ask
them to choose a ‘buzzer’
noise. Tell them you are going
1, 3
to read the first part of the
word pair, e.g. more (and more) 2, 4
and they must complete it.
They can only answer once
they have ‘buzzed’. The team
n
6
who gets the most pairs is the 1
2
winner.
so 3
Tip: Try to start off each 5
4
lesson with a revision game of
vocabulary from any previous
lesson. If you keep a note
of any other incidental new
ar
vocabulary that comes up too,
you can also test this.
1
-
Warm Up 4
Pe
6
1 Ask students to look at the 5
pictures and questions. Elicit 2
3
ideas and write up any useful
vocabulary on the board.
to read through the words and
definitions. Tell them to match
any words they already know.
Play the recording, then give
students a few minutes to 4 Ask individual students to read each 5 Tell students to refer to the Sentence
match the words. They discuss sentence, then elicit the answers as a class. Builder if necessary. Elicit the answer to
in pairs before the class check. Ask: Which structure is followed by the number 1 as an example. Give them a few
infinitive with ‘to’ and which is without ‘to’? minutes to complete and check in pairs. To
(prefer + infinitive with to; rather + infinitive check the answers, ask two volunteers to read
3 Give students one minute without to). the dialogue.
to read SKILLS BUILDER 3. Answers: Student page Answers: 1 not to go out 2 you came to
Elicit what they need to listen my house 3 to talk 4 not watch a film 5 sat
for. Give students a few outside in the garden 6 you to ring them
Tip: We often use the contraction ‘d rather as
shown in the box.
intentions. Play the recording 6 Refer students back to the dialogue in
twice if necessary. Check the For practice, students turn to LANGUAGE Exercise 5 and look at the example. Check that
answers with the class. CHOICE 26: PAGE 14. students understand that they should use the
framework of the dialogue, but change the
places, times, people and activities.
40

9 Students read through
the Talk Builder in pairs,
discussing the L1 possibilities.
Tell them that the words
that are crossed through are
those words which can be left
out. Refer students to talk
BUILDER 38.
Tip: We often leave out words

in English to avoid repetition
or when the meaning can be
understood without them. This
is called ellipsis. There are a
variety of structures that we
can leave words out of, e.g.
in replies, at the beginning of
sentences and at the end of
noun or verb phrases.
10 Play the recording. Do this
as a class exercise using choral
drilling.
to read through the dialogue.
n
They check in pairs by reading
through the shortened
dialogue. In feedback, ask
so two volunteers to read the
shortened dialogue to the
class.

ar
minutes to agree on a problem
and make notes. Give students
five minutes to act out their
dialogue. Less confident
Pe
students may be allowed to

write their dialogue. Monitor
13 Elicit comments from the
class.

• express preferences using
I’d rather or I’d prefer
Background 8 Play the recording or DVD twice if
• recognise when to leave out
necessary. Give students a few minutes
words in conversations.
to check their answers and discuss in pairs
In this lesson, students will act out a situation
in a repair shop for computers or mobile
phones. They will also learn how to leave out Answers: it works very slowly; the cursor
words in questions and sentences. freezes; it fails to start; the screen goes
blank; you've spilt something on it; it makes a
7 Put students into pairs. Give them five horrible noise
minutes to discuss before asking individual
students to share their experiences with the Tip: If you choose to use the DVD, it’s best
class. Check any unknown vocabulary as you to let students watch it first without doing
go along. a task. Watching and doing a task is more
demanding than simply listening.
41

Background

look at more complex singular
and plural nouns.
Warm Up
1 Elicit ideas from the class.
Answer: perfume; by showing

a beautiful woman
2 Give students two

minutes to read the article.
Elicit the answer from the
class. Ask checking questions,
e.g. Who was Ilon Specht? (a
23-year-old woman) What is
an NGO? (a Non Governmental
Organisation) Who worked in
advertising in the seventies?
(older men)
Answer: Because it was

personal and about the
woman, rather than being a
n
stereotypical woman with no
so
voice.

was
was
Nouns were
ar
were
4 Give students five minutes was
to complete the exercise. They

check their answers in pairs.
Pe
Answers: Uncountable
nouns: creativity, money,
hair, media, time Nouns with
regular plural: girls, ads,
object, stairs Nouns with
irregular plural: men, women,
woman, teeth, foot Plural
nouns with no singular
form: series, police, clothes,
trousers, scissors
6 Give students five minutes to write the 7 Do number 1 as an example with the class.
5 Give students three new text in their notebooks. Tell them to use
minutes to read through the Answers: Student page
Exercises 4 and 5 to help them. In feedback,
sentences individually and ask individual students to read one sentence 8 Do number 1 as an example with the class.
work out the answer. They each to the class.
discuss in pairs before the Answers: Student page
class check. Ask students to Answers: The men in the adverts weren’t
tell you which words in the very attractive: their hair was dirty and their For practice, students turn to LANGUAGE
‘personal’ sentences make clothes were too small. Their children were CHOICE 22: PAGE 12.
them personal, e.g. in number 1 ugly and had teeth missing. The police looked
older men are referred to. dumb: the officers were slow. In contrast, Now your students can:
the cars looked fantastic. A lot of money • recognise a variety of different noun types
Answer: Student page must have been spent on these campaigns as
these ads have been shown in all the media, • understand when to use the plural or
including after the main TV news. singular form of be depending on the noun
context.
42

5 Read through the
sentences. Elicit ideas from
the class.
Answer: The word order is

unusual. (not only + verb +
subject)
Tip: Not only can be used at

the beginning of a clause for
emphasis. It is then followed
by an auxiliary verb + subject
(do is used if there is no other
auxiliary). This structure is not
common in informal English.
6 Read through the example
with the class. Focus students’
attention on the order of
would and I. Give students five
minutes to complete. Monitor
class. Ask: What auxiliary
verb should we use in item 3?
(does) Why? (because be isn’t
n used in the original sentence)
Answers: 2 Not only is the

so sound station poor quality but
one of the speakers is broken.
3 Not only does the charger
work slowly but it (also) uses
a lot of energy (, too). 4 Not
ar
only am I going to contact my
local consumer office but I’m
(also) going to write to the
newspapers (, too).
Pe
7 Go through SKILLS
BUILDER 25 which shows
another letter of complaint.
Tell students to use it as a
guide as they write their
own letters. Give them a
few minutes to choose an
object and make notes. Elicit
ideas and check vocabulary.
Give students a further five
Background Text Builder minutes to complete stage 3.
3 Give students a few minutes to write the 8 Put students into groups
In this lesson, students will look at a letter of topics. Check the answers with the class. of three or four. Monitor and
complaint. check where necessary. In
Answers: 2 what went wrong/false feedback, comment on any
advertising claims 3 problems with customer useful vocabulary or phrases
1 Students read the advert and look at the
service 4 what you want/further action that you heard.
picture. Elicit ideas.
4 Go through SKILLS BUILDER 16 and
2 Give students five minutes to read the
check students understand the strategies.
text individually and find the false claims.
• use emphasis to make their
They check their answers in pairs before the Answers: I am writing to you …; Not only writing more interesting
class check. would I like you to … I would like …; Unless I
receive …; I will have to …; I look forward to • write a letter of complaint.
Answers: crystal clear stereo sound; selection
hearing from you; Yours faithfully
of 100 natural sounds to guarantee that you
wake up; high quality LCD screen
43

1 Answers: Student page for talked

to wait
window
2 Answers: reviews didn't
send
6 be advertised out
around not to
7 were worn spend
8 have never been influenced to meet
9 are usually paid not watch
10 is being planned
11 had been sent
12 be advertised
13 going to be sold
was
3 Answers: Student page
are
don't fit
4 Answers: goes
20 TV commercials need to be were
controlled.
causes
21 My diet needs changing.
22 Your bedroom needs tidying.
23 The photos on this
computer need organising.
24 This homework needs to be
finished before tomorrow.
n choose
so
5 and 6 later
Answers: Student page then
7 Answers: tired
all
37 Not only is it really good
ar
large
but it’s cheap, too.
38 Not only would I like to buy
a new laptop but I’d like a new
camera, too.
Pe
39 Not only is this shirt dirty

but it’s the wrong size, too.
40 Not only would I like you to
stop sending me emails but I
would (also) like you to remove
me from your mailing list(, too).

or at home.
practice exercises.
44

TOPIC TALK
1 Students discuss their
answers in pairs.
2 Play the recording for
students to check their
answers. Play once again for
students to make notes about
other interesting facts.

F The heart beats about 100,000 times a day.
network before playing the
recording.
Answers: 1 sprained my ankle

2 actually broken a bone
3 often 4 hay fever 5 anything
really serious like asthma
6 have problems sleeping
7 feel stressed out 8 do
regular exercise 9 cancer
n
minutes in pairs to try to
pronounce the words. Play
the recording. Students listen
so
and check. Play the recording
again. Do this as a class
exercise using choral drilling.
Answers: diarrhoea /daɪəriːə/,

sinusitis /sɪnəsaɪtɪs/, asthma
ar
/æsmə/, hepatitis /hepətaɪtɪs/,
migraine /maɪgreɪn/, cholera
/kɒlərə/, diabetes /daɪəbiːtiːz/,
malaria /məleəriə/, meningitis
Pe
/menɪndʒaɪtɪs/, tuberculosis
/tjuːbɜːkjʊləʊsɪs/, typhoid
/taɪfɔɪd/

LANGUAGE CHOICE 27:
PAGE 15.
to discuss. Monitor and help
where necessary. In feedback,
Background Living conditions: are the basic elements
ask individual students to share
needed for life: food; clean water; housing.
information with the class.
Words that come up in the listening text: Medical research: is scientific investigation
into diseases and their treatment. Now your students can:
Curable disease: is a disease that can be
treated successfully. Preventable disease: is a disease that can • use a variety of words and
be avoided by good living conditions and phrases to describe the human
Drug companies: are businesses that make healthy lifestyles. body and health.
and sell medicine.
(Public) sanitation: is the disposal of
(Public) healthcare: is the treatment and household waste (human waste/domestic
prevention of illness. rubbish).
Infant mortality: is the death rate during the Traditional medicine: is non-scientific
first year of life. medicine developed over generations.
Life expectancy: are the number of years
that a person is expected to live.
45

Background
Caroline Rhea (b. 1964):

is a Canadian comedian and
actress.
Hicham El Guerrouj (b. 1974):
is a Moroccan former
middle-distance runner. He
is the current holder of the
1500 metres, mile and outdoor
2000 metres world records,
as well as a double Olympic
gold medallist.
Florence Griffith-Joyner
(1959–1998): also known
as Flo-Jo, was an American
track and field athlete. She is
considered the fastest woman
of all time.
Part 1
Warm Up T
n
1 Ask students if they know
F
the athletes in the photos.
Give students one minute to T
so
read the options and think
about their answers. Elicit T
ideas from the class.
F
F
Reading
ar
F
2 Give students four
minutes to read the article and T
check their answers.

Pe
3 Tell students to read the

words. Give them five to ten
minutes to complete.
Answers: physiology (the

way in which the bodies of
living things work) rate (the
speed at which something
happens or changes),
Extra Exercise 6 Look at the examples with the class.
depleted (reduced) to run
Tell students to write in their notebooks a Check understanding of hyphen. Give them
out of (something) (to not
sentence containing each word to show its two or three minutes to complete before the
have enough of something)
meaning. class check.
exhausted (extremely tired)
breakdown (a division of 4 Give students five minutes to read the
Answers: Two words: speed limit, heart rate,
something into smaller parts) text again and answer individually. Students
lactic acid, heart rhythm, muscle contraction,
tissues (a group of connected complete the exercise then check in pairs
heart attack, anabolic steroids Two words
cells in an animal or plant that before the class check.
with hyphen: first-rate, top-level, full-time,
are similar to each other) well-known, performance-enhancing, health-
performance-enhancing related, world-famous, far-reaching, long-term,
(to improve the quality or 5 Discuss with the class. hi-tech, top-ranking
strength of how you do
something) For practice, students turn to LANGUAGE
CHOICE 28: PAGE 15.
46

9 Tell students to refer to
the Sentence Builder to help
them.
Answers: 2 The more she

practises tennis, the better
she gets. 3 The more pasta
they eat, the stronger they
become. 4 The harder you
work, the less you sleep.
5 The louder he talks,
the more difficult it is to
understand him. 6 The sunnier
it became, the more time we
spent at the pool.

minutes to write their
questions. Give them five
minutes to ask the questions.
necessary.
11 Ask individual students
to give a couple of pieces of
information from their survey.
n No Comment
Ask students why this might
so
be true for some people.

• use strategies to work out
unknown words
ar
• recognise a variety
of compound nouns and
adjectives
world
record
• use the … , the … and
Pe
heart rate
performance-
enhancing
comparatives to describe
anabolic long-term related activities.
steroids
full-time
high-tech
well-
known
Part 2 8 Read through the sentences and elicit the

7 Tell students to read the sentence first answer.
so they know the context before writing
the answer. Give students three minutes to
complete individually before the class check.
Tip: The key to the sentences is that
Answers: Student page the adjectives can be variable, but are
systematically related.
CHOICE 29: PAGE 15.
47

Background
This lesson focuses on using a

variety of future tenses to talk
about future plans, intentions,
predictions and arrangements.
Extra Exercise
Put students into pairs. Tell
them to describe the photos in
detail.
c
Warm Up a
b
with the class and elicit ideas.
Ask students to give reasons
for their opinions.
2 Give students two

minutes to read the
descriptions. Read through
n
sentences 1–3 and elicit ideas.
Tell students to use the text
to back up their ideas.
so
3 Give students two to
three minutes to read the text
and check their ideas from
Exercise 2. e
g
Answers: Pete is going to
ar
f
succeed in life and is going to b
b
be healthier. Neither of them
d a
will be happier. The happiest c
people are those whose lives
Pe
are balanced.
4 Elicit ideas. Ask other

students if they agree.
Future When I've finished my studies, I'm going to work in

a newspaper.
When he's reached old age, he's going to be fit and
5 Tell students to also find healthy.
the sentences in the text
to put them in context. Give
them five minutes to complete 6 Read through individually before checking
individually. Allow them a with the class. If helpful, draw a timeline on
further two minutes in pairs to the board to illustrate the sentences.
discuss their answers before
the class check. Answers: Student page
Answers: Student page 7 Read the sentences with the class. Ask:
In sentence 1, which tense is used? (Present
Perfect passive) Why does this sentence
emphasise that it should be finished? (Perfect
forms can suggest completion).
48

LANGUAGE CHOICE 31:
PAGE 16.
10 Tell students to use
Exercise 5 to help them choose
which form to use. They read
through the dialogue in pairs
to check their answers. In
feedback, ask two students to
read the dialogue to the class.
Answers: 2 starts 3 ’ll be

preparing 4 have finished 5 ’ll
be working 6 ’ll be 7 ’ll meet
you 8 will have finished 9 ’ll be
lying 10 will change
Grammar Alive
to check the options before
playing the recording. Check
Answers: a Lily b Fred c Lily
n
d Fred
12 Ask two students to read

so the example in number 1. Tell
students to work together to
agree on the correct tense
before writing their sentences.
Ask pairs to read each item so
that the class can check their
ar
answers.
Tip: When students are doing

dialogue activities, they may
Pe
not follow the exact pattern

of the examples, e.g. in
Exercise 12 there are other
possibilities. As long as the
language is correct, this is fine.
minutes to write sentences
individually. Monitor and
help where necessary. Ask
a few students to read their
Practice 9 Give students five minutes to write the sentences to the class.
sentences in their notebooks. Allow them
8 Go through the example. Give students
a few minutes to complete. Monitor and help
one minute to check their answers in pairs. In Now your students can:
feedback, ask individual students to read the • use a variety of future
where necessary. In feedback, ask students to
complete sentences. tenses to express future
read the complete sentences.
Answers: 2 As soon as Frances has passed meaning.
Answers: 2 will have worked 3 will be
her exams, she will relax. 3 Frances will enjoy
sleeping; will be jogging 4 will have been to
working when she has found a job she really
5 will probably earn 6 will have published
loves. 4 Pete will find a job as soon as he has
For practice, students turn to Language graduated. 5 Frances will start treating life
Choice 30: PAGE 16. seriously after she has run out of money.
6 When he has done his morning jog, Pete will
take a shower.
49

Background
Poverty: traditionally, poverty

has been measured by the
lack of a minimum income (or
consumption level) necessary
to meet basic needs. The
World Bank has defined the
international poverty line
between US$1 and $2 per day.
In the last several decades,
poverty research has adopted
a broader, multidimensional
approach, taking into account
a variety of social indicators
in addition to income. The
UN’s Human Poverty Index
includes factors in illiteracy,
malnutrition among children,
early death, poor healthcare
and poor access to safe water.
Vulnerability to famine or
flooding, lack of sanitation, T
exposure to disease, a diet T
n
poor in nutrients and the
absence of education are as T
F
much the signs of poverty as
material deprivation.
so
Warm Up
ar
1
minutes to look at the map and 42 83
5th
the graph. Ask them what the
map represents. Give students
two to three minutes to answer AIDS malaria
11
Pe
the statements individually,

then compare answers in pairs.
54
Elicit ideas from the class. 83
Answers: Student page common diseases, like malaria
women
Extra Exercise
Write up World health on the
board in a circle. Elicit ideas
from students as to what
factors affect world health Listening 3 Give students five minutes to read
(disease, healthcare, food, through the questions and options. Tell them
2 Give students two minutes to read
access to clean water). Elicit to circle any answers in pencil that they think
through the notes. Check any unknown
the sorts of diseases people they remember from the first listening. Play
vocabulary. Focus students’ attention on
might get (recapping the Topic the recording again. Students check in pairs
some of the gaps. Ask them what type of
Talk vocabulary). Ask them before the class check.
information they need to be listening for,
what differences there might
e.g. a number, percentage or a word. Once Answers: Student page
be in healthcare around the
students have listened, allow them one
world. 4 Read through the questions as a class,
minute in pairs to compare their answers.
Check the answers with the class. elicit some general ideas and write them up
Tip: Try to elicit ideas and
on the board. Tell students to refer to the
vocabulary from students Answers: Student page Topic Talk page as well as the notes from the
before you do a listening or
listening to help them. Give them five minutes
reading text. It helps prepare
to discuss. Monitor and help where necessary.
them for what they are about
In feedback, ask one or two students for a
to read or listen to.
summary of their thoughts.
50

7 Discuss as a class. Ask
students if they know of any
voluntary organisations in
their own country.
8 Go through SKILLS
BUILDER 4 and check
strategies. Elicit from them
what they need to do. Give
b them one minute to read
through the statements and
first underline key words. Play
70,000 the recording twice. When
poor a
over 500,000
checking answers, encourage
ears students to give reasons for
eyes their choice, e.g. expressions
they heard or facts.
9 Go through SKILLS
BUILDER 39 and check
so
reason
strategies. Give them a few
minutes to complete. Check
n
Therefore the answers with the class.
Because
so
10 Do this as a class exercise
using choral drilling.
11 Give students two or three
minutes to complete, then
check their answers in pairs.
ar
In feedback, ask individual
B students to read the complete
sentences.
D
I
Pe
I 12 Give students five

B
minutes in their pairs to
D choose a topic and make
notes for stage 1. Go through
I
SKILLS BUILDER 40 and
check students understand
the strategies. Elicit any other
useful language and write it
up on the board. Give students
DVD Choice 6 Give students one minute to look at the
five to ten minutes to discuss
questions and make notes from what they their chosen topic. Monitor and
5 Ask students if they have ever been in
remember. Play the DVD so they can check or help where necessary.
hospital. What was the hospital like? Ask
write the answers.
students what they think hospitals might be 13 Ask a few pairs to share
like in poorer countries. Tell them to read the Answers: 1 2 operating theatres, treatment their ideas with the class.
notes and elicit what they think the clip might rooms, offices and accommodation 2 free
be about. They check in pairs. Play again if treatment and modern surgery 3 the railways, Now your students can:
necessary. the government, volunteers and sponsors
• use strategies to identify
4 He is going deaf. 5 He will be able to hear
Answers: Student page speaker opinion
normally. 6 They will do the other ear.
• use a variety of phrases to
justify their own opinions.
51

Background

see how it is possible to use
the Past tense when referring
to the future.
Extra Exercise
Ask students how often c
they see their grandparents,
b
where they live and if they
have many friends. What a
do they think makes their
grandparents happy? c
Tip: When possible, try c
to personalise activities,
especially asking students
about their own lives. It can
often put a lesson into context
and give it relevance. a
c
b
Warm Up b
a
n
2 Give students two
minutes to read through
so
the text individually. Elicit
ideas. Ask: Where is Roseto?
(Pennsylvania, USA) When was
the study done? (1950s) Why
did people die? (of old age)
ar
Were they healthy people?
(No, the men smoked and
drank and the diet was high in
fat.)
Pe
Answer: Rosetans were

kept healthy by a close-knit
community of friends and
family.
Time reference in the

past
minutes to read through the Tip: When we talk about the past, but want 5 Students complete individually.
sentences individually. They to talk about something which was in the
future at the time, we use structures that are Answers: 1 lived 2 would have to 3 would do;
discuss their answers in pairs.
normally used to talk about the future, but we got 4 had happened
Go through the answers
with the class. Ask checking make the verb forms past, e.g. was going to
6 Tell students to read through the text
questions, e.g. for number 1, (not is going to) and would instead of will.
first. In feedback, ask individual students to
When was the study? (1950) 4 Give students a few minutes individually
read out one sentence each.
When did the drugs appear – at to complete, then check in pairs before the
the time of the study or after? class check. If helpful, draw a timeline on the Answers: 1 had lived 2 would inherit
(after) board to clarify. 3 decided 4 had married 5 would stay 6 would
go 7 left 8 didn’t realise 9 would never see
Answers: Student page. Answers: Student page
For practice, students turn to LANGUAGE Now your students can:

CHOICE 32: PAGE 16. • recognise time references in the past.
52

2 Give students three or four
minutes to discuss in pairs.
Text Builder
individually to match. Check the
2
answers with the class.
3
1
4 4 Give students a few
minutes to complete. They
check in pairs before the class
check.
Answers: a whereas, while,

nevertheless, although b as,
since, due to, because c First
of all, Secondly, In addition,
Finally

with the class. Give students
five minutes to write the
sentences individually. In
n
feedback, ask individual
students to read their
sentences.
so
Answers: 2 Whereas my
homeopath talks to me a lot,
my doctor never listens to me.
3 While homeopathic pills are
not expensive, there is
ar
no proof that they work.
4 I stopped using those pills
due to the side effects.

Pe
BUILDER 26 which argues

against alternative medicine.
This will give them a variety
of other phrases to use and
also show them how to form
negative opinions. Give
students five minutes to write
their notes. Monitor and help
where necessary. In feedback,
write up any useful ideas or
Background Herbal medicine: plants have been used for
medical purposes since 3000 BC. vocabulary on the board. Give
students ten minutes to write
Homeopathy: is a system of medicine which their essays.
1 Give students two minutes to look at the
involves treating the individual with highly
photos and read the essay individually. Elicit if 7 Put students into groups
diluted substances. It is based on the principle
the writer is in favour or not. Give students a of four to discuss their essays.
that a substance which causes symptoms
when taken in large doses, can be used in further three minutes to list the arguments.
small amounts to treat those same symptoms. Answers: The write is in favour.
• organise and write an
Acupuncture: originated in China over 5000 Arguments: it’s holistic; successful when
opinion essay
years ago. It is based on the belief that living conventional treatment doesn’t work; has
beings have a vital energy called ‘qi’ that fewer side effects; practitioners work with • use a variety of linkers
circulates through twelve invisible energy lines conventional doctors to make their writing more
(meridians) on the body. Acupuncturists insert interesting.
needles into specified points along meridian
lines to restore balance to the flow of qi.
53

1 and 2
cut
3 Answers: broke
12 The more exercise you do,
the healthier you will become. do
is feeling
13 The harder you work, the
better you will do in your tore
eason
exams.
14 The longer you chat, the ecause
act
more expensive your phone hy
bill is. nhancing
15 The later we are, the hen
ate
angrier Mark will be. o
16 The cheaper clothes are, imit
ttack
the worse quality they are.
17 The warmer it is, the
erm
happier I feel.
ecord
4 Answers:
18 will have seen
19 will be lying
20 will have finished
n
21 will find
so
22 will be talking
5 Answers:
23 When I have finished this
homework, I’ll watch a film.
ar
24 You won’t get paid until
you’ve been here for one
month.
25 After you’ve taken these
Pe
tablets, you’ll feel better.

26 We’ll go for a pizza after
I’ve tried this dress on.
27 I’ll meet you as soon as I’ve
had my dinner.
6 and 7

or at home.
practice exercises.
54

2 Students look at the
photos. Ask if students
know any of the people and
what they are famous for.
After playing the recording,
students check in pairs before
the class check.
Answers:
Jane Goodall: dedicated,
fearless, idealistic
Grigori Perelman: clever,
reclusive, shy, reserved,
eccentric, not ambitious, modest
Stephen Hawking: single-
minded, determined, articulate,
witty

to read the network first
Tell them that the person
speaking is not anyone in the
photos. Elicit answers.
n Extra Exercise
Find a photo of two famous
so
people. Using the network as
a framework, write a short
description before class. Read
shy
the description to the class
self-confident and they must guess which
ar
sensitive person it is. Tell students to
relaxed
write a description for the
serious and
thoughtful
frowns other famous person.
4 Play the first two items and
Pe
analysing solving
problems check that students know what
to underline. Play the recording
again, stopping after each item
to check answers. Then repeat
the words as a class exercise

LANGUAGE CHOICE 36:
Background Stephen William Hawking (b. 1942): is an
PAGE 20.
English theoretical physicist whose theory
of exploding black holes drew upon both
Dr Valerie Jane Morris-Goodall (b. 1934): Tip: For shy students, choral
relativity theory and quantum mechanics. He
is a British primatologist, ethologist, drilling feels safer and perhaps
studied mathematics and physics at Oxford
anthropologist and UN Messenger of Peace. less embarrassing.
and Cambridge. His contributions to physics
She is considered to be the world’s foremost earned him many exceptional honours. 5 Put students into small
expert on chimpanzees. She continues her groups. Give them five to ten
work today by travelling and giving talks on minutes to discuss. Ask one
chimpanzees. or two individual students to
TOPIC TALK describe their chosen person.
Grigori Yakovlevich Perelman (b. 1966): is a
Russian mathematician. He earned a doctorate 1 Give students five minutes to complete. The rest of the class guess
from St Petersburg State University and then Tell them to make a note of or underline words who it might be.
spent much of the 1990s in the USA. He was they don’t know, then discuss in pairs. Elicit
awarded and declined the Fields Medal in 2006. ideas and check words students don’t know,
either giving an example or translating into L1. • use a variety of words and
phrases to describe people.
55

Background
Charles Darwin (1809–1882):

was an English naturalist
whose theory of evolution
by natural selection became
the foundation of modern
evolutionary studies. Darwin at
first shocked religious Victorian
society by suggesting that
animals and humans shared a
common ancestry. He was an
agnostic and his nonreligious
biology appealed to the rising
class of professional scientists.
He travelled around the world
on HMS Beagle to collect
information for his theory.
He is buried in Westminster
Abbey, London.
Alfred Wallace (1823–1913):
was a British humanist,
naturalist, geographer and
social critic. He became a
n
public figure in England
during the second half of the
19th century, known for his
so
courageous views on scientific,
social and spiritualist subjects.
b
Warm Up
ar
a
1 Give students five minutes c

in pairs to look at the pictures
and questions. Elicit ideas.
Write up the numbers 1 to 5 on
Pe
the board and put a tick next

to the statements students
think are true.
to read the text individually. In
feedback, refer students back
to their guesses on the board.
Check which were correct. Ask
further checking questions,
e.g. What animals survive? (the Reference
fittest) How? (by adapting to
4 Give students a few minutes to match the
their environment) Why didn’t
he practise as a doctor? (He sentences individually. Tell them that they will
saw a child in pain.) Why didn’t need to check back to the main text to do this.
he announce his theory in the Check answers with the class. Ask checking
1830s? (because it was too questions, e.g. Were there other operations?
radical and he wanted to do (yes, therefore one of many) Is there another
more research) ‘world’? (no, making it unique) Look at
sentences 2 and 4 together, asking: Which
Answers: Student page noun was mentioned before – the birds or the
Darwin is considered a genius changes? (the changes, therefore the birds are
because he developed the something specific in a sentence)
theory of evolution.
3 Elicit ideas and opinions
from the class.
56

LANGUAGE CHOICE 33:
PAGE 18.
8 Tell students to read
There
through the text first, not
filling in any gaps. Check
understanding of catalogued,
This another
seldom and warn off. Ask:
an Where did Wallace collect
both
data? (South America and
Indonesia) Is he remembered?
the other (no) Give students five
the
minutes to complete
other individually.
the
c
LANGUAGE CHOICE 34:
a PAGE 18.
d
b
Grammar Alive
9 Read through the facts
4 with the class so that students
n
1 know what to listen for. Check
2
3 understanding of DNA and
genes. Give students time to
so check their answers in pairs
10 Ask two students to read

ar
through the example. Give
students five minutes to
work out and practise their
dialogues in pairs. In feedback,
ask volunteers to read their
Pe
dialogues.

• understand how texts use
different ways of referencing.
5 Give students five minutes to complete Practice

individually. Tell them that they may need to
7 Do number 1 as an example with the
write one word or a phrase. Check answers
class. Elicit the answer. Ask: Why isn’t the
with the class.
answer ‘another’? Refer students back to
Answers: 2 There: on his expedition around Exercise 6 to help (It isn’t another because
the world 3 some: birds 4 others: other birds ten children are not one of many or one
5 all: the birds 6 then: in the 1830s 7 one: a more as Exercise 6 says, and from these
theory 8 Both: Darwin and Wallace ten children an unspecified amount (some)
died. Give students five minutes to complete
6 Give students five minutes to complete individually. Tell them to use the presentation
individually. Allow them two minutes to check to help them. Check answers with the class.
and discuss their answers in pairs.
57

Background
Sir Arthur Conan Doyle

(1859–1930): was born in
Scotland, studied medicine
and qualified as a doctor in
1881. As a young medical
student, the man who most
impressed and influenced
him was Dr Joseph Bell, one
of his teachers. He was a
master at observation, logic,
deduction and diagnosis. All
these qualities were later to
be found in the persona of the
detective Sherlock Holmes.
In March 1886, Doyle started
writing the novel which
catapulted him to fame. At first,
it was named A Tangled Skein
and the two main characters
were called Sheridan Hope
and Ormond Sacker. Two years
later, this novel was published
n
under the title A Study in
Scarlet which introduced us
to Sherlock Holmes and Dr
Watson. The ‘image’ of Holmes
so
was created by Sidney Paget,
a very talented illustrator who
took his handsome brother
Walter as a model for the great
ar
detective. Doyle decided to
get rid of Sherlock Holmes
on an impulse and The Final
Problem was published in
December 1893. Sherlock
Pe
Holmes and Professor Moriarty

plunged to their deaths at The
Reichenbach Falls. As a result,
20,000 readers cancelled their
subscriptions to The Strand
Magazine where the stories
had been serialised.
Part 1
Warm Up Reading 4 Give students five minutes to read the
text and complete. Tell students to eliminate
1 Give students a few the incorrect answers by referring to the
minutes in pairs to discuss. text as well as finding the correct answer.
Tell them to use the strategies after they
Refer them back to the Topic Do the first one as an example. Ask students
have skimmed through the text once. Elicit
Talk page if they are struggling to explain why three of the answers are
ideas and discuss the characters with the
to think of adjectives. Elicit incorrect.
class.
ideas and opinions from the
class. Ask if they have seen Answers: Student page
Answers: Holmes: brave, calm, eccentric
the film (or perhaps the BBC Watson: helpful, kind, likeable, loyal
series). Moriarty: brilliant, dangerous, evil, sinister,
2 Ask for volunteers to read threatening
each description. Compare
and discuss answers with the
class.
58

number 1 as an example.
Give students five minutes
to complete individually. In
feedback, elicit answers from
individual students.
9 Elicit some ideas. Write

them up with one or two
adjectives to describe the
people on the board to get
students started. Give them
five to ten minutes in pairs to
make notes. Monitor and help
where necessary.
10 Write three questions on
b
a
the board: What is he/she like?
What can he/she do? What
did he/she do? Put students
into groups of four to discuss.
While doing so, they should
answer the questions on
c
b the board. In feedback, elicit
n
d descriptions from two or three
a students.
e
inquire
observe
so No Comment
stroll
tiptoe Ask students what they think
Holmes meant by this. Ask
beg
them if they pay attention to
stare at detail and are good at working
ar
exclaim
whisper out what people are feeling.
snarl Now your students can:

• identify characteristics of
Pe
characters in a text
• recognise a variety of words
with similar meaning
• use by/for + -ing to describe
how or why something is done.
Part 2 6 Give students a few minutes to complete.

5 Refer students to the words in red in the Refer them to Exercise 5 to help them. They
text. Give them five minutes to complete. Tell read their dialogues in pairs to check answers.
them to use the context around the words to
Answers: strode; observed; begged;
help them match the words as well as use the
whispered; exclaimed; stared; snarled; inquire
Word Builder.
7 Read the sentences aloud to the class.
Elicit the answers. Ask: In sentence 2, what is
For practice, students turn to LANGUAGE the purpose/reason? (the meeting)
CHOICE 37: PAGE 20.

CHOICE 38: PAGE 20.
59

Background
Benjamin Grosvenor (b. 1992):

is a classical pianist from the
UK. He won the piano section
of the BBC Young Musician of
the Year 2004 competition.
Benjamin has become the
youngest British musician ever
to sign to the Decca Classics
record label.
Evgeny Kissin (b. 1971): was
born in Moscow and began to
play by ear and improvise on
the piano at the age of two.
In 1997, he received the
prestigious Triumph Award for
his outstanding contribution to
Russia’s culture.
Maria João Pires (b. 1944): is
a Portuguese pianist. Her first
recital was at the age of five.
In 1970, she won the
Beethoven Bicentennial
Competition in Brussels.
n
so
Warm Up 4
6
1 Give students five minutes -

1
to look at the photos and 7
discuss the questions. Elicit 3
ar
5
ideas and opinions. 2
Listening
Pe

questions. Students check
in pairs once they have
listened. Ask students if they
were surprised by any of the
information.
3 Go through SKILLS
BUILDER 5 and check students 4 Organise students into pairs that have 6 Go through the example with the class.
understand the strategies. chosen at least one different question to Give another example which is personal to
Tell students to choose their answer. Give them five minutes to share their you. Elicit some other ideas. Give students
three topics and check what information. five minutes to complete, then talk about their
they are going to do on the 5 Ask different students to read the sentences in pairs. Elicit a few sentences from
first listening (write important individual students.
sentences. Elicit the answer from the class.
information, but not everything
Ask about what other element helps answer Answers: 2 (name of singer) is not my
they hear). Give students a
the question (punctuation – an exclamation favourite singer but he/she does have some
few minutes after they have
mark). good songs. 3 Last year, I didn’t go to any
listened to do the last point
Answer: Student page (type of concert) but I did go to a (type of
of the Skills Builder (add any
concert). 4 I usually dislike listening to that
other information). Don’t allow
For practice, students turn to LANGUAGE (group/singer) but I do like their/his/her latest
students to check in pairs at
CHOICE 39: PAGE 20. record/album. 5 Our school hasn’t got a (big
this point.
orchestra/jazz group) but it does have a (choir/
rock group).
60

9 Pause the recording so
that students can do the
other
words exercise using choral drilling.
Focus on intonation. Play the
means
recording again for students
As I to hear the tone going up and
down.
explain
get that what
Tip: Intonation is an important
another part of English pronunciation.
way
It can often mean the
see what I mean / follow me difference between sounding
recap
rude and polite, therefore
right
focusing on the tone of
a question or sentence is
What important.
minutes to complete
individually. Put them into
pairs to read through the
dialogue, checking their
answers as they read. Check
n
4
1
2 Extra Exercise
3
Tell students to read through
so
the dialogue again, this time
focusing on intonation.
11 Elicit some ideas for
people they could interview
and write them up on the
ar
board. Give students ten
minutes to make notes under
the headings. Once students
have completed this stage,
Pe
give them two or three

minutes to look at stage 2.
Go through SKILLS BUILDER
42 and check students
understand the strategies.
Elicit the questions students
will need for stage 3 before
they do their interviews.
necessary.
7 Give students a few minutes to read 8 Refer students to SKILLS BUILDER 41.
12 Ask a few students to
through the sentences. Play the recording (or Give them a few minutes to complete, then share their information.
DVD) twice if necessary. Check answers with check their answers in pairs.
the class.
Answers: Student page Now your students can:
Answers: 2 lead singer 3 van broke down • use do for emphasis
4 three number one albums 5 being on the • clarify and check
road/touring all the time 6 playing gigs again information and correct
themselves when speaking.
61

Background
Steve Jobs (1955–2011): was

an American businessman,
designer and inventor. He was
co-founder and chief executive
officer of Apple Inc. In 1976,
with Steve Wozniak, he
marketed what was considered b
the world’s first successful
personal computer, the Apple II.
He also invented the iPod, iPad b
and iPhone.
Silicon Valley: is the southern b
part of the San Francisco Bay
area in Northern California in
the US. The term originally a
referred to the region’s

large number of silicon chip
innovators and manufacturers.
It now refers to all the high-
tech businesses in the area. Sentence 2 refers to the past.
n
He spent ten years composing concertos.
Warm Up It isn't a coincidence.
1 Elicit ideas and opinions.

so
Write up any useful vocabulary
on the board.
text. Elicit answers.
ar
Answers: a natural gift,
hard work, opportunity,
environment
Pe
Uncertainty
3 Go through the first
sentence as an example. Elicit
the answer from the class. If
necessary, translate tend to
into L1 to clarify.
4 Read through the 5 Elicit the answer to number 1. Ask students Now your students can:
sentences with the class. Elicit how the grammar changes (you no longer • use a variety of different words and
the answer to the question. need have got). Give students five minutes to phrases to describe uncertainty.
Give students two minutes to complete individually, then check in pairs.
rewrite the sentences. Elicit
the answers from the class. Answers: 1 He may have a musical talent.
2 They can’t have failed the exam. 3 He is
Answers: Student page bound to be working now. 4 They seem to
enjoy studying. 5 He is supposed to be the
For practice, students turn to best student at his college. 6 Asian kids tend
LANGUAGE CHOICE 35: to study more than European schoolchildren.
PAGE 18. 7 He must have received a lot of support from
his family. 8 Successful people seem to be
confident. 9 Children tend to spend a lot of
time doing things they love. 10 Good students
are bound to study hard.
62

to complete individually. Allow
them a few minutes to check if
they agree in pairs before the
class check.

5 1
3 4
5 Do number 1 as an
2
example with the class.
Remind students that they
notice need to use the words
looks
strikes from the text. Give them
seems three minutes to complete
individually before the class
realise
tends to be check.
dressing up
notice 6 Read through the

example. Remind students
strikes
looks how to use relative pronouns.
seems Give students five minutes
realise
to complete. In feedback, ask
individual students to read
their sentences to the class.
n Answers: 2 He has got a pale,

round face which is friendly
so and expressive. 3 He has got
large, blue eyes which are
sinister and cold. 4 He has got
a soft, deep voice which is
attractive and relaxing.
5 He has got strong, muscular
ar
arms which are tattooed and
sun-tanned.

Pe
example of a description. Give

students five minutes to make
notes. Write up any useful
adjectives or language on the
board. Give students a further
ten minutes to write their
descriptions and check them.
8 Pair students with
someone they are friendly
Background 2 Give students three minutes to complete with so that they can give
individually. Allow them one minute to check each other constructive
in pairs before the class check. criticism.
In this lesson, students will look at a
description of a person, focusing on a variety Answers: good sense of humour; good with Now your students can:
of adjectives and useful expressions. young children and brilliant at telling stories
and jokes; bad-tempered early in the morning; • write a description of
fidgets and taps his feet a lot; thoughtful and someone.
1 Give students three minutes to read the
text and find the differences between the kind
text and the picture.
Answers: In the picture: Tom is thin, not Text Builder

‘pretty solid’; dressed quite formally, not in 3 Tell students to look for key words in
jeans, a T-shirt and a denim jacket; has a scarf
the text which help them with the answer. In
feedback, ask which key words helped them.
63

eems
1 – 8 ealise does
Answers: Student page ends
airly did
ood do
does
did
e
d
c
a
b
ean
ut
et
another efore
ollow
the other
both
a
The
The
a
n
so a
both
The
ar
Pe

or at home.
practice exercises.
64

2 After playing the
recording, elicit which words
students heard and tick them
off against the words on the
board. Give students a few
minutes to discuss in pairs
which place they would like to
live in.
to read the information in the
network. Tell them to write
any answers in pencil that
they think they remember.
They check their answers in
pairs. Play the first part of
recording again.
Answers: 1 quite a few

2 people are friendly 3 there’s
a lot of cultural diversity
4 there’s good public transport
5 there’s a lot of vandalism
6 crime 7 more free activities
for teens 8 take part in making
decisions about local issues
n 4 Go through the example

with the class. Play the
so recording for the first time
telling students to write
the words. Give them a few
minutes to mark what they
think the stress is before
ar
playing the recording again for
them to check.
Answers: 2 suburb, suburban

3 active, activity 4 organise,
Pe
organisation 5 various,
variety 6 economy, economic
7 personal, personality
8 history, historic 9 enthusiasm,
enthusiastic 10 environment,
environmental

LANGUAGE CHOICE 40
Page 21.
Background TOPIC TALK 5 Put students into groups
of four. Give them five minutes
1 Refer students to the photo and elicit
to discuss. Tell one student
Ludlow (population 10,500): is a historic words and phrases. Write up the words on the to make notes. In feedback,
market town on the borders of England and board. Try to elicit some of the vocabulary ask one student from each
Wales. It has been named as one of the most naturally that comes up in the network by group to describe a positive
beautiful small towns in the UK. As well as asking questions. and negative aspect of their
its large medieval castle and church, Ludlow
community.
is famous for its food, with various top Extra Exercise
restaurants and an annual food festival. Put students into pairs. Tell them to match Now your students can:
. the words in the network to the photo. They
should try to think of positive and negative • use a variety of words
aspects of living in this community. Provide and phrases to describe
dictionaries for students to check words communities.
they don’t know. In feedback, ask individual
students to explain any new words they found.
65

Background
Bruce Parry (b. 1969): is a

former Royal Marines officer
who is now a TV presenter and
adventurer. He has lived with
various tribal groups all around
the world in order to better
understand their way of life.
Ger: nearly all herders live in
white gers (felt-lined tents,
yurt in Russian), a characteristic
sight throughout Mongolia.
Each family has their own ger. A
ger is a herder’s most important
possession.
Steppe: this refers to the
type of tribe the people are
(and not the language they
speak); they live on steppes
(sloped grassland which is
characteristic of the area).
Henry Valentine Miller
n
(1891–1980): was an American
novelist and author of books
such as Tropic of Cancer.
so
Part 1
Warm Up
1 Look at the photos, go
ar
through the first paragraph
with the class and elicit ideas.
Encourage students to think
about where they would live,
Pe
how they would live and with

which indigenous people. Write
up any useful words or phrases
on the board. Make students
aware of the difference
between peoples (a countable
noun referring to a group or
nationality) and people (an
uncountable noun).
Suggested answers: 1 Bruce Parry is 3 Tell students to eliminate the incorrect

Reading researching and travelling with a tribe in answers as well as finding the correct ones.
2 Go through SKILLS Mongolia; Batbayer, Puruhan and their family; Give them five minutes to complete, then
BUILDER 18 and check the people are making their autumn migration. check answers in pairs before the class check.
students understand the 2 Bruce and his crew are going on another trip.
strategies. As it suggests, tell Batbayer, Puruhan and their family will carry Answers: Student page
students to read through the on as before. They set off on the migration.
text first to get a sense of what 3 There is a sense of a community working
it is about. Next, give students together. 4 They help and support each other.
five minutes to read it again 5 A relaxed attitude to life but also that they
more thoroughly, using the need to work hard and get on with things to
points in the SKILLS BUILDER survive.
to help them answer the
questions. As it also suggests,
let them discuss their answers.
66

7 Elicit some ideas.
Write them and any useful
vocabulary up on the board.
Give students five minutes in
pairs to make notes.
8 Put students into groups.
Ask a few students to
summarise their event. Ask the
b class if they have been to the
a
e, h
event and their opinions of it.
g
d
c
No Comment
f Ask students how they feel
i
about new places. How do
they feel when they go to a
different country or a different
town in their country?

• use strategies to
understand situations in a text
• recognise and use a variety
of multi-part verbs
n
• use verbs of perception +
infinitive/-ing form to describe
a completed action or a
so continuing activity.
ar
Pe
Part 2 Tip: As with other -ing forms, the meaning

4 Tell students to find the words in the text implies a continuing situation, making
to help them with meaning if they are unsure. sentence 1 ‘completed’.
Give them five minutes to complete before the 6 Tell students to read the sentences first
class check. and decide if it is a completed action or not
in order to choose the correct answers. Do
number 1 with the class as an example. Ask:
For practice, students turn to LANGUAGE Has the match finished? (yes)
CHOICE 41: PAGE 21. Answers: Student page
5 Read through the sentences with the
class and elicit the answer.

CHOICE 42: PAGE 21.
67

Background

look at the use of mixed
conditionals.
Warm Up
1 Ask students to look at
the photos. Elicit ideas and
opinions.
minutes to read and elicit the
author’s ideas.
Answer: Because there would

be more communication, no
war or aggression and a more
peaceful society.
3 Give students a couple

of minutes to discuss in d
pairs before the class check. c

Ask: What is the tone of the
n
b
article? (humorous, satirical) e
Do you think the writer is
serious? (The suggestions are
so
presented in a ‘jokey’ way,
but the overall message is
probably serious.)
Conditionals
ar
minutes to complete
individually. They check their
answers in pairs.
Pe
5 Read the sentence and

elicit the answer from the a
infinitive
class. b
Past Simple would + Present
Perfect
Answer: was
Tip: We often use were

instead of was after if. This 6 Give students a few minutes to read the 7 Elicit the answers from the class. Write up
is common in both formal and sentences and explanations individually. Elicit the correct forms on the board.
informal styles. In a formal the answers from the class. Ask: In sentence 1,
style it is much more common Answers: Student page
what tense is used in the first clause? (Past
than was. Perfect) When do we use this tense? (to
talk about something that happened before
another event) Does armed aggression
happen now? (yes – therefore the answer is a)
Ask: Are women in charge now? (no) Was the
telephone invented right after the wheel? (no)
68

Grammar Alive
11 Play the recording, then
elicit the answer and ask:
What was the job? (a delivery
person) What joke does
her friend make? (that the
company were right)
Answer: Because she isn’t a

man.
12 Go through the example.

Students work in pairs. Ask
two students to read the
parts. Tell them to use the
example as a guide. Make
it clear that students are
speaking, not writing the
dialogues. In feedback, ask
individual students to read
their mini-dialogues.
13 Students listen, complete
and check in pairs. Elicit
answers from the class.
n
Answers: 1 If she had a job
where she could be on the
move. 2 Because the horrible
so
boss has fired half of the staff.
14 Students work in pairs. Go

through the example. Ask two
students to read the parts.
Refer students to number 3
ar
and ask: Can we use ‘can’
after ‘would’, e.g. ‘I would
can dance? (no) What should
we use instead? (be able to)
Pe
In feedback, ask individual

students to read their mini-
dialogues.

• use mixed conditionals to
talk about past and present
situations.
Practice For practice, students turn to LANGUAGE

CHOICE 43: PAGE 22.
8 Go through the example with the class.
9 Tell students to use Exercises 6 and 7
Refer students back to the table in Exercise 7.
Ask which form it matches (the present to help them. Give them five minutes to
situation). complete, then check in pairs. Ask a few
individual students to read out one or two
Answers: 2 If men didn’t run the world, there sentences.
wouldn’t be a lot of international conflicts. 10 Allow students five minutes to discuss
3 If the world were/was perfect, everyone
their answers in pairs. Elicit two or three ideas
would be happy. 4 If there hadn’t been a lot
from the class.
of wars in the world, a lot of people wouldn’t
have died in them. 5 If a woman was the For practice, students turn to LANGUAGE
president of the USA, there would be equal CHOICE 44: PAGE 22.
opportunities for men and women. 6 If
Napoleon had been a woman, he wouldn’t
have started a lot of wars.
69

Background

look at informal expressions
and making arrangements.
They will also watch a DVD
about a female biker.
Extra Exercise
Elicit descriptions of the
photos. Elicit words and
phrases and write them up on
the board. Encourage students
to use phrases such as in the
foreground/background, I think
he might be a … .
Warm Up
minutes to talk about the
photos and questions. Monitor
and listen. Discuss ideas with
n
the class.
Listening
so
2 Give students one
minute to read through the
statements before playing the
recording.
ar
Answers: Student page -
2
5
BUILDER 6. Before playing the 1
recording again, ask students 3
Pe
if they remember hearing 4

any examples of informal
language.
Answers: Biker 1: kid; kind

of awesome; wild time; No
problem love Biker 2: Hi there;
Yeah; Sort of; A pleasure; Bye
Biker 3: Fire away; darling;
laid-back; You know what I
mean? No probs Biker 4: Know DVD Choice 5 Tell students to discuss the statements in
what I mean? cool; you know 4 Elicit what students think the woman in pairs before the class check.
Biker 5: Course; Yeah; mate
the photo does.
Journalist: Hi; Thanks Answers: 1 She is passionate about biking.
Answers: 1 She is a woman and not a Biking is both her hobby and her job. 2 Let's
stereotypical biker (middle-aged man with a go and explore New York! 3 A typical working
beard and denim jacket). 2 She is a journalist, afternoon with Sasha is not what you would
author, businesswoman and singer. 3 She expect. 4 You have to be careful and keep
rides her motorbike every day in the city. looking in all directions. 5 Riding a bike on the
4 Because it's powerful and can be aggressive, open road means total freedom.
just like a real tiger. 5 They say she doesn't
look like a typical biker. 6 New York drivers 6 Elicit ideas from the class and discuss.
are aggressive, people cross the road without
looking and sometimes cars go through red
traffic lights.
70

11 Tell students to orally
produce their dialogue without
writing it.
idea to discuss and make notes.
better Refer students to SKILLS
the idea
of BULDER 44 for another
That example to help them evaluate
if
their plans. Give students
way five minutes to act out their
dialogues for the class.
why
suggest 13 Ask two or three students
rather for a summary of their

role-play.

Tom
• identify informal language
(about) ten the van
(about) three
in a conversation
Ben's • use a variety of phrases
Jason Ben Carol to make suggestions and
Chris
give positive and negative
lake
reactions.
n
so
ar
Pe
7 Give students a few minutes to read 9 Pause the recording, encouraging the
through the diary entry before listening and class to chorally repeat the suggestions and
completing. reactions. Encourage plenty of intonation to
show positive or negative reactions.
10 Tell students to read through the dialogue
8 Refer students to SKILLS BUILDER 43 first before completing. In pairs, tell students
and give them a few minutes individually to to read the dialogue to check their answers.
complete. To check answers, tell students to Ask two volunteers to read the dialogue to
take it in turns reading the suggestion and the class.
reaction in pairs. Check the answers with the
class. Answers: Student page
71

Background

look at the uses of it and there.
Extra Exercise
Write up empathy on the
board. Give students a
personal example of when you
felt empathy. Ask students
what it means and when they
feel it. Can they give you an
example? (It’s the ability to
share someone else’s feelings
or experiences by imagining
what it would be like to be in
their situation.)
Warm Up
1 Ask students to look at
the photo. Discuss with the
class.
It
n
2 Give students two minutes There
to read the article. Elicit the There
answer from the class. Ask: It
Who do we naturally have
so
There
empathy for? (for people who It
are around us) What is a simple
form of empathy? (copying
facial expressions)
ar
Answers: Chimpanzees yawn
when other chimpanzees
yawn too. An elephant will
accompany a dying friend for
Pe
days. Chimpanzees will look

after a mother who has lost
her child.

from the class.
it and there
individually to complete. They
5 Read the sentences with the class. To 8 Students decide whether to use it or there.
discuss in pairs. Check the
check understanding, ask: Which sentence
answers with the class. For Answers: 2 There are chimpanzees in most
has a meaningful subject? (sentence 1) What
each sentence, ask: What does zoos in the world. 3 It is common for animals
is the subject? (examples) Could you replace
‘it’ refer to? Can you replace to help one another. 4 There is always an
‘there’ with ‘it’? (no)
‘it’ with the noun it is referring alpha male in a chimpanzee community. 5 It is
to? (yes, but we don’t to avoid Answer: Student page true that people’s behaviour is quite similar to
repetition) chimpanzees’. 6 There is little violence among
6 Give students two minutes to translate
bonobos.
Answers: 1 a chimpanzee the sentences. Discuss the translations with
3 empathy. In sentences 2 and the class and write them up on the board.
4, it doesn’t refer to anything. Now your students can:
7 Give students five minutes to complete.
Rule: must; some • recognise when it is being used as a subject
They check in pairs before the class check.
with meaning or not in a sentence
Answers: Student page • use there to show something exists.
CHOICE 45: PAGE 22.
72

4 Ask different students
to read each sentence out to
the class. Give students one
minute to think about it before
eliciting the answer. Ask:
What happened first? (the ball
was headed) What happened
second? (the ball was kicked)
Answer: They all mean the

same thing – first, the ball was
headed, then it was kicked
towards the goal.
5 Elicit the first sentence

as an example. Give students
five minutes to write the
sentences individually. To
check answers, ask individual
students to read their
sentences.
Answers: 1 Having gone/

After going/After I’d gone
into the classroom, I spoke to
the class teacher. 2 Having
n sat down/After sitting

down/After they had sat
down, they started doing their
so
projects. 3 Having got/After
getting/After he’d got home,
he turned on the TV. 4 Having
left/After leaving/After
we’d left the classroom, we
ar
went to the playground.

BUILDER 28 to give them
more guidance and another
Pe
idea for their story. Give

write their notes. In feedback,
write up any useful ideas or
vocabulary on the board. Give
students ten minutes to write
the essays, then a further five
minutes to complete stage 3.
Background 2 Elicit answers from the class. Encourage of four. Give them five to
students to give full sentences. ten minutes to discuss their
stories. Ask for a summary of
In this lesson, students will read a story Answers: 1 He was nervous because it was the funniest story from each
focusing on sequence linking. his first day. 2 His bag caught and everything group.
fell out on the floor. 3 Jorge was nice to him.
1 Allow students more time to compare the 4 some older boys 5 He scored a goal. Now your students can:
differences in pairs before the class check. • use sequence linking to
Text Builder make their writing more
Answers: 1 The boy has no bag in the picture,
interesting
but does in the text. 2 The teacher is in his 3 In feedback, elicit a short summary.
twenties in the picture, but elderly in the text. • organise and write a story
3 The fat boy is wearing a Barcelona T-shirt Suggested answers: 2 what happened: the about an experience.
in the picture, but a Real Madrid T-shirt in the feelings of the people 3 what happened next:
text. 4 Jorge is wearing glasses in the text, how people reacted 4 what happened in the
but he isn’t in the picture. end
73


ook
2 Answers: ther
6 People were hanging around afe

doing nothing. wn
7 We need someone who will
get on with their work even ang
when nobody is there to tell
them what to do.
8 We stopped for a drink but
the others headed on to the
beach.
9 We were late because we
got stuck in the heavy traffic.
10 We didn’t realise at the time
that our troubles weren’t over.
It
3 Answers: There
11 I saw Tom driving his dad’s It
car yesterday.
There
12 Yesterday we listened
to our teacher talk about his
ideas for a class project.
n It
13 While he was playing a

so
computer game, Paul heard his
parents discussing his school
report.
14 Have you seen Brian draw
people’s portraits? He’s brilliant.
ar
15 We watched some people
swimming while we were
eating our sandwiches on the
beach.
Pe
4 Answers:
16 were
17 had locked
18 wouldn’t have closed
19 hadn’t helped
20 wouldn’t be
5 Answers:
21 … hadn’t lied last year,
people would believe them 6 Answers: Self Assessment
now. 26 maybe we could 29 Why don’t we
22 … didn't always listen to us, 27 but it means 30 let’s do that
we wouldn't have voted for 28 What if I
necessary.
them again.
23 … hadn't been safe, we 7 Answers: Student page • When they have finished, get them to look
wouldn’t have decided to move at their scores for each section and decide
here. 8 Answers: what language areas they need to do more
24 … hadn’t been late for 36 Having read the book, I saw the film. work on. Ask them to use the table to find
work last week, I wouldn’t be 37 After we had rested, we set off for the practice exercises.
unemployed now. camp. • Give students time in class or at home to
25 … liked motorbikes, my dad 38 After I had talked to my friend, I felt better. complete the practice exercises they identify.
wouldn’t have sold his. 39 Having waited for an hour, I went home.
40 After I had been to the zoo, I felt sad. • Direct students to the Learning Links at the
bottom of the page to complete either in class
or at home.
74

to read through the information
in the network. Tell them to
fill in any gaps they think
they remember. Ask checking
questions, e.g. What sort of
land is ‘moorland’? (an area of
moor – high open countryside
with grass and small bushes)
Extra Exercise
Put students into pairs.
They should agree on ten
words from the network to
research that they don’t know.
Distribute dictionaries and
give students five minutes
to check their words. In pairs,
students explain the meaning
plains of the words they found.
river
valleys
hills 4 Play the example and
encourage students to repeat
moorlands
the sentences so that they
bays cliffs
n can get a feel of the meaning.

Tell students to underline the
emphasised word first before
so
stone circle telling them to match the
modern
skyscraper meaning.
metal glass glass
panels
Answers: 1 I think the
design's really cool. b; I think
ar
the design's really cool. a
2 One of my favourite
man-made landmarks is
Stonehenge. a; One of my
favourite man-made landmarks
Pe
is Stonehenge. b
3 One day, I’d like to visit
the restaurant at the top. a;
One day, I’d like to visit the
restaurant at the top. b

LANGUAGE CHOICE 49:
PAGE 26.
Background TOPIC TALK to discuss. Tell them to use the
1 Students look at the photos. Elicit ideas. network as a framework.
Durdle Door (The Jurassic Coast): is a Natural Encourage students. Would they want to visit
World Heritage Site, and one of its kind in these places? Now your students can:
England. • use a variety of words and
2 Ask students to guess at the age of the
Stonehenge: located in Wiltshire, Stonehenge landmarks and why they might be important.
phrases to describe landmarks.
is probably the most important monument in
the whole of Britain. The Stonehenge that Answers: a The Jurassic Coast: 1 Part of it
we see today is the final stage that was is in Dorset and part in Devon. 2 250 million
completed about 3500 years ago years old 3 There is a variety of rocks and
fossils. b Stonehenge: 1 100 km west of
The Gherkin: is a tall office building in
London 2 4500 years old 3 It is the most
London, known affectionately as The Gherkin
important prehistoric sites in the world
and is 180 metres tall. It was designed by Sir
because of its size and because it is so well
Norman Foster and opened in 2004.
preserved. c The Gherkin: 1 London
2 2004 3 its revolutionary green architecture
75

Background

look at both defining and non-
defining relative clauses and
will extend their knowledge to
sentential relatives.
Extra Exercise
Choose five or six words from
the network on the Topic Talk
page. Choose features that
will be easy to draw, e.g. rain
forest, cliff, stream, volcano,
skyscraper, brick. Divide the
class into two teams and
choose two students to
draw. Show the two ‘drawing’
students a word on a piece
of paper that only they see.
They must draw the word on
the board and their team must
guess it. Different students
should draw each word. The
n
1
team who guesses the most
wins. 2
so
Warm Up
1 Elicit ideas. Check
understanding of active and
dormant.
ar
ND
2 Give students three ND
minutes to read and then D
one minute to match the
ND
sites. Discuss answers with D
Pe
the class. Also ask: When did D

Mount Vesuvius last erupt?
(1944) What is the hot liquid D
rock called that comes from
volcanoes? (lava) What is a
‘crater’? (the hole at the top of
a volcano) What is someone
who studies volcanoes called?
(a volcanologist)
Answers: a Mount Bromo, Relative clauses 5 Read the sentences with the class. Elicit
Indonesia b Iceland c Mount the answers.
Vesuvius, Italy d Kilauea, Hawaii Tip: With larger presentation sections such as
these, you could give students ten minutes to Answers: Mount Vesuvius, Italy: whose last
3 Discuss with the class. work through the stages on their own while eruption occurred in 1944 (D); during which
you monitor and help individuals. It’s good for volcanic ash buried … town of Pompeii (ND);
students who like to be independent. that it fell on (D); that was opened in Pompeii
(D); whose lives … by the eruption (D)
4 Give students two minutes individually to
Iceland: where there are … volcanoes (ND);
complete, then check in pairs before the class
when Eyjafjallajökull erupted (ND)
check.
Student page
6 Tell students to read the sentences. Elicit
the answer.
76

which to read through the sentences.

Elicit the answer from the
class. Ask: How is it different
from a normal non-defining
relative clause? (You only use
which, it comes as a comment
at the end of the sentence.)

LANGUAGE CHOICE 47:
PAGE 24.
minutes to complete
individually. Monitor and help
where necessary. Students
compare answers in pairs. Ask
a few students to read their
examples.
Example answers: 1 Volcanic

eruptions disturb air travel,
which caused me problems last
summer. 2 Popular landmarks
n are visited by tourists, which

creates a lot of money for the
so tourist industry. 3 More people
travel to distant locations,
which isn’t good for the
environment.
ar
Grammar Alive
to read through the questions.
Pe
class.
Answers: a She feels excited

because they are probably
going somewhere exotic.
b It wasn’t fun. c It was
rather depressing. d It was
disappointing.

by asking two students to read
Practice For practice, students turn to LANGUAGE
CHOICE 46: PAGE 24. it. Give students five to ten
7 Tell students to use the presentation to minutes to ask and answer.
8 Ask: What must you include in a non-
help them. Check the answers with the class. Monitor and help where
defining relative clause? (commas and a necessary. Check answers by
Answers: 2 Popocatepetl, which is Mexico’s relative pronoun) Give students five minutes asking different pairs to read
second highest peak, has erupted more than to complete, then check the answers with the their dialogues.
twenty times since 1519. (ND) 3 Johannes class.
Kepler, whose main interest was astronomy,
Answers: 2 Amsterdam, where there is the Now your students can:
thought volcanoes were ‘ducts for the Earth’s
tears’. (ND) 4 Mount Fuji, which is currently famous Van Gogh museum, is my favourite • understand how to use
considered dormant, last erupted in 1708. city in Europe. 3 Stonehenge, which was built defining and non-defining
(ND) 5 There are a lot of travel agencies in 4500 years ago, was probably used as a burial relative clauses
Iceland where you can buy trips to Iceland’s site. 4 Mount Everest, whose Tibetan name is
• use sentential relative
volcanoes. (D) 6 1902 saw the worst eruption Chomolungma, has claimed the lives of over
clauses to give extra
of Mount Pelée when over 36,000 people 200 people. 5 Istanbul, which has 13 million
information to their sentences.
were killed. (D) inhabitants, is the only big city situated on
two continents.
77

Background
Alan Weisman (b. 1947): is

an American author, professor
and journalist. He has written
several books. The World
Without Us was named the
Best Non-fiction Book of 2007
by both Time magazine and
Entertainment Weekly.
Adlai E. Stevenson (1900–
1965): was an American
politician who was twice an
unsuccessful US presidential
candidate.
2
-
Part 1
Extra Exercise
Elicit some language of 5
speculation from students,

e.g. might be/could be/may be.
7
Also elicit the kind of language
they need to describe photos,
n
e.g. in the background/
foreground, on the left. Put 4
students into pairs. Monitor
so
6
Tip: Describing photos is

an exam task. Students can 3
practise this task as a quick
ar
warm up with most photos in
their coursebook.
Warm Up T
F
Pe
1 Discuss the pictures with

the class. Elicit ideas and write T
up any useful language on the
NI
board. For picture a, ask: Why
do they think there is water NI
in the subway? For picture b, T
ask: What animals can you see?
Why are they free? What has
happened to the plants and
trees?
Reading 3 Give students three or four minutes to
complete. Tell students to underline the part
2 Give students three or four minutes
of the text which gives them the answer.
to read the text. Tell them not to worry
They check their answers in pairs before the
about words they don’t understand. Check
class check. Tell students to use examples
their guesses for Exercise 1. Elicit a general
from the text to justify their answers.
summary of the text. Give students one
minute to read through the sentences. Ask: Answers: Student page
What do you need to look for in order to
match the sentences? (synonyms, reference
words, similar themes) Give them five to ten
minutes to complete. Check the answers with
the class. Ask students to give reasons for
their choice.
78

7 Ask different students to
read out each sentence from
the Sentence Builder. Elicit the
answer from the class. Ask:
How is the form different?
(were + infinitive with to)
Answers: Sentences 1 and 3
Tip: This structure can also be

used to sound less direct or
more polite.
LANGUAGE CHOICE 51:
PAGE 26.
8 Tell students that they
need to use the emphasising
structure from the Sentence
Builder for the question forms,
but they can also think about
their answers. Monitor and
help where necessary. In
feedback, elicit a few ideas.
analysis Answers: 2 What would
n
vulnerability humanity happen if a large-scale nuclear
survival mineral
maintenance advance war were to break out? 3 What
strength would happen if time travel
deterioration population foundations
so
departure
were to become possible?
weakness 4 What would happen if we
were to discover a source of
cheap energy? 5 What would
happen if humans were to stop
ar
having wars? 6 What would
happen if everybody on the
planet were to have enough
to eat?
Pe

to read their chosen texts and
write notes. Monitor and help
with vocabulary.
to ask and answer. Monitor
and help where necessary. In
feedback, ask for students’
opinions on any of the texts
4 Go through SKILLS BUILDER 19 and For practice, students turn to LANGUAGE they have read during the
check students understand the strategies. CHOICE 50: PAGE 26. lesson, including the main text.
Give students five minutes to write their 6 Go through the example. Ask how the
predictions using the Skills Builder as a sentence changes. Tell students to use the
No Comment
guide. main text to help them if they are unsure Ask students in what way
of word order. In feedback, ask individual nature is indifferent. Ask why
Part 2 students to read their sentences. they think Americans are
5 Tell students to try to work out the singled out in particular.
meaning of any words they don’t know (by Answers: 2 The skyscraper’s weakness is its
looking at the context, working out if the foundations. 3 Because of the solidity of the Now your students can:
word might be similar in L1. They check words bridge, it will last for hundreds of years.
• form sentences with a
they don’t know in pairs. In feedback, also 4 After the disappearance of humans, the
variety of different nouns with
check meaning of these words. planet will go back to its original state. 5 Since
different endings
the arrival of humans, Manhattan has changed
Answers: Student page a lot. • use the conditional form to
emphasise meaning.
79

Background
3
Tower Bridge: took eight 2
4
years to build and was
completed in 1894. 11,000
6
tons of steel were used to 1 5
construct the framework for
the towers and walkways.
It was painted red, white
and blue in 1977, as a part
of the Queen’s Silver Jubilee
celebrations. Tower Bridge
has been available for hire for
parties and receptions since
1994.
Millau Viaduct: at 2.4 km long
and 270 m above the river at
its highest point, the Millau
Viaduct spans a 2-km valley in
the Massif Central mountain
range and forms the final link
in the A75 motorway from
Paris to Barcelona. Famous
British architect Norman
n
Foster was in charge of the
viaduct’s appearance. It took
three years to construct.
so
Ponte Vecchio (Old Bridge):
is the oldest of Florence’s six
bridges, dating back to Roman
times. It was built in stone, b
but was destroyed by a flood

ar
a
in 1333 and built again twelve
a
years later. Over the top of
the medieval shops runs the F a
Vasari Corridor, built in 1565
F
Pe
as a private passageway for

the Grand Dukes. Until the T
end of the 16th century, there
NI
were all kinds of shops on
the bridge, but this proved T
too smelly and untidy for NI

Florence’s rulers. It was
ordered that only jewellers
and goldsmiths should be
allowed to do business here.
Listening 4 Read through each sentence. Elicit the
answers.
2 Give students one minute to read the
Warm Up places and look at the diagram. Give students Answers: Student page
1 Give students a few one minute to check their answers in pairs
before the class check. For practice, students turn to LANGUAGE
minutes to discuss the bridges.
CHOICE 52: PAGE 26.
Elicit ideas and opinions from Answers: Student page
the class. Ask students if they 5 Elicit some ideas of places students could
have ever visited Tower Bridge 3 Give students one minute to read through describe and write them up on the board.
in London. What can they tell the sentences. Tell them to mark any in pencil Elicit places in other cities in your country if
the class about it? that they think they remember. Check the students are struggling to think of examples.
answers with the class. For false answers, Give them five minutes to discuss.
Tip: If students have personal encourage students to tell you the correct
experience of something in answer.
the Students’ Book, ask them
to share their experience to Answers: Student page
personalise the topic.
80

four minutes to complete.
Answers: 2 I’d recommend

going to the Design Museum.
3 I don’t think you should go
to the HMS Belfast. 4 If you
haven’t got much time, I think
you’d better go to the London
Eye. 5 If I were you, I’d visit
the Tate Modern. 6 It’s a good
idea to visit the Tower of
London.
11 Put students into A/B

c pairs. Elicit some ideas of
e places to visit and write
d
f them up on the board. Give
a students five minutes to
choose their places and make
notes. Refer students back to
SKILLS BUILDER 7 as they
complete stage 2. Monitor and
help where necessary. Ask
one or two pairs to read their
n dialogues to the class.

12 Elicit ideas and opinions.
so
• use expressions with
-ing or infinitives to give
recommendations
ar
• use active listening
strategies to show interest
when having a conversation.
Pe
6 Give students one minute to read through 8 Refer students to SKILLS BUILDER 45
the options before playing the recording or and give them a few minutes in pairs to read
DVD. Check the answers with the class. and translate the questions and answers.
Check a few of them with the class.
9 Do this exercise as choral drilling,
7 Refer students to SKILLS BUILDER 7. encouraging plenty of intonation.
Elicit any words in the recording they think
match any of the strategies in the SKILLS
Builder. Play the recording or DVD again,
telling students to make a note of the relevant
words.
Answers: gestures and facial expressions;

sounds: mmm; hmm; short expressions
to show you are listening: I see; Okay;
expressions to show interest: Interesting
81

Background
The Pantheon: was built

between ad 118 and 125, but
the architect is unknown. The
Pantheon exists today in such
amazing form because the
Byzantine emperor Phocas
gave it to Pope Boniface IV in
ad 608 and it has been used as
a church ever since.
Warm Up
1 Look at the photo and
elicit ideas from the class.
Write up any useful vocabulary
on the board. Ask if anyone
has visited the Pantheon.
minutes to read the text. Elicit
the answers from the class.
Also ask: When was it built?
n
(2000 years ago) Is there glass
in the oculus? (no) Where does
the rain go? (down a drain)
so
Answers: It is interesting
because it is round, unlike
most ancient buildings and it
has an unforgettable interior.
The author thinks it’s magical.
ar
from the class.
Pe
Emphasis: nominal
relatives
4 Read the examples and
the meanings of what. Elicit

to read through the sentences.
7 Do number 1 with the class as an example. 8 Go through the example.
They discuss in pairs, then
elicit the answer. Write it up on the board. Give students five
Answers: 2 What people don’t know is that the
minutes to complete the other sentences
Answers: Student page Pantheon dome is thinner at the top. 3 What
individually. In feedback, ask individual
what I'm going to remember tourists don’t realise is that there is no glass in
students to read out sentences.
best is the Pantheon; what the oculus. 4 What you need is a good guide.
makes an unforgettable Answers: 1 I’m going to get you what you 5 What I don’t remember is the weather on that
impression is the interior need. 2 You can say whatever comes to your day. 6 What I really want is to have a good time.
mind. 3 You have to buy what suits you. 7 What you must see is the Forum Romanum.
6 Ask two students to read 4 You are healthy, you can eat whatever you 8 What I don’t like is sightseeing in the rain.
each sentence and elicit the want. 5 Choose what looks best. 6 I don’t
answer from the class. Elicit read whatever you advise me to. 7 I’m not For practice, students turn to language
the translated sentences and interested in what you do. 8 You can’t buy choice 48: PAGE 24.
write them up on the board. whatever you like.
• recognise and use nominal relatives
(emphasis).
82

Text Builder
minutes to match the topics
individually. They check in
pairs before the class check.
2 1
4 3 Answers: Student page
4 Elicit an example for each

meaning. Write them up on the
board in three columns before
giving students five minutes
to complete. Pass the board
pen to individual students to
write one word in the correct
column on the board. The
class can check their answers
against the lists on the board.
Elicit which adjectives are
used for food or people.
Answers: a: beautiful,
picturesque, eye-catching,
stunning, striking b: delicious,
spectacular, marvellous,
n
extraordinary, impressive,
breathtaking, brilliant, amazing,
fascinating c: sociable,
so hospitable, welcoming, good-
natured, warmest
People: sociable, hospitable,
beautiful, stunning, striking,
welcoming, good-natured,
amazing, warmest,
ar
extraordinary, fascinating
Food: delicious, marvellous,
amazing
Pe

to complete, then discuss
the best answers in pairs.
Ask one student to read their
description.
BUILDER 29. Elicit some
ideas about what a favourite
place could be. Give students
five minutes to decide and
Background 1 Give students three minutes to read the make their notes individually.
text. Elicit the answers from the class. Also Tell students to use both the
ask: What activities does the author mention? example description on this
The Marvellous City: is the nickname for the
(football, samba dancing, relaxing in a café) page and the SKILLS BUILDER
city of Rio. Other examples include New York
What geographical features are mentioned? to write their description. Give
(The Big Apple), Chicago (The Windy City),
(Guanabara Bay, mountains, sandy beaches, them ten minutes to complete.
London (The Big Smoke), Rome (The Eternal
the Atlantic, Mount Corcovado, hills) What
City), Edinburgh (The Athens of the North), 7 Give students a few
problems does it have? (depressing slums,
Lisbon (The White City) and Budapest (The minutes to compare and
violent crime)
Pearl of the Danube). discuss.
Answers: the people, the location and there
is lots to do Now your students can:
Extra Exercise
• use a variety of adjectives
Tell students to look at the photo. Elicit a 2 Elicit ideas and opinions from the class.
to make their writing more
description and ideas about what kind of city
interesting
it is, what you could do there, the language
and the culture. • write a description of a
favourite place.
83

1 and 2 alley
Answers: Student page atural
ircles
3 Answers:
12 4500 years ago, the tained
Santorini volcano erupted, ridges

which destroyed the Minoan
civilisation.
13 Scientists believe that a , which
part of the Canary Islands may
who
fall into the sea, which could
cause a giant tsunami. , whose
14 A large asteroid hit the
Earth 65 million years ago, where
to go
not to
which might have killed the , when try
dinosaurs. which
seeing
standing
15 In 2005, the USA was hit by
Hurricane Katrina, which caused take
81 billion dollars of damage.
buying
16 In 2010, about 15
n
centimetres of snow fell
on London, which caused
Heathrow Airport to close.
17 In January 1963, England
so
had a very cold winter, which
caused the River Thames to
freeze.

ar
5 Answers:
population
24 It’s worth reading this arrival
guidebook before you go. You
Pe
don’t want to miss anything survival
important.
25 It’s a good idea to get some thickness
disappearance
fresh air and see somewhere
different. growth
26 There’s no point in waiting
any longer. They aren’t going
to come now.
27 It’s important to take the
right equipment when walking
in the mountains. 7 Answers: Self Assessment
28 There’s no point in 36 What you must get is a good map.
worrying about your exams 37 What I always worry about is missing my
now. Wait until we get our plane.
necessary.
results. 38 What people don’t understand is how the
29 It’s worth visiting the stones got here. • When they have finished, get them to look
amusement park. It’s great. 39 What I don’t like are long guided tours. at their scores for each section and decide
40 What you notice first is the amazing what language areas they need to do more
6 Answers: Student page artwork. work on. Ask them to use the table to find
practice exercises.
• Give students time in class or at home to
• Direct students to the Learning Links at the
or at home.
84

Extra Exercise
Tell students to choose five
words from the network.
Individually, they should
write a sentence for each
of the words which shows
the meaning in context.
Then in pairs, students read
their sentences, leaving out
the key word. Their partner
must guess the missing
word. Monitor and help with
meanings where necessary. In
feedback, ask a few students
to read their sentences while
15 the rest of the class guess the
up 23
down 13 word.
up 12
4 Play the recording for
numbers 1 and 2. Check the
stress with the class. Play the
remainder of the words. Play
the recording again, pausing
after each word to do a class
check.
n
Answers: 3 present 4 present
5 decrease 6 decrease
7 export 8 export The stress
so
falls at the beginning of the
words for nouns and at the
end of the words for verbs.
Extra Exercise
ar
Play the recording again,
telling students to make notes
of as many words as they can.
Without playing the recording
again, students have to use
Pe
their notes to reconstruct the

full sentences. They work in
pairs. Once they think they
have a complete sentence,
play the recording again for
students to check.
LANGUAGE CHOICE 53:
PAGE 27.
Background 2 Ask students if they need to listen for
5 Tell students to use the
words or figures.
words and phrases from the
E-learning: any learning or teaching that is Answers: Student page network and also any notes on
delivered electronically. the board that you made from
3 Check the difference between a product Exercise 1. Monitor and help
Civil servant: a person who works in a
(something made to be sold) and a service (a where necessary.
government department.
system or organisation providing for a basic
public need). Now your students can:
TOPIC TALK Answers: 1 computer games' manufacturers
phrases to discuss business
2 mobile phone network providers 3 services
1 Discuss with the class. Elicit ideas and 4 products 5 attractive 6 well-made and work.
write them up on the board. 7 services 8 inefficient 9 overpriced 10 hardly
any 11 have done 12 some part-time work as
a shop assistant and some voluntary work for
my school 13 set up my own business
85

Background
Vanessa Van Petten

(b. 1986): is a CNN columnist,
winner of the Mom’s Choice
Award and an author with
Penguin Books. She travels
the country speaking to
all types of groups about
family relationships and teen
lifestyles. Vanessa also runs
a popular website called The
Science of People.org. On this
website, she shares the latest
research on human behaviour,
relationships and personal
development.
Jamal Edwards (b. 1990):
started the online channel
SBTV in 2007, aged 16.
Such has been the success
of SBTV that Edwards has
been credited with helping to
reinvigorate the UK Rap and
n
Grime scene.
Rita Rudner (b. 1953): is an
American comedian, writer and
so
actress.
Part 1
Warm Up
ar
1 Check understanding of
entrepreneur (someone who
starts their own business,
especially when this involves
Pe
seeing a new opportunity).

discuss in pairs. Monitor and
help where necessary. Elicit
ideas from the class. Give them
a few minutes to check on
page 130.
Reading 4 Tell students to cross out the answers

that are incorrect as well as finding the
correct answer. They should find evidence in
the text to back up their answer. In feedback,
Take them through the stages. Give students
encourage students to give examples from
five minutes to write their questions, then
the text to support their answer.
five minutes to answer them. In feedback, ask
what students found out about each person. Answers: Student page
3 Tell students to swap their own questions
with a partner. They can now answer a
different set of questions.
86

with the class and give
6 1 students a couple more
5 8 examples based on personal
3 4
experience (these can be made
2 7
up). Give students five minutes
to complete. In feedback, ask
for a few examples.
8 Put students into pairs
to choose and discuss the
questions. Monitor and help
where necessary.
Extra Exercise
For groups that finish talking
about two of the questions
before the rest of class, tell
them to choose another point
to discuss.
from the class. Encourage
students to have a class
discussion.
No Comment
n Ask students to give

advantages and disadvantages
so
of working at home.

• recognise and use a variety
of idiomatic phrases
ar
• use reference phrases to
give more information about a
sentence.
Pe
Part 2 6 Do the example with the class. Go through

5 Tell students to refer back to the text number 2 as a class and elicit the answer.
to see the words in their complete context Give students a few minutes to complete the
in order to help them complete. Check the remainder of the exercise. Give them time to
answers with the class. compare in pairs before the class check.
Answers: Student page Answers: 2 on the online community 3 using

online resources, reading books, attending
For practice, students turn to LANGUAGE conferences and getting advice from people
CHOICE 54: PAGE 27. she knew 4 because social media is a good
place to get in touch with new users 5 getting
a video camera for Christmas and uploading a
film which got 1000 views

CHOICE 55: PAGE 27.
87

Background
An apprenticeship: is a
scheme offered in the UK to
people who want to train as a
skilled person. They work for
an already trained person for
a particular period of time and
often for low payment, in order
to learn that person’s skills.
Warm Up
1 Put students into pairs.
Give them five minutes to
discuss the photos. Tell them to
think about what the job might
be like, what hours the people
might work and if they think it
is an enjoyable job. Elicit ideas
and opinions from the class.
minutes to read and answer
n
the questions individually.
Check understanding of on
the rise, apprenticeship and We don't need any new
so staff.
sceptical. Check the answers
with the class. We won't pay you.
Answers: 1 youth We have been looking

for a job for weeks.
unemployment 2 unpaid
apprenticeships and work
ar
experience schemes 3 They
are unsure the schemes will
work.
Pe
Extra Exercise b
a
Elicit the sort of jobs that it
might be possible to get an c
apprenticeship doing. Ask why
people would choose to do one
and what the advantages or
disadvantages might be. Would
students consider doing an
apprenticeship scheme?
Reporting 5 Give students a few minutes to complete
or four minutes to read
individually before the class check.
the comments. Elicit ideas. 4 Do the first sentence with the class.
Check understanding of Elicit and write the answer up on the board. Answers: Student page
GCSE (General Certificate of Give students a few minutes to complete
Secondary Education taken at individually. Elicit and write the answers up on
age 16 of which English and the board.
Maths are compulsory subjects).
Answers: 1 positive
2 negative 3 positive
4 negative 5 negative
88

Answers: 2 Unemployment is
expected to rise. It is expected
that unemployment will rise.
advised
suggested 3 Economic problems are
offered known to have started a long
accuses
warned
time ago. It is known that
inquired economic problems started
threatened a long time ago. 4 Good
admit
education is believed to give
better job opportunities. It is
believed that good education
gives better job opportunities.
5 Colleges are said to have
stopped teaching practical
skills. It is said that colleges
have stopped teaching
practical skills.

LANGUAGE CHOICE 57:
PAGE 28.
Grammar Alive
passive
present
to read through the sentences
infinitive first before playing the
recording, twice if necessary.
to have reached: an opinion about the past
to help; to have: an opinion about the
present or future n Students check in pairs before
the class check.
so

ten minutes to complete. Tell
them to use the presentation
ar
to guide them.
Answers: 2 Steve Jobs is

believed to have been the
biggest visionary in business.
Pe
It is said/has been said that

his company is not going to be
so creative without him. 3 It
is known that employers look
for experienced workers. Work
experience programmes are
expected to help young people
6 Elicit the answer to number 1. Give Practice find jobs. It is hoped that a lot
students five minutes to complete, then check of teenagers will benefit from
9 Go through the example with the class.
in pairs. them. 4 Bill Gates is known
Give students five minutes to complete
to have started his business
Answers: Student page individually before the class check.
as a teenager. His company is
For practice, students turn to LANGUAGE Answers: 2 He said he was rich. 3 He said believed to have earned billions
CHOICE 56: PAGE 28. that money doesn’t bring happiness. 4 He said of dollars throughout the years.
that he was going to give £5 million to charity. Gates is known to have given a
7 Go through each sentence with the class. lot of money to charity.
5 He said that he has three children. 6 He said
Answer: Student page that his business was in perfect shape.
There is no need to change the tense in Now your students can:
8 Give students five minutes in pairs to sentences 3 (general truth) and 5 (still true at
discuss the answers. Check the answers with • use reported speech when
the moment of reporting).
the class. part of the sentence has not
10 Tell students to use the presentation to been changed to the past tense
Answers: Student page help them. Go through the example with the • use a variety of reporting
class. Give students five minutes to complete verbs to report a situation.
individually, then check in pairs.
89
M04_CHOI_TB_UINGLB_2223_P4.indd 89 21/01/15 11:10 AM

Background

watch a DVD about a reality
show.
Warm Up
1 Go through the network
with the class. Check the
meaning of any difficult words.
discuss the questions.
Listening
2 Students check in pairs
Answers: 2 write a sales talk

3 produce a prototype
4 find a gap in the market
5 do market research
6 study the competition
n
sentences. Tell them to think T
about what the gapped words
so
F
might be. Students check
their answers in pairs, then T
elicit answers from individual F
students.
ar
F
Answers: 2 from the
competition’s 3 customers’
needs 4 dress properly
5 three-dimensional version
Pe
6 services of a technician
7 solutions to problems
8 check out
4 Discuss with the class.
DVD Choice
5 Ask students if they can
remember what an apprentice
is (a person who trains on 6 Give students one minute to read and 7 Elicit ideas from the class.
the job). Tell students to
discuss what they remember before playing
read through the statements
the DVD again.
and ask them what sort of
apprentice they think they Answers: 1 Someone who is aggressive (killer
might see in the clip. Give instinct) and someone very clever (spark of
students one minute to check genius). 2 He is demanding and strict. He
their answers in pairs and expects the participants to do what he did in
discuss before playing the DVD business. 3 Hannah’s because she is a better
again with the sound. leader, more relaxed and gets good ideas from
the boys. 4 Flex ’n’ store: multifunctional,
storage, table, games unit Slide Stuff:
durable and light, flexible, can use as a trolley
or sled 5 They hated the product.
90

13 Tell students to use the
presentation from Exercise 12
as a guide. Give students
What's five minutes to choose their
Another
that's
product and make notes.
What's Monitor and help with
vocabulary and language. Go
even
through SKILLS BUILDER 47
does and check students
that
all
understand the strategies.
Elicit which they think is the
most useful. Give students
role-plays. Monitor and make
notes. In feedback, comment
on common errors and any
interesting language you
heard.
Tip: Always give feedback

on the positive elements of
an exercise as well as giving
T
F
feedback on corrections. It
F keeps students motivated to
T feel they are making progress.
F
n Extra Exercise
Tell students to try to sell the
T
so product to a different student
(not their partner).
14 Discuss with the class.

ar
• use a variety of phrases
to convince someone about
something.
Pe
8 Tell students to look at the photo and 10 In pairs, students take it in turns reading
elicit ideas about what it might be. Discuss. the sentences to get a sense of the stress
and intonation. Refer students to SKILLS
Answers: you can play and practise with
BUILDER 46 for extra guidance. Elicit the
them; great sound quality; high quality cotton
answer from the class.
9 Go through SKILLS BUILDER 8 and the
Answer: more emphatic
questions with the class. Elicit ideas. Based on
their responses, tell students to read through 11 Do the exercise, using choral drilling.
the statements, trying to answer the ones 12 Tell students to read through the text
they remember before playing the recording first to get a sense of the context before
again. Go back to the SKILLS BUILDER again, trying to complete the gaps. Check the
checking if students can answer the questions answers with the class.
more fully.
91

Background
George Soros (b. 1930):

is a Hungarian-American
businessman. In 1947, he
emigrated from Hungary to
England, then to New York.
He is a billionaire, but gives a 2
lot of money to educational 5
causes and to help human
rights.
e
b
c
Warm Up
a
1 Give students three d
minutes to read the article.
Discuss the questions with
the class. Ask: What is the
disadvantage of analysing a
lot of data? (it wastes time)
In what situations can a quick
decision be good? (when
choosing to marry someone)
Answer: relying on intuition
2 Discuss opinions with the
n
class.
so
Infinitives
ar
minutes to complete
individually. Allow them to
check their answers in pairs
Pe

Infinitives in text: to buy (S),
have chosen (PR), have made
S
(PR), to have been helped (PS), PR
to do (S), to go (S), be selected
PS
(PS), to be made (PS), give (S), PS
be (S), to be telling (C) C
4 Read through the two

sentences with the class and
elicit the answer. For practice, students turn to LANGUAGE 7 Tell students to read through the text
Answers: Student page CHOICE 58: PAGE 28. first to get a sense of the context. Check the
6 Elicit the answer to number 1 as an answers with the class.
5 Do number 1 as an example with the class. Tell students to
example so that students can Answers: 1 to be dominated 2 to have 3 to
use the presentation to guide them. In
see they are matching similar know 4 have been dreaming 5 have been
feedback, ask individual students to read their
meanings. Tell them to look at produced 6 work/be working 7 be paid 8 have
sentences to the class.
the tense being used to help used
them. Give them five minutes Answers: 1 have taken a very good
to complete. They discuss their decision 2 have been acquired illegally 3 to Extra Exercise
answers in pairs. Check the be questioned 4 be thinking about a new Ask students if they would boycott products
answers with the class. strategy 5 be working here that they knew were made by children.
Answers: Student page Now your students can:

• write sentences using infinitive forms.
92

minutes to complete, then
check the answers with the
class.
Answers: a providing;
provided that b although;
However c Moreover
d especially; particularly

example of a report, including
the phrases and vocabulary
they may need. Tell them to
use this and the report on
the Students’ Book page as
a guide. Give students five
minutes to choose a topic and
make notes. Once students
have conducted their research,
give them ten minutes to write
their report.
Tip: If you don’t have access

to computers in school, set up
n the writing activity in class,

then set the research for
homework.
so
of three to read and compare
their reports. Try to group
students with students that
reported on different subjects.
ar
• write a report using a
variety of expressions and
Pe
linking words.
1 Give students five minutes in pairs to Text Builder

discuss. Ask students if they have an older
3 Elicit the answers from the class.
sibling or family member that does (or did) one
of these jobs. Did they like it? What was the Answers: b lines 1–2 c lines 27–35
pay like? Ask students if they would consider d lines 5–22 e lines 23–26
going abroad to work.
4 Give students three minutes to complete
2 Give students three minutes to read the
and check in pairs.
article. Ask: Where was the research done?
(on the internet) Which countries are the Answers: a the objective of b vital; essential;
most popular? (France and Spain) What sort of important c another alternative; another option
jobs are popular in the USA? (group leaders,
monitors and lifeguards) Does grape picking pay
well? (no) What do you need for some countries
to work abroad? (a working holiday visa)
93

2 Answers: opportunities
7 News of our website has
voluntary
spread by word of mouth. part
8 I was very pleased when
experience
my blog clocked up its 1000th
visitor. value
9 In the long run this job will
punctual
lead to great opportunities.
10 Her positive attitude to
work is paying off. What's
Another that's
11 Don’t rely on other people.
You should take matters into also
it's
your own hands.
12 Inventors shouldn’t worry better
about anything which will
cloud their vision.
4 Answers:
18 Mr Davies accused Mark of
n
being late.
so
19 Mark admitted That's why
oversleeping/that he had
That's
overslept. where
20 Mr Davies threatened to get That's
how
someone else.
ar
That's
21 Mr Davies advised Mark/ what
That's
when
him to get more sleep.
22 Mr Davies warned Mark/
him that he would be watching
Pe
him.
23 Mark offered to work late.
5 Answers:
24 It is known that success is
difficult.
25 It is believed that young
people are lazy.
26 Unemployment is expected
to become worse.
27 It is said that shops will 7 Answers: Self Assessment
disappear. 35 I work during the holidays in order to save
28 Prices are reported to have money.
risen by six percent this year. 36 I want to become very rich.
necessary.
37 It's good to be working for myself.
6 Answers: Student page 38 Mark may have lost his job last week. • When they have finished, get them to look
39 We seem to have been employed to do the at their scores for each section and decide
boss’s shopping. what language areas they need to do more
40 This money is known to have been stolen. work on. Ask them to use the table to find
practice exercises.
• Give students time in class or at home to
• Direct students to the Learning Links at the
or at home.
94

minutes in pairs to compare
and discuss their answers.
Discuss opinions with the
class. Encourage students to
explain why they agree or
disagree.
Check understanding of style-
conscious (to be aware of how
you look). Give students one
minute to check in pairs before
the class check.
Extra Exercise
Display three or four pictures
of objects (these could be
adverts) and clothes from
magazines around the
look
elegant classroom. Read a description
be good quality
of one of the pictures using
is so vocabulary from the network,
n
it looks innovative
sophisticated e.g. (a trendy new kettle):
is poor quality
looks cheap This object is stylish as well
as durable. It’s user-friendly
so
smart and functional. Best of all is
long- cotton
that it doesn’t cost a fortune.
sleeved Students guess which picture
you are describing. They do
the same in pairs.
ar
4 Play number 1, asking
students what they can hear
(by a said quickly sounds like by
ya). Play the remainder of the
Pe
sentences. Play again, pausing

the recording for students to
repeat.
LANGUAGE CHOICE 62:
page 32.
5 Put students into groups.
Tell them to use the network as
a guide. Give them five minutes
Background Dame Vivienne Westwood (b. 1941): is a to discuss. In feedback, ask
famous and eccentric British fashion designer. students to give two or three
Her 2011–2012 autumn and winter Gold pieces of information about
Coffee pot for masochists and Flat chair: Collection is a good example of her work. The their partner.
are two of Jacques Carelman's famous theme of the exhibition is ‘worldwide woman’
'impossible objects'. Carelman is a French and she got inspiration for it from around the Now your students can:
painter and sculptor whose first catalogue of world.
strange and humorous objects came out in • use a variety of words and
1969. phrases to describe style.
Le Million mobile phone: is handmade by

TOPIC TALK
Swiss jewellers Goldvish. It costs €1 million.
It is made of solid 18-carat white gold and is 1 Give students five minutes to discuss.
studded with diamonds. It has all the latest Elicit ideas and opinions from the class.
mobile phone technology and is one of the
most expensive mobile phones in the world.
95

Background
Jonathan Ive (b. 1967): is a

British designer and senior
Vice-President of Industrial
Design at Apple Inc. The iPod
was developed in less than
one year and unveiled in 2001.
Philippe Starck (b. 1949): is a
French product designer. The
Juicy Salif is a cult item and is
considered an icon of industrial
design that has been displayed
in New York’s Museum of
Modern Art.
Le Corbusier (Charles-
Édouard Jeanneret) (1887–
1965): was an architect,
designer and writer, famous
for being one of the pioneers
of modern architecture. The a
LC2 has become one of the a
most recognised furniture b
designs in the world.
n
b
Michele De Lucchi and
Giancarlo Fassina: designed
the Tolomeo lamp. It has
so
become an icon of Italian
modern design. Originally a
desk fitting with a constant
tension arm structure, it
ar
became an instant success. no
no
Arne Jacobsen (1902–1971):
was a Danish architect and
designer. Chair 3107 was one no
of the most successful chair no
Pe
designs of the twentieth

century. Its simple, elegant Past Simple
form and suitability for mass
production ensured its success. Past Perfect
Warm Up
1 Discuss the photos with
the class. Students give
3 Give students one minute to think of two 5 Give students two or three minutes to
reasons for their choices.
objects. Tell them to refer to the Topic Talk work through the questions individually. They
2 Give students four page for vocabulary if necessary. Elicit ideas. compare and discuss their answers in pairs
minutes to read individually before they complete the table. Check the
and complete. Elicit answers. answers with the class.
Regrets
Answers: 1 It’s light, Answers: Student page
4 Give students a few minutes to match
comfortable and has universal
and translate the sentences. Ask checking
appeal. 2 It’s easy to navigate,
questions, e.g. Sentence 1: Did I buy it? (no)
a perfect size and beautiful. Practice
Sentence 2: Did I ask her to save it for me?
3 It’s simple, elegant and 6 Give students two minutes to complete.
(no) Sentence 3: Did he get a Nobel Prize? (no)
makes you want to work. Elicit the correct answers and reasons why the
Sentence 4: Am I interested in design? (yes)
4 It’s elegant. 5 It’s other answers are incorrect.
Did I get interested in it later or earlier than I’d
comfortable and the design
hoped? (later)
still looks fresh. Answers: Student page
96

9 Elicit some ideas and
write them up on the board.
write sentences. Give students
a further three minutes to
discuss their ideas in groups
of three or four. In feedback,
comment on the most
interesting ‘wishes’ that you
heard.
Grammar Alive
didn't go
to the Dutch. In feedback, elicit full
Netherlands
sentences from the class.
doesn't have a didn't go on
pen like Louise's that design
course Answers: Student page
Extra Exercise
Use the dialogue to focus
on the intonation of the
sentences starting I wish. Play
the recording. Do the exercise
n 11 Ask two students to

read the example dialogue.
Encourage intonation in the I
so
wish sentence. Give students
five to ten minutes to ask and
answer. In feedback, correct
any common errors.
12 Give students two
ar
personal examples of your
own. Give them five minutes
to write their own sentences
and a further few minutes to
Pe
discuss in pairs. Elicit some

ideas from the class.

• talk about past and present
regrets.
7 Elicit the answer to number 1 as an 8 Elicit the answer to number 1 as an

example. Tell students to use the presentation example. Check understanding of It’s a pity
to help them. Give them five minutes to (an informal way of expressing regret). Give
complete. Check answers by asking for full students five minutes to complete. They
sentences. check in pairs before the class check.
Answers: 1 I could have become an architect. Answers: 1 I wish I had some designer
2 I should have got my children interested in objects in my room. 2 I wish I hadn’t spent so
design. 3 I could have designed (some) toys. much money on this carpet. 3 I wish my school
4 I shouldn’t have worked so much. 5 I should building wasn’t so ugly. 4 I wish I had visited
have worked with other designers. 6 I could the Museum of Modern Art when I was in New
have created my own school of design. York. 5 I wish there were more interesting
designers in my country. 6 I wish we had been
For practice, students turn to LANGUAGE taught art and design at school.
CHOICE 59: PAGE 30.
CHOICE 60: PAGE 30.
97

Background
EN-V: is a 2-seater car

designed by General Motors.
It can rotate 360 degrees and
be driven in manual mode with
a driver – or without. It runs
on battery power for about
25 miles on a charge, with top
speeds of 25 miles per hour.
Mike Rutherford: is a
columnist for The Telegraph
newspaper. He is known as
Mr Money, and advises on the
best deals on new and used
cars, along with advice that d
will save consumers money.
General Motors: is an
American multinational
corporation. Its headquarters
are in Detroit, Michigan. It is a
the world’s largest car maker
and is one of the leading users
of renewable energy. General
n
e
Motors was the first company
(in the modern era) to release
an all-electric automobile.
so
It produces cars such as the
Opel, Chevrolet and Cadillac.
c
Tommy Cooper (1921–1984):
was a British TV comedian and
ar
magician.
Part 1 automobile, / automated

g
Warm Up inefficient
Pe
over-engineered, overcrowded
preview
recharge
unicycle and hydrogen. Give ultra-efficient
students five minutes to uncrashable
underestimate
discuss. Elicit and discuss ideas
with the class. not 2, 7; again 5; too 3; before 4; very 6; on it's own 1 f
Reading
BUILDER 21. Give students 3 Give students five minutes to complete. For practice, students turn to LANGUAGE
one minute to read. Ask: What Elicit ideas from the class. CHOICE 63: PAGE 32.
should you do first? (read the
text quickly). Elicit further key Answers: 1 Yes, it made him smile. 2 He Tip: Most prefixes become part of the word
points to check understanding. is sceptical. 3 The company has failed to with use and no hyphen is used. However, in
Give students two minutes to achieve its goal. 4 Yes, because he writes for English you can use prefixes with different
read through the text and the Telegraph Motoring and although sceptical, he words to create new compounds (which
paragraphs. Ask: Is it a petrol describes himself as a fan of electric vehicles. are not in the dictionary), e.g. pre-charged
or electric vehicle? (electric) 5 Students' own answers (charged before), over-engineered (having too
Is it a car? (no) Will they cost much engineering), ultra-efficient (very, very
4 Tell students to refer back to the text for
as much as conventional cars? efficient).
ideas. Give them five minutes to discuss.
(no) Give students five to ten 6 Ask individual students to read each
minutes to complete the gaps. Part 2 sentence. Elicit the word that can be used
They compare in pairs before instead.
5 Go through the example. Give students five
the class check.
minutes to complete before the class check. Answers: Student page
98

Extra Exercise
Put students into pairs.
Tell them they are going to
make a radio advert for a car.
They should write a short
description of their chosen car,
although telling the consumer what the
car looks like and why it is the
although
best car to buy. Students read
their adverts in class and the
nevertheless
other students decide which
car they would want to buy.
Students could record their
adverts.
No Comment
Ask: What is a parking fine?
Why is the joke funny? What
is the play on words? Fine
(adjective) means good and
fine (noun) means an amount
of money that has to be paid
for not obeying the law.
n • recognise and use a variety

of prefixes
so
• use even to make their
writing more interesting.
ar
Pe
For practice, students turn to LANGUAGE 8 Elicit some different car makes and write
CHOICE 64: pAGE 32. them up on the board. Give students five
7 Go through the example with the class. minutes to discuss and make notes. Monitor
Check understanding of utility vehicles and and help where necessary.
Range Rover. Give students five minutes to
complete. Students check in pairs before the Tip: Try to get an idea of who knows
class check. something about cars in the class and pair
them with someone who doesn’t know so
Example answers: 2 Sports cars can be driven much.
at extremely fast speeds. Even so, I wouldn’t 9 Put students into groups of four so they
drive one because they are expensive to run. can compare their ideas.
3 Electric cars are slow, even though they are
efficient. 4 Motorbikes are really fast, even if
they are unsafe. 5 Large utility vehicles, like
Range Rovers, are polluting, even if they are
comfortable and safe.
99

Background
Black Monday (1987): the

Stock Market crash began in
Hong Kong and spread west
to Europe, hitting the US.
New Zealand’s market was hit
especially hard, falling about
60 percent from its 1987
peak, and taking several years
to recover. The terms Black
Monday and Black Tuesday
are also applied to 28 and 29
October 1929, which occurred
after Black Thursday on 24
October, which started the
Stock Market crash of 1929.
Paul Erhlich (b. 1932): is
an American entomologist,
famous for a book written
in the 1960s on human
overpopulation.
Warm Up
n
1 Elicit the types of
so
machines students use every
day, e.g. iPhone, mobile b
a
phone, coffeemaker, toaster,
photocopier, computer and bike.
Check understanding of glitch
ar
(a small problem or fault). Elicit
answers to the questions from
the class and discuss.
Pe
Listening
2 Go through SKILLS
BUILDER 9 and check
strategies. Give them a
few minutes to look at the
photos and read through the
questions. Go through the
rubric. Check understanding
of chronological. Play the 3 Give students one minute to read 6 Go through the example with the class.
recording and follow up with through the questions and answers. Check Tell students to refer to the Sentence Builder
some checking questions. Elicit understanding of chip (a computer part), crash to help them. Give them five minutes to
the answer from the class. (to suddenly stop working) and software complete. Elicit full sentences.
(computer programs). Students discuss their
Answer: Student page Answers: 2 It has been really difficult to log
answers in pairs.
on to the internet at school for ages. It’s time
Answers: Student page that they improved the wi-fi at school. 3 It’s
been freezing at school for days. It’s time that
4 Discuss the questions with the class. they repaired the school central heating.
5 Read through the sentences with the 4 It’s one o’clock. It’s time to have lunch. 5 You
class and elicit the answers. have put on a lot of weight recently. It’s time
that you stopped eating so many snacks. 6 It’s
Answers: Student page midnight. It’s time to go home and go to bed.
CHOICE 65: PAGE 32.
100

10 Do this as a class exercise,
pausing the recording and
sentence with the class. Tell
students to use the Talk
Builder to hep them.
Answers: 2 It might be
a problem with the fuel.
3 Whenever you turn it on, it
makes a strange noise. 4 One
solution would be to change
the battery. 5 Another option
would be to buy new controls.
6 The problem with that is
that it would cost a lot.
B 12 Give students five minutes

B
B
to decide on an item and make
T notes. Monitor and help with
B vocabulary. Tell students to
T
use the Talk Builder and any
ideas that they thought of at
the beginning of the lesson
n
to help them. Give students
role-play. Monitor and check.
problem
so In feedback, comment on
problem
problem any interesting vocabulary
and language you heard and
problem
solution correct any common errors.
solution
13 Ask a few of the pairs
ar
solution
solution to give a summary of their
solution problems and solutions.
solution
solution
solution
No Comment
Pe
Ask students to discuss the

statement.

• use a variety of phrases
to talk about problems and
solutions.
7 Elicit ideas and suggestions. 9 Give students five minutes to complete.
8 Give students one minute to read through Refer them to SKILLS BUILDER 48. They
the statements. Tell them to write answers discuss their answers in pairs.
in pencil from what they remember. Play the Answers: Student page
recording/DVD again, telling students to check
their guesses.
101

Background
Marilyn Monroe (1926–1962):

was an American actress.
She was born Norma Jeane
Mortenson. She overcame a
difficult childhood to become
one of the world’s biggest and
most enduring sex symbols.
During her career, Monroe’s
films grossed more than
$200 million. She was married
three times, first to James
Dougherty, then Joe DiMaggio
and finally Arthur Miller. The
dress that she wore in The T
Seven Year Itch had belonged F
F
to actress Debbie Reynolds
before being auctioned off.
She died aged 36.
Warm Up
n
1 Discuss the photo with the
class. Elicit any information
students know about Marilyn,
e.g. the films she starred in,
so
why she was so famous and
who she married.
2 Give students two
minutes to read and complete.
ar
class. Ask students if they
have seen the film or seen
pictures of the scene.
Pe
3 Elicit ideas, e.g. Levi Jeans,

the Duchess of Cambridge’s
wedding dress (now on display
at Buckingham Palace) and Lady
Gaga (her dress made of meat).
Modality
5 Do the first one as an example. Elicit 6 Ask individual students to read one
to complete. They check in
the correct answer and write it up on the sentence each to check answers with the class.
board. Tell students to use the presentation
Answers: Obligation/ text to help them. Give them five minutes to
Necessity: needed to, had complete. Check answers with the class. For practice, students turn to LANGUAGE
to, were required to, were CHOICE 61: PAGE 30.
Answers: 1 I am required to wear a uniform at
forced to
school. 2 We are forbidden to wear miniskirts. 7 Elicit some periods in history that
Permission/Possibility:
3 I was allowed to wear what I wanted. students could use and the type of clothes
could, were allowed to, were
4 I was obliged to put on a Harry Potter they associate with them. Give students
permitted to
costume. 5 I ought to read about the history five minutes in pairs to discuss and write
Prohibition: be forbidden to
of fashion. 6 I didn’t have to cut my hair short. sentences.
Lack of obligation: didn’t
have to, forbidden Now your students can:
Advice: ought to
• use verbs of modality to express necessity,
permission, possibility, prohibition, obligation,
lack of obligation and advice.
102

5 Do number 1 with the
class as an example. Give
students three or four minutes
to complete. They check in

example to refer to. Elicit
b ideas for types of summer
c schools students could attend
a
(language courses, sports
courses, art or activity-based
courses). Give students a few
minutes to choose a course
and make notes. Monitor and
help with vocabulary. Give
students ten minutes to
write their letter. Encourage
students to check it once
finished.
7 Elicit words and phrases
students might need to ask for
n
and give information. Monitor
In feedback, write any
so interesting vocabulary on the
board and correct any common
errors.

ar
• write a formal letter asking
for information
• use linkers to join
sentences.
Pe
1 Give students one minute to look at the Text Builder

advert. Discuss the questions in the rubric
3 Look at the example. Elicit the headings
and check understanding of the advert. Ask:
for the remaining paragraphs.
Where is the course? (in Italy) Do students
have to share rooms? (no – individual) What Answers: 2 Courses 3 Accommodation 4 Price
facilities do they have? (computers, studios, 5 Excursions 6 Signing off formally
library)
4 Give students two minutes to complete
2 Give students two minutes to read and
individually. Check the answers with the class.
answer individually. They check their answers
in pairs before the class check. Ask further Answers: Student page
checking questions, e.g. When is the course?
(in the summer) What exams has she just
taken? (A levels – taken at age 17/18) What is
she interested in? (Italian art)
103

1 Answers: Student page leeves

ortune uits
ast
2 Answers: ated
7 I should have tried it on in
heap
the shop.
8 I could have bought two
dresses in the market for the
same price.
9 I should have asked my
friends for their opinion.
10 I should have kept the
receipt so I could change it.
3 Answers:
11 hadn’t bought
12 had checked
13 hadn’t dropped
14 had discussed
15 hadn’t found
16 hadn’t been
n
un
4 – 6
so pre
7 Answers: under
31 the problem is
over
32 the cause of the problem
33 the problem with doing that in
34 You could buy
ar
re
35 One solution would be
8 Answers:
36 We are required to be home
Pe
by ten o’clock. Even so

37 We didn’t have to wear even if
coats. even if
38 We were forbidden to talk. even
though
39 You shouldn’t have left
early.
40 My dad was obliged to
work all night.

or at home.
practice exercises.
104

n
so
ar
Pe
105

Background

learn about the writer James
Langston Hughes, focusing
on one of his poems. The poem
reflects his thoughts and
feelings on returning from the
war to a still often prejudiced
America.
1 Put students into small vote

groups and give them five white
minutes to discuss. Monitor
black
and write up any useful words
or phrases on the board. Ask Bus
for ideas and opinions from the marches
class.
1963 300,000
Tip: If it is not possible to talk

1964
about discrimination in your
1965
own country for whatever
reason, ask students to think cities Black
about global issues. Do they
n
know of any events such as
those in Alabama in the US or
other countries?
so
Extra Exercise
Write Civil Rights Movement on
the board. Elicit what students
know about this, e.g. dates,
people, what happened. Ask
ar
what effect this has had on
our world today.
2 Give students one
Pe
notes. Check any unknown

vocabulary and encourage
students to predict what the
gaps might be. Give students
a few minutes to compare
their answers once they have
listened. Check the answers
with the class.

3 Give students one minute to read the 4 Give students two minutes to read. Ask:
questions. They check answers in pairs. Where is he from? (the USA) What was his
Encourage comment and discussion as you job(s)? (he worked at sea; an author) What
check answers with the class. did he use his writing to do? (to attack racial
stereotypes). Discuss what they think his
Answers: 1 They had poor jobs and virtually
influences might be as a class.
no political or legal rights. 2 They had fought
for freedom and wanted their own freedom 5 Discuss as a class.
too. 3 Young black and white activists who Answers: Student page
drove from the north to test the segregation
laws in the south. 4 That people would live
Extra Exercise
together in peace and that people would not
Tell students to read through the poem
be judged by the colour of their skin. 5 They
again themselves (without listening to the
felt confident.
recording) and use the glossary to get a better
understanding of the words and meaning.
106

3 a soldier (GI stands for
‘Government Issued’. After
World War I, it became a
common term for soldiers.)
4 Dixie is part of the south-
eastern part of the USA.
In Dixie, black people are
‘lynched’ – accused of a crime
and killed for it without a trial.
5 a Will you herd me in a Jim
Crow car b Will you still let old
Jim Crow hold me back? c And
there’d be no Jim Crow birds
6 for emphasis
Extra Exercise
Put students into larger
groups to discuss all the
questions and issues arising
from both Exercises 6 and 7.
Alternatively, depending on
your class size, you could open
it up to a full class discussion.
My Culture Project
n Tip: The project element

so of this lesson can be set as
work to complete outside the
classroom where students
have access to books or the
internet to help them. If
you wish, you could set the
ar
research for homework before
the lesson so that students
come prepared.
8 Elicit some ideas and write
Pe
them up on the board to help

students out before they write
notes.
9 Ask for volunteers to talk
about their ideas.

• talk about a Civil Rights
Movement that happened in
6 Give students ten minutes to discuss and 7 Give students five minutes individually their country
answer the questions in pairs. Either do class first to look at the questions and think about • analyse and talk about a
feedback now or wait until students have also their own ideas. Then give them a further ten poem and their own feeling
completed Exercise 7. minutes in pairs to discuss their ideas. Monitor towards it.
Answers: 1 It is by a black US soldier to all
Americans. 2 They have fought alongside Answers: 1 Verse 2: back/Japs/laps; Rhine/
white Americans to defeat the Fascists. line Verse 3: there/everywhere; through/too/
3 Germany and Japan 4 That his son would do Verse 4: lying/dying; try/sky
grow up without threat. 5 That the soldiers he Verse 5: know/glow/Crow; back/black;
fought with won’t have learned from the war waited/liberated/ill-fated 2 This is a play on
and what it was for; also that when he takes words. It probably refers to the D-Day landings
his uniform off, he might not be safe still and of 1944 which signified the beginning of
that the old prejudices will still exist. 6 To take victory for the allies. He thinks that his V-Day
a stand and fight for democracy. (Victory Day) will be similar – a beginning to his
freedom from oppression.
107

Background

read an extract from Pride and
Prejudice and learn about the
life of Jane Austen.
1 Look at the list of novels

with the class. Encourage
ideas and opinions. Ask
students if they have actually
read any of the books. Would
they recommend them? Give
discuss the questions. Monitor
and write up any useful words
or phrases on the board.
NI
Extra Exercise
T
Tell students that you are
going to compile a top five F
T
best-selling books, but the
whole class has to agree. NI
Students should use their
n
ideas from Exercise 1 to make
suggestions – other students
can agree or disagree until
they come up with the list.
so
Students don’t have to like
the book to agree that it is a
best-seller.
ar
to read the statements
individually. Elicit opinions
from the class.
Pe
to compare their answers in

4 Give students time to read the questions 5 Give students five minutes to read and
first before playing the recording. answer.
Answers: 1 It is about being in the right Answers: 1 She had to publish anonymously
place at the right time. 2 She disappeared because writing novels wasn't considered the
and reappeared again. 3 a striking title and a occupation of a lady. 2 Her novels became very
stand-out cover 4 A blurb is the information popular in the 1990s. 3 Students' own answers
on the back of a book; it should promise a
good read and get readers' interest but it Tip: Playing the recording of the text as well
shouldn't give away too much of the story. as students reading it is useful as it focuses
5 by buying their own books and writing them and also helps with pronunciation.
good reviews 6 blogging to create interest; 6 Students read and/or listen to the text.
participating in discussion groups
Give students five minutes to complete the
activity.
108

My Culture Project
Tip: The project element of this
lesson can be set as work to
complete outside the classroom
where students have access to
books or the internet to help
them. If you wish, you could
set the research for homework
before the lesson so that
students come prepared.
8 Ask students to think
about the listening in Exercise 4.
Can they remember what
makes a good blurb? (the
promise of a good read) Ask
them what makes the blurb
about Pride and Prejudice
interesting (use of adjectives,
the sense of it happening now:
present tense and
unanswered questions). Elicit
some ideas of books and write
them up on the board. Give
students five to ten minutes to
n write their blurbs.

so of four to discuss.
Extra Exercise
Display the blurbs around the
class for students to read. The
class can decide which book
ar
they would most like to read.

• create an interesting book
Pe
blurb
• talk about their ideas
regarding a best-selling book.
7 Give students ten minutes to discuss their Extra Exercise

answers in pairs. Put students into pairs and tell them to read
the dialogue parts of the story. Perhaps the
Answers: 1 Because they were new to the more theatrical students might want to act
area and were rich and unmarried. them out in front of the class!
2 Darcy: unfriendly, reserved, rude, arrogant
Bingley: gentlemanlike, friendly, lively,
outgoing 3 She overheard him being rude
about her. 4 intelligent, charming, with a good
sense of humour
109

Background

read an extract from Hamlet
and learn about the life of
Shakespeare. F 4
T 5
Hamlet: is a tragedy and the T
full title is The Tragedy of F 10
Hamlet, the Prince of Denmark. F
7
Hamlet is the story of a
young Danish prince caught
up in a tangle of murder and 6
revenge. Hamlet’s father, the
king, has died and his mother 2
9
quickly marries Hamlet’s uncle, 3
Claudius. Hamlet is upset over
Latin Greek 8
the death and the marriage.
1582
Shakepeare’s plays: some of three
Shakespeare’s most famous 1580s
tragedies were written in actor
1590s
the early 1600s, including businessman second-best
Hamlet, Othello, King Lear and 1616 bed
Macbeth. His comedies include 38 160
The Tempest, A Midsummer
n
2000
Night’s Dream and Twelfth expressions
Night. The history plays

include Henry V, Julius Caesar
so
and Richard II.
Film adaptations: Kenneth
Branagh directed and starred
in one of the most famous
ar
film adaptations of Hamlet.
It was four hours long. Other
successful film adaptations
of Shakespeare plays include
Romeo and Juliet (directed
Pe
by Baz Luhrmann), starring

Leonardo DiCaprio and Claire
Danes, Macbeth (directed by
Roman Polanski) and the more
recent Coriolanus, directed by
and starring Ralph Fiennes and
starring Gerard Butler.
Extra Exercise
Write Shakespeare up on the 2 Go back to the agreed answers on 4 Give students five to ten minutes to
board in a circle. Write Hamlet the board and check which were correct. discuss. Elicit ideas and opinions from the
and comedy around it. Elicit Encourage students to say why the false class. Encourage discussion.
more plays and types of plays statements were incorrect.
that Shakespeare wrote. Extra Exercise
Answers: Student page Set students a research task once the lesson
Further the discussion by
asking students if they have is completed. Tell them to research their
3 Give students one minute to read the
seen a play at the theatre or chosen writer and write a short biography of
notes. Tell them to think about what words
one of the adaptations in film. him/her. They should use the biography of
might be missing before playing the recording
Shakespeare as a guide.
1 Discuss the statements again.
5 Once students have read and/or listened
with the class. Write students’
Answers: Student page to the extract, give them ten minutes to order
agreed answers up on the
board. the sentences.
110

My Culture Project
Tip: The project element
of this lesson can be set as
come prepared. Alternatively,
it could be set at the end of
the lesson and students could
discuss their scenes next class.
8 Elicit some ideas from
different types of plays or
films to give students some
ideas. Give them ten to fifteen
minutes to write notes.
9 Monitor and help where
necessary. Ask groups to share
their ideas with the class.
n • talk about a scene from a

film or a play.
so
ar
Pe
6 Give students ten minutes to read and Extra Exercise

answer individually. Allow them five minutes Put students into groups of four to act out
to discuss their answers in pairs. the scene from the play. Space allowing,
encourage students to stand up in their
Answers: 1 Because Hamlet killed his father different groups so that they can physically
and his sister committed suicide because of act out the scene. Ask for a volunteer group to
him. 2 He says he was insane. 3 King Claudius, act their scene out in front of the class.
because he killed Hamlet's father and because
7 Put students into groups of three to
he persuaded Laertes to poison his sword in
discuss.
order to kill Hamlet. 4 Because Claudius killed
Hamlet's father and caused Hamlet's mother's
death. 5 Because Hamlet was mad and
Laertes's wish for revenge was manipulated
by Claudius. 6 He votes for Fortinbras to be
the new King of Denmark.
111

Background

learn about the region in the
United States called New
England. They will look at two
poems from poets who lived in
that area.
P1
Extra Exercise B
Draw an outline of the shape P1
P2
of your country on the board. B
Elicit ideas to number 1 in P1
P2
Exercise 1 and draw or write
these places on the map.
to discuss. If you have drawn a
map on the board for the Extra
Exercise, ask a few students to
come up to the board and label
the map with their different
ideas.
2 Discuss the photo and map
as a class. Ask students what
they know about New England,
e.g. where it is and what it
n
so
might be famous for. Give
students one minute to read
through the multiple-choice
options. After playing the
recording, give students one
ar
minute to check their answers
in pairs.
Tip: When checking multiple-

choice answers, ask students
Pe
why the other options are not

correct.
3 Make sure students know

which headings they are
making notes for (either A or
B, not both). Give students
five minutes to discuss their
answers. Monitor and check The biggest city is Boston. Tourism: seeing 4 Give students five minutes to complete.
where necessary. In feedback, the leaves changing colour in the autumn; They check their answers in pairs.
discuss students’ answers skiing and trekking in the mountains; beaches
with the class. Influence on US culture: it has a lot of the Answers: Both: born in 1874; lived in New
top universities; American literature really England; wrote poetry Frost: had no money;
Answers: Geography: a small was a farmer; father died early, but he lived to
started there Landscape and vegetation:
area of the USA; not as big an old age Lowell: wealthy; popular socialite;
lovely coastline with unspoilt beaches, bays
as states like Washington, she died quite young
and islands; Appalachian Mountains; deciduous
California or Texas; six states
woods and forests Special identity: the
in New England: Maine, 5 Play the recording first to give students
second place in the USA where English
Vermont, New Hampshire, a sense of the poems. Then give them ten
settlers arrived; different accent from other
Massachusetts, Rhode Island minutes to read them again individually and
Americans; special cuisine; architecture is
and Connecticut; population complete the exercise.
distinctive Influence on US politics: eight
of 14 million and 65 percent of
out of the forty-four US presidents were born Answers: Student page
the people are of Irish, French
there; about half of all US presidents have had
Canadian, Italian or English
links with New England families
origin.
112

My Culture Project
come prepared. Alternatively,
it could be set at the end of
the lesson and students could
ask and answer their questions
during the next class.
7 Elicit a region in your
country as an example and
elicit one item from each area
from Exercise 3. Give students
ten minutes to make notes.
8 Make sure you put
students together in groups
where they have chosen
n
different regions.

so
• talk about poets and poems
• talk about a region of their
country in terms of geography,
tourism, landscape, identity
and influence on politics and
ar
culture.
Pe
6 Give students five to ten minutes to Extra Exercise

complete and check their answers in pairs. Tell students that they are going to write
Refer students to the glossary to help them. their own ‘nature or animal-inspired’ poem.
Elicit ideas to do with nature and write them
Answers: up on the board, e.g. the beach, a small wood,
1 a light/bright/sunlight b run/one a rainbow. Elicit adjectives to describe this
2 a though/snow; queer/near/year; place, e.g. beautiful, enchanting, colourful,
b mistake/flake; deep/keep/sleep mysterious. Elicit ideas to make up the first
3 a the joy of running; the pleasures of flight two lines of the poem to show students how
b Everything mortal has moments immortal to start. Encourage students to share their
c With the vigorous earth I am one poetry if they are willing.
4 a iii b i c ii
113

Background
The Devil Wears Prada

(2006): the film starred Anne
Hathaway as Andrea and
Meryl Streep as the formidable
Miranda Priestly, for which she
received several nominations,
including the Best Actress
Oscar. The story focuses on
S
Andrea Sachs and how her life A
changes once she starts a job S
B
working for Miranda. B
Vogue: is an American fashion A
N
magazine. Anna Wintour took B
over as Editor-in-chief in 1988.
18 countries have their own
Vogue edition. The British
and US versions are the most
profitable.
Lauren Weisberger: apart
from The Devil Wears Prada,
she has written other novels,
including Everyone Worth
Knowing (2005) and Last
Night at Chateau Marmont T
n
(2010). In contrast to The
so
T
Devil Wears Prada, Everyone F
T
Worth Knowing didn’t sell as
F
well. F
T
F
ar
1 Elicit ideas and write
them up on the board. Discuss
what makes a certain designer
distinctive, e.g. Christian
Louboutin shoes have a red
Pe
sole.
2 Give students one
statements before playing the
recording. They check in pairs
before doing class feedback.

minutes to discuss, then open 5 Play the recording. Tell students to focus Tip: When looking at authentic texts, it is
the discussion up into a class on the sense of the extract first and not to common for students to panic, thinking that
debate. look at the statements. Ask some general they won’t understand everything and they
checking questions, e.g. Where are Andrea and dive in trying to understand every word. It is
4 In addition, ask: Where is
Miranda? (Paris) Who calls Andrea? (Alex) Does important to make them realise that focusing
she from? (USA) What was her
Andrea decide to go home in the end? (yes) on individual words won’t help with the
job? (assistant to the Editor-
Give students ten minutes to read again and bigger meaning. Telling them to read the text
in-chief) Has she done more
complete the exercise. through first (and giving a time limit) helps
writing since ‘The Devil Wears
this problem.
Prada’? (Yes, she’s had three Answers: Student page
more successful novels.)
Answer: from her experiences

of working at Vogue
114

My Culture Project
come prepared.
8 Elicit some questions from
the class to help with ideas.
Give students ten minutes to
make their own questions.
9 If you have a large
class, groups might be more
appropriate. Give students five
minutes to complete.
10 Give students ten minutes
to complete.
Extra Exercise
n
Tell students to write up their
results in a report.
so Now your students can:
• talk about fashion and the
fashion industry
• talk about their own fashion
likes and dislikes.
ar
Pe
6 Give students five to ten minutes to Extra Exercise

complete and check their answers in pairs. Write up spend time with, mobile phone, Mum,
Discuss ideas and opinions with the class. realise and taxi on the board. Tell students
to find the American equivalents in the text –
Answers: 1 Because she knows she should go these may just be spelling changes.
home but she doesn't as she knows that if she
did, she would be fired immediately. Answers: hang out, cell phone, Mom, realize,
2 unreasonably demanding (gives her orders), cab
quick to anger (her eyes began to bulge,
7 Once students have spent a few minutes
Miranda became increasingly livid), unpleasant
discussing in pairs, go through and discuss as
(‘Oh really?’ She mimicked.), annoying (Ahn-
a class.
dre-ah), uncompromising (if you simply leave
like this …) 3 Because it's impossible.
4 That she is going to be forced to fire her.
5 Relieved. She says she can't remember
feeling better. 6 She doesn’t seem to think
very highly of it.
115

n
so
ar
Pe
116
Z01_CHOI_TB_UINGLB_2223_EM.indd 116 07/12/2012 14:27

n
so
ar
Pe
117

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so
ar
Pe
118

n
so
ar
Pe
119

n
so
ar
Pe
120

n
so
ar
Pe
121

n
so
ar
Pe
122

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so
ar
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123

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ar
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124

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so
ar
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125

126
2 2 An old friend got in touch with
me last week. 3 We should take into
account the time we spend on computers.
4 They have put in place a new parking
on system in the town centre. 5 You should
Z01_CHOI_TB_UINGLB_2223_EM.indd 126
interests Neither of my parents are tall. pay attention to the safety instructions.
out 6 Modern technology can get in the way
keep of communication.
None of my friends are rich.
aunt
close I have (very) little money.
3 2 He plays football so well that he’ll
with probably be a professional. 3 She was so
have There are hardly any people in the shop. tired that she slept for twelve hours.
sense
4 It was such a brilliant party that
David has fewer friends than Peter. everyone had a great time. 5 It was
such a difficult exam that most of the
class failed. 6 We arrived so late that we
Jane spent most of her money.
missed most of the game.
Pe
There are few teenagers in my family.
4 1 fall 2 saw; was practising 3 met;
had been 4 has always preferred; has
been going out; is 5 Are you waiting; have
just seen; are 6 has never had; is
thinking 7 realised; had not met 8 were
you doing; called
ar
use
am writing
so
had been
cheating
was raining
came
have had
went
n
have been
07/12/2012 14:28
12 2 I gave up my place on the bus to
for my friend. 3 I often look back on my time
against at primary school. 4 I think we should
bring forward that walk. 5 Two young
issues
had been girls were thrown off the bus. 6 The army
saving approve
The people I admire are the ones that help animals. tried to put down the protest movement.
had been about
using
The tennis player I like most is Novak Djokovic. organisation/ 13 2 I realised that I was in love with
had been NGO
working her as she was talking to me. 3 I bought
as
The organisations some things at the market as well
had been I like are the ones that fight for the environment. as going to the bank. 4 She is not as
walking
on punctual as her brother. 5 I’d like to join
had been nuclear an NGO such as Amnesty International.
looking for The people I dislike are those who are cruel to animals. 6 I would like to study Chinese as I am
interested in the culture.
The thing I hate is the hunting of whales.
Pe
had been
had been
pushing
ar
had been
watching
had
travelled
hadn’t
read
so
n
127
07/12/2012 14:28
128
16 2 used to getting up early
up 3 got used to 4 used to go out on my own

newspaper 5 am not used to
check nothing
chill No one
any
few
hardly
post
no
keep
little
end world
Pe
storm teacup
breathed sigh relief
watching
checking
ar
being
to cut down
to spend
to read
so
reading
watching
going
to use
listening
n
07/12/2012 14:29
21 2 being told 3 are needed 4 are
informed 5 to be informed 6 was
advertised 7 was spent 8 could be used
9 have been produced 10 can be banned
most/best
is not going to be sold in the USA stand

22 uncountable nouns: news,
annoy information, furniture, flu, goods
ones countable nouns with regular plural:
has been colour, billboard, euro, box, newspaper,
talked about everywhere parents, language, tomato, drink
countable nouns with irregular plural:
women, feet, men plural nouns with
had been seen by all our teachers
no singular form: people, police, tights,
chess, jeans, clothes
More more
is being designed sick tired

Pe
26 2 We’d prefer you to come early.
now 3 I’d rather not go to the cinema tonight.
then
shouldn’t be broadcast 4 She’d prefer to have dinner at home.
bit
before 10 p.m. bit
are often advertised by film stars

ar
has been damaged
so
n
129
07/12/2012 14:29
130
28 2 far-reaching 3 heart attack 4 hi-tech
pulled 5 performance-enhancing 6 word-class
my
fever
out You will have completed your studies before 2018.
keep
My family will she would/was going to have an accident that summer.
have moved three times by the end of this year.
her sister would/was going to be born the next year.
She will have finished
writing her essay by the time the party starts.
her brother would/was going to run away from home.
My brother will have she would/was

visited twenty countries by the end of this month going to get a book of short stories for her birthday.
her family would/was going to move to a big city.

We will have
eaten all these chocolates before the guests arrive.
she would/was going to become a writer.
Pe
You will have done all the work by midnight.
she would/was going to write a book about her childood.
The house will have been built by the summer.
more
nervous
more
ar
better have
longer more earned
more healthier will buy
will have
more have
bigger stressful finished
will finish
have
discussed
so
have
passed
will start
will sleep have drunk
will go
has found
has done
will look
n
07/12/2012 14:29
with
first
there seems
a
Some
others Copernicus may have
been more interested in mathematics than astronomy.
an tends too
This
Some countries seem to be more successful than others.
Darwin can’t have been lazy.
Great actors are

bound to know a lot about the way people think.
Pe
Leonardo da Vinci was clearly an expert in anatomy.
for
designing
by looking
ar
for taking
by selling
so
do
did
does
do
n
did
does
131
07/12/2012 14:29
132
41 2 The car got stuck in the snow.
3 We hung around for ages before the
it is concert started. 4 Goodbye, I’m off.
5 The summer is over and it is getting
best there are colder. 6 After going to the amusement
there is park we headed on to the hotel. 7 After
sense positive/
good the party we washed the plates and
facilities it is
glasses and stacked them away in the
thing it is
heavy cupboards. 8 They set up their tents
under the trees.
43 2 My parents wouldn’t have got

married if they hadn’t studied together.
3 If my grandmother hadn’t looked after
me, I would have had to go to nursery
school. 4 People would be happier if
they lived in friendly communities. 5 If I
had taken that summer job, I would have
Pe
earned enough to pay for my holiday.
6 My grandfather would’ve become a
soldier if he hadn’t had an accident as a
child.
44 2 locked; wouldn’t have been 3 was;

ar
would have let 4 weren’t; wouldn’t have
found out 5 hadn’t witnessed; would be
being 6 hadn’t opened; wouldn’t have had
so
n
07/12/2012 14:29
46 2 I like to spend my holidays in a
place that tourists don’t go to. D
3 The Eiffel Tower, which was built
in 1889, is the most famous tourist
attraction in Paris. ND 4 I’ve always
wanted to visit Milan, which is the fashion
capital of Italy. ND 5 There are some
villages in Africa where people live like
they did a hundred of years ago. D
6 Tibet is full of tourists whose main aim
is to find spiritual inspiration. D
47 2 It rained throughout our holidays

in Wales, which wasn’t very enjoyable.
3 There are a lot of pickpockets in
Barcelona, which discourages some
fjords
tourists. 4 Thousands of tourists visit
Pe
man-made Stonehenge every year, which caused
Tower the authorities to restrict access to the
landmark stones. 5 Most London museums are
free, which is great for art lovers.
6 Not many people spend their holidays
stained in Alaska, which makes Alaska attractive
for adventurers.
ar
48 2 What I’d like to do is go shopping.
3 And what I’m going to do is sit down in
a café. 4 You can help me choose what to
buy. 5 What I need is rest. 6 I’ll buy you
so
whatever drink you want afterwards.
n 50 2 disappearance 3 growth
4 maintenance 5 foundations
51 2 If humans were to disappear, more

whales would survive. 3 If they were to
invent time travel, I would go back 50
years. 4 If I were to become rich, I would
give (some/a lot of) money to charity.
6 If a world war were to start, millions of
people would die.
52 2 It’s worth visiting the art gallery.

3 There’s no point (in) you taking an
umbrella. 4 It’s a good idea to take your
camera.
133
07/12/2012 14:29
134
54 2 In the long run your smoking will
be very bad for your health. 3 All her hard
work has paid off and she has got into
value the best university. 4 We’ve done a lot
of driving and have clocked up 50,000
company C kilometres so far this year. 5 There was
quality S
S no publicity for the concert but we heard
about it by word of mouth. 6 There are a
part
S lot of problems with the film club and I’m
as PS going to take matters into my own hands.
ambition C
set
PR 56 1 (The candidate inquired how
PR
PS much they could pay him for that job.
The manager) offered him £200 a week
and explained that business is not great
PS at the moment. 2 The careers officer
C advised the student to look for a job in a
restaurant. He/She warned it might take
Pe
weeks to find an office job. The students
C
admitted that he/she didn’t want to be
PS/PR unemployed any longer. 3 The workers
PS/PR threatened to go on strike if the manager
didn’t pay them twenty percent more.
The manager suggested that they could
S negotiate. The workers refused and
ar
accused the manager of cheating them
last time they negotiated with him/her.
’s when
so
are said to be more effective
’s how
that they were going to
spend more money on education
’s where
’s why is known to have led

to very high unemployment
n
’s who
are expected to go on strike next month
youth unemployment would be

reduced by thirty percent next year
07/12/2012 14:29
64 2 She’s a really friendly and kind
person even if she’s a bit arrogant
well sometimes. 3 I passed even though I was
What ten minutes late for it. 4 That film is very
old
long and a bit slow in parts. Even so, I’d
recommend you to see it. 5 My mobile
work
They should have painted the house white. style is not very good and there are problems
with the battery even though it cost a lot
suit of money.
fitting
I could have got a poster for my room.
65 2 It’s time (that) they built a new
We could sports centre. 3 It’s time (that) you had

have walked across the Millennium Bridge. your hair cut. 4 It’s time to leave (or
secure
view we’ll miss the bus). 5 It’s time (that) the
government gave sixteen-year-olds the
The designer should have made them red. charged vote.
efficient
Pe
I should have bought a larger size. ar
had had
hadn’t
bought
could
so
liked
hadn’t lost
n
135
07/12/2012 14:29
STUDENTS’ BOOK S: She’s an artist. She studies photography in
the Arts School.
J: That’s all very interesting, Dr Adams. Thank
you very much.
AUDIOSCRIPT J: Wow! How did you meet? SA: Not at all.
S: She was taking photos for a project in the CD1, Tracks 12 and 13
park and I was passing by. She asked me to help
Module 1: Relationships her with the equipment because her team had
S1 = Student 1 S2 = Student 2
S1: In this talk we’re going to look at children
CD1, Tracks 2 and 3 gone home. And I fell in love. Look, this is her! I
and young people in the UK and how they’ve
F = Fiona T = Toby S = Sally took this photo with my mobile.
changed in the last few years.
1 J: Steve, this is Lucy, my old friend!
S2: The first interesting trend to point out is
F: My name’s Fiona and I’ve got a big family S: Really! Is she seeing anyone?
that British young people are becoming better
with lots of cousins. I’ve got ten first cousins, J: She’s broken up with her boyfriend. educated. For example, 54% of 19-year-olds
about twenty second cousins and I don’t know S: She gave me her phone number. But I was too have A levels. Those are British qualifications to
how many third cousins. We are very close as a shy to call. get into college or university. That figure is up by
family and we often meet up to celebrate our J: Come on! She’s probably waiting for your call! 2.5% from last year, though it is still lower than
birthdays. Sometimes there are about forty of
CD1, Tracks 10 and 11 in many other European countries.
us and we all get on brilliantly! I get on especially
J = Journalist SA = Dr Simon Adams S1: Unfortunately though, there is a lot
well with my aunt Julie and we always have a
J: Some interesting results from the latest UK less work around for British young people.
real laugh together. I suppose I’m quite shy and
census came out this week and we have Dr Unemployment among 16- to 24-year-olds has
I’ve only got a few close friends. My best friend
Simon Adams from Manchester University on the gone up to 21.9% – that means there are over a
is called Alice. We got to know each other when
line to discuss them with us. million under-25s without work.
we were classmates at primary school. I suppose
we get on well together because we have similar SA: Good morning. S2: Another area to comment on is health.
interests and tastes. We’re both very sporty J: British family life has changed quite a bit over Children and young people are starting to eat
and we love going out dancing together. Alice the last ten years. more healthily and the proportion of children
has got a boyfriend, Simon, and he sometimes eating more than five portions of fruit and
SA: That’s right. First, there has been an
comes along with us, too. Alice and I don’t live in vegetables has gone up this year to 21%, which
increase in the number of households – that
the same part of town but we talk on the phone is good news.
means homes with people living in them. The
every day and meet up at least once a week. We number has gone up from 16 to 17 million. S1: However, there are more overweight British
can talk for hours and hours! children than ever before. For example, the
J: Why’s that?
2 percentage of obese boys in the UK went up
SA: Partly because of immigration, more people
from 11% to 16% between 1995 and 2009.
T: My name’s Toby and I’ve got a small family have come to Britain in the last ten years and the
The amount of physical activity has gone down
with a few relations. I’ve only got a grandfather, population is going up. But it’s also because more
too, and children and young people are more
one aunt and two cousins. We are not very close people are living on their own – about a third of
n
sedentary than before – they spend more time
as a family and don’t often all get together British households have just one person. There
sitting down and not moving around much. The
because my aunt and her family live down in are a lot of pensioners, widows and widowers on
most active group are 11- to 16-year-olds but
London. I haven’t got any brothers or sisters their own but also a lot of younger and middle-
only one in three boys and a quarter of girls do
and my parents and I often have rows about
so
aged people who are choosing to live on their
an hour’s exercise every day. That is the amount
everything – so there’s not a very good own and not get married or live with another
of exercise that doctors recommend to keep fit
atmosphere at home. But I get on especially well person.
and healthy.
with my grandpa and we are fond of each other. J: That’s interesting. So what’s happening to
I always go to see him every week. I’ve got a S2: Another interesting area is use of
the typical nuclear family? You know, a married
lot of virtual friends because I use the internet communication technology. One of the main
couple and young children.
a lot but I don’t know many people in my area. reasons for young people being more sedentary
SA: It’s still very important. Now, nearly half of is the increased time spent in front of computers
My best friend is called Tim. We’ve known each
ar
British people are married and 56% of British and online. British young people are among the
other for years. We got to know each other when families have married parents with their own
we were teammates in the football team at most connected in the world and 98.7% of them
children. But that’s down a lot from 30 years ago are internet users. The most popular online
primary school. We were both about ten, I think. when nearly 70% of people were married. Now
I suppose we get on well because we have a lot activity is social networking and over 90% of
over 10% of couples with children are unmarried, young people do it regularly. At the same time,
in common. Tim’s got problems at home, too, and they are cohabiting. In fact, the number of
we both like playing online computer games. We the number of hours spent watching TV is down.
Pe
cohabiting couples increased by 2.3 million For example, British 12- to 16-year-olds spend
use Facebook to keep in touch and we meet up between 1996 and 2006. Nowadays, a lot of
every week or so. Tim’s a really good friend. 15.6 hours a week online and just over 17 hours
people don’t feel it’s so important to get married watching the TV. A few years ago TV was a lot
3 to live together and have children. more important.
S: My name’s Sally and I’ve got a big family J: And divorce is more common, too. S1: So to summarise, British children and young
with a brother, a sister, two stepbrothers and a SA: Definitely. People accept divorce a lot more people are better educated and more connected
stepsister. It gets a bit complicated sometimes! than in the past. So stepfamilies are more and than a few years ago.
My mum and my stepfather have been together more common. That’s when parents re-marry or
since I was young and we all get on well S2: However, they have less work than ever
live with someone else so there are stepchildren before and are more sedentary and overweight
together, though I have a lot of rows with my and half-brothers and sisters in the family.
sister. I get on especially well with my dad than they used to be.
J: And what about single parents? S1: So that’s it. Has anyone got any questions
and we are very close. We speak on the phone SA: Families with one parent, usually the
every day and go on holiday together. I’ve got they would like to ask?
mother, are increasing too – by about 10% in the
lots of friends and we all go out together every last ten years. Now, about a quarter of British CD1, Track 14
weekend. My boyfriend is called Graham and we children live with one parent. 1 In this talk we’re going to look at children and
met three months ago. He lives in my area but he young people in the UK.
J: Are there any other important changes?
goes to a different school. I suppose we get on 2 The first interesting trend to point out is
SA: Yes, more and more adult children are
well together because we have a similar sense that British young people are becoming better
living with their parents, because of the price of
of humour – and we have the same interests, too. educated.
housing and the economic situation. Now 50% of
We both like music and we often go to concerts 3 That figure is up by 2.5% from last year.
men in their early twenties and 40% of women
together. We see each other every day after 4 Another area to comment on is health.
live at home. There are also more extended
school and talk on Skype in the evenings as well.
families. 5 The proportion of children eating more than
We usually go out together a couple of times a
J: What do you mean by that exactly? five portions of fruit and vegetables has gone up
week. Graham’s my first serious boyfriend and
SA: Households with three generations. this year to 21%.
we’re in love!
Grandparents, parents and children all living 6 The percentage of obese boys in the UK went
CD1, Track 9 together in the same house. The number is small, up from 11% to 16% between 1995 and 2009.
S = Steve J = Joe only 75,000 families, but it’s going up. 7 The amount of physical activity has gone
S: Hi, Joe. I haven’t seen you for ages. What have J: And there are fewer children, too, than in the down, too.
you been doing recently? past? 8 Only one in three boys and a quarter of girls
J: Nothing interesting. I’ve been studying for my SA: That’s right. Years ago, the average number do an hour’s exercise every day.
exams. And you, Steve? was 2.4 children but now it’s down to 1.8 per 9 One of the main reasons for young people
S: I’m in love. I’ve met a lovely girl. family and fewer couples have children. 29% of being more sedentary is the increased time
J: That’s great. What does she do? homes have childless couples. spent in front of computers and online.
136

10 So to summarise, British children and young J: Thank you very much. Excuse me. What do you TT: That’s a valid point and a lot of research is
people are better educated and more connected think of animal rights? carried out without using animals. However, a lot
than a few years ago. M1: Well, I don’t like those extreme animal rights of medical research still needs animals. It’s clear
groups. An organisation I admire is the RSPCA. that animal testing saves lives and helps people
suffering from diseases. And we have a duty to
Module 2: Campaigns They rescue and help over 80,000 animals a
year and take people to court over cruelty. There help people.
CD1, Tracks 17 and 18 were over a thousand cases of cruelty to dogs SB: Absolutely! I completely agree that we do.
D = Dan C = Carol alone last year. I’ve got a dog myself and don’t But without hurting animals.
D: Hey, Carol. What subject are we going to do understand how people can just leave their pet TT: Unfortunately, there are problems with
that presentation about? You know, the one dogs or be cruel to them. It’s really horrible! testing on humans. For example, it’s difficult
about an important issue. J: Thanks. Excuse me. What are your opinions to see the long-term effects of drugs because
C: I don’t know. There are a lot of issues that I about animal rights? humans live too long. It’s definitely true that it’s
care about. W2: Well, I’m a vegan – I don’t eat any meat easier to see the effects on animals.
D: What about nuclear power? Did you see that or any animal products, like eggs or cheese. SB: Exactly, it’s easier but what about the
documentary about it last night? I’m a vegan because I don’t think we should effects on the animals?
C: Yeah, I did. I think nuclear power should be use animals for our own benefit. Did you know TT: There are very strict controls on animal
banned. that over 900 million farm animals are reared testing in this country which has reduced
D: I’m not so sure. It’s not that simple, is it? every year in the UK mainly for people to eat? suffering. Frankly, I think animal testing is too
C: What do you mean? Of course, we could easily avoid that if we all heavily regulated in Britain.
D: Well, I support campaigns against nuclear became vegans. SB: I don’t think so. In fact, there isn’t enough
weapons but I don’t really approve of those J: Thank you. Hello. What are your opinions control. We saw in the introduction that nearly
against nuclear power. about animal rights? 4 million animals suffer every year. Personally,
C: Why not? M2: I think it’s all a load of rubbish personally. I think it’s disgraceful that so many animals are
D: Well, if we get rid of nuclear energy, we’ll just How can they have the same rights as people? suffering. Not just mice and rats but thousands
have to use more gas and petrol and that’s bad The people I disagree with are the ones who of dogs, cats and monkeys are used, too.
for global warming. organise all this anti-hunting stuff. People have TT: I’m sorry, but that’s just not true. The
C: But nuclear energy can be very dangerous, always hunted – it’s part of our nature – and it’s numbers of larger animals have gone down a lot
look at what happened in Japan in 2011. Anyway, good for the environment, because it controls and very few are used now. Surely that’s a good
I think other issues are more important, like the numbers of animals like foxes. And it creates thing? Don’t you think so?
wildlife conservation. You know, hundreds of jobs for people in country areas. But of course SB: I’m afraid I’m not convinced. It’s obvious that
species are disappearing every year. It’s the city people don’t understand that. there’s a lot of pain and suffering that could be
worst extinction since the dinosaurs. J: Thank you very much. Hi there. Can you tell us avoided if we did things differently.
what you think of animal rights? TT: No, I wouldn’t say that.
n
D: I agree. And we should really do something
about whale hunting. It’s absolutely horrible, I W3: Well, I don’t think that they’ve got rights P: Thank you very much both of you. Let’s
think. like us, you know what I mean. But I am against leave it there for a moment and go over to
C: You’re right. all cruelty to animals. The thing I hate is the use Jane Henderson at the Welldone Laboratory in
D: Have you seen those videos on YouTube?
so
of animals in circuses. The animals suffer a lot Cambridge.
just so that people can enjoy themselves. I don’t
C: Yes, I have. I belong to Greenpeace because
think that’s right. Elephants are no longer kept CD1, Track 26
they’re doing a lot to stop it. 1 I’m afraid I don’t agree with that at all.
in circuses in the UK but there are still a lot in
D: I’m not in any group but I sometimes donate Actually, there are lots of other ways of doing
Europe – around 90 in German circuses.
money to NGOs. research.
C: Well, I’ve worked as a volunteer for CD1, Track 25 2 Absolutely! I completely agree that we should
Greenpeace a few times. We did fundraising in P = Presenter SB = Sam Bowden help people.
ar
the summer and it was good fun but I’ve never TT = Dr Tina Thomas 3 Exactly, it’s easier but what about the effects
been on a demonstration. My mum and dad didn’t P: Good evening. Today, in Points of View, on the animals?
let me go to the last big one against hunting in we’re going to look at the use of animals in 4 I don’t think so. In fact, there isn’t enough
London. medical research. Let’s start with some quick control.
D: Mmm, I want to go on one, too. But let’s get facts. The Ancient Greeks, like Aristotle, used 5 Very few are used now. Surely that’s a good
back to choosing a topic for that talk. I think we animals in medical research well over two thing?
Pe
should choose nuclear … thousand years ago and in the 18 th, 19th and 20 th
centuries some important medical discoveries
CD1, Track 21 were made using animals. Last year, 3.7 million Module 3: The Media
One day, I was riding home and my bicycle broke.
It was late and I was tired because I’d been
animal experiments were carried out in the UK. CD2, Tracks 1 and 2
However, the numbers of larger animals, like M1 = Man 1 W1 = Woman 1 M2 = Man 2
studying in the library all day. I was also scared
dogs, cats and monkeys, have gone down in the W2 = Woman 2
because my sister had been mugged in that area
last few years. The testing of cosmetics was 1
a couple of weeks earlier. But I had no choice so
banned in Britain in 2008 and the government M1: The government have released a plan for
I stopped and tried to fix the bike. Just then, a
plans to ban the testing of household products 50,000 new homes around London, Birmingham
gorgeous-looking young man stopped by to help
next year. In the studio with us this evening is and Manchester. According to a government
me. He was so nice and reassuring! We started
Sam Bowden of the animal rights group Born spokesman, this will reduce the price of houses,
talking and it turned out he’d been studying at
Free. create new jobs and help young families with
my college since September. And I’d never seen
SB: Hi there. children, too. Critics say it will have a negative
him before! I think a random act of kindness can
really change your life! It all happened over a P: And Dr Tina Thomas from Cambridge impact on the environment. However, a recent
year ago and we’re still seeing each other. University. study concludes that ‘if the new homes are
TT: Good evening. located in the right places, the environment will
CD1, Tracks 23 and 24 P: Right, over to you. Dr Thomas, could you start not really be affected.’
J = Journalist W1 = Woman 1 M1 = Man 1 things off, please? 2
W2 = Woman 2 M2 = Man 2 TT: Yes, certainly. There’s no doubt that animal W1: The new sports centre in Bishops Castle
W3 = Woman 3 testing has helped us to develop some of the is not going to open next month as planned
J: Welcome to Talking Point. Today we’re out most successful drugs, which have saved millions because of building problems. Councillor Alison
in Oxford Street in London, which is full of of lives. In my opinion, we should think very Harris said that the delays were due to the bad
shoppers. We’re going to ask people about carefully about getting rid of animal testing. It winter weather. She said that the new sports
animal rights, which have been in the news a would have a terrible effect on medical research. centre will be great for the local community.
lot recently. Excuse me, could you tell us your SB: I’m afraid I don’t agree with that at all. However, opposition leader Lawrence Graham
opinions about animal rights? Actually, there are lots of other ways of doing criticised the delay. According to Graham, the
W1: Well, I don’t think animals should have the research without using animals, as Dr Thomas project has been badly managed from the start
same rights as people – that’s silly. But I think knows. For example, testing on humans or using and is going to cost too much. And now for some
we should stop all cruelty to animals. The people computer models can produce the same results information about the weather in our area over
I dislike are those who kill animals for fun. The and avoid unnecessary suffering for millions of the weekend …
government stopped fox hunting in England in animals.
2004 but I think all kinds of hunting should be
banned.
137

3 do something else at the same time – I usually updates. … We have just had news that the
M2: One of the most disgraceful things this manage to clean my room during my favourite group of objects has entered our solar system
week was the government’s decision to reduce discussion programme. My granddad had to and is moving rapidly towards Earth. Everything
money for the country’s secondary schools. The give up watching TV because of his eyes and he is moving so fast that we are having trouble
government want teachers to work longer hours started listening to the radio instead. He says keeping up. Several scientists have said that
and to save money on things like school lunches the radio is much more civilised – journalists because of their speed, the objects cannot be
and materials. This is a clear attack on our state don’t rush the people they interview and don’t meteorites. Here is the latest on the situation
education system and will have disastrous interrupt them so much. from a spokesperson of the British Ministry of
effects on our young people. There’s no doubt 3 Defence.
that this is another example of government I don’t mind watching TV, I watch some soaps S: A group of 55 objects entered the solar
incompetence. and I like comedy shows. I used to watch the system several minutes ago. We calculate that
4 BBC news every day but now I usually check the the objects have been moving at thousands of
W2: The Dead Canaries’ new album came out news online. The problem is that there’s often times the speed of light. The Prime Minister has
this week. In an interview, lead singer Alice too much to choose from. For example, I decide put the country’s armed forces on red alert and is
Harvey told us all about it. She told us that it was to read something about a hurricane and, two in contact with President Davies of the USA and
something completely new and exciting and that lines into the text, I spot a link to another article. President Wei Lin of China. As a safety measure,
the group was very happy about it. According So I click on the link and never finish reading the everybody is advised to stay at home. Repeat.
to Alice, it has got a lot of new influences from first text. I think we’re now used to scanning Everybody should stay at home.
Jamaica and she thinks it’s going to be their best websites and papers more than reading them in DJ: Once more we have to interrupt this
album ever. However, not all the critics agree detail and our idea about what’s going on in the programme to bring you a new report on the
with Alice. Many of them have called the album world is often really superficial. We have to learn situation.
disappointing and not as good as the group’s to select the news that may be interesting to us A: The group of objects entered the Earth’s
first three records. and then follow it in more depth. atmosphere five minutes ago. Landings of
CD2, Track 9 objects have been reported at several places
CD2, Tracks 3 and 4
around the world in the southern hemisphere.
I suppose I’m quite a big media user, especially B = Bev J = Jane
We have a live report in from Alice Springs in
of online stuff. For example, to get information 1
central Australia.
about my interests, I often check out music B: Jane, look! That film star has been arrested
websites, like NME (New Musical Express). I BW: This is Bruce Wainwright from the desert
again. She was at a party and she …
log onto sports websites quite a lot, too, like outside Alice Springs. I’m with Professor
J: Bev, stop watching that rubbish. It’s not worth Anna Cowan of Melbourne University and the
www.tennis.com because I’m a tennis fanatic. your time. Who is that woman? She’s got nothing
Whenever I want to keep up with the latest local police force and army. At 9.45 local time,
to say. residents saw a huge flash and the landing of
news, I watch the TV news but I usually watch it 2 five or six objects outside the town. There’s
n
online and not on the TV, like my mum and dad. B: Jane, can I watch something on your laptop?
There’s a good short summary of the news on a huge crater which we’re going towards.
It’s got a bigger screen. Professor, these can’t be meteorites, can they?
the BBC website which I like. To chill out, I listen
J: Okay, but remember to turn it off when you AC: No. No meteorites could travel so fast and
to online radio. My favourite programme is Annie
finish: the battery runs down. their impact would have been much greater.
Mac and I listen to it every weekend. She’s a
3
so
great DJ. My favourite TV programmes are drama They would have destroyed the whole area.
series like Mad Men and The Wire. I love them! B: I love glossy magazines! Don’t you think BW: What’s that humming sound?
When I want to express my own opinions, I post celebrity gossip is fascinating? AC: It’s highly unusual. It sounds like a high-
comments on our school website. There’s a good J: Bev, it’s such a waste of time! Try reading frequency radio.
forum where you can say what you think about something more ambitious! I’m sure you’ll find BW: Now we can see the objects. They’re round
things. When I’m doing research for schoolwork, something interesting. with a diameter of about 30 metres. They look
4
ar
I use search engines like Google and science as if they’re made of metal. What do you think,
websites. For example, www.nature.com is a B: Jane, you criticise me all the time. Whatever I Professor Cowan?
great site. To catch up with my friends’ news do is wrong! AC: Yes, they are obviously made of some kind
and give my own, I use my social networking J: I just think you should try to get interested of metal, though I have never seen anything like
site. I also use my own blog. I’ve got a personal in politics and social issues. There are more it before.
blog where I write things from time to time and important things in the world than Justin Bieber’s BW: So do you think these are alien spaceships? …
new girlfriend.
Pe
upload all my photos. Just a moment. Something is happening. One

B: But isn’t he cute, Jane? of them is opening! A huge door in one of the
CD2, Track 5
1 And now for some information about the 5 objects is opening. There is a very bright light
weather in Shropshire. B: Did you hear that, Jane? There’s a tornado and I can’t see very much. Yes, yes, I can! There’s
approaching. It sounds really scary. something coming out of the spaceship. It must
2 There’s a good forum where you can say what
J: I know. Don’t forget to close all the windows be a spaceship. Oh, oh no, this is one of the most
you think about things.
and let the dog in. It’s good to know you listen to terrible things I have ever seen in my whole life. I
3 I post comments on our school website.
serious news from time to time. can see … It looks like some kind of face with two
4 I’ve got a personal blog where I write things. large eyes … It must be a …
B: Well, they talked about it on my gossip
5 The Dead Canaries’ new album came out this
channel. CD2, Tracks 12 and 13
week.
6 We know that a country’s future depends on CD2, Tracks 10 and 11 A = Amanda C = Colin
the skills of its people. DJ = Disc jockey A = Announcer A: Hi there, Colin. How’s things?
7 For example, www.nature.com is a great site. S = Spokesperson B = Bruce Wainwright C: Oh, all right.
8 According to a government spokesperson, this AC = Professor Anna Cowan A: Hey, did you see Come Fly With Me last night?
will help young families with children, too. DJ: I’m afraid we have to interrupt the C: No, I missed it. Was it any good?
programme for some breaking news. A: Some of it was hilarious. The best scene was
CD2, Track 7 with Melody and Keeley, you know the low-cost
1 A: A spokesperson for NASA in Cape Canaveral
in Florida has just announced the sighting of check-in assistants.
I can’t stand watching 24/7 news channels. I
a group of large objects moving towards our C: Yeah, those two are funny.
want to find out what the news is but, in fact,
solar system at very high speed. The objects A: Well, the scene starts off with a very serious
there is too much going on on the TV screen.
are currently being monitored by various major introduction about the airline’s check-in girls.
It requires doing a lot of things at the same
world observatories. Yesterday, scientists at the You know, how glamorous they are and that sort
time – listening to the speaker’s voice, reading
Atacama Observatory in Chile noticed unusual of thing.
the moving text at the bottom of the screen
activity on planet Kepler-22b and think that C: Right.
and watching the pictures in the background.
the objects might have come from this planet. A: Then the camera focuses on Melody
You know, scientists say that if we receive
Kepler-22b is larger than Earth but scientists attending an elderly passenger. First of all,
information through more than one channel,
think that it can support life. The planet is 600 Melody makes a rather rude comment about the
we actually remember it worse. So is it worth
light years away from us. We will keep listeners woman’s age.
putting all this information on the screen?
informed of the situation. It is important to C: That’s typical of Melody.
2
keep calm. At the moment, there is no reason A: Then she mentions speedy boarding. At
I avoid watching TV. I just don’t enjoy sitting in for worry and the situation is under complete
front of the screen for hours. I prefer listening to first, the woman is a bit reluctant because it
control. Please stay at home and wait for further costs twenty pounds. It’s just hilarious because
the radio. One of the advantages is that you can
138

Melody talks to the camera and she tells the CD2, Tracks 19 and 20 K = Katy T = Tom
story of a man who died in a stampede to get on Advertising is important in our society and 2
the plane. Only his shoe was left. you can’t really get away from it. I think that K: Hey, look, Tom. I’ve got a message saying I’ve
C: Oh no! advertising affects everyone – even if people won a lottery prize. It says if I send my credit
A: Anyway, eventually, Melody persuades the don’t actually realise that they are influenced card details, I can win a thousand pounds. Tom?
woman to take speedy boarding. by it. Billions of pounds a year are spent on T: Sorry. I’m trying to concentrate on my French.
C: Mmm, okay. making adverts. Last year over 4 billion pounds That’s called phishing – you should never give
A: Unfortunately, there aren’t any speedy was spent on online advertising just in the UK! any personal information, Katy. You should know
boarding passes so she immediately phones And people don’t spend money unless they get that by now.
Keeley. It’s so funny because you then see that something from it. Of course, there is a lot of K: I know, I know. I’m not that stupid. But
they’re talking on the phone but in fact they’re creativity in advertising, too. The adverts I like wouldn’t it be great to win a thousand pounds
sitting right next to each other. most are TV commercials because the good though?
C: I can just imagine it. ones can tell a story in a very short time. There T: Huh.
A: The next thing that happens is that Melody are some great ones. The ones that annoy me K: The first thing I’d do is buy myself a new
can’t reach the speedy boarding pass so she asks most are pop-ups which sometimes appear computer. No, thinking about it, I’d prefer to go
the customer to pass it over to her. It’s ridiculous when you go onto a website. They’re really on a nice holiday first. Somewhere warm. Where
because as soon as Melody gets the boarding irritating! Personally, I think humour is important would you like to go?
pass, she gives it straight back to the customer. in advertising and, for me, the best adverts
T: Look, Katy. I’ve got an exam tomorrow. I’d
C: That’s hilarious! are those that are funny. A good example is an
rather you didn’t interrupt me all the time.
advert for the new Mini – the ending’s great. I
A: Eventually the woman gets her boarding K: Okay, okay. Just being sociable. By the way,
can’t stand ads that are dull, especially when
pass but Melody tells her that everybody on the are you going to Judy’s party on Saturday?
you’ve seen them several times. My least
flight’s got speedy boarding! S = Sylvie K = Keith
favourite ones are those for washing powder and
C: Typical. 3
household products in general but I like ads for
A: In the end, the woman doesn’t look very computers or phones. I love all that techie stuff. S: Hi there, Keith. How are things? You never
happy at all and finally walks away. Whenever I buy something important, I always reply to my Facebook messages.
C: Yeah, that sounds like a good scene. I must shop around and read product reviews online. K: Hi Sylvie. No, I’m not on it these days.
watch it on YouTube. The Net is great for checking out prices and S: Why not?
CD2, Track 14 comparing products. K: Well, I hate all those targeted adverts on it.
1 Yeah, those two are funny. CD2, Track 21 S: What do you mean?
2 Right. 1 They are influenced by it. K: Well, they use your personal information
3 That’s typical of Melody. 2 I like ads for computers or phones. and send adverts directed especially at you. I’m
4 Oh no! on a new network with no advertising called
n
3 They spend billions of pounds a year.
5 Mmm, okay. Diaspora. It uses open-source software so it
4 And people don’t spend money unless they
6 I can just imagine it. doesn’t cost anything and you can adapt it if you
get something from it.
want to. And on Diaspora the information you
7 That’s hilarious! 5 A good example is an advert for the new Mini. put there is totally private and can’t be used by
8 Typical.
so
6 The Net is great for checking out prices. anyone else.
7 There are some great ones. S: But all my friends are on Facebook. By the
Module 4: Advertising CD2, Track 23 way, Keith, there’s a good concert on Saturday …
CD2, Tracks 17 and 18 SA = Shop assistant C = Customer K: Did you know that on the Net they use
1 SA: Can I help you? spyware to track the sites you visit? But you can
Introducing our new exotic fragrance, Jungle. It’s C: Yes, I’ve seen this drink advertised on TV. Can go onto your browser and the search engine you
ar
cool, crisp and very attractive, with subtle tones you tell me something about it? use and choose not to have it. You can download
of mango, ginger and aloe. Jungle is made only of SA: It’s a new hi-tech food supplement. programs to block the spyware, too. I found a
natural ingredients that come all the way from C: The ad said that it helps to lose weight. Is it really good new program called …
the tropical forests of Africa. Jungle will leave true? S: So you’re not interested in that concert?
your skin feeling cool and fresh after shaving SA: Of course it is. But it has to be drunk K: What concert?
and it moisturises, softens and protects your regularly. CD2, Track 27
Pe
skin at the same time. After you put on some C: How do I prepare it? W = Woman M = Man
Jungle, you will be ready for anything. Jungle, SA: It’s very easy to make. It can be mixed with W: Excuse me? Excuse me? Anybody there?
mmm, absolutely irresistible! water or milk. It can also be added to soups. M: Oh, hello there.
2 C: Is it safe? W: Hello.
And it’s another winner from Marathon with SA: Yes, it’s very safe. It can be drunk every day, M: Anything I can do for you?
Turbo Plus! Turbo Plus will give you the extra morning and evening.
power and energy you need when you are doing W: Yes, there is. I’ve got a problem with my
C: Is it tasty? laptop. I’ve got a really important presentation
a full marathon or just out jogging in the park
SA: I don’t know. I haven’t tried it. tomorrow and everything’s on it. Could you have
with friends. Marathon Turbo Plus shoes have
four special layers to give you extra comfort and CD2, Tracks 25 and 26 a look at it, please?
protect your feet and muscles. Marathon Turbo 1 M: Of course, no problem. But we close in 20
Plus shoes are extra durable and available in D = Dad L = Lisa minutes. Do you think you could tell me what the
ten fantastic colours so you can look stylish as problem is, please?
D: Oh no! One of these things again! I really hate
you speed along. Try them and you’ll never wear these ads that come up on the screen, don’t you? W: Well, it’s been going slowly for ages. It’s been
anything else. Your feet will love you forever! Oh no! Now my computer’s frozen! taking ages to start and it often freezes when
3 I’m trying to open something.
L: You need to be careful with all those pop-ups
Stress-free and safe driving with the new Marco and pop-unders. M: Since when?
Polo Explorer. The Marco Polo Explorer is easy D: What are you talking about, Lisa? W: For the last couple of months or so.
to use and works straight from the box. Just L: Pop-ups appear when you go onto a website M: Well, you’ve probably got too many programs
unpack, plug in and tap the new user-friendly and you see pop-unders after you’ve left a on it and you might have a virus.
touch screen and you’ll be on your way. You’ll website. You need to be careful because they W: Right, but the worst thing is that now it
be ready to explore more than two million sometimes have viruses. doesn’t start at all. I was working on it and it
kilometres of road in 45 European countries and D: That’s interesting but now my computer’s started to make a terrible noise. Then the screen
the maps are automatically updated, too, every dead. Now what do I do? went blank.
month for five years. The Marco Polo Explorer L: Okay, when everything freezes, the best M: Did it? Have you checked the power supply?
calculates your route to avoid traffic jams and thing to do is to turn off your computer and W: Yes, I have. It’s okay.
get you to your destination with no stress or reboot it. M: Have you dropped it recently or anything like
hassle. And there are speed camera alerts to that?
D: What do you mean, Lisa? I’d rather not turn it
help you drive more safely and responsibly. With W: No, I haven’t. But I spilt a bit of tea on it
off – it takes ages to start again.
Marco Polo Explorer you can just relax and enjoy yesterday.
L: It’s the best thing to do though, Dad. Honest.
the open road. M: You didn’t!
D: And now I can’t even turn this thing off!
L: Dad, I’d prefer you not to get angry. I’ll show W: Well, not much … and it started again
you. Like this. afterwards. Do you think that’s the cause of the
problem?
139

M: Could be. Tea’s not very good for computers. never actually broken a bone. I often have hay food, have bad housing and take risks with their
W: So, do you think you could sort it out now? fever, especially in May and June. It’s horrible health – they smoke more and there are problems
It’s very urgent. and I hate it but it only lasts for a few weeks. with drugs, alcohol and crime, too.
M: Afraid not. We’ll be closing in ten minutes’ But I’ve never had anything really serious, like What can be done about this massive problem?
time. asthma. I suppose I’m quite a happy person, too, Well, first, governments in developed countries
W: What about first thing tomorrow morning? and I have never had problems sleeping but I do need to help poorer countries to improve their
Could you do it then? occasionally feel stressed out, especially around healthcare. It’s vital, too, that we invest money
M: For what time? exam time! To keep healthy, I do regular exercise in research to cure common diseases like malaria.
W: Is ten o’clock okay? and I usually try to eat well, too. I’m not really We also need to improve the water supply
worried about getting a serious disease but you and sanitation in poor areas and we need to
M: Don’t think so. We only open at half nine.
never know what’s going to happen in life, do improve the living conditions of poor people and,
W: Eleven okay? My presentation is at twelve.
you? I think the most dangerous disease in my above all, improve their education. Education
M: Oh, all right. Could you leave your mobile so I country is probably cancer. It seems to be going is particularly important for women as, when
can phone, please? up a lot at the moment. I think the main reason women have some basic education and more
W: Certainly, it’s 588927773. for that is all the chemicals in our food and the rights, they are able to look after their families
M: Okay, I’ll phone and tell you if I can finish pollution around us. People’s lifestyles don’t better.
earlier. help either. A lot of people eat badly, smoke and Okay, now I’d like you to read the second chapter
W: Sounds fine to me. Thanks very much. I’m drink too much alcohol. And they don’t do much on world health. Any questions? Okay, Andrew …
really counting on you! exercise, either.
M: Okay, no problem. See you tomorrow then. CD3, Tracks 12 and 13
CD3, Track 9 D = Daniel I = Isobel
W: See you. Now, you’ve promised!
F = Fred L = Lily D: Right, we’ve got to discuss the topic of
M: Bye!
F: Lily, where’s my bike? You borrowed it last unhealthy lifestyles. You start off, Isobel.
CD2, Track 28 week. I: Well, in my opinion we should do something
W = Woman M = Man L: Will you be using it today? about this problem immediately. I think so
W: Anybody there? F: No, but I’m going on a bike trip with my class because lifestyle has such a big effect on health.
M: Anything I can do for you? tomorrow morning. The main factors in unhealthy lifestyles are
M: Of course, no problem. L: I think it needs repairing. The light is broken. poor diet, lack of exercise, smoking and alcohol.
M: Since when? And the brakes are a bit … Did you know that 40% of cancer cases in the
M: Did it? F: What?! I want it back in perfect condition. UK could be prevented if people had better
W: Yes, I have. L: What time are you leaving tomorrow? lifestyles? So I think the government should do
W: No, I haven’t. F: Eight o’clock. something to improve people’s lifestyles.
M: You didn’t! L: That’s fine. I will have fixed it by then. Don’t D: Well, I agree that we should do something
n
M: Could be. worry, Fred! about cancer. But surely, it’s up to people to
decide how they want to live?
M: Afraid not. CD3, Tracks 10 and 11 I: But that’s just the problem. Every year, big
M: Don’t think so. Today, we’re going to look at world health and I’m food and drink companies spend millions on the
so
going to show you some graphs. First, let’s look advertising of junk food and alcohol to make
Module 5: Well-being at changes in the last fifty years. people consume unhealthy things. Therefore,
This is 1960 and this is 2010. You can see the I think we should start by banning advertising
CD3, Tracks 1 and 2 massive improvements in life expectancy of
The human body is highly complex and it has of junk food and alcohol in the same way that
most of the world’s population, especially in cigarette advertising is now illegal on TV.
around 3 trillion cells! To work well, a healthy countries like China and even India. But if you
person needs all their most important organs to D: I don’t see a problem with adverts for
look closely at this graph, you’ll see that a lot hamburgers personally. Nobody has to eat them
perform their functions perfectly.
ar
of people have been left out of the world’s if they don’t want to. And as far as I’m concerned,
Our most complicated organ is definitely our health revolution – the world’s poor. There are
brain. It has about 100 million nerve cells and some of the adverts are quite funny.
over a billion people living on around $1 a day,
nerve impulses from the brain travel as fast as I: What’s not so funny is that millions of people
principally in Africa and South Asia. This means
274 kilometres an hour. That’s faster than a in the UK are obese. It’s calculated that by the
huge differences in life expectancy. For example,
high-speed train! Our brain uses 20% of all the year 2050, 90% of men and 80% of women
in Lesotho, life expectancy is only 42 but in
oxygen used by our body but only uses ten watts will be obese. Because of that, we need to do
Pe
Japan it is 83. That’s a difference of 41 years!

of electrical impulses – less than most light bulbs. something about junk food. It actually kills as
The main reason for this is infant mortality,
Interestingly, the brain is more active at night many people every year as alcohol and cigarettes
children who die before their fifth birthday.
than during the day. together. That’s why I think we should tax junk
Now let’s look at diseases. Apart from infant food and make it more expensive.
Another vital organ is the heart. A healthy heart mortality, there are also many preventable
beats about 100,000 times a day and during D: I disagree. Hamburgers are already too
and curable diseases that kill millions of older
the lifetime of an average person will beat more expensive. A giant cheeseburger costs £4.50
children and adults every year. For example,
than 2.5 billion times. Your heart pumps your in the local café! That’s a lot of money – for me
AIDS kills 2 million, tuberculosis 1.3 million and
blood, on average about five and a half litres, anyway.
malaria nearly 900,000. 1.7 million people die
through your body three times every minute and I: Yes, but if they cost £10, you’d eat fewer
because of diseases linked to poor water and
in one day your blood travels a distance of about of them and be a healthier person. And you’d
sanitation. Most of these diseases can be treated
19,000 kilometres – that’s twice the distance definitely be healthier if you did more exercise,
but poor people do not have the money to pay
from London to Sydney in Australia! too. Actually, regular exercise makes you feel
for the treatment. Drug companies are not very
Your kidneys are also crucial for your health. happier as well as making you thinner and
interested in these diseases either and only 11
They filter one to two litres of blood a minute healthier.
out of 1233 of the world’s new drugs that come
using two million tiny filters. The kidneys out every year are for these, mainly tropical, D: But you can’t make people do exercise if they
produce urine to get rid of waste products but diseases. The big drug companies just want to don’t want to! For me, exercise is a complete
they also control the production of red blood make money out of rich people’s diseases like waste of time. Are you going to make me do it?
cells and maintain blood pressure. asthma, cancer and heart disease. I: Of course not, but the government should
Your lungs are actually the body’s largest Another issue is healthcare. As you can see spend more money on sports facilities, especially
internal organ and the surface area of on this graph, the world’s poorest countries, for young people. The fact is that our local sports
everything inside your lungs is enormous, especially those in Africa, do not have public centres are crowded and expensive, too.
roughly the size of a tennis court. A healthy healthcare as we have here in Australia. Many D: I wouldn’t know – I’ve never been in one. The
person breathes about 25,000 times a day and people just have to use traditional medicine. school gym is bad enough for me! Gyms should
breathes an amazing quantity of air – between But it’s not just healthcare. There are a lot be banned, not hamburgers!
8,000 and 9,000 litres! of other factors, too, like money, jobs and I: Come on, Daniel. Be serious.
Now let’s look at the stomach. The stomach is education. There are some huge differences D: I am. I agree with you that people should
quite a … between rich and poor people even in rich have healthy lifestyles but it’s their choice. The
countries. For example, in a poor part of Glasgow government shouldn’t tell people what to do.
CD3, Tracks 3 and 4
in Scotland, the average life expectancy for men I: I’m afraid you’ll never convince me about that.
Well, luckily I’m quite a healthy person and I
is very low – only 54. In a nearby rich suburb of I think it’s up to the government to do as much
haven’t had to spend much time in hospitals
the same city, the life expectancy for men is 83. as they can. The reason for that is that millions
and that sort of thing. I’ve sprained my ankle a
That’s because in the poor area, people eat poor of people suffer illnesses like cancer which are
couple of times when playing hockey but I’ve
caused by lifestyle.
140

D: But people should have a right to be and thoughtful. For example, she sometimes about half that because concerts are so tiring
unhealthy if they want to be! Thinking of that, frowns when talking to people. When she is for them. There’s all the travelling and the stress
I’m going to have burger and chips for lunch! thinking hard, she often bites her lip, too, and of the performance. Evgeny loves playing in
I love that! She is very good at analysing and public but he does find it exhausting physically
CD3, Track 14
solving problems. She loves maths and physics and mentally because he has to give so much.
1 I think so because lifestyle is so important.
and I think she’s probably going to be a scientist He loses a couple of kilos during every concert
2 Actually, regular exercise makes you feel
of some sort. and can’t sleep the night after because he is so
happier.
excited from the concert.
3 The fact is that our sports centres are CD3, Track 23
7
crowded. I = Interviewer W = Woman
Of course, some more than others and it happens
4 The reason for that is that millions suffer I: Charles Darwin and Alfred Wallace developed
more when they play a piece for the first time
illnesses caused by lifestyle. the theory of evolution at the same time. Did
in public to a really big audience. Pianists have
5 So I think the government should do they work together?
their own routines before concerts to deal with
something. W: No, they didn’t. One worked in England and
nerves. Lang Lang, for example, always eats a
6 Therefore, I think we should ban advertising. the other lived and worked in Asia. But both
light meal of fruit and chocolate. Then he walks
7 Because of that, we need to do something came to the same conclusions.
around his hotel room thinking about the music
about junk food. I: Were there other scientists who came up with and moving his hands in the air.
8 That’s why I think we should tax junk food. the concept of evolution?
W: Yes, there was another scientist, Lamarck, CD3, Tracks 26 and 27
who developed a theory of evolution before I = Interviewer AM = Dr Anita Morgan
Module 6: Genius Darwin. He stressed that animals change to I: This afternoon on The World of Music we
CD3, Tracks 17 and 18 adapt to their environment. And after Darwin, have Dr Anita Morgan, a well-known pianist and
1 other scientists discovered various facts Visiting Professor of Musicology at Hereford
Jane Goodall is one of the most influential that supported this theory, for example they University.
zoologists of the last fifty years. She was a described how traits are passed on to the next AM: Good afternoon.
dreamy child and her interest in animals started generations. Mendel came up with the concept I: Thanks for coming in. My first question about
when she was given a toy chimpanzee. She of genes, though he didn’t call them genes. And piano playing is about when to begin. What’s the
didn’t go to university after leaving school but finally, the structure of DNA was described in best age for starting?
went to Cambridge in her twenties and became 1953 by Watson and Crick. AM: There’s an important physical element
one of the first people to get a doctorate CD3, Track 25 so it’s vital to begin young to develop the
without taking a degree. She spent 45 years 1 muscles and the physical capacity. Most people
studying wild chimps in Tanzania and made recommend starting between six and eight
There’s an important physical element so it’s
major discoveries about their lifestyles, finding but some pianists do begin a lot earlier. For
vital to begin young to develop the muscles and
n
that they use tools, are not vegetarians and are example, the great pianist Evgeny Kissin began
the physical capacity. Most people recommend
sometimes aggressive with each other. Jane is playing when he was old enough to reach the
starting between six and eight but some pianists
driven and dedicated to her work and completely piano – that was when he was two years and two
do begin a lot earlier. For example, the great
fearless. She is also idealistic and uses her months.
pianist Evgeny Kissin began playing when he
incredible energy to work for the environment
so I: Wow, he did start young! So, what are the lives
was old enough to reach the piano – that was
and to protect the chimpanzees she loves. of young pianists like?
when he was two years and two months.
2 AM: They don’t have much time for hanging
2
Grigori Perelman has been called the world’s about with their friends or being on Facebook
They don’t have much time for hanging about
cleverest man and has solved one of the like other young people. You need several hours
with their friends or being on Facebook like other
world’s most complex mathematical problems of practice to be good and many young pianists
young people. You need several hours of practice
called Poincaré’s conjecture. For years, many go to special schools at the age of about 11 or
ar
to be good and many young pianists go to
mathematicians had been trying to solve this 12. It’s a tough world and very competitive so
special schools at the age of about 11 or 12. It’s
when Grigori published his solution in 2002. the kids and teenagers don’t have much time for
a tough world and very competitive so the kids
It took other mathematicians several years to normal activities. In a lot of these schools they
and teenagers don’t have much time for normal
verify this solution but in 2010 an American actually have to limit the time that students
activities. In a lot of these schools they actually
institute awarded Grigori a prize of one million spend on the piano because it can cause
have to limit the time that students spend on the
dollars. However, Grigori refused to accept the injuries. All of them are very single-minded and
piano because it can cause injuries. All of them
Pe
prize and take the money. Grigori lives in a small dedicated.

are very single-minded and dedicated.
flat in St Petersburg with his mother and sister. I: How many of them actually become
3
He is unemployed, reclusive and very shy and successful?
reserved – he hates dealing with journalists. He That’s a very good question. Only 1 or 2%
become concert pianists and even fewer become AM: That’s a very good question. Only 1 or 2%
is rather eccentric and very scruffy – he hardly become concert pianists and even fewer become
ever cuts his hair. Grigori is not at all ambitious great ones. But they all want the chance to
try so that they won’t have regrets later. Their great ones. But they all want the chance to
and is very modest: ‘I’m not interested in money try so that they won’t have regrets later. Their
or fame,’ he says. dream is music and they just want to follow it
even if they know the chances of success are dream is music and they just want to follow it
3 even if they know the chances of success are
small.
Stephen Hawking is an extremely influential small.
4
physicist and cosmologist despite being severely I: What does it take to be successful? To be in
disabled. He was at Cambridge University when Well, it’s not just technique. At a high level that is
this 1 or 2%?
his degenerative illness started to affect him taken for granted. You need a lot more than that.
According to the great pianist, Maria João Pires, AM: Well, it’s not just technique. At a high level
and he has been completely paralysed since that is taken for granted. You need a lot more
2009. He was told he would only live two years you must have feeling for the music. You need
to make the music yours. You need to be original than that. According to the great pianist, Maria
but he is a single-minded and determined person João Pires, you must have feeling for the music.
and he continued his scientific research despite and powerful so that you can really connect with
an audience during a concert. So you can’t just You need to make the music yours. You need to
his disability. Stephen has made important be original and powerful so that you can really
discoveries in the field of cosmology, won sound like everyone else.
connect with an audience during a concert. So
numerous prizes and written books about 5
you can’t just sound like everyone else.
science, like the best-selling A Brief History Well, first it’s very hard work and it’s very lonely.
I: What’s it like preparing to perform a new
of Time. Despite the fact that he has to use a You’ve got to practise hundreds of hours on your
piece?
computer to speak, Stephen is highly articulate own to get to know the piece. That can be hard
when things aren’t going well as you have no AM: Well, first it’s very hard work and it’s very
and witty. lonely. You’ve got to practise hundreds of hours
one to help you. You are on your own. Secondly,
CD3, Tracks 19 and 20 you have to establish a relationship with the on your own to get to know the piece. That can
My girlfriend is an amazing person. At first, she music. The pianist Joanna MacGregor says that be hard when things aren’t going well as you
seems rather shy but when you get to know her, she has to make friends with a piece of music to have no one to help you. You are on your own.
you realise that she’s really quite self-confident. play it well – it has to become part of her. Secondly, you have to establish a relationship
She knows what she wants and isn’t afraid with the music. The pianist Joanna MacGregor
6
of hard work either. Sometimes, she tends to says that she has to make friends with a piece
Some pianists, like Lang Lang from China, have
be slightly sensitive but usually she is pretty of music to play it well – it has to become part of
exhausting schedules. He does a hundred
relaxed. In general, she is an easy person to get her.
concerts a year. Others, like Evgeny Kissin, do
on with – I think so anyway. She is fairly serious
141

I: So, the life of a professional concert pianist is S: Yes! So, just to recap. You were huge stars, there is a great sense of community – you don’t
not an easy one. What sort of workloads do they right? really need to lock your front door and people
have? BR: Right. help each other out. Another positive thing is
AM: Some pianists, like Lang Lang from China, S: And you loved making music, right? that children can go out on their own – it’s a
have exhausting schedules. He does a hundred, BR: Right. very safe place. The worst thing about my area
concerts a year. Others, like Evgeny Kissin, do S: So you should get the band back together and is that there’s no privacy. It’s horrible because
about half that because concerts are so tiring play gigs again. everybody knows what you’re doing, almost
for them. There’s all the travelling and the stress BR: Wait there … before you do it. There aren’t any good shops
of the performance. Evgeny loves playing in either. You have to go to Glasgow to do any
S: Exactly!
public but he does find it exhausting physically decent clothes shopping – and that’s a long way
and mentally because he has to give so much. CD3, Track 29 away. My area would be better for young people
He loses a couple of kilos during every concert Is that right? if there were more places like nightclubs for
and can’t sleep the night after because he is so So that means there are four of you, right? teens. It would also be good if we could vote in
excited from the concert. So, just to recap a couple of things, you’re a local elections. Politicians might take us more
I: Do concert pianists get nervous before five-piece group playing indie rock and you’re seriously then and do something for us.
concerts? amateur, right? CD4, Track 5
AM: Of course, some more than others and it What do you mean by that exactly? 1 photo, photography
happens more when they play a piece for the I don’t quite get that. Could you explain what you 2 suburb, suburban
first time in public to a really big audience. mean exactly? 3 active, activity
Pianists have their own routines before concerts Do you see what I mean? 4 organise, organisation
to deal with nerves. Lang Lang, for example, Do you follow me? 5 various, variety
always eats a light meal of fruit and chocolate. To put it another way, we don’t play the typical
Then he walks around his hotel room thinking 6 economy, economic
sort of pop songs you hear on the radio.
about the music and moving his hands in the air. 7 personal, personality
In other words, we’re busy every evening and
I: That’s interesting. Thanks very much, Dr 8 history, historic
weekend with rehearsals and concerts and all
Morgan. 9 enthusiasm, enthusiastic
that stuff.
10 environment, environmental
CD3, Track 28 As I said before, there are five of us in the group
S = Suzy BR = Billy Ray and we all write songs. CD4, Track 8
S: Breathe, Suzy, breathe. It’s only your first and What I mean to say is that I try to write about the J = Jim A = Annie
most important interview as a music journalist. real problems and the feelings that people have. J: Hi, Annie, what’s happened? You look
BR: Suzy? absolutely furious.
S: Billy Ray? Module 7: Communities A: I am! I went to that job interview for a
n
BR: That’s me. delivery person and they said they were looking
CD4, Tracks 1 and 2 for someone stronger. If I was a man, I would’ve
S: Lead singer of the famous heavy metal band 1
Storm? Is that right? got this job. What do they think? That a woman
Well, I’ve lived here for a couple of years and can’t carry boxes?
BR: That’s right – I was. But I’m an antiques
so
I know quite a few people. It’s an inner-city J: Delivering packages is hard work. If I was a
dealer now. Would you like a cup of tea? area in South London. The best thing about woman, I wouldn’t have applied for it. You need a
S: Yes, please … Sorry. Nearly ready. Just need to … living here is that people are friendly – well in lot of physical strength.
Right. First question. Oh, er … hang on. my street anyway. And there’s a lot of cultural A: Jim, I can’t believe my ears! That is such a
BR: How’s the tea? diversity, too, which I like. You can hear different stereotype! I’ve been carrying things all my life.
S: Oh, lovely. Thank you. Right. Okay. So, Billy languages and there are lots of different
J: I know, I know, I was just kidding. Um, are they
Ray Lewis, lead singer of Storm … why was your restaurants and cafés – Indian, Chinese, Bengali,
still looking for people?
ar
band called Storm? Mexican and others. Another positive thing is
A: Oh, I don’t know.
BR: Ah, because of our van. that there’s good public transport so you can get
S: Your van? What do you mean by that exactly? into the centre of London easily. The worst thing CD4, Track 9
BR: Well … At the start, we didn’t have a name. about my area is that there’s a lot of vandalism A = Annie J = Jim
Then, one night, our van broke down on the and crime – there have been a lot of muggings A: Hi, Jim, did you apply for that job at the
motorway, in the middle of a storm. We thought … recently. But last year, after the riots in our area, delivery firm in the end?
Pe
Storm. Perfect! everybody got together and put messages on J: Yes, I did. And I got it.
S: And you had two number one albums, didn’t a wall supporting the community, which was A: That’s because you’re a man. Anyway, how
you? great. I’m into photography and I took photos of is it?
BR: Actually, in the US all three albums went to the wall and put them online. My area would be J: Not great. I’m tired all the time.
number one. better for young people if there were more free
A: If they had given me the job, I would be
S: So that means you were huge stars, right? activities for teens. There are things to do here
happy. I like being on the move.
in London but they are all expensive. It would
BR: For a couple of years. J: You wouldn’t like the boss. She’s a horrible
also be good if we could take part in making
S: What was it like? person – mean and unpleasant. If she hadn’t fired
decisions about local issues – about things that
BR: Amazing. And boring too. half of the staff, we wouldn’t have to work so
affect us.
S: Boring? I don’t quite get that. Could you hard.
2
explain what you mean exactly? CD4, Tracks 10 and 11
I’ve lived here for ten years but I only know a
BR: Well, we were on the road, touring, all the few people because my school is in the centre J = Journalist B1 = Biker 1
time. Do you see what I mean? of London. The best thing about living here is 1
S: Yeah, I think so. that there are good parks and sports facilities. J: I’m here at the Orleton Bike Rally. I’m going
BR: It can drive you mad! Do you follow me? It’s a suburban area with a lot of green spaces. to talk to people and try to find out what makes
S: Is that why you gave it all up? Another positive thing is that the streets feel them bikers. Excuse me, could I ask you a
BR: Exactly! We loved making music. But we safe at night because there’s very little crime. question, please?
missed home. To put it another way, we wanted The worst thing about my area is that there is a B1: Sure. Go ahead.
a quiet life. lot of heavy traffic – people drive everywhere. J: What makes you a biker and why do you come
S: I suppose you must be happy now? Also, in general, in the suburbs people are not to things like this?
BR: Yes, I am. very friendly – people keep to themselves a lot. B1: Well, I started when I was just a kid. I’m
S: In other words, you don’t miss the old days? My area would be better for young people if a biker – it’s who I am. And the atmosphere at
BR: A little. As I said before, there were things there were more places for teens to hang out – these rallies is kind of awesome. We have a wild
that were boring, but it was amazing too … It’s especially in the winter when you can’t stay time: the music, the parties, the races. But the
funny, why did you want to interview me? No outside. It would also be good if we could have a people in the biker community are the most
one listens to our music any more. say in the local council. I think young people have important thing. Bikers are the best people in the
S: What? You’re joking, right? got lots of good ideas but nobody listens to us. world! We really look after each other, you see.
BR: What I mean to say is, we’re ancient history, 3 J: Thank you very much.
aren’t we? I’m 17 and I’ve lived here all my life. It’s a small B1: No problem, love.
S: No, no, no! I love your music! Lots of people market town in the Western Isles of Scotland. Of
love it. course, I know a lot of people – nearly everyone
BR: Really? really! The best thing about living here is that
142

J = Journalist B2 = Biker 2 it somewhere inside. What if we asked Ben? He favourite natural landmark there is Durdle Door,
2 lives near the forest. which is a rock arch. It’s huge and sticks out into
J: Hi. Could I ask you a couple of questions, T: Cool! That way, we won’t get wet if it rains. the sea – it’s really impressive.
please? They’ve got an old barn and we could maybe use One of my favourite man-made landmarks is
B2: Hi there. Yeah, no problem. that. Stonehenge, a prehistoric stone circle about a
J: Why are you a biker? L: That’s fine by me but I’d rather you rang him. I hundred kilometres west of London. It’s one
B2: Well, I have a sort of stressful job. At the don’t know him too well. of the most important prehistoric sites in the
weekends, I forget my suit and tie, get on my T: No problem, I’ll do that. So, who should we world because of its size and because it’s so
bike and come to places like this. It makes me invite, do you think? well preserved, despite being built 4500 years
feel free. L: Definitely, Jason, Ben and Carol. And why ago. There are different theories about what it
don’t we invite that new guy, Chris? He’s very was used for. It could’ve been a burial site or it
J: Interesting. I can see you’ve got quite a few
nice. might’ve been a place where people came to be
biker tattoos.
T: Don’t tell me you fancy him? Okay, I’ll see if he healed. The stone circle also functioned as a kind
B2: I cover them up when I’m in the office. But
wants to come. of observatory of the stars and planets which
here it’s different.
L: I suggest we do that ride up to the top of the would’ve been very important for the religion of
J: Thank you. the people then.
B2: Not at all. A pleasure. Bye. hill. There are some great views up there. What
do you think? I also like The Gherkin in London, a modern
J = Journalist B3 = Biker 3 skyscraper made of metal and glass – with 5500
3 T: That would be nice but it’s a bit far, isn’t it?
And a bit steep, too. I’d rather we did something glass panels! The Gherkin is in the financial area
J: Excuse me. Can I ask you a couple of of London, the City, and was finished in 2004.
a bit easier, like the ride along the valley to
questions, please? It has forty floors and is 180 metres high. The
the lake. And then we’d have more time for the
B3: Fire away, darling. I’ve got all the time in the building is already one of Londoners’ favourite
picnic.
world. landmarks and has also won lots of prizes for
L: Okay, let’s do that. I thought you were fitter,
J: Why did you become a biker? its revolutionary green architecture. I think the
Tom.
B3: Well, it started when I was 16. Things were design’s really cool. One day, I’d like to visit the
T: No comment, Lucy. So what are we going to
really wild back then. I’m a lot more laid-back restaurant at the top. It must have amazing
do about food? I think you should make one of
these days, you know what I mean? views, you know.
your omelettes.
J: Do you always come to events like these? CD4, Track 21
L: I’m not sure, Tom, let’s talk about that kind of
B3: Sure. I only go to biker-friendly things. thing next week. I’ve got to get this bike sorted W = Woman M = Man
Biking’s my whole life. out and go off to my yoga class. M: Where are you going on holiday this year?
J: Thanks. T: All right. But I still want some omelette! See W: We’ll probably go somewhere exotic, which is
B3: No probs, darling. you. great, because I’ve never been anywhere outside
n
J = Journalist B4 = Biker 4 Europe. Two years ago we went to Italy, which
4
CD4, Track 14 meant reading guidebooks and visiting a lot of
M = Man W = Woman
J: Excuse me. Why did you become a biker? ruins. Not my idea of fun.
1
B4: The freedom. When you’re out on your bike, M: Did you go to Pompeii?
you feel free, you feel alive. Know what I mean?
so
M: I thought maybe we could go up to Mortimer
W: Yes, we did. They say that everything
Forest.
The wind on your face. It’s cool, you know. there looks exactly as it was at the time of the
W: That’s a good idea but it means we’d have to eruption. There are even plaster casts of the
J: Isn’t biking a very male-dominated world?
go on the main road and it’s really dangerous. victims who died inside their homes, which
B4: Not as much as people think. Nobody gives
2 look quite scary. I found it all rather depressing.
us a hard time.
W: I think we’d better get someone to drop us Would you like to go there?
J: Thanks very much.
off and pick us up later. M: Yes, I’d like to walk down the crater of
B4: No problem.
ar
M: Why not? Vesuvius, which is forbidden now but we’re
J = Journalist B5 = Biker 5
3 hoping to get special permission for our geology
5
M: So what about the idea of the picnic? project.
J: Could I ask you a couple of questions, please?
W: That’d be great but I’m not so sure about the W: That would be fantastic! We wanted to go
B5: Course.
weather at this time of year. but the guide said it was not allowed, which was
J: What makes you a biker?
4 really disappointing.
Pe
B5: The speed. I’d like to be a professional racer

W: What if we asked Ben? He lives near the CD4, Tracks 23 and 24
but it’s really difficult.
forest. 1
J: But isn’t it dangerous? There are a lot of
M: Cool! That way, we won’t get wet if it rains. Welcome to Tower Bridge Exhibition. In this
accidents, aren’t there?
5 fascinating exhibition you will learn about the
B5: Yeah, but they’re not usually caused by
M: They’ve got an old barn and we could maybe history of the bridge, perhaps London’s most
bikers. Most of them are SMIDSY.
use that. famous landmark. You will learn about how the
J: What does that mean?
W: That’s fine by me but I’d rather you rang him. bridge works and will have the chance to see
B5: Sorry mate, I didn’t see you. Car drivers
6 some of the best views of London. Now let’s
never look where they’re going.
W: Why don’t we invite that new guy, Chris? take the lift and go up to the first tower. Before
J: Yes, I can see that’s a problem. Thanks very
M: Okay, I’ll see if he wants to come. that you can leave your bags and things in the
much.
7 cloakroom if you like. There’s no point carrying
CD4, Tracks 12 and 13 W: I suggest we do that ride up to the top of them around the exhibition.
T = Tom L = Lucy the hill. 2
T: Hi there, Lucy! Lucy? M: That would be nice but it’s a bit far, isn’t it? Okay, we are now in the North Tower on the top
L: Oh, hi, Tom. I didn’t hear you. How’s things? 8 level of this engineering marvel. Tower Bridge
T: Okay, you? M: I’d rather we did something a bit easier. was built in stone and in a medieval style so that
L: Just sorting out a few things on my bike. W: Okay, let’s do that. it would fit in with the nearby Tower of London.
T: Hey, I’m trying to organise something for next From the stone walls and the metal structure
Saturday. I thought maybe we could go up to inside the tower, you can see how strong and
Mortimer Forest – take a picnic, like we did last Module 8: Landmarks solid it is. Now let’s go through the door and look
summer. CD4, Tracks 17 and 18 at the views on either side.
L: That’s a good idea but it means we’d have to In my country, there are mainly plains and river 3
go on the main road and it’s really dangerous. valleys in the south although there are quite These two sections of the bridge were built for
Remember the last time with that lorry. I think a few hills in the north. In the southwest of foot passengers to cross the bridge while it was
we’d better get someone to drop us off and pick England, where I live, there are also moorlands, opened to let ships through. However, very few
us up later. How about asking your dad? like Exmoor and Dartmoor. The area I like most is people ever used them so they were closed after
T: Why not? He could take us up there in the van the Jurassic Coast because it’s got beautiful bays only 17 years. It’s worth spending some time
at about ten and pick us up later around threeish. and cliffs. Part of it’s in Dorset and part of it’s here and enjoying the views. From up here, you
So what about the idea of the picnic? in Devon and it’s now a World Heritage Site. It’s can see right along the river in both directions
L: That’d be great but I’m not so sure about the important because it’s got an incredible variety and it’s a good idea to use the panels to identify
weather at this time of year. It’s not much fun of rocks, rock formations and fossils. Some of the the buildings. In one direction, towards the east,
having a picnic in the rain, is it? I’d rather we had rocks there are over 250 million years old! My you can see the old docks and the skyscrapers
of Canary Wharf, a new business district.
143

Westwards, you can see important London TIO: Well, I think you’d better go to St CD5, Track 5
landmarks, like the London Eye, The Gherkin and Katharine’s Docks. I’d recommend going to 1 They are going to give an update about their
of course the Tower of London. Now, let’s go to the Angel Café there. You should have the hot profits.
the other tower to hear about the history of the chocolate – it’s delicious. The docks are lovely 2 The government is going to update the
bridge. now and full of some nice little shops, if you unemployment figures next week.
4 fancy doing a bit of Christmas shopping. 3 I’d like to present our new product.
In the exhibition in this tower, you can see T: How far is it from the church? 4 I got that video game as a birthday present.
photos taken during the construction of the TIO: It’s about a ten-minute walk. 5 Company profits are going to decrease next
bridge, which took eight years. The bridge had T: Thanks a lot. You’ve been very helpful. year.
a revolutionary design for its time with two TIO: Not at all. A pleasure. 6 There was a decrease in sales last year.
sections of road which lift up when ships pass
under the bridge. The bridge cost £1.2 million, CD4, Track 26 7 That company wants to export its new product.
1 Can you recommend places to visit near here, 8 Technology is one of our biggest exports.
which would be £100 million these days, and
432 workers were involved in its construction. please? CD5, Track 9
The Prince and Princess of Wales opened the 2 Could you suggest something else to do, A wave of youthful business activity is sweeping
bridge on 30 th June 1894 with great celebrations. please? across the UK. It is reported that over a hundred
5 3 What else would you advise us to do? new businesses are registered every week. Most
We are now back on the level of the main bridge 4 Is there anything else you would suggest of them are said to be run by people in their 20s.
again. 40,000 people use it every day to cross doing? Young people are reported to be particularly
the river. The two central parts of the bridge 5 Is there anywhere that you’d recommend for active in computer-related businesses, such
are lifted a thousand times a year to let ships lunch? as programming, website design and online
through. So let’s go along the road to the last advertising. The most successful of these
part of the exhibition. Remember, it’s important Module 9: Business businesses are believed to make over a million
to look right when crossing the road! You can pounds a year. This new trend is supposed to
collect your things from the entrance on the way. CD5, Tracks 1 and 2 have started a few years ago, when the older
6 N = Newsreader generation gradually lost touch with the latest
When it was built, the hydraulic system you can BC = Business correspondent technological inventions. It is expected that
see over there was revolutionary. The powerful N: And now over to our business correspondent, the whole IT business will soon be entirely
steam engines pressurised the water in these Alison McKay, for an update on local business dominated by people under 25.
news.
accumulators and this pressure was used to lift CD5, Tracks 10 and 11
the two parts of the bridge. Now, in front of you, BC: Well, there’s a mixture of good and bad
J = Journalist GP = Sir George Pitcher
are the huge steam engines that were used to news today. Let’s start with some good news.
SJ = Sue Jones BE = Brad Evans
make the hydraulic system work. These engines UCG, a local company from Telford which imports
n
photocopiers and printers, is offering 50 new JM = Janet McGregor VJ = Vaughan Jones
produced 360 horsepower and were not replaced SW = Sally Whittle
until 1976 when diesel and electrical power jobs. UCG has had record profits – they have
gone up by 15% which is similar to the increased J: This week on Business London we’ve got
were installed.
profits of big UK companies, like Tesco and Sir George Pitcher, a TV personality and a
CD4, Track 25
so
British Gas. Twenty of UCG’s new jobs will be for well-known businessman from the East End, to
T = Tourist young people – that’s very important in an area answer questions from our listeners.
TIO = Tourist information officer where the number of youngsters under 25 out of GP: Good morning.
T: Excuse me? Can you recommend places to work has gone up from 18 to 23% this year. J: Here’s our first caller. Sue Jones from Bristol.
visit near here, please? Another local company, Z Video Games, has not SJ: Hello. I’ve got a question for Sir George about
TIO: Of course. I’d advise you to go to the been so lucky and is going to close down next selling. How do I come up with unique selling
Monument to the Great Fire of London, which month after a major decrease in sales. The video points for my product?
ar
was in 1666. You can buy a joint ticket for the game sector has suffered a lot in the last two GP: Well, Sue, first you have to think about
Monument and for Tower Bridge. The Monument years. Despite the success of games like Modern what makes your product different from
is 61 metres high and has fabulous views of Warfare, UK sales are down 13% on last year. the competition’s. You need to list those
London but it’s important to be fit as there are There’s better news from a small e-learning differences. What does your product do that
311 steps. company called Blue Rock. They have won the your competitors’ products don’t? What do you
T: Ah, that’s a problem because I’m with my dad Midlands Business of the Year award and seen do better? Is your product cheaper, more durable
Pe
and my five-year-old daughter. an increase in company profits of 12% after a or more attractive? You need to think of the
TIO: I see. I don’t think you should do that then. bad year last year. At Blue Rock, they produce benefits for the customer. For example, Burger
T: Okay. Could you suggest something else to software for schools and universities and King’s slogan for years was ‘Have it your own
do, please? export it around the world. Next month they way’. Customers could decide how they wanted
TIO: Well, if I were you, I’d go to the Tower of are going to present a new software package their hamburgers, unlike in other fast-food
London which is just round the corner. It’s really with versions in all major languages, including places. That made them different from the rest.
worth visiting. There are hundreds of things to Chinese. J: Thanks very much, Sir George. We’ve got
see and do there, like the dungeons … and you another caller on the line. This time Brad Evans
CD5, Tracks 3 and 4 from Bristol.
mustn’t miss the Crown Jewels, of course! I think most computer games manufacturers give
T: Unfortunately, we’ve got to catch a train at BE: Hi, Sir George. I’ve got a product and now I
good value for money. You get hours and hours
three so we haven’t got that much time. need to sell it to my customers. How do I make
of fun from a good game and the graphics and
TIO: Well, in that case there’s no point in going the perfect sales talk?
game play are getting better all the time. But a
to the Tower. lot of mobile phone network providers offer poor GP: First, find out about your customers. How
T: OK! What else would you advise us to do? services. They’re really expensive and, in my area could your product be useful for their needs? No
TIO: It’s a good idea to visit the HMS Belfast, a anyway, the network coverage isn’t always very matter how good your product, no customer is
warship from the Second World War here on the good. The problem is that there are only four big going to buy it unless it solves their problems.
river. Your dad would probably love it and it’s a companies so there’s not much competition. Plan your presentation well and don’t try to
pretty quick visit. But be careful when you go say too much. Dress properly and, above all, be
My favourite company is Funk, because its
onto the ship – it can be a bit slippery. enthusiastic. If you’re not enthusiastic about
products are attractive and well-made. They
T: Mmm, interesting. How much is it? your product, nobody will be.
make cool, funky clothes. I dislike Alpha
TIO: It’s free for children under 16, £13.50 for Telecom, because its services are inefficient J: Thank you for that. Our next caller is Janet
adults and £10.80 for senior citizens. and overpriced, in my opinion. Their internet McGregor from Glasgow.
T: Oh, that’s a bit expensive. I’m sorry about this connection is very slow and it sometimes just JM: I’ve got a great idea for a product but I’ve
but is there anything else you would suggest goes off completely! The problem is that all the never done anything like this before. How do I go
doing? That’s not too expensive, and quite close other companies are just the same! about producing and selling it?
to here. The economic situation is not great in my GP: The first thing you should do is to make a
TIO: Hmm … I suggest you go to All Hallows country at the moment and there are hardly any prototype. That’s a three-dimensional version of
Church. It’s the oldest church in London and it’s job opportunities for young people now. I have your product. You can either make the prototype
near the Tower. And the entry is free. done some part-time work as a shop assistant yourself at home or you can hire the services of
and some voluntary work for my school. My a technician. When you’ve got your prototype
T: Good, that sounds great. My dad loves
ambition is to set up my own business. I don’t in your hands, you can then test it out and see
old churches. Is there anywhere that you’d
want to be a civil servant or work for a big how it can be improved. When you’ve done that,
recommend for lunch?
company. I want to work for myself. you can produce another one and start to sell
the idea.
144

J: Now we have Vaughan Jones on the line from D: Thanks a lot, Mrs Atkinson. And remember, CD5, Track 19
Newport. all the money’s going to the science labs. I 1 It’s by a French sculptor.
VJ: Hello there, Sir George. I’d like to start a think they’re starting the building sometime in 2 The design is meant to be odd and funny.
business but I don’t know what kind. How can I September which will be … 3 There are some really bizarre things.
find a gap in the market? A: Um, sorry Danny. But Angela’s waiting for me 4 I’m not into all that expensive stuff.
GP: You need to think about your own skills, in the main tent. I’d better be going. 5 I’m a real Apple fan, you know.
experience and interests first. Start looking for D: All right. I hope they enjoy the shirts! 6 Don’t you think?
situations where solutions to problems are not
CD5, Track 14 7 Yes, they do suit you.
very good – for example when you’re out in the
1 That’s what makes them so special. 8 My favourite colours are dark blue and
countryside and want to find a good walk but
2 And even better is the guitar T-shirt. burgundy.
you don’t know the area. A mobile phone app
with a map that gives you information about 3 What’s brilliant about them is that you can 9 You’re a real dandy, aren’t you, Brian?
local walks would be great. really play and practise with them. 10 When do you want to go?
4 They’re great for parties because all you need
J: And now our last caller, Sally Whittle from
is a few people with the T-shirts and you’ve got
CD5, Track 21
Birmingham. L = Louise D = Donna
a rock band!
SW: I’d like to find out more about the market 1
for a type of product. How do I go about doing 5 Another thing that’s fantastic about them is
that the T-shirts come with a mini amplifier and L: Hi, Donna, is this your new bike? It looks
market research? fantastic!
speaker.
GP: You can get information from different D: Thanks, Louise. It’s very comfortable.
sources. First, use the internet. There are lots 6 What’s also good is that they’re made of high
quality cotton, so they don’t shrink. L: I wish I had a bike like this. Where did you get
of consumer reports that you can read to get it?
information. Then you need to check out the 7 But it’s the price that will just amaze you!
8 They don’t but they do have very durable D: I brought it over from the Netherlands. Dutch
competition’s products. Then you should start city bikes are the best.
asking people – as many as possible. What do parts.
L: From the Netherlands? I wish I had gone on
they think of the products on the market? How
that trip with you. I would’ve bought myself
could the products be better? Module 10: Design something special, too.
J: That was very useful. Thank you very much,
Sir George.
CD5, Tracks 17 and 18 2
K = Kerry B = Brian D: Louise, these pens look so cute! They are so
GP: Not at all.
K: Hey, Brian. Have you seen that exhibition of simple and elegant.
CD5, Tracks 12 and 13 impossible objects yet? It’s by a French sculptor L: Thanks, you know I love pens, Donna. These
D = Danny A = Mrs Atkinson called Jacques Carelman. It’s on at the City ones are Japanese.
D: Hi, Mrs Atkinson. Gallery. D: I wish I had a pen like that.
n
A: Hello, it’s Sammy, isn’t it? B: I saw the poster. It looks interesting but a bit L: Well, I bought them in that new shop in King
D: Actually, it’s Danny. Nice to see you here at strange. Street.
the fête again this year. K: That’s the whole point! The design is meant D: I went there but I didn’t see anything
A: Yes, and we’re lucky with the weather again – to be odd and funny. There are some really interesting. I wish I had gone on that design
so
and the forecast said it would rain, too. bizarre things. course you did in the summer. It would be easier
D: Can I interest you in one of these fantastic B: Well, I’m not really into weird things. I think for me to spot those really nice things in shops.
musical T-shirts? things should look elegant and be good quality. I CD5, Tracks 23 and 24
A: A musical T-shirt? What’s that? like classy things.
I = Interviewer AH = Dr Alice Howard
D: Look at these. My cousin makes them and he’s K: I don’t. I like objects that look simple, that are
I: Good evening. We all know how irritating it is
donated these ones for the fête. We’re raising durable and that are environmentally friendly. I’m
when technology doesn’t work. Most of the time
not into all that expensive stuff.
ar
money for the new science labs. it’s probably because we’re not using it right
A: Yes, I know. B: Oh, I love it! My favourite object is my new but there are many cases of technical glitches,
D: Look, they’re T-shirts with different musical iPhone because it’s so innovative and it looks design faults and software problems. We have Dr
instruments that you can actually play. That’s sophisticated. I’m a real Apple fan, you know. Alice Howard in the studio to talk about them.
what makes them so special. There are other K: I’m not. They’re really over-priced. AH: Good evening.
musical T-shirts but they are more like toys. B: What I don’t like is stuff that is poor quality I: Dr Howard, is it true that there are more
Pe
A: I see. and looks cheap. It’s really horrible! of these glitches than before? For example,
D: There’s a drum shirt and a synthesiser shirt. K: Mmm, I think people get obsessive about all my train was late this morning because of a
And even better is the guitar T-shirt. That’s the this expensive hi-tech stuff. My favourite object technical failure.
most popular one. What’s brilliant about them is is this old silver bracelet. It’s not trendy but it’s AH: Well, it’s time they did something about
that you can really play and practise with them. good quality. the trains in this country but in general I think
A: Really? Mmm. B: Yes, it does look lovely. there are more glitches now. We have more
D: They’re great for parties because all you need K: But the most important thing is not its technology to go wrong than we used to have,
is a few people with the T-shirts and you’ve got quality but the fact that my grandma gave it to especially computers. Paul Erlich said that ‘to
a rock band! me on my tenth birthday. What I hate is all this make mistakes is human but to really mess it up,
A: Oh, that sounds fun. ostentatious stuff that costs a fortune. It’s a you need a computer.’
D: It is. Another thing that’s fantastic about complete waste of money, don’t you think? I: That’s a good one. Can you give us some
them is that the T-shirts come with a mini B: No, I don’t think so. It’s nice to have good examples of problems?
amplifier and speaker. So they’ve got great things, like clothes for example. I’m very style- AH: In 1993, Intel brought out a new Pentium
sound quality. conscious and I like clothes that are smart. chip. Everything went fine until a maths teacher
A: But they aren’t very practical. I mean, how K: I’m not style-conscious at all. I like clothes from the USA found out that the chip made
can you wash them? that look a bit different. I get most of my stuff mistakes with certain mathematical calculations.
D: That’s a very good question. You can’t wash in second-hand shops. The clothes that suit At first Intel didn’t take it seriously but in
electrical parts, can you? Just let me check … Ah, me best are those loose, flowery dresses. I the end they had to replace all the chips. The
it’s here in the instructions. That’s no problem absolutely love them! problem was due to mistakes in a division table.
because you can remove the instrument and B: Yes, they do suit you. Five million chips were affected.
amplifier to wash them. What’s also good is K: Thanks, Brian. I: That does sound like a real disaster.
that they’re made of high quality cotton, so B: I suppose I’m quite conventional with my AH: But it’s not the most serious one. In 1987,
they don’t shrink. But it’s the price that will just clothes. My favourite colours are dark blue and computers caused a huge crash on the New
amaze you! They’re a complete bargain at £15. burgundy. The clothes that suit me best are York Stock Exchange. Dealers started selling
A: Do they come with a guarantee? long-sleeved, cotton shirts and close-fitting, shares on Monday the 19 th of October and the
D: Um, let me think … No, actually they don’t dark blue trousers – good quality, of course. prices started to go down. A lot of computers
but they do have very durable parts. They last K: You’re a real dandy, aren’t you, Brian? were programmed to sell when the price got
for ages. What about a couple of shirts for your B: I like dressing well, yes. But what’s wrong to a certain level and suddenly everybody was
children? They’re both musical, aren’t they? with that? selling. The computers couldn’t deal with all the
A: Okay, you’ve convinced me, Danny. I’ll have K: Nothing. You should come shopping with me information and crashed, which made things
one medium-sized synthesiser T-shirt for Tommy and give me some advice. worse. Shares went down by 22.6% in one day,
and a large guitar shirt for Angela. Here’s £30. B: Okay, I will! When do you want to go? I know a the biggest fall ever. After that, it was called
good new shopping centre and we can go there Black Monday.
together.
145

I: Interesting. So computer glitches can be very, Americans and the Civil Rights Movement during station coming out just before a big disaster
very expensive. Hughes’s lifetime. like Fukushima in Japan. All the publicity makes
AH: Yes, but the worst glitch was even more Despite the ending of slavery in 1865, in the people interested in the topic.
serious than Black Monday because it could early 20 th century, black Americans in the J: Yes, but you can’t create that.
have destroyed the whole planet. It was in the southern states were second-class citizens GT: Unless you do something like Agatha
middle of the Cold War when relations between with poor jobs and virtually no political or legal Christie did.
the Soviet Union and the USA were very bad. rights. The notorious ‘Jim Crow’ laws enforced J: What was that?
Shortly after midnight, the computer informed segregation in the South between blacks and GT: After separating from her husband in 1926,
Lieutenant Colonel Petrov, the duty officer, that whites in schools, public transport and all public she disappeared. Nobody knew where she was
five American nuclear missiles were coming places, like restaurants and parks. ‘Jim Crow’, by and there was a lot in the news about it. It got a
towards Moscow. Petrov only had a minute to the way, was an unpleasant name that whites lot of attention for her books and of course she
react. He decided that the computer was wrong used for Afro-Americans. appeared again a few months later and that got
and luckily reported it as a false alarm. Later, Most southern blacks were poor agricultural even more attention.
they found that the alarm had been caused by workers and most of them couldn’t vote J: So all publicity is good publicity.
the reflection of sunlight on clouds. We can be because they couldn’t register. They had no GT: Nearly all of it, anyway. But there are lots
thankful that Lieutenant Colonel Petrov did legal protection either and thousands of black of other things. The title must get people’s
make the right decision. men were killed by gangs of whites for often attention and the cover has got to stand out
I: Wow. Yes, we can. Well, it’s time to go now. imaginary crimes. White extremist groups, like when people are looking through bookshops. It
Thank you, Dr Howard. the Ku Klux Klan, terrorised black communities. really has to look different from the rest.
AH: Not at all. However, things began to change after World J: I see. What about book blurbs?
War II when black GIs, American soldiers, came
CD5, Track 25 GT: Well, the information on the back of a book
home. They had fought for freedom and wanted should say what the book is about. They should
B = Beth T = Tina
their own freedom, too. One soldier said, ‘I spent promise a good read and get readers’ interest.
B: Thank you, thank you. You’re too kind. To win four years in the army to free the French and
the Big Car Competition, at our first attempt, is But they shouldn’t give away too much about
the Dutch and I’m not going to let the Alabama the book, of course, like the ending of the story!
an incredible honour … version of the Germans push me around.’
T: Er, Beth, we haven’t won it. Not yet. We J: What else is helpful to sell your book?
In the 1950s, there were campaigns against
haven’t even tested the car. GT: It’s good to have a celebrity endorsement, to
segregation starting with the famous 1955
B: I know! I’m just practising our speech for have somebody famous saying something nice
Montgomery Bus Boycott, led by Martin Luther
when we do win. about your book. It helps to appear on TV and
King, a young Protestant minister. The campaign
T: Okay. radio, too, of course.
spread throughout the South with sit-ins,
B: And we will win! This car is the fastest, most J: Is it true that you can get your book onto
marches and ‘freedom rides’ – young white and
amazing car that’s ever been invented. It’s faster best-seller lists, like Amazon’s, by doing things
black activists who drove down from the North
n
than a rocket, faster than the speed of light … like buying your own book and writing good
to test the segregation laws. For example, black
T: Beth, I’m not sure that’s actually possible. reviews for it?
and white young people openly sat together on
B: Come on! … Oh no! So, what do you think the buses and in public places, like restaurants. GT: People have done that in the past but things
problem is, Tina? … Tina??? are a lot more controlled these days. It’s not
In 1963, there was a march on Washington with
so so easy nowadays. I wouldn’t suggest doing it,
T: Well … Just let me think for a moment. around 300,000 people. The words of Martin
personally.
B: That light kept flashing. It might be a problem Luther King in his ‘I have a dream’ speech are
unforgettable: J: What about new media?
with the remote control. Whenever you try to
move the lever, nothing happens. ‘I have a dream that one day on the red hills of GT: Well, they’re becoming more and more
Georgia, the sons of former slaves and the sons important, especially for e-books of course.
T: That could be the cause of the problem but I
of former slave owners will be able to sit down Blogging can be good to create a community
doubt it. Another issue is the battery … Did you
together at the table of brotherhood. I have a of readers interested in what you write. But
ar
charge it?
dream that my four little children will one day you need to write regularly and say something
B: Of course I charged it! But we could try a
live in a nation where they will not be judged interesting. And you shouldn’t just say how
different battery.
by the colour of their skin but by the content of great your book is. Knowing where to be online
T: That might work but we should try some is important, too, participating in the right
other ideas first. their character. I have a dream today!’
discussion groups and chats.
B: What do you think about taking it to pieces The march and Luther King’s speech had a big
effect on American politicians. In 1964, the Civil J: And social media?
Pe
and starting all over again?

Rights Act ended segregation and gave blacks GT: Yes, sites like Twitter and Facebook can get
T: That’s an interesting idea … But the problem readers interested in what you’ve written and
with doing that is there’s only one day to go equal rights. In 1965, the Voting Rights Act
made sure that all Afro-Americans in the South keep them interested and loyal.
before the competition.
could vote. J: Thanks very much, Geoff. That was very
B: This is a disaster! I’ve bought my special interesting. And now we’ve got …
outfit! I’ve practised my speech! I suppose … One Martin Luther King was assassinated in 1968,
solution would be to give up. Okay, maybe not. which caused major race riots in the big US cities. CD6, Tracks 7 and 8
Another option would be to build a new motor. But things had changed and Afro-Americans had R = Rickie S = Simon
T: Maybe, but it might take a long time to do a new confidence in themselves. At the 1968 R: Hi there, Simon. So who’s the cool dude with
that. Summer Olympics, a group of black athletes the earring?
gave the Black Power salute. The same year, the S: Rickie, that ‘cool dude’ is the greatest ever
B: Well … We could take it to one of the teachers,
soul singer, James Brown, reflected how many writer in English, William Shakespeare. If you
to see what they think? It would be good to get
Afro-Americans felt when he sang: ‘Sing it loud, remember, we are meant to be doing a project
another opinion. What do you think? What do you
I’m black and I’m proud.’ about him.
think would be the best thing to do, Tina? Tina?
Don’t you care about the competition?! … Great! CD6, Tracks 4 and 5 R: Oh no! I completely forgot about the whole
Brilliant, Tina! You’re a genius! We’re going to J = Journalist GT = Geoff Tomkins thing. I had a sort of busy weekend.
win! Thanks. J: Now, we’ve got the marketing expert, Geoff S: Well, I spent a lot of the weekend reading
CD5, Track 26 Tomkins, in the studio with us. about the great William Shakespeare. This is
1 It might be a problem with the remote control. GT: Hi there, good evening. the famous Chandos portrait of him, or at least
J: How do you create a best-selling book? we think it’s him. It was painted at some time
2 That could be the cause of the problem but I
GT: First of all, you need a really good book. between 1590 and 1610 and is of a man of
doubt it.
Bad books just don’t become best-sellers. For about forty. He doesn’t really look like a typical
3 That might work but we should try some other
example, if it’s a novel, it should have a great actor because he is obviously quite rich. Black
ideas first.
story and brilliant characters. clothes cost a lot of money in those days. But he
4 The problem with doing that is there’s only doesn’t look very conventional either because
one day to go. J: But surely there are a lot of fantastic novels
that never become best-sellers, aren’t there? of the earring. It was the kind of thing trendy,
5 One solution would be to give up. theatrical types wore in those days.
6 Another option would be to build a new motor. GT: That’s true. They often need a bit of help
from people like me. And luck of course, being in R: And these days, too. Yeah, he looks a pretty
CD6, Tracks 1 and 2 the right place at the right time. confident kind of guy and that fits in with what
Today, we’re going to look at a poem by Langston we know about his life. So, what else have you
J: What do you mean by that?
Hughes, an Afro-American poet from the first found out about him?
GT: A book’s timing is important: for example,
half of the 20 th century. But, before we do S: Okay, I’ll tell you. But you’ve got to do a
a novel about a disaster at a nuclear power
that, let’s have a look at the situation of Afro- summary of his plays and poems.
146

R: Right, I promise. Most tourists come to New England in the fall S: I don’t know about that. I think that
S: Well, we actually know very little about to see the leaves changing colour. It’s amazing, companies like Zara make most of their clothes in
Shakespeare’s life. He was born in Stratford- so you must come back again some time to see Europe. And the fashion industry creates lots of
upon-Avon in England, probably on 23rd April it. And, if you come in the winter, there’s great jobs in this country, too, particularly for women.
1564. His father, John, was an important local skiing in the mountains, too. But July’s a fantastic There are a lot of famous British designers, like
man but had all sorts of problems with money. month to visit New England – the weather’s a Stella McCartney and they produce their clothes
William went to the local grammar school to lot better and you’ll be able to do some trekking here to sell abroad. The London fashion show is
study Latin and Greek. in the mountains and spend some time on the really important, too – one of the most important
R: Poor him. beaches, too. in the world.
S: Well, in 1582, he married Anne Hathaway, So what makes New England special? Well, as A: Well, I don’t like fashion shows. All those
who was older than him. you know, it’s the second place in the US where ultra-thin women who look ill. And I can’t stand
R: He got married when he was only 18! English settlers arrived. They landed in 1620 those photos of models which are photoshopped,
S: That’s right. They had three kids together. in Plymouth, Massachusetts, and started to either. It’s not surprising that a lot of women
Then we don’t know what happened. We think settle there. New Englanders didn’t have a lot think they’re too fat, is it? I think they should
Shakespeare must have gone to London in of contact with other Americans for quite a long have normal women in the adverts to help
the mid or late 1580s to become an actor and time and, because of that, they have a different women accept their looks.
then a writer. There are references to his plays accent from other Americans. There’s also special S: I completely agree with you about that but
from about 1592. By the late 1590s, when the cuisine here which I’m sure you’ll love – my that doesn’t mean that all designer clothes
portrait was probably painted, he was not only favourites are the seafood soups. Delicious! The are bad. They make some great stuff and good
an actor and writer, but a wealthy businessman, architecture is distinctive, too – the traditional clothes design is really creative.
too, and involved in running a theatre. wooden houses and churches of the small towns A: That’s true.
R: So that explains his expensive black clothes. are beautiful, as you’ll see. S: This year’s autumn collections are fantastic,
S: Exactly. When he was older, he spent more Why has New England had such a big impact on for example.
time back in Stratford. When he died in 1616, he US culture? One reason is that it’s got a lot of the A: Yes but why do they need to change the
left £350 in cash, four houses and £1000 in land. top universities – four out of eight of the famous fashions every year? It’s so that people have
That was a lot of money in those days. Ah, and Ivy League universities are here, including to keep buying clothes all the time to stay
he left his ‘second-best bed’ to his wife, Anne. Harvard, Yale and the Massachusetts Institute of fashionable. People only wear the clothes a few
Technology. Another reason is that New England times and then they go out of fashion and get
R: That doesn’t sound very nice.
is where American literature really started, with thrown away. It’s a terrible waste of natural
S: No, it doesn’t. And we don’t really know
writers like Hawthorne, Emily Dickinson and resources.
anything about how he got on with his wife.
Edgar Allen Poe as well as later ones like Amy S: Not really because things always come back
But beds were expensive things in those days
Lowell, Sylvia Plath and Robert Frost – we’ll into fashion again. Anyway, I like changing my
so it was probably quite a valuable gift. A lot
be visiting Frost’s farm in New Hampshire clothes. I get bored wearing the same things all
n
of people have tried to work things out about
on Thursday by the way. New England’s very the time.
Shakespeare from his 38 plays and about 160
important in politics, too – eight out of the 44 A: So do I. But you don’t need to spend all that
poems but it’s all guessing. What we do know
US presidents were born there, including John money. I still think that it’s best to buy vintage
about him is that he was an amazing writer
F. Kennedy, George Bush and his son George W.
with an incredible use of language and great
so
Bush. And about half of all US presidents have
or second-hand clothes and avoid all that waste.
understanding of human behaviour. Ah, and he I couldn’t afford new designer clothes anyway,
had links with New England families. even if I did like them.
created 2000 new English words – like ‘beautify’ –
Okay, our first stop in New England will be the S: But if you shop around, you can get some
to make something beautiful. And he used lots of
fantastic museum of the sea at Mystic Seaport great bargains. The summer sales start next
new expressions, too, which we still use, like to
where we’ll be able to have a great lunch, too. week so I’m definitely going. If you get to the
‘vanish into thin air’.
Now you can just sit back and relax and enjoy the shops early, you can get fantastic reductions.
R: Hey, that’s interesting, Simon. So when have
New York traffic.
ar
I got to do that summary of his plays and poems Why don’t you come along? You used to like
for? CD6, Tracks 13 and 14 going shopping.
S: Tomorrow. We’ve got to hand in the project A = Alex S = Suzie A: I still do but not in shops like that. Come on,
by Thursday. And don’t just copy and paste it all A: Hey, Suzie, have you seen that new vintage the bus is coming.
from Wikipedia, Rickie. clothes shop in the centre? It’s got some great
R: I won’t. I promise. I really do! stuff and it’s really good value for money, too.
Pe
S: Yes, I saw it last weekend. It’s got some

CD6, Tracks 10 and 11 nice things but I’m not really into second-hand
Hi there. My name’s Joanne Neff and I’m your
clothes. I prefer new stuff, like Boss, Zara and
guide for the next five days on our great New
Mango.
England Summer Tour. You’re all going to have a
A: Well, I never buy my clothes from big brands
great time – I can promise that!
like those ones.
While we’re leaving New York City, I’ll give you
S: Why not?
some background about the region we’ll be
visiting. I’m not a New Englander myself – I’m A: On principle. I’m against the fashion industry.
from Texas – but I’ve been visiting the area since There was a documentary on TV a while back
I was a kid and I love it. about how they exploit workers in countries
like China, India and Thailand. They pay terrible
New England is a small area of the USA. It’s
wages and the women working in the factories
not as big as states like Washington and much
have to work 12 hours a day. It’s almost slave
smaller than others like California or Texas. But
labour.
it’s a bit larger than old England on the other
side of the Atlantic. However, as we’ll see, even S: I don’t think it’s that bad.
though it’s a small area, it’s had a huge impact on A: Well, it is. And those designer clothes that
the history and culture of the US. cost hardly anything to make cost an absolute
There are six states in New England: Maine, fortune in the shops – so the companies must
Vermont, New Hampshire, Massachusetts, make a huge profit.
Rhode Island and Connecticut. The population
is about 14 million and 65% of the people are of
Irish, French Canadian, Italian or English origin.
The biggest city is Boston, where we’re going
tomorrow. Greater Boston has about 4.5 million
people now.
I’m sure you know that New England’s a very
beautiful region. It’s got a lovely coastline
with unspoilt beaches, bays and islands. Inland
there are the Appalachian Mountains but New
England’s most famous for its deciduous woods
and forests – they’re especially beautiful in the
fall – what some of you call the autumn. I’m just
translating for some of you Brits.
147

WORKBOOK 1
1.5 Exercise 1, page 12
I’ve been living here for three months.
Module 2
Audioscript 2 I’d seen it before. 1.12 Exercise 1, page 18
1 Girl 1: I’ve got two dogs which I love and
3 We’re going to the cinema.
4 She hasn’t finished yet. which are part of the family. It breaks my heart
Module 1 5 We don’t often come here.
to think that there are animals like them which
don’t have any freedom and lead terrible lives
6 We weren’t doing anything wrong.
1.2 Exercises 1 and 2, page 8 locked in laboratories. What I can’t believe is that
Man: Young people in the UK have, in the 7 She doesn’t want to see the film. it is impossible nowadays to research medicines
past, tended to leave home earlier than other 8 She’s been crying for ages. using a computer or something like that instead
Europeans. However, it is now becoming more of using live animals.
common for British children to stay at home until 2 Boy 1: I’ve got a dog. He’s a hunter so he
1 schoolmates
their late twenties or even longer. needs a lot of exercise. Of course, we don’t go
2 Skype
Twenty-five percent of men aged between hunting but we do take him for long walks. Some
twenty and twenty-nine now live with their 3 trend
people have pets that they just don’t have time
parents, approximately double the proportion of 4 sporty for. It’s cruel to keep them locked up indoors.
women of the same age who are still at home. 5 stepbrother What we need is a pet test, like a driving test
This is mainly because, on average, women get 6 friendship and, if you don’t pass it, you can’t have a pet.
married when they are two years younger than 7 uncle 3 Girl 2: I hate cruelty to animals and would
men. Even more surprising is the fact that ten 8 athletic never go hunting although I do eat meat.
percent of men and five percent of women are 9 interests However, it may surprise you to know that
still living with their parents when they are in 10 research what I really enjoy is going to our local zoo. It’s
their early thirties. 11 texts very modern and the animals have a lot of room
There are also changes in where young people 12 conflicts to move around and are kept in groups. In fact,
live when they do move out. Twenty years the animals seem to be very well looked after
ago, most moved in with a partner, many of 1.7 Exercise 3, page 12 and probably enjoy their life more than if they
them buying a house together before they 1 bit were in the wild.
were married. Now it is more common for them 2 look 4 Boy 2: Some people I know think all hunting
to live alone in a small, rented flat or to share 3 arm should be banned. I’m not like them. I understand
accommodation with friends. 4 caught that, sometimes, nature needs help in keeping a
Why have these changes occurred? Firstly, 5 bed balance. I also like eating meat from wild animals
house prices have risen dramatically so that it is
6 aunt as it has so much more flavour than farmed meat.
very difficult for young people to buy their own
7 dirt However, I couldn’t do the hunting myself and I
n
home. Twenty years ago, the average house cost
8 pot really can’t understand why people hunt for fun.
three times the average yearly income. Now,
9 seat 5 Girl 3: I think that, if we are good to animals,
the average home is five times more than the
10 pool it doesn’t really matter what we make them do.
average person earns in a year.
Another reason is the high level of
so An animal can be happy in the circus if it’s well
1.8 Exercise 4, page 12 looked after. Even hunting isn’t cruel if the killing
unemployment amongst young people in the UK
1 communication is quick and painless. However, if people treat
at the moment, meaning that many twenty-year-
2 accept animals badly, then I think we should treat them
olds are either out of work or can only find poorly
3 necessary badly. Send them to prison. That would make
paid, temporary or part-time work.
4 summarise them change.
A third reason is that, over the last fifteen
years, university students have had to borrow 5 accommodation 1.13 Exercises 3 and 4, page 23
ar
more and more money to pay for their studies. 6 married 1 Woman: Hi, it’s Emma here. Sorry I haven’t
This has meant that they either save money 7 connection phoned before. How are you? How are Mum and
by staying at home and attending a university 8 attention Dad? I hope everything’s okay. The main reason
nearby or return home after finishing their I’m phoning is that I’m hoping to come and visit
studies. 1.9 Exercise 5, page 12
you all at the weekend. I’ve had a cold but I’m
1 travelled feeling better now. I really want to see Dad and
Pe
2 skilful apologise for missing his sixtieth birthday. I

Woman: In this talk, we’re going to look at the 3 cancelled
number of people going to university in different should have remembered. I’ve seen the photos
4 quarrelled on Facebook. It looks as if you had a good time.
countries. In some countries, like Finland, the
5 signalling 2 Boy 1: My mum’s really angry with me today.
proportion is now over eighty percent whereas
in the UK, the figures are lower. However, this is Last week was her fiftieth birthday party
1.10 Exercise 6, page 12 which was a great day. I had a brilliant idea for
also a big increase over the last fifteen years. 1 In this talk, we’re going to look at education.
Another area to comment on is the cost of her present and she was very pleased. It was
2 That figure is up by fifty percent since last a weekend in Venice! I showed her the photos
studying in different countries. In Scandinavia, year.
university education is free. In England, the cost from the party which I put on Facebook. She was
3 Another area to comment on is exam results. happy until she realised that my dad is one of my
of studying has increased from nothing in 1997
4 The proportion of students getting an A grade Facebook friends. Since the divorce, she doesn’t
to a maximum of £9000 a year in 2012.
has gone up to thirty-three percent. want him to see what she’s doing with her life
However, despite the high cost of education,
there are more students at university than at 5 The percentage of students going to at all.
any time in the past. One reason for this is that university went up from twenty-two percent to 3 Girl: My parents are divorced and my dad now
more and more jobs require university degrees thirty-five percent between 1995 and 2010. lives in the USA. I don’t mind. My boyfriend’s
nowadays. Also, wages for unskilled work have 6 The number of students leaving school at parents are divorced, too. It’s easy to keep in
decreased while salaries for managers and sixteen has gone down, too. touch with Dad on Facebook and I like looking at
professionals have increased. 7 Only one in nine students leaves school with the photos of his new family. The main problem
So, to summarise, there are more young people no qualifications at all. is that he wants me to go there as often as
going to university each year. However, with 8 So, to summarise, grades are getting better possible. I can’t go during the school year and my
costs rising, this trend may not continue into and more students are going on to further mum always wants to spend the holidays with
the future. So, that’s it. Has anyone got any education. me. Sometimes it’s difficult to know what to do
questions? for the best.
1.11 Exercise 7, page 12 4 Boy 2: My problem is that I had an argument
1.4 Sound Check, page 12 1 teammate with my girlfriend today. It was her birthday and
a I’ve been living here for three months. I’d seen 2 good-looking I took her to a nice restaurant but she’d read an
it before. We’re going to the cinema. 3 social network article about heart attacks and didn’t want to
b schoolmates, stepbrother, research 4 stepmother eat anything unhealthy. I didn’t mind that but
c bit, beat, look, Luke 5 well-known she wanted me to have a salad as well instead of
d necessary, accommodation, connection 6 single parents steak and chips. I made a joke about her coming
e travelled, skilful, cancelled 7 hard-working to visit me in hospital and she walked out. Now
f In this talk we’re going to look at education. 8 grandparents I’m sitting looking at her Facebook page and
That figure is up by fifty percent from last year. wondering if I should contact her.
g teammate, good-looking, social network
148
Z02_CHOI_TB_UINGLB_2223_TAPE.indd 148 07/12/2012 14:29

5 Boy 3: I love my Facebook page, which I’ve g At first, the woman … The next thing that 1.25 Exercise 9, page 34
had for a few years now. It was great when happens is … In the end, they … 1 doubt
I was in hospital to be able to get messages h doubt, campaign, knowledge 2 campaign
from friends. Even my parents like it and it isn’t 3 whale
often that they both agree on something! Now, 1.17 Exercise 1, page 34
4 sign
a friend has started writing a blog. He’s very 1 I’ve got no money.
5 scientific
interested in the environment so his blogs are 2 There’s very little time left.
6 dialogues
about campaigns and protests. I’d love to have a 3 There aren’t any good films on.
blog, too. The problem is I just don’t know what 7 knee
4 They give no real evidence.
to write about. It’s really annoying me. 8 government
5 I haven’t got any clean clothes.
6 I’ve got nothing to say.
Module 3 Module 4
1.14 Exercises 1 and 2, page 30 1 add 1.26 Exercise 1, page 40
Woman: In 1874, one of the most famous 2 vest Natalie: Hi, Simon.
hoaxes of the nineteenth century took place in 3 bag Simon: Hi, Natalie. What are you doing?
the pages of The New York Herald, one of the 4 peace Natalie: I’m trying to get some information
most important newspapers in the country at 5 post about mobile phones from the internet but when
that time. 6 boat I go onto this website, a huge advert appears
James Bennett had taken over the newspaper and covers everything up. I can’t close it because
7 place
in 1867 and was determined to make the paper I can’t see an X to click on. I clicked once and it
8 try
even more popular and influential. One way he took me to a different website for online games.
9 rib I’d rather not try again. I could get a virus or
did this was to finance important expeditions at
10 thing something, couldn’t I?
the time such as when Henry Stanley travelled to
Africa in 1869 in order to find David Livingstone 1.19 Exercise 3, page 34 Simon: Hang on. Let me help … Oh no. Here
the explorer. 1 this comes Terry.
According to some reports, Bennett liked to tell Terry: Hello, you two. Having problems? Never
2 basic
people that his paper was so important that he fear, Terry is here. Look, there’s the X up there.
3 vision
could control the people of New York, so many of People don’t look up there because it doesn’t
them said the hoax was his idea. 4 thin
look as if it is part of the advert. It is but you
However, nearly thirty years later, in 1893, 5 conclusion can’t see it, half the advert is invisible.
Thomas Connery finally admitted that he had 6 further Natalie: Oh, great. Now I can read these
made up the story. He said that, in 1873, he had 7 music reviews.
n
seen a leopard nearly escape from Central Park 8 health Terry: They aren’t reviews. They’re fake. The
Zoo. His first idea was to write a truthful article companies write them.
about the event but he then had a better idea. 1.20 Exercise 4, page 34
Natalie: Oh, well, I’d prefer to read real reviews.
He asked a journalist at the paper, Joseph Clarke, 1 speech, beat
to write a story about an escape of dangerous 2
so
cut, but
Can you recommend a better website?
Simon: I can. Sorry, Terry. newproduct.review.
animals from the zoo. 3 put, book
com is great.
The story appeared on November 9 th 1874. It 4 catch, bat
Terry: No, no, no. Just write the name of the
said that twenty people had been killed and two 5 test, bet
product you want and ‘review’ and search for
hundred injured. Although the story finished by 6 flame it on Google. Here, like this. See, now you just
saying that everything was untrue, the story 7 sing, bit choose one that looks interesting.
was so long that many people hadn’t read to the
ar
Natalie: I’d rather Simon did it.
end. Almost the whole population of the city 1.21 Exercise 5, page 34
1 bit Terry: No, no, no. Let’s see. Win free phones.
remained indoors.
That sounds good. Whoops. Er … Have you got a
The next day, The New York Times criticised The 2 cut
virus checker on this machine?
Herald for causing so much panic. The New York 3 mat
Herald refused to apologise and said that the Natalie: A what?
4 luck
cages in the Central Park Zoo were in such bad Simon: It’s something that stops dodgy
5 at
Pe
condition that, while the story was untrue, the websites and emails from giving you viruses.
6 hat Something you need when Terry is around.
events could well happen in the future. 7 seat Terry: Don’t worry. I can clean it. I’ve got a virus
1.15 Exercise 3, page 30 killer on this flash drive.
Boy: I love Sacha Baron Cohen. Now he’s famous Natalie: I’d rather you didn’t, Terry. I think I’d
1 Here is the weather forecast for tomorrow.
but when he first started, no one knew who he prefer Simon to look at it.
2 Where did you meet John?
was. In his programme, Ali G, he interviewed Terry: Oh, well. I have to go anyway.
people but asked them really strange questions. 3 I started my blog a week ago.
4 Who won the match? Natalie: If there was a review site for people, I’d
At first, the guests didn’t realise it was a send one about Terry. ‘He thinks he knows a lot
spoof. It was just hilarious watching their 5 Where did you buy that shirt?
but he causes more problems than he solves.’
facial expressions. In one show, he visited an 6 I’m campaigning for peace.
environmental protest in London. 7 Where did you hear about this campaign? 1.27 Exercise 2, page 40
The scene starts off with him asking what the 8 I don’t know what to wear to the party. Terry: Having problems? Never fear, Terry is
protest is about. A woman tells him that they here.
want to stop trees being cut down and a new 1.23 Exercise 7, page 34
Terry: Look, there’s the X up there. People don’t
cinema being built. 1 difference look up there because it doesn’t look as if it is
He then suggests it would be better to knock 2 reference part of the advert. It is but you can’t see it, half
down older cinemas and ‘build trees’ there 3 appearance the advert is invisible.
instead. The next thing that happens is that he 4 assistance Terry: They aren’t reviews. They’re fake. The
asks a policeman who would win a fight between 5 confidence companies write them.
the police and the protesters. 6 resistance Terry: Er … Have you got a virus checker on this
He finally joins the protest and, as soon as he 7 violence machine?
does, he starts shouting at the police. In the end, 8 influence Natalie: A what?
he runs into the street and the protesters are so
Simon: It’s something that stops dodgy
angry with his behaviour that they ask the police 1.24 Exercise 8, page 34
websites and emails from giving you viruses.
to arrest him! 1 There’s no doubt that this is true.
Natalie: If there was a review site for people, I’d
1.16 Sound Check, page 34 2 In my opinion, newspapers are too expensive. send one about Terry. ‘He thinks he knows a lot
a I’ve got no money. There’s very little time left. 3 I’m sorry but that’s just not true. but he causes more problems than he solves.’
There aren’t any good films on. 4 Don’t you think so?
5 I wouldn’t say that. 1.28 Exercise 1, page 40
b add, vest, bag, peace
6 At first, the woman was scared. 1
c this, further, music
7 The next thing that happens is that the lights Boy 1: Can I ask you a question?
d but, bat, bet
go out. Girl 1: Of course.
e look, luck, hat, hut
f weather, whether, appearance, influence 8 In the end, they realise it was a joke.
149

2 The Japanese also care more about their own 1.35 Exercise 3, page 56
Boy 2: Have you checked the batteries? health. On average, a Japanese person visits the a dare, tear, fair, there
Girl 2: Yes, I have. doctor thirteen times a year compared with just b fan, tan, van, than
3 five times in the UK. This means that, if there is c fought, taught, thought
Girl 2: Hello. Anybody there? a serious problem, the doctor sees it earlier and d view, dew, few
4 there is more chance of the patient making a full
e vine, dine, fine
Boy 1: Thanks for your help. recovery.
Girl 1: No problem. The Japanese would like to increase life 1.36 Exercise 4, page 56
5 expectancy even more. A lot of people still play, loud, near, sure, slow, how, shave, care, toe,
Boy 2: Do you think there is something wrong smoke and people there are also becoming fatter fear, pure, chair
with my virus checker? as their diet changes. That is why people are
looking more and more at the island of Okinawa 1.37 Exercise 5, page 56
Girl 2: Could be.
which has the highest life expectancy in Japan. 1 receive
1.29 Exercises 3 and 4, page 45 How is it possible that of every 100,000 people, 2 neighbour
John: Hi, Amy. Would you like to read the thirty-five of them live to be over a hundred? One 3 patient
newspaper? factor is the Okinawan diet. The people there 4 laugh
Amy: Hi, John. Is there anything interesting in eat more vegetables and beans and less meat 5 measles
it? and other animal products. Their lifestyle is also
6 health
John: Not really. I didn’t read much. There less stressed and more active. The island is less
7 believe
was something about problems with the euro, crowded and many people have gardens which
they work in during their free time. However 8 weird
education in England and Arsenal losing to Milan 9 noise
at football. things are changing even on Okinawa. The
younger generation are leading a more ‘western’ 10 pain
Amy: Don’t you read it all? 11 cause
lifestyle and are starting to suffer because of it.
John: I haven’t got time. I read it on the bus to 12 cough
school. My dad always asks me to get it for him 1.31 Exercise 2, page 52
so he can read it in the evening. Do you read a Girl: Some people, even in rich countries, are 1.38 Exercise 6, page 56
newspaper? unhealthy. The main reason for that is because Narrator: Listen.
Amy: I read loads but I never buy any. I read of their lifestyles and diet. People should care 1
them online. more about their health. Man: That computer’s expensive.
Matt: You read what online? Boy: It’s not that easy. Some ingredients, such Woman: How much?
Amy: Hello, Matt. I read online newspapers. as salt, are addictive. The fact is that people 2
Matt: Oh, they’re a waste of time. They don’t can’t stop eating fast food even if they want to. Woman: My computer keeps freezing.
n
publish the truth. You should read blogs and That’s why I think that governments should do Man: Since when?
other websites. Find out what’s really going on something about food companies. 3
in the world. Girl: As far as I’m concerned, it’s not the Man: I saw Jane.
Amy: Matt, the websites you read don’t tell you government’s problem. The fact is that we are Woman: When?
the truth. You were telling me about aliens in
so
responsible for our own health. 4
Scotland last week! Boy: So, what about cigarettes? Don’t you think Woman: Mark won the race.
Matt: It’s true. Of course, the government have they should be banned? Man: He didn’t!
told the newspapers to keep it quiet. They don’t Girl: No, it’s … 5
want anyone to know. Boy: But they are really bad for people. Man: Guess who I met.
John: You’re crazy, Matt. So, Amy do you watch Girl: Could you let me finish, please? I know they Woman: Who?
the news on television? are very unhealthy. Therefore, I agree that they
ar
6
Amy: I do sometimes but only because my mum should be banned in public places. However, in Woman: Let’s meet here.
and dad always watch it. I enjoy the twenty- people’s private homes, they can do what they
Man: What time?
minute news programme at ten o’clock. I can’t like.
7
stand the 24-hours-a-day news channels, Boy: The problem is that healthcare costs a
Man: My dad’s got a new job.
though. fortune. Because of that, I think we need to ban
Woman: Has he?
John: Why not? cigarettes and put the price of fast food and
Pe
alcohol up. 8
Amy: You just see the same bit of film over and
Woman: I like Paul’s new hairstyle.
over again. It’s so boring. Girl: So why not put the price of cigarettes up,
too? That’s what I think should happen. I think Man: You don’t!
John: I don’t think you’re meant to watch them
for long. They’re good to find out what’s going so because the government could then use that 1 Man: That computer’s expensive.
on whenever you like. Then you can switch off money for hospitals. Don’t you agree? 2 Woman: My computer keeps freezing.
again. What do you think, Matt? 3 Man: I saw Jane.
1.32 Sound Check, page 56 4 Woman: Mark won the race.
Matt: The television is worse than the
newspapers. What you think is the news is all a It’s going to be advertised on TV. It will only be 5 Man: Guess who I met.
filmed in a studio. Everyone you see is just sold online. 6 Woman: Let’s meet here.
acting. b there, taught, view, worth 7 Man: My dad’s got a new job.
Amy: Matt, I really think you should take a break c day, there, go, now, hear, cure Woman: I like Paul’s new hairstyle.
from those websites for a few weeks. d receive, friend, noise, pain
e How much? You didn’t. What time? 1.39 Exercise 7, page 56
f conventional, constipation conventional, constipation, alternative, celebrity,
Module 5 diabetes, diarrhoea, expectancy, hepatitis,
1.33 Exercise 1, page 56 intelligence, meningitis, practitioner, salmonella
1.30 Exercises 1 and 2, page 52
1 It’s going to be advertised on TV.
Man: Since 1986, the Japanese have enjoyed
2 It will only be sold online.
the highest life expectancy anywhere in the
3 I’m not influenced by advertising.
Module 6
world. People there can expect to live, on
average, to be eighty-three years old. What 4 Too much spam is sent every day. 1.40 Exercises 1 and 2, page 62
makes the Japanese live longer than anyone 5 Both his legs were broken. 1
else? 6 The race was won in a record time. Woman: Well, the students, who are all aged
The rise in life expectancy started to happen in between fourteen and nineteen, study for
the 1950s as a result of medical advances. Soon 1.34 Exercise 2, page 56 exams just like other schoolchildren. However,
after this, the Japanese started to recognise the 1 then it is true that the students do want to make a
dangers of too much salt in the diet. The next 2 father career in the performing arts. So the way the
important step occurred in 1961 when everyone 3 fat students study is the same but what they study
was able to get health insurance, not just the 4 live isn’t.
rich. Unlike in some countries, life expectancy 5 birth 2
is high for all classes of people, however much 6 clothes Woman: Firstly, it is important to live in London
they earn. 7 word or the south-east. The school does accept
8 lit extremely talented individuals from outside this
150

area, but not many. At the interview, of course, His name wasn’t really Stan Laurel, though. He 5
students are expected to show a commitment to was born Arthur Jefferson, that’s J-E-F-F-E-R-S- Interviewer: Okay, time for one more. Can I ask
the performing arts in some way. O-N. He enjoyed acting from an early age and, you one last question about motorbikes?
3 in 1910, he joined a group of young actors on a Boy 4: Okay, go ahead.
Woman: The main areas taught are broadcast tour of the USA. Stan later got a career in silent Interviewer: What do you think of people who
media, that’s radio and television, dance, musical films, earning $75 a week. ride motorbikes?
theatre, music and visual arts. Of course, each By 1926, Stan had decided that he wanted to Boy 4: Well, I know a lot of bikers say the law
of these can include a lot of different careers, give up acting and become a writer and director. should be changed to protect bikers from cars.
for example being a record producer rather than However, another actor working for the studio My mum nearly hit a biker because he went past
someone who sings or plays music. had an accident so Stan was asked to return to on the wrong side in heavy traffic. It wasn’t her
4 acting. The other actor was Oliver Hardy and, fault. Now she’s really worried when she sees
Woman: A man called Mark Featherstone- when he had recovered, he and Stan joined them. I think bikers need to take more care on
Witting saw the film Fame and decided that it together to become one of the most popular the roads.
would be a great idea to open a school like the comedy teams of all time. Soon afterwards, Interviewer: That’s great. Thanks.
one in the film. He managed to get the British silent films were replaced by talkies and many Boy 4: No probs. See you.
music industry to give him money and, in 1991, actors failed to make the change from one kind
the school opened its doors for the first time. of film to the other. If you have seen the 2012 2.3 Sound Check, page 78
5 Oscar-winning film The Artist, you’ll know what I a It does look nice. I did do it myself. He was
Woman: The school is not private and so mean. Laurel and Hardy, though, were perfect in definitely a genius.
studying there is like studying at any state talking pictures and became hugely successful in b If I’d known the answers, I wouldn’t’ve failed.
school. It’s free. However, because some the 1930s. c solution, pollution, university, sanitation
students need more facilities than others, they Unfortunately, war, age and illness brought their d daughter, lot, now, boy
may be asked to buy their own equipment or pay careers to an end. In the 1950s, both men had
e church, this, photo
for certain activities. strokes and Stan decided to retire. He lived the
f What do you mean by that exactly? That’s a
6 rest of his life in Santa Monica, California. His
good idea but it means we’d have to leave early
Woman: Well, in order to offer the range of phone number and address were in the local
in the morning.
activities our students need for their studies, telephone directory so he spent much of his time
answering letters and phone calls from fans. g ambitious, sensible
the school obviously needs to have everything h history, historic
ready for them. It is expensive but we have At the age of seventy-four, Stan had a heart
attack. In hospital a few days later, he told the
recording studios, dance studios, theatres, 2.4 Exercise 1, page 78
libraries, and much more. And the school is nurse that he would like to go skiing. When she
1 It does look nice.
growing all the time. asked him if he was a keen skier, he replied that
he wasn’t but said ‘I’d rather be doing that than 2 I did do it myself.
7
n
this.’ Those were his final words – a comedian 3 He was definitely a genius.
Woman: Apart from the obvious website, the 4 It can’t be true.
school has open days for students and parents. right until the end.
Now let’s go inside and see the museum. 5 He seems to be asleep.
It also runs workshops on Saturdays for people
6 You do look ill.
who are not studying at the school. This is a
so
great way to learn something, have fun and get Module 7 7 People tend to believe what they read.
to know the school a little. 8 You’re bound to win.
2.2 Exercises 1, 2 and 3, page 74
1.41 Exercise 1, page 62 1 2.5 Exercise 2, page 78
1 Interviewer: Hi, I’m here outside my school 1 If I’d known the answers, I wouldn’t’ve failed.
Woman 1: Right, we had ten applications for talking to some of the students about 2 You’d’ve enjoyed the film if you’d come with
places at our school and four of them were no motorbikes. Hello there. How’s it going? us.
ar
good at all. Boy 1: Fine, thanks. 3 We’d’ve been on time if you hadn’t forgotten
Man 1: So, that means there are six people to Interviewer: Is this your bike? your money.
interview, right? Boy 1: Yes. I can’t drive a car yet but I can drive 4 If he’d told the truth, he wouldn’t’ve got into
Woman 1: Exactly. this. It’s quite strange because they’re just as so much trouble.
2 dangerous as cars but I’m not complaining and 5 If I hadn’t taken my camera, I wouldn’t’ve been
Man 2: Thank you for coming to this interview. I’m always very careful on the roads. Every time able to take any photos.
Pe
We’d like you to tell us your personal vision. I go out, though, my mum and dad are sure I’m
Boy 1: Er … what do you mean by that, exactly? going to have an accident.
1 solution
Man 2: Okay. Well, to put it another way, how do Interviewer: Okay, thanks a lot.
2 pollution
you see your future career? Boy 1: No problem.
3 evolution
3 2
Interviewer: Let’s talk to someone else. Hi, can 4 reclusive
Man 3: Thank you for coming. You’ve applied for
our theatre group and I can see you have been in I ask you a question? 5 volunteer
several school productions. In other words, you Boy 2: Yes, fire away. 6 university
must really enjoy acting. Interviewer: Do you like motorbikes? 7 sanitation
Girl: Yes, I do, but I’ve also written a couple of Boy 2: Yes, my parents have an old motorbike 8 anniversary
plays so I’m keen to learn about directing, too. which they often ride. They got the motorbike 9 niece
4 from my mum’s parents and, when I’m older, I’ll 10 uniform
Woman 2: So, that’s the end of the interview. get it if it’s still working. It’s much better than a
Just to recap, you’re hoping to get onto our modern bike. It’s something for all generations of
broadcasting media course, is that right? our family, you know what I mean? or, got, now, boy, sport, shop, voice, bought,
frown, toy, bored, lock, lost, town, law, cost,
Boy 2: Yes, I’d love to work as a television Interviewer: Yes, sounds great. Thanks.
noise, coin, south, pound
producer. 3
5 Interviewer: Now, I know you’re not so keen on 2.8 Exercise 5, page 78
Woman 3: So, who do you think we should take? motorbikes. Can I ask you why not? 1 church
Man 4: Well, as I said before, they’re all Boy 3: Yeah, sure. You see, people who are 2 shall
excellent. I think we should think about changing seventeen, like me, are not responsible enough 3 this
our entrance policy. for such a dangerous machine. I believe that only
4 photo
Woman 3: I don’t quite get that. adults aged 18 or even 20 should be allowed to
5 where
Man 4: What I mean to say is, let’s take four ride a motorbike on the roads.
6 queen
people, not just one. Interviewer: Right, thanks.
7 graph
4
1.42 Exercise 3, page 67 8 quiz
Interviewer: Okay, here’s a girl to ask. Are
Woman: Good morning, ladies and gentlemen. motorbikes cool? 9 crash
Welcome to the Laurel and Hardy Museum. Girl 1: They were. My granddad had a bike in the 10 whether
Before we go inside, I’d like to tell you a little 60s and he and his friends had a wild time. Now, 11 worth
about Stan Laurel, a true comedy genius. He everyone my age wants a car. I think teenagers 12 touch
was born on 16th June 1890, here in this village. today prefer to be comfortable and warm. It’s a
shame. I’d like a boyfriend with a motorbike.
151

2.9 Exercise 6, page 78 2.13 Exercise 1, page 84 Matt: He just had good ideas, like a personal
1 What do you mean by that exactly? 1 computer that people could afford. And, he
2 That’s a good idea but it means we’d have to A: What do you think I should take? always says experience is more important than
leave early in the morning. B: I’d recommend taking a warm coat. qualifications.
3 In other words, you need more money. C: I’d advise you to take a good guidebook. Terry: I wish he’d tell my mum that. She’s
4 So that means there are four different teams D: I suggest taking a camera. worried about my exams again.
taking part, right? 2 Matt: So, what’s new? He’s also great at buying
5 Cool! That way we share the work between us. A: I’ve never been to Rome before. and selling things at the best price. He thinks
6 That’s fine by me but I’d rather you didn’t book B: You’d better take a map. you could even go into a burger bar and get
the tickets until I’ve asked my parents. a cheaper hamburger, even when the price is
C: I’d advise you to learn some Italian.
written on a menu.
7 Okay, I’ll see if he wants to come. D: If I were you, I’d go on an organised tour.
Terry: We should try in here. Tell them we’ll give
8 As I said before, there are a few more things 3
them £2 for a pizza instead of £4.
to do. A: I don’t know where to eat.
Matt: Lord Sugar probably would. He’d tell them
B: I wouldn’t recommend eating at one of the
2.10 Exercise 7, page 78 that he would buy them more often and tell all
tourist restaurants in the town centre.
1 meticulous his friends how good they were and they’d make
C: It’s worth looking for restaurant reviews on a deal.
2 ambitious the internet.
3 self-confident Terry: Well, if you know so much from reading
D: There’s no point eating fast food. You can eat about him, maybe we should start our own
4 clever that at home. business.
5 fearless
2.14 Exercises 3 and 4, page 89 Matt: We could if we could find a gap in the
6 driven
1 market.
7 logical
Boy 1: We went to Bratislava in Slovakia. I really Terry: A what?
8 sensible
liked it. It wasn’t as crowded as Prague. What I Matt: You know, find something that no one
9 computer
really liked was the New Bridge. I thought it was else offers.
10 serious
an amazing sight. There is a restaurant high up Terry: I know what. Holiday-photo editing.
2.11 Exercise 8, page 78 at the top of a kind of tower but it was closed Matt: What?
1 organise, organisation when we were there. It’s a shame because I’m Terry: Listen, my mum takes loads of photos on
2 economy, economic sure there would have been a nice view. holiday and then she puts them on the computer
3 personal, personality 2 and leaves them. Half of them are the wrong way
4 history, historic Girl 1: I went to Colmar in France. It was very round, there are loads which are no good, she
pretty although I don’t remember any really doesn’t label them so she can’t find them again.
5 enthusiasm, enthusiastic
n
obvious landmarks. Just old houses. There wasn’t We could sort people’s photos, make a few really
6 environment, environmental
much to do there. Most of the tourists we saw nice ones in frames, get rid of red eye. A lot of
were happy to eat and drink in the town square people would pay for that.
Module 8 and walk along the river. It was perfect though Matt: That’s brilliant. I’ve got Photoshop already
so
because all the waiters and shop assistants we so it wouldn’t cost anything. Let’s brainstorm
2.12 Exercises 1 and 2, page 84 talked to were so warm and hospitable. I’d love some more ideas.
Woman: Ladies and gentlemen, welcome to the to live there.
Forth Bridge, Scotland’s most famous man-made 3 2.16 Exercise 2, page 96
landmark. You shouldn’t confuse this bridge with Girl 2: Arundel is a very small town near the A: Look at this box for CDs and games.
the Forth Road Bridge. The real, original Forth south coast of England. It’s only got a population B: I don’t want to waste my money on that. I
Bridge carries the railway from Edinburgh to the of about 3000 but I didn’t want to leave because want to buy a new game.
ar
north. It’s worth going to the road bridge as well, I had such a good time! We played golf, went A: You really do need something to keep your
though, because of the wonderful views of this fishing, went to a nature reserve, looked round games in.
bridge. the castle, went shopping, swam in the local pool B: But it’s boring.
The bridge was opened in 1890 but that doesn’t and saw some concerts in the evening. The locals A: No, it isn’t. It’s brilliant because it’s got
tell the whole story. It took eight years to were also very friendly and sociable – it was the special plastic cases for games and DVDs. It’s
build and about 4600 men worked on it in very perfect holiday! also fantastic because it’s easy to find what you
difficult conditions. Boats waited under the
Pe
4 want quickly. That’s what makes it so great for

bridge to rescue those who fell in the water but
Girl 3: I’ve always wanted to see the Trevi you because you can never find anything. What’s
still fifty-seven people died while building the
Fountain in Rome. We went in February so I even better is that it looks cool. I might buy one
bridge and many more were seriously injured.
thought it would be quiet there but you couldn’t for myself.
The bridge is 2528 metres long and the railway
move! I couldn’t take any photos because there C: Can I help you?
runs 46 metres above the waters of the Firth
was always someone blocking the view. In A: We’re looking at this box. My brother’s
of Forth. When it was built, the bridge cost £3.2
the end, we walked to some nearby shops and interested.
million, which doesn’t sound much, but is worth
bought some postcards of the fountain. It was B: No, I’m not. I want a game.
about £235 million at today’s prices. One reason
the only way to see the view clearly! C: Well, this is a very good box. It’s very well
they were so careful when designing the bridge
5 made. But, most of all, I think you will be amazed
was because of the Tay Bridge Disaster which
Boy 2: We went to the south-east of Germany, by our special offer. If you buy this, you can buy
happened in 1879, a few years before the Forth
south of Dresden. The area is full of strangely- five games or DVDs for the price of three. The
Bridge was built. The railway bridge over the
shaped rocks. The area is so big that it was easy deal is also good because it lasts for twelve
Tay collapsed while a train was travelling across
to escape from the crowds. In one place, there months. So, if you can’t afford them now, you
it and seventy-five passengers were killed. The
was a bridge high up in the hills which crossed can still take advantage of the offer later in the
designer, Thomas Bouch, had already had a
a gorge. You could see the river far below and year.
design for the Forth Bridge accepted but, after
more hills and rocks in every direction. It was an A: Go on, Steve. All you need is £10.
the disaster, his reputation was destroyed and a
amazing sight and I took a lot of photos. B: Okay, I’ll buy it. It’ll look good in my room. I’m
new design by a different architect was chosen
instead. fed up with the mess in there.
You may have heard the saying ‘painting the Module 9
Forth Bridge’ to refer to any task which never 2.17 Sound Check, page 100
seems to end. That’s because, in the early years 2.15 Exercises 1 and 2, page 96 a What you should do is … , That’s what I told her
of the bridge’s existence, as soon as a team Matt: Did you see The Apprentice last night? to do, Young people are believed to be …
of painters had finished painting the whole Terry: No, I don’t like it. I don’t like the b join, shingle, arch, vision
structure, the paint at the start already needed presenter. c accept, secondly, nature
replacing. Fortunately, improvements to paint Matt: What, Lord Sugar! He’s great. I read his d colour, organise, likeable
mean that it now lasts twenty-five or more book. He’s had an amazing life. e sociable, efficient, picturesque, update, record
years. The last time the bridge was painted, Terry: Really? I thought he was just a TV
it cost £130 million, although this did include presenter. 2.18 Exercise 1, page 100
cleaning all the old paint off first, the first time Matt: No, he’s a real businessman. He comes 1 What you should do is phone him and
that had ever been done, and repairing the metal from east London, from a real, working class apologise.
underneath. Now, before we continue, are there family. 2 That’s what I told her to do.
any questions? Terry: So, how did he become successful? 3 I can’t understand what he’s saying.
152

4 Young people are believed to be more willing sent up the road and then get stuck in the mud b gone, finger, bag, sing
to move away from home to find work than in or snow. Locals say that it’s time someone did c fewer, layer, dial
the past. something about it but there is already a sign d school, catch, light
5 It is often said that Venice is the most and a gate. e It might be a problem. One solution would be …
beautiful city in Europe. P: So, do you use sat-nav? The problem with doing that is …
6 The number of people out of work is reported G: I do, but only when I’m trying to find an f preview, unknown, underused
to have reached three million. address in a big city. For example, last year I
went to Lille in France. I checked on a map before 2.27 Exercise 1, page 113
2.19 Exercise 2, page 100 I left to find out which road I needed from Calais, 1 I could’ve bought a T-shirt.
1 join then I followed road signs until I reached the 2 He should’ve got a better phone.
2 imagine city itself. I didn’t want to be like a coachload of 3 I wish I’d been there.
3 gorge tourists who ended up 160 kilometres away in 4 I wish I hadn’t been ill last week.
4 shingle Lille, Belgium. 5 You shouldn’t’ve argued with the teacher.
5 multinational P: Oh dear! 6 I wish I wasn’t so short.
6 publish 7 I wish I didn’t live in a village.
7 cheap
1 2.28 Exercise 2, page 113
8 butcher
A: This light on my computer keeps flashing. 1 gone
9 arch
What do you think the problem is? 2 gadget
10 vision
B: It might be a problem with the battery. 3 game
11 beige
2 4 elegant
2.20 Exercise 3, page 100 A: Whenever I try to open this program, the
5 finger
1 accept computer goes blank. What do you think is the
6 burgundy
2 secondly best thing to do?
7 baggy
3 nature B: One solution would be to uninstall the
program and then try to install it again. 8 flag
4 nation 9 bag
3
5 waterfall 10 beg
A: Let’s take the back off and have a look inside.
6 company 11 blog
B: The problem with doing that is that we don’t
7 outlets
really know what we’re looking for.
8 internet 2.29 Exercise 3, page 113
4
9 agree 1 thing
A: Shall we save everything onto these USB
10 amaze 2 think
flash drives and then reinstall Windows and start
n
again? 3 sing
2.21 Exercise 4, page 100 4 sank
B: Maybe, but it might take a long time to do
1 flavour 5 rink
that. Another option would be to take it to the
2 neighbour 6 ring
3 metre
so
shop and ask them to look at it.
7 bring
4 centre 2.25 Exercise 3, page 111 8 canteen
5 realise Woman: Gerald Ratner isn’t the best 9 flying
6 recognise businessman in the world but he is one of the 10 wrong
7 ageing most famous. He is the businessman who told 11 thankful
8 liveable the world that his products were rubbish.
12 link
Gerald Ratner was born in north London and
ar
2.22 Exercise 5, page 100 had left school with no qualifications. He took 2.30 Exercise 4, page 113
sociable, beautiful, record, efficient, update, over his family’s business in 1984 when he fewer, layer, dial, shower, fire
impressive, survive, marvellous, present, was just thirty-four years old. At the time, the style, player, buyer, flower, newer
increase, picturesque, wonderful, survival, business owned 100 shops but they weren’t fewer, newer, layer, player, dial, style, shower,
disappear, human doing very well. Gerald proved to be an excellent flower, fire, buyer
businessman. By the time he was forty, Ratners
Pe
Module 10 was the biggest jeweller’s in the world with 2.31 Exercise 5, page 113
2500 shops. 1 school
2.23 Exercises 1 and 2, page 106 At the age of forty-one, he was asked to make a 2 catch
P: Today my guest is Mark Telford who is here speech to the Institute of Directors at the Royal 3 light
to talk about sat-nav and why it sometimes goes Albert Hall in London. Before the evening, he 4 beauty
wrong. Welcome, Mark. showed the speech to one of his directors who
5 fear
G: Thank you. said that it was okay but perhaps it needed a
6 hair
P: So, does sat-nav make mistakes? few jokes. So, Gerald Ratner made a joke. It was
about a silver drinks tray with six glasses that 7 match
G: It can do but it’s usually human error that 8 tight
causes the problems. One obvious example his company sold for £9.95. ‘Why is it so cheap?’
he asked. ‘Because it’s total rubbish.’ He then 9 architect
is a spelling mistake. There’s a famous story
continued the joke saying that the company sold 10 aware
about two Swedish holidaymakers who typed
Carpi, Italy instead of Capri. They ended up in an a pair of gold earrings for less than the price of a
sandwich. He went on to say that the sandwich 2.32 Exercise 6, page 113
industrial town about 600 km from the famous 1 It might be a problem.
island. would probably last longer than the earrings.
At the time, Gerald Ratner thought the speech 2 One solution would be to lower the price.
P: That’s a big mistake. 3 The problem with doing that is that we
would stay private between himself and the five
G: Well, people don’t seem to think for haven’t got much time.
thousand people in the audience. Unfortunately,
themselves when they use sat-nav. Another big 4 That could be the cause of the problem, but I
a daily newspaper heard about the speech and
problem is that two places often have the same doubt it.
told the world what he had said. The company
name. There is a palace south-west of London
lost most of its customers and Ratner was 5 That might work but we won’t know for sure
called Hampton Court. There is also a small road
sacked from his own family business. until we test it.
called Hampton Court in north London. You
Other business ideas failed until he opened a 6 Maybe, but it might take a long time to do
can guess where a coachload of schoolchildren
fitness club. He offered free membership and that.
ended up. Seven hours later, they decided it was
five hundred people joined. He then went to the
time to return to school without seeing Henry 2.33 Exercise 7, page 113
bank to borrow some money and was able to tell
VIII’s famous palace. preview, unknown, recharge, underused,
them that his club had 500 members. He sold the
P: You really need to have an idea of where you business in 2001 for almost £4,000,000 and he’s overambitious, corduroy, V-necked, old-
want to go before you set off, don’t you? now got an online business – selling jewellery. fashioned, long-lasting, ostentatious, autopilot,
G: Yes, but sometimes, it is sat-nav that sends style-conscious, uncrashable, knee-length
you the wrong way. There’s a village in Yorkshire 2.26 Sound Check, page 113
called Crackpot, with a small, steep road in it. It’s a I could’ve bought … He should’ve got … I wish
really for tractors and locals but other people get I’d been there.
153

WORKBOOK Writing Workshop 1
1 2 c 3 a 4 b 5 d
crossing; my brother hadn’t heard 5 I didn’t
want; I was waiting 6 my brother had helped;
Answer Key 2 2 honest 3 fact 4 Anyway 5 especially The bus had gone.
6 actually 7 by the way
Lesson 6 Reading
3 Students' own answers
1 C
Module 1 4 Students' own answers
2 2 F 3 NI 4 F 5 T 6 NI 7 T 8 F
Topic Talk Check Your Progress 1 3 1 dangerous 2 unbelievable 3 bravely
1 2 a 3 d 4 f 5 b 6 e 1 1 c 2 d 3 a 4 e 5 b 4 sadly
2 2 help 3 tastes 4 sense 5 common 2 1 into 2 to 3 in 4 up to 5 in 4 2 bring forward 3 threw … off 4 give up
6 loyal 7 close 8 trust 9 get 10 company 3 1 Gary is so hard working that he always 5 look back on 6 speak out
3 2 meet 3 each other 4 on 5 keep comes top in class tests. 2 I got such a bad 5 2 such as 3 As 4 As well as 5 as famous as
4 2 lots 3 get 4 do 5 girlfriend 6 met report that my parents stopped me from using 6 as
7 going 8 together 9 similar 10 fond my computer during the week. 3 Mike is such 6 2 As well as marching, we organised a petition.
a good friend that I tell him all my problems. 3 As a student, I care about education.
Lesson 1 Reading 4 Jackie is so popular that she gets invited to 4 I support a lot of campaigns, such as better
1 B parties every week. education and women’s rights. 5 Our new
2 2 T 3 F 4 T 5 F 6 F 7 F 8 T 4 1 Have you seen 2 is your brother wearing campaign isn’t as popular as some of our other
3 2 It’s up to us 3 get in touch with 4 put in 3 have decided 4 ’ve been playing 5 does this campaigns. 6 I didn’t go on the demonstration
place 5 take … into account 6 get in the way film last last weekend as I had a bad cold.
of 5 1 took 2 had been 3 was talking 4 saw
4 2 so 3 such 4 such 5 so 6 such Lesson 7 Listening
5 had seen
1 2 f 3 a 4 e 5 d
5 2 so long that I forgot to get off the train 6 1 Neither 2 lots 3 None 4 any 5 less
3 so complicated that I don’t really know how to 2 The thing I don’t understand is 3 The
6 few
use it 4 quiet children that I forgot that they animals I feel sorry for are the ones 4 The
were there 5 so loud that we couldn’t hear Sound Choice 1 organisations that we support are those 5 The
each other speak 6 an annoying woman on the 1 2 five 3 six 4 five 5 six 6 six 7 eight people I admire are the ones
train that everyone else moved away from her 8 six
Lesson 7 Speaking
2 2 k (Skype) 3 t (trend) 4 p (sporty) 5 br 1 2 d 3 a 4 h 5 c 6 e 7 f 8 b
Lesson 2 Grammar (stepbrother) 6 n; sh (friendship) 7 nc (uncle)
A 2 are you doing 3 have texted 4 went; 2 2 afraid 3 fact 4 Surely 5 opinion
8 hl (athletic) 9 st (interests) 10 ch (research)
bought 5 was laughing 6 have been going 6 think 7 clear 8 Personally 9 convinced
11 xt (texts) 12 ct (conflicts)
out 7 had never used 10 wouldn’t 11 so
3 2 look 3 arm 4 caught 5 bed 6 aunt
n
B 2 takes 3 Have you ever been 4 went 7 dirt 8 pot 9 seat 10 pool Lesson 8 Grammar
5 didn’t you come 6 had already seen 7 have 4 2 c 3 s 4 m 5 c; m 6 r 7 n 8 t 1 2 because of 3 in spite of 4 In addition to
been talking 8 have only talked 9 were you
5 2 skilful, skillful 3 cancelled, canceled, 5 as a result of 6 Except for 7 Apart from
waiting; saw 10 was waiting.
so
4 quarelled, quarreled, 5 signalling, signaling 2 2 In spite of 3 In addition to/Apart from
1 2 are you going 3 I’ve had 4 I don’t like
7 2 good-looking 3 social network 4 Instead of 5 except for
5 has never had 6 haven’t been waiting 7 I’ve
4 stepmother 5 well-known 6 single parents 3 2 c 3 c 4 b 5 c 6 b
lost 8 I’m thinking 9 has been
7 hard-working 8 grandparents 4 2 As a result of our efforts 3 In spite of the
2 2 had 3 were 4 did 5 weren’t 6 had
(awful) weather 4 Apart from school students
7 was 8 wasn’t 9 did; said 10 didn’t
3 2 b 3 a 4 b 5 a 6 a 7 c 8 c Module 2 5 Instead of sitting there complaining 6 except
for Tom
ar
4 2 had already left 3 was 4 didn’t you Topic Talk
phone 5 didn’t have 6 was sitting 7 looked 1 2 education 3 freedom 4 peace Writing Workshop 2
8 have you talked 9 ’ve been trying 10 takes 5 disabled 6 public 7 rights 8 environment 1 2D Main point 3A Opposing point of view
11 ’s playing 12 are they playing 4C Conclusion
2 2 cruelty 3 global warming
5 2A: How long have you been working there? 4 homelessness 5 pollution 6 spending cuts 2 2 As a result 3 To sum up 4 despite 5 in
2B: I’ve been working there for three months. 7 racism 8 corruption my opinion 6 According to 7 Furthermore
3A: Do you like it? 3B: Yes, I do. I don’t have
Pe
3 2 f 3 b 4 e 5 a 6 c 8 As well as 9 Moreover

to work too hard. 4A: What time do you start 3 2 To sum up 3 Despite not going shopping
4 2 support 3 approve 4 issues 5 do
work? 4B: I start work at 10 a.m. but I don’t 4 In my opinion 5 According to experts
6 NGO 7 belong 8 as 9 on
finish until 8 p.m. 5A: How did you find out 6 Apart from 7 On the other hand
about the job? 5B: My friend told me about it. Lesson 5 Grammar 4 Students' own answers
He worked there last year. 6A: Have you saved A 2 I’ve been reading. 3 How much have you
a lot of money since you started working there? read? 4 I’ve read 38 pages. 5 Have you been Check Your Progress 2
6B: No, I haven’t but I’ve spent a lot. playing on your computer? 6 No, I haven’t. I’ve 1 1 conservation 2 speech 3 power
been writing emails. 7 How many have you 4 testing 5 donate 6 sign
Lesson 3 Listening sent? 8 I haven’t sent any. I haven’t finished 2 1 used to 2 would spend 3 hadn’t known
1 2 a 3 c 4 b, e 4 had been collecting 5 were doing
any of them.
2 2 a 3 b 4 c 5 b 6 b 3 1 thrown 2 down 3 give 4 out 5 back
B 2 had lost (d) 3 had killed (a) 4 had cut (e)
Lesson 3 Speaking 5 had never been (c) 4 1 as well as 2 such as 3 as … as 4 as
1 2 D 3 B 4 A 1 1 had started; had run 2 hadn’t eaten; hadn’t 5 1 I support is Greenpeace 2 don’t
2 2 risen 3 numbers 4 conclude 5 gone done; had been thinking 3 had arrived; had understand are the ones (those) who won’t try
down 6 But been waiting; had started; hadn’t phoned; hadn’t organic food. 3 hate are the ones who (those
3 ii it iii In iv talk v area answered who) drive too fast 4 I worry about is the
2 2 had been raining 3 had already health service 5 our farm shop is the fresh fruit
Lesson 4 Grammar disappeared 4 had forgotten 5 had been 6 1 Instead 2 As a result 3 In spite 4 In
1 2 several 3 any 4 both 5 little 6 much watching 6 had happened 7 had noticed addition 5 Except
7 Most 8 none 3 2 was sitting 3 were swimming 4 came
2 2 fewer 3 little 4 few 5 less 6 fewer 5 hadn’t realised 6 had collected 7 used to Exam Choice 1
7 Few 8 less spend 8 would take 9 had washed 10 made 1 C
3 2 most/many 3 both 4 neither 5 Hardly 4 2 used to give warm tea to people queuing 2 1 NI 2 T 3 T 4 F 5 F 6 T 7 NI 8 T
any 6 few 7 None 8 most/many 9 several/ 3 to the cinema after I had done 4 had been 3 1 d 2 e 3 a 4 c 5 f
some 10 No working (there) for 38 years 5 often used to 4 1 c 2 b 3 b 4 c 5 a
4 2 I haven’t got much work to do. 3 None bring 6 never stopped to give people 5 1 opinion 2 Personally 3 afraid 4 agree
of the teachers at our school let their students 5 2 He went; he came; the old lady was still; 5 sorry 6 true 7 clear 8 convinced
leave early. 4 I’ve got hardly any Facebook She hadn’t moved 3 He walked; He didn’t say; 6 1 for 2 to 3 so 4 had 5 As 6 of 7 up
friends. 5 Several people I know are bored with he just stepped; stopped; the cars had stopped, 8 from 9 any 10 few 11 been
Facebook. 6 Both my brothers are very lazy. he took; they walked 4 the woman started; 7 1 c 2 f 3 a 4 d 5 b 6 e
(I’ve got two brothers and both of them are very She had been trying (She had tried); they were 8 Students' own answers
lazy.) 7 Neither of my phones work. (I’ve got
two phones and neither of them work.)
154

Module 3 4 2 Hardly any 3 hardly ever gets 4 hardly 5 2 They must be changed after an hour.
moves 5 hardly ever 6 hardly any 7 hardly 3 The price has gone up twice since June. 4 The
Topic Talk eats 8 Hardly any instructions aren’t included in the box. 5 They
1 2 f 3 g 4 c 5 a 6 e 7 b have to be downloaded from the internet.
2 2 a 3 a 4 b 5 a 6 b 7 c 8 c Writing Workshop 3 6 2 this shampoo be used 3 this soap sold
3 2 file-sharing 3 Health 4 online 5 school 1 2 mockumentary 3 duo 4 appear 4 be taken in the morning 5 this computer
6 reference 7 search engines 8 video-sharing 5 concept 6 scenes 7 However 8 repetitive made in England
9 podcast 9 Worst 10 sum
4 2 watch 3 listen 4 check 5 chill 2 2 cost so much money that 3 had such a lot Lesson 14 Reading
6 discussions 7 blog 8 comments of guests on his show that 4 is such a lot of 1 b 2 c 1 d 1 e 2 f 1
9 encyclopedias 10 catch 11 networking rubbish on TV that 5 is so much repetition that 2 2 d 3 b 4 b 5 d 6 a
3 2 b 3 e 4 c 5 f 6 a 7 d 3 2 text 2 3 text 2 4 text 1
Lesson 9 Reading 4 Students' own answers 4 2 later 3 face 4 then 5 tired 6 wide
1 Text A: F Text B: U 2 government; warned 7 large 8 choose 9 all
3 officials; hopeful 4 struggled 5 Apparently Check Your Progress 3 5 2 My bike needed to be checked 3 They will
6 probably 1 1 monthly 2 tabloid 3 comedy need to be painted next year. 4 Do you think
2 ii g iii a iv f v b vi h vii c 4 documentary 5 reference 6 search engine the ink needs changing? 5 They need to be
3 2 bullet 3 heads 4 world 5 teacup 2 1 breathed 2 lost 3 ran 4 dodged 5 is cooked first! 6 Do you think it needs cutting?
6 steam 3 1 used to have 2 got used to going 3 get 7 They didn’t need washing. They don’t need
4 2 the end of the world 3 breathed a sigh of used to getting 4 didn’t use to work 5 is used washing.
relief 4 ran out of steam 5 storm in a teacup to being 8 It needed tidying last week and it still needs
6 dodged the bullet 4 1 to find 2 to send 3 closing 4 talking tidying now.
5 2 to having 3 to seeing 4 to love 5 to 5 commenting
reading 6 to go 7 to living 8 to being 5 1 no 2 ever 3 few 4 any 5 little Lesson 15 listening
6 1 There are so many famous people here 1 2 N 3 S 4 T 5 S 6 T 7 N 8 T
Lesson 10 Grammar that … 2 There is such a lot to do here that … 2 2 impossible to see 3 not real 4 dishonest
A 2 a 3 b 4 b 5 c 6 a 7 c 8 b 9 a 3 There are such a lot of interesting programmes 5 find the answer to a problem
B 2 to help 3 breaking 4 to work 5 learn on television tonight that … 4 They gave me so 3 2 I’d prefer to watch a DVD. 3 Yes, but I’d
6 waiting 7 to find 8 doing much information that … rather there weren’t so many adverts. 4 Yes,
1 2 to upload 3 waiting 4 to become but I’d prefer it to be Saturday. 5 I’d rather not
5 reading 6 to watch 7 downloading Sound Choice 2 talk about it. 6 I’d rather he bought me a new
8 working 9 to write 10 to getting 1 2 little 3 any 4 no 5 any 6 nothing one!
2 2 to read 3 not finishing 4 spending 5 to 2 2 vest 3 bag 4 peace 5 post 6 boat
n
read 6 finding 7 to do 8 reading 9 reading 7 place 8 try 9 rib 10 thing Lesson 15 Speaking
4 2 but 3 book 4 bat 5 bet 6 – 7 bit 1 2a Yes, I have. 3a Anybody there? 4b No
10 to switch
5 2 cut 3 mat 4 luck 5 at 6 hat 7 seat problem. 5a Could be.
3 1b Please stop shouting. 2d Can we stop to
6 2 meet 3 week 4 won 5 buy 6 peace 2 2 Anything I can do for you? 3 Since when?
take a photo? 4e Try tidying your desk. 5f I
so
7 hear 8 wear 4 Since last week. 5 Could be. 6 Did it?
remember watching the first episode of this soap
7 -ence: reference, confidence, violence, 7 Afraid not. 8 Don’t think so.
opera. 6c Do you regret coming here for your
holiday? influence -ance: appearance, assistance, Lesson 16 Grammar
4 1b tried to download 2a remember reading resistance 1 2 women; men 3 children 4 information
2b remember to read 3a stop watching 9 2 g 3 h 4 g 5 c 6 u 7 k 8 n 5 people 6 families 7 hair 8 series
3b stopped to watch 4a regret to say 2 2 a 3 b 4 a 5 b 6 a
4b regret saying 5a forget sending 5b forget Module 4
ar
3 2 are 3 are 4 these 5 those 6 looks
to send 7 come 8 Is this
5 2 You’ll regret wasting your time when Topic Talk 4 2 knife 3 foot 4 story 5 clothes 6 mind
you have exams. 3 Don’t forget to do your 1 2 tablet computer 3 cosmetics 4 jewellery 7 teeth 8 articles 9 advice 10 hairs
homework. 4 Remember to switch off the 5 snacks 6 household products 7 sat-nav
television when you go to bed. 5 You’ll regret 8 washing powder Writing Workshop 4
not getting any qualifications if you can’t find
Pe
2 2 sexist 3 humorous/amusing 4 shocking 1 A The reason for writing. B Problems with

a job. 6 Why don’t you try going to evening 5 unusual/weird 6 tasteless 7 silly the product. C Problems with contacting the
classes? 7 Don’t forget to clean your fingernails 3 2 f 3 a 4 e 5 g 6 d 7 b company. D What the writer wants from the
before you go for your job interview. 8 I regret 4 2 funny 3 annoy 4 website 5 influence company.
to say that it won’t be easy to find a good job. 6 junk mail 7 spam 8 bargain 9 around 2 1 would I like a; but I would also like 2 had
10 reviews my call been answered; than I was asked
Lesson 11 Listening
3 2 a 3 b 4 b 5 a
1 2 a 3 a 4 c Lesson 13 Grammar 4 Students' own answers
2 2 able to change the way people think 3 to A 2 been influenced 3 Do you shop
pay for 4 to use your imagination to create a 4 complain 5 be stopped 6 tell 7 be banned Check Your Progress 4
story 5 to stay 6 disapproval 7 fear 8 are spent 9 will be shown 10 are paid 1 1 billboard 2 beauty 3 tasteless 4 direct
B 2 b 3 c 4 a 5 c 6 b 5 endorsements 6 sponsoring
Lesson 11 Speaking
1 2 will buy 3 Is … bought 4 have bought 2 1 be given 2 be paid 3 was written
1 2 eventually 3 as soon as 4 such 5 in the
5 Do … buy 6 will be bought 7 can persuade 4 have been made 5 is being prepared
end
8 Has … persuaded 9 was persuaded 10 can 6 wasn’t I told/haven’t I been told/was I not told
2 A 2 E 3 C 4 B 5
be persuaded 11 persuaded 12 Have … been 3 1 Now 2 sick 3 once 4 Sooner 5 far
3 2 hilarious 3 soon 4 end 5 so 6 next persuaded 6 pick
7 happens 8 famous 9 off
2 2 is being put up 3 were asked 4 Have you 4 1 is 2 has been 3 were 4 needs 5 stop
Lesson 12 Grammar ever been tricked 5 is going to be sold 6 will 6 these
1 2 no 3 No 4 any 5 no 6 Few 7 few be agreed 7 can easily be prevented 8 should 5 1 had we got home than my brother switched
8 Little 9 few 10 little be stopped 9 to be told 10 being sent on his computer 2 did I read the newspaper but
2 2 Few 3 little 4 any 5 No 6 Any 7 No 3 2 be downloaded 3 be seen 4 was shown I (also) watched the TV news 3 did I go to the
8 few 9 any 10 little 5 had already been seen 6 to be shown 7 was gym but I (also) jogged home 4 had I opened
3 2 I haven’t read anything interesting so far. being talked 8 was chosen 9 was copied the newspaper than I saw my dad’s photo
3 You shouldn’t ever believe what you read. 10 is thought 5 had my sister seen the advert for shampoo
4 There aren’t many blogs which interest me. 4 2 should be told the truth 3 must be cleaned than she rushed out to buy some 6 are these
5 I can’t do this without any help. 6 There was once a week 4 were being paid to endorse the cosmetics environmentally friendly but they are
no one funny on the show. 7 I haven’t got a lot product 5 is going to be persuaded to buy this (also) good for your skin
of time to read a newspaper. 8 I haven’t seen product 6 are being lied to 7 can’t be shown
anything to make me change my mind about on the television 8 need to be changed every
reality shows. 9 I’ve heard very little about the week
hurricane in the Atlantic.
155

Exam Choice 2 2 2 The; is 3 why; think 4 fact; that 5 1 Were other scientists trying to invent
1 1 b 2 d 3 e 4 c 5 a 5 Therefore 6 Because; that 7 need 8 think; the telephone at that time? Yes, lots of other
2 1 d 2 a 3 g 4 h 5 c 6 f 7 e because scientists, for example Manzetti, Meucci, Reis
3 1 J 2 J 3 A 4 M 5 M 6 A 7 A 8 M and Edison. 2 Who were Brahmagupta and
Lesson 20 Grammar Bhaskaracharya and where did they come from?
4 1 T 2 F 3 F 4 F 5 T 6 T 7 F 8 T 1 2 was going to 3 cooked; grew 4 would be They were (both) Indian mathematicians. Did
5 1 scene 2 first 3 just 4 next 5 happens 5 learned 6 would leave 7 wasn’t to 8 were they live at the same time? No, one lived in
6 ridiculous 7 end going to the 7th century and the other lived in the 12th
6 1 Anybody 2 Anything 3 Since 4 didn’t 2 2 c 3 a 4 f 5 e 6 b century. How similar were they to each other?
5 Afraid 6 have 7 course 8 problem 3 2 would 3 ate 4 would 5 was 6 were They both wrote about gravity several hundred
7 1 it wasn’t the end of 2 didn’t use to 7 to 8 going years before Newton.
leave/never used to leave 3 Hardly any 4 3 was; was 4 was going to fail 5 was
adverts 4 isn’t anything you say 5 were so waiting; was 6 didn’t go 7 was going to rain Lesson 22 Reading
many 6 was written 7 rather you didn’t use 8 were going to come; wasn’t 1 2 S 3 D
8 getting used to staying 2 2 c 3 c 4 a 5 b 6 d
8 1 series 2 many 3 such 4 only 5 sooner Writing Workshop 5 3 2 snarl 3 whisper 4 beg 5 inquire
6 However 7 all 8 sum 1 2 A 3 D 4 B 6 observe 7 stare at 8 stride 9 stroll
9 Students' own answers 2 2 because 3 although 4 since 5 as 10 tiptoe
6 due 7 First 8 Secondly 9 whereas/while 4 2 stared 3 strode 4 begged 5 observed
Module 5 10 Nevertheless 6 stroll 7 snarled 8 inquired 9 tiptoed
3 2 b, c 3 b, c 4 c 5 b 6 b 10 whispered
Topic Talk 4 Students' own answers 5 2 for stealing 3 for selling 4 by observing
1 2 pulled 3 grazed 4 broken 5 strained 5 by listening 6 for helping 7 for catching
6 sprained 7 broken 8 my Check Your Progress 5 8 by asking
2 2 g 3 f 4 a 5 c 6 d 7 h 8 b 1 1 cancer 2 attack 3 fever 4 temperature
3 2 h 3 a 4 c 5 f 6 b 7 d 8 g 5 weather 6 appetite Lesson 23 Listening
4 2 bone 3 colds 4 depressed 5 edge 2 1 rate 2 enhancing 3 reaching 4 level 1 a 7 b 5 d 2 e 6 g 4 h 3
6 exercise 7 diet 8 sleep 9 disease 5 known 2 1 b to make a career in the performing arts
10 attacks 3 1 The longer; the worse 2 The healthier; the c the subjects/what the students study 2 a (In)
quicker 3 The better; the happier 4 The more London or the south-east b extremely talented
Lesson 17 Reading expensive; the fewer 5 The older; the more individuals c a commitment to the performing
1 fourteen e; nine a; twelve thousand f; eight d; worried arts
three c 4 1 will be 2 will have finished 3 will be 3 2 does 3 did 4 do 5 does 6 did
n
2 2 F 3 T 4 T 5 T 6 F 7 F 8 T dancing 4 won’t forget 5 will have seen 4 2 do 3 does; does
3 2 N 3 V 4 V 5 A 6 A 5 1 were to 2 were going to 3 would 4 was
4 2 questioned 3 suffered from 4 beneficial 6 1 c 2 a 3 c 4 b 5 b Lesson 23 Speaking
5 efficient 6 faded 1 2 right 3 by 4 exactly 5 put 6 way
so
Sound Choice 3 7 words 8 recap 9 as 10 get 11 What
5 2 c 3 a 4 b 5 c 6 c 7 a 8 b
1 2 sold 3 influenced 4 sent 5 broken 12 say
6 2 heavier; more difficult 3 more popular;
more expensive 4 longer; further/farther 6 won 2 2 As I said before, you should think of quality,
5 more; fitter 6 earlier; better 2 2 th (father) 3 f (fat) 4 v (live) 5 th (birth) not quantity. 3 Sorry, I don’t quite get that.
6 th (clothes) 7 d (word) 8 t (lit) Could you explain what you mean? 4 To put it
Lesson 18 Grammar 3 b than (4) fan (1) van (3) tan (2) c taught (2) another way, he’s very musical!
A 2 will have 3 will think 4 Are you going fought (1) thought (3) d view (1) few (3) dew
ar
to work 5 ’m not going to work 6 ’m going to (2) e fine (3) vine (1) dine (2) Lesson 24 Grammar
travel 7 won’t 8 ’ll send 1 2 was supposed to be 3 ’re bound to pass
4 day – shave; there – care, chair; go – slow, toe;
4 seems to depend 5 was supposed to have
B 2 is going to leave 3 ’ll leave 4 are leaving now – loud, how; hear – near, fear; cure – sure,
been 6 seemed to go 7 tend to assume 8 is
5 is starting 6 is going to start 7 starts 8 ’ll pure
supposed to be 9 tend to become
start 5 2 ei; ou (neighbour) 3 ie (patient) 4 au
2 2 b 3 b 4 c 5 b 6 c 7 a 8 a
1 2 will 3 does 4 going to 5 may 6 is (laugh) 5 ea (measles) 6 ea (health) 7 ie
Pe
(believe) 8 ei (weird) 9 oi (noise) 10 ai (pain) 3 2 may come 3 probably won’t get 4 can’t
2 b4 may not have c6 starts d5 are playing
11 au (cause) 12 ou (cough) have seen 5 is bound to give 6 must have
e2 will go f3 isn’t going to win
read 7 will probably be 8 will definitely set up
3 2 a 3 c 4 b 5 a 6 c 7 b 7 oOoo: alternative, celebrity, expectancy,
intelligence, practitioner, ooOo: diabetes, 4 2 You’ll definitely do well at university.
4 2a By the time I’m 30, I’ll be living in France.
diarrhoea, hepatitis, meningitis, salmonella 3 You’ll certainly do well at university. 4 His
2b By the time I’m 30, I’ll have moved to France.
invention will probably work. 5 Our band
3a By 11 o’clock, Dad will have fallen asleep.
probably won’t be successful. 6 Harry can’t
3b At 11 o’clock, Dad will be sleeping. 4a Mum Module 6 have written this himself. 7 Harry obviously
won’t have arrived at work by 8.30. 4b Mum
didn’t write this himself. 8 Harry definitely
will be driving to work at 8.30. Topic Talk didn’t write this himself.
5 2 When I’ve eaten this, I’ll need to do lots of 1 2 h 3 f 4 d 5 e 6 c 7 g 8 b 9 i
exercise to burn off the calories. 3 When the 2 2 c 3 c 4 b 5 c 6 a 7 b 8 c Writing Workshop 6
school year has finished, we’ll have done about 3 2 analysing 3 doing 4 get 5 working 1 2 gorgeous smile 3 long, blonde, wavy hair
300 hours of homework. 4 When I’ve saved 6 telling 7 make 8 debating/discussing 4 excitable 5 lively 6 serious 7 absent-
enough money, I’ll start my own business. 5 By 4 2 know 3 realise 4 tends 5 competitive minded 8 single-minded 9 determined
the time you’ve sent those invitations, the party 6 modest 7 good 8 playing 9 sport 10 centre of attention 11 forgets meetings
will have finished. 6 When you’ve tidied your 12 skirts 13 blouses 14 jeans 15 elegant
room, I’ll give you your pocket money. Lesson 21 Grammar dresses 16 wonderful 17 annoying
6 2 I’m going to switch off soon. 3 It starts A 2 a 3 a 4 the 5 an 6 an 7 the 8 the 2 2 strikes 3 looks 4 seems 5 realise
in fifteen minutes. 4 Carole is coming round 9 the 10 the 11 a 12 a 13 a 14 an 6 faults 7 tends 8 dressing
5 I’ll go upstairs 6 I’m going to run 7 You’ll 15 the 16 the 17 an 3 2 strikes 3 look 4 seem 5 realise
have to 8 you’ll have run about 1500 km 9 I’ll B 2 None 3 Most 4 No 5 Some 6 None 6 faults 7 dressing
be doing something else 10 I won’t be running 7 Some 8 No 9 All 10 Most 4 2 Small, brown eyes, which are usually
in a marathon 1 2 a 3 c 4 d 5 b 6 c 7 a 8 b 9 d red because he uses his computer too much.
10 b 3 Strong, muscular arms, which are covered in
Lesson 19 Listening 2 2 a 3 the 4 the 5 the 6 – 7 the 8 the tattoos. 4 Old, torn, black jeans, which are very
1 2 1950s 3 salt 4 thirteen; five 5 smoking 9 an 10 the 11 the 12 a 13 - tight.
6 100 7 beans 8 gardens 3 2 other 3 the other 4 another 5 another 5 Students' own answers
2 2 b 3 a 4 b 5 a 6 b 6 the other 7 Another 8 the other
Lesson 19 Speaking 4 2 the 3 This 4 a 5 an 6 the 7 the
1 2 Because 3 why 4 reason 5 Therefore 8 Another 9 Both 10 all
6 The fact
156

Check Your Progress 6 my free time on Skype. 5 I would have won lots 5 2 sh (shall) 3 th (this) 4 ph (photo) 5 wh
1 1 ambitious 2 dreamy 3 witty of competitions. 6 I wouldn’t have done so well (where) 6 qu (queen) 7 ph (graph) 8 qu
4 competitive 5 enthusiastic 6 logical in my exams last year. 7 I would have joined (quiz) 9 sh (crash) 10 wh (whether) 11 th
7 creative 8 driven an athletics club. 8 The local paper would have (worth) 12 ch (touch)
2 1 both 2 the other 3 This 4 an interviewed me and published my photo. 7 2 ambitious 3 self-confident 4 clever
5 another 6 the 6 2 If you’d asked her, she would have said yes. 5 fearless 6 driven 7 logical 8 sensible
3 1 stared 2 begged 3 snarled 4 inquired 3 If I’d won the match, I’d be happier now. 9 modest 10 serious
5 observing 6 strides 4 If you’d trained harder last month, you’d have 8 2 economy, economic 3 personal, personality
4 1 by climbing 2 for having 3 for not won. 5 Yes, but if I’d trained harder, I wouldn’t 4 history, historic 5 enthusiasm, enthusiastic
wearing 4 by phoning have had time to study. 6 If I hadn’t studied, I 6 environment, environmental
5 1 They can’t have sold them all yet. 2 Paul wouldn’t have passed my exams last week.
was supposed to have bought some last week
Lesson 27 Listening Module 8
but he forgot. 3 He tends to forget most things
1 b 2, 4 c 3, 5 Topic Talk
he promises to do. 4 I definitely won’t ask him
2 a 5 b 3 e 4 f 2 1 2 forest 3 cave 4 grassland 5 gorge
to do anything important in the future. 5 There
are bound to be some for sale on the internet. 3 2 lot; problem 3 away 4 mean 5 sure; see 6 bay 7 stream 8 cliff
6 Yes, but they probably won’t be cheap. 6 time 7 ahead 8 you 2 2 shingle 3 prairie 4 farmland 5 hills
6 valleys 7 deciduous 8 coniferous
Exam Choice 3 Lesson 27 Speaking
1 2 could 3 idea 4 means 5 way 6 Cool 3 2 i 3 d 4 g 5 b 6 c 7 f 8 j 9 h 10 a
1 A 4 2 hills 3 beaches 4 caves 5 area
7 don’t 8 see 9 better 10 about 11 let’s
2 1 NI 2 F 3 T 4 F 5 F 6 NI 7 F 8 F 6 moorland 7 marshes 8 natural 9 man-
2 2 going 3 we’d better ask 4 told 5 ’d
3 1 1890 2 Jefferson 3 the USA 4 $75 made 10 palace 11 stained
come 6 told 7 ’ll be 8 get 9 do you think
5 writer and director 6 The Artist 7 illness
10 meet Lesson 29 Grammar
8 strokes 9 answering letters and phone calls
from fans 10 go skiing Lesson 28 Grammar A 2 which/that 3 which/that 4 where
4 1 opinion 2 Because 3 reason 4 mean 1 2 h 3 d 4 f 5 g 6 a 7 c 8 e 5 when 6 whose 7 what 8 who
5 fact 6 put 7 way 8 right 9 recap 2 2 There 3 it 4 it 5 there 6 It 7 there B 2 I remember the day when we first met.
5 1 a 2 both 3 was 4 The 5 does 6 have 8 There 9 it 10 There 11 It 12 it 3 This is the beach where we used to come every
7 by 8 all 9 did 10 to 13 There 14 there summer. 4 We learned about a king and queen
6 1 b 2 c 3 a 4 c 5 b 6 b at school who are buried in the tombs under our
3 2 There aren’t 3 There is 4 Is it 5 It is
7 Students' own answers local church. 5 I loved the old buildings in our
6 There are 7 There isn’t 8 It isn’t
town that were knocked down recently. 6 I
4 2 It’s impossible to find anything to do in the
read about Charlie Chaplin whose statue is in our
n
Module 7 evening. 3 There are several street gangs in
town centre.
this area. 4 It’s clear that there should be more
Topic Talk 1 2 who was a Roman poet 3 which starts
things for teenagers to do. 5 There’s a lovely
1 2 hospitals 3 crimes 4 unemployment in Catania 4 which are to the north of Sicily
park near our house. 6 Is there much graffiti in
5 public 6 events 7 libraries 8 litter
so
your town? 7 It’s one of the nicest towns I have
5 where we stayed 6 when we arrived
9 playgrounds 7 whose son we looked after one evening
been to. 8 It’s true that this is a very safe town.
8 who took us to the airport
2 2 neighbours 3 nosy 4 begging
5 homelessness 6 boarded 7 public drinking Writing Workshop 7 2 Pompeii, which was destroyed by a volcanic
8 burglaries 9 vandalism 10 pollution 1 2 Mr Roberts 3 He/She felt sick. 4 Romeo eruption, is … 3 The place where … 4 I was
11 heavy traffic 12 sanitation and Juliet 5 He fell over. 6 He had forgotten grateful to the people who … 5 Lanzarote,
his words. 7 He felt sad (that it had finished). where we went on holiday last year, has …
3 2 decisions 3 council 4 elections
ar
8 He looked surprised. 6 The villages that … 7 Mr Jenkins, whose plane
5 activities 6 clubs 7 hang 8 privacy 9 out
2 2 as 3 Suddenly 4 then 5 unfortunately was delayed by a volcanic eruption, came …
10 safe
6 while 7 immediately 8 After that 9 luckily 8 We thanked Mr Simpson who … 9 The people
4 2 best 3 lock 4 trust 5 own 6 lack
10 Afterwards whose … 10 The man who …
7 better 8 graffiti 9 gangs 10 abandoned
3 2 b 3 a 4 c 5 b 6 c 3 2 which the Decade Volcano Project get
11 accidents
4 1b Having caught me using my mobile phone, money from 3 which lava was flowing towards
Pe
Lesson 25 Reading the teacher sent me to the head teacher. 4 which scientists were exploring inside
1 1 Asia 2 dancing 3 jewellery c After he had caught me using my mobile 5 which they were unable to escape from
2 2 c 3 a 4 a 5 b 6 c phone, the teacher sent me to the head teacher. 4 2f In 1989, there were several earthquakes
3 2 got 3 isn’t 4 head 5 come 6 got 2a Having asked Jenny out, I stood there shaking near Mt Unzen, which caused another eruption.
7 set 8 stacked 9 hanging nervously. b After I had asked Jenny out, I 3a Many people lived near to the volcano, which
stood there shaking nervously. c After asking meant that they were in danger from the lava.
4 2 I saw a man videoing the film. 3 I watched
Jenny out, I stood there shaking nervously. 4d There were several eruptions between
two girls arguing. 5 I watched my dad try to
5 Students' own answers 1991 and 1994, which destroyed over 2000
make a fried egg. 6 I heard the newsreader on
homes. 5c In 1999, scientists started drilling
the radio report on last night’s football results.
Check Your Progress 7 inside the volcano, which they hoped would help
Lesson 26 Grammar 1 1 c 2 h 3 b 4 a 5 e 6 g 7 d 8 f them to understand volcanoes better. 6e The
A 2 f 3 a 4 c 5 d 6 i 7 b 8 e 9 g 2 1 c 2 c 3 a 4 c 5 b 6 a temperature inside the volcano was 155oC,
B 2 hadn’t had 3 don’t go 4 Would you say 3 1 Did you see Paul driving his parents’ car which was much lower than the 500oC scientists
5 will you meet 6 Would you have been yesterday when you were shopping in town? had expected.
1 2 you could have taken 3 there would have 2 Yesterday, we listened to a Year Eight student 5 2 The Kröller-Müller museum, where you
been 4 they would be 5 there wouldn’t playing the whole of Beethoven’s ‘Moonlight can see many paintings by van Gogh, is in the
be 6 I wouldn’t have met 7 I wouldn’t leave Sonata’. 3 I caught my little brother trying Netherlands. 3 The Logan Rock, which weighs
8 they wouldn’t have moved on my leather jacket yesterday. 4 Before 80 tons, moves slightly when it is pushed.
2 2 would stay 3 would have joined 4 would I switched off the radio yesterday, I heard a 4 Nea Filadelfia, which is in the north of Athens,
be 5 weren’t 6 wouldn’t have known politician saying there was no crime in our area. often has 30 mm more rain in January than the
7 would have taken 8 would have organised 4 1 knew 2 wouldn’t have left 3 hadn’t seen south of Athens. 5 Malibu Beach, where many
9 had told 10 wasn’t 4 wouldn’t go 5 would have taken 6 wouldn’t film stars live, has 34 km of coast. 6 The city
have 7 had told 8 wouldn’t have been of Bath, where (the) Roman baths can still be
3 2 wouldn’t have been 3 wouldn’t have
5 1 It 2 There 3 it 4 there 5 It 6 There used, is in the west of England. 7 Colima, which
stopped 4 would have 5 would have asked
7 It 8 There has erupted more than forty times since 1576,
6 would be 7 would be 8 would have invited
is one of the most active volcanoes in North
9 could afford 10 wouldn’t have cycled
4 2 hadn’t opened; wouldn’t have become; Sound Choice 4 America. 8 St Paul’s Cathedral, whose dome is
1 2 did 3 definitely 4 can’t 5 seems 6 do one of the biggest in the world, was designed by
hadn’t become; wouldn’t get sick 3 hadn’t
7 tend 8 bound Sir Christopher Wren.
played football; wouldn’t have broken; hadn’t
broken; would get/would be getting 4 /ɔ:/: sport, bought, bored, law /ɒ/: shop, lock,
5 2 I would have new friends. 3 Elaine lost, cost /aʊ/: frown, town, south, pound
wouldn’t be my girlfriend. 4 I would spend all /ɔɪ/: voice, toy, noise, coin
my free time on Skype./I would be spending all
157

6 2 with two friends, who had been there Building and look at the view Opinions: can be 4 2 b 3 e 4 a 5 c
before 3 in an old palace, which was near St dangerous after dark; incredibly crowded at rush
Mark’s Square 4 on (for) a gondola ride, which I hour; fascinating and amazing city; sociable and Lesson 34 Grammar
loved 5 a great gondolier, who was really funny hospitable people A 2 was thinking 3 to concentrate 4 could
6 a restaurant in our hotel, where we ate every 5 Students' own answers work 5 wouldn’t have 6 had had 7 wasn’t
night going to tell 8 not to listen 9 could borrow
Check Your Progress 8 10 wouldn’t lend
Lesson 30 Reading 1 1 glaciers 2 estuaries 3 church B 2 was trying 3 worked 4 to listen
1 2 g 3 e 4 h 5 a 6 d 7 f 4 aqueduct 5 concrete 6 marble 7 columns 5 would be 6 had been 7 not to expect
3 2 NI 3 F 4 T 5 T 6 F 7 NI 8 F 9 F 8 glass panels 8 was going to borrow
3 2 growth 3 survival 4 departure 2 1 is a good player who we depend 2 was a 1 2 admitted 3 offered 4 inquired
5 disappearance 6 deterioration problem with the heating at school, which meant 5 threatened 6 warned 7 suggested
7 vulnerability 8 exposure that we had to go 3 is the school hall where 8 accused
4 2 What would happen to us if these walls were we do our 4 is a great writer whose blog I read 2 2 to pay 3 would take 4 to call 5 to meet
to collapse? 3 What would we do if everyone every 5 week, when the sports day took place, 6 not to go 7 going 8 had happened 9 not
were to leave this town? 4 What would your I was in bed 6 is my secret box in which I keep to do 10 would get 11 making 12 was
parents say if you were to join a rock band? my going to look
5 What would you do if your brother were to 3 1 population 2 weakness 3 disappearance 3 2 He said (that) he did. 3 She asked him if he
destroy your computer? 6 What would you 4 survival 5 arrival 6 departure would love her forever. 4 He promised (that)
think if someone were to offer you a free holiday 7 maintenance he would. 5 He admitted not knowing what
to Australia? 7 What would your teacher say if 4 1 would you do; were 2 were; would become he was doing. 6 She offered to help (him) if he
the whole class were to fail their exams? 3 to find; would you look 4 to tell; would you wanted. 7 He said (that) she was very kind.
stay 8 She suggested working, not talking.
Lesson 31 Listening 5 1 What we want to do is to go swimming. 4 2 advised me to talk to a teacher about being
1 4600 g 57 a 2528 e 46 d 3.2 million f 2 What I didn’t know was that it was someone bullied 3 admitted losing my camera (admitted
130 million c else’s seat. 3 What I can’t tell you is the name that she had lost my camera) 4 offered
2 2 NI 3 T 4 T 5 F 6 NI 7 F 8 T of the hotel. 4 What I don’t like is/are big cities. to buy me (us) some bread 5 suggested
3 2 It’s worth getting 3 it’s important to hold 5 What my parents told me was to be careful. opening a shop (suggested that we opened a
4 It’s worth eating 5 It’s a good idea to leave shop) 6 warned us to be careful of viruses in
6 There’s no point waiting 7 It’s a good idea to Exam Choice 4 emails 7 accused me of having wasted her time
check 8 It’s important to take 1 1 F 2 NI 3 T 4 F 5 NI 6 T 7 F 8 F 8 asked (us) whether we were planning to start
2 1 c 2 a 3 c 4 d our business this year 9 threatened to write
Lesson 31 Speaking 3 a 5 b 1 c 4 d 2 f 3 to the local newspaper about Mr Baker’s (his)
n
1 1C: I’d advise you to take D: I suggest you
4 1 T 2 NI 3 T 4 F 5 NI company if he didn’t return
take 2B: You’d better take C: I’d advise you
5 1 recommend 2 you 3 don’t 4 not 5 2 It is expected that it will go above 3 million
to learn D: If I were you, I’d go 3B: I wouldn’t
5 advise 6 let’s 7 rather 8 means 9 worth next year. 3 The Prime Minister is believed
recommend eating C: It’s worth looking
10 point to be planning a new scheme to help young
D: There’s no point eating
so people find work. 4 Union leaders are known
6 1 to 2 It 3 there 4 what 5 who
Lesson 32 Grammar 6 have 7 watching 8 when/whenever 9 no to be angry that the unemployed aren’t getting
1 2 What I disliked about Rome was the traffic. 10 where 11 which 12 were enough help. 5 5000 unemployed families are
3 What annoyed me about Paris was queuing 7 1 a 2 c 3 a 4 b 5 c 6 c 7 b 8 a 9 c known to have lost their homes last year. 6 It
for everything. 4 What I couldn’t believe about 10 a has been said that if nothing is done about the
Cairo was the driving. 5 When I arrived in 8 Students' own answers problem, crime will increase in the future.
ar
Athens, what I most wanted to do was to visit
the Acropolis. 6 What made me want to stay in
Lesson 35 Listening
Barcelona was the nightlife. 7 What surprised
Module 9 1 2 friends 3 no names 4 informal 5 in a
café 6 happy
me about Amsterdam was how small it was. Topic Talk 2 2 east London 3 personal computer
8 What I didn’t realise about Warsaw was that it 1 2 cafés 3 cinemas 4 manufacturers
had been completely destroyed in the war. 4 burger bar 5 pizza(s) 6 the market
5 network providers 6 publishers 7 chain
7 holiday photos 8 Photoshop
2 2 whatever 3 whatever 4 what 5 what
Pe
stores 8 train companies

6 Whatever 7 what 8 whatever 2 2 efficient 3 punctual 4 reliable 5 value Lesson 35 Speaking
3 2 What I didn’t know was 3 What we wanted for money 6 quality 7 attractive 8 hi-tech 1 2 d 3 c 4 h 5 b 6 a 7 f 8 g
to do was 4 What I meant was that the hotel 9 inefficient 10 unreliable 11 unpunctual 2 2 what 3 even 4 need
was 5 What we usually do is 6 What they 12 over-priced 13 poor quality 14 unsafe 3 b that’s fantastic is that it’s so easy to find
should do is 3 2 a multinational company 3 get summer what you want quickly c offer which will amaze
4 2 we really need is a good guidebook 3 was work 4 get a part-time job 5 voluntary you most of all d also good is that the deal
disappointing was the weather 4 was amazing work 6 get work experience 7 set up my own lasts for twelve months
about the place was how quiet it was 5 we company 8 a family business
realised was that we were in the wrong 4 2 services 3 reliable 4 quality Lesson 36 Grammar
queue 6 is excellent in this market is the Thai 5 multinationals 6 money 7 poor 8 priced 1 2 d 3 e 4 a 5 c 6 g 7 h 8 f 9 j 10 i
restaurant 7 we decided was to take a taxi 9 job 10 assistant 11 work 12 ambition 2 2 to ask 3 to have stolen 4 to be found
back to the hotel 8 you must go and see is the 13 opportunities 14 experience 5 have bought; have saved 6 to have (to be
beautiful old church on the hill 9 we want to do having) 7 to look 8 to have had 9 to be
is a Spanish course in Madrid 10 we liked were Lesson 33 Reading trying 10 to be collected
the people who worked in the hotel 1 2 How long did it take (him) to pay back his/ 3 2 Everyone seems to be buying a lot. 3 The
the loan? It took (him) two years. 3 How many prices seem to have been lowered since last
Writing Workshop 8 people are employed by his company? Sixty- week. 4 It seems to have become a tourist
1 2 D 3 A 4 B five people are employed by the (his) company. attraction.
2 2 beautiful 3 picturesque 4 breathtaking 4 How much sleep does he get every night? He 5 A lot of improvements seem to have been
5 extraordinary 6 great 7 perfect gets four hours sleep every/a night. 5 When made since we were last here.
8 fascinating 9 delicious 10 wonderful did Juliette have her idea? She had the idea 4 2 need to be told what to do (need anyone
11 warm 12 hospitable when she was (just) ten years old. 6 What’s to tell me what to do); of mistakes have been
3 2 hospitable 3 spectacular 4 striking her website called? It’s called Miss O and Friends. made by your team since you became team
5 welcoming 6 impressive 7 What did she do when she was sixteen? leader 3 to save some money; have started
4 Memories: eating hot dogs; seeing Central When she was sixteen, she published her first looking earlier 4 have been put up recently; to
Park; looking up at the skyscrapers Landmarks: book. 8 Who is her website for? It’s for young be shopping in other places 5 to have a job; be
the Statue of Liberty; the Empire State Building; teenagers and pre-teens. paid at the end of the week
Tiffany’s Department Store; the Brooklyn Bridge 2 2 b 3 a 4 d
Things to do: go shopping on 5th Avenue; see 3 2 long run 3 clocked up 4 take matters
a play on Broadway; take a boat trip around into my own hands 5 paying off 6 by word of
Manhattan; go to the top of the Empire State mouth 7 cloud your vision 8 door was wide
open
158

Writing Workshop 9 3 2 I’d ordered 3 I hadn’t eaten 4 you didn’t Check Your Progress 10
1 2 improve; English 3 sports instructors have to 5 I understood 6 the exams were 1 1 date 2 friendly 3 lasting 4 made
4 personality; attitude 5 festivals 6 food; 7 we were 8 my computer wasn’t 9 I hadn’t 5 fashioned 6 necked 7 sleeved 8 conscious
accommodation 7 apply early downloaded 10 I’d seen 2 wasn’t 2 have bought 3 had had 4 were
2 2 g 3 d 4 b 5 a 6 h 7 c 8 i 9 e 10 j 4 2 I had a Saturday job 3 I hadn’t bought 5 have told 6 didn’t look
3 2 c 3 a 4 b 5 a 6 c these trousers 4 I could play the guitar 5 I 3 1 un 2 over 3 in 4 re 5 under 6 pre
4 Students' own answers hadn’t broken my mum’s vase 6 I’d gone to the 4 1 we talked 2 to go home 3 you did your
party (I wish I hadn’t been bored at home.) 7 I’d homework 4 I replaced my shoes 5 to leave
Check Your Progress 9 got something cool to wear 8 we lived in a (now)
1 1 time 2 value 3 job 4 experience bigger town (we didn’t live in a small town) 9 I 5 1 b 2 a 3 b 4 a 5 c
5 work 6 set hadn’t been rude to Jane yesterday
2 1 mouth 2 matters 3 run 4 cloud 5 2 I wish I was five kilograms lighter. 3 I wish Exam Choice 5
5 grounded I was as slim as you. 4 It’s okay but I wish I had 1 1 G 2 C 3 F 4 A 5 B 6 E
3 1 That’s when 2 That’s why 3 That’s an iPhone. 5 I wish they hadn’t bought it. 6 I 2 1 NI 2 T 3 F 4 F 5 T 6 F 7 NI 8 F
where 4 That’s what wish we hadn’t moved. 7 I wish there was more 3 1 north London 2 family’s business
4 1 accused me of leaving the door unlocked to do here. 3 jeweller’s 4 Directors 5 jokes 6 sandwich
all night 2 promised not to forget to phone 7 five thousand 8 was sacked 9 four million
again/promised that she wouldn’t forget to
Lesson 38 Reading
4 is 2 does 3 about 4 thing 5 would
1 2 F 3 D 4 A 5 G 6 B
phone again 3 warned me that she would tell 6 what 7 best 8 with 9 it 10 be
my parents if I was late again 4 advised me 2 2 a 3 d 4 b
11 another
to go on a cookery course 5 admitted liking 3 2 auto 3 over 4 pre 5 re 6 un 7 under
5 1 international/multinational 2 unreliable
Lady Gaga’s records/admitted that he liked Lady 8 ultra
3 rebellious 4 colourful 5 voluntary
Gaga’s records 4 2 overcrowded 3 underused 4 automobile 6 environmentally 7 creative 8 underused
5 1 expected to rise quickly next year 5 precharged 6 uncrashable 7 insecure 9 useless 10 forbidden
2 expected that prices will rise quickly next year 8 ultraefficient
6 1 in order to 2 Therefore 3 as 4 because
3 believed that this company is having problems 5 2 even though 3 Even so 4 Even so 5 since 6 as a result 7 so that 8 to
4 believed to be having problems 5 known that 5 even though 6 Even if
7 Students' own answers
house prices were too high last year 6 known
to have been too high last year
Lesson 39 Listening Sound Choice 6
1 2
6 1 to be lost 2 to have been told to leave 1 2 should’ve 3 I’d 4 hadn’t 5 shouldn’t’ve
2 2 b 3 a 4 b 5 b 6 wasn’t 7 didn’t
3 to be locking the doors 4 to be used to watch
the shop assistants, not the customers. 3 3 It’s time to get sat-nav for our car. 4 It’s 3 3 sing 4 – 5 – 6 ring 7 bring 8 –
time we got sat-nav for our car. 5 It’s time they 9 flying 10 wrong 11 – 12 –
n
Sound Choice 5 put up a sign to warn drivers not to drive here./
4 fewer – newer; mayor – player; dial – style;
1 Students' own answers It’s time to put up a sign to warn drivers not to
shower – flower; fire – buyer
2 2 imagine 3 gorge 4 shingle drive here. 6 It’s time to put up a sign to warn
5 2 catch (5) 3 light (5) 4 beauty (6) 5 fear
drivers not to drive here./It’s time they put up
5 multinational 6 publish 7 cheap 8 butcher
so
a sign to warn drivers not to drive here. 7 It’s
(4) 6 hair (4) 7 match (5) 8 tight (5)
9 arch 10 vision 11 beige 9 architect (9) 10 aware (5)
3 2 M 3 E 4 E 5 M 6 M 7 E 8 M 9 B time to buy a better map. 8 It’s time we bought
a better map. 9 It’s time to find a new job. 6 2 One 3 that 4 could 5 might 6 Maybe
10 B 7 First syllable: corduroy, V-necked, autopilot;
4 1 flavour, flavor 2 neighbour, neighbor 10 It’s time I found a new job.
style-conscious, knee-length Different
3 metre, meter 4 centre, center 5 realise, Lesson 39 Speaking syllable: recharge, underused, overambitious,
realize 6 recognise, recognize 7 ageing, aging 1 2 flashing 3 could 4 best 5 doing old-fashioned, long-lasting, ostentatious,
ar
8 liveable, livable 6 Another uncrashable
5 Ooo: beautiful, marvellous, wonderful 2 2 think 3 might/may 4 When(ever) 5 best
oOo: efficient, impressive, survival ooO: 6 solution 7 with 8 Maybe 9 option
picturesque, disappear oO: update, survive, Online Skills
increase Oo: record, present, human Lesson 40 Grammar
1 2 didn’t have to 3 required to; allowed Answer Key
Pe
Module 10 to 4 forced us to 5 could 6 need to

7 permitted to 8 need to Online Skills 1
Topic Talk 2 2 had to pay 3 should have waited 2 Aung San Suu Kyi was born in 1945 to an
1 2 original 3 classy 4 stylish 5 trendy 4 could have bought 5 required to purchase influential Burmese family. She … won the Nobel
6 durable 7 environmentally-friendly 6 forbidden to touch 7 ought to sit 8 had to Peace Prize in 1991.
8 practical 9 old-fashioned 10 impractical spend
11 properly 3 2 You are not permitted to touch the dresses. Online Skills 2
2 2 casual 3 outrageous 4 baggy 5 tight 3 You ought to have a money belt. 4 You 2 1 b 2 a 3 c
6 short-sleeved 7 round-necked 8 wool shouldn’t leave your bag unattended. 5 We
9 denim 10 striped 11 plain 12 flowery have to leave by 6 p.m. 6 We aren’t allowed to Online Skills 3
3 2 baggy 3 denim 4 elegant 5 short- stay after 6 p.m. 7 We are required to leave by 2 a
5 b 3 d 4 e 6 f 2
sleeved 6 flowery 6 p.m. 4 a 2 b 4 c 5 e 3
4 2 rebellious 3 What 4 object 5 looks 4 2 aren’t obliged to buy anything. 3 need to
6 lasting 7 made 8 conscious 9 dated recharge your mobile phone. 4 is forcing you to
Online Skills 5
1 1 c 2 a 3 c
10 fortune 11 break 12 last 13 useless come. 5 are forbidden to go out on your own.
2 1 F There was a fire in his lab before he could
14 cheap 6 we allowed to try these dresses on? 7 could
do it. 2 T 3 T 4 T 5 F He died just before
take photos of the dress. 8 weren’t permitted
Lesson 37 Grammar to stay for the auction.
the battle was won.
A 2 have to wear 3 price must be 4 should
keep 5 can’t be real 6 may be worth 7 don’t Writing Workshop 10
have to get changed 8 it might break 1 B
B 2 shouldn’t have done 3 should have taken 2 2 b 3 a, b 4 a, c 5 a, c 6 a, b 7 b, c
4 must be 5 must have forgotten 6 had to 3 2 Therefore 3 order 4 that 5 result 6 so
walk 7 must have broken 7 to 8 as/because/since
1 2 should have asked 3 could have won 4 Students' own answers
4 should have trained 5 should have worn
6 should have checked 7 could have bought
8 could have been
2 2 had 3 could 4 wasn’t 5 had read
6 had asked 7 had been 8 hadn’t bought
159

IRREGULAR VERBS
n
so
ar
Pe
160

n
so
ar
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CHOICES

Components for the student

UPPER INTERMEDIATE TEACHER’S BOOK

TEACHER’S BOOK with Resources DVD Multi-ROM

Students’ Book with MyEnglishLab

The perfect blend of print and digital.

CEFR For further teacher development www.pearsonELT.com

CVR_CHOI_TB_UINGLB_2223_CVR.indd 1 17/12/2012 09:49

Module 3: The Media 25

A01_CHOI_TB_UINGLB_2223_PRE.indd 1 17/12/2012 10:30

A01_CHOI_TB_UINGLB_2223_PRE.indd 2 17/12/2012 10:30

g Guided and Staged Production

A01_CHOI_TB_UINGLB_2223_PRE.indd 3 17/12/2012 10:30

These boxes contain

The Language Choice

A01_CHOI_TB_UINGLB_2223_PRE.indd 4 17/12/2012 10:30

n Your Choice activities

SKILLS READING / LISTENING

A01_CHOI_TB_UINGLB_2223_PRE.indd 5 17/12/2012 10:31

The DVD Choice

Talk Builders present functional

WRITING / SPEAKING WORKSHOPS

Talk Builders focus

A01_CHOI_TB_UINGLB_2223_PRE.indd 6 17/12/2012 10:31

Exercises test knowledge

Sound Choice focuses

Projects get students

A01_CHOI_TB_UINGLB_2223_PRE.indd 7 17/12/2012 10:31

A01_CHOI_TB_UINGLB_2223_PRE.indd 2 17/12/2012 10:32

A01_CHOI_TB_UINGLB_2223_PRE.indd 3 17/12/2012 10:32

A01_CHOI_TB_UINGLB_2223_PRE.indd 4 17/12/2012 10:32

3 Students read through the

Answers: 1 big 2 lots of

words as a class. Elicit the

For practice, students turn to

M01_CHOI_TB_UINGLB_2223_P1.indd 5 12/12/2012 11:37

The smartphone: is a mobile

Chris Pirillo (b. 1973): is a

M01_CHOI_TB_UINGLB_2223_P1.indd 6 12/12/2012 11:37

Answers: an adjective; a noun

For practice, students turn to

Answers: 2 I spent such a

9 Read through the options

choose only two to discuss.

M01_CHOI_TB_UINGLB_2223_P1.indd 7 12/12/2012 11:37

Tip: If your class are happy to

speak out enthusiastically then

Answer: Student page

3 Give students a few Present and past tenses

Answers: Student page

M01_CHOI_TB_UINGLB_2223_P1.indd 8 12/12/2012 11:37

Answers: Student page

For practice, students turn to

photos for a project. 5 Steve

10 Students may choose to

M01_CHOI_TB_UINGLB_2223_P1.indd 9 12/12/2012 11:37

In this lesson, students will

2 Put students into groups

Tip: With large classes, it is

still possible to have group